CBE · Senior School
Grade 10 History and Geography Scheme of Work — Terms 1, 2 and 3, 2026
A CBE History and Geography scheme of work for Grade 10 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 10
- Subject
- History and Geography
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 10 History and Geography scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
PRACTICAL GEOGRAPHY
Introduction to Geography · Map Reading and Interpretation · Statistical Methods · Geographic Information Systems (GIS)
THEMES IN KENYAN HISTORY AND CITIZENSHIP
Linguistic groups in Kenya · Establishment of colonial rule · The Constitution of Kenya(2010) · Political developments and challenges since independence · Elections in Kenya
NATURAL SYSTEMS AND PROCESSES
Rocks
THEMES IN AFRICAN HISTORY AND CITIZENSHIP
Human Developments in Africa
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | PRACTICAL GEOGRAPHY | Introduction to Geography | By the end of the lesson, the learner should be able to: analyse the branches of Geography for in-depth understanding of the subject. | The learner is guided to: Brainstorm on the meaning and branches of Geography and make class presentations. | How does the study of Geography impact on peoples lives? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | PRACTICAL GEOGRAPHY | Introduction to Geography | By the end of the lesson, the learner should be able to: examine the importance of studying Geography for sustainable development. | The learner is guided to: Use print or digital resources to establish the importance of studying Geography and write notes. | How does the study of Geography impact on peoples lives? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | PRACTICAL GEOGRAPHY | Introduction to Geography | By the end of the lesson, the learner should be able to: explore the relationship between Geography and other disciplines for identification of career pathways. | The learner is guided to: Discuss the relationship between Geography and other disciplines and present in class. | How does the study of Geography impact on peoples lives? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | PRACTICAL GEOGRAPHY | Introduction to Geography | By the end of the lesson, the learner should be able to: select possible careers from branches of Geography in the society. | The learner is guided to: Engage with resource person on meaning of career, factors to consider in choosing a career and careers related to Geography and take notes. | How does the study of Geography impact on peoples lives? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | PRACTICAL GEOGRAPHY | Introduction to Geography | By the end of the lesson, the learner should be able to: appreciate the significance of Geography in day-to-today life. | The learner is guided to: Create posters on careers related to Geography and display in school. | How does the study of Geography impact on peoples lives? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 6 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Linguistic groups in Kenya | By the end of the lesson, the learner should be able to: explore the linguistic groups in Kenya. | The learner is guided to: brainstorm on the identities of the linguistic groups in Kenya. | How can you promote harmonious living among the diverse communities of Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 7 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Linguistic groups in Kenya | By the end of the lesson, the learner should be able to: discuss the causes and effects of migration, settlement and expansion of the linguistic groups. | The learner is guided to: discuss and write on charts/posters the linguistic groups in Kenya. | How can you promote harmonious living among the diverse communities of Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 8 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Linguistic groups in Kenya | By the end of the lesson, the learner should be able to: trace the migration routes and settlement areas of the linguistic groups in Kenya. | The learner is guided to: investigate the causes and effects of migration, settlement and expansion of the linguistic groups. | How can you promote harmonious living among the diverse communities of Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 9 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Linguistic groups in Kenya | By the end of the lesson, the learner should be able to: apply the knowledge of diverse communities of Kenya to promote social cohesion. | The learner is guided to: using an atlas draw a map of Kenya and locate the migration routes and settlement areas of the linguistic groups in Kenya. | How can you promote harmonious living among the diverse communities of Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 10 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Linguistic groups in Kenya | By the end of the lesson, the learner should be able to: appreciate the diversity of communities in Kenya. | The learner is guided to: role play cultural exchange among the linguistic groups in Kenya. | How can you promote harmonious living among the diverse communities of Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | PRACTICAL GEOGRAPHY | Introduction to Geography | By the end of the lesson, the learner should be able to: analyse the branches of Geography for in-depth understanding of the subject. | The learner is guided to: Engage in work shadowing on a possible career in Geography and share experiences in class. | How does the study of Geography impact on peoples lives? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | PRACTICAL GEOGRAPHY | Introduction to Geography | By the end of the lesson, the learner should be able to: examine the importance of studying Geography for sustainable development. | The learner is guided to: Conduct a digital or library research on the significance of Geography in day-to-today life and make class presentations. | How does the study of Geography impact on peoples lives? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | PRACTICAL GEOGRAPHY | Introduction to Geography | By the end of the lesson, the learner should be able to: explore the relationship between Geography and other disciplines for identification of career pathways. | The learner is guided to: Brainstorm on the meaning and branches of Geography and make class presentations. | How does the study of Geography impact on peoples lives? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | PRACTICAL GEOGRAPHY | Introduction to Geography | By the end of the lesson, the learner should be able to: select possible careers from branches of Geography in the society. | The learner is guided to: Use print or digital resources to establish the importance of studying Geography and write notes. | How does the study of Geography impact on peoples lives? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | PRACTICAL GEOGRAPHY | Introduction to Geography | By the end of the lesson, the learner should be able to: appreciate the significance of Geography in day-to-today life. | The learner is guided to: Discuss the relationship between Geography and other disciplines and present in class. | How does the study of Geography impact on peoples lives? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 6 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Linguistic groups in Kenya | By the end of the lesson, the learner should be able to: explore the linguistic groups in Kenya. | The learner is guided to: compose a song or poem or develop a documentary on cultural diversity of linguistic groups in Kenya. | How can you promote harmonious living among the diverse communities of Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 7 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Linguistic groups in Kenya | By the end of the lesson, the learner should be able to: discuss the causes and effects of migration, settlement and expansion of the linguistic groups. | The learner is guided to: brainstorm on the identities of the linguistic groups in Kenya. | How can you promote harmonious living among the diverse communities of Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 8 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Linguistic groups in Kenya | By the end of the lesson, the learner should be able to: trace the migration routes and settlement areas of the linguistic groups in Kenya. | The learner is guided to: discuss and write on charts/posters the linguistic groups in Kenya. | How can you promote harmonious living among the diverse communities of Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 9 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Linguistic groups in Kenya | By the end of the lesson, the learner should be able to: apply the knowledge of diverse communities of Kenya to promote social cohesion. | The learner is guided to: investigate the causes and effects of migration, settlement and expansion of the linguistic groups. | How can you promote harmonious living among the diverse communities of Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 10 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Linguistic groups in Kenya | By the end of the lesson, the learner should be able to: appreciate the diversity of communities in Kenya. | The learner is guided to: using an atlas draw a map of Kenya and locate the migration routes and settlement areas of the linguistic groups in Kenya. | How can you promote harmonious living among the diverse communities of Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | PRACTICAL GEOGRAPHY | Introduction to Geography | By the end of the lesson, the learner should be able to: analyse the branches of Geography for in-depth understanding of the subject. | The learner is guided to: Engage with resource person on meaning of career, factors to consider in choosing a career and careers related to Geography and take notes. | How does the study of Geography impact on peoples lives? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | PRACTICAL GEOGRAPHY | Introduction to Geography | By the end of the lesson, the learner should be able to: examine the importance of studying Geography for sustainable development. | The learner is guided to: Create posters on careers related to Geography and display in school. | How does the study of Geography impact on peoples lives? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | PRACTICAL GEOGRAPHY | Introduction to Geography | By the end of the lesson, the learner should be able to: explore the relationship between Geography and other disciplines for identification of career pathways. | The learner is guided to: Engage in work shadowing on a possible career in Geography and share experiences in class. | How does the study of Geography impact on peoples lives? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | PRACTICAL GEOGRAPHY | Introduction to Geography | By the end of the lesson, the learner should be able to: select possible careers from branches of Geography in the society. | The learner is guided to: Conduct a digital or library research on the significance of Geography in day-to-today life and make class presentations. | How does the study of Geography impact on peoples lives? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: illustrate the various methods of representing relief on topographical maps. | The learner is guided to: Brainstorm on meaning and types of maps and share in class. | How do we read and interpret topographical maps? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 6 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Establishment of colonial rule | By the end of the lesson, the learner should be able to: examine the reasons for the establishment of colonial rule. | The learner is guided to: use digital devices or print materials to research on reasons for the establishment of colonial rule in Kenya and present in class. | How can we maintain independence in daily lives?; Why was wrong for the British to impose their rule on Africans in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 7 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Establishment of colonial rule | By the end of the lesson, the learner should be able to: evaluate the methods applied by the British in the establishment of colonial rule in Kenya. | The learner is guided to: roleplay the methods used by the British in the establishment of colonial rule. | How can we maintain independence in daily lives?; Why was wrong for the British to impose their rule on Africans in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 8 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Establishment of colonial rule | By the end of the lesson, the learner should be able to: discuss the process of establishment of colonial rule in Kenya. | The learner is guided to: watch a documentary on establishment of colonial rule Kenya and make notes. | How can we maintain independence in daily lives?; Why was wrong for the British to impose their rule on Africans in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 9 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Establishment of colonial rule | By the end of the lesson, the learner should be able to: apply lesson learnt from the process of establishment of colonial rule in Kenya. | The learner is guided to: develop a chart on the process of establishment of colonial rule and share in class. | How can we maintain independence in daily lives?; Why was wrong for the British to impose their rule on Africans in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 10 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Establishment of colonial rule | By the end of the lesson, the learner should be able to: desire to maintain independence and unity in Kenya. | The learner is guided to: identify situations in the school where the best practices from the process of colonial establishment can be applied by learners. | How can we maintain independence in daily lives?; Why was wrong for the British to impose their rule on Africans in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: interpret relief, drainage and vegetation on topographical maps for resource mapping. | The learner is guided to: Use print or digital resources to research on the various methods of representing relief, drainage and vegetation on topographical maps and draw sketches. | How do we read and interpret topographical maps? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: draw sketch sections from topographical maps for interpreting relief. | The learner is guided to: Discuss how relief, drainage and vegetation are interpreted on topographical maps and make class presentations. | How do we read and interpret topographical maps? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: appreciate the use of map reading and interpretation skills for national development. | The learner is guided to: Watch video clips on relief, drainage, and vegetation and take notes. | How do we read and interpret topographical maps? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: illustrate the various methods of representing relief on topographical maps. | The learner is guided to: Draw sketch sections from topographical maps and display in class. | How do we read and interpret topographical maps? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: interpret relief, drainage and vegetation on topographical maps for resource mapping. | The learner is guided to: Use relief, drainage and vegetation on topographic maps to identify various economic activities that can be undertaken in a given area. | How do we read and interpret topographical maps? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 6 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Establishment of colonial rule | By the end of the lesson, the learner should be able to: examine the reasons for the establishment of colonial rule. | The learner is guided to: develop communication messages on independence and unity and display. | How can we maintain independence in daily lives?; Why was wrong for the British to impose their rule on Africans in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 7 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Establishment of colonial rule | By the end of the lesson, the learner should be able to: evaluate the methods applied by the British in the establishment of colonial rule in Kenya. | The learner is guided to: use digital devices or print materials to research on reasons for the establishment of colonial rule in Kenya and present in class. | How can we maintain independence in daily lives?; Why was wrong for the British to impose their rule on Africans in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 8 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Establishment of colonial rule | By the end of the lesson, the learner should be able to: discuss the process of establishment of colonial rule in Kenya. | The learner is guided to: roleplay the methods used by the British in the establishment of colonial rule. | How can we maintain independence in daily lives?; Why was wrong for the British to impose their rule on Africans in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 9 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Establishment of colonial rule | By the end of the lesson, the learner should be able to: apply lesson learnt from the process of establishment of colonial rule in Kenya. | The learner is guided to: watch a documentary on establishment of colonial rule Kenya and make notes. | How can we maintain independence in daily lives?; Why was wrong for the British to impose their rule on Africans in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 10 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Establishment of colonial rule | By the end of the lesson, the learner should be able to: desire to maintain independence and unity in Kenya. | The learner is guided to: develop a chart on the process of establishment of colonial rule and share in class. | How can we maintain independence in daily lives?; Why was wrong for the British to impose their rule on Africans in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: draw sketch sections from topographical maps for interpreting relief. | The learner is guided to: Brainstorm on meaning and types of maps and share in class. | How do we read and interpret topographical maps? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: appreciate the use of map reading and interpretation skills for national development. | The learner is guided to: Use print or digital resources to research on the various methods of representing relief, drainage and vegetation on topographical maps and draw sketches. | How do we read and interpret topographical maps? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: illustrate the various methods of representing relief on topographical maps. | The learner is guided to: Discuss how relief, drainage and vegetation are interpreted on topographical maps and make class presentations. | How do we read and interpret topographical maps? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: interpret relief, drainage and vegetation on topographical maps for resource mapping. | The learner is guided to: Watch video clips on relief, drainage, and vegetation and take notes. | How do we read and interpret topographical maps? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: draw sketch sections from topographical maps for interpreting relief. | The learner is guided to: Draw sketch sections from topographical maps and display in class. | How do we read and interpret topographical maps? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 6 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | The Constitution of Kenya(2010) | By the end of the lesson, the learner should be able to: categorise the type of public resources in Kenya. | The learner is guided to: The learner is guided to:. | What are the challenges faced in ensuring efficient utilisation of public resources?; How can public resources be protected and preserved? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 7 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | The Constitution of Kenya(2010) | By the end of the lesson, the learner should be able to: analyse the importance of public resources for posterity. | The learner is guided to: identify to categorise types of public resources. | What are the challenges faced in ensuring efficient utilisation of public resources?; How can public resources be protected and preserved? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 8 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | The Constitution of Kenya(2010) | By the end of the lesson, the learner should be able to: develop strategies for sustainable utilisation of public resources. | The learner is guided to: use print and non-print media to categorise public, resources and make presents in class. | What are the challenges faced in ensuring efficient utilisation of public resources?; How can public resources be protected and preserved? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 9 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | The Constitution of Kenya(2010) | By the end of the lesson, the learner should be able to: advocate for efficient use of public resources for an ethical society. | The learner is guided to: watch a video clip on the importance efficient use of public resources, and discuss in class. | What are the challenges faced in ensuring efficient utilisation of public resources?; How can public resources be protected and preserved? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 10 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | The Constitution of Kenya(2010) | By the end of the lesson, the learner should be able to: desire to support efficient use of public resources to promote ethical practices. | The learner is guided to: engage with a resource person to give a talk on how to design strategies for sustainable utilization of public resources and present points in class. | What are the challenges faced in ensuring efficient utilisation of public resources?; How can public resources be protected and preserved? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 10 History and Geography scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
NATURAL SYSTEMS AND PROCESSES
Rocks · Folding · Vulcanicity · Earthquakes
THEMES IN AFRICAN HISTORY AND CITIZENSHIP
Human Developments in Africa · African Civilizations up to 19th century (Wanga,Buganda And Nyamwezi ) · Colonization of Africa · Modern Nationalism in Africa
AFRICAN THEMES
Global wars on Africa
INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP
Great revolutions - French · International organisations
HUMAN AND ECONOMIC ACTIVITIES
Agriculture
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | NATURAL SYSTEMS AND PROCESSES | Rocks | By the end of the lesson, the learner should be able to: examine the classification of rocks according to the mode of formation and age. | The learner is guided to: Brainstorm the meaning of rocks and share in class. | Why are there different types of rocks? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | NATURAL SYSTEMS AND PROCESSES | Rocks | By the end of the lesson, the learner should be able to: describe the distribution of rocks in Kenya. | The learner is guided to: Use print or digital resources to establish the classification of rocks (according to mode of formation and age), download images and display in class. | Why are there different types of rocks? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | NATURAL SYSTEMS AND PROCESSES | Rocks | By the end of the lesson, the learner should be able to: analyse the significance of rocks in Kenya. | The learner is guided to: Discuss the characteristics of rocks (igneous, metamorphic and sedimentary) and make presentations in class. | Why are there different types of rocks? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | NATURAL SYSTEMS AND PROCESSES | Rocks | By the end of the lesson, the learner should be able to: sample rock types in your locality. | The learner is guided to: Draw a sketch map of Kenya showing the distribution of rocks and display strategically in the school. | Why are there different types of rocks? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | NATURAL SYSTEMS AND PROCESSES | Rocks | By the end of the lesson, the learner should be able to: appreciate the significance of rocks in Kenya. | The learner is guided to: Carry out library research on the significance of rocks in Kenya and write an essay. | Why are there different types of rocks? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 6 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Human Developments in Africa | By the end of the lesson, the learner should be able to: explain the factors that led to transition from migratory to sedentary lifestyle by early humans. | The learner is guided to: use digital/print materials to the factors which led to transition from migratory to sedentary lifestyle by early humans and summary main points. | How did daily life change due to shifting from a nomadic lifestyle to a sedentary life?; Which factors influenced pastoralism in the pre-colonial period? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 7 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Human Developments in Africa | By the end of the lesson, the learner should be able to: analyse advancements that took place during the Neolithic revolution. | The learner is guided to: brainstorm the meaning of Neolithic revolution, discuss advancements that took place during the Neolithic revolution and present using power point/locally available resources. | How did daily life change due to shifting from a nomadic lifestyle to a sedentary life?; Which factors influenced pastoralism in the pre-colonial period? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 8 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Human Developments in Africa | By the end of the lesson, the learner should be able to: examine the contributions of Neolithic revolution to the modern society. | The learner is guided to: carry out a search using online or print or human resources to establish the contributions of Neolithic revolution to the modern society and share in class. | How did daily life change due to shifting from a nomadic lifestyle to a sedentary life?; Which factors influenced pastoralism in the pre-colonial period? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 9 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Human Developments in Africa | By the end of the lesson, the learner should be able to: classify the characteristics of pastoralism in reference to selected communities in Africa. | The learner is guided to: investigate the characteristics of pastoralism in reference to selected communities in Africa(Maasai and Fulani) and report the findings. | How did daily life change due to shifting from a nomadic lifestyle to a sedentary life?; Which factors influenced pastoralism in the pre-colonial period? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 10 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Human Developments in Africa | By the end of the lesson, the learner should be able to: propose solutions to challenges facing contemporary pastoralism in Africa. | The learner is guided to: design charts/posters to develop solutions to challenges facing contemporary pastoralism in Africa. | How did daily life change due to shifting from a nomadic lifestyle to a sedentary life?; Which factors influenced pastoralism in the pre-colonial period? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | NATURAL SYSTEMS AND PROCESSES | Rocks | By the end of the lesson, the learner should be able to: examine the classification of rocks according to the mode of formation and age. | The learner is guided to: Carry out field study on rocks within the local environment, collect, classify and display the samples in class. | Why are there different types of rocks? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | NATURAL SYSTEMS AND PROCESSES | Rocks | By the end of the lesson, the learner should be able to: describe the distribution of rocks in Kenya. | The learner is guided to: Make a collage showing the distribution of rocks in Kenya and display in class. | Why are there different types of rocks? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | NATURAL SYSTEMS AND PROCESSES | Rocks | By the end of the lesson, the learner should be able to: analyse the significance of rocks in Kenya. | The learner is guided to: Brainstorm the meaning of rocks and share in class. | Why are there different types of rocks? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | NATURAL SYSTEMS AND PROCESSES | Rocks | By the end of the lesson, the learner should be able to: sample rock types in your locality. | The learner is guided to: Use print or digital resources to establish the classification of rocks (according to mode of formation and age), download images and display in class. | Why are there different types of rocks? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | NATURAL SYSTEMS AND PROCESSES | Rocks | By the end of the lesson, the learner should be able to: appreciate the significance of rocks in Kenya. | The learner is guided to: Discuss the characteristics of rocks (igneous, metamorphic and sedimentary) and make presentations in class. | Why are there different types of rocks? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 6 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Human Developments in Africa | By the end of the lesson, the learner should be able to: recognise the advancements that took place during the Neolithic revolution. | The learner is guided to: debate on the advancements that took place during the Neolithic revolution. | How did daily life change due to shifting from a nomadic lifestyle to a sedentary life?; Which factors influenced pastoralism in the pre-colonial period? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 7 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Human Developments in Africa | By the end of the lesson, the learner should be able to: explain the factors that led to transition from migratory to sedentary lifestyle by early humans. | The learner is guided to: use digital/print materials to the factors which led to transition from migratory to sedentary lifestyle by early humans and summary main points. | How did daily life change due to shifting from a nomadic lifestyle to a sedentary life?; Which factors influenced pastoralism in the pre-colonial period? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 8 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | African Civilizations up to 19th century (Wanga,Buganda And Nyamwezi ) | By the end of the lesson, the learner should be able to: examine the development of selected early civilizations in Africa. | The learner is guided to: brainstorm on the development of selected early civilizations. | How do the early civilizations differ from the current leadership structure? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 9 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | African Civilizations up to 19th century (Wanga,Buganda And Nyamwezi ) | By the end of the lesson, the learner should be able to: analyse the importance of ancient African civilizations to modern society. | The learner is guided to: discuss on contributions of early civilizations to the modern society and present using charts. | How do the early civilizations differ from the current leadership structure? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 10 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | African Civilizations up to 19th century (Wanga,Buganda And Nyamwezi ) | By the end of the lesson, the learner should be able to: apply the best practices from the early civilizations. | The learner is guided to: participate in carrying out activities that promote best practices in the society. | How do the early civilizations differ from the current leadership structure? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | NATURAL SYSTEMS AND PROCESSES | Folding | By the end of the lesson, the learner should be able to: distinguish the types of folds resulting from tectonic forces. | The learner is guided to: Brainstorm on the meaning of folding and share in class. | How does folding influence our day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | NATURAL SYSTEMS AND PROCESSES | Folding | By the end of the lesson, the learner should be able to: describe the resultant features of folding on the Earth’s surface. | The learner is guided to: Discuss types of folds resulting from tectonic forces and make presentations in class. | How does folding influence our day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | NATURAL SYSTEMS AND PROCESSES | Folding | By the end of the lesson, the learner should be able to: analyse the significance of folding and the resultant features. | The learner is guided to: Use print or digital resources to research on the resultant features of folding on the Earth’s surface and make notes. | How does folding influence our day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | NATURAL SYSTEMS AND PROCESSES | Folding | By the end of the lesson, the learner should be able to: illustrate the distribution of fold mountains in the world. | The learner is guided to: Draw sketches of the resultant features of folding on the Earth’s surface and display in class. | How does folding influence our day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | NATURAL SYSTEMS AND PROCESSES | Folding | By the end of the lesson, the learner should be able to: appreciate the influence of folding and the resultant features on human activities. | The learner is guided to: Model resultant features of folding on the Earth’s surface and display in class. | How does folding influence our day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 6 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | African Civilizations up to 19th century (Wanga,Buganda And Nyamwezi ) | By the end of the lesson, the learner should be able to: appreciate contributions of early civilizations. | The learner is guided to: document the contributions in a journal/school magazine. | How do the early civilizations differ from the current leadership structure? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 7 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | African Civilizations up to 19th century (Wanga,Buganda And Nyamwezi ) | By the end of the lesson, the learner should be able to: examine the development of selected early civilizations in Africa. | The learner is guided to: brainstorm on the development of selected early civilizations. | How do the early civilizations differ from the current leadership structure? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 8 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | African Civilizations up to 19th century (Wanga,Buganda And Nyamwezi ) | By the end of the lesson, the learner should be able to: analyse the importance of ancient African civilizations to modern society. | The learner is guided to: discuss on contributions of early civilizations to the modern society and present using charts. | How do the early civilizations differ from the current leadership structure? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 9 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | African Civilizations up to 19th century (Wanga,Buganda And Nyamwezi ) | By the end of the lesson, the learner should be able to: apply the best practices from the early civilizations. | The learner is guided to: participate in carrying out activities that promote best practices in the society. | How do the early civilizations differ from the current leadership structure? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 10 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | African Civilizations up to 19th century (Wanga,Buganda And Nyamwezi ) | By the end of the lesson, the learner should be able to: appreciate contributions of early civilizations. | The learner is guided to: document the contributions in a journal/school magazine. | How do the early civilizations differ from the current leadership structure? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | NATURAL SYSTEMS AND PROCESSES | Folding | By the end of the lesson, the learner should be able to: distinguish the types of folds resulting from tectonic forces. | The learner is guided to: Draw a world map showing the distribution of fold mountains and display in class. | How does folding influence our day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | NATURAL SYSTEMS AND PROCESSES | Folding | By the end of the lesson, the learner should be able to: describe the resultant features of folding on the Earth’s surface. | The learner is guided to: Debate on the significance of folding and the resultant features. | How does folding influence our day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | NATURAL SYSTEMS AND PROCESSES | Folding | By the end of the lesson, the learner should be able to: analyse the significance of folding and the resultant features. | The learner is guided to: Brainstorm on the meaning of folding and share in class. | How does folding influence our day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | NATURAL SYSTEMS AND PROCESSES | Folding | By the end of the lesson, the learner should be able to: illustrate the distribution of fold mountains in the world. | The learner is guided to: Discuss types of folds resulting from tectonic forces and make presentations in class. | How does folding influence our day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | NATURAL SYSTEMS AND PROCESSES | Folding | By the end of the lesson, the learner should be able to: appreciate the influence of folding and the resultant features on human activities. | The learner is guided to: Use print or digital resources to research on the resultant features of folding on the Earth’s surface and make notes. | How does folding influence our day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 6 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Colonization of Africa | By the end of the lesson, the learner should be able to: discuss the significance of the Berlin conference in relation to scramble for and partition of Africa. | The learner is guided to: research on the significance of the Berlin conference in relation to scramble for and partition of Africa and present a summary. | How did Otto Von Bismarck fast-track the process towards scramble for and partition of Africa?; Why was colonialism unfair to Africans? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 7 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Colonization of Africa | By the end of the lesson, the learner should be able to: evaluate how key players determined the colonization of Africa. | The learner is guided to: engage with a resource person to identify key players and explain how they determined the colonisation of Africa. | How did Otto Von Bismarck fast-track the process towards scramble for and partition of Africa?; Why was colonialism unfair to Africans? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 8 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Colonization of Africa | By the end of the lesson, the learner should be able to: discern the extent to which different reasons influenced colonisation of Africa. | The learner is guided to: use print and non print materials establish the extent to which economic and political reasons influenced colonization of Africa; display in class. | How did Otto Von Bismarck fast-track the process towards scramble for and partition of Africa?; Why was colonialism unfair to Africans? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 9 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Colonization of Africa | By the end of the lesson, the learner should be able to: justify why it was inevitable to end colonialization of Africa to promote a sense of nationalism. | The learner is guided to: debate on justification for an end colonialization of Africa. | How did Otto Von Bismarck fast-track the process towards scramble for and partition of Africa?; Why was colonialism unfair to Africans? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 10 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Colonization of Africa | By the end of the lesson, the learner should be able to: appreciate the justification of the end of colonization of Africa to promote a sense of nationalism. | The learner is guided to: compose poems/messages on justification to the end of colonization of Africa. | How did Otto Von Bismarck fast-track the process towards scramble for and partition of Africa?; Why was colonialism unfair to Africans? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | NATURAL SYSTEMS AND PROCESSES | Folding | By the end of the lesson, the learner should be able to: distinguish the types of folds resulting from tectonic forces. | The learner is guided to: Draw sketches of the resultant features of folding on the Earth’s surface and display in class. | How does folding influence our day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | NATURAL SYSTEMS AND PROCESSES | Folding | By the end of the lesson, the learner should be able to: describe the resultant features of folding on the Earth’s surface. | The learner is guided to: Model resultant features of folding on the Earth’s surface and display in class. | How does folding influence our day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | NATURAL SYSTEMS AND PROCESSES | Folding | By the end of the lesson, the learner should be able to: analyse the significance of folding and the resultant features. | The learner is guided to: Draw a world map showing the distribution of fold mountains and display in class. | How does folding influence our day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | NATURAL SYSTEMS AND PROCESSES | Vulcanicity | By the end of the lesson, the learner should be able to: investigate the causes of vulcanicity in the Earth. | The learner is guided to: Brainstorm on the meaning and causes of vulcanicity in Earth and make notes. | Why study vulcanicity? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | NATURAL SYSTEMS AND PROCESSES | Vulcanicity | By the end of the lesson, the learner should be able to: describe features resulting from vulcanic activities in the world. | The learner is guided to: Use print or digital resources to research on features resulting from vulcanicity in the world and make presentations in class. | Why study vulcanicity? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 6 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Colonization of Africa | By the end of the lesson, the learner should be able to: discuss the significance of the Berlin conference in relation to scramble for and partition of Africa. | The learner is guided to: research on the significance of the Berlin conference in relation to scramble for and partition of Africa and present a summary. | How did Otto Von Bismarck fast-track the process towards scramble for and partition of Africa?; Why was colonialism unfair to Africans? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 7 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Colonization of Africa | By the end of the lesson, the learner should be able to: evaluate how key players determined the colonization of Africa. | The learner is guided to: engage with a resource person to identify key players and explain how they determined the colonisation of Africa. | How did Otto Von Bismarck fast-track the process towards scramble for and partition of Africa?; Why was colonialism unfair to Africans? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 8 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Colonization of Africa | By the end of the lesson, the learner should be able to: discern the extent to which different reasons influenced colonisation of Africa. | The learner is guided to: use print and non print materials establish the extent to which economic and political reasons influenced colonization of Africa; display in class. | How did Otto Von Bismarck fast-track the process towards scramble for and partition of Africa?; Why was colonialism unfair to Africans? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 9 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Colonization of Africa | By the end of the lesson, the learner should be able to: justify why it was inevitable to end colonialization of Africa to promote a sense of nationalism. | The learner is guided to: debate on justification for an end colonialization of Africa. | How did Otto Von Bismarck fast-track the process towards scramble for and partition of Africa?; Why was colonialism unfair to Africans? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 10 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Colonization of Africa | By the end of the lesson, the learner should be able to: appreciate the justification of the end of colonization of Africa to promote a sense of nationalism. | The learner is guided to: compose poems/messages on justification to the end of colonization of Africa. | How did Otto Von Bismarck fast-track the process towards scramble for and partition of Africa?; Why was colonialism unfair to Africans? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 10 History and Geography scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
HUMAN AND ECONOMIC ACTIVITIES
Agriculture · Mining · Energy · Industry
INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP
International organisations · Modern Slavery and Servitude · Global Governance · The 1ST Industrial revolution
CONTEMPORARY THEMES IN HISTORY AND CITIZENSHIP
Peace and Conflict transformations in Kenya · The 4th industrial and technologies revolution · Equity and non-discrimination
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | HUMAN AND ECONOMIC ACTIVITIES | Agriculture | By the end of the lesson, the learner should be able to: explore types of agriculture in the world. | The learner is guided to: Brainstorm on the types of agriculture in the world (subsistence, commercial, urban agriculture) and present in class. | How is the future of agriculture in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | HUMAN AND ECONOMIC ACTIVITIES | Agriculture | By the end of the lesson, the learner should be able to: explain the importance of agriculture in the society. | The learner is guided to: Engage a resource person on the importance of agriculture in the society. | How is the future of agriculture in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | HUMAN AND ECONOMIC ACTIVITIES | Agriculture | By the end of the lesson, the learner should be able to: analyse the trends in agriculture in Africa. | The learner is guided to: Use print or digital resources to research on trends in agriculture in Africa. | How is the future of agriculture in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | HUMAN AND ECONOMIC ACTIVITIES | Agriculture | By the end of the lesson, the learner should be able to: examine challenges facing agriculture in Kenya. | The learner is guided to: Watch video clips on urban agriculture and hydroponics and take notes. | How is the future of agriculture in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | HUMAN AND ECONOMIC ACTIVITIES | Agriculture | By the end of the lesson, the learner should be able to: design strategies towards enhancing agricultural productivity in Kenya. | The learner is guided to: Develop communication messages on challenges facing agriculture in Kenya. | How is the future of agriculture in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 6 | INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP | International organisations | By the end of the lesson, the learner should be able to: enumerate the significance of different types of international organisations; examine factors that strengthen ties among commonwealth countries; illustrate opportunities and challenges facing commonwealth nations; appreciate the significance of different types of international organisations. | The learner is guided to: brainstorm the significance of different types of international organisations and exchange ideas; discuss the factors that strengthen ties among commonwealth countries and use charts to present summary points; carry out a research using print or digital materials to find out opportunities and challenges facing commonwealth nations; create messages for sharing in different forums on the significance of different types of international organisations. | Why are key values important for sustainable relations among commonwealth nations?; Which activities can promote strong ties in international organisations? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 7 | INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP | Modern Slavery and Servitude | By the end of the lesson, the learner should be able to: discuss various forms of slavery and servitude in the modern world. | The learner is guided to: brainstorm on the difference between slavery and servitude and present in class. | What can you do to end slavery and servitude in the world? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 8 | INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP | Modern Slavery and Servitude | By the end of the lesson, the learner should be able to: assess the factors that cause slavery and servitude in the modern world. | The learner is guided to: Use the library to research on various forms of slavery and servitude and share in class. | What can you do to end slavery and servitude in the world? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 9 | INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP | Modern Slavery and Servitude | By the end of the lesson, the learner should be able to: illustrate ways in which governments and civil society collaborate to end slavery and servitude in the society today. | The learner is guided to: use digital device discuss on factors causing slavery and servitude in the modern world. | What can you do to end slavery and servitude in the world? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 10 | INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP | Modern Slavery and Servitude | By the end of the lesson, the learner should be able to: elaborate the roles of abolitionists movements in the modern society. | The learner is guided to: engage with a resource person to establish ways in which governments and civil society collaborate to end slavery and servitude. | What can you do to end slavery and servitude in the world? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | HUMAN AND ECONOMIC ACTIVITIES | Agriculture | By the end of the lesson, the learner should be able to: appreciate the role of agriculture towards food security in Kenya. | The learner is guided to: Conduct a field study within the locality on strategies for enhancing agricultural productivity. | How is the future of agriculture in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | HUMAN AND ECONOMIC ACTIVITIES | Agriculture | By the end of the lesson, the learner should be able to: explore types of agriculture in the world. | The learner is guided to: Create posters on possible strategies towards enhancing agricultural productivity in Kenya. | How is the future of agriculture in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | HUMAN AND ECONOMIC ACTIVITIES | Agriculture | By the end of the lesson, the learner should be able to: explain the importance of agriculture in the society. | The learner is guided to: Brainstorm on the types of agriculture in the world (subsistence, commercial, urban agriculture) and present in class. | How is the future of agriculture in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | HUMAN AND ECONOMIC ACTIVITIES | Agriculture | By the end of the lesson, the learner should be able to: analyse the trends in agriculture in Africa. | The learner is guided to: Engage a resource person on the importance of agriculture in the society. | How is the future of agriculture in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | HUMAN AND ECONOMIC ACTIVITIES | Agriculture | By the end of the lesson, the learner should be able to: examine challenges facing agriculture in Kenya. | The learner is guided to: Use print or digital resources to research on trends in agriculture in Africa. | How is the future of agriculture in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 6 | INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP | Modern Slavery and Servitude | By the end of the lesson, the learner should be able to: appreciate the need to free the world from slavery and servitude. | The learner is guided to: debate on the roles of abolitionists movements in the modern society and exchange views. | What can you do to end slavery and servitude in the world? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 7 | INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP | Modern Slavery and Servitude | By the end of the lesson, the learner should be able to: discuss various forms of slavery and servitude in the modern world. | The learner is guided to: compose a song/poem and sing/recite on the need to free the world from slavery and servitude. | What can you do to end slavery and servitude in the world? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 8 | INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP | Modern Slavery and Servitude | By the end of the lesson, the learner should be able to: assess the factors that cause slavery and servitude in the modern world. | The learner is guided to: brainstorm on the difference between slavery and servitude and present in class. | What can you do to end slavery and servitude in the world? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 9 | INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP | Modern Slavery and Servitude | By the end of the lesson, the learner should be able to: illustrate ways in which governments and civil society collaborate to end slavery and servitude in the society today. | The learner is guided to: Use the library to research on various forms of slavery and servitude and share in class. | What can you do to end slavery and servitude in the world? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 10 | INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP | Modern Slavery and Servitude | By the end of the lesson, the learner should be able to: elaborate the roles of abolitionists movements in the modern society. | The learner is guided to: use digital device discuss on factors causing slavery and servitude in the modern world. | What can you do to end slavery and servitude in the world? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | HUMAN AND ECONOMIC ACTIVITIES | Mining | By the end of the lesson, the learner should be able to: examine the factors influencing occurrence and exploitation of minerals. | The learner is guided to: Brainstorm on the meaning of minerals and mining and share in class. | How can we exploit minerals sustainably? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | HUMAN AND ECONOMIC ACTIVITIES | Mining | By the end of the lesson, the learner should be able to: describe the methods used in extraction of minerals in the world. | The learner is guided to: Carry out library research to establish occurrence of minerals and make notes. | How can we exploit minerals sustainably? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | HUMAN AND ECONOMIC ACTIVITIES | Mining | By the end of the lesson, the learner should be able to: explore the mining of limestone in Kenya, diamond in Botswana and iron ore in Australia. | The learner is guided to: Discuss the factors influencing occurrence and exploitation of minerals and present in class. | How can we exploit minerals sustainably? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | HUMAN AND ECONOMIC ACTIVITIES | Mining | By the end of the lesson, the learner should be able to: analyse the effects of mining on the environment and possible solutions. | The learner is guided to: Use print or digital resources to research on methods used in extraction of minerals and make notes. | How can we exploit minerals sustainably? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | HUMAN AND ECONOMIC ACTIVITIES | Mining | By the end of the lesson, the learner should be able to: apply statistical skills to establish trends in mineral production in East Africa. | The learner is guided to: Watch video clips on methods used in extraction of minerals and take notes. | How can we exploit minerals sustainably? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 6 | INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP | Modern Slavery and Servitude | By the end of the lesson, the learner should be able to: appreciate the need to free the world from slavery and servitude. | The learner is guided to: engage with a resource person to establish ways in which governments and civil society collaborate to end slavery and servitude. | What can you do to end slavery and servitude in the world? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 7 | INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP | Global Governance | By the end of the lesson, the learner should be able to: identify the guiding principles for global governance for a sustainable society. | The learner is guided to: role play the guiding principles of global governance. | Which activities are significant in promoting global governance?; What is the role of UN in fostering global governance? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 8 | INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP | Global Governance | By the end of the lesson, the learner should be able to: illustrate key areas in global governance that guarantee a stable global trends. | The learner is guided to: prepare slogans on key areas in global governance and display in main points. | Which activities are significant in promoting global governance?; What is the role of UN in fostering global governance? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 9 | INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP | Global Governance | By the end of the lesson, the learner should be able to: examine the importance of global governance. | The learner is guided to: use digital or print media to research on the importance of global governance and share. | Which activities are significant in promoting global governance?; What is the role of UN in fostering global governance? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 10 | INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP | Global Governance | By the end of the lesson, the learner should be able to: explore emerging issues and possible opportunities in global governance. | The learner is guided to: engage with a resource person to find out the emerging issues and opportunities in global governance (environmental, technological, political, economic and social)and present the findings. | Which activities are significant in promoting global governance?; What is the role of UN in fostering global governance? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | HUMAN AND ECONOMIC ACTIVITIES | Mining | By the end of the lesson, the learner should be able to: recognize the significance of minerals to the economy of Kenya. | The learner is guided to: Watch documentaries on mining of limestone in Kenya, diamond in Botswana, and iron ore in Australia and take notes. | How can we exploit minerals sustainably? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | HUMAN AND ECONOMIC ACTIVITIES | Mining | By the end of the lesson, the learner should be able to: examine the factors influencing occurrence and exploitation of minerals. | The learner is guided to: Write an article on the effects of mining on environment and possible solutions and publish. | How can we exploit minerals sustainably? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | HUMAN AND ECONOMIC ACTIVITIES | Mining | By the end of the lesson, the learner should be able to: describe the methods used in extraction of minerals in the world. | The learner is guided to: Create communication messages on the importance of rehabilitating mining sites and display on the school noticeboards. | How can we exploit minerals sustainably? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | HUMAN AND ECONOMIC ACTIVITIES | Mining | By the end of the lesson, the learner should be able to: explore the mining of limestone in Kenya, diamond in Botswana and iron ore in Australia. | The learner is guided to: Brainstorm on the meaning of minerals and mining and share in class. | How can we exploit minerals sustainably? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | HUMAN AND ECONOMIC ACTIVITIES | Mining | By the end of the lesson, the learner should be able to: analyse the effects of mining on the environment and possible solutions. | The learner is guided to: Carry out library research to establish occurrence of minerals and make notes. | How can we exploit minerals sustainably? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 6 | INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP | Global Governance | By the end of the lesson, the learner should be able to: recognise the importance of good global governance. | The learner is guided to: compose a poem and recite on the importance of good global governance. | Which activities are significant in promoting global governance?; What is the role of UN in fostering global governance? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 7 | INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP | Global Governance | By the end of the lesson, the learner should be able to: identify the guiding principles for global governance for a sustainable society. | The learner is guided to: role play the guiding principles of global governance. | Which activities are significant in promoting global governance?; What is the role of UN in fostering global governance? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 8 | INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP | Global Governance | By the end of the lesson, the learner should be able to: illustrate key areas in global governance that guarantee a stable global trends. | The learner is guided to: prepare slogans on key areas in global governance and display in main points. | Which activities are significant in promoting global governance?; What is the role of UN in fostering global governance? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 9 | INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP | Global Governance | By the end of the lesson, the learner should be able to: examine the importance of global governance. | The learner is guided to: use digital or print media to research on the importance of global governance and share. | Which activities are significant in promoting global governance?; What is the role of UN in fostering global governance? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 10 | INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP | Global Governance | By the end of the lesson, the learner should be able to: explore emerging issues and possible opportunities in global governance. | The learner is guided to: engage with a resource person to find out the emerging issues and opportunities in global governance (environmental, technological, political, economic and social)and present the findings. | Which activities are significant in promoting global governance?; What is the role of UN in fostering global governance? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | HUMAN AND ECONOMIC ACTIVITIES | Mining | By the end of the lesson, the learner should be able to: apply statistical skills to establish trends in mineral production in East Africa. | The learner is guided to: Discuss the factors influencing occurrence and exploitation of minerals and present in class. | How can we exploit minerals sustainably? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | HUMAN AND ECONOMIC ACTIVITIES | Mining | By the end of the lesson, the learner should be able to: recognize the significance of minerals to the economy of Kenya. | The learner is guided to: Use print or digital resources to research on methods used in extraction of minerals and make notes. | How can we exploit minerals sustainably? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | HUMAN AND ECONOMIC ACTIVITIES | Mining | By the end of the lesson, the learner should be able to: examine the factors influencing occurrence and exploitation of minerals. | The learner is guided to: Watch video clips on methods used in extraction of minerals and take notes. | How can we exploit minerals sustainably? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | HUMAN AND ECONOMIC ACTIVITIES | Mining | By the end of the lesson, the learner should be able to: describe the methods used in extraction of minerals in the world. | The learner is guided to: Watch documentaries on mining of limestone in Kenya, diamond in Botswana, and iron ore in Australia and take notes. | How can we exploit minerals sustainably? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | HUMAN AND ECONOMIC ACTIVITIES | Mining | By the end of the lesson, the learner should be able to: explore the mining of limestone in Kenya, diamond in Botswana and iron ore in Australia. | The learner is guided to: Write an article on the effects of mining on environment and possible solutions and publish. | How can we exploit minerals sustainably? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 6 | INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP | Global Governance | By the end of the lesson, the learner should be able to: recognise the importance of good global governance. | The learner is guided to: compose a poem and recite on the importance of good global governance. | Which activities are significant in promoting global governance?; What is the role of UN in fostering global governance? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 7 | INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP | The 1ST Industrial revolution | By the end of the lesson, the learner should be able to: compare the factors that led to industrial revolution in Britain and USA. | The learner is guided to: brainstorm briefly, the characteristics of industrial revolution. | How did the 1st industrial revolution underdeveloped Africa?; How did the 1st industrial revolution contribute to colonization in Africa? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 8 | INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP | The 1ST Industrial revolution | By the end of the lesson, the learner should be able to: discuss impacts of the 1st industrial revolution on Africa. | The learner is guided to: discuss the factors that led to 1st industrial revolution in Britain and USA. | How did the 1st industrial revolution underdeveloped Africa?; How did the 1st industrial revolution contribute to colonization in Africa? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 9 | INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP | The 1ST Industrial revolution | By the end of the lesson, the learner should be able to: appraise measures taken to address the impact of 1st industrial revolution on Africa. | The learner is guided to: use digital or print media to research on impacts (positive and negative social, economic and political) of the 1st industrial revolution on Africa. | How did the 1st industrial revolution underdeveloped Africa?; How did the 1st industrial revolution contribute to colonization in Africa? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 10 | INTERNATIONAL THEMES IN HISTORY AND CITIZENSHIP | The 1ST Industrial revolution | By the end of the lesson, the learner should be able to: recognize the measures taken by the Africans to address the impact of 1st industrial revolution on Africa. | The learner is guided to: watch a video clip or a documentary on measures taken to address the impact of 1st industrial revolution on Africa then discuss in class. | How did the 1st industrial revolution underdeveloped Africa?; How did the 1st industrial revolution contribute to colonization in Africa? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
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Questions about this scheme of work
Does this page cover all the terms?
It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 10 History and Geography so far. Each term has its own week-by-week table and free preview, and a new term joins this same page when it goes live.
How do I download a whole term as a PDF?
The first 5 weeks of each term are free to read on this page. Open the term you need, pay KES 30 by M-Pesa, then use Print / Save PDF — the sheet is laid out for A4 landscape.
Can I adapt it for my own school calendar?
Every scheme is generated from the curriculum taxonomy, so you can rebuild it with your own week count, strands and pacing on the Generate screen and keep the result as your own document.