CBE · Senior School
Grade 11 History and Geography Scheme of Work — Terms 1, 2 and 3, 2026
A CBE History and Geography scheme of work for Grade 11 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 11
- Subject
- History and Geography
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 11 History and Geography scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
PRACTICAL GEOGRAPHY
Map Reading and Interpretation · Elementary Surveying · Statistical Methods · Geographic Information Systems (GIS)
THEMES IN KENYAN HISTORY AND CITIZENSHIP
Critical issues in Kenyan History and Citizenship · Organisation of Kenyan Communities since 19th century · Kenyans Response to Colonialism · Public Resources under the Constitution of Kenya (2010) 1. 5 Major social developments and challenges since independence · Structure and functions of the county government of Kenya · National Security
NATURAL SYSTEMS AND PROCESSES
Weather · Climate
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 | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: read and interpret human activities on topographical maps. | The learner is guided to: brainstorm on features representing human activities on a topographical map and share in class. | How are topographical maps important in day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: enlarge and reduce parts of topographical maps for interpretation. | The learner is guided to: discuss how to read and interpret human activities on topographical maps (settlement, transport and communication, trade, industry, agriculture, fishing, forestry, wildlife, tourism, social services and mining) and make notes. | How are topographical maps important in day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: appreciate the use of topographical maps in planning. | The learner is guided to: draw sketch maps of enlarged or reduced parts of topographical maps and display in class. | How are topographical maps important in day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: read and interpret human activities on topographical maps. | The learner is guided to: create communication messages on the use of topographical maps in planning and display. | How are topographical maps important in day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: enlarge and reduce parts of topographical maps for interpretation. | The learner is guided to: brainstorm on features representing human activities on a topographical map and share in class. | How are topographical maps important in day-to-day life? | 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 | Critical issues in Kenyan History and Citizenship | By the end of the lesson, the learner should be able to: discuss selected historical aspects relevant to the study of History and Citizenship in Kenya. | The learner is guided to: search using print or non-print resources to explain selected historical aspects relevant to the study of History and Citizenship in Kenya, (Colonial legacy, historical injustices, Historical developments in education and curriculum challenges, devolution and Local Governance). | Which principles of responsible citizenship can be applied to promote national unity in the face of ethnic tensions?; How did the curriculum in African Independent Schools challenge colonial ideologies of African inferiority? | 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 | Critical issues in Kenyan History and Citizenship | By the end of the lesson, the learner should be able to: evaluate the strategies implemented by the Kenyan government to address selected historical issues. | The learner is guided to: engage a resource person /watch documentaries to find out information on the strategies implemented by the Kenyan government to address selected historical issues with reference to History and Citizenship, Colonial legacy, historical injustices, Historical developments in education and curriculum challenges, , Devolution and Local Governance). | Which principles of responsible citizenship can be applied to promote national unity in the face of ethnic tensions?; How did the curriculum in African Independent Schools challenge colonial ideologies of African inferiority? | 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 | Critical issues in Kenyan History and Citizenship | By the end of the lesson, the learner should be able to: embrace strategies implemented by the Kenyan government to address selected historical issues with reference to History and Citizenship. | The learner is guided to: compose a song or a poem relevant to strategies implemented by the Kenyan government to address selected historical issues with reference to History and Citizenship. | Which principles of responsible citizenship can be applied to promote national unity in the face of ethnic tensions?; How did the curriculum in African Independent Schools challenge colonial ideologies of African inferiority? | 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 | Critical issues in Kenyan History and Citizenship | By the end of the lesson, the learner should be able to: discuss selected historical aspects relevant to the study of History and Citizenship in Kenya. | The learner is guided to: search using print or non-print resources to explain selected historical aspects relevant to the study of History and Citizenship in Kenya, (Colonial legacy, historical injustices, Historical developments in education and curriculum challenges, devolution and Local Governance). | Which principles of responsible citizenship can be applied to promote national unity in the face of ethnic tensions?; How did the curriculum in African Independent Schools challenge colonial ideologies of African inferiority? | 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 | Critical issues in Kenyan History and Citizenship | By the end of the lesson, the learner should be able to: evaluate the strategies implemented by the Kenyan government to address selected historical issues. | The learner is guided to: engage a resource person /watch documentaries to find out information on the strategies implemented by the Kenyan government to address selected historical issues with reference to History and Citizenship, Colonial legacy, historical injustices, Historical developments in education and curriculum challenges, , Devolution and Local Governance). | Which principles of responsible citizenship can be applied to promote national unity in the face of ethnic tensions?; How did the curriculum in African Independent Schools challenge colonial ideologies of African inferiority? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: appreciate the use of topographical maps in planning. | The learner is guided to: discuss how to read and interpret human activities on topographical maps (settlement, transport and communication, trade, industry, agriculture, fishing, forestry, wildlife, tourism, social services and mining) and make notes. | How are topographical maps important in day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: read and interpret human activities on topographical maps. | The learner is guided to: draw sketch maps of enlarged or reduced parts of topographical maps and display in class. | How are topographical maps important in day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | PRACTICAL GEOGRAPHY | Elementary Surveying | By the end of the lesson, the learner should be able to: explore types of surveying in geographical studies. | The learner is guided to: brainstorm on types of surveying in geographical studies and share in class. | Why is surveying important in day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | PRACTICAL GEOGRAPHY | Elementary Surveying | By the end of the lesson, the learner should be able to: examine the importance of surveying in the society. | The learner is guided to: use print or digital resources to research on types of surveying (Cadastral, topographic, hydrographic, engineering, aerial and astronomic) and make notes. | Why is surveying important in day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | PRACTICAL GEOGRAPHY | Elementary Surveying | By the end of the lesson, the learner should be able to: map the school compound by pacing methods. | The learner is guided to: use pacing method to map the school compound. | Why is surveying important in day-to-day life? | 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 | Critical issues in Kenyan History and Citizenship | By the end of the lesson, the learner should be able to: embrace strategies implemented by the Kenyan government to address selected historical issues with reference to History and Citizenship. | The learner is guided to: compose a song or a poem relevant to strategies implemented by the Kenyan government to address selected historical issues with reference to History and Citizenship. | Which principles of responsible citizenship can be applied to promote national unity in the face of ethnic tensions?; How did the curriculum in African Independent Schools challenge colonial ideologies of African inferiority? | 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 | Organisation of Kenyan Communities since 19th century | By the end of the lesson, the learner should be able to: analyse the selected social, political and economic organisation of Kenyan communities since 19th Century. | The learner is guided to: use print or digital resources to research in groups on the social, economic and political organisation of the Kenyan communities and report in class (Taita, Abaluhya,the Aembu),Turkana, Kipsigis, the Luo),Somali,Rendille, Dahallo/Sanye). | How did Kenyan communities interact in the 19th century?; What cultural activities are celebrated during National events and functions? | 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 | Organisation of Kenyan Communities since 19th century | By the end of the lesson, the learner should be able to: examine the factors that have contributed to the preservation of the social, economic, and political organisation of Kenyan communities to the present day. | The learner is guided to: debate on the factors that have contributed to the preservation of the social, economic, and political organisation of Kenyan communities to the present day. | How did Kenyan communities interact in the 19th century?; What cultural activities are celebrated during National events and functions? | 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 | Organisation of Kenyan Communities since 19th century | By the end of the lesson, the learner should be able to: determine the extent to which the social, economic and political organisations of selected communities are reflected in contemporary Kenyan society. | The learner is guided to: discuss and share views on the extent to which the social, economic, and political organisations of selected communities are reflected in contemporary Kenyan society. | How did Kenyan communities interact in the 19th century?; What cultural activities are celebrated during National events and functions? | 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 | Organisation of Kenyan Communities since 19th century | By the end of the lesson, the learner should be able to: appreciate the socio-economic and political organisation of selected Kenyan communities. | The learner is guided to: write on the charts/locally available resources on the socio-economic and political organisation of selected Kenyan communities. | How did Kenyan communities interact in the 19th century?; What cultural activities are celebrated during National events and functions? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | PRACTICAL GEOGRAPHY | Elementary Surveying | By the end of the lesson, the learner should be able to: value the importance of surveying in the community. | The learner is guided to: engage a resource person to discuss the importance of surveying in the community. | Why is surveying important in 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 | PRACTICAL GEOGRAPHY | Elementary Surveying | By the end of the lesson, the learner should be able to: explore types of surveying in geographical studies. | The learner is guided to: brainstorm on types of surveying in geographical studies and share in class. | Why is surveying important in 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 | PRACTICAL GEOGRAPHY | Elementary Surveying | By the end of the lesson, the learner should be able to: examine the importance of surveying in the society. | The learner is guided to: use print or digital resources to research on types of surveying (Cadastral, topographic, hydrographic, engineering, aerial and astronomic) and make notes. | Why is surveying important in 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 | PRACTICAL GEOGRAPHY | Elementary Surveying | By the end of the lesson, the learner should be able to: map the school compound by pacing methods. | The learner is guided to: use pacing method to map the school compound. | Why is surveying important in 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 | PRACTICAL GEOGRAPHY | Elementary Surveying | By the end of the lesson, the learner should be able to: value the importance of surveying in the community. | The learner is guided to: engage a resource person to discuss the importance of surveying in the community. | Why is surveying important in 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 KENYAN HISTORY AND CITIZENSHIP | Organisation of Kenyan Communities since 19th century | By the end of the lesson, the learner should be able to: analyse the selected social, political and economic organisation of Kenyan communities since 19th Century. | The learner is guided to: use print or digital resources to research in groups on the social, economic and political organisation of the Kenyan communities and report in class (Taita, Abaluhya,the Aembu),Turkana, Kipsigis, the Luo),Somali,Rendille, Dahallo/Sanye). | How did Kenyan communities interact in the 19th century?; What cultural activities are celebrated during National events and functions? | 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 | Organisation of Kenyan Communities since 19th century | By the end of the lesson, the learner should be able to: examine the factors that have contributed to the preservation of the social, economic, and political organisation of Kenyan communities to the present day. | The learner is guided to: debate on the factors that have contributed to the preservation of the social, economic, and political organisation of Kenyan communities to the present day. | How did Kenyan communities interact in the 19th century?; What cultural activities are celebrated during National events and functions? | 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 | Organisation of Kenyan Communities since 19th century | By the end of the lesson, the learner should be able to: determine the extent to which the social, economic and political organisations of selected communities are reflected in contemporary Kenyan society. | The learner is guided to: discuss and share views on the extent to which the social, economic, and political organisations of selected communities are reflected in contemporary Kenyan society. | How did Kenyan communities interact in the 19th century?; What cultural activities are celebrated during National events and functions? | 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 | Kenyans Response to Colonialism | By the end of the lesson, the learner should be able to: identify the different forms of response to colonialism by various communities in Kenya. | The learner is guided to: brainstorm on the forms of response to colonialism by Kenyan communities(resistance, collaboration and mixed reaction). | Why did Kenyan Communities respond differently to Colonialism?; How did the role of women in the resistance movements challenge traditional gender roles in Kenyan society during the colonial era?; How did different Kenyan communities’ responses to colonialism shape the socio-political landscape of post-independence 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 | Kenyans Response to Colonialism | By the end of the lesson, the learner should be able to: analyse the factors that influenced the responses of Kenyan communities to colonialism. | The learner is guided to: use print /non print resources to search for the factors that influenced the responses of Kenyan communities to colonialism, that contributed to African responses (socio-cultural, economic and political) and present using available locally resources. | Why did Kenyan Communities respond differently to Colonialism?; How did the role of women in the resistance movements challenge traditional gender roles in Kenyan society during the colonial era?; How did different Kenyan communities’ responses to colonialism shape the socio-political landscape of post-independence Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | PRACTICAL GEOGRAPHY | Elementary Surveying | By the end of the lesson, the learner should be able to: explore types of surveying in geographical studies. | The learner is guided to: brainstorm on types of surveying in geographical studies and share in class. | Why is surveying important in 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 | PRACTICAL GEOGRAPHY | Statistical Methods | By the end of the lesson, the learner should be able to: explore methods of analysing statistical data in Geography. | The learner is guided to: brainstorm on methods of analysing statistical data in Geography. | How is data analysis useful in planning? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | PRACTICAL GEOGRAPHY | Statistical Methods | By the end of the lesson, the learner should be able to: examine ways of presenting statistical data for interpretation. | The learner is guided to: discuss methods of analysing statistical data in Geography (measures of dispersion, frequency distribution) and make notes. | How is data analysis useful in planning? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | PRACTICAL GEOGRAPHY | Statistical Methods | By the end of the lesson, the learner should be able to: interpret statistical data in geographical studies. | The learner is guided to: calculate range, variance, standard deviation for geographical data. | How is data analysis useful in planning? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | PRACTICAL GEOGRAPHY | Statistical Methods | By the end of the lesson, the learner should be able to: appreciate the analysis of statistical data in planning. | The learner is guided to: use print or digital resources to research ways of presenting statistical data for interpretation. | How is data analysis useful in planning? | 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 | Kenyans Response to Colonialism | By the end of the lesson, the learner should be able to: distinguish the merits and demerits of different types of responses to colonialism by various communities in Kenya. | The learner is guided to: show case merits and demerits of different forms of response to colonialism by various communities in Kenya (resistance, collaboration, mixed reactions)and make presentations in class. | Why did Kenyan Communities respond differently to Colonialism?; How did the role of women in the resistance movements challenge traditional gender roles in Kenyan society during the colonial era?; How did different Kenyan communities’ responses to colonialism shape the socio-political landscape of post-independence 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 | Kenyans Response to Colonialism | By the end of the lesson, the learner should be able to: appreciate the merits of the end of colonialism in Kenya. | The learner is guided to: develop promotion messages /slogans on the merits of an end to colonialism in Kenya. And share in the school. | Why did Kenyan Communities respond differently to Colonialism?; How did the role of women in the resistance movements challenge traditional gender roles in Kenyan society during the colonial era?; How did different Kenyan communities’ responses to colonialism shape the socio-political landscape of post-independence 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 | Kenyans Response to Colonialism | By the end of the lesson, the learner should be able to: identify the different forms of response to colonialism by various communities in Kenya. | The learner is guided to: brainstorm on the forms of response to colonialism by Kenyan communities(resistance, collaboration and mixed reaction). | Why did Kenyan Communities respond differently to Colonialism?; How did the role of women in the resistance movements challenge traditional gender roles in Kenyan society during the colonial era?; How did different Kenyan communities’ responses to colonialism shape the socio-political landscape of post-independence 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 | Kenyans Response to Colonialism | By the end of the lesson, the learner should be able to: analyse the factors that influenced the responses of Kenyan communities to colonialism. | The learner is guided to: use print /non print resources to search for the factors that influenced the responses of Kenyan communities to colonialism, that contributed to African responses (socio-cultural, economic and political) and present using available locally resources. | Why did Kenyan Communities respond differently to Colonialism?; How did the role of women in the resistance movements challenge traditional gender roles in Kenyan society during the colonial era?; How did different Kenyan communities’ responses to colonialism shape the socio-political landscape of post-independence 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 | Kenyans Response to Colonialism | By the end of the lesson, the learner should be able to: distinguish the merits and demerits of different types of responses to colonialism by various communities in Kenya. | The learner is guided to: show case merits and demerits of different forms of response to colonialism by various communities in Kenya (resistance, collaboration, mixed reactions)and make presentations in class. | Why did Kenyan Communities respond differently to Colonialism?; How did the role of women in the resistance movements challenge traditional gender roles in Kenyan society during the colonial era?; How did different Kenyan communities’ responses to colonialism shape the socio-political landscape of post-independence Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | PRACTICAL GEOGRAPHY | Statistical Methods | By the end of the lesson, the learner should be able to: explore methods of analysing statistical data in Geography. | The learner is guided to: draw compound /cumulative bar graphs, proportional circles, divided rectangles/bars and display in class. | How is data analysis useful in planning? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | PRACTICAL GEOGRAPHY | Statistical Methods | By the end of the lesson, the learner should be able to: examine ways of presenting statistical data for interpretation. | The learner is guided to: collect, analyse, present and interpret data and write a report. | How is data analysis useful in planning? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | PRACTICAL GEOGRAPHY | Statistical Methods | By the end of the lesson, the learner should be able to: interpret statistical data in geographical studies. | The learner is guided to: brainstorm on methods of analysing statistical data in Geography. | How is data analysis useful in planning? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | PRACTICAL GEOGRAPHY | Statistical Methods | By the end of the lesson, the learner should be able to: appreciate the analysis of statistical data in planning. | The learner is guided to: discuss methods of analysing statistical data in Geography (measures of dispersion, frequency distribution) and make notes. | How is data analysis useful in planning? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | PRACTICAL GEOGRAPHY | Statistical Methods | By the end of the lesson, the learner should be able to: explore methods of analysing statistical data in Geography. | The learner is guided to: calculate range, variance, standard deviation for geographical data. | How is data analysis useful in planning? | 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 | Public Resources under the Constitution of Kenya (2010) 1. 5 Major social developments and challenges since independence | By the end of the lesson, the learner should be able to: classify the types of public resources owned, controlled, and managed by the government as provided in the Constitution of Kenya (2010). | The learner is guided to: brainstorm on the types of public resources owned ,controlled and managed by the government of Kenya,( human-made/infrastructural resources, natural resources and institutional and public service resources). | Why should public resources be utilized prudently?; To what extent did colonial economic interests influence Kenya’s early infrastructural patterns?; How has devolution since 2013 influenced the regional balance of infrastructural development?; How have social developments impacted you?; To what extent has corruption slowed down social progress in Kenya since independence? | 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 | Public Resources under the Constitution of Kenya (2010) 1. 5 Major social developments and challenges since independence | By the end of the lesson, the learner should be able to: examine the historical developments and expansion of infrastructural resources. | The learner is guided to: use print and non-print media to find out historical developments and expansion of infrastructural resources in Kenya, ,(Roads, railways, airports). | Why should public resources be utilized prudently?; To what extent did colonial economic interests influence Kenya’s early infrastructural patterns?; How has devolution since 2013 influenced the regional balance of infrastructural development?; How have social developments impacted you?; To what extent has corruption slowed down social progress in Kenya since independence? | 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 | Public Resources under the Constitution of Kenya (2010) 1. 5 Major social developments and challenges since independence | By the end of the lesson, the learner should be able to: evaluate factors that have contributed to the development and expansion of public resources in Kenya. | The learner is guided to: engage with a resource person to account for economic impact of public resources owned, controlled and managed by the government of Kenya, and present points in class. | Why should public resources be utilized prudently?; To what extent did colonial economic interests influence Kenya’s early infrastructural patterns?; How has devolution since 2013 influenced the regional balance of infrastructural development?; How have social developments impacted you?; To what extent has corruption slowed down social progress in Kenya since independence? | 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 | Public Resources under the Constitution of Kenya (2010) 1. 5 Major social developments and challenges since independence | By the end of the lesson, the learner should be able to: illustrate economic impact of public resources owned, controlled and managed by the government of Kenya. | The learner is guided to: Present your findings using a PowerPoint presentation or poster on the factors that have contributed to the development and expansion of public resources in Kenya. | Why should public resources be utilized prudently?; To what extent did colonial economic interests influence Kenya’s early infrastructural patterns?; How has devolution since 2013 influenced the regional balance of infrastructural development?; How have social developments impacted you?; To what extent has corruption slowed down social progress in Kenya since independence? | 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 | Public Resources under the Constitution of Kenya (2010) 1. 5 Major social developments and challenges since independence | By the end of the lesson, the learner should be able to: explicate the challenges with possible remedies to public-private partnerships in development of public resources. | The learner is guided to: use case studies to explain the challenges with possible remedies to public-private partnerships in developments of public resources. | Why should public resources be utilized prudently?; To what extent did colonial economic interests influence Kenya’s early infrastructural patterns?; How has devolution since 2013 influenced the regional balance of infrastructural development?; How have social developments impacted you?; To what extent has corruption slowed down social progress in Kenya since independence? | 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 11 History and Geography scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
NATURAL SYSTEMS AND PROCESSES
Climate · Vegetation · Weathering · Mass Wasting · Soils · Water Cycle and Action of Rivers
THEMES IN AFRICAN HISTORY AND CITIZENSHIP
Human Developments in Africa · Civilisations in South and Central Africa · Colonial Administration in Africa · Political developments in independent Africa · Internal conflicts in Africa
THEMES IN WORLD HISTORY AND CITIZENSHIP
French Revolutions and problem influenced learn: Skill of · Aligned and Non-Aligned Movements from 1970 to 2020
| 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 | Climate | By the end of the lesson, the learner should be able to: explore the classification of climate in the world. | The learner is guided to: brainstorm on the classification of climate (Koppen and Thornthwaite) in the world and share in class. | Why global attention on climate change? | 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 | Climate | By the end of the lesson, the learner should be able to: locate the major climatic regions in the world map. | The learner is guided to: draw a map of the world and locate the major climatic regions (Tropical, Dry, Temperate, Continental and Polar) and display. | Why global attention on climate change? | 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 | Climate | By the end of the lesson, the learner should be able to: describe the characteristics of major climates of the world. | The learner is guided to: use print or digital resources to research on characteristics of major climates of the world. | Why global attention on climate change? | 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 | Climate | By the end of the lesson, the learner should be able to: examine causes and effects of climate change on human activities. | The learner is guided to: watch video clips on causes and effects of climate change on human activities and take notes; discuss the strategies to adapt and mitigate climate change impacts in the community. | Why global attention on climate change? | 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 | Climate | By the end of the lesson, the learner should be able to: develop strategies to adapt and mitigate climate change in the community. | The learner is guided to: carry out a project on mitigation measures on climate change in the community. | Why global attention on climate change? | 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 reasons that led to transition from slave trade to growth, development and expansion of legitimate trade in Africa. | The learner is guided to: debate on the reasons that led to transition from slave trade to growth, development and expansion of legitimate trade in Africa. | How can we support abolition movement of slavery in Africa today? | 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: examine the stages of transition from slave trade to legitimate trade up to late 20th century. | The learner is guided to: use digital or print to describe the stages of transition from slave trade to legitimate trade up to late 20th century. | How can we support abolition movement of slavery in Africa today? | 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: compare Afrocentric and Eurocentric scholars views on development and underdevelopment of Africa since 20th century. | The learner is guided to: use case studies to compare Afrocentric and Eurocentric scholars views on development and underdevelopment of Africa since 20th century and share your findings,( Afro-centric views such as Dependency theory, neo-colonialism, self-reliance, African socialism, Pan-Africanism by Walter Rodney, Kwame Nkrumah, Julius Nyerere, Cheikh Anta Diop, Samir Amin) and Euro-centric ideas such as Modernization theory, structural adjustment, colonial “civilizing mission”by Walt Rostow, Adam Smith, Max Weber, International Financial Institutions like IMF, World Bank, Lord Lugard). | How can we support abolition movement of slavery in Africa today? | 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: account for the challenges and possible solutions in the transition from slave trade to legitimate trade. | The learner is guided to: search for information using digital devices/watch video clip/watch documentary on the challenges and possible solutions in the transition from slave trade to legitimate trade, and present summary points. | How can we support abolition movement of slavery in Africa today? | 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: exemplify the impact of legitimate trade on human development up to late 20th century. | The learner is guided to: use library resources/engage a resource person to find out information on the impact of legitimate trade on human development up to late 20th century. | How can we support abolition movement of slavery in Africa today? | 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 | Climate | By the end of the lesson, the learner should be able to: appreciate the different climates of the world. | The learner is guided to: engage the resource person to talk about the disaster preparedness and management related to effects of climate change. | Why global attention on climate change? | 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 | Climate | By the end of the lesson, the learner should be able to: explore the classification of climate in the world. | The learner is guided to: carry out research on road risky behaviours caused by climate change and present in class. | Why global attention on climate change? | 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 | Vegetation | By the end of the lesson, the learner should be able to: explore the major types of vegetation in the world. | The learner is guided to: think, pair and share on the major types of vegetation in the world. | Why is the study of vegetation important to humankind? | 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 | Vegetation | By the end of the lesson, the learner should be able to: locate the major types of vegetation in the world map. | The learner is guided to: draw the world map and locate the major types of vegetation (forests, tropical, temperate, desert, grassland, tundra) and display. | Why is the study of vegetation important to humankind? | 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 | Vegetation | By the end of the lesson, the learner should be able to: describe the characteristics of major types of vegetation in the world. | The learner is guided to: make a collage showing the distribution of major types of vegetation in the world. | Why is the study of vegetation important to humankind? | 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: illustrate how the lessons learned from the transition to legitimate trade have influenced modern society. | The learner is guided to: discuss in groups and make presentations using relevant examples on how the lessons learned from the transition to legitimate trade have influenced modern society. | How can we support abolition movement of slavery in Africa today? | 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: appreciate Afrocentric scholars views on development and underdevelopment of Africa since 20th century. | The learner is guided to: compose a song/a poem on Afrocentric scholars views on development and underdevelopment of Africa since 20th century. | How can we support abolition movement of slavery in Africa today? | 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 | Human Developments in Africa | By the end of the lesson, the learner should be able to: explain the reasons that led to transition from slave trade to growth, development and expansion of legitimate trade in Africa. | The learner is guided to: debate on the reasons that led to transition from slave trade to growth, development and expansion of legitimate trade in Africa. | How can we support abolition movement of slavery in Africa today? | 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 | Human Developments in Africa | By the end of the lesson, the learner should be able to: examine the stages of transition from slave trade to legitimate trade up to late 20th century. | The learner is guided to: use digital or print to describe the stages of transition from slave trade to legitimate trade up to late 20th century. | How can we support abolition movement of slavery in Africa today? | 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 | Human Developments in Africa | By the end of the lesson, the learner should be able to: compare Afrocentric and Eurocentric scholars views on development and underdevelopment of Africa since 20th century. | The learner is guided to: use case studies to compare Afrocentric and Eurocentric scholars views on development and underdevelopment of Africa since 20th century and share your findings,( Afro-centric views such as Dependency theory, neo-colonialism, self-reliance, African socialism, Pan-Africanism by Walter Rodney, Kwame Nkrumah, Julius Nyerere, Cheikh Anta Diop, Samir Amin) and Euro-centric ideas such as Modernization theory, structural adjustment, colonial “civilizing mission”by Walt Rostow, Adam Smith, Max Weber, International Financial Institutions like IMF, World Bank, Lord Lugard). | How can we support abolition movement of slavery in Africa today? | 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 | Vegetation | By the end of the lesson, the learner should be able to: analyse the factors influencing distribution of vegetation in the world. | The learner is guided to: use print or digital resources to research on the characteristics of major types of vegetation in the world and make notes. | Why is the study of vegetation important to humankind? | 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 | Vegetation | By the end of the lesson, the learner should be able to: examine the significance of vegetation in the community. | The learner is guided to: use digital devices to take photographs on vegetation within the locality and share on online platforms. | Why is the study of vegetation important to humankind? | 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 | Vegetation | By the end of the lesson, the learner should be able to: appreciate the management and conservation of vegetation. | The learner is guided to: Discuss the factors influencing distribution of vegetation in the world and share in class. | Why is the study of vegetation important to humankind? | 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 | Vegetation | By the end of the lesson, the learner should be able to: explore the major types of vegetation in the world. | The learner is guided to: Write communication messages on the significance of the major types of vegetation in the world and share in class. | Why is the study of vegetation important to humankind? | 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 | Vegetation | By the end of the lesson, the learner should be able to: locate the major types of vegetation in the world map. | The learner is guided to: Write an article on management and conservation of vegetation and publish. | Why is the study of vegetation important to humankind? | 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 | Civilisations in South and Central Africa | By the end of the lesson, the learner should be able to: identify the location, growth and development of selected early civilisations in South and Central Africa, up to 19th century. | The learner is guided to: describe the growth ,development and development of selected early civilisations of Sao and Zulu in South and Central Africa, up to 19th century. | Which factors contributed to the growth of the early civilisations?; How have the modern African states borrowed from early of Sao and Zulu civilisations? | 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 | Civilisations in South and Central Africa | By the end of the lesson, the learner should be able to: evaluate how factors for growth, development and expansion selected early civilisations have shaped modern day states in Africa. | The learner is guided to: locate the past and present day of City states of Sao kingdom and Zulu Kingdom. | Which factors contributed to the growth of the early civilisations?; How have the modern African states borrowed from early of Sao and Zulu civilisations? | 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 | Civilisations in South and Central Africa | By the end of the lesson, the learner should be able to: distinguish between the characteristics of ancient civilisations in South and Central Africa and those of modern society. | The learner is guided to: show case on how factors for growth, development and expansion of early of Sao and Zulu civilisations shaped modern day states in Africa. | Which factors contributed to the growth of the early civilisations?; How have the modern African states borrowed from early of Sao and Zulu civilisations? | 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 | Civilisations in South and Central Africa | By the end of the lesson, the learner should be able to: explore the importance of early civilisations in South and Central Africa in relation to modern society. | The learner is guided to: debate the similarities and differences in the characteristics of ancient civilisations in South and Central Africa and those of the modern society. | Which factors contributed to the growth of the early civilisations?; How have the modern African states borrowed from early of Sao and Zulu civilisations? | 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 | Civilisations in South and Central Africa | By the end of the lesson, the learner should be able to: recognise how factors for growth, development and expansion shape modern day states in Africa. | The learner is guided to: use print/non print resources to explain the importance of early Sao and Zulu civilisations in South and Central Africa in relation to modern society. | Which factors contributed to the growth of the early civilisations?; How have the modern African states borrowed from early of Sao and Zulu civilisations? | 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 | Vegetation | By the end of the lesson, the learner should be able to: describe the characteristics of major types of vegetation in the world. | The learner is guided to: create a portfolio on world vegetation and share. | Why is the study of vegetation important to humankind? | 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 | Vegetation | By the end of the lesson, the learner should be able to: analyse the factors influencing distribution of vegetation in the world. | The learner is guided to: Establish a botanical garden / vegetation corner in a school compound. | Why is the study of vegetation important to humankind? | 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 | Vegetation | By the end of the lesson, the learner should be able to: examine the significance of vegetation in the community. | The learner is guided to: think, pair and share on the major types of vegetation in the world. | Why is the study of vegetation important to humankind? | 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 | Vegetation | By the end of the lesson, the learner should be able to: appreciate the management and conservation of vegetation. | The learner is guided to: draw the world map and locate the major types of vegetation (forests, tropical, temperate, desert, grassland, tundra) and display. | Why is the study of vegetation important to humankind? | 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 | Weathering | By the end of the lesson, the learner should be able to: explain the agents of weathering on the earth surface. | The learner is guided to: brainstorm on agents of weathering on the earth surface and share in class. | How do weathering processes shape the landscapes? | 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 | Civilisations in South and Central Africa | By the end of the lesson, the learner should be able to: identify the location, growth and development of selected early civilisations in South and Central Africa, up to 19th century. | The learner is guided to: use charts/posters/available resources to outline how factors for growth, development and expansion shape modern day states in Africa and write in a journal/school magazine. | Which factors contributed to the growth of the early civilisations?; How have the modern African states borrowed from early of Sao and Zulu civilisations? | 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 | Civilisations in South and Central Africa | By the end of the lesson, the learner should be able to: evaluate how factors for growth, development and expansion selected early civilisations have shaped modern day states in Africa. | The learner is guided to: describe the growth ,development and development of selected early civilisations of Sao and Zulu in South and Central Africa, up to 19th century. | Which factors contributed to the growth of the early civilisations?; How have the modern African states borrowed from early of Sao and Zulu civilisations? | 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 | Civilisations in South and Central Africa | By the end of the lesson, the learner should be able to: distinguish between the characteristics of ancient civilisations in South and Central Africa and those of modern society. | The learner is guided to: locate the past and present day of City states of Sao kingdom and Zulu Kingdom. | Which factors contributed to the growth of the early civilisations?; How have the modern African states borrowed from early of Sao and Zulu civilisations? | 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 | Civilisations in South and Central Africa | By the end of the lesson, the learner should be able to: explore the importance of early civilisations in South and Central Africa in relation to modern society. | The learner is guided to: show case on how factors for growth, development and expansion of early of Sao and Zulu civilisations shaped modern day states in Africa. | Which factors contributed to the growth of the early civilisations?; How have the modern African states borrowed from early of Sao and Zulu civilisations? | 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 | Colonial Administration in Africa | By the end of the lesson, the learner should be able to: explore the methods applied by colonialists to administer their colonies in Africa. | The learner is guided to: The learner is assisted to:. | How are colonial administrative structures applied in independent African states?; Why did different colonial powers adopt different administrative systems in Africa? | 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 | Weathering | By the end of the lesson, the learner should be able to: describe the types and processes of weathering in the environment. | The learner is guided to: use print or digital resources to research on the types and processes of weathering in the environment and make notes. | How do weathering processes shape the landscapes? | 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 | Weathering | By the end of the lesson, the learner should be able to: illustrate physical and biological weathering processes in the environment. | The learner is guided to: debate on the significance of weathering to physical and human environment and take notes. | How do weathering processes shape the landscapes? | 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 | Weathering | By the end of the lesson, the learner should be able to: appreciate the significance of weathering to the environment. | The learner is guided to: carry out a field study on weathering within the school locality and take notes. | How do weathering processes shape the landscapes? | 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 | Weathering | By the end of the lesson, the learner should be able to: explain the agents of weathering on the earth surface. | The learner is guided to: draw physical and biological weathering processes and share in class. | How do weathering processes shape the landscapes? | 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 | Weathering | By the end of the lesson, the learner should be able to: describe the types and processes of weathering in the environment. | The learner is guided to: brainstorm on agents of weathering on the earth surface and share in class. | How do weathering processes shape the landscapes? | 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 | Colonial Administration in Africa | By the end of the lesson, the learner should be able to: compare the organizational structures of colonial administrations in Africa with those of independent African governments. | The learner is guided to: brainstorm on the methods applied by colonialists to administer their colonies in Africa. | How are colonial administrative structures applied in independent African states?; Why did different colonial powers adopt different administrative systems in Africa? | 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 | Colonial Administration in Africa | By the end of the lesson, the learner should be able to: distinguish between the strengths and weaknesses of British and French colonial administrations. | The learner is guided to: draw colonial administrative structures of the British and the French. | How are colonial administrative structures applied in independent African states?; Why did different colonial powers adopt different administrative systems in Africa? | 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 | Colonial Administration in Africa | By the end of the lesson, the learner should be able to: embrace the strengths of colonial administration. | The learner is guided to: use a chart/poster or digital devices to discuss similarities and difference in organisational structures of colonial administrations in Africa with those of independent African governments. | How are colonial administrative structures applied in independent African states?; Why did different colonial powers adopt different administrative systems in Africa? | 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 | Colonial Administration in Africa | By the end of the lesson, the learner should be able to: explore the methods applied by colonialists to administer their colonies in Africa. | The learner is guided to: use case studies strengths and weaknesses of British and French colonial. | How are colonial administrative structures applied in independent African states?; Why did different colonial powers adopt different administrative systems in Africa? | 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 | Colonial Administration in Africa | By the end of the lesson, the learner should be able to: compare the organizational structures of colonial administrations in Africa with those of independent African governments. | The learner is guided to: The learner is assisted to:. | How are colonial administrative structures applied in independent African states?; Why did different colonial powers adopt different administrative systems 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 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 11 History and Geography scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
NATURAL SYSTEMS AND PROCESSES
Water Cycle and Action of Rivers
THEMES IN WORLD HISTORY AND CITIZENSHIP
Aligned and Non-Aligned Movements from 1970 to 2020 · International Instruments of Human Rights · Global diversity · The 2nd Generation of Industrial revolution
HUMAN AND ECONOMIC ACTIVITIES
Agriculture - Wheat in Kenya and Russia - Maize in Kenya and Mexico, - Coffee in Kenya and Brazil - Tea in Kenya and Sri Lanka - Dairy farming in Kenya and New Zealand - Beef farming in Kenya and Argentina · Wildlife · Tourism · Transport and Communication
THEMES IN CONTEMPORARY HISTORY AND CITIZENSHIP
Conflict, Transformation and Peace · Digital divide · Inclusivity and Interdependence
| 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 | Water Cycle and Action of Rivers | By the end of the lesson, the learner should be able to: describe the processes of the water cycle on the environment. | The learner is guided to: watch video clips on the processes of the water cycle on the environment and make notes. | What are the issues related to rivers in the contemporary world? | 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 | Water Cycle and Action of Rivers | By the end of the lesson, the learner should be able to: examine significance of water cycle in the community. | The learner is guided to: think, pair and share on the significance of water cycle in the community. | What are the issues related to rivers in the contemporary world? | 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 | Water Cycle and Action of Rivers | By the end of the lesson, the learner should be able to: explain the action of rivers and the resultant features on the Earth’s surface. | The learner is guided to: use print or digital resources to research on the action of rivers and the resultant features on the Earth’s surface and make notes. | What are the issues related to rivers in the contemporary world? | 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 | Water Cycle and Action of Rivers | By the end of the lesson, the learner should be able to: illustrate the drainage patterns of rivers. | The learner is guided to: draw the resultant features associated with action of rivers on the Earth’s surface. | What are the issues related to rivers in the contemporary world? | 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 | Water Cycle and Action of Rivers | By the end of the lesson, the learner should be able to: evaluate the significance of rivers to human activities. | The learner is guided to: draw the drainage patterns of rivers. | What are the issues related to rivers in the contemporary world? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 6 | THEMES IN WORLD HISTORY AND CITIZENSHIP | Aligned and Non-Aligned Movements from 1970 to 2020 | By the end of the lesson, the learner should be able to: analyse key aligned and Non -Aligned movements 1970 to 2020. | The learner is guided to: search using digital devices on key aligned and Non -Aligned movements from the 1970 to 2020 and make presentations using Powerpoint,(global North-South, BRICS Belt and Road Initiative (BRI)and non-aligned G77 + China and Community of Latin American and Caribbean States (CELAC). | Which concerns arise from the Global North and Global South alignments?; Which factors have favoured Aligned and Non-Aligned Movements from1970 to 2020,; What are the merits of Aligned and Non- Aligned Movements from 1970 to 2020, | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 7 | THEMES IN WORLD HISTORY AND CITIZENSHIP | Aligned and Non-Aligned Movements from 1970 to 2020 | By the end of the lesson, the learner should be able to: examine reasons for formation of Aligned and non-aligned movements from 1970 to 2020. | The learner is guided to: design posters on the reasons for formation of selected Aligned and aligned movements from 1970 to 2020,, (global North- South, BRICS) and Non-Aligned G77 + China and Community of Latin American and Caribbean States (CELAC). | Which concerns arise from the Global North and Global South alignments?; Which factors have favoured Aligned and Non-Aligned Movements from1970 to 2020,; What are the merits of Aligned and Non- Aligned Movements from 1970 to 2020, | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 8 | THEMES IN WORLD HISTORY AND CITIZENSHIP | Aligned and Non-Aligned Movements from 1970 to 2020 | By the end of the lesson, the learner should be able to: investigate the contributions of Africans diaspora to Africa from 1970 to 2020. | The learner is guided to: use digital devices or print media to explain the contributions of Africans diaspora to Africa from 1970 to 2020. | Which concerns arise from the Global North and Global South alignments?; Which factors have favoured Aligned and Non-Aligned Movements from1970 to 2020,; What are the merits of Aligned and Non- Aligned Movements from 1970 to 2020, | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 9 | THEMES IN WORLD HISTORY AND CITIZENSHIP | Aligned and Non-Aligned Movements from 1970 to 2020 | By the end of the lesson, the learner should be able to: apply positive aspects of contemporary Aligned and Non-Aligned Movements in the world. | The learner is guided to: conduct a debate on the positive aspects of contemporary aligned and non-aligned movements. | Which concerns arise from the Global North and Global South alignments?; Which factors have favoured Aligned and Non-Aligned Movements from1970 to 2020,; What are the merits of Aligned and Non- Aligned Movements from 1970 to 2020, | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 10 | THEMES IN WORLD HISTORY AND CITIZENSHIP | Aligned and Non-Aligned Movements from 1970 to 2020 | By the end of the lesson, the learner should be able to: embrace the significance of Aligned and Non- Aligned Movements in modern world. | The learner is guided to: compose and recite a poem on the significance of Aligned and Non-Aligned movements in modern world. | Which concerns arise from the Global North and Global South alignments?; Which factors have favoured Aligned and Non-Aligned Movements from1970 to 2020,; What are the merits of Aligned and Non- Aligned Movements from 1970 to 2020, | 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 - Wheat in Kenya and Russia - Maize in Kenya and Mexico, - Coffee in Kenya and Brazil - Tea in Kenya and Sri Lanka - Dairy farming in Kenya and New Zealand - Beef farming in Kenya and Argentina | By the end of the lesson, the learner should be able to: examine the agricultural systems in the world. | The learner is guided to: brainstorm on the agricultural systems (plantation agriculture and commercial ranching) and present in class. | How competitive is Kenyan agriculture to the rest of the world? | 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 | Water Cycle and Action of Rivers | By the end of the lesson, the learner should be able to: appreciate the water cycle in the environment. | The learner is guided to: debate on the significance of rivers to human activities and take notes. | What are the issues related to rivers in the contemporary world? | 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 | Water Cycle and Action of Rivers | By the end of the lesson, the learner should be able to: describe the processes of the water cycle on the environment. | The learner is guided to: carry out a field study on the rivers in the locality and take notes. | What are the issues related to rivers in the contemporary world? | 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 | Water Cycle and Action of Rivers | By the end of the lesson, the learner should be able to: examine significance of water cycle in the community. | The learner is guided to: write an essay on environmental concerns related to rivers and possible solutions and share in class. | What are the issues related to rivers in the contemporary world? | 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 | Water Cycle and Action of Rivers | By the end of the lesson, the learner should be able to: explain the action of rivers and the resultant features on the Earth’s surface. | The learner is guided to: watch video clips on the processes of the water cycle on the environment and make notes. | What are the issues related to rivers in the contemporary world? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 6 | THEMES IN WORLD HISTORY AND CITIZENSHIP | Aligned and Non-Aligned Movements from 1970 to 2020 | By the end of the lesson, the learner should be able to: analyse key aligned and Non -Aligned movements 1970 to 2020. | The learner is guided to: search using digital devices on key aligned and Non -Aligned movements from the 1970 to 2020 and make presentations using Powerpoint,(global North-South, BRICS Belt and Road Initiative (BRI)and non-aligned G77 + China and Community of Latin American and Caribbean States (CELAC). | Which concerns arise from the Global North and Global South alignments?; Which factors have favoured Aligned and Non-Aligned Movements from1970 to 2020,; What are the merits of Aligned and Non- Aligned Movements from 1970 to 2020, | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 7 | THEMES IN WORLD HISTORY AND CITIZENSHIP | International Instruments of Human Rights | By the end of the lesson, the learner should be able to: examine ways through which international human rights instruments have been successfully implemented. | The learner is guided to: The learner is assisted to:. | How are the international human rights instruments applied in your community?; What role do international human rights instruments play in advancing gender equality? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 8 | THEMES IN WORLD HISTORY AND CITIZENSHIP | International Instruments of Human Rights | By the end of the lesson, the learner should be able to: explain the importance of international instruments in promotion of human rights. | The learner is guided to: use print/online resources to research on case studies through which international human rights instruments have been successfully implemented and share in class. | How are the international human rights instruments applied in your community?; What role do international human rights instruments play in advancing gender equality? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 9 | THEMES IN WORLD HISTORY AND CITIZENSHIP | International Instruments of Human Rights | By the end of the lesson, the learner should be able to: account for the factors that hinder the realisation of international human rights instruments globally and suggest possible remedies. | The learner is guided to: watch a video clip on the importance of international human rights instruments. | How are the international human rights instruments applied in your community?; What role do international human rights instruments play in advancing gender equality? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 10 | THEMES IN WORLD HISTORY AND CITIZENSHIP | International Instruments of Human Rights | By the end of the lesson, the learner should be able to: appreciate the contributions of international instruments to harmonious living in the society. | The learner is guided to: brainstorm on the factors that hinder the realisation of international human rights instruments globally and suggest possible remedies. | How are the international human rights instruments applied in your community?; What role do international human rights instruments play in advancing gender equality? | 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 | Agriculture - Wheat in Kenya and Russia - Maize in Kenya and Mexico, - Coffee in Kenya and Brazil - Tea in Kenya and Sri Lanka - Dairy farming in Kenya and New Zealand - Beef farming in Kenya and Argentina | By the end of the lesson, the learner should be able to: analyse the case studies on plantation agriculture and commercial ranching in the world. | The learner is guided to: use print or digital resources to research on plantation agriculture and commercial ranching in the world and make notes. | How competitive is Kenyan agriculture to the rest of the world? | 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 | Agriculture - Wheat in Kenya and Russia - Maize in Kenya and Mexico, - Coffee in Kenya and Brazil - Tea in Kenya and Sri Lanka - Dairy farming in Kenya and New Zealand - Beef farming in Kenya and Argentina | By the end of the lesson, the learner should be able to: locate major plantations and ranches in Kenya. | The learner is guided to: watch video clips on plantation agriculture and commercial ranching and take notes. | How competitive is Kenyan agriculture to the rest of the world? | 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 | Agriculture - Wheat in Kenya and Russia - Maize in Kenya and Mexico, - Coffee in Kenya and Brazil - Tea in Kenya and Sri Lanka - Dairy farming in Kenya and New Zealand - Beef farming in Kenya and Argentina | By the end of the lesson, the learner should be able to: explore challenges facing large-scale farming and possible solutions in the community. | The learner is guided to: draw a map of Kenya showing the distribution of plantations (wheat, maize, coffee, tea) and ranches (dairy farms, beef farms) in Kenya and display in class. | How competitive is Kenyan agriculture to the rest of the world? | 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 | Agriculture - Wheat in Kenya and Russia - Maize in Kenya and Mexico, - Coffee in Kenya and Brazil - Tea in Kenya and Sri Lanka - Dairy farming in Kenya and New Zealand - Beef farming in Kenya and Argentina | By the end of the lesson, the learner should be able to: acknowledge the significance of plantation and commercial ranching in Kenya. | The learner is guided to: discuss the challenges facing large-scale farming and possible solution and write a report. | How competitive is Kenyan agriculture to the rest of the world? | 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 | Agriculture - Wheat in Kenya and Russia - Maize in Kenya and Mexico, - Coffee in Kenya and Brazil - Tea in Kenya and Sri Lanka - Dairy farming in Kenya and New Zealand - Beef farming in Kenya and Argentina | By the end of the lesson, the learner should be able to: examine the agricultural systems in the world. | The learner is guided to: carry out fieldwork on agriculture within the locality and write a report. | How competitive is Kenyan agriculture to the rest of the world? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 6 | THEMES IN WORLD HISTORY AND CITIZENSHIP | International Instruments of Human Rights | By the end of the lesson, the learner should be able to: examine ways through which international human rights instruments have been successfully implemented. | The learner is guided to: compose key messages highlighting the contributions of international human rights instruments for display/acknowledge International Human Rights Day. | How are the international human rights instruments applied in your community?; What role do international human rights instruments play in advancing gender equality? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 7 | THEMES IN WORLD HISTORY AND CITIZENSHIP | International Instruments of Human Rights | By the end of the lesson, the learner should be able to: explain the importance of international instruments in promotion of human rights. | The learner is guided to: The learner is assisted to:. | How are the international human rights instruments applied in your community?; What role do international human rights instruments play in advancing gender equality? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 8 | THEMES IN WORLD HISTORY AND CITIZENSHIP | International Instruments of Human Rights | By the end of the lesson, the learner should be able to: account for the factors that hinder the realisation of international human rights instruments globally and suggest possible remedies. | The learner is guided to: use print/online resources to research on case studies through which international human rights instruments have been successfully implemented and share in class. | How are the international human rights instruments applied in your community?; What role do international human rights instruments play in advancing gender equality? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 9 | THEMES IN WORLD HISTORY AND CITIZENSHIP | Global diversity | By the end of the lesson, the learner should be able to: identify the key components of global diversity in the society. | The learner is guided to: brainstorm on the components of Global diversity (cultural, religious, ethnic, linguistic, political and socio-economic differences) and make presentations. | Which global organisations promote diversity and inclusion?; What inclusive practices can schools and communities adopt to accommodate people from different cultural backgrounds? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 10 | THEMES IN WORLD HISTORY AND CITIZENSHIP | Global diversity | By the end of the lesson, the learner should be able to: examine the ways in which key components of global diversity promote human dignity. | The learner is guided to: design posters showing the ways in which key components of global diversity promote human dignity, and display them inside and outside the classroom. | Which global organisations promote diversity and inclusion?; What inclusive practices can schools and communities adopt to accommodate people from different cultural backgrounds? | 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 | Agriculture - Wheat in Kenya and Russia - Maize in Kenya and Mexico, - Coffee in Kenya and Brazil - Tea in Kenya and Sri Lanka - Dairy farming in Kenya and New Zealand - Beef farming in Kenya and Argentina | By the end of the lesson, the learner should be able to: analyse the case studies on plantation agriculture and commercial ranching in the world. | The learner is guided to: debate on the significance of plantation and commercial ranching in Kenya. | How competitive is Kenyan agriculture to the rest of the world? | 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 | Agriculture - Wheat in Kenya and Russia - Maize in Kenya and Mexico, - Coffee in Kenya and Brazil - Tea in Kenya and Sri Lanka - Dairy farming in Kenya and New Zealand - Beef farming in Kenya and Argentina | By the end of the lesson, the learner should be able to: locate major plantations and ranches in Kenya. | The learner is guided to: brainstorm on the agricultural systems (plantation agriculture and commercial ranching) and present in class. | How competitive is Kenyan agriculture to the rest of the world? | 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 | Agriculture - Wheat in Kenya and Russia - Maize in Kenya and Mexico, - Coffee in Kenya and Brazil - Tea in Kenya and Sri Lanka - Dairy farming in Kenya and New Zealand - Beef farming in Kenya and Argentina | By the end of the lesson, the learner should be able to: explore challenges facing large-scale farming and possible solutions in the community. | The learner is guided to: use print or digital resources to research on plantation agriculture and commercial ranching in the world and make notes. | How competitive is Kenyan agriculture to the rest of the world? | 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 | Agriculture - Wheat in Kenya and Russia - Maize in Kenya and Mexico, - Coffee in Kenya and Brazil - Tea in Kenya and Sri Lanka - Dairy farming in Kenya and New Zealand - Beef farming in Kenya and Argentina | By the end of the lesson, the learner should be able to: acknowledge the significance of plantation and commercial ranching in Kenya. | The learner is guided to: watch video clips on plantation agriculture and commercial ranching and take notes. | How competitive is Kenyan agriculture to the rest of the world? | 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 | Agriculture - Wheat in Kenya and Russia - Maize in Kenya and Mexico, - Coffee in Kenya and Brazil - Tea in Kenya and Sri Lanka - Dairy farming in Kenya and New Zealand - Beef farming in Kenya and Argentina | By the end of the lesson, the learner should be able to: examine the agricultural systems in the world. | The learner is guided to: draw a map of Kenya showing the distribution of plantations (wheat, maize, coffee, tea) and ranches (dairy farms, beef farms) in Kenya and display in class. | How competitive is Kenyan agriculture to the rest of the world? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 6 | THEMES IN WORLD HISTORY AND CITIZENSHIP | Global diversity | By the end of the lesson, the learner should be able to: assess barriers to sustainable global diversity. | The learner is guided to: research using case studies on the assess barriers to sustainable global diversity. | Which global organisations promote diversity and inclusion?; What inclusive practices can schools and communities adopt to accommodate people from different cultural backgrounds? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 7 | THEMES IN WORLD HISTORY AND CITIZENSHIP | Global diversity | By the end of the lesson, the learner should be able to: illustrate measures taken by the United Nations(UN)to sustain global diversity. | The learner is guided to: use the internet to investigate measures taken by the UN to sustain global diversity. | Which global organisations promote diversity and inclusion?; What inclusive practices can schools and communities adopt to accommodate people from different cultural backgrounds? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 8 | THEMES IN WORLD HISTORY AND CITIZENSHIP | Global diversity | By the end of the lesson, the learner should be able to: appreciate the contribution of UN to global diversity. | The learner is guided to: design slogans on the contribution of UN to global diversity. | Which global organisations promote diversity and inclusion?; What inclusive practices can schools and communities adopt to accommodate people from different cultural backgrounds? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 9 | THEMES IN WORLD HISTORY AND CITIZENSHIP | Global diversity | By the end of the lesson, the learner should be able to: identify the key components of global diversity in the society. | The learner is guided to: brainstorm on the components of Global diversity (cultural, religious, ethnic, linguistic, political and socio-economic differences) and make presentations. | Which global organisations promote diversity and inclusion?; What inclusive practices can schools and communities adopt to accommodate people from different cultural backgrounds? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 10 | THEMES IN WORLD HISTORY AND CITIZENSHIP | Global diversity | By the end of the lesson, the learner should be able to: examine the ways in which key components of global diversity promote human dignity. | The learner is guided to: design posters showing the ways in which key components of global diversity promote human dignity, and display them inside and outside the classroom. | Which global organisations promote diversity and inclusion?; What inclusive practices can schools and communities adopt to accommodate people from different cultural backgrounds? | 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 | Wildlife | By the end of the lesson, the learner should be able to: explain factors influencing distribution of wildlife in Kenya. | The learner is guided to: think, pair and share on wildlife, game reserve, national park and sanctuary. | What role does wildlife play in 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 | HUMAN AND ECONOMIC ACTIVITIES | Wildlife | By the end of the lesson, the learner should be able to: locate game reserves, national parks and sanctuaries in the map of East Africa. | The learner is guided to: draw a map of East Africa showing game reserves, national parks and sanctuaries and display. | What role does wildlife play in 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 | HUMAN AND ECONOMIC ACTIVITIES | Wildlife | By the end of the lesson, the learner should be able to: analyse problems facing wildlife and possible solutions in East Africa. | The learner is guided to: watch video clips on wildlife and take notes. | What role does wildlife play in 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 | HUMAN AND ECONOMIC ACTIVITIES | Wildlife | By the end of the lesson, the learner should be able to: design strategies for managing and conserving wildlife in Kenya. | The learner is guided to: use print or digital resources to research on problems facing wildlife and possible solutions in East Africa and make notes. | What role does wildlife play in day-to-day life? | 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 | Wildlife | By the end of the lesson, the learner should be able to: appreciate the significance of wildlife in the community. | The learner is guided to: create communication messages on the strategies for managing and conserving wildlife in Kenya and display. | What role does wildlife play in day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 6 | THEMES IN WORLD HISTORY AND CITIZENSHIP | Global diversity | By the end of the lesson, the learner should be able to: assess barriers to sustainable global diversity. | The learner is guided to: research using case studies on the assess barriers to sustainable global diversity. | Which global organisations promote diversity and inclusion?; What inclusive practices can schools and communities adopt to accommodate people from different cultural backgrounds? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 7 | THEMES IN WORLD HISTORY AND CITIZENSHIP | The 2nd Generation of Industrial revolution | By the end of the lesson, the learner should be able to: discuss the characteristics of the 2nd Generation of Industrial revolution upto early 20th C. | The learner is guided to: The learner should be guided to:. | Why is industrial revolution important? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 8 | THEMES IN WORLD HISTORY AND CITIZENSHIP | The 2nd Generation of Industrial revolution | By the end of the lesson, the learner should be able to: compare factors that led 2 nd Generation Industrial revolution in selected countries in world. | The learner is guided to: use digital / print media to find out the characteristics of the 2nd Generation of Industrial revolution in selected counties in Europe and Africa (Egypt, Nigeria, Russia, Belgium, and, Japan). | Why is industrial revolution important? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 9 | THEMES IN WORLD HISTORY AND CITIZENSHIP | The 2nd Generation of Industrial revolution | By the end of the lesson, the learner should be able to: assess the impact of the 2 nd Generation of Industrial revolution in selected countries world. | The learner is guided to: search for information on the factors that led 2 nd Generation Industrial revolution in the world (Egypt , Nigeria, Russia, Belgium, and Japan). | Why is industrial revolution important? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 10 | THEMES IN WORLD HISTORY AND CITIZENSHIP | The 2nd Generation of Industrial revolution | By the end of the lesson, the learner should be able to: apply initiatives to promote industrialization in the society. | The learner is guided to: debate the impact of the 2nd Generation of Industrial revolution Industrial revolution on human development. | Why is industrial revolution important? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
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