Christian Religious Studies Scheme of work for SSS 2. Lagos State Schemes of Work SS2 CRS for Senior Secondary School Schemeofwork
SSS 2 Christian Religious Studies Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Welcome test/God the creation of man and all things. Gen. 1:1-26, Ps. 19:1-6. | By the end of the the lesson, students of man should be able to: -Give the chronological order of creation – Explain how God created man – Discuss the power man has all over the creation | i. Learners, as a class, watch the documentary collaboration on Biblical creation story. ii. Students as a class, brainstorm on the creation study. ii. Students, in pairs, tabulate the duties of . man in creation. | i. Communication and collaboration ii. Creativity and Imagination ii. Leadership and personal development iii. Citizenship | AUDIO VISUAL RESOURCES – The Holy Bible (RSV) – A Pictorial of a potter at. Work. WEB RESOURCES https://www.bbc.co.uk/bitesiz e/quides/zq3vxfi/revision/1 |
| 2. | The sovereignty of God: God the Creator. Gen. 1 & 2, Ps. 19:1-6, Isa 45:10-12, Dan 4:4- | By the end of the lesson, students should be able to: -Explain the word ‘sovereignty’ -Describe how God demonstrated His sovereignty over His creatures – Discuss the essence of breath during the creation of man. | i. Students, as a class, discuss the meaning of the word ‘sovereignty’ and the root word, “sovereign’. ii. Students, in small groups, discuss how God demonstrates His sovereignty over His creatures. iii. Students, in pairs, discuss the essence of breath n man. iv. Individual students create an artistic impression of the creation story. | i. Communication and Collaboration ii. Creativity and imagination | AUDIO VjA1 RESOURCES The Holy Bible (RSV) – A pictorial of a potter at work WEB RESOURCES. https://www.christianity.com/theology/what-does-the-phrase-god-is-sovereign-really-mean11555729.html |
| 3 | God the controller of the universe Gen. 1:26-31, Amos 9:1-4, Jer. 18:1-6, Ps. 127:1-3, Jer. 29:11, Rom. 8:28 | By the end of the . of the lesson, students should be able to:- -Identify how the Creation stories .illustrate God as the controller of the universe. – Explain the sovereignty of God in the affairs of men and nations | i. Learners, in small groups, read the second creation story to identity how God is illustrated as the controller of the universe ii. Students pair to share life experiences which demonstrate how God exercise His control over the universe iii. Students as a class discuss the sovereign power of God. | i. Communication and collaboration ii. Leadership and personal development. iii. Critical thinking and problem solving. | AUDIO VjA1 RESOURCES world map Map showing Nigeria’s natural resources |
| 4 | Leadership: Joseph as a leader Gen 37:1-28 Gen 47:1-57 Gen 45: 1-15 | By the end of the as a lesson, students should be able to; – Describe a leader – State the qualities of a good leader. – Give an account of – the early life of Joseph and how he became a governor in Egypt -Identify the leadership qualities of Joseph | i, Students, as a class, brainstorm on leadership ii. Students, in pairs, state the qualities of a good leader. ii. Students, in small groups, analyse Genesis 37:1-15 and Genesis 41:1-57. iv. Students, in small groups, tabulate the leadership qualities of Joseph. | i.Communication and collaboration ii. Leadership and personal development iii. Citizenship iv. Critical thinking and personal development. | AUDIO VISUAL RESOURCES -The Holy Bible – Newspaper clippings and other media reports on leaders |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Moses as a leader Ex 1-3, Ex 4:17:1-5, Ex 6:23-30, 7:1-7, Ex 14:1-31, 32:1-14, Num13: 1-33, 14:1-19 | By the end of the lesson, students should be able to: – Describe the early life of Moses – Give an account of how Moses led the Israelites out of Egypt. – List the leadership qualities of Moses. | i. Students. asa class, discuss Moses as a leader ii. Students, in small groups, recall the early life of Moses iii. Students in small groups discuss how Moses led the Israelites out of Egypt. iv: Students pair up to tabulate the leadership qualifies of Moses. | i. Communication and Collaboration. ii. Critical thinking and problem solving. iii. Creativity and imagination. iv. Citizenship. | -The holy bible -The File ‘Moses’ | |
| Joshua as a leader Num 13:16-34, 14:1-10, 27:15-23, Joshua 1:10-13, 24:1-28 | By the end of the lesson, student should be able to: – Describe briefly the life of Joshua – Discuss why and how Joshua succeeded as a leader -Explain the fall of the wall of Jericho under the leadership of Joshua | i. Students, as a class, discuss Numbers 13:16- 34, and Numbers 14:1- 10, which describe the quality life of Joshua. ii. Learners, as a class, discuss Numbers 27:15- 22, Joshua 1:1-15, which describe why and how Joshua succeeded Moses as leader. iii. Students pair up to brainstorm on the fall of the wall of Jericho iv. Students pair up to tabulate the leadership qualities of Joshua. | i. Communication and Collaboration. ii. Critical thinking and problem solving. iii. Creativity and imagination. iv. Citizenship. | AUDIO VISUAL RESOURCES -The Holy Bible – Chats showing samples of some Nigerian leaders (Bible present and pact) | |
| 7. | MID TERM BREAK |
| 8 | Deborah as a Leader Judges 4:1-24 | By the end of the lesson, students should be able to: -Discuss the political situation in Israel before Deborah became a judge – Give an account of how Deborah became a judge in Israel – Explain Deborah’ victory over the Canaanites Give a list of Deborah’s leadership qualities. | i. Students, as a class, discuss Judges 4:1-24. ii. Students, in small groups, discuss the political situation in Israel before Deborah became, a judge iii. Students, in small groups, give an account of how Deborah became a judge in Israel iii. Students in small groups, discuss 0Deborah’s victory over the Canaanites army. iii. Students, as a class, make intergroup presentations of different issues. iv. Students pair up to discuss the leadership – qualities of Deborah. | i. Communication and Collaboration. ii. Critical thinking and problem solving. iii. Creativity and imagination. iv. Citizenship. | AUDIOVISUAL RESOURCES -The holy bible – Chart summarizing the leadership qualities of all the four leaders and guide discussion on them |
| 9 | God cares for His people through guidance | By the end of the lesson, students should be able to – Identify different | i. Learners, as a class, brainstorm on the different ways God guided Israelites and | i, Communication and collaboration ii. Critical thinking and problem solving. | AUDIO VISUAL RESOURCES The Holy Bible |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 9 | Ex 13:17-23 Joshua 8;1-22, Heb 1:1 Matt 11:27-30 | ways, Godguided the Israelites – Recognise the significance of God’s guidance over the, Israelites – List different ways by which God is guiding His people today | how God guides HIS people today ii. Individual learners share personal experiences on how they have been guided by God. iii. Learners pair up to tabulate ways used by God to protect His people today. | i. Leadership and personal development ii. Citizenship | |
| 10 | Provision Ex. 16:1-2, Ex. 17:1-7, Ex 13:20-22, 1Kings 17:10-16, Joshua 1- 12, 1 Kings 4:1- 6 | By the end of lesson, students should be able to: – List different ways in which God provided for the people of Israel – Explain why provision were given and why they were stopped. – State God’s promise and conditions for provisions – Recognise that God God’s will provide for people. | Learners as a class brainstorm on the different ways God provided for the Israelites, the conditions and promises for provision ii. Students, in small groups, read Bible citation, -.Learners pair up to share personal experiences about God’s provision. -Students, as a class, tabulate God’s provision today. | i. Communication and Collaboration. ii. Critical thinking and problem solving. iii. Creativity and imagination. iv. Citizenship. | AUDIO VISUAL RESOURCES -The Holy Bible |
| 11 | Protection Ex. 14:10-34 Dan 6:16-23 Psalm 81 | By the end of the lesson, students Should be able to: – Mention God’s protective device for the Israelites – Explain that God’s power of protection exists at all times – Identify incidents that illustrates God’s protective powers in the passages | i. Learners in small groups discuss God’s protective power over Israelites ii. Individual students share experiences of how God has protected them iii. Students pair up to share the assurances of God’s power of protection at all times to us all | i. Communication and Collaboration. ii. Critical thinking and problem solving. iii. Creativity and imagination. iv. Citizenship. | AUDIO VISUAL RESOURCES -The Holy Bible |
| 12 | Revision | Revision | Students, as p class snare topics. ii. Students, in small groups, make presentations. iii, Students, as a class, discuss topics. iv. Students pair up to share. past questions and answers. | ||
| 13 | Examination |
ACHIEVEMENT STANDARDS FOR SS2 FIRST TERM
At The end of SS2 terms, students are able to:
Give account of creation story chronologically and relate it to Adam and Eve.
- Explain the word sovereignty of GOD and how GOD demonstrated the sovereign to over a creatures
- Describe a leader and state the qualities of a good leader as demonstrated by Joseph “Gen 37:1 -29”
- Give samples of a good leaders e.g. Moses, Joshua, Deborah etc. And how they affect the Lives of people positive
- Discuss God’s Love for his people through guidance and it’s significance over their lives.
- List different ways in which GOD provided for the Israelite
- Identify incidents that shows God’s protective power in the book of Ex 14:10-13.
Christian Religious Studies Scheme of work for SSS 2. Lagos State Schemes of Work SS2 CRS for Senior Secondary School Schemeofwork
Christian Religious Studies Scheme of Work SSS 2 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Welcome Test/Personal Responsibilities Eli and Samuel 1 Sam. 2:12-26, 8:1-9 I Sam.2:27-36; 3:1-18, I Sam. 4:10-22. | By the end of the lesson, students should be able to: – Describe a family and the duties of parents in the family -Explain the extent to which Eli and Samuel were responsible for the disobedience of their children -Highlight the irresponsible behaviors of the sons of Eli and Samuel – Explain God’s reaction to the sins of Eli and his children – Mention the consequences of the behavior of two sons of Eli and Samuel. | i. Learners, as a class, share the account in the Bible passages ii. Students in small groups discuss a family and explain the duties of parents in the family iii. Learners in small groups brainstorm on the fault of Eli and Samuel in the disobedience of their children. iv. Learners in small groups mention the misconduct of Eli and . Samuel’s children and God’s reaction to the sins of the children of Eli and Samuel. v. Learners pair up to tabulate list the consequences of the misbehaviors of e sons of. Eli and Samuel.. | i Critical thinking and problem solving. ii. Creativity and Imagination iii. Communication and collaboration iv. Citizenship | AUDIO VISUAL RESOURCES -The Holy Bible – Recorded TV Program on Parental Responsibility |
| 2 | Parental responsibilities Asa I Kings 15:9-15 d Kings 22:41 – 44 | By the end of the lesson, students should be able to: – summarize the ‘biblical passage – Discuss the various ways in which Jehoshaphat live a godly life – Explain the role of parents in the upbringing of their children | i. Learners, as a class, brainstorm on parental responsibilities. ii. The students in small groups, examine the scripture read. iii, Students in small groups tabulate and discuss the role of the parents in the upbringing of their children iv. Learners as a class discuss the various ways in which Jehoshaphat lived a Godly life. | i Communication and collaboration ii. Leadership and personal development iii. Critical thinking and problem solving. . | AUDIO VISUAL RESOURCES – The Holy Bible -Picture of a daughter learning a craft from her mother |
| 3 | Consequences of Obedience and Disobedience/Consequences of Obedience Ex 20:1-17, Gen 39:7-12, Ex20:13, 1 Sam 26: 1-12, Ex 20:3, Dan 3:1-30, Esther 4:1-16 | By the end of the lesson, students should be able to: – Explain the word consequence – Summarize the Bible passages – Describe how king Asa and his son Jehoshaphat pleased God – Explain whychildren should live Godly life | i. Learners as a class examine the passages ii. Learners in small groups discuss how King Asa and his son Jehoshaphat pleased God. iii. Students in small groups discuss disobedience and consequences iv.Students in small groups share why the should live a Godly life | i Communication and collaboration ii. Critical thinking and problem solving. ii. Leadership and personal development. | AUDIO VISUAL RESOURCES -The holy bible -Picture of an obedient child receiving reward WEB RESOURCES https://www.m3hc,com/ 7749 Lessons-king-saul-saul- disobedience |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | Consequences of Obedience Ex 20:1-17 Gen. 39:7-12, Ex 20:13, 1 Sam 26:1-12, Ex 20:3, Dan 3:1-30, Esther 1:1-16 | By the end of the lesson, student should be able to: -Summarize the Bible passages -Discuss Joseph rejection of adultery through it would have been saved -Indicate the rewards of obedience to divine laws – Discuss what inner qualities enabled the three Hebrews youth to obey God rather than man – Point out some rewards to civil laws | i. Learners as a Class example Bible passages. ii. Learners as a class act a drama on Joseph and Potiphar’s wife and discuss the lesson from the drama. iii. Students share the reward of obedience to God’s law and civil law. | i.. Communication and collaboration. ii. Leadership and personal development iii. Citizenship iv. Critical thinking and problem solving. | AUDIO VISUAL RESOURCES – The holy bible |
| 5 | Consequences of Disobedience: Saul’s disobedience I Sam 15:1-19, 1 Sam 15:20-26, 1 Sam 16:14-23, 1 Sam 31:1-13 1 Kings 13:11-24, I Sam 2:22-25, I Sam 4:10-11 | By the end of the lesson, – students should the able to: Summarize the bible passage, Discuss the effect of Saul’s disobedience -Recognize that sinful disobedience always bring sorrow – List of a disobedience that is common among senior secondary school students – Point out to them that the consequences of disobedience may or may not be immediate. | i. Learners as a class examine the Bible passages. ii. Learners in small groups share some of the acts of disobedience among the senior school students iii. Students pair up to brainstorm on the consequences of disobedience. | i. Communication and collaboration. ii. Citizenship iii. Critical thinking and problem solving. iv. Leadership and personal development | AUDIO VISUAL RESOURCES – the holy bible -Pictures illustrating the consequences of disobedience WEB RESOURCE http://www.my3bm com/17748 lessons-king-saul-sauls-disobedience |
| 6 | Friendship Lk 10:32-42, John 1:1-4, 1 Sam 18:19, John 6:60-71 | By the end of the lesson, students should be able to – Define a friend -Enumerate the types Of friendship – Differentiate between healthy and unhealthy relationships – -List the characteristics of good and bad friends – Discuss the types of friendship that exist among their peer groups. | i. Learners as a class discuss friendship and enumerate types of friendship. ii. Learners in small groups brainstorm on good and bad friends iii. Learners pair up to tabulate the characteristics of good and bad friends | i. Communication and collaboration. ii. Citizenship iii. Critical thinking and problem solving. iv. Leadership and personal development | AUDIO VISUAL. RESOURCES – The holy bible |
| 7 | MID TERM | ||||
| 8. | Making decision as a Christian: Wisdom of Solomon 1 Kings 3:3-23,1 Kings 4:29-34, 1 Kings 5:1-12, 8:1-53 | By the end of the lesson, students. should be able to: – Read and understand the Bible passages – Identify the source of Solomon’s wisdom – Explain how Solomon wised his wisdom – Point out the a importance of making wise decisions | i. Learners as a class examine and summarize the Bible passages. ii. Learners in small groups brainstorm on the source of Solomon’s wisdom and how he used his wisdom iii. Students pair up to share experiences about wise decisions and the importance of making wise decisions. | i.. Communication and collaboration. ii. Leadership and personal development iii. Citizenship iv. Critical thinking and problem solving. iv. Citizenship | AUDIO VISUAL RESOURCES – The, holy bibl2 -The picture of the king addressing his subjects WEB RESOURCE https://www.lca.org/the/good-news-profile-of-faith-solomon-lesson-from-a-wise-king |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 9 | Making decisions as a Christian: Unwise decision of Solomon and Rehoboam 1 lings 9:15- 23, 11:1-13 | By the end of the lesson, students should be able to: – Summarize the Bible passages – Identify Solomon’s unwise decisions – Describe the circumstances that led to Rehoboam’s decisions – Discuss the consequences of unwise decisions. | i. Learners as a class examine Bible passages. ii. Learners in small groups discuss the unwise decisions of Solomon and Rehoboam iii. Students pair up to share the consequences of unwise decisions. | i. Communication and collaboration. ii. Citizenship iii. Critical thinking and problem solving. | AUDIO VISUAL RESOURCES – The holy bible -Newspaper Cartoons on the consequences of wrong decisions WEB RESOURCE https://www.virtual/collage.com 2016/02/the-universe-policies-of-king-solomon-html?m=1 |
| 10 | Submission to the will of God 1 Sam 26:1-25, 2 Sam 12:15- 25, JOnah 1-2 . | By the end of the lesson, students should be able to: – Recount the story of David’s submission to S the will of God – – Recognize the effect of the will of God on David – Summarize the story of Jonah’s submission to the will of God. | i. Learners as a class examine the Bible passages ii. Learners in small groups discuss the effects of the fear of God and our submission to the will of God in every area of our lives iii. Students pair up to share the effect of always trusting in God. | i. Communication and collaboration ii. Citizenship ill. Critical thinking and problem solving. iv Leadership and personal development. | AUDIO VISUAL RESOURCES – The holy bible -Picture of the two people with one standing over the other with a word Picture of a small man in the belly of a fish. |
| 11 | Greed and its effects I Kings 21:1 – 16, I Kings 21:17-29,2 Kings 5:1-27. | By the end of the lesson, students should b able to: – Explain the meaning of greed – Discuss the stories of Ahab and Gehazi – Recognize it as a cancerous vice that is injurious to the individual and the society – – Discuss possible ways of curbing. | i. Learners as a class examine and summarize the Bible passages ii. Learners brainstorm on the stories of King Ahab and Gehazi iii. Students in small groups discuss greed and share life experiences. | i. Communication and collaboration. ii. Citizenship iii. Leadership and personal development. iv. Critical thinking and problem solving. | AUDIO VISUAL RESOURCES – -The holy bible – A graphic illustration showing a greedy person greed WEB RESOURCE https://www.jw.org/en/library/magazines/wo20120901/gehazi-ruined-by-greed/ |
| 12 | REVISION | ||||
| 13 | EXAMINATION | ||||
| 14 | EXAMINATION |
ACHIEVEMENT STANDARDS FOR SS2 SECOND TERM
At the end of SS2 second terms, students are able to:
– Discuss parental responsibilities: examples of Samuel and Elijah respectively Isaiah 2:12-258:1-9).. Mention consequences of their actions over their children.
Read from l Kings 15:9-1522:41-44 and discuss various ways in which Joshua lived a Godly life:
– Mention the consequences of obedience and disobedience in relation to characters in the holy bible. E.g. Joseph rejection of adultery and Saul’s disobedience in sparing the life of Amalekite’s King.
– Explain the meaning of friendship and enumerate types of friendship exist in our society.
– Identify the importance of decision making as a Christian relate it to the wisdom of Solomon (1 kings 3:3-23) and foolishness of Rehoboam (l Kings 9:15-23,11;1-3)
Recount the story of David’s submission to the will of GOD.
Explain the meaning of greed, relate it to the story of Ahab and Gehazi and how can we curb their vices in our society?
Christian Religious Studies Scheme of work for SSS 2. Lagos State Schemes of Work SS2 CRS for Senior Secondary School Schemeofwork
Christian Religious Studies Scheme of Work SSS 2 Third Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Welcome Test/Supremacy of God 1 Kg 16:29-32, 1 Kg 17:1-7, 1 Kg 18:1-9, 1Kg 19:1-18 | By the end of the lesson, students should be able to: -Summarize the Bible passage -Discuss religious situation in Israel at the time of Elijah and Obadiah -Recognize the manifestation of Gods power -Identify the main lessons in the passages and relate them to their own lives | Learners as a class examine end summarize the Bible passages ii. Learners’ in small groups discuss the courage of Elijah and, Obadiah ii. Students ‘in small groups discuss the supremacy of God and share the courage of Elijah and Obadiah iv. Students pair up to collect pictures of courageous heroes in their society. | i. Communication and collaboration. ii Creativity and imagination. iii. Leadership and personal development. ii. Digital literacy. | AUDIO VISUAL RESOURCES -The holy bible -The video that demonstrate courage |
| 2 | Elijah at mount Carmel 1 Kings 18:17- 46, 1 Sam 5:1-12 | By the end of the lesson, students should be able to: -Summarize the Bible passage -Narrate the contest of mount Camel -Recognize the supremacy of the almighty God over and over Baal -Point out the reasons for failure of Baal | i. Learners examine and summarize the Bible passages ii. Learners in small groups act the contest at mount Carmel iii. Learners in small groups brainstorm on the supremacy of God over Baal. lv. Learners in small groups discuss Josiah’s reforms and highlight the lessons. | i. Communication and collaboration. ii. Creativity and imagination. iii. Critical thinking and problem solving iv. Leadership and personal development. | AUDIO VISUAL RESOURCES -The holy bible -Photographs of different shrine |
| 3 | Religious reforms 2 Kings 22, 2 Kings 23:4-30. | By the end of the lesson, students should be able to: -Summarize the Bible passage -Describe king Josiah’s reforms -Point out religious evils at the time of king Josiah -Discuss the various phases of Josiah reforms -Identify possible various reforms in Nigeria and their own lives. | i. Learners as a class examine and summarize the Bible passages ii. Learners in small groups brainstorm on Josiah’s reforms. iii. Learners in small groups tabulate all the religious evils at the time of King Josiah and how he put an end to them iv. Learners as a class discuss various reforms in their lives, communities’ and country, Nigeria. | i. Communication and collaboration. ii. Creativity and imagination. iii. Critical thinking and problem solving iv. Leadership and personal development. | AUDIO VISUAL RESOURCES -The holy bible -Newspaper clipping illustrating various vices and their effects. |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | True Religion and Social Justice Amos 5:21-27, 4:4-5, 5:14-24, 2:6-8, 4:1-13, 7:10-17, 8:9-10 | By the end of the lesson, students should be able to: -Summarize the Bible passage -Explain the word true religion -Point out the social vices at the time of Amos and in Nigeria -Discuss what will be God’s punishment on evil doers -Point but that our Christian loaders need courage to speak up against the vices n the society | i. Learners as a class examine and summarize the Bible passages ii. Students in small groups brainstorm on true religion iii. Learners in small groups discuss the punishment of evil doers in society iv. Students pair up to tabulate the possible evils in society today. | i. Communication and collaboration. ii. Creativity and imagination. iii. Critical thinking and problem solving iv. Leadership and personal development. | AUDIO VISUAL RESOURCES The Holy Bible Flash cards with words depicting true religion. |
| 5 | Concern for one’s nation 2 Kings 24, 2 Kings 25:1-17, Neh 1:3, Ezra 1:5-11, 7:1-10 | By the end of the lesson, students should be able to: -Describe the events that led to the – collapse of the Jewish nation -Relate the lessons from the unit to our responsibility towards our nation -Describe the condition of the people that were left in Jerusalem after deportation. | i. Learners as a class examine and summarize the Bible passages ii. Learners in small groups discuss the collapse of the Jewish nation. iii. Learners pair up to tabulate the citizens’ responsibility towards their nations | i. Communication and collaboration. ii. Creativity and imagination. iii. Critical thinking and problem solving iv. Leadership and personal development. | AUDIO VISUAL RESOURCES. -The Holy Bible -Chart containing the national anthem and national pledge. |
| 6 | Faith in God Daniel 3:1-7 | By the end of the lesson, students should be able to: -Narrate the story of Shadrach, Meshach and Abednego -Explain how the men demonstrated Faith in God and their miraculous deliverance -Recognize that law or decree can be made for selfish. reasons by the | i. Learners as a class examine and summarize the Bible passages ii. Students in small groups discuss how man demonstrates their faith in God for their deliverance iii. Learners in small groups discuss the faith of the three Hebrews. iv. Students pair up to share personal faith experiences. | i. Communication and collaboration. ii. Creativity and imagination. iii. Critical thinking and problem solving iv. Leadership and personal development. | AUDIO VISUAL RESOURCES -The Holy Bible -Stickers about faith and courage |
| 7 | MID TERM BREAK | ||||
| 8 | Faith and Power of God Dan 6:1-9, Dan 6:10-1 5, Dan 6:11-18, Dan 6:9-24 | By the end of the lesson students should be able to: -Identify in the passage, the qualities of Daniel worthy of emulation | i. Learners as a class examine and summarize the Bible passages. ii. Learners in small groups brainstorm on the effects of our faith in God on others. | i. Communication and collaboration. Citizenship if Leadership and personal development Critical thinking and problem solving | AUDIO VISUAL RESOURCES -The Holy Bible |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Effect of Daniel Faith (Dan 6:25- 28) Dan 1:3-8, 6:3,10,16,5 22- 23 | -Discuss the effect of our faith can have on others -Point out that leaders need to examine critically advice given by their cabinet members -Narrate the story of Daniel’s deliverance. | ii. Students pair up to discuss the need for leaders to process the advice given by their advisers before they make decisions. |
| 9 | The Religion and Social Justice (Hosea 2:5), Hosea 6:1-11, 6:6, 6:1-4, 14 | By the end of the lesson, students should be able to:, -Explain what true religion is -Recount the social vices at the time of Amos and in Nigeria today -Recognize that there is punishment for evil doers – Point out a time when those who speak the truth are in danger of losing their lives o facing opposition by their compromising colleagues | i. Learners as a class examine and summarize the Bible passages ii. Learners in small groups discuss the evils in Amos days. i. Students in small groups share their experiences about the evils in their society. iv. Students in small groups compare and contrast the evils in the two societies.. v. Students pair up to tabulate the punishment for evil doers. | AUDIOVISUAL RESOURCES -The Holy Bible -Newspaper clipping and cartoons of evil of the society | |
| 10 | Divine Love Hosea 1,2,3,4 Hosea 1:2, Hoses 1:4 | By the end of the lesson students should be able to -Compare the unfaithfulness of Gomer (Hosea’s wife) with that of Israel to God -Discuss the need to respond positively to God’s love through patience -Recognize God’s steadfast love for Israel and all human beings despite our unfaithfulness. | i. Learners as a class examine and summarize the Bible passages. ii. Learners in small groups discuss God’s love and the need for patience to enjoy it. iii. Learners in small groups discuss the consistency of God’s love despite our unfaithfulness. iv. Learners pair up to share experiences about Gods love. | AUDIO VISUAL RESOURCES -The Holy Bible – Chart containing invitation to Jesus | |
| 11. | Revision | ||||
| 12. | Examination | ||||
| 13. | Examination |
ACHIEVEMENT STANDARDS FOR SS2 THIRD TERM
At the end of third term, students are able to:
- Discuss the supremacy of GOD over all creatures;
- Mention the refrains introduced by King Josiah at the beginning of his administration. The role of refrain a toll of correcting vices in the society.
- Explain the word true ‘Religion” enumerate the social vices that exists during the time of Prophet Amos, and compare it with what is happening in Nigeria now.
- Discuss faith in GOD as it relate to Daniel, Shadrach, Meshach and Abednego. What are the lesson learnt from their faith?
- Explain Divine love as exhibited by Hosea. Compare the unfaithfulness of Gomer (Hosea’s wife) with that of Israel, to GOD What are their lessons learnt from this story.
