National Values Education Scheme, Federal Civic Education Scheme of work for JSS 2. Effects of lack of contentment –Schemeofwork.com
CIVIC EDUCATION JSS2 1ST TERM
| WEEK | TOPIC | CONTENT | TEACHER’S ACTIVITIES | STUDENTS’ ACTIVITIES |
| 1 | National values: Integrity, meaning of integrity, Attributes of integrity. | -defines integrity as the quality of being honest and having strong moral principles. -honesty, trustworthy, contentment, probity. etc. | Leads the students to explain the meaning of integrity Makes them list the attributes. | Participate in the discussion in the class List the attributes. |
| 2 | Attributes of Integrity | Truthfulness, sincerity, non-compromise of principles, fair play, mobility, decency, upstanding etc. | Guides them to explain the attributes. | Participate in the contribution. |
| 3 | Examples of people of integrity in our society. | Lists the names of people of integrity e.g. Doctor Nnamdi Azikiwe, Alhaji Tafawa Balewa, Chief Obafemi Awolowo. | Guides them to draw four people of integrity. | Draw four people of integrity. |
| 4 | Need for people of integrity in the society. | For community development, peaceful co-existence for the younger generation. | Guides the students to explain the need for people of integrity. | Participate in the class discussions on the need for people of integrity. |
| 5 | National values: contentment: meaning of contentment; attributes of contentment. | Meaning of contentment and explanation of attributes of contentment; satisfaction and lack of envy. | Leads the students to define contentment, lists some of the attributes of contentment. | Participate in the discussion. |
| 6 | Attributes of contentment. | Rejection of greed and corruption, humility, self-control, and self-discipline. | Guides the students to compile local sayings, adages, and proverbs that promote contentment. | Participate in the compilation. |
| 7 | Effects of lack of contentment. | Corruption, greed, envy, theft, prostitution, robbery, cheating, etc. | Guides the students to dramatize the effect of lack of contentment in the society. | Engage in the drama. |
| 8 | National values: discipline; meaning of discipline and attributes of discipline. | Defines discipline as training to obey rules or a code of behavior, using punishment to correct disobedience; self-control moderation and modesty, respect of legitimate authority. | Guides discussion on the meaning and attributes of discipline. | Participate in the discussion and ask questions. |
| 9 | Attributes of discipline. | Respect for rules and regulations, perseverance and dedication to duty. | Organizes talk on attributes of discipline. | Listen to the talk. |
| 10 | National values: courage, meaning of courage, types of courage. | Explain the meaning of courage, lists the types of courage- physical courage (wiliness to exercise physical energy to get things done). | Guides discussion on the meaning of courage. Leads discussion on the demonstration of physical courage. | Participate in class discussion. |
| 11 | Types of courage. | Identify the types of courage: moral courage- the ability to choose to do what is right irrespective of the pressure to do otherwise. Spiritual courage: courage to exhibit one’s spiritual faith and live according to its tenets. | Guides discussion on the demonstration of moral courage and spiritual courage. | Participate in the class discussion. |
| 12 | Attributes of a courageous person. | Commitment, endurance, determination, steadfastness, diligence, boldness, bravery, faith etc. | Invites guest lecturers from relevant agencies- ICPC, EFCC, police etc. on the need for moral courage. | Listen to the guest lecturers. |
| 13 | Revision. | |||
| 14 | Examination. | |||
CIVIC EDUCATION 2ND TERM JSS2
| WEEK | TOPIC | CONTENT | TEACHER’S ACTIVITIES | STUDENTS’ ACTIVITIES |
| 1 | Nigeria as a Federation: -Meaning of a federation. -Need for federation. | -Meaning of federation. -Need for federation: national integration, unity in diversity, controlling activities of states. | Guides the students to explain the meaning of federation, discuss the need for federation. | Participate in class discussion on the meaning of federation and need for federation. |
| 2 | Characteristics of a Federation. | Sharing of powers between central and state government, states have constitutionally defined control over their own affairs; central government control the states; constitution of federal system. | Guides students to describe the characteristics of a federation. | Participate in the discussion on the characteristics of a federation. |
| 3 | Relationship that exists among federal, state, and local government. | Relationship- power to legislate, power to carry out function in accordance with constitutional provisions; provide form of governance etc. | Explains to the students the tiers of government; federal, state, and local government. | Participate in class discussion. |
| 4 | Differences that exist among federal, state, and local government. | Differences- functions; legislative powers; concurrent and exclusive powers etc. | Cites examples to bring out the differences among the three tiers of government. | Debate the differences among the three tiers of government. |
| 5 | The rule of law. | Meaning of law and rule of law. | Guides students through class discussion on the meaning of law and the rule of law. | Take part in the guided discussion and ask good questions. |
| 6 | Benefits of rule of law. | Benefits of rule of law as against arbitrary rule; punishment for breaking the law, equality of all citizens before the law. | Asks students to find out benefits of the rule of law as against arbitrary rule. | Identify the benefits of the rule of law as against arbitrary rule. |
| 7 | Protection of human rights and rule of law. | Ways of protecting human rights: representing the affected person in the court, drawing attention to cases of human rights violations through protest marches, media coverage and hunger strike. | Guides students through discussion to explain how individuals and groups can assist in protecting citizens’ rights. | Take part in class discussion, ask question and take notes. |
| 8 | Groups that assist in protecting human rights of citizens. | Civil society organization; CLO, CDHR, CRP etc. trade unions, students’ unions, ethnic associations, legal and council. | Give students assignments to identify groups that assist in protecting human rights of citizens. | Carry out assignment on identifying groups and individuals who assist in protecting human rights of citizens. |
| 9 | Consumer rights and responsibilities: universal rights of a consumer. | Right to satisfaction of basic needs rights to safety, information, choice, redress, consumer education, representation to the head and healthy environment. | Explain each of the eight universal consumer rights. | Role-play the eight universal consumer rights. |
| 10 | The responsibilities of a consumer. | Be aware, demand and keep proofs of transactions e.g. receipts, invoice, warranties, thinks independently, speak out and respect the environment. | Discuss and demonstrate the responsibilities of a consumer. | Participate in the class discussion and role play the responsibilities of a consumer. |
| 11 | Revision. | |||
| 12 | Examination. | |||
CIVIC EDUCATION 3RD TERM JSS2
| WEEK | TOPIC | CONTENT | TEACHER’S ACTIVITIES | STUDENTS’ ACTIVITIES |
| 1 | Democracy: meaning of democracy, democratic institutions and their functions. | Definition of democracy: government of the people by the people and for the people. List democratic institutions- INEC- conducts election- political parties- presents candidates for election etc. | Guides students to define democracy and to mention the democratic institutions and their roles. | Define democracy and list the democratic institutions and their functions. |
| 2 | Features of democracy. | States features of democracy such as: protection of individual rights should not be guaranteed, the constitution should be supreme and above every other law in the land, rule of law should be in application. | Leads students to identify the various features of democracy. | Participate in the identification of the features of democracy. |
| 3 | Pillars of democracy. | Explain the meaning of the pillars of democracy. Pillars of democracy- people, democratic institutions, rule of law majority rule, minority right, transparent electoral process etc. | Guides students to define pillars of democracy, and list the pillars of democracy. | Participate in class discussion and take notes. |
| 4 | Importance of democracy: arms of government. | -importance of democracy -arms of government- executive, legislative and judiciary. | Invites a guest lecturer to discuss the importance of democracy as well as the arms of government. | Listen to the guest lecturer and ask questions and take notes. |
| 5 | Election and voter responsibilities: concepts of election and voter responsibilities. | Meaning of election, voter and voting. | Guides the students to define election, voter and voting. | Participate in the class discussion. |
| 6 | Types of election and their differences. | Differentiate between the types of election- direct election, indirect election, by-election, primary election, run-off election or second ballot. | Identify the procedures for the different types of election. | Participate in the class discussion, ask questions and take note. |
| 7 | Basic qualification of election. | Discuss basic qualifications for elections- must be a citizen, must be of the required age and education qualification etc. | Invites a guest speaker to talk on basic qualifications of elections. | Listen to the guest speaker. |
| 8 | Procedure for voting and importance of election. | Procedure for voting- confirming voters names in the register, issuance of voters’ card etc. Importance of election. | Invites a guest speaker to talk on the procedure for voting and importance of election. | Listen to the talk, ask questions, and take note. |
| 9 | Electoral malpractices: meaning and forms of electoral malpractices. | Definition of electoral malpractices. Forms of electoral malpractices- fake ballot papers and manipulation of votes, multiple voting, underage voting etc. | Guides students to explain the meaning of electoral malpractices and the forms of electoral malpractices. | Participate in the class discussion and take note. |
| 10 | Causes and consequences of electoral malpractices. | Causes- greed, tribalism, favoritism, poverty, godfatherism. Consequences- break down of law and order, voters’ rights violation, leads to riot and violence, leads to death etc. | Asks questions to guide the students to explain the causes and consequences of electoral malpractices. | Answer the questions and participate in the discussion. |
| 11 | Prevention of electoral malpractices. | Prevention includes- registration strictly for qualified voters, secret voting should be encouraged, electoral bodies should be truly independent, defaulters should be jailed etc. | Invites a guest speaker to educate the students on the prevention of electoral malpractices. | Listen to the guest speaker, ask questions and take note. |
| 12 | Revision. | |||
| 13 | Examination. |
