SSS 1 Civic Education Scheme of work. Unified Schemes of Work Civic Education for Senior Secondary Schools Schemeofwork.com
SSS 1 Civic Education Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Introduction to civic education * meaning of civic education * objectives & reasons for civic education in schools * importance of civic education/agents of civic education | By the end of the lesson the students should be able to: * Explain in details what meant by civic education * Justify civic education as a necessary knowledge for every Nigerian child * highlight the importance of civic education to the development of the country | Students as a class brainstorm on the meaning and objectives of civic education. * Students in pairs identify reasons to justify civic education as a necessity for every Nigerian child. * Students in small groups discuss the importance of civic education / agents of civic education, *For further studies students are asked to visit the under listed LITE LINK https://www.legit.ng1115202 importance-civic-education- nigerian-schools.html | *Communication and Collaboration * Creativity and Imagination Digital literacy * Leadership and personal development | AUDIO VISUAL RESOURCES: * chart showing the meaning, importance and objective of civic education for every Nigerian child. WEB RESOURCES LITE LINK: https://www.legit.ng 1115202 importance-civic-education- nigerian-schools.html VIDEO LINK: video clip showing the importance of civic education https://www.youtube.com/ watch?v=Pc9ch/VDgAo |
| 2 | Values * definition of values & its sources * Types of values: basic values, human values i.e. justice, integrity etc. * Types of values contended: intrinsic values, negative values and societal values | By the end of the lesson the students should be able to: * Define the term values and analyze its sources in civic education content * Identify & expatiate on the types of values i.e. (in form of characteristics) discuss values in the- contended sense i.e. – negative values, societal values etc. | Students as a class are guided to analyze and expatiate on the sources of values in civic education content. * Students in pairs highlight the various types of values. * Students in small groups represent end discuss in details a type of value in the, contended sense and share with the class. For further studies students should visit the under listed LITE LINK: – https://www.len.com.ng/csblogde tail/3 I 7/Meaning-and-Types-of- Values-in-civic-education | Communication and Collaboration Leadership and personal development Citizenship Creativity and Imagination * Digital literacy | AUDIO VISUAL RESOURCES: *Pictures /charts of student being commended for good values Video clip of Award on integrity WB RESOURCES: LITE LINK https://www.len,com.ng/csblogde tail/3 I 7/Meaning-and-Types-of- values-in-civic-education VIDEO LINK video.clip.com ward of recognition for goes deed https://www.youtube.com/ watch?v=OMaNPb207.0 |
| 3 | Community service and its values Practical involvement in the community services of community services | By the end of the lesson the students should be able to: By the end of the lesson the students should be able to: * Explain the term community services Analyze the importance of community services to the society * Highlight the ways by which community services can be carried out. | Students in small groups carry out community projects in their school environment. E.g. drainage •Students in groups discuss and share with the class importance of community services to the society. •Students as a class individually research and write short notes on community service and its’ values and present in the next class | *Communication and Collaboration * Creativity and Imagination Digital literacy * Leadership and personal development | AUDIO VISUAL RESOURCES: Chart showing people carrying out community services in their environment. video clip of NYSC member doing community service WEB RESOURCES: SITE LINK https://www.youtube.com/ watch?v=imwpvMm5ik VIDEO LINK Ttps://www.youtube.com/ Watch?v=gOWPLxFT |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | Community services * Project work * Writing a comprehension report (essay) on the community services | By the end of the lesson the students should be are able to: * inspect their community & identify the type of community services they can render to the community * Organize themselves into groups to carry out the community services * Describe in a written report how they carried out their project | i. Students in pairs inspect their school community & discuss on the type of community services they can render ii. Students in small groups gives written report on the methods used in carrying out their community services project and presents it to the class. For further studies students should visit the under listed SITE LINK: https:/bIog prepscholar.com/129 examples-of-community-services-projects. | Communication and Collaboration Leadership and Personal development Citizenship Digital literacy | AUDIO VISUAL RESOURCES: * Sample of tools necessary for *Picture chart of people cleaning their community *pictures of people receiving appraisals for their good deeds. WEB RESOURCES *SITE https://blog.prepsolar.com 129-examples- of-community-services-projects VIDEO LINK https:www/youtube.com/ watch?v= nyxb2lb558 |
| 5 | HIV/AIDs • Meaning of HIV/AIDS & its differences • Causes and modes of transmission of HIV/AIDs Signs/symptoms and effects of | By the end of the lesson the students should be able to: i. Explain the full meaning of HV/AlDS ii. Highlight causes and mode Transmission of HIV/AIDS iii. Discuss the signs, symptoms of HIV/AIDS. | •Students as a class brainstorm on the meaning of HIV/AIDS and the difference between HIV/AIDS. • Students in pairs discuss in the mode of transmission signs, symptoms and effects • Students in small groups develop a song on and present in the next class. . | Communication and Collaboration • Critical thinking and problem solving and Personal development • Creativity and imagination •Citizenship | AUDIO VISUAL SOURCES Chart showing a patient with symptoms of HI HIV/AIDS video clips of documentaries on HIV / /AIDs WEB RESOURCES SITE LINK https://patient info/sexual health/sexually transmitted-infections-. Leaflet/hiv-and-aids VIDEO LINK outube.com/ https://youtube.com/ match?v-lowauFSfom |
| 6 | HIV/AIDS Preventive measures of HIV/AIDS e.g. Avoid sharing of sharp objects How to take care of people with HIV/AIDS •Stigmatization of PLWHA (people living with HIV!AIDS Meaning of HIV/AIDS – stigmatization | the end of the lesson the students should be able to: • Discuss the preventive measure to avoid getting infected • Explain how to properly care for people with HIV/AIDS • Examine the term stigmatization | • Students as a class discuss on the preventive measures to avoid getting infected: • Students in pairs highlight ways to care for people living with HIV/AIDS. • Students in small groups research and write short note on the term HIV /AIDS stigmatization and Ways to prevent HlV/AlDS. | •Communication and Collaboration • Critical thinking and problem solving and Personal development • Creativity and imagination •Citizenship | AUDIO VISUAL RESOURCES • A Chart showing some notable people in the society living with HIV/AIDS • Chart showing preventive measures of HIV/AIDS e.g. sharing of WEB RESOURCES •SITE LINK https://patient. Info/sexual health /sexually-transmitted-infections-leaflet/hiv-and-aids VIDEO LINK: https://www.youtube.com/ watch?v=DWuyCKxaZp |
| 7. | MID-TERM BREAK AND TEST/OPEN DAY |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 8 | Youth empowerment * Definition of the concept youth / empowerment skills intellectual skills, palliative skills e.g. N-power, artistic skills -Importance and benefits of youth empowerment • Agencies of youth empowerment that guides Students in acquiring a special skill e.g. lot, carpentry • Roles of government in providing opportunities for the youths | By the end of the lesson the students should be able to: -Explain the term youth empowerment various empowerment skills and how they can be acquired. -Justify the importance and benefits of youth empowerment -mention the agencies responsible for youth empowerment/roles played by the government to provide opportunities for the youths | Students as a class brainstorm on the difference between citizen and citizenship – Students in pairs discuss and give reasons to justify the importance/benefit of youth empowerment. -Students as a class individual gives a sort report on the type of skill they wish to embrace and share class. | •Communication and Collaboration •Leadership and Personal development • Creativity and imagination •Citizenship | AUDIO VISUAL RESOURCES -Picture charts, showing Personal development different artistes -creativity and hair dressing. Bead making, tailoring -Picture charts showing various roles of the Government providing opportunities for the youths. -Video clips of different skill acquisition e.g. Catering, hat making, Soap making etc . WEB RESOU ROES SITE LINK https://Schoolmaltazz Com/2017/02youth- empowerment. -VIDEO LINK https://youtube.com/ng watch?v=kIAtSH9zteO |
| 9 | Goal of citizenship education Meaning of citizenship, acquisition of citizenship Definition of the goals of citizenship education e.g. acquisition of knowledge, right, attitude, value etc. Various laws and rights of individuals in the society | By the end of the lesson the students should be able to: – Differentiate between a citizen and citizenship Discuss the goals of citizenship education ways to acquire citizenship in a country. Explain the various law and rights that are entitled to citizens of a country. | – Students as a class brainstorm on the difference between citizen and citizenship – Students in pairs discuss the goals of citizenship education and ways to acquire citizenship in a country -Students in small groups represent a country they like and identify various laws and rights entitled to individuals of the country. For further studies students are to visit SITE LINK https://study.com/academy/lesson/ citizenship-education-goals-importance.html | -. Leadership and Personal development -communication and Collaboration – Creativity and – Imagination – Citizenship | AUDIO VISUAL RESOURCES: -A copy of Nigerian International passport. -A sample of the Nigeria constitution chapter4 -Video clips of Nigerians singing the national anthem WEB RESOURCES; -SITE LINK https://study.com/academy on/citizenship-education-goals-importance VIDEO LINK https://youtube .com/ watch?vShdHHUb5F |
| 10. | Governmental system • Meaning/structures of government • Functions of government – Nationalism: Types & its effects in Nigeria – Nationalist roles of individuals groups e.g. Chief Obafemi Awolowo etc. | By the end of the lesson. the students should be able to: – Explain the meaning / structures of government – Highlight the functions of government- – Describe nationalism and discuss the roles o some organization in promoting nationalism | Students as a class brainstorm on the structures and functions of government – Students in small groups discuss the roles of some organizations in promoting nationalism – For further studies students are asked to visit the under listed SITE LINK: https://www.legit.ng/ll48362- the-arms-government-nigeria-functions html | •Critical thinking and problem solving -Leadership and Personal development -Communication and Collaboration -Citizenship -Digital literacy | AUDIO VISUAL RESOURCES: -Diagram showing the structure of government in Nigeria -Copy of Nigerian constitution -Picture chart showing various arms of Government in Nigeria •video clips of the role of Nationalist in Nigeria. WEB RESOURCES: SITE LINK https://www.legit.ng/l14835 -the-arms-government:-Nigeria-functions.html -VIDEO LINK https://youtube .com/ watch?vFGEZnSXOcX4 |
| 11 | REVISION | ||||
| 12&13 | EXAMINATION |
Civic Education Scheme of Work SSS 1 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1. | Revision / Democracy Meaning & Types of democracy *Meaning of Representation Democracy/features of Representative democracy *Merits and Demerits of Representatives democracy | By the end of the lessons the Students should be able to: -Answer questions from previous term topics -Discuss the types ofdemocracy. -Compare and contrast representative democracies to other democracies | •Students as a class discuss the uniqueness of democracy in Nigeria to other countries democracy •Students in small groups are organized in a democracy representative group, each group elect representatives who are to debate and vote on policies. •Students in pairs highlight the Merits and Demerits of Representative democracy. •For further studies students are asked to visit the under listed. SITE LINK: https://blog.prepscholar.com/ republic –vs-democracy-difference | Leadership and. Personal development • Critical thinking and problem solving Communication and Collaboration. • Creativity and Imagination Digital literacy | AUDIO VISUAL RESOURCES: *Picture chart showing difference between Nigeria democracy to other Countries Pictures showing election progress Physical sample of the baIIot box WEB RESOURCES: SITE LINK //bio.rescholar.com/republic-vs-democracy difference VIDEO LINK: video clips of an election process in Nigeria https://youtube.com/watch?v= IhWwcBH8Y |
| 2 | Rule of law •Meaning &Principles of Role of Law • Limitations to the rule of law in a state | By the of the lessons the Students should be able to: i. Explain the meaning /principles of rule of law Highlight the limitations of the rule oflaw •Justify the need for the rule of law in a state •Explain the meaning /principles of rule of law •Highlight the limitations of theories bf law •Justify the need for state | *Students as a class brainstorm on the difference between citizen and citizenship. * Students in parts discuss the goals of citizenship education and ways to acquire citizenship in a country. to justify the need for rule of law in a State • Students ii parish highlight the limitations of rule of law in a state | Leadership and. Personal development • Critical thinking and problem solving Communication and Collaboration. • Creativity and Imagination Digital literacy | AUDIO VISUAL RESOURCES: •A game board that has a set of rules to be followed: •Chart showing principles of re of law in Nigeria WEB RESOURCES: SITE LINK https://www.lexisnexis.co m/en-us/rule-of-law/default VIDEO LINK •https:www.youtube.com watch?v=vU4ZoMcUNro |
| 3 | Liberty * Definition of the term liberty *Types of liberty Individual, civic & political Liberty *Factors that safeguard the liberty of citizens | By the of the lessons the Students should be able to: i. Define the concept liberty. ii. Examine the various types of liberty. iii. Describe the factors that safeguards the liberty of citizens. | • Students as a class brainstorm on the concept liberty • Students as-a class are guided to relate the various type of liberty with their day to day activities in and out of the school • Students in small groups make a research on the factor safeguard the liberty of citizens and present to the class | • Critical thinking and problem solving •Communication and Collaboration. •Citizenship | AUDIO VISUAL RESOURCES: •A game board that has a set of rules to be followed: •Chart showing principles of re of law in Nigeria WEB RESOURCES: SITE LINK https://www.youarticle.library com/essay-liberty-definition-features-types-and-essential-safeguards-of-liberty/40364 VIDEO LINK https://www.youtube.com/ watch?v=LdWTRYZnyg |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | Majority & minority interest Definition with adequate examples Reasons for protecting minority interest Ways of protection /safeguarding minority interest | By the end of the lessons the Students should be able to: i. explain the terms majority & minority interest analyze the reason for protecting minority interest ii. expatiate on the ways minor, interest can be protected | i. Students as a class brainstorm on the meaning of majority and minority interest in a country. ii Students in pairs highlight reasons for protecting minority interest in a country Students in small groups discuss on the ways by which minority interest can be protected in a country. For further studies students should visit the under listed SITE LINK: https://allstartblog.blogspot.com/2015 /08/efcc-on-downward-trajeto/html | •Communication and Collaboration •Leadership and Personal development •Critical thinking and problem solving Digital literacy | AUDIO VISUAL RESOURCES: •Copy of the Nigerian constitution •Picture chart showing the national assembly in session. WEE RESOURCES SITE LINK VIDEO LINK https://www.youtube.com watch?v=tnLkuvm8PVv |
| 5 | The major pillars of democracy Definition of constitution sources & types Constitution as a major pillar of democracy Merits & demerits of various types of constitution | By the end of the lesson the Students should be able to: explain the term constitution and discuss the sources/types of constitution explain the merits & demerits of each type of constitution Justify constitution as a major pillar of democracy. | i. Students as a class are guided to create constitution or bill of right in congress-like setting i.e. to se! up, discuss and rectify the constitution for the rest of the school year ii. Students in small groups discuss and give reasons to justify constitution as a major pillar of democracy For further studies students are asked to visit the under listed SITE LINK: https://gs-influencer.com. V n-pillars-of-democracy-civic education | Critical thinking and problem solving Communication and Collaboration Leadership and personal development Creativity and imagination Digital literacy | AUDIO VISUAL RESOURCES •Picture chart showing different pillars of Democracy • copy of the constitution of Nigeria. WEB RESOURCES: SITE LINK https://tipsinfluencer.com ng/pillars-of-democracy-civic-education VIDEO LINK Video clips on the Nigerian constitution https://www.ycutube.com watch?v=ziZkmFXB61o |
| 6 | Freedom: A pillar of democracy • Definition arid reasons for freedom as a pillar of democracy Features of federalism Merits & demerits of federalism | By the end of the lessons Students should be able to: • discuss what freedom is & explain with justification freedom as a pillar of democracy • explain federalism! features of federalism • discuss the merits and demerits of federalism | i. Students as class brainstorm on the meaning of freedom. Freedom as a pillar of democracy ii. Students in small groups research on some of the Freedom fighters in Nigeria & present it in the class iii. Students in pairs highlight V features of federalism For further studies students are asked to visit the under listed SITE LINK: https://www.knowlegdeuniverseonline .com/ntse/Democratic-politics/ features-of-federalism.php | Critical thinking and problem solving •Communication and Collaboration • Leadership and Personal development • Digital literacy | AUDIO VISUAL RESOURCES: *A copy of Nigerian constitution * Picture chart showing Various freedom Fighters in Nigeria |
| 7. | MID-TERM BREAK & TEST/OPEN DAY |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 8. | State government & local government *Meaning of state a: local government *Functions of state, local governments as pillars of democracy *Problem of the tiers arms of government | By the end of the lessons Students should be able to: •Analyze the meaning of state & local government Explain the functions of the state & local governments as pillar of democracy •Discuss the problems of the three tiers of government | Students as a class discuss the meaning of state and local government Students in small groups examine and discuss the relationship between the three tiers of government Students as a class individually visit the nearest local government close to their school and give a brief report on their observations and present in the next class | * Critical thinking and problem solving •Communication and Collaboration • Leadership and Personal development • Digital literacy | AUDIO VISUAL RESOURCES:. *Chart showing the tiers of governments Picture chart showing local government buildings WEB RESOURCES SITE LINK, https://youtube.com VIDEO LINK: https://youtube.com m/watch?v=WtBVvN 4lc |
| 9. | Arms of government Legislative: types & functions Judiciary: types & functions Executive: types & functions | By the end of the lessons Students should be able to •Explain in details the operational mode of the government •Highlight the arms of government •Discuss each of the arms of government and its functions | *Students in small groups debate on the operational mode of the government in the class * Students as a class brainstorm on the arms of government. Further studies students are asked to visit the under listed site SITE LINK: https://www.legit.ng/1148362- the-arms-government-nigeria-funtions.html | • Leadership and Personal development •Communication and Collaboration* Critical thinking and problem solving • Digital literacy | AUDIOVISUAL RESOURCES: •Chart showing the arms of government WEB RESOURCES: SITE LINK https://www.legit.ng/1148362-the-arms-government-nigeria-functlons.html VIDEO LINK Video clip showing the arms of government https://www.youtube com/watch?v=RGEZnSX OcX |
| 10. | Other strong institutions eg. armed forces, trade unions, civic societies, EFCC, SSS, NIS & NPF ‘Their roles in democratic process ‘The roles of police in a democratic system | By the end of the lessons Students should be able to: i. Discuss the history of these institutions. ii. explain the functions & their roles in the democratic process | Students are guided to give various roles each institution plays in democratic process. Students in groups discuss on each of the institutions and share their opinions with the class ‘For further studies students are asked to visit the under listed SITE LINK: https://making.org/symposium1/role law-enforcement_agencies.pdf | Leadership and Personal development Communication and Collaboration Critical thinking and problem solving Digital literacy | AUDIO VISUAL RESOURCES: ‘Picture chart of EFCC officials arresting criminals ‘hart showing the roles of security Agencies in Democratic process in Nigeria WB RESOURCES:. SITE LINK ftp://mafng.org/svmposi umi/role law enforcement agencies.pdf VIDEO LINK ttps://www.youtubeVco m/watch?v8- K7xHUXMVo |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 11 | Definition of citizen & alien •Differences between citizen & alien •Functions & responsibilities of a citizen in fostering democracy | By the end of the lesson the Students should be able to: * distinguish between an alien & a citizen by defining & explaining in details * explain the functions & responsibilities of a citizen towards the achievement of democracy in a state. | *Students as a class distinguish between a citizen and an alien *Students in small groups discuss the responsibilities of a citizen towards the achievement or democracy in a state. | Leadership and Personal development Communication and Collaboration Critical thinking and problem solving Digital literacy | AUDIO VISUAL RESOURCES: *A sample of national I.D card *A picture chart showing the difference between alien and a citizen WEB RESOURCES: SITE LINK https://www/political-sciencesnotes.com/essay /citizenship-meaning- definition-and-other-details//270 VIDEO LINK https://www.youtube.com //watch?v=czxHo-21JLM |
| 12 | Revision | ||||
| 12. | Examination |
SSS 1 Civic Education Scheme of work. Unified Schemes of Work Civic Education for Senior Secondary Schools Schemeofwork.com
Civic Education Scheme of Work SSS 1 Third Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Test/Revision/political Parties Definition & Types of Political PartiesFunctions of Political Parties | By the end of the lesson the Students should be able to: • Define political parties •Mention some of the political parties we have & their symbols •explain the functions of political parties | • Students as class brainstorm on the meaning of political party • Students as a class re divided into small groups to represent a political party with their logo and symbols and share with the class some of the political functions. | Leadership and Personal development -Communication and Collaboration Critical thinking and problem solving – Creativity arid Imagination | AUDIO VISUAL RESOURCES: • a chart showing some political parties their logos & motto • picture chart of various political leaders in Nigeria WEB RESOURCES SITE LINK: https://study.com/academy- lesson/political-party-definition-function-organisation- mobilizaton.html •VIDEO LINK https://youtube-pm5lfbx9s |
| 2 | The press: the activities of the press in ensuring democracy _ freedom of press seasons for and how to ensure the freedom of the press | By the end of the lesson the students should be able to: •Explain the meaning of • freedom of the press • Describe ways by which the freedom of the press. can be ensured | *students as a class are divided into 3 groups as follows: • The news crew give a mock news presentation, while the press crew and the newspaper crew conduct mock interviews in the class crew *Newspaper crew | • Leadership and Personal development •Communication and collaboration skills, creativity and Imagination | AUDIO VISUAL RESOURCES: • a picture chart showing various press crew on duty • photograph of news rooms and their activities WEB RESOURCES SITE LINK https://legal:dictionary. the freedictionary.com/F Freedom-of-the-press VIDEOLINK https://www.youtube.com /watch?v=zOyeFtsv1c https://www.youtube.com /watch?v=0BhfantwcaE |
| 3 | Human rights UDHR (universal declaration of. human rights) • The definition of UDHR • Historical background of UDHR • The importance of UDHR | By the end of the lesson the Students should be able to: explain the meaning of UDHR discuss the importance of UDHR | *Students as a class discussion on the meaning of, UDHR *Students in small groups represent a type of human right, discuss and give shod reports on the importance of the right they represent ‘Students in pairs highlight the importance of UDHR For further studies students should visit the under listed SITE LINK https://www.un.org/eb/universal declaration-human-rights/index.htm | Communication and Collaboration ‘ Creativity and imagination Leadership and Personal development Digital literacy | A UDIO VISUAL RESOURCES: -a chart showing examples of Human Rights -a copy of the Nigeria constitution -a picture chart showing slavery in the olden days WEB RESOURCES: SITE LINK https://www.un.org/en/ universal-human-rights/index,htmI VIDEOLINK https://www.youtube.com /watch?v=ptZB191YOXOaq |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | HUMAN RIGHT UDHR (Universal declaration of human rights) •leaning of the seven core freedom of UDHR | By the end of the lesson the students should be able to: * explain the meaning of the seven core freedom of UDHR * analyze the factors that brought about the formation * the seven core freedom of UDHR * highlight the importance of fundamental human right. | •Students as a class are guided to analyze the seven core freedom of UDHR •Students in small groups represents a core right, discuss and give a short report on their rights / ways their rights can be protected for presentation in the class •Students in pairs highlight the importance of fundamental human right. | Creativity and imagination • Critical thinking an: problem solving communication and collaboration Leadership and Personal development | AUDIO VISUAL RESOURCES • a copy of the UDHR • a picture chart showing e of human rights :a: clip on UDHR WEB RESOURCES: SITE LINK https:/passnownow.com ss-1-civic-education –third-term-meaning-seven-core-freedom-udhr/ VIDEO LINK http://www.youtube.com watch?v=5RR4VX NX3jA |
| 5. | Responsibility of individual, groups and government in UDHR (Universal declaration of human right) The roles of group in UDHR The roles of government in protecting UDHR e.g. to enact law establishment of agencies e.g. NAPTIP, legal aids council | By the end of the lesson students should be able to: • explain the roles of individuals h protecting UDHR highlight the roles of voluntary & involuntary organizations in protecting UDHR • analyze the roles of government in protecting UDHR | •Students as a class brainstorm on the roles of individuals in protecting UDHR •Students in pairs highlight the roles of voluntary and involuntary organizations in promoting UDHR •Students in small groups debate on the roles of government in protecting UDHR. | Critical thinking and problem solving Communication and Collaboration Leadership and Personal development Citizenship | AUDIO VISUAL RESOURCES: A copy the UDHR A copy of Nigeria constitution A picture chart showing various roles of the government in protecting UDHR A picture chart showing various roles individuals in protecting JDHR •Video clips on UDHR WEB RESOURCES: SITE LINK: https://passnownow.com civic-education-responsibilities- VIDEO LINK: https//youtube.com watch?yRR4VXNXjA |
| 6 | Agencies responsible for protection of human rights: The establishment and formation of the agencies The roles of agencies for protection of human rights | By the end of the lesson students should be able to: • mention some of the agencies responsible for UDHR.(Universal declaration of human right) • describe their roles an explain how these agencies protect human rights | • Students as a class are guided to mention some of the agencies responsible for UDHR. • Students in small groups discuss the roles of agencies responsible for UDHR, are ways they protect human rights For further studies students are asked to visit under listed SITE LINK: https//passnownow.com/ss-1-civic education-third-term-agencies-responsible-for-protection-of-human-rights/ | • Communication and Collaboration • leadership and Personal development • Creativity and Imagination Digital literacy | AUDIO VISUAL RESOURCES: • A copy of Nigeria • constitution A copy of the child right law •Picture chart showing agencies responsible for UDHR WEB RESOURCES: SITE LINK https//passnownow.com/ss-1-civic education-third-term-agencies-responsible-for-protection-of-human-rights/ https://www.youtube.com/ watch?vzkrOEZD396Qo |
| 7. | MID TERM BREAK & TEST/OPEN DAY |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 8. | Project work Locating & visiting government agencies concerned with UDHR browsing through the internet to locate world agencies for the protection of human sight and child rights | By the end of the lesson students should be able to: •Locate agencies within the school environment. •Research using the internet to locate world agencies for the protection of human rights and child rights. | • Students in pairs locate human rights agencies close to their school environment to visit and take note of their, observations • Students in small groups research on World agencies and their roles in the protection of human rights and child rights, and presents in the next class. For further studies student are to visit the underlisted SITE LINK https//passnownow.com/ss-1-civic education-third-term-agencies-responsible-for-protection-of-human-rights/ | • Communication and Collaboration • Critical thinking * Student Leadership and Personal development * Digital literacy | AUDIO VISUAL RESOURCES:: • A cop of Nigeria constitution • Picture chart showing different government agencies WEB RESOURCES: SITE LINK https//passnownow.com/ civic education-cultism VIDEO LINK https://www.youtube.com/ watch?v=45Hfjhj hiFME |
| 9. | Cultism Definition of cultism, different cult groups and their symbols e.g. black axe Aye etc. • Origin of cultism Reasons for establishing & joining cults . | By the end of the lesson students should be able to: analyze the meaning of cultism and give examples with their symbols discuss the history of cultism in Nigeria mention and discuss the reason for establishing the first cult society in Nigeria. | • Students as a class discuss the meaning / history of cultism and give examples with symbols Students in pairs mention various reasons for the establishment of the first cult society in Nigeria. | AUDIO VISUAL RESOURCES: Charts showing different cults symbols – Picture chart showing various dangers of cultism WEB RESOURCES: SITE LINK https//passnownow.com/ civic education-cultism/ VIDEO LINK https://www.youtube.com/ watch?v=j6pM2OLQiM | |
| 10 | cultism (cont.) Consequences of cultism e.g. expulsion violence etc. • Preventive measures against cultism • Government efforts in preventing cultism | By the end of the lesson the students should be able to: -explain the dangers in being a cultist the ways to avoid being lured into cultism. – highlight the methods used by the government to stop the establishment of cultism. | •Students as a small groups discussion the dangers associated with being a cultists. •ways to avoid being lured into cultism and are sent to the class • Students in pairs highlight methods used by the government in preventing Cultism. | • Communication and Collaboration Leadership and – Personal – – development. – Critical thinking and problem solving . | AUDIO VISUAL RESOURCES: A charts showing different cults symbols A charts showing – different measures against cultism Picture chart – showing dangers of cultism WEB RESOURCES: SITE LINK https//passnownow.com/ civic education-cultism/ VIDEO LINK https://www.youtube.com /watch?v-i6pM2OLQiM |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 11 | Law & order, respect for constituted authorities Leaning of authorities I & types •Leaning /Types of constituted authority •Difference between authority & constituted authority Importance of constituted authority to the public | By the end of the lesson the students should be able to: -explain the term authority /types of authority differentiate between authority & constituted authority – justify the importance of constituted authority to the public | •Students as a class are guided using the class representatives as an example to stand front of the class to illustrate constituted authority •Students in pairs highlight the difference between authority and constituted authority •Students in small groups discuss and give reasons to justify the importance of constituted authority to the public. | Leadership and personal development Communication and collaboration ‘Critical thinking and problem solving Creativity and Imagination | AUDI O VISUAL RESOURCES: • Chart how in organizational hierarchy in the school •Picture chart showing both authority and constituted authority. WEB RESOURCES SITE LINK https://passnownow.com/s s1-civic-education-third respect-constituted–authority. VIDEO LINK https://www.youtube.com watch?v=OCB9RQfyY7s |
| 12 | REVISION | ||||
| 13 | EXAMINATION |
SSS 1 Civic Education Scheme of work. Unified Schemes of Work Civic Education for Senior Secondary Schools Schemeofwork.com
ACHIEVEMENT STANDARDS FOR SS1
At the end of the SS I the students are able to:
* Understand the diverse meaning objectives and importance of Civic education
* partake in a practical project in the community service and write comprehensive reports (essay) on the importance of community services
* define HIV/AIDS and explain the differences, signs, symptoms effects and preventive measures of HIV!A(DS
* explain the term youth empowerment, the importance and identify agencies that guides students in acquiring a special skill
interpret citizenship and identify various laws and rights of individuals in the society
differentiate between a citizen of a country and an alien
illustrate the item Government system and explain the structures of government
determine the term rule of law! it’s principle and limitations of rule of law
examine brief historical background of universal declaration of human rights (UDHR)
define the term liberty and explain the types of liberty! factors that safeguard the liberty of citizens
