Civic Education Scheme of work for SSS 2. Lagos State Schemes of Work SS2 Civic Education for Senior Secondary School Schemeofwork
SSS 2 Civic Education Scheme of Work First Term
WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
1 | Resumption Test/citizenship education -Learning of citizenship -importance education | • explain the meaning of citizenship education • mention and demonstrate the duties and obligations of citizenship education to the communities. • analyze the importance of citizenship education. . | Students as a c ass brainstorm on the meaning duties and obligations of citizenship education Students in small groups discuss and write short notes about the importance of citizenship education and the way it can make them become better citizens of the country and present to the class. | Creativity and imagination Critical thinking and problem solving Leader ship and personal development | AUDIO VISUAL RESOURCES: – A picture chart of people demonstrating the duties and obligations as a citizen Chart showing the WEB RESOURCES: SITE LINK https://passnownow.com/s s1-civic-education-citizenship-education/ https://www.youngcitizens.org-FAQs/7-the- importance-of-citizenship-education. . •VIDEO LINK https://www,youtube.com/ watch?v=a2-OL59pVRo |
2 | Duties and obligation of citizens -definitions of duties and obligations duties and obligations of citizens to their communities e.g. security, obedience to rules and regulations . | By the end of- the lesson. students should be able to: *mention the cuties and obligation of a citizen * discuss their duties and obligations to their communities. | • Students as a discuss on the duties and obligations of a citizens • Students in groups, discuss the importance of their duties and obligations in the school environment -. Students as a class – – individually writes a project on ways to be responsible as a citizen, and present it in the next class. . . | Communication and Collaboration Leadership and personal. development Critic thinking and problem solving * Citizenship . | AUDI0 VISUAL RESOURCES: Posters showing government projects and activities of citizens in the project e.g. road construction WEB RESOURCES: SITE LINK https://passnownow.com/sswork-series-exercises-social-studies-jss-civic-responsibilities-obligations-citizen/ •VIDEO LINK https://www,youtube.com/ watch?v=WfNe4v78 |
3 | Skills necessary for preservation of our tradition, belief and custom in Nigeria. | By the end of the lesson students should be able to: •Discuss the skills required for promotion of our tradition, cultism, beliefs etc. • Demonstrate a play on preservation o tradition and custom. | •Students as a class discuss – on the skill is required for promotion of our tradition, customs, beliefs etc • present a play on their various cultures and beliefs and present to the class •Students as a class – culture and beliefs. – For further studies students to visit the under SITE LINK: https://www.nairaIand.comZ2234 00/basic-ways-promote-preserve-nigeria | Communication and Collaboration Creativity and imagination • Leadership and personal development Citizenship Digital literacy | AUDIO VISUAL RESOURCES: Artifacts from ancient times e.g. picture of Oranmiyan staff, cultures WEB RESOURCES: https://www/nairaland.com 223l400/basic-ways- promote-preserve-nigerian –VIDEO LINK: http//www.youtube.com/ Watch?vV1 -kWhGzD94 |
WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
4 | National consciousness Meaning of national consciousness, national integrity, national unity How to promote national integrity, national unity and national consciousness * Factors that prevents the promotion of national consciousness | By the end of the lesson students should be able to; • Explain the concepts of national consciousness, national unity and national integrity • mention ways to promote national consciousness, integrity and unity * Justify the factors that prevents the promotion of national consciousness. | •Students as a class discuss on the concept of national consciousness, unity and integrity •Students in pairs highlight ways to promote national consciousness, unity, and integrity •Students in small groups discuss and justify factors that prevents the promotion of national consciousness | Communication and collaboration Critical thinking and problem solving Leadership and personal development Citizenship | AUDIO VISUAL RESOURCES * Pictures of NYSC members, eagles Web Resources https://passnownow.com/ classwork-series-exercises-civic education-Jss1-national-concioiisness-identity VIDEO LINK video clips of super eagles singing the national anthem http://wwyoutubecom/watch ?v=mhppipt-xo |
5 | Capitalist democracy Definition of capitalist democracy Characteristics of capitalist democracy * Political parties definition end characteristics on | By the end of the lesson the students should be able to; Explain capitalist democracy and its characteristics * Analyze political party and its characteristics | •Students as a class brainstorm on the meaning and characteristics of capitalist democracy •Students in small groups discuss and write a project on political party and the characteristics of political party. For further studies students visit the underlisted site SITE LINK: | Critical thinking and problem solving Communication and Collaboration Student * Leadership and personal development Digital literacy | AUDI0 VISUAL RESOURCES: Chart showing the different types of democracy WEB RESOURCES •SITE LINK: https://passnownow.com/ capitalist-democracy/ •VIDEO LINK: https://www/youtube.com watch?v53vmQNVBmO w. i. Video clip on political parties in Nigeria https://www/youtube.com watch?v=npm5LFBX9s |
6 | How political parties compete for power through elections Functions of political parties . . | by the end of the lesson students should be able to: describe how political parties compete for power through elections analyze the Functions of political parties | •Students as a class are guided to describe ways political parties compete for power through election •Students in pairs highlight the functions of political parties •Students in small groups organize a mock campaign rally in the class where the candidates present their manifestos. | • Communication and Collaboration •Leadership and personal development Creativity and imagination •Citizenship | AUDIO VISUAL RESOURCES: Chart showing logos of various political parties •Picture chart, showing an election process WEB RESOURCES: •SITE LINK https://passnownow.com/ classwork-exercises-and-series-civic education-ss1-how-political-parties-compete-for-power-during-election/ VlDEO LINK: Video clips of party campaign during election period https://www/youtube.com/ watch?v=EN3JFJsuN2A |
7 | MID TERM TEST OPEN DAY AND MID-TERM BREAK |
WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
8 | Poverty and its effect *importance of employment in alleviation poverty * Programmes of poverty alleviation e.g. NAPEPS, NEEDS | By the end of the lesson students should be able to; Explain how employment can alleviates povertyDescribe what promotes, guarantee employment e.g. free education, medical care.Analyse activities of poverty alleviation programmes. | Students as a class brainstorm on ways employment can alleviate poverty. *Students in pairs describe what promotes employments * Students in small groups discuss on various activities of poverty alleviation | Communication and collaboration Critical thinking and problem solving Leadership and personal development Citizenship | AUDIO VISUAL RESOURCES * Pictures of NYSC members, eagles Web Resources * SITE LINK https://niajaquest.com/ Poverty-in-nigeria/ VIDEO LINK video clips of super eagles singing the national anthem http://www.youtube.com/watch?v= JMV/Ajuy11AM |
9 | Political Apathy *Learning of political apathy *The various forms of political apathy e.g. refusal to register for voting, refusal to vote or protect against rigging of election. *How to stop political apathy meaning of recalls | By the end of the lesson Student should be able to: * Explain political apathy Analyse it various form Identify reasons for political apathy Describe re-calls and give recent examples | *Students as a class brainstorm on the concept of political apathy. *Students as a class presents a role play on various * Students in small groups discuss on various activities of poverty alleviation | Communication and Collaboration • Creativity and Imagination • Critical thinking and problem solving * Leadership and Personal development | AUDIO VISUAL RESOURCES: • Picture chart showing of different work • presentation by citizens that have been trained in skill acquisition programmes Chart showing different skill s acquisition WEB RESOURCES: •SITE LINK ttps://naiaquest.comlpov nigeria/ •VIDEO LINK video clips en poverty alleviation programmes .outube.com/?v=JMVAui1A |
10 | Reasons why leaders fail to protect the internet of their followers Ways to control leaders that fail to protect followers in their communication | A UDI0 VISUA L RESOURCES: Picture chart showing people voting during elections • Chart showing reasons for political apathy WEB RESOURCES -SITE LINK https://pssnownow.com//2340438/why -political-leaders-fail-protect VIDEO LINK video clips of voters during elections candidates/political-parties giving their manifestos https://youtube.com/watch?v=751LQz2Q1nQ | |||
11 | Revision | ||||
12-13 | Examination |
Civic Education Scheme of Work SSS 2 Second Term
WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
1 | * Resumption Test/popular participation * Definition of popular. participation * Factors that promote popular participation * Reasons why people do not participate in politics e.g. ignorance, economics, discriminations | By the end of the lesson the students should be able to; * explain popular participation * outline the factors that promotes popular participation * identify reasons my people do not participate in politics | Students as a class brainstorm on the meaning of popular. participation. * Students in pairs highlight factors that promote popular participation * Students in small groups debate on reason why people do not participate in politics. | * Critical thinking and problem solving * Communication and Collaboration * Citizenship * Leadership and personal development | AUDlO VISUAL RESOURCES: * Flyers of different political Parties. * Charts showing various factors that promotes |
2 | How popular organizations are formed Roles of popular organisations in development | By the end of the lesson the students should be able to; • describe how popular organizations are formed * highlight activities of some popular Organizations | Students as a class are guided to mention some voluntary organizations that contributed to their school development * Students in small groups discuss on the activities of some popular organizations | •Communication and collaboration • Leadership and personal development * Citizenship | AUDlO VISUAL RESOURCES • Posters of voluntary organizations • Picture chart showing activities of some popular organizations. WEB RESOURCES: -SITE LINK t https://sobanjointernatioal.com/ manpower-development-in-nigeria •VIDEO LINK https://www.youtobe.com watch?vnWcR-V3vdhG8 |
3. | Human rights • Meaning of human rights • History of human rights and 1948 declaration of human rights * Imitations of human rights e.g. war, emergency, politics etc. | By the end of the lesson the students should be able to; • explain human right discuss human right declaration of 1948 * identify what may limit human rights | • Students as a class are guided to write down some of their rights on a cardboard and display it in the classroom • Students as a class take a gallery walk to view what other students have written down. For further studies students should visit the under listed site link passnownow.com/class e’es-exercises-civicio-ss1-fudam al- | Communication and collaboration • Citizenship Critical thinking and problem solving • Digital literacy | AUDIO USUAL RESOURCE: -Posters showing human rights activities during a rally -A copy of the constitution of Nigeria. WEB RESOURCES: -SITE LINK https://passnownow.coml asswork-series-exercises-civic-education-ss1- fundamental-human-rights/ –VIDEO LINK https://www/youtube.com/ watch?v=ew993WdcOzo |
4 | Emergency Meaning What happens during emergency Ways of reducing emergency human-rights | By the end of the lesson the students should be able to: Discuss state of emergency Explain what happens before state of emergency can be declared and how the process is carried out Highlight the ways by which state of emergency can be reduced | Students as the class brainstorm on the meaning of state of emergency – Students in small groups present a role play state of emergency – Students in pairs highlight the ways by which state of emergency can be reduced | Critical thinking and problem solving • Communication and collaboration • Leadership and personal development Citizenship * Creativity and imagination | AUDIO VISUAL RESOURCES: • Chart showing the process of state of emergency WEB RESOURCES -SITE LINK: https://survivalsullivan.com/state-of -emergency •VIDEO LINK: https://www/youtube.com/ watch?v=MNvGqxAIlGFo |
WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
5. | Drugs use and drug abuse Meaning of drug abuseTypes of drug and how they can be abuseCause of drug abuse | By the end of the lesson the students should be able to • Explain the meaning of drug abuse Identify and the use and how it can become drug abuse Describe the cause of drug abuse. | • Students as a class brainstorm on the meaning of drug abuse • Student in pairs is given different types of drugs (e.g. paracetamol, blood tonic) to discuss and analyse ways such drug can be abused. Students in small group debate on the causes of drug abuse. | Critical thinking and problem solving Leadership and personal development • Communication and collaboration Creativity and imagination | AUDIO VISUAL RESOURCES: Chart showing various causes of drug abuse Samples of common drugs that can be abuse e.g. paracetamol, Tramadol WEB RESOURCES •SITE LINK https://passnownow.com basic-science-drug-abuse-effects/ VIDEO LINK: ttps://www.youtube.com/ watch?vb6Dte96WdM ttps://www.youtube.com/ QFNe3kss |
6 | How drug abuse develops Signs and symptoms of drug abuse e.g. depression, violence | By the end of the lesson the students should be able to • identify ways drug abuse habit can be • developed highlight and discuss the signs and symptoms associated with drug abuse | Students as a class demonstrate a play role on ways drug abuse habit can be developed, the signs and symptoms of drug abuse e.g. Depression, Hallucination by Learners. • Students in pairs highlight and discuss the signs and symptoms associated with drugs abuse For further studies students should visit the under listed site link | Creativity and imagination • Communication and collaboration Critical thinking and problem solving • Citizenship • Digital literacy | AUDIO VISUAL RESOURCE: * Picture chart showing samples of drugs * Picture chart of drug addicts * Chart showing ways drug abuse habits can be developed WEB RESO’URCES: SITE LINK: https://wwww..wbmd.com mental- health/addiction-abuse-addiction#1 VIDEO LINKS ttps:www/youtube.com/ watch?v=R23KUZvig4A |
7 | MID TERM TEST, OPEN DAY AND MID TERM BREAK |
8 | Effects of drug abuse Behaviors of drug addicts • Agencies against drug abuse e.g. NDLEA, NAFDAC | By the end of the lesson the students should be able to: discuss some of the behaviors that are ‘peculiar to drug addicts and how to recognize them highlight some of the agencies that fight drug abuse and how they carry out their duties . | Students n small groups debate on dangers drug addicts pose to the society • Students as a class discuss some bad behavior drug addicts pose and ways to recognize them. • Students in pairs highlight – some of the agencies that fight drug abuse and ways they carry out their duties. | • Communication and collaboration Leadership and personal development –Creativity and imagination -Citizenship | AUDI0 VISUAL RESOURCES: • Leadership and personal development Picture chart – Creativity and showing drug addicts imagination •Chart showing – Citizenship agencies that fight • against drug abuse Picture chart showing behaviors drug addicts poses to the society • WEB RESOURCES: -SITE LINK: ttps://www.gateway/foundation .org/facts/effects-of-drug-abuse/ VIDEO LINK ttps://www.youtube/com/ watch?v=R23KUZvg4A |
WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
9 | Whys of preventing drug abuse • Different types of drugs • Drug law: laws promulgated against drug abuse | By the end of the lesson the students should be able to: identify and categorize the types of drugs we have • discuss the various laws or edicts against drug abuse • justify the reasons behind each of the laws against drug abuse. | •Students as a class are guided to display the classes of drugs we have on cardboard. •Students in small groups debate on the need for drug laws in our society • Students in pairs highlight the various laws against drug abuse. | Leadership. and personal development Communication and collaboration Critical thinking and problem salving. Citizenships | AUDIO VISUAL RESOURCES: • Cardboard showing some of the drug laws • Picture chart showing various classes of drugs. . WEB RESOURCES: SITE LINK: https:/www.treatmentssolutions. com/blog/top-5-ways-to-prevent- substance-abuse/ VIDEO LINK: ttps://www.youtube.com /watch?v=9hRBtKcYC1w |
10 | Activities of drugs enforcement agencies • Activities of NAFDAC | By the end of the lesson the students should be able to: • Explain the activities of agencies against drug abuse e.g. NDLEA, NAFDAC. | • Students as a class discuss the activities of agencies against drug abuse e.g. NDLEA, NAFDAC • Students in small groups debate on some of the achievements of NAFDAC Students as a individually research and write short project on activities of NDLEA and NAFDAC and present in the next class • For further studies students should visit the under listed site ink. ttps://www.pharmapproech.corn /nafdac-activities-and- interventions-control-fakes drugs/ | Leadership and personal development Communication and collaboration Critical thinking and problem solving Citizenship Digital Literacy | AUDIO VISUAL RESOURCES: Picture chart of NAFDAC burning seized drugs. WEB RESOURCES SITE LINK https:/www.pharmapproach.com/ nafdac-activities-and-intervention-control-fake-drugs/ VIDEO LINK https://www.youtube.com/ watch?v=9hRBKcYC1w |
11-12 | Revision | ||||
13-14 | Examination |
Civic Education Scheme of Work SSS 2 Third Term
WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
1 | Resumption /Test Responsibilities Parenthood – Meaning of responsible parenthood and types -Patients of responsible parenthood Roles of responsible parents e.g. security education | By the end of the lesson the students should be able to: *explain the meaning of responsible parenthood demonstrate in process the patterns of responsible parenthood * identify and discuss the roles of responsible parenthood. | Students as a class brainstorm on the meaning of responsible parenthood – Students in small groups present a role play on the patterns of responsible parenthood – Students in pars identify the roles of responsible | Communication and collaboration Critical thinking and problem salving. Citizenships | Flex showing the family tree Picture chart showing roles of parenthood. WEB RESOURCES: SITE LINK ttps://passnownow.com/civic-education-responsible-parenthood/ –VIDEO LINK https://www.youtube.com/ watch?v=4doDDdp45 |
2 | Factors that leads to the success of responsible parenthood importance of responsible parents to the society • Constraints of good parenthood • Effects of parents lacking in their responsibility | By the end of the lesson the students should be able to: anaIyse the importance of responsible parenthood in her national development • discuss the constraint of good parenthood in modern society • examine the effects of parents lacking in their responsibilities | • Student as a class discuss The importance of responsible parenthood •Students in pairs highlight the effects of non- responsible parents in the society. • Students in small groups research on the constraint of good parenthood and give report to the whole class. | AUDIO VISUAL RESOURCES: Flex showing the family tree Picture chart showing effects of non- responsible parents in the society WEB RESOURCES SITE LINK https//www.public-health-not e.com/responsibleparenthood-and-1 0- principles-of-responsible-parenting/ –VIDEO LINK Video documentary on the family com/watch?v=MaJK0HE86A&pbire load1Q1 | |
3 | Traffic regulations Definition of concepts and traffics signs Traffic regulations e.g. obeying traffic officials and signs | By the end of the lesson the students should be able to: define and explain the meaning of traffic regulations identify some traffic regulations and signs analyze the roles of individuals and government in maintaining traffic regulations | Students as a class brainstorm on the meaning of traffic regulations • Students as a class are guided to recite some traffic signs rhymes they know Students in small groups make drawings on traffic signs and present to the class. Students as a class take a gallery walk to view other groups activities | Communication and collaboration Leadership and personal development Critical thinking and problem salving. Citizenships | AUDI0 VISUAL RESOURCES: Flex showing some traffic signs Picture chart of people obeying traffic signs WEB RESOURCES: SITE LINK https//passoownow.com/ classwork-series-exercises-civic-education-ss1 -traffic- regulation/ VIDEO LINK https://www.youtube.com/ watch?v=xrjwYicbu6k |
WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
4 | Duties of pedestrians •Causes of road accidents •The roles of drivers in reducing road accidents | •By the end of the lesson the students should be able to •Analyze the roles of individuals in maintaining traffic regulations •Discuss in groups the roles of drivers in reducing accidents | •Students as a class discuss the roles of individuals in maintaining traffic regulations • Students in small group role play the duties of drivers in maintaining traffic regulation and reducing accidents. | • Communication and collaboration •Leadership and personal development •Critical thinking and problem solving •Creativity and imagination | AUDIO VISUAL RESOURCES: •Charts showing road signs • Picture chart of showing roles of individuals maintaining traffic rules WEB RESOURCES: SITE LINK https://passnowoow.com/ ss2-civic-education-third-term-duties-pedestrians VIDEO LINK https://www.youtube.com/ watch?v= |
5 | Ways of reducing road accidents Functions of federal road safety corps FSC, LASTMA Roles of traffic wardens Riches of individual in maintaining traffic regulations • Maintaining traffic regulations | By the end of the lesson the students should be able to: identity the government officials responsible for maintaining traffic regulations e.g. LASTMA, FRSC analyze the roles of traffic wardens demonstrate how to maintain traffic regulations | •Students as a class discuss some of the government officials responsible for maintaining discipline on or always •Students in pairs analyze the roles of traffic wardens •Students in small groups presents a role play on ways to maintain traffic regulations. For further studies students should visit the under listed site https://guardian.ng/features/road -safety-and-accident-prevention/ | Creativity and imagination Critical thinking and problem solving Leadership and personal development Communication and collaboration Citizenship | AUDIO VISUAL RESOURCES: Charts showing road signs Picture chart showing, various traffic wardens WEB RESOURCES: •SITE LINK https://guardian.ng/features/road -safety-and-accident-prevention/ •VIDEO LINK https://www.youtube.com watch?vgYRk3tVR7bU |
6 | Interpersonal relations • Meaning of interpersonal relationship and its types Characteristics of interpersonal relationship | By the end of the lesson the students should be able to: Explain interpersonal relationship Demonstrate the meaning of interpersonal relationship Identify the characteristics of interpersonal relationship | Students as a class discuss the meaning of interpersonal relationship and its types • Students in small groups presents a role play on inter personal relationship by representing a community Students in pairs highlight the characteristics of interpersonal relationship | • Leadership and personal development Communication and collaboration • Creativity and imagination • Citizenship | AUDIO VISUAL RESOURCES: Flex showing various people from different ethnic groups Chart showing various characteristics of sitar personal relationship WEB RESOURCES: •SITE LINK https://passnownow.com/ss2-civic-education-third- term-interpersonal relationshins-2/ •VIDEO LINK. https:/www.youtube.com watch?v=G6bOCs9 |
7 | MIDTERM TEST OPEN DAY AND MID TERM BREAK | . |
8 | interpersonal relationship • Stages of interpersonal relationship e.g. men/women, government and • individual relationship | By the end of the lesson the students should be able to: identity the stages of interpersonal relationship demonstrate the stages of interpersonal relationship analyze the types of friendship | Students as a class identity and discuss the stages of interpersonal relationship Students in small group presents a role play on the stages of inter personal relationship . Students in pairs analyze various types of friendship • For further studies students should visit the under listed site link. https://www/managementstudyguide.com/stages-in-interpersonal-relationship.htm | Communication and collaboration – Leadership and personal development -Creativity and Imagination – Digital literacy | picture chart showing WEB RESOURCES: imagination SITE LINK https://www/managementstudy guide.com/stages-in-inter-personal-relationship.htm. VIDEO LINK: https://www.youtube.com/ watch?vzG6bOCs9fa5 |
WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
9 | Importance of interpersonal relationship (meaning Kits-that promote interpersonal relationship e.g. honesty, tolerance | By the end of the lesson the students should be able to • states the importance of intercommunal relationship • identify and explain the skill for resolving • intercommunal conflicts | • Students as a class brainstorm on the importance of intercommunal relationship Students in pairs discuss how they settle disputes amongst themselves as friends Students in small groups discuss and explain the skill for resolving intercommunal conflicts. | Communication and collaboration • Leadership and personal development • Critical thinking and problem solving | • AUDIO VISUAL RESOURCES: • Picture chart at different ethnic groups in Nigeria •Charts showing various skills for resolving intercommunal conflicts WEB RESOURCES •SITE LINK: https://paksnowiow,oum/2civic-euucauon-ihird-termimptance-interrersonaIrelationshiops/ VIDEO LINK: https://www.youtube.com/watch?v=G6b0Cs9fa5Q |
10 | Challenges of intercommununal conflicts • Problems of boundary disputes in Nigeria Skills of inter-communal | By the of the lesson the student should be able to • outline some of the challenges of intercommunal conflicts • identify communities whose disputes are yet tobe resolved | Students as a class discuss the challenges of inter- ‘ communal conflicts Students in small groups discuss how they solve issues amongst themselves even when they are from different tribes – For further studies students should visit the under listed she link. https://w.arabianibmr.com/pd | • Communication and collaboration Leadership and personal development Creativity and imagination Digital literacy Communication | AUDIO VISUAL RESOURCES: Pictures of different ethnic groups WEB RESOURCES: SITE LINK http://www:arabianibmr.com/pdfs/OM VOL. (3) 2 pdf VIDEO LINK: https://www.voutube.com/watch?v=G6bOCs9fa5Q |
11 | conflicts e.g. dialogue, mediation | By the end of the lesson the students should be able to; •analyze the skills resolving inter- communal conflicts * explain the skills for conflicts resolution. | Discuss on the skills for resolving inter-communal conflicts students in small groups discuss the skills for conflicts resolution | and collaboration Leadership and personal development * Critical thinking and problem solving | AUDIO VISUAL RESOURCES: Pictures of different ethnic groups WEB RESOURCES SlTE LINK: https://www/the-balance-cars ers.com/conflict-resolutions-skiIl-2063739 VIDEO LINK: https://www.youtube.com/w watch?v=9NTEoC2QoBw |
12-14 | REVISION |
ACHIEVEMENT STANDARDS FOR SS2
At the end of the SS2 the students are able to:
* Explain the meaning, and importance of citizenship education
* Discuss skills required for promotion of our tradition and customs belief
* Justify factors that prevents the promotion of national consciousness
* Differentiate between capitalist democracy and political party.
* Identify reasons for political apathy and describe re-calls
* Analyze activities of poverty alleviation programme
.. Define human rights and identify what may limit human rights
* Describe drug abuse causes, identify ways of preventing drug abuse and list activities of drugs enforcement agencies
* State the roles of individuals and government in maintaining traffic regulations
* Identify government officials responsible for maintaining traffic regulations e.g. LASTMA, FRSC,
* Outline skills of resolving inter-communal conflicts / challenges of inter-communal conflicts
* Demonstrate the stages of interpersonal relationship