Social Studies Curriculum for Primary School 1 – 6

Year 1 – 6 NERDC Social Studies Curriculum for Primary School. Food Safety, Accidents in the School/Home, Beliefs and Traditions –Schemeofwork

Social Studies Curriculum for Primary 1

THEME 1: FUNDAMENTAL OF SOCIAL STUDIES

Week 1

Topic:    Meaning of Social Studies

Performance objectives

1. Pupil should be able to explain the meaning of social studies.

Contents

1. Meaning of social studies
2. The study of man and how his problems are solved in the environment

Teacher’s Activities

1. Explains and guides the pupil to explain the meaning of social studies

Student’s Activities

1. Listen and respond to questions in class on the meaning of social studies

Teaching & Learning Material   

1. Pupils‟ text and work book

Evaluation Guide

1. Pupil to explain the meaning of social studies.

SUBJECT: SOCIAL STUDIES                  CLASS LEVEL: PRIMARY 1

THEME 2: FAMILY AS THE BASIC UNIT OF SOCIETY

Week 1

Topic: The Family

Performance objectives

The pupils should be able to

• explain the meaning of family
• identify types of family
• explain types of family

Contents

1. Meaning of a family (father, mother, and children)
2. Types of family
   • The Nuclear Family: father, mother and children.
   • Extended Family: father, mother children, grandfather and grandmother, uncles, aunts, cousins and nephews.

Teacher’s Activities        

1. Leads pupils to find out the meaning of the word family and through guided questions explains the types of family
2. Leads pupils to identify types of family

Student’s Activities

1. Find out from home the meaning of the word “family” and report back to class
2. Listen and respond to questions in class

Teaching & Learning Material  

1. Pupils text books
2. Family photographs cartoons, video CDs RMs, etc.

Evaluation Guide

Pupils to

1. explain the meaning of the word “family”;
2. mention 2 types of family;
3. Explain types of family.

Week 2

Topic: Qualities of a good family

Performance objectives

Pupils should be able to:

1. State the qualities of a good family

Contents

1. Qualities of a good family: honesty, contentment, interest of others, not greedy, not selfish, discipline, obedience, etc.

Teacher’s Activities

1. Guides pupils to identify and explain qualities of a good family

Student’s Activities

1. Role play the family showing the qualities of a good family e.g. honesty, love, caring, etc.

Teaching & Learning Material  

1. Pictures and Charts showing moral values as honesty, contentment, obedience, discipline etc.

Evaluation Guide

Pupils to

1. Mention 3 qualities of a good family.

SUBJECT:   SOCIAL STUDIES                CLASS LEVEL: PRIMARY 1

THEME 3:  CULTURE AND SOCIAL VALUES

Week 1

Topic:    Meaning and Types of Culture

Performance objectives

Pupils should be able to

1. Explain the meaning of culture
2. list types of culture;

Contents

1. Meaning of culture e.g. Peoples‟ ways of life that include dressing, dancing, eating, etc.
2. Types of culture e.g. material, non-material.

Teacher’s Activities        

1. Through guided questions and role play, leads the pupils to understand the meaning of the word “culture”
2. Leads pupil to outline types of culture.

Student’s Activities

1. Listen and respond to questions in class and participate in role play
2. Outline and write types of culture.

Teaching & Learning Material  

1. Pictures of people wearing traditional dresses   State the meaning of
2. Pictures showing material, and non-material culture.

Evaluation Guide

1. Pupils to state the meaning of culture;
2. Explain types of culture.

Week 2

Topic: Values that Show Good Morals in Our Society   

Performance objectives

1. Explain values which show morals e.g. what is right and what is wrong

Contents

1. Examples of morals to show what is right i.e. greeting, respect ,loyalty, kindness, honesty, contentment, tolerance, etc. and what is wrong e.g. e.g. stealing, bullying, fighting, lying etc.

Teacher’s Activities

1. Leads pupils to identify values which show morals in the society and attitudes that are wrong

Student’s Activities

1. Demonstrate different values which types of good and bad values.

Teaching & Learning Material  

1. Cartoons, posters, ROM film and video clips, regalia, photographs, exhibit etc.

Evaluation Guide

1. Explain values which are considered right and wrong

SUBJECT: SOCIAL STUDIES                  CLASS LEVEL: PRIMARY 1

THEME 4: SOCIAL AND HEALTH ISSUES

Week 1

Topic:    Reasons for Taking Substances into the Body

Performance objectives

Pupils should be able to

1. give reasons for taking substances into the body
2. Mention the effect of taking substances into the body.

Contents

1. Reasons for taking substances into the body:
   • stay alive,
   • hunger,
   • thirst,
   • enjoyment,
   • imitation,
   • curiosity,
   • Availability, etc.
2.  Effects of taking substances into the body e.g. stomach pain, vomiting, stooling, sleeplessness or restlessness, dullness, dizziness, nausea, fainting, death, etc.

Teacher’s Activities        

1. Calls on the pupils to demonstrate each of the reasons
2. Drama showing the reasons for taking substances into the body
3. Uses stories; to highlight effects of taking substances into the body
4. Asks pupils to narrate their experiences of taking substances into the body.

Student’s Activities

1. Demonstrate and dramatize the reasons
2. Listen to the teacher’s stories and make comments
3. Narrate their own experiences of taking substances into the body

Teaching & Learning Material

1. Posters, charts and pictures of the reasons         
2. Charts, pictures, posters and drawing materials

Evaluation Guide

1. give reasons for taking substances into the body
2. Mention 4 effects of taking substances into the body.

Week 2

Topic: Overdose (too much eating, drinking or smoking)

Performance objectives

Pupils should be able to

1. demonstrate the looks and behaviors of people who take too much food, drink or smoke
2. mention the effects of drinking too much
3. say what to do to help somebody who is suffering from too much eating, drinking or inhaling

Contents

1. Causes and Observable signs/ symptoms of overdose: e.g. coughing incessantly, fainting, stooling, etc.
2. Effects of too much eating and drinking:
   • Frequent urinating, bed wetting, intoxication, etc.
   • Watery eyes, coughing, chocking fainting, dizziness,
   • Loss of memory, etc.
3. How to help people suffering from Foods or drug overdose:
   • Once observed, report to parents, teacher or any adult around.

Teacher’s Activities

1. Presents drawings and paintings of sad faces, protruding stomach to emphasize the effects of drinking too much
2. Asks pupils to narrate their own experiences
3. Shows drawings and paintings of sad faces
4. Shows pictures of people exhibiting these symptoms or signs.
5. Asks pupils to say what they will do to help and summarize their suggestions
6. Guides a play or drama on the topic

Student’s Activities

1. Pupils study pictures shown by the teacher
2. Narrate own experiences.
3. Copy drawing and painting.
4. Demonstrate the behaviors and looks shown in the pictures
5. Suggest what should be done
6. Dramatize the suggestions.
7. Dramatize the suggestions
8. Say what to do to help those who eat, drink and smoke too much.

Teaching & Learning Material  

1. Charts, pictures, posters and drawing materials
2. Pictures and Charts
3. Posters of children helping sufferers.    

Evaluation Guide

Pupils to

1. mention the effects of drinking too much
2. mention 3 effects of inhaling too much
3. demonstrate the behavior s and looks of people who eat, drink and smoke too much;

Week 3

Topic: Food

Performance objectives

Pupils should be able to               

1. define food
2. mention some of the foods eaten in their locality
3. Mention the sources of food in the community.

Contents; Meaning of food.

“Food is anything we eat, drink or take into our body to give us energy and help us grow

Foods eaten in the locality (bread, eggs, yam, garri, fish, meat, tuwo etc.)

Sources of food in the locality/farms, markets, rivers, etc.

Teacher’s Activities        

1. Asks pupils to bring samples of these food items from homes
2. Asks them to identify the food they brought from home
3. Asks pupils to find out from home the sources of food they eat
4. Asks pupils to paint any of the food items mentioned

Student’s Activities

1. Bring food items from homes and participate  in identifying the food items
2. Participate in the discussion on meaning of food
3. Find out from home sources of food in their locality
4. Paint any of the food items mentioned

Teaching & Learning Material  

1. Real food items
2. Picture of foods
3. Video Clips on food
4. Pictures of farms and markets where food items are produced, sold and bought

Evaluation Guide

Pupils to

1. define food
2. mention 5 of the foods eaten in the locality
3. mention the sources of food in the community

Week 4

Topic: Food Safety

Performance objectives

Pupils should be able to

1. define food safety
2. Mention ways of ensuring food safety.

Contents

1. Meaning of Food Safety:
   • How to ensure that what we eat, drink or take into our body is not harmful to health
2. Guide to Food Safety:
   • Reading food Labels;
   • Observe signs of food spoilage and causative organisms;
   • Washing hands before and after food preparation, etc.

Teacher’s Activities        

1. Leads pupils to define food safety
2. Asks questions to lead pupils to identify ways of making sure that food is safe

Student’s Activities

1. Define food safety
2. Participate in mentioning ways of ensuring food safety 

Teaching & Learning Material  

1. Pupils Textbooks
2. Pictures showing different ways of making food safe

Evaluation Guide

Pupils to:

1. mention ways of
2. ensuring food safety

Year 1 NERDC Social Studies Curriculum for Primary 1. The Family, Qualities of a good family, Types of Culture, Substances – Schemeofwork.com 

Week 5

Topic: Risk Factors in Food

Performance objectives

Pupils should be able to

1. explain risk factors
2. state risk factors in food
3. identify risk factors in food distribution and preparation
4. Identify risk factors in food distribution and preparation.

Contents

1. Meaning of Risk Factors: “Those factors that drive the occurrence of a hazard”
2. Examples of Risk Factors in Food:
   • Adulteration
   • Food fraud incidences
   • Agro-chemical induced death, etc.
3. Risk Factors in Food distribution and Preparation:
   • Poor storage conditions;
   • Poor handling:
   • Poor Hygiene;
   • Other Unknown Risks

Teacher’s Activities        

1. Leads pupils to identify and explain risk factors
2. Presents pictures/photographs of risk factors in food distribution and preparation
3. Guides pupils to state risk factors in food distribution and preparation

Student’s Activities

1. explain risk factors
2. Participate in class discussion on risk factors associated with food distribution and preparation
3. Ask and answer questions

Teaching & Learning Material  

1. Pupils Textbooks
2. Video clips on risk factors in food
3. Pictures /photographs of risk factors in food distribution and preparation

Evaluation Guide

Pupils to

1. explain risk factors
2. state risk factors in food;
3. identify risk factors associated with food distribution and preparation

Week 6

Topic: Sources and Uses of Water    

Performance objectives

Pupils should be able to

1. mention sources of water supply in the locality
2. Enumerate the uses of water in homes.

Contents

1. Sources of water supply in the locality:
   • Stream
   • Spring
   • River
   • Tap
   • Bore-hole
   • Rainfall,
   • Well etc.
2. Uses of water:
   • Drinking;
   • Washing;
   • Cooking, etc.

Teacher’s Activities        

1. Leads pupils to discuss sources of water supply
2. Uses pictures and questions to guide pupils in enumerating the sources of water in homes

Student’s Activities

1. Participate in discussion
2. Interpret the pictures
3. Enumerate the sources and uses of water supply in homes

Teaching & Learning Material  

1. Pictures depicting sources of water supply
2. Pictures showing domestic uses of water

Evaluation Guide

Pupils to

1. mention 4 sources of water supply in the locality
2. Enumerate 3 uses of water in homes.

Social Studies Curriculum for Primary 2

THEME 1: FUNDAMENTALS OF SOCIAL STUDIES

Week 1

Topic: Scope of Social Studies

Performance objectives

1. Explain ‘scope of social studies’
2. Identify areas of focus in social studies

Contents

1. Meaning of scope of social studies:
   • The areas which social studies focuses to solve man’s problems of solver.
   • Areas which social studies focuses are:
   • Critical thinking
   • Reflective thinking
   • Problem solving

Teacher’s Activities        

1. Guide pupils to explain the scope of social studies
2. Guide pupils to identify areas of focus in social studies

Student’s Activities

1. Find out from home how family takes its social and economic decisions such as association to join and food to eat

Teaching & Learning Material  

1. Pupil’s textbooks and video clips on how decisions are taken to solve problem.

Evaluation Guide

1. explain scope of social studies
2. Identify areas of focus in social studies

Week 2

Topic: Physical Environment

Performance objectives

1. identify our different physical environment

Contents

1. Our physical environment:
   • Some people live in desert condition
   • Other live in fertile places
   • Some near lakes, rivers or oceans
   • Some in mountains
   • Other low laying areas
   • Climate varies tremendously over the globe

Teacher’s Activities        

1. Leads the pupils to discover our different physical environment

Student’s Activities

1. Participant in class discussion
2. Respond to the teacher’s questions

Teaching & Learning Material  

1. Pupils textbooks
2. Pictures showing different environment
3. Video clips

Evaluation Guide

1. identify our different physical environment

SUBJECT: SOCIAL STUDIES                  CLASS LEVEL: PRIMARY 2

THEME 2: FAMILY AS THE BASIC UNIT OF SOCIETY

Week 1

Topic: Foods We Eat in our Culture as Family Members

Performance objectives

1. List types of food in the Nigerian Culture
2. Mention the reasons why we eat together

Contents

1. Some Nigerian foods are; Yam, Eba, Amala, Tuwo Shinkafa, Plantain, Rice, Beans, Cocoyam, Pounded Yam, Akpu, Starch etc.
2. Consequences of Eating together as a family: e.g. promotes communalism, Happiness, family unity and loyalty, etc.

Teacher’s Activities        

1. Uses guided questions to lead pupils to name the various foods we eat in our culture
2. Asks the pupils to mention reasons why we eat together

Student’s Activities

1. Participate in the discussion on the types of food
2. Respond to teacher’s questions on the types of food

Teaching & Learning Material  

1. Pupils‟ text and workbooks
2. Picture showing the different types of food in our culture
3. Picture of happy moods of people eating together in the family

Evaluation Guide

1. state two types of food eaten in their homes
2. state reasons why we eat together

Week 2

Topic: Importance of these Foods to our Growth

Performance objectives

1. The nutrients in the foods we take
2. Mention the importance of food to our growth

Contents

1. The Nutrients in the food we take are:
   • Carbohydrate
   • Protein
   • Vitamins
   • Fats and Oil
2. Importance of food to our growth:
   • supply energy
   • build our body
   • Keep the body health
   • provide heats and energy of the nutrients food we take;
   • Carbohydrate supplies energy to the body
   • Protein to build our body
   • Vitamin to keep our body health
   • Fast and oil to provide heat and energy

Teacher’s Activities        

1. Leads the pupils through guided questions to say the nutrients we get from different foods e.g.
   • carbohydrate (Yam/ bread)
     • Protein (Meat/fish/egg)
   • Vitamins (Fruits/ vegetables
   • Fats and oil (Butter/ cheese), etc.
2. Guides the pupils to identify the functions

Student’s Activities

1. Pupils draw different types of food and say the importance to growth  
2. Respond to the teacher’s questions on  the topic

Teaching & Learning Material  

1. Pupils‟ textbook
2. Pictures showing groups of food and their nutrients
3. Real objects of food from their locality

Evaluation Guide

1. list three types of Nigerian foods and identify the nutrients in listed food
2. Mention the importance of food and to our growth

SUBJECT:    SOCIAL STUDIES               CLASS LEVEL: PRIMARY 2

THEME 3: CULTURE AND BASIC VALUES

Week 1

Topic: Greetings and Respect to Elders in our Culture   

Performance objectives

1. Recognize greetings as a way of showing respect
2. Perform various acts of greetings in their locality
3. Recognize the importance of greetings

Contents

1. Greeting is a way of showing respect to people and appreciating them
2. Forms of greeting include: kneeling, prostrating, shaking of hands, clenching of fists etc.
3. Greetings promote tolerance, good neighborliness, Courtesy, friendliness etc.

Teacher’s Activities        

1. Guides pupils through questioning to list ways of greeting in their locality
2. Demonstrates the various ways of greeting in our Culture

Student’s Activities

1. Find out more ways Of greetings in our culture                 
2. Draw different ways of greetings they can identify

Teaching & Learning Material  

1. Pictures of different ways of greeting
2. Video clips

Evaluation Guide

1. explain the meaning of greetings
2. list different ways of greetings from different cultures in Nigeria
3. mention some of the importance of greeting in our community

SUBJECT:  SOCIAL STUDIES                   CLASS LEVEL: PRIMARY 2

THEME 4: SOCIAL AND HEALTH ISSUES

Week 1

Topic:    Keeping our Environment Clean

Performance objectives

1. mention ways of keeping our environment clean

Contents

1. Ways of keeping our environment clean:
   • Proper disposal of waste.
   • Proper use of the toilets/urinary:
   • Provision of waste bins.
   • Allowing drains to flow.
   • Clearing and sweeping round our surroundings.
   • Regular sweeping of our homes

Teacher’s Activities        

1. Asks questions to lead pupils to suggest ways of keeping our environment clean
2. Get the pupils practically involved in different ways of keeping their environment clean

Student’s Activities

1. Respond to teacher’s questions on the ways to keep our environment clean
2. Practical involvement in acts of keeping the environment clean

Teaching & Learning Material  

1. Pictures showing clean and dirty environment
2. Cleaning tools

Evaluation Guide

1. mention three ways of keeping our environment clean
2. Mention some of the tools needed for carrying out different cleaning activities

Year 2 NERDC Social Studies Curriculum for Primary 2 – Schemeofwork.com 

Week 3

Topic: Accidents in the School/Home

Performance objectives

1. explain the meaning of accidents
2. identify causes of home and school accidents
3. mention ways of preventing accidents in school/home
4. List steps of caring for accident victims in the school and home

Contents

1. Meaning of Accidents: “Accidents are unplanned events that lead to injury, Damage or death
2. Causes of accidents in school and Home
3. Prevention of Accidents in the school/ home:
   1. Remove all dangerous objects from the surroundings.
   1. Do not play with dangerous or sharp objects.
   1. Avoid exposed electricity sources (naked wires).
   1. Removing what has caused the accident
4. Caring for Accident Victims
   1. Report accidents in school or home to parents/elderly persons/teacher.
   1. Take victims to nearby hospitals/clinic

Teacher’s Activities

1. explain the meaning of accidents
2. identify causes of accidents in the school and home
3. state ways of preventing accidents around the school/ home
4. Guides the pupils to suggest ways to take care of victims
5. Demonstrates different ways of caring for accident victims

Student’s Activities

1. Respond to the teacher’s questions
2. Participate in class discussion
3. Demonstrate how to avoid accidents

Teaching & Learning Material  

1. Pupils‟ textbooks
2. Pictures showing dangerous and sharp objects
3. Video clips

Evaluation Guide

1. explain the meaning of accidents
2. identify causes of home and school accidents
3. mention three ways we can avoid accidents in the school and at home
4. enumerate four ways of preventing accidents in the school/home
5. list two steps to be taken when accidents occur

Week 3

Topic: Drugs

Performance objectives

1. explain the meaning of drugs
2. mention the categories of drugs

Contents

1. Meaning of Drugs:
   • Any substance other than food which when taken can change the body function
2. Categories of Drugs:
   • Legal drugs;
   • Socially acceptable drugs;
   • Illegal drugs

Teacher’s Activities

1. Leads the pupils to explain the meaning of drug
2. Ask questions to lead pupils to list categories of drugs

Student’s Activities

1. Participate in class discussions
2. Ask and answer questions

Teaching & Learning Material  

1. Pupils Textbooks
2. Pictures or photographs that show different categories of drugs

Evaluation Guide

1. explains the meaning of drugs
2. mention categories of drugs

Week 4

Topic: Drug Abuse

Performance objectives

1. explain the meaning of drug abuse
2. mention dangers of drug abuse
3. mention ways of preventing drug abuse

Contents

1. Meaning of drug abuse: – use of drugs without the advice of a qualified doctor/ pharmacist
2. Dangers of drug abuse:
   • Mental illness
   • Accident
   • Addiction
   • Drop-out of school
3. Ways of preventing drug abuse:
   • Avoid bad friends
   • Seek advice of doctors/nurses and pharmacist before taking drugs.
4. -Avoid buying medicines in buses or unauthorized stores.
   • Avoid self-medication

Teacher’s Activities        

1. Organizes class discussion on drug abuse and its dangers
2. Invites resource persons to talk on the dangers of drugs

Student’s Activities

1. Participate in the discussion
2. List dangers involved in drug abuse
3. Respond to Resource Persons‟ questions as well as ask their own questions

Teaching & Learning Material  

1. Pupils‟ textbooks
2. Posters on war against drug abuse
3. Photographs showing drug addicts

Evaluation Guide

1. explain the meaning of drug abuse
2. mention two dangers of drug abuse
3. mention two ways of preventing drug abuse

Week 5

Topic: Harmful Substances and How to avoid taking them

Performance objectives

1. explain the meaning of harmful substances
2. Give examples of harmful substances
3. Mention way of preventing intake of harmful substances

Contents

1. Meaning of harmful substances – food, water, fruits or drugs that are unfit for human consumption
2. Examples of harmful substances:
   • stale foods
   • poorly cooked foods
   • rotten foods
   • infested foods
   • expired foods/drugs
   • un-ripe fruits
   • impure water
3. Ways of preventing intake of harmful substances.
   • Avoid eating stale, poorly cooked, dirty and infested foods.
   • Avoid taking expired food/drugs.
   • Take only drugs that are prescribed by the doctor/physician

Teacher’s Activities        

1. Leads the pupils in discussion to discover harmful substances when taken into human body
2. Takes pupils to local shops and markets to identify harmful substances in their environment
3. Asks questions to lead pupils to identify ways of preventing intake of harmful substances

Student’s Activities

1. Participate in the discussion
2. Respond to the teacher’s questions
3. Participate in field trip

Teaching & Learning Material  

1. Pupils‟ textbooks
2. Real objects of harmful substances in their environment

Evaluation Guide

1. explain the meaning of harmful substances
2. give two examples of harmful substances
3. mention two ways of preventing intake of harmful substances

Social Studies Curriculum for Primary 3

THEME 1: FAMILY AS THE BASIC UNIT OF SOCIETY

Week 1

Topic: The Nuclear and Extended Families

Performance objectives

1. identify a nuclear family and the extended family
2. demonstrate how to show respect to members of the nuclear and extended family
3. explain the roles each family member plays in raising a child

Contents

1. Members of a nuclear family.
   1. Father, mother/mothers and children
2. Extended Family i.e. close blood relations
3. Respect among family members e.g.
   1. father/ mother,
   1. Parents/ children
   1. Sibling/sibling
   1. Children/uncles, parents/in-laws etc.
4. Functions or roles of extended family members include;
   1. Assisting the direct parent in the child’s upbringing.
   1. Extended family members give the child a social identity.
   1. The also help in keeping family history

Teacher’s Activities

1. Asks pupils‟ to find out who are the members of their nuclear families, using questioning method
2. Uses questioning method to identify various ways family members respect each other
3. Explains how extended family members assist parents or contribute to a child’s upbringing
4. Asks pupils to find out from home who are members of their extended family and the roles they play in their upbringing

Student’s Activities

1. Find out from home about their nuclear families
2. Pupils role play respect among family members/ extended members in the class
3. Find out from their parents and elders who are members of their extended family
4. Participate in class discussions
5. Outline some of the contributions of aunties, uncles, grandparents to their upbringing
6. Respond to questions in class

Teaching & Learning Material  

1. Pictures of father, mother brother, sister and children
2. Pictures showing ways of showing respect
3. Pupil’s textbooks
4. Pictures of extended family members
5. Pictures of a family tree
6. Picture of extended/ older people in their community

Evaluation Guide

1. draw ways of showing respect to family members
2. identify a nuclear family and the extended family
3. demonstrate how to respect member of the nuclear and extended family
4. Explain who members of nuclear and extended family are
5. list four roles extended family members play in their upbringing

SUBJECT:    SOCIAL STUDIES                                         CLASS LEVEL: PRIMARY 3

THEME 2: CULTURE AND SOCIAL VALUES

Week 1

Topic: Types of Marriages in our Community

Performance objectives

1. explain the meaning of marriage
2. identify major types of marriages in our community

Contents

1. Meaning of marriage.
   1. Lawful and acceptable union of a man and woman to make up a family
2. Types of marriages: polygamy, monogamy etc.

Teacher’s Activities

1. Uses questioning method to explain meaning of marriage
2. Uses role- playing process to demonstrate types of Marriages

Student’s Activities

1. Participate actively in answering questions
2. Participate actively in the role- playing of polygamous and monogamous families

Teaching & Learning Material  

1. Pictures of husbands and wives. (Couples)                         
2. Pictures or photographs that show types of marriages  

Evaluation Guide

1. explain the meaning of marriage
2. identify two types of marriage in our community

Week 2

Topic: Various Ways of Getting Married and the Objects used in the Ceremony

Performance objectives

1. Describe how marriages are contracted
2. Mention the objects used in contracting marriage

Contents

Marriage practices in Nigeria: e.g.

• religious marriage either in the court or mosque,             
• traditional marriage or   objects used in their court wedding
• agreement by the two families by paying the bride price

Objects used in Marriage ceremonies: Wine, kolanut, food items, wedding gown, money services etc.

Teacher’s Activities

1. Assigns to pupils the task of discovering how marriage is practiced and the objects used in their communities
2. Demonstrates to the pupils the process of marriage practices
3. Demonstrates the functions of marriages in the lives of individual and the community at large

Student’s Activities

1. Carry out the investigation
2. Share their findings in class discussion

Teaching & Learning Material

1. Bible, and Qur’an
2. Picture of church, mosque and shrine
3. Audio visual aid
4. Textbooks Resource persons, marriage objects
5. Real objects
6. Marriage album

Evaluation Guide

1              Describe how marriage is contracted.

2              Write any two objects used in contracting them

SUBJECT:  SOCIAL STUDIES                         CLASS LEVEL: PRIMARY 3

THEME 3: SOCIAL AND HEALTH ISSUES

Week 1

Topic: Common Drugs in Our Community and the Right People to Give Them   

Performance objectives:

1. Explain the meaning of drug
2. Identify common drugs
3. State who must administer drugs

Contents

1. Explain the meaning of drug – medical substances for curing illnesses
2. Identification of modern common medicine/drugs e.g. Aspirin, Daga, Nivaquine, Panadol, Paracetamol, Alabukun Phrenic, traditional e.g. lemon grass
3. Who administers the drugs: parents, guardian, teacher or nurses, doctors, etc.?

Teacher’s Activities

1. Shows labels with names of drugs to the pupils for the purpose of identification
2. Leads class discussions on synthetic and natural medicines /drugs
3. Invites medical person to give a talk on the topic
4. Organizes nature walk to identify some local herbs

Student’s Activities

1. Participate in class discussion on common drugs
2. Sample the labels of some drugs e.g. phensic, local herbs etc.
3. Participate in class discussion on who administers drugs
4. Participate in the answering of questions from the talk

Teaching & Learning Material  

1. Samples of readily available labels of empty packets of common drugs
2. Posters showing various drugs and who must administer them
3. Colorful charts
4. Samples of local herbs and drugs

Evaluation Guide

1. Explain the meaning of drug
2. Identify two common drugs;
3. State two persons who administer drugs

Week 2

Topic: Ways of Identifying Someone who has Abused Drugs

Performance objectives

1. State the meaning of Drug Abuse
2. Recognize someone who has abused drug/medicines
3. Mention ways of helping someone who has abused drugs

Contents

1. Drug abuse intake of medicine without prescription
2. Ways of knowing someone who has abused drugs:
   • Untidy appearance
   • Drunken behavior
   • Frequent fighting
   • Disobedience
   • Convulsion
   • Inattentiveness,
   • having frequent accidents
3. Ways of helping someone who has abused drugs/ medicines: e.g. reporting any change of behavior to parent, teacher and other adults:
4. Seeking medical attention, etc.

Teacher’s Activities        

1. Leads class discussions on methods of taking drug/medicines into the body (swallowing, drinking, inhaling)
2. Asks pupils to describe ways they have been taking medicines/drugs
3. Invites resource persons to give talks on
4. How to identify someone who has misused drugs
5. To help someone who has abused drug/medicines
6. Teaches pupils songs, and rhymes that discourage drug abuse

Student’s Activities

1. Describe ways of taking medicines/drugs
2. Sing songs
3. Recite poems and rhymes
4. Dramatize caring for people who have abused drugs

Teaching & Learning Material  

1. Charts/posters illustrating some methods of taking medicines
2. Resource person
3. Charts of health centers and health personnel
4. Posters showing a drug addict

Evaluation Guide

1. State the meaning of drug abuse
2. List three ways by which drugs/medicines are taken into the body
3. Mention two ways to identify someone who has abused drugs and ways of helping such people

Week 3

Topic: Ways of preventing common Illness

Performance objectives

1. Identify common illnesses in their community
2. Mention symptoms of common illnesses in their community
3. Identify causes of common illnesses
4. Mention ways of preventing common illnesses

Contents

1. Common illnesses in the community:
2. Malaria
3. Dysentery
4. Diarrhea
5. Cholera, etc.

• Symptoms of common illnesses in the community:
• General weakness
• Lack of appetite
• Headache/cold etc.

• Causes of common illnesses like dysentery or diarrhea:
• Dirty and polluted surroundings.
• Infections

• Prevention of common illnesses.
• Cleaning of one’s environment.
• Eating balanced diet.
• Regular medical checkup etc.

Teacher’s Activities        

1. Prevention of common illnesses.
2. Cleaning of one’s environment.
3. Eating balanced diet.
4. Regular medical checkup etc.
5. Assigns pupils into group work to come up with other common illnesses
6. Asks pupils to find out symptoms of common illnesses
7. Uses guided questions to find out the causes of common illnesses the pupils have suffered before
8. Leads pupils to find out how common illnesses can be prevented in the community
9. Uses guided questions to generate more ways of preventing common illnesses

Student’s Activities

1. Respond to the questions
2. Participate in the group assignment
3. Find out the symptoms of common illnesses and report to the class
4. Report findings to the class. In group assignment pupils discuss the causes of common illnesses in their community
5. Find out ways of preventing common illnesses from the community and report to the class

Teaching & Learning Material  

1. Posters
2. Pictures showing people suffering from one illness or the other
3. Community resources
4. Pictures of some causes of common illnesses
5. Charts
6. Pictures of clean environment

Evaluation Guide

1. Identify two common illnesses in their community
2. Mention three symptoms of common illnesses in their community
3. Identify two causes of common illnesses
4. Mention three ways of preventing common illnesses

Week 4

Topic: Causes of Road Accidents

Performance objectives

1. explain road accident
2. list the causes of Road Accidents

Contents

1. Meaning of road accidents:
2. Sudden bad happen(s) on the road which can cause damage or loss of property, physical injury or loss of life
3. Causes of road accident include:
4. Bad roads.
5. Poorly built roads by corrupt and inappropriate workers.
6. Poor use of resources.
7. Bad vehicles.
8. Careless & unsafe driving
9. Inability to read and interpret road signs etc.

Teacher’s Activities

1. Uses guided questions to teach the causes of road accident
2. Uses charts to demonstrate further examples/ causes of road accidents

Student’s Activities

1. Give examples of causes of road accidents
2. Demonstrate some causes
3. Respond to questions
4. The pupils read the charts

Teaching & Learning Material  

1. Resource persons such as Road safety personnel
2. Pictures
3. Photographs
4. Pupils. textbooks
5. Charts

Evaluation Guide

1. explain the meaning of road accident
2. explain causes of road accident
3. explain the meaning of first-aid in road accident

Week 5

Topic: Giving First Aid Treatment to Road Accident Victims

Performance objectives

1. identify the items found in a first-aid box
2. describe how simple first- aid could be applied to one of those injured

Contents

1. Objects found in first-aid box:
2. scissors
3. bandage
4. pain relieve tablets
5. razorblade
6. cotton wool
7. iodine
8. Izal etc.
9. Simple first-aid treatment:
10. Clean the wound with antiseptic.
11. Cover with plaster or bandage.
12. Administer pills as recommended by doctors, etc.

Teacher’s Activities        

1. Guide pupils to suggest ways to assist an accident victim
2. Directs pupils to inquire from home how cuts or burns are treated
3. Invites a nurse/dispenser to give a talk on first-aid treatment

Student’s Activities

1. Give examples of ways to help an accident victim
2. List some items that will be needed
3. Respond to questions
4. The pupils read the charts

Teaching & Learning Material  

1. Resource persons such as the school nurse or Red Cross personnel
2. Real objects in the First Aid Box
3. Photographs
4. Pupils‟ textbooks
5. Charts

Evaluation Guide

1. Identify five objects found in first-aid box
2. Describe how simple first-aid could be applied to one of those injured

Social Studies Curriculum for Primary 4

THEME 1: FUNDAMENTALS OF SOCIAL STUDIES

Week 1

Topic: Social Environment

Performance objectives

1. Explain social environment.

Contents

1. Man is a social being:
   • He enjoys and depends on the company of others.
   • People live together in groups
   • Established set of patterns of behavior regarding customs
   • People organize their daily lives, like the kind of food they eat, their dress, language, occupation and culture; guided by religion and moral values
   • Passed these from one generation to another.

Teacher’s Activities        

1. Leads the pupils to discover the social environment.

Student’s Activities

1. Participant in the discussion
2. Respond to the teacher’s question.

Teaching & Learning Material  

1. Pupils textbook
2. Video clips.

Evaluation Guide

1. Explain social environment.

SUBJECT:       SOCIAL STUDIES              CLASS LEVEL:  PRIMARY 4

THEME 2: FAMILY AS THE BASIC UNIT OF SOCIETY

Week 1

Topic:   The Relationship of some Members of the Family

Performance objectives

1. name members of a nuclear family;
2. identify and name members of the extended family;
3. describe the various kinds of relationship among family members as aunt, uncle, nephew, niece, cousin and ward;
4. draw the family tree (extended family);
5. State the benefits of good relationship between family members.

Contents

1. Members of the nuclear family and the extended family:
   • The nuclear family consists of father, mother and the children.
   • The extended family consists of father, mother, children, grandfather and grandmother, uncles, aunts, cousins and nephews.
2. Relationship of members of the extended family:
   • Uncle, i.e. brother of our father and mother.
   • Aunt, i.e. sister of our father and mother
   • Cousin, i.e. the children of our uncles and aunts.
3. Family tree.
4. Benefits of family relationship e.g. love, concern and interest for one another, sense of belonging.

Teacher’s Activities        

1. Explains the meaning of the nuclear and extended family.
2. Draws a family tree and uses it to explain the various kinds of relationship among family members e.g. uncle, aunt, nephew, niece and cousins.
3. Leads pupils to mention the benefits of family relationship e.g. love, concern and interest for one another, sense of belonging etc.

Student’s Activities

1. Give examples of members of both nuclear and extended families
2. Draw their own family tree using the teacher’s example
3. Explain the words aunt, uncle, cousin and play the role of each member of the extended family
4. Discuss in groups under the guidance of a teacher the benefits of various kinds of relationship among family members.
5. Demonstrate how members of the extended family show love and concern for one another.

Teaching & Learning Material                                     

1. A chart showing the nuclear and extended families.
2. Photographs of family members.
3. Picture of an extended family which showing its membership.
4. Drawings/ pictures showing members of the family carrying out some duties.

Evaluation Guide

1. Name three members of the nuclear family.
2. Name three members of the extended family.
3. Explain the meaning of aunt, uncle and cousin.
4. draw a family tree;
5. State two benefits of members of the family to one another.

SUBJECT:       SOCIAL STUDIES              CLASS LEVEL:  PRIMARY 4

THEME 3: CULTURE AND SOCIAL VALUES

Week 1

Topic:    Culture

Performance objectives

1. Give a simple meaning of culture;
2. Identify the elements of culture;
3. Explain why people’s languages, dressings and eating habits differ from community to community;

Contents

1. Meaning of culture
   • Way of life of a people.
2. Elements of culture- languages, foods, clothes, religions, festivals and, ceremonies.
3. Why different people have different customs:
   • Differences in histories
   • Differences in geographical positions.
   • Differences in external influences.

Teacher’s Activities        

1. Guides the pupils to explain what is meant by culture.
2. Leads pupils to mention types of food eaten in their areas, dresses etc.
3. Guides pupils to identify and classify similar aspects of culture in their areas.

Student’s Activities

1. Discuss and explain the concept and elements of culture.
2. Pupils display items of their culture.
3. Demonstrate some values like respect, tolerance, etc. which can be promoted with a better understanding of cultural similarities.

Teaching & Learning Material

1. Demonstrate some values like respect, tolerance, etc. which can be promoted with a better understanding of cultural similarities.   
2. Pictures showing different ways of greetings, eating, etc.
3. Real cultural materials and objects

Evaluation Guide

1. give a simple meaning of the concept of culture;
2. mention three Nigerian foods;
3. give two reasons why people’s languages, dressings and eating habits differ;

Week 2

Topic: Other People’s Beliefs and Traditions

Performance objectives

1. explain ways in which other people’s beliefs and traditions differ from ours;
2. Mention some values that can be promoted with a better understanding of the differences among our culture.

Contents

1. Ways our beliefs and tradition differ from and similar to others:
   • The names they call God
   • The methods of worship
   • The style of dressing, etc.
2. Some of the values that can be promoted with better understanding of cultural differences include respect of other people’s views, beliefs and traditions; fairness; unity; good neighborliness etc

Teacher’s Activities        

1. Give 3 reasons why our beliefs and traditions differ.
2. Mention some values that can be promoted with a better understanding of our cultural differences.

Student’s Activities

1. Explains why our beliefs and traditions differ.
2. Guides pupils to show how to respect other people’s views, beliefs and traditions; to be fair to other people from different cultures etc.

Teaching & Learning Material

1. Real copies of Bible, Qur’an, Candle, dresses associated with different religious groups, etc.       
2. Pictures of people with different cultural backgrounds and beliefs in an interaction.       

Evaluation Guide

1. Discuss the differences in our beliefs and traditions.
2. Participate in a demonstration of how to respect and tolerate other people’s views, beliefs and traditions.

Year 4 NERDC Social Studies Curriculum for Primary 4. Social Environment, Members of the Family, Forms of Accident – Schemeofwork.com 

THEME 4:  SOCIAL AND HEALTH ISSUES

Week 1

Topic:    Characteristics of Drug Abusers, their Treatment and Rehabilitation

Performance objectives

1. List commonly abused drugs and identify them by their street names;
2. List some characteristics of abusers of alcohol, tobacco and cannabis.

Contents

Street Names of Commonly Abused Drugs: Cannabis- hemp, stone, ganja, Igbo etc.

Characteristics of Abusers of

a.        Alcohol

–              Aggressiveness – convulsion;

–              Slowed speech- hallucination;

–              Shaking of the hands- inability to maintain balance, disobedience

b.             Tobacco:

–                  Smells, discoloration of lips, burnt/dark fingers, and colored teeth, incessant coughing from lung congestion, lack of appetite, etc.

c.                  Cannabis:

–              Undue excitement

–              False source of confidence and pleasure etc.

Teacher’s Activities        

1. Uses relevant posters to highlight and guide discussion on street names for commonly abused drugs.
2. Organizes guided class discussions on characteristics of alcoholics, tobacco addicts and addicted users of cannabis.
3. Invites a resource person to give talk on the subject matter.

Student’s Activities

1. React to posters on street names of commonly abused drugs.
2. Discuss what signs to watch out for early reporting.
3. Listen to the talk and ask questions after the talk

Teaching & Learning Material

1. Posters on street names of commonly abused drugs
2. Cases/stories on the characteristics of different kinds of abusers.
3. Resource persons.         

Evaluation Guide

1. List three street names of commonly abused drugs.
2. List three characteristics of abusers of – alcohol, tobacco and cannabis.

Week 2

Topic: Prevention of Drug Abuse- Life Coping Skills

Performance objectives

1. List behaviors that promote physical, mental and social well – being;
2. Mention some life skills that are needed for maintaining positive healthy behaviors.

Contents

1. Health promoting behaviors:
   • Stress reduction: regular exercises, constructive plays
   • Positive and good relationship with peers etc.
2. Life Coping Skills:
   • Choosing good friends – avoiding bad company, establishing acceptable measures of discipline,
   • Choosing good habits and values of discipline, honesty hard work, contentment, and courage respect for others, etc.

Teacher’s Activities        

1. Arranges a guided class discussion on behaviors that can help in the promotion of physical and mental health;
2. Helps to organize life club activities aimed at preventing drug abuse.

Student’s Activities

1. Participate in the guided discussion on behaviors that can help in the promotion of physical and mental health.
2. Discuss on life club activities and how they can help in preventing drugs abuse.

Teaching & Learning Material

1. Posters illustrating appropriate positive health behaviors.
2. Eminent or respected persons in the community as resource persons.

Evaluation Guide

1. List three behaviors that promote physical, mental and social well-being among youths;
2. Give two examples of skills that are needed for maintaining positive healthy behaviors.

Week 3

Topic: Attitude to Different Forms of Accident

Performance objectives

1. List other forms of accident and their causes;
2. Explain types of first aid treatment to be given to victims of burns, scalds, bruises and road accidents;
3. Describe some of the different kinds of positive attitude to accident victims.

Contents

1. Meaning and types of accidents
   • Road,
   • Air, water, rail, fire, hot water etc. which can cause physical injuries, burns, scalds, bruises and sometimes death.
2. The first aid treatment:
   • Burns and Scalds – do not torch the affected area; cover the affected part with clean cloth; take him/her to hospital;
   • Bruises: put ice block in a towel and place it on the surface of the bruise.
3. Positive attitudes to Accident and Accident Victims:
   • Being more careful
   • Avoid rough play
   • Prompt attention
   • Show of concern
   • Reporting to the right agencies
   • Avoid neglect
   • Take victim to clinic/hospital etc.

Teacher’s Activities        

1. Lead pupils to discuss the meaning, forms and causes of accident.
2. Asks pupils to explain the differences in the various forms of accidents.
3. Demonstrate how to administer first aid treatment on victims of burns, scalds, bruises and road accidents.
4. Guide pupils to role play, identify and discuss positive attitudes to accident and accident victims.

Student’s Activities

1. Participate in the discussion on the meaning, forms and causes of accidents.
2. Express how they feel when they come in contact with hot metals.
3. Watch teacher’s demonstration and practicalise first aid treatment following the teacher’s demonstration in groups.

Teaching & Learning Material

1. First aid materials/box;
2. Pictures of different types of accidents.               

Evaluation Guide

1. Explain the following: burns, scalds; bruises and list what causes each;
2. Explain the types of first aid to be given to victims of burns, scalds bruises and road accidents;
3. Demonstrate accident scene and practice first aid delivery.
4. State any two positive attitudes which people should have towards accidents and accident victims.

Social Studies Curriculum for Primary 5

THEME 1: FUNDAMENTALS OF SOCIAL STUDIES

Week 1

Topic:  Influence of man and his environment

Performance objectives

1. Mention types of influence between man and his environment
2. Explain types of influence between man and his environment

Contents

1. Man as a human being is affected both physically and socially by his environment
2. He himself may also have an influence on his environment depending on his circumstance and needs

Teacher’s Activities        

• Guide pupils to identify and explain types of influence between man and his environment

Student’s Activities

1. Find out from home types of influence between man and his environment
2. Listen and respond to question

Teaching & Learning Material

• Picture of physical and social environment          

Evaluation Guide

• Pupils to mention types of influence between man and his environment

SUBJECT:       SOCIAL STUDIES              CLASS LEVEL:  PRIMARY 5

THEME 2: FAMILY AS THE BASIC UNIT OF SOCIETY

Week 1

Topic:    Other People in the family

Performance objectives

1. Identify other people that can be found in a family
2. List the obligations of other people in the family
3. State the importance of tolerating other people in the family

Contents

1. Other people that can be found in the family and how they relate with other members of the family- stewards, house-helps, nieces, nephews, cousins etc
2. Obligations of other people in the family: caring for others; teaching some part of the culture; greetings, fairness, respect, folk story, correcting our misbehaviors, etc
3. Importance of tolerating other People in the Family:
   1. Love is shown
   1. Peaceful living
   1. Care and respect etc

Teacher’s Activities        

1. Uses picture to explain other people found in the family and their relationship
2. Guides pupils to recall the duties which other people living with the family play in their individual homes
3. Uses case studies to carry out a guided discussion on the importance of tolerating other people in the family

Student’s Activities

1. React to pictures on other people living with the family by indicating their names and relationship
2. Recall the duties of other people living with the family
3. Answering questions based on the content of the case studies presented in order to get a list of importance of tolerating other people in the family

Teaching & Learning Material

1. Pictures labeling other people living with the family
2. Cases on the importance of tolerating other people living with the family            

Evaluation Guide

1. List all other people living with their family and how they relate to the members
2. List the obligations of other people in the family and state why they are necessary or importance

SUBJECT:       SOCIAL STUDIES              CLASS LEVEL:  PRIMARY 5

THEME 3: CULTURE AND SOCIAL VALUES

Week 1

Topic:    Unity in Cultural Diversity

Performance objectives

1. Explain the words: culture, diversity and unity
2. Explain in simple terms what unity in cultural diversity means
3. Give examples of different ways of promoting unity in cultural diversity in our community

Contents

1. Meaning of culture, diversity and unity:
   • Culture as a people’s way of life
   • Unity refers to oneness;
   • Diversity refers to differences
2. Unity in cultural diversity refers to oneness in spite of differences
3. 3 Ways of Promoting Unity in Cultural Diversity in our Community
   • Making friends with mates who are not from our ethnic group.
   • eating foods from other people’s culture
   • wearing dresses from other cultures
   • learning to speak languages of other ethnic groups been truthful in you interaction with people etc

Teacher’s Activities        

1              Explains the concepts; Unity, culture and diversity using relevant pictures and charts

2              Organizes pupils to dramatize the concepts

3              Leads pupils to reflect on the meaning of unity in diversity and guides them to bring out different ways by which unity in cultural diversity can be promoted in their community

Student’s Activities

1              Participate in the guided discussion on the meaning of the three concepts and the relationship among them

2              Dramatize in small groups

3              Participate in the reflective thinking exercise and come up with different ways by which unity in cultural diversity can be promoted in their community

Teaching & Learning Material

• Relevant Pictures and Charts     

Evaluation Guide

1. Give simple meaning of the words culture, diversity and unity
2. Explain unity in cultural diversity
3. List any three ways by which unity in cultural diversity can be promoted in their community

Year 5 NERDC Social Studies Curriculum for Primary 5 –Schemeofwork 

Week 2

Topic: Responsible Parenthood

Performance objectives

1              list various characteristics of responsible parenthood

2              mention some of the problems of irresponsible parenthood

3              identify values that can be developed to avoid irresponsible parenthood

Contents

1. Characteristics of responsible parenthood:
   • Ensuring readiness for new baby;
   • Attending ante-natal regularly;
   • Caring for the child
   • Providing family needs;
   • Ensuring immunization;-              
2. Using exclusive breastfeeding;
   •  Providing children with proper parental guidance; etc
3. Values that Foster Responsible Parenthood (love, respect, care, concern for others, honesty, tolerance, cooperation, etc.)

Teacher’s Activities        

1. Uses case studies to explain the characteristics of responsible parenthood and the problems of irresponsible parenthood
2. Invites qualified health officer and social welfare officer as a resource persons to talk on the problems irresponsible parenthood and the kind of values that can be developed to avoid it
3. Asks pupils to summarize their discussion with resource person

Student’s Activities

1. React to case studies
2. Ask questions based on the resource persons’ presentations
3. Summarize the talks given by the resource persons

Teaching & Learning Material

1. Relevant cases
2. Resource persons
3. Fliers, and posters of AIDS patients, posters of localized areas of STDs/STIs         

Evaluation Guide

1. List various characteristics of responsible parenthood
2. State three problems of irresponsible parenthood
3. List any three values that should be developed to avoid becoming irresponsible parents

Week 3

Topic: Personal Hygiene and Physical Development

Performance objectives

1. Describe physical development of children from ten years and above
2. Mention some of the factors that hinder physical growth in children

Contents

1. Characteristics of physical development of children at pre-adolescent stage:
   • Girls initially grow taller than boys.
   • Growth of hairs in pubic areas.
   • Changes in the voice of boys, etc
2. Factors that can hinder growth in children:
   • Infections transferred from mother to child (HIV).
   • Poor feeding; too much labor; Illness; heredity, early child-bearing

Teacher’s Activities        

1. Leads class discussions on physical development of children from pre- adolescent stage
2. Discusses factors that hinder growth in children

Student’s Activities

1. Participate in class discussions and identify characteristics and discuss each fully
2. Discuss factors that hinder growth in children

Teaching & Learning Material

1. Charts and pictures showing the features of girl and boy at this stage
2. Chart on the factors that hinder growth in children at this stage

Evaluation Guide

1. List some of features of the physical development of children at preadolescent stage
2. State some factors that hinder growth in children

Social Studies Curriculum for Primary 6

THEME 1: FUNDAMENTALS OF SOCIAL STUDIES

Week 1

Topic: Living Together

Performance objectives

1. Explain factors that can make our living together peaceful

Contents

1. Factors that can make our living together peaceful:

–              Taking instructions from appropriate authority

–              Tolerate individual differences

–              Honesty and science with one another

–              Readiness to serve the community and defend it

–              Readiness to work hard for the progress of the community/society

Teacher’s Activities        

• Explain factors that can make our living together peaceful

Student’s Activities

• Participant in the discussion
• Respond to the teacher questions
• Outline and explain factors that can make our living together peaceful

Teaching & Learning Material

1. Pupil textbooks
2. Pictures, posters and drawings

Evaluation Guide

• Explain factors that can make our living together peaceful

Year 1 – 6 NERDC Social Studies Curriculum for Primary School. Food Safety, Accidents in the School/Home, Beliefs and Traditions –Schemeofwork

THEME 2: FAMILY AS THE BASIC UNIT OF SOCIETY

Week 1

Topic:  External Influences on Nigerian Family Life         

Performance objectives

1. List the foreign influences on Nigerian family life
2. Explain how religion influences Nigerian Family Life

Contents

1. Influence from foreign countries on Nigerian family life:
   • Language
   • Family system
   • Behavior of family members
   • Food
   • Music
   • Education
2. Influence of religion on Nigerian family life:
   • Marriage pattern;
   • Relationship between family members
   • General behavior of family members
3. Influence of working parents on the Nigerian family life.
   • Inadequate attention to the children.
   • Use of baby sitters;
   • Putting children in day- care institutions.
   • More income is generated for the family

Teacher’s Activities        

1. Brings some foreign articles to the class and leads the pupils to identify them
2. Explains the influences of these articles on Nigerian family
3. Explains the influences of religion on the Nigerian family life
4. Asks pupils to describe the behavior of people in relation to their religious belief
5. Explains the influence of working parents On the Nigeria family life
6. Asks pupils to narrate their experiences when their parents go to work

Student’s Activities

1. Asks pupils to narrate their experiences when their parents go to work
2. Name some other foreign materials
3. Identify various influences which these materials have had on the Nigerian family life
4. Describe the behavior of some people in relation to their religious beliefs
5. Narrate their experiences when their parents go to work

Teaching & Learning Material

1. Foreign articles and materials
2. Pictures of churches, mosques and shrines
3. Pictures and photographs of parents working in their offices      

Evaluation Guide

1. State two foreign influences on the Nigerian family life today
2. State two ways they influence Nigerian family life
3. Mention some of the influences of religion on the Nigerian family
4. State two influences of working parents on the Nigerian family

Year 4 – 6 NERDC Social Studies Curriculum for Upper Primary School. Conflict and Cooperation, Accidents, Cultural Diversity –Schemeofwork

THEME 3: CULTURE AND SOCIAL VALUES

Week 1

Topic: Inter Marriage

Performance objectives

1. Explain the concept of intra-ethnic marriage
2. Explain the concept of inter-ethnic marriage
3. State the advantage and disadvantages of inter- ethnic and intra ethnic marriages
4. Identify relevant values of inter-marriage

Contents

1. Meaning of inter-ethnic marriages.
   • Inter-ethnic marriage occurs between people from different ethnic groups;
   • Intra-ethnic marriage occurs between people within the same ethnic group
2. Advantages of inter marriages:
   • National unity;
   • Mutual economic support;
   • Reduction of immorality.
   • Reduction of inter-ethnic crisis.
   • Communal peace
3. Disadvantages of Intermarriages
   • Long geographical distance between families
4. Values that foster Intermarriages:
   • Affection, tolerance, unity, cooperation, understanding etc

Teacher’s Activities        

1. Guides the pupils to recall the elements so of marriage traditions discuss issues related to intra ethnic and inter-ethnic marriages
2. Asks pupils to dramatize intra and inter-ethnic marriages
3. Guides the pupils to discuss issues and values related to inter-ethnic marriage

Student’s Activities

1. Participate in the dramatization of inter and intra ethnic marriages
2. Dramatize the two types of marriages

Teaching & Learning Material

1. Resource persons
2. Relevant Pictures            

Evaluation Guide

1. Give simple meanings of inter-ethnic and intra- ethnic marriages
2. List two advantages of inter-ethnic marriage
3. State two values of intra and inter-ethnic marriages

Week 2

Topic: The Characteristics of Healthy Boy- Girl Relationship

Performance objectives

1. Identity what makes good and healthy boy-girl relationship?
2. Identify the dangers of not practicing healthy boy-girl relationship

Contents

1. Meaning of Healthy Boy— Girl relationship-the kind of relationship that will not put either of the two in health or social problems now or later
2. Healthy Boy-girl relationship:
   • Say no to sex before marriage.
   • Say no to negative peer pressure.
   • As boys don’t be too pushy
   • As girls always keep your clothes on and have the fear of God etc
3. The dangers of unhealthy boy-girl relationship:
   • Involvement in risky sexual behaviors that can promote STDS/AIDS e.g.
   • Having multiply sex partners.
   • Sudden break in the boy or girl’s education
   • Health risk
   • Unwanted pregnancy etc

Teacher’s Activities        

1. Explains what is meant by healthy Boy-Girl relationship
2. Asks pupils to give examples of boy-girl relationship which they know and expands on the pupils’ responses
3. Uses futures wheels to discuss the dangers of practicing unhealthy boy-girl relationship

Student’s Activities

1. Give examples of boy- Girl Relationship which they know
2. Participate in the building and expansion of the futures wheels

Teaching & Learning Material

1. Relevant Pictures, Newspapers and Magazines
2. Product of the futures wheels

Evaluation Guide

1. State what a healthy Boy-Girl relationship is
2. List examples of healthy boy-girl relationship
3. List any three dangers of practicing unhealthy boy-girl relationship

Week 3

Topic: Some Foreign cultures that are affecting our values and culture

Performance objectives

1. Mention some foreign cultures that are affecting our values and culture
2. Discuss the advantages and disadvantages of foreign culture on our culture
3. State some of the ways through which we can promote our culture

Contents

1. Some foreign cultures that are affecting our values and culture:
   • Dress
   • Foods
   • Religious practices
   • Music, etc
2. Advantages of foreign culture on our culture.
   • Better ways of doing things.
   • Education
   • Good health systems
   • Organized security and judicial systems
3. Disadvantages:
   • Destruction of traditional value
   • Immorality
   • Violence, etc
4. How to promote our culture.
   • Cultural festival.
   • School programmers
   • Mass media
   • Preserving our artifacts

Teacher’s Activities        

1. Explains the concept of foreign cultures
2. Asks pupils to mention some foreign cultures found in the school and community
3. Explains the advantages and disadvantages of foreign culture on our culture
4. Asks pupils to give examples of advantages and disadvantages of foreign culture
5. Show some cultural materials and explain the ways in which we can promote our culture

Student’s Activities

1. Mention some of the foreign cultures in the school and community
2. Give examples of the advantages and disadvantages of foreign culture
3. Examine the cultural materials and make their comments

Teaching & Learning Material

1. Relevant Foreign items and Pictures
2. Cultural materials
3. Pictures and charts         

Evaluation Guide

1. Mention two major foreign cultures that are affecting our value systems
2. State two advantages and disadvantages of foreign culture on our culture
3. Examine the cultural materials and make their comments

SUBJECT:       SOCIAL STUDIES              CLASS LEVEL:  PRIMARY 6

THEME 4: SOCIAL AND HEALTH ISSUES

Week 1

Topic:    Gender Discrimination and its consequences

Performance objectives

1. Identify areas in which gender discrimination are occurring in their community
2. Discuss the consequences of such acts of gender discrimination
3. Suggest ways through which gender discrimination can be reduced

Contents

1. Discrimination in:
   • Education.
   • Employment.
   • Politics.
   • Family roles.
   • Inheritance.
   • Social activities, etc
2. Consequences of Gender Discrimination:
   • Underutilization of human resources;
   • Denials of equal opportunities;
   • Denial of fundamental human rights;
   • Demoralization, etc
3. Ways of Reducing Gender Discrimination
   • Equal opportunity for men and women;
   • Respect for the fundamental human rights of women;
   • Abrogation of culture which are inimical to women, etc

Teacher’s Activities        

1. Enumerates and discusses areas in which gender discrimination occurs
2. Guides pupils to mention more areas of gender discrimination in their community
3. Guides pupils to ask questions on the consequences of gender discrimination
4. Lists and discusses the solutions to gender discrimination

Student’s Activities

1. Mention more areas of gender discrimination in their community
2. Ask questions on the teacher’s explanations
3. Participate in the discussion on ways through which gender discrimination can be reduced in our community

Teaching & Learning Material

• Relevant Posters and Photographs         

Evaluation Guide

1. List three areas in which gender discrimination occurs
2. State two consequences of gender discrimination
3. List two ways through which gender discrimination can be reduced in the community

Week 2

Topic: Conflict and Cooperation

Performance objectives

1. Give simple meaning of conflict and cooperation
2. Discuss the importance of cooperation
3. Discuss how group conflicts can be controlled or avoided in our community

Contents

1. Meaning of conflict and cooperation:
   • Conflict is disagreement among a group or groups of people;
   • Cooperation is agreement or understanding among a group or groups of people
2. Importance of cooperation:
   • Promotes unity.
   • Promote peace
   • Promote love and progress
   • Promote understanding, etc
3. Controlling/Avoiding Group Conflicts in our Community:
   • Tolerance
   • Understanding each other
   • Concern for others
   • Honesty and sincerity, etc

Teacher’s Activities        

1. Uses guided discussion to explain the concepts of conflict and cooperation
2. Asks pupils to cite instance of group conflicts in their societies
3. Highlights the importance of cooperation
4. Guides pupils to identify and discuss various values that can help discourage group conflict in their community

Student’s Activities

1. Participate in the guided discussion on the concepts of conflict and cooperation
2. Cite instances of group conflicts in their societies
3. Participate in the guided discussion on the importance of cooperation
4. Participate in the guided discussion on the values that can help discourage group conflict

Teaching & Learning Material

1. Relevant Posters and pictures
2. Videos on conflict resolution meetings and efforts          

Evaluation Guide

1. Define conflict and cooperation
2. Mention two importance of cooperation
3. List any three values that can help reduce or discourage group conflict in our community

Social Studies Curriculum for Primary 1

Social Studies Curriculum for Primary 2

Social Studies Curriculum for Primary 3

NVE: Social Studies Curriculum for Upper Primary School 4 – 6 (NERDC)

NVE: Civic Education Curriculum for Primary School 1 – 6 (NERDC)

NVE: Security Education Curriculum for Primary School 1 to 6 (NERDC)