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

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

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

SUBJECT:       SOCIAL STUDIES              CLASS LEVEL:  PRIMARY 6

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 4

Social Studies Curriculum for Primary 5

Social Studies Curriculum for Primary 6

NVE: Social Studies Curriculum for Lower Primary School 1 – 3 (NERDC)