BASIC 7 SOCIAL STUDIES FIRST TERM

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FIRST TERM E-LEARNING NOTES

SUBJECT: SOCIAL STUDIES

CLASS: JS1(BASIC 7):

SCHEME OF WORK

WEEK TOPIC
1. Meaning and Scope of Social Studies Education: (a) Meaning of Social Studies (b)
Scope of Social Studies Education. (c) Reasons for Teaching/Studying Social Studies
2. History of Nigerian Social Studies Education: (a) History of Social Studies Education:
The World Perspective. (b) History of Social Studies Education in Nigeria
3. Family as A Primary Social Group: (a) Meaning of Primary Social Group (b) What
Makes the Family a Primary Social Group
4. Family as A Primary Social Group: (c) The roles and responsibilities of members of a
family as a social group.
5. The consequences of Large /Small Family Size: (a) Characteristics of Large Family Size
– father, mother, and many children. (b) Characteristics of Small Family Size – father,
mother and very few children.
6. The consequences of Large /Small Family Size: (c) Consequences of Family Size on
(i) quality of individual lives; (ii) the national economy.
7. MID-TERM BREAK
8. Meaning and Characteristics of Culture: (a) Meaning of Culture (b) Components of
culture. (b) Material and non material culture.
9. Meaning and Characteristics of Culture: (c) Features of culture.
10. Revision.
11 - 13. Examination.

REFERENCE BOOKS:
i. Federal ministry of Education: 9 Year Basic Education Curriculum - Religion and National
Values (JSS 1 – 3) Nigerian Educational Research and Development Council (NERDC)
ii. M. O. Adegoke and Adelowo M. Adeleke (2014): Apex Religion and National
Value for Nigerian Junior Secondary Schools (1). Aquifer Publishers, Osogbo.
iii. Henry Aikpitanyi, et al (2014): Religion and National Values for Junior Secondary
Schools (1). Rasmed Publications Limited, Ibadan.
iv. M.O.C. Anikpo, et al (2010): Basic Social Studies for Junior Secondary Schools (1).
UBE Edition. Longman Publishers.
v. Nigerian Educational Research and Development Council (2010): Religion and
National Values: Nigerian Secondary Schools Social Studies project (1).HEBN
Publishers Plc.

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vi. Abdullahi Ahmed, et al (2001): Social Studies for Junior Secondary Schools (1).
Evans Brothers Ltd.
vii. A. Olusola Oyewole (2009): New Syllabus on Social Studies for Junior Secondary
Schools. Basic Seven. Solakat Unique Press and Bookshop.
viii. B.K. Ademosu, et al (2016): ): Religion and National Values for Junior Secondary
Schools Book 1 – Curriculum Compliant ( NERDC). PRONGBADS
ix. Dayo Olagunju, et al (2014) Religion and National Values (Current Social Studies
for Nigerian Junior Secondary Schools) Book 1 Pathfinder Global Educational
Publishers Limited)
WEEK 1
Date:..................

TOPIC: MEANING AND SCOPE OF SOCIAL STUDIES EDUCATION

CONTENT:

- Meaning of Social Studies

- Scope of Social Studies
- Reasons for Studying Social Studies

MEANING OF SOCIAL STUDIES

Social Studies is the study of man and his environment. It focuses on making us understand
the interrelationship between man and his environment. It can be described as a subject
that studies the way man lives in his physical and social environment. It is about how man
influences his environment and how this environment, in turn, influences him.

SCOPE OF SOCIAL STUDIES

Basically, scope of Social Studies entails man, his environment (physical environment and
social environment) as well as science and technology which man uses to make his
environment suitable or conducive for him. It also entails the fact that Social Studies is an
integrated subject.

Figure 1.1

Man: In Social Studies, ‘when we say man’ we simply mean human beings – you and I. It
refers to human beings anywhere in the world: male or female, black or white.

Man’s Environment: Environment refers to the totality of things and fellow human beings
around man. There are two types of environment: physical environment and social
environment.

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a. Physical Environment: Physical environment refers to those physical things (or non-
humans) around man. Examples are land, river, water, car, building etc. They are
natural or man-made objects in our environment that we can see, feel or touch.
Physical environment can be divided into Natural Environment and Artificial
Environment.

i. Natural physical environments: These are things provided by God or nature. These
include:
 Water bodies: lagoons, lakes, rivers, oceans, seas, streams etc.
 Relief: plains, lowlands, valleys, highlands, mountains etc.
 Climate: temperature, sunshine, wind, rainfall, humidity etc.
 Vegetation: forests, grasslands, deserts etc.

Figure 1.2

Natural Features of Man’s Environment

ii. Man-made/artificial environment: These are things made by man in the

environment which include roads, houses, factories, hospitals, etc.
b. Social Environment: Social environment means the various avenues through which
man interacts with other human beings in his environment. It refers to the culture,
group of individuals and institutions with whom a person interacts institution. The
institutions man interact with include family institution, educational institution
political, institution, religious institution, marriage institution, legal institution and
economic institution.
c. Science and Technology: Man has been able to influence his environment through
science and technology. Science is a systematically-organized body of knowledge
that has been deliberately developed by man to tackle man’s problems or improve
his living condition. Technology is the correct application science to solve human
problems. Through science and technology, man has devised tools/machines, tarred
roads, constructed bridges, drainages, dams or buildings etc.

In summary, Social studies as a subject is the integration of many subjects such as history,
geography, sociology, economics and government. Issues examined by Social Studies
include:

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(i) How to solve problems such as corruption, bad leadership, drug abuse and crimes.
(ii) How to vote during election.
(iii) How they can produce enough food for everyone to eat.
(iv) How people can work together without conflict.
(v) Why laws should be obeyed.

INTERACTION BETWEEN MAN AND THE ENVIRONMENT

Social Studies seeks to make us understand the interactions between man and his
environment. Man’s environment influences him. For example, the physical environment
influences the types of crops he plants, the type of food he eats, the type of clothes he
wears etc. Social environment also influences his cultural practices, his religion, marriage,
etc.

Man, especially through science and technology, influences his environment in many ways.
For instance, he cultivates the land for his food and earns a living; he explores the sea and
the rivers for fishing, and he taps natural resources both for his personal use and earns a
living.

REASONS FOR TEACHING/STUDYING SOCIAL STUDIES

The topic “Reasons for Teaching /Studying Socials Studies” is the same as “Importance
of Social Studies”. Hence, importance of Social Studies include:

1. It gives us the knowledge of our environment.

2. It checks our negative attitudes towards our environment.
3. It makes us understand our social system and how the negative/positive attitude of
man influences the environment.
4. It gives us the knowledge of other culture to have a better relationship.
5. It makes us to understand that we have contributions to make towards the
sustenance of our society.
6. It is a subject that teaches us to understand the customs and values of our society.

EVALUATION

1. What is Social Studies?

2. List six subjects that contributed to the content of Social Studies.

GENERAL EVALUATION (Essay)

1. What is Social Studies?

2. Highlight issues examined by Social Studies
3. Mention the two main environments of man.
4. With the aid of diagram, describe the dimensions of Social Studies.
5. Enumerate five reasons for studying Social Studies.

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6. List five subjects that were taught separately and later integrated into Social Studies.

WEEKEND ASSIGNMENT

1. Which of the following subjects studies man in wholistic form in his environment? (a)
Geography (b) Social Studies (c) Yoruba Language (d) History
2. The natural physical features of the environment include (a) table (b) chair (c) rivers
(d) tap water
3. Social Studies teaches us to become - (a) a robber (b) a good citizen (c) an atheist (d)
a truant
4. Environment means (a) animals (b) surrounding of birds (c) immediate surroundings
(d) the houses
5. Social studies is divided into ------ and --------environment. (a) manmade, social (b)
natural, pollution (c) physical natural (d) social, physical
6. Which of the following physical environment is man-made? (a) Buildings and roads (b)
Forests and deserts (c) Rainfalls and droughts (d) Mountains and valleys
7. Fulani people are mostly (a) Carpenters (b) Cattle rearers (c) Fishermen (d) Traders
8. The term “social environment” can be defined as a society of (a) animals (b) birds (c)
human beings (d) social science.
9. Social Studies draws upon various stand-alone social science subjects. This means
Social Studies is a/an (a) isolated subject. (b) borrow-borrow subject. (c)
integrated subject. (d) combined subject.
10. Man influences his environment through A. peer influence. B. war. C. science.
D. science and technology.

READING ASSIGNMENT: Read about History of Nigeria Social Studies Education.

WEEK 2

DATE:..................

TOPIC: HISTORY OF NIGERIAN SOCIAL STUDIES EDUCATION

CONTENT

- History of Social Studies: The World Perspective

- History of Social Studies in Nigeria

HISTORY OF SOCIAL STUDIES: THE WORLD PERSPECTIVE

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There was no school subject called Social Studies before the World War II, WWII (1 Sep 1939
– 2 Sep 1945). Before then, Social Science subjects like anthropology, archaeology,
jurisprudence, philosophy, religion, psychology, political science, history, sociology,
geography and economics were taught at college level. The subjects were thought to be
adequate in addressing the problems of social living. But with the outbreak of World War I,
WWI (1914 – 1918), it dawned on world leaders that the problems of man’s relations with
one another can only be solved by integrating relevant ideas from these various but “stand-
alone” social science subjects: this is called integrative approach.

The United States of America and many European countries designed curricular
programmes in Social Studies in which it was first taught as a school subject, relevant to
their various environments and experiences shortly after World War I and World War II.
Within the few years of its introduction, it produced better understanding among people
and nations and greater appreciation of the roles of man in the society.

HISTORY OF SOCIAL STUDIES IN NIGERIA

Nigeria became an independent nation in October 1, 1960. It then had the opportunity to
design curricular programmes relevant to its needs. It was encouraged to do so with grants
from world bodies like the UNESCO (United Nations Educational, Scientific and Cultural
Organization), Ford Foundation (of America) and others from Britain.
In 1965, a first attempt was made at the Comprehensive High School, Ayetoro in Ogun State
in the then Western Region, to teach social studies. Teachers came from the U.S.A., grants
also came from Ford Foundation. Some teachers at the Comprehensive High School,
Ayetoro, were also sent to the USA for a few months to study the development of the
subject there. These efforts led to the production of two textbooks for Forms I and II and the
teaching of the subject in the school.
The experience of the civil war in Nigeria between 1967and 1970 showed that the over 250
different ethnic groups and languages in Nigeria needed a better understanding of one
another and how to relate to one another. The school, being a good instrument of change,
offered an opportunity to assist in finding solution through proper education in its relevant
fields. The Ayetoro experiment was critically looked at, at the Comparative Education Study
and Adaptation Centre (CESAC), which was established at the University of Lagos. Initially
the scope of teaching social studies in secondary schools was limited to the then Western
Region and to Forms I and II of the school. Through the assistance of the Ford Foundation
and under its joint auspices with Comparative Education Study and Adaptation Centre
(CESAC) of the University of Lagos in 1976, Nigerian Educational Research and Development
Council (NERDC), the Ayetoro Project was given a national scope. The success and
enthusiasm associated with the beginning of Social Studies, and with the encouragement
and advice from the Federal and State Ministries of Education, a national syllabus was
developed in 1974. Three books were developed for Junior Secondary Schools. Today Social
Studies has become a core subject in both the primary and junior secondary schools. Its
importance cannot be overemphasized in the Nigerian educational system, now and in the
near future.

EVALUATION
1. Briefly trace the history of Social Studies in the world perspective.

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2. Mention a country that has name in the development of Social Studies as a school
subject.

3. Briefly trace the history of Social studies as a Nigeria school subject.

4. Mention the bodies that assisted in the development of Social Studies in Nigeria.
GENERAL EVALUATION (Essay)
1. Write the full meaning of the following:
i. CESAC ii. NERDC
2. Briefly trace the history of Social studies as a Nigeria school subject.
3. Mention the bodies that assisted in the development of Social Studies in Nigeria.
4. Social studies is a very important subject in Nigerian school curriculum today.
Discuss briefly.
WEEKEND ASSIGNMENT
1. Nigeria became an independent nation in ---(a) 1980 (b) 1960 (c) 1976 (d) 1974
2. Social Studies originated from (a) Nigeria (b) USA (c) Iraq (d) Ghana
3. World War I was in ---- (a) 1914 – 1918 (b) 1939 – 1945 (c) 1909 – 1953 (d) 1967 –
1970

4. Comprehensive High School, where Social Studies was first taught in Nigeria is in the
present --------- state. (a) Ogun (b) Oyo (c) Osun (d) Kwara
5. Which of the following Nigerian universities took active parts in the early stage of
social studies development in Nigeria? (a) University of Ilorin (b) University of Jos (c)
Ahmadu Bello University (d) University of Lagos
6. The civil war in Nigeria was between -------. (a) 1960 and 1978 (b) 1980 and 1988 (c)
1967 and 1970 (d) 1960 and 1963
7. In the development of social studies as a school subject, the first sets of textbooks
produced were for------ (a) Forms I – III (b) JSS I and II (c) Forms I – III (d) Forms I and
II.

8. In Nigeria, the first formal institution that produced Social Studies textbook for JSS is
the (a) African Grammar School, Ayetoro (b) Baptist Secondary School, Ayetoro (c)
Comprehensive High School, Ayetoro (d) Rosemary Grammar School, Ilisa.
9. In Nigeria, social studies started in (a) Oyo (b) Ayetoro (c) Lagos (d) Abeokuta
10. Which of these did NOT contribute to the origin of Social Studies in Nigeria?
A. UNESCO B. Ford Foundation C. CESAC D. NAPTIP

READING ASSIGNMENT: Read about meaning of primary social group and what makes
family a primary social group.

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WEEK 3

Date:..................

TOPIC: FAMILY AS A PRIMARY SOCIAL GROUP

CONTENT:

- Meaning of Primary Social Group

- What makes the family A Primary Social Group

MEANING OF SOCIAL GROUPS

Social group refers to a number of people who maintain common interest and are united for
a particular purpose. Every member is expected to take part in its activities and obey its
rules and regulations.

Primary social group is a group in which the members know themselves very well .
They are very close to one another and also have face to face intimate relationship. A
primary social group is formed by nature as individuals have no choice of the group they are
born into.

Examples of primary social groups are:

1. Family
2. Age group
3. Age mates or peer group
4. Kindred
5. Village community
A. CHARACTERISTICS OF PRIMARY SOCIAL GROUP
1. The members are small.
2. There is a close and intimate relationship among members.
3. They depend on one another.
4. They maintain a continuous and permanent membership.
5. There is high degree of unity among members especially when there is
external threat.
6. Leadership of a primary social group is often based on age, tradition, intelligence or
courage.

B. WHAT MAKES THE FAMILY A PRIMARY SOCIAL GROUP

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The family is the basic unit of a society. It is the primary group of great importance to the
individual and society. Family is a group of people related by blood or marriage. Basically,
we have two types of family. These are:

1) Nuclear family e.g. Father, Mother and children. It is monogamous when it consists
of a man, his wife and children. It is polygamous when it consists of a man, his wives
and children.
2) Extended family e.g. a collection of two or more families. Some other relations such
as uncles, cousins, grandparents and aunts are living together in one house or
compound or might be somewhere else but with the consciousness that they are
related.

Summarily, family is a primary social group because of its peculiar characteristics. As in

other primary social groups, these are the characteristics that make family a primary social
group:

i. It has small size – i.e. the members are few.

ii. It is the primary agent of socialization of a child.
iii. There is a close and intimate relationship among members.
iv. The members depend on one another.
v. Members of a family maintain a continuous and permanent membership.
vi. There is high degree of unity among members especially when there is
external threat.
vii. Leadership in the family is natural. The father is the head of the family. There is
no need for electoral processes for the choice of its leadership. In the absence of
the father the mother takes over the mantle of leadership.

EVALUATION

1. What is primary social group?

2. Enumerate five characteristics of a primary social group?

GENERAL EVALUATION (Essay Questions)

1. What is family?
2. What are the two types of family?
3. What is a social group?
4. Mention any three characteristics of a primary social group.
5. List any three things that make a family a primary social group.

WEEKEND ASSIGNMENT

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Objective Test:

1. A group of people in which members know each other very well is known
as-------(A) voluntary group (B) legal group (C) secondary group (D) primary
group
2. One of these is an example of primary group: (A ) trade union (B) market (C)
office (D) family.
3. The group where membership is small and depend on one another is
called-----(A) education group (B) independent group (C ) tertiary group ( D)
primary group
4. When a man marries more than one wife and the family is nuclear, it is said to be
------- (a) polyandrous (b) polygynous (c) polygamous (d) monogamous
5. The head of the family is the…. (a) father (b) mother (c) uncle (d) chief
6. The smallest social unit in the society is the (a) Church (b) Family (c) Hamlet (d)
School
7. The blood relationship through the mother’s side could be described as (a)
maternity relationship (b) mother blood relationship (c) matrilineal relationship (d)
matrimonial relationship
8. The odd one among these is A. age group B. kindred C. school D. family
9. Face-to-face interaction is high in a
A. work organization. B. university. C. family. D. multi-national company.
10. Leadership in a family is/by A. appointment. B. election. C. natural. D. force.

READING ASSIGNMENT: Read about the roles and responsibilities of members of a family as
a primary social group.

WEEK 4

Date:..................

TOPIC: FAMILY AS A PRIMARY SOCIAL GROUP

CONTENT: THE ROLES AND RESPONSIBILITIES OF MEMBERS OF FAMILY AS A PRIMARY SOCIAL

GROUP

To enjoy and sustain the family as a primary social group, each member has vital roles to
play. Family is the source from which the society take its root. Children and adults learn
responsibilities from home before they go out to the larger society to demonstrate it. An
adage says “Charity begins at home”.

GENERAL FUNCTIONS OF THE FAMILY

1. Procreation: bringing new members of the family into the world for continuity of
the family and the society.
2. Provision: The basic necessities of life such as food, shelter and clothing are
provided in the family.

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3. Moral Guidance: Training of the children in line with the acceptable norms of the
society in good character formation.
4. Education: Family helps to give formal and informal education to children.
5. Peaceful Co-existence: Peace in the larger society starts from home. The parents
settle disputes that may arise among family members.
6. Means of Identity: Family name is born by all members of the family which
makes them to be different and give due recognition in the society. Most cultures
abhor fatherless children without proper family attachment.
7. Communal life: Members of the family are bond together and see themselves as
being bound together by love. They share together in the times of good and bad.

ROLES OF THE FATHER IN THE FAMILY

1. Providing love and care for the wife and children.

2. Providing moral guidance for the children.
3. Supplying the basic necessities of life such as food, shelter and clothing for the
family.
4. Providing the children with quality education.
5. Ensuring the whole family is comfortable, in accordance with his earnings.
6. Protection and security. Father is the chief security officer of the family. He makes
sure that all the members of the family are secured from internal and societal
dangers.

ROLES OF THE MOTHER IN THE FAMILY

1. Giving birth to children.

2. Cooking for the family.
3. Keeping the house and the surroundings clean.
4. Assisting the husband financially when necessary.
5. Seeing to the moral education of the children.
6. Ensuring peace in the family.
7. Ensuring proper hygiene within the family.
8. Supervising the children’s home work.

ROLES OF THE CHILDREN IN THE FAMILY

1. Obey the parents and other adults.

2. Assisting in performing household chores, particularly in the kitchen, garden and
laundry.
3. Running errands for older members of the family.
4. Maintaining the good tradition of the family.
5. Keeping the family name alive.
6. Be good representatives of the family in the outside world by protecting the good
name of the family.

EVALUATION

1. Write 5 general functions of the family in the society.

2. Enumerate three roles played by the father in the family.

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GENERAL EVALUATION

1. Mention five function of children in the family.

2. Give 3 ways by which children can contribute in the family.
3. What are the roles of the mother in the family?
4. Write 5 general functions of the family in the society.
5. Enumerate three roles played by the father in the family.

WEEKEND ASSIGNMENT

1. The head of the family is (a) Father (b) Mother (c) Brother (d) sister
2. Who run errands in the family in normal circumstances? (a) Father (b) Mother (c)
Ground mother (d) Children
3. One of the general functions of the family in the society is to ensure continuity
through (a) procreation (b) association (c) indoctrination (d) initiation
4. The primary agent of socialization is the (a) father (b) mother (c) family (d) children
5. Who keeps the home? (a) Uncle (b) Father (c) Mother (d) Servants
6. In most Nigerian cultures, a person’s initial identity is expected to be with his or her
(a) country (b) family (c) friends, colleagues and associates (d) state of origin

READING ASSIGNMENT: Read about Characteristics of large and small family size.

WEEK 5

DATE:..................

TOPIC: THE CONSEQUENCES OF LARGE /SMALL FAMILY SIZE.

CONTENT:
- Meaning and Characteristics Family Size
- Characteristics of Large Family Size – father, mother, and many children.
- Characteristics of Small Family Size – father, mother and very few
children.

MEANING OF FAMILY SIZE

Family size means the number of people in a family. A family is said to have
small size if it comprises father, mother and few (usually one to four) children.
A large family size is made of father, mother and more than four children.

CHARACTERISTICS OF LARGE FAMILY SIZE

The nature of a large family size can be easily explained under the following
headings:
Summarily, large family size has the following characteristics:

1. It consists of father, mother, brothers, nephews, and many children.

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2. Members of the family live a subsistence life because of its size. They engage in
primary activities to be able to feed the family.
3. Members of the family might not be bond together in love because they are not
of the same mother.
4. The upkeep of the family is the joint responsibilities of every members of the
family.
5. Health status of a larger family is always affected especially where there is an
outbreak of diseases.
6. It consists of a large number of people.

Figure 5.1 Figure 5.2

Large families

SMALL FAMILY SIZE

A small family size is the one that has father, mother and few children.

CHARACTERISTICS OF SMALL FAMILY SIZE

1. It consists of small number of people.
2. Members of the small family know one another very well.
3. There is love and harmony in small family size.
4. Any problem that arise in a small family is quickly resolved because of its
manageable size.
5. They are blood related.
6. Members of small family size has strong feelings for one another. Any happening
concerns everybody in the family.

EVALUATION
1. Explain the concept: “large family size”.
2. Explain the concept: “small family size”

GENERAL EVALUATION

1. Explain the concept: “large family size”.

2. Explain the concept: “small family size”
3. Write 5 characteristics of large family size.

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4. Write 5 characteristics of small family size.

5. Which of the family size is preferable?

WEEKEND ASSIGNMENT

1. The type of marriage that allows a man to marry more than one wife at a time is
known as (a) monogamy (b) polyandry (c) polygamy (d) polygyny
2. The number of small size family is (a) many (b) few (c) bad (d) wicked
3. The number of large size family is (a) much (b) few (c) bad (d) wicked
4. Father is a member of (a) large family size (b) small family size (c) small and large
family sizes (d) none of both family sizes
5. Uncle is a member of (a) large family size (b) small family size (c) small and large
family sizes (d) none of both family sizes
6. How will you call your father’s second wife? (a) House wife (b) Widow (c) Step
mother (d) Aunt

READING ASSIGNMENT: Read about the consequences of family size on individuals and
national economy.

WEEK 6

DATE:..................

TOPIC: THE CONSEQUENCES OF LARGE /SMALL FAMILY SIZE.

CONTENT:

- Consequences of Family Size on (i) quality of individual lives; (ii) the

national economy.
CONSEQUENCES OF LARGE FAMILY SIZE ON THE QUALITY OF INDIVIDUAL LIVES

1. The members may be malnourished, that is they may not be able to feed well.
2. There is tendency of fighting with one another in a big family.
3. Access to good and qualitative education might not be possible because of
shortage in family resources.
4. There will be jealousy and envy in the large family.
5. Many members of large family grow up in hostile environment.
6. Room occupancy ratio will be high in a large family. Over population per room
might occur.

THE CONSEQUENCES OF LARGE FAMILY SIZE ON NATIONAL ECONOMY

1. A large family size will spend most of the income on food. Therefore it will
affect the savings of that family. When savings is affected, it will reduce
investments.
2. A large family size will bring about overuse of public facilities.
3. It will also increase government expenses on the provision of amenities.

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4. It can bring about overuse of land resources which will definitely affect the
economy of the nation.
5. It brings about increase in crime rate because of care for large population.

CONSEQUENCES OF SMALL FAMILY SIZE ON THE QUALITY OF INDIVIDUAL LIVES

1. The death of the parent adversely affects the members of the family.
2. The income of the family will be low because it is the parents that provide for
the family. It will affect the quality of lives of members of the small sized
family.

CONSEQUENCES OF SMALL FAMILY SIZE ON THE NATIONAL ECONOMY

1. It may bring about underutilization of economic resources.
2. A small family size may not be able to have more people that will vote during
election.
3. Small family size will produce inadequate labour force which will be smaller than
that of larger family.
4. It brings about low output because of its small nature.
5. It will have wastage of output. In case the family produces more than it can
consume, it will be wasted or given out to those that do not labour with them
this is because the family is small.

EVALUATION

1. What are the consequences of family size on quality of individual lives?

2. What are the consequences of family size on quality of national
economy?

GENERAL EVALUATION

1. What are the consequences of family size on quality of individual lives?

2. What are the consequences of family size on quality of national economy?
3. Mention 5 consequences of small family size on quality of individual lives?
4. Mention 5 consequences of large family size on quality of national economy?
5. What are the general advantages of a small family size?

WEEKEND ASSIGNMENT

1. The overuse of land resources can mainly be brought about by (a) small
family size (b) large family size (c) none of the family sizes (d) both family
sizes

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2. The type of family size that can bring rapid development to the country is
(a) large (b) small (c) big (d) no size family
3. Which of the following can affect the members of the small family size
negatively? (a) Death of a financier (b) Increase in family income (c)
Giving birth to new members of the family (d) A member getting lucrative
job
4. Which of the following is not always a characteristic of a large family size?
(a) Many wives (b) Many children (c) Few children (d) Six children
5. Your father’s brother is your (a) aunt (b) uncle (c) niece (d) sibling

READING ASSIGNMENT: Read about meaning and components of culture.

WEEK 7 - MID TERM BREAK

DATE _____________________

WEEK 8
DATE ____________________

TOPIC: MEANING AND CHARACTERISTICS OF CULTURE

CONTENT

- Meaning of culture.
- Components of culture-material and non-material culture

Sub-Topic 1: MEANING OF CULTURE

Culture is the total way of life of a group of people that distinguishes them from others. It
includes people’s beliefs, their works of art and craft, the language they speak, the tools
they make, their ways of dressing, the technology they develop and the various institutions
they set up to achieve societal goals. A society can have different cultures. In a rural
environment, the culture is homogenous while in an urban area, the culture is
heterogeneous.

Culture is not static, but dynamic. In other words, it does not remain the same forever but
changes from time to time. It is a continuous process. It is transmitted from one generation

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to another. People learn their culture as they perform new roles as pupils or students in a
school, a father at home or as a president of a country.

When the cultures of other countries are adopted within one’s country, it is known as
acculturation. No culture is superior or inferior to others. However, some people look down
on other people’s cultures and use their own culture as the standard for judging another
culture – this is called “cultural ethnocentrism”. Ethnocentric individuals judge other
groups relative to their own ethnic group or culture, especially with concern for language,
behavior, customs, and religion,” Wikipedia (August, 2017).

Sub-Topic 2: COMPONENTS OF CULTURE

There are two components or aspects of culture. They are:

1. Material Aspect of Culture: This consists mainly of those things that are made by a
society in order to satisfy the needs of its people. Examples are houses for shelter
and protection; the tools for agriculture; the weapons for hunting and protection;
the cloth and clothes made to suit the conditions of the environment; and the work
of art and craft.
2. Non-Material Aspect of Culture: This aspect of culture consists of those things we
cannot see like religion, music, language, morals, values, folklores, literature, dancing
styles, technology, etc.

EVALUATION

1. What is culture?
2. What are the components of culture?

GENERAL EVALUATION

1. What is culture?
2. List two components of culture.
3. List the elements in the material aspect of culture?
4. Give 3 examples of non material aspect of culture.
5. What is acculturation?

WEEKEND ASSIGNMENT
1. The sum total of a people way of life is (a) culture (b) socialization (c) acculturation
(d) association
2. The process of adopting the culture of other countries in one’s country is (a)
accustomed (b) acculturation (c) cultural integration (d) importation
3. Religion, music, language, morals, values, folklores and literature are examples of
(a) material aspect of culture (b) general aspect of culture (c) special aspect of
culture (d) non material aspect of culture

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4. Which of the following belong to material aspect of culture? (a) weapons (b)
language (c) morals (d) values
5. Cultural ethnocentrism occurs when
(a) a group of people see other people’s cultures as inferior.
(b) the culture of other country is adopted to the extent of dominating local culture.
(c) a group of people has no culture.
(d) one’s culture is popular in foreign countries of the world.
6. Which of the United Nation’s Agencies is responsible for the promotion of culture in
the world?
(a) ILO (b) UNESCO (c) UNICEF (d) WHO

READING ASSIGNMENT: Read about features and characteristics of culture.

WEEK 9

DATE__________________

TOPIC: MEANING AND CHARACTERISTICS OF CULTURE.

CONTENT:

- Features of Culture.
- Characteristics of Culture.

FEATURES OF CULTURE

Some ways of looking at culture include:

1. Language: This is one of the most important ways of identifying a group of people. It
is a means of transmitting our culture from one generation to another. There are
over 250 indigenous languages in Nigeria. People of the same culture use the same
language to communicate. Proverbs are an important aspect of speech in Nigeria.
2. Religion: This is an important aspect of culture. Each cultural group has its own
traditional way of relating with the supernatural before the advent of Christianity
and Islam.
3. Mode of Dressing: The way a group of people dress is another feature of culture. For
example, Hausa-Fulanis wrap their heads with a piece of cloth; wear ‘danshiki’ while
their women often wear clothes that cover all parts of their bodies.
4. Legends: the belief and story of each ethnic group about the origin of man and the
world is another feature of culture.
5. Folklores: These are stories about man and animals such as tortoise and elephant. It
serves as a means of entertainment and a form of moral education.

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6. Arts and crafts: Each cultural group has its unique art and craft in form of carvings,
metal works, painting, sculptures, wood work, etc. arts and Crafts are products of
our physical environment.
7. Games and Entertainment: Each cultural group has its own game such as ‘Ayo and
Okoto’ in Yorubaland. Entertainment is in form of singing. The Yorubas play musical
instrument such as ‘gangan’, ‘bata’ and ‘dundun’ while ‘shantu’ and ‘samban’ sets of
drums are popular among the Hausa-Fulanis.
8. Food and Drinks: In the Nigeria traditional societies, only solid food is recognized as
real food while liquid is regarded as mere refreshment. Palm wine is popular among
the Yorubas and the Igbos. ‘Burukutu’ and ‘sekete’ are popular in Hausaland.
Pounded yam and yam flour are common solid food in Yorubaland while ‘Tuwo’ and
‘Danwake’ are popular among Hausa-Fulanis.
9. Skills and Tools (Technology): Before the arrival of the Europeans in Nigeria, there
were small industries made up of small workshops. Making of ivory and brass wares
were the preoccupation of the Binis. The Ijaws and the Itsekiris were noted for salt-
making while the Akoko-Edos and the Iseyins produced clothes, etc.

CHARACTERISTICS OF CULTURE

The following are some of the characteristics of culture:

1. Culture defines a group of people. It differs from place to place.

2. Culture is dynamic, flexible and changes with time as technology changes and as
people come in contact with other cultures.
3. It is a collective experience of a community or a group of people. It is not restricted
to a person.
4. It is a continuous process that is passed from one generation to another. There can
be no people without culture. It is an enduring characteristic of human society.
5. An individual learns the culture of his society through the agents of socialization such
as family, the school, peer group, the community, mass media, etc.
6. No culture is bad or inferior. Each group has its own definite culture as a result of its
environment. This is called cultural relativity.
7. Culture is learnt – it is neither inborn nor a biological feature. It is created by a
community in order to ensure harmonious and progressive living of its members.

EVALUATION

1. List five features of culture.

2. Explain the listed features of culture.

GENERAL EVALUATION (Essay questions)

1. Mention five characteristics of culture

2. Write short notes on any two of the stated features.

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3. Give 4 examples each of material and non-material aspects of culture.

4. State five features of culture.
5. Discuss some reasons why some cultures are different from others.

WEEKEND ASSIGNMENT

Objective Test:

1. There are over _________ indigenous languages in Nigeria (a) 100 ( b).
250 (c) 500 (d)200
2. ‘Tuwo’ and ‘Danwake’ are popular among __________(a) Hausa-Fulanis( b)
Yorubas (c) Igbos (d)Edo
3. The ________ play musical instrument such as ‘gangan’, ‘bata’ and ‘dundun’ ( a)
Igbos (b) Hausas (c) Yorubas (d)Benin
4. Stories about man and animals such as tortoise and elephant are called (a).
folklores (b). fictions (c). factions (d) culture
5. The following are features of culture except (a) rigidity (b) language ( c)
religion (d) administration

READING ASSIGNMENT: Read all the contents of your e-learning notes in preparation for
first term examination.

WEEK 10. REVISION

WEEK 11-13. EXAMINATION

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