jss1-3 NVC

FEDERAL MINISTRY OF EDUCATION
9-YEAR BASIC EDUCATION CURRICULUM

NATIONAL VALUES CURRICULUM
FOR
JSS 1 – 3
Nigerian Educational Research and Development Council
JULY, 2018
www.headteacher.com.ng
THEME: CIVIC EDUCATION JSS ONE

SUB-THEME: OUR VALUES
TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION
OBJECTIVES LEARNING
TEACHER PUPILS GUIDE
RESOURCES
National Values Students should 1. Meaning of 1. Leads the students to 1. Find out the 1. Introductory Students to:
values e.g. like find out meaning of meaning of texts on values
be able to: 1. explain the
and dislike values. values. and value
meaning of
1. explain what is systems.
2. Levels of 2. Uses case studies and 2. Participate in values;
meant by values; manifestation of contrived situations to class discussion. 2. Books on African
2. mention two
values: guide students to proverbs and
2. mention some of 3. Compile a list of importance of
- individual analyze the folk tales.
values in the wise sayings in values in the
- society importance and
society e.g. co- the community 3. Moral society;
manifestations of
operation, self- 3. Importance of that teach Instructional
values in the individual 3. explain the
reliance, values in the values. books.
and the society. manifestation
tolerance. society e.g.
4. Ask and answer 4. Posters and of values;
unity 3. Guides students to
3. describe the Level questions Cartoons.
cooperation, identify factors that 4. list three factors
of manifestations
harmony promote good value that promote
of values;
system. good values.
4. Factors that
4. identify societal
promote value
factors that
system e.g.
promote good
- consistency
values.
- trust
- tolerance
- fairness
- integrity
- commitment

SUB-THEME 1: OUR VALUES
TOPIC PERFORMANCE CONTENTS ACTIVITIES TEACHING AND EVALUATION
OBJECTIVES LEARNING
RESOURCES
National Values: Students should 1. Meaning of honesty 1. Guides discussion 1. Contribute to class 1. Books on Moral Students to:
Honesty be able to: 2. Attributes of honesty on: discussion. Instructions 1. explain the
1. explain the 3. Benefits of honesty - the meaning and 2. Role play to 2. Dictionary meaning of
meaning of 4. Consequences of attributes of demonstrate 3. Newspaper honesty;
honesty; dishonesty e.g. in honesty; honesty. stories 2. list two
2. state attributes of examination - benefits of honesty 3. Recount instances 4. Documentaries attributes of
Honesty; malpractice, cheating, and consequences of that honesty paid 5. Posters and honesty;
3. explain the fraudulent practices etc. dishonesty off. Cartoons. 3. enumerate
benefits of 2. Arranges for a guest 4. Write short story on three
honesty; to talk to the the value of honesty benefits of
4. di.scuss the students about 5. Listen to guest talks, honesty;
consequences of honesty; ask and answer 4. describe two
dishonesty. 3. Guides students role- questions. consequences of
play to demonstrate dishonesty.
honest behaviour
National Values: Students should be 1. Meaning of 1. Leads discussion on 1. Contribute to 1. Films, Students to:
Cooperation able to: cooperation e.g. the meaning, discussion and give newspapers, 1. explain
1. explain work together to attributes and examples. radio and TV cooperation
cooperation; achieve goal benefits of 2. Write essays on programmes, and give two
2. describe the 2. Attributes e.g. cooperation. cooperation. dictionary, examples;
attributes of sharing, caring, 2. Guides students in 3. Relate their documentaries 2. list three
cooperation; supporting etc. team activities. experiences in team on ECOWAS, attributes of
3. identify factors 3. Factors that promote 3. Guides students to activities. AU, UNO, cooperation;
that promote cooperation: e.g. identify factors that 4. Carry out group Commonwealth 3. mention four
cooperation, trust, setting goals promote assignment and Olympic games factors that
trust, humility, together, patience, cooperation. write report etc. promote
patience, understanding, 4. Arranges for a guest cooperation;
tolerance, open humility, tolerance, speaker to talk to 4. enumerate
mindedness; open-mindedness the students about three benefits
4. state the benefits etc. cooperation. of
of cooperation. 4. Benefits of cooperation.
cooperation
- harmony
- progress
- goal achievement

SUB-THEME 1: OUR VALUES
OBJECTIVES TEACHER PUPILS LEARNING GUIDE
RESOURCES
Student should be 1. Meaning of Self Reliance 1. Leads class 1. Contribute to 1. Introductory Students to:
National Values:
able to: discussions on discussion what textbooks on 1. define self-
Self Reliance
1. explain the 2. Attributes of self-reliance meaning, they think their self reliance. reliance;
meaning of attributes and talents are and
self-reliance, 3. Processes of Identifying, benefits of self- why people 2. Visit to practical 2. discuss three
Nurturing and reliance. should be self- skills acquisition benefits of self-
2. identify Perfection of Talents reliant. centres. reliance;
importance of and Skills. 2. Gives practical
self-reliance: examples of 2. Discuss possible 3. Practical 3. discuss two
4. Benefits of Self Reliance agencies that areas of activities to consequences
3. identify to help tap and specialization enable students of being
processes of • Oneself develop and how to identify their dependent on
discovering • Family talents. make wealth skills and others or
one's natural • Society and develop talents. society;
talents; 3. Creates the nation. 4. identify the
5. Understanding that the activities to importance of
4. discuss how to wealth of a nation is help identify Self-reliance;
nurture the contained in its natural student skills
identified and human resources. and talents. 5. enumerate five
talents; 6. Consequences of natural talents
undiscovered talents that people
5. mention the and undeveloped skills. possess.
consequences
of wasted
talents and
undeveloped
skills.

THEME: CITIZENSHIP
OBJECTIVES LEARNING
RESOURCES
Citizenship. Students should 1. Meaning of 1. Guides students to 1. Find out and 1. The Nigeria Student to:
be able to: citizenship explain meaning report on: Constitution.
1. describe the
Membership of a and types of
1. explain the - the birth places 2. Specimen copy of term,
Nation based on citizenship
meaning of of their parents citizenship citizenship.
laid down
citizenship; 2. Guides students' registration forms.
conditions. - their places of 2. explain the
discussion on
2. name different birth. 3. Sample National concept of
2. Types of citizenship processes of
types of I.D. Cards. citizenship.
by birth, by becoming citizen
citizenship;
registration and of a country. 4. Sample Birth 3. name two
2. Explain
3. describe the naturalization. certificate. different types
differences
processes of of citizenship.
3. Process of becoming between place
becoming
a citizen of a of birth and 4. explain two
citizen of a
country. place of origin. processes of
country.
becoming
citizen of a
country.

THEME: CITIZENSHIP

OBJECTIVES LEARNING
RESOURCES
Rights Students should 1. Meaning of rights 1. Prepares flash 1. Read about 1. School rules and Students to:
and Duties be able to: and duties with cards citizens’ right regulations
1. explain the
of Citizens examples: and duties
1. explain the 2. Guides student to meaning of
meaning of - right to education 2. Participate in rights and
- Discuss the school 2. The Nigerian
rights and class discussion duties of
- right to life rules and identify Constitution
duties and debates citizens
their rights and
- right to opinion/ 3. Flash cards
2. identify and duties to the 3. Sort-out flash 2. distinguish
freedom of
distinguish school card on rights between Rights
expression
between and duties and Duties
- State the
citizen's rights 2. Differences between
importance of 3. give two
and duties. "Rights" (e.g.
rights and duties. examples of
voting rights) and
3. state the citizens’ rights
"Duties" (e.g.
importance of and duties
payment of taxes,
citizen's rights
obedience to the 4. mention three
and duties.
law) of citizens. importance of
rights and
3. Importance of
duties of
citizens’ rights and
citizens
duties
- social control
- peace
- due process
- discipline.

THEME: NATIONAL CONSCIOUSNESS AND IDENTITY
RESOURCES
Objects for Students should be 1. National 1. Brings pictures and 1. Identify and 1. A chart Students to:
National able to: symbols charts to the describe showing all the
Consciousness 1. identify Nigeria's - Coat of arms classroom. national symbols. Nigerian 1. list three
national symbols - National flag National national
and their meanings; - National 2. Guides the students 2. Explain the symbols. symbols;
currency to describe the meaning of the
2. describe the features of national symbols. 2. National flag 2. describe
unifying measures 2. National symbols and their meaning of
included in the Anthem meanings. 3. Participate in class 3. Specimen of the features
Nigerian national and Pledge. discussions. Nigerian on the
Anthem and pledge; . 3. Analyses the currency symbols;
3. Purpose of national anthem 4. Lead the discussion
3. describe the establishment and pledge and on how they can 4. Nigerian 3. identify the
measures adopted of Identifies unifying promote national Constitution unifying
by government to National national goals. unity. factors in the
promote unity institutions 5. Posters and National
among like NYSC, 4. Discusses measures Documentaries Anthem and
Nigerians; Unity and institution that Pledge;
Schools, foster national unity 6. Cartoons and
4. discuss parts Federal among Nigerians. films. 4. discuss efforts
of the Nigerian Character etc. by
Constitution that 5. Guides the students government to
seek to promote 4. Ways of in identifying ways promote
national promoting of promoting national
consciousness and National Unity: national unity. ,unity;
national unity; - Tolerance,
- Hospitality, 5. discuss how
5. discuss how - non- individuals can
individuals and discrimination promote
groups can promote - inter-marriage national unity.
national unity. etc.
THEME: SOCIAL STUDIES EDUCATION

SUB-THEME: FUNDAMENTALS OF SOCIAL STUDIES EDUCATION JSS ONE
TOPIC PERFORMANCE CONTENTS ACTIVITIES TEACHERS AND EVALUATION

OBJECTIVE TEACHER STUDENTS LEARNING GUIDE
History of Student should be 1. History of Nigerian Social Studies Lead students to Participate in 1. Students Students to
Nigerian able explain the Education: discuss the history discussion of Textbooks. explain history of
Social development of - First conceived in the united state of Nigerian Social history of 2. Social Studies Nigerian Social
Studies social studies and later spread to Europe. Studies Education. Nigeria Social materials. Studies
Education Education in - After the world wars it was identified Studies 3. Resource Education.
Nigeria. as a course that is relevant to the Education. persons.
understanding of man and his 4. Video clips,
problems. etc.
- Conferences were held to spread it in
Africa,
i.e. Mombasa conference in Kenya.
- Back home in Nigeria, the Aiyetoro
comprehensive High School Pilot
Study and Project with the
assistance of ford foundation.
- Former twelve states of Nigeria
went further to organize activities to
promote social studies in their
educational institution and schools.
- In further development of the
subject, many seminars and
workshops have been organised by
such bodies as the NERDC and Social
Study Association of Nigeria (SOSAN)
and others.
- Today social studies is taught in the
primary school, junior secondary
schools, NTI, Grade II Teachers
Certificates , Colleges of Education
and Universities. One can obtain PhD
in social studies.
JSS ONE
SUB-THEME- FAMILY AS THE BASIC UNIT OF SOCIETY
TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING EVALUATION
OBJECTIVES AND GUIDE
TEACHER STUDENTS
LEARNING
RESOURCES
Family as a Students should be 1. Meaning of Primary Social Group; 1. Guides 1. Participate in 1. Relevant 1. State the
Primary Social able to: discussion on the the guided pictures and meaning of
It is a group whose members share close,
Group meaning of discussion on charts. primary social
1. Give a simple personal, and long lasting relationships.
primary social the meaning of group.
meaning of Members show concern for one another, 2. Charts for
group. primary social
primary social and share activities and culture. compiling 2. List any three
group.
group 2. Conducts a responses things that
2. What makes the Family a Primary Social brainstorming 2. Provide a during make the
2. Explain what Group session on what variety of brainstormin family a
makes the
- It is the main unit of socialization makes the family responses g session. primary social
family a social
a primary social during the group.
group - Everybody belongs to one family or 3. Resource
group. brainstorming
another persons- 3. List any three
3. Identify the roles session.
3. Invites some parents roles of
and - Every society grows from the social parents to give 3. Take notes and members
responsibilities unit called family etc. talks on the roles ask questions of the family
of members of a
3. The roles and responsibilities of members and on the talk as a primary
family as a
of a family as a primary social group: responsibilities of being given by group.
primary social
family members the resource
group in the - Get members to work for the growth as a primary persons
community of the community social group.
- Work as adult members to
contribute to the economy
- Play key roles in population growth,
especially the father and mother
- Play active role in political affairs e.g.
registering and voting etc.
THEME: SOCIAL STUDIES EDUCATION JSS ONE

SUB-THEME: FAMILY AS THE BASIC UNIT OF SOCIETY
OBJECTIVES LEARNING GUIDE
MATERIALS
TEACHER STUDENTS
The Consequences of Students should be 1a. Characteristics of 1. Illustrates the 1. React to posters,
Large/Small Family able to: Large Family size- characteristics of large picture and charts 1. Relevant Students to:
Size father, mother, and and small family sizes on the posters, pictures
1. describe the many children. with posters, pictures characteristics of and Charts, 1. Differentiate
characteristics of 1b. Characteristics of and charts large and small between a large
large family size Small Family Size- family sizes 2. Relevant cases family size and
and those of small father, mother, and 2. Uses case studies to a small one.
family size very few children. explain the 2. Participate in
consequences of discussions, and 3. Documentaries 2. List the
2. explain the 2. Consequences of family size debates. on family life. consequences of
consequences of family size on: large family size
family size on on:
- quality of individual
individual lives and - the quality of
lives
the nation’s life of the
economy. - the national people and
economy - the nation’s
economy.

SUB-THEME: CULTURE AND SOCIAL VALUES
RESOURCES
TEACHER STUDENTS
Students should be 1. Meaning of Culture- a 1. Explains culture 1. Ask and answer 1. Motion pictures Students to:
Meaning and
able to: total way of life of the with concrete questions on of culture.
Characteristics of
people. examples. culture. 1. give a simple
Culture
1. define culture 2. Pictures of meaning of
2. Components of 2. Take students to 2. Observe and report cultural display. culture.
2. list the culture the museum and Nigeria’s cultural
components of - Material and non places of cultural heritage. 3. Visits to 2. list components
culture. material culture interest to observe museum of Nigerian
3. Features of culture the display of 3. Participate in class culture.
- Language Nigerian culture. discussions. 4. Regalia.
3. group the - Food and dressing 3. state some
components of - Religion 4. Collect and display examples of
culture as - Technology/ 3. Guides students to materials from the material and
material and non Craft, etc. discuss and various Nigerian non-material
material. identify : cultures in cultural aspects of
4. Characteristics of - components of activities. culture.
4. state the culture culture.
characteristics of - We learn culture - material and 5. List
culture. - It tells us how non-material characteristics
different activities culture. of culture.
can be carried out - characteristics of
- It allows a range of culture.
permissible - the uniqueness
behaviours etc. of Nigerian
culture.
5. Cultural differences
in Nigeria. 4. Organizes cultural
activities and
displays of cultural
artifacts
10

RESOURCES
TEACHER STUDENTS
Students should be 1. Cultural 1. Motion

Similarities 1. Guides students to 1. Participate in the Students to;
able to: similarities in pictures of
and identify variety of identification of
Nigeria. culture. 1. identify the
Differences cultural traits among the variety of
1. identify cultural 2. Pictures of similarities
among the different cultures to get
similarities 2. Cultural cultural among the
Cultures in Nigerian cultures in the similarities
among Nigerians. differences in display. cultural groups
Nigeria order to identify
Nigeria. 2. Identify around their
their similarities.
2. identify cultural differences in the 3. Regalia. locality.
differences 3. Shared Norms 2. Leads students to cultures of
2. identify the
among Nigerians and Values of identify cultural Nigerians.
differences
Nigerian differences among
3. Participate in the among the
3. mention some Communities. Nigerians.
inquiry session cultural ethnic
shared norms
3. Sets students on and report their groups around
and values of
inquiry session to findings to the their locality.
Nigerian
find out from the class for further
communities. 3. mention some
community areas discussion on the
shared norms
some of the norms cultural
and values of
and values shared similarities
Nigerian
by Nigerian ethnic among Nigerians.
communities.
groups.
11
THEME: SOCIAL STUDIES EDUCATION JS ONE

SUB-THEME CULTURE AND SOCIAL VALUES
MATERIALS
TEACHER STUDENTS
Students should be 1. Meaning of socialization- 1. Leads a discussion on 1. Participate in 1. Charts on Students to:
Agents and
able to: lifelong process of inheriting the meaning of class socialization 1. state the
Processes of
and passing on the norms, socialization. discussion. models. meaning of
Socialization
1. define customs and ideologies of a socialization.
socialization. social group. It may provide 2. Guides and directs 2. Role-play 2. Role cards.
the individual with the skills students to role-play Agent of 2. list some of
2. enumerate the and habits necessary for socialization models. socialization 3. Product of the agents of
agents of participating within their own in class. futures wheel socialization.
socialization. society. 3. Uses futures wheel exercise.
exercise to discuss the 3. Mention the
3. mention the 2. Agents of socialization e.g. importance of 3. Provide importance of
importance of family, school, religious socialization in our responses socialization.
socialization organizations, press, age community. to complete
grade, peer group, clubs & the future
societies. wheel on
the
3. Importance of socialization- importance
is the means by which of
human infants begin to socialization
acquire the skills necessary in our
to perform as a functioning community.
member of their society, and
is the most important
learning process one can
experience
12

SUB-THEME: CULTURE AND SOCIAL VALUES JSS ONE

MATERIALS
TEACHER STUDENTS
Students should be 1. Structure and Process 1. Presents charts on the 1. Draw the 1. A copy of Road Students to:
Road Safety
able to: of Forming Road structure and process organogram of Safety Club
Club as an
1. describe the Safety Club in Schools of forming of Road Road Safety Club guidelines. 1. Describe the
Agent of
structure and Safety Club for class and discuss it. structure and
Socialization
process of 2. The Roles of Road discussion. 2. A picture of process of
forming Road Safety Club in the 2. Write down the Road Safety formation of
Safety Club Socialization of 2. Invites road safety key points of the Club Road Safety Club
Youths: corp officer to give talk on the roles member(s). in schools from
2. state the roles of talks on the roles of of Road Safety in an organogram.
Road Safety Club FRSC in the the Socialization
in the socialization socialization of youth of the Youths. 2. state the roles of
of youths. Road Safety Club
in the
socialization of
youths.
13
THEME: SOCIAL STUDIES JS ONE

SUB-THEME: SOCIAL AND HEALTH ISSUES
RESOURCES
TEACHER STUDENTS
Students should be 1. Contemporary social 1. Involves students in a 1. Collate and report 1. Newspapers and Students to:
Common Social
able to: problems in Nigeria pre-lesson information on magazine
Problems in
(e.g. identification of contemporary articles. 1. list common
Nigeria
1. identify social - Exam malpractice; contemporary social social problems. social problems
problems in the Cultism, HIV/AIDS) problems by noting 1. 2. Radio, TV and in Nigeria
Nigerian society. etc.). the frequency of 2. Participate in class internet options. giving
occurrence of the discussion social examples from
2. discuss the causes 2. Causes of problems on print problems and their
of the social contemporary social and electronic media. their causes. communities.
problems. problems in Nigeria
e.g. poverty, 2. Guides class to 2. discuss the
corruption, lack of discuss social causes of
parental care, greed problems and their common social
etc. causes. problems in
Nigeria.
14
THEME: SOCIAL STUDIES JS ONE


RESOURCES
TEACHER STUDENTS
Students should be 1. Discuss the effects 1. Newspapers
Ways of Solving 1. Effects of social 1. Leads a discussion on Students to:
able to: of social problems. and magazine
Common Social problems; Poverty; the effects of social
1. explain the effects articles. 1. Explain current
Problems in underdevelopment; problems.
of social issues social
Nigeria. etc. 2. Mention ways of
and problems in 2. Guides students on 3. Radio, TV problems.
solving the
Nigeria. 2. Ways of solving ways of solving the and internet.
common social 2. Proffer
contemporary social social
problems in their adequate
2. evaluate the problems e.g. issues/problems.
communities. 3. Documentaries measures for
measures adopted
Government policies, overcoming the
to solve social
participation in civil problems.
problems.
society, personal
discipline e.g.
contentment,
loyalty, faithfulness
etc.
15
THEME: SOCIAL STUDIES JSS ONE

OBJECTIVES TEACHER STUDENTS LEARNING GUIDE
RESOURCES
Our Roles in Students should be 1. Guides students to explain 1. Listen to guest 1. Newspapers and
1. Need for safety. Students to:
Promoting able to: the needs and measures speaker ask magazine
Safety in Our for ensuring safety in an and answer articles. 1. explain the
2. 2. Safety measures in
Community 1. explain the need environment. questions. need for
3. the Home, school
for safety. 3. Lists safety guidelines for 2. Radio and TV safety.
4. and workplaces.
pedestrians e.g. 2. Explain the and internet.
5. 2. mention their
2. enumerate Walking on the left hand need for
6. 3. Safety guidelines for roles in
measures that side facing on safety.
7. pedestrians, 3. Documentaries promoting
could be taken to - coming vehicle.
8. cyclists, motor 3. Mention safety safety in their
ensure safety in - Wearing bright coloured
9. cyclists, motorists, measures in homes and
the home, school, material while
10. Etc. the home, schools.
workplace and walking in the night
11. school and
the environment, etc. 3. enumerate
environment.
4. Demonstrates safety safety
3. list safety guidelines for road- 4. List safety measures that
guidelines for crossing. guidelines for could be taken
pedestrians, 5. Identifies safety pedestrians, to ensure
cyclists, guidelines for cyclists and cyclists and safety in
motorists, motor-cyclists e.g.: motorists, homes,
1. 6. a. use of safety helmets schools, and
b. use of rider’s workplaces.
protection e.g. padded
clothes, bright coloured
jacket, etc.
7. Explains safety guidelines
for motorists e.g.
- Use of seat belts
- Obeying all traffic
regulations
- Ensure proper vehicle
maintenance.
16
THEME: SECURITY EDUCATION JSS ONE

SUB-THEME: COMMON CRIMES AND SECURITY MANAGEMENT 1
TEACHING AND
TOPIC PERFORMANCE CONTENT ACTIVITIES LEARNING EVALUATION
OBJECTIVES TEACHER STUDENTS RESOURCES
Common Students should be 1. Examples of crimes: 1. Guides students 1. Participate in class Textbooks, Students to:
Crimes, Causes able to : e.g. to identify discussion leading charts, 1. identify common
and Effects. 1. identify common -Falsehood common crimes. to identifying Video clips, crimes.
crimes. -Theft 2. Leads students causes and effects Stickers 2. mention the
2. state the causes of -Rape to state the of common Posters, etc. causes of
common crimes. -Murder causes of crimes. common crimes.
3. mention the -advance fee fraud- common crimes 2. State causes of 3. state the effects
effects of common (419) 3. Asks pupils to common crimes of common
crimes. -sale of mention the 3. Mention effects of crimes
4. report contaminated food effects of common crimes 4. state ways of
appropriately ways -dealing in fake common crimes 4. State ways of relating with
of relating with drugs, etc. 4. Guides students relating with security agents,
security agents. 2. Causes and effects to find out more security agents, school,
5. explain ways of of common crimes information on school and neighborhood
relating with ways of relating neighborhood authorities in
security agents, 3. Crime prevention: with security authorities in crime prevention
school and - cooperation with agents, school, crime prevention.
neighborhood security agents, and
authorities in school and neighborhood
crime prevention. neighbourhood authorities in
6. avoid criminal authorities in crime
behaviours. crime prevention.
17
THEME: CIVIC EDUCATION

THEME: OUR VALUES JSS TWO
OBJECTIVES LEARNING
RESOURCES
National Students should be 1. Meaning of integrity 1. Guides 1. Contribute to 1. Textbooks Student to:
Values: able to: discussion on discussion, ask 2. newspapers 1. explain the
Integrity 1. explain the 2. Attributes of - meaning of questions and 3. magazines meaning of
meaning of integrity integrity take notes. 4. biographies integrity;
integrity; - probity, honesty - Importance of 5. documentaries 2. state two
- contentment integrity; 2. Identify people 6. folklore attributes of
2. describe - truthfulness - Consequences of of integrity in 7. citations integrity;
attributes of - fair-play lack of integrity. their 8. -cartoons 3. describe
people of - non-compromise of community, importance of
integrity; principles etc. 2. Reads the write essays having
citation of defending their people of
3. discuss the 3. Examples of people claims. integrity in
need to have people of integrity of integrity and 3. Compile the
people of integrity in the society. guides students to folklores on community,
in the society. identify the special integrity. 4. list two
4. Need for people of attributes of the people of
integrity in the society people. integrity in
e.g. community the
development, 3. Guides students to community
peaceful co- compile folklore with
existence models that teach the justification.
for the young consequences of
ones etc. lack of integrity.
18

SUB-THEME: OUR VALUES JSS TWO
RESOURCES
Students should Students to:
National 1. Meaning of 1. Guides students to 1. Attend and 1. Textbooks
1. explain the
values: be able to: contentment. explain the listen to guest 2. Moral
meaning of
1. explain the meaning of talk. Instructional
Contentment 2. Attributes of contentment;
meaning of contentment. books
Contentment:
contentment; 2. Participate in 3. Corrupt
- satisfaction 2. list three
2. Asks students discussion/ask Practices
- lack of envy attributes of
2. describe the to compile local question and and other
- rejections of contentment;
attributes of sayings, adage write notes. Related
greed and
contentment; and proverbs Offences Act
corruption 3. list two
that promote 3. Identify effects 2000
- humility, etc. adages
3. identify the contentment. of lack of 4. Cartoons
and proverbs
consequences 3. Effects of lack of contentment on
to support
of contentment on 3. Guides the the society.
contentment;
lack of society: students to carry out
contentment. - corruption dramatize the assignment of
4. state three
- greed effects of lack of compiling local
consequences
- envy contentment in the sayings,
of lack of
- theft society. proverbs
contentment.
- prostitution etc to promote
- robbery 4. Organize. contentment.
- cheating, etc. guest talk on
lack of
contentment.
19


OBJECTIVES LEARNING
GUIDE
TEACHER PUPILS RESOURCES
Students should 1. Meaning of 1. Guides 1. Participate in Students to:
National 1. Books
be able to: Discipline discussion on: class 1. define
Values:
2. Attributes of - the meaning of discussions, 2. Posters discipline;
Discipline
1. explain the discipline discipline ask questions,
3. cartoons
meaning of - self control - attributes of answer 2. state three
discipline; - moderation discipline; questions, 4. Relevant attributes of
- modesty - benefits of take notes. publications discipline;
2. list the - respect for disciplined
5. School rules
attributes of a legitimate behaviour; 2. Narrate 3. enumerate
and
disciplined authority - consequences personal three
person; - respect for of experiences regulation benefits of
rule and undisciplined on discipline;
6. Dictionary
3. state the regulations behaviour disciplined and
benefits of - perseverance undisciplined 4. state two
disciplined - dedication, 2. Asks students to behaviour. consequences
behaviour; etc. narrate of
personal 3. Role-play indiscipline.
4. discuss the experiences some
consequences that attributes of
of indiscipline demonstrates discipline.
on the some
individual and attributes of 4. Write notes on
the society. discipline and discipline in
consequences of school and the
indiscipline. community.
5. Participate in
development
of check-list.
20

OBJECTIVES LEARNING
RESOURCES
National Students should 1. Meaning of courage 1. Guides 1. Participate in 1. Books Students to:
Values: be e.g. exercise boldness students class 2. Pictures of
Courage able to: in carrying out to: discussion, heroes 1. explain the
positive activities in - explain the ask questions 3. Biographies meaning of
1. explain the community. meaning of and write 4. Recorded Radio courage;
meaning of 2. types of courage courage; notes. and TV
courage - physical courage - list types of Programmes. 2. list three
(the willingness to courage and 2. Listen to 5 .Documentaries types of
2. identify types exercise physical explain their stories of 6. Home videos courage;
of courage energy to get things meaning courageous 7. Newspaper
(physical, done) actions by Report 3. state four
moral and - - moral courage 2. Guides heroes 8. Posters attributes of
religious). (the ability to choose to discussion and heroines 9. cartoons courageous
do what is right on in individuals in
3. state the irrespective of pressure demonstrations their the society;
attributes of a to do of different community.
courageous otherwise) types of 4. list two
individual/ - spiritual courage courage. 9. Write notes examples of
society. (courage to exhibit on class monitors
ones spiritual faith 3. Invites guest courageous that have taken
and live according lecturers from steps courageous
to its tenets); relevant taken in steps.
3. Attributes of agencies e.g. school.
courageous persons ICPC, EFCC,
- commitment Police etc. on 10. Participate
- endurance the need for in
- determination moral courage. guest
- steadfastness lectures.
- diligence
- boldness
- bravery etc.
21

SUB-THEME: GOVERANCE JSS TWO
OBJECTIVES LEARNING
RESOURCES
Nigeria as a Students should 1. Meaning of 1. Guides students Participate in Students to:
1. Text Books
Federation be able to: Federation to: class discussion 1. explain the
2. Relevant
- explain the on: meaning of
publications
1. explain the 2. Needs for meaning of 1. the meaning Federation;
3. Political maps
meaning of Federation; Federation. of Federation;
4. Nigerian
Federation; - National Integration - discuss the needs 2. explain the
Constitution.
- Unity in diversity for 2. needs for needs for
2. explain the - Controlling activities Federation. Federation; Federation;
needs for of states - describe the
Federation and characteristics 3. the 3. describe the
federal systems; 3. Characteristics of a of a Federation. characteristics of characteristics
Federation: 2. Gives students a Federation; of a Federation;
3. describe the - sharing of powers reading
characteristics of a between Central assignment. 4. carry out 4. discuss
Federation. and State group work on dangers of
Government dangers of failed failures of
- States have federalism. federalism in
constitutionally an ethnically
defined control diverse and
over their own culturally plural
affairs society.
- Central
Government
control the States
- Constitution of
Federal system
22

SUB-THEME: GOVERNANCE JSS TWO
OBJECTIVES LEARNING
RESOURCES
Relationship Students should 1. Relationship 1. Explains to 1. Participate in Students to:
1. Text books
between be able to: - perform function students the class 1. list three types
2. Documentary
Federal, according to three tiers of discussion. of
3. Constitution
State and 1. identify nature constitutional government: relationship
4. Newspapers
Local of relationship provision Federal, State 2. Debate the among Federal,
and magazine
Governments among Federal, - power to legislate. and Local. differences State and
articles.
State and Local - power to carry out among the Local
Governments; functions in 2. Engages three Government;
accordance with students in government.
2. list areas of constitutional class discussion 2. list three areas
differences provisions. through of differences
between the - provide form of question and between
Federal, State governance etc. answer Federal, State
and Local sessions. and
Governments. 2. Differences Local
among 3. Cites Government;
the three tiers of examples to
government bring out the 3. discuss
- Functions difference concurrent
- Legislative among the and exclusive
Powers three tiers of powers of
- Executive government. government.
Powers
- Concurrent and
Exclusive
powers, etc.
23

SUB-THEME: HUMAN RIGHTS AND THE RULE OF LAW JSS TWO
OBJECTIVES LEARNING
RESOURCES
The Rule of Law Students should be 1. The meaning 1. Guides students 1. Take part in 1. Posters Student to:
able to: of law and through class the guided 2. Video clips 1. explain the
the rule of law. discussion on the discussion, ask 3. Books meaning of law
1. state and meaning of law and questions and 4. Charts, flyers, and the rule of
explain the 2. The benefits the rule of law. take notes. posters, law;
meaning of law of the rule of pictures, flash
and the rule of law as against 2. Asks students to 2. Identify the cards. 2. identify three
law; Arbitrary rule. identify the benefits benefits of the benefits of the rule
of the rule of law as rule of law as of law against
2. explain the 3. Punishment against arbitrary against arbitrary arbitrary rule;
benefits of the for breaking rule. rule.
rule of law; the law. 3. identify ten
3. Asks students to do 3. Do the offences people can
3. identify some 4. Equality of an assignment assignment be found guilty of
offences for all citizens before finding out examples and punished under
which an the law. of offences for 4. Participate in the law;
individual can which an individual the debate.
be found guilty can be found guilty 4. discuss the
and punished and punished under statement "The law
under the law; the law. is no respecter of
persons.
4. explain the 4. Organizes a class
meaning of the Debate on the
statement "the equality of all
law is no individuals before
respecter of the law and guides
persons" the student.
24


OBJECTIVES LEARNING
RESOURCES
Protection Students should 1. Ways of protecting 1. Guides students 1. Take part in 1. Books Students to:
of Human be able to: human through class discussion 2. Publications of 1. explain how
Rights and Rights: discussion to ask questions civil society individuals and
the Rule 1. explain how - representing the explain how and take notes. organizations groups help
of Law individuals affected persons in individuals and 3. Video clips protect
and court. groups can assist 2. Carry out 4. Newspaper human rights of
groups can - drawing attention to in protecting assignment on reports and citizens;
assist in cases of human rights citizens' rights. identifying magazine
. protecting violations through groups and articles. 2. identify four
human rights • Protest matches 2. Gives Students individual who groups that
and the rule of • Media coverage assignments to assist in Flip chart assist in
law; • Hunger strike identify groups protecting Flash cards protecting the
that assist in citizens’ rights Posters etc. human rights of
2. identify some 2. Groups that assist in protecting human citizens.
groups that protecting human rights of citizens. 3. participate in
help in rights of citizens: class discussion.
protecting the - Civil Society
human rights Organisations (e.g.,
of citizens. CLO, CDHR, CRP, etc.)
- Trade unions
- Student Unions
- Ethnic Associations
- Legal Aid Council
25


OBJECTIVES LEARNING
RESOURCES
Consumer Students should be 1. Universal Rights of a 1. Write eight
1. Explains each of 1. Posters Students to:
Rights and able to: Consumer- right to: consumer rights
Responsibilities. 1. list the eight - Satisfaction of basic the eight role play the 2. Video clips 1. explain universal
universal needs. universal right of consumer rights.
3. Books
consumer - safety consumer rights. consumers. 2. list and explain
rights. - information 2. Participate in 4. Chart flyers,
2. Discusses the duties of a
- choose class discussion, posters,
responsibilities of consumer.
2. explain each of - redress 3. Role play the pictures, flash
a consumer;
the consumer - Consumer education responsibility cards.
responsibilities - representation to be 3. Demonstrate the
heard responsibilities
- healthy
environment.
2. The responsibilities of
consumer:
- Be aware.
- Demand and keep
proofs of
transactions e.g.
receipts invoice
warranty.
- Think independently
- Speak out
- Respect the
environment
26

SUB-THEME: DEMOCRACY JSS TWO

OBJECTIVES AND
LEARNING
RESOURCES
Democracy Students should be 1. Meaning of 1. Leads class in 1. Read books, 1. Textbooks Students to:
able to: democracy. discussion on newspapers etc, 2. The 1. explain the meaning
1. defined democracy; 2. Features of democracy. the meaning and report on the Nigerian of democracy;
2. enumerate the 3. Democratic and institutions features of Constitution 2. enumerate two
features of institutions and their of democracy. democracy. 3. Pictures of features of
democracy; functions democratic democracy;
3. explain benefits -INEC 2. Uses relevant 2. Participate in Institutions 3. identify two
of democracy; - Political parties publications to class discussions. 4. Video clips democratic
4. identify democratic - Pressure groups guide students 3. Participate in 5. Textbooks institutions
institutions in - Arms of government to identify class discussion 6. Relevant in Nigeria;
Nigeria and their 4. Importance of democratic through questions publications 4. discuss three
Roles; democracy institutions in and answers. functions of these
5. state the importance Nigeria and their institutions;
of democracy. functions. 5. outline three benefits
of democracy to:
- the citizens
- the Nigerian nation
Pillars of Students should be 1. Meaning and Guides students 1. Read books, 1. Textbooks Students to:
Democracy able to: explanation of pillars of to: newspapers etc, 2. The 1. define and explain
1. explain pillars of democracy. - define and and report on the Nigerian pillars of
democracy; 2. Pillars of democracy explain pillars pillars of Constitution democracy;
2. list pillars of - people, democratic of democracy democracy. 3. Pictures of 2. list three pillars of
Democracy. institutions, Rule of - list pillars of 2. Participate in democratic democracy and
Law, transparent democracy class discussions. Institutions discuss functions of
electoral process, 3. Conduct group 4. Video clips each pillar in
majority rule exercises focused 5. Textbooks relation to working
&minority rights etc. on identifying pillars 6. Relevant of democracy.
of democracy. publications
27

OBJECTIVES LEARNING
RESOURCES
Election Students should be 1. The concepts of 1. Guides students 1. Narrate their Students to:
1. Voter
and Voter able to: election, voter to: experience during 1. define the concept
Education
Responsibilities 1. explain and voting. - discusses the of elections, voter
2. Read and Handbooks
Election, voter concept of election, and voting;
gather
and voting; 2. Differentiate voter and voting; 2. The Nigerian
information from
between various and Constitution 2. list five types of
books.
2. differentiate types of - identify elections;
3. INEC
between various elections; procedures for the 3. state the
3. Participate in publications
types of different types of qualifications;
drama and
elections; 3. Enumerate the elections.
debates.
basic 4. identify two
3. enumerate the qualifications 2. Invites electoral responsibilities of a
4. Listen to talks; ask
qualifications for for officer to give voter;
and answer
election; election. students a talk on:
questions.
- qualifications for 5. explain the
4. discuss the 4. Discuss the election; procedures of
responsibilities of responsibilities - voting voting;
a voter; of a voter; procedures;
- need for peaceful 6. state three
5. describe the 5. Describe the election; and importance of
procedure for procedure for - importance of elections.
voting; and voting; and election etc.
6. discuss the 1. Discus the

importance of importance of
election. election.
28

OBJECTIVES LEARNING
RESOURCES
Electoral Students should 1. Guides 1. Read 1. Textbooks Students to:
1. Meaning of
Malpractices be able to: students to newspapers, 2. The 1. explain meaning
electoral
1. explain Electoral collect Magazines constitution of electoral
malpractices; malpractice. information on and publications 3. INEC malpractices;
electoral and INEC Publications
2. Forms of electoral
1. discuss the malpractices releases. and papers 2. list four types of
malpractices
causes of from several and posters. electoral
- fake ballots papers
electoral sources. 2. Participate in malpractices;
and manipulation of
malpractices; class discussions
votes; multiple
on electoral 3. identify two
voting
3. explain the malpractices causes
- artificial scarcity of
consequences of and listen and of electoral
electoral materials:
electoral ask questions malpractices;
- underage voting;
malpractices; on election
- thuggery and
malpractices. 4. enumerate three
intimidation;
4. suggest consequences of
- financial
solutions for electoral
inducement and
overcoming malpractices;
other corrupt
electoral
practices
malpractices in 5. discuss two
- fake manifestoes.
Nigeria. measures for
3. Causes of electoral preventing
malpractices. electoral
malpractices in
4. Consequences of
Nigeria;
Electoral
malpractices.
6. identify three
5. Preventing solutions to the
electoral problem of
malpractices. electoral
29
THEME: SOCIAL STUDIES JSS TWO

SUB-THEME: FUNDAMENTALS OF SOCIAL STUDIES
TOPIC PERFORMACE CONTENTS ACTIVITIES TEACHERS AND EVALUATION

OBJECTIVE LEARNING GUIDE
TEACHER STUDENTS
General Objectives Student should 1. General objectives 1. Leads students 1. List the general 1. Student’s text Students to list
of Social Studies be able list of social studies to list the objectives of books. general objective of
general include to: general social studies. social studies.
objectives of objectives of
- develop the ability
social studies. social studies.
to adapt to
changing
environment.
- inculcate national
consciousness and
natural unity;
- become a good
citizen, capable of
and willing to
contribute to the
development of the
society; and
- Inculcate the right
types of values and
attitudes.
30


TEACHER STUDENTS
RESOURCES
Family Bond Students should 1. Advantages of living 1. Leads discussion 1. Participate in the Pictures showing Students to:
and Living be able to: together in the Family on the discussion on the the happy moods 1. list some
Together as 1. State the include: advantages of advantages of living of people living advantages of
one Family advantages - Protection living together together in the together in the living together
of living - Happiness in the family. family. family. in the family.
together in - Unity 2. Uses 2. Answer questions 2. Give a simple
the family; - Education of children questioning on the topic. meaning of
2. The need for - Maintaining good method to relate 3. Play active roles family bond
bond and family name and the lesson to during class and cohesion.
cohesion; In reputation pupils’ real lives. demonstration. 3. List some of
family set - Good social behavior 3. Uses the 4. Participate in the
up. 2. Meaning of Family Bond students to brainstorming importance of
3. State the and Cohesion- strong ties demonstrate the session by good family
importance that recognize and meaning of contributing their reputation.
of good respect individual family family bond and own responses on
family members’ rights cohesion. the importance of
reputation 3. Importance of Good 4. Conducts a good family
Family Reputation brainstorming reputation.
- Good name session on the
- Respect from other importance of
members of the good family
community, etc. reputation.
31

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

OBJECTIVES ACTIVITIES LEARNING GUIDE
RESOURCES
TEACHER STUDENTS
Purposes of Students should be 1. Meaning of marriage - Uses guided discussion to 1. Participate in 1. Motion Students to:
Marriage able to: is a binding contract lead students to: discussions and pictures/charts
1. give simple
between the two simulations. showing the
1. state the meaning 1. state the meaning of meaning of
parties that joins concept of
of marriage; marriage; and 2. Ask and answer marriage;
together their marriage.
questions.
2. explain the possessions, income, 2. explain the purpose 2. state three
2. Relevant
purposes of and lives. of marriage purposes of
simulation
marriage; marriage.
games.
2. Purposes of
3. Cartoons.
marriage:
- procreation
- satisfying economic
and social needs
- sexual satisfaction
- growth in mutual
love etc.
32


RESOURCES
TEACHER STUDENTS
Readiness in Students should be 1. Conditions for 1. Uses lead 1. Participate in the 1. Relevant Students to:
Marriage able to: marriage: questions to discussion on the simulation
1. List out any
guide a conditions for games.
1. state the - physiological fitness, three conditions
discussion on the marriage.
conditions for 2. Cartoons that must be
- psychological conditions for
marriage. 2. Play active roles considered
fitness; marriage.
in the simulation before going
2. identify the
- social stability 2. Uses simulation exercise on the into any
effects of lack of
to lead the effect of lack of marriage
readiness on - financial readiness.
discussion on the readiness on relationship.
marriage
effect of lack of marriage
relationship 2. list three
2. Effects of Lack of readiness on relationship.
problems
Readiness on Marriage marriage
associated with
Relationship relationship.
not being ready
- Constant for marriage.
fight/Instability
- Divorce
- Broken home etc.
33


MATERIALS
TEACHER STUDENTS
Positive Group Students should be 1. Types of group 1. Guides students 1. Prepare and use Pictures of Students to:
Behaviours able to: behaviour: to prepare and simulation games. photographs of
1. describe types of
- Mass Action use simulation people taking
1. identify types of collective
- Communal Labour games to learn collective
group behaviour; 2. Listen to guest behaviours;
- Joining a protest or about collective actions
speaker, ask and
march behaviour and
answer questions. 2. state the
2. distinguish - Participating in a fight communal
distinguishing
between the or labour.
characteristics of
different types of - Acting patriotically
group
group behaviour;
2. Invites guest behaviours;
2. Characteristics of the
speaker to talk to
different types of
3. mention benefits students about 3. enumerate the
group behaviour
of positive group group behaviour benefits of
(destructive-negative)
behaviours. group
and constructive-
behaviours.
positive).
3. Benefits of Positive
Group Behaviours
- Companionship
- Survival and security
- Affiliation and status
- Power and control
- Achievement
34

ACTIVITIES
RESOURCES
TEACHER STUDENTS
Meaning and Students should 1. Meaning of drug/ 1. Uses relevant charts to 1. Participate in 1. Pictures Students to:
Consequences of be able to: substance abuse explain the meaning of discussions. depicting abuse
1. give simple
Drug Abuse and drug abuse. of drugs.
1. explain the meaning of drug
Harmful
meaning of 2. Forms of Drug 2. Breaks the class into 2. Listen to guest 2. Posters of abuse;
Substances.
drug abuse; Abuse groups for purposes of talks. persons doing
2. list ways by
discussion. self-medication
2. identify the which people
3. Guides the groups to
common ways 3. Consequences of 3. Visit rehabilitation 3. NAFDAC and abuse drugs;
discuss the:
drugs are drug abuse on centres. NDLEA posters
3. state the
abused by the: - ways people can
4. Ask and answer 4. Documentaries consequences of
people; abuse drugs;
- individual questions. drug abuse on
5. Role cards on
3. describe the - effects of drug and individuals, the
- community quacks and drug
consequences substance abuse. society and
abuse.
of drug abuse. - nation international
4. Prepares and guides
community.
- international the class to dramatize
community the role of quacks in
drug abuse.
5. Invites a guest speaker
to talk on drug abuse,
its consequences and
prevention.
6. Arranges visits to
rehabilitation centres.
35


ACTIVITIES
RESOURCES
TEACHER STUDENTS
Students should 4. Ways of discouraging 1. Invites a guest 1. Participate in 1. Pictures Students to list
be able to drug abuse: speaker to talk on discussions. depicting abuse ways of
suggest ways of drug abuse, its of drugs. discouraging drug
- choosing good 2. Listen to guest
discouraging drug consequences and abuse.
friends, talks. 2. Posters of
abuse. prevention.
persons doing
- forming drug free 3. Visit rehabilitation
2. Demonstrates the self-medication
clubs centers.
different ways of
3. NAFDAC and
- acquiring coping skills discouraging drug 4. Ask and answer
NDLEA posters
such as assertiveness, abuse. questions
refusal /resistance 4. Documentaries
3. Supervises the 5. Role play the
skills, problem solving,
activities of the drug coping skills.
communication skills ,
free club
decision making skills 5. Participate in the
etc. 4. Shows video clips of club.
ways to discourage
- -constructive use of
drug abuse.
time e.g sports,
religious activities etc. 5. Arranges visits to
rehabilitation
center.
36


TEACHER STUDENTS RESOURCES
Dangers of Students should be 1. Meaning of drug 1. Guides the 1. Participate in 1. Posters from Students to:
Drug able to: trafficking students to: discussions. NDLEA, EFCC,
1. explain drug
Trafficking 2. Listen to talks; on drug-
1. state the meaning - find out the trafficking and
take notes; ask trafficking;
of drug 2. Reasons for meaning of drug state reasons for
and answer
trafficking; Trafficking in Drug: trafficking 2. Dictionary; it;
questions.
2. identify reasons - poverty; - Identify reasons 3. Newspapers; 2. list the
3. Go on excursions.
for trafficking in for drug consequences of
- ignorance; 4. Magazines;
drugs; trafficking. drug trafficking;
- greed etc. 5. Resource person
3. describe the 2. Arranges for a
3. Dangers of drug
dangers of drug guest talk on 6. Cartoon; and
trafficking:
trafficking; consequences of
7. Documentary.
- Bad image for the drug trafficking
Country. and solutions.
- Imprisonment 3. Takes students on
visits to relevant
- Death Penalty in
agencies (NDLEA,
some cases
EFCC, Police
- Affects National Stations, Prisons
Security Service
Departments,
- Negative impacts
etc.) to inquire
on the economy.
and discuss drug
trafficking
problems and
suggest solutions.
37
THEME: SECURITY EDUCATION JSS TWO

SUB-THEME: COMMON CRIMES AND SECURITY MANAGEMENT II
OBJECTIVES TEACHER STUDENTS LEARNING GUIDE
RESOURCES
Observing and Students should be able 1. Different ways of 1. Guides students to 1. Identify ways Textbooks, Students to state
reporting to: observing and identify ways of of observing Charts, ways of observing
common 1. state ways of reporting observing and and reporting Immediate and reporting
crimes. observing and common crimes. reporting common common environment, common crimes.
reporting common 2. Appropriate crimes. crimes Posters,
crimes. response. 2. Leads students to 2. Respond Stickers, etc
2. respond appropriately respond appropriately
to common crime appropriately
situations.
Emergency Students should be able 1. Meaning of 1. Guides students to 1. Students Textbooks, Students to:
Management. to : emergency explain the participate in Charts, 1. define
1. define emergency management meaning of the discussion Immediate emergency
management 2. Types of emergency on the environment, management.
2. identify types of emergency management meaning of Posters, 2. mention types
emergency management: 2. Guides students emergency Stickers, etc of emergency
management; - accidents, to identify the management. management
3. state appropriate - fire, different types of 2. Identify types 3. state
responses in - drowning, emergency of emergency appropriate
emergency - building collapse management situations and responses to
management. - food poisoning 3. Helps students to responses. emergency
4. act appropriately in - fake drugs, etc state appropriate 3. Suggest ways situations.
emergency 3. Appropriate responses to of observing 4. act
management responses to emergency and reporting appropriately
emergency management common in emergency
management 4. Leads students to crimes. management
4. Appropriate respond 4. Respond
actions:- appropriately to appropriately
- emergency to emergency
- management management
38

SUB-THEME: CITIZENSHIP JSS THREE
OBJECTIVES LEARNING
RESOURCES
The Constitution Student should be 1. Meaning of 1. Explains the 1 Read about - Textbooks Students to:
constitution. concept of constitutional
able to: - Relevant 1. explain the concept
Constitution. development.
2. Colonial Nigerian Publications of constitution;
1. define a
Constitution. 2. Guides students 2. Carry out group
Constitution; - Constitutions of 2. identify colonial
- Clifford Constitution to identify exercises on
Federal Nigerian
2. identify the various 1922 constitutions differences in the
Republic of Constitutions;
colonial Nigerian - Richards Constitution promulgated various colonial
Nigeria
1946 under British constitutions in 3. identify feature of
Constitutions;
- Macpherson Constitution Colonial rule. Nigeria. - Nigerian Colonial Nigeria
3. identify features of 1951 Colonial constitution;
3. Guides student
colonial - Lyttleton Constitution Constitutions.
to explain 4. explain features of
constitutions; 1954
features of two colonial
- 1960 Independence
4. discuss features of colonial constitutions;
constitution
the Colonial constitutions.
5. identify
Constitutions; 3. Features of colonial
4. Explains Constitutions
constitutions
5. identify Constitution promulgated after
Constitutions 4. Post-1960 promulgated Nigeria became
promulgated after constitutions: - 1963 after Nigerian Independent;
Nigerians became Constitution (Republican became
6. explain two of the
independent; Constitution) 1979 Independent.
identified
presidential
6. discuss elements of 5. Gives reading independent
constitution)
two of the assignments. Nigerian
- 1989 presidential
identified constitutions.
constitution
independent
- 1999 presidential
Nigerian
constitution
Constitutions
5. Features of post-1960
Constitutions.
39

SUB-THEME: CITIZENSHIP JSS THREE
OBJECTIVES TEACHER PUPILS AND GUIDE
LEARNING
RESOURCES
Supremacy Students should Supremacy of the Guides student to Participate in: - Text books Students to:
of the be able to: constitution. use the 1. class discussion - Constitutions 1. explain
Constitution 1. explain the - only one constitution and to 2. class activity supremacy of
meaning of Constitution for locate relevant the
Supremacy of the country; chapters and constitution;
the - the provisions schedules in the
Constitution; apply to all states constitution that 2. state two
and individuals speak on the reasons why
2. explain why uniformly. supremacy of the
the constitution constitution is
constitution is supreme.
supreme.
40

SUB-THEME: OUR VALUES JSS THREE
TOPIC PERFORMANCE CONTENTS ACTIVITIES TEACHING EVALUATION
OBJECTIVES AND
LEARNING
RESOURCES
National Students should be 1. Meaning of right 1. Leads discussion 1. Participate in - Radio/TV Students to:
Values: Right able to: attitude to work. on meaning of: discussion and programmes.
1. describe right
Attitude to - "Right attitude to debate.
1. explain "right 2. Attributes- honesty, - Guest talks. attitude to
Work work",
attitude to discipline, integrity, 2. Recount work;
- attributes of" right - Honours and
work"; commitment, personal
attitude to work" Awards Roll 2. state two
punctuality, regularity, experiences with
2. state the· - consequences of and Records. attributes of
consistency, diligence having the right
attributes of not having the right attitude
transparency attitude to work. - Newspapers
right attitude to right attitude to to work;
reports.
work; 3. Importance of Reward: work. 3. Collate folklores,
3. enumerate
wise sayings on - Wise sayings
3. identify rewards - Higher productivity, 2. Asks students to three rewards
right attitude to and proverbs.
for right attitude Efficiency, Progress, debate the of right
work.
to work; Recognition, Improved importance of - Biographic attitude to
National Image. "right attitude to essays etc. work;
4. discuss the
work".
consequences of 4. Consequence of not 4. discuss two
not having the having the right 3. Asks students to consequences
right attitude to attitude to work: use personal and of not having
work. - declining productivity, communal the right
- lack of motivation, examples to link attitude to
- indiscipline, right attitude with work.
- National Disasters the reward
air/sea road, etc. receiver.
41

SUB-THEME: OUR VALUES JSS THREE
OBJECTIVES LEARNING
RESOURCES
Negative Students should be 1. Meaning and types 1. Guides students to 1. Participate in 1. ICPC Publications Students to:
Behaviour able to: of negative explain the class discussion. 2. EFCC Publications
1. explain the
Behaviour meaning of 3. TV and Radio
1. explain negative 2. Participate in meaning and
negative Programmes
behaviour; - dishonesty, drama and attributes of
behaviour. 4. NAFDAC, NDLEA
debates. negative
2. state the effects - excessive love of Publications, and
2. Guides students to behaviour;
of negative money; 3. Write Essays programmes
identify examples
behaviour on 5. - Documentaries 2. identify two
- ostentatious living, of negative
the society; negative
behaviour,
- disregard for time behaviour in
3. discuss sanctions consequences of
(African time); their immediate
and strategies bad behaviour,
environment or
for promoting - drug trafficking; and sanctions for
the society;
acceptable behaviour.
- examination
behaviour in 3. enumerate two
malpractice, 3. Directs play let and
people. effects of
leads debates on
- cultism etc. negative
negative
behaviour on
2. Effects of negative behaviour and
society;
behaviour on sanctions.
society 4. Write essays on
4. Guides students to
sanctions for
- value disorientation write reports on
negative
guest talk.
- inefficiency behaviour and
strategies for
- high crime rate etc.
promoting
3. Promoting positive positive
behavioural behavioural
changes. changes.
42

SUB-THEME: DEMOCRACY JSS THREE
OBJECTIVES AND
LEARNING
RESOURCES
Elections and Student should be 1. Meaning and 1. Leads discussions 1. Contribute to the 1. Textbooks. Students to:
Electoral able to: importance of on the meaning identification of 2. Workbooks. 1. discuss two importance
Bodies in 1. state the meaning elections. and importance of the need for 3. Pictures of elections;
Nigeria. of and importance 2. Electoral bodies: election. voting. 4. Electoral law 2. identify two electoral
of elections; INEC/SIEC national, 2. Guides students to 2. List the electoral documents. bodies in Nigeria; 3.
2. identify the state. government. list the electoral bodies in Nigeria state two reasons for
electoral bodies in 3. Need for free and fair bodies and their and their free and fair elections;
Nigeria; elections. Electoral functions. functions. 3. identify three types of
3. state the need for malpractices in electoral malpractices
free and fair Nigeria and how to in Nigeria;
elections in prevent them. 4. discuss two ways to
Nigeria; prevent electoral
malpractices
Democratic Students should be 1. Meaning of voting. 1. Leads discussion on 1. Participate actively 1. Textbooks. Students to:
Process able to: 2. Voters' registration. the meaning of in class 2. Workbooks. 1. explain meaning of
1. explain the meaning 3. Importance of voting. voting. discussion. 3. Pictures voting;
of voting; 4. The process of voting. 2. Leads students to 2. Contribute to the 4. Electoral law 2. explain voters'
2. explain the meaning explain voter's explanation of documents. registration;
of voters' registration and voters' 3. state two importance
registration; related rules. registration and of voting;
3. state the 3. Guides students to related rules. 4. explain the electoral
importance of identify the need process.
voting; for 'voting. 5. explain the meaning of
4. explain the process election in Nigeria.
of voting.
43
THEME: SOCIAL STUDIES JSS THREE

SUB-THEME: FUNDAMENTAL OFSOCIAL STUDIES
TOPIC PERFORMACE CONTENTS ACTIVITIES TEACHERS AND EVALUATION

OBJECTIVE LEARNING GUIDE
TEACHER STUDENTS
Contents of Social Student should be Meaning of social 2. Leads students 2. Listen and 2. Students’ text students to:
Studies able to : studies contents: to find out the respond to books.
1. explain
meaning of questions in
1. Explain contents - Facts, concepts, 3. Social studies contents of
social studies class.
of social studies. generalization, materials etc. social studies.
contents.
skills, values, and 3. Participant in
2. Identify 2. identify
attitudes relevant 3. Leads students identifying the
component of components of
for leaners and to identify component of
social studies social studies
the society. component of social studies
contents. contents
social studies contents.
- Cognitive,
contents.
affective, and
psychomotor
contents.
44


RESOURCES
TEACHER PUPILS
Roles of Extended Students should be 1. Members of 1. Explains the 1. Participate in the 1. The Extended 1. Compile a list of
Family Members able to: Extended Family concept of discussion by Family Tree people who
in Child extended family interpreting the make up the
1. Recall the type of - Grandparents, 2. Relevant
Development members using the family tree. extended family.
people who make Uncles, Aunties, Pictures and
family tree.
up the extended Cousins, Nephews 2. Provide answers Charts 2. Compile a list of
family members. and Nieces etc. 2. Guides a question to questions the roles which
and answer session raised by the these members
2. Identify the roles 2. Roles of Extended
on the roles of teacher. play in a child’s
of extended Family Members
extended family development.
members in child in Child
members on child
development. Development
development.
- Act as agent of
socialization
- Share folklores
- Learning how to
relate to elders,
younger family
members and
peers
- Support the
nuclear family
members
whenever the need
arises etc.
45

OBJECTIVES AND GUIDE
TEACHER PUPILS LEARNING
RESOURCES
Human Student should be 1. Meaning of human trafficking- 1. Poster Students to:
1. Uses debate and 1. Participate
Trafficking able to: recruiting, transporting and 1. explain the
brain storming to actively in
1. explain the transferring of persons across 2. Video/ film meaning of
elicit responses from discussions and
meaning of borders(national and Clips human
students on: debates
human international) with the intention trafficking;
- The meaning of
trafficking; to deceive and exploit them. 2. Listen to guest 3. Resource 2. Outline five
human trafficking
2. highlight the 2. Factors speaker, take Person factors
- Factors responsible
factors responsible for children and notes and ask responsible for
for children and
responsible women trafficking questions from 4. Charts; etc children and
women trafficking;
for children - False hope of continuing the resource women
- Consequences of
and women education or working abroad person and the trafficking,
trafficking in women
trafficking; - Poverty teacher. 3. State any five
and children.
3. state the social - Increasing demand for foreign consequences
consequences workers 2. Invites a guest of trafficking
of children - Growth of billion-dollar sex and speaker to give a in children
and women entertainment industry etc talk on human and women;.
trafficking; 3. Consequences of human trafficking 4. suggest ways
4. suggest trafficking: prevention. of preventing
possible ways - Loss of human resources human
3. Constitutes mock
of preventing - Life of crime, addiction and trafficking
courts where
human sexual violence
students try
trafficking - Weakens ties of family love and
children and
influence etc.
women
4. Preventive measures:
traffickers.
- Awareness raising
- Education,
- Advocacy, Legislation, etc.
46

RESOURCES
TEACHER PUPILS
Preventing Students should be 1. Meaning of human 1. Uses brain 1. Participate actively 1. Poster Students to:
Human able to: trafficking-recruiting, storming to elicit in the
2. Video/film 1. explain the
Trafficking transporting and responses from brainstorming
1. explain the meaning of
transferring of students on the session. 3. Clips
meaning of human human
persons across meaning of human
trafficking; 2. Listen to guest 4. Resource trafficking;
borders(national and trafficking
speaker, take Person
2. suggest international) with 3. State any five
2. Invites a guest notes and ask
the intention to 5. Charts; etc ways of
possible ways speaker to give a questions from
deceive and exploit preventing
talk on human the resource
of preventing them. human
trafficking person and the
trafficking
human trafficking 3. Preventive Measures: prevention. teacher.
- Awareness raising
- Education,
- Advocacy, and
- Legislation etc
47

ACTIVITIES
Harmful 1. Guides students to 1. Find out about Students to:

Students should be 1. Meaning of harmful - Relevant
Traditional explain harmful harmful traditional
able to: traditional Practices- literature/
Practices traditional practices practices in their 1. explain the
1. explain the Practices that bring documents
2. Acts as a facilitator communities from term harmful
meaning of physical, mental, (e.g. the
and collates their parents and traditional
harmful social and health constitution,
learning old people around practices;
traditional dangers, and international
experiences them and report to
practices; damages to people. and local
the class. 2. list any four
2. Examples of harmful agreement on
3. Uses storytelling harmful
2. describe traditional practices human rights),
and enter-educate 2. Participate in traditional
different types of - Use of children for
method to guide discussions on practices in
harmful traditional begging
students to identify traditional Nigeria;
practices in - Child agric labour - Art works
human traditional practices.
Nigerian/ - Female circumcision and drawings
practices in 3. analyze the
communities - Early marriage etc.
Nigeria. 3. Actively consequences
3. Consequences: - Films and
participate in of these
3. suggest measures - Problem at child birth videos,
4. Uses problem- problem solving practices;
to prevent and - Exploitation of children
solving approach, activities, mock
stop harmful - Deprivation of - Photographs
mock courts, and courts etc.
traditional schooling
contrived situations 4. describe
practices in - VVF etc. - Posters
to illustrate the con- measurers that
Nigeria/
sequences of these could be taken
communities. 4. Preventing of harmful - Charts
practices and ways to eradicate
traditional practices
of eradicating them. these
- Public Enlightenment
practices in
Nigeria.
48

RESOURCES
TEACHER PUPILS
Promoting Students should be 1. Meaning of Peace- 1. Uses guided 1. Participate in the 1. Picture and Students to:
Peaceful Living able to: cordial and friendly questions to lead guided class chart of people 1. explain the
in our Society living among different students to find out discussions; living together meaning of
1. explain the groups of people. meaning and types of 2. Active peacefully. peace
meaning of peace; involvement in
peace; 2. Types: 2. Organises debate the debate; 2. Resource 2. differentiate
- Positive peace with students on the 3. Role playing Person between types
2. explain the - Negative/ uneasy importance of living in 4. Listen to, take of peace
importance of peace peace with one notes and ask 3. Role cards.
living in peace another; questions on the 3. state the
with one 3. Importance of peace: 3. Guide students to role talk. 4. TV /Radio importance of
another; - Lack of violent play the importance peace;
conflict of peaceful living after 5. Drama and
3. describe ways - Progress and the debate; Songs 4. describe with
of promoting development 4. Invite a senior police examples those
peace in our - Happiness and less officer to come and ways that can
society. stress etc. give talk on the promote peace
4. Ways of promoting various ways of
peace: promoting peace in
- tolerance our society.
- social justice
- human rights,
etc.
49


RESOURCES
TEACHER PUPILS
Social Conflicts Students should be 1. Meaning of 1. Explains the 1. Dramatize a 1. Chart and Students to:
able to:- Conflict as Inter meaning of rowdy scene to pictures of 1. define conflict;
personal conflict to the illustrate the Stressful 2. identify types of
1. explain the
misunderstanding. students after meaning, causes environment. conflicts.
meaning of
dramatic and 3. list examples of
conflict; 2. Types of conflict 2. Pictures
presentation of consequences of conflicts.
- Non-violent showing
2. outline the various rowdy scene. conflicts. 4. explain the
- Violent destruction as a
types of conflicts causes of
2. Uses simulations 2. Participate in result of violent
3. Examples of Conflict; conflict.
3. discuss the causes to guide students discussion and conflicts.
- inter-ethnic conflicts 5. state the con
of conflicts. to identify types simulations on
e.g. Urhobo/Itsekiri, 3. Simulation sequences of
and examples of issue.
4. explain the Kataf/Hausa, conflicts.
conflict. 4. Radio and TV
Yoruba/Hausa
consequences of
Conflicts etc. 3. Leads students to 5. Documentaries
Conflicts.
- Communal/Intra recognize General of conflict
ethnic e.g. Ife/ Consequences of situations.
Modakeke, Violent conflicts.
6. Drama/songs.
Agulaeri/Umuleri
4. Causes and
consequences of
Conflicts.
50


ACTIVITIES
RESOURCES
TEACHER PUPILS
Managing and Students should be 1. Conflict management 1. Guides students to 1. Ask relevant 1. Radio and TV Students to:
Resolving. able: and resolution e.g. explain conflict questions during Documentaries
1. describe non-
dialogue, resolution. lessons. of conflict
1. suggest non- violent
compromise, situations.
violent methods 2. Demonstrates non- 2. Observe Courts methods of
arbitration, court
of resolving violent means of and Alternative 2. Drama/songs. resolving
rulings, mediation
Conflicts. conflict resolution. Dispute conflicts
etc.
Resolution (ADR)
2. explain that 3. Organizes visits to 2. explains that
2. Attributes required in session.
resolution of courts, Alternative conflict
for conflict
conflicts enhances Disputes Resolution resolution
resolution:
national peaceful Centers (ADR) enhances
- mutual
coexistence. natural peaceful
understanding 4. Organises guest
co-existence.
- -respect for rule of lectures on Conflict
law Resolution
- -tolerance in the
face of provocation
- -self control
- -respect for
opposing views.
51

TOPIC PERFORMANCE CONTENT TEACHING EVALUATION

OBJECTIVES ACTIVITIES AND GUIDE
LEARNING
Controlling Students should 1. Meaning of Cultism 1. Guides students to 1. Guides students to 1. Pictures of Students to:
Cultism in our be able to: explain the meaning of explain the meaning cult materials
2. Causes of Cultism 1. explain the
Society. cultism and discuss its of cultism and discuss e.g. axe,
1. define meaning of
causes. its causes. vest, dress-
cultism; cultism;
- home background; code and
2. Organizes a brain 2. Organizes a brain
2. identify - peer group symbols. 2. list the causes
storming session on storming session on
influence; of cultism ;
the causes of cultism. the causes of cultism. 2. Radio and TV
causes of - exposure to foreign
Documentarie 3. discuss the
values; 3. Invites a guest speaker 3. Invites a guest
s. consequence of
cultism; - proliferation of to discuss the speaker to discuss the
cultism;
arms; consequences and consequences and 3. Scripts of
- drug/ substance solutions to cultism. solutions to cultism. play lets on 4. suggest
3. describe the
abuse cultism. solutions to the
consequences 4. Encourages and guides 4. Encourages and
- poor leadership; and problem of
of cultism; students to listen to guides students to
- injustice/marginaliza cultism in
Radio and TV listen to Radio and TV
4. Proffer tion. Nigeria.
programmes that programs that discuss
solutions to
3. Consequences of discuss cultism and its cultism and its effects
the problems
cultism: effects on individuals on individuals and
of cultism in
- violence; and society. society.
Nigeria.
- break down of social
5. Directs students’ play- 5. Directs students’ play-
values;
let on causes, let on causes,
- criminal tendencies;
consequences and consequences and
and
ways of preventing ways of preventing
- moral decadence
cultism in our society. cultism in our society.
4. Solutions to cultism.
52

Preventing Students should be 1. Meaning of drug 1. Guides the students to: 1. Participate in 1. Posters from Students to:
Drug able to: trafficking: - find out the discussions. NDLEA,EFCC,
1. explain drug
Trafficking. meaning of drug on drug
1. state the meaning 2. Reasons for Trafficking 2. Listen to talks; trafficking and
trafficking trafficking;
of drug in Drugs take notes; ask state reasons
- Identify reasons for
trafficking; - poverty; and answer 2. Dictionary; for it;
drug trafficking.
- ignorance; questions.
2. identify reasons 3. Newspapers; 2. list the
- Greed etc. 2. Arranges for a guest
for trafficking in 3. Go on excursions. consequences
talk on consequences 4. Magazines;
drugs; 3. Consequences of drug of drug
of drug trafficking and
Trafficking: 5. Resource person trafficking;
3. describe the solutions.
- Bad image for the
dangers of drug 6. Cartoon; and 3. state some ways
Country. 3. Takes students on
trafficking; by which drug
- Imprisonment visits to relevant 7. Documentary
trafficking can
4. identify ways for - Death Penalty in agencies (NDLEA,
be controlled or
preventing drug some cases EFCC, Police Stations,
stopped.
trafficking - Forfeiture of assets Prisons, Service
(local and foreign) Departments, etc.) to
etc. inquire and discuss
drug trafficking,
4. Prevention of drug
problems and suggest
trafficking
solutions.
- education
- alleviation of
poverty
- legislation
- International
cooperation.
53
THEME: Security Education JSS THREE
SUB-THEME: Common crimes and Security Management III

TEACHING AND
TOPIC PERFORMANCE CONTENT ACTIVITIES LEARNING EVALUATION
OBJECTIVES Teacher Students RESOURCES
Common crimes Students should be able 1. Common crimes and 1. Guides 1. Students Textbooks, Students to:
and associated to : associated students to participate in handbills, 1. identify
punishment. 1. Identify common punishments: identify class newspapers, common crimes
crimes and - Theft (imprisonment) common discussion on video clips, and associated
associated - Rape (Imprisonment) crimes and common stickers, punishments
punishments. - Drug Trafficking (10 associated crimes and posters, etc. 2. State ways to
2. avoid criminal Years Imprisonment) punishments. punishment. avoid criminal
behaviours. - Human Trafficking 5- 2. Leads 2. State ways to behaviours
10 years students to avoid criminal
Imprisonment) explain ways behaviours
- Murder (death), etc. to avoid
2. Food contamination/ criminal
Adulteration behaviours
3. Drug contamination/
adulteration
Crimes and Students should be able 1. Meaning of national Students to:
National to security.
Security. 1. define national 2. Crimes that affect 1. Define and
security. national security : explain national
2. State crimes that pipeline security.
affect national vandalisation, 2. demonstrate an
security. drug trafficking, awareness of
3. demonstrate an human trafficking, crimes that
awareness of the illegal bunkering affect national
dangers of crimes terrorism, arson, security
that affect national Importation of expired
security. foods and drugs, etc.
3. Demonstration of
awareness
54
CONCEPT DEVELOPMENT WORKSHOP
NAME ORGANIZATION REPRESENTED
Prof. Godswill Obioma Executive Secretary, NERDC, Sheda
Prof. B. G Nworgu University of Nigeria, Nsukka
Prof Barth Chukwuezi National Commission for Museum and Monuments, Abuja
Prof. Uche Udeani Dept. of Sc. Educ. UNILAG, Lagos
Dr. C. O. Ubani Universal Basic Education Commission, Abuja.
Dr. Ismail Junaidu Nigerian Educational Research and Development Council (NERDC), Abuja
Dr. E. O Adeniyi Nigerian Educational Research and Development Council (NERDC), Abuja
Dr. kate Nwufo Nigerian Educational Research and Development Council (NERDC), Abuja
Dr. (Mrs.) A. N. Maduekwe Faculty of Education, UNILAG, Akoka, Lagos.
Dr. Sani Ahmed Surfi No. Tigris Close, Imani Estate, Maitama, Abuja
Dr. Garba Sa’ad Faculty of Education, Bayero University, Kano
Dr. Hauwa Imam University of Abuja, Gwagwalada, FCT. Abuja.
Dr. Grace Ajagun Nigerian Educational Research and Development Council (NERDC), Abuja
55
PLANNING AND WRITING WORKSHOP

Prof. Otonti Nnduka 24 Wodi Road, GRA 2 Port Harcourt
Dr. Garba Sa’ad Bayero University, Kano
Dr. M, B, Lawal Adeniran Ogunsanya College of Education, Otto-Ijanikin, Lagos.
CSP Francis A. Bissong Police Force, Education Force HQ Abuja
Pauline Akor Police Force Education
Sp (Rtd) Okpara Sunday Force HQ Abuja Abuja
Chidi Ogundu NEMA South-East Zone, Enugu
Ngwoke Stella N. (Mrs) NDLEA HQ, Lagos
Mrs. M. N. Kofoworola Federal. Inspectorate Services (FIS) Abuja
Chinyere Chukwudi Concordia College, Yola
Funmilola Ollorunnishola Corona Schools Trust Council (APEN)
CRITIQUE WORKSHOP
Dr. E. N. Danladi University of Abuja
Dr. Eric Apeji Nigerian Educational Research and Development Council (NERDC), Abuja.
Dr. M. T. Usman College of Education Zuba, FCT Abuja
56
SEPARATION AND FINALISATION WORKSHOP
PROJECT DIRECTOR:
Prof. Ismail Junaidu, EXECUTIVE SECRETARY, N.E.R.D.C.
PROJECT FACITATOR:
Dr. G.D. Gandu, HEAD, CURRICULUM DEVELOPMENT CENTRE, N.E.R.D.C.
PARTICIPANTS
Dr. Grace Ajagun Nigerian Educational Research and Development Council (NERDC), Abuja.
Dr. Judith Kanu Nigerian Educational Research and Development Council (NERDC), Abuja.
Mr. Famade Oludiran Nigerian Educational Research and Development Council (NERDC), Abuja.
Mr. Isiaka Onitade Nigerian Educational Research and Development Council (NERDC), Abuja.
57

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FEDERAL MINISTRY OF EDUCATION

9-YEAR BASIC EDUCATION CURRICULUM

Nigerian Educational Research and Development Council

THEME: CIVIC EDUCATION JSS ONE

THEME: CIVIC EDUCATION JSS ONE

THEME: CIVIC EDUCATION JSS ONE

THEME: CIVIC EDUCATION JSS ONE

THEME: CIVIC EDUCATION JSS ONE

TOPIC PERFORMANCE CONTENTS ACTIVITIES TEACHING AND EVALUATION

THEME: CIVIC EDUCATION JSS ONE

THEME: SOCIAL STUDIES EDUCATION

TOPIC PERFORMANCE CONTENTS ACTIVITIES TEACHERS AND EVALUATION

THEME: SOCIAL STUDIES EDUCATION JSS ONE

THEME: SOCIAL STUDIES EDUCATION JSS ONE

THEME: SOCIAL STUDIES EDUCATION JSS ONE

Students should be 1. Cultural 1. Motion

THEME: SOCIAL STUDIES EDUCATION JS ONE

THEME: SOCIAL STUDIES EDUCATION

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: SOCIAL STUDIES JS ONE

THEME: SOCIAL STUDIES JS ONE

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: SOCIAL STUDIES JSS ONE

THEME: SECURITY EDUCATION JSS ONE

THEME: CIVIC EDUCATION

THEME: CIVIC EDUCATION

THEME: CIVIC EDUCATION

TOPIC PERFORMANCE CONTENTS ACTIVITIES TEACHING AND EVALUATION

THEME: CIVIC EDUCATION

THEME: CIVIC EDUCATION

THEME: CIVIC EDUCATION

THEME: CIVIC EDUCATION

THEME: CIVIC EDUCATION

TOPIC PERFORMANCE CONTENTS ACTIVITIES TEACHING AND EVALUATION

THEME: CIVIC EDUCATION

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: CIVIC EDUCATION

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING EVALUATION

THEME: CIVIC EDUCATION

6. discuss the 1. Discus the

THEME: CIVIC EDUCATION

THEME: SOCIAL STUDIES JSS TWO

TOPIC PERFORMACE CONTENTS ACTIVITIES TEACHERS AND EVALUATION

THEME: SOCIAL STUDIES JSS TWO

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: SOCIAL STUDIES JSS TWO

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

THEME: SOCIAL STUDIES JSS TWO

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

THEME: SOCIAL STUDIES JSS TWO

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

THEME: SOCIAL STUDIES JSS TWO

THEME: SOCIAL STUDIES JSS TWO

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

THEME: SOCIAL STUDIES JSS TWO

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: SECURITY EDUCATION JSS TWO

THEME: CIVIC EDUCATION

THEME: CIVIC EDUCATION