SOCIAL STUDIES JS III SECOND TERM
SUB-THEME: CULTURE AND SOCIAL VALUES

Note: This scheme contains performance objective, content, teacher and students activities as well as teaching resources.

Week 1: Cultism III
Students should be able to list and
explain the possible ways to the solution of cultism.

Content:
Solution to cultism:

– Establish strong and effect outfit to identify members

– School, police and security agents to counter cult activities.

– Inter–university co- operative efforts.

– Parents to sign undertakings on behalf of their wards.

– Regular public lectures.
– Retreats by religious bodies etc
Teacher: (1) Directs students play let
on ways of preventing cultism in our
society. (2) Encourages student to listen to Radio and TV programmes that discuss cultism and proffer
solutions.
Students: Listen to guest speaker on the discussions of cultism and
possible solutions.
Resources: (1) Radio and T.V documentaries. (2) Scripts of play lets on cultism.

Week 2: History of Nigerian social studies education.
Students should be able to explain the
development of social studies education in Nigeria.

Content
History of Nigeria social studies
education:

– First conceived in the United State and later spread to Europe.

– Conferences were held to spread it in
Africa. etc.
Teacher: Lead students to discuss the history of Nigerian social studies education.
Students: Participate in discussion of
history of Nigerian social studies education.
Resources: (1) Students textbooks. (2) Social studies materials. (3) Resource person. (4) Video clips etc.

3 Family as a primary social group.
Objective: Students should be able to:
(1) give a simple meaning of primary
social.
(2) explain what makes the family a
social group.
(3) identify the roles and responsibilities of a primary social
group in the community.

Content:
(1) Meaning of primary social;
It is a group whose members share close, personal, and long lasting
relationships. Members show concern
for one another, and share activities and culture.
(2) What makes the family a primary social group.

– It is the main unit of socialization.

– Everybody belongs to one family or another.

– Every society grows from the social unit called etc.
(3) The roles and responsibilities of
members of a family as a primary social group.

– Get members to work for the growth of the community.

– Work as adult members to contribute to the community.
Teacher: (1) Guides discussion on the meaning of primary social group.
(2) Conducts a brainstorming session on what makes the family a primary social group.
(3) Invites some parents to give
talks on the role and responsibilities of family members as a primary social group.
Students: (1) Participate in the guided discussion on the meaning of
primary social group. (2) Provide a variety of responses during the brainstorming session.(3) Take notes and ask questions.
Resources: (1) Relevant pictures and charts. (2) Charts for compiling responses during brainstorming session.

Week 4: The consequences of large/small family size I
Objective: Students be able to: describe the characteristics of large family size and those of small family size.

Content:
1a) Characteristics of large family size – father, mother and many children.
1b) Characteristics of small family size – father, mother and very few children.
Teacher: Illustrates the characteristics of large and small family sizes.
Students: React to posters, picture and charts on the characteristics of large and small family sizes.
Resources: (1) Relevant posters, pictures and charts. (2) Relevant cases. (3) Documentaries on family life.

Week 5: The consequences of
large/small family size II
Objective: Students be able to: explain the consequences of family size on individuals live and the nation’s economy.

Content:
Explanatory of the consequences of family size on individuals live and the
nation at large.
Teacher: Explain the consequences of
family size.
Students: React to posters pictures and charts on the effects of large/small family.
Resources: (1) Relevant cases, (2) Documentaries on family life.

Week 6: Meaning and characteristics of culture.
Objective: Students should be able to:
(1) define culture.
(2) List the components of culture.
(3) group the components of culture as material and non-material.
(4) state the characteristics of culture.

Content:
(1) Meaning of culture e.g. a total way of life of the people.
(2) Components of culture: material and non material culture.
(3) Features of culture:

– Language
– Food and dressing
– Religion
– Technology/craft
(4) Characteristics of culture.

– We learn culture.

– It tells us how different activities can be carried out.

– It allows a range of permissible behaviours etc.
(5) Cultural differences in Nigeria.
Teacher: (1) Explains culture with concrete examples.
(2) Take students to museum and
places of cultural interest to observe
the display of Nigerian culture.
(3) Guides students to discuss and identify components of culture.
Students: (1) Ask and answer questions on culture. (2) Observe and report Nigeria’s cultural heritage.
(3) Participate in class discussions.
Resources: (1) Motion pictures of culture. (2) Pictures of cultural display. (3) Visits to museum. (4) Regalia.

Week 7: Similarities and differences
among cultures in Nigeria.
Objective: Students should be able to:
(1) identify the cultural similarities
among Nigerians.

(2) identify cultural differences among Nigerians.
(3) mention some shared norms and
values of Nigerian communities.

Content:
(1) Cultural similarities in Nigeria.
(2) Cultural differences in Nigeria.
(3) Shared norms and values of Nigerian communities.
Teacher: (1) Guides students to identify variety of cultural traits among the different Nigerian cultures in order to identify their similarities.
(2) Leads students to identify cultural
differences among Nigerians.
Students: (1) Participate in the identification of the variety of cultures to get the
similarities. (2) Identify differences in the culture of Nigerians.
Resources: (1) Motion pictures of culture. (2) Pictures of cultural display. (3) Regalia.

Week 8: Agents and processes of socialization.
Objective: Students should be able to:
(1) define socialization.
(2) enumerate the agents of socialization.
(3) mention the importance of
socialization.

Content:
(1) Meaning of socialization life long
process of inheriting and
passing on the norms, customs and ideologies of a social group. It may
provide the individual with skills and habits necessary for participating within their own society.
(2) Agents of socialization e.g. family, school, religious organizations, press, age grade, peer group, clubs and societies.
Teacher: Leads a discussion on:
(1). meaning of socialization.
(2) Guides and directs students to
role-play socialization models.
Students: (1) Participate in class discussion. (2) Role-play agents of socialization in class.
Resources: (1) Charts on socialization models. (2) Role cards. (3) Product of futures wheel exercise.

Week 9: Agents and processes of
socialization.
Objective: Students should be able to mention the importance of socialization.

Content:
Importance of socialization as the
means of by which human infants begin to acquire the skills necessary to perform as a functioning member of their society, and is the most important learning process one can
experience.
Teacher: Uses futures wheel exercise to discuss the importance of socialization in our community.
Students: Provide responses to complete the future wheel on the importance of socialization in our community.
Resources: (1) Charts on socialization models (2) Role cards. (3) Products of
futures wheel exercise.

Week 10: Road safety club as an agent of socialization.
Objective: Students should be able to:
(1) describe the structure and process
of forming road safety club.
(2) state the role of Road safety club in the socialization of youth.

Content:
(1) Structure and process of forming Road safety club in schools.
(2) The roles of Road Safety club in the
socialization of youth.
Teacher: (1) Present charts on the process of forming of Road Safety club for class discussion.
(2) Invites road safety corp officer to give talks on the roles of FRSC in the socialization of youth.
Students: (1) Draw the organogram process of forming road safety club for class discussion. (2) Write down the key points of the talk on the roles of Road Safety in the socialization of the youths.
Resources: (1) A copy of Road Safety club guidelines. (2) A picture of Road Safety club member (s)

11 & 12: REVISION / EXAMINATION

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