JS2 Civic Education Scheme of Work for First, Second And Third Term

CIVIC EDUCATION JS II: FIRST TERM

SUB-THEME: OUR VALUES

WK 1. National Values Integrity I
Students should be able to:
(1) explain the meaning of integrity.
(2) describe attributes of people of integrity.

Content
(1) Meaning of integrity.
(2) Attributes of integrity.

-Probity, honesty
-Contentment

-Truthfulness
-Fair-play
-Non-Compromise
of principles etc.
(3) Examples of people of integrity in the society.
Teacher: (1) Guides discussion
on-meaning of integrity. (2) Guides the students to mention some attributes of integrity. (3) Reads the citation of people of integrity and guides students to identify the special attributes of the people .
Students: (1) Contribute to discussion, ask questions and take notes.
(2) Identify people of integrity in their community.

Teaching aids:
(1) Textbooks
(2) Newspapers
(3) Magazines
(4) Biographies
(5) Documentaries
(6) Citations

WK 2. National Values Integrity II
Students should be able to:
(1) discuss the need to have people of
integrity in the society.
(2) explain the consequences of lack of integrity.

Content
(1) Need for people of integrity in the
society e.g. community development, peaceful co- existence models for the young ones etc.
(2) Consequences of lack of integrity.
Teacher: (1) Guides discussion of the importance of integrity. (2) Guides the
students to compile folklores that teaches the consequences of lack of integrity.
Students: (1) Identify the needs of integrity in the society. (2) Compile folklores on integrity.

Teaching aids:
(1) Textbook
(2) Folklore
(3) Cartoons
(4) Magazines

WK 3. National values: contentment
Students should be able to:
(1) explain the meaning of contentment
(2) describe the attributes of contentment

Content
(1) Meaning of contentment.
(2) Attributes of contentment -Satisfaction
-Lack of envy
-Rejections of greed and corruption
-Humility etc.
Teacher: (1) Guides students to explain in details the meaning of
contentment. (2) Ask students to compile local sayings, adage and
proverbs that promote contentment.
Students: (1) Listen and contribute to
discussion. (2) Ask questions and take notes.

Teaching aids:
(1) Textbook
(2) moral instruction books
(3) Magazines
-Corrupt practices and other related offices act 2000
-Cartoons

Wk 4. National values: contentment
Students should be able to:
(1) identify the benefits of contentment.
(2) identify the consequences of lack of contentment.

Content
(1) Benefits of contentment
(2) Effects of lack of contentment on society.

-Corruption
-Greed
-Envy
-Theft -Prostitution
-Robbery
-Cheating etc.
Teacher: (1) Guides the students on the benefit of contentment. (2) Guides the students to dramatize the effects of lack of contentment in the society.
Students: (1) Listen and Participate in
discussion/ask questions and write
note. (2) Identify effects of lack of contention of the society.

Teaching aids:
(1) Textbook
(2) Moral instruction books.

WK 5. National values: discipline
Students should be able to:
(1) explain the meaning of discipline.
(2) list and explain attributes of a disciplined person.

Content
(1) Meaning of discipline.
(2) Attributes of discipline.

-Self control -Moderation
-Modesty
-Respect for legitimate authority. -Respect for rule and regulations
-Perseverance
-Dedication etc.
Teacher: (1) Guided discussion on
-The meaning of discipline
-The attributes of discipline.
(2) Asks students to narrate personal experiences that demonstrate some
attributes of discipline.
Students: (1) Participate in class discussion ask questions take notes.
(2) Narrate personal experiences on
disciplined behaviour in the school.
(3) Role-play some attributes of discipline.

Teaching aids:
(1) Textbooks
-Posters
-Cartoons
(2) Relevant publications
(3) School rules and regulation.
(4) Dictionary

WK 6. National values: Discipline
Students should be able to:
(1) list the various benefits of disciplined behaviour.
(2) explain the listed benefits of
disciplined behaviour.

Content
The benefits of discipline in the
(a) School
(b) Society
Teacher: (1) Guides student on the benefits of discipline in the school and society. (2) Give students assignment.
Students: (1) Participate in discussion. (2) Write note on the benefit of discipline in the school and society. (3) Do the assignment.

Teaching aids:
(1) Textbooks
(2) School rules and regulation.

WK 7. National values: Indiscipline
Students should be able to:
(1) explain indiscipline
(2) list the consequences of indiscipline on the individual and the
society
(3) discuss in details the consequences of indiscipline on their individual -Family and
-Society .

Content
(1) Meaning of indiscipline.
(2) The consequences of indiscipline on the
(a) Individual
(b) Family and
(c) Society
Teacher: (1) Guided discussion on the
meaning of indiscipline and the
consequences of undisciplined. (2) Asks students to narrate personal
experience that demonstrate some
consequences of indiscipline on the
individual and society.
Students: (1) Identify the consequences of indiscipline on the
individual and society. (2) Participate in development of check-list. (3) Ask questions take questions and note.
(1) Textbook
(2) Poster
(3) Cartoons
(4) School rules and regulation
(5) Dictionary
(6) Relevant publication

WK 8. National values: courage I
Students should be able to:
(1) explain the meaning of courage.
(2) identify types of courage
(Physical moral and religious).

Content
(1) Meaning of courage e.g. exercise boldness in carrying out positive activities in community.
(2) Types of courage
-Physical courage (The willingness to exercise physical energy is get things done).

Teacher: (1) Explain the meaning of courage. (2) List types of courage and explain their meaning.
Students: (1) Listen attentively to
teacher explanation. (2) Listen and
participate in class discussion to stories of courageous action by heroes and heroines in their community.

Teaching aids
(1) Textbooks
(2) Pictures of heroes and heroines
(3) Home videos
(4) Newspaper report
(5) Poster
(6) Documentaries
(7) Recorded radio and TV. Programmes
(8) Biographies

Wk 9. National values: courage II
Students should be able to:
(1) state the attributes of a courageous
individual/society.
(2) explain the attributes of a courageous person/society.

Content
Attributes of courageous persons
-Commitment -Endurance
-Determination
-Steadfastness
-Diligence
-Boldness
-Bravery etc.
Teacher: (1) Leads students to
identify the attributes of courageous
persons. (2) Guides students to demonstrate some attributes of courage e.g. bold, bravery etc.
Students: (1) Participate in class discussion ask questions
(2) Writes note on courageous steps
taken in school (3) Participate in guestleetives.

Teaching aids
(1) Book
(2) Pictures
(3) Biographies
(4) Cartoons

WK 10. National values: courage III
Students should be able to
(1) explain the need for moral courage in -An individual -The family
(2) state the effect of lack of courage

Content
(1) The need for moral courage in
(a) An individual
(b) The family
(2) The effect or consequences of lack of courage
Teacher: (1) Leads the students to identify the need for moral courage
(2) Invites guest lecturers or from relevant agencies e.g. ICPC, EFCC, police to talk on the topic etc.
Students: (1) Participate in class discussion ask question and write
notes (2) Participate in guest lecturers.

Teaching aids
(1) Books
(2) Cartoons
(3) Newspaper report
(4) Documentaries
(5) Recorded radio and TV programmes

11 & 12 Revision/Examinations

CIVIC EDUCATION JS II

SECOND TERM
SUB-THEME: GOVERNMENT

WK 1. Nigeria as a Federation
Students should be able to:
(1) explain the meaning of federation.
(2) explain the needs for federation and federal system.

Content
(1) Meaning of federation.
(2) Needs for federation
-National integration
-Unity in diversity
-Controlling activities of states.
Teacher: (1) Guides student -Explain the meaning of federation. (2) Discuss the needs for federation.
Students: Contribute in class
discussion on: (1) The meaning of
federation. (2) The needs for federation.

Teaching aids:
(1) Textbooks
(2) Relevant publications.
(3) Political maps
(4) Nigeria constitution.

WK 2. Nigeria as a federation II
Students should be able to:
(1) describe the characteristics of a
federation.
(2) state the dangers of failures of federalism in an ethnically diverse
and culturally plural society.

Content
(1) Characteristics of a federation. -Sharing of power between central and state government

-States have constitutionally defined control over their own affairs. -Central government control the states
-Constitution of federal system.
Teacher: Leads the students to:
(1) describe the characteristic of a
federation. (2) give students reading assignment.
Students: Participate in class discussion on
(1) The characteristics of a federation.
(2) Carry out group work on dangers of failed federalism.

Teaching aids
(1) Relevant textbooks.
(2) Political maps.
(3) Nigerian constitution.

WK 3. Relationship between federal state and local government I
Students should be able to:
(1) explain the three tiers of government.
(2) identify nature of relationship among federal, state and local government.

Content
(1) The three tiers of government.
(2) Relationship
-Perform function according to constitutional provision
-Power to legislate
-Power to carry out function in accordance with constitutional provision.

-Provide form of governance etc.
Teacher: (1) Explains to students the three tiers of government federal, state and local. (2) Engages students in class discussion through question and
answer sessions.
Students: (1) Participate in class discussion. (2) Ask questions and write notes.

Teaching aids
(1) Textbooks
(2) Documentary
(3) The Nigerian constitution. -Newspaper and magazine articles.

WK 4. Relationship between federal
state and local government II
Students should able to:
(1) list areas of difference between the federal, state and local government.
(2) explain the areas listed in the above.

Content
(1) Difference among the three tiers of government.

-Functions
-Legislative powers
-Concurrent and exclusive powers etc.
Teacher: (1) Cities examples to bring out the difference among the three tiers of government. (2) Give students assignment on the functions of the
three tiers of government.
Students: (1) Take part in the guided discussion, ask questions and take note. (2) Do the assignment.

Teaching aids
(1) Textbooks
(2) Political maps
(3) Nigerian constitution
-Magazines articles and newspaper.

WK 5. The Rule of Law I
Students should be able to:
(1) state and explain the meaning of law and the rule of law.
(2) explain the benefits of the rule
of law.

Content
(1) The meaning of law and the rule of
law.
(2) The benefits of the rule of law and
against arbitrary rule.
Teacher: (1) Guides students through class discussion on the meaning of law and rule of law. (2) Asks students to identify the benefits of the rule of law as against arbitrary rule.
Students: (1) Take part in the guided discussions and take notes.
(2) Identify the benefits of the rule of law as against arbitrary rule.

Teaching aids
(1) Posters
(2) Video clips
(3) Books
(4) Chart flyers posters, picture flash cards.

WK 6. The Rule of Law II
Students should be able to:
(1) identify some offences for which
an individual can be found guilty and
punished under the law.
(2) explain the meaning of the statement “The law is no respecter of
persons”.

Content
(1) Punishment for breaking the law.
(2) Equality of all citizens before the
law.
Teacher: (1) Asks student to do an assignment find out examples of offence for which an individual can be found guilty and punished under the law.
(2) Organizes a debate on the equality of all individuals before the law and
guides the students.
Students: (1) Do the assignment given. (2) Participate in class debate.

Teaching aids
(1) Relevant textbooks
(2) Video clips
(3) Chart flyers
(4) Picture posters

WK 7. Protection of human rights
and the rule of law I
Students should be able to:
(1) define human rights.
(2) explain how individuals and groups can assists in protecting
human rights and the rules of law.

Content
(1) Definition of human right.
(2) Ways of protecting human rights
-Representing the affected persons in court.

-Drawing attention to class of human
rights violations through
-Protest matches
-Media coverage
-Hunger strike
Teacher: (1) Define human right.
(2) Guides students through discussion to explain how individuals and groups can assist in protecting citizen’s rights.
Students: (1) Take part in class discussion ask questions and take notes. (2) Carryout assignment on identifying groups and individual who assist in protecting citizen rights.

Teaching aids
(1) Textbooks
(2) Publications of civil society
(3) Newspaper report and magazine articles
(4) Video clips
(5) flip chart poster etc.

WK 8. Protection of human rights
and the rule of law II
Students should be able to:
(1) identify some groups that help in
protecting the human right of citizen.
(2) explain their various functions.

Content
(1) Groups that assist in protecting
human rights of citizen examples
-Civil society
-Organization e.g. CLO, CDHR, CRP, etc.).

-Trade unions
-student unions
-Ethnic associations
-Legal aid council.
Teacher: (1) Give students assignments to identify groups that
assist in protecting human rights of citizen.
Students: (1) Participate in class discussion. (2) Do the assignment.

Teaching aids
(1) Books
(2) Publication of civil society organization.
(3) Newspaper reports and magazine.

WK 9. Consumer right and responsibilities I
Students should be able to:
(1) define consumer rights and responsibilities.
(2) list and explain the eight universal
consumer right.
(3) explain the universal consumer
right.

Content
(1) Definition of consumer rights and
responsibilities.
(2) Universal right of a consumer right to: -satisfaction of basic needs
-safety
-information
– choose
-redress
-consumer education
-representation to be heard
-health environment.
Teacher: (1) Defines consumer rights and responsibilities.
(2) Explains each of the eight universal consumer rights.
Students: (1) Participate in class discussion. (2) Write eight consumer rights role-play the right of consumers.

Teaching aids
(1) Posters
(2) Video clips
(3) Books
(4) Charts flyers posters, picture flash
cards.

WK 10. Consumer right and
responsibilities II
Students should be able to:
(1) list the consumer responsibilities.
(2) explain each of the consumer
responsibilities.

Content
(1) The responsibilities of consumer. -Be aware
-Demand and keep proofs of transaction e.g. receipts, invoice warranty.

-Think independently
-Speak out -Respect the environment.
Teacher: (1) Guides students through discussion the responsibilities of a consumer (2) Demonstrate the responsibilities.
(1) Participates in class discussion
(2) Role-play the responsibility.

Teaching aids
(1) Posters
(2) Video chips
(3) Books
(4) Chart flyers
(5) Posters, flash cards

11 & 12 Revision/Examinations

CIVIC EDUCATION JS II

THIRD TERM
SUB-THEME: DEMOCRACY

WK 1. Democracy I

Students should be able to:
(1) define democracy.
(2) enumerate the features of democracy.
(3) explain the benefits of democracy.

Content
(1) Meaning of democracy.
(2) Features of democracy
(3) The benefits of democracy to:

-The citizen
-The nation (Nigeria).
Teacher: (1) Leads class in discussion on the meaning and features of democracy. (2) Guides the students on the benefits of democracy.
Students: (1) Read books, newspapers etc. and report on the features of democracy. (2) Participate in class discussion through question and answers.
(1) Textbooks
(2) The Nigerian constitution
(3) Video clips.

WK 2. Democracy II

Students should be able to:
(1) identify democratic institution in
Nigeria and their roles.
(2) state the importance of democracy.

Content
(1) Democratic institutions and their functions. -INEC
-Political parties
-Pressure group
-Arms of Government
(2) Importance of democracy.
Teacher: (1) Uses relevant publication to guide students to identify democratic institution in Nigeria and their functions (2) Guides the students on the importance of democracy.
Students: (1) Participate in class discussion through questions and answers. (2) Read books on the democratic institutions.

Teaching aids
(1) Picture of democratic institutions.
(2) Relevant publications.
(3) Books
(4) The Nigeria constitution.
(5) Textbooks

Wk 3. Pillars of Democracy I
Students should be able to:
(1) explain pillars of democracy.
(2) list and explain pillars of democracy.

Content
(1) Meaning of pillars of democracy.
(2) Pillars of democracy.

-People, democratic institution
-Rule of law
-transparent electoral process
-Majority rule and minority right etc.
Teacher: (1) Guides students to: -define and explain pillar of democracy (2) list and explain pillars of democracy in details.
Students: (1) Read books, newspapers etc. and report on the pillar of democracy. (2) Participate in class discussion.

Teaching aids
(1) Textbooks
(2) The Nigeria constitution.
(3) Picture of democracy institution.
(4) Relevant publication
(5) Video clips.

WK 4. Pillars of Democracy II
Students should be able to:
(1) discuss functions of each pillar in relation to working of democracy.
(2) relate each pillars to present democratic setting.

Content
(1) Functions of each pillar in relation to working of democracy.
Teacher: (1) Leads class in discussion of the function of each pillar in relation to working of democracy and in the present democracy setting.
(1) Participate in class discussion
(2) Conduct group exercises focused on identifying pillars of democracy.

Teaching aids
(1) Textbooks.
(2) The Nigerian constitution.
(3) Relevant publication
(4) Pictures of democratic institution.
(5) Video clip

WK 5. Election and Voter’s Responsibilities I
Students should be able to:
(1) explain election, voters and voting.
(2) differentiate between various types of elections.

Content
(1) The concepts of election, voters and voting.
(2) The difference between various
types of elections.
Teacher: (1) Guides students to: discussing the concept of election, voters and voting. (2) Identify procedures, for the different types of elections.
Students: (1) Listen and participate in the class discussion. (2) Read and gather information given books.
(1) Voters education handbooks.
(2) The Nigerian constitution.
(3) INEC publications.

WK 6. Election and Voter
Responsibilities II
Students should be able to:
(1) enumerate the qualifications for
election
(2) discuss the responsibilities of a
voter.

Content
(1) The basic qualifications for election.
(2) The responsibilities of a voter.
Teacher: (1) Invites electoral officer to give students a talk on
-Qualification for election.

-Voting procedures
-Need for peaceful election and
-Importance of election etc.
(2) Gives assignment on the topic.
Students: (1) Listen to talk ask and answer questions.
(2) Do assignments given.

Teaching aids
(1) Voter education handbooks.
(2) The Nigeria constitution.
(3) INEC publications.

WK 7. Election and Voters responsibilities III
Students should be able to:
(1) describe the procedure for
voting.
(2) discuss the importance of
election.

Content
(1) The procedure for voting.
(2) The importance of election.
Teacher: (1) Leads class in discussion of the procedure for voting and the importance of election.
(2) Give students reading assignment.
Students: (1) Read and gather information from books. (2) Participate in class discussion.

Teaching aids
(1) Voter education handbooks.
(2) The Nigerian constitution.
(3) INEC publications.

WK 8. Electoral Malpractices I
Students should be able to:
(1) explain electoral malpractices.
(2) list and discuss the forms of electoral Malpractices.

Content
(1) Meaning of electoral Malpractices
(2) Forms of electoral malpractices
-Fake ballots paper and manipulation of votes, multiple voting
-Artificial scarcity of electoral materials
-Underage voting
-Thuggery and intimidation
-Financial inducement and other corrupt practices
-Fake manifestoes
Teacher: (1) Guides students on the meaning of electoral malpractices.
(2) Guides students to collect information on electoral malpractices from several sources.
(1) Read newspapers, Magazines and
publication INEC releases.
(2) Listen and ask questions. (3) Collect information on electoral malpractices.

Teaching aids
(1) Textbooks
(2) The constitution.
(3) INEC publications.
(4) Papers and posters

WK 9. Electoral Malpractices II
Students should be able to:
(1) mention the causes of electoral
malpractices.
(2) explain in details the causes of electoral malpractices.

Content
(1) The causes of electoral malpractice and
(2) Consequences of electoral malpractices.
Teacher: (1) Leads students to mention the causes of electoral malpractices. (2) Explain in details the causes of electoral malpractices.
Students: (1) Participate in class discussion of electoral malpractices.
(2) Listen and asks questions.
(3) Write notes

Teaching aids
(1) Textbooks
(2) The Nigerian constitution.
(3) INEC publication.

WK 10. Electoral Malpractices III
Students should be able to:
(1) discuss measures for preventing
electoral malpractice in Nigeria.
(2) suggest solution for overcoming
electoral malpractices in Nigeria.

Content
(1) Preventing electoral malpractices.
(2) Solution to the problems of
electoral malpractices.
Teacher: (1) Guides student on the discussion of preventing electoral malpractices. (2) Leads student on the solution to the problems.
Students: (1) Listen and ask questions. (2) Read papers magazines and INEC releases for information.

Teaching aids
(1) Textbooks
(2)Newspaper
(3) INEC publication.

11 & 12 Revision/Examinations

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