SOCIAL STUDIES: JS II FIRST TERM
SUB-THEME: FUNDAMENTALS OF SOCIAL STUDIES

FAMILY AS THE BASIC UNIT OF SOCIETY

Week 1: General objectives of social studies
Students should be able to:
list the general objectives of social
studies
General objectives of social studies include:
1. to develop the ability to adapt to changing environment
2. inculcate national unity
3. to become good citizens capable of and willing to contribute to the development of the society
4. inculcate the right type of value and attitude.
Teacher: Leads student to list the general objectives of social studies. Students: List the general objectives of social studies
Instructional Resources: Students social studies textbooks

Week 2: Family
Students should be able to:
1. explain the meaning of family
2. list types of family
1. Meaning of family
2. Types of family
– Nuclear family
– Extended family
Teacher: 1. Uses guided discussion to state the meaning of family
2.Explain types of family
Students: 1. Participate in the discussion on the meaning of family
2. list types of family
Instructional Resources: Diagram showing types of family

Week 3: Family bond and cohesion
Students should be able to:
1. explain the meaning of family bond
2. explain the need for bond and
cohesion in the family setup

Contents
1. Meaning of family bond and cohesion- strong ties that recognize and respect individual family
members right
2. Importance of good family reputation
– good name in the family setup
– respect from other members of the
community etc.
Teacher: 1. Uses the students to demonstrate the meaning of family bond and cohesion
2. Conduct a brain storming session in
the importance of good family
reputation
Students: 1. Answer questions on the topic
2. Participate in brain storming session by contributing their own responses on the importance of good family reputation
Instructional Resources: Pictures of family having a good family bond
Week 4: Living together as one family
Students should be able to:
state the advantages of living together as one family

Contents
1. Advantages of living together in the family include:
1. protection
2. happiness
3. unity
4. education
5. maintaining good family name
6. good social behaviour.
2. Good moral behaviour
Teacher: 1. Leads in the discussion of living together as one family
2. Uses questioning method to relate the lesson to the students’ real lives.
Students: Participate in the discussion on the advantages of living together as one family
Pictures showing the happy moods of
family living together

Week 5: Meaning and types of marriage
Students should be able to:
1.state the meaning of marriage
2. list types of marriage

Contents
1. Meaning of marriage
– it is the binding contract between the two parties that joins together their possessions income and lives or
– a legal union between a man and woman
2. Types of marriage
– Christian marriage
– Islamic marriage
– Traditional marriage
– Under the Act
Teacher: Guides the students to:
1. state the meaning of marriage
2. explain the types of marriage
Students: 1. Participate in the discussion of the meaning of marriage
2. Ask question on the types of
marriage
Instructional Resources: Pictures showing the types of marriage in Nigeria

Week 6: Purposes of marriage
Students should be able to:
1. list the purposes of marriage
2. explain the purposes of marriage
Purpose of marriage
– Procreation
– Companionship
– Satisfying economic and social needs
– Sexual satisfaction
– Protection
– Growth in mutual love. Etc
Teacher: Uses guided discussion to lead students to:
1. Explain the purpose of marriage
1. Participate in discussion and
simulation
2. Ask and answer questions
Instructional Resources: Relevant simulation games and cartoons.

Week 7: Readiness in marriage I
Students should be able to:
state the conditions necessary for
marriage
Conditions necessary for marriage
– Physiological fitness
– Psychological fitness
– Social stability
– Financial readiness etc
Teacher: Uses lead questions
to guide the discussion on the
condition for marriage
Students: 1. Paricipate in the
discussion on the conditions necessary for marriage
2. play active role in the simulation
Instructional Resources: 1. Relevant simulation games 2. Games

Week 8: Readiness in Marriage II
Students should be able to:
identify the effects of lack of readiness in marriage relationship
1. Effects of lack of readiness in marriage
– Constant fight/instability
– Divorce
– Broken home etc
Teacher: Uses simulation to lead discussion on the effects of lack of readiness in marriage.
Students: Play active roles in the simulation exercise on the effects of lack of readiness in marriage
Relevant simulation games and cartoons

Week 9: Group Behaviour I
Students should be able to:
1. define group behaviour
2. list types of group behaviour
1. Meaning of group behaviour
2. Types of group behaviour:
– Mass action
– Communal labour
– Joining a protest or march
– Participating in a fight or acting patriotically
Teacher: Uses simulation and
games to explain to the students both
collective and communal labour.
2. Invite a guest
speaker to talk to the
students.
Students: 1. Prepare to use simulation games.
2. listen to guest speaker, ask and
answer questions
Pictures of people taking collective
actions

Week 10: Group Behaviour II
Students should be able to: explain the characteristics of group behaviour
Characteristics of group behaviour
– (Destructive – Negative and constructive – positive) group behaviour
Teacher: Uses guided discussions to lead students to:
Students: Give the characteristics of group behaviour
1. Participate in discussions and
simulations
2. ask and answer questions
Instructional Resources: 1. Students social studies textbooks 2. Videos of people carrying out mass protest

11: REVISION
12: EXAMINATION

SOCIAL STUDIES SECOND TERM Loading…….

SOCIAL STUDIES THIRD TERM

SOCIAL STUDIES JS II
THIRD TERM
SUB-THEME: FUNDAMENTALS OF SOCIAL STUDIES

WK 1. Drug Trafficking III

Students should be able to:
Explain the effects of drugs trafficking.

Content
Explanation of the consequences of drug trafficking.

– Bad image for the country
– Imprisonment

-Death in some cases etc.
Teacher: Leads students to explaining the effects of drug trafficking
Students: Participate in the explanation of drug trafficking

Teaching aids
1) Posters of people in jail for drugs.
2) Visit to prisons, NDLEA etc.

WK 2. Drug Trafficking IV

Students should be able to:
list and explain ways of preventing drug trafficking.

Content
Prevention of drug trafficking;

– Equip law enforcement agencies, i.e. NDLEA, police, immigration etc.

– Vigilance on our borders
– Severe penalty for offenders etc.
Teacher: Taking students on visit to relevant agencies; NDLEA, Prison, NAFDAC etc.
Students: 1) Listen to take notes
2) Ask and answer questions.
3) Go on excursion.

Teaching aids
Posters from NDLEA, on solution to drug trafficking.

WK 3. Contents of Social Studies
Students should be able to:
explain contents of social studies and
identify its components

Content
Meaning of social studies contents:- Facts, concepts, generalization, skills,
values and attitudes relevant for learner and the society etc.
Teacher: Leads students to find out the meaning and components of social studies concepts.
Students: Listen and responds to question in class.

Teaching aids
1) Students textbooks
2) Social studies materials etc.

WK 4. Role of extended family

Students should be able to:
Recall the types of people who make
up the extended family and their
roles in child development

Content
1) Members of extended family:
Grandparents, Uncles, Aunties, Cousins, Nephews and Nieces etc.
2) Roles of extended
family members in child development.

– Act as agent of socialization
– Share folk loves
– Learning how to relate to elders, younger family members and peers.

– Support the nuclear family members
whenever the need arises etc.
Teacher: 1) Explains the concept of extended family members using the family tree. 2) Guides a question and answer session in child development
Students: 1) Participate in the discussion by interpreting the family tree. 2) Ask and answer questions.

Teaching aids
1) The extended family tree
2) Relevant pictures and charts.

WK 5. Human Trafficking I

Students should be able to:
1) explain the meaning of human
trafficking
2) highlight the factors responsible for children and woman trafficking.

Content
1. Meaning of human trafficking: – Recruiting, transporting and
transferring of persons across borders (national and international) with
the intention to deceive and exploit them.

2. Factors responsible for children and women trafficking.

– False hope of education abroad.

– Poverty
– Increase in demand for foreign workers.
– Growth in sex and entertainment industry abroad.
Teacher: Uses debate and brain storming to elicit responses from students on:
a. the meaning of human trafficking.
b. factors responsible for children and women trafficking.
Students: (1) Participate actively in discussion and debates. (2) Listen to guest speaker, take notes and answer question from the resource person and the teacher.

Teaching aids
1) Posters
2) Resource person
3) Charts etc.

WK 6. Human Trafficking II
Students to be able to:
state the social effects or consequences of children and women trafficking.

Content
Consequences or effects of human trafficking:  Loss of human resource, Life of crime, addiction Sexual violence, Loss of human dignity, Weakens ties of family love and influence etc.
Teacher: Invite a guest speaker to give a talk on the effects of human
trafficking.
Students: Listen to guest speaker, take notes and ask question from the resource person and teacher.

Teaching aids
1) Posters
2) Video/ Film
3) Resource person
4) Charts etc.

Wk 7. Human Trafficking III
Students should be able to:
suggest possible ways of preventing
human trafficking.

Content
Preventive measures of human trafficking: Mass media  Awareness, raising Advocacy, Legislation etc.
Teacher: 1) Invite a guest speaker to give a talk on human trafficking prevention. (2) Constitutes mock courts where students try children and women traffickers.
Students: Listen to guest speaker, take notes and ask questions from the resource person and the teacher.
1) Posters
2) Video/film clips
3) Resource person and
4) Charts, etc.

WK 8. Harmful traditional practices I
Students should be able to:
1) explain the meaning of harmful traditional practices
2) describe types of harmful traditional practices in Nigeria.
1) Meaning of harmful traditional practices
2) Types of harmful traditional practices:  Use of Children for begging,  Child agric labour, Female circumcision, Early marriage etc.
Teacher: Guides students to explain harmful traditional practices (2) Acts as a facilitator and collates learning
experience. (3) Uses story telling to guide students to identify harmful traditional practices in Nigeria.
Students: Find out about harmful traditional practices in their
community from their parents and old people around them and report to class.

Teaching aids
Relevant literature/documents (e.g the
constitution international and legal agreement on human right.

WK 9. Harmful traditional practices III
Students should be able to:
state the social effects of harmful
traditional practices.

Content
1Consequences or effects of harmful
traditional practices:  Exploitation of
children,  Deprivation of schooling, Deprivation of sexual pleasure , VVF etc.
Teacher: Uses problem solving approach, mock courts and contrived situation to illustrate the consequences of harmful traditional
practices.
Students: Participate in discussion on
harmful traditional practices.

Teaching aids
Films and videos, Photographs, Posters, Charts.

WK 10. Harmful traditional practices III
Students should be able to:
suggest ways of preventing harmful
traditional practices in Nigeria/communities

Content
1) Preventive measures to eliminate harmful traditional practices.

Public enlightenment through the use of local languages, Consultation with
traditional institutions by government health officials, Legislation etc.
Teacher: Uses problem solving approach, mock courts and contrived situation to illustrate ways of eradicating harmful traditional
practices.
Students: (1) Participate in discussion on traditional harmful practices.
2) Actively discuss in problem-solving,
mock courts etc.

Teaching aids
Films and videos, Photographs, Posters, Charts, Students social
studies textbooks etc.

11 REVISION
12 EXAMINATION

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