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CHRISTAIN RELIGIOUS STUDIES

JSS 3 THIRD TERM

WEEK	TOPIC/CONTENT	ACTIVITIES
1	Unity among Christians -Christian organization: world council of church (WCC). Nigerian association of biblical studies (NABS).	Guides the students to discuss the activities of WCC and NABS and what led to their formation. Teaching and learning resources: flash cards.
2	Unity among Christians continues: Christian Association of Nigeria (CAN).	Guides the students to discuss the activities of the CAN and its objectives. Teaching and learning resources activities: Pictures of Christians holding meetings. Films of joint progamme.4
3	Unity among Christians continues .teachings that will foster unity ;-faith and works jam 1;22-227 –humility phil 2;3-11	Guides the students to read relevant passages. Teaching learning activities ,picture of a Christian crusade
4	Unity among Christians continues:. impartiality James 2;1-13 forgiveness gal 6;1-2	Guides the student to read the bible passages, Teaching and learning activities: The holy bible. Flash cards.
5	Unity among Christians continues: giving Philippians 4:14-19	Lead students to discuss various ways of Christian giving. Asks and answer questions on Christians giving. Teaching and learning activities: The holy bible.
6	. Christians living a) Christian living in the community.mtt5:13-16, 1 Peter2:9-18 b) Christian attitude to persecution. Mtt5:11-12: 1 Peter3:13-17.	Guide students to read the passages. Lead students to discuss ways Christians should live in a community. Teaching and learning activities. - Picture of churches burnt or vandalized during religious crises. - Christians magazines showing the persecution of Christians in some parts if the world.
7	. BECE	Examination

SOCIAL STUDIES

JSS 3 FIRST TERM

WEEK	TOPIC/CONTENT	ACTIVITIES
1	CONTENT OF SOCIAL STUDIES - Meaning of social studies contents. - Components of social studies e.g. facts, concepts, generalization skills, values, relevant to learners and the society.	Teacher: Explain meaning of social studies contents and components. Active participation of learners. List components of social studies on card board paper.
2	ROLES OF EXTENDED FAMILY MEMBERS IN CHILD DEVELOPMENT Meaning and members of extended family - Grandparents, uncles, aunties, cousins, nephews, nieces, etc.	Teacher: Define extended family using family tree. Leads learners to interpret the family tree. Use cardboard paper and learners.
3	ROLES OF EXTENDED FAMILY MEMBERS IN CHILD DEVELOPMENT Roles of extended family members in child development: - Agents of socialization - Share folklores - Learn how to relate to younger family members and peers. - Support family members in times of need	Teacher: Explain the roles of extended family members in child development. Active participation of students by asking and answering questions. Use cardboard paper with list of roles of extended family members.
4	HUMAN TRAFFICKING Meaning and factors of human trafficking - factors of human trafficking. - False hope of continuing education or working abroad - Poverty	Teacher: Brainstorm and discuss on meaning and factors responsible for children and women trafficking. Learners and chalkboard summary
5	HUMAN TRAFFICKING Meaning and factors of human trafficking - Increasing demand for foreign workers - Growth of billion dollar sex - Entertainment industry	Teacher: Brainstorm and discuss on factors of human trafficking. use cardboard paper to list factors of human trafficking.
6	HUMAN TRAFFICKING Consequences of human trafficking. - loss of human resources - life of crime - Addiction and sexual violence - Weakens ties of family love and influence etc.	Students role-play using mock court to try children and traffickers. learners.
7	PREVENTING HUMAN TRAFFICKING - Raising of awareness - Education - Advocacy - Legislature, etc.	Teacher: Explanation of preventing human trafficking. Use cardboard paper and list ways of preventing human trafficking.
8	HARMFUL TRADITIONAL PRACTICES Meaning of harmful traditional practices that bring physical, mental, social and health dangers to people. - Discuss effects of harmful traditional practices.	Teacher: Explain and discuss harmful traditional Practices. Guide students to mention examples of harmful traditional practices in their communities. Use cardboard to outline harmful traditional practices in some Nigerian communities. Provide the Nigerian constitution and identify sections for human Rights.
9	HARMFUL TRADITIONAL PRACTICES Examples of harmful traditional practices - Use of children for begging - Child agriculture labour - Female circumcision - Early marriage - maltreatment of widows, etc.	Teacher: Explain and discuss examples of harmful traditional practices. Active participation by learners. Pictures, drawings, video clips. Learners/students.
10	HARMFUL TRADITIONAL PRACTICES Female genital mutilation, beliefs and dangers of early marriage.	Teacher: Explain and discuss Female genital mutilation and early marriage. Pictures, charts, drawings, cardboard paper.
11	HARMFUL TRADITIONAL PRACTICES Preventive measures to female genital mutilation and early marriage: - public enlightenment - Education	Teacher: Explanation and discussion while students participate actively. Use photographs, fliers. Video/films, posters, charts, etc.
12	HARMFUL TRADITIONAL PRACTICES Consequences of harmful traditional practices: - Problem of child birth - Exploitation of children	Teacher: Discuss and tell stories of past experiences of victims. Drawing pictures of children’s labour, etc.
13	Revision	Revision
14	Examination	Examination

SOCIAL STUDIES

JSS 3 SECOND TERM

WEEK	TOPIC/CONTENT	ACTIVITIES
1	PROMOTING PEACEFUL LIVING IN OUR SOCIETY - Define peace - Types of peace: a. Positive peace and b. Negative or uneasy peace	Teacher: Explain meaning and types of peace. Learners to participate actively by contributing during the class activity Pictures of people living peacefully, cardboard papers indicating types of peace in form of flash cards.
2	PROMOTING PEACEFUL LIVING IN OUR SOCIETY Importance of peace: - Lack of violent conflict - Progress and development - Happiness and less stress.	Teacher: Explain importance of peace while students role play a happy home. Learners, flash cards of importance of peace.
3	PROMOTING PEACEFUL LIVING IN OUR SOCIETY Ways of promoting peace: - Tolerance - Social justice - Human Rights, etc.	Teacher: Discuss and explain ways of promoting peace. Learners participate actively. Use flash cards.
4	SOCIAL CONFLICTS Meaning and types of conflicts. - Violent and non – violent conflicts.	Teacher: Define conflict as Interpersonal/ Mis-understanding. Types of conflicts: i. non – violent ii. Violent Ask learners to identify types and examples of conflicts. Pictures of areas destroyed and people killed as a result of conflict. Use cardboard to identify types of conflicts.
5	SOCIAL CONFLICTS Examples of conflicts: - Inter – ethnic conflicts e.g. Urhobo/Itsekiri Kataf/Hausa, Yoruba/Hausa, Fulani/Tv etc. - Communal/Intra – ethnic conflict e.g. Ife/Modakeke, Aguleri/Umuleri, etc.	Teacher: Explain and discuss examples of conflicts. Learners participate actively. Pictures, films, cardboard papers, identifying examples of conflicts.
6	SOCIAL CONFLICTS Causes and consequences of conflicts.	Teacher: Explain and discuss after brainstorming on the topic. Learners participate actively. Learners, cardboard papers to be used during group work.
7	SOCIAL CONFLICTS Causes and consequences of conflicts.	Teacher: Explain and discuss, while students participate in the discussion. Use cardboards to identify consequences.
8	MANAGING AND RESOLVING CONFLICT Conflicts management and resolutions - Dialogue - Compromise - Court Rulings - Mediations	Teacher: Define conflict management and identify ways of resolving conflicts. Use cardboard paper to list ways of resolving conflicts. Learners ask and answer questions. Also use radio, pictures, documentaries, life stories of mediations.
9	MANAGING AND RESOLVING CONFLICT Attributes required for conflict resolution - Mutual understanding - Respect for rule of law.	Teacher: Demonstrate non- violent means of conflict And resolution using role play. Learners.
10	MANAGING AND RESOLVING CONFLICT Attributes required for conflict resolution - Tolerance in the face of provocation - Self control - Respect for opposition view - Organise guest lectures on conflict.	Teacher: Present paper or talk on conflict resolution by a guest speaker. Guest speaker and resolution. Cardboard paper to list attributes for conflict resolution.
11	Revision	Revision
12	Examination	Examination

SOCIAL STUDIES

JSS 3 THIRD TERM

WEEK	TOPIC/CONTENT	ACTIVITIES
1	CONTROLLING CULTISM IN OUR SOCIETY Meaning and causes of cultism: - Home/family background - Peer group influence - Proliferation of aims, drug abuse - Poor leadership - Injustice - Marginalization.	Teacher: Explain meaning of causes of cultism Video clips, pictures of cultists, etc. Active participation of students.
2	CONTROLLING CULTISM IN OUR SOCIETY Consequences of cultism: - Violence - Criminal tendencies - Moral decadence - Break down of social values	Teacher: Explain consequences of cultism Active participation of students. Life items like knives, cutlass, mask, charms, amulets, etc.
3	CONTROLLING CULTISM IN OUR SOCIETY Solutions to cultism .	Teacher: Brainstorm and discuss solutions to cultism. Cardboard paper and identify the solutions for discussions
4	PREVENTING DRUG TRAFFICKING Meaning of drug and reasons for drug trafficking e.g. poverty, ignorance, greed, etc.	Teacher: Discuss and brainstorm on reasons for drug trafficking with learners. Chalk board summary of points raised.
5	PREVENTING DRUG TRAFFICKING Consequences of drug trafficking- Imprisonment - Death penalty - Bad image for the country, etc. - Forfeiture of assets (local and foreign)	Teacher: Guide learners to visit NDLEA prisons, EFCC, and police station to inquire police station to inquire and discuss drug trafficking problems and suggest solutions. Agencies, learners and victims of drug trafficking with the security operatives.
6	PREVENTING DRUG TRAFFICKING Prevention of drug trafficking: - Education - Alleviation of poverty - Legislation - Inter – cooperation	Teacher: Explain prevention of drug trafficking while students participate actively. Cardboard paper and summary.
7	COMMON CRIMES AND ASSOCIATED PUNISHMENT Common crimes and associated punishment like theft, (imprisonment), rape (imprisonment) drug trafficking (10 years imprisonment) Human trafficking (5 – 10 years) imprisonment, food contamination	Teacher: Discuss the crimes and associated punishment with learners. Active participation by students. Posters, video clips, cut outs, handbills, magazines/newspaper.
8	CRIMES AND NATIONAL SECURITY Meaning of national security. Crimes that affects national security and demonstration of awareness, e.g. pipeline vandalization, terrorism illegalbunkering, importation of expired foods and drugs.	Teacher: Discuss meaning of national security and crimes that affect national security Samples of expired drugs and food in cans, pictures of terrorists and places where destruction took place, charts, video clips.
9	Revision	Revision
10	Examination	Examination

CIVIC EDUCATION

JSS 3 FIRST TERM

WEEK	TOPIC/CONTENT	ACTIVITIES
1	THE CONSTITUTION Meaning of Constitution	Teacher: Explain the concept of constitution Students: read about constitutional development Instructional Material: textbooks
2	THE CONSTITUTION Colonial Nigeria Constitution Clifford constitution 1922 Richard constitution 1946	Teacher: Guide students to identify constitutions promulgated under British colonial rule. Students: Identify various Colonial Nigerian constitutions. Instructional materials: Nigeria colonial constitution
3	THE CONSTITUTION Colonial Nigeria Constitution Macpherson Constitution 1951 Littleton constitutions 1954	Teacher: Guide students to identify the various colonial Nigerian constitution Students: carry out group exercises on differences in the various colonial constitution in Nigeria Instructional material: Nigeria colonial constitution
4	THE CONSTITUTION Colonial Nigeria Constitution Independence constitution 1960	Teacher: Guide students to identify the various colonial Nigerian constitution Students: participate in the class discussion Instructional material: Nigeria colonial constitution
5	THE CONSTITUTION Features of colonial constitution	Teacher: Guide students to explain the features of colonial constitution Students: Identify features of colonial constitution Instructional material: Nigeria colonial constitution
6	THE CONSTITUTION Post – 1960 Constitution 1963 Constitution	Teacher: Discuss constitution promulgated after Nigeria became independent Students: identify constitutions promulgated after Nigeria became independent. Instructional material: Relevant Publications.
7	THE CONSTITUTION 1979 Presidential Constitution	Teacher: Guide students to class discussion. Students: identify the elements of the independent Nigeria constitution Instructional material: Nigeria colonial constitution
8	THE CONSTITUTION 1989 – Presidential constitution	Teacher: Guide students to identify the features of the constitution Students: participate actively in the discussion Instructional material: relevant publication
9	THE CONSTITUTION 1999 Presidential Constitution	Teacher: Discuss the Constitution with the students Students: Identify the features of the constitutions Instructional material: Nigeria constitution
10	THE CONSTITUTION Features of Post 1960 Constitution	Teacher: Give reading assignment. Students: participate in the class discussion Instructional material: Constitution of the Federal Republic of Nigeria
11	SUPREMACY OF THE CONSTITUTION Meaning of supremacy of the constitution Only one constitution for the country.	Teacher: Guide students to use the constitution Students: participate in the class discussion Instructional material: textbooks
12	SUPREMACY OF THE CONSTITUTION The provision apply to all states and individual uniformity.	Teacher: Guide students to locate relevant chapters and schedules in the constitution that relate or speak on the supremacy of constitution. Students: participate in the class discussion Instructional material: Class activities.
13	REVISION
14	EXAMINATIONS