{"id":9518,"date":"2020-09-01T03:47:29","date_gmt":"2020-09-01T03:47:29","guid":{"rendered":"https:\/\/enoteprime.com\/?p=9518"},"modified":"2020-09-15T23:20:28","modified_gmt":"2020-09-15T23:20:28","slug":"second-term-civic-education-scheme-of-work-for-primary-two-2","status":"publish","type":"post","link":"https:\/\/enoteprime.com\/second-term-civic-education-scheme-of-work-for-primary-two-2\/","title":{"rendered":"SECOND TERM CIVIC EDUCATION SCHEME OF WORK FOR PRIMARY TWO (2)"},"content":{"rendered":"\n

Lagos State Curriculum for Civic Education<\/em><\/strong><\/h2>\n\n\n\n

Second term civic education Curriculum – Enoteprime.com scheme<\/a><\/strong> of work <\/a><\/p>\n\n\n\n

WEEK 1<\/strong><\/p>\n\n\n\n

TOPIC:<\/strong> The community leaders title holders<\/strong><\/p>\n\n\n\n

PERFORMANCE OBJECTIVE: Pupils should be able to:<\/strong><\/h2>\n\n\n\n

1. Explain what title means<\/strong><\/h2>\n\n\n\n

2. State at least, three community leaders titled holders in Nigeria                  <\/strong><\/h2>\n\n\n\n

CONTENT:<\/strong><\/h2>\n\n\n\n

The idea of the community leaders in Nigeria traditional<\/p>\n\n\n\n

setting e.g.<\/p>\n\n\n\n

– Yoruba \u2013 Oba<\/p>\n\n\n\n

– Hausa -0 Sarld<\/p>\n\n\n\n

– Igbo \u2013 Eze or Obi<\/p>\n\n\n\n

– Benin \u2013 Enoge<\/p>\n\n\n\n

– Nupe \u2013 Etsu<\/p>\n\n\n\n

– Ebira \u2013 Ohinoyi etc.<\/p>\n\n\n\n

TEACHER ACTIVITIES:<\/strong><\/h2>\n\n\n\n

1. Explain about the title holding in their community<\/p>\n\n\n\n

2. State or mention some of the title holders in their community<\/p>\n\n\n\n

PUPILS ACTIVITIES:<\/strong> Pupils to: Find out in their community why leaders must be a title holders<\/strong><\/h2>\n\n\n\n

TEACHING AND LEARNING RESOURCE: <\/strong>Pictures hosing community leader title holders.<\/strong><\/h2>\n\n\n\n

EVALUATION <\/strong>GUIDE: <\/strong>Pupils to: discuss why our community leader must be a title holders<\/strong><\/h2>\n\n\n\n

WEEK 2<\/strong><\/p>\n\n\n\n

TOPIC: The importance of title holding in the community as a leader<\/strong><\/p>\n\n\n\n

PERFORMANCE OBJECTIVE:<\/strong> Pupils should be able to:<\/strong><\/h2>\n\n\n\n

1. discuss the need for title holding in the community<\/strong><\/h2>\n\n\n\n

2. analyze the importance of title holding to the community development      <\/strong><\/h2>\n\n\n\n

CONTENT:<\/strong> Importance of title holding in the community<\/strong><\/h2>\n\n\n\n

– Recognition<\/strong><\/h2>\n\n\n\n

– Community development<\/strong><\/h2>\n\n\n\n

– Function as king carbonate in the community<\/strong><\/h2>\n\n\n\n

TEACHER ACTIVITIES: <\/strong>Explains:<\/strong><\/h2>\n\n\n\n

1. The meaning of title holding<\/p>\n\n\n\n

2. Leads the pupils identify some of the title holders in the communities in Nigeria<\/p>\n\n\n\n

PUPILS ACTIVITIES:<\/strong> Pupils to:<\/strong><\/h2>\n\n\n\n

1. Listen to teacher\u2019s explanation<\/strong><\/h2>\n\n\n\n

2. Contribute to class discussion<\/strong><\/h2>\n\n\n\n

3. Copy note<\/strong><\/h2>\n\n\n\n

TEACHING AND LEARNING RESOURCE:<\/strong><\/h2>\n\n\n\n

1. Pupils text book<\/h2>\n\n\n\n

2. Pictures of title holders in the community.<\/h2>\n\n\n\n

EVALUATION <\/strong>GUIDE: <\/strong>Pupils to: Explain the need for title holding in Nigerian communities<\/strong><\/h2>\n\n\n\n

WEEK 3<\/strong><\/p>\n\n\n\n

TOPIC:<\/strong> Leadership (traditional leader) in the community<\/strong><\/p>\n\n\n\n

PERFORMANCE OBJECTIVE: Pupils should be able to:<\/strong><\/h2>\n\n\n\n

1. Explain what tradition means<\/strong><\/h2>\n\n\n\n

2. how they are formed<\/strong><\/h2>\n\n\n\n

3. list three problems of bad traditional leader<\/strong><\/h2>\n\n\n\n

4. Explain traditional checks and balances to the power of a leader.               <\/strong><\/h2>\n\n\n\n

CONTENT:<\/strong><\/h2>\n\n\n\n

1. The meaning of tradition<\/p>\n\n\n\n

2. How they are formed<\/p>\n\n\n\n

3. What they do<\/p>\n\n\n\n

4. Problems created by bad traditional leaders<\/p>\n\n\n\n

5. Traditional and political check and balances to the power of a leader<\/p>\n\n\n\n

TEACHER ACTIVITIES: <\/strong>Explains:<\/strong><\/h2>\n\n\n\n

1. The meaning of tradition<\/p>\n\n\n\n

2. How they are formed<\/p>\n\n\n\n

3. What they discuss about the development of the community<\/p>\n\n\n\n

PUPILS ACTIVITIES: <\/strong>Pupils to:<\/strong><\/h2>\n\n\n\n

1. Define the meaning of tradition<\/p>\n\n\n\n

2. Explain how they are formed<\/p>\n\n\n\n

3. Find out and discuss the problems created by the bad traditional leaders<\/p>\n\n\n\n

TEACHING AND LEARNING RESOURCE: <\/strong>Pictures of the traditional leaders in the community holding a festival ceremony.<\/strong><\/h2>\n\n\n\n

EVALUATION <\/strong>GUIDE: <\/strong>Pupils to:<\/strong><\/h2>\n\n\n\n

1. Explain what tradition means<\/p>\n\n\n\n

2. how they are formed<\/p>\n\n\n\n

3. list 3 problems of bad traditional leaders\/checks and balances the power of a leader<\/p>\n\n\n\n

WEEK 4<\/strong><\/p>\n\n\n\n

TOPIC:<\/strong> The way leader are chosen in the locality<\/strong><\/p>\n\n\n\n

PERFORMANCE OBJECTIVE:<\/strong> Pupils should be able to:<\/strong><\/h2>\n\n\n\n

1. Explain the way leaders are chosen in their locality<\/strong><\/h2>\n\n\n\n

2. State how many community leaders that are chosen in their locality.          <\/strong><\/h2>\n\n\n\n

CONTENT: <\/strong>The way leaders are chosen in the locality<\/strong><\/h2>\n\n\n\n

– Hereditary<\/p>\n\n\n\n

– Elected leaders e.g  Political leader, traditional leaders, village leaders etc.<\/p>\n\n\n\n

TEACHER ACTIVITIES: <\/strong>Finds out:<\/strong><\/h2>\n\n\n\n

1. the ways some leaders are chosen in the locality<\/p>\n\n\n\n

2. Discuss the hereditary leadership and elected<\/p>\n\n\n\n

PUPILS ACTIVITIES: <\/strong>Pupils to:<\/strong><\/h2>\n\n\n\n

1. Find out the various ways of choosing leaders in their locality<\/p>\n\n\n\n

2. Discuss findings in the class.<\/p>\n\n\n\n

TEACHING AND LEARNING RESOURCE:<\/strong> Class pupils to act as leader (dramatization).<\/strong><\/h2>\n\n\n\n

EVALUATION <\/strong>GUIDE:<\/strong> Pupils to: mention two ways leaders can be chosen in their locality.<\/strong><\/h2>\n\n\n\n

WEEK 5<\/strong><\/p>\n\n\n\n

TOPIC:<\/strong> Advantages of choosing a leader in the community<\/strong><\/p>\n\n\n\n

PERFORMANCE OBJECTIVE: Pupil should be able to:<\/strong><\/h2>\n\n\n\n

1. State the advantages of choosing a leader in the community<\/strong><\/h2>\n\n\n\n

2. Explain the advantages of various forms of leadership.                                 <\/strong><\/h2>\n\n\n\n

CONTENT:<\/strong><\/h2>\n\n\n\n

1. The concept of advantage<\/strong><\/h2>\n\n\n\n

2. Development<\/strong><\/h2>\n\n\n\n

3. Peace making<\/strong><\/h2>\n\n\n\n

4. Job opportunity etc.<\/strong><\/h2>\n\n\n\n

TEACHER ACTIVITIES:<\/strong><\/h2>\n\n\n\n

1. Explain the meaning of advantage<\/p>\n\n\n\n

2. How to develop the community<\/p>\n\n\n\n

3. The advantages of various forms of leadership.<\/p>\n\n\n\n

PUPILS ACTIVITIES: <\/strong>Pupils to: Discuss the advantages of different types of leadership.<\/strong><\/h2>\n\n\n\n

TEACHING AND LEARNING RESOURCE: <\/strong>Pupils text books.<\/strong><\/h2>\n\n\n\n

EVALUATION <\/strong>GUIDE:<\/strong> Pupils to: mention three (3) advantages of choosing a leader in their locality.<\/strong><\/h2>\n\n\n\n

WEEK 6<\/strong><\/p>\n\n\n\n

TOPIC:<\/strong> The disadvantages of choosing a leader in the community<\/strong><\/p>\n\n\n\n

PERFORMANCE OBJECTIVE:<\/strong> Pupils should be able to:<\/strong><\/h2>\n\n\n\n

1. State the disadvantages of chosen a leader in the community<\/strong><\/h2>\n\n\n\n

2. State the various forms of leadership.                                                              <\/strong><\/h2>\n\n\n\n

CONTENT:<\/strong><\/h2>\n\n\n\n

1. Meaning of disadvantage<\/p>\n\n\n\n

2. Jealousy<\/p>\n\n\n\n

3. Stubbornness<\/p>\n\n\n\n

4. Arrogance etc.<\/p>\n\n\n\n

TEACHER ACTIVITIES: <\/strong>Explains:<\/strong><\/h2>\n\n\n\n

1. Disadvantages of chosen a leader in the community<\/p>\n\n\n\n

2. Explains what disadvantage means.<\/p>\n\n\n\n

PUPILS ACTIVITIES: <\/strong>Pupils to:<\/strong><\/h2>\n\n\n\n

1. Discuss the word disadvantage<\/p>\n\n\n\n

2. The disadvantage of choosing a leader in the community<\/p>\n\n\n\n

TEACHING AND LEARNING RESOURCE:<\/strong><\/h2>\n\n\n\n

 1. Guide discussion on findings.<\/strong><\/h2>\n\n\n\n

2. Pupils textbooks.<\/strong><\/h2>\n\n\n\n

EVALUATION <\/strong>GUIDE: <\/strong>Pupils to: mention three (3) disadvantage of choosing a leader in the community.<\/strong><\/h2>\n\n\n\n

WEEK 7<\/strong><\/p>\n\n\n\n

TOPIC: How political parties are formed in the community<\/strong><\/p>\n\n\n\n

PERFORMANCE OBJECTIVE:<\/strong> Pupils should be able to:<\/strong><\/h2>\n\n\n\n

1. Explain the meaning of political party<\/strong><\/h2>\n\n\n\n

2. say how the political parties are formed in the community                           <\/strong><\/h2>\n\n\n\n

CONTENT:<\/strong><\/h2>\n\n\n\n

1. Meaning of political party<\/h2>\n\n\n\n

2. How they are Formed<\/h2>\n\n\n\n

TEACHER ACTIVITIES: <\/strong>Explains:<\/strong><\/h2>\n\n\n\n

1. Concept of political parties in the community<\/p>\n\n\n\n

2. How they are formed<\/p>\n\n\n\n

PUPILS ACTIVITIES: <\/strong>Pupils to:<\/strong><\/h2>\n\n\n\n

1. Explain how the political parties are formed<\/p>\n\n\n\n

2. The meaning of political parts<\/p>\n\n\n\n

TEACHING AND LEARNING RESOURCE:<\/strong><\/h2>\n\n\n\n

1. Pictures of political aspirants and officers<\/p>\n\n\n\n

2. Sign and symbols of parties<\/p>\n\n\n\n

EVALUATION <\/strong>GUIDE: <\/strong>Pupils to:<\/strong><\/h2>\n\n\n\n

1. mention 2 political symbols they know a<\/p>\n\n\n\n

2. how they are formed<\/p>\n\n\n\n

WEEK 8<\/strong><\/p>\n\n\n\n

TOPIC:<\/strong> The problems created by bad political leaders in the community<\/strong><\/p>\n\n\n\n

PERFORMANCE OBJECTIVE:<\/strong> Pupils should be able to:<\/strong><\/h2>\n\n\n\n

1. list three (3) problems created by bad political leadership<\/strong><\/h2>\n\n\n\n

2. the outcome of the problems created by bad political leaders                       <\/strong><\/h2>\n\n\n\n

CONTENT: <\/strong>Problems created by bad political leadership<\/strong><\/h2>\n\n\n\n

– Qualification<\/p>\n\n\n\n

– Post<\/p>\n\n\n\n

– Pride<\/p>\n\n\n\n

– Finance<\/p>\n\n\n\n

– Position etc.<\/p>\n\n\n\n

TEACHER ACTIVITIES:<\/strong><\/h2>\n\n\n\n

1. Explains more and the listed words under content<\/p>\n\n\n\n

2. The causes of the problems<\/p>\n\n\n\n

PUPILS ACTIVITIES: <\/strong>Pupils to:<\/strong><\/h2>\n\n\n\n

1. Listen and ask questions<\/p>\n\n\n\n

2. Copy note<\/p>\n\n\n\n

TEACHING AND LEARNING RESOURCE:<\/strong><\/h2>\n\n\n\n

 1. Pictures of political leaders and rallies<\/strong><\/h2>\n\n\n\n

2. Community ward sitting discussion<\/strong><\/h2>\n\n\n\n

EVALUATION <\/strong>GUIDE: <\/strong>Pupils to: guide discussion and findings<\/strong><\/h2>\n\n\n\n

WEEK 9<\/strong><\/p>\n\n\n\n

TOPIC:<\/strong> The importance of political leader in the community<\/strong><\/p>\n\n\n\n

PERFORMANCE OBJECTIVE:<\/strong> Pupils should be able to:<\/strong><\/h2>\n\n\n\n

1. State the importance of political leaders in the community<\/strong><\/h2>\n\n\n\n

2. State the need for political leaders in the community                                     <\/strong><\/h2>\n\n\n\n

CONTENT:<\/strong><\/h2>\n\n\n\n

The importance of political leaders in the community<\/p>\n\n\n\n

– Good government<\/p>\n\n\n\n

– Speaker for the community<\/p>\n\n\n\n

– Fore-runner of the community etc.<\/p>\n\n\n\n

TEACHER ACTIVITIES:               <\/strong><\/h2>\n\n\n\n

1. Emphasizes on the importance of political leaders in the community<\/strong><\/h2>\n\n\n\n

2. Expanciate on the listed words under content<\/strong><\/h2>\n\n\n\n

PUPILS ACTIVITIES: <\/strong>Pupils to:<\/strong><\/h2>\n\n\n\n

1. Listen and asks questions<\/p>\n\n\n\n

2. Contribute to the topic discussion<\/p>\n\n\n\n

TEACHING AND LEARNING RESOURCE: <\/strong>Pictures of projects build by the political leaders<\/strong><\/h2>\n\n\n\n

EVALUATION <\/strong>GUIDE: <\/strong>Pupils to: mention two importance of choosing a political leader in the community.<\/strong><\/h2>\n\n\n\n

WEEK 10<\/strong><\/p>\n\n\n\n

TOPIC:<\/strong> The checks and balances to the power of leader<\/strong><\/p>\n\n\n\n

PERFORMANCE OBJECTIVE: Pupils should be able to:<\/strong><\/h2>\n\n\n\n

1. Explain what checks and balances means<\/strong><\/h2>\n\n\n\n

2. list any three political and traditional checks and balances to the power<\/strong><\/h2>\n\n\n\n

of a leader<\/strong><\/h2>\n\n\n\n

CONTENT:<\/strong><\/h2>\n\n\n\n

 1. Meaning of checks and balances<\/strong><\/h2>\n\n\n\n

2. Hereditary leaders<\/strong><\/h2>\n\n\n\n

3. Traditional leaders<\/strong><\/h2>\n\n\n\n

4. Political leaders etc.<\/strong><\/h2>\n\n\n\n

TEACHER ACTIVITIES: <\/strong>Specifies \u2018dos\u2019 and \u2018don\u2019ts\u2019 of a political and traditional leaders to pupils.<\/strong><\/h2>\n\n\n\n

PUPILS ACTIVITIES:  <\/strong>Pupils to:<\/strong><\/h2>\n\n\n\n

1. Listen and ask questions<\/p>\n\n\n\n

2. Dramatize on how election were conducted<\/p>\n\n\n\n

3. Listen to a tradition leader speech to the community<\/p>\n\n\n\n

TEACHING AND LEARNING RESOURCE: <\/strong>Pictures of political leaders campaign<\/strong><\/h2>\n\n\n\n

EVALUATION <\/strong>GUIDE:<\/strong> Pupils to: discuss on findings<\/strong><\/h2>\n\n\n\n

WEEK 11: REVISION<\/strong><\/p>\n\n\n\n

WEEK 12: EXAMINATION<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

Lagos State Curriculum for Civic Education, Second term civic education Curriculum – Enoteprime.com scheme of work , Topics: The community, The importance of title holding in the community as a leader leaders title holders, <\/p>\n","protected":false},"author":1,"featured_media":8595,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[59,3007,97,439,3016],"tags":[440,3030,3154,2774],"yoast_head":"\nSECOND TERM CIVIC EDUCATION SCHEME OF WORK FOR PRIMARY TWO (2) - Enoteprime.com<\/title>\n<meta name=\"description\" content=\"Lagos State Curriculum for Civic Education, Second term civic education Curriculum - Enoteprime.com scheme of work , Topics: The community, The importance of title holding in the community as a leader leaders title holders,\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/enoteprime.com\/second-term-civic-education-scheme-of-work-for-primary-two-2\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"SECOND TERM CIVIC EDUCATION SCHEME OF WORK FOR PRIMARY TWO (2) - 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