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SCHEME OF WORK
WEEK TOPIC
THEME 1: OUR VALUES
1. Introduction to Civic Education: (a) Meaning and need for civic education (b) Objectives of civic education. (c) Importance of civic education. (d) Agents of civic education.
2. Values: (a) Meaning and types of values (b) Sources of Values (c) Types of Values; (i) justice, (ii) selflessness, (iii) honesty, (iv) integrity, etc. (d) Attributes of each of these value types with examples.
3. Values: (e) Factors that promote good value system – consistency, trust, tolerance, fairness, etc. (f) Opportunity to defend oneself – methods of self - defense (d) Community services and value - Involvement in community services.
THEME 2:EMERGING ISSUES
4. HIV/AIDS: (a) Meaning of HIV/AIDS and the causes (b) Symptoms and effect of HIV/AIDS
5. HIV/AIDS: (c) Preventive measures of HIV/AIDS e.g. use of condom, abstinence, faithfulness to partners, etc. (d) Stigmatization of PLWHA. (e) Care for the HIV/AIDS Infected and affected persons.
6. Youth Empowerment: (a) Concept of youth empowerment (b) Roles of Educational institutions and government in providing jobs and Youth empowerment skills e.g. Life coping, manipulative, intellectual, communicative and artistic skills.
7. Youth Empowerment: (c) Importance and benefits of the empowerment skills. (d) Practical work on specific skills
THEME 3: CITIZENSHIP
8. Goals of citizenship Education: (a) Meaning of citizenship (b) Citizenship education and its importance.
9. Goals of citizenship Education: (c) Types of laws and rights of individuals. (d) Functions and structures of government.

10. Goals of citizenship Education: (e) Nationalism and major, local/world civic problems. (f) Nationalistic Roles of individuals and groups.
11. Revision

TOPIC: Introduction to Civic Education
CONTENT: 1. Meaning and need for civic education
2. Objectives of civic education.
3. Importance of civic education.
4. Agents of civic education
SUB-TOPIC 1: MEANING AND NEED FOR CIVIC EDUCATION
Meaning of Civic Education
The word ‘Civic ‘is a Greek word which simply means,’ citizen of a city or an area’. Civics refers to educating the citizens. Civic Education simply means educational and learning activities specifically meant to create awareness, teach right values, right attitudes and behaviour that are acceptable to the society they live in.
It can also be defined as the branch of learning that enables us to understand the activities of government, our rights as citizens, the duties and responsibilities we owe to ourselves and the society at large. Civics is the study of the theoretical and practical aspects of citizenship, its rights and duties; the duties of citizens to each other as members of a political body and to the government.

The need for Civic Education
1. It enhances people capacity to understand their roles, obligations and duties to their fellow citizens and government
2. It creates awareness among citizens on the duties of the government to the citizens

3. Civic Education also generates concern for the values by which a civilized society is identified.
4. .It is for public education and awareness.
EVALUATION
1. What is meant by Civic Education
2. State two needs for the study of civic education.
SUB –TOPIC 2: OBJECTIVES OF CIVIC EDUCATION
Theobjectives of civic education are:
a. To teach the right attitudes that is acceptable in the society.
b. To encourage good citizenship.
c. To develop the spirit of cooperation and friendship
d. To teach good leadership and followership.
e. To dissuade citizens from bad and unholy behaviours like indecent dressing, examination malpractices, prostitution, cultism, etc.
f. To encourage religious tolerance.
g. To expose students to the various ways of achieving community and national development.
EVALUATION
1. State five aims and objectives of civic education.
SUB-TOPIC 3: IMPORTANCE OF CIVIC EDUCATION
i. Civic education is important for developing good citizens of a country.
ii. It teaches peaceful co-existence of citizens most especially in a multi-ethnic country like Nigeria.
iii. It enhances individual growth for self-reliant.
iv. Civic education makes citizens to be aware of their rights and obligations.
v. It helps to create a better society.
vi. It encourages national development and rapid growth.
EVALUATION
1. Enumerate four importance of civic education.
2. What is the meaning of the word, ‘Civic’ and how does the study of Civic Education influence our society?
3. What are the objectives of Civic Education in the school curriculum?

SUB-TOPIC 4: AGENTS OF CIVIC EDUCATION
The agents of civic education are just like the agents of socialization which includes:
a. The Family
b. The Community
c. The School
d. The religious body
e. The mass media
f. Social organization
a. The Family: The family is the first unit where children learn how to interact with other people. As it is often said that “Charity begins at Home” the family is the first agent of socialization and first agent to educate the child.
b. The Community: The community members play an active role in forming and directing the socio – political beliefs of a child. They are in the best position to further direct the child towards a right direction.
c. The School: School at all levels are designed to teach, train, educate, socialize among others an individual to become a complete human being. The school is a place where a child receives organized learning experience.
d. The religious Bodies: these are institution where religious beliefs are taught. As an agent of civic education, it deals with our duties to God, to our fellow citizens and our nation at large.
e. The Mass Media: Both the prints and electronic media are agents of civic education because through them a learner and citizens interact with the happenings not only in their immediate environment but the global world.
f. Social organization: These groups act as an agent of civic education through their political discussion on certain issues specifically issues of national interest.

EVALUATION
1. a. State five agents of Civic Education.
b. Explain any two of the above mentioned agents.
GENERAL EVALUATION
1. Define Civic Education
2. Mention four importance of civic education .
3. List five agents of Civic Education.
4. Explain any two of the above mentioned agents.
WEEKEND ASSIGNMENT
1. The branch of learning that enables us to understand the activities of government, our rights, duties and responsibilities as citizens is known as __________ (a) Civic Right (b) Civic duties (c) civic Education (d) Government
2. Civic Education is also known as __________ (a) Citizenship (b)Government (c) Social Studies (d) citizenship education
3. The following are the objectives of Civic Education except (a) To teach right attitude (b) to encourage good citizenship (c) to know how much tax to be paid (d) To develop the spirit of cooperation and friendship.
4. Which of these is not an agent of civic education? (a) The Police (b) The mass media (c) The family (d) Religious Group
5. The prints and electronic media agents of civic education is called____ (a) The School (b) The Mass Media (c) The Community (d) Social Organization
1. Define Civic Education
2. Enumerate four importance of civic education and five agents of civic education.
PRE –CLASS READING ASSIGNMENT
Read about values: meaning, sources and types of values
WEEKEND ACTIVITY
1. State five types of values
READING ASSIGNMENT
Read Civic Education for Senior Secondary Schools 1 by S.O Omotuyole, pages 1-6
REFERENCE TEXTS
1. Civic Education for Senior Secondary Schools 1 by S.O Omotuyole, luck Omotuyole & Associates Nig. Ltd, pages 1-6.

TOPIC: VALUES
CONTENT: 1. Meaning of values
2. Sources of Values
3. Types of Values;
4. Attributes of each these value types with examples
SUB-TOPIC 1: MEANING OF VALUES
Values can be defined as the accepted principles or standards of a person or a group of people; it is also the principles and beliefs that influence and regulate the behavior and way of life of a particular group or community.
A personal measure of worth, such as how important an individual considers certain things; beliefs, principles or ideas people attach to things based on their sense of values;
Values are standards, rules and criteria that influence and determine how individuals behave in a society.
Some examples of values include honesty, discipline, integrity, hard work, commitment, etc.
Most people prefer to work with people that exhibit good values. When one exhibits good values in the school, at home and at the place of work, it will make many people to love him or her. Value means different thing to different people
EVALUATION
1. Explain in detail the meaning of VALUES
SUB TOPIC 2: SOURCES OF VALUES
a. The Family
b. The Community
c. The School
d. The religious body
e. The mass media
f. Social organization
EVALUATION
1. State five sources of values.
SUB-TOPIC 3: TYPES OF VALUES
1. JUSTICE
Justice is the concept of moral rightness based on ethnic, rationality, natural law, fairness, religion or equity. Justice can be thought of as being more fundamental than benevolence, charity, mercy or compassion.
ATTRIBUTES OF JUSTICE
This is the quality of being;
a. Righteous
b. Just
c. Equitable
d. orderly
2. SELFLESSNESS
Selflessness is the quality of a person who is more concerned about the needs, joy, happiness etc of others than of his/her own. It deals with thinking about the needs of others than about your own.
ATTRIBUTES OF SELFLESSNESS
a. It focuses on the well being of others.
b. Creating time for others.
c. Consideration of others first.
d. Creating happiness for others.

3. HONESTY
This is the attitude of standing for the truth or telling the truth at all times.
It may also involve such attitudes as equity, fairness, openness, uprightness and sincerity. Honesty implies being trustworthy; not likely to lie, cheat or hide facts.
ATTRIBUTES OF HONESTY
1. Integrity
2. Truthfulness
3. Boldness
4. Fairness
5. Responsibility.

4. INTEGRITY
Integrity is the quality of being honest and morally upright. It is the ability to do what is right in spite of all odds.
ATTRIBUTES OF INTEGRITY
1. Probity and honesty
2. Non-compromise of principle
3. Truthfulness
4. Contentment
5. Fair play
5 COOPERATION
Cooperation is the working together of people to achieve a common purpose or goal. It is the working together of two or more persons to achieve a common goal or objective in a family, school community, town and country. Co-operation is needed in all fields of human endeavour. In the office, co-operation is needed between the boss and the workers. The boss must lead very well and the workers must obey their boss.
ATTRIBUTES OF CO-OPERATION
1. Sharing
2. Supporting
3. Obedience
Other forms of values include; faithfulness, self-control, diligence, transparency, accountability, etc.
EVALUATION
1. List 4 types of values with their major attributes.
GENERAL EVALUATION
1. Explain in detail the meaning of VALUES
2. State five sources of values.
3. List any 4 types of values with their major features.
WEEKEND ASSIGNMENT
1. One of these is a good value (a) Cheating (b) Laziness (c) Faithfulness (d) Thuggery
2. Contentment is one of the attributes of ________ (a) Integrity (b) Self-control (c) cooperation (d) Honesty
3. The concept of moral rightness based on ethnic, rationality, natural law, fairness, religion or equity is known as _____ (a) Selflessness (b) Justice (c) Transparency (d) accountability
4. The attitude of standing for the truth or telling the truth at all times is called____ (a) Honesty (b) diligence (c) obedience
5. Consideration of others first is one of the attribute of ______ (a) Selflessness (b) Faithfulness (c) Transparency (d) accountability
ESSAYQUESTIONS
1. Explain in detail, the word VALUES
2. State and explain five sources and types of values.
PRE –CLASS READING ASSIGNMENT
Read about values: Factors that promote good value system.
WEEKEND ACTIVITY
Explain the factors that promote good value system
READING ASSIGNMENT
Read Civic Education for Senior Secondary Schools 1 by S.O Omotuyole, pages 7 – 11.
REFERENCE TEXTS
1. Civic Education for Senior Secondary Schools 1 by S.O Omotuyole, luck Omotuyole & Associates Nig. Ltd, pages 7 – 11.
2 Read civic education for senior secondary schools, Book 1 by R.W. Okunloye et al, LearnAfrica Plc, pages 1 – 11.

TOPIC: VALUES
CONTENT: 1. Factors that promote good value system are;
2. Opportunity to defend oneself
3. Community service and value
SUB-TOPIC 1: FACTORS THAT PROMOTE GOOD VALUE SYSTEM
1. CONSISTENCY – This is the attitude of doing what is right all the time and this has the tendency of promoting good moral values in the society.
2. TRUST – This is the attitude of having confidence in someone in doing what is right. This will promote societal and individual value system.
3. TOLERANCE – The ability to tolerate other people’s behaviours when they go wrong will help to sustain value system as such values. will be improved upon.
4. FAIRNESS – We should learn to treat other people in the society fairly so that our values will not be destroyed.
5. INTEGRITY – This is the attitude of having the sense of probity and accountability and when this attitude is present in our society, our value system will be promoted and sustained.
6. COMMITMENT – This is the attitude of facing a given task with all seriousness and when such attitude is present in our society, our value system will be promoted, enhanced and sustained.
EVALUATION
1. Explain four factors that promote good value system.
SUB-TOPIC 2: OPPORTUNITY TO DEFEND ONESELF
Self defense also known as private defense is a counter measure that involves defending oneself, one’s properties or well being from harm. It is the use of physical force to counter an immediate threat of violence.
Method of self defense
1. Verbal self defense: This means using one’s word to end an attempted assault. It is a way of using word as weapons.
2. Avoidance: being aware of and avoiding potentially dangerous situation is the surest way of self defense.
3. Break away techniques: When avoidance is impossible, one often has a better chance at fighting to escape.
4. Personal Alarms: A personal alarm is a small, hand-held device that emits strong, loud, high pitched sounds to deter attackers.
5. The use of Styles: Some styles are learned train primarily for self-defense while other martial art / sport can be effectively applied for self defense.
EVALUATION
1. What is self defense?
2. Explain three methods of self defense
SUB –TOPIC 3: COMMUNITY SERVICE AND VALUE
Community service is an act that people engaged in to bring benefits to the local community. Community service is a donated service or activity that is performed by someone or by a group of people for the benefit of the public or its institution.
Examples of community service projects include: clearing a pathway, cleaning roadside verges, helping the elderly in nursing homes, helping out at a local library, tutoring children with learning disabilities. Youth community service is often referred to as Youth Service.
People become involved in the community service for some reasons which includes; strengthening their community, to have a sense of responsibility and belonging, to improve on their skills, to encourage the spirit of tolerance.
EVALUATION
a. What is community service?
b. List three examples of community service.
c. Mention two reasons for community service.
GENERAL EVALUATION
1. Explain four factors that promote good value system.
2. What is self defense?
3. List and explain three methods of self defense.
4. Define community service?
5. Itemize three examples of community service.
6. List two reasons for community service.

WEEKEND ASSIGNMENT
1. This means using one’s word to end an attempted assault. It is a way of using word as weapons is known as ¬¬¬______ (a) use of arms (b) avoidance (c) Personal Alarms (d) verbal defense
2. All the followings are the factors that promote good value system (a) Electoral malpractices (b) Tolerance (c) Consistency (d) Trust
3. One of the major reasons for community service is ___ (a) to create disunity (b) to develop sentiment (c) to improve on skills (d) to encourage the spirit of tribalism
4. Youth community service is also known as ___ (a) Youth Service (b) Adult service (c) group service (d) none of the above
5. Examples of community service include the following except (a) clearing a pathway (b) cleaning roadside verges(c) helping the elderly in nursing home (d) encouraging theft
ESSAY QUESTIONS
1. What is community service?
2. List three examples of community service and two reasons for community service.
PRE –CLASS READING ASSIGNMENT
Read about HIV/AIDS: Meaning, causes and symptom.
WEEKEND ACTIVITY
Explain the causes of HIV/AIDS
READING ASSIGNMENT
Read Civic Education for Senior Secondary Schools 1 by S.O Omotuyole, pages 11 – 15.
REFERENCE TEXTS
1. Civic Education for Senior Secondary Schools 1 by S.O Omotuyole, Luck Omotuyole & Associates Nig. Ltd, pages 11 –15.
2 Read civic education for senior secondary schools, Book 1 by R.W. Okunloye et al, LearnAfrica Plc, pages 11 – 13.

TOPIC: HIV / AIDS
CONTENT: 1. Meaning and causes of HIV /AIDS
2. Symptoms and effects OF HIV/AIDS
SUB-TOPIC 1: MEANING AND CAUSES OF HIV/AIDS
Meaning of HIV/AIDS
HIV simply means Human Immunodeficiency Virus. It destroys the immune system of man. Immune deficiency is a medical condition in which the body is unable to fight infections as it should be. AIDS means Acquired Immune Deficiency Syndrome. This implies that the virus is not inborn but acquired from a carrier. The virus weakens the immune system and lead to series of diseases that can kill the carrier.
AIDS first appeared in the 1970s but was first recognized in the United States of America in 1981 and detected in Africa (in Uganda) in 1982. HIV –1t was discovered in 1983 while HIV – 2 was discovered in March 1986.
Causes of HIV/AIDS:
1. Unprotected sexual intercourse with a carrier.
2. Sharing of objects like needles, injection syringes, barbing clippers, razor blades, pins, toothbrushes etc. that are not sterilized with a carrier.
3. Infected mother can transfer it to her unborn baby.
4. Infected blood transfusion.
EVALUATION
1. Differentiate between HIV and AIDS
2. State 3 causes of HIV / AIDS
SUB-TOPIC 2: SYMPTOMS AND EFFECTS OF HIV/AIDS
Signs and Symptoms of HIV/AIDS
1. Unexplained rapid weight lose greater than 10% of body weight.
2. Night sweat.
3. Fever lasting for more one month.
4. Dry cough lasting for more than one month.
5. Itchy skin rashes.
6. Cold sores all over the body.
7. Thrush in the mouth and throat.
8. Loss of appetite
Effects of HIV/AIDS
1. HIV/AIDS always result in series of illnesses.
2. It can eventually lead to death as it is incurable.
3. A lot of money is being used in search of the cure and management of HIV/AIDS.
4. A carrier can lose his job.
5. It can lead to divorce.
6. The carriers often suffer discrimination.
7. It creates emotional problems such as anxiety, fear and sadness for the carrier and his loved ones.
EVALUATION
1. Enumerate 5 signs and symptom of HIV /AIDS.
2. State 4 effects of HIV /AID.
GENERAL EVALUATION
1. Mention 5 signs and symptom of HIV /AIDS
2. List 4 effects of HIV /AIDS
3. Differentiate between HIV and AIDS
4. In a simple language enumerate 3 causes of HIV / AIDS
WEEKEND ASSIGNMENT
1. HIV /AIDS has been described as terminal disease because ______ (a) It is preventable (b) It is curable (c) It is transmittable (d) It is not curable
2. __________ is not among the causes of HIV /AIDS (a) Sexual misconduct (b) Unscreened Blood transfusion (c) Sharing of sharp and pointed objects (d) Sharing of food and sleeping on the same bed.
3. AIDS was first discovered in _______ (a) Nigeria (b) Uganda (c) USA (d) Niger
4. The first African country to experience AIDS is _____ (a) Ghana (b) Zambia (c) Uganda (d) Algeria
5 All of these are the signs of HIV /AIDS except (a)Unexplained rapid weight loss greater than 10% of body weight (b)Night sweat (c) Accumulation of Body weight (d) Fever lasting for more one month
ESSAY QUESTIONS:
1. Explain HIV /AIDS.
2. State 3 signs, causes and effects of HIV /AIDS.
PRE –CLASS READING ASSIGNMENT
Read about values: Factors that promote good value system.
WEEKEND ACTIVITY
List ways of caring for HIV/AIDS infected persons
READING ASSIGNMENT
Read Civic Education for Senior Secondary Schools 1 by S.O Omotuyole, pages 16 – 17.
REFERENCE TEXTS
1. Civic Education for Senior Secondary Schools 1 by S.O Omotuyole, luck Omotuyole & Associates Nig. Ltd, pages 16 – 17.
2 Read civic education for senior secondary schools, Book 1 by R.W. Okunloye et al, LearnAfrica Plc, pages 14 – 15.

TOPIC: HIV / AIDS
CONTENT: 1. Prevention of HIV/AIDS.
2. Stigmatization of People living with HIV/AIDS (PLWHA).
3. Care for the HIV/AIDS infected and affected persons.
SUB-TOPIC 1: PREVENTION OF HIV/AIDS.
Since HIV/AIDS has no cure, it has to be prevented. The following measures can be taken to prevent the incidence of HIV/AIDS:
a. People who are single should abstain from sexual intercourse while married ones should be faithful to their spouse.
b. Those who cannot abstain from indiscriminate sexual intercourse should use condom.
c. Those who use sharp objects such as doctors, barbers, and hairdresser should sterilize the instruments.
d. Pregnant women should be tested for HIV/AIDS and treated if necessary.
e. Blood should be properly screened and made sure they are HIV/AIDS free before transfusion.
EVALUATION
1. Mention 4 preventions of HIV/AIDS
SUB-TOPIC 2: STIGMATIZATION OF PEOPLE LIVING WITH HIV/AIDS (PLWHA).
HIV/AIDS stigma exists in many societies. The victims are stigmatized in various ways. Some examples are as follows:
1. Rejection by family and friends.
2. Discrimination.
3. Sack from work.
4. Unemployment based on the rejection by the employers of labour.
5. Violence from neighbor.
6. Being quarantined.
EVALUATION
1. State five ways by which people living with HIV/AIDS are being stigmatized
SUB-TOPIC 3: CARE FOR THE HIV/AIDS INFECTED AND AFFECTED PERSONS.
1. We should show love to people living with HIV/AIDS and make them happy.
2. Money and other items should be donated to HIV/AIDS infected and affected persons.
3. People should not discriminate against them by abandoning them.
4. We should extend hope to them and cheer them up.
5. Government and non- governmental organization (NGOs) should provide free drugs for the people infected.
6. Public enlightenment for the members of the public to control and prevent HIV/AIDS.
EVALUATION
1. Mention five ways to take care of PLWHA.

GENERAL EVALUATION
1. Itemize five ways by which people living with HIV/AIDS are being stigmatized.
2. List five ways by which people living with HIV/AIDS are being stigmatized.
3. Enumerate five ways by which people living with HIV/AIDS are being stig.matized.
4. State 4 preventions of HIV/AIDS
WEEKEND ASSIGNMENT.
1. Problems of HIV/AIDS include all except ¬¬¬¬______ (a) it leads to broken home (b)loss of human resources (c) problem of discrimination (d) None of the above
2. HIV/AIDS can be prevented through the following ways except ____ (a) Abstinence from sex (b) having unprotected sex (c) use of screened blood (d) avoid sharing sharp objects.
3. One of these is a way to care for PLWHA (a) Rejection by family and friends (b)Discrimination (c) Sack from work (d) show of love to people living with HIV/AIDS
4. The acronym PLWHA means (a) Person leaving with HIV/AIDS (b) people leaving with HIV/AIDS (c) People living with HIV/AIDS (d) Person Living with HIV/AIDS
5. It wrong and against the law to do the following to PLWHA except (a) discrimination against PLWHA (b) treat them with rejection and disdain (c) share sharp object with PLWHA (d) allowance for their fundamental Human Right
ESSAY QUESTIONS:
1. Taking care of PLWHA are our major duty, mention five ways by which you can take care of PLWHA.
2. Itemize the various ways by which people living with HIV/AIDS are being stigmatized
PRE –CLASS READING ASSIGNMENT
Read about Youth Empowerment
WEEKEND ACTIVITY
What is youth empowerment?
READING ASSIGNMENT
Read Civic Education for Senior Secondary Schools 1 by S.O Omotuyole, pages 17 – 19.
REFERENCE TEXTS
1. Civic Education for Senior Secondary Schools 1 by S.O Omotuyole, luck Omotuyole & Associates Nig. Ltd, pages 17 – 19.
2 Read civic education for senior secondary schools, Book 1 by R.W. Okunloye et al, LearnAfrica Plc, pages 16.

TOPIC: YOUTH EMPOWERMENT
CONTENT: 1. CONCEPT OF YOUTH EMPOWERMENT.
3.ROLES OF EDUCATIONAL INSTITUTIONS AND GOVERNMENT IN PROVIDING JOBS AND YOUTH EMPOWERMENT SKILLS.

SUB – TOPIC 1: DEFINITION AND CONCEPT OF YOUTH EMPOWERMENT
Youth empowerment is the process through which young people are given the opportunity to develop skills and ability they need to become a person of influence.
Youth empowerment is a gateway to self-sufficiency or self-employment by the youth in the society. They use it to be self employed because of the unemployment situation in the country.
They should be exposed to certain skills (vocational or trade) to be self sufficient and productive in their various chosen professions.
Evaluation:
1. Define and explain youth empowerment.
SUB-TOPIC: 2: YOUTH EMPOWERMENT SKILLS
Some of the important skills that youths need to acquire for their proper integration in the society are:
- Communication Skill: Communication is a process that allows people to exchange information by several methods, through this skill you develop your communication skills to be able to effectively sell your ideas and information to people – Music, debates, quiz competition, recitation and drama.
- Intellectual Skill: This has to do with the acquisition of ability to logically think, ...... and to understand ideas and information. It involves knowing what information you need, knowing how to get the sources; recording the searches so that you can use key words or concept if a future similar information need should occur – Your school or local library, the internet and search engines, like Google.
- Artistic Skill: This skill may reflect in art work/literature, science and technology through creativity imagination and inventive ability. It could be acquired by practicing drawing and painting.
- Manipulation skill: This skill involves the ability to skillfully control, direct, coordinate events and people in order to achieve a desired and positive result. In this case things and events are manipulated to produce a positive result.
- Life coping skill: This skill involves the ability to cope with a problem, task or different situations. For a youth to be successful in life; it is indispensible for him to acquire life coping skill in his daily function or activities to survive.
EVALUATION:
1. State the different youth empowerment skills.
2. Why is it important for youths to acquire empowerment skills

Sub – Topic 3: ROLES OF EDUCATIONAL INSTITUTES AND GOVERNMENT IN PROVIDING JOBS AND YOUTH EMPOWERMENT
1. Schools including technical schools play the role of empowerment byteaching the youths crafts –weaving and other things.
2 The government also helps in this area by establishing some department and programmes.
3 N.D.E – National Directorate of Employment.
4 NLNG YES – Nigeria Liquefied Natural Gas Youth Empowerment Scheme based at the oil producing states.
5 NAPEP (National Poverty Eradication Programme)- Federal government initiative to empower the people.
6 Vocational skill improvement units established by government and NGOS (Non Governmental Organisations).
7 Libraries offer books to the rural youth on different subjects and vocation.
8 Youth Empowerment Alliance YEA – an international NGO focused on creation, implementation and advertisement of global projects that enhance the lives of youths.
9 State governmentsestablish farm settlements where the youths areengaged in farming activities.
EVALUATION
1. Mention 7 roles of educational institutes and government in providing jobs and youth empowerment
2. In what ways can the government empower the youths?
GENERAL EVALUATION
1. Highlight 5 roles of educational institutes and government in providing jobs and youth empowerment
2. State the various ways by which the government empower the youths
3. Enumerate the different youth empowerment skills.
4. Why is it important for youths to acquire empowerment skills
WEEKEND ASSIGNMENT
Objective Questions:
1. _______________ is the process through which young people are given the opportunity to develop the skills and ability they need to become a person of influence. (a ) Youth leadership (b) Youth empowerment (c) Youth development (d) Youth service
2. ____________ is the main focus of NEED
a. your development b. Youth education c. Youth enhancement d. Youth empowerment
3. Youth empowerment skills include the following except.
a. Manipulative skill b. Manual skill c. Artistic d. Communication skill.
4. ___________ are the natural skills which every organism including man acquires from birth to adapt fittingly in his environment.
(a) communication skills
(b) Artistic skills
(c) Life –coping skills
(d) Manipulative skills
5. The following have artistic skills except
a. Musicians b. Medical doctors c. Comedians d. graphic designers
Essay Test
1. Define and explain the term youth empowerment
2. State the five different types of youth empowerment skills
3.How can farm settlement be used to empower the youths?
For further reading: National standard civic education for Senior Secondary Schools by Folami Oluwatoyin page 26 - 36
PRE –CLASS READING ASSIGNMENT
Read about Importance of Youth Empowerment
WEEKEND ACTIVITY
State five benefits of youth empowerment skills
READING ASSIGNMENT
Read Civic Education for Senior Secondary Schools 1 by S.O Omotuyole, pages 19 – 21.
REFERENCE TEXTS
1. Civic Education for Senior Secondary Schools 1 by S.O Omotuyole, luck Omotuyole & Associates Nig. Ltd, pages 19 – 21.
2 Read civic education for senior secondary schools, Book 1 by R.W. Okunloye et al, Learn Africa Plc, pages 19.

TOPIC: Youth Empowerment
CONTENT: 1. Importance and benefits of the empowerment skills.
2. Practical work on specific skills.
Sub-Topic 1: Importance and benefits of the empowerment skills.
The importance and benefits of the youth empowerment skills can be grouped into the following:
 Economic benefits
 Social benefits
 Demographic benefits
 Political benefits
1. ECONOMIC BENEFITS: are financial and material benefits that youth empowerment programmes bring about. It reduces poverty thereby making them to be financially liberated. Through this they earn their living and become agents of wealth creation reducing armed robbery and other crimes.They also pay taxes thereby contributing to government revenue.
The governments will tap the man power and brain power of the youths for the purpose of economic development and industrialization.
2. SOCIAL BENEFITS: These are tangible benefits which are highly important and are essential to the society. They include: Youth empowerment programmes that help to eliminate youth restiveness caused by idleness and hopelessness. For example: Youth Empowerment Schemes (YES). These programmes have contributed to the reduction of criminal activities in states. Another example is the Federal Government Amnesty programme for Niger Delta militants. Nigeria Oil production that fell from 1.5million barrels per day to around 700,000 barrels per day increased to 2million barrels per day due to this programme. It restores peace and security. So the Youth Amnesty is a good example of Youth empowerment programme.It trained the youths in various skills transferred financial grants to the former militants.Encouraged them to lay down their arms. It also helps family institutions by helping the aged parents and siblings give them confident to settle down and get married.
It is also a tool in fighting HIV-AIDS and other Sexually Transmitted Diseases (STD). Drug abuse, prostitution and political thugs.
3. DEMOGRAPHIC BENEFITS: These benefits affects the youth as a segment in the population.
 Youths become transformed to responsible adults.
 Youths become responsible parents that can take adequate care of future offspring.
4. POLITICAL BENEFITS: They are prepared for democratic and corporate leadership.
 Youths become responsible and law-abiding citizens thereby preparing them for future leadership.
EVALUATION:
1. List four importance and benefits of youth empowerment skills.
2. Why do we need to empower the youth?
Sub-Topic 2: Practical work on specific skill.
A student who wants to become a lawyer should be bold, courageous and have confidence to face large audience. He should engage in literary and debating society in the school so as to train or develop himself for his future ambition.
He should demonstrate this skill by delivering breaking news in the society to the fellow students during morning assembly.
EVALUATION
Let the students have practical work on specific skill.
GENERAL EVALUATION
1. Let the students have practical work on specific skill.
2. Mention four importance and benefits of youth empowerment skills.
3. What is the essence of empowering the youths?
4. What is the importance of youth empowerment?
WEEKEND ASSIGNMENT
Objective questions
1. Federal government Amnesty programme for Niger Delta militant increased Nigeria’s oil production from 700,000 barrels per day to _________ per day. (a) 1.5million barrels per day (b) 800,000 barrels per day (c) 2.5million barrels per day (d) 2million barrels per day
2. The following are the importance of communicative skills except: (a) it ensures fast and easy means of sending messages (b) it saves time and labour (c) it is responsible for making the world a global village (d) it helps in transporting people from one physical point to another.
3. Some of the importance of youths empowerment skills are outlined below except (a) it saves time and energy (b) it reduces crime rate (c) it leads to self-employment (d) it facilitates the process of nation building and development.
4. The following attributes enhance self employment except (a) creativity (b) commitment (c) hard work (d) inconsistence
5. One of these is not among the reasons why people require empowerment programme. (a) to solve problems of nature (b) to promote resourcefulness (c) to develop their immediate environment (d) to promote truthfulness, honesty and indiscipline
ESSAY TEST
1. State four reasons why youth require the need for empowerment programme.
2. Participate in class discussion on how to demonstrate a practical work on specific you empowerment skill.
3. What are the three attributes that enhance self employment?
PRE –CLASS READING ASSIGNMENT
Read about the importance of youth empowerment skills.
WEEKEND ACTIVITY
State five importance of citizenship education

READING ASSSIGNMENT
Read Civic Education for Senior Secondary Schools 1 by S.O. Omotuyole, pages 20 – 24.
REFERENCE TEXTS
Evans civic education for senior secondary schools 1 by Dr. Ben Emunemu et al

TOPIC: Goal of citizenship education
CONTENT: 1. Meaning of citizenship
2. Citizenship education and it importance.
Sub-Topic 1: Meaning of citizenship
Citizenship is the legal status of an individual person in a state. It is a condition of being a citizen of a particular society, community or a country.
A citizen is an individual who is a legal member of a state or country and enjoys all rights (social, political and economic) that the state has to offer.
An author defines citizenship as an expression of the status of individuals who possess full economic, social and political rights.
To attain a citizenship status of a state, certain conditions are expected to be met as prescribed by the law. The Nigeria 1999 Federal Constitution provides three ways/means which Nigerian citizenship can be acquired:
1. Citizenship by birth:
A person is a citizen of any country he is born into whether the parents are citizens or alien in that country.

2. Citizenship by registration:
If an American woman is married to a Nigerian man, the woman can acquire Nigerian citizenship by registration through marriage. A child born in another country by a Nigerian parent can also acquire Nigerian citizenship by registration.

3. Citizenship by Naturalization:
This is a situation where a Non-Nigerian who is an alien acquires the citizenship of Nigeria for being in Nigeria for a very long period of time and has fulfilled certain legal requirements as stipulated in the constitution.
For an alien to acquire citizenship by naturalization:
1. He must have lived in the country for fifteen years or more.
2. He must be eighteen (18) years and above.
3. He must possess good moral quality, character and conduct.
4. He must not have past criminal record.
5. Must renounce his citizenship for his first country.
6. He must swear an oath of allegiance to the government of the state.
EVALUATION:
1. Define citizen
2. How can a person naturalize?
Sub-Topic 2: Citizenship education and its importance
Citizenship education is the process of impacting information about citizen’s status, rights and duties into citizens with a view of making them understand the level of relationship expected of them with the state. It involves the process of learning the skills, attitude and knowledge of participating in the affairs of a state or country to which you belong. It teaches knowledge about governance (democracy), the justice system, human rights, international relations and student’s active participation in politics.
The importances of citizenship education are:
1. To educate the citizens of their duty.
2. To educate the citizenry of their need to uphold the values of the society.
3. To teach students and youths the concept of democracy.
4. To bring about self reliance.
5. To encourage citizens to participate in peaceful political activities.
6. To inform citizens on their rights and how to exercise them.
7. To teach students on the machinery of government –how the government operates.
8. To teach citizens the importance of loyalty and patriotism at all times.
9. To teach students on the dignity of labour and to let them abhor dependency.
EVALUATION
1. Define and explain citizenship education
2. Explain four importance of citizenship education.
3. Why is it necessary for the citizens to acquire citizenship education?
GENERAL EVALUATION
1. Define and explain citizenship education.
2. Explain four importance of citizenship education.
3. Define citizen.
4. Define and explain citizenship.
5. State the major criteria for citizenship by naturalization.

WEEKEND ASSIGNMENT
Objective Test
1. ___________ is an individual who is a legal member of a country? (a) foreigner (b) Alien (c) Citizen (d) Elite
2. A child born by Nigerian parent can claim citizenship of united kingdom if _________ (a) The child travels to united kingdom (b) The child is born in united kingdom (c) The parent of the child travels to united kingdom (d) None of the above
3. ______ is the training that imparts knowledge and skills to persons with the aim of transforming them into good citizens. (a) citizenship training (b) citizen’s education (c) citizenship education (d)citizenship practice
4. The citizen of a country is entitled to these rights except one: (a) economic right (b) social right (c) political right (d) criminal right
5. Civic education make the students to acquire the values and characters which include all these except (a) honesty (b) Cooperation (c) Obedience to constituted authority (d) Customary law
Essay Test
1. What does citizenship education teach the students?
2. Identify the goals of citizenship education
PRE –CLASS READING ASSIGNMENT
Read about types of law and rights of an individual
WEEKEND ACTIVITY
Mention 5 types of laws and right of individual
READING ASSIGNMENT
Read Basic civic education for senior secondary schools, by Uka egbumerry, pages 42
REFERENCE TEXTS
1. Civic education for senior secondary schools 1 by S.O .Omotuyole
2. Basic Civic Education for Senior Secondary Schools, by Ukegbu.N Merry et al.

TOPIC: Goals of citizenship education
CONTENT: 1. Types of laws and rights of individuals.
2. Functions and structures of government
Sub-Topic 1: Types of laws and rights of individuals.
Law is a system of rules and guidelines which are enforced through social institutions to govern behaviour. Laws are made by governments. The law shapes politics, economics and society in countless ways and serves as a social mediator of relations between people. We have criminal law, which deals with misconduct, that is designated bythe government in which the guilty party may be imprisoned or fined.
Civil law deals with disputes between individuals or organizations.
Under civil law the following specialization among others exists:
1. Contract law: Regulates everything from buying a bus ticket to trading on derivative markets.
2. Property law regulates the transfer and title of personal property and real property.
3. Trust law applies to assets held for investment and financial security.
4. Administrative law is used to review the decision of government agencies.
5. International law governs affairs between sovereign states in activities ranging from trade to military action.
Types or forms of law
1. Constitutional law: This refers to the laws or provisions contained in the constitution of a country.
2. Statute law: are those laws made by the legislative house or assembly. Also known as Acts of parliament.
3. Customary law: This refers to the laws that are derived or extracted from the customs and traditions of the people.
4. Bye-law: These are laws made by local authorities who are only valid, operational or binding on the people living within the confines of the local authority.
5. Delegated legislation: These are laws, rules and regulation made by other bodies apart from the legislature under powers specifically conferred or granted them by the legislative organ of government.
Rights of individuals
The rights of a citizen could be defined as those privileges guaranteed by law to be enjoyed by a citizen of a country. Human rights refer to claims which individuals or groups make on society. Some of the basic rights of individual in Nigeria are:
• Right to life which nobody shall intentionally deprive a citizen of his life
• Right to freedom.
• Right to freedom from slavery andforced labour.
• Right to freedom of peaceful assembly and association.
• Right to privacy, family, home or correspondence without being attacked.
• Right to freedom of movement and residence within the territory of a state.
• Right to freedom of expression and the press
• Right to ownership of property
• Right to education
• Right to vote and to be voted for in any election
• Right to hold public office no matter how sensitive
• Right to free and equal hearing
EVALUATION
1. What is Law?
2. Mention five area of specialization of civil laws
3. Explain three types of law
4. State six examples of Human rights
Sub-Topic 2: Functions and Structures of government.
Structure of Nigerian Government: The federal republic of Nigeria is governed in accordance with the provision of the May 1999Federal Constitution of Nigeria.
Government can be defined as people and groups with the authority to perform certain functions in the society.
For the government to perform its functions as an institution of a state, its activities are organized into institutions with a standard pattern of relationship.
These structures are: 1. The Executive
2. The Legislative
3. The Judiciary
The Executive
The president and his ministers constitutes the executive at the federal level, the Governors and their commissions constitute the executive at the state level while the chairman and the supervisory councilors constitute the executive at the local government level.
The executive institution of a state implements and enforces government laws, programs and policies.
The Legislative
They make law for the good governance of a state. These people are called law makers or legislators. Nigeria operates two legislative chambers- Bi-cameral chambers. First the senate-upper legislative chamber and the second is the House of representatives which is lower legislative chamber while at the state level we have the House of Assembly.
The Judiciary
The Judiciary interprets the law and settles disputes. The judiciary commission regulates the activities of the Judiciary. The Supreme Court is the Apex court and the verdict is final. We have various courts Native court, customary court, magistrate court, Sharia court of appeal, State high court, Federal high court and Supreme Court.
Functions of Government:
Having defined government previously it is important to know its functions. Some of them are:
• To foster unity, faith, peace and progress-Motto of the Federal Republic of Nigeria
• To make laws for peace and order
• To ensure public safety
• To harness the resources of the nation and use it for the good of all.
• To ensure equal education of all citizenry
• To provide facilities and amenities
• To abolish corrupt practices and abuse of power
• To provide defense-life is sacred, and so must be protected, against external aggression.
• To promote science and technology
• To protect life and property
EVALUATION
1. State the structure of Nigerian government.
2. List five functions of the government.
GENERAL EVALUATION
1. Define Law?
2. Itemize five area of specialization of civil laws
3. List and explain four types of law
4. Enumerate six examples of Human rights
5. State the structure of Nigerian government.
6. Mention five functions of the government
WEEKEND ASSIGNMENT
Objective Test
1. The aim of government that implements government laws is called___________? (a) Executive (b) Legislative (c) Judiciary (d) None of the above
2. __________ is the upper legislative chamber in Nigeria. (a) House of Common (b) House of Representative (c) House of Lords (d) House of senate
3. ___________ is the lower legislative chamber in Nigeria (a) House of common (b) House of Representative (c) House of Lord (d) House of senate
4. __________ is the highest court in Nigeria. (a) Federal High court (b) Sharia court of appeal (c) magistrate court (d) Supreme court
5. ___________ is among the universally declared human rights? (a) Right to life (b) Right to free conscience and religion (c) Right to standard education
Essay Test
1. Name four types of laws and rights of individuals.
2. List four functions of the Government
PRE –CLASS READING ASSIGNMENT
Read about Nationalism, Local/ world civic problems
WEEKEND ACTIVITY
State the nationalistic roles of individuals and group
READING ASSIGNMENT
Read cosmopolitan civic education for senior secondary schools, by Adeshola Olubunmi, pages 50 – 55.
REFERENCE TEXTS
Civic education for senior secondary schools 1 by S.O .Omotuyole
Kaysho Comprehensive Civic Education for Senior Secondary School,by Adeniyi Adeyemo et al pages28-40.