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NAME: ……………………………………………………………….. CLASS: …….…………………..
DEEPER LIFE HIGH SCHOOL
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www.deeeperlifehighschools.net, [email protected]

FIRST TERM: E-LEARNING NOTES

SUBJECT: CIVIC EDUCATION CLASS: SS1

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.

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

11. Revision

12. Examination.

WEEK 1 DATE ………………………

SUBJECT: CIVIC EDUCATION

CLASS: S.S.1

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

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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

The objectives 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

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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.

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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.

WEEK 2 DATE ………………………….

SUBJECT: CIVIC EDUCATION

CLASS: S.S.1

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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

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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

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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

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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

ESSAY QUESTIONS

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.

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WEEK 3 DATE ………………………….

SUBJECT: CIVIC EDUCATION

CLASS: SS1

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.

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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.

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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.

WEEK 4 DATE ………………………….

SUBJECT: CIVIC EDUCATION

CLASS: S.S.1
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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.

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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

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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.

WEEK 5 DATE ………………………….

SUBJECT: CIVIC EDUCATION

CLASS: SS1

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:

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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.

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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

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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, Learn Africa
Plc, pages 16.

SUBJECT: CIVIC EDUCATION

CLASS: SS 1

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

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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 by teaching 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.

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9 State governments establish farm settlements where the youths are engaged 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

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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.

WEEK 7 DATE ………………………….

SUBJECT: CIVIC EDUCATION

CLASS: SS 1

TOPIC: Youth Empowerment

CONTENT: 1. Importance and benefits of the empowerment skills.

2. Practical work on specific skills.

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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.

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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.

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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

WEEK 8 DATE ………………………….

SUBJECT: CIVIC EDUCATION

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:

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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.

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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

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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.

WEEK 9 DATE ………………………….

CLASS: SS 1

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 by the 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.

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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 and forced 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
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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 1999 Federal 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

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 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

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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.

WEEK 10 DATE ………………………….

SUBJECT: CIVIC EDUCATION

CLASS: SS 1

TOPIC: Goals of citizenship education

CONTENT: 1. Nationalism and major Local/world civic problems.

2. Nationalistic roles of individuals and group.

Sub-Topic 1: Nationalism and major local/world civic problems.

Nationalism: According to Barkindo, et al, 1994, “is an expression of a feeling of common identity by a
group.” J.H Price in 1970 defined “Nationalism as a policy designed to achieve self-determination by
removal of alien rule”

Nationalism is the sense of attachment and consciousness that a citizen has for his country such that he
is ready to give all he can to serve the state and promote the country towards development.

A nationalist is the one who lives to buy a future for his nation and the betterment of humanity.

Nationalism involves showing respect for the symbols of the nation-The Coat of Arms of the country, the
National Anthem, the Pledge and the Flag. It can also be described as the strong emotional awareness of
belonging to a nation held in bondage by foreign domination which leads to struggle against such
foreign rule and domination. A situation of representing the whole country irrespective of the region,
state or ethnic group one comes from.

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Major local/world civic problems

1. There are local challenges of equality in the distribution of resources; this is why we have civic
problems-Niger Delta where militants are always going on rampage. The Ife/Modakeke conflict
in Osun state, Aguleri and Umuleri in Anambra state, fighting between Hausa and Kataf in
Kaduna state. Religious crisis in Jos and other Northern states.

The recent issue of Boko Haram has caused civic problem which can be described as internal
terrorism.

2. The boundary problems, which also cause bloodshed, and transcends to international
boundaries problems causing occasional brushes-Dispute on Bakassi, Pennisula between Nigeria
and Cameroon.

3. Political crisis in Nigeria and other nations of the world such as Libya, Egypt, Syria, Cote D’Ivoire.

4. Natural disasters such as earth quake, Tsunami, Flood and global warming deterioration of the
ozone layer,

EVALUATION:

1. Explain nationalism.
2. Identify three local civic problems and three world civic problems.

Sub-Topic 2: Nationalistic Roles of individuals and groups.

Some individuals who stake their lives for the independence or towards freeing themselves from foreign
rule in order to determine their own future after independence. Renowned nationalist in the continent
of Africa-Nelson Mandela who spent twenty seven (27) years in prison to fight against Apartheid regime
in South Africa, Kwame Nkrumah of Ghana. Kenneth Kaunda of Zambia, Julius Nyerere of Tanzania.

Herbert Macaulay born 14th November, 1864 founder of Nigerian National Democratic Party (NNDP) in
1922. The President of National Council of Nigeria and the Cameroons (N.C.N.C) formed in 1944.

He opposed a number of unpopular colonial government regulation-He championed the cause of

Eshugbayi and also led a delegation to the privy council in London to protest against the constitution of
British government. He died in 1946 in Kano.

Dr. Nnamdi Azikiwe born in 1904. He mounted consistent and severe opposition against perpetual rule
of the British Colonial Administration with West African Pilot Newspapers. He could be credited with the
establishment of the University of Nigeria Nsukka.

He was the first African Governor General appointed on 16 November, 1960 to become a member of
Privy Council and the first ceremonial President of Nigeria. He died on the 11 th of May, 1996. His picture
adorns five hundred naira note.
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Chief Obafemi Awolowo was born on the 6 th of March, 1906. He came and joined others in the struggle
for Nigeria’s independence.

He organised Egbe Omo Oduduwa in 1948 a Yoruba Cultural group which later became the Action Group
formed in 1951.

The First premier of western region. He introduced Free Primary Education for the region, provided
social amenities like the establishment of Bodija Housing Estate, Liberty Stadium and Western Nigerian
Television which was the First in Africa. He died on 9 th may, 1987. His picture adorns the one hundred
naira note.

Alhaji Abubaka Tafawa Balewa (1912-1966) He Co-founded the Northern people’s Congress (NPC) with
the (Sardauna) of Sokoto-he was assassinated in a military coup in 1966. His picture is on the five naira
note. He was instrumental to the formation of Organization of African Unity (OAU) in 1962. He was the
golden voice of Africa and the rights of Northern Nigeria. He was the prime minister when Nigeria
gained Independence in 1960. There were others- Ahmadu Bello, General Yakubu Gowon, Funmilayo
Ransome Kuti, Queen Amina.There were groups that played some roles in the nation-Nigerian Youth
movement founded in 1933 as Lagos Youth Movement later renamed Nigerian Youth Movement in 1936
founded by Dr. James Church hill and others. They fought for –the inferior status of Yaba College
appointment of Africans to senior positions in the civil service and discrimination against African truck
drivers.

Roles of Nationalist leaders in nation building:

1. They help in promoting people’s and pride in their country.

2. They helped in bringing together nations that are within a nation.
3. They help in putting an end to era of colonial rule
4. Their activities brought political and self government to Nigeria.
5. They helped in the formation of political parties.
6. They helped in promoting political communication between Nigerian indigenes and British
authorities both in Lagos and London and between Nigeria and other British West African
Countries.

EVALUATION:

1.Name two nationalist and their roles.

2. Mention some groups their roles in Nigeria.

GENERAL EVALUATION

1. Explain nationalism.
2. Identify three local civic problems and three world civic problems
3. Name three nationalist and their roles
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4. Define nationalism and identify nationalistic roles of some individuals.
5. Identify local/world civic problems.

WEEKEND ASSIGNMENT
Objective Test

1. Who founded the first political Party in Nigeria? (a) Herbert Macaulay (b) Obafemi Awolowo
(c) Ahmadu Bello (d) Nnamdi Azikiwe
2. _________ is the first regional premier that introduced free Education in Nigeria. (a) Ahmadu
Bello (b) Tafawa Balewa (c) Obafemi Awolowo (d) Nnamdi Azikiwe
3. One of these is not known for his nationalistic role. (a) Welson Mandela (b) Kwame Nknemah
(c) Dr. Nnamdi Azikiwe (d) Dr. Goodluck Jonathan
4. The following groups are known for their nationalistic roles except: (a) The West African
Students’ Union (WASU) (b) Nigeria Trade Union (c) Nigerian Labour Congress (d) Political
parties
5. Dr. Nnamdi Azikiwe died in : (a) 7th May 1946 (b) 9th May 1987 (c) 15th January 1966 (d)
11th may 1996

Essay Test

1. Define nationalism and identify nationalistic roles of some individuals.

2. Identify local/world civic problems.

PRE –CLASS READING ASSIGNMENT

Read about major world civic problems

WEEKEND ACTIVITY
Read the next term notes
READING ASSIGNMENT
Read Basic Civic Education for Senior Secondary Schools, by Ukaegbu merry et al, pages 55 -59
REFERENCE TEXTS
1. Basic Civic Education for Senior Secondary Schools, by Ukaegbu merry et al, maybik Publishers.
2. Mind Exploits Civic Education for Senior Secondary Schools, by B S Amao. Mind Exploit
Publishers.

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