University of Nigeria Virtual Library

Serial No ISBN: 978-2955-49-3

Author 1

NWAUBANI OKECHUKWU O

Author 2

Author 3

Title

Repositioning Junior Secondary School Social Studies Curriculum for Effective

Citizenship Education in Nigeria Keywords

Description Repositioning Junior Secondary School Social Studies Curriculum for Effective

Citizenship Education in Nigeria Category

Social Science

Publisher

Publication Date

2008

Signature

ATION IN THE INFOPNATION AGE:

GLOBAL CHALLENGES AND

ENHANCEMENT STRATEGIES

Edited by

B.G. Nworgu Professor & Dean

a Ion Faculty of Educ t ' University of Nigeria

~ k k k a

p> UNIVERSITY TRUST PUBLISHERS

ISBN 978-2955-49-3

Faculty of Education, University of Nigeria. d. No part of this publication may be reproduced, stored in a retrieval system or rm or by any means, electronic, mechanical, photocopying, recording or otherwise,

without the prior permission of publishers.

TABLE OF CONTENTS

TITLE OF YAI'EII AND NAME PAGE

1 Creativi 2 Educati . - 3 Homela1

. Flows a1 4 t/ Re-Tool

, 4 5 HIV, Col Psycholc

1 :

I 6 Effectivt

i i HIVIAII 7 Nurturin

- -.----- 0--

Informat 10 . Retoolin

11 Quality,l *

12 Economi Enhance

13 Innovatic 14 Primary

! (ICT) Sk 15 ' Reforms

16 . Analysis Seconda~

17 Influenct Classroo

18 t/ Quality t Tnfnrmslt

ty and Global Challenges - Efiong Etuk - 1 )n in the Information Age: A Focus on Equity in Education x

A. M. Mohammed - 7 ~d Education, National Relevance and Internationalism: Dilemma of Global ~d Networks(?) D. I. Odugu - 16 ing Education for the Information Age: Implications for Nigeria Teacher Education

G.C. Abiogu - 23 mselling and Testing Awareness among Secondaiy School Students in Enugu State: ~gical and Counselling Implications -

* J. U. Eze, J. N. Igbo & M. A. Obidoa - 27 : Information Dissemination Practices in Schools: A Force in the Fight against the IS in the Society - G. N. Adama - 33 g Creativity at the Junior Secondary School: Implication for Curriculum

Developnlent - B.A. Ozboji 36 8 Extrinsic Motivation as Enllancemcnt Stratcgy So+. SoL:i;.l : liudics P ~ Y ihmancc am1 Png

Primary School Children - J. N. I$o Q a'.X. Ojukwo -- 4 1 9 bfnnnverllent Training Needs of School Managcrs in Nigoria and Namibia in an

ion Age - . A. P. Onuselogu & G. 0. Eziuzor - 46 g Instruction in Secondary Schools Health Education for the Information Age

N. Orajekwe - 52 4ssurance in Education: Examining Principals Leadership Frames - I I. C. Obunadike - 59 ics of Knowledge Management in the Information Age: Global Challenges and

.I ment Strategies - J. C. Onnoha - 65

i m as a Stratcgy for Lifelong Education - E. Anacle - 71 School Pupils and Acquisition of Information and Conlmunication Technology :ills in Nigeria - T.O. Ofoegbu - 75 . in School Inspection in Secondary Schools: Owerri Education Zone of Imo State

T.O.S. Eneremadu - 81 ' , .

of the Adoption Capacity of Modern Information Technology by Senior ry Schools in Edo State. - 0 . Osadolor 87 : of Exposure to Digital Facilities on Pupils' Intercst and Participation in m Speech Events E. C TJmcano 93 hsurance in 'I'crtix-y 1nstitutior;s in Nigcria: Implications lor thc I'rcscnt

,.--....-,ion Age Y 1J .E. Ilzotfinrna - 98 . 19 Determination of Reszarcl~cs's Access and [Jsagc of Intci-net for ElTcr;livc Disscininatiou of Research Output: A Case for University of Agriculture, hiIakurdi. Nigeria

E. E. Idu, A. D. E. Obinne Sc R. I. Idu - -

103 lancing the Teaching and Learning of Sand Casting through Audio-visual

107 hnologies in the Information Age - S. M. Yalams & E. J. Paiko - ating Optimal Technological Environments for all Children: Issues and Challenges in I ~mbra State Primary Public School - A.N. Uduchukwu & S.C. Nwizu - 11 1 I viding Access to Education in the Globalization Era: Potentials of Distance Education I

ugh K T and Virtual Library , - S. C. Nwizu & V. 0. Ekwelem - 119' I

lositioning Junior Secondary School Social Studies Curriculum for Effective zenship Education in Nigeria - 0 . 0 . Nwaubani - 124 dity Assurance in the Nigerian Primary Schools: Environmental Challenges

- E.P. Obiweluszo 131 lmation and Communication Technology (ICT) Competence Level of Nigerian iary Institution Teachers as a Challenge to Harnessing the ICT Gains in Education.

- , C .O. Ezeugbor - 137 Sity Assurance in Nigerian University System - N. A. Nwaoku & 1. I. Eshiet - 144

124 - m m n n r m r n m T r m T n n r = m n m n n n n x ~ n ARY SCHOOL SOCIAL STUDIES

CITIZENSHIP EDUCATION IN NIG

bani icnces lYuc a te lon ,-ia. Nw'

secondary sc' made by Orr citizenship e disintegrate (

Perhi ineffective t~ effectiveness

it. Similarly, failure. (Jooi

Introduction Education

the society, be it reiterated by the 1 excellence for na education is base( Nigeria, 2004:7). which are capable

Indeed, ce the need for effe electoral malpracl patriotism, sexual .

eaucatmg Tor c virtue of their citizenship edu

t a In recc merely as an Currently,-it i s of education Universities C separate citi'ze~

I i s universally acknowledged as an effective tool for any meaningful develop social, economic, technological and political, (Ukeje, 1996). This position

Jational policy on education in Nigeria which perceives education as an "instrun tional development" (Fed. Rep. of Nig. 2004:4). Indeed the Nigerian philosopny or i on the need to "dcvcl~p individuals into sound and effective citizens" (Fed. Rep. of This is justified by Govcrnmcnt's intentions in providing curricula offcrings in schools of promoting effective citizcnship cducation or training (Okam & Bozimo, 2002). :rtain prevailing practices in Nigeria seem to have brought to the educational forefront :ctive citizenship education. These anlong other things includc official corruption, tices, drug abuse and addiction, juvenile delinquency, cultism, indiscipline, lack of promiscuity, armed robbery, examination malpractices, violcncc and crimcs etc. (FRN,

ZVUO). W~thout doubt, these problen~s havc not only assumcd an alarming proportion hut havc also given the country a bad image in thc intcrnn[io~lal circlcs (hcanu. 2000).

I The role of the school and by implicnlion tlic var-inirs s ~ ~ l ~ j r o ~ : ; in ~ I -O I . I ,oiing cilr/,cnhliip rLluca!ion seem t'o have bcen widely acknowledged in cducqtional / I I C I X L I I U : \!~I.OSS & Oynncsson, 1082; :;rant 22 Vandscedright, 1996). Indccd, i t has bccn vigorously 21-gucd that any school subject i:; capablc of' . .. " itizenship, depending on how it is taught (Udoh, 2000). However, other school subjects by

nature, content and methodological insight are strategically desibmed to promote effective [cation. Social studies is widely recognized as one of such subjects (Obebe 2005). ntrtimes, there has been an upsurge of interest in citizenship education in Nigeria r instructional segment of social studies but as a separate discipline' (Ezekwesili; '200( taught as an.integra1 aspect of the general studies programme in universities and colleg

in Nigeria (National Commission for Colleges of Education, NCCE 2002; Natior.-- ommission, NUC, 1989). There is no doubt that the issues inherent in the call for a nship education curriculum are germane to contcnlporary living in Nigerian society. All

the same. whether these issues cannot be cffectivcly addrcsscd within the context of a repositioned junior hools social studies curriculunl is entirely debatable. The above point have been succinctly iogie (1993) and Obebe (1991 & 2005) who observed that the introduction of a separate !ducation curriculum at the primary and junior sccondary school levels could help to by adoption) instead of integrating the school curricula. IPS, one major reason why social studies failed in its citizenship assignment is due to eaching. In fact, research studies undertaken by Nigerian scholars on instructional in social studies seem to confirm the above position (Ogunyerni, 1994; Ogundarc 1997).

The emerging view is that thc prcvnlent approach to social s t~d ics instructinn has Inrgcly ~rcmaincd expository. This has madc [hc s~ibjcct niorc or lcss unintcrcsling, alxtr-act and thcot-ctical to young students who are supposcd to acquirc Si~nclional li.~owlcdgc. and tlcvclop dcsirahlc values a11d skills fi-om

studies carried out on rhc citizcnship cducation rolc of social studies scem to indicate F and Okam, 1990, Okam and Nnamani 2000). It was found that teachers rarely used

instructional r require as effe

Ironib removing the defining goal

.- .. - rerocus tne JUI

its citizenship , For cc

headings: - , . . Conce - The I

curric - Theor - Re foc

, citizer - ~Implic - Concl

Concepts of S Social

:--I..-:-- :- +l. I I lCIIU~lUII

core or c social stu ,,A ..,,:.

nethods and materials whrch could nistill in p\~pil:; skills oTclecision making which they ,

:ctive citizens. i

ally, taking citizenship cducation away l ixm social stiidics C O L I I ~ bc r:~ntat~iount to "soul" of tllc subject liom i t since citizcn~:li~l) ctlr\c.;i~ion is gcncsally :iccn ;IS t11c corc or- of social studies (Gross and Dynncso~~, 1901). 11; vicw of this position, t11c.r~ is need to I nior secondary school social studies curriculunl in Nigcria with a vicw to enabling it fulfill I education mandate or instructional goals. mvenience, the above issues and the entire paper are discussed ~inder the following sub-

:pts of social studies and citizenship education dace of citizenship education i11 thc curr-cnt junior secondary school social studies ulum. etical perception on citizcnship cducation instructional goals in social studies. using the junior sccondary school social studies curriculum for the effective teaching of iship education concepts :ations and suggestions . I

usion.

;ocial Studies and Citizenship Education Studies is one of the innovative elements of thc ncw Nigcrian educatio.na1 system. Its

111 ~ ~ i e primary and junior secondary scliool sysicm a n d its subscqucnt clcvatic.n to [he statirs of :ompuIsory subject is a clcar seflcction of its pcsccivccl importance (FRN, 2004). In Nigcria, dies is generally defined to mcan "the s i ~ ~ d y o C man's in~csaction wi 111 his cnvironmcnt-physical

arlu bu~lal (Akinlaye, 1981). It is co~lccrncd .igi[ l i t l~c icciprocal ~-cl;ilionship b c s t \ v ~ c n Inan and his environment in respect of how he is influenced by his cnvisonnicnt and in tutn influcnccs the cnvironnicnt

- .

occupation, us (NCSS, 1991) promote civic Nigeria as an Research and I

1 The g aspirations of Natiogal. Polk - ' . !: The in

' 6 - The: ir Nigeri

- - ~ h e t x - : : '* : theacc

' . ' - : ' compe :i. I! ' i 'societ]

' Primaril understanding

. The current JS rlpvelnnrnpnt n

(Adarelegbe, 1981). These influences '(Physical and social) dcfine and delerinine man's beliefs, e of natural and man-made resources etc. Similarly, the National Council of Social Studies I

I defines social studies as "the integrated study of the social sciences and humanities to competence. "This ii in line with the official position on the definition of the subject in organized curriculum or the study of man and his environment (National Education

Development Council, 198 1). I

oals of current junior secondary school social studics reflect the needs, problems and I I the Nigerian society as summarized in the goals of education in Niger~a and stated in the

y on Education (Fed. Rep. of Nigeria; 1998: 8; & 2004:7-8). These goals are: culcation of National consciousness and national unity; lculcation of the right of value a d attitudes for the survival of the individual and the an society; aining of the mind in the understanding of the world around; and pisition of appropriate skills and the devclopmcnt nicntal, physlcal and social abil~ties and :tencies as equipment for the individual to llve In and contribute to the development of his v'. y, the junior secondary school social studies seeks to foster in the young learners a deep of his environment through necessary knowlcdgc, skills, values and attitudes (FME, 1985). ;S-social studies incorporatcs the above objcctivcs and in addition emphasizes the overall

,, .,.,,...,... .d a sense of responsibility patriotism and effective citizenship (CJcloh; 2000)

Citizenship Citiz

Nwahunays (

politica1,jeco national dev education w' contribute mc

The I - . Tad,

' , . i

Education :enship education as a conccpt has been dcfincd 111 various ways by d~ffcrcnt scholars. 11996) sees it as thc systematic or ordcrly mcthod of transmitting knowledge, skills, positive aomic, social and administrative cultures to the citizen of a state for the primary purpose of elopment. Similarly, Fadaiye, (1995) perceives citizenship education as the form of hich is, given to citizens with a,vicw to making them responsible individual eaningfully to the overall development of their environment. National Cuniculum on citizenship education stated the goals as: evelop in the child an awareness and a desirable attitude to the Nigerian constitutic

s who can

)n. -,,

, hard-work, co-operation and respe 126 I

:ct for

enabling him de the common goc

. Within the of their constitut activities (NER1 induction into or

Status of Citize:

:lop in we cnuu a sense or narlvnal pnut: anu leyalty to the nation; and :r in the child a sympathetic understanding of the pcculiaritics in his environment, thus :velop attitude which would promotc cnviron111cnt;ll consideration for his well-being and )d (National Teachers' Institute, 199 1).

Nigerian context, citizenship education is expected to help i~dividuals to become aware ;ional roles, rights and obligations, obey the laws of the land and participate in democratic IC, 1990). Thus, in its broadest sense, citizenship education is preparation for life and legs immediate and larger environment (Shaver, 1977).

nship Education Indeed, efforts have been madc toward:; thc inh-oductjon or cifizcnslii;~ rdi~c;>tir~ri :I:: :I sr:p;t~.atv si11,I~t in Nigeria. For instance, bcforc 1908, i t v a s no[ cvcn --cl ludc~! G I I I I I 1 i 4 ol'pr1111 ' I >, i111cl iwr~or scccj~~tlal-y school social studies curricula (Fcd. I<cp. ol' Nigeria !98 1 : 17). Ilow\~cr-, in 199s and 2004, social studies

:se two levels had changed to "social studies and cimcnship cducation" (FW, 1998: 18, curricula at thc 2004: 19)

The a t Kaduna in 199 primary and se that both subje~

H o w e ~ to indicate that 1990, NCCE, : series of work . . dwindli& fortun by the presidenti school subject at

Elsewhe compulsory natic ..,A ,,,c,-c ,,..

,eve development was sequel to the position of the curriculum review conference held it 1 which accepted that citizenship education should be taught as part of social studies at thl cqndary school levels (Udoh, 2000). This decision was probably based on the assumptio~ cts shared very common objectives. ler, within a decade or so after the above development, emerging scholarly opinions seem citizenship education deserves a place in the school system as a separate subject (NEICDC,

2002). In fact, as far back as 1991, thc Lagos state ministry of education had organized :shops for secondary school teachers on "citizenship education" (Obebe, 1991). This

worunop no aoubt was a reflection of the growing clamour for citizenship education on one hand and the ,es of the subject under social studies on the other. This position was further strengthened :a1 directives in 2006 that civic or citizenship education should be included as a separate the primary and secondary school levels (Ezekwesili 2006).

re in recent times especially in Great Britain, citizenship education was introduced as a ma1 subject (Diwan, 2002). Specifically, the curriculum which is national in philosophy

uu GWIEIU ~ ~ ~ e r s wide ranging topics such as politics and gove~mncnt, the legal syslcm, the nicdia, ld diversity, equal opportunities, lii~man rights and global i!isucs (NCSS 1991). 'The popularity

,, ,,,, ,,iject in the UK is buttrcsscd by the findings of the studies of Kerr, Lopez,, Nelson and C1i:aver (2006) which found out that childrcn need thc intell&tual dcvclopmcnt, motivntlon and skills dcrivcd from citizenship training which ultimately equips them for. sixccssii~l lifc-long Leanling. Similarly, the . . e . .

on, Avery, Pederson, Smith and Sullivan (1997) on the views of contemporary social a citizenship education, found that American teachers held four conception of the thinking, legalism, cultural pluralism and assimilation. The implications of the above ship education bother largely on the fact that the subject is still very popular among

studres or Anders studies teachers o discipline namely findings to citizen teachers in USA.

Social Studies and Citizenship Education Iiclatio~~sl~ip It is generally accepted that there is a recopizable relationship between social studies and

citizenship education (Gross & Dynneson, 1982). The social studies curriculum has been used traditionally to address the content and skills associated with citizenship education both in USA and in Nigeria. Impliedly, the contents of citizenship education are the instructional responsibilities of social studies. It is seen as the core of social studies. The essence of social studies is therefore good citizenship,

However, it needs to be argued that although citizenship education is an important aspect of social stbdies, it is certainly not the sole preserve of social studies education. (Grant and Vandsledright, 1996)-citizenship education extends beyond the social studies since the issues addressed by the subject cut across all years, subjects and elements of thc school proganimc both formal and informal. Thus, even though 'the schools are strategically placcd to promote citizcnship education, i t can also be provided informally through related sociai.~ation agcncics such as homc, church, mass inedi:~ ctc.

The above views notwithstanding, social studies and citizcnship educaticm in most countries of the world center on common issues like thc acquisition of thc knowledge of the law and constitution, lcgal issues, rights and obligations (Fernekes, William & Shiman, 1999) Indeed, the close relationship is also

jcd by similar philosophy which emphasizes I oC ciicctivc political culturc, valucs and attitudcs,

I si 1 are .consic

subjects it

ity for so~ind tlccision making and judgenxnt which rwlvu .,bwvirirulq ,,, ullg u b r L r v v r u L r v i r v , r L r L t ; (Siiavcr, 1177). The othcr common arcu in both

It has been demonstrated that the contcnts c;f citizcnship cducation and social :nable to traditional instructional approaches such r;s Icctur-e anti othcr teacher- es (Ogundare, 1997). The populal- tcaching ncthods remain inquiry and ed resource-based instructional techniqucs which encourage active student

democratic classrootns. This posiLion makes proper unclcrshnding of the aches of both subjects imperative. I philosophical and mcthoclologica! al)l)~wchcs in social sr~~clics m d cilizcnship

_ _, . . _ _; methodology. studies are not usually am€ centred teaching techniqu discovery and other relati participation in open and theoretical basis and appro; Theoretical perspectives or education

I Available literaturt I of citizenship education anc

Barth and Shermi! citizenship transmission, tl

I embody the philosophical r the citizenship transmissia science and reflective procedures/perspectives. Si -for the social studies conta

I . the past and'guide to good (

....~:#.l -&.a:&. a,. ",.-:-I

invow< T

reasoni in a rip

: in education is replete with issues on theoretical framework for the teaching d,social studies (Barths & Shermis, 1970; Brubaker, Simon & Willian~s 1977). ; (1970)'identified,three theoretical traditions of the social studies namely, le social science and reflective thinking models. These theoretical positions ~ n d instructional goals of citizenship education and social studies. Thus, while In model promotes the inculcation of societal norms and values, the social models approach citizcnship issucs from disciplinary and problem milarly, Ijsubakcr, Sinloll and Willanls (1977) proposed conceptual framework ining five distinct componcnts namely: the social studics as the knowledge of :itizenship, student-centercd tradition, social studics as rcflcctivc thinking,

.WU+ DLUUICJ 3VbliLI 3uc;nce and thc structure of knowlcdgc, social studies as socinl-political 1 :merit.

'hese theories have no doubt influenced the philosophy or goais of social studies and to a lble extent guided instruction in 'thc subjcct especially with rcspect to ~:itizcnship training of youths

... , ,,mocratic setting. By and large, the questions arising from thesc thcol-ics which may have serious implications for the effective tcaching of citizenship educalion conccpts in social studies classroom arc: (1) What provisions are ni:idc Sor- citizenshi? ctlucnlion iri lilt: ~ns~ructiol-121 goals o f j~rnior seconclasy

;ocial studies? 3ow is the content of junior secondary school social studics sh-ucturcd to rcflcct and iccommodate the teaching of citizenship education concepts'? Xow are the contents of the junior secondary school curriculum taught to achieve citizenship :ducation goals? 3ow are evaluation in social studies clgssrooms at the junior secondary school level done to tccomplish citizenship education instructional objectives? lamental issues raised by the above questions and how they can be satisfactorily resol"ed are in the next section.

curriculu the conte second i instructic

I -- - I - - A-

Refocusing the junior secondary scltool social studies curriculu~n for effectivc citizcnsliip education Two major related issues are very fundamental to the task of repositioning J.S.S social studies Im for effective citizenship education in Nigeria. The first is the appropriateness or suitability of :nt of the subject especially its capacity to provide pupils with relevant learning experiences. The s the instructional competences and skills required by social studies teachers to achieve the mil goals of the subject in Nigerian educational system. 3y virtue of its philosophy or aims, the national junior secondary school social studies curriculum

S ~ K S LU foster in Nigerian pupils a deep understanding of their environment through necessary knowledge, skills, values and attitudcs (1;cd. Min. of Eciuc. 1985). Two rcl:~icd quc:;tions which arc vital to the attainment of the abovc stalctl goals inclutlc: (1) Are the contents adcquatc enough in depth ant i scolx io foster citizcnship cc.lucation of the

Junior secondary school pupils'? ible to implement the contents and other related instructional activities within the context rent junior secondary school social studies?

Nigerian (2) Is it possi

of the CUI

r . The argument wi social studies cur

ith respect to the above is not entirely based on the fact that junior secondary schoc riculum lacks some citizenship education concepts but on how deep, rich and extensiv

enough engagin,

contex presen leamec needs

with ci been 1

educat traffic ,nation:

, conten' . - - . . . . . .

calls fc name13 -- --A: -

Refom 1

' 1 qpmpete~ Thus, i f , studies tt

' E for thk u: aims are

. activities presentat

, Thus, be positive 1

. .operatior in additic

. cuniculu ..,-.l;t:t."l

- his instructional approa instance, in teaching a emphasize the "univers; .society could be illustr goyemment, state, natio~ made demonatic using

. themselves in terms of r t& need for respect and interactive and democra citizens. This is,the whc are continuous and 'cum projects which are expel appreciate and ultimatel!

, teachers, pupils will ga pai-ticipation, and functic

organizations, hip centred or ues within the ,,,,,:,,a ,,A

12s the contents are in making the learning oL tliesc concepts very intcscsting, intcsnctivc and g for Nigerian pupils. Without doubt, inherent topics such as leadership and fellowship social

"tion a?d conflict, Civic Rights and Responsibility, culture and identity are citizens! 3d.""T'hese tipi& represent as it were some of the dominant human problems and iss :t of ~ i ~ e r i a ' s social-political environment. Furthermore, these topics have also been u~gi l~~lacu a11u

ted on the basis of life functions and situations. Impliedly, the contents can be conveniently 3 by pupils since the issues and problems involved are relevant to their world views, interest and in a plural socicty like Nigeria. . , ,

' However, on a closer observation, it could be seen that the curriculum is not sufficiently laden itizenship concepts even though its goals are insti-uctive. Indeed certain topics which ought to have ~tilized in providing pupils with relevant activities and experiences required for citizenship ion are lacking Osho (2002). * These include among other issues like law and society, constitution, regulations and'offences, structure and arms of government, Heroes and Heroines in Nigeria, core 11:values (respect, diligence hard-work honesty, discipline, co-operation etc. ' It is therefore strongly argued that there is necd to ~cfocus junior social studies curriculum ts in order to meet the challenges of citizcnsliip educr~[ion in cotcn~porn~y Njgcriari society. This )r re-ordering of contents of junior sezonda1-y school social studics lion1 two ninjos pcrspcctives -

structural and pedagogical. With respcct to stl-uclure thcre i:; the neccl to inruse the abovc 1ne11~1uned citizenship concepts in the junior seconiln~-y social studics cull-iculurn. This c:lll is even ninvc germane now that the Nigerian Education Research and Devclopmcnt Council (NEIIDC) is reviewing the Primary;and Secondary Curricula in line with the Universal; Basic Education Acts of 2004 and Education

4cts of 2007. . , , , , 'Iowever; ho\;;; far the above expectations will be met depends largely on teacher's instructional nce or effectiveness. This brings us to the second question which bothers largely on pedagogy. the contents are to be adcquately geared towards reinforcing citizenship education, then social :achers should be prepared to reposition their instluctional skills and competences. * :.

3y;its nature, the social studies methodology is tied to integrated philosophy. This therefore calls se of innovative instructional strateiies and methods by social studies teachers if the above stated to be achieved. The planners of juriior secondary school curriculum recommended instructional and methods like discussion, role-playingldramatization, field trips, construction, activity,

ion, inquirylproblem solving etc which are accepted as some of the tested methods in the area. aring this in mind, social studies teachers are expected to develop in pupils a wide range of ~ehavioural traits capable of promoting effective citizenship education. rhis brings us to the expectcd classroom charactcr of social studics teachcrs with rcspect to topics ng citizenship implications. Indced such topics abound in thc cul-riculuni and they includc co- I, and conflict, institutions and functions, civic rights and responsibilities, family etc. These are )n to the ones that have already been suggested. To treat these topics and the entire social studies m adequately for effective citizenship education, thc teacher nceds to understand the society and

tJVllLLbQl environment of the child. The socials studies teacher has a big task in creating an open and democratic classrooms whcre

citizenship skills, rights and responsibilities will bc inculcated. Mow he does this well depend largely on ches and in particular the kind of evaluation practices that are evolved. For topic like co-operation which is not directly political teacher is expected to

ility" of civic responsibilities which are needed for effective coopcration in the *ated with the concept of co-operation in the family, community, clan local I and within the international comn~unities. In this respect, such a c' - - -

' ' '

discussion strategies to make pupils identify differences and simili lames, languages, ways of greetings, religion and so on with a viev I recognition of sense of wo,rth in ,every culture. Pupils who are "tri .tic' classroom will ultimately grow to become patriotic and effecl ~ l e essence of conceptual teaching which also involves evaluation pri ~ulative in nature. These include quizzes, brainstorming, puzzles, zted to assist learners to inquire and discover facts and explore v a L - ----, ----

defend. Thus if the above instructional strategies and activities are practiced by in relevant experiences, knowledge, skills and values required for democratic ma1 citizenships in a multi-ethnic society like Nigeria. In other words, if pupils

lass coula oe I :

irities among , , v to stressing iined in such ;ive Nigerian i ' I

xtices which assignments, IPS thev can

are taught the suitable contcnts WI

gain infoqation they rcquirc to l i ~

Implications and suggestiol~s Arising from the precedin; There is the need to revie sense of citizenship educa

2. Teacher training in social teaching of citizenship e d ~

3. There is also the need f;

strategies through in-serv with respect to issues and

4. ~urriculum experts who L unique role of social studic of the curriculi

5. Development a cognizance of core citizen

of text writers in the subjec

I L I I il[J[JIU[JIliILr; ~r~s~ructional si.t.atcgics and skills thcy will learn and vc as effective citizens; in thcir. cnvironmcnt.

g discussion the following in~plications and suggestions are outlined: w the current junior secondaly social studics contents to reflect deeper tion. studies should be repositioned to meet the challenges posed by effective lcation in Nigerian Schools. or social studies teachers to rcposition their instructional styles and ice programmes to meet the needs and aspirations of Nigerian pupils problems of citizenship education. rndertake the review of social studies contents should begin to see the :s in citizenship education. This could be done through

um. of textual materials for junior secon . . . . - . - ~dary school social studic

ship elements and needs ot-pupils. This calls for prope ~ t .

:s should take :r re-orientation

I Conclusion *y school social studies curriculum to sustain citizenship education in paper. This is with a view to assisting Nigerian pupils who represent icntify with aspirations and prospects of promoting national unity in nship education programme within the context of junior secondary u111:

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