Communicating Social Injustices to Leaders (Primary 5)

CIVIC EDUCATION 

RELIGION AND NATIONAL VALUES

THIRD TERM 

WEEK 5

PRIMARY 5 

THEME – REPRESENTATIVE DEMOCRACY AND SOCIAL INJUSTICE 

PREVIOUS LESSON – Representative Democracy and Social Injustice – Meaning and Importance of Pressure Groups (Primary 5)

TOPIC: COMMUNICATING SOCIAL INJUSTICES TO LEADERS 

LEARNING AREAS 

1. Meaning of Social Injustice

2. Unfair Practices in our Society

3. Ways of Communicating Social Injustices

PERFORMANCE OBJECTIVES

By the end of the lesson, the pupils should have attained the following objectives (cognitive, affective and psychomotor) and should be able to:

1. explain what social injustice means.

2. mention some examples unfair practices.

3. demonstrate how workers protest when they are not promptly paid.

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of:

1. Adults in the community.

2. Company Diaries.

3. Newspapers and magazines.

4. Debate will.

5. Textbooks.

6. Members of a pressure group as a resource person.

METHOD OF TEACHING – Choose a suitable and appropriate methods for the lessons.

Note – Irrespective of choosing methods of teaching, always introduce an activities that will arouse pupil’s interest or lead them to the lessons. 

REFERENCE MATERIALS

Scheme of Work

9 – Years Basic Education Curriculum

Course Book

All Relevant Material

Online Information

Relevant limk – Third Term Scheme of Work and Plan Lesson Note for Civic Education Primary 4, Primary 5 and Primary 6 Links

 

CONTENT OF THE LESSON 

LESSON ONE – INTRODUCTION

MEANING OF SOCIAL INJUSTICE

Social injustice are practices in the society that are unfair.

For example, when the right practices become the wrong practices or wrong practices become right practices.

These unfair practices in the society are:

1. Labor practices

2. Racial discrimination

3. Discrimination due to gender

4. Orientation

5. Ethnicity

6. Age discrimination.

 

LESSON TWO – COMMUNICATING SOCIAL INJUSTICE TO LEADERS 

Communicating Social Injustices to our leaders is a way of saying enough is a enough.

 

HOW WORKERS PROTEST AGAINST INADEQUATE PAYMENT 

1. Demonstration

2. Strikes

3. Reduce production

4. Resignation

LESSON THREE – WEEKLY ASSESSMENTS 

As stated in performance objectives or lesson evaluation. 

PRESENTATION

To deliver the lesson, the teacher adopts the following steps:

1. To introduce the lesson, the teacher revises the previous lesson – pressure group. Based on this, he/she asks the pupils some questions;

2. Creates a situation where the pupils will make a judgemental call.

Pupil’s Activities – Make a valid decision on the matters.

3. Asks pupils to mention other social injustices in our society.

Pupil’s Activities – State some other social injustices in the society.

4. Asks pupils to find out how workers protest against inadequate payment after lesson one.

Pupil’s Activities – Discuss their findings in class.

CONCLUSION

• To conclude the lesson for the week, the teacher revises the entire lesson and links it to the following week’s lesson – advantages and disadvantages of pressure groups.

• Next Lesson – Advantages and Disadvantages of Pressure Groups (Primary 5)

LESSON EVALUATION

Pupils to:

1. What is social injustice?

2. mention five examples of unfair practice.

3. communicating social injustice means _________________

__________________________________________________________.

4. list 2 ways workers protest when they are not promptly paid.