Social Studies Grade 1-6

INTRODUCTION
The understanding of how human beings interact with their physical and social environments is essential for living a stable and
productive life. Social Studies fosters this understanding and is integrated with elements of Geography, History, Sociology,
Psychology, Economics, Civics, Health Science, Religion and Sexuality Education. The overall goal of the curriculum is to nurture in
learners the knowledge, skills, competencies, attitudes and values that will enable them to live as functional citizens who understand
their physical environment, can interact with it productively and in a sustainable manner and who live at peace with others and help
preserve the values of their society.
The General objectives for Grades 1 - 6 Social Studies:
1. Appreciate their physical environment and acquire the knowledge and skills needed to interact with it in a productive but
sustainable manner.
2. Embrace positive values and attitudes that make for peaceful coexistence in society.
3. Become aware of the socio-economic and political problems of their country and the solutions for sustainable development.
4. Comprehend the importance of democratic values and the fostering of national unity, peace and prosperity.
A learner-centered approach is emphasized in this curriculum. This is based on the firm belief that learning becomes more
permanent, meaningful and exciting when learners themselves take ownership of the learning process. Instructors are therefore
urged to contrive those classroom strategies that engage learners actively in the teaching and learning process.
Page 1
SEMESTER ONE
GRADE: 1
PERIOD: I
TOPIC: SELF IDENTITY AND RESPONSIBITIES OF FAMILY MEMBERS
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES MATERIALS/ COMPETENCY
RESOURCES ASSESSMENT
Learners are able to Upon completion Single-parent family Inclusive and Primary Text: Expected
exhibit a sense of of this topic, Differentiated Competencies
Secondary Text:
belongingness to a learners will: Nuclear family Learning
family. Identify family Individual seat works or work in Other:  Effective
structure. Extended family mixed groups according to gender, communication
Resources/Supplementary skills
Learners are able to abilities, learning styles, etc.
openly discuss Create awareness Definition of gender Readings:
gender issues. on gender issues Individual work:  Analytical and
Cardboard cutout of family research skills
Determine the Roles and responsibility of Tell the names of family
types:
Learners are able to role of each boys and men members in your home and discuss
• single-parent family  Research and
differentiate among family member in the family type you belong to
different types of the home. Roles and responsibility of • nuclear family problem solving
relationships and women and girls. Mixed Group work: skills
• extended family
respect people with Differentiate Identify males and females in your
disabilities in the relationships in Advantages of equal family and write the role of each, (b)  Digital Skills
Picture of someone helping a
community the family educational opportunities identify every member of your
disabled person cross the road
Support people for girls and boys. family by name  Creativity &
that are disabled. Innovation
Links
Family relationships Individual work:
Discuss the meaning of gender ASSESSMENT
www.brainpop.com
Love STRATEGIES:
Mixed Group work: The following
www.socialstudiesforkids.com
Friendship List some responsibilities of (a) methods/ tools will
boys and men, and (b) be used to test for
www.primarygames.com
Care girls and women competencies,
select relevant
www.pbskids.org
Issues affecting people with options
disabilities
Page 2
Individual work: www.learninggames.com  Quizzes
Discuss the place of the child in the
family. www.dictionary.com  Class works
Home work: www.khanacademy.com  Assignments,

Identify educated women in your attendance
family and community and state
.
what contrast you see between them  Class
and uneducated women. participation
Group work:  Individual

Discuss the things family members presentations
do to show love to each other
 Lab works
Individual work:
How does a family care when a
 g. Test
family member is sick?
Role play good and bad touches.
Explain how and where bad touches
can be reported
Debate:
When someone tries to touch you in
a bad way, what will you do? (b)
Who will you tell, and why?
Pass the Pen Activity on best ways

to treat people with disabilities
Individual work:
Discuss how to demonstrate care for
the disabled
Individual work:
Draw a picture showing care for the
sick and the disabled
Page 3
SEMESTER ONE
GRADE: 1
PERIOD: 11
TOPIC: LIVING TOGETHER AT HOME AND SCHOOL
Learners are able to Upon completion The family Inclusive and Differentiated Primary Text: EXPECTED
determine the attributes of this topic Learning Secondary Text: Competencies
of a good home learners will: Rules and norms Individual seat works or work in Other:  Effective
Learners are able to governing the home mixed groups according to Resources/Supplementary communication
develop respect for 1. Discuss the gender, abilities, learning styles, Readings: skills
community leaders, characteristics Rules and norms etc. Visual aids
elders and others. that make up a governing the
Individual work: On a poster Markers  Analytical and
home. community research skills
sheet, sketch a picture of your
Learners are willing to Posters
family tending to your sibling
serve the community 2. Develop respect Home and
while he/she was sick Posters showing group of  Research and
Learners are able to for community environment problem solving
leaders Follow people mediating a problem
follow basic health and skills
health rules at Mixed Group work: Name and
safety rules at school and Sanitation
home and at discuss some leaders in your Pictures of community leaders
at home.
community  Digital Skills
school. Prevention of water-
Pictures of towel, tissue, hoes,
Learners are able borne diseases  Creativity &
3. Apply safety Individual work: Name some wheelbarrows, brooms, rakes
to apply safety rules at Innovation
rules at home ways you can be a good leader in
home and school Safety rules
and at school. your community Visual aid showing objects
Learners are able to ASSESSMENT
harmful for children to play
follow and give Safe use of electrical STRATEGIES:
4. Give the Role play a community leader with
directions from their and electronic
direction of visiting your school to discuss
homes to schools, and gadgets Will be used to test
their home and his/her role and responsibility as Poster showing crosswalk
vice versa. for competencies,
school. leader of the community
Direction map of select relevant
Drawing of a home and school
Learners are able to home and school options.
5. Report bullying Mixed Group work: Organize a
differentiate between
to school hand washing exercise with the
friend from bully and Google map  Quizzes
Page 4
report bullying to school authorities or Friendly manners class showing the correct way to Posters of school activities  Class works
authorities and parents parents hand wash (e.g: school playground, class
Unfriendly manners activity).  Assignment
Mixed Group work: Carry out
cleanup campaign on campus Cutouts of bullies Visual aid  Attendance
and around home of hand washing activities.
 Class
Individual work: Recommend Bucket of water, soap, participation
some important things you do to
keep your community clean Links  Individual
presentations,
Home work: Discuss ways to www.brainpop.com
prevent water-borne diseases  Lab works
from harming people. www.socialstudiesforkids.com
 Test
Mixed Group work: On large www.primarygames.com
poster sheets, draw objects that
are harmful to play with. www.pbskids.org
Mixed Group work: www.learninggames.com

Demonstrate safe ways to cross
the street. www.dictionary.com
Mixed Group work: www.khanacademy.com

Demonstrate safe ways to use
mobile phones and computers
Individual work: Draw the

neighborhood of your home and
school, and color the roads
leading to your home.
Individual Work: Explain how

someone can be bullied in the
school and the community
Page 5
SEMESTER ONE
GRADE: 1
PERIOD: 111
TOPIC: MAN AND HIS ENVIRONMENT
Learners are able to Upon completion of Definition of Inclusive and Primary Text: Expected
explain the importance this topic, learners environment Differentiated Learning Secondary Text: Competencies
of protecting the will:  Where people Individual seat works or Other:  Effective
environment. 1. Define the live work in mixed groups communication
environment.  Where animals according to gender, Resources/Supplementary skills
Learners are able to live abilities, learning styles, etc. Readings
outline how farming, 2. Describe man’s Plants  Analytical and
logging, mining, and specific Teacher For The Day: Pictures of forest, towns, research skills
other activities impact activities carried River bodies Discuss with the class how mountains and rivers
the forestland. on in the people depend on the  Research and
environment Mountains environment for survival Physical map problem solving
Learners are able to Draw a map of your skills
describe the influence 3. Define weather How people environment showing plants Posters showing axes and
of weather and climate and climate. influence the and animals. cutlasses, power-saw  Digital Skills
on agriculture. environment
4. Explain how Mixed Group work: Diagram of deforested land,  Creativity &
Learners are able to use farming and Effect of weather Discuss slash-and-burn desert, etc. Innovation
the forestland wisely charcoal on living things farming and its impact on
Learners are able to burning destroy the natural vegetation. Pictures of garbage disposal ASSESSMENT
identify renewable the forestland. Effect of climate sites STRATEGIES: The
energy sources. change Individual work: Discuss following methods/
5. Distinguish how charcoal burning and Pictures of deforested lands tools will be used to
Learners are able to natural Farming methods charcoal use are negative to test for competencies,
identify natural resources for that protect the your health. Charcoal select relevant options
resources for revenue energy and forest A light bulb
those for Individual work:  Quizzes
generating Natural Resources What is plastic pollution, Online sources: Alliant Energy
revenue for the and how can you help to Kids  Class works
country True Aim Education
Page 6
solve the problems of Map of natural resources in  Assignments,
plastic pollution Liberia attendance
Mixed Group work:  Class participation
Discuss some new ways we Links
can protect the environment  Individual
www.brainpop.com presentations,
Individual work:
Discuss the two main www.socialstudiesforkids.com  Lab works
seasons in Liberia and how
they help or hinder farming www.primarygames.com  Test
activities
www.pbskids.org
Mixed Group work:
Make diagrams and use www.learninggames.com
them to explain the impact
of climate change www.dictionary.com

Make a field trip to a slash-
and-burn farm, and report
your observation to the
class.
Individual work:
Discuss natural resources
used for energy.
Individual work: List and

discuss natural resources for
renewable energy, and (b)
revenue.
Individual work:
Identify natural resources in
each county in Liberia
Page 7
SEMESTER TWO
GRADE: 1
PERIOD: 1V
TOPIC: BASIC NEEDS—SIMILARITIES IN LIBERIA AND OTHER WEST AFRICAN COUNTRIES
Learners are able Upon completion Basic needs of man Inclusive and Primary Text: EXPECTED
to recognize that of this topic,  Food Differentiated Secondary Text: COMPETENCIES
the basic needs of learners will:  Clothing Learning Other:  Effective
man are necessary  Shelter Individual seat works or communication
for one’s survival. 1. Categorize  Healthcare work in mixed groups Resources/Supplementary skills
the basic  Education according to gender, Readings
Learners are able needs of man  Tools for abilities, learning styles, etc.  Analytical and
to demonstrate the as food, communication Poster list of some basic needs research skills
proper use of clothing,  Transportation Group Work:
communication shelter, Discuss how the basic needs Markers  Research and
gadgets. healthcare, are important. problem solving
Food
education. Pictures of various food items skills
 The importance of food
Learners are able Individual work:
to man
to appreciate the 2. Analyze the
 Sources of food
Demonstrate how each Food pyramid chart  Digital Skills
benefits of importance of basic need impact your life.
transportation to each of the  Nutrition Nutrition chart
 Food types and category  Creativity &
the socio and needs. Group Work: Innovation
economic Discuss the importance of Pens
development. 3. Discuss the Clothing food to man.
 Types of clothing ASSESSMENT
means of Poster sheets STRATEGIES: The
communicati  Importance of Individual work: following methods/
on and clothing Discuss where you get your Color pencils tools will be used to test
transportation food from. for competencies, select
Shelter Seeds, cutting, cassava relevant options
 Types of shelter Individual work: potatoes, eddoes, fruits
 Importance of shelter List the types of clothing  Quizzes
and their usefulness
Page 8
Healthcare Group Work: Diagrams and pictures of  Class works
 Sanitation Discuss what to wear under different types of clothing in  Assignments,
 Effects of pollution different weather different climate conditions attendance
 Environmental impact conditions. and weather
 Class participation
Personal hygiene Individual work: Pictures of different types of
Draw different kinds of shelters  Individual
Education shelters on posters or sheets www.healthychildren.org presentations,
Tools for communication and explain where they are
used. Pictures of clinics, hospitals  Lab works
Transportation
Peer work: Picture of polluted places  Test
Discuss some types of
shelter found in your Toothbrush
neighborhood.
Brushing stick
Group Work:
Discuss some means of Soap and towel
healthcare.
Non-degradable items
Individual work:  Plastic
Identify the health hazard of  Glass
pollution.
Picture of children going to
Mixed Group work: school
Discuss good and bad ways
to use cell phone gadgets. Poster showing classroom
activities
Drama:
Dramatize proper ways to Pictures of cell phones,
use communication tools. computers, radios, television
Individual work: Visual aids

Identify the three main ways  Model cars
of transportation.  Model boats
Page 9
Group work:  Model airplane,
Construct a model boat or  Model canoe
car or bicycle or motor bike Paper, glue, rulers, pencils,
with reusable materials modeling clay, scissors
Links
www.brainpop.com
www.pbskids.org
www.learninggames.com
www.dictionary.com
www.khanacademy.com
Page 10
SEMESTER TWO
GRADE: 1
PERIOD: V
TOPIC: MAN AND HIS ENVIRONMENT
Learners are able to Upon completion of Food types in Liberia Inclusive and Primary Text: EXPECTED
identify food types this topic, learners Differentiated Learning Secondary Text: COMPETENCIES
typical of Liberia and will: Food types in other West Other:  Effective
other West African African countries Individual seat works or communication
countries. 1. Differentiate work in mixed groups Resources/Supplementary skills
food types in Traditional clothes types according to gender, Readings
Learners are able to tell Liberia and other worn in Liberia abilities, learning styles, etc.  Analytical and
the kinds of clothes West African Poster sheets, pencils, pens, research skills
worn in Liberia and countries Traditional clothes types Teacher For The Day: markers, rulers
other parts of Africa and worn in other parts of Discuss how to grow food in  Research and
practice wearing 2. Describe clothes West Africa Liberia Pictures of people working problem solving
indigenous Liberian typical to Liberia together on farm skills
clothes regularly. and other West House types in Liberia Mixed Group Work:
African countries (New Geography of Discuss how to grow food in Poster showing different types  Digital Skills
Learners are able to Liberia) other West African of Liberian clothes
appreciate houses 3. Distinguish countries, and (b) sketch  Creativity &
typical of Liberia. structure types of House types in West kinds of food that are grown Poster showing different types Innovation
Liberia from Africa in Liberia & other West of West African clothes
Learners are able to those of other African countries ASSESSMENT
recognize the West African Self-identity Poster showing Liberian house STRATEGIES: The
importance of living countries Individual work: structures following methods/ tools
together with other Family relations Tell the differences in will be used to test for
people. 4. Appreciate that clothes worn in Liberia and Cutouts of traditional house competencies, select
they are Friends and people in other West African countries structures in Liberia and West relevant options
Learners will appreciate individuals but other areas. Africa
the importance of part of a family Mixed group work: Chart of human body parts  Quizzes
different family values
 Class works
Page 11
5. Appreciate Human Values (individual Sketch and describe some of Large chart outlining human  Assignments,
different family value, family value and the indigenous clothes types values attendance
values peer value) of Liberia
Unity/fellowship Links  Class
Individual work: participation
Discuss how you can wear www.brainpop.com
other West African clothes to  Individual
school on African Costume www.socialstudiesforkids.com presentations,
Day
www.primarygames.com  Lab works
Individual work:
Bring pictures of house www.pbskids.org  Test
structures in your
neighborhood to class www.learninggames.com
Mixed Group Project: www.dictionary.com

Make a paper model of your
school building www.khanacademy.com
Home Work:
Make a paper model of the
house you live in
Role-play
positive self-esteem
Individual Work:
Draw the parts of your body
on a poster sheet
Individual Work:
Stand before the class
holding the poster with your
body parts, (b) name the
body parts one-by-one and
Page 12
explain their functions (c)
afterward, announce your
own name and say “I AM
SPECIAL!” (e.g., “I am
Jebbeh or Doe, and I am
special!”)
Report:
Ask your parents or
guardians at home about
family values, and make a
report to the class
Page 13
SEMESTER TWO
GRADE: 1
PERIOD: VI
TOPIC: POLITICAL SUB-DIVISIONS, SIMILARITIES AND DIFFERENCES, AND NATIONAL SONGS AND SYMBOLS
Learners are Upon Counties Inclusive and Differentiated Learning Primary Text: EXPECTED
able to completion of Individual seat works or work in mixed Secondary Text: COMPETENCIES
develop a this topic, County Capitals groups according to gender, abilities, learning Other:  Effective
sense of learners will: styles, etc. communication skills
nationalism County Resources/Supplementary
and patriotism 1. Identify the Leadership Group Work: Readings  Analytical and
to Liberia political sub- Sketch a large political map of Liberia and research skills
divisions of  Roles of place it on the classroom wall Political map of Liberia
Liberia county  Research and problem
leaders Individual work: Cutout of individual counties solving skills
2. Sketch flags  County Flags Identify the counties on the political map of
of counties Liberia Poster of a Town Chief holding  Digital Skills
in Liberia County meeting in a Palaver Hut
Home Work:  Creativity &
3. Differentiate Districts List the superintendents of each county List of county officials Innovation
the smaller
political sub- Chiefdoms Individual work: Poster showing pyramid- ASSESSMENT
divisions Sketch each county flag, and (b) describe the leadership STRATEGIES: The
(from the Clans meaning of the symbols on each county flag structure of a county following methods/ tools
larger ones) will be used to test for
of Liberia Towns Individual work: Flag of Liberia on classroom wall competencies, select
Draw the flag of Liberia relevant options
4. Sing the The National Wording of Liberian patriotic
national Individual work: songs on poster sheets  Quizzes
anthem and Anthem Sing the national anthem and the Lone Star
identify Civic rules on large poster on  Class works
national Individual work: classroom wall
symbols Say the Pledge of Allegiance
Page 14
5. Demonstrate The Pledge of Mixed Group Work: Read lines from your Online civics resource  Assignments,
obedience to Civics book and discuss attitudes that are attendance
the rule of Allegiance patriotic and attitudes that are unpatriotic Links
law  Class participation
The Lone Star Drama: www.brainpop.com
Dramatize a situation in which you are  Individual
Song helping an elderly person who is sick at their www.socialstudiesforkids.com presentations,
home
The Seal of www.primarygames.com  Lab works
Liberia www.pbskids.org  Test

Basic Civics www.learninggames.com
www.dictionary.com
www.khanacademy.com
Page 15
SEMESTER ONE
GRADE: 2
PERIOD: 1
TOPIC: UNDERSTANDING OUR NEIGHBORHOOD
Learners are able to identify Upon completion of this Neighborhood Inclusive and Primary Text: EXPECTED
what constitutes neighborhood topic, learners will: What is a neighborhood Differentiated Secondary Text: COMPETENCIES
and community Learning Other:
1. Describe a Things we find in a Individual seat works  Effective
Learners are able to recognize neighborhood and neighborhood or work in mixed Resources/Supplementary communication
their rights to express community. groups according to Readings: skills
themselves, including Neighborhood and gender, abilities,
Picture of neighborhood 
how to say “NO” to unwanted 2. Differentiate a Community learning styles, etc. Analytical and
sexual advances neighborhood from research skills.
Picture of a large community
a community. What constitutes a Mixed Group work:
Learners are able to determine neighborhood? Discuss the people in  Research and
Neighborhood and community problem solving
that rights go along with 3. Locate his/her your neighborhood.
maps showing important skills
responsibilities community on a What constitutes a
infrastructures
map. community? Individual work:
 Digital Skills
Compare the
Convention on the Rights of
4. State what human Features of structures in your
 Creativity &
rights are neighborhoods and neighborhood to the Child
Innovation
communities. those of the entire Constitution of Liberia
5. List some of their community. ASSESSMENT
rights and Rights to express Links
STRATEGIES: The
responsibilities oneself Sketch a map of your following methods/ tools
neighborhood and www.brainpop.com
will be used to test for
Refusal and Negotiation community, and color competencies, select
skills things like roads, relevant options
schools, and other www.primarygames.com
Communication Skills important facilities.
Page 16
Rights and www.pbskids.org  Quizzes
Responsibilities Mixed Group work:
Discuss how to www.learninggames.com  Class works
properly express
yourself and take www.dictionary.com  Assignments,
responsibility for
what you say. www.khanacademy.com attendance
Mixed Group work:  Class participation

Brainstorm the
meaning of rights and  Individual
responsibilities
presentations,
Individual work:
 Lab works
List some things that
constitute human
 Test
rights
Discuss ways in
which you can take
care of your
neighborhood and
community
Individual work:
Demonstrate how to
communicate a need,
(a)or a problem, or(b)
respect, or (c) refusal
if you don’t want
something
Page 17
SEMESTER ONE
GRADE: 2
PERIOD: II
TOPIC: OUR BASIC NEEDS IN THE COMMUNITY
Learners are able to Upon completion of this Sources of food Inclusive and Primary Text: Expected
determine the sources of topic, learners will:  Plants Differentiated Learning Secondary Text: Competencies
the food we eat. 1. Explain the sources of  Animals Other:  Effective
food.  Marine life Individual seat works or communication
Learners are able to use work in mixed groups Resources/Supplementary skills
clothes according to 2. State the importance Clothing according to gender, Readings:
weather condition. of clothing.
Shelter
abilities, learning styles,  Analytical and
etc. Learning materials displaying research skills
Learners will develop a 3. Explain the purpose Education different kinds of food.
sense of appreciation for for building a house.  Formal Mixed Group work:  Research and
shelters as an important  Informal Discuss the importance of Pictures of different types of problem solving
need in one’s life. 4. State the importance  Non formal agriculture as a major clothes. skills
of education. factor in determining the
Learner will strive for Personal Refusal and basic needs of man. Pictures of houses  Digital Skills
education as a means of 5. Discuss the Negotiation Skills
personal advancement, importance of Individual work: Recyclable materials  Creativity &
national development, and maintaining a healthy Hygiene Bring different kinds of
Innovation
maintain a healthy lifestyle Causes, prevention and vegetables and display Glue
lifestyle treatment of malaria them in class, (b) Discuss
Scissors, etc. ASSESSMENT
how vegetables serve as
STRATEGIES: The
Cleanliness of the body sources of food. Textbooks
following methods/
and the environment Hand washing poster tools will be used to
Mixed Group work:
Discuss how animals and Picture of people sleeping test for competencies,
marine life serve as under mosquito bed net select relevant options
sources of food.
 Quizzes
Page 18
Links  Class works
Mixed Group work:
Discuss the importance of www.brainpop.com  Assignments,
clothing in relation to attendance
changes in weather www.socialstudiesforkids.com
conditions, (b) occasions,
 Class
(c) culture www.primarygames.com
participation
Mixed Group work: www.pbskids.org
Discuss the importance of  Individual
shelter as a need of man www.learninggames.com presentations,
Group work: www.dictionary.com  Lab works

Construct a model house
using recycled materials www.khanacademy.com  Test
Drama:
Dramatize the importance
of education.
Group work:
Explain the benefit of
education.
Group work:
Discuss how to take care
of the body and the
environment.
Individual work
Identify the causes of
malaria, and how to
prevent and treat malaria
Page 19
SEMESTER ONE
GRADE: 2
PERIOD: 111
TOPIC: LOCAL GOVERNMENT
Learner are able to accept Upon completion of this What is leadership Inclusive and Primary Text: Expected
and respect the authority topic, learners will: Leadership in the church, Differentiated Learning Secondary Text: Competencies
of leadership in his/her mosque, school, Individual seat works or Other:  Effective
community. 1. Describe the community work in mixed groups Resources/Supplementary
characteristics of communication
according to gender, Readings: skills
Learners are able to make leadership. Local government: abilities, learning styles, etc.
the right decisions in  Superintendents Posters of traditional leaders  Analytical and
2. Identify local
matters affecting their  Commissioners Group Work: research skills
government
wellbeing.  City mayors Identify the characteristics Posters of leaders in church
structure.
 Township of good leadership and bad and mosque  Research and
Learners are able to Commissioners leadership. problem solving
demonstrate unity and 3. Identify roles and Posters of nuclear family unit
responsibilities of  Chiefs & Elders skills
belongingness Do Pass the Pen Activity
those responsible for with asking “Who is a Posters of nuclear family unit
local governance in Decision making process  Digital Skills
Decision has consequence leader in the home? In the
the community. church? In the mosque? The Large chart showing local
Taking responsibilities of  Creativity &
what you say or do district? The school? government structure
4. Explain decision Innovation
The effect of The city? The firm?”
making and its List of superintendents
impact on the discrimination on the ASSESSMENT
 individual Role play forms of local
individual or STRATEGIES: The
government Map of Liberia
community.  the family following methods/
 the community Drama: Posters, glue tools will be used to
5. State the effect of  society Perform drama on roles and pens, pencils, scissors test for competencies,
discrimination on  PLHIV responsibilities of local Online resource on decision select relevant
the individual,  the disabled government officials making options
community and
 the elderly
society www.skillsyouneed.com  Quizzes
Page 20
Literature teaching Tell or explain: when or
belongingness issues how to make good Posters showing acts of  Class works
decisions? discrimination
Story Telling: Tell “Zoe’s  Assignments,
Story.” (Zoe is hungry and Posters showing acts of non- attendance
goes to visit Momo. Zoe discrimination
sees food with Momo’s
mother, but is afraid to ask Links  Class
because such is bad manner. participation
Zoe thinks of stealing the www.brainpop.com
food so she can eat when  Individual
she goes out.) www.socialstudiesforkids.com presentations,
Question: What right www.primarygames.com  Lab works

decision might Zoe make?
Should Zoe ask for some www.pbskids.org  Test
food instead?
Role play on how not to
discriminate against people www.dictionary.com
who do not look or act like
us. www.khanacademy.com
Group Discussion:
1. What might happen
when people
discriminate against us?
2. List down some ways
different people can
live in unity
Page 21
SEMESTER TWO
GRADE: 2
PERIOD: 1V
TOPIC: GEOGRAPHY OF LIBERIA
Learners are able to Upon completion Location of Liberia Inclusive and Primary Text: Expected Competencies
effectively use the of this topic,  Physical features of Differentiated Learning Secondary Text:
map of Africa to learners will: Liberia Individual seat works or Other:  Effective
locate Liberia.  Mountains work in mixed groups Resources/Supplementary communication skills
1. Locate Liberia  Rivers according to gender, abilities, Readings:
Learners are able to on the map of  Lakes learning styles, etc.
 Analytical and research
demonstrate Africa  Forests Map of Liberia
skills
knowledge of the Individual work:
physical features as 2. List some Climate of Liberia Discuss the location of Physical map of Liberia
well as the climatic physical Liberia on the map of Africa  Research and problem
The three groups of people in
conditions of Liberia. features of Pictures of the three groups of solving skills
Liberia
Liberia.  Indigenous Group work: people in Liberia
Learners are able to Discuss the physical features ASSESSMENT
 Settlers
identify the different 3. State the of Liberia and tell the Literature on weather STRATEGIES: The
 Other Africans
groups in Liberia. importance of significance of each conditions in West Africa following methods/ tools
natural will be used to test for
Child rights
Learners are able to resources Individual work: The History of Liberia competencies, select
 Food
advocate for their Discuss the climate of relevant options
rights and needs 4. Describe the  Clothing Liberia and tell its effect on Convention on the Rights of
climate of  Shelter economic activities the Child
 Healthcare  Quizzes
Liberia and its
effects  Education Mixed Group work: Children’s Law of Liberia
 Emotional and Identify the three groups of (September 2011)  Class works
5. Identify the psychological needs people in Liberia
people that Debate rights and needs in Links  Assignments, attendance
make up relation to your personal
Liberia development www.brainpop.com  Class participation
Page 22
6. Demonstrate www.socialstudiesforkids.com  Individual presentations,
the ability to
advocate for www.primarygames.com  Lab works
their needs
and rights www.pbskids.org
 Test
www.dictionary.com
www.khanacademy.com
Page 23
SEMESTER TWO
GRADE: 2
PERIOD: V
TOPIC: TRANSPORTATION AND COMMUNICATION
Learners are able to Upon completion of Importance of Inclusive and Differentiated Primary Text: Expected
appreciate the this topic, learners will: Transportation Learning Secondary Text: Competencies
importance of Means of transportation Other:  Effective
transportation for 1. List reasons why in Liberia Individual seat works or work Resources/Supplementary communication
everyday life. people travel. in mixed groups according to Readings: skills.
 Air gender, abilities, learning
 Land
Learners are able to 2. Classify the three styles, etc. Picture of various means of  Analytical and
appreciate traditional kinds of  Sea transportation in Liberia research skills.
means of transportation transportation. Group work:  Car
and respect those who Traditional means of Discuss the three means of  Bus  Research and
use it. 3. Describe some transportation transportation  Truck problem solving
means of
 Raft
Individual work  Keh-keh skills.
Learners are able to transportation in Outline which means of  Motorbike, etc.
appreciate the use of Liberia today and  Canoes transportation is common in
 Hammock  Digital Skills
traditional and modern yesterday. your area Photos of parking stations
ways of communication  Creativity &
4. List simple means Modern means of Group work:
transportation Parking tickets Innovation
of communication. Discuss which agency of
Traditional ways to government is responsible
communicate Recycled materials ASSESSMENT
5. Identify various for regulating transport
 Songs STRATEGIES: The
types of activities in Liberia Picture of hammock, raft,
communication  Town criers following methods/
canoe tools will be used to
 Talking drum Group work:
6. Describe the Build a model car with test for competencies,
Posters
traditional and recycled materials. select relevant
Print
modern means of options
 Newspapers Scissors
communication in  Quizzes
 Magazines
Liberia
Page 24
Glue  Class works
Electronic Group work:
 Radio Discuss the disadvantages Ruler  Assignments,
 Television and advantages of traditional attendance
 Internet means of transportation. Pencils, pens, color pencils
 Cell phones  Class
Individual work Cellphone participation
Role of government in Sketch how people used
regulating traditional means of transport Radio  Individual
transportation and in Liberia. presentations,
communication Newspapers
activities in Liberia Group work:  Lab works
needs Draw and discuss the Magazines, etc.
importance of some  Test
traditional means of Photos of:
communication in Liberia.  SSB Radios
 Radio stations,
Individual work:  Television stations
Discuss the advantages of the
modern means of Links
communication.
www.brainpop.com
Group work: www.socialstudiesforkids.com
Discuss the disadvantages of www.primarygames.com
the modern means of
communication. www.pbskids.org
Individual work: make Field
trip to a mobile phone www.dictionary.com
company and report your www.khanacademy.com
observation to the class
Page 25
SEMESTER TWO
GRADE: 2
PERIOD: V1
TOPIC: OBSERVING RULES AND RIGHTS
Learners are able Upon completion of Rules in the home Inclusive and Differentiated Primary Text: Expected Competencies
to observe and this topic, learners Learning Secondary Text:  Effective
help maintain will: Rights of Expression Individual seat works or work in Other: communication skills
rules in the home mixed groups according to gender, Resources/Supplementary
and school. 1. Explain the Rules in the school abilities, learning styles, etc. Readings:  Analytical and research
importance of skills
Learners are able rules and laws Rights to express Mixed Group work: Online resource on simple
to recognize their oneself (confidence, Brainstorm some basic rules that household rules  Research and problem
rights to express 2. Help craft rules self-worth, respect for are observed in your home solving skills
themselves freely and laws in the others and their rights) Posters, pens, rulers
(including how to school and home Individual work:  Digital Skills
say ―no‖ to Refusal and negotiation What can you do to protect Chart displaying negative
unwanted sexual 3. Recognize rights skills Freedom of Expression sexual advances  Creativity & Innovation
advances). to express
themselves freely Communicating your Individual work: Chart of school rules ASSESSMENT
Learners are able choice Develop simple laws to govern your STRATEGIES:
to interpret rights 4. Respect the rights class Cutouts of Liberian flag The following methods/
of other people Basic Rights tools will be used to test for
Individual work: Cutouts of Liberian flag competencies, select relevant
5. Develop a sense Constitution of Liberia Outline rules you observe at home options
of patriotism by Links  Quizzes
observing rules Liberian Flag Teacher for the Day:
and laws 1. In your own words, tell the www.brainpop.com  Class works
class how to communicate a
need, a problem, or refusal www.socialstudiesforkids.com
 Assignments,
attendance
Page 26
2. Again, tell the class how do you www.primarygames.com  Class participation
express yourself and take
responsibility for what you say www.pbskids.org  Individual
presentations,
Individual work: www.learninggames.com
Create a chart with all the basic  Lab works
rights you are entitled to www.dictionary.com
 Test
Individual work: www.khanacademy.com
Make a cutout of a large Liberian
flag, (a) hold the cutout and discuss
ways to protect symbols of the
Liberian state
Page 27
SEMESTER ONE
GRADE: 3
PERIOD: 1
TOPIC: LOCAL COMMUNITY
Learners are Upon completion of Family types Inclusive and Differentiated Learning Primary Text: Expected
able to this topic, learners  Nuclear family Individual seat works or work in mixed Secondary Text: COMPETENCIES
demonstrate a will:  Extended family groups according to gender, abilities, Other:  Effective
sense of  Single-parent family learning styles, etc. Resources/Supplementary communication
belonging to a 1. Identify family Readings: skills
family and types (Nuclear, Building a strong family: Individual work
protect family Extended, Single-  Family discipline Picture of neighborhoods  Analytical and
values. parent) List the members of your family, and research skills
discuss the role of each member Map of communities
Love and Respect
Learners are 2. Build a strong  Research and
Group work: problem solving
able to family Basic needs of a family Discuss and write down the roles and Population and housing map
contribute to skills
duties of each family member; (b) Discuss
the growth 3. Distinguish the Difference between needs things you need to do to build a strong Physical map of Liberia
 Digital Skills
and basic needs of a and wants of the family family
development family from that of Statistics from Ministry of
 Creativity &
of their local their wants Local community Role-play an activity that depicts problem Health & Social Welfare on Innovation
community solving in a family a. PLHIV
4. Compare and Service providers in the b. EVD (Ebola) ASSESSMENT
contrast local community Individual work: c. Lassa Fever STRATEGIES:
community from Identify the basic needs of your family d. Yellow Fever The following
neighborhood Local community and methods/ tools will
neighborhood Group work: Health practitioner or be used to test for
5. Differentiate Key features of local Examine why it is important to know the Resource person lecturing competencies, select
between a local community difference between family needs and class on diseases and relevant options
community and wants. disease prevention  Quizzes
Page 28
neighborhood Differences between local Sketch an outline of your community Links  Class works
community community and showing how services like light,
neighborhood water, waste disposal and communication www.brainpop.com  Assignments,
6. Prevent are provided attendance
themselves against Preventive measures www.socialstudiesforkids.com
Home work:
diseases and against diseases  Class
demonstrate care Write down the names of agencies that www.primarygames.com
participation
for those living Caring for the sick provide the services listed above.
www.pbskids.org
with illnesses  PLHIV Brainstorm the similarities between local  Individual
 Ebola community and neighborhood. www.learninggames.com presentations,
 Lassa Fever
 Yellow Fever Individual work: www.dictionary.com  Lab works
List some key features of a local
Preventing stigmatization community and neighborhood. www.khanacademy.com  Test
Teacher of The Day: Tell the class that

key features include schools, places of
worship, health centers, and playgrounds.
Mixed Group work:

Discuss the major differences between
neighborhood and local community.
Drama:
perform a drama in which someone is sick
with a disease; (b) show the class how
you can properly take care of someone
with Ebola without catching Ebola in the
process of caring
Individual work:
How can you protect yourself from
infection when caring for the sick?
Page 29
SEMESTER ONE
GRADE: 3
PERIOD: 11
TOPIC: KINDS OF COMMUNITY
Learners are able to Upon completion of this Characteristics of a Inclusive and Primary Text: Expected Competencies
demonstrate knowledge topic, learners will: community Differentiated Learning Secondary Text:  Effective
of the importance of 1. Describe what a Individual seat works or Other: communication skills
community services. community is. Community work in mixed groups Resources/Supplementary
Services according to gender, Readings:  Analytical and
Learners are able to 2. Explain the abilities, learning styles, research skills
appreciate living and differences between Community etc. Map
working with diversities the urban and rural Leaders  Research and problem
in the urban or rural communities. Individual work: Charts solving skills
community. Rural and Urban Discuss how educational
3. Discuss the Communities: services are provided in Chart showing life in rural  Digital Skills
Learners are able to interdependence of similarities and your community. community
identify difficult all communities differences  Creativity &
Innovation
circumstances facing Group work: Chart showing life in urban
children. 4. Locate the various Interdependence of Brainstorm on how you community
ASSESSMENT
places and communities could contribute to
STRATEGIES: The
Learners are able to institutions in improving your Poster showing children
following methods/ tools
identify the influence his/her community Urban products community. engaged in child labor
of media on their lives
competencies, select
5. Explain the Rural produce Brainstorm types of Poster showing children
relevant options
conditions of cottage industries in rural sleeping in street corners
children in difficult Cottage industries communities. Sample of:
 Quizzes
circumstances in in rural  TV
their communities communities Debate advantages of  Radio
 Class works
urban community over  Phone
Child labor  Tablet
Page 30
6. Analyze the Street children rural community, and vice  Computer  Assignments,
influence of the versa attendance
media on the lives Sources and types Links
of children of information in  Class
urban and rural Individual work: www.brainpop.com participation
communities compare healthcare
services in rural and urban www.socialstudiesforkids.com  Individual
Danger of negative communities presentations,
media influence www.primarygames.com
Assignment:
www.pbskids.org  Lab works
Alternative Make a chart showing
activities to engage trade and commerce  Test
in (other than TV, between urban and rural
phone, radio, social communities www.dictionary.com
media)
Make a chart showing
farm produce in a rural
community being brought
to and sold in an urban
community
Individual work:
Explain child labor in both
rural and urban
communities
Group work:
Analyze and make a chart
showing ways children can
be taken off the streets and
sent to school
Page 31
Question & Answer:
a) What type of media
do you watch or use?
b) When do you watch

or use the media; for
how long, and for
what reason do you
use the media you
use?
Think & Tell:
a. How do you learn

from the media you
use?
b. Is the media good to

use?
c. What other activities

can you engage in
other than the use of
the media?
Page 32
SEMESTER ONE
GRADE: 3
PERIOD: III
TOPIC: EFFECT OF WEATHER ON MACRO-CLIMATE
Learners are Upon completion Weather (Rainy & Inclusive and Differentiated Primary Text: Expected
able to of this topic, Dry Seasons) Learning Secondary Text: COMPETENCIES
associate learners will: Economic activities Individual seat works or work in mixed Other:  Effective
economic under the various groups according to gender, abilities, Resources/Supplementary communication skills
activities with 1. Describe the climatic conditions learning styles, etc. Readings:
changing effects of  Analytical and research
weather weather Definition of Group work: Weather map of Liberia skills
conditions conditions on macro-climate Discuss the climate of Liberia with
their lives reference to the dry and rainy seasons. Weather map of West Africa  Research and
Effect of macro- & Liberia problem solving skills
2. Differentiate climate on the lives Group work:
weather from of people Organize an activity you plan to carry Charts showing activities
ASSESSMENT
macro-climate out in the rainy season in Liberia. carried out during the rainy
and dry seasons STRATEGIES: The
Indoor activities: following methods/ tools
3. Explain the  Indoor games Individual work:
Literature on climate change will be used to test for
conditions that Organize an activity you plan to carry competencies, select relevant
 Office work
lead to macro- out in the dry season in Liberia. Links options:
climatic  Indoor
situations and recreation Group work: www.brainpop.com  Quizzes
the effects on Discuss the impact of macro-climate
work Outdoor activities: on agriculture. www.socialstudiesforkids.com  Class works
 Farming
4. Associate Peer work: www.primarygames.com  Assignments,
 Fishing
certain Illustrate some indoor and outdoor
activities with activities on a poster and discuss with www.pbskids.org  attendance
Mining
indoor or your peers
Page 33
outdoor www.learninggames.com  Class participation
situations
www.dictionary.com  Individual
www.khanacademy.com presentations
 Lab works
 Test
Page 34
SEMESTER TWO
GRADE: 3
PERIOD: 1V
TOPIC: OUR BASIC NEEDS
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES MATERIALS/ RESOURCES COMPETENCY
ASSESSMENT
Learners are able Upon completion of this Food Inclusive and Primary Text: Expected Competencies
to identify the topic, learners will:
Plants
Differentiated Learning Secondary Text:  Effective
different types of Other: communication skills
food and how 1. Identify the sources Animals Individual seat works or
they are obtained of food work in mixed groups Resources/Supplementary Readings:  Analytical and
Fish
Identify different according to gender, Rice research skills
cultural practices 2. Distinguish the Others abilities, learning styles, etc.
Roots and Tubers
that influence different food types
Food Category  Research and problem
their behavior Group work: Eddoes solving skills
3. State the importance  Protein Describe types of food found
Vegetables
of education as a
 Carbohydrates
in Liberia and how they are  Digital Skills
means of personal obtained Seeds
and national  Fats Bring samples of vegetables  Creativity &
development to class and discuss how to Cuttings
 Vitamins Innovation
grow them. Suckers
4. Analyze the  Minerals ASSESSMENT
importance of Individual work: Food Chart
STRATEGIES: The
traditional and  Water List the different types of Poster showing school activities following methods/ tools
Western educational food and their importance. will be used to test for
institutions in Education Poster showing early marriage
ceremony competencies, select
Liberia Assignment: Discuss what relevant options
Western Education is balanced diet and why
5. Identify different (Schools) balanced diet is good for Posters showing graduates of the
Poro and Sande Societies  Quizzes
cultural practices you.
that influence their Traditional Education  Class works
behavior (Poro Society, Sande Brainstorm the Poster showing women excluded
Society) from decision-making meeting in a  Assignments,
characteristics of Western
and traditional education. rural community  attendance
Page 35
Types of cultural Individual work: Poster showing both men and  Class participation
practices in the Differentiate between women in decision-making meeting
community Western and traditional  Individual
education. presentations
Links:
Effects of cultural
practices. Brainstorm acceptable and  Lab works
www.brainpop.com
unacceptable cultural
Negative and positive practices.  Test
cultural practices and
social norms List some unacceptable www.primarygames.com
cultural practices and tell
why they are unacceptable www.pbskids.org
www.dictionary.com
www.khanacademy.com
Page 36
SEMESTER TWO
GRADE: 3
PERIOD: V
TOPIC: HEALTH AND SAFETY
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES MATERIALS/ RESOURCES COMPETENCY
ASSESSMENT
Learners are Upon completion of Body parts Inclusive and Differentiated Primary Text: Expected Competencies
able to develop this topic, learners  Nose Learning Secondary Text:  Effective
knowledge of will:  Ears Individual seat works or work in Other: communication skills
good health  Eyes mixed groups according to gender, Resources/Supplementary
habits 1. Explain ways of  Teeth, etc. abilities, learning styles, etc. Readings:  Analytical and research
taking care of skills
his/her body. Physical Education Group work: Chart displaying a child body
Brainstorm care for your body parts  Research and problem
2. Demonstrate that Sports parts solving skills
physical Communicable Diseases Chart showing a child bathing
exercises are  Cough Individual work: and brushing teeth  Digital Skills
good for the  Tuberculosis Discuss some good health habits;
body.  Chicken pox list your observations and present Outline of sports and games in  Creativity & Innovation
to the class
 Measles, etc. Liberia
3. Demonstrate
ASSESSMENT
ways that Peer work: Healthcare Chart
Prevention and cure of STRATEGIES: The
children play Discuss physical education and its
communicable diseases following methods/ tools
when they are importance to good health
 Isolation of sick Paper model of a hospital will be used to test for
happy.
persons competencies, select
Group work: Medical practitioner explaining
4. Identify some Discuss the spread of relevant options
Seek medical attention to class how communicable
common communicable diseases diseases can spread to others
communicable  Quizzes
diseases. Field trip: Links  Class works
Visit hospitals or clinics in your
5. Explain the community, (a) list your www.brainpop.com  Assignments
prevention and observations on how the sick are
cure of some  Attendance
Page 37
common cared for, (b) and present to the www.socialstudiesforkids.com  Class participation
diseases class
Group work: www.primarygames.com  Individual presentations
Make a list of ways you can  Lab works
prevent yourself from contracting www.pbskids.org
 Test
communicable diseases
Individual work:
Discuss what you will do if you www.dictionary.com
fall sick
www.khanacademy.com
Page 38
SEMESTER TWO
GRADE: 3
PERIOD: V1
TOPIC: COMMUNITY SERVICES
Learners are able to Upon completion of this Community Services Inclusive and Primary Text: Expected
make use of services topic, learners will: Differentiated Secondary Text: Competencies
provided in their Types of community Learning Other:  Effective
community 1. List some services Individual seat works or Resources/Supplementary communication skills
community services work in mixed groups Readings:
Learners are able to Communication according to gender,  Analytical and
make use of the 2. Describe abilities, learning styles, Chart outlining various research skills
Transportation
different sources of communication and etc. community services
psycho-social support transportation as Healthcare  Research and
Learners are able to community services Group work: Empty cups with lines problem solving skills
Psycho-social, etc.
guide their activities by Discuss types of
rules 3. State the Transportation community services in Telephone  Digital Skills
advantages and your community
disadvantages of  Land
 Sea
Drums  Creativity &
the traditional and Individual work: Innovation
modern types of  Air Identify and list devices Radio, etc.
community services used for transportation
ASSESSMENT
Traditional Transport and communication in Class Report STRATEGIES: The
4. Recognize the Modern Transport your area.
importance of Communication following methods/ tools
Links will be used to test for
psycho-social  Traditional Individual work:
support as a form of  Modern Discuss the traditional competencies, select
www.brainpop.com relevant options
community service and the modern means of
Modern Types of travel in Liberia  Quizzes
5. Observe safety support: Draw some
rules at home, a) Family communication devices www.primarygames.com  Class works
school and the
b) Community
community
Page 39
c) School Name some www.pbskids.org  Assignments,
communication devices
Government used in your community www.learninggames.com  Attendance
Safety Rules:
Group work: www.dictionary.com  Class participation
 Highways
Discuss where you can
 Community roads www.khanacademy.com  Individual
get support from in case
 Schools
you are
 Homes (a) sick? (b) raped? presentations
 First aid (c) or abused?
 Lab works
Home Work:
Ask a family member to  Test
tell you about any
sickness or rape; and
bring your answers to
report to the class.
Discuss the purposes of

rules in our daily
interactions.
Group work:
Organize simple rules
that will guide your
activities at home, school
and the community.
Discuss what is First Aid
Page 40
SEMESTER ONE
GRADE: 4
PERIOD: 1
TOPIC: LOCATION AND FEATURE OF LIBERIA
Learners are able to use Upon completion of Location of Liberia, West Inclusive and Primary Text: Expected
the world map and the this topic, learners Africa Differentiated Learning Secondary Text: Competencies
map of Africa to locate will: Other:  Effective
Liberia and its physical 1. Locate Liberia Boundary of Liberia: Individual seat works or Resources/Supplementary communication
features on both the work in mixed groups Readings: skills
North – Guinea
World map and according to gender,
the map of South – Atlantic Ocean abilities, learning styles, Map of the physical features of  Analytical and
Africa. etc. Liberia research skills
West – Sierra Leone
2. Locate the major East – Ivory Coast Individual work

Map of Africa  Research and
Sketch the map of Liberia problem solving
mountains of
Liberia. Liberia’s highest mountains: and identify its
Political map of Liberia skills
Mt. Nimba, Gedeh, Wologisi, boundaries
Bong Range and Putu  Digital Skills
3. Name the major Individual work World Map
rivers and lakes
Liberia’s largest rivers:
Use a relief map to locate  Creativity &
of Liberia. the highest mountains of Relief map of Liberia
Innovation
 St. John River Liberia
4. List other Physical map of Liberia ASSESSMENT
physical features  St. Paul River
Individual work STRATEGIES: The
as capes, islands,  Cestos River Locate and sketch the Other maps of Liberia following methods/
etc. rivers of Liberia, and tools will be used to
 Mano River Concession map of Liberia.
present to the class test for competencies,
 Lofa River select relevant options
Group work: Links
 Sinoe River Discuss the uses of rivers  Quizzes
 Cavalla River in Liberia www.brainpop.com
Page 41
 Farmington River www.socialstudiesforkids.com  Class works
Lakes: Individual work
 Lake Piso Discuss the difference www.primarygames.com  Assignments
 Lake Shepherd between a river and a
lake www.pbskids.org
 Lake Caratural  Attendance
 Lake Tileh (man-made) www.learninggames.com
Explain what a man-
made lake is
Capes: www.dictionary.com
 Cape Mount  Individual
Individual work
 Cape Palmas Locate and discuss the
www.khanacademy.com presentations
 Cape Mesurado capes of Liberia
 Lab works
Peninsula definition Group work:
Discuss what is a  Test
Natural Resources: peninsula and give
 Iron Ore examples
 Rubber Discuss how is
 Timber Monrovia a peninsula
 Gold
 Diamond Individual work
List some natural
Others resources other than the
ones listed in your
textbook
Assignment
State how the natural
resources help in the
development of Liberia
Page 42
SEMESTER ONE
GRADE: 4
PERIOD: II
TOPIC: PEOPLE OF LIBERIA
Learners are able Upon completion of this Early migrants (16 Inclusive and Differentiated Primary Text: Expected
to develop a topic, learners will: tribes) and their origins Learning Secondary Text: Competencies
sense of mutual 1. Trace the origin of Other:
coexistence the people of Liberia Distributions of tribes by Individual seat works or work in  Effective
irrespective of geographic location mixed groups according to Resources/Supplementary communication
tribal or cultural 2. Discuss the places of Later Migrants: gender, abilities, learning styles, Readings: skills
diversity origin of each group etc.
 Free man of color Map of Liberia by ethnic  Analytical and
Learners are able 3. Group tribes by (USA) Group work: distribution research skills
to appreciate similarity of Differentiate the types of
contributions language or culture  Free men of color migrants and state their Chart of the various groups of  Research and
made by the contributions to the development migrants to Liberia problem solving
(West Indies)
various migrants 4. Tell specifically of Liberia skills
to the Liberian where a tribe is Recent Migrants or other Map of Liberia by ethnicity
 Digital Skills
society settled in the West Africans from: Individual work:
majority  Ghana Draw the map of Liberia and Map of Liberia showing
 Creativity &
Learners are able  Guinea indicate the tribes by geographic regions
Innovation
to understand 5. Identify some social  Nigeria location with heavy concentration of
reasons for problems associated  Sierra Leone Muslims ASSESSMENT
migration with migration Individual work:
 Togo STRATEGIES: The
Discuss the origin of each Chart with the Vai Script following methods/
Contributions of the group of later migrants tools will be used to
Online resource test for competencies,
ethnic groups to the
Liberian society Individual work: ` select relevant
options
 Quizzes
Page 43
Trade and Introduction Discuss why Africans from other Links  Class works
of Islam West African countries are
 Kisi called Recent Migrants www.brainpop.com  Assignments
 Mandingo Mixed Group work:
 Others Make a large vertical chart; (a)  Attendance
list the various migrant groups
Christianity and on the left side of your chart, and  Class participation
Western Education (b) list the contributions of each
www.pbskids.org
group on the right side  Individual
The Vai Script www.learninggames.com presentations
Individual work:
Poro and Sande Sketch a map of www.dictionary.com  Lab works
Societies Liberia and indicate areas with
 Lorma large concentration of Muslims www.khanacademy.com  Test
 Gola
Mixed Group work:
 Mende
Discuss the introduction of Islam
 Vai to Liberia
 Kpelle
 Bassa Individual work:
 Kissi Discuss the introduction of
 Gbandi Christianity to Liberia
 Gio Name some of the early schools
 Mano started to bring western
 Dey education in Liberia
 Belle Mixed Group work:
Discuss the origin of the Vai
Sea-faring script
Folk songs
 Kru Individual work
 Grebo, etc. Use online resource to identify
the creation of the Vai script
Page 44
Migration Mixed Group work:
Discuss the importance of the
Different kinds of Poro and Sande in present-day
Migration Liberian society
Social problems Individual work
associated with In what ways do the Poro and
Migration Sande promote family values
 Child Labor
Mixed Group work:
 Spread of HIV/AIDS Discuss areas along the West
 Unemployment African coast influenced by the
Kru and Grebo from seafaring
Dangers child labor
poses to physical and Individual work
mental wellbeing of Discuss the folk songs of the Kru
children and the Grebo
Individual work
Discuss what migration is, and
outline some effects of migration
Mixed Group work:

Discuss what is child labor
Individual work
Discuss how migration leads to
misery and unemployment
Role play how migration can

lead to spread of HIV/AIDS
Page 45
SEMESTER ONE
GRADE: 4
PERIOD: III
TOPIC: FOUNDING OF THE LIBERIAN STATE
Learners are able to Upon completion of Factors that led to the Inclusive and Primary Text: Expected
show loyalty to their this topic, learners Trans-Atlantic slave Differentiated Secondary Text: COMPETENCIES
country and cherish will: trade Learning Other:  Effective
their history Resources/Supplementary communication skills
1. Explain how the Human trafficking as a Individual seat works
Readings:
or work in mixed
Trans-Atlantic form of modern-day  Analytical and research
slave trade led to slavery groups according to
Constitution of Liberia skills
the formation of gender, abilities,
the Liberian state learning styles, etc. Historical documents of
Some members of the  Research and problem
American Colonization Liberia solving skills
2. Name the Society:
Group work:  Declaration of
founders and Discuss what the Independence
 Bushrod Trans-Atlantic  Digital Skills
some members Washington
of the American slave trade was, and Portraits of Liberia kings,
(b) list the countries  Creativity & Innovation
Colonization princes and queens
Society  Elijah Caldwell involved in carrying it
ASSESSMENT
out Poster showing Liberia in
 Robert Finley, STRATEGIES: The
3. Explain why the early times
American etc. following methods/ tools
Individual work:
Colonization will be used to test for
List some effects of Links
Society was Aims of the ACS, why competencies, select relevant
the Trans-Atlantic
founded Liberia was founded: www.brainpop.com options
slave trade on Liberia
 Quizzes
 To find a home Mixed Group work: www.socialstudiesforkids.com  Class works
for freed slaves Research and discuss  Assignments,
how some ethnic www.primarygames.com attendance
groups resisted  Class participation
Page 46
 To form the first slavery and present to www.pbskids.org  Individual
Negro Republic the class presentations,
in Africa www.learninggames.com  Lab works
Individual work:  Test
 To Christianize List some effects of www.dictionary.com
the people of human trafficking
www.khanacademy.com
Africa
Drama:
Liberia before 1821 Act as ACS and other
System of Government Society members
discussing how to put
Founding of Liberia
an end to slavery and
Structure of the Liberia
(b) the possible
Government and repatriation of slaves
functions: back to Africa
 Legislative Mixed Group work

 Executive List and discuss some
problems associated
 Judiciary with the founding of
Liberia
Mixed Group work

Discuss the form of
government that
existed before the
coming of the Settlers
Individual work
Name the three
branches of
government and
describe the functions
of each
Page 47
SEMESTER TWO
GRADE: 4
PERIOD: IV
TOPIC: STRUCTURES AND FUNCTIONS OF THE LIBERIAN GOVERNMENT
Learners are able Upon completion of National Government Inclusive and Differentiated Primary Text: Expected
to respect rule of this topic, learners will: Learning Secondary Text: COMPETENCIES
law and advocate 1. Describe the Local Government Individual seat works or work in Other:  Effective
support for the structure of the mixed groups according to Resources/Supplementary communication
disabled in Liberian 1. Town gender, abilities, learning styles, Readings: skills
society government 2. Clan etc.
Pictures of the Heads of the  Analytical and
Demonstrate 3. Chiefdom
2. Identify the Individual work three branches of the Liberian research skills
support for the functions of local 4. District Define what government is in government
disabled in and national 5. County your own words, and (b) state the  Research and
society government functions of government Picture of paramount problem solving
Branches of Government: Chief skills
Demonstrate 3. Discuss the care of  Legislative Mixed Group work:
support for the Copy of the Constitution  Digital Skills
the disabled  Executive Discuss the structure of our local
disabled in community as a government
society  Judiciary  Creativity &
responsibility of Graph showing Interim
Role Play the heads of the three Governments and their Innovation
both local and Interim Governments and
Understand their national branches of the Liberian respective heads.
rights about sex Heads ASSESSMENT
government government carrying out official
and sexuality functions Poster showing a male or STRATEGIES: The
Liberian History (1990 to following methods/
4. Discuss rights as female with an amputated leg
2005) tools will be used to
enshrined in the Individual work or arm.
Name the heads of the Interim test for competencies,
Constitution of Disability
Governments Poster showing blind persons select relevant options
Liberia as well as Rights of members of the
international using the white cane.
disabled community Discuss the importance  Quizzes
conventions Group of 77 of the white cane
Page 48
Non-governmental Mixed Group work: Poster showing children  Class works
organizations caring for Brainstorm new ways you and selling in the streets
the disabled your community can help the  Assignments
disabled Links
National Commission on
 Attendance
Disability Mixed Group work: www.brainpop.com
Discuss “rights,” “wants” and the
Human Rights  Class participation
needs of others www.socialstudiesforkids.com
Constitution of Liberia www.primarygames.com  Individual

Individual work:
presentations,
Discuss effective ways you can
Universal Convention on say “NO” to unwanted sex www.pbskids.org
the Rights of the Child  Lab works
Role play common child labor www.learninggames.com
practices  Test
www.dictionary.com
www.khanacademy.com
Page 49
SEMESTER TWO
GRADE: 4
PERIOD: V
TOPIC: WAYS OF EARNING A LIVING
Learners are Upon completion Categories of Inclusive and Differentiated Primary Text: Expected Competencies
able to develop of this topic, workers in Liberia: Learning Secondary Text:  Effective
respect for the learners will:  Government Other: communication skills
dignity of labor 1. Categorize workers Individual seat works or work in mixed Resources/Supplementary
Learners will labor as skilled  Private sector groups according to gender, abilities, Readings:  Analytical and
become aware or unskilled workers learning styles, etc. research skills
of the effect of 2. Differentiate  Self-employed Poster showing masons,
poverty on the types of Mixed Group work carpenters, plumbers, welders,  Research and problem
sexual workers in the Discuss which workers are considered etc. solving skills
Civil Service
exploitation Liberian as civil servants and non-civil servants.
and abuse Society Poster showing push-push and  Digital Skills
Entrepreneurship
3. Explain the Home Work street hawkers
importance of Define what is entrepreneurship and  Creativity &
Types of Workers: Innovation
give examples of entrepreneurs in your
acquiring a skill  Skilled Workers Poster showing non-formal
community.
as a means of  Unskilled sector workers at various
ASSESSMENT
earning a workers trades
Individual work STRATEGIES: The
decent living
Explain the advantages of skilled following methods/ tools
4. Identify the Non-formal Sector of Posters showing abused people
labor. will be used to test for
contribution of the Economy. competencies, select
those in the Poster depicting SEA
Individual work relevant options
non-formal Sexual exploitation situations
Explain the disadvantages of unskilled
sector of the and abuse labor  Quizzes
Liberian Links
economy Poverty and Mixed Group work: www.brainpop.com  Class works
5. Discuss poverty prostitution Discuss what is the non-formal sector
as a major of the economy  Assignments
Page 50
factor for Role Play some workers in the non- www.socialstudiesforkids.com  Attendance
sexual formal sector.
exploitation www.primarygames.com  Class participation
and abuse Mixed Group work:
Brainstorm reasons why conditions of www.pbskids.org
 Individual
poverty can cause sexual exploitation presentations,
and abuse. www.learninggames.com
www.dictionary.com  Lab works

Discuss the dangers of sexual
exploitation and abuse, and
prostitution. www.khanacademy.com  Test
Page 51
SEMESTER TWO
GRADE: 4
PERIOD: VI
TOPIC: TRANSPORTATION AND COMMUNICATION
Learners are able to Upon completion of Transportation Inclusive and Primary Text: Expected
relate transportation this topic, learners will:  Land Differentiated Learning Secondary Text: COMPETENCIES
and communication  Sea Individual seat works or Other:  Effective
to economic 1. Discuss the  Air work in mixed groups Resources/Supplementary communication
development. importance of according to gender, Readings: skills
transportation and Examples of the three abilities, learning styles,
Learners are able to communication types of transportation. etc. Chart showing various means  Analytical and
make appropriate of transportation. research skills
use of the 2. Identify the general Categories of Mixed Group work
forms of Discuss the importance of
means/types of Transportation:
transportation to Chart showing traditional  Research and
communication transportation and  Land – walking, means of communication problem solving
communication economic activities
devices. animals, cars, trains, skills
etc. Mixed Group work  Poster showing Letters
3. Classify each form  Digital Skills
Learners are able to Make a model train with  Handouts
identify the early
of transportation  Sea/Water- canoe, cardboard and
under the modern or  Magazines
means of boats, ships, etc. demonstrate its various  Creativity &
traditional form  Books
transportation. functions Innovation
 Air – rockets, aircrafts,  Charts
4. Classify each form
etc. Individual work  Newspapers ASSESSMENT
Learners are able to of communication Demonstrate how draft  Signs & signals, etc. STRATEGIES: The
make use of the under the modern or Animal Traction animals can help with following methods/
various forms of traditional form
Different uses of farming and Chart showing outline of rules tools will be used to
communication. transportation in a village
transportation: for effective communication test for competencies,
5. Demonstrate
Learners are able to effective use of select relevant options
 Move people from Mixed Group work
Links
communicate communication in Think and list new ways
place to place
effectively promoting gender of transportation that will  Quizzes
sensitivity www.brainpop.com
Page 52
 Move goods from ease transportation  Class works
place to place problems in Liberia www.socialstudiesforkids.com
 Assignments
Group work: www.primarygames.com
Early means of
Discuss the importance of  Attendance
transportation:
communication. www.pbskids.org
 Walking  Class participation
 Hammock Individual work: www.learninggames.com
 Human back Sketch the advantages of  Individual
modern communication. www.dictionary.com presentations
Communication
Traditional
Individual work: www.khanacademy.com  Lab works
Outline what constitutes
Communication the print media.  Test
Modern Communication
Peer work
Types of communication Sketch pictures depicting
Types of communication situations of gender
balance and gender
 Verbal imbalance, (b) ask your
 Electronic peers to analyze the two
pictures and draw
 Print conclusions as to which is
 Non-verbal gender sensitive in nature
Role play a situation in

Effective Communication
which you have
received news of a
Gender roles in effective
terrible accident about a
communication
school team; pass on this
message effectively so
Gender bias and
that you do not alarm the
communication
school unnecessarily
Page 53
SEMESTER ONE
GRADE: 5
PERIOD: I
TOPIC: GEOGRAPHY
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES MATERIALS/ COMPETENCIES
Learners are Upon completion of Location and Boundaries of Inclusive and Differentiated Primary Text: Expected Competencies
able to relate this topic, learners Liberia: Learning Secondary Text:  Effective
the physical will: Individual seat works or work Other: communication skills
1. West Africa
features of in mixed groups according to
Liberia to its 1. Locate Liberia on 2. Guinea on the North gender, abilities, learning Resources/Supplementary  Analytical and research
socio-economic the map of West styles, etc. Readings: skills
3. Atlantic Ocean on the
and Africa/Africa
infrastructural South Individual work: Map of Africa  Research and problem
development 2. Identify the solving skills
4. Sierra Leone on the West Place a map of West Africa
political sub-
on the blackboard and locate Map of West Africa
divisions of 5. Ivory Coast on the East.  Digital Skills
Liberia
Liberia on the map
Mineral map of Liberia
of Liberia Counties of Liberia:  Creativity & Innovation
Mixed Group work:
 Montserrado Draw a map of West Africa Political Map of Liberia
3. Explain the size  Grand Bassa ASSESSMENT
and population of and locate and discuss the
 Sinoe boundaries of Liberia Physical map of Liberia STRATEGIES: The
Liberia
 Maryland following methods/ tools
 Bong Mixed Group work: Climatic map of Liberia will be used to test for
4. Locate the
mountains, rivers,  Cape Mount Draw a map of Liberia and competencies, select
Vegetation map of Liberia relevant options
lakes, peninsulas,  Nimba outline
and capes of  Grand Gedeh the political sub-divisions and  Quizzes
their capitals Chart showing examples of
Liberia  Lofa small and large industries
 Grand Kru  Class works
5. Explain the
 Rivercess
Individual work:  Assignments
difference between Links
Draw a map of Liberia and
weather and  Margibi group the counties according
 Bomi
www.brainpop.com  Attendance
climate to regions using different
Page 54
 River Gee colors (blue, green, red, www.socialstudiesforkids.com
6. Name the seasons  Gbarpolu black, orange, etc.)  Class participation
of Liberia and tell www.primarygames.com
the length of each Size and Population of Liberia: Individual work:  Individual
7. Identify the Discuss the population of www.pbskids.org
 38,000 Square Miles presentations
industries of Liberia
Liberia  4.5 million people www.learninggames.com
 Lab works
County size and population Mixed www.dictionary.com
8. Identify the Individual work:
vegetation of Natural resources found in  Test
Sketch a map of a county and www.khanacademy.com
Liberia counties
locate mountains, capes,
plateaus, hills, islands and
Physical Features: peninsulas
 Mountains
 Capes Individual work:
 Plateaus Discuss the seasons of Liberia
 Hills and tell the length of each
 Islands
 Peninsulas Mixed Group work:
Discuss the advantages and
Climate and Vegetation: disadvantages of each season
 Rain Forest
 Savanna Explain the types of
 Mangrove Swamp vegetation in Liberia
 Rainy Season and Dry
Individual work:
Season
Make field trip to local
industry in your community
Industry: and report observations to
 Mining the class
 Agriculture
 Manufacturing Mixed Group work:
Discuss small and large scale
Small and large scale industry industries in Liberia
Page 55
SEMESTER ONE
GRADE: 5
PERIOD: II
TOPIC: MIGRATION OF PEOPLE TO LIBERIA
Learners are able Upon completion of Early Migrants Inclusive and Differentiated Primary Text: Expected
to trace their this topic, learners will: Learning Secondary Text: Competencies
origins and The sixteen major ethnic Other:
Individual seat works or work in
appreciate the 1. Name the sixteen groups of Liberia Resources/Supplementary  Effective
contributions of major ethnic groups mixed groups according to gender,
Readings: communication
each ethnic group of Liberia abilities, learning styles, etc. skills
Origins of Early Migrants
of Liberia History of Liberia
2. Locate the origins of The three Ancient West Individual work:  Analytical and
the early ethnic List the sixteen major ethnic research skills
Map of Liberia showing
groups on the map of African Empires groups of Liberia distribution of ethnic group
Africa  Research and
Causes of Migration Mixed Group work: Map of Ancient West African problem solving
3. Explain why the early Group the major ethnic
ethnic groups  Wars Empires skills
groups on the basis of similarity of
migrated to Liberia  Religion
culture and languages  Digital Skills
 Drought Map of West Africa/Atlas
4. List the origins of the  Pestilence
Individual work: Liberian History up to 1847  Creativity &
second ethnic group
State the origins of the early Innovation
Later Migrants
migrants
5. Explain the formation  Freed slaves from the Links
ASSESSMENT
and function of the Americas
American Mixed Group work: www.brainpop.com STRATEGIES:
Colonization Society Draw a map of the three Ancient The following
 Recaptured slaves methods/ tools will
West African Empires and indicate www.socialstudiesforkids.com
6. Outline the possible migration routes to be used to test for
contributions made  Freed slaves from the Liberia www.primarygames.com competencies, select
by each ethnic West Indies relevant options
 Quizzes
Page 56
group of the Recent Migrants: Mixed Group www.pbskids.org
Liberian society  Ghanaians work:  Class works
 Nigerians Discuss some factors that led to www.learninggames.com
 Sierra Leoneans break up of the Ancient West  Assignments
www.dictionary.com
 Guineans African Empires
 Togolese  Attendance
Group work and presentation: www.khanacademy.com
 Others
Form yourselves into three groups  Class participation
for the following exercise; (a)
Group A will discuss the wars and
 Individual
drought in Ancient Mali; Group B
presentations
will discuss religion and
pestilence.
 Lab works
Mixed Group work:
Discuss the origins of the second  Test
group of migrants with particular
reference to the concept of slavery
Individual work:
Discuss the formation of the ACS
and its role in the repatriation of
freed slaves to Liberia
Assignment:
Discuss the founding of the
Republic of Liberia
Mixed Group work:

Discuss some reasons why the
recent migrants came to Liberia
Page 57
SEMESTER ONE
GRADE: 5
PERIOD: III
TOPIC: SYSTEMS OF GOVERNMENT
Learners are able to Upon completion of this Structure of the Inclusive and Primary Text: Expected Competencies
develop and exhibit topic, learners will: Liberian Government Differentiated Learning Secondary Text:
a sense of Individual seat works or Other:  Effective
nationalism and 1. Identify the three  Legislature work in mixed groups Resources/Supplementary communication skills
patriotism branches of  Judiciary according to gender, Readings:
 Executive
Government abilities, learning styles,  Analytical and research
etc. History of Liberia skills
2. Explain the Concept of the
functions of each Separation of Powers Individual work:
Name and discuss the
Constitution of Liberia  Research and problem
branch of solving skills
Government Check and Balance structure and functions of
The Flag of Liberia
the three branches of
government.  Digital Skills
3. Describe the concept The National Emblems
The Coat of Arms
of Separation of
Mixed Group work:  Creativity & Innovation
Powers The Flag
Discuss the system of Chart with the National
Check and Balance Anthem ASSESSMENT
4. Identify the national The Coat of Arms STRATEGIES: The
emblems of the
Republic of Liberia Role play the heads of the Chart with the Lone Star following methods/ tools
The National Anthem three branches of will be used to test for
5. Explain the rights of government in relation to Chart with the Pledge of competencies, select
The Lone Star the Separation of Powers Allegiance relevant options
citizens as
prescribed by the Individual work:  Quizzes
The Pledge of Links
Constitution
Allegiance Draw the flag of Liberia  Class works
and state the meaning of the www.brainpop.com  Assignments
Citizenship symbols
 Attendance
Page 58
6. Discuss the duties Who is citizen of Individual work: www.socialstudiesforkids.com
and responsibilities Liberia? Draw the Coat of Arms and  Class participation
of citizens state its meaning www.primarygames.com
Duties and  Individual presentations
responsibilities of Mixed Group work: www.pbskids.org
citizenship. Read the wordings of the  Lab works
National Anthem and www.learninggames.com
Rights of a citizen discus them
www.dictionary.com  Test
Sing the National Anthem
www.khanacademy.com
Sing the Lone Star
Individual work:
Discuss what is Citizenship
Mixed Group work:

Discuss who is a citizen
and the duties of a citizen
Mixed Group work:
Discuss the kinds of
citizenship and how one
can become a citizen
General Assignment:
Take a copy of the
Constitution and study the
Rights and responsibilities
of a citizen.
Present your report to the
class
Page 59
SEMESTER TWO
GRADE: 5
PERIOD: IV
TOPIC: BASIC RIGHTS
Learners are Upon completion of Fundamental Rights Inclusive and Differentiated Primary Text: Expected Competencies
able to uphold this topic, learners Learning Secondary Text:
Basic Freedoms
the principles of will: Individual seat works or work in Other:  Effective
fundamental  Speech mixed groups according to Resources/Supplementary communication skills
rights and 1. List the Basic and  Thought gender, abilities, learning styles, Readings:
advocate Fundamental  Religion etc.  Analytical and research
for the disabled Rights as defined The Constitution of Liberia skills
Convention on the Debate:
and those living by the
with HIV/AIDS Constitution
Rights of the Child In groups of A and B, debate Convention on the Rights of  Research and problem
how people can enjoy their the Child solving skills
Child Protection fundamental rights
Learners are 2. Explain the
able to make concept of Chart showing activities at a  Digital Skills
Child Welfare Individual work:
informed freedom of child welfare agency
choices or speech, thought,
Agencies Discuss how freedom of speech,  Creativity & Innovation
Rights of people living thought, and religion can be
decisions about and religion. Handouts on HIV/AIDS
with HIV/AIDS protected and or violated ASSESSMENT
sexuality prevention
STRATEGIES: The
3. Describe the How not to stigmatize Role play violations of child
Health worker following methods/ tools
rights of the child against PLHIV rights and how they can be
lecturing on contagious will be used to test for
avoided
Types of stigmatization disease prevention competencies, select
4. Analyze the
Individual work: relevant options
importance of
children’s Rights and Discuss the importance of a child Posters depicting ways to
involvement in responsibilities of welfare agency abstain from sex until school  Quizzes
decision-making children infected and completion
as a right. affected by HIV and Mixed Group work:  Class works
AIDS Brainstorm the responsibilities of  Assignments
parents towards children
Page 60
5. Discuss the rights Caring for sick people Individual work: Links
of people living Personal values about discuss the rights of people living  Attendance
with HIV/AIDS sex and reproduction. with HIV/AIDS www.brainpop.com
Abstaining or delaying  Class participation
6. Identify the onset of sexual Mixed Group work: www.socialstudiesforkids.com
Organize a game where you
challenges faced relationships.  Individual presentations
by the disabled brainstorm about a community www.primarygames.com
stigmatizing people living with
Using protection
HIV/AIDS www.pbskids.org  Lab works
7. Assume control against pregnancy and
of their sexuality HIV Individual work: www.learninggames.com  Test
Draw an HIV-infected person and
discuss how to care for PLHIV www.dictionary.com

Discuss behaviors that lead to
contracting HIV
Discuss what to do when
someone is sick
Mixed Group work:

Discuss the benefits and
importance of abstinence
Individual work:
Meditate on what time will be
really right to start having sex and
why, (b) write your thoughts
down and present to the class
Mixed Group work:

Discuss—is it necessary to wait
until you are 18, or until you are
married, or until you complete
school, before you have sex?
Page 61
SEMESTER TWO
GRADE: 5
PERIOD: V
TOPIC: ECONOMIC DEVELOPMENT
Learners are Upon completion of this Agriculture Inclusive and Differentiated Primary Text: Expected
able to analyze topic, learners will:  Subsistence Learning Secondary Text: Competencies
the roles of the farming Individual seat works or work in Other:
 Effective
various sectors 1. Tell the difference  Commercial mixed groups according to gender,
Resources/Supplementary
in the between subsistence abilities, learning styles, etc. communication
Readings: skills
development of farming and plantation Major Agro Industries List of Agro Companies in
the Liberian agriculture in Liberia. Group work: Liberia  Analytical and
economy Forestry Analyze how a subsistence
research skills
2. Name some of the farming is different from National Fisheries Authorities
major agro-industries in Manufacturing commercial farming Act  Research and
prewar and present-day Industries Take a field trip to a subsistence problem solving
Liberia. farm in your community and Pictures of fish farming, cold skills
Small scale industries report to the class. storages
3. Identify fishery as a
Large scale industries  Digital Skills
component of Liberia’s Group work: Pictures of subsistence farms
economy. Problems presently Discuss the nature of small and  Creativity &
large scale industries. Mining sites Innovation
affecting Liberia’s
4. Discuss some of the agro business
mining sectors in pre- Individual work: Links ASSESSMENT
war and present-day Mining Discuss problems affecting STRATEGIES: The
Liberia. Liberia’s agro business today. www.brainpop.com following methods/
Pre-war Mining tools will be used to test
www.socialstudiesforkids.com for competencies, select
5. Identify the small and Group work:
large scale industries in Present-day Mining Discuss the activities of mining relevant options
Liberia. companies in pre-war and present-
Artisanal Mining
day Liberia  Quizzes
Page 62
6. Differentiate between Fishery Analyze issues affecting the www.pbskids.org
small and large scale mining industry in present-day  Class works
industries. Traditional fishing Liberia www.learninggames.com
7. State the challenges  Assignments
affecting Liberia’s Fishing companies Individual work: www.dictionary.com
economic development Aquaculture Discuss what is artisanal mining
www.khanacademy.com  Attendance
Individual work:
Analyze how fishery is an  Class participation
important component of Liberia’s
economy  Individual
presentations
Home work:
Discuss what is aquaculture? How  Lab works
can aquaculture be an important
means of employment in your  Test
community?
Page 63
SEMESTER TWO
GRADE: 5
PERIOD: VI
TOPIC: LIBERIA AND HER RELATIONS WITH OTHER WEST AFRICAN COUNTRIES
Learners are able to Upon completion History of West Africa Inclusive and Differentiated Primary Text: Expected
analyze the socio- of this topic, Learning Secondary Text: Competencies
economic and learners will: Map of West Africa Other:  Effective
political 1. Analyze the Individual seat works or work in Resources/Supplementary communication skills
development of history of West People of West Africa mixed groups according to gender, Readings:
West Africa Africa. abilities, learning styles, etc.  Analytical and
Official Languages of Map of Africa research skills
2. Name the West Africa Individual work:
official List the countries of West Africa  Research and problem
Map of West Africa
language West African Regional and indicate solving skills
spoken in each bodies: the official language of each
West African  ECOWAS country New Geography of West
Africa/Liberia  Digital Skills
country.  WARDA
 MRU Individual work:
Atlas  Creativity &
3. Explain the On a poster sheet, draw the map of Innovation
work of Major Rivers of West West Africa and indicate the
ECOWAS Links
Africa following; (a) capital cities (b) ASSESSMENT
WARDA, and
major rivers and lakes www.brainpop.com STRATEGIES: The
MRU
Climatic Regions of following methods/ tools
West Africa Group work: www.socialstudiesforkids.com will be used to test for
4. Name and
locate the major Discuss the origin of ECOWAS competencies, select
rivers of West Natural Vegetation of and its role in relations to the www.primarygames.com relevant options
Africa West Africa Liberian civil conflict
www.pbskids.org  Quizzes
5. Describe the Natural Resources
climatic regions Major West African Assignment: www.learninggames.com  Class works
of West Africa Industries Discuss what is WARDA
Page 64
and its role in West Africa’s www.dictionary.com  Assignments
6. Explain the Transportation and agricultural development
types of natural www.khanacademy.com  Attendance
Commerce Discuss the countries of the MRU
vegetation in  Class
West Africa Assignment:
participation
List the major rivers in West
7. Identify media Africa  Individual
role in presentations,
adolescent life Home work:
Research major West African  Lab works
rivers and discuss their relevance
to economic development and  Test
hydropower
Group work:
Discuss the climatic regions of
West Africa and their effects on
agriculture.
Describe which countries are

found in the Sahel region
Individual work:
Describe the natural vegetation of
West Africa
Assignment:
Research the major resources
found in West Africa
and report to the class
Home work:
Identify the various means of
transportation and communication
in West Africa
Page 65
SEMESTER ONE
GRADE: 6
PERIOD: 1
TOPIC: THE FOUNDING OF THE LIBERIAN STATE
Learners are Upon completion of Trans-Atlantic Slave Trade Inclusive and Primary Text: Expected Competencies
able to analyze this topic, learners Differentiated Learning Secondary Text:  Effective
the history of will: The Founding of the ACS Individual seat works or Other: communication skills
Liberia from 1. Explain who and other Colonization work in mixed groups Resources/Supplementary
its founding up founded the Societies according to gender, Readings:  Analytical and research
to the present Liberian State abilities, learning styles, skills
Early Liberian Kingdoms etc. Early map of Liberia
2. List the names of  Research and problem
founding members The Founding of Liberia Mixed Group work: Liberian History before 1847 solving skills
of the American Discuss the Slave Trade
Colonization Governors of Liberia before and factors that led to Chart showing various  Digital Skills
Society Independence repatriation of slaves to groups with special needs
Sierra Leone and Liberia  Creativity & Innovation
3. Tell when the Periods in Liberian History Poster showing Red Cross
ASSESSMENT
Liberian state was  Colonial Individual work: workers assisting the needy
STRATEGIES: The
officially founded  Commonwealth Discuss the other
 First Republic Colonization Societies
4. Identify the  Second Republic and determine in which Links
competencies, select
various periods of parts of Liberia each www.brainpop.com relevant options
Liberian Purpose of the ACS settled repatriated slaves
History—from www.socialstudiesforkids.com  Quizzes
Colonial period to Special Population Groups: Home work: www.primarygames.com
the present Research the founding of  Class works
 The Elderly www.pbskids.org
 PLHIV the Liberian State from
5. Discuss the rights the Colonial Period to the www.learninggames.com  Assignments
 The Disabled  Attendance
of special present
www.dictionary.com
Page 66
population groups  Disadvantaged List the names of some www.khanacademy.com
in present-day Children Liberian Kings at the time  Class participation
Liberia  Ebola Survivors of Liberia’s founding
Analyze the major  Individual presentations
Measures to end reasons for repatriating
Stigmatization and freed slaves to Africa  Lab works
Discrimination.
Mixed Group work:  Test
Institutions concerned with Discuss problems
seeking the welfare of the encountered by the first
Special Population Groups Settlers upon arrival in
Sierra Leone and Liberia
Individual work:
Discuss how
each member of the
Special Population
Groups can be helped in
the society
Mixed Group work:

Analyze how other
institutions can help the
Special Population
Groups apart from
government
Home work:
Formulate your own
programs to help
members of the Special
Population Groups
Page 67
SEMESTER ONE
GRADE: 6
PERIOD: II
TOPIC: WAYS OF EARNING A LIVING IN LIBERIA AND SELECTED AFRICAN COUNTRIES – WEST, EAST, SOUTH, AND
NORTH
Learners are able Upon Selected West African Inclusive and Primary Text: Expected
to make rational completion of Countries Differentiated Learning Secondary Text: Competencies
decisions about this topic, 1. Ghana – Cocoa Individual seat works or Other:  Effective
career choices and learners will: work in mixed groups Resources/Supplementary communication
2. Guinea – Cattle
matters affecting according to gender, Readings: skills
their wellbeing. 1. Identify 3. Sierra Leone – Coffee abilities, learning styles,
some
general 4. Nigeria – Cocoa
etc. Map of Africa  Analytical and
Learners are able research skills
to identify farm crops 5. Liberia-Rubber Mixed Group
which may Geography of West
different cultural work:  Research and
be common Cattle Breeding in West Africa Discuss the importance of
values and their New Geography of Liberia. problem solving
to the
influence on commercial agriculture to skills
selected
people’s lives. countries of Mechanized Rice Cultivation some West African Vegetation map of West
West Africa countries Africa.  Digital Skills
North Africa
2. Identify 1. Cattle raising among Individual work: Research Materials on cattle raising  Creativity &
some major Moors of northern part of the importance of rubber to Innovation
cattle the Sahara Desert the Liberian economy and Pictures/videos slides of
breeding 2. The Oasis dwellers (a sub- report to the class. economic migrants from West ASSESSMENT
counties in ethnic group of the Moors Africa STRATEGIES: The
West Africa who grow millet, rice, Debate how mechanized following methods/
water melons, etc. rice cultivation will Links tools will be used to
3. Discuss 3. The Tibu – cattle herders transform the economy and test for competencies,
problems 4. Other occupations lives of the Liberian people. www.brainpop.com select relevant options
associated  Quizzes
with the  Class works
Page 68
waves of South Africa Individual work: www.socialstudiesforkids.com
economic 1. Modern farming family in Research the vegetation of  Assignments
migrants the Savanna land North Africa relative to www.primarygames.com
from Africa 2. Gold and diamond mines cattle breeding in the  Attendance
4. Explain the workers of South Africa northern Sahara. www.pbskids.org
importance of
education as a East Africa Mixed Group work: www.learninggames.com
means of Compare and Contrast the
1. The nomadic Maasai
www.dictionary.com  Individual
curbing the people who constitute the economies of South and
Presentations
massive exodus majority of cattle breeders East Africa.
of people from www.khanacademy.com
in Kenya  Lab works
Africa Assignment:
Major farm crops grown in Who are the Maasai of East
Africa  Test
East Africa
 Rice, wheat, cotton,
maize, alfalfa for cattle Individual work:
Discuss the major crops
traditionally grown in the
Recent Economic Migrants
fifteen counties
from West Africa
of Liberia
Some Causes of Economic
Mixed Group work:
Migration
Analyze what is economic
 Lack of job migration, and the effect of
opportunities at home economic migration
 Misinformation Debate (a) is economic
migration safe? (b) how can
Destinations of the Economic economic migration be
Migrant halted?
Modern-day Slavery in North Mixed Group work:

Africa Make a large chart showing
the various routes and
destinations of
Page 69
Female economic migrants as the present-day economic
targets for Sexual migrants from West Africa.
Exploitation and Abuse (SEA) Individual work:
Research how are female
Cultural practices related to migrants exposed to Sexual
sexuality Exploitation and Abuse.
Forced and Early marriages Individual work:

Research cultural practices
Nutritional taboos and report to the class
Mixed Group work:
FGM Analyze what is early
marriage and write down
some consequences of early
marriage.
Role play getting out of

forced marriage.
Role play seeking help to

avoid FGM
Page 70
SEMESTER ONE
GRADE: 6
PERIOD: III
TOPIC: GEOGRAPHY OF AFRICA
Learners are Upon completion of Boundaries of Africa Inclusive and Differentiated Primary Text: Expected
able to analyze this topic, learners Learning Secondary Text: Competencies
the geography of will: Highest Mountains of Other:  Effective
Africa 1. Identify the Africa Individual seat works or work Resources/Supplementary communication skills
geographic in mixed groups according to Readings:
location of Africa Largest Rivers and gender, abilities, learning  Analytical and
on the world map Lakes styles, etc. World Map, globe, vegetation research skills
 Uses and users of the map of Africa, relief map
2. Locate the highest rivers and lakes Mixed Group work:  Research and problem
mountains in Draw the World map on a Atlas solving skills
Africa People of Africa large poster, and identify the
 Groupings and geographic location of Africa Research materials  Digital Skills
3. Name the largest complexion
rivers and lakes in Individual work:  Creativity &
Links
Africa Name and locate the highest Innovation
Major cities of Africa
and their population. mountains in Africa www.brainpop.com
4. Describe the ASSESSMENT
climatic www.socialstudiesforkids.com STRATEGIES: The
Climatic conditions of Individual work:
conditions and following methods/ tools
Africa Locate the largest rivers and
vegetation regions www.primarygames.com will be used to test for
lakes in Africa
of Africa competencies, select
The Rain Forest relevant options
www.pbskids.org
5. Identify the major Desert Regions Mixed Group work:
groups of Africa’s Discuss the major groups of
www.learninggames.com  Quizzes
people Africa’s people
www.dictionary.com  Class works
Page 71
6. Locate the major  Sahara Assignment: www.khanacademy.com  Assignments,
cities of Africa  Namib Draw a map of Africa and
7. Identify the  Kalahari indicate areas of unique  Attendance
regional and  climatic conditions
international Major Cities of  Class participation
bodies in Africa Africa Mixed Group work:
Locate and discuss the areas of
 Individual
Fifteen Biggest the West African rain forest
presentations,
Cities in Africa by
Populations Individual work:
 Lab works
Discuss the location of the
Problems of over- three desserts in Africa and list
population in the countries sharing them  Test
African cities
Individual work:
AU Draw a map of Africa and list
WARDA the capital cities of the
ECOWAS countries
MRU
EAC Mixed Group
SADC work:
COMESA, etc. Discuss how problems of over-
population in African cities
can be solved.
Mixed Group work:

What is the purpose of each
regional organization in Africa
Individual work:
List the member states
comprising each African
regional organization
Page 72
SEMESTER TWO
GRADE: 6
PERIOD: IV
TOPIC: LIBERIA AND WEST AFRICA
Learners are able to Upon completion of Geographic Inclusive and Primary Text: Expected Competencies
analyze the this topic, learners Location of West Differentiated Learning Secondary Text:  Effective communication
geographical, social and will: Africa Individual seat works or Other: skills
economic trends in West 1. State the work in mixed groups Resources/Supplementary
Africa geographic Population of Liberia according to gender,  Analytical and research
location of West and Countries in abilities, learning styles, Readings: skills
Africa West Africa etc.
Map of Africa  Research and problem
2. Compare the Individual work: solving skills
Liberia and West
environmental and Draw a map of West Map of West Africa
climatic Africa: Africa, (a) indicate the
Similarities in  Digital Skills
conditions of geographic boundaries (b) History of Liberia
Liberia with her Language and indicate the countries in
Culture  Creativity & Innovation
neighbors— color, and (c) identify the History of West Africa
rainfall, weather, capital of each country ASSESSMENT
vegetation, etc. Colonial History of Links STRATEGIES: The
West Africa Individual work:
3. Compare Discuss the population of www.brainpop.com
similarities in will be used to test for
Environmental and West African countries
language, competencies, select
Climatic Conditions: Analyze some similarities www.socialstudiesforkids.com
customs, and relevant options
Liberia and West in language and culture of
general cultural www.primarygames.com  Quizzes
Africa Liberia and the MRU
traits countries
Social Problems www.pbskids.org  Class works
4. Tell the
Mixed Group work:
population,
Juvenile Delinquency Discuss the impact of www.learninggames.com  Assignments
cultural pattern, as
well as modality
Page 73
and mobility Unemployment colonialism on the www.dictionary.com  Attendance
trends within these countries of West Africa
countries Housing and Slums Individual work: www.khanacademy.com  Class participation
Discuss what is
Child Labor environmental and  Individual presentations
5. Demonstrate climatic conditions
knowledge of
some social  Lab works
Individual work:
problems in some
Compare the  Test
African cities
environmental conditions
of Liberia and her
6. Explain why there
neighbors
should be separate
courts for children
Mixed Group
work:
Discuss how social
problems negatively affect
the lives of people
Debate how rural-to-urban
migration can contribute to
the proliferation of slums
Home work:
Research the dangers of
Child Labor, and measures
to put an end to this
practice
Page 74
SEMESTER TWO
GRADE: 6
PERIOD: V
TOPIC: CURRENT EVENTS AND HISTORICAL COMMEMORATIONS
Learners are Upon completion of this National Holidays of Inclusive and Differentiated Primary Text: Expected Competencies
able to analyze topic, learners will: Liberia Learning Secondary Text:  Effective
historical trends 1. Name the major Individual seat works or work Other: communication skills
in Liberia and national holidays of Significance of National in mixed groups according to Resources/Supplementary
understand the Liberia Holidays gender, abilities, learning Readings:  Analytical and research
significance of styles, etc. Teachers Manual skills
the media in 2. Tell the Events Leading to the
national significance of each Civil Crises
Individual work: Newspapers  Research and problem
development holiday  April 14, 1979 solving skills
List the National Holidays of
Rice Riots Magazines
Liberia
3. Discuss the role of  The 1980 Coup  Digital Skills
the media in  November 12 Radios
promoting national Individual work:
Abortive
In your own words, what is the  Creativity & Innovation
development Invasion Mobile phones
significance of Joseph Jenkins
ASSESSMENT
4. Name the Civil War Roberts Birthday Calendar with National STRATEGIES: The
contributions of 1989—2003 following methods/ tools
some media Developments following Home work: Holidays of Liberia
institutions in will be used to test for
the War: Research what caused the
Liberia competencies, select
 Election of 2005 1980 Coup d’état Portrait of J.J Roberts
relevant options
5. Analyze major and 2011  Quizzes
 Election of 2017 Home work: Links
media stories Research the effects of the
Civil War and present to the www.brainpop.com  Class works
6. Explain the causes Media Institutions
class
and effects of the  Print www.socialstudiesforkids.com  Assignments
Liberian civil war  Electronic
Page 75
7. Identify means of The Role of the media in Individual work: www.primarygames.com  Attendance
ending conflict National Development Discuss what is a media
institution www.pbskids.org  Class participation
News Media
Mixed Group work:  Individual presentations
Social Media Analyze the differences
www.dictionary.com
between the Print and  Lab works
Issues of “Fake News” Electronic media, and tell
www.khanacademy.com
and “Hate Speech” which of the two has the  Test
greater influence on society
Effectively Analyzing
News Stories Mixed Group work:
Discuss what is New Media
and Social Media
Analyze what constitutes

“Fake News” and “Hate
Speech” and the dangers
associated with them
Assignment:
(a) Bring a copy of newspaper
to class, (b) read an article
from the paper before the
class, (c) explain the article in
your own words
Question & Answer: (1) Was

the reading of the news article
accurate? (2) Did the
explanation relate fairly to the
article?
Page 76
Teacher of The Day:
Discuss your impressions of
the newspaper exercise with
the class
Page 77
SEMESTER TWO
GRADE: 6
PERIOD: VI
TOPIC: CULTURAL TRENDS OF LIBERIA
Learners are able to Upon completion of this Culture and Inclusive and Differentiated Primary Text: Expected
analyze the cultural topic, learners will: Customs Learning Secondary Text: Competencies
trends of Liberia and 1. Name the major Individual seat works or work Other:  Effective
make national holidays of Cultural norms and in mixed groups according to Resources/Supplementary communication skills
rational decisions Liberia patterns of Liberia gender, abilities, learning Readings:
when it comes to styles, etc.  Analytical and
harmful socio- 2. Tell the significance Arts and Crafts Cultural Artifacts research skills
cultural practices of each holiday Mixed Group work:
Traditional Societies Discuss how might Liberia’s  Research and
Poster of traditional and
Learners will 3. Discuss the role of culture be used to enhance problem solving skills
the media in cultural practices
understand how to Liberian Cuisine economic development
promoting national  Digital Skills
manage conflict Poster showing traditional
development Socio-cultural Individual work:
with their parents or dresses
guardians Practices Discuss what are cultural  Creativity &
4. Name the norms, (b) sketch some Innovation
contributions of some traditional musical Sassa, Sangba
Reasons for possible
media institutions in instruments, and discuss
conflict between ASSESSMENT
Liberia their origins with the class Links
adolescent and STRATEGIES: The
5. Analyze major media parents or guardians following methods/ tools
Assignments: www.brainpop.com
stories will be used to test for
Restricting powers Bring some arts and craft competencies, select
6. Explain the causes in the family materials to class for display relevant options
and effects of the and discussion. www.primarygames.com  Quizzes
Liberian civil war Roles of making
decision in the Debate some advantages and www.pbskids.org  Class works
7. Identify means of family disadvantages of particular
ending conflict  Assignments
Page 78
Breakdown in socio-cultural practices you www.learninggames.com
communication know of  Attendance
between parents Think And Tell: www.dictionary.com
Think of some reasons why  Class participation
teenagers usually have conflict www.khanacademy.com
with their parents or guardians,  Individual
and tell your ideas to the class presentations
Individual work:  Lab works

Share with the class a conflict
you know a teenage friend had
 Test
with their parent
Mixed Group work:

Discuss ways of avoiding
conflict with your parent.
Relate Satta’s Story:

(Satta’s mother is forcing her
to get into a relationship with a
married man because the man
is rich. As Satta wants to
complete school, being with an
older man may spoil her plans
of reaching her goal.)
Teacher For The Day, ask

some learners to Role play
what Satta can do to negotiate
with her mother that being
with an older man will harm
her future
Page 79

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INTRODUCTION

Home work: www.khanacademy.com  Assignments,

Group work:  Individual

Pass the Pen Activity on best ways

Mixed Group work: www.learninggames.com

Mixed Group work: www.khanacademy.com

Individual work: Draw the

Individual Work: Explain how

Mixed Group work: www.khanacademy.com

Individual work: List and

Individual work: Visual aids

Mixed Group Project: www.dictionary.com

Liberia www.pbskids.org  Test

Mixed Group work:  Class participation

Group work: www.dictionary.com  Lab works

Question: What right www.primarygames.com  Lab works

Teacher of The Day: Tell the class that

Mixed Group work:

b) When do you watch

Think & Tell:

a. How do you learn

b. Is the media good to

c. What other activities

Discuss the purposes of

Discuss what is First Aid

2. Locate the major East – Ivory Coast Individual work

Mixed Group work:

Role play how migration can

 Legislative Mixed Group work

Mixed Group work

Constitution of Liberia www.primarygames.com  Individual

www.dictionary.com  Lab works

Role play a situation in

Mixed Group work:

Mixed Group work:

Mixed Group work: www.khanacademy.com

Mixed Group work:

Mixed Group work:

Describe which countries are

Mixed Group work:

Modern-day Slavery in North Mixed Group work:

Forced and Early marriages Individual work:

Role play getting out of

Role play seeking help to

Mixed Group work:

Analyze what constitutes

Question & Answer: (1) Was

Individual work:  Lab works

Mixed Group work:

Relate Satta’s Story:

Teacher For The Day, ask

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