INTRODUCTION

The understanding of how human beings interact with their physical and social environments is essential for living a stable a nd 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, compete ncies, 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 7 - 9 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 c lassroom strategies that
engage learners actively in the teaching and learning process.

Page 1
 SEMESTER ONE
GRADE: 7
PERIOD: I
TOPIC: THE EARTH AND THE SOLAR SYSTEM
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES MATERIALS RESOURCES COMPETENCES
ASSESSMENTS
Learners are Upon completion of 1. The Solar Inclusive and differentiated Primary text: Expected
able to this topic, learners System Learning: Liberia Social Studies Book-7 COMPETENCES:
demonstrate will: Individual seat work or group work Geography of Liberia · Effective
knowledge of 2. Planets in mixed groups, according to New geography for Liberia Communication
the positions 1. Discuss the abilities, gender and learning styles: (Pearson)
and functions solar system. 3. Satellites -Atlas ·
Digital Skills
of heavenly 1. Individually, learners name -the world map
bodies. 2. Determine the 4. Size and objects that make up the solar - Solar system chart ·
Research and Problem
position of the Shapes system and discuss their Solving skills
Learners are earth in the importance. Secondary Texts
able to develop solar system 5. Axis of the - the Globe ·
Organizational Ability
an appreciation Earth 2. Pair learners to distinguish the Digital Research
for the earth as 3. Discuss family following planets: ·
Digital Skills
a place of health as a 6. Movement a. Mars Links:
his/her natural responsibility. of the Earth b. Jupiter www.skwirk.com ASSESSMENT
habitat. and its effects: c. Earth STRATEGIES:
www.saylor.org
4. Describe the a. Rotation
size and b. Revolution 3 Group learners to: www.allison.com Tools: that Can be used to
Learners are movement of c. Time Zones a. draw the solar system and place check competences, select
www.brainpop.com
able to the earth and the planets in the correct order relevant options:
empathize with heavenly 7. Eclipse of from closest to farthest away www.socialstudiesforkids.com -Attendances
people living bodies the moon, sun from the sun -Oral questions and Answers
www.primarygames.com
with HIV/AIDs and earth. -Class Assignment and
and physically 5. Analyze the b. identify planets that have www.pbskids.org Participation
challenged principles that 8. The Equator satellites -Observation
www.learninggames.com
people. the earth is -Assignments
round c. distinguish artificial from natural www.braveintheattempt.com -Research
(spherical) satellites -Quiz

Page 2
 9. Land and d. read from suggested text, www.dictionary.com -Test
Locate the sources Water describe shape, size and -Exams
www.khanacademy.com
of water and land distribution movement of the earth
distribution.
10. e. Display the globe in class to
Continents, show how the earth rotates on its
Oceans, axis, and demonstrate the
Islands & movement of the earth.
Seas.
f. Use a Flash light on a ball to
demonstrate the results of day
and night.

4. Time Calculation:
Use lines of longitude to
calculate local time of places
in the eastern and western
hemispheres.

5. Initiate discussions on eclipse of

the sun and moon (solar and
lunar) and the impact on the
earth.

6. Learners use the physical maps

to discuss land and water
sources and distribution on the
earth.

7. Look up the Physical Map of the

Earth or use an Atlas to formulate
questions for class discussion.

Page 3
 SEMESTER ONE
GRADE: 7
PERIOD: II
TOPIC: RELIEF, TOPOGRAPHY AND GEOGRAPHICAL FEATURES OF THE EARTH
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES MATERIALS RESOURCES COMPETENCES
ASSESSMENTS
Learners are Upon 1. Vegetation: Inclusive and differentiated Primary text: EXPECTED COMPENTENCIES:
able to acquire completion of a. Sahara Learning: -Liberia Social Studies Book-7 · Effective Communication
the general idea this topic, b. Swamp Individual seat work or group -New Geography for Liberia
of the learners will: c. Guinea High work in mixed groups, (Pearson) ·
Digital Skills
topography of Forest according to abilities, gender -The World map
the earth. 1. Identify the and learning styles: - The Globe/Atlases ·
Research and Problem
features that 2. Topography of -Pictures of improper waste Solving skills
Learners are make up the Liberia: 1. Mixed Group Work disposals.
able to topography of a. Mountains a. Visit any forest or savanna ·
Organizational Ability
differentiate the earth. b. Lakes land around your Secondary Texts
and discuss the c. Forests of school/community and/or The Globe -Transportation ·
Digital Skills
importance of 2. Explain the Liberia watch a documentary and Digital Research Links:
the various formation of describe what you see. Assessment Strategies:
geographical mountains 3. Importance of: www.skwirk.com Tools: that Can be used to check
features of the and mountain a. Major Rivers b. Display Relief, physical, competences, select relevant
www.saylor.org
earth). chains b. Oceans and vegetation maps in class options:
c. seas to describe Liberia’s www.allison.com · -Attendance
3. Discuss the topography. · -Participation
www.brainpop.com
locations and 4. River Pollution
· -Oral Questions & Answers
uses of the c. Research the importance of www.socialstudiesforkids.com
· Individual/Group work
world’s major 5 The importance a river relative to the below
www.primarygames.com (Assignment)
rivers, lakes, of: listed and submit your
seas, oceans, a. Islands findings for class discussion. www.pbskids.org · -Field Work
mountains, b. Capes · -Research
www.learninggames.com · -quiz
islands, etc. ·
Electricity
6.Mountains of ·
Transportation www.braveintheattempt.com · -test
Liberia ·
Irrigation · -Individual Reports

Page 4
Identify and 7.Major Deserts of ·
Fishing www.dictionary.com
locate the types the world ·
Provision of Drinking www.khanacademy.com
of deserts in the water
world. 8. The seven ·
Tourism
Continents of the
World d. Analyze the effects of the
below listed wastes on
human survival.

Improper disposal of:

a. chemicals
b. waste products
c. Uncontrolled Mining

e. Display Relief and Physical

Maps in class for
discussions to enable
learners differentiate islands
from capes.

f. Learners use the Physical

and Relief Maps of Liberia
to locate mountains.

g. Draw map of the world and

insert major deserts.

h. Locate each continent on

the map and write its name

Page 5
 SEMESTER ONE
GRADE: 7
PERIOD: III
TOPIC: THE FAMILY IN LIBERIA
OUTCOME OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCES
S RESOURCES ASSESSMENTS
Learners are upon completion 1. Structure of the Inclusive and differentiated Primary text: Expected Competencies:
able to of this topic, Liberian family. Learning Liberia Social Studies book-7 · Effective Communication
distinguish learner will: i. Nuclear Individual seat work or work in New geography for Liberia
structures of ii. Extended mixed groups according to (Pearson) ·
Digital Skills
the family 1. Distinguish iii. Single parent gender, abilities, and learning The Political Map of Liberia
and division the various styles Atlas of Liberia ·
Research and Problem
of labor in family types: 2. Division of labor in Solving skills
the family. Nuclear, the family. 1.Draw family types to depict: Secondary Text
Extended and a. Parenting Ø Nuclear Family Chart showing family ·
Organizational Ability
Learners are Single Parent. b. Children and Ø Extended Family Posters showing HIV/AIDS &
able to household chores. Ø Single Parent Family STIs infected persons being ·
Digital Skills
empathize 2. Analyze the (Gender equality) helped.
with people rights and 2. Each learner is required to ASSESSMENT
living with responsibilitie 3. Types of Relationship state the role of each Links: STRATEGIES:
HIV/AIDs s of family a. Healthy relationships member in his or her www.skwirk.com
and members. b. Unhealthy family. Tools: that Can be used to
www.saylor.org
physically Relationship check competences, select
challenged 3. Discuss family 3. Group learners to: www.allison.com relevant options
people. health as a a. role – play characteristics · -Attendance
www.brainpop.com
responsibility. 4. Family Health of healthy and · -Participation
a. HIV/AIDS unhealthy relationships www.socialstudiesforkids.com
· -Group work (Assignment)
Locate tribes Prevention
www.primarygames.com · -quiz
according to the b. STIs prevention b. discuss effects of the
political sub- c. Drugs and Alcohol following: www.pbskids.org · -test
divisions abuse, etc. · -Individual/ Group Reports
www.learninggames.com - Class presentations
d. Morbidity and · -HIV/AIDS on teenagers
Mortality and adults. www.braveintheattempt.com
e. Gender equality

Page 6
f. Physically challenged ·Practicing safe sex. (STIs), www.dictionary.com
www.khanacademy.com
5. The importance of ·Unprotected sex
Tribes in Liberia
·-Drugs and substance abuse
in the community

4. Organize a role play,

depicting the issues of
gender equality.

5. Have learners discuss how

the physically challenged
can be helped in the class,
family or community.

Assignment
6. Draw the map of Liberia
and plot in the tribes
according to the political
sub-divisions.

Page 7
 SEMESTER TWO
GRADE: 7
PERIOD IV
TOPIC: ECONOMIC ACTIVITIES AND TRADITIONAL AGRICULTURE OF LIBERIA
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCES
RESOURCES ASSESSMENTS
Learners are Upon completion of 1. Farming Inclusive and differentiated Primary text: Expected
able to analyze this topic, learner will: a. Commercial Learning Liberia Social Studies Book-7 COMPENTENCIES:
the different · Rubber Individual seat work or group Vegetation and Physical Maps · Effective Communication
types of 1. Differentiate the · Oil Palm work in mixed groups, of Liberia · Digital Skills
occupations types of occupation · Cocoa according to abilities, gender · Research and Problem
and economic :( farming, fishing, · Coffee and learning styles: Secondary Text: Solving skills
activities the hunting, weaving, Currencies of Liberia. (Notes · Organizational Ability
Liberian tailoring, masonry, b. Traditional 1. Visit any plantation and relate and Coins Photos of logs and · Digital Skills
families are etc.); economic activities to: Minerals
engaged in. ·Rice · Location ASSESSMENT
2. Analyze the system ·Cassava · Migration (in-and –out) Links: STRATEGIES:
Learners are of commerce in · Human capital www.skwirk.com
·Yam/Eddoes
able to exhibit Liberia (trade; development Tools: that Can be used to
·Sweet Potatoes www.saylor.org
tolerance and barter); check competences, select
accept cultural 2. In groups of five describe www.allison.com relevant options:
2. Fishing
diversity. 3. Analyze the some companies in your county www.brainpop.com -Attendance
a. Traditional
different traditional that are involved in commercial · -Oral Questions & Answers
b. Modern
farming methods farming. www.socialstudiesforkids.com · -Class Participation
among the tribes;
3. Hunting www.primarygames.com · -Group work (Assignment)
and 3. Visit a farm and observe the
a. Traditional · -Research
method of farming (agro or www.pbskids.org
b. Modern · -Observation
Discuss the different traditional) and write a report. www.learninggames.com
crops grown in Liberia · -quiz
4. Weaving & · -test
and the associated 4. Research and discuss the www.braveintheattempt.com
Tailoring, · -Individual/ Group Reports
localities systems of hunting and fishing www.dictionary.com
practiced in Liberia.
www.khanacademy.com
5. Logging &
Mining

Page 8
6. Masonry 5. Research and discuss how
Country Cloths are weaved in
7. System of trade Liberia.
a. Barter
b. Monetary 6. In groups of three, learners
discuss the benefits and risk
factors associated with logging
and mining activities in Liberia.

7. Research tailoring and/or

construction career to determine
the economic benefits of the
trade and write a report.

8. Hold class discussion on the

various systems of trade.

9. Do a collection of past and

present Liberian Currencies
that were used for trade in
Liberia and indicate their
value against the United
States Dollars.

10.Research pictures of rural

and urban houses and
compare them.

Page 9
 SEMESTER TWO
GRADE: 7
PERIOD: V
TOPIC: THE MARRIAGE SYSTEMS IN LIBERIA
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCES
RESOURCES ASSESSMENTS
Upon completion of 1. Kinds of marriages: Inclusive and differentiated -Textbooks Expected
Learners are able to this topic, learners will: (Monogamous, learning -Posters COMPETENCIES
recognize the types of polygamous, Individual seat work or group -Internet research · Effective Communication
marriages in their 1. Explain the rules polyandrous, work in mixed groups, according
communities/country governing “Common Law to abilities, gender and learning -Periodicals ·
Digital Skills
and appreciate the values marriages in Liberia Marriage”) styles: -Magazines
of marriage and explain -Articles on the ·
Research and Problem
its importance 2. Examine the 2. The marriage 1. Initial activity Rights of Women Solving skills
process of courtship customs (traditional a. Resource person: Invite an and Children. Geneva
Explain media influence in Liberia and statutory elderly person/Pastor to Convention on the ·
Organizational Ability
on marriages and the marriages) discuss practices associated rights of women and ·
Digital Skills
impact on youth 3. Explain what is with Traditional and children
activities. meant by taboos in 3. Choice of partner: Western marriages (Age at ASSESSMENT
the Liberian society - Age at marriage marriage, commitment in Secondary Sources STRATEGIES:
- Commitment in marriage).
4. Analyze the marriage Links: Tools: that Can be used to
difference between - Parenting and its b. Group learners to develop www.skwirk.com check competences, select
traditional and responsibilities Venn diagrams to compare relevant options:
western marriages. and contrast traditional and www.saylor.org · -Attendance
4. Media: western marriages. · -Oral Questions &
Evaluate the impact of The negative and www.allison.com Answers
in-laws relationship on positive influences c. Role play on challenges of
· -Class Participation
marriages of mass media on early parenthood and impact www.brainpop.com
· -Individual Group
sexual relationships. on learners/parents or
guardians and society. www.socialstudiesforkids.com work (Assignment)
5. Types of programs · -Research
learners watch, listen · -Observation
· -quiz

Page 10
 to, and/or interact d. Group learners to discuss www.primarygames.com ·-test
with age at marriage and
partners’ commitment in www.pbskids.org
6. Scheduling time for marriage.
home chores and www.learninggames.com
study. www.braveintheattempt.com
2. Class work/Discussion:
7. Marriage taboos www.dictionary.com
A. Learners list programs they
8. Personal Family watch, listen to and/or interact www.khanacademy.com
Values and Beliefs. with and provide reasons why
they do.
9. Impact of in-laws
relationship on B. Write what they do; if not,
marriages. engaged with any of the above.

C. Assign learners to schedule

their time (leisure, home chores
and study) and present to class.

D. Learners share their

experiences of wedding
ceremonies they have attended
and three major things they have
observed.

E. Learners discuss taboos

associated with marriages in
Liberia:
· Same sex marriage-
· Marriage to a relative.
· Physical and Verbal Abuse.
(GBV)

Page 11
3. Mini-Drama:
Demonstrate respect, kindness,
honesty, self-discipline,
compassion, sincerity,
commitment, trust, apologetic,
share personal experiences, etc.

4. Pair learners to research the

impacts of in-laws relationship
on marriages in various homes
and present findings.

Page 12
 SEMESTER TWO
GRADE: 7
PERIOD: VI
TOPIC: HISTORY OF LIBERIA BEFORE 1847
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES LEARNING MATERIALS COMPETENCIES/
ASSESSMENT
Learners are able to Upon completion of 1. Linguistic and ethnic Inclusiveness and A. Primary Text Expected COMPETENCIES
analyze the sources this topic, learner distribution of Liberia. differentiated learning: -History book-7 · Effective
of Liberian History will: Individual seat work or Communication
and develop a sense group work in mixed B. Secondary Text.
of Patriotism and 1. Analyze the 2. Religions of the groups, according to -History of Liberia before ·
Digital Skills
Nationalism. ethnic and people of Liberia abilities, gender and 1847
linguistic learning styles: ·
Research and Problem
distribution of · Migration of Secondary Text Solving skills
the people of different tribes and 1. Teacher initiates
Liberia their traditional discussions on the -Internet Links
·
Organizational Ability
religious practices. following:
www.skwirk.com
2. Discuss the
·
Digital Skills
religions of the ·
Early kingdoms, a. Tribal groupings and www.saylor.org
people of civilization and languages.
www.allison.com ASSESSMENT:
Liberia cultures. STRATEGIES
b. Classification of tribal www.brainpop.com
3. Discuss the 3. Sources of Liberian groupings according to
www.socialstudiesforkids.com Tools: that Can be used to
History of History their culture.
www.primarygames.com check competences, select
Liberia before
a. oral tradition c. Migration of each relevant options:
1822
b. written records www.pbskids.org
group to Liberia. ·Attendance
Explain the various · -Archaeology www.learninggames.com ·-Oral Questions &
sources of Liberian 2. Learners research the Answers
www.braveintheattempt.com
history · -Archival materials early kingdoms and ·-Class Participation
their impact on www.dictionary.com ·-Individual Group
civilization and cultures work (Assignment)
www.khanacademy.com
·-Research

Page 13
c. advantages and 3. Learners visit a ·-Observation
disadvantages of these museum, or research -magazines ·-quiz
sources. archival materials for ·-test
information on -Periodicals
4. Contact with the sources of Liberian
outside world and its
effects.
· Portuguese History.
· Dutch
· French 4. Learners discuss the
reasons and impacts of
a. Economic the Trans-Atlantic
b. Political Slave Trade.
c. Social
5.Trans-Atlantic Slave ·List early
Trade settlements of
-Colonial and Liberia.
Commonwealth
periods.

Page 14
 SEMESTER ONE
GRADE: 8
PERIOD: I
TOPIC: GEOGRAPHICAL LOCATION OF LIBERIA
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES LEARNING MATERIALS COMPETENCES/
ASSESSMENT
Learners are Upon completion of 1. Location of Inclusive and differentiated learning: A. Primary Text Expected Competences
able to: this topic learners will Liberia on the Individual seat work or group work in Liberia Grade Social Studies · Effective
be able to: map of West Africa. mixed groups, according to abilities, Book 8 Communication
Draw the map gender and learning styles: New Geography of Liberia · Digital Skills
of Liberia and 1. Locate Liberia on 2. Liberia’s
describe its the map of West boundaries with A. Teacher initiates discussions on the ·
Research and
B. Secondary Text
physical Africa, its her neighbors following: Problem Solving
features, natural boundaries and skills
·West Africa and Liberia
resources and neighbors 3. Liberia’s Physical 1. Location of West Africa and Liberia ·
Organizational
Maps
political sub- Features. on the map of Africa Ability
divisions; 2. Describe the
·Poster ·
Digital Skills
identify various geographical 4. The major Natural 2. Liberia and its neighboring countries
Manufacturing regions of Liberia Resources of in terms of boundaries, trade, etc. ASSESSMENT
and their Liberia. ·Photographs of Industries in
and Mining STRATEGIES:
neighbors. 3. The physical features and natural Liberia:
Industries in
5. The political sub- resources found in the political sub- a. Mining
Liberia. Tools: that Can be
3. Describe the Divisions of divisions of Liberia. b. Manufacturing
used to check
physical features Liberia. competences, select
and natural B. Learners draw maps of Links
relevant options:
resources of 6. Manufacturing Liberia, West Africa www.skwirk.com · -Attendance
Liberia. and Mining and label the countries. · -Oral Questions &
Industries: www.saylor.org
Answers
4. Draw the political C. Organize a field trip for www.allison.com · -Class Participation
and physical maps learners to observe the
www.brainpop.com · -Individual Group
of Liberia and physical features and
label the sub- some natural resources of work (Assignment)
www.socialstudiesforkids.com
political divisions Liberia. · -Research
www.primarygames.com ·-Observation
· -Quiz

Page 15
Identify and D. List manufacturing
differentiate various industries in Liberia and
Industries of Liberia. the type of products
produced.
E. Identify some minerals
that are found in Liberia
Page 16
www.pbskids.org ·-test
·-Exam
www.learninggames.com
www.braveintheattempt.com
www.dictionary.com
www.khanacademy.com
 SEMESTER ONE
GRADE: 8
PERIOD: II
TOPIC: WEATHER AND CLIMATE OF LIBERIA
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES LEARNING MATERIALS COMPETENCES
/ASSESSMENT
Learners are Upon completion 1. Weather and Inclusiveness and Primary Text: Expected COMPETENCES
able to analyze of this topic, climate and their differentiated learning: New Geography for Liberia · Effective Communication
weather learners will: differences. Individual seat work or -West Africa and Liberia in
·
Digital Skills
conditions and group work in mixed maps.
differentiate 1. Differentiate 2. Elements of groups, according to ·
Research and Problem Solving
weather from weather from weather. abilities, gender and -Social Studies Book-8. skills
climate. climate learning styles: -Metrological Instruments.
·
Organizational Ability
3. The apparent
2. Prepare an movement of the Teacher initiates _Internet Research ·
Digital Skills
elementary sun and its discussions on the
weather chart effects on following: -Atlases of Liberia & West
showing weather and Africa.
average climate. 1. Learners differentiate ASSESSMENT STRATEGIES:
rainfall of weather from climate, -Internet research
particular 4. Rainfall and citing practical examples. Tools: that Can be used to check
area its causes. -Weather Map competences, select relevant
a. relief 2. Learners use prescribed options:
3. State the b. Convectional Text book to discuss the Links: ·-Attendance
factors that elements of the weather. www.skwirk.com
·-Oral Questions & Answers
influence 5. Effects of
www.saylor.org ·-Class Participation
climate in climate change 3. Learner observes the
on human changes in climate and www.allison.com ·-Individual Group work
Liberia.
activities. make a report. (Assignment)
www.brainpop.com ·-Research
Analyze the
effects of weather 4. In groups of 4 learners www.socialstudiesforkids.com ·-Observation
on food production discuss the factors that ·-quiz
www.primarygames.com ·-test
cause rainfall, report to the
class for reinforcement.

Page 17
5. Learners research the www.pbskids.org
effects of climate change
www.learninggames.com
on the following:
a. Crops production www.braveintheattempt.com
b. Beaches
www.dictionary.com
c. Roads
d. Mining www.khanacademy.com

-Pictures of Meteorological
Instruments.

Page 18
 SEMESTER ONE
GRADE: 8
PERIOD: III
TOPIC: AGRICULTRUE AND ANIMAL HUSBANDRY
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES LEARNING COMPETENCES/
MATERIALS ASSESSMENT
Learners are Upon the completion of 1. Farming methods in Inclusive and differentiated Primary Text: Expected
able to: this topic learner will: Liberia. learning: - Social Studies COMPETENCES
distinguish a. Subsistence Individual seat work or group Book-8 · Effective
various farming 1. Analyze factors that b. Commercial work in mixed groups, Communication
methods and influence farming according to abilities, gender -New Geography for
factors that methods, corps and animal 2. Factors that influence and learning styles: Liberia. ·
Digital Skills
influence production in Liberia. agricultural production
agricultural a. Drought 1. Class Discussion: -Political Map of ·
Research and
production, thus 2. Discuss the b. Soil Conditions a. Teacher initiate class Liberia. Problem Solving
leading them to contributions of the c. Erosion discussion by asking skills
engage in farming Rubber Industry of d. Farm Implements leaners to describe the -Pictures of Cattles
in their Liberia. e. Fertilizers/Chemicals farming method they - Fishing Net ·
Organizational
communities and f. Farm to Market roads. know; -Chart on Domestic Ability
at school. 3.Construct a list of major and Farm Animals
corps cultivated in 3. Rubber Industry and their b. Differentiate the forms -Live Chicken/photo ·
Digital Skills
Identify Liberia’s agro industry contributions: of shelter used for -Rubber Cup
contributions (cash crops, food crops, a. Firestone animals in rural and -Latex ASSESSMENT
made by the commercial) b. Liberia Agri. Company urban farming. STRATEGIES:
rubber industry (LAC) Picture of fish Tools: that Can be
and its impact on 4. Evaluate animal c. Salala & Weala c. Discuss what men can farming. used to check
the Liberian husbandry practices in our do and what women can competences, select
economy. farming system. 4. Oil Palm Industry in do and cannot do -sample of crops relevant options:
Determine the Liberia. grown in Liberia.
socio-cultural 5. Distinguish Aqua 2. Field visit: ·
-Attendance
issues impacting Culture from Animal 5. Crops cultivation in Liberia: Organize a visit to a rice, Links: ·
-Oral Questions &
gender in Husbandry. a. Food corps cassava or plantain farm to Answers
www.skwirk.com ·
-Class Participation
agriculture and b. Cash corps observe the methods of
animal husbandry. c. Commercial cultivation; visit a poultry farm

Page 19
6. Elaborate the cultural 6. Animal Husbandry:
and social issues a. Poultry
associated with gender in i). Traditional
agriculture and animal ii). Modern
husbandry b. Cattle Rearing
i)Traditional
ii) Modern
7. Aqua Culture.
a. Artisanal Fishery
b. Inland Fishery
8. Biological and social
aspect of sex and
gender: Biological
make-up of boys and
girls (features of boys
and girls) social
definition of gender
9. Role of gender in
Agriculture and Animal
husbandry
Page 20
or fishing beach and list some www.saylor.org ·
-Individual Group
problems that affect them work (Assignment)
www.allison.com
·
-Research
3. Debate: www.brainpop.com ·
-Observation
Group learners to debate the ·
-quiz
www.socialstudiesforkids.com
impacts rubber industry has ·
-test
made on the Liberian economy. www.primarygames.com ·
-Exam
4. Learners in group of five to www.pbskids.org
discuss the biological
www.learninggames.com
make-up of boys and girls
and the social definition of www.braveintheattempt.com
gender.
www.dictionary.com
5. In groups ask learners to www.khanacademy.com
analyze the role of gender
in agriculture and animal
husbandry.
6. Dramatize on how unequal
gender roles impact
women/girls well-being in
Agriculture and Animal
husbandry
 SEMESTER TWO
GRADE: 8
PERIOD: IV
TOPIC: NATURAL MINERAL RESOURCES
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES MATERIALS/RESOURCES EVALUATION/
COMPETENCES
Learners are able UPON THE 1. Liberia’s Inclusive and Primary Text : Expected COMPETENCES:
to: Differentiate COMPLETION OF Natural differentiated learning: - New Geography for Liberia · Effective Communication
the natural THIS TOPIC, Resource Individual seat work or
resources of learners WILL: · Iron ore group work in mixed -Physical maps of West Africa ·
Digital Skills
Liberia and state · Gold groups, according to and Liberia.
their contributions 1. Determine the · Diamond abilities, gender and ·
Research and Problem
to the economy. location of · Rocks learning styles: -Globe Solving skills
Liberia’s Natural
Resources using 2. Forest A. Use the physical map -Forest Map of Liberia. ·
Organizational Ability
the physical map. Resources of Liberia to determine
Recognize that · Timber the locations of some Secondary Text: ·
Digital Skills
peers have an 2. Differentiate the natural resources. Posters of Animals
· Wild life
influence on their Natural resources -Markers ASSESSMENT STRATEGIES:
· Animals
choices. of Liberia. B. Group learners to -Poster Sheets Tools: that Can be used to
differentiate the natural check competences, select
Demonstrate good 3. Water
3. Describe the Resources resources of Liberia. Inter links relevant options:
health practices renewable and
· Fish www.skwirk.com ·-Attendance
that will enhance non -renewable C. In groups of four,
positive growth to · Hydro- ·-Oral Questions &
resources of learners will describe www.saylor.org Answers
develop their full electricity some renewable &
Liberia.
potentials. · Off-shore oil www.allison.com ·-Class Participation
non-renewable
· Sand ·-Individual Group work
4. Identify the resources located in www.brainpop.com
their counties. (Assignment)
contributions of
4. Social www.socialstudiesforkids.com ·-Research
natural resources
have made to the impact and D. Discuss the economic www.primarygames.com ·-Observation
economic development peers and importance of those ·-quiz
how they www.pbskids.org ·-test
of Liberia resources that have
influence been identified. ·-Exam

Page 21
Health and related artisanal E. Pair learners to www.learninggames.com
issues to natural mining research social impact
www.braveintheattempt.com
resource. and peer influence of
a) Meaning of artisanal mining. www.dictionary.com
social impact
www.khanacademy.com
and peer F. Class work: Teacher
influence Writes questions about
peer influence and
b) Negative and have learners answer
positive them. Exchange papers
social norms and mark.
and peer
influence 2. List ways to minimize
hazards associated with:
c) The impact a. Mining
of artisanal b. Logging
mining on c. Hunting
learners’ d. Fishing
education e. Hydro-electricity.
5. Health and
related 4. Debate the usage and
Hazards: importance of Mineral
a. STDs and Forest Resources.
b. HIV/AIDS
C. Work 5. Group learners to
related research and discuss
accidents. how STIs and HIV
could spread among
mine workers, and how
these could be
prevented.

Page 22
 SEMESTER TWO
GRADE: 8
PERIOD: V.
TOPIC: POPULATION AND SETTLEMENT
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES LEARNING COMPETENCES/
MATERIALS ASSESSMENT
Learners are able UPON THE Liberia’s Population Pattern: Inclusive and differentiated Primary Text: Expected Competency:
to: COMPLETION a. Population density, learning: -Social Studies book-8 · Effective
Analyze how OF THIS b. Population growth. Individual seat work or group work Communication
population growth TOPIC, c. population distribution in mixed groups, according to -Introduction to Liberian
impacts national LEARNERS abilities, gender and learning Government. ·
Digital Skills
development. WILL: Population and national styles.
development: -New Geography for ·
Research and
Recognize factors 4. Analyze the a) Birth rate and its 1. Group work & Presentation: Liberia. Problem Solving
that put them at risks population implications on national a) Discuss the National Housing skills
and their growth and development (infant and Population Census data of -A Short History of the
vulnerability to teen pattern of mortality& morbidity), 2008 and its impact on the first Liberian Republic ·
Organizational
pregnancy. Liberia. b) Urban and rural migrations, economy, health and general - Liberia History up to Ability
c) Population control wellbeing of the people. 1847.
Understand the ·
Digital Skills
5. Differentiate
factors associated d) Factors that affect b) Differentiate factors affecting -Population map of
the factors
with illicit sexual migration, Human migration and human Liberia. ASSESSMENT
practices and that affect
Settlement and settlement, as well as STRATEGIES:
substance abuse. migration and infrastructural development infrastructural development in - LISGIS Population
human Tools: that Can be
in Liberia. Liberia Survey used to check
settlement in
competences, select
Liberia. 1. Classification of Urban and c) Determine the control and - LISGIS Annual relevant options:
Rural Settlements. movement of the population Report
6. Explain the · -Attendance
from one location to another
relationship 2. Problems associated with -Internet links · -Oral Questions &
Urban to Rural Migration. Answers
between
d) Classify and list some rural www.skwirk.com · -Class work
population
and urban settlements. · Participation
growth and

Page 23
 national 3. Vulnerability to unintended www.saylor.org ·-Individual Group
development. pregnancy: e) Determine how teenage work (Assignment)
www.allison.com
a) Unprotected sex pregnancy can be ·-Research
7. Differentiate b) Peer Pressure avoided/reduced in their www.brainpop.com ·-Observation
c) Drugs and alcohol generation
between urban www.socialstudiesforkids.com ·-quiz
and rural abuse ·-test
d) Risky decisions and f) Analyze the risks of teenage www.primarygames.com
settlements. ·-Exam
choices that make them pregnancy on the future of ·-Class
vulnerable. young people and adolescents www.pbskids.org
8. Discuss
problems www.learninggames.com
e. Prevention of teenage 2. Class work:
associated pregnancy: Discuss the impact of substance www.braveintheattempt.com
with rural to 1. Abstinence abuse on younger generation and its
urban www.dictionary.com
2. Protected sex, effect on population growth and
migration. standard of living for the family. www.khanacademy.com
3. Risky Behaviors:
Discuss some 4. drug and alcohol abuse, 3. In small groups :
vulnerabilities 5. multiple sex partners,
associated with 6. Use of pornographic 4. Stage a mini-drama and
teenage pregnancy materials. discuss how to reduce
and substance 7. Yielding to negative vulnerability to drugs and
abuse. peer pressure, alcohol abuse and teenage
8. Personal Family Values pregnancy
and Beliefs.
5. Individual assignment:
9. Impact of in-laws relationship Ask learners to articulate personal
on marriages. values that can guide against risky
behaviors that lead to unintended
sex.

Page 24
 SEMESTER TWO
GRADE: 8
PERIOD: VI.
TOPIC: GOVERNMENT
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES LEARNING COMPETENCES/
MATERIALS ASSESSMENT
Learners are Upon the completion 1.Forms of Government: Inclusive and differentiated Primary Text: Expected
able to: of this topic, learner a. Democracy learning Social Studies book-8 Competencies:
will: b. Republican · Effective
Differentiate 1. Differentiate c. Monarchy Individual seat work or group work in -History of Liberia Communication
various forms of various forms of d. Totalitarianism mixed groups, according to abilities, Before 1847.
governments and Government e. Autocracy gender and learning styles: ·
Digital Skills
their functions. f. Feudalism -Civics for Liberian
2. Discuss the g. Communism A. Research at least three forms of Schools ·
Research and
Demonstrate branches and h. Military, etc. governments and state the Problem Solving
effective functions of similarities and differences. -Internet(Digital) link: skills
communication Government. 2. Branches and functions of
skills and make the Liberian Government. 1. Classify the branches of the www.skwirk.com ·
Organizational
the right decision. 3. Examine the a. Executive Liberian Government and discuss www.saylor.org Ability
functions of b. Legislative the appointing powers of the www.allison.com
municipal c. Judiciary President. www.brainpop.com ·
Creativity &
Government. www.socialstudiesforkids.com Innovation
3. Municipal Government: 2. Describe the functions of city
www.primarygames.com
4. Describe the a. Meaning mayor and municipal governor ASSESSMENT
b. Administration stating the strength and www.pbskids.org
Liberian Court www.learninggames.com STRATEGIES:
c. Duties and functions weaknesses. Tools: that Can be
System.
d. Sources of income/revenue www.braveintheattempt.com used to check
e. Elections of mayor/governors. 3. Role paly a case been www.dictionary.com competences, select
5. Analyze the roles of adjudicated in a court. www.khanacademy.com relevant options:
Pressure Groups in 4. Liberia’s Court System:
Liberia. · -Class
a. Types & Functions (Justice of 4. Group learners to research the Attendance/partici
the Peace, Magisterial, Civil, numbers of Sexual Gender-Based pation
Differentiate the Debt, Circuit, Juvenile, Supreme Violence (SGBV) cases that have
functions of Public · -Research
Court

Page 25
Corporations and 5.Elements of Court System:
Private Corporations in a. Plaintiff
Liberia. b. Defendant
c. Jury
d. Verdict
e. Bail
f. Sentence
6. Pressure Groups:
a. Marketing Association
b. Federation of
Transportation Union
c. Nation Labor Union
d. National Teachers
Association
e. Civil Society of Liberia
f. Political Parties
7. Public Corporations of
Liberia:
a. Liberia Electricity (LEC)
Corporation
b. Liberia Water & Sewer
Cooperation(LWSC)
c. Liberia Broadcasting System
(LBS)
d. National Housing Authority.
(NHA)
Page 26
been tried in courts within their ·Individuals/group
locales and discuss their findings. assignments
·-Observations
5. Research the functions of the ·Role Play
National Teachers Association ·-Quiz
and the National Labor Union ·-Test
and write a report. ·-Exams.
B. Group learners to research the
functions of the following Public
Entities:
1. LEC
2. Liberia Water & Sewer
3. National Housing Authority
4. Liberia Broadcasting System
5. Civil society
C. Classwork
a. Lead discussion on the
Liberia’s Court System
b. Discuss the types and
functions of courts
(Magisterial, Civil, Debt,
Circuit, Juvenile, Supreme
Court)
c. Discuss the elements of court
system
 SEMESTER ONE
GRADE: 9
PERIOD: I
UNIT: REGIONAL GEOPGRAPHY OF WEST AFRICA
TOPIC: LOCATION, TOPOGRAPHY & CLIMATE OF THE WEST AFRICAN REGION.
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES LEARNING MATERIALS COMPETENCES/
/RESOURCES ASSESSMENT
Learners are UPON THE 1. Topography Inclusive and Primary Text: Expected Compentencies:
able to COMPLETION OF and Climatic differentiated Social Studies book-9 ·
Effective Communication
describe the THIS TOPIC, conditions of: Learning. ·
Creativity & Innovation
topography LEARNERS WILL: a) Liberia and -Physical Map of West Skills
Senegal Individual seat work Africa/globe
and climatic
or work in mixed ·
Research and Problem
conditions of 1. Discuss the b) Cameroon and -Vegetation Map of West Solving skills
Regional Nigeria groups according to Africa.
West African
Geography of c) Ghana and gender, abilities, and ·
Organizational Ability
States and use
learning styles. -Internet links
meteorologica West Africa, Benin ·
Digital Skills
including its d) Togo and Ivory Exercises www.skwirk.com
l instruments
to explain topography, using Coast ASSESSMENT
1. Learners use map to www.saylor.org STRATEGIES:
weather the political and e) Guinea and
physical maps. Sierra Leone discuss Topography www.allison.com.
conditions. Tools that can be used to
f) Gambia and of West Africa and
its climatic www.skwirk.com check competencies: Select
2. Interpret the Guinea Bissau, relevant options
Political and Relief condition. www.saylor.org · Attendence and
Maps of West 2. Factors that participation
2. List and discuss www.allison.com
Africa, to influence weather
determine factors and climate. some factors that www.brainpop.com ·
Oral questions &
that influence the influence weather Answers
and climate in the www.socialstudiesforkids.com
weather and 3. Discuss how ·
Written Assignments
climate of the meteorological region. www.primarygames.com
Region. Instruments ·
Presentation
www.pbskids.org
are used to
Page 27
3. Use simple explain 3. Learners practice www.learninggames.com ·
Individual
meteorological weather the use of ·
Group
www.braveintheattempt.com
instruments, conditions meteorological
(maximum instruments. www.dictionary.com ·
5.Research
thermometer, 4. Major ·6.Reports
www.khanacademy.com
barometer, industries in West ·Quiz
hydrometer, water Africa, including: 4. Draw a wind vane ·Test.
wind vane, etc.) to a. Agriculture and state its usage. -Annual Reports of: ·Exams
explain the b. Forestry A. Ministry of Transport. ·Drama
formation of c. Mining 5. Draw the map of B. Ministry of Land, Mines &
various land forms d. Fishery West Africa and energy.
and climatic e. Manufacturing identify major
conditions. f. Tourism, etc. industries and their -Posters, markers, pencil. Etc.
contributions per
4. Identify the major 5. Communication country.
areas of West and Transport
Africa noted for Routes of West 6. Learners discuss
production in Africa. the importance of
agriculture, communication
mining, forestry, and transport
fishing, and routes in West
industries. Africa

5. Distinguish the 7. Impacts

impacts of a. Challenges.
important cities,
towns, ocean,
airports and
communication
routes of West
Africa

Page 28
 SEMESTER ONE
GRADE: 9
PERIOD: II
UNIT: REGIONAL GEOPGRAPHY OF WEST AFRICA.
TOPIC: AGRICULTURE AND MINERAL RESOURCES OF WEST AFRICA.
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES LEARNING MATERIALS COMPETENCES/ASSESSMENT
Learners are Upon the completion of 1. Forest Inclusive and Primary Text: Expected Competencies:
able to locate this topic, learners will: Products and differentiated Learning. Social Studies book-9 · Effective Communication
forest zones and major Individual seat work or
industries of 1. Locate the major Industries work in mixed groups -Physical Map of West ·
Creativity & Innovation Skills
West Africa; areas of West according to gender, Africa/globe
evaluate Africa noted for 2. Geographical abilities, and learning -Vegetation Map of West Africa. ·
Research and Problem Solving
geographical production in Factors styles. skills
factors favoring Agriculture, favoring -Annual Reports of:
agriculture, Mining, Forestry, agriculture. Exercises: a. Ministry of Agriculture ·
Organizational Ability
minerals and Fishing, and a. Learners identify and
Industries. 3. Major discuss the major b. Forestry Development
their ·
Digital Skills
Minerals and forest resources and Authority.
contributions to
the region. 2. Evaluate the contributions factors favoring ASSESSMENT STRATEGIES:
geographical to socio- agriculture and -Posters, markers, pencil. Etc. Tools that can be used to check
factors that favor economic mining in West. competencies: Select relevant
agriculture in West development Internet links: options
Africa. of West b. Learners visit a www.skwirk.com · Attendence and participation
Africa. nearby farm and write www.saylor.org · Oral questions & Answers
3. Identify the major experiences of new www.allison.com
· Written Assignments
mineral resources knowledge gained. www.brainpop.com
· Presentation
of West Africa www.socialstudiesforkids.com
· Individual
c. Discuss the major www.primarygames.com
· Group
Discuss how minerals and their www.pbskids.org
agriculture and mineral contributions to www.learninggames.com · Research
resources contribute to socio-economic www.braveintheattempt.com · Reports
the development of development of West www.dictionary.com · Quiz
West Africa. Africa. www.khanacademy.com · Test.
· Exams

Page 29
 SEMESTER ONE
GRADE: 9
PERIOD: III
UNIT: REGIONAL GEOPGRAPHY OF WEST AFRICA
TOPIC: PEOPLES AND ETHNIC GROUPS
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES LEARNING MATERIALS COMPETENCIES/
ASSESSMENT
Learners are able Upon the 1. People and Ethnic Inclusive and Primary Text: Expected Competencies:
to: completion of this Groups of West differentiated Learning. Social Studies book-9 · Effective Communication
topic learners will: Africa. In mixed groups according
Describe the socio- 1. Distinguish the to gender, abilities, and Supplementary Text:
·
Creativity & Innovation Skills
economic and life styles and 2. Life and Life Style learning styles. -Political Map of West
cultural similarities occupations of of the peoples of Class discussion: Africa/globe. ·
Research and Problem
and differences the people of West Africa. a) Learners identify and Solving skills
amongst the people West Africa. discuss the ethnic groups -Topics In West African
of West Africa 3. Occupation and and make a list of ethnic History ·
Organizational Ability
2. Discuss the Trade groups per county.
Understand that common -Africa, South of the Sahara. ·
Digital Skills
PLHIV can live problems 4. Communication- b) Describe Life Styles of
positively; associated with Common Problems the people of West Africa -New Geography of West ASSESSMENT
Accept gender trade and and solutions. and state the relevance of Africa. STRATEGIES:
differences and communication. lifestyles to culture.
develop positive 5. HIV/AIDS. -Magazines/documents on Life Tools that can be used to check
life styles. 3. Analyze the c) Discuss the common styles, Occupation and Trade competencies: Select relevant
economic and 6. Family life Cycle problems associated with in West Africa. options
political Understanding family communication and make ·
Attendence and
activities of the life cycle (distinguishing recommendations to solve -News Papers on Political participation
people of West roles in the family the problem; Activities in West Africa. ·
Oral questions & Answers
Africa. life cycle, performing
·
Written Assignments
roles in the family) d) Identify and discuss -Internet links:
4. Describe Family gender bias, family life ·
Presentation
www.skwirk.com ·
Individual
Life Cycle of the cycle, discrimination, sex,
substance abuse, reducing ·
Group

Page 30
 people of 7. Stages of life gender based violence www.saylor.org ·
Research
Liberia. cycle (founding (GBV) and the ·
Reports
www.allison.com
stage, probability of contracting ·
Quiz
Elaborate on expansion, HIV/AIDS. www.brainpop.com ·
Test.
issues of dispersion or ·
Exams
www.socialstudiesforkids.com
discrimination and launching and Role Play: Role reversal, in
stigma, gender bias retirement the role play, let girls play www.primarygames.com
and gender based stage boys and vice versa.
www.pbskids.org
violence. Ask students to share what
Type of gender biases they felt playing the other www.learninggames.com
& discrimination at gender.
school, home and in www.braveintheattempt.com
Ask boys to write /draw
the community, against gender bias towards www.dictionary.com
Causes of gender bias girls and vise versa.
www.khanacademy.com
and discrimination,
Invite an expert guest
Impact of gender bias speaker to speak on how
and discrimination, young people easily contract
Reporting gender bias HIV and how they can
and discrimination protect themselves
cases
Role plays:
Multiple sexual Sexual network and how it
partners, increases the chance of
Unprotected sex, infection, Intergenerational
Sex with older partners sex, Drug and alcohol use
Transactional sex Ask students to write down
the most common GBV
Using unsterilized
cases and who they think is
instruments and
mostly affected
transfusion of infected
Ask them to list some
blood, drugs and alcohol
consequences of GBV and
abuse, inter-generational what they can do to prevent
sex
GBV and domestic violence
in schools, homes and
communities

Page 31
What is GBV? Role play (using boys and
-Causes and effect of girls taking a turn) on the
GBV effect of GBV and domestic
-Consequences of GBV violence (include developing
on the family and skills to reduce GBV and
community DV)
-Domestic violence and
its effects on family Group discussions and
and community presentations on how to
report GBV cases and care
for GBV survivors (whether
GBV occurred in homes,
communities or schools

Page 32
 SEMESTER ONE
GRADE: 9
PERIOD: IV
UNIT: REGIONAL GEOPGRAPHY OF THE WEST AFRICA
TOPIC: THE SIXTEEN COUNTRIES OF WEST AFRICA.
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES LEARNING MATERIALS COMPETENCIES/ ASSESSMENT

Learners are able to UPON THE 1. Senegal, Gambia, Inclusive and 1. Topics in West Africa Expected Competencies:
identify COMPLETION OF Guinea Bissau, differentiated Learning History (Pearson) · Effective Communication
boundaries, Liberia, Guinea
THIS TOPIC. Individual. seat work or
describe land LEARNERS WILL: and Sierra Leone. a. Africa History in Maps. ·
Creativity & Innovation Skills
work in mixed groups
forms, and analyze according to gender, (Pearson)
natural resources; 1. Identify the 2. Burkina Faso, ·
Research and Problem Solving
Ivory Coast, abilities, and learning
political structures locations and styles. 1. West Africa & Liberia skills
and problems of boundaries of West Ghana, Togo Maps
development African countries on and Benin
1. Utilize the ·
Organizational Ability
unique to each the map; Physical/Political maps 2. Population Census Report.
country. 3. Nigeria,
of West Africa to ·
Digital Skills
2. Describe the land Cameroon, Internet links:
Niger, Mali identify boundaries of
Learners are able to forms: mountains, member countries and www.skwirk.com ASSESSMENT STRATEGIES:
use Physical and rivers, lakes, its and Mauritania
describe land forms. www.saylor.org
Relief Maps of topographical Tools that can be used to check
West Africa to effects and 4. Political,
vegetation, 2. Arrange the Class to www.allison.com competencies: Select relevant
describe the importance; analyze and discuss the www.brainpop.com options
vegetation and use Relief and
Physical Maps importance of mineral · Attendence and participation
of land; interpret 3. Analyze the resources and how they www.socialstudiesforkids.com
of West Africa · Oral questions & Answers
the population importance of impact development. www.primarygames.com · Written Assignments
distribution. natural resources
5. Patterns of · Presentation
found in West 3.Use the Physical/ www.pbskids.org
Africa, including: population · Individual
distributions Relief Maps to: www.learninggames.com · Group
mining, power and
other industries; www.braveintheattempt.com · Research
· Reports

Page 33
4. Analyze the 6. Political a) Determine the www.dictionary.com ·
Quiz
political structures structures vegetation and land ·
Test.
www.khanacademy.com
and problems of and use. ·
Exams
development problems
common to West associated b) Develop a list of key .
African countries with minerals and
and suggest development countries in which
solutions; they are found.

5. Describe the 5. Group learners to:

vegetation and land
use of West Africa; a) Analyze and
interpret the pattern
6. Interpret the of population
patterns of distribution in West
population Africa.
distributions
(economic, culture b) Analyze the political
and religion), structures and
settlements, and development
name the problems common
cities/towns and to West Africa.
seaports,

Page 34
 SEMESTER TWO
GRADE: 9
PERIOD: V.
UNIT: WEST AFRICAN HISTORY FROM THE EARLIEST TIME TO PRESENT.
TOPIC: THE HISTORY AND MYTH ABOUT WEST AFRICA.
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES LEARNING COMPETENCIES/
MATERIALS/ ASSESSMENT
RESOURCES
Learners are UPON THE 1 History of West Inclusive and differentiated Learning. Primary Text: Expected Competencies:
able to: COMPLETION Africa and Individual seat work or work in mixed Social Studies book-9 · Effective
OF THIS TOPIC, European Myth groups according to gender, abilities, and Communication
Analyze the LEARNERS about Africa. learning styles. Supplementary Text:
history of West WILL: -Political Map of ·
Creativity & Innovation
Africa and 1. The importance of A. Mixed Group West Africa/globe. Skills
disprove 1. Discuss the the Nork Culture. A. Discuss the history of West Africa and -Topics In West
European Myth history of analyze the view once spread by the African History ·
Research and Problem
that Africa had West Africa 2. Cultural heritage European colonial powers that Africa -Africa, South of the Solving skills
no history. and analyze of West Africa. had no history as a myth. Sahara.
the view once B. Research and Describe Pre-history of -New Geography of ·
Organizational Ability
Distinguish spread by the 3. Major tribes and West Africa.
Africa-the Stone Age and revolution of
ethnic groups, Europeans ethnic groups of ·
Digital Skills
the Nork Culture.
linguistic colonial West Africa. Internet links:
distribution and powers that C. Individual works www.skwirk.com ASSESSMENT
cultural patterns Africa had no 4. Geographical A. Differentiate cultural heritage of West www.saylor.org STRATEGIES:
in West Africa history as a Zones of West
and evaluate Africa from other cultures.
myth. Africa. www.allison.com Tools that can be used to
geographical
Setting and prioritizing B. Identify major tribes and ethnic www.brainpop.com check competencies:
zones. 2. Describe Pre- groups of West Africa
goals in the family. Select relevant options
history of www.socialstudiesforkids.com
Africa-the Develop strategies and D. Pair Works · 1Attendence and
Stone Age keep focused to reach participation
1. Learners to identify the geographical
and revolution goals set in the family. zone of West Africa using the
physical map.

Page 35
Understand the of the Nork Consequences of Research the Cultures and state their www.primarygames.com ·
Oral questions &
importance of Culture. decision making relevance. www.pbskids.org Answers
planning for the 3. Differentiate Good and bad Learners discuss and report on the ·
Written Assignments
families decisions making and linguistic pattern of West Africa. www.learninggames.com ·
Presentation
cultural
taking responsibility www.braveintheattempt.com ·
Individual
heritage of
West Africa for decision making ·
Group
With the aid of the Political & Physical www.dictionary.com
from other ·
Research
Consequences of Maps, identify the locations of www.khanacademy.com
cultures. ·
Reports
decision making tribes/ethnic groups in West Africa.
4. Identify the ·
Quiz
Good and bad and present their goals ·
location of the Ask students to list Test.
decisions making and ·
Exams.
major taking responsibility and priorities in other of importance (what
tribes/ethnic for decision making each student hope to achieve in life)
groups of Ask students to think and list of activities
West Africa they will do to achieve their goals
5. Appraise the (emphasis on career goals, doing g
geographical assignments on time, taking & passin-
zones of West exams, doing home chores on time
Africa. making individual schedules, etc.)
Classroom discussions scenarios depicting
Recognize the good and bad decision making
importance of Consider all the options and implications
planning for their and always stand for what is right
families

Page 36
 SEMESTER ONE
GRADE: 9
PERIOD: VI.
UNIT: WEST AFRICAN HISTORY FROM THE EARLIEST TIME TO PRESENT.
TOPIC: EARLY WEST AFRICAN STATES - GHANA, MALI SONGHAI AND KANNEH BORNU EMPIRES.
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES LEARNING COMPETENCIES/
MATERIALS/RESOURCES ASSESSMENT
UPON THE 1. Empires of Inclusive and Primary Text: Expected Competencies:
Learners are able to COMPLETION OF West Africa differentiated Learning Social Studies book-9 · Effective
establish reasons THIS TOPIC a. Ghana Empire Individual seat work Communication
for the existence of LEARNERS WILL: b. Mali Empire or work in mixed Supplementary Text: · Creativity & Innovation
empires by c.Songhai Empire groups according to -Liberian History Up to 1847 Skills
analyzing their 1. Analyze the origin d. Kanem Borno gender, abilities, and (Longman)
origins, of the early states in Empire · Research and Problem
learning styles.
achievements, and West Africa; -A Short History of the First Solving skills
evaluate factors 2. Achievements 1. Research and Liberian Republic. · Organizational Ability
that led to the rise 2. Discuss the of each Empire analyze the origin
·
Digital Skills
and fall of these achievements of of these States. -Aduboahen, Topics In West
Early West African these early states in 3. Factors leading 2. Discuss: Africa History (Pearson) ASSESSMENT
States. west Africa; to rise and fall of a. Achievements of STRATEGIES:
each empire the Empires Africa History In Maps Tools that can be used to
Learners are able to 3. Evaluate the factors (Pearson) check competencies: Select
demonstrate good that led to the rise 4. Administration b. Strength & relevant options
health practices. and fall of these of each Empire Weaknesses of the -West African Art & Artifacts
Empires · Class
states. · Attendance/participation
5. Family Life 3. Evaluate reasons -Political Map of West · Research
4. Compare and Cycle that led to the rise Africa/globe.
· Individuals/group
contrast these Early and fall of these · Drama
West African States Early Empires. -Topics In West African
· Assignments.
History
Examine Family Life · Reports.
4. Dramatize Mensa · Quiz.
Cycle and its relevance Musa’s visit to the -Africa, South of the Sahara.
to good health practices. · Test.
Middle East.
· Exams.

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5. Discuss the -New Geography of West
importance of Africa.
family life cycle
Internet links:
-www.skwirk.com

www.saylor.org

www.allison.com

www.brainpop.com

www.socialstudiesforkids.com

www.primarygames.com

www.pbskids.org

www.learninggames.com

www.braveintheattempt.com

www.dictionary.com

www.khanacademy.com

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