Ways Of Communicating Social Injustice for Primary 5

Class: Primary 5
Term: 3rd Term
Subject: National Values Education
Curriculum Theme: Civic Education
Previous lesson: Types Of Social Injustice
Topic: Ways Of Communicating Social Injustice
Content/Learning Area: ways Of Communicating Social Injustice to leaders
Time Allocation: 40 minutes

Performance Objectives

By the end of the lesson, pupils should be able to:

• Cognitive Domain: Identify and list different ways of communicating social injustice to leaders.
• Affective Domain: show concern and empathy for victims of social injustice through understanding interaction methods.
• Psychomotor Domain: Demonstrate the ability to participate in expressing social injustice through role-play or petition writing.
• Social Domain: Collaborate effectively with others to communicate social injustice issues responsibly.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum
• Abuja Educational Resource Centre Scheme of Work
• NAPPS National Unified Scheme of Work
• Online Information from: Merriam-Webster – INJUSTICE Definition & Meaning
• Relevant textbooks

Instructional Materials

To deliver this lesson, the teacher will use the following:

• Chart showing ways of communicating social injustice
• Role-play scripts
• Petition template forms
• Video clips demonstrating peaceful protests
• Flashcards with key terms

rationale for the Lesson

Understanding ways to communicate social injustice helps pupils recognize their rights and teaches peaceful methods to seek justice, fostering a fair society.

Prerequisite/Previous Knowledge

Pupils should know what social injustice means and have basic knowledge of community leaders and their roles.

Lesson Content

Ways Of Communicating Social Injustice

This means how people tell leaders about unfair treatment or social problems to bring about change.

The following are ways of communicating social injustice:

1. Demonstration: Demonstration means showing others what is wrong by acting out the problem. This can involve marches, rallies, or sit-ins.
2. Strikes: Strike is when workers stop working to show they are unhappy. This puts pressure on employers to address their grievances.
3. Reduced Production: Reduced production means making fewer goods to show dissatisfaction. This can affect the company’s output and profits.
4. Resignation: Resignation means quitting a job to protest against unfair treatment. This is a personal statement against the injustice.
5. Petition: Petition is a written request signed by many people asking leaders to take action. This shows widespread support for a cause.
6. Public Awareness Campaigns: These involve using media, posters, and social media to highlight the injustice and gather support.
7. Letter Writing: Writing letters to leaders and newspapers can raise awareness and demand action.
8. Peaceful Protests: Organizing peaceful gatherings to express discontent and demand change.

Teaching Methods

To deliver this lesson,‌ ⁤the teacher will⁤ adopt⁤ the following methods: Discussion, Lecture, Storytelling, Clarification, Visual Aids, Group Work, Role Play

Instructional Procedures

To deliver this lesson, the teacher will adopt the following steps:

Step 1: introduction (Set Induction)

Time: 5min
Teaching Skill: Set Induction
Teacher’s Activity: Ask pupils what they know about social injustice and how people can tell leaders about problems. Show pictures of protests and petitions.
Pupils’ Activity: listen and respond with answers; observe pictures.

Step 2: Demonstration

Time: 6min
teaching Skill: Explanation
Teacher’s Activity: explain what demonstration means and give examples. Show video clips of peaceful protests.
Pupils’ Activity: watch video, ask questions, and give examples of demonstrations.

Step 3: Strikes

Time: 6min
teaching Skill: Explanation
teacher’s Activity: describe strikes, their purpose, and effects.Share stories of workers who went on strike.
Pupils’ Activity: Participate in discussion,role-play a strike scenario.

Step 4: Reduced Production

Time: 6min
Teaching Skill: Explanation
Teacher’s Activity: Explain how reduced production works as communication. Use flashcards to highlight key points.
Pupils’ Activity: Read flashcards aloud and discuss the impact of reduced production.

Step 5: Resignation

Time: 5min
teaching Skill: Explanation
Teacher’s Activity: Describe resignation and its use in protest. Guide pupils on how to write a simple resignation letter.
Pupils’ Activity: Write a short resignation letter as practise.

step 6: Petition

Time: 6min
Teaching Skill: Explanation
Teacher’s Activity: Explain the purpose of petitions and show sample petition forms. Discuss the steps in petition writing.
Pupils’ activity: participate in a group petition writing activity.

Step 7: Note-Taking

Time: 3min
Teaching Skill: Guided Practice
Teacher’s Activity: Instruct pupils to copy key points from the lesson content on ways to communicate social injustice.
Pupils’ Activity: Copy notes carefully.

Step 8: Evaluation/Review

Time: 4min
Teaching Skill: Questioning
Teacher’s Activity: Ask pupils questions related to lesson objectives to assess understanding.
Pupils’ Activity: respond to questions orally and in writing.

Objective-aligned checks:

1. Identify and list different ways of communicating social injustice to leaders.
2. show concern and empathy for victims of social injustice through understanding interaction methods.
3. Demonstrate the ability to participate in expressing social injustice through role-play or petition writing.

Step 9: Conclusion

Time: 3min
Teaching skill: Instructional
Teacher’s Activity: summarize the lesson and encourage pupils to speak up peacefully about injustices they see.
Pupils’ Activity: Listen and reflect on the lesson learned.

Lesson Keywords

• Demonstration – showing a problem publicly
• Strike – stopping work to protest
• Petition – written request signed by many
• Resignation – quitting a job to protest
• Reduced Production – making fewer goods
• Public Awareness Campaigns – Using media to highlight injustice
• Peaceful Protests – Gathering to express discontent

Lesson Evaluation

To evaluate the learning,the teacher asks pupils to:

1. Name three ways people communicate social injustice to leaders.
2. Explain what a petition is and how it is used.
3. Describe what a strike involves.
4. Write a short resignation letter protesting unfair treatment.
5. Role-play a peaceful demonstration with classmates.

Assignment/Homework

1. Research a famous protest or strike in Nigeria and write a short summary.
2. Create a poster about the importance of peaceful communication of social injustice.
3. Write a short paragraph on what you would do if you witnessed social injustice in your community.

Differentiation

• For slower learners: Provide simplified notes and extra visual aids.
• For advanced learners: Encourage advanced pupils to lead group activities and discussions.
• For visual/auditory/kinesthetic learners: Use videos, discussions, and role-playing to cater to different learning styles.

Note for Teachers

Ensure pupils understand the importance of peaceful communication of social injustice. Use real-life examples suitable for their age to enhance understanding.