American Revolution 3. Foundations of a Union 4. Jacksonian Democracy 5. Growth and World Politics 69 7. Animated movie 88 Dr. Jekyll and Mr. Mathematics Algebra.
Psychology: Crash Course 41 video s. Grades Reading Level 7 8 9 1 0 11 Weather Center. Abnormal Weather Events-U. History Abnormal U. Classic Novels. By Title. Crime and Punishment Dostoevsky. David Copperfield C Dickens. Dracula Stoker. Erewhon Butler. Frankenstein Shelley Frankenstein Museum video. Great Expectations Dickens. Grimms Fairy Tales Grimm. Gulliver's Travels Swift. Heart of Darkness Conrad. Jane Eyre Bronte. Kidnapped Stevenson.
Little Women Alcott. Madame Bovary Flaubert. Middlemarch Eliot. Moby Dick Melville. Nostromo: A Tale of the Seaboard Conrad. Notes from the Underground Dostoevsky. Of Human Bondage Maugham. Oliver Twist Dickens. Paradise Lost Milton. Pollyanna Porter. Pride and Prejudice Austen. Robinson Crusoe Defoe. Sense and Sensibility Austen. Sons and Lovers Lawrence.
Adventures of Huckleberry Finn Twain. The Adventures of Tom Sawyer Twain. The Brothers Karamazov , Dostoevsky. The Great Gatsby. The Hound of the Baskervilles Doyle. The Idiot Dostoevsky. The Iliad Homer. The Island of Doctor Moreau Wells. The Jungle Book Kipling. The Last of the Mohicans Cooper. The Legend of Sleepy Hollow Irving. The Odyssey Homer. The Adventures of Robin Hood Pyle. The Metamorphosis Kafka. The Picture of Dorian Gray Wilde. The Prince Machiavelli. The Scarlet Pimpernel Orczy.
The Three Musketeers Duma. The Trial by Franz Kafka. The War of the Worlds Wells. Treasure Island Stevenson. Ulysses Joyce. The Outline of Science, J. RenaissanceCulture, P. Pride and Prejudice-Jane Austen. Alice in Wonderland -Carroll.
Huckleberry Finn- Twain 16 to Litchfield, Frederick Sayce, A. Rackham, Arthur McClure, M. Stoker, Bram Chesterton, G. Don't Know Much About History 2. Turning Points 3. Our Growing Constitution 4. Presidents 5. Concise Studies 6. US Politics 8. Davis , summary by W. Part 1 Building a Nation. Brave New World. So You Want a Revolution. Constitution to Manifest Destiny. Boom, Jazz, Depression, WW 2.
Camelot, Vietnam, Race Riots. Trump's New Political Era. Political Economy Book Summaries. More History Stuff. O'Donnell , summarized and reordered by W. Antoniotti Part 1 The Colonial Period 1. The Great Small Pox Epidemic of Freedom of Religion Began in Our society has been a slow moving society.
The integration is achieved in the three sections of the syllabus each of which focuses respectively on. The Environment 2. Governance, Politics and Stability 3. The structure and organization of the syllabus is presented on the next page. It is suggested the periods should be organized into one double period and a single period.
Resource persons could be obtained from the drivers union, the Police, various government Ministries, politicians, business persons, and persons from a variety of professions. Using experienced resource persons will expose pupils to persons who have real-life experiences to share with pupils. This will create the excitement that will lead to very valuable learning.
The syllabus has been structured to cover each of the three years in the JHS programme. Teaching and learning should be participatory. The general objectives flow from the general aims for teaching English listed on page ii of this syllabus. The general objectives form the basis for the selection and organization of the unit topics. Read the general objectives very carefully before you start teaching. After teaching all the units, go back and read the general aims and general objectives again to be sure you have covered both of them adequately in the course of your teaching.
A section consists of a fairly homogeneous body of knowledge within the subject. Within each section are units. A unit consists of a more related homogeneous body of knowledge and skills. Each unit presents one coherent topic within the broader section.
You are expected to follow the unit topics according to the learner order in which they have been presented. However, if you find at some point that teaching and learning in your class will be more effective if you branched to another unit before coming back to the unit in the sequence, you are encouraged to do so. Each unit has an accompanying problem that highlights the critical issue in the unit and which should be addressed in the course of teaching the unit.
The problem is not exhaustive. Teachers are encouraged to identify other related problems for teaching the unit. The specific objectives begin with numbers such as 1. The first digit in the syllabus reference number refers to the section; the second digit refers to the unit, while the third digit refers to the rank order of the specific objective.
For instance, a reference number such as 1. Similarly, the syllabus reference number 2. Using syllabus reference numbers provides an easy way for communication among teachers and other educators. It further provides an easy way for selecting objectives for test construction. In this way, a teacher would sample the objectives within units and within sections to be able to develop a test that accurately reflects the importance of the various skills taught in class.
You will note that specific objectives have been stated in terms of the pupil i. In some cases, the content presented is quite exhaustive. In some other cases, you could add more information to the Content presented. Nonetheless, try to find more information through reading and personal investigations, to add to the content provided. Try to avoid rote learning and drill-oriented methods and rather emphasize participatory teaching and learning, as already stated, and also emphasize the cognitive, affective and psychomotor domains of knowledge in your instructional system wherever appropriate.
You are encouraged to re-order the suggested teaching and learning activities and also add to them where necessary, in order to achieve optimum pupil learning. As implied already, the major purpose of teaching and learning is to make pupils able to apply their knowledge in dealing with issues both in and out of school.
Pupils must be taught valuable skills and attitudes as a result of having gone through this programme, and must above all be taught to be problem solvers. Evaluation exercise can be in the form of oral questions, quizzes, class exercises, essays, structured questions, project work and investigations. Try to ask questions and set task and assignments that will challenge your pupils to apply their knowledge to issues and problems as we have already said above, and that will engage them in developing solutions, and developing positive attitudes as a result of having undergone instruction in this subject.
The suggested evaluation tasks are not exhaustive. You are encouraged to develop or create other evaluation exercises to ensure that pupils have mastered the instruction and behaviours implied in the specific objectives of each unit. Lastly, bear in mind the syllabus cannot be taken as a substitute for lesson plans.
It is therefore, necessary that you develop a scheme of work and lesson plans for teaching the units of this syllabus. A 'dimension' is a psychological unit for describing a particular learning behaviour.
More than one dimension constitutes a profile of dimensions. A specific objective may be stated with an action verb as follows: The pupil will be able to describe….. Being able to "describe" something after the instruction has been completed means that the pupil has acquired "knowledge". Being able to explain, summarize, give examples, etc.
Similarly, being able to develop, plan, solve problems, construct, etc. Each of the specific objectives in this syllabus contains an "action verb" that describes the behaviour the pupil will be able to demonstrate after the instruction. It has been realized unfortunately that schools still teach the low ability thinking skills of knowledge and understanding and ignore the higher ability thinking skills.
Instruction in most cases has tended to stress knowledge acquisition to the detriment of the higher ability behaviours such as application, analysis, etc. For there to be any change in the quality of people who go through the school system, pupils should be encouraged to apply their knowledge, develop analytical thinking skills, develop plans, generate new and creative ideas and solutions, and use their knowledge in a variety of ways to solve mathematical problems while still in school.
Each action verb indicates the underlying profile dimension of each particular specific objective. Read each objective carefully to know the profile dimension toward which you have to teach. Profile dimensions describe the underlying behaviours for teaching, learning and assessment. The weights indicated on the right of the dimensions show the relative emphasis that the teacher should give in the teaching, learning and testing processes in the subject.
Combining the three dimensions in the teaching and learning process will ensure that Social Studies is taught and studied not only at the cognitive level, but will also lead to the acquisition of positive attitudes and values on the part of pupils.
Knowledge is simply the ability to remember or recall material already learned and constitutes the lowest level of learning. Understand The ability to explain, summarize, translate, rewrite, paraphrase, give examples, generalize, estimate or predict consequences based upon a trend. These levels include application, analysis, synthesis, and evaluation.
These may be considered and taught separately, paying attention to reflect each of them equally in your teaching. Details of each of the four sub-levels are as follows: Application The ability to apply rules, methods principles, theories, etc. It also involves the ability to produce solve, operate, plan, demonstrate, discover etc. Analysis The ability to break down a piece of material into its component parts, to differentiate, compare distinguish, outline, separate, identify significant points etc.
Synthesis The ability to put parts together to form a new whole; It involves the ability to combine, compile, compose, device, plan, revise, design, organize, create and generate new ideas and solutions. Evaluation refers to the ability to judge the worth or value of some material based on specified criteria. The dimension consists of a number of learning and behavioural levels such as receiving, responding, valuing and organizing. The specific behaviours in each of the four levels are as follows: receiving The ability to follow directions, listen, show awareness and sensitivity, accept, ask questions, and reply to questions etc.
It refers to the ability to accept, defend, arrange, formulate, generalize, modify, and defend a belief or good cause. Select from the action verbs provided for your teaching, in evaluating learning before, during and after the instruction.
Use the action verbs also in writing your test questions. This will ensure that you give your pupils the chance to develop and demonstrate good thinking skills and the capacity for excellent performance in examinations and in practical life. Check the weights of the profile dimensions to ensure that you have given the required emphasis to each of the dimensions in your teaching and assessment.
In developing assessment procedures, try to select specific objectives in such a way that you will be able to assess a representative samples of the syllabus objectives. Each specific objective in the syllabus is considered a criterion to be achieved by the pupil. In many cases, a teacher cannot test all the objectives taught in a term, in a year etc.
Paper 1 will usually be an objective-type paper. Paper 2 will consist of structured questions, essentially testing. The SBA will be based on all the three dimensions. The distribution of marks for the objective test items, structured questions and the continuous assessment should be in line with the weights of the profile dimensions already indicated, and as shown in the last column of the table.
In the examination structure below, Paper 1 is marked out of 40; Paper 2 is marked out of , and SBA is marked out of 60, giving a total of marks. The last row shows the weight of marks allocated to each of the three test components. The two test papers are weighted differently to reflect their individual importance in the total examination.
The last but one row, shows the raw total marks allocated to each of the dimensions. The weight of each of the three dimensions is indicated in the last column. SBA is a very effective system for teaching and learning if carried out properly. The 12 assessments are labeled as Task 1, Task 2, Task 3 and Task 4.
Task will be administered in Term 1; Tasks will be administered in Term 2, and Tasks administered in Term 3. Task 1 will be administered as an individual test coming at the end of the first month of the term. The equivalent of Task 1 will be Task 5 and Task 9 to the administered in Term 2 and Term 3 respectively. Task 2 will be administered as a Group Exercise and will consist of two or three instructional objectives that the teacher considers difficult to teach and learn.
The selected objectives could also be those objectives considered very important and which therefore need pupils to put in more practice.
Task 2 will be administered at the end of the second month in the term. Task 3 will also be administered as individual test under the supervision of the class teacher at the end of the 11th or 12 week of the term. Task 4 and also Task 8 and Task 12 will be a project to be undertaken throughout the term and submitted at the end of the term. Schools will be supplied with 9 project topics divided into three topics for each term.
A pupil is expected to select one project topic for each term. Projects for the second term will be undertaken by teams of pupils as Group Projects.
This course teaches nine eras of world history, chronologically in one school year. The materials are presented through online text and PowerPoint presentations. There are also downloadable complete teaching units. YAPA Kids provides free online courses taught by live teachers.
The courses available may change, and some have a waitlist. Additional Free History Resources. This extensive selection of unit study and lesson plan sources can be used to create or supplement a history curriculum. Students can learn about history with this selection of engaging YouTube channels. This page lists printable and online timelines, which can help students understand the chronological flow of historical events. Explore the world, including many historical sites and museums, through virtual field trips.
Learn about history as it happens. This post lists numerous websites students can visit to read or watch current event news. It also recommends several resources parents can use to teach media literacy. Freedom Homeschooling. Follow Follow Follow Follow. Adventure Tales of America 4th to 10th This website offers two downloadable American History textbooks.
Ashbrook Center 9th to 12th This American History and Government course focuses on primary source documents, instead of using a textbook.
CK 8th to12th U. Digital History 6th to 12th This U. Easy Peasy All-in-One Homeschool 1st to 8th C Courses are taught using a variety of online sources and printable worksheets. Georgia Virtual Learning 6th to 12th The material is taught using an online textbook, assignments, and projects. Heritage History 1st to 12th Some C , varies by book Heritage History offers an extensive online library of classic history books organized by reading level.
Hillsdale College 9th to 12th C Hillsdale College offers several courses related to history, government, and politics. Home Geography for Primary Grades 1st to 4th Home Geography, a classic available for download at Gutenberg, provides an introduction to basic geography concepts. Homeschool Creations Geography 1st to 6th Homeschool Creations provides a large collection of country and state notebooking pages and worksheets.
History 8th to 12th U. Khan Academy 9th to 12th Lessons are taught using videos. Michigan Open Book Project K to 12th This website offers downloadable textbooks for social studies, history, geography, economics, and civics.
OpenLearn 10th to 12th OpenLearn offers courses on numerous history topics. OpenStax 10th to 12th OpenStax offers downloadable student textbooks, instructor guides, and other instructor resources for U. Parallel Alternative Strategies for Students 9th to 12th These downloadable history and social studies courses are designed to help students with special needs succeed.
Saylor Academy 10th to 12th Saylor Academy is a nonprofit initiative offering courses at the college and professional levels. Under the Home 1st to 5th Under the home offers courses covering geography, US history, and world history.
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