South Sudan South Sudan

4
Secondary
Citizenship Secondary
Teacher's Guide
Secondary Citizenship has been written and developed by Ministry of General
Education and Instruction, Government of South Sudan in conjunction with Subjects
experts. This course book provides a fun and practical approach to the subject
of Citizenship, and at the same time imparting life long skills to the Students.

The book comprehensively covers the Secondary 4 syllabus as developed by

Ministry of General Education and Instruction.

Each year comprises of a Student’s Book and a Teacher’s Guide.

The Student’s Books provide:
Full coverage of the national syllabus.
Citizenship
Teacher's Guide 4
A strong grounding in the basics of Citizenship.
Clear presentation and explanation of learning points.
A wide variety of practice exercises, often showing how Citizenship can be applied to
real-life situations.
It provides opportunities for collaboration through group work activities.
Stimulating illustrations.

All the courses in this Secondary series were developed by the Ministry of
General Education and Instruction, Republic of South Sudan.
The books have been designed to meet the Secondary school syllabus,
and at the same time equiping the Students with skills to fit in the modern
day global society.

This Book is the Property of the Ministry of General Funded by: Published by: Funded by:
Education and Instruction.
This Book is the Property of the
This Book is not for sale. Ministry of General Education
Any book found on sale, either in print or electronic and Instruction.
form, will be confiscated and the seller prosecuted. This Book is not for sale.
 How to take care of your books.
Do’s
1. Please cover with plastic or paper. (old newspaper or magazines)
2. Please make sure you have clean hands before you use your book.
3. Always use a book marker do not fold the pages.
4. If the book is damaged please repair it as quickly as possible.
5. Be careful who you lend your schoolbook to.
6. Please keep the book in a dry place.
7. When you lose your book please report it immediately to your teacher.

Don’ts
1. Do not write on the book cover or inside pages.
2. Do not cut pictures out of the book.
3. Do not tear pages out of the book.
4. Do not leave the book open and face down.
5. Do not use pens, pencils or something thick as a book mark.
6. Do not force your book into your schoolbag when it is full.
7. Do not use your book as an umbrella for the sun or rain.
8. Do not use your book as a seat.
 Secondary
South Sudan
4

Citizenship
Teacher’s Guide

This book is the property of the Ministry of

General Education and Instruction.

THIS BOOK IS NOT FOR SALE

Published in 2018 by:
Longhorn Publishers (Kenya) Ltd.,
Funzi Road, Industrial Area,
P.O. Box 18033-00500,
Nairobi, Kenya. �

©2018, THE REPUBLIC OF SOUTH SUDAN, MINISTRY OF GENERAL

EDUCATION AND INSTRUCTION�

All rights reserved� No part of this book may be reproduced by any means
graphic, electronic, mechanical, photocopying, taping, storage and retrieval
system without prior written permission of the Copyright Holder�
Pictures, illustrations and links to third party websites are provided
in good faith, for information and education purposes only�

ii
 Contents
Introduction�������������������������������������������������������������������������������������������������������1
Unit 1: Charters for peace and conflict resolution�������������������������������������������8
Unit 2: Systems of government around the world �����������������������������������������24
Unit 3: How the economy functions in south sudan and elsewhere �������������36
Unit 4: Right and responsiblities of consumers, employers and
employees���������������������������������������������������������������������������������������������44
Unit 5: Peace Making ���������������������������������������������������������������������������������������54
Unit 6: The need for sustainable development�����������������������������������������������62
Unit 7: Organising a community project���������������������������������������������������������72

iii
iv
 Introduction

The vision of the basic education curriculum reforms is to enable every citizen
to become an engaged, empowered and ethical citizen.This will be achieved
by providing every citizen learner with the right standards in the skills and
knowledge that they deserve, and which they need in order to thrive in life.
This shall be accomplished through the provision of excellent teaching, school
environments, resources and a sustainable visionary curriculum that
provides every learner with high quality learning.
In order to do this, teachers must engage the learners in exciting activities that
allow them to use and progressively demonstrate the competencies outlined
in the curriculum.
This Teacher’s Guide has been designed to do just that. It places the learner at
the Centre of learning. The Teacher’s Guide provides pathways for identifying
and nurturing the talents and interests of learners early enough to prepare
them for the world of work, career progression and sustainability.
Based on a competency based curriculum; the guide, as well as the learners’
book provide methods of assessment, promoting of national values and
national cohesion and their integration into the curriculum.
The teacher should nurture the learner’s potential through the learning pathways
that are provided in this book.This is for the recognition of the learner’s potential,
gifts and talents. At the end of the day, no child should be labelled a failure.
The Book Structure
This Teacher’s Guide is organised into two main sections. Part 1 is the
general introduction section detailing pedagogical issues. Part 2 highlights the
units just as outlined in the learner’s book. It gives in details the expected learning
units and interesting teaching and learning activities.

1
Organisation of the teacher’s guide
1. Units
2. Learning outcomes
3. Key inquiry questions
4. Core competences to be developed
5. Teaching and learning resources
6. Teaching methods
7. Learning activities
Units
These are a wide range of topics or situations. They are familiar with the
learners’ experiences and the activities they do on a daily basis. These are
accompanied by pictures that will motivate the learners.
These represent the skills; for example, knowing opportunities for
change, understanding the government, knowing the human rights
and demonstrating patriotism towards our country and culture. It
is through the skills that learners apply their learning and engage in higher
order thinking. These skills relate to the upper levels of Bloom’s taxonomy
and they lead to deep rather than surface learning.
Learning outcomes
By the end of the course the learner should be able to:
• Understand the charters for peace and conflict resolution.
• Know some of the systems of government around the world and make
comparisons to that of South Sudan.
• Know and understand how the economy functions ins South Sudan.
• Appreciate the rights and responsibilities of consumers, employers
and employees.
• Understand the peace making processes.
• Explain the need for sustainable development in South Sudan and
around the world.
• Plan and organise a community project.
Key inquiry questions
The question statement is a comprehensive learning statement presented
as a starting point. It is a question that is meant to make the learners want
to find out the solutions in the course of the lesson.

2
 Core Competences to be developed
A competency based approach enables meaningful connections within and
between subject areas. The core competencies to be achieved by every
learner are:
• Critical and creative thinking
• Co-oparation
• Communication
• South Sudanese culture and identity.

Teaching and learning resources

This section lists the teaching aids needed for the theme. These are the
materials for lessons in this book:
• Learner’s textbook
• Newspapers
• The constitution
• Pictures and photographs among other illustrations
• Charts
• Internet
• Audio visual materials
Sometimes the teacher can improvise relevant materials for lessons.
Learning activities
Learning activities help the learners through a practical approach to attain
their expected learning outcomes.Activities also guide the teacher through
the teaching process and framing of his lessons.
Teaching Methods in Citizenship
It is important to discuss some of the methods commonly used during instruction
of the Citizenship. These are:
(i) Demonstration
(ii) Role play
(iii) Individual work
(iv) Discussion
These methods are good and should be used appropriately as per the lesson
at hand.

3
(i) Demonstration
When the pupils are expected to use teaching aids, make models or draw
pictures, it is necessary for the teacher to demonstrate first what he or she
expects of them. When the teacher is demonstrating, say for example how
a game is done, he or she is to ensure that all the pupils can see what he
or she is doing.
(ii) Role play
The teacher can ask learners to act out a dialogue in small groups and then
demonstrate before the whole class. This method enables learners to fully
interact with one another and with the teacher during the lesson.
(iii) Individual work
Individual work by pupils begins when the teacher assigns a few problems to
them during class work.This is the application session where every individual
pupil is expected to work on his or her own.
During this session, the teacher moves round the class marking pupil’s work
and giving individual attention to those in difficulties. Individual work is then
extended to the homework assignment where the pupils will be expected to
solve problems outside the classroom. Individual work encourages the pupils
to go through learnt concepts alone.This reveals to the teacher how a pupil
would perform after instruction. It is possible to conclude whether the lesson
achieved the expected objective or whether a remedial lesson is needed.
(iv) Discussion
In discussion, a teacher acts as a facilitator during pupil’s interaction. He or
she poses the topic for discussion and acts as a resource person. Discussion
educates and trains the pupils to apply knowledge, think critically, solve
problems easily and obtain relevant information easily and make pertinent
decisions.
An effective discussion is characterised by the following:
(i) A group atmosphere should prevail where all learners are
actively involved.
(ii) Participation should be critical and reflective with lots of cooperation.
(iii) All in class should share in decision making and conclusions reached.
(iv) The teacher’s role is that of a guide and sometimes that of a facilitator.

4
Note:
The two most important documents in planning to teach are the schemes of
work and the lesson plan.
a) Schemes of work
A scheme of work is a collection of related topics and subtopics drawn from
the syllabus and organised into lessons week by week for every term.
b) Lesson plan
A lesson plan is a detailed outline of how the teacher intends to carry out
a specific lesson.
Grouping Learners
Learners can be grouped for discussions and activities considering any of the
following.
(a) Similar ability grouping
(b) Mixed ability grouping
(c) Similar interests grouping
(d) Needs grouping
(e) Friendship grouping
(f) Sex grouping
Grouping learners has several advantages such as:
(a) The individual learner’s progress and needs can easily be observed.
(b) The teacher–learner relationship is enhanced.
(c) A teacher can easily attend to the needs and problems of a small group.
(d) Materials that were inadequate for individual work can now easily be shared.
(e) Learners can learn from one another.
(f) Cooperation among learners can easily be developed.
(g) Many learners accept correction from the teacher more readily and without
feeling humiliated when they are in a small group rather than the whole
class.
(h) Learners’ creativity, responsibility and leadership skills can easily be
developed.
(i) Learners can work at their own pace.
The type of “grouping” that a teacher may choose depends on:
(a) The topic or task to be tackled.

5
(b) The materials available.
(c) Ability of learners in the class (fast, average, slow).
However, the teacher must be flexible enough to adjust or change his or her
type of grouping to cope with new situations.

Teaching Resources
These refer to things that the teacher requires during the teaching process.
They include:
• The classroom
• Learner’s book
• Wall charts, Cards, pictures and wall maps
• Classroom objects
• Models
• Resource persons
• Social facilities such as health centres, mosques, other learning institutions
and community organisations.
• Enterprises such as agricultural farms, industries and others.

Improvisation
If each learner is to have a chance of experimenting, cheap resources must be
made available. Expensive, complicated materials may not always be available in
most schools. Such sophisticated equipment made by commercial manufacturers
is usually expensive and majority of schools cannot afford it. The teacher is
therefore advised to improvise using locally available materials as much as
possible.
Note: Certain topics are best studied during a particular weather condition
than at other times. For instance, observation of colours and visit of a farm are
best done during sunny weather.The teacher should therefore think ahead while
making the scheme of work so that the prevailing weather pattern is considered.
This will ensure that suitable activities for learning Citizenship are planned for
with the weather in mind.
However, a good scheme of work should be sufficiently flexible to cope
with unexpected situations and can be altered or modified to suit certain
circumstances.

6
Conclusion
This Teacher’s Book has been written to help you guide students to learn
Citizenship.
In the most enjoyable and captivating manner. you are reminded to always
arouse the curiosity of learners as you teach.

7
 South Sudan South Sudan

4
Secondary
Citizenship Secondary
Teacher's Guide
Secondary Citizenship has been written and developed by Ministry of General
Education and Instruction, Government of South Sudan in conjunction with Subjects
experts. This course book provides a fun and practical approach to the subject
of Citizenship, and at the same time imparting life long skills to the Students.

The book comprehensively covers the Secondary 4 syllabus as developed by

Ministry of General Education and Instruction.

Each year comprises of a Student’s Book and a Teacher’s Guide.

The Student’s Books provide:
Full coverage of the national syllabus.
Citizenship
Teacher's Guide 4
A strong grounding in the basics of Citizenship.
Clear presentation and explanation of learning points.
A wide variety of practice exercises, often showing how Citizenship can be applied to
real-life situations.
It provides opportunities for collaboration through group work activities.
Stimulating illustrations.

All the courses in this Secondary series were developed by the Ministry of
General Education and Instruction, Republic of South Sudan.
The books have been designed to meet the Secondary school syllabus,
and at the same time equiping the Students with skills to fit in the modern
day global society.

This Book is the Property of the Ministry of General Funded by: Published by: Funded by:
Education and Instruction.
This Book is the Property of the
This Book is not for sale. Ministry of General Education
Any book found on sale, either in print or electronic and Instruction.
form, will be confiscated and the seller prosecuted. This Book is not for sale.