JS1 History – Curriculum, Scheme of Work, Lesson Notes and Evaluation Tests

JS1 1st term Scheme of Work

Theme Topics Contents Teachers’ Activities
Concept of History Meaning of History 1. Meaning of History

2. Differentiate between History and storytelling

1. Explains the meaning of History to students

2. Asks students to read selected texts about the meaning of History

3. Guides students to explain History in their own words.

4. Guides students to discuss the differences between History and storytelling

5. Ask students to write the differences between History and storytelling on note books.

Sources of History 1. Meaning of sources of History

2. Primary sources of History, e.g.
Oral traditions
• Artifacts
• Legends
Folklores’
. Archival materials etc,

3. Secondary sources of History e.g.
. Text books
• journal articles and other articles
• Government Publications
. Biographies
•autobiographies, etc.

4. Tertiary sources of History e.g.
• Students project
• Bulletins
• Memoranda (Memos), etc.

5. How to access sources of History;
(i) Excursion to Historical sites Exhibitions
(ii) Libraries
(iii) Cultural festivals
Museums etc.

1. Explains the meaning of sources of History.

2. Guides the students to identify

primary, secondary and tertiary sources of History.

3. Provides students with examples of primary, secondary and tertiary sources of history.

4. Guides students to discuss the identified sources.

5. Explains how these sources can be accessed.

Importance of History 1. Importance of History to the

a. Individuals
(i) Helps individuals to better understand themselves and their environment
(ii) Serves as a reservoir of Knowledge

b. Society
(i) Helps to transmit culture and values.
(ii) Aids inter-group relationships.

c. Nation
(i) Promotes Nationalism and patriotism
(ii) Helps in the understanding of past and present events and  personalities.
(iii) Guides future planning.

1. Asks students to share their ideas on the importance of History.

2. Explains the importance of History to:

(i) Individuals
(ii) Society
(iii) Nation

3. Writes a list of the importance of History on the board for students to copy.



JS1 2nd Term Scheme of Work

Theme Topics Contents Teachers’ Activities
Geography Environment Historical Sites in Nigeria
a. NOK 1. Location of NOK on the map of Nigeria.

2. The NOK culture

(i) Meaning
(ii) Artifacts
(iii) people
(iv) Occupational activities, etc.

3. Significance of NOK culture in the Nigerian History.

1. Guides students to location of NOK on the map of Nigeria.

2. Shows students a poster about the Terra-Cotta heads and other artifacts in the NOK culture.

3. Discusses the significance of the NOK culture with students.

4. Gives notes about the NOK culture.

5. Plans an excursion to NOK village in Kwoì, Kaduna State.

b. Ile Ife 1. Location of Ile Ife on the map of Nigeria

2. The Ife culture and tradition
(i) The place of Ife in Yoruba History
(ii) Ife figures/artifacts.
(iii) The people occupational activities, etc.

3. Significance of Ife Culture in Nigerian History.

1. Guides students to identify the location of Ile-Ife on the map of Nigeria

2. Show students a poster about the different figures and artifacts in the Ife History

3. Discuss the significance of Ife culture in Nigeria History.

4. Give students notes about Ile-Ife in the Nigerian History.

5. Plan an excursion to Ile-Ife

c. Benin 1. Location of Benin on the map of Nigeria.

2. The Edo (Benin) culture and History:
(i) Artifacts
(ii) The people
(iii) Occupational activities etc.

3. Significance of Edo (Benin) Culture in Nigerian History.

1. Guides students to identify the location of Benin on the map of Nigeria.

2. Shows students a poster about the different artifacts found in the Edo (Benin) culture.

3. Discusses the significance of Edo (Benin) Culture in Nigerian history.

4. Gives notes about the Edo (Benin) culture in the Nigerian History.

5. Arranges a field trip to various Historical sites in Benin.

d. Igbo-Ukwu 1. Location of Igbo-Ukwu on the map of Nigeria.

2. The Igbo-Ukwu
(i) Meaning
(ii) Artifacts
(iii) People’s Occupational activities, etc.

3. Significance of Igbo-Ukwu culture in Nigerian History.

1. Guides students to locate Igbo-Ukwu on the map of Nigeria.

2. Shows students a poster about the different figurines/artifacts in the Igbo-Ukwu culture.

3. Discusses the significance of Igbo-Ukwu in Nigeria History.

4. Gives notes about Igbo-Ukwu culture in History of Nigeria.

5. Arranges a field trip to Igbo-Ukwu.

Political Development in Nigeria Major Centralised States in Pre-Colonial Nigeria 1. Meaning of Centralised States

2. Characteristics of Centralised States

3. Examples of Centralised States In Nigeria:
(i) Hausa states
(ii) Kanem Borno (iii) Nupe kingdom
(iv) Oyo Empire
(v) Igala Kingdom
(vi) Benin Empire
(vii) Niger Delta City States
(viii) Calabar

1. Explains the meaning of centralised States.

2. Discusses the characteristics of a centralized State with students.

3. Guides students to identify examples of the centralised States in pre-colonial Nigeria.

4. Gives students a text to read about the centralised States in pre-colonial Nigeria.

5. Gives notes about the topic to students.



JS1 3rd Term Scheme of Work

Theme Topics Contents Teachers’ Activities
Political Development in Nigeria Non-Centralised States in Pre-Colonial Nigeria 1. Meaning of non-centralised States.

2. Characteristics of non-centralised States.

3. Examples of non-centralised States in pre-colonial Nigeria:
(i) Tiv
(ii) Idoma
(iii) Ebira
(iv) Igbo
(v) Urhobo
(vi) Ijo (Ijaw)
(vii) Oro (Oron)
(viii) Ibibio

1. Explains meaning of non-Centralised States.

2. Discusses the characteristics of a non-centralised State with students.

3. Guides students to identify examples of non-centralised States in pre-colonial Nigeria.

4. Gives students a text to read about non-centralised States in pre-colonial Nigeria.

5. Gives notes about the topic

Inter-relationships of some Centres of Civilisation in Pre-colonial Nigeria. 1. Relationships between people from different centres of civilisation in pre-colonial Nigeria:

(i) Ife/Benin
(ii) Kanem Borno/Hausa States
(ii) Igbo/Niger Delta City States etc.

2. Differences that existed between different Centres of civilization in pre-colonial Nigeria:

(i) Political structure
(ii) Culture and Custom
(iii) Religious Beliefs, etc

3. Areas of interaction among people of centers of civilisation in pre-colonial Nigeria:

(i) Trade and Commerce
(ii) Marriage
(iii) Festivals
(iv) Wars, etc

1. Shows students Posters of different Centres of civilization in pre-colonial Nigeria.

2. Guides students to identify the relationships that existed between the people of different centers of civilisation in pre-colonial Nigeria.

3. Explains the differences and similarities that existed between the different centres of civilisation in pre-colonial Nigeria.

4. Guides the students to identify the various forms of interaction among peoples of different centres of civilisation in pre-colonial Nigeria.

5. Asks and answers questions.



JS2 History – Curriculum, Scheme of Work, Lesson Notes and Evaluation Tests

JS2 1ST Term Scheme of Work

Theme Topics Contents Teachers’ Activities
Geographical Environment Ghana Empire 1. Location of Ghana Empire on the map of Africa

2. Socio-political Structure of Ghana Empire.

3. Factors that led to the rise of Ghana Empire.

4. Factors that led to the fail of Ghana Empire.

1. Guides students to identify the location of Ghana Empire on the map of Africa.

2. Discusses the socio-political Structure of Ghana Empire with students.

3. Guides students to identify the factors that led to the rise of Ghana Empire.

4. Guides students to identify the factors that led to the fall of Ghana Empire.

5. Asks and answers questions on the Lesson.

Mali Empire 1. Location of Mali Empire on the map of Africa.

2. Socio-political structure of Mali Empire.

3. Factors that led to the rise of Mali Empire.

4. Factors that led to the fall of Mali

1. Guides students to identify the location of Mali Empire on the map of Africa.

2. Discusses the socio— political structure of Mali Empire with students.

3. Guides students to identify the factors that led to the rise of Mali Empire.

4. Guides students to identify the factors that led to the fall of Mali Empire.

5. Asks students questions on the lesson.

Songhai Empire 1. Location of Songhai Empire on the map of Africa.

2. Socio-political structure of Songhai Empire.

3. Factors that led to the rise of Songhai Empire.

4. Factors that led to the fall of Songhai Empire

1. Guides students to identify the location of Songhai Empire on the map of Africa.

2. Discusses the socio-political structure of Songhai Empire with students.

3. Guides student to identify the factors that led to the rise of Songhai Empire.

4. Guides students to identify the factors that led to the fall of Songhai Empire.

5. Asks students questions on the lesson and answers their questions.



JS2 2nd Term Scheme of Work

Theme Topics Contents Teachers’ Activities
External Contacts and Trade 1. Origin and Organisation of Trans Saharan Trade. 1. Origin and nature of Trans-Saharan Trade.

2. Commodities traded during Trans-Saharan Trade:

(i) Gold
(ii) Salt
(iii) Horses
(iv) Slaves
(v) Ostrich feathers
(vi) Spices, etc.

3. Trade routes during Trans-Saharan Trade:
(i) Borno-Tripoli route
(ii) Kaneni Borno —Sudan route.
(iii) Kano-Fezzan route.

4. Effects of Trans-Sahara Trade:
(i) Introduction of International trade.
(ii) Introduction of the use of camels as a means of transportation.
(iii) Introduction of slave trade across the Sahara.
(iv) Introduction of Islam and Arabic language
(v) Encouraged interaction between North Africa and West Africa, etc.

1. Explains the origin of Trans Saharan Trade.

2. Describes the nature of Trans-Saharan Trade to Students

3. Shows students Trans-Saharan Trade routes using the map of Africa.

4. Guides students to identify the various commodities traded during Trans-Saharan Trade.

5. Discusses the effects of Trans-Saharan Trade.

6. Asks students to make a poster of Trans-Saharan Trade routes.

2. Early European Contacts with Nigeria. 1. Nature of early European contacts with Nigeria.

2. Early Europeans that came to Nigeria

(i) European Explorers (e.g. Mungo Park, H. Clapperton, Richard and John Lander (i.e. the Lander Brothers), etc)
(ii) European traders and merchants (e.g. Taubman Goldie, John Holt, etc.)
(iii) Christian Missionaries, (e.g. Mary Sessor, Birch Freeman, Samuel Bill, Henry Townsend, Ajayi Crowther, etc.)

3. Nature of Trans-Atlantic Slave Trade:

(i) Organisation
(ii) Impact
(iii) Abolition of Trans-Atlantic Slave Trade.

4. The Legitimate Trade (i.e. the trade of Palm Oil).

1. Explains the nature of the early European contacts with Nigeria.

2. Discusses the activities of the various early Europeans that came to Nigeria.

3. Asks students to identify the European explorers, traders and Christian missionaries.

4. Explains the nature of Tans-Atlantic Slave Trade from its organisation up to when it was abolished.

5. Guides students to discuss the features of the Legitimate Trade.

Political Development in Nigeria 1. British Colonisation of Nigerian Territories. 1. British contact with Nigeria:

(i) As explorers
(ii) As traders
(iii) As missionaries

2. How the British conquered- Nigerian Territories:

(i) Signing of treaties
(ii) Waging of wars

3. British system of Colonialism

(i) Direct rule
(ii) Indirect rule

1. Explains the nature of British contact with Nigerian territories.

2. Discusses the strategies used by the British to conquer Nigerian territories.

3. Guides students to explain the concepts of direct and indirect rule used by the British to colonise Nigerian territories.

4. Asks and answers questions on the lesson.

5. Asks students to read textbooks about the British system of colonisation at home.

2. The Evolution of Nigerian State 1. The Berlin Treaty

(i) Major reasons for the treaty.
(ii) Major features of the treaty.

2. The roles of the Royal Niger Company in Nigerian Territories.

3. Colonial conquest and administration of Nigerian territories.

1. Asks students to read a textbook about the Berlin Treaty that awarded Nigerian territories to Britain.

2. Holds a class discussion about the Berlin treaty.

3. Explains the roles of Royal Niger Company in the administration of Nigerian territories.

4. Guides students to discuss how Nigerian territories were conquered and administered.

5. Asks and answers questions.



JS2 3rd Term Scheme of Work

Theme Topics Contents Teachers’ Activities
Political Development in Nigeria The Amalgamation of Nigeria 1. Meaning of Amalgamation

2. Reasons for the Amalgamation of Nigerian territories.

3. Process of the Amalgamation of Nigerian Territories.

4. Key personalities and their roles in the Amalgamation of the Nigerian Territories:

(i) Taubman Goldie
(ii) Lord Luggard
(iii) The  European Missionaries
(iv) Nigerian Tradition Rulers, etc.

1. Guides the students to discuss the meaning of Amalgamation.

2. Uses posters of  key personalities involved in the Amalgamation to explain the Amalgamation to students and the roles of the personalities involved.

3. Guides students to identify the reasons for  the amalgamation of Nigerian Territories

4. Asks questions about the lesson.

The Independence Movement 1. Meaning of Nationalism.

2. Factors that contributed to Nigerian Nationalism.

3. The nature of Nigerian Nationalism:

(i) The struggle for Independence.
(ii) People involved in the struggle for Independence (e.g. Nnamdi Azikwe, Herbert Macaulay, Anthony Enahoro, Obafemi Awolowo, Ahmadu Bello, Aminu Kano, etc)

4. Attainment of Independence in 1960.

1. Explains the meaning of Nationalism to students.

2. Guides a discussion about the factors that contributed to Nigerian Nationalism.

3. Guides students to explain the various activities involved in the struggle for independence.

4. Leads students to list and explain the roles of various Personalities involved in the struggle for independence.

5. Discusses the attainment of Independence in 1960 with students.

 

JS3 History – Revision Class

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