ISLAMIC RELIGIOUS STUDIES SS 3 SECOND TERM

1. 
   Personal hygiene and environmental sanitation.
   
2. 
   Smoking cigarette
   
3. 
   Prohibition of bribery, corruption and stealing.
   

Show the danger of bribery and corruption in the society so also the end result of cigarette smoking.

1. 
   Ibn Khaldun
   
2. 
   Ibn Rushd
   
3. 
   Ibn Sina
   
4. 
   Ar-Razi
   
5. 
   Jabir Bn Hayyan
   
6. 
   Uthman Dan Fodio
   
7. 
   Al-Ghazali.
   

Asking relevant important questions from the project by both the teachers and the students.

The teacher to point out possible corrections.

1. 
   Definition
   
2. 
   General principle of inheritance with relevant Qur’anic version.
   

Implications underlining the principles of inheritance in Islam.

Miserliness.

I; Islam in Hausa land and of jihad reasons ;socio – political and religious

II; Sokoto jihad and Gobir under Sarki Bawa and Yunfa.

III; Usman Dan Fodio; His background education and work in Gobir.

IV; Dan Fodio’s jihad, hijra, organization and causes of jihad.

V; The impact of the jihad and the spread of Islam in Hausa land.

VI; The inauguration of the Sokoto caliphate.

II; Organizes a debate\drama on the jihad of Usman Dan Fodio and effects of Islam in Hausa land and other parts of west Africa.

III; Visits museum archives in Hausa land/ kingdoms.

I; Masina before the emergence of Seku Ahmadu politics, economy and religion.

II; Seku Ahmadu inspired by Usman Dan Fodio his teaching and jihad.

III; The establishment of a theocratic state of masinas.

IV; The effects of the jihad on the peoples of masina and their neighbours.

II; Organizes a debate /drama on the impact of Seku Ahmadu Jihad in masina.

I; The Tukuler people before the emergences Alhaji Umar and Tijjaniyya brotherhood doctrine inspired by Usman Dan Fodio jihad.

II; Alhaji Umar’s military campaign and the emergence of Tukuler empire and its organization.

III; The effect of the jihad and the initiation of people in to the Tijjaniyya brotherhood.

IV; The French invasion and the collapse of the empire.

II; Organize debate and drama on the effect and impact of Alhaji Umar jihad on Tukuler people and their neighbours.

I; samori-toure’s religious economic and political activities.

II; The establishment of the mandinka empire.

III; His conflict with the French and the fall of Mandinka empire.

II; Organize a debates/drama on the establishment and organization, conflicts and fall of Mandinka empire.

I; Muslim states in West Africa and early contact with European explorers, and traders

II; changing pattern of relationship trade and treaties conquest and occupations.

II; Reactions to Muslim leaders and people.

IV; Consequences of European imperialism, collapse of Muslim states and the beginning of colonialism and infiltration of western culture.

II; list major European powers e.g. Britain, France, Germany etc.

III; Leads discussion on the political traditional rulers and people in Muslim states.

IV; Organize drama on the Muslim leaders, people and Europeans.

I; The role of evangelical movement in the suppression of slave trade.

II; The foundation of Sierra Leone and Liberia.

III; Missionary activities in Sierra Leone and other West African states in charge of French West African states.

IV; The impact of Christian missionary activities in west Africa on education, socio-political, economic, health, humanitarian and colonization of west Africa.

; Organizes a drama on missionary, political economic, social, religious, health activities in West Africa.

i. The geography and the growth of empires in Western Sudan.

ii. The rise of Ghana, Mali, Songhai empires and the nature of their governments.

iii. The achievement of Mansa Musa and Askia the great.

iv. Internal problems, decline and fall of Western Sudan Empires.

II; Organizes a drama on the factors that led to rise, growth, decline fall and achievements of Mansa Musa and Askia the Great of Western Sudan empires.

I; The impact of industrial revolution large scale production of goods, accumulation of capitals and drift from rural to urban centers.

II; The new imperialism economic exploitation.

III; The Berlin conference and European competition for colonies in Africa (Britain, France, Germany, etc) Rivalry over Congo and Bismack’s attempt to resolve the question of colonial rivalry in Africa.

IV; The agreement at the Berlin conference and its effects on Africa, effective occupation, freedom of trade and navigation, free access into the hinterland and partition.

V; Features and nature of the partition of the establishment of artificial boundaries.

II; Organizes a debate\drama on the scramble and partition of Africa by Britain, France, Belgium, Germany etc.

I; Methods and features of the of subjugation of military conquest in Algeria, Egypt Ashanti, and Treaties and peaceful occupation of Tunisia, Nigeria etc.

II; African reaction, peaceful and military confrontation.

III; British indirect rule of Uganda and Nigeria.

IV; French assimilation policy in Senegal, Portuguese assimilation policy of Angola, German paternalism policy in Tanzania, Belgian paternalism policy in Congo.

VI; Comparison of various colonial rule in Africa.

II; Organizes debate on colonial subjugation and gun boat diplomacy.

III; Examines African reactions to colonial subjugation.

IV; Defines the concepts; indirect rule, Assimilation and paternalism policies in Africa.

V; Leads the discussion on the features, similarities, differences and the effects of colonial rule and it “pattern” Africa.

I; The establishment of western education, emergence of Africa elites and the adoption of European languages as lingua – franca in the colonies.

II; Promotion of European culture, architecture and transportation system among Africans (mode of dress, eating/food habits and social habits.)

III; The nature of the colonial economy i.e. production of raw materials, cash crops, banking, marketing etc.

IV; The effects of European economy i.e. subordination of African traders to European trading firms and the emergence of urban centres.

II; Guides the students on how African economy was replaced by European economy.

III; Organizes a drama\debate on the negative and positive effects of European culture and the economy.

I; The causes of the first & second world wars and the re-division of colonial Africa.

II; African soldiers’ participation in the world war besides being soldiers of their colonial masters.

III; The impact of the world wars on political and social economy development of Africa

IV; The colonial political policy e.g. exclusion of Africa education elites from government and establishment of privileges for Europeans.

V; The economic policy e.g. exploitation of African resources both material and, human forced labour and taxation.

VI; Social policy establishment of government reserved areas, racism, discrimination and pervasion of Africa culture.

II; Organizes debates\drama on the world wars, colonialism and emergence of U.S.A and U.S.I.R as world powers.

III; Visits G.R.As where colonial buildings are located on the hills.

I; Formation of political parties and associations, objectives, and strategies employed to fight colonial rule in Africa

II; The effects of these organizations on decolonization process and attainment of independence

III; Negro world and the pan African movement. NEB Dubris, Marcus, Garvey etc

Concept of self determination.

IV; The Atlantic charter by President Rosevelt of U.S.A and prime minster Churchill of Britain and the Indian independence.

V; Armed confrontation by nationalist movement e.g. Kenya, Angola, and Zimbabwe

VI; Adoption of peaceful negotiations e.g. Ghana, Uganda, Nigeria, and Guinea.

VII; The effects of the two movements on the granting of independence to African countries.

II; Organize a drama \debate on the effects of the external influences and Indian independences on nationalist movement in Africa that examines the needs to attainment of independence by African countries.