Teacher explains and defines what history means, the story of the past- demonstrate before the class. Differentiating between the past and the present.
State and explain the sources e.g. testimonies, archaeological findings like broken old pots- by the teacher. This can explain how history was obtained.
HISTORICAL SKILLS; ANCIENT AND MODERN APPROACH
The teacher states and explains the various historical skills using cultural artifacts.
The students explain and mention the various historical skills.
PROSPECT FOR ICT IN HISTORICAL STUDIES
The teacher explains the meaning of ICT- information communication technology and enumerates the importance using learning materials like satellite, TV, video recorder.
The students are allowed to touch and practice with the teaching aids.
LAND AND THE PEOPLE OF NIGERIA; COASTAL REGIONS, FORESTERY REGION AND SEMI SAVANNAH
Mention various coastal, forestry and savannah areas using maps that contain these regions.
The students are made to point the regions out from the map at or by the end of the lessons
LAND AND THE PEOPLE OF NIGERIA CONTINUED ; MAIN PHYSICAL FEATURES RIVERS/MOUNTAINS
Features of the main physical areas with mountains and rivers are outlined for the students.
The students are taken out to see these various features.
LAND AND PEOPLE OF NIGERIA CONTINUED ; CULTURAL WAYS OF THE LIFE OF THE PEOPLE
Description of Kanem Borno, Hausa states , Igbo, Yoruba, Efik etc
Instructional materials: pictures containing different ethnic groups dressing are displayed before the students
The students are made to differentiate the cultural dressing through the pictures.
Ethnic maps can as well be used.
EARLY CENTRES OF CIVILIZATION IN NIGERIA; IGBO UKWU ,IFE ,BENIN ETC
Places like Igbo ukwu, Ife and Benin are mentioned and explained by the teacher. The elements of civilization in these areas are indicated with the aids of maps.
EARLY CENTRES OF CIVILIZATION IN NIGERIA CONTINUED;KANEM AND BORNU(NOK)
Description and explanation with teaching aids of charts and maps involving the students actively.
THE STATES FORMATION PROCESS CENTRALIZED STATES KANEM/ BORNU
Description of the various states explaining what centralized really means
THE STATES FORMATION PROCESS CONTINUED EFIK MIGRATION
ENVIRONMENT AND COMMERCIAL ACTIVITIES OF IGALA, JUKUN, ETC
The traditional features, movement and commodities of the various states in Nigeria are outlined for the students. The processes of their formation are narrated.
THE STATE FORMATION PROCESS
NON – CENTRALIZED STATE; IGBO, ISOBO, IBIBIO ETC
Features, description and administration of these regions and their process of formation are enumerated by the teachers using maps as well as demonstrate before the class most of their cultural differences.
The students are assigned to bring these materials as assignment.
Indigenous technology craft agricultural activities and industry.
Explanation and description of these activities e.g. fishing trade and craft are duly explained to the students with maps and physical materials like hoes, Nets and molds pots the students should able to explain them.
i. Peculiar places in Jukun
ii. Basis of their military power.
The students should be able to mention the various peculiar places in Jukun.
Point them out from the maps and explain the Jukun military power.
IFE AND OYO;
The theories of the Yoruba origin in political organization/craft and industry.
The teacher describes and traces the Yoruba origin in the various tales of origin, political organization, and agricultural activities. The students should be able to tell or say the stories of the Yoruba origin.
The stages of its development, rulers and relationship with their neighbours.
ECONOMY; technology, craft and industry.
Teacher explains, describes, and differentiates between its neighbours (Benin).
Maps indicating or pointing out the boundaries existing between Benin and its neighbours.
The students should be able to describe and explain the development stages, and mention the names of the rulers of Benin kingdom.
THE EFIK; factors that led to the rise of Efik political organization.
European contact, economic and hinterland neighbours.
Teacher describes and explains the rise of political organization, contact with Europe, and hinter land neighbours of the Efik, with pictures and maps.
The students listen and identify the location and boundaries of Efik.
Commodities linking across the various kingdoms.
Comprehensive description of the commercial activities that linked the various kingdoms are tabled before the students making them remember the boundaries of the states e.g. Nupe, Oyo etc.
Resources; physical and ethnic maps.
The students are given assignment to draw and specify the neighbouring boundaries.
INTER-GROUP RELATION CONTINUED;
Migration causes and impacts.
The teacher explains and defines migration, the causes and impacts using the states as example.
Various reasons for people living where they were to another is explained.
The students are made to mention the causes-
Instructional materials: map/charts.
INTER-GROUP RELATIONS CONTINUED;
Wars and politics of the ethnic groups, e.g. Benin, Efik.
Teacher describes the nature of political administration of the Benin and Efik etc, cause of war, (ethnic wars) and the impacts.
Aids; pictures/maps- the students describes and explains them.
SS1 THIRD TERM
EARLY EXTERNAL INFLUENCE; CONTACT WITH THE NORTH – TRANS SAHARAN TRADE
The teacher describes and explains the nature and the use of the trade routes using maps with bold drawing makes of its boundaries.
The students should be able to explain the nature/routes of the trade.
EARLY EXTERNAL INFLUENCE CONTINUED; CONTACT – WITH THE NORTH – TRANS – SAHARAN TRADE
The teacher mention and describes the locations involved in the movement e.g. morocco – taodeni, Timbuktu etc
The students with the map tracing aid mention and identify the various locations.
The students should be able to identify the various coastal areas.
EARLY EUROPEAN CONTACT WITH COASTAL AREAS; IMPACTS
The teacher outlines the advantages and disadvantages of the impact of the contact.
The students should be able to outline the various impacts or effects. Picture /maps are used.
TRANS – ATLANTIC SLAVE TRADE ORIGIN AND REASON FOR THE TRADE
The teacher defines the origin of slave trade and the causes. The students should identify what was being sold, how and where it was bought and sold. Human beings maps containing slave trade are provided with wooden carves in museums are brought to the students.
TRADE CONTINUED; FEATURES AND NATURE OF THE TRADE
The teacher states and explains the features and nature of Trans – Atlantic slave trade. The students should be able to state and explain the features and nature of trans- Atlantic slave trade.
TRANS – ATLANTIC SLAVE TRADE CONTINUED IMPACTS OR EFFECTS OF THE TRADE
The teacher states and explains the advantages and disadvantages of the trade using the old maps containing the features of the Trans-Atlantic slave trade.