Education Resource Centre (ERC), Federal History Scheme of work for JSS 3,Trans Sahara Trade –Schemeofwork.com
History JSS 3 First Term Scheme of Work
| WKS | TOPIC | CONTENT | TEACHER ACTIVITIES | LEARNERS ACTIVITIES |
| 1 | Origin and organization of Trans Sahara Trade. | Origin and nature of Trans Saharan trade | Explains the origin of Trans Saharan Trade | Listen to the teacher’s explanation and take notes. |
| 2 | Origin and organization of Trans Sahara Trade | Commodities traded during Trans Saharan Trade | Describes the nature of Trans Saharan Trade: Gold, Salt, Horses, Ostrich feathers etc. | Take notes of the key feature of Trans Sahara Trade. |
| 3 | Origin and organization of Trans Sahara Trade | Trade routes during Trans Saharan routes Borno Tripoli route KanemBorno – Sudan route Keno Fezzan | Shows Students Trans Saharan routes using the map of Africa | Participate actively in locating Trans Saharan route on the map of Africa |
| 4 | Origin and organization of Trans Sahara Trade | Effects of Trans – Saharan routes: Introduction of Slave. | Guides students to identify the various commodities traded during Trans Saharan Trade. | Identify the various commodities traded in Trans – Saharan Trade. |
| 5 | Origin and organization of Trans Sahara Trade | Introduction of international trade using camels. | Discusses the effects of Trans Saharan Trade. | Contribute to class discussion about the effects of the Trans – Saharan Trade. |
| 6 | Origin and organization of Trans Sahara Trade | Introduction of Islam and Arabic language | Ask students to make a poster of Trans Saharan Trade routes. | Make a poster showing Trans Saharan routes. |
| 7 | Early European contacts with Nigeria | Nature of early European contacts with Nigeria | Explain the nature of the early European contact with Nigeria | Listen to the teacher’s explanation and make notes. |
| 8 | Early European contacts with Nigeria | Early Europeans that came to Nigeria e.g. (Mungo park etc.) | Discusses the various activities of the various early Europeans that came to Nigeria | Participate in class discussions and ask questions |
| 9 | Early European contacts with Nigeria | European traders and merchants e.g. Christian missionaries and John Holt vent | Ask students to identify the European explorers traders and Christian missionaries | Identify Christian missionaries and Europeans traders. |
| 10 | Early European contacts with Nigeria | Nature of Trans-Atlantic slave Trade | Explain the nature of Trans-Atlantic slave trade from the organization | Write down notes on Trans-Atlantic Trade of Slave |
| 11 | Revision | Revision | Revision | Revision |
| 12 | Examination | Examination | Examination | Examination |
Education Resource Centre (ERC), Federal History Scheme of work for JSS 3 –Schemeofwork.com
History JSS 3 Second Term Scheme of Work
| WKS | TOPIC | CONTENT | TEACHER ACTIVITIES | LEARNERS ACTIVITIES |
| 1 | Early European contacts with Nigeria | Abolition of slave trade in Trans – Atlantic Trade | Guides students to discuss the abolition of slave Trade in Africa | Listen and writes notes on Trans – Atlantic slave Trade. |
| 2 | Early European contacts with Nigerian Territories | The legitimate Trade (i.e the trade of palm oil) | Guides students to discuss the features of the legitimate Trade. | Contribute to class discussions about the features of the Legitimate Trade. |
| 3 | British colonization of Nigerian Territories | British contacts with Nigeria | Explains the nature of British contacts with Nigeria Territories | Listen to the teachers’ explanation and take down notes. |
| 4 | British colonization of Nigerian Territories | How the British conquered Nigerian Territory | Discusses the strategies used by the British to conquer Nigerian Territories | Participate in class discussion about the strategies used by British. |
| 5 | British colonization of Nigeria an territories | British system of colonization. Direct and indirect rule. | Guides the students to explain direct and indirect rules used by British to colonize Nigeria | Explain the concepts of direct and indirect rules |
| 6 | British colonization of Nigeria Territories | The effects of direct and indirect rules to Nigeria Territories | Ask students to read textbooks about the British system of colonization at home | Read textbooks about the British system of colonization |
| 7 | The evolution of the Nigerian states | The Berlin Treaty: Major reasons for the treatyMajor features of the treaty | How Berlin Treaty awarded Nigerian Territories to Britain. | Read textbooks about the Berlin Treaty. |
| 8 | The Evolution of the Nigerian states | The roles of the Royal Nigeria company in Nigerian Territories | Holds a class discussions about the Berlin Treaty | Listen carefully about the explanations and take notes. |
| 9 | The evolution of the Nigerian state | Colonial conquest and Nigeria Territories | Explains the roles of the Royal Niger company in the administration of Nigerian Territories | Listen carefully to the teachers explanations and take notes |
| 10 | The evolution of the Nigerian States | Colonial administration its effects to Nigerian States | Guides students to discuss how Nigerian states were administrated | Participates in discussion about the administration in the Nigerian states. |
| 11 | The evolution of the Nigerian state | Divide and rules of the colonial administration | Explains the sectionalism caused by the colonial administration. | Ask questions about the lesson. |
| 12 | Revision | Revision | Revision | Revision |
| 13 | Examination | Examination | Examination | Examination |
Federal History Scheme of work for JSS 3 –Schemeofwork.com
History JSS 3 Third Term Scheme of Work
| WKS | TOPIC | CONTENT | TEACHER ACTIVITIES | LEARNERS ACTIVITIES |
| 1 | The amalgamation of Nigeria. | Meaning of amalgamation | Guides the students to discuss the meaning of amalgamation | Contributes to class discussions about the meaning of amalgamation. |
| 2 | The amalgamation of Nigeria | Reasons for the amalgamation of Nigerian Territories | Uses posters of key personalities involves in the amalgamation | Identify the key personalities involves in the amalgamation |
| 3 | The amalgamation of Nigeria | Process of the amalgamation of Nigerian Territories | Guides students to identify the process of the amalgamation of Nigerian Territory. | Note the reasons for the amalgamation of Nigerian Territories |
| 4 | The amalgamation of Nigeria | Key personalities and their rules in the amalgamation of Nigerian Territories | Ask questions about the lesson of the amalgamation | Take note on the nature of the amalgamation and answer questions. |
| 5 | The independence movement | Meaning of the nationalism | Explain the meaning of nationalism to students. | Pay attention to the teachers explanations and take notes. |
| 6 | The independence of Nigeria | Factors that contributed to Nigerian Nationalism | Guides a discussions about the factors that contributed to Nationalism | Contributes to class discussions and ask question about Nigeria Nationalism |
| 7 | The independence movement | The nature of Nigerian Nationalism | Explain the various activities involved in the struggled for independence. | Explain the various activities involved in the struggle for independence. |
| 8 | Peoples involved in the struggle for independence | Leads students to list and explain the roles of various personalities involved in the struggle. | List and explain the roles of the key personalities involve in the struggle. | |
| 9 | The Independence movement. | Attainment of Independence in 1960 | Discusses the attainment of Independence in 1960 with students | Participates in the discussion on the attainment of Independence in 1960. |
| 10 | Revision | Revision | Revision | Revision |
| 11 | Examination | Examination | Examination | |
| 12 | Examination | Examination | Examination | Examination |
