History Scheme of Work for SS 1 Federal

Humanity Senior Secondary Teaching Syllabus. Federal History Scheme of Work for SS 1. The Hausa State – Schemeofwork

Table of Contents

HISTORY SS1 FIRST TERM SCHEME OF WORK HISTORY SS1 SECOND TERM SCHEME OF WORK HISTORY SS1 THIRD TERM SCHEME OF WORK

HISTORY SS1 FIRST TERM SCHEME OF WORK

WEEK	TOPIC/CONTENT	ACTIVITIES
1	MEANING OF HISTORY. SOURCES OF HISTORY AND DANTING	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.
2	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.
3	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.
4	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
5	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.
6	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.
7	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.
8	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.
9	THE STATES FORMATION PROCESS CENTRALIZED STATES KANEM/ BORNU	Description of the various states explaining what centralized really means
10	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.
11	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.
12	THE STATE FORMATION PROCESS CONTINUED; IDO, TIV, BIROM, ANGAS ETC.	The teacher describes and explains these states, and makes the student mention and explain them. Items can be gathered for representation of these different cultures.
13	Revision	Revision
14	Examination	Examination

Humanity Senior Secondary Teaching Syllabus. Federal Visual Arts Scheme of Work for SS 1.

HISTORY SS1 SECOND TERM SCHEME OF WORK

WEEK	TOPIC/ CONTENT	ACTIVITIES
1	THE HAUSA STATES TO 1800; i. Identify areas referred to as Hausa ii. Trace its evolution to statehood.	Teacher identifies the areas of Hausa land for the students using map. The students by the end should be able to mention and trace Hausa evolution to statehood.
2	THE HAUSA STATE TO 1800 CONTINUED; The economic activities of Kano and Katsina. Why the Hausa states fought wars among themselves.	Description and explanation pictures /charts. The students mention, state and describes most of the economic activities of the Hausa land 1800.
3	THE HAUSA STATES TO 1800 CONTINUED; Indigenous technology, craft and industries.	The teacher explains the terms and identifies the materials – ancient materials of Hausa land The students are assigned to bring these materials as assignment.
4	NUPE: 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.
5	JUKUN; 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.
6	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.
7	BENIN; 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.
8	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.
9	INTER-GROUP RELATIONS; Commercial activitiesCommodities 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.
10	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.
11	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.
12	Revision	Revision
13	Examination	Examination

Humanity Senior Secondary Teaching Syllabus. Federal History Scheme of Work for SS 1 – Schemeofwork

HISTORY SS1 THIRD TERM SCHEME OF WORK

WEEK	TOPIC/ CONTENT	ACTIVITIES
1	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.
2	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.
3	EARLY EXTERNAL INFLUENCES CONTINUED – The commodities of the trade.	Descriptions and stating the nature of the commodities The students should be able to mention and describe the nature of the commodities. Samples of the goods are brought to the class for teaching.
4	EARLY EXTERNAL INFLUENCE CONTINUED; – The causes and impacts of the trade	The teacher states the cause, advantages and disadvantages of the trade Chats and maps are used. The students are made to mention and explain the causes and impact of the trade individually.
5	EARLY EXTERNAL INFLUENCES; ISLAM IN KANEM BORNU	The teacher traces the introduction of Islam in early days of Kanem Borno A map before A.D 1800 of the Western Sudan is displayed before the students. The students should be able to spot them out from the map.
6	EARLY EXTERNAL INFLUENCE CONTINUED ISLAM – IMPACTS.	The description of Islam in North Africa and Saharan as prelude to the coming. How the influence was impactful. Mai umme and the acceptance of Islam by the kanem court
7	EARLY EUROPEAN CONTACT WITH COASTAL STATES; IDENTIFICATION OF THE VARIOUS COASTAL STATES.	The teacher through the use of maps indentifies the coastal state and describes them individually The students should be able to identify the various coastal areas.
8	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.
9	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.
10	TRANS—ATLANTIC SLAVE 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.
11	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.
12	Revision & Examination