History for Junior Secondary School. Lagos State JSS2 History Scheme of work. Lagos State Ministry of Education Curriculum.
JSS2 HISTORY SCHEME FIRST TERM
Week: 1
Subject: HISTORY
Topic: Revision
Learning Objectives:
1. General Revision of all learning objectives used during the JSS1 session
Learning Activities:
1. All learning activities used during the JSS 1 session.
Embedded Core Skills:
1. All embedded core skills used during the JSS 1 session
Learning Resources:
1. All learning resources used during the term.
Week: 2
Subject: HISTORY
Topic: Non-Centralized states in Semi/Guinea/, Middle belt, /Confluence Savannah Peoples in Pre-Colonial Nigeria –the TIV.
Learning Objectives:
1. Discuss the Concept “Non-Centralized state”, mention some Non Centralized peoples in Nigeria and describe their features etc.
2. Relate the origin, religion, economic and the socio-political organization of the Tivs in the Pre Colonial times, etc.
3 Examine the Concept inter group relations between the Tivs and their neighbors in Nigeria today
4. Describe the various Innovations and Creativities of the Tivs in Nigeria i.e. The Tswage –Snake dance steps, etc.
Learning Activities:
1. Students in a group stage a class play on Non Centralized authorities, diagram of Non Centralized peoples, mention some Non Centralized peoples in Nigeria i.e. Tiv, Idoma, Ijo, ebima angas etc.
2. Students discuss the origins, features, importance, and limitations of the Non Centralized states in Pre- Colonial Nigeria etc.
3. Students locate the Tivs on the Nigerian Map, explain their origin socialization, etc.
4. Students relate one of the Innovations of the Tivs in Nigeria, a class display of the Tiv’s Tswange – Snake dance is engaged upon for their lasting knowledge on the Tiv’s in Nigeria etc.
Embedded Core Skills:
1. Creativity and Innovation.
2. Communication and Collaboration
3. Digital Literacy.
Learning Resources:
1. Maps of Nigeria and Nigerian Semi Savannah zone.
2. Magazine, Newspaper cuttings etc.
3. Drawings of Non Centralized peoples i.e. small settlements.
4. Picture of the Tswage Tiv dancers, and the Tiv Uniform, Black and White Stripe, etc.
5. Internet Resources,
www.tivpeoplesinNigeria.ng.com.
Week: 3
Subject: HISTORY
Topic: Non-Centralized states in Pre-Colonial Nigeria.
Semi Savannah peoples, Idoma
Learning Objectives:
By the end of the lesson students should be able to:
1. Explain the Origin, title of the Idoma ruler, their main town,
Of the Idoma’s
2. Relate the Idoma socio-political, and economic organization in the pre-colonial times
3. Describe the various Idoma Innovation to Nigeria.
4. Examine the diverse Idoma Inter-group relations in Nigeria today, etc.
Learning Activities:
1. Students locate the Idomas on the Nigerian Map.
2 Students in group examine the Origin, mention the title of the Idoma ruler, main city etc.
3. Students relate the Idoma’s Innovations to Nigeria –Soya Beans cultivation and delicacies i.e. Soya Milk, Soya pap, Soya Meal etc.
4. Students in a class group discuss the polity and socialization of the Idomas in Nigeria i.e. Idoma National dress Black and Red striped woven fabric, etc.
Embedded Core Skills:
1. Collaboration and Communication,
2 Citizenship.
3. Creativity and Innovation.
Learning Resources:
1. Map of Nigeria.
2. Samples of Idoma Innovation –Soya Beans delicacies etc.
3. Pictures of Idoma dancers in their traditional dress,
Photograph of the Idoma ruler in Oturkpo [Idoma major city, etc.
- Internet resources,
www.idoma innovation.com.
Week: 4
Subject: HISTORY
Topic: Non-Centralized states in Pre-Colonial Nigeria Ebira
Learning Objectives:
By the end of the lesson students should be able to:
1. Relate the Origin of the Ebiras [Igbirra] in Nigeria,
Ebiras [Igbirra], main Ebiras town, title of Anebira ruler etc.
2. Discuss the socio-political organization, and
Economic activities of the Anebiras in Nigeria etc.
3. Explain the impacts of geography on the Anebiras in Nigeria, etc.
4. Describe the Innovations and Creativities of the Ebiras in Nigeria and the effects on Nigeria today.
Learning Activities:
1. Students locate the Ebira’s on the Nigeria Map.
2. Students explain the Origin of the Ebira’s, the Igala links, main city, title of Anebira rulers, etc.
3. Students describe the socialization of the Anebiras in Nigeria and the impacts on Nigeria today.
4. Students highlight the significance of geography to the Ebira’s in Nigeria today.
Embedded Core Skills:
1. Collaboration and Communication.
2. Creativity and Innovation.
3. Digital literacy.
Learning Resources:
1. Map of Nigeria.
2. Audio and Video clips etc.
3. Photograph of the Ohinoyi Anebirra in full traditional regalia, etc.
4. Internet ressources, www.ebira.history.com
Week: 5
Subject: HISTORY
Topic: Non –Centralized states in pre-colonial Nigeria
Forest zone -the
Ibo [Igbos]
In Nigeria.
Learning Objectives:
By the end of the lesson students should be able to:
1. Describe the various traditions of Origin of the Igbos.
2. Outline the socio-political organization of the Igbo’s in the pre-colonial times etc.
3. Relate the factors that United the non-centralized Igbo’s in the pre-colonial times and the impact Igbo society today.
4. Examine the significance of Age grade in pre-colonial Igbo society and the various Igbo innovations, etc.
Learning Activities:
1. Students locate the Ibo’s on the Nigerian Map.
2. Students explain the Igbo origin, socio political and economic activities in the pre-colonial times and the effects on Nigeria today.
3. Students discuss the factors that united the non centralized Igbos in the pre colonial times and outline the significance of age grades in Igbo society.
4. Students in class stage a short /play on the Igbo Village Democracy, and relate it to Nigerian political system today.
Embedded Core Skills:
1. Collaboration and Communication.
2. Critical thinking and Problem solving.
3. Digital literacy.
Learning Resources:
1. Map of Nigeria.
2. Picture of an Igbo Village Assembly in session, etc.
3. Magazine, Newspaper cuttings etc.
4. Internet Resources,
Week: 6
Subject: HISTORY
Topic: Non-Centralized states in pre-Colonial Nigeria Coastal zone -the Urhobo/Isokos in Nigeria.
Learning Objectives:
By the end of the lesson students should be able to:
1. Examine the diverse traditions of Urhobo origins, title of their ruler, main Urhobo /Isoko towns, etc.
2. Discuss the socio-political and economic activities in pre-colonial Urhobo /Isoko society, etc.
3. Explain the impacts of geography to the survival and development of the Urhobos /Isokos in Nigeria today.
4. Highlight the creativities, of the Urhobos/Isokos inter group relations, and the effects on Urhobo society today.
Learning Activities:
1. Students locate the Urhobo/Isoko on the Map of Nigeria.
2. Students discuss the various origins of the Urhobo/Isoko, rulers, prominent personalities, main town etc.
3. Students relate the socio political and economic activities of the Urhobos/Isoko and the impact of geography on the development of the Urhobo society today.
4. Students mention the various Urhobos /Isoko innovations, creativities and the effects on the growth of intergroup relations with their neighbours today.
Embedded Core Skills:
1. Collaboration and Communication.
2. Citizenship.
3. Digital literacy.
Learning Resources:
1. Map of Nigeria.
2. Photograph of Urhobo/Isoko Traditional ruler-Ovie in full regalia.
3. Magazines, Journals etc.
4. Internet Resources,
www.urhobos in Nigeria .com.
www.isoko people in Nigeria.com.
Week: 7
Subject: HISTORY
Topic: MID TERM BREAK
Week: 8
Subject: HISTORY
Topic: Non- Centralized states in pre-colonial Nigeria Coastal zone –the Oro (Oron) in Nigeria.
Learning Objectives:
By the end of the lesson students should be able to:
1. Explain the migratory history of the Oro, [Oron], major town title of their rulers etc.
2. Relate the
Socio –political organization and the economic activities of the Oro peoples in Nigeria today, etc.
3. Examine the significance of secret societies, festivals and masquerades in Oron socialization.
4. Mention the various Oron innovation and creativities and the impacts on Nigeria today.
Learning Activities:
1. Students locate the Oro [Oron] on the Map of Nigeria.
2. Students describe the migratory origin of the Oro’s, major towns, title of their rulers, etc.
3. Students explain the socio political and economic activities of the Oro’s and the impacts on Nigeria today.
4. Students as a class mention the Secret societies in Oron society i.e., Ekpo, Abang, Nnambo, Ekon. Etc. and the Oron
Traditional dress, innovation- IYARA red woven fabric worn on white shirt or wrapper and their importance to the growth, unity of the Oro society and Nigeria today.
Embedded Core Skills:
1. Communication and Collaboration.
2. Citizenship.
3. Internet Resources.
Learning Resources:
1. Map of Nigeria.
2. Picture of the Oronite’s in their IYARA Unity uniform, etc.
3. Video and Audio clips, etc.
4. Internet Resources,
www.oron .history.com.
Week: 9
Subject: HISTORY
Topic: Non-Centralized states in pre-colonial Nigeria Coastal zone -the Ibibio in Nigeria.
Learning Objectives:
By the end of the lesson students should be able to:
1. Discuss the Origin of the Ibibio, mention Ibibio main towns, title of their rulers, etc.
2. Examine the socio-political organization and the Ibibio economic activities, etc.
3. Relate the importance of Secret societies in Ibibio society on Nigeria today, etc.
4. Mention and discuss the Creativities and Innovations of the Ibibios and the effects of the Nsibidi symbols, writings on Nigeria today.
Learning Activities:
1. Students locate the Ibibio’s on the Map of Nigeria.
2. Students relate the origin, major towns, and the title of the Ibibio rulers, etc.
3. Students discuss the socio political and economic activities of the Ibibio’s and the impacts on Nigeria today.
4. Students mention the Ibibio Secret societies i.e. Eked, Ekpo, Iban Ison, Ebre, etc. and the Ibibio symbols and writings- NSIBIDI effects on the growth and development of Nigeria today.
Embedded Core Skills:
Week: 10
Subject: HISTORY
Topic: Non-Centralized states in pre-colonial Nigeria Coastal zone-the Ananng in Nigeria.
Learning Objectives:
By the end of the lesson students should be able to:
1. Relate the migratory origin of the Annang’s, major towns, title of their rulers, etc.
2. Explain the socio-political organization and
Economic activities of the Annangs.
3. Examine the Innovative Family unity in Annang society
4. Highlight the significance of Masqurades to the growth and development in the Annang society
Learning Activities:
1. Students locate the Annangs on the Map of Nigeria.
2. Students relate the Annangs migratory origins to the Twi peoples in Ghana,’ ANNANG’ – fourth son phenomena etc.
3. Students describe the socialization of the Annangs i.e. innovative family unity- Ufok nuclear family, Ekpuks- extended family, Abie-clan etc.
4. Students in small groups examines the significance of Masquerades i.e. Ekpo Masquerades to the growth and development of the Annang society today, etc.
Embedded Core Skills:
1. Creativity and Innovations.
2.Citizenship.
3. Digital literacy.
Learning Resources:
1. Map of Nigeria.
2. Audio and Video of the Annang Ukang rituals for Crime detection and prevention, etc.
3. Pictures, newspaper cuttings, Historical flash back, etc.
4. Internet Ressources,
www.annang.ng.com.etc.
Week: 11
Subject: HISTORY
Topic: Non –Centralized states in pre colonial Nigeria Coastal zone the Egun or Ogu [Lagos State] Nigeria
Learning Objectives:
By the end of the lesson students should be able to:
1. Examine the migratory origin of the Egun [Ogu] in Nigeria.
2. Describe the socio political and economic activities in Egun society today.
3. Relate the significance of Egun traditional birth control on Nigeria today, etc.
4. Outline the importance of Masquerades to the growth and development in the Ogu society, etc.
Learning Activities:
1. Students locate the Egun [Ogu] on the Map of Lagos State in Nigeria.
2. Students discuss the migratory origin’s of the Egun in Nigeria to Benin republic in West Africa, mention the various socio political and economic activities of the Egan’s and the effects on Nigeria today.
3. Students highlights the Innovation of the Egan’s – Traditional birth control, adoption of Cointus interrupus, etc.
4. Students as a class sing Egun lyrics, their dance steps and mention the impacts of Ogu foremost masquerade –Zangbeto to Egun society today.
Embedded Core Skills:
1. Communication and Collaboration.
2. Creativity and Innovation.
3. Digital literacy.
Learning Resources:
1. Maps of Nigeria and Lagos State.
2. Pictures of the Ogu, Zangbeto Masquerades and the Dancers, etc.
3. Journals, Magazines etc.
Internet Ressources,
www.egun /history.com.
Week: 12
Subject: HISTORY
Topic: Non-Centralized states in pre-colonial Nigeria Coastal zone, the Ijo (I jaw) in Nigeria.
Learning Objectives:
By the end of the lesson students should be able to:
1. Relate the tradition of origins of the Ijo (I jaw), mention the various Ijo groups, title of the Ijo rulers, main Ijo town etc.
2. Discuss the Ijo socio-political
And economic activities etc.
3. Outline the importance of Rivers to the growth and development of the Ijo’s today.
4. Outline the various Fish innovations of the Ijo’s in Nigeria and the impacts on Nigerian health today.
Learning Activities:
1. Students display the Map of Nigeria showing the Ijo[Ijaw] coastal location.
2. Students relate the Origins of the Ijo, groupings, major towns, etc.
3. Students in a class group identifies the socio, political, economic and religious activities of the Ijos in Nigeria and the impacts on Nigeria today.
4. Students examines the importance of Rivers and Fish Cultures to the growth and development of Ijo society today i.e. Ijo fish delicacies e.g.
Polofiyai, Geisha soup, Opubu-fulou, Kiri -igina, Gbe, Kekefiyai, etc.
Embedded Core Skills:
1. Creativity and Innovations.
2. Collaboration and Communication
3. Digital Literacy.
Learning Resources:
1. Map of Nigeria.
2. Pictures of Ijo Boat Regatta festival, etc.
3. Newspaper cuttings, Magazines, etc.
Internet Resources,
www.ijo history.com.
Week: 13
Subject: CCA
Topic: Revision & examination
.Learning Objectives:
General revision of the term’s work
Learning Activities:
All teaching aids and resources used in the term.
Embedded Core Skills:
All embedded core skills used in the first term.
Learning Resources:
All learning resources used during the first term.
JSS 2 FIRST TERM HISTORY SCHEME OF WORK
Week: 1
Subject: HISTORY
Topic: Revision
Learning Objectives:
1. General Revision of all learning objectives used during the JSS1 session
Learning Activities:
1. All learning activities used during the JSS 1 session.
Embedded Core Skills:
1. All embedded core skills used during the JSS 1 session
Learning Resources:
1. All learning resources used during the term.
Week: 2
Subject: HISTORY
Topic: Non-Centralized states in Semi/Guinea/, Middle belt, /Confluence Savannah Peoples in Pre-Colonial Nigeria –the TIV.
Learning Objectives:
1. Discuss the Concept “Non-Centralized state”, mention some Non Centralized peoples in Nigeria and describe their features etc.
2. Relate the origin, religion, economic and the socio-political organization of the Tivs in the Pre Colonial times, etc.
3 Examine the Concept inter group relations between the Tivs and their neighbors in Nigeria today
4. Describe the various Innovations and Creativities of the Tivs in Nigeria i.e. The Tswage –Snake dance steps, etc.
Learning Activities:
1. Students in a group stage a class play on Non Centralized authorities, diagram of Non Centralized peoples, mention some Non Centralized peoples in Nigeria i.e. Tiv, Idoma, Ijo, ebima angas etc.
2. Students discuss the origins, features, importance, and limitations of the Non Centralized states in Pre- Colonial Nigeria etc.
3. Students locate the Tivs on the Nigerian Map, explain their origin socialization, etc.
4. Students relate one of the Innovations of the Tivs in Nigeria, a class display of the Tiv’s Tswange – Snake dance is engaged upon for their lasting knowledge on the Tiv’s in Nigeria etc.
Embedded Core Skills:
1. Creativity and Innovation.
2. Communication and Collaboration
3. Digital Literacy.
Learning Resources:
1. Maps of Nigeria and Nigerian Semi Savannah zone.
2. Magazine, Newspaper cuttings etc.
3. Drawings of Non Centralized peoples i.e. small settlements.
4. Picture of the Tswage Tiv dancers, and the Tiv Uniform, Black and White Stripe, etc.
5. Internet Resources,
www.tivpeoplesinNigeria.ng.com.
Week: 3
Subject: HISTORY
Topic: Non-Centralized states in Pre-Colonial Nigeria.
Semi Savannah peoples, Idoma
Learning Objectives:
By the end of the lesson students should be able to:
1. Explain the Origin, title of the Idoma ruler, their main town,
Of the Idoma’s
2. Relate the Idoma socio-political, and economic organization in the pre-colonial times
3. Describe the various Idoma Innovation to Nigeria.
4. Examine the diverse Idoma Inter-group relations in Nigeria today, etc.
Learning Activities:
1. Students locate the Idomas on the Nigerian Map.
2 Students in group examine the Origin, mention the title of the Idoma ruler, main city etc.
3. Students relate the Idoma’s Innovations to Nigeria –Soya Beans cultivation and delicacies i.e. Soya Milk, Soya pap, Soya Meal etc.
4. Students in a class group discuss the polity and socialization of the Idomas in Nigeria i.e. Idoma National dress Black and Red striped woven fabric, etc.
Embedded Core Skills:
1. Collaboration and Communication,
2 Citizenship.
3. Creativity and Innovation.
Learning Resources:
1. Map of Nigeria.
2. Samples of Idoma Innovation –Soya Beans delicacies etc.
3. Pictures of Idoma dancers in their traditional dress,
Photograph of the Idoma ruler in Oturkpo [Idoma major city, etc.
- Internet resources,
www.idoma innovation.com.
Week: 4
Subject: HISTORY
Topic: Non-Centralized states in Pre-Colonial Nigeria Ebira
Learning Objectives:
By the end of the lesson students should be able to:
1. Relate the Origin of the Ebiras [Igbirra] in Nigeria,
Ebiras [Igbirra], main Ebiras town, title of Anebira ruler etc.
2. Discuss the socio-political organization, and
Economic activities of the Anebiras in Nigeria etc.
3. Explain the impacts of geography on the Anebiras in Nigeria, etc.
4. Describe the Innovations and Creativities of the Ebiras in Nigeria and the effects on Nigeria today.
Learning Activities:
1. Students locate the Ebira’s on the Nigeria Map.
2. Students explain the Origin of the Ebira’s, the Igala links, main city, title of Anebira rulers, etc.
3. Students describe the socialization of the Anebiras in Nigeria and the impacts on Nigeria today.
4. Students highlight the significance of geography to the Ebira’s in Nigeria today.
Embedded Core Skills:
1. Collaboration and Communication.
2. Creativity and Innovation.
3. Digital literacy.
Learning Resources:
1. Map of Nigeria.
2. Audio and Video clips etc.
3. Photograph of the Ohinoyi Anebirra in full traditional regalia, etc.
4. Internet ressources, www.ebira.history.com
Week: 5
Subject: HISTORY
Topic: Non –Centralized states in pre-colonial Nigeria
Forest zone -the
Ibo [Igbos]
In Nigeria.
Learning Objectives:
By the end of the lesson students should be able to:
1. Describe the various traditions of Origin of the Igbos.
2. Outline the socio-political organization of the Igbo’s in the pre-colonial times etc.
3. Relate the factors that United the non-centralized Igbo’s in the pre-colonial times and the impact Igbo society today.
4. Examine the significance of Age grade in pre-colonial Igbo society and the various Igbo innovations, etc.
Learning Activities:
1. Students locate the Ibo’s on the Nigerian Map.
2. Students explain the Igbo origin, socio political and economic activities in the pre-colonial times and the effects on Nigeria today.
3. Students discuss the factors that united the non centralized Igbos in the pre colonial times and outline the significance of age grades in Igbo society.
4. Students in class stage a short /play on the Igbo Village Democracy, and relate it to Nigerian political system today.
Embedded Core Skills:
1. Collaboration and Communication.
2. Critical thinking and Problem solving.
3. Digital literacy.
Learning Resources:
1. Map of Nigeria.
2. Picture of an Igbo Village Assembly in session, etc.
3. Magazine, Newspaper cuttings etc.
4. Internet Resources,
Week: 6
Subject: HISTORY
Topic: Non-Centralized states in pre-Colonial Nigeria Coastal zone -the Urhobo/Isokos in Nigeria.
Learning Objectives:
By the end of the lesson students should be able to:
1. Examine the diverse traditions of Urhobo origins, title of their ruler, main Urhobo /Isoko towns, etc.
2. Discuss the socio-political and economic activities in pre-colonial Urhobo /Isoko society, etc.
3. Explain the impacts of geography to the survival and development of the Urhobos /Isokos in Nigeria today.
4. Highlight the creativities, of the Urhobos/Isokos inter group relations, and the effects on Urhobo society today.
Learning Activities:
1. Students locate the Urhobo/Isoko on the Map of Nigeria.
2. Students discuss the various origins of the Urhobo/Isoko, rulers, prominent personalities, main town etc.
3. Students relate the socio political and economic activities of the Urhobos/Isoko and the impact of geography on the development of the Urhobo society today.
4. Students mention the various Urhobos /Isoko innovations, creativities and the effects on the growth of intergroup relations with their neighbours today.
Embedded Core Skills:
1. Collaboration and Communication.
2. Citizenship.
3. Digital literacy.
Learning Resources:
1. Map of Nigeria.
2. Photograph of Urhobo/Isoko Traditional ruler-Ovie in full regalia.
3. Magazines, Journals etc.
4. Internet Resources,
www.urhobos in Nigeria .com.
www.isoko people in Nigeria.com.
Week: 7
Subject: HISTORY
Topic: MID TERM BREAK
Week: 8
Subject: HISTORY
Topic: Non- Centralized states in pre-colonial Nigeria Coastal zone –the Oro (Oron) in Nigeria.
Learning Objectives:
By the end of the lesson students should be able to:
1. Explain the migratory history of the Oro, [Oron], major town title of their rulers etc.
2. Relate the
Socio –political organization and the economic activities of the Oro peoples in Nigeria today, etc.
3. Examine the significance of secret societies, festivals and masquerades in Oron socialization.
4. Mention the various Oron innovation and creativities and the impacts on Nigeria today.
Learning Activities:
1. Students locate the Oro [Oron] on the Map of Nigeria.
2. Students describe the migratory origin of the Oro’s, major towns, title of their rulers, etc.
3. Students explain the socio political and economic activities of the Oro’s and the impacts on Nigeria today.
4. Students as a class mention the Secret societies in Oron society i.e., Ekpo, Abang, Nnambo, Ekon. Etc. and the Oron
Traditional dress, innovation- IYARA red woven fabric worn on white shirt or wrapper and their importance to the growth, unity of the Oro society and Nigeria today.
Embedded Core Skills:
1. Communication and Collaboration.
2. Citizenship.
3. Internet Resources.
Learning Resources:
1. Map of Nigeria.
2. Picture of the Oronite’s in their IYARA Unity uniform, etc.
3. Video and Audio clips, etc.
4. Internet Resources,
www.oron .history.com.
Week: 9
Subject: HISTORY
Topic: Non-Centralized states in pre-colonial Nigeria Coastal zone -the Ibibio in Nigeria.
Learning Objectives:
By the end of the lesson students should be able to:
1. Discuss the Origin of the Ibibio, mention Ibibio main towns, title of their rulers, etc.
2. Examine the socio-political organization and the Ibibio economic activities, etc.
3. Relate the importance of Secret societies in Ibibio society on Nigeria today, etc.
4. Mention and discuss the Creativities and Innovations of the Ibibios and the effects of the Nsibidi symbols, writings on Nigeria today.
Learning Activities:
1. Students locate the Ibibio’s on the Map of Nigeria.
2. Students relate the origin, major towns, and the title of the Ibibio rulers, etc.
3. Students discuss the socio political and economic activities of the Ibibio’s and the impacts on Nigeria today.
4. Students mention the Ibibio Secret societies i.e. Eked, Ekpo, Iban Ison, Ebre, etc. and the Ibibio symbols and writings- NSIBIDI effects on the growth and development of Nigeria today.
Embedded Core Skills:
Week: 10
Subject: HISTORY
Topic: Non-Centralized states in pre-colonial Nigeria Coastal zone-the Ananng in Nigeria.
Learning Objectives:
By the end of the lesson students should be able to:
1. Relate the migratory origin of the Annang’s, major towns, title of their rulers, etc.
2. Explain the socio-political organization and
Economic activities of the Annangs.
3. Examine the Innovative Family unity in Annang society
4. Highlight the significance of Masqurades to the growth and development in the Annang society
Learning Activities:
1. Students locate the Annangs on the Map of Nigeria.
2. Students relate the Annangs migratory origins to the Twi peoples in Ghana,’ ANNANG’ – fourth son phenomena etc.
3. Students describe the socialization of the Annangs i.e. innovative family unity- Ufok nuclear family, Ekpuks- extended family, Abie-clan etc.
4. Students in small groups examines the significance of Masquerades i.e. Ekpo Masquerades to the growth and development of the Annang society today, etc.
Embedded Core Skills:
1. Creativity and Innovations.
2.Citizenship.
3. Digital literacy.
Learning Resources:
1. Map of Nigeria.
2. Audio and Video of the Annang Ukang rituals for Crime detection and prevention, etc.
3. Pictures, newspaper cuttings, Historical flash back, etc.
4. Internet Ressources,
www.annang.ng.com.etc.
Week: 11
Subject: HISTORY
Topic: Non –Centralized states in pre colonial Nigeria Coastal zone the Egun or Ogu [Lagos State] Nigeria
Learning Objectives:
By the end of the lesson students should be able to:
1. Examine the migratory origin of the Egun [Ogu] in Nigeria.
2. Describe the socio political and economic activities in Egun society today.
3. Relate the significance of Egun traditional birth control on Nigeria today, etc.
4. Outline the importance of Masquerades to the growth and development in the Ogu society, etc.
Learning Activities:
1. Students locate the Egun [Ogu] on the Map of Lagos State in Nigeria.
2. Students discuss the migratory origin’s of the Egun in Nigeria to Benin republic in West Africa, mention the various socio political and economic activities of the Egan’s and the effects on Nigeria today.
3. Students highlights the Innovation of the Egan’s – Traditional birth control, adoption of Cointus interrupus, etc.
4. Students as a class sing Egun lyrics, their dance steps and mention the impacts of Ogu foremost masquerade –Zangbeto to Egun society today.
Embedded Core Skills:
1. Communication and Collaboration.
2. Creativity and Innovation.
3. Digital literacy.
Learning Resources:
1. Maps of Nigeria and Lagos State.
2. Pictures of the Ogu, Zangbeto Masquerades and the Dancers, etc.
3. Journals, Magazines etc.
Internet Ressources,
www.egun /history.com.
Week: 12
Subject: HISTORY
Topic: Non-Centralized states in pre-colonial Nigeria Coastal zone, the Ijo (I jaw) in Nigeria.
Learning Objectives:
By the end of the lesson students should be able to:
1. Relate the tradition of origins of the Ijo (I jaw), mention the various Ijo groups, title of the Ijo rulers, main Ijo town etc.
2. Discuss the Ijo socio-political
And economic activities etc.
3. Outline the importance of Rivers to the growth and development of the Ijo’s today.
4. Outline the various Fish innovations of the Ijo’s in Nigeria and the impacts on Nigerian health today.
Learning Activities:
1. Students display the Map of Nigeria showing the Ijo[Ijaw] coastal location.
2. Students relate the Origins of the Ijo, groupings, major towns, etc.
3. Students in a class group identifies the socio, political, economic and religious activities of the Ijos in Nigeria and the impacts on Nigeria today.
4. Students examines the importance of Rivers and Fish Cultures to the growth and development of Ijo society today i.e. Ijo fish delicacies e.g.
Polofiyai, Geisha soup, Opubu-fulou, Kiri -igina, Gbe, Kekefiyai, etc.
Embedded Core Skills:
1. Creativity and Innovations.
2. Collaboration and Communication
3. Digital Literacy.
Learning Resources:
1. Map of Nigeria.
2. Pictures of Ijo Boat Regatta festival, etc.
3. Newspaper cuttings, Magazines, etc.
Internet Resources,
www.ijo history.com.
Week: 13
Subject: CCA
Topic: Revision & examination
.Learning Objectives:
General revision of the term’s work
Learning Activities:
All teaching aids and resources used in the term.
Embedded Core Skills:
All embedded core skills used in the first term.
Learning Resources:
All learning resources used during the first term.
History for Junior Secondary School. Lagos State JSS2 History Scheme of work. Lagos State Ministry of Education Curriculum.
HISTORY SCHEME OF WORK JSS2 SECOND TERM
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Revision | Revision of first term’s work and examination. | All learning activities used in the first term. | All Embedded core Skills used in the first term. | All learning resources used in the first term. |
| 2 | Inter relationship of some centres of civilization in pre-colonial Nigeria Kanem-Borno and Hausa States. | By the end of the lesson, students should be able to: Explain the meaning of centres of civilization.Explain the relationship between the features and origin of relationship from different centres of civilization in pre colonial Nigeria, Borno, Hausa state, Festival and war.Relate the effect of the intergroup relationship. | Students explain their understanding of inter relationship.Students mention the centres of ancient civilization i.e. Kanem Borno and Hausa states.Students as a class brainstorm and discuss the relationship between Kanem Borno and Hausa State. | Collaboration and Communication.Digital Literacy.Critical Thinking and Problem Solving. | Map of NigeriaPhotograph of Kanem Borno and Hausa State.www.hausa and Borno |
| 3 & 4 | Inter-relationships between some centres of Civilization in pre-colonial Nigeria, Ile-Ife and Benin | By the end of the lesson, students should be able to: Describe Ile-Ife and Benin centre of ancient civilization.Mention the various artifacts discovered in Ile-Ife and Benin and the respective main archeologist i.e. Leo Frobenius – Ile-Ife etc.Discuss the similarities and differences Ile-Ife and Benin ancient Centres of civilization and relate the impact on Nigeria today. | Students as a class discuss the inter-relationships between Ile-Ife and Benin Ancient centres of civilization.Students in think pair share format mention the various artifacts in the two Ancient centres of civilization.Students in small groups explain the similarities and differences between the two centres and the impacts on Nigeria History today. | Collaboration and communication.Digital learning.Critical thinking and Problem solving | Map of Nigeria showing the location of Ile-Ife and Benin.Pictures showing the Ile-Ife and Benin Obas and regalias and palaces.Internet resources www.benin.org www.ileife.ng |
| 5&5 | Inter-relationships of some centres of civilization in pre-colonial Nigeria Igbo and Niger Delta city states. | By the end of the lesson, students should be able to: Explain the location of Igbo land and Niger Delta areas in Nigeria.Mention the various artifacts in Igbo Land – Igbo Ukwu Bronze Chamber etc.Relate the similarities and differences between the ancient centres in Igbo land and Niger Delta areas and their impacts on Nigeria today. | Students in small groups discuss the ancient centres of civilization in Igbo land and Niger Delta areas in Nigeria.Students as a class brainstorm and identify the various artifacts and the respective archeologist in Igbo land.Students in think pair share format. Examine the similarities and differences of the ancient centres and relate the impacts on Nigeria today. | Communication and Collaboration.Digital learning.Critical thinking and Problem Solving. | Map of Nigeria showing Igbo and Niger Delta city states in Nigeria.Pictures and Posters showing the Igbo peoples and Niger Delta peoples.Internet Resources www.Igbo-ukwu.com |
| 7 | MID TERM BREAK | ||||
| 8&9 | Describe the similarities that existed between Various Centres of Civilization in Pre coonial Nigeria. | By the end of the lesson, students should be able to: Students discuss the similarities that existed between the various centers of civilization.Relate the origin, structures, reasons and effects of the similarities of the Centres of Civilization.Highlight the consequences of these similarities of the various centres of civilization. | Students as a class brainstorm on the similarities that existed between the various Centres of civilization on Nigeria today.Students in small groups discuss the origin, structure, reasons and effects of the similarities of the Centre of civilization on Nigeria Today.Students in Small group activities examine the consequence of the similarities between the various centres on Nigeria today. | Collaboration and Communication.Digital Learning.Critical thinking and Problem solving. | Pictures showing the similarities and Differences of these peoples in the area of their cultural language religion, marriage and trade. |
| 10&11 | Differences that existed between different Centres of Civilization in pre colonial Nigeria. | By the end of the lesson, students should be able to: Examine the origin, features, reasons for the differences between the centre of civilization in pre colonial Nigeria.Analyse the differences between the centres, merits and limitation on Nigeria today.Examine the consequence of these differences on the centres of civilization in Nigeria today. | Students as a class examine the origin, features and reasons for the differences between the Centres of Civilization on Nigeria today.Students in small groups brainstorm on the consequences of these differences in the centres of civilization on Nigeria today. | Communication and Collaboration.Digital Learning.Critical Thinking & Problem Solving. | Map of Nigeria. Photographs showing the people and the war and politics Internet resources www.wa$politicsJournals and magazines etc. |
| 12 | Revision | General revision of the term’s work | All teaching aids and resources used for the term. | ||
| 13 | Examination |
History for Junior Secondary School. Lagos State JSS2 History Scheme of work. Lagos State Ministry of Education Curriculum.
HISTORY SCHEME OF WORK JSS2 THIRD TERM
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Revision of second term’s work | General revision of second term’s work and examination. | All teaching aids and resources used for second term. | All embedded core skills used during the JSS2 first term. | All learning resources used during the JSS2 first and second term History. |
| 2/3 | Empires and Kingdoms in pre Colonial Western Sudan and West Africa. | By the end of the lesson, students should be able to: Describe the Concept-Empire, Emperor, Empress, Features of an Empire.Give reasons for the Rise of Empires and Kingdoms in Western Sudan and West Africa. Explain the Factors that led to the Collapse, fall, Decline of Empires and Kingdoms in Western Sudan and West Africa today. | Students discuss the Concepts-Empire, Emperor, Empress, Features of an Empire, etc.Name the Empires and Kingdoms in Western Sudan and West Africa, mention the reasons for the Rise of Empires and Kingdoms in Western Sudan and West Africa in the Pre-Colonial times, etc.Relate the factors that led to the Fall(Collapse/Decline) of Empires and Kingdoms in Western Sudan and West Africa in the Pre Colonial times and the impacts today. | Collaboration and Communications.Critical thinking and Problem Solving.Digital literacy. | Map of Africa.Diagrams of Centralized authorities i.e. Empires, kingdoms etc. Magazines, journals, etc.Internet Resources, www.empires and kingdoms in Western Sudan and West Africa, etc. |
| 4/5 | Old Ghana Empire in Western Sudan and West Africa | By the end of the lesson, students should be able to: Describe the location of Old Ghana Empire in Western Sudan and West Africa.Explain the origins, reasons for the rise, socio-political and economic structure, capital, people of the Old Ghana empire in the Pre-Coonial times etc.Highlight the reasons for the Collapse of Old Ghana Empire and the impacts on Nigeria and West Africa, i.e. renaming of former Gold Coast to new Ghana today, etc. | Students discuss the geography, occupation, pre-colonial system of transport, housing models etc. Of the Old Ghana Empire in Africa, etc.Students outline the origins, reasons and the socializations of Old Ghana Empire in the Pre-Colonial times.Students examine the factors that led to the fall of Old Ghana Empire and relate it to Nigerian System today. | Creativity and Innovations.Critical thinking and Problem Solving.Digital Literacy. | Map of Africa.Audio, video clips, journals, newspaper cuttings, etc.Internet resources, www.OldGhanaempire.com |
| 6 | Mali Empire in Western Sudan and West Africa | By the end of the lesson, students should be able to: Locate the Mali Empire on the Map of Africa today, etc.Relate the origin, reasons, capital, rulers, socio-political and economic organization in Pre Colonial Mali Empire.Identify the factors that lead to the collapse of Mali empire in the pre-colonial era. | Students locate the Mali Empire, origin, rulers, socialization, etc.Students discuss the reasons for the rise, achievements of Rulers-Mansa Musa and the significance of Islamic religion to the growth and development of mali Empire in the pre colonial times, etc.Students examine the factors that led to the Collapse of Mali Empire in the pre colonial times and the impacts on Africa-Nigeria today, etc. | Creativity and Innovation.Critical thinking and problem solving.Digital Literacy. | Map of Africa.www.mali-empire.com |
| 7 | MID TERM BREAK | ||||
| 8/9 | Songhai Empire in Western Sudan and West Africa. | By the end of the lesson, students should be able to: Describe the location of Songhai Empire on the Map of Africa.Examine the origin, reasons for the rise, success of Charismatic rulers, I.e. sonni Ali and Askia Muhammed the Great etc. The socio political and economic structure in the Songhai Empire-Western Sudan, West Africa, etc. | Students locate Songhai Empire on the Map of Africa.Students in small groups, relate the origins, reasons for the rise, socialization and activities of Great Rulers in Songhai Empire etc.Students give reasons for the decline of Songhai Empire in the pre colonial times and the impacts on Africa and Nigeria today. | Collaboration and communications.Creativity and Innovations.Digital Literacy. | Map of Africa showing the Songhai Empire.Drawing of Songhai Rulers-Sonni Ali, Askia Mohammed the Great, magazines, journals, etc.Internet resources, www.songhai empire.com. |
| 10/11 | Factors for the Decline of Great Empires in Western Sudan and West Africa. | By the end of the lesson, students should be able to: Mention the great empires and kingdom in western Sudan and west Africa in the pre-colonial era.Explain the factors that led to the decline of great empires and kingdom in the western Sudan and west Africa in the pre-colonial era.Examine the impacts of the collapse of the empires on West Africa today. | Students in small groups mention great empires and kingdoms in West Africa i.e. Old Ghana Empire etc.Students as a class discuss and relate the factors that led to the fall of great empire in western and west Africa in the pre-colonial era.Students in small groups discuss and explain the effect of the fall of great empires in Western Sudan and West Africa on Nigeria today. | Collaboration and Communication.Creativity and Innovations.Digital Literacy. | www.fall-of-great-empire-in-west-africa |
| 12 | Revision. | ||||
| 13 | Examination. |
At the end of the term, students are able to:
JSS2 HISTORY ACHIEVEMENT STANDARDS
- Mention and explain non-centralized states.
- List and explain centres of Ancient Civilization in pre-colonial Nigeria.
- Discuss empires and kingdoms in pre-colonial Western Sudan (i) Old Ghana (ii) Songhai empire (iii) decline of the empire.
