History Scheme of Work Primary 5 Lagos State

Unified Schemes of Work for Upper Primary Schools. Primary 5 History Scheme of Work. Lagos State Ministry of Education. Schemeofwork.com

Table of Contents

HISTORY PRIMARY 5 FIRST TERM SCHEME

WEEK 1

TOPIC: REVISION

LEARNING OBJECTIVES:

Generals provision of the word of primary four

LEARNING ACTIVITIES:

All learning activities carried out in the course of primary four

EMBEDDED CORE SKILLS:

All core skills

LEARNING RESOURCES:

All relevant resources and materials used in primary four

WEEK 2-3

TOPIC: BRITISH RULE IN NIGERIA

Who are the British?
Where is Nigeria?
Who are the Europeans?
The various European countries that tried to occupy Nigeria.
Portugal, France, Germany, Britain, etc.
Reasons for British role in Nigeria Impacts of British role in Nigeria

LEARNING OBJECTIVES:

By the end of the lesson, pupils should be able to:

Explain who the British are;
Give the location of Nigeria;
Explain who the Europeans are;
Mention the various European countries that attempted to occupy Nigeria;
Examine the reasons for British rule in Nigeria;
Relate the impacts of British rule in Nigeria

LEARNING ACTIVITIES:

Pupils as a class explain the meaning of the British
Pupils as individuals locate Nigeria on the map of Africa
Pupils as a class brainstorm on who the Europeans are.
Pupils in small groups list/name the various European countries that have attempted to occupy Nigeria.
Pupils in pairs write and share the reasons for British rule in Nigeria.
Pupils in small groups are
directed to research on the impacts of British rule in Nigeria.

EMBEDDED CORE SKILLS:

Critical thinking and problem solving
Digital literacy
Citizenship

LEARNING RESOURCES:

AUDIO VISUAL RESOURCES

Map of Europe
Map of Africa
Picture chart showing British officials involved in British rule in Nigeria.
WEB RESOURCES SITE LINK
WWW.britannica.com
WWW.istor.ora
WWW.researchgate.net

WEEK 4-5

TOPIC: BRITISH RULE IN NIGERIA 2

First place the British occupied in Nigeria
various phases of British occupation of Nigeria.
The ways British occupied Nigeria Relate activities of the British Royal Niger Company of Nigeria.
The revocation of Royal Niger Company’s Charter on 31s1 December, 1899
The Founder of the Royal Niger Company

LEARNING OBJECTIVES:

By the end of the lesson, pupils should be able to:

Mention the first place the British occupied in Nigeria;
Discuss the phases of British occupation of Nigeria
Analyze the ways the British occupied Nigeria;
Analyze the Founder of the British Royal Niger Company;
Examine the activities of the British Royal Niger Company of Nigeria
Give the reasons why the Royal Niger Company’s Charter was revoked on 31s1 December,1899

LEARNING ACTIVITIES:

Pupils as a class mention/name the first place the British occupied in Nigeria.
Pupils as a class brainstorm on the various phases of the British Occupation of Nigeria.
Pupils in small groups analyze the ways the British occupies Nigeria.
Pupils in small groups name the founder of the British Royal Niger Company
Pupils in small groups relate the activities of the Royal Niger Company in Nigeria.
Pupils in pairs tell why/justify why the Royal Niger Company Charter was revoked on 31^st December 1899.

EMBEDDED CORE SKILLS:

Leadership and personal development
Communication and Collaboration.
Digital literacy

LEARNING RESOURCES:

AUDIO VISUAL RESOURCES

Map of Nigeria showing areas controlled by the Royal Niger company
WWW.bbc.com>news>woridafrica..Rlp.hds.harvard.edu>Nigeria>colo
WWW.historians.org
WWW.britishemDire.co.uk

WEEK 6

TOPIC: BRITISH RULE IN NIGERIA 3-

AMALGAMATION OF NIGERIA
Meaning of Amalgamation
Who amalgamated Nigeria?
Reasons for Nigeria’s Amalgamation
Various phases of Nigeria’s amalgamation
The positive and negative effects of British amalgamation of Nigeria

LEARNING OBJECTIVES:

Give the meaning of amalgamation;
Mention who amalgamated Nigeria;
Discuss the reasons responsible for the amalgamation of Nigeria;
Relate the various phases of Nigeria’s amalgamation;
Examine the positive and negative effects of the British amalgamation of Nigeria.

LEARNING ACTIVITIES:

Pupils as a class explain the meaning of amalgamation.
Pupils in small groups name who amalgamated Nigeria.
Pupils as a class brainstorm and explain the reasons for Nigeria’s amalgamation
Pupils as a class are guided to research on Nigeria’s amalgamation.
Pupils in small groups examine the positive and negative effects of British amalgamation of Nigeria.

EMBEDDED CORE SKILLS:

Critical thinking
Communication and Collaboration
creativity and imagination

LEARNING RESOURCES:

AUDIOVISUAL RESOURCES

Map of Nigeria showing the chart showing the individuals who played vital roles in the amalgamation.
WEB RESOURCES SITE LINK
m.youtube.com>watch 1914 Amalgamation of Nigeria-A Hoax(1)- YouTube eujournal.org>article>view
WWW.ofr.org>blog>Lord:luqard-cr ..Books.google.com>books>aScholarworks.wmich.edu>cgi

WEEK 7

MID TERM BREAK

WEEK 8-9

TOPIC: BRITISH RULE IN NIGERIA 4

Constitution Various British constitutional reforms in Nigeria- Nigeria Council 1914- Lord Lugard, Hugh Clifford 1922 Elective principle, Arthur Richard’s 1946, Regionalism etc.
Reasons for the introduction and effects of these constitutions on Nigeria gradual independence

LEARNING OBJECTIVES:

By the end of the lesson, pupils should be able to;

Define a constitution
List the various British constitutional reforms in Nigeria;
Relate the reasons for the introduction of these constitutions;
Examine the effects of these constitutional reforms on Nigeria’s gradual independence.

LEARNING ACTIVITIES:

Pupils as a class explain the meaning of constitution
Pupils in small groups mention the various British constitutional reforms in Nigeria.
Pupils as individuals are guided to research on the reasons for the introduction of these constitutional reforms.
Pupils in pairs examine and discuss the effects of these constitutional reforms on Nigeria’s gradual independence.

EMBEDDED CORE SKILLS:

Leadership
Critical thinking and problem solving

LEARNING RESOURCES:

AUDIO VISUAL RESOURCES

Chat showing the basic concept of the topic
Photo/chart showing the British officials responsible for the constitutional reforms.
Gallery Walk
WEB RESOURCES SITE LINK
en.m.Wikipedia.org
m.youtube.com>watch Challenge in Nigeria, 1948-YouTube.
WWW.coursera.org

WEEK 10-11

TOPIC: BRITISH RULE IN NIGERIA TRADITIONAL NATIONALISM AND RESISTANCES

Meaning of nationalism.
Forms of nationalism.
Notable traditional nationalists in Nigeria. Kosoko of Lagos, Jaja of Opobo, Nana Olomu llshekiri, Sultan Attahiru of Sokoto, Madam Tinubu, etc.
Reasons for the growth; of traditional nationalism in Nigeria,
The effects of traditional nationalism on Nigeria

LEARNING OBJECTIVES:

By the end of the lesson, pupils should be able to:

Give the meaning of nationalism;
State the various forms of nationalism;
Mention notable traditional nationalists in Nigeria;
growth Relate of the traditional reasons nationalism for the in Nigeria;
Examine the effects of traditional nationalism on Nigeria

LEARNING ACTIVITIES:

Pupils as a class explain the meaning of nationalism
Pupils as a class analyze the various forms of nationalism
Pupils in small groups mention notable traditional nationalists in Nigeria.
Pupils in pairs research and discuss the reasons for the growth of traditional nationalism in Nigeria
Pupils as a class relate the traditional nationalism in Nigeria.

EMBEDDED CORE SKILLS:

Citizenship
Digital literacy
Communication and Collaboration

LEARNING RESOURCES:

AUDIO VISUAL RESOURCES

Chart showing the basic concepts of the topic.
Picture/chart showing some notable traditional nationalists in Nigeria.
Gallery Work
WEB RESOURCES SITE LINK
W en.m.wikipedia.org>wiki>Nigeria…Nigerian nationalism-Wikipediam.youtube.com>watch Nationalism in Nigeria, 1960s — Film 97563- YouTube countrystudies.us > nigeria NigeriaEMERGENCE OF NIGERIANNATIONALISM

WEEK 12

TOPIC: REVISION

LEARNING OBJECTIVES:

General revision of all the work of the term

LEARNING ACTIVITIES:

All learning activities carried out during the term

EMBEDDED CORE SKILLS:

All core skills

LEARNING RESOURCES:

All relevant resources and materials used in the course of the term.

WEEK 13

EXAMINATION

Unified Schemes of Work for Upper Primary Schools. Primary 5 History Scheme of Work. Lagos State Ministry of Education. Schemeofwork.com

PRIMARY 5 SECOND TERM HISTORY SCHEME

WEEK: 1

TOPIC: REVISION

WEEK: 2 & 3

TOPIC: NATIONALIST AND NATIONALISM IN NIGERIA

Meaning of nationalism
Meaning of a nationalist
Describe the characteristics of Nigerian nationalism.
Reasons for the growth of Nigerian Nationalism i.e. racial discrimination, British absolute economic monopoly, etc.
Foremost Nigerian nationalists and their forms of nationalism.

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

Give the meaning of nationalism;
Explain the meaning of a nationalist;
Describe the characteristics of Nigerian nationalism;
Explain the reasons for the growth of Nigerian nationalism;
Examine foremost Nigerian nationalists and their forms of nationalism.

LEARNING ACTIVITIES

Pupils as a class define nationalism
Pupils as individuals give the meaning of a nationalist.
Pupils as a class relate the characteristics of Nigerian nationalism.
Pupils in small groups are guided to research on the reasons for the growth of Nigerian nationalism.
Pupils in pairs examine the foremost Nigerian nationalists.
Pupils as a class analyze the forms of nationalism of foremost Nigerian nationalists.

EMBEDDED CORE SKILLS

Critical thinking and problem solving.
Communication and collaboration, leadership and personal development
Citizenship, Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Chart showing the basic concepts of the topic
Picture/chart showing pictures of foremost Nigerian nationalists.
Gallery work

WEEK: 4 & 5

TOPIC: SOME NIGERIAN NATIONALISTS HERBERT MACAULAY

Who was Sir Herbert Heelas Olayinka Badmus Macaulay
His various pioneering roles in Nigeria .i.e. established first Nigeria political party- Nigerian National Democratic Party (NNDP) in 1925
First Surveyor, epic. Established “Daily News”
Death of Sir. Herbert Macaulay
Qualities of a good leader (nationalist)

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

Explain who Sir.Herbert Heelas Olayinka Badmus Macaulay;
Discuss his various pioneering roles in Nigeria;
Relate the death of Sir.Herbert Heelas Olayinka Badmus Macaulay;
Examine the qualities of a good nationalist (leader)

LEARNING ACTIVITIES

Pupils as a class brainstorm on who Sir Herbert Heelas Olayinka Badmus Macaulay was.
Pupils in pairs research and discuss his various pioneering roles in Nigeria.
Pupils in small groups discuss the death of Sir. Herbert Heelas Olayinka Badmus Macaulay
Pupils as individuals are directed to examine the qualities of a good nationalist (leader)

EMBEDDED CORE SKILLS

Critical thinking and problem solving.
Communication and collaboration, leadership and personal development
Citizenship, Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Picture/chart showing the pictures of Sir. Herbert Macaulay
Gallery Work
Chart showing the basic concepts of the topic

WEEK: 6

TOPIC: SOME NIGERIAN NATIONALISTS SOUTHERN NIGERIA

Southern Nigeria Foremost
Nigerian Nationalist in Southern Nigeria i.e. Dr.
Nnamdi Azikiwe, Dr. Akanu Ibiam, e.t.c.
Dr.Nnamdi Azikwe’s Biography and nationalist activities
Dr.Alvan Ikoku’s biography and nationalist activities
Nationalistic activities, background of Chief Obafemi Awolowo
Nationalist activities of Pa
Michael Imoudu and his background to greatness.

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

Mention where southern Nigeria is found;
Give the names of foremost Nigerian nationalists in Southern Nigeria;
Discuss Dr. Nnamdi Azikiwe’s biography and nationalistic activities;
Explain Dr. Alvan Ikoku’s biography and nationalistic activities;
Describe the nationalistic activities and background of Chief Obafemi Awolowo;
Examine the nationalistic activities of Pa Michael Imoudu and his background to greatness;
Discuss other southern Nigeria nationalists and their activities.

LEARNING ACTIVITIES

Pupils as a class locate Southern Nigeria on the Nigerian
Pupils in small groups give the names of foremost Nigerian nationalists in Southern Nigeria.
Pupils as a class brainstorm on Dr. Nnamdi Azikiwe’s biography and nationalistic activities.
Pupils in small groups discuss Dr. Alvan Ikoku’s biography and nationalistic activities.
Pupils as individuals are directed to research on the nationalistic activities and background of Chief Obafemi Awolowo.
Pupils in pairs examine and share the nationalistic activities of Pa.Michael Imoudu and his ‘ background to greatness.
Pupils as a class relate the nationalistic activities of other nationalists in Southern Nigeria

EMBEDDED CORE SKILLS

Critical thinking and problem solving.
Communication and collaboration, leadership and personal development
Citizenship, Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Chart explaining the basic concepts of the topic.
Map of Nigeria showing Southern Nigeria
Picture/chart showing the
Nigerian nationalists in Southern Nigeria
Gallery Work

WEEK: 7

TOPIC: MID TERM BREAK

WEEK: 8 & 9

TOPIC: SOME NIGERIAN NATIONALISTS -NORTHERN NIGERIA

Northern Part of Nigeria

Foremost Nigerian nationalists in Northern Nigeria i.e. Mallam Amino Kano,Sir. Abubakar Tafawa Balewa, Sir, Kashim Ibrahim,J. S. Tarka, Sir.Ahmadu Bello,

The Background and nationalistic activities of Sir.Ahmadu Bello

The biography and nationalistic activities of Sir. Abubakar Tafawa Balewa

The background and nationalistic activities of Joseph. S. Tarka

Other Northern Nigerian nationalists, their activities and impacts on Nigeria

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

State where Northern Nigeria can be found in Nigeria;
List the foremost Nigerian nationalists in Northern Nigeria;
Discuss the background and nationalistic activities of Sir. Ahmadu Bello;
Explain the biography and nationalistic activities of Sir. Abubakar Tafawa Balewa;
Examine the background and nationalistic activities of Joseph. S. Tarka;
Relate the nationalistic activities of other Nigerian nationalists in Northern Nigeria and their impacts on Nigeria.

LEARNING ACTIVITIES

Pupils as a class locate Northern Nigeria on the map of Nigeria.
Pupils in small groups mention the foremost Nigerian nationalists in Northern Nigeria.
Pupils as a class brainstorm on the background and nationalistic activities of Sir. Ahmadu Bello.
Pupils as individuals are guides to research on the biography and the nationalistic activities of Sir. Abubakar Tafewa Balewa
Pupils in pairs examine and share the background and nationalistic activities of Joseph.
Pupils as a class write the activities of other Nigerian nationalists in Northern Nigeria.

EMBEDDED CORE SKILLS

Critical thinking and problem solving.
Communication and collaboration, leadership and personal development
Citizenship, Creativity and imagination.

LEARNING RESOURCES

AUDIO VISUAL RESOURCES

Map of Nigeria showing Northern Nigeria.
Chart explaining the basic concepts of the topic.
Pictures/charts showing the picture of the foremost Nigerian nationalists in Northern Nigeria.
Gallery Work

WEEK: 10 & 11

TOPIC: SOME NOTABLE FEMALE NIGERIAN NATIONALISTS

Mrs. Funmilayo Ransome Kuti; Mrs. Margaret Ekpo; Hajiya Gambo Sawaba,
Their background nationalistic activities, and impacts on Nigeria.
The challenges faced by female Nigerian nationalists.
The attributes of a female leader and role model.

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

List notable female Nigerian nationalists;
Discuss their background, nationalistic activities and impacts on Nigeria;
Examine the challenges faced by Female Nigerian nationalists;
Relate the attributes of a female leader and role model. e.t.c

LEARNING ACTIVITIES

Pupils as a class name notable female Nigerian nationalists.
Pupils as a class, write the background, nationalistic activities and the impacts of the notable female Nigerian nationalists on Nigeria.
Pupils in small groups are guided to research on the challenges faced by female Nigerian nationalists.
Pupils in pairs relate and share the attributes of a female leader and role model.

EMBEDDED CORE SKILLS

Critical thinking and problem solving.
Communication and collaboration, leadership and personal development
Citizenship, Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Chart showing the basic concepts of the topic
Picture chart showing the pictures of notable female Nigerian nationalists
Gallery Walk

PRIMARY 5 THIRD TERM HISTORY SCHEME

WEEK: 1

TOPIC: REVISION

WEEK: 2 & 3

TOPIC: NIGERIA’S INDEPENDENCE

Meaning of independence
Date and year of Nigeria’s independence
Country that gave Nigeria her independence
The key people that participated in Nigeria’s independence celebration i.e. Dr. Nnamdi Azikiwe, Alhaji Tafawa Balewa, Princess Alexandria of England, e.tc
The venue of the Nigerian Independence celebration
The process of Nigeria’s Independence on October 1st 1960 and the impacts on Nigeria

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

Explain independence;
Mention the country that gave Nigeria her independence
Give the date and year of Nigeria’s Independence;
Examine the key people that participated in Nigeria’s independence celebrations;
Write the venue of the Nigeria’s Independence Celebration;
Relate the process of Nigeria’s Independence on October 1sl 1960 and the impacts on Nigeria.

LEARNING ACTIVITIES

Pupils as a class define independence.
Pupils in pairs share the country that gave Nigeria her independence
Pupils in small groups mention the date and year of Nigeria’s independence.
Pupils as a class examine the key people that participated in Nigeria’s independence celebrations.
Pupils as individuals write the venue of the Nigeria’s Independence celebrations.
Pupils as- a class are guided to relate the process of Nigeria’s independence on October 1^st 1960 and the impacts on Nigeria.

EMBEDDED CORE SKILLS

Critical thinking and problem solving.
Communication and collaboration, leadership and personal development
Citizenship, Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts showing the basic concepts of the topic
Picture charts showing the venue of Nigeria’s Independence celebrations
Gallery work base on notable Nigerians that participated in the Nigeria’s Independence Celebrations

WEEK: 4 & 5

TOPIC: NIGERIAN INDEPENDENCE REPUBLIC AND FEDERATION

Meaning of a republic
Meaning of a Federation
Structure of Nigeria’s government at Independence
The parliamentary system of the first Republic in Nigeria
When and how Nigeria became a Federal Republic

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

Give the meaning of a republic;
Explain the meaning of a federation
Describe the structure of Nigeria’s government at independence;
Examine the parliamentary system of Nigeria’s first republic;
Write when and how Nigeria became a Federal Republic

LEARNING ACTIVITIES

Pupils in a class give the meaning of a republic
Pupils in small groups explain the meaning of federation
Pupils as individuals describe the structure of Nigeria’s government at independence
Pupils as a class are guided to examine the parliamentary system of Nigeria’s first republic
Pupils in pairs write and share when and how Nigeria became a Federal Republic.

EMBEDDED CORE SKILLS

Critical thinking and problem solving.
Communication and collaboration, leadership and personal development
Citizenship, Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts showing the basic concepts of the topic
Map of Nigeria showing the regions that comprised the Federal Republic of Nigeria in the First Republic
Gallery work

WEEK: 6

TOPIC: TRADITIONAL RELIGION IN NIGERIA

Meaning of Religion
Meaning of traditional religion
Types of traditional religions practiced in Lagos Statei.e. Ogun, Sango, Olokun, Zangbeto, Esu, e.t.c.
Importance of traditional religions in Nigeria
The limitations of traditional religions in the society.

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

Explain the meeting of religion;
Give the meaning of traditional religion;
Write the types of traditional religions practiced in Lagos State;
Examine the importance of traditional religions in Nigeria;
Debates on the limitations of the traditional religions in the society.

LEARNING ACTIVITIES

Pupils as a class define religion.
Pupils in small groups explain the meaning traditional religion
Pupils in pairs mention the types of traditional religions practiced in Lagos State.
Pupils in small groups justify the importance of traditional religions in Nigeria.
Pupils as a class debate on the limitations of traditional religions in the society.

EMBEDDED CORE SKILLS

Critical thinking and problem solving.
Communication and collaboration, leadership and personal development
Citizenship, Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Pictures/Charts showing the types of traditional religions in Nigeria

Gallery work on the types of traditional religions’ in Lagos State.

WEEK: 7

TOPIC: REVISION

WEEK: 8

TOPIC: ISLAM IN NIGERIA

Meaning of Islam
The founder of Islam
The origin of Islam
The people that helped the spread of Islam in Nigeria
The five pillars of Islam

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

Explain the meaning of Islam;
Give the origin of Islam;
State the founder of Islam;
Examine the people that helped the spread of Islam in Nigeria;
Mention the five pillars of Islam
Write the dominant areas where Islam is practiced in Nigeria

LEARNING ACTIVITIES

Pupils as a class give the meaning of Islam
Pupils in small groups explain the origin of Islam
Pupils in pairs mention the founder of Islam
Pupils as individuals relate the five pillars of Islam
Pupils as a class write the dominant areas where Islam is practiced in Nigeria
Pupils as a class research on the people that helped the spread of Islam in Nigeria

EMBEDDED CORE SKILLS

Critical thinking and problem solving.
Communication and collaboration, leadership and personal development
Citizenship, Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Chart showing the basic concepts of the topic.
Gallery work
Map of Africa showing how Islam got to Nigeria.

WEEK: 9

TOPIC: CHRISTIANITY IN NIGERIA

Meaning of Christianity
The founder of the
Christian Faith
Who are the Christians
The origin of Christianity in Nigeria
The Early Christian Missionaries and the roles they played in Nigeria.
The problems Christian missionaries faced in Nigeria.

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

Pupils as a class define Christianity
Pupils in small groups name the founder of Christianity.
Pupils in pairs explain and discuss who the Christians are
Pupils as a class are directed to research on the origin of Christianity in Nigeria.
Pupils in small groups discuss the early Christian missionaries and the roles they played in Nigeria.

LEARNING ACTIVITIES

Explain the meaning of Christianity;
Mention the founder of Christianity;
Explain who the Christians are;
Examine the origin of Christianity in Nigeria;
Relate the early Christian missionaries and the roles they played in Nigeria;
Write the problems Christian missionaries faced in Nigeria.

EMBEDDED CORE SKILLS

Critical thinking and problem solving.
Communication and collaboration, leadership and personal development
Citizenship, Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Chart showing the basic concepts of the topic
Map of the world showing how Christianity entered Nigeria.
Gallery work
Pictures/charts showing Christian missionaries who worked in Nigeria

WEEK: 10

TOPIC: TRADITIONAL OCCUPATIONS IN THE LOCALITY – LAGOS STATE

Weaning of occupation
Meaning of traditional occupations
Notable traditional occupations in Lagos State.
The importance of traditional occupations in Lagos State.
The various intergroup rotations created by these occupations

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

Explain the meaning of occupation;
Give the meaning of traditional occupation;
Mention notable traditional occupations in Lagos State.
Examine the importance of traditional occupation in Lagos State;
Relate the intergroup relations created by these occupations.

LEARNING ACTIVITIES

Pupils as a class define occupation
Pupils in small groups explain the meaning of traditional/occupation
Pupils as a class list the notable traditional occupations in Lagos State.
Pupils in small groups analyze the importance of traditional occupations in Lagos State.
Pupils as individuals write the intergroup relations created by these occupations.

EMBEDDED CORE SKILLS

Critical thinking and problem solving.
Communication and collaboration, leadership and personal development
Citizenship, Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Map of Lagos showing the various traditional occupations in Lagos State.
Gallery work
Picture/chart showing the traditional occupations in Lagos State.

WEEK: 11

TOPIC: TRADITIONAL ~STATIONS OF “-CRIAN PEOPLE SOUTHERN PEOPLE

Nigerian people in Southern Nigeria
Various traditional occupations in Southern Nigeria.
The interconnectivity of occupations in Nigeria.
The importance of these occupations to growth and development

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

Mention the Nigerian peoples in Southern Nigeria;
name the various traditional occupations in Southern Nigeria;
Describe the various traditional occupations in Southern Nigeria and their benefits;
Examine the interconnectivity of occupations in Nigeria;
Relate the importance of these occupations to growth and development.

LEARNING ACTIVITIES

Pupils as a class list the Nigerian people in Southern
Pupils as a class mention the various traditional occupations In Southern Nigeria
Pupils in small groups brainstorm and describe the various traditional occupations in Southern Nigeria and their benefits.
Pupils in pairs examine the interconnectivity of occupations in Nigeria.
Pupils as a class discuss the importance of these occupations to growth and development

EMBEDDED CORE SKILLS

Critical thinking and problem solving.
Communication and collaboration, leadership and personal development
Citizenship, Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Map of Nigeria showing the occupations of the Nigerian people in Southern Nigeria
Chart showing the basic concepts of the topic
Gallery work

WEEK: 12

TOPIC: TRADITIONAL OCCUPATIONS OF NIGERIA PEOPLE NORTHERN NIGERIA

Location of Northern Nigeria
Nigerian people in Northern Nigeria
Various traditional occupations in Northern Nigeria i.e. Animal husbandry, cereal farming, leather works, etc
Benefits of various occupations
Concepts of primary and secondary occupations i.e. Animal husbandry primary occupation, Leather work- secondary occupation

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

tell where Northern Nigeria is located;
Name the Nigerian people in northern Nigeria;
Mention the various traditional occupations in Northern Nigeria;
Establish the connection ‘between the various occupations and their benefits;
Differentiate between the concepts of primary occupation and secondary occupation.

LEARNING ACTIVITIES

Pupils as a class state/explain where Northern Nigeria is located.
Pupils as a class list the Nigerian people in Northern Nigeria
Pupils in small groups name the various traditional occupations in Northern Nigeria
Pupils in pairs establish the connectivity between the various traditional occupations in Northern Nigeria and their benefits.
Pupils as individuals differentiate between primary occupation and secondary occupation.