History Scheme of Work SSS1 Lagos State

Access Humanities Lagos State History Scheme of work for SSS1. SS 1 Syllabus History for Senior Secondary School –Schemeofwork

Table of Contents

SSS1 History Scheme of Work First Term History Scheme of Work SSS1 Second Term History Scheme of Work SSS1 Third Term

SSS1 History Scheme of Work First Term

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
1-2	DEFINITION OF HISTORY Origin of History and Why we study History	By the end of the lesson students should be able: Explain the concept H of History, origin i.e Greece, Herodotus the first objective History book, the authors and why was the first book in history –Histories written etc.Describe the reasons why we study History and the significance;Discuss the relevance of History to current issues in Nigeria	Student as a class brainstorm on the concept/origin of history. Students as a class are guided to give reasons for the study of history and its significance Students as a small groups discuss and relate relevance of history to current issues in Nigeria and present to the class	Critical and problem solvingLeadership and personal developmentCommunication and collaborationCreativity and imagination.	AUDIO-VISUAL RESOURCES: A Chart showing various concepts of history WEB RESOURCES VIDEO LINK: http://youtube.be/sX4vFtQqw8c SITE LINK: https://time.com/4824551/history-word-origins/

SOURCES OF HISTORY Dating, Historical skills, and the prospects of ICT in Historical studies

By the end of the lesson, student should be able to: 1. Mention the different types of sources and discuss the advantages and limitations of the different types of sources in History. 2. Explain the meaning of Historical skills and appraise the relevance of ICT in Historical studies. 3. Relate the importance of calendars in History i.e. B.C, A.D, A.H etc. give examples of other Calendars in History i.e. Igbo, Hindu, Chinese, etc. and know how to count Dates in History, i.e. the range of a century, etc.

1.Students as a class discuss on the different types of sources in history/ types of historical skills 2. Students in small groups debate on the importance of Dates and Chronology in History i.e. BC., AD/AH etc. 3. Students as a class research on the relevance of ICT in Historical studies, for presentation in the next class.

1.Communication and Collaboration 2. Critical thinking and problem solving 3. Creativity and Imagination 4. Student leadership and personal development 5. Digital Literacy.

AUDIO VISUAL RESOURCES: I: A picture/ Chart showing various chronology findings WEB RESOURCES SITE LINK: www.sourcesof history.com VIDEO LINK: https://youtu.be/uZ73ZsBkcus

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
4	LAND AND PEOPLE OF NIGERIA (Historical Geography of Nigeria).	By the end of the lesson, students should be able to: 1. describe the main geographical features in Nigeria i.e. people traditions of origins, precolonial occupations, transport, housing models, states etc. on the map of Nigeria 2. identify the impact of geography on the history of Nigerian people. 3. explain the origin of Nigerian people and its tradition i.e. Yoruba, Kanuri Hausa, Igbo .etc.	1. Students as a class are guided to mention the four major zones of Historical Significance in Nigeria. 2. Students in small groups discuss and analyze the impact of geography on history of Nigeria and its people today 3. Students as a class brainstorm on various origin of the tradition of Nigeria and its people.	1. Critical thinking and problem solving 2. Communication and Collaboration 3. Creativity and imagination 4. Student leadership and personal development 5. Digital literacy	AUDIO VISUAL RESOURCES: i: a physical map of Nigeria showing location of various geographical zones ii. a pictures chart showing different Nigeria culture and traditions . i.e. occupations, mode of transportation .etc. WEB RESOURCES SITE LINK: www.sudansahelsavannahpeople. ng.com

CENTRES OF ANCIENT CIVILIZATION IN NIGERIA .i.e. Nok etc. Importance of museums, Natural wild life parks, monuments, zoos .etc.

By the end of the lesson students should be able to: 1. locate Nok, Igbo-Ukwu, Ife and Benin .etc. on the map of Nigeria and identify the main discoveries of notable archaeologist .i.e. their discoveries, sites and importance .etc. 2. Examine the relation between the various centers of ancient civilizations in Nigeria and its significance to historical development in Nigeria. 3. Explain the importance of Museums, Natural wild life parks, Monuments, statutes, .etc. to the development of Historical tourism in Nigeria.

1.Students in small group locate the ancient centers of civilization using the Nigerian map and analyze the significance of various ancient centers of civilization 2. Students are guided on an organised excursion to historical places such as Museum in the locality to view some of the Artifacts discovered in each of the ancient sites and their importance 3. Students individually research and write short note on the importance of Museums, Natural wild life parks, Monuments, Statutes, .etc. to the development of Historical tourism in Nigeria for presentation in next class.

1.Critical thinking and problem solving 2. Communication and Collaboration 3. Creativity and Imagination 4. Student leadership and personal development

AUDIO VISUAL RESOURCES: i. map of Nigeria showing the centers of ancient civilization in Nigeria. ii. a picture chart showing different cultural artifacts of ancient civilization WEB RESOURCES SITE LINK: www.ancientscenters.ng.org www.musuem.ng.com

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
6	STATE FORMATION PROCESS IN PRE-COLONIAL NIGERIA Centralized states in Nigeria Hausa, Igbo, Yoruba, Ibibio, .etc.	By the end of the lesson students should be able to: 1.mention the factors that influenced the process of state formation in Nigeria 2. Identify the Centralized and Non-centralized states in Pre-colonial Nigeria. 3. Highlight the characteristics of centralized and Non-centralized states in Pre-colonial Nigeria and explain the differences and similarities of Centralized and Non-centralized states in Nigeria.	1.Students as a class brainstorm on the factors that influenced the process of state formation in Nigeria 2. Students in pairs are guided to identify the Centralized and Non-centralized states in pre-colonial Nigeria 3. Students in small groups discuss the characteristics of Centralized and Non-Centralized states in Pre-colonial Nigeria.	1.Critical thinking and problem solving 2. Communication and Collaboration 3. Creativity and Imagination 4. Digital Literacy.	AUDIO VISUAL RESOURCES: I. Historical map of Nigeria showing the appropriate extent of each state. ii. Flashed card on centralized and non-centralized states in Nigeria .i.e. Igbo, Kanuri, Hausa, .etc. iii. a picture chart on centralized authority/ non-centralized authority WEB RESOURCES SITE LINK: www.centralizedauthorityinNigeria.org.

7	MID TERM BREAK
8-9	PEOPLE OF THE SUDAN AND SAHEL SAVANNAH ZONE IN NIGERIA .i.e. Kanuri, Hausa, .etc. in pre-colonial era	By the end of the lesson students should be able to: 1. Describe the origin and socio-political organization of Kanuris and the Hausas in Nigeria. 2. explain the reasons for the rise and collapse the kanem-Bornu Empire and Hausa land in the pre-colonial times. 3.identify important rulers of Kanem-Bornu Empire and Hausa land, their achievements .i.e Mai Idris Alooma, Sarkin Muhammed Rumfa .etc. and impact on Nigeria today. 4. Outline the significance of Royal women and Queen’s in Kanem Borno Empire i.e. Magira and Queen Amina in Zaria-Hausa land .etc.	1.Students as a class are guided to describe geographical zones and their origin 2. Students in small groups discuss and relates the achievements of Great rulers and royal women in zone i.e. Mai Idris Alooma and Sarkin Muhammed Rumfa –Kano Queen Amina-Zaria .etc. 3. Students describe the socio-political organization in the sudan Sahel savanna zone in Nigeria .i.e. Kanuri Empire and Hausa Empire and Hausa land, .etc.	1.Critical thinking and problem solving 2. Communication and Collaboration 3. Creativity and Innovation 4. Leadership and personal development.	AUDIO VISUAL RESOURCES: I. Historical map Nigeria’s Sudan Sahel savannah zone ii picture chart showing important rulers iii. Picture chart showing economy activities in the Sudan Sahel Savannah zone. WEB RESOURCES SITE LINK: www.kanuriempire.com

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
11	PEOPLE OF THE FOREST REGION THE YORUBA’S THE BENIN’S [BINI,EDO THE IBO’S [IGBO]	By the end of the lesson students should be able to: 1.mention the people in the forest zone in Nigeria, i.e. Yoruba’s, Benin’s and the Igbos traditions of origins, pre-colonial transport models main occupation, housing designs, state in the forest zone .etc. 2. describe the relations between lle ife and the rest of Yoruba land, reasons for the rise of old Oyo empire, socio-political and economic organization in the old Oyo empire in the pre-colonial times and impacts on Nigeria today 3. discuss the stages of Benin developments reasons for the rise of benin kingdom achievements of great rulers i.e Oba Ewuare 1 the great, socio-political economic and place of traditional religion of Benin kingdom in the pre-colonial times 4. Explain the various traditions of Origins of non-centralized Igbos, the factors that Unites the Non-centralized Igbos in the precolonial times , Igbo pre-colonial social political systems, Importance of Age grades in Igboland, Reasons for Arochukwu Igbos dominance of Ig bo land in the Pre-colonial times.	1. Students as a class mention the people of the forest zone, their traditions of Origins, Pre-colonial transport main occupations .etc. using the Nigeria map guide 2. Students as a class discuss the significance of lle ife to Yoruba’s and give reasons for the rise of old Oyo empire 3. Students in small groups identify the stages of Benin Emergence/ factors for the rise of Benin Kingdom, and the Achievements of great rulers, Socio-political Economic etc. 4. students in pairs highlight the various Origins/ Unifying factors/ land relevance of age grade in pre-colonial Igbo land	1.Communication and Collaboration 2. Leadership and personal development 3. Creativity and Imagination 4. citizenship	AUDIO VISUAL RESOURCES: i. A physical map of Nigeria/West Africa showing the extent of old Oyo empire, Benin kingdom Igboland, and the trading network. ii. Picture chart showing important rulers .i.e. Alaafin] and their achievements. iii. a physical samples of a cultural artifacts of traditional occupations .i.e. Calabash carving, Cloth Weaving, Bronze casting .etc. WEB RESOURCES SITE LINK: www.precolonialforestpeople innigerian/ng.org

12	REVISION	General revision of the First term work and examinations	All learning activities, engaged upon during the term will be revisited	All Embedded Core Skills	All Relevant resources and materials used during the term
13	EXAMINATION

History Scheme of Work SSS1 Second Term

WKS	TOPICS	LESSON OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
1.	Welcome test and Revision of First term work.	All lesson objectives used during the first term.	All learning activities used during the first term	All Embedded core skills used during the first term.	All teaching resources used during the first term
2.	PEOPLE OF THE NIGER-DELTA (COSTAL REGION): ITSHEKIRI, EFIK,IJAW,URHOBO,ISOKO,IBIBIO .etc.	By the end of the lesson students should be able to: 1.Discuss the origin of the Nigerian people of Niger-Delta (costal Region), i.e. their pre-colonial occupation, transport, housing, .etc. 2. Describe the Socio-political, economic activities of the peoples and their inter group relations, .etc. 3. Relate the activities of Great Rulers and personalities in the zone .i.e. Jaja of Opobo Nana Olomu of the itshekiri .etc. 4. Identify the importance of socialization in the zone i.e Ekpe [leopard] Secret of society among the Ibibio’s the house system of the Kalabari’s .etc.	1. Students as a class use the Nigerian map as a guide to identify Nigeria Delta (costal region) zone 2. Students in pairs relates the activities of the Great rulers and notable personalities in the Coastal zone 3. Students as a class describe the significance of the Ekpe Secret Society to the growth and development of Ibibio land in Nigeria and the significance of the house system in the Niger Delta. For further studies students should visit the underlisted site link: www.history/nigeriandelta.ng.org	1.Critical thinking and problem solving 2.Communication and Collaboration 3.Creativity and Imagination 4.Digital Literacy	AUDIO VISUAL RESOURCS: i.a physical map of Nigeria showing the location of the people of Niger Delta .i.e. Itshekiri, Isoko, Efik, Urhobo ii. a picture chart showing masquerades and canoe regatta of these people iii. Newspaper cuttings showing diagrams of Ekpe Secret Society. WEB RESOURCES: SITE LINK: www.history/nigeriandelta.ng.org

Intergroup relations amongst Nigerian people before 1800

By the end of the lesson, students should be able to: 1. Describe the nature of socio economic relations among Nigeria’s various people. 2. relate the impact of socio economic activity on inter group relations .i.e. bilingualism, religious, political, migration, cultural, .etc. and their impacts on Nigeria today.

1.Students as a class discuss on the socio economic relations among Nigerian people and various tribes 2. Students as a class are guided to give reasons, and impacts in Nigeria 3. Students in small group describe various types of inter group relations .ie. economic trade, social marriages and the effects on Nigeria today

1.Critical thinking and problem solving 2.Communication and collaboration 3.Creativity and imagination 4.Leadership and personal development 5. Citizenship

AUDIO VISUAL RESOURCES: I. Map of Nigeria ii. map of trade routes iii. Video clips showing relations amongst people. WEB RESOURCES: SITE LINK: www.precolonialindigenousindustries/ng.org

WKS	TOPICS	LESSON OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
4	INDIGENOUS TECHNOLOGY CRAFTS INDUSTRIES AND TRADITIONAL OCCUPATIONS IN NIGERIA e.g. Salt-making, blacksmithing, leather-works, cloth-weaving .etc.	By the end of the lesson, students should be able to: 1.identify the types of indigenous industries practiced in Nigeria before 1800 2.examine the areas of specialization where these indigeneous industries practised in Nigeria before 1800 2. examine the areas of specialization where these indigenous industries were practsed and the significance of these in the socio-economic development of Nigeria. 3. relate the impact of modern industries on indigenous industries on Nigeria.	1. Students as a class discuss types of indigenous industries practised in Nigeria before 1800. 2. Students in small groups discuss and relate the impacts of the indigenous industries to the growth of the areas .i.e. employments, wage labour, specialization .etc. 3. Students in small groups research on the process of indigenous industries .ie. salt making, tanning mat weaving .etc.	1. Critical thinking and problem solving 2.Communication and collaboration 3. Creativity and imagination 4. Leadership and personal development 5. Digital Literacy	AUDIO VISUAL RESOURCES: I. Samples of local crafts products .e.g. locally produced beads, footwear, pottery, cloth, farm tools, canoe .etc. ii. Picture chart of locally produced crafts and crafts workshop iii. video clips of indigenous crafts WEB RESOURCES: SITE LINK: www.precolonialindigenousindustries/ng.org
5.	EARLY EXTERNAL INFLUENCES: Contact with North African -Trans Saharan Trade – Introduction of Islam	By the end of the lesson students should be able to: 1. Explain the origin of the early contact between the people of West Africa and North Africa. 2. Highlight the reasons for the introduction organization and impact of Trans Saharan trade 3. Highlight the problems of the Trans-Saharan traders and how the problems	1. Students as a class discuss on the origin of the early contact between the people of West Africa and north Africa. 2. Students as a class are guided to give reasons for the introduction of Trans-Saharan trade 3. Students in small group discuss and write short note on the problems/ Solutions of the trans Saharan	1. Critical thinking and problem solving 2.Communication and collaboration 3. Creativity and imagination 4. Leadership and personal development 5. Digital Literacy	AUDIO VISUAL RESOURCES: I. Map of Africa showing the trade routes and the Sahara desert. ii. a chart showing commodities articles of Trans Saharan trade .i.e. Slaves, camels’ kola-nuts clothes .etc. iii. a picture chart showing transport models, mosque .etc.

EARLY EUROPEAN CONTACT WITH COASTAL STATES IN NIGERIA

By the end of the lesson students should be able to: 1. Identify the first European to visit the shore of Nigeria. 2. highlight the reasons for the European activities on Nigeria coastal states and mention the articles of trade 3. Explain the impacts of Early European contacts on coastal the people of Nigeria today.

1.Students as a class discuss on the first European to visit the shores of Nigeria 2. Students in pairs highlight the reasons for the European activities on the Nigeria coastal states 3. Students in groups discuss the impacts of early European contacts on coastal of Nigeria today For further studies students should visit the underlisted SITE LINK: www.earlyeuropeancontacts/ng.com

1. Critical thinking and problem solving 2.Communication and collaboration 3. Creativity and imagination 4. Leadership and personal development 5. Digital Literacy.

AUDIO VISUAL RESOURCES: i.A chart showing activities of the early European contacts ii. a picture chart showing articles of trade of the early European contact with the coastal states in Nigeria. WEB RESOURCES: SITE LINK: www.transatlantislaveryandslavetrade.com https://www.bbc.co.uk/bitesize/guide/zxt3gk7/revision/1

WKS	TOPICS	LESSON OBJECTIVES	LESSON ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
9	ABOLITION OF TRANS-ATLANTIC SLAVE TRADE REASONS AND EFFECTS	By the end of the lesson students should be able to: 1.describe the concept Abolition 2. Explain the reasons for the abolition of the Trans-Atlantic slave trade. 3. Identify and discuss the activities of notable abolitionist’s .i.e. William Wilberforce, Granville sharp .etc. 4. Examine the effects of Abolition of transatlantic Slave Trade and slavery on Europe/ Americas and Africa today.	1. Students as a class discuss on the concept Abolition. 2. Students in pairs highlight reasons for the abolition of the Trans-Atlantic slave trade 3. Students in small groups discuss the activities of notable abolitionist .i.e. William Wilberforce, etc.	1. Critical thinking and problem solving 2.Communication and collaboration 3. Creativity and imagination 4. Leadership and personal development	AUDIO VISUAL RESOURCES: i.a picture chart of Notable European and African abolitionists ii. a picture chart showing British Naval squadron on patrol. WEB RESOURCES: SITE LINK: www.slavetrdeabolitionist.org

EUROPEAN EXPLORATION OF AFRICA .i.e. NIGERIA

By the end of the lesson students should be able to: 1.explain the concept exploration and the activities of Prince Henry the Navigator of Portugal 2. examine the reasons for the European exploration of Africa in the 19th Century A.D 3.Identify and discuss the discoveries of notable explorers i.e. Vasco da Gama Americo ves Pucci, Mungo Park, Dr.Balikie .etc. 4. Discuss the impacts of European Exploration of Africa on Nigeria today.

1. Students as a class discuss on the concept of Exploration and the activities of Prince Henry the Navigator of Portugal 2. Students in small groups research and analyze the reasons for the European exploration of Africa in 19th Century A.D 3. Students as a class individually research and write short note on the discoveries of notable explorers and the impacts of European Exploration of Africa on Nigeria today.

1. Critical thinking and problem solving 2.Communication and collaboration 3. Creativity and imagination 4. Leadership and personal development 5. Citizenship 6. Digital Literacy.

AUDIO VISUAL RESOURCES: I. Map of the World showing the routes taken by the explorers ii. picture chart of drawings of ships used for the exploration iii. picture/ chart or drawings of ships used for the exploration iii. Picture/ chart of notable explorers in Africa .i.e. Mungo Park, David Livingstone, .etc. WEB RESOURCES: SITE LINK: www.europeanex plorationofafrica.org

CHRISTIAN MISSIONARY ACTIVITIES IN NIGERIA.

By the end of the lesson students should be able to: 1.Explain the origin of the concept Christianity and relate the Historical Origin of the Religion

1. Students as a class brainstorm on the origin/ forms of Religion Christianity in Nigeria. 2. Students as a class discuss on the activities of Orthodox

1. Critical thinking and problem solving 2.Communication and collaboration 3. Creativity and imagination 4. Leadership and

AUDIO VISUAL RESOURCES: I. Picture chart showing different drawings of a church. ii. a chart showing various pictures of

HISTORY

WKS	TOPICS	LESSON OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
		Christianity in Nigeria .i.e. Benin kingdom and Badagry connection .etc. 2. Identify the forms of Christianity in Nigeria, and discuss the activities of orthodox Christian Missionaries in Nigeria .i.e. Anglicans, Roman Catholics 3.Discuss the problems the orthodox missionaries faced on their visit to Nigeria and ways the problems were reduced .i.e. literacy establishment of schools .etc. 4. examine the reasons for the arrival of the Christian Missionaries in Nigeria and explain their impacts on Nigeria today	Christian Missionaries in Nigeria .etc. 3. Students in small groups discuss and give short presentation on the reasons for the arrival of the orthodox Christian Missionaries in Nigeria and their impact on Nigeria till date.	Personal development.	Christian missionaries iii. a physical Map of Nigeria. iv. copy of the holy bible WEB RESOURCES: SITE LINK: www.christianmissons/ng. org.etc. VIDEO LINK: https://www.youtube.com/ watch?v=xVqgDV8Aq-O

12.	NIGERIA IN THE 19th CENTURY- Islamic Reformations of the 19th Century in Nigeria:	By the end of the lesson students should be able to: 1.Describe the term Islamic Reformation jihad, Heijira etc. and discuss the life of Usman Dan Fodio. 2. examine the effects of the 1804 Fulani jihad on Nigeria today 3. Explain the reasons for the establishment Organization on activities of early Caliphs and effects of Sokoto Caliphate on Nigeria today. 4. Examine the similarities of the jihads on west Africa.	1.students as a class discuss on the meaning of Islamic Reformation jihad and describe the activities of Usman dan Fodio to the students 2. Students in pairs analyze the effects of 1804 jihad in Nigeria 3. Students in small groups are guided to give reasons for the establishment/activities of Early caliphs and the impacts on Nigeria today.	1. Critical thinking and problem solving 2.Communication and collaboration 3. Creativity and imagination 4. Leadership and personal development 5. Digital Literacy.	AUDIO VISUAL RESOURCES: i.A physical Map of Nigeria showing Northern Nigeria. ii. Photographs of Usman Dan Fodio and Muhammed Bello .etc. iii. picture chart of a mosque and Muslim worshippers iv. copy of the holy Quran WEB RESOURCES: SITE LINKS: www.jihads/ng.com
13	REVISION	All learning objectives used during the first and second term	All Embedded core skills used during the first and second term	All Embedded Core skills used during the first and second term	All relevant resources, instructional materials used during first and second term
14.	EXAMINATIONS

History Scheme of Work SSS1 Third Term

WKS	TOPIC	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
1.	WELCOME TEST AND REVISION	By the end of the lesson, students should be able to: Revise all the learning objectives used during the first and second term	All Embedded Core skills used during the first and second terms	All Embedded Core Skills used during the first and second terms.	All learning resources and instructional materials used during the first and second terms

COMPANY RULE IN NIGERIA- LEGITIMATE TRADE IN NIGERIA

By the end of the lesson, students should be able to: 1. Explain the reasons and effects of legitimate trade in Nigeria. 2. Highlight the articles of the legitimate trade. 3. Discuss the reasons for the revocation of the royal Niger company in Nigeria.

1. Students as a class brainstorm on the reasons and effects of legitimate trade in Nigeria. 2. Students in highlight articles of legitimate trade. 3. Students in pairs small groups discuss the reasons for the establishment Of Royal Niger Company and examine the problems that led to Royal Nigeria Company Revocation on 31st December, 1899.

1. Critical thinking and problem solving 2.Communication and collaboration 3. Creativity and imagination 4. Leadership and personal development

AUDIO VISUAL RESOURCES: I. Pictures, charts of Tubman Goldie .etc. ii. a physical Map of Nigeria. iii. Samples of Legitimate Trade items .i.e. Rubber, Groundnut, Cocoa .etc. iv. a picture chart of Financial Organizations .i.e. First Bank .etc. v. a picture chart showing conducts of legitimate trade. WEB REOURCES: SITE LINK: www.legitimatetrade/ ng.com

BORNO IN THE 19TH CENTURY

By the end of the lesson students should be able to: 1. discuss the geography and the problems in Bornu Empire at the beginning of the 19th Century. 2. examine the Emergence of El- Kanemi. 3. Identify s of and analyze the achievements of El-Kanemi and other Shehus of Borno. 4. Describe the reasons for the effects of the fall of Borno Empire in the 19^th Century A.D on Nigeria today.

1. Students as a class discuss on the geographical area of Bornu Empire at the beginning of the 19th Century. 2. student in small groups examine the emergence of EL Kanemi and the Fulani Jihadists attack on Borno empire. 3.students as a class are guided to give reasons for and the effects of the fall of Borno empire in 19th century A.D on Nigeria today

1.Communication and collaboration 2. Creativity and imagination 3. Leadership and personal development 4. Digital Literacy.

AUDIO VISUAL RESOURCES: i.Map of Nigeria showing the Kanem Bomo empire in the 19th century. ii. a picture chart of El-Kanem and Shehus WEB RESOURCES:

WKS	TOPIC	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
4.	YORUBA LAND IN THE 19th CENTURY	By the end of the lesson students should be able to: 1. describe the political situation in Yoruba land at the beginning of the 19th century. 2. examine the reasons for and effects of the collapse [Fall] of old Oyo Empire in 19th Century. 3.relate the reasons and impacts of the Rise and Dominance of Ibadan on Yoruba land in 19th century. 4. examine the reasons and effects of the Yoruba civil wars in the 19th century .ie. Owu war, Ijaiye war, Ekiti parapo war .etc. name, notable Yoruba warriors .i.e Fabunmi-ijesa, Oluyole-Ibadan .etc. mention the terms of the peace Treaty of 1886 on Yoruba land and the effects on Yoruba land today.	1. Students as a class examine the political situation in Yoruba land at the beginning of the 19^th century. 2. Students in pairs analyze the reasons for the effects of the fall of old Oyo empire in the 19^th Century. 3. Students in small groups explain the reasons and impacts of the rise and dominance of Ibadan on Yoruba land in the 19^th Century.	1. Critical thinking and problem solving 2.Communication and collaboration 3. Creativity and imagination.	AUDIO VISUAL RESOURCES: i.a physical map of Nigeria showing Yoruba land in the 19^th century A.D. ii. picture chart showing Yoruba Kings and warriors. iii. picture charts showing notable Christian Missionaries used by British to broker peace iv. pictures chart or drawings of war implements WEB RESOURCES: SITE LINK: www.yorubaland/19th century.com

BENIN IN THE CENTURY

By the end of the lesson students should be able to: 1.examine the nature and extent of Benin empire in the 19^th century. 2.highlight the reasons and effects of the fall of Benin Kingdom in the 19^th century. 3.explain the role of British in the fall of Benin kingdom, the reasons and effects of the Benin Massacre on Benin kingdom today. 4.relate the place of Religion in the Benin Society and Name the Benin Oba that was exiled during the Benin Massacre of 1897.

1. Students as a class discuss the nature and extent of Benin empire in the 19^th century using the map of Nigeria. 2. Students in pairs highlight the reasons and effects of the fall of Benin kingdom in the 19^th century. 3. Students in small groups visit museum close to their school to research and view images of Benin Oba Bronze Head .etc. and write short reports on their findings for presentation in the next class.

1.Communication and collaboration 2. Creativity and imagination 3. Leadership and personal development 4. Digital Literacy.

AUDIO VISUAL RESOURCES: I. Map of Nigeria showing Benin Kingdom in the 19^th Century. ii. Picture chart of Benin artifacts i.e. Images of Benin Oba Bronze Head .etc. WEB RESOURCES: SITE LINK: www.19thcenturybenin/ng.org

WKS	TOPIC	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
6.	BRITISH CONQUEST OF NIGERIA: BRITISH OCCUPATION OF LAGOS 1851-1861	By the end of the lesson students should be able to: 1.Locate Lagos island on the map of Nigeria and describe the various invaders on Lagos Island before the British Conquest 2.explain the development in Lagos before the British conquest and final occupation of 1861, etc. 3. Students in small groups discuss on the reasons and effects of the British 1886 conquest of Lagos Island on Nigeria today.	1.Students as a class examine the political situation in Yoruba land at the Beginning of the 19^th century 2.Students in pairs analyze the reasons for and effects of the fall of Old Oyo empire in the 19^th century. 3. Students In small groups explain the reasons and impacts of the rise and dominance of Ibadan on Yorubaland in the 19^th century.	1. Critical thinking and problem solving 2.Communication and collaboration 3. Creativity and imagination.	AUDIO VISUAL RESOURCES: i. A physical map of Nigeria showing Yorubaland in the 19^th century A.D ii. picture/ charts of warships that bombarded Lagos in 1861. iii.picture/ charts of Oba of Lagos in full regalia. Iv. Picture/ charts of the British Consults and others signing the annexation treat. WEB RESOURCES: SITE LINK: www.lagosoccupation/ng.com
7	MID TERM BREAK

BRITISH CONQUEST OF BENIN 1897 AND YOURUBALAND IJEBU EXPEDITION OF 1892

By the end of the lesson students should be able to: 1.Examine the reasons and effects of the British expedition on Ijebu land in 1892. 2. outline the reasons for the long resistance of the Ijebu’s against the British [from 1861 to 1862] the various Ijebu innovations and Creativities .ie. Owo Ijebu, Pako Ijebu, Garri Ijebu.etc. 3. Examine the importance of Igue Festival to the people of Benin Kingdom. 4.discuss terms of Galway Treaty and highlight the reasons and the effects of the Benin Massacre of 1897 on Nigeria today.

1.Students as a class examine the reasons and effectsof the British Expedition on Ijebu land of 1892. 2.Students in small groups research and describes the reasons for the Ijebu Long resistance .ie. Ijebu Innovation and Creativities .etc. 3. Students in pairs relates the importance of Benin Igue festival to the Edo’s in Nigeria. 4. Students in same groups analyze the reasons and effects of Benin Massacre of 1897 on Benin city today.

1. Critical thinking and problem solving 2.Communication and collaboration 3. Creativity and imagination.

AUDIO VISUAL RESOURCES: i.a physical map of Ogun State showing Ijebu land. ii. picture/ chart of Awujale [paramount ruler of Ijebu land in full regalia]. iii. picture/ chart of the battle field and war implement. WEB RESOURCES: SITE LINK: www.ijebuexpendition/ng.org www.beninmassacre.ng.com

WKS	TOPIC	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
9	BRITISH CONQUEST OF NORTHERN NIGERIA- SOKOTO CALIPHATE AND BORN IN THE 19TH CENTURY.	By the end of the lesson students should be able to: 1.Describe Northern Nigeria region at the time of conquest. 2. explain the reasons and effects for the British conquest of Sokoto Caliphate in Nigeria. 3. Identify the reasons and impacts of the conquest of Bornu Kingdom by the British colonial government 4. Discuss how British conquest of these areas strengthened their political influence on Nigeria and identify notable personalities involved in the resistance against British occupation i.e Sultan Atahiru-Sokoto etc.	1. Students as a class discussion Northern region at the time of the conquest. 2. Students as a class are guided to give reasons for and effects of the British Conquest of Northern Nigeria. 3. Students in small groups discuss on ways British conquest Strengthened political influence in Nigeria and identify notable personalities involved in the resistance against British occupation i.e Sultan Attahiru- Sokoto .etc.	1.Communication and collaboration 2. Creativity and imagination. 3. Leadership and personal development.	AUDIO VISUAL RESOURCES: I. Map of Nigeria showing Northern Nigeria region. ii.photographs of the sultan of Sokoto and the shehu of Borno in full regalia. iii. picture/chart of war materials used during the expedition. WEB RESOURCES: SITE LINK: www.britishconquestof northernnigeria.com

BRITISH CONQUEST OF NIGERIA: IGBO LAND, MIDDLE BELT,NIGER-DELTA ETC.

By the end of the lesson students should be able to: 1. locate the reason the Nigerian Map and examine the situations in the areas before the British conquest. 2.discuss the reasons and effects of the British occupation of these areas i.e British expedition on Arochukwu in 1902 .etc.

1.Students as a class are guided using the Map of Nigeria to locate Igboland Middle belt and the Niger Delta areas in Nigeria. 2.Students as a class examine the reasons and effects of the British occupation of the British expedition on Arochukwu in 1902n .etc. 3. Students in small groups discuss and write short project on the major actors in resistance to British expedition and occupation .e.g. Arochukwu in 1902.

1.Collaboration and Communication 2. Leadership and personal development 3. Citizenship.

AUDIO VISUAL RESOURCES: i.a physical map of Nigeria showing Igbo land, Middle- belt, Niger- Delta .etc. ii. picture/ chart of notable personalities that resisted British occupation i.e Jaja of Opobo, Nana Olomu of Iteshekiri, .etc. iii. Newspapers, Journals .etc. iii. Newspapers, Journals .etc. on past events of the British Conquest. WEB RESOURCES: SITE LINK: www.britishconquestofeasternnigeria .org

WKS	TOPIC	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
11	EARLY PHASE OF BRITISH RULE IN NIGERIA 1900-1914	By the end of the lesson students should be able to: 1.Describe the British Colonial Government policies after forcible conquest and annexation of Nigeria	1.Students as a class are guided using the Map of Nigeria to locate the British conquered territories in Nigeria 1900-1914. 2. Students as a class examine the reasons and effects for British physical occupation of Nigeria 3.Students in small groups compare and contrast the three forms British political administration of Nigeria.	1.Communication and collaboration 2. Leadership and personal development 3. Creativity and imagination. .	AUDIO VISUAL RESOURCES: i.Map of Nigeria showing the various protectorates. ii. picture/ chart of Native Courts in session. iii. picture/chart of native Constabularies [police officers] .etc.
12	Revision
13	Examination