History Scheme of Work SSS2 Lagos State

Access History Scheme of work for SSS2 Lagos State Curriculum for Senior Secondary School – Schemeofwork.com

Table of Contents

SSS2 History Scheme of Work First Term History Scheme of Work SSS2 Second Term History Scheme of Work SSS2 Third Term

SSS2 History Scheme of Work First Term

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
1	Welcome test/Revision of SS1 work	General revision of all SS1 History Schemes of work	All learning activities discussed in SS1 History	All embedded core used during SS1	All instructions materials used in SS 1 history
2	Amalgamation of Nigeria an impacts etc.	By the end of the lesson, students should be able to: 1] describe the concept amalgamation 2]compare the activities of Lord Fredrick Lugard, Miss Flora \Shaw and lady Lugard on Nigeria today 3] identify the stages (phases) of Nigeria’s amalgamation and relate the administrative structures on Nigeria today	1] students as a class brainstorm on the meaning of amalgamation 2] students in pairs compare the activities of Lord Fredrick Lugard, Miss Flora Shaw and Lady Lugard on Nigeria today 3] Students in small groups discuss the reasons, stages, effects for British Colonial Government Amalgamation of Nigeria on Nigeria as a country today	1] critical thinking and problem solving 2] communication and collaboration 3] creativity and imagination	Audio visual resources I] map of Nigeria before the amalgamation Ii] map of Nigeria after the amalgamation Iii] photographs of Lord Fredrick Lugard and Flora Lugard Web resources
3	British Colonial Political Administration in Nigeria indirect rule system	By the end of the lesson, students should be able to: 1] Explain the concept , indirect rule system structures features and operations in Nigeria 2] discuss the reasons and effects for the introduction of indirect rule system in Nigeria 3] identify the success and examine the shortcomings of indirect rule system in Nigeria 4]highlight the reactions of Nigeria to indirect rule systems Aba 1929 Women riots, Okeiho-Igboho uprisings etc	1] students as a class discuss the concept indirect rule system, features and operations in Nigeria 2] students in small groups discuss and highlight the reasons for the introduction of the indirect rule system in Nigeria 4] students in pairs identify the success and failures of the indirect rule system in Nigeria	1] critical thinking and problem solving 2] communication and collaboration 3] leadership and personal development	I] picture/chart showing the political structure under indirect rule system Ii] map of Nigeria Iii] photographs of colonial administrators Iv] pictures, photograph, video clips of Nigerians who resisted indirect rule system i.e/ Aba women rioters etc Web resources Site link

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
4	British colonial economy, social development and inter group relations in Nigeria	By the end of the lesson, students should be able to: 1] describe British Social Development and inter group relations and the characteristics of British Colonial social development on Nigeria 2] Explain the reasons and effects for the introduction of British colonial Economy in Nigeria 3] discuss the rules and importance of the British colonial economy policy on Nigeria 4] examine the reasons, effects and impacts of the introduction of the British colonial social development in Nigeria i.e. Western Education, prison services, Post telegraph, Western housing models etc	1] students as a class discuss on the concept of colonial economy, its features and the reasons for the establishment/it effects on Nigeria today 2] students are as a class are guided to describe the roles and importance of the British colonial economic policy on Nigeria 3] students as a class discuss the concept of social development, and explain the features of the British Social Development and explain the features of the British social development in Nigeria 4] Students in small groups examine the reasons and effects for the introduction of British social development in Nigeria	1] communication and collaboration 2] Leadership and personal development 3] creativity and imagination 4] digital literacy	Audio visual resources 1] map of Nigeria showing the location of commodity centres in Niger i.e. groundnut pyramids in Kano etc. Ii] pictures of banks insurance houses etc. Web resources Site link

Nationalism and nationalist movements in Nigeria

Students should be able to: 1] explain the concepts of Nationalism and nationalist movements 2]highlight the activities foremost black and African Nationalists in Africa and identify the various forms of Nationalism in Nigeria 3] examine the reasons and effects of the growth of nationalism and Nationalist movements in Nigeria on Nigeria today 4] highlight the various strategies adopted by the Nigerian Nationalists i.e. labour strike, cultural Nationalism, pamphlets women emancipation and relate how the world wards affect the growth of Nationalist activities in Nigeria

1] students as a class brainstorm on the concept nationalist movement 2 students in pairs identify foremost black and African Nationalists in Africa /various forms of Nationalism in Nigeria 3] students in small groups mention foremost Nigerian and world nationalist

1] communication and collaboration 2] leadership and personal development 3] citizenship 4] digital learning

Audio visual resources 1] photographs of various Nigeria Nationalists i.e. Jaja of Opobo, suitan Attaihru of Sokoto, Herbert Macaulay, Michael Imoudu, Nnamdi Azikiwe etc Ii] physical map of Nigeria Web resources Site link

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
6	Constitutional developments in Nigeria Road to independence	By the end of the lesson, students should be able to: 1] explain the concept constitution, types, features etc. 3] Identify the various pre-independence constitutional development in Nigeria i.e. 1914 Nigerian council. 1922 Clifford’s 1946 Richards etc. 3] discuss the reasons and impacts of constitutional development on Nigeria toady 4] state the merits and the weakness of each pre-independence constitution in Nigeria	1] students as a class discuss the concepts constitution, types and features etc. 2] students in pairs identify the various pre independence constitutional development in Nigeria 3] students in small groups discuss the relevance of colonial constitution to the development and growth of Nigeria	Critical thinking and problem solving 2] communication and collaboration 3] citizenship 4] digital literacy	Audio visual resources Map of Nigeria showing the regional structure Ii] photograph of colonial governor generals in pre-independence Nigeria constitution Web resources Site link
7	Mid Term Break
8	First democratic civilian government in Nigeria 1960-1966	By the end of the lesson, students should be able to: 1] describe the concepts democracy , civilian government, mention the major political parties in the first Nigerian democratic government and their leaders 2] identify the major political actors in Nigeria’s first civilian government 3] outline the reasons for the introduction of first democratic civilian government in Nigeria 1960-featres of parliamentary system of government in Nigeria 4] examine the Sir Abubakar Tafawa Balewa civilian government in Nigeria relate in Nigeria –January 15 1966 and the effects on Nigeria today	1] students as a class brainstorm on the various systems of government i.e. civilian democracy, military autocracy the students etc 2] students in pairs identify the major political actors in Nigeria’s first civilian 3] students as a class are guided to give reasons for the introduction of the first democratic civilian government in Nigeria 1960-1966 and state the features of parliamentary system of government in Nigeria	1] communication and collaboration 2] creativity and imagination 3] leadership and personal development 4] citizenship 5] digital literacy	Audio visual resources 1] map of Nigeria showing the regional structure Ii] photograph of colonial governor generals in pre-independence Nigeria Iii] copy of Nigeria constitution Web resources Site link
7	Mid Term Break

8	First Democratic civilian government in Nigeria 1960-1966	By the end of the lesson, students should be able to: Describe the concepts democracy , civilian government, mention the major political parties in the first Nigerian democratic government and their leaders 2] identify the major political actors in Nigeria’s first civilian government 3] outline the reasons for the introduction of first democratic civilian government in Nigeria 1960-features of parliamentary system of government in Nigeria 4] examine the Sir Abubakar Tafawa Balewa civilian government in Nigeria relate in Nigeria –January 15 1966 and the effects on Nigeria today	1] students as a class brainstorm on the various i.e. civilian democracy, military autocracy the students etc. 2] students in pairs identify the major political actors in Nigeria’s first civilian 3] students as a class are guided to give reasons for the introduction of first democratic civilian government in Nigeria 1960-1966 and state the features of parliamentary system of government in Nigeria	1] communication and collaboration 2] creativity and imagination 3] leadership and personal development 4] citizenship Digital literacy	Audio visual resources I] map of Nigeria showing the four regional structures Ii] picture/chart of the political activities in the first republic Iii] physical Nigeria national flag Iv photographs of major Nigerian political leaders Web resources Site link
WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
9	Military intervention in Nigerian politics coup D’etat: January 15, 1966	By the end of the lesson, students should be able to: Describe the military, mention the branches of the Armed Forced and other para military organs in Nigeria 2] examine the reasons and the effects of the First Military Coup d’ etat in Nigeria and relate the Impacts on Nigeria today 3] identify the major actors in the first military coup d’état in Nigeria i.e. major Chukwuma Nzeogwu etc 4] Name the Nigerian politicians assassinated during the first military coup d’etat in Nigeria i.e. Sir Ladoke Akinbola –premier of Western region etc	1] students as a class discuss the concept military forms of military and their duties 2] students in pairs identify the major actors in the first military coup d’état in Nigeria 3] students in small groups examine the reasons and effect of the January 15, 1966 coup detat in Nigeria	Critical thinking and problem solving 2] communication and collaboration 3] leadership and personal development 4] digital literacy	Audio visual Resources I] photographs of the first coupist in Nigeria Ii] photographs Nigerian political leaders killed on 15 January 1966 etc Iii] physical map of Nigeria Iv] picture /chart of Nigeria military Soldiers on uniform Web resources Site link

10	First military regime in Nigeria major general J.T.U Aguyi Ironsi 1966	By the end of the lesson, students should be able to: 1] identify a military regime and the first military Head of state in Nigeria 2] discuss the reasons fro the emergence of the first military government in Nigeria /the achievements of the first military government in Nigeria 3]examine the weaknesses of the first military government in Nigeria and the impacts on Nigeria today	1] students as a class brainstorm on the reasons for the emergence of first military government 2] students as a class discuss the major actors in the first military government in Nigeria January 15 to July 25 1966 3] students in pairs analyse the achievements and shortcomings of the first military government in Nigeria	Critical thinking and problem solving 2] communication and collaboration 3] leadership and personal development citizenship	Audio visual resources I] photograp of major general J.T.U Aguyi Ironsi etc Ii] picture/chart of a military Barrack Iii] map of Nigeria showing the regions V] photograph of military governors in the regions i.e. colonel Adekunle Fajuyi Western region Web Resources Site link
12	Revision	General revision of the SS 2 First Term work	All learning activities engaged upon during the SS 2 first term will be revisited	All embedded core skills used during the SS2 first term	All relevant resources and materials used during the SS2 first term
13	Examination

Access History Scheme of work for SSS2 Lagos State Curriculum for Senior Secondary School – Schemeofwork.com

History Scheme of Work SSS2 Second Term

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
1	WELCOME Test/revision of last term’s work and examinations	General revision of SS2 first term’ history work and examination	All learning activities adopted during SS2 first term	All embedded core skills used during the SS2 first term	All instructional materials used for SS2 1^st term History
2	Nigerian Civil War 1967-1970	By the end of the lesson, students should be able to: I] define the concept war, civil war, refugees, internally displaced persons and mention war factics i.e. suicide bombings etc 2] examine the origin causes and effects [negative and positive ) of the Nigerian Civil War 1967-1970 3]identify the major actors in the Nigerian civil war and examine the role played by General Yakubu Gowon in ensuring a United Nigeria 4] highlight reasons the Nigerian civic war lasted for so long	1] students as a class brainstorm on the meaning of war, civil war, refugees internally displaced person 2]students in pairs examine the origin causes the effects (Negative and positive) of the Nigerian Civil War (1967-1970) 3] students in small groups are guided on an excursion to the museum to view major actors during the Nigeria civil war and write short notes on the roles they played	1] leadership and personal development 2] communication and collaboration 3] citizenship 4]digital literacy	Audio visual resources 1] map of Nigeria showing the course of the Nigerian civil war Ii] photographs of major actors in the Nigerian civil war 1967-1970 Iii] newspaper cuttings, journals, magazine showing victims and internally displaced persons, Iv] pictures of war relics Web resources Site link

Third Military Regime in Nigeria 1975-1979-General Murtala Muhammed and General Olusegun Obadanjo

By the end of the lesson, students should be able to: 1] discuss the reasons and the effects of the third Military Coup d’etat in Nigeria 2] identify the major actors of the third military government in Nigeria 1975-1979 and explain the

1] students as a class discuss the effects / major actors of the third military coup d’etat in Nigeria 2] students in pairs highlight the short comings of the third military administration in Nigeria 3]Students in small groups are guided on

1] creativity and innovation 2] leadership and personal development

Audio visual resources I] map of Nigeria showing the 19 states created by Muritala/ Obasanjo military regime Ii] photographs of major actors in the third Nigerian military administration Iii pictures of

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
		Achievements of the Murtala/ Obasanjo military administration in Nigeria 3] highlight the short comings of the third military regime in Nigeria and the effects on Nigeria today	An excursion to the Museum to view the Bullet ridden car of Late General Murital Muhammed		Activities in Festac 77 Web resources Site link

Second civilian democratic government in Nigeria 1979-1983:Alhaji Shagari’s Regime

By the end of the lesson, students should be able to: 1] explain a democratic government, mention the various forms of democracy and describe the features of a presidential system of government 2] identify the registered political parties, their leaders, and the reasons for the emergence of presidential democracy in Nigeria 3] describe the major political actors in the second civilian presidential democratic government in Nigeria 4] discuss the achievements, and explain the failures challenges of president Shehu Shagari’s government 1979-1933 and the impacts on Nigeria today

1] students as a class brainstorms on the meaning forms of democratic government 2] students in pairs identify some of the registered political parties, their leaders and the reasons for the emergences of presidential democracy in Nigeria 3] students as a group discuss the achievements and challenges, faced by the second civilian government in Nigeria 1979-1983 and its impacts on Nigeria today

Critical thinking and problem solving 2] communication and collaboration 3] leadership and personal development citizenship

Audio visual resources I] photographs of major actors in the second civilian rule in Nigeria Ii] picture chart of party logos of registered political parties in Nigeria Iii] copy of the 1979 Nigeria constitution Iv] pictures of National Assembly Lagos on session V] political map of Nigeria Web resources Site link

5	Return of the military 4^th military regime in Nigeria major general Muhammed Buhari/Brigadier Tunde Idiagbon 1983 -1985	By the end of the lesson, students should be able to: 1] discuss the reasons for the emergence of the 4^th military regime in Nigeria 2] identify the major actors and these structure of the 4^th military rule in Nigeria 1983 -1985 3] examine the achievements/short comings of the Buhari/ Idiagbon military regime 1983 -1985 in Nigeria	1] students as a class discuss the reasons for the emergence of military 4^th military regime and mention the major actors in the 4^th Nigerian military government 1983 1985 2] students in small group examine the achievements and short comings of Buhari/ Idiagboh military regime 1983 1985 in Nigeria	1] communication and collaboration 2] leadership and personal development 3]creativity and imagination 4]citizenship	I] map of Nigeria Ii] photographs of major actors in the 4^th military regime Iii] photographs of convicted drug peddlers Web resources Site link
WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
			3] students in small groups demonstrate the Buhari/ Idiagbon Queue culture a feature of the military regime war against indiscipline and the impacts on Nigeria today	1] communication and collaboration 2] creativity and imagination 3] leadership and personal development 4] citizenship	Resources audio visual I] map of Nigeria showing the 27 states created by General Ibrahim Babangida Ii]sample of N50 note Nigerian currency Iii] photographs of the Major Actors in the military regime Iv] photography of Chief M.K.O Abiola and the June 12 Episodes /photographs of chief Earnest Shonekan etc Vi] Photographs of major actors in the 4^th military regime/Nigerian women empowered during the Better Life Programe etc Web Resources Site link

6	5^th Military Regime in Nigeria General Ibrahim Babangida 1985-1993	By the end of the lesson, students should be able to: Describe the personality of general Ibrahim Babangida and examine the reasons or the emergence of general Ibrahim Babangida in 1985 2] discuss the structure and the major actors of the 5^th military rule in Nigeria 3] compare the achievements and explain the failures of 5^th military regime in Nigeria and the impacts on Nigeria today 4]highlight the reasons and effects of the June 12 1993 phenomena in Nigerian History and examine the formation, structure achievements and challenges of the interim National Government led by Chief Ernest Shonekan in 1993	1] Students as a class discuss the personality of general Ibrahim Babangida and the reason for the emergence of his regime in 1985. 2]students in pairs mention the major actors in 5^th military government in Nigeria 1985-1993 3]students in small groups discuss the achievements and failures of the 5^th military government in Nigeria	Critical thinking and problem solving 2] communication and collaboration 3] leadership and personal development 4]digital literacy	Audio visual resources I] photographs of major actors in the 6^th military rule in Nigeria Ii] map of Nigeria showing 36 states structure Iii] picture of the National hospital, Abuja Nigeria
7	MID-TERM BREAK

8	Return of the military in Nigeria general Sanni Abacha-1993-1998 6^th Military regime in Nigeria	By the end of the lesson, students should be able to: 1] describe general Sanni Abacha reasons for the emergency and identify the major actors in the 6^th military regime in Nigeria 2] explain the achievements and the problems of general	1] students as a class discuss the reasons for the emergence of the 6^th military government regime in Nigeria 2] students in small groups discuss the major actors achievements limitations of the 6^th military government regime in Nigeria and
WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
		Sanni Abacha’s administration in Nigeria 1993-1998 and relate the effects on Nigeria today 3] identify reasons for the establishment of the Women and children Hospital now known as the National Hospital in Abuja, Nigeria and examine the effects on Nigerian health services today 4] highlight the various economic policies of the General Sanni Abacha military rule in Nigeria and discuss the reasons for the stability of the Nigerian currency the Naira between 1993-1999	The impacts on Nigeria today 3] students as a class are guided to give reasons and effects of the establishment of the women and children Hospital now known as National Hospital in Abuja Nigeria For further studies students should visit the underlited Site link		Web resources Site link
9	7^th military regime in Nigeria General Abbdulsalam Abubakar 1998-1999	By the end of the lesson, students should be able to: 1] explain the circumstances that led to the emergence of General Abdulsalam Abubabkar military Government in Nigeria 1998-1999 2] Identify the major actors an structure of the 7^th Military rule in Nigeria 3] examine the achievements recorded by General Abdusalm Abubakar’s military government in Nigeria and factors for the military disengagement and return to presidential democracy on May 29^th 1999 4] describe the challenges faced by the 7^th military government in Nigeria and the impacts on Nigeria today	1] students as a class discuss the emergence of the 7^th military regime in and identify major actors in the general Adul Salam Abubakar military government in Nigeria 1998-1999 3] students in small groups examine the achievements, failures of the 7^th military regime in Nigeria	1] communication and collaboration 2] leadership and personal development 3] citizenship	Audio visual resources i] photographs of major actors in the 7^th military rule in Nigeria Ii] newspapers cuttings, journals magazines etc Iii] photographs of the handing over to Civilian government Iv] video clips of may 1999 Web site Site link

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
10	Transition and the fourth Nigerian civilian republic General Olusegun Obasanjo -1999-2003-2007	By the end of the lesson, students should be able to: 1] discuss the reasons for the emergence of the fourth Nigerian Civilian republic and name the registered political parties and their leaders 2] mention the major functionaries and structure of the Civilian government 3] explain the achievements of the Obasanjo’s civilian administration in Nigeria 4] examine the weaknesses of the 4^th Nigerian Civilian Republic and the Effects on Nigeria today	1] students as a class discuss the emergence of fourth Nigeria Civilian republic led by Chief Olusegun Obasanjo (former General Olusegun Obasanjo the third military government in Nigeria 2] Students in pairs mention the major actors in the fourth civilian republic in Nigeria to the students 3] students in small groups identify and write short notes on the achievements and the problems and the problem of the regime led by president Olusegun Obasanjo and the effects on Nigeria today	1] communication and collaboration 2] leadership and personal development 3] citizenship	Audio visual resources I] picture chart of major political leaders and National Assembly –Abuja etc Ii] copy of Nigerian 1999 constitution as amended Iii] pictures of Odi and Zaki Bia, military attacks etc Web resources Site link
11	Islamic movements and the establishment of Muslim states in west Africa similarities of Jihads in West Africa	By the end of the lesson, students should be able to: 1] identify other Jihads in West Africa and their Jihadists 2] discuss the reasons organization, effects of the Seku Ahmadu Masina Jihad and the Alhaji Umar Loobo Tukulor Jihad in West Africa 3] examine the reasons operations and effects of Samouri Toure Madinka Nationalist Jihad in West Africa 4] Describe the Similarities of Jihads in West Africa and identify the impacts of Islamic movements on West Africa today	1] students as a class are guided to mention all the Jihads in West Africa and discuss the reasons and effects of Jihads in West Africa 2] students in small groups examine and write short note on the similarities of Jihad in West Africa and the impacts of Islamic movement on West Africa today for further studies students should visit the under listed site link	1] communication and collaboration 2] creativity and imagination 3] citizenship 4] digital literacy	Audio visual resources I] map of west Africa Ii] photographs of the notable jihadists in West Africa i.e. Seku Ahmadu etc Iii] physical map of West Africa showing the capitals i.e. Hamdallahi Sebera etc Web resources Site link

12	Revision	General revision of first and second term’s SS2 scheme of work	All learning resources used during SS2 first and second term	All embedded core skills used during SS2 first and second term	All relevant learning resources used during SS2 History first and second term
13	Examination

Access History Scheme of work for SSS2 Lagos State Curriculum for Senior Secondary School – Schemeofwork.com

History Scheme of Work SSS2 Third Term

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
1	Welcome test/Revision	General Revision of SS2 first and second term’s work and examinations	All learning activities in SS1 and SS2, 1^st and 2^nd term	All embedded core skills used during the term	All learning resources used during the first and second term’s SS 2
2	Muslim States in the face of European colonization in West Africa	By the end of the lesson, students should be able to: Mention the various Muslim states in 19^th century West Africa 2] List the various European colonialists in West Africa 3] explain the reasons and the effects of European colonization on Muslim states in West Africa 3] explain the reasons and the effects of European colonization on Muslim states in West Africa 4] Describe the resistance and response by the various Muslim states in the face of European colonialization on West Africa today	1]students as a class brainstorm on various Muslim states and the European colonilzationists in West Africa during the 19^th century i.e. Madinka Empire, Sokoto Caliphate etc 2] students as a class are guided using the West Africa map to locate various Muslim states i.e. Madinka empire etc 3] students in small groups analyse the reasons effects and resistance of Muslim states in West Africa against European colonialization in the 19^th century	Critical thinking and problem solving 2] communication and collaboration 3] leadership and personal development	Audio visual resources I] map of West Africa showing the various Muslim states Ii] Map of the world depicting the locations of the European colonialists i.e. France etc Ii] photographs of Muslim Nationalist leaders i.e. Samouri Toure etc Web resources Site link

3-4

Christian Missionary activities in West Africa impacts of Christian Missionaries in West Africa -1 foundation of Sierra Leone and Liberia

By the end of the lesson , students should be able to 1] describe the origin and mention the various Christian missionaries that worked in West Africa in the 19^th century and their areas of abode 2] identify the reasons for the arrival of Christian missionaries the problems faced and how the challenges were addressed and discuss the impacts of Christian missionaries on West Africa ii.e. Education etc 3] explain the reasons and the effects of the foundation of sierra Leone and Liberia on West Africa today 4] describe the importance of creole civilization on indigenous West Africa people and relate the activities of Anglican Africa Bisho Ajayi Crowther in West Africa and the impacts today

1] students as a class discuss Christian missionaries that worked in West Africa in the 19^th century and their areas of abode 2] students in small groups research and write short project on the reason, problems and the activities of Anglican Bishop Ajayi Crothers in the development of Christian models in West Africa 3] students in pairs describe the importance of creole civilization on indigenous West Africa people and relate the activities of Anglican African Bishop Ajayi Crowther in West Africa and the impacts today

1] communication and collaboration 2] creativity and imagination 3] leadership and personal development 4] citizenship

Audio visual resources 1] photographs of notable Christian missionaries in West Africa i.e. Bishop Ajayi Crowther Ii] picture charts of Christian schools hospitals i.e. First Secondary school in West Africa Fourah Bay College, Siera Leone, etc V] map of Sierra Leone and Liberia Web resources Site link

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
5-6	Empire in Western Sudan : Old Ghana , Mali and Songahai Empire in Africa	By the end of the lesson , students should be able to 1] mention the Notable empire in the notable empires in the notable empire in Western Sudan Africa and identify the geographical location origin founder capitals of Old Ghana, Mali and Songhai Empire in Western Sudan Africa 2]discuss the reasons for the rise and collapse of Old Ghana Mali and Songhai Empires in Western Sudan Africa Examine the importance of Gold a natural minerals to the growth and decline great empire’s in Western Sudan Africa today 4]relate the achievements of Great rulers empires to the growth and development of Western in Mali Empire, Sonni All and Asikira Muhammed in Songhai Empire etc and the impacts on West Sudan Africa today	1] students as a class are guided to use the map of Africa to locate notable empire in Western Sudan i.e. Old Ghana Empire, Mali Empire and the Songhai Empires in Western Sudan Africa 2]Students in pairs discuss the reason for the rise and collapse of old Ghana , Mali and Songhai Empire in Western Sudan Africa 3]Students in small groups analyse the reasons for the rise and fall of empires in Western Sudan Africa	Critical thinking and problem solving 2] communication and collaboration 3] leadership and personal development 4]digital literacy	Audio visual resources I] map of Africa showing the Western Sudan etc Ii] diagrams, pictures, illustrations of Trade routes in Western Sudan Iii] picture chart of notable Emperor s i.e Sundata Kelta –Mali empire , importance cities Gao, Timbuktu etc Iv newspaper cuttings video clips Etc on Old Ghana Empire V] regalia of a berber inhabitants of western Sudan Web resources Site link

7	MID-TER BREAK
8-9	Great Empires and kingdoms in West Africa Ashante Empire in Ghana Republic and Dahomey Kingdom in Benin	By the end of the lesson , students should be able to 1] identify the geographical location origin founder’s capitals of Ashante empire and the Dahomey kingdom in West Africa 2] discuss the reasons for the rise in structure of socio-political organization and the factors for the decline of the Asante Empire- Ghana and Dahomey kingdom-Benin in West Africa	1] students as a class are guided using the West Africa map to locate geographical founder and capitals of the Ashante Empire and Dahomey kingdom in West Africa 2] students in pairs examine the reasons for the rise in structure of socio-political organization 3] students in small groups discuss the achievements , challenges and activities of Great Rulers and Warrior Women of Ashante	1] communication and collaboration 2] creativity and imagination 3] leadership and personal development 4] citizenship	I] map of West Africa Ii] map of Ghana and Binin Republic showing Asante Empire and the Dahomey kingdom Iii]photograph of Great rulers Asantehene. Osei Tutu yaa Asantewa and Dahomey kings Gelete Gezo etc Iv] pictures illustration, diagrams i.e. Golden stool in Ashante Empire and Amazons female soldiers in Dahomey etc

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
10-11	Factors responsible for the decline of great empires in Western Sudan and West Africa	By the end of the lesson , students should be able to 1] mention Great Empires and kingdoms in Western Sudan and Western Africa and explain the reasons for the decline and the consequences of the collapse of Great empires and kingdoms in Western Sudan and West Africa 2] examine the effects of the decline in the Trans –Suhara Trade networks and the introduction of Coastal trade on the collapses of Great Empires in Western Sudan and West Africa 3] relate the impact of religion and diverse doctrine on the decline of Great Empires in Western Sudan and West Africa 4] Describe the role of European colonizers on the decline of Great empires in western Sudan and West Africa	1] students as a class identify and discuss the great empires in West Africa and West Africa and Western Sudan /important rulers, great personalities and their capitals etc 2]students in small groups examine the effects of the decline in the Trans Saharan Trade networks 3] Students as a class individually research and write a project on the roles of the European colonialists in the collapse of Great empires in Western Sudan and West Africa	] communication and collaboration 2] creativity and imagination 3] leadership and personal development 4] digital literacy	Audio visual resources I] political map of Africa Ii] photographs of notable rulers in Western Sudan and West Africa Ii] Pictures illustrations diagrams etc Web resources Site link
12	Revision	Genera revision of all SS2 scheme of work	All learning resources used during the SS2 History session	All embedded core skills used during the SS2 History session	All teaching resources used during the SS2 History session
13	Examination