History Scheme of Work SSS3 Lagos State

Access Free History Scheme of work for SSS3. Lagos State History Curriculum for Secondary School. SS3 Schemes of Work.

Table of Contents

SSS3 History Scheme of Work First Term History Scheme of Work SSS3 Second Term

SSS3 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, objectivity in History and why we study History	By the end of the lesson , students should be able to: 1] explain the concept 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 2] describe the reasons why we study History and the Significance 3] Discuss the relevance of History to current issues of History to current issues in Nigeria	1] students as a class brainstorm on the conception of history 2] students as a class are guided to give reasons for the study of history and its significance 3] students in small groups discuss and relate the relevance of history to current issues in Nigeria and present to the class	1] critical thinking and problem solving 2] Leadership and personal development 3] communication and collaboration 4] creativity and imagination	Audio –visual resources A chart showing various concepts of history Web resources Video link

3	Sources of History dating historical skills, and the prospects of historical studies	By the end of the lesson , students 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 skill, outline the different types 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 Calendar 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 subject 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 A picture/chart showing various chronology findings Web resources Site Link
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, pre-colonial occupations, transport, housing models, states etc on the map of Nigeria 2]Identify the impact of geography on the history of the Nigerian people 3] explain the origin of Nigerian people and its tradition i.e. Yoruba, Kanuri Hausa, Igbo etc	Students as a class are guided to mention the four major zones of Historical significance in Nigeria 2] Students in small groups discuss and analyse the impact of geography on history of Nigeria and its people today 3] students as a class brainstorm 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

Centres of ancient civilization in Nigeria i.e. Nok etc Importance of Museums, Natural Wild Life Parks, Monuments Zoos etc Note Organizational museum, Lagos 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 archaeologists i.e their discoveries , sites and importance etc 2] examine the relation between the various centres 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 groups locate the ancient centres of civilization using the Nigeria map and analyse the significance of various ancient centers of civilization 2] students are guided on an organized 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, statues etc to the development of historical tourism in Nigeria for presentation in the 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 centres of ancient civilization on Nigeria Ii] a picture/chart showing different culture artifacts of ancient civilization Web Resources Site link

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
6	State formation process in pre-colonial Nigeria centralized and non-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 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 sate formation in Nigeria 2] students in pairs are guided to identify the centralized states in pre-colonial Nigeria 3] students in small groups discuss the characteristics of centralized states in pre-colonial Nigeria	1] critical thinking and problem solving 2] communication and collaboration 3] creativity and imagination 4] digital literacy	I] historical map of Nigeria showing the appropriate extent on each state Ii] flash cards on centralized states in Nigeria i.e. Igbo, Kanuri, Hausa, etc Iii] a picture chart of centralized authority /non centralized authority Web resources Site link
7	Mid Term Break
	People of the Sudan and Sahel Savannah zone in Nigeria i.e. Kanuri. Hausa etc in the pre-colonial era	By the end of the lesson , students should be able to: Describe the origin and socio-political organization of the Kanuris and the Hausas in Nigeria 2] explain the reasons for the rise and collapse of 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. Mali Idris Alooma Sarkin Muhammed Rumfa etc and the 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 –Hausaland etc	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 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] flash cards on centralized and non-centralized states in Nigeria i.e. Igbo, Kanuri, Hausa, etc Ii] a picture chart of centralized authority Web resources Site link
7	Mid Term Break

8-9

People of Sudan and Sahel Savannah Zone in Nigeria i.e. Kanuri Hausa etc in the pre-colonial era

By the end of the lesson , students should be able to: 1] describe the origin and socio-political organization of the Kanuris and the Hausas in Nigeria 2] Explain the reasons for the rise and collapse of 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. Mali Idris Alooma, Sarkin Muhammed Rumfa etc and the 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 Nigeria’s people in different geographical zones and their origin 2] students in small groups discuss and relates the achievements of great rules and royal women in the zone i.e. Mal Idris Alooma and Sarkin Muhammed Rumfa-s 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 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 of Nigeria’s Sudan Sahel Savannah zone Ii] picture/chart showing important rules Iii] pictures /chart showing economy activities in the Sudan Sahel Savannah zone Web Resources

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
10	Smi/Guinea Savannah / Niger-Benue/co influence /middle belt zone Belt zone in Nigeria i.e. Nupe, Jukuns, Igala, Gwari etc	By the end of the lesson , students should be able to: 1] explain the origin and socio-political organization of the Semi/Guinea Savannah/Niger Benue/ confluence Middle Belt Zone in Nigeria i.e. Nupe, Jukun and Igala etc 2] Discuss the importance of Rivers; river Nigeria and river Benue to the growth and development of the people i.e. Nupe, Igala and Jukun etc 3] Examine the economic activities of these states and relate the significance of traditional region i.e. Jukun society 4] identify and discuss the achievements of some importance rulers of the Semi/ Guinea savannah zone i.e. Tsosede Edegi of Nupe etc	1] students as a class discuss the origin and the socio-political organizations/daily lives of the people of semi/guinea savannah/Niger Middle Belt zones in Nigeria i.e. their tribal marks, dress, dance title of rulers, occupation, transport , housing pattern etc 2] students in small groups discuss on the importance of Rivers i.e. River Benue and river Niger to the growth and development of the people in the zone 3] students in pairs highlight the significance of traditional religion i.e. Jukun society, economic innovation i..e Nupe Paro (goods exchange) etc to the students 4] students individually research and write a project on the achievements of some of the Semi/Guinea savannah zone i.e. Tsoede Edegi of Nupe 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. map of Nigeria showing the location of Nupe, Jukun and Igala and their trade routes etc Ii] picture chart showing the traditional craft industries and their warriors i.e. Nupe e.g. glass, brone, wae Jukun warriors Tsoede Edegi etc Web resources Site link
11	People of the forest region: the Yorubas, The Benin s (Binin, 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	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 as a guide 2] students as a class discuss the significance of Ile Ife to the Yoruba’s and give	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 Igbo land and the trading network Ii] picture chart showing important
WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
		2] describe the relations between Ile and the rest of Yorubaland, Oyo empire, socio-political and economic organization in the old Oyo Empire in the pre-organisation in the Old Oyo Empire in the pre-colonial times and the 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 region of Benin kingdom in the pre-colonial times 4] explain the various traditions of origins of non centralized Igbos, the factors that United the Non centralized Igbos in the pre-colonial times, Igbo pre-colonial social political systems, importance of age grades in Igbo land, reasons for Arochukwu Igbos dominance of Igboland in the pre-colonial times	Reasons for the rise of Old Oyo Empire 3] Students in small groups 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 and relevance of age grade in pre-colonial Igbo land		Rulers i.e. Alaafin) and their achievement Ii] a physical samples of cultural artifacts of traditional occupations i.e. calabash carving cloth weaving Bronze casting etc Web resources
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

Access Free History Scheme of work for SSS3. Lagos State History Curriculum for Secondary School. SS3 Schemes of Work.

History Scheme of Work SSS3 Second Term

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
1	Welcome test/ revision	General revision of SS3 first term work and examination	Welcome text and revision of SS 3 first term work	All embedded core during SS3 first term etc	All learning activities used during SS3 first term history
2	Debt relief and international aids	By the end of the lesson , students should be able to: 1] Explain the concept, debt relief and international aids 2] examine the origin, reasons, characteristics and effects of debt relief on Africa today 3] discuss the origin, reasons, structure and impacts of international Aids on Africa today 4] examine the role of poverty in Africa and identify the impact of corrupt leadership in Africa’s indebtedness	1] students as a class brainstorm on the concept, origin and effect of debt relief and international aids on Africa growth and development 2] students in small groups demonstrate the roles of poverty in Africa and the impacts of corrupt leadership in Africa 3] students as a class individually research and write short project on Debt relief and international aids and the impact on Africa development growth, and present to the class	1] critical thinking and problem solving 2] communication and collaboration 3] leadership and personal development 4] citizenship	I] picture charts of debt relief agancies and international aids organization etc Ii] picture chart of debt relief agencies and international aids organization distributing aids packages Web resources Site link

3/4	Peacekeeping / socio-political interest of the developed societies armaments nuclear science and world peace	By the end of the lesson , students should be able to: 1] explain the meaning of peacekeeping armament, Nuclear science, world peace 2] relate the historical origin, reasons, objectives structure and effects of peace keeping on the relative peace in the world and what Nigeria has benefited 3] describe the origin and the impacts of developed societies on Africa’s growth and development 4]relate the significance of armaments, nuclear science and world peace to the growth and development	1] students as a class brainstorm on the meaning of peacekeeping, armaments, nuclear science and world peace 2]students as a class describes the historical origin reasons objectives, structure, and effects of peacekeeping activities on the relative peace in the world to the students 3]students in small groups discuss the origin, reasons, operations and inputs of the developed societies i.e. Japan Germany etc on Nigeria and Africa	1] communication and collaboration 2] creativity and imagination 3] citizenship 4] digital literacy	Audio visual resources 1] white beret of international peace makers Ii] video clips on operations Iii] map of the world showing major routes of Arms trade Web resources Site links
WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
5/6	Lands and people of North Africa, Egypt and the Maghred etc	By the end of the lesson , students should be able to: 1] describe the various importance of North Africa 2] explain the meaning of Maghreb the notable conquests occupations, Africa resistances (i.e. Algerian resistances) indigenous achievements and effects on North Africa etc 3] relate the significance of strategic Egypt to the world i.e. cradle of world civilization. Hieroglyphics etc French Napoleonic occupation etc Muhammed Ali activities successors, British condominiums, Egyptian Nationalism and independence etc 4] examine the origin, reasons, activities and impacts of religious brotherhood in North Africa i.e. Sanusiyya Islamic brotherhood in Southern Libya etc	1] students as a class are guided using the map of Africa to locate North Africa countries and capitals 2] students in pairs highlight the significance of strategic Egypt invaders conquest occupation and rulers etc 3] students in small groups examine the origin’ importance, activities and impacts of religious Brotherhood in North Africa	1] communication and collaboration 2] creativity and imagination 3] citizenship 4] digital literacy	Audio visual resources I] map of North Africa /world I pictures of physical land marks in North Africa i.e. Atlas Mountain- Morocco, pyramids-Egypt, Sahara desert etc Web resources
7	Mid Term Break

8/9

Land and people of east and central Africa Omani (Zanzibar) Buganda and Ethiopia

By the end of the lesson , students should be able to: 1] describe the physical features, the people countries capitals in East and Central Africa 2] explain the origin importance and activities impacts of foreign invaders conquests and occupation in East and Central Africa i.e. Omani Arabs, British Europeans etc 3] describe origin reasons features, organization of indigenous political authorities religious political authorities religion and trade in the East and Sugandan Society and government up to 1870 and the impacts on East and central Africa today 4] relate the origin, language, religion, reasons , activities of Emperors and empress, foreign invaders and impacts on the growth and development of the Ethiopian state today

1] students are guided to describe the physical –features of land and people of East and central Africa 2] students in pairs highlight the importance reasons activities, impacts of foreign invaders; conquests and occupation in East and Central Africa 3] students in small groups describe the origin language religion, activities of Emperors in Ethiopia Africa and the impacts on the country today

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

1] maps of the world /Africa showing East, central and the Horn of Africa etc Ii]video clips on the areas Zanzibar, Buganda and Ethiopia etc Iii] picture or drawings of Theodore and Menelik II Iv] photographs of notable rulers in full regalia i.e. Emperor Halille Selassie- Ethiopia- Kabaka Mutesa-Buganda kingdom-Uganda etc Web resources Site links

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
9/ 10	Land and people in Southern African i.e. Bantu	Students should be able to 1] describe the importance origins, people in Southern Africa 2] discuss the economic and socio-political organizations in Southern Africa region i.e. Bantu phenomenon) in Southern Africa etc 3] examine the factors which led to the rise and activities of Shaka the Zulu to prominence in the history of Southern Africa, Nguni revolution (outburst) Miecane reasons, organization, effects etc and explain the meaning of Mfecane and its socio-political economic and military consequences 4] discuss the origin, emergence of the Boers in Southern Africa reasons and effects of the frontier wars, roles of the British in the Boer –Africa relations, examine the, origin, meaning, causes, operations, consequences of the Great Trek and the introduction of Apartheid system /racism in Southern Africa and the impacts on Africa today etc.	1] students as a class discuss the importance, origin and people in Southern Africa 2] students in pairs discuss the socio-political organizations in southern Africa region i.e. Bantu phenomenon in Southern Africa etc 3] students in small groups discuss the factors that led to the rise and activities of Shaka Zulu to prominence in the History of Southern Africa	1] communication and collaboration 2] creativity and imagination 3] citizenship	I] physical maps of Southern Africa Ii] picture chart on a san archer Iii] photograph of Zulu warrior Web resources Site links
11	Revision
12	Examination