Social, political and economic development during the reign of El-kanemi.
The emergence of El-kanemi is traced and explained to the students.
The students should be able to state and explain on the crisis, emergence and economic development of El-kanemi.
YORUBA LAND IN 19TH CENTURY
Oyo Empire and final collapse of Oyo Empire.
The students should be able to discuss, describe and explain the Oyo Empire and the final collapse. The teacher guides the students with a map representing the Oyo Empire.
BENIN IN 19TH CENTURY;-
The abolition of Trans-Atlantic slave trade on Benin economy in political crisis, problems of succession and emergence of weak rulers.
The students should be able to explain the factors that led to the abolition of Trans- Atlantic lave trade, Benin economy, political crisis, problems and succession- the emergence of weak leaders.
This is done with the aid of wall charts illustrating the Benin political system.
THE FIRST PHASE OF BRITISH CONQUEST 1851-1900;
Occupation of Lagos.
British conquest of Benin.
Other interior of Yoruba land.
With the aid of maps and pictures, the teacher should explain and discuss with the students how British conquered and occupied Lagos and other areas of Yoruba land.
THE SECOND PHASE OF BRITISH CONQUEST OF 1900-1914;
Occupation of North-Sokoto.
The students should be able to describe and explain the occupation of British occupation of North.
Pictures and maps.
THE BRITISH CONQUEST CONTINUED;
Occupation of Igbo land.
Reasons for occupation and impacts.
The teacher explains and describes the British occupation of Igbo land, reasons, and impacts- advantages and disadvantages to the students.
Maps/charts – aids.
SS 2 SECOND TERM
THE EARLY PHASE OF BRITISH RULE 1990-1914;
Native courts of the southern protectorate.
Native authority system of the North.
Establishment of network- roads, water ways etc.
The students should be able to discuss on the native courts and the authority of the Northern protectorate.
The teacher directs and explains the various networks-roads, water ways established during the British administration of the North.
Map of the period should be used.
AMALGAMATION OF NIGERIA AND ITS SIGNIFICANCE
The teacher explains 1906 and 1914 events of joining or making of the state Nigeria.
A map indicating the amalgamation should be presented to the students for learning.
Nature of indirect rule.
Social development and inter-group relations.
Indirect rule should be defined and explained by a teacher to the students. The students should define and explain indirect rule and the inter-group relations during the amalgamation.
Maps and pictures are used as teaching materials.
The role of government on the colonial economy.
The British policy on the economy and the effects.
The students should be able to explain the role of the British government on the economy, the British policy is examined by the teacher and explained to the students with their pictures, materials and some British currency.
ORIGIN OF NATIONALISM;
Definition and explanation.
Origin and early resistance to the imposition of British rule; Jaja of Opobo, Awujale of Ijebuode and Ovonrenewem of Benin.
The students should be able to define and explain the meaning of Nationalism. The teacher demonstrates before the class the resistance and imposition of British rule on the people of West Africa and people of Nigeria in particular. The names of the early nationalists mentioned.
NATIONALISTS MOVEMENT AFTER SECOND WORLD WAR.
The activities of the nationalists are explained, formation of political parties, newspapers and conferences- 1950, 1953, 1957, etc
Process of decolonization and attainment of Nigerian Nationalists in the administration.
The teacher defines and explains the meaning of decolonization and the process of decolonization- the changes of the constitutional development.
The teacher with the aid of maps and charts for bicameral structure, explain the federal character, federal structure and the nature of multi-party democracy- explain what party and democracy means.
Students explain individually.
THE RETURN OF THE MILITARY;
The factors that led to 1983 coup.
The programmes of the regime and the anti-corruption programme- Buhari/Idiagbon regime.
The teacher outlines the factors that led to the return of the Military- 1983, the collapse of economy constitutional crisis and social breakdown. With the aid of newspaper cutting and video clips of activities. Discus about war against indiscipline.
The students explain on the WAI.
THE RETURN OF THE MILITARY CONTINUED;
Economic Policy of 1983
The teacher discusses on the economic policy of 1983, advantages and disadvantages.
The students are made to state and explain the various merits and demerits of the 1983 economic policy.
IBRAHIM BABANGIDA REGIME 1985-1993;-
Structure of the regime and transition programme.
The teacher enumerates on the Babangida programme; military president, supreme military council.
Transition programme and the regime conceptualization of democracy.
Map of Nigeria showing the new state structure of 1993.
The students individually outline the structures of the regime.
IBRAHIM BABANGIDA REGIME 1985-1993 CONTINUED;-
Socio-economic programme of the regime
Women empowerment programme.
The teacher discusses on the economic conditions of 1993 and women empowerment programme.
Teaching materials; government policy papers/maps.
The students explain the economic and women programmes.
THE CHALLENGES OF DEMOCRACY-
Interim National Government.
The return of the military 1993-1998.
The teacher defines democracy and discusses it under military interruption of the government, in turn, the teacher with the aid of map and pictures explains on the military return of 1993-1998.
The students explain what they understand by interim government.