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HISTORY

SS 2 FIRST TERM

WEEK

TOPIC/ CONTENT

ACTIVITIES

1

THE SOKOTO CALIPHATE;

- The state of Hausa land at the beginning of the 19th century.

- The role of Islam at the beginning of 19th century.


The teacher describes and explains the Sokoto caliphate to the students, the maps and charts are used.

The students should be able to explain introduction of the caliphate.



2

THE SOKOTO CALIPHATE CONTINUED;

  • Usman Dan Fodio lived and worked in Gobir.

  • Why Sarkin Gobir and the Muslims fell out.

The teacher states and explains the circumstances that led to Usman Dan Fodio’s work in Gobir. Explain why the Sarkin Gobir and the Muslims fell out.

Maps and pictures as teaching aids.

The students state and explain the reasons and why Gobir and Muslims fell out.


3

THE SOKOTO CALIPHATE CONTINUED;

The various reasons why Dan Fodio engaged or embarked on Jihad or Holy war.



The teacher states and explains the reasons why Dan Fodio embarked on jihad or Holy war.

Maps containing the movement of Dan Fodio.

Students should be able to enumerate the various reasons.


4

THE SOKOTO CALIPHATE CONTINUED;

  • The birth of the Sokoto caliphate.

  • The administration of the caliphate.




How the caliphate came into existence and how it was administered are described and explained.

Teaching aids; pictures and maps.

The students should be able to describe and explain the birth and administration.


5

JIHAD- HOLY WAR;

Political, social and economic impact.



The advantages and disadvantages of Jihad on political social and economics are stated and explained by the teacher.

Maps, pictures as teaching aids.



6

BORNU UNDER THE SHEHUS;

  • The emergence of El-kanemi.

  • Rebellion and the crisis in Bornu, and invitation of El-kanemi.

  • 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.



7

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.

8

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.



9

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.

10

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.



11

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.



12

Revision

Revision

13

Examination

Examination

HISTORY

SS 2 SECOND TERM

WEEK

TOPIC/ CONTENT

ACTIVITIES

1

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.


2

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.



3

COLONIAL RULE;

  • 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.



4

COLONIAL ECONOMY;

  • 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.

5

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.

Maps/pictures used.



6

NATIONALISTS MOVEMENT AFTER SECOND WORLD WAR.

The activities of the nationalists are explained, formation of political parties, newspapers and conferences- 1950, 1953, 1957, etc

7

DECOLONIZATION;

  • Definition

  • 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 pictures of the Nationalists are used.



8

THE FIRST REPUBLIC 1960-1966;

Political development.



The teacher explains the process- handing over to a Nigerian, the seat of government, challenges of democracy.

Maps are used, the students should be able to explain and outline the challenges.



9

THE FIRST REPUBLIC AND SOCIAL ECONOMIC DEVELOPMENT;

Concept of mixed economy and national development plan.



The teacher explains the economic philosophy of the government and expansion of social services communication. Map of Nigeria is used.

10

1966 COUP D’ ETAT AND THE NIGERIAN CIVIL WAR CONTINUED;

The causes of the war.



Explanation and stating the causes of the war.

Display of relics of war as teaching aids.



11

1966 COUP D’ ETAT AND THE NIGERIAN CIVIL WAR CONTINUED;

The socio-political and economic effects on women and children.



Description and explanation of the socio-political and economic effects on women and children.

Pictures of those suffering in war are displayed for teaching.



12

Revision

Revision

13

Examination

Examination

HISTORY

SS 2 THIRD TERM

WEEK

TOPIC/ CONTENT

ACTIVITIES

1

THE MILITARY RULE AND RECONSTRUCTION IN NIGERIA;

  • The nine point program of Yakubu Gowon.

  • Achievements and failure of the Gowon regime.

The teacher explains the Gowon’s coming into power, the nine point programs and states and explains the achievements and failures of the regime.

Pictures of the road maps of the reconstruction will be used.

The students explain and mention the achievements and failures of the regime.


2

THE MILITARY RULE CONTINUED;

  • Factors that led to the 1975 coup.

  • The land use decree

  • The structure of the administration/indigenization programme.

The teacher states and explains the factors that led to 1975 coup, the land use decree- land tenure system, the structure of the regime and the indigenization programme.

Pictures and land maps are used.

The students are permitted individually to explain them.


3

THE SECOND REPUBLIC 1979;

  • 1979 republican constitution.

  • Presidential system.

  • Socio economic programmes.

The teacher discusses the difference between the first and the second republic, the problems of economy and the introduction of presidential system of government.

Teaching aids; copy of the 1979 constitution calendar of the executive etc.

Students differentiate the republic and discuss the programmes – 1979’s.


4

THE SECOND REPUBLIC 1979 CONTINUED;-

Federal character and federal structure

Adoption of bicameralism.

Practice of multi- party democracy.



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.



5

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.



6

THE RETURN OF THE MILITARY CONTINUED;

  • Economic Policy of 1983

  • Implications.

The teacher discusses on the economic policy of 1983, advantages and disadvantages.

Aids; maps/pictures

The students are made to state and explain the various merits and demerits of the 1983 economic policy.


7

IBRAHIM BABANGIDA REGIME 1985-1993;-

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.



8

IBRAHIM BABANGIDA REGIME 1985-1993 CONTINUED;-

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.


9

THE CHALLENGES OF DEMOCRACY-

The governance;



  • 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.



10

THE CHALLENGE OF DEMOCRATIC GOVERNMENT CONTINUED

The policies and implementation of the 1993-1998 return of the military.



The teacher takes comparative analysis of the 1999 constitution with the previous constitution and discusses the economic policies paying attention to; liberalization of the economy.

Material aids; charts/maps/pictures.

The students are guided to identify the differences in the various constitutions.


11

THE TRANSITION; FOURTH REPUBLIC;

  • Constitutional conference and policy thrust of the fourth republic.

  • The 1999 constitution and the commencement of the fourth republic.

The teacher explains the events leading to the emergence of the Abdulsalam Abubakar’s transition.

The 1999 constitution in focus, the economic policy and social policies of the fourth republic.

Maps and pictures are used.

Students explain extensively on the fourth republic.



12

Revision

Revision

13

Examination

Examination
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