Description and explanation with teaching aids of charts and maps involving the students actively.
THE STATES FORMATION PROCESS CENTRALIZED STATES KANEM/ BORNU
Description of the various states explaining what centralized really means
THE STATES FORMATION PROCESS CONTINUED EFIK MIGRATION
ENVIRONMENT AND COMMERCIAL ACTIVITIES OF IGALA, JUKUN, ETC
The traditional features, movement and commodities of the various states in Nigeria are outlined for the students. The processes of their formation are narrated.
THE STATE FORMATION PROCESS
NON – CENTRALIZED STATE; IGBO, ISOBO, IBIBIO ETC
Features, description and administration of these regions and their process of formation are enumerated by the teachers using maps as well as demonstrate before the class most of their cultural differences.
THE STATE FORMATION PROCESS CONTINUED; IDO, TIV, BIROM, ANGAS ETC.
The teacher describes and explains these states, and makes the student mention and explain them. Items can be gathered for representation of these different cultures.
SS1 SECOND TERM
THE HAUSA STATES TO 1800;
i. Identify areas referred to as Hausa
ii. Trace its evolution to statehood.
Teacher identifies the areas of Hausa land for the students using map.
The students by the end should be able to mention and trace Hausa evolution to statehood.
THE HAUSA STATE TO 1800 CONTINUED;
The economic activities of Kano and Katsina.
Why the Hausa states fought wars among themselves.
Description and explanation pictures /charts.
The students mention, state and describes most of the economic activities of the Hausa land 1800.
The students are assigned to bring these materials as assignment.
Indigenous technology craft agricultural activities and industry.
Explanation and description of these activities e.g. fishing trade and craft are duly explained to the students with maps and physical materials like hoes, Nets and molds pots the students should able to explain them.
i. Peculiar places in Jukun
ii. Basis of their military power.
The students should be able to mention the various peculiar places in Jukun.
Point them out from the maps and explain the Jukun military power.
IFE AND OYO;
The theories of the Yoruba origin in political organization/craft and industry.
The teacher describes and traces the Yoruba origin in the various tales of origin, political organization, and agricultural activities. The students should be able to tell or say the stories of the Yoruba origin.
The stages of its development, rulers and relationship with their neighbours.
ECONOMY; technology, craft and industry.
Teacher explains, describes, and differentiates between its neighbours (Benin).
Maps indicating or pointing out the boundaries existing between Benin and its neighbours.