History SS 1 Curriculum Guides – Pre Colonial Nigeria (The State Formation Process of Centralized and Non Centralized States in Nigeria)

 

THEME – PRE COLONIAL NIGERIA 

TOPIC 1 – THE CENTRALIZED STATES OF HAUSA TO 1800

 

 

INSTRUCTIONAL MATERIALS

1. Map of Nigeria showing the Hausa States and trade routes linking them to other groups.

2. Picture/chats or drawing showing names of important rulers, their years of rule and main achievements.

3. Products of Hausa land.

4. Weapons of wars.

5. Pictures of Hausa Crafts and industries e.g A market scene etc.

6. Photograph or Video Clips of a Durbar.

7. Picture or drawing the statue of Queen Amina.

8. Map showing various Hausa States.

9. Map showing the spread of Islam in Hausa land.

 

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

1. identify on the map the area referred to as the Hausa States.

2. mention the main phases through which Hausa States passed in their evolution to Statehood.

3. identify the main economic activities of the Hausa States like Kano and Kastina.

4. explain why wars were fought among different States in Hausa land.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. From village settlement to town, indicating factors involved in the development of Hausa States.

2. Hausa socio – political organisation.

3. The economy of Hausa land (agriculture, fishing, trade, crafts and industries).

4. Wars fought by Hausa States.

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. asks students to identify specific Hausa centres on a map of Nigeria.

2. uses both explanation and discussion methods to achieve the lesson objectives.

3. arranges, if possible a visit to:

  • a traditional Hausa city.
  • a museum.

4. locate war site.

 

 

STUDENT’S ACTIVITIES

The students,

1. locate specific Hausa centres on a map of Nigeria.

2. listen to teachers explanation, participates in class discussion, take notes and ask questions.

3. take part in excursion.

4. participate in excursion to war museum and discuss the effects of these wars later.

 

 

LESSON EVALUATION

Students to,

Mention the main phases through which Hausa States passed in their evolution to Statehood.

2) explain the socio – political organisation of the Hausa people.

3. describe the main economic activities of Hausa states like Kano and Kastina.

4. explain why wars were fought among different state in Hausa land.

5. describe the effects of these wars.

6. discuss the nature of relations between the Hausa States and other Nigerian peoples especially their neighbours.

 

 

THEME – PRE COLONIAL NIGERIA 

TOPIC 2 – THE CENTRALIZED STATE OF BENIN  

 

 

INSTRUCTIONAL MATERIALS

1. A sketch map showing trade routes linking it with its neighbours.

2. Photograph of the Oba of Benin in full regalia.

3. Photographs of Benin bronze, cavings and city walls.

 

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

1. describe the stages of development of the Benin Kingdom.

2. assess the contribution of Benin rulers to the development of the Kingdom.

3. describe the economy of the Benin Kingdom.

4. describe the relationship between Benin and its neighbours e.g. Yoruba, Igbo and Itsekiri and the Europeans on the other.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Growth from village community to Kingdom

2. The early Kingdom and the rule of Ogiso.

3. Oranmiyan and the founding of a new dynasty.

4. The socio – political system of the Benin Kingdom.

5. Benin and their neighbours.

6. Benin and the Europeans.

7. The Benin economy (agriculture, fishing, trade, craft and industries).

8. The warrior king Ewuare, Ozolua, Esigie etc. and the rise of the Benin Empire (indicate extent of the empire).

9. The Benin Empire at its height.

10. Relations with other Nigerian people.

11. Internal problems and decline.

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher uses both explanation and discussion method to achieve the lesson objectives.

 

 

STUDENT’S ACTIVITIES

The students listen to teacher’s explanation and participate in class discussion, ask questions and write notes.

 

 

LESSON EVALUATION

Students to,

1. describe the stages of development.

2. assess the contributions of Benin rulers to the Kingdom.

3. describe the economy of the Benin Kingdom.

4. describe the relationship between Benin and its neighbours e.g. Yoruba, Igbo and Itsekiri.

 

 

THEME – PRE COLONIAL NIGERIA 

TOPIC 3 – THE CENTRALIZED STATE OF KANEM AND BORNU TO 1800

 

INSTRUCTIONAL MATERIALS

1. Map showing Trans Saharan trade routes.

2. Map showing trade routes connecting Kanem and Bornu to their neighbours.

3. Pictures/chats or drawings showing important rulers, their years of rule and main achievements.

 

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

1. identify the main stages of the state formation process in Kanem and Bronu.

2. describe the socio – political institutions of these states.

3. explain the nature of the economy of Kanem and Bronu, especially its trade and trade partners.

4. describe the coming of Islam to Kanem and Bornu.

5. identify important rulers of Kanem and Bornu and mention their main achievements.

6. describe the relations between Bornu and other Nigerian groups.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Phases of Development

2. Socio – political organisations of the Kanem State.

3. The coming of Islam into Kanem and Bornu and its impact on the rulers and society.

4. Problems of unity and stability.

5) The rise of Bornu Empire.

7) Relations with Hausa land and other Nigerian people

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. asks students to locate Kanem and Bornu on a map of Nigeria.

2. uses explanation and discussion methods to achieve the lessons objectives.

 

 

STUDENT’S ACTIVITIES

The students,

1. locate Kanem and Bornu on the map.

2. listen to the teacher.

3. participate in class discussion, take notes and ask questions.

 

 

LESSON EVALUATION

Students to,

Identify the main stages of state formation process in Kanem and Bornu.

2) Describe the socio – economic organisation of Kanem State before the coming of Islam.

3) Discuss the coming of Islam into Kanem Bornu and its impact on rulers and society.

4) Discuss the problems of unity and stability in the state.

5) Discuss the rise of the Bornu empire, the move to Ngazargamu and the economic activities of the new empire.

6) Describe the nature of the relationship between Bornu, Hausaland and other Nigerian peoples.

 

 

THEME – PRE COLONIAL NIGERIA 

TOPIC 4 – THE CENTRALIZED STATES OF IFE AND OYO

 

INSTRUCTIONAL MATERIALS

1. A sketch map showing the extent of Old Oyo and its trading network.

2. Picture/chat or drawings showing names of important rulers, their years of rule and main achievements.

 

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

1. mention theories of Yoruba origin and relations between Ife and the rest of Yoruba land.

2. describe the socio – political organisation of the Yoruba.

3. explain the place of Ife in Yoruba history.

4. describe the rise and growth of the Old Oyo Empire.

5. explain the impact of the Old Oyo Empire on its neighbours and other Nigerian groups.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Theories of Yoruba origin and relations between Ife and the rest of Yoruba land.

2. Socio – political organisation of Yoruba Kingdom.

3. The rise and growth of the Old Oyo Empire.

4. Oyo Empire:

  • Political organisation
  • Economy – agriculture, fishing, trade, crafts and industries.
  • Relationship with Nigerian groups out side the empire.

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. asks students to locate the position of Old Oyo and present Oyo on the map.

2. uses both explanation and guided questions to achieve the lesson objectives.

 

 

STUDENT’S ACTIVITIES

The students,

1. locate the position of Old Oyo and present Oyo on the map.

2. listen to teacher’s explanation and participate in class discussion, ask questions and write notes.

 

 

LESSON EVALUATION

Students to,

1. mention theories of Yoruba origin and relations between Ife and the rest of Yoruba land.

2. describe socio – political organisation of the Yoruba.

3. explain the place of Ife in Yoruba history.

4. describe the rise and growth of the Old Oyo Empire.

5. explain the impact of the Old Oyo Empire on its neighbours and other Nigerian groups.

 

 

THEME – PRE COLONIAL NIGERIA 

TOPIC 5 – THE CENTRALIZED STATE OF EFIK

 

 

INSTRUCTIONAL MATERIALS

1. Map of Nigeria showing Efik land

2. Pictures, drawings and video clips of Efik masquerades and a canoe regatta.

 

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

1. identify the factors which led to the rise of the Efik State

2. explain the socio – political organisation of the Efik.

3. describe the economic activities of the Efik.

4. discuss the impact of contact with Europe on the Efik.

5. discuss the relations between the Efik and their hinterland neighbours.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Efik migrations and the founding of settlements on the estuary of the Cross River.

2. The challenge of the environment and the rise of the Efik State.

3. The socio – political organisation of the Efik.

4. The economic activities of the Efik, including commercial relations with other Nigerian groups.

5. The coming of the Europeans and the impact on the Efik.

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. asks students to locate the Efik land on the map of Nigeria.

2. uses explanations and discussion method to achieve the lesson objectives.

3. leads the students to identify the occupations of the Efik people.

 

 

STUDENT’S ACTIVITIES

The students,

1. locate Efik land on the map of Nigeria.

2. listen to the teacher and participate in class discussion.

3. write notes and ask questions.

4. respond to teachers questions.

 

 

LESSON EVALUATION

Students to,

1. identify the factors which led to the rise of the Efik State.

2. explain the socio – political organisation of the Efik.

3. Describe the economic activities of the Efik.

4. discuss the impact of contact with Europe on the Efik.

5. discuss the relations between the Efik and their hinterland neighbours.

 

 

THEME – PRE COLONIAL NIGERIA 

TOPIC 6 – THE CENTRALIZED STATE OF NUPE

 

INSTRUCTIONAL MATERIALS

1. Map of Nigeria showing location of Nupe and her trade routes.

2. Photographs showing Crafts and industries of Nupe e.g. Glass, Bronze and Beads.

3. Photograph or drawing of Egba Tsoede

 

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

1. explain how this State emerged.

2. describe the main economic activities of Nupe people.

3. explain how Nupe society was organized.

4. explain the role of river Niger and Benue on Nupe history.

5. describe the relations between Nupe and her neighbours.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Pre-Tsoede Nupe and relations between the component parts.

2. The coming of Tsoede, the rise and organisation of Nupe kingdom.

3. The Nupe economy (agriculture, fishing, trade, crafts and industries).

4. Nupe’s relation with Hausa land,Bornu, old Oyo and other Nigerian peoples.

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher uses both explanation and discussion methods to achieve the lesson objectives.

 

 

STUDENT’S ACTIVITIES

The students listen to the teachers explanation, participates in class discussion, take notes and ask questions.

 

 

LESSON EVALUATION

Students to,

1. explain how this State emerged.

2. describe the main economic activities of Nupe people.

3. explain how Nupe society was organized.

4. explain the role of River Niger and Benue on Nupe history.

5. describe the relation between Nupe and her neighbours.

 

 

THEME – PRE COLONIAL NIGERIA 

TOPIC 7 – THE CENTRALIZED STATE OF THE JUKUN

 

INSTRUCTIONAL MATERIALS

1. A sketch map of Nigeria showing the Jukun State with arrows leading on to the main areas of military campaign.

2. A photograph of drawing of Aku of Wukari in traditional outfit.

 

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

1. explain the peculiar place of the Jukun in Nigeria history.

2. explain the basis of other military power.

3. describe the place of religion in Jukun society.

4. describe Jukun relations with the surrounding peoples.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Jukun migrations and settlement in the Middle Benue region.

2. Social organisation, with particular attention being paid to the place of religion in Jukun society.

3. The rise of Jukun to military dominance.

4. The relations between Jukun and:

  • Hausa land
  • Bronu
  • Other surrounding people.

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. asks students to locate the position of Jukun on a map of Nigeria.

2. uses both explanation and discussion methods to achieve the lesson objectives.

 

 

STUDENT’S ACTIVITIES

The students,

1. locate the position Jukun on the map of Nigeria.

2. listen to teachers explanation and participate in class discussion, ask questions and writes notes.

 

 

LESSON EVALUATION

Students to,

1. explain the peculiar place of the Jukun in Nigeria history.

2. explain the basis of their military power.

3. describe the place of religion in Jukun society.

4. describe Jukun relations with the surrounding peoples.

 

 

THEME – PRE COLONIAL NIGERIA 

TOPIC 8 – THE CENTRALIZED STATES IN NIGERIA 

 

INSTRUCTIONAL MATERIALS

Historical map of Nigeria showing the appropriate extent of the centralized states.

 

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to identify factors that influence the process of state formation in centralized states.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Early beginnings (village communities).

2. The first attempts at building larger units: reasons and methods.

3. The rise of capital cities.

4. The role of the environment and economic endowments.

5. The role of leadership conflicts and accommodation, the state formation process.

6. Similarities and differences.

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher uses explanations and discussion method to identify factors that influence state formation.

 

 

STUDENT’S ACTIVITIES

The students listen to teacher and participate in class discussions, ask questions and take notes.

 

 

LESSON EVALUATION

Students to identify factors that influence the process of state formation.

 

 

THEME – PRE COLONIAL NIGERIA 

TOPIC 9 ASPECTS OF THE HISTORY OF THE NON CENTRALIZED STATES OF NIGERIA

 

INSTRUCTIONAL MATERIALS

1. Map of Nigeria showing the various states.

2. Pictures of video clips showing major occupations of the people.

 

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

1. Identify the relationship between the non – centralized states and the centralized states of Nigeria.

2. Describe the nature of their economies and their impact on other Nigerian peoples.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Economic activities of the non – centralized people (Igbo, Ibibio, Isoko, Idoma, Tiv, Birom, Angas etc).

2 – The rise of specialists craftmen among these people and their impact.

3 – Trading oligarchies.

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher uses explanations and discussion method to achieve lesson objectives.

 

 

STUDENT’S ACTIVITIES

The students,

1. listen to the teacher and participate in class.

2. write notes and ask questions.

 

 

 

LESSON EVALUATION

Students to identify the relationship between the non – centralized states and the centralized states of Nigeria.

 

 

THEME – PRE COLONIAL NIGERIA 

TOPIC 10 – THE NON CENTRALIZED STATES AND SOCIAL POLITICAL ORGANIZATIONS 

 

INSTRUCTIONAL MATERIALS

Map of Nigeria showing the various states

 

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

1. identify the main features of the social and political organization of non – centralized polities of Nigeria.

2. Identify aspects of their socio – political institutions which cut cross lineages and villages and so provides a unifying force despite the absence of centralized political system.

3. Explain the arrangements made for settling issues and disputes.

4. Discuss socio- political relations between these peoples and other groups.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. General characteristics of non – centralized States.

2. Main socio – political institutions of the peoples ( Igbo, Ibibio, Isoko, Idoma, Tiv, Birom, Angas etc).

3. The working of government.

4. Unifying factors: age grade associations, inter – marriages, oracle systems, negotiated covenant.

5. Socio – political relations between these peoples and other groups.

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher uses explanation and discussion methods to achieve objectives.

 

 

STUDENT’S ACTIVITIES

The students,

1. listen to the teacher and participate in class discussion

2. write notes and ask questions.

 

 

LESSON EVALUATION

Students to,

1. identify the main features of the socio – political organisation of the non – centralized polities of Nigeria.

2. explain the arrangements made for settling issues and disputes.