History SS 1 Curriculum Guides – Pre Colonial Nigeria – Traditions of Origin and Historical Links Among Certain Groups and Trans – Atlantic Slave Trade – Origin of the Atlantic Slave Trade

THEME – PRE COLONIAL NIGERIA 

TOPIC 1 – TRADITIONS OF ORIGIN AND HISTORICAL LINKS AMONG CERTAIN GROUPS

INSTRUCTIONAL MATERIALS

1. Ethnic map of Nigeria.

2. A chat containing the ethnic groups in Nigeria and the states where they are found.

LEARNING OBJECTIVES

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

1. state the traditions of origin of Nigerian peoples.

2. identify traditional links of certain groups of Nigerian peoples in the process of migrations.

CONTENTS OF THE LESSON

FOCUS LESSONS 

The tradition of the origin of Kanembu, Kanuri, Hausa, Nupe, Igala, Jukun, Ife, Oyo, Benin, Itsekiri, Ijaw, Efik, Igbo, Ibibio, Urhobo, Isoko, Idoma,Tiv, Birom, Angas, etc.

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. asks students to investigate and report back to the class the origin of their own people.

2. uses explanation and discussion to help students state the traditions of origin of Nigerian people.

 

 

STUDENT’S ACTIVITIES

The students,

1. carry out class assignment and report back to class.

2. participate in class discussion.

LESSON EVALUATION

Students to,

1. narrate some traditions of origin of Nigerian people.

2. identify traditional links of groups of Nigerian peoples.

THEME – PRE COLONIAL NIGERIA 

TOPIC 2 – TRANS-ATLANTIC SLAVE TRADE: ORIGIN OF THE ATLANTIC SLAVE TRADE

INSTRUCTIONAL MATERIALS

1. Drawings of plantations in the New World.

2. World map showing Atlantic slave trade.

LEARNING OBJECTIVES

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

1. explain the circumstances which led to the demand for slaves in Europe and the New World.

2. describe the circumstances which led to the introduction of slave trade in West Africa.

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. “Discovery” of the Americans by Europeans and European migrations, settlement and activities in the Americas.

2. The circumstances which led to the demand for African labour in the West Indies and the demand for African labour and the intensification of the trans-Atlantic slave trade in Nigeria.

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. uses explanation and discussion method to achieve the lesson objectives.

2. organize excursion to the museum or Badagry where possible and ask students to write notes.

 

 

STUDENT’S ACTIVITIES

The students,

1. listen to the teacher and participate in class discussions.

2. write notes and ask questions.

3. participate in excursion and write a report.

 

LESSON EVALUATION

Students to,

1. explain the circumstances which led to the demand for slave in Europe and the New World.

2. describe the circumstances which led to the introduction of slave trade in West Africa.