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Scheme of Work on History for Junior Secondary School
Upper Basic (JSS 1 -3). The contents of the curriculum focus on the meaning and nature of History, origin of History; migrations and settlement patterns of the peoples of Nigeria; local heroes and heroines; local political developments; the Nigerian geography and environment; major historical sites and civilisation centres; economic activities; centralised and non-centralised polities; and, finally, patterns of inter-group relations between the peoples of Nigeria and the British
Table of Contents
History Scheme of Work for JSS1 – Topic
Concept of History
Meaning of History
Sources of History
Importance of History
Geography and Environment
Historical Sites in Nigeria
Political Development in Nigeria
Major Centralised States in Pre- Colonial Nigeria
History Scheme of Work for JSS2 – Topic
Political Development in Nigeria
Non-Centralised States in Pre-Colonial Nigeria
Inter-relationships of some Centres of Civilization in Precolonial Nigeria
Geographical Environment
Ghana Empire
Mali Empire
Songhai Empire
History Scheme of Work for JSS3 – Topic
External Contact and Trade
Origin and organisation of Trans-Saharan Trade
Early European contacts with Nigeria
Political Development in Nigeria
British Colonisation of Nigeria Territories
The Evolution of the Nigerian State
The Amalgamation of Nigeria
The Independence Movement
What others are downloading: BECE History Past Questions for JSS3
Scheme of Work for History JSS 2.
Below is History Scheme of work for Junior Secondary School JSS 2.
History teacher can teach with this, while student can read ahead with it.
| TOPIC | PERFORMANCE OBJECTIVE | CONTENTS | ACTIVITIES |
| 1. Ghana Empire | Students should be able to: 1, Identify the location of Ghana Empire on the map of Africa. 2. Describe the socio-political structures of Ghana Empire. 3. Explain the factors that led to the rise of Ghana Empire. 4. Explain the factors that led to the fall of Ghana Empire. | 1. Location of Ghana Empire on the map of Africa. 2. Socio- political structure of Ghana Empire. 3. Factors that led to the rise of Ghana Empire. 4. Factors that led to the fall of Ghana Empire.- | 1. Guides students to identify the location of Ghana Empire on the map of Africa. 2. Discusses the socio-political structure of Ghana Empire with students. 3. Guides students to identify the factors that led to the rise of Ghana Empire. 4. Guides students to identify the factors that led to the fall of Ghana Empire. 5. Asks and answers questions on the lesson. |
| 2. Mali Empire | 1. Identify the location of Mali Empire on the map of Africa. 2. Describe the socio-political structures of Mali Empire. ‘ 3. Explain the factors that led to the rise of Mali Empire. 4. Explain the factors that led to the fall of ‘Mali Empire. . | 1. Location of Mali Empire on the map ’ of Africa. 2. Socio-political Structure of Mali Empire. 3. Factors that led to the rise of Mali Empire. 4. Factors that led to the fall of Mali . Empire. | 1. Guides students to identify the location of Mali Empire on the map of Africa. 2. Discusses the socio-political structure of Mali Empire with students. 3. Guides students to identify the factors that led to the rise of Mali Empire. 4. Guides students to identify the factors that led to the fall of Mali Empire 5. Asks students questions on the lesson. |
| 3. Songhai Empire | Students should be able to: 1. Identify the location of Songhai Empire on the map of Africa. 2. Describe the socio-political structures of Songhai Empire. 3. Explain the factors that led to the rise of Songhai Empire. 4. Explain the factors that led to the fall of Songhai Empire. | 1. Location of Songhai Empire on the map of Africa. 2. Socio-political structure of Songhai Empire. 3. Factors that led to the rise of Songhai Empire 4. Factors that led to the fall of Songhai Empire | 1. Guides students to identify the location of Songhai Empire on the map of Africa. 2. Discusses the sociopolitical structure of Songhai Empire with students. 3. Guides student to identify the factors that led to the rise of Songhai Empire. 4. Guides students to identify the factors that led to the fall of Songhai Empire. 5. Asks students questions on the lesson and answers their questions. |
Scheme of Work on History for Senior Secondary
Below is First Term SOW on History for Senior Secondary School SS2
| TOPIC | PERFORMANCE OBJECTIVE | CONTENTS | ACTIVITIES |
| 1. Organization of the Slave Trade | Student should be able to: 1. describe the organization of the slave trade in West Africa. 2. identify the items of exchange for slaves. 3. identify the source of slave, for slave trade (animal sold as permanent raid, persons of war) . | 1. The European Trade (a) Rounding of companies. (b) Building of specials ships to carry slaves. (c) The challenge of the long voyage and provision of food and water. (d) The introduction of new foods to Nigerians (Cassava, Maize, Pawpaw). 2. The rule of Africa Coastal middle men. 3. The response of the hint land people, the rise of trade like the pros. 4. Development of slave markets in the hints land. 5. Development of capital trust system and the growth in the use of different kinds of currencies such as cowries, non, brass copper. | Uses the explanations and discussion methods to achieve the lesson objective |
| 2. The effects of the Atlantic slave trade and abolition of slave trade | Students should be able to: 1. discuss the consequences and impact of the Atlantic slave trade. 2. identify the effects of slave trade. 3. discuss the processes of abolition and final abolition of slave trade. | 1. The effects of the Trans-Atlantic slave trades. 2. Reasons for the abolition of the slave trade. 3. Obstacles to the abolition 4. The introduction of the legitimate trade. | Uses explanation and discussion methods to achieve the lesson objectives. |
| 3. Islamic Movement and Establishment of Muslim States in West Africa | Students should be able to: 1. describe the state of Hausa land at the beginning of the 19th century . 2. access the places of Islam in Hausa land at the beginning of the 19th century. 3. discuss Usman Danfodio, his rise as a Muslim scholar and his works in Gobri. 4. define the term Itejira. | 1. Hausa land on the eve of the Jihad 2. The religions, social and political factors that led to the Jihad 3. Prelude to the Sokoto Jihad. The situation in obiri under Sarlim Gobiri Bawa sn dYunfa. 4. Usman Danfodio, his background, his rise as a Muslim scholar, his works in Gobiri and peoples response to him. 5. Usman Danfodio’s Hejira and the outbreak of the Jihad | 1. Explains to students what a caliphate is 2. Lead the students to locate Hausa land on a map of Nigeria. 3. Discusses the religion of the Hausa people before the Jihad and how Islam was migrated with traditional religion. 4. Explains the motives of Danfodio Jihad. |
Download Link 1 SOW for History Link 2: SOW for History
Read Also: History SOW for Primary Schools in Nigeria
How to Download History Scheme of Work for JSS and SSS
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Lesson Note and Exam Questions for Primary to Senior Secondary School