Accessing the sources of History oral interviews for JSS 1

Class: JSS 1
Term: First Term
Week: 6
Age: 12 years
Duration: 45 minutes
Subject: Nigerian History
Curriculum Theme: Concept of History
Focal competence: Demonstrate knowledge of the meaning of history, its sources and importance to informed decision-making; Identifying sources of history for appropriate decision making
Key competencies/values: Collaboration; Information literacy; Responsibility
Skills:

• Identification of the sources of history
• Distinguishing primary, secondary, and tertiary sources of history

Previous Lesson: Sources of History primary sources of History (
Topic: Sources Of History: Accessing The Sources Of History: Oral Int
Subject Matter: Accessing the sources of History

Specific Objectives

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

Cognitive Domain

• State oral interviews as a source of History.
• State visiting archives as a source of History.
• State excursions to historical sites as a source of History.
• Identify various sources of history.

Affective Domain

• Appreciate the value of oral interviews in understanding history.
• Show interest in exploring different historical sources.

Psychomotor Domain

• Demonstrate how to approach an oral interview for historical information.
• Classify examples of historical sources.

Social Domain

• Collaborate with peers in identifying and discussing sources of history.
• Participate actively in class discussions on accessing historical sources.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• The HeadTeacher Scheme of work
• Junior Secondary School History Textbook for JSS 1

Instructional Materials

The teacher will teach this lesson with the aid of:

• Computers
• Internet access
• Archival materials (samples or pictures)
• Sample artifacts (pictures)
• Biographies (excerpts or pictures)
• Charts showing types of historical sources
• Pictures of historical sites and archives

Rationale for the Lesson

This lesson is important because it teaches students how to find and use information about the past, which is fundamental to understanding history. By learning to access various sources, especially oral interviews, students develop critical thinking skills and an appreciation for different perspectives. This knowledge helps them make informed decisions by drawing lessons from past events.

Prerequisite/Previous Knowledge

Students should have a basic understanding of what history is and why it is important to study the past.

Lesson Content/Board Summary

Accessing the Sources of History: Oral Interviews

What are Sources of History?

Sources of history are materials or information that provide evidence about past events, people, and societies. They are like clues that historians use to reconstruct and understand what happened in the past.

Types of Historical Sources

Historical sources can be broadly classified into three main types:

1. Primary Sources: These are original materials from the time period being studied. They are firsthand accounts or direct evidence. Examples include letters, diaries, photographs, government documents, artifacts, and oral testimonies from eyewitnesses.
2. Secondary Sources: These are accounts or interpretations of primary sources. They are created after the historical event by someone who did not directly experience it. Examples include textbooks, biographies, historical articles, and documentaries.
3. Tertiary Sources: These are compilations or summaries of primary and secondary sources. They provide an overview of a topic. Examples include encyclopedias, dictionaries, and bibliographies.

Accessing Oral Interviews as a Source of History

Oral interviews are a crucial primary source of history, especially for events that were not well-documented in writing or for capturing personal experiences and cultural traditions. To access history through oral interviews, one must:

1. Identify Informants: Find people who have direct knowledge or experience of the historical event or period you are interested in. These could be elders, community leaders, eyewitnesses, or participants.
2. Prepare Questions: Develop clear, open-ended questions that encourage the informant to share detailed memories and insights.
3. Conduct the Interview: Meet the informant in a comfortable setting. Record the interview (with permission) using audio or video devices. Listen carefully and ask follow-up questions.
4. Document and Preserve: Transcribe the interview, noting down important details. Store the recordings and transcripts safely for future reference.

Examples of information gathered through oral interviews:

1. Personal experiences during historical events like the Nigerian Civil War.
2. Traditional stories, myths, and legends passed down through generations.
3. Accounts of community development, leadership, and cultural practices.
4. Memories of daily life, occupations, and social changes in a particular era.

Other Ways to Access Historical Sources

Apart from oral interviews, history can be accessed through:

1. Visits to Archives: Archives are places where historical documents, records, and other materials are preserved. Examples include national archives, state archives, and university archives. Researchers can visit these places to study old government records, letters, maps, and photographs.
2. Excursions to Historical Sites: Historical sites are locations where significant historical events took place or where historical structures and artifacts are preserved. Examples include ancient city ruins, colonial buildings, battlefields, and museums. Visiting these sites allows for direct observation and a deeper connection to the past.

Teaching Methods/Instructional Techniques

Discussion, Explanation, Question and Answer, Group Work, Demonstration, Observation.

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Questioning/Activating Prior Knowledge

Teacher’s Activity: The teacher greets the students and asks them to recall what history is and why it is important to study. The teacher then introduces the topic by explaining that to understand history, we need to find information from various places.

Pupils’ Activity: Students respond to questions about history and listen attentively to the introduction.

Learning Point: Importance of history

Step 2: Explanation of Sources of History

Time: 8 minutes

Teaching Skill: Explanation/Classification

Teacher’s Activity: The teacher explains what historical sources are and introduces the three main types: primary, secondary, and tertiary sources, providing simple examples for each. The teacher uses charts to illustrate these types.

Pupils’ Activity: Students listen, observe the charts, and ask questions for clarification.

Learning Point: Types of historical sources

Step 3: Focus on Oral Interviews

Time: 7 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher specifically explains oral interviews as a primary source of history. The teacher discusses who can be interviewed (e.g., elders, eyewitnesses) and why they are important for Nigerian history (e.g., cultural traditions, undocumented events). The teacher may share a brief example of information obtained through an oral interview.

Pupils’ Activity: Students listen and contribute ideas on who they might interview in their community.

Learning Point: Oral interviews as source

Step 4: How to Conduct Oral Interviews

Time: 7 minutes

Teaching Skill: Guided Practice/Instruction

Teacher’s Activity: The teacher guides students on the practical steps of conducting an oral interview, including identifying informants, preparing questions, conducting the interview respectfully, and documenting the information. The teacher emphasizes the importance of permission and recording.

Pupils’ Activity: Students take notes and ask practical questions about conducting interviews.

Learning Point: Steps for oral interviews

Step 5: Group Activity on Sources of History

Time: 6 minutes

Teaching Skill: Group Work/Collaboration

Teacher’s Activity: The teacher divides students into groups and instructs them to discuss and list examples of primary and secondary sources they might encounter in their daily lives or online, focusing on how they would access them. The teacher monitors and provides guidance.

Pupils’ Activity: Students work in groups, search for examples (if internet access is available), classify them, and prepare to share their findings.

Learning Point: Identifying various sources

Step 6: Other Sources of History

Time: 4 minutes

Teaching Skill: Explanation/Illustration

Teacher’s Activity: The teacher introduces other important ways to access historical sources, such as visiting archives and going on excursions to historical sites. The teacher shows pictures of archives and historical sites to make the concept clearer.

Pupils’ Activity: Students observe the pictures and listen to the explanations of archives and historical sites.

Learning Point: Archives and historical sites

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Mention two sources of history.
2. Explain how oral interviews help us learn about the past.
3. What is an archive?
4. Give an example of a historical site.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding historical sources

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes on accessing sources of history into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Recording lesson content

Step 9: Conclusion

Time: 2 minutes

Teaching Skill: Summarizing

Teacher’s Activity: The teacher briefly reminds students that understanding history requires exploring various sources like oral interviews, archives, and historical sites. The teacher encourages them to be curious about the past around them.

Pupils’ Activity: Students listen and reflect on the lesson.

Learning Point: Recap of historical sources

Continuous Assessment/Further Study

Type: Homework

Instruction: Answer the following questions in your notebook:

1. Ask an elder in your family or community about a significant event that happened in their youth. Write down at least three things you learned from them.
2. List two differences between a primary source and a secondary source of history.
3. Imagine you are visiting a historical site. What kind of historical information do you expect to find there?

Lesson Keywords

• History – The study of past events.
• Sources – Materials or information used to find out about the past.
• Oral Interviews – Gathering historical information by speaking directly with people who have lived through or witnessed events.
• Primary Sources – Original, firsthand accounts or evidence from a historical period.
• Secondary Sources – Accounts or interpretations of primary sources, created after the event.
• Archives – Places where historical documents and records are preserved.
• Historical Sites – Locations where significant historical events occurred or where historical structures are preserved.

Differentiation

For weaker learners, the teacher can provide simpler examples of sources and focus primarily on oral interviews and one other source. Faster learners can be challenged to research a local historical event and identify which sources (oral, archival, site visits) they would use to study it, and why.

Suggested Lesson Videos

Search YouTube for: sources of history for jss1 nigeria

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have pictures of various historical sources (e.g., old photographs, letters, excerpts from biographies, pictures of historical sites like the Ancient Kano Walls or National Archives, Abuja). If possible, prepare a short, simple audio clip of an oral interview (or a mock interview) to play for the students. During the lesson, guide students actively in the group activity, encouraging collaboration and critical thinking about how to access and classify sources. Emphasize the importance of respecting elders and their stories when discussing oral interviews. Remind students that they should copy the Board Summary notes during the designated note-taking step. Check for understanding frequently through questions and discussions. For students who struggle, provide additional examples and simple explanations. Encourage faster learners to think about the reliability of different sources.