Class: Junior Secondary School 3 (JSS3, JSS 3)
Term: 1st Term
Week: 8
Age: 14 years
Duration: 45 minutes
Subject: History
Curriculum Theme: History
Previous Lesson: Early European Contact with Africa and Reasons
Topic: Early European Contact With West Africa – Early European Contact With Nigeria
Subject Matter: The Great Benin Empire contact with Portuguese explorers, Early European Merchants: East Taubman Goldie, John Holt, Early European Missionaries: e.g. Mary Slessor, Birch Freeman, Samuel Bill, Henry Townsend etc., The historic trade relationship that developed between the ancient Benin Empire in 1485 and the Portuguese explorers.

Specific Objectives

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

Cognitive Domain:
(a) Describe how the Great Benin Empire came in contact with the Portuguese explorers.
(b) Identify notable early European merchants and missionaries in Nigeria.
(c) Explain the nature of the trade relationship between the Benin Empire and the Portuguese in 1485.
Affective Domain:
(a) Appreciate the historical significance of the early contact between Nigeria and Europeans.
Psychomotor Domain:
(a) Locate areas of early European contact on a map of Nigeria.
Social Domain:
(a) Work cooperatively in groups to discuss the effects of early European contact on Nigeria.

Reference Materials

The following resources was used in planning this lesson:

9 Years Basic Education Curriculum
Lagos State Unified Scheme of work for Junior Secondary Schools
Wikipedia – History of Nigeria
Relevant Textbooks

Instructional Materials

The teacher will teach this lesson with the aid of:

Map of West Africa showing trade routes
Pictures of Portuguese explorers and Benin artifacts
Charts showing trade goods between Europe and Benin
Timeline chart of early European contacts
Whiteboard and markers

Rationale for the Lesson

The lesson enables pupils to understand the historical background of early European contact with Nigeria and how it influenced trade, religion, and cultural exchange.

Prerequisite/Previous Knowledge

Pupils already know about early African empires and trade activities such as the Trans-Saharan trade and have basic knowledge of pre-colonial Nigerian societies.

Lesson Content/Board Summary

Early European Contact With Nigeria

The Great Benin Empire and the Portuguese Explorers

The Great Benin Empire was one of the most powerful and organized kingdoms in ancient Nigeria. The Portuguese were the first Europeans to visit Benin around 1485. Their main interest was to establish trade relations and spread Christianity.

The following are key points about their contact:

The Portuguese explorers arrived in Benin through the coast near present-day Lagos.
They were received by the Oba of Benin, who welcomed trade relations.
Benin supplied goods such as ivory, pepper, and slaves to the Portuguese.
In return, the Portuguese brought European goods like guns, mirrors, wine, and clothes.
This trade marked the beginning of strong diplomatic relations between Benin and Portugal.

Early European Merchants in Nigeria

After the Portuguese, other European traders arrived to establish business connections in different parts of Nigeria.

These include:

George Taubman Goldie – A British merchant who played a key role in organizing trade along the Niger River. He later helped establish British control over the region through the Royal Niger Company.
John Holt – A British trader who expanded commercial activities in Eastern and Western Nigeria, trading in palm oil and other goods.

Early European Missionaries in Nigeria

The missionaries came with the aim of spreading Christianity and introducing Western education. They established churches, schools, and hospitals.

Examples include:

Mary Slessor – A Scottish missionary who worked in Calabar and stopped the killing of twins.
Birch Freeman – One of the earliest Methodist missionaries in Nigeria.
Samuel Bill – A missionary who founded the Qua Iboe Church in Akwa Ibom State.
Henry Townsend – A missionary who established the first newspaper in Nigeria, Iwe Irohin, in Abeokuta.

The Historic Trade Relationship Between Benin and the Portuguese in 1485

The trade between the Benin Empire and the Portuguese was both commercial and diplomatic. It was based on mutual benefits for both sides.

The following are the main features of this relationship:

The Portuguese supplied firearms, mirrors, and clothing to Benin.
Benin, in exchange, supplied ivory, pepper, and slaves.
Portuguese priests introduced Christianity to Benin.
The trade boosted Benin’s economy and introduced new items to the kingdom.
The relationship gradually declined as the trans-Atlantic slave trade expanded.

Teaching Methods/Instructional Techniques:

Discussion, Lecture, Explanation, Storytelling, Map Illustration, Group Work, Question and Answer

Instructional Procedures

To deliver this lesson, the teacher will adopt the following steps:

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: Teacher begins with a short story about explorers and traders arriving by sea to West Africa and asks pupils what they know about early European contact with Nigeria.
Pupils’ Activity: Pupils share what they remember from previous lessons or personal knowledge.
Learning Point: Pupils become interested and prepared for the lesson.

Step 2: The Great Benin Empire and Portuguese Contact

Time: 10 minutes
Teaching Skill: Explanation
Teacher’s Activity: Teacher explains how the Portuguese explorers came to Benin in 1485 using a map and pictures.
Pupils’ Activity: Pupils listen, observe, and ask questions.
Learning Point: Pupils understand how and why the Portuguese made contact with Benin.

Step 3: Early European Merchants and Missionaries

Time: 10 minutes
Teaching Skill: Discussion
Teacher’s Activity: Teacher discusses the roles of early merchants like Taubman Goldie and John Holt, and missionaries such as Mary Slessor and Henry Townsend.
Pupils’ Activity: Pupils identify and mention some of the contributions of these figures.
Learning Point: Pupils learn about the people who influenced Nigeria’s early contact with Europe.

Step 4: The Benin-Portuguese Trade Relationship

Time: 10 minutes
Teaching Skill: Explanation and Visual Aids
Teacher’s Activity: Teacher presents a chart showing trade items exchanged between Benin and Portugal, explaining their mutual benefits.
Pupils’ Activity: Pupils identify items and explain their uses.
Learning Point: Pupils understand the nature and impact of the trade relationship.

Step 5: Note-Taking

Time: 5 minutes
Teaching Skill: Explanation
Teacher’s Activity: Teacher dictates or writes the board summary for pupils to copy into their notebooks.
Pupils’ Activity: Pupils copy the notes carefully.
Learning Point: Pupils have a written record of the lesson content.

Step 6: Evaluation/Review

Time: 3 minutes
Teaching Skill: Questioning
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

Who were the first Europeans to visit Benin Empire?
Mention two early European merchants in Nigeria.
State two early European missionaries and their contributions.
List three items traded between Benin and the Portuguese.
Pupils’ Activity: Pupils respond orally to the questions.
Learning Point: Pupils demonstrate understanding of the lesson objectives.

Step 7: Conclusion

Time: 2 minutes
Teaching Skill: Reinforcement
Teacher’s Activity: Teacher summarizes the main points and relates the lesson to the effects of early European contact on modern Nigeria.
Pupils’ Activity: Pupils listen and ask final questions.
Learning Point: Pupils appreciate the significance of historical European contact with Nigeria.

Lesson Keywords

Explorers – people who travel to discover new lands.
Merchants – traders involved in buying and selling goods.
Missionaries – people who travel to spread religion and education.
Empire – a large political unit ruled by a single authority.
Trade – the exchange of goods and services between people or nations.

Differentiation

Teacher provides simplified explanations and visual aids for slower learners, while advanced learners participate in leading group discussions and map labeling.

Note for teachers using this lesson plan

Encourage active participation through storytelling and visual aids. Use maps and charts to make historical events real and relatable. Highlight moral lessons from the missionaries’ contributions.