History as a concept and a discipline for JSS 1

Class: JSS 1
Term: First Term
Week: 2
Age: 12 years
Duration: 45 minutes
Subject: Nigerian History
Curriculum Theme: Concept of History
Key competencies/values: Collaboration; Critical Thinking
Skills:

• Differentiating between History and storytelling
• Differentiating History from Storytelling

Previous Lesson: Meaning of History, People and Events of the Past and Family History Sources
Topic: Meaning Of History: History As A Concept And A Discipline
Subject Matter: History as a concept and a discipline

Specific Objectives

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

Cognitive Domain

• explain History as a concept;
• explain History as a discipline;
• differentiate between History as a concept and History as a discipline;
• differentiate between History and storytelling.

Affective Domain

• participate collaboratively in group discussions about history;
• appreciate the importance of critical thinking in understanding historical events.

Psychomotor Domain

• present group findings on the meaning of history;
• use internet resources to research historical concepts.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• A suitable Nigerian History textbook for JSS 1
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Charts
• Computers
• Internet access
• Whiteboard and markers

Rationale for the Lesson

This lesson is important because it lays the foundational understanding of what history truly is, moving beyond simple narratives to its structured academic study. By distinguishing history as a concept from history as a discipline, students develop critical thinking skills essential for interpreting past events accurately. This understanding also helps them differentiate factual historical accounts from mere storytelling.

Prerequisite/Previous Knowledge

Students have a general idea of past events and stories from their families and communities. They are familiar with the concept of time and sequence of events.

Lesson Content/Board Summary

Meaning Of History: History As A Concept And A Discipline

History As A Concept

As a concept, History refers to the totality of past events, experiences, and developments that have occurred in human society. It encompasses everything that has happened before the present moment, including actions, thoughts, and conditions of people, societies, and the natural world.

Key aspects of history as a concept:

1. It is the raw material of the past, the actual events that took place.
2. It is unchangeable; what happened, happened.
3. It exists independently of human interpretation.

History As A Discipline

As a discipline, History refers to the systematic study, interpretation, and recording of past events by trained historians. It involves rigorous methods of research, analysis of evidence, and critical evaluation to reconstruct and understand the past.

Key aspects of history as a discipline:

1. It is an academic field with specific methodologies and principles.
2. Historians use sources like documents, artifacts, oral traditions, and archaeological findings.
3. It involves critical thinking, questioning, and forming arguments about the past.
4. It aims to explain why and how events happened, and their significance.

Differences Between History As A Concept And History As A Discipline

1. Nature: History as a concept is the actual past itself, while history as a discipline is the study and interpretation of that past.
2. Existence: The concept of history exists whether studied or not, but the discipline of history requires active human effort.
3. Changeability: The past events (concept) are fixed, but the interpretations and understanding of those events (discipline) can evolve with new evidence or perspectives.
4. Actors: The concept involves all people and events of the past, while the discipline involves historians and their methods.

Differences Between History And Storytelling

1. Purpose: History aims to establish factual accounts of the past based on evidence, while storytelling often aims to entertain, transmit culture, or teach morals, sometimes with fictional elements.
2. Evidence: History relies heavily on verifiable evidence (sources, facts, data) to support its claims. Storytelling may or may not be based on evidence and can include imaginative details.
3. Methodology: History employs systematic research, critical analysis, and peer review. Storytelling can be informal and does not necessarily follow academic rigor.
4. Objectivity: Historians strive for objectivity and present multiple perspectives, acknowledging biases. Storytelling can be highly subjective and reflect the storyteller’s personal views or cultural biases without critical examination.
5. Truth Claim: History makes claims about what actually happened, subject to verification. Storytelling may present narratives that are metaphorical, symbolic, or purely imaginative, without claiming literal truth.

Teaching Methods/Instructional Techniques

Discussion, Explanation, Group Work, Question and Answer, Guided Practice, Internet Search, Presentation

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating prior knowledge

Teacher’s Activity: The teacher greets the students and asks them what they understand by the word ‘history’. The teacher encourages students to share stories they have heard about the past.

Pupils’ Activity: Students respond by sharing their initial ideas about history and some stories they know.

Learning Point: Initial understanding of history

Step 2: Explanation of History as a Concept

Time: 8 minutes

Teaching Skill: Explanation/Definition

Teacher’s Activity: The teacher explains history as a concept, defining it as the totality of all past events. The teacher uses simple examples like “what happened yesterday” or “what happened to our grandparents” to illustrate the idea of past events.

Pupils’ Activity: Students listen attentively and ask questions for clarification.

Learning Point: History as past events

Step 3: Explanation of History as a Discipline

Time: 8 minutes

Teaching Skill: Explanation/Clarification

Teacher’s Activity: The teacher explains history as a discipline, highlighting that it is the systematic study of the past. The teacher mentions that historians use evidence to understand and write about what happened.

Pupils’ Activity: Students listen and note the distinction between the past itself and its study.

Learning Point: History as academic study

Step 4: Group Discussion on Meaning of History

Time: 7 minutes

Teaching Skill: Group Facilitation

Teacher’s Activity: The teacher divides students into groups and instructs them to discuss the meaning of history, considering both the concept and the discipline, based on the previous explanations.

Pupils’ Activity: Students engage in group discussions, sharing their understanding and formulating a collective meaning.

Learning Point: Collaborative meaning construction

Step 5: Differentiating History (Concept vs. Discipline)

Time: 5 minutes

Teaching Skill: Guided Discussion

Teacher’s Activity: The teacher guides a class discussion on the differences between history as a concept and history as a discipline, inviting groups to share their findings and clarifying any misconceptions.

Pupils’ Activity: Students present their group’s understanding and participate in the class discussion.

Learning Point: Concept and discipline differences

Step 6: Differentiating History from Storytelling

Time: 4 minutes

Teaching Skill: Comparative Analysis

Teacher’s Activity: The teacher explains the key differences between history (as a factual, evidence-based study) and storytelling (which may include fiction or non-verifiable elements). The teacher uses simple examples to illustrate.

Pupils’ Activity: Students listen, compare, and identify the distinguishing features.

Learning Point: History vs. storytelling

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. What is history as a concept?
2. How would you explain history as a discipline?
3. State one difference between history as a concept and history as a discipline.
4. Mention one way history is different from storytelling.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding history’s meaning

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 “Meaning Of History: History As A Concept And A Discipline” into their notebooks.

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

Learning Point: Recording lesson knowledge

Step 9: Conclusion

Time: 1 minute

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher summarises the main points, emphasizing that history is not just about old stories but a serious study of the past based on evidence.

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

Learning Point: History’s true nature

Continuous Assessment/Further Study

Type: Homework

Instruction: Answer the following questions in your notebook:

1. In your own words, define history as a concept.
2. Explain what makes history an academic discipline.
3. Give two clear differences between history and storytelling.
4. Find out about one famous Nigerian historian and what they studied.

Lesson Keywords

• History – The study of past events.
• Concept – An abstract idea or general notion.
• Discipline – A field of study or branch of knowledge.
• Storytelling – The activity of telling or writing stories.
• Evidence – Facts or information indicating whether a belief or proposition is true or valid.

Differentiation

For weaker learners: Provide simplified definitions and examples. Use visual aids like charts comparing history and storytelling. Pair them with stronger learners during group activities.
For faster learners: Challenge them to find specific examples of historical evidence (e.g., a primary source document) and discuss how it is used by historians. Encourage them to explain the nuances between historical interpretation and absolute truth.

Suggested Lesson Videos

For further understanding, search on YouTube for: history as concept and discipline jss1

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have a clear understanding of the distinctions between history as a concept and as a discipline. Prepare simple, relatable examples to illustrate these points. For the group activity, ensure students have access to computers and internet for research if planned, or provide printed materials with relevant information. Guide the class discussions effectively, allowing students to share their thoughts while steering them towards accurate definitions. During the note-taking stage, ensure the Board Summary is clearly written and legible for all students to copy. Pay close attention to common misconceptions, especially confusing historical facts with mere stories, and address them promptly. Encourage critical thinking throughout the lesson by asking ‘why’ and ‘how’ questions.