How to Access Sources of History: Libraries and Festivals for JSS 1

Class: Junior Secondary School 1 (JSS 1)
Term: First Term
Week: 9
Age: 12
Duration: 45 minutes
Subject: History
Curriculum Theme: History
Previous Lesson: How to Access Sources of History: Museums in Nigeria
Topic: How to Access Sources of History
Subject Matter: Excursions to industrial sites, exhibitions, libraries, cultural festivals, various cultural festivals in Nigeria

Specific Objectives

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

Cognitive Domain

• Identify different ways to access sources of history.
• Describe what can be learned from industrial sites, exhibitions, and libraries.
• List examples of cultural festivals in Nigeria.

Affective Domain

• Appreciate the importance of preserving historical sources.
• Show interest in visiting historical sites and participating in cultural events.

Psychomotor Domain

• Locate historical information in a library or online resource.
• Participate in discussions about historical events and cultural practices.

Social Domain

• Collaborate with peers to discuss historical findings.
• Respect the cultural heritage of different Nigerian communities.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum.
• Relevant State Unified Scheme of Work.
• An approved Junior Secondary textbook for the subject.

Instructional Materials

The teacher will teach this lesson with the aid of:

• Textbook
• Relevant pictures of industrial sites, exhibitions, libraries, and cultural festivals
• Video clips showing different ways of accessing historical information
• Charts displaying names of Nigerian cultural festivals

Rationale for the Lesson

This lesson helps students understand that history is not just found in textbooks but can be discovered through various real-world experiences. Learning how to access historical sources encourages critical thinking and a deeper appreciation for Nigeria’s rich past and cultural heritage.

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

How to Access Sources of History

Accessing sources of history means finding and using different materials and places that tell us about the past. These sources help us understand how people lived, what they did, and how things have changed over time.

Ways to Access Sources of History

There are several ways we can access historical information and learn about the past:

• Excursions to Industrial Sites: These are visits to old factories, mines, or workshops where people used to produce goods. By visiting these sites, we can see the tools, machines, and methods used in the past, which tells us about the economic history and technological development of a place. For example, visiting an old textile mill can show how clothes were made long ago.
• Exhibitions: These are public displays of historical objects, documents, photographs, or artworks, often found in museums or art galleries. Exhibitions are carefully arranged to tell a story or present information about a specific period, event, or culture. They allow us to see actual artifacts from the past.
• Libraries: Libraries are important centres for historical research. They contain a wide range of written and recorded materials. In a library, you can find:
  • Books on various historical topics.
  • Old newspapers and magazines that report on past events.
  • Archival documents like government records, letters, and diaries.
  • Maps, photographs, and sometimes even audio or video recordings of historical interviews.
• Cultural Festivals: These are celebrations that showcase the traditions, customs, music, dance, food, and attire of a particular community or ethnic group. Cultural festivals are living sources of history because they pass down stories, rituals, and skills from one generation to the next. They help us understand the social, religious, and artistic aspects of a people’s past.

Various Cultural Festivals in Nigeria

Nigeria is rich in cultural heritage, and many festivals serve as important historical sources. Some examples include:

• Argungu Fishing Festival (Kebbi State): An annual four-day festival that marks the end of the farming season and celebrates fishing traditions.
• Osun-Osogbo Festival (Osun State): A sacred festival dedicated to the Osun river goddess, held annually in August. It is a major event for the Yoruba people and a UNESCO World Heritage site.
• Eyo Festival (Lagos State): A traditional masquerade festival unique to Lagos, usually held to honour a departed Oba or chief, or to mark a significant event.
• New Yam Festival (Iri Ji) (Igbo States): Celebrated by the Igbo people to mark the harvest of new yams, symbolising abundance and a new season.
• Calabar Carnival (Cross River State): Known as “Africa’s Biggest Street Party,” this festival showcases colourful costumes, music, dance, and cultural displays.
• Durbar Festival (Northern Nigeria): A colourful equestrian festival celebrated in several Northern Nigerian states (e.g., Kano, Katsina, Zaria) to mark Eid al-Fitr and Eid al-Adha, featuring parades of horsemen.

Suggested Lesson Video

Teaching Methods/Instructional Techniques

Discussion, Explanation, Question and Answer, Guided Discovery, Visual Aids, Field Trip (simulated or actual)

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Engaging learners, Activating prior knowledge

Teacher’s Activity: The teacher greets the students and asks them what they understand by “history” and where they think we can find information about the past. The teacher then introduces the topic: “How to Access Sources of History.”

Students’ Activity: Students respond to the teacher’s questions and listen attentively to the introduction.

Learning Point: Students recall previous knowledge about history and are prepared for the new topic.

Step 2: Explanation of Accessing Sources

Time: 8 minutes

Teaching Skill: Explanation, Visualisation

Teacher’s Activity: The teacher explains that accessing sources of history means finding and using different materials and places that tell us about the past. The teacher then introduces the first two ways: excursions to industrial sites and exhibitions, using pictures to illustrate.

Students’ Activity: Students listen to the explanation, observe the pictures, and ask questions for clarification.

Learning Point: Students understand the concept of accessing historical sources and identify industrial sites and exhibitions as ways to do so.

Step 3: Discussion on Libraries

Time: 7 minutes

Teaching Skill: Discussion, Questioning

Teacher’s Activity: The teacher leads a discussion on libraries as a source of history, asking students what they can find in a library that relates to the past. The teacher guides them to mention books, old newspapers, and documents.

Students’ Activity: Students contribute to the discussion, sharing their ideas about historical materials found in libraries.

Learning Point: Students recognise libraries as vital sources of historical information and list types of materials found there.

Step 4: Introduction to Cultural Festivals

Time: 8 minutes

Teaching Skill: Explanation, Storytelling

Teacher’s Activity: The teacher explains that cultural festivals are living sources of history. The teacher describes how these festivals preserve traditions, stories, and practices from the past, using examples relevant to Nigeria.

Students’ Activity: Students listen to the explanation and share any cultural festivals they have witnessed or heard about.

Learning Point: Students understand how cultural festivals serve as historical sources.

Step 5: Identifying Nigerian Cultural Festivals

Time: 7 minutes

Teaching Skill: Listing, Visual Aids

Teacher’s Activity: The teacher presents a chart or pictures of various cultural festivals in Nigeria (e.g., Argungu, Osun-Osogbo, Eyo, New Yam, Calabar Carnival, Durbar) and briefly describes what each festival represents historically.

Students’ Activity: Students observe the visuals, listen to the descriptions, and identify some of the festivals.

Learning Point: Students can name and briefly describe several Nigerian cultural festivals as historical sources.

Step 6: Reinforcement and Summary

Time: 5 minutes

Teaching Skill: Summarisation, Reinforcement

Teacher’s Activity: The teacher summarises the key ways to access sources of history discussed in the lesson and encourages students to think about how they can personally engage with these sources.

Students’ Activity: Students listen to the summary and ask any remaining questions.

Learning Point: Students consolidate their understanding of the different methods of accessing historical sources.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

1. List three ways to access sources of history.
2. What kind of historical information can you find at an industrial site?
3. Name two types of materials you can find in a library for historical research.
4. Explain how cultural festivals help us learn about the past.
5. Mention two cultural festivals in Nigeria.

Students’ Activity: Students answer orally and in writing as appropriate.

Learning Point: Students demonstrate understanding and application of the lesson.

Step 8: Conclusion

Time: 3 minutes

Teaching Skill: Concluding, Encouragement

Teacher’s Activity: The teacher commends the students for their participation and reminds them that history is all around us, waiting to be discovered. The teacher encourages them to be observant and curious about their environment.

Students’ Activity: Students listen and prepare for the next lesson.

Learning Point: Students are motivated to continue exploring historical sources.

Lesson Keywords

• Sources of History – Materials or places that provide information about the past.
• Excursion – A short journey or trip, especially one engaged in as a leisure activity or for educational purposes.
• Industrial Site – A place where manufacturing or production activities took place, often historically significant.
• Exhibition – A public display of works of art, historical items, or other objects.
• Library – A building or room containing collections of books, periodicals, and other media for use by the public or members of an institution.
• Cultural Festival – A celebration that showcases the traditions, customs, music, dance, and other cultural aspects of a community.
• Artifacts – Objects made by humans, especially an item of cultural or historical interest.

Differentiation

For learners needing support: The teacher will provide simpler examples and more visual aids (pictures and short video clips) for each method of accessing history. They will be encouraged to work in pairs to discuss the concepts and answer questions. The teacher will also provide a simplified list of Nigerian festivals.

For learners needing extension: These students will be encouraged to research one specific Nigerian cultural festival in more detail, finding out its origin, significance, and how it has changed over time. They could also be asked to identify a local historical site or event in their community and explain how it could be a source of history.

Note for teachers using this lesson plan

Before the lesson, ensure you have clear, relevant pictures or short video clips of an industrial site (e.g., old factory, mining site), an exhibition (e.g., museum display), a library, and several Nigerian cultural festivals. This will greatly enhance understanding for JSS 1 students. Emphasise that these are not just places to visit, but places where historical evidence is found. When discussing cultural festivals, be sensitive to the diverse backgrounds of your students and encourage respect for all cultures. Allow sufficient time for students to ask questions, especially when introducing new concepts like “industrial sites” or “exhibitions.” The suggested video should be played after the main content explanation to reinforce learning. Check for understanding by asking students to give their own examples of historical sources they might encounter in their daily lives.