Importance of the differences in the decision- making process for JSS 1

Class: JSS 1
Term: First Term
Week: 4
Age: 12 years
Duration: 45 minutes
Subject: Nigerian History
Curriculum Theme: Concept of History
Key competencies/values: Collaboration; Critical Thinking
Skills:

• Description of historical events

Previous Lesson: Differences between History and storytelling (fiction)
Topic: Meaning Of History: Importance Of The Differences In The Decision-Making
Subject Matter: Importance of the differences in the decisionmaking process

Specific Objectives

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

Cognitive Domain

• Explain why distinguishing History from storytelling is important in decision-making.

Psychomotor Domain

• Apply the distinction between History and storytelling to a simple individual or group decision.

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

Rationale for the Lesson

This lesson is important because it equips students with critical thinking skills necessary for evaluating information. Understanding the difference between factual history and mere storytelling helps students make informed and sound decisions in their daily lives and future endeavours, preventing reliance on unreliable information.

Prerequisite/Previous Knowledge

Students have a basic understanding of what history is and what stories are.

Lesson Content/Board Summary

Meaning Of History: Importance Of The Differences In The Decision-Making

Understanding History and Storytelling

History refers to the study of past events based on verifiable facts, evidence, and reliable sources. It seeks to understand what truly happened and why, providing accurate accounts of the past.

Storytelling involves narrating events, which can be factual, fictional, or a mix of both. While stories can entertain and pass down cultural values, they do not always rely on strict factual accuracy or verifiable evidence.

Importance of Distinguishing History from Storytelling in Decision-Making

Distinguishing between history and storytelling is crucial for making good decisions because:

1. Accuracy and Reliability: History provides accurate and reliable information based on evidence. Decisions made on factual information are more likely to be successful and have predictable outcomes.
2. Learning from the Past: True history allows individuals and groups to learn from past mistakes and successes. Storytelling, if not factual, can lead to misinterpretations of past events and repeated errors.
3. Avoiding Misinformation: In a world filled with information, knowing the difference helps in identifying and rejecting false or misleading narratives that can lead to poor choices.
4. Informed Choices: When making important decisions (e.g., about health, finances, or community issues), relying on historical data and verified facts ensures that choices are well-informed and grounded in reality.
5. Building Trust: Decisions based on verifiable history foster trust and credibility, especially in group settings, as they are seen as objective and evidence-based.

Applying the Distinction to Decision-Making

To apply the distinction between history and storytelling to a simple decision, consider the following steps:

1. Identify the Decision: Clearly state the decision that needs to be made.
2. Gather Information: Collect all relevant information related to the decision.
3. Evaluate Sources: Assess whether the information comes from historical records, verifiable data, or is simply a narrative without evidence. Ask: Is this a fact or an opinion? Is there proof?
4. Filter Information: Separate factual historical information from anecdotal stories or unverified claims. Prioritise information that is historically accurate and evidence-based.
5. Make an Informed Decision: Base the final decision on the verified historical facts, not on mere storytelling or unproven narratives.

Example: Deciding whether to invest in a particular business based on its past performance. Relying on audited financial reports (history) is better than listening to a friend’s exciting but unverified story about quick profits (storytelling).

Teaching Methods/Instructional Techniques

Discussion, Explanation, Question and Answer, Group Work, Practical Activity, Computer-based Research

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating Prior Knowledge

Teacher’s Activity: The teacher greets the students and asks them to share what they understand by “history” and “storytelling.” The teacher then introduces the topic by highlighting that not all stories are history.

Pupils’ Activity: Students share their understanding of history and storytelling.

Learning Point: History and storytelling concepts

Step 2: Explanation of History and Storytelling

Time: 8 minutes

Teaching Skill: Explanation

Teacher’s Activity: The teacher explains the precise meaning of history as verifiable past events and storytelling as narratives that may or may not be factual, using simple examples. The teacher also guides students to search the internet for “History as a concept” and “History as a discipline” using available computers.

Pupils’ Activity: Students listen, take notes, and begin searching the internet for the given terms.

Learning Point: History vs. storytelling definitions

Step 3: Discussion on Differences

Time: 7 minutes

Teaching Skill: Class Discussion

Teacher’s Activity: The teacher facilitates a class discussion on the differences between History as a concept (the idea of the past) and History as a discipline (the systematic study of the past), and how this relates to distinguishing it from storytelling.

Pupils’ Activity: Students participate in the discussion, sharing their findings and understanding of the differences.

Learning Point: Differences between history and storytelling

Step 4: Importance in Decision-Making

Time: 8 minutes

Teaching Skill: Chart Analysis/Explanation

Teacher’s Activity: The teacher displays charts illustrating the importance of history in decision-making. The teacher explains why relying on factual history is crucial for making sound decisions, contrasting it with the risks of relying on mere stories.

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

Learning Point: Importance of factual information

Step 5: Group Activity – Simple Decision Scenario

Time: 7 minutes

Teaching Skill: Guided Practice/Group Work

Teacher’s Activity: The teacher divides students into small groups and presents a simple individual or group decision scenario (e.g., choosing a school club, planning a small event). Each group is tasked with discussing how they would use historical facts versus stories to make their decision.

Pupils’ Activity: Students work in groups to discuss and apply the distinction between history and storytelling to the given scenario.

Learning Point: Applying historical distinction

Step 6: Group Presentations and Feedback

Time: 6 minutes

Teaching Skill: Facilitation/Feedback

Teacher’s Activity: The teacher invites each group to briefly present their findings and how they applied the distinction. The teacher provides feedback and consolidates the main points.

Pupils’ Activity: Groups present their conclusions, and students listen and provide constructive feedback.

Learning Point: Decision-making application

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. Why is it important to distinguish between history and storytelling when making decisions?
2. Give an example of a simple decision and explain how you would apply the distinction between history and storytelling to make that decision.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding history’s role

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 the importance of distinguishing history from storytelling in decision-making into their notebooks.

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

Learning Point: Recording lesson summaries

Step 9: Conclusion

Time: 2 minutes

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher summarises the lesson by reminding students that critical thinking and reliance on facts are vital for making good decisions in all aspects of life. The teacher encourages them to always seek verifiable information.

Pupils’ Activity: Students listen and reflect on the importance of factual decision-making.

Learning Point: Factual decision-making reinforcement

Continuous Assessment/Further Study

Type: Homework/Practice Exercise

Instruction: Individually, think of a decision you or your family recently made. Write a short paragraph explaining whether that decision was based on historical facts or mere storytelling, and why it was a good or bad approach.

1. Identify a recent decision.
2. Determine if it was based on facts (history) or stories.
3. Explain your reasoning.
4. State if the approach was good or bad and why.

Lesson Keywords

• History – The study of past events based on verifiable facts and evidence.
• Storytelling – The act of narrating events, which may or may not be factual.
• Decision-making – The process of making choices or coming to conclusions.
• Verifiable – Able to be proven true by evidence.
• Critical Thinking – Analysing information objectively and evaluating its reliability.

Differentiation

For weaker learners: Provide simpler decision scenarios and more direct guidance during group activities. Offer pre-prepared charts with clear distinctions between history and storytelling. Focus on identifying one key difference.

For faster learners: Challenge them to research a historical event and analyse how different interpretations (some factual, some anecdotal) could lead to different conclusions or decisions. Ask them to create their own complex decision scenario and apply the distinction.

Suggested Lesson Videos

Search on YouTube: “Importance of History in Decision Making JSS 1” or “History vs Storytelling for Students”

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure charts illustrating the importance of history in decision-making are prepared. Verify that computers and internet access are available and working for the online search activity. Guide students through the definitions of history and storytelling, emphasising the need for verifiable evidence in history. During the group activity, circulate to provide support and ensure all students are participating in applying the distinction to their scenarios. Encourage critical thinking throughout the lesson, prompting students to question sources of information. Students should copy the Board Summary notes after the main teaching and discussion, typically in Step 8. Check for understanding by listening to their responses during discussions and reviewing their answers to the evaluation questions. For weaker learners, simplify the language and provide more direct examples. For faster learners, encourage deeper analysis and independent research on historical events and their interpretations.