class: Primary Three
Term: Third Term
subject: History
Curriculum Theme:
Previous Lesson: Some Ancient Towns In Nigeria, Bonny, Daura
Topic: More Ancient Towns in Nigeria
content/Learning Area: Identifying Calabar and Gobir on a map, Appreciating the historical meaning of Calabar and gobe, Discussing the role of these towns in Nigeria’s history
Time Allocation: 40 minutes

Performance Objectives

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

Cognitive Domain:

1. Identify Calabar and Gobir on a map of Nigeria.
2. Explain the historical significance of Calabar and Gobir.
3.describe the role of Calabar and Gobir in Nigeria’s history.

Affective Domain:

1. Show gratitude for the historical significance of Calabar and Gobir.
2. Participate actively in class discussions.

Psychomotor Domain:

1. Locate Calabar and Gobir on a map of nigeria.

Social Domain:

1. Discuss the role of Calabar and Gobir in Nigeria’s history with peers.
2. Work collaboratively in group activities.

Reference materials

9 – Years Basic Education Curriculum
Abuja Educational Resource Center Scheme of Work
NAPPS national Unified Scheme of work
Online Details
Relevant Textbooks

Instructional materials

To deliver this lesson, the teacher will use the following materials: A map of Nigeria, Pictures of Calabar and Gobir, markers.

Rationale for the Lesson

Understanding the history of Calabar and Gobir helps pupils appreciate Nigeria’s diverse history and the contributions of different regions to the nation’s advancement. This knowlege builds a stronger sense of national identity.

Prerequisite/Previous Knowledge

The teacher will start by asking pupils what they remember from the previous lesson on ancient towns. A swift review of the previous lesson will be done,followed by introducing the new towns to be learned today.

Lesson Content

Calabar

Calabar is an old coastal city and the capital of Cross River State. Its river and sea connections helped it grow as a centre of regional and overseas trade. Old Calabar was also connected to the Atlantic slave trade before abolition, and later to missionary, educational and colonial administration activities.

Gobir

Gobir—written as “Gobe” in some scheme lists—was one of the historic Hausa states. Its centres changed over time, so Gobir should be studied as a kingdom and historical area rather than confused with the modern city of Gombe. Parts of its history are linked with areas of present-day Sokoto State and nearby Niger.

Using a Map and Evidence

Pupils should locate Calabar in south-eastern Nigeria and the historic Gobir area in the north-west. Maps show location; oral traditions, written records, buildings and objects help explain history.

Teaching Methods

To deliver this lesson,‌ ⁤the teacher will⁤ adopt⁤ the following methods: Discussion,Question and Answer,Map Work.

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: Review the previous lesson and introduce Calabar and Gombe.Pupils’ Activity: Respond to the teacher’s questions and listen attentively.

Step 2: Explanation of Key Concepts

Time: 10 minutes
teaching Skill: Explaining
Teacher’s Activity: explain the location and historical significance of Calabar and Gombe.
Pupils’ Activity: Listen attentively and take notes.

Step 3: Exhibition/Guided Practice

Time: 10 minutes
Teaching Skill: Demonstrating
Teacher’s Activity: Show pupils the location of Calabar and Gombe on a map of Nigeria.
Pupils’ Activity: Identify Calabar and gombe on their own maps.

Step 4: Self-Reliant Practice

Time: 5 minutes
Teaching Skill: Monitoring
teacher’s Activity: Supervise pupils as they work independently.
Pupils’ Activity: Answer the evaluation questions individually.

Step 5: Note-Taking

Time: 5 minutes
Teaching Skill: Guiding
Teacher’s Activity: Guide pupils in summarizing key points.
Pupils’ activity: Write down key points in their notebooks.

Step 6: Evaluation/Review

Time: 5 minutes
Teaching Skill: Assessing
Teacher’s Activity: Review answers to evaluation questions.
Pupils’ Activity: Participate in the review.

Objective-aligned checks:

Identify Calabar and Gobir on a map of Nigeria.
Explain the historical significance of Calabar and Gobir.
describe the role of Calabar and Gobir in Nigeria’s history.

Step 7: Conclusion

Time: 5 minutes
Teaching skill: Summarizing
Teacher’s Activity: Summarize the key points of the lesson.
Pupils’ Activity: Listen to the summary and ask questions.

Lesson Keywords

Calabar – A city in southeastern nigeria, known for its historical significance as a major trading center.
Gombe – A city in northeastern Nigeria, known for its rich culture and historical sites.
Historical Significance – The importance of a place or event in the past.
Trading Center – A place where goods and services are exchanged.
Culture – The customs, arts, social institutions, and achievements of a particular nation, people, or group.

Lesson Evaluation

To evaluate the learning, the teacher asks pupils to:

Locate Calabar and gombe on a map of Nigeria.
Name one vital historical place in calabar.
Explain why Gombe is vital in Nigerian history.
Describe some unique cultural traditions of Calabar and Gombe.
Explain how these towns helped Nigeria grow.

Assignment/Homework

Research and write a short paragraph about the traditional rulers of Calabar and Gombe.
Draw a map of nigeria and label Calabar and Gombe.
Interview a family member about their knowledge of Calabar or Gombe and write a summary of the interview.

Differentiation

For slower learners: Provide one-on-one assistance and simplified explanations.
For advanced learners: Encourage them to research further into the history of Calabar and Gombe and present their findings to the class.
For visual/auditory/kinesthetic learners: Use visual aids, discussions, and hands-on activities to cater to different learning styles.

Note for Teachers

Ensure to use visual aids such as maps and pictures to enhance pupils’ understanding. Encourage active participation through questions and discussions. Provide additional support to pupils who need it and challenge advanced learners with more in-depth research tasks.