Class: Senior Secondary School 2 (SS2 / SSS2)
Term: First Term
Week: 6
Age: 16 years
Duration: 45 minutes
Subject: History
Curriculum Theme: History of West Africa
Previous Lesson: Jihad-Holy War: Meaning and Impacts.
Topic: BORNU UNDER THE SHEHUS
Subject Matter: Meaning of Bornu under the Shehus (leadership of Bornu by Shehus), the emergence of El-kanemi, rebellion and crisis in Bornu (invitation of El-kanemi), social development during the reign of El-kanemi, political development during the reign of El-kanemi, economic development during the reign of El-kanemi.

Specific Objectives

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

Cognitive Domain:

Define Bornu under the Shehus.
Explain the emergence of El-kanemi.
Describe the rebellion and crisis that led to El-kanemi’s invitation to Bornu.
Outline the social, political, and economic developments during El-kanemi’s reign.

Affective Domain:

Appreciate the leadership role of El-kanemi in restoring stability to Bornu.
Value the importance of strong leadership in times of crisis.

Psychomotor Domain:

Locate Bornu on a historical map of West Africa.
Discuss the key events that shaped Bornu’s history during this period.

Participate in discussions about historical leadership and societal change.
Collaborate in identifying the various developments in Bornu under El-kanemi.

Reference Materials

The following resources were used in planning this lesson:

Senior Secondary Schools Education Curriculum
State Unified Scheme of Work
Comprehensive History for Senior Secondary Schools by J. A. Adediran

Instructional Materials

The teacher will teach this lesson with the aid of:

Maps showing the Bornu Empire.
Charts illustrating the timeline of Bornu’s history.
Pictures of historical figures or depictions of the era.

Rationale for the Lesson

This lesson helps pupils understand the significant period of Bornu history when the Shehus held power, particularly the impactful reign of El-kanemi. It enables pupils to grasp how strong leadership can bring stability and development during times of crisis, which is important for understanding historical patterns and societal resilience.

Prerequisite/Previous Knowledge

Pupils should have prior knowledge of the early history of the Bornu Empire and the general political landscape of pre-colonial West Africa.

Lesson Content/Board Summary

BORNU UNDER THE SHEHUS

Meaning of Bornu under the Shehus

Bornu under the Shehus refers to the period in the history of the Bornu Empire when political power shifted from the traditional Sefawa dynasty to the Kanembu scholars known as the Shehus, particularly after the rise of Muhammad al-Amin al-Kanemi. This marked a significant change in the leadership structure and administration of the empire.

Emergence of El-kanemi

Muhammad al-Amin al-Kanemi was a renowned Islamic scholar and warrior of Kanembu origin. He emerged during a period of intense crisis in Bornu, when the empire was facing severe external threats from the Fulani jihadists and internal instability. His reputation as a scholar and military leader led to his invitation to help defend Bornu.

Rebellion and Crisis in Bornu and the Invitation of El-kanemi

The Bornu Empire experienced a major crisis in the early 19th century due to the Fulani jihad led by Usman Dan Fodio. The Fulani forces launched attacks on Bornu territories, capturing significant towns and threatening the capital, Ngazargamu. This led to a period of rebellion and instability within Bornu, causing the Sefawa Mai (king) to seek external help. El-kanemi was invited by Mai Ahmad to lead the resistance against the Fulani invaders and restore order to the empire.

Social Development during the Reign of El-kanemi

El-kanemi’s reign brought about various social changes, including:

Population Growth: Stability attracted people, leading to population increase and establishment of new settlements.
Religious Revival: Emphasis on Islamic scholarship and practice, with the establishment of schools and promotion of Islamic education.
Justice System: Introduction of a more effective Islamic legal system (Sharia) to maintain law and order.
Cultural Blend: Integration of Kanembu and Kanuri cultures, fostering a unique Bornu identity.

Political Development during the Reign of El-kanemi

El-kanemi significantly reformed the political structure of Bornu:

Centralized Authority: He established a more centralized administration, consolidating power and reducing the influence of regional chiefs.
Military Reorganization: He reformed the Bornu army, introducing new tactics and improving its effectiveness against invaders.
Establishment of Kukawa: He founded a new capital city, Kukawa, which became a center of administration, trade, and learning.
Decline of Sefawa Dynasty: Although he initially served the Mai, El-kanemi gradually assumed de facto political power, marginalizing the Sefawa dynasty.

Economic Development during the Reign of El-kanemi

El-kanemi’s era also saw notable economic progress:

Revival of Trans-Saharan Trade: He ensured the security of trade routes, leading to the resurgence of trans-Saharan trade in goods like kola nuts, gold, slaves, and salt.
Agricultural Development: Promotion of agriculture, particularly cultivation of grains, to ensure food security for the growing population.
Crafts and Industries: Encouragement of local crafts such as weaving, pottery, and leatherwork.
Taxation System: Implementation of an organized taxation system to generate revenue for the state.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and introduces the topic by asking them what they remember about the Bornu Empire from previous lessons.
Pupils’ Activity: Pupils respond to the teacher’s questions, recalling past knowledge about Bornu.
Learning Point: Pupils connect new learning with prior knowledge.

Step 2: Explanation of Bornu under Shehus and Crisis

Time: 7 minutes
Teaching Skill: Explanation/Lecture
Teacher’s Activity: The teacher defines Bornu under the Shehus and explains the rebellion and crisis in Bornu, highlighting the Fulani jihad and its impact.
Pupils’ Activity: Pupils listen attentively, take notes, and ask questions for clarification.
Learning Point: Pupils understand the context of the crisis and the shift in Bornu’s leadership.

Step 3: Emergence of El-kanemi

Time: 7 minutes
Teaching Skill: Narration/Explanation
Teacher’s Activity: The teacher traces the emergence of El-kanemi, discussing his background, his role as a scholar and warrior, and how he was invited to Bornu.
Pupils’ Activity: Pupils pay attention and note the key aspects of El-kanemi’s rise to prominence.
Learning Point: Pupils learn about the individual who brought significant change to Bornu.

Time: 7 minutes
Teaching Skill: Discussion/Analysis
Teacher’s Activity: The teacher explains the social developments during El-kanemi’s reign, such as religious revival, population growth, and justice system.
Pupils’ Activity: Pupils contribute to the discussion by identifying and explaining various social changes.
Learning Point: Pupils understand the improvements in social aspects of Bornu society.

Step 5: Political Development

Time: 7 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: The teacher explains the political developments, including the centralization of power, military reforms, and the establishment of Kukawa.
Pupils’ Activity: Pupils listen and note the key political changes and reforms introduced by El-kanemi.
Learning Point: Pupils grasp the transformation of Bornu’s political structure.

Step 6: Economic Development

Time: 5 minutes
Teaching Skill: Explanation/Elaboration
Teacher’s Activity: The teacher elaborates on the economic developments under El-kanemi, focusing on the revival of trade, agriculture, and local crafts.
Pupils’ Activity: Pupils identify and explain the economic growth experienced during this period.
Learning Point: Pupils recognize the economic stability and prosperity brought by El-kanemi’s reign.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

Who were the Shehus in the context of Bornu history?
Describe the major crisis that led to the invitation of El-kanemi to Bornu.
Mention three social developments during El-kanemi’s reign.
List two political changes implemented by El-kanemi.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the main points of the lesson, emphasizing El-kanemi’s role in restoring Bornu’s glory and the lasting impact of his reign.
Pupils’ Activity: Pupils listen and participate in the summary.
Learning Point: Pupils consolidate their understanding of Bornu under the Shehus.

Lesson Keywords

Shehus – The Kanembu scholars and leaders who took over political power in Bornu after the Sefawa dynasty.
El-kanemi – Muhammad al-Amin al-Kanemi, an Islamic scholar and military leader who helped defend Bornu against the Fulani jihad and eventually became its de facto ruler.
Fulani Jihad – An Islamic holy war led by Usman Dan Fodio in the early 19th century that greatly impacted various states in West Africa, including Bornu.
Kukawa – The new capital city of Bornu established by El-kanemi.
Sefawa Dynasty – The long-standing ruling dynasty of the Bornu Empire before the rise of the Shehus.

Differentiation

For pupils who grasp concepts quickly, the teacher can encourage them to research and present on other significant figures or aspects of Bornu’s history. For pupils needing more support, the teacher can provide simplified notes or focus on key definitions and events through guided questions and visual aids.

Note for teachers using this lesson plan

Teachers should use historical maps to help pupils visualize the geographical context of Bornu and the areas affected by the Fulani jihad. Encourage pupils to draw connections between historical events and their impact on societal development. Emphasize critical thinking by asking ‘why’ and ‘how’ questions.