Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 3rd Term
Week: 1
Age: 15 years
Duration: 45 minutes
Subject: History
Curriculum Theme: History
Previous Lesson: Early European Contact: Coastal States Identification.
Topic: EARLY EXTERNAL INFLUENCE; CONTACT WITH THE NORTH – TRANS SAHARAN TRADE
Subject Matter: Meaning of external influence, contact with the north, Trans Saharan trade routes, nature and use of trade routes, identifying routes and boundaries on maps

Specific Objectives

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

Cognitive Domain:

Define external influence.
Explain what the Trans-Saharan trade was.
Identify the major Trans-Saharan trade routes.
Describe the nature and use of these trade routes.

Affective Domain:

Appreciate the impact of early external contacts on Nigerian societies.
Value the historical significance of the Trans-Saharan trade.

Psychomotor Domain:

Locate and trace Trans-Saharan trade routes and boundaries on a map.
Draw a simple sketch map showing key trade routes.

Discuss the interaction between different societies facilitated by the Trans-Saharan trade.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum
State Unified Scheme of Work
Comprehensive History for Senior Secondary Schools by J.B. Adebanjo

Instructional Materials

The teacher will teach this lesson with the aid of:

Maps of Trans-Saharan trade routes
Charts showing historical trade goods
Sketches of trade routes and boundaries

Rationale for the Lesson

This lesson helps pupils understand how early interactions with northern regions shaped the history and development of various Nigerian societies. It enables them to recognize the economic and social importance of trade routes in connecting different cultures and regions in the past.

Prerequisite/Previous Knowledge

Pupils have a basic understanding of early Nigerian societies and geographical locations within Africa.

Lesson Content/Board Summary

EARLY EXTERNAL INFLUENCE; CONTACT WITH THE NORTH – TRANS SAHARAN TRADE

Meaning of External Influence

External influence refers to the impact or effect that ideas, cultures, technologies, or practices from outside a particular society or region have on that society or region.

Contact with the North

Early Nigerian societies had significant contact with North Africa, primarily through trade across the Sahara Desert. This contact led to the exchange of goods, ideas, religions, and technologies.

Trans-Saharan Trade Routes

The Trans-Saharan trade was a network of ancient trade routes that connected sub-Saharan West Africa with North Africa and Europe. It involved the movement of goods, people, and ideas across the vast Sahara Desert.

Major Trans-Saharan trade routes include:

The Western Route: Connected Taghaza (salt mines) to Walata, Timbuktu, and Ghana Empire.
The Central Route: Connected Tunis, Tripoli, and Cairo to Kanem-Bornu Empire, Hausaland, and further south.
The Eastern Route: Connected Egypt and Nubia to the Lake Chad region.

Nature and Use of Trade Routes

The Trans-Saharan trade routes were primarily caravan routes, where goods were transported by camels. These routes were essential for the exchange of various commodities.

The nature of these routes involved:

Long distances across harsh desert environments.
Reliance on oases for water and rest stops.
The use of camels as the main mode of transport due to their endurance.

The routes were used for trading:

Gold, kola nuts, slaves, and ivory from West Africa.
Salt, textiles, horses, copper, books, and manufactured goods from North Africa and Europe.

Identification of Routes and Boundaries on Maps

Identifying these routes on maps helps to understand the geographical extent of the trade and the connections between different regions. Boundaries of empires and kingdoms often influenced the flow and control of these trade routes.

When identifying routes and boundaries, pay attention to:

The general direction of the routes (e.g., North-South).
Key cities or empires located along the routes.
Natural features like the Sahara Desert and oases.

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, reviews the previous lesson briefly, and then introduces the new topic by asking pupils if they know how people in ancient times traded with distant lands, especially across deserts.
Pupils’ Activity: Pupils respond to the teacher’s questions and listen attentively.
Learning Point: Pupils are prepared for the new lesson and connect it to previous knowledge.

Step 2: Meaning of External Influence and Contact with the North

Time: 7 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher defines “external influence” and explains how early Nigerian societies came into contact with North Africa. The teacher uses simple examples to clarify.
Pupils’ Activity: Pupils listen, take notes, and ask questions for clarification.
Learning Point: Pupils understand the concept of external influence and the historical context of contact with the North.

Step 3: Trans-Saharan Trade Routes

Time: 7 minutes
Teaching Skill: Illustration/Mapping
Teacher’s Activity: The teacher introduces the Trans-Saharan trade and, using a map, points out the Sahara Desert and the major trade routes, explaining their significance. The teacher names key routes like the Western, Central, and Eastern routes.
Pupils’ Activity: Pupils observe the map, identify the routes, and listen to the explanation.
Learning Point: Pupils can identify the Sahara Desert and major Trans-Saharan trade routes on a map.

Step 4: Nature and Use of Trade Routes

Time: 7 minutes
Teaching Skill: Elaboration/Discussion
Teacher’s Activity: The teacher explains the nature of these trade routes, emphasizing the role of camels and caravans. The teacher also discusses the types of goods exchanged from West Africa and North Africa.
Pupils’ Activity: Pupils participate in discussions, identify goods, and understand the challenges of desert trade.
Learning Point: Pupils describe the characteristics of the trade routes and the goods traded.

Step 5: Identifying Routes and Boundaries on Maps

Time: 7 minutes
Teaching Skill: Demonstration/Practical Activity
Teacher’s Activity: The teacher demonstrates on a large map how to identify specific trade routes and the boundaries of ancient empires that were involved in the trade. Pupils are guided to trace routes.
Pupils’ Activity: Pupils practice identifying and tracing routes and boundaries on their own maps or sketches.
Learning Point: Pupils develop the skill of locating historical trade routes and associated geographical features on a map.

Step 6: Discussion on Impact of External Influence

Time: 5 minutes
Teaching Skill: Facilitation
Teacher’s Activity: The teacher leads a brief discussion on the effects of this contact and trade, such as the spread of Islam, new technologies, and cultural exchanges, preparing pupils for future lessons.
Pupils’ Activity: Pupils share their thoughts on the possible impacts of such trade and contact.
Learning Point: Pupils begin to grasp the broader implications of external influence.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

Define external influence.
Mention two major Trans-Saharan trade routes.
State two goods traded from West Africa during the Trans-Saharan trade.
Explain the importance of camels in Trans-Saharan trade.

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 key points of the lesson, reiterating the importance of early external influence and the Trans-Saharan trade. The teacher gives pupils homework to draw a map showing the main Trans-Saharan trade routes.
Pupils’ Activity: Pupils listen to the summary and copy down the homework.
Learning Point: Pupils consolidate their learning and prepare for independent practice.

Lesson Keywords

External influence – The impact of outside ideas or practices on a society.
Trans-Saharan trade – Ancient trade network across the Sahara Desert.
Trade routes – Paths or channels used for commercial transport.
Sahara – The largest hot desert in the world, located in North Africa.
Caravan – A group of travelers, especially merchants, journeying together across deserts.

Differentiation

For struggling learners, the teacher will provide simplified maps and focus on identifying only two main routes. For advanced learners, the teacher will encourage research into specific goods traded or the cultural impact of the trade on a particular region.

Note for teachers using this lesson plan

Teachers should ensure that maps used are clear and easy for pupils to interpret. Encouraging pupils to draw their own simple maps can significantly aid understanding. Emphasize the long-term effects of this early contact on West African societies, which will be built upon in subsequent lessons.