Class: Senior Secondary School 2 (SS2 / SSS2)
Term: Second Term
Week: 1
Age: 16 years
Duration: 45 minutes
Subject: History
Curriculum Theme: Colonial Administration and Development
Previous Lesson: .
Topic: THE EARLY PHASE OF BRITISH RULE 1900-1914
Subject Matter: Meaning of early phase of British rule (initial colonial administration period), native courts of the southern protectorate, native authority system of the North, establishment of networks (roads, water ways)

Specific Objectives

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

Cognitive Domain:

Define the early phase of British rule in Nigeria.
Describe the structure and roles of native courts in the Southern Protectorate.
Explain the native authority system in the Northern Protectorate.
Identify various networks established by the British during this period.

Affective Domain:

Appreciate the impact of early British administration on Nigerian societies.
Recognize the diverse administrative approaches in the Northern and Southern Protectorates.

Psychomotor Domain:

Locate on a map areas where native courts and native authority systems were established.
Illustrate examples of early colonial infrastructure like roads and waterways.

Discuss the initial challenges and successes of British colonial administration.

Reference Materials

The following resources were used in planning this lesson:

Senior Secondary Schools Education Curriculum
State Unified Scheme of Work
Ayandele, E.A. (1979). The History of West Africa: 1800 to the Present Day. Longman.
Okafor, S.C. (2010). Comprehensive History for Senior Secondary Schools. University Press PLC.

Instructional Materials

The teacher will teach this lesson with the aid of:

Maps of Nigeria during the early colonial period
Pictures illustrating early colonial infrastructure and native courts
Charts showing the administrative structure of native courts and native authority

Rationale for the Lesson

This lesson helps pupils understand how the British began to administer Nigeria and the different systems they introduced. It explains the foundations of colonial rule and the infrastructure developed, which shaped the country’s early development and governance structures.

Prerequisite/Previous Knowledge

Pupils are expected to have prior knowledge of the scramble for Africa and the initial British presence in Nigeria before the amalgamation.

Lesson Content/Board Summary

THE EARLY PHASE OF BRITISH RULE (1900-1914)

Meaning of the Early Phase of British Rule

The early phase of British rule in Nigeria, from 1900 to 1914, refers to the initial period of formal colonial administration after the British consolidated their control over various territories that would later form Nigeria. This era was characterized by the establishment of protectorates, the introduction of administrative systems, and the development of basic infrastructure to facilitate governance and economic exploitation.

Native Courts of the Southern Protectorate

The Native Courts in the Southern Protectorate were established by the British to administer justice using a blend of customary law and British legal principles. These courts were presided over by Warrant Chiefs, appointed by the British, who often lacked traditional authority.

The following are key aspects of Native Courts:

Structure: Composed of Warrant Chiefs, court clerks, and court messengers.
Roles: They handled civil cases (e.g., land disputes, marriage issues) and minor criminal cases. They were also used to collect taxes and enforce colonial policies.
Impact: Often led to corruption, abuse of power by Warrant Chiefs, and dissatisfaction among the local population due to their lack of traditional legitimacy and unfamiliar legal procedures.

Native Authority System of the Northern Protectorate

The Native Authority System, primarily implemented in the Northern Protectorate, was based on the principle of Indirect Rule. This system allowed the British to govern through existing traditional rulers (Emirs) and their established administrative structures.

The following are key aspects of the Native Authority System:

Structure: Traditional rulers (Emirs) were recognized as Native Authorities, responsible for local administration, law enforcement, and tax collection under the supervision of British Residents.
Roles: Emirs maintained their courts, collected taxes, managed local affairs, and ensured peace and order, all while adhering to British directives.
Impact: It preserved traditional institutions, was cost-effective for the British, and initially faced less resistance. However, it often strengthened the power of traditional rulers at the expense of local communities and stifled local political development.

Establishment of Networks (Roads, Waterways)

During the early phase of British rule, efforts were made to establish basic infrastructure to facilitate administration, movement of goods, and military control.

The following are examples of established networks:

Roads: Construction of basic earth roads to connect administrative centres, facilitate the movement of troops, and transport agricultural produce to ports. Examples include roads connecting Lagos to Abeokuta and Ibadan.
Waterways: Improvement and utilization of existing rivers (e.g., River Niger and Benue) for transportation. Steam launches and barges were used to move personnel and goods.
Railways: Initial construction of railway lines, such as the Lagos-Ibadan line, which began in the late 19th century and extended further into the interior by 1914.
Telegraph Lines: Installation of telegraph lines to improve communication between administrative centres.

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 asks them what they remember about the arrival of the British in Nigeria and the establishment of protectorates.
Pupils’ Activity: Pupils respond by recalling previous knowledge about British conquest and the declaration of protectorates.
Learning Point: Pupils connect current lesson to prior knowledge and are prepared for the topic.

Step 2: Explanation of the Early Phase of British Rule

Time: 7 minutes
Teaching Skill: Explanation/Lecture
Teacher’s Activity: The teacher defines the early phase of British rule (1900-1914) as the period of initial colonial administration, explaining its characteristics and purpose.
Pupils’ Activity: Pupils listen attentively and take notes on the definition and context.
Learning Point: Pupils understand the timeframe and general nature of the early British rule.

Step 3: Discussion of Native Courts in the Southern Protectorate

Time: 10 minutes
Teaching Skill: Explanation/Discussion
Teacher’s Activity: The teacher explains the structure, roles, and impact of native courts in the Southern Protectorate, using charts and pictures to illustrate.
Pupils’ Activity: Pupils discuss the functions of these courts and their effects on the local population, asking questions for clarification.
Learning Point: Pupils grasp the administrative system and its consequences in the South.

Step 4: Explanation of the Native Authority System in the Northern Protectorate

Time: 10 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher explains the native authority system (Indirect Rule) in the Northern Protectorate, highlighting its structure, roles of Emirs, and the role of British Residents. A map is used to show the areas.
Pupils’ Activity: Pupils compare and contrast this system with the native courts in the South and identify areas on the map.
Learning Point: Pupils understand the application of Indirect Rule and its specific features in the North.

Step 5: Identification of Established Networks

Time: 8 minutes
Teaching Skill: Visual Aids/Description
Teacher’s Activity: The teacher describes the various networks established by the British, such as roads, waterways, and early railway lines, explaining their purpose and showing relevant pictures.
Pupils’ Activity: Pupils identify and describe these networks, noting their significance for colonial administration and trade.
Learning Point: Pupils recognize the infrastructure development during the early colonial period.

Step 6: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

Define the early phase of British rule in Nigeria.
Mention two roles of native courts in the Southern Protectorate.
Explain the main principle behind the Native Authority System in Northern Nigeria.
List two types of networks established by the British during the early colonial period.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 7: Conclusion

Time: 1 minute
Teaching Skill: Summarization
Teacher’s Activity: The teacher briefly summarizes the key points of the lesson, emphasizing the different administrative approaches and early infrastructure development.
Pupils’ Activity: Pupils listen and contribute to the summary.
Learning Point: Pupils consolidate their understanding of the topic.

Lesson Keywords

Protectorate – A state that is controlled and protected by another.
Native Courts – Judicial bodies established by the British in Southern Nigeria, often presided over by Warrant Chiefs.
Warrant Chiefs – Individuals appointed by the British in the Southern Protectorate to serve as local administrators and judges.
Native Authority System – An administrative system used by the British, especially in Northern Nigeria, to govern through existing traditional rulers.
Indirect Rule – A system of governance used by the British to control parts of their colonial empires, particularly in Africa and Asia, through pre-existing indigenous power structures.

Differentiation

The teacher will provide additional support to struggling pupils by using simplified language and more visual aids. Advanced pupils will be encouraged to research further into the specific impacts of these systems on different ethnic groups within Nigeria.

Note for teachers using this lesson plan

Teachers should ensure they have clear maps and images to illustrate the administrative divisions and infrastructure discussed. Encourage pupils to compare and contrast the different administrative systems in the North and South, fostering critical thinking about their long-term effects.