Class: Senior Secondary School 2 (SS2 / SSS 2)
Term: 3rd Term
Week: 2
Age: 16 years
Duration: 45 minutes
Subject: History
Curriculum Theme: Political Developments in Nigeria
Previous Lesson: Military Rule and Reconstruction: Meaning, Gowon’s Programme and Record.
Topic: THE MILITARY RULE CONTINUED
Subject Matter: Factors that led to the 1975 coup, the land use decree (land tenure system), structure of the administration, indigenization programme

Specific Objectives

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

Cognitive Domain:

State and explain the factors that led to the 1975 coup.
Describe the provisions and objectives of the Land Use Decree of 1978.
Outline the key features of the Murtala/Obasanjo administration’s structure.
Explain the purpose and phases of the Indigenization Programme.

Affective Domain:

Appreciate the impact of military interventions on Nigerian political development.
Recognize the importance of land policies in national development.

Psychomotor Domain:

Discuss the effects of the Land Use Decree on land ownership.
Present a summary of the Indigenization Programme’s achievements.

Participate actively in discussions about Nigeria’s political history.
Respect diverse views on the outcomes of past government policies.

Reference Materials

The following resources were used in planning this lesson:

Senior Secondary Schools Education Curriculum
State Unified Scheme of Work
Adeleke, I. O. (2018). Comprehensive History for Senior Secondary Schools. Ibadan: University Press PLC.
https://www.jstor.org/stable/2784013
https://en.wikipedia.org/wiki/Land_Use_Act

Instructional Materials

The teacher will teach this lesson with the aid of:

Pictures depicting events of the 1970s military rule
Land maps showing land distribution patterns
Charts illustrating the structure of government during the Murtala/Obasanjo regime

Rationale for the Lesson

This lesson helps pupils understand important political and economic developments during Nigeria’s military rule. It enables pupils to connect past government policies with current national issues, providing a foundation for informed citizenship.

Prerequisite/Previous Knowledge

Pupils should have prior knowledge of Nigeria’s independence and early political challenges, including the first military coup and the Nigerian Civil War.

Lesson Content/Board Summary

THE MILITARY RULE CONTINUED

Factors That Led to the 1975 Coup

The military coup of July 29, 1975, which overthrew General Yakubu Gowon’s regime, was a result of several factors:

Failure to Hand Over Power: General Gowon’s announcement in 1974 that the 1976 handover date was no longer realistic led to widespread discontent and loss of confidence.
Allegations of Corruption: There were growing accusations of corruption and mismanagement within Gowon’s administration, especially among state governors.
Deteriorating Economic Conditions: Despite the oil boom, the living standards of many Nigerians did not significantly improve, leading to public frustration.
Lack of Consultation: Gowon was perceived to be ruling without adequate consultation with his military colleagues, leading to a sense of alienation among key officers.
Indecision and Inefficiency: The government was seen as indecisive and slow in addressing national issues, contributing to a general sense of stagnation.

The Land Use Decree (Land Tenure System) of 1978

The Land Use Decree was promulgated in 1978 by the Obasanjo military government. It was designed to standardize land ownership and administration across Nigeria.

Key Objectives:

To make land more accessible for development purposes, both public and private.
To prevent land speculation and ensure equitable distribution of land.
To remove the complexities and conflicts arising from various traditional land tenure systems.

Main Provisions:

All land in Nigeria is vested in the Governor of each state, to be held in trust for the benefit of all Nigerians.
Individuals can only hold a “Right of Occupancy” (statutory or customary) over land, not absolute ownership.
The Governor has the power to grant Statutory Rights of Occupancy for urban areas, while Local Government has the power for rural areas.
Compensation is paid only for improvements on land upon revocation, not for the land itself.

Structure of the Murtala/Obasanjo Administration (1975-1979)

The administration that came to power after the 1975 coup was led by General Murtala Ramat Mohammed, and after his assassination in 1976, by General Olusegun Obasanjo. It had a clear structure aimed at restoring public confidence and preparing for civilian rule.

Supreme Military Council (SMC): The highest decision-making body, headed by the Head of State.
Federal Executive Council (FEC): Composed of military and civilian commissioners (ministers) responsible for various ministries.
National Council of States: Included the Head of State, military governors of the states, and other key military officers.
State Military Governors: Appointed by the Head of State, they headed the state administrations.
Local Government Reforms: The administration initiated significant local government reforms in 1976 to bring government closer to the people and ensure uniformity.

The Indigenization Programme

The Indigenization Programme refers to a series of Nigerian Enterprises Promotion Decrees (NEPD) enacted in 1972 and 1977. Its primary goal was to transfer the ownership and control of certain businesses from foreign nationals to Nigerian citizens and organizations.

Objectives:

To give Nigerians greater control over their economy.
To encourage local entrepreneurship and capital formation.
To reduce foreign dominance in key sectors of the economy.
To create employment opportunities for Nigerians.

Phases of the Programme:

1972 Decree: Divided enterprises into Schedule I (100% Nigerian ownership) and Schedule II (40% Nigerian equity participation).
1977 Decree: Expanded the scope, creating three schedules:
- Schedule I: Exclusively reserved for Nigerians (e.g., advertising, retail trade).
- Schedule II: Minimum 60% Nigerian equity participation (e.g., banking, insurance, construction).
- Schedule III: Minimum 40% Nigerian equity participation (e.g., manufacturing, sophisticated technology).

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 to recall some challenges Nigeria faced after independence and the reasons for the first military coup. The teacher then introduces the topic, “The Military Rule Continued,” focusing on the 1975 coup and subsequent policies.
Pupils’ Activity: Pupils respond to the teacher’s questions and listen attentively to the introduction.
Learning Point: Pupils connect the new topic to previous knowledge and understand the context of the lesson.

Step 2: Factors Leading to the 1975 Coup

Time: 10 minutes
Teaching Skill: Explanation/Discussion
Teacher’s Activity: The teacher explains the various factors that led to the 1975 coup, such as Gowon’s failure to hand over power, corruption allegations, and economic stagnation. The teacher uses charts to highlight key points.
Pupils’ Activity: Pupils listen, take notes, and ask questions for clarification regarding the reasons for the coup.
Learning Point: Pupils understand the causes of the change in military leadership in 1975.

Step 3: The Land Use Decree (Land Tenure System)

Time: 10 minutes
Teaching Skill: Explanation/Visual Aid
Teacher’s Activity: The teacher explains the Land Use Decree of 1978, its objectives, and key provisions. The teacher uses land maps to illustrate how land ownership was intended to change and discusses the concept of a land tenure system.
Pupils’ Activity: Pupils listen, observe the maps, and take notes on the decree’s aims and impact.
Learning Point: Pupils grasp the significance and implications of the Land Use Decree on land ownership and development.

Step 4: Structure of the Murtala/Obasanjo Administration

Time: 5 minutes
Teaching Skill: Description
Teacher’s Activity: The teacher outlines the administrative structure of the Murtala/Obasanjo regime, highlighting key bodies like the Supreme Military Council and the roles of governors. The teacher uses a chart to show the hierarchy.
Pupils’ Activity: Pupils observe the chart and note down the main components of the administration.
Learning Point: Pupils understand how the government was organized during this period.

Step 5: The Indigenization Programme

Time: 5 minutes
Teaching Skill: Explanation/Questioning
Teacher’s Activity: The teacher explains the Indigenization Programme, its objectives, and the two main decrees (1972 and 1977) that implemented it, discussing the different schedules of enterprises.
Pupils’ Activity: Pupils listen, ask questions about the programme’s impact, and note the key features.
Learning Point: Pupils understand the government’s efforts to transfer economic control to Nigerians.

Step 6: Discussion and Consolidation

Time: 5 minutes
Teaching Skill: Facilitation
Teacher’s Activity: The teacher facilitates a brief discussion, asking pupils to identify connections between the various policies discussed and their broader impact on Nigeria’s development.
Pupils’ Activity: Pupils share their thoughts and summarize the main points of the lesson.
Learning Point: Pupils consolidate their understanding and see the interconnectedness of historical events and policies.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

State three factors that led to the 1975 coup in Nigeria.
Explain the main objective of the Land Use Decree of 1978.
Mention two key bodies in the structure of the Murtala/Obasanjo administration.
Briefly describe the purpose of the Indigenization Programme.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 5 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the key learning points, emphasizing the significance of the 1975 coup and its subsequent policies in shaping Nigeria’s political and economic landscape. The teacher assigns homework: “Research the long-term effects of the Land Use Decree on agricultural development in Nigeria.”
Pupils’ Activity: Pupils listen to the summary and copy down the homework.
Learning Point: Pupils review the lesson’s main ideas and prepare for further study.

Lesson Keywords

1975 Coup – The military takeover that removed General Yakubu Gowon from power.
Land Use Decree – A 1978 law vesting all land in state governors, granting only rights of occupancy.
Land Tenure System – The legal or customary system of landholding in a particular area.
Indigenization Programme – Government policies aimed at transferring ownership of foreign businesses to Nigerian citizens.
Murtala/Obasanjo Administration – The military government that ruled Nigeria from 1975 to 1979, overseeing the transition to civilian rule.

Differentiation

For pupils who grasp concepts quickly, the teacher can encourage them to research and present on the immediate reactions to the Land Use Decree. For those who need more support, the teacher can provide simplified notes or use more visual aids and one-on-one explanations.

Note for teachers using this lesson plan

Teachers should ensure they have updated historical facts and figures. Encourage pupils to analyze the long-term impact of these policies on contemporary Nigeria. Foster an environment where pupils can critically discuss historical events and their relevance today.