Class: Junior Secondary School 2 (JSS 2 / JS2)
Term: Third Term
Week: 5
Age: 13 years
Duration: 45 minutes
Subject: History
Curriculum Theme: History
Previous Lesson: Socio-political Structure of Songhai Empire: Askia Mohammed I (ad 1493- 1528).
Topic: SOCIO-POLITICAL STRUCTURE OF SONGHAI EMPIRE II
Subject Matter: Government of the empire, The army, Religion and culture, Education, Imperial economy and revenue: Tribute to the empire.

Specific Objectives

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

Cognitive Domain:

Describe the government structure of the Songhai Empire.
Explain the role and organization of the Songhai army.
Discuss the key aspects of religion and culture in the empire.
Identify the importance of education in Songhai.
Outline the sources of imperial economy and revenue, including tribute.

Affective Domain:

Appreciate the sophisticated organization of the Songhai Empire.
Value the contributions of the Songhai Empire to education and culture in West Africa.

Psychomotor Domain:

Present key facts about the Songhai Empire’s socio-political structure.
Draw a simple sketch of West Africa showing the Songhai Empire.

Participate in discussions about the historical significance of the Songhai Empire.
Collaborate with peers to identify different aspects of the empire’s structure.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for History JSS 2.
State Unified Scheme of Work for Junior Secondary Schools.
Adewale, S. A. (2018). Comprehensive History for Junior Secondary Schools Book 2. Learn Africa Plc.
https://www.britannica.com/place/Songhai-empire
https://www.worldhistory.org/Songhai_Empire/

Instructional Materials

The teacher will teach this lesson with the aid of:

A map of West Africa showing the Songhai Empire.
Charts illustrating the government structure and economic activities.
Pictures depicting ancient Timbuktu and Songhai architecture.
Whiteboard and markers/chalkboard and chalk.

Rationale for the Lesson

This lesson helps pupils understand the advanced socio-political and economic organization of the Songhai Empire. It enables them to appreciate the complexity and achievements of pre-colonial African societies, providing a deeper insight into their historical development and governance.

Prerequisite/Previous Knowledge

Pupils are expected to have prior knowledge of the origins and early development of the Songhai Empire, as well as its geographical location, from the previous lesson.

Lesson Content/Board Summary

SOCIO-POLITICAL STRUCTURE OF SONGHAI EMPIRE II

Government of the Empire

The Songhai Empire was well-governed under a centralized system. The Askia (emperor) was the supreme ruler, assisted by a council of ministers and provincial governors. Local chiefs managed their areas but reported to the governors.

The Army

The Songhai Empire maintained a powerful and well-organized army essential for maintaining control and expanding the empire. It consisted of:

Cavalry: Horsemen who were effective in desert warfare.
Infantry: Foot soldiers equipped with spears, bows, and arrows.
Navy: A fleet of canoes that patrolled the Niger River, protecting trade routes and cities.

Religion and Culture

Islam was the official religion of the Songhai Empire, especially among the ruling class and traders. However, traditional African religions were also practiced. Arabic was the language of scholarship and administration. The culture was a blend of indigenous African traditions and Islamic influences, seen in dress, customs, and art.

Education

Education was highly valued in the Songhai Empire, particularly in cities like Timbuktu. Timbuktu became a major intellectual and spiritual center. Key features of education included:

Quranic Schools: Basic religious education for children.
Universities: Notable institutions like Sankore University in Timbuktu attracted scholars from across the Islamic world.
Subjects: Taught subjects included Islamic law, astronomy, mathematics, medicine, history, and literature.

Imperial Economy and Revenue: Tribute to the Empire

The Songhai Empire had a thriving economy based on trans-Saharan trade, agriculture, and a system of tribute. Sources of revenue included:

Trade: Control over major trade routes allowed the empire to tax goods like gold, salt, kola nuts, and slaves.
Agriculture: Farming along the fertile Niger River provided food and agricultural products.
Tribute: Conquered territories and vassal states were required to pay regular tribute in the form of goods, livestock, or services to the Askia.
Taxation: Taxes were collected from markets and individuals.

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 reviews the previous lesson on the origins and early development of the Songhai Empire. The teacher then introduces the topic by asking pupils to recall what they know about powerful empires in history.
Pupils’ Activity: Pupils respond to questions and share their knowledge of empires. They listen attentively as the teacher introduces the new topic.
Learning Point: Pupils connect previous knowledge to the new topic and understand the focus of the lesson.

Step 2: Government of the Empire

Time: 7 minutes
Teaching Skill: Explanation/Discussion
Teacher’s Activity: The teacher explains the centralized government structure of the Songhai Empire, highlighting the role of the Askia, council of ministers, and provincial governors. The teacher uses a chart to illustrate the hierarchy.
Pupils’ Activity: Pupils listen, observe the chart, and ask questions for clarification regarding the roles of different officials.
Learning Point: Pupils understand how the Songhai Empire was governed and the chain of command.

Step 3: The Army

Time: 7 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: The teacher discusses the organization and composition of the Songhai army, detailing the cavalry, infantry, and navy. The teacher explains their importance in maintaining and expanding the empire.
Pupils’ Activity: Pupils listen and take notes, asking questions about the different units of the army.
Learning Point: Pupils learn about the military strength and strategy of the Songhai Empire.

Step 4: Religion and Culture

Time: 7 minutes
Teaching Skill: Explanation/Questioning
Teacher’s Activity: The teacher explains the role of Islam as the official religion and the coexistence of traditional beliefs. The teacher also discusses the influence of Arabic and the blend of cultures in the empire.
Pupils’ Activity: Pupils listen and contribute by mentioning other aspects of culture they know from other historical contexts.
Learning Point: Pupils understand the religious and cultural landscape of the Songhai Empire.

Step 5: Education

Time: 7 minutes
Teaching Skill: Explanation/Visual Aids
Teacher’s Activity: The teacher highlights Timbuktu as a center of learning, discussing Quranic schools and universities like Sankore. The teacher explains the subjects taught and the importance of education in the empire.
Pupils’ Activity: Pupils observe pictures of Timbuktu and listen to the explanation, noting the importance of education.
Learning Point: Pupils recognize the significant educational achievements of the Songhai Empire.

Step 6: Imperial Economy and Revenue: Tribute to the Empire

Time: 7 minutes
Teaching Skill: Explanation/Discussion
Teacher’s Activity: The teacher explains the economic activities of the Songhai Empire, focusing on trans-Saharan trade, agriculture, and the system of tribute. The teacher outlines how these activities generated revenue for the empire.
Pupils’ Activity: Pupils listen and discuss the various sources of wealth for the empire.
Learning Point: Pupils understand the economic foundations and revenue generation methods of the Songhai Empire.

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 was the supreme ruler of the Songhai Empire?
Mention two components of the Songhai army.
Name one major city in Songhai known for its education.
List two sources of imperial revenue for the Songhai Empire.

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/Assignment
Teacher’s Activity: The teacher summarizes the main points of the lesson, reinforcing the key aspects of the Songhai Empire’s socio-political structure. The teacher gives homework: “Describe the government of the Songhai Empire and explain the importance of its army.”
Pupils’ Activity: Pupils listen to the summary and copy the homework assignment.
Learning Point: Pupils consolidate their learning and are given tasks to practice.

Lesson Keywords

Askia – The title for the emperor of the Songhai Empire.
Timbuktu – A major city in the Songhai Empire, famous as a center of learning and trade.
Sankore University – A renowned university in Timbuktu, attracting scholars from various regions.
Tribute – Payments made by conquered territories or vassal states to the ruling empire.
Cavalry – Soldiers who fight on horseback.
Infantry – Soldiers who fight on foot.

Differentiation

For pupils who grasp concepts quickly, the teacher can ask them to research and present additional information on a specific aspect, such as the daily life in Timbuktu. For pupils who need more support, the teacher can provide simplified notes or pair them with stronger pupils for peer tutoring during activity sessions.

Note for teachers using this lesson plan

Teachers should ensure they have a clear map of West Africa to help pupils visualize the Songhai Empire’s geographical context. Encourage pupils to ask questions and engage in discussions to deepen their understanding of this important historical period. Emphasize the advanced nature of the empire’s organization to counter any misconceptions about pre-colonial African societies.