Class: Junior Secondary School 3 (JSS 3 / JS3)
Term: 2nd Term
Week: 2
Age: 14 years
Duration: 45 minutes
Subject: History
Curriculum Theme: Early European Contact and Colonialism
Previous Lesson: British Colonization Of Nigeria Territories: Songhai Fall And General Overview.
Topic: THE BRITISH ECONOMIC PURSUIT IN AFRICA
Subject Matter: British economic pursuit that brought them to Nigeria’s coasts, early personalities in trades and battles including ancient slave trade actors, progression of British involvement, start and duration of actual colonization in Nigeria, explorers trade merchants and missionaries as dimensions of contact.

Specific Objectives

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

Cognitive Domain:

Define the terms “explorer,” “trade merchant,” and “missionary” in the context of British contact with Nigeria.
Explain the reasons for British economic pursuit in Africa, specifically Nigeria.
Identify key British explorers, trade personalities, and missionaries in Nigeria.
Outline the progression of British involvement from trade to full colonization.
State the start and duration of actual British colonization in Nigeria.

Affective Domain:

Discuss the impact of British economic pursuit on Nigerian societies.
Appreciate the different roles played by explorers, merchants, and missionaries in British contact.
Engage actively in classroom discussions by asking and answering questions.

Psychomotor Domain:

Take accurate notes on important dates, personalities, and events related to British contact.
Draw a simple timeline illustrating the progression of British involvement.

Collaborate with peers to discuss the activities of various British contact groups.
Participate respectfully in group discussions and class activities.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for History
State Unified Scheme of Work for Junior Secondary School History
Akinjogbin, I.A. (2002). History for Junior Secondary Schools, Book 3. Ibadan: University Press PLC.
Internet resources on Nigerian history.

Instructional Materials

The teacher will teach this lesson with the aid of:

History textbooks
Historical maps of Africa and Nigeria
Pictures of early explorers, missionaries, and trade merchants
Whiteboard and markers/chalkboard and chalk

Rationale for the Lesson

This lesson helps pupils understand how Nigeria came under British influence and eventually colonial rule. It explains the economic reasons that drew the British to Nigeria and the different ways they established their presence, which is important for understanding modern Nigerian history and its development.

Prerequisite/Previous Knowledge

Pupils should have a basic understanding of pre-colonial Nigerian societies and the concept of trade.

Lesson Content/Board Summary

THE BRITISH ECONOMIC PURSUIT IN AFRICA

Introduction to British Contact

British contact with Nigeria was primarily driven by economic interests, evolving from early trade relations to the establishment of colonial rule. This contact was facilitated by the activities of explorers, trade merchants, and Christian missionaries.

Explorers and Their Role

Explorers were individuals who travelled through unknown territories to map them and gather information about their resources and people. Their expeditions helped the British to understand the geography and economic potential of Nigeria, paving the way for trade and eventual annexation.

Some notable British explorers in Nigeria include:

Mungo Park (explored the Niger River)
Richard Lander and John Lander (completed Mungo Park’s work on the Niger)
Hugh Clapperton
Dr. William Baikie

Trade Merchants and Economic Interests

British trade merchants came to the Nigerian coasts to engage in commerce. The desire for new markets and raw materials for British industries was a major driver. Initially, the trade involved human beings (slaves), but later shifted to goods like palm oil, kernels, rubber, and timber.

Key aspects of British trade involvement:

Initially focused on the transatlantic slave trade.
After the abolition of the slave trade, attention shifted to “legitimate trade” in agricultural products and raw materials.
Companies like the Royal Niger Company (founded by Sir George Goldie) played a significant role in establishing British economic and political control over trade routes and territories.

Christian Missionaries and Their Influence

Missionaries arrived in Nigeria with the aim of spreading Christianity. While their primary objective was religious, they also played a role in facilitating British influence by establishing schools, churches, and health centres. They sometimes acted as intermediaries between British officials and local communities.

Some early missionary societies and personalities include:

Church Missionary Society (CMS)
Wesleyan Methodist Mission
Baptist Mission
Reverend Samuel Ajayi Crowther (first African Anglican bishop)

Progression of British Involvement and Colonization

British involvement in Nigeria progressed from mere trade to the establishment of protectorates and ultimately, full colonization. This was influenced by economic competition with other European powers and the strategic need for raw materials and markets.

Key stages in the progression to colonization:

Early 19th Century: Increased exploration and “legitimate trade” activities.
1861: Annexation of Lagos as a British colony.
1884-1885: Berlin Conference, where European powers formally partitioned Africa, recognizing British claims over territories that would become Nigeria.
1886: The Royal Niger Company was granted a charter, exercising extensive administrative and commercial control over vast areas.
1900: The British government revoked the Royal Niger Company’s charter and took over administration, establishing the Protectorate of Northern Nigeria and the Protectorate of Southern Nigeria.
1914: The Amalgamation of Northern and Southern Protectorates, forming the Colony and Protectorate of Nigeria, which marked the beginning of actual British colonization.

Actual British colonization in Nigeria began with the annexation of Lagos in 1861 and was fully consolidated with the amalgamation in 1914. It lasted until Nigeria gained independence in 1960.

Ancient Slave Trade Actors

The transatlantic slave trade involved various actors who facilitated the capture, sale, and transportation of Africans. While British merchants were significant players, they often relied on African middlemen and rulers who exchanged enslaved individuals for European goods such as guns, textiles, and alcohol.

Actors in the slave trade included:

European slave traders (e.g., British, Portuguese, Dutch).
African rulers and chiefs who sold captives, often from wars or raids.
African middlemen who captured and transported individuals to the coast for sale to Europeans.

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 pupils what they know about the arrival of white people in Nigeria. The teacher then explains that the lesson will focus on the British economic pursuits that led to their contact and eventual colonization of Nigeria.
Pupils’ Activity: Pupils respond to the teacher’s questions and listen attentively to the introduction.
Learning Point: Pupils recall prior knowledge and are prepared for the new lesson.

Step 2: British Contact through Explorers

Time: 7 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: The teacher explains the role of British explorers in discovering Nigerian territories and resources. The teacher lists and briefly describes the contributions of key explorers like Mungo Park and the Lander brothers, using maps to show their routes.
Pupils’ Activity: Pupils listen, observe the maps, ask questions, and take notes on the explorers and their discoveries.
Learning Point: Pupils understand how explorers facilitated British knowledge and interest in Nigeria.

Step 3: British Contact through Trade Merchants

Time: 7 minutes
Teaching Skill: Explanation/Discussion
Teacher’s Activity: The teacher discusses the economic motivations behind British contact, focusing on the role of trade merchants. The teacher explains the shift from the slave trade to “legitimate trade” in products like palm oil and the influence of companies like the Royal Niger Company.
Pupils’ Activity: Pupils participate in discussions about trade, note key trade items and companies, and ask questions for clarification.
Learning Point: Pupils identify trade as a primary reason for British presence and understand its evolution.

Step 4: British Contact through Missionaries

Time: 7 minutes
Teaching Skill: Explanation/Narration
Teacher’s Activity: The teacher explains the role of Christian missionaries in Nigeria. The teacher highlights how missionaries, while spreading Christianity, also contributed to opening up the interior and influencing local societies, mentioning figures like Samuel Ajayi Crowther.
Pupils’ Activity: Pupils listen, take notes on missionary activities, and ask questions about their impact.
Learning Point: Pupils understand the multi-faceted nature of British contact, including religious influence.

Step 5: Progression of British Involvement and Colonization

Time: 7 minutes
Teaching Skill: Chronology/Analysis
Teacher’s Activity: The teacher outlines the key stages of British involvement from initial contact to full colonization, including the annexation of Lagos, the Berlin Conference, the role of the Royal Niger Company, and the amalgamation of 1914. The teacher states the start and duration of actual colonization.
Pupils’ Activity: Pupils listen, take notes on important dates and events, and participate in discussions about the progression.
Learning Point: Pupils grasp the timeline and key events that led to British colonization.

Step 6: Ancient Slave Trade Actors and Early Personalities

Time: 5 minutes
Teaching Skill: Explanation/Clarification
Teacher’s Activity: The teacher revisits the role of ancient slave trade actors, explaining the involvement of both European traders and African middlemen/rulers. The teacher emphasizes that British economic pursuits had roots in this early, inhumane trade.
Pupils’ Activity: Pupils listen and understand the historical context of the slave trade in relation to British presence.
Learning Point: Pupils understand the early involvement of various actors in the slave trade before the shift to “legitimate trade.”

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

Mention three key reasons why the British came to Nigeria.
List two notable British explorers who visited Nigeria.
Explain the difference between the slave trade and “legitimate trade.”
When did the amalgamation of Northern and Southern Protectorates occur, and what did it signify?

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/Assignment
Teacher’s Activity: The teacher summarizes the main points of the lesson, reiterating how British economic pursuits led to their deep involvement and eventual colonization of Nigeria through explorers, merchants, and missionaries. The teacher gives an assignment: “Research and write a short paragraph on the impact of the Royal Niger Company on Nigerian territories.”
Pupils’ Activity: Pupils listen to the summary and copy the assignment.
Learning Point: Pupils consolidate their learning and are given an opportunity for further research.

Lesson Keywords

Explorers – Individuals who travel to unknown places to discover and map them.
Trade Merchants – Business people involved in buying and selling goods for profit.
Missionaries – People sent to promote Christianity in a foreign country.
Colonization – The process of settling among and establishing control over the indigenous people of an area.
Amalgamation – The process of combining or uniting two or more things into one.
Legitimate Trade – Commerce in goods other than slaves, especially after the abolition of the slave trade.
Protectorate – A state that is controlled and protected by another, often by treaty.

Differentiation

For pupils who grasp concepts quickly, they can be encouraged to research more about the specific treaties signed by the British with local chiefs. For pupils needing more support, the teacher will provide simplified notes and visual aids, and pair them with stronger pupils for discussion.

Note for teachers using this lesson plan

Ensure to use visual aids like maps and pictures to make the historical figures and locations more real to the pupils. Encourage active participation through questions and small group discussions. Emphasize the long-term impact of these early contacts on Nigeria’s development.