INTRODUCTION to Lesson Note – Primary 1 First Term History Week 2
This Lesson Note – Primary 1 First Term History Week 2 is one of the most popular and most comprehensive lesson guides for schools, teachers and parents in Ni in Nigeria. Nigerians in diaspora also use this lesson note guide to teach their children Nigerian History according to the national curriculum.
History Schemes of Work for Nigerian Schools
I wrote this lesson note based on the new History Scheme for Work for Nigerian Schools by the NERDC. In July, 2017; the National Council on Education ratified the return of History into the national curriculum – for primary and junior secondary schools. Consequently, NERDC developed History curriculum for Grade 1 through 9.
The implementation of the History curriculum commenced in September 2019. Hence it is mandated for all schools to acquire and begin the implementation of the curriculum thence. This scheme is the exact breakdown of the curriculum.
Note to the Teacher that will deliver this Lesson Note – Primary 1 First Term History Week 1
Learning of History is Complex
The teaching and learning of history are complex tasks, the latter being more so than the former. Researchers have discovered that simple and gradual narration of historical events does not necessarily translate to a well-made understanding of history. Rather, researchers have suggested that history teachers adopt domain-specific approach to teaching history. A major challenge that comes with this approach however, is that teachers must understand the nature of the domain that learners are attempting to understand from. In this light, historians – or history teachers – are divided along two paths of historical significance: those who considered the political, economic and military achievements; and those who are advocating for social inclusions.
Teaching Nigerian History is Tricky
Elsewhere, there is somewhat less rife between the duo in that the formal took root before the emergence of the later. Nevertheless, this is not so in Nigeria. The rife has begun even before we started teaching history in our schools – at the junior level. This is even more so in view of the current shaky national unity. How then do we proceed? Should we teach the glories of Nigeria from the economic, political and military achievements to impress national unity at the cost of social inclusion? How do we teach the Nigerian civil war without offending the victims?
Nigerian History teachers must understand the magnitude and yet delicate task that lies before them. More importantly, they must seek to teach balanced history that is fair to all yet promote patriotism and national unity. As you teach, always remember that any knowledge that spur anger and hatred is knowledge taken from the wrong perspective. Innumerable writers including Emmerson and Hill have proven that there are equal, if not more, positive ending from all mishaps. Your ingenuity lies in your ability to fish out the positive lessons and impress it on the minds of the learners so much so that they view mishaps in history for their true value – blessings in disguise. See the burning fire of patriotism in the eyes of Americans when they talk of the Vietnam War, or the American Civil War or the War of 1812.
When your students sit in the class feeling twice a Nigerian even after the lesson, then you have done your job; and very well. LeadinGuides History Lesson Notes for Nigerian schools help Nigerian teachers, schools and even parents to teach their students Nigerian history; the right way and to attain the objectives.
How to develop Lesson Plan from Lesson Note Nursery 1 Third Term Mathematics Week 10
At the end of the lesson, the pupils should have attained the following:
Cognitive: Define history
Affective: Value heritage and assume responsibility for actions
The teacher presents the lesson in order of steps as I have outlined below:
Step 1: Introduction
To introduce the lesson, the teacher briefly tells the pupils the story of Napoleon Bonaparte’s sword. S/he displays the picture and demands the pupils to guess what they think the price of the sword would be.
Picture of Napoleon Sword
They should normally say prices that are far lower than the worth. Consequently, the teacher reveals the actual price ($6.4 million or ₦2.6 billion). This should be surprising to the pupils – that an ordinary sword costs as high. A pupil may ask why the unusual price. Then the teacher mentions that it is because the sword is an unusual sword. S/he adds that another unusual thing about the sword is that it is a property of a country, France. Even more so is that even though it is a national treasure; the public does not know the person that bought it at ₦2.6 billion since 2007. The current owner does not want the public to know his/her identity because there are many people that will do anything, including fighting or even killing to get from the owner. In fact, the country that owns it – France – will readily do anything necessary to protect it.
The next natural question that the pupils will ask is why all the troubles for just a sword?
This is where the teacher begins teaching on the relevance of history. S/he explains that people undergo all the troubles for the sword because of the history (story) behind it. Then the teacher narrates the story of Napoleon to the pupils, briefly. To do this, s/he explains that the sword belongs to the first emperor of France, Napoleon Bonaparte – display his picture.
Napoleon is one of the greatest soldiers since the country of France started. He won many wars for France and made the country one of the strongest in the world. Other countries feared France because of Napoleon. Until today, he is one of the greatest soldiers in the history of the whole world. And many soldiers in military schools, learn his skills and approach. During Napoleon’s time, soldiers fought most wars with swords. And this is the sword that Napoleon himself used.
Succeeding the narration above, the teacher asks the pupils if they now see why the sword is very important to many people? Hence, s/he explains that in the same way; when we do not know the history (story) behind something, we may not know the actual value (respect). But if we know the history of a place, event or things; we will not only value them but also learn how to do things better just as young soldiers learn the history of Napoleon so they can become better soldiers.
And this is why we have to learn the history of our community and the things around us so that we will understand their true value and also do and make things better.
From here, the teacher reveals that they shall begin with the most basic knowledge of history – its meaning. Thence, s/he writes the topic on the board and explains the lesson objectives to the learners.
Step 2: Meaning of History
Beginning, the teacher asks the pupils’ opinion of the meaning of history. After receiving as many attempts as possible, the teacher inspires the pupils on problem-solving. To do this, s/he explains that they come to be educated so as to become responsible members of the society – one that helps to solve one or more problems in the society so as to earn a living therefrom. The teacher reiterates that to be successful, one must learn to solve problems. S/he emphasizes with instances of the renowned “successful” figure(s) in the locality.
For instance, within the global perspective; Jeff Bezos, the most successful man in the world (according to Business Insider at the time) became so successful by solving the problem of easily connecting buyers to sellers through his company, Amazon. The teacher gives as many examples as necessary to make the pupils understand the relevance of problem-solving skill to life success.
The Rope Puzzle
After that, the teacher narrows the discussion to the basic method of solving problem. To do this, the teacher may make the pupils do the rope puzzle.
Picture of rope puzzle
Once the pupils have completed the puzzle successfully, the teacher may ask how they did so.
Then s/he explains that to solve a problem, one must understand the problem. And understanding a problem is to learn about it (its past) – how it started.) – how it started. This is just as they resolved the rope puzzle. First, they studied to see how the puzzle was made – what the creator did in the past that gave the puzzle its current nature; then from what they learned about it, they predicted that if they pass the rope through one of the wholes, they will be able to undo the tie.
The teacher explains that this is what history means: the study of the past to understand the present and predict the future.
Definition of History for Kids
Following, the teacher writes (projects) the definition of history on the board, then s/he explains thoroughly:
History is the past and the study of the past which helps us to understand the present and predict the future.
Explanation of the definition of History
History is the past
The past means things that have already happened, the places that existed or the time before NOW – this time (you may look up the time to be specific). The past does not refer to only one thing that have happened, or only one place that existed or only one particular time before then. Past in history means ALL THE THINGS that have happened on earth since its beginning, ALL THE PEOPLE, ANIMALS, PLANTS and ALL THE PLACES that existed on earth since its beginning.
History as the study of the past
History as the study of the past means it is the provable story of the past. That is, the story of all the
things that have happened on earth since its beginning
people that have existed on earth since its beginning
animals that have existed on earth since its beginning
plants that have existed on earth since its beginning
places that have existed on earth since its beginning
These stories are not just made up but provable. This means that there is some sort of evidence to show that the stories are true. For example, one of the histories of the world note that very long time ago (over 200 million years ago), there were a kind of animals on earth – called dinosaurs – that were as tall as a six-storey building. This story has evidence such the skeletons of dinosaurs as in the American Museum of Natural History. At this junction, the teacher should expect question such as how do we study history? This should take the teacher to the next step.
Step 3: How do we study History?
In answer to the pupils’ question in the forgoing step, or if they did not ask; the teacher asks the pupils’ opinion of how they think we know the history (provable stories) of the world since its beginning. After accepting attempts, the teacher teaches that those that studies and writes history are called historians.
Sources of History
Then s/he explains further that where historians get their history from is known as sources of history. And there are two kinds of the sources of history:
Primary Sources of History
In continuation, the teacher explains that the first way historians get the history of a thing, place or people is observing, reading, listening to, and watching the video, music/speeches, artefacts, diaries, letters, and other writings and drawings that the people of that time in the past filmed, recorded, wrote or drew.
For example, if a historian wants to know the history of the Yoruba people 20 years ago; s/he will collect the artefacts, videos, music, speeches, diaries, letters and other writings and drawings of the Yoruba people that lived at that time. Historians may also interview people that lived at that time. Then they use the special skills they acquire from their historian training to determine the history. After determining the history, they write it down for others to learn.
The teacher explains that if however, the object of the history study is prehistoric – before written records started; historians used archaeological tools to learn the history. S/he concludes that archaeology is the study of the things that ancient people made, used, and left behind.
Finally, the teacher reiterates that the aforementioned are the primary sources of history: diaries, letters, speeches, artefacts, music, videos, drawings, etc.
Secondary Sources of History
To conclude discussion on how we learn history, the teacher explains that in addition to the primary source; historians learn history from the historical works of earlier historians in books, library, historians conference and the internet.
Step 4: Which helps us to understand the present and predict the future
To explain the final part of the definition, the teacher notes that it summarizes the importance of history. Thence, s/he furthers that present experiences are the result of the past; and the future is determined by the happenings and people of today. Hence, a key reason for studying history; is to be able to explain today through the lens of yesterday. And also, to take responsibility in shaping the future.
Following this, the teacher teaches the pupils on assuming responsibilities for one’s actions.
Conclusively, the teacher reveals that they shall learn more of the importance of history in the next lesson.
SUMMARY & EVALUATION
Subsequent to concluding the lesson, the teacher summarizes the lesson into a concise note which s/he copies/gives to the pupils to copy into their exercise book. Afterwards, s/he assesses the pupils understanding of the lesson.
In conclusion of lesson note – primary 1 first term history week 1; the teacher reminds the pupils and reiterates that they have in the week’s lesson, learned the meaning of history as well as why we study it. Then s/he tells the pupils that some people are of the opinion that history is not relevant to individual success in modern world, but specialized skills and knowledge. As such, this people are of the opinion that history should not taught in our schools. Thereafter, the teacher asks the pupils’ opinion on the subject.
Subsequently, the teacher reveals that they shall in the following week’s lesson; learn about the benefits of studying history.
Bibliography of Lesson Note – Primary 1 First Term History Week 2