History plays a crucial role in helping Nigerian students understand the past and its significance for today. It’s a key subject in the West African Senior School Certificate Examination (WASSCE) curriculum, offering insights into how civilizations developed and the events that shaped them.
In the Lagos state unified scheme of work for SSS3, History covers a wide range of topics, from ancient societies and powerful empires to the struggles for independence in Nigeria and Africa. It also looks at global history, showing how different parts of the world have influenced each other over time.
Studying History in SSS3 is important for WASSCE because it teaches critical thinking. Students learn to analyze historical sources and think deeply about why events happened and their consequences. This helps them build strong arguments and understand complex ideas.
SSS3 students in Nigeria are assessed in History through continuous assessments and the WASSCE. Continuous assessments include class tests, assignments, oral presentations, projects, and class participation. The WASSCE consists of multiple-choice questions and essays. These assessments evaluate a range of skills, ensuring holistic evaluation, skill development, preparation for higher education and careers, and identifying areas for improvement.
| History Scheme of Work for Senior Secondary Schools 3 (SSS3) | ||
| CLASS | S.S.S.3 | |
| SUBJECT | HISTORY | |
| TERM | First Term | |
| WEEK | TOPICS | Learning Objectives |
| 1 | DEFINITION OF HISTORY – Origin of history – Objectivity in history – Why we study history | At the end of the lesson, students should be able: i. explain the concept of history, origin i.e. Greece, Herodotus, the first objective history book, the authors and why was the first book in history written, etc ii. describe the reasons why we study history and the significance iii. discuss the relevance of history to current issues in Nigeria |
| 2 | DEFINITION OF HISTORY – Origin of history – Objectivity in history – Why we study history | At the end of the lesson, students should be able: i. explain the concept of history, origin i.e. Greece, Herodotus, the first objective history book, the authors and why was the first book in history written, etc ii. describe the reasons why we study history and the significance iii. discuss the relevance of history to current issues in Nigeria |
| 3 | SOURCES OF HISTORY – Dating – Historical skills – Prospectus of ICT in historical studies | At the end of the lesson, students should be able: i. mention the different types of sources and discuss the advantages and limitations of the different types of sources in history ii. explain the meaning of historical skills, outline the different types of historical skills, and appraise the relevance of ICT in historical studies iii. relate the importance of calendars in history eg B.C, A.D, A.H, etc, give examples of other calendars in history eg Igbo, Hindu, Chinese, etc and know how to count dates in history eg range of a century, etc |
| 4 | LAND AND PEOPLE OF NIGERIA – Historical Geography of Nigeria | At the end of the lesson, students should be able: i. describe the main geographical features of Nigeria i.e people, origins, traditions, housing models, states, etc on the map of Nigeria ii. identify the impact of geography on the history of the Nigerian people iii. explain the origin of the Nigerian people and it’s tradition eg Yoruba, Kanuri, Hausa, Igbo, etc |
| 5 | CENTERS OF ANCIENT CIVILIZATION IN NIGERIA – i.e NOK, etc – Importance of museums, natural wild parks, zoos, monuments, etc | At the end of the lesson, students should be able: i. locate NOK, Igbo-ukwu, Ife, Benin, etc on the map of Nigeria and identify the main discoveries of notable archeologists ii. examine the relation between the various centers of ancient civilization of Nigeria and it’s significance to historical development in Nigeria iii. explain the importance of museums, monuments, natural wild life parks, etc to the development of historical tourism in Nigeria |
| 6 | STATE FORMATION PROCESS IN PRE-COLONIAL NIGERIA – Centralized and non-centralized states in Nigeria: Hausa, Igbo, Ibibio, Yoruba | At the end of the lesson, students should be able: i. mention the factors that influenced the process of state formation in Nigeria ii. identify the centralized and non-centralized states in pre-colonial Nigeria iii. highlight the characteristics of centralized and non-centralized states in pre-colonial Nigeria iv. explain the differences and similarities between centralized and non-centralized states in pre-colonial Nigeria |
| 7 | MID-TERM BREAK | |
| 8 | PEOPLE FROM THE SUDAN AND SAHEL SAVANNAH ZONE IN NIGERIA – i.e Kanuri, Hausa, etc in the pre-colonial era | At the end of the lesson, students should be able: i. describe the origin and socio-political organization of the Kanuris and the Hausas in Nigeria ii. explain the reason for the rise and collapse Karem-Bornu empire and Hausa land in the pre-colonial times iii. identify important rulers of the Karem-Bornu empire and Hausa land and their achievements iv. outline the significance of royal women and Queens in Karem-Bornu empire eg Queen Amina of Zaria |
| 9 | PEOPLE FROM THE SUDAN AND SAHEL SAVANNAH ZONE IN NIGERIA – i.e Kanuri, Hausa, etc in the pre-colonial era | At the end of the lesson, students should be able: i. describe the origin and socio-political organization of the Kanuris and the Hausas in Nigeria ii. explain the reason for the rise and collapse Karem-Bornu empire and Hausa land in the pre-colonial times iii. identify important rulers of the Karem-Bornu empire and Hausa land and their achievements iv. outline the significance of royal women and Queens in Karem-Bornu empire eg Queen Amina of Zaria |
| 10 | SEMI-GUINEA SAVANNAH, NIGER, BENUE CONFLUENCE, MIDDLE BELT ZONE IN NIGERIA – i.e Nupe, Jukuns, Igala, Gwan, etc | At the end of the lesson, students should be able: i. explain the origin and socio-political organization of the semi-guinea savannah/Niger Benue/confluence Middle Belt zones in Nigeria ii. discuss the importance of rivers ie river Niger and river Benue to the growth and development of the peoples iii. examine the economic activities of these states and relate the significance of traditional religion ie Jokun society iv. identify and discuss the activities of some important rulers of the semi guinea savannah zone |
| 11 | PEOPLE OF THE FOREST REGIONS – The Yoruba’s, The Benin’s (Binin), Edo, Igbo’s(Ibo’s) | At the end of the lesson, students should be able: i. mention the people in the forest zone, their origin, traditions, pre-colonial transport models, occupations, etc ii. describe the relations between Ile-ife and the rest of the Yoruba land, reasons for the rise of Old Oyo empire, socio-political and economic organization in the Old Oyo empire in the pre/colonial times and the impacts of Nigeria today iii. discuss the stages of Benin developments, reasons for the rise of Benin kingdoms, achievements of great rulers, socio-political , economic and place of traditional religion Benin kingdoms in the pre-colonial times iv. explain the various traditions of the origins of centralized Igbo’s in the pre-colonial times, Igbo pre-colonial social political systems, importance of age grades in Igboland, reasons for Arochukwu, Igbos dominance of Igboland in pre-colonial times |
| 12 | REVISION/EXAMINATION | |
| CLASS | SS3 | |
| SUBJECT | HISTORY | |
| TERM | SECOND TERM | |
| WEEK | TOPICS | LEARNING OBJECTIVES |
| 1 | REVISION | |
| 2 | DEBT RELIEF AND INTERNATIONAL AIDS | At the end of the lesson, students should be able: i. explain the concept of debt relief and international aids ii. explain the origin, reasons, characteristics and effects of debt relief on Africa today iii. discuss the origin, reasons, structure and impact of international aids on African today iv. examine the role of poverty in Africa and identify the impact of corrupt leadership in Africa’s indebtness |
| 3 | PEACEKEEPING/SOCIO-POLITICAL INTEREST OF THE DEVELOPED SOCIETIES – Armaments, nuclear, science and world peace | At the end of the lesson, students should be able: i. explain the meaning of peacekeeping, armament, nuclear, science and world peace ii. relate the historical origin, reasons, objectives, structures and effects of peacekeeping on the relative peace in the world and what Nigeria has benefited iii. describe the origins and impact of developed societies on Africa’s growth and development iv. relate the significance of armaments, nuclear, science and world peace to growth and development |
| 4 | PEACEKEEPING/SOCIO-POLITICAL INTEREST OF THE DEVELOPED SOCIETIES – Armaments, nuclear, science and world peace | At the end of the lesson, students should be able: i. explain the meaning of peacekeeping, armament, nuclear, science and world peace ii. relate the historical origin, reasons, objectives, structures and effects of peacekeeping on the relative peace in the world and what Nigeria has benefited iii. describe the origins and impact of developed societies on Africa’s growth and development iv. relate the significance of armaments, nuclear, science and world peace to growth and development |
| 5 | LANDS AND PEOPLE OF NORTH AFRICA, EGYPT, AND THE MARGHREB | At the end of the lesson, students should be able: i. list the importance of North Africa ii. explain the meaning of the Marghreb, the notable conquests, occupation, African resistance, achievements and effects on North Africa iii. relate the significance of strategic Egypt to the world iv. examine the origin, reasons, activities and impacts of Religious Brotherhood in North Africa |
| 6 | LANDS AND PEOPLE OF NORTH AFRICA: EGYPT AND THE MARGHREB | At the end of the lesson, students should be able: i. list the importance of North Africa ii. explain the meaning of the Marghreb, the notable conquests, occupation, African resistance, achievements and effects on North Africa iii. relate the significance of strategic Egypt to the world iv. examine the origin, reasons, activities and impacts of Religious Brotherhood in North Africa |
| 7 | MID-TERM BREAK | |
| 8 | LANDS AND PEOPLE OF EAST AND CENTER AFRICA: OMANI(ZANZIBAR), BUGANDA AND ETHOPIA | At the end of the lesson, students should be able: i. describe the physical features, the people, country’s capitals in East and Central Africa ii. explain the origin, importance, activities and impacts of foreign invaders, conquest and occupations in East and Central Africa iii. describe origins, features, reasons, organization of indigenous political authorities, religion and trade in the East and Bugandan society and government up to 1870 and the impacts on the East amd Central Africa today iv. relate the origin, language, reason, activities of Emperors and Empress, foreign invaders and impacts on the growth and development of the Ethiopian state today |
| 9 | LANDS AND PEOPLE OF EAST AND CENTER AFRICA: OMANI(ZANZIBAR), BUGANDA AND ETHOPIA | At the end of the lesson, students should be able: i. describe the physical features, the people, country’s capitals in East and Central Africa ii. explain the origin, importance, activities and impacts of foreign invaders, conquest and occupations in East and Central Africa iii. describe origins, features, reasons, organization of indigenous political authorities, religion and trade in the East and Bugandan society and government up to 1870 and the impacts on the East amd Central Africa today iv. relate the origin, language, reason, activities of Emperors and Empress, foreign invaders and impacts on the growth and development of the Ethiopian state today |
| 10 | LAND AND PEOPLE IN SOUTHERN AFRICA: BANTU | At the end of the lesson, students should be able to: i. describe the importance, origins and people in Southern Africa ii. discuss the economic and socio-political organization in the Southern Africa region iii. examine the factors that led to rise and activities of Shaka the Zulu to prominence in the history of Southern Africa |
The recommended History textbooks for SSS3 include but are not limited to the following:
