Nigerian History in Primary 4 is an advanced primary subject that deepens students’ comprehension of Nigeria’s complex political evolution, ethnic diversity, and administrative development from colonial times to independence. This newly revised curriculum, effective for the 2025/26 academic session, covers sophisticated topics including comprehensive study of Nigerian peoples across all ethnic groups, detailed examination of colonial administrative headquarters and their strategic importance, analysis of regional creation and states formation, and exploration of federal capital development. Students engage with higher-level concepts while developing critical thinking skills necessary for understanding how historical decisions continue to impact contemporary Nigerian society and governance.
Studying Nigerian History in Primary 4 under the Federal Ministry of Education’s Heritage Restored initiative offers a rigorous foundation in analytical reasoning, political awareness, and cultural competency. The curriculum challenges students to examine complex political processes such as the evolution from regions to states, the implications of administrative restructuring, and the significance of capital relocation from Lagos to Abuja.
Achievement Standards
At the end of Primary 4, students can:
Assessment Guidelines
Assessments are designed to evaluate critical thinking abilities and advanced analytical skills, preparing students for the final year of primary education while reinforcing research competency, political literacy, and capacity for informed civic participation in their academic progression and personal development.
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| CLASS | Primary/Basic 4 | |
| SUBJECT | History | |
| TERM | Second Term | |
| WEEK | TOPICS | Learning Objectives |
| 1 | WELCOME TEST/REVISON OF FIRST TERM WORK | Revision of first term scheme of work |
| 2-3 | STATE CREATION IN NIGERIA 1967 | By the end of the lesson, pupils should be able to: i. define the term state ii. list the first set of states created in Nigeria, their year of creation and under whose regime they were created iii. list the Govemors of these States iv. Discuss the reasons why the states were created v. Mention the effect of the states creation vi. Name of the states created from each of the four regions |
| 4-5 | STATE CREATION IN NIGERIA 1976 TILL DATE (CONTD) | By the end of the lesson, pupils should be able to: i. List the various states in Nigeria during this period , their year of creation and who created them ii. List the Govemors of these states iii. Choose why these states were created by rulers iv. Explain the impact ofthése states on Nigeria |
| 6 | FEDERAL CAPITAL | By the end of the lesson, pupils should be able to: i. describe the Federal Capital; ii. name the areas in Nigeria that have been names Federal Capital; |
| 7 | MID TERM BREAK | |
| 8-9 | FEDERAL CAPITAL | By the end of the lesson, pupils should be able to: i.Name the second Federal Capital Territory of Nigeria ii.Name the regime and the year the second Federal Capital Territory was created iii.Tell why the second Federal capital Territory was created iv. Locate the second federal capital Territory on the Map of Nigeria |
| 10 | REVISION | |
| 11 | EXAMINATION | Al learning employed during the first and second term |
| CLASS | Primary/Basic 4 | |
| SUBJECTS | History | |
| TERM | Third Term | |
| WEEK | TOPICS | Objectives |
| 1 | WELCOME TEST/REVISION | By the end of the lesson, pupils should be able to: i. revise all learning objectives done during first and second term |
| 2 | HEROES IN NIGERIA ENVIRONMENT , -JAJA OF OPOBO , -NANA OF ITESIKIRI, -HERBERT MUACAULAY, -OSAFEMI AWOLOWO , -NNAMDI -NMADU BELLO -SAM ORWARAJI, -GANI FAWEHENlMl | By the end of the lessons, pupils should be able: i.Explain the Meaning of Hero ii.List some Hero’s in their Loacality iii.Discuss the background of the hero’s to greatness iv. Desaibe the contribution of some heroes in their locality |
| 3 | HEROINES IN NIGERIA -QUEEN AMINA. -QUEEN IDA , – FUNMILAYO RANSOME KUTI – MARGRET EXPO , -GÅNBO SWABA , -AMEYO ADADEVOH | By the end of tie lesson, pupils should be able to: i. Explain the meaning of Heroine ii. List some heroine in their bcality iii. Discuss the background of these heroines to greatness iv. Ten and me the contribuåon of some heroines in their local’ |
| 4-5 | SOME NIGERIAN PEOPLES; -NORTHERN NIGERIA HAUSA FULANI, JUKIJIN, NUPE , IGALA, KANURI, GWARA, IDOMA, BARIBA, IGBIRRA , E.T.C | By the end of tie lesson, pupils should be able to: i.Discuss the tradition of origin of these people ii Name the towns and state there frese people are located iii. Examine the inter group relations or socialization of these people iv. Locate these people in the map of Nigeria. |
| 6 | SOME NIGERIAN PEOPLES YORUBA EDO,ITESKIRI, EFIK, IBIBIO ISOKO, IJAW (CONTD) | By the end of the lesson, pupils should be able to: i. Discuss the tradition of these people ii.Name the towns and the state where these people are located iii.examine the intergroup relation and socialization of these people |
| 7 | MID TERM BREAK | |
| 8-9 | IMPORTANT HISTORICAL FEATURES AND SITES IN SOUTHERN NIGERIA ; WATERFALL MOSQUE ,CHURCHES | By the end of the lesson, pupils should be able to: 1. List important historical features and sites in Southern Nigeria ii. Name the towns , cities and states where these historical features and cities are located iii. Describe the features and sites in southern Nigeria iv. Explain the significanceof these historical features and sites to the develo mentofNi eria |
| 10-11 | REVISION | All learning objectives used during the session |
| 12 | EXAMINATION | |
