New Smart History Primary 5 Teacher's Guide

NEW Smart History

PRIMARY 5 TEACHER’S GUIDE

Current NERDC Curriculum FREE DIGITAL NEW Smart History

PRIMARY 5 TEACHER’S GUIDE

Authors: Alao Akinkunmi Adegbola Okechukwu Udeagbala Lawrence Amusa Saheed Balogun Nurudeen Olatoye Arogundade Published by Cambridge University Press University Printing House, Cambridge CB2 8BS, United Kingdom

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It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781009010269

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First published 2020

ISBN 9781009010269

Editor: Deanne Vorster Typesetter: Alco Meyer Cover artwork: Diacritech ………………………………………………………………………………………………………………………………………………………………………

Every effort has been made to trace copyright holders. Should any infringements have occurred, please inform the publishers who will correct these in the event of a reprint.

If you want to know more about this book or any other Cambridge University Press publication, phone us at +234 703 844 5052 or send an e-mail to [email protected] Contents Scheme of work v

Term 1 1

Theme 1 Political developments in Nigeria

Topic 1 British rule in Nigeria 1 Activity 1.1 1 Activity 1.2 1

Topic 2 Nationalists and Nationalism in Nigeria 3 Activity 2.1 3 Activity 2.2 3

Term 1 Assessment 5

Term 2 9

Theme 1 Political developments in Nigeria

Topic 3 Nigerian Independence 9 Activity 3.1 9 Activity 3.2 9 Activity 3.3 10

Theme 2 Religions in Nigeria

Topic 4 Traditional religions in Nigeria 11 Activity 4.1 11 Activity 4.2 12 Activity 4.3 13 Activity 4.4 13 Activity 4.5 14

Term 2 Assessment 15

iii

Term 3 19

Theme 3 Economy, trade and commerce

Topic 5 Traditional occupations in the locality 19 Activity 5.1 19

Topic 6 Traditional occupations of the people in the state 20 Activity 6.1 20 Activity 6.2 20 Activity 6.3 21 Activity 6.4 22

Term 3 Assessment 23

Scheme of work TERM 1 THEME 1: Political developments in Nigeria

Week Topic Performance Activities Evaluation guide objectives Teacher Pupils

Topic 1 British rule in Nigeria 1 Why the British State why the Lead pupils to Explain the reasons State two reasons occupied Nigeria British occupied explain the reasons for the occupation why the British Colonial Nigeria. for the occupation of Nigeria by the occupied Nigeria. administrators in Mention the of Nigeria by the British. Mention three Nigeria names of colonial British. Mention the colonial The British administrators in Mention the names of some administrators in protectorates in Nigeria. names of colonial colonial Nigeria. Nigeria State the British administrators in administrators in State two of the protectorates in Nigeria. Nigeria. British Nigeria. Display for pupils Observe the map protectorates in the map of the of the Nigeria. Nigerian coast as Nigerian coast as point of entry in point of entry. Nigeria. 2 Amalgamation of State the Guide pupils to Discuss the State three the protectorates consequences of discuss the amalgamation of consequences of in 1914 British rule in amalgamation of Nigeria. British rule in Consequences of Nigeria. Nigeria. State the Nigeria. British rule in Guide pupils to consequences of Nigeria state the British rule in consequences of Nigeria. British rule in Nigeria. Topic 2 Nationalists and nationalism in Nigeria 3 Meaning of Explain the Explain the Listen to an Pupils to explain ‘nation’, meaning of the meaning of the explanation of the meaning of the ‘nationalism’ and terms: 'nation', terms: 'nation', 'nation', terms 'nation', ‘nationalist’ ‘nationalism’ and ‘nationalism’ and ‘nationalism’ and ‘nationalism’ and ‘nationalist’. ‘nationalist’. ‘nationalist’. ‘nationalist’. Show newspaper cuttings of nationalists.

4 Herbert Macaulay Identify the part Guide pupils to Participate in State four played by Herbert discuss the roles discussion. nationalist Macaulay in played by Herbert Observe the activities of Nigeria. Macualay in picture of Herbert Herbert Macaulay List the lessons Nigeria. Macaulay. in Nigeria. learnt from Display the picture List lessons learnt List four lessons Herbert of Herbert from the life of learnt from Macaulay’s life. Macaulay. Macaulay. Macaulay’s life. Guide pupils to state the lessons learnt from the life of Macaulay. v

5 Dr Nnamdi Azikiwe Identify the part Ask pupils to find Find out from State four played by out from their elders at home the nationalist Dr Nnamdi Azikiwe parents and other role played by activities of in Nigeria. elders what they Dr Nnamdi Azikiwe Dr Nnamdi Azikiwe List the lessons know about in Nigeria. in Nigeria. learnt from Dr Nnamdi Azikiwe Participate in State three lessons Dr Nnamdi in Nigeria. discussion on the learnt from Azikiwe’s life. Guide pupils to activities of Dr Nnamdi discuss the roles Dr Nnamdi Azikiwe’s life as a played by Azikiwe. nationalist. Dr Nnamdi Azikiwe Observe the in Nigeria. picture of Display the picture Dr Nnamdi of Dr Nnamdi Azikiwe. Azikiwe. State the lessons Guide pupils to learnt from the life state the lessons of Dr Nnamdi learnt from the life Azikiwe. of Dr Nnamdi Azikiwe as a nationalist. 6 Chief Obafemi Identify the role Ask pupils to find Participate in a State three roles Awolowo played by Chief out from their discussion. played by Chief Obafemi Awolowo community State the roles Obafemi Awolowo in Nigeria as a members the part played by Chief as a nationalist. nationalist. played by Chief Obafemi Awolowo. List four lessons Mention the Obafemi Awolowo Observe the learnt from Chief lessons that can be in Nigeria as a picture of Chief Obafemi learnt from Chief nationalist. Obafemi Awolowo. Awolowo’s life. Obafemi Guide pupils to Awolowo’s life. discuss the roles played by Chief Obafemi Awolowo in Nigeria as nationalist. Lead a discussion on the lessons learnt from the life of Chief Obafemi Awolowo. Display the picture of Chief Obafemi Awolowo. 7 Alhaji Ahmadu Identify the part Ask pupils to find Participate in a State two roles Bello played by Alhaji out from their discussion. played by Alhaji Ahmadu Bello in community State the roles Ahmadu Bello in Nigeria as a members the part played by Alhaji Nigeria as a nationalist. played by Alhaji Ahmadu Bello. nationalist. Point out lessons Ahmadu Bello as a Observe the State two lessons to learn from the nationalist. picture of Alhaji learnt from Alhaji life of Alhaji Guide pupils to Ahmadu Bello. Ahmadu Bello’s Ahmadu Bello. discuss the roles List the lessons life. played by Alhaji learnt from the life Ahmadu Bello in of Alhaji Ahmadu Nigeria as Bello. nationalist. Lead discussion on the lessons learnt from the life of Alhaji Ahmadu Bello. vi

Display the picture of Alhaji Ahmadu Bello 8 Mallam Aminu State the Ask pupils to find Participate in a State two Kano contributions of out from their discussion. contributions of Mallam Aminu community State the roles Mallam Aminu Kano in Nigeria as members the part played by Mallam Kano in Nigeria as a nationalist. played by Mallam Aminu Kano. a nationalist. Identify important Aminu Kano. State the lessons State three lessons lessons learnt from Guide pupils to learnt from the life learnt from the life the life of Mallam discuss the roles of Mallam Aminu of Mallam Aminu Aminu Kano. played by Mallam Kano. Kano. Aminu Kano. Observe the Lead a discussion picture of Mallam on the lessons Aminu Kano. learnt from the life of Mallam Aminu Kano. Display the picture of Mallam Aminu Kano. Summary 9 & 10 Revision and Assessment

vii

TERM 2 THEME 1: Political developments in Nigeria Week Topic Performance Activities Evaluation guide objectives Teacher Pupils Topic 3 Nigerian Independence 1 Nigerian State the year of Lead pupils to State the year of State the year of independence Nigerian state the year of Nigerian Nigerian independence. Nigerian independence. independence. Mention the key independence. Mention some of Mention three key people that Lead them to the key people that people that participated in the mention some of participated in the participated in the Nigerian the key people Nigerian Nigerian independence that participated independence independence ceremony. in the Nigerian ceremony. ceremony. State where the independence State where the State where the ceremony was held. ceremony. ceremony was ceremony was Guide them to held. held. state where the ceremony was held. 2 Structure of the Discuss the structure Discuss the Discuss the Discuss the government of of the government structure of the structure of the structure of the Nigeria at of Nigeria at government of government of government of independence independence. Nigeria at Nigeria at Nigeria at independence. independence. independence. 3 Meaning of a Explain Nigeria as a Distinguish a Pay attention to Explain what is federation and a federation and a federation from a teacher’s meant by Nigeria republic republic. republic. distinction of as a federation and Nigeria as a Ask and answer Nigeria as a a republic. federation and a questions. federation and a republic republic. Ask and answer questions. THEME 2: Religions in Nigeria

Week Topic Performance Activities Evaluation guide objectives Teacher Pupils Topic 4 Traditional religions in Nigeria 4 Traditional religions in Explain the Guide pupils to Explain the Explain the Nigeria meaning of explain the meaning of meaning of traditional meaning of traditional traditional religion. traditional religion. religion. Mention the religion. List the types of List two traditional Lead pupils to list traditional traditional religions in the the types of religions in the religions practiced locality. traditional locality of the in the locality of religions in the school. the school. locality. 5-6 Islam in Nigeria Explain the origin Lead pupils to Explain the origin Explain the origin Origin of Islam of Islam. explain the origin of Islam in Nigeria. of Islam in Nigeria. Agents of the spread Mention the of Islam in Nigeria. Mention the Mention two of Islam agents of the Guide them to agents of the agents of the Areas where the spread of Islam in mention the spread of Islam in spread of Islam in religion is practised Nigeria. agents of the Nigeria. Nigeria. State the major spread of Islam in State where Islam State three states areas where Islam Nigeria. is predominant in in Nigeria where is predominant in Guide pupils to Nigeria. Islam is Nigeria. state where Islam predominant. viii

is predominant in Nigeria. 7-8 Christianity in Nigeria State the origin of Guide pupils to Explain the origin Explain the origin Origin of Christian Christian religion explain the origin of Christianity in of Christianity in religion in Nigeria. of Christianity in Nigeria. Nigeria. Early Christian Mention some Nigeria. Mention some Name two early missionaries’. early Christian Guide them to early Christian Christian The activities of the missionaries. mention some missionaries. missionaries in early Christian List the activities early Christian List the activities Nigeria. missionaries of the early missionaries. of the early List three Christian Lead them to list Christian activities of the missionaries. the activities of missionaries. early Christian the early Christian missionaries in missionaries. Nigeria. Roles played by the Describe the role Lead them to Describe the roles Describe the roles Christian missionaries played by the describe the roles of the early of two of the early Christian of the Christian Christian Christian missionaries. missionaries. missionaries. missionaries. Summary 9 &10 Revision and Assessment

TERM 3 THEME 3: Economy, trade and commerce

Week Topic Performance Activities Evaluation guide objectives Teacher Pupils Topic 5 Traditional occupations in the locality 1 Meaning of Explain the Lead pupils to Explain the Explain the ‘occupation’ meaning of explain the meaning of meaning of Various traditional ‘occupation’. meaning of ‘traditional ‘traditional occupations in the List some of the ‘occupation’. occupation’. occupation’. locality traditional Guide pupils to Name some of the List two types of Farming occupations in the name some of the traditional traditional Fishing locality. traditional occupations in the occupations. Carving State the occupations in the locality. Describe two of Importance of importance of locality. Discuss the the occupations. their occupations their occupations. Lead them to importance of State three Provide food state the each traditional important things Clothing importance of occupation. or benefits of two Wealth creation their occupations. of the traditional occupations. Topic 6 Traditional occupations of the people in the state 2 Traditional List the traditional Ask pupils to find Find out from List five types of occupations in the occupations that out from home home about the traditional state can be found in about the types of traditional occupations. their state. traditional occupations of the Describe two of Describe the occupations of the people of the the traditional traditional people of their state. occupations. occupations that state. List the traditional State the can be found in Guide them to occupations of the importance/three their state. demonstrate people in their benefits of two of State the some of the state. the occupations. importance/benef occupations. Demonstrate its of these Lead pupils to list some of the occupations. the traditional occupations. occupations they Listen to talks on know. the various Engage craftsmen occupations by as resource craftsmen and persons to speak artisans. on the various State the occupations. importance/benef Guide pupils to its of the various state the occupations. importance/benef its of these occupations. 3-4 The Hausa people List the traditional Guide pupils to list List the traditional List three occupations of the the traditional occupations of the traditional Hausa people. occupations of the Hausa people. occupations of the Describe the Hausa people. Listen to talks on Hausa people. occupations. Engage craftsmen the various State three State the to speak on the occupations. benefits of one of importance or various State the the occupations. benefits of the occupations. importance/benef State some of the occupations. Guide pupils to its of the products of the state the occupations. Hausa people. importance/benef Demonstrate its of the some of the occupations. occupations. x

Guide pupils to demonstrate some of these occupations. 5-6 The Yoruba List the traditional Guide pupils to list List the traditional List three people occupations of the the traditional occupations of the traditional Yoruba people. occupations of the Yoruba people. occupations of the Describe the Yoruba people. Listen to talks on Yoruba people. occupations. Engage craftsmen the various State two benefits State the to speak on the occupations. of two of the importance or various State the occupations. benefits of the occupations. importance or Mention three occupations. Guide pupils to benefits of the things produced state the occupations. by the Yoruba importance/benef Demonstrate people. its of the some of the occupations. occupations. Guide pupils to demonstrate some of these occupations. 7-8 The Igbo people List the traditional Guide pupils to list List the traditional List three occupations of the the traditional occupations of the traditional Igbo people. occupations of the Igbo people. occupations of the Describe the Igbo people. Listen to talks on Igbo people. occupations. Engage craftsmen the various State two benefits State the to speak on the occupations. of two of the importance or various State the occupations. State benefits of the occupations. importance or three things occupations. Guide pupils to benefits of the produced by the state the occupations. Igbo people. importance/benef Demonstrate its of the some of the occupations. occupations. Guide pupils to demonstrate some of these occupations. Summary

9 &10 Revision and Assessment

xi xii

Term 1

Topic 1 British rule in Nigeria

Activity 1.1 Pupil’s Book page 3

1. Make a timeline of the events that led up to the British occupying Nigeria. Remember to choose a start date for your timeline. 2. Draw your timeline on a large sheet of paper. Use bright colours and clear labels that are easy to read. 3. Use the block to draw a rough draft of your timeline. 4. Display your timeline on a wall of the classroom.

Possible answers 1. Pupils' own timelines. Make sure they include dates like 1794 (British expedition explores the settlements); 1805 ( a 2nd expedition leaves for Nigeria); 1823 (Hugh Clapperton explored Kanu and Hausa territory); 1930 (Clapperton's servant, Richard Landers, explores the lower regions of the Niger); 1841 (4 ships leave for Nigeria to make treaties with the local kings); 1851 (Lagos is attacked by the British on the pretext that Oba Kosoko was involved in slave trade); 1861 (British annexe Lagos after Obo Akitoye does not honour the deal). 2. Check that pupils used bright colours and clear labels on their timeline that are easy to read. 3. Help pupils to first plan their draft by drawing a draft of their timeline. Give support to pupils who struggle doing this. 4. Help pupils to put their timelines on a wall of the classroom.

Activity 1.2 Pupil’s Book page 8

1. Do some research. Talk to the elders in your community or use the internet or library books to find out more about the British protectorates in Nigeria. 2. Share the information you found with the rest of the class.

3. Make a poster about the British protectorates in Nigeria to display in your classroom. Include a map, pictures and interesting facts. Use a large easy to read font. 4. Use the block to draw a draft of your poster.

Possible answers 1. Pupils' own answers. Make sure they talk about both the Protectorate of Northern Nigeria and the Protectorate of Southern Nigeria. 2. Allow some time at the end of the lesson for pupils to share the information they found. 3. Make sure pupils’ posters summaries the British protectorates in Nigeria by including a map, pictures and interesting fact. Make sure the writing is big enough for everyone to read. 4. Help pupils to first plan by using the block to draw a draft of their poster. Give support to pupils who struggle doing this.

Topic 2 Nationalists and Nationalism in Nigeria

Activity 2.1 Pupil’s Book page 14

1. Write down in your own words what a nationalist is. 2. Choose one of the nationalists in the table above. Find newspaper cuttings or internet articles of the nationalist you choose and paste it in the space below. You can also ask your elders to tell you more about the person.

Possible answers 1. A nationalist is someone that strongly believes in their country. A nationalist wants political independence for their country. A nationalist wants their country to be ruled by its own people. Nationalists put the Interest of their country above all else even if it is bad for other people. 2. Pupils’ own answers. Make sure they include all the pertinent facts from their research.

Activity 2.2 Pupil's Book page 26

1. Make an information poster about the five nationalists you learnt about to display in your classroom. a) Work in groups of five. Each member of your group must write about one of the nationalists. • Herbert Macaulay • Dr Nnamdi Azikiwe • Chief Obafemi Awolowo • Alhaji Ahmadu Bello • Mallam Aminu Kano b) Include the following information for each person on your poster: • Their full name and title • Their date of birth and death • Their education

• The political party they belonged to • The lessons we can learn from their lives 2. Present your posters to the rest of the class. Talk about the points you wrote on your poster for each nationalist. 3. Draw pictures or find photographs to include on your poster. Remember to use bright colours and big writing to make your poster interesting and easy to read.

Possible answers 1. Make sure that each pupil in the group does their task well. Check that all the information, such as full name and title; date of birth and death; education; political party they belonged to; and lessons learnt from their lives are included. 2. Make sure pupils explain the information on their posters very clearly. 3. Check that pupils included pictures or photographs on their posters and used bright colours and big writing to make their posters interesting and easy to read.

Term 1 Assessment Pupil’s Book page 31

1. Multiple choice Select the correct answer from A, B, C, or D and write down the number of the question and the letter of the answer. 1.1 Who were the first European people to come to Nigeria? A) missionaries B) sailors C) explorers D) tribesmen 1.2 What would the British NOT have found in Nigeria? A) palm oil B) diamonds C) rubber D) coal 1.3 Who was not a colonial administrator? A) Sir Lugard B) Graeme Thomson C) Chief Obafemi Awolowo D) Sir Oliver Lyttleton 1.4 Where were members of a British delegation massacred? A) Lagos B) Accra C) Zungeru D) Benin 1.5 In what year was Nigeria amalgamated? A) 1959 B) 1820 C) 1914 D) 1937 1.6 How many colonies were there in Nigeria in 1900? A) 3 B) None C) 2 D) 1 5

1.7 When die Nigerian nationalism emerge? A) 2017 B) 1800s C) 1959 D) 1920s 1.8 Who is seen to be the father of Nationalism in Nigeria? A) Dr Azikiwe B) Walter Egerton C) Herbert Macaulay D) Sir James Robertson 1.9 In which year did Nigeria become a republic? A) 2020 B) 1963 C) 2019 D) 2021 1.10 Who was the first president of Nigeria? A) Walter Egerton B) Sir Ahmadu Bello C) Dr Nnamdi Azikiwe D) Uthman Dan Fodio (10x1)[10] 2. True or False Write down if the following statements are true or false. Rewrite the false statements so that they are true. 2.1 Alhaji Ahmadu Bello was born in 1920 in Lagos. 2.2 Herbert Macaulay is known as the father of nationalism. 2.3 Mallam Amino Kano supported equal rights for women. 2.4 Chief Awolowo established free primary education in Western Nigeria in 1955, and the first television service in Africa in 1959. 2.5 Nigeria was amalgamated in 1920. (8x1)[8] 3. Short answers 3.1 Give a definition of nationalism. (3) 3.2 How many colonies were there in Nigeria in 1900? Give their names. (4)

3.3 Name four well-known nationalists in Nigeria. (4) 3.4 Name two consequences of British rule in Nigeria. (2) 3.5 Which two important things happened in Nigeria in 1963? (2) [15] 4. Paragraph 4.1 Describe how the amalgamation of Nigeria happened. (9) 4.2 Discuss what Herbert Macaulay did in 1921, 1922, 1923 and 1927. (8) [17] Total: 50

Possible answers 1.1 A) missionaries 1.2 B) diamonds 1.3 C) Chief Obafemi Awolowo 1.4 D) Benin 1.5 C) 1914 1.6 A) 3 1.7 D) 1920s 1.8 C) Herbert Macaulay 1.9 B) 1963 1.10 C) Dr Nnamdi Azikiwe (10x1)[10]

2.1 False. Sir Bello was born in Rabbah in 1910. 2.2 True 2.3 True 2.4 True 2.5 False. Nigeria was amalgamated in 1914. (8x1)[8]

3.1 It is an ideology. It is a belief that people who belong to the same nation should be free to rule themselves. (3) 3.2 Three. Colony of Lagos, Northern Protectorate and Southern Protectorate. (4) 3.3 Any four: (4) • Herbert Macauley • Dr Nnamadi Azikiwe • Oyinkansola Abayomi

• Mallam Aminu Kano • Chief Obafemi Awolowo • Alhaji Ahmadu Bello 3.4 Any two: (2) • Nigerian kingdoms and societies lost their independence. • Schools, railways and hospitals were built. • A new legal system was introduced. • Britain and local Nigerian rulers signed a number of treaties. • More European traders and companies came to Nigeria. 3.5 Nigeria became a republic and Dr Nnamadi Azikiwe became the president. (2) [15] 4.1 (9) • In 1900, there were three colonies: the Colony of Lagos, the Northern Protectorate and the Southern Protectorate. • In 1906, Walter Egerton merged the Southern Protectorate and the Colony of Lagos. Now there were only two protectorates. • Each protectorate had their own education, medical and judicial service. In 1912, Frederick Luger was appointed the governor for both protectorates. • The two protectorates were amalgamated under his rule because the economy of the Northern Protectorate was not doing well. • In 1914, Luger amalgamated the two protectorates into the Colony and Protectorate of Nigeria. • This event was called the 1914 Amalgamation. 4.2 1921: He led protest over water tariffs. 1922: He assisted a Lagos commander in his legal battle. 1923: He established the first political party in 1923. 1927: He bought the Lagos Daily News which was the first newspaper in Nigeria - established in 1925. (8) [17] Total: 50

Term 2

Topic 3 Nigerian independence

Activity 3.1 Pupil’s Book page 37

1. In pairs, write a newspaper article about the Independency Ceremony in 1960. Remember to include: • the name of the newspaper • the date • pictures or photographs. Do some research. Answer these key questions: who, what, where, when and why. See if you can find some interesting facts that are not in your textbook. 2. Find photographs or draw your own pictures to include with your article. Write a caption for any pictures you add. 3. Tell your partner how you celebrate Independence Day in your community.

Possible answers 1. Pupils' own newspaper articles. Make sure all the facts are correct, and that they have included the name of the newspaper, the date of the article, as well some pictures or photos. 2. Check that pupils included photographs or have drawn pictures with their articles. Make sure the pictures all have captions to explain what they are about. 3. Pupils discuss their celebrations with the class.

Activity 3.2 Pupil’s Book page 41

1. In groups, talk about the structure of the government in Nigeria. 2. Make a mind map of the structure of the government in Nigeria. 3. Explain your mind map to the rest of the class. 4. Use the mind map you made to write a short essay of 90 words to explain the structure of government in Nigeria after independence. 5. Field trip: If there are government offices in your locality, your teacher will take you there. Find out what the people do there.

Possible answers 1. Make sure pupils discuss the three major structures: Legislation, Executive and Judiciary. They also need to discuss the functions of each structure. 2. Pupils' own mind maps. Make sure the three structures and their functions are included. 3. Make sure each pupil has a chance to present their mind map to the class. 4. Pupils' essays must include the three structures and their functions. 5. Field trip. Make sure pupils are well behaved. They need to prepare questions to find out what people there do before they go on the trip. Pupils can report back in class what they found out.

Activity 3.3 Pupil’s Book page 44

1. In groups, talk about what you have learnt about Nigeria as a federation and Nigeria as a republic. 2. Share your group’s findings with the rest of the class.

Possible answers 1. Make sure that pupils can discuss the differences between a federation and a republic. 2. Allow some time at the end of the lesson for pupils to share their group's findings with the rest of the class.

Topic 4 Traditional religions in Nigeria

Activity 4.1 Pupil’s Book page 48

1. Talk about the similarities and differences in the different types of traditional religions in the locality. 2. Make a list of the similarities and differences in the different types of traditional religions in the locality. 3. Write the similarities and differences that you discussed in question 2 under the correct headings. 4. Present your findings from question 3 in a class discussion.

Possible answers 1. Make sure pupils discuss the most important similarities and differences. 2. Make sure the lists are complete. 3. Write the similarities and differences that you discussed in question 2 under the correct headings. Similarities Differences Hausa Believe in a Supreme being that His name is Ubangidi and it means lives in the sky, as well as sacrifices, Supreme Being. deities and shrines. Yoruba Believe in a Supreme being that His name is Oludumare. He is the lives in the sky, as well as sacrifices, creator of heaven and earth. deities and shrines. All humans pass thorugh Ayanmo (destiny/fate). Egungun is a character that represents the ancestors during religious ceremonies. Igbo Believe in a Supreme being that His name is Chineke. He is the lives in the sky, as well as in creator of the universe and sacrifices, deities and shrines. everything that is good in it. They believe their creator can be approached through deities.

Benin Believe in a Supreme being that His name Is Osanubua. It means lives in the sky, as well as in God's goodness. sacrifices, deities and shrines. He is associated with life, health and wealth.

4. Make sure pupils explain their findings from question 3 very clearly.

Activity 4.2 Pupil’s Book page 51

Complete the timeline to show the origin and spread of Islam in Nigeria.

Possible answers

11th and 12th century: Islam arrived in Nigeria.

14th century: Wangara traders brought Islam to Kano during the reign of Ali Yaji.

15th century: By 1453, Islam became well established in Kanem during this time. Teachers from Mali came to teach in Kanem.

16th century: In the 16th century, the Ouaddai Empire and the Kingdom of Kano embraced Islam. 19th century The Nigeria-based Sokoto Caliphate led by Usman Dan Fodio exerted considerable effort in spreading Islam. In the 19th century, Usman Dan Fodio expanded Islam’s influence in Nigeria.

Today: Islam is mainly practised in Northern Nigeria. However, it is also practised in Oyo, Ogun, Edo, Lagos, Ondo and Osun in the South.

Activity 4.3 Pupil’s Book page 55

Hold a quiz about the early missionaries you learnt about. 1. Divide into groups of five pupils each. 2. Each group member must write down four questions about the early missionaries. Then choose the best four questions to ask the other groups. • Name four well-known missionaries. • Which missionary was a Yorubian that converted to Christianity? • What is Mary Slessor most famous for? • Thomas B Freeman is seen as the pioneer of which church in Nigeria? 3. Take turns to ask another group a question from the list. All answers are worth 1 point. Keep score and see which group wins!

Possible answers 1. Make sure there are five pupils in each group. 2. Make sure each pupil writes down at least four questions. 3. Make sure the pupils take turns to ask questions. Ask one pupil to keep the score to see which group wins.

Activity 4.4 Pupil’s Book page 56

Hold a quiz about the early missionaries you learnt about. Make sure you know the answers to these questions. 1. When did the early missionaries arrive in the country? 2. Where did they work? 3. What contributions did they make?

Possible answers 1. Portuguese Catholic missionaries arrived in Nigeria in the 15th century. In 1840, more Christian missionaries arrived in Nigeria. 2. In the beginning, they worked in the northern and southern regions. They were only allowed into the centre of Nigeria in the 1930s. 3. Any four: • They built schools. • They translated the Bible into local languages like Yoruba. • They fought for the abolition of slaves. • Mary Slessor stopped the killing of twins in Nigeria. 13

• Henry Townsend started a newspaper I the Yoruba language. • He also started trade centres that taught the local people new skills.

Activity 4.5 Pupil’s Book page 58

Possible answers 1. Do some research. Talk to your family members about the Christian missionaries in Nigeria and the important roles they played in your community. Write down one role you think was the most important. 2. Write down a reason for your choice in question 1.

Possible answers 1. Pupils may write down any of the important roles they learnt about from their family members. 2. Make sure that pupils clearly explain why they chose their answer in question 1.

Term 2 Assessment Pupil’s Book page 63

1. Multiple choice Select the correct answer from A, B, C, or D and write down the number of the question and the letter of the answer. 1.1 When did Nigeria gain independence? A) 1014 B) 1960 C) 1914 D) 2003 1.2 How many arms of government are there in Nigeria today? A) 3 B) 1 C) 5 D) 4 1.3 Who became the Governor-General of Nigeria in 1960? A) Alhaji Abubakar Tafawa Balewa B) Graeme Thomson C) Dr Nnamdi Azikiwe D) Chief Obafemi Awolowo 1.4 How many members are there In the House of Senate? A) 200 B) 100 C) 150 D) 306 1.5 How many houses were in the Legislature in 1960? A) 4 B) 2 C) 43 D) 1 1.6 What is the main responsibility of the Executive? A) Implementation of law B) Enforcing the law C) Making the law D) Protecting the interests of the people 15

1.7 When did Islam arrive in Nigeria? A) 11th century B) 1800s C) 1959 D) 1920s 1.8 When did Christianity arrive in Nigeria? A) 1304 B) 1840s C) 1960 D) 1954 1.9 What is traditional religion in Nigeria called? A) Christian B) Baptist C) Islam D) ATR 1.10 Who was an important agent of Islam? A) Walter Egerton B) Sir Ahmadu Bello C) Dr Nnamdi Azikiwe D) Uthman Dan Fodio (10x1)[10]

2. True or False Write down if the following statements are true or false. Rewrite the false statements so that they are true. 2.1 There are 100 members in the House of Senate. 2.2 Nigeria operates a bicameral legislature. 2.3 Mary Slessor campaigned for women's and children's rights. 2.4 Today, Chief Awolowo is the Executive Head of State and there are 50 ministers. 2.5 Nigeria became independent in 1960. (8x1)[8]

3. Short answers 3.1 When did Nigeria become independent and where was the main ceremony celebrated? (2) 3.2 Explain the difference between a federation and a republic. (4) 16

3.3 Name the three regional governments at independence and say which ethnic group each region represented. (6) 3.4 Name the premiers of the three regional governments in question 3.3. (3) [15]

4. Paragraph 4.1 Choose four missionaries that came to Nigeria and list one important thing each of them did. (8) 4.2 List three ethnic groups that practised African Traditional Religion in Nigeria. Write down who their supreme being was. Give one other fact about each of these religions. (9) [17] Total: 50

Possible answers 1.1 B) 1960 1.2 A) 3 1.3 C) Dr Nnamdi Azikiwe 1.4 D) 306 1.5 B) 2 1.6 A) Implementation of law 1.7 A) 11th century 1.8 B) 1840s 1.9 D) ATR 1.10 D) Uthman Dan Fodio (10x1)[10]

2.1 False. There are 306. 2.2 True 2.3 True 2.4 False. The Executive Head is Muhammadu Buhari and there are 43 ministers. 2.5 True (8x1)[8]

3.1 Nigeria became independent in 1960 and the ceremony was held on Tafawa Balewa Square in Lagos. (2)

3.2 In a federation, power is shared between the central government and the states. States are independent in internal affairs. In a republic, supreme power is held by the people through elected representatives. People in a republic have equality. (4) 3.3 The regional governments were the Western (Yoruba), Eastern (Igbo) and Northern (Hausa) regions. (6) 3.4 • Sir Bello - the Northern region • Chief Oparah - the Eastern region • Chief Akintola - the Western region (3) [15]

4.1 • Henry Townsend: He started trade centres to teach the local people new skills. • Mary Slessor: She stopped the killing of twins in Nigeria. She also campaigned for women's and children's rights. • Sir William Wilberforce: He fought for the abolition of slaves. • Bishop Samuel Ajayi Crowther: He translated the Bible into Yoruba. (8) 4.2 • Yoruba: Supreme being is Olodumare. Egungun represents the ancestors in the Yoruba's traditional ceremonies. • Benin: Supreme being is Osanobua. He is associated with life, health and wealth. • Igbo: Supreme being is called Chineke. They believe Chineke can be approached through deities in natural objects. (9) [17] Total: 50

Term 3

Topic 5 Traditional occupations in the locality

Activity 5.1 Pupil’s Book page 72

Read the information on traditional occupations again. 1. Identify three traditional occupations in the locality. 2. Create a table or mind map to summarise what you have learnt. Think carefully about the best way to group the facts to help you remember them. 3. Share your summary with a partner. Make improvements, where necessary. 4. Field trip. If someone is practising a traditional occupation in your location, your teacher will take you to see them. Make sure you have some questions about the occupation that you can ask when you get there.

Possible answers 1. • Farming • Fishing • Carving 2. Make sure pupils’ mind maps include as much information as possible. 3. Allow some time at the end of the lesson for pupils to share their summaries with a partner. 4. If you are going on a field trip, make sure the pupils are well behaved. each pupil should prepare at least two questions that they can ask the workers. They can give feedback on what they learn in class.

Topic 6 Traditional occupations of the people in the state

Activity 6.1 Pupil’s Book page 78

1. Do some research. Talk to your family members about the different types of traditional occupations in your community. 2. Write down the main types of traditional occupations in your community. 3. Make a list of the importance of these traditional occupations. 4. Share the information you found with a partner. Give reasons for your choice.

Possible answers 1. Pupils' own answers. Make sure they talk the different types of traditional occupations in their community from their research. 2. Make sure the pupil understands what the main traditional occupations in their community is. 3. Their lists should include farming, fishing, weaving, carving, etc. – as it pertains to their location. 4. Allow some time at the end of the lesson for pupils to share the information they found with a partner.

Activity 6.2 Pupil’s Book page 83

Write a short letter to a newspaper. In your letter, give your viewpoints on the role and importance of the traditional occupations of the Hausa people to the economic development in Nigeria. Think about the following when you write your letter: • Include your full name, title, address, telephone numbers and email. The newspaper may want to contact you. • Include a simple greeting, for example ‘Dear Editor’, or ‘To the Editor’. • Stick to one topic that you want to highlight. • Give accurate facts to support your viewpoint.

• Keep your letter short and to the point. • Sign the letter and write your name and surname in full.

Possible answers Make sure that the layout of the letter is correct; that pupils have included all the necessary information, have only written about one topic; have given facts to support their opinion; and concluded the letter with their name and surname in full.

Activity 6.3 Pupil’s Book page 89

1. As a class, discuss what you know about the different types of traditional occupations of the Yoruba people in the state. 2. List four ways in which the Yoruba people contributed to the development in Nigeria. Share your list with the rest of the class. Combine the points on each pupil’s list into one class list.

Possible answers 1. The class can talk about the following: • Farming: Important crops are yams, okra, rubber, palm oil – men farm and women sell produce at the market. • Hunting: Hunters feed the community – they feed their own people and sell the rest of the meat to the community. • Fishing: It feeds the community. People also prepare fish and sell it at markets. • Carving: the men carve beautiful objects that they sell, and some carve deities to celebrate their religion in shrines. • Lumbering: Trees are cut down and used for transport and to sell. The wood is used to make boats and furniture. • Weaving and dyeing: The men make ashoke cloth, women dye the cloth and spin and weave, but also make baskets. 2. Allow some time at the end of the lesson for pupils to share their lists. Combine the points and write one class list on the black board. Four ways in which the Yoruba people contributed to the development in Nigeria: • They serve as source of income for the people. • They serve as source of revenue for the community. • They provide employment for the people. • They serve as means of developing entrepreneurship skills.

Activity 6.4 Pupil’s Book page 92

Complete the worksheet about the Igbo people.

Possible answers An example: Traditional occupations of the Igbo people Pupil to insert a photograph or draw Other traditional occupations: his/her own picture. • Farming The Igbo people … • Trading Pupil to write a caption for the photograph • Palm wine tapping or drawing. • Cloth weaving Benefits of the traditional occupations of the Igbo people • They provide food and shelter for the people. • They provide employment to farmers, traders and weavers. • They serve as the source of wealth creation. • They provide clothing to the community. • People can also either sell or trade the clothing/cloth to generate an income for themselves and the community.

Term 3 Assessment Pupil’s Book page 97

1. Multiple choice Select the correct answer from A, B, C, or D and write down the number of the question and the letter of the answer. 1.1 Where are the indigo dye pits found? A) Kano B) Lake Chad C) Eastern Region D) Lagos 1.2 Who produces the ashoke cloth? A) Hausa people B) Igbo people C) Benin people D) Yoruba people 1.3 Which people are hunters? A) Benin people B) Hausa people C) Igbo people D) Yoruba people 1.4 What is a Yoruba blacksmith called? A) gbena-gbena B) agbede C) ugwu D) alagbede 1.5 Why is fishing important to Nigerian people? A) It provides protein. B) Fish can be caught for food or sport. C) There are fish farms in the Niger Delta. D) A, B and C 1.6 What is the 'man's crop' of the Igbo? A) yams B) cassava C) palm oil D) fish 23

1.7 How many geographical regions are there? A) 4 B) 2 C) 1 D) 3 1.8 Which people are goldsmiths? A) Igbo B) Yoruba C) Hausa D) Benin 1.9 Which people do lumbering? A) Benin B) Hausa C) Igbo D) Yoruba 1.10 What crop does all the ethnic groups grow? A) cassava B) ugwu C) tomatoes D) palms (10x1)[10]

2. True or False Write down if the following statements are true or false. Rewrite the false statements so that they are true. 2.1 There are four geographical regions. 2.2 The Delta region is one of the geographical regions. 2.3 The Yoruba people are goldsmiths. 2.4 The Igbo people produce ashoke cloth. 2.5 The Igbo produce palm wine. (8x1)[8]

3. Short answers 3.1 What is a traditional occupation? (2) 3.2 Name three important traditional activities of the Hausa people. (3) 3.3 Why are traditional occupations important? Give three reasons. (3) 24

3.4 List four ways in which you can catch fish. (4) [12] 4. Paragraph 4.1 Use the table to compare the farming activities of the Hausa and the Yoruba. Hausa Yoruba Vegetables Fruit Animals Fish (8) 4.2 Name the four most important traditional occupations of the Igbo people and write two sentences about each occupation. (12) [20] Total: 50

Possible answers 1.1 A) Kano 1.2 D) Yoruba people 1.3 D) Yoruba people 1.4 D) alagbede 1.5 A) A, B and C 1.6 D) fish 1.7 D) 3 1.8 B) Yoruba 1.9 D) Yoruba 1.10 A) cassava (10x1)[10]

2.1 False. There are three. 2.2 False. The Delta region was a protectorate. 2.3 True 2.4 False. The Yoruba produce ashoke cloth. 2.5 True (8x1)[8]

3.1 A traditional occupation is one that has been practised for many years in Nigeria. These include farming, fishing, livestock rearing, etc. (2)

3.2 Any three: (3) • Farming • Leather work • Livestock rearing • Blacksmithing • Weaving 3.3 Any three: (3) • It is a source of livelihood. • It offers employment to unemployed youths. • They support other occupations, for example when a blacksmith makes farm implements. • It develops new skills. 3.4 You can catch fish by • netting • trapping • spearing • hand gathering. (4) [12]

4.1 Hausa Yoruba Vegetables Sorghum, guinea corn/millet, Yam species, cocoyams, okra, maize, beans, groundnuts, corn, peanuts peppers Fruit Bananas, melon Animals Cattle, goats, sheep, donkeys, poultry Fish Fishing is very popular. They make their own boats for fishing. (8) 4.2 • Farming: the most common vegetable is 'ugwu'. Men grow cassava, it is called the 'man's crop'. The men are the farmers and they must plant, cultivate and harvest the crops. The women grow mainly vegetables like cassava and taro. 26

• Trading: The marketplace is very important source of their livelihood. They trade in agriculture and manufactured goods. Trading is an economic and social function for the Igbo women - they produce mats, pottery and woven cloth to sell. They also sell palm oil and palm kernels. • Palm wine tapping: The palm wine in Igbo land comes in two different varieties. You get the Mmanya nkwu from the palm tree and the Mmanya ngwo from the raffia palm tree. The Mmanya nkwu has a unique sweet taste which has a long after taste. The Mmanya ngwo is very sweet but turns sour after a short time. • Cloth weaving: Important cloth-weaving communities are the Nsukka, Abakaliki, Ugwashi-Uku and Akwete. Only the women are weavers. The woven cloth is mainly used as clothes for masquerades and for ritual purposes. (12) [20] Total: 50

NEW Smart History

PRIMARY 5 TEACHER’S GUIDE

Make the Smart choice with Cambridge!

Cambridge New Smart History Primary offers you a first-class print and digital course in English. The course has been developed in accordance with the 2016 NERDC Curriculum. It offers pupils accessible, high-quality content to ensure the best foundation for future learning.

Cambridge New Smart History Primary 5 has two components.

A Pupil’s Book which offers: • local content supported by full-colour illustrations and photos • a variety of activities to apply their knowledge and skills • activities that can be used in the classroom or for homework • assessment activities at the end of each term, which facilitate the evaluation of pupils’ progress • opportunities to develop an appreciation of their history, national heritage and identity.

Each Pupil’s Book comes with a FREE digital edition of the book. The code for the digital edition appears on the inside front cover Available of the book and provides access for one year. digitally!

The FREE downloadable Digital Teacher’s Guide offers: • schemes of work to help weekly plan lessons • answers to exercises and activities in the Pupil’s Book.

FREE Digital Teacher’s Guide available at www.cambridge.org