New Smart History Primary 3 Teacher's Guide

NEW Smart History

PRIMARY 3 TEACHER’S GUIDE

Current NERDC Curriculum FREE DIGITAL NEW Smart History

PRIMARY 3 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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First published 2020

ISBN 9781009010238

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Contents Scheme of work iv

Term 1

Theme 1 Origins and peopling

Topic 1 Nigerian peoples 1 Activity 1.1 1 Activity 1.2 2 Activity 1.3 3 Activity 1.4 4

Term 1 Assessment 5

Term 2

Theme 2 Heroes and heroines in Nigeria

Topic 2 Some early heroes and heroines in Nigeria 8 Activity 2.1 8 Activity 2.2 8

Term 2 Assessment 10

Term 3

Theme 3 Geography and environment

Topic 3 Towns in Nigeria 12 Activity 3.1 12 Activity 3.2 12 Activity 3.3 13 Activity 3.4 14 Activity 3.5 15

Term 3 Assessment 16

Scheme of work TERM 1 THEME 1: Origins and peopling

Week Topic 1 Performance Activities Evaluation guide Nigerian peoples objectives Teacher Pupils

1 Peoples of Nigeria Identify some Guide the pupils to List some peoples Identify three peoples of Nigeria. list some peoples of of Nigeria. peoples of Nigeria. Nigeria. 2–7 Annang Mention the Display a chart Observe the chart Mention three Bura locations of some showing different displayed by the peoples of Nigeria Efik peoples of Nigeria. peoples of Nigeria. teacher and and their locations. EgunFulani Guide the pupils to identify peoples Ibibio identify the peoples of Nigeria. Idoma of Nigeria from the Mention the Igala chart. locations of some Kalabari Guide the pupils to people of Nigeria. Mumuye identify the Okun locations of some Tiv peoples of Nigeria, i.e. by their dressing, language, etc.

8 Peoples in our Mention the Display a chart Observe the chart Mention three state locations of some showing different displayed by the peoples of Nigeria peoples of Nigeria. peoples of Nigeria. teacher and and their locations. Guide the pupils to identify peoples identify the peoples of Nigeria. of Nigeria from the Mention the chart. locations of some Guide the pupils to peoples of identify the Nigeria. locations of some peoples of Nigeria, i.e. by their dressing, language, etc. Summary 9 & 10 Revision and Assessment

TERM 2 THEME 2: Heroes and heroines in Nigeria Week Topic 2 Performance Activities Evaluation guide Some early heroes objectives Teacher Pupils and heroines in Nigeria 1 Early heroes and Mention some Guide the pupils to Mention some Mention three early heroines in Nigeria early heroes and mention some early early heroes and heroes and heroines in heroes and heroines in heroines in Nigeria. Nigeria. heroines in Nigeria. Nigeria. 2–7 Jaja of opobo Mention the Guide the pupils to State the State three Nana Clomu of achievements of state some of the achievements of achievements of Itsekiri some early achievements of some early some of the pre- Queen Amina of heroes and some early heroes heroes and colonial heroes and Zairia heroines in and heroines in heroines in heroines in Nigeria. Ovoramwen of Nigeria. Nigeria. Nigeria. Benin Muhammadu Rumfa of Kano

8 Early heroes and Mention the Guide the pupils to State the State three heroines in our achievements of state some of the achievements of achievements of state some early achievements of some early some of the pre- heroes and some early heroes heroes and colonial heroes and heroines in our and heroines in our heroines in our heroines in our state. state. state. state.

Summary 9 & 10 Revision and Assessment

TERM 3 THEME 3: Geography and environment

Week Topic 3 Performance Activities Evaluation guide Town in Nigeria objectives Teacher Pupils 1 Ancient versus State the Explain the State the State the difference modern towns in difference difference between difference between an ancient Nigeria between an an ancient town between an town and a modern ancient town and and a modern ancient town and town. a modern town. town. a modern town. 2–5 Ancient towns in List some ancient Guide the pupils to List some ancient List three ancient Nigeria towns in Nigeria. list some ancient towns in Nigeria. towns in Nigeria. Aba towns in Nigeria. Benin Bonny Calabar Daura Gobir Idah Ife Kano Katsina Kukawa Okene Onitsha Oyo Wukari 6–8 Modern towns in Mention some Guide the pupils to Mention some Mention three Nigeria modern towns in mention some modern towns in modern towns in Abuja Nigeria. modern towns in Nigeria. Nigeria. Enugu Nigeria. Ibadan Jos Kaduna Port Harcourt Yola Summary

9 & 10 Revision and Assessment

Term 1

Topic 1: Nigerian peoples

Activity 1.1 Pupil’s Book page 9

On the outline map of Nigeria, colour in where each of the following groups of Nigerian people are located: Annang, Bura, Efik and Egun. Use a different colour for each group, and include a key for your map.

Possible answers The pupils should indicate the following states for each group: Annang: Akwa Ibom; Bura: Borno, Gombe, Yobe and Adamawa; Efik: Cross Rivers and Akwa Ibom; Egun: Lagos and Ogun. 1

Activity 1.2 Pupil’s Book page 15

Choose one of the following four groups of Nigerian people: Fulani, Ibibio, Idoma or Igala. Complete the worksheet by reading the information in this book, and asking the elders in your community.

Possible answers The pupils should choose one group to present information about.

Nigerian people: Fulani Traditional clothes: Known for face markings, tattoos all over their bodies, black lips. Wear long flowing colourful robes. Traditional festivals: Sharo Festival Typical activities: Cattle farming (original pastoral people), practise a version of folk Islam, men may have more than one wife.

Nigerian people: Ibibio Traditional clothes: Body art plays Important role, with focus on hairdressing, body painting and body modification. Men wear Usobo (traditional wrapper – ankle-length cloth), chieftancy shirt; women wear wrapper, short sleeveless blouse, gala or other traditional headwear Traditional festivals: Obon society with traditional music, processions Typical activities: Secret societies (Ekpo) plays a significant role in organisation of society; use masks to control people's behaviour; skilled in wood carving

Nigerian people: Idoma Traditional clothes: In traditional colours of red and black stripes Traditional festivals: Aje Alekwu festival Typical activities: Warriors and hunters; Mostly believe in Alekwu (ancestral spirits); Orinya dance

Nigerian people: Igala Traditional clothes: Traditional cap (achi); women wear long dresses or skirts with yellow or black stripes; men wear white pants and t-shirts with scarfs and achi Traditional festivals: Italo festival Typical activities: Mostly Muslim religion; believe in the existence of Ilei (this world) and Oj’ona (the underworld) 2

Activity 1.3 Pupil’s Book page 20

Complete the crossword puzzle by identifying the ethnic groups described in each clue. Across 4 They are mostly farmers and hunters, planting crops such as ginger, beans, squash and peanuts. 6 They also believe in the existence of Ilei (this world) and Oj’ona (the underworld). 7 They often change the size and shape of the face in the masks that they make. 11 Their traditional colours are red and black stripes. 12 They are the biggest ethnic group in Akwa Ibom state. Down 1 They believe that Tukuruku was the founding father of their ethnic group. 2 They put tattoos all over their bodies including their lips which are usually made a blackish colour. 3 As they live in the coastal areas where seafood is a common product, they are mainly fishermen and traders. 5 Their cultural heritage includes a special ceremonial dance called Ekombi and a fattening ceremony for brides. 8 When a female child is born, a suitor may propose to the family by throwing a leafy branch into the mother's hut; if the mother accepts his proposal, he gives gifts to the female child as she grows up. 9 Their name means `vitality' or `strength' in the Yoruba language, which is the language of these people. 10 They have a head called the Akran of Badagry.

Possible answers

1T 2F

3K I 4M U M U Y 5E

A V L F

L 6I G A L A I

A N K

B 7I 8B I B I 9O 10E

A U K G

R R U U

11I D O M A 12A N N A N G

Activity 1.4 Pupil’s Book page 22

1 Draw the traditional clothes of the main ethnic group in your state. 2 Write down the festivals or special events you celebrate in your state. Say when these events take place.

Possible answers 1 Pupils should draw the traditional clothes of the main ethnic group in the state in which they live. 2 Pupils should list the festivals or special events they celebrate in the state in which they live and indicate when these events take place.

Term 1 Assessment Pupil’s Book page 24

1 Explain the meaning of each of the following terms: a ethnic group f community b religion g dialect c custom h ancestor d tradition i culture e citizen j trader (10) 2 Complete the following sentences using the words below.

a Nigeria is the most ______country in Africa. b Nigerian people are ______of Nigeria. c The Igbo, Hausa and Yoruba together make up about 70% of Nigeria's ______. d The country of Nigeria has been home to many ancient ______. e There are more than 250 different ______in Nigeria. f The Yoruba people are found in the ______part of Nigeria. (6) 3 Match each ethnic group with the region of Nigeria with which they are most closely associated. (8) Annang coastal region of Rivers state Bura Cross Rivers state and Akwa Ibom state Efik Lagos and Ogun state Egun Kogi state (Benue-Niger confluence) Idoma Taraba state Igala Akwa Ibom state Kalabari Borno, Gombe, Yobe and Adamawa state Mumuye Benue state 4 State whether each of the following sentences is true or false. a The Fulani people are a nomadic group. b The Efik people believe that they originated from Palestine. c Annang traditions do not allow women to serve as chief priests. 5

d The Ibibio are good wood carvers and make masks with a moving lower jaw. e The traditional colours of the Idoma people are white and black stripes. f The Kalabari people live on islands in the Niger Delta region. g The Yoruba are the largest ethnic group in the Taraba state. h The national attire of the Tiv people is made from white and black striped woven cotton fabric. (8) 5 Underline the correct words in brackets to complete the following sentences: a Because the Egun people are located in coastal areas, (fishing/hunting) is considered one of their major occupations. b The (Annang/Bura) people migrated all the way from Yemen to the present-day Borno. c The Efik have a special ceremonial dance called (Ekombi/Ekpe). d The Igala people are mostly of the (Christian/Muslim) religion. e The (Kalabari/Mumuye) people’s traditional clothing includes a patterned cloth called ‘njiri’. f The Mumuye people live in a (matriarchal/patriarchal) society. g The (Tiv/Okun) people believe that Tukuruku was the founding father of their ethnic group. h Most (Ibibio/Idoma) people believe in ancestral spirits called the Alekwu. (8) Total marks: 40

Possible answers 1 a ethnic group: a community or population made up of people who share a common cultural background or descent b religion: a system of belief and worship c custom: a way of behaving or a belief that has been done for a long time by a group of people d tradition: a way of acting that people in a particular society or group have continued to follow for a long time e citizen: a legally recognised subject or national of a country f community: a group of people living in the same place or having a particular characteristic in common g dialect: a form of a language that people speak in a particular part of a country h ancestor: a person related to you who lived a long time ago i culture: the way of life, including general customs and beliefs of a group of people

j trader: a person who buys and sells goods (10) 2 a Nigeria is the most populous country in Africa. b Nigerian people are citizens of Nigeria. c The Igbo, Hausa and Yoruba are together make up about 70% of Nigeria’s population. d The country of Nigeria has been home to many ancient kingdoms. e There are more than 250 different ethnic groups in Nigeria. f The Yoruba people are found in the southern part of Nigeria. (6) 3 Annang Akwa Ibom state Bura Borno, Gombe, Yobe and Adamawa state Efik Cross Rivers state and Akwa Ibom state Egun Lagos and Ogun state Idoma Benue state Igala Kogi state (Benue-Niger confluence) Kalabari coastal region of Rivers state Mumuye Taraba state (8) 4 a True b True c False d True e False f True g False h True (8) 5 a fishing b Bura c Ekombi d Muslim e Kalabari f patriarchal g Tiv h Idoma (8) Total marks: 40 7

Term 2

Topic 2 Some early heroes and heroines in Nigeria

Activity 2.1 Pupil’s Book page 28

1 Find out more information about men and women who have done great things for Nigeria. Ask your family for names of great Nigerians. 2 Search on the internet or ask your elders for more information about one of the great Nigerians your family told you about. Find out: • if the person is still alive • the job they did • how their job let them do great things • how they helped people.

Possible answers 1 and 2: Pupils’ answers will differ according to the research that they do and the sources that they consult. They should write a cohesive paragraph about the hero that they choose to research.

Activity 2.2 Pupil’s Book page 37

1 Choose the man or woman you admire most in your community. Then answer these questions. a What work does this person do in the community? b Why do you think the work of this person is important? c How is this person helping others? 2 Draw a picture of this person to share with the class. Tell your classmates why you admire this person the most. 3 What work would you like to do one day that could help the people of Nigeria?

Possible answers 1 and 2: Pupils’ answers will differ according to the person about whom they choose to write. Ensure that they are able to identify the characteristics that make the person admirable. 3 Pupils should write a cohesive paragraph in which they explain the way in which they would like to contribute to the people of Nigeria. Here is an example of a suitable paragraph: I would like to be a leader in my community. I would like to make sure that the community is well run and that we do not waste money on things that the community does not need. I would try to make sure that people can have good jobs, enough food to eat and a safe place to live.

Term 2 Assessment Pupil’s Book page 40

1 Complete the following sentence with the words provided.

A hero or ______is a person who has noble ______, outstanding ______or displays ______in the face of ______. (5) 2 Underline the correct word in brackets to complete each sentence. a Heroes and heroines are (selfish/selfless) and do good for other people. b Heroes and heroines are admired for their (bravery/wealth). c Heroes and heroines often make (sacrifices/opportunities). d Heroes and heroines face their challenges with (shyness/courage). e Heroes and heroines strive hard to achieve their (comfort/goals). (5) 3 State whether each of the following sentences is true or false. a The president of a country cannot be a hero. b Only famous people can be heroes. c Nigeria has had many heroes in the past and present times. d The actions of heroes in the past have made Nigeria weaker. e Heroes and heroines are all trained as warriors. (5) 4 Write the name of the correct hero from the names in the boxes next to each statement. Each name should be used twice.

a He/she was the Sultan of Kano from 1463 to 1499. b He/she was sold into slavery to the people of Bonny at the age of 12. c He/she was well known as a great warrior. d He/she was the fourth Itsekiri chief to be the Governor of the Benin River. e He/she became the leader of his own trade house and of the Opobo people in the Niger delta area. f He/she was born in 1857 in the Benin Kingdom. g He/she brought about the Islamisation of Kano. h He/she led the Hausa state of Zaria to establish control over many trade routes and centres in northern Nigeria. 10

i He/she was arrested when the British invaded his/her kingdom in 1897,and sentenced to be hanged. j He/she was an effective leader who successfully resisted British imperialism in Benin. (10) Total marks: 25

Possible answers 1 A hero or heroine is a person who has noble qualities, outstanding achievements or displays courage in the face of danger. (5) 2 a selfless b bravery c sacrifices d courage e goals (5) 3 a False b False c True d False e False (5) 4 a Muhammadu Rumfa b King Jaja c Queen Amina d Nana Olomu e King Jaja f Oba Ovonramwen Nogbaisi g Muhammadu Rumfa h Queen Amina i Oba Ovonramwen Nogbaisi j Nana Olomu (10) Total marks: 25

Term 3

Topic 3 Towns in Nigeria

Activity 3.1 Pupil’s Book page 44

1 Talk to a person in your community about an ancient town in your state. You could talk to your village chief or elders. Ancient town: ______2 Ask questions to find out about the history of these places, for example: What is the name of the state? Where is it located? When was it built? What does it look like today? Remember to always thank the person who answered your questions. 3 Share what you have found out about this ancient town in your state with the class. 4 If you live in or near an ancient town, your teacher might be able to arrange a field trip for you to visit some of the interesting historical sites in the town.

Possible answers 1 and 2: Pupils’ answers will differ according to the state in which they live and the town that they choose to find out about. 3 Allow enough time for each pupil to share their findings with the class. 4 If possible, arrange a field trip for pupils to visit interesting historical sites, such as museums or historical buildings, in a nearby ancient town.

Activity 3.2 Pupil’s Book page 46

1 Write down the name of a modern town in your state. 2 Draw a picture of a building in the modern town you found out about in 1. 3 Write sentences to describe your picture. Your sentences should retell the history of the modern town in your state. 4 Read your sentences to your teacher.

Possible answers 1 and 2: Pupils’ answers will differ according to the state in which they live and the town that they choose to find out about. 3 and 4: Ensure that the pupils’ sentences deal with the history of the town that they are describing.

Activity 3.3 Pupil’s Book page 66

1 Complete the names of the ancient towns on the map.

2 Test your knowledge of the ancient towns you have learnt about. • Write the name of these 15 ancient towns separately on 30 cards. • Put the cards into a box. Take turns to choose a card. If it has the town’s name written on it, your partner must say something interesting about the town. If the card shows where the town is on the map is, then your partner must say the town’s name. The winner is the person with the most correct answers.

Possible answers 1 The map should be completed as follows:

2 Pupils should play the game in pairs or groups. Observe whether they are able to give facts about the ancient towns.

Activity 3.4 Pupil’s Book page 74

Find out more about some of the modern towns in Nigeria. 1 In pairs, research the modern towns in Nigeria you have learnt about so far. You can use the internet, your library or books that your teacher provides. Choose three towns to complete this activity. 2 For each town, say when and why It was built. Modern town When it was built Why it was built

3 Make a poster to show the information you found. Add photographs or pictures to make your poster interesting. Present your poster to the rest of the class.

Possible answers 1–3: Pupils should work in pairs to research a modern town in Nigeria and fill in the information on the table. Then they should make a poster about the town.

Activity 3.5 Pupil’s Book page 82

You have been asked to write a travel brochure for the local travel agency to encourage people to visit Nigeria. Include an interesting headline, descriptive language, and colourful pictures.

Possible answers Pupils’ travel brochures should be clear and well laid out to attract their readers’ attention. Ensure that they include an interesting headline, descriptive language, and colourful pictures in their brochures.

Term 3 Assessment Pupil’s Book page 84

1 Underline the correct word in brackets to complete each sentence correctly. a Nigeria has many (ancient/modern) towns that were founded long ago as capitals of former kingdoms. b Some (ancient/modern) towns that were founded long ago were important market centres. c Nigeria’s (modern/ancient) towns were created relatively recently. d The population size of (modern/ancient) towns is generally much larger. e (Modern/Ancient) towns often serve as state capitals, markets, local government headquarters and airports. f The (urban/rural) population of Nigeria is growing, with many people having moved to towns to look for work. g What is now the country of Nigeria was previously made up of a number of (kingdoms/dynasties) with major towns. h Lagos, the former capital city of Nigeria, is an example of an (ancient/modern) town. (8) 2 Next to each statement, tick whether the town mentioned is ancient or modern. Ancient Modern a Aba is a town that consists of villages that have merged for administrative purposes. b In 1900, the city of Kaduna was founded by British colonists. c In 1912, Port Harcourt was created to export coal from Enugu d The island town of Bonny is now a major location for the export of oil. e The discovery of coal in 1909 led to the existence of Enugu. f Jos is the administrative capital and largest city of the Plateau state. g Ibadan is a densely populated city with many commercial and industrial activities.

h Yola is the administrative center of Adamawa state. i Calabar, the capital city of Cross River state, is regarded as the tourism capital of Nigeria. j Wukari was one of the southern centres on a trading route that connected to the northern states of Bornu, Kano and Katsina. k Abuja is Nigeria’s capital city and is located in the Federal Capital Territory. l Idah was the traditional capital of the Igala Kingdom. m Ife houses Nigeria’s Natural History Museum and is famous for magnificent metal sculptures n Oyo was the capital of the Oyo Kingdom in the 19th century. o Katsina became the largest Hausa city-state. p Important economic activities in Daura include cotton weaving and the export of peanuts. q Kano, the state capital of Kano state, is a big industrial and commercial centre. (17) 3 Complete the names of the modern towns on the map. (10)

Total marks: 35 17

Possible answers 1 a ancient b ancient c modern d modern e Modern f urban g kingdoms h modern (8) 2 Ancient Modern a Aba is a town that consists of villages that have  merged for administrative purposes. b In 1900, the city of Kaduna was founded by British  colonists. c In 1912, Port Harcourt was created to export coal  from Enugu d The island town of Bonny is now a major location  for the export of oil. e The discovery of coal in 1909 led to the existence of  Enugu. f Jos is the administrative capital and largest city of  the Plateau state. g Ibadan is a densely populated city with many  commercial and industrial activities. h Yola is the administrative center of Adamawa state.  i Calabar, the capital city of Cross River state, is  regarded as the tourism capital of Nigeria. j Wukari was one of the southern centres on a  trading route that connected to the northern states of Bornu, Kano and Katsina. k Abuja is Nigeria’s capital city and is located in the  Federal Capital Territory.

l Idah was the traditional capital of the Igala  Kingdom. m Ife houses Nigeria’s Natural History Museum and is  famous for magnificent metal sculptures n Oyo was the capital of the Oyo Kingdom in the 19th  century. o Katsina became the largest Hausa city-state.  p Important economic activities in Daura include  cotton weaving and the export of peanuts. q Kano, the state capital of Kano state, is a big  industrial and commercial centre. (17) 3 The map should be completed as follows: (10)

Total marks: 35

NEW Smart History

PRIMARY 3 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 3 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