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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 Distributed in Nigeria by Cambridge University Press Nigeria Ltd 252E Muri Okunola Street, Victoria Island, Lagos State, Nigeria Cambridge University Press is part of the University of Cambridge. 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/9781009010238 © Cambridge University Press 2020 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2020 ISBN 9781009010238 Editor: Kathy Sutton Typesetter: Alco Meyer Cover artwork: Diachritech ……………………………………………………………………………………………………………………………………………………………………… 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 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 iv 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 v 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 vi 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. 3 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.
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