FEDERAL MINISTRY OF EDUCATION

NEW REVISED BASIC EDUCATION CURRICULUM

NIGERIAN HISTORY
PRIMARY 4

NIGERIAN EDUCATIONAL RESEARCH AND

FAITH, PEACE & PROG
ITY & R ES
UN S

CATIONAL
E DU R
N

E
IA

S
EA
NIGER

RCH

DEVELOPMENT COUNCIL (NERDC)

September, 2025
 FEDERAL MINISTRY OF EDUCATION

NEW REVISED BASIC EDUCATION CURRICULUM

NIGERIAN HISTORY
PRIMARY 4

FA ITH, PEACE & PRO

ITY & G RE
UN SS

TIONA
UCA LR
ED
N

E
IA

NIGERIAN EDUCATIONAL RESEARCH AND DEVELOPMENT COUNCIL (NERDC)

EA
NIGER

RCH

September, 2025
Federal Ministry of Education
NEW REVISED BASIC EDUCATION CURRICULUM FOR
NIGERIAN HISTORY
FOR PRIMARY 4

© September 2025

ii
Nigerian Educational Research and Development Council (NERDC)
Headquarters: Lokoja-Kaduna Road, Sheda, PMB 91, Abuja, Nigeria
Phone: (09) 8822202, 8822204, Fax (09) 8821047

iii
FOREWORD
the Federal Ministry of Education, which mandates, among others, a

S
ince Nigeria's return to democracy over two decades ago, rapid review of the educational curriculum across all levels of
successive administrations have laid emphasis on rejuvenating education to align with skills needed in the labour market.
the education sector for functionality, socioeconomic
turnaround, and over all national development. This is evident in the Pursuant to these, we came up with several reform initiatives and
various national development plans, policy frameworks and well-defined plans for the education sector including the Nigerian
management strategies that have been put in place to address issues Education Sector Renewal Initiative (NESRI). These initiatives clarify
pertaining to education. The overriding objective of these plans, our plans and strategic framework for the actualization of Mr.
programmes and policies, which are well-laid out, is to reform the President's agenda for the education sector. They encapsulate, inter
education system and ensure that the target beneficiaries are well- alia, development of learning contents that will lead to the acquisition
equipped with the requisite skills and capabilities for positive impact of functional knowledge, skills, and competencies. Curriculum
on society. However, critical stakeholders, particularly employers of renewal is a major action point for the realization and achievement of
labour, have expressed concerns about the skill set possessed by the goals and objectives of these initiatives. Our vision in this regard is
many products of the system. There have also been concerns raised to reform the school curriculum, beginning from the foundational
about whether individuals who have undergone our educational st
level, to adequately prepare our learners for the 21 century world.
system are adequately prepared for effective living in the rapidly The learner preprartion, in this context, is broad-based covering
evolving context of the 21st century. There is also the observed science, technology, engineering, mathematics, medicine, and value
learning poverty in the system characterized by lack of foundational
reorientation. This will include building foundational skills in literacy
literacy and numeracy skills among a high percentage of learners at
and numeracy, digital skills development, citizenship and global
the basic education level.
awareness, entrepreneurial competence, and environmental literacy.
Consequently, at various educational and economic development
We are delighted to state that the New Revised Basic Education
fora and discourses, there have been consistent calls for a total
Curriculum (BEC) has adequately covered these issues. The
reform of the education system for optimal performance. Addressing
curriculum is founded on the key pillar of preservation of our national
these and other issues, and meet the demands of Nigerians,
values and heritage even as we strive to produce youths with global
therefore, informed the definitive education development pathway of
competitive advantages. The outcome and competency-based
the Renewed Hope Agenda of President Bola Ahmed Tinubu, GCFR.
approach and enhanced delivery framework adopted in the design
The agenda is clear on the need to develop and implement a modern
and development of this new curriculum is to expose our learners to a
standard curriculum for the Nigeria education sector. The substance
wide range, but interconnected, skill set and knowledge consistent
of the agenda is further amplified in the Ministerial Deliverables for
with the demands of life in the 21st century.
iv
We shall therefore pursue, aggressively, its implementation through commend the efforts of the Nigerian Educational Research and
massive teacher training and orientation, provision of requisite Development Council (NERDC) for the excellent coordination of the
resources and deployment of competent school quality assurance processes and technical inputs in the design of this new curriculum.
officers. We shall also invigorate and sustain the implementation We also commend all the critical stakeholders, members of the
process through collaborative efforts with the states, communities, academia, teachers, community leaders, policy makers, parents and
civil society groups, and our development partners. learners who participated at various stages of the development
process.
We are aware that the development of the curriculum followed
various stages, best practices, and broadened engagement of a It is our hope that the States, relevant agencies, and all stakeholders
range of stakeholders, learners, parents, education administrators, across the country will ensure effective implementation based on set
expert and professional bodies, and development partners. We out strategic plan to accelerate the achievement of our desired result.

Dr. Tunji Maruf Alausa Professor Suwaiba Said Ahmad

Honourable Minister of Education Honourable Minister of State for education

v
PREFACE
technological, vocational and entrepreneurial skills. These skills are
needed for the country's economic development and individual

E
ducation, no doubt, plays important role as the foremost
effective channel and instrument for providing solid bases, fulfilment in a competitive globalized environment. Thus, the
building blocks, and appropriate mechanisms for economic, philosophy of the new 9-Year BEC is premised on social change,
political, social, cultural, and overall nation's development. The sustainable broad-based economic and national development
current reforms process in the education sector, anchored on the through the acquisition of necessary skills, competencies and values.
Renewed Hope Agenda of the current administration, is strategic in
the effort to place Nigeria on the right track for economic The review, which was anchored on the outcome and competency-
emancipation, human capital development, and social based curriculum framework, commenced with series of
transformation. stakeholders' engagements including the learners. The stakeholders'
engagements culminated in hosting of the National Stakeholders'
To attain all the lofty values of socioeconomic development and Dialogue and High-Level Policy Committee (HLPC) meeting under the
reconstruction enshrined in the reform initiatives as well as those leadership of the Honourable Ministers of Education. The HLPC
contained in global agenda, including the education 2030 agenda considered and approved a new curriculum structure with the
encapsulated in the Sustainable Development Goals (SDGs), there benchmarks and standards that emerged from the stakeholders'
was the need to prioritise curriculum reform across all the levels of engagements and the nationwide needs assessment conducted by
education. Thus, one of the Presidential mandates for the Federal NERDC. The new structure which is driven by the Renewed Hope
Ministry of Education as exemplified in the Ministerial Deliverables is Agenda of Mr. President and the Ministerial Strategic Plan the
to achieve a rapid review of the educational curriculum across all Nigerian Education Sector Renewal Initiative (NESRI) also drew from
levels of education to ensure alignment with skills needed in the the globally agreed goals.
labour market. Furthermore, since the introduction of the revised 9-
One outstanding feature of the new curriculum structure is that it
Year Basic Education Curriculum (BEC) in 2014, the world has
brought about the realignment of the subject listing leading to a
witnessed tremendous transformation shaped by the revolutionary
reduction in number of subjects learners are offered across the class
and evolutionary force of Information Communication Technology
levels. This enabled the removal of redundant concepts, effective
(ICT). There have also been emerging and prevailing issues in
integration of related concepts and skills thereby eliminating the old
health, energy, sports, values, and all other aspects of human
approach to composite subjects. The new structure also created
existence.
opportunity for the full introduction vocational and entrepreneurship
studies at the junior secondary school level.
The issues highlighted above provided basis for the review of the 9-
Year Basic Education Curriculum. This is further strengthened by an The broad goal of the new curriculum, as derived from the new
overriding vision to produce learners with functional, transferable, structure, is to inculcate in learners' critical and foundational skills
vi
and competencies for citizenship, social orientation, national These generic outcomes provided the basis upon which the themes
productivity and life-long learning. Specifically, the curriculum is and specific learning outcomes were developed. The curriculum
targeted at developing in learners: contents are therefore organized around the specific learning
● generic social skills as well as specialised cognitive, vocational outcomes spread across the thematic areas. The outcomes place
and entrepreneurial skills; clear expectations on the teaching and learning process with
● the consciousness of our national values; emphasis on what the learners can do after undergoing an
● life-long learning; and instructional period. They also inform the teachers, parents,
● talent and skills for self-discovery and societal development. examination bodies and policy makers what knowledge, skills and
competencies the learners are expected to demonstrate at every
Within the framework of these specific targets, generic level-specific
outcomes were formulated across the class levels. At the primary given time in the instructional process. There are also competencies
education level, the curriculum has been designed to help learners that the learners are expected to acquire and exhibit after being
exhibit foundational knowledge, skills and competencies for: exposed to a series of learning experiences under a given topic. These
● reading, writing and language development; competencies are not subject specific but transversal and therefore
● the acquisition of subject matter knowledge and digital can be acquired and applied across all topics in the teaching and
competencies; learning process. These competencies prepare the learners for
● technological, vocational and entrepreneurial trades meaningful living in all circumstances and across geographical
practices; divides.
● problem-solving and creativity capabilities for continuing and
life-long learning; as well as These generic outcomes provided the basis upon which the themes
● emotional intelligence, social values, interpersonal, and specific learning outcomes were developed. The curriculum
leadership and soft skills for character development and contents are therefore organized around the specific learning
citizenship. outcomes spread across each thematic area. The outcomes place
clear expectations on the teaching and learning process The stated
At the Junior Secondary Schools level, the curriculum is geared outcomes emphasize what the learners can do after undergoing an
towards: instructional period. They also inform the teachers, parents,
● the acquisition of subject matter knowledge and examination bodies and policy makers what knowledge, skills and
competencies for further education at the senior secondary competencies the learners are expected to demonstrate at every
level;
given time in the educational process.
● technological, vocational and entrepreneurship practices and
training;
● the inculcation of social values, soft skills for active and There are also competencies that the learners are expected to acquire
effective citizenship; as well as and exhibit after being exposed to a series of learning experiences
● talent discovery and development. pertaining to various contents. These competencies are not subject

vii
specific but transversal and therefore can be acquired and applied i. Pre-design processes (including needs assessment, stakeholder dialogue,
across all topics in the teaching and learning process. These and setting standards )
competencies prepare the learners for meaningful living in all ii. Planning which involves concepts/strategy formulation,
circumstances and across geographical divides. iii. Writing/review/design which involves the design and drafting of the
curriculum,
The New Revised Basic Education Curriculum (BEC) is learner-centric iv. Critique workshop as well as
and has integrated critical national and global issues as means of v. Editorial and finalization of the curriculum documents.
developing abilities and nurturing creative skills and other valuable vi. Approval protocol
skills in the learners. Furthermore, the teaching and learning of
emerging issues like; Climate change, Artificial Intelligence (AI), A wide spectrum of stakeholders including experts, subjects matter
biosafety, security, robotic, peace education, blue and green specialists, teachers, teacher educators, policy makers, employers of labour,
curriculum have been fully embedded into the curriculum. The parents, and learners participated at each of these stages. We acknowledge
introduction of these emerging issues and other core elements of the invaluable contributions of these stakeholders.
learning was based on the BEC fundamental principles of
interdisciplinary learning, ethical and social responsibility, resilience I acknowledge the efforts of the NERDC Staff who worked relentlessly to
and inclusivity. It also embodied aspects of the 21st Century Skills ensure the successful completion of the development of the curriculum within
including critical thinking, problem solving, information literacy and the scheduled period. I would like to posthumously acknowledge and
digital skills, communication and collaboration, global citizenship and appreciate my predecessor, the late Professor Ismail Junaidu, who
cultural awareness, creativity and innovation. Moreover, it captured commenced the process for developing the new curriculum prior to his demise
issues of entrepreneurship, environmental and sustainability in July 2024 while still in active service. I extend my profound gratitude to the
education and financial literacy. These issues and aspects were covered in Executive Secretary of the Universal Basic Education Commission (UBEC) and
the curriculum based on systematic curriculum design process and standards that the management team for financially supporting the entire review process.
prevented content overload.
I extend my sincere gratitude to the Honourable Minister of Education and
The curriculum review process followed the established process of NERDC's Honourable Minister of State for Education for their invaluable support and
curriculum and material development, namely: visionary leadership in our endeavour to make education accessible to all
Nigerian children, regardless of their circumstances.

Professor Salisu Shehu

Executive Secretary, NERDC

viii
Introduction knowledge, concepts, and skills on a History as an instrument of
nation-building in the 21st century, Nigerian and African people and

T
he review of the Basic Education Curriculum was necessitated history.
by factors and contexts related to curriculum cycle, expansion .
of knowledge, technological advancement, new policy Learners will engage with national and global issues through context-
initiatives, and emerging development issues and best practices. based lessons that promote critical thinking and social responsibility.
These have broad and specific effects on the nature, features and Concepts and contents that are fundamental to the learners' overall
elements of each subject curriculum. This is especially pertaining to development, growth and effective contribution in human
the approach, and philosophy adopted during the curriculum development are integrated into the curriculum, ensuring they gain a
development process. Moreover, the factors and contents are broader understanding of their role as global citizens.
significant for the identification and selection of curricula objectives,
outcomes, themes, contents, delivery strategies, resources, and The curriculum incorporates major structural components like
evaluation guides. themes, learning outcomes, and focal competencies, including
topics, performance objectives, content, learning activities,
The revised Nigerian History is a competency and outcome-based resources, and evaluation guides. its distinct features of
one which aims at developing in learners essential skills for mastery interdisciplinarity, compliance with ICT, and activity-driven learning
and application. The competency framework provides clear significantly add to its international applicability and competitiveness.
expectations, dictates The curriculum is profoundly skill based, It also adopts a student-centred teaching style as suggested by the
practical and result oriented. curriculum overall goals and progressively shits responsibility to the
learners. Through this, learners not only acquire conceptual
Furthermore, the design and delivery process of this curriculum knowledge but also and importantly acquire the necessary skills for
remains thematic, spiral, cyclical and concentric whereby learning functional living in society. Thus, expectations on the learners go
contents are graduated, sequenced, and replicated across the class beyond classroom experiences to their everyday lives.
levels to align with learners maturation and cognition. The curriculum
approach focused on knowledge, skills and competencies. The General Objectives of the Nigerian History Curriculum
overriding learning experiences, and achievement of the curriculum The general objectives of the History Curriculum are to:
are geared towards what learners can do skillfully, thereby making it
learner-centred, performative, and result oriented. 1. expose learners to a body of knowledge that will enable
them to appreciate History as an instrument of nation-building
The Nigerian History curriculum is based on a multi-disciplinary in the 21st century;
approach and is diverse to cover critical basic foundational 2. deepen the understanding of the various Nigerian peoples
as a basis for appreciating and fostering our unity in diversity;

ix
 The Early Regions in
Nigeria
3. promote the study of Nigerian and African History for better
understanding, appreciation and tackling of the challenges of States Creation in Nige ria
globalisation;
4. equip learners with 21st century skills/competencies such as Federal Capital in Nige ria
leadership, digital and communication literacy, collaboration/team
Geography Demonstrate Historical Features and
spirit and critical thinking.
and environment Sites in Nigeria I
Overview of the content coverage Environment friendliness and
Historical Features and
The table below provides an overview of the content coverage for the Nigerian culturally sensitive
History curriculum Sites in Nigeria II

NIGERIAN HISTORY PRIMARY FOUR

1. Teachers adopt a new lesson plan that incorporates all the
Theme Learning Outcome Topic critical elements of the curriculum. A sample has been
developed and included in the teachers' guide.
Origins and Promote national Nigerian Peoples I 2. Copies of the curriculum be made available to every school
Peopling unity through teacher and much emphasis placed on its use in order to
Nigerian Peoples II achieved stated objectives.
exhibiting tolerance
3. Regular workshops are organised for teachers, supervisors
for other ethnic and quality assurance officers on how to interpret and use the
groups. curriculum.
Nigerian Peoples II I 4. Teachers adopt assessment practices that are aligned to the
competency and outcome-based approach. NERDC has
developed a simple to use assessment framework to support
the implementation of curriculum. Schools and teachers
Political Recognise/appreciat Colonial Administrative should leverage on the framework to ensure effective
Developments e administrative the Headquarters of the British assessment.
in Nigeria changes in Nigeria’s Protectorate
political evolution Proper implementation of this curriculum will have far-reaching
benefits for Nigeria's educational system and society as a whole. By
equipping learners with essential knowledge, skills and competencies

x
prescribed in this curriculum, the country will produce more In sum, this curriculum offers an exciting, enriching, and
articulate, confident, and globally competitive citizens. The learners transformative journey that transcends classroom learning; it is a key
will also be better prepared to excel in higher education and to unlocking the limitless potential of every learner in Nigeria's
contribute meaningfully to Nigeria's economic and social classrooms.
development.
Dr Garba Dahiru Gandu
Director Curriculum Development Centre

xi
 TABLE OF CONTENTS

NIGERIAN HISTORY Page Number

Forward
Preface
Introduction
Class level Theme Topic
Origins and Peopling Nigerian Peoples I 1
Nigerian Peoples II 2
Nigerian Peoples I11 3
PRIMARY Political Developments in Colonial Administrative Headquarters of the British Protectorate 4
FOUR Nigeria The Early Regions in Nigeria 5
States Creation in Nige ria 6

Federal Capital in Nige ria 7

Geography and Historical Features and Sites in Nigeria I 8
Environment Historical Features and Sites in Nigeria II 9

xii
 NIGERIA HISTORY PRIMARY 4

Theme: Origins and Peopling Primary 4

Learning Outcome: Promote national unity through exhibiting tolerance for other ethnic groups
Focal Competency: identifying other ethnic groups in Nigeria and developing a sense of tolerance for them

TOPIC PERFORMANCE CONTENT - KEY COMPETENCIES LEARNING TEACHING EVALUATION

OBJECTIVE KNOWLEDGE AND AND VALUES ACTIVITIES AND GUIDE
SKILLS LEARNING
RESOURCES
Nigerian Pupils should be able Knowledge Collaboration as Pupils are guided · Ethnographi Pupils to:
Peoples I to: 1. Nigerian people pupils assume shared to: c map 1. list peoples of
1. mention some of (starting with the responsibility for 1. Use · Audio Nigeria
the peoples in peoples within the collaborative work, and ethnographic recordings according to
Nigeria; same LGA to the State value the individual map to identify · Video tribe;
2. identify where the and other parts of contributions made by some Nigerian clips/docum 2. describe some
peoples come Nigeria, e.g. The each team member to ethnic groups, entaries Nigerian
from; Gbagyi, Jukun, Nupe, identify some ethnic their present · Text books peoples from
3. identify the towns Oworo, Berom, Bajju, groups and their places locations, and · Pictures/ their pictures;
where the peoples Ngas, etc.) of origin on places of origin. calendars 3. identify
are located; 2. Places of origin of the ethnographic Map of 2. Listen to stories · Costumes locations
4. mention ways to peoples. Nigeria. about the origins · Other (towns/States
show/demonstrate 3. Locality (home Information Literacy of some of the relevant of origin, etc.)
tolerance for other towns/LGAs /States) of as pupils evaluate ethnic groups in material of some
ethnic groups. the peoples. information critically Nigeria. Nigerian ethnic
4. Ways of and competently, 3. Use pictures to groups;
showing/demonstrating listen to audio the towns where 4. identify ways to
tolerance for other recordings or watch the peoples are demonstrate
ethnic groups. video clips on Nigerian located. respect/toleran
peoples. 4. In group watch ce for other
Respect and Unity as video clips on ethnic groups.
Skill pupils’ express the ways to
Identification of Nigerian appreciation/tolerance show respect for
peoples, their places of for each other’s ethnic ethnic groups
origin and localities. groups and build unity other than their
while working together. own.

1
 NIGERIA HISTORY PRIMARY 4

Theme: Origins and Peopling Primary 4

Learning Outcome: Promote national unity through exhibiting tolerance for other ethnic groups
Focal Competency: identifying other ethnic groups in Nigeria and developing a sense of tolerance for them
TOPI PERFORMAN CONTENT- KEY COMPETENCIES LEARNING TEACHING EVALUATION
C CE KNOWLED AND VALUES ACTIVITIES AND GUIDE
OBJECTIVE GE AND LEARNING
SKILLS RESOURCES

ICT and Digital

Competences as
pupils use ICT to
search the internet for
a list of Nigerian
peoples.

Communication as
pupils use correct
language structure and
relevant vocabulary
effectively in a range
of social and cultural
contexts to narrate the
history of their ethnic
groups for ease of
understanding.

2
 NIGERIA HISTORY PRIMARY 4

Theme: Origins and Peopling Primary 4

Learning Outcome: Promote national unity through exhibiting tolerance for other ethnic groups
Focal Competency: identifying other ethnic groups in Nigeria and developing a sense of tolerance for them
TOPIC PERFORMANCE CONTENT - KEY COMPETENCIES LEARNING TEACHING EVALUATION
OBJECTIVE KNOWLEDGE AND AND VALUES ACTIVITIES AND GUIDE
SKILLS LEARNING
RESOURCES
Nigerian Pupils should be able Knowledge Collaboration as pupils Pupils are guided to: · Ethnographic Pupils to:
Peoples II to: 1. Nigerian Peoples become open and 1. Use ethnographic map map 1. list some of
1. mention some of (starting with responsive to new and to identify some · Audio the Nigerian
the peoples in peoples within diverse perspectives; Nigerian ethnic recordings peoples;
Nigeria; the same LGA to incorporate group input groups, their present · Video 2. identify some
2. identify the places the State and and feedback into the location, and places of clips/docume Nigerian
the peoples c ome other parts of work and identify some origin. ntaries peoples from
from; Nigeria e.g. of the ethnic groups and 2. In group, listen to · Pictures their
3. identify the towns Kanuri, Yakur, their places of origin on stories about the · Costumes pictures;
where the peoples Yala Zuru, ethnographic Map of origins of some of the 3. describe the
are located; Marghi, Mupun, Nigeria. ethnic groups in locations
4. mention ways to Tangale, ICT and Digital Nigeria. (towns/States
show/demonstrate Goemai, etc.) Competences as pupils 3. Use map to identify of origin,
respect/tolerance 2. Places of origin individually use ICT to the towns where the etc.) of some
for ethnic groups of the peoples. search the internet to peoples are located . Nigerian
other than their 3. Locality (home identify ways of 4. Individually search the ethnic
own. towns/LGAs/Stat showing/demonstrating internet to identify groups;
es) of the respect for other ethnic ways of 4. identify ways
peoples. groups. showing/demonstratin to
4. Ways of g respect/tolerance for demonstrate
showing/demons other ethnic groups. respect/tolera
trating nce for other
respect/toleranc ethnic
e for other groups.
ethnic groups.

3
 NIGERIA HISTORY PRIMARY 4

Theme: Origins and Peopling Primary 4

Learning Outcome: Promote national unity through exhibiting tolerance for other ethnic groups
Focal Competency: identifying other ethnic groups in Nigeria and developing a sense of tolerance for them
TOPIC PERFORMANC CONTENT- KEY COMPETENCIES LEARNING TEACHING EVALUATION GUIDE
E OBJECTIVE KNOWLEDGE AND VALUES ACTIVITIES AND
AND SKILLS LEARNING
RESOURCES
Skill Communication as pupils
Identification of communicate and convey
Nigerian confidently and effectively
peoples, their as they listen to stories
places of origin about the origins of some of
and localities. the ethnic groups in Nigeria.
Respect and Unity as
pupils expresses
appreciation for each other’s
ethnic groups and build
unity while working
together.

4
 NIGERIA HISTORY PRIMARY 4

Theme: Origins and Peopling Primary 4

Learning Outcome: Promote national unity through exhibiting tolerance for other ethnic groups
Focal Competency: identifying other ethnic groups in Nigeria and developing a sense of tolerance for them
TOPIC PERFORMANCE CONTENT- KEY COMPETENCIES LEARNING TEACHING EVALUATION
OBJECTIVES KNOWLEDGE AND AND VALUES ACTIVITIES AND GUIDE
SKILLS LEARNING
RESOURCES
Nigerian Pupils should be Knowledge Collaboration as pupils Pupils are guided · Ethnograp Pupils to:
Peoples able to: 1. Nigerian peoples exercise flexibility and to: hic map 1. list some of
III 1. mention some (starting with peoples willingness to be helpful in 1. Use ethnographic · Audio the ppeoples
of the within the same LGA making necessary map to identify recordings of Nigeria ;
peoples in to the State and other compromises to accomplish some Nigerian · Video 2. describe some
Nigeria; parts of Nigeria e.g. a common goal to identify ethnic groups, clips/ Nigerian
2. identify Tiv, Idoma, Igala, some of the ethnic groups their present document peoples from
where the Awori, Oro, Isoko, and their places of origin on location, and aries their pictures;
peoples come Itsekiri, Urhobo, ethnographic map of places of origin. · Pictures 3. identify
from; Mwaghavul etc.) Nigeria. 2. Listen to stories · Costumes locations
3. identify the 2. Places of origin of the ICT and Digital about the origins · Other (towns/States
towns where peoples. Competences as pupils of where the relevant of origin, etc.)
the peoples 3. Locality (home individually use ICT to peoples come materials of some
are located; towns/LGAs /States) of search the internet for a list from. Nigerian ethnic
4. mention ways the peoples. of Nigerian peoples. 3. Use pictures to groups;
to 4. Ways of showing/ Communication as pupils identify the towns 4. identify ways
demonstrate 5. demonstrating narrate the history of their where the to
respect/tolera respect/tolerance for ethnic groups for easy peoples are demonstrate
nce for ethnic other ethnic groups. understanding in a logical located. respect/tolera
groups other and appealing manner. 4. Individually nce for other
than their Skill Respect and Unity as search the ethnic groups.
own. 1. Identification of pupils expresses internet to
Nigerian peoples, appreciation for each other’s identify ways to
places of origin and ethnic groups and build demonstrate
their localities. unity while working respect for ethnic
2. Respect: National together. groups other than
value their own.

5
 NIGERIA HISTORY PRIMARY 4

Theme: Political Developments in Nigeria Primary 4

Learning Outcome: Recognise/appreciate administrative the changes in Nigeria's political evolution
Focal Competency: identifying the British Administrative Headquarters in Nigeria and the implications of changing the headquarters
TOPIC PERFORMANCE CONTENT- KEY COMPETENCIES LEARNING TEACHING EVALUATION
OBJECTIVES KNOWLEDGE AND AND VALUES ACTIVITIES AND GUIDE
SKILLS LEARNING
RESOURCES
Colonial Pupils should be Knowledge Collaboration as pupils Pupils are guided · Map of Nigeria Pupils to:
Administrative able to: 1. Early Colonial demonstrate ability to to: · Charts 1. list the early
Headquarters 1. identity the Administrative work effectively and 1. In group, u se · Video clips/ British Colonial
of British early colonial Headquarters of respectfully with diverse charts or map to documentaries Headquarters in
Protectorate Administrative Protectorate. teams to locate the early identify the early · Text books. Nigeria;
Headquarters 2. The year they colonial Headquarters on colonial · Other relevant 2. identify the
of British were made the map of Nigeria Headquarters. materials locations of the
Protectorate; headquarters of ICT and Digital British Colonial
2. identify the the British competence Headquarters
dates/years protectorate. as pupils individually use on the map of
when they 3. implications of ICT to search the internet Nigeria.
were made the the Headquarter for a list of the 3. Identify/discuss
Headquarters changes for Headquarters of the British reasons for the
of British Nigeria’s Protectorate. changes in
protectorate of development Critical thinking, as Headquarters
the Nigeria pupils identify/discuss by the British
Area; Skill reasons changing the
3. Identify the 1. Identification of Headquarters by the
implications of the early British
the Colonial
Headquarter Headquarters.
changes for 2. Analytical skill
Nigeria’s
development.

6
 NIGERIA HISTORY PRIMARY 4

Theme: Political Developments in Nigeria Primary 4

Learning Outcome: Recognise/appreciate administrative the changes in Nigeria's political evolution
Focal Competency: identifying the British Administrative Headquarters in Nigeria and the implications of changing the headquarters
TOPIC PERFORMANCE CONTENT- KEY COMPETENCIES LEARNING TEACHING AND EVALUATION
OBJECTIVES KNOWLEDGE AND VALUES ACTIVITIES LEARNING GUIDE
AND SKILLS RESOURCES
The Early Pupils should be Knowledge Collaboration as Pupils are guided to: · Map of Nigeria Pupils to:
Regions able to: 1. Names of t he pupils demonstrate 1. Use map of Nigeria · Charts 1. list the early
in Nigeria 1. identify the four early ability to work or internet to · Video clips/ regions in
four early regions in effectively and identify/locate the documentaries Nigeria;
regions in Nigeria. respectfully with four early regions. · Text books 2. identify the
Nigeria; 2. Location of diverse teams to locate 2. Watch video · Other relevant locations of the
2. identify the each of the each of the four regions clips/documentarie materials regions on the
locations of regions in on the map of Nigeria. s on the early map of Nigeria ;
each of the Nigeria. Information Literacy regional structure. 3. list some of the
regions in the 3. The major as pupils watch video 3. Use charts to major ethnic
map of ethnic groups clips/documentaries on identify the four groups in each
Nigeria; in the regions. the regional structure early regions. region;
3. identify the 4. Reasons of Nigeria. 4. Use charts to show 4. List implications
major ethnic creating 4 ICT and Digital the major ethnic of creating the
groups in the regions Literacy as pupils groups in the four regions.
regions; Skills individually use different early
4. Identify 1. Identification information and regions.
Reasons for of four communication 5. Identify
establishing 4 regions. technologies to search implications of
regions. 2. Analyses of the internet for names creating the 4
the reasons of the early four regions
for the regions to enhance
creation of learning.
four regions

7
 NIGERIA HISTORY PRIMARY 4

Theme: Political Developments in Nigeria Primary 4

Learning Outcome: Recognise/appreciate administrative the changes in Nigeria's political evolution
Focal Competency: identifying the British Administrative Headquarters in Nigeria and the implications of changing the headquarters
TOPIC PERFORMANCE CONTENT- KEY LEARNING TEACHING AND EVALUATION
OBJECTIVES KNOWLEDGE AND COMPETENCIES ACTIVITIES LEARNING GUIDE
SKILLS AND VALUES RESOURCES
States Pupils should be Knowledge Collaboration as Pupils are guided to: · Pictures Pupils to:
Creation able to: 1. Year when pupils watch video 1. Use map in group · Maps 1. mention the year
in Nigeria 1. identify the States were first clips/documentaries to identify the · Charts when states were
year when created. on the creation of the year when States · Pictures first created;
States were 2. Number of 12 states were first created · Calendars 2. mention the
first created in States created. in Nigeria . · Video number of States
Nigeria; 3. Names of the ICT and Digital 2. Use charts to recordings/ created;
2. list the number States created. Competences as identify the documentaries 3. list some of the
of States that 4. Names of the pupils use ICT to number and of States states that were
were created; Head of State search the internet to names of States creation in created;
3. mention the and the identify the Head of that were Nigeria 4. mention the Head
names of the Governors of the State and the created. · Other relevant of states and
States created; States created. Governors of the 3. Search the materials some of the
4. mention the 5. Implications for twelve States internet to Governors of the
names of the creating the 12 created. identify the Head states created;
Heads of State states of State and the 5. mention the
and the Skill Governors of the implications for
Governors of Identification of the twelve States creating the 12
the States 12 states and their created. states.
created; Governors 4. Identify the
5. list the implications of
implications of creating the 12
creating the 12 states
states.

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 NIGERIA HISTORY PRIMARY 4

Theme: Political Developments in Nigeria Primary 4

Learning Outcome: Recognise/appreciate administrative the changes in Nigeria's political evolution
Focal Competency: identifying the British Administrative Headquarters in Nigeria and the implications of changing the headquarters
TOPIC PERFORMANCE CONTENT- KEY LEARNING ACTIVITIES TEACHING EVALUATION
OBJECTIVES KNOWLEDGE AND COMPETENCIES AND GUIDE
SKILLS AND VALUES LEARNING
RESOURCES
Federal Pupils should be able Knowledge Critical thinking Pupils are guided to: · Pictures of Pupils to:
Capital in to: 1. First Federal as pupils identify 1. Use map in group to Sir Frederick 1. name the first
Nigeria 1. mention the first Capital of Nigeria. and discuss the identify/locate the first Lord Lugard, and current
Federal Capital of 2. Year it was made implications of Federal Capital of General Federal Capital
Nigeria; the Federal changing the old Nigeria. Ibrahim Territories of
2. mention when it Capital. to the new 2. Discuss on when the Babangida Nigeria;
was made the 3. Name of the Federal capital first Federal Capital of · Charts 2. mention the
Federal Capital; Governor General . ICT and Digital Nigeria was made the · Video years of the
1. identify the name 4. The current Competences Federal Capital; recordings/ creation of the
of the governor Federal Capital. as pupils 3. In group discuss on documentari first and current
general; 5. Year it was individually the name of the es Federal Capital
2. identify the name established. search the governor general · Text books territories;
of the current 6. Location of the old internet for 4. Use charts to identify · Other 3. identify the
Federal Capital; and current stories about the name and identify relevant locations of the
3. mention the year Federal capital. location of the old when current federal materials old and new
the current 6. implications of and current capital was created. Federal Capital
Federal Capital changing the old to Federal capital . 5. Individually search the Territories on
was created; the new Federal internet for stories the map of
4. identify the capital about location of the Nigeria.
location of the old and current 4. Identify
old and current Skill Federal capital . mplications of
Federal capital ; Identification of the old 6. Identify/discuss the changing the
5. Identify the and new Federal implications of old to the new
implications of capitals changing the Federal Federal capital
changing the old capital to a new one
to the new
Federal capital .

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 NIGERIA HISTORY PRIMARY 4

Theme: Geography and Environment. Primary 4

Learning Outcome: Demonstrate environment friendliness and culturally sensitive
Focal Competency: recognising local historical sites/artefacts for environmental literacy and cultural sensitivity in their localities
TOPIC PERFORMANCE CONTENT- KEY LEARNING TEACHING AND EVALUATION
OBJECTIVES KNOWLEDGE AND COMPETENCIES ACTIVITIES LEARNING GUIDE
SKILLS AND VALUES RESOURCES
Historical Pupils should be Knowledge Environmental Pupils are guided to: · Pictures Pupils to:
Features and able to: 1. Meaning and literacy as pupils 1. Work in group to · Textbooks 1. explain the
Sites in 1. explain the examples of identify action to discuss on the · Video meaning of
Nigeria I meaning of historical features preserve the local meaning of recordings/do historical
historical and sites. natural features historical cumentaries features and
features and 2. Historical features ICT and Digital features and · Other sites;
sites; and sites in the Competences as sites. relevant 2. mention
2. List some of locality. pupils individually 2. Search the materials some
the historical 3. Environtal action Search the internet on internet on the historical
features and to protect the historical features historical features and
sites in the historical sites and sites in the locality features and sites in the
locality of the 4. Cultural action to of the school. sites in the locality;
school. preserve artefacts locality of the 3. Mention
3. Identify Skills school. some actions
environmental 1. Describing the 3. Identify to preserve
action to meaning of environmental local
protect local historical features action to protect historical
natural and sites. local sites sites and
artefacts/sites 2. Identification of 4. Identify cultural features
4. Identify historical features action to local
cultural action and sites. preserve sites
to local
preserve
cultural
artefacts/sites

10
 NIGERIA HISTORY PRIMARY 4

Theme: Geography and Environment. Primary 4

Learning Outcome: Demonstrate environment friendliness and culturally sensitive
Focal Competency: recognising local historical sites/artefacts for environmental literacy and cultural sensitivity in their localities
TOPIC PERFORMANCE CONTENT- KEY COMPETENCIES LEARNING ACTIVITIES TEACHING EVALUATION
OBJECTIVES KNOWLEDGE AND AND VALUES AND GUIDE
SKILLS LEARNING
RESOURCES
Historical Pupils should be Knowledge Collaboration as pupils Pupils are guided to: · Pictures Pupils to:
Features able to: 1. Major rivers e.g. embark on excursions 1. Participate in the · Video 1. list major rivers
and Sites in 1. identify major Niger and Benue to some of the historical excursions to some recordings/ in Nigeria;
Nigeria II rivers in 2. Major hills/rocks features/sites. historical features/sites, documentari 2. name major
Nigeria; in Nigeria . Information Literacy record their observations es of hills/rocks in
2. identify major 3. Historical sites in as pupils watch video and make presentations historical Nigeria;
hills/rocks in Nigeria. clips/documentaries on to the class as they return sites 3. describe
Nigeria; 4. Description of national historical from the field trip. · Text books important;
3. describe the historical features/sites. 2. Watch video clip on the · Internet historical sites
important features/sites in ICT and Digital major rivers in Nigeria. Resources in Nigeria ;
historical sites Nigeria. Competences as pupils 3. Participate in class · Other 4. explain thel
in Nigeria; 1. Environtal action individually use ICT to discussion on the major relevant features/sites
4. describe the to protect search the internet for hills/rocks in Nigeria . materials. in Nigeria ;
historical historical sites important historical 4. Watch video clips/ 5. mention some
features and 2. Cultural action to features/sites in Nigeria. documentaries to actions to
sites in Nigeria ; preserve Environmental literacy describe important preserve
5. identify artefacts as pupils identify action historical sites in Nigeria . national
environmental to preserve the local 5. Individually search the historical sites
action to Skill natural features internet for important and features.
protect local Identification of the historical sites/features in
natural historical Nigeria.
artefacts/sites; features/sites. 6. Identify environmental
6. identify cultural action to protect national
action to local sites
preserve 7. Identify cultural action to
cultural preserve natural sites
artefacts/sites.

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 Produced by:
Nigerian Educational Research and
Development Council (NERDC)