This article provides definitions of the History subject and highlights its value. It also discusses the purpose and rationale for studying history at the secondary school level. The objectives of
Introduction
History in secondary education is stated. A short account of the stages of history in Nigerian secondary schools is given.
A critique of the history curriculum is undertaken to ascertain whether the contents and recommended treatments satisfy the declared aims and objectives of teaching and learning history in secondary schools in Nigeria. The various methods of teaching history are discussed.
Therefore, the paper recommends that the Government should provide in-service training for serving teachers while encouraging teachers to develop textbooks and other instructional materials.
Focus 1
History is the study of the origin and evolution of the present. It is also the imaginative deconstruction of the past life of a people.
According to Adejumobi (1978), History is the systematic account of what has happened in the life and development of a people, country or constitution.
The value of History lies in the need to understand the historical aspect of contemporary problems. Thus, history is the knowledge of the origins and development of the evolution of contemporary issues.
Some past situations are parallel to some in the present; history, therefore, gives guidance in coping with some of our present and future problems.
Focus 2
To know the truth about the past depends on forgetting the present, thereby immersing the student in the past; then, history lacks the kind of immediate relevance which is so frequently demanded of the school curriculum today.
History must improve the present people about present life, at work or leisure, individuals, citizens or members of a society.
Therefore, the ultimate relevance of history means that at the end of the course, connections with the present should be apparent.
Focus 3
One major concern for history is the fear of extinction of the subject from the school system, which is a sequel to the continuous decline in the number of students who offer history in the senior secondary school certificate examination.
According to Beavers (1969), each school find the typical history syllabus derived and remote from their interests, and irrelevant to their needs except for examination.
Focus 3
This development has been traced to certain imperfections in the treatment of history in schools.
Teachers fail to inform their pupils of the fact that history is a continuous process.
This article, therefore, gives a short account of history in Nigerian Secondary Schools.
It discusses the various methods of teaching history and attempts a critique of the history curriculum to ascertain how the contents and their recommended treatments satisfy the declared aims and objectives of teaching and learning history in secondary schools in Nigeria.
A Short Account of History in Secondary Schools
The teaching of history in Nigeria started in the former Western Region. This was done through parables, legends, poetry, dialogues, riddles, proverbs, and storytelling.
It was in an era of theocratic rule with the teaching of morals through myths associated with stories of ancient gods.
The success achieved in literacy education brought about the activities of Europeans who were involved in the work of evangelism, resulting in the keeping of records.
Thus, emerged indigenous history writer emerged who wrote about specific areas of Nigeria.
Focus 1
Earliest amongst these writers was Otunba Payne (1893), whose work was titled Tables of Principal Events in Yoruba History, and Samuel Johnson (1921), who wrote on the History of the Yoruba. The original work was completed in 1897.
There were other young writers of this generation, like Tafawa Balewa, who had a collection of poems, and Chinua Achebe, who wrote Things Fall Apart, Arrow of God and Man of the People, with attention focused on Igbo cultures.
Focus 2
These writers tried to preserve events as they happened in their times. Efforts were made to further develop studies in history through the federal government Government organised a conference in March 1965 at the University of
Ibadan is to consider the problems associated with the teaching of history in secondary schools.
The outcome of the conference was the publishing of two textbooks on history in the same year; One Thousand Years of West African History by J.F. Ade Ajayi and African tin in he 19th and 20th Centuries by J.C. Anene, J. C. and G.N. Brown, G.N.
Focus 3
Also, as a follow-up, the Institute of Education and the Department of History, both at the University of Lagos, were mandated by the Federal Government to organise a series of workshops for History teachers.
The University of Ibadan Conference of 1965 concerned itself only with the content of history to be taught in secondary schools without considering the appropriate method of instruction suitable for the selected content.
Another conference was therefore summoned for August 24 to 29, 1975, to discuss the content of history and methods of teaching history in secondary schools.
Focus 4
The general outcome of the conference was the development of content that emphasised Nigerian and African histories rather than concentrating on learning European history. This development led to the introduction of West Africa in the secondary school curriculum.
The development of a National Policy on Education in 1981 culminated in the two-tier secondary school system, which places history in the senior secondary school.
A new history curriculum to cater for senior secondary school students was developed in line with the hope that these students would have been exposed to social studies at the Junior Secondary School Level.
The teaching of history, both in content and methodology, has also been introduced to the College of Education and Universities.
The Senior Secondary School History Curriculum
History appears at the senior secondary school level in the 6-3-3-4 educational system. It is treated as a core subject together with Literature in English and Geography as alternatives.
It is, however, perceived that students will always prefer to offer history to either Literature in English or Geography, as the study of history is very important to human and societal development.
Focus 1
Towards enhancing the study of History in secondary schools, the compilers of the history curriculum formulated the following aims and objectives based on the consideration of three factors: the nature of society, the nature of learners, and the literature of knowledge.
- To afford the students the opportunity of learning about the history of their own country as well as that of Africa and the wider world.
- To expose the students to a body of knowledge which would enable them to appreciate how the various peoples of Nigeria have evolved and how they relate to one another.
- When there are differences in the socio-political institutions of Nigeria’s diverse peoples, the underlying principles that govern social behaviour are similar.
Section 1
- To enable the students to recognise that differences in culture are a product of history, and to develop a deeper understanding of the differing cultures that exist in our nation.
- To develop in the students a sympathetic understanding of the difficulties involved in the effort at building a united nation out of Nigeria’s many ethnic groups and to fire them with a zeal to contribute their quota to the achievement of the nation’s goals.
Section 2
- To afford the students an opportunity of fitting the history of their country into the history of their continent, Africa, as well as to develop in them an appreciation of how the destiny of their country is bound up with the destiny of Africa and the wider world.
- To develop in the students the ability to appreciate historical facts and to use such facts objectively towards arriving at positive conclusions.
- To generally arouse the students’ interest in the study of the past and to encourage them to take a continuing interest in historical studies.
Focus 2
The interdisciplinary approach adopted in the teaching of social studies at the junior secondary school lays a strong foundation for History at the senior secondary school.
The geographical background given at the beginning of the course provides a firm basis for the discussion of the peoples, their history and their culture.
The suggested teaching methods and students’ activities, as well as the instructional materials, are adequate for the task. The columns in the background of each period contain concrete, easily-handled items such as maps, charts and photographs.
Focus 2
It is noteworthy that most of the recommended texts for Nigerian History and a substantial proportion of those recommended for Africa and the wider world are written by Nigerians. There is a need for further exploration of local history, which remains a fertile area.
The portion of the content on Africa and the wider world provides much food for thought and discussion, and provides an opportunity for clarification of ideas on some crucial African and world issues.
Conclusion
Dealing with an essentially content-oriented subject, the curriculum recommends the use of multiple-choice questions for continuous assessment.
The intention here is noble, that the students will have to cover enough of the course content, which will further enhance their knowledge of the subject.
The curriculum in History has been well drawn up. It is sensitive to key issues in society and the needs of the individual for growth and self-expression. For example, the national call for unity is adequately covered in the history curriculum. Read more related posts on our education page of the site.
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