Class: Primary 6
Term: 2nd Term
Week: 9
Age: 11 years
Duration: 40 minutes
Subject: History
Curriculum Theme: History
Previous Lesson: First lesson
Topic: How Military Leaders Came To Power
Content/Learning Area: Military coups in Nigeria and their impact.
Performance Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain:
- Explain the meaning of a military coup and how military leaders came to power in Nigeria.
Affective Domain:
- Appreciate the role of democracy and express an opinion about military rule.
Psychomotor Domain:
- Identify and name key military leaders who came to power through coups.
Social Domain:
- Discuss the effects of military takeovers on society and governance.
Instructional Materials
To deliver this lesson, the teacher will employ the help of the following materials:
- A chart showing Nigerian military rulers and the years they ruled
- A short video clip on military coups (if available)
- A timeline of military takeovers in Nigeria
- Flashcards with key terms like “military coup,” “head of state,” and “democracy”
Reference Materials
The following resources were used in planning this lesson:
- Nigerian 9 – Years Basic Education Curriculum
- Abuja Educational Resource Centre Scheme of Work
- NAPPS National Unified Scheme of Work
- Relevant Textbooks
- Online Information From Britannica – Military Rule (https://www.britannica.com/topic/military-rule)
Rationale for the Lesson
Understanding military leadership in Nigeria’s past highlights the value of democratic systems and their role in national stability.
Prerequisite/Previous Knowledge
Pupils have prior knowledge of General Abdulsalami Abubakar as a past military leader and understand that Nigeria has experienced both civilian and military administrations.
Lesson Content
How Military Leaders Came to Power
A military leader is an individual who assumes control of a nation through the armed forces, rather than through democratic elections. In Nigeria, the primary method by which military leaders gained power was through military coups d’état, which are sudden, forceful seizures of government by the military. These coups often involved the suspension of the constitution, the dissolution of existing political structures, and the installation of military personnel in key leadership positions.
Methods Through Which Military Leaders Took Power
- The First Military Coup (January 15, 1966): Led by Major Chukwuma Kaduna Nzeogwu and other young officers, this violent coup resulted in the assassination of key political figures and brought an end to Nigeria’s First Republic. It was motivated by perceived corruption, political instability, and ethnic tensions.
- The July Counter-Coup (July 29, 1966): This coup was a response to the January coup and led to the ascension of Lieutenant Colonel Yakubu Gowon as Head of State. It further exacerbated ethnic divisions and ultimately led to the Nigerian Civil War.
- The 1975 Coup (July 29, 1975): Dissatisfaction with Gowon’s prolonged rule and perceived ineffectiveness led to a bloodless coup that brought Brigadier Murtala Mohammed to power.
- The 1976 Coup Attempt and Succession (February 13, 1976): Following the assassination of General Murtala Mohammed in a failed coup attempt, his Chief of Staff, Lieutenant General Olusegun Obasanjo, became the Head of State.
- The 1983 Coup (December 31, 1983): Major General Muhammadu Buhari led a military coup that overthrew the civilian government of President Shehu Shagari, citing corruption and economic mismanagement.
- The 1985 Coup (August 27, 1985): General Ibrahim Babangida orchestrated a palace coup, ousting Buhari and assuming the presidency. His regime was characterized by a prolonged transition program to civilian rule that was ultimately annulled.
- The 1993 Military Takeover (November 17, 1993): Following the annulment of the June 12, 1993 presidential election, General Sani Abacha seized power, establishing a repressive military dictatorship.
- The 1998 Transition (June 8, 1998): The sudden death of General Sani Abacha led to the appointment of General Abdulsalami Abubakar as Head of State, who then initiated a transition program that culminated in the return to democratic rule in 1999.
Each of these military interventions was typically justified by the coup plotters based on claims of addressing issues such as governmental corruption, economic decline, political unrest, or a perceived failure of the civilian administration. However, the periods of military rule in Nigeria were often marked by the suspension of democratic rights, limitations on freedom of speech and assembly, and, in some cases, human rights abuses. The eventual return to democracy was a result of sustained pressure from civil society, international actors, and a recognition within the military that long-term stability and progress required a civilian-led government.
Teaching Methods
To deliver this lesson, the teacher will adopt the following methods: Discussion, Storytelling, Explanation, Visual Aids, Group Work
Instructional Procedures
To deliver this lesson, the teacher will adopt the following steps:
| Content Development | Time | Teaching Skills | Teacher’s Activity | Pupils’ Activity | Learning Point |
|---|---|---|---|---|---|
| Step 1: Introduction | 5 mins | Set Induction | Asks pupils to recall the previous lesson on General Abdulsalami Abubakar and poses the question: “How do you think someone becomes a leader of a country if not through voting?” | Pupils share their prior knowledge about leadership and offer initial thoughts on how military leaders might have come to power. | Understanding the context of military leadership in Nigeria’s history. |
| Step 2: What is a Military Coup? | 10 mins | Explanation, Discussion | Explains what a military coup is, emphasizing the forceful and unconstitutional nature of such takeovers. Uses storytelling to describe the atmosphere during a coup (e.g., suspension of news, military presence). | Pupils listen attentively, ask clarifying questions about the process and consequences of a military coup. | Defining and understanding the concept of a military coup d’état. |
| Step 3: Key Military Coups in Nigeria | 10 mins | Lecture, Visual Aids | Presents the chart and timeline of Nigerian military rulers, explaining the year each coup occurred and the leader who came to power. Briefly mentions the reasons often cited for each coup (e.g., corruption, instability). | Pupils follow along with the chart and timeline, noting down the names of military leaders and the years of their ascensions. | Identifying and recognizing the major military takeovers in Nigerian history and the leaders involved. |
| Step 4: Effects of Military Takeovers | 5 mins | Group Work, Discussion | Divides pupils into small groups to discuss the potential positive and negative effects of military rule. Guides the discussion by asking questions like: “How might the absence of elections affect people’s rights?” and “Can military rule ever bring stability?” | Pupils engage in group discussions, sharing their opinions and perspectives on the effects of military rule. They then share their group’s conclusions with the class. | Analyzing and understanding the social and political consequences of military rule. |
| Step 5: Note-taking | 5 mins | Guided note-taking | Guides pupils to write down the definition of a military coup, the names of at least three military leaders who came to power through coups, and one positive and one negative effect of military rule discussed. | Pupils write down the key information in their notebooks. | Reinforcing learning through written documentation of key concepts. |
| Step 6: Evaluation | 3 mins | Oral Questioning, Review | Asks oral questions to check comprehension, such as: “What is a military coup?”, “Name two military leaders who came to power via a coup.”, “What was one reason given for military takeovers?”, and “What is one way democracy is different from military rule?”. | Pupils respond to the questions, demonstrating their understanding of the lesson’s content. | Checking for understanding and retention of the lesson’s key concepts. |
| Step 7: Conclusion | 2 mins | Summary, Recap | Recaps the main points of the lesson, reiterating the significance of democratic processes and the potential drawbacks of military interventions. Emphasizes that in a democracy, leaders are chosen by the people. | Pupils listen to the summary and may ask any final questions. They reflect on the importance of democracy. | Reinforcing the main learning points and promoting an appreciation for democratic governance. |
Lesson Keywords (Key terms used in the lesson)
- Military Coup – A sudden, illegal seizure of government power by the armed forces.
- Head of State – The public persona who officially represents a national state.
- Democracy – A system of government by the whole population or all the eligible members of a state, typically through elected representatives.
- Political Instability – A state of disorder due to conflict within a government or between groups vying for power.
- Transition to Democracy – The process of a country moving from an authoritarian or military regime to a democratic system of government.
Lesson Evaluation
To evaluate the learning, the teacher asks pupils to:
- What is a military coup?
- Name two military leaders who came to power through a coup.
- Why did military leaders often claim they needed to take over the government?
- Mention one negative effect of military rule on Nigeria.
- How was democracy eventually restored in Nigeria after periods of military rule?
Assignment/Homework
Research one of the military leaders discussed in class (excluding General Abdulsalami Abubakar) and write a short paragraph about when they came to power and one significant event that happened during their rule.
Differentiation
For slower learners:
- Provide simplified charts with fewer details.
- Offer one-on-one support during note-taking.
- Allow them to answer evaluation questions orally.
For advanced learners:
- Encourage them to research the international reactions to one of the military coups.
- Ask them to write a short essay comparing and contrasting military rule with democratic governance.
For visual/auditory/kinesthetic learners:
- Visual: Use more pictures and timelines.
- Auditory: Play short relevant audio clips or have class discussions.
- Kinesthetic: Have pupils create a physical timeline on the floor or act out a simplified scenario of a coup (focusing on the concept, not violence).
Note for Teachers
This lesson aims to provide pupils with a foundational understanding of how military leaders came to power in Nigeria and the broader implications of military rule. Encourage respectful discussion and emphasize the importance of democratic values. Be sensitive to the complex nature of this historical period. Happy teaching!