The third stage in the evolution of history teaching in Nigeria was the time when indigenous writers of history appeared on the scene. This was around the 19th century. Those indigenous writers wrote about the laws, customs, proverbs and history of specific places in Africa such as West African history and so on.
Prominent among these writers were Otunba Payne and Samuel Johnson. They were motivated to document history to preserve the culture of the people for posterity and to prevent it from going into extinction. In addition to this, they could have been motivated probably because they wanted to react against the assertion that Africans had no history before the coming of the Europeans.
The decisions of the indigenous writers to focus on writing about Africans meant that these writers were out to debunk the assumptions that since there were no written records in Africa, which was translated by Europeans to mean that Africa had no history.
In this regard, whatever the laudable motivation that spurred these indigenous pioneers to write history books where their contributions were even ignored in some secondary schools for failing to recognize indigenous books, yet history appeared in their curriculum. The fourth stage of history teaching began with the Government intervention in educational matters.
This was at the later part of the 19th century. The teaching of history was ushered in as a result of the introduction of some Educational Ordinances or Codes. The Ordinances were issued between the later part of the 19th century and the early part of the 20th century.
The enactment was for Government to direct all educational policies and to supervise all educational institutions by inspection or other means. One of the first things observed in the ordinance was the layout of the levels of education as primary, secondary and teacher training.
The second was the schedules under which specific subjects in the curriculum were listed. For example, the schedule for secondary school contains the following statement: The subjects of instruction should include English, Mathematics, Practical Mathematics, History, Geography, Religious Knowledge, Hygiene and for girls, domestic science; so also in the higher classes, are the second language, elementary science or commercial subjects.
The subjects were to be taken in preparation for Cambridge Examinations, the forerunner of the West African School Certificate Examination. Though secondary schools were few in number at that time, the subjects on the curricula reflected the type of staff available and the type of training that could be provided. Consequently, subjects like history which appeared on the syllabus were taught based on the fact that teachers were available.
The subject was taught without any specific aims and methods recommended for teaching. The content of history and objectives which history teaching were meant to fulfill were left to syllabus makers to determine. Instead, the type of history that teachers were made to teach included the General Knowledge of English History and Egba History. Though the content of history at that time consisted of both foreign and local history, but more emphasis was placed on foreign history.
Question asked by the history teachers — Do African schools really need to have history books written especially for them? Somervell reacted to this question and advised that charity should begin at home and that African history should be taught in African schools. It is necessary to state categorically that the full implications of teaching and learning of history in schools have not been in the secondary school curriculum for a long time.
The content has evolved gradually into what it is today, having in it the relevance of learning indigenous history. The last stage in the evolution of history teaching began in the sixties when history of West Africa was included in the School Leaving Certificate Examination syllabus. The inclusion of history in the examination syllabus demands a thorough knowledge of the aims, content and techniques to be adopted to achieve effective teaching and learning.
In view of the above history teaching and learning in Nigeria witnessed different epochs in scope, nature and characteristics. With the historical account of how history teaching in Nigeria came to where it is today, it is strongly believed that history will again take its rightful place of relevance and recognition; so long the teachers and other educational stakeholders can be proactive about its development.
Here, it is imperative that a number of concepts be looked into — these include: history, education, history of education and the teacher to provide for an unambiguous explanation on the topic. Historiography Historiography is writing about rather than of history. Historiography is a meta- level analysis of descriptions of the past. The analysis usually focuses on the narrative, interpretations, worldview, use of evidence, or method of presentation of other historians.
For instance, when you study 'historiography' you do not study the events of the past directly, but the changing interpretations of those events in the works of individual historians. Historiographies according to The New World Encyclopedia can be described as falling into one of three categories below: 1.
This view is usually associated with religious convictions. This approach tends to regard history from a purely secular perspective as inadequate, since historians who fail to recognize the reality of divine intervention cannot render a true account of history. The Teacher The teacher is a person whose profession is teaching, especially but not limited to a school. On the other hand, Penguin English Dictionary defines teacher as a person who instructs another in a subject, skill, among others.
Similarly, Encarta Dictionary takes the teacher as somebody who teaches, especially as a profession. On the other hand, the teacher is considered as anything that teaches an occurrence, idea, or an act from which something may be learned e.
Why Teach History? History is indispensable to human existence and societal sustainability. Now that examination syllabuses have either been changed or are in the course of change, they take more account of the need to help those who study them. A further consideration of why we teach any subject in school attracts a simple answer- Not simply because we want children to learn facts, but because we want them to think and understand.
As an analogy, Sir Winston Churchill; as a young man was reported to have said that bullets are no use unless you have a gun, and facts are no use unless you know how to use them Ward, When it is asked, for which purpose is history? Ikime prefers the response credited to J. The historian or the history expert or teacher himself is challenged in his ability as a professional to be able to make a difference.
Roles of the Teacher The roles which teachers play in education are all encompassing. They may be administrative, social, school-community roles, instructional or academic roles and so on. Of importance to this paper is the instructional or academic role of teacher. In a broader perspective, Hoyle looks at teacher in the classroom as having two basic sets of roles to fulfill, one set corresponds with the major functions of instruction, socialization, and evaluation.
The second set is concerned with motivating pupils, maintaining control, and generally creating an environment for learning. More importantly, Brown that a teacher must seek a judicious combination of enthusiasm and fair-mindedness. The above highlights do not sum up all the roles expected of a teacher, but gives just as few of the roles of a teacher. And, for the goals of teacher education to be possibly and practically realizable, there is the need for the knowledge of history of education.
The Relevance History promotes the understanding of our heritage by exploring the society; that is, what the society is, how it grows, the way it works and what it has achieved. History also helps to know what the societies had been like in the past as well as how their evolution could give us the clue to the factors that operate in them, the currents and forces that move them, the motives and conflicts, both general and personal that shape events.
Nevertheless, the significance of history of education in teacher preparation is such that anyone who will teach others, as a teacher must have been equipped with the knowledge, skills and understanding of what to teach, especially as it concerns history and education to forestall or prevent occurrence or reoccurrence of nagging educational problems.
In this regard, Ward posits that a bad teacher of history can waste time by teaching his class lists of names and dates without helping them students to understand. Similarly, underscoring the relevance of History and History of Education; Kosemani noted that history helps to promote understanding through the acquisition of relevant information.
Adequate understanding promotes education. The study of the past would help modern educators or teachers to become more aware of the implications of the various issues involved in education ii. It will increase the ability of educators to influence educational policies under which they are operating, for which their knowledge of the past they can now offer alternative for actions.
Only by studying the history of other civilizations can we become aware that the principles upon which our own is founded are peculiar and unique iv. The knowledge of the past brings us acquaintance with the thoughts of men who differ from ourselves not being uncivilized or less civilized, but in being differently civilized, we are thus made conscious that civilization is relative to societal values.
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