DEPARTMENT OF HISTORY AND DIPLOMATIC STUDIES

B.A. Ed. History and Diplomatic Studies

Overview

The course focuses on a range of human experiences: how people have lived in the past,
how they live and co-exist in the present, and the links between the two. An examination
of a variety of original sources: newspapers, letters and diaries, literature, government
records, images, films, oral interviews, field notes, and archival materials; processes of
collecting, interpreting, and communicating information and the provision of a broad
perspective on the contemporary world and the events that shape it. The course entails a
discovery of why and how our world emerged. It allows the student to investigate local,
regional, and global issues and question some of the myths, preconceptions, and
prejudices surrounding the subject.

Philosophy

History and Diplomatic Studies as an academic discipline in Nigerian Universities is

designed to serve as a guide, collective memory, and conscience of Nigerian, African,
and other global societies. It focuses on developing the capacity of students to seek and
identify diverse societal and institutional memories in the political, social, cultural,
economic, religious, diplomatic, inter-group histories, and how they have forged and
shaped aspects of present conditions and realities. The programme trains students to
become aware of the different historical methodologies and builds their ability to
reconstruct historical events by utilizing evidence-based source materials that they read
and analyse.

Objectives

The objectives of the History programme are to:

1. educate students on historical movements of national and global significance to
promote world peace;
2. make students comprehend the historical forces and developments that have
shaped and are still shaping the lives of the peoples of Nigeria, Africa, and the
world;
3. advocate for the crucial role of historical thinking in public life, and;
4. provide students with advantages usually associated with historical training
critical and analytical faculty and balanced judgment needed mainly in
administrative and managerial responsibilities.

Unique Features of the programme

1. The revised history curriculum has incorporated script writing and digital history
workshops to deepen the knowledge and capacity of students to create digital
content using their knowledge of history.
2. It has also adopted a course on learning from the past which is a form of applied
history that focuses on critical thinking and decision making.

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Employability Skills

Based on the type of training received, a graduate of the programme would possess the
following employability skills:
Communication and Collaboration; Analysis/Solution Mindset; Numeracy and Digital
Fluency; Resilience and Adaptability; Entrepreneurial Mindset; Social/Diversity
Awareness and self-awareness and Empathy. With these, they can find employment in a
plethora of sectors and industries; such as Education (primary, secondary, and tertiary
levels), general consulting services, heritage studies, events and programme
management (anniversary services), consultants to movie and documentary producers,
security services, DNA Services, and publishing and editing.

21st Century Skills

The 21st Century skills emphasized include:

1. development of intellectual self-confidence that propels the ability to work
beyond subject matter expertise, to be nimble and imaginative in projects and plans
2. communication skills in a variety of media and to a variety of audiences
3. quantitative literacy to understand and communicate information presented in
quantitative form, i.e., understanding that numbers tell a story the same way words,
images, and artefacts do
4. digital literacy that enables students to work with digital tools and platforms
5. collaborative skills especially with people who might not share a similar
worldview

Admission and Graduation Requirements

Admissions Requirements
The admission requirements for the four-year degree programme in History are Five (5)
Senior Secondary Certificate (SSC) (or equivalent) credit passes obtained at not more
than two sittings. The five credits must include English Language,
History/Government/Civic Education and any other.

Direct Entry
For Direct Entry students, Five SSC (or its equivalent) credit passes; with any of the
following:
A. two of which must be in Advanced Level, or NCE obtained with Merit level pass,
B. Ordinary National Diploma / Higher National Diploma with Upper Credit in Mass
Communication, Journalism, Public Administration, Public Relations, Business
Studies, and Business Administration.
C. Diploma in Tourism (Upper Credit),
D. University Diploma with Upper Credit in Mass Communication.

Graduation Requirements

A candidate must register, take, and pass a minimum of 137 credit units courses made up of
core, compulsory, and elective courses to graduate with a B.A. Ed. Hons Degree. Direct
Entry students must satisfactorily complete 110 credit units’ courses. In addition, candidates
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must pass 12 units of special electives. The determination of the class of degree shall be
based on the Cumulative Grade Point Average (CGPA) earned at the end of the programme.
The CGPA shall be used in the determination of the class of degree.

Course Structure
100 Level First Semester
Course Course Title Units Status LH PH
Code
GST 111 Communication in English I 2 C 15 45
EDU Introduction to the Teaching Profession 2 C 30 -
101
HIS 101 Introduction to History 3 C 45 -
HIS 103 History of Human Evolution 2 C 30 -
HIS 105 Major World Civilizations 2 C 30 -
AFUED HIS 107 Introduction to Diplomatic Studies 2 C 45 -
AFUED HIS 109 Culture History of Africa up to 1500 AD 2 C 30 -
AFUED FRN 001 Audio and Oral Skills in French 2 C 15 45
Total 17

100 Level Second Semester

Course Course Title Units Statu L P
Code s H H
GST 112 Nigerian People and Culture 2 C 30 -
HIS 102 History of West Africa from 1000-1500 AD 3 C 45 -
HIS 104 Introduction to Economic History 2 C 30 -
HIS 106 Archaeology of Nigeria 2 C 30 -
HIS 108 Africans in the Diaspora from Antiquity 2 C 30 -
AFUED HIS 110 History of Africa: 1500-1800 2 C 30 -
AFUED HIS 112 Themes in North African History 2 C 30 -
AFUED FRN 002 Introduction to French Composition 2 C 15 45
Total 17

3
200 Level First Semester
Course Course Title Unit Statu L P
Code s s H H
ENT 211 Entrepreneurship and Innovation 2 C 15 45
FAC201 Digital Humanities: Application of Computer 2 C 30
to the Arts
EDU 201 Curriculum, Curriculum Delivery, and 2 C 30 -
General Teaching Methods
AFUED EDF 201 Historical and Philosophical Foundations 2 C 30 -
of Education
HIS 201 Nigeria from 1000-1900 3 C 45 -
HIS 203 Global History of Slavery and the Slave Trade 3 C 45 -
AFUED HIS 205 Nigerian Foreign Policy since 1960 2 E 30 -
AFUED HIS 207 European History:1300-1789 2 E 30 -
AFUED FRN 003 Laboratory Work 2 C 15 45
Total 18

200 Level Second Semester

Course Course Title Units Statu LH PH
Code s
GST 212 Philosophy, Logic, and Human Existence 2 C 30 -
FAC 202 The Arts and Other Disciplines 2 C 30
AFUE EDT 202 Introduction to Educational Technology in 2 C 30 -
D school and workplace
AFUE GCE 206 Psychological Foundations of Education 2 C 30 -
D
HIS 202 Economic History of Nigeria in the 19th Century 3 C 45 -
HIS 204 History of West Africa from 1500-1900 3 C 45 -
AFUED HIS 206 International Organizations 2 E 30 -
AFUED HIS 208 European System of International 2 E 30 -
Relations:1789-1945
AFUED FRN 004 French Conversation 2 C 15 45
Total 18

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300 Level First Semester
Course Course Title Units Status L P
Code H H
EDU 301 Teaching Practice I 3 C - 135
FAC 301 Research Methodology in the Arts 2 C 30
AFUE GCE 315 Introduction to School Guidance and 2 C 30 -
D Counselling
AFUE CAI 301 Curriculum Development 2 C 30 -
D
HIS 301 Nigeria from 1900-1970 3 C 45 -
HIS 303 The Practice of History/Internship 3 C 45 -
AFUED HIS 305 International Economic Relations 2 C 45 -
Restricted Electives (Any of the following)
AFUED HIS 309 Southern Africa: 1800 to the Present 2 E 30 -
AFUED HIS 311 United States of America: 1600 to the Present 2 E 30 -
Total 19

300 Level Second Semester

Course Code Course Title Units Status LH PH
ENT 312 Venture Creation 2 C 15 45
GST 312 Peace and Conflict Resolution 2 C 30 -
EDU302 Test and Measurement 2 C 30 -
FAC 302 Theories in the Arts 2 C 30
AFUED GCE 310 Developmental Psychology 2 C 30 -
AFUED CAI 300-332 Special Teaching Methods 2 C 30 -
HIS 302 History Research Methods, Script Writing, 4 C 60 -
and Digital History Workshop
(Entrepreneurship Specific Course)
HIS 304 Women in History up to the 21st Century 2 C 30 -
HIS 306 History of the Industrial Revolutions from 2 C 30 -
1750-2010
Total 20

5
 400 Level First Semester
Course Course Title Units Status LH PH
Code
EDU 400 Project 3 C 45 -
HIS 401 Nigeria from 1970 to the present 3 C 45 -
HIS 403 Learning from the past: Applied History, 3 C 45 -
Critical Thinking and Decision Making
HIS 405 Special Paper (Local History) 3 C 45 -
HIS 407 Long Essay 3 C 90 -
EDU 401 Teaching Practice II 3 C - 135
AFUED EDF 413 Sociology of Education 2 C 30 -
Total 20

400 Level Second Semester

Course Course Title Units Status LH PH

Code
AFUED EDM School Management 2 C 30 -
420
HIS 402 Economic History of Nigeria in the 20th 2 C 45 -
Century
HIS 404 Philosophy of History II 2 C 30 -
HIS 406 Nation Building in Nigeria since 1945 2 C 30 -
AFUED HIS 408 Third World in International Relations 2 C 30 -
AFUED HIS 416 History of International Relations since 1945 2 C 30 -
AFUED HIS 412 Politics of Decolonization in Africa in the 20th 2 E 30 -
Century
AFUED HIS 414 History and Diplomatic Service 2 C 30 -
Total 16

Units
Level First Second Total
Semester semester
100 17 17 34
200 16 16 32
300 17 18 35
400 20 16 36
Total 73 68 137

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Course Contents and Learning Outcomes

GST 111: Communication in English I (2 Units C: LH 15; PH 45)

Learning Outcome
At the end of this course, students should be able to:
1. identify possible sound patterns in the English Language;
2. list notable Language skills;
3. classify word formation processes;
4. construct simple and fairly complex sentences in English;
5. apply logical and critical reasoning skills for meaningful presentations;
6. demonstrate an appreciable level of the art of public speaking and
listening; and
7. write simple and technical reports.

Course Contents
Sound patterns in English Language (vowels and consonants, phonetics, and phonology).
English word classes (lexical and grammatical words, definitions, forms, functions, usages,
collocations). Sentence in English (types: structural and functional, simple, and complex).
Grammar and Usage (tense, mood, modality and concord, aspects of language use in
everyday life). Logical and Critical Thinking and Reasoning Methods (Logic and Syllogism,
Inductive and Deductive Argument and Reasoning Methods, Analogy, Generalization and
Explanations). Ethical Considerations, Copyright Rules, and Infringements. Writing
Activities: (Pre-writing, Writing, Post Writing, Editing, and Proofreading; Brainstorming,
outlining, Paragraphing, Types of writing, Summary, Essays, Letter, Curriculum Vitae,
Report writing and note making. Mechanics of writing). Comprehension Strategies: (Reading
and types of Reading, Comprehension Skills, 3RsQ). Information and Communication
Technology in Modern Language Learning. Language skills for effective communication.
Major word formation processes. Writing and reading comprehension strategies. Logical and
critical reasoning for meaningful presentations. Art of public speaking and listening. Report
writing.

GST 112: Nigerian People and Culture (2 Units C: LH 30)

Learning Outcomes
At the end of the course, students should be able to:
1. analyze the historical foundation of the Nigerian culture and arts in pre-colonial times;
2. list and identify the major linguistic groups in Nigeria;
3. explain the gradual evolution of Nigeria as a political unit;
4. analyze the concepts of Trade, Economic, and Self-reliance status of the Nigerian
peoples towards national development;
5. enumerate the challenges of the Nigerian State towards Nation building;
6. analyze the role of the Judiciary in upholding people’s fundamental rights;
7. identify acceptable norms and values of the major ethnic groups in Nigeria; and,

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 list and suggest possible solutions to identifiable Nigerian environmental, moral, and
value problems.

Course Contents
Nigerian history, culture, and art up to 1800 (Yoruba, Hausa, and Igbo peoples and culture;
peoples and culture of the ethnic minority groups).Nigeria under colonial rule (advent of
colonial rule in Nigeria; Colonial administration of Nigeria).Evolution of Nigeria as a
political unit (an amalgamation of Nigeria in 1914; formation of political parties in Nigeria;
Nationalist movement and struggle for independence).Nigeria and challenges of nation
building (military intervention in Nigerian politics; Nigerian Civil War).Concept of trade and
economics of self-reliance (indigenous trade and market system; indigenous apprenticeship
system among Nigerian people; trade, skill acquisition and self-reliance). Social justice and
national development (law definition and classification. Judiciary and fundamental rights.
Individual, norms, and values (basic Nigeria norms and values, patterns of citizenship
acquisition; citizenship and civic responsibilities; indigenous languages, usage and
development; negative attitudes and conducts. Cultism, kidnapping, and other related social
vices). Re-orientation, moral and national values (The 3R’s – Reconstruction, Rehabilitation
and Re-orientation; Reorientation Strategies: Operation Feed the Nation (OFN), Green
Revolution, Austerity Measures, War Against Indiscipline (WAI), War Against Indiscipline
and Corruption (WAIC), Mass Mobilization for Self-Reliance, Social Justice and Economic
Recovery (MAMSER), National Orientation Agency (NOA). Current socio-political and
cultural developments in Nigeria.

EDU 101: Introduction to Teaching Profession (2 Units C: LH 30)

Lesson Outcomes
At the end of the course, the students should be able to:
1. state the important roles of teaching as a profession;
2. raise and judge some ethical issues in education;
3. list the intellectual and practical competencies required by the teacher;
4. justify the need for education in the development of a nation;
5. give an account of the history of education from ancient times to the
present-day modern education in Nigeria;
6. present an overview of the National Policy on Education;
7. identify the stages of child and adolescent development;
8. state the behaviourist, cognitive, and socio-cultural perspectives of learning;
9. enumerate historical and current developments in the sociology of education; and
10. highlight the historical and current developments in the philosophy of education.

Course Contents
Teaching as a profession. Ethics of the teaching profession. Intellectual and practical
competencies required by the teacher. The link between education and development.
Educational development from ancient times to the present with particular reference to the
evolution of modern education in Nigeria. The National Policy on Education. A brief
treatment of learning theories from the behaviourist, cognitive, and sociocultural
perspectives. Child and adolescent development. Historical and current developments in
philosophy of education. Historical and current developments in the sociology of education.

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HIS 101: Introduction to History (3 Units C: LH 30)

Learning Outcomes
At the end of this course, students should be able to:
1. relate history as a scholarly discipline or profession and its open-
ended process of interpretation;
2. identify the different past sources (primary, secondary, literature,
visual media, etc.); and,
3. explain basic communication skills in the discipline, including
proper citations and academic code of conduct.

Course Contents
An examination of History as a discipline; context and purposes of historical events; various
methodological and theoretical approaches to underpinning historical writing and study;
identification and evaluation of primary and secondary sources; the importance of history in
various societies around the world; building the students' understanding of academic integrity
and academic referencing; development of research skills and ethical behaviour.

HIS 102: History of West Africa from 1000-1500 AD (3 Units C: LH 45)

Learning Outcomes
At the end of this course, students should be able to:
1. articulate the major historical developments that occasioned the empires of Ghana, Mali,
Songhai and Kanem Bornu;
2. discuss the evolution of the forest kingdoms of the Akan, Aja, Yoruba and Benin;
3. explain the role of trade in the development of the major kingdoms; and,
4. interpret the role of Arabs and Europeans in the historical development of some West
African States.

Course Contents
The course examines some of the internal and external factors of change and reactions to
such changes in West Africa. It discusses factors of change such as politics, agriculture,
industry, trade, and inter-group relations, as well as external factors of the Arabs and the
Europeans, including the role and impact of Islam, Christianity, and trade.

HIS 103: Introduction to Human Evolution (2 Units C: LH 30)

Learning Outcomes
At the end of this course, students should be able to:
1. comprehend the evolution of the human species and the process of
their spread across the globe;
2. identify how archaeology, anthropology, and genetics are used
to reconstruct human evolutions; and,
3. explain the dynamics of various racial types.

Course Contents
The course defines evolution and explains its importance to human existence and history. It
describes the process of evolution of the human species and its global dispersal. It also
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discusses some of the big questions that evolutionary biologists are trying to answer like the
creation-evolution theory, the formation of racial types, genetic drift, etc.

HIS 104: Introduction to Economic History (2 Units C: LH 30)

Learning Outcomes
At the end of this course, students should be able to:
1. interpret the role of economic factors in human history;
2. analyze various economic concepts that shape the discourse on
economic determinism; and,
3. explain how various historical epochs are defined by economic
activity.

Course Contents
Introduction of concepts and major current in economic history-growth; developments,
national income, feudalism, mercantilism industrial revolution, capitalism, socialism, and
communism. The course also examines the general relevance of economic explanation to
historical scholarship. It introduces the various tools and methods of economic analysis and
defines such concepts as production, distribution, trade, and markets (pre-Industrial, pre-
colonial, and post-colonial) land and labour matters. Themes such as the relevance of
economic explanation to historical scholarship; the primacy of material conditions or
materialist determinism; basic concepts for the study of the economic and socio-economic
formations; the productive forces, social relations of production, distribution, and exchange.

HIS 105: Major World Civilizations (2 Units C: LH 30)

Learning Outcomes
At the end of this course, students should be able to:
1. explain the concept of civilization and imbibe a cyclical view
of it;
2. analyse the importance of civilizations in human history;
3. discuss the major global civilizations and state the
contributions to human development.

Course Contents
A general survey of some of the major world civilizations and some of their major
contributions to historical developments e.g. the Egyptians, the Arabs, the Greeks, the
Romans, Indians, the Chinese, and the Europeans.

HIS 106: Archaeology of Nigeria: (2 Units C: LH 30)

Learning Outcomes
At the end of this course, students should be able to:
1. explain the craft of the archaeologist;
2. analyse the importance of archaeology in reconstructing
history; and,
3. discuss the major archaeological sites in Nigeria and state the
importance in the study of early Nigerian history.
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Course Contents
Defines Archaeology, its meaning, techniques, and methods. An exploration of the general
principles and techniques of the discipline, the relevance of inter-disciplinary approaches to
the study of history, reconnaissance, excavation, artefact study, and museums. Major
archaeological sites such as Nok, Iwo-Eleru, Ife, Daima, Igbo-Ukwu, and Dala will be
surveyed. Students should embark on a field trip to some archaeological sites.

AFUED /HIS 107: Introduction to Diplomatic Studies (2 Units C: LH 30)

Learning Outcomes
At the end of this course, students should be able to:
1. define the concept and discuss the evolution of diplomatic practice;
2. describe diplomatic protocols and methods;
3. discuss diplomatic missions, types and functions of embassies, diplomatic
envoys and attachés;
4. explain course also introduces students to the principles of international law.

Course Contents
This course is designed to introduce students to the art and science of diplomacy and its
development until the era of modern diplomacy expressed in multilateral institutions like the
United Nations and Shuttle missions abroad. Emphasis is placed on the concept of
diplomacy, the art and machines of diplomacy, instruments, and apparati of diplomacy, the
evolution of diplomatic methods, diplomatic protocols, principles of international law,
diplomacy in antiquity, diplomacy in the middle-ages, contemporary diplomacy, the duties of
envoys, types of envoys and the types and functions of embassies and diplomatic missions.

HIS 108: Africans in the Diaspora since Antiquity (2 Units C: LH 30)

Learning Outcomes
At the end of this course, students should be able to:
1. articulate the concept of the “out of African movement”;
2. demonstrate the connections between the pre-historic population
movement of peoples of African origin and their contemporary locations;
3. discuss the various myths, misconceptions, and outright falsehoods
regarding the people of parts of the world by Africans.

Course Contents
This is a study of the Negroid communities found outside Africa. The various theories and
factors of their dispersal and their role in contemporary world affairs will be dimensioned.
The course will also examine the contributions of Africans in the diaspora to the geographic
regions where they found themselves.

AFUED/HIS 109: Culture History of Africa to 1500 A.D. (2 Units C: LH 30)

Learning Outcomes
At the end of this course, students should be able to:
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1. explain the major landmarks in the development of Africa up to 1500;
2. analyse the significance of the major landmarks and developments;
3. discuss the effects of these landmarks on human developments.

Course Contents
This survey course introduces students to the major landmarks in the development of Africa
from the dawn of history to about 1500 A.D. Areas of emphasis include the Stone Age and
Iron Age developments; ancient civilizations of Egypt, Meroe, Axum, and Zimbabwe;
Carthage and Roman Africa; the Western Sudanese States and civilizations; the trans-
Saharan trade; states of the Guinea and Equatorial Forests; early developments in East Africa
and the emergence of Swahili culture; migrations and cultural developments in Central and
Southern Africa.

AFUED/HIS 110: History of Africa: 1500-1800 (3 Units C: LH 45)

Learning Outcomes
At the end of this course, students should be able to:
1. explain the internal and external factors of change in African development up to the end
of the slave trade;
2. analyze the importance of these changes;
3. discuss the reactions of Africans to the political, economic, and social effects of these
changes.

Course Contents
The course examines the internal and external factors of change in the development of Africa
from the advent of Europeans to the abolition of the slave trade. It also includes the
examination of the reactions of Africans to the political, economic, and social effects of these
changes.

AFUED/HIS 112: Themes in North African History (2 Units C: LH 30)

Learning Outcomes
At the end of this course, students should be able to:
1. explain the socio-political developments of North Africa;
2. discuss the major themes in North African History;
3. examine the developments in North African International Relations.

Course Contents
This course is a survey of the general History of North Africa. It examines the socio-political
developments in the Region and highlights its growing significance in International Relations
particularly the politics of the Mediterranean, the Middle East, and West Africa.

AFUED/FRN 001: Audio and Oral Skill in French (2 Units C: LH 15 PH45)

Learning Outcomes
At the end of the course, students should be able to:
1. develop the skill to read and understand simple passages in French;
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2. acquire simple vocabulary in French.

Course Contents
This course is designed to develop the oral competence of students through various exercises
such as oral comprehension, dialogue, and dictation. The course emphasizes students’ ability
to comprehend simple and short passages and also to answer simple questions on them.
Efforts should also be made to treat ‘Actes de Paroles’ like ‘Comment se presenter/presenter
quelqu’un, dire son decriresoi-meme, etc.

AFUED/FRN 002: Introduction to French Composition (2 Units C: LH 15; PH 45)

Learning Outcomes
At the end of the course, students should be able to:
1. develop the skill of writing short simple compositions in French;
2. apply the rudiments of good writing e.g. punctuation etc.

Course Contents
This course complements the course in oral expression. It aims at initiating students into
writing simple French with emphasis on correct French Orthography, and composition
writing on narrative and descriptive forms. It also aims at developing students, writing skills
in short stories on a variety of topics. In addition, it introduces students to different forms of
letter writing both formal and informal.

ENT 211: Entrepreneurship and Innovation (2 Units C: LH 15; PH 45)

Learning Outcomes
At the end of this course, students should be able to:
1. explain the concepts and theories of entrepreneurship, intrapreneurship, opportunity
seeking, new value creation, and risk-taking;
2. state the characteristics of an entrepreneur;
3. analyze the importance of micro and small businesses in wealth creation, employment,
and financial independence;
4. engage in entrepreneurial thinking;
5. identify key elements in innovation;
6. describe stages in enterprise formation, partnership, and networking including business
planning;
7. describe contemporary entrepreneurial issues in Nigeria, Africa, and the rest of the
world; and
8. state the basic principles of e-commerce.

Course Contents
Concept of Entrepreneurship (Entrepreneurship, Entrepreneurship/Corporate
Entrepreneurship,). Theories, Rationale, and Relevance of Entrepreneurship (Schumpeterian
and other perspectives, Risk-Taking, Necessity and Opportunity-based Entrepreneurship and
Creative Destruction). Characteristics of Entrepreneurs (Opportunity seeker, Risk-taker,
Natural and Nurtured, Problem solver and change agent, Innovator, and creative thinker).
Entrepreneurial thinking (Critical thinking, Reflective thinking, and Creative thinking).
Innovation (Concept of innovation, Dimensions of innovation, Change and innovation,
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Knowledge, and innovation). Enterprise formation, partnership, and networking (Basics of
Business Plan, Forms of business ownership, Business registration, and Forming alliances
and joint ventures). Contemporary Entrepreneurship Issues (Knowledge, Skills and
Technology, Intellectual property, Virtual office, Networking). Entrepreneurship in Nigeria
(Biography of Inspirational Entrepreneurs, Youth and Women Entrepreneurship,
Entrepreneurship Support Institutions, Youth Enterprise Networks, and Environmental and
Cultural Barriers to Entrepreneurship), Basic Principles of e-commerce.

FAC 201: Digital Humanities: Application of Computer to the Arts

(2 UNITS C: LH 30)
Learning Outcomes
At the end of the course, the students should be able to:
1 explain what Digital Humanities entails;
2. appraise what DH techniques tools for data analysis;
3 appreciate the importance of computers in the Humanities;
4 apply DH to interdisciplinary research;
5. appreciate the adoption of DH tools for entrepreneurship; and
6. apply DH to new research, publishing, media, networking.

Course Contents
Meaning of Digital Humanities; Interface between computing and the disciplines in the Arts;
methodological and interdisciplinary scope of DH; Techniques of Data Analysis; application
of computer in the Arts; Entrepreneurial, Research, publishing, networking and application of
various digital tools; and the New Media.

EDU 201: Curriculum, Curriculum Delivery and General Teaching Methods

(2 UNITS C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1. explain at an appropriate level of confidence the meaning and types of curricula;
2. describe the process of curriculum development; analyse and critique the Nigerian
curricula as a guide to curricula delivery;
3. use different methods in the delivery of curriculum content to justify the need for
education in the development of a nation;
4. identify local epistemologies and context and the use of CTCA in the Nigerian
context;
5. plan and schedule lessons as well as monitor and evaluate the outcome of each lesson;
6. identify and use learning resources and media and improvise, whenever necessary;
7. manage classrooms under different conditions and address the needs of individual
students especially, those with special needs including the gifted; and
8. demonstrate skills in ICT. Set up and manage online classes.

Course Contents

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Definition and types of curricula. The curriculum development process. Curriculum delivery
includes general teaching methods and strategies: lecture, class discussion, demonstration,
problem-solving, cooperative learning and guided discovery, concept mapping,
metacognition, argumentation, project-based learning, competency-based learning, and
culture-techno-contextual approach (CTCA). Development of lesson plan/note. Assessment
of learning. Resources for teaching, and improvisation. General classroom management.
Teaching in a 21st-century classroom. Setting up and managing online classes and attending
to students with special needs.
EDF 201: Historical and Philosophical Foundations of Education (2 Units C: LH 30)

Learning Outcomes
At the end of the lectures, students should be able to:
1. explain the concept of the History of Education and give reasons why the History of
Education is being studied;
2. explain various forms of education;
3. explain the contributions of Ancient Greek and Roman Education to the development
of education in Nigeria;
4. explain and discuss the various stages of educational development in Nigeria, both
before and after independence;
5. list and explain some contemporary issues in Education in Nigeria;
6. discuss and explain philosophy and the philosophy of education
7. explain and mention the tools of philosophy and practical mission of philosophy and
the philosophy of education;
8. list and explain the branches or components of the philosophy of education;
9. mention the various sources and criteria of knowledge;
10. state the meaning of a school of philosophical thought;
11. comment on the relevance of educational ideas of the various schools of thought and
ideas of some African thinkers, leaders, and educational thinkers;
12. critically analyse some educational concepts.

Course Contents
Definition and types of curricula. This is an introduction to the historical factors, which have
shaped and influenced the development of modern education. In other words, the course is
intended to consider the contribution of the Greco-Roman world, the Middle and Modern
Ages to the growth of education. It also discussed the educational opinions and practices in
the world in general and in Nigeria in particular. The course will also focus on the
philosophical principle underlying the foundations of educations of education and their
applications. In this regard, such philosophical themes as metaphysics, epistemology, logic,
and axiology will be central to the teaching of the course. In addition, such philosophies as
idealism, realism, pragmatism, and others will be discussed.

GST 212: Philosophy, Logic, and Human Existence (2 Units C: LH 30)

Learning Outcomes
A student who has successfully gone through this course should be able to:
1. relate the basic features of philosophy as an academic discipline;
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2. identify the main branches of philosophy & the centrality of logic in philosophical
discourse;
3. explain the elementary rules of reasoning;
4. distinguish between valid and invalid arguments;
5. think critically and assess arguments in texts, conversations, and day-to-day discussions;
6. critically asses the rationality or otherwise of human conduct under different existential
conditions;
7. develop the capacity to extrapolate and deploy expertise in logic to other areas of
knowledge; and
8. guide his or her actions, using the knowledge and expertise acquired in philosophy and
logic.

Course Contents
Scope of philosophy; notions, meanings, branches, and problems of philosophy. Logic as an
indispensable tool of philosophy. Elements of syllogism, symbolic logic— the first nine rules
of inference. Informal fallacies, laws of thought, nature of arguments. Valid and invalid
arguments, logic of form, and logic of content — deduction, induction, and inferences.
Creative and critical thinking. Impact of philosophy on human existence. Philosophy and
politics, philosophy and human conduct, philosophy and religion, philosophy and human
values, philosophy, and character molding.

FAC 202: The Arts and Other Disciplines (2 Units C: LH 30)

Learning Outcomes
At the end of this course, students should be able to:
1. appreciate the relationship between the Arts and other disciplines;
2. distinguish between interdisciplinary, multidisciplinary and trans-disciplinary
research;
3. assess the interconnectivity between disciplines; and
4. engage in interdisciplinary, multidisciplinary and trans-disciplinary research.

Course Contents
Relationship between the Arts and other disciplines, e.g. Social Sciences, Science,
Technology, engineering, Mathematics, Medicine, etc; an investigation of the connection
between the disciplines and the intellectual terrain; multidisciplinary, interdisciplinary trans-
disciplinary interface of the Arts with other disciplines; making connections across
disciplines and perspectives.

HIS 201: Nigeria from 1000 – 1900 (3 Units C: LH 45)

Learning Outcomes
At the end of this course, students should be able to:
1. articulate the various historical forces that shaped the emergence of mini and mega states
in Nigeria;
2. comprehend the external factors like trade and religion in the historical development of
mini and mega states;
3. identify various historical heroes that forged the bonds of unity in the
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 communities and across inter-group lines.

Course Contents
The course examines some major developments, including internal and external factors that
brought the Nigerian communities into a nation-state. The evolution of mega states like
Benin, and Oyo in the south, the Igala and Kwararafa Confederacy in the central, and the
Hausa State and Kanem Borno will be analyzed alongside mini and city-states in the Niger
Delta and Igboland. Factors of trade such as long-distance trade across the Sahara and
Atlantic Ocean, and regional trade between coastal peoples and the hinterland will also be
discussed.

HIS 202: Economic History of Nigeria in the 19th Century (3 Units C: LH 45)

Learning Outcomes
At the end of this course, students should be able to:
1. analyze the forces and factors of production, distribution, and
marketing of products in the various Nigerian communities in the period under
review;
2. discuss various forms of labour relations;
3. track and present perspectives on local trade, regional trade,
and long-distance trade and how this shaped the political life of communities; and,
4. identify various historical heroes that defined trade and politics
in their communities and across inter-group lines.

Course Contents
A survey of the major units and institutions of production and distribution and their impact.
The interaction and interconnection between economic activities and politics, inter-group
relations, specializations in production processes, and the role and impact of the Atlantic
slave trade in both slave trading and slave-holding societies will be studied.

GCE 206: Psychological Foundations of Education (2 Units C: LH 30)

Learning Outcomes
At the end of the lesson students should be able to:
1. become familiar with several prominent theories of human development, intelligence,
and learning and how each influences educational processes;
2. examine the influence of students characteristics on their learning and performance,
including cultural differences and student exceptionality;
3. analyse how to establish a learning community in which individual differences are
respected;
4. recognize the impact of a variety of instructional strategies on learning
outcomes;
5. identify the most effective ways to design instruction to meet students’ levels of
development and learning needs, and
6. explain basic assessment concepts for use in educational settings.

Course Contents

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This course will introduce the students to the concept of learning, and factors affecting
learning. It is also concerned with highlighting the various mental processes associated with
human learning. Special emphasis will be laid on higher intellective functioning processes
associated with cognition, perception, and recall. It will examine the role of reinforcement in
the process of learning and the application of same to the learning-teaching situations. This
course will also expose students to the nature and concept of modern psychology and
education with greater emphasis on educational psychology, developmental psychology,
human emotions, adolescence, creativity and innovative learning, motivation, virtues of
formal education, development of effective study habits, principles of remembering and
forgetting. The course will expose students to the general use of psychology in educational
enterprise.

EDT 202 Introduction to Educational Technology In School And Work Place

(2 Units C: LH 30: PH)
Learning Outcomes
Students should be able to:
1. identify various techniques, procedures and principles guiding the production of simple
instructional materials.
2. highlight the various instructional media that teachers can utilize in the classroom, to
bring about effective teaching and learning.
3. describe the models of classroom and work place communication.
4. discuss the guiding principles for selecting instructional media for teaching learning
process in the classroom and work place.
Course Contents
Overview of the development of educational communications and technology field. Practice
in the basic steps in production of inexpensive materials including mounting processes,
overhead transparencies, audio tape, slides filmstrips and the corresponding maintenance and
repair of equipment. Condition for the utilization and application of media and the
conservation of specific learning resources.

HIS 203: Global History of Slavery and the Slave Trade (3 Units C: LH 45)

Learning Outcomes
At the end of this course, students should be able to:
1. articulate the various concepts of slavery as a human institution;
2. discuss the origins, evolution, and spread of slavery in human
societies;
3. distinguish between slave-holding societies and slave-trading societies;
and
4. discuss the impact of slavery on human societies and the role it played
in the emergence of racism.

Course Contents
The course explores the institution of slavery from its earliest origins to modern times. It
examines the various types and forms of slavery and how the institution changed over time.
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The course also examines the major slave trading societies from the Vikings, Slavs, Romans,
Chinese, Arabs, Africans, and Europeans.

HIS 204: History of West Africa from 1500-1900 (3 Units C: LH 45)

Learning Outcomes
At the end of this course, students should be able to:
1. discuss the major milestones in the introduction and spread of Islam and Christianity in
West Africa;
2. analyze the origins, spread, and impact of the various Jihadic movements in West
Africa;
3. analyze the impact of European intrusion on West Africa and the growth of the
transatlantic slave trade, as well as the emergence of legitimate trade;
4. Discuss the developments of the Sudanese states.

Course Contents
The course analysis the political, economic, and social organizations and changes in West
African states up to the 20th century. It also deals with such topics as the role and impact of
Islam and the slave trade in the rise and fall of the states; the impacts of European intrusion
on West Africa; the growth of the Atlantic trade; the growth of Sudanese states – the
Bambara states, Borno, Hausa et al; the Jihad of Futa Toro and Futa Jallon; the Middle Belt
states – Mossi, Dagomba, Mamprussi, Borgu, Nupe, Jukun et al; the Guinea Forest states –
Asante, Oyo, Dahomey, Benin etc.

AFUED/HIS 205: Nigerian Foreign Policy since 1960 (2 Units C: LH 30)

Learning Outcomes
At the end of this course, students should be able to:
1. describe Nigeria’s basic foreign policy and the evolutions;
2. discuss the agents and determinants of Nigeria’s foreign policy;
3. highlight the roles of Nigeria on the global stage.

Course Contents
This course focuses on the basic principles underlying Nigerian foreign policy. It also
examines the evolution of Nigerian Foreign policy, agents of Nigeria's Foreign policy,
determinants of Nigerian foreign policy, and Nigeria’s role in Africa. Nigeria’s relations with
the great powers and her role in the United Nations and the Commonwealth will equally be
examined.

HIS 206: International Organizations (3 Units C: LH 45)

Learning Outcomes
At the end of this course, students should be able to:
1. analyze the origin and failure of the League of nations;
2. describe the evolution of contemporary international organizations such UN, OAU/AU,
ECOWAS, EU, NATO, etc;
3. identify the international alliances.
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Course Contents
The origin and failure of the League of Nations, the conference before the establishment of
the UN. The origin of the UN: its charters, the various organs, and its agencies. The changing
emphasis of its roles in the 1960s, to the present. The nature and function of international
institutions are both quasi-universal (e.g. Leagues of Nations and UN) and regional. Their
relationship to the international political system and the foreign policies of international
cooperation, collective security, and balance of power. The development of international
peace-keeping forces, factors responsible for cohesion and dis-integration in regional
diplomatic systems and military alliances e.g. NATO, WARSAW PACT, African Union,
O.A.S., etc.

AFUED/HIS 207: European History:1300-1789 (2 Units C: LH 30)

Learning Outcomes
At the end of this course, students should be able to:
1. Explain the ideas, concepts, and institutions in the evolution of Europe;
2. Analyse the development of European revolutions before 1789;
3. Relate the critical events that shaped the European society during the period.

Course Contents
The course examines ideas, concepts, and institutions that influenced the evolution of Europe
and sustained it up to the era of the French Revolution. Concepts and Institutions such as
Feudalism; the Roman Catholic Church; the growth of Cities in Europe, Humanism, the
Renaissance, the Reformation, the Commercial Revolution, Absolutism, the Enlightenment,
the Scientific Revolution, and the Industrial Revolution are examined. Students will be
encouraged to develop a critical understanding of the events which affected European society
during the period, and the significance of the events for present development.

HIS 208: European System of International Relations: 1789-1945 (3 Units C: LH 45)

Learning Outcomes
At the end of this course, students should be able to:
1. describe the major political and social institutions cum revolutionary developments of the
major European states;
2. analyze the European Congress and alliance diplomacy;
3. discuss the developments of salient global wars and the outcomes.

Course Contents
The course analyses social and political institutions and developments of the major European
states in the age of revolutions, beginning from the French Revolution of 1789 to the
revolutions of 1830 and 1848. European Congress and alliance diplomacy, the Crimean War;
the unification and emergence of Italy and Germany; the Eastern Questions; the First World
War; Inter-war political and social developments; the emergence of European dictators, and
the origin of the Second World War.

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AFUED/FRN 003 Laboratory Work (2 Units C: LH 15 PH 45)

Learning Outcomes
At the end of the course, students should be able to:
1. Recognize and produce French sounds;
2. Make free-flowing oral communication.

Course Contents
This course focuses on the intensive exercises in production and comprehension of French
“Travaux Pratiques” such as “Expression de politesse, Exprimer le rapport entre amis, une
fete d’anniversiare, Comment passer sesloisirs, l’accueil d’un visiteur” etc.

AFUED/FRN 004 French Conversation (2 Units C: LH 15 PH 45)

Learning Outcome
At the end of the course, students should be able to:
1. write descriptive and narrative compositions in the logical order of ideas (introduction,
body, and conclusion in composition);
2. write different forms of letters (formal and informal).

Course Contents
Apart from exposing students to more complex topics like “Un film quej’airegarde,
Comment j’ai passé le dernier weekend Un match de football quej’airegarde, etc, students
will also be introduced to written exercises which include different forms of letter writing,
both formal and informal, simple narrative, descriptive and argumentative essays.

ENT 312: Venture Creation (2 Units C: LH 15; PH 45)

Learning Outcomes
At the end of this course, students, through case studies and practical approaches, should be
able to:
1. describe the key steps in venture creation;
2. spot opportunities in problems and high potential sectors regardless of geographical
location;
3. state how original products, ideas, and concepts are developed;
4. develop the business concept for further incubation or pitching for funding;
5. identify key sources of entrepreneurial finance;
6. implement the requirements for establishing and managing micro and small enterprises;
7. conduct entrepreneurial marketing and e-commerce;
apply a wide variety of emerging technological solutions to
entrepreneurship, and
8. appreciate why ventures fail due to lack of planning and poor
implementation.

Course Contents
Opportunity Identification (Sources of business opportunities in Nigeria, environmental
scanning, demand and supply gap/unmet needs/market gaps/market research, unutilized
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resources, social and climate conditions, and technology adoption gap). New business
development (business planning, market research). Entrepreneurial Finance (venture capital,
equity finance, microfinance, personal savings, small business investment organizations, and
business plan competition). Entrepreneurial marketing and e-commerce (principles of
marketing, customer acquisition & retention, B2B, C2C, and B2C models of e-commerce,
first mover advantage, e-commerce business models and successful e-commerce
companies,). Small Business Management/Family Business: Leadership & Management,
Basic bookkeeping, Nature of Family Business and Family Business Growth Model.
Negotiation and Business communication (Strategy and tactics of negotiation/bargaining,
Traditional and modern business communication methods). Opportunity Discovery
Demonstrations (Business idea generation presentations, Business idea Contest,
Brainstorming sessions, Idea pitching). Technological Solutions (The Concept of
Market/Customer Solution, Customer Solution and Emerging Technologies, Business
Applications of New Technologies-Artificial Intelligence (AI), Virtual/Mixed Reality (VR),
Internet of Things (IoTs), Blockchain, Cloud Computing, Renewable Energy and others.
Digital Business and E-Commerce Strategies).

GST 312: Peace and Conflict Resolution (2 Units C: LH 30)

Learning Outcomes
At the end of the course, students should be able to:
1. analyse the concepts of peace, conflict, and security;
2. list major forms, types, and root causes of conflict and violence;
3. differentiate between conflict and terrorism;
4. enumerate security and peace-building strategies; and
5. describe the roles of international organisations, media, and traditional institutions in
peacebuilding.

Course Contents
Concepts of Peace, Conflict, and Security in a multi-ethnic nation. Types and Theories of
Conflicts: Ethnic, Religious, Economic, and Geo-political Conflicts; Structural Conflict
Theory, Realist Theory of Conflict, Frustration-Aggression Conflict Theory. Root Causes of
Conflict and Violence in Africa: Indigene and Settlers Phenomenon; Boundaries/border
disputes; Political disputes; Ethnic disputes and rivalries; Economic Inequalities; Social
disputes; Nationalist Movements and Agitations; Selected Conflict Case Studies – Tiv-
Junkun; Zango Kartaf, Chieftaincy and Land disputes. Peace Building, Management of
Conflicts and Security: Peace & Human Development. Approaches to Peace & Conflict
Management --- (Religious, Government, Community Leaders, and others). Elements of
Peace Studies and Conflict Resolution: Conflict dynamics assessment Scales: Constructive &
Destructive. Justice and Legal framework: Concepts of Social Justice; The Nigeria Legal
System. Insurgency and Terrorism. Peace Mediation and Peace Keeping. Peace & Security
Council (International, National and Local levels) Agents of Conflict resolution –
Conventions, Treaties Community Policing: Evolution and Imperatives. Alternative Dispute
Resolution, ADR. Dialogue b). Arbitration, c). Negotiation d). Collaboration. Roles of
International Organizations in Conflict Resolution. (a). The United Nations, UN and its
Conflict Resolution Organs. (b). The African Union & Peace Security Council (c). ECOWAS
in Peace Keeping. Media and Traditional Institutions in Peace Building. Managing Post-

22
Conflict Situations/Crisis: Refugees. Internally Displaced Persons, IDPs. The role of NGOs
in Post-Conflict Situations/Crisis.

EDU 301: Teaching Practice I (3 Units C: PH 135)

Learning Outcomes
At the end of the course, the students should be able to demonstrate:
1. knowledge of the subject matter;
2. the necessary pedagogical skills;
3. acquired understanding of child psychology;
4. the needed attitude towards teaching;
5. proper use of instructional facilities;
6. knowledge of individual differences in actual classroom situations and how to use this
knowledge to assist children in real-time; and
7. effective classroom management skills.

Course Contents
Effective and responsive teaching practices and interactions are key for all learning in
professional teacher preparation. The importance of teaching practice is to provide the
students with an opportunity to apply their pedagogical knowledge and skills in practice.
Therefore, the practical implementation of teaching and learning strategies in the classroom,
as applied to the subject area, should be taught through micro-teaching before students
embark on the exercise.

FAC 301: Research Methodology in the Arts (2 Units C: LH 30)

Learning Outcomes
The course will enable the students to:
1. explain the meaning, usefulness and characteristics of research methods;
2. enumerate the types and approaches to research in the Arts;
3. identify the essential variables in research methods, such as research problems,
formulation of objectives, sampling techniques among others;
4. engage in field works to collect data;
5. formulate good research proposal;
6. conduct original research/ long essay at the final year; and,
7. write a report of the long essay/ research project devoid of plagiarism and other
ethical issues.

Course Contents

Meaning and characteristics of research; research methods, types of research in the Arts
disciplines; approaches to research, problems, proposals, techniques of data collections,
analysis and interpretation; criteria for determining good data and the use of Library
resources, archives, internet, audio-visual aids, field work, interviews, questionnaires,
observations and focused-group techniques; research reports, report writing, language of
academic reports, organization, originality of research, authenticity, ethical issues,
plagiarism, documentation, editing etc.

23
EDU 302: Test and Measurement (2 Units C: LH 35)

Learning Outcomes
At the end of the course, the students should be able to:
1. measure and assess learning outcomes and use the results in decision-making and
Judgments;
2. identify the different domains of learning; develop and use appropriate instruments
for measuring each;
3. identify the different kinds of data that can be yielded in different contexts and the
appropriate statistical tool for analyzing each type of data;
4. explain the meaning, aim, types, role, and processes of research in
5. educational settings. acquire communication skills and skills in reporting research;
6. carry out hypothesis testing, and employ the knowledge of critical values and errors
in the interpretation of results and making inferences;
7. gain skills in the use of IBM-SPSS and other relevant packages in the analysis of
data; and
8. judge and address ethical issues in research.

Course Contents
Types of educational measurements. Types of tests. Development of tests, test blueprint, item
analysis, reliability, and validity of instruments. Domains of learning and taxonomy of
cognitive outcomes. Meaning of research. Types of research with a focus on descriptive and
experimental research. The research processes. Writing a research proposal. Research
designs. Theoretical/conceptual framework and review of literature. Sample and sampling
techniques. Types of data, data gathering, data processing, data analysis and interpretation.
Probability, critical values, and error and their place in inferences. Ethical considerations
(political, economic religious, and cultural) in research. Data analysis using IBM-SPSS in
data analysis. Reporting educational research.

FAC 302: Theories in the Arts (2 Units C: LH 30)

Learning Outcomes
At the end of the lesson students should be able to:
1. ability to capture complexity by means of a single general statement;
2. systematic thinking from principles through applications to conclusions;
3. capacity to analyze complex data to minimal units;
4. ability to make out underlying patterns in arts phenomena; and
5. ability to utilize evidence to organize and explain complex phenomena in the
humanities.

Course Contents
An in-depth analysis of the diversity of theories employed by researchers in the Arts and
Humanities; Social Integrative Theory, Gender Theory, Interculturality Theory, Liberation
Theory etc.; theoretical underpinnings as the essential foundation of humanities scholarship;
evaluation of the merits of scholarly works.

24
GCE 315: Introduction to School Guidance and Counselling (2 Units C: LH 30)

Learning Outcomes
At the end of the lesson students should be able to:
1. define the concept of guidance and counseling;
2. compare and apply the activities of guidance as a teacher;
3. explain the procedure of program evaluation;
4. familiarize themselves with the personnel involved in the guidance program and areas
of guidance;
5. apply the process of counselling as a teacher;
6. identify the elements of Counseling Theories; and
7. application of the theories to their institution

Course Contents:
The concept of guidance and counselling, the relationship and differences, the counsellor and
the counselee. The aims and objectives of guidance and counselling in the Nigerian
Educational system. The origin and development of guidance and counselling in Nigeria. The
component of guidance and counselling is educational, vocational, and
personal/psychological counselling. Theories of guidance and counselling. Guidance services
in schools. The need for guidance and counselling services in Nigeria's Educational system.
Problems facing the establishment of guidance services in schools.

GCE 310: Developmental Psychology (2 Units C: LH 30)

Learning Outcomes
At the end of the lesson students should be able to:
1. demonstrate a broad working knowledge of developmental psychology by providing
an overview of basic principles related to biosocial, cognitive, and psychosocial
changes throughout the entire lifespan;
2. demonstrate an understanding of different stages of development through the lifespan;
3. identify and apply developmental concepts to everyday life;
4. demonstrate improved critical thinking and communication skills;
5. identify major theorists that contribute to the field of developmental psychology.

Course Contents
The course will examine human development from conception to death, emphasizing
biological, cognitive, emotional, and social development. Scientific approaches to studying
developmental psychology will stress the importance of research methodology and research
findings across the lifespan. Neonatal reflexes, development and applications to real-world
problems will provide a context for understanding how humans change during the life-cycle.
This course will focus on a comprehensive study of the psychology of development. It will
examine the scope and nature of developmental psychology, principles of development, and
development from childhood to adulthood. Topics covered will include conception, genetics,
prenatal development, and physical, motor, perceptual, and social development from infancy
to adulthood. Theories of social and cognitive development will also be covered.

CAI 301: Curriculum Development (2 Units C: LH 30)

25
Learning Outcomes
At the end of the lesson students should be able to:
1. define (a) Curriculum (b) Curriculum Development (c) Culture (d) Curriculum
Evaluation;
2. list and describe the prerequisite factors that determine the planning and development
of the curriculum;
3. suggest and explain the fundamental factors that determine the planning and
development of a curriculum;
4. state and explain the cogent philosophical values exemplified by
(a) Perennialism (b) Essentialism (c) Pragmatism (d) Existentialism;
5. give the meanings of culture and society;
6. identify and describe the socio-cultural and political dimensions of contemporary
curriculum development;
7. write down the organizational problems associated with curriculum development in
Nigerian schools;
8. outline the functions of each of the agencies of curriculum development in Nigeria;
9. describe the significance of (a) Maslow’s theory of needs gratification
(b) Erickson’s epigenetic theory (c) Havinghust’s developmental tasks to functional
education of learners;
10. enumerate and explain the main stages of curriculum Development;
11. state five features of (a) Subject curriculum (b) activity–centered curriculum (c) Core
curriculum;
12. suggest a methodical approach to curriculum design;
13. list the criteria for curriculum evaluation;
14. write short notes on:
(a) Curriculum objectives
(b) Curriculum evaluation
(c) Product evaluation
(d) Diversified curriculum
(e) Curriculum design
(f) Curriculum agencies
15. give a comprehensive historical foundation of curriculum in Nigeria.

Course Contents
This course would focus on curriculum as it relates to its definition, meaning, specific
objectives, prerequisites, and fundamental factors. The historical foundation in Nigeria and
its influence on informal education, modernization and evolution, philosophical foundations,
socio-cultural dimension, the psychological and political dimension of contemporary
curriculum. The course will also consider stages of curriculum, patterns of curriculum
organization as well as conceptual and theoretically based curriculum design.

CAI 300-332: Special Teaching Methods (2 Units C: LH

30)
Learning Outcome
At the end of the lesson students should be able to:
1. acquire basic theoretical knowledge and skills in various subjects;
2. apply skills to meet societal needs of creating employment and wealth that will
engender entrepreneurial skills;
26
3. acquire basic pedagogical skills to teach various concepts in different subject
disciplines;
4. improvise instructional materials, tools, and equipment in various subjects when the
originals are not available;
5. assess and evaluate students’ outcomes in various subject disciplines;
6. prepare a comprehensive lesson plan/lesson note in various subject disciplines;
7. use appropriate instructional methods, strategies, and approaches in teaching various
concepts in different subject disciplines.

Course Contents
Basic instructional strategies, classroom climate, and classroom organization. Observation
lessons in classroom instructional educational practices. Interactive analysis, micro-teaching,
and simulation in classroom instruction. Organizing and presenting instruction in different
subject arrears. Instructional material, lesson planning, and preparation and evaluation of
learning outcomes.

HIS 301: Nigeria from 1900 – 1970 (3 Units C: LH 45)

Learning Outcomes
At the end of this course, students should be able to:
1. articulate the colonization of Nigeria and the formation of new
power structures;
2. make the nexus between colonial infrastructure development
and the transformation of pre-colonial social and economic regimes;
3. discuss the various theories on how colonialism was dismantled after
1945 and the struggle for independence;
4. analyze the post-independence government and discuss the various
historical processes that play that triggered its collapse; and,
5. demonstrate a fair grasp of the Nigerian civil war, its causes
and consequences.

Course Contents
A study of 20th Century Nigeria, highlighting the increasing role of the European forces in the
internal developments of the area, the fall of the indigenous state systems, colonialism,
decolonization, independence and the post-independence problems such as political crises
and the Nigerian civil war.

HIS 302: History Research Methods, Script Writing, and Digital History Workshop
(Entrepreneurship Specific course) (4 Units C: LH 60)

Learning Outcomes
At the end of this course, students should be able to:
1. Students at the end of this course will be able to demonstrate a firm
understanding of how to develop and create historical content in a digital format;
2. Students will be able to develop scripts based on history or historical
fiction for feature-length films or documentaries;
3. Students will learn how to create business opportunities from historical
27
 information.

Course Contents
This course is designed to introduce students to applications of new and inter-disciplinary
digital humanities approaches, methodologies, and tools, and to explore their application to
text, image, sound, map, and other media sources. It will showcase digital history tools and
the building of digital projects; Virtual Reality and the humanistic dimensions of
interactive/immersive environments including video games and simulations. History and
theory of the medium as well as tools and practices in their creation will also be featured.
Another focus of the course will be business opportunities from scriptwriting for the
development of historical documentaries or movies based on historical events.

HIS 303: The Practice of History/Internship (3 Units C: LH: 45)

Learning Outcomes
At the end of this course, students will:
1. gain practical experience on how a history graduate can
function in an organization;
2. able to showcase his research skills, report writing skills, and
organizational management skills.

Course Contents
Students from the Department will use the period to gain experience in a broad range of
public and private agencies, institutions, and programs. These include; historical societies or
museums, Non-Governmental Organization’s. Developmental Associations etc. During the
period of the Internship, the student will play a role in managing the institution's records or
writing its history. They must submit a specific plan for the internship to the Head of
Department and after completing the internship, must write a thorough report that will be
graded.

HIS 304: Women in History up to the 21stnCentury (2 Units C: LH 30)

Learning Outcomes
At the end of this course, students should be able to:
1. articulate the contributions of women to humanity’s development over
time and space;
2. identify milestones in the role of women in history; and,
3. identify remarkable women who stamped their names in the struggle
for equity and justice.

Course Contents
This course examines the history of women beginning in the 15th century and concluding in
the later 20th century. The roles women have played in political, economic, and private life
will be emphasized. Major historical events that prompted the significant cultural change,
such as colonization, slavery, suffrage, wartime, productive/commercial activities, and
reproductive rights will be explored. Significant attention will be paid to important social
history paradigms such as race/ethnicity, sexuality, age, religion, and class.

28
AFUED/HIS 305: International Economic Relations (3 Units C: LH: 45)

Learning Outcomes
At the end of this course, students should be able to:
1. describe the contributions of the economic theorists to international economic relations;
2. analyze the basis for the present global economic system;
3. discuss the politics of interdependence among developed and developing countries.

Course Contents
The course begins with a discussion of prominent economic theorists as Adam Smith,
Stewart Mill, Milton Friedman, Herbert Stein, etc. The aim is to establish the basis for the
present global economic system, the development of macroeconomic policies, trade and
industrial policies. The course would further examine the politics of inter-dependence among
industrial countries, trade blocs and impact on third world economies.

HIS 306: History of the Industrial Revolutions from 1750 to 2010 (2 Units C: LH 30)

Learning Outcomes
At the end of this course, students should be able to:
1. discuss the process that led to industrial forms of production;
2. link the four major industrial epochs and the role they played in human
history;
3. discuss the impact of the industrial revolutions and how they continue
to determine the polarization of the world.

Course Contents
The course will interrogate the four major industrial revolutions viz: The first that saw the
emergence of mechanical power driven by steam and water; the second that was
characterized by mass production, electrical and chemical industries; the third which was
driven by information technology and automation; the Fourth Industrial Revolution which is
also known as the digital revolution, that is characterized by a fusion of disruptive
technologies blurring the lines between the physical, digital, and biological spheres.

AFUED/HIS 309: Southern Africa: 1800 to the Present (2 Units E: LH: 30)

Learning Outcomes
At the end of this course, students should be able to:
1. discuss Southern African History from 1800 circa to the creation of the Union;
2. analyze the dynamics of the development during the period of study;
3. Describe the basis for the evolution of racism in Southern Africa.
4. describe the consolidation of the Union;
5. discuss the concept, evolution and nature of apartheid in Southern Africa;
6. explain the independence of Southern African countries and trends in contemporary
developments of the region.

Course Contents
29
The course surveys Southern African history from about 1800 until the creation of the Union.
It deals with the evolution of Southern Africa as a state as well as with the emergence of the
High Commission Territories. The indigenous socio-political and African institutions and the
conflicts between Africans and Europeans together with the racial attitudes that emerged are
also examined. Themes include the cultural map; the halfway house, the coming of the
Europeans; the Mfecane and Southern Africa; the Great Trek and its aftermath; the mineral
revolution; the emergence of the High Commission Territories; the conflict between Africans
and Europeans; the emergence of racial attitudes. The course also examines the
developments in South Africa since the establishment of the Union. Topics to be discussed
include the consolidation of white power (the making of the Union of South Africa); the
Union without unity (South Africa 1910-1948): The Apartheid, different types of nationalism
in Southern Africa; the issue of “Dialogue” between the Republic of South Africa and other
independent African countries; the World and South Africa; independence for the High
Commission territories and Contemporary developments in South Africa.

AFUED/HIS 311: The United States of America: 1600 to the Present

(2 Units E: LH: 30)

Learning Outcomes
At the end of this course, students should be able to:
1. Describe the growth and development in the USA from 1600;
2. analyze American colonization and reactions;
3. discuss American westward expansion and the forces that culminated in the American
Civil War.
4. discuss the connection between race relation and the reconstruction of Southern states;
5. demonstrate how American industrialization shaped her emergence in global politics;
6. discuss the major themes in US history since Watergate.

Course Contents
This course is a discussion of major themes in the history of the USA such as the
reconstruction of the Southern states and its effects on race relations in the U.S.A. The rapid
growth of American industrial power and the role of America in world politics. essentially a
description of how Europeans colonized North America; emigration to North America; the
colonial period; the colonists’ struggle for independence; the problems of nation-building;
constitution-making and the formation of a national Government; westward expansion and
regional differences; and the forces that made for temporary disunion during the civil war.
The course also discusses major themes in the history of the USA, such as the Reconstruction
of the Southern states and its effects on race relations in the USA; The rapid growth of
American industrial power and the role of America in world politics; the frontier in
American history; women in American experience; the Blacks in American history, overseas
adventures; the Progressive era; The First World war; post-war politics; the great depression
and the New Deal; The Second World War; the Vietnamese war; the U.S. since Watergate.
HIS 401: Nigeria from 1970 to the present (3 Units C: LH 45)

Learning Outcomes
At the end of this course, students should be able to:
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1. discuss the major historical developments that took place in Nigeria
after the civil war;
2. identify Nigerian leaders and discuss their role in developing and
implementing policies that shaped the trajectory of the country from 1970 to date;
3. discuss the role of the armed forces in Nigerian history since 1970;
and,
4. comprehend and discuss Nigeria as an “African giant” and the role of
international actors in its development since 1970.

Course Contents
This is a study of contemporary Nigerian history. The course examines the political,
economic, and social developments since the end of the Civil War; efforts of reconstruction,
the oil boom, the second Republic, the military intervention, economic depression, and the
democratic dispensation since 1999.

HIS 402: Economic History of Nigeria in the 20th Century (3 Units C: LH 45)

Learning Outcomes
At the end of this course, students should be able to:
1. discuss the major economic developments that occasioned colonial rule;
2. identify urban centers and public infrastructure that shaped aspects of Nigeria’s
development;
3. identify mercantilist groups and individuals that made great strides in the development
of commerce and enterprise in Nigeria;
4. discuss the role of multinational companies in the economic history of Nigeria.

Course Contents
This is a survey of economic development in Nigeria up till the beginning of the 19th
century. The course examines the factors in the economic history of Nigeria; indigenous
economy; subsistence agriculture, production, distribution, and exchange; internal and
external trade, the trans-Sahara trade; the trans-Atlantic trade; the manufacturing and
extractive industry currencies and capital formation, indigenous transport systems.

HIS 403: Learning From the Past: Applied History, Critical Thinking and Decision
Making (3 Units C: LH 45)

Learning Outcomes
At the end of this course, students should be able to:
1. demonstrate a strong grasp of how to isolate historical lessons;
2. understand how history serves as a “rearview mirror” of society;
3. Students' critical thinking skills will be sharpened as well as the
capacity to evaluate historical developments;
4. analyze the “danger” of history, stereotypes, and the difference
between official and unofficial history.

Course Contents

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This course provides a basis for using history as a tool for analyzing national policy
decisions. It focuses on skills associated with critical thinking, evaluation, and prognosis. It
will use the political, social, economic, foreign, security, and scientific policies of select
countries to see how lessons can be learned from History. It will also draw attention to some
common fallacies such as determinism and stereotypes in history and discuss ways to avoid
them.

HIS 404: Philosophy of History II (2 Units C: LH 30)

Learning Outcomes
At the end of this course, students should be able to:
1. Students will be able to navigate the trajectory of history as an academic discipline to
appreciate the major milestones;
2. Students will be able to discuss the concept of history everywhere, and its importance to
building societal cohesion;
3. Students will be able to understand the danger of the abuse of history.

Course Contents
The course examines the nature of history, its development as a discipline, and its relevance
to society. It details some of the major debates in historical reconstruction such as
chronology and sequence, causality and neutrality. The cause also dimensions the difference
between the various operative and contextual theories and the use and abuse of history,
especially for propaganda purposes.

HIS 405: Special Paper (Local History) (3 Units C: LH 45)

Learning Outcomes
At the end of this course, students should be able to:
1. students will be able to demonstrate the concept of ‘history
everywhere’;
2. students at the end of this course will be able to identify, analyze, and
primary source materials on the selected and specialized subject matter;
3. students will be able to work with other students to develop local
history initiatives and involve local communities;
4. students will be able to comprehend and discuss the various
development plans that have been implemented in Nigeria.

Course Contents
This is a documentary study of a historical topic selected from a range of options offered by
experts in the department.

HIS 406: Nation Building in Nigeria since 1945 (2 Units C: LH 30)

Learning Outcomes
At the end of this course, students should be able to:
1. articulate the concept of nation-building;
2. discuss the key issues in the efforts at nation-building in Nigeria;
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3. isolate the notable gains and failures in building a united and prosperous country; and,
4. use lessons learned to proffer suggestions on pathways to adopt for building a stronger
nation.

Course Contents
The course examines post-second world war Africa and discusses the subject of nation-
building against the backdrop of decolonisation. It examines the emergence of African
nationalist and their struggles for independence and its attendant internal and external
political challenges. Themes such as the civil war, irridentist movements, and military and
democratic rules will be x-rayed to dimension how Nigeria has fared in the quest to build a
sustainable nation.

EDU 401: Teaching Practice II (3 Units C: LH: PH 135)

Learning Outcomes
At the end of the course, students should be able to demonstrate:
1. knowledge of the subject matter;
2. the necessary Pedagogical skills;
3. acquired understanding of child psychology;
4. the needed attitude towards teaching;
5. proper use of instructional facilities;
6. knowledge of individual differences in actual classroom situations and how to use this
knowledge to assist children in real time; and effective classroom management skills.

Course Contents
Effective and responsive teaching practices and interactions are key for all learning in
professional teacher preparation. The importance of teaching practice is to provide the
students with an opportunity to apply their pedagogical as applied to the subject, area should
be taught through micro-teaching before students embark on the exercise.

EDF 413: Sociology of Education (2 Units C: LH 30)

Learning Outcomes
At the end of the lesson students should be able to:
1. define sociology;
2. define the sociology of education;
3. describe the nature of sociology;
4. outline the functions of the sociology of education;
5. define socialization;
6. describe the relationship between family and education;
7. outline at least five factors that affect schooling;
8. define social stratification;
9. describe the school as a formal organization;
10. outline at least four reasons why teaching is a profession.

Course Contents
The school is an agent of socialization and social development. The consequences of social
stratification as well as social occupational mobility for education achievement. The family

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and the process of education. The role of the state in education. The implication for Nigeria's
education of the community School concept.

EDM 420: School Management (2 Units C: LH 30)

Learning Outcomes
At the end of the lesson students should be able to:
1. discuss the concepts, scope, and significance of school management;
2. discuss the concepts of school leadership and school discipline;
3. explain the concept and issues relating to staff and student personnel management as
well as the legal aspects of staff and student personnel management;
4. discuss basic issues and problems in the management of school physical facilities;
5. give a vivid account of the procedure for financing education in Nigeria, as well as
the problem relating to this function;
6. discuss the concept and sources of education laws in Nigeria as well as legal terms
and the importance of studying education laws in Nigerian tertiary institutions.

Course Contents
The basic organization of the school and its functions with an emphasis on classroom
management and attendant issues such as peace, resource allocation, maintenance of
adequate records, and student discipline. The interdependent roles of all the different sectors
of the school personnel activities should be discussed. Special attention will be given to
students’ personnel administration, knowledge of basic routines and procedures, and teacher
accountability in contemporary society. Problem analysis and solution of cases in school
management based on tested administrative principles will feature in the course.

HIS 407: Long Essay (3 Units C: PH 90)

Learning Outcomes
At the end of this course, students should be able to:
1. identify a research topic that seeks to add to the body of historical
knowledge;
2. undertake research using the skills, crafts and methods that the student
has acquired in the previous three years; and,
3. defend his research outcome and conclusions before a panel of his
peers and teachers.

Course Contents
Original projects based on research. Topics are selected by students guided by their
supervisors and approved by the department.

AFUED/HIS 408: The Third World in International Relations (2 Units C: LH 30)

Learning Outcomes
At the end of this course, students should be able to:
1. demonstrate the concept of the third world in international politics;
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2. identify features of third-world countries;
3. discuss the various developments that mark out third-world countries;
4. describe the emergent impact and place of the third world in international relations.

Course Contents
This is a study of the emergence, impact, and place of the Third World and Third World
Issues in International Relations. Topics covered include decolonization and the emergence
of the Third World; foreign policy making in developing states; politics and problems of
cooperation in Third World States; Third World issues in the International Systems;
development and the new international order; the search for a new international economic
order; the problems of Southern Africa; Third World search for security- political security,
financial security, military, food, and health security; Third World debt problem and the
international financial system; The Third World and the problem of intervention; North-
South relations; Non-alignment; the Third World in the United Nation, the Commonwealth,
etc.

AFUED/HIS 412: Politics of Decolonization in Africa in the 20th Century

(2 Units C: LH 30)

Learning Outcomes
At the end of this course, students should be able to:
1. explain the contents, varieties, and complexities of the politics of decolonization in
African countries;
2. articulate anti-colonial struggles put up by African elites;
3. discuss historical landmarks recorded in the evolution of powers.

Course Contents
This is an in-depth study of the content, variety, and complexities of the politics of
decolonization in African countries with French, British, Portuguese, Belgian, Spanish, and
Italian backgrounds. It evaluates the metropolitan plan for decolonization; the anti-colonial
struggle put up by elites of the colonies and the historical landmarks recorded in the transfer
of power by the colonial masters. It assesses the nature of independence African countries
have won.

AFUED/HIS 414: History and Diplomatic Service (2 Units C: LH 30)

Learning Outcomes
At the end of this course, students should be able to:
1. explain the inner workings of the Nigerians in diplomatic service;
2. analyse the nature, origin, development, functions, and types of
diplomacy;
3. discuss the effects of challenges encountered by modern diplomacy.

Course Contents
This is an innovative course designed to expose students to the inner workings of Nigerians
in diplomatic service. The course examines the nature of diplomacy, its origin and its

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development. The functions and types of diplomacy are also discussed, including the
nomenclature used in diplomatic practice. The course concludes with a discussion of the
challenges to modern diplomacy.
AFUED/HIS 416: History of International Relations since 1945 (2 Units C: LH 30)

Learning Outcomes
At the end of this course, students should be able to:
1. explain the forces at work in international relations in the post-WWII era;
2. analyse the various developments in the international arena after 1945;
3. discuss the effects of these developments on international relations.

Course Contents
This course examines the forces at work in international relations in the post-war era. Topics
studied include Post World War II settlements and arrangements; the United Nations; Cold
War and Détente; the Communist Bloc and the Sino-Soviet split; security and integration in
Western Europe; the emergence of the Third World in International Relations; Non-
alignment; development and the New International Order; Southern Africa and Middle-East
problems; the 1980s - the second cold war and new Détente, the collapse of communism in
Eastern Europe and the Soviet Union, the reunification of Germany; International Relations
in the 1990s and Contemporary Developments.

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