Background of the Study
The introduction of social studies education into the Nigeria education system in 1982 was borne out of the fact that the subject was considered very appropriate and relevant by the Federal Ministry of Education in helping the nation to achieve national unity and national consciousness. Nigeria as a multi-ethnic and multi-religious society needs effective means to properly and efficiently harness her abundant human and natural resources for holistic national development (Osakwe, 2010). The importance of social studies cannot be over-emphasized. This is because the learning of social studies equips learners with functional knowledge, attitudes, skills, and values. The functional knowledge, attitude, skills, and values which social studies offers could have
been the reason the Federal Government of Nigeria made the subject
compulsory at the junior secondary school level.
Social studies content of instruction is society-focused. The curriculum is integrated and the composition of the content is derived from various sources. The sources are: the social sciences, humanities and physical sciences (Nwanyanwu, 2005). The components of social studies curriculum target among other things: to address the problems of man and to equip the learner with realistic skills, knowledge, values and attitude and to be responsive and responsible to environmental problems and challenges through social studies curriculum. The learners are further equipped with desirable values and attitudes capable of strengthening national unity, co-operation, tolerance, and national consciousness.