CHAPTER ONE
INTRODUCTION
Background to the Study
    A nation that dreams greatness needs to invest in the strategies inculcation of national values, and such strategic investment depends on several factors
-    The scope of the value
-    The source
-    The Nature
-    Role models and instructor
-    Institutional structure
    By scope mean the reach of the value deemed national, it is unavoidably tautology to suggest that national values must be national in scope. A national value cannot be ethnic or sectarian, of course this does suggest that a value that is acceptable to one ethnic cannot be acceptable to other group. Meaning that it must be embraced by or considered us worthy of the embrace of others.
    Secondly the source of the value, how do members of the nation come to recognize it as a value worthy of embrace. National value cannot originate from diverse sources. Fortunately, despite the division of tribe and tongues in dear country. We have one alone-divisive source of our value. It is the constitution which provides a copious account of the fundamental objective and directive principle to state policy.
    Chapter 2 of the 1999 constitution of the federal Republic of Nigeria provides a list of our national values, the ideal that we stand for and which government and citizen have a duty to embrace and promote it reiterates our republicanism which vest sovereignty in the people with right to participate in government and the duty to discharge the responsibilities that correlates with that right, we affirm peace, progress, unity and faith as national ideal worth living for and if necessary worth dying for.
     Thirdly by their nature these ingredients of our national value are positive roadmaps for national development and national integration, provided there is sufficient adherence to their dictate. And that is what has been lacking. The lack is in two area if we are to inculcate national value, there must be instructors and role modes for that purpose, but genue instructors are lacking not because no expect teachers of values but because there is more instruction and role modeling that role teaching and learning. Role model set a pattern of behaviour that is emulated by the followers.
    Fourthly, there must be adequate institutional structure through the auspices of which national value are disseminated and inculcated. Prominent among the institutions that have been traditionally taken up this taken up this  task are schools, religion institutions, voluntary organisation, such as Boys scout and Girls guide e.t.c in the Colonial post-colonial and pre-military era. These are the veritable institution that took in the responsibility of inculcating national value.
    By the same token, making religion study compulsory while History is removed from the curriculum doesn’t make sense. The rather is solely needed for heightened sense of national value. It affords us a common memory of our core value, History to enable us to make useful investigation of our national value, social, moral and political value therefore, for promoting national values it makes better sense to make history, rather than religion knowledge compulsory in our school curriculum (Segun Gbadegesin April 29, 2016).
The social studies curriculum has been a frequent target of critics representing every point on the political spectrum. The educators argue that history is neglected and traditional value are missing, others contend that the curriculum lacks social relevance and avoid significant public issue, most agree, however, that religion is not adequately included in the social studies curriculum.
They argue that teachers, administrators, school boards, and textbook publishers have tended to step social studies courses of all but the most bland references to religion as a social force in the past and present. As a result, student are prevented from learning in school about one of the most significant factors in human societies from the prehistoric era to the world today.