Hausa People, Dress, Language and Cultural Identity for Pre-School Level 2

Class: Pre-School Level 2
Term: Second Term
Week: 9
Age: 3 years
Duration: 30 minutes
Subject: Social Habits
Curriculum Theme: Social Habits
Previous Lesson: People in Our Community
Topic: Hausa People: Dress, Language and Cultural Identity
Subject Matter: Identifying the Three Major Ethnic Groups in Nigeria (Yoruba, Hausa, Igbo). Weekly focus: Hausa People: Dress, Language and Cultural Identity.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Identify the three major ethnic groups in Nigeria (Hausa, Igbo, Yoruba) from a chart.
• Name some traditional clothing items worn by Hausa men and women.
• Repeat simple Hausa greetings like “Sannu” (hello).

Affective Domain

• Show interest in learning about different cultures.
• Appreciate the diversity of people in Nigeria.

Psychomotor Domain

• Point to pictures of Hausa people in traditional dress.
• Mimic actions for Hausa greetings or dressing.

Social Domain

• Participate in group discussions about different Nigerian cultures.
• Engage in simple role-play of Hausa dressing or greetings.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 2
• Early Childhood Care and Education resources

Instructional Materials

• Large chart showing men and women wearing traditional attire of the three major ethnic groups in Nigeria (Hausa, Igbo, Yoruba).
• Pictures of Hausa men in babbariga and fila (cap).
• Pictures of Hausa women in wrapper, headtie, and shawl/veil.
• Simple props like a cap and a piece of fabric (shawl/wrapper) for role-play.
• Audio recording of simple Hausa greetings (optional).

Rationale for the Lesson

This lesson helps 3-year-olds understand that Nigeria is home to many different people with unique ways of dressing and speaking. Learning about Hausa culture specifically fosters appreciation for diversity and introduces children to the rich cultural tapestry of their country from a young age. It encourages respect for others’ identities.

Prerequisite/Previous Knowledge

Pupils are familiar with their own families, communities, and understand that people live in different places and may look or speak differently.

Lesson Content/Board Summary

Hausa People: Dress, Language and Cultural Identity

Nigeria is a big country with many different people living in it. We have many cultures and languages.

The three major ethnic groups in Nigeria are:

1. Hausa
2. Igbo
3. Yoruba

Today, we will learn about the Hausa people.

Hausa Dress

• Men: Hausa men often wear a large, flowing gown called a babbariga. They also wear a cap called a fila on their heads.
• Women: Hausa women wear wrappers, a matching blouse, and a headtie. They often cover their heads and shoulders with a beautiful shawl or veil.

Hausa Language

The Hausa people speak the Hausa language. Here are some simple words:

• Sannu – Hello
• Na gode – Thank you

Hausa Cultural Identity

Hausa people are known for farming, trading, and being very hospitable (welcoming to visitors). They have rich traditions and customs.

Key Words

• Hausa – One of the major ethnic groups in Nigeria.
• Babbariga – A large, flowing gown worn by Hausa men.
• Fila – A cap worn by Hausa men.
• Sannu – A Hausa word for “Hello.”

Our Hausa Friends Song

Tune: “Twinkle, Twinkle Little Star”

Hausa people, oh so grand,
Live in Nigeria, our dear land.
Men wear babbariga, with a cap so fine,
Women wear wrapper, looking so divine.
Sannu, Sannu, they say ‘hello,’
Friendly people, don’t you know!

Actions:

• “Hausa people, oh so grand” – Wave hands gently.
• “Live in Nigeria, our dear land” – Point to the map of Nigeria or sweep hands across.
• “Men wear babbariga, with a cap so fine” – Make a sweeping motion down the body for babbariga, then touch head for cap.
• “Women wear wrapper, looking so divine” – Wrap hands around waist, then touch headtie.
• “Sannu, Sannu, they say ‘hello,'” – Wave hello.
• “Friendly people, don’t you know!” – Nod head and smile.

Watch and Learn About Hausa Culture

https://www.youtube.com/watch?v=kS54_Hk-4_c

Teaching Methods/Instructional Techniques

• Picture Talk
• Demonstration
• Repetition
• Songs and Rhymes
• Guided Practice
• Question and Answer
• Role-play
• Video Learning

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Greeting/Engaging

Teacher’s Activity: The teacher greets the pupils warmly and asks them about different people they know, perhaps from different parts of Nigeria or even different families. “Do all people dress the same way? Do they all speak the same language?”

Pupils’ Activity: Pupils respond to the teacher’s questions, sharing simple observations about people they know.

Learning Point: Pupils understand that people are different and unique.

Step 2: Introducing Major Ethnic Groups

Time: 5 minutes

Teaching Skill: Visual Identification/Naming

Teacher’s Activity: The teacher displays the chart showing the three major ethnic groups (Hausa, Igbo, Yoruba). The teacher points to each group and clearly says their names, explaining that these are big groups of people in Nigeria. “Look, this is Hausa, this is Igbo, and this is Yoruba.”

Pupils’ Activity: Pupils look at the chart, listen to the names, and try to repeat the names of the ethnic groups as the teacher points.

Learning Point: Pupils begin to recognise the three major ethnic groups in Nigeria.

Step 3: Focusing on Hausa Dress

Time: 5 minutes

Teaching Skill: Description/Observation

Teacher’s Activity: The teacher focuses on the Hausa section of the chart and shows individual pictures of Hausa men and women. The teacher describes what Hausa men wear (babbariga, fila) and what Hausa women wear (wrapper, headtie, shawl/veil).

Pupils’ Activity: Pupils observe the pictures, point to the clothing items as named by the teacher, and repeat the names like “babbariga” and “fila.”

Learning Point: Pupils identify and name specific items of Hausa traditional dress.

Step 4: Focusing on Hausa Language

Time: 4 minutes

Teaching Skill: Oral Practice/Pronunciation

Teacher’s Activity: The teacher introduces simple Hausa greetings: “Sannu” (hello) and “Na gode” (thank you). The teacher says each word clearly and encourages pupils to repeat them with appropriate gestures.

Pupils’ Activity: Pupils listen and repeat “Sannu” and “Na gode” several times, practising the pronunciation and gestures.

Learning Point: Pupils learn and practise simple Hausa greetings.

Step 5: Reinforcement through Song and Video

Time: 5 minutes

Teaching Skill: Singing/Visual Reinforcement

Teacher’s Activity: The teacher leads the pupils in singing “Our Hausa Friends Song” with actions. Afterwards, the teacher plays the short video about Hausa culture, asking pupils to watch carefully for the dress and language they just learned.

Pupils’ Activity: Pupils sing the song with actions. They watch the video attentively and try to identify the Hausa dress and hear the language spoken.

Learning Point: Pupils reinforce their understanding of Hausa dress and language through song and visual media.

Step 6: Practical Activity/Role Play

Time: 4 minutes

Teaching Skill: Practical Application/Role-play

Teacher’s Activity: The teacher provides simple props like a cap and a piece of fabric. The teacher encourages a few pupils to try on the ‘Hausa’ attire and practice saying “Sannu” to their friends, mimicking a friendly greeting.

Pupils’ Activity: Pupils take turns trying on the props and practice saying “Sannu” to their peers or the teacher.

Learning Point: Pupils engage in hands-on practice of Hausa cultural elements.

Step 7: Evaluation/Review

Time: 4–5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “Point to the Hausa people on our chart.”
2. “What is this cap called that Hausa men wear?” (pointing to a fila)
3. “How do Hausa people say ‘hello’?”
4. “Can you show me how a Hausa man or woman might dress?” (using the props)

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summarising/Reinforcement

Teacher’s Activity: The teacher praises the pupils for their participation and reminds them that Nigeria has many different people, and it’s good to learn about and respect everyone’s culture. “We learned about Hausa people today, and next time we will learn about others!”

Pupils’ Activity: Pupils listen and respond with claps or cheers, showing appreciation for the lesson.

Learning Point: Pupils appreciate the diversity of cultures in Nigeria.

Lesson Keywords

• Hausa – One of the major groups of people in Nigeria.
• Babbariga – A big gown worn by Hausa men.
• Fila – A cap worn on the head by Hausa men.
• Sannu – A Hausa word that means “Hello.”
• Na gode – A Hausa word that means “Thank you.”

Differentiation

• Support: For pupils who find it difficult, the teacher can provide more one-on-one repetition of the Hausa words, use larger pictures, and guide their hands to point to the correct items on the chart. Focus on identifying just one or two key items of clothing and repeating “Sannu.”
• Extension: For pupils who grasp the concepts quickly, the teacher can encourage them to identify more details in the pictures, ask them to say both “Sannu” and “Na gode” in different situations during role-play, or ask them to mention one thing they remember about Hausa people from the video.