Class: Junior Secondary School 3 (JSS 3 / JS3)
Term: Third Term
Week: 9
Age: 14 years
Duration: 45 minutes
Subject: Basic Science and Technology
Curriculum Theme: Computer Studies / Information Technology
Previous Lesson: Harmful Traditional Practices: Meaning of Harmful Traditional Practices; Practices That.
Topic: HARMFUL TRADITIONAL PRACTICES II
Subject Matter: Examples of harmful traditional practices, Use of children for begging: Child agriculture labour, Female circumcision, Early marriage, Maltreatment of widows: Female genital mutilation, beliefs and dangers of early marriage

Specific Objectives

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

Cognitive Domain:

Identify examples of harmful traditional practices.
Explain the dangers associated with female genital mutilation.
State beliefs and dangers of early marriage.

Affective Domain:

Appreciate the importance of discouraging harmful traditional practices.
Condemn the use of children for begging and child labour.

Psychomotor Domain:

Suggest ways to create awareness against harmful traditional practices.
Demonstrate how to report cases of child abuse related to these practices.

Advocate for the eradication of harmful traditional practices in their communities.
Promote positive cultural values that protect human rights.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Basic Science and Technology JSS 3
State Unified Scheme of Work
Basic Science and Technology for Junior Secondary Schools 3

Instructional Materials

The teacher will teach this lesson with the aid of:

Pictures showing various harmful traditional practices.
Charts illustrating the effects of these practices.
Case studies of individuals affected by such practices.

Rationale for the Lesson

This lesson helps pupils understand various harmful traditional practices prevalent in society. It enables them to identify these practices and learn about their negative impacts on individuals and communities, fostering a sense of responsibility to advocate against them.

Prerequisite/Previous Knowledge

Pupils have some general knowledge of traditional practices and human rights from previous lessons or their environment. They also have an understanding of what constitutes harmful practices from the previous lesson on “Harmful Traditional Practices I”.

Lesson Content/Board Summary

HARMFUL TRADITIONAL PRACTICES II

Examples of Harmful Traditional Practices

Harmful traditional practices are customs or beliefs that are detrimental to the health, well-being, or human rights of individuals, especially women and children. These practices are often deeply rooted in culture and tradition but cause significant physical, psychological, and social harm.

The following are examples of harmful traditional practices:

Use of children for begging
Child agriculture labour
Female circumcision / Female Genital Mutilation (FGM)
Early marriage
Maltreatment of widows

Use of Children for Begging and Child Agricultural Labour

This involves exploiting children by forcing them to beg for money or engage in strenuous agricultural work, depriving them of education, proper care, and a normal childhood. It exposes them to dangers like abuse, exploitation, and health risks.

Female Circumcision / Female Genital Mutilation (FGM)

Female circumcision, also known as Female Genital Mutilation (FGM), refers to all procedures that involve partial or total removal of the external female genitalia, or other injury to the female genital organs for non-medical reasons. It is often performed on young girls and has no health benefits.

Dangers of Female Genital Mutilation:

Severe pain and shock
Excessive bleeding (hemorrhage)
Infections, including tetanus and HIV
Urinary problems
Complications during childbirth
Psychological trauma and anxiety
Death

Early Marriage

Early marriage, also known as child marriage, is a marriage where one or both parties are under the age of 18. This practice disproportionately affects girls and often results in them dropping out of school, facing health risks from early pregnancies, and being subjected to domestic violence.

Beliefs Supporting Early Marriage:

To preserve family honour or avoid shame.
To ensure virginity of girls before marriage.
To secure economic benefits for the family, such as dowry.
To protect girls from premarital sex or unwanted pregnancies.

Dangers of Early Marriage:

Health complications due to early pregnancies (e.g., obstetric fistula, maternal mortality).
Lack of education and limited opportunities for personal development.
Increased risk of domestic violence and sexual abuse.
Psychological trauma and depression.
Social isolation and loss of childhood.

Maltreatment of Widows

Maltreatment of widows involves various harmful traditional practices inflicted upon women after the death of their husbands. These practices can include forced inheritance, deprivation of property, isolation, forced mourning rituals, and accusations of witchcraft.

Effects of Maltreatment of Widows:

Poverty and economic hardship.
Psychological distress and emotional trauma.
Social stigmatization and isolation.
Violation of human rights, including property rights.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and reviews the previous lesson on “Harmful Traditional Practices I”. The teacher then introduces the topic by asking pupils to mention any harmful practices they know in their communities.
Pupils’ Activity: Pupils respond to the teacher’s questions and share their knowledge from the previous lesson.
Learning Point: Pupils are reminded of the general concept of harmful traditional practices and are prepared for the new topic.

Step 2: Examples of Harmful Traditional Practices

Time: 5 minutes
Teaching Skill: Explanation/Listing
Teacher’s Activity: The teacher explains what harmful traditional practices are and lists various examples, writing them on the board, including those discussed in the subject matter.
Pupils’ Activity: Pupils listen attentively, take notes, and identify the examples listed by the teacher.
Learning Point: Pupils identify and understand different categories of harmful traditional practices.

Step 3: Use of Children for Begging and Child Agricultural Labour

Time: 7 minutes
Teaching Skill: Discussion/Clarification
Teacher’s Activity: The teacher explains the practices of using children for begging and child agricultural labour, discussing the implications and dangers for the children involved. The teacher may use pictures to illustrate these points.
Pupils’ Activity: Pupils participate in the discussion, ask questions, and contribute their understanding of these practices.
Learning Point: Pupils understand the exploitation and dangers associated with child begging and labour.

Step 4: Female Circumcision / Female Genital Mutilation (FGM)

Time: 7 minutes
Teaching Skill: Explanation/Enumeration
Teacher’s Activity: The teacher defines Female Genital Mutilation (FGM) and explains the various types and severe health dangers associated with it, ensuring pupils understand its severity.
Pupils’ Activity: Pupils listen, take notes on the definition and dangers, and ask questions for clarification.
Learning Point: Pupils comprehend the meaning and serious health risks of Female Genital Mutilation.

Step 5: Early Marriage

Time: 7 minutes
Teaching Skill: Explanation/Analysis
Teacher’s Activity: The teacher explains what early marriage is, discusses the common beliefs that lead to this practice, and highlights the numerous dangers it poses to young girls.
Pupils’ Activity: Pupils engage in discussion, noting the beliefs and dangers of early marriage.
Learning Point: Pupils understand the reasons behind early marriage and its detrimental effects.

Step 6: Maltreatment of Widows

Time: 7 minutes
Teaching Skill: Explanation/Discussion
Teacher’s Activity: The teacher explains the concept of maltreatment of widows, describing different forms it takes and discussing its negative impacts on the affected women.
Pupils’ Activity: Pupils listen to the explanation and contribute to the discussion on how widows are often treated in some traditions.
Learning Point: Pupils understand the various forms and effects of maltreatment of widows.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

Mention three examples of harmful traditional practices.
Explain what Female Genital Mutilation (FGM) is.
State two dangers of early marriage.
Identify two negative impacts of maltreatment of widows.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teacher’s Activity: The teacher summarizes the key points of the lesson, emphasizing the need for pupils to be advocates against harmful traditional practices in their communities.
Pupils’ Activity: Pupils listen to the summary and prepare for the next lesson.
Learning Point: Pupils consolidate their understanding and are encouraged to take action against harmful practices.

Lesson Keywords

Harmful Traditional Practices – Customs or beliefs that are detrimental to health, well-being, or human rights.
Child Begging – Exploiting children by forcing them to ask for money.
Child Agricultural Labour – Forcing children to engage in strenuous farm work.
Female Genital Mutilation (FGM) – Removal or injury of external female genitalia for non-medical reasons.
Early Marriage – Marriage where one or both parties are under 18 years of age.
Maltreatment of Widows – Harmful practices inflicted upon women after their husband’s death.

Differentiation

For pupils who grasp concepts quickly, the teacher will encourage them to research and present specific local examples of these practices and their solutions. For pupils who need more support, the teacher will provide simplified explanations and visual aids, ensuring they understand the basic definitions and dangers of each practice.

Note for teachers using this lesson plan

Teachers should approach this sensitive topic with empathy and cultural awareness, focusing on the human rights implications of these practices. Encourage open discussion while ensuring a respectful classroom environment. Provide clear, age-appropriate information and emphasize the importance of reporting any observed harmful practices to appropriate authorities.