Class: Junior Secondary School 3 (JSS 3 / JS3)
Term: Third Term
Week: 8
Age: 14 years
Duration: 45 minutes
Subject: Basic Science and Technology
Curriculum Theme: Social and Health Issues
Previous Lesson: Human Trafficking: Consequences of Human Trafficking.
Topic: HARMFUL TRADITIONAL PRACTICES
Subject Matter: Meaning of harmful traditional practices; types of harmful traditional practices; effects of harmful traditional practices; and ways of preventing them.

Specific Objectives

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

Cognitive Domain:

Define harmful traditional practices.
Identify various types of harmful traditional practices.
State the negative effects of harmful traditional practices on individuals and society.

Affective Domain:

Appreciate the importance of discouraging harmful traditional practices.
Condemn any form of harmful traditional practice observed in their communities.

Psychomotor Domain:

Discuss practical ways to prevent or stop harmful traditional practices.
Create awareness among their peers about the dangers of harmful traditional practices.

Promote healthy societal norms that respect human rights and dignity.
Advocate for positive change regarding traditional practices in their communities.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum
State Unified Scheme of Work
MacMillan Basic Science and Technology for Junior Secondary Schools Book 3
https://www.unicef.org/nigeria/child-protection
https://nigeriahealthwatch.com/tackling-harmful-traditional-practices-in-nigeria/

Instructional Materials

The teacher will teach this lesson with the aid of:

Charts showing images of some traditional practices (both positive and negative).
Pictures depicting the effects of harmful traditional practices.
Case studies of individuals affected by harmful practices.

Rationale for the Lesson

This lesson helps pupils understand the difference between beneficial and harmful traditional practices. It enables them to identify practices that endanger health and well-being, fostering a critical perspective on cultural norms and promoting advocacy for positive societal change.

Prerequisite/Previous Knowledge

Pupils have some general knowledge of cultural practices and traditions within their communities and have been taught about health and safety in previous lessons.

Lesson Content/Board Summary

Harmful Traditional Practices

Meaning of Harmful Traditional Practices

Harmful traditional practices are cultural or social practices that are passed down from generation to generation within a community but have negative impacts on the health, well-being, dignity, or rights of individuals, especially women and children. These practices often stem from beliefs and customs that are outdated or misinformed.

Types of Harmful Traditional Practices

The following are common types of harmful traditional practices found in many communities:

Female Genital Mutilation (FGM): This involves the partial or total removal of external female genitalia or other injury to the female genital organs for non-medical reasons. It is a violation of human rights and causes severe health complications.
Child Marriage: This is the marriage of a child under the age of 18, often forcing young girls into unions where they are not physically or emotionally ready for marriage and childbirth. It denies them education and exposes them to abuse.
Harmful Widowhood Practices: These are practices imposed on widows, such as forced seclusion, shaving of hair, forced consumption of bathwater from the deceased, or disinheritance, which are dehumanizing and traumatic.
Ritual Killings/Human Sacrifice: The killing of people, often for superstitious beliefs, to gain wealth, power, or appease deities. This is a grave crime and a gross violation of human life.
Discrimination against the Girl Child/Women: Practices that deny girls access to education, inheritance, or decision-making power, simply because of their gender.
Harmful Birth Practices: Unhygienic practices during childbirth, such as the use of unsterilized instruments or harmful concoctions, leading to infections and complications for both mother and child.

Effects of Harmful Traditional Practices

Harmful traditional practices have severe negative effects, including:

Physical injuries, chronic pain, and infections.
Psychological trauma, depression, and anxiety.
Loss of educational opportunities and economic independence.
Increased risk of complications during childbirth and maternal mortality.
Violation of human rights and dignity.
Social isolation and stigma.
Death in extreme cases (e.g., ritual killings, severe FGM complications).

Ways of Preventing/Stopping Harmful Traditional Practices

The following are ways to prevent or stop harmful traditional practices:

Education and Awareness: Educating communities about the dangers and negative consequences of these practices.
Legislation and Enforcement: Enacting and enforcing laws that prohibit harmful practices and punish offenders.
Community Engagement: Involving community leaders, religious leaders, and elders in discussions to change harmful norms.
Empowerment of Women and Girls: Providing education, skills, and economic opportunities for women and girls to enable them to make informed choices.
Provision of Alternatives: Introducing safe and beneficial alternative practices where traditional ones are harmful.
Support for Victims: Providing medical, psychological, and legal support for survivors of harmful practices.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and asks them to mention some cultural practices in their communities, then asks if all traditions are beneficial.
Pupils’ Activity: Pupils respond to the greetings and mention various cultural practices. They share their thoughts on whether all traditions are good.
Learning Point: Pupils are introduced to the concept of traditional practices and begin to differentiate between beneficial and potentially harmful ones.

Step 2: Meaning of Harmful Traditional Practices

Time: 10 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher explains the meaning of harmful traditional practices using simple language and examples from the pupils’ responses.
Pupils’ Activity: Pupils listen attentively, ask questions for clarification, and attempt to define harmful traditional practices in their own words.
Learning Point: Pupils understand the definition of harmful traditional practices.

Step 3: Types of Harmful Traditional Practices (Part 1)

Time: 10 minutes
Teaching Skill: Listing/Illustration
Teacher’s Activity: The teacher presents various types of harmful traditional practices, such as Female Genital Mutilation (FGM) and Child Marriage, explaining each with relevant examples.
Pupils’ Activity: Pupils identify and take notes on the types of harmful traditional practices discussed by the teacher.
Learning Point: Pupils identify common harmful traditional practices.

Step 4: Types of Harmful Traditional Practices (Part 2)

Time: 5 minutes
Teaching Skill: Discussion/Reinforcement
Teacher’s Activity: The teacher continues to list and briefly explain other types of harmful traditional practices like harmful widowhood practices and ritual killings.
Pupils’ Activity: Pupils listen, contribute examples if they know any, and add to their notes.
Learning Point: Pupils gain further knowledge of different harmful traditional practices.

Step 5: Effects of Harmful Traditional Practices

Time: 5 minutes
Teaching Skill: Analysis/Consequence Identification
Teacher’s Activity: The teacher leads a discussion on the negative effects of these practices on individuals, families, and the wider society, using the charts and pictures.
Pupils’ Activity: Pupils identify and discuss the various negative effects, such as health complications, psychological trauma, and social discrimination.
Learning Point: Pupils understand the severe consequences of harmful traditional practices.

Step 6: Ways of Preventing/Stopping Harmful Traditional Practices

Time: 5 minutes
Teaching Skill: Problem Solving/Advocacy
Teacher’s Activity: The teacher engages pupils in a discussion about effective ways to prevent or stop these practices, emphasizing education and community involvement.
Pupils’ Activity: Pupils suggest and discuss possible solutions and ways they can contribute to stopping harmful practices.
Learning Point: Pupils learn practical steps for combating harmful traditional practices.

Step 7: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

What are harmful traditional practices?
Mention three examples of harmful traditional practices.
State two negative effects of harmful traditional practices.
Suggest two ways to prevent or stop harmful traditional practices.

Pupils’ Activity: Pupils answer orally and in writing.
Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 0 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the key points of the lesson and encourages pupils to be advocates against harmful practices in their communities. The teacher then gives homework.
Pupils’ Activity: Pupils listen to the summary and copy down the homework.
Learning Point: The lesson is reinforced and pupils are encouraged to apply their knowledge.

Lesson Keywords

Harmful – Causing or likely to cause damage or injury.
Traditional – Relating to or based on very old customs, beliefs, or stories.
Practices – The actual application or use of an idea, belief, or method, as opposed to theories about it.
Female Genital Mutilation (FGM) – Any procedures that involve partial or total removal of the external female genitalia, or other injury to the female genital organs for non-medical reasons.
Child Marriage – Any formal marriage or informal union where one or both parties are under 18 years of age.

Differentiation

For pupils who grasp concepts quickly, the teacher can encourage them to research specific laws in Nigeria against harmful traditional practices. For those needing more support, the teacher can provide simplified definitions and focus on identifying just one or two key examples and their effects through visual aids or peer tutoring.

Note for teachers using this lesson plan

Teachers should approach this sensitive topic with empathy and cultural awareness, focusing on the human rights aspect rather than condemning entire cultures. Emphasize that not all traditions are harmful and that the goal is to promote practices that ensure the well-being and dignity of all individuals. Encourage open discussion in a respectful environment and ensure pupils feel safe to share their thoughts.