Class: Primary 3
Term: 1st Term
Week: 5
Age: 8 years
Duration: 40 minutes
Subject: History
Curriculum Theme: History
Previous Lesson: Nigeria People, Mumuye, Okun, Tiv People
Topic: Nigeria People: Bajju, Ngas, Bashama, Tangele People
Content/Learning Area: Some of the Nigeria people: Bajju, Ngas, Bashama, Tangele People…….

Performance Objectives

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

Cognitive Domain: Identify and describe the Bajju, Ngas, Bashama, and Tangle people in Nigeria.
Affective Domain: Appreciate the cultural diversity of Nigerian people.
Psychomotor Domain: Draw or trace symbols or cultural items that represent any of these groups.
Social Domain: Demonstrate respect when discussing the traditions and culture of other Nigerian people.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum
Abuja Educational Resource Centre Scheme of work
NAPPS National Unified Scheme of Work
Online information from: Wikipedia – Bajju people
Relevant Textbooks

Instructional Materials

The teacher will teach this lesson with the aid of:

Pictures of Bajju, Ngas, Bashama, and Tangle people
Charts showing Nigerian ethnic groups
Maps of Nigeria indicating locations of the groups
Traditional objects or drawings (e.g., farm tools, clothing patterns)
Flash cards with names of the groups

Rationale for the Lesson

To help pupils understand and appreciate the cultural heritage and diversity of the Nigerian people.

Prerequisite/Previous Knowledge

Pupils already know that Nigeria is made up of different people with different cultures.

Lesson Content

Nigeria People: Bajju, Ngas, Bashama, Tangele People

Nigeria is a land of many people with different cultures and traditions. The Bajju, Ngas, Bashama, and Tangle are some of these groups.

The Bajju People

The Bajju people are found in Kaduna State. They are also called “Kaje.” They are mainly farmers who grow crops like maize and guinea corn.

The following are features of the Bajju people:

They live in the southern part of Kaduna.
They practice farming as their main work.
They celebrate traditional festivals.
They have rich music and dance.

The Ngas People

The Ngas people are found in Plateau State. They are also called “Angas.” They are known for farming and blacksmithing.

The following are features of the Ngas people:

They live mostly in Pankshin and Kanke areas.
They grow crops like millet, maize, and groundnut.
They are skilled in iron work and tools.
They enjoy cultural dances and festivals.

The Bashama People

The Bashama people are found in Taraba and Adamawa States. They are sometimes called “Bachama.” They live near rivers and are good fishermen.

The following are features of the Bashama people:

They live near River Benue and River Gongola.
They practice farming and fishing.
They are known for their colorful dances.
They have chiefs called “Hama.”

The Tangle People

The Tangle people are found in Gombe State. They are sometimes called “Tangale.” They are mainly farmers and herdsmen.

The following are features of the Tangle people:

They live in southern Gombe.
They grow crops like sorghum and beans.
They rear animals like goats and cows.
They celebrate traditional festivals with drums and songs.

Teaching Methods

Discussion, Lecture, Storytelling, Explanation, Visual Aids, Group Work

Instructional Procedures

To deliver this lesson, the teacher will adopt the following steps:

Step 1: Introduction

Time: 5 mins
Teaching Skill: Set Induction
Teacher’s Activity: The teacher reviews the previous lesson by asking pupils to name some Nigerian ethnic groups. The teacher then shows a map of Nigeria and points to where new groups are found.
Pupils’ Activity: Pupils mention names of groups they know and look at the map.
Learning Point: Pupils recall and prepare to learn new groups.

Step 2: The Bajju People

Time: 5 mins
Teaching Skill: Explanation & Storytelling
Teacher’s Activity: The teacher explains who the Bajju are, shows pictures, and tells short stories about their festivals.
Pupils’ Activity: Pupils listen, observe pictures, and repeat the name Bajju.
Learning Point: Pupils understand the Bajju people and their culture.

Step 3: The Ngas People

Time: 5 mins
Teaching Skill: Explanation & Demonstration
Teacher’s Activity: The teacher explains the Ngas, points out their farming and blacksmithing, and displays tools or drawings.
Pupils’ Activity: Pupils listen, look at tools/drawings, and repeat key words.
Learning Point: Pupils know about the Ngas people and their skills.

Step 4: The Bashama People

Time: 5 mins
Teaching Skill: Explanation
Teacher’s Activity: The teacher explains who the Bashama are, shows images of fishing and farming, and introduces their leader’s title "Hama."
Pupils’ Activity: Pupils listen, observe pictures, and repeat words.
Learning Point: Pupils identify the Bashama people and their lifestyle.

Step 5: The Tangle People

Time: 5 mins
Teaching Skill: Storytelling & Discussion
Teacher’s Activity: The teacher explains who the Tangle are, describes their farming, animals, and festivals, and shows pictures.
Pupils’ Activity: Pupils watch, listen, and ask questions.
Learning Point: Pupils recognize the Tangle people and their traditions.

Step 6: Note Taking

Time: 5 mins
Teaching Skill: Guidance
Teacher’s Activity: Teacher writes the summarized notes on the board for pupils to copy.
Pupils’ Activity: Pupils copy notes into their books.
Learning Point: Pupils record the main points of the lesson.

Step 7: Evaluation

Time: 5 mins
Teaching Skill: Questioning
Teacher’s Activity: Teacher asks pupils oral and written questions to assess learning.
Pupils’ Activity: Pupils answer questions.
Learning Point: Pupils show understanding of lesson objectives.

Objective-aligned checks:

Identify and describe the Bajju, Ngas, Bashama, and Tangle people in Nigeria.
Draw or trace symbols or cultural items that represent any of these groups.
Demonstrate respect when discussing the traditions and culture of other Nigerian people.

Step 8: Conclusion

Time: 5 mins
Teaching Skill: Instructional & Cognitive Closure
Teacher’s Activity: Teacher reviews key points of the lesson, encourages respect for diversity, and connects lesson to future topics.
Pupils’ Activity: Pupils listen and reflect.
Learning Point: Pupils see the importance of cultural diversity.

Home Task: Write a short, evidence-based paragraph about one safe and relevant example of Nigeria People: Bajju, Ngas, Bashama, Tangele People.

Lesson Keywords

Bajju – A people in Kaduna State also called Kaje.
Ngas – A people in Plateau State also called Angas.
Bashama – A people in Taraba and Adamawa also called Bachama.
Tangle – A people in Gombe State also called Tangale.
Culture – The way of life of a people.

Lesson Evaluation

To evaluate the learning, the teacher asks pupils to:

Who are the Bajju people and where are they found?
Mention one main work of the Ngas people.
Who are the Bashama people and what is their chief called?
Name the state where the Tangle people are found.
List two things that show the culture of the Bajju or Ngas people.

Differentiation

Teacher simplifies language for slower learners, provides visuals for better understanding, and allows fast learners to explain to their peers.

Note for teachers using this lesson plan

Encourage pupils to pronounce the group names clearly. Use maps and pictures to make the lesson lively. Relate the cultures of these people to those familiar to the pupils for better understanding.