Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 2nd Term
Week: 4
Age: 15 years
Duration: 45 minutes
Subject: History
Curriculum Theme: History
Previous Lesson: The Hausa States to 1800: Indigenous Technology, Crafts and Industries.
Topic: The Nupe People
Subject Matter: Nupe location and people, indigenous technology in Nupe, Nupe crafts and industries, agricultural activities in Nupe, examples such as fishing, trade, and pottery.

Specific Objectives

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

Cognitive Domain:

Locate the Nupe people on a map of Nigeria.
Describe the indigenous technology practiced by the Nupe people.
List at least three crafts and industries of the Nupe.
Identify various agricultural activities of the Nupe.

Affective Domain:

Appreciate the cultural heritage and economic contributions of the Nupe people.
Value the importance of indigenous skills and local industries.

Psychomotor Domain:

Draw or sketch simple Nupe tools or crafts.
Identify physical examples of Nupe crafts and agricultural tools.

Discuss the socio-economic impact of Nupe trade and industries on their community.
Collaborate with peers to identify different Nupe cultural practices.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for History.
State Unified Scheme of Work for History SSS 1.
Adeyemi, A.A. (2018). Nigerian History for Senior Secondary Schools 1. University Press PLC.

Instructional Materials

The teacher will teach this lesson with the aid of:

Maps of Nigeria showing the Nupe region.
Pictures and charts illustrating Nupe crafts, industries, and agricultural activities.
Actual or pictorial representations of hoes, fishing nets, and pottery moulds.

Rationale for the Lesson

This lesson helps pupils understand the history and cultural practices of the Nupe people, an important ethnic group in Nigeria. It enables them to appreciate indigenous technology, crafts, and economic activities that shaped communities before modern industrialization. This knowledge connects pupils to the diverse heritage of Nigeria.

Prerequisite/Previous Knowledge

Pupils have a basic understanding of different ethnic groups in Nigeria and may have heard about some traditional occupations of various Nigerian communities.

Lesson Content/Board Summary

The Nupe People

1. Location and People of Nupe

The Nupe people are an ethnic group primarily found in the Middle Belt region of Nigeria, specifically in Niger State. They also have significant populations in Kwara and Kogi States. Their main city is Bida.

2. Indigenous Technology in Nupe

Indigenous technology refers to the traditional skills and methods developed by a people over time to meet their needs. The Nupe people developed various technologies in areas like agriculture, craft production, and warfare.

Examples of Nupe indigenous technology include:

Traditional iron smelting for tool making.
Weaving techniques for textiles.
Pottery making for domestic use and storage.
Fishing techniques using local nets and traps.

3. Nupe Crafts and Industries

The Nupe are well-known for their rich tradition of crafts and small-scale industries. These activities form a significant part of their economy and cultural identity.

Some prominent Nupe crafts and industries are:

Brass work/Metalwork: Production of decorative items, tools, and utensils from brass and other metals.
Glass beads making: Creating intricate beads used for adornment and trade.
Pottery: Producing various clay pots, bowls, and storage jars.
Weaving: Textile production, including traditional Nupe cloth.
Leatherwork: Crafting items like bags, sandals, and sheaths from animal hides.
Wood carving: Making household items, tools, and ceremonial objects from wood.

4. Agricultural Activities in Nupe

Agriculture is a primary occupation of the Nupe people, sustained by the fertile lands around the Niger River basin. They engage in both crop farming and animal husbandry.

Key agricultural activities include:

Crop Farming: Cultivation of crops such as yam, millet, guinea corn, rice, maize, cassava, and groundnuts.
Animal Rearing: Raising livestock like goats, sheep, and poultry.

5. Examples of Nupe Economic Activities

Beyond farming and crafts, the Nupe are also involved in other economic ventures, particularly those related to their geographical location.

Examples include:

Fishing: Given their proximity to the River Niger, fishing is a major economic activity, providing food and income.
Trade: The Nupe have a long history of trade, exchanging their agricultural produce and crafted goods with neighboring communities. Their markets are hubs for local commerce.
Pottery: This is both a craft and an industry, with pottery products widely traded.

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 asks them to name some ethnic groups in Nigeria and their traditional occupations. The teacher then introduces the topic: “The Nupe People” and states the lesson objectives.
Pupils’ Activity: Pupils respond by naming various ethnic groups and their occupations. They listen attentively and note the lesson objectives.
Learning Point: Pupils are prepared for the lesson and understand its purpose.

Step 2: Nupe Location and People

Time: 7 minutes
Teaching Skill: Explanation/Mapping
Teacher’s Activity: The teacher uses a map of Nigeria to show the location of the Nupe people, highlighting Niger State and surrounding areas. The teacher explains that the Nupe are a prominent ethnic group known for their rich culture.
Pupils’ Activity: Pupils observe the map, identify the Nupe region, and ask questions for clarification.
Learning Point: Pupils can locate the Nupe people geographically.

Step 3: Indigenous Technology of the Nupe

Time: 8 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: The teacher explains what indigenous technology means and describes various forms of technology developed by the Nupe people, using examples like traditional iron smelting and weaving techniques. Pictures of old tools can be shown.
Pupils’ Activity: Pupils listen, take notes, and identify examples of indigenous technology from the illustrations.
Learning Point: Pupils understand the concept and examples of Nupe indigenous technology.

Step 4: Nupe Crafts and Industries

Time: 8 minutes
Teaching Skill: Listing/Demonstration
Teacher’s Activity: The teacher lists and explains the various crafts and industries of the Nupe, such as brass work, glass bead making, pottery, weaving, leatherwork, and wood carving. The teacher shows pictures or actual samples of these crafts (e.g., pottery moulds).
Pupils’ Activity: Pupils listen, observe the materials, and list the different crafts and industries.
Learning Point: Pupils can identify and describe various Nupe crafts and industries.

Step 5: Agricultural Activities in Nupe

Time: 7 minutes
Teaching Skill: Description/Visual Aids
Teacher’s Activity: The teacher explains the primary agricultural activities of the Nupe people, focusing on crop farming (yam, millet, rice) and animal rearing. The teacher can show pictures of hoes or farming scenes.
Pupils’ Activity: Pupils listen, take notes, and mention the crops and animals reared by the Nupe.
Learning Point: Pupils understand the agricultural practices of the Nupe.

Step 6: Examples of Nupe Economic Activities

Time: 5 minutes
Teaching Skill: Elaboration/Discussion
Teacher’s Activity: The teacher elaborates on specific economic activities like fishing (showing nets), trade, and the importance of pottery. The teacher encourages pupils to discuss how these activities contribute to the Nupe economy.
Pupils’ Activity: Pupils discuss and state how fishing, trade, and pottery are important to the Nupe people.
Learning Point: Pupils can explain the significance of key Nupe economic activities.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

In which state is the main population of the Nupe people found?
Define indigenous technology in your own words.
List three indigenous crafts or industries of the Nupe people.
Mention two major agricultural crops grown by the Nupe.
How does fishing contribute to the Nupe economy?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 3 minutes
Teaching Skill: Summarization/Assignment
Teacher’s Activity: The teacher summarizes the main points of the lesson, reinforcing the location, technology, crafts, and economic activities of the Nupe people. The teacher gives homework: “Research and write a short paragraph on the significance of brass work in Nupe culture.”
Pupils’ Activity: Pupils listen to the summary and copy the homework.
Learning Point: Pupils consolidate their learning and are given follow-up work.

Lesson Keywords

Nupe – An ethnic group primarily found in Niger State, Nigeria.
Indigenous Technology – Traditional skills and methods developed by a people to meet their needs.
Crafts – Skills, especially involving making things by hand, like pottery or weaving.
Industries – Organized economic activities for producing goods or services.
Pottery – The craft of making ceramic items by molding clay and firing it.
Fishing – The activity of catching fish, especially as a livelihood.
Trade – The activity of buying and selling goods and services.

Differentiation

The teacher will provide additional visual aids and simplified explanations for struggling learners, while advanced learners will be encouraged to research further into specific Nupe cultural practices or historical figures.

Note for teachers using this lesson plan

Teachers should adapt this lesson plan to suit the specific needs and context of their pupils and available resources. Encourage pupils to bring in examples of local crafts if possible, to make the lesson more practical and engaging.