Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 3rd Term
Week: 4
Age: 15 years
Duration: 45 minutes
Subject: Hausa Language
Curriculum Theme: Hausa Language
Previous Lesson: Wasan Kwaikwayo: Sarrafa Harshe da Dacewar Magana.
Topic: Zamantakewar al’ummar Hausawa
Subject Matter: Matsayi da ƙimar Hausawa, yadda Hausawa suka karkasa kansu, fahimtar ɗabi’u da aikin kowane rukuni, ma’anar zamantakewa, rukunin jama’a da shekaru (yara, matasa, manya)

Specific Objectives

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

Cognitive Domain:

Define zamantakewa.
Explain matsayi da ƙimar Hausawa in society.
List ways Hausawa suka karkasa kansu into different groups.
Identify rukunin jama’a by age: yara, matasa, manya.
State the main ɗabi’u and responsibilities expected from each age group.

Affective Domain:

Show respect for Hausa cultural values and social rules.
Appreciate good behaviour and responsibility in the community.
Demonstrate tolerance and respect for different age groups and roles.

Psychomotor Domain:

Draw or complete a simple chart showing rukunin jama’a and their roles.
Role-play short examples of polite greetings and responsible behaviour for each group.
Write short points describing duties and expected behaviour for each group.

Work in groups to discuss roles and values in Hausa society and present findings.
Participate in class discussion using turn-taking and active listening.
Support peers during group tasks and accept corrections politely.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum
State Unified Scheme of Work
Recommended Hausa Language textbook for Senior Secondary Schools (Al’adu/Zamantakewa section)
Encyclopaedia Britannica: Hausa People
Encyclopaedia Britannica: Kinship and Social Organisation
UNICEF: Child Development and Social Responsibility

Instructional Materials

The teacher will teach this lesson with the aid of:

Jadawalin rukunai (charts showing groups and age categories)
Hotunan al’adu (pictures showing Hausa social activities and roles)
Rubutattun misalai (short written examples of duties and behaviour)
Allo da alƙalami/marker

Rationale for the Lesson

This lesson helps pupils understand how Hausa society is organised and why people have different roles. It also helps pupils to behave well and relate respectfully with others in family and community life.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of Hausa culture such as greetings and simple community practices.

Lesson Content/Board Summary

Zamantakewar al’ummar Hausawa

Ma’anar zamantakewa

Zamantakewa na nufin yadda mutane ke rayuwa tare a cikin al’umma, suna mu’amala, bin ƙa’idoji, yin ayyuka, da girmama juna bisa al’ada da doka.

Matsayi da ƙimar Hausawa

The following are matsayi da ƙimar Hausawa a zamantakewa:

Girmama manya da shugabanni.
Kula da tarbiyya da ladabi.
Haɗin kai da taimakon juna.
Mutunci da gaskiya.
Bin ƙa’ida da kare martabar iyali da al’umma.

Yadda Hausawa suka karkasa kansu

The following are hanyoyin da Hausawa suka karkasa kansu a cikin al’umma:

Rukuni bisa shekaru: yara, matasa, manya.
Rukuni bisa iyali: gida, dangantaka, zumunci.
Rukuni bisa sana’a: manoma, ‘yan kasuwa, ma’aikata, masu sana’o’i.
Rukuni bisa matsayi: shugabanni, malamai, masu fada a ji.
Rukuni bisa addini da al’ada: bin dokokin addini da na al’ada a mu’amala.

Rukunin jama’a da shekaru

The following are rukunin jama’a da shekaru a al’ummar Hausawa:

Yara: ƙananan yara da suke ƙarƙashin kulawar iyaye.
Matasan: samari da ‘yan mata masu ƙarfi da kuzari, suna shirin ɗaukar nauyi.
Manya: manya masu shekaru da gogewa, suna jagoranci da ba da shawara.

Ɗabi’u da ayyukan kowane rukuni

The following are ɗabi’u da ayyuka da ake tsammani daga kowane rukuni:

Yara: biyayya ga iyaye da malamai, gaisuwa, tsafta, zuwa makaranta, koyon sana’a ko ilimi, guje wa faɗa da zagi.
Matasan: aiki tuƙuru, neman ilimi, taimakon iyali, ladabi a mu’amala, guje wa shaye-shaye da tashin hankali, ɗaukar ƙananan nauyi a gida da al’umma.
Manya: jagoranci da ba da shawara, warware rikici, tabbatar da zaman lafiya, tarbiyyar yara, kiyaye al’ada da doka, zama abin koyi.

Mahimmancin fahimtar zamantakewa a al’ummar Hausawa

The following are muhimmancin fahimtar zamantakewa:

Ƙarfafa girmamawa da ladabi a al’umma.
Rage rikici da inganta zaman lafiya.
Sa kowa ya san hakkinsa da nauyinsa.
Inganta haɗin kai da taimakon juna.
Kare al’adu da tarbiyya ga ƙarni na gaba.

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 displays pictures of Hausa family/community settings and asks pupils to mention what they observe about respect, roles, and greetings.
Pupils’ Activity: Pupils describe the roles they notice and mention examples of respectful behaviour.
Learning Point: Hausa society has organised ways of living and relating with others.

Step 2: Meaning of Zamantakewa

Time: 7 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher explains zamantakewa and writes the definition on the board with key words.
Pupils’ Activity: Pupils copy the definition and give one example of social behaviour in school or home.
Learning Point: Zamantakewa is how people live together and relate under rules and values.

Step 3: Matsayi da Ƙimar Hausawa

Time: 7 minutes
Teaching Skill: Discussion
Teacher’s Activity: The teacher explains key Hausa values and guides pupils to list them with short explanations.
Pupils’ Activity: Pupils list the values and state how each value helps community life.
Learning Point: Hausa values promote respect, peace, and good behaviour.

Step 4: Yadda Hausawa Suka Karkasa Kansu

Time: 7 minutes
Teaching Skill: Demonstration
Teacher’s Activity: The teacher uses a chart to show different ways of grouping in Hausa society and explains each briefly.
Pupils’ Activity: Pupils copy the chart and mention one example for each grouping method.
Learning Point: Hausa society is grouped by age, family, occupation, and status.

Step 5: Rukunin Jama’a Bisa Shekaru

Time: 6 minutes
Teaching Skill: Question and Answer
Teacher’s Activity: The teacher explains the age groups: yara, matasa, manya, and asks pupils to state characteristics of each group.
Pupils’ Activity: Pupils identify the groups and state basic characteristics.
Learning Point: Age groups help to define roles and responsibilities in the community.

Step 6: Ɗabi’u da Ayyukan Kowane Rukuni

Time: 6 minutes
Teaching Skill: Guided Practice
Teacher’s Activity: The teacher gives group tasks to match duties and behaviours to each age group and corrects misconceptions.
Pupils’ Activity: Pupils work in groups to match roles correctly and present their answers.
Learning Point: Each group has expected behaviours and duties that support social order.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

Define zamantakewa.
List five matsayi da ƙimar Hausawa in society.
State four ways Hausawa suka karkasa kansu.
Mention the three age groups (yara, matasa, manya) and state two duties for each group.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Summary/Closure
Teacher’s Activity: The teacher summarises key points and gives an assignment: pupils draw a simple table of yara, matasa, manya and write three duties and three expected behaviours for each.
Pupils’ Activity: Pupils copy the assignment and ask questions where necessary.
Learning Point: Hausa social life is organised by values, roles, and age groups.

Lesson Keywords

Zamantakewa – Living together and relating with others in society under rules and values.
Al’umma – A community of people living together.
Ƙima – Value or standard of good behaviour in society.
Karkasa – Grouping or classifying people into categories.
Rukuni – A group of people with similar role, age, or status.
Ɗabi’a – Behaviour or character expected from a person.

Differentiation

Pupils who need support will use a guided chart with examples already listed to help them match duties to each group. Pupils who learn faster will write a short paragraph explaining how Hausa values reduce conflict and promote peace, using at least three listed values.

Note for teachers using this lesson plan

Use clear local examples of family and community life to make roles and values easy to understand. Keep the lesson exam-focused by emphasising definitions, lists of values, classification of groups, and duties of each age group.