Class: Primary 5
Term: Third Term
Subject: History
Curriculum Theme:
Previous Lesson:
Topic: Traditional Occupations in the Locality
Content/Learning Area: Meaning of Traditional Occupations and Some Traditional Occupations in the Locality
Time Allocation: 40 minutes

Performance Objectives

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

• Cognitive Domain: Define traditional occupations and mention examples found in their locality.

• Affective Domain: Appreciate the value of traditional occupations in community development.

• Psychomotor Domain: Identify and mimic actions related to some traditional occupations.

• Social Domain: Demonstrate respect for people engaged in traditional occupations.

Reference Materials

• Nigeria Primary History Curriculum
• 9 Years Basic Education Curriculum, NERDC
• Abuja Educational Resource Center Scheme of work
• NAPPS National Unified Scheme of Work
• Basic History Textbook for Primary Schools, Book 5

Instructional Materials

To deliver this lesson, the teacher will use the following materials: charts showing different traditional occupations, real tools or models (e.g. hoe, calabash), pictures of local artisans, and samples of traditional crafts.

Rationale for the Lesson

This lesson helps pupils understand the cultural and economic importance of traditional occupations in their community.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of the roles people play in their communities.

Lesson Content

Traditional Occupations in the Locality

Traditional occupations are the jobs or trades that have been practiced by people in a community over many generations, often passed down from parents to children. In simpler terms, traditional occupations are types of work that have existed within a culture for a long time.

These jobs usually require skill, tools, and training within the family or community.

Some Traditional Occupations in the Locality

Some traditional occupations in various Nigerian localities reflect the resources, environment, and culture of the people. These include:

1. Farming: Common in rural communities, involves growing crops like yam, cassava, and maize.

2. Fishing: Practiced in riverine areas like Bayelsa, Delta, and Rivers States.

3. Pottery: Found in places like Igbajo in Osun State and Bwari in Abuja.

4. Blacksmithing: Practiced in Ilorin, Bida, and some Igbo towns for making tools and weapons.

5. Weaving: Found in places like Akwete (Abia State) and Iseyin (Oyo State).

6. Hunting: Practiced in forested areas like Ondo and Cross River.

7. Traditional medicine: Found throughout Nigeria, involving herbs and roots for healing.

8. Drumming and music performance: Common in cultural events in Yoruba and Igbo communities.

Teaching Methods

To deliver this lesson,‌ ⁤the teacher will⁤ adopt⁤ the following 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 minutes
Teaching Skill: Set Induction
Teacher’s Activity: Tells a short story about a village farmer and asks pupils what jobs they know people do in their community.
Pupils’ Activity: Share examples of jobs done by people in their village or town.

Step 2: Meaning of Traditional Occupations

Time: 7 minutes
Teaching Skill: Explanation
Teacher’s Activity: Explains the meaning of traditional occupations using pictures and real-life examples.
Pupils’ Activity: Listen and observe the materials shown.

Step 3: Examples of Traditional Occupations

Time: 8 minutes
Teaching Skill: Storytelling and Discussion
Teacher’s Activity: Describes various traditional occupations, showing pictures or tools related to each.
Pupils’ Activity: Identify each occupation and mention if it is found in their locality.

Step 4: Importance of Traditional Occupations

Time: 7 minutes
Teaching Skill: Guided Discussion
Teacher’s Activity: Leads pupils to discuss why traditional occupations are important to the community.
Pupils’ Activity: Mention the benefits of local occupations such as food supply and income.

Step 5: Note-Taking

Time: 5 minutes
Teaching Skill: Writing
Teacher’s Activity: Dictates or writes summary notes on the board.
Pupils’ Activity: Copy notes into their notebooks.

Step 6: Evaluation/Review

Time: 5 minutes
Teaching Skill: Assessment
Teacher’s Activity: Asks questions based on the lesson and reviews key points.
Pupils’ Activity: Answer questions orally and participate in review.

Step 7: Conclusion

Time: 3 minutes
Teaching Skill: Reinforcement
Teacher’s Activity: Summarizes the lesson and emphasizes respect for traditional occupations.
Pupils’ Activity: Listen and respond to the teacher’s concluding remarks.

Lesson Keywords

• Traditional Occupation – A job passed down in a community over time

• Farming – Growing crops and raising animals for food

• Pottery – Making pots and clay items by hand

• Weaving – Making cloth or baskets using thread or cane

• Blacksmithing – Shaping metal to make tools or weapons

Lesson Evaluation

To evaluate the learning, the teacher asks pupils to:

1. Define traditional occupation.

2. List five examples of traditional occupations.

3. Mention three traditional occupations found in your locality.

4. State two reasons traditional occupations are important.

Assignment/Homework

1. Interview someone in your family or community about their traditional occupation.

2. Write five sentences about what they do and what tools they use.

Differentiation

• For slower learners: Use pictures and real objects to explain the concepts clearly.

• For advanced learners: Ask them to explain how different occupations support each other in the community.

• For visual/auditory/kinesthetic learners: Use songs, storytelling, and physical demonstration of tools used in traditional jobs.

Note for Teachers

Encourage pupils to be proud of their cultural heritage and show how traditional occupations contribute to local and national development. Integrate examples from pupils’ backgrounds to make the lesson relatable and inclusive.