Origin of the Hausa People and Their Traditions of Origin for SS 1

Class: SS 1
Term: First Term
Week: 5
Age: 15 years
Duration: 60 minutes
Subject: Nigerian History
Curriculum Theme: Origins of Nigerian Peoples
Focal competence: Understanding and appreciating Hausa culture and heritage
Key competencies/values: ICT and Digital Competencies; Digital Competencies; Environmental Literacy
Skills:

• Narrating the traditions of origin of the Hausa people
• Analysing the origin of the Hausa people

Previous Lesson: Narrating the traditions of origin of the Hausa people
Topic: Origin Of The Hausa People
Subject Matter: Meaning of Origin of the Hausa People, Traditions of origin of the Hausa people

Specific Objectives

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

Cognitive Domain

• Define the Origin of the Hausa People.
• Narrate the traditions of origin of the Hausa people, specifically the Bayajida and the Habasha/Ethiopia legends.

Affective Domain

• Appreciate the cultural significance of oral traditions in understanding historical origins.
• Develop an interest in the diverse heritage of Nigerian peoples.

Psychomotor Domain

• Locate relevant regions on a map of the world related to Hausa origin stories.
• Present a summary of the Hausa origin traditions.

Social Domain

• Participate respectfully in discussions about different cultural narratives.
• Collaborate in analysing historical traditions.

Reference Materials

The following resources were used in planning this lesson:

• 2025 New Revised Senior Secondary Education Curriculum (SSEC)
• Relevant State Unified Scheme of Work
• A suitable Nigerian History textbook for SS 1
• The HeadTeacher Scheme of work For The New Revised Senior Secondary Education Curriculum (SSEC)

Instructional Materials

The teacher will teach this lesson with the aid of:

• Internet access
• Video clips on Hausa history
• Documentary excerpts on Nigerian ethnic groups
• Map of the world
• Whiteboard/Blackboard and markers/chalk

Rationale for the Lesson

This lesson is important for students to understand the historical foundations and cultural identity of one of Nigeria’s major ethnic groups. By exploring the traditions of origin, students gain insight into how communities perceive their past and the role of oral history. This knowledge fosters an appreciation for Nigeria’s rich cultural diversity and the methods historians use to reconstruct the past.

Prerequisite/Previous Knowledge

Students should have a basic understanding of what history is and the concept of ethnic groups in Nigeria.

Lesson Content/Board Summary

Origin Of The Hausa People

Meaning of Origin of the Hausa People

The “Origin of the Hausa People” refers to the historical accounts, legends, and oral traditions that explain how the Hausa ethnic group came into existence, where they migrated from, and how their distinct culture and political structures developed. These accounts are often passed down through generations and help define their identity.

Traditions of Origin of the Hausa People

The Hausa people, like many other ethnic groups, have various traditions that explain their origins. These are primarily oral traditions, migration accounts, and community narratives, which are distinct from direct archaeological or written evidence. The two most prominent traditions are the Bayajida legend and the Habasha/Ethiopia legend.

The Bayajida Legend (Daura Legend)

This is the most widely accepted and popular tradition of Hausa origin, linking the origins of the Hausa states to a single mythical ancestor. It explains the formation of the Hausa Bakwai (Seven True Hausa States) and Banza Bakwai (Seven Illegitimate/Bastard Hausa States).

1. Arrival of Bayajida: The legend states that Bayajida, a prince from Baghdad (or sometimes Borno), travelled across the Sahara Desert to Kanem-Borno, where he married the daughter of the Mai (king).
2. Flight to Daura: He later fled Borno after a dispute with the Mai and arrived in Daura, a town in present-day Katsina State.
3. The Serpent and the Well: Upon arrival, he found the people of Daura could only fetch water from a well called Kusugu once a week because a giant serpent named Sarki guarded it.
4. Killing the Serpent: Bayajida slew the serpent, freeing the people from its tyranny.
5. Marriage to Queen Daurama: As a reward, the Queen of Daura, Magajiya Daurama, married him. She initially offered him half her kingdom, but he preferred to marry her.
6. Children and the Hausa Bakwai: Bayajida and Queen Daurama had a son named Bawo. Bawo had six sons, and together with the son of Bayajida from a previous marriage (Karbagari, who was the son of his Borno wife), these seven sons founded the “Hausa Bakwai” (Seven True Hausa States).
7. The Hausa Bakwai: These states are Daura, Katsina, Kano, Zaria (Zazzau), Gobir, Rano, and Biram.
8. Banza Bakwai: The legend also mentions the “Banza Bakwai” (Seven Bastard Hausa States), which were founded by the children of Bayajida’s concubines or other related groups. These include Zamfara, Kebbi, Yauri, Gwari, Kwararafa, Nupe, and Yoruba.

This legend serves as a foundational myth, providing a common ancestry and political legitimacy for the Hausa states, even though it is a traditional narrative rather than a documented historical event.

The Habasha/Ethiopia Legend

This tradition suggests a different origin for the Hausa people, linking them to migrations from the East, specifically from Habasha (Abyssinia/Ethiopia) or other parts of the Middle East.

1. Eastern Origin: This legend posits that the Hausa people migrated from the region of Habasha (Ethiopia) or the Arabian Peninsula.
2. Migration Route: They are believed to have moved westward across the African continent, eventually settling in their present locations in what is now northern Nigeria and parts of Niger Republic.
3. Cultural Connections: Proponents of this theory often point to linguistic similarities or cultural practices that might suggest an ancient connection to groups in the Horn of Africa or the Middle East.
4. Influence of Islam: The spread of Islam from the Middle East into West Africa, which significantly influenced Hausa culture, language, and political systems, is sometimes cited as supporting an eastern connection, though this is distinct from their ethnic origin.

While the Habasha/Ethiopia legend is less detailed and widespread than the Bayajida legend, it represents another aspect of the Hausa people’s attempt to understand and narrate their deep past, often reflecting broader patterns of migration and cultural exchange in African history.

Teaching Methods/Instructional Techniques

Discussion, Explanation, Question and Answer, Map Work, Storytelling, Guided Analysis

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the students and asks them to name some major ethnic groups in Nigeria. The teacher then introduces the topic, “Origin of the Hausa People,” and explains that they will explore how the Hausa people came to be.

Pupils’ Activity: Pupils respond to the questions and listen attentively to the introduction.

Learning Point: Introduction to Hausa origin

Step 2: Meaning of Origin

Time: 10 minutes

Teaching Skill: Explanation/Definition

Teacher’s Activity: The teacher explains the meaning of “origin” in a historical context, specifically relating it to the Hausa people. The teacher defines “Origin of the Hausa People” as the historical accounts and traditions explaining their emergence and development.

Pupils’ Activity: Pupils listen, ask questions for clarification, and contribute their understanding of “origin.”

Learning Point: Defining Hausa origin

Step 3: Introduction to Hausa Traditions of Origin

Time: 5 minutes

Teaching Skill: Informing/Contextualising

Teacher’s Activity: The teacher introduces the concept of oral traditions and legends as sources for understanding the origins of people, noting that these are distinct from direct historical evidence. The teacher mentions that the Hausa people have several such traditions.

Pupils’ Activity: Pupils listen and understand the role of oral traditions in history.

Learning Point: Oral traditions as sources

Step 4: The Bayajida Legend

Time: 15 minutes

Teaching Skill: Storytelling/Narration

Teacher’s Activity: The teacher narrates the Bayajida legend in detail, including his journey, the serpent at Kusugu well, his marriage to Queen Daurama, and the subsequent formation of the Hausa Bakwai and Banza Bakwai. The teacher uses a map of the world to trace Bayajida’s supposed journey from Baghdad/Borno to Daura.

Pupils’ Activity: Pupils listen to the story, follow the journey on the map, and ask questions about the legend.

Learning Point: Bayajida legend details

Step 5: The Habasha/Ethiopia Legend

Time: 10 minutes

Teaching Skill: Explanation/Comparison

Teacher’s Activity: The teacher presents the Habasha/Ethiopia legend, explaining its premise of migration from the East. The teacher uses the world map to show the general direction of migration from Ethiopia/Middle East to West Africa. The teacher also highlights that this is another tradition, distinct from the Bayajida legend.

Pupils’ Activity: Pupils listen, observe the map, and note the key differences between the two legends.

Learning Point: Habasha legend points

Step 6: Analysing the Traditions

Time: 5 minutes

Teaching Skill: Guided Analysis

Teacher’s Activity: The teacher guides students to discuss the nature of these traditions – that they are legends and oral accounts, not direct historical evidence. The teacher asks students to identify the main origin stories and discuss what they reveal about Hausa identity.

Pupils’ Activity: Pupils participate in the discussion, distinguishing between historical tradition and direct evidence.

Learning Point: Analysing origin traditions

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

1. What does “Origin of the Hausa People” mean?
2. Briefly narrate the Bayajida legend.
3. Mention one key point of the Habasha/Ethiopia legend.
4. How do oral traditions differ from direct historical evidence?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding Hausa origins

Step 8: Note-Taking

Time: 10 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes into their notebooks, ensuring they focus on the meaning of origin and the two main legends.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 5 minutes

Teaching Skill: Summarising/Reinforcement

Teacher’s Activity: The teacher briefly summarises the main points of the lesson, reiterating the importance of understanding the diverse origins of Nigerian peoples through their unique traditions. The teacher encourages students to explore other Nigerian origin stories.

Pupils’ Activity: Pupils listen and reflect on the lesson’s key takeaways.

Learning Point: Consolidating Hausa origins

Continuous Assessment/Further Study

Type: Homework/Further Reading

Instruction: Research and write a short paragraph (not more than 100 words) on the origin tradition of any other Nigerian ethnic group of your choice. Be prepared to share your findings in the next class.

1. Choose one Nigerian ethnic group (e.g., Yoruba, Igbo, Efik, Tiv).
2. Find out their traditional story of origin.
3. Write a brief summary of this origin story.
4. State whether it is considered a legend or based on historical evidence.

Lesson Keywords

• Origin – The point or place where something begins, arises, or is derived.
• Hausa People – A major ethnic group primarily found in Northern Nigeria and Southern Niger.
• Tradition – A belief, custom, or way of doing something that has existed for a long time among a particular group of people.
• Legend – A traditional story sometimes popularly regarded as historical but unauthenticated.
• Bayajida – The mythical ancestor in the most popular Hausa origin legend.
• Kusugu Well – The well in Daura where the serpent Sarki was killed by Bayajida.
• Hausa Bakwai – The “Seven True Hausa States” derived from the Bayajida legend.
• Banza Bakwai – The “Seven Bastard Hausa States” also mentioned in the Bayajida legend.
• Habasha – An ancient name for Abyssinia, now Ethiopia, often linked to an alternative Hausa origin legend.
• Oral Tradition – Historical information passed down by word of mouth from generation to generation.

Differentiation

For students who grasp concepts quickly, encourage them to research the historical evidence (or lack thereof) supporting or refuting aspects of the Hausa origin legends. For students needing additional support, provide simplified summaries of the legends and focus on identifying key characters and events with visual aids.

Suggested Lesson Videos

Search on YouTube for: origin of the Hausa people SS1 Nigerian history