People and groups found in the Local Government Area for Primary 1

Class: Primary 1
Term: First Term
Week: 7
Age: 6 years
Duration: 45 minutes
Subject: Nigerian History
Curriculum Theme: Origins and Peopling
Focal competence: Identifying other ethnic groups in the community and promoting tolerance among ethnic groups
Key competencies/values: Tolerance
Skills:

• Identification of people in the LGA

Previous Lesson:
Topic: Peoples And Places In The Community: People In The Lga
Subject Matter: People, groups found in the Local Government Area

Specific Objectives

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

Cognitive Domain

• Identify some ethnic groups found in Abuja Municipal Area Council (AMAC).
• State some common occupations of people in AMAC.
• Mention names of some communities in AMAC.

Affective Domain

• Appreciate the diversity of people in their LGA.
• Show respect for people from different backgrounds.

Psychomotor Domain

• Point to pictures of different groups of people and communities.
• Participate in discussions about respecting others.

Social Domain

• Interact respectfully with classmates from different backgrounds.
• Promote tolerance among ethnic groups in the classroom setting.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Primary 1 Nigerian History Textbook
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Pictures of various groups of people in the community and local government area
• Charts of various important places in the community and local government area
• Video clips of people in the community and local government area
• Verified local photographs, objects or oral accounts
• A simple map of Abuja Municipal Area Council (AMAC)

Rationale for the Lesson

This lesson helps pupils understand the rich diversity of people and communities in their immediate environment. It fosters a sense of belonging and encourages respect and tolerance for individuals from different ethnic backgrounds and with varied occupations, promoting peaceful coexistence in society.

Prerequisite/Previous Knowledge

Pupils have a basic understanding of their immediate community and some people who live there.

Lesson Content/Board Summary

People and Groups in the Local Government Area

People and Groups in Abuja Municipal Area Council (AMAC)

Our Local Government Area is called Abuja Municipal Area Council (AMAC).

In AMAC, we find different groups of people. Some of these groups are:

1. Ethnic Groups: These are people who share a common culture, language, and history. Examples in AMAC are:
   1. Gbagyi people (who are indigenous to the FCT)
   2. Hausa people
   3. Igbo people
   4. Yoruba people
2. People with Different Occupations: These are people who do different types of work to help our community. Examples are:
   1. Farmers (who grow food)
   2. Traders (who sell goods)
   3. Teachers (who teach in schools)
   4. Doctors (who treat sick people)
   5. Drivers (who drive vehicles)

Communities in AMAC

AMAC has many communities and settlements where people live and work. Some of these communities are:

1. Garki
2. Wuse
3. Nyanya
4. Lugbe

Respecting Everyone

It is important to respect all people in our community, no matter their ethnic group or what work they do. Respecting others makes our community peaceful and happy.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Observation

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Storytelling/Questioning

Teacher’s Activity: The teacher greets the pupils and asks them to name some people they know in their immediate community (e.g., parents, neighbours, shopkeepers). The teacher then introduces the topic: “People and Groups in Our Local Government Area.”

Pupils’ Activity: Pupils respond to the teacher’s greetings and name people they know. They listen attentively to the introduction.

Learning Point: Familiar community members

Step 2: Identifying Ethnic Groups in AMAC

Time: 8 minutes

Teaching Skill: Visual Aid Presentation/Explanation

Teacher’s Activity: The teacher uses pictures of different ethnic groups (e.g., Gbagyi, Hausa, Igbo, Yoruba) and explains that these are some of the ethnic groups found in Abuja Municipal Area Council (AMAC). The teacher mentions that Gbagyi people are indigenous to the FCT. The teacher explains that people from different ethnic groups live together in AMAC.

Pupils’ Activity: Pupils observe the pictures and listen to the teacher’s explanation. They repeat the names of the ethnic groups after the teacher.

Learning Point: Ethnic groups in AMAC

Step 3: Discussing Occupations in AMAC

Time: 8 minutes

Teaching Skill: Picture Discussion/Explanation

Teacher’s Activity: The teacher shows pictures of people doing different jobs (e.g., farmer, trader, teacher, doctor, driver). The teacher explains that these are different occupations or types of work people do in AMAC to help themselves and the community.

Pupils’ Activity: Pupils identify the occupations in the pictures and discuss what each person does. They mention other jobs they know.

Learning Point: Common occupations in AMAC

Step 4: Naming Communities in AMAC

Time: 5 minutes

Teaching Skill: Map Work/Naming

Teacher’s Activity: Using a simple map or chart of AMAC, the teacher points out and names some communities like Garki, Wuse, Nyanya, and Lugbe, explaining that these are places where people live and work.

Pupils’ Activity: Pupils observe the map/chart and repeat the names of the communities after the teacher.

Learning Point: Names of AMAC communities

Step 5: Emphasizing Respect for All People

Time: 5 minutes

Teaching Skill: Value Impartation/Discussion

Teacher’s Activity: The teacher leads a discussion on why it is important to respect everyone, no matter their ethnic group or occupation. The teacher explains that respecting others helps everyone live happily together.

Pupils’ Activity: Pupils share their ideas on why respect is important and practice saying “I will respect everyone.”

Learning Point: Importance of respect

Step 6: Guided Practice/Reinforcement

Time: 5 minutes

Teaching Skill: Question and Answer/Activity

Teacher’s Activity: The teacher asks pupils to identify a picture of an ethnic group or an occupation. The teacher also asks pupils to state one way they can show respect to someone from a different background.

Pupils’ Activity: Pupils identify pictures and suggest ways to show respect.

Learning Point: Identifying and respecting people

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. Name two ethnic groups found in AMAC.
2. Mention two occupations of people in our community.
3. Name one community in Abuja Municipal Area Council.
4. Why should we respect people from different backgrounds?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Identifying people and groups

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes about people, groups, communities, and respecting everyone into their notebooks.

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

Learning Point: Recording lesson information

Step 9: Conclusion

Time: 2 minutes

Teaching Skill: Summarisation

Teacher’s Activity: The teacher briefly reminds pupils that our local government area, AMAC, has many different people, ethnic groups, and jobs, and that we must always show respect and tolerance to everyone. The teacher praises them for their participation.

Pupils’ Activity: Pupils listen and affirm their understanding.

Learning Point: Valuing diversity and respect

Continuous Assessment/Further Study

Type: Homework
Instruction: Draw pictures of two different people you see in your community and write what they do. Also, tell your parents about one ethnic group you learned about today.

1. Draw a picture of a farmer and a doctor.
2. Ask your parents to tell you about another ethnic group living in Abuja.

Lesson Keywords

• LGA – Local Government Area
• Community – A group of people living in the same place
• Ethnic groups – Groups of people sharing common culture and history
• Occupations – Different types of jobs people do
• Tolerance – Accepting people who are different from you
• Respect – Showing kindness and good manners to others

Differentiation

For weaker learners: Provide pre-labeled pictures of ethnic groups and occupations for them to match. Focus on identifying just one or two ethnic groups and occupations. Pair them with stronger learners during discussions.

For stronger learners: Encourage them to name more ethnic groups or occupations they know. Ask them to explain in their own words why tolerance is important, or to draw a simple map of their immediate neighbourhood showing different people.

Suggested Lesson Videos

For a general understanding of diversity in communities, search on YouTube for:
“People in my community for kids”
“Different jobs for kids”
“Nigerian ethnic groups for primary school”

Teacher Guide for Using This Lesson Plan

Before the lesson, gather clear pictures of various ethnic groups (e.g., Gbagyi, Hausa, Igbo, Yoruba) and common occupations (farmer, trader, teacher, doctor, driver) relevant to the Abuja Municipal Area Council (AMAC). Have a simple, child-friendly map of AMAC ready to point out communities like Garki, Wuse, and Nyanya. Begin by connecting the lesson to pupils’ existing knowledge of their immediate community. During the lesson development steps (2-6), use the visual aids extensively to help pupils identify and understand the different groups and occupations. Emphasize the importance of respect and tolerance throughout the lesson, linking it directly to the diverse nature of AMAC. Pupils should copy the Board Summary notes in Step 8. Ensure that the evaluation questions in Step 7 directly assess the specific objectives. For weaker learners, provide more direct prompts and simplified tasks. Encourage faster learners to think of additional examples or elaborate on the importance of respect.