Towns, LGAs and States/localities associated with the selected Nigerian peoples for Primary 4

Class: Primary 4
Term: First Term
Week: 5
Age: 9 years
Duration: 45 minutes
Subject: Nigerian History
Curriculum Theme: Origins and Peopling
Focal competence: Identifying other ethnic groups in Nigeria and developing a sense of tolerance for them
Key competencies/values: Collaboration; ICT and Digital Competencies
Skills:

• Identification of Nigerian peoples, their places of origin and localities

Previous Lesson: Selected Nigerian peoples/ethnic groups and their places of origin
Topic: Nigerian Peoples II: Localities
Subject Matter: Towns, LGAs and States/localities associated with the selected Nigerian peoples

Specific Objectives

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

Cognitive Domain

• identify the towns where the peoples are located.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• A suitable Social Studies/Nigerian History textbook for Primary 4
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Ethnographic map of Nigeria
• Political map of Nigeria
• Pictures of different Nigerian peoples
• Audio recordings of traditional songs or greetings (optional)
• Costumes representing different ethnic groups (optional)
• Flashcards with names of Nigerian peoples and their localities

Rationale for the Lesson

This lesson is important for pupils to understand the diverse cultural landscape of Nigeria and the geographical distribution of its various ethnic groups. Learning about the localities associated with different peoples helps pupils appreciate their heritage and promotes a sense of national unity and tolerance. It also lays a foundation for understanding Nigeria’s rich history and cultural diversity.

Prerequisite/Previous Knowledge

Pupils should have a basic understanding of what a community, LGA, and State are, and some general knowledge of different groups of people living in Nigeria.

Lesson Content/Board Summary

Nigerian Peoples II: Localities

Identifying Nigerian Peoples and Their Localities

Nigeria is a country with many different ethnic groups, often called “peoples.” Each of these groups usually has specific towns, Local Government Areas (LGAs), and States where they are originally found or where a large number of them live.

It is important to know these places to understand our country’s rich history and culture. Identifying these localities helps us appreciate the diversity of Nigeria.

Examples of Nigerian Peoples and Their Associated Localities

Here are some examples of Nigerian peoples and the towns, LGAs, and States/localities associated with them:

1. Yoruba People:
   • Towns: Ile-Ife, Ibadan, Abeokuta, Oyo, Ijebu-Ode
   • LGAs: Ibadan North, Abeokuta South, Ife Central
   • States: Predominantly in Oyo, Ogun, Osun, Ondo, Ekiti, Lagos States.
2. Igbo People:
   • Towns: Onitsha, Enugu, Aba, Owerri, Nnewi
   • LGAs: Onitsha North, Enugu East, Aba South
   • States: Predominantly in Anambra, Imo, Enugu, Ebonyi, Abia States.
3. Hausa People:
   • Towns: Kano, Zaria, Katsina, Sokoto, Kaduna
   • LGAs: Kano Municipal, Zaria, Katsina
   • States: Predominantly in Kano, Katsina, Sokoto, Kaduna, Zamfara, Kebbi, Jigawa States.
4. Tiv People:
   • Towns: Gboko, Makurdi, Katsina-Ala
   • LGAs: Gboko, Makurdi, Katsina-Ala
   • States: Predominantly in Benue State.
5. Edo People:
   • Towns: Benin City, Uromi, Ekpoma
   • LGAs: Oredo, Esan West
   • States: Predominantly in Edo State.
6. Ijaw People:
   • Towns: Yenagoa, Warri (parts of), Port Harcourt (parts of)
   • LGAs: Yenagoa, Southern Ijaw, Burutu
   • States: Predominantly in Bayelsa, Delta, Rivers, Akwa Ibom, Ondo States.
7. Gbagyi People:
   • Towns: Gwagwalada, Bwari, Kuje
   • LGAs/Area Councils: Abuja Municipal Area Council (AMAC), Bwari Area Council, Gwagwalada Area Council
   • States/Localities: Predominantly in the Federal Capital Territory (FCT), Niger, Kaduna, Nasarawa States.

Teaching Methods/Instructional Techniques

Discussion, Explanation, Question and Answer, Map Work, Group Work, Matching Activity, Observation.

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating prior knowledge

Teacher’s Activity: The teacher greets the pupils and asks them to name some groups of people they know in Nigeria and places they come from. The teacher then introduces the topic: “Nigerian Peoples II: Localities.”

Pupils’ Activity: Pupils respond by naming different groups and places they are familiar with. They listen attentively to the topic introduction.

Learning Point: Familiar peoples and places

Step 2: Exploring Nigerian Peoples and Their Locations

Time: 8 minutes

Teaching Skill: Explanation and demonstration

Teacher’s Activity: The teacher explains that Nigeria has many different peoples (ethnic groups) and that each group is often associated with specific towns, LGAs, and States. The teacher uses an ethnographic map to show where some of these groups are predominantly found.

Pupils’ Activity: Pupils observe the map and listen to the teacher’s explanation, trying to locate some familiar areas.

Learning Point: Diverse Nigerian peoples

Step 3: Map Work and Identification

Time: 7 minutes

Teaching Skill: Guided practice/Map reading

Teacher’s Activity: The teacher guides pupils to locate selected Nigerian peoples and their associated towns/LGAs/States on both the ethnographic and political maps. The teacher points out examples like the Yoruba in the Southwest, Igbo in the Southeast, and Hausa in the North.

Pupils’ Activity: Pupils actively participate by pointing to and identifying the locations of different peoples on the maps as guided by the teacher.

Learning Point: Peoples on the map

Step 4: Discussing Specific Examples

Time: 7 minutes

Teaching Skill: Discussion and illustration

Teacher’s Activity: The teacher discusses specific examples of Nigerian peoples and their associated towns, LGAs, and States, using pictures or audio recordings to make the lesson more engaging. The teacher highlights the Gbagyi people and their localities within the FCT and surrounding states as an example.

Pupils’ Activity: Pupils listen, observe the pictures, and contribute to the discussion by sharing any knowledge they have about the mentioned groups or places.

Learning Point: Examples of localities

Step 5: Matching Activity

Time: 6 minutes

Teaching Skill: Practical application

Teacher’s Activity: The teacher distributes flashcards with names of Nigerian peoples and separate flashcards with their associated towns/LGAs/States. The teacher instructs pupils to match the people-group cards to the appropriate locality cards.

Pupils’ Activity: Pupils work individually or in pairs to match the people-group cards with their correct localities.

Learning Point: Matching peoples and places

Step 6: Reinforcement and Tolerance

Time: 3 minutes

Teaching Skill: Value inculcation

Teacher’s Activity: The teacher reviews the matching activity and reinforces the concept that Nigeria is home to many diverse peoples, all of whom are important. The teacher emphasizes the importance of tolerance and respect for all ethnic groups.

Pupils’ Activity: Pupils confirm their matches and listen to the teacher’s message on tolerance and respect.

Learning Point: Respect for diversity

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 one town associated with the Igbo people.
2. Which State is commonly associated with the Tiv people?
3. Identify an LGA where Gbagyi people can be found in FCT.
4. Name two towns where Yoruba people live.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Identifying peoples’ towns

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 on Nigerian peoples and their localities into their notebooks.

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

Learning Point: Recording lesson summary

Step 9: Conclusion

Time: 1 minute

Teaching Skill: Summarisation

Teacher’s Activity: The teacher briefly summarizes the lesson, reminding pupils that Nigeria is rich in diverse peoples, each with their unique localities, and encourages them to always show respect for everyone, regardless of their ethnic background.

Pupils’ Activity: Pupils listen and reflect on the lesson’s main points.

Learning Point: Appreciation of diversity

Continuous Assessment/Further Study

Type: Homework

Instruction: Research and write down the names of three other Nigerian peoples not discussed in class, and identify one town, LGA, and State associated with each of them.

1. People: ___________, Town: ___________, LGA: ___________, State: ___________
2. People: ___________, Town: ___________, LGA: ___________, State: ___________
3. People: ___________, Town: ___________, LGA: ___________, State: ___________

Lesson Keywords

• Peoples – Different ethnic groups in Nigeria.
• Localities – Specific places, towns, LGAs, or States where people live.
• Ethnographic map – A map showing the distribution of ethnic groups.
• Tolerance – Respecting and accepting people who are different from you.

Differentiation

For weaker learners: Provide pre-filled flashcards with some answers to match. Focus on identifying just one or two major groups and their associated states. Use simpler language and more visual aids.
For faster learners: Challenge them to identify more specific LGAs or even historical facts about the origins of some of the peoples discussed. Encourage them to research and present on a less common Nigerian ethnic group and its locality.

Suggested Lesson Videos

For a visual understanding of Nigerian ethnic groups and their locations, search on YouTube for:

• “Nigerian ethnic groups map for kids”
• “Major tribes in Nigeria and their states”

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have a clear ethnographic map of Nigeria and a political map. Prepare flashcards with names of various Nigerian peoples and their corresponding towns, LGAs, and States. It is crucial to localize the examples provided in the Board Summary to your specific State and LGA to make the lesson more relatable and impactful for your pupils. During the map work, guide pupils actively, encouraging them to point out locations. Emphasize the importance of tolerance and respect for all Nigerian peoples throughout the lesson, aligning with the focal competence. Pupils should copy the Board Summary notes during Step 8. Check their understanding during the evaluation questions and provide support for those struggling, while challenging faster learners with additional research tasks.