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

Class: Primary 4
Term: First Term
Week: 8
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; Communication; Respect and Unity
Skills:

• Identification of Nigerian peoples, places of origin and localities
• Respect as a national value

Previous Lesson: Selected Nigerian peoples/ethnic groups and their places of origin
Topic: Nigerian Peoples Iii: 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 selected Nigerian peoples are located.
• State the Local Government Areas (LGAs) and states associated with selected Nigerian peoples.

Affective Domain

• Appreciate the diversity of Nigerian peoples and their localities.
• Show tolerance and respect towards other ethnic groups in Nigeria.

Psychomotor Domain

• Locate selected peoples/towns on an ethnographic or political map of Nigeria.
• Match people-group cards to their appropriate town, LGA, or state.

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 Nigerian History textbook for Primary 4
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• An ethnographic map of Nigeria
• A political map of Nigeria
• Pictures of various Nigerian peoples and their traditional attires
• Audio recordings of greetings in different Nigerian languages (optional)
• Costumes representing different Nigerian cultures (optional)
• Cards with names of Nigerian ethnic groups, towns, LGAs, and states for matching activity

Rationale for the Lesson

This lesson helps pupils understand the geographical distribution of various Nigerian ethnic groups. It promotes a deeper appreciation for Nigeria’s rich cultural diversity and encourages tolerance and unity among pupils from different backgrounds. Identifying these localities strengthens pupils’ knowledge of their country’s social geography.

Prerequisite/Previous Knowledge

Pupils should have basic knowledge of Nigeria as a country and some of its major ethnic groups. They should also be familiar with the concept of states and local government areas.

Lesson Content/Board Summary

Nigerian Peoples III: Localities

Nigeria is a country with many different ethnic groups. Each group often has specific towns, Local Government Areas (LGAs), and states where they are traditionally found. Knowing these localities helps us understand our country’s rich diversity.

Selected Nigerian Peoples and Their Localities

Here are some selected Nigerian peoples and the towns, LGAs, and states associated with them:

Yoruba People

The Yoruba people are mainly found in the South-Western part of Nigeria. Some of their associated towns, LGAs, and States include:

1. State: Oyo State, LGA: Ibadan North, Town: Ibadan
2. State: Lagos State, LGA: Lagos Island, Town: Lagos
3. State: Ogun State, LGA: Abeokuta South, Town: Abeokuta

Igbo People

The Igbo people are predominantly found in the South-Eastern part of Nigeria. Some of their associated towns, LGAs, and States include:

1. State: Enugu State, LGA: Enugu North, Town: Enugu
2. State: Anambra State, LGA: Awka South, Town: Awka
3. State: Imo State, LGA: Owerri Municipal, Town: Owerri

Hausa People

The Hausa people are mainly found in the Northern part of Nigeria. Some of their associated towns, LGAs, and States include:

1. State: Kano State, LGA: Kano Municipal, Town: Kano
2. State: Katsina State, LGA: Katsina, Town: Katsina
3. State: Sokoto State, LGA: Sokoto North, Town: Sokoto

Fulani People

The Fulani people are found across many parts of Northern Nigeria. Some of their associated towns, LGAs, and States include:

1. State: Adamawa State, LGA: Yola North, Town: Yola
2. State: Gombe State, LGA: Gombe, Town: Gombe
3. State: Kaduna State, LGA: Kaduna North, Town: Kaduna

Tiv People

The Tiv people are mainly found in the North-Central part of Nigeria. Some of their associated towns, LGAs, and States include:

1. State: Benue State, LGA: Makurdi, Town: Makurdi
2. State: Taraba State, LGA: Wukari, Town: Wukari

Note for Teachers: Please replace these examples with peoples, towns, LGAs, and states relevant to your specific locality/state.

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: Explaining/Questioning

Teacher’s Activity: The teacher greets the pupils and asks them to name some ethnic groups they know in Nigeria. The teacher then introduces the topic by explaining that different peoples live in different parts of Nigeria, in specific towns, LGAs, and states.

Pupils’ Activity: Pupils respond to greetings and name ethnic groups they know. They listen attentively to the introduction.

Learning Point: Introduction to Nigerian peoples

Step 2: Identifying Nigerian Peoples and Their Regions

Time: 7 minutes

Teaching Skill: Identification/Demonstration

Teacher’s Activity: The teacher displays pictures of various Nigerian peoples and points to their general regions on an ethnographic map. The teacher introduces the first few selected peoples (e.g., Yoruba, Igbo) and briefly mentions their main regions.

Pupils’ Activity: Pupils observe the pictures and the map, listening to the teacher identify the peoples and their regions.

Learning Point: Recognition of Nigerian ethnic groups

Step 3: Locating Towns and States (Yoruba, Igbo)

Time: 7 minutes

Teaching Skill: Guided Practice/Map Work

Teacher’s Activity: The teacher guides pupils to locate specific towns, LGAs, and states associated with the Yoruba and Igbo peoples on a political map of Nigeria. The teacher uses the examples from the Board Summary.

Pupils’ Activity: Pupils actively participate by pointing out the towns, LGAs, and states on the map as guided by the teacher.

Learning Point: Yoruba and Igbo localities

Step 4: Locating Towns and States (Hausa, Fulani)

Time: 7 minutes

Teaching Skill: Guided Practice/Map Work

Teacher’s Activity: The teacher continues by guiding pupils to locate specific towns, LGAs, and states associated with the Hausa and Fulani peoples on the political map, using the Board Summary examples.

Pupils’ Activity: Pupils continue to locate the specified towns, LGAs, and states on the map.

Learning Point: Hausa and Fulani localities

Step 5: Locating Towns and States (Tiv and others)

Time: 6 minutes

Teaching Skill: Guided Practice/Map Work

Teacher’s Activity: The teacher guides pupils to locate the towns, LGAs, and states for the Tiv people and may introduce one or two more local examples relevant to the school’s location (e.g., Gbagyi in FCT).

Pupils’ Activity: Pupils identify the localities for Tiv and other groups on the map.

Learning Point: Tiv and other group localities

Step 6: Matching Activity

Time: 4 minutes

Teaching Skill: Application/Group Work

Teacher’s Activity: The teacher distributes people-group cards and town/LGA/State cards to groups of pupils. The teacher instructs them to match the people-group cards to their appropriate town/LGA/State cards.

Pupils’ Activity: Pupils work in groups to match the people-group cards to the correct town/LGA/State cards.

Learning Point: Matching peoples and localities

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 Yoruba people.
2. Which state is Enugu located in, and which major ethnic group is found there?
3. Identify an LGA associated with the Hausa people.
4. Point to the state where the Tiv people are predominantly found on the map.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Identification of localities

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 “Selected Nigerian Peoples and Their Localities” into their notebooks.

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

Learning Point: Recording lesson content

Step 9: Conclusion

Time: 3 minutes

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher summarizes the lesson by reiterating the importance of knowing about different Nigerian peoples and their localities for national unity. The teacher encourages pupils to respect everyone, regardless of their ethnic background.

Pupils’ Activity: Pupils listen and reflect on the importance of unity and respect.

Learning Point: Respect for diversity

Continuous Assessment/Further Study

Type: Homework

Instruction: Research and write down the names of three other Nigerian ethnic groups not discussed in class, and identify one town and state where each group is found.

1. Ethnic Group: __________ Town: __________ State: __________
2. Ethnic Group: __________ Town: __________ State: __________
3. Ethnic Group: __________ Town: __________ State: __________

Lesson Keywords

• Peoples – Different ethnic groups or communities living in Nigeria.
• Localities – Specific places, towns, LGAs, or states where people live.
• Towns – Populated areas, larger than villages but smaller than cities.
• LGAs – Local Government Areas, administrative divisions within states.
• States – Major administrative divisions of Nigeria.
• Ethnographic map – A map showing the distribution of ethnic groups.

Differentiation

For weaker learners: Provide pre-filled maps or flashcards with pictures of people and their states for easier matching. Focus on identifying just one town/LGA/state for each major group. Use more visual aids and repetition.

For faster learners: Challenge them to identify more specific LGAs or even historical facts about the origins of some groups. Encourage them to research and present on an ethnic group not covered in class, including their locality.

Suggested Lesson Videos

Search on YouTube for: “Nigerian ethnic groups and states for kids Primary 4”

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have an updated ethnographic and political map of Nigeria, along with pictures of various Nigerian peoples and their costumes. Prepare the people-group and locality cards for the matching activity. Begin by engaging pupils with questions about ethnic groups they already know. Guide them step-by-step in locating the towns, LGAs, and states on the maps, using clear and simple language. Remember to replace the generic examples in the Board Summary with those relevant to your specific state and local government area to make the lesson more relatable and impactful for your pupils. Emphasize the importance of tolerance and unity throughout the lesson. Pupils should copy the Board Summary notes after the main teaching and activities are completed, typically towards the end of the lesson. Monitor their understanding through questions and the matching activity, providing support to those who struggle and extension tasks for those who grasp the concepts quickly.