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

Class: Primary 4
Term: First Term
Week: 2
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; Information Literacy; Respect and Unity; 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 I: 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.
• Locate the States and LGAs associated with various Nigerian peoples on a map.

Affective Domain

• Appreciate the diversity of Nigerian peoples.
• Show respect for different ethnic groups in Nigeria.

Psychomotor Domain

• Point to the specific towns, LGAs, and States of selected Nigerian peoples on a map.
• Match people-group cards to their appropriate localities.

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 4 Nigerian History Textbook
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• An ethnographic or political map of Nigeria
• Pictures of people from different Nigerian ethnic groups
• People-group cards (cards with names of ethnic groups)
• Whiteboard or chalkboard
• Markers or chalk

Rationale for the Lesson

This lesson helps pupils understand the rich cultural diversity of Nigeria by identifying various ethnic groups and their geographical locations. It fosters a sense of national identity and promotes tolerance and respect among pupils for people from different backgrounds. Knowing these localities also builds foundational geographical knowledge.

Prerequisite/Previous Knowledge

Pupils should have a basic understanding of Nigeria as a country and some general knowledge about different communities within Nigeria.

Lesson Content/Board Summary

Nigerian Peoples I: Localities

Understanding Nigerian Peoples and Their Localities

Nigeria is a country with many different groups of people, often called ethnic groups or peoples. Each of these groups has its own language, culture, and traditional areas where they have lived for a long time. These areas include specific towns, Local Government Areas (LGAs), and States.

Selected Nigerian Peoples and Their Associated Localities

1. Yoruba People: They are mainly found in the Southwestern part of Nigeria. Some of their associated States include Oyo, Ogun, Osun, Lagos, Ekiti, and Ondo States. A significant town associated with the Yoruba is Ile-Ife in Osun State.
2. Igbo People: They are predominantly found in the Southeastern part of Nigeria. Their associated States include Anambra, Imo, Abia, Enugu, and Ebonyi States. A major town for the Igbo is Onitsha in Anambra State.
3. Hausa People: They are mainly located in the Northern part of Nigeria. States associated with them include Kano, Kaduna, Katsina, Sokoto, and Zamfara States. Kano city in Kano State is a prominent town for the Hausa.
4. Fulani People: They are found across many Northern States, often alongside the Hausa. States like Adamawa, Sokoto, and Katsina have significant Fulani populations. Yola in Adamawa State is an example of a town with a strong Fulani presence.
5. Edo People: They are primarily found in Edo State in the South-South geopolitical zone. Benin City is the capital of Edo State and a major town for the Edo people.
6. Tiv People: They are mainly found in Benue State in the North Central region of Nigeria. Makurdi, the capital of Benue State, is a key town for the Tiv people.
7. Ijaw People: They are predominantly found in the Niger Delta region, particularly in Bayelsa, Rivers, and Delta States. Yenagoa in Bayelsa State is a significant town for the Ijaw.

Teaching Methods/Instructional Techniques

Discussion, Explanation, Question and Answer, Map Work, Guided Practice, Group Work, Observation

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Questioning/Activating prior knowledge

Teacher’s Activity: The teacher greets the pupils and asks them to mention different groups of people they know in Nigeria. The teacher then introduces the topic: “Nigerian Peoples I: Localities.”

Pupils’ Activity: Pupils respond by mentioning some ethnic groups they know. They listen attentively to the introduction.

Learning Point: Introduction to Nigerian diversity

Step 2: Identifying Selected Nigerian Peoples

Time: 8 minutes

Teaching Skill: Explanation/Identification

Teacher’s Activity: The teacher explains that Nigeria has many ethnic groups and introduces some selected ones like Yoruba, Igbo, Hausa, Fulani, Edo, Tiv, and Ijaw. The teacher shows pictures of people from these groups.

Pupils’ Activity: Pupils listen and observe the pictures, repeating the names of the ethnic groups after the teacher.

Learning Point: Names of Nigerian peoples

Step 3: Locating States Associated with Peoples

Time: 8 minutes

Teaching Skill: Map Work/Demonstration

Teacher’s Activity: The teacher uses an ethnographic or political map of Nigeria to show the pupils the general locations (States) where these selected Nigerian peoples are predominantly found. For example, pointing to Oyo State for Yoruba, Anambra for Igbo, Kano for Hausa, etc.

Pupils’ Activity: Pupils observe the map and identify the States as the teacher points them out.

Learning Point: Peoples’ associated States

Step 4: Identifying Towns and LGAs

Time: 7 minutes

Teaching Skill: Guided identification

Teacher’s Activity: The teacher further guides pupils to identify specific towns and Local Government Areas (LGAs) associated with each selected group, as listed in the Board Summary. For example, Ile-Ife for Yoruba, Onitsha for Igbo, Kano City for Hausa.

Pupils’ Activity: Pupils listen and try to locate these towns/LGAs on the map or identify them from the teacher’s explanation.

Learning Point: Towns and LGAs identified

Step 5: Matching People-Group Cards to Localities

Time: 7 minutes

Teaching Skill: Practical application/Matching

Teacher’s Activity: The teacher distributes people-group cards (e.g., “Yoruba,” “Igbo”) and cards with towns/States (e.g., “Ile-Ife,” “Anambra State”). Pupils, in pairs or small groups, match the people-group cards to the appropriate town/LGA/State cards.

Pupils’ Activity: Pupils actively participate in matching the cards, discussing with their partners or group members.

Learning Point: Matching peoples to localities

Step 6: Discussion on Tolerance and Unity

Time: 3 minutes

Teaching Skill: Facilitating discussion

Teacher’s Activity: The teacher leads a brief discussion on why it is important to respect all Nigerian peoples, regardless of their origin, and how understanding diversity promotes unity.

Pupils’ Activity: Pupils share their thoughts on respecting others and the importance of unity.

Learning Point: Importance of tolerance

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 Nigerian peoples and the States they are found in.
2. Which town is associated with the Igbo people?
3. Point to Kano State on the map. Which people are mainly found there?
4. Why is it important to respect people from different ethnic groups?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Peoples and localities identified

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 notes

Step 9: Conclusion

Time: 3 minutes

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher summarises the lesson by reiterating that Nigeria is a diverse nation with many peoples, each with their unique localities, and encourages pupils to appreciate this diversity.

Pupils’ Activity: Pupils listen and acknowledge the summary.

Learning Point: Diversity and unity reinforced

Continuous Assessment/Further Study

Type: Homework

Instruction: Research and write down the names of three other Nigerian peoples not mentioned in class, along with their associated States and one major town.

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

Lesson Keywords

• Peoples – Different ethnic groups or communities in Nigeria.
• Localities – The specific places (towns, LGAs, States) where people live or originate from.
• Ethnic group – A community or population made up of people who share a common cultural background or descent.
• States – Administrative divisions of Nigeria.
• LGA – Local Government Area, a smaller administrative division within a State.

Differentiation

For weaker learners: Provide pre-filled maps with some ethnic groups and states already marked. Focus on identifying just two or three major groups and their localities. Pair them with stronger learners during matching activities.

For faster learners: Encourage them to identify more specific LGAs within the listed States or research the historical significance of some of the towns mentioned. Ask them to name the capital cities of the States discussed.

Suggested Lesson Videos

Search on YouTube for: “Nigerian ethnic groups and states primary 4” or “Map of Nigeria ethnic groups”

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have a clear, visible ethnographic or political map of Nigeria. Prepare people-group cards and locality cards (towns/States/LGAs) for the matching activity. During the introduction, gauge pupils’ existing knowledge of Nigerian peoples. When teaching, actively use the map, pointing to each State and town as you mention it to make the concept concrete. Encourage pupils to participate by pointing on the map themselves. For the matching activity, circulate to provide support and clarify any confusion. Emphasize the importance of tolerance and unity throughout the lesson, linking it to Nigeria’s diverse population. Pupils should copy the Board Summary notes after the main teaching and evaluation, allowing them to focus on understanding during the lesson. Check their understanding frequently through questions and observe their participation in activities. Provide extra support for pupils struggling to locate places on the map and challenge those who grasp the concepts quickly with additional examples or questions.