Class: Primary 4
Term: 2nd Term
Week: 6
Average Age: 9 years
Duration: 40 minutes
Subject: History
Curriculum Theme: History
Previous Lesson: First lesson
Topic: Some Nigerian People: Gbaygi And Jukun
Content/Learning Area: Some people in Nigeria e.g., The Gbaygi, The Jukun
Performance Objectives
By the end of the lesson, pupils should be able to:
- Cognitive Domain: Explain the origins, locations, historical background, and cultural practices of the Gbaygi and Jukun people.
- Affective Domain: Appreciate the cultural diversity and historical significance of Nigeria through the study of the Gbaygi and Jukun people.
- Psychomotor Domain: Identify and mark the locations of the Gbaygi and Jukun people on a map of Nigeria.
- Social Domain: Share thoughts on the importance of recognizing, respecting, and celebrating cultural differences among Nigerian ethnic groups.
Instructional Materials
To deliver this lesson, the teacher will use the following materials:
- A detailed map of Nigeria showing cultural regions and ethnic distributions
- Flashcards with images of traditional Gbaygi and Jukun attire, artifacts, and cultural symbols
- Pictures and short videos showcasing Gbaygi and Jukun lifestyles, festivals, and traditions
- Chart showing historical timelines of the Gbaygi and Jukun people
- Sample traditional crafts or replicas representing both ethnic groups
Reference Materials
The following resources were used in planning this lesson:
- Nigerian 9 – Years Basic Education Curriculum
- Abuja Educational Resource Centre Scheme of Work
- NAPPS National Unified Scheme of Work
- Relevant Textbooks
Rationale for the Lesson
Understanding the origins, history, and cultural practices of the Gbaygi and Jukun people helps pupils appreciate Nigeria’s rich cultural heritage, promotes national unity, and cultivates respect for ethnic diversity.
Prerequisite/Previous Knowledge
Pupils have prior knowledge of heroes and heroines in Nigeria and their contributions to national development. They are familiar with the concept of ethnic diversity in Nigeria and have a basic understanding of how various groups contribute to the nation’s cultural mosaic.
Lesson Content
Some Nigerian People: Gbaygi And Jukun
Nigeria is a country with diverse ethnic groups, languages, and cultures. Among these numerous ethnic groups are the Gbaygi and the Jukun people, each with their unique history, traditions, and contributions to Nigeria’s cultural heritage.
The Gbaygi People: Origin and Historical Background
The Gbaygi people, also spelled as Gbagyi or commonly known as Gwari, are one of the major ethnic groups in Nigeria. They are indigenous to central Nigeria and are believed to have originated from the area around the 12th century. Historical accounts suggest that the Gbaygi migrated from the east, possibly from the Lake Chad region, settling in their current locations over several centuries.
The Gbaygi were known to have established organized communities before the arrival of colonial powers. They developed sophisticated agricultural practices and were known for their resistance against external domination during the pre-colonial era. Their communities operated under traditional leadership systems headed by chiefs called “Esu” or “Sarki” depending on the region.
Geographical Location of the Gbaygi People
The Gbaygi people primarily inhabit the following areas in present-day Nigeria:
- Niger State (especially in areas like Minna, Paiko, and Suleja)
- Kaduna State (particularly in Chikun, Kajuru, and parts of Kachia Local Government Areas)
- Federal Capital Territory, Abuja (they are considered the original inhabitants of Abuja)
- Smaller populations in parts of Nasarawa and Kogi States
Cultural Practices and Traditions of the Gbaygi
The Gbaygi people have rich cultural practices that have been preserved through generations:
- Traditional Occupation: The Gbaygi are predominantly farmers who cultivate crops like yam, maize, millet, and guinea corn. They are also skilled in pottery, weaving, and blacksmithing.
- Language: They speak the Gbagyi language, which belongs to the Nupoid group of languages within the Niger-Congo family.
- Traditional Attire: Gbagyi men traditionally wear hand-woven cotton shorts with a matching sleeveless top, while women wear wrapped cloth around their waist with a blouse.
- Festivals: The Gbagyi celebrate festivals such as “Shiri” (harvest festival) and “Gbyednu” (new yam festival), which showcase their agricultural heritage.
- Arts and Crafts: The Gbagyi are renowned for their pottery skills, with Gbagyi women being particularly famous for their decorative earthenware.
The Jukun People: Origin and Historical Background
The Jukun people have a remarkable historical significance in Nigeria. Their origin traces back to the legendary Kwararafa Kingdom (also known as the Jukun Kingdom), which was established around the 9th century AD. The Kwararafa Kingdom was one of the most powerful pre-colonial states in what is now Nigeria, extending its influence across parts of the present-day middle belt and northern regions.
The Jukun Kingdom reached its peak between the 15th and 18th centuries when it controlled extensive territories and even challenged the powerful Bornu Empire and Hausa States. Historical records suggest that the Jukun people migrated from the east, possibly from the Nile Valley or Yemen, before settling in their current locations.
Their traditional political system was highly centralized under the leadership of the “Aku Uka” (king), who served as both the political and spiritual leader of the Jukun people. The Aku Uka’s palace in Wukari remains an important historical site to this day.
Geographical Location of the Jukun People
The Jukun people are predominantly found in:
- Taraba State (particularly in Wukari, which served as the capital of the ancient Kwararafa Kingdom)
- Benue State (in areas like Abinsi and parts of Makurdi)
- Plateau State (in smaller settlements)
- Nasarawa State (in communities along the Benue River)
- Parts of Adamawa State
Cultural Practices and Traditions of the Jukun
The Jukun people have preserved their rich cultural heritage through various practices:
- Traditional Occupation: The Jukun are traditionally farmers and fishermen, taking advantage of the fertile lands around the Benue River. They cultivate crops such as yams, millet, and guinea corn.
- Language: They speak the Jukun language (Wapan), which belongs to the Benue-Congo branch of the Niger-Congo language family.
- Religious Practices: Traditional Jukun religion centers around the worship of “Ama” (the creator) and ancestors. The Puje festival, a royal festival that celebrates the agricultural cycle, is particularly significant.
- Traditional Attire: Jukun traditional clothing includes woven cotton garments with distinctive patterns. Men often wear flowing robes with embroidery, while women wear wrapped cloths and blouses.
- Art and Craftsmanship: The Jukun are known for their wood carvings, particularly masks used in ceremonies, and their distinctive pottery styles.
Contributions to Nigerian Heritage
Both the Gbaygi and Jukun people have made significant contributions to Nigeria’s cultural diversity and historical development:
- The Gbaygi have contributed to Nigeria’s artistic heritage through their distinctive pottery and agricultural techniques.
- The Jukun’s historical Kwararafa Kingdom represents one of Nigeria’s important pre-colonial states, showing sophisticated political organization before European contact.
- Both groups have preserved unique languages that form part of Nigeria’s linguistic heritage.
- Their traditional governance systems provide insights into indigenous political structures.
- Their cultural festivals, music, dance, and art forms enrich Nigeria’s cultural tapestry.
Teaching Methods
To deliver this lesson, the teacher will adopt the following methods: Discussion, Lecture, Storytelling, Explanation, Visual Aids, Group Work, Demonstration, Question and Answer
Instructional Procedures
To deliver this lesson, the teacher will adopt the following steps:
| Content Development | Time | Teaching Skills | Teacher’s Activity | Pupils’ Activity | Learning Point |
|---|---|---|---|---|---|
| Step 1: Introduction | 5 mins | Set Induction | Teacher begins by asking pupils to recall previous lessons on heroes and heroines. Teacher then introduces the concept of ethnic diversity in Nigeria, showing a map with various ethnic groups highlighted. Teacher asks: “Who can name any ethnic groups in Nigeria that you know?” | Pupils respond by naming ethnic groups they are familiar with. Pupils observe the map of Nigeria showing different ethnic groups. | Understanding of Nigeria’s ethnic diversity and the lesson’s focus. |
| Step 2: The Gbaygi People’s Origin and Location | 8 mins | Explanation | Teacher explains the origins and historical background of the Gbaygi people using maps and images. Teacher highlights their locations in Niger State, Kaduna State, and FCT Abuja. Teacher shows images of traditional Gbaygi settlements and cultural artifacts. | Pupils observe the map and images. They take notes about the location and origin of the Gbaygi people. Pupils ask questions for clarification. | Knowledge about the Gbaygi people’s origin, migration history, and current geographical distribution. |
| Step 3: Gbaygi Cultural Practices | 7 mins | Visual Aids and Storytelling | Teacher presents images and short videos about Gbaygi cultural practices, traditional attire, festivals, and crafts. Teacher narrates stories about Gbaygi pottery-making traditions and agricultural festivals. | Pupils observe the visuals and listen to the stories. They identify unique aspects of Gbaygi culture and make comparisons with other cultures they know. | Understanding of Gbaygi cultural practices, traditional occupations, and artistic contributions. |
| Step 4: The Jukun People’s Origin and History | 8 mins | Explanation and Discussion | Teacher explains the origins and historical significance of the Jukun people, highlighting the Kwararafa Kingdom. Teacher shows the timeline of the Jukun Kingdom and explains its political organization under the Aku Uka. Teacher identifies Jukun locations on the map. | Pupils observe the map and historical timeline. They take notes about the Jukun people’s historical background and ask questions for clarification. | Knowledge about the Jukun people’s origin, historical kingdoms, and geographical distribution. |
| Step 5: Jukun Cultural Practices | 7 mins | Visual Aids and Explanation | Teacher presents images and brief videos about Jukun cultural practices, traditional ceremonies, crafts, and the significance of the Aku Uka. Teacher explains the Puje festival and other important Jukun traditions. | Pupils observe the visuals and listen to explanations. They identify unique aspects of Jukun culture and compare them with Gbaygi traditions. | Understanding of Jukun cultural practices, religious ceremonies, and traditional governance. |
| Step 6: Note Taking | 5 mins | Dictation | Teacher dictates key points about the Gbaygi and Jukun people’s origins, locations, and cultural practices for pupils to copy. | Pupils copy the notes into their notebooks, organizing information about both ethnic groups. | Recording key information for reference and revision. |
| Step 7: Evaluation | 5 mins | Question and Answer | Teacher asks questions to assess pupils’ understanding: “Where are the Gbaygi people located?”, “What was the name of the ancient Jukun kingdom?”, “Name one cultural practice of each group.” | Pupils answer questions based on what they have learned, demonstrating their understanding of the two ethnic groups. | Assessment of knowledge acquisition and comprehension of key concepts. |
| Step 8: Conclusion | 5 mins | Closure | Teacher summarizes the key points about the Gbaygi and Jukun people. Teacher emphasizes the importance of appreciating Nigeria’s cultural diversity and how each ethnic group contributes to the nation’s heritage. Teacher previews the next lesson. | Pupils listen attentively and ask any final questions. They reflect on the importance of respecting different cultures in Nigeria. | Reinforcement of key concepts and appreciation for Nigeria’s cultural diversity. |
Lesson Keywords
- Gbaygi (Gbagyi/Gwari) – An ethnic group indigenous to central Nigeria, particularly in Niger State, Kaduna State, and the Federal Capital Territory
- Jukun – An ethnic group in Nigeria with origins traced to the ancient Kwararafa Kingdom, primarily located in Taraba and Benue States
- Kwararafa Kingdom – An ancient pre-colonial state founded by the Jukun people that existed between the 9th and 18th centuries
- Aku Uka – The traditional ruler and spiritual leader of the Jukun people
- Esu/Sarki – Traditional titles for Gbaygi chiefs or leaders
- Puje Festival – An important traditional festival celebrated by the Jukun people related to agriculture and royal authority
- Cultural diversity – The existence of multiple cultures and ethnic groups within a society
Lesson Evaluation
To evaluate pupils’ understanding of the lesson, the teacher will:
- Ask pupils to identify and mark the locations of Gbaygi and Jukun people on a blank map of Nigeria.
- Have pupils explain the historical significance of the Kwararafa Kingdom and its relationship to the Jukun people.
- Request pupils to compare and contrast at least three cultural practices of the Gbaygi and Jukun people.
- Ask pupils to describe the traditional governance systems of both ethnic groups.
- Have pupils explain why studying different ethnic groups in Nigeria is important for national unity.
Assignment/Homework
- Draw a map of Nigeria and mark the locations where the Gbaygi and Jukun people are found.
- Write a short paragraph (5-7 sentences) about either the Gbaygi or Jukun people, describing their origin, location, and one important cultural practice.
- Create a simple comparison table showing similarities and differences between the Gbaygi and Jukun people based on their location, traditional occupation, and festivals.
Differentiation
- For slower learners: Provide simplified handouts with key information about the Gbaygi and Jukun people. Use more visual aids and fewer text-based materials. Pair slower learners with supportive peers during group activities.
- For advanced learners: Assign additional research on other aspects of Gbaygi and Jukun culture not covered in class. Encourage them to compare these ethnic groups with others they have learned about. Challenge them to create a detailed timeline of the Kwararafa Kingdom.
- For visual/auditory/kinesthetic learners: Visual learners can focus on maps and images; auditory learners can listen to traditional music or stories from these ethnic groups; kinesthetic learners can engage in role-play activities representing cultural practices or create models of traditional crafts from these cultures.
Note for Teachers
When teaching this lesson, emphasize respect for all ethnic groups and avoid stereotypes. Connect the cultural practices to contemporary Nigeria to make the lesson relevant. If possible, invite resource persons from these ethnic groups to share firsthand information or organize a virtual tour of cultural sites. Consider using local examples that pupils can relate to, and encourage them to share any personal connections they might have to these or other ethnic groups. Remember that the goal is not just knowledge acquisition but fostering appreciation for Nigeria’s cultural diversity.