TERM: 1ST TERM
WEEK: 3 and 4
CLASS: Junior Secondary School 2
AGE: 13 years
DURATION: 40 minutes
DATE:
SUBJECT: History
TOPIC: Tiv and Idoma
SPECIFIC OBJECTIVES: At the end of the lesson, the learners should be able to
INSTRUCTIONAL TECHNIQUES: Identification, explanation, questions and answers, demonstration, story-telling, videos from source
INSTRUCTIONAL MATERIALS: recommended history textbooks for Junior Secondary School 2
INSTRUCTIONAL PROCEDURES:
WEEK 3
PRESENTATION |
TEACHER’S ACTIVITY |
PUPIL’S ACTIVITY |
STEP 1 Review |
The teacher revises the previous lesson |
Learners pay attention |
STEP 2 Introduction |
She then introduces the new topic by discussing the location and origin of the Tiv people |
Learners pay attention and participate |
STEP 3 Explanation |
She further explains the socio-political structure and economic activities of the Tiv people |
Learners pay attention and participate |
STEP 4 NOTE TAKING |
The teacher writes a short note on the board for the learners to copy |
The learners copy the note from the board |
NOTE.
THE TIV PEOPLE
The Tiv people primarily inhabit the central region of Nigeria, particularly in Benue State. Their territory extends into parts of Nassarawa State and Taraba State. The area is characterized by the Benue River, which runs through the region and is significant for the community's agriculture.
Origin of the Tiv People
The origin of the Tiv people is a subject of various historical narratives. They are believed to have migrated from the Middle Belt region of Nigeria, particularly from the area around the Cameroon Mountains, and settled in their current location around the 17th century. The Tiv people have a rich oral history that speaks of their early migrations, cultural practices, and interactions with neighboring ethnic groups. According to their folklore, they descended from a common ancestor named Aondo, who is often associated with the earth and fertility.
Socio-Political Structure of the Tiv People
The socio-political structure of the Tiv people is traditionally organized around a decentralized system of governance. Key features include:
Economic Activities of the Tiv People
The economic activities of the Tiv people are predominantly agrarian and include:
EVALUATION:
CLASSWORK: As in evaluation
CONCLUSION: The teacher marks their books and commends them positively
WEEK 4
PRESENTATION |
TEACHER’S ACTIVITY |
PUPIL’S ACTIVITY |
STEP 1 Review |
The teacher revises the previous lesson |
Learners pay attention |
STEP 2 Introduction |
She introduces the new topic by discussing the location and origin of the Idoma people |
Learners pay attention and participate |
STEP 3 Explanation |
She explains the socio-political structure and economic activities of the Idoma people |
Learners pay attention and participate |
STEP 4 NOTE TAKING |
The teacher writes a short note on the board for the learners to copy |
The learners copy the note from the board |
NOTE
THE IDOMA PEOPLE
The Idoma people primarily inhabit the central region of Nigeria, mainly in Benue State. Their territory is situated to the southeast of the Tiv people's area and is bordered by the Benue River to the north. The Idoma land includes towns such as Otukpo, Apa, and Obi, and they share borders with other ethnic groups, including the Igede and the Abinsi.
Origin of the Idoma People
The Idoma people are believed to have originated from the Middle Belt region of Nigeria. According to oral traditions, they migrated to their current location from the northern part of the country, around the 15th century. The Idoma have a rich cultural heritage and their history includes interactions with neighboring groups. They consider themselves descendants of the "Idoma" (or "Idoma-Idoma") clan and believe their roots are connected to a common ancestry involving significant historical migrations.
Socio-Political Structure of the Idoma People
The socio-political structure of the Idoma people is characterized by a decentralized governance system:
Economic Activities of the Idoma People
The economic activities of the Idoma people are primarily agrarian, focusing on agriculture and trade:
EVALUATION:
CLASSWORK: As in evaluation
CONCLUSION: The teacher marks their books and commends them positively