Development of Other African States

Grade 10 · History

Semester 2 | Period 5 | Week 26

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Subject: History

Semester: 2

Period: 5

Week: 26

School Name: __________________________
Teacher’s Name: ________________________
Subject: History
Grade Level: Grade 10
Date: Week 26
Lesson Duration: 45 minutes × All periods combined
Week & Term: Week 26, Period V

Topic: Development of Other African States
Sub-topic: Origin of Hausa State & the Role of Islam

 

Learning Objectives

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

  1. Trace the origin of the Hausa states and their geographical location.
  2. Identify and describe the early political and social organization of the Hausa states.
  3. Explain the role of Islam in shaping the Hausa states’ political, cultural, and economic life.
  4. Analyze the significance of Hausa states in African history.

 

Previous Knowledge

Students already know:

  • General African empires like Ghana, Mali, and Songhai.
  • The importance of religion and trade in African societies.

 

Instructional Materials

  • Textbook: History of Africa (Grade 10 approved text).
  • Teaching aids: Maps of Nigeria and West Africa, chart of Hausa rulers, pictures of Hausa architecture, Qur’an (as an example of Islamic influence).
  • Students’ notebooks and writing materials.

 

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)

Time: 5–10 minutes

Activity:

  • Teacher will ask:
  1. “Who has heard of Kano, Katsina, or Zaria?”
  2. “What role do you think religion played in building African states?”
  • Teacher will show a map of Nigeria highlighting the Hausa states and ask students to predict why they were important historically.

Teacher’s Role:

  • Guide brainstorming, record responses on the board, link answers to today’s topic.

Learner’s Role:

  • Share what they know about Hausa land.
  • Respond to questions and participate in class discussion.

 

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role:

  • Provide detailed explanations, lead discussions, guide activities, and correct misconceptions.

Learners’ Activities (Expanded):

  1. Read passages about Hausa origins and Islamic influence.
  2. Group activity: In pairs, trace Hausa cities on the map and discuss their roles in trade and governance.
  3. Role-play activity: One group acts as Hausa leaders, another as Muslim scholars, showing how Islam influenced governance.

Assessment Checks:

  • Teacher asks short oral questions at intervals to confirm understanding.
  • Quick map labeling exercise: Students label Hausa states on a blank map.

Notes (Expanded & Detailed):

  • Origin of Hausa State:
    • Hausa states are a group of city-states located in present-day Northern Nigeria.
    • Tradition traces their origin to Bayajidda, a prince from the East. His descendants founded Hausa states like Daura, Kano, Katsina, Zaria, Gobir, Rano, and Biram.
  • Early Political & Social Organization:
    • Hausa states were independent city-states.
    • Each was ruled by a king (Sarki).
    • The economy was based on farming, crafts, and trade.
    • They had social classes: rulers, nobles, commoners, and slaves.
  • Role of Islam:
    • Introduced around the 11th century through trade with North Africa.
    • Islam influenced politics (kings had Islamic scholars as advisers).
    • Spread literacy through the Arabic script.
    • Introduced Sharia law in governance.
    • Influenced architecture (mosques and palaces).
    • Boosted trans-Saharan trade as Muslim merchants connected Hausa states to North Africa and beyond.
  • Significance in African History:
    • Hausa states became centers of commerce, culture, and Islamic scholarship.
    • Their Islamic system influenced later jihads, especially the Sokoto Caliphate.

 

C – Consolidation (Conclusion & Assessment)

Time: 5–10 minutes

Summary:

  • Teacher asks students to recall:
  1. Who founded the Hausa states according to tradition?
  2. Name at least three Hausa city-states.
  3. Mention two ways Islam influenced Hausa states.

Evaluation Method (Expanded):

  • Exit slip quiz:
    • Q1: Write two Hausa states.
    • Q2: State one way Islam influenced Hausa governance.
    • Q3: Why were Hausa states important in African history?
  • Teacher reviews responses and provides quick oral feedback.

 

Assignment (Expanded):

  1. Write a one-page essay: “Explain how Islam shaped the Hausa states.”
  2. Draw a map of Northern Nigeria and label the seven Hausa states.
  3. Interview an elder in your community about the cultural practices of Hausa people (religion, dress, food, trade).

Follow-up Activity:

  • Prepare for next week’s topic: Origin and Expansion of Mossi & Akan States.
  • Students should research one Akan kingdom (Ashanti) and one Mossi kingdom.

 

Differentiation / Inclusive Strategies

  • Struggling Learners: Provide maps with Hausa states already outlined, allow peer support.
  • Advanced Learners: Ask them to compare the Hausa states to the Mali or Songhai empires.
  • Students with Disabilities: Use visual aids (charts/maps) and oral assessments rather than written only.

 

Teacher’s Reflection (After Class)

  • What worked well? ____________________________________________
  • What needs improvement? _____________________________________
  • Students’ engagement level: □ High □ Medium □ Low
  • Next steps: Reinforce connections between Islam and African governance before moving to Mossi & Akan States.