Resident Teacher: Emily Carroll

Date of Instruction: December 15, 2016

Lesson Title: Nigeria: A Country of Many Cultures
Course Subject: World Geography
Grade Levels: 10th
Amount of Time: 3- 80 minute class sessions
1. SOCIAL STUDIES STANDARDS
A. Wyoming State Social Studies
Standards

SS12.2.2 Analyze human experience and cultural expression (e.g.,

language, literature, arts, traditions, beliefs, spirituality, values, and
behavior) and illustrate integrated views of a specific culture.
SS12.4.1 Describe patterns of change (cause and effect) and
evaluate how past events impacted future events and the modern
world.
SS12.5.3 Analyze, interpret, and evaluate how conflict,
demographics, movement, trade, transportation, communication,
and technology affect humans sense of place.

B. National Council for the Social

Studies Thematic Standards

C. 1-3 District/Department/School
Standards

NCSS 1 Culture
NCSS 2 Time, Continuity, And Change
NCSS 3 People, Places, and Environments
NCSS 6 Power, Authority, And Governance
XXX

2. LEARNING TARGETS/OBJECTIVES
A. Students will be able to
describe how dividing a diverse country into regions makes it
easier to understand.
B. Students will be able to
Prepare a mini lecture and presentation for classmates.
C. Students will be able to
discuss the various cultures found throughout the country of
Nigeria.
3. CONTENT CONSIDERATIONS
A. Central Focus of the Lesson
The relationships between the diverse cultures found in Nigeria.
B. Essential Question
How does dividing a diverse country into regions makes it easier to
understand?
C. Supporting Question

What are cultural regions?

How might a regions physical features shape a communitys
culture?
How do political boundaries sometimes create conflicts for the
cultural regions that may already exist?
D. Academic Language:
Terms students should know:
Nomads
Ethnic Groups
Regions
Natural Resources
Urban
Rural
Climate
Savanna

Terms students will learn:

Colonialism- A system in which one country rules another area as a
colony. The ruling country controls trade with its colony for its own
benefit.
Cultural region- An area that is set apart from other places by the
way of the people who live there.
Ethnic diversity- A variety of people from different ethnic groups.
Linguistic group- A group of people who share a common language.
E. Disciplinary Connections
Anthropology- Students research the diverse cultures who
cohabitate the country of Nigeria and examine how they interact
with each other and their changing environment.
English- Students will read articles and literature to find valuable
information to include in their research.
F. Real World Connections
-

Students learn how other countries deal with cultural

diversity, and can compare to the diversity found in the
united states.

Students practice conveying information to their peers with

the intention of teaching them the information they have
already learned.

Students practice working in teams and cooperating with

others.

4. OPENER
Hook:
What do you think of when you think of African culture?
Students will be given 15 minutes to use their computers to find
pictures that represent African culture to them and create a collage
with the images.
The class will discuss their collages and the variety of cultures that
students represented in their images.
5. INSTRUCTION
A. Beginning of lesson
-

Teacher will begin the lesson with the hook question and
activity.

Teacher will then introduce lesson activity to class and pass

out instructional handout.

Gallery Walk activity

Part one: First group (3 of 6)

Research and Creation
Part two: Second group (6 of 3)
Presentation and Question sessions
Part three: Exit pass Summary

25 Minutes

B. Middle of lesson

3.25 Hours

(See handout for details)

-

Students will work on project in class with teacher walking

around to help when needed and to offer research or group
dynamics advice.

As an exit pass for the lesson, students will write a short

summary of the experience and the information they learned
from all three regions. They must include at least three facts
or concepts from each of the three regions or posters.

50 End of lesson
20 Minutes

6. STUDENT ENGAGEMENT WITH CONTENT

A. Low Level Questions
What are cultural regions?
B. Middle Level Questions
How does dividing a diverse country into regions makes it easier to

understand?
How might a regions physical features shape a communitys
culture?
C. High Level Questions
How do political boundaries sometimes create conflicts for the
cultural regions that may already exist? Include the examples that
led you to your answer.
D. Explain how the data informs
future instruction:

By independently researching material and then teaching it

to others, students gain a deeper understanding of the
material.

Students learn about diversity in modern societies and how

their government effects their interactions.

7. ENRICHMENT/ELABORATION
What enrichment activities are
offered for students in this lesson?

Students who finish their research before their partners will

be asked to help others in their group, this is a group project
so it is important to encourage that they help one another
when needed.

8. LEARNING SUPPORTS
What supports are used to support
struggling learners?

Students who struggle with language, reading, or writing

abilities will be given the assignment of researching a
particular aspect of their topic and will be provided a
research list so they will spend less time searching for
sources and more time working with the material that they
can use.
Students who struggle with giving speeches or memory will
be allowed to use note cards during their mini lesson.
Paraprofessionals are welcomed in the classroom to assist
assigned students.

9. BEHAVIORAL SUPPORTS
What supports are used to support
behavioral issues?

Students who require breaks during their working time will

be given them depending on individual needs and
arrangements.
Students will be working together throughout the duration of
the lesson and will be expected to be respectful of one
another.
Teacher will use proximity to keep students on task during
activity and to provide aid when needed.

10. MATERIALS & RESOURCES NEEDED

What materials are needed to have
ready to use for this lesson?
- Nigeria Gallery Walk project handout
- Geography Alive! Textbook (Chapter 22)
- Pencils
- Notebook
- Projector/ Computer
- Internet access

Name:___________________
Date:_____________

Nigeria Gallery Walk

Activity: Nigeria Cultural Regions Gallery Walk
Part One: Research and Creation
-

Split into first groups. (Three groups of six)

Each group will be assigned one of the three primary regions of Nigeria.
(Northern, Eastern and Western Nigeria.)

Each person in your group will be given a topic to focus on about your region
(The six topics will include: physical environment, main ethnic groups, cultures, economy, history, and
global connections.)

Use your textbook and the internet to research information on your topic.
(Remember our good source judgement techniques we have been practicing)

Using this information, you will need to teach your group members about your topics.
(The goal is for everyone in your group to become a classroom expert on your region.)

Together, your group will create a coherent mini lesson that includes the key information from each
topic about your region.

You will also use this information to create an informative poster board that represents your region of
Nigeria to go along with your mini lesson.

Part Two: Presentation and Questions

-

Split into second groups (six groups of three)

(Each group should include a member who worked on a different poster)

Each group will travel through a series of six stations around the room.
Three stations are set up with the posters. Each student will teach the other two people in
their group about the region they worked on, use the lesson and information from your first
group.
The other three stations are set up between the poster boards and are question and answer
discussion stations. The learners can ask the previous teacher questions about their poster and
regions, each student must as at least one question per poster, and discuss how it compares
and connects to the other regions they have visited or interesting conflicts or differences they
noticed within the previous region.

Part Three: Exit Pass Summary

-

As an exit pass, you will write a short summary of the experience and the information you learned from
all three regions.
You must include at least three facts or concepts from each of the three regions or posters.