section (© Teachers" Cosco Insite Section Opener A CASE STUDY OF NIGERIA EEE eR Introduction In this section students explore the Nigerian responses to colonialism and the challenges the country now faces as an independent nation. In a Problem Solving Groupwork activity, students create visual spoke diagrams depicting aspects of life of three prominent ethnic groups in precolonial Nigeria, Next, students assume the role of Nigerians as they determine how to respond to various events during the colonial period in a Response Group activity. In an Experiential Exercise, students assume the role of representatives from the three regions of colonial Nigeria and participate in a conference to create a plan for theit newly independent nation. Finally, in a Response Group activity, students identify and compare three types of Nigerian art to learn about key influences on life in modern Nigeria. Objectives Students will be able to + describe aspects of precolonial life of three major Nigerian ethnic groups; + understand Nigerian perspectives on colonial rule; + summarize the challenges faced by African countries after independence; + identify traditional, urban, and international art from Nigeria. Materials In addition (o the transparencies, student handouts (which you will copy for the students), and transparency masters (which you will copy onto transparencies) provided in this section, you will need an overhead projector, butcher paper, colored pens, and tape, Modem Africa 2Creating Illustrated Spoke Diagrams of Precolonial Nigeria Problem Solving Groupwork Overview This Problem Solving Groupwork activity introduces students to three ethnic groups in precolonial Nigeria, Working in groups of four, students create an illustrated spoke diagram depicting aspects of life of three prominent ethnic groups: the Hausa-Fulani, the Igbo, and the ‘Yoruba, To do this, groups read background information—on location and environment; shelter, food, and clothing; political organization; family structure; religion/belief systems; and economy—about one of the three ethnic groups, Then, students design an illustrated spoke diagram representing aspects of life of the group. Afterward, students examine each others? diagrams and record the information they discover about the three ethnic groups. Procedures at a Glance ‘Tell students thiéy will work in groups to create illustrated spoke diagrams of the three largest ethnic groups in precolonial Nigeria. Explain to students what a spoke diagram is, Place stuclents into heterogeneous groups of four. Give a copy of Student Handout 2.1A to each group and a copy of Student Handout 2.1B to each student, and review the guidelines and evaluation criteria, Then pass out Student Handout 2.1C to groups, and have them read the background information and begin designing their spoke diagrams. After groups have finished their diagrams, have them post them on the wall. Pass out Student Handout 2.1D, and have students examine exch spoke diagram and record information about the ethnic groups. 22 Modem Ati (© Tenchees Curriculum sitex7 Procedures in Detail 1, This activity challenges students to work in groups to create illustrated spoke diagrams of life among three of the largest ethnic groups in precolonial Nigeria: the Hausa-Fulani, the Igbo, and the Yoruba. L Idea for Student Response: These To introduce students to a Nigeria, have them sketch the diagram stom shown here on the left side of their notebooks. Then, tell students to guess what numbers fit in the blanks. Have them shate their guesses. Then, reveal the answers: “There are over 100 million people and over 200 languages spoken in Nigeria.” 2. Project Transparency 2.1A, which shows a map of ethnic groups of Nigeria, Tell students they will learn about three prominent ethnic groups in nineteenth-century Nigeria—the Hausa-Fulani, the Igbo, and the Yoruba—by creating illustrated spoke diagrams representing key aspects of their lives. Project Transparencies 2.1B, 2.1C, and 2.[D— which show Hausa-Fulani, Igbo, and Yoruba people respectively—and use the following, information to introduce students (o ethnic groups in precolonial Nigeria: In the nineteenth century, the land now called Nigeria was one of the most diverse ethnic regions on earth. There were over 200 ethnic groups, each with its own language, culture, and economy. The Hausa-Filani from the north, the Igbo from the east, and the Yoruba Jrom the west were the largest ethnic groups in their respective regions. These groups had different economic, religious, and political institutions. For example, the Hausa-Fulani lived in a stratified society, the Yoruba lived in cities and villages under the rule of a king, and the Igbo lived in groups of villages run by village elders. In the nineteenth century, people in the region identified culturally and politically with fellow members of their village, city, or kingdom. It wasn't until later—when the region was colonized by the British—that these various peoples were grouped into a single political entity. 3. After introducing students to precolonial Nigeria, explain what a spoke diagram is. Tell students that a spoke diagram is a way of organizing information or ideas. At the hub of a spoke diagram is the main idea or central topic. In this case, “Hausa-Fulani,” “Igbo,” or “Yoruba” would be at the hub of the diagram. Coming out from the hub are “spokes” —the ideas and information that relate to the central topic. The spokes on the various diagrams © Teachers Cusco Istiate Modem Africa 23