NIGERIA BACKGROUND INFORMATION

TRAFFIC FLOW IN NIGERIA
by Dan Walsh

INQUIRY QUESTION:
How is Nigerian transportation different from the transportation as we know it in the US?

OBJECTIVES:
Students will understand what traffic is like in Nigeria.

STANDARDS:
Standard 3: How to analyze the spatial organization of people, places, and environments on Earth's surface.
Standard 4: The physical and human characteristics of places.

THEMES:
Movement
Place

MULTIPLE INTELLIGENCE:
Visual/Spatial
Bodily/Kinesthetic
Interpersonal
Intrapersonal

MATERIALS:
Masking tape
Assignments for students
Whistle
Background Information

How to be a Nigerian by Peter Enahoro ISBN# 978-029-021-4

section 13 "Taxi Drivers" Pages 52-53
section 14 "The Maulers" Pages 54-56 (Mammy Wagons)

www.uni.ed/gai/Nigeria/Background/Transportation.html

ACTIVITY:
Writing or Oral Brainstorming:
What kinds of problems do we face in our own traffic? If the age group that you are working with does not drive ask them to think of problems they have seen riding with their parents or relatives. What kinds of traffic problems could arise in the developing world/Nigeria? Ask questions about driving here in the US and some of the differences around the world. Give examples of different signs and driving laws. British on left hand side, round about, and other oddities from US driving ideas.

Logical ways to travel on roads. Ask for examples of people breaking the "norm" on driving in the US and ask why these things happen.

Examples:
1. A farmer drives a truck out into a field...Why?
To get corn loaded from a combine.

2. A driver decides to make a U-turn. Why?
Because they missed their turn or some other reason.

3. Discuss speed limits, why do we follow them?
Fear of getting a ticket, fines, etc.

SUMMARY:
This activity will illustrate what traffic is like in Nigeria. Other than actually going there and experiencing it, the students will be able to describe some of the frustrations and problems of traffic in Nigeria. The traffic in Nigeria is controlled but under-controlled and when enforced it still has problems. The biggest problem for Nigerian traffic is the cost and maintenance of traffic lights. Everything in Nigeria has value...Traffic lights, even though their practical value is small to us in America. In a country as economically depressed as Nigeria is, anything that left out has the possibility to be stolen and sold for a profit. This can be seen in our own country as well, so it is a problem that affects everyone. How many stereos get stolen a week from cars parked on the street? If we look at vandalized public property we can see it happens in the US, just the same as any other place in the world. This may be instructive if the students say, "Well, that doesn't happen here." Things like this do happen and possibly would more often if our economy were having the same problems as Nigerias economy. Not only is the value of objects important, but maybe more importantly the electricity of Nigeria is not always reliable. Traffic lights need sensors and electricity to power them, if the power goes out, the traffic lights will too. The thing to remember about Nigerians can best be described by a quote the staff from the University of Jos repeatedly told us, "Nigerians do the best they can with what they have." They survive with the things that are available and do not panic about the things they are lacking.

Preparation: Use masking tape to make a rectangle shaped area about the size of a sidewalk on each side with a median in the center in a size that would fit your entire class comfortably, this will serve as your "road".

Before starting the activity with your students be sure to emphasize safe speeds.

1. The first activity will show what traffic might be like in an uncontrolled situation.

A. Each student will be given an assignment to do once the whistle has been blown. Some will be assigned to stop, slow down, turn to the left or turn to the right, or turn around.

B. Once this has been tried, do it again to see if the students can find an alternative to running into each other, such as communication (hand signals, horns, talking), waiting for each other, taking turns, going outside of the "road" area, etc.

2. Ask the students to think about what is used to control traffic in the US. Traffic lights and stop signs do some of the work, but as we know, some people still do not always follow them.

Try this activity using only one direction of traffic and then try two directions of traffic if the group cooperates on the first activity. This activity is to show how traffic lights aid in the flow of traffic.

3. An additional activity you could do would be to stop selected students and give them a "shakedown", asking questions like, "Why is your tail light out?" "May I see your drivers license?" This also leads to problems along the roadside and disrupts the flow of traffic.

4. The next activity is to experiment with a four way intersection. This can also be done using a taped out area in a gym or playground.

A. Choose four students to begin the activity. Allow the four students to approach the intersection (at safe speeds) all at the same time. They will either collide in the center or slow down to allow others to pass through the middle. Then add four more students, for a total of eight. Keep adding four more students until the entire class is participating. Again ask what things we use to control traffic at intersections.

5. Choose one person to serve as a traffic officer and allow them to direct how the traffic will flow. Notice how orderly the traffic can flow with a traffic officer. If the traffic is still not flowing well suggest things they could do to improve traffic flow and safety.

ASSESSMENT:
After the activity debrief the class by asking them to write about the activity. Ask them what their role in the activity was, what they thought was hard to do, what was frustrating, what could be done to make it easier or safer.. .etc.