ESSENTIAL
History
Primary 2
Teacher’s Guide
ESSENTIAL
History
Primary 2
Teacher’s Guide
Jacob Agbedam • Dorothy Glover
NNF Esquire Limited
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First published 2020
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Editor: Liesl van Dreau
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Illustrators(s): Emmanuel Lawson; Senyo Kwame Adzoro; Nicholas Bimpong; Edgar Jeffery Kwesi Baidoo;
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CONTENTS
Welcome to this History series ��������������������������������������������������� 4
Structure of this Teacher’s Guide 5
The Learner’s Book 6
Introduction ����������������������������������������������������������������������������� 10
Instructional expectations 11
Organisation of the curriculum 11
Time allocation 12
Classroom management 12
Learning domains (expected learning behaviours) 12
Methodology 13
Differentiation and scaffolding 14
Core competencies 15
Teaching instructions 16
Activities 16
Use of ICT 16
Assessment 17
Resources 18
Planning your teaching 18
Know the syllabus/Curriculum well 19
Scheme of learning by term 19
Useful teaching tips 20
Scope and sequence matrix 21
Scheme of Learning by term 22
Integration, core competencies and learning domain matrixes 25
Curriculum reference numbering system 29
Content standards, Indicators, Subject Specific Practices and Core Competencies 30
Strand 2: My country Ghana _ 34
Sub-strand 1: The people of Ghana
Summary 35
Revision 50
Sub-strand 4: Major historical locations 51
Summary 52
Revision 58
Sub-strand 5: Some selected individuals 59
Summary 60
Revision 64
Assessment 65
66
Strand 3: Europeans in Ghana _ 67
Sub-strand 2: International trade including slave trade
Summary 68
Revision 72
Assessment 73
74
End-of-year exam _ 75
Resources
78
Resource 1: Regions and capitals worksheet 79
Resource 2: Map of Ghana worksheet 80
Resource 3: Region and capital city cards 88
Resource 4: Festival worksheet 89
Resource 5: Ethnic group worksheet 90
Resource 6: Castle and Fort worksheet 91
Resource 7: Other forts in Ghana worksheet 92
Resource 8: Outstanding women in Ghana worksheet 93
Resource 9: Regions and capitals revision worksheet 94
Resource 10: Barter items worksheet 95
Resource 11: Bartering cards
_103
Assessment tools: Checklists and Rubrics
Welcome to this History series
WELCOME TO THIS HISTORY SERIES
Welcome to our History series for Ghana, which was opportunities for learners to engage in diverse,
specially developed for you and for the lower and practical and interactive activities where all the
upper primary (Basic 1–6) learners. curriculum strands, sub-strands, content standards,
This Teacher’s Guide works together with the History indicators, core skills, competencies and values are
Learner’s Book for Basic 2. We hope that you will carefully addressed and aim to be achieved through
find it an important and useful tool that will guide meaningful real-life situations and examples.
you with the teaching of History to your learners This history series for Ghana integrates a
using a task-oriented and communicative approach. learning-centred pedagogy with differentiation,
For further information, also consult the History of scaffolding and the integration of Information and
Ghana Curriculum for Primary Schools 2019 and the Communication Technology (ICT) as a teaching
Resource Guide for the Orientation of Primary School and learning tool for the achievement of some of the
Teachers Towards the Implementation of the Revised new expected outcomes.
Curriculum from the NaCCA. This series further integrates the principles of
Each Learner’s Book and Teacher’s Guide in this assessment as learning, for learning and of learning,
series follows the History syllabus from the new as well as the use of questioning. The suggested
curriculum for Ghana’s primary schools. Both activities enable the consolidation of content and
components of this series encourage the creation core skills, allowing for continuous monitoring and
of a learning-centred classroom, offering many assessment.
4
Welcome to this History series
Structure of this Teacher’s Guide
This Teacher’s Guide is divided into three main sections:
1. Introduction: This section Introduction Therefore, through the teaching and learning of • make use of historical facts to acquire analytical Introduction
provides an overview of the New History, learners should: skills, compare different periods and give their • interpret data as required
Primary Curriculum and the INTRODUCTION • appreciate their personal history, as well as the own structured account of past events. • build models
History syllabus (Primary • develop projects.
Basic 1–6), methodology, features, History is a subject that explores the past with the history of their families, and their communities Instructional expectations The following activities are recommended:
time allocation and assessment. aim of understanding the factors that have shaped • acquire the skill of gathering and objectively The goal of introducing History of Ghana as a • Sessions using different sources of historical
our world. As an academic discipline, history helps to subject in the primary school is to effect positive
2. Suggestions to design lesson develop the imaginative abilities and critical thinking analysing historical data, using scientific change in the values and attitudes of learners. It evidence, including discussions with people with
plans: This section provides: skills of learners. History is also a discipline that aims methods, which will enable them to interpret focuses on past events that have shaped our society. historical knowledge (resource persons) and
• detailed guidelines to impart to learners a range of important moral past actions and behaviours of the people of This can be achieved through well-planned lessons visiting historic sites
• answers to the activities in the lessons, and provide them with guidelines for everyday Ghana from a Ghanaian perspective that involve learners in the learning process. The • Debates among groups on various topics relating
Learner’s Book living and interactions with people in society. • acquire more knowledge on the history of the enquiry approach of teaching is therefore encouraged to history
• suggestions for remedial and The objective of this Teacher’s Guide is to make people of Ghana in the History classroom. Learners should be guided • Projects using modern technologies to
extension activities teaching and learning interesting, useful and • apply historical concepts to the study of the to make enquiries from available sources of historical communicate findings clearly and effectively in
• guidelines for assessment enjoyable. history of Ghana evidence. Historical evidence can come from the form of papers, exhibits/posters, drama and
• suggestions for activities from • develop a discerning approach to studying primary sources and secondary sources: documentaries.
the Learner’s Book that may be Teaching philosophy sources of historical evidence • Primary sources originate from the past. Organisation of the curriculum
used as homework. Through the learning of History, learners would, • develop a sense of national consciousness and The curriculum is organised under Strands,
specifically, acquire: appreciate the factors that make for national Essentially, primary sources are closer to the Sub-strands, Content standards, Indicators and
• critical thinking skills by comparing, unity events in time and space. Examples could include exemplifications. In this curriculum, ‘Ghana’
• acquire positive habits and attitudes, national pottery, wall paintings, carvings, coins, letters, represents Pre-colonial and Post-colonial Ghana.
contrasting, evaluating, synthesising, and identity as a Ghanaian and an African with newspapers, diaries, court records and verbal • Strands are the broad areas/sections of the
applying historical information or knowledge a heritage worthy of pride, preservation and accounts from people who witnessed an event, History Curriculum to be studied.
with little or no supervision improvement archival documents and archaeological findings. • Sub-strands are larger groups of related
• creative thinking skills to be able to reconstruct • appreciate the relevance of the study of history • Secondary sources relate to accounts about indicators. Indicators from sub-strands may
important past events confidently in current and future development efforts of the past events that were produced, based on sometimes be closely related.
• digital literacy by using IT tools and resources nation. interpretation of primary sources, e.g. books, • Content standards refers to the pre-determined
efficiently for investigations and project work journals, articles, etc. level of knowledge, skill and/or attitude that a
• effective communication skills to be able to General aim of the curriculum Instructional expectations for your History lessons learner attains by a set stage of education.
share information at varied levels of interaction The curriculum is aimed at developing individuals to include the following: • Indicators are a clear outcome or milestone that
• values to live as global citizens, as they learn become literate, good problem-solvers, with the ability • Plan lessons to meet the interests, knowledge, learners have to exhibit in each year to meet the
about other people and cultures of the world. to think creatively and have both the confidence understanding, abilities, and experiences of your content standard expectation. The indicators
Learning philosophy and competence to participate fully in the Ghanaian learners. represent the minimum expected standard in a
The History classroom should be learning-centred. society as responsible local and global citizens. • Design and manage learning environments year.
Introduce the topic for the day and assist learners to that provide learners with the time, space, and • Exemplar refers to support and guidance
describe and analyse issues raised, trace patterns of Subject aims resources needed for learning the History of that clearly explains the expected outcomes of
societal and human behaviour and, where possible, The National Curriculum for the History of Ghana Ghana. an indicator and suggests what teaching and
give their views on current events (in the country) aims to ensure that learners can: • Encourage discourse among learners and learning activities could be used to support
based on their knowledge of the history of Ghana. • trace Ghana’s origins and its past glories challenge them to accept and share responsibility the facilitators/teachers in the delivery of the
Encourage learners to explore topics through • develop the critical skills of historical enquiry for their own learning, based on their unique curriculum.
questioning. individual differences. The curriculum for Basic 2 is organised under two
The History curriculum is underpinned by seven using scientific methods and participate as active, • Use multiple methods to systematically gather strands with four sub-strands:
historical concepts and classroom activities. informed and responsible citizens data about learner understanding and ability • Strand 2: My country Ghana
Emphasise these important concepts in your daily • develop a critical understanding of the past and in order to guide teaching and learning and to – Sub-strand 1: The people of Ghana
learning, as they are aimed at promoting higher- its impact on the present, to help them face the provide feedback to both learners and parents. – Sub-strand 4: Major historical locations
order thinking among learners: future with confidence • Collaborate with colleagues within and – Sub-strand 5: Some selected individuals
• context and chronology • explain how external factors have shaped the across disciplines and grade levels to develop • Strand 3: Europeans in Ghana
• significance history of Ghana communities of learners who have the skills of – Sub-strand 2: International trade including
• cause and consequence • gain a sense of national consciousness, identity enquiry and exhibit attitudes and social values
• continuity and change and appreciation of Ghanaian values, in order conducive to learning. slave trade
• similarity and difference to help to instil values, such as tolerance, good As the teacher, you should serve as a facilitator by
• evidence citizenship and national pride prompting learners to: 11
• interpretation. • study the History of Ghana in an enjoyable and • observe and collect historical evidence
stimulating environment
10
Sub-strand 1: The people of Ghana
Strand 2: My country Ghana Sub-strand 1: The people of Ghana
Introduction The ethnic groups in each region in Ghana ------------------------------------ (B2.2.1.1.1)
The major ethnic groups should not be new to In Sub-strand 4: Major historical locations, learners In this section, learners use a political map of Ghana Then, they learn more about the Ghana’s major
learners as it should be part of their heritage and will identify and explore special places in Ghana to learn about the different administrative regions ethnic groups. They watch a slide show/video/TV/
cultural background, however, this cannot be such as the forts and castles built along the coast of and their capitals. They learn which are the oldest or the internet to identify the regions and ethnic
assumed. Ghana, and a few other historical sites such as the and newest regions. They draw their own map of groups in Ghana.
Strand 2: My country Ghana Kumasi Fort and Military Museum, the ancestral Ghana and label the regions and capitals. They play They use a map to discover in which regions the
• Sub-strand 1: The people of Ghana graveyard at the Assin Manso Slave Site, the Okomfo a memory matching games with cards of the regions major ethnic groups live.
• Sub-strand 4: Major historical locations Anokye Sword Site and the Larabanga Mosque. If and capitals. Then they match the ethnic groups with their regions.
• Sub-strand 5: Some selected individuals possible, arrange for an outing to a nearby historical
In Sub-strand 1: The people of Ghana, learners will site or arrange a documentary for the learners to The people of Ghana
learn the 16 regions and capitals, the regional capital watch.
as well as where the office of the president is located. In Sub-strand 5: Some selected individuals, learners The regions and capital cities capitals, draw their own maps and list the regions
They learn about all the ethnic groups in Ghana and will learn about outstanding women in the history of Ghana ................................... (LB pages 6–9) from oldest to newest.
where they live, and their customs and traditions, of Ghana. Please arrange for learners to be able to Phase 1: Start suggestions
festivals and celebrations. They also learn about watch documentaries of these women. Content standard B2.2.1.1 • Ask learners to draw a map of their home or
what they do for work. Finally, learners learn about Demonstrate knowledge of the ethnic groups in
traditional leaders, oaths and taboos. 2 Learners’ own answers. Ghana school. Talk about how a map is a representation
a Learners should mention the traditional Indicator B1.1.1.1.1. of a place and is taken from a bird’s eye view.
Opener activity clothes they wear at festivals. 1. Identify the administrative regions of Ghana. • Show learners different maps, such as relief maps
b Learners mention the food they eat at 5. List the administrative regions in the order in that show physical features and political maps
Let us learn about … Ghana (LB page 5) festivals. that show countries and capitals.
which they have been created (starting from the • Ask learners to say where they live. Do you know
The opener activity provides an opportunity to Diagnostic assessment oldest region) what region it is? Ask learners to say if they have
assess learners’ basic knowledge of the different Observe learners and use their answers to assess their Subject specific practices and core competencies ever visited other regions or have family that live
ethnic groups of Ghana. The questions have been understanding and skill levels. This activity will also Learners enhance their cultural identity, critical in other regions.
structured to broadly cover the sub-strand in allow you to measure how much they know about thinking, and digital literacy as they identify the • Asks learners to ask their parents and
Strand 1: Sub-strand 1: The people of Ghana. the specific concepts. Where necessary, ask leading various ethnic groups grandparents about the region where you live (or
questions to identify their strengths and weaknesses, Resources other regions If they have lived there). What can
Ask learners to conduct an interview with a family and any knowledge gaps. • Maps of Ghana, online maps learners tell the class about these regions?
member about their ethnic group. The family • Resource 1 (A worksheet on page 78 of Phase 2: Explore suggestions
member can describe either a short history, culture this TG) • Discuss the concepts in the Learner’s Book.
or tradition about that tribe. It is important that • Resource 2 (a blank map on page 79 of this TG Explain what regions and capital cities are.
learners make short notes and share their findings to use for Activity 2 • Let learners compare this map to (older) maps
with the class. • Resource 3 (Cards on page 80–87 of this TG that only show 10 regions. Ask them to name the
to cut out for Activity 3) new regions (they are shown with red circles on
Answers Key words page 7).
1 Learners’ own answers about which region they region, capital, regional capital • Complete Activities 1, 2 and 3 in separate
Helpful links lessons.
live in. https://www.youtube.com/ • Give learners Resource 1 (a word search) to
watch?v=N9bOwOEZL0g&t=37s complete to revise the regions and capitals.
https://www.youtube.com/ • Ask learners to number the regions from
watch?v=v6185kUGHB0&t=64s 1 (oldest) to 16 (newest).
Teaching instructions Phase 3: Reflect suggestions
Use these teaching suggestions to create your own • Let learners talk in groups about their identity as
lesson plans to address the performance indicator Ghanaians. How much of this identity do they
and exemplars. You may need several lessons for get from the region in which they live?
learners to know the administrative regions and their • Ask learners to think about how history has
contributed to establish the regions of Ghana.
• Why is Accra the regional capital? How long has
Ghana been independent?
34 35
3. Extra resources: Wherever Resources Resources
appropriate, this section provides
extra resources for specific themes Resource 4: Festival worksheet Resource 8: Outstanding women in Ghana worksheet
and units of the Learner’s Book.
Write the name of the festival next to its picture. Draw lines to match the woman to their outstanding work.
Adae Kese festival a Woman Outstanding
a Justice Joyce achievement
Damba festival First woman
Bamford-Addo
pilot.
Hogbetsotso festival
Homowo festival _____________________________________ festival b Squadron Leader First woman
c Melody Danquah Speaker
Bugum (fire) festival
b c Mrs. Charity of Parliament.
Zormelo-Fiawoo First woman
_____________________________________ festival _____________________________________ festival
de d Chief Justice editor of
Georgina Wood a national
newspaper.
e Mrs. Elizabeth Ohene First woman to
graduate
_____________________________________ festival _____________________________________ festival from university.
88 You have permission to photocopy this page. First woman
Chief Justice.
92 You have permission to photocopy this page.
5
Welcome to this History series
The Learner’s Book
The user-friendly Learner’s Book addresses the new History curriculum features and criteria with a clear and logical
structure that incorporates these features.
Strand openers: My country Ghana Sub-Strand 1 Europeans in Ghana Sub-Strand 1
• incorporate an activity to introduce
Strand Strand
the topics that learners will explore
in each unit 2 3
• allow for diagnostic assessment
• build excitement about the new Let us learn about ...
content to be learnt in each unit Early trade in Ghana
• prompt debates and content These pictures show some of the items that the Ghanaians and
integration with ICT, where Europeans traded with one another long ago.
relevant and appropriate.
1 Work in a group. Name as many of the items as you can.
Let us learn about ... 2 Which of these items do you still see in Ghana today?
Ghana
1 In which region of Ghana do you live? Tell your group.
2 What Ghanaian festivals do you celebrate with your family?
75
a What traditional clothing do you wear at these festivals?
b What food do you eat?
5
Text and content: Strand 2: My country Ghana Strand 2
• use language that is appropriate
The Ewe people
to the level, age, knowledge and
background of the learners The Ewe ethnic group is the third largest group in Ghana.
• are representative of Ghana’s
diversity The Ewe people came to Ghana from three different areas:
• have a good gender balance and
portray no gender stereotypes. l From Yoruba, in Nigeria ICT
l From Ketu, in Benin
l From Tado and Notsie, Find these three countries on
a map of the world. You can
in Togo. search on the internet or look in
The Ewe people speak these a map book at the library.
languages:
l Anlo
l Awuna
l Hudu Kotafoa. A man weaving kente cloth Clothing made from kente
on a hand loom cloth
I speak Anlo. ‘Woé
z ’ means ‘Welcome’. Women and girls wear dresses with different patterns. They also
wear a patterned head scarf. Men and boys wear patterned robes
that wrap around their body.
kente head scarf
Music, drumming and dancing are an important part of the Ewe kente dress kente robe
culture and the cultures of many other ethnic groups in Ghana.
19
20
Illustrations and photos: Strand 2: My country Ghana Strand 2
• are high-quality and representative
The Akan people
of Ghana’s diversity
• balance the text on every page and The Akan ethnic group is the largest group in
Ghana. They speak the Twi, Fante and Bia
add to learners’ understanding of languages.
the content
• have captions and labels that are I speak Fante. I speak Twi. ‘Akoaba,
simple, relevant, appropriate, and ‘Maa chi’ means εte sεn’ means
clear ‘Good morning’. ‘Welcome, how are
• reflect a variety of learners you?’
(including learners with special
needs) Traditional clothing of the Akan people
• show no gender stereotypes.
The Asante people of the Akan ethnic group KEY WORD A man weaving kente cloth Clothing made from kente
make traditional kente cloth. This is a brightly kente cloth on a hand loom cloth
coloured cloth with patterns, which is woven on
Women and girls wear dresses with different patterns. They also
a hand loom. wear a patterned head scarf. Men and boys wear patterned robes
that wrap around their body.
You will find many different things made from kente cloth in
Ghana, such as clothing, hats, bags and carpets. kente head scarf
Patterns on traditional kente cloth kente dress kente robe
18 19
6
2: My country Ghana shoulder. They also
wear hats made from gold rings Welcome to this History series
kente cloth. DID YOU KNOW?
ivity 16
nk about wh•‘Da tipdirtyowoviudoekunaWilndortowoehrmu?ea’snebvtidneonxgtbaehfsenae:ecditnrsghaliinirkpdlessewtaxotnerabaderckohenenesttoe. fctlhoeth tied
es at the AssininMfoarmnsatoWioSonlm.aveenSwiteea. r pearls and gold beads In the Ewe culture, Strand 2
your group how youaferoltuwnhdetnheyior uhiwpse,raenlokcleksedanindaarcmelsl .and pearls are a symbol
n shipped off to a plaMceeynowuedairdtnhoetbkenaodws.around their necks of beauty.
The Mole-Dagbani peopleeeootiusrSagaladhnvetaefwonSrecitefrereT•K•se .itebpSerygtccbguaodhbloriuwervarmlnooiaieodolegfxrdmuiurhleeddyrdgaseseaohul:laatnlbpybpltaMSoiTnvhfdcnsoaf,ojdothuafeneeeixagdnhoflctayueersdiaftmhvtgeoortespsjnar-iriMyuweusp.wpenaeupfoprtnsnslgdaoonrMdyeerttthdaidcgullrhsldiineeoeiaielteceaflteasxidori-iltisnefrcets.reDGnsnawt.iro.tgTnva-dpceahTlctrDnoniofhrouiohsygoehscdsseaenfrrkasebtesAamratiisbgah.etnreoyaresuennbxansygmnslttwdala:iiiiaiaomrtnnnetynpohnnraidpG.neeagcrooehduugrpaiaglttotlnagieueloKjfsfaadennurorslnneesHATcTTHg.aEtesrprsechhhge.ertovipaorYelnaeioeieTdafegeacsagraayskgvbbhAoerefttbWrtotkeeerendsmiritrhalpessotyalaoiDoostt.eOtaadneiloTtsnvra(hrrethsRwEoatsdgitewsltoihDotbiysteshfoeofae)aSoditsprtgdHlnfnrsehrtheerureioiimfveosrisuimaooaronttpemeGfonltimulmgmvseterudmgheaivbyo(BbABmafcpacBcccbaCwcctenrelhhooeooeahiesaennirerlheearfimeluannigpaolnrrcclotsisriktfbbnDstssteepirrgeitosetporesrlyatttoessslf.iaahrobhierrilsvshattcsrtacwylgtmloIrertupferhennypatereidtproattaottoaeheegDaslyrhhioetaardepmlosriesgVlwehoolssamwelepnlrrstttuepoatomgnpsarooheiadatlnsstcnephYadKooevitpatourknsspghalewstrempanfi.senhtgelttenrrOytleihahettosselnafEahnifrahnlcimxeoromaegneyflibfoiedtroslodrftwgtoeUedcmymttotyRYrshtaBroshorushamfpenioiirretfarswNnditeogbionyreyentnthaidiyaoroerhaa)segKvavgeaiWreosgrolrooseiynms.iorurntcsueatterneechitaelhise.vyrNwehseoibanerAealfisraOltoeioarufsshnieoatronmnrpOniaficnswieatiaaRnoelndydWdfiaGDteGgggFbfhtGftEHsGfimdehfnaoeohrhlfaxruooeoia?horetmasraarrmcrhnrvrornmeswetduitnhoovaeeinojdfeallethaaapeearyaresrewolmlaannsnbinectnalcrawcmntlhottmeaygtldnauiaoehcthaheneogtflhaelsodtorodrhtiwdsnulehnv.souuaolyehlaehytinibscpcPttvtGtgtewuatoa,owhoeehehterenovgteutoohedyesabeniataetwvpelopnwhpaegojreoelapnpaeteeeelptnluoeosepphtoppbisif,rarcponrapaecwishobkttleplgTtolrmGoheeeieimkellcstpeantmeeddwhLeithiIslenmoEeiptOastthssahPruiyltdnteomeyafnaSrrorghiocadeatSpeuSeepgKethrersesAeeoehtsoilRmpneYg. Str
about something
culture people’s way of life KEY WOR
customs the different things kontomire
people do over a long time
eWaatiitnfgobr ethfoeroelydoeustdmoa. le person to beginl
I
ICT things to do with computers
an2d1other electronic items
Islam the religion of Muslim
D people
Eat from the part of the bowl in front ofl
Danish people from Denmark J
E journalist a person who writes
you. Never reach across the bowl to getanewspaper
editor a person in charge of for a newspaper
empire countries that have justice treating people fairly
one leader
ethnic group people who live
in the same way and speak the
tToaksoemfoeotdhiwngit.h your right hand only.l
K
kente cloth woven, patterned
cloth made by the Akan people
kontomire cocoyam leaves
Do not use your left hand. 95
ICT boxes: Ewe people celebrating at the Hogbetsotso festival
gr••a vieenmyclpauhrdadesiarseetsetthhareecchAoasrcesticinvoimMtiepasentsenocies
ancestral • contain extra activities for multi- The Akan people eat traditional foods like fufu and light
ve Site 1 Seasrcohufpor,aavmidepoeosni tahnedintkeornnettboymusiirneg sthteeswe s,eaanrcdh wImCoTprdos:to mpoto.
ability learning. ‘Anlo Keta Hogbetsotso festival Ghana’.
2 In small groups, talk about what this festival is about.
Project work: PROJECT 41
• makes learning more relevant and PROJECT
contextual Dutch wax prints Instructions: 2 Draw your wax 3 Put the paper
• allows learners to apply their 1 Cut a potato into
One of the items that the Dutch people brought to KEY WORD thick slices to print design for your design over the cut
knowledge in different ways the Gold Coast to trade was the Dutch wax print. symbols make
• allows learners to demonstrate their a stamp. potato.
The patterns and symbols on this cotton cloth stamp.
ability to work independently have special meanings.
• demonstrates learners’ ability
This symbol is in a triangular shape.
to apply skills, such as critical
thinking, problem solving, decision 4 Use the end of a 5 Carve away the 6 Use the ends
making, analysis, innovation,
communication and creativity, as paperclip to make parts of the potato of the paperclip to
well as to do focused research using
a variety of ways including ICT. holes that you do not add details.
Fufu meals are made withalong poundedwant Ampesi is made with
the to put
lines. paint
cassava, plantain or yam. boiled plantain, yamYoustillseeclothingmadewithDutchwaxprintfabricin
on.
Ghana today.
7 Use a paper towel 8 Use a wet 9 Press the stamp
onto a piece of
paper.
or cassava. It is eatenMakeyour own Dutch wax print
to dry the stamp. paintbrush to paint
over the
with a spicy gravy orYouwillneed:
pattern
paper pencil part of
your
stamp.
11 Repeat to make
paperclip vegetable stew.10 Slowlyli the
12 You now have
potato from the a pattern. your own wax print!
paint paper.
potato paper towel paintbrush
86 Mpoto mpoto is boiled y87am or cocoyam
The ingredients for soup are added while
it is boiling. This food can be eaten on its
own or with dried fish and vegetables.
7
Welcome to this History series Strand 2: My country Ghana
Activities:
• incorporate accurate and current Activity 8
1 Design your own traditional cloth pattern of Ghana.
individual, pair and group work
activities that help learners to Use these pictures for some ideas.
explore and practise what they have 2 What clothing could you make with your traditional cloth?
learnt
• address the syllabus content SStt rraanndd2 :2M: yMcoyucnot ruy nGthrayn aG h a n a
standards and core competencies
• are representative of the indicators Talk in groups about your favourite Ghanaian food.
and exemplars
• have instructions and text that are tThh1AeecoMtrietvahiakteeyrrea1e0loitsvhteonrfitc1h0eg0droiesuhthepsnsyioocufgGlrikoheua. pnsaiannGdhtahnear.eTghioisntsatbhleeyshcoomwsesforomme.of
consistent and clearly presented to REW23aeesgSyCMsthohita3eoauoekrroernnbaSnesnheyeyaeRIHoRonrodoueeunwewrtygreohggoadaioumriroitoeorfswaunthttnrhhkapaweeeyd’syiidatttfdhhiraioesiifvntshfyheoadeoreluesuicsrnrrolhieotptn?EAKsteafhtryhttrdooptooheimaafsrubtnhtnntrhhs.eoilteYorticnashomctedgu,l.aeserBrass.triomsegiN.nanueg?cwzphteihteshmerawfaopioallrdhtneitelerp.mysou.
learners
• promote problem solving and Volta28 Region Anlo (Ewe), Kyode
subject understanding DWNohotahrtethhfaoevlelronywoRiuneglegeaxiroenrntcaisbeosutot tfhineDPdtearoakguditoi.(tmiKornbeaapl f,ioK)o,odGsnuokafoGnmhgabnaa?, Gonja, Mamprusi
• compensate for multi-ability ExeNrcaisneu4mba, Kusasi, Bimoba, Chakosi
learning 1 Fill in the missing words in Weaachlase,nNteanwceu. Uris,eKthyeosedweords:
• allow learners to practise the core BonFoetEriadsettsRi egioyanm TAuobZraoanfi, AhaGafo-Adangme
skills, in context and while engaging
in practical activities. CentArkaalnReglieoftn plantainFantreig,hEtfutu
Exercises:
• allow learners to answer questions GreaatTehreAtrcacdritaioRnaelgfoioodneatDenabnygthmee, Ga
about what they have learnt and UUppbppeetMrrhpWEaotaettoshstemtpRRepoeoeptggoleiioiosisnpnaketeornapkdleeityeiDFo.arnata.agflrafaoao,dbKau,sWasaila
consolidate learning. OticRegion is made with corKn ornmkiollemt ba
flour and jute leaves. mpoto mpoto
Homework activities:
• let learners explore, build on and AcedtivEaittyfoo5diswoiktrhaysoouurp made with red oil.
hand only. Do
practise what they have learnt at not use your
school. With your theaancd.her, make a list of other ethnic groups in Ghana
thaf t yFuofuuiskmnoadwe.wUitshepothunediendtcearsnsaevtat,o find oorut wha. t region these
ethnic groups now live in. Your teacher will help you.
34
HOMEWORK ICT
Find out more about some of the other ethnic Remember to
ask an adult
groups who come from the regions below. You can to help you
when you use
ask your family members or search on the internet. the internet.
• Bono East Region • Savannah Region
• Ahafo Region • Western Region
16
8
Welcome to this History series
Revision activities: REVISION REVISION
• help learners to revise content
• feature self-assessment that give Your teacher will give you a copy of this word search. See if you 1 Name the 16 regions of Ghana.
can find 13 items that the Ghanaian, West African and European 2 Which ethnic groups of Ghana live in these regions?
learners an opportunity to reflect people bartered with.
on their knowledge and learning a Volta Region b Ashanti Region c Northern Region
• promote problem solving and ko l anu t s f 3 Fill in the missing words in the sentences below.
subject understanding gwg r a i n s h
• are representative of the indicators me t a l i n t s Use these words:
and exemplars b c r umv cwc akple Guan kenkey Homowo Fante Damba
• provide opportunities to assess e j ghgo l d l
learners both formatively and azuxyryso fishing taboo farming
summatively. donkeysu t
Assessment: spsa l t t gh a The Akan people speak the language and the Guan
• provides an opportunity for q l i r onrac
learners and teachers to assess t obacco r b people speak the language.
what they have learnt.
Self-assessment b It is a for Akan people to eat bats and birds.
End-of-year exam:
• provides learners with an I can ... c Two main kinds of work the people of Ghana do are
describe early trade between Ghanaians and and .
opportunity to check their the people from Europe.
knowledge and understanding of role-play the barter trade with items brought d The Ga-Adangme people eat . The Ewe people eat
the work they have learnt during by the Europeans.
the year use the internet to find out about items from .
• allows learners to practise exam- other countries still used in Ghana.
type questions and identify any name towns on the coast of Ghana that were e The Guan people celebrate the festival.
gaps in their knowledge created through European trade.
• provides an additional opportunity The Ga people celebrate the festival.
for summative assessment. 88
Self-assessment
I can ...
name the 16 regions of Ghana.
name the ethnic groups who live in each region
and find them on a map of Ghana.
talk about the characteristics of the main
ethnic groups in Ghana.
49
ASSESSMENT ASSESSMENT
1 Choose the correct answer. 1 Write the missing region or capital city of Ghana. (12)
a What do you call the trade where people exchange items a Western b Volta Region
they have for items they need without paying money? Region Region Region c
Kumasi Sekondi Kofoidua
A Barter trade d Bono Region
Region Sunyani
B Gold trade Tamale Central Region Greater Accra
g Upper West e Region
C Cloth trade (1) Region Region
Bolgatanga h f
b Who were the first European people to come to the j North East
Gold Coast? Region Region
Dambai Nalerigu Bono East i
A The Dutch people Region Region
Techinman Goaso
B The British people
C The Portuguese people (1) k Western North
Region Region
c This item is one of the things the people of the Gold Damongo l
Coast could trade with the European people.
A Guns 2 Choose the correct words to complete the sentences.
B Gold a The (Ewe/Akan) people live in the Ashanti Region. (1)
(1)
C Iron (1) b The (Guan/Ewe) people speak the Anlo language.
(1)
2 Look at the pictures. c The traditional cloth in
a Name the barter trade item shown in each picture. (4)
this picture is (Gonja/
b Say if the European people or the people of the
Gold Coast traded each item. (4) kente) cloth. (1)
ab d (Osu/Elmina) Castle was
built by the Portuguese
people in 1482. (1)
e Melody Danqua was the
first woman to become a
(pilot/teacher) in Ghana.
89 73
END-OF-YEAR EXAM END-OF-YEAR EXAM
b The Akan ethnic group speaks the language. 8 Name three crafts that people do in Ghana. (3)
9 Write two sentences to describe an oath and a taboo. (2)
A Dagbani B Anlo C Twi (1) 10 Name four historical places in Ghana. (4)
(1) 11 Which historical site teaches Ghanaians about the slave
4 Choose the correct word to complete each sentence. (1) (1)
a The (Ewe/Akan) people live in the Ashanti Region. (1) trade on the Gold Coast? (1)
b The Mole-Dagbani people wear (batakari/yensichi) (1) 12 What place did the Portuguese traders build in 1482?
smocks at festivals and celebrations. 13 Match these women with the outstanding things they did (5)
c The (Ga-Adangme/Guan) traditional dancers wear for Ghana.
nyanyara necklaces when they perform.
d The traditional food made with pounded yam is a Mrs Elizabeth Ohene First woman editor of a
(fufu/kenkey). b Mrs Charity national newspaper
First woman to graduate
5 Name the traditional object shown in each picture. Zormelo-Fiawoo from university
a bc c Squadron Leader First woman pilot
Melody Danquah
(3) d Justice Joyce First woman Speaker
Bamford-Addo of Parliament
6 Fill in the missing words to complete the sentences.
Use these words to help you: e Chief Justice First woman Chief Justice
Georgina Wood
Damba Homowo Hogbetsotso Bugum Adae Kese
14 Name three items the people of the Gold Coast had to
a The festival is held in the Ashanti Region and trade with the European people. (3)
(3)
the festival is held in the Northern Region. (2) 15 Name three items the European people had to trade with (1)
(1) the people of the Gold Coast. (1)
b The is celebrated from May to August. (1)
16 Why did the Portuguese traders build forts in towns along
c The is also called the Fire festival. (1) the Gold Coast?
(2)
d The is held in the Volta Region on the first 17 What item from the Dutch traders do you still see in
Ghana today?
Saturday in November.
7 Name two kinds of work that the people of Ghana do.
92 93
9
Introduction Therefore, through the teaching and learning of
History, learners should:
INTRODUCTION • appreciate their personal history, as well as the
History is a subject that explores the past with the history of their families, and their communities
aim of understanding the factors that have shaped • acquire the skill of gathering and objectively
our world. As an academic discipline, history helps to
develop the imaginative abilities and critical thinking analysing historical data, using scientific
skills of learners. History is also a discipline that aims methods, which will enable them to interpret
to impart to learners a range of important moral past actions and behaviours of the people of
lessons, and provide them with guidelines for everyday Ghana from a Ghanaian perspective
living and interactions with people in society. • acquire more knowledge on the history of the
The objective of this Teacher’s Guide is to make people of Ghana
teaching and learning interesting, useful and • apply historical concepts to the study of the
enjoyable. history of Ghana
• develop a discerning approach to studying
Teaching philosophy sources of historical evidence
• develop a sense of national consciousness and
Through the learning of History, learners would, appreciate the factors that make for national
specifically, acquire: unity
• critical thinking skills by comparing, • acquire positive habits and attitudes, national
identity as a Ghanaian and an African with
contrasting, evaluating, synthesising, and a heritage worthy of pride, preservation and
applying historical information or knowledge improvement
with little or no supervision • appreciate the relevance of the study of history
• creative thinking skills to be able to reconstruct in current and future development efforts of the
important past events confidently nation.
• digital literacy by using IT tools and resources
efficiently for investigations and project work General aim of the curriculum
• effective communication skills to be able to
share information at varied levels of interaction The curriculum is aimed at developing individuals to
• values to live as global citizens, as they learn become literate, good problem-solvers, with the ability
about other people and cultures of the world. to think creatively and have both the confidence
and competence to participate fully in the Ghanaian
Learning philosophy society as responsible local and global citizens.
The History classroom should be learning-centred. Subject aims
Introduce the topic for the day and assist learners to
describe and analyse issues raised, trace patterns of The National Curriculum for the History of Ghana
societal and human behaviour and, where possible, aims to ensure that learners can:
give their views on current events (in the country) • trace Ghana’s origins and its past glories
based on their knowledge of the history of Ghana. • develop the critical skills of historical enquiry
Encourage learners to explore topics through
questioning. using scientific methods and participate as active,
The History curriculum is underpinned by seven informed and responsible citizens
historical concepts and classroom activities. • develop a critical understanding of the past and
Emphasise these important concepts in your daily its impact on the present, to help them face the
learning, as they are aimed at promoting higher- future with confidence
order thinking among learners: • explain how external factors have shaped the
• context and chronology history of Ghana
• significance • gain a sense of national consciousness, identity
• cause and consequence and appreciation of Ghanaian values, in order
• continuity and change to help to instil values, such as tolerance, good
• similarity and difference citizenship and national pride
• evidence • study the History of Ghana in an enjoyable and
• interpretation. stimulating environment
10
• make use of historical facts to acquire analytical Introduction
skills, compare different periods and give their • interpret data as required
own structured account of past events. • build models
• develop projects.
Instructional expectations The following activities are recommended:
• Sessions using different sources of historical
The goal of introducing History of Ghana as a
subject in the primary school is to effect positive evidence, including discussions with people with
change in the values and attitudes of learners. It historical knowledge (resource persons) and
focuses on past events that have shaped our society. visiting historic sites
This can be achieved through well-planned lessons • Debates among groups on various topics relating
that involve learners in the learning process. The to history
enquiry approach of teaching is therefore encouraged • Projects using modern technologies to
in the History classroom. Learners should be guided communicate findings clearly and effectively in
to make enquiries from available sources of historical the form of papers, exhibits/posters, drama and
evidence. Historical evidence can come from documentaries.
primary sources and secondary sources:
• Primary sources originate from the past. Organisation of the curriculum
Essentially, primary sources are closer to the The curriculum is organised under Strands,
events in time and space. Examples could include Sub-strands, Content standards, Indicators and
pottery, wall paintings, carvings, coins, letters, exemplifications. In this curriculum, ‘Ghana’
newspapers, diaries, court records and verbal represents Pre-colonial and Post-colonial Ghana.
accounts from people who witnessed an event, • S trands are the broad areas/sections of the
archival documents and archaeological findings.
• Secondary sources relate to accounts about History Curriculum to be studied.
past events that were produced, based on • S ub-strands are larger groups of related
interpretation of primary sources, e.g. books,
journals, articles, etc. indicators. Indicators from sub-strands may
Instructional expectations for your History lessons sometimes be closely related.
include the following: • Content standards refers to the pre-determined
• Plan lessons to meet the interests, knowledge, level of knowledge, skill and/or attitude that a
understanding, abilities, and experiences of your learner attains by a set stage of education.
learners. • Indicators are a clear outcome or milestone that
• Design and manage learning environments learners have to exhibit in each year to meet the
that provide learners with the time, space, and content standard expectation. The indicators
resources needed for learning the History of represent the minimum expected standard in a
Ghana. year.
• Encourage discourse among learners and • E xemplar refers to support and guidance
challenge them to accept and share responsibility that clearly explains the expected outcomes of
for their own learning, based on their unique an indicator and suggests what teaching and
individual differences. learning activities could be used to support
• Use multiple methods to systematically gather the facilitators/teachers in the delivery of the
data about learner understanding and ability curriculum.
in order to guide teaching and learning and to The curriculum for Basic 2 is organised under two
provide feedback to both learners and parents. strands with four sub-strands:
• Collaborate with colleagues within and • Strand 2: My country Ghana
across disciplines and grade levels to develop – Sub-strand 1: The people of Ghana
communities of learners who have the skills of – Sub-strand 4: Major historical locations
enquiry and exhibit attitudes and social values – Sub-strand 5: Some selected individuals
conducive to learning. • Strand 3: Europeans in Ghana
As the teacher, you should serve as a facilitator by – Sub-strand 2: International trade including
prompting learners to:
• observe and collect historical evidence slave trade
11
Introduction Pair work
Time allocation Learners are often instructed to work in pairs –
either with their desk mate, or with a partner. This is
For adequate coverage of the curriculum, the an ideal opportunity for learners to assist each other,
following time allocation is advised for Basic 2: and for them to assess each other.
4 periods of 30 minutes per week. Two periods should • Working with a desk mate offers the least
run consecutively for practical lessons and revision
where needed. classroom disturbance. The learners are already
seated side-by-side. They ask and answer
Classroom management questions during Picture talk, and they discuss
the readings before they write comprehension
Most teachers in Ghana work with large classes, and answers individually.
are skilled in large-class methodologies. Here are a few • Working with a partner that you have allocated
reminders about group, pair and individual work that to the learner means that you can pair a slower
could be helpful with large classes. learner with a faster learner, so that they can help
one another. You may also choose to pair learners
Group work of similar abilities together, so that they can
proceed more quickly with the work, while you
Many of the activities, especially those related assist the slower pairs.
to listening and speaking, are done in groups.
Group work needs to be carefully planned and Individual work
used thoughtfully. For group work to be successful,
the whole class has to be well behaved. Therefore, Individual work usually follows a group discussion
it is important for you to set very definite ground or a reading by you, the teacher. The learner will
rules. by now be familiar with the vocabulary required
• Learners must listen to each other. for the individual work, and will usually have been
• They must give all group members the involved in a discussion about the text. This means
that he or she is now ready to work alone and answer
opportunity to share their ideas. comprehension questions or write a paragraph.
• They must be polite and courteous. While learners are working individually, walk around
• Tell learners exactly how loudly they are expected the classroom, checking what they are doing and
offering help where it is needed.
to talk.
• Inform them as to whether they are allowed to lLeeaarrnniinnggbdeohmaaviionus r(se)xpected
get up out of their seats or not. A central aspect of this curriculum is the concept
• Make them aware of the consequences if they do of three integral learning domains that should be
the basis for instruction and assessment. These are
not adhere to the ground rules. discussed in the following text.
• If a learner misbehaves, it is usually best to
Knowledge, understanding and
remove them from the group and for them to application
complete the activity on their own.
• Have signals that will tell your learners that the Under this domain, learners may acquire some
activity is coming to an end or the noise level is knowledge through their learning experiences. They
getting too loud. For example, flicker the lights may show understanding of concepts by comparing,
on and off or ring a bell. It is best not to use your summarising, re-writing, etc. in their own words and
voice as you will end up shouting to be heard constructing meaning from instruction. The learner
above the group discussions. may also apply the knowledge acquired in some new
Circulate and supervise. This is not free time for you. contexts. At a higher level of learning behaviour,
You need to listen to discussions, check if groups the learner may be required to analyse an issue or a
have understood the instructions and conduct problem. At a much higher level, the learner may
informal assessments. be required to synthesise knowledge by integrating
Vary groups. Three to five members per group is
ideal. If groups are too large, you will usually find
someone is not participating.
12
various ideas to formulate a plan, solve a problem, Introduction
compose a story or a piece of music. • Diversity – Ghana is a multicultural society in
Further, learners may be required to evaluate,
estimate and interpret a concept. At the last level, which every citizen enjoys fundamental rights
which is the highest, learners may be required to and responsibilities. Learners must be taught
create, invent, compose, design and construct. The to respect the views of all persons and to see
learning behaviours Knowing, Understanding, national diversity as a powerful force for nation
Applying, Analysing, Synthesising, Evaluating development. The curriculum therefore promotes
and Creating fall under the domain ‘Knowledge, social cohesion.
Understanding and Application’. • Equity – The socio-economic development
across the country is uneven. Consequently, it is
Skills and processes necessary to ensure an equitable distribution of
resources, based on the unique needs of learners
These are specific activities or tasks that indicate and schools. Ghana’s learners are from diverse
performance or proficiency in a given learning backgrounds that require the provision of equal
area. These skills and processes include Observing, opportunities to all and that all strive to care for
Classifying, Comparing, Communicating/Reporting, one another, both personally and professionally.
Predicting, Analysing, Generating possibilities, • Commitment to achieving excellence –
Evaluating, Designing, Interpreting, Recording and Learners must be taught to appreciate the
Generalising. opportunities provided through the curriculum
and persist in doing their best in whatever field
Attitudes and values of endeavour as global citizens. The curriculum
encourages innovativeness through creative and
To be effective, competent and reflective citizens, critical thinking and the use of contemporary
who will be willing and capable of solving personal technology.
and societal problems, learners should be exposed to • Teamwork/collaboration – Learners are
situations that challenge them to raise questions and encouraged to participate in team-oriented working
attempt to solve problems. Learners therefore need and learning environments. This also means that
to acquire positive attitudes, values and psychosocial learners should have an attitude of tolerance to be
skills that will enable them to participate in debates able to live peacefully with all people.
and take a stand on issues affecting them and • Truth and integrity – The curriculum aims
others. The History Curriculum thus focuses on the to develop learners into individuals who will
development of these attitudes and values: consistently tell the truth irrespective of the
consequences. In addition, they should be
Attitudes: morally upright with the attitude of doing
• Curiosity – This is the inclination or feeling the right thing even when no one is watching.
Also, learners should be true to themselves and
toward seeking information about how things be willing to live the values of honesty and
work in a variety of fields. compassion. Equally importantly, the ethos or
• Perseverance – This is the ability to pursue a culture of the workplace, including integrity
problem until a satisfying solution is found. and perseverance, must underpin the learning
• Flexibility in idea – This is the willingness to processes to allow learners to apply skills and
change opinion in the face of more plausible competencies in the world of work.
evidence.
• Respect for evidence – This is the willingness to Methodology
collect and use data in one’s investigation, and
have respect for data collected by others. History is a talking subject and teaching it is quite
• Reflection – This is the habit of critically different compared to teaching other subjects.
reviewing ways in which an investigation has Learners are more likely to respond positively to
been carried out, to see possible faults and the subject when their teachers are enthusiastic and
other ways by which the investigation could be energetic, and adopt an innovative approach to their
improved upon. delivery of the content.
Values: Look for ideas to challenge learners other than
• Respect – This includes respect for the nation of only using written work. A creative and interactive
Ghana, its institutions, laws, culture and respect learning environment makes learning fun and
among its citizens and friends of Ghana. inspires more positive reactions from learners. It
13
Introduction • learners demonstrate the results of their learning
through a product or performance
helps them develop the required imaginative and
critical thinking skills and takes away the feeling of • it is more productive for learners to find answers
learning under duress. to their own questions, rather than for teachers
Creative and interactive teaching and learning to provide the answers and their opinions in a
includes the approaches, methods and strategies for learning-centred classroom.
ensuring that every learner benefits from appropriate
and relevant teaching and learning episodes that are Inclusion
assessed continuously, and feedback that is provided
to the learner and other stakeholders, such as parents Inclusion entails access and learning for all learners,
and education authorities. It includes the type and especially those who are disadvantaged. All learners
use of appropriate and relevant teaching and learning are entitled to a broad and balanced curriculum in
resources to ensure that all learners attain the every school in Ghana. The daily learning activities
expected level of learning outcomes. to which learners are exposed should ensure that the
The curriculum emphasises: learners’ right to equal access to quality education is
• the creation of learning-centred classrooms being met.
The curriculum therefore promotes:
through the use of creative approaches to • learning that is linked to the learner’s background
teaching and learning as strategies ensure learner
empowerment and independent learning and to their prior experiences, interests, potential
• the positioning of inclusion and equity at the and capacities
centre of quality teaching and learning • learning that is meaningful because it aligns with
• the use of differentiation and scaffolding as learners’ ability (e.g. learning that is oriented
teaching and learning strategies to ensure that no towards developing general capabilities and
learner is left behind solving the practical problems of everyday life)
• the use of ICT as a pedagogical tool • the active involvement of the learners in
• the identification of subject-specific instructional the selection and organisation of learning
expectations needed to make learning in the experiences, making them aware of their
subject relevant to learners importance in the process and also enabling them
• the integration of assessment for learning, as to assess their own learning outcomes.
learning and of learning into the teaching and
learning process, and as an accountability strategy Differentiation and scaffolding
• the use of questioning techniques that promote
deeper learning. This curriculum is to be delivered through the use of
creative approaches. Differentiation and scaffolding
Learning-centred pedagogy are pedagogical approaches to be used within the
context of the creative approaches:
As the teacher, you should create a learning • Differentiation is a process by which differences
atmosphere that ensures that:
• learners feel safe and accepted between learners (learning styles, interest,
• learners are given frequent opportunities to readiness to learn, etc.) are accommodated so
that all learners in a group have the best possible
interact with varied sources of information, chance of learning. Differentiation could be by
teaching and learning materials and ideas in a task, support and outcome.
variety of ways • Scaffolding in education refers to the use of
• the teacher assumes the position of a facilitator a variety of instructional techniques aimed
or coach who helps learners to identify a problem at moving learners progressively towards
that is suitable for investigation via project work stronger understanding and ultimately greater
• problems are connected to the context of the independence in the learning process.
learners’ world so that it presents authentic Differentiation and scaffolding involve breaking
opportunities for learning up the learning episode, experience or concepts
• subject matter is centred around the problem, not into smaller parts and then providing learners
the discipline with the support they need to learn each part.
• learners responsibly define their learning The process may require a teacher assigning
experience and draw up a plan to solve the an excerpt of a longer text to learners to read,
problem in question engaging them to discuss the excerpt to improve
• learners collaborate while learning comprehension of its rationale, then guiding
14
them through the key words/vocabulary to Introduction
ensure that learners have developed a thorough
understanding of the text before engaging them Ghanaian content and examples have been used
to read the full text. wherever relevant and appropriate to enhance
In this curriculum, assessment is emphasised as a understanding and provide opportunities for learners
tool to promote learning by all. Its purpose is to to apply their acquired knowledge to real-world
identify the strengths and weaknesses of learners to situations.
enable teachers to adapt their teaching. This will in Gender-sensitive issues and the representation of
turn help learners to progress steadily in the areas people with special learning difficulties successfully
where they need to improve. operating in normal life are emphasised to ensure
Assessment is viewed in terms of Assessment as inclusivity and avoid stereotyping. This emphasis is
learning and Assessment as, for and of learning. interwoven closely with the consistent development
• Assessment as learning: This relates to engaging and promotion of requisite attitudes and values, such
learners to reflect on the expectations of their as curiosity, perseverance, flexibility in ideas, respect,
learning. They are assisted to know their roles commitment to achieving excellence, teamwork
and take responsibility of their own learning and collaboration, truth and integrity, as well as an
to improve. Learners set their own goals and inherent appreciation of Ghana’s cultural, ethnic and
monitor their progress towards these goals. environmental diversity.
• Assessment for learning: This occurs throughout In addition to gender equality and equity, and
the learning process. It is an approach used inclusive education, other issues addressed in
to seek and interpret evidence, which serves relevant contexts include:
as timely feedback for teachers to refine their • comprehensive sexuality education
teaching strategies in order to improve learners’ • energy efficiency and conservation
performance. Learners become actively involved • anti-corruption
in the learning process and gain confidence in • climate change
what they are expected to learn. • green economies
• Assessment of learning: This is summative • sanitation
assessment. It describes the level learners have • road safety.
attained in the learning, what they know and can do This approach will help to achieve the key goals of
over a period of time. The emphasis is to evaluate the curriculum, which are to build character, nurture
each learner’s cumulative progress and achievement. values and raise literate, confident and engaged
citizens who are able to think critically and take
Scaffolding responsibility for themselves and others.
A spiral approach has been adopted in the course. Core competencies
The content begins with the learner’s immediate
environment, broadening to an exploration of his The core competencies describe a body of skills
or her wider community, and finally extending to that teachers at all levels should seek to develop in
the wider world. Through active participation in their learners. They are ways in which teachers and
activities, learners get to develop appropriate value learners engage with the subject matter as they learn
systems and contextual understanding. the subject. The competencies presented below describe
Effective teaching and learning in History depends a connected body of core skills that are acquired
upon the use of actively participatory methods. throughout the processes of teaching and learning.
These include the following: 1. Critical thinking and problem solving (CP)
• Discussion This competence develops learners’ cognitive and
• Drama, role play and simulation
• Song and dance reasoning abilities to enable them to analyse and
• Case studies and interviews solve problems.
• Research 2. Creativity and innovation (CI)
• Miming This competence promotes entrepreneurial skills
• e-Learning in learners through their ability to think of
• Group work new ways of solving problems and developing
• Question and answer technologies for addressing the problem at hand.
• Games. 3. Communication and collaboration (CC)
This competence promotes in learners the skills
to make use of languages, symbols and texts to
15
Introduction Use of ICT
exchange information about themselves and their
life experiences. To be successful in life, it is essential to have
knowledge of ICTs. ICT is an abbreviation for
4. Cultural identity and global citizenship (CG) Information and Communication Technology. It
This competence involves developing learners includes the following:
• Laptop or desktop computers
to put country and service foremost through • Smartphones
an understanding of what it means to be active • Tablets
citizens. • CD players
5. Personal development and leadership (PL) • Projectors
This competence involves improving self- • Calculators
awareness and building self-esteem. It also entails • Radios
identifying and developing talents, and fulfilling • Cameras
dreams and aspirations. • Television sets
6. Digital Literacy (DL) • Computer and related software, such as Microsoft
Digital Literacy develops learners to discover,
acquire and communicate information through Office packages (Word, PowerPoint and Excel).
ICT to support their learning. It also helps to ICTs are useful teaching tools in the classroom.
make them use digital media responsibly. The internet can be accessed on laptop or desktop
computers, tablets or smartphones. Try to use
Teaching instructions whatever resources you have available to assist you
in your teaching and learning programme. Here are
The teaching instructions provide suggestions for each of some ideas for how to do this:
three phases (Phase 1, Phase 2 and Phase 3) in the lesson • Listening to recorded texts is an excellent way of
plans. Several suggestions are provided for each phase,
so that there are sufficient options to cover all of the enlisting learners’ attention and observing them
required lesson plans for the relevant exemplar(s) in that at the same time. Recordings that support the
section of content. topics in the syllabus can be found on CDs or
online, or you can make your own.
Activities • Project and research work is important in the
learning process. Teachers and learners can use
Learners enjoy exploring; getting them involved in the internet to find information and do research.
related activities is a fun way to reinforce what has been Learners can also watch video clips that give more
taught. As a facilitator, you can arrange excursions to information about topics they are learning about.
cultural centres, museums or Parliament. • The internet gives access to a wide range of
Relating the lesson to current national and visual material, which can be used to support the
international events and inviting guest speakers learning process. This is particularly useful for
into your classroom to elaborate on topics are learners with a limited frame of reference, and
also fun activities that can be adopted but do not who can benefit from visual support in order to
underestimate the application of group work, understand environments that are foreign to them,
debates and research work, designing posters and for example the city for rural learners, and the
paintings, and so on. These are all excellent ways of ocean for learners who have never seen the ocean.
making the History lessons interactive. Visual material on the internet includes video
The types of activities used to ensure on-level, age- clips, animated applications and images.
appropriate and multi-ability learning include: • You can enhance your teaching by using
• true or false activities websites to access material online for extension
• cloze activities or assessment purposes. In the section of this
• role play Teacher’s Guide that offers guidance to the
• songs and games activities in the History Basic 1 Learner’s Book,
• crosswords and word searches specific suggestions are made regarding the use
• matching activities of ICTs. However, the extent to which you can
• case studies (for the higher grades) and interviews use ICTs in the classroom depends on the access
• diary entries, newspaper articles, brochures, that your school has to them. Some schools
have internet connections and can access the
posters and timelines. internet to use a wide variety of applications,
such as resource websites, video channels, live
16
interviews, and so on. However, if a connection Introduction
is not available, the internet can be accessed
through cellular data on tablets or smartphones. 1. Diagnostic assessment
If you are in a situation where you have access to This examines learners’ prior knowledge and is
the internet and the relevant applications only
outside of the classroom, then you can download used to establish links to the new lesson:
material and play these offline in the classroom. • Test learners’ prior knowledge by asking them
Assessment to respond to key words, names and dates
related to the next topic
In this curriculum, assessment is emphasised as a • Ask learners to define key words and terms.
tool to promote learning by all. Its purpose is to 2. Formative assessment
identify the strengths and weaknesses of learners, Formative assessment is the methods that
and in so doing, to enable teachers to adapt their teachers use to evaluate and assess a learner’s
teaching. This will, in turn, help learners to progress ability to understand and apply what they have
steadily in the areas in which they need to improve. learnt during a lesson. This also gives teachers
Assessment is viewed in terms of Assessment as the opportunity to continually assess learners
learning, Assessment for learning and Assessment and to use this assessment to address their
of learning. learning needs, the progress they have made, and
• Assessment as learning: This relates to engaging to address any barriers to learning or learning
difficulties that they may have.
learners to reflect on the expectations of their Formative assessment in the form of teacher
learning. They are assisted to know their roles observations and assessments, as well as self-
and take responsibility for their own learning. assessment and peer-assessment done by the
Learners set their own goals and monitor their learners, will help to identify areas of difficulty so
progress towards these goals. that these areas can be targeted and any problems
• Assessment for learning: This occurs throughout addressed immediately before moving on to the
the learning process. It is an approach that next section of work.
seeks and interprets evidence, which serves Formative assessment is an important step in the
as timely feedback for teachers to refine their teaching and learning process. It allows you as the
teaching strategies in order to improve learners’ teacher to observe your learners in a wide variety
performance. Learners become actively involved of learning situations and to collect, record and
in the learning process and gain confidence in use this information, which you can then use to
what they are expected to learn. inform further teaching and learning.
• Assessment of learning: This is summative You should use different types of formative
assessment. It describes the level learners have assessment to address the different learning
attained in the learning, what they know and abilities of the learners in your class. These
can do over a period of time. The emphasis is to assessments could take the form of formal and
evaluate each learner’s cumulative progress and informal observations during whole class and
achievement. individual, pair and group work activities,
Making sure that learners have actually absorbed through the assessing of written work, projects,
the lessons taught and not just had fun through tasks and tests.
the entire lesson is equally important. There are You can record your assessments as short notes in
assessments at the end of each lesson in the Learner’s a record book or as a simple checklist on a class
Book that are useful tools for reinforcement of list of learners’ names.
lessons taught. You can also adopt other forms of 3. Summative assessment
assessment during the lessons to ensure learners are Summative assessment is used to test whether the
on the same level of understanding. Some of these learners have achieved the objectives of the whole
assessments include the following: unit or series of topics, or a whole semester, term
or year’s work.
17
Introduction
School-Based Assessment
The new SBA system provides schools with an internal assessment system.
Level of Equivalent Meaning Grade descriptor
Proficiency Numerical Grade
1 80% + Advance (A) Learner exceeds core requirements in terms of
knowledge, skills and core understanding; can transfer
them automatically and flexibly through authentic
performance tasks
2 75-79% Proficient (P) Learner develops fundamental knowledge, skills and
core understanding; can transfer them independently
through authentic performance tasks
3 70-74% Approaching Learner develops fundamental knowledge and
Proficiency (AP) skills and core understanding; with little guidance;
can transfer understanding through authentic
performance task
4 65-69% Developing (D) Learner possesses the minimum knowledge and
skills but needs help throughout the performance of
authentic task
5 64% and below Beginning (B) Student is struggling with his/her understanding due
to lack of essential knowledge and skills
The SBA consists of twelve assessments a year. These include:
• End-of-month/Strand tests
• Homework assignments (specially designed for SBA);
• A project.
To guarantee adequate time for the course coverage Planning your teaching
and assessment, lessons must be planned in advance
for the week or the month. The best advice is to be This section in the Teacher’s Guide aims to help you,
well-informed about the lesson content and teach the teacher, think about planning your teaching and
with passion. The facilitator is always the best person to further develop the skills you already have.
to decide how to adapt lessons and diverge from set The planning of lessons aims to ensure that the
time frames in order to accommodate the capabilities objectives of learning are met. It is never easy to find
of learners. Irrespective of the time frame, each time to plan every lesson, particularly in Ghanaian
lesson should be as interactive and enjoyable as schools where classes are often large and workloads
possible to ensure the attentiveness and involvement heavy. Yet, without planning our lessons, we might
of every learner. well become disorganised and will not achieve the
Be positive and confident about the subject matter learning objectives.
and explicit in your directions to learners about Planning gives the teacher the opportunity to
what they need to do. Remember: Your attitude in mobilise enough teaching and learning resources
delivering the lessons will definitely determine the and to avoid challenges that might arise during
attitude of the learners towards the lesson! instructional time.
It is absolutely vital that you have read the Learner’s
Resources Book before teaching any lesson and that you have
planned how you are going to develop your material
There is a Resources section on pages 74–98 of this for the classroom. This Teacher’s Guide aims to help
Teacher’s Guide, with additional resources you can you in that process and to give you ideas as to how
use during your History lessons. Each resource is each lesson can be conducted.
linked to a specific section of work in the Learner’s Before each term begins, spend some time going
Book. You can adapt these resources as needed to through each of the strands and sub-strands you
suit the ability levels of the learners in your class.
18
need to cover in that term. Work out how much Introduction
time you might need to cover each of them.
Determine how you will find relevant and sufficient theoretical lesson can, for example, be followed
teaching and learning resources. You will be able by a practical lesson and then by a class discussion
to check and revise your estimate after the first few directed towards building principles and values.
lessons. Be adaptable, as some units will take more Combining teaching facts and practice might seem
time than you had planned. Have some materials at very difficult for a new teacher. Feel free to talk to
hand to fully engage those students who finish early. more experienced members of staff and ask for help.
These materials could take the form of revision for a They know how to combine the teaching of facts
test, a class game or a plan for a discussion or debate. with practice and the building of values.
Know the syllabus/ Scheme of learning
Curriculum well
Never go into a class unprepared, even if you have
Knowing the curriculum well will help you in taught a lesson many times before. Have your ideas,
your lesson preparation, especially your scheme plans and materials ready. You should make sure you
of learning, learning plan and even preparation are confident with your material. Classes are easier to
for the year’s work. It would be beneficial to read manage and learners behave better when a lesson is
and perhaps note down the titles of themes and to organised well.
summarise the more detailed pages. It will also help • You might want to develop a regular pattern
you to know what the syllabus sets out to achieve
and what you should be looking for in assessing such as the following:
learners’ progress termly and yearly. • A brief period of revision. What did we do last
Teachers are expected to give weightings to learners’
progress of work in the following ways: time?
• Learners need to have increased their knowledge • The introduction of new material, given in the
and understanding of the facts and concepts form of a class lesson.
of the course. This is weighted at 30% of • Activities, undertaken in pairs, groups or
the expected achievement. The curriculum
developers say that knowledge is not everything. individually.
• Learners should know how to apply this • A class discussion of what everyone has done.
knowledge to given situations. This is weighted • Reflection on what has been taught.
at 30%. They say that the application of When learners are used to being occupied the whole
knowledge is just as important as gaining that time, they tend to be more cooperative and to value
knowledge. the lesson more.
• The most important aims concern, however, are Points to remember in preparing a scheme
learners’ attitudes, values and process skills. of learning
These are weighted at 40%. Important points to remember when developing a
This is very different from traditional educational scheme of learning are the following:
aims, which overemphasised the importance of • Know your syllabus.
knowledge. • Make a preliminary plan based on the time you
When preparing lessons, you need to keep in mind
the general aims and profile dimensions so that they think you will need to cover each unit.
include the following: • Be prepared to change that plan as you learn
• the facts and how these can best be understood
• practical work designed to illustrate how the how much time each theme really takes.
learners’ new knowledge and understanding can • Take into account school events which take
be put into practice
• overall development of beneficial values and up time (for example, examinations and
attitudes. special occasions). Leave some spare time in
This does not mean that every lesson should contain your planning. Very few timetables work out
all three elements. That is too much to ask. A absolutely perfectly. Learners, especially at the
higher levels, can be very critical if they think a
syllabus has not been covered or if it is rushed
and they cannot keep up.
• Always remember that facts are only a part
of education. Keep in mind the skills you
wish to develop, particularly those of easy
communication, of cooperation and the
development of mutual tolerance and respect.
19
Introduction Some marking of work can be done by learners
themselves by swapping papers.
• Make sure you have all the materials ready and You can mark work in class while you are going
at hand for each lesson. If classes are sharing round supervising and encouraging the learners as
resources, make sure the ones you want are they work. This has the advantage of offering instant
available when you want them. Before you start praise and correction.
any theme, revise your aims and work out how Do not let your marking pile up from one day or
you will determine if you have achieved them. one week to another.
This is called evaluation. It is important to create an atmosphere of trust
in which learners feel confident enough to ask
• When preparing materials and activities, take questions without feeling embarrassed. Learners
into account the different abilities of your should never be allowed to make fun of a learner
learners. Try to organise additional activities for who asks a question to which other learners already
the quicker learners to give you time to help know the answer. Make it clear that such a response
those who are finding the lesson difficult. This is not acceptable.
Teacher’s Resource Pack will help you to plan Teaching tip 4: Use the local environment
further activities. The study of History is about the whole of your
learners’ physical, social and cultural surroundings.
Useful teaching tips Your resources are all around you – inside and
outside of the classroom. Do not rely solely on the
Teaching tip 1: Keep learners occupied written word or pictures. Use your own knowledge
One of the most important skills in classroom and that of your learners about the world around
management, is the ability to ensure your learners you.
are occupied for the whole lesson. If a group has • Go outside and look with new eyes at your
finished a task and the learners have nothing else to
do, they are likely to become disruptive. To counter surroundings. Take the learners out into the
this, break up your lesson into different parts and environment (farms, rivers, lakes, the sea shore,
include the following: offices, workshops, factories) and encourage them
• full class work to do the same on their own.
• individual work • Invite people to the school to talk about
• practical activities. their roles in the community (farmers, nurses,
Teaching tip 2: Earn respect engineers, councillors)
The teacher needs to earn respect by being punctual, • Make the most of local examples. You could
clean, tidy and knowledgeable. Learners need to look outside when it is raining and show learners
know that when a teacher asks for silence, he or she how miniature streams are created, for example.
means it and will not continue until there is silence. You could encourage learners to look at the sky
The first few lessons are important to ensure that when they are on the playground to learn about
the teacher’s expectations are evident to learners very the different types of clouds and what they might
early on. indicate about future weather.
Teaching tip 3: Mark work promptly and Learners could learn about the economics of running
efficiently a business from the local shop owner or from local
When you have a large class, the marking of learners’ market traders.
work can become a burden. If it is postponed, the
burden can become unbearable. Learners need to Enjoy your History teaching experience.
have their work marked and returned promptly with
constructive criticism and as much encouragement
as possible.
20
Scope and sequence matrix Introduction
Basic 2
Strand Sub-strand
History as a subject Why and how we study history 4
My country Ghana The learner’s own history 4
Family history 4
Europeans in Ghana Community history 4
Colonisation and developments The people of Ghana
under colonial rule in Ghana Inter-group relations
Journey to independence How Ghana got its name
Independent Ghana Major historical locations
Some selected individuals
Arrival of Europeans
International trade including slave trade
Missionary activities
Impact of European presence
Establishing colonial rule in Ghana
Social development
Economic development
Political development
Early protest movements
Formation of political parties
The 1948 riots
Ghana gains independence
The Republics
Military rule
21
Introduction
Scheme of Learning by term
Term 1
Week Time allocation/Period Section LB page(s)
1 30 mins (1 period) Teach content: The people of Ghana 5–6
2 30 mins (1 period) Learners do: Let us learn about … activity
3 1 hour (2 periods)
4 30 mins (1 period) (page 5); Activity 1 (page 6)
5 1 hour (2 periods)
6 30 mins (1 period) Teach content: The regions and capital cities of 7–9
30 mins (1 period) Ghana
1 hour (2 periods)
30 mins (1 period) Learners do: Activity 2; Activity 3
30 mins (1 period)
1 hour (2 periods) Teach content: The people of Ghana and where 10–12
30 mins (1 period) they live
1 hour (2 periods)
30 mins (1 period) Teach content: The ethnic groups of Ghana 13–15
30 mins (1 period) Learners do: Homework (page 14); Activity 4 16
30 mins (1 period)
1 hour (2 periods) (page 14) and Exercises 1 and 2 (page 15)
30 mins (1 period) Teach content: Other ethnic groups in Ghana
Learners do: Activity 5; Homework
Teach content: Customs and traditions of the 17
people of Ghana
Learners do: Activity 6
7 30 mins (1 period) Teach content: Traditional clothing of the 18–21
1 hour (2 periods) Mole-Dagbani people
30 mins (1 period)
Learners do: ICT activity (page 20)
8 30 mins (1 period)
1 hour (2 periods) Teach content: Traditional clothing of the 22–23
30 mins (1 period) Mole-Dagbani people 24–27
9 30 mins (1 period) Learners do: ICT activity (page 22); Activity 7
1 hour (2 periods) (page 23)
30 mins (1 period)
Teach content: The Guan and Ga-Adangme
10 30 mins (1 period) people
1 hour (2 periods)
30 mins (1 period) Learners do: ICT activity (page 26)
11 30 mins (1 period) Learners do: Activity 8 28
1 hour (2 periods) Preparing, designing, producing and talking
30 mins (1 period) about their own traditional cloth patterns and
clothing
12 30 mins (1 period)
1 hour (2 periods) Teach content: The people of Ghana and the 29–31
30 mins (1 period) food they eat
Learners do: Exercise 3 and Activity 9
Teach content: Foods of the different ethnic 32–35
groups
Learners do: Activity 10; Exercise 4; Homework
22
Introduction
Term 2
Week Time allocation/Period Section LB page(s)
13 30 mins (1 period) Teach content: Festivals and celebrations 36–37
30 mins (1 period) Learners do: Activity 11 (page 37) and
14 1 hour (2 periods) 38–41
30 mins (1 period) Homework (page 37)
1 hour (2 periods) 43–45
30 mins (1 period) Teach content: Festivals and celebrations
(continued)
15 30 mins (1 period)
1 hour (2 periods) Learners do: ICT activity; Activity 12 and
30 mins (1 period) Exercise 5
16 30 mins (1 period) Teach content: The work people do
1 hour (2 periods) Learners do: Activity 13
30 mins (1 period)
Teach content: Traditional leaders 46–47
17 1 hour (2 periods) Learners do: Activity 14
30 mins (1 period)
30 mins (1 period) Teach content: Oaths and Taboos 48
Learners do: ICT activity; Homework Activity 50
18 30 mins (1 period) 52
1 hour (2 periods) and Exercise 6
30 mins (1 period) Teach content: Revision
Learners do: Revision exercise and Self-
19 30 mins (1 period)
1 hour (2 periods) Assessment page 49
30 mins (1 period) Teach content: Major historical locations
20 30 mins (1 period) Teach content: Forts 55–56
1 hour (2 periods) Learners do: Activity 15 (page 54); Exercise 7 57–58
30 mins (1 period)
(page 54)
21 30 mins (1 period) Teach content: Assin Manso Slave Site
1 hour (2 periods) Learners do: Activity 16
30 mins (1 period)
Teach content: Kumasi Fort and Military 59–61
22 30 mins (1 period) Museum 62–63
1 hour (2 periods)
30 mins (1 period) Learners do: Homework (page 59)
Learners do: Larabanga Mosque
23 30 mins (1 period) Teach content: Activity 17 and Exercise 8
1-hour (2 periods)
30 mins (1 period) Teach content: Revision 66
Learners do: Revision exercise and Self-
24 30 mins (1 period)
1 hour (2 periods) assessment
30 mins (1 period)
23
Introduction
Term 3
Week Time allocation/Period Section LB page(s)
25 30 mins (1 period) Teach content: Outstanding women from 67–74
30 mins (1 period)
1 hour (2 periods) Ghana 73
Learners do: Activity 18 (page 70) and Exercise
26 30 mins (1 period)
1 hour (2 periods) 9 (page 70)
30 mins (1 period) Learners do: ICT activity (page 69): Learners
27 30 mins (1 period) make a slide show or video to show how the
1-hour (2 periods) women made history in Ghana.
30 mins (1 period)
Teach content: The first Ghanaian woman to 73
28 30 mins (1 period) become Speaker of Parliament
1 hour (2 periods)
30 mins (1 period) Learners do: ICT activity
29 1 hour (2 periods) Teach content: What woman in your 75
30 mins (1 period) community do you admire?
30 mins (1 period)
Learners do: Activity 19
30 30 mins (1 period)
1 hour (2 periods) Content: Assessment of Strand 2 work 79–80
30 mins (1 period) Learners do: Revision exercise; Self-Assessment
and reflection on their learning
31 30 mins (1 period) Teach content: Europeans in Ghana; 81
1 hour (2 periods) International trade including slave trade 83–86
30 mins (1 period)
Learners do: Starter Activity (page 75); Activity
32 30 mins (1 period) 20
1 hour (2 periods)
30 mins (1 period) Teach content: Early trade between the people
of Ghana and Europe
33 30 mins (1 period)
1 hour (2 periods) Learners do: Activity 21
30 mins (1 period)
Teach content: Early trade between the people 87–88
34 30 mins (1 period) of Ghana and Europe (continued)
1 hour (2 periods)
30 mins (1 period) Learners do: ICT activity and Activity 23
35 30 mins (1 period) Teach content: The slave trade 89–91
1 hour (2 periods) Learners do: Exercise 10 and Activity 24
30 mins (1 period)
Teach content: Dutch wax prints Project 92–93
36 30 mins (1 period) Learners do: Project
1 hour (2 periods)
30 mins (1 period) Teach content: Revision and Assessment 96–98
Learners do: Revision exercise; Self-assessment; 99–102
and Assessment exercise
Content: End-of-year exam
Learners do: End-of-year exam
24
Introduction
Integration, core competencies and learning domain matrixes
Strand 2: My country Ghana Learner’s Book pages 5–51
Sub-strand 1: The people Of
Ghana Numeracy; Language and literacy; Creative Arts; Science; Our world and
Subject integration our people; Religious and moral instruction; Physical education
Core skills and competencies Critical thinking and problem solving (CP)
Creativity and innovation (CI)
Contemporary issues Communication and collaboration (CC)
Cultural identity and global citizenship (CG)
Curriculum values Personal development and leadership (PL)
Learning domain: Knowledge, Digital Literacy (DL)
understanding and application Gender equality and equity; inclusive education; comprehensive sexuality
Learning domain: Skills and education; energy efficiency and energy conservation; anti-corruption;
processes climatic change; green economy; sanitation; road safety
Learning domain: Attitudes Respect; diversity; equity; commitment to achieving excellence; teamwork
and collaboration; truth and integrity
Inclusion Knowing; understanding; applying; analysis; synthesising; evaluating;
creating
Assessment Observing; classifying; comparing; communicating/reporting; predicting;
analysing; generating possibilities; evaluating; designing; measuring;
interpreting; recording; generalising; designing of experiments
Commitment; tolerance; patriotism; flexibility in ideas; respect for
evidence; reflection; comportment; cooperation; responsibility;
environmental awareness; respect for the Rule of Law
Place special needs learners and able learners in the same groups. Able
learners, for example, can describe the photographs to visually-impaired
learners.
Diagnostic assessment:
• Strand opener activity page 5
Formative assessment:
• Activity 1
• Activity 2
• Activity 3
• Homework
• Activity 4
• Exercises 1 and 2
• Activity 5
• Activity 6
• Activity 7
• Activity 8
• Exercise 3
• Activity 9
• Activity 10
• Exercise 4
• Homework
• Activity 11
• Homework
25
Introduction
Strand 2: My country Ghana Learner’s Book pages 5–51
Sub-strand 1: The people Of
Ghana • Activity 12
Assessment • Exercise
(continued) • Activity 13
• Activity 14
• Homework
• Exercise
Summative assessment:
• Revision
• End-of-year exam
Strand 2: My country Ghana Learner’s Book pages 52–66
Sub-strand 4: Major historical
locations Numeracy; Language and literacy; Creative Arts; Science; Our world and
Subject integration our people; Religious and moral instruction; Physical education
Core skills and competencies Critical thinking and problem solving (CP)
Creativity and innovation (CI)
Contemporary issues Communication and collaboration (CC)
Cultural identity and global citizenship (CG)
Curriculum values Personal development and leadership (PL)
Learning domain: Knowledge, Digital Literacy (DL)
understanding and application Gender equality and equity; inclusive education; comprehensive sexuality
Learning domain: Skills and education; energy efficiency and energy conservation; anti-corruption;
processes climatic change; green economy; sanitation; road safety
Learning domain: Attitudes Respect; diversity; equity; commitment to achieving excellence; teamwork
and collaboration; truth and integrity
Inclusion Knowing; understanding; applying; analysis; synthesising; evaluating;
creating
Assessment Observing; classifying; comparing; communicating/reporting; predicting;
analysing; generating possibilities; evaluating; designing; measuring;
interpreting; recording; generalising; designing of experiments
Commitment; tolerance; patriotism; flexibility in ideas; respect for
evidence; reflection; comportment; cooperation; responsibility;
environmental awareness; respect for the Rule of Law
Place special needs learners and able learners in the same groups. Able
learners, for example, can describe the photographs to visually-impaired
learners.
Formative assessment:
• Activity 15
• Activity 16
• Activity 17
• Exercise 8
Summative assessment:
• Revision
• End-of-year exam
26
Introduction
Strand 2: My country Ghana Learner’s Book pages 67–79
Sub-strand 5: Some selected individuals
Subject integration Numeracy; Language and literacy; Creative Arts;
Core skills and competencies Science; Our world and our people; Religious and moral
instruction; Physical education
Contemporary issues Critical thinking and problem solving (CP)
Creativity and innovation (CI)
Curriculum values Communication and collaboration (CC)
Learning domain: Knowledge, understanding Cultural identity and global citizenship (CG)
and application Personal development and leadership (PL)
Learning domain: Skills and processes Digital Literacy (DL)
Gender equality and equity; inclusive education;
Learning domain: Attitudes comprehensive sexuality education; energy efficiency and
energy conservation; anti-corruption; climatic change;
Inclusion green economy; sanitation; road safety
Respect; diversity; equity; commitment to achieving
Assessment excellence; teamwork and collaboration; truth and integrity
Knowing; understanding; applying; analysis; synthesising;
evaluating; creating
Observing; classifying; comparing; communicating/
reporting; predicting; analysing; generating possibilities;
evaluating; designing; measuring; interpreting; recording;
generalising; designing of experiments
Commitment; tolerance; patriotism; flexibility in ideas;
respect for evidence; reflection; comportment; cooperation;
responsibility; environmental awareness; respect for the
Rule of Law
Place special needs learners and able learners in the same
groups. Able learners, for example, can describe the
photographs to visually-impaired learners. Then they can
work together to …
Formative assessment:
• Activity 19
Summative assessment:
• Revision
• Self-assessment test
• End-of-year exam
27
Introduction
Strand 3: Europeans in Ghana Learner’s Book pages 81–98
Sub-strand 2: International trade including
slave trade Numeracy; Language and literacy; Creative Arts;
Subject integration Science; Our world and our people; Religious and moral
Core skills and competencies instruction; Physical education
Critical thinking and problem solving (CP)
Contemporary issues Creativity and innovation (CI)
Communication and collaboration (CC)
Curriculum values Cultural identity and global citizenship (CG)
Learning domain: Knowledge, understanding Personal development and leadership (PL)
and application Digital Literacy (DL)
Learning domain: Skills and processes Gender equality and equity; inclusive education;
comprehensive sexuality education; energy efficiency and
Learning domain: Attitudes energy conservation; anti-corruption; climatic change;
green economy; sanitation; road safety
Inclusion Respect; diversity; equity; commitment to achieving
excellence; teamwork and collaboration; truth and integrity
Assessment Knowing; understanding; applying; analysis; synthesising;
evaluating; creating
Observing; classifying; comparing; communicating
reporting; predicting; analysing; generating possibilities;
evaluating; designing; measuring; interpreting; recording;
generalising; designing of experiments
Commitment; tolerance; patriotism; flexibility in ideas;
respect for evidence; reflection; comportment; cooperation;
responsibility; environmental awareness; respect for the
Rule of Law
Place special needs learners and able learners in the same
groups. Able learners, for example, can describe the
photographs to visually-impaired learners. Then they can
work together to …
Diagnostic assessment:
• Strand opener activity
Formative assessment:
• Activity 20
• Activity 21
• Activity 22
• Exercise 10
• Activity 23
Summative assessment:
• Revision page 88
• Self-assessment test
• End-of-year examination
28
Introduction
Curriculum reference numbering system
The examples below explain the reference numbering system used in the curriculum document.
Example: B1.2.3.4.1
Annotation Meaning/Representation
B1. Year/class
1 Strand number
2 Sub-strand number
3 Content standard number
4 Learning/ performance indicator number
Year/Class Content standard Learning indicator
Strand 2: My country Ghana KG3 KG4
Sub-strand 4: Major historical locations
KG1 KG2
KG1.1.2.1 KG2.1.2.1 B1.1.1.1 B4.1.1.1
Demonstrate Recount history about Show understanding of Show understanding of
understanding of their themselves and their history as part of everyday importance of studying
own individual history. families. life. history.
KG1.1.2.1.1 KG2.1.2.1.1 B1.1.1.1.1 B4.1.1.1.1
Share information Share more detailed Explain that history Explain how history
about themselves and information about deals with past human defines our identity as
acknowledge that since themselves, e.g. where activities. Ghanaians – Akan, Ewe,
they are past, they qualify they were born and their Gonja, etc.
to be called history. hometowns.
29
Introduction
Content standards, Indicators, Subject Specific Practices and Core
Competencies
Strand 2: My country Ghana
Sub-strand 1: The people of Ghana
Content Subject-specific practices Indicators and exemplars LB page
standards and core competencies numbers
B2.2.1.1 Learners enhance their B2.2.1.1.1 6–16
Demonstrate cultural identity, critical Identify the ethnic groups in each region in
knowledge of the thinking, and digital literacy, Ghana. 6–9
ethnic groups in as they identify the various Enquiry route: Which ethnic groups are there in 6–9
Ghana. ethnic groups. your region? 6–9
B2.2.1.1 As learners identify the 1. Identify the administrative regions of 10–16
Show characteristics of the ethnic 6–9
understanding of groups in Ghana, they Ghana. 17–49
the characteristics develop cultural identity, 2. Locate the ethnic groups in each region on
of some of the tolerance and collaborate 17–49
ethnic groups in with others. a map of Ghana.
Ghana. 3. With the aid of a slide/video/TV/internet, 36–42
38–42
identify the regions and ethnic groups
in Ghana.
4. Match the ethnic groups with their region
5. List the administrative regions in the order
in which they were created (starting with
the oldest region).
B2.2.1.1.1
State the characteristics of the ethnic groups
in Ghana.
Enquiry route: What are the characteristics of
the ethnic groups? What differentiates one ethnic
group from the other?
1. Identify the characteristics (food, festivals,
dressing, language, political institutions,
social and economic activities, taboos,
oaths, etc.) of some of the ethnic groups in
Ghana.
2. Show documentary/pictures/ internet of a
festival of one of the ethnic groups.
3. Discuss what the documentary entails.
30
Introduction
Strand 2: My country Ghana
Sub-strand 4: Major historical locations
Content Subject-specific practices Indicators and exemplars LB page
standards and core competencies numbers
B2.2.4.1 The use of evidence to B2.2.4.1.1 52–63
Exhibit knowledge appreciate the significance Discuss the history of Ghana’s major 52–63
of the history of historical locations helps historical locations. Examples include Kumasi
of the major learners to develop cultural Military Museum, Komfo Anokye Sword,
historical locations identity, creative and Assin Manso Slave Site, Gbewaa Palace.
in Ghana innovative skills. Enquiry route: Where are the major historical
locations? What do these locations tell us about
our history?
1. Identify the major historical locations in
Ghana (starting with the oldest location).
2. Show and discuss video/documentary/ 52–63
stories/slides about the history of these
major historical locations in Ghana. 52–63
63
3. Retell the history of these major historical * See the
locations in Ghana. Activity
on page
4. Interact with knowledgeable persons/ 56 of this
opinion leaders/chiefs/resource persons to TG
tell the history of any historical location in 52–63
your community or district. 52–63
#See the
5. Visit any historical site in their Activity
community. on pages
55–59 of
6. Retell the history of major sites in their this TG.
community.
31
Introduction
Strand 2: My country Ghana
Sub-strand 5: Some selected individuals
Content Subject-specific practices Indicators and exemplars LB page
standards and core competencies numbers
B2.2.5.1.1 The use of evidence to B2.2.5.1.1 67–75
Exhibit appreciate the significant Identify Ghanaian women who have 67–75
understanding contributions of some made significant contributions to national 74
of Ghanaian Ghanaian women, learners development.
women who become creative, innovative Enquiry Route: Which Ghanaian women 75
have contributed and digitally literate. contributed to national development? How did
significantly they contribute? Which woman inspires you most
to Ghana’s and why?
development. 1. Name some outstanding women in the
history of Ghana.
2. Match these women with their
achievements in Ghana, e.g. Mrs. Charity
Zormelo-Fiawoo – first woman university
graduate); Squadron Leader Melody
Danquah – First female pilot; Elizabeth
Ohene – First female editor of a national
newspaper (Daily Graphic); Justice
Georgina Wood – First female Chief
Justice and Justice Joyce Bamford-Addo
– First female Speaker of Parliament, etc.
Using anecdotes/videos, learners retell the
contributions of these leaders to national
development.
4. Think-pair-share activity: Individual
learners identify a woman who they
admire most in the community.
They choose partners and discuss the
reasons for their choice.
32
Introduction
Strand 3: Europeans in Ghana
Sub-Strand 2: International trade including slave trade
Content Subject-specific practices Indicators and exemplars LB page
standards and core competencies numbers
B2.3.2.1 As learners describe how B2.3.2.1.1 81–93
Understand that early trade was carried out Describe how early trade was carried out
trade was the between Ghanaians and between Ghanaians and Europeans. 81–91
major reason why Europeans, it enhances Enquiry route: How was trade with the 89
the Europeans their communicative, Europeans first carried out? How did the method
settled in Ghana. creative and innovative of trade change with time? What items were 86–89
skills. International traded? What towns emerged out of the trade 86–89
trade encourages global between Ghanaians and Europeans? 88
citizenship. 1. Describe how early trade was carried out
between Ghanaians and the Europeans.
2. Organise learning corners with real
items or pictures of items brought by the
Europeans, such as gin, guns, gunpowder,
textiles, tobacco, iron bars, elephant tusks,
ivory and gold.
3. Role-play the barter trade in those items.
4. Use the internet to identify countries with
the items they brought that remained part
of everyday Ghanaian life, e.g. the Dutch
and wax prints.
5. Name the towns that emerged on the
coast as a result of European trade with
Ghanaians.
33
Strand 2: My country Ghana
Introduction In Sub-strand 4: Major historical locations, learners
will identify and explore special places in Ghana
The major ethnic groups should not be new to such as the forts and castles built along the coast of
learners as it should be part of their heritage and Ghana, and a few other historical sites such as the
cultural background, however, this cannot be Kumasi Fort and Military Museum, the ancestral
assumed. graveyard at the Assin Manso Slave Site, the Okomfo
Strand 2: My country Ghana Anokye Sword Site and the Larabanga Mosque. If
• Sub-strand 1: The people of Ghana possible, arrange for an outing to a nearby historical
• Sub-strand 4: Major historical locations site or arrange a documentary for the learners to
• Sub-strand 5: Some selected individuals watch.
In Sub-strand 1: The people of Ghana, learners will In Sub-strand 5: Some selected individuals, learners
learn the 16 regions and capitals, the regional capital will learn about outstanding women in the history
as well as where the office of the president is located. of Ghana. Please arrange for learners to be able to
They learn about all the ethnic groups in Ghana and watch documentaries of these women.
where they live, and their customs and traditions,
festivals and celebrations. They also learn about 2 Learners’ own answers.
what they do for work. Finally, learners learn about a Learners should mention the traditional
traditional leaders, oaths and taboos. clothes they wear at festivals.
b Learners mention the food they eat at
Opener activity festivals.
Let us learn about … Ghana (LB page 5) Diagnostic assessment
Observe learners and use their answers to assess their
The opener activity provides an opportunity to understanding and skill levels. This activity will also
assess learners’ basic knowledge of the different allow you to measure how much they know about
ethnic groups of Ghana. The questions have been the specific concepts. Where necessary, ask leading
structured to broadly cover the sub-strand in questions to identify their strengths and weaknesses,
Strand 1: Sub-strand 1: The people of Ghana. and any knowledge gaps.
Ask learners to conduct an interview with a family
member about their ethnic group. The family
member can describe either a short history, culture
or tradition about that tribe. It is important that
learners make short notes and share their findings
with the class.
Answers
1 Learners’ own answers about which region they
live in.
34
Sub-strand 1: The people of Ghana
Sub-strand 1: The people of Ghana 
The ethnic groups in each region in Ghana ------------------------------------ (B2.2.1.1.1)
In this section, learners use a political map of Ghana Then, they learn more about the Ghana’s major
to learn about the different administrative regions ethnic groups. They watch a slide show/video/TV/
and their capitals. They learn which are the oldest or the internet to identify the regions and ethnic
and newest regions. They draw their own map of groups in Ghana.
Ghana and label the regions and capitals. They play They use a map to discover in which regions the
a memory matching games with cards of the regions major ethnic groups live.
and capitals. Then they match the ethnic groups with their regions.
The people of Ghana
The regions and capital cities capitals, draw their own maps and list the regions
of Ghana ................................... (LB pages 6–9) from oldest to newest.
Phase 1: Start suggestions
Content standard B2.2.1.1 • Ask learners to draw a map of their home or
Demonstrate knowledge of the ethnic groups in
Ghana school. Talk about how a map is a representation
Indicator B1.1.1.1.1. of a place and is taken from a bird’s eye view.
1. Identify the administrative regions of Ghana. • Show learners different maps, such as relief maps
5. List the administrative regions in the order in that show physical features and political maps
that show countries and capitals.
which they have been created (starting from the • Ask learners to say where they live. Do you know
oldest region) what region it is? Ask learners to say if they have
Subject specific practices and core competencies ever visited other regions or have family that live
Learners enhance their cultural identity, critical in other regions.
thinking, and digital literacy as they identify the • Asks learners to ask their parents and
various ethnic groups grandparents about the region where you live (or
Resources other regions If they have lived there). What can
• Maps of Ghana, online maps learners tell the class about these regions?
• Resource 1 (A worksheet on page 78 of Phase 2: Explore suggestions
this TG) • Discuss the concepts in the Learner’s Book.
• Resource 2 (a blank map on page 79 of this TG Explain what regions and capital cities are.
to use for Activity 2 • Let learners compare this map to (older) maps
• Resource 3 (Cards on page 80–87 of this TG that only show 10 regions. Ask them to name the
to cut out for Activity 3) new regions (they are shown with red circles on
Key words page 7).
region, capital, regional capital • Complete Activities 1, 2 and 3 in separate
Helpful links lessons.
https://www.youtube.com/ • Give learners Resource 1 (a word search) to
watch?v=N9bOwOEZL0g&t=37s complete to revise the regions and capitals.
https://www.youtube.com/ • Ask learners to number the regions from
watch?v=v6185kUGHB0&t=64s 1 (oldest) to 16 (newest).
Phase 3: Reflect suggestions
Teaching instructions • Let learners talk in groups about their identity as
Ghanaians. How much of this identity do they
Use these teaching suggestions to create your own get from the region in which they live?
lesson plans to address the performance indicator • Ask learners to think about how history has
and exemplars. You may need several lessons for contributed to establish the regions of Ghana.
learners to know the administrative regions and their • Why is Accra the regional capital? How long has
Ghana been independent?
35
Strand 2: My country Ghana
• Make sure that learners understand that studying Differentiated learning
the history of Ghana is important because it • Use the remedial activities as practice for learners
promotes the identity of the people of Ghana.
who struggle, and the extension activities for
Use of ICT those learners who need more of a challenge.
• Pair stronger and weaker learners so that stronger
• Find photographs or videos of the way Ghana learners can help weaker ones.
looked in the past to show learners. Compare • Give learners Resource 1: to find 16 words
them to the modern-day versions of places or of different regions and capital cities in the
landmarks. word search.
• Let learners explore maps on Google Earth. They Remedial activity
can zoom in to their street, then zoom out to see • Ask learners to tell you about the capitals when
the region’s capital. They can explore the whole
region, the whole of Ghana, the whole of Africa you give them the regions and vice versa.
and then the world. • Give learners the hidden words to find in the
word search to make Worksheet 1 easier.
Activity 1 (LB page 6) Extension activity
• Ask learners to to partner with a learner who has
In this activity, learners work in pairs and refer to the
map of Ghana on page 7 of the Learner’s Book. The lived in another region and repeat the activity
aim of the activity is to test learners’ knowledge of – naming and pointing to the regions in which
the regions of Ghana. they have lived.
• Ask learners to find out an interesting fact about
Pair work the region. They can share these with the class.
Learners work in groups to do this activity. Let pairs Ask learners who have visited other regions or
of learners start by saying in which region they live capitals to share their experiences with the class.
(they probably live in the same region) and then
finding and pointing to that region on the map. Activity 2 (LB page 8)
They also learn the names and capitals of the other
regions and capitals. One learner can point to the In this activity, learners work by themselves to draw
place and the other learner can name the capital. their own map of Ghana. This helps them to learn
They then swap over. the different regions and their capital cities. Check
each map to see if they are drawn correctly and that
Answers the necessary capitals and regions are indicated.
Each learner should point to the designated regions.
Ensure that where they are pointing corresponds with Individual work
the name of the region and answers the question. Learners work on their own to do this activity. Allow
1 The Upper West Region, Upper East Region, learners adequate time to draw and label the map.
North East Region, Savannah Region, Northern Answers
Region, Bono Region, Bono East Region, Oti 1 The maps must look like the map on page 7 of
Region, Western North Region, Ahafo Region,
Ashanti Region, Eastern Region, Volta Region, the Learner’s Book. Each region and capital and
Western Region, Central Region and the Greater region must be indicated on the map.
Accra Region. 2 The Greater Accra Region must be coloured in
a Learner’s own answer according to the region green as it Is the regional capital.
3 Each learner must colour in the region and
he or she lives in. capital city where they live red.
b Learner’s own answer according to the region 4 The office of the President of Ghana is found in
the Great Accra Region.
he or she lives in. 5 Ask learners to number the regions from the
oldest (1) to the newest (16).
Formative assessment Learners colour the region in which they live red.
• Walk around the classroom. Observe learners as They colour the regional capital green (Greater
Accra).
they work in their pairs. Assist any learners or
pairs who seem to be struggling.
• Make a note of those learners who are finding
it hard to identify the regions. Give them more
practice opportunities in later lessons or tasks.
36
Sub-strand 1: The people of Ghana
Upper West Upper East 9 drawn so that they can just label
(Wa) (Bolgatanga) them. You could also let learners trace
the map on a sheet of paper.
10 North East (Nalerigu) Extension activity
14 • A sk learners to find out an
Northern (Tamale) interesting fact about the region
they live in. They can share these
with the class.
Savannah 5 Activity 3 (LB page 9)
(Damongo)
15 Hand out a set of playing cards with
the regions and capital cities of Ghana
11 Oti written on them. (Some cards have the
Bono (Dambai) regions whilst others have the capital
(Sunyani) Bono East cities written on them.) This activity
(Techiman) helps learners to memorise the different
6 13 capital cities and their corresponding
regions. Use Resource 3 on pages 80 to
12 1 87 of this TG. Photocopy enough sets
Ahafo Ashanti so that each group has a complete set
(Goaso) (Kumasi) to use.
16
Western North Eastern 4 Group work
(Sefwi Wiawso) (Koforidua) Volta Learners work in groups to do
(Ho) this activity. Let them all read the
3 instructions on Learner’s Book page
9 together. Place learners of different
2 7 Central Greater Accra abilities in the group so that that
Western (Cape Coast) 8 (Accra) stronger learners can help those who
(Sekondi are differently-abled.
Takoradi) Office of the
president Make the game into a competition
with a reward for the winner. This will
make the work more interesting for
the learners.
Formative assessment Formative assessment
• Walk around the classroom. Observe learners as • Walk around the classroom. Observe learners as
they work in their pairs. Assist any learners or they work in their groups. Assist any learners or
pairs who seem to be struggling. groups who seem to be struggling.
• Make a note of those learners who are finding • Make a note of those learners who are finding it
it hard to identify the regions. Give them more hard to match regions and capitals. Give them
practice opportunities in later lessons or tasks. more practice opportunities in later lessons or
tasks.
Differentiated learning Differentiated learning
• Use the remedial activities as practice for learners • Use the remedial activities as practice for learners
who struggle, and the extension activities for who struggle, and the extension activities for
those learners who need more of a challenge. those learners who need more of a challenge.
• Pair stronger and weaker learners so that stronger Remedial activity
learners can help weaker ones. • Pair learners and give them each a set of
Remedial activity flashcards that have the capital on one side and
• Ask learners to tell you about the capitals when the region on the other. (You could also use
you give them the regions and vice versa. photocopy another set of the cards in Resource
• Give learners Resource 2 on page 79 of this TG 2 and glue the regions and capitals back to back
with the outline of the map and regions already for learners to use as flashcards.) One learner
37
Strand 2: My country Ghana (A different school uniform, they may stay in a
different area or speak a different language. They
shows the flashcard of the region and asks the may celebrate different traditions in the school,
other learner what its capital is. The other learner and so on.) In the same way, people of the same
then guesses. The first learner says if he or she is ethnic group speak the same language, celebrate
correct or incorrect. Learners swap and play again the same traditions and celebrations.
until they can both name the capital if given the • Encourage your school to have a cultural day
region, or the region if given the capital. where learners can dress up, perform songs and
Extension activity dances and eat the foods of different ethnic
• Give groups two sets of cards so that it is more groups. It is important to celebrate diversity
difficult to remember where the cards are placed. and not marginalise any learner who is part of a
minority group.
The people of Ghana and where Phase 2: Explore suggestions
they live .................................. (LB pages 10–16) • Discuss the concepts in the Learner’s Book.
• Ask learners to say how learning about their own
Find a suitable documentary, slide show or video and other ethnic groups makes them feel. (Proud,
to show learners about the ethnic groups in Ghana have a feeling of belonging).
to address Performance indicator 3. Let learners • Discuss why certain ethnic groups settled in
discuss the documentary/slide show or video and certain regions.
questions to ensure that they have understood the • Ask learners to complete the Homework Activity
content. (LB page 14) to prepare for class activities. Ask
Content standard B2.2.1.1 learners to share their pictures with the class.
Demonstrate knowledge of the ethnic groups in • Learners complete Activity 4 and Exercises 1 and 2.
Ghana • Learners conduct further research in Activity 5,
Indicator: B2.2.1.1.1 Homework and the ICT activity on LB page 16.
2. Locate the ethnic groups in each region on a • Show learners photographs of the different ethnic
groups and ask them to identify them.
map of Ghana • Use the maps in the Learner’s Book and let
3. With the aid of a slide/video/TV/internet, learners make a table of regions and the ethnic
groups that live there.
identify the regions and ethnic groups in • Discuss the meanings of the key words in the
Ghana Learner’s Book. Make sure the learners are
4. Match the ethnic groups with their region familiar with the words and their meaning.
Subject specific practices and core competencies Encourage learners to use a dictionary to look up
Learners enhance their cultural identity, critical any words that they do not understand.
thinking, and digital literacy as they identify the Phase 3: Reflect suggestions
various ethnic groups • Ask learners to discuss what they learnt with
Resources a partner.
Political maps of Ghana, Google Earth, • Write some key words from the lesson on the
photographs of the various ethnic groups board. Ask learners to give the meaning of each
Key words word in the context of what they have learnt in
culture, traditions, ethnic group the lesson.
Helpful links: • Ask learners to reflect on what they found easy or
https://www.youtube.com/watch?v=F0iY7BuKirc difficult in each lesson.
• Ask learners to mention what they liked in the
Teaching instructions lesson.
• Ask learners to mention one thing that they
Use these teaching suggestions to create your own found interesting or surprising in the lesson.
lesson plans to address the performance indicator
and exemplars. You may need several lessons for Use of ICT
learners to know the ethnic groups in Ghana and be
able to match the groups with their region. • Find photographs or videos of objects from the
Phase 1: Start suggestions past to show learners. Let learners compare the
• Ask learners what things could make people way regions and people looked to how they look
today. What has changed? Why?
part of a group – what makes learners of one
school different from learners in another school?
38
Sub-strand 1: The people of Ghana
• Use a slide or video or the internet that helps Answers
learners to identify the regions and ethnic groups 1 a T he Ahafo Region, Bono Region, Western
in Ghana.
Region, Ashanti Region, Central Region and
• Show learners a video of a past activity at school the Eastern Region. (Learner chooses 1)
and compare how the school looked then to how b The Western Region, Western North Region,
it looks now. Central Region, Bono Region, Bono East
Region, Oti Region, Eastern Region,
Homework (LB page 14) Savannah Region, Northern Region and
North East Region. (Learner chooses 1)
The learners ask their family members questions c The Volta Region
about their ethnic group and the region of Ghana d Greater Accra and Eastern Region
they come from. They then draw a picture of a e The Northern Region, Upper West Region
tradition, celebration or festival from their ethnic and Upper East Region. (Learner chooses 1)
group and bring it to class. This gives learners the 2 a The Ewe people
opportunity to engage with their elders and peers b The Ga-Adangme people
and learn more about their ethnic background. c The Guan people and the Mole-Dagbani people
d The Akan people and the Guan people
Individual work e The Guan people
Learners complete this activity at home. Give
learners a few days to do this as they may need time Formative assessment
to get in contact with elders or grandparents. • Walk around the classroom. Observe learners as
Answers they work. Assist any learners who seem to be
1 Learners’ own answers about what ethnic group they struggling.
• Make a note of those learners who are finding it
are from and what region their group comes from. hard to identify the regions that different ethnic
2 Learners’ own notes about traditions, celebrations groups come from. Give them more practice
opportunities in later lessons or tasks.
and festivals, and a drawing showing some of these.
Activity 4 (LB page 14) Differentiated learning
• Use the remedial activities as practice for learners
In this activity, learners find out more about which
ethnic group their classmates come from. They learn who struggle, and the extension activities for
more about different traditions and celebrations in those learners who need more of a challenge.
various ethnic groups. • Pair stronger and weaker learners so that stronger
learners can help weaker ones.
Group work
Place learners in groups for this activity. If possible, Remedial activity
try to have a variety of different ethnic groups in • Ask learners to make their own song or silly sentence
each group. Place learners of different abilities in the
group so that that stronger learners can help those to remember where the ethnic groups come from,
who are differently abled. for example: the Akan come from all regions starting
with an A, such as Ahafo and Ashanti.
Answers Extension activity
1 a–c The groups discuss the different ethnic • Ask learners why the Guan people are found in so
groups each learner in the group belongs to. many regions (because they were the first people
2 The groups discuss the picture of the celebration, in Ghana).
• Ask learners to explore which ethnic groups are
tradition or festival of their ethnic group that also found in neighbouring countries.
they drew for homework.
Exercise 1 (LB page 15) Exercise 2 (LB page 15)
This exercise allows the learners to practice what they In this exercise, learners complete the given sentences
have learnt thus far about the main ethnic groups of by filling in one of the provided words to quiz them
Ghana by using the map on page 13 of the Learner’s on their knowledge of the covered material.
Book.
Individual work
Individual work Learners work on their own in this exercise. Give
Learners work on their own to complete this learners time to work.
exercise. Give learners time to work.
39
Strand 2: My country Ghana
Answers Region Ethnic groups
1 The people of Ghana come from different regions. Western Region Akan people, Guan people
2 Each ethnic group celebrates their history, culture Western North Guan people
Region
and traditions in a special way. Central Region Akan people, Guan people
3 The Akan ethnic group is the largest ethnic group Greater Accra Ga-Adangme
Region
in Ghana. Volta Region Ewe people
4 The Mole-Dagbani ethnic group is the second Ahafo Region Akan people
Ashanti Region Akan people
largest group in Ghana. Eastern Region Akan people, Guan people,
5 The Gonja people are part of the Mole-Dagbani Ga-Adangme
Bono Region Akan people, Guan people
ethnic group. Bono East Region Guan people
Oti Region Guan people
Formative assessment Savannah Region Guan people, Mole-
• Walk around the classroom. Observe learners as Dagbani
Northern Region Guan people, Mole-
they work. Assist any learners who seem to be Dagbani people
struggling. Upper West Region Dagaaba, Wala, Sisaala
• Give learners enough time to rewrite their North East Region Mole-Dagbani
sentences. Upper East Region Gurunsi, Kassena
• Make a note of those learners who are finding it
hard to complete the sentences. Give them more
practice opportunities in later lessons or tasks.
Differentiated learning
• Use the remedial activities as practice for learners
who struggle, and the extension activities for
those learners who need more of a challenge.
• Pair stronger and weaker learners so that stronger
learners can help weaker ones.
Remedial activity
• Give learners a worksheet with just three or four
sentences and let them complete those first before
attempting this exercise.
Extension activity Formative assessment
• Ask learners to find out how many people belong • Walk around the classroom. Observe groups as
to each group. Learners may not be able to they work in their groups. Assist any learners or
understand large numbers, so use a group of 25 groups who seem to be struggling.
people and ask how many of those people would • Make a note of those learners who are
belong to each group if they reflected Ghana as a finding it hard to compile a list of where the
whole. different ethnic groups come from. Give learners
more practice opportunities in later lessons or
Activity 5 (LB page 16) tasks.
In this activity, learners make a list of the ethnic Differentiated learning
groups in Ghana which are not included in the given • Use the remedial activities as practice for
table on page 16 of the Learner’s Book. They can
make use of the map on page 13 of the Learner’s learners who struggle, and the extension
Book to help them. activities for those learners who need more of a
challenge.
Group work • Pair stronger and weaker learners so that stronger
Learners work in groups to do this activity. Make sure learners can help weaker ones.
that all group members are participating in the activity.
Ask learners to appoint a spokesperson per group. Remedial activity
• Ask learners to make separate lists of where each
Answers
Learners’ own answers. Check their lists of other ethnic group comes from, and then combine the
ethnic groups and the regions, to see that the lists to form a table.
answers make sense.
Extension activity
• Ask learners to combine the information on the
map on page 13 with the table given on page 16.
40
Sub-strand 1: The people of Ghana
Homework (LB page 16) Remedial activity
• Ask learners who managed to get information to
For homework, learners must ask their family
members about ethnic groups from the Bono East share it with other learners or allow learners to
Region, Savannah Region, Ahafo Region and Western present their information in pairs or groups.
Region. This activity allows the learners to learn more Extension activity
about various ethnic groups in the designated regions • Ask learners to find out about what other ethnic
by engaging with family members and elders. groups come from some of the other regions.
• Ask learners to discuss what they think will
Formative assessment happen to the ethnic groups in Ghana (some
• Make a note of those learners who could not smaller groups may lose their identity or become
part of the larger groups, more people may move
complete the activity. Give them additional between the regions, and so on.)
information and questions or quizzes for this section. • Talk about how being part of an ethnic group
influences their lives. (This is an introduction
Differentiated learning into the cultural practices of the next section.)
• Use the remedial activities as practice for learners • Talk about how we know that people of a certain
ethnic group lived there in the past. (Ask learners
who struggle, and the extension activities for to think of what physical evidence or remains
those learners who need more of a challenge. they left such as buildings or pottery, etc.) Show
• Pair stronger and weaker learners and allow • learners pictures of different ethnic groups and
learners to work together. Ask learners to do regions in the past.
group presentations.
State the characteristics of the ethnic groups in Ghana ------------ (B2.2.1.1.1)
Customs and traditions of the Teaching instructions
people of Ghana ................. (LB pages 17–19)
Use these teaching suggestions to create your own
Content standard B2.2.1.1. lesson plans to address the performance indicator
Show understanding of the characteristics of some and exemplars.
of the ethnic groups in Ghana Phase 1: Start suggestions
Indicator: B2.2.1.1.1 • Bring items to class of different ethnic groups
1. Identify the characteristics (food, festivals,
such as clothing and cloth or have pictures
dressing, language, political institutions, social available of these.
and economic activities, taboos, oaths etc.) of • Establish what learners know about traditional
some of the ethnic groups in Ghana clothes. Can they name and describe the items?
2. Show documentary/pictures/ internet of a • Invite parents or other members of the community
festival of one of the ethnic groups to address learners in their traditional clothes.
3. Discuss what the documentary entails. • Hold a cultural day at school where learners,
Subject specific practices and core competencies teachers and even parents or other community
As learners identify the characteristics of the ethnic members can come to school wearing their
groups in Ghana, they develop cultural identity, traditional ethnic clothes.
tolerance and collaborate with others Phase 2: Explore suggestions
Resources • Discuss the concepts in the Learner’s Book.
Pictures or a documentary on different festivals of • Activity 6 forms the basis of many other
one of the ethnic groups, Resource 4 on page 88 of activities, so make sure that learners have
this TG enough sources to make summaries or lists
Key words of their findings. Make pictures, books and
customs, characteristics, common documentaries available to learners.
Helpful links • Show learners documentaries of cultural events,
https://www.youtube.com/watch?v=ZruK30k5Xf8 and/or the making of traditional cloth such as
https://www.youtube.com/watch?v=w9CjQZ5DAto kente cloth.
• If possible, arrange for weavers to visit the school
to do a demonstration or take learners to visit a
local weaver.
41
Strand 2: My country Ghana
• Discuss the meanings of the key words in the Differentiated learning
Learner’s Book. Make sure the learners are • Use the remedial activities as practice for learners
familiar with the words and their meanings.
Encourage learners to use a dictionary to look up who struggle, and the extension activities for
any words that they do not understand. those learners who need more of a challenge.
• Have a mix of stronger and weaker learners in
Phase 3: Reflect suggestions each group so that stronger learners can help
• Reflect on how learners feel about traditional weaker ones.
clothes and cultural practices. Do they still wear Remedial activity
these clothes for special events or festivals? • Give learners worksheets on the different cultural
• Collate learners’ drawings into books for each
ethnic group. Add these to the book corner for all groups, or use quizzes or word searches so that
learners to read. learners can learn about the different ethnic groups.
Use of ICT Extension activity
• Ask learners to summarise what they have learnt
• Find photographs or videos of clothing items
from the past to show learners. about each ethnic group. Let them draw up tables
showing the similarities and differences between
• If possible, show them documentaries of how the groups.
traditional cloth is woven on a hand loom.
Compare this to the modern-day versions of Activity 7 (LB page 23)
cloth woven on large machines in factories.
In this activity, learners draw a picture of the
Activity 6 (LB page 17) traditional clothing of a chosen ethnic group.
Provide them with the necessary drawing paper and
In this activity, learners talk to their groups about allow them to present their drawings to the rest of
the traditions and customs of their ethnic group. the class.
The aim of the activity is to explore the differences
and similarities between the different ethnic groups Each learner must choose from the Guan people,
and learning more about their traditions, culture Ga-Adangme people, Asante people, Ewe people and
and heritage. the Mole-Dagbani people.
Group work They must draw a picture of the traditional clothing
• Put the class into groups – try to have at least worn by men, women and children in that specific
ethnic group during special times.
two or more ethnic groups per group if possible.
If all learners belong to the same ethnic group, Each learner must write two sentences to describe
encourage learners to say what they know of a their picture.
different ethnic group.
• Groups must discuss what their ethnic groups Encourage learners to talk to the class about their
are called, the language they speak, the clothing picture. Put up learners’ drawings in the class.
they wear, the food they eat, their customs and Group them according to the ethnic groups they
traditions and the celebrations and festivals show.
they have.
• Each group must discuss the differences between Formative assessment
their ethnic groups and what they have in common. • Walk around the classroom. Observe learners as
Formative assessment they draw their picture. If possible, try to make
• Walk around the classroom. Observe groups reference pictures available for learners. Assist any
learners who seem to be struggling.
as they work. Ensure that all learners are • Make a note of those learners who are finding it
participating in the activity and that each learner hard to do this activity. Give them more practice
is given a chance to speak. Assist any learners or opportunities in later lessons or tasks.
groups who seem to be struggling.
• Make a note of those learners who are finding Differentiated learning
it hard to identify the language, clothing, food, • Use the remedial activities as practice for learners
customs or traditions, celebrations and festivals
that the ethnic group has, or the similarities and who struggle, and the extension activities for
differences between groups. Give learners more those learners who need more of a challenge.
practice opportunities in later lessons or tasks. • Pair stronger and weaker learners so that stronger
learners can help weaker ones.
42
Sub-strand 1: The people of Ghana
Remedial activity • Pair stronger and weaker learners so that stronger
• Some learners have less drawing ability than learners can help weaker ones.
others. Encourage them to trace the outlines of Remedial activity
the clothing if they are struggling. Else, give them • Some learners will have more drawing and
a line drawing and ask them to colour in and
label the clothing. Or let them only draw one designing ability than others. Encourage them to
person’s clothing. create a design of simple geometric shapes.
Extension activity Extension activity
• Ask learners to find out what people from • Ask learners to try more complex designs.
other ethnic groups wear. They can then do a Exercise 3 (LB page 29)
drawing of that family wearing their traditional
clothes. In this exercise, learners test their knowledge of the
ethnic groups found in Ghana. They complete a
Activity 8 (LB page 28) matching and a true and false exercise.
1 Learners must match column A, the different
In this activity, learners explore the traditional
clothing and patterns of Ghana by designing their ethnic groups with column B, the languages the
own and comparing it to already existing patterns groups speak.
and designs. Learners are encouraged to use lots of 2 Learners read the given sentences and state
colour and to be creative with their designs. whether they are true or false. It is encouraged for
the teacher to go through the answers with the
Individual work learners and in the case of a statement being false,
The learners must consider which clothing they can to explain why this is the case.
make using their design.
Individual work
Group work • Learners work on their own in this exercise. Give
Learners compare their design with a partner’s. Ask
them to tabulate the similarities and differences. learners time to work. Allow learners to page
back if they need to review content.
Display all of the designs on the walls of the Answers
classroom.
1 Ethnic Group Language
Answers a The Akan people Twi
1 Learner’s own cloth patterns. b The Ewe people Anlo
2 Learners should list the clothing they could c The Mole-Dagbani Dagbani
people
make. This could be relevant to their own ethnic d The Guan people Guan
group or include clothing from other ethnic e The Ga-Adangme Ga
groups. people
3 a L earners should say how their drawings are
similar.
b Learners should compare the differences
between the drawings.
Formative assessment 2 a True
• Walk around the classroom. Observe learners as b True
c True
they draw. If possible, have some more pictures d False. The Ga-Adangme people wear beads
or even actual cloth available for learners to use made from wood.
as reference. Assist any learners who seem to be
struggling. Formative assessment
• Make a note of those learners who are finding • Walk around the classroom. Observe learners as
it hard to design a cloth pattern. Give them
more practice opportunities in later lessons they complete the exercise. Assist any learners
or tasks. who seem to be struggling.
• Make a note of those learners who know the
Differentiated learning answers without having to page back and those
• Use the remedial activities as practice for learners that have to look for answers. Give them more
practice opportunities in later lessons or tasks.
who struggle, and the extension activities for
those learners who need more of a challenge.
43
Strand 2: My country Ghana
Differentiated learning learners with stronger learners of the same ethnic
• Use the remedial activities as practice for group.
Extension activity
learners who struggle, and the extension • Ask learners to find out what people from other
activities for those learners who need more of a ethnic groups wear. They can then do a drawing
challenge. of that family wearing their traditional clothes
• Pair stronger and weaker learners so that stronger and label all the items.
learners can help weaker ones.
The people of Ghana and the
Remedial activity food they eat ........................ (LB pages 30–35)
• If learners cannot answer the questions in the
Content standard B2.2.1.1
exercise correctly, they will need more remedial Show understanding of the characteristics of some
exercises in the form of worksheets and further of the ethnic groups in Ghana.
activities. Indicator: B2.2.1.1.1
State the characteristics of the ethnic groups in
Extension activity Ghana.
• Ask learners to write one or two of their own 1. Identify the characteristics (food, festivals,
questions and quiz a partner. They then swap dressing, language, political institutions, social
roles. and economic activities, taboos, oaths, etc.) of
some of the ethnic groups in Ghana.
Activity 9 (LB page 29) Subject specific practices and core competencies
As learners identify the characteristics of the ethnic
In this activity, learners revise their knowledge of groups in Ghana, they develop cultural identity
traditional clothing worn by their own ethnic group. tolerance and collaborate with others.
Resources
Individual work Pictures or a documentary on the different foods of
Learners draw a picture of the traditional clothing of different ethnic groups in Ghana
their ethnic group and label each item worn. Allow Key words
learners enough time to draw and label the clothing. kontomire, fermented
Helpful links
Answers https://www.youtube.com/watch?v=SV27UZbTtZ8
Learners’ own drawing – but they must show some
of the following labels: kente cloth, robe, gold ring,
headscarf, pearls, bracelet, nyanyara necklace, leather
boots, smock, beads, Gonja cloth, dress and shells
depending on their ethnic group.
Formative assessment Teaching instructions
• Walk around the classroom. Observe learners as
Use these teaching suggestions to create your
they draw. Assist any learners who seem to be own lesson plans to address the performance
struggling. indicator and exemplars.
• Make a note of those learners who are finding it
hard to identify the draw or label the clothing.
Give them more practice opportunities in later
lessons or tasks.
Differentiated learning Activity 10 (LB page 34)
• Use the remedial activities as practice for learners
In this activity, learners learn about the different
who struggle, and the extension activities for food that the people of Ghana eat by making their
those learners who need more of a challenge. favourite dish for the class to expose learners to new
• Pair stronger and weaker learners so that stronger and different cultural dishes.
learners can help weaker ones.
Remedial activity Group work
• Some learners have less drawing ability than • Put learners into groups. If possible, try to group
others. Encourage them to trace the outlines learners of the same ethnic group together.
of the clothing if they are struggling. Else, give • Encourage them to make one dish together so
them a line drawing and ask them to colour in
and label the clothing. Or let them only draw that each person can bring one ingredient. If it is
one person’s clothing. You could also pair these not possible for learners to cook at school, assign
the task for homework and ask groups to make
44
Sub-strand 1: The people of Ghana
their dishes at home and then bring them to class f Fufu is made from pounded cassava, plantain,
to share. or tubers of yam.
Answers 2 a Akple
1 Each group makes a list of dishes that they like, b eto
c Tuo Zaafi
thus the different groups will have different d ampesi
answers. e fufu
They will choose one of these dishes and make it at Formative assessment
school by bringing the ingredients from home. • Walk around the classroom. Observe learners as
Formative assessment they complete the exercise. Assist any learners
• Walk around the classroom. Observe learners as who seem to be struggling.
• Make a note of those learners who know the
they work in their groups. Help them with the answers without having to page back and
planning of their meals, writing the recipe, and so those that have to look for answers. Give them
on. You will need to assist learners to use an oven, more practice opportunities in later lessons or
fire or stove, cut up foods, and so on. tasks.
Differentiated learning Differentiated learning
• Use the remedial activities as practice for • Use the remedial activities as practice for learners
learners who struggle, and the extension who struggle, and the extension activities for
activities for those learners who need more of a those learners who need more of a challenge.
challenge. • Pair stronger and weaker learners so that stronger
• Pair stronger and weaker learners so that stronger learners can help weaker ones.
learners can help weaker ones.
Remedial activity Remedial activity
• Ask learners to write simple instructions on • If learners cannot answer the questions in the
how to make the dish. Learners then pair with a exercise correctly, they will need more remedial
partner to role-play making the dish before they exercises in the form of worksheets and further
actually make it. If possible, they should watch activities.
videos on how to make the dish.
Extension activity
Extension activity • Ask learners to write one or two of their own
• Confident learners can make the dish in pairs
questions and quiz a partner. They then swap
or on their own. They could also make a more roles.
complex dish.
Homework (LB page 35)
Exercise 4 (LB pages 34–35) For homework, learners must ask their elders or
do research on how to make a dish that belongs to
In this exercise, learners test their knowledge on their ethnic group. Next, they need to describe the
traditional foods and eating practices in Ghana. dish to the class and bring it to share with them.
This activity gives learners the opportunity to learn
Individual work more about their own ethnic group and explore the
Learners work on their own in this exercise. Give traditional foods of Ghana.
them time to work.
Answers Formative assessment
1 Learners complete the sentences by filling in the • Walk around the classroom. Observe learners as
given words. they work in their groups. Help them with the
a The traditional food eaten by the planning of their meals, writing the recipe, and so
on. You will need to assist learners to use an oven,
Ga‑Adangme people is kenkey. fire or stove, cut up foods, and so on.
b Mpoto mpoto is a traditional food that the
Differentiated learning
Akan people eat. • Use the remedial activities as practice for
c Tuo Zaafi is made with corn or millet flour
learners who struggle, and the extension
and Jute leaves. activities for those learners who need more of a
d Fetri detsi is okra soup made with a red oil. challenge.
e Eat food with your right hand only. Do not
use your left hand.
45
Strand 2: My country Ghana Activity 11 (LB page 37)
• Pair stronger and weaker learners so that stronger In this activity, learners learn about different cultural
learners can help weaker ones. practices and festivals from the ethnic groups in Ghana.
Remedial activity Group work
• Ask learners to choose an ethnic dish and Put learners into groups. Try to have learners of the
same ethnic group together in a group.
write simple instructions on how to make it. They share what festivals they celebrate in their
Learners then pair with a partner to role-play ethnic cultures.
making the dish before they actually make the dish Each group chooses a festival to act out for the class.
Ask learners to observe someone at home or in Give learners sufficient time to practice. (Note: this
their community making the dish. If possible, they activity correlates with the Homework activity.)
should watch videos on how to make the dish.
Extension activity Teaching tip: Let learners have a discussion
• Ask learners to try and make a dish from a in class, and then do the research homework
different ethnic group to their own. activity. Then they can practice their role plays at
school the next day with the clothes and objects
Festivals and that they have brought from home.
celebrations .......................... (LB pages 36–42)
Formative assessment
Content standard B2.2.1.1 • Walk around the classroom. Observe groups in
Show understanding of the characteristics of some
of the ethnic groups in Ghana. their discussions and role plays. Ensure that all
Indicator: B2.2.1.1.1 group members get a chance to speak, and a part
State the characteristics of the ethnic groups in Ghana. in the role play. Assist any learners who seem to
1. Identify the characteristics (food, festivals, be struggling. Ask groups to share their lists and
then their performances with the class.
dressing, language, political institutions, social • Make a note of those learners who cannot talk
and economic activities, taboos, oaths, etc.) of about festivals and celebrations. Give them
some of the ethnic groups in Ghana. more practice opportunities in later lessons
2. Show documentary/pictures/internet of a or tasks.
festival of one of the ethnic groups.
3. Discuss what the documentary entails. Differentiated learning
Subject specific practices and core competencies • Use the remedial activities as practice for learners
As learners identify the characteristics of the ethnic
groups in Ghana, they develop cultural identity, who struggle, and the extension activities for
tolerance and collaborate with others. those learners who need more of a challenge.
Resources • Pair stronger and weaker learners so that stronger
Pictures or a documentary of the festivals learners can help weaker ones.
and celebrations of different ethnic groups in
Ghana; Resource 5 on page 89 of this TG. Remedial activity
Key words • Not all learners are comfortable performing in
lunar, ancestors, mourning, prophet, harvest,
Islam, stool house, alcohol front of the class. Also, learners’ acting ability will
Helpful links differ. Let learners who are really uncomfortable
https://www.youtube.com/watch?v=-703NxOELxM rather just perform for you or for a small group.
https://www.youtube.com/watch?v=3xawPzh34yQ
https://www.youtube.com/watch?v=_zfsMdwwwoA Extension activity
https://www.youtube.com/watch?v=lvWg_ • Ask learners to find out about and perform
eWTZFohttps://www.youtube.com/
watch?v=L9Z8Ty2-3xk&t=343s festivals and celebrations of other ethnic groups.
Teaching instructions Homework (LB page 37)
Use these teaching suggestions to create your own This homework activity correlates with Activity 11
lesson plans to address this performance indicator on page 37 of the Learner’s Book.
and exemplar. Learners must bring clothes and objects from home
that they need to act out the festivals from their
46 ethnic groups.
Sub-strand 1: The people of Ghana
Formative assessment Exercise 5 (LB page 42)
• Help learners prepare for their final
This exercise focusses on the festivals and cultural
performances. Help learners who have no props celebrations in Ghana.
or clothes to make props or improvise with other
clothing items. Individual work
• Observe learners’ final performances. Did they Learners work on their own in this exercise. Give
understand the ethnic festival or celebration? learners time to complete the exercise.
How well did learners portray the festival or
celebration? Take note of learners who struggled Answers
or who possible did not understand the festival or 1 Learners must answer the questions on the
celebration.
different festivals celebrated by the ethnic
Differentiated learning groups.
• Use the remedial activities as practice for learners a Adae Kese festival
b The festival is also called the fire festival.
who struggle, and the extension activities for c They celebrate the festival in order to
those learners who need more of a challenge.
• Pair stronger and weaker learners so that stronger remember the difficult time during the famine.
learners can help weaker ones. d The talking drum and axatse rattle are played
Remedial activity often.
• Give struggling learners additional worksheets or 2 Learners complete the sentences by filling in the
allow them to perform a simple dialogue with a words provided in the boxes on page 42 of the
partner. Learner’s Book.
a People go to festivals to celebrate the birth of
Extension activity
• Ask learners to perform festivals and celebrations a baby or weddings and funerals.
b People sing and dance to show that they are
from other ethnic groups.
happy.
Activity 12 (LB page 42) c The Hogbetsotso festival is celebrated by the
In this activity, learners explore the different Ewe people of the Volta region.
traditional dances found in Ghana with the help of d The Damba festival is celebrated between July
the teacher.
and August.
Help learners to learn the Adowa dance, the Agbadza Formative assessment
dance and the Damba dance. • Walk around the classroom. Observe learners as
Learners should then choose one of the three dances they work in their pairs. Assist any learners who
to perform for the class. seem to be struggling.
• Make a note of those learners who are finding it
Formative assessment hard to identify the regions that different ethnic
• Walk around the classroom. Observe learners groups come from. Give them more practice
opportunities in later lessons or tasks.
as they learn the dances. Help any learners who
seem to be struggling. Differentiated learning
• Use the remedial activities as practice for learners
Differentiated learning
• Use the remedial activities as practice for learners who struggle, and the extension activities for
those learners who need more of a challenge.
who struggle, and the extension activities for • Pair stronger and weaker learners so that stronger
those learners who need more of a challenge. learners can help weaker ones.
• Pair stronger and weaker learners so that stronger
learners can help weaker ones. Remedial activity
• Give learners additional exercises or worksheets
Remedial activity
• Some learners have much more natural dancing ability if they struggle to complete this exercise. Allow
them more time, to complete it for complete, or
than others. Allow weaker learners to do a simpler pair them with a stronger learner.
dance, or just perform a short part of the dance.
Extension activity
Extension activity • Ask learners to make up three of their own
• More confident learners can learn and perform
questions and to ask their partners to answer the
dances from other ethnic groups. questions. They then swap roles.
47
Strand 2: My country Ghana
The people of Ghana and how These pictures are shown to the class.
they live ................................... (LB pages 43-48)
If possible, arrange for a community leader to
Activity 13 (LB page 45) address the school or the class. Ask learners to
prepare questions beforehand.
In this activity, each learner chooses one of the Pair work
Ghanaian arts and crafts they have learnt about. Put learners into pairs for this activity. Try to
If possible, bring some actual arts and crafts combine stronger and weaker learners as far as
materials into class. You can invite actual arts and possible, so that the stronger ones can help the
crafts artists to address learners. weaker ones.
1 They make a poster about the chosen art or
Formative assessment
craft. • Walk around the classroom. Observe learners as
2 They need to use bright colours, pictures, large
they work in pairs. Ensure that both learners get
writing and short sentences. a chance to speak. Assist any learners who seem
3 They display their posters in the classroom. to be struggling.
• Make a note of those learners who are finding it
Pair work hard to talk about leaders in their communities.
Put learners into pairs for this activity. Try to Give them more practice opportunities in later
combine stronger and weaker learners as far as lessons or tasks.
possible, so that the stronger ones can help the
weaker ones. Differentiated learning
• Use the remedial activities as practice for
Formative assessment
• Walk around the classroom. Observe learners as learners who struggle, and the extension
activities for those learners who need more of a
they work in their pairs. Assist any learners who challenge.
seem to be struggling. • Pair stronger and weaker learners so that stronger
• Encourage learners to plan their posters first. Try learners can help weaker ones.
to have more pictures, reference books or internet
videos available to use for reference. Remedial activity
• Give learners worksheets, crossword puzzles,
Differentiated learning
• Use the remedial activities as practice for learners word searches or other fun activities to
understand this section of work.
who struggle, and the extension activities for
those learners who need more of a challenge. Extension activity
• Pair stronger and weaker learners so that stronger • Ask learners to interview a leader in the
learners can help weaker ones.
community if possible, and then present what
Remedial activity they learnt to the class.
• Ask pairs to assess their own posters – or get
Homework (LB page 48)
together with another pair to review each other’s
posters. If possible, give learners a rubric so that In this homework activity, learners investigate
they know how they will be marked for this different oaths and taboos present in their
activity. community.
Extension activity Learners must ask their family or elders in the
• Allow more confident learners to make posters on community about oaths and taboos present in the
community and share their findings with the class.
their own.
Activity 14 (LB page 47) Formative assessment
• Walk around the classroom. Observe learners as
In this activity, learners are put into pairs to talk
about leaders in their local community. they work in their pairs. Assist any learners who
seem to be struggling.
They need to discuss how the leaders help those in • Make a note of those learners who are finding it
the community, what they can learn from them and hard to identify the regions that different ethnic
how they can teach the learners these things. groups come from. Give them more practice
opportunities in later lessons or tasks.
The learners need to draw a picture to show a leader
in the community and how they help learners.
48
Differentiated learning Sub-strand 1: The people of Ghana
• Use the remedial activities as practice for
3 People in Ghana make baskets, traditional beads,
learners who struggle, and the extension clay pots, kente cloth items, and items made of
activities for those learners who need more of a wood such as furniture, drums, sculptures and
challenge. masks. (Learners choose 3)
• Pair stronger and weaker learners so that stronger
learners can help weaker ones. 4 Taboos of the Akan people include hurting
or eating fish, crocodiles, baboons, monkeys,
Remedial activity antelopes, bats and birds. (Learners choose 1)
• Ask learners to work in pairs to do the research
Formative assessment
and presentations. • Walk around the classroom. Observe learners as
Extension activity they complete the exercise. Assist any learners
• Ask learners to research more about the taboos of who seem to be struggling.
• Make a note of those learners who know the
other ethnic groups. They then tell the class what answers without having to page back and
they discovered. those that have to look for answers. Give them
more practice opportunities in later lessons
Exercise 6 (LB page 48) or tasks.
Differentiated learning
In this exercise, learners answer the given questions • Use the remedial activities as practice for learners
about the daily lives of people living in Ghana. If who struggle, and the extension activities for
possible, invite a few people to address the class. those learners who need more of a challenge.
Bring items such as baskets, clay pots and kente • Pair stronger and weaker learners so that stronger
cloth to school to show learners. learners can help weaker ones.
Remedial activity
Individual work • If learners cannot answer the questions in the
• Learners work on their own in this exercise. Give exercise correctly, they will need more remedial
exercises in the form of worksheets and further
them time to work. activities.
Extension activity
Answers • Ask learners to write one or two of their own
1 The two main kinds of work that people do in questions and quiz a partner. They then swap roles.
Ghana are fishing and farming.
2 People sell fish at fish markets in towns and cities
close to the coast.
49
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