History Textbook Basic 2 Teachers Guide

Sub-strand 1: Summary

Summary: The people of Ghana • Storytelling is an important part of
the Mole-Dagbani culture. This is how
• Ghana was divided into ten regions. In history and traditions are passed down
2019, six new regions were added to from one generation to another.
make 16. Greater Accra is the regional
capital of Ghana. • They wear traditional smocks, hats,
dresses and head scarves that have
• An ethnic group is a group of people coloured stripes. The smocks that men
who speak the same language and who and boys wear are in the shape of a
have the same culture, traditions and ‘dondon’ drum.
celebrations.
• They celebrate the Damba festival.
The Akan • They eat Tuo Zaafi.
• The Akan ethnic group is the largest The Guan
• The Guan people of Ghana speak many
group in Ghana.
• They speak the Twi, Fante and Bia different languages. They speak the
language of the place where they live.
languages and make traditional kente • They enjoy eating smoked fish.
cloth. • The Gonja people of the Guan ethnic
• The Akan who live close to forests farm group wear a traditional smock made
foods like cassava, yam, plantain, from Gonja cloth.
coconut and palm tree oil. • The Gonja people farm maize and grains
• They celebrate the Adae Kese festival like millet and sorghum.
every six weeks. The Ga-Adangme
• They like eating traditional foods such • Ga-Dangme traditional clothing is made
as fufu and light soup, ampesi and from kente or wax print cloth in different
kontomire stew, and mpoto mpoto. patterns. People wear special clothing
The Ewe at celebrations and festivals. They also
• They are the third largest group in wear jewellery like the koli and adiagba
Ghana. beads (called Aggrey beads) that are
• They speak Anglo, Awuna and Hudo made from wood.
Kotafoa. • The Ga people learn how to trade when
• They make their own kente cloth. They they are children. They learn about
make and sell items made from kente fishing, mining salt, looking after
cloth and clay. animals and farming. Many Ga people
• They celebrate the Hogbetsoso festival, also make crafts out of wood, beads and
which is one of the largest in Ghana. clay.
• Many Ewe people like to eat Akple and • They celebrate the Homowo festival.
fetri detsi. • They love eating kenkey.
The Mole-Dagbani
• The Mole-Dagbani people speak
Dagbani and Mampruli.

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Sub-strand 1: Revision

Revision (LB page 51)

Assessment Bono East Region, Oti Region, Western
North Region, Ahafo Region, Ashanti
Use this Sub-strand 1: The people of Ghana Region, Eastern Region, Volta Region,
for formative or summative assessment. Western Region, Central Region and the
• Formative assessment: Let learners Greater Accra Region.
2 a E we people live in the Volta region.
complete the activity and go through b The Akan people live in the Ashanti
the answers in class. Learners can
either check their own work for self- region.
assessment, or swap work with a c The Guan people and the Mole-
partner and check each other’s work for
peer assessment. Dagbani people are found in the
• Summative assessment: Let learners Northern Region.
write the answers in their exercise books 3 a T he Akan people speak the Fante
or talk about the answers with you language and the Guan speak the
individually. Take in the exercise books Gua language.
or listen to the oral answers and assess b It is a taboo for Akan people to eat
learners’ work. Check that learners bats and birds.
can demonstrate understanding of the c Two main kinds of work the people in
names and places that contributed to Ghana do are farming and fishing.
Ghana’s history. d The Ga-Adangme people eat kenkey.
The Ewe people eat akple.
This Revision exercise concludes the work e The Mole-Dagbani people celebrate
for the section on the people of Ghana and the Damba festival. The Ga people
tests the learners on the different regions celebrate the Homowo festival.
and capital cities of Ghana, traditions and
cultural practices, different traditional Self-assessment
foods of the ethnic groups present in
Ghana, the daily lives of the people of • Learners should assess themselves
Ghana and the traditional clothing of the according to the statements. If they feel
ethnic groups. that they did not perform well in an area,
ask them questions about what they
Answers struggled with. Use their reflections and
your notes to give them extra practice in
1 The Upper West Region, Upper East these areas.
Region, North East Region, Savannah
Region, Northern Region, Bono Region,

51

Strand 2: My country Ghana

Sub-strand 4: Major historical locations
Discuss the history of Ghana’s major historical locations----------- (B2.2.4.1.1)

Major historical locations Teaching instructions

Special places in Ghana.... (LB pages 52–63) Use these teaching suggestions to create your own
lesson plans to address the performance indicator
In this sub-strand, learners are introduced to and exemplars.
historical locations in Ghana. These include palaces Phase 1: Start suggestions
(such as the Gbewaa Palace), castles (such as Elmina, • Show learners pictures of the various historical
Cape Coast and Osu Castles), forts (such as Fort
William, the Kumasi Fort and Military Museum) locations.
and other special sites (such as the Assin Manso • If possible, arrange a visit to a historical location
Slave Site, the Okomfo Anokye Sword Site and the
Larabanga Mosque). if there is one in your region.
• Show learners videos or documentaries on the
Content standard B2.2.4.1
Exhibit knowledge of the history of the major locations and of the slave trade in Ghana.
historical locations in Ghana Phase 2: Explore suggestions
Indicator: B.2.2.4.1.1 • Discuss the concepts in the Learner’s Book.
1. Identify the major historical locations in Ghana • Ask learners to say how reading about the slave

(starting with the oldest location). trade made them feel. Why do they think this
2. Show and discuss video/documentary/stories/ practice was allowed in the past?
• Read through the information about each
slides about the history of these major historical historical location. Ask learners to make a table
locations in Ghana. showing the information about each location.
3. Retell the history of these major historical • Go through all the keywords with learners and
locations in Ghana. ensure that they understand what each one means
Subject specific practices and core competencies in the context of the work in this section.
The use of evidence to appreciate the • Ask learners to complete Activity 15 and
significance of historical locations helps learners to Exercise 7 on page 54, Activity 16 on page 56
develop cultural identity, creative and innovative and the ICT activity on page 57.
skills. Phase 3: Reflect suggestions
Resources • Reflect on how learners feel about the slave trade.
Resource 6 on page 90 of this TG, pictures of Then let them read accounts of actual slaves or
historical locations, documentaries, slide shows, other sources of information. Why do they think
videos, a map showing the locations of forts, castles that the historical sites of slavery such as the
and other areas of historical interest Assin Manso Slave Site are still kept rather than
Key words being broken down?
historical locations, Swedish, Danish, • Talk about how these sites contribute towards
Europeans, British, slave, merchants, cells, Ghana’s history.
ancestral graveyard, forefathers, freedom, justice,
slave trade, military museum, symbol, unity, Use of ICT
empire, mosque,
Muslim, muezzin • Collect photographs or videos of objects from the
Helpful links: past to show learners.
https://www.youtube.com/watch?v=9ZQbXY9iF2g
https://www.youtube.com/watch?v=rTGkuxBkhmU • Show learners a video or documentary of the
https://www.youtube.com/watch?v=-SoQnubwmTs slave trade and of the historical locations.

• Visit the Kumasi Military Museum online
(see the LB page 57).

52

Sub-strand 4: Major historical locations

Activity 15 (LB page 56) 3 Learners put the given historical places in
order of when they were built, starting with the
This activity addresses major historical locations oldest.
found in Ghana and gives learners the opportunity
to analyse two different special sites in Ghana. Answers
1 a Cape Coast Castle
Pair work
Put learners into pairs for this activity. Try to pair b Elmina Castle
stronger and weaker learners so that stronger learners c Osu Castle
can help weaker ones. d Osu Castle
2 a Elmina Castle
Answers b Cape Coast Castle
Learners should analyse the pictures on pages 51 c Fort St. Jago
and 53 of the Learner’s Book to describe what the 3 Elmina Castle
historical sites Elmina Castle and Fort William Fort St. Jago
would look like if they visited them. Cape Coast Castle
Osu Castle
Formative assessment Fort Metal Cross
• Walk around the classroom. Observe learners as Gbewaa Palace

they work in their pairs. Assist any learners who Formative assessment
seem to be struggling. • Walk around the classroom. Observe learners as
• Make a note of those learners who find it
difficult to difficult to describe the forts. Give they work. Assist any learners who seem to be
them more practice opportunities in later lessons struggling.
or tasks. • Make a note of those learners who find it difficult
to answer the questions without paging back in
Differentiated learning their Learner’s Books. Give them more practice
• Use the remedial activities as practice for learners opportunities in later lessons or tasks.

who struggle, and the extension activities for Differentiated learning
those learners who need more of a challenge. • Use the remedial activities as practice for learners
• Pair stronger and weaker learners so that stronger
learners can help weaker ones. who struggle, and the extension activities for
those learners who need more of a challenge.
Remedial activity • Pair stronger and weaker learners so that stronger
Ask learners to repeat the activity but describe other learners can help weaker ones.
forts. Give learners true and false and multiple-
choice questions about forts and castles first. Remedial activity
• Ask learners to make a flashcard of each historical
Extension activity
• Ask learners to do more research about these location with a fact about the location on the
front of the flashcard and the name of the
forts. Ask them to draw a picture or build a location on the back. Learners can play with these
model of the forts and castles. flashcards in pairs and test each other’s knowledge.

Exercise 7 (LB page 56) Extension activity
• Ask learners to write three of their own questions
In this exercise, learners learn about the special
historical locations in Ghana. about this section and ask a partner to answer
them. Then they swap roles.

Individual work Activity 16 (LB page 58)
Learners should work on their own to do this
exercise. Give learners time to work. In this activity, encourage learners to think about
1 Learners should read the clues provided to what it would have been like to be a slave at the
Assin Manso Slave Site. Learners are put into groups
determine the names of the historical sites which to talk about what it would have been like and
correspond to each clue. They need to write these how they would have felt being locked in a cell and
names down in their exercise books. shipped off to an unknown place. This activity allows
2 Learners should answer the questions about the learners to explore the hardships faced by slaves at
castles and forts they have learnt about.

53

Strand 2: My country Ghana Subject specific practices and core competencies
The use of evidence to appreciate the
the Assin Manso Slave Site in order to gain insight significance of historical locations helps learners
into the meaning behind the historical site. to develop cultural identity, creative and
Group work innovative skills.
Ask learners to hold a discussion. Make sure that all Resources
learner gets a chance to speak and share their ideas. Resource 7 (on page 91 of this TG), Village
This activity could be emotionally upsetting for many chiefs, elders or other resource people as sources
learners, so make sure that other group members treat of information; Videos or documentaries on local
them with the necessary respect and sensitivity. historical locations
Ask a spokesperson from each group to share their Key words
ideas with the class. historical location, community, village chief, elder
Answers Helpful links:
Learners’ own answers. Example answer: The slaves https://www.youtube.com/watch?v=UaFqhaqEeGI
were scared and sad. Some may have been angry or
confused. Teaching instructions
Formative assessment
• Walk around the classroom. Observe learners as Use these teaching suggestions to create your
own lesson plans to address these performance
they work in their pairs. Assist any learners who indicator and exemplars.
seem to be struggling. Phase 1: Start suggestions
• Make a note of those learners who find it difficult • Show learners pictures of the various historical
to share their ideas. Give them more practice
opportunities in later lessons or tasks. locations.
Differentiated learning • If possible, arrange a visit to a historical location
• Use the remedial activities as practice for learners
who struggle, and the extension activities for in your region.
those learners who need more of a challenge. • Show learners videos or documentaries on the
• Pair stronger and weaker learners so that stronger
learners can help weaker ones. locations and of the slave trade in Ghana.
Remedial activity Phase 2: Explore suggestions
• Ask learners to do the activity in pairs first before • Discuss the concepts in the Learner’s Book.
sharing their ideas with the group. • Ask learners to make a table showing the
Extension activity
• Ask learners to write a diary entry of a slave information about each location.
imprisoned at the Assin Manso Slave Site. Phase 3: Reflect suggestions
• Learners could also investigate what ended the • Ask learners to reflect on how visiting the
practice of slavery in 1814.
historical location made them feel.
Hcoismtomruicnailtysit...e...s...i..n....o...u....r..................(LB page 58) • Ask learners to think about how this major

Content standard B2.2.4.1 historical location came to be and the changes it
Exhibit knowledge of the history of the major went through with time.
historical locations in Ghana • Make sure they know where it is located, what it
Indicator: B.2.2.4.1.1 is used for, when it was built and by whom, and
4. Interact with knowledgeable persons/opinion what it is used for today.
• Talk about how these sites contribute towards
leaders/chiefs/resource persons to tell the Ghana’s history.
history of any historical location in your
community or district. Use of ICT
5. Visit any historical site in their community.
6. Retell the history of major sites in their • Collect photographs or videos of objects from the
community. past to show learners.

54 • Show learners a video or documentary of local
historical locations.

Sub-strand 4: Major historical locations

• Find videos of the Flagstaff House and show some ‘Did you know?’ facts about it. Display
them to learners. these in the classroom.

• Find pictures of all the major historical locations Activity 17 (LB page 63)
online, print them out and make a display in a
corner of the classroom. In this activity, encourage learners to talk to
members of the community about historical
• Ask learners to add to the display. Mark each locations in their location or region.
photo at the back so that they can take it home
once the lesson is completed.

Visit a historical site (LB page 59) Learners must ask questions about the history of
(Homework) the location such as the name of the site, why it was
built, who built it, when was it built and where it
If you are not able to visit a local historical site, then was built.
assign the task for homework. Ask learners to ask
their parents, guardian or care-giver to take them This activity gives learners insight into nearby
to visit a local historical site. Send letters home historical locations and the story behind the site.
informing parents well in advance and asking for Learners should report back to the class with
their help in this regard. Arrange this at least two or information about the historical location they
three weeks beforehand. investigated and present it to the class.

Individual work Individual work
Ask learners to draw a picture of the historical Learners should work on their own to do this
location and draw a picture. Invite learners to share exercise. Give learners adequate time to do research
their visit experiences with the class. and consult the elders or village chiefs.

Formative assessment Formative assessment
• Observe learners as they interact with the • Walk around the classroom. Observe learners as

resource person. Note which learners were they work in their pairs. Assist any learners who
confident enough to ask questions. Also observe seem to be struggling.
pair discussions. Help any learners who seem to • Make a note of those learners who are find it
be struggling. Correct any misunderstandings or difficult to collect information and use it to
inaccuracies about the location. answer questions. Give them more practice
• Ask learners questions after the presentation to opportunities in later lessons or tasks.
make sure that they understood its content.
Differentiated learning
Differentiated learning • Use the remedial activities as practice for
• Pairing stronger learners with slower learners
learners who struggle, and the extension
will assist with differentiated learning. Stronger activities for those learners who need more of a
learners can help the slower learners to find the challenge.
answers. • Pair stronger and weaker learners so that stronger
• Use the remedial activity for learners who are learners can help weaker ones.
struggling and the extension activity for learners
who need an extra challenge. Remedial activity
Let learners do the activity in pairs rather than on
Remedial activity their own.
• If learners struggle to write sentences about the
Extension activity
historical location, then ask them for an oral • Ask learners to also do research about historical
account. If learners cannot draw a good likeness
of the location, then ask them to bring a picture locations in other regions. They can compile a
and give them a picture to trace over. Ask learners ‘fact sheet’ and include a drawing or picture of
questions about the location and let them orally the site. Learners should share this information
answer them. with the class. Display all of the fact sheets
with the others on the classroom walls. The fact
Extension activity sheets can be compiled into a book entitled
• Ask learners to investigate more about the ‘Historical locations in Ghana’ and added to the
book corner.
historical location they visited. Ask them to write

55

Strand 2: My country Ghana

Exercise 8 (LB page 63) Ask learners to prepare a few questions for him
or her. Ask learners to discuss the experience with
In this exercise, learners draw a picture of the a partner, and then share their feedback with a
historical location they investigated in Activity 17. larger class.
To accompany the picture, learners should write Pair work
sentences to describe the drawing which they can • Use the Think–Pair–Share technique for this
read to the class.
activity.
Individual work • Circulate and supervise. Check if groups have
Learners should work on their own to do this
exercise. Give learners time to work. Invite learners understood the instructions and conduct
to read you their sentences as they finish. You could informal assessments. Posters can be collected for
also ask a few confident learners to share their assessment.
sentences with the class. • Make sure that everyone participates.
Answers
Formative assessment Learners’ own questions and answers.
• Walk around the classroom. Observe learners as Formative assessment
• Observe learners as they interact with the
they work in their pairs. Assist any learners who resource person. Note which learners were
seem to be struggling. confident enough to ask questions. Also observe
• Make a note of those learners who find it pair discussions. Help any learners who seem to
difficult to draw pictures or write sentences about be struggling. Correct any misunderstandings or
historical locations. Ask to see learners’ research inaccuracies about the location.
to ensure that they have information to use. Give • Ask learners questions after the presentation to
them more practice opportunities in later lessons make sure that they understood its content.
or tasks. Differentiated learning
• Pairing stronger learners with slower learners
Differentiated learning will assist with differentiated learning. Stronger
• Use the remedial activities as practice for learners can help the slower learners to find the
answers.
learners who struggle, and the extension • Use the remedial activity for learners who are
activities for those learners who need more of a struggling and the extension activity for learners
challenge. who need an extra challenge.
• Pair stronger and weaker learners so that stronger Remedial activity
learners can help weaker ones. • Ask students to write a few key words or
sentences in pairs or small groups to summarise
Remedial activity the presentation.
• Allow learners to work in pairs for this activity. • Ask pairs to ask and answer questions about the
presentation. Invite some pairs to share their
Extension activity questions and answers with the class.
• Learners can take the research they conducted • The class can give positive feedback.
Extension activity
on historical locations in other regions and • Ask learners to arrange an interview with a chief
these can be compiled into a ‘fact sheet’ that or other local knowledgeable or resource person.
includes a drawing or picture of the site. They then share what they have learnt with the
Learners should share this information with class.
the class. Display all of the fact sheets with
the others on the classroom walls. The fact Retell the history of major
sheets can be compiled into a book entitled historical sites
‘Historical locations in Ghana’ and added to the
book corner. By this stage, learners have discovered many major
historical sites. Ask them to prepare a short oral
Arrange a school visit from a local presentation to retell the history of major sites in
knowledgeable person their community.

Invite a local knowledgeable person, chief or
resource person to address the school or class and
tell the history of any historical location in your
community or district. For example, ask a student
from a local university or a historical accredited
tour guide.

56

Individual work Sub-strand 4: Major historical locations
Allow learners adequate time to prepare for this
activity. You could also assign the preparation to be • Use the remedial activity for learners who are
done for homework. struggling and the extension activity for learners
Formative assessment who need an extra challenge.
• Observe learners as they retell the history of the
Remedial activity
historical location. Correct any factual mistakes • If learners struggle, allow them to prepare and
or ask the class to comment on the accuracy of
retellings. retell the histories in pairs.
Differentiated learning Extension activity
• Pairing stronger learners with slower learners • Ask learners to retell the history of other
will assist with differentiated learning. Stronger
learners can help the slower learners to find the historical locations they have investigated.
answers.

57

Sub-strand 4: Summary

Summary: Major historical locations

Historical locations are important. The Other sites
things we see at these places teach us • The Gbewaa Palace is the seat of the
about the history of Ghana.
Yaa Naa of the Dagbon Kingdom. This
Castles and forts palace is found in the Northern Region
• Elmina Castle is the oldest European of Ghana.
• The Assin Manso Slave Site was the
building in West Africa. It was built by largest slave market on the Gold Coast.
the Portuguese in 1482. The castle is • The Nnoko Nsu river is found at this
in the town of Elmina, which is in the site. Slaves that were brought from
Central Region of Ghana. other parts of the country had to
• The Cape Coast Castle is in the city of wash themselves in this river. This was
the Cape Coast in the Central Region of known as the last bath. After washing
Ghana. themselves, the strong and healthy
• The Danish people who came from slaves were chosen.
Denmark in Europe built the Osu Castle • There is an ancestral graveyard at the
in 1661. It is in the Osu area in the city Assin Manso Slave Site.
of Accra. • The Okomfo Anokye Sword is a symbol
• Fort William in Anomabo was built by of unity for the Asante Kingdom.
the British people in 1753. Okomfo Anokye planted the sword into
• The Kumasi Fort was built in 1820 by the ground. He said that the Asante
Osei Tutu Kwamina, the king of the Empire will end when the sword is
Asante Kingdom. The fort is now a removed from the ground.
military museum. • Larabanga Mosque is one of Ghana’s
oldest mosques. It is found in a town
called Larabanga near Damongo.

58

Sub-strand 4: Revision

Revision (LB page 66)

Assessment exercise. Assist any learners who seem
to be struggling.
Use this Sub-strand 4: Major historical • Make a note of those learners who find it
locations Revision activity for formative or difficult to answer the questions without
summative assessment. paging back excessively. They will need
• Formative assessment: Let learners more help with additional worksheets,
quizzes and other formative assessment
complete the activity and go through exercises.
the answers in class. Learners can
either check their own work for self- Differentiated learning
assessment, or swap work with a
partner and check each other’s work for • Use the remedial activities as practice
peer assessment. for learners who struggle, and the
• Summative assessment: Let learners extension activities for those learners
write the answers in their exercise books who need more of a challenge.
or talk about the answers with you
individually. Take in the exercise books • Pair stronger and weaker learners so
or listen to the oral answers and assess that stronger learners can help weaker
learners’ work. Check that learners ones.
can demonstrate understanding of the
names and places that contributed to Remedial activity
Ghana’s history.
• Ask learners specific questions, e.g.
In this Revision exercise, learners read Show me where the Ga-Adangme people
the clues provided and match a historical live and ask learners to point out the
location to each clue. answers on the map. Show them how
the colour key of the map works.
Answers
Extension activity
1 Elmina Castle
2 Fort Hope • Ask learners to write five of their own
3 Gbewaa Palace questions and ask a partner to answer
4 Okomfo Anokye Sword Site them. Then they swap roles.
5 Assin Manso Slave Site
6 Cape Coast Castle Self-assessment
7 Larabanga Mosque
8 Kumasi Fort and Military Museum • Learners should assess themselves
according to the statements. If they feel
Formative assessment that they did not perform well in an area,
ask them questions about what they
• Walk around the classroom. Observe struggled with. Use their reflections and
learners as they complete the revision your notes to give them extra practice in
these areas.

59

Strand 2: My country Ghana

Sub-strand 5: Some selected individuals

Significant contributions of some Ghanaian women----------------- (B2.2.5.1.1)

In this section, learners discover the important Learners also find women in their communities who
contributions that different women have made do important work, draw a picture of them and
to Ghana and the good things they have done share the contributions these women have made.
throughout the history of the country.

Outstanding women from Ghana

tOhuetshtiastnodriyngofwGohmanena in pages 67–74) Teaching instructions

..........(LB Use these teaching suggestions to create your own
lesson plans to address this indicator and exemplars.
Content standard B2.2.5.1.1 Phase 1: Start suggestions
Exhibit understanding of Ghanaian women • Show learners videos, documentaries or read
who have contributed significantly to Ghana’s
development. books about important women in Ghana’s past.
Indicator B2.2.5.1.1. • Investigate local women in business, politics or
1. Name some outstanding women in the history
other prominent positions to address the school.
of Ghana Invite learners to prepare a question or two
2. Match these women with their achievements beforehand to ask her.
• Hold a class discussion about why it is important
in Ghana e.g. Mrs. Charity Zormelo-Fiawoo that women are given the same opportunities for
– first woman university graduate); Squadron men and what could make it more difficult for
Leader Melody Danquah – First female them to succeed than for men.
pilot; Elizabeth Ohene – First female editor • Talk about Parliament, how laws are made and
of a national newspaper (Daily Graphic); what a speaker in Parliament does. Talk about
Justice Georgina Wood – First female Chief other roles such as the Chief Justice.
Justice and Justice Joyce Bamford-Addo Phase 2: Explore suggestions
– First female Speaker of Parliament, etc. • Discuss the concepts in the Learner’s Book.
Using anecdotes/videos learners retell the • Ask learners to look up any words they do not
contributions of these leaders to national understand throughout – not just for Activity 18.
development • Allow learners time to investigate more about the
Subject specific practices and core competencies lives and achievements of these women.
The use of evidence to appreciate the significant • Groups could each choose one remarkable
contributions of some Ghanaian women, learners woman and make a poster on her life and
become creative, innovative and digitally literate. achievements. These could be displayed in class.
Resources • Ask learners to help you put the pictures of these
Resource 8 on page 92 of this TG, pictures, women in chronological order according to their
documentaries birthdates.
Key words Phase 3: Reflect suggestions
editor, national university, pilot, Air Force, wings, • Ask learners to speak to women at home and in
journalist, politicians, tertiary, government, ICT, their communities about their challenges, what
constitution life was like in the past for women, and so on.
Helpful links • Investigate local organisations who promote
https://pin-africa.com/notable-female-pilots-of- opportunities for women and girls, such as the
africa/ Girl Child Education Program. Learners should
find out what these organisations do and how
they can support them.

60

Sub-strand 5: Some selected individuals

Use of ICT The Director of Public Prosecutions (DPP) is
the office or official charged with the prosecution
• Find photographs or videos of the lives and of criminal offences. (Prosecution is the process of
achievements of women in Ghana. trying to prove in court that somebody is guilty of a
crime (= of prosecuting them)
• Show learners a video or documentary of
remarkable women in Ghana and Women’s Supreme Court Judge: a judge in the highest-
awards given by different organisations. ranking court in the country

• Investigate different organisations online that Formative assessment
promote education or other opportunities for girls. • Walk around the classroom. Observe learners

• After viewing these, learners should retell the story as they work in their groups. Assist any learners
of the contributions made by these women to who seem to be struggling to find a word in the
national government. dictionary or searching for a definition online.
• Make a note of those learners who find it difficult
Activity 18 (LB page 74) to either find or understand terms or definitions.
Give them more practice opportunities in later
In this activity, learners look up a given list of words lessons or tasks.
in the dictionary or on the internet to gain a broader
understanding of the topic that will be addressed. Differentiated learning
Show learners how to look for the meaning of a • Use the remedial activities as practice for learners
word online (such as by typing in ‘define’ before
the word). You can help learners to look for the who struggle, and the extension activities for
meanings of the words. those learners who need more of a challenge.
Group work • Pair stronger and weaker learners so that stronger
Learners work in groups to complete the activity. learners can help weaker ones.
Place learners of different abilities together in the
group so that stronger learners can help those who Remedial activity
are differently abled. Encourage all learners to Give learners worksheets on dictionary work with
participate in the discussions. tips on how to find words quickly. Show them step-
by-step how to do online searches to find words or
Ask some learners to look for words in the definitions.
dictionary, and others to find the words’ meanings
online. Then they can compare notes and come Extension activity
up with the best definition. At times, learners may • Ask learners to write a list of 10 words in the Learner’s
need to do a further search such as looking up
‘Parliament’, ‘preside’, etc. Book that they do not understand and to do a
dictionary and online search for their definitions.

Encourage learners to use this technique whenever Exercise 9 (LB page 74)
they are reading new information.
In this exercise, learners revise what they know
Answers about the influential women in the Ghana’s history
Constitution: the basic principles and laws of a by matching the names of the women to their
nation or state. achievements.

Rank: the position that somebody has in the army, Individual work
navy, police, etc. Give learners Resource 8 on page 92 of this TG
to do in preparation for this exercise. It will help
Speaker of Parliament: The Speaker presides learners to recognise the achievements and names of
(guides, directs or has control) over the Parliament the women.
and makes sure that all the rules are followed.

Parliament: the group of people who are elected to Answers
make and change the laws of a country
Name of the Her outstanding
Second Deputy Speaker: The Second Deputy outstanding achievement
Speaker presides over the sittings of Parliament when woman a First Ghanaian women
the Speaker or First Deputy Speaker are not present. 1 Elizabeth Ohene
(Preside means to guide, direct or control) to work at a big
national newspaper.
Chief State Attorney: The head of the lawyers who
represent a state in court

61

Strand 2: My country Ghana

Name of the Her outstanding Some important women in Ghana
outstanding achievement
woman .....................................................................(LB page 75)
2 Mrs. Charity b First Ghanaian women In this section, learners will identify local women
to graduate from whom they admire most in the community.
Zormelo-Fiawoo university. They draw pictures of these woman and tell their
classmates why they admire them. Learners also find
3 Chief Justice c First Ghanaian woman out about organisations in the community headed
Georgina Wood Chief Justice. or run by women and think about what work they
could do in the future to help people.
4 Squadron d First Ghanaian woman
Leader Melody pilot. Content standard B2.2.5.1.1
Danquah Exhibit understanding of Ghanaian women
e First Ghanaian woman who have contributed significantly to Ghana’s
5 Justice Joyce Speaker of Parliament. development.
Bamford-Addo Indicator: B2.2.5.1.1.
4. Think pair-share-activity: Individual learners
Formative assessment
• Walk around the classroom. Observe learners as identify a woman who they admire most in the
community.
they work in their pairs. Assist any learners who They choose partners and discuss the reasons
seem to be struggling. for their choice.
• Make a note of those learners who find it difficult Subject specific practices and core competencies
to match the women with their achievements The use of evidence to appreciate the significant
without paging back in their books. Give them contributions of some Ghanaian women, learners
more practice opportunities in later lessons become creative, innovative and digitally literate.
or tasks. Resources
Differentiated learning Local newspapers, pamphlets from charity or other
• Use the remedial activities as practice for learners organisations who service the community, invite
who struggle, and the extension activities for local businesswomen or other important women to
those learners who need more of a challenge. address the class
• Pair stronger and weaker learners so that stronger Key words
learners can help weaker ones. Minister, lawyer, chairperson, contribution, admire
Remedial activity Helpful links
• Ask learners to make lists of the achievements of https://www.youtube.com/watch?v=Yi4x9mU-NhM
each woman. https://www.youtube.com/watch?v=7JkIU0Ryb7c
• Learners could also make flashcards with one
achievement on the front of the flashcard and Teaching instructions
the name of the person on the back. Learners
can then play a game in pairs. One learner Use these teaching suggestions to create your own
shows the flashcard and the other learner must lesson plans to address this performance indicator
guess the name of the woman. The first learner and exemplars.
should say if the second learner is correct or not. Phase 1: Start suggestions
Learners play until they both know the names • Ask learners to discuss what qualities a woman has
and achievements of each one of these remarkable
women. that could make her admired, e.g. being kind, caring
Extension activity for other people, motivating people to be better,
• Ask learners to find out more about the lives changing the lives of other people, and so on.
of these remarkable women. They should then • Show learners photographs of women who do
prepare a presentation to share what they have important work in the community and ask if
learnt with the class. they know who they are.
• Learners could also research other remarkable • Ask learners to think about the work they would
women. Ask them to investigate awards given to like to do in the future to help the people of
women each year and to tell the class about what Ghana.
they have discovered.

62

• Invite an important woman in the community Sub-strand 5: Some selected individuals
to address the class. Learners can prepare a few
questions to ask her beforehand. important women in their community. This will
be easier to do if learners discussed this with their
Phase 2: Explore suggestions families or other people at home for homework
• Read through the information on page 71 with (as suggested in the Phase 1 notes). Allow learners
enough time to do this first.
learners. Explain what the Electoral Commission • Learners then discuss their ideas with a friend
does, what a cabinet and the Department of and then share their ideas with a larger group.
Trade and Industry are. • Place learners of different abilities together in the
• Ask learners to describe in their own words what group, so that the stronger learners can help those
makes Charlotte Osei, Hanna Serwaa and Jean who are differently abled. Encourage all learners
Mensah so important. to participate in the discussions.
• Ask learners to do Activity 19 on page 71. • Some learners draw better than others, so they
• Ask learners to list different kinds of emotions may choose to draw the picture. However, all
and feelings. learners should participate in the presentation to
• Use the maps in the Learner’s Book and let the class.
learners make a table of regions and the ethnic • Display learners’ drawings around the classroom.
groups that live there. Answers
• Discuss the meanings of the key words in the 1 Groups’ own answers. Learners are required to
Learner’s Book. Make sure the learners are answer a series of questions about the woman
• familiar with the words and their meaning. they have chosen, such as what work she does,
Learners use a dictionary to look up any words why they think her work is important, and how
• that they do not understand. she helps others.
Phase 3: Reflect suggestions 2 Groups’ own answers and drawing. Learners are
• Ask learners to reflect on their learning in this then required to draw a picture of the woman that
section. they can share with the rest of the class. They can
• Ask learners to choose one Ghanaian woman also take this opportunity to share more about the
who does important work in the community and woman and what makes them admire her.
write a poem or story. 3 Groups’ own answers. Learners are required to
• Ask them to read their poem or story to the class. think about what they would like to do that
Encourage learners to listen carefully to their would one day help the people of Ghana.
friends and to respond positively to the story or Formative assessment
poem. • Walk around the classroom. Observe learners as
• Ask learners to think about the work they would they work in their groups. Assist any learners who
like to do in the future to help the people of seem to be struggling.
Ghana. • Make a note of those learners who find it difficult
to speak in a group, to identify remarkable
Use of ICT women in their communities or students who
struggle to take part in a group presentation.
• Find photographs or videos of women who do Give them more practice opportunities in later
important work in the community. lessons or tasks.
Differentiated learning
• Ask learners to find videos on award ceremonies • Use the remedial activities as practice for learners
that celebrate women’s achievements in who struggle, and the extension activities for
Ghana, or information about charity and other those learners who need more of a challenge.
organisations started or run by women that do • Pair stronger and weaker learners so that stronger
exceptional work in the community. learners can help weaker ones.
Remedial activity
Activity 19 (LB page 75) • Ask learners to join you in a group and work
step-by-step, showing them how to research, plan
In this activity, learners look at a woman in their and do a presentation.
community that they admire. Extension activity
• Ask learners to investigate and report back on
Group work other important women in their communities.
• Use the Think-Pair-Share technique for this
63
activity. First, ask learners to think about

Sub-strand 5: Summary

Summary: Some selected individuals

This sub-strand looks at the different Chief Justice Georgina Theodora Wood
women from Ghana and the good things (1947– )
they have done throughout the history of • She was a judge and a police
our country.
Mrs Charity Zormelo-Fiawoo (1904–1945) prosecuting officer before she became
• She was the first woman from Ghana to the first woman Chief Justice in Ghana
from 2007 to 2017.
graduate from Hampton University in • She swore in new presidents of Ghana.
America in 1934. • She became a member of the Council of
• She came back to Ghana to teach in State after being Chief Justice.
Kumasi. Justice Joyce Bamford-Addo (1937– )
Squadron Leader Melody Danquah • She was the first woman Speaker of
(1937–2016) Parliament in Ghana and in West Africa
• She was one of the first three women in from 2009 to 2013.
Ghana to train as a pilot for the Ghana • In 1992, she helped to write Ghana’s
Air Force in 1963. constitution.
Mrs Elizabeth Ohene (1945– ) • She became Chief State Attorney in
• She was the first woman in Ghana to 1973.
work as a journalist for a big newspaper. • She became Director of Public
• She started up a magazine called Prosecution in 1976.
Talking Drums. She wrote stories about Charlotte Osei
the terrible way many people in Ghana • She was the first woman to become the
were being treated by their leaders. Electoral Commissioner of Ghana.
• She was made Minister of State for Jean Mensah
Tertiary Education in President Kufuor’s • She is a lawyer and Chairperson of the
government. Electoral Commission of Ghana.
• Hannah Serwaa Tetteh
• She served as a Cabinet Minister in
charge of Trade and Industry.

64

Sub-strand 5: Revision

Revision (LB page 78)

Assessment 2 Learners are required to read through
the provided sentences and state
Use this Sub-strand 5: Some selected whether they are true or false.
individuals Revision activity for formative a True
or summative assessment. b False. Squadron leader Melody
• Formative assessment: Let learners Danquah finished her training as a
pilot in 1965.
complete the activity and go through c False. Justice Georgina Wood was the
the answers in class. first woman Chief Justice in Ghana.
Learners can either check their own
work for self-assessment, or swap work Give learners Resource 9 on page 93 of this
with a partner and check each other’s TG to use for revision.
work for peer assessment.
• Summative assessment: Let learners Answers
write the answers in their exercise books
or talk about the answers with you a Ashanti
individually. Take in the exercise books b Western
or listen to the oral answers and assess c Eastern
learners’ work. Check that learners d Ho
can demonstrate understanding of the e Northern
names and achievements of the women f Bono East
who have contributed to Ghana’s g Sunyani
history. h Cape Coast
i Accra
Answers j Wa
k Upper East
1 Learners are required to match the l Techiman
given women with the outstanding m Oti
achievement they accomplished. n North East
o Savannah
Outstanding Outstanding p Sefwi Wiaso
woman achievement she
accomplished Self-assessment
a Mrs. Elizabeth First woman editor
Ohene of a national • Learners should assess themselves
newspaper. according to the statements. If they feel
b Mrs. Charity First woman to that they did not perform well in an area,
Zormelo- graduate from ask them questions about what they
Fiawoo university. struggled with.
First woman Chief
c Chief Justice Justice. • Use their reflections and your notes to
Georgina give them extra practice in these areas.
Wood First woman pilot.

d Squadron First woman
Leader Melody Speaker of
Danquah Parliament.

e Justice Joyce
Bamford-Addo

65

Strand 2: Assessment

Assessment (LB pages 79–80)

Use this Strand 2 Assessment for summative d Fufu meals are pounded cassava,
assessment for the first, the fourth and made from plantain, or tubers
the fifth sub-strand. Let learners write the of yam.
answers in their exercise books or talk
about the answers with you individually. e The Mole- make traditional
Take in the exercise books or listen to the Dagbani Gonja cloth.
oral answers and assess learners’ work. people

Answers f The is in November.
Hogbetsotso
1 This question tests learners on material festival
covered in the first sub-strand. Learners
are required to complete the given table (6)
4 Learners are required to complete
by filling in either the required region or the given sentences by filling
its capital city.
a Ashanti b Eastern in the words provided in boxes
above question four on page 74 of
c Ho d Northern the Learner’s Book.
e Cape Coast f Accra
g Wa h Ahafo a Fishing and farming are two main
jobs that people do in Ghana.
i Oti j  Savannah (12) b The Mole-Dagbani people use
2 Learners are required to complete
the given sentences by choosing drumming, music, dancing
and storytelling to teach the
one of the words in the brackets of history of their people.
each sentence.
a The Akan people live in the c A king makes an oath when he
is chosen. (5)
Ashanti region. 5 Learners are required to name
b The Ewe people speak the Anlo
language. three historical places in Ghana.
They can choose three from the
c The traditional cloth in this following: Gbewaa Palace, Elmina
picture is kente cloth.
d Elmina Castle was built by the Castle, Cape Coast Castle, Osu
Castle, Fort San Sebastian, Fort
Portuguese people in 1482. St Jago, Fort Amsterdam, Fort
e Melody Danquah was the first
woman in Ghana to become a Hope, Fort Metal Cross, Assin
Manso Slave Site, Kumasi Fort and
pilot. (5) Military Museum, Okomfo Anokye
3 Learners are required to match
the sentence beginnings in the Sword Site and Larabanga Mosque.
6 Learners are required to read the
first column with the correct sentences provided and state
ending in the second column and
write the complete sentences in whether they are true or false.
a True
their exercise books. b False. The Okomfo Anokye

a The Akan and make traditional Sword has been buried in the
Ewe people kente cloth. ground for over 300 years.
is in May. c False. Chief Justice Georgina
b The Aboakyer Wood was the Chief Justice
festival ground maize and of Ghana.
a spicy sauce. d False. The Europeans built forts
c Akple is made in Ghana as places of trade. (4)
with

Total: 35

66

SSttraranndd32: :EMuryocpoeuanntsryinGGhhaannaa

Introduction In Basic 2, in Sub-strand 2, International trade
including slave trade, they will learn about the
In previous lessons, learners identified the European interactions between the people of the Gold Coast
countries whose citizens came and settled in and the Europeans, how trade was first carried out
Ghana, such as Portugal, Britain, France, Sweden, and which goods and services were bartered. They
Germany, (Brandenburg) Denmark, Norway and will discover how some of these items remained a
The Netherlands. They learnt in which order these part of everyday Ghanaian life. They will investigate
Europeans came to Ghana, and located the countries how this trade changed over time and how it led to
they came from on a map of the world. towns, forts and castles being built and how this led
Then they explored where the Europeans first settled to the establishment of the slave trade in Ghana.
in Ghana and the types of settlements they built.

Opener activity for ivory and wooden guns. Let learners explore
these corners before answering the questions.
The opener activity provides an opportunity to Answers
assess learners’ basic knowledge of the arrival of the 1 Guns, TNT (gunpowder), tobacco, gold, tusks
Europeans in Ghana.
The questions have been structured to broadly (ivory) and wax print cloth.
cover the sub-strand in Strand 3: Sub-strand 2: 2 Learners’ own answers about what they have seen
International trade including slave trade.
Show learners pictures of actual items used to trade available in Ghana. Ask groups to share their
and documentaries on the slave trade. thoughts with the class.
Use Resource 11, the bartering cards in the Resource Diagnostic assessment
section of this TG (pages 95–98), as well as real Observe learners and use their answers to assess their
objects such as beads, wax print cloth and copper understanding and skill levels. This activity will also
pots, to make learning resource corners that are used allow you to measure how much they know about
to show learners the types of items that were traded. the specific concepts. Where necessary, ask leading
Fill bottles with water or coloured tea to look like questions to identify their strengths and weaknesses,
the bottles of rum, brandy and other alcohol that and any knowledge gaps.
was traded. Use salted dough to make elephant tusks

67

Strand 3: Europeans in Ghana

Sub-strand 2: International trade including slave trade

Early trade between the people of Ghana and Europe ------------------ B2.3.2.1.1

Content standard B2.3.2.1 Phase 2: Explore suggestions
Understand that trade was the major reason why • Discuss the concepts in the Learner’s Book.
the Europeans settled in Ghana. • Ask learners to say how different activities make
Indicator: B2.3.2.1.1
1. Describe how early trade was carried out them feel. For example, they imagine how they
would feel as a slave headed into the new world,
between Ghanaians and the Europeans. away from their families and everything they know.
2. Organise learning corners with real items or • Show students photographs of the items that
were bartered by the early Europeans and the
pictures of items brought by the Europeans people of the Gold Coast.
such as Gin, Gun, Gun Powder, Textiles, • Let learners act out the past activities.
Tobacco, Iron Bars, Elephant tusks, Ivory, • Show learners pictures or objects from the past.
Gold. Let learners identify the pictures or objects.
3. Role-play the barter trade in those items. Discuss how they were used and ask learners to
4. Use internet to identify countries with the tell you what we use now instead.
items they brought that remained part of • Ask learners to help you put the pictures or objects
everyday Ghanaian life. e.g. the Dutch and wax in chronological order from oldest to newest.
prints. Phase 3: Reflect suggestions
5. Name the towns that emerged on the coast as a • Talk about objects from the past. Encourage
result of European trade with Ghanaians. learners to bring something from home that is
Subject specific practices and core competencies from the past. Have a ‘show and tell’ for the other
As learners describe how early trade was carried out learners to see the object.
between Ghanaians and Europeans, it enhances • Reflect on how learners feel about the slave trade.
their communicative, creative and innovative skills. Then let them read accounts of actual slaves or
International trade encourages global citizenship. other sources of information.
Resources • Let learners talk about what they would like to
Resource 11: Barter items on pages 95–98 of trade and what they would like to buy.
this TG, Photographs of historical locations, • Ask learners to say if trading makes them happy
documentaries on the slave trade or sad.

Key words Use of ICT
services, Berber, exchanged, valuable, control
permanent, symbols, barter • Find photographs or videos of objects to show
Helpful links learners.
https://www.youtube.com/watch?v=ADOSXAUS8us
https://wasscehistorytextbook.com/4-european-contact- • Show learners a video of the slave trade.
with-west-africa/
Activity 20 (LB page 82)
Teaching instructions
In this activity, learners are required to talk about
Use these teaching suggestions to create your own what people trade in markets in their community.
lesson plans to address the performance indicator They should decide which are products (goods) and
and exemplars. which are services. Learners then make two lists
Phase 1: Start suggestions under the headings ‘Goods’ and ‘Services’ and share
• Ask students to demonstrate bartering for items these lists with the class.

such as a sweet or a pencil. Group work
• Show students documentaries or videos of the Learners work in groups to do this activity. Let them
all read the instructions together. Place learners
early European explorers. Arrange to visit a of different abilities in the group so that stronger
historic site or museum in your area. learners can help those who are differently-abled.
Ensure that all group members get a chance to speak
and share their ideas. Groups should appoint a scribe
and spokesperson to report back to the class.

68

Sub-strand 2: International trade including slave trade

Formative assessment Answers
• Walk around the classroom. Observe learners as 1 Learners draw pictures of goods used to barter

they work in their groups. Assist any learners who with during the early trade on the Gold Coast.
seem to be struggling. 2 Learners then act out a barter trade in their
• Make a note of those learners who are finding
it difficult to identify the difference between assigned groups using the pictures they drew in
goods and services. Give them more practice place of the actual goods.
opportunities in later lessons or tasks.
Formative assessment
Differentiated learning • Walk around the classroom. Observe learners as
• Use the remedial activities as practice for learners
they work in their groups. Assist any learners who
who struggle, and the extension activities for seem to be struggling.
those learners who need more of a challenge. • Make a note of those learners who are finding it
• Pair stronger and weaker learners so that stronger hard to act out a barter trade. Give them more
learners can help weaker ones. practice opportunities in later lessons or tasks.

Remedial activity Differentiated learning
• Explain the difference between goods and services • Use the remedial activities as practice for learners

and provide some examples of each. Give learners who struggle, and the extension activities for
more examples of both and ask them to classify those learners who need more of a challenge.
them into the two groups. Show learners pictures • Pair stronger and weaker learners so that stronger
of markets and ask them to point out examples of learners can help weaker ones.
each kind.
• Ask learners to explain what they understand by Remedial activity
the terms ‘goods’ and ‘services’, and their own • Ask learners to explain to you what a barter trade
examples of each.
is. Role-play the activity slowly and then let them
practice in pairs first before acting out in threes.

Extension activity Extension activity
• Without paging ahead in their books, ask learners • Ask learners to role-play other interactions

to say what they think the Europeans brought between the people, or practice bartering in larger
with them and what goods or services they could groups.
offer the people of the Gold Coast. In turn, what
goods and services could the people of the Gold Activity 22 (LB page 87)
Coast offer the Europeans? Ask learners to make
lists and give reasons for their answers. Then they Learners talk to their partners about the first trade
can go back to these lists after the next section that was carried out between the people from the
and see how accurate their answers were. This is a Gold Coast and the Europeans.
very good critical thinking activity. They discuss their trading methods and what items
were traded.
Early trade between the people of
Ghana and Europe ............. (LB pages 83-93) Pair work
Put learners into pairs for this activity. Try to
Activity 21 (LB page 86) combine stronger and weaker learners as far as
possible, so that the stronger ones can help the
In this activity learners act out a barter trade between weaker ones.
a Portuguese trader, a Ghanaian trader and a Berber
trader. This activity is a fun and engaging way for Formative assessment
learners to learn about the early trading years on the • Walk around the classroom. Observe learners
Gold Coast.
as they work in their pairs and assist where
Group work necessary.
Learners are required to work in groups of three. • M ake a note of those learners who are struggling.
One learner is the Portuguese trader, one is a Give them more practice opportunities in later
Ghanaian trader and the other one is a Berber trader. lessons or tasks.
Let each learner choose their role.
Differentiated learning
They draw pictures of the goods they have to barter • U se the remedial activities as practice for learners
during the early trade on the Gold Coast. They act
out a barter trade. who struggle, and the extension activities for
those learners who need more of a challenge.

69

Strand 3: Europeans in Ghana

• A llocate learners to different partners and repeat b Learners then act out a barter trade in their
the activity. groups using the items they made.

Remedial activity Formative assessment
• A sk learners to have a discussion in a larger • Walk around the classroom. Observe learners as

group, and then split into smaller groups to they work in their groups. Assist any learners who
repeat the activity. Ask learners to use the Trading seem to be struggling.
cards resources to show which items were traded. • Make a note of those learners who are finding
it difficult to take part in the discussions, draw
Extension activity pictures or act out the barter trade. Give them
• A sk learners to draw a picture show the groups more practice opportunities in later lessons or
tasks.
that traded and the different items they traded.

ICT activity (LB page 88) Differentiated learning
• Use the remedial activities as practice for learners
Learners use the internet to find which towns were
built along the Gold Coast during the early trade who struggle, and the extension activities for
with the Europeans. those learners who need more of a challenge.
• Pair stronger and weaker learners so that stronger
Let learners work on their own, in pairs or small learners can help weaker ones.
groups. Help them to choose and enter the relevant
words in the search engine. Remedial activity
• Learners have drawn items, acted out and taken
Answers
Learners’ answers will depend on the internet sources part in trade discussions in previous activities, so
they used. they should be showing some confidence by now.
If they are not, put these learners in a group and
Activity 23 do additional activities with them.

(LB page 89) Extension activity
• Ask learners to act out their barter trades for the
This activity tests learners’ knowledge about the early
trading between Europeans and Ghanaians on the rest of the class.
Gold Coast.
Exercise 10 (LB pages 90–91)
Group work
Put learners into groups of 4–5. Ask learners to In this exercise, learners are required to choose the
hold a discussion. Make sure that all learners get a correct word in order to complete each sentence.
chance to speak and share their ideas.
Individual work
Answers Learners work on their own in this exercise. Give
1 Learners are required to name the trade items learners time to work. Allow learners to page back if
they need to review content.
that other European countries besides Portugal
brought to the Gold Coast. Answers
Answer: Rum, Schnapps, Brandy, Gin, Tobacco, 1 The (B) Portuguese people were the first European
Gin.
2 Learners then answer which items, mentioned people to trade with the Gold Coast traders.
in their answer to question one, are still seen in 2 The people of the Gold Coast had a lot of
Ghana in present day.
Answer: All of them (C) gold to trade with the European people.
3 Put the class in groups of about 4–5. Learners are 3 (A) Elmina Castle was the first permanent trade
required to set up their own trading centre and
pretend that they they were traders on the Gold centre of the Gold Coast.
Coast all those years ago. 4 The kings and leaders of the Gold Coast rented
You could also use Resource 11: Bartering cards on
pages 95–98 of this TG for learners to use. Copy (B) land to the Europeans on the coast.
and cut out a few set of cards so that learners have 5 Buying and selling people is called the (B) slave
multiples of the same item cards to use for trading.
a Learners must draw pictures or make trade trade.
6 Slaves from the Gold Coast were sent to the
items of the goods that they would like to
trade. (B) Americas to work on cotton farms.
7 This was one of the places on the Gold Coast

where slaves were traded.
(C) Assin Manso Slave Site

70

Sub-strand 2: International trade including slave trade

Formative assessment • Make a note of those learners who are struggling.
• Walk around the classroom. Observe learners as Give them more practice opportunities in later
lessons or tasks.
they complete the exercise. Assist any learners
who seem to be struggling. Differentiated learning
• Make a note of those learners who know the • Use the remedial activities as practice for learners
answers without having to page back and those
that have to look for answers. Give them more who struggle, and the extension activities for
practice opportunities in later lessons or tasks. those learners who need more of a challenge.
• Allocate learners to different partners and repeat
Differentiated learning the activity.
• Use the remedial activities as practice for learners
Remedial activity
who struggle, and the extension activities for • Ask learners to have a discussion in a larger
those learners who need more of a challenge.
• Pair stronger and weaker learners so that stronger group, and then split into smaller groups to
learners can help weaker ones. repeat the activity.

Remedial activity Extension activity
• If learners cannot answer the questions in the • Ask learners to write a few sentences with their

exercise correctly, they will need more remedial picture. They can compile it into short book
exercises in the form of worksheets and further which can be added to the books in the book
activities. corner of the classroom.

Extension activity Project (LB pages 92–93)
• Ask learners to write one or two of their own
Dutch wax prints
questions and quiz a partner. They then swap roles. The Dutch traders brought wax prints to the Gold Coast
to trade with. For this project, learners are required to
Activity 24 (LB page 91) make their own Dutch wax prints. Display students’
Dutch wax prints on the walls of the classroom. They
Learners talk to their partners about what it must can also be used to make a large mural.
have been like being a slave on a ship to the New
World. Note that some learners may find this Teaching tip: Help the learners to slice the
activity upsetting, so ensure that their feelings are potatoes and to carve the stamps as sharp objects
treated with the necessary sensitivity. could be dangerous.

Learners are required to discuss the following points: Formative assessment
How do you think the slaves felt on the ships to • Walk around the classroom. Observe learners as

the New World? they work. Assist any learners who seem to be
How do you think their families felt about not struggling.
Differentiated learning
knowing where their family member was being • Use the remedial activities as practice for learners
taken to? who struggle, and the extension activities for
those learners who need more of a challenge.
This activity allows the learners to explore the • Pair stronger and weaker learners so that stronger
emotional impact of the slave trade on the slaves learners can help weaker ones.
bound for foreign lands which they knew nothing Remedial activity
about. Learners put themselves in the shoes of the • Help learners who are struggling by
slaves and ask themselves how they would have felt demonstrating the actions step-by-step.
in that situation. Extension activity
• Ask learners to use the stamp on a piece of fabric
Pair work to make an item to take home.
Put learners into pairs for this activity. Try to • Ask students to research which colours and
combine stronger and weaker learners as far as shapes were used and what they meant.
possible, so that the stronger ones can help the
weaker ones.

Formative assessment
• Walk around the classroom. Observe learners as

they work in their pairs. Assist any learners who
seem to be struggling.

71

Sub-strand 2: Summary

Summary: International trade including slave trade

• Trade is when people buy things from guns and gunpowder. The Portuguese
one another and sell to one another. traders built Elmina Castle as a
The things they buy and sell are called permanent centre of trade on the Gold
goods. People also trade services by Coast in 1482.
doing things for other people for money. • It was over 100 years later before
other European countries, such as The
• Before the European people came to Netherlands, France, Sweden, Germany,
the Gold Coast, the people of the Gold Denmark and Norway could trade in
Coast would trade with one another and gold and other new trade items on the
with people from other African countries Gold Coast.
close to Ghana, like the Berber people of • The Dutch traders were the first people
North Africa and the people of Western to bring wax print cloth to the Gold
Sudan. Coast. This type of cloth is worn by
many people in Ghana today.
• People exchanged goods they had for
goods they needed, without paying any The slave trade
money. This kind of trade was called • By 1720, trade along the Gold Coast
barter trade. The people of the Gold
Coast bartered with goods like these: changed from buying gold to selling
grains, elephant tusks for ivory, gold people to work as slaves. The European
dust, gold jewellery, kola nuts, donkeys people bought and sold people from the
and horses, salt, copper pots, metal Gold Coast to work as slaves for cotton
objects, cloth and beads. farmers in the Americas (called the ‘New
World’).
The gold trade • Just like gold, slaves on the Gold Coast
• The history of trade on the Gold Coast were caught and then traded with the
Europeans in exchange for goods.
changed when the Portuguese people • The slaves were sent across the Atlantic
arrived at the coast. They wanted the Ocean in overcrowded ships to work on
gold that the people from the Gold Coast the cotton plantations (farms) for no
mined from the riverbeds. There was so money. They were treated badly. This
much gold that they named this coast slave trade was known as the Trans-
‘El Mina’. Atlantic Slave Trade.
• The people of the Gold Coast were
willing to trade some of their gold for
items like sugar, cloth, mirrors, knives,

72

Sub-strand 2: Revision

Revision (LB page 96)
happened between the people of the
Assessment the Gold Coast and the Europeans,
what items were traded, how the
Use this Sub-strand 2: International trade trading changed to trading people
including slave trade Revision activity for (slavery) and the towns that were built
formative or summative assessment. along the Gold Coast as a result.
• Formative assessment: Let learners This revision activity is in the form of
a word search which is a fun way for
complete the activity and go through learners to memorise the goods that
the answers in class. Learners can Ghanaians, West Africans and Europeans
either check their own work for self- traded with.
assessment, or swap work with a Find Resource 10: Barter items worksheet
partner and check each other’s work on page 94 of this TG.
for peer assessment. Learners must spot the 13 trade items
• Summative assessment: Let learners hidden in the word search.
write the answers in their exercise
books or talk about the answers nu t s f
with you individually. Take in the a i nsh
exercise books or listen to the oral l ints
answers and assess learners’ work. mv cwc
Check that learners can demonstrate go l d l
understanding of the early trade that yryso
eysu t
Answers l t t gh
on r ac
ko l a ccorb
gwg r
me t a
bc ru
e j gh
azux
donk
spsa
ql i r
t oba

Self-assessment area, ask them questions about what
they struggled with.
• Learners should assess themselves • Use their reflections and your notes to
according to the statements. If they give them extra practice.
feel that they did not perform well in an

73

Strand 3: Assessment

Assessment (LB pages 97–98)

Summative assessment b Say if the European people or
the people of the Gold Coast
Use this Strand 3: Assessment for traded
summative assessment. Let learners write each item:
the answers in their exercise books or talk –  traded ivory
about the answers with you individually. –  traded grains
Take in the exercise books or listen to the –  did not trade guns (4)
oral answers and assess learners’ work. –  did not trade cloth,

Make sure that learners can demonstrate they traded it from the Dutch.
understanding of the work done in the
three sub-strands. 3 a True (1)
b False. The Portuguese people
Answers (1) brought sugar, cloth, mirrors, (1)
(1) knives, guns and gunpowder, (1)
1 a A – Barter trade (1) and nuts to trade at the Gold (1)
b C – The Portuguese people Coast. (1)
c C – Iron c True (1)
d False. The Portuguese traders
2 a a b people built Elmina Castle as a
trading centre.
e True
f True

cd 4 a The Dutch people brought wax
print cloth to the Gold Coast to
trade. (1)
b The Portuguese traders built
forts at towns like Kumasi and
Accra to help protect their trade. (2)
c The people of the Gold Coast
I n picture a, the barter trade traded gold for iron and
item is made from ivory. gunpowder. (3)
d The patterns and symbols on
I n picture b, the barter trade wax print cloth have special
item is grain. meanings. (2)
In picture c, the barter trade
item is guns. (4) Total: 25
In picture d, the barter trade
item is cloth.

74

End-of-year exam

End-of-year exam (LB pages 99–102)

This exam summarises all the work answers in their exercise books or talk
covered throughout the year and tests about the answers with you individually.
the learners on all the material covered in Take in the exercise books or listen to the
the subject. oral answers and assess learners’ work.
Make sure that learners can demonstrate
Summative assessment understanding of the work done in the
two strands and the four sub-strands.
Use this End-of-year exam for summative
assessment. Let learners write the

Answers

1 Learners are required to complete the
table in their workbooks on page 91.

Ashanti region Western Region Eastern Region Volta Region
Capital: Kumasi Capital: Sekondi Capital: Kofoidua Capital: Ho
Northern Region Bono East Region Central Region Greater Accra Region
Capital: Tamale Capital: Techiman Capital: Cape Coast Capital: Accra
Upper East Region Upper West Region Ahafo Region Bono Region
Capital: Bolgatanga Capital: Wa Capital: Goaso Capital: Sunyani
Oti Region North East Region Savannah Region Western North Region
Capital: Dambai Capital: Nalerigu Capital: Damongo Capital: Sefwi Wiawso

2 Learners are required to match the c The Ga-Adangme traditional
ethnic group of Ghana to the region dancers wear nyanyara
where they come from. necklaces when they perform.
a Volta Region: Ewe
b Greater Accra Region: Ga‑Adangme d The traditional food made with
c Northern Region: Mole-Dagbani pounded tubers of yam is fufu. (5)
d Ashanti Region: Akan
e Many regions in Ghana: Guan (5) 5 Learners are required to name the
traditional object shown in each picture.
a Aggrey beads
3 Learners are required to choose b Kente cloth
the correct answer. c Talking drum (3)
a The Akan and Ewe people wear
traditional (B) kente cloth. 6 Learners are required to complete
b The Akan ethnic group speaks the given sentences by filling in the
the (C) Twi language. (2) words found in boxes on page 92 of
the Learner’s Book.
4 Learners are required to choose a The Adae Kese festival is held
the correct word to complete the in the Ashanti Region and the
sentences. Damba festival is held in the
a The Akan people live in the Northern region.
Ashanti Region. b The Homowo festival is
b The Mole-Dagbani people wear celebrated from May to August.
batakari smocks at festivals and c The Bugum Festival is also
celebrations. called the Fire festival.

75

End-of-year exam

End-of-year exam (continued) (LB pages 99–102)

d The Hogbetsotso festival is held Names of the Outstanding thing
in the Volta Region on the first women they did for Ghana
Saturday in November. (5) b Mrs. Charity First woman to
graduate from
7 Learners are required to name two Zormelo- university.
types of work that people in Ghana do. Fiawoo First woman pilot.
Answer: farming and fishing (2) c Squadron
Leader
8 Learners are required to name three Melody
crafts that people do in Ghana. Danquah

Answer: pottery, basket-weaving, d Justice Joyce First woman
bead-making, making cloth, wood Bamford- Speaker of
carving. (Learners choose any three) (3)

9 Learners are required to write two Addo Parliament.
sentences that describe an oath
and a taboo. e Chief justice First woman Chief
Answer: Kings take oaths as a Georgina Justice.
Wood
promise to show that they will
follow the rules of the country and (5)
rule fairly. Taboos are things that 14 Learners are required to name
people should not do and that can three items the people of the
lead to punishment. (2) Gold Coast had to trade with the
European people.
10 Learners are required to name four (Learners can state any three of the
historical places in Ghana. They
can choose four from the following: following items.)
Answer: Grains, kola nuts, gold
Gbewaa Palace, Elmina Castle, dust, gold jewellery, ivory from
Cape Coast Castle, Osu Castle,
Fort San Sebastian, Fort St Jago, elephant tusks. (3)

Fort Amsterdam, Fort Hope, Fort 15 Learners are required to name
Metal Cross, Assin Manso Slave Site, three items the European people
Kumasi Fort and Military Museum, had to trade with the people of the
Okomfo Anokye Sword Site and Gold Coast.
Larabanga Mosque. (4) (Learners can state any three of the
following items.)
11 The Assin Manso Slave Site teaches
Ghanaians about the slave trade. (1) Answer: Guns, sugar, metal knives,
mirrors, gun powder, beads, rum,
12 The Portuguese traders built the tobacco, schnapps, iron, gin and
Elmina Castle in 1482. (1) brandy. (3)

13 Learners are required to match the 16 The learners are asked why the
women to the outstanding thing Portuguese traders built forts in
that they did for Ghana. towns along the Gold Coast.
Answer: They built forts in order to
secure their ability to trade and to
Names of the Outstanding thing protect their trading position on the
women they did for Ghana Gold Coast from other traders. (1)
a Mrs. Elizabeth First woman editor
of a national
Ohene newspaper.

76

End-of-year exam

End-of-year exam (continued) (LB pages 99–102)

17 The learners are asked what items 19 The learners are required to read
from Dutch traders are seen in the given sentences and state
Ghana today. whether they are true or false.
Answer: Wax print cloth and other a True
wax print items (1) b False. Slaves were not given any
money to work on the cotton farms.
18 The learners are asked why the c False. The slaves on the cotton
kings and leaders of the Gold Coast farms were treated badly by
rented to the European traders. their owners.
d True (4)
Answer: They rented out land to
the Europeans in order for them 20 Learners are required to draw a
to develop trading centres. This picture of the people kept as slaves
allowed the Europeans and leaders at the Assin Manso Slave Site before
on the Gold Coast to become they were sent on ships to the New
trading partners which meant that World. Learners are then required
the Gold Coast was no longer forced to write two sentences to describe
to only trade with the Portuguese. (1) their picture. (4)

Total: 65

77

Resources

Resource 1: Regions and capitals worksheet

Word search
Find the names of 16 regions and capitals in the word search.

anbd i gh f opug
b o t i bmoma n e f
n r amo e j l t o i v
o t n i n d amo n g o
aha f o r t sh t i l
k e l s owe s t e b t
gr eat e racc ra
qn r v j s k s eh l r
zwi av t r hn i d t
ymg n u e p a t my g
uguno r qn r azh
r owayn r t ana i
ya z ho j s i l wb j
u s e kwo t u v x c k
bo l ga t angad l

78 You have permission to photocopy this page.

Resources

Resource 2: Map of Ghana worksheet

Fill in the names of the regions and capitals on this map of Ghana.

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Resources

Resource 3: Region and capital city cards

Cut out the cards to play a matching memory game or snap.
Match the regions to their capitals.

Ashanti Region Ashanti Region

Western Region Western Region

Eastern Region Eastern Region

Volta Region Volta Region

80 You have permission to photocopy this page.

Resource 3 continued Resources

Kumasi Kumasi

Sekondi Sekondi

Kofoidua Kofoidua

Ho Ho

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Resources

Resource 3 continued

Northern Region Northern Region

Bono East Region Bono East Region

Central Region Central Region

GreRaetegrioAnccra GreRaetegrioAnccra

82 You have permission to photocopy this page.

Resource 3 continued Resources

Tamale Tamale

Techiman Techiman

Cape Coast Cape Coast

Accra Accra

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Resources

Resource 3 continued

Upper East Region Upper East Region

Upper West Region Upper West Region

Bono Region Bono Region

Ahafo Region Ahafo Region

84 You have permission to photocopy this page.

Resources

Resource 3 continued

Bolgatanga Bolgatanga

Wa Wa

Sunyani Sunyani

Goaso Goaso

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Resources

Resource 3 continued

Oti Region Oti Region

North East Region North East Region

Savannah Region Savannah Region

Western North Western North
Region Region

86 You have permission to photocopy this page.

Resource 3 continued Resources

Dambai Dambai

Nalerigu Nalerigu

Damongo Damongo

Sefwi Wiawso Sefwi Wiawso

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Resources

Resource 4: Festival worksheet

Write the name of the festival next to its picture.

Adae Kese festival a

Damba festival

Hogbetsotso festival

Homowo festival

Bugum (fire) festival _____________________________________ festival
b c

_____________________________________ festival _____________________________________ festival
de

_____________________________________ festival _____________________________________ festival

88 You have permission to photocopy this page.

Resources

Resource 5: Ethnic group worksheet

Fill in the table for each ethnic group.

Characteristic Ethnic group: _______________________________________________
Language they
speak ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Clothing they wear ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Food they eat ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Celebrations/ ________________________________________________________________________
festivals ________________________________________________________________________
________________________________________________________________________

Festivals ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Where they live ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Work they do ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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Resources Name

Resource 6: Castle and fort worksheet

Draw lines to match the fort or castle to its name.
Castle or fort

a

Cape Coast
Castle

b
Fort

William

c
Osu Castle

d
Elmina
Castle

90 You have permission to photocopy this page.

Resources

Resource 7: Other forts in Ghana worksheet

Fill in the location and date for other forts in Ghana.

Fort Location When it was built

Fort San Sebastian Shama 1526

Fort Sao Jago Elmina 1652

Fort Amsterdam Abandze 1638

Fort Hope Senya Breku 1667

Fort Metal Cross Dixcove 1683

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Resources

Resource 8: Outstanding women in Ghana worksheet

Draw lines to match the woman to their outstanding work.

Woman Outstanding
a J ustice Joyce achievement
First woman
Bamford-Addo
pilot.

b Squadron Leader First woman
Melody Danquah Speaker

c Mrs. Charity of Parliament.
Zormelo-Fiawoo First woman

d Chief Justice editor of
Georgina Wood a national
newspaper.
e Mrs. Elizabeth Ohene First woman to
graduate
from university.

First woman
Chief Justice.

92 You have permission to photocopy this page.

Resources

Resource 9: Regions and capitals revision worksheet

Match the capital city to the region.

1 Damongo a Oti Region

2 Sekondi b North East Region

3 Tamale c Bono Region

4 Sunyani d Bono East Region

5 Goaso e Western Region

6 Nalerigu f Savannah Region

7 Kofoidua g Ahafo Region

8 Kumasi h Ashanti Region

9 Techiman i Eastern Region

10 Dambai j Northern Region

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Resources

Resource 10: Barter items worksheet

Find 13 items that the Ghanaian, West African and European
people bartered with in this word search.

ko l anu t s f
gwg r a i n s h
me t a l i n t s
b c r umv cwc
e j ghgo l d l
azuxyryso
donkeysu t
spsa l t t gh
q l i r onrac
t obacco r b

94 You have permission to photocopy this page.

Resources

Resource 11: Bartering cards

Rum Brandy

Gin Tobacco

Salt Copper pots

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Resources

Resource 11: Bartering cards

Kola nuts Gold nuggets

Schnapps Iron

Grains Gunpowder

96 You have permission to photocopy this page.

Resources

Resource 11: Bartering cards

Gold jewellery Horses and donkeys

Gold dust Guns

Metal knives Cloth and beads

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Resources

Resource 11: Bartering cards

Wax print cloth Sugar

Mirror Beads

Metal objects Elephant tusks

98 You have permission to photocopy this page.

Resource 1: Regions and capitals Resource answers
worksheet (Answers)
Find the names of 16 regions and Resource 4: Festival worksheet
capitals in the word search. (Answers)
Write the name of the festival next
anbd i gh f opug to its picture.
b o t i bmoma n e f
n r amo e j l t o i v Adae Kese festival a
o t n i n d amo n g o Damba festival
aha f o r t sh t i l Hogbetsotso festival __H___o__g__b__e__t__s__o__t_s__o_______________ festival
k e l s owe s t e b t Homowo festival c
gr eat e racc ra Bugum (fire) festival
qn r v j s k s eh l r b
zwi av t r hn i d t
ymg n u e p a t my g Damba_____________________________________ festival __A__d___a__e___K__e__s__e___________________ festival
uguno rqn r azh de
r owayn r t ana i
ya z ho j s i l wb j
u s e kwo t u v x c k
bo l ga t angad l

Bugum_____________________________________ festival Homowo_____________________________________ festival

Resource 5: Ethnic group worksheet (Answers)
Fill in the table for each ethnic group.

Ethnic group

Characteristic Akan Ewe Mole-Dagbani

Language Twi, Fante and Bia Anlo, Awuna and Hudu Kotafoa Dagbani and Mampruli, languages
part of the Gur language spoken in
Ghana.

Clothing • They wear Kente • Men and boys wrap the The Mole-Dagbani people wear
traditional kente cloth around traditional smocks, hats, dresses
cloth. their body and tie it at one and head scarves that have coloured

• Women and girls shoulder. They also wear hats stripes. The smocks that men and
wear dresses with made from kente cloth. boys wear are in the shape of a
different patterns. • Women and girls wear kente cloth ‘dondon’ drum. Different smocks
They also wear a tied around their hips and chest. are worn at different times:
patterned head • A yensichi smock is worn in
scarf. • Women wear pearls and gold
beads around their hips, ankles everyday life.
• Men and boys wear and arms. • The batakari and yable smocks
patterned robes
that wrap around • Men wear the beads around their are worn at special times, such as
their body. necks and wrists. They wear gold festivals and celebrations.
rings on their fingers.

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