ESSENTIAL
History
Primary 4
Teacher’s Guide
ESSENTIAL
History
Primary 4
Teacher’s Guide
Jacob Agbedam • Dorothy Glover
NNF Esquire Limited
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© Cambridge University Press and NNF Esquire Limited 2020
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First published 2020
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
isbn 978-9988-8963-7-9
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Designer(s): Brenda Smal
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Danquah Andrea Nana Ekua; Sarbah Israel; Angela Ayitey Adzoro
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CONTENTS
Welcome to this History series ����������������������������������������������� 5
Introduction �������������������������������������������������������������� 11
Instructional expectations 12
Organisation of the curriculum 12
Time allocation 13
Classroom management 13
Learning domains (expected learning behaviours) 13
Methodology 14
Differentiation and scaffolding 15
Core competencies 16
Teaching instructions 17
Activities 17
Use of ICT 17
Assessment 18
Resources 19
Planning your teaching 19
Know the syllabus/Curriculum well 20
Scheme of learning 20
Useful teaching tips 21
Scope and sequence matrix 22
Scheme of Learning by term 23
Integration, core competencies and learning domain matrixes 26
Curriculum reference numbering system 32
Content standards, indicators, subject specific practices and core competencies 33
Strand 1: History as a subject ������������������������������������������� 41
Sub-strand 1: Why and how we study History 42
Summary 52
Revision 53
Assessment test 54
Strand 2: My country Ghana ���������������������������������������������� 55
56
Sub-strand 1: The people of Ghana
Summary 65
Revision 66
Sub-strand 4: Major historical locations
68
Summary 77
Revision 77
Sub-strand 5: Some selected individuals 79
Summary
Revision 87
Assessment test 88
89
Strand 3: Europeans in Ghana ������������������������������������������������ 91
92
Sub-strand 3: Missionary activities
Summary 100
Revision 101
Assessment test 102
Strand 4: Colonisation and Development under Colonial Rule in Ghana ������ 103
104
Sub-strand 1: Establishing British Rule in Ghana
Summary 109
Revision 110
Assessment test 112
Strand 6: Independent Ghana ����������������������������������������������� 115
115
Sub-strand 1: The Republics
Summary 119
Revision 120
Assessment test 121
Exam ����������������������������������������������������������������������� 123
End-of-year exam 123
Resources ������������������������������������������������������������������ 126
126
Resource 1 127
Resource 2 129
Resource 3 130
Resource 4 131
Resource 5 132
Resource 6
Assessment tools: Checklists and Rubrics ��������������������������������� 133
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 4. 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.
5
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 Introduction Introduction As the teacher, you should serve as a facilitator by
provides an overview of the New • study the History of Ghana in an enjoyable and prompting learners to:
Primary Curriculum and the Rationale and philosophy of • similarity and difference • observe and collect historical evidence
History syllabus (Primary the History curriculum • evidence stimulating environment • interpret data as required
Basic 1–6), methodology, features, History is a subject that explores the past with the • interpretation. • make use of historical facts to acquire analytical • build models
time allocation and assessment. aim of understanding the factors that have shaped Therefore, through the teaching and learning of • develop projects.
our world. As an academic discipline, history helps to History, learners should: skills, compare different periods and give their The following activities are recommended:
2. Suggestions to design lesson develop the imaginative abilities and critical thinking • appreciate their personal history, as well as the own structured account of past events. • Sessions using different sources of historical
plans: This section provides: skills of learners. History is also a discipline that aims
• detailed guidelines to impart to learners a range of important moral history of their families, and their communities Instructional expectations evidence, including discussions with people with
• answers to the activities in the lessons, and provide them with guidelines for everyday • acquire the skill of gathering and objectively historical knowledge (resource persons) and
Learner’s Book living and interactions with people in society. The goal of introducing History of Ghana as a visiting historic sites
• suggestions for remedial and The objective of this Teacher’s Guide is to make analysing historical data, using scientific subject in the primary school is to effect positive • Debates among groups on various topics relating
extension activities teaching and learning interesting, useful and methods, which will enable them to interpret change in the values and attitudes of learners. It to history
• guidelines for assessment enjoyable. past actions and behaviours of the people of focuses on past events that have shaped our society. • Projects using modern technologies to
• suggestions for activities from Teaching philosophy Ghana from a Ghanaian perspective This can be achieved through well-planned lessons communicate findings clearly and effectively in
the Learner’s Book that may be Through the learning of History, learners would, • acquire more knowledge on the history of the that involve learners in the learning process. The the form of papers, exhibits/posters, drama and
used as homework. specifically, acquire: people of Ghana enquiry approach of teaching is therefore encouraged documentaries.
• critical thinking skills by comparing, • apply historical concepts to the study of the in the History classroom. Learners should be guided
3. Extra resources: Wherever history of Ghana to make enquiries from available sources of historical Organisation of the curriculum
appropriate, this section provides contrasting, evaluating, synthesising, and • develop a discerning approach to studying evidence. Historical evidence can come from
extra resources for specific themes applying historical information or knowledge sources of historical evidence primary sources and secondary sources: The curriculum is organised under Strands,
and units of the Learner’s Book. with little or no supervision • develop a sense of national consciousness and • Primary sources originate from the past. Sub-strands, Content standards, Indicators and
• creative thinking skills to be able to reconstruct appreciate the factors that make for national unity exemplifications. In this curriculum, ‘Ghana’
important past events confidently • acquire positive habits and attitudes, national Essentially, primary sources are closer to the represents Pre-colonial and Post-colonial Ghana.
• digital literacy by using IT tools and resources identity as a Ghanaian and an African with events in time and space. Examples could include • Strands are the broad areas/sections of the
efficiently for investigations and project work a heritage worthy of pride, preservation and pottery, wall paintings, carvings, coins, letters,
• effective communication skills to be able to improvement newspapers, diaries, court records and verbal History Curriculum to be studied.
share information at varied levels of interaction • appreciate the relevance of the study of history accounts from people who witnessed an event, • Sub-strands are larger groups of related
• values to live as global citizens, as they learn in current and future development efforts of the archival documents and archaeological findings.
about other people and cultures of the world. nation. • Secondary sources relate to accounts about indicators. Indicators from sub-strands may
General aim of the curriculum past events that were produced, based on sometimes be closely related.
Learning philosophy The curriculum is aimed at developing individuals to interpretation of primary sources, e.g. books, • Content standards refers to the pre-determined
The History classroom should be learning-centred. become literate, good problem-solvers, with the ability journals, articles, etc. level of knowledge, skill and/or attitude that a
Introduce the topic for the day and assist learners to to think creatively and have both the confidence Instructional expectations for your History lessons learner attains by a set stage of education.
describe and analyse issues raised, trace patterns of and competence to participate fully in the Ghanaian include the following: • Indicators are a clear outcome or milestone that
societal and human behaviour and, where possible, society as responsible local and global citizens. • Plan lessons to meet the interests, knowledge, learners have to exhibit in each year to meet the
give their views on current events (in the country) Subject aims understanding, abilities, and experiences of your content standard expectation. The indicators
based on their knowledge of the history of Ghana. The National Curriculum for the History of Ghana learners. represent the minimum expected standard in a
Encourage learners to explore topics through aims to ensure that learners can: • Design and manage learning environments year.
questioning. • trace Ghana’s origins and its past glories that provide learners with the time, space, and • Exemplar refers to support and guidance
The History curriculum is underpinned by seven • develop the critical skills of historical enquiry resources needed for learning the History of that clearly explains the expected outcomes of
historical concepts and classroom activities. using scientific methods and participate as active, Ghana. an indicator and suggests what teaching and
Emphasise these important concepts in your daily informed and responsible citizens • Encourage discourse among learners and learning activities could be used to support
learning, as they are aimed at promoting higher- • develop a critical understanding of the past and challenge them to accept and share responsibility the facilitators/teachers in the delivery of the
order thinking among learners: its impact on the present, to help them face the for their own learning, based on their unique curriculum.
• context and chronology future with confidence individual differences. The curriculum for Basic 2 is organised under two
• significance • explain how external factors have shaped the • Use multiple methods to systematically gather strands with four sub-strands:
• cause and consequence history of Ghana data about learner understanding and ability • Strand 2: My country Ghana
• continuity and change • gain a sense of national consciousness, identity in order to guide teaching and learning and to – Sub-strand 1: The people of Ghana
and appreciation of Ghanaian values, in order provide feedback to both learners and parents. – Sub-strand 4: Major historical locations
to help to instil values, such as tolerance, good • Collaborate with colleagues within and – Sub-strand 5: Some selected individuals
citizenship and national pride across disciplines and grade levels to develop
communities of learners who have the skills of (Outstanding women from Ghana)
11 enquiry and exhibit attitudes and social values • Strand 3: Europeans in Ghana
conducive to learning.
– Sub-strand 2: International trade and the
12 slave trade
Strand 1: History as a subject Introduction Strand 1: History as a subject
Introduction to understand the present, and provides insight into Sub-strand 1: Why and how we study history
our origins – where we came from – and culture.
History is a subject that explores the past with the History also shows us why events happened in the In this sub-strand, learners will discover why we study history, in other words, why it is important. Three major
aim of understanding the factors that have shaped past and how they have affected the present. We reasons for the study of history are provided. How we study history is also discussed in detail. This entails the use of
our world. History deals with important past live with the consequences of those events and how sources – primary and secondary – to gather information about past events.
activities of a people so that we understand how we people dealt with them. These events can also affect The importance of studying history ---------------------------------------------- (B4.1.1.1)
acquired our identity and culture. what happens in the future. History reveals why Learners realise the importance of studying history, namely because it forms your identity, helps the nation to
As an academic discipline, History helps to develop rules exist today and why these rules are necessary survive and contributes to integration and pride as a nation.
the imaginative abilities and critical thinking skills of for communities of people to live together peacefully
learners, because it teaches them to analyse, evaluate and to grow and prosper. The history of Ghana is important
and interpret past events carefully in order to In Sub-strand 1: Why and how we study history, learners
make informed decisions. The study of history also will find out what history is – namely, human activities In this section learners are given an overview of Teaching instructions
teaches important moral lessons, and provides clear that happened in the past – and why the study of major events that took place in Ghana’s past, and Use these teaching suggestions to create your own
guidelines for life, and promotes interactions among history is important. They will also explore different thus are a part of Ghana’s history. Learners are made lesson plans.
the people in the society. sources that tell us about the history. Learners will look aware of the impact that events can have on the Phase 1: Start suggestions
In essence, history is the study of people. It tells the at different ways that we can find information and people of a country. • Start by asking different learners where they were
story of all the people who have lived on Earth, and evidence of events that took place in the past.
their activities, and how these activities have shaped History shapes our born, and which big events took place in their
our world today. Understanding the past allows us identity ............................................... (LB page 8) lives since then.
Learners discuss what the word identity means. They • Hold a class discussion and ask learners how they
Opener Activity learn how the events from history contribute to and think events that happened to them, changed
promote their identity as Ghanaians. them, and made them into the people they are
Let us learn about … History and why it is important (LB page 5) today.
Content standard B4.1.1.1 • Conclude with the fact that most of them were
The opener activity provides an opportunity to book will tell you more about how Ghana became Understand the importance of studying history. born in Ghana, which makes them Ghanaians,
assess learners’ basic knowledge of what history is, independent. This is an event that touched the lives Indicator B4.1.1.1.1 which is a part of their identity.
and what the study of history entails. The questions of everyone in Ghana. Explain the importance of studying the history of Phase 2: Explore suggestions
should get them talking so that you can assess 3 The old black and white photograph indicates Ghana. • Discuss the concepts in the Learner’s Book with
what the foundation is from where to start your that the book is about the past; things that took Subject specific practices and core competencies learners. Ask them to talk about the events that
presentation of the history of Ghana. place a long time ago when there were only Learners develop their cultural identity, creativity took place in Ghana’s history. Let them tell the
Ask learners to work in groups to complete the black and white photographs available. A black and innovative skills as they identify the class what they know about these events, and
activity. Walk around the classroom and listen as and white photograph is a primary source of importance of studying history. what their parents and grandparents have told
learners talk about the questions. Help any learners history and evidence that a certain event took Resources them. Lead them to evaluate how these events
who seem to be struggling. Give learners time to talk place. Guide learners to tentatively explore the Ghana History Basic 4 Learner's Book; photos/ changed the lives of the people in Ghana.
about the questions and then hold a class discussion difference between the History book as a whole, videos of historic events and/or cultural activities • Ask learners to tell the class about the food they
for them to share their answers. and the black and white photograph. Let them in Ghana eat, how they dress, festivals, their names, etc.
Answers arrive at the fact that the person who took the Key words and lead them to the discovery that this forms a
1 History is the study of past events. It can be related photograph was present at the event, while the record, migration, settlement, alliance, coups part of their identity as Ghanaians, and that these
person who wrote the History book was not d'état, identity, unique cultural activities are actually kept alive through
to past events in a person’s life, or past events necessarily present. Helpful links history. Remind them that other countries have
in a country’s development. People know what • www.enotes.com/homework-help/why-important- their own way of doing things, and have another
happened in the past by looking at things from the Diagnostic assessment identity. Therefore Ghana is unique, and it is
past including sources (like this book, newspapers, Observe learners and use their answers to assess their study-history-explain-your-answer-389341 (the history that formed this unique identity.
letters and old photographs, like the one on the understanding and skill levels. This activity will also importance of history) Phase 3: Reflect suggestions
cover) and artefacts (like pottery). allow you to measure how much they know about • Let learners talk in groups about their identity as
2 The flag of Ghana is on the cover, because the book the specific concepts. Where necessary, ask leading Ghanaians. Let them make a list of all the things
is specifically about Ghana. The flag represents an questions to identify their strengths and weaknesses, that make them Ghanaians.
independent Ghana, so the information in this and any knowledge gaps. • Ask learners to think about how history has
contributed to establish the things on the list.
How did they come to be?
41 42
Resources Resources
Resource 2 continued Resource 3
Let us learn about... The people of Ghana (LB pages 26–27)
A map of Ghana, showing the region where the Anlo people are mainly
located.
UPPER WEST UPPER EAST REGION
REGION NORTH EAST REGION
NORTHERN REGION
SAVANNAH REGION
BRONG BONO EAST OTI
AHAFO REGION REGION
REGION
AHAFO ASHANTI EASTERN VOLTA
REGION REGION REGION REGION
WESTERN NORTH
REGION Dzodze Denu
Adidome Akatsi
GREATER Sogakofe Anlo-Afiadenyigba
ACCRA Keta
REGION
Dzita Anloga
CENTRAL
WESTERN REGION
REGION
ANLO
128 You have permission to photocopy this page. You have permission to photocopy this page. 129
6
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: History as a subject Sub-Strand 1
• incorporate an activity to introduce
Strand
the topics that learners will explore
in each unit 1
• allow for diagnostic assessment
• build excitement about the new
content to be learnt in each unit
• prompt debates and content
integration with ICT, where
relevant and appropriate.
Let us learn about ...
History and why it is important
Look at the cover of the book about Ghana’s history.
Talk about the following:
1 What the word ‘history’ means.
2 Why is the flag of Ghana on the cover?
3 Why do you think an old black and white photo is added on the cover?
5
Text and content: Strand 2: My country, Ghana Sub-strand 1
• use language that is appropriate
The people of Ghana HOMEWORK
to the level, age, knowledge and Ask your parents or an older person in your community about the
background of the learners The Ghana we know today, was formed by the KEY WORDS history of your ethnic group.
• are representative of Ghana’s migration of various ethnic groups to the Gold Coast. 1 Where did they come from?
diversity These ethnic groups are further divided into smaller savanna belt 2 What are their customs and traditions?
• have a good gender balance and tribes and kingdoms. Ghana thus consists of several forest belt 3 What stories do they tell about the old warriors and chiefs?
portray no gender stereotypes. kingdoms. Some of the kingdoms in Ghana are: coastal belt 4 Share it with your class.
Illustrations and photos:
• are high-quality and representative l the Mole- Upper West Upper East Akan The Anlo was a very powerful kingdom in earlier times. In this unit, you
of Ghana’s diversity Dagbani and Savannah North East Guan will learn more about the rise and fall of this mighty kingdom.
• balance the text on every page and Gonja (Guan) Ewe
add to learners’ understanding of kingdoms that Northern Mole-Adagbani Formation of the Anlo Kingdom
the content are mostly Ga-Dangme
• have captions and labels that are situated in the Savannah belt The Anlo is a sub-group of the Ewe ethnic group. Members of the Anlo live
simple, relevant, appropriate, and savannah belt. Forest belt in the south-eastern part of Ghana in the Volta region. According to oral
clear Coastal belt history, the Anlo settled in their present home in the late 17th Century. It is
• reflect a variety of learners l the Bono, told that they escaped from Notsie, an ancient region that is now located
(including learners with special Adansi, Asante, Bono Bono East Oti within the borders of the modern state of Togo.
needs) Denkyira
• show no gender stereotypes. and Akwamu Ahafo Ashanti To this day, the Anlo
(all Akan) Western North celebrate this escape
kingdoms, Eastern Volta and their settlement
mostly situated in an annual festival
in the forest Greater Accra called Hogbetsotso.
belt. The word ‘hogbe’ or
Central ‘hohogbe’ means
l the Anlo (Ewe), ‘the day of exodus’.
Fante (Akan), Western
Ga-Adangme
and Effutu Ghana’s main ethnic groups and where they are located
(Guan), mostly
found in the Women dancing at the Hogbetsotso festival
coastal belt.
24 25
Strand 2: My country, Ghana Sub-strand 4
Activity 2.9 Activity 2.10
1 Role-play an interview between a news reporter in 1421 and Ayuba. 1 Take turns to state an interesting fact about the Okomfo Anokye
2 Take turns to be the interviewer and the interviewee. sword.
3 Write down your questions in your exercise book before you start.
4 Write a summary of five sentences about the information you 2 List all the interesting facts in your exercise books.
3 Use your list to design a poster to provide information to people who
gathered in your interview.
visit this historical location.
Okomfo Anokye Sword Site in Kumasi Exercise 2.7
Okomfo Anokye was an Asante fetish priest and KEY WORDS 1 Fill in the missing words in the sentences below. Use these words:
cofounder of the Asante Kingdom in West Africa.
According to oral history, he planted a sword in the fetish Larabanga Sudanese Ayuba Quran Imam
ground and declared that the removal of the sword cofounder
will be the end of the Asante Empire. succeeding a The oldest mosque in Ghana is the
Mosque.
It has been 300 years since the sword was planted in the ground at the b The mosque is built in the
Okomfo Anokye Hospital in Kumasi.
style.
c The mosque was built by .
The sword serves as a symbol of unity of the Asante Kingdom. Many d There is an old in the
people have tried to use force and machines to remove the sword, but no
one has succeeded. mosque.
e Yidan Barimah Bramah was the
in 1650.
2 Say whether these statements are true or false:
a Okomfo Anokye was an Ewe priest.
b It is believed that if the sword is
removed, it will be the end of the
Asante Kingdom.
c The Okomfo Anokye sword has
been in its position for 500 years.
d The sword is located in Kumasi.
e The sword has been removed a
The Okomfo Anokye sword Okomfo Anokye few times.
44 45
7
TWheelBcoamsee ltoMtihssisioHnistory series
successfully built
Gh‘Dainday’osufirksntow?’ boxes:
sc•h oporlosvyidseteinmte.reIstting facts and extra
consinsftoerdmoatfioanll.
levels: from village
primary schools to
a teachers’ training A Basel girls’ school in Aburi in the 1800s
college.
Te•Kc ehybnuwicioladrdls,uvbboojexcceats-tsapinoedcniafaicGl valooncsdasbaaruygla:rriycultural training were
introgdruadcueadllyi,ngtivhiengsylelalranberus sthteo empower local people to: KEY WORDS
l soclovnefipdernocbelteomusndinertshtaenidr istocieties
l prtcohlervaoirudlygehafndodirfaftephrpeenlyitrieftaxienmrcciioslienest.se’xbt aansdic needs. vocational
syllabus
The schools taught subjects like carpentry, joinery, joinery
masonry
tailoring, bookbinding and masonry. Workshops were experimental
established at the schools to give practical training.
The Basel missionaries developed agricultuGreLOaSsSAfoRlYlows:
l raAGngdarr4idc: euCnoltilunorngeiaswanatdisohnaoacrnotidmcuDpletuvulesrleoorwpymesercenhttoauounlgdsehurtb.CAajboeolcloisthn.eida ltoRguetlreid ionf/toGehnad na blacksmith a person who melts
and shapes iron
Slt
l 18NE4xu3pm,eCerorimouemsnaftanardml epsrlaHwneetnraertyieosWntaosbrwsllieesrhyeeHedsil.tlawbalissahaayocbpehurpodireaovo.dweinmnanetnyetcdosuoanmtrseythgthinoagtvyiseonuro’nvteor bombard to attack with bombs or
a great increase in
Inl ocbfaontonhmoiennsg
GloldVaCroiaosuts. Mcraocplseawneerengcauglteivdawteitdh, ltihkeelcoocfafel peaa,ecdcocvooapmntltptealoigs.henSe,dae/ybaveagettomeraralcr,lheaasoncufhceegtdoharersceagnsborremeoaeaukthwpninasdgter a barrier before a
agregerdoutonbdenuptrso.tected by Britain, which led topoasitsiopnecial treaty called htahrbeouBroornshdore to make waves
oTfh1e8s4e4.farming activities took place at: Akropaaglolriaenengctoe,wgCorrohkutrpoiogsfetcthoiaeurnntrsiebs tohartg, smaller
broadcasting sending over a radio
TAhbeokteorbmi, Asnoufmth, KepBoonng,dKorofb1o8-4O4dumase, Keaatnllaoyt,hceAorufdnotraraypathanarttidchualWsajropainuyerpdaows.ieth bungalow a small, cozy house
or cottage
1TmhitTsehhsyeieoiGnBnotrsrilotdeidtsChuuopcaaegtsdhrteefcreoBodmmatsomtehpelerTrocrataitaedtclaitfncatkghrsmeCoocifnhmtgiheptefaosAnatshynaedniaabnputrrpcmei1lehdee.i8aitdnoe5gsfcpot5arulc.reneeIstittnahfblealttsohrhtymeuelmegseoilhriortwastura.ylytoThofcheaernl pCctphaairnapglermsntftrooemrf a person who makes
wood
32CwoioalsTTmpslhharhpeeovaaedBpnnreurydiyoctliatphessnlhda,edcdaboohgybfturtrttehmaoheenneadcGanBthonoaseldasdmsecriCalrnuoiMibfnAaicbitcsseaecstiirriwnno,aaenj,tuhnArSseedkthtuicecoioapexsupppatniioonmntprdrgtyaaefaasahC.eadnulurtrtltomtviiedoritrifmacebnahneniAcoshceebtpglodoeussrfaaitaanahsnempgniyc.nhsotogyyuaobn.jnaetETrcbyetuhomopreakodraBaepbKboaceyutsEt.iteSchYelehTsiWpr,cbcpaaspeaaonundtpioOnietttcntirchisanhheRmglirigssiattneDaCksorehnusreliepswdtlaihafcronoetimteyaabchceeefonsrteral
Bond.author’s own life inhumancheieftain a leader of a clan or tribe
70among the coastal states that signed the institution an
awoamefia paramount chief; ruler chieftain
The Bond is signed B established custom of a chief
barracks hostel for soldiers citizen a person who is a member
The Bond of 1844 was signed at Palaver Hall, Fbwoaaryrr;miearfeesnoncmea/ea-thwAiandlgl athnatsbil.ocIkts wtheas anof a country who is not in the
civilian a person
important event. It was a peace agreement betbatakwtetsleepsleaitcnee tphlacee wBhreirteiasfhighatnd aanrmuemd fobrceesror the police
of chiefs of the Southern Gold Coast. Commander Henry Worsley Hill was the
120
representative of the British.
EigIhCtTchbioexfess:from the following groups initially signed the Bond: ICT
l ••A bieonmrcalpuhdaesirseesethareclchoarceAtcsivosimitniepsetencies Do research on the internet to find
l •D ecnoknytaiirnaextra alctiviDtioesmfoernmausleti-
l Anaobmilitaybleoarningl. Cape Coast pictures of the Palaver Hall where the
Bond of 1844 was signed.
Eleven chiefs from the
following groups later
added their signatures to
th8e Bond document:
l
Naa Gbewaa of Pusiga Welcome to this History series
NaaStrand Gbewaa2: My country, G(ahalnsao known
Activities: asAcNtiveidtye2g.8a or Kulu Gbagha) Sub-strand 4
• incorporate accurate and current
isCthhooeseftoheucnordrecetrwoorfd(tsh) freomDcaolgumbnoBnto complete the sentences in A.
individual, pair and group work snatKWDaTtbianhothennronihae.TTYTTaceddnAKeouharhhhhdpbtnarwgugteeeeureaeubehGusahcsdJJslimir.esivlatrmhaagddeoiraon.oammhiesueiaestrnfntmcnseedeenhNpdgfeatcsd.ssuoooke.ewIttag,rGiuToroot.naueaauisHhrwwwusinhsmNeonmeneannfgfrooaeaazseadwatLLvvdorh,hhcliiineeshaoeggoneihutomrnoshhnataldlesdoeiwettasbteghh.eontsrteedhsrrttpooksHaruvaatteuuesnheiocchbanissstrtovctffelsh,eeederietursceonebdhdeww.ehsslmuoanreioveaaonisactisdlcsstsewedy2nhoailbbda,ite0ennoOuusa.0idpsglriids8riillorsgsttaaibwavfthbigsrysnannotyyhothdPmeelitfoasrhfazeoutGoeoessfhioref.daio.coenennnatB3J510o0Dr8okhuk7somnmtt1tmiafcoKnoAbhnaaugEareuiroytnYitgatsertotluBahedkagWwrncaru1naaitaermtO8ittlbionlere9senocdRrh2renuyDr S
activities that help learners to TKuhfueorK.,Tihnegndaamondemwaosfc.hDanaggedbtoo nGo,lden Jubilee House or Jubilee House.
explore and practise what they have tIthiseohneoomf Ghealnaan’sdpoopufltahr teourist attractions.
learnt fDCo1132eaunagChnFSWartiemoohbnrdulamoidpetmrueerdepoytyadfluoibFoetts.lutrwahateci.ShgoneittrssrthphettotaeetpehhfsiarfneoeHreitanceeopgltrA1auseerlcssans5ecseaptcr.Hi.t,ahnebOhgwsaMobbfaaeEoucElWutsoxtGtsOweiittfrR..fhcaUKirssedee 2.6
• address the syllabus content the ICT
standards and core competencies
• are representative of the indicators wUsoerdthseininttheernbeotxtoesfitnod
and exemplars information. Ask an adult to
• have instructions and text that are
consistent and clearly presented to hJeelrpNryyaoRuaa.wGlinbgsewaaBuormf aPusiga
learners kinga dBourmma'sCaomripgisinth,elheeaaddqeuarrsters of the
• promote problem solving and .
subject understanding
• compensate for multi-ability da1rnudScdbmacyBWoniufenrtsamhtqerAafurfCCroaiaealclmaomtsnwipptvsiwsniosegalhldssositctea.ahartsveteesepmderrEeeibvnxvneeietodsreuciansinrsenWeapto.2rmur.r5leedeooWsrfeaBfarrulIvsrImeea:asdpCaianrmt opf.the
learning AccabeorTFTCdlhhaaeiemgnplspetgraaaedifsgtfiedonHre.oontufthstlheievewe1dsa9asr7tbu9Fucmlioaltugbpssytdtato’fhéfterHaiGoteuhwssaae,ns.aTioanhgao.vzeiren,mtehnte.
• allow learners to practise the core a'R2semecddSabaayHFTIYJtolahilawfulumegtarghncseesaetsrtaiintsfnoeofoafsawlrueHluzo'enoogpwfauoLuriissronagoaefgthaftmwFetsrhhldtaaaaososiLgtunre3srsea2mt0esba0kkeuwef0fmnei8amlHttbssfoCirnybaouehur2Pmsneie0rale.tt0trihsi5dunnie.de,1tJeo7toanr8rmt1faZaJ.eolvasshteeomn:wlKlnfeuafLduirgoawhr.t,hitohuse.
skills, in context and while engaging (MN2aiglabAcedine.sWWJJATrwaaikhroeammieytrheeeetdophdssaietdeofForzowqt’twshiruonetnheeiwodsLzsmuotihfagiasooaherayntatfiFshrtsr)o.loF,raamulitgbaetssgateethdscawetfhfaoftaeJfHhadsfrHmoreteeouoebsmutdsuehstiaoeewlotwJcauivanlnsogmi1oLsn8ehiregi9gsdght2tioeotn.ohwwaronnlnulo?ysLtfeuiog.sthehtdhefoour.se.
in practical activities. Maldci kWWihrnietgend,woPawsanitgtihneWanueagwubrnagateamd,e?aofnFldagtshtaeffyHohusaed. a son,
Exercises: K4p2 oegNoanmuemtwobtohi.ngs the president uses Flagstaff House for.
• allow learners to answer questions
about what they have learnt and
consolidate learning.
Homework activities: HOMEWORK39 K
• let learners explore, build on and
1 See if you can find a ‘talking drum’ at home or co
practise what they have learnt at from a member of your family. na
school.
2 Practise at home to give a demonstration in
class of how to play the drum.
9
Welcome to this History series
Revision activities: REVISION REVISION
• help learners to revise content
• feature self-assessment that give Answer these questions to revise the work you have learnt in Strand 1. 1 Redraw the table below in your exercise book and fill in the correct
learners an opportunity to reflect 1 Complete the following statements: information for each of the following historical locations:
on their knowledge and learning
• promote problem solving and a History is a of past events. a Flagstaff House
subject understanding b Burma Camp
• are representative of the indicators b History makes us we are. c Jamestown Lighthouse
and exemplars d Gbewaa Palace
• provide opportunities to assess c The is the largest ethnic group in Ghana. e The Larabanga Mosque
learners both formatively and f Okomfo Anokye Sword Site
summatively. 2 True or false: g The Kumasi Fort and Military Museum
Assessment: h The Ghana Broadcasting Corporation
• provides an opportunity for a The Ewe is an ethnic group of Ghana.
learners and teachers to assess
what they have learnt. b History is not an important subject.
End-of-year exam: 3 Name three important events in the history of Ghana.
• provides learners with an
4 Is it important to study the history of Ghana? Name three reasons for
opportunity to check their
knowledge and understanding of your answer.
the work they have learnt during
the year 5 How does history help to form people’s identity? Example
• allows learners to practise exam-
type questions and identify any 6 How does history help to keep traditions alive? Historical site
gaps in their knowledge
• provides an additional opportunity 7 How does history help to make you proud to be a citizen of Ghana? Where Who built When was Why was it built? How has it
for summative assessment. it built? changed?
8 What are primary sources of history? Name two. is it? it?
It was rebuilt
9 What are secondary sources of history? Name two. 1 Flagstaff House in 2008.
10 What do the five Ws stand for?
11 List the information we can get using the five Ws. Accra The Not It was built to be
British known used as offices.
Self-assessment yes sometimes no Self-assessment
I can ... I can ... yes sometimes no
1 demonstrate knowledge of some of the
1 name three reasons why studying
Ghana’s history is important. historical sites of Ghana.
2 name two categories of history sources. 2 say where the historical sites are located.
3 say who built them.
3 give examples of the two categories of 4 say why they were built.
history sources. 5 say how they have changed over time.
4 explain how to gather historical
information from sources of history by
using the 5 Ws.
20 49
ASSESSMENT TEST ASSESSMENT TEST
1 Fill in the missing words. e There were many cases of conflict between the Asante and other
a The Asante moved south to their area in 1807, 1811 and groups from 1820 to 1843.
. f Colonisation happens when a developed country takes over a
b Britain’s main goal early in the 19th Century was to grow their developing country.
interests. g At the end of 1897, the Northern Territories were proclaimed a
c Trade in products like , and were disrupted. British colony. (7)
d The Europeans felt in their forts. 3 Answer the questions about the Asante and the British.
e The and the trusted the British to protect them. a Name three issues the Asante had with the British in 1824. (3)
f Governor of was appointed to manage the forts on b Who signed the peace treaty of 1831? Name three parties. (3)
the Gold Coast. c What was the peace treaty in ‘b’ called? (1)
g He wanted to end the trade and to establish . d What did Maclean do to preserve the peace? (1)
h He closed the and encouraged the coastal groups to e Did trade increase or decrease after the peace treaty was signed? (1)
oppose the . 4 a How much time went by after the peace treaty was signed
before the Bond of 1844 was signed?
i The first Anglo-Asante War took place from 1822– . (1)
b What were the terms of the 1844 Bond? (4)
j The were the British allies. c Write five sentences to explain the events that led to the
(5)
k During the 2nd Anglo-Asante War, the British destroyed . Bond of 1844. (2)
(2)
l George Ekem Ferguson signed a treaty of friendship and trade d How many chiefs signed the Bond? (3)
e Where was the Bond signed?
with of Dagarti. f What was the significance of the Bond?
m A second treaty was signed by Lieutenant and Na Seidu
for Dagarti.
n In 1916, Togoland was divided to form Togoland and
Togoland. (22) 5 a Complete the definition: Colonialism is ... (3)
b Complete: A colony is ... (3)
2 Say if these statements are true or false. c Complete: A protectorate is ... (3)
a The British defeated the Asante in the battle of Nsamankow.
b The Asante killed the British Governor, MacCarthy. 6 a Name the two main agreements in the Treaty of Fomena. (2)
c The Asante were unhappy because the British controlled their b Who signed the Treaty of Fomena? (2)
allies well. c Who was the Asantehene during the last Anglo-Asante War? (1)
d What happened to the Asantehene when the war was over? (1)
d Captain George Maclean arranged a peace treaty with the Asante e What happened in the War of the Golden Stool? (3)
in 1825.
96 97
YEAR-END EXAMINATION YEAR-END EXAMINATION
11 Choose one of the major historical locations in Ghana below. Write 12 Choose one of Ghana’s outstanding traditional leaders in the pictures
down the letter and name of the location you choose, and answer the below. Write down the letter of the picture you choose and answer the
questions that follow. questions that follow.
AB ABC
CD
EF DEF
G
a Where is it located? (1) a Who is this traditional leader? (1)
b When was it built?
c Who built it? (1) b How did this leader contribute to the national development
d Why was it built? (1) of Ghana? (2)
e How did it change over time?
(1) c Why does this leader inspire you? (2)
118
(1) Total: 120
119
10
INTRODUCTION Introduction
Rationale and philosophy of • similarity and difference
the History curriculum • evidence
• interpretation.
History is a subject that explores the past with the Therefore, through the teaching and learning of
aim of understanding the factors that have shaped History, learners should:
our world. As an academic discipline, history helps to • appreciate their personal history, as well as the
develop the imaginative abilities and critical thinking
skills of learners. History is also a discipline that aims history of their families, and their communities
to impart to learners a range of important moral • acquire the skill of gathering and objectively
lessons, and provide them with guidelines for everyday
living and interactions with people in society. analysing historical data, using scientific
The objective of this Teacher’s Guide is to make methods, which will enable them to interpret
teaching and learning interesting, useful and past actions and behaviours of the people of
enjoyable. Ghana from a Ghanaian perspective
• acquire more knowledge on the history of the
Teaching philosophy people of Ghana
• apply historical concepts to the study of the
Through the learning of History, learners would, history of Ghana
specifically, acquire: • develop a discerning approach to studying
• critical thinking skills by comparing, sources of historical evidence
• develop a sense of national consciousness and
contrasting, evaluating, synthesising, and appreciate the factors that make for national unity
applying historical information or knowledge • acquire positive habits and attitudes, national
with little or no supervision identity as a Ghanaian and an African with
• creative thinking skills to be able to reconstruct a heritage worthy of pride, preservation and
important past events confidently improvement
• digital literacy by using IT tools and resources • appreciate the relevance of the study of history
efficiently for investigations and project work in current and future development efforts of the
• effective communication skills to be able to nation.
share information at varied levels of interaction
• values to live as global citizens, as they learn General aim of the curriculum
about other people and cultures of the world.
The curriculum is aimed at developing individuals to
Learning philosophy become literate, good problem-solvers, with the ability
to think creatively and have both the confidence
The History classroom should be learning-centred. and competence to participate fully in the Ghanaian
Introduce the topic for the day and assist learners to society as responsible local and global citizens.
describe and analyse issues raised, trace patterns of
societal and human behaviour and, where possible, Subject aims
give their views on current events (in the country)
based on their knowledge of the history of Ghana. The National Curriculum for the History of Ghana
Encourage learners to explore topics through aims to ensure that learners can:
questioning. • trace Ghana’s origins and its past glories
The History curriculum is underpinned by seven • develop the critical skills of historical enquiry
historical concepts and classroom activities.
Emphasise these important concepts in your daily using scientific methods and participate as active,
learning, as they are aimed at promoting higher- informed and responsible citizens
order thinking among learners: • develop a critical understanding of the past and
• context and chronology its impact on the present, to help them face the
• significance future with confidence
• cause and consequence • explain how external factors have shaped the
• continuity and change history of Ghana
• gain a sense of national consciousness, identity
and appreciation of Ghanaian values, in order
to help to instil values, such as tolerance, good
citizenship and national pride
11
Introduction As the teacher, you should serve as a facilitator by
• study the History of Ghana in an enjoyable and prompting learners to:
• observe and collect historical evidence
stimulating environment • interpret data as required
• make use of historical facts to acquire analytical • build models
• develop projects.
skills, compare different periods and give their The following activities are recommended:
own structured account of past events. • Sessions using different sources of historical
Instructional expectations evidence, including discussions with people with
historical knowledge (resource persons) and
The goal of introducing History of Ghana as a visiting historic sites
subject in the primary school is to effect positive • Debates among groups on various topics relating
change in the values and attitudes of learners. It to history
focuses on past events that have shaped our society. • Projects using modern technologies to
This can be achieved through well-planned lessons communicate findings clearly and effectively in
that involve learners in the learning process. The the form of papers, exhibits/posters, drama and
enquiry approach of teaching is therefore encouraged documentaries.
in the History classroom. Learners should be guided
to make enquiries from available sources of historical Organisation of the curriculum
evidence. Historical evidence can come from
primary sources and secondary sources: The curriculum is organised under Strands,
• Primary sources originate from the past. Sub-strands, Content standards, Indicators and
exemplifications. In this curriculum, ‘Ghana’
Essentially, primary sources are closer to the represents Pre-colonial and Post-colonial Ghana.
events in time and space. Examples could include • Strands are the broad areas/sections of the
pottery, wall paintings, carvings, coins, letters,
newspapers, diaries, court records and verbal History Curriculum to be studied.
accounts from people who witnessed an event, • Sub-strands are larger groups of related
archival documents and archaeological findings.
• Secondary sources relate to accounts about indicators. Indicators from sub-strands may
past events that were produced, based on sometimes be closely related.
interpretation of primary sources, e.g. books, • Content standards refers to the pre-determined
journals, articles, etc. level of knowledge, skill and/or attitude that a
Instructional expectations for your History lessons learner attains by a set stage of education.
include the following: • Indicators are a clear outcome or milestone that
• Plan lessons to meet the interests, knowledge, learners have to exhibit in each year to meet the
understanding, abilities, and experiences of your content standard expectation. The indicators
learners. represent the minimum expected standard.
• Design and manage learning environments • Exemplar refers to support and guidance
that provide learners with the time, space, and that clearly explains the expected outcomes of
resources needed for learning the History of an indicator and suggests what teaching and
Ghana. learning activities could be used to support
• Encourage discourse among learners and the facilitators/teachers in the delivery of the
challenge them to accept and share responsibility curriculum.
for their own learning, based on their unique The curriculum for Basic 4 is organised under five
individual differences. strands with seven sub-strands:
• Use multiple methods to systematically gather • Strand 1: History as a subject
data about learner understanding and ability – Sub-strand 1: Why and how we study
in order to guide teaching and learning and to
provide feedback to both learners and parents. History
• Collaborate with colleagues within and • Strand 2: My country Ghana
across disciplines and grade levels to develop
communities of learners who have the skills of – Sub-strand 1: The people of Ghana
enquiry and exhibit attitudes and social values – Sub-strand 4: Major historical locations
conducive to learning. – Sub-strand 5: Some selected individuals
• Strand 3: Europeans in Ghana
12 – Sub-strand 3: Missionary activities
• Strand 4: Colonisation and Development Introduction
under Colonial Rule in Ghana
– Sub-strand 1: Establishing British Rule in Ghana Pair work
• Strand 6: Independent Ghana Learners are often instructed to work in pairs –
– Sub-strand 1: The republics either with their desk mate, or with a partner. This is
an ideal opportunity for learners to assist each other,
Time allocation and for them to assess each other.
• Working with a desk mate offers the least classroom
For adequate coverage of the curriculum, the
following time allocation is advised for Basic 2: disturbance. The learners are already seated side-by-
4 periods of 30 minutes per week. Two periods side. They ask and answer questions during Picture
should run consecutively for practical lessons and talk, and they discuss the readings before they write
revision where needed. comprehension answers individually.
• Working with a partner that you have allocated
Classroom management to the learner means that you can pair a slower
learner with a faster learner, so that they can help
Most teachers in Ghana work with large classes, and one another. You may also choose to pair learners
are skilled in large-class methodologies. Here are a few of similar abilities together, so that they can
reminders about group, pair and individual work that proceed more quickly with the work, while you
could be helpful with large classes. assist the slower pairs.
Group work Individual work
Many of the activities, especially those related to Individual work usually follows a group discussion
listening and speaking, are done in groups. Group or a reading by you, the teacher. The learner will
work needs to be carefully planned and used by now be familiar with the vocabulary required
thoughtfully. For group work to be successful, the for the individual work, and will usually have been
whole class has to be well behaved. Therefore, it is involved in a discussion about the text. This means
important for you to set very definite ground rules. that he or she is now ready to work alone and answer
• Learners must listen to each other. comprehension questions or write a paragraph.
• They must give all group members the While learners are working individually, walk around
the classroom, checking what they are doing and
opportunity to share their ideas. offering help where it is needed.
• They must be polite and courteous.
• Tell learners exactly how loudly they are expected Lleeaarrnniinnggbdeohmaaviionus r(se)xpected
to talk. A central aspect of this curriculum is the concept
• Inform them as to whether they are allowed to of three integral learning domains that should be
the basis for instruction and assessment. These are
get up out of their seats or not. discussed in the following text.
• Make them aware of the consequences if they do
Knowledge, understanding and
not adhere to the ground rules. application
• If a learner misbehaves, it is usually best to
Under this domain, learners may acquire some
remove them from the group and for them to knowledge through their learning experiences. They
complete the activity on their own. may show understanding of concepts by comparing,
• Have signals that will tell your learners that the summarising, re-writing, etc. in their own words and
activity is coming to an end or the noise level is constructing meaning from instruction. The learner
getting too loud. For example, flicker the lights may also apply the knowledge acquired in some new
on and off or ring a bell. It is best not to use your contexts. At a higher level of learning behaviour,
voice as you will end up shouting to be heard the learner may be required to analyse an issue or a
above the group discussions. problem. At a much higher level, the learner may
Circulate and supervise. This is not free time for you. be required to synthesise knowledge by integrating
You need to listen to discussions, check if groups various ideas to formulate a plan, solve a problem,
have understood the instructions and conduct compose a story or a piece of music.
informal assessments.
Vary groups. Three to five members per group is 13
ideal. If groups are too large, you will usually find
someone is not participating.
Introduction responsibilities. Learners must be taught to respect
the views of all persons and to see national diversity
Further, learners may be required to evaluate, as a powerful force for nation development. The
estimate and interpret a concept. At the last level, curriculum therefore promotes social cohesion.
which is the highest, learners may be required to • Equity – The socio-economic development
create, invent, compose, design and construct. The across the country is uneven. Consequently, it is
learning behaviours Knowing, Understanding, necessary to ensure an equitable distribution of
Applying, Analysing, Synthesising, Evaluating resources, based on the unique needs of learners
and Creating fall under the domain ‘Knowledge, and schools. Ghana’s learners are from diverse
Understanding and Application’. backgrounds that require the provision of equal
opportunities to all and that all strive to care for
Skills and processes one another, both personally and professionally.
• Commitment to achieving excellence –
These are specific activities or tasks that indicate Learners must be taught to appreciate the
performance or proficiency in a given learning opportunities provided through the curriculum
area. These skills and processes include Observing, and persist in doing their best in whatever field
Classifying, Comparing, Communicating/Reporting, of endeavour as global citizens. The curriculum
Predicting, Analysing, Generating possibilities, encourages innovativeness through creative and
Evaluating, Designing, Interpreting, Recording and critical thinking and the use of contemporary
Generalising. technology.
• Teamwork/collaboration – Learners are
Attitudes and values encouraged to participate in team-oriented working
and learning environments. This also means that
To be effective, competent and reflective citizens, learners should have an attitude of tolerance to be
who will be willing and capable of solving personal able to live peacefully with all people.
and societal problems, learners should be exposed to • Truth and integrity – The curriculum aims
situations that challenge them to raise questions and to develop learners into individuals who will
attempt to solve problems. Learners therefore need consistently tell the truth irrespective of the
to acquire positive attitudes, values and psychosocial consequences. In addition, they should be
skills that will enable them to participate in debates morally upright with the attitude of doing
and take a stand on issues affecting them and the right thing even when no one is watching.
others. The History Curriculum thus focuses on the Also, learners should be true to themselves and
development of these attitudes and values: be willing to live the values of honesty and
Attitudes: compassion. Equally importantly, the ethos or
• Curiosity – This is the inclination or feeling culture of the workplace, including integrity
and perseverance, must underpin the learning
toward seeking information about how things processes to allow learners to apply skills and
work in a variety of fields. competencies in the world of work.
• Perseverance – This is the ability to pursue a
problem until a satisfying solution is found. Methodology
• Flexibility in idea – This is the willingness to
change opinion in the face of more plausible History is a talking subject and teaching it is quite
evidence. different compared to teaching other subjects.
• Respect for evidence – This is the willingness to Learners are more likely to respond positively to
collect and use data in one’s investigation, and the subject when their teachers are enthusiastic and
have respect for data collected by others. energetic, and adopt an innovative approach to their
• Reflection – This is the habit of critically delivery of the content.
reviewing ways in which an investigation has Look for ideas to challenge learners other than
been carried out, to see possible faults and only using written work. A creative and interactive
other ways by which the investigation could be learning environment makes learning fun and
improved upon. inspires more positive reactions from learners. It
Values: helps them develop the required imaginative and
• Respect – This includes respect for the nation of critical thinking skills and takes away the feeling of
Ghana, its institutions, laws, culture and respect learning under duress.
among its citizens and friends of Ghana.
• Diversity – Ghana is a multicultural society in
which every citizen enjoys fundamental rights and
14
Creative and interactive teaching and learning Introduction
includes the approaches, methods and strategies for
ensuring that every learner benefits from appropriate to provide the answers and their opinions in a
and relevant teaching and learning episodes that are learning-centred classroom.
assessed continuously, and feedback that is provided
to the learner and other stakeholders, such as parents Inclusion
and education authorities. It includes the type and
use of appropriate and relevant teaching and learning Inclusion entails access and learning for all learners,
resources to ensure that all learners attain the especially those who are disadvantaged. All learners
expected level of learning outcomes. are entitled to a broad and balanced curriculum in
The curriculum emphasises: every school in Ghana. The daily learning activities
• the creation of learning-centred classrooms to which learners are exposed should ensure that the
learners’ right to equal access to quality education is
through the use of creative approaches to being met.
teaching and learning as strategies ensure learner \
empowerment and independent learning The curriculum therefore promotes:
• the positioning of inclusion and equity at the • learning that is linked to the learner’s background
centre of quality teaching and learning
• the use of differentiation and scaffolding as and to their prior experiences, interests, potential
teaching and learning strategies to ensure that no and capacities
learner is left behind • learning that is meaningful because it aligns with
• the use of ICT as a pedagogical tool learners’ ability (e.g. learning that is oriented
• the identification of subject-specific instructional towards developing general capabilities and
expectations needed to make learning in the solving the practical problems of everyday life)
subject relevant to learners • the active involvement of the learners in
• the integration of assessment for learning, as the selection and organisation of learning
learning and of learning into the teaching and experiences, making them aware of their
learning process, and as an accountability strategy importance in the process and also enabling them
• the use of questioning techniques that promote to assess their own learning outcomes.
deeper learning.
Differentation and scaffolding
Learning-centred pedagogy
This curriculum is to be delivered through the use of
As the teacher, you should create a learning creative approaches. Differentiation and scaffolding
atmosphere that ensures that: are pedagogical approaches to be used within the
• learners feel safe and accepted context of the creative approaches:
• learners are given frequent opportunities to • Differentiation is a process by which differences
interact with varied sources of information, between learners (learning styles, interest,
teaching and learning materials and ideas in a readiness to learn, etc.) are accommodated so
variety of ways that all learners in a group have the best possible
• the teacher assumes the position of a facilitator chance of learning. Differentiation could be by
or coach who helps learners to identify a problem task, support and outcome.
that is suitable for investigation via project work • Scaffolding in education refers to the use of
• problems are connected to the context of the a variety of instructional techniques aimed
learners’ world so that it presents authentic at moving learners progressively towards
opportunities for learning stronger understanding and ultimately greater
• subject matter is centred around the problem, not independence in the learning process.
the discipline Differentiation and scaffolding involve breaking
• learners responsibly define their learning up the learning episode, experience or concepts
experience and draw up a plan to solve the into smaller parts and then providing learners
problem in question with the support they need to learn each part.
• learners collaborate while learning The process may require a teacher assigning
• learners demonstrate the results of their learning an excerpt of a longer text to learners to read,
through a product or performance engaging them to discuss the excerpt to improve
• it is more productive for learners to find answers comprehension of its rationale, then guiding
to their own questions, rather than for teachers them through the key words/vocabulary to
ensure that learners have developed a thorough
understanding of the text before engaging them
to read the full text.
15
Introduction Gender-sensitive issues and the representation of
people with special learning difficulties successfully
In this curriculum, assessment is emphasised as a operating in normal life are emphasised to ensure
tool to promote learning by all. Its purpose is to inclusivity and avoid stereotyping. This emphasis is
identify the strengths and weaknesses of learners to interwoven closely with the consistent development
enable teachers to adapt their teaching. This will in and promotion of requisite attitudes and values, such
turn help learners to progress steadily in the areas as curiosity, perseverance, flexibility in ideas, respect,
where they need to improve. commitment to achieving excellence, teamwork
Assessment is viewed in terms of Assessment as and collaboration, truth and integrity, as well as an
learning and Assessment as, for and of learning. inherent appreciation of Ghana’s cultural, ethnic and
• Assessment as learning: This relates to engaging environmental diversity.
In addition to gender equality and equity, and
learners to reflect on the expectations of their inclusive education, other issues addressed in
learning. They are assisted to know their roles relevant contexts include:
and take responsibility of their own learning • comprehensive sexuality education
to improve. Learners set their own goals and • energy efficiency and conservation
monitor their progress towards these goals. • anti-corruption
• Assessment for learning: This occurs throughout • climate change
the learning process. It is an approach used • green economies
to seek and interpret evidence, which serves • sanitation
as timely feedback for teachers to refine their • road safety.
teaching strategies in order to improve learners’ This approach will help to achieve the key goals of
performance. Learners become actively involved the curriculum, which are to build character, nurture
in the learning process and gain confidence in values and raise literate, confident and engaged
what they are expected to learn. citizens who are able to think critically and take
• Assessment of learning: This is summative responsibility for themselves and others.
assessment. It describes the level learners have
attained in the learning, what they know and can do Core competencies
over a period of time. The emphasis is to evaluate
each learner’s cumulative progress and achievement. The core competencies describe a body of skills
that teachers at all levels should seek to develop in
Scaffolding their learners. They are ways in which teachers and
learners engage with the subject matter as they learn
A spiral approach has been adopted in the course. the subject. The competencies presented below describe
The content begins with the learner’s immediate a connected body of core skills that are acquired
environment, broadening to an exploration of his throughout the processes of teaching and learning.
or her wider community, and finally extending to 1. Critical thinking and problem solving (CP)
the wider world. Through active participation in This competence develops learners’ cognitive and
activities, learners get to develop appropriate value
systems and contextual understanding. reasoning abilities to enable them to analyse and
Effective teaching and learning in History depends solve problems.
upon the use of actively participatory methods. 2. Creativity and innovation (CI)
These include the following: This competence promotes entrepreneurial skills
• Discussion in learners through their ability to think of
• Drama, role play and simulation new ways of solving problems and developing
• Song and dance technologies for addressing the problem at hand.
• Case studies and interviews 3. Communication and collaboration (CC)
• Research This competence promotes in learners the skills
• Miming to make use of languages, symbols and texts to
• e-Learning exchange information about themselves and their
• Group work life experiences.
• Question and answer 4. Cultural identity and global citizenship (CG)
• Games. This competence involves developing learners
Ghanaian content and examples have been used to put country and service foremost through an
wherever relevant and appropriate to enhance understanding of what it means to be active citizens.
understanding and provide opportunities for learners to
apply their acquired knowledge to real-world situations.
16
5. Personal development and leadership (PL) Introduction
This competence involves improving self- • Smartphones
• Tablets
awareness and building self-esteem. It also entails • CD players
identifying and developing talents, and fulfilling • Projectors
dreams and aspirations. • Calculators
6. Digital literacy (DL) • Radios
Digital Literacy develops learners to discover, • Cameras
acquire and communicate information through • Television sets
ICT to support their learning. It also helps to • Computer and related software, such as Microsoft
make them use digital media responsibly.
Office packages (Word, PowerPoint and Excel).
Teaching instructions ICTs are useful teaching tools in the classroom.
The internet can be accessed on laptop or desktop
The teaching instructions provide suggestions for computers, tablets or smartphones. Try to use
each of three phases (Phase 1, Phase 2 and Phase 3) whatever resources you have available to assist you
in the lesson plans. Several suggestions are provided in your teaching and learning programme. Here are
for each phase, so that there are sufficient options to some ideas for how to do this:
cover all of the required lesson plans for the relevant • Listening to recorded texts is an excellent way of
exemplar(s) in that section of content.
enlisting learners’ attention and observing them
Activities at the same time. Recordings that support the
topics in the syllabus can be found on CDs or
Learners enjoy exploring; getting them involved online, or you can make your own.
in related activities is a fun way to reinforce what • Project and research work is important in the
has been taught. As a facilitator, you can arrange learning process. Teachers and learners can use
excursions to cultural centres, museums or Parliament. the internet to find information and do research.
Relating the lesson to current national and Learners can also watch video clips that give more
international events and inviting guest speakers information about topics they are learning about.
into your classroom to elaborate on topics are • The internet gives access to a wide range of
also fun activities that can be adopted but do not visual material, which can be used to support the
underestimate the application of group work, learning process. This is particularly useful for
debates and research work, designing posters and learners with a limited frame of reference, and
paintings, and so on. These are all excellent ways of who can benefit from visual support in order to
making the History lessons interactive. understand environments that are foreign to them,
The types of activities used to ensure on-level, age- for example the city for rural learners, and the
appropriate and multi-ability learning include: ocean for learners who have never seen the ocean.
• true or false activities Visual material on the internet includes video
• cloze activities clips, animated applications and images.
• role play • You can enhance your teaching by using
• songs and games websites to access material online for extension
• crosswords and word searches or assessment purposes. In the section of this
• matching activities Teacher’s Guide that offers guidance to the
• case studies (for the higher grades) and interviews activities in the History Basic 1 Learner’s Book,
• diary entries, newspaper articles, brochures, specific suggestions are made regarding the use
of ICTs. However, the extent to which you can
posters and timelines. use ICTs in the classroom depends on the access
that your school has to them. Some schools
Use of ICT have internet connections and can access the
internet to use a wide variety of applications,
To be successful in life, it is essential to have such as resource websites, video channels, live
knowledge of ICTs. ICT is an abbreviation for interviews, and so on. However, if a connection
Information and Communication Technology. It is not available, the internet can be accessed
includes the following: through cellular data on tablets or smartphones.
• Laptop or desktop computers If you are in a situation where you have access to
the internet and the relevant applications only
outside of the classroom, then you can download
material and play these offline in the classroom.
17
Introduction • Test learners’ prior knowledge by asking them
to respond to key words, names and dates
Assessment 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
identify the strengths and weaknesses of learners, 2. Formative assessment
and in so doing, to enable teachers to adapt their Formative assessment is the methods that
teaching. This will, in turn, help learners to progress
steadily in the areas in which they need to improve. teachers use to evaluate and assess a learner’s
Assessment is viewed in terms of Assessment as ability to understand and apply what they have
learning, Assessment for learning and Assessment learnt during a lesson. This also gives teachers
of learning. the opportunity to continually assess learners
• Assessment as learning: This relates to engaging and to use this assessment to address their
learning needs, the progress they have made, and
learners to reflect on the expectations of their to address any barriers to learning or learning
learning. They are assisted to know their roles difficulties that they may have.
and take responsibility for their own learning. Formative assessment in the form of teacher
Learners set their own goals and monitor their observations and assessments, as well as self-
progress towards these goals. assessment and peer-assessment done by the
• Assessment for learning: This occurs throughout learners, will help to identify areas of difficulty so
the learning process. It is an approach that that these areas can be targeted and any problems
seeks and interprets evidence, which serves addressed immediately before moving on to the
as timely feedback for teachers to refine their next section of work.
teaching strategies in order to improve learners’ Formative assessment is an important step in the
performance. Learners become actively involved teaching and learning process. It allows you as the
in the learning process and gain confidence in teacher to observe your learners in a wide variety
what they are expected to learn. of learning situations and to collect, record and
• Assessment of learning: This is summative use this information, which you can then use to
assessment. It describes the level learners have inform further teaching and learning.
attained in the learning, what they know and You should use different types of formative
can do over a period of time. The emphasis is to assessment to address the different learning
evaluate each learner’s cumulative progress and abilities of the learners in your class. These
achievement. assessments could take the form of formal and
Making sure that learners have actually absorbed informal observations during whole class and
the lessons taught and not just had fun through individual, pair and group work activities,
the entire lesson is equally important. There are through the assessing of written work, projects,
assessments at the end of each lesson in the Learner’s tasks and tests.
Book that are useful tools for reinforcement of You can record your assessments as short notes in
lessons taught. You can also adopt other forms of a record book or as a simple checklist on a class
assessment during the lessons to ensure learners are list of learners’ names.
on the same level of understanding. Some of these
assessments include the following: 3. Summative assessment
1. Diagnostic assessment Summative assessment is used to test whether the
This examines learners’ prior knowledge and is
used to establish links to the new lesson: learners have achieved the objectives of the whole
unit or series of topics, or a whole semester, term
or year’s work.
18
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.
19
Introduction theoretical lesson can, for example, be followed
by a practical lesson and then by a class discussion
need to cover in that term. Work out how much directed towards building principles and values.
time you might need to cover each of them. Combining teaching facts and practice might seem
Determine how you will find relevant and sufficient very difficult for a new teacher. Feel free to talk to
teaching and learning resources. You will be able more experienced members of staff and ask for help.
to check and revise your estimate after the first few They know how to combine the teaching of facts
lessons. Be adaptable, as some units will take more with practice and the building of values.
time than you had planned. Have some materials at
hand to fully engage those students who finish early. Scheme of learning
These materials could take the form of revision for a
test, a class game or a plan for a discussion or debate. Never go into a class unprepared, even if you have
taught a lesson many times before. Have your ideas,
Know the syllabus/ plans and materials ready. You should make sure you
Curriculum well are confident with your material. Classes are easier to
manage and learners behave better when a lesson is
Knowing the curriculum well will help you in organised well.
your lesson preparation, especially your scheme • You might want to develop a regular pattern
of learning, learning plan and even preparation
for the year’s work. It would be beneficial to read such as the following:
and perhaps note down the titles of themes and to • A brief period of revision. What did we do last
summarise the more detailed pages. It will also help
you to know what the syllabus sets out to achieve time?
and what you should be looking for in assessing • The introduction of new material, given in the
learners’ progress termly and yearly.
Teachers are expected to give weightings to learners’ form of a class lesson.
progress of work in the following ways: • Activities, undertaken in pairs, groups or
• Learners need to have increased their knowledge
individually.
and understanding of the facts and concepts • A class discussion of what everyone has done.
of the course. This is weighted at 30% of • Reflection on what has been taught.
the expected achievement. The curriculum When learners are used to being occupied the whole
developers say that knowledge is not everything. time, they tend to be more cooperative and to value
• Learners should know how to apply this the lesson more.
knowledge to given situations. This is weighted Points to remember in preparing a scheme
at 30%. They say that the application of of learning
knowledge is just as important as gaining that Important points to remember when developing a
knowledge. scheme of learning are the following:
• The most important aims concern, however, are • Know your syllabus.
learners’ attitudes, values and process skills. • Make a preliminary plan based on the time you
These are weighted at 40%.
This is very different from traditional educational think you will need to cover each unit.
aims, which overemphasised the importance of • Be prepared to change that plan as you learn
knowledge.
When preparing lessons, you need to keep the how much time each theme really takes.
general aims and profile dimensions in mind so that • Take into account school events which take
they include the following:
• the facts and how these can best be understood up time (for example, examinations and
• practical work designed to illustrate how the special occasions). Leave some spare time in
learners’ new knowledge and understanding can your planning. Very few timetables work out
be put into practice absolutely perfectly. Learners, especially at the
• overall development of beneficial values and higher levels, can be very critical if they think a
attitudes. syllabus has not been covered or if it is rushed
This does not mean that every lesson should contain and they cannot keep up.
all three elements. That is too much to ask. A • Always remember that facts are only a part
of education. Keep in mind the skills you
20 wish to develop, particularly those of easy
communication, of cooperation and the
development of mutual tolerance and respect.
• Make sure you have all the materials ready and Introduction
at hand for each lesson. If classes are sharing
resources, make sure the ones you want are Some marking of work can be done by learners
available when you want them. Before you start themselves by swapping papers.
any theme, revise your aims and work out how You can mark work in class while you are going
you will determine if you have achieved them. round supervising and encouraging the learners as
This is called evaluation. they work. This has the advantage of offering instant
praise and correction.
• When preparing materials and activities, take Do not let your marking pile up from one day or
into account the different abilities of your one week to another.
learners. Try to organise additional activities for It is important to create an atmosphere of trust
the quicker learners to give you time to help in which learners feel confident enough to ask
those who are finding the lesson difficult. This questions without feeling embarrassed. Learners
Teacher’s Resource Pack will help you to plan should never be allowed to make fun of a learner
further activities. who asks a question to which other learners already
know the answer. Make it clear that such a response
Useful teaching tips is not acceptable.
Teaching tip 4: Use the local environment
Teaching tip 1: Keep learners occupied The study of History is about the whole of your
One of the most important skills in classroom learners’ physical, social and cultural surroundings.
management, is the ability to ensure your learners Your resources are all around you – inside and
are occupied for the whole lesson. If a group has outside of the classroom. Do not rely solely on
finished a task and the learners have nothing else to the written word or pictures. Use your own
do, they are likely to become disruptive. To counter knowledge and that of your learners about the world
this, break up your lesson into different parts and around you.
include the following: • Go outside and look with new eyes at your
• full class work
• individual work surroundings. Take the learners out into the
• practical activities. environment (farms, rivers, lakes, the sea shore,
Teaching tip 2: Earn respect offices, workshops, factories) and encourage them
The teacher needs to earn respect by being punctual, to do the same on their own.
clean, tidy and knowledgeable. Learners need to • Invite people to the school to talk about
know that when a teacher asks for silence, he or she their roles in the community (farmers, nurses,
means it and will not continue until there is silence. engineers, councillors)
The first few lessons are important to ensure that • Make the most of local examples. You could
the teacher’s expectations are evident to learners very look outside when it is raining and show learners
early on. how miniature streams are created, for example.
Teaching tip 3: Mark work promptly and You could encourage learners to look at the sky
efficiently when they are on the playground to learn about
When you have a large class, the marking of learners’ the different types of clouds and what they might
work can become a burden. If it is postponed, the indicate about future weather.
burden can become unbearable. Learners need to Learners could learn about the economics of running
have their work marked and returned promptly with a business from the local shop owner or from local
constructive criticism and as much encouragement market traders.
as possible.
Enjoy your History teaching experience.
21
Introduction
Scope and sequence matrix
Strand Sub-strand Basic 4
History as a subject Why and how we study history
My country Ghana The learner’s own history
Family history
Europeans in Ghana Community history
Colonisation and developments under The people of Ghana
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
22
Introduction
Scheme of Learning by term
Term 1
Week Time allocation/ Section LB
1 Period Strand 1: Sub-strand 1 page(s)
2 30 mins (1 period) Teach content: Why and how we study History 5–6
3 30 mins (1 period) Learners do: Let us learn about … activity; Activity 1.1
4 1 hour (2 periods) Teach content: The history of Ghana is important 7–8
5 30 mins (1 period) Learners do: Activity 1.2
6 1 hour (2 periods)
7 30 mins (1 period) Teach content: History helps our nation to survive 9–10
8 30 mins (1 period) Learners do: Activity 1.3 and ICT activity
9 1-hour (2 periods)
10 30 mins (1 period) Teach content: History make us proud Ghanaians 11–13
11 30 mins (1 period) Learners do: Activity 1.4 and Exercise 1.1
12 1 hour (2 periods)
30 mins (1 period) Teach content: History sources 14–16
1 hour (2 periods) Learners do: Activity 1.5; Homework and Extension; Activity 1.6
30 mins (1 period)
30 mins (1 period) Teach content: Information gathered from sources 17–19
30 mins (1 period) Learners do: Activity 1.7 and Activity 1.8
1 hour (2 periods)
30 mins (1 period) Teach content: Information gathered from sources (continued) 19–22
30 mins (1 period) Learners do: Activity 1.9; Revision exercise; Self-assessment and 23–25
1 hour (2 periods) 26–28
30 mins (1 period) Assessment Test
30 mins (1 period) Stand 2: Sub-strand 1
1 hour (2 periods) Teach content: The people of Ghana
30 mins (1 period) Learners do: Homework
30 mins (1 period) Teach content: Migration and escape
1 hour (2 periods) Learners do: Activity 2.1; Exercise 2.1
30 mins (1 period)
30 mins (1 period) Teach content: Settlement/Livelihood and Precolonial times 29–31
1 hour (2 periods) Learners do: Activity 2.2 and Extension; Exercise 2.2; Activity 2.3
30 mins (1 period) and Exercise 2.3
30 mins (1 period)
1-hour (2 periods) Teach content: The fall of the Anlo Kingdom 32–33
30 mins (1 period) Learners do Activity 2.4
30 mins (1 period)
1 -hour (2 periods) Teach content: The Anlo today 34–36
30 mins (1 period) Learners do: Activity 2.5; Exercise 2.4; Revision exercise and
Self-assessment
23
Introduction
Term 2 Time allocation/ Section LB
Week Period Strand 1: Sub-strand 4 page(s)
13 30 mins (1 period) Teach content: Major historical locations 37–39
14 30 mins (1 period) Learners do: Activity 2.6; Homework; ICT activity and Exercise 2.5
15 1 hour (2 periods)
16 30 mins (1 period) Teach content: Burma Camp and Jamestown Lighthouse 40–42
17 1 hour (2 periods) Learners do: Activity 2.7; ICT activity; Activity 2.8 and Exercise 2.6
18 30 mins (1 period)
19 30 mins (1 period) Teach content: The Larabanga Mosque 43–45
20 1-hour (2 periods) Learners do: Activity 2.9; Activity 2.10 and Exercise 2.7
21 30 mins (1 period)
22 30 mins (1 period) Teach content: The Kumasi Fort and Military Museum and 46–49
23 1 hour (2 periods) Revision 50–53
24 30 mins (1 period) 54–55
Learners do: Activity 2.11; Activity 2.12 and Exercise 2.8 and
1 hour (2 periods) Revision
30 mins (1 period)
30 mins (1 period) Strand 1: Sub-strand 5
30 mins (1 period) Teach content: Some selected individuals
1 hour (2 periods) Learners do: Activity 2.13 and Exercise 2.9
30 mins (1 period)
30 mins (1 period) Teach content: Ndewura Jakpa of Gonja
1 hour (2 periods) Learners do: Activity 2.14 and Exercise 2.10
30 mins (1 period)
30 mins (1 period) Teach content: Osei Tutu I of Asante 56–58
1 hour (2 periods) Learners do: Activity 2.15 and Exercise 1.11
30 mins (1 period)
30 mins (1 period) Teach content: Naa Gbewaa of Pusiga 59–61
1 hour (2 periods) Learners do: Homework; Activity 2.16; Activity 2.17 and
30 mins (1 period)
30 mins (1 period) Exercise 2.12
1 hour (2 periods)
30 mins (1 period) Teach content: Sir Ofori Atta of Akyem Abuakwa 62–66
Learners do: Activity 2.18; Exercise 2.13; Revision; Self-assessment
30 mins (1 period)
1-hour (2 periods) and Assessment Test
30 mins (1 period)
30 mins (1 period) Strand 3: Sub-strand 3 67–71
1 -hour (2 periods) Teach content: Europeans in Ghana; Missionary activities 72–75
30 mins (1 period) Learners do: Let us learn about … activity; Homework; Activity 3.1
and Exercise 3.1; Activity 3.2; Activity 3.2 and ICT activity
Learners do: Missionary activities (continued)
Teach content: ICT activity; Activity 3.3 and Exercise 3.3 Activity
3.4 and Exercise 3.4
Teach content: Christianity and formal education/Contributions of 76–80
the missionaries
Learners do: Activity 3.5 and Exercise 3.5; Revision; Self-assessment
and Assessment Test
24
Introduction
Term 3
Week Time allocation/ Section LB
25 Period Strand 4: Sub-strand 1 page(s)
26 30 mins (1 period) Teach content: Establishing British rule in Ghana 82–84
27 30 mins (1 period) Learners do: ICT activity 85–86
28 1 hour (2 periods) Teach content: Reasons for signing the Bond of 1844/ 87–88
29 30 mins (1 period) 89–91
30 1 hour (2 periods) The important of the Bond of 1844 92–94
31 30 mins (1 period) Learners do: Activity 4.1; Exercise 4.1 95–98
32 30 mins (1 period) Teach content: Forming of the Gold Coast 99–102
33 1-hour (2 periods) Learners do: Activity 4.2; ICT activity 103–104
34 30 mins (1 period) 105–107
35 30 mins (1 period) Teach content: Asante 108–109
36 1 hour (2 periods) Learners do: Activity 4.3 110–111
30 mins (1 period) 112–119
1 hour (2 periods) Teach content: Togoland/From colony to independence
30 mins (1 period) Learners do: Activity 4.4; Exercise 4.2
30 mins (1 period)
30 mins (1 period) Teach content: Revision and Assessment
1 hour (2 periods) Learners do: Revision exercise; Self-assessment and Assessment
30 mins (1 period)
30 mins (1 period) exercise
1 hour (2 periods) Strand 6: Sub-strand 1
30 mins (1 period) Teach content: The republics
Learners do: Let us learn about … activity; Activity 5.1;
30 mins (1 period)
1 hour (2 periods) Exercise 5.1 and ICT activity
30 mins (1 period) Teach content: The four republics of Ghana
30 mins (1 period)
1 hour (2 periods) Teach content: The four republics of Ghana (continued)
30 mins (1 period) Learners do: Activity 5.2
30 mins (1 period)
1 hour (2 periods) Teach content: The four republics of Ghana (continued)
30 mins (1 period) Learners do: Exercise 5.2
30 mins (1 period)
1-hour (2 periods) Teach content: Revision and Assessment
30 mins (1 period) Learners do: Revision exercise; Self-assessment and Assessment
30 mins (1 period)
1 -hour (2 periods) exercise
30 mins (1 period) Content: End-of-year exam
Learners do: End-of-year exam
25
Introduction
Integration, core competencies and learning domain matrixes
Strand 1: History as a subject Learner’s Book pages 5–22
Sub-strand 1: Why and how we study History
Subject integration Language and literacy;
Core skills and competencies Creative Arts;
Our world and our people.
Contemporary issues Critical thinking and problem solving (CP)
Curriculum values Creativity and innovation (CI)
Learning domain: Knowledge, understanding Communication and collaboration (CC)
and application Cultural identity and global citizenship (CG)
Learning domain: Skills and processes Personal development and leadership (PL)
Digital literacy (DL)
Learning domain: Attitudes Inclusive education; energy efficiency and energy
Inclusion conservation
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; analysing; generating possibilities;
evaluating; designing; interpreting; recording;
generalising
Commitment; tolerance; patriotism; flexibility in
ideas; respect for evidence; reflection; comportment;
cooperation; responsibility; environmental awareness
Differently abled learners are placed together in pairs
and groups in activities, so that everyone is included.
The weaker learners can take on the less challenging
tasks and the more advanced learners, the more
difficult tasks or roles.
Diagnostic assessment:
• Strand opener activity
Formative assessment:
• Activity 1.1; 1.2; 1.3; 1.4; 1.5; 1.6; 1.7; 1.8; 1.9
• Exercise 1.1
• Self-assessment
• Revision
Summative assessment:
• Revision
• Assessment test
• Year-end examination
26
Strand 2: My country Ghana Introduction
Sub-strand 1: The people of Ghana
Subject integration Learner’s Book pages 23–36
Core skills and competencies
Numeracy; Language and literacy; Creative Arts; Our
Contemporary issues world and our people
Curriculum values Critical thinking and problem solving (CP)
Learning domain: Knowledge, understanding Creativity and innovation (CI)
and application Communication and collaboration (CC)
Learning domain: Skills and processes Cultural identity and global citizenship (CG)
Learning domain: Attitudes Personal development and leadership (PL)
Digital literacy (DL)
Inclusion Inclusive education; energy efficiency and energy
conservation
Assessment Respect; diversity; equity; commitment to achieving
excellence; teamwork and collabo-ration
Knowing; understanding; applying; analysis;
synthesising; evaluating; creating
Observing; communicating/reporting; analysing;
generating possibilities; evaluating; designing;
interpreting; recording; generalising
Commitment; tolerance; patriotism; flexibility in
ideas; respect for evidence; reflection; com-portment;
cooperation; responsibility; environ-mental awareness;
respect for the Rule of Law
Differently abled learners are placed together in pairs
and groups in activities, so that everyone is included.
The weaker learners can take on the less challenging
tasks and the more advanced learners, the more
difficult tasks or roles.
Diagnostic assessment:
• Strand opener activity
Formative assessment:
• Activity 2.1; 2.2; 2.3; 2.4; 2.5
• Revision
• Self-assessment
• Exercise 2.1; 2.2; 2.3; 2.4
Summative assessment:
• Revision
• Year-end examination
27
Introduction Learner’s Book pages 50–66
Strand 1: My country Ghana
Sub-strand 5: Some selected individuals Language and literacy; Creative Arts; Our world and
Subject integration our people; Religious and moral instruction
Core skills and competencies Critical thinking and problem solving (CP)
Creativity and innovation (CI)
Contemporary issues 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
Learning domain: Attitudes Respect; diversity; equity; commitment to achieving
Inclusion excellence; teamwork and collabo-ration; truth and
integrity
Assessment Knowing; understanding; applying; analysis;
synthesising; evaluating; creating
Observing; communicating/reporting; analysing;
generating possibilities; evaluating; designing;
interpreting; recording; generalising
Commitment; patriotism; respect for evidence;
reflection; comportment; cooperation; responsibility;
respect for the Rule of Law
Place special needs learners and able learners are placed
together in groups and pairs to work together. Stronger
learners can perform the more challenging roles and
slower learners the less challenging ones.
Diagnostic assessment:
• Strand opener activity
Formative assessment:
• Activity 2,13; 2.14; 2.15; 2.16; 2.17; 2.18
• Exercise 2.9; 2.10; 2.11; 2.12; 2.13
• Revision
• Self-assessment
Summative assessment:
• Revision
• Assessment test
• Year-end examination
28
Strand 3: Europeans in Ghana Introduction
Sub-strand 3: Missionary activities
Subject integration Learner’s Book pages 67–80
Core skills and competencies
Language and literacy; Creative Arts; Our world and
Contemporary issues our people; Religious and moral instruction
Curriculum values Critical thinking and problem solving (CP)
Learning domain: Knowledge, understanding Creativity and innovation (CI)
and application Communication and collaboration (CC)
Learning domain: Skills and processes Cultural identity and global citizenship (CG)
Learning domain: Attitudes Personal development and leadership (PL)
Digital literacy (DL)
Inclusion Gender equality and equity; inclusive education
Respect; diversity; commitment to achieving
Assessment excellence; teamwork and collaboration; truth and
integrity
Knowing; understanding; applying; analysis;
synthesising; evaluating; creating
Observing; classifying; communicating/ reporting;
analysing; generating possibilities; evaluating;
designing; interpreting; recording; generalising
Commitment; tolerance; patriotism; flexibility in
ideas; respect for evidence; reflection; com-portment;
cooperation; responsibility; environ-mental awareness;
respect for the Rule of Law
Special needs learners and able learners are placed in
the same groups in the activities. Able learners can do
the more challenging tasks while weaker learners do
the less challenging tasks.
Diagnostic assessment:
• Strand opener activity
Formative assessment:
• Activity 3.1; 3.2; 3.3; 3.4; 3.5
• Revision
• Self-assessment
Summative assessment:
• Revision
• Assessment test
• Year-end examination
29
Introduction
Strand 4: Colonisation and Development under Learner’s Book pages 81–98
Colonial Rule in Ghana
Sub-strand 1: Establishing British rule in Ghana Language and literacy; Creative Arts; Our world and
Subject integration our people; Religious and moral instruction
Core skills and competencies Critical thinking and problem solving (CP)
Creativity and innovation (CI)
Contemporary issues 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
Respect; diversity; commitment to achieving
Learning domain: Attitudes excellence; teamwork and collaboration; truth and
Inclusion integrity
Knowing; understanding; applying; analysis;
Assessment synthesising; evaluating; creating
Observing; classifying; comparing; commu-nicating/
reporting; analysing; generating possibilities;
evaluating; designing; interpreting; recording;
generalising
Commitment; tolerance; patriotism; flexibility in
ideas; respect for evidence; reflection; com-portment;
cooperation; responsibility; respect for the Rule of Law
Place special needs learners and able learners are placed
in the same groups in the activities. Able learners can
do the more challenging tasks while weaker learners do
the less challenging tasks.
Diagnostic assessment:
• Strand opener activity
Formative assessment:
• Activity 4.1; 4.2; 4.3; 4.4
• Exercise 4.1; 4.2
• Revision
• Self-assessment
Summative assessment:
• Revision
• Assessment test
• Year-end examination
30
Strand 6: Independent Ghana Introduction
Sub-strand 1: The republics
Subject integration Learner’s Book pages 99-111
Core skills and competencies
Language and literacy; Creative Arts; Our world and
Contemporary issues our people; Religious and moral instruction
Curriculum values Critical thinking and problem solving (CP)
Learning domain: Knowledge, understanding Creativity and innovation (CI)
and application Communication and collaboration (CC)
Learning domain: Skills and processes Cultural identity and global citizenship (CG)
Personal development and leadership (PL)
Learning domain: Attitudes Digital literacy (DL)
Inclusion Gender equality and equity; inclusive education
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; interpreting;
recording; generalising
Commitment; tolerance; patriotism; flexibility in
ideas; respect for evidence; reflection; com-portment;
cooperation; responsibility; respect for the Rule of Law
Special needs learners and able learners are placed in
the same groups in the activities. Able learners can do
the more challenging tasks while weaker learners do
the less challenging tasks.
Diagnostic assessment:
• Strand opener activity
Formative assessment:
• Activity 5.1; 5.2
• Exercise 5.1; 5.2
• Revision
• Self-assessment
Summative assessment:
• Revision
• Assessment test
• Year-end examination
31
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.
32
Introduction
Content standards, indicators, subject specific practices and core
competencies
Strand 1: History as a subject
Sub-strand 1: Why and how we study history
Content standards Subject specific Indicators and exemplars LB page
practices and core numbers
competencies B4.1.1.1.1 7–13
Explain the importance of studying
4.1.1.1 Learners develop the history of Ghana. 8
Show understanding their cultural identity, Enquiry route: How does history promote 9–10
of the importance of creativity and innovative our identity as Ghanaians? How does 11–13
studying history. skills as they identify the history promote the survival of the ethnic 14–19
importance of studying groups? How does history promote national
history. integration? How does history promote 14
national pride and patriotism? 15–16
B4.1.1.2 Use of evidence in 1. Engage learners to discuss how 17–19
Understand the learning history helps
sources for writing learners develop their history defines our identity as
history. critical thinking skills. Ghanaians.
2. Role-play to show how history
teaches us customs, values, traditions
all of which ensure the survival of our
nation.
3. Role-play how history can promote
national pride, patriotism and
integration.
B4.1.1.2.1
Identify the sources of history
including archae-ology, numismatics,
oral tradition, wall paintings, etc.
Enquiry route: What are the sources of
history? What historical knowledge are we
likely to acquire from these sources?
1. List the sources of history including
funeral brochures, oral tradition, old
photographs, old letters and diaries,
arts and craft works, old newspapers,
dirges, appellation and books.
2. Classify these sources under primary
and secondary sources.
3. Explain how we can gather relevant
historical information from old
newspapers and diaries. (e.g. Natural
disasters – drought, bushfire, etc.)
33
Introduction
Strand 2: My country Ghana
Sub-strand 1: The people of Ghana
Content standards Subject specific Indicators and exemplars LB page
practices and core numbers
competencies B4.2.1.1.1 25–36
Describe how one major Kingdom
B4.2.1.1 As learners reconstruct was formed and the reasons behind its
Show understanding and interpret the factors expansion.
of some of the factors that led to the rise, Enquiry route: Where was this major
that led to the rise, expansion and decline Kingdom formed? How was it formed?
expan-sion and of one major Kingdom, How did it expand?
decline of one major they develop cultural
kingdom. identity and digital
literacy.
1. Identify the reasons for the rise, 25–36
expansion and decline of one See TG p. 58
Kingdom.
e.g. Savanna Belt States: Mole-
Dagbani and Gonja;
Forest Belt States: Bono, Adansi,
Asante, Denkyira and Akwamui;
Coastal Belt States: The Anlo, The
Fante, Ga-Adangme and Effutu.
2. Using the map of Ghana, locate
where this major Kingdom is found.
3. By animations, play games about the See TG p. 58
location of major kingdoms.
B4.2.1.1.2 32–36
State the factors that led to decline of
the Kingdom you have studied.
Enquiry routes: What factors led to the
decline of the kingdom?
1. Give reasons why some of the
kingdoms declined e.g. internal
disputes (rebellions, succession
disputes), British interference,
conquest by another kingdom, desire
to expand territories – Akwamu’s
location to the east of the Volta in
1733, Denkyira’s decline in 1701,
Asante’s decline in 1874.
34
Introduction
Strand 2: My country Ghana
Sub-strand 4: Major historical locations
Content standards Subject specific Indicators and exemplars LB page
practices and core numbers
competencies B4.1.4.1.1 37–55
Describe the history of Ghana’s major
B4.1.4.1 As learners explore historical locations, specifically,
Demonstrate change and continuity Flagstaff house, Burma camp,
knowledge of the in the study of historical Jamestown lighthouse, Gbewaa Palace
history of some locations, they and Larabanga Mosque.
historical locations in enhance their personal Enquiry route: Where can these historical
Ghana. development, become locations be found? When were they built?
creative, innovative and Who built them? Why were they built?
digitally literate. How have they changed over time?
1. With the use of internet, identify
the major historical locations in
Ghana (where they are located, who
built them, when and why they were
built).
2. Explain some of the uses to which
these historical locations have been
put since they were built.
3. Match these historical locations to
where they can be located.
4. Show and discuss a documentary/
slides on these locations in Ghana.
5. Retell the stories behind some of
the historical locations, including
Flagstaff house, GBC, Burma camp,
Kumasi military museum, Okomfo
Anokye Sword in Kumasi, etc.
35
Introduction
Strand 2: My country Ghana
Sub-strand 5: Some selected individuals
Content standards Subject specific Indicators and exemplars LB page
practices and core numbers
competencies
B4.2.5.1 Through the use of B4.2.5.1.1 50–66
Demonstrate evidence to appreciate Identify the role played by some
understanding of the the significant traditional leaders in national
role of significant contributions of some development, including Dode Akaibi
traditional rulers in traditional leaders, of Accra, Ndewura Jakpa of Gonja,
Ghana’s history. learners become Osei Tutu I of Asante, Gbewaa of
creative, innovative and Pusiga, Togbe Sri I, Sir Ofori Atta of
digitally literate. Akim Abuakwa, etc.
Enquiry route: Who were the traditional
rulers who contributed to Ghana’s
development? How did they contribute?
Which traditional rulers inspire you most
and why?
1. Name some traditional chiefs and
queen-mothers from the major
ethnic groups and state the reasons
why they are considered significant
in Ghana’s history. Dode Akaibi of
Accra, Ndewura Jakpa of Gonja,
Osei Tutu I of Asante, Gbewaa of
Pusiga, etc.
2. Show photographs/ documentaries
on the roles played by these
traditional rulers in national
development.
3. Retell the life story of any of these
from a documentary show.
4. Identify the traditional leaders whose
work inspires you most and give
reasons for your choice.
36
Introduction
Strand 3: Europeans in Ghana
Sub-strand 3: Missionary activities
Content standards Subject specific Indicators and exemplars LB page
practices and core numbers
competencies B4.3.3.1.1 67–80
Describe European missionary
B4.3.3.1 As learners use evidence activities in Ghana.
Demonstrate to interpret other Enquiry Route: Which European
knowledge of European activities in missionary society was the first to come to
European engagement Ghana, they become the Gold Coast? In which areas did they
in other activities than critical thinkers and operate? What was their impact on the lives
trade in Ghana. creative, communicative of Ghanaians?
learners.
1. Identify the missionary societies that 78
came to Ghana (starting from the 78–79
first to the last). 79–80
2. Locate places where they operated 70, 72, 75
(e.g. Basel-Akuapem, Bremen-Peki,
etc.) 77
3. Discuss Christianity and formal
education as some of the major
impacts of European presence in
Ghana.
4. Show and discuss videos/
documentaries of European activities
in Ghana.
5. Discuss other activities they engaged
in (trade, vocational training centres,
health facilities, development of
alphabets for some local languages
and trans-lation of the Bible into local
languages).
6. Debate the impact of European
activities in Ghana.
37
Introduction
Strand 4: Colonisation and Development under Colonial Rule in Ghana
Sub-strand 1: Establishing British rule in Ghana
Content standards Subject specific Indicators and exemplars LB page
practices and core numbers
competencies 82–86
B4.4.1.1 As learners use B4.4.1.1.1
Demonstrate evidence to analyse Examine the Bond of 1844.
understanding of and appreciate the Enquiry route: What led to the signing of
the gradual process significance of the Bond the Bond of 1844? Where was the Bond of
of colonisation and of 1844, they develop 1844 signed? Which people signed? What
recall the initial steps critical thinking, was the significance of the Bond?
the British took to communicative and
colonise Ghana. collaborative skills.
1. Discuss events leading to the signing 82, 95
of the Bond of 1844. 84
2. Using primary evidence, provide 92, 95
students with the content of the 86
Bond of 1884 and discuss it with
them.
3. With the use of the internet/pictures
show the Palaver Hall where the
Bond was signed.
4. Brainstorm the significance of the
Bond of 1844.
38
Introduction
Strand 4: Colonisation and Development under Colonial Rule in Ghana
Sub-strand 1: Establishing British rule in Ghana
Content standards Subject specific Indicators and exemplars LB page
practices and core numbers
competencies 87–98
B4.4.1.2 As learners appreciate B4.4.1.2.1
Show how the British Describe how the different areas –
understanding of colonised the Gold the Colony, Ashanti, The Northern
how the various Coast, they develop Territories and The British Mandated
parts of the country their critical thinking, Togoland – became one territory
were brought communicative and known as the Gold Coast.
together. collaborative skills Enquiry route: What is colonisation? How is
and understanding of a protectorate different from a colony? How
continuity and change. did Ashanti and the Northern Territories
become protectorates of the British? How did
Britain acquire the mandated territories?
1. Define the term ‘colonialism’. 87, 95, 97,
115
2. Role-play how George Ekem 90, 91
Ferguson acquired the Northern
Territories as a protectorate for the 89, 90, 92,
British. 93, 94, 95,
96, 98
3. Illustrate how the Ashanti and 92, 93, 94,
the Northern Territories became 95, 98
protectorates with the aid of a map. 93, 94, 98
4. Locate the areas classified as British
Togoland on a map.
5. Compare the map of the Gold Coast
in 1955 and the map of Ghana,
today. Discuss your observations.
39
Introduction
Strand 6: Independent Ghana
Sub-strand 1: The republics
Content standards Subject specific Indicators and exemplars LB page
practices and core numbers
competencies B4.6.1.1.1 99–111
Explain that up to June 1960, though
B4.6.1.1 As learners use evidence independent, Ghana had the Queen
Understand that to examine the causes of the United Kingdom (UK) as head
there have been four and conse-quences of of state, which caused limitations on
republics in Ghana. the four republics, they Ghana’s independence.
enhance their critical Enquiry route: What is a republic? Who
thinking and digital was the leader of Ghana’s first republic?
literacy skills. What were the limitations to Ghana’s
independence until 1960?
1. Define the term ‘republic’. 101, 102
2. Discuss the limitations on Ghana’s 101, 102, 109
independence until June 1960. 101, 102,
107, 109, 110
3. Use the internet to identify the 103–111
positions controlled by British
officials until June 1960.
B4.6.1.1.2
State the dates and names of the
leaders of the four republics of Ghana
since 1960.
Enquiry route: How many republics have
we had in Ghana since 1960? Who was
the leader of the third republic?
1. Differentiate between ‘president’ and 103, 107,
‘head of state’. 109, 110
108, 111
2. Match the names of the leaders to
their period in office.
40
Strand 1: History as a subject Introduction
Introduction to understand the present, and provides insight into
our origins – where we came from – and culture.
History is a subject that explores the past with the History also shows us why events happened in the
aim of understanding the factors that have shaped past and how they have affected the present. We
our world. History deals with important past live with the consequences of those events and how
activities of a people so that we understand how we people dealt with them. These events can also affect
acquired our identity and culture. what happens in the future. History reveals why
As an academic discipline, History helps to develop rules exist today and why these rules are necessary
the imaginative abilities and critical thinking skills of for communities of people to live together peacefully
learners, because it teaches them to analyse, evaluate and to grow and prosper.
and interpret past events carefully in order to In Sub-strand 1: Why and how we study history, learners
make informed decisions. The study of history also will find out what history is – namely, human activities
teaches important moral lessons, and provides clear that happened in the past – and why the study of
guidelines for life, and promotes interactions among history is important. They will also explore different
the people in the society. sources that tell us about the history. Learners will look
In essence, history is the study of people. It tells the at different ways that we can find information and
story of all the people who have lived on Earth, and evidence of events that took place in the past.
their activities, and how these activities have shaped
our world today. Understanding the past allows us
Opener Activity
Let us learn about … History and why it is important (LB page 5)
The opener activity provides an opportunity to book will tell you more about how Ghana became
assess learners’ basic knowledge of what history is, independent. This is an event that touched the lives
and what the study of history entails. The questions of everyone in Ghana.
should get them talking so that you can assess 3 The old black and white photograph indicates
what the foundation is from where to start your that the book is about the past; things that took
presentation of the history of Ghana. place a long time ago when there were only
Ask learners to work in groups to complete the black and white photographs available. A black
activity. Walk around the classroom and listen as and white photograph is a primary source of
learners talk about the questions. Help any learners history and evidence that a certain event took
who seem to be struggling. Give learners time to talk place. Guide learners to tentatively explore the
about the questions and then hold a class discussion difference between the History book as a whole,
for them to share their answers. and the black and white photograph. Let them
Answers arrive at the fact that the person who took the
1 History is the study of past events. It can be related photograph was present at the event, while the
person who wrote the History book was not
to past events in a person’s life, or past events necessarily present.
in a country’s development. People know what
happened in the past by looking at things from the Diagnostic assessment
past including sources (like this book, newspapers, Observe learners and use their answers to assess their
letters and old photographs, like the one on the understanding and skill levels. This activity will also
cover) and artefacts (like pottery). allow you to measure how much they know about
2 The flag of Ghana is on the cover, because the book the specific concepts. Where necessary, ask leading
is specifically about Ghana. The flag represents an questions to identify their strengths and weaknesses,
independent Ghana, so the information in this and any knowledge gaps.
41
Strand 1: History as a subject
Sub-strand 1: Why and how we study history
In this sub-strand, learners will discover why we provided. How we study history is also discussed in
study history, in other words, why it is important. detail. This entails the use of sources – primary and
Three major reasons for the study of history are secondary – to gather information about past events.
The importance of studying history ---------------------------------------------- (B4.1.1.1)
Learners realise the importance of studying history, nation to survive and contributes to integration and
namely because it forms your identity, helps the pride as a nation.
The history of Ghana is important
In this section learners are given an overview of Teaching instructions
major events that took place in Ghana’s past, and
thus are a part of Ghana’s history. Learners are made Use these teaching suggestions to create your own
aware of the impact that events can have on the lesson plans.
people of a country. Phase 1: Start suggestions
• Start by asking different learners where they were
History shapes our
identity ................................................................... born, and which big events took place in their
lives since then.
(LB page 8) • Hold a class discussion and ask learners how they
Learners discuss what the word identity means. They think events that happened to them, changed
learn how the events from history contribute to and them, and made them into the people they are
promote their identity as Ghanaians. today.
• Conclude with the fact that most of them were
Content standard B4.1.1.1 born in Ghana, which makes them Ghanaians,
Understand the importance of studying history. which is a part of their identity.
Indicator B4.1.1.1.1 Phase 2: Explore suggestions
Explain the importance of studying the history of • Discuss the concepts in the Learner’s Book with
Ghana. learners. Ask them to talk about the events that
Subject specific practices and core competencies took place in Ghana’s history. Let them tell the
Learners develop their cultural identity, creativity class what they know about these events, and
and innovative skills as they identify the what their parents and grandparents have told
importance of studying history. them. Lead them to evaluate how these events
Resources changed the lives of the people in Ghana.
Ghana History Basic 4 Learner's Book; photos/ • Ask learners to tell the class about the food
videos of historic events and/or cultural activities they eat, how they dress, festivals, their names,
in Ghana etc. and lead them to the discovery that this
Key words forms a part of their identity as Ghanaians, and
record, migration, settlement, alliance, coups that these cultural activities are actually kept
d'état, identity, unique alive through history. Remind them that other
Helpful links countries have their own way of doing things,
• www.enotes.com/homework-help/why-important- and have another identity. Therefore Ghana is
unique, and it is history that formed this unique
study-history-explain-your-answer-389341 (the identity.
importance of history) Phase 3: Reflect suggestions
• Let learners talk in groups about their identity as
Ghanaians. Let them make a list of all the things
that make them Ghanaians.
• Ask learners to think about how history has
contributed to establish the things on the list.
How did they come to be?
42
• Make sure that learners understand that studying Sub-strand 1: Why and how we study history
the history of Ghana is important because it
promotes the identity of the people of Ghana. listed on page 7 of the Learner’s Book.
Formative assessment
Use of ICT • Walk around the classroom and listen to and
• Show learners a video or photographs of cultural observe learners as they talk in their groups.
activities of Ghanaians – food, clothing, festivals. Assist any learners who seem to be struggling.
• Make a note of those learners who lack
• Play a recording of a song or poem that relates to confidence in contributing and answering
Ghana’s cultural identity or history. questions, and give them more practice
opportunities in later lessons.
Activity 1.1 (LB page 6) Differentiated learning
• Ask stronger learners to answer some questions
In Activity 1.1, learners talk about the important first and then let learners who are struggling
events in their life. They give examples of at least two answer similar questions. This method will
events – saying who was involved, what happened, provide those learners with an example answer
why it happened, where it happened and when it to use as a guideline when answering their own
happened. question.
• Use the remedial activities as practice for learners
Group work who struggle, and the extension activities for
Learners work in groups to do this activity. Encourage those learners who need more of a challenge.
all learners to participate in the discussion. Remedial activity
• Ask learners to draw a picture of something that
Answers happened in Ghana’s history.
1 Learners’ own answers. • Remind them to draw some of the people who
were there.
Activity 1.2 (LB page 8) • Let them describe their drawing to a partner.
Extension activity
In Activity 1.2 learners talk about what the word • Ask learners to write a poem about something
‘identity’ means. They make a list of five things that that happened in Ghana’s past.
happened in Ghana’s history, and talk about how • Let them swap poems with a partner and read
these things affected the identity of the people of each other’s poems out loud.
Ghana and the identity of the country as a whole. • Encourage them to give each other positive
They role-play the events, while other members have feedback on the poems.
to guess which event is role-played.
History helps our nation to
Group work survive ........................................... (LB pages 9–10)
Learners work in groups to do this activity. Place learners
of different abilities together in the group, so that the Learners discover how history helps ethnic groups,
stronger learners can help those who are differently abled and thus the nation, to survive. The carrying over
or who struggle with the activity. Through group work of customs and traditions to the next generation
and pair work, the core competency of communication through different means, like stories that are told,
and collaboration is practised. songs that are sung, artefacts and works of art, are
discussed.
Answers
1 The definition of identity is who you are; the way Content standard B4.1.1.1
Understand the importance of studying history.
you think about yourself; the way you are viewed Indicator B4.1.1.1.1
by the world; the characteristics that define Explain the importance of studying the history of
you. An example of identity is a person’s name; Ghana.
another example of identity are the traditional Subject specific practices and core competencies
characteristics of a Ghanaian. Learners develop their cultural identity, creativity
2 The gold trade; the naming of the Gold Coast; and innovative skills as they identify the
the transatlantic slave trade; migration and importance of studying history.
settlement of ethnic groups; the Asante wars;
forming of alliances; independence; coups d’état; 43
elections.
3 Role play should relate to any one of the events
Strand 1: History as a subject • Let learners search online to find information on
certain customs of ethnic groups.
Resources
Ghana History Basic 4 Learner's Book Activity 1.3 (LB page 10)
Key words
preserve, custom, artefact, cultural heritage In Activity 1.3, learners choose one custom or
Helpful links tradition from one of these ethnic groups: Akan,
• www.britannica.com/place/Ghana Ewe, Mole-Dagbani, Guan, Ga-Adangme. As a
group, they role play the custom or tradition for
Teaching instructions the class. The class then guesses which custom and
group it is.
Use these teaching suggestions to create your own
lesson plans. Group work
Phase 1: Start suggestions Learners work in groups to do this activity. Place
• Start by asking learners to sing a song, tell a learners of different abilities together in the group,
so that all learners participate in the role-playing.
story or perform actions relating to customs or Encourage and remind learners to include history
traditions of their ethnic group. in their role play; to remember that the custom
• Hold a class discussion and ask learners to came from their parents and before that from their
describe what they know about the customs and grandparents. Perhaps they can portray different
traditions of their ethnic group and why they are generations in their role play. Through group work
performed. and pair work, communication and collaboration are
Phase 2: Explore suggestions practised.
• Discuss the concepts in the Learner’s Book
with learners. Let learners tell from their own Answers
experience what stories are told, what songs are • Learners’ own interpretation of the specific
sung, what works of art are in their families, what
artefacts they have or have seen, where it comes custom or tradition enacted in the role play.
from, from whom it has been handed down, etc.
• Elicit from learners that history contributes in Formative assessment
this way to keep their culture alive; that it is • Give learners enough time to do research online,
passed down from one generation to the next. It
is their cultural heritage. to plan their role play, to decide who is going to
Phase 3: Reflect suggestions portray whom, and to practise.
• Let learners talk in groups about which of their • Walk around the classroom and listen to and
customs and traditions, stories, songs, festivals observe learners as they engage in the planning of
they enjoy the most and which of them they do the role play. Assist any learners who seem to be
not like. struggling.
• Ask learners to think about how these activities, • When they do their role play for the class, take
songs, stories, festivals, etc. makes an impact on note of those learners who lack confidence in
their lives. Ask how their lives would be different the role-playing and give them more practice
if these things were not a part of their lives. opportunities in later lessons.
• Make sure that learners understand that history
contributes to keeping their cultural heritage alive Differentiated learning
and thus ensuring that a specific ethnic group, • Ask stronger learners to portray the leading roles
and ultimately the nation of Ghana, survives.
and let learners who are struggling enact the
Use of ICT supporting roles. Stronger learners can tell the
class more about each custom that is role-played.
• Find photographs or videos of cultural activities • Use the remedial activities for learners who
of the ethnic groups of Ghana on the internet struggle, and the extension activities for those
before the class. Show these to learners during the learners who need more of a challenge.
lessons.
Remedial activity
• Play learners a recording of a song or story • Ask learners to draw a picture of the custom they
relating to one of the ethnic groups of Ghana.
are role-playing.
44 • Let them describe their drawing to a partner.
Extension activity
• Ask learners to write a short story featuring the
custom or tradition they are role-playing.
Sub-strand 1: Why and how we study history
• Let them read their stories to the class. • Elicit from learners that these achievements and
• Encourage the class to give positive feedback. people in Ghana’s past, are a collective history
that bind together all Ghanaians – even though
History makes us proud people and ethnic groups differ within the
Ghanaians .................................(LB pages 11–13) country.
Some of the achievements of Ghana are highlighted Phase 3: Reflect suggestions
to indicate how national pride and patriotism can be • Let learners talk in groups about the events and
promoted by events that happened in the past; also
how the struggles of a nation as a whole, make them people in Ghana’s past that make them proud.
stronger as a nation and promotes integration. • Ask learners to think about how history
Content standard B4.1.1.1 contributes to making them proud and making
Understand the importance of studying history. them feel like one nation.
Indicator B4.1.1.1.1 • Make sure that learners understand that history
Explain the importance of studying the history of promotes pride and integration of the Ghana
Ghana. nation.
Subject specific practices and core competencies
Learners develop their cultural identity, creativity Use of ICT
and innovative skills as they identify the
importance of studying history. • Find a video of the national anthem of Ghana:
Resources God bless our homeland, Ghana, on the internet
Ghana History Basic 4 Learner's Book; Resource before the class. Show it to learners as an
1: Flag of Ghana to colour (page 124) introduction to the lesson. Let it run a few times
Key words so that they can learn the words if they do not
victory, architecture, shrine, achievement, citizen, know them already.
independence, unity, obstacle
Helpful links Activity 1.4 (LB page 13)
• www.youtube.com/watch?v=vKL8o_
In Activity 1.4, learners discuss with a partner
PNUtcnational anthem) whether or not they are proud to be a Ghanaian and
• www.britannica.com/place/Ghana why. They say which events in the history of Ghana
make them proud. They are asked to reflect if other
Teaching instructions Ghanaians feel the same way. They explain the word
‘unity’.
Use these teaching suggestions to create your own
lesson plans. Pair work
Phase 1: Start suggestions • Learners work in pairs to do this activity.
• Start by asking learners if they know the national
Working with a desk mate causes the least
anthem by heart: God bless our homeland classroom disturbance.
Ghana. Sing the national anthem while everyone • Encourage all learners to participate. This is an
stands at attention. ideal opportunity for learners to assist each other,
• Ask learners how they feel when they sing the and for them to assess each other.
national anthem. Guide them to discover that • Through group work and pair work,
they can be proud of being a Ghanaian. communication and collaboration are practised.
Phase 2: Explore suggestions
• Discuss the concepts in the Learner’s Book with Answers
learners. Guide them to see that Ghana achieved 1 Learners’ own answers.
great things in the past, that there were talented 2 Learners’ own answers. Events may include any
people who played a role, and that Ghanaians can
be proud of their history and of their people. events from Ghana’s past, as long as it can be
motivated.
3 Learners’ own answers.
4 The word ‘unity’ means being as one, together,
bound together, etc.
Formative assessment
• Walk around the classroom and listen to and
observe learners as they talk in their pairs. Assist
any learners who seem to be struggling.
45
Strand 1: History as a subject Extension activity
• Ask learners to design a poster about Ghana and
• Give learners enough time to discuss the
questions and then let the pairs share their why it is a great country.
answers with the class. • Pin up the posters in the classroom.
• Let the class give positive feedback on the posters.
• Make a note of learners who lack confidence in
answering questions, and give them more practice Exercise 1.1 (LB page 13)
opportunities in later lessons.
Answers
Differentiated learning 1 History is important because –
• Ask stronger pairs to answer the questions • it makes us proud Ghanaians.
• it creates a feeling of unity among citizens.
first and then let pairs with learners who are • it shapes our identity.
struggling give their answers. This method will • it helps our nation survive.
provide those learners with example answers to 2 a True b False
use as a guideline when answering. c False d True
• Use the remedial activities as practice for learners e True
who struggle, and the extension activities for
those learners who need more of a challenge. Formative assessment
Remedial activity • Do the exercise in class or as a homework exercise.
• Use Resource 1, the flag of Ghana. Ask learners • Walk around the classroom and observe learners
to colour the flag in the correct colours.
• Alternatively they can draw someone/themselves as they do the exercise. Assist any learners who
hoisting the flag. seem to be struggling.
• They can write underneath it: I am proud of • Give learners enough time to complete the
Ghana, because... questions.
• Pin up the drawings and/or coloured-in pictures • Let learners exchange exercise books and use peer
on the wall. assessment, while discussing the answers in class.
Sources for writing history -- ---------------------------------------------------------- (B4.1.1.2)
Learners come to understand the sources for writing history.
History sources
In this section, learners identify the sources of history. They discover that information and evidence can come from
people, places and printed material. They classify them under primary and secondary sources and they discover what
type of information can be gleaned from them.
Types of sources........................... (LB page 14) Resources
Old photographs; old newspapers; an old diary;
Learners discover what a source of history is, and old magazines; video of elderly person and/or chief
the types of sources available as evidence in history. telling a story about the past; photographs/videos
They learn about the three p’s, i.e. places, people and of museums and/or palaces
printed material, and they learn to identify examples Key words
of each. evidence, source
Helpful links
Content standard B4.1.1.2 • www.youtube.com/watch?v=gmPL8mqMM1Q
Understand the sources for writing history.
Indicator B4.1.1.2.1 Teaching instructions
Identify the sources of history.
Subject specific practices and core competencies Use these teaching suggestions to create your own
Use of evidence in learning history helps learners lesson plans.
develop their critical thinking skills.
46
Phase 1: Start suggestions Sub-strand 1: Why and how we study history
• Start by showing learners some of the sources that
• Let learners take turns in answering the
you’ve brought to class. Let them pass the sources questions, while the other one listens.
along and look at them closely.
• Ask them to tell you what they think each source • Let them write down the answers in their exercise
is, and what they think they can learn from it books and share them with the class.
about the past.
• Make sure you have about five or more items to • Pair work is the ideal opportunity to practise
discuss. some of the values that the curriculum wants
Phase 2: Explore suggestions to promote, like respect: each partner should
• Discuss the concepts in the Learner’s Book with give the other one a chance to speak and to
the learners. Ask them to try and think of more contribute.
examples of people, printed materials and/or
places that could serve as sources of history. • Through group work and pair work,
• Convey the idea that as a student of history, they communication and collaboration are practised.
are like detectives who must find evidence in
sources like a detective finds evidence on a crime Answers
scene. The detective wants to find out through 1 A source of history is a person, a place or printed
pieces of evidence what has happened at the scene
of the crime, just like historians and learners want material from which one gets information and
to find out through sources what has happened at evidence of what has happened in the past.
a certain place and time in the past. 2 Three types of sources are people, places and
Phase 3: Reflect suggestions printed materials.
• Ask learners to think about how an historian 3 Examples:
would go about writing a book about a certain • People: grandparents, tribal chiefs, leaders,
time in history.
• Let them reflect on how and where the historian professionals, historians
would find information and evidence to start • Places: monuments, museums, libraries and
writing. Let them reflect on the types of sources
he or she ould use and list examples thereof. palaces
• Make sure they understand that the sources • Printed material: story books, magazines,
of history are the most important factor when
writing or discovering facts about the past. posters, newspapers, old photographs and
funeral brochures
Use of ICT Formative assessment
• Walk around the classroom and observe and
• Find videos of chiefs or elderly people of Ghana listen as learners give the definition of a source of
telling stories about past events as examples of history, and while they list types of sources and
sources of history. examples of sources. Assist any learner who seems
to be struggling.
• Find videos of museums and/or palaces as • Give learners enough time to complete the
examples of sources of history. activity.
• Ask different pairs to give their answers to the
Activity 1.5 (LB page 14) class.
Differentiated learning
Learners tell their partners what a source of history is • As sources of history are the foundation from
and they name three types of sources (the three p’s). where the study of history is carried out, it is
They take turns to name examples of each type of important for all learners to grasp this.
source. • Use the remedial activity for learners who are
Pair work struggling and the extension activity for learners
• Let learners work with a desk mate, as this causes who need an extra challenge.
Remedial activity
the least classroom disturbance. • Ask learners who struggle to divide a sheet of
paper into three parts and to draw a person, a
place and printed material that are sources of
history. They can choose from the lists in the LB.
• Pin the drawings up on a wall in the classroom.
• Let the class give positive feedback on the
drawings.
47
Strand 1: History as a subject person, or an autobiography (primary source)
where a certain event is described and a newspaper
Extension activity article (secondary source) of the same event.
• Ask learners to search online for a book or video • Ask them if they can tell what the differences
between the sources are. Lead them to discover
about the history of Ghana. the answer.
• Let them identify the sources of history that the Phase 2: Explore suggestions
• Discuss the concepts in the Learner’s Book with the
author/producer used. learners. Ask them if they know what the key words
• Ask them to tell the class what they discovered. mean. Break the key words up into simpler forms
for them to discover the answer for themselves.
Primary and secondary • Ask them to try and think of more examples
sources........................................... (LB page 15–16) of primary and secondary sources of history in
their personal surroundings at home or in their
Learners discover that there are two categories communities.
of history sources, namely primary sources and • Let them bring along some of these examples to
secondary sources, and they get to know examples of the next class if they are able to, to use as part of
each of these. a display about sources of history.
Phase 3: Reflect suggestions
Content standard B4.1.1.2 • Ask learners to reflect on which category of sources
Understand the sources for writing history. would be the most valuable to a history detective
Indicator B4.1.1.2.1 who is looking for answers – primary or secondary
Identify the sources of history. sources? Let them give reasons why they think so.
Subject specific practices and core competencies • Lead them to think about the accuracy of
Use of evidence in learning history helps learners historical facts and how this would relate to the
develop their critical thinking skills. category of the source – primary or secondary.
Resources • Let them reflect on possible problems that an
Ghana History Basic 4 Learner's Book; An historian could encounter to find primary sources.
elderly person/chief invited to class to share (an) • Help them to arrive at the conclusion that both
historical event(s) with the learners; book(s)/ categories of sources are valuable.
newspaper(s) about the same event(s); biographies;
autobiographies; primary and secondary sources of Use of ICT
the same historical events; Resource 2: Flashcards
of primary and secondary sources (page 125–126) • Use some of the videos you found online of
Key words chiefs or elderly people of Ghana telling stories
autobiography, oral tradition, dirge about past events as examples of primary sources
of history (use one you haven’t used before).
Teaching instructions
• Find videos online of battle sites or other places
Use these teaching suggestions to create your own where historical events took place.
lesson plans.
Phase 1: Start suggestions Activity 1.6 (LB page 16)
• Start by introducing an elderly person that you’ve
Partners tell each other what a primary source of
invited to class to serve as an example of a person history is and what a secondary source of history is.
who is a primary source of history. Let the person They list a range of examples underneath the correct
tell the learners about a specific event that took heading: primary or secondary source.
place in the past in Ghana. If you have a book
or newspaper article about the same event as a Pair work
secondary source, this would work perfectly to • Pair desk mates together for as little disruption to
demonstrate the difference between a primary
and a secondary source. classroom activities as possible.
• Alternatively, if you cannot arrange for someone • Let learners take turns in answering the
to visit, show the learners an example of a primary
and a secondary source. A good example would questions, while the other one listens.
be to use a biography (secondary source) and • Let them write down the answers in their exercise
an autobiography (primary source) of the same
books and share them with the class.
48
Answers Sub-strand 1: Why and how we study history
1 Primary sources of history are stories, writings
and artefacts from people who were present when • Let them bring the sources to class, if possible,
the event took place. and tell the class of their findings.
2 Secondary sources of history come from people
who were not involved in the event. This source Information gathered from
was created using other sources of history that sources..........................................(LB pages 17–19)
already exist.
3 Learners discover how to gather information from
Primary sources Secondary sources sources by using a method used by journalists to
gather information for a news article. They learn
castles about the 5 Ws – who, what, where, why and when.
arts and crafts funeral brochures Content standard B4.1.1.2
Understand the sources for writing history.
old diaries biographies Indicator B4.1.1.2.1
Identify the sources of history.
old letters old newspapers Subject specific practices and core competencies
Use of evidence in learning history helps learners
oral tradition history books develop their critical thinking skills.
Resources
autobiographies Ghana History Basic 4 Learner's Book; Secondary
and primary history sources that you and
old photographs the learners have brought for a display in the
classroom; Resource 4 (page 128) of this Teacher's
old coins and medals Guide
Formative assessment Teaching instructions
• Walk around the classroom and observe and
Use these teaching suggestions to create your own
listen as partners tell each other what a primary lesson plans.
and a secondary source is, and while they are Phase 1: Start suggestions
listing the sources under the correct headings. • Start by showing the learners a source of history
Assist any learner who seems to be struggling.
• Give learners enough time to complete the activity. that relates to a specific event, from the display
• Ask different pairs to give their answers to the class. in the classroom. Try to use two or three that will
answer all of the W questions.
Differentiated learning • Ask them how they would go about gathering all
• As sources of history are the foundation from the information they could get from the source.
This prompts them to think creatively to solve
where the study of history is carried out, it is this problem.
important for all learners to grasp this. Phase 2: Explore suggestions
• Use the remedial activity for learners who are • Discuss the concepts in the Learner’s Book with
struggling and the extension activity for learners them. Recite the 5 Ws a few times like a rhyme,
who need an extra challenge. so that they know them off by heart.
• Write the W questions beneath each other on the
Remedial activity board. Show them one of the items shown before
• Resource 2 (pages 125–126) – Use flashcards and ask them to apply the 5 Ws to this source of
History.
with pictures of primary and secondary sources of • Ask one learner to identify the answer to the first
history on them. W question on the board, and write the answer
• Pair learners who struggle together and let them down. Then ask another learner to answer the
ask each other what kind of source each is, until second W question, and so on. Pass the source of
they get them right. history around the class so that they are able to
find the answers.
Extension activity
• Ask learners to find primary and secondary 49
sources about the same historic event.
• Examples:
1 An interview with A newspaper
a person from their clipping of the
community about the same event
event A biography about
the same person
2 An autobiography
about a specific person
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