History Textbook Basic 4 Teachers Guide

Strand 1: History as a subject

• When you have all of the answers to the 3 Any reasonable paragraph which includes the
W questions, ask learners to write a short facts above.
paragraph about the historic event that took place.
Formative assessment
• Choose a few learners to read their paragraphs to • Walk through the classroom and observe as
the class.
learners read the diary entry, and redraw the table
Phase 3: Reflect suggestions to fill in the information.
• Ask learners to reflect on how they can gather • Give learners enough time to complete the activity.
• Use peer assessment to give learners feedback on
information from history sources with regard to a their work.
specific event that took place. • Do formative assessment while walking around
• Ask them to reflect on what information they can the classroom.
gather though this method, e.g. what happened; Differentiated learning
where it happened, who was involved, why it • Use the remedial activity for learners who are
happened and when it happened. struggling and the extension activity for learners
who need an extra challenge.
Use of ICT Remedial activity
• Use Resource 4 to help learners who are
• Use one of the videos you found online to let struggling to learn the 5 Ws. Print out enough
learners practise their skill in using the 5 Ws to copies before the class to use when you need it.
extract information. It would be good to use one • Give them one or two simple examples of history
that you haven’t used before, but if not possible, sources to practise on.
an already shown video can also work. This will Extension activity
make learners look at the video with a different • Ask learners to find sources online on a specific
outlook than before. event in Ghana’s history, e.g. the day Ghana
became a republic for the first time, the day
Activity 1.7 (LB page 18) Dr. Nkrumah was overthrown, the slave trade,
the Asante wars, etc.
In this individual activity, learners read the diary • Ask them to share their findings with the class.
entry on page 17. They then redraw the table in the
activity box in their exercise books and answer the Activity 1.8 (LB page 18–19)
5 W questions. They are then ready to write a short
paragraph about the historic event described in the
diary entry.

Individual work Learners read the diary entries of a young girl,
• Walk through the class and make sure that all Akuba, from the town of Ayirebi in Ghana on
page 18 of the Learner’s Book. They then answer
learners have grasped the concepts. Help learners the five W questions about one of the diary entries,
who seem to be struggling. by redrawing the table in their exercise books and
• Although this is an individual activity, learners completing it. They then decide what the most
can exchange their exercise books when they are important event is in the diary and they discuss it
done for peer assessment. in their groups. They should say why they think so.
• Ask a few learners to read their paragraphs for the They are also asked to make a list about how this
class. event affected the lives of the people in Ayirebi.

Answers They are asked to think about and discuss why
1 See that learners read the diary entry attentively. everything had become so expensive. They are also
2 asked to say whether this is a primary or a secondary
source of history and why they say so.
Who? Dr. Nkrumah
What? The hoisting of the new flag of Group work
Ghana • This is a group activity for the purpose of
When? 6th March 1957
Where? Accra grouping together stronger and less strong
Why? Because Ghana has become learners, so that they can learn from each other.
independent Group work always promotes communication
and collaboration.

50

Sub-strand 1: Why and how we study history

• The questions are also designed to promote Remedial activity
learners’ critical thinking skills. • Use Resource 4 and group together learners who

• Let the groups designate one learner to read the struggle to grasp the concepts.
diary entries out loud in their group. • Give them other examples of sources to work

• They can then continue answering the questions. on until they are able to extract the information
• Walk through the class and give guidance where from the sources.
Extension activity
groups are struggling. • Ask learners to find a history source, like an old
• Give groups enough time to complete the activity. diary or a funeral brochure at home or in their
• Then ask different groups to share their answers communities and to apply the 5 Ws.
• Let them bring the sources to class, if possible,
with the class. and tell the class of their findings.

Answers Activity 1.9 (LB page 19)
1 Make sure the groups read the diary entry
Learners do this activity individually. They find a
attentively. One learner can be designated to read newspaper article at home about an historic event.
the entries aloud. This is an easy activity, because all events in the
2–3 newspaper are, in fact, history. Encourage learners to
Who? The people of Ayirebi, Ghana find something that makes an impact on the people
of Ghana.
What? Drought; struggle for survival

When? February 1983

Where? Ayirebi, Ghana

Why? No rain for a long time; petrol is Individual work
expensive; • This gives the learners an opportunity to be

4 The drought creative. Encourage learners to find interesting
5 The stream has dried up, so drinking water articles that makes an impact on all Ghanaians.
• Let learners share their experiences in finding the
has to be fetched from afar; petrol has become articles in class.
expensive, so people are struggling financially;
bushfires destroy crops; it is hot; etc. Answers
6 Everything is expensive, because the petrol price 1–3 Learners’ answers according to the news article
has gone up.
7 Primary; Akuba is present while this is happening they found.
in Ghana.
Formative assessment
Formative assessment • This is an ideal opportunity to see if every learner
• Walk around the classroom and observe and
has grasped the skill of gathering information,
listen as groups read the entries and answer the and how to apply the 5 Ws, and to assess them
questions. Assist any learner who seems to be individually.
struggling. Do your assessment. • Give learners enough time to complete the
• Give learners enough time to complete the activity. activity in class.
• Ask different groups to give their answers to the • Ask learners to share their articles and answers
class. with the class.

Differentiated learning Differentiated learning
• Grouping different ability learners together in the • Use the methods described in the previous

groups will help learners who struggle to learn extension activities for differentiated learning if
from their peers. you need more extension activities.
• Use the remedial activity for learners who are
struggling and the extension activity for learners
who need an extra challenge.

51

Strand 1: Summary

Summary: Strand 1 – History as a subject

Why and how we study History Types of sources
• Information for the study of history can be
History is about activities that happened
in the past. It is about the people that were obtained from the three Ps: people, places
involved. It is also about the places where and printed materials.
events happened and the reasons why they • Primary sources are stories, writings and
happened. artefacts from people who were present
when the event took place.
Examples of history may include: • Secondary sources of history come from
• the life history of a person people who were not involved in the event.
• family history Secondary sources are usually created
• the history of an ethnic group, for using other sources of history that already
exist.
example the Asante • The sources of history can provide any or
• the history of a place, for example, a all of the answers to these five questions:

town, a city or a country. Who is it about? The Who is it about? The
The history of Ghana is important people involved people involved
because it:
• shapes our identity What happened? What happened?
• helps our nation to survive The event or The event or
• makes us proud Ghanaians. happening happening
When did it happen? When did it happen?
Why and how we study History The date The date

When studying history, one needs Where did it Where did it
information and evidence of what happen? The happen? The
has happened in the past. We get this location location
information from different places and by Why did it happen? Why did it happen?
different means. These places and means The reason The reason
are called sources of history.

52

Sub-strand 1: Revision Sub-strand 1: Revision

Formative or Summative (LB page 20)
assessment 5 How does history help to form people’s

Use this Sub-strand 1: Revision activity for identity?
formative or summative assessment. All the things that happened in a
• Formative assessment: Let learners country’s past contribute to who the
people of a country are.
complete the activity and go through 6 How does history help to keep traditions
the answers in class. Learners can alive?
either check their own work for self- Every ethnic group has its own customs
assessment, or swap work with a and traditions that are carried over to
partner and check each other’s work for the next generation through stories,
peer assessment. songs, arts and crafts, artefacts, etc.
• Summative assessment: Let learners These are all part of the history of a
write the answers in their exercise books nation and in this way help to keep
or talk about the answers with you traditions alive.
individually. Take in the exercise books 7 How does history help to make you
or listen to the oral answers and assess proud to be a citizen of Ghana?
learners’ work. Check that learners can Great achievements by great people in
demonstrate an understanding of the Ghana’s history contribute to making
importance of studying history and of Ghana citizens proud to be Ghanaian.
the sources of writing history. 8 What are primary sources of history?
Name two.
Answers Primary sources are stories, writings
and artefacts from people who were
1 Complete the following statements: present when the event took place.
a History is a record of past events. Examples of primary sources are:
b History makes us who we are. a person who talks or writes about his
c The Asante is the largest ethnic or her past; palaces; castles; old diaries;
group in Ghana. old letters; autobiographies; arts and
crafts; old photographs.
2 True or false: 9 What are secondary sources of history?
a The Ewe is an ethnic group of Ghana. Name two.
True Secondary sources of history come
b History is not an important subject. from people who were not involved
False in the event. This source was usually
created using other sources of history
3 Name three important events in the that already exist. Examples of
history of Ghana. secondary sources are: History books;
The gold trade; the naming of the Gold old newspapers; oral tradition; dirges;
Coast; the transatlantic slave trade; biographies; funeral brochures.
migration and settlement of ethnic 10 What do the five Ws stand for?
groups; the Asante wars; forming of Who, what, where, why, when
alliances; independence; coups d’état; 11 List the information we can get using the
elections. five Ws.
What happened; why it happened; who
4 Is it important to study the history of was involved; where it happened; when
Ghana? Name three reasons for your it happened.
answer.
Yes, it is important, because:
History shapes our identity.
History helps our nation to survive.
History makes us proud Ghanaians.

53

Strand 1: Assessment test (LB pages 21–22)
songs, arts and crafts, artefacts, etc.
Strand 1: Assessment test These are all part of the history of a
nation and in this way help to keep
Summative assessment traditions alive.
6 Great achievements by great people in
Use this Strand 1: Assessment test for Ghana’s history contributed to making
summative assessment. Let learners write Ghana citizens proud to be Ghanaian.
the answers in their exercise books or talk 7 A source of history is where you get
about the answers with you individually. information and evidence from of what
Take in the exercise books or listen to the has happened in the past.
oral answers and assess learners’ work. 8 What happened; who was involved;
• Make sure that learners can when did it happen; where did it
happen; why did it happen.
demonstrate an understanding of the 9 Two types of printed material that can
importance of studying history. be sources of history are:
• Confirm that learners can demonstrate story books; magazines; posters;
an understanding of the sources for newspapers; old photographs; funeral
writing history. brochures
10 Two places that can be sources of
Answers history are: a library, a museum, a
castle, a monument, a shrine.
1 a History is a record of past events. (1) 11 Two people who can be sources of
b The three biggest ethnic groups in history are:
Ghana are the Asante, Mole-Dagbani an elderly person, grandparents, tribal
and the Ewe. chiefs, leaders, professionals, historians
c The food you eat, how you dress, 12 Primary and secondary sources
names , festivals and dance styles 13 Primary sources: a person who talks or
form a part of your identity as a writes about his past, palaces, castles,
Ghanaian. old diaries; old letters, autobiographies,
d Customs are carried over to the next arts and crafts, old photographs.
generation by parents teaching their Secondary sources, History books,
children songs and people writing old newspapers, oral tradition, dirges,
down stories. (2) biographies; funeral brochures.
e History is important, because it 14 The authors of the History books were
shapes our identity. (1) not present when the events took place.
15 They provide the evidence of what has
2 a True happened in the past. They give us
b False. Photographs are very information about the past.
important in studying history. 16 a What? a non-profit organisation,
c True
d False. The first president of Ghana Achievers
was Dr. Kwame Nkrumah. Who? Amina Daru
e False. The biggest ethnic group in Where? a slum in Accra
Ghana is the Akan. When? 2011
Why? to provide education for all
3 History shapes our identity. girls in slums
History helps our nation to survive. b Learners, own answers comprising
History makes us proud Ghanaians. any of the information gathered
through using the 5 Ws.
4 All the events that took place in Ghana’s
past, contributed to who the people of
our country are. We are influenced by all
that happens in our country. It changes
us.

5 Every ethnic group has its own customs
and traditions that are carried over to
the next generation through stories,

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Introduction

Strand 2: My country Ghana

Introduction on attacked by the British due to their
alliance with the Asante. Eventually the Anlo was
The ‘who’ and the ‘where’ form an integral part forced to surrender. The British armed forces,
of the history of a country. In this strand, people including their navy, who was ready to bombard all
and places of Ghana are investigated a little more the coastal towns of the Anlo people if they refused
closely to get an inkling of where the Ghana of today surrender, were just too strong. This led to the fall
evolved from. of this strong and proud group of people. Anlo
The Anlo is a sub-group of the Ewe ethnic group territory subsequently became a part of the Gold
and has a rich history spanning centuries. In the first Coast colony.
sub-strand, ‘The people of Ghana’, the history of the In Sub-strand 4, some of Ghana’s well-known
group is followed from their migration from Ketu to historical locations are investigated, most of which
Notsie, and thereafter their exodus due to a tyrant are primary sources of history. It would be very
king, and eventually to their settling where they are beneficial if excursions to some of these locations
today, in the southeastern part of Ghana. could be arranged for learners. This makes History
In this area, they founded many of the communities come alive and would certainly add to making
and towns that still exist today. Their territory History a more interesting subject for learners.
expanded due to their trading in salt, fish and slaves, In Sub-strand 5, learners get to know some of
and the protection of their interests with their Ghana’s traditional leaders of old and the role
strong, military presence in these areas. This covers they played or the contribution they made to the
the rise of this once powerful group of people. development of Ghana.
Then the British entered the scene, and although
they initially coexisted peacefully, the Anlo was later

Opener Activity

Let us learn about … People and places in Ghana (LB page 23)
The opener activity provides an opportunity to assess Answers
if learners know anything about the Anlo and the 1 The Anlo, who are a sub-group of the Ewe ethnic
Hogbetsotso festival that takes place every year to
celebrate the Anlo’s exodus from Notsie. It sets the group.
scene for the journey of discovery of the Anlo as a 2 The paramount chief of the Anlo people.
group of people. The questions should get learners 3 ‘In state’ means the king is sitting on his throne.
talking so that you can assess what the foundation is 4 The Hogbetsotso festival
from where to start your presentation. Diagnostic assessment
Ask learners to work in groups to complete the This activity will allow you to measure how much
activity. Walk around the classroom and listen as they know about the specific topic. If they are
learners talk about the questions. Give learners time members of the Anlo group of people, they will
to talk about the questions and then hold a class probably know more, but if not, they will probably
discussion for them to share their answers. not know much about the group. The questions will
help you to decide how you should go about your
presentation of the lessons.

55

Strand 2: My country Ghana

Sub-strand 1: The people of Ghana

Ghana was formed by the migration of various about the people of Ghana, and specifically the Anlo
ethnic groups into the Gold Coast. It thus consists people, a sub-group of the Ewe people, who stay in
of various kingdoms, which are further divided into the southeastern part of Ghana in the Volta River
smaller kingdoms. Different groups stay in different region.
areas. In this sub-strand, learners will discover more

The rise, expansion and fall of the Anlo Kingdom-------------------------- B4.2.1.1

On completion of this section, learners will show rise, expansion and fall of one major kingdom, in
understanding of some of the factors that led to the this case the Anlo Kingdom.

Formation of the Anlo Kingdom

In this section, learners discover where the Anlo (The International African Library, pp. 25–46).
came from originally, why they escaped from Notsie, Cambridge: Cambridge University Press.
and which communities were founded by them “Anlo Ewe.” Wikipedia: The Free Encyclopedia.
along the way. They also find out how they survived Wikimedia Foundation, Inc. 22 July 2004.
once settled, and how they expanded their kingdom. Retrieved 17 May 2020, https://en.wikipedia.org/
wiki/Anlo_Ewe
Migration and escape........(LB pages 26–28) Nukunya, G. (1994). Insider Anthropology: The
Case of the Anlo Ewe. Etnofoor, 7(1), 24–40.
Learners discover how the ancestors of the Anlo Retrieved May 16, 2020, from www.jstor.org/
people migrated from Ketu in Yoruba to Notsie as a stable/25757828
result of the stool of the king (symbol of power and Greene, S. (1981). Land, Lineage and Clan in
reign) being taken to Notsie. Here they were not Early Anlo. Africa: Journal of the International
treated well and they made plans to escape, which African Institute, 51(1), 451-464. Retrieved May
led to the exodus and subsequent settlement in the 17, 2020, from www.jstor.org/stable/1158948.
area where they live today. Retrieved 17 May 2020, from https://www.persee.
fr/doc/cea_0008-0055_1966_num_6_23_3074
Content standard B4.2.1.1 Lewis, H.S. The origins of African Kingdoms.
Show understanding of some of the factors that Cahiers d’Études africaines, 23 (1966), pp. 402–407
led to the rise, expansion and fall of one major Strickrodt, S. (2015). The era of the warrior kings:
kingdom. 1702 to 1772. In Afro-European Trade in the
Indicator B4.2.1.1.1 Atlantic World: The Western Slave Coast, c. 1550-
Describe how one major kingdom was formed and c. 1885 (pp. 102-133). Woodbridge, Suffolk;
the reasons behind its expansion. Rochester, NY: Boydell & Brewer. doi:10.7722/j.
Subject specific practices ctt7zst5n.10
As learners reconstruct and interpret the factors Verdon, M. (1981). Political Sovereignty,
that led to the rise, expansion and fall of one Village Reproduction and Legends of Origin: A
major kingdom, they develop cultural identity and Comparative Hypothesis. Africa: Journal of the
digital literacy. International African Institute, 51(1), 465-476.
Resources Retrieved May 15, 2020, from www.jstor.org/
Ghana History Basic 4 Learner's Book; Video, stable/1158949
Agorkoli, about the Anlo-Ewe people; Resource 4
(page 126): map of Ghana with the Anlo area Key words
indicated migration, savanna belt, forest belt, coastal belt,
References expansion, succession, tyrant, barrier, liberation
Venkatachalam, M. (2015). The Anlo-Ewe:
Portrait of a People. In Slavery, Memory and Helpful links
Religion in Southeastern Ghana, c.1850–Present • www.youtube.com/watch?v=Gps6etlxtQ4

(photos of Hogbetsotso Festival)

56

Sub-strand 1: The people of Ghana

• www.youtube.com/watch?v=RR8fc3L81CM Answers
(Video, Hogbetsotso) No answers applicable.
Formative assessment
• https://www.youtube.com/watch?v=QtrcIbge-Dc • Give learners enough time to plan their role play
(Animation video: Agorkoli)
and to practise it. Ask a few groups to perform
Teaching instructions their role play for the class.

Use these teaching suggestions to create your own Exercise 2.1 (LB page 28)
lesson plans.
Phase 1: Start suggestions Answers
• Start the class by showing learners the video, 1 Learners complete the sentences with the words

Agorkoli, about the Anlo-Ewe people. in the boxes.
• Ask a few learners to retell what they have seen in a The Anlo originally came from Ketu.
b They lived in places like Dogbo, Yor and Tado.
the video. c The Dogbo moved from Tado to Notsie .
Phase 2: Explore suggestions d Kponoe took the stool of the Dogbo to his
• Discuss the key words with learners. See if they
uncle.
can discover what they mean without giving e The first chief of the Dogbo community was
them the meaning. Then discuss the escape and
migration of the Anlo people with the learners. Sri I.
• Talk about the places that the ancestors of the 2 Learners state whether the statements are true or
Anlo people founded – Kedzi, Keta and Anloga –
and ask them if they know where these places are false.
and if they’ve been there. a King Agorkoli treated the Dogbo people well.
• Show them Resource 4.
Phase 3: Reflect suggestions False
• Ask learners to think about how the Anlo people b The plan of escape was for the women to
came to be where they are today.
• Let them reflect on how they think the journey would weaken the wall with water every day. True
have been, what kind of dangers there would have c The Dogbo walked forward and stayed
been; what kind of characteristics the people would
have had to have to endure this kind of journey. together when they left Notsie. False
d Tegli pierced the wall with his sword. True
e The first settlement founded was Tsevie. True
3 Learners say what each of the place names mean.
a Menlo: I am ‘doubled over’.
b Kedzi: ‘We are on the sand’
c Keta: ‘head of the sand’

Use of ICT Formative assessment
• Walk around the classroom and observe as
• Find the video of Agorkoli that portrays the story
of the Anlo people’s escape and migration to learners do the exercise in their exercise books.
where they live today. Assist any learner who seems to be struggling.
Use this exercise for formative assessment.

Activity 2.1 (LB page 28) Differentiated learning
• The exercise includes differentiated activities for
Learners role-play one of the following events: the
escape from Notsie or the arrival and settling at the learners to do individually in their exercise books.
coast. They can bring along clothes and other items • If necessary, pair learners together who are
and perform it as a play for the class.
struggling.

Group work Settlement, Livelihood.....(LB pages 29–30)
• Put learners into groups of 3 to 5 learners each.
• Let them decide who will play which role. Learners discover how the Anlo people started
• See that everyone participates. settling and how they made a living when they
• Choose 3 or 4 groups for the following days to arrived at their new home.

bring along clothes and props to perform their Content standard B4.2.1.1
role play for the class. Show understanding of some of the factors that
led to the rise, expansion and fall of one major
kingdom.

57

Strand 2: My country Ghana Anlo came from an inland area and did not know
the ocean, so everything was new to them.
Indicator B4.2.1.1.1 • Ensure learners can indicate the area on a map
Describe how one major kingdom was formed and where the Anlo people settled in Ghana.
the reasons behind its expansion.
Subject specific practices Use of ICT
As learners reconstruct and interpret the factors
that led to the rise, expansion and fall of one • Learners use Google maps to find the distance
major kingdom, they develop cultural identity and between the Anlo area and where they live.
digital literacy.
Resources • Let learners discover how far the Anlo had
Ghana History Basic 4 Learner’s Book; Resource travelled to escape the tyrant king of Notsie by
3 (page 127): A map of Ghana showing where the using Google maps.
Anglo people live; Resource 5 (page 129): Worksheet
to draw the livelihood activities of the Anlo. Activity 2.2 (LB page 29)
Key words
Awoamefia, navigate, interior, pasturage site, Partners do research on the internet to find out how
shuttle, fertile, commodities, maintain the Anlo built their canoes: what material they used;
how they made it waterproof; and if they still build
Teaching instructions it this way today. They then design a step-by-step
instruction booklet on how to build a canoe. Hand
Use these teaching suggestions to create your own out two sheets of paper for the activity – one for the
lesson plans. research notes and one for the instruction booklet.
Phase 1: Start suggestions Show learners how to fold the paper to make the
• Start by showing learners Resource 4 again. Let instruction booklet.

them trace the map and colour in the area where Pair work
the Anlo people live. • Let learners do the research on the internet
• Ask learners if they know where on the map of
Ghana they live and how far they think they are together. They can take turns in answering the
located from where the Anlo live. As an ICT questions, while the other one listens.
exercise they can look up the distance between
where they live and the Anlo Kingdom on Answers
Google maps. They can colour in the area where 1 How the Anlo built their canoes:
they live in another colour.
Phase 2: Explore suggestions a They used wood from the trees in the area.
• Discuss the concepts in the Learner’s Book with They used sharp shells to make instruments to
the learners. Ask them if they know what the key cut down branches. They used rope they made
words mean. from plants they found in the area.
• Discuss the activities the Anlo engaged in to
survive once they settled. b They used a kind of tar they made from certain
• Do the activity on page 29. Let learners use materials to make the boats waterproof.
the internet to find information. The activity
contributes to the core competencies of creativity c Boats are built very much in the same way,
and innovation and digital literacy. but waterproofing has been made easier with
Phase 3: Reflect suggestions materials they can buy at shops these days.
• Lead learners to imagine how it would have been
for the Anlo people to arrive in a totally new area d Booklets can be circulated for peer review.
that they did not know. Ask them what dangers
there would have been. Formative assessment
• Let learners think for themselves what people • Give learners enough time to complete the
need to survive (e.g. shelter and food), and how
the Anlo people went about doing this. activity. Ask different pairs to give their answers
• Ask learners to reflect on how creative the Anlo to the class and circulate booklets.
people were to think of building a canoe. The
Differentiated learning
58 • This activity contributes to creativity and

innovation and digital literacy.
• Placing stronger learners with slower learners will

assist with differentiated learning. The stronger
learner can do the research, while the slower
learner writes down what they discover on a sheet
of paper or in their exercise books.

Remedial activity Sub-strand 1: The people of Ghana
• Use Resource 5 on page 127 at the back of the
Subject specific practices
Teacher’s Guide. Make enough copies of the As learners reconstruct and interpret the factors
worksheet beforehand to hand out to learners that led to the rise, expansion and fall of one
who are struggling. major kingdom, they develop cultural identity and
• Let them draw the means by which the Anlo digital literacy.
learnt to survive when they settled. This includes: Resources
farming; fishing; hunting; trading. Ghana History Basic 4 Learner's Book; Ghana
• Pin up their pictures on the classroom wall. History Basic 4 Learner's Book; Videos of the
• Let the class give positive feedback. Trans-Atlantic slave trade
Extension activity Key words
• Stronger learners can write a poem about fishing, maintain, warfare military power, abolish,
hunting, farming and/or trading. foreigners, advantage, suppress, collaborate
• Let them read their poems to the class if you have Helpful links
enough time. • https://www.youtube.com/

Exercise 2.2 (LB page 30) watch?v=3NXC4Q_4JVg (Video: Transatlantic
slave trade)
Answers
Learners complete the sentences with the words Teaching instructions
supplied.
1 The Anlo made canoes to go fishing. Use these teaching suggestions to create your own
2 Hunters used canoes to look for drinking water lesson plans.
Phase 1: Start suggestions
game, and pasturage. • Start by talking about the slave trade with the
3 Farmers shuttled between the islands to cultivate
learners. Ask them if they know what it is and
crops. how it worked. Then show them the video of
4 The canoe was also used to send information. the transatlantic slave trade (www.youtube.com/
5 Canoes was used as a means of transport for watch?v=3NXC4Q_4JVg).
• Ask a few learners to tell the class what happened
commodities. to slaves during the slave trading period and how
it worked.
Formative assessment Phase 2: Explore suggestions
• You can use the exercise for formative assessment. • Discuss how the Anlo became involved in trade
in the area where they dominated. At first they
Walk through the classroom while the learners were trading more in commodities like salt, dried
are busy completing the exercise to do the fish and imported goods, but later on, from
assessment. 1830, they started becoming involved in the slave
• Alternatively, the exercise can be used as a trade on a larger scale.
homework exercise. • Let learners discover that the slave actually
contributed to the Anlo becoming a very wealthy
Pre-colonial times.................(LB pages 30-31) group.
• Ask them to think about how the Anlo would
Before the British arrived on the Gold Coast, the have been able to keep other groups out of their
Anlo people were extremely powerful and successful. trading area – especially if it was going really well.
They had a good trading business going on and The answer is through a strong military presence.
traded in ivory, salt, dried fish, imported goods, and They had to have a strong army to protect their
later on, slaves. They also had an excellent army. This trading areas.
was necessary to expand their trading business and to • Learners should grasp that it was the
maintain the trading areas they already had. combination of their trading skills, trade network
and their military prowess that made the Anlo
Content standard B4.2.1.1 Kingdom a very strong and revered kingdom.
Show understanding of some of the factors that
led to the rise, expansion and fall of one major 59
kingdom.
Indicator B4.2.1.1.1
Describe how one major kingdom was formed and
the reasons behind its expansion.

Strand 2: My country Ghana

Phase 3: Reflect suggestions Activity 2.3 (LB page 31)
• Ask learners to think about how the Anlo built
Learners hold a quiz about the Anlo state before
up their kingdom. What did they trade with? the British arrived. Put learners into groups of five
• How did they maintain their trading business? learners. Each group should write down all the
questions they can about the Anlo. Two groups of
And how did they protect it? five learners each compete against each other. Let
• Make sure they understand that the Anlo them sit facing each other, while each group gets a
chance to ask a question from their list. They should
Kingdom was a strong and powerful Kingdom not repeat questions. Every answer is worth 1 point.
at one stage due to their trading and military Let someone keep score. The group with the most
presence. points wins.

Use of ICT Group work
• Group work promotes the core competency of
• Find a video of the transatlantic slave trade before
the class and show it to learners. communication and collaboration.
• Make sure that all members of the group take
• Learners do research online about how the Anlo
built their canoes. part. Learners should take turns in asking the
questions and answering them.
• Circulate and supervise. Check if groups have
understood the instructions and conduct
informal assessments, if you want to use this
activity for assessment.

Answers

Possible questions and answers:

Questions Answers
1 Name one commodity the Anlo traded in. Any one of: ivory, dried fish, salt, imported goods
2 Name another commodity. Any one of: ivory, dried fish, salt, imported goods
3 Where did the Anlo buy slaves? Krepi
4 What did they do with the slaves? Sold them or used them themselves
5 What were slaves traded for? Guns
6 How did the Anlo maintain their position of power? With their military power
7 Name one reason they engaged in war. To gain control over fishing grounds; to control the salt
works at Ada; to dominate the trade in the Volta River area;
8 Which wars took place from 1750–1784? to maintain trade contacts with the Asante and Akwamu
9 With whom did the Anlo make war from 1750– Nonobe, Ada and Sagadre wars
The Agave, Ada and Anexo
1784?
10 When did the Keta-Anlo war take place? 1785
11 When did the Danish war take place? 1792
12 Which war took place in 1830? Peki war
13 When was the slave trade abolished? 1807
14 When did Anlo become a major exporter of slaves? From 1830
15 Name a village that became a major slave trading Woe, Atorkor

area in the Anlo Kingdom. The Asante
16 With whom did the Anlo form an alliance? Peki wars
17 In which wars did the Anlo fight with the Asante? 1869-1874
18 When did the Peki wars take place? The Asante wanted to regain their influence over the
19 Why did the Peki Wars take place? trade routes in Krepi.

60

Sub-strand 1: The people of Ghana

Formative assessment • Commodities may include: ivory, salt, dried fish,
• Walk around the classroom and observe and imported goods, slaves.

listen as learners take part in the quiz. • Let them share their findings with the class.
• You can use this activity for formative assessment
Exercise 2.3 (LB page 31)
by taking time to see if learners answer correctly
when asked a quiz question, but this should Answers
rather be used as an activity to consolidate facts 1 Learners complete the sentences with the words
and promote communication and collaboration.
• You can use the exercise that follows for further in the boxes.
assessment of this section of work. a The Anlo traded in ivory, dried fish, salt and
Differentiated learning
• All learners take part in the quiz. Stronger slaves.
learners can answer the more difficult questions b Slaves were bought in Krepi.
and weaker learners the easier questions. c Trade and warfare went hand in hand.
• All learners benefit by hearing the questions and d Slavery was abolished in 1807.
answers being spoken out loud. e Villages like Woe and Atorkor became slave
Remedial activity
• Let learners draw a picture of the trading trading areas.
activities of the Anlo or of the Anlo making war 2 The Anlo made war to
to protect their trading activities.
• Pin the drawings up on a wall in the classroom. • gain control over fishing grounds
• Let the class give positive feedback on the • control the saltworks at Ada
drawings. • dominate trade at the Volta River
Extension activity • maintain trade contacts with the Asante and
• Ask learners to choose one trading commodity of
the Anlo to do research about online. Akwamu.
• Let them find out about the ‘journey’ of the item
that was traded. Where did it start and where did Formative assessment
it end? • You can use the exercise for formative assessment

The fall of the Anlo Kingdom in the classroom or as a homework exercise.
• Take in learners’ exercises books once they’ve
In this section learners discover how the Anlo had
to surrender to the British, after being a mighty completed the exercise.
and powerful kingdom that was respected by their
neighbours. Indicator B4.2.1.1.2
State the factors that led to fall of the kingdom
The British................................... (LB page 32–33) you have studied.
Subject specific practices
In 1850, the British took over the Danish Fort As learners reconstruct and interpret the factors
Prinzenstein at Keta to expand their trading that led to the rise, expansion and fall of one
activities. From 1851 to 1853, the British, under major kingdom, they develop cultural identity and
Governor Hill, attempted to exercise power and digital literacy.
jurisdiction over the Anlo. They wanted to enforce Resources
the laws against the slave trade. They were ready to History Basic 4 Learner's Book; Videos of the
make war against the Anlo people from 1860 due to festivals and celebrations of the Anlo, as well as
the Anlo’s alliance with the Asante. dance-drumming
Key words
Content standard B4.2.1.1 jurisdiction, alliance, tactics, booming, legitimate,
Show understanding of some of the factors that combatant, recognise, inability, deploy, navy,
led to the rise, expansion and fall of one major bombard, range, invasion, conquer, integrate,
kingdom. protectorate

61

Strand 2: My country Ghana • Learners do research online about Captain
Tamakloe in Activity 2.4.
Helpful links
• www.youtube.com/watch?v=lvWg_eWTZFo Activity 2.4 (LB page 33)

(Video: Festivals and Celebrations, Volta Learners do research online to find out more about
Region, Ghana) Captain Tamakloe I, the brave Anlo warrior. They
• https://www.youtube.com/watch?v=pC5- then write five sentences about him in their exercise
LcHbbOE (Video: Vulolo – dance-drumming) books, and share them with the class.

Teaching instructions Pair work
• Pair stronger learners with slower learners to help
Use these teaching suggestions to create your own
lesson plans. each other with the research.
Phase 1: Start suggestions • Circulate and supervise. Check if pairs have
• Start by asking learners what the ‘fall’ means?
understood the instructions and conduct
Listen to their answers and lead them to informal assessments.
understand that it means the loss of power and • Make sure that everyone participates.
control over territory and/or people.
• Ask them to think about the British and what Answers
their armed forces consisted of. The inclusion of Learners own research and answers about Captain
the navy is very important as this led directly to Tamakloe I.
the fall of the Anlo people.
• Ask them to think about how the Anlo people Formative assessment
fought. What did they have access to? Lead them • Walk around the classroom and observe and
to discover that the Anlo made war on foot, and
that they did have guns that were traded for listen as learners do their research and write down
slaves. But they did not have great forces like the notes on their research. Assist any learner who
British navy with cannons. seems to be struggling.
Phase 2: Explore suggestions • Give learners enough time to gather information
• Start by discussing the key words with learners. and to write down the five sentences in their
Lead them to find out the meaning for exercise books.
themselves by breaking up the words. • Ask a few pairs to share their findings with the
• Then discuss the events that took place from the class.
time when the British took over the Danish Fort
Prinzenstein. Differentiated learning
• The war with Britain was instrumental in the fall • Pairing stronger learners with slower learners
of the Anlo, so this is very important.
• The ending of the war with the Treaty of will assist with differentiated learning. Stronger
Dzelukofe and the subsequent inclusion of Anlo learners can do the creative research, while slower
territory in British-controlled areas concludes this learners can take notes of what they find on the
section. internet.
Phase 3: Reflect suggestions • Use the remedial activity for learners who are
• Ask learners to think about how the Anlo's struggling and the extension activity for learners
position changed from being very powerful to who need an extra challenge.
surrendered to Britain.
• Let them reflect on what this meant for the Anlo. Remedial activity
How did it change their lives? • Ask learners to draw the mighty warrior,

Use of ICT Tamakloe I in one of his battles.
• Pin the drawings up on a wall in the classroom.
• Find videos online of Captain Tamakloe and the • Let the class give positive feedback on the
wars he fought in online and show them to the
learners. drawings.

• Find videos of the British armed forces of this Extension activity
era, especially the navy, so that they understand • Ask learners to write a poem about this mighty
what the Anlo people were up against.
warrior.
62 • Let some of them recite their poems to the class.
• Ask the class to give positive feedback.

Sub-strand 1: The people of Ghana

The Anlo today..........................(LB page 34-35) also bring to class items that are used in their
cultural activities: clothes, drums, etc.
The Anlo today live a peaceful life with their • Ask them to tell the class who the heroes in the
neighbours. The Anlo are a proud nation, who Anlo history are.
celebrates their heritage through their festivals and Phase 2: Explore suggestions
other cultural events. Dance-drumming is an integral • Discuss the concepts in the Learner’s Book with
part of community life. The whole community the learners.
participates in cultural activities. • Lead learners to discover that the Anlo are still
Fishing is still one of the most important means of a proud group of people keeping their heritage
livelihood in Anlo country. The people also engage alive through their cultural practices.
in farming to look after their families. Some of the • Make sure they know that the main forms of
crops grown include cassava, maize, peppers and livelihood in Anlo country are fishing, farming
vegetables. The kente weaving industry flourishes and kente weaving.
here, as well as poultry production and the rearing of • Discuss the clans and how a king is chosen.
pigs, sheep, goats and ducks. Phase 3: Reflect suggestions
• Ask learners to reflect on the Anlo’s history from
Content standard B4.2.1.1 Notsie until today.
Show understanding of some of the factors that • Ask different learners to name highlights of their
led to the rise, expansion and decline of one major journey through history.
kingdom. • Let learners think of character traits that these
Indicator B4.2.1.1.2 people had to have to survive all that they did.
State the factors that led to fall of the kingdom • Ask them if they would have been proud to be a
you have studied. part of such a group of people
Subject specific practices
As learners reconstruct and interpret the factors Use of ICT
that led to the rise, expansion and fall of one
major kingdom, they develop cultural identity and • Find videos of some of the cultural activities of
digital literacy. the Anlo, e.g. festivals, dance-drumming.
Resources
Ghana History Basic 4 Learner's Book; Videos • Find videos of some of the ancestral shrines of the
about Anlo festivals and celebrations, as well as Anlo to show to learners.
dance-drumming
Key words Activity 2.5 (LB page 35)
patrilineal
Helpful links Learners talk about the rise of the Anlo Kingdom.
• www.youtube.com/watch?v=lvWg_eWTZFo They make a list in their exercise books of the main
events that led to the establishment of the kingdom.
(Video: Festivals and Celebrations, Volta They say if they think they can be proud to be
Region, Ghana) Anlo and why. They talk about the fall of the Anlo
• https://www.youtube.com/watch?v=pC5- Kingdom and list the main events that led to the
LcHbbOE (Video: Vulolo – dance-drumming) fall. They also think about who the heroes are in the
Anlo’s story, and why they think so.
Teaching instructions
Pair work
Use these teaching suggestions to create your own • Pair stronger learners with slower learners to help
lesson plans.
Phase 1: Start suggestions each other with the discussion and answering of
• Start by asking learners to remind you who of the questions.
• Circulate and supervise. Check if pairs have
them are a part of the Anlo-Ewe group. understood the instructions and conduct
• Ask these learners to tell the class about some of informal assessments.
• Make sure that everyone participates.
their customs, traditions and festivals. They can

63

Strand 2: My country Ghana Differentiated learning
Answers • Pairing stronger learners with slower learners
1 Learners talk about the rise of the Anlo
will assist with differentiated learning. Stronger
Kingdom. learners can help the slower learners to find the
a They make a list in their exercise books of the answers.
• Use the remedial activity for learners who are
main events that led to the establishment of struggling and the extension activity for learners
the kingdom. who need an extra challenge.
• Escape and migration from Notsie to the Remedial activity
• Ask learners to draw the mighty warrior,
southeastern part of Ghana. Tamakloe I in one of his battles.
• Establishment of various communities and • Pin the drawings up on a wall in the classroom.
• Let the class give positive feedback on the
towns. drawings.
• Trading in salt, dried fish, imported goods Extension activity
• Ask learners to write a poem about this mighty
and slaves. warrior.
• Growth of the Anlo’s military power. • Let some of them recite their poems to the class.
• Wars to expand trade and territory. • Ask the class to give positive feedback.
Learners’ own answers. These may include:
Yes, because the Anlo people were very brave Exercise 2.4 (LB page 35)
and strong; they endured much hardship and
had to face danger; they had to have courage Answers
to journey to a totally new area; they had to 1 Learners complete the sentences using the words
think of ideas to survive; they had to survive
wild animals; they had to think of ideas for in the boxes.
their livelihood. a The British took over the Danish Fort
2 Learners talk about the fall of the Anlo Kingdom.
a They list the main events that led to the Prinzenstein in 1850.
decline. b Governor Hill tried to exercise power and
• The Anlo were in alliance with the Asante,
jurisdiction over the Anlo from 1851.
who were at war with Britain. c Britain waged with war the Anlo due to its
• The Anlo did not want to submit to the
alliance with the Asante.
British laws against the slave trade. d Britain wanted to end the slave trade.
• Wars took place between Britain and the e Captain Tamakloe I of the Anlo was a good

Anlo people. soldier.
• The British had a strong navy with 2 Learners answer the questions.

cannons. a The war waged between the British and the
• The Anlo had to surrender. Anlo in 1874 was the Glover War.
• The Treaty of Dzelukofe was agreed upon.
• Anlo land came under British control. b The strategy the British used in this war:
Learners’ own answers. These may include: They chased the Anlo from the north down
• Captain Tamakloe I, because of his good
fighting skills and bravery. to the coastal towns, while their navy was
• All the Anlo people, for their perseverence. waiting in the harbour to bombard all of the
• The leaders of the Anlo people – Amega coastal towns if the Anlo did not surrender.
Wenya and Sri I, for their decision making c The outcome of the war:
and good leadership. The Anlo surrendered. The Treaty of
Formative assessment Dzelukofe was entered into.
• Walk around the classroom and observe as d The treaty signed after the war:
learners discuss and write down the answers to The Treaty of Dzelukofe.
the questions. Assist any learner who seems to be e The terms of the treaty:
struggling. • The Volta was to be opened to trade.
• Give learners enough time to complete the • Keta, Dzelukofe and other towns became
activity.
• Ask a few pairs to share their answers with the British territory.
class.
Formative assessment
64 Use the exercise for formative assessment in class or
as a homework exercise.

Sub-strand 1: Summary

Summary: The people of Ghana • British territory.
• The British extended the boundaries of
Formation of the Anlo Kingdom
the Gold Coast Colony to incorporate Anlo
• The Anlo is a sub-group of the Ewe land. Anloga, Keta and other towns along
ethnic group. the coast were immediately integrated as
part of the colony.
• Members of the Anlo live in the south- • Soon after, European powers separated
eastern part of Ghana in the Volta the Ewe-speaking communities into two
region. different colonial territories. In this way,
Ho and most of the central Ewe towns
The fall of the Anlo Kingdom became part of the German protectorate
of Togoland (1884).
• In 1850, the British took over the Danish
Fort, Prinzenstein, at Keta to expand their The Anlo today
trading activities.
• The Anlo are a proud nation. They
• From 1851 to 1853, the British, under celebrate their heritage through their
Governor Hill, attempted to exercise festivals and other cultural events.
power and jurisdiction over the Anlo. They Dancing and drumming is an important
wanted to enforce the laws against the part of community life.
slave trade.
• Fishing is still one of the most important
• The British were ready to fight to: commerical activities practised by the Anlo
–– end the slave trade that was booming but the people also engage in farming to
since the 1830s look after their families. Some of the crops
–– encourage trade in legitimate goods grown include cassava, maize, peppers
–– end disputes that were disrupting and vegetables.
commerce around the Volta river.
• They have a kente weaving industry, and
• In the Funu/Atiteti and the Second Agoue keep poultry, pigs, sheep, goats and ducks.
wars, Britain deployed its navy off the
coast and made it clear that they were • There are 15 clans of Anlo.
ready to bombard and destroy every Anlo • The Anlo king ‘Awoamefia’ is chosen
coastal town within range.
from the royal clans the Adzovia or the
• During the Glover war of 1873–1874, Britain Bate. They take turns to choose a king.
launched an invasion from the north. The The elders of the clan meet to select
British plan was to drive the Anlo into the candidates.
coastal towns within range of their armed • All the clans have their ancestral shrines at
navy ships. The Anlo were conquered and Anloga, except the Xetsofe, who have their
they lost their independence. shrine at Tsiame across the Keta lagoon.
Each clan has totems, taboos and clan
• In June 1874, a treaty was signed at cults.
Dzelukofe near Keta, with the following
terms:

• l the Volta was to be opened to trade l
Keta, Dzelukofe and other towns became

65

Sub-strand 1: Revision (LB page 36)

Sub-strand 1: Revision 5 The founding father of Anloga was
Amega Wenya.
Formative or Summative 6 How the Anlo got their name:
assessment Amega Wenya was an old man when

Use this Sub-strand 1: Revision activity for they arrived at Anloga. According to
formative or summative assessment. tradition, he said in Ewe: “Menlo”,
• Formative assessment: Let learners meaning, “I am doubled over with age
and tiredness”. This is how the Anlo got
complete the activity and go through their name.
the answers in class. Learners can either 7 Two other places founded by the Anlo's
check their own work for self-assessment, leader were Kedzi and Keta
or swap work with a partner and check 8 Togbi Sri I became the Anlo's king.
each other's work for peer assessment. 9 How the kingdom expanded and
• Summative assessment: Let learners became powerful:
write the answers in their exercise books The Anlo dominated the trade in ivory,
or talk about the answers with you dried fish, coastal salt, imported goods
individually. Take in the exercise books and slaves in the 18th and 19th centuries.
or listen to the oral answers and assess Anlo merchants went to slave markets
learners' work. to buy slaves from Krepi, for their own
• Check that learners can demonstrate an use and to sell. During this time, trade
understanding of the factors that led to and warfare went hand in hand. Slaves
the rise, expansion and fall of the Anlo could be traded for guns that were
Kingdom. needed to maintain a position of power.
The Anlo was a strong military power.
Answers They fought to: gain control over fishing
grounds; control the salt works at Ada;
1 The original place the Anlo people come dominate trade at the Volta River;
from is Ketu. maintain trade contacts with the Asante
and Akwamu. From 1830, Anlo became
2 The reason the Anlo went to Notsie: a major exporter of slaves. Villages like
In the 1500s, there was a dispute Woe and Atorkor became large slave
trading areas. The foreigners brought
about succession in Tado after Kponoe money into the area. Some Anlo citizens
Ashimadi’s father (the king) passed became very wealthy.
away. Kponoe took the royal stool of 10 Three things the Anlo did to survive
the Anlo (the Awoamezi) to Notsie to his when they settled:
maternal uncle. The people followed to Fishing, farming, hunting, trading
where the stool was kept. 11 Four things the Anlo used canoes for:
3 The king who treated them badly was They built canoes for fishermen to
King Agorkoli navigate the lagoon and look for good
4 The plan they made to escape: places to fish.
The women were asked to throw water
at one spot on the wall while washing
clothes. This was to weaken the wall.
When the wall was weak enough, Tegli
drew the ‘Sword of Liberation’ and
pierced the wall. According to the story,
they walked backwards and separated,
so that King Agorkoli could not trace or
find them.

66

Sub-strand 1: Revision

Sub-strand 1: Revision (continued) (LB page 36)
16 The reasons for the fall of the Anlo:
Hunters also used the canoes to explore
other islands and the interior to the In 1865, 1866 and 1873 the British
north of the lagoon for game, pasturage, waged war against the Anlo. The Anlo,
drinking water and new settlement sites. stood their ground in the beginning.
Later on, the Anlo suffered great losses
Farmers shuttled between the islands and were forced to recognise their
and the fertile interior to cultivate crops. inability to face this powerful enemy. In
the Funu/Atiteti and the Second Agoue
The important tradition of the canoe wars, Britain deployed its navy off
shuttle developed as a means of the coast and made it clear that they
transport for commodities and to send were ready to bombard and destroy
information. every Anlo coastal town within range.
The Treaty of Dzelukofe: In the third
12 The Anlo traded in salt, fish, imported conflict, the Glover war of 1873–1874,
goods and later on slaves Britain launched an invasion from the
north. The plan was to drive the Anlo
13 Two reasons why the Anlo made war: right into the coastal towns within
They fought to: range of their armed navy ships. The
Anlo were conquered and they lost their
gain control over fishing grounds independence. In June 1874, a treaty
control the salt works at Ada was signed at Dzelukofe near Keta, with
dominate trade at the Volta River the following terms:
maintain trade contacts with the Asante The Volta was to be opened to trade.
and Akwamu. Keta, Dzelukofe and other towns
14 The British arrived in Anlo territory in became British territory.
1850. The British extended the boundaries of
15 The reasons why the British and the the Gold Coast Colony to incorporate
Anlo clashed: Anlo land. Anloga,
From 1851 to 1853, the British, under Keta and other towns along the coast
Governor Hill, attempted to exercise were immediately integrated as part of
power and jurisdiction over the Anlo. the colony.
They wanted to enforce the anti-slavery 17 Three agricultural activities the Anlo are
laws. Due to the alliance of the Anlo with known for:
the Asante, Britain changed its tactics cassava, maize, peppers and vegetables
towards the Anlo. From 1860, they were
ready to wage war to:
end the slave trade that was booming
since the 1830s
encourage trade in legitimate goods
end disputes that were disrupting
commerce around the Volta river.

67

Strand 2: My country Ghana

Sub-strand 4: Major historical locations

Ghana has multiple important historical locations they are located, when they were built, who built
that are primary history sources. In this section them, why they were built and how they have
learners discover these sites. They find out where changed over time.

The history of some historical locations in Ghana------------------------- B4.1.4.1

On completion of this section, learners will be able historical locations in Ghana.
to demonstrate knowledge of the history of some

Important historical locations in Ghana

In this section, learners discover the important Teaching instructions
historical locations of Ghana. They find out where
they are located, when they were built, who built Use these teaching suggestions to create your own
them, why they were built and how they have lesson plans.
changed over time. Phase 1: Start suggestions
• Start by showing videos of the
Flagstaff House....................... (LB page 38–39)
Flagstaff House (www.youtube.com/
Learners discover Flagstaff House, the presidential watch?v=3S3ehzqyhn4&list=PLI0JGvXLthPBbT_
palace in Accra. It serves as the residence and office Xw95nmeLBUP7NNK6ko&index=6&t=0s &
to the president of Ghana. It was built during the www.youtube.com/watch?v=vEzKd2uGAoM).
British reign and the building was originally used as • Ask the learners to put up their hands if they’d
the offices of the British government. been to Flagstaff House.
• Ask one or two of the learners what they
Content standard B4.1.4.1 experienced at Flagstaff House.
Demonstrate knowledge of the history of some • Ask learners if they know what kind of history
historical locations in Ghana. source this is, and why. (Primary source)
Indicator B4.1.4.1.1 Phase 2: Explore suggestions
Describe the history of Ghana’s major historical • Discuss the meaning of the key words with
locations, specifically, Flagstaff House, Burma learners.
Camp, Jamestown Lighthouse, Gbewaa Palace, • Ask the learners if they know what Government
Larabanga Mosque, etc. does at Flagstaff House? What goes on at the
Subject specific practices government offices? Describe to them the
As learners explore change and continuity in the administrative duties that are performed there, as
study of historical locations, they enhance their well as the Council meetings, decision making,
personal development, become creative, innovative budgeting and all that is involved in running a
and digitally literate. country.
Resources • Let them ask questions if they have any.
Ghana History Basic 4 Learner's Book; Pictures of Phase 3: Reflect suggestions
all the major historical locations; video about the • Ask learners to think about how this major
name change of Flagstaff House historical location came to be and the changes it
Key words went through with time.
mosque, broadcasting, corporation, residence, • Let them reflect on the name change, and why
reign, abroad, maintenance, inaugurated, tourist this happened.
attraction • Make sure they know where it is located, what it
Helpful links is used for, when it was built and by whom, and
• www.youtube.com/watch?v=vEzKd2uGAoM what it is used for today.

(video about the name change of Flagstaff House)

68

Use of ICT Sub-strand 4: Major historical locations

• Find videos of the Flagstaff house and show them d Flagstaff House was inaugurated in November
to learners. 2008.

• Find pictures of all the major historical locations e Two things the president uses Flagstaff House
online, print them out and make a display in a as residence and as an office (administration).
corner of the classroom.
Formative assessment
• Ask learners to add to the display. Mark each • Walk around the classroom and observe as
photo at the back so that they can take it home
once the lesson is completed. learners do the exercise in their exercise books.
Assist any learner who seems to be struggling.
Activity 2.6 (LB page 38) • Give learners enough time to complete the
activity.
Learners talk about the major historical locations • Collect the books if you want to use the exercise
in the mind map on page 37. They talk about what for formative assessment.
they saw and experienced. They tell the group any
interesting stories they know about these locations. Burma Camp, Jamestown
They discuss which of these locations they would Lighthouse, Gbewaa
like to visit and they motivate their choice. Take in Palace.............................................(LB pages 40-42)
all of the learners’ notes on these locations and try to
arrange for a class outing to one or more of them. Burma Camp is the headquarters of the Ghana
armed forces and the Ghanaian Ministry of Defence,
Group work but also played a role in the history of Ghana. It was
• This is a group activity to promote the base for the British armed forces initially and it
was later on the base of the military leaders who took
communication and collaboration between over the rule in Ghana by force.
learners. It also serves as an opener activity to this The Jamestown Lighthouse was built by the British
sub-strand to see what learners know about these alongside Fort James to keep ships out of harms way
major historical locations. at the coast. These two landmarks in Ghana are both
• Make sure that everyone participates. primary sources of history.
• It is not aimed at formative assessment. There are Gbewaa Palace is the seat of the Yaa Naa (the ruler)
enough activities and exercises later on for the of the Dagbon Kingdom. This palace is located in
purpose of assessment. the Northern Region of Ghana. It is now a major
tourist attraction in Ghana.
Answers
Learners’ own answers. Content standard B4.1.4.1
Demonstrate knowledge of the history of some
Exercise 2.5 (LB page 39) historical locations in Ghana.
Indicator B4.1.4.1.1
Answers Describe the history of Ghana’s major historical
1 Learners say whether the statements are true or locations, specifically, Flagstaff House, Burma
Camp, Jamestown Lighthouse, Gbewaa Palace,
false: Larabanga Mosque, etc.
a The president lives at Flagstaff House. True Subject specific practices
b The Flagstaff House was built by the As learners explore change and continuity in the
study of historical locations, they enhance their
Ghanaian government. False personal development, become creative, innovative
c Flagstaff House was rebuilt in 2005. False and digitally literate.
d There is a zoo at Flagstaff House. False Resources
e It was inaugurated in 2008 by President John Ghana History Basic 4 Learner's Book; Pictures
of all the major historical locations; Video of
Kufuor. True Jamestown Lighthouse
2 Learners answer the questions.

a Flagstaff House was originally used as
administration offices for the British
government

b The zoo at Flagstaff House close down due to
poor maintenance.

c The new name of Flagstaff House is Jubilee
House.

69

Strand 2: My country Ghana Use of ICT

Key words • Find videos online of the major historical
headquarters, armed forces, battle site, coup d’etat, locations discussed and show them to the
breakwater, gallery, keeper, visibility, seat learners.
Helpful links
• www.youtube.com/watch?v=YKZs6FgTPwI • Let learners do research on their own or with
your help on topics related to these locations.
(video of Jamestown Lighthouse)
Activity 2.7 (LB page 40)
Teaching instructions
Learners write down the five most interesting facts
Use these teaching suggestions to create your own about Burma Camp on a sheet of paper. Let them
lesson plans. cut out each fact, fold up the pieces of paper, and
Phase 1: Start suggestions place them in a container. They then shake the
• Ask learners if they have been to Burma Camp, container, and choose a folded piece of paper from
the container. They can then design a poster about
the Jamestown Lighthouse or Gbewaar Palace Burma Camp, using the interesting fact chosen as
and what they saw and experienced. their main idea on the poster.
• Then show them the video of the Jamestown
Lighthouse. Group work
• Ask learners to tell you if these three locations are • Although they start doing this activity as a group,
primary or secondary sources of history, and why
they think so. the designing and making of the poster is done
Phase 2: Explore suggestions individually.
• Start by asking the learners if they know the • Circulate and supervise. Check if groups have
meaning of the key words on page 40. Lead understood the instructions and conduct
them to discover the meaning for themselves by informal assessments. Posters can be collected for
using the context and breaking up the words into assessment.
smaller bits. • Make sure that everyone participates.
• Discuss the main ideas of Burma Camp with
them. Answers
• Go on to the Jamestown Lighthouse and again No answers applicable.
start with the key words. Use context and
breaking up into smaller pieces to let them Formative assessment
discover the meaning for themselves. • Walk around the classroom and observe as
• Discuss the main ideas of the Jamestown
Lighthouse and Gbewaa Palace with them. learners take part in their choosing of their fact
• Let learners search online for more information and then planning and making their poster.
about the Gbewaa Palace or try finding out more • Give learners enough time to complete the
at home. activity.
Phase 3: Reflect suggestions • Pin up the posters on the classroom wall
• Ask learners to think about where these three afterwards and ask the class for positive feedback.
major historical locations are situated.
• Let them reflect on who built them and for what Differentiated learning
reason. • Pairing stronger learners with slower learners
• Make sure they understand how the use of these
locations has changed over time. will assist with differentiated learning. Stronger
• Ask learners if Ghana would have been the same learners can help the slower learners to find the
without these historical locations, and let them answers.
give a reason why. They should arrive at the • Use the remedial activity for learners who are
fact that history contributes to the identity of a struggling and the extension activity for learners
country, and these locations are a part of Ghana’s who need an extra challenge.
identity.
Remedial activity
• Ask learners to choose one of the major historical

locations discussed and draw a picture of the
location.
• Pin pictures on the classroom wall.
• The class can give positive feedback.

70

Sub-strand 4: Major historical locations

Extension activity Remedial activity
• Ask learners to write a short story featuring one • Learners may draw one of the other locations

or all of the historical locations, including the they have not drawn yet.
facts that are known about the location. • Pin the drawings up on a wall in the classroom.
• Let learners read the story/extracts of the story to • Let the class give positive feedback on the
the class when you have time in class.
drawings.
Activity 2.8 (LB page 42) Extension activity
• Ask learners to do research on one of the
Learners choose the correct word in B to complete
the sentence in A. locations they have covered thus far and find out
facts that are not known yet, or interesting stories
Individual work about the location.
• Although this is an individual activity, you may • Ask some learners to share their findings with the
class.
pair weaker learners together to help each other
find the answers. Exercise 2.6 (LB page 42)
• Circulate and supervise. Check if learners have
understood the instructions. Answers
• Collect exercise books if you want to use this 1 Complete the sentences below. Use the words in
activity as an assessment.
the boxes to help you.

Answers armed forces Accra Giffard

AB Jerry Rawlings Burma

The Jamestown Lighthouse was built 1871 a Burma Camp is the headquarters of the armed
in _______. forces.

You can see as far as _______ from 30 km b Burma Camp is located in Accra.
the lighthouse. c Giffard Camp was the previous name of

The lighthouse overlooks the harbour Burma Camp.
_______. d West African soldiers served in World War II

The Jamestown Lighthouse was built British as part of the Burma Campaign.
by the _______. e The leader of the 1979 coup d’état was Jerry

The structure of the lighthouse stone tower, Rawlings.
consists of a _____ _____, _____ lantern, 2 Say whether the following are true or false:
and _____. gallery
a Jamestown Lighthouse was built in 1781.
Formative assessment False – 1871.
• Walk around the classroom and observe as
b You can see as far as 30 km from the
learners do the activity. Assist any learner who Jamestown Lighthouse. True
seems to be struggling.
• Give learners enough time to complete the c Jamestown Lighthouse was rebuilt in 1892.
activity. True
• You may use the activity for formative assessment.
Differentiated learning d A keeper’s house is attached to the Jamestown
• If there are weaker learners who are struggling, Lighthouse. True
pair them together to complete the activity.
• Use the remedial activity for learners who are e James Fort is far from the Jamestown
struggling and the extension activity for learners Lighthouse. False, it is at the Fort.
who need an extra challenge.
Formative assessment
• Walk around the classroom and observe as

learners do the exercise.
• Give learners enough time to complete the

activity.
• Alternatively, the exercise can be completed as

homework.
• Collect learners’ books to do the assessment.

71

Strand 2: My country Ghana • Then show the video of the sword of
Okomfo Anokye (www.youtube.com/
Larabanga Mosque, Okomfo Anokye watch?v=Na3l8GmJpM0)
Sword Site in Kumasi.........(LB pages 43–45)
• Let learners talk about their impressions.
Located in Larabanga in the Northern Region of Phase 2: Explore suggestions
Ghana, this mosque is the oldest one in Ghana. It is • Discuss the key words on pages 43 and 44 in the
also one of the oldest in West Africa. It has a unique,
interesting story carried over through oral tradition Learner’s Book with the learners. First let them
that learners will enjoy. discover the meanings for themselves through
In the same way, the Okomfo Anokye Sword Site in the context and/or by breaking up the words into
Kumasi has a fascinating story attached to it that will smaller parts.
make your History lessons a pleasure to conduct. • Then go through the content in the Learner’s
Book, first on the Larabanga Mosque and then
Content standard B4.1.4.1 the Okomfo Anokye sword.
Demonstrate knowledge of the history of some • Let learners do the activities.
historical locations in Ghana. • The exercise can be used as a homework exercise.
Indicator B4.1.4.1.1 Phase 3: Reflect suggestions
Describe the history of Ghana’s major historical • Ask learners to think about how the foundation
locations, specifically, Flagstaff House, Burma of the mosque was completed. Let them
Camp, Jamestown Lighthouse, Gbewaa Palace, stretch their imagination and try to think of
Larabanga Mosque, etc. explanations.
Subject specific practices • Let them reflect about why these two historical
As learners explore change and continuity in the sites are viewed as important.
study of historical locations, they enhance their • Make sure they know how these sites came to be,
personal development, become creative, innovative why they were established, who established them,
and digitally literate. and how they changed in time.
Resources
Ghana History Basic 4 Learner's Book; Pictures Use of ICT
of all the major historical locations; videos of
Larabanga Mosque and the Sword of Okomfe • Find videos of Larabanga Mosque and the
Anokye; Resource 6 (page 130: colour-in picture Okomfo sword online and show learners.
of the Larabanga Mosque)
Key words Activity 2.9 (LB page 44)
foundation, Quran, Imam, fetish, cofounder,
succeed In pairs, learners role-play an interview between a
Helpful links news reporter in 1421 and Ayuba. They first write
• https://www.youtube.com/ down their questions in their exercise books before
they start. They take turns to be the interviewer and
watch?v=aywXVK1D7Ps (video of Larabanga the interviewee. They then write a summary of five
Mosque) sentences about the information they gathered in the
• https://www.youtube.com/ interview.
watch?v=Na3l8GmJpM0 (video of sword of
Okomfe Anokye) Pair work
• Pair stronger learners with weaker learners.
Teaching instructions • Circulate and supervise. Check if pairs have

Use these teaching suggestions to create your own understood the instructions and conduct
lesson plans. informal assessments.
Phase 1: Start suggestions • Make sure that everyone participates.
• Start by showing a video of the
Answers
Larabanga Mosque (www.youtube.com/ • No answers applicable. Make sure that the
watch?v=aywXVK1D7Ps)
information gathered through the interview is
accurate.

72

Sub-strand 4: Major historical locations

Formative assessment • He declared that the removal of the sword will be
• Walk around the classroom and observe as the end of the Asante Empire.

learners plan their interview by writing down • It has been over 300 years and the sword remains
questions. Help them to choose open-ended where it was planted in the ground.
questions. Assist any learner who seems to be
struggling. • It is located at the Okomfo Anokye Hospital in
• Give learners enough time to complete the Kumasi.
activity.
• Ask a few pairs to share their summary with the • The sword serves as a symbol of unity of the
class. Asante Kingdom.
Differentiated learning
• Use the remedial activity for learners who are • Many people have tried to use force and
struggling and the extension activity for learners machines to remove the sword, but no one has
who need an extra challenge. succeeded.
Remedial activity
• Make copies of Resource 6 (Colour-in picture of Formative assessment
the Larabanga Mosque) beforehand and hand it • Walk around the classroom and observe as
out to learners.
• Ask learners to write the name of the historical learners discuss and write down their interesting
location at the top and to colour in the picture. facts. Assist any learner who seems to be
• Pin the pictures to the classroom wall. struggling.
Extension activity • Give learners enough time to complete the
• Ask learners to do research on the Sudanese activity – also for the design and drawing of the
building style according to which the Larabanga poster.
Mosque was built, and if they can find more • Pin the posters up on the classroom wall and ask
examples of it. Perhaps they can find out how it learners to give positive feedback.
originated. Differentiated learning
• Ask them to share their information with the • Pairing stronger learners with slower learners
class. will assist with differentiated learning. Stronger
learners can help the slower learners to remember
Activity 2.10 (LB page 45) the interesting facts about the sword.
• Use the remedial activity for learners who are
Learners take turns to state an interesting fact struggling and the extension activity for learners
about the Okomfo Anokye sword. They list all the who need an extra challenge.
interesting facts in their exercise books. They then Remedial activity
use their lists to design a poster for people to visit • Slower learners can draw Okomfo Anokye
this historical location. planting the sword in the ground, rather than
designing a poster.
Pair work • Pin the drawings up on a wall in the classroom.
• Pair stronger learners with slower learners to help • Let the class give positive feedback on the
drawings.
each other in this activity. Extension activity
• Circulate and supervise. Check if pairs have • Ask stronger learners to do research to find extra
information on the sword to add to their list.
understood the instructions and conduct • Let some of them share this with the class.
informal assessments.
• Make sure that everyone participates. Exercise 2.7 (LB page 45)

Answers Answers
Interesting facts about the sword include: 1 Learners fill in the missing words in the
• Okomfo Anokye was an Asante fetish priest
sentences, using the words supplied:
and cofounder of the Asante Kingdom in a The oldest mosque in Ghana is the Larabanga
West Africa.
• He planted the sword in the ground. Mosque.
b The mosque is built in the Sudanese style.
c The mosque was built by Ayuba.
d There is an old Quran in the mosque.
e Yidan Barimah Braimah was the Imam in

1650.

73

Strand 2: My country Ghana Key words
introduce, relay, ignorance, isolation, progress,
2 Learners say whether the statements are true or bungalow
false: Helpful links
a Okomfo Anokye was an Ewe priest. False • (www.youtube.com/watch?v=9ZQbXY9iF2g
b It is believed that if the sword is removed, it
will be the end of the Asante Kingdom. True (video of Kumasi Fort and Military Museum)
c The Okomfo Anokye sword has been in its • www.youtube.com/watch?v=8Ufn75Ria6E
position for 500 years. False
d The sword is located in Kumasi. True (video of the GBC history)
e The sword has been removed a few times.
False Teaching instructions

Formative assessment Use these teaching suggestions to create your own
• Walk around the classroom and observe and lesson plans.
Phase 1: Start suggestions
assess as learners complete the exercise. Assist any • Start by showing learners the video about the
learner who seems to be struggling.
• Give learners enough time to complete the Kumasi Fort and Military Museum (www.
exercise. youtube.com/watch?v=9ZQbXY9iF2g)
• The exercise can be used as a classroom exercise • Let them tell you what their impressions are.
or as a homework exercise. • Show the video of the GBC’s history:
• Collect learners’ books to do your assessment. www.youtube.com/watch?v=8Ufn75Ria6E
• Ask learners if they had been to the GBC, and
Kumasi Fort and Military Museum, what they experienced.
Ghana Broadcasting Phase 2: Explore suggestions
Corporation................................ (LB page 46–48) • Discuss the key words on pages 46 and 47 with
the learners. Lead them to discover the meaning
The Kumasi Fort and Military Museum is located from the context and/or break up the words into
at the Uaddara Barracks in Kumasi, the capital city smaller parts.
of the Asante Region of Ghana. It is one of the few • Then go through the content on these two pages.
military museums in Africa. • Do Activity 2.11 as a fun activity for
Broadcasting in Ghana started in 1935. It was the consolidation of the facts about the military
Governor of the Gold Coast, Sir Arnold Hodson museum.
(the Sunshine governor), who introduced the relay Phase 3: Reflect suggestions
radio service to Ghana. The first broadcast was on • Ask learners to think about how these two
31st July 1935 at 17:45. historical locations contributed to the Ghana
they know today.
Content standard B4.1.4.1 • Let them reflect on why they were built in the
Demonstrate knowledge of the history of some first place, what they were used for, when they
historical locations in Ghana. were built, who built them/started them and how
Indicator B4.1.4.1.1 they have changed over the years.
Describe the history of Ghana’s major historical
locations, specifically, Flagstaff House, Burma Use of ICT
Camp, Jamestown Lighthouse, Gbewaa Palace,
Larabanga Mosque, etc. • Find videos of the Kumasi Fort and Military
Subject specific practices Museum and the GBC and show learners.
As learners explore change and continuity in the
study of historical locations, they enhance their • Learners can do online research about the GBC
personal development, become creative, innovative before they do Activity 2.12 to find out what it
and digitally literate. was like when the first broadcast was relayed to
Resources the Ghana people.
Ghana History Basic 4 Learner's Book; Videos of
Kumasi Fort and Military Museum and the GBC
history

74

Sub-strand 4: Major historical locations

Activity 2.11 (LB page 46) Extension activity
• Ask learners to do research online about
Learners hold a quiz about the Okomfo Anokye
Sword Site and the Kumasi Fort and Military the Kumasi Military Museum to find more
Museum. Put learners into groups of five learners information.
each. Each group writes down as many questions • Let them then design a poster to lure tourist to
as they can about the two historical locations on a visit this historical location.
sheet of paper. Groups should sit facing each other. • Pin up the posters on the classroom wall.
Then each group asks a question from their list. All • Ask for positive feedback from the class.
members should get a chance to ask and to answer.
They should not repeat questions. Answers are worth Activity 2.12 (LB page 48)
1 point each. Let them keep score and see who wins!
Learners role-play the very first radio broadcast to
Group work Ghana. They tell the listeners why the radio station
• Group learners of different strenghs together so is being established. They entertain listeners with
Ghanaian news and music. (You can tell learners to
that the weaker learners learn from the stronger bring along some music from the era when the radio
ones. was started.) They take turns to be the presenter.
• Circulate and supervise. Check if groups have Members of the group can ‘phone in’ to the studio
understood the instructions and conduct with requests or questions.
informal assessments, if you want to use this
activity. Group work
• Make sure that everyone participates. • Group different strength learners together so that

Answers the slower learners can learn from the stronger
• No answers applicable learners.
• Circulate and supervise. Check if groups have
Formative assessment understood the instructions and conduct
• Walk around the classroom and observe as informal assessments, if you want to use this
activity as such.
learners list their questions, and holds their • See that everyone participates.
quizes. Assist where help is needed.
• Give learners enough time to complete the Answers
activity. No answers applicable.
• Ask groups to convey the outcome to the rest of
the class. Formative assessment
• As an extension, you can always let the winners • Walk around the classroom and observe as
compete until you have an overall winning group
of the class – if you have the time to do this. learners conduct their role plays, while you do
your assessment.
Differentiated learning • Give learners enough time to complete the
• Grouping stronger learners with weaker learners activity.
• Be sure to note which learners are doing less
will assist with differentiated learning. Stronger talking and let them talk more in future activities.
learners can help the slower learners to find the
answers. Differentiated learning
• Use the remedial activity for learners who are • Pairing stronger learners with slower learners
struggling and the extension activity for learners
who need an extra challenge. will assist with differentiated learning. Stronger
learners can help the slower learners to remember
Remedial activity the interesting facts about the sword.
• Weaker learners may be assigned to write • Use the remedial activity for learners who are
struggling and the extension activity for learners
down any new questions and the answers to who need an extra challenge.
the questions that come from the other group,
thereby consolidating content.
• They may be assigned to keep score.

75

Strand 2: My country Ghana

Remedial activity Project: Investigate the uses of forts
• Weaker learners can do draw a picture of the
Ask learners to research the various uses that forts
first studio in the Bungalow from where the first have had since being built. They can do research
broadcast took place. online or speak to elders in the community. If
• Pin the drawings up on a wall in the classroom. possible, ask a knowledgeable person to address
• Let the class give positive feedback on the learners about the changing nature of the forts.
drawings. Allow groups to choose one fort and investigate it
Extension activity in detail or choose more forts and do them in less
• Learners can do research online to find out about detail. Ensure that all groups do not do exactly the
the first DJs and presenters for the GBC, when same forts.
Ghana changed over from a relay broadcasting Group work
system to real broadcasting from Ghana itself. • Learners work in small groups. They can do the
• Let them share the information with the class.
research on their own as part of a homework
Exercise 2.8 (LB page 48) activity or do it together in class. Allow learners
enough time in class to finish writing and
Answers designing their posters and drawing pictures.
1 Learners fill in the missing words in the Ask groups to share their posters with the class.
Answers:
sentences, using the words supplied: Groups’ own answers according to the research they
a The Kumasi Fort and Military Museum was found.
Example answer: Kumasi Fort was used to protect
built by the Osei Tutu Kwamina. trade but after World War II, the British armed
b The fort was destroyed by the British in 1874. forces took over the fort and made it a museum.
c It was rebuilt in 1897. Formative assessment
d The Kumasi Fort and Military Museum was • Walk around the classroom. Observe groups
as they complete their task. Ensure that all
built in 1820. learners brought in notes or key words after their
e Military equipment and artefacts can be seen interviews or research. Assist any learners who
seem to be struggling.
at the fort. • Give groups a rubric to use for the poster, as well
2 Learners answer the questions about the Ghana as a rubric for group work.
Differentiated learning
Broadcasting Corporation. • Use the remedial activities as practice for learners
a Broadcasting in Ghana started in 1935. who struggle, and the extension activities for
b The Sunshine governor was Sir Arnold those learners who need more of a challenge.
Remedial activity
Hodson • • Give learners further practice with the section
c The correct reasons why radio was started in of the project with which they struggled. This
could be in the form of helping them to decide
Ghana are the following: on the terms to enter in a search engine, sorting
i to bring news to everyone and summarising work, participating more in the
ii to bring entertainment to everyone group, interviewing an elder, planning a task, and
iii to stop ignorance so on. Ask them to prepare a short individual talk
iv to stop isolation about the changing uses of a single fort.
v to help local people improve their music. Extension activity
All of the above. • Ask learners to make a slide show presentation of
d The name of Ghana’s first radio station was their work. They can present it to the class, and
Radio Zoy. possibly, to other classes.
e The Ghana Broadcasting Corporation got its
name in 1968.

Formative assessment
• Walk around the classroom and observe and

assess as learners complete the exercise. Assist any
learner who seems to be struggling.
• Give learners enough time to complete the
exercise.
• The exercise can be used as a classroom exercise
or as a homework exercise.

76

Sub-strand 4: Summary

Summary: Major historical locations

Flagstaff House (Jubilee House) The Larabanga Mosque
• This is the presidential palace in Accra. • This mosque is the oldest one in Ghana. It
• It serves as the residence and office to
is also one of the oldest mosques in West
the president of Ghana. Africa.
• It is one of Ghana’s popular tourist
Okomfo Anokye Sword Site in Kumasi
attractions. • The sword serves as a symbol of unity of

Burma Camp the Asante Kingdom. Many people have
• Burma Camp is the headquarters of the tried to use force and machines to remove
the sword, but no-one has succeeded.
Ghana Armed Forces and the Ghanaian
Ministry of Defence. The Kumasi Fort and Military Museum
• Burma Camp was also the battle site of the • It was destroyed by the British forces in
military during the June 1979 coup d’état
led by Jerry Rawlings. 1874 and rebuilt in 1897.
• After World War II, the British Armed Forces
Jamestown Lighthouse
• Jamestown Lighthouse is located in took over the fort and made it a museum.
• Military artefacts and equipment can be
Jamestown, a suburb of Accra.
viewed.

Gbewaa Palace
• The Gbewaa Palace is the seat of the Yaa

Naa (the ruler) of the Dagbon Kingdom.
• It was named after the first king of the

Mole-Dagbani people.

Sub-strand 4: Revision (LB page 49)
Summative assessment: Let learners
Formative or Summative
assessment write the answers in their exercise books
or talk about the answers with you
Use this Sub-strand 4: Revision activity for individually. Take in the exercise books
formative or summative assessment. or listen to the oral answers and assess
Formative assessment: Let learners learners’ work.
Check that learners can demonstrate
complete the activity and go through knowledge of the history of the major
the answers in class. Learners can historical locations in Ghana.
either check their own work for self-
assessment, or swap work with a
partner and check each other’s work for
peer assessment.

77

Sub-strand 4: Revision

Sub-strand 4: Revision (continued) (LB page 49)

Answers

Historical site When was it Why was it How has it changed?
Where is it? Who built it? built? built?
Not known
a Flagstaff House

Accra The British It was built It was rebuilt in 2008 to look like
to be used as the Golden Stool.
offices.

b Burma Camp

Accra The British Not known It was the British The name has changed from
headquarters Giffard Camp to Burma Camp. It
for their armed is now the headquarters of the
forces. Ghana Armed Forces.

c Jamestown Lighthouse 1871 To keep It was rebuilt in 1892; a
Jamestown, The British ships safe off breakwater was added.
Accra the coast of
Jamestown

d Gbewa Palace

Northern the Yaa Naa Unknown It was the It is now a tourist attraction.
Region (the ruler) of 1421 palace of the
the Dagbon Dagbon ruler.
Kingdom.

e Larabanga Mosque

Northern Ayuba Ayuba had a It has been restored several
Region of dream telling times. It is now a tourist
Ghana him to build attraction.
the mosque.

f Okomfo Anokye Sword Site

Kumasi, at Okomfo More than Symbol of It is now a tourist attraction.
the Okomfo Anokye 300 years unity of the
Anokye ago Asante people.
Hospital

g Kumasi Fort and Military Museum

Uaddara Osei Tutu 1820 It was a It was destroyed by the British
Barracks, Kwamina fort built for forces in 1874 and rebuilt in 1897.
Kumasi defence. After World War II, the British
armed forces took over the fort
and made it a museum.

h Ghana Broadcasting Corporation

9th Road, Sir Arnold 31st July To bring news, Today, GBC operates GTV, a
Accra (Now: Hodson 1935 entertainment nationwide channel. GBC also runs
Kanda and music into five digital channels. Their services
Ave, Accra, the homes of also include ten regional and five
Ghana) Ghanaians district radio stations in Ghana.

78

Sub-strand 5: Some selected individuals

Sub-strand 5: Some selected individuals

The chiefs of the communities within ethnic groups These ethnic groups had leaders who contributed
play a major role to make sure their communities greatly to the development of their traditional areas
grow and develop. In our previous lessons, learners during their reign as kings and queens.
discovered some of the major ethnic groups in Ghana.

The role of significant traditional rulers in Ghana------------------------- B4.2.5.1

On completion of this section, learners will traditional rulers in Ghana’s history.
demonstrate understanding of the role of significant

Traditional rulers and their contributions

In this section, learners discover some of the Teaching instructions
important traditional rulers of Ghana. They find
out how they contributed to Ghana’s development. Use these teaching suggestions to create your own
They are challenged to think critically and say which lesson plans.
traditional rulers inspire them the most and why. Phase 1: Start suggestions
• Start by asking learners if they know what the
Dode Akaibi of Accra...........(LB pages 51–53)
word ‘heroine’ and the word ‘icon’ mean.
Learners discover that Dode Akaibi was a much • Discuss the meaning of the words with them
revered female traditional ruler who contributed
in more than one way to Ghana’s cultural heritage and ask them if they know people that fit these
and traditions. She also played a huge role in the descriptions.
empowerment of women. • Then ask them if they have heard of Dode Akaibi
of Accra, and let them tell the class what they
Content standard B4.2.5.1 know.
Demonstrate understanding of the role of • You are now ready for your presentation.
significant traditional rulers in Ghana’s history. Phase 2: Explore suggestions
Indicator B4.2.5.1.1 • Discuss the concepts in the Learner’s Book with
Identify the role played by some traditional rulers the learners.
in national development. • Ask them if they know what the key words mean.
Subject specific practices Let them arrive at the meanings themselves
Through the use of evidence to appreciate the through the context and by breaking up the
significant contributions of some traditional words into smaller parts.
rulers, learners become creative, innovative and • Emphasise Dode Akaibi’s contribution to Ghana’s
digitally literate. cultural heritage.
Resources Phase 3: Reflect suggestions
Ghana History Basic 4 Learner's Book; Ancient • Ask learners to think how it would have been for
Royal Tales from Ghana (Book about the Dode Akaibi to become a ruler when it wasn’t
kings and queens of Ghana); video of Damba allowed for women in those days.
thanksgiving festival of the Gonja people • Let them reflect on what kind of character she
Key words had to do this despite what everyone said and
regalia, paraphernalia, customary law, succession, thought.
empower, display, attire, chieftain, revere • Ask them to think and decide if such a person
Helpful links inspires them, and why.
• https://booknook.store/product/ancient-royal-tales-
Use of ICT
from-ghana-for-children/ (A must-have a book
about the kings and queens of Ghana) Learners do research online about equity for women,
what it means and if it is visible in the Ghana
landscape. They share their feedback with the class.

79

Strand 2: My country Ghana

Activity 2.13 (LB page 53) Exercise 2.9 (LB page 53)

Learners role-play Queen Dode in action. They take Answers
turns to perform the following roles: 1 Learners complete the statements using the words
a The queen
b Warriors being trained supplied:
c Warriors on the battlefield a Queen Dode Akaibi ruled the Ga land from
d A man calling his wife ‘buulu’
e The wife. 1610–1635.
b Her son’s name is Okaikwei.
Group work c She led the Obutu, Larteh, Kyereponi and
• Put the class into groups of 5 learners. Group
Krachi people to conquer vast areas.
stronger learners with slower learners. d She trained many of the Akwamu warriors.
• Circulate and supervise. Check if groups have e She ensured respect for women.
2 Five contributions Queen Dode Akaabi made to
understood the instructions and conduct Ghana:
informal assessments. • She motivated other women to take up
• Make sure sure that everyone participates.
challenging roles.
Answers • She introduced the display of jewelry and
• No answers applicable.
colourful attire into the chieftains’ institution.
Formative assessment • She introduced the practice of chiefs sitting
• Walk around the classroom and observe as
on stools.
learners plan and assign roles to do the role play. • She ensured respect for women, especially
Assist any groups who seem to be struggling.
• Give learners enough time to complete the from their husbands.
activity. • She trained several well-known warriors.
• Ask a few groups to do their role play for the
class. Formative assessment
• The exercise can be used as a classroom exercise
Differentiated learning
• Grouping stronger learners with slower learners or for homework.
• Walk around the classroom and observe as
will assist with differentiated learning. Stronger
learners can take on the more dominant roles and learners complete the exercise. Assist any learner
slower learners the roles with less action/words. who seems to be struggling.
• Use the remedial activity for learners who are • Give learners enough time to complete the
struggling and the extension activity for learners exercise.
who need an extra challenge. • Collect the books for assessment.

Remedial activity Ndewura Jakpa of Gonja, Osei Tutu
• Ask learners to think of a strong woman in their I of Asante ................................. (LB pages 54-58)

family or community that they admire. Sumaila Ndewura Jakpa was the founder of the
• Let them write down words that describe this Gonja Kingdom in the Northern Region of Ghana
in the 17th Century.
strong woman. Nana Osei Tutu was born in 1660 in Anyinam. He
• Let them write a short paragraph with three succeeded his uncle, Nana Obiri Yeboah as the chief
of the Kwaman state later known as Kumasi state.
sentences describing this admirable woman.
• If they want, they can also draw a picture. Content standard B4.2.5.1
Demonstrate understanding of the role of
Extension activity significant traditional rulers in Ghana’s history.
• Ask learners to do research on equity for women. Indicator B4.2.5.1.1
Identify the role played by some traditional rulers
What does it mean? Is it visible in the Ghana in national development.
landscape?
• Let them share their feedback with the class.

80

Sub-strand 5: Some selected individuals

Subject specific practices Use of ICT
Through the use of evidence to appreciate the
significant contributions of some traditional • Find videos of the Gonja people, the Damba
rulers, learners become creative, innovative and Festival, Jakpa Palace, etc. on the internet to
digitally literate. show to learners.
Resources
• Ghana History Basic 4 Learner's Book • Learners do research online about Ndewura
• Video of Damba thanksgiving festival of the Jakpa.

Gonja people Activity 2.14 (LB page 55)
• Ancient royal tales from Ghana (book)
Key words Learners make a list of five interesting facts about
scholars, paramount, Yagbonwura, centralise, Ndewura Jakpa. They take turns to add to the list.
mausoleum They then try to name the seven divisions of the
Helpful links Gonja Kingdom. Thereafter they have to list three
• https://booknook.store/product/ancient-royal- ways in which Ndewura Jakpa contributed to the
Ghana of today.
talesfrom-ghana-for-children/ (A must-have a
book about the kings and queens of Ghana) Pair work
• www.youtube.com/watch?v=r2PzaMkZxw0 • This is an ideal activity to pair stronger learners
(video of Damba thanksgiving festival of the
Gonja people) with slower learners, because both type of
learners are accommodated.
Teaching instructions • Circulate and supervise. Check if the learners
have understood the instructions and conduct
Use these teaching suggestions to create your own informal assessments.
lesson plans. • Make sure that everyone participates.
Phase 1: Start suggestions
• Start by asking learners to look at the picture on Answers
1 Learners make a list of five interesting facts about
page 54. It shows Ndewura Jakpa with a raised
spear, a direct gaze, sitting erect on a horse, a Ndewura Jakpa. They take turns to add to the
mighty warrior. list:
• Lead them to see these things in the picture. • Sumaila Ndewura Jakpa was the founder of
Then ask them what they think this says about
this ruler of the Gonja people. the Gonja Kingdom in the Northern Region
• Then you are ready to start your presentation. of Ghana in the 17th Century.
Phase 2: Explore suggestions • Ndewura Jakpa fought his way across Gonja
• Discuss the concepts in the Learner’s Book with from west to east.
the learners. Let them try and find the meanings • He conquered groups of people and territory
of the key words themselves before helping them. as he went.
• Let them see that one can derive information • His method was to appoint his sons and
from a picture as a source of history (although loyal servants as chiefs in the areas that he
this is not a photograph). conquered.
• Let them do Activity 2.14 on page 55. • The areas he conquered are called divisions.
Phase 3: Reflect suggestions • They include Wasipe (Daboya), Kpembe,
• Ask learners to think about how they derived Bole, Tuluwe, Kong, Kadia and Kusawgu.
information from a picture and confirmed it • The paramount chiefs who head these
afterwards. divisions still today refer to the Yagbonwura as
• Let them reflect on the qualities of a good leader, their father.
and let them recognise these attributes in Sumaila • He died in 1675.
Ndewura Jakpa. • The present Gonja traditional area was already
• Make sure they know what contributions established as a centralised state with him the
Ndewura Jakpa made to Ghana. sole ruler when he died in 1675.
2 Learners name the seven divisions of the Gonja
Kingdom:
Wasipe (Daboya), Kpembe, Bole, Tuluwe, Kong,
Kadia and Kusawgu.

81

Strand 2: My country Ghana

3 Three ways in which Ndewura Jakpa contribute 2 Three ways in which Ndewura Jakpa contributed
to the Ghana today: to Ghana:
a He was a brave warrior who added to Ghana’s a He was a brave warrior who added to Ghana’s
territory of today. territory of today.
b He established the Gonja Kingdom. b He established the Gonja Kingdom.
c He contributed to Ghana’s cultural heritage. c He contributed to Ghana’s cultural heritage.

Formative assessment Activity 2.15 (LB page 58)
• Walk around the classroom and observe as
1 Learners role-play how Nana Osei Tutu was
learners discuss and answer the questions. Assist chosen as paramount chief of all the Asante
any learner who seems to be struggling. groups. They include the following roles:
• Give learners enough time to complete the a Osei Tutu
activity. b Okomfo Anokye
• Ask a few pairs to share their answers with the c The other chiefs
class.
Differentiated learning 2 Learners design a picture story to show what
• Pairing stronger learners with slower learners happened. Each member of the group completes
will assist with differentiated learning. Stronger one frame.
learners can help the slower learners to find the
answers. Group work
• Use the remedial activity for learners who are • Put learners into groups of five each. Let them
struggling and the extension activity for learners
who need an extra challenge. plan who will play which role in the role play.
Remedial activity Help them if necessary to let slower learners play
• Ask learners to draw Ndewura Jakpa on his horse. the roles of the other chiefs.
• Pin the drawings up on a wall in the classroom. • Circulate and supervise. Check if groups have
• Let the class give positive feedback on the understood the instructions and conduct
drawings. informal assessments.
Extension activity • Make sure that everyone participates.
• Ask learners to write a short story about Ndewura • Pin up the picture stories on the classroom wall.
Jakpa. They can do research online to find more Ask learners to give positive feedback.
information.
• Let some of them read their stories to the class, if Answers
you have enough time. • No answers applicable.
• Ask the class to give positive feedback.
Formative assessment
Exercise 2.10 (LB page 55) • Walk around the classroom and observe as

Answers learners engage in the role play. Assist any learner
1 Learners complete the using the words in the who seems to be struggling.
• Give learners enough time to complete the
boxes: activity. Do your assessment while they are busy.
a Ndewura Jakpa was the founder of the Gonja • Ask a few groups to do their role play for the
class.
Kingdom.
b This kingdom is situated in the Northern Differentiated learning
• Placing stronger and slower learners together
Region of Ghana.
c The Gonja people’s history was written down will assist with differentiated learning. Stronger
learners can take on the dominating roles and
by the Arab Muslims and Islamic sholars. slower learners can take on the roles with less
d A mausoleum was built in his honour at old action and fewer words.
• Use the remedial activity for learners who are
Buipe. struggling and the extension activity for learners
e The paramount chiefs of Gonja still refer to who need an extra challenge.

Yagbonwura as their father. Remedial activity
• If there are learners who are struggling, let them

do this remedial activity together.

82

• Ask them to tell each other the story about Osei Sub-strand 5: Some selected individuals
Tutu I. They can take turns to each add the next
fact to the story. Naa Gbewaa of Pusiga,
Togbi Sri II...................................(LB pages 59-61)
• If they are sure they have all the facts, they can
write it down in their exercise books. Naa Gbewaa (also known as Nedega or Kulu
Gbagha) is the founder of the Kingdom of Dagbon,
Extension activity in what is now northern Ghana.
• Ask learners to do research about the Akwamu Togbi Sri II was born in 1852 in the Volta region of
Ghana. He was the Awoamefia (ruler) of the Anlo
and their warfare methods. people of southeastern Ghana from 1906 to 1956.
• Ask them to share their findings with the class. Both of these traditional rulers contributed in a
major way to the Ghana we know today.
Exercise 2.11 (LB page 58)
Content standard B4.2.5.1
Answers Demonstrate understanding of the role of
1 Learners answer the questions. significant traditional rulers in Ghana’s history.
Indicator B4.2.5.1.1
a Osei Tutu I succeeded Nana Obiri Yeboah. Identify the role played by some traditional rulers
b The promise Osei Tutu I made when he was in national development.
Subject specific practices
enstooled, was that he would unite all the Through the use of evidence to appreciate the
Asante states under one paramount chief significant contributions of some traditional
c Okomfo Anokye helped Osei Tutu I to rulers, learners become creative, innovative and
achieve his goals as a chief? digitally literate.
Okomfo Anokye Resources
d The king of all Asante was going to be • Ghana History Basic 4 Learner's Book
appointed in the following way: • Book: Ancient Royal Tales From Ghana
Okomfo Anokye suggested that he pray to the • Video of the Mumprusi people, descendants
ancestors and gods. They would then send a Key words
stool from the skies that would land on the conquest, narrative
chosen one’s lap. Helpful links
e A festive Friday called ‘Fofie was chosen • https://booknook.store/product/ancient-royal-
for the meeting of the chiefs to appoint the
paramount king. talesfrom-ghana-for-children/ (A must-have a
2 Osei Tutu I contribute to the national book about the kings and queens of Ghana)
development of Ghana in the following way: • www.youtube.com/watch?=xwv3kV3WH0Y
a He brought the warfare skills of the Akwamu (video of the Mumprusi people, descendants of
to Ghana. Tohazie)
b He defeated the Denkyira and gained their
land. Teaching instructions
c He established the celebration of Odwira.
d He united the Asante states under one Use these teaching suggestions to create your own
paramount chief. lesson plans.
e He developed a new constitution for the Phase 1: Start suggestions
union. • Start by showing a video of Tohazie, the Red

Formative assessment Hunter, and his story.
• Walk around the classroom and observe as • Ask learners to retell the story afterwards.
• Ask them to think about the leadership qualities
learners complete the exercise. Assist any learner
who seems to be struggling. of Tohazie and his son, Naa Gbewaa, after him.
• Give learners enough time to complete the
exercise.
• You can use this as a classroom exercise or as
homework.
• Let learners hand in their exercise books to do
your assessment.

83

Strand 2: My country Ghana

Phase 2: Explore suggestions Differentiated learning
• Discuss the concepts in the Learner’s Book with • Pairing stronger learners with slower learners

the learners. will assist with differentiated learning. Stronger
• Ask them if they know what ‘drum narratives’ are learners can help the slower learners to find the
answers.
and how they work. • Use the remedial activity for learners who are
• Discuss the key words with them, and lead them struggling and the extension activity for learners
who need an extra challenge.
to discover the meanings for themselves through Remedial activity
the context and by breaking up the words into • Group weaker learners together. Let them role-
smaller parts. play the wedding of Tohazie and the daughter of
• Let them do Activity 2.16 on page 60. the Mali king.
Phase 3: Reflect suggestions • Alternatively, they can draw a picture of the
• Ask learners to think about what dangers Tohazie wedding of Tohazie and the beautiful princess of
and Kpogonumbo would have encountered on Mali.
their journeys. • Choose one or two groups to role-play the
• Remind learners of the wild animals that were wedding for the class or pin up the drawings on
still roaming the area. Ask them to make a list the classroom wall.
of the kind of animals the group would have Extension activity
encountered. Lead them to realise how brave and • Ask learners to write a love poem from the Red
courageous the people would have had to be. Hunter, Tohazie, to the beautiful princess of
• Let them reflect about where the group would Mali.
have found water. • Let some of them recite their poems to the class.
• Make sure they understand that it would not • Ask the class for positive feedback.
have been easy and that Tohazie and his son were
very brave and courageous leaders; also that they
were conquerors of new territory.

Use of ICT Activity 2.17 (LB page 61)

• Find videos of the Mamprusi people, descendants Learners discuss and talk about what a legislative
of Tohazie, online and show these to learners. council is and how it works. They then role-play a
council meeting on Gold Coast in 1925. They decide
Activity 2.16 (LB page 60) who will be the chairperson, the treasurer and the
secretary. Then they read their minutes to the class.

In pairs, learners draw a flow diagram of all the Group work
places Tuhazie and his descendants passed before • Put the class into groups of five learners each.
settling at Pusiga, starting with Lake Chad. • Circulate and supervise. Check if group have

Pair work understood the instructions and conduct
• Pair stronger learners with slower learners to draw informal assessments.
• Make sure that everyone participates.
the flow diagram. • Let some groups read their minutes to the class.
• Circulate and supervise. Check if pairs have
Answers
understood the instructions and conduct A Legislative Council is a permanent committee
informal assessments. chosen from all parties that meets regularly. The
• Make sure that everyone participates. main functions of the Legislative Council include
enacting laws, approving public expenditure and
Answers monitoring the work of the Government. They do
Lake Chad>Zamfara>Mali>Biun>Pusiga. not execute any decisions made.

Formative assessment Formative assessment
• Walk around the classroom and observe as • Walk around the classroom and observe as

learners draw the flow diagram. learners conduct their meetings. Assist any
• Give learners enough time to complete the learner who seems to be struggling.
• Give learners enough time to complete the
activity. activity – also for finalising their minutes.
• Ask one of the learners to draw their flow

diagram on the board as an example answer.

84

Differentiated learning Sub-strand 5: Some selected individuals
• Grouping together stronger learners with slower
Formative assessment
learners will assist with differentiated learning. • Walk around the classroom and observe and
The slower learners can take on the roles with
less talking, perhaps an additional member or the assess as learners complete the exercise. Assist any
secretary, who takes down the minutes. learner who seems to be struggling.
• Use the remedial activity for learners who are • Give learners enough time to complete the
struggling and the extension activity for learners exercise.
who need an extra challenge. • The exercise can be used as a classroom exercise
Remedial activity or as a homework exercise.
• Slower learners can draw a council meeting in
progress, with Togbi Sri II sitting at the round Sir Ofori Atta of Akyem
table with other members. Abuakwa........................................ (LB page 62-63)
• Pin the drawings up on a wall in the classroom.
• Let the class give positive feedback on the Burma Sir Ofori Atta was born on 11th October
drawings. 1881 at Kyebi in the Eastern Region of Ghana. He
Extension activity became the paramount chief of the Akyem Abuakwa
• Ask stronger learners to do research to find extra traditional area in 1912, one of the most influential
information on the laws made when Togbi Sri II kingdoms of the Gold Coast.
was on the council.
• Let some of them share this with the class. Content standard B4.2.5.1
Demonstrate understanding of the role of
Exercise 2.12 (LB page 61) significant traditional rulers in Ghana’s history.
Indicator B4.2.5.1.1
Answers Identify the role played by some traditional rulers
1 Learners complete the statements using the words in national development.
Subject specific practices
supplied. Through the use of evidence to appreciate the
a The Kingdom of Dagbon was founded in the significant contributions of some traditional
rulers, learners become creative, innovative and
15th Century. digitally literate.
b The Red Hunter’s name was Tohazie. Resources
c The Red Hunter’s journey started at Lake • Ghana History Basic 4 Learner's Book
• Book about the kings and queens of Ghana:
Chad.
d Togbi Sri II was born in the Volta region of Ancient Royal Tales From Ghana
Key words
Ghana. stool's right, concession, ordinance
e Stories about the Dagbon kingdom have been Helpful links
• https://booknook.store/product/ancient-royal-
preserved in drum narratives.
f Naa Gbewaa is the founder of the Kingdom talesfrom-ghana-for-children/ (A must-have a
book about the kings and queens of Ghana)
of Dagbon.
g Togbi Sri II was the first African member of Teaching instructions

the Legislative Council of the Gold Coast. Use these teaching suggestions to create your own
h Togbi Sri II protected the land and interests of lesson plans.
Phase 1: Start suggestions
the Anlo people. • Start by asking learners if they know what a
2 Two ways in which these people contributed to
nationalist is. Let them derive the answer by
Ghana’s development: looking at the word, ‘nation’.
a Naa Gbewaa • Ask what they think a person described as a
He was a brave king, who led his people nationalist would probably do.

through wars to settle at Pusiga.
He contributed to the cultural heritage of
Ghana. He founded the Dagbon Kingdom.
b Togbi Sri II
He served in the Legislative Council from
1916–1942. He protected the land and
interests of the Anlo people.

85

Strand 2: My country Ghana

• You are now ready to start the lesson about Sir Differentiated learning
Ofori Atta. • Pairing stronger learners with slower learners

Phase 2: Explore suggestions will assist with differentiated learning. Stronger
• Discuss the concepts in the Learner’s Book with learners can help the slower learners to find the
answers.
the learners. • Use the remedial activity for learners who are
• Discuss the key words with learners and let them struggling and the extension activity for learners
who need an extra challenge.
try to find the meanings by looking at the context Remedial activity
and breaking up the words into smaller parts. • Ask learners to draw a picture of something good
• Emphasise the contribution that Sir Ofori Atta that Sir Ofori Atta did for Ghana.
made to Ghana. • Pin the drawings up on a wall in the classroom.
Phase 3: Reflect suggestions • Let the class give positive feedback on the
• Ask learners to think about a person who does drawings.
things for the good of everybody around them, Extension activity
and not only themselves. Ask them if they know • Ask learners to do more research on the internet
such people. about Sir Ofori Atta of Akyem Abuakwa.
• Let them reflect on the fact that these kinds of • Let them write a short fact list with all new
people are usually respected in a community. information.
• Make sure they understand the contribution of • Let them share it with the class.
Sir Ofori Atta.

Use of ICT Exercise 2.13 (LB page 63)

• Find videos of some of the Akyem Abuakwa Answers
traditional state to show learners. 1 State whether the following are true or false.

• Let learners do research about the Akyem a Sir Ofori Atta was born in the Northern
Abuakwa as an extension activity. Region, Ghana. False

Activity 2.18 (LB page 63) b The Akyem Abuakwa lost 1 036 square
kilometres of land. True
In groups, learners hold a quiz about Sir Ofori Atta
of Akyem Abuakwa. Put them into groups of five c Sir Ofori Atta asked the chiefs to sell more
learners each. Learners write down as many questions land. False
as they can about Sir Ofori Atta. They take turns to
ask a question from the list. Answers all count 1 point. d Sir Ofori Atta was the first African member of
Let them keep score and see who wins. the Legislative Council. False

Group work 2 Complete these sentences.
• Group stronger learners with slower learners in a Sir Ofori Atta believed education was a tool
for progress.
each group. b He promoted education for girls.
• Circulate and supervise. Check if groups have c His efforts helped to release Nana Prempeh
from prison.
understood the instructions and conduct d He served in the Educationist Committee for
informal assessments. five years.
• make sure that everyone participates.
Formative assessment
Answers • Walk around the classroom and observe and
• No answers applicable.
assess as learners complete the exercise. Assist any
Formative assessment learner who seems to be struggling.
• Walk around the classroom and observe as • Give learners enough time to complete the
exercise.
learners write down their list of questions. Make • The exercise can be used as a classroom exercise
sure that all learners participate. Assist any learner or as a homework exercise.
who seems to be struggling with any part of the • Let learners hand in their exercise books for you
activity. to do your assessment.
• Give learners enough time to write down their
questions and to hold their quiz.

86

Sub-strand 5: Summary

Summary : Some selected individuals

Dode Akaibi of Accra task of uniting the Asante states.
• She is a well-known traditional leader • The Empire of Asante was officially formed

and she ruled the Ga land from 1610– in 1701 and Osei Tutu was crowned
1635. Asantehene.
• She emerged as a tough figure whose
rise as the first female political leader Togbi Sri II of the Anlo state
of the Gold Coast motivated and • He worked hard during his reign to
empowered other women.
• She introduced the custom of sitting on represent the Anlo traditional state, for
stools to show her authority over the example, to solve land issues.
people.
Sir Ofori Atta of Akyem Abuakwa
Ndewura Jakpa of Gonja • Nana Ofori Atta did everything in his
• He was the founder of the Gonja Kingdom
power to solve land issues.
in the Savannah Region of Ghana. • He asked chiefs to preserve land for future
• He fought his way across Gonja from west
generations.
to east, conquering groups of people and • All land sales had to be approved by the
territory as he went.
Okyenhene, the paramount chief of the
Osei Tutu I of Asante Akan.
• During his enstoolment, he promised his • He passed a bylaw to enforce stool’s rights
so that traditional land ownership would
people that he would take up the mighty be respected. 

87

Sub-strand 5: Revision (LB page 64)

Sub-strand 5: Revision d He was a brave warrior who added
to Ghana's territory of today.
Formative or Summative
assessment He established the Gonja Kingdom.
He contributed to Ghana's cultural
Use this Sub-strand 5: Revision activity for
formative or summative assessment. heritage.
• Formative assessment: Let learners e Learners’ own answers?
3 Osei Tutu I of Asante
complete the activity and go through a c. 1680
the answers in class. Learners can b Asante people
either check their own work for self- c Kwaman state, later on the Kumasi
assessment, or swap work with a
partner and check each other’s work for state
peer assessment. d He brought warfare skills of the
• Summative assessment: Let learners
write the answers in their exercise books Akwamu to Ghana.
or talk about the answers with you He defeated the Denkyira and
individually. Take in the exercise books
or listen to the oral answers and assess gained their land.
learners’ work. He established the celebration of
• Check that learners can demonstrate
understanding of the role of significant Odwira.
traditional leaders in Ghana’s history. He united the Asante states under

Answers one paramount chief.
He developed a new constitution for
1 Dode Akaibi of Accra
a From 1610–1635 the union.
b The Ga people e Learners’ own answers
c Former district of the Greater Accra 4 Naa Gbewa of Pusiga
Region a 15th Century
d She motivated other women to take b Dagomba people
up challenging roles. c Kingdom of Dagbon, Northern
She introduced the display of
jewellery and colourful attire into Ghana
the culture of chiefs. d He was a brave king, who led his
She introduced the practice of chiefs
sitting on stools. people through wars to settle at
She ensured respect for women, Pusiga.
especially from their husbands. He contributed to the cultural
She trained several well-known heritage of Ghana.
warriors. He founded the Dagbon Kingdom.
e Learners’ own answers e Learners' own answers
5 Togbe Sri II
2 Ndewura Jakpa of Gonja a From 1906 to 1956
a 17th Century b Anlo people
b Gonja people, part of the Guan c Volta Region
ethnic group d He served in the Legislative Council
c Gonja Kingdom in the Northern from 1916–1942.
Region of Ghana He protected the land and interests
of the Anlo people.
e Learners’ own answers

88

Sub-strand 5: Revision Sub-strand 5: Revision

6 a 1912 (LB page 64)
b Akyem Abuakwa He was on the Educationist
c Akyem Abuakwa traditional area
d Ofori Atta was a Gold Coast Committee for five years.
traditional ruler, patriot and Schools received funding due to his
nationalist.
He was a member of the Legislative contribution.
Council from 1916. More schools were opened in remote,
He successfully helped to resolve the
loss of Akyem land. rural areas.
He promoted female education.
Asentehene Nana Prempeh was

released in 1924.
e Learners’ own answers

Strand 2: Assessment test (LB pages 65–66)

Summative assessment Answers

Use this Strand 2: Assessment test for 1 Learners complete the sentences.
summative assessment. Let learners write a Kponoe took the Anlo stool to the
the answers in their exercise books or talk town of Notsie.
about the answers with you individually. b Ndewura Jakpa was the founder
Take in the exercise books or listen to the of the Ga Kingdom.
oral answers and assess learners’ work. c The Anlo originally came from Ketu.
• Make sure that learners can show d Okaikwei was too young; therefore
his mother ruled the Ga land.
understanding of some of the factors e The Anlo fled from the tyrant
that led to the rise, expansion and king, Aborkoli. (5)
decline of the Anlo Kingdom. 2 a False; a mausoleum was built for
• Confirm that learners can demonstrate Ndewura Jakpa.
knowledge of the history of some b True
historical locations in Ghana. c False. He was born in the Volta
• Make sure that learners can: Region.
– Show understanding of some of the d True
e False; he was the Red Hunter. (5)
factors that led to the rise, expansion 3 a Sir Ofori Atta believed that
and fall of the Anlo Kingdom education was a tool for progress.
– demonstrate knowledge of the b The British built the Jamestown
history of some historical locations Lighthouse.
in Ghana c Queen Dode Akaibi ruled the Ga
– demonstrate understanding of the
role of significant traditional leaders
in Ghana’s history.

land from 1610–1635
d When was the GBC established?
1935
e Where is the Larabanga Mosque
located? Northern Region of
Ghana. (5)

89

Strand 2: Assessment test

Strand 2: Assessment test (LB page 65–66)

4 Learners choose three historical locations of Ghana. (3)
They then complete the table for each one.

Historical site

Where is it? Who built it? Why was it built? How has it changed?

Flagstaff House

Accra The British It was built to be It was rebuilt in 2008 to look like the
used as offices. Golden Stool.

Jamestown Lighthouse

Jamestown, The British To keep ships safe It was rebuilt in 1892; a breakwater
Accra off the coast of was added.
Jamestown

Gbewaa Palace

Northern the Yaa Naa It was the palace It is now a tourist attraction.
Region (the ruler) of the of the Dagbon
Dagbon Kingdom. ruler.

Larabanga Mosque

Northern Ayuba Ayuba had a It has been restored several times. It
Region of dream telling is now a tourist attraction.
Ghana him to build the
mosque.

Okomfo Anokye Sword Site

Kumasi, at Okomfo Anokye Symbol of unity of It is now a tourist attraction.
the Okomfo the Asante people
Anokye
Hospital

Kumasi Fort and Military Museum

Uaddara Osei Tutu It was a fort built It was destroyed by the British forces
Barracks, Kwamina for defence. in 1874 and rebuilt in 1897. After
Kumasi World War II, the British armed forces
took over the fort and made it a
museum.

Ghana Broadcasting Corporation

9th Road, Accra Sir Arnold Hodson To bring news, Today, GBC operates GTV, a
(Now: Kanda entertainment nationwide channel. GBC also runs
Ave, Accra, and music into five digital channels. Their services
Ghana) the homes of also include ten regional and five
Ghanaians district radio stations in Ghana.

(15)

5 Learners’ own answers as per the
information in the Learner’s
Book pp 50–63.

6 Learners’ own answers as per the
information in the Learners’
Book pp 25–35.
Total: 60

90

Introduction

Strand 3: Europeans in Ghana

Introduction institutions were the foundations for Ghana’s
education system of today.
In Basic 1, learners discovered more about the arrival of The missionaries established many churches as well,
the Europeans for trading purposes. In this sub-strand, many of which are still in operation today. It is due
they will learn about Europeans who came to the Gold to the missionaries that such a large percentage
Coast as missionaries. Missionaries are Christians who of people in Ghana are members of Christian
move away from their homes to promote the work of denomination churches today.
God and to convert people to Christianity. Other contributions of the missionaries in Ghana
The European mission societies at the Gold Coast, include farming activities that brought a means
the areas they operated in and the impact that the of survival to many communities in Ghana.
missionaries, the mission stations and their activities This included a trading company and a shipping
had on the development of the country, will be company that traded local farmers’ produce for
explored in detail in this section. The impact that European trade wares.
they had on the people of Ghana is an important Let us explore the main mission societies operating
issue that will also be discovered and explored. in Ghana – the Basel, the Wesleyan and the Bremen
The most important contribution of the mission Missions – with our learners.
stations and their people was probably the
establishment of Ghana’s formal school system. The
building of schools and later on further education

Opener Activity

Let us learn about … European influence in Ghana (LB page 67)
The opener activity provides an opportunity 2 This depends on when the learner answers the
to assess if learners know anything about the
missionaries and the mission societies who were question. The current year minus 1928 would
active in Ghana over many decades. It sets the give you the answer as to how long ago the
scene for the journey of discovery of who the Basel Mission started their work in Ghana.
respective mission societies were, when they 3 ‘Gave their lives’ may have more than one
arrived at the Gold Coast, and what activities they meaning. It may mean that some of the
engaged in; also what contributions they made to missionaries died while working on the Gold
Ghana. The questions should get learners talking Coast. Many of them contracted ‘tropical fever’
so that you can assess what the foundation is from shortly after they arrived – especially in the
where to start your lessons. coastal areas. It may also mean that they gave
Ask learners to work in groups to complete the up their normal lives in their own countries to
activity. Walk around the classroom and listen as spread the word of God in another country, in
learners talk about the questions. Help any learners this case, the Gold Coast.
who seem to be struggling. Give learners time Diagnostic assessment
to talk about the questions and then hold a class Observe learners and use their answers to assess their
discussion for them to share their answers. understanding and skill levels. This activity will
Answers allow you to measure how much they know about
1 A mission or mission society is an organisation the specific topic, so that you can ascertain how to
approach this strand.
that sends missionaries to other countries
to evangelise or spread the Christian faith
amongst the local people.

91

Strand 3: Europeans in Ghana

Sub-strand 3: Missionary activities

Ghana was influenced and impacted by the arrival missionaries were, when they arrived, what they did,
of the missionaries at the Gold Coast in different and what their impact was on the people of Ghana.
ways. In this sub-strand learners will explore who the

European engagement in activities other than trade in Ghana---- B4.3.3.1

On completion of this section, learners will be able in activities other than trade in Ghana.
to demonstrate knowledge of European engagement

European missions in Ghana

In this section, learners discover who the • Ask them to think how it would have been to
missionaries were, where they came from, where they leave your country and family behind to go to
worked, what they did and the impact this had on another country to teach people about God –
the people of Ghana. especially knowing that you may never see your
family again.
Basel Mission.............................(LB pages 68-71)
• Play the video of the Basel Mission celebrating
The Basel missionaries from Switzerland were the 200 years in Ghana (www.youtube.com/
first to arrive at Christiansborg Castle on the Gold watch?v=AA86GSslPuc).
Coast in 1928.
Phase 2: Explore suggestions
Content standard B4.3.3.1 • Discuss the concepts in the Learner’s Book with
Demonstrate knowledge of European engagement
in activities other than trade in Ghana. the learners. Learners immediately get the idea
Indicator B4.3.3.1.1 of how difficult circumstances would have been
Describe European missionary activities in Ghana. for the Europeans, because many of them died
Subject specific practices and core competencies shortly after arriving on the West African coast.
As learners use evidence to interpret other They contracted ‘tropical fever’.
European activities in Ghana, they become critical • Andreas Riis was the first missionary of the Basel
thinkers, and creative, communicative learners. Mission that survived long enough to start his
Resources missionary work. He built the first church in
• Ghana History Basic 4 Learner's Book Ghana.
Key words • Discuss the key words with the learners.
pioneer, cultivate, vocational, syllabus, joinery, • Let learners do Activity 3.1 on page 69.
masonry, experimental Phase 3: Reflect suggestions
Helpful links • Ask learners to think about how it would have
• www.youtube.com/watch?v=AA86GSslPuc been for the Ghanaians of the olden days to
meet these Europeans for the first time, to go to
(Video: 200 years of Basel Mission in Ghana) church, to live in a European-styled house, when
they were used to only traditional housing and
Teaching instructions religion.
• Ask them to reflect on what kinds of problems
Use these teaching suggestions to create your own they think the missionaries would have
lesson plans. encountered on the continent of Africa in those
Phase 1: Start suggestions days.
• Start by asking learners if they know what a • Make sure they know about all the activities that
the Basel Mission engaged in at the Gold Coast.
mission, missionaries or a mission station is,
and if any of them know anybody who is a Use of ICT
missionary, and what they do.
• Find videos of the Basel Mission online, e.g.
www.youtube.com/watch?v=AA86GSslPuc.

92

Sub-strand 3: Missionary activities

Activity 3.1 (LB page 69) • Let them write a short fact list with all new
information.
In groups, learners role-play the first meeting
between Basel pioneer, Andreas Riis, and the • Let them share it with the class.
Omanhene of Akuapim, Nana Addo Dankwa, and
how the first church was built. Exercise 3.1 (LB page 69)

Group work Answers
• Group stronger learners with slower learners in 1 Complete the sentences below. Use the words in

each group. the boxes to help you.
• Circulate and supervise. Check if groups have
Akropong Andreas Riis
understood the instructions and conduct
informal assessments if you want to use this tropical fever Basel Switzerland
activity as such.
• Make sure that everyone participates. a The first missionaries to arrive at the Gold
Coast were from Switzerland.
Answers
• No answers applicable b Many of the Europeans died of tropical fever.
c The Basel Mission were the first to arrive at
Formative assessment
• Walk around the classroom and observe as the Gold Coast.
d Andreas Riis was the pioneer of the Basel
learners carry out the activity. make sure that all
learners participate. Assist any learner who seems Mission.
to be struggling with any part of the activity. e The first church was built in Akropong.
• Give learners enough time to decide who will be Formative assessment
who, and to plan their role play. • Walk around the classroom and observe and
• Ask some groups to perform their role play for assess as learners complete the exercise. Assist any
the class. learner who seems to be struggling.
• Do your formative assessment. • Give learners enough time to complete the
exercise.
Differentiated learning • The exercise can be used as a classroom exercise
• Pairing stronger learners with slower learners or as a homework exercise.

will assist with differentiated learning. Stronger Activity 3.2 (LB page 71)
learners can play the stronger roles and weaker
learners the lesser roles. In pairs, learners answer the following questions:
• Use the remedial activity for learners who are what a trading company does; what goods they think
struggling and the extension activity for learners the local farmers received from Europe; if they think
who need an extra challenge. the trading company was a good or a bad thing for
local farmers.
Remedial activity
• Pair learners who are struggling together. Let Pair work
• Pair stronger learners with slower learners.
them hold a quiz amongst each other about the • Circulate and supervise. Check if learners
Basel Mission.
• Each learner first writes down questions (and have understood the instructions and conduct
answers) in their exercise books about the Basel informal assessments if you want to use this
Mission from the Learner’s Book content. activity as such.
• They then sit facing each other with their lists of • Make sure that everyone participates.
questions.
• They take turns asking each other one question, Answers
while the partner answers the question. Each 1 A trading company collects trading wares from
correct answer counts one point. Let them keep
score and see who wins. one party and exchanges for some other products
to another party. These products are then brought
Extension activity back to the original suppliers. A trading company
• Ask learners to find out if the Basel Mission is is the middle man between suppliers of some
kind of product/wares.
still active in Ghana, and what they are doing 2 Clothes; wine; metalware; cloth
these days. 3 Learners’ own answers; they should motivate why
they say so.

93

Strand 3: Europeans in Ghana

Formative assessment Formative assessment
• Walk around the classroom and observe as • Walk around the classroom and observe and

learners answer their questions. Make sure that all assess as learners complete the exercise. Assist any
learners participate. Assist any learner who seems learner who seems to be struggling.
to be struggling with any part of the activity. • Give learners enough time to complete the
• Give learners enough time to complete the exercise.
activity. • The exercise can be used as a classroom exercise
• Ask some pairs to give their answers to the class. or as a homework exercise.
Differentiated learning
• Pairing stronger learners with slower learners Wesleyan Mission...................(LB pages 71-73)
will assist with differentiated learning. Stronger
learners can help the slower learners to find the The Wesleyan Mission on the Gold Coast started in
answers. 1835 with the arrival of Reverend Joseph Rhodes
• Use the remedial activity for learners who are Dunwell at Cape Coast.
struggling and the extension activity for learners
who need an extra challenge. Content standard B4.3.3.1
Remedial activity Demonstrate knowledge of European engagement
• Ask learners to draw the trading process at in activities other than trade in Ghana.
the Gold Coast. Commodities went from the Indicator B4.3.3.1.1
farmers to the trading company, then to the Describe European missionary activities in Ghana.
shipping company and then to the Europeans. Subject specific practices and core competencies
Commodities came back again from the As learners use evidence to interpret other
Europeans to the shipping company to the European activities in Ghana, they become critical
trading company and to the farmers. thinkers, and creative, communicative learners.
• Pin up their drawings in the classroom. Resources
• Let the class give positive feedback on the • Ghana History Basic 4 Learner's Book
drawings. • Video of the history of the Methodist Church
Extension activity
• Ask learners to do more research on the internet in Ghana
about what type of products came back from Key words
Europe to the Gold Coast. seminary, catechists, interpreters, carpenter,
• Let them write a short fact list with all the new blacksmith, evangelisation
information. Helpful links
• Let them share it with the class. • www.youtube.com/watch?v=FnNSkUfomdM

Exercise 3.2 (LB page 71) (Video: History of the Methodist Church in
Ghana)
Answers
1 How did the missionaries develop agriculture? Teaching instructions

List three things. Use these teaching suggestions to create your own
a Agriculture was a compulsory school subject. lesson plans.
b Gardening and horticulture were taught. Phase 1: Start suggestions
c Numerous farms were established. • Start by showing learners the video of the history
d Experimental plantations were established.
e Various crops were cultivated, like coffee, of the Methodist Church in Ghana
(www.youtube.com/watch?v=FnNSkUfomdM)
cotton, tubers of yam, sugar cane and • Ask them if they have been to one of these
groundnuts. cathedrals or schools themselves, and what they
2 List three practical subjects that were taught in had experienced.
schools. • Lead them to realise the value that this mission
a carpentry, joinery, tailoring, bookbinding and added to Ghana and its people.
masonry.
3 What does ‘vocational’ mean?
Vocational means career-focused.

94

Phase 2: Explore suggestions Sub-strand 3: Missionary activities
• Discuss the concepts in the Learner’s Book with
fruit; the fruit, called the coffee cherry, turns a
the learners. bright, deep red when it is ripe and ready to be
• Ask them to tell you what the key words mean. harvested; there is typically one major harvest
per year, or sometimes a smaller one as well; the
Let them derive the meanings themselves from crop is picked by hand; a good picker averages
the context or by breaking up the words into approximately 100 to 200 pounds of coffee
smaller parts. cherries a day.
• Let them do the Activity and Exercise on Cotton: planted by hand; flower buds called
page 73. squares appear after two months; blossoms open
Phase 3: Reflect suggestions after three weeks and petals change from creamy
• Ask learners to think about all the church white to dark red before falling off, leaving green
communities, schools and colleges that are in pods called cotton bolls; as the bolls ripen, it
operation in Ghana today. turns brown; the fibres ripen further under the
• Let them reflect on the contribution of the sun until they split apart revealing a fluffy white
Wesleyan Mission in Ghana. burst; the cotton is then harvested by hand.
Any reasonable information the learners can find.
Use of ICT 2 Find out if Ghana still cultivates these crops. List
all the benefits of the industry to the people of
• Find videos of the Wesleyan Mission and/or the Ghana.
Methodist Church in Ghana. (e.g. www.youtube. Ghana still produces cotton: cotton production
com/watch?v=FnNSkUfomdM) in the northern part of Ghana has contributed
much to the economic development of the
• Learners do research on the internet about coffee inhabitants and the textile industry as a whole. It
and cotton farming in Ghana. has been a source of livelihood for many people.
Ghana still produces coffee, but not on a large
Activity 3.3 (LB page 73) scale; it has provided Ghanaians with a livelihood
and has contributed to the economy of Ghana.
The Wesleyan Mission set up coffee and cotton Formative assessment
plantations. In pairs, learners choose one of these • Walk around the classroom and observe as
crops, and answer the following questions: list learners do their research about coffee and cotton.
the steps in the farming process, from planting to Make sure that all learners participate. Assist any
harvesting; find out if Ghana still cultivates these learner who seems to be struggling with any part
crops; list all the benefits of the industry to the of the activity.
people of Ghana. • Give learners enough time to do the research and
to write down the answers.
Pair work • Ask some pairs to share their findings with the
• Group stronger learners with slower learners in class.
Differentiated learning
each group. • Pairing stronger learners with weaker learners
• Circulate and supervise. Check if pairs have will assist with differentiated learning. Stronger
learners can help the slower learners to find the
understood the instructions and conduct answers.
informal assessments if you want to use this • Use the remedial activity for learners who are
activity as such. struggling and the extension activity for learners
• Make sure that everyone participates. who need an extra challenge.
Remedial activity
Answers • Ask learners to draw pictures of the process from
1 The steps in the farming process, from planting planting to harvesting (coffee or cotton).
• Pin the drawings up on a wall in the classroom.
to harvesting: • Let the class give positive feedback on the
Coffee seeds planted in containers; watered drawings.

frequently; shaded from too much sun until they
are ready to be planted in the ground; planting
takes place during wet season; depending on
the variety, it will take approximately 3 to 4
years for the newly planted coffee trees to bear

95

Strand 3: Europeans in Ghana

Extension activity Content standard B4.3.3.1
• Ask learners to do more research on the internet Demonstrate knowledge of European engagement
in activities other than trade in Ghana.
about the coffee or cotton industry in Ghana and Indicator B4.3.3.1.1
the contribution to the country’s revenue. Describe European missionary activities in Ghana.
• Let them write a short fact list with all the new Subject specific practices and core competencies
information. As learners use evidence to interpret other
• Let them share it with the class. European activities in Ghana, they become critical
thinkers, and creative, communicative learners.
Exercise 3.3 (LB page 73) Resources
• Ghana History Basic 4 Learner's Book
Answers • Video of the animated Presbyterian hymn in
1 1 State whether the following are true or false:
the Ga language
a The Wesleyan Mission in the Gold Coast Key words
started in 1938. False; it started in 1835. commercial, denomination
Helpful links
b Reverend Dunwell built the first Methodist • www.youtube.com/watch?v=vVhK6OQH1cU&
church. False; Reverend Freeman built the
first Methodist Church. list=RDvVhK6OQH1cU&start_radio=1&t=29
(Video of animated Pres. hymn in the Ga
c The Asante king received a two-wheeled language)
carriage. False; he received a four-wheeled
carriage. Teaching instructions

d Freeman wanted to build a mission post at Use these teaching suggestions to create your own
Kumasi. True lesson plans.
Phase 1: Start suggestions
e Reverend Paul Adu was the first local • Start by showing learners the video of the animated
missionary in Northern Ghana. True
Presbyterian hymn in the Ga language
2 Complete the sentences. (www.youtube.com/watch?v=vVhK6OQH1cU&lis-
a Beulah farm consisted of a carpenter’s shop, t=RDvVhK6OQH1cU&start_radio=1&t=29)
a blacksmith’s shop and small houses for • Ask them if there are some of them who are
workmen. members of the Presbyterian Church.
b The Wesley Mission set up cotton and coffee • Tell them that the Bremen Mission started the
plantations in the Central Region. Presbyterian Church in Ghana.
• Ask them if they know some of the Ewe hymns
3 What did the girls learn at Wesleyan High that are very well-known in Ghana. Let one or
School? Name three things. two sing an extract from the hymns they know.
needlework, housekeeping and sewing. Phase 2: Explore suggestions
• Discuss the concepts in the Learner’s Book with
Formative assessment the learners. Discuss the key word and let them
• Walk around the classroom and observe and find out the meaning for themselves through the
context and/or by breaking up the word. Ask
assess as learners complete the exercise. Assist any them if there are any other words in the text that
learner who seems to be struggling. are difficult or that they do not know. Do the
• Give learners enough time to complete the same with these words.
exercise. • Let learners look at the pictures. Lead them to
• The exercise can be used as a classroom exercise realise that it all started with the picture on
or as a homework exercise. page 74, and it ended or is still ongoing with
many churches like the one on page 75 in Ghana.
Bremen Mission.......................(LB pages 74-75)

Reverend Lorenz Wulf of the Bremen Mission
arrived in Peki in the Volta Region on 14th
November 1847. He founded the Evangelical (Ewe)
Presbyterian Church on the Gold Coast. The focus
of their missionary work was the Ewe people of the
Volta region.

96

Sub-strand 3: Missionary activities

• Let learners do the Activity and Exercise on Formative assessment
page 75. • Walk around the classroom and observe as

Phase 3: Reflect suggestions learners do the activity. Make sure that all
• Ask learners to think about the Presbyterian learners participate. Assist any learner who seems
to be struggling with any part of the activity.
Church in Ghana, and to realise how much it is a • Give learners enough time to complete the
part of the everyday life of many people in Ghana activity.
today. • Ask some pairs to read their answers to the class.
• Let them reflect on what the Bremen missionaries Differentiated learning
came to do in Ghana and the contributions they • Use the remedial activity for learners who are
made. struggling and the extension activity for learners
• Ask them to think how Ghana would have been who need an extra challenge.
without this contribution. Remedial activity
• Let them hold a quiz on the Bremen Mission
Use of ICT by writing down questions and answers for the
content.
• Find videos of the Bremen Mission and/or the • They can sit facing each other, while they take
Presbytarian Church in Ghana and show it to turns in asking and answering the questions.
learners (www.youtube.com/watch?v=vVhK6OQ- Every correct answer can count 1 point. Let them
H1cU&list=RDvVhK6OQH1cU&start_radio- keep score and see who wins.
=1&t=29) Extension activity
• Ask learners to do research on the internet and
Activity 3.4 (LB page 75) in their communities by talking to elders or
their parents or grandparents about the negative
Learners answer in pairs how Ghana benefitted aspects of the Bremen Mission.
from the Bremen Mission. They make a list in their • Ask them to motivate all their statements by
exercise books, taking turns to add something new. giving reasons why they make the statement.
They say what the negative aspects of the Bremen • Let them share their findings with the class.
Mission were, if any. They are asked to reflect if the
missionary acitvities were good or bad for Ghana.

Pair work Exercise 3.4 (LB page 75)
• Group stronger learners with slower learners in
Answers
each group. 1 Learners complete the sentences.
• Circulate and supervise. Check if pairs have
a The Ewe Bible was published in January 1916.
understood the instructions and conduct b Bernhard Schlegel compiled a dictionary for
informal assessments if you want to use this
activity as such. Ewe (language).
c The Ewe hymn book published in 1924 was
Answers
1 Ghana benefited from the Bremen Mission in the called Hadzigbale.
d A printing press was established in Lome.
following ways: e Paul Wiegrabe wrote some of the first Ewe
a Learners make a list in their exercise books:
books for schools.
i The Bible was published in Ewe. 2 Learners list five positive things the Bremen
ii A printing press was brought to the Gold
Mission brought to Ghana.
Coast. a The Bible was published in Ewe.
iii Schools were established. b A printing press was brought to the Gold
iv Churches were established.
v An Ewe dictionary was compiled. Coast.
b See the Learner’s Book for more examples. c Schools were established.
2 Learners’ own answers. Perhaps that the local d Churches were established.
people were taught western ways, as if it were e An Ewe dictionary was compiled.
better that the traditional ways of doing things,
and in doing so, influenced the culture of the Formative assessment
local people. • Walk around the classroom and observe and
3 Learners’ own answers. Let them give reasons for
their opinions. assess as learners complete the exercise. Assist any
learner who seems to be struggling.

97

Strand 3: Europeans in Ghana Phase 2: Explore suggestions
• Confirm the list you have on the board with what
• The exercise can be used as a classroom exercise
or as a homework exercise. is listed in the Learner’s Book.
• The list on the board will probably be much
Christianity and formal
education; Contributions of the longer than the one in the book.
missionaries...............................(LB pages 76-77) • Congratulate them on listening and learning well.
Phase 3: Reflect suggestions
The missionaries brought Christianity to the Gold • Ask learners to think about all of the
Coast, and today, 71.2% of people in Ghana are
members of a Christian denomination. The various missionaries' contributions.
missions also opened many schools that are still in • Let them reflect on the negative points as well.
operation today and form part of Ghana’s education • Make sure they understand that there were both
system. This means that the missionaries established
the foundation of Ghana’s formal education system. positive and negative aspects to the missionary
The contributions made by missionaries to Ghana, activity in Ghana.
are summarised below:
1 Establishment of Christian churches and Use of ICT

Christianity in Ghana • Find videos about missionary activities and
2 Establishment of formal education contributions online.
3 Establishment of health facilities
4 Development of the alphabet for some local • Let learners do research to see if they can find
other contributions that the missionaries have
languages made to Ghana.
5 Translation of the Bible into local languages
6 Teaching of vocational and technical skills Activity 3.5 (LB page 77)
7 Trading
8 Agricultural activities. Learners answer questions about the Roman
Catholic missionaries in Ghana in pairs. They do
Content standard B4.3.3.1 research online to find out when the missionaries
Demonstrate knowledge of European engagement arrived in the country; where they worked and what
in activities other than trade in Ghana. contributions they made. They write their findings
Indicator B4.3.3.1.1 in their exercise books and share it with the class.
Describe European missionary activities in Ghana. Then learners prepare and conduct a debate.
Subject specific practices and core competencies
As learners use evidence to interpret other Pair work
European activities in Ghana, they become critical • Then learners prepare and conduct a debate.
thinkers, and creative, communicative learners. • Circulate and supervise. Check if pairs have
Resources
• Ghana History Basic 4 Learner's Book understood the instructions and conduct
Key words informal assessments if you want to use this
denomination activity as such.

Teaching instructions Group work
Follow these guidelines for the debate:
Use these teaching suggestions to create your own 1 Put learners into two groups: the FOR side that
lesson plans.
Phase 1: Start suggestions will argue for the topic and the AGAINST side
• Start by asking different learners to give you a that will argue against the topic. Appoint a judge
(you, the teacher or another capable learner).
contribution that the missionaries made to the 2 Give learners time to prepare their arguments.
Gold Coast and Ghana. They should list their talking points.
• Write every contribution they give you on the 3 Begin the debate with the FOR side beginning
board, until you have a comprehensive list. first. Allow them about five minutes to explain
their position.
98 4 The AGAINST side then has the same
opportunity to explain their talking points.
5 Give both sides a few minutes to discuss their
strategies for the second half of the debate.
6 The FOR side has three minutes to speak and
raise their points in relation to the talking points
raised by the AGAINST group. The AGAINST
group then does the same.

Sub-strand 3: Missionary activities

7 The judge says which side won the debate. Formative assessment
8 If appropriate, give learners the rubric on • Walk around the classroom and observe and do

page 138 and let them assess their group’s work. assessment as learners do the activity.
Answers • Give learners enough time to complete the activity.
a In 1880, two Roman Catholic priests of the • Ask some of the learners to read their answers to

Society of African Missions (S.M.A.), Father the class.
Auguste Moreau and Father Eugene Murat, Differentiated learning
arrived at Elmina and revived the Roman • Pairing stronger learners with slower learners
Catholic Church in Ghana. The American
Episcopal Evangelical (A.M.E.) Zion Church will assist with differentiated learning. Stronger
owes its foundation in Ghana to Bishop J. Bryan learners can help the slower learners to find the
Small, who started work first at Keta in 1898. answers.
b They worked in Elmina and Keta.
c They made the following contributions: Exercise 3.5 (LB page 77)
Belief in God; terminating violent practices like
human sacrifice; vocational skills; The Roman Answers
Catholics were responsible for Nzima Literature; 1 Learners draw a table and fill in the following
suppressed slave trade; education; established the
higher institution, St Edward’s Secondary School information:
in Freetown and the first secondary school, at a Five schools established by missionaries in
Augustine’s, at Cape Coast in 1936.
Ghana;
b Which year they were established;
c Which mission society established the school;
d Where they are situated.

a Name of school b Year of establishment c Mission d Location

1 Presbyterian Training College 1848 Basel Acropong

2 Mfantsipim College 1878 Wesleyan Cape Coast

3 Adisadel College 1910 Anglican Cape Coast

4 Wesley College 1922 Wesleyan Kumasi

5 Saint Augustine’s College 1935 Roman Catholic Cape Coast

6 Presbyterian Boys’ Secondary 1938 Basel Accra
School

7 Saint Monica’s College 1936 Anglican Ashanti Mampong

8 Prempeh College 1949 Wesleyan Kumasi

9 Opoku Ware School 1952 Roman Catholic Kumasi

10 Bishop Herman College 1952 Roman Catholic Kpando

2 Five contributions of missionaries to Ghana: h Agricultural activities.
a Establishment of Christian churches and Formative assessment
Christianity in Ghana • Walk around the classroom and observe and
b Establishment of formal education
c Establishment of health facilities assess as learners complete the exercise. Assist any
d Development of the alphabet for some local learner who seems to be struggling.
languages • Give learners enough time to complete the
e Translation of the Bible into local languages exercise.
f Teaching of vocational and technical skills • The exercise can be used as a classroom exercise
g Trading or as a homework exercise.

99