History Textbook Basic 6 Teachers Guide

Strand 3: Assessment

Strand 3: Assessment

Learners complete the assessment about 3 a True (1)
what they have learnt in this Strand. b True (1)
Use this Assessment test for summative c False. It had a negative impact as
assessment. Let learners write the answers it caused the collapse of traditional
in their exercise books or talk about the industries. (1)
answers with you, individually. Take in the d True (1)
exercise books or listen to the oral answers e True (1)
and assess learners’ work.
4 a Joseph Casely Hayford and
Answers Dr. James Kwagyir Aggrey (2)
(1)
1 a B (1) b Jacobus Capitien (1)
b C (1) c John Mensah Sarbah (1)
c C (1) d Pedro de Escobar
d B (1)
e C (1) 5 grapes, coconut, ginger, cassava,
oranges, groundnuts, papaya,
sugarcane, avocado (Any 3) (3)
2 The European traders introduced
formal education to the Gold Coast.
They educated the people of the Gold 6 Formal education (1)

Coast in the Christian religion as well 7 European system of government (1)
as reading, writing and different trades
to help prepare them for employment
at trading sites along the coast. They 8 Learners’ own answer. (Assess learners’
essay using the rubric in the Assessment
established many schools, colleges tools section at the back of this
and vocation and technical training
centres throughout the Gold Coast. The Teacher’s Guide.) (8)

Wesleyan missionaries were the first 9 The natural resources were over-
missionaries to do this. The people of exploited resulting in slowed growth
the Gold Coast were trained in different and development of the country’s
skills, such as carpentry, masonry, economy. (2)
sewing and needlework. (10)
Total: 40

50

Introduction

Strand 4: Colonisation and developments under
colonial rule in Ghana

IInnttrroodduuccttiioonn Strand 4: Colonisation and developments under
colonial rule in Ghana contains one Sub-Strand:
In Basic 4 and 5 of the History of Ghana, learners Sub-Strand 4: Political developments under colonial
explored the establishment of colonial rule in Ghana rule
as well as its social and economic development. In Sub-Strand 4: Political developments under colonial
In Strand 4, Colonisation and developments under rule, learners will discuss colonial rule, looking at
colonial rule in Ghana, learners will expand their both the British and the French colonies. They will
knowledge of the British colonisation of the Gold compare the features of direct and indirect rule as
Coast from 1874 to 1957. it was applied to the British and French colonies.
Ghana remained a colony of Britain until the Learners will look at the division of the Gold
country’s independence in 1957. Learners will begin Coast into provinces and how these were ruled by
this Strand by looking at why and how the British the British. Learners examine the advantages and
colonised the Gold Coast. Learners will then look at disadvantages of direct and indirect rule.
the features of British colonial rule, distinguishing
between the direct and indirect systems of rule.

Opener activity

Let us learn about … British colonial rule of the Gold Coast (LB page 33)

The opener activity provides an opportunity to Walk around the classroom observing learners.
assess learners’ basic knowledge of British colonial Assist where necessary and check for learners’
rule of the Gold Coast. Learners recap what they understanding. Ask a few volunteers to present their
have learnt in Basic 5 about the social and economic mind maps to the class. Have a class discussion
developments that took place during the colonial about what learners can remember about the social
period in Ghana. and economic developments.

Answers Diagnostic assessment 
1 Development can be defined as a change, Observe learners and use their answers to assess their
understanding and skill levels. This activity will also
improvement or advancement in sectors such as allow you to measure how much they know about
the economy. the specific concepts. Where necessary, ask leading
2 In groups, learners draw two mind maps that questions to identify their strengths and weaknesses,
summarise what they can remember about these and any knowledge gaps.
developments.
3 Learners give reasons for the social and economic
developments that took place in Ghana during
the colonial period.

51

Strand 4: Colonisation and developments under the colonial rule in Ghana

Political developments under colonial rule

The features of British colonial rule in Ghana including ‘direct’ and
‘indirect’ rule ---------------------------------------------------------------------------------- (B6.4.4.1.1)

On completion of this section, learners will show British colonial rule in Ghana from
an understanding of the political developments that 1874 to 1957...............................(LB pages 34-39)  
occurred under colonial rule from 1874 to 1957.
In this section, learners will review and expand on
Content standard B6.3.4.1  what they learnt in Basic 4 and 5 regarding British
Show understanding of political development colonial rule in Ghana. Learners will recap why and
under colonial rule, 1847-1957. how the British colonised the Gold Coast.

Indicator B6.4.4.1.1  Teaching instructions
Describe the features of British colonial rule in Ghana
including ‘direct’ and ‘indirect’ rule, 1874-1957. Use these teaching suggestions to create your own
Core competencies and subject-specific practices  lesson plans to address the performance indicators.
As learners use evidence to analyse and reconstruct Phase 1: Start suggestions
political developments during the colonial period, • Start the lesson by revising previous History
they become creative and innovative. Creativity
and innovation. lessons. Remind learners about what they learnt
Resources  in Basic 4 within the Sub-Strand, Establishing
internet, library books, map of Africa showing the colonial rule in Ghana.    
countries that were colonised and by who, map of • Have a class discussion about what learners
current day Ghana showing provinces, Gold Coast can remember. Elicit from learners what they
colonial flag, Resource 4, Resource 5 understand about colonial rule and what it
Key words  means.
political developments, colonisation, military, Phase 2: Explore suggestions
colony, representatives, colonised, independence, • Draw on learners’ previous knowledge to lay the
colonial rule, colonising, rivalry, rivals, treaties, foundation for this Sub-Strand.
peace agreements, supervision, Bond, surveyor, wars, • Briefly discuss the definition of colonisation.
force, defeated, officials, direct rule system, indirect Ensure learners understand the concept of
rule system, Colonial Office, subdivisions, cantons, colonisation.
administrative policies, public servants, governor, • Revise the reasons why European countries came
Secretary of State, Legislative Council, Executive to Africa.
Council of Officials, Regional/Chief Administrator, • Talk to learners about the ways the British
Provincial Commissioners, subdivided, provinces, colonised regions of the Gold Coast.
districts, institutions, monarch, ceremonial • Discuss the meanings of the key words in the
head, minister, British Parliament, provincial, Learner’s Book. Make sure learners are familiar
commissioner, resident, paramount ruler, laws, with the words and their meanings.
policies, programmes, revenue, appointed, district • Learners use a dictionary to look up any words
officers, supervise, Native Authority, Native Court, that they do not understand.
Minor Courts, appeals, Supreme Court, Native Phase 3: Reflect suggestions
Treasury, taxes, court fines and fees, qualified, • Show learners a map of the continent of Africa
elected, citizenship, infrastructure, economic that illustrates the countries that were colonised
opportunities, democratically, forced labour and who they were colonised by. Have a class
Helpful links:  discussion about the colonisation of African
• Audio of the history of the Gold Coast as a countries and the various reasons why these
countries were colonised.
British colony: https://www.youtube.com/
watch?v=koUAjx7J16Y Use of ICT
• Flag of British West African colonies: http://
tmg110.tripod.com/africa_1.htm • Learners use the internet and library books to
find more information about the social, economic

52

Sub-strand 4: Political developments under colonial rule

and political developments that took place in the Extension activity
Gold Coast during colonial rule. • Learners use the internet and library books to
• Learners use the internet and library books to
find more information about the treaties and research more information about how to write a
peace agreements the British had with the people treaty, for example what is included in a treaty,
of the Gold Coast. who signs the treaty etc.
• Learners use the internet and library books to • Learners write their own treaty agreements for an
find more information about the wars fought imaginative scenario.
between the British and the Asante people.
• Learners use the internet and library books Suggested activity 1
to find more information about Nana Yaa
Asantewaa, the Queen Mother of Ejisu. Give each learner a copy of Resource 4: Worksheet 4
located at the back of this Teacher's Guide. Learners
Activity 2.1 (LB page 39) draw lines to match the treaties and wars to their
correct dates.

1 In groups, learners research other treaties and peace Exercise 2.1 (LB page 39)
agreements between the British and the ethnic
groups of the Gold Coast. Learners must include 1 Learners read the sentences and choose the
the title of the treaty/agreement, the date it was correct answer in brackets.
signed, the groups of people involved in the making
of it and the reason as to why it was drawn up. 2 Learners write a short paragraph of between five
and ten sentences, to explain the meaning of the
2 Using the research from the previous activity, in word ‘colonisation’. Learners include reasons for
groups, learners make a poster to display in the why Britain colonised Ghana and how they did
classroom. so in their paragraph.

Group work Answers
Learners work in groups to do this activity. Place 1 a 1831
learners of different abilities together in the group,
so that the stronger learners can help those who are b Commander J.W. Hill
differently abled or who struggle with the activity. c 1826
Encourage all learners to participate. d 1901
2 Learners’ own paragraph.

Answers Formative assessment
1 Learners’ own answers based on their research. • Walk around the classroom and observe learners
2 Learners’ own answers based on their research.
as they do the exercise. Assist any learners who
Formative assessment seem to be struggling.
• Walk around the classroom and observe learners • Give learners enough time to complete the
questions and write their paragraph.
as they conduct their research and create their • Let learners exchange exercise books and use peer
posters. Assist any learners who seem to be assessment, while discussing the answers in class.
struggling.
• Assess learners’ research and posters using the Differentiated learning
rubric in the Assessment tools section at the back of • Use the remedial activities as practice for learners
this Teacher’s Guide.
who struggle, and the extension activities for
Differentiated learning those learners who need more of a challenge.
• Use the remedial activities as practice for learners
Remedial activity
who struggle, and the extension activities for • Provide a writing frame for remedial learners,
those learners who need more of a challenge.
for example, the beginning phrase of the five
Remedial activity sentences they must write in order to answer the
• Learners use the internet and library books to paragraph question in Exercise 2.1.

research more information about how to write a Extension activity
treaty, for example what is included in a treaty, • Ask learners to look at the wars on page 38 and the
who signs the treaty etc.
timeline on page 37 of their Learner’s Books.
• Learners draw a timeline illustrating the wars

fought between the British and the Asante people.

53

Strand 4: Colonisation and developments under the colonial rule in Ghana

The features of British colonial https://www.youtube.com/watch?v=koUAjx7J16Y
rule in Ghana............................(LB pages 40–43) • Play a recording of the anthems that were sung in

Learners will look at the features of British colonial the Gold Coast during the colonial period: God
rule in Ghana. They will look at a comparison of save the King and God save the Queen
how the French and the British ruled their colonies,
paying particular attention to the features as well Activity 2.2 (LB page 43)
as the advantages and disadvantages of direct and
indirect rule. 1 In groups, learners talk about the differences
between the French system of direct rule and the
Suggested activity 2 British system of indirect rule.

Give each learner a copy of Resource 5: Worksheet 5 2 In groups, learners make a list of the different
located at the back of this Teacher's Guide. Learners features of each type of rule and share their list
complete each mind map by writing the features of with the class.
direct and indirect rule.
Group work
Teaching instructions Learners work in groups to do this activity. Place
learners of different abilities together in the group,
Use these teaching suggestions to create your own so that the stronger learners can help those who
lesson plans to address the performance indicators. are differently abled or who struggle with the
Phase 1: Start suggestions activity. Encourage all learners to participate in the
• Start the lesson by asking learners what they discussion.

know and understand about how a country is Answers
governed. 1 Learners’ own answers.
• Have a class discussion about how a country is 2
governed today, for example, president/prime
minister, mayors, etc. French direct rule British indirect rule
Phase 2: Explore suggestions
• Discuss the differences between direct and 1 Colonies divided 1 Each colony ruled
indirect rule. into units called by a governor
• Write the headings ‘Direct rule’ and ‘Indirect cercles. with the help of a
rule’ on the board. Summarise the features of Legislative council
the direct rule system as bullet points under its 2 Each cercle ruled and an Executive
heading. Do the same for the features of the by a Commandant council of officials.
indirect rule system. de cercle.
• Have a class discussion comparing the different 2 Each colony
features that you have written on the board. 3 Cercles subdivided divided into
• Discuss the meanings of the key words in the under a chief regions under a
Learner’s Book. Make sure learners are familiar called Chef du regional or chief
with the words and their meanings. Subdivision. administrator.
• Learners use a dictionary to look up the meanings
of any words that they do not understand. 4 Each subdivision 3 Regions divided
Phase 3: Reflect suggestions divided into into provinces
• Ask learners’ opinions about the different cantons under an controlled
systems, i.e. which they think is the best African chief. by provincial
and why. commissioners.
Formative assessment
Use of ICT 4 Provinces divided
into districts
• This YouTube video is an audio clip describing under a district
the Gold Coast as a British colony. commissioner.

5 Each district is
divided into one
or more traditional
states ruled by
traditional rulers.

54

Sub-strand 4: Political developments under colonial rule

• Walk around the classroom and observe learners guideline when answering their own question.
as they do the exercise. Assist any learners who • Use the remedial activities as practice for learners
seem to be struggling.
who struggle, and the extension activities for
Differentiated learning those learners who need more of a challenge.
• Use the remedial activities as practice for learners Remedial activity
• Pair learners who are struggling together. Let
who struggle, and the extension activities for them hold a quiz amongst each other about the
those learners who need more of a challenge. governing structure of the colony.
• Each learner first writes down questions (and
Remedial activity answers) in their exercise books about this section
• Play a game with learners. Say a feature of either of work from the Learner’s Book content.
• They then sit facing each other with their lists of
direct or indirect rule of direct or indirect rule questions.
aloud to the class. • They take turns asking each other one question,
• Learners say whether the feature belongs to direct while the partner answers the question. Each
or indirect rule. correct answer counts one point. Let them keep
score and see who wins.
Extension activity Extension activity
• Divide learners into two groups. Each group must • Ask learners to imagine that they are a traditional
ruler ruling a traditional state. Learners write
choose to represent direct rule or indirect rule. a postcard to a friend describing the governing
Learners debate the features and advantages and structure of the colony.
disadvantages of each system of rule.
Division of the Gold Coast colony
Exercise 2.2 (LB page 43) into provinces...........................(LB pages 44-51) 

1 Learners fill in the missing words to complete the In this section learners examine the division of the
sentences. Gold Coast colony into provinces and how this
division allowed the British to govern the colony
2 Learners put the British governors, rulers or easily and more efficiently. Learners will learn about
leaders in the correct order. the different institutions used by the British to rule
a country as well as the reasons the British practiced
Answers indirect rule at the Gold Coast.
1 a direct rule system
Suggested activity 3
b indirect rule system
c British Give each learner a copy of Resource 6: Worksheet 6
d French located at the back of this Teacher's Guide. Learners
e Governor/Colonial Office complete the map by filling in the names of the
f officer provinces during colonial rule. Learners colour in
g public servant their maps.
2 Secretary of State executive
Governor Teaching instructions
District commissioner
Council of officials Use these teaching suggestions to create your own
Regional/chief administrator lesson plans to address the performance indicators.
Provincial commissioners Phase 1: Start suggestions
Traditional rulers • Start the lesson by showing learners the maps of
Formative assessment
• Walk around the classroom and observe learners current day Ghana and colonial Ghana.
as they do the exercise. Assist any learners who • Point out the different provinces to learners in
seem to be struggling.
• Give learners enough time to complete the both maps.
questions. • Discuss the provinces and the differences between
• Let learners exchange exercise books and use peer
assessment, while discussing the answers in class. the two maps.
Differentiated learning
• Ask stronger learners to answer some questions
first and then let learners who are struggling
answer similar questions. This method will provide
those learners with an example answer to use as a

55

Strand 4: Colonisation and developments under the colonial rule in Ghana

Phase 2: Explore suggestions resident, paramount ruler, laws, policies, district
• Talk about the different provinces in Ghana officers, Native Authority, Native Court, Minor
Court, Supreme Court, Native Treasury.
today. Ask learners how each province is • Learners write one sentence for each word that
governed. Have a class discussion about why a shows its meaning. Learners swap their sentences
country is divided into provinces. with a partner.
• Discuss the provinces with learners. Ask learners if Extension activity
any of the provinces are the same today. • Ask learners to research information about the
• Have a class discussion about the various government structure and institutions/departments
institutions the British used to govern the Gold which govern Ghana today. Ask learners to find
Coast. Talk about the various departments that the names of the people responsible or the head of
are used to govern a country today. Look at each department/institution.
how other countries are governed – are there
similarities and differences? Homework activity (LB page 48)
• Ask learners if they are familiar with Queen
Elizabeth II and her role in the British monarchy. 1 Learners research the laws, policies and
• Discuss the meanings of the key words in the programmes that were established in the Gold
Learner’s Book. Make sure learners are familiar Coast during colonial rule. For example, the
with the words and their meaning. economic and social policies, etc.
• Learners use a dictionary to look up any words
that they do not understand. 2 Learners share their information with the class.
Phase 3: Reflect suggestions
• Talk about the division of a country into provinces Exercise 2.3 (LB page 48)
and the reasons for doing so. Elicit from learners
that it makes the country easier to govern. Learners read the descriptions and write the name of
the person, institution or department that matches
Use of ICT each description.

• Learners use the internet and library books Answers
to find more information about the British 1 The British Monarch
monarchy and the royal family in Britain. 2 The Secretary of State
3 Provincial Commissioner/Resident
Activity 2.3 (LB page 47) 4 Paramount ruler
5 The Executive Council and Legislative Council
1 Learners read the meanings of the words in blue in 6 District officers
the glossary at the back of their Learner’s Books. 7 Native Authority
8 Minor Courts
2 Have a class competition. Read clues about the 9 Supreme Court
new words out loud to learners. For example, 10 Native Treasury
who does the resident pass down orders to?
(Paramount ruler) Where were local issues and Formative assessment
cases settled? (Minor Courts) • Walk around the classroom and observe learners

• As a group, learners work out the word that as they do the exercise. Assist any learners who
is being described. The first group to give the seem to be struggling.
correct answer wins a point. The group with the • Give learners enough time to complete the
most points at the end of the competition wins. questions.
• Let learners exchange exercise books and use peer
Group work assessment, while discussing the answers in class.
Learners work in groups to do this activity. Place • Assess learners’ role play using the rubric in
learners of different abilities together in the group, so the Assessment tools section at the back of this
that all learners participate in the competition. Teacher’s Guide.

Differentiated learning Differentiated learning
• Use the remedial activities as practice for learners • Ask stronger learners to answer some questions

who struggle, and the extension activities for first and then let learners who are struggling
those learners who need more of a challenge. answer similar questions. This method will provide
those learners with an example answer to use as a
Remedial activity guideline when answering their own question.
• Write the following words on the board:

monarch, minister, provincial commissioner,

56

Sub-strand 4: Political developments under colonial rule

• Use the remedial activities as practice for learners • Discuss the advantages and disadvantages of
who struggle, and the extension activities for direct rule for the local people of Ivory Coast.
those learners who need more of a challenge.
• Discuss the advantages and disadvantages of
Remedial activity indirect rule for the local people of the Gold Coast.
• Play a game with learners. Say a name of a
• Discuss the meanings of the key words in the
person, department or institution aloud to the Learner’s Book. Make sure learners are familiar
class. with the words and their meaning.
• Learners say the role that the person, department
or institution played. • Learners use a dictionary to look up any words
Extension activity • that they do not understand.
• Learners make a mind map of the different Phase 3: Reflect suggestions
institutions the British used to govern the country. • Ask learners if they would rather have lived under
The centre of the mind map and title is “Institutions
used by the British to rule the country”. French direct rule or under British indirect rule.
Learners explain their answers.

Extension (LB page 48) Use of ICT

In groups, learners imagine that they are traditional • Learners use the internet and library books to
chiefs and rulers who are part of the Native research other African colonies and their system
Authority. Encourage learners to do research using of rule.
the internet or library books to help them.
1 Learners make a list of the local issues they would • Learners use the internet and library books to
research the advantages and disadvantages of direct
have to deal with. rule. Learners must make a comparison table using
2 Using their lists, learners identify which court Microsoft Word to present their findings.

they would use to solve each issue. Activity 2.4 (LB page 51)

Why the British practised indirect 1 Ask learners to relook at the features of the
rule in the Gold Coast .............. (LB page 49)   British indirect system of rule. As a class, learners
Advantages and disadvantages of role-play the indirect rule system.
direct and indirect rule......(LB pages 50-51)  
2 Learners talk about the advantages and
In this section, learners look at the reasons why disadvantages of the indirect system of rule.
the British practised indirect rule at the Gold
Coast. Learners then review the advantages and the Group work
disadvantages of direct and indirect rule. Learners will Learners work as a class to complete this activity.
look at the advantages and disadvantages of each system Learners divide themselves into the different
with reference to the British and French colonies. institutions used by the British to rule the country.
They role-play the positions, who gives orders to who,
etc. In groups, learners discuss the advantages and
disadvantages of this system of rule.

Teaching instructions Formative assessment
• Give learners enough time to plan their role play,
Use these teaching suggestions to create your own
lesson plans to address the performance indicators. to decide who is going to portray whom, and to
Phase 1: Start suggestions practise.
• Start the lesson by showing learners the map of • Walk around the classroom and listen to and
observe learners as they engage in the planning of
colonial Africa, drawing learners’ attention to the the role play. Assist any learners who seem to be
British and French colonies. struggling.
• Discuss the different colonies and who ruled each • When they do their role play for the class, take
country. Look at a current day map of Africa and note of those learners who lack confidence
compare the two. in role-playing and give them more practice
Phase 2: Explore suggestions opportunities in later lessons.
• Looking at the map of Africa and the different
colonies, point out Ghana and Ivory Coast. Differentiated learning
• Use the remedial activities as practice for learners

who struggle, and the extension activities for
those learners who need more of a challenge.

57

Strand 4: Colonisation and developments under the colonial rule in Ghana

Remedial activity 2 Preservation 2 Chiefs given more
• Ask learners to draw a picture to help them of traditional power than they would
institutions. have under traditional
remember the differences, features and advantages rule. Some chiefs used
and disadvantages of direct and indirect rule. 3 Cheaper. this power to treat
Extension activity 4 Removed bad people in a cruel or
• Ask learners to write a poem or a song to help unfair way.
them remember the differences, features and traditional
advantages and disadvantages of direct and practices that were 3 Educated people
indirect rule. harmful to the not involved in any
people. decision-making or
Exercise 2.4 (LB page 51) ruling system.

Learners work on their own and answer the questions. 4 Unqualified chiefs
forced on the people.
Answers
1 The direct rule system used European officials to 4 Traditional chiefs and rulers lost the respect of
their people because the locals did not believe
rule or govern the people. Traditional leaders of that they were qualified to be good leaders and
the colony were not included in the governing they had to continue to follow instructions
of their region or people. Using the indirect from the British and could not stand up against
rule system, the European officials would rule colonial rule.
indirectly through the traditional leaders of the
different regions. Formative assessment
2 Direct rule: (Any 3.) • Walk around the classroom and observe learners

Advantages Disadvantages as they do the exercise. Assist any learners who
1 Local people 1 Local people forced seem to be struggling.
• Give learners enough time to complete the
were a part of the to accept French way questions.
system of rule and of life, rules, laws and • Let learners exchange exercise books and use peer
could be elected policies. assessment, while discussing the answers in class.
to the French Differentiated learning
Parliament. 2 Local people unable • Ask stronger learners to answer some questions
2 Standard of living to choose leaders first and then let learners who are struggling
improved, French democratically. answer similar questions. This method will provide
citizenship and those learners with an example answer to use as a
right to work in 3 Local people not guideline when answering their own question.
France. allowed certain basic Use the remedial activities as practice for learners
3 Economic rights. who struggle, and the extension activities for those
development, learners who need more of a challenge.
improved 4 Local people treated Remedial activity
infrastructure poorly. • Play a game with learners. Say an advantage or
and economic disadvantage of direct or indirect rule aloud to
activities. 5 Destroyed traditional • the class.
4 Peace in the culture and way of • Learners say whether the advantage or
colonies. governing. disadvantage belongs to direct or indirect rule.
Extension activity
3 Indirect rule: (Any 3.) • Show learners the Gold Coast colonial flag.
Learners can use the internet to search for other
Advantages Disadvantages flags of the African colonies. Learners research the
1 Importance of 1 Weakened traditional meaning of each flag.

traditional leaders rule.
recognised.

58

Sub-strand 4: Summary

Summary: Political developments under colonial rule

Colonisation is a system where a stronger Advantages of direct rule
and more developed country uses their • The local population could be a part of
military (army) to take control of the
ruling government of a weaker or less the colonial system of rule.
developed country (called a colony), often • The standard of living of the local
for economic reasons.
people was improved.
Why the British colonised the Gold Coast • The direct system of rule led to
• Gold, minerals and cocoa were raw
economic development.
materials needed for British industries. • There was peace in the colonies.
• The spread of Christianity.
• The British needed peace in the country Disadvantages of direct rule
• Local people in the colony were forced
to continue their trading activities with
the people of the Gold Coast. to accept a different way of life, rules,
• The British signed treaties with Northern laws and policies.
chiefs to stop other European countries, • Direct rule did not allow the people of
such as France and Germany, from the colony certain basic rights.
extending their trade activities to the • It was not a system that allowed
Gold Coast. people to choose leaders and rulers
democratically.
How the British colonised the Gold Coast • The people of the colony were treated
• Treaties, peace agreements and poorly.

persuasion. Advantages of indirect rule
• Use of force. • Traditional rulers could still participate

The features of British colonial rule in in the governing of their regions and
Ghana people.
• Direct Rule: Direct rule occurred when • Indirect rule was cheaper than
employing Europeans to work in the
the traditional rulers, chiefs and leaders colonies.
of a colony were not included in the • The British relied on the traditional
governing or ruling of their region or rulers and chiefs to govern, which
people helped to preserve traditional
• Indirect rule: In the indirect rule institution.
system, the European people would • Indirect rule did away with the bad
govern their colonies through the traditional practices that were harmful
traditional rulers, chiefs and leaders of to the people of the colony.
the different regions.
Disadvantage of indirect rule
Division of the Gold Coast Colony into • The indirect rule system weakened
provinces
The British colony was governed by traditional rule.
different institutions • Indirect rule did not allow educated
• The British monarch
• The Secretary of State people in the colony to develop
• The governor themselves.
• The provincial commissioner and • Power was abused.

residents
• The Executive Council and the

Legislative Council
• District officers

59

Sub-Strand 4: Revision 2 a A British colony had a British
Governor appointed by the British
Sub-Strand 4: Revision government and the Queen. The
Governor had to report to the
Revision activity for formative or Secretary of State. This person
summative assessment was responsible for the day-to-day
running of the colony.
• Formative assessment: Let learners
complete the activity and go through b Under the system of indirect rule,
the answers in class. Learners can Native Courts were set up for the
either check their own work for self- provinces of the Gold Coast and
assessment, or swap work with a Minor Courts were set up for the
partner and check each other’s work for districts. Appeals went from the
peer assessment. Minor Court to the Native Court and
finally to the Supreme Court.
• Summative assessment: Let learners
write the answers in their exercise books c In the system of direct rule, the
or talk about the answers with you standard of living of the local people
individually. Take in the exercise books was improved and they could get
or listen to the oral answers and assess French citizenship and had the right
learners’ work. to work in France.

• Learners complete the revision d In the system of indirect rule, the
questions. British relied on the governing of
traditional rulers, which helped
• Learners complete the self-assessment. preserve traditional institutions such
Encourage learners to be honest in their as local courts.
self-assessment.

Answers

1 a False. The Gold Coast became a
British colony in 1874.

b True.
c True.
d True.
e False. The British used the indirect

rule system.
f False. The provincial commissioner

was head of each province. The
governor ruled the colony with help
of the Executive Council.

60

Strand 4: Assessment

Strand 4: Assessment

Learners complete the assessment on what countries from extending their trading
they have learnt in this Strand. activities with the Gold Coast. (2)
Use this Assessment test for summative
assessment. Let learners write the answers 5 A protectorate is an area or country
in their exercise books or talk about the that is protected by a stronger one. (2)
answers with you individually. Take in the
exercise books or listen to the oral answers 6 a The Maclean Treaty 1931 (6)
and assess learners’ work. b The Bond 1844
c The Treaty of Fomena 1874

Answers (1) 7 Local people were a part of the system
(1) of rule and could be elected to the
1 a C (1) French Parliament; the standard of living
b A (1) improved, French citizenship and right to
c C (1) work in France; economic development,
d D improved infrastructure and economic
e B activities; peace in the colonies. (Any 2) (2)

2 a The British signed treaties with 8 Weakened traditional rule; chiefs given
Northern chiefs to stop other
countries from extending their more power than they would have under
traditional rule; educated people not
activities to the Gold Coast. (2) involved in any decision-making or ruling
b At the head of each province was
a Provincial Commissioner who system; unqualified chiefs forced on the
people. (Any 2) (2)
gave orders to the Resident who
would pass down the orders to
the paramount ruler. (2) 9 The system of direct rule uses European
officials to rule or govern the people.
c Appeals went from the Minor Traditional leaders of the colony were not
Court to the Native Court, then to included in the governing of their region
the Resident’s Court and finally to or people. Using the system of indirect
the Supreme Court. (3)
rule, the European officials would rule
indirectly through the traditional leaders
3 a During British colonial rule, the of the different regions. (4)
Governor was at the head of the
Gold Coast colony. (1) 10 The Native Authority was established
b Each region of the Gold Coast colony
was divided into provinces controlled to deal with local issues and settle (1)
cases in the Native Court.
by a Provincial Commissioner. (1)
c The Legislative Council made 11 The British practiced indirect rule
for the following reasons:
the laws for the Gold Coast during • The people of the Gold Coast were
colonial rule. (1)
d Native Courts were set up for the more willing to accept British
colonisation when traditional chiefs
provinces of the Gold Coast and Minor were able to govern.
Courts were set up for the districts. (1)
e Indirect rule was less expensive for • The transport and communication
systems made it difficult for the British
the British to establish in the Gold to implement a system of direct rule.
Coast colony than direct rule. (2)
• The British could not speak the local
4 The British colonised the Gold Coast languages.
because they needed raw materials to • It was less expensive.
supply their industries, they wanted • There were not enough qualified
to spread Christianity without going British staff to govern.
to war, they needed peace to continue • The British were able to maintain
their trading activities and they had control of trade and money. (3)
signed treaties to stop other European
Total: 40

61

Strand 5: Journey to Independence

Introduction In Sub-Strand 2: The Formation of political parties,
learners look at the formation of the two major
In Basic 5 of the History of Ghana, learners were political parties in the Gold Coast, namely the
exposed to early protest movements and the 1948 United Gold Coast Convention (UGCC) and
riots. Following on in Basic 6, learners will examine the Convention People’s Party (CPP). They will
the Formation of political parties and Ghana’s look at the leadership of both parties and their
struggle for independence after World War II. specific roles in the struggle for independence.
In Strand 5, Journey to Independence, learners will Learners will discuss and role-play the declaration of
expand on their knowledge of the formation of independence by Dr. Kwame Nkrumah.
the two main political parties and the leadership In Sub-Strand 4: Ghana gains independence, learners
that played a significant role in Ghana’s Journey will discuss the establishment and findings on both
to independence. Learners will also look at the the Watson Commission of 1948 and the Coussey
developments and events which took place to make Commission of 1949. They will look at the 1951
sure the British gave power back to the people of the general election and the political parties that took
Gold Coast. part in the election.
Strand 5: Journey to independence contains two
Sub-Strands:
Sub-Strand 2: Formation of political parties
Sub-Strand 4: Ghana gains independence

Opener activity

Let us learn about … How Ghana gained independence (LB page 55)

The opener activity provides an opportunity to assess Answers 
learners’ basic knowledge of how Ghana gained 1 Educated African people from different areas of
independence.
Learners answer the questions. Learners work life, academics, lawyers, traditional chiefs.
individually to complete the activity. Walk around 2 1951
the classroom and listen as learners talk about 3 1957
the questions. Help any learners who seem to be 4 Dr. Kwame Nkrumah
struggling. Give learners time to talk about the Diagnostic assessment 
questions and then hold a class discussion for them Observe learners and use their answers to assess their
to share their answers. understanding and skill levels. This activity will also
allow you to measure how much they know about
the specific concepts. Where necessary, ask leading
questions to identify their strengths and weaknesses,
and any knowledge gaps.

62

Sub-strand 2: Formation of political parties

Sub-strand 2: Formation of political parties

The role played by the leaders of the two major political parties
(UGCC and CPP) in the independence struggle in the Gold Coast
after World War II --------------------------------------------------------------------------- (B6.5.2.1.1)

On completion of this section, learners will show an Helpful links: 
understanding of the role played by the leaders of • Dr. Nkrumah's Independence Speech: https://
the two political parties (UGCC and CPP) in the
independence struggle. www.youtube.com/watch?v=xf5CPacHt4Q
• Ghana's independence: https://www.youtube.com/
Content standard B6.5.2.1 
Appreciate the role played by the leadership of watch?v=wOEdJDdz690
political parties in the struggle for independence • Ghana Freedom by E.T Mensah: https://www.
from 1947 to 1957.
Indicator B6.5.2.1.1 youtube.com/watch?v=OUMbrs4aEsA
Describe the role played by the leaders of the two
major political parties (UGCC and CPP) in the The leadership of political parties in
independence struggle in the Gold Coast after the the independence struggle
Second World War.
Core competencies and subject-specific .............................................................(LB pages 56-63)
practices  In this section, learners will review and expand on
Using evidence to appreciate the role played by the what they learnt in Basic 5 about Ghana’s Journey to
leadership of political parties in the struggle for Independence. Learners will look at the formation
independence, learners develop a sense of national of the United Gold Coast Convention (UGCC)
identity, leadership, communication, collaboration in 1947; their aims, objectives, achievements and
and creative skills. Cultural identity and global failures. Learners will then look at the formation of
citizenship; personal development and leadership; the Convention People’s Party (CPP) in 1949, and
communication and collaboration; creativity and their aims, objectives, achievements and failures.
innovation.
Resources  Suggested activity 1
internet, library books, Resource 7, Resource 8
Key words  Divide the class into four groups. Using the internet
political interests, political parties, votes, political or library for research, two of the groups research the
ideals, ideology, academics, founding, operational formation of the UGCC and the other two groups
leader, boycotts, sit-ins, demonstrations, research the formation of the CPP. Each group must
publications, leadership, doyen, achievement, make an information poster on the formation of their
roots, political development, enquiry, riots, political party. Ask for volunteers from each group to
nationalists, slogan, pre-independence, present the information that they found and talk about
charismatic, strategies, mobilisation, youth their poster. Display the posters in the classroom.
societies, disorder, majority, basic services,
resources, one-party state, opposition, Pan- Teaching instructions
African Movement, strike, motion of destiny,
spokesperson, Member of Parliament, exemption, Use these teaching suggestions to create your own
nationalist politician, Traditional Council, lesson plans to address the performance indicators.
nobleman, prestigious, intermediate degree Phase 1: Start suggestions
programmes, Akim Abuakwa seats, state • Start the lesson by revising previous History
burial, scholarship, Philosophy, honours, Chief
Justice, civil service, clerk, Customs and Excise lessons. Remind learners about what they
Department, rally, mineral wealth learnt in Basic 5 within the Strand, Journey to
Independence and Independent Ghana.    
• Have a class discussion what about learners can
remember. Ask learners questions to prompt
the discussion. For example, what happened in
Ghana during and after World War II? What
happened during the 1948 riots?, etc.

63

Strand 5: Journey to Independence

Phase 2: Explore suggestions Ask learners to research the following
• Draw on learners’ previous knowledge to lay the information about each constitution:
– Who were the individuals responsible for each
foundation for this Sub-Strand. constitution?
• Discuss the definition of a political party. Discuss – What changes were made in each constitution?

the definition of 'political'. Elicit from learners Learners share their findings with the class.
that it is the activities of the government, law 2 Learners prepare and present a one-minute
making organisations or people who try to
influence the way a country is governed. Ask presentation to explain the differences between
learners if they know of the current political these two Constitutions.
parties in Ghana today.
• Discuss how political parties are formed. Activity 3.1 (LB page 60)
• Look at the formation of the UGCC and its
leadership. Discuss the party’s aims and objectives. 1 Learners imagine that they are forming a new
• Examine the achievements and failures of the political party to fight against British colonial
UGCC. rule. Learners draw a picture to represent their
• Look at the formation of the CPP and its political party. They must pay attention to the use
leadership. Discuss the party’s aims and objectives. of colours and pictures.
• Examine the achievements and failures of the CPP.
• Compare the aims and objectives of the two 2 Learners write a slogan to go with their political
parties. party picture. The slogan must state what the
• Discuss the meanings of the key words in the political party stands for.
Learner’s Book. Make sure learners are familiar
with the words and their meanings. 3 Display the posters in the classroom.
• Learners use a dictionary to look up any words
that they do not understand. Individual work
Phase 3: Reflect suggestions Learners work individually to complete this activity.
• Ask learners if they know anything about the
current political parties in Ghana. Do they know Answers
what the aims and objectives of these parties are? Learners’ own work – posters and slogan.
• Talk about the role of political parties. Elicit
from learners why we have political parties (to Formative assessment
represent groups of people and their individual • Walk around the classroom and observe learners
interests in a country).
as they create their posters. Assist any learners
who seem to be struggling.
• Assess learners’ posters using the rubric in the
Assessment tools section at the back of this
Teacher’s Guide.

Use of ICT Differentiated learning
• Use the remedial activities as practice for learners
• Learners use the internet and library books to do
research more information on the leadership of who struggle, and the extension activities for
the UGCC and the CPP. those learners who need more of a challenge.

• Learners use the internet and library books to do Remedial activity
research in order to find more information about • Ask learners to write a list of their imaginary
the Guggisberg Constitution of 1925 and the
Burns Constitution of 1946. political party’s aims and objectives.

Homework activity (LB page 57) Extension activity
• Ask learners to write a list of their imaginary
• Learners research the leaders of the UGCC. Learners
must include the achievements of each member political party’s aims and objectives.
of the UGCC and the ways their achievements • Learners write a paragraph explaining why they
impacted the political development of Ghana.
chose the name of their political party and the
colours and pictures used on their poster in
Activity 3.1.

Extension Exercise 3.1 (LB page 60)

(LB page 58) Learners work on their own to complete this
exercise. Learners read the sentences and state which
1 Learners research the Guggisberg Constitution of are true and which are false.
1925 and the Burns Constitution of 1946.

64

Sub-strand 2: Formation of political parties

Answers 2 Ask the class to talk about which of the
1 True parties made the greatest contribution to the
2 False. The founding member and operational independence struggle. Learners must give
reasons for their point of view.
leader of the UGCC was Dr. Joseph Boakye
Danquah. Group work
3 True Learners work in groups to complete this activity.
4 True Encourage them to share their points of view with
5 False. The UGCC forced the British government the rest of the group. Each learner should be given
to set up the Watson Commission. an opportunity to talk.
6 True Formative assessment
Formative assessment • Walk around the classroom and observe learners
• Walk around the classroom and observe learners
as they do the exercise. Assist any learners who as they have a discussion. Assist any learners who
seem to be struggling. seem to be struggling.
• Give learners enough time to complete the • Give learners enough time to complete the
questions. questions.
• Let learners exchange exercise books and use peer Differentiated learning
assessment, while discussing the answers in class. • Use the remedial activities as practice for learners
Differentiated learning who struggle, and the extension activities for
• Use the remedial activities as practice for learners those learners who need more of a challenge.
who struggle, and the extension activities for Remedial activity
those learners who need more of a challenge. • Learners look at the names of the main leadership
Remedial activity of the CPP on page 62. Learners choose one person
• Give learners additional exercises or worksheets (not Dr. Kwame Nkrumah) and do research in
if they struggle to complete this exercise. Allow order to find in order to find more information
them more time, to complete it, or pair them about this person.
with a stronger learner. Extension activity
Extension activity • Learners look at the names of the main leadership
• Ask learners to write one or two of their own of the CPP on page 62. Learners choose three
questions and quiz a partner. They then swap roles. people (not Dr. Kwame Nkrumah) and do
research more information about them.

Activity 3.2 (LB page 63) Exercise 3.2 (LB page 63)

1 In groups, learners compare the achievements Learners work on their own to complete this
and failures of the UGCC and the CPP. exercise.

Answers

UGCC CPP

Achievements

1 Started party politics in the Gold Coast. 1 Gained independence for Ghana in 1957.

2 Raised the idea of politics and political parties to 2 Provided good leaders who could stand up against
represent people of the Gold Coast. British colonial rule.

3 Established Talking Drums magazine. 3 Supported the formation of the Organisation of
African Unity.

4 Credited with the name ‘Ghana’. 4 Helped other African countries gain independence
from colonial rule.

5 Forced the British government to set up the Watson 5 United all Africans against colonial rule.
Commission.

6 UGCC leaders played an important role in writing
the 1951 Coussey Constitution.

65

Strand 5: Journey to Independence

UGCC CPP

7 Provided the opportunity for educated people and
nationalists to organise themselves into groups to
stand up against the British.

8 Used peaceful methods.

Failures

1 Leaders did not specify a time for the independence 1 Policies led to economic problems.
of the country.

2 The party failed to gain independence for the 2 Used most of Ghana’s resources on trying to unify
country. the different countries in Africa against colonial
rule.

3 Leadership was made up of part-time politicians. 3 Did not respect the leadership of traditional chiefs.

4 Not organised as a mass political party. 4 Declared Ghana a one-party state.

5 Branches only in urban towns and not in rural
areas.

Formative assessment The role played by the founding
• Walk around the classroom and observe learners leaders in the struggle for
independence..........................(LB pages 64–74)
as they complete their tables. Assist any learners
who seem to be struggling. In this section, learners will look at each of the
• Give learners enough time to complete the founding leaders and the role that each of them
questions. played in the struggle for independence.
• Let learners exchange exercise books and use peer
assessment, while discussing the answers in class. Teaching instructions
Differentiated learning
• Use the remedial activities as practice for learners Use these teaching suggestions to create your own
who struggle, and the extension activities for lesson plans to address the performance indicators.
those learners who need more of a challenge. Phase 1: Start suggestions
Remedial activity • Write the names of each of the founding leaders
• Provide a writing frame that helps learners to
write down the failures and successes of each on the board. Ask learners if they have heard
party. of any of these people. Let learners share any
Extension activity knowledge of the leaders that they have.
• Ask learners to draw a timeline. Learners must Phase 2: Explore suggestions
include the following on their timelines: • List each of the members of the ‘Big Six’. Remind
–– The formation of the UGCC learners that each of these leaders played a role in
–– Dr. Kwame Nkrumah takes the position of the struggle for independence.
• Recap what learners learnt in Basic 5 about the
General Secretary of the UGCC 1948 riots. Elicit from learners that this was how
–– Dr. Kwame Nkrumah’s resignation from the 'Big Six' received their name. Have a class
discussion about the involvement of the 'Big Six'
UGCC in the 1948 riots.
–– The formation of the CPP • Ask learners if they have visited any of the
monuments that are used to honour these
Suggested activity 2 leaders. Learners talk about their experiences.
• Discuss each of the case studies of the founding
Cut out the cards in Resource 7 at the back of this leaders and the roles they played in the fight for
Teacher’s Guide. Make sure each learner has a card with independence.
one of the leaders of either the UGCC or the CPP. Ask
learners to each make an information poster about the
leader of their political party that is on their card.

66

Sub-strand 2: Formation of political parties

Phase 3: Reflect suggestions Differentiated learning
• Ask learners how they celebrate Founders’ Day • Use the remedial activities as practice for learners

every year. Have a class discussion about the who struggle, and the extension activities for
significance of honouring founding leaders and those learners who need more of a challenge.
members. Remedial activity
• Not all learners are comfortable presenting in
Use of ICT front of the class. Let learners who are really
uncomfortable rather say their for you or for a
• Learners use the internet and library books to small group.
research more information on one of the founding Extension activity
leaders which they feel most inspired by. • Ask learners to design a monument, statue or
plan a type of celebration to honour one of the
• Learners use the internet and library books to ‘Big Six’.
research more information about the monuments • Ask learners to make a poster informing people
honouring the leaders involved in the struggle for about the monument, statue or celebration.
independence.
Exercise 3.3 (LB page 67)
• Learners use the internet and library books to
research more information about the Gold Coast Learners work on their own to complete this
Youth Conference. They must find information exercise.
about its aims and objectives and state if any of
these aims were achieved. Answers
The UGCC was the first political party in the
• Learners use the internet and library books to Gold Coast. This party was founded in 1947. The
research more information about the Order of founding member and operational leader of the
the Star of Ghana. party was Dr. Joseph Boakye Danquah. The key
person who gave the money needed to run the affairs
Homework activity (LB page 66) of the party was George Alfred ‘Paa’ Grant.

• As a homework activity, learners prepare a speech When the party was formed, Ebenezer Ako-Adjei
of between one and two minutes about the was asked to become the General Secretary, but he
ways in which Ghanaians honour the founding refused the position. So, Dr. Kwame Nkrumah
members of the struggle for independence. was then asked to take up the position of General
Secretary. After being held as a political prisoner by
• Encourage learners to speak to members of their the British, he formed his own political party called
family or the community. the CPP. He formed this party in 1949.

• Learners use the internet or library books for
research in preparation for their speech.

Activity 3.3 (LB page 66)

• Learners each present the speech they completed Formative assessment
as a Homework activity. • Walk around the classroom and observe learners.

• Encourage learners to listen quietly and carefully. Assist any learners who seem to be struggling.
Remind learners of the etiquette required when • Give learners enough time to complete the
listening to a speech.
questions.
• Learners must think of one question to ask their • Let learners exchange exercise books and use peer
classmates at the end of their speech.
assessment, while discussing the answers in class..

Individual work Differentiated learning
Learners work individually to complete this activity. • Use the remedial activities as practice for learners

Formative assessment who struggle, and the extension activities for
• When learners present their speech to the class, those learners who need more of a challenge.

take note of those learners who lack confidence Remedial activity
and give them more practice opportunities in • Ask learners to make a list of the public holidays
later lessons.
• Assess learners’ speech using the rubric in the in Ghana.
Assessment tools section at the back of this • Learners state which public holidays have
Teacher’s Guide.
historical significance.

67

Strand 5: Journey to Independence

Extension activity Group work
• Ask learners to make a list of the public holidays Learners work in groups to complete this activity.
Formative assessment
in Ghana. • When learners present their poster to the class,
• Learners state which public holidays have
take note of those learners who lack confidence
historical significance. and give them more practice opportunities in
• Ask learners to use the internet or the library and later lessons.
• Assess learners’ posters and presentations using
research more information about the following the rubric in the Assessment tools section at the
public holidays: Constitution Day, Independence back of this Teacher’s Guide.
Day of Ghana, Republic Day, Founders’ Day and Differentiated learning
Kwame Nkrumah Memorial Day. • Use the remedial activities as practice for learners
who struggle, and the extension activities for
Exercise 3.4 (LB page 67) those learners who need more of a challenge.
Remedial activity
Learners work on their own to complete this • Ask learners to make a flashcard of each member
exercise. of the 'Big Six' with a fact about the him on
front of the flashcard and his name on the back.
Answers Learners can play with these flashcards in pairs
1 D and test each other’s knowledge.
2 A Extension activity
3 C • Ask learners to write a short poem about a
4 A founding leader.

Formative assessment Extension (LB page 73)
• Walk around the classroom and observe learners
Learners choose one of the founding leaders of
as they complete the exercises. Assist any learners the ‘Big Six’. Learners do research to find more
who seem to be struggling. information about their life outside of politics.
• Give learners enough time to complete the
questions.
• Let learners exchange exercise books and use peer
assessment, while discussing the answers in class.

Differentiated learning Suggested activity 3
• Use the remedial activities as practice for learners
Cut out the cards in Resource 7 at the back of Teacher’s
who struggle, and the extension activities for Guide. Divide learners into six groups. Give each group
those learners who need more of a challenge. a card with the name of one of the members of the ‘Big
Six’. Each group must prepare a presentation on their
Homework activity (LB page 68) member of the ‘Big Six’ and the role that that leader
played in the struggle for independence.
• As a homework activity, learners speak to
family and community members to find out Suggested activity 4
information about the struggle for independence.
Give each learner a copy of Resource 8: Worksheet 8
• Ask learners to share their information with the located at the back of this Teacher's Guide. Learners
class. draw lines to match the founding leader to the
correct fact about him.
Activity 3.4 (LB page 73)

1 In groups, learners make an information poster Exercise 3.5 (LB page 74)
on the Big Six. Learners work in groups of six
and each member must write about one of the Learners work on their own to complete this
founding leaders. Learners must include the exercise.
information listed in their Learner’s Books.

2 Learners present their posters to the rest of the
class. Each learner talks about the points that
they wrote for each founding member.

Answers b B
1 a D d D

c B

68

Sub-strand 2: Formation of political parties

2 He declared ‘positive action’ where he asked all Phase 2: Explore suggestions
workers in the country to stop work as a way • Talk about the emotions a person might feel
of forcing the British government to grant the
country’s independence immediately. when participating or watching a rally.
• Ask learners how they think the local people felt
3 He wanted to set up a peaceful relationship
between the traditional chiefs and the educated at the independence rally. Discuss how the local
rich in Ghana. people felt when listening to Dr. Kwame Nkrumah.
• Show learners a documentary of the
4 They were arrested as they were believed to be independence rally: https://www.youtube.com/
behind the riots and disturbances of 1948. watch?v=wOEdJDdz690
Phase 3: Reflect suggestions
Formative assessment • Learners reflect on what independence meant to
• Walk around the classroom and observe learners the local people in 1957.
• Play the following song by E.T Mensah,
as they do the exercise. Assist any learners who for learners. Ask learners how the song
seem to be struggling. makes them feel: https://www.youtube.com/
• Give learners enough time to complete the watch?v=OUMbrs4aEsA
questions.
• Let learners exchange exercise books and use peer Use of ICT
assessment, while discussing the answers in class.
Differentiated learning • Learners use the internet and library books to
• Use the remedial activities as practice for learners research more information on the independence
who struggle, and the extension activities for rally.
those learners who need more of a challenge.
Remedial activity • Play the following documentary for learners:
• If learners cannot answer the questions in the https://www.youtube.com/watch?v=wOEdJDdz690
exercise correctly, they will need more remedial
exercises in the form of worksheets and further Activity 3.5 (LB page 76)
activities.
Extension activity In groups, learners talk about the documentary that
• Ask learners to use the internet or the library they have watched on the independence rally and
and research more information about the answer the questions.
Organisation of African Unity (OAU).
• Learners write a short paragraph about the OAU. Group work
Learners work in groups to complete this activity.
The declaration of Independence by
Dr. Kwame Nkrumah...........(LB pages 75-77) Answers
1 Learners’ own answers. The people were happy,
In this section, learners will read about and watch a
documentary on Dr. Kwame Nkrumah’s declaration jubilant, relieved, excited etc.
of independence in 1957. 2 The Independence Square and Black Star Gate in

Teaching instructions Accra.
3 Dr. Kwame Nkrumah stated that all African
Use these teaching suggestions to create your own
lesson plans to address the performance indicators. countries will become independent.
Phase 1: Start suggestions
• Ask learners if they have ever been to or Formative assessment
• Walk around the classroom and observe learners
participated in a rally. Ask learners if they have
watched a rally on TV or listened to a rally as they do the exercise. Assist any learners who
speech on the radio. • seem to be struggling.
• Ask learners to share their experiences. • Give learners enough time to complete the

questions.
• Let learners exchange exercise books and use

peer assessment, while discussing the answers
in class.

Differentiated learning
• Use the remedial activities as practice for learners

who struggle, and the extension activities for
those learners who need more of a challenge.

69

Strand 5: Journey to Independence

Remedial activity Formative assessment
• Ask students to write a few key words or • Walk around the classroom and observe learners
• sentences in pairs or small groups to summarise
as they do the exercise. Assist any learners who
the documentary. seem to be struggling.
Extension activity • Give learners enough time to complete the
• Ask learners to write a poem about the questions.
• Let learners exchange exercise books and use peer
declaration of independence and what it meant assessment, while discussing the answers in class.
to the people of Ghana. Differentiated learning
• Use the remedial activities as practice for learners
Activity 3.6 (LB page 76) who struggle, and the extension activities for
those learners who need more of a challenge.
1 In groups, learners role play the declaration of Remedial activity
independence. • Give learners additional exercises or worksheets
if they struggle to complete this exercise. Allow
2 Learners develop their own flag to be used in the them more time to complete it, or pair them with
role play. a stronger learner.
Extension activity
3 Learners present their role play to the class. • Ask learners to find out about and perform
celebrations of other provinces or countries.
Group work
Learners work in groups to complete this activity.

Formative assessment Activity 3.7 (LB page 77)
• Give learners enough time, to plan their role play,
1 Learners work with a partner and describe
to decide who is going to portray whom, and to how they celebrate Independence Day in their
practise. community.
• Walk around the classroom and listen to and
observe learners as they engage in the planning of 2 Learners draw a picture and write a description
the role play. Assist any learners who seem to be on their Independence Day celebration to display
struggling. in the classroom.
• When they do their role play for the class, take
note of those learners who lack confidence in role Pair work
play and give them more practice opportunities Learners work with a partner to complete this
in later lessons. activity.
• Assess learners’ role play using the rubric in
the Assessment tools section at the back of this
Teacher’s Guide.

Differentiated learning Formative assessment
• Use the remedial activities as practice for learners • Walk around the classroom observing learners.

who struggle, and the extension activities for Assist where necessary.
those learners who need more of a challenge.
Differentiated learning
Remedial activity • Use the remedial activities as practice for learners
• Ask learners to draw a picture of a celebratory
who struggle, and the extension activities for
outfit that can be worn on Independence Day. those learners who need more of a challenge.

Extension activity Remedial activity
• Learners write a poem about how they celebrate • Show learners a video of the 60th Independence

Independence Day in their communities. Day celebration.
• Learners share any experience that they may have
Exercise 3.6 (LB page 76)
had from that day.

Learners draw the flag of Ghana and colour it in. Extension activity
Learners label the colours and symbol of the flag. • Ask learners to use the internet to research how
They write a caption to say what each colour and the
symbol represents. other countries around the world celebrate their
independence days.
• Learners write a paragraph comparing a few
different countries and how they celebrate their
independence.

70

Sub-strand 2: Summary

Summary: Formation of political parties

The leadership of political parties in the The formation of the Convention People’s
independence struggle Party (CPP)
• A political party is a group of people • 12th June 1949, at the Old Polo Grounds

with the same ideology and ideas about in Accra, a new political party was born
how to run a country, who organise – the Convention People’s Party (CPP).
themselves into a group with the aim of This was the pre-independence political
obtaining political power. party that would win the fight for the
• There were two major political parties in political independence of the Gold Coast
the Gold Coast who were involved in the • The founding leaders were William Ofori
struggle for Ghana’s independence – the Atta, Edward Akufo-Addo, Emmanuel
United Gold Coast Convention (UGCC) Obetsebi-Lamptey and Ebenezer Ako-
and the Convention People’s Party Adjei.
(CPP).
The declaration of independence by Dr.
The formation of the United Gold Coast Kwame Nkruma
Convention (UGCC), 1947 • An independence rally was held by the
• The first political party in the
Convention People’s Party (CPP) on 6th
Gold Coast, the United Gold Coast March 1957 at the Old Polo Grounds in
Convention (UGCC), was founded Accra. At this rally, Dr. Kwame Nkrumah
in 1947 at Saltpond in the Central told his supporters that the struggle for
Region of Ghana. The party was led by independence for the Gold Coast had
educated African people from different finally come to an end.
areas of life, for example academics, • The new national flag of Ghana was
lawyers and traditional chiefs. designed by Theodosia Okoh.

71

Sub-strand 2: Revision – Leadership was made up of part-
time politicians.
Sub-Strand 2: Revision
– Not organised as a mass political
Revision activity for formative or party.
summative assessment
– Branches only in urban towns and
Use this Revision activity for formative or not in rural areas.
summative assessment.
• Formative assessment: Let learners 2 CPP Achievements
– Gained independence for Ghana in
complete the activity and go through 1957.
the answers in class. Learners can either – Provided good leaders who could
check their own work for self-assessment, stand up against British colonial rule.
or swap work with a partner and check – Supported the formation of the
each other’s work for peer assessment. Organisation of African Unity.
• Summative assessment: Let learners – Helped other African countries gain
write the answers in their exercise books independence from colonial rule.
or talk about the answers with you – United all Africans against colonial
individually. Take in the exercise books rule.
or listen to the oral answers and assess
learners’ work. Failures
• Learners complete the revision questions. – Policies led to economic problems.
• Learners complete the self-assessment. – Used most of Ghana’s resources on
Encourage learners to be honest in their trying to unify the different countries
self-assessment in Africa against colonial rule.
– Did not respect the leadership of
Answers traditional chiefs.
– Declared Ghana a one-party state.
1 UGCC Achievements
– Started party politics in the Gold 3 a Dzemkile Dzewu – CPP
Coast. b George Alfred ‘Paa’ Grant – UGCC
– Raised the idea of politics and c Kojo Botsio – CPP
political parties to represent people d Francis Awoonor-Williams – UGCC
of the Gold Coast. e William Ofori Atta – UGCC
– Established the Talking Drums f Krobo Edusei – CPP
magazine. g Akua Asabea – CPP
– Credited with the name ‘Ghana’. h Robert Samuel Blay – UGCC
– Forced the British government to set i Saki Scheck – CPP
up the Watson Commission. j Dr. Swain de Graft-Johnson – UGCC
– UGCC leaders played an important k Dr. Joseph Boakye Danquah – UGCC
role in writing the 1951 Coussey l Ebenezer Ako-Adjei – UGCC
Constitution. m Kofi Baako – CPP
– Provided the opportunity for
educated people and nationalists to 4 Independence Day is celebrated by
organise themselves into groups to the Ghanaian people and marks the
stand up against the British. declaration of independence from the
– Used peaceful methods. United Kingdom by Prime Minister Kwame
Nkrumah on
Failures 6th March 1957.
– Leaders did not specify a time for
the independence of the country.
– The party failed to gain
independence for the country.

72

Sub-strand 4: Ghana gains independence

Sub-Strand 4: Ghana gains independence

Post World War II developments in the Gold Coast----------------------- (B6.5.4.1.1)

On completion of this section, learners will Phase 2: Explore suggestions
demonstrate an understanding of the course of • When looking at each commission/committee,
events leading to independence from 1948 to 1957.
write bullet point summaries about each one on
Content standard B6.5.4.1  the board for learners. Include information, such
Demonstrate an understanding of the course of as why they were established, who the leader of
events leading to independence from 1948 to 1957. the commission was, who the members were, and
Indicator B6.5.4.1.1 the recommendations they made.
Explain post-World War II developments in the • Discuss the meanings of the key words in the
Gold Coast. Learner’s Book. Make sure learners are familiar
Core competencies and subject-specific practices  with the words and their meanings.
As learners use evidence to explore the chronology • Learners use a dictionary to look up any words
and significance of the events leading to that they do not understand.
independence, they sharpen their communicative, Phase 3: Reflect suggestions
creative and collaborative skills and develop • Learners copy the summary of each commission
national identity. Cultural identity and global into their exercise books.
citizenship; personal development and leadership;
communication and collaboration; creativity and Use of ICT
innovation.
Resources  • Learners use the internet and library books
internet, library books to research more information on the Watson
Key words  Commission and Coussey Committee.
commissions, committees, authority, trade unions,
report, ex-service military, social amenities, • Learners do research to find out more
bicameral legislature, administration, general information about the members of the Watson
election, Legislative Assembly, seats, self-govern, Commission and the job that they did.
boundary, Togoland, federal, unitary, plebiscite,
direct vote, unification, separation, Common Homework activity (LB page 79)
Wealth of Nations, voting ballots
Learners do research to find out more information
about the 1948 riots in Ghana. Learners research the
following information:
• How people were behaving during the riots.
• The mood of the people at the riots.

The developments in the Gold Coast Homework activity (LB page 81)
after World War II..................(LB pages 79-82)
Learners do research to find out more information
In this section, learners will look closely at on the other committee members who were involved
the Watson Commission of 1948 and its in the Coussey Committee.
recommendations, as well as the Coussey
Commission of 1949 and its recommendations. Activity 3.8 (LB page 82)

Teaching instructions 1 In groups, learners discuss how the Watson
Commission was established. Learners discuss the
Use these teaching suggestions to create your own reason why the Watson Commission was established
lesson plans to address the performance indicators. and who the members of the commission were.
Phase 1: Start suggestions
• Revise the riots that happened in Ghana in 1948. 2 Learners imagine that they are members of the
• Have a class discussion of the role of a Watson Commission. Learners write a report on
their findings and recommendations and present
commission. What is a commission? Why do we their report to the class in the form of a role play.
have commissions?

73

Strand 5: Journey to Independence

Group work Remedial activity
Learners work in groups to complete this activity. • Ask learners to draw two mind maps
Encourage them to share their reports with the rest
of the class. summarising the recommendations of the Watson
Formative assessment Commission and the Coussey Committee.
• When they do their role play for the class, take Extension activity
• Ask learners to use the internet or library books
note of those learners who lack confidence in role to research what a constitution is and why it is
play and give them more practice opportunities necessary. Learners write their own constitutions.
in later lessons.
• Assess learners’ role play using the rubric in Ghana gains independence
the Assessment tools section at the back of this through constitutional
Teacher’s Guide. means----------- (B6.5.4.1.2)
Differentiated learning
• Use the remedial activities as practice for learners On completion of this section, learners will
who struggle, and the extension activities for demonstrate knowledge of the political parties which
those learners who need more of a challenge. took part in the 1951 general elections and the
Remedial activity outcome of that election. Learners examine the
• Ask learners to draw a picture of Aiken Watson 1954 constitution and the second general election
and Sir Henley Coussey. held that same year. In 1954, the National Liberation
Extension activity Movement was formed and in 1956 a plebiscite vote
• Learners imagine that they are members of the was held – both of these occurrences further delayed
Coussey Committee. Learners write a report on the Gold Coast gaining independence.
their findings and recommendations.
The 1951 general election..... (LB page 83)
Exercise 3.7 (LB page 82)
The 1954 constitution.........(LB pages 84-85)
Learners answer the questions in their exercise books.
The formation of the National
Answers Liberation Movement .............. (LB page 85)
1 The commission was set up by the British
The 1956 plebiscite...............(LB pages 86-88)
colonial government to find out the cause of the
1948 riots. In this section, learners will look at the 1951 general
2 Aiken Watson election, the 1954 constitution, the formation of the
3 Learners make a mind map of the six National Liberation Movement and the 1956 plebiscite.
recommendations of the Watson Commission.
4 The colonial government set up the Coussey Teaching instructions
Committee to study the Watson Commission's
findings and draft a new constitution for the Use these teaching suggestions to create your own
Gold Coast. lesson plans to address the performance indicators.
5 Sir Henley Coussey Phase 1: Start suggestions
6 Learners make a mind map of the five • Ask learners if any of their family members have
recommendations of the Coussey Committee.
7 The formation of the UGCC in 1947, the voted in a general election. Ask learners to share
formation of the CPP in 1949, the Watson their experiences. Have a class discussion about
Commission in 1948, the Coussey Committee in why it is important to vote.
1949, the 1951 constitution, 1951 general election, Phase 2: Explore suggestions
1954 constitution, the formation of the NLM in • Discuss each event with learners and the impact
1954, the plebiscite vote in 1956 (Any 3.) it had on Ghana’s journey to independence.
8 Coussey Constitution • Explain to learners what it means to win a seat in
the Assembly in an election.
Differentiated learning • Discuss the differences between a Prime Minister
• Use the remedial activities as practice for learners and a President of a country.

who struggle, and the extension activities for
those learners who need more of a challenge.

74

Sub-strand 4: Ghana gains independence

• Discuss the function and responsibilities of the Formative assessment
Legislative Assembly. • Walk around the classroom and listen to and

• Discuss the meanings of the key words in the observe learners as they engage in the planning of
Learner’s Book. Make sure learners are familiar the role play. Assist any learners who seem to be
with the words and their meaning. struggling.
• When they do their role play for the class, take
• Learners use a dictionary to look up any words note of those learners who lack confidence in role
that they do not understand. plays and give them more practice opportunities
in later lessons.
Phase 3: Reflect suggestions • Assess learners’ role play using the rubric in
• Have a class discussion with learners about the Assessment tools section at the back of this
Teacher’s Guide.
countries being independent. What this means Differentiated learning
and how it affects the people of that country. • Use the remedial activities as practice for
learners who struggle, and the extension
Use of ICT activities for those learners who need more of
a challenge.
• Learners use the internet and library books to Remedial activity
research more information on a federal and a • Ask learners to draw the ballot paper for the
unitary system of government. general elections in 1951 and 1956. Learners
must include the names of all the political parties
• Learners use the internet and library books which took part in each election.
to research more information about the Extension activity
Commonwealth of Nations. • Ask learners to find more information on the
following political parties which took part in the
• Learners use the internet and library books to 1951 general election:
research more information on the sequence of –– National Democratic Party
events leading to the 1956 elections. –– People's Democratic Party
• Learners research the leaders of each party, its
Homework activity (LB page 88) slogan and its aims and objectives.

• As a homework activity, learners speak to
members of their family and community to
gather more information about the sequence of
events that led up to the 1956 general election.

Activity 3.9 (LB page 88)

1 Learners share the information that they gathered Extension (LB page 88)
from the Homework activity.
• Learners make a timeline of the events that led
2 In a group, learners discuss the first general elections up to the 1956 elections.
and its outcome held in the Gold Coast in 1951.
Activity 3.10 (LB page 89)
3 In a group, learners discuss the 1956 elections
and its outcome held in the Gold Coast in 1951. 1 In pairs, learners write a newspaper article about
the 1951 or 1956 general elections held in the
4 In groups, learners role-play a general election at Gold Coast Colony. Learners pay attention to the
a polling station in Ghana. Learners make voting following when writing their article:
ballots and a ballot box. • The general mood in the country at this time
• The feelings of the people who voted
Group work • How people voted, for example, making a
Learners work in groups to complete this activity. choice on a ballot paper and placing it in a
locked box.
Answers
1 Learners’ own answers. 2 Learners find photographs or draw their own
2 The Convention People’s Party (CPP) won 34 pictures to include with your article. Learners
write a caption for any pictures.
out of 38 seats in the Assembly. Dr. Kwame
Nkrumah, the leader of the CPP, was appointed 3 Display the newspapers in the classroom for other
as the leader of government business. He became learners to read.
Prime Minister of the Gold Coast the following
year when the constitution was changed.
3 The CPP won 71 seats out of 104 seats in the
Legislative Assembly.
4 Learners' own role plays.

75

Sub-strand 4: Summary Exercise 3.8 (LB page 89)

Pair work Learners answer the questions in their exercise books.
Learners work with a partner to complete this activity.
Formative assessment Answers
Walk around the classroom and listen to and observe 1 Dr. Kwame Nkrumah
learners. Assist any learners who seem to be struggling. 2 To decide whether British Togoland (where the
Differentiated learning
Use the remedial activities as practice for learners Ewe people lived) should join Ghana when the
who struggle, and the extension activities for those country gained its independence.
learners who need more of a challenge. 3 Baffour Osei Akoto
Remedial activity 4 Union Jack
Ask learners to draw the party logos for each of the 5 21
following political parties which took part in the 6 A plebiscite is the direct vote of all men and women
1954 general election: of voting age (21 years and above) on an important
• Northern People’s Party (NPP) question that requires a ‘Yes’ or ‘No’ response.
• Muslim Association Party (MAP) 7 Togoland Congress (TC)
• Togoland Congress Party (TCP) 8 Eduardo Espinosay Prieto
• Anlo Youth Organisation (AYO)
• Ghana Congress Party (GCP) Formative assessment
Learners will need to use the internet or library Walk around the classroom and listen to and observe
books to research the logos. learners. Assist any learners who seem to be struggling.
Extension activity
Ask learners to find more information on the Differentiated learning
following political parties which took part in the • Use the remedial activities as practice for learners
1954 general election:
• Northern People’s Party (NPP) who struggle, and the extension activities for
• Muslim Association Party (MAP) those learners who need more of a challenge.
• Togoland Congress Party (TCP)
• Anlo Youth Organisation (AYO) Remedial activity
• Ghana Congress Party (GCP) • If learners cannot answer the questions in the exercise
Learners research the leaders of each party, its slogan
and its aims and objectives. correctly, they will need more remedial exercises in
the form of worksheets and further activities.

Extension activity
• Ask learners to draw a table with two columns.

Learners write the differences between a federal
system of government and a unitary system of
government.

Summary: Ghana gains independence

The developments in the Gold Coast after • The Coussey Committee was set up
World War II to study the Watson Commission’s
The Watson Commission of 1948 recommendations and to draw up a new
• The leader of this commission was constitution

Aiken Watson. Other members of the The 1951 general election
commission included Dr. Keith Murray • On 8th February 1951, a general election
and Andrew Dalgleish, a well-known
authority on trade unions. for the Legislative Assembly was held in
The Coussey Committee of 1949 the Gold Coast.
• The committee leader was Sir Henley • The Convention People’s Party (CPP) won
Coussey. The committee included all 34 out of 38 seats in the Assembly. Dr.
members of the ‘Big Six’ except for Dr. Kwame Nkrumah, the leader of the CPP,
Kwame Nkrumah. who was being held in prison by the British
government, was immediately released.

76

Sub-strand 4: Summary & Revision

Summary: Ghana gains independence (continued)

• He was appointed as the leader of • The Bourne Commission was established
government business. He became Prime by the British government headed by Sir
Minister of the Gold Coast the following Frederick Bourne. He was there to advise
year when the constitution was changed. the government of the Gold Coast on
what system of government should be
The 1954 constitution used to govern.
• In 1954, a new constitution was drawn
• He thought that the unitary system of
up. This constitution gave the Gold government would be better.
Coast the power to self-govern.
• This constitution allowed, by law, The 1956 Plebiscite
people from the age of 21 and above to • On 9th May 1956, a plebiscite was held
take part in general elections.
• The second general election in the Gold to decide whether British should join
Coast was held on 15th June 1954. Ghana when the country gained its
• The CPP won the majority of seats in the independence.
Legislative Assembly. • The two main political parties in the Gold
• Dr. Kwame Nkrumah submitted the list Coast competed against each other in
of names of the people he wanted to the plebiscite vote. The CPP stood for
have in his cabinet to the governor of unification with independent Ghana
the Gold Coast Colony. while the Togoland Congress (TC) stood
The formation of the National Liberation for separation of British Togoland Ghana.
Movement (NLM) • The Ewe people in Trans-Volta Togoland
• In 1954, the National Liberation voted to join Ghana after the country
Movement (NLM), led by Baffour Osei gained its independence.
Akoto, was formed. The NLM demanded • In this vote, 58% of the people voted ‘Yes’.
a federal system of government rather • When the Gold Coast gained its
than the unitary system of government independence on 6th March 1957, the
that the CPP suggested. name of the country was changed
from ‘Gold Coast’ to ‘Ghana’ and
an independent Ghana joined the
Commonwealth of Nations.

Sub-Strand 4: Revision

Use this Revision activity for formative or summative assessment

• Formative assessment: Let learners learners’ work. Learners complete the
complete the activity and go through revision questions.
the answers in class. Learners can • Learners complete the self-assessment.
either check their own work for self- Encourage learners to be honest in their
assessment, or swap work with a self-assessment
partner and check each other’s work for
peer assessment. Answers

• Summative assessment: Let learners 1 a Watson Commission
write the answers in their exercise books b Coussey Committee / Watson
or talk about the answers with you Commission
individually. Take in the exercise books c Legislative Council
or listen to the oral answers and assess d CPP
e 1954

77

Strand 5: Assessment

Sub-Strand 4: Revision (continued)

2 • A new constitution was needed as a 4 United Gold Coast Convention (UGCC);
step towards gaining independence Northern People’s Party (NPP); Muslim
for the Gold Coast. Association Party (MAP); Togoland
• An African person from the Gold Congress Party (TCP); Anlo Youth
Coast must be chosen as the head of Organisation (AYO); Ghana Congress
the civil service. Party (GCP); Convention People’s
• The complaints of ex-service military Party (CPP)
men must be addressed.
• Ghanaians should have more control 5 Baffour Osei Akoto
over decisions made for the country 6 Federal system of government
and the things that were established 7 On 9th May 1956, a plebiscite (‘yes’ or
in the country.
• More secondary schools should be ‘no’ vote) was held to decide whether
built. or not British Togoland (where the Ewe
• Ghanaians should have better people lived) should join Ghana when
working conditions and should the country gained its independence.
be given social amenities such as The two main political parties in the
housing. (Any 3) Gold Coast competed against each
other in the plebiscite vote. The CPP
3 • More Africans should to be on the stood for unification while the Togoland
Executive Council. Congress (TC) stood for separation. The
• They fixed the voting age at 25 years Ewe people voted to join Ghana after
of age. the country gained its independence. In
• They recommended that the Gold this vote, 58% of the people voted ‘Yes’
Coast be divided into four regions. and 42% voted ‘No’.
• The Gold Coast should practise a 8 58% of the people voted ‘Yes’ and 42%
bicameral legislature. voted ‘No’.
• Chiefs should be allowed to head the 9 Learners write five sentences to describe
local administration. (Any 3) the Declaration of Independence.

Strand 5: Assessment

Learners complete the assessment about Kwame Nkrumah wanted the Gold Coast
what they have learnt in this Strand. to have a unitary system of government.
Use this Assessment test for summative The problem of which type of government
assessment. Let learners write the answers to choose led to the formation of the
in their exercise books or talk about the Frederick Bourne Commission in 1954.
answers with you, individually. Take in the In 1956, a plebiscite vote was held.
exercise books or listen to the oral answers The plebiscite Commissioner, Eduardo
and assess learners’ work. Espinosay Prieto was appointed to
supervise the vote. (8)
Answers
b B c A (3) 3 a Ebenezer Ako-Adjei (1)
1 a C e D (2) b Vote – it matters (1)
d C c Theodisa Okoh (1)
d 6th March 1957 (1)
2 The NLM led by Baffour Osei Akoto e Union Jack (1)
wanted the Gold Coast to have a federal f Commonwealth of Nations (1)
system of government. The CPP led by Dr.

78

Strand 5: Assessment

Strand 5: Assessment (continued)

4 UGCC Achievements 5 CPP Achievements
– Started party politics in the Gold Coast. – Gained independence for Ghana in
– Raised the idea of politics and 1957.
political parties to represent people – Provided good leaders who could
of the Gold Coast. stand up against British colonial rule.
– Established the Talking Drums – Supported the formation of the
magazine. Organisation of African Unity.
– Credited with the name ‘Ghana’. – Helped other African countries gain
– Forced the British government to set independence from colonial rule.
up the Watson Commission. – United all Africans against colonial
– UGCC leaders played an important rule. (Any 1)
role in writing the 1951 Coussey Failures
Constitution. – Policies led to economic problems.
– Provided the opportunity for – Used most of Ghana’s resources on
educated people and nationalists to trying to unify the different countries
organise themselves into groups to in Africa against colonial rule.
stand up against the British. – Did not respect the leadership of
– Used peaceful methods. (Any 1) traditional chiefs.
Failures – Declared Ghana a one-party state.
– Leaders did not specify atimeframe (Any 1) (2)
for the independence of the country.
– The party failed to gain 6 CPP and UGCC (2)

independence for the country. 7 boycotts, sit-ins, demonstrations and
– Leadership consisted of part-time publications calling for action (Any 3) (3)

politicians. 8 UGCC (1)
– Not organised as a mass political
party. 9 Memorials, statues, monuments and
special celebration holidays. (3)
– Branches only in urban towns and
not in rural areas. (Any 1) (2)

10 a Dr. Kwame Nkrumah He became the first president of Ghana in 1957.

b Dr. Joseph Boakye Danquah He was the founder of the Gold Coast Youth Conference.

c Ebenezer Ako-Adjei He introduced Dr. Nkrumah to the political scene in
Ghana.

d William Ofori Atta He won one of the Akim Abuakwa seats as Member of
Parliament in the 1951 election.

e Edward Akufo-Addo He was a Chief Justice and president of Ghana.

f Emmanuel Obetsebi- He worked as a clerk in Accra before he went to the
Lamptey United Kingdom to study law.

(6) to the establishment of the Coussey
11 The Independence Square and Black Committee which was responsible for
the drafting of a new constitution. It was
Star Gate in Accra. It represents Ghana’s the 1951 constitution that prepared the
independence. (2) way for the generals elections that took
12 The findings of the Watson Commission place in 1951. (5)
of 1948 recommended that a new Total: 45
constitution was needed. This led

79

Strand 6: Independent Ghana

Introduction In Sub-Strand 1: The Republics, learners look at
the events leading to the emergence of the Fourth
In Strand 5, we learnt that Ghana gained its Republic. They will read case studies of each of the
independence on 6th March 1957; however it did presidents of the Fourth Republic and important
not become a republic until 1st July 1960. roles of the government executives.
There were numerous events that took place and In Sub-Strand 2: Military rule, learners study the
led to the emergence of the Fourth Republic. military regimes, coups d’état and government
Throughout this Strand, we will examine each takeovers that took place before the Fourth Republic
republic and the different leadership groups that in Ghana.
were in power at different times.
Strand 6: Independent Ghana 
• Sub-Strand 1: The Republics 
• Sub-Strand 2: Military rule 

Opener Activity

Let us learn about … The Republics of Ghana and Military rule (LB page 93)

The opener activity provides an opportunity to Answers 
assess learners’ basic knowledge of the republics and 1 Four
Military rule. 2 1966-1969; 1972-1979; 1981-1993
Learners work in groups to complete the activity. 3 Learners' own answers.
Walk around the classroom and listen as learners talk Diagnostic assessment
about the questions. Help any learners who seem to Observe learners and use their answers to assess their
be struggling. Give learners time to talk about the understanding and skill levels. This activity will also
questions and then hold a class discussion for them allow you to measure how much they know about
to share their answers. Encourage learners to use the the specific concepts. Where necessary, ask leading
internet or library books to help their group find the questions to identify their strengths and weaknesses,
answers to the questions. and any knowledge gaps.

80

Sub-strand 1: The Republics

Sub-strand 1: The Republics

The events leading to the emergence of the Fourth Republic-------- (B6.6.1.1.1)

On completion of this section, learners will be able Fourth Republic. Learners will identify the presidents
to describe the events leading to the emergence of the and other key figures of the Fourth Republic.

The political parties of the Fourth Republic----------------------------------- (B6.6.1.1.2)

On completion of this section, learners will identify • Swearing in of new Ghanian president John
the political parties that have governed Ghana under Dramani Mahama: https://www.youtube.com/
the Fourth Republic. watch?v=-G6AtdA2WXk

Content standard B6.6.1.1.1 Events leading to the emergence of
Demonstrate an understanding of the Fourth the Fourth Republic.............(LB pages 94–98)
Republic (1992 to date).
Indicator B6.6.1.1.1 In this section, learners will study the process and
Describe the events leading to the emergence of the events leading up to the Fourth Republic of
the Fourth Republic. Ghana. Learners will study the leaders of each
Core competencies and subject specific practices republic and period of Military rule.
As learners use evidence to examine the causes and
consequences of the four Republics, they enhance Presidents of the Fourth Republic
their communication, creativity and leadership. of Ghana....................................(LB pages 99–110)
Communication and collaboration; creativity and
innovation; personal development and leadership. In this section, learners will study the political
Resources parties and the leaders of the Fourth Republic. They
internet, library books, Resource 9, Resource 10, will review case studies of each president of the
Resource 11, Resource 12 Fourth Republic, and will examine the various roles
words of people in government.
republic, citizens, executive head of state, directly,
indirectly, monarchy civilian, resigned, contested, Suggested activity 1
internal, external, multi-party democracy, civilian
government, enlisted, flight cadet, posted, Give each learner a copy of Resource 9 located at the
toppled, contested, terms, Chief Legal Officer, back of this Teacher’s Guide. Learners cut out the
Parliamentary seat, Deputy Minister of Foreign cards to make flashcards of each person. Learners
Affairs, policy differences, flagbearer, primaries, write a fact about each person on the back of the
Advanced Level Certificate, bachelor’s degree, card. Learners can play with these flashcards in pairs
Professional Certificate in Law, Doctorate (PhD), and test each other’s knowledge.
lecturer, associate professor, presidential candidate,
postgraduate diploma, Social Psychology, non- Suggested activity 2
governmental organisation (NGO), Pan-African
Parliament, West African Caucus, Minority Give each learner a copy of Resource 10: Worksheet
Spokesman, O-Level and A-Level examinations, 8 located at the back of this Teacher's Guide.
Philosophy, Attorney-General, Minister of Learners complete the missing information for each
Foreign Affairs and Regional Integration, hobbies, of the presidents of the four republics and the heads
interests, president-elect, inauguration, Sword of state of Military rule.
of Authority, executives, Commander-in-Chief,
Legislative body, Judiciary, Cabinet, Ministers Suggested activity 3
Helpful links
• Inauguration Ceremony of Nana Addo Dankwa Ask learners to use the internet or library books to
research more information about the key figures
Akufo-Addo: https://www.youtube.com/ in the Fourth Republic, for example, the Vice
watch?v=Zeo0OxxNU54 President, Chief Justices, Speakers of Parliament, etc.
Learners find the names of each person responsible
for the various roles in government. Ask learners to

81

Strand 6: Independent Ghana Use of ICT

find information about the different Ministers that • Learners search on the internet or in library
make up the Cabinet. books to find out more information about the
Learners share the information they have found with presidents of the Fourth Republic of Ghana.
the class.
• Learners search on the internet or in library books
Teaching instructions to find out which of the presidents or governments
of the Fourth Republic of Ghana handed over
Use these teaching suggestions to create your own power peacefully by holding an election.
lesson plans to address the performance indicators.
Phase 1: Start suggestions • Learners use the internet and library books to
• Ask learners to tell you the name of the current research more information on the events leading
to the emergence of the Fourth Republic.
president of Ghana. Talk about the year he was
elected and how long he has been in power. Ask • Ask learners to use the internet or library books
learners if they know anything about his political to find out more information about the Sword
party. of Authority that is displayed during a new
• Ask learners if they can remember the previous president’s inauguration.
election. Did they notice election posters and
campaigns? What did they notice? Can they recall • Show learners a documentary of an inauguration
the campaign promises or party slogans? Ask and swearing ceremony:
learners when the next election will be. –– https://www.youtube.com/
Phase 2: Explore suggestions watch?v=Zeo0OxxNU54
• Discuss what a republic is. Make sure learners –– https://www.youtube.com/watch?v=-
understand what makes a country a republic. G6AtdA2WXk
• Discuss what a coup d’état is.
• Pay attention to the events that led to the Activity 4.1 (LB page 98)
emergence of the Fourth Republic.
• Spend time discussing each of the four republics Explain to learners that they will be taking part in a
and periods of Military rule, the leaders of each quiz. For every correct answer the learner will receive
and the dates that they were in power. a point. The learner with the most points wins the
• Review the case studies of the presidents of the quiz.
Fourth Republic.
• Discuss the inauguration of a president. Ask Individual work
learners if they have watched an inauguration. Learners will answer the questions individually in
Learners share their experiences. their exercise books.
• Discuss the meanings of the key words in the
Learner’s Book. Make sure learners are familiar Answers
with the words and their meanings. Quiz 1
• Learners use a dictionary to look up any words 1 First Republic: Dr. Kwame Nkrumah
that they do not understand. Second Republic: Nii Amaa Ollennu;
Phase 3: Reflect suggestions
• Tell learners to imagine that they are president Edward Akufo-Addo
of a country. Ask learners to write down what Third Republic: Dr. Hilla Limann
kind of a president they would be, what kind of Fourth Republic: Jerry Rawlings; John Kufuor;
policies they would implement, the ways they
would run the country and treat the people. John Atta Mills; John Mahama; Nana Akufo-Addo
• Ask for volunteers to share what they have written. (10)
• Have a class discussion about what it is like to 2 Dr. Kwame Nkrumah (1960-1966)
president and the responsibilities that come with Akwasi Afrifa (1969-1979); Nii Amaa Ollennu
the job. (1970); Edward Akufo-Addo (1970-1972)
Dr. Hilla Limann (1979-1981)
Jerry Rawlings (1993-2001); John Kufuor
(2001-2009); John Atta Mills (2009-2012);
John Mahama (2012-2017); Nana Akufo-Addo
(2017-present) (10)
3 Joseph Ankrah (1966-1969)
Akwasi Afrifa (1969)
Ignatius Acheampong (1972-1978)
Fred Akuffo (1978-1979) (6)
Jerry Rawlings (1979); (1981-1993)

82

Sub-strand 1: The Republics

Quiz 2 information that they gathered from the
1 Dr. Kwame Nkrumah (CPP) Homework activity.
Nii Amaa Ollennu (Independent); Edward Akufo- • Encourage learners to listen quietly and carefully.
Remind learners of the etiquette required when
Addo (Independent) listening to a speech.
Dr. Hilla Limann (PNP) Individual work
Jerry Rawlings (NDC); John Kufuor (NPP); Learners work individually to complete this activity.
Formative assessment
John Atta Mills (NDC); John Mahama (NDC); • When learners present their speech to the class,
Nana Akufo-Addo (NPP) (10) take note of those learners who lack confidence
2 Nii Amaa Ollennu (1) and give them more practice opportunities in
3 Jerry Rawlings; John Atta Mills; John Mahama (3) later lessons.
4 Ignatius Acheampong and Fred Akuffo (2) Differentiated learning
5 6 years (1) • Use the remedial activities as practice for learners
6 Akwasi Afrifa; Nii Amaa Ollennu; Edward who struggle, and the extension activities for
Akufo-Addo (3) those learners who need more of a challenge.
Formative assessment Remedial activity
• Walk around the classroom and observe learners • Pair learners who are struggling together. Let them
as they answer the questions. Assist any learners hold a quiz amongst each other about each of the
who seem to be struggling. presidents of the Fourth Republic of Ghana.
Differentiated learning • Each learner first writes down questions (and
• Use the remedial activities as practice for learners answers) in their exercise books about this section
who struggle, and the extension activities for of work from the Learner’s Book content.
those learners who need more of a challenge. • They then sit facing each other with their lists of
Remedial activity questions.
• Using the information in the Did you know? box • They take turns asking each other one question,
on page 94 of the Learner’s Book, ask learners to while the partner answers the question. Each
draw a timeline which includes the dates that the correct answer counts one point. Let them keep
different people or groups were in power. score and see who wins.
Extension activity Extension activity
• Using the information in the Did you know? box • Ask learners to write a short paragraph on why
on page 94 of the Learner’s Book, ask learners to Ghana has become known as the Fourth Republic.
draw a timeline which includes the dates that the
different people or groups were in power. Exercise 4.1 (LB page 104)
• Ask the stronger learners to add to their timelines
– they can include the names of the presidents Learners read the sentences and say whether they
of the four republics and the heads of state of are true or false. Learners correct the false sentences
Military rule. to make them true. Learners work on their own to
complete this exercise.
Homework activity (LB page 104)

• As a Homework activity, learners use the internet Answers
to research more information about the presidents 1 True
of the Fourth Republic. Learners must research 2 False. There are five presidents.
the following details for each president: 3 True
–– Full name and surname 4 False. John Atta Mills died in office on 24th July
–– Date and place of birth
–– Members of their family 2012 at the age of 68.
–– Education 5 False. Jerry Rawlings was the first president of the
–– Hobbies and interests
–– Any other interesting facts. Fourth Republic.
6 True

Activity 4.2 (LB page 104) Formative assessment
• Walk around the classroom and observe learners
• Learners prepare a speech about one of the
presidents of the Fourth Republic using the as they do the exercise. Assist any learners who
seem to be struggling.

83

Strand 6: Independent Ghana

• Give learners enough time to complete the Answers
questions. Learners’ own work – posters.
Formative assessment
• Let learners exchange exercise books and use peer • Walk around the classroom and observe learners
assessment, while discussing the answers in class.
as they have a discussion. Assist any learners who
Differentiated learning seem to be struggling.
• Use the remedial activities as practice for learners • Give learners enough time to complete their posters.
• Assess learners’ posters using the rubric in the
who struggle, and the extension activities for Assessment tools section at the back of this Teacher’s
those learners who need more of a challenge. Guide.
Remedial activity Differentiated learning
• Using the information on pages 99-103 of the • Use the remedial activities as practice for learners
Learner’s Book, ask learners to choose one of the who struggle, and the extension activities for
presidents of the Fourth Republic and draw a those learners who need more of a challenge.
timeline of his life. Remedial activity
• Encourage learners to do further research on the • Learners use the internet or library books
internet or in library books. to research the Sword of Authority and its
Extension activity significance.
• Ask learners to use the internet or library • Ask learners to draw a picture of the Sword of
books to research information on the political Authority.
parties of the Fourth Republic of Ghana (The Extension activity
National Democratic Congress (NDC) and the • After watching a documentary of the
New Patriotic Party (NPP)). Learners write a inauguration and swearing-in ceremonies of
paragraph on each of the parties including their different presidents, tell learners to imagine that
leadership and their aims and objectives. they are a newly elected president of Ghana.
• Learners write a short speech to say at their
Activity 4.3 (LB page 105) inauguration ceremony.
• Learners must include information related to the
1 Show learners a documentary of the inauguration run-up to the inauguration, i.e. what issues did
of a new president in Ghana. Visit the following the campaign/election address and hence what
websites: will they deliver in their term of their presidency.
• https://www.youtube.com/
watch?v=Zeo0OxxNU54 Exercise 4.2 (LB page 106)
• https://www.youtube.com/watch?v=-
G6AtdA2WXk Learners work on their own to complete this
exercise.
2 Learners work in small groups and tell their
group members about an inauguration you have
witnessed or seen on television.

Group work Answers
• Learners work in a group to share their 1 Flight Lieutenant Jerry Rawlings
2 Ghana’s history after independence was marked
experiences of an inauguration.
by long periods of Military rule and human rights
Activity 4.4 (LB page 105) abuses. After independence in 1957, Ghana went
through four republic states, beginning 1960 to
Learners make an information poster showing the the present day. The one-party state of the First
events that led up to the formation of the Fourth Republic, under Dr. Kwame Nkrumah and the
Republic in Ghana. Learners use the headings to help civilian governments under the Second and Third
plan and find information to write on their posters. Republics did not last. Many of these presidents
Encourage learners to add photographs or pictures and their governments were overthrown in a
and to use large, clear writing and different colours series of coups d’état.
to make their poster interesting and easy to read. In the late 1980s, after nearly a decade of part-
Display the posters around the classroom. Military rule under the Provisional National
Defence Council (PNDC), there were strong
Pair work internal and external pressures on the government
Learners work in pairs to complete this activity. to change. This led to the writing of a new

84

constitution in 1992. This was the beginning Sub-strand 1: The Republics
of a multi-party democracy in Ghana in 1993,
marking it Ghana’s Fourth Republic. Differentiated learning
3 He resigned from the military in 1992 to contest • Use the remedial activities as practice for learners
the 1992 election, as part of the National
Democratic Congress. who struggle, and the extension activities for
4 Justice Daniel Francis Annan those learners who need more of a challenge.
5 Jerry Rawlings Remedial activity
6 John Kufuor: 2001 • Learners make a mind map of the jobs and
Formative assessment responsibilities that are carried out by the District
• Walk around the classroom and observe learners Assemblies.
as they do the exercise. Assist any learners who Extension activity
seem to be struggling. • Using the information on the political parties of
• Give learners enough time to complete the the Fourth Republic of Ghana on page 108 of the
questions. Learner’s Book, ask learners to use the internet
• Let learners exchange exercise books and use peer or library books to research and write down the
assessment, while discussing the answers in class. name of the leader of each political party.

Homework activity (LB page 110) Suggested activity 5

1 Ask learners to research where their local District Give each learner a copy of Resource 11:
Assembly and municipal offices are in their Worksheet 10 located at the back of this Teacher’s
community. If possible, encourage learners to Guide. Learners draw lines to match the leaders to
visit these offices and to interview the District their correct party.
Chief Executive or a member of the Executive
Committee to find out what has been achieved in Suggested activity 6
their district.
Give each learner a copy of Resource 12:
2 Learners make notes of their visit and discussion Worksheet 11 located at the back of this Teacher’s
to share with their classmates. Guide. Learners write what each symbol represents
in the space provided.
3 Encourage learners to use the internet to research
different government departments and the things Suggested activity 7
that they have achieved in the community.
• Have a class discussion about what happens after
Activity 4.5 (LB page 110) a person wins a general election and is elected as
president.
1 In groups, learners talk about the information
that they found for the Homework activity. • Talk about a president’s inauguration and why
Learners talk about what the District Assemblies each president is inaugurated. Explain that it is
and other government groups have achieved and the transition of power and formal introduction
the areas that they could improve. of president into office. The president is required
to take an oath.
2 Learners share their group’s findings with the rest
of the class. • Ask learners to recount an inauguration that they
have witnessed or seen on television.
Group work
Learners work in groups to complete this activity. • Ask for volunteers to share their experience with
the class.

Formative assessment
• Walk around the classroom and observe learners

as they have a discussion. Assist any learners who
seem to be struggling.

85

Sub-strand 1: Summary –– Second Republic (1969–1972)
–– Military rule (1972–1979)
Summary: The Republics –– Third Republic (1979–1981)
–– Military rule (1981–1993)
• A republic is a country in which the –– Fourth Republic (1993–present)
overall power is with the people or
citizens of the country who qualify to The Fourth Republic
vote. The people choose representatives • The Fourth Republic of Ghana has
directly or indirectly to represent them
in government. been the only Republic not to have
experienced a military coup d’état.
Events leading to the emergence of the In the Fourth Republic, power has
Fourth Republic been transferred from one civilian
• Between March 1957 and July 1960, government to another.

Ghana was not considered a republic. Inauguration of a new president in Ghana
• In 1981, there was a coup d’état (a • A new president in Ghana is called the

military takeover) in Ghana. president-elect before they are officially
• Leader of this coup d’état was Flight sworn in as president.
• When a new president is chosen, they
Lieutenant Jerry Rawlings. are sworn into office at an official
• In the late 1980s, after nearly a inauguration ceremony. The ceremony
takes place at Independence Square in
decade of part-military rule under the Accra.
Provisional National Defence Council • The new president says a special
(PNDC), there were strong internal and oath at the ceremony. As part of the
external pressures on the government to ceremony, he holds the Sword of
change. This led to the writing of a new Authority above his head as he is being
constitution in 1992. sworn in.
• This was the beginning of a multiparty
democracy in Ghana in 1993, making it
Ghana’s Fourth Republic.
• The republics of Ghana
–– First Republic (1960–1966)
–– Military rule (1966 –1969)

86

Sub-strand 1: Revision

Sub-strand 1: Revision 5 Every four years.

• Formative assessment: Let learners 6 • To promote the economic
complete the activity and go through development of their district.
the answers in class. Learners can either • To use the government resources
check their own work for self-assessment, needed for the development of the
or swap work with a partner and check district.
each other’s work for peer assessment. • To encourage and support social
development in the district.
• Summative assessment: Let learners • To make sure all people within their
write the answers in their exercise books district have equal opportunities
or talk about the answers with you to education and have access to
individually. Take in the exercise books healthcare.
or listen to the oral answers and assess • To develop infrastructure and provide
learners’ work. municipal services in the district.
• To maintain the safety and security
• Learners complete the revision questions. of all people in the district.
• Learners complete the self-assessment. • To make sure all people within the
district have access to the justice
Encourage learners to be honest in their system.
self-assessment. • To preserve the cultural heritage of
the district. (Any 5)
Answers

1 a D
b B
c D

2 The Speaker of Parliament; The First
Deputy Speaker of Parliament; The
Second Deputy Speaker of Parliament;
The Majority Leader; The Minority Leader

3 Highest judge in the Supreme Court of
Ghana and is the head of the Judiciary.

4 a GCPP – Great Consolidated Popular
Party 1995

b NDC – National Democratic Congress
1992

c APC – All People’s Congress 2016
d RPD – Reformed Patriotic Democrats

2006
e YPP – Yes People’s Party 2012
f DFP – Democratic Freedom Party

2006

87

Strand 6: Independent Ghana

Sub-strand 2: Military rule

The leaders of the coup d’états and the names of their regimes--- (B6.6.2.1.1)

On completion of this section, learners will be able Teaching instructions
to identify the Ghanaian leaders and name their
regimes that came into power by staging a number of Use these teaching suggestions to create your own
coups d’états to overthrow the existing government. lesson plans to address the performance indicators.

Content standard B6.6.2.1.1 Phase 1: Start suggestions
Understand that military takeovers interrupted • Remind learners about what happens during
constitutional rule on four occasions since 1996,
with some consequences. a coup d’état. Elicit from learners that it is a
Indicator B6.6.2.1.1 military takeover that takes place with the aim of
Identify the leaders of the coup d’états and the overthrowing the existing government.
names of their regimes. • Have a class discussion about the various reasons
Core competencies and subject-specific practices why the military would want to overthrow
As learners watch documentaries and assess an existing government. For example, human
evidence to understand the military takeovers, they rights abuses or the country's poor economic
enhance their personal development, creativity performance. Remind learners that before
and innovative skills. Personal development and the coups d’état, Ghana had just gained its
leadership; creativity and innovation. independence, the CPP was in power and Dr.
Resources Kwame Nkrumah was president.
internet, library books, Resource 13 Phase 2: Explore suggestions
Key words • Make sure that learners are familiar with the
illegally, unlawfully, regimes, exile, corrupt, human events that led up to Ghana’s independence in
rights, liberation, democratic, one-party rule, 1957 and the election of President Nkrumah.
dictatorship, bribery scandal, second-in-command, • Elicit from learners that President Nkrumah and
predecessor, civilian rule, ban, democratically elected the CPP had made Ghana into a one-party state.
Helpful links Have a class discussion about one-party rule of a
• 1966 Coup d'etat: https://www.youtube.com/ country. Ask learners if they think that a one-
party state is democratic.
watch?v=CraTRmhFMCY • Ask learners how they think a democratic country
• General Ankrah press conference: https://www. should be governed. Elicit from learners that
democracy is the participation of all citizens in the
youtube.com/watch?v=ReE4Is9Q9Yg governing of a country and therefore institutions
and laws should reflect that participation.
Military regimes, coups d’état and • Learners recall the periods of Military rule
government takeovers....(LB pages 112-118) which was covered in the previous sub-strand.
Look back at pages 96-98 of the Learner’s Book.
In this section, learners will look at the military Learners familiarise themselves with each of
regimes, coups d’état and government takeovers that the heads of state and their regimes during the
took place in Ghana before the formation of the periods of Military rule from 1966.
Fourth Republic. Learners will identify the leaders • Discuss the meanings of the key words in the
and the regimes of the coups d’état that overthrew Learner’s Book. Make sure learners are familiar
the existing government. with the words and their meanings.
• Learners use a dictionary to look up any words
Suggested activity 1 that they do not understand.
Phase 3: Reflect suggestions
Give each learner a copy of Resource 13: • Write the names of each leader, their regime and
Worksheet 12 located at the back of this Teacher’s the date that they came into power on the board.
Guide. Learners write information on each of the Make sure learners understand the timeline of
military leaders and how they came into power. each takeover and the people responsible.

88

Sub-strand 2: Military rule

Use of ICT Remedial activity
• Ask learners to write a short paragraph about
• Learners use the internet to research more
information on the reasons why Colonel Ignatius Major-General Joseph Arthur Ankrah. They can
Acheampong was overthrown by Lieutenant do research online to find more information.
General Fred Akufo. • Learners look for the following for each leader:
–– Their full name and surname
• Learners create a Microsoft Powerpoint –– Their date and place of birth
presentation about the coup d'état that overthrew –– The members of their family
Prime Minister Kofi Abrefa Busia's civilian –– Their education: primary, secondary, tertiary
government in 1972. They must include the role –– Their hobbies and interests
Colonel Acheampong played in this coup. –– Any other interesting facts about them.
Extension activity
• Learners use the internet to research more • Ask learners to use the internet or library books
information on the coup d’état that took place in to research more information about Major-
Ghana in 1981. General Joseph Arthur Ankrah and Colonel
Ignatius Acheampong. Learners look for the
• Learners use the internet to search for YouTube following details for each leader:
videos to learn more about the PNDC and the –– Their full name and surname
coup d’état of 1981. –– Their date and place of birth
–– The members of their family
• Learners use the internet or library books to –– Their education: primary, secondary, tertiary
find more information about the Armed Forces –– Their hobbies and interests
Revolutionary Council (ARFC). –– Any other interesting facts about them.
• Ask learners to write a short paragraph.
Homework activity (LB page 114) • Ask for volunteers to read their paragraphs to the
• class, if you have enough time.
• As a Homework activity, learners use the • Ask the class to give positive feedback.
internet to research more information about the
reasons why Colonel Ignatius Acheampong was Exercise 4.3 (LB page 117)
overthrown by Lieutenant General Fred Akufo.

• Learners make a one-minute speech or
presentation to share the information they found
out with the rest of the class.

Activity 4.6 (LB page 117) Learners work on their own to answer the questions
and complete this exercise.
1 Show learners documentaries about military
coups d’état that have happened in Ghana. Answers
1 A coup d’état is the overthrow of an existing
2 As a class, learners discuss the documentaries.
a Ask learners which of the coup d’états they government by non-democratic means; for
think had a positive effect on the people of example, the military.
Ghana. 2 Six
b Ask learners which of the coups d’état they 3 The reason behind the coup d’état in 1966 was
think had a negative effect on the people of that the ruling government was corrupt and abused
Ghana. human rights. They felt that the ruling party was
not democratic as it was a one-party state.
3 In pairs, learners make an information booklet 4 Major-General Joseph Arthur Ankrah
about the coup d’états that Ghana has had. 5 The National Liberation Council
6 Colonel Ignatius Acheampong
Individual work 7 Prime Minister Kofi Abrefa Busia’s civilian
Learners work in pairs to complete this activity. government
8 The Supreme Military Council
Formative assessment 9 a SMC – Supreme Military Council
• Walk around the classroom and observe learners b AFRC – Armed Forces Revolutionary Council
c CPP – Convention People’s Party
as they complete their booklets. Assist any d NLC – National Liberation Council
learners who seem to be struggling.
• Give learners enough time to complete the activity.

Differentiated learning Formative assessment
• Use the remedial activities as practice for learners • Walk around the classroom and observe learners

who struggle, and the extension activities for as they do the exercise. Assist any learners who
those learners who need more of a challenge. seem to be struggling.

89

Strand 6: Independent Ghana

• Give learners enough time to complete the • Let learners exchange exercise books and use peer
questions. assessment, while discussing the answers in class.

The consequences of military takeovers on Ghana’s development-----(B6.6.2.2.2)

On completion of this section, learners will be able elements and use this control in order to
to assess the consequences of the military takeovers overthrow the elected government.
on Ghana’s development. Learners will be able Phase 2: Explore suggestions
to conclude whether these takeovers and their • Learners recall the periods of Military rule that
consequences were positive or negative. were covered in the previous sub-strand. Look
back at pages 96-98 of the Learner’s Book.
Content standard B6.6.2.2.2 Learners familiarise themselves with each of the
Understand that military takeovers interrupted heads of state and their regime during the periods
constitutional rule on four occasions since 1996, of Military rule from 1966.
with some consequences. • Have a class discussion about the reasons for
Indicator B6.6.2.2.2 a military takeover. Elicit from learners that it
Assess the consequences of military takeovers on is because there is unhappiness about how the
Ghana’s development. country is run, the president may be corrupt and
Core competencies and subject-specific practices not have the people’s interests at the top of his/
As learners watch documentaries and assess her agenda, there may be elements of human
evidence to understand the military takeovers, they rights abuses and corruption or the country is
enhance their personal development, creativity not succeeding economically due to the current
and innovative skills. Personal development and government’s policies.
leadership; creativity and innovation. • Discuss the meanings of the key words in the
Resources Learner’s Book. Make sure learners are familiar
internet, library books with the words and their meaning.
Key words • Learners use a dictionary to look up any words
dissolved, proceedings, investors, manufacturing, that they do not understand.
abroad, confiscated, seized, curfew, freedom of Phase 3: Reflect suggestions
movement, election campaign • Draw a table on the board with the positive and
Helpful links negatives effects of the military takeover. As a
• An article on the the 1966 coup d’etat: https:// class, learners discuss each effect and if it was
positive or negative.
africasacountry.com/2019/03/the-politics-of-a-
coup-detat Use of ICT

The effects of military takeover on • Learners use the internet to research more
Ghana’s development....(LB pages 118-121) information on the numerous coups d’état in
Ghana.
In this section, learners will learn about how the
military regimes affected the development of Ghana Activity 4.7 (LB page 120)
and the lives of the people.
1 In groups, learners debate the effects of military
Teaching instructions takeovers on Ghana’s development.

Use these teaching suggestions to create your own 2 Learners make a mind map of the effects of coups
lesson plans to address the performance indicators. d’état and Military rule on Ghana’s development.
Phase 1: Start suggestions Learners must include loss of life, going against
• Ask learners what they think happens during the constitution, abuse of human rights,
maintaining law and order, etc.
a military takeover of an existing government.
Discuss what happens to the existing government. 3 Learners explain their mind map to their
• Make learners aware that a coup d’état means classmates.
that military leaders control all or part of the
armed forces, the police, and other military 4 Learners use the mind map to write a short
essay of 180 words to explain the impact that
military takeovers have had on Ghana's political,
economic and social development.

90

Sub-strand 2: Military rule

Individual/Group work 8 The coup d’état overthrew Dr. Hilla Limann’s
• Learners debate in groups. government and Jerry Rawlings became
• Learners work individually to complete their president.

mind maps. 9 Dr. Hilla Limann
Formative assessment 10 The Provisional National Defence Council
• When learners present their debate to the class,
(PNDC)
take note of those learners who lack confidence 11 11 years
and give them more practice opportunities in 12 Jerry Rawlings won the 1992 elections.
later lessons. Assess learners’ debate using the 13 20 years
rubric in the Assessment tools section at the back 14 Five
of this Teacher’s Guide. 15 Negative effects: limited economic development
Differentiated learning
• Use the remedial activities as practice for learners in Ghana, caused insecurity, loss of lives and
who struggle, and the extension activities for property, violation of human rights
those learners who need more of a challenge. 16 Positive effects: the ruling party became aware
Remedial activity that they should put the people of Ghana
• In pairs, ask learners to tell each other the and their interests first and the coup d’états
positive and negative effects of military takeover maintained law and order in the country.
on Ghana’s development. Formative assessment
Extension activity • Walk around the classroom and observe learners
• Ask learners to use the internet or library books as they do the exercise. Assist any learners who
to research more information about the positive seem to be struggling.
and negative effects of military takeover on • Give learners enough time to complete the
Ghana’s development. questions.
• Let some of them share their information with • Let learners exchange exercise books and use peer
the class. assessment, while discussing the answers in class.

Extension (LB page 121)

Exercise 4.5 (LB page 121) • As a class, learners make a large classroom
timeline of the coups d’état that took place in
Learners work on their own to answer the questions Ghana after it had gained its independence in
and complete this exercise. 1957.

Answers • Learners work in groups to write a short
1 The National Liberation Council – March 1966: paragraph for each coup d’état and paste it on the
timeline.
Major-General Joseph Arthur Ankrah; Lieutenant
General Akwasi Afrifa and Colonel Emmanuel Project (LB page 122)
Kotoka. The Supreme Military Council – 1972-
1978: Colonel Ignatius Acheampong; Lieutenant Tell learners to imagine that they are running an
General Frederick Akuffo; Provisional National election campaign to win the majority vote to govern
Defence Council – 1979 and 1981: Flight Ghana.
Lieutenant Jerry Rawlings 1 Learners must think of a name and slogan for
2 Lieutenant General Fredrick Akuffo
3 The second Supreme Military Council their political party.
4 Two 2 Learners must design a flag or emblem for their
5 15th May 1979 – coup d’état was unsuccessful
and Jerry Rawlings was convicted and sent to political party.
prison; 4th June 1979 – successful coup d’état 3 Learners must make an election poster that must
which overthrew the military government of the
Supreme Military Council. includes the following:
6 Flight Lieutenant Jerry Rawlings Name and surname
7 Dr. Hilla Limann and the People’s National Name and emblem of the political party
Party were not making political or economic A short slogan
improvements to the country. The aims and objectives of the political party.
• Display the posters up on a wall in the classroom.
• Let the class give positive feedback on the posters.

91

Sub-strand 2: Summary Provisional National Defence Council
(PNDC)
Summary: Military rule • The coup d’état of 1981 overthrew

Military regimes, coups d’état and the democratically elected Dr. Hilla
government takeovers Limann’s government after they had
• Military regimes, coups d’état and been in office for only 27 months

government takeovers took place often The effects of military takeovers on
in Ghana before the formation of the Ghana’s development
Fourth Republic. Negative effects
• Ghanaian civilians and government • Coups d’état prevented the political
officials who tried to stand up for the
rights of the Ghanaian people during development of Ghana
forced military rule became targets of • Coups d’état limited the economic
the ruling military regime.
Leaders who came into power through development of Ghana
military takeovers • Coups d’état caused insecurity
• Major-General Joseph Arthur Ankrah • Loss of lives and property in Ghana
–– The reason for their takeover was • Violation of human rights
Positive Effects
that the ruling CPP government was • Coups d’état’ made the ruling
corrupt and abused human rights.
• Lieutenant-General Akwasi Amankwaa government aware that they should put
Afrif and Colonel Emmanuel Kwasi the people of Ghana and their interests
Kotoka first as their government could be
• Colonel Ignatius Kutu Acheampong overthrown if they did not do this.
The Second Supreme Military Council • Coups d’état’ maintained law and order
(SMCII) in Ghana.
• The second Supreme Military Council
was formed after a coup d’état against
the leadership of Colonel Ignatius Kutu
Acheampong

92

Sub-Strand 2: Revision Sub-Strand 2: Revision

Revision activity for formative or 2 a A coup d’état is the overthrow of
summative assessment an existing government by non-
democratic means; for example, by
• Formative assessment: Let learners means of military takeover.
complete the activity and go through
the answers in class. Learners can b If someone is living in exile, they
either check their own work for self- are living in a foreign country
assessment, or swap work with a because they cannot live in their
partner and check each other’s work for own country, usually for political
peer assessment. reasons.

• Summative assessment: Let learners c A human right is a basic right or
write the answers in their exercise books freedom that belongs to every
or talk about the answers with you person. on the basis of their being
individually. Take in the exercise books human.
or listen to the oral answers and assess
learners’ work. 3 Positive effects:
• the ruling party became aware that
• Learners complete the revision they should put the people of Ghana
questions. and their interests first
• the coup d’états maintained law and
• Learners complete the self-assessment. order in the country.
Encourage learners to be honest in their
self-assessment 4 Learners write their own paragraph
which must include the following
Answers negative effects:
• limited economic development in
1 a Joseph Ankrah / Dr. Kwame Ghana, caused insecurity
Nkrumah • loss of lives and property
• violation of human rights.
b Akwasi Afrifa / Emmanuel Kotoka
c Ignatius Acheampong
d Frederick Kwasi Akuffo / Jerry

Rawlings
e Dr. Hilla Limann

93

Strand 6: Assessment

Strand 6: Assessment

Learners complete the assessment about 3 a True (1)
what they have learnt in this Strand. b False. The United Renaissance
Use this Assessment test for summative Party was founded in 2007. (1)
assessment. Let learners write the answers c True (1)
in their exercise books or talk about the d True (1)
answers with you, individually. Take in the e False. Elections in Ghana are held
exercise books or listen to the oral answers every four years. (1)
and assess learners’ work.
4 District Assemblies (1)
Answers
(1) b B (1) 5 District Assemblies are made up of (2)
1 a C (1) d B (1) the District Chief Executive, who is
c B (1) f A (1) chosen by the president and the
e C (1) h B (1) Executive Committee, which carries
g C (1) j A (1) out the decisions made by the
i D District Assembly.

2 The constitution of Ghana divides the 6 This coup d’état was carried out by
power of the ruling government between Flight Lieutenant Jerry Rawlings
different government executives. The together with a different group of
President is the Commander-in-Chief military soldiers and some civilians
of the armed forces. The Vice President from the Provisional National Defence
is the acting president of Ghana when Council (PNDC) on 31st December 1981.
the president is out of the country. The (5)
Chief Justice is the highest judge in
the Supreme Court. They are also the
head of the Judiciary. The Parliament 7 Negative effects: limited economic
development in Ghana, caused
is the Legislative body of Ghana. The insecurity, loss of lives and property,
Cabinet is made up of the President,
Vice President and Ministers. (7) violation of human rights. (10)

Total: 40

94

End-of-year exam

End-of-year exam

Use this end-of-year exam for summative o 1993-2001
assessment. Let learners write the answers p President
in their exercise books or talk about the q 2001-2009
answers with you, individually. Take in the r National Democratic Congress (NDC)
exercise books or listen to the oral answers s 2012-2017
and assess learners’ work. t Nana Akufo-Addo (20)

Answers k C (20) 4 • By allowing traditional chiefs to
l A have direct control over the
1 a C m B governing of their people, the
b C n D people of the Gold Coast were more
c A o B willing to accept British colonisation
d C p A of their country.
e B q B
f A r D • The transport and communication
g B s B systems, were poorly developed in
h A t B the Gold Coast. This made it difficult
i C for British officials to travel so they
j B used indirect rule by traditional
chiefs to govern the colony.
2 The laws, policies and programmes
established in the Gold Coast Colony • The British could not speak the
were received by the Governor from the local languages of the people of the
Colonial Office and the Secretary of Gold Coast. So, indirect rule by the
State in London. Officers in charge of traditional chiefs helped the British
different departments had to make sure to communicate their laws, policies
that these laws and policies were sent and programmes to the local
to the governor. The Governor worked population.
closely with the Executive Council and
a Legislative Council. Three chiefs • Indirect rule was less expensive for
and three other Africans were chosen the British to establish and run than
from different regions to be part of direct rule. Indirect rule reduced the
the Executive Council. The job of the number of British officials needed to
Legislative Council was to make and govern each province.
change laws for the colony. (10)
• The majority of the British in
3 a Convention People’s Party (CPP) the Gold Coast were merchants
b Joseph Ankrah (traders) who could not be used as
c 1966-1969 government officials. This meant
d National Liberation Council (NLC) there were not enough qualified
e National Liberation Council (NLC) British staff to govern the Gold
f Nii Amaa Ollennu Coast.
g Independent
h 1972-1978 • Indirect rule helped the British to
i Supreme Military Council (SMC) govern more easily.
j Head of State
k 1979-1981 • In the indirect rule system, the
l People’s National Party (PNP) traditional chiefs still had to take
m Jerry Rawlings instructions from the British. This
n Provisional National Defence Council allowed the British to control the
(PNDC) trade and money in the Gold Coast.
(Any 3) (3)

5 • The UGCC was the party that started
party politics in the Gold Coast.

95

End-of-year exam

End-of-year exam (continued)

• It was the party that first initiated • The complaints of ex-service military
the idea of politics and political men must be addressed.
parties to represent the people of the • Ghanaians should have more
Gold Coast. control over decisions made for their
• It established its own magazine, country and the things that were
Talking Drums. established in the country.
• The UGCC was the foundation for • More secondary schools should be
the formation of the Convention built.
People’s Party (CPP). The CPP was • Ghanaians should have better
the party who won independence for working conditions and should
the country. be given social amenities, such as
• The name, ‘Ghana’, which the housing. (Any 5) (5)
country adopted at independence
to replace ‘Gold Coast’, is credited 8 It was established to study the Watson
to the UGCC. It is believed that Committee’s recommendations.
the founding member, Dr. Joseph This committee had to draft a new
Boakye Danquah, first suggested the constitution for the Gold Coast. (3)
name.
• The UGCC forced the British 9 The Legislative Assembly (2)
government to set up the Watson
Commission, which made an 10 The plebiscite was held to decide
enquiry into the cause of the 1948 whether or not British Togoland should
riots. join Ghana when the country gained its
• The leaders of the UGCC played an independence.
important role in the writing of the
1951 Coussey Constitution. 11 (Learners write one fact about each
• The UGCC provided an opportunity of the presidents of the Fourth
for the educated people of the Republic) (5)

Gold Coast and the nationalists to 12 A new president in Ghana is called
organise themselves into groups the president-elect before they are
that could stand up against British officially sworn in as president. The
colonial rule. president must be sworn in by the
• The UGCC became a political group Chief Justice of Ghana in front of the
where the issues or problems faced people (citizens) of Ghana. When a new
by the local people of the Gold Coast president is chosen, they are sworn
were heard. The UGCC used peaceful into office at an official inauguration
methods to ask for self-government ceremony. The ceremony takes place at
from the British for the Gold Coast Independence Square in Accra. Heads of
Colony. (Any 4) (4) state and other important people come
from all over the world come to witness
6 ‘At long last, the battle has ended; and the inauguration. The new president
Ghana, our beloved country, is free says a special oath at the ceremony.
forever.’ (2) As part of the ceremony, he holds the
Sword of Authority above his head as he
7 • A new constitution was needed as a is being sworn in. (4)
step towards gaining independence
for the Gold Coast. 13 • The president is the head of state
and government. He/She is also the
• An African person from the Gold Commander In Chief of the armed
Coast must be chosen as the head of forces.
the civil service.

96

End-of-year exam (continued) End-of-year exam

• The Vice President is acting 14 • The National Liberation Council –
president when the president is out March 1966: Major-General Joseph
of the country, he/she would take as Arthur Ankrah; Lieutenant General
president if something happens to Akwasi Afrifa and Colonel Emmanuel
the existing president. Kotoka.
• The Chief Justice is the highest
judge in the Supreme Court and • The Supreme Military Council – 1972-
is the head of the Judiciary which 1978: Colonel Ignatius Acheampong;
makes and passes the laws in the Lieutenant General Frederick Akuffo.
country.
• The Cabinet is made up of ministers • The second Supreme Military
which are responsible for running Council – 1978: Lieutenant-General
one part of government. Frederick Kwasi Akuffo.
• The Parliament is made up of the
Legislative body. (10) • Provisional National Defence Council
– 1979: Flight Lieutenant Jerry
Rawlings.

• Provisional National Defence Council
– 1981: Flight Lieutenant Jerry
Rawlings. (10)

Total: 100

97

Resources

Resource 1: Worksheet 1

Complete the table. Fill in the country, its location and date for other the forts built
in the Gold Coast by the European traders.

Name of fort Who built it Location Date
Elmina Castle Portuguese Elmina 1482

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Resources

Resource 2: Worksheet 2

Word search

Find the 11 names of the natural resources the European traders wanted from and
exchanged with the people of the Gold Coast.

b p a l mo i l r ewb
gunpowd e r c da
k l r q t bmn v f v u
f syckyc l othx
ha x l j h i r wa z i
q l npgo l dx i j t
z t a j me k h j p r e
c f qh i znbeads
o p o g b c mw k h u i
p n i v o r y q z g am
pg r k hbwk yu t h
euo f k j har n j o
r x ndy rmz c s p r

You have permission to photocopy this page. 99