ESSENTIAL
History
Primary 5
Teacher’s Guide
ESSENTIAL
History
Primary 5
Teacher’s Guide
Jacob Agbedam • Dorothy Glover
NNF Esquire Limited
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CONTENTS
Welcome to this History series ����������������������������������������������� 5
Structure of this Teacher’s Guide 6
The Learner’s Book 7
Introduction �������������������������������������������������������������� 11
Instructional expectations 12
Organisation of the curriculum 12
Time allocation 13
Classroom management 13
Learning domains (expected learning behaviours) 13
Methodology 14
Differentiation and scaffolding 15
Core competencies 16
Teaching instructions 17
Activities 17
Use of ICT 17
Assessment 18
Resources 19
Planning your teaching 19
Know the syllabus/Curriculum well 20
Scheme of Learning 20
Useful teaching tips 21
Scope and sequence matrix 22
Scheme of Learning by term 23
Integration, core competencies and learning domain matrixes 26
Curriculum reference numbering system 33
Content Standards, Indicators, Subject Specific Practices and Core Competencies 34
Strand 2: My country Ghana �������������������������������������������� 42
Sub-strand 1: The people of Ghana 43
Summary 54
Revision 55
Sub-strand 5: Some selected individuals 56
Summary 59
Revision 60
Assessment 60
Strand 3: Europeans in Ghana ������������������������������������������� 62
Sub-strand 2: International trade including slave trade 63
Summary 66
Revision 67
Assessment 68
Strand 4: Colonisation and developments under colonial rule
in Ghana ����������������������������������������������������������������� 69
Sub-strand 2: Social developments under colonial rule 70
Summary 74
Revision 75
Sub-strand 3: Economic developments under colonial rule 76
Summary 79
Revision 79
Assessment 80
Strand 5: Journey to independence ������������������������������������� 82
Sub-strand 1: Early protest movements 83
Summary 87
Revision 88
Sub-strand 3: The 1948 riots and what came after 89
Summary 92
Revision 93
Assessment 94
End-of-year examination ��������������������������������������� 95
Resources ���������������������������������������������������������������� 98
Resource 1: Compare our ancestors’ lives and our lives today 98
Resource 2: Regional map of Ghana 99
Resource 3: Some selected Ghanaian playing cards 100
Resource 4: Crossword puzzle 108
Assessment tools: Checklists and Rubrics ������������������������ 109
Welcome to this History Series
WELCOME TO THIS HISTORY SERIES
Welcome to our History series for Ghana, which was curriculum strands, sub-strands, content standards,
specially developed for you, and for the lower and indicators, core skills, competencies and values are
upper primary (Basic 1–Basic 6) learners. carefully addressed and aim to be achieved through
This Teacher’s Guide works together with the History meaningful real-life situations and examples.
Learner’s Book for Basic 5. We hope that you will This history series for Ghana integrates a
find it an important and useful tool that will assist learning-centred pedagogy with differentiation,
and guide you with teaching History to your learners scaffolding and the integration of Information and
using a task-oriented and communicative approach. Communication Technology (ICT) as a teaching
For further information, also consult the History of and learning tool for the achievement of some of the
Ghana Curriculum for Primary Schools 2019 and the new expected outcomes.
Resource Guide for the Orientation of Primary School This series further integrates the principles of
Teachers Towards the Implementation of the Revised assessment as learning, for learning and of learning,
Curriculum from the NaCCA. as well as the use of questioning. The suggested
Each Learner’s Book and Teacher’s Guide in this activities enable the consolidation of content and
series follows the History syllabus from the new core skills, allowing for continuous monitoring and
curriculum for Ghana’s primary schools. Both assessment.
components of this series encourage the creation
of a learning-centred classroom, offering many
opportunities for learners to engage in diverse,
practical and interactive activities where all the
5
Welcome to this History Series
Structure of this Teacher’s Guide
This Teacher’s Guide is divided into three main sections:
1. Introduction: This section INTRODUCTION Introduction Introduction • develop projects.
provides an overview of the New The following activities are recommended:
Primary Curriculum and the History is a subject that explores the past with the Therefore, through the teaching and learning of • make use of historical facts to acquire analytical • Sessions using different sources of historical
History syllabus (Primary aim of understanding the factors that have shaped History, learners should: skills, compare different periods and give their
Basic 1–6), methodology, features, our world. As an academic discipline, history helps • appreciate the history of themselves, their families own structured account of past events. evidence, including discussions with people with
time allocation and assessment. to develop the imaginative abilities and critical historical knowledge (resource persons) and
thinking skills of learners. This discipline is also and communities Instructional expectations visiting historical sites
2. Suggestions to design lesson aimed at imparting a range of important moral • acquire the skill of gathering and objectively The goal of introducing the History of Ghana as • Debates between groups about various historical
plans: This section provides: lessons, guidelines for their everyday lives and a subject in the primary school is to effect positive topics
• detailed guidelines interactions with people in the society. analysing historical data, using scientific change in values and attitudes of learners. It focuses • Projects using modern technologies to communicate
• answers to the activities in the The objective of this Teacher’s Guide is to make methods, that will enable them to interpret past on past events that have shaped our society. This findings clearly and effectively in the form of papers,
Learner’s Book teaching and learning interesting, relevant and actions and behaviours of the people of Ghana can be achieved through well-planned lessons which exhibits/posters, drama and documentaries.
• suggestions for remedial and enjoyable. from a Ghanaian perspective involve learners in the learning process. The enquiry
extension activities • acquire more knowledge on the history of the approach of teaching is therefore encouraged in the Organisation of the curriculum
• guidelines for assessment Teaching philosophy people of Ghana History classroom. Learners should be guided to The curriculum is organised under Strands,
• suggestions for activities from Through the learning of History, learners will, • apply historical concepts to the study of the make enquiries from available sources of historical Sub-strands, Content standards, Indicators and
the Learner’s Book that may be specifically, acquire: history of Ghana evidence. Historical evidence can come from exemplifications. In this curriculum, ‘Ghana’
used as homework. • critical thinking skills by comparing, contrasting, • develop a discerning approach to studying primary sources and secondary sources: represents Pre-colonial and Post-colonial Ghana.
sources of historical evidence • Primary sources originate from the past. • Strands are the broad areas/sections of the
evaluating, synthesising, and applying historical • develop a sense of national consciousness and
information or knowledge with little or no appreciate the factors that make for national unity Essentially, primary sources are closer to the History Curriculum to be studied.
supervision • acquire positive habits and attitudes, national events in time and space. Examples could include • Sub-strands are larger groups of related
• creative thinking skills to be able to reconstruct identity as a Ghanaian and an African with pottery, wall paintings, carvings, coins, letters,
important past events confidently a heritage worthy of pride, preservation and newspapers, diaries, court records and verbal indicators. Indicators from sub-strands may
• digital literacy by using IT tools and resources improvement accounts from people who witnessed an event, sometimes be closely related.
efficiently for investigations and project work • appreciate the relevance of the study of history archival documents and archaeological findings. • Content Standards refer to the pre-determined
• effective communication skills to be able to share in current and future development efforts of the • Secondary sources relate to accounts about level of knowledge, skill and/or attitude that a
information at varied levels of interaction nation. past events based on interpretations of primary learner attains by a set stage of education.
• values to live as global citizens as they learn about General aim of the curriculum sources, for example, books, journals, books, • Indicators refer to a clear outcome or milestone
other people and cultures of the world. The curriculum is aimed at developing individuals articles, etc. that learners have to exhibit in each year to meet
to become literate, good problem-solvers, with Instructional expectations for your History lessons the content standard expectation. The indicators
Learning philosophy the ability to think creatively and have both the include the following: represent the minimum expected standard in a year.
The History classroom should be learning-centred. confidence and competence to participate fully in • Plan lessons to meet the interests, knowledge, • Exemplars refer to support and guidance which
Introduce the topic for the day and assist learners to the Ghanaian society as responsible local and global understanding, abilities, and experiences of learners. clearly explains the expected outcomes of an
describe and analyse issues raised, trace patterns of citizens. • Design and manage learning environments Indicator and suggests what teaching and learning
societal and human behaviour and where necessary, Subject aims that provide learners with the time, space, and activities are undertaken, to support the facilitators/
give their views on current events (in the country) The National Curriculum for the History of Ghana resources needed for learning the History of teachers in the delivery of the curriculum.
based on their knowledge of the history of Ghana. aims to ensure that learners can: Ghana. The curriculum for Basic 5 is organised under four
You should encourage learners to explore topics • trace Ghana’s origins and its past glories • Generate discourse among learners and challenge strands with seven sub-strands:
through questioning. • develop the critical skills of historical enquiry them to accept and share responsibility for their • Strand 2: My country Ghana
The History of Ghana curriculum is underpinned using scientific methods and participate as active, own learning based on their unique individual – Sub-strand 1: The people of Ghana
by seven historical concepts and classroom activities. informed and responsible citizens differences. – Sub-strand 5: Some selected individuals
Emphasise these important concepts in your daily • develop a critical understanding of the past and • Use multiple methods and systematically gather • Strand 3: Europeans in Ghana
learning as they are aimed to promote higher order its impact on the present to help them face the data about learner understanding and ability to – Sub-strand 2: International trade including
thinking among learners: future with confidence guide teaching and learning with arrangements to
• context and chronology • explain how external factors have shaped the provide feedback to both learners and parents. slave trade
• significance History of Ghana • Collaborate with colleagues within and • Strand 4: Colonisation and developments
• cause and consequence • gain a sense of national consciousness, identity across disciplines and grade levels to develop
• continuity and change and appreciation of Ghanaian values in order communities of learners who have the skills of under colonial rule in Ghana
• similarity and difference to help instil values such as tolerance, good inquiry and exhibit attitudes and social values – Sub-strand 2: Social developments under
• evidence citizenship and national pride conducive to learning.
• interpretation. • study the History of Ghana in an enjoyable and As the teacher, you should serve as a facilitator by colonial rule
stimulating environment prompting learners to: – Sub-strand 3: Economic developments under
• observe and collect historical evidence
• interpret data as required colonial rule
• build models • Strand 5: Journey to independence
12 – Sub-strand 1: Early protest movements
– Sub-strand 3: The 1948 riots and what came
after
11
Strand 2: My country Ghana Introduction Sub-strand 1: The people of Ghana
Sub-strand 1: The people of Ghana
Introduction How life in ancient time Ghana was different from life today------- (B5.2.1.1.1)
The major ethnic groups should not be new to • Learners will compare how our ancestors lived to how we live today. They will identify the kinds of food our
learners as it should be part of their heritage and clothes, travel and professions. Learners will ancestors ate, the clothes they wore and how they travelled, etc. Learners will analyse the differences and similarities
cultural background, however, this cannot be make a photo album to show the timeline of life. of the changes in lifestyle.
assumed. Describing ancient relics of Ghana’s past will be
Strand 2: My country Ghana visited as learners find out about ancient towns. How our early ancestors Phase 1: Start suggestions
• In Sub-strand 1: The people of Ghana, learners lived ..............................(LB pages 5–12) • Show learners pictures from the internet or books
• In Sub-strand 5: Some outstanding people from In this section, learners talk about the Stone Age.
will discuss how our ancestors lived in ancient Ghana, learners will research Ghanaians who Show the learners a YouTube video on the Stone of tools made of stone, and cave paintings.
times (before the 15th Century) and compare it have made significant contributions locally and Age. In small groups, learners discuss how it was • Discuss with learners when they think this
with how we live today, focussing on food, internationally and support their knowledge with to live in that time by identifying the kinds of
a documentary showing that individual’s life. food they ate, the clothes they wore and how they happened.
Opener activity travelled, etc. This will help learners to compare the • Talk about the differences between today and
1 caves past with the present way of living.
Let us learn about … Ghana (LB page 5) 2 They got their clothing from animal skins. long ago.
Content standard B5.2.1.1 Phase 2: Explore suggestions
The opener activity provides an opportunity to assess They got their food from hunting and gathering. Demonstrate understanding of how life in ancient • Discuss the concepts in the Learner’s Book with
learners’ basic knowledge of comparing past life with They got their weapons from the environment and time was different from life today
today. The questions have been structured to broadly used sticks and sharp stones. Indicator B5.2.1.1.1 learners, each topic on its own.
cover the different sub-strands in Strand 2: 3 We also use animals as a mode of transport, for Describe how our ancestors lived in ancient times – Food
• Sub-strand 1: The people of Ghana example, camel caravans. We also communicate (before the 15th Century) and compare it with – Clothing
• Sub-strand 5: Some outstanding people from by talking and passing down stories to the next how we live today – Entertainment
generation. Subject-specific practices and core competencies • Talk about when the Stone Age started, why it is
Ghana. Diagnostic assessment Learners become creative and innovative as they called the Stone Age and when it ended.
Observe learners and use their answers to assess their compare and analyse life in ancient time and • Discuss the tools, why they needed them and
Ask learners to work in groups to complete the understanding and skill levels. This activity will also today. how the Stone Age people survived.
activity. Walk around the classroom and listen as allow you to measure how much they know about Resources • Explain the progression to the Bronze Age and
learners talk about the questions. Help any learners the specific concepts. Where necessary, ask leading • Images and videos showing the comparison how the tools changed.
who seem to be struggling. Give learners time to talk questions to identify their strengths and weaknesses, • Show learners pictures on the internet of Bronze
about the questions and then hold a class discussion and any knowledge gaps. between food eaten, clothes worn and Age tools and ask if any learner has seen the tools
for them to present their answers. entertainment. and other items in a museum.
• Resource 1 (A worksheet on page 96 of this • Discuss how hunter-gatherers looked for, hunted
Suggested answers TG) and cooked food. Let learners role-play hunting
Learners’ own answers. Their answers will depend Key words and cooking food.
on the region where they live and the community ancestors, modern, technology, period, smelting, • Ask learners to make a list of the kinds of food that
to which they belong. flint, devices, vehicles, ancient, preserved, the hunter-gatherers could eat. Write it on the board.
processed, facilities, tunics, techniques, weave, • Talk about the clothes that hunter-gatherers
fibres, textiles, manufactured, conversations, wore. Show learners pictures and let them design
tablets, electronic their own clothes made from animal skins.
Helpful links: • Talk about how ancient people entertained
• http://ghanamuseums.org/archaeo-sites-others.php themselves. Discuss if that entertainment still
• http://www.foodbycountry.com/Germany-to- exists today.
Japan/Ghana.html Phase 3: Reflect suggestions
• https://www.everyculture.com/Ge-It/Ghana.html • In groups, talk about what it must have been like to
live long ago. Ask learners to say what they would
have liked and what they would not have liked.
• Ask learners to say what they would miss from
their lives now (TV, mobile phone, etc.).
Use of ICT
Teaching instructions • Learners to search on the internet for more
Use these teaching instruction suggestions to create information about the hunter-gatherers of the
lesson plans to cover the relevant exemplar(s). Stone Age. Give learners time in class to share the
information they found.
42 43
3. Extra resources: Wherever Resources Resources
appropriate, this section provides
extra resources for specific themes Resource 3: Some selected Ghanaians playing cards Resource 3: Some selected Ghanaians playing cards
and units of the Learner’s Book. (continued)
Dr. Raphael El Anatsui
Armattoe (sculptor)
(Science
and
Medicine)
Kofi Annan David Adjaye
(international (architect)
diplomacy)
Osibisa Ozwald
(popular Boateng
music) (fashion)
You have permission to photocopy this page. 101 102 You have permission to photocopy this page.
6
Welcome to this History Series
The Learner’s Book
The user-friendly Learner’s Book addresses the new History curriculum features and criteria with a clear and logical
structure that incorporates these features.
Strand openers: My country Ghana Sub-Strand 1 Europeans in Ghana Sub-Strand 1
• incorporate an activity to introduce
Strand Strand
the topics that learners will explore
in each unit 2 3
• allow for diagnostic assessment
• build excitement about the new
content to be learnt in each unit
• prompt debates and content
integration with ICT, where
relevant and appropriate.
Let us learn about ... Let us learn about ...
The slave trade
Life in ancient times and today Talk about the slave trade in the Gold Coast 500 years ago.
1 What does slavery mean?
Talk about these questions in groups. 2 a Where did the African slaves that the Europeans bought come from?
1 What did our ancestors use for shelter hundreds of years ago?
2 How did they get their food, clothing and weapons? b Where did the Europeans take these slaves?
3 How were their ways to travel and communicate the same as ours? c Which ocean did they have to cross?
4 Name three ways the lives of our ancestors were different to ours. d What happened to them on the other side of this ocean?
5 51
Text and content: Strand 2: My country Ghana Sub-strand 1: The people of Ghana
• use language that is appropriate
Sub-strand 1: The people of Ghana K E Y W O R D S The Stone Age started about 2.5 million years ago and ended KEY WORDS
to the level, age, knowledge and in about 2 000 BC. This is when the Bronze Age started. The
background of the learners Our ancestors long ago lived very differently to the way we ancestors Bronze Age began when humans began smelting metals from smelting
• are representative of Ghana’s do today. They did not have the modern tools and equipment modern copper and zinc. Tools and other items from this period are flint
diversity that we use today. They also did not have the different types technology found in museums, in cities such as Accra and Kumasi.
• have a good gender balance and period
portray no gender stereotypes. of technology we use today. There were no mobile phones,
DID YOU KNOW?
laptops and desktop computers. DID YOU KNOW?
People living in the Stone Age were called hunter-
How our early ancestors Our ancestors are the people who lived gatherers. They hunted animals for meat. They 1.2 Stone age hand axes
lived before us in our land. They lived hundreds collected (gathered) fruit and plants to eat.
and thousands of years ago before we 1.3 Stone age arrow
Prehistory is the period when writing had Stone Age hunter-gatherers had to catch or find their
food. They moved from place to place to look for food. 1.4 Stone age tools made
not started. This is about five million years were born. Stone Age people cut up their food with sharpened stones from animal bone
and cooked it over fire. They made clothes from the skins
ago. This period ends with the invention of of the animals that they hunted. They lived in caves to
protect themselves from attack by wild animals. Walking
writing, which is about 6 000 years ago. was their only form of transport.
During this period, early humans used tools made of stone. They lived by hunting Early Stone Age people made hand-axes out of stone.
wild animals and collecting fruits. They lived in caves and drew pictures of the They sharpened sticks to use as hunting spears. In later
animals they hunted on the cave walls. times, they hunted with bows and arrows, and spears.
Their arrows and spears were tipped with flint or bone.
These early humans lived in an unfriendly world, surrounded by wild animals. They
spent their time protecting themselves from wild animals and feeding themselves. They gathered nuts and fruits, and dug up roots. They
Most of the tools they made were made from stone. This is how the period became fished using nets and harpoons.
known as the Stone Age.
1.1 Early humans lived in caves and used stone tools Activity 1.1 HOMEWORK
6
1 Talk about the life of people who lived in Ask your family to take you to
ancient times. visit a museum or one of Ghana’s
a What food did they eat? historical sites where people
b What clothing did they wear? lived hundreds or thousands of
c How did they travel? years ago. Make notes of what
you see there to share with your
2 List some ways that life in ancient times was class.
easier and more difficult than life today.
Share your views in a class discussion.
7
Illustrations and photos: Sub-strand 2: International trade including slave trade Strand 3: Europeans in Ghana
• are high-quality and representative
The Trans-Atlantic slave trade Stage 2: The Middle Passage
of Ghana’s diversity
• balance the text on every page and Trans-Atlantic means l Slave raiders kidnapped people from
add to learners’ understanding of ‘crossing the Atlantic Ocean’. Raw materials Europe villages in the northern regions of the
the content The slave trade is the buying
• have captions and labels that are and selling of human beings as North Gold Coast. The raiders marched the
simple, relevant, appropriate, and America
clear captured people in chains to slave
• reflect a variety of learners
(including learners with special slaves. These two definitions, Manufactured goods markets where they sold them to slave
needs) ed
• show no gender stereotypes. tell us what the Trans-Atlantic The ATLANTIC traders. The slaves were then marched 2.3 Captured men, women and children
slave trade means. Caribbean OCEAN in chains to the coast. Slave traders to be sold as slaves
beat or shot slaves who refused to
The Trans-Atlantic slave trade Islands Africa
was the buying and selling
of human beings from West Enslav march or who tried to escape. Many
Africa. Then transporting them
across the Atlantic Ocean to Africans slaves died along the way, from hunger,
South thirst and disease.
America l Slave traders held the slaves in the
the Americas. The Americas dungeons of forts and castles, until a
include the West Indies (the
2.2 The triangular Trans-Atlantic slave trade ship arrived heading for the Americas.
Caribbean and surrounding l Slaves who came from other West
islands) and North and South America.
KEY WORDS African countries were forced to bath in 2.4 The ‘last bath’ at Nnoko Nsu, the
the Nnoko Nsu (Slave River) at the Assin Slave River
The triangular trade trans-Atlantic Manso Slave Site. This was called the
raw materials
‘last bath’. They then joined the other
There were three stages to the Trans-Atlantic slave trade:
slaves at the forts and castles. They
Stage 1: Transporting manufactured goods from Europe to West Africa.
were kept there for several months
Stage 2: The Middle Passage: Enslaving Africans and shipping them to the Americas. waiting to be sold to a ship captain.
Stage 3: Selling the slaves to work on plantations in the Americas in exchange for l It often took a long time for a captain
raw materials to sell in Europe.
to fill his ship. He would sail his ship up
Let us look at each stage in more detail. and down the coastline taking on as
Stage 1: Manufactured goods from European to West Africa many slaves as possible. 2.5 The dungeons at Elmina Castle
l Slave ships from Britain left from ports in places such as London, Liverpool and where male slaves were kept
l The trip across the Atlantic Ocean
Bristol to sail to West Africa. These ships carried goods manufactured in Britain, is called the ‘Middle Passage’. The
such as cloth, guns, iron objects and alcohol.
journey was brutal, and many people died on the crossing. KEY WORD
l On the West African coast, these goods were traded in exchange for slaves. Many However, some of the slaves tried to fight against the brutal
men, women and children were captured by African slave raiders or bought from
African slave traders and chiefs. captain and crew. ‘Free’ Africans on land also tried to
attack the ships.
53 54
7
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lapto‘pDsiadnydoudeksnkotwop?’cboomxepsu: ters. DID YOU KNOW?
Our ancestors are the people who lived
Hlivoew•d oipnurfoorvrimdeeaatiinortnelr.yestainng cfaectss atnodresxtra Strbaenfdo2re: Muys cinouonutrrylaGnhdan. aThey lived hundreds
Prehistory is the period when writing had and thousands of years ago beforDe awwe henya
not started. This is about five mSiullbio-sntryaenadr1s: Thweepreobpolreno.f Ghana
eecArlouietrngAaenteldemrgin2evsedh(i.0AungTub0gzsaghn0ieeetniehtgnuwaTMkawsDBsyceeapmntthngC.urrirohhan-Tleeoi.oeirsugedsrtmodTniw,stwn.aitSn)oeinhaetTttnhtK•afoednglhirognst hseeduclfeneha,staaniiiiiataryemtsthswbegduccbnehstihnarATcawooeroiihuinprwdlehiaunsrtfag1pssaynnmouwihdfeheddmoeoitllpeht.shcftrdcedseyarihe5ioturpruawaem2eaodrinhhloeadauloapscossdh.SeyTarnneen5ttulrhfynietmridlnonultbhsorat.stoeessybmboo,datnrieOtdpnob,esecsdaatijtlwmsnycditeeaDexxyarBethcntlu,abnacoAolemegleneieoeryIileedbkattnnrosrecosadaetaDc-lA,nasycesdcueunaduanltbnslhawciye.odrgfrptYchswzssltmvrnanoyTs.lcocieeneoeteucOyeenhc6mendtorcsiatico.nmaAlteona.dgUcittfeimhedn0thneiyaeghfdroegnasidt0ulnlisixcegKrcereephtntdmfGt-et0tmalKeihfasNoiyuvfnhpctewsaagrlutamreyhoroagOattnaenrpuoamneesserecesirepvmnude,Wmibniaatrrsaautrrhnerpeansesbanssvyites?srndnalo.trhuiw.duesiytemtc..yfddapTodvrlnslraTeaaat:olvahaileehsnthrgttealueiryeddlheodefeonoesgscrsyeeoi.uhnt.deew1fcdomrlfs.lsloi2roayoive.onfSmlleWswsmkgtdo1tmfsoew.Kmfnlo4msiirrenn7cioatEloegltodaAaddcmlbnYetgn,anieeiaentselvxogeuWhnotfa.erranmrifTaosmrnOsephovdmatlaiepuRoeasnolnnllxo1osdifDaesbtde.nfaesdc6Sh.yretenrerrTaodTeadbcphtowewbnoolefdfaeysaatypaarpehcmtwiynlodeeciio,nvioritCAaaAautcbaaaaIotalptohtngwurtfsbuenbnnbclpeuadlgeltcyonioatcicooilt.lieneeyuheeuditrglllrdbhtreisuiierarstrtiophitsnanaenomritrcreiuhhoeayoogsttopyettrryneiebrntthutaoonslaossnhohoiatnengrlirrsgoteoctefnyot1tSahaiaarg.rnsodydb4eeiaoeoimolyedne0,ecodmTspphea0svohfmstcmeteeuhttrobnoeCvhsorGeneshmatrdtreEushahpbrdeCTcVcwDusTssnAtosleeWhteooisolerrtlnnehcttloretmueuonfhphserEeoahlgotasceorrdwwindmue,crpeevaairalee.sneeilyywwehhetrtndsp.teahlgdeeasOoorsoiytaaina.iDtlW,dDvnnhsTf,nbhaphttlsnlam,idiet,JihammhanuvW.lkainaeRsanyeeeenrune1pitheaoToghpendm5dpnnnaarxcsino’soamtgronehflvibfreaheeuaentgooigirllye.ianettsvndevdesuooafystsamyetfomodgacnae,rytroncawrghgDhtdyk.fetednr,tteeeihesikaodTstGoesawfcofheepaafhpdaahnnhepeetprepcBBtbbbwcbCbbpybbrenaclgehioasmaoeiaayolroitoirgnaoliDtlumecdturytntr-unDlm.dlahiaactllaettporpgcxahtpeiovTaikeariraisnaonosllinavswanoucrsacltlnraeiit,aplhtemccfutwecsntmtedmeherncgpaboatorrus.ognatteaisuotssmlaosstvlwemeeghheteeaesytshairtoedyxtdnyreeidalwnsfecteweemtoewedgptalearnoishafahoopweiabetcnutcemsacttnrihnennhsylsndemeewtoenhdeoaeleorkfahdtegfloasgvspatoesnlbpsetnrasmaieatcerldfoosloeoe.saioueoerwesta‘tdegylcoasobhlncueyewptakraosrstffafunrlrheliotshitleoathcaawlyotemohd1shtldrobnmseahpaaegaGwhselhtog0mytatoostoeodidmLrrebsoreaaa0yorsytotnanrdOlkfsiyoduna0sltsseesplt.tgfmShhrnoap.aohtncvTiasohierrSnnTnititwaaceetaekdhisingAahecduhienttsftkrutmiRyridtop,eegtxhltetosaeotlYlflreyeo1hewat,3fdehc0tseeh0ee
app aheplrposgyraomu tmoedaoonsnoamcmeiotehbiinnlegtphpoeneoplewcehwnictrhoismtraakkpeeesdristodininfwfichtuohlthteaosssmeaeodletr-amte aking
They moved from ploawcentogpolaocdesto, olofotkefnorofnootdh.eir heads. that
waabbiuerrtccliolhhhdnaaignteeigoohnsllg,ooegtggoriiacspvtaeelaoslipp,ntletakoereeoswndolschntdaoohwnltihdnihvroeeooodsbsttjllunueoodcdnwtiygegssoaoyfgordkuic(canrboonaimlodonltanmhungiesicsrstestscdtiohop)runeviinoiseest/pwrcslyopes.mowerTmhcroohiitlwotoeeneednysut gtlsoreoeluidvpeostinofofirtohne
buildings, graves, tdooelsvanedloobpjecmts ent apenopdlegchroosewn btyha goofveDrnmaewnthorenya.
DID YOU KNOW?Age people cut up their food with sharpened stones 1.48 The Dangme traded ivory
You are going to learn more about how our ancestorsooked it over fire. They made clothes from the skinsEuropeans.
lived in ancient times. You will find out about: Ancient times means all theanimals that they hunted. They lived in caves to
years before the 15th Century,t themselves from alttack by wild animals. Walking
the food they ate which is before 1400 CE.eir only form of transport.
l
the clothes they woreTip boxes:Stone Age people made hand-axes out of stone.
how they travelled TIP• give elpful tips and information.harpened sticks toluse as hunting spears. In later
belonging to people who lived long ago other official bodies to be in charge
1.3 Stone age arrow The Dangmeastronomy the study of the planets, trsoaof msdoemetheditnhgwingiotrhtotfihndeouEtuabrooutpeans
stars and anything else in outer space
automated somethwinhg deonnetbhy ey arricvoensderivnati1on4t7he1p.roTtehcteioyn oaf pllsanots,traded
with ethnicmachines without human control grohauanripmmsafulsllaiavcntdiivntihtgieeseinnvilraonnmden.t fTrohmeanyy
Axis countries that united and fought
together against thterAallideseindthge Soeclodn,dsacclootun,nstftiritysumthiou,nstitvbheeoglarowyves,rwnlehivdicahenssdatyrouhnocwkaand
World War
slaves in exchange for European weapons,
Think about the similarities andclodthif,fmereetanl icteems sbaentdwaelceonhol. 135
they hunted with blowtshaendkainrrdowosf,wanodrksptehaersy. did
gauarsrtoihnwegrsenadentn1sdu.ast1nspEdae•IaanhC rdralsTyrifnwprWluhboceiuloetrusemxtndw,hestaaei.seipn:nlrpldteseolsdelediouvaawglrerscdiunthtphihanarfecolbcityonaoitvtvusuioe.ttsiTrseehhbasdeoony.nwdeu.tsheedif1rrs.o4tlmioSvnteaoE1ensu.nh4tiremd9ooopaToiawefghllfasebepnDotsreoa.notoneolgpsmlomeeuatlridravedleievddeflisoshntwogidtahagthyoe.andTihshioenwttohwethnGeroeyfaDtleaivrweAhcetconraydaRaesytgi.ilol enxoisftGsIhtCoadTnaay. . It
ivity 1.1 • emphasise the core competencies
Watch a documentary or find pictures and information on the history of Dawhenya and
aaihnslsactkiHWWirseeaeoorhhnbmywaaatoonttteduiudcfmiwtorldmotoev6ahttdisoyhhee.rsdewilneiyit•P•••fsdghde tiraitdrnofohatfikmaacacfaidjevlcobollpeineyllfcutancienooeolh8lllke?toaitwwttweitaaenepstwyyssisthxsllan?eewotallldlndeeeuewnreieacaaagsakxarhilrrcreleitn:nnrnuforn?eiiaeesinnltnstirrvatogissgdioecd.mttntdimaoofie.vfiyensodai.trpwreieeempnasrlstyoefowlnterhsavtmyearisnaAvlhcyyuritlivtsieoaslsekeatuiatstidortyns-sashr.ohediaemcueugiarntruolhfdsas.ereiMmetrueeda3mtEimsh2lstgkyooewueowaPhifcoSyLLonoraooreoltthcfbrRaenooasaoueehreupnorkkdtraOnmalmmyhi3ftflcnatoshtaJoea:saHhhooogorrDduftteEoshagpodiseroyorbuoe.irCarntlcunrgoanwnpsOeetonrTMhcweeuahoespdakr.erebooreaayeeleauotlsgtluosprdoairyieuMebeuoctgfootoahwra2rnsrtauwoeka3cmomoirryhnp.hwafyntaiaMEehalohyf.niygttsthFaeohcoGetppnliykahueniw.npifhWeodchrUeedtionutuhinfhsdnwuattoeoelsoegrmhatentre.yesahsnseioOYttls.leeoyta.ieekotuonesotstRouafowrK’fsnths.eUimsepyoorutarnretspeoainrcths.tDoogeivxetraaorensee-maricnhuotenstpheeeicnhtetrontehtetorefisntdofout
ability to work independently could use.
• demonstrates learners’ ability
Step 4: Make notes about your own 1.36 Look for suitable photographs or pictures.
This photograph is of a family from the 1960s.
life today using the same headings
on page 23. 7
Step 5: Find photographs or draw pictures of all your family members and yourself.
to apply skills such as critical Step 6: Create your photo album.
l Start with your great-grandparents. Paste their pictures into your album. Write
thinking, problem solving, decision their names and the year they were born under each picture.
l Write about what their lives were like under each heading. Then illustrate your
making, analysis, innovation, description with pictures. What is different to your life today? What has stayed
communication and creativity, as the same?
l Follow the same process
for the life of your
grandparents, your parents
well as to do focused research using and yourself.
Step 7: Show your photo album
a variety of methods and tools, to your family to practise your
presentation. Then present your
photo album to the rest of your
including ICT. class. 1.37 Share your photo album with your family.
24
8
Read this online article:
https://kwekudee-tripdownmemorylane.blogspot.com/2013/11/joseph-ephraim-
Casely Hayford-uncrowned.html Welcome to this History Series
Listen to this audio tribute of John Ephraim Casley Hayford’s life:
https://www.mytribute.life/Tribute/Joseph%20Ephraim%20Casely%20Hayford-89
Activities: Activity 4.3
• incorporate accurate and current
Strand 2: My country Ghana
individual, pair and group work
activities that help learners to 1 Do further research about Joseph Ephraim Casely Hayford. Make notes about
explore and practise what they have his role in the National Congress of British West Africa (NCBWA).
learnt
• address the syllabus content 2AcRtievaidtypa1g.e2s 103–111 again. Draw a timeline to show the dates and major
standards and core competencies
• are representative of the indicators 1 TeueanvslteekenarattssbaaoiinnugmJtuoteidhsneeetp.sohifmCpiaelaosrepiltlyeieHfsraoaymnfdoardndicf’sfieelrinfeetn.tciLmeosoeiksnaathnt edthftioosodedax,ayc.mlopthleinogf aantidmeline to
and exemplars
• have instructions and text that are a M18a6k6e a list of the adv1a8n9t7ages and disadvan1t9a2g0es of food, clothing a1n9d30
consistent and clearly presented to
learners Strand 2e:nMteyrtCaoinumnternytGfrhoamnaancient times.
• promote problem solving and
subject understanding b Make a list of the advantages and disadvantages of modern forms of food,
• compensate for multi-ability
learning lT342AecsWtaDtRUHPqyinrraeusavaiodttecyeyiweeultsdyfoslryttolaipotihsktroheuaht1ednniacrden’.onssib1tvagwsailala3metlemaltonaaelnetrtietddhkyaldtigeeaeengyerenneteesonhtdoshntiuteofotiedtphwtehnr.whatxrertaeoartoowiilmyftnteaheeoompimirautsnlkoeeroAdstnooyhhubditsfloeoseev.cturlaGhjuiotonrenshwsucssttatrleheaoiannnderg1seayysi2eNyin.oaasCGBtqunboBheursowWaeepyunaxsArotetaer.uJidrpoiocashanisnsiaren1esevpdudsbeheenotlppEeodoeaapekaDnrrh.nanidtWrsshttaeaewreainidlmteybccevroeoCatlruihenanrnteaest2.Gcraea4nthlgdycheaevarensasra’adnd.tsia.nggess.
• allow learners to practise the core
skills, in context and while engaging l Put the cards into a bAonx.cTieanktettiumrnessto cThoodoasye a carAdn. IcfieitnhtatsimtheesperTsoond’asy
in practical activities. nFaomoedwritten on it, your partner must say what work the person dEoXeTs.EINf tShIeON
Exercises:
• allow learners to answer questions 1 FfncaiaCEantrhnlmddoetoteersh?ur.httiWTnoamhhwgineoosmrwwetheaianensbnhtoweiusortmirJskootstthhehepeehrpp?eEeDrprishsdoorhnaneiwmdhioaCtvehaesst,behtlrehyoetmHhnaeoyyrssfotooucrrdors’rpsirsafetaercmtrtsni?aleyWnrbsmhwaauctekshrgtsar.spoaupynendthe. Wde thpooetrwhseaomsnh?’sis
about what they have learnt and
consolidate learning. W32aJUtPoncrsbeehospuehdnnEdtop,ywhcorauuasrimmtfhiCneeadfsiinrneslgttynsaHofrravoeyimlefowsrqrdiutawteensrnotidtboeynsrai2xenibtnAoefaorilkcclsalalanis,bfsioneduEitssnWcgtueloissssthriA.oiFfenriin.csda.oHuitsmbooorek,aEbtohuiotpia
Homework activities: Yhoa3uvretWthleereiaatsecrthnoaertnyrae.wbsWsoihlauleystr.hoeYofdobwiudeytwiwtoiteulalekadnelo1spco5lu0admcaoene?EednWxxt1tahr8earo0rierwwcesaoisosrsedreainsvrvi1acdohb.elo1vooeunsdtatJihnborsoieteu?eptWhftahhEmapetho1hru2aasiGpmGphheCaananensadlaie?aiyanHnssayywofuohrod.
• let learners explore, build on and
ionnt1eyrwYoeoRaursuietrtatcyoePadownrnuet.nhcR.hhaTeeisonahstoddetoasnryoetyoeyntuosmoetruwaeerrswnsitsttasiaesllwgyaapribtnortooehduyuptpsotaha.hureyeirsicinafflavantmhesdsnei.plytyiroaebnsraeconktfrtgwutrowreiutoinnrpdgfrao.erlssaeebn.otauttitohnesbtoootkhsehcelahasss – one
practise what they have learnt at
school. l112WinofcborrkmoSEanatotryinloyoenuhAfrurgoomewmapnnethtosoepfrdloeeotmwecluetlhmrteheeecSnalttiolfalenerdseytAhoogurryenvitomdeferao-ogdnyaeeottfhhuaeemwrieroartutsoc.sohplesedfrr.soomn,sutsoinneg. the
l Wodrk aOsuar agnrocuepsttoorsrewchoordliyveodurloonwgnavgidoeaoteopr trocmesaskeedafopoodst.er about three
GheanaAinacnisenwthpoehoapvleewacohreiecvleodthginregamt tahdinegfsroinmGshkainnsaaonrdonthaetur rcaolufnibtreiess..
f Children today only play electronic games indoors. ICT
2 Write the sentences in your exercise book. Fill in the missing word.
aWbaotBuchrt.ovBnidezleeoowAsgaaenredsdoomcseutmoexneaenmstaprlieess.asYabooulturinttegsaocmheeropwf rtiohllecsehfasosmwinoyguosuGmhaornSeatodianoncesuAymgoeeunhtaarvieesfle,lianrtnt
videoas anSdtopnheoAtoggerappehospales cwuetllu. Mpathkeeinrofoteosd. with sharpened .
l Kwb abTehnea Frimpong-Boeantdenedg:whhttepns:t/h/weww.youtube.cobmeg/waant.ch?v=ziVrU95tAiw
l OczwaAlndcBieonattesnpge:ahrsttapsn:d//warwroww.ysowuteurbeet.icpopme/dwwaticthh?v=ngRPSoq2U. AY
l ODEldeasAivbniidaDMsatArosy:dduhijnieat:trgyhpn,etstw::p/h/astw:yt/pw/swswo:w/f./ywwo.wuytwouua.bytneuod.bucetoruo.mcbao/esmwf.tcoia/onowtmgcdah/wtiw?ncvehca=r?lteuuvcl=dhalde?envswscD=Lis7Seht3qnoOY_trPOimwnWkgUaD_yiZ6tsPRiAnoQftepisnrseasenrdvicnognftoaoinde. rs.
l
l
l Azumah Nelson: https://www.youtube.com/watch?v=3e2iJ8Ue9h8
12 HOMEWORK
Prepare an oral presentation to retell the life story of a famous Ghanaian.
1 Use the notes you made while watching the documentary or video. Write out the
person’s life story. List all their important events and achievements.
2 Practise retelling the person’s life story in an interesting way. Ask your
family members to listen and give you feedback. Use their feedback to make
improvements.
46
9
Welcome to this History Series
Revision activities:
• help learners to revise content
• feature self-assessment that give
learners an opportunity to reflect
on their knowledge and learning
• promote problem solving and
subject understanding
• are representative of the indicators
and exemplars
• provide opportunities to assess
learners both formatively and
summatively.
Assessment:
• provides an opportunity for
learners and teachers to assess
what they have learnt.
End-of-year exam:
• provides learners with an
opportunity to check their
knowledge and understanding of
the work they have learnt during
the year
• allows learners to practise exam-
type questions and identify any
gaps in their knowledge
• provides an additional opportunity
for summative assessment.
10
INTRODUCTION Introduction
History is a subject that explores the past with the Therefore, through the teaching and learning of
aim of understanding the factors that have shaped History, learners should:
our world. As an academic discipline, history helps • appreciate the history of themselves, their families
to develop the imaginative abilities and critical
thinking skills of learners. This discipline is also and communities
aimed at imparting a range of important moral • acquire the skill of gathering and objectively
lessons, guidelines for their everyday lives and
interactions with people in the society. analysing historical data, using scientific
The objective of this Teacher’s Guide is to make methods, that will enable them to interpret past
teaching and learning interesting, relevant and actions and behaviours of the people of Ghana
enjoyable. from a Ghanaian perspective
• acquire more knowledge on the history of the
Teaching philosophy people of Ghana
• apply historical concepts to the study of the
Through the learning of History, learners will, history of Ghana
specifically, acquire: • develop a discerning approach to studying
• critical thinking skills by comparing, contrasting, sources of historical evidence
• develop a sense of national consciousness and
evaluating, synthesising, and applying historical appreciate the factors that make for national unity
information or knowledge with little or no • acquire positive habits and attitudes, national
supervision identity as a Ghanaian and an African with
• creative thinking skills to be able to reconstruct a heritage worthy of pride, preservation and
important past events confidently improvement
• digital literacy by using IT tools and resources • appreciate the relevance of the study of history
efficiently for investigations and project work in current and future development efforts of the
• effective communication skills to be able to share nation.
information at varied levels of interaction
• values to live as global citizens as they learn about General aim of the curriculum
other people and cultures of the world.
The curriculum is aimed at developing individuals
Learning philosophy to become literate, good problem-solvers, with
the ability to think creatively and have both the
The History classroom should be learning-centred. confidence and competence to participate fully in
Introduce the topic for the day and assist learners to the Ghanaian society as responsible local and global
describe and analyse issues raised, trace patterns of citizens.
societal and human behaviour and where necessary,
give their views on current events (in the country) Subject aims
based on their knowledge of the history of Ghana.
You should encourage learners to explore topics The National Curriculum for the History of Ghana
through questioning. aims to ensure that learners can:
The History of Ghana curriculum is underpinned • trace Ghana’s origins and its past glories
by seven historical concepts and classroom activities. • develop the critical skills of historical enquiry
Emphasise these important concepts in your daily
learning as they are aimed to promote higher order using scientific methods and participate as active,
thinking among learners: informed and responsible citizens
• context and chronology • develop a critical understanding of the past and
• significance its impact on the present to help them face the
• cause and consequence future with confidence
• continuity and change • explain how external factors have shaped the
• similarity and difference History of Ghana
• evidence • gain a sense of national consciousness, identity
• interpretation. and appreciation of Ghanaian values in order
to help instil values such as tolerance, good
citizenship and national pride
• study the History of Ghana in an enjoyable and
stimulating environment
11
Introduction • develop projects.
The following activities are recommended:
• make use of historical facts to acquire analytical • Sessions using different sources of historical
skills, compare different periods and give their
own structured account of past events. evidence, including discussions with people with
historical knowledge (resource persons) and
Instructional expectations visiting historical sites
• Debates between groups about various historical
The goal of introducing the History of Ghana as topics
a subject in the primary school is to effect positive • Projects using modern technologies to communicate
change in values and attitudes of learners. It focuses findings clearly and effectively in the form of papers,
on past events that have shaped our society. This exhibits/posters, drama and documentaries.
can be achieved through well-planned lessons which
involve learners in the learning process. The enquiry Organisation of the curriculum
approach of teaching is therefore encouraged in the
History classroom. Learners should be guided to The curriculum is organised under Strands,
make enquiries from available sources of historical Sub-strands, Content standards, Indicators and
evidence. Historical evidence can come from exemplifications. In this curriculum, ‘Ghana’
primary sources and secondary sources: represents Pre-colonial and Post-colonial Ghana.
• Primary sources originate from the past. • Strands are the broad areas/sections of the
Essentially, primary sources are closer to the History Curriculum to be studied.
events in time and space. Examples could include • Sub-strands are larger groups of related
pottery, wall paintings, carvings, coins, letters,
newspapers, diaries, court records and verbal indicators. Indicators from sub-strands may
accounts from people who witnessed an event, sometimes be closely related.
archival documents and archaeological findings. • Content Standards refer to the pre-determined
• Secondary sources relate to accounts about level of knowledge, skill and/or attitude that a
past events based on interpretations of primary learner attains by a set stage of education.
sources, for example, books, journals, books, • Indicators refer to a clear outcome or milestone
articles, etc. that learners have to exhibit in each year to meet
Instructional expectations for your History lessons the content standard expectation. The indicators
include the following: represent the minimum expected standard in a year.
• Plan lessons to meet the interests, knowledge, • Exemplars refer to support and guidance which
understanding, abilities, and experiences of learners. clearly explains the expected outcomes of an
• Design and manage learning environments Indicator and suggests what teaching and learning
that provide learners with the time, space, and activities are undertaken, to support the facilitators/
resources needed for learning the History of teachers in the delivery of the curriculum.
Ghana. The curriculum for Basic 5 is organised under four
• Generate discourse among learners and challenge strands with seven sub-strands:
them to accept and share responsibility for their • Strand 2: My country Ghana
own learning based on their unique individual –– Sub-strand 1: The people of Ghana
differences. –– Sub-strand 5: Some selected individuals
• Use multiple methods and systematically gather • Strand 3: Europeans in Ghana
data about learner understanding and ability to –– Sub-strand 2: International trade including
guide teaching and learning with arrangements to
provide feedback to both learners and parents. slave trade
• Collaborate with colleagues within and • Strand 4: Colonisation and developments
across disciplines and grade levels to develop
communities of learners who have the skills of under colonial rule in Ghana
inquiry and exhibit attitudes and social values –– Sub-strand 2: Social developments under
conducive to learning.
As the teacher, you should serve as a facilitator by colonial rule
prompting learners to: –– Sub-strand 3: Economic developments under
• observe and collect historical evidence
• interpret data as required colonial rule
• build models • Strand 5: Journey to independence
12 –– Sub-strand 1: Early protest movements
–– Sub-strand 3: The 1948 riots and what came
after
Time allocation Introduction
A total of 4 periods a week, each period consisting Pair work
of 30 minutes, is allocated to the teaching of History
at the Primary level. It is recommended that the Learners are often instructed to work in pairs –
teaching periods be divided as follows: either with their desk mate, or with a partner. This is
• Theory: 2 periods per week (two 30-minute an ideal opportunity for learners to assist each other,
and for them to assess each other.
periods) • Working with a desk mate offers the least
• Practical: 2 periods per week (one double-
classroom disturbance. Learners are already seated
period/1 hour). side-by-side.
• Working with a partner that you have allocated
Classroom management to the learner means that you can pair a slower
learner with a faster learner, so that they can help
Most teachers in Ghana are working with large classes, one another. You may also choose to pair learners
and are skilled in large-class teaching and learning of similar abilities together, so that they can
methodologies. Here are a few reminders about group, proceed more quickly with the work, while you
pair and individual work that could be helpful when assist the slower pairs.
teaching large classes.
Individual work
Group work
Individual work usually follows a group discussion,
Many of the activities especially those related to or a reading by you, the teacher. The learner will by
listening and speaking are done in groups. Group this stage, be familiar with the vocabulary required
work needs to be carefully planned and used for the individual work, and will usually have
thoughtfully. For group work to be successful, the been involved in a discussion about the text. This
whole class has to be well-behaved. Therefore it is means that he or she is now ready to work alone,
important for you to set very definite ground rules. and answer comprehension questions, or write a
• Learners must listen to each other. paragraph.
• They must give all group members the While learners are working individually, walk around
the classroom, checking what they are doing, and
opportunity to share their ideas. offering help where it is needed.
• They must be polite and courteous.
• Tell learners exactly how loudly they are expected Learning domains (expected
learning behaviours)
to talk.
• Inform them as to whether they are allowed to A central aspect of this curriculum is the concept
of three integral learning domains that should be
get up out of their seats or not. the basis for instruction and assessment. These are
• Make them aware of the consequences if they do discussed further below.
not adhere to the ground rules. Knowledge, understanding and
• It is usually best to remove them from the group application
and for them to complete the activity on their Under this domain, learners may acquire some
own. knowledge through some learning experiences.
• Have signals that will tell your learners that the They may also show understanding of concepts
activity is coming to an end or the noise level is by comparing, summarising, re-writing, etc.
getting too loud, for example, flicker the lights in their own words and constructing meaning
on and off or ring a bell. It is best not to use your from instruction. The learner may also apply the
voice as you will end up shouting to be heard knowledge acquired in some new contexts. At a
above the group discussions. higher level of learning behaviour, the learner may
Circulate and supervise. This is not free time for you. be required to analyse an issue or a problem. At a
You need to listen to discussions, check if groups much higher level, the learner may be required to
have understood the instructions and conduct synthesise knowledge by integrating various ideas to
informal assessments. formulate a plan, solve a problem, compose a story,
Vary groups. Three to five members per group is or a piece of music.
ideal. If groups are too large, you will usually find
someone not participating.
13
Introduction and responsibilities. Learners must be taught
to respect the views of all persons and to see
Further, learners may be required to evaluate, national diversity as a powerful force for nation
estimate and interpret a concept. At the last level, development. The curriculum therefore promotes
which is the highest, learners may be required to social cohesion.
create, invent, compose, design and construct. The • Equity: The socio-economic development
learning behaviours Knowing, Understanding, across the country is uneven. Consequently, it is
Applying, Analysing, Synthesising, Evaluating necessary to ensure an equitable distribution of
and Creating fall under the domain ‘Knowledge, resources based on the unique needs of learners
Understanding and Application’. and schools. Ghana’s learners are from diverse
backgrounds, which requires the provision of
Skills and processes equal opportunities to all, and that all strive
to care for each other, both personally and
These are specific activities or tasks that indicate professionally.
performance or proficiency in any given learning • Commitment to achieving excellence: Learners
area. These skills and processes include Observing, must be taught to appreciate the opportunities
Classifying, Comparing, Communicating/Reporting, provided through the curriculum and persist in
Predicting, Analysing, Generating possibilities, doing their best in whatever field of endeavour
Evaluating, Designing, Interpreting, Recording and as global citizens. The curriculum encourages
Generalising. innovativeness through creative and critical
thinking and the use of contemporary technology.
Attitudes and values • Teamwork/Collaboration: Learners are
encouraged to participate in team-oriented working
To be effective, competent and reflective citizens, and learning environments. This also means that
who will be willing and capable of solving personal learners should have an attitude of tolerance to be
and societal problems, learners should be exposed to able to live peacefully with all people.
situations that challenge them to raise questions and • Truth and integrity: The curriculum aims
attempt to solve problems. Learners therefore need to develop learners into individuals who will
to acquire positive attitudes, values and psychosocial consistently tell the truth irrespective of the
skills that will enable them to participate in debates consequences. In addition, they should be
and take a stand on issues affecting them and others. morally upright with the attitude of doing
The History curriculum thus focuses on the the right thing even when no one is watching.
development of these attitudes and values: Also, learners should be true to themselves and
be willing to live the values of honesty and
Attitudes: compassion. Equally important, the ethos or
culture of the workplace, including integrity
• Curiosity: This is the inclination or feeling that and perseverance, must underpin the learning
drives the seeking of information about how processes to allow learners to apply skills and
things work in a variety of fields. competencies in the world of work.
• Perseverance: This is the ability to engage with a Methodology
problem until a satisfying solution is found.
History is a talking subject and teaching it is quite
• Flexibility in ideas: This is the willingness to different compared to teaching other subjects.
change opinion in the face of more plausible Learners are more likely to respond positively to
evidence. the subject when their teachers are enthusiastic and
energetic, and adopt an innovative approach to their
• Respect for evidence: This is the willingness to delivery of the content.
collect and use data in one’s investigation, and Look for ideas to challenge learners other than
have respect for data collected by others. only using written work. A creative and interactive
learning environment makes learning fun and
• Reflection: This is the habit of critically inspires more positive reactions from learners. It
reviewing ways in which an investigation has helps them develop the required imaginative and
been carried out, to see possible faults and critical thinking skills and takes away the feeling of
other ways by which the investigation could be learning under duress.
improved upon.
Values:
• Respect: This includes respect for the nation of
Ghana, its institutions, laws, culture and respect
among its citizens and friends of Ghana.
• Diversity: Ghana is a multicultural society in
which every citizen enjoys fundamental rights
14
These include the approaches, methods and Introduction
strategies for ensuring that every learner benefits
from appropriate and relevant teaching and learning to provide the answers and their opinions in a
episodes, which are timely assessed, and feedback is learning-centred classroom.
provided to the learner and other stakeholders, such
as parents and education authorities. It includes the Inclusion
type and use of appropriate and relevant teaching
and learning resources to ensure that all learners • Inclusion entails access and learning for all
attain the expected level of learning outcomes. learners, especially those who are disadvantaged.
The curriculum emphasises: All learners are entitled to a broad and balanced
• the creation of learning-centred classrooms curriculum in every school in Ghana. The daily
learning activities to which learners are exposed
through the use of creative approaches to should ensure that learners’ right to equal access
teaching and learning as strategies to ensuring to quality education is being met.
learner empowerment and independent learning
• the positioning of inclusion and equity at the The curriculum therefore promotes:
centre of quality teaching and learning • learning that is linked to the learner’s background
• the use of differentiation and scaffolding as
teaching and learning strategies to ensure that no and to their prior experiences, interests, potential
learner is left behind and capacities
• the use of Information and Communications • learning that is meaningful because it aligns with
Technology (ICT) as a pedagogical tool learners’ ability (for example, learning that is
• the identification of subject-specific instructional oriented towards developing general capabilities
expectations needed for making learning in the and solving the practical problems of everyday
subject relevant to learners life
• the integration of assessment for learning, as • the active involvement of learners in the selection
learning and of learning into the teaching and and organisation of learning experiences, making
learning process, and as an accountability strategy them aware of their importance in the process
• the questioning of techniques that promote and also enabling them to assess their own
deeper learning. learning outcomes.
Learning-centred pedagogy Differentiation and scaffolding
As the teacher, you should create a learning This curriculum is to be delivered through the use of
atmosphere that ensures that: creative approaches. Differentiation and scaffolding
• learners feel safe and accepted are pedagogical approaches to be used within the
• learners are given frequent opportunities to context of the creative approaches:
• Differentiation is a process by which differences
interact with varied sources of information,
teaching and learning materials and ideas in a between learners (learning styles, interest and
variety of ways readiness to learn, etc.), are accommodated so
• the teacher assumes the position of a facilitator that all learners in a group have the best possible
or coach who helps learners to identify a chance of learning. Differentiation could be by
problem that is suitable for investigation via task, support and outcome.
project work • Scaffolding in education refers to the use of
• problems are connected to the context of learners’ a variety of instructional techniques aimed
world so that it presents authentic opportunities at moving learners progressively towards
for learning stronger understanding and ultimately greater
• subject-matter is centred around the problem, independence in the learning process.
not the discipline Differentiation and scaffolding involve breaking up
• learners responsibly define their learning the learning episode, experience or concepts into
experience and draw up a plan to solve the smaller parts and then providing learners with the
problem in question support they need to learn each part. The process
• learners collaborate while learning may require a teacher assigning an excerpt of a
• learners demonstrate the results of their learning longer text to learners to read, engaging them to
through a product or performance discuss the excerpt to improve comprehension of its
• it is more productive for learners to find answers rationale, then guiding them through the key words/
to their own questions, rather than for teachers vocabulary to ensure that learners have developed a
thorough understanding of the text before engaging
them to read the full text.
15
Introduction Gender-sensitive issues and the representation of
people with special learning difficulties successfully
In this curriculum, assessment is emphasised as a operating in normal life, are emphasised to ensure
tool to promote learning by all. Its purpose is to inclusivity and avoid stereotyping. This emphasis is
identify the strengths and weaknesses of learners to interwoven closely with the consistent development
enable teachers to adapt their teaching. This will in and promotion of requisite attitudes and values, such
turn help learners to progress steadily in the areas as curiosity, perseverance, flexibility in ideas, respect,
where they need to improve. Assessment is viewed in commitment to achieving excellence, teamwork
terms of Assessment as learning and Assessment as, and collaboration, truth and integrity, as well as an
for and of learning. inherent appreciation of Ghana’s cultural, ethnic and
• Assessment as learning: This relates to engaging environmental diversity.
In addition to gender equality and equity, and
learners to reflect on the expectations of their inclusive education, other issues addressed in
learning. They are assisted to know their roles relevant contexts include:
and take responsibility of their own learning • comprehensive sexuality education
to improve. Learners set their own goals and • energy efficiency and conservation
monitor their progress towards these goals. • anti-corruption
• Assessment for learning: This occurs throughout • climate change
the learning process. It is an approach used • green economies
to seek and interpret evidence, which serves • sanitation
as timely feedback for teachers to refine their • road safety.
teaching strategies in order to improve learners’ This approach will help to achieve the key goals of
performance. Learners become actively involved the curriculum, which are to build character, nurture
in the learning process and gain confidence in values and raise literate, confident and engaged
what they are expected to learn. citizens who are able to think critically and take
• Assessment of learning: This is summative responsibility for themselves and others.
assessment. It describes the level learners have
attained in the learning, what they know and Core competencies
can do over a period of time. The emphasis is to
evaluate each learner’s cumulative progress and The core competencies describe a body of skills
achievement. that teachers at all levels should seek to develop
in their learners. There are ways in which teachers
Scaffolding and learners engage with the subject matter as they
learn the subject. The competencies presented below
A spiral approach has been adopted in the course. describe a connected body of core skills that are
The content begins with the learner’s immediate acquired throughout the processes of teaching and
environment, broadening to an exploration of his learning.
or her wider community, and finally extending to 1. Critical thinking and problem solving (CP)
the wider world. Through active participation in
activities, learners get to develop appropriate value These skills develop learners’ cognitive and
systems and contextual understanding. reasoning abilities to enable them to analyse and
Effective teaching and learning in History depends solve problems.
upon the use of actively participatory methods. 2. Creativity and innovation (CI)
These include the following: This competence promotes entrepreneurial skills
• Discussion in learners’ through their ability to think of
• Drama, role play and simulation new ways of solving problems and developing
• Song and dance technologies for addressing the problem at hand.
• Case studies and interviews 3. Communication and collaboration (CC)
• Research This competence promotes in learners the skills
• Miming to make use of languages, symbols and texts to
• e-Learning exchange information about themselves and their
• Group work life experiences.
• Question and answer 4. Cultural identity and global citizenship (CG)
• Games.
Ghanaian content and examples have been used
wherever relevant and appropriate, to enhance
understanding and provide opportunities for learners
to apply their acquired knowledge to real-world
situations.
16
This competence involves developing learners Introduction
to put country and service foremost through
an understanding of what it means to be active Use of ICT
citizens.
5. Personal development and leadership (PL) To be successful in life, it is essential to have
This competence involves improving self- knowledge of ICTs. ICT is an abbreviation for
awareness and building self-esteem. It also entails Information and Communication Technology. It
identifying and developing talents, fulfilling includes the following:
dreams and aspirations. • Laptop or desktop computers
6. Digital literacy (DL) • Smartphones
Digital literacy develops learners to discover, • Tablets
acquire, and communicate through ICT to • CD players
support their learning. It also makes them use • Projectors
digital media responsibly. • Calculators
• Radios
Teaching instructions • Cameras
• Television sets
The teaching instructions provide suggestions for • Computer and related software such as Microsoft
each of three phases (Phase 1, Phase 2 and Phase 3)
in the lesson plans. Several suggestions are provided Office packages – Word, PowerPoint and Excel
for each phase, so that there are sufficient options to ICTs are useful teaching tools in the classroom.
cover all of the required lesson plans for the relevant The internet can be accessed on laptop or desktop
exemplar(s) in that section of content. computers, tablets or smartphones. Try to use
whatever resources you have available to assist you
Activities in your teaching and learning programme. Here are
some ideas for how to do this:
Learners enjoy exploring; getting them involved • Listening to recorded texts is an excellent way of
in related activities is a fun way to reinforce what
has been taught. As a facilitator, you can arrange enlisting learners’ attention and observing them
excursions to cultural centres, museums or at the same time. Recordings that support the
Parliament. topics in the syllabus can be found on CDs or
Relating the lesson to current national and online, or you can make your own.
international events, and inviting guest speakers • Project and research work is important in the
into your classroom to elaborate on topics, are learning process. Teachers and learners can use
also fun activities that can be adopted but do not the internet to find information and do research.
underestimate the application of group work, Learners can also watch video clips that give more
debates and research work, designing posters and information about topics they are learning about.
paintings, and so on. These are all excellent ways of • The internet gives access to a wide range of
making History lessons interactive. visual material, which can be used to support the
The types of activities used to ensure on-level, age- learning process. This is particularly useful for
appropriate and multi-ability learning include: learners with a limited frame of reference, and
• true and false activities who can benefit from visual support in order
• cloze activities to understand environments that are foreign to
• role play them, for example, the city for rural children, and
• songs and games the ocean for children who have never seen the
• crosswords and word searches ocean. Visual material on the internet includes
• matching activities video clips, animated applications and images.
• case studies (for the higher primary levels) and • You can enhance your teaching by using
websites to access material online for extension
interviews or assessment purposes. In the section of this
• diary entries, newspaper articles, brochures, Teacher’s Guide that offers guidance to the
activities in History Basic 5 Learner’s Book,
posters and timelines. specific suggestions are made regarding the use
of ICTs. However, the extent to which you can
use ICTs in the classroom depends on the access
that your school has to them. Some schools
have internet connections, and can access the
17
Introduction 1. Diagnostic assessment
This examines learners’ prior knowledge and is used
internet to use a wide variety of applications, to establish links to the new lesson:
such as resource websites, video channels, live • Test learners prior knowledge by asking them to
interviews, and so on. However, if a connection
is not available, the internet can be accessed respond to key words, names and dates related to
through cellular data on tablets or smartphones. the next topic.
If you are in a situation where you have access to • Ask learners to define key words and terms.
the internet and the relevant applications only 2. Formative assessment
outside of the classroom, then you can download Formative assessment includes the methods that
material and play them offline in the classroom. teachers use to evaluate and assess a learner’s
ability to understand and apply what they have
Assessment learnt during a lesson. This also gives teachers the
opportunity to continually assess learners and to
In this curriculum, assessment is emphasised as a use this assessment to address their learning needs,
tool to promote learning by all. Its purpose is to the progress they have made, and to address any
identify the strengths and weaknesses of learners to barriers to learning or learning difficulties that they
enable teachers to adapt their teaching. This will in may have.
turn help learners to progress steadily in the areas Formative assessment in the form of teacher
where they need to improve. observations and assessments, as well as self-
Assessment is viewed in terms of Assessment as assessment and peer-assessment done by learners,
learning, Assessment for learning and Assessment of will help to identify areas of difficulty so that these
learning. areas can be targeted and any problems addressed
• Assessment as learning: This relates to engaging immediately before moving on to the next section
of work.
learners to reflect on the expectations of their Formative assessment is an important step in the
learning. They are assisted to know their roles teaching and learning process. It allows you as the
and take responsibility of their own learning teacher to observe your learners in a wide variety of
to improve. Learners set their own goals and learning situations, and to collect, record and use
monitor their progress towards these goals. this information, which you can then use to inform
• Assessment for learning: This occurs throughout further teaching and learning.
the learning process. It is an approach used You should use different types of formative
to seek and interpret evidence, which serves assessment to address the different learning abilities
as timely feedback for teachers to refine their of learners in your class. These assessments could
teaching strategies in order to improve learners’ take the form of formal and informal observations
performance. Learners become actively involved during whole class and individual, pair and group
in the learning process and gain confidence in work activities, through the assessing of written
what they are expected to learn. work, projects, tasks and tests.
• Assessment of learning: This is summative You can record your assessments as short notes in a
assessment. It describes the level learners have record book or as a simple checklist on a class list of
attained in the learning, what they know and learners’ names.
can do over a period of time. The emphasis is to 3. Summative assessment
evaluate each learner’s cumulative progress and Summative assessment is used to test whether
achievement. learners have achieved the objectives of the whole
Making sure that learners have actually absorbed unit or series of topics, or a whole semester, term or
the lessons taught and not just had fun through year’s work.
the entire lesson is equally important. There
are assessments at the end of each lesson in the
textbooks that are useful tools for reinforcement of
lessons taught. You can also adopt other forms of
assessment during the lessons to ensure learners are
on the same level of understanding. Some of these
assessments include the following:
18
Introduction
School-Based Assessment
The new SBA system provides schools with an internal assessment system.
Level of Equivalent Meaning Grade descriptor
Proficiency Numerical Grade
1 Learner exceeds core requirements in terms of
80% + Advance (A) knowledge, skills and core understanding; can transfer
2 them automatically and flexibly through authentic
3 75-79% Proficient (P) performance tasks.
Learner develops fundamental knowledge, skills and
4 70-74% Approaching core understanding; can transfer them independently
5 Proficiency (AP) through authentic performance tasks.
Learner develops fundamental knowledge and
65-69% Developing (D) skills and core understanding; with little guidance;
can transfer understanding through authentic
64% and below Beginning (B) performance task.
Learner possesses the minimum knowledge and
skills but needs help throughout the performance of
authentic task.
Student is struggling with his/her understanding due
to lack of essential knowledge and skills.
The SBA consists of twelve assessments a year. These include:
• End-of-month/Strand tests
• Homework assignments (specially designed for SBA)
• A project.
To guarantee adequate time for the course coverage Planning your teaching
and assessment, lessons must be planned in advance
for the week or the month. The best advice is to This section in the Teacher’s Guide aims to help you,
be well informed about the lesson content and the teacher, think about planning your teaching and
teach with passion. The facilitator is always the best to further develop the skills you already have.
determinant of the time frame to adapt and diverge The planning of lessons aims to ensure that the
lessons based on the capability of the class. objectives of learning are met. It is never easy to find
Irrespective of the time frame, each lesson should time to plan every lesson, particularly in Ghanaian
be as interactive and enjoyable as possible to ensure schools where classes are often large and workloads
attentiveness and involvement of every learner. heavy. Yet, without planning our lessons, we might
Be positive, confident about the subject matter and well become disorganised and will not achieve the
explicit in your directions on what learners need learning objectives.
to do. Remember! Your attitude in delivering the Planning gives the teacher the opportunity to
lessons will definitely determine the attitude of mobilise enough teaching and learning resources
learners towards the lesson! and to avoid challenges that might arise during
instructional time.
Resources It is absolutely vital that you have read the Learner’s
Book before teaching any lesson and that you have
There is a Resources section on pages 96–106 of this planned how you are going to develop your material
Teacher’s Guide, with additional resources you can for the classroom. This Teacher’s Guide aims to help
use during your History lessons. Each resource is you in that process and to give you ideas as to how
linked to a specific section of work in the Learner’s each lesson can be conducted.
Book. You can adapt these resources as needed to Before each term begins, spend some time going
suit the ability levels of learners in your class. through each of the strands and sub-strands you
need to cover in that term. Work out how much
19
Introduction by a practical lesson and then by a class discussion
directed towards building principles and values.
time you might need to cover each of them. Combining teaching facts and practice might seem
Determine how you will find relevant and sufficient very difficult for a new teacher. Feel free to talk to
teaching and learning resources. You will be able more experienced members of staff and ask for help.
to check and revise your estimate after the first They know how to combine the teaching of facts
few lessons. Be adaptable, as some units will take with practice and the building of values.
more time than you had planned. Have some
materials at hand to fully engage those students who Scheme of Learning
finish early. These materials could take the form
of revision for a test, a class game or a plan for a Never go into a class unprepared, even if you have
discussion or debate. taught a lesson many times before. Have your ideas,
plans and materials ready. You should make sure you
Know the syllabus/ are confident with your material. Classes are easier to
Curriculum well manage and learners behave better when a lesson is
organised well.
Knowing the curriculum well will help you in You might want to develop a regular pattern such as
your lesson preparation, especially your scheme the following:
of learning, learning plan and even preparation • A brief period of revision. What did we do last
for the year’s work. It would be beneficial to read
and perhaps note down the titles of themes and to time?
summarise the more detailed pages. It will also help • The introduction of new material, given in the
you to know what the syllabus sets out to achieve
and what you should be looking for in assessing form of a class lesson.
learners’ progress termly and yearly. • Activities, undertaken in pairs, groups or
Teachers are expected to give weightings to learners’
progress of work in the following ways: individually.
• Learners need to have increased their knowledge • A class discussion of what everyone has done.
• Reflection on what has been taught.
and understanding of the facts and concepts When learners are used to being occupied the whole
of the course. This is weighted at 30% of time, they tend to be more cooperative and to value
the expected achievement. The curriculum the lesson more.
developers say that knowledge is not everything.
• Learners should know how to apply this Points to remember in preparing a scheme
knowledge to given situations. This is weighted of learning
at 30%. They say that the application of Important points to remember when developing a
knowledge is just as important as gaining that scheme of learning are the following:
knowledge. • Know your syllabus.
• The most important aims concern, however, are • Make a preliminary plan based on the time you
learners’ attitudes, values and process skills.
These are weighted at 40%. think you will need to cover each unit.
This is very different from traditional educational • Be prepared to change that plan as you learn
aims, which overemphasised the importance of
knowledge. how much time each theme really takes.
When preparing lessons, you need to keep the • Take into account school events which take
general aims and profile dimensions in mind so that
they include the following: up time (for example, examinations and
• the facts and how these can best be understood special occasions). Leave some spare time in
• practical work designed to illustrate how your planning. Very few timetables work out
learners’ new knowledge and understanding can absolutely perfectly. Learners, especially at the
be put into practice higher levels, can be very critical if they think a
• overall development of beneficial values and syllabus has not been covered or if it is rushed
attitudes. and they cannot keep up.
This does not mean that every lesson should contain • Always remember that facts are only a part
all three elements. That is too much to ask. A of education. Keep in mind the skills you
theoretical lesson can, for example, be followed wish to develop, particularly those of easy
communication, of cooperation and the
20 development of mutual tolerance and respect.
• Make sure you have all the materials ready and Introduction
at hand for each lesson. If classes are sharing
resources, make sure the ones you want are Some marking of work can be done by learners
available when you want them. Before you start themselves by swapping papers.
any theme, revise your aims and work out how You can mark work in class while you are going
you will determine if you have achieved them. round supervising and encouraging learners as they
This is called evaluation. work. This has the advantage of offering instant
praise and correction.
• When preparing materials and activities, take Do not let your marking pile up from one day or
into account the different abilities of your one week to another.
learners. Try to organise additional activities for It is important to create an atmosphere of trust
the quicker learners to give you time to help in which learners feel confident enough to ask
those who are finding the lesson difficult. This questions without feeling embarrassed. Learners
Teacher’s Resource Pack will help you to plan should never be allowed to make fun of a learner
further activities. who asks a question to which other learners already
know the answer. Make it clear that such a response
Useful teaching tips is not acceptable.
Teaching tip 4: Use the local environment
Teaching tip 1: Keep learners occupied The study of History is about the whole of your
One of the most important skills in classroom learners’ physical, social and cultural surroundings.
management, is the ability to ensure your learners Your resources are all around you – inside and
are occupied for the whole lesson. If a group has outside of the classroom. Do not rely solely on the
finished a task and learners have nothing else to do, written word or pictures. Use your own knowledge
they are likely to become disruptive. To counter this, and that of your learners about the world around
break up your lesson into different parts and include you.
the following: • Go outside and look with new eyes at your
• full class work
• individual work surroundings. Take learners out into the
• practical activities. environment (farms, rivers, lakes, the sea shore,
Teaching tip 2: Earn respect offices, workshops, factories) and encourage them
The teacher needs to earn respect by being punctual, to do the same on their own.
clean, tidy and knowledgeable. Learners need to • Invite people to the school to talk about
know that when a teacher asks for silence, he or she their roles in the community (farmers, nurses,
means it and will not continue until there is silence. engineers, councillors)
The first few lessons are important to ensure that • Make the most of local examples. You could
the teacher’s expectations are evident to learners very look outside when it is raining and show learners
early on. how miniature streams are created, for example.
Teaching tip 3: Mark work promptly and You could encourage learners to look at the sky
efficiently when they are on the playground to learn about
When you have a large class, the marking of learners’ the different types of clouds and what they might
work can become a burden. If it is postponed, the indicate about future weather.
burden can become unbearable. Learners need to Learners could learn about the economics of running
have their work marked and returned promptly with a business from the local shop owner or from local
constructive criticism and as much encouragement market traders.
as possible.
Enjoy your History teaching experience.
21
Introduction
Scope and sequence matrix
Strand Sub-strand Basic 5
History as a subject Why and how we study history
My country Ghana The learner’s own history ✓
Family history
Europeans in Ghana Community history ✓
Colonisation and developments The people of Ghana ✓
under colonial rule in Ghana Inter-group relations
Journey to independence How Ghana got its name ✓
Independent Ghana Major historical locations ✓
Some selected individuals ✓
Arrival of Europeans ✓
International trade including slave trade
Missionary activities
Impact of European presence
Establishing colonial rule in Ghana
Social development
Economic development
Political development
Early protest movements
Formation of political parties
The 1948 riots
Ghana gains independence
The Republics
Military rule
22
Introduction
Scheme of Learning by term
Term 1
Week Time allocation/ Section LB page(s)
1 Period
2 30 mins (1 period) Teach content: My country Ghana 5–7
3 30 mins (1 period) Learners do: Let us learn about… activity (page 5); Activity 1.1 8–11
4 1 hour (2 periods) 8–12
5 30 mins (1 period) (page 7); Homework (page 7) 13–16
30 mins (1 period) Teach content: Our ancestors’ lives and our lives today, Food,
1 hour (2 periods)
30 mins (1 period) Clothing, Entertainment
30 mins (1 period) Learners do: ICT activity (page 9); ICT activity (page 11)
1 hour (2 periods) Teach content: Our ancestors’ lives and our lives today, Food,
30 mins (1 period)
30 mins (1 period) Clothing, Entertainment (continued)
1 hour (2 periods) Learners do: Activity 1.2 (page 12); Exercise 1.1 (page 12)
30 mins (1 period) Teach content: Modes of travel, Buildings, Communication
30 mins (1 period) Learners do: ICT activity (page 16); Homework (page 16)
1 hour (2 periods)
Teach content: Modes of travel, Buildings, Communication 13–16
6 30 mins (1 period) (continued) 17–21
30 mins (1 period) 22
1 hour (2 periods) Learners do: Activity 1.3 (page 16); Extension (page 16); 23–25
Exercise 1.2 (page 16)
7 30 mins (1 period)
30 mins (1 period) Teach content: Trading, Types of work, Technology
1 hour (2 periods) Learners do: ICT activity (page 21); Activity 1.4 (page 21);
8 30 mins (1 period) Extension (page 21)
30 mins (1 period)
1 hour (2 periods) Teach content: A photograph album
Learners do: Exercise 1.3 (page 22); ICT activity (page 22);
9 30 mins (1 period)
30 mins (1 period) Activity 1.5 (page 22)
1 hour (2 periods)
Teach content: Project, Ancient sites and museums
10 30 mins (1 period) Learners do: Project (page 23); Activity 1.6 (page 25)
30 mins (1 period)
1 hour (2 periods) Teach content: Ancient towns and places in Ghana 26–27
Learners do: Homework (page 26); Activity 1.7 (page 27)
11 30 mins (1 period) Teach content: The history of ancient towns and places in 27–33
30 mins (1 period) Ghana 31–33
1 hour (2 periods) 34–35
Learners do: ICT activity (page 28); Activity 1.8 (page 28);
12 30 mins (1 period) Activity 1.9 (page 31)
30 mins (1 period)
1 hour (2 periods) Teach content: The history of ancient towns and places in
30 mins (1 period) Ghana (continued)
Learners do: ICT Activity (page 31); ICT Activity (page 32);
Activity 1.10 (page 33)
Teach content: Research and talk about ancient towns and places
in Ghana
Learners do: Homework (page 34); Activity 1.11 (page 34);
Exercise 1.4 (page 34); Revision (page 35)
23
Introduction
Term 2
Week Time allocation/ Section LB page(s)
13 Period Teach content: Some outstanding people from Ghana 36–46
30 mins (1 period) Learners do: Activity 1.12 (page 37); Homework (page 37) 36–47
14 30 mins (1 period) 47–50
1 hour (2 periods) Teach content: Some outstanding people from Ghana
30 mins (1 period) (continued) 51
30 mins (1 period) 52–56
1 hour (2 periods) Learners do: Activity 1.13 (page 46); ICT activity (page 46); 57–60
Homework (page 46); Activity 1.14 (page 47) 61–63
15 30 mins (1 period) 64–66
30 mins (1 period) Teach content: Traditional leaders whose work is inspiring 67–69
1 hour (2 periods) Learners do: Activity 1.15 (page 47); Activity 1.16 (page 47);
30 mins (1 period) 70–75
Revision (page 48); Assessment (page 49–50) 75
16 30 mins (1 period) 76–79
30 mins (1 period) Teach content: Europeans in Ghana
1 hour (2 periods) Learners do: Let us learn about … activity (page 51); research
17 30 mins (1 period) Teach content: International trade including slave trade
30 mins (1 period) Learners do: Activity 2.1 (page 56); Exercise 2.1 (page 56)
1 hour (2 periods)
Teach content: Slave forts and castles
18 30 mins (1 period) Learners do: ICT activity (page 57); Activity 2.2 (page 60);
30 mins (1 period)
1 hour (2 periods) ICT activity (page 60); Extension (page 60)
Teach content: Why did the Europeans begin trading in
19 30 mins (1 period)
30 mins (1 period) humans?
1 hour (2 periods) Learners do: Activity 2.3 (page 61); Activity 2.4 (page 63);
20 30 mins (1 period) Exercise 2.2 (page 63); Extension (page 63)
30 mins (1 period) Learners do: Revision; Assessment
1 hour (2 periods)
Teach content: Colonisation and developments under colonial
21 30 mins (1 period) rule in Ghana, Social developments under colonial rule
30 mins (1 period)
1 hour (2 periods) Learners do: Let us learn about… activity (page 67);
Homework (page 69); ICT activity (page 69); Activity 3.1
22 30 mins (1 period) (page 69)
30 mins (1 period)
1 hour (2 periods) Teach content: Measures to promote education
Learners do: ICT activity (page 71); Extension (page 71);
23 30 mins (1 period)
30 mins (1 period) Activity 3.2 (page 75); ICT activity (page 75)
1 hour (2 periods) Teach content: Measures to promote education (continued)
Learners do: Activity 3.3 (page 75); Homework (page 75)
24 30 mins (1 period)
30 mins (1 period) Teach content: Important people who helped to develop
1 hour (2 periods) education in Ghana
Learners do: ICT activity (page 78); Activity 3.4 (page 79);
Activity 3.5 (page 79); Exercise 3.1 (page 79)
24
Introduction
Term 3
Week Time allocation/ Section LB page(s)
25 Period
30 mins (1 period) Teach content: Health facilities and housing projects 80–83
26 30 mins (1 period) Learners do: Activity 3.6 (page 82); Exercise 3.2 (page 82);
1 hour (2 periods)
27 30 mins (1 period) Extension (page 82); Revision
30 mins (1 period)
1 hour (2 periods) Teach content: Economic developments under colonial rule 84–87
30 mins (1 period) Learners do: Extension (page 86); ICT activity (page 86);
30 mins (1 period)
1 hour (2 periods) Activity 3.7 (page 87)
28 30 mins (1 period) Teach content: Colonial contributions to agriculture, 88–92
30 mins (1 period) Cocoa farming 93–95
1 hour (2 periods) 96–100
Learners do: ICT activity (page 89); Homework (page 89);
29 30 mins (1 period) Activity 3.8 (page 92); ICT activity (page 92); Exercise 3.3
30 mins (1 period) (page 92); Homework (page 92)
1 hour (2 periods)
Case study; Other agricultural products; Colonial
30 30 mins (1 period) contributions to mining
30 mins (1 period)
1 hour (2 periods) Learners do: Activity 3.9 (page 93); Activity 3.10 (page 95);
Exercise 3.4 (page 95)
Learners do: Revision, Assessment
31 30 mins (1 period) Teach content: Journey to independence 101–109
30 mins (1 period) Learners do: Let us learn about… activity (page 101); 110–112
1 hour (2 periods) 113–115
ICT activity (page 107); Extension activity (page 107);
32 30 mins (1 period) Activity 4.1 (page 109);
30 mins (1 period) ICT activity (page 109); Exercise 4.1 (page 109)
1 hour (2 periods) Teach content: Joseph Mensah Sarbah (1864–1910);
Joseph Ephraim Casely Hayford (1866–1930)
33 30 mins (1 period) Learners do: ICT activity (page 110); Activity 4.2 (page
30 mins (1 period) 110); ICT activity (page 112); Activity 4.3 (page 112);
1 hour (2 periods) Extension activity (page 112)
Teach content: Dr. Joseph Boakye Danquah
34 30 mins (1 period) Learners do: Activity 4.4 (page 113); Activity 4.5 (page 114);
30 mins (1 period) Exercise 4.2 (page 114); Revision (page 115)
1 hour (2 periods)
Teach content: The 1948 riots and what came after 116–119
35 30 mins (1 period) Learners do: ICT activity (page 118); Activity 4.5 (page 118);
30 mins (1 period)
1 hour (2 periods) Exercise 4.3 (page 118); Homework (page 119)
36 30 mins (1 period) Teach content: The shooting of ex-servicemen 120–122
30 mins (1 period) Learners do: Extension activity (page 121); Activity 4.6 (page
122); Activity 4.7 (page 122); Exercise 4.4 (page 122)
Revision, Assessment 123–126
End-of-year exam 127–134
25
Introduction
Integration, core competencies and learning domain matrixes
Strand 2: My Country Ghana Learner’s Book pages 5–35
Sub-strand 1: The people of Ghana
Subject integration Numeracy; Language and literacy; Creative Arts; Science; Our world
Core skills and competencies and our people; Religious and moral instruction; Physical education
Critical thinking and problem solving (CP)
Contemporary issues Creativity and innovation (CI)
Curriculum values Communication and collaboration (CC)
Learning domain: Knowledge, Cultural identity and global citizenship (CG)
understanding and application Personal development and leadership (PL)
Learning domain: Skills and Digital literacy (DL)
processes Gender equality and equity; inclusive education; comprehensive
Learning domain: Attitudes sexuality education; energy efficiency and energy conservation; anti-
Inclusion corruption; climatic change; green economy; sanitation; road safety
Assessment Respect; diversity; equity; commitment to achieving excellence;
teamwork and collaboration; truth and integrity
Knowing; understanding; applying; analysis; synthesising; evaluating;
creating
Observing; classifying; comparing; communicating/reporting;
predicting; analysing; generating possibilities; evaluating; designing;
measuring; interpreting; recording; generalising; designing of
experiments
Commitment; tolerance; patriotism; flexibility in ideas; respect for
evidence; reflection; comportment; cooperation; responsibility;
environmental awareness; respect for the Rule of Law
Place special needs learners and able learners in the same groups.
Able learners, for example, can describe the photographs to visually-
impaired learners.
Diagnostic assessment:
• Strand opener activity page 5
Formative assessment:
• Activity 1.1 page 7
• Homework page 7
• Activity 1.2 page 12
• Exercise 1.1 page 12
• Homework page 16
• Activity 1.3 page 16
• Exercise 1.2 page 16
• Activity 1.4 page 21
• Exercise 1.3 page 22
• Activity 1.5 page 22
• Activity 1.6 page 25
• Activity 1.7 page 27
• Activity 1.8 page 28
• Activity 1.9 page 31
• Activity 1.10 page 33
• Activity 1.11 page 34
• Exercise 1.4 page 34
Summative assessment:
• Revision page 35
• Assessment pages 49–50
• End-of-year examination pages 127–134
26
Introduction
Strand 2: My Country Ghana Learner’s Book pages 36–50
Sub-strand 5: Some selected individuals
Subject integration Numeracy; Language and literacy; Creative Arts; Science; Our
Core skills and competencies world and our people; Religious and moral instruction; Physical
education
Contemporary issues Critical thinking and problem solving (CP)
Creativity and innovation (CI)
Curriculum values Communication and collaboration (CC)
Learning domain: Knowledge, Cultural identity and global citizenship (CG)
understanding and application Personal development and leadership (PL)
Learning domain: Skills and Digital literacy (DL)
processes Gender equality and equity; inclusive education; comprehensive
Learning domain: Attitudes sexuality education; energy efficiency and energy conservation;
anti-corruption; climatic change; green economy; sanitation;
Inclusion road safety
Assessment Respect; diversity; equity; commitment to achieving excellence;
teamwork and collaboration; truth and integrity
Knowing; understanding; applying; analysis; synthesising;
evaluating; creating
Observing; classifying; comparing; communicating/reporting;
predicting; analysing; generating possibilities; evaluating;
designing; measuring; interpreting; recording; generalising;
designing of experiments
Commitment; tolerance; patriotism; flexibility in ideas;
respect for evidence; reflection; comportment; cooperation;
responsibility; environmental awareness; respect for the Rule
of Law
Place special needs learners and able learners in the same
groups. Able learners, for example, can describe the
photographs to visually-impaired learners.
Formative assessment:
• Activity 1.12 page 37
• Homework page 37
• Activity 1.13 page 46
• Homework page 46
• Activity 1.14 page 47
• Activity 1.15 page 47
• Activity 1.16 page 47
Summative assessment:
• Revision page 48
• Assessment pages 49–50
• End-of-year examination pages 127–134
27
Introduction Learner’s Book pages 51–66
Strand 3: Europeans in Ghana
Sub-strand 2: International trade Numeracy; Language and literacy; Creative Arts; Science; Our
including slave trade world and our people; Religious and moral instruction; Physical
Subject integration education
Core skills and competencies Critical thinking and problem solving (CP)
Creativity and innovation (CI)
Contemporary issues Communication and collaboration (CC)
Cultural identity and global citizenship (CG)
Curriculum values Personal development and leadership (PL)
Learning domain: Knowledge, Digital literacy (DL)
understanding and application Gender equality and equity; inclusive education; comprehensive
Learning domain: Skills and sexuality education; energy efficiency and energy conservation;
processes anti-corruption; climatic change; green economy; sanitation;
Learning domain: Attitudes road safety
Respect; diversity; equity; commitment to achieving excellence;
Inclusion teamwork and collaboration; truth and integrity
Assessment Knowing; understanding; applying; analysis; synthesising;
evaluating; creating
Observing; classifying; comparing; communicating/reporting;
predicting; analysing; generating possibilities; evaluating;
designing; measuring; interpreting; recording; generalising;
designing of experiments
Commitment; tolerance; patriotism; flexibility in ideas;
respect for evidence; reflection; comportment; cooperation;
responsibility; environmental awareness; respect for the Rule
of Law
Place special needs learners and able learners in the same groups.
Able learners, for example, can describe the photographs to
visually-impaired learners.
Diagnostic assessment:
• Strand opener activity page 51
Formative assessment:
• Activity 2.1 page 56
• Exercise 2.1 page 56
• Activity 2.2 page 60
• Activity 2.3 page 61
• Activity 2.4 page 63
• Exercise 2.2 page 63
Summative assessment:
• Revision page 64
• Assessment pages 65–66
• End-of-year examination pages 127–134
28
Introduction
Strand 4: Colonisation and Learner’s Book pages 67–83
developments under colonial rule in
Ghana Numeracy; Language and literacy; Creative Arts; Science; Our
Sub-strand 2: Social developments world and our people; Religious and moral instruction; Physical
under colonial rule education
Subject integration Critical thinking and problem solving (CP)
Core skills and competencies Creativity and innovation (CI)
Communication and collaboration (CC)
Contemporary issues Cultural identity and global citizenship (CG)
Personal development and leadership (PL)
Curriculum values Digital literacy (DL)
Learning domain: Knowledge, Gender equality and equity; inclusive education; comprehensive
understanding and application sexuality education; energy efficiency and energy conservation;
Learning domain: Skills and anti-corruption; climatic change; green economy; sanitation;
processes road safety
Learning domain: Attitudes Respect; diversity; equity; commitment to achieving excellence;
teamwork and collaboration; truth and integrity
Inclusion Knowing; understanding; applying; analysis; synthesising;
Assessment evaluating; creating
Observing; classifying; comparing; communicating/reporting;
predicting; analysing; generating possibilities; evaluating;
designing; measuring; interpreting; recording; generalising;
designing of experiments
Commitment; tolerance; patriotism; flexibility in ideas;
respect for evidence; reflection; comportment; cooperation;
responsibility; environmental awareness; respect for the Rule
of Law
Place special needs learners and able learners in the same groups.
Able learners, for example, can describe the photographs to
visually-impaired learners.
Diagnostic assessment:
• Strand opener activity page 67
Formative assessment:
• Homework page 69
• Activity 3.1 page 69
• Activity 3.2 page 75
• Activity 3.3 page 75
• Homework page 75
• Activity 3.4 page 79
• Activity 3.5 page 79
• Exercise 3.1 page 79
• Activity 3.6 page 82
• Exercise 3.2 page 82
Summative assessment:
• Revision page 83
• End-of-year examination pages 127–134
29
Introduction
Strand 4: Colonisation and Learner’s Book pages 84–100
developments under colonial rule in
Ghana Numeracy; Language and literacy; Creative Arts; Science; Our
Sub-strand 3: Economic developments world and our people; Religious and moral instruction; Physical
under colonial rule education
Subject integration Critical thinking and problem solving (CP)
Core skills and competencies Creativity and innovation (CI)
Communication and collaboration (CC)
Contemporary issues Cultural identity and global citizenship (CG)
Personal development and leadership (PL)
Curriculum values Digital literacy (DL)
Learning domain: Knowledge, Gender equality and equity; inclusive education; comprehensive
understanding and application sexuality education; energy efficiency and energy conservation;
Learning domain: Skills and anti-corruption; climatic change; green economy; sanitation;
processes road safety
Learning domain: Attitudes Respect; diversity; equity; commitment to achieving excellence;
teamwork and collaboration; truth and integrity
Inclusion Knowing; understanding; applying; analysis; synthesising;
Assessment evaluating; creating
Observing; classifying; comparing; communicating/reporting;
predicting; analysing; generating possibilities; evaluating;
designing; measuring; interpreting; recording; generalising;
designing of experiments
Commitment; tolerance; patriotism; flexibility in ideas;
respect for evidence; reflection; comportment; cooperation;
responsibility; environmental awareness; respect for the Rule
of Law
Place special needs learners and able learners in the same groups.
Able learners, for example, can describe the photographs to
visually-impaired learners.
Formative assessment:
• Activity 3.7 page 87
• Homework page 89
• Activity 3.8 page 92
• Exercise 3.3 page 92
• Homework page 92
• Activity 3.9 page 93
• Activity 3.10 page 95
• Exercise 3.4 page 95
Summative assessment:
• Revision page 96
• Assessment pages 97–100
• End-of-year examination pages 127–134
30
Introduction
Strand 5: Journey to independence Learner’s Book pages 116–134
Sub-strand 1: Early protest movements
Subject integration Numeracy; Language and literacy; Creative Arts; Science; Our
Core skills and competencies world and our people; Religious and moral instruction; Physical
education
Contemporary issues Critical thinking and problem solving (CP)
Creativity and innovation (CI)
Curriculum values Communication and collaboration (CC)
Learning domain: Knowledge, Cultural identity and global citizenship (CG)
understanding and application Personal development and leadership (PL)
Learning domain: Skills and Digital literacy (DL)
processes Gender equality and equity; inclusive education; comprehensive
Learning domain: Attitudes sexuality education; energy efficiency and energy conservation;
anti-corruption; climatic change; green economy; sanitation;
Inclusion road safety
Assessment Respect; diversity; equity; commitment to achieving excellence;
teamwork and collaboration; truth and integrity
Knowing; understanding; applying; analysis; synthesising;
evaluating; creating
Observing; classifying; comparing; communicating/reporting;
predicting; analysing; generating possibilities; evaluating;
designing; measuring; interpreting; recording; generalising;
designing of experiments
Commitment; tolerance; patriotism; flexibility in ideas;
respect for evidence; reflection; comportment; cooperation;
responsibility; environmental awareness; respect for the Rule
of Law
Place special needs learners and able learners in the same groups.
Able learners, for example, can describe the photographs to
visually-impaired learners.
Diagnostic assessment:
• Strand opener activity page 101
Formative assessment:
• Activity 4.1 page 109
• Exercise 4.1 page 109
• Activity 4.2 page 110
• Activity 4.3 page 112
• Activity 4.4 page 113
• Activity 4.5 page 114
• Exercise 4.2 page 114
Summative assessment:
• Revision page 115
• End-of-year examination pages 127–134
31
Introduction
Strand 5: Journey to independence Learner’s Book pages 116–134
Sub-strand 3: The 1948 riots and what
came after Numeracy; Language and literacy; Creative Arts; Science; Our
Subject integration world and our people; Religious and moral instruction; Physical
Core skills and competencies education
Critical thinking and problem solving (CP)
Contemporary issues Creativity and innovation (CI)
Communication and collaboration (CC)
Curriculum values Cultural identity and global citizenship (CG)
Learning domain: Knowledge, Personal development and leadership (PL)
understanding and application Digital literacy (DL)
Learning domain: Skills and Gender equality and equity; inclusive education; comprehensive
processes sexuality education; energy efficiency and energy conservation;
Learning domain: Attitudes anti-corruption; climatic change; green economy; sanitation;
road safety
Inclusion Respect; diversity; equity; commitment to achieving excellence;
Assessment teamwork and collaboration; truth and integrity
Knowing; understanding; applying; analysis; synthesising;
evaluating; creating
Observing; classifying; comparing; communicating/reporting;
predicting; analysing; generating possibilities; evaluating;
designing; measuring; interpreting; recording; generalising;
designing of experiments
Commitment; tolerance; patriotism; flexibility in ideas;
respect for evidence; reflection; comportment; cooperation;
responsibility; environmental awareness; respect for the Rule
of Law
Place special needs learners and able learners in the same groups.
Able learners, for example, can describe the photographs to
visually-impaired learners.
Formative assessment:
• Activity 4.5 page 118
• Exercise 4.3 page 118
• Homework page 119
• Activity 4.6 page 122
• Activity 4.7 page 122
• Exercise 4.4 page 122
Summative assessment:
• Revision page 123
• Assessment pages 125–126
• End-of-year examination pages 127–134
32
Introduction
Curriculum reference numbering system
The examples below explain the reference numbering system used in the curriculum document.
Example: B1.2.3.4.1
Annotation Meaning / representation
B1. Year/class
1 Strand number
2 Sub-strand number
3 Content standard number
4 Learning/ performance indicator number
Year/Class Content standard Learning indicator
Strand 1: History as a subject KG3 KG4
Sub-strand 1: Why and how we study history
KG1 KG2
KG1.1.2.1 KG2.1.2.1 B1.1.1.1 B6.1.1.1
Demonstrate Recount history about Show understanding of Show understanding of
understanding of their themselves and their history as part of everyday importance of studying
own individual history. families. life. history.
KG1.1.2.1.1 KG2.1.2.1.1 B1.1.1.1.1 B6.1.1.1.1
Share information Share more detailed Explain that history Explain how history
about themselves and information about deals with past human defines our identity as
acknowledge that since themselves, e.g. where activities. Ghanaians – Akan, Ewe,
they are past, they qualify they were born and their Gonja, etc.
to be called history. hometowns.
33
Introduction
Content Standards, Indicators, Subject Specific Practices and
Core Competencies
Strand 2: My country Ghana
Sub-strand 1: The people of Ghana
Content standards Subject-specific Indicators and exemplars LB page
practices and core numbers
competencies B5.2.1.1.1 Describe how our ancestors 5–25
lived in ancient times (before the 15th
B5.2.1.1. Demonstrate Learners become creative Century) and compare it with how we 9, 13
understanding of how and innovative as they live today. 9–21
life in ancient time compare and analyse life Enquiry route: How did our ancestors live?
was different from life in ancient time and today. Compare how our ancestors lived and how 22–24
today. we live today? What things have changed? 7
What things remain similar? 11
B5.2.1.1. Demonstrate Learners become creative 1. Identify the kinds of food they ate, 25–34
understanding of how and innovative as they
life in ancient time compare and analyse life the clothes they wore and how they 25–34
was different from life in ancient time and today. travelled, etc. 26
today. 2. Compare life today to life in 34
ancient days. For example, food 34
eaten, clothes worn, mode of travel,
buildings, communication, trading,
professions and technology.
3. Produce a photo album (tactile
photo album for visually impaired)
of family members including
learners.
4. Visit ancient sites and museums.
5. Use videos/documentaries/internet
to highlight how life today has
changed from the past.
B5.2.1.1.2 Describe some ancient towns
in Ghana.
Which were the ancient towns in
Ghana? Where were they located? Who
founded them?
1. List some ancient towns and places
in Ghana (Begho, Bono-Manso,
Dawhenya, Eguafo, Kintampo,
Salaga, Daboya).
2. Locate some of these towns and
places on a map of Ghana.
3. Use the internet to learn about these
places and share in class.
4. Show and discuss a documentary/
pictures of some of these towns and
places.
34
Introduction
Strand 2: My Country Ghana
Sub-strand 5: Some selected individuals
Content standards Subject-specific Indicators and exemplars LB page
practices and core numbers
competencies B5.2.5.1.1 Name Ghanaians who 36–47
have made significant contribution
B5.2.5.1. Demonstrate With the use of evidence locally and internationally including 37
knowledge of to appreciate the Dr. Raphael Armattoe (Science and 37
Ghanaians who significant contributions Medicine), Kofi Annan (international
made significant of some Ghanaians locally diplomacy), Osibisa (popular music), 37
contributions locally and internationally, El Anatsui (sculptor), David Adjaye 46–47
and internationally. learners become creative, (architect), Ozwald Boateng (fashion), 47
innovative and digitally Efua Sutherland (playwright), Prof. 47
literate. Francis Allotey (Science and History),
Prof. Akua Kuenyehia (law), Prof. K.
Frimpong-Boateng (Surgeon), Abedi
Ayew ‘Pele’ (Football), Azumah Nelson
(Boxing), etc.
Enquiry Route: which individuals have
contributed locally and internationally?
What were their contributions? Which
among them inspires you most and why?
1. Use pictures, posters or the internet
to identify Ghanaian who have
made important contributions
locally and internationally.
2. Match these personalities with areas
of specialty, for example Dr. Raphael
Armattoe (Science and Medicine),
Kofi Annan (international
diplomacy), Osibisa (popular
music), El Anatsui (sculptor),
David Adjaye (architect), Ozwald
Boateng (fashion), Efua Sutherland
(playwright), Prof. Francis Allotey
(Science and History), Prof. Akua
Kuenyehia (law), Prof. K. Frimpong-
Boateng (Surgeon), Abedi Ayew
‘Pele’ (Football), Azumah Nelson
(Boxing), etc.
3. Show photographs/documentary of
significant individuals.
4. Retell the life stories of any of these
from a documentary show.
5. With the aid of the internet learners
are to develop a documentary/poster
of individuals who have contributed
significantly in this field.
6. Identify the traditional rulers whose
work inspires you most and give
reasons for your choice.
35
Introduction
Strand 3: Europeans in Ghana
Sub-strand 2: International trade including slave trade
Content standards Subject-specific Indicators and exemplars LB page
practices and core numbers
competencies
B5.3.2.1. Understand As learners use evidence B5.3.2.1.1 Investigate why the 51–63
that what began as to interpret and examine Europeans began trading in humans by
trade in goods from European activities in the 16th Century.
1471 soon included Ghana, they become Enquiry Route: Which Europeans took
trade in humans by the creative, critical and part in the trade in humans? Why did the
16th Century. innovative thinkers. Europeans begin trading in humans?
1. Use a map to explain the concept of 53
Trans-Atlantic slave trade.
2. Role-play/show documentary on 56
how the slave trade was conducted.
3. Brainstorm the reasons why the 61
Europeans began trading in humans.
4. Visit/show pictures of some forts 60
and castles.
5. In small groups, learners develop a 63
poster on the Trans-Atlantic slave
trade.
6. Groups present their work to the 63
whole class.
36
Introduction
Strand 4: Colonisation and developments under colonial rule in Ghana
Sub-strand 2: Social developments under colonial rule
Content standards Subject-specific Indicators and exemplars LB page
practices and core numbers
competencies 67–82
B5.4.2.1. Demonstrate As learners use evidence B5.4.2.1.1 Identify the developments in 72
understanding of the to analyse and reconstruct education during the colonial era (1874- 70–71
social developments the developments during 1957). 69
that took place during the colonial period, they Enquiry routes: Which schools were built 76–78
the colonial period develop critical thinking during the colonial period? Where were
(1874–1957). skills. they located? What did the British do to 80–82
promote education?
80–81
1. Identify schools that existed by
1930, where they are located and 82
state some facts about these schools. 82
2. List some of the measures the
British took to promote education
in the Gold Coast. For example,
Ordinances to make sure all teachers
were registered.
3. Discuss the role of the churches in
Ghana’s education sector.
4. Recall the role of the important
people in (a) the community and (b)
the country who played key role in
the educational sector, for example,
Dr. Kwegyir Aggrey.
Note: Display pictures of such
people in the class.
B5.4.2.1. Demonstrate As learners use evidence B5.4.2.1.2 Identify some of the health
understanding of the to analyse and reconstruct facilities and housing projects in the
social developments the developments during colonial period.
that took place during the colonial period, they Enquiry routes: What health facilities were
the colonial period develop critical thinking built during the colonial period? How
(1874–1957). skills. important were these social services?
1. Discuss the health facilities and
housing projects carried out during
the colonial period, for example,
the establishment of the Korle Bu
hospital – 1923, Kumasi hospital,
Takoradi hospital.
2. Brainstorm the significance of these
social services.
3. Show pictures/documentaries of
these facilities to highlight the social
facilities during the era.
37
Introduction
Strand 4: Colonisation and developments under colonial rule in Ghana
Sub-strand 3: Economic developments under colonial rule
Content standards Subject-specific Indicators and exemplars LB page
practices and core numbers
competencies 84–95
B5.4.3.2. Show As learners use evidence B5.4.3.2.1 Describe the economic 84
understanding of the to analyse and reconstruct measures introduced during the 85–91
Economic policies and the developments during colonial period including transport and
projects during the the colonial period, they communication projects. 92
colonial period (1874– develop critical thinking Enquiry routes: What were these economic 92
1957). and problem-solving development under colonial rule? How do 94
skills. sources of evidence help you to understand
these developments under colonial rule?
1. Identify the economic policies and
projects during the colonial era.
2. Enumerate contributions in the
agricultural sector (for example,
setting up of agricultural station
at Bunso, botanical garden at
Aburi and Agricultural College at
Kwadaso, promotion and marketing
of cocoa farming), the construction
of the Takoradi Harbour,
construction of roads and railways
and introduction of vehicles to
link their main centres to evacuate
and export items and facilitate
movement.
3. Discuss the role of Tetteh Quarshie
in the introduction of cocoa into
Ghana and how important cocoa
has become.
4. Visit/show pictures of any of these
facilities, for example, Tetteh
Quarshie farm.
5. Enumerate contributions of the
colonial government to mining
sector.
38
Introduction
Strand 5: Journey to independence
Sub-strand 1: Early protest movements
Content standards Subject-specific Indicators and exemplars LB page
practices and core numbers
competencies
B5.5.1.1. Show As learners use evidence B5.5.1.1.1 Identify the early protest 101–107
understanding of the to retell the role of the movements in Ghana before 1945.
factors that led to the leaders of these early Enquiry routes: what do we mean by 102
formation of early protest movements, they early protest movements? What were some 103–107
protest movements in develop critical thinking, of these early protest movements? Who
Ghana before 1945. creativity, personal were the leaders of these early protest 101
development and movements? What factors led to the 110
leadership skills. formation of these movements?
1. What is a protest movement? 104
B5.5.1.1. Show As learners use evidence 2. List the main protest movements in 110
understanding of the to retell the role of the 110
factors that led to the leaders of these early Ghana before 1945:
formation of early protest movements, they • Aborigines’ Rights Protection
protest movements in develop critical thinking,
Ghana before 1945. creativity, personal Society (ARPS), 1897
development and • National Congress of British
leadership skills.
West Africa (NCBWA), 1917
• The Gold Coast Youth
Conference (GCYC), 1930.
3. Discus the sequence of events
that led to the formation of these
movements (refer to subsequent
indicators.
B5.5.1.1.2 Examine sources of evidence
about the role of Joseph Mensah Sarbah
in the Aborigines’ Rights Protection
Society (ARPS), 1897.
Enquiry routes: Who was Joseph Mensah-
Sarbah? Where was he born? What was his
role in the ARPS?
1. Identify the key leaders of the ARPS
by pictures/documentary.
2. Find out from the internet how the
ARPS got the land bill withdrawn.
3. Present report as a poster.
39
Introduction
Strand 5: Journey to independence
Sub-strand 1: Early protest movements
Content standards Subject-specific Indicators and exemplars LB page
practices and core numbers
competencies
B5.5.1.1. Show As learners use evidence B5.5.1.1.3 Examine sources of evidence 111–112
understanding of the to retell the role of the about the role of Joseph Ephraim Casely
factors that led to the leaders of these early Hayford in the National Congress of
formation of early protest movements, they British West Africa (NCBWA).
protest movements in develop critical thinking, Enquiry routes: Who was Joseph Ephraim
Ghana before 1945. creativity, personal Casely-Hayford? Where was he born? What
development and was his role in the NCBWA?
leadership skills.
1. Identify Joseph Ephraim Casely 112
Hayford from photographs.
2. Show and discuss a documentary 112
the bust, photograph or picture of
Joseph Ephraim Casely Hayford
at Casford Hall, UCC (where
possible).
3. Present a narrative of the leadership 112
role of Joseph Ephraim Casely
Hayford in the NCBWA.
4. Learners retell the story of Joseph 112
Ephraim Casely Hayford.
B5.5.1.1. Show As learners use evidence B5.5.1.1.4 Examine sources of evidence 113–114
understanding of the to retell the role of the about the role of Dr Joseph Boakye
factors that led to the leaders of these early Danquah in the Gold Coast Youth
formation of early protest movements, they Conference.
protest movements in develop critical thinking, Enquiry routes: Who was Joseph Boakye
Ghana before 1945 creativity, personal Danquah? Where was he born? What
development and was his role in the Gold Coast Youth
leadership skills Conference?
1. Present a narrative of the role of J.B. 113
Danquah in the Gold Coast Youth
Conference.
2. Field trip to Danquah Circle in 114
Accra, or his home where possible,
or show picture of Danquah Circle
in Accra.
3. Learners retell the story of J.B. 113
Danquah and the Gold Coast Youth
Conference.
40
Introduction
Strand 5: Journey to independence
Sub-strand 3: The 1948 riots and what came after
Content standards Subject-specific Indicators and exemplars LB page
practices and core numbers
competencies
B5.5.3.1. Show By using evidence to B5.5.3.1.1 Explain why people were 116–122
understanding of the explore the causes and unhappy in the country after the Second
sequence of events consequences of the 1948 World War.
leading to the 1948 riots, learners develop Enquiry routes: When was the Second
riots in Ghana. their communicative, World War fought? What promises were
collaborative, creative made to the Gold Coast soldiers who
skills and national fought in the war? Why were people
identity. unhappy after the war?
1. Show and discuss a documentary 118
on the general state of affairs after
the Second World War – failure to
honour the promises to the
ex-servicemen, lack of adequate
housing and high cost of imported
goods, etc.
2. Discuss how government handled 117
their grievances at the time.
3. Role-play the scene for learners to 122
offer their opinions on the situation
(whether the riot was justified or
not).
4. Guide learners to develop a poster 122
that illustrates the link between the
boycott of European goods, the
shootings of 28th February and the
riots of 1948.
B5.5.3.1. Show By using evidence to B4.5.3.1.2 Examine sources of evidence 119–120
understanding of the explore the causes and about what happened during the 1948 122
sequence of events consequences of the 1948 riots.
leading to the 1948 riots, learners develop Enquiry routes: Who were the ex-
riots in Ghana their communicative, servicemen? Who ordered the shooting of
collaborative, creative the ex-servicemen? Where did the shooting
skills and national occur?
identity 1. Show a map of Accra indicating the
routes that were approved for the
ex-servicemen.
2. Use a documentary to illustrate what 118
happened during the 1948 riots and
discuss it afterwards.
3. Role-play the scene of the 1948 riots 122
as evidence for learners.
4. Discuss the arrest of the ‘Big Six’ 121
(leaders of the UGCC).
41
Strand 2: My country Ghana Introduction
Introduction •
clothes, travel and professions. Learners will
The major ethnic groups should not be new to
learners as it should be part of their heritage and make a photo album to show the timeline of life.
cultural background, however, this cannot be Describing ancient relics of Ghana’s past will be
assumed. visited as learners find out about ancient towns.
Strand 2: My country Ghana • In Sub-strand 5: Some selected individuals,
• In Sub-strand 1: The people of Ghana, learners learners will research Ghanaians who have
made significant contributions locally and
will discuss how our ancestors lived in ancient internationally and support their knowledge with
times (before the 15th Century) and compare it a documentary showing that individual’s life.
with how we live today, focussing on food,
1 caves
Opener activity 2 They got their clothing from animal skins.
They got their food from hunting and gathering.
Let us learn about … Ghana (LB page 5)
They got their weapons from the environment and
The opener activity provides an opportunity to assess used sticks and sharp stones.
learners’ basic knowledge of comparing past life with 3 We also use animals as a mode of transport, for
today. The questions have been structured to broadly example, camel caravans. We also communicate
cover the different sub-strands in Strand 2: by talking and passing down stories to the next
• Sub-strand 1: The people of Ghana generation.
• Sub-strand 5: Some selected individuals. Diagnostic assessment
Observe learners and use their answers to assess their
Ask learners to work in groups to complete the understanding and skill levels. This activity will also
activity. Walk around the classroom and listen as allow you to measure how much they know about
learners talk about the questions. Help any learners the specific concepts. Where necessary, ask leading
who seem to be struggling. Give learners time to talk questions to identify their strengths and weaknesses,
about the questions and then hold a class discussion and any knowledge gaps.
for them to present their answers.
Suggested answers
Learners’ own answers. Their answers will depend
on the region where they live and the community
to which they belong.
42
Sub-strand 1: The people of Ghana
Sub-strand 1: The people of Ghana
How life in ancient time Ghana was different from life today------- (B5.2.1.1.1)
Learners will compare how our ancestors lived to Teaching instructions
how we live today. They will identify the kinds of
food our ancestors ate, the clothes they wore and Use these teaching instruction suggestions to create
how they travelled, etc. Learners will analyse the lesson plans to cover the relevant exemplar(s).
differences and similarities of the changes in lifestyle. Phase 1: Start suggestions
• Show learners pictures from the internet or books
How our early ancestors
lived ������������������������������(LB pages 5–12) of tools made of stone, and cave paintings.
• Discuss with learners when they think this
In this section, learners talk about the Stone Age.
Show the learners a YouTube video on the Stone happened.
Age. In small groups, learners discuss how it was • Talk about the differences between today and
to live in that time by identifying the kinds of
food they ate, the clothes they wore and how they long ago.
travelled, etc. This will help learners to compare the Phase 2: Explore suggestions
past with the present way of living. • Discuss the concepts in the Learner’s Book with
Content standard B5.2.1.1 learners, each topic on its own.
Demonstrate understanding of how life in ancient –– Food
time was different from life today –– Clothing
Indicator B5.2.1.1.1 –– Entertainment
Describe how our ancestors lived in ancient times • Talk about when the Stone Age started, why it is
(before the 15th Century) and compare it with called the Stone Age and when it ended.
how we live today • Discuss the tools, why they needed them and
Subject-specific practices and core competencies how the Stone Age people survived.
Learners become creative and innovative as they • Explain the progression to the Bronze Age and
compare and analyse life in ancient time and how the tools changed.
today. • Show learners pictures on the internet of Bronze
Resources Age tools and ask if any learner has seen the tools
• Images and videos showing the comparison and other items in a museum.
• Discuss how hunter-gatherers looked for, hunted
between food eaten, clothes worn and and cooked food. Let learners role-play hunting
entertainment. and cooking food.
• Resource 1 (A worksheet on page 96 of this • Ask learners to make a list of the kinds of food that
TG) the hunter-gatherers could eat. Write it on the board.
Key words • Talk about the clothes that hunter-gatherers
ancestors, modern, technology, period, smelting, wore. Show learners pictures and let them design
flint, devices, vehicles, ancient, preserved, their own clothes made from animal skins.
processed, facilities, tunics, techniques, weave, • Talk about how ancient people entertained
fibres, textiles, manufactured, conversations, themselves. Discuss if that entertainment still
tablets, electronic exists today.
Helpful links: Phase 3: Reflect suggestions
• http://ghanamuseums.org/archaeo-sites-others.php • In groups, talk about what it must have been like to
• http://www.foodbycountry.com/Germany-to- live long ago. Ask learners to say what they would
Japan/Ghana.html have liked and what they would not have liked.
• https://www.everyculture.com/Ge-It/Ghana.html • Ask learners to say what they would miss from
their lives now (TV, mobile phone, etc.).
Use of ICT
• Learners to search on the internet for more
information about the hunter-gatherers of the
Stone Age. Give learners time in class to share the
information they found.
43
Strand 2: My country Ghana
• Let learners watch a video using the internet answer similar questions. This method will
that shows the differences between life in ancient provide those learners with an example answer
times and today. to use as a guideline when answering their own
question.
• Let them compare the different ways of life of the • Use the remedial activities as practice for learners
people in the video and draw a comparison table who struggle and the extension activities for those
in their exercise books. learners who need more of a challenge.
Remedial activity
• You can assess learners’ internet research using the • Work one-on-one with learners and guide
rubric in the Assessment tools at the back of this them through the questions and in finding the
Teacher’s Guide. answers.
• First say a way that life was easier in ancient times
Homework (LB page 7) and then let learners who are struggling answer.
This method will provide those learners with
Have learners ask a family member to take them an example answer to use as a guideline when
to visit a museum or one of Ghana’s historical sites answering their own question.
where people lived hundreds or thousands of years Extension activity
ago. Learners make notes of what they see there to • Ask learners to find out an interesting fact
share with the class. about ancient life. They can present these to
the class.
Activity 1.1 (LB page 7) • Let learners make posters of food, travel or
clothing from ancient times and compare it to
The aim of the activity is to test learners’ knowledge life today. Display the posters in the classroom.
of how food, clothing and travel in ancient time was They can divide the page in half then write the
easier and more difficult than life today. “ancient” times on one half and the “modern” day
on the other half. Then learners can illustrate the
Group work differences.
Learners work in groups to do this activity. Place
learners of different abilities together in the group, Activity 1.2
so that the stronger learners can help those who are
differently abled or who struggle with the activity.
Encourage all learners to participate in the discussion.
Answers (LB page 12)
Suggested answers:
1 a T hey lived by hunting wild animals and In this activity, learners talk about and compare what
is the same and what is different in food, clothing
collecting fruits. and entertainment in ancient times and today.
b They made clothes from the skins of the
Pair work
animals that they killed for food. Learners work in pairs. Place learners of different
c Walking was their only form of transport. abilities together in pairs so that the stronger learner
2 Learners’ own answers. Learners need to show can help their partner who is differently abled.
understanding and support their analysis of the Encourage all learners to participate in comparing
ways that life in ancient times was easier and and completing the activity. Give learners the
more difficult than life today. opportunity to research or use extra resources to
further their understanding.
Formative assessment
• Walk around the classroom. Observe learners as Answers
1 Learners’ own answers. Learners need to show
they answer the questions. Assist any learners or
pairs/groups who seem to be struggling. understanding and support their comparison of
• Make a note of those learners who are finding what is the same and what is different in food,
it hard to compare ancient times with today. clothing and entertainment in ancient times and
Give them resources to help further their today.
understanding. 2 Suggested answers, it will depend on the learners’
opinions and any additional resources used.
Differentiated learning
• Ask stronger learners to answer some questions
first and then let learners who are struggling
44
Sub-strand 1: The people of Ghana
Advantages Disadvantages
Ancient times
Food was fresh and Today Ancient times Today
healthy Food is preserved
Food Food is easy to get Food was difficult and processed,
Clothing The skins and fur to find, had to be which is not
Entertainment kept their bodies dried, salted or healthy
warm and protected roasted Manufactured
them from cold textile is not
weather Textiles are easy to Textiles did not last good for the
Stories were told to get as long and were environment
teach the correct difficult to find; it
ways to behave and was dependent on Screen time affects
important traditions hunting eyesight
Modern technology Toys had to be
lets us watch films found from the
and read books environment
easily
3 In their pairs, learners present their findings to Exercise 1.1 (LB page 12)
the class.
In this exercise, learners need to use their knowledge
Formative assessment to analyse the statements and say if they are true or
• Walk around the classroom. Observe learners as false. Then learners complete the sentence frames.
Individual work
they answer the questions. Assist any learners or Learners work on their own in this exercise. Give
pairs/groups who seem to be struggling. learners time to work.
• Make a note of those learners who are finding it Answers
hard to compare ancient times with today. Give 1 a F alse. Prehistory ends with the invention of
them more practice opportunities in later lessons
or tasks. writing.
Differentiated learning b True
• Use the remedial activities as practice for learners c True
who struggle, and the extension activities for d False. Our ancestors who lived long ago ate
those learners who need more of a challenge.
• Pair up stronger and weaker learners so that preserved food.
stronger learners can help weaker ones. e False. Ancient people wore clothing made
• Give learners Resource 1 (A worksheet on page
96 of this TG) to complete. from skins and furs of animals.
Remedial activity f False. Children today do not only play
• Work one-on-one with learners and guide
them through the questions and in finding the electronic games indoors.
answers. 2 a stones
• First say an advantage for food in ancient times
and then let learners who are struggling answer. b Stone Age, Bronze Age
This method will provide those learners with c flint
an example answer to use as a guideline when d salting
answering their own question. e processing
Extension activity Formative assessment
• Learners can draw a cartoon to show how food Check learners’ work to see if they have the correct
was preserved in ancient times. answers.
• Ask learners to find out an interesting fact about Differentiated learning
ancient travel, clothing or entertainment. They • Ask stronger learners to independently complete
can present these to the class. the exercise.
• Read and explain the statements.
45
Strand 2: My country Ghana • Talk about how our ancestors travelled and
the reasons for their travel. Compare this with
Remedial activity current modes of transport.
Let learners complete the exercise verbally.
Extension activity • Talk about how ancient people lived and why
Ask learners to change the wording in the false they chose to live that way. Compare this with
statements so that they are true. current buildings and living arrangements.
Modes of travel , building and • Discuss how and why our ancestors would
communication ������������ (LB pages 13–16) communicate and how this is different to the
mode of communication we use today.
Content standard B5.2.1.1
Demonstrate understanding of how life in ancient Phase 3: Reflect suggestions
time was different from life today • In groups, talk about what it must have been like
Indicator B5.2.1.1.1
Describe how our ancestors lived in ancient times to travel long ago. Ask learners to say what they
(before the 15th Century) and compare it with would have liked and what they would not have
how we live today liked.
Subject-specific practices and core • Learners say which building they like the most
competencies and support their answer.
Learners become creative and innovative as they • As a class, learners can vote on the best method
compare and analyse life in ancient time and of communication. Then learners discuss the
today. reasons for this choice.
Resources
Images and videos showing the comparison Use of ICT
between modes of transport, buildings
communication. • Learners search on the internet to find the
Key words information they need on the different types of
nomads, pasture, rafts, distances, solar radiation, talking drums used in Ghana in ancient times.
permanent, apartments, rhythm, orally, griots, Learners can also look in library books or ask
historians family members or elders in their community if
Helpful links: they do not have access to the internet. Learners
• https://www.ancient.eu/Ghana_Empire/ must make notes about the names of the drums
• https://www.africanworldheritagesites.org/ and the ethnic groups who used them. Remind
learners to look for information on how to make
cultural-places/ancient-sub-saharan-civilisations/ up and send messages using talking drums.
asante-buildings.html
• You can assess learners’ internet research using
Teaching instructions the rubric for internet research in the Assessment
tools at the back of this Teacher’s Guide.
Use these teaching instruction suggestions to create
lesson plans to cover the relevant exemplar(s). Homework (LB page 16)
Phase 1: Start suggestions
Talk about the differences between today and long Learners make their own drum at home. Go over the
ago. instructions in the Learner’s Book with learners to
Phase 2: Explore suggestions make sure they know what to do. They can copy the
• Discuss the concepts in the Learner’s Book with instructions to take home to complete the task.
learners, each topic on its own. Activity 1.3 (LB page 16)
–– Forms of transport
–– Buildings In this activity, learners use their drum to follow
–– Communication the instructions in the activity to communicate in
different ways.
Pair work
Learners work in pairs. Place learners of different
abilities together in pairs so that the stronger learner
can help their partner who is differently abled.
Encourage all learners to participate in the activity
using their drum.
46
Answers Sub-strand 1: The people of Ghana
1 Learners’ own answers about their findings on
4 Our ancestors lived in caves to protect
how to send messages using a talking drum. themselves from attacks by wild animals and
2 Learners work together to make up their own other enemies. The caves also protected them
from the weather, such as heat from the sun or
code using drumbeats. heavy rains.
3 Learners take turns to make up a message and
5 Our ancestors built round thatched huts to
beat the message on their drum to see if their live in. These huts were made from mud bricks,
partner can understand the message. reeds and grasses, and had one room. The
Formative assessment people often built separate huts for cooking
Walk around the classroom. Observe learners as they and for storing crops. Kings and members of
answer the questions. Assist any learners or pairs/ their royal families lived in buildings made of
groups who seem to be struggling. wood and stone.
Differentiated learning
Pair up stronger and weaker learners so that stronger 6 Griots were so important in the lives of our
learners can help weaker ones. ancestors because they learnt and retold the
Remedial activity history of the village or community, including
Work one-on-one with learners and guide births, deaths, marriages and all the important
them through the questions and in finding the events.
answers.
Extension activity 7 Television, radio and newspapers are also ways to
Hold a class discussion to compare ancient and communicate with many thousands of people at
modern forms of communication. Talk about the the same time.
role of the griots in oral communication. Why were
they so important for communication in ancient Formative assessment
times? Check learners’ work to see if they have got the
answers correct.
Exercise 1.2 (LB page 16) Differentiated learning
• Ask stronger learners to independently complete
In this exercise, learners need to use their knowledge
to answer the questions. the exercise.
Individual work • Read and explain the questions to learners who
• Learners work on their own in this exercise.
• Help learners to read and understand the are struggling.
Remedial activity
questions. • Let learners complete the exercise verbally.
• Give learners time to work. • Show learners the page to find the answer.
Answers Extension activity
1 walking, using donkeys and camels to carry Ask learners to write three of their questions on
what they have learnt and swap it with a partner to
goods, camel caravans, wooden rafts and small answer.
boats to travel and transport goods along the
rivers Trading, types of work,
2 Today we use road, railway, air and water technology, ancient sites and
transport. These modern forms of transport museums ��������������������� (LB pages 17–25)
include vehicles (cars, trucks and buses), trains,
aeroplanes and ships. Content standard B5.2.1.1
3 Modern transport can transport many people Demonstrate understanding of how life in ancient
and large quantities of goods over short and long time was different from life today
distances. Modern transport is also much quicker Indicator B5.2.1.1.1
than ancient forms of transport. Today, we can Describe how our ancestors lived in ancient times
transport goods to distant places in hours, days or (before the 15th Century) and compare it with
weeks. how we live today
Subject-specific practices and core competencies
Learners become creative and innovative as they
compare and analyse life in ancient time and today.
47
Strand 2: My country Ghana –– https://www.youtube.com/
watch?v=DENG7Q7VRgo
Resources
Images and videos showing the comparison –– https://www.youtube.com/1.32 A family
between trading, types of work and technology photo album watch?v=be3KZDFvDeA
Key words
barter, EFT, app, blacksmiths, tailors, craft, Activity 1.4 (LB page 21)
automated, irrigation, astronomy, accurate,
smallpox, cataracts, terraces, diking, transplanting, In this activity, learners talk about and compare
diagnose, security system, generation, technology in ancient times to today.
archaeological, inhabited Group work
Helpful links: Learners work in groups to do this activity. Place
• https://www.ushistory.org/civ/7a.asp learners of different abilities together in the group,
• https://www.ducksters.com/history/africa/trade_ so that the stronger learners can help those who
are differently abled or who struggle with the
routes_of_ancient_africa.php activity. Encourage all learners to participate in the
discussion.
Teaching instructions Answers
1 Learners’ own answers. Explain to learners that
Use these teaching instruction suggestions to create
lesson plans to cover the relevant exemplar(s). the answers might not be in their books. They
Phase 1: Start suggestions will need to read and understand the information
Talk about the differences between today and long to infer the answers.
ago. 2 In groups, learners present their views in a class
Phase 2: Explore suggestions discussion.
• Discuss the concepts in the Learner’s Book with Formative assessment
Walk around the classroom. Observe learners as they
learners, each topic on its own. answer the questions. Assist any learners or pairs/
–– Trading groups who seem to be struggling.
–– Types of work Differentiated learning
–– Technology Group stronger and weaker learners so that stronger
–– Ancient sites and museums learners can help weaker ones.
• Explain the benefits of bartering and how it Remedial activity
transformed into trade and finally into the • Work one-on-one with learners and guide
monetary system of today. them through the questions and in finding the
• Describe the different types of work and how it answers.
has not changed much over the years, only the • Provide learners with additional resources to
systems that are used, for example irrigation. further their understanding.
• Even though people of the past did not have Extension activity
technology they used astronomy. Discuss the forms Learners write a report on one aspect of the
of technology and if the changes have benefited us. technology used by ancient Africans. They choose
Phase 3: Reflect suggestions from mathematics, astronomy, medicine, farming or
Ask learners to say what they would miss from their metalwork. Learners do additional research on the
lives now (TV, mobile phone, etc.). internet or at their local library.
Report writing
Use of ICT Provide the following information on writing a
report and the structure of a report to learners:
• Show learners a documentary about modern A report is an account that describes an event or
technology and how we use it in our everyday situation after observation and inquiry. The process
lives. Learners listen carefully and will need to for writing a report:
make notes about the documentary. • select the topic
• research the topic
• Learners watch video clips on how life and • write a draft.
technology have changed over the past 100 years
and take notes. Learners can visit the following
websites:
–– https://www.youtube.com/
watch?v=gNp6EHa8rEg
48
Sub-strand 1: The people of Ghana
• write a thesis statement. (This is an outline of • Read and explain the questions to learners who
the report.) are struggling.
• write the report. Remedial activity
The different sections in the report include: • Let learners complete the exercise verbally.
• introduction, body paragraphs, topic sentence, • Show learners the page to find the answer.
Extension activity
conclusion, citing sources, format and finalising Ask learners to write three questions on what they
the report. have learnt and swap it with a partner to answer.
• proofread your report writing skills.
Make notes on the learner observation checklist in Activity 1.5 (LB page 22)
the Assessment tools at the back of this Teacher’s
Guide to assess learners’ report writing skills. In this activity, learners need to use their knowledge
from the video clips to talk about and debate how
Exercise 1.3 (LB page 22) life and technology have changed. Then learners will
summarise the points made in the debate.
In this exercise, learners use their knowledge to
answer the questions. Group work
Individual work Learners work in groups to complete the first two
• Learners work on their own in this exercise. questions of this activity. Place learners of different
• Help learners to read and understand the abilities together in the group, so that the stronger
learners can help those who are differently abled or
questions. who struggle with the activity. Encourage all learners
• Give learners time to work. to participate in the discussion and debate.
Answers Individual work
1 Bartering means that people exchanged • Learners work on their own to write the
goods they had for goods they needed from summary of the points made in the debate.
others. • Help learners with their vocabulary, grammar and
2 Today, we use money in the form of notes and
coins to pay for goods and services. We also use syntax.
electronic methods of payment, such as credit • Give learners time to edit their peers’ summaries
cards and debit cards. Another way in which
we can pay for goods and services is by making and work.
payments electronically over the internet. This Answers
method of paying is called EFT payments. We 1 Learners talk about the videos they watched on
can also use mobile money, which is paying,
receiving and storing money using an app on a how life and technology have changed.
mobile phone. 2 Hold a class debate. Put the class in two groups.
3 In ancient times, many people were small
farmers. Many livestock farmers were nomads One group must argue that life today is better
who travelled with their herds from pasture to than life in the past. The other group must argue
pasture. Now, farmers use tractors and automated that life in the past was better than life today.
irrigation systems to water their crops. We still Give each group 15 minutes to prepare their
have nomadic farmers who travel with their arguments before the debate starts.
livestock, but not as many as in ancient Africa. 3 Learners write a summary in their exercise book
The land is more built up and countries have laws of the arguments used in the debate.
about who can cross their borders.
4 Refer to the Learner’s Book (page 20) as there are Formative assessment
many examples. • Check that learners are involved in the discussion
Formative assessment
Check learners’ work to see if they have got the and debate and supporting their answers. You
answers correct and in their own wording. can assess learners using the rubric for debates in
Differentiated learning the Assessment tools at the back of this Teacher’s
• Ask stronger learners to independently complete Guide.
the exercise. • Check learners’ work to see if the arguments are
concise and accurate.
Differentiated learning
• Ask stronger learners to lead the debate.
• Help learners who are struggling to form an
argument in the debate.
49
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