History Textbook Basic 5 Teachers Guide

Strand 2: My country Ghana

Remedial activity Extension activity
• Let learners complete the exercise verbally. Guide • Ask learners to write a poem about their family.
• Let them say their poem to their friends.
learners’ argument. • Let learners swap photo albums with friends,
• Guide learners to note down the arguments made
then read and ask questions about the albums.
in the debate. • Encourage learners to give each other positive
Extension activity
Ask learners to add more arguments in their feedback on the photo albums.
summary. They could add their own arguments
as well. Activity 1.6 (LB page 25)

Project (LB pages 23, 24) In this activity, learners use a regional map and
research to answer the questions and make a poster
In this project, learners will work alone to make on an ancient site.
their own individual history photograph album
that compares the lives of each generation in the Group work
family with their own. They will use pictures and Learners work in groups to complete the activity.
photographs brought from home. Clear, simple Place learners of different abilities together in the
instructions and what the learners need for the group, so that the stronger learners can help those
project is on pages 23 and 24 of the Learner’s Book. who are differently abled or who struggle with the
Individual work activity. Encourage all learners to participate in the
Learners work alone to make their own photograph research and construction of the poster.
album, with some help from you for the tricky bits.
They follow the step-by-step instructions on pages Answers
23 and 24 of the Learner’s Book. 1 Provide learners with a regional map of Ghana.
Answers
Learners’ own photograph albums. Learners write each ancient site and museum in
Formative assessment the correct region on the map.
• Walk around the class. Observe and listen to 2 Learners research more information about one of
these ancient sites.
learners. Help where needed. 3 Learners make a poster, including pictures, to
• Make a note of learners who struggle to complete show their information on the ancient site. They
present their poster to the class.
the task on their own. What do they find the
most challenging? Is it the reading? The following Formative assessment
of instructions? The physical making of the book? • Check that learners are involved in the discussion
Do they battle with fine motor activities?
• You can assess learners’ projects using the rubric and supporting their answers.
for projects in the Assessment tools at the back of • Check learners’ research to see if they have got
this Teacher’s Guide.
Differentiated learning the right information and it is at their level of
• Use the remedial activities as practice for learners understanding.
who struggle, and the extension activities for
those learners who need more of a challenge. Differentiated learning
• Let stronger learners work ahead and give support Encourage groups to give each learner a role in
to those who take a little longer. Challenge making the poster; one learner can research, one
stronger learners to write more complicated learner can find pictures, one learner can design the
sentences underneath each picture. poster, one learner can scribe, etc. The roles will
Remedial activity depend on the learners’ strengths.
• Let them work in pairs
• Help learners tie the string Remedial activity
• Help learners put the pictures in chronological • Provide learners with the information so that
order
• Ask the learners to tell you their sentences they do not take up too much time researching or
verbally and you can write them down not getting the right information.
• Help learners to underline the important points
about the ancient site and reword it in their own
wording.

Extension activity
Learners can do an interview about one of the
ancient sites, for example between a professor and a
student wanting to know more information.

50

Sub-strand 1: The people of Ghana

Ancient towns and places must do extra research on the internet to find out
in Ghana ���������������������� (LB pages 26–35) more information about the Kintampo people. In
the next lesson, give learners the opportunity to
Content standard B5.2.1.1 share their findings in a class discussion.
Demonstrate understanding of how life in ancient • Show learners a documentary or the photographs
time was different from life today and pictures on the history of Bono-Manso,
Indicator B5.2.1.1.2 Begho, Daboya and Salaga. Read the information
Describe some ancient towns in Ghana about these places to the class. Ask them to
Subject-specific practices and core competencies make notes of the important points while they
Learners become creative and innovative as they watch the documentary or listen to you read the
compare and analyse life in ancient time and today. information. Explain to learners that they must
Resources do extra research on the internet to find out more
• Images and videos showing some ancient towns information about these towns. Set a task for
learners to complete to present their information.
in Ghana. They can give a short speech (of one to two
• Resource 2 (A worksheet on page 97 of this TG) minutes) or show a PowerPoint slideshow to
Key words present the information they found.
evidence, archaeological finds, microliths, • Show learners another a documentary or
settlement, harpoons, migrated, founded, photographs and information you have collected
trans-Saharan, archaeologists, conquering on the history of Dawhenya and Eguafo. Ask
Helpful links: them to make notes of the important points while
• Refer to previous links on ancient sites they watch the documentary or listen to you read
• http://www.world-guides.com/africa/western- the information. Let them do extra research on
the internet to find out more information about
africa/ghana/ghana_landmarks.html these towns. They must use their research to give a
one-minute prepared speech in front of the class.
Teaching instructions Use the rubric for presentations/speeches in the
Assessment tools section of this Teacher’s Guide to
Use these teaching instruction suggestions to create assess learners’ speeches.
lesson plans to cover the relevant exemplar(s).
Phase 1: Start suggestions Homework (LB page 26)
Talk about the regional ancient towns that learners
know. For homework, learners must revise the forest
Phase 2: Explore suggestions regions of Ghana and the ethnic groups who
• Discuss the ancient towns, each on its own. migrated there. They then draw a map to show this
information. This activity allows learners to revise
–– Kintampo cultural sites the locations of towns, kingdoms and ethnic groups
–– Bono-Manso and Begho in ancient Ghana.
–– Daboya
–– Salaga Activity 1.7 (LB page 27)
–– Dawhenya
–– Eguafo In this activity, learners use their research to talk
Phase 3: Reflect suggestions about the history of these ancient towns and places.
Ask learners to imagine what it would be like to live Then they write a summary of the points from the
in an ancient town in ancient times. They should class discussion in their exercise book.
think about the history of the town, the ethnic
group that ruled the town and its location. Group work
Learners work in groups to complete Questions
Use of ICT 1 and 2 in this activity. Place learners of different
abilities together in the group, so that the stronger
• Show the learners a documentary on the learners can help those who are differently abled or
Kintampo culture sites and make notes of the who struggle with the activity. Encourage all learners
important points. Explain to learners that they to participate in the discussion.

Individual work
• Learners work on their own to write the

summary of the points made in the debate.

51

Strand 2: My country Ghana

• Help learners with their vocabulary, grammar and Answers
syntax. Groups’ own role play.

• Give learners time to edit their peers’ summary Formative assessment
and work. • Walk around the class, observe and listen to

Answers learners working in groups. Help where needed.
1 Learners’ own answers as they talk about what • Make a note of those learners who lack

they know about the history of these ancient confidence in role-playing and give them more
towns and places. practice opportunities in later lessons. Encourage
They need to use their homework research, the them to take a small role in the beginning to
map on page 26 and these points to help: build their confidence.
• Which ethnic group ruled the town? • Give learners enough time to discuss their
• Was the location of the town important? answers and then plan their role play.
• Are these towns still important today? Say • Encourage all learners to take part in the
discussions.
why or why not. Each member of the group must act the role of a
2 Learners independently write a summary of the points person doing one of the activities and explain what
they are doing.
from the class discussion in their exercise book.

Formative assessment Remedial activity
• Walk around the classroom, listen and observe Let learners role-play to their friend or a small group
if they find the class overwhelming.
learners working in groups. Assist any learners Extension activity
who seem to be struggling. • Ask learners to write a script for their role play.
• Make a note of learners who are finding the
task challenging. What do they find difficult? Let them act it out with the words for their
Reading? Writing? Communicating opinions? friends.
• Give learners enough time to discuss and then • Let learners make use of simple costumes for
write their summary. their role play.
• Ask learners to mime the actions and their friend
Differentiated learning needs to guess what they are miming.
• Use the remedial activities as practice for learners
Activity 1.9 (LB page 31)
who struggle and the extension activities for those
learners who need more of a challenge. In this activity, learners talk about the trading centres
• Let stronger learners read and talk about the and support their answers.
answers first to give others a chance to listen and Pair work
form their own answers. Learners work in pairs to complete the activity.
• Give learners Resource 2 (A worksheet on page Place learners of different abilities together, so that
97 of this TG) to complete. a stronger learner can help the differently abled or
Remedial activity learners who struggle with the activity.
Provide learners with additional resources to further Answers
their understanding. Guide their answers so that 1 Gold is found in Begho and Bono-Manso. The
they show understanding in answering the questions.
Extension activity Brong who settled here mined the gold. Daboya
Learners can research an ancient town and present has a large and developed rock-salt industry.
their findings to the class. 2 Salaga was so important to the slave trade because
it was centrally located.
Activity 1.8 (LB page 28) 3 Pairs present their findings to the class.
Formative assessment
In this activity, learners will create a role play of the Check that learners are involved in the discussion
activities that the Kintampo Stone Age people would and are supporting their answers.
do in one day. Differentiated learning
Group work • Ask stronger learners to read the questions and
• Learners work in groups to create a role play. help others who find reading difficult.

Encourage all learners to participate.
• You can assess learners’ role plays using the rubric

for role plays in the Assessment tools at the back
of this Teacher’s Guide.

52

Sub-strand 1: The people of Ghana

• Let learners answer verbally if needed or draw Activity 1.11 (LB page 34)
pictures and describe their answers to their partner.
In this activity, learners use their research to prepare
• Use the remedial activities as practice for learners a presentation to explain the important points on
who struggle and the extension activities for those their poster.
learners who need more of a challenge. Individual work
• Learners work on their own to prepare a
Remedial activity
Help learners to underline the important points in presentation to explain the important points on
the text to answer the questions. their poster.
Extension activity • Help learners to choose the important points.
Learners can research these ancient towns and what • Give learners time to work.
makes them important. Then they present their Group work
findings to the class. Learners work in groups to complete the activity.
Place learners of different abilities together in the
Activity 1.10 (LB page 33) group, so that the stronger learners can help those
who are differently abled or who struggle with the
In this activity, learners use their knowledge to write activity. Encourage all learners to participate in the
a diary entry on being a Guan trader. research and construction of the poster.
Individual work Answers
• Learners work on their own to write their diary entry. Poster and presentation.
• Help learners to write their diary entry in first Formative assessment
• Check that learners are involved in the discussion
person and from the correct perspective. and are supporting their answers.
• Give learners time to work. • Check learners’ research to see if they have got
Answers the right information and that it is at their level
Learners’ diary entries. of understanding.
Formative assessment • You can assess learners’ posters using the rubric
In pairs, learners edit each other’s diary entries, for posters in the Assessment tools at the back of
providing constructive criticism. this Teacher’s Guide.
Differentiated learning Differentiated learning
• Ask stronger learners to independently complete Encourage groups to give each learner a role in
making the poster; one learner can research, one
the activity. learner can find pictures, one learner can design the
• Support learners who are struggling in sentence poster, one learner can scribe, etc. The roles will
depend on the learners’ strengths.
formation and use of vocabulary. Remedial activity
Remedial activity • Provide learners with the information so that
• Learners underline the information on Guan they do not take up too much time researching or
not getting the right information.
traders and understand what it was like to live in • Help learners to underline the important points
those days. about the history of a town or place and reword
• Let learners complete a mind map to show the it in their own wording.
progression of their diary entry. Extension activity
Extension activity Learners can do an interview about one of the ancient
Ask learners to read their diary entry to the class. towns or places, for example between a professor and
a student wanting to know more information.
Homework (LB page 34)

• Let learners read through the notes they have Exercise 1.4 (LB page 34)
made while working through this lesson.
In this exercise, learners use their knowledge to
• They must do more research on the internet to answer the questions.
fill in any gaps they find in the information that
they have collected.

• Provide learners with other sources of
information, such as books and textbooks, if they
do not have access to the internet.

53

Sub-strand 1: Summary Formative assessment
Check learners’ work to see if they have got the
Individual work answers correct and in their own wording.
Learners work on their own in this exercise. Give Differentiated learning
learners time to work. • Ask stronger learners to independently complete
Answers
1 a Bono East the exercise.
• Read and explain the questions to learners who
b North east
c Savannah Region in northern Ghana are struggling.
d Central Region in southern Ghana Remedial activity
2 They were the first crop and livestock farmers in • Let learners complete the exercise verbally.
West Africa. • Show learners the page to find the answer.
3 The Abron people Extension activity
4 Salt, kola nuts, leather and gold Ask learners to write three of their questions on
5 Daboya and Salaga what they have learnt and swap it with a partner to
6 They used terrace farming technology for answer.
growing crops.
7 Learners’ opinions supported with facts.

Summary: The people of Ghana They did this to make sure that their herds
had enough pasture for grazing.
• Our ancestors did not have same • People also built wooden rafts and small
equipment and tools as we do now. boats to travel and transport goods on
water.
• Prehistory is the period that starts • Today, we use road, rail, air and water
before writing started. This is about five transport. These modern forms of
million years ago. This period ends with transport include vehicles (cars, trucks
the invention of writing, which is about and buses), trains, aeroplanes and
6 000 years ago. ships. They can transport many people
and large quantities of goods over short
• Our ancestors lived by farming, fishing and long distances.
and hunting. • Technology has also developed
different ways to power modern forms
• They also collected from plants in nature. of transport. Some vehicles now use
They usually dried, salted or roasted fish electricity and solar radiation instead of
and meat before eating it. Drying, salting petrol and diesel.
or roasting meat and fish are also ways • In ancient times, people lived in caves
they preserved food to use later. and then moved on to build huts which
later developed into modern day houses.
• Our ancestors wore clothes made from • The barter system of trading was used
the skins and fur of animals they hunted. to exchange goods in ancient times.
They wore this clothing wrapped around Bartering means that people exchanged
their bodies. goods they had for goods they needed
(gold and salt were valuable).
• People in ancient times used hand- • Today, we use money to pay for goods
weaving techniques to weave animal and services.
skins to make clothing. • Types of work our ancestors did
included farming, trading, working as
• Our ancestors entertained themselves soldiers and skilled work (blacksmith,
with music (using instruments such as tailors, weavers, etc.)
drums or the lute), games, storytelling
and conversations.

• Our ancestors travelled from one place
to another by walking.

• They carried goods on their heads and
on their shoulders.

• Many people in ancient Africa were
nomads. They travelled on foot from place
to place with their family and livestock.

54

Sub-strand 1: Revision

Summary: The people of Ghana (continued)

• Today we still do the same work but • Today, we still use many of the same
with better and advanced technology. forms of technology, but they are more
For example, machinery and modern advanced and effective. For example,
transport. the use of computers and machinery in
factories.
• Ancient Africans used many forms of
technology.

Sub-strand 1: Revision (LB page 35)

Assessment 2 a 6 000
b cave
Use this Sub-strand 1: Revision activity for c 1 800
formative or summative assessment. d hut
• Formative assessment: Let learners e terraces
f diking
complete the activity and go through
the answers in class. Learners can 3 Drying, salting or roasting
either check their own work for self- 4 These armies protected the kingdom
assessment, or swap work with a
partner and check each other’s work for and its kings. They also made sure
peer assessment. that the different ethnic groups lived in
• Summative assessment: Let learners peace.
write the answers in their exercise books 5 Kola nuts, slaves, vegetables, cloth,
or talk about the answers with you leather goods, ivory, copper and iron
individually. Take in the exercise books
or listen to the oral answers and assess Summative assessment
learners’ work. Check that learners can
show understanding of the differences • Use this Strand 2: Self-assessment for
in living in ancient time to living now in summative assessment. Let learners
Ghana. complete the table in their exercise
books or talk about the answers with
Answers you individually. Take in the exercise
books or listen to the oral answers and
1 a False. The Bronze Age started when assess learners’ work.
the Stone Age ended.
• Make sure that learners can show
b False. Talking drums could send understanding of how our ancestors
messages to places 40 km away. lived in ancient times compared to
today.
c True
d False. EFT (electronic funds transfer)

payments are made electronically.
e False. Begho is located in the Bono/

Eastern Region.
f True

55

Strand 2: My country Ghana

Sub-strand 5: Some selected individuals

Ghanaians who made significant contributions locally and
internationally-------------------------------------------------------------------------------- (B5.2.5.1.1

Learners will use evidence to discuss and appreciate Phase 1: Start suggestions
Ghanaians who made significant contributions • Show learners pictures, posters or the internet to
locally and internationally.
identify Ghanaians who have made important
Ghanaian people who have done contributions locally and internationally.
important work............. (LB pages 36–48) • Discuss with learners how these Ghanaians
helped the community.
Content standard B5.2.5.1 Phase 2: Explore suggestions
Demonstrate knowledge of Ghanaians who made • Discuss the concepts in the Learner’s Book with
significant contributions locally and internationally. learners, each Ghanaian on their own.
Indicator B5.2.5.1.1 –– Dr. R.E.G Armattoe (Science and Medicine),
Name Ghanaians who have made significant –– Kofi Annan (international diplomacy),
contributions locally and internationally, including –– Efua Sutherland (playwright),
Dr. R.E.G Armattoe (Science and Medicine), –– Prof. Francis Allotey (Science and History),
Kofi Annan-international diplomacy, Osibisa –– David Adjaye (architect),
(popular music), El Anatsui (sculptor), David –– Ozwald Boateng (fashion),
Adjaye (architect), Ozwald Boateng (fashion), –– El Anatsui (sculptor),
Efua Sutherland (playwright), Prof. Francis Allotey –– Prof. Akua Kuenyehia (law),
(Science and History), Prof. Akua Kuenyehia (law), –– Prof. Frimpong-Boateng (surgeon),
Prof. Frimpong-Boateng (Surgeon), Abedi Ayew –– Abedi Ayew ‘Pele’ (football player),
‘Pele’ (Football), Azumah Nelson (Boxing), etc. –– Azumah Nelson (boxing), and
Subject-specific practices and core competencies –– Osibisa (popular music).
Learners use evidence to appreciate the significant Phase 3: Reflect suggestions
contributions of some Ghanaians locally and In groups, learners identify the traditional rulers
internationally, learners become creative, whose work inspires them the most and give reasons
innovative and digitally literate. for their choice.
Resources
• pictures, posters or the internet to identify Use of ICT

Ghanaians who have made important • Show learners videos and documentaries on some
contributions locally and internationally. of the famous Ghanaians they have learnt about.
• Resource 3 (A worksheet on pages 98–105 of You can use the examples provided below or your
this TG) own examples. See the Helpful links section on
Key words this page for more useful website links. Remind
qualifications, fluent, anthropology, publicity, centrist, learners to make notes of the important points as
federalist, unification, diplomat, food security, they watch the documentary.
playwright, passionate, physicist, architect, flagship, –– Kwabena Frimpong-Boateng: https://www.
cardiothoracic, cardiovascular, amateur, highlife youtube.com/watch?v=ziVrU95tAiw
Helpful links: –– Ozwald Boateng: https://www.youtube.com/
• http://el-anatsui.com/ watch?v=ngRPSoq2UAY
• https://www.kofiannanfoundation.org/kofi-annan/ –– David Adjaye: https://www.youtube.com/
• https://www.britannica.com/biography/Efua- watch?v=73YPW_6RQes
Sutherland –– Osibisa: https://www.youtube.com/
watch?v=ulldsDSq_mU
Teaching instructions –– El Anatsui: https://www.youtube.com/
watch?v=ewLhOOkDZPA
–– Azumah Nelson: https://www.youtube.com/
watch?v=3e2iJ8Ue9h8

Use these teaching instruction suggestions to create
lesson plans to cover the relevant exemplar(s).

56

Sub-strand 5: Some selected individuals

Homework (LB page 37) Extension activity
Learners create a photo album with the various
• Learners can do the homework task provided Ghanaian people, giving a short description of what
in the Learner’s Book using the internet, if they they achieved with a picture of each.
have access at home, or by looking in textbooks
and library books. Make sure that you always Activity 1.13 (LB page 46)
have books and information on display in your
classroom for learners to use, if necessary. In this activity, learners test their knowledge of the
names and work done by famous Ghanaians.
• They must make notes of their research and share
these in class in the next lesson. Pair work
Learners work in pairs to play the memory game.
Activity 1.12 (LB page 37)

In this activity, learners recognise which names they Answers
are familiar with and which names they can research Dr. R.E.G Armattoe – Science and Medicine,
further. Kofi Annan – international diplomacy,
Efua Sutherland – playwright,
Pair work Prof. Francis Allotey – Science and History,
Learners work in pairs to research and discuss the David Adjaye – architect,
questions of this activity. Place learners of different Ozwald Boateng – fashion,
abilities together, so that the stronger learners can help El Anatsui – sculptor,
differently abled learners who struggle with the activity. Prof. Akua Kuenyehia – law,
Encourage all learners to participate in the activity. Prof. Frimpong-Boateng – surgeon,
Abedi Ayew ‘Pele’ – football player,
Answers Azumah Nelson – boxing, and
Suggested answers. Osibisa – popular music.
1 Learners look at the pictures on pages 36–37 and
Formative assessment
read the names of the famous people. Learners Walk around the classroom. Observe learners as they
call out the names that they recognise. play the memory game. Assist any learners or pairs/
In small groups, learners research the names that groups who seem to be struggling.
they do not recognise. Ask learners to match each
person with the important work that they have Differentiated learning
done locally or internationally. They can choose • Ask stronger learners to guide the memory game.
the type of work from the list. • Use the remedial activities as practice for learners
2 Learners choose three types of work from the list
to answer the questions. who struggle and the extension activities for those
learners who need more of a challenge.
Formative assessment
• Walk around the classroom. Observe learners as Remedial activity
• Divide the cards so that learners choose only the
they research and discuss the questions. Assist any
learners or pairs/groups who seem to be struggling. cards with the person’s name and they need to say
• Make a note of those learners who are finding it the person’s work.
hard to research and give them resources to help • Learners can use the Learner’s Book to find the
further their understanding. answers.

Differentiated learning Extension activity
• Give learners Resource 3 (A worksheet on pages Learners add a third set of cards that gives further
details of the famous Ghanaians.
98–105 of this TG) to complete.
• Ask stronger learners to answer some questions Homework (LB page 46)

first and then let learners who are struggling • Explain to learners that they need to prepare
answer similar questions. This method will provide an oral presentation to retell the life story of a
those learners with an example answer to use as a famous Ghanaian.
guideline when answering their own question.
• Use the remedial activities as practice for learners • Learners must use the notes they made while
who struggle and the extension activities for those watching the documentary or video. Let them
learners who need more of a challenge. write out the person’s life story. They must list all
the person’s important events and achievements.
Remedial activity
• Work one-on-one with learners and guide them • Give learners time in class to practise retelling the
person’s life story in an interesting way. They can
through the questions and in finding the answers. ask their family members to listen and give them
• Learners can choose one or two types of work

instead for question 2.

57

Strand 2: My country Ghana

feedback. Remind learners to use their feedback • Use the poster or presentation rubrics in the
to make improvements to their presentation. Assessment tools at the back of this Teacher’s
Guide to assess learners’ work.
Activity 1.14 (LB page 47)
Differentiated learning
In this activity, learners present their oral • The choice between a video documentary or a poster
presentation.
will depend on learners’ and groups’ strengths.
Individual work • Encourage groups to delegate a role for each
Learners work alone to do their homework and
present their presentation. They follow the step-by- learner, for example scribe, researcher, or a learner
step instructions on page 46 of the Learner’s Book. to find images.
• Use the remedial activities as practice for learners
Answers who struggle and the extension activities for those
Learners’ presentations. learners who need more of a challenge.
Remedial activity
Formative assessment • Learners choose one or two famous Ghanaians.
Listen to the oral presentations. • Learners can use the Learner’s Book to find the
answers or you can provide the resources.
Differentiated learning Extension activity
• Ask stronger learners to deliver their Learners deliver their presentation to the school.

presentations first and then let learners who Activity 1.16 (LB page 47)
are struggling follow. This method will provide
those learners with an example answer to use as a In this activity, learners research the traditional ruler
guideline when delivering their presentation. that inspires them and present that information to
• Use the remedial activities as practice for learners the class.
who struggle and the extension activities for those
learners who need more of a challenge.

Remedial activity Individual work
• Let learners practise their presentation in front of Learners work alone to research and deliver
their presentation. They follow the step-by-step
a small group of learners. instructions on page 47 of the Learner’s Book.
• Provide learners with the necessary research.

Extension activity Pair work
Learners conduct a question/answer interview with a • Learners work in pairs. Place learners of different
peer on a famous Ghanaian person.
abilities in pairs so that the stronger learner
Activity 1.15 (LB page 47) can help their partner who is differently abled.
Encourage all learners to participate in comparing
In this activity, learners prepare a video documentary and completing the activity. Give learners the
or a poster about three famous Ghanaians who have opportunity to research or use extra resources to
achieved great things and made a difference. further their understanding.
• Learners can complete a peer assessment using
Group work the rubric for pair work in the Assessment tools
• Learners work in groups to research and discuss at the back of this Teacher’s Guide.

the questions of this activity. Place learners of Formative assessment
different abilities together in the group, so that the Walk around the classroom. Observe learners as they
stronger learners can help those who are differently present their information. Assist any learners or pairs
abled or who struggle with the activity. Encourage who seem to be struggling.
all learners to participate in the discussion.
• Learners can complete a group work assessment Differentiated learning
using the checklist at the back of this Teacher’s Use the remedial activities as practice for learners
Guide. Use the teacher assessment for group who struggle and the extension activities for those
work, as well as the rubric for presentations to learners who need more of a challenge.
assess all groups’ video documentaries.
Remedial activity
Answers Learners can use the Learner’s Book to find the
A video documentary or a poster answers or you can provide the resources.

Formative assessment Extension activity
• Walk around the classroom. Observe learners as Learners deliver their presentation to the school.

they follow the instructions. Assist any learners or
groups who seem to be struggling.

58

Sub-strand 5: Summary

Summary: Some selected individuals

Raphael Armattoe (1913–1953) Akua Kuenyehia (1947– )
• He was a Ghanaian doctor, author, • She is a Ghanaian lawyer.
• She served as one of three African
poet and politician.
• He supported the unification of British female judges at the International
Criminal Court in The Hague in The
and French Togoland into one Ewe Netherlands.
state.

Kofi Annan (1938–2018) Kwabena Frimpong-Boateng (1949– )
• He was a Ghanaian diplomat and • Kwabena Frimpong-Boateng is a

statesman. Ghanaian cardiothoracic surgeon.
• He has many achievements such as • He performed his first heart transplant

winning the Nobel Peace Prize in 2001 in 1985.

Efua Sutherland (1924–1996) Abedi Ayew ‘Pele’ (1964– )
• He was a Ghanaian teacher, playwright, • He is a retired Ghanaian football

poet, author and theatre director. player.
• Well-known works are Foriwa, Playtime • He was among the first great African

in Africa, New Life in Kyerefaso, Edufa football players to play for clubs in
and The Marriage of Anansewa. Europe.

Francis Allotey (1932–2017) Azumah Nelson (1958– )
• He was a Ghanaian mathematical • He is a former Ghanaian professional

physicist. boxer.
• He was the first Ghanaian Professor of • He was honoured in the International

Mathematics. Boxing Hall of Fame in 2004.

David Adjaye (1966–present day) Osibisa
• He is a famous architect. • This is an Afrobeat band formed in

Ozwald Boateng (1967 – ) London in 1969.
• He is a famous menswear fashion • The leader of the band is a Ghanaian

designer. named Teddy Osei.
• He has designed costumes for films, • The band achieved huge success in

including The Matrix and Oceans 13. the 1970s. They had hits in the United
Kingdom and the USA.

El Anatsui (1944– )
• He is a Ghanaian sculptor.
• He has also received several Ghanaian

and international awards for his work.

59

Sub-strand 5: Revision (LB page 48)

Sub-strand 5: Revision 2 a False. Dr. Armattoe did support one
united Ewe state.
Assessment
b True
Use this Sub-strand 5: Revision activity for c True
formative or summative assessment. d False. Professor Allotey was head
• Formative assessment: Let learners
of the Mathematical Department at
complete the activity and go through the Kwame Nkrumah University of
the answers in class. Learners can Science and Technology (KNUST).
either check their own work for self- e True
assessment, or swap work with a 3 David Adjaye
partner and check each other’s work for 4 2003–2015
peer assessment. 5 Osibisa was the first band to combine
• Summative assessment: Let learners West-African highlife music style with
write the answers in their exercise books jazz, rock, calypso and R&B.
or talk about the answers with you 6 He played for the Ghana national team
individually. Take in the exercise books 73 times from 1982 to 1998
or listen to the oral answers and assess 7 Learners’ own answers
learners’ work. Check that learners can
show understanding of Ghanaians who Summative assessment
made significant contributions locally
and internationally. Use this Sub-strand 5: Self-assessment
for summative assessment. Let learners
Answers complete the table in their exercise
books or talk about the answers with you
1 a Ozwald Boateng, fashion individually. Take in the exercise books
b Efua Sutherland, playwriting or listen to the oral answers and assess
c Akua Kuenyehia, law learners’ work.
d El Anatsui, sculpting
e Abedi Ayew ‘Pele’, football

Strand 2: Assessment (LB pages 49–50)
or talk about the answers with you
Assessment individually. Take in the exercise books
or listen to the oral answers and assess
• Make sure that learners can demonstrate learners’ work. Check that learners can
an understanding of how life in ancient show understanding of significant local
time was different from life today. and international contributions.

• Confirm that learners can recount
history about their communities.

• Summative assessment: Let learners
write the answers in their exercise books

60

Strand 2: Assessment

Strand 2: Assessment (continued) (LB pages 49–50)

Answers 9 Blacksmiths, weavers, tailors, jewellers
and tool makers. Learners’ examples. (6)
1 a Stone Age (1)
b Bronze Age (1)
c Birimi (1) 10 Study the Qur’an and the sciences,
including mathematics, geography,
d Bono-Manso (1) physics and astronomy. (2)
e Kofi Annan (1)
f Ozwald Boateng (1) [6] 11 Some scientists think that the Kintampo
people came from the northern Sahel
2 a False. Ancient people wore clothes region or from the Sahara Desert. Other
made from natural textiles. (1) scientists think that they developed from
b True an earlier group of Stone Age people living
c False. It was occupied during the in the region, called the Punpun people.(4)
Stone Age, which ended in about
2 000 BC. (1) 12 Daboya became an important trading
d True (1) town in the Gonja Kingdom for these
e True (1) reasons:
f True (1) [6] • It gave the Gonja Kingdom access
to the area in the west where food
3 a A crops were grown.
b C • It had a large and developed rock-
c C salt industry. Salt was very valuable
d C because people used it to preserve
e B meat, fish and other foods. During this
f B (6) time, salt was as valuable as gold.
• It was located near the Volta River,
4 a Efua Sutherland, playwriting (1) which provided a source of water. (6)
b Osibisa, music (1)
c David Adjaye, architecture (1)
d Abedi Ayew ‘Pele’, football (1) 13 Salt-making and ironwork industries (2)

e Kofi Annan, diplomacy (1) 14 Some of Mr. Annan’s many
achievements included:
f Raphael Armattoe, medicine (1) [6] • Handing over the peacekeeping

5 They lived by hunting wild animals and operations after the Bosnia–
collecting fruits. (2) Herzegovina civil war to NATO (the

6 This means that it is prepared and North Atlantic Treaty Organisation)
in 1993
stored in tins and containers, so that it • Winning the Nobel Peace Prize in
lasts a long time. (2)
2001 (jointly with the UN)
• Settling a dispute between
7 Nomads travelled with their herds from Cameroon and Nigeria in 2006
pasture to pasture. (2)
• Arranging a power-sharing agreement
8 Storytellers, called griots, played an between the Kenyan government and
important role in oral communication.
They told stories and played music. They the opposition party in 2008. (3)

were also the historians for villages and 15 Refer to page 42 in the Learner’s Book
communities. They learnt and retold for Ozwald Boateng’s success story. (4)

the history of the village or community, Total: 60
including births, deaths, marriages and all
the important events. (3)

61

Strand 3: Europeans in GhSantarand 3: Europeans in Ghana Introduction

IntIrnodtruoctdiounction Strand 2: Europeans in Ghana incorporates one sub-
strand
In previous lessons, learners identified the European Sub-strand 2: International trade including slave trade
countries whose citizens came and settled in In Sub-strand 2: International trade including the
Ghana, such as Portugal, Britain, France, Sweden, slave trade, learners will look at the progression from
Germany, (Brandenburg) Denmark, Norway and trade and to the slave trade. They will learn about
The Netherlands. They learnt in which order these the forts and castles that were built by the Europeans
Europeans came to Ghana, and located the countries and served to help with the slave trade.
they came from on a map of the world. Then they
learnt about the interactions between the people of the 1 Slavery is the condition in which one person is
Gold Coast and the Europeans, how trade was first owned as property by another and is under the
carried out and which goods and services were bartered. owner’s control, especially in involuntary servitude.
Learners investigated how this trade changed over time
and how it led to towns, forts and castles being built 2 a Western Africa
and how this led to the establishment of the slave trade b Americas
in Ghana. c Atlantic Ocean
d They were sold or bartered as slaves, for either
Opener activity money or goods

International trade including slave trade Diagnostic assessment
(LB page 51) Observe learners and use their answers to assess their
The opener activity provides an opportunity to assess understanding and skill levels. This activity will also
learners’ basic knowledge of the different building allow you to measure how much they know about
blocks of History. The questions have been structured the specific concepts. Where necessary, ask leading
to broadly cover Sub-strand 2: International trade questions to identify their strengths and weaknesses,
including slave trade. and any knowledge gaps.
Ask learners to work in groups to complete the
activity. Walk around the classroom and listen as
learners talk about the questions. Help any learners
who seem to be struggling. Give learners time to talk
about the questions and then hold a class discussion
for them to share their answers.
Answers
Learners’ own answers.

62

Sub-strand 2: International trade including slave trade

Sub-strand 2: International trade including slave trade

International trade including slave trade-------------------------------------- (B5.3.2.1)

Learners will be building on their previous knowledge Phase 2: Explore suggestions
of the Portuguese who were the first Europeans • Discuss the Trans-Atlantic slave trade, looking at
to explore the African coast in the 15th Century,
searching for gold and a sea route to the Indies (India). the three stages. Use a map to show the route to
Additionally, learners should know that the Gold Coast the learners.
was aptly named for the gold and gold trade. This • Look at images of slave forts and castles and
evolved from the trade in goods like gold, pottery, cloth discuss the role they played in the slave trade.
and kola nuts, to include the trade in human beings. • Read and discuss which European countries were
involved in the slave trade and the reasons why.

What is slavery? ����������� (LB pages 52–56) Phase 3: Reflect suggestions
In groups, talk about what it must have been like to
In this section, learners talk about slavery. Show the be involved in the slave trade, both as a European
learners a YouTube video on the slave trade. and as a slave.

Content standard B5.3.2.1 Use of ICT
Demonstrate understanding of what began as
trade in goods from 1471 soon included trade in • Find more pictures and information about the
humans by the 16th Century. forts and castles that played an important part in
Indicator B5.3.2.1.1 the Trans-Atlantic slave trade. Visit the following
Investigate why the Europeans began trading in website https://theculturetrip.com/africa/ghana/
humans by the 16th Century. articles/ghana-sslave-castles-the-shocking-story-
Subject-specific practices and core competencies of-the-ghanaian-cape-coast/
As learners use evidence to interpret and examine
European activities in Ghana, they become • Watch a documentary on how the Trans-
creative, critical and innovative thinkers. Atlantic slave trade was conducted: https://
www. youtube.com/watch?time_continue=
63&v=RZPBL7BDr34&feature=emb_logo

Resources: Activity 2.1 (LB page 56)
Map to explain the concept of Trans-Atlantic slave
trade, documentary on the slave trade, pictures of The aim of the activity is to help learners better
some forts and castles understand the triangular slave trade through a
Key words role play.
slavery, slave owners, enslaved, slaves, slave traders,
Trans-Atlantic, raw materials, brutal, slave auctions, Group work
plantations, resisted, abolish, ethnic wars, hijacked, • Learners work in groups to do this activity. Place
abolitionist, colonists, depended, immune, immunity
Helpful links: learners of different abilities together in the
• https://theculturetrip.com/africa/ghana/articles/ group, so that the stronger learners can help those
who are differently abled or who struggle with
ghana-s-slave-castles-the-shocking-story-of-the- the activity. Encourage all learners to participate
ghanaian-cape-coast/ in the discussion.
• https://www.ghanaweb.com/GhanaHomePage/ • You can assess learners’ role plays using the rubric
history/timeline.php for role plays in the Assessment tools at the back
• https://www.youtube.com/ of this Teacher’s Guide.
watch?v=muaykuehU0k
Formative assessment
Teaching instructions • Walk around the classroom. Observe learners as

Use these teaching instruction suggestions to create they prepare the role play. Assist any learners or
lesson plans to cover the relevant exemplar(s). groups who seem to be struggling.
Phase 1: Start suggestions • Make a note of those learners who are finding
• Discuss with learners the meaning of slavery and it hard to understand the triangular slave trade.
Give them resources to help further their
why it existed. understanding.
• Show the learners a documentary on the slave trade.

63

Strand 3: Europeans in Ghana

Differentiated learning Group work
• Ask stronger learners to create a story board that Learners work in groups to do this activity. Place
learners of different abilities together in the group,
shows the progression of the slave trade. so that the stronger learners can help those who are
• Use the remedial activities as practice for learners differently abled or who struggle with the activity.
Encourage all learners to participate in the activity.
who struggle and the extension activities for those Answers
learners who need more of a challenge. Learners’ essay and pictures with captions on slave
Remedial activity forts and castles that played a role in the Trans-
Learners do not need to memorise their speaking Atlantic slave route.
lines in the role play and can use cue cards. Formative assessment
Extension activity Check that learners are involved in the discussion
Ask learners to create a story board that shows the and are adding valuable insight.
progression of the slave trade. Differentiated learning
• In each group, learners are assigned a role
Exercise 2.1 (LB page 56)
according to their strengths, for example
In this exercise, learners use their knowledge and researcher, scribe, find and caption pictures, etc.
understanding about the slave trade to complete the • Stronger learners can read and explain the
sentence frames. information to the weaker learners.
Individual work Remedial activity
Learners work independently to fill in the gaps with Guide learners through the information and essay
the word options. structure.
Answers Extension activity
Slavery, slave owners, human, property, force, Learners make their own documentary about how
freedom, enslaved, triangular the Trans-Atlantic slave trade was conducted. Use the
Formative assessment map on page 53 to explain the triangular slave trade.
• Walk around the classroom. Observe learners as Include photographs to show the different stages.
Learners make an oral or digital presentation of the
they fill in the gaps. Assist any learners who seem documentary for the rest of the class.
to be struggling.
• Make a note of those learners who are finding it Activity 2.3 (LB page 61)
hard and give them more practice opportunities
in later lessons or tasks. In this activity, learners brainstorm the reasons why
Differentiated learning the Europeans began to trade in humans.
• Use the remedial activities as practice for learners
who struggle, and the extension activities for Group work
those learners who need more of a challenge. Learners work in groups to do this activity. Place
Remedial activity learners of different abilities together in the group,
Work one-on-one with learners and guide them so that the stronger learners can help those who are
through the paragraph and in finding the answers. differently abled or who struggle with the activity.
Extension activity Encourage all learners to participate in the brainstorm.
Learners can draw a cartoon about the slave trade.
Formative assessment
Activity 2.2 (LB page 60) Check learners’ mind map to see if they have got the
reasons why Europeans traded in humans.

If possible, learners need to visit forts and castles that Differentiated learning
played a role in the Trans-Atlantic slave trade. Then Ask stronger learners to guide the less abled learners
learners write an essay about their visit to the forts in finding the answers.
and castles, including the role these forts and castles
played in the slave trade and pictures with captions. Remedial activity
Let learners complete the activity verbally with your
Discuss with learners: Throughout the 300 years of the guidance.
slave trade, together the European nations sold about
12 million Africans into slavery. Portugal transported Extension activity
between 4,5 and 5 million African slaves. Britain Learners role-play an interview between a professor
transported about 3,4 million or more African slaves. and student who is asking for more information
about the slave trade.

64

Sub-strand 2: International trade including slave trade

Activity 2.4 (LB page 63) Exercise 2.2 (LB page 63)

In this activity, learners create a poster on the Trans- In this exercise, learners need to use their knowledge
Atlantic slave trade. to answer the questions.
Group work Individual work
• Learners work in groups to do this activity. Place • Learners work on their own in this exercise.
• Help learners to read and understand the
learners of different abilities together in the
group, so that the stronger learners can help those questions.
who are differently abled or who struggle with • Give learners time to work.
the activity. Encourage all learners to participate Answers
in the development of the poster. 1 Triangular slave trade
• You can assess learners’ posters using the rubric 2 Guns, gunpowder, cloth, iron items and alcohol
for posters in the Assessment tools at the back of 3 Spain, Britain, France, The Netherlands, Norway
this Teacher’s Guide.
Answers and Denmark
Learners’ poster on the Trans-Atlantic slave trade. 4 John Hawkins
Timeline: 5 The British set up the Royal African Company
1440 – Portuguese first participated in the slave
trade. in 1672 to control British trade with Africa.
1500 – Spanish participated in the slave trade. This included the slave trade. From that time
They shipped slaves to the Caribbean. At this time onwards, the British slave trade grew very quickly.
the Dutch, French and British also participated in Plantation owners in the British West Indies
the slave trade. needed slaves to plough, plant and harvest their
1550 – John Hawkins was the first British slave sugar cane. Through their hard work, African
trader who sold slaves to the Spanish and the West slaves helped these colonies to develop. The slave
Indies. trade made Britain one of the wealthiest nations
1600 – The Dutch controlled the slave trade from in Europe.
Africa. The Danish and Norwegians participated The following is an example of how the system
in the slave trade and bought slaves to work on the worked: After 1791, the slaves on the sugar
sugar plantations in the Caribbean. plantations in the British West Indies produced a
1619 – British bought first African slaves to colony huge amount of sugar. British people became the
of Virginia, North America. largest customers for this sugar. The plantation
1672 – Royal African Company (British) was set up owners and Britain became wealthy from the sale
to control the British trade. of the sugar. But they depended on the free work
1700 – Dutch controlled half of the slave trade; the of slaves to make their wealth.
British and French controlled the other half. Formative assessment
1760 – Britain was the leading European country in Check learners’ work to see if they have got the
the slave trade. answers correct.
1807 – Britain abolished slavery. Differentiated learning
Formative assessment • Ask stronger learners to independently complete
Walk around the classroom. Observe learners as they the exercise.
answer the questions. Assist any learners or groups • Read and explain the questions to learners who
who seem to be struggling. are struggling.
Differentiated learning Remedial activity
Pair up stronger and weaker learners, so that stronger • Let learners complete the exercise verbally.
learners can help weaker learners. • Show learners the page to find the answer.
Remedial activity Extension activity
Work one-on-one with learners and guide them • Ask learners to write three of their questions on
through the questions and in finding the answers. what they have learnt and swap with a partner
Extension activity to answer.
Learners present their poster to the school and • Learners do more research to find out why it was
explain what they have learnt about the slave trade. so important to the Europeans that slaves had
an immunity to diseases such as smallpox and
malaria. Share what you found with a partner.

65

Sub-strand 2: Summary

Summary: International trade including slave trade

• Slavery is when people are bought and • The slave trade made Britain one of the
owned by other people. wealthiest nations in Europe.

• The Trans-Atlantic slave trade was the • By 1760, Britain was the leading
buying and selling of human beings from European country participating in the
West Africa. Then transporting them slave trade. Slavery was only abolished
across the Atlantic Ocean to the Americas. in Britain about 50 years later, in 1807.

The triangular trade Why did the Europeans begin
• Stage 1: Transporting manufactured trading in humans?

goods from Europe to West Africa. Willingness to sell slaves
• Stage 2: The Middle Passage – • Chieftans sold slaves to slavers in

Enslaving Africans and shipping them exchange for valuable goods.
to the Americas. Existing system of slavery in Africa
• Stage 3: Selling the slaves to work on • Slavery existed in West Africa long
plantations in the Americas in exchange
for raw materials to sell in Europe. before the arrival of the Europeans. All
Slave forts and castles West African states along the coastline
• Cape Coast Castle was built by Swedish of the Atlantic Ocean were linked by the
traders in 1653 and used in the slave trade. Trans-Saharan trade route. People sold
• Osu Castle (Fort Christiansborg or the goods to one another, such as gold,
Castle) was built by the Danish in 1661 kola nuts, ivory and slaves, in exchange
and used in the gold, ivory and slave for salt, copper, tobacco and cloth.
trade. Workers needed for plantations and
• Fort Ussher was built by the Dutch 1649 mines
and used as a slave prison. • The colonists urgently needed a steady
• Fort William, in Anomabo near Cape supply of workers for their plantations.
Coast, was built by the British in 1819 Free workers
and used to hold slaves. • Slaves do not earn money. Europeans
The First Atlantic System (1440–1600) realised it was cheaper to buy slaves
• The Portuguese were the first European rather than pay local people to do
country to trade in humans in West work.
Africa. Immunity of African people
• First, the slaves the Portuguese bought • African slaves were immune to certain
from African chiefs were people diseases spreading throughout the
captured during ethnic wars. colonies at that time, such as smallpox
• The first British slave trader, John and malaria.
Hawkins, arrived in Africa in the mid-
1500s.
• He was the first British trader to
become wealthy from the Trans-
Atlantic slave trade.

The Second Atlantic System (1600–1807)
• By the 1600s, the Dutch controlled the

slave trade from Africa.
• The British set up the Royal African

Company in 1672 to control British
trade with Africa.

66

Sub-strand 2: Revision

Sub-strand 2: Revision (LB page 64)

Assessment Assessment

Use this Sub-strand 2: Revision activity for • Summative assessment: Let learners
formative or summative assessment. write the answers in their exercise books
• Formative assessment: Let learners or talk about the answers with you
individually. Take in the exercise books
complete the activity and go through or listen to the oral answers and assess
the answers in class. Learners can learners’ work.
either check their own work for self-
assessment, or swap work with a Where were slaves Who was
partner and check each other’s work for taken? involved?
peer assessment. from Europe to West Britain, West Africa
Africa
Answers From Africa to the Slave raiders, slave
Americas traders
1 Americas and returning West Indies,
Stage What was involved? to Europe Americas

Stage 1 Transporting manufactured goods.

Stage 2 The Middle Passage: Enslaving
Stage 3 Africans and shipping them.
Selling the slaves in the Americas and
returning to Europe with raw
materials to sell from the plantations
on which slaves were forced to work.

2 Middle Passage, crossing, died, auction, In the 1760s, Britain was the leading
resist, escape European country involved in the
slave trade. In 1807, slavery was only
3 From 1440 to 1640 Portugal controlled abolished in Britain.
the Trans-Atlantic slave trade. In the
early 1500s, the Spanish had also 4 Learners’ mind maps need to include:
started to ship African slaves to the willingness to sell slaves, existing
Caribbean. In the mid-1500s, the first system of slavery in Africa, workers
British slave trader, John Hawkins, needed for plantations and mines, free
arrived in Africa. Over a period of six workers, immunity of African people
years, Hawkins made three trips to
Africa, captured over 1 200 Africans and Summative assessment
sold them to the Spanish.
Use this Strand 3: Self-assessment for
In the 1600s, the Dutch controlled the summative assessment. Let learners
slave trade from Africa. complete the table in their exercise
books or talk about the answers with you
In 1619, Britain brought the first African individually. Take in the exercise books
slaves to the British colony of Virginia in or listen to the oral answers and assess
North America. learners’ work.

In 1672, British set up the Royal African
Company to control British trade with
Africa, including the slave trade.

In the 1700s, the Dutch controlled half
the Trans-Atlantic slave trade, and the
British and French the other half.

67

Strand 3: Assessment (LB pages 65–66)

Strand 3: Assessment Answers

Assessment 1 a A (1)
b B (1)
• Summative assessment: Let learners c A (1) [3]
write the answers in their exercise books 2 Trans-Atlantic means ‘crossing the
or talk about the answers with you Atlantic Ocean’. (2)
individually. Take in the exercise books
or listen to the oral answers and assess 3
learners’ work. Check that learners can
show understanding of significant local
and international contributions.

(9)

4 Stage 1: Europe Stage 2: The Middle Passage Stage 3: Americas to
to West Africa Europe
Slave auctions
Transporting Slave raiders and slave traders Selling slaves to slave
manufactured goods The ‘last bath’ at Donkor Nsuo, Slave owners
River Slaves forced to work on
Holding slaves in the dungeons of the plantations
slave forts and castles Transporting raw
Selling slaves to ship captains materials back to Europe
Shipping African slaves to the Americas (10)

5 Time period European group/s Role played in the Trans-Atlantic slave trade
controlled the Trans-Atlantic slave trade
1440 Portugal started to ship African slaves to the Caribbean
John Hawkins arrived in Africa. Over a period of six
1500s–1580 Spanish years, Hawkins made three trips to Africa, captured
over 1 200 Africans and sold them to the Spanish
Mid-1500s British controlled the slave trade from Africa
set up the Royal African Company to control British
1600s Dutch trade with Africa, including the slave trade
1671 British controlled half the Trans-Atlantic slave trade, and the
British and French the other half
1700s Dutch
leading European country involved in the slave trade
1760s Britain slavery was abolished (16)
1807 Britain

6 Willingness to sell slaves, existing needed for plantations and mines, free
system of slavery in Africa, workers workers, immunity of African people (10)

Total: 50

68

Strand 4: ColonisationSuba-stnrandd developments2: Social developments underIcnotlroondiualctriuolne
under colonial rule in Ghana

Introduction Sub-strand 3: Economic developments under
colonial rule
Learning about colonisation and how it affected the • In Sub-strand 2: Social developments under
fabric of society gives learners an understanding into
how past events shape current social development. colonial rule, learners will look at the
Much of the history of Ghana will be new to developments in education, health facilities and
learners, although they may have some general housing projects.
knowledge about colonisation. • In Sub-strand 3: Economic developments under
Strand 4: Colonisation and developments under colonial rule, learners will look at the economic
colonial rule in Ghana: developments during the colonial period,
Sub-strand 2: Social developments under colonial including transport and communication projects.
rule

Opener activity

Social and economic developments under Answers
colonial rule 1–4: Learners’ own answers. Their answers will
(LB page 67) depend on the region where they live and the
community to which they belong.
The opener activity provides an opportunity to assess Diagnostic assessment
learners’ basic knowledge and understanding. The Observe learners and use their answers to assess their
questions have been structured to broadly cover both understanding and skill levels. This activity will also
sub-strands. allow you to measure how much they know about
Ask learners to work in groups to complete the the specific concepts. Where necessary, ask leading
activity. Walk around the classroom and listen as questions to identify their strengths and weaknesses,
learners talk about the questions. Help any learners and any knowledge gaps.
who seem to be struggling. Give learners time to talk
about the questions and then hold a class discussion
for them to share their answers.

69

Strand 4: Colonisation and developments under colonial rule in Ghana

Sub-strand 2: Social developments under colonial rule

Social developments under colonial rule ------------------------------------- (B5.4.2.1.1)

Learners will analyse the term social development • Discuss with learners why they think that the
and the aspects that it covers. The first aspect is British felt education and religion were important.
education. This will encompass identifying colonial
schools and the measures the British took to • Talk about where the schools and churches were
promote education. located in Ghana.

Social developments under colonial Phase 2: Explore suggestions
rule ������������������������������ (LB pages 68–79) • On a map, learners identify and locate schools

In this section, learners talk about how social that were built during the colonial period.
developments affected education. • Discuss the measures that the British took to

Content standard B5.4.2.1. promote education.
Demonstrate understanding of the social • Explain how the religious sector were involved
developments that took place during the colonial
period (1874–1957). with education and their role.
Indicator B5.4.2.1.1 • Identify key people in the community who
Identify the developments in education during the
colonial era (1874–1957). assisted with promoting and developing the
Core competencies and subject-specific practices education sector.
Learners use evidence to analyse and reconstruct Phase 3: Reflect suggestions
the developments during the colonial period, they In groups, learners talk about what it must have
develop critical thinking skills been like to attend school for the first time. Remind
Resources learners that school has had no importance until
Pictures from the internet or books of schools colonisation. Children were used to working with
and churches that were built during the colonial their parents on a farm.
period, map of where the schools and churches
were located in Ghana Use of ICT
Key words
development, social development, missions, • Learners choose one Christian church group
missionaries, ordinance, grants, era, qualified, involved in education in the Gold Coast. They
registered, quality, rural, masonry, educationalists, must use the internet or other resources to
ICT, donated, scholarship, neglect research this group. (Learner’s Book page 69).
Helpful links: Let learners choose how they would like to
• http://countrystudies.us/ghana/10.htm present their findings, for example, they could
• https://www.globalblackhistory.com/2016/07/ give a speech or do a PowerPoint slideshow (or
another type of digital presentation).
history-outcomes-colonial-education-africa.html
• Learners do research on the internet or in library
Teaching instructions books to identify the people in the photograph.
(Learner’s Book page 71).
Use these teaching instruction suggestions to create
lesson plans to cover the relevant exemplar(s). • Learners choose one of the schools they have
Phase 1: Start suggestions learnt about to find information on the history of
• Show learners pictures from the internet or books this school. Learners give a one-minute speech to
share what they found with the class. (Learner’s
of schools and churches that were built during Book page 75).
the colonial period.
• Learners use the internet or other sources, such
as books or people in their community, to do
research. They must research a person who
has played an important role in education in
Ghana. They can choose a person from their
community or in the country, or make their own
choice. (Learner’s Book page 78).

• You can assess learners’ internet research using
the rubric for internet research in the Assessment
tools at the back of this Teacher’s Guide.

70

Sub-strand 2: Social developments under colonial rule

Homework (LB page 69) Group work
Learners work in groups to do this activity. Place
Learners find out from family members and others learners of different abilities together in the group,
in their community about the following: so that the stronger learners can help those who are
• The role of church groups in their community. differently abled or who struggle with the activity.
• The role of church groups in other parts of Ghana. Encourage all learners to participate in the activity.
Answers
Activity 3.1 (LB page 69) Learners’ mind maps need to include:
• passed new laws or Ordinances to improve
The aim of the activity is to help learners better
understand the role of churches in education in the education for local people, for example a special
Gold Coast. tax to help collect money to pay for better school
programmes, create two categories of primary
Group work schools, government-assisted schools, like the
Learners work in groups to do this activity. Place mission schools, got grants to help them train
learners of different abilities together in the group, local teachers, offered training in practical or
so that the stronger learners can help those who are technical skills
differently abled or who struggle with the activity. • set up one examination system for the whole
Encourage all learners to participate in the activity. country, so that everyone had to learn and study
to the same high level
Answers Formative assessment
Learners’ information cards. • Walk around the classroom. Observe learners as
they complete the mind map. Assist any learners
Formative assessment who seem to be struggling.
• Walk around the classroom. Observe learners as • Make a note of those learners who are finding it
hard and give them more practice opportunities
they discuss their research. in later lessons or tasks.
• Check the facts on the information cards to see Differentiated learning
• Groups give a role to each learner depending on
that they are correct. their strengths, for example scribe, researcher,
designer, etc.
Differentiated learning • Use the remedial activities as practice for learners
• Groups give a role to each learner depending on who struggle, and the extension activities for
those learners who need more of a challenge.
their strengths, for example scribe, researcher, Remedial activity
designer, etc. • Work one-on-one with learners and guide them
• Use the remedial activities as practice for learners through the information to underline the important
who struggle and the extension activities for those points. Learners can then create their mind map.
learners who need more of a challenge. • Provide learners with sentence frames or clues to
complete the mind map.
Remedial activity Extension activity
• Learners can use images instead of words for their Learners can research more measures that the British
took to improve education.
information cards.
• Learners can dictate their facts to the scribe of the

group, who can assist.

Extension activity Activity 3.3 (LB page 75)
• Let learners find out about another church group
In this activity, learners summarise the examples
in their community, region or country and share of the different schools and colleges that existed in
this information in a class discussion. Ghana by 1930.
• Learners play a Question and Answer game with Pair work
a partner. Learners work in pairs to do this activity. Place
• Learners find out about important people who learners of different abilities together in the group,
attended Achimota School, such as Dr. Kwame so that the stronger learner can help the differently
Nkrumah (first President of Ghana) and Edward abled or one who struggles with the activity.
Akufo-Addo (second President of Ghana). Encourage learners to participate in the discussion.
Learners share what they find out with the class.

Activity 3.2 (LB page 75)

In this activity, learners mind map the measures the
British took to promote education in the Gold Coast.

71

Strand 4: Colonisation and developments under colonial rule in Ghana

Answers Differentiated learning
Summary of the examples of the different schools • Pair up stronger and weaker learners so that
and colleges that existed in Ghana by 1930.
Formative assessment stronger learners can help weaker ones.
• Check that learners are involved in gathering • Groups give a role to each learner depending on

information for the summary. their strengths, for example scribe, researcher,
• Encourage learners to write their own summary designer, etc.
Remedial activity
and to edit their peers’ summary. Work one-on-one with learners and guide them
Differentiated learning through the questions and in finding the answers.
• Ask stronger learners to find each school on the map. Extension activity
• Stronger learners can read and explain the Learners research the importance of education and
its effects on one’s life. Then present it to the class.
information to the weaker learners.
Remedial activity Activity 3.5 (LB page 79)
Guide learners through the examples of the different
schools and colleges that existed in Ghana by 1930. In this activity, learners combine their booklets to
Extension activity make one book to recall the important people who
Learners make their own documentary about the played a key role in the history of education in Ghana.
examples of the different schools and colleges that
existed in Ghana by 1930. They must use a map Class work
to explain the location of the schools and include Guide learners to create one book.
photographs. Learners share their documentary with
the class. Answers
One booklet

Homework (LB page 75) Formative assessment
Check that learners are combining the booklets neatly.

Learners talk to elders in their family or community to Differentiated learning
find out what they know about the history of schools Ask stronger learners to help learners who are
and educational institutions in their area. They then struggling.
add the information to their table from Activity 3.3.
Remedial activity
Activity 3.4 (LB page 79) Provide examples and ways of honouring people.
Learners can use this as they talk about ways to
In this activity, learners develop a booklet about a honour the educationalists.
person of the learner’s choice who has played an
important role in the history of education in Ghana. Extension activity
They need to follow the steps that have been provided. Learners create a front page for the booklet.

Group work Exercise 3.1 (LB page 79)
• Learners work in groups to do this activity. Place
In this exercise, learners need to use their knowledge to
learners of different abilities together in the analyse the statements and say if these are true or false.
group, so that the stronger learners can help those
who are differently abled or who struggle with Individual work
the activity. Encourage all learners to participate Learners work on their own in this exercise. Give
in the development of the booklet. learners time to work.
• You can assess learners’ using the rubric for group
work in the Assessment tools at the back of this Answers
Teacher’s Guide. 1 a True

Answers b False. Governor Guggisberg helped the people
Learners’ booklets. of the Gold Coast improve their schooling.

Formative assessment c True
Walk around the classroom. Observe learners as they d True
answer the questions. Assist any learners or groups e False. Thomas Birch Freeman convinced
who seem to be struggling.
Governor Guggisberg to open Achimota
College to both boys and girls.

72

Sub-strand 2: Social developments under colonial rule

Formative assessment Phase 1: Start suggestions
• Check learners’ work to see if they have got the • Show learners pictures or documentaries about

answers correct. the social facilities developed during the colonial
• Make a note of those learners who are finding era, such as health facilities and housing schemes.
• Discuss with learners why they think that the
it hard to complete the exercise. Give them British felt housing facilities were important.
resources to help further their understanding. Phase 2: Explore suggestions
Differentiated learning Discuss health facilities and housing projects.
• Ask stronger learners to independently complete Phase 3: Reflect suggestions
the exercise. In groups, talk about what it must have been like to
• Read and explain the statements to learners who attend a health facility.
are struggling.
Remedial activity Activity 3.6 (LB page 82)
Let learners complete the exercise verbally.
Extension activity The aim of the activity is to help learners better
Ask learners to change the wording in the false understand the role of health facilities and housing
statements so that they are true. projects in the Gold Coast.
Group work
Health facilities and housing Learners work in groups to do this activity. Place
projects ����������������������� (LB pages 80–83) learners of different abilities together in the group,
so that the stronger learners can help those who are
In this section, learners talk about how social differently abled or who struggle with the activity.
developments affected health facilities and housing Encourage all learners to participate in the activity.
projects. Answers
Learners’ answers.
Content standard B5.4.2.1 Formative assessment
Demonstrate understanding of the social • Walk around the classroom. Observe learners as
developments that took place during the colonial
period (1874–1957). they discuss their research.
Indicator B5.4.2.1.2 • Check that the facts in the brainstorm are correct.
Identify some of the health facilities and housing Differentiated learning
projects in the colonial period. • Groups give a role to each learner depending on
Core competencies and subject-specific practices
Learners use evidence to analyse and reconstruct their strengths, for example scribe, researcher,
the developments during the colonial period, they designer, etc.
develop critical thinking skills • Use the remedial activities as practice for learners
Resources who struggle and the extension activities for those
Pictures or documentaries about the social learners who need more of a challenge.
facilities developed during the colonial era, such as Remedial activity
health facilities and housing schemes • Learners can use images instead of words.
Key words • Learners can dictate their facts to the scribe of the
Social welfare, housing scheme, low-cost housing, group, who can assist.
rent, rental, loan Extension activity
Helpful links: 1 Learners research why the Europeans believed it
• https://www.ghanaweb.com/GhanaHomePage/ was so dangerous to travel inland, away from the
coast. They find information on the following:
NewsArchive/A-brief-history-of-housing-in- a the bubonic plague and malaria
Ghana-117756 b the Sanitary Branch the colonial government
• https://www.ncbi.nlm.nih.gov/pmc/articles/
PMC4144286/ set up in 1910 to improve living conditions
2 Learners write a paragraph for each topic of their
Teaching instructions
research. They then read their paragraphs to the
Use these teaching instruction suggestions to create rest of the class.
lesson plans to cover the relevant exemplar(s).

73

Sub-strand 2: Summary

Summary: Social developments under colonial rule

• Development is the projects and Important people who helped to
measures put in place to help a country to develop education in Ghana
develop. • Dr. James Emman Kwegyir Aggrey
• Reverend Thomas Birch Freeman
• Social development is the development • John Mensah Sarbah
of people, their communities and their
environment. Health facilities and housing
projects
• In 1844, the British colonial government
signed an agreement with the Fante Health facilities
Chiefs. This agreement allowed the British • There were a few hospitals in the larger
to do certain things.
towns.
• By 1874, the British government controlled • Governor Guggisberg recognised that
the Gold Coast colony. British began to
develop the Gold Coast colony in different health care for all people needed to
ways be improved. He built 19 hospitals and
several clinics. Korle Bu Hospital in
Developments in education Accra was the largest.
• Linked to health, Governor Guggisberg
The role of the churches in education started a Department of Social Welfare.
• Different churches set up mission
Housing projects)
schools in the Gold Coast with the aim • In the 1920s, the colonial government
to spread Christianity.
• These schools also taught basic introduced a housing scheme which
reading, writing and arithmetic and allowed people to borrow money to
trade schools were established by the build their own homes.
missionaries taught practical skills. • However, the government stopped
• Some mission schools were run by the scheme in 1933 because it was too
people who were not trained teachers. expensive.
The schools did not always have the • Then, on the 22nd June, 1939 there
books and equipment they needed was an earthquake in Accra and many
to teach properly. For these reasons, people lost their homes.
the colonial government decided to • The government had to provide low-
improve how teachers were trained. cost housing to help these people. Most
• In 1852, the colonial government of the houses the government built
passed a new law or Ordinance. They were for their own staff. However, the
did this to improve the education for government allowed people to rent
the local people. For example, they these houses at a low price.
introduced a special tax to help collect • In 1943, the government introduced a
money. They used this money to pay four-year Development Plan. This plan
for better school programmes. was for government to build low-cost
• By 1930 there were many schools that housing for people, using as many local
existed in the Ashanti region, Cape materials as possible.
Coast, Eastern region, Northern region • Then in 1946, the government
and the greater Accra region. announced two new housing schemes:
• In 1948, the colonial government Scheme A and Scheme B.
founded the University College of • The British government took control of
the Gold Coast. Today, it is called the developments in all its colonies
University of Ghana. • In the Gold Coast, this led to new
Ordinances and laws.

74

Sub-strand 2: Revision

Sub-strand 2: Revision (LB page 83)

Assessment 1920s He set up four trade schools to
1925 offer training in technical skills
Use this Sub-strand 2: Revision activity for A new ordinance passed, which
formative or summative assessment. 1924 explained what government-
• Formative assessment: Let learners assisted schools had to do to get
a grant
complete the activity and go through Achimota School was established
the answers in class. Learners can
either check their own work for self- 4 Refer to page 72 in the Learner’s Book
assessment, or swap work with a 5 Refer to pages 76–78 in the Learner’s
partner and check each other’s work for
peer assessment. Book
• Summative assessment: Let learners 6 A medical school at the Gold Coast
write the answers in their exercise books
or talk about the answers with you would mean that people could study
individually. Take in the exercise books and do their practical work in their
or listen to the oral answers and assess own country, and become qualified
learners’ work. Check that learners government doctors.
can show understanding of social 7 This department cared for groups with
developments during the colonial era. special needs, such as people with
physical challenges.
Answers 8 • Scheme A was controlled by the

1 Their main aim was to spread Christianity, Department of Social Welfare. Here
but they also taught basic reading, writing low-cost houses were built and
and arithmetic; and practical skills rented out to local people who could
afford the rental.
2 Established schools, trade centres, • Scheme B was called Town and
colleges, university; provided school Council Housing and was mainly
grants and scholarships; improved in Accra, Kumasi and Sekondi-
healthcare: established hospitals; Takoradi. Here people could apply
developed housing projects for a loan to build their own houses.

3 Date Measures Summative assessment

1852 A new ordinance passed to Use this Sub-strand 2: Self-assessment
improve education for local people for summative assessment. Let learners
complete the table in their exercise
1882 Another ordinance passed to books or talk about the answers with you
create two categories of primary individually. Take in the exercise books
schools – government and or listen to the oral answers and assess
government-assisted schools learners’ work.

1919 Frederick Gordon Guggisberg
became the governor of the Gold
Coast; he introduced important
programmes to improve schooling

75

Strand 4: Colonisation and developments under colonial rule in Ghana

Sub-strand 3: Economic case study of role of Tetteh Quarshie in the
developments under colonial introduction of cocoa into Ghana.
rule ����������������������������� (LB pages 84–100) • Explain the colonial contributions to mining.

In this section, learners talk about economic Phase 3: Reflect suggestions
developments under colonial rule, including In groups, learners talk about how the economy has
transport and communication projects. improved and what further improvements can be made.

Content standard B5.4.3.2 Use of ICT
Demonstrate understanding of the economic
policies and projects during the colonial period • Learners use the internet to research the different
(1874–1957). transport networks in Ghana (Learner’s Book
Indicator B5.4.3.2.1 page 86). They can visit the following website:
Describe the economic measures introduced https://en.wikipedia.org/wiki/Transport_
during the colonial period, including transport in_Ghana; and https://www.youtube.com/
and communication projects. watch?v=ZhnzmeoZUQs
Core competencies and subject-specific practices
Learners use evidence to analyse and reconstruct • Learners use the internet to find short video
the developments during the colonial period, they clips, pictures and information about the Aburi
develop critical thinking and problem-solving skills. Botanical Gardens and the Kwadaso Agricultural
Resources Colleges (Learner’s Book page 89). They can visit
Map of transport systems in Ghana the following website: https://www.youtube.com/
Key words watch?v=DAauZ1bmZho
economic policy, feeder, imports, exports, botanical,
tropical, conservation, cacao, hobby, extract, • You can assess learners’ internet research skills
mechanised, shafts, geological, bauxite, manganese using the rubric in the Assessment tools at the
Helpful links: back of this Teacher’s Guide.
• https://www.ghanaweb.com/GhanaHomePage/
• Learners watch this video clip, ‘History of cocoa
history/economic.php in Ghana’, which is about role of Tetteh Quarshie
• https://www.ship-technology.com/projects/port- in cocoa production in Ghana (Learner’s Book
page 92). They can visit this website: https://
takoradi-expansion-ghana/ www.youtube.com/watch?v=oZ15kLPLVYY2
• https://www.railway-technology.com/projects/ Have a class discussion about the video learners
watched. Learners tell what interesting facts they
accratemarailwayline/ have learnt about cocoa production in Ghana.

Teaching instructions Activity 3.7 (LB page 87)

Use these teaching instruction suggestions to create The aim of the activity is for learners to identify
lesson plans to cover the relevant exemplar(s). the different types of transport projects introduced
Phase 1: Start suggestions during the colonial period.
Discuss with learners the link between the economy,
policies and economic policies. Provide local Pair work
examples so that the information becomes relevant Learners work in pairs to do this activity. Place
and understandable. learners of different abilities together, so that the
Phase 2: Explore suggestions stronger learners can help those who are differently
• On a map, show learners the railways and abled or who struggle with the activity.

roads. Discuss why these types of transport are Answers
important for the economy. Learners’ table or mind map. It must include the
• Discuss the use of Takoradi Harbour and how it information on pages 84–86 of the Learner’s Book.
helps the economy. • Learners share their summary with the class.
• Explain the colonial contributions to agriculture • Encourage learners to improve their summary.
and look at the case studies of the Aburi Botanical
Gardens and Kwadaso Agricultural College. Formative assessment
• Identify one example of farming in Ghana, • Walk around the classroom. Observe learners as
for example cocoa farming, and look at the
they underline the information on pages 84–86
and create a summary of the information.
• Check that learners include all the information in
a logical manner.
• You can assess learners’ pair work using the rubric

76

Sub-strand 3: Economic developments under colonial rule

for pair work in the Assessment tools at the back • Use the remedial activities as practice for learners
of this Teacher’s Guide. who struggle, and the extension activities for
Differentiated learning those learners who need more of a challenge.
• Pair different abilities together so that learners
can help each other in this activity. Remedial activity
• Use the remedial activities as practice for learners Work one-on-one with learners and guide them
who struggle and the extension activities for those through the information to underline the important
learners who need more of a challenge. points. Learners can then create their display.
Remedial activity Extension activity
• Learners can use images as well for their summary. Learners can research the importance of the cocoa
• Learners can dictate their facts to the stronger industry in Ghana and share that information
learner, who can scribe. with the class. Let them choose their own method
Extension activity of presenting their information, for example, a
• Let learners do internet research to find more PowerPoint slideshow, a speech, a role play or a poster.
information on road transport in Ghana. They can
visit this website: https://www.ghanaroadtransport. Homework (LB page 92)
com/ghana-road-transport/. Let learners choose
how they would like to present their information 1 Let learners read the case study on page 91 for
to the class, for example, they can make a booklet, homework. Then in class, ask them to talk about
poster or an oral or digital presentation. the different points of view people had about the
• Let the learners find out the differences between way cocoa was introduced in Ghana.
trunk, urban and feeder roads. They can share
what they found in a class discussion. 2 Remind learners to make notes on the field trip
Homework or from their research to share with the class in
What agricultural facilities and programmes are there their next History lesson.
in the learners’ area? Let learners do research to find
out more about what they do. If possible, arrange 3 If possible, ask learners to collect pictures of
for learners to visit these places and then they can Tetteh Quarshie and his farm for a display.
present the information in class.
Exercise 3.3 (LB page 92)

Activity 3.8 In this exercise, learners write a short letter to a
newspaper about the role and importance of Tetteh
Quarshie to the development of the cocoa industry
in Ghana.

(LB page 92) Individual work
Learners independently complete this exercise.
In this activity, learners go on a field trip to visit the
Tetteh Quarshie Cocoa Farm. If this is not possible, Formative assessment
then create a class display about Tetteh Quarshie Check that learners are following the letter template
using information and pictures from learners’ ICT and including the necessary information.
research and homework.
Group work Differentiated learning
Learners work in groups to do this activity. Place • The length of the letter can be according to the
learners of different abilities together in the group,
so that the stronger learners can help those who are learner’s ability.
differently abled or who struggle with the activity. • Learners can ask a peer to edit their letter so that
Encourage all learners to participate in the activity.
Formative assessment they can improve it.
• If learners can go on a field trip, create a quiz sheet • Use the class observation checklist in the

for them to complete to show their understanding. Assessment tools at the back of this Teacher’s
• Otherwise, walk around the classroom. Observe Guide to make notes while you observe learners.
–– Does the learner understand the information
learners as they complete the display of information.
Assist any learners who seem to be struggling. they have learnt?
Differentiated learning –– Can they apply what they have learnt in a
• Groups give a role to each learner depending on
their strengths, for example scribe, researcher, letter format?
designer, etc.
Remedial activity
Guide learners through the letter template, providing
sentence frames for them to complete, where necessary.
Extension activity
Learners can design the front page of their own
newspaper and then write a newspaper article on

77

Strand 4: Colonisation and developments under colonial rule in Ghana

Tetteh Quarshie to go on the front page. Remind Formative assessment
them to use the correct features of newspaper articles, • Guide learners’ discussion to include all the
for example: the headline, the date, the byline.
necessary information.
Activity 3.9 (LB page 93) • Walk around the classroom. Observe learners

In this activity, learners create a revision quiz to as they follow the steps to complete the activity.
challenge other pairs. You can record your observations using the class
observation sheet in the Assessment tools at the
Group work back of this Teacher’s Guide.
• Learners work in pairs and groups to do this activity. Differentiated learning
• You can assess how well learners work in a group Ask stronger learners to help learners who are
struggling.
using the rubric for teacher assessment of group
work in the Assessment tools at the back of this Remedial activity
Teacher’s Guide. • Guide learners through the information to find

Formative assessment the answers.
• Walk around the classroom. Observe learners as • Read through the section of work in the Learner’s

they follow the steps to complete the activity. Book again with learners and explain any terms
• Guide learners with the Revision Quiz, so that that may be unfamiliar to them.

everyone is involved. Extension activity
Learners can draw a cartoon to show the different
Differentiated learning types of mining in Ghana.
• Pair up stronger and weaker learners, so that
Exercise 3.4 (LB page 95)
stronger learners can help weaker learners.
• Groups give a role to each learner depending on In this exercise, learners need to use their knowledge
of the work they have learnt in this lesson as well as
their strengths. previous lessons to choose the correct answers.
Individual work
Remedial activity Learners work on their own in this exercise. Give
Work one-on-one with learners and guide them learners time to complete the exercise.
through the questions and in finding the answers. Answers
a B b B c A d C e A
Extension activity Formative assessment
Explain to learners that they must do research into • Check learners’ work to see if they have the
the importance of agriculture on the economy
of Ghana. They can prepare an oral or digital correct answers.
presentation and present this to the class. • Make a note of those learners who are finding

Activity 3.10 (LB page 95) it hard to complete the exercise. Give them
resources to help further their understanding.
In this activity, learners discuss mining in Ghana. Differentiated learning
Group work • Ask stronger learners to complete the exercise
Learners work in groups to do this activity. Place independently.
learners of different abilities together in the group, • Read and explain the statements if necessary.
so that the stronger learners can help those who are Encourage learners to look up words they do not
differently abled or who struggle with the activity. know in the Glossary at the back of the Learner’s
Answers Book or in a class dictionary.
1 Learners’ own answers. Remedial activity
2 • Mining became highly mechanised. Let learners complete the exercise verbally.
Extension activity
• Thousands of mine workers were employed to Let learners prepare an interview, which they can role-
go down the shafts to extract the gold. play in class. The interview should be between a mining
expert and a government official about the importance
• The railway helped it to become cheaper and of mining in Ghana. You can assess learners’ interviews
quicker to transport the machinery, and to and role plays using rubrics in the Assessment tools
send gold to the port for export. section at the back of this Teacher’s Guide.

• Discovered more gold areas.
• New mining companies were formed, and

gold production increased.
3 Learner’s own answers.

78

Sub-strand 3: Summary

Summary: Economic developments under colonial rule

Economic policies and projects in colony
the colonial era • Traders could now leave the coast and

An economic policy is a government’s set up their businesses inland. They
plan to manage the economy in a country. could trade directly with cocoa growers
It includes the projects, services and instead of relying on others to trade on
facilities the government will put in place their behalf
to develop the economy. • By 1911, the Gold Coast was the leading
cocoa producer and supplier in the
Colonial contributions to transport world.
• During the colonial period, various • Other agricultural products included
palm oil and sisal.
agricultural research stations were set
up. These include the botanical gardens Colonial contributions to mining
at Aburi and the agricultural station
at Bunso. They aimed to improve • People along the Gold Coast mined
the quality of agricultural products gold using traditional methods. They
and increased the income for colony mined gold along the banks of streams,
through exports. in shallow pits, and deep underground.

Kwadaso Agricultural College • When the Europeans started mining
• In 1922, the colonial government in the Gold Coast, they changed the
gold industry. Mining became highly
established the Kwadaso Agricultural mechanised. Heavy machines from
College at Kumasi. Students are trained in Europe were brought into the country
cocoa production at this college. to dig deep underground shafts.

Cocoa farming • Thousands of mine workers were
employed to go down the shafts to
• British governor, Sir William Griffith, extract the gold.
strongly encouraged the growing of
cocoa. • Governor Guggisberg set up a
Geological Department to find and
• Governor Guggisberg’s improvements map mineral resources in the country.
to transport networks in the Gold Coast The Department discovered diamonds,
helped the cocoa industry to quickly mainly in the Eastern Region and bauxite
spread throughout the regions of the and manganese in the Western Region.

Sub-strand 3: Revision (LB page 96)
• Summative assessment: Let learners
Assessment
write the answers in their exercise books
• Formative assessment: Let learners or talk about the answers with you
complete the activity and go through individually. Take in the exercise books
the answers in class. Learners can or listen to the oral answers and assess
either check their own work for self- learners’ work. Check that learners
assessment, or swap work with a can show understanding of Economic
partner and check each other’s work for policies and projects during the colonial
peer assessment. period (1874–1957).

79

Sub-strand 3: Revision

Sub-strand 3: Revision (continued) (LB page 96)
again at Tafor, and in 1923 the Accra and
Answers Kumasi lines finally met up. Guggisberg
also strengthened the Kumasi–Sekondi
1 Learners’ timeline showing the main dates line and changed the route.
and economic developments during colonial 6 The railway network was constructed to
rule, from the late 1800s to the 1950s, must link the main areas of Ghana.
include the names of the governors and 7 The Kwadaso Agricultural college at
other important people involved. Kumasi was set up to train students
in cocoa production. In 1946, the
2 Learners write an essay of about 100 colonial government expanded the
words about the Aburi Botanical Gardens. college to train secondary school
leavers in general agriculture. The
3 Cocoa and rubber production helped the programmes offered by the college
country to be economically strong. were also extended to include research
and training in, for example, soil, seed
(Learners’ opinions) and crop production. More recently
4 Together with the roads that fed into it included training small farmers in
beekeeping and honey production.
it, the railway network linked the 8 To find and map mineral resources in
main mining areas in the Gold Coast. the country.
Businesses, mines and industry could 9 Learners write a short paragraph to
transport their goods by road and rail to explain the introduction of cocoa beans
the coast for export to overseas buyers. in Ghana.
Communication between regions 10 Takoradi Harbour handled all Ghana’s
improved and people could also move imports and exports. It contributed to
freely around the country. the economic success of the Gold Coast.
5 Guggisberg completed the railway lines 11 The main mineral resource is gold,
that had already been started before which is valuable and has had a positive
the First World War. He built new railway impact on Ghana’s economy.
lines and even planned to extend the
lines up to the North. He opened the
Huni Valley–Kade railway branch to
serve the cocoa and timber areas of the
Central Region. He started construction

Strand 4: Assessment (LB pages 97–100)

Summative assessment i True j False
k True l False
Let learners complete the table in their m False n True (14)
exercise books or talk about the answers 2 Refer to pages 72–74 of the Learner’s
with you individually. Take in the exercise Book when marking this question. (16)
books or listen to the oral answers and 3 a B b A c B
assess learners’ work. Check that learners d A e B f B (6)
can show understanding of significant local 4 a economic policies
and international contributions. b railway network
c Takoradi Harbour
Answers d Tema Harbour

1 a True b False e machinery
c True d False f Sekondi
e True f False g Huni Valley-Kade
g True h True h cocoa

80

Strand 4: Assessment

Strand 4: Assessment (continued) (LB pages 97–100)

i First World War instead of having to rely on others to
j imports and exports (10) trade on their behalf. (2)
5 Takoradi Harbour handled all of 8 Documents such as Ordinances,
Ghana’s imports and exports. (2) laws, books, photographs and maps;
6 Aburi and Bunso (2) buildings and facilities, such as schools,
7 Transport networks allowed the cocoa hospitals, houses, railway, roads,
industry to spread very fast into Asante harbours; industries like agricultural
and other parts of the colony. Traders and mining; and people who lived at
could now leave the coast and set up that time. (8)
their businesses inland. They could 9
trade directly with cocoa growers

Economic What it was When Where it started / How it helped the economy
measures it was Who started it
started

Transport Railways 1898 Accra–Akwapim Businesses, mines and industry
projects line, Huni Valley- could transport their goods by
Kade railway road and rail to the coast for
branch, Kumasi– export to overseas buyers.
Sekondi line Communication between
regions improved and people
could move freely in the country.

Roads Feeder system 1907 Dodowa and Aburi Transport cocoa to the market
to transport roads
products to the
railway stations

Harbour Deep-water 1921. Takoradi Handled all of Ghana’s imports
harbour and exports

Agricultural Botanical 1890 Aburi and Bunso Improve the quality of
research Gardens agricultural products and
increase the income for the
colony from exporting these
products.

Agricultural Kwadaso 1922 Kumasi Train students in cocoa
College Agricultural 1890 production
College 1897
Aburi Cocoa farming Sir William Griffith Improving and
Botanical developing the cocoa industry.
Gardens Gold
Mining Ashanti Goldfields Maps of location of mineral
Corporation resources; Discovered diamonds,
mainly in the Eastern Region,
and bauxite and manganese in
the Western Region

(20)
Total: 80

81

Strand 5: Journey toSintderpaenndendce5: Journey to independence Introduction

IntIrnodtruoctdiounction Sub-strand 3: The 1948 riots and what came after
• In Sub-strand 1: Early protest movements, learners
Analysing the progression of Ghana’s history
will show learners that there are advantages and will look at the factors that led to the formation of
disadvantages to all the time periods that Ghana early protest movements in Ghana before 1945.
went through. Pre-colonial time during the Stone They will examine sources of evidence about the role
Age and then the Bronze Age saw the development of Joseph Mensah Sarbah in the Aborigines’ Rights
of tools and farming techniques. This progressed to Protection Society (ARPS), 1897, Joseph Ephraim
the colonial period, which saw social and economic Casely Hayford in the National Congress of British
developments in Ghana. This Strand follows on and West Africa (NCBWA) and
looks at how the protest movements helped Ghana Dr. Joseph Boakye Danquah in the Gold Coast
gain independence. Learners should note the journey Youth Conference.
to independence. • In Sub-strand 3: The 1948 riots and what came
Strand 5: Journey to independence: after, learners will examine the sequence of events
Sub-strand 1: Early protest movements leading to the 1948 riots in Ghana.

Opener activity Answers
1 Learners’ own answers. Their answers will depend
Early protest movements and the 1948 riots
and after on the region where they live and the community
(LB page 101) to which they belong.
2 Learners draw a mind map to show the early
The opener activity provides an opportunity to assess and late protest movements in Ghana and their
learners’ basic knowledge of the protest movements. leaders. Learners will add information as they
The questions have been structured to broadly cover progress through this Strand.
both sub-strands. 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 share their answers.

82

Sub-strand 1: Early protest movements

Sub-strand 1: Early protest movements

Factors that led to the formation of early protest movements in Ghana
before 1945 ------------------------------------------------------------------------------------- (B5.5.1.1)

Learners will be building on their previous Phase 1: Start suggestions
knowledge of life under colonial rule and social and • Discuss with learners the meaning of protest
economic developments. This will give a background
understanding as to the cause of the protest movement.
movements. • Show the learners a recent news clip on protest

movements and discuss the cause and result.

Early protest movements ��������������� Phase 2: Explore suggestions
��������������������������������� (LB pages 102–115) Discuss the two main nationalist protest movements
that were formed in the Gold Coast at different
In this section, learners talk about protest periods.
movements, what caused it, examples and what the Phase 3: Reflect suggestions
result was. In groups, learners talk about what it must have been
like to be involved in a protest movement.
Content standard B5.5.1.1
Factors that led to the formation of early protest Use of ICT
movements in Ghana before 1945.
Indicator B5.5.1.1.1 1 Learners use the internet or books, or ask older
Identify the early protest movements in Ghana adults in their home and community what
before 1945. they remember about the Gold Coast Youth
Subject-specific practices and core competencies Conference. They ask them who was involved
As learners use evidence to retell the role of the and what role they played, and the different
leaders of these early protest movements, they people who were part of it. Learners share what
develop critical thinking, creativity, personal they find out with their class.
development and leadership skills
Key words 2 Learners prepare a one to two-minute speech to
protest, opposition, movement, nationalism, present what they found out for the rest of the
nationalist, elite, Bill, delegation, prevail, class. You can assess learners’ speeches using the
devolution, constitutional, infrastructure, rubric for presentations/speeches in the Assessment
sanitation, empower, by-laws, elect, nominated, tools at the back of this Teacher’s Guide.
enstoolment, judiciary, executive, masses,
reconciliation, reforms, discrimination, public, 3 Learners research using the internet or library books
academics, barrister, represented, petition, unjust, on the protest movement they chose in Activity 4.1.
Doctorate They can visit the following web pages:
Helpful links: • https://wiki2.org/en/Gold_Coast_
• https://www.youtube.com/ Aborigines%27_Rights_Protection_Society;
• https://oldnaija.com/2015/07/26/
watch?v=hemw1mOX-T0. the-national-congress-of-british-west-
• https://nvdatabase.swarthmore.edu/content/ africancbwa/;
• https://kwekudee-tripdownmemorylane.
ghanaians-campaign-independence-british- blogspot.com/2013/12/dr-j-b-
rule-1949-1951 danquahghanas-greatest.html
• https://www.bbc.com/news/world-
africa-13434226 Extension
1 Learners do their own research to find out more
Teaching instructions
about the leading scholars below. Who were
Use these teaching instruction suggestions to create they? What role did they play before and after
lesson plans to cover the relevant exemplar(s). independence in Ghana? Learners make notes on
what they find out.
• Dr. Joseph William Swain de Graft-Johnson
• William Bedford Van Lare
• Sir Kobina Arku Korsah
• Kobina Seyki

83

Strand 5: Journey to independence

• Frederick Victor Nanka-Bruce what they want changed. A movement of people
• Benjamin William Quartey-Papafio. shares the same aims or beliefs.
2 Learners make a class display of the leading 2 The struggle against foreign control of a country
scholars the class researched. They add a picture and the struggle to become an independent
of each person with a caption giving their full title nation is known as nationalism.
and add their notes below each person’s name. 3 a Jacob Wilson Sey, John Mensah Sarbah, JP
3 Use the class display to revise what learners have
learnt in this section of work. Brown, P Awooner Renner, and JWS de
Graft-Johnson
Activity 4.1 (LB page 109) b Joseph Casely Hayford, Dr. Akinwande Savage
c Joseph Casely Hayford, Dr. Joseph
The aim of the activity is to research one of the Early Boakye Danquah, J.C. de Graft Johnson,
Nationalist protest movements that was formed K.A.Bossman, W.B. Van Lare, R.S. Blay, K.A.
before the Second World War. Korsah, K. Sekyi, Dr. F.V. Nanka-Bruce, R.
Individual work Quartey-Papafio
Learners work independently to do this activity. 4 a The ARPS managed to get a few Africans to
Formative assessment serve on the Legislative Council.
• Walk around the classroom. Observe learners as They managed to address the Council directly
on issues that concerned them.
they research and make a poster. Ensure that the They organised meetings that were attended
layout and information used is correct. Assist any by their own members as well as the public as
learners or groups who seem to be struggling. a whole.
• You can assess learners’ internet research skills b The NCBWA established a Legislative
and posters using the rubrics in the Assessment Council in each of the four British West
tools at the back of this Teacher’s Guide. African colonies.
Differentiated learning It got more Africans to participate in their
• Learners can also research a person who was own government.
involved with the protest movements and include They established political parties in British
this information on their poster. West African colonies.
• Use the remedial activities as practice for learners They established universities and colleges
who struggle and the extension activities for those in West Africa, for example the Achimota
learners who need more of a challenge. College, Ghana; the Fourah Bay College,
Remedial activity Sierra Leone; Yaba College, Nigeria.
Guide learners in selecting the correct information The colonial government stopped interfering
for the poster and in following the poster layout. in any affairs to do with the chiefs.
Ensure that learners understand the information. c Through its conferences and lectures, the
Extension activity GCYC managed to educate many public
Ask learners to create a story board that shows the servants, traders and young school leavers.
progression of the protest movements. They played an important role in the
University College of the Gold Coast.
Exercise 4.1 (LB page 109) They designed and presented a programme
for constitutional reforms. This brought
In this exercise, learners use their knowledge and about the Burns Constitution of 1946. This
understanding about the protest movement to new constitution brought into being a new
answer the questions. Legislative Council, which was made up of
Individual work mainly African members.
Learners work independently. Formative assessment
Answers • Walk around the classroom. Observe learners
1 People protest when they are dissatisfied about as they answer the questions. Assist any learners
who seem to be struggling.
something in their community, country or in • Make a note of those learners who are finding it
the world. Then they often join together as a hard and give them more practice opportunities
movement to show their unhappiness and to say in later lessons or tasks.
Differentiated learning
• Learners can name more successes for each of the
protest movements achieved.

84

Sub-strand 1: Early protest movements

• Use the remedial activities as practice for learners • Stronger learners read and explain the
who struggle, and the extension activities for information to the less-abled learners.
those learners who need more of a challenge.
Remedial activity
Remedial activity Guide learners through the research to find the
Work one-on-one with learners and guide them required information and to answer the questions.
through understanding the questions and in finding
the answers. Extension activity
Extension activity Learners make their own documentary on
• Learners can create a photo album with the Joseph Mensah Sarbah. It needs to include group
information and video clips.
leaders of the protest movements and a short
introduction for each one. Joseph Ephraim Casely Hayford
• Reduce the amount of questions that learners (1866–1930) ------------------- (B5.5.1.1.3
need to answer. For example, learners chose one
protest movement for questions 3 and 4. Use of ICT

Joseph Mensah Sarbah Learners research using the internet or library books
(1864–1910) ------------------- (B5.5.1.1.2 to find out more about Joseph Ephraim Casely
Hayford. They find video clips and photographs of
Use of ICT him, or of statues that were put up to honour him.
• Learners read this online article: https://kwekudee-
• Learners research using the internet or library books
to find out more about Joseph Mensah Sarbah. tripdownmemorylane.blogspot.com/2013/11/
joseph-ephraim- Casely Hayford-uncrowned.html
• Learners find video clips and photographs of • Learners listen to this audio tribute of John
him, or places named to honour him. They Ephraim Casley Hayford’s life: https://www.
read this online article from Drum magazine mytribute.life/Tribute/Joseph%20Ephraim%20
(1969): https:// www.flickr.com/photos/ Casely%20Hayford-89
koranteng/2999286025/
Activity 4.3 (LB page 112)
• You can assess learners’ internet research skills using
the rubric for internet research in the Assessment In this activity, learners research Joseph Ephraim
tools at the back of this Teacher’s Guide. Casely Hayford and complete a timeline of the
major events in his life.
Activity 4.2 (LB page 110) Group work
Learners work in groups to do this activity. Place
In this activity, learners research Joseph Mensah learners of different abilities together in the group,
Sarbah and create a poster to present a report. so that the stronger learners can help those who
Group work are differently abled or who struggle with the
Learners work in groups to do this activity. Place activity. Encourage all learners to participate in the
learners of different abilities together in the group, development of the timeline and story.
so that the stronger learners can help those who are Answers
differently abled or who struggle with the activity. Work through the information on pages 103–111
Encourage all learners to participate in the activity. with learners and let them mark their own answers.
Formative assessment Formative assessment
• Check that learners are involved in all the aspects • Walk around the classroom. Observe learners

of the activity and they are researching relevant as they research and make a timeline. Assist any
information. learners or groups who seem to be struggling.
• Assess learners’ posters using the rubric for • You can also assess learners’ timelines using the
posters in the Assessment tools at the back of this rubric for timelines in the Assessment tools at the
Teacher’s Guide. back of this Teacher’s Guide.
Differentiated learning Differentiated learning
• Each group decides on a role for each learner, for • Each group decides on a role for each learner, for
example scribe, researcher, designer and orator example scribe, researcher, designer, orator, etc.
depending on their strengths.

85

Strand 5: Journey to independence

• Stronger learners read and explain the • Stronger learners read and explain the
information to the less-abled learners. information to the less-abled learners.

Remedial activity Remedial activity
Work one-on-one with learners and guide them Work one-on-one with learners and guide them
through the information to construct a timeline. Use through the information to write a short story.
the timeline as a sentence frame to help learners to Provide sentence frames for learners to structure
write a short story about Casely Hayford’s leadership their story.
role in the journey towards independence in Ghana. Extension activity
Extension activity Learners find out more about Dr. Joseph Boakye
• Learners find out more about Joseph Ephriam Danquah’s background. They share what they find
out with the class.
Casely Hayford’s family background. Who was
his father? Who was his mother? Did he have Activity 4.5 (LB page 114)
brothers or sisters? What happened to them?
• Joseph Ephriam Casely Hayford wrote six books If possible, organise a field trip to Danquah Circle
about West Africa. His book, Ethiopia Unbound, in Accra or to Dr. Danquah’s home and display the
was the first novel written by an African, in information.
English. Ask learners to find out more about the
story. Where did it take place? Who was involved Group work
in it? What happened? Learners work in groups to do this activity. Place
• Learners write an essay of between 150 and 180 learners of different abilities together in the group,
words about Joseph Ephraim Casley Hayford. so that the stronger learners can help those who are
They can choose to write about his family differently abled or who struggle with the activity.
background or about the books he has written. Encourage all learners to participate in the class
Learners read their essay to the class. display of information on Dr. Danquah.

Dr. Joseph Boakye Formative assessment
Danquah------------------------ (B5.5.1.1.4) • If you go on the field trip, provide learners with

Activity 4.4 (LB page 113) questions to answer or a list of things that they
need to photograph.
In this activity, learners research the role that • Walk around the classroom. Observe learners
Dr. Joseph Boakye Danquah played in the Gold as they research and display Dr. Danquah’s life.
Coast Youth Conference (GCYC) to write a short Assist any learners or groups who seem to be
life story. struggling.
Group work
Learners work in groups to do this activity. Place Differentiated learning
learners of different abilities together in the group, • Each group decides on a role for each learner, for
so that the stronger learners can help those who
are differently abled or who struggle with the example scribe, researcher, designer, orator, etc.
activity. Encourage all learners to participate in the • Stronger learners read and explain the
development of the research and short story.
Formative assessment information to the less-abled learners.
• Walk around the classroom. Observe learners as
Remedial activity
they research and write a short story. Assist any • Provide a guideline for the display for learners to
learners or groups who seem to be struggling.
• You can assess learners’ group work and internet follow.
research skills using the rubrics in the Assessment • Work one-on-one with learners and guide them
tools at the back of this Teacher’s Guide.
Differentiated learning through understanding and displaying the
• Each group decides on a role for each learner, for information.
example scribe, researcher, designer, orator, etc.
Extension activity
Learners find out more about Dr. Danquah’s
background and share what they find out with the
class.

86

Exercise 4.2 (LB page 114) Sub-strand 1: Summary

In this exercise, learners need to use their knowledge Formative assessment
to read the statements and say if these are true or false. Check learners’ work to see if they have got the
answers correct.
Individual work Differentiated learning
Learners work on their own for this exercise. Give • Ask stronger learners to independently complete
learners enough time to complete the activity.
the exercise.
Answers • Read and explain the statements to learners who
1 a True
are struggling.
b True Remedial activity
c True • Let learners complete the exercise verbally.
d False. In 1920 Casely Hayford represented the • Help learners to navigate the Learner’s Book

NCBWA in London, putting forward their content to find the correct page and answers.
demands. Extension activity
e False. Dr. Joseph Boakye Danquah and Casely • Ask learners to write three of their questions on
Hayford formed the Gold Coast Youth Conference
(GCYC) to encourage the constitutional and what they have learnt and swap it with a partner
economic development of the Gold Coast. to answer.
f False. Casely Hayford was not successful in • Learners can change the false statements to
getting the British government to grant the become true.
NCBWA demands.
g True
h True

Summary: Early protest movements

• There are many different ways people Early Nationalists
can show their unhappiness. One way is 1 The Aborigines’ Rights Protection
to protest.
Society (ARPS)
• Sometimes a protest is organised by a • Achievements:
movement. People who join movements
share the same aims or beliefs. –– The ARPS managed to get a few
more Africans to serve on the
• Protest movements like the examples Legislative Council.
above started during colonial rule. At
that time, the British subdivided the • They managed to address the Council
Gold Coast colony into provinces and directly on issues that concerned them.
districts. This helped them to govern
more easily. This did not stop leaders 2 The National Congress of British West
and groups in different regions coming Africa (NCBWA)
together against British rule. • Achievements:
–– The NCBWA established a
• Nationalism is the struggle against Legislative Council in each of the
foreign control of a country to become four British West African colonies.
an independent nation. –– They got more Africans to
participate in their own
• Two main nationalist protest government.
movements: Early Nationalists before
the start of the First World War and 3 The Gold Coast Youth Conference (GCYC).
Late Nationalists after the end of the • Achievements:
Second World War, both fought for –– Through its conferences and
independence. lectures, the GCYC educated
many public servants, traders
and school leavers.

87

Sub-strand 1: Revision

Summary: Early protest movements (continued)

–– They played an important role in • In 1901, John Sarbah became a member
the University College of the Gold of the Gold Coast Legislative Council. He
Coast. continued to prevent unjust Bills from
passing into law until his death on 27th
–– They designed and presented November 1910.
a programme for constitutional
reforms. Joseph Ephraim Casely Hayford (1866–1930)
• He was a member of the Aborigines’
The late nationalist protest movements
• The Big Six formed the United Gold Right Protection Society. He played a
role in bringing the chiefs and the ARPS
Coast Convention (UGCC). together.
• Edward Akkufo-Addo • He helped to form the National Congress
• Emmanuel Obetsebi-Lamptey of British West Africa (NCBWA).
• Dr. Joseph Boakye Danquah Dr. Joseph Boakye Danquah
• Dr. Ebenezer Ako-Adjei • Dr. Danquah was the leader of the GCYC
• William Ofori Atta from 1937 until 1947. His main role was
• Dr. Kwame Nkrumah to bring the educated elites and the
Joseph Mensah Sarbah (1864–1910) chiefs together.
• John Mensah Sarbah strongly opposed • He was elected as a Member of
Parliament in 1951.
the Land Bills that the colonial
government planned to pass.

Sub-strand 1: Revision (LB page 115)

Assessment Answers

Use this Sub-strand 1: Revision activity for 1 h
formative or summative assessment. 2 e
• Formative assessment: Let learners 3 f
4 j
complete the activity and go through 5 i
the answers in class. Learners can 6 g
either check their own work for self- 7 b
assessment, or swap work with a 8 d
partner and check each other’s work for 9 a
peer assessment. 10 c
• Summative assessment: Let learners
write the answers in their exercise Summative assessment
books or talk about the answers with
you individually. Take in the exercise Use this Sub-strand 1: Self-assessment
books or listen to the oral answers and for summative assessment. Let learners
assess learners’ work. Check learner’s complete the table in their exercise
understanding of the protest movement books or talk about the answers with you
and people involved. individually. Take in the exercise books
or listen to the oral answers and assess
learners’ work.

88

Sub-strand 3: The 1948 riots and what came after

Sub-strand 3: The 1948 riots and what came after

Unhappiness after the Second World War -------------------------------------- (B5.5.3.1.1)

Learners will be building on their previous • Discuss how this evolved into the foreign control
knowledge of life under colonial rule and social and of the economy.
economic developments. This will give a background
understanding as to the cause of the protest Phase 2: Explore suggestions
movements. Discuss what started the 1948 riots and the
consequences.

The British failed to honour their Phase 3: Reflect suggestions
promises �������������������� (LB pages 116–126) In groups, learners reflect on the Watson
Commission and its benefits.
In this section, learners talk about the Second World
War and the sequence of events leading to the 1948 Use of ICT
riots in Ghana.
Learners watch the documentary called ‘End of
Content standard B5.5.3.1 Empire’: https://youtu.be/aFe4xB-swt8. Remind
Sequence of events leading to the 1948 riots in learners to take notes while they watch to use during
Ghana the class discussion after the documentary.
Indicator B5.5.3.1.1
Explain why people were unhappy in the country Activity 4.5 (LB page 118)
after the Second World War
Subject-specific practices and core competencies The aim of the activity is to watch the documentary
As learners use evidence to explore the causes and and use as a basis for a role play on the general state
consequences of the 1948 riots, learners develop of affairs after the Second World War. Learners need
their communicative, collaborative, creative skills to discuss the promises that were made to the ex-
and national identity. servicemen, as well as other problems and hardships
Resources that people experienced after the war.
Resource 4 (the crossword puzzle on page 106 of Group work
this TG) Learners work in groups to do this activity. Place
Key words learners of different abilities together in the group,
Allies, Axis, reinforcement, pensions, so that the stronger learners can help those who are
unemployment, unrest, riots, boycott, benefits, differently abled or who struggle with the activity.
commission, constitution, committee Encourage all learners to participate in the activity.
Helpful links: Answers
• https://www.youtube.com/watch?v=1rTJ1-YxLVY Learners’ role play.
• https://www.cegastacademy.com/2019/04/22/ Formative assessment
• Walk around the classroom. Observe learners
the-causes-and-effects-of-the-1948-accra-riots-in-
ghana/ as they take notes when they are watching the
documentary and check for understanding.
Teaching instructions • Check that all learners are involved with
contributing to the role play. Learners can
Use these teaching instruction suggestions to create complete an assessment of their group work
lesson plans to cover the relevant exemplar(s). using a checklist and you can complete a teacher
Phase 1: Start suggestions assessment of learners’ group work using a rubric.
• Revise with learners the social and economic Look at the Assessment tools section at the back
of this Teacher’s Guide.
developments that happened during the colonial • Assess learners’ role plays using the rubric for role
period. Discuss the advantages and disadvantages plays in the Assessment tools at the back of this
of this time for Ghana. Teacher’s Guide.

89

Strand 5: Journey to independence

Differentiated learning 2 Learners write a second diary entry about the
• Groups can decide on each learner’s role, for day they found out that the boycott had been
successful. How did they find out? How did
example scribe, actor, support actor, director, etc. they feel? What did they do? Take in learners’
depending on learners’ strengths. homework for assessment.
• Use the remedial activities as practice for learners
who struggle and the extension activities for those Activity 4.6 (LB page 122)
learners who need more of a challenge.
Remedial activity In this activity, learners draw a flow chart to show
Provide learners with information on the general the events that led up to the 1948 riots.
state of affairs in the Gold Coast after the Second Individual work
World War. Discuss the information and underline Learners work independently.
key words. Formative assessment
Extension activity • Check that learners followed the steps and
Ask learners to create a story board that shows the
progression of the general state of affairs in the Gold completed each task correctly before they move
Coast after the Second World War. on to the next task.
• Pair up learners with different abilities to check
Exercise 4.3 (LB page 118) each other’s work when they have completed
a task. You can assess learners’ pair work and
In this exercise, learners use their knowledge and posters using rubrics in the Assessment tools at
understanding to choose the correct word to the back of this Teacher’s Guide.
complete the paragraph. Differentiated learning
Individual work • Provide less-abled students a flow chart template
Learners work independently. to complete, sentence frames for the poster and
Answers questions to answer for the clip.
Allies, pensions, did not, promises, adequate, • Stronger learners read and explain the
shortage, increased, unhappiness information to the less-abled learners.
Formative assessment Remedial activity
Walk around the classroom. Observe learners as they Guide learners through the research to find the
answer the questions. Assist any learners who seem required information and work through each task.
to be struggling. Extension activity
Differentiated learning Learners find out more about the events that led up
Learners can use a dictionary to look up words if to the 1948 riots and the arrest of the ‘Big Six’. They
they are unsure of the meaning. can do research on the internet or in library books.
Remedial activity Learners choose how they would like to present this
Work one-on-one with learners and guide them information to the rest of the class. For example,
through understanding the paragraph and in they could make a poster, write a newspaper article
choosing the correct word. or give a digital presentation.
Extension activity
Learners can set a similar exercise for a peer to Activity 4.7 (LB page 122)
complete.
In this activity, learners research the 1948 riots and
prepare a role play to present to class.

Homework (LB page 119) Group work
Learners work in groups to do this activity. Place
Learners imagine that, on 26th January 1948, they learners of different abilities together in the group,
were one of the people who boycotted European so that the stronger learners can help those who are
goods and foreign-owned shops in opposition to differently abled or who struggle with the activity.
rising prices. Encourage all learners to participate in the activity.
1 Learners write a diary entry about the day they

took part in the boycott and explain what they
did, who they met up with and how they felt.

90

Formative assessment Sub-strand 3: The 1948 riots and what came after
Walk around the classroom. Observe learners as
they discuss and answer the questions. Check Answers
that they understand the 1948 riots and are able 1 Chief Nii Kwabena Bonne III, Osu Alata Mantse
to accurately portray the events. You can use the 2 Sergeant Adjetey, Corporal Attipoe and Private
teacher observation checklist in the Assessment tools
at the back of this Teacher’s Guide to record your Odartey Lamptey
observations. 3 Christiansborg Castle at Osu
Differentiated learning Formative assessment
• Each group decides on a role for each learner, for Walk around the classroom. Observe learners as they
answer the questions. Assist any learners who seem
example scribe, researcher, actor, director, etc. to be struggling.
• Stronger learners read and explain the Differentiated learning
• Learners can use a dictionary to look up words if
information to the less-abled learners.
Remedial activity they are unsure of the meaning.
Work one-on-one with learners and guide them • Use the remedial activities as practice for learners
through the information to answer the questions.
Extension activity who struggle, and the extension activities for
Learners conduct a live news presentation on the those learners who need more of a challenge.
1948 riots. Remedial activity
Work one-on-one with learners and guide them
Exercise 4.4 (LB page 122) through understanding the paragraph and in
choosing the correct word.
In this exercise, learners use their knowledge to Extension activity
complete the sentence frames. Learners can set a similar exercise for a peer to
complete.

Individual work
Learners work independently.

91

Sub-strand 3: Summary

Summary: The 1948 riots and what came after

The British failed to honour their boycott all foreign goods, but the
promises traders did not reduce their prices.
• People throughout the country began
• By 1939, most of the countries in the boycotting European goods, such as
world were fighting in the Second World cotton prints, tinned meat and flour
War. biscuits. They also boycotted goods
from foreign-owned stores.
• The Gold Coast soldiers fought in the • Many shops closed down. The prices of
Gold Coast Regiment and the Royal some goods were reduced.
West African Frontier Force. The British The shooting of ex-servicemen
had promised them many things if they • On 28th February 1948, a group of
fought with the Allies. They promised unarmed ex-servicemen marched from
to provide the soldiers with pensions, Accra to Christiansborg Castle at Osu.
houses and jobs. They also promised They wanted to present a petition to the
other facilities and services to improve British governor.
their lives and the lives of the local • The British had not paid them the
people. pensions they were promised and had
not given the soldiers any war benefits.
• After the war, they did not meet these • On their way to the castle, they were
promises stopped by a group of armed policemen.
They refused to stop and as a result the
General state of affairs in the Gold policemen shot the servicemen dead.
Coast after the Second World War • When the people in the Gold Coast
heard about the shooting of these ex-
• Cutting down of all cocoa trees servicemen they started rioting
afflicted with the cocoa swollen shoot • The colonial governor blamed the ‘Big
disease by the British instead of finding Six’ leaders for the riots. He had them
a solution to the disease. arrested.
• On 8th March, 1948, teachers and
• Shortage of goods and in increase in students protested against the
overall prices so that only the wealthy detention of the ‘Big Six’. They were
could afford them. immediately dismissed from their
school.
• Lack of jobs as the British did not The Watson Commission
provide the jobs that they promised to • The British colonial government sent a
the returning soldiers team to the Gold Coast to investigate
the cause of the 1948 riots and was
• Foreign control of the economy. called the Watson Commission.
• Unrest and riots spread throughout • Their job was to look at what caused the
riots and make recommendations to the
the country and the demand for government as to their response.
independence grew. • The Commission recommended that
local people be allowed to draft their
The 1948 riots in Ghana own Constitution.
• The British government then set up a
• The 1948 riots started with the boycott committee to draft a new constitution.
of European goods and the shooting of • On 6th March 1957, the country gained
ex-servicemen marching from Accra to independence and was renamed Ghana.
Osu.

The boycott of European goods
• After the Second World War, trading

companies increased the prices of
imported foreign goods into the country.
• Ghanaian people demanded the prices
be reduced by 1948 or they would

92

Sub-strand 3: Revision

Sub-strand 3: Revision (LB pages 123–124)

Assessment

Use this Sub-strand S BD
3: Revision activity for
formative or summative A OA W
assessment.
• Formative R YN A
B CQ T
assessment: Let A OU S
learners complete the
activity and go through C H R I S T I A NS B OR G
the answers in class.
Learners can either A TH N
check their own work
for self-assessment, BU R NS
or swap work with a
partner and check E
each other’s work for
peer assessment. Give L
learners Resource 4 (the
crossword puzzle on YL
page 106 of this TG) to
complete. CH A MB E RL A I N
• Summative
assessment: Let A NC
learners write the
answers in their exercise UNE MP L O Y E D DB
books or talk about F SW
the answers with you
individually. Take in the EN S TO O LME N T A
exercise books or listen RE
to the oral answers and D G RA NT
assess learners’ work.
I

S

L AMP T E Y

A

T

I

Answers EX S E R V I C EME N
E
• Remind learners how to
complete a crossword
puzzle. In this crossword, only the 10 unemployed
surnames of people are used. 11 enstoolment
• Point out that the word ‘ex-servicemen’ 12 The installation of chiefs.
would be hyphenated when spelling the 13 Lamptey
word in written activities. 15 ex-servicemen

• Make sure learners understand the Down
term ‘installation of chiefs’ for the clue 1 Sarbah
11 across. Let them look for similar 2 boycott
words in a thesaurus, for example, 3 Danquah
‘inauguration’. 4 Watson

Across 5 Casley Hayford
5 Christiansborg 7 Lands
6 Burns 9 NCBWA
8 Chamberlain 12 Legislative

93

Sub-strand 3: Revision & Assessment

Sub-strand 3: Revision (continued) (LB pages 123–124)

2 Why people were unhappy: What the colonial government did:

Lack of suitable housing, Nothing
A shortage of goods, prices of imported goods A boycott was held and the price of some goods
had increased, were reduced.
There were no jobs Nothing

3 j The British fail to honour their b Ghana achieves independence
promises to the ex-servicemen a The Watson Commission
i Committee set up to draft a new
g Chief Nii Kwabena Bonne III, Osu
Alata Mantse form the Anti-Inflation constitution
Campaign Committee
Summative assessment
d The march from Accra to
Christiansborg Castle at Osu Use this Sub-strand 3: Self-assessment
for summative assessment. Let learners
k Dr. Nkrumah breaks away from complete the table in their exercise
the UGCC to form the Convention books or talk about the answers with you
People’s Party (CPP) individually. Take in the exercise books
or listen to the oral answers and assess
h The boycott of European goods learners’ work.
c The shooting of three ex-servicemen
e The 1948 riots
f The arrest of the ‘Big Six’

Strand 5: Assessment (LB pages 125–126)

Assessment Take in the exercise books or listen to the
oral answers and assess learners’ work.
• Make sure that learners can demonstrate
an understanding of what history is Answers
about and how it is part of everyday life.
1 a C b C c A
• Confirm that learners can recount d C e A f A
history about their communities.
g B (7)
• Summative assessment: Let learners
write the answers in their exercise books 2 a Jacob Wilson Sey, Aborigines’ Rights
or talk about the answers with you Protection Society, 1897 (2)
individually. Take in the exercise books b Kwame Nkrumah, 1947, United
or listen to the oral answers and assess Gold Coast Convention (UGCC),
learners’ work. Check that learners can Convention People’s Party (CPP) (2)
show understanding. c George Paa Grant, 1947, United Gold
Coast Convention (UGCC) (2)
Summative assessment d JE Casely Hayford, National
Congress of British West Africa,
Use this Sub-strand 3: Self-assessment 1917 (2)
for summative assessment. Let learners Total: 15
complete the table in their exercise books or
talk about the answers with you individually.

94

End-of-year exam

End-of-year exam (LB pages 127–134)

1 A False B True 6 1 f 2 h 3 j
C False D False 4 g 5 i 6 c
E False F True 7 e 8 a 9 d
G True H False 10 b (10)
I False J True (10)
7 Stage 1: Transporting manufactured
2 a A b A c C (5) goods from Europe to West Africa.
d B e C
Stage 2: The Middle Passage: Enslaving
3 a Ntereso b Kintampo (8) Africans and shipping them to the
c Birimi d Begho Americas.
e Daboya f Kintampo
g Bono-Manso h Salaga Stage 3: Selling the slaves to work on
plantations in the Americas in exchange
for raw materials to sell fin Europe. (12)

4 Daboya became an important trading 8 1440 – Portuguese first participated in
town for salt for these reasons: the slave trade.
• The town had a large and developed
rock-salt industry. 1500 – Spanish participated in the
• The town was located near the Volta slave trade. They shipped slaves to
River, which provided a source of the Caribbean. At this time the Dutch,
water. French and British also participated in
The forest regions in Begho and Bono- the slave trade.
Manso were rich in gold. (2)
1550 – John Hawkins was the first
5 Check that learners have placed the British slave trader who sold slaves to
names of the ancient towns and places the Spanish and the West Indies.
correctly: Birimi, Daboya, New Bulpe,
Ntereso, Salaga, Kintampo Village, Bono- 1600 – The Dutch controlled the slave
Manso, Begho, Boyase Hill, Eguafo and trade from Africa. The Danish and
Dawhenya. (11) Norwegians participated in the slave
trade and bought slaves to work on the
sugar plantations in the Caribbean.

1619 – British brought first African slaves
to colony of Virginia, North America.

1672 – Royal African Company (British)
was set up to control the British trade.

1700 – Dutch controlled half of the slave
trade; the British and French controlled
the other half.

1760 – Britain was the leading European
country in the slave trade.

1807 – Britain abolished slavery. (8)

9 Learners’ mind maps need to include:
willingness to sell slaves, existing
system of slavery in Africa, workers
needed for plantations and mines, free
labour, immunity of African people. (4)

10 a False b True (10)
c True d True
e False f False
g True h False
i True j False

95

End-of-year exam

End-of-year exam (continued) (LB pages 127–134)

11 a

Ashanti Central Eastern Northern Greater Accra
Trade school Trade school Achimota School
Presbyterian • Mfantsipim School in Kibi in Yendi
Training • Asuansi Technical
College
Institute

(5) 14 a A b C (8)
b Abuakwa State College, Aburi c A d A
Girls’ Senior High School, Prempeh e A f B
College (3) g B h B
c University College of the Gold i A j A
Coast (1)
d scholarship (1) 15 Early Nationalists: These were the early
protest movements formed before
12 Apart from education, the most the First World War, started in 1939.
important progress made during Late Nationalists: These were the later
colonial times was in transport, protest movements that were formed
agriculture and mining. The railway and after the Second World War ended in
road network improved communication 1945. (6)
between people and businesses in
different regions. When the railway line 16 Protest movements started during
finally reached Kumasi and the mining colonial rule. At that time, the British
areas of Ashanti, it became cheaper and subdivided the Gold Coast colony into
quicker to transport mining machinery. provinces and districts, but this did not
By 1918, there were almost 2 000 stop leaders and groups in different
kilometres of roads. In 1926, the first ship regions coming together against British
entered Takoradi Harbour. It handled all rule. They wanted colonial Ghana to
of Ghana’s imports and exports and so be one nation, ruled by the people of
was partly responsible for the economic Ghana. Nationalism is the struggle
success of the Gold Coast. (10) against foreign control of a country to
become an independent nation. (2)
13 Until (Takoradi) Harbour was built in
the 1950s, (Tema) Habour handled all
of Ghana’s (exports). We can say that
this project was partly responsible
for the (economic) success of the Gold
Coast. The improvements in (transport)
under Governor Guggisberg allowed the
(botanical) industry to spread very fast.
Goods came in by (rail) and were loaded
directly onto the ships. During the
(Second) World War, (Takoradi) Harbour
was an important base for the (Royal Air
Force). (10)

96

End-of-year exam

End-of-year exam (continued) (LB pages 127–134)

17

Where Which What was his contribution?
was he movement did
born? he help form?

John Cape Coast Aborigines’ He represented the ARPS at the Legislative Council in the
Mensah Rights passing of the Land Bill of 1897. He advised the ARPS to
Sarbah Protection send a delegation to England to withdraw the Bill. In 1898,
Society the delegation returned home with a victory – Chamberlain
had withdrawn the Bill. In 1901, John Sarbah became a
member of the Gold Coast Legislative Council. He continued
to prevent unjust Bills from passing into law until his death
on 27th November 1910.

Joseph Cape Coast National He played a role in bringing the chiefs and the ARPS
Casely Congress of together. In 1920, Joseph Casley Hayford represented the
Hayford British West NCBWA in London. He put forward the NCBWA demands
Africa to the British government. He also addressed the League of
Nations – the first organisation of world governments that
worked for world peace.

Dr. Gold Coast Gold Coast Dr. Danquah was the leader of the GCYC from 1937 until 1947.
Joseph Youth Youth He became a member of the Gold Coast Legislative Council in
Boakye Conference Conference 1946. Dr. Danquah was one of the founding members of the
Danquah United Gold Coast Convention (UGCC) political party. He was
elected as a Member of Parliament in 1951.

18 Edward Akkufo-Addo; Dr. Joseph had increased, and there were no (9)
Boakye Danquah; William Ofori
Atta; Emmanuel Obetsebi-Lamptey; jobs. The colonial government had
Dr. Ebenezer Ako-Adjei; Dr. Kwame failed to help local people solve these
Nkrumah. They formed the United Gold problems. (5)
Coast Convention (UGCC) in 1947. (8)
20 Sergeant Corneluis Francis Adjetey
19 The Gold Coast soldiers fought in the Corporal Patrick Gagbale Attipoe
Gold Coast Regiment and the Royal Private Odartey Lamptey (3)
West African Frontier Force. The British
had promised them many things if they 21 Make sure that learners flow charts are
fought with the Allies. They promised set out logically and include the correct
to provide the soldiers with pensions, information in the correct order. Let
houses and jobs. They also promised them check the information they have
other facilities and services to improve included in their flow charts using the
their lives and the lives of the local information provided in the Learner’s
people. However, after the war, the Book. (3)
British failed to meet these promises.
The living conditions of returning 22 The Commission recommended that
soldiers were worse than they were local people be allowed to draft their
before the war. There was a lack of own Constitution. (1)
suitable housing and a shortage of
goods. The prices of imported goods Sub-total: 85
Total: 155

97

Resources

Resource 1: Compare our ancestors’ lives and our
lives today

Our ancestors’ lives Our lives today
Food
Clothes
Travel
Buildings
Communication
Trading
Professions
Technology

98 You have permission to photocopy this page.

Resources

Resource 2: Regional map of Ghana

You have permission to photocopy this page. 99