History Textbook Basic 3 Teachers Guide

ESSENTIAL

History
Primary 3
Teacher’s Guide

Jacob Agbedam • Dorothy Glover

NNF Esquire Limited
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First published 2020
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ISBN 978-9988-8963-5-5 Paperback
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Acknowledgements
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CONTENTS

Welcome to this History series ����������������������������������� 5

Introduction �������������������������������������������������� 11

Rationale and philosophy of the History curriculum  11
Instructional expectations  12
Organisation of the curriculum  12
Time allocation  13
Classroom management  13
Learning domains (expected learning behaviours)  13
Methodology  14
Differentiation and scaffolding  15
Core competencies  16
Teaching instructions  17
Activities  17
Use of ICT  17
Assessment  18
Resources  19
Planning your teaching  19
Know the syllabus/curriculum well  20
Scheme of learning  20
Useful teaching tips  21
Scope and sequence matrix  22
Scheme of Learning by term  23
Integration, core competencies and learning domain matrixes  26
Curriculum reference numbering system  31
Content standards, indicators, subject-specific practices and core competencies  32

Strand 2: My country Ghana ������������������������������������ 37

Sub-strand 1: The people of Ghana  38
Summary   50
Revision   51
Sub-strand 2: Inter-group relations   52
Summary   55
Revision   56
Sub-strand 2: Trading amongst ethnic groups   57
Summary   66
Revision   67

Sub-strand 2: Conflicts and alliances between the ethnic groups in Ghana   68
Summary   73
Revision   74
Sub-strand 4: Major historical locations   75
Summary   79
Revision   80
Sub-strand 5: Some selected individuals   81
Summary   88
Revision   89
Assessment   90

Strand 3: Europeans in Ghana ����������������������������������� 91

Sub-strand 1: Arrival of Europeans   92
Summary   96
Revision   97
Assessment   98

End-of-year exam ���������������������������������������������� 99

Resources ��������������������������������������������������� 101

Resource 1   101
Resource 2   102
Resource 3   103
Resource 4   104
Resource 5   105
Resource 6   107
Resource 7   109
Resource 8   110
Resource 9   111
Resource 10   112

Resource answers ��������������������������������������������� 113

Assessment tools: Checklists and Rubrics ������������������������ 116

Welcome to this History series

WELCOME TO THIS HISTORY SERIES

Welcome to our History series for Ghana, which was opportunities for learners to engage in diverse,
specially developed for you and for the lower and practical and interactive activities where all the
upper primary (Basic 1–6) learners. curriculum strands, sub-strands, content standards,
This Teacher’s Guide works together with the History indicators, core skills, competencies and values are
Learner’s Book for Basic 3. We hope that you will carefully addressed and aim to be achieved through
find it an important and useful tool that will guide meaningful real-life situations and examples.
you with the teaching of History to your learners This history series for Ghana integrates a
using a task-oriented and communicative approach. learning-centred pedagogy with differentiation,
For further information, also consult the History of scaffolding and the integration of Information and
Ghana Curriculum for Primary Schools 2019 and the Communication Technology (ICT) as a teaching
Resource Guide for the Orientation of Primary School and learning tool for the achievement of some of the
Teachers Towards the Implementation of the Revised new expected outcomes.
Curriculum from the NaCCA. This series further integrates the principles of
Each Learner’s Book and Teacher’s Guide in this assessment as learning, for learning and of learning,
series follows the History syllabus from the new as well as the use of questioning. The suggested
curriculum for Ghana’s primary schools. Both activities enable the consolidation of content and
components of this series encourage the creation core skills, allowing for continuous monitoring and
of a learning-centred classroom, offering many assessment.

5

Welcome to this History series

Structure of this Teacher’s Guide

This Teacher’s Guide is divided into three main sections:

1. Introduction: This section INTRODUCTION Introduction Introduction As the teacher, you should serve as a facilitator by
provides an overview of the New prompting learners to:
Primary Curriculum and the Rationale and philosophy of • evidence • study the History of Ghana in an enjoyable and • observe and collect historical evidence
History syllabus (Primary the History curriculum • interpretation. stimulating environment • interpret data as required
Basic 1–6), methodology, features, History is a subject that explores the past with the Therefore, through the teaching and learning of • build models
time allocation and assessment. aim of understanding the factors that have shaped History, learners should: • make use of historical facts to acquire analytical • develop projects.
our world. As an academic discipline, history helps to • appreciate their personal history, as well as the skills, compare different periods and give their The following activities are recommended:
develop the imaginative abilities and critical thinking own structured account of past events. • Sessions using different sources of historical
skills of learners. History is also a discipline that aims history of their families, and their communities
to impart to learners a range of important moral • acquire the skill of gathering and objectively Instructional expectations evidence, including discussions with people with
lessons, and provide them with guidelines for everyday The goal of introducing History of Ghana as a historical knowledge (resource persons) and
living and interactions with people in society. analysing historical data, using scientific subject in the primary school is to effect positive visiting historic sites
The objective of this Teacher’s Guide is to make methods, which will enable them to interpret change in the values and attitudes of learners. It • Debates among groups on various topics relating
teaching and learning interesting, useful and enjoyable. past actions and behaviours of the people of focuses on past events that have shaped our society. to history
Teaching philosophy Ghana from a Ghanaian perspective This can be achieved through well-planned lessons • Projects using modern technologies to
Through the learning of History, learners would, • acquire more knowledge on the history of the that involve learners in the learning process. The communicate findings clearly and effectively in
specifically, acquire: people of Ghana enquiry approach of teaching is therefore encouraged the form of papers, exhibits/posters, drama and
• critical thinking skills by comparing, • apply historical concepts to the study of the in the History classroom. Learners should be guided documentaries.
history of Ghana to make enquiries from available sources of historical
contrasting, evaluating, synthesising, and • develop a discerning approach to studying evidence. Historical evidence can come from Organisation of the curriculum
applying historical information or knowledge sources of historical evidence primary sources and secondary sources: The curriculum is organised under Strands,
with little or no supervision • develop a sense of national consciousness and • Primary sources originate from the past. Sub-strands, Content standards, Indicators and
• creative thinking skills to be able to reconstruct appreciate the factors that make for national unity exemplifications. In this curriculum, ‘Ghana’
important past events confidently • acquire positive habits and attitudes, national Essentially, primary sources are closer to the represents Pre-colonial and Post-colonial Ghana.
• digital literacy by using IT tools and resources identity as a Ghanaian and an African with events in time and space. Examples could include • Strands are the broad areas/sections of the
efficiently for investigations and project work a heritage worthy of pride, preservation and pottery, wall paintings, carvings, coins, letters,
• effective communication skills to be able to improvement newspapers, diaries, court records and verbal History Curriculum to be studied.
share information at varied levels of interaction • appreciate the relevance of the study of history accounts from people who witnessed an event, • Sub-strands are larger groups of related
• values to live as global citizens, as they learn in current and future development efforts of the archival documents and archaeological findings.
about other people and cultures of the world. nation. • Secondary sources relate to accounts about indicators. Indicators from sub-strands may
General aim of the curriculum past events that were produced, based on sometimes be closely related.
Learning philosophy The curriculum is aimed at developing individuals to interpretation of primary sources, for example, • Content standards refers to the pre-determined
The History classroom should be learning-centred. become literate, good problem-solvers, with the ability books, journals, articles, etc. level of knowledge, skill and/or attitude that a
Introduce the topic for the day and assist learners to to think creatively and have both the confidence Instructional expectations for your History lessons learner attains by a set stage of education.
describe and analyse issues raised, trace patterns of and competence to participate fully in the Ghanaian include the following: • Indicators are a clear outcome or milestone
societal and human behaviour and, where possible, give society as responsible local and global citizens. • Plan lessons to meet the interests, knowledge,
their views on current events (in the country) based on Subject aims understanding, abilities, and experiences of your that learners have to exhibit in each year to
their knowledge of the history of Ghana. Encourage The National Curriculum for the History of Ghana learners. meet the content standard expectation. The
learners to explore topics through questioning. aims to ensure that learners can: • Design and manage learning environments indicators represent the minimum expected
The History curriculum is underpinned by seven • trace Ghana’s origins and its past glories that provide learners with the time, space, and standard in a year.
historical concepts and classroom activities. • develop the critical skills of historical enquiry resources needed for learning the History of • Exemplar refers to support and guidance
Emphasise these important concepts in your daily using scientific methods and participate as active, Ghana. that clearly explains the expected outcomes
learning, as they are aimed at promoting higher- informed and responsible citizens • Encourage discourse among learners and of an indicator and suggests what teaching
order thinking among learners: • develop a critical understanding of the past and challenge them to accept and share responsibility and learning activities could be used to
• context and chronology its impact on the present, to help them face the for their own learning, based on their unique support the facilitators/teachers in the
• significance future with confidence individual differences. delivery of the curriculum.
• cause and consequence • explain how external factors have shaped the • Use multiple methods to systematically gather The curriculum for Basic 3 is organised under two
• continuity and change history of Ghana data about learner understanding and ability strands with five sub-strands:
• similarity and difference • gain a sense of national consciousness, identity in order to guide teaching and learning and to • Strand 2: My country Ghana
and appreciation of Ghanaian values, in order provide feedback to both learners and parents. – Sub-strand 1: The people of Ghana
to help to instil values, such as tolerance, good • Collaborate with colleagues within and – Sub-strand 2: Inter-group relations
citizenship and national pride across disciplines and grade levels to develop – Sub-strand 4: Major historical locations
communities of learners who have the skills of – Sub-strand 5: Some selected individuals
11 enquiry and exhibit attitudes and social values • Strand 3: Europeans in Ghana
conducive to learning. – Sub-strand 1: Arrival of Europeans

12

2. Suggestions to design lesson Strand 2: My country Ghana Introduction Strand 2: My country Ghana
plans: This section provides:
• detailed guidelines Introduction Sub-strand 2: Inter-group relations, is a new Sub-strand 1: The people of Ghana
• answers to the activities in the section for learners. Learners will discover the
Learner’s Book The major ethnic groups should not be new to different forms of exchanges such as trade, The unique history of the major ethnic groups in Ghana -------------- (B2.2.1.1.1)
• suggestions for remedial and learners as it should be part of their heritage and alliances, inter-marriage and conflict. Learners will continue to learn about the people of Ghana, their origins, where they migrated from and where they
extension activities cultural background. This section was also covered Learners go on to explore these inter-group settled.
• guidelines for assessment extensively in Basic 2. relations further in Sub-strand 3: Conflicts and Learners talk about the different ethnic groups of Ghana, if they belong to an ethnic group and their similarities and
• suggestions for activities from Basic 3 covers the following sub-strands: alliances between the ethnic groups in Ghana, differences.
the Learner’s Book that may be Strand 2: My Country Ghana where they learn about the Battle of Feyiase, the
used as homework. • Sub-strand 1: The people of Ghana Krepi War, and the Battle of Akatamanso. The people of Ghana
• Sub-strand 2: Inter-group relations In Sub-strand 4: Major historical locations, learners
• Sub-strand 4: Major historical locations build on their knowledge of forts and castles from The origins of the major ethnic Phase 1: Start
• Sub-strand 5: Some selected individuals Basic 2. They will discover the differences between groups in Ghana ............ (LB pages 6–21) • Start the lesson by asking learners what they
In Sub-strand 1: The people of Ghana, learners forts and castles and their uses over time. Learners will discover that the people of Ghana come
revise the 16 regions and capitals done in Basic 2, In Sub-strand 5: Some selected individuals, from different regions and speak different languages. know about the different ethnic groups of Ghana.
the regional capital as well as where the office of learners explore six Ghanaian entrepreneurs that An ethnic group is a group of people who shares • Bring items to class of different ethnic groups,
the president is located. They learn about all the made a big impact on Ghana and its people. a common language, origin, history, culture and
ethnic groups in Ghana, and their customs and tradition. The main ethnic groups of Ghana are the such as clothing and cloth, or have pictures
traditions, festivals and celebrations. Learners Diagnostic assessment Akan, Ewe, Mole-Dagbani, Guan and Ga-Adangme. available of these.
discover where each ethnic group of Ghana came Observe learners and use their answers to assess • Establish what learners know about traditional
from, trace their migratory routes on a map and their understanding and skill levels. This content Content standard: B3.2.1.1. clothes. Can they name and describe the items?
draw up a timeline for when the ethnic groups has been covered in Basic 2. This activity will also Indicator: B3.2.1.1.1 • Invite parents or other members of the
arrived in Ghana. allow you to measure how much they know about Discuss the origins of the major ethnic groups community to address learners in their traditional
the specific concepts. Where necessary, ask leading in Ghana clothes.
Opener activity questions to identify their strengths, weaknesses Identify some of the major ethnic groups, for • Hold a cultural day at school where learners,
and any knowledge gaps. If learners struggle, refer example, Guan, Mole-Dagbani, Gonja, Akan, teachers and even parents or other community
Let us learn about … (LB page 5) them to the map on pp. 20–21 of the LB. Ga-Adangme, Ewe. members can come to school wearing their
Resources: traditional ethnic clothes.
The opener activity provides an opportunity to LB pp. 6–21; Musical instruments, for example, • Learners can write notes on the boards, under the
assess learners' basic knowledge of the different drums title of the ethnic group.
ethnic groups of Ghana. The questions have been Key words: Phase 2: Explore suggestions
structured to broadly cover the sub-strand in ethnic group, tradition, customs, oral traditions, • Read through the information first on the
Strand 1: Sub-strand 1: The People of Ghana. colonisers, dialect, rituals, famine, exile, voting, different ethnic groups, then their origins and
famous, migrated lastly on the migratory routes.
Answers Helpful links: • There is a lot of information; pace the lessons and
1 Learners name any three: the Guan, Mole- • https://www.youtube.com/ read through each section slowly.
• Check that all learners understand the concepts
Dagbani, Akan, Ewe and Ga-Adangme. watch?v=VbbnfrZC5PQ before moving on to the next paragraph or
2 a The ethnic groups in Volta are: the Ewe and • https://www.worldatlas.com/articles/ethnic- activity. Learners can take turns in reading.
• Discuss the meaning of any difficult words.
Ga-Adangme. groups-and-tribes-in-ghana.html Learners can underline any important
b The Ewe live in the Greater Accra Region. information about the different ethnic groups.
c The Guan live in the Bono East Region. Teaching instructions Phase 3: Reflect suggestions
Use these teaching suggestions to create your own • Put the learners into small groups to discuss the
lesson plans to address the performance indicators. notes that they underlined and to see if they have
all the important information.
• Reflect on how learners feel about traditional
clothes and cultural practices. Do they still wear
these clothes for special events or festivals?
• Collate learners’ drawings into books for each
ethnic group. Add these to the book corner for all
learners to read.

37 38

3. Extra resources: Wherever Resources Resources
appropriate, this section provides
extra resources for specific themes Resource 5: Bartering cards (continued) Resource 6: Ghanaian entrepreneur cards
and units of the Learner’s Book.

Shea butter Cowrie shells Alhaji Adamu Iddrisu Dr. Esther Ocloo

Tubers of yam Building a house Winifred Tete-Ansa Benjamin Amponsah
Mensah

Kente cloth Livestock George (Paa) Grant J.K. Siaw

(draw your own picture)

106 You have permission to photocopy this page. You have permission to photocopy this page. 107

6

Welcome to this History series

The Learner’s Book

The user-friendly Learner’s Book addresses the new History curriculum features and criteria with a clear and logical
structure that incorporates these features.

Strand openers: My country Ghana Sub-Strand 1 Strand Sub-Strand 1
• incorporate an activity to introduce
Strand 3 Europeans in Ghana
the topics that learners will explore
in each unit 2
• allow for diagnostic assessment
• build excitement about the new
content to be learnt in each unit
• prompt debates and content
integration with ICT, where
relevant and appropriate.

Let us learn about ... LLeett’ussleleaarrnnaabboouutt......

1 Name three ethnic groups who live in Ghana. 1 In Basic 2, you learnt about what items Europeans traded in Ghana.
2 Name the ethnic groups from these regions: Talk to your friend about what you remember.

a the Volta Region 2 The slave trade was a time when European people bought and sold
b the Greater Accra Region people from the Gold Coast to work as slaves on cotton farms in the
c the Bono East Region. Americas. How did this affect our history? Talk to your friend about
this type of trade.
5
104

Text and content: Strand 2: My country Ghana Strand 2
• use language that is appropriate
The people of Ghana Which region The main ethnic groups of Ghana KEY WORDS
to the level, age, knowledge and
background of the learners do you come An ethnic group is a group of people who share ethnic group
• are representative of Ghana’s In Basic 2, you learnt about the people of Ghana. You also from? the same language, origin, history, culture tradition
diversity and tradition.
• have a good gender balance and learnt about the regions they live in and found out about the
portray no gender stereotypes.
Illustrations and photos: capital cities of these regions. The main ethnic groups of Ghana are the Guan, Mole-Dagbani, Akan,
• are high-quality and representative Ga-Adangme and the Ewe people.
of Ghana’s diversity The origins of the major ethnic groups
• balance the text on every page and in Ghana Activity 1.1
add to learners’ understanding of
the content The people of Ghana come from different regions and On your own, think about one tradition your family has or one day
• have captions and labels that are speak different languages. In this lesson, you will learn your family celebrates.
simple, relevant, appropriate, and more about where the main ethnic groups of Ghana come 1 Tell the group the name of the tradition or celebration.
clear from. There are 16 regions in Ghana. Here is the list of the regions. 2 What is the tradition or celebration about?
• reflect a variety of learners 3 What happens during the celebration?
(including learners with special 1 23 4 4 Are there any special things you do? These could be preparing a
needs) Ashanti Region Western Region Eastern Region Volta Region
• show no gender stereotypes. special meal, dressing in traditional clothes and dancing.
Capital: Kumasi Capital: Capital: Capital: Ho

Sekondi Kofoidua

5 67 8
Northern Bono East Central Region Greater Accra
Exercise 1.1
Region Region Capital: Cape Region
1 Draw a picture to show your tradition or celebration. In your
Capital: Tamale Capital: Coast Capital: Accra picture, show what you eat, what you wear and what you do.

Techiman 2 Write three to five sentences about your picture.

9 10 11 12
Upper East Upper West Bono Region Ahafo Region
HOMEWORK EXTENSION
Region Region Capital: Capital: Goaso
1 When you go home, ask your parents to tell If other learners are
Capital: Capital: Wa Sunyani you about their ethnic groups. from the same ethnic
group as you, put
Bolgatanga 2 Ask them to tell you about the history of your notes together
their ethnic groups, or about the culture to make one story.
13 14 15 16 or traditions of their ethnic groups. Make Share your story with
Oti Region North East Savannah Western North short notes. the class.

Capital: Region Region Region 3 Share what you find out with the class.

Dambai Capital: Capital: Capital: Sefwi

Nalerigu Damongo Wiawso

6 7

Strand 2: My country Ghana Strand 2

Using the barter system for trade Trade items that were exchanged amongst ethnic groups

The other way that people In the past, different things were traded amongst DID YOU KNOW?
paid for things they needed ethnic groups such as salt, gold, fish, kola, shea
was by using the barter butter, pottery, cloth and iron utensils. Let us look Salt was so valuable
system. that Roman soldiers
•at these items in more detail. were paid with it.
Salt has always been a good item to trade. It
In the barter system, a person is a product that all people in Ghana use and
need every day. The hot climate makes people
would exchange items that KEY WORD

they had for items that they sweat and lose body salt. So, to make up for the salt expiry

needed. There was no money lost through sweating, Ghanaian people often put

involved. It worked like this: lots of salt in their food. It adds flavour and can be used to preserve

I have a lot of tubers of yam food. Salt also has no expiry date, so it does not become old.

but no salt, for example. I

take my tubers of yam to my

neighbour or to the market The barter system was used during trade
square and try to exchange

them for salt. The number of tubers of yam I exchange depends

on how much salt I need.

Activity 1.16 A Ghanaian woman selling salt at the local market

1 Talk to your partner and in your own words explain: Exercise 1.9
a using cowrie shells for trade Use the internet, books or speak to your parents or some elders
b using barter for trade. in your community and ask them about the trade of salt
in Ghana. Ask them to tell you why salt was important for
2 Talk about these issues: the people in your region and how salt was used.
a What do you think were advantages and disadvantages of the
cowrie shell and barter system for trade?
b Is the barter system still used today? How does it work (give
an example)?
c What do you think of using the promissory notes that were
introduced by the Europeans? Is this system still used today,

perhaps in another form (think about money)?

44 45

7

Welcome to this History series The Europeans wanted to share in the thriving gold trade in Africa Strand 2
‘Did you know?’ boxes:
• provide interesting facts and extra George Grant DID YOU KNOW?

information. TGheeoBrgerebAelrfsrewderGeraannettwhnaiscbgororunpomnade up of different nations mostly from
N15orAthugAfursicta1.8T7o8d,aiynmBeaynyinf,oWlloewsttehrenIslamic religion and speak the Berber
My country Ghana lNaznegmuaag.eH. e was known as Paa Grant.

r-group relationsKey word boxes and a Glossary: USPwcbKehosayxoeamaEcrErtkheuhpGYeaewrardoannihnWpiniagnteetetesatOwryhninonaeesRustG.tfaiaDohmnuabdbSnnubedasorionwoturekeatssrwdsteoemitmAahfwadinvothnahdsne.ettoaHnlrgyueeetotsioummtswocobrnfereayeetriodnagubroculatstsh.egcuBivseetnormcbirsceutmrhsest.uasnucaEelswXaGTyLoEOf aSNcStiAnSgRIiYnON
• build subject-specific vocabulary ianltliearn-mceasrriage10Ik6nno18w9n6a, hseGseeotrugpe favourable circumstances that
gradually, enabling learners to his own cioncmreapseathne cyhances of success D
and Company.alliance an agreement demolish to destroy
ent forms of eunxdcehrstaanndgkeeysconcepts, and Grant between different groups to dependent to rely on someone
conflictHe was successful as a timbwcoeomrrkmtmoogneegtohraeclr tho aacnhietve a else for something
e many differentccoofonnfcriemdpetsnstoiltyfieannxcdcohcnlateeanxrtglyaenabpdpetlhtywrtoheueegsnhe
ic groups in Ghadniaff.erSeonmt eexeorcfitsehse. se are trade, GeordgialeecGt arafonrmtowf aalasngouangee of
s, inter-marriage and conflict. beGhatpnhaaartt ’posfeaoFpcoloeuusnptneryad.kIiitnnmagapyaFhrtaaicvuetlhiatsrers
and had an export business.ammunition things that can own vocabulary, grammar and
Trade shot from a weapon

Paa Grant was also a politiwacnhacoellsivtareydcaptleoionvpglietisrmetleaaategdnotodyooune pronunciation
of Ghana’s Founding FatheBrs. People called him
K E Y W O R D Sdisagreement when two or

more people do not agree about
tG‘HtohheweaaanfrarradathfsnreiognrmedodeftfphGoeeornlUDddrne.CiKntoewcadesaStimntpae1otctncCscb9hluooNaeaaiipnl5rtnstospiptekgonri7els.osnciirnesloDtasutaseahueranpa’trrs.mnrolsto.eatufadchkKpwsaeeegeeorpwrwsbohoogtpthudrheleaopeterucieowomrpffaphopooororeemwemdonepaatNareltnukeitodeokorGnrrnhutamonEebpaddsaocerougaoomcmrrhdaano’eiuusbountcsthmlpaetefihinnioiictgttrneoepd,srtolnedoxaotelesatpsvlatlpteniiakeontloerolgidtorpeccbtntomoarsgnGetettilahnridhmoekatl,eeaiacnnntnditva.ist
commerce the buying and selling management of material wealth
DID YOU KNOW?of goods and services
economic empowerment to help
confer to give someone an official poorer people to earn a living and
title of honour make money so that they can take
George Grant was involved incomnflaictnaydpisargorejeemcetnst bteotwedenevecloonptrotl ohf etheciroowmn lmiveus nities in
Ghana. He was involved in brttiwhneoygocrianmnnogroetspwteororepkloeeuottrolgirrgsoeuhtptlsteithnagt angenrdetaretppfirinepanneecuiabrlsroipsrkesnotpoeleswewthuaopttaaeker
to Sekondi and Axim. His grancrdedsitotno p,rKaisiemor Thoynoruor ne Granbuts,inwesas s a national

player for the Ghana Black Stars. In 2009, to honour his grandfather, 125

he formed the Paa Grant Soccer Academy.

ICT boxes: ICT
• eicnomcnlptuahdianesTiersheexestxeetrhaacfrehaoccchartoimanvrceigttsicieevoosimtffioeprsemteunlctiie-s
liances • IntReera-dmmaorreraiaboguet the life of George Grant at: ghanaculturepolitics.com/
•
ability learning. profile-on-george-alfred-grant/

Project work: PROJECT 85
• makes learning more relevant and
PROJECT

contextual 9789988896348_NNF_GMhaakneaa_pBoasstice_r Hanisdtoaryv_iPdeBo3_c0li1p.indd 85 1 Do research to find answers to the following questions: 2020/04/03 3:10 PM
Work in small groups of four to five people. A The arrival of the Europeans:
1 Which Europeans were the first to come to the Gold Coast?
• allows learners to apply their For this project, you need to continue the 2 When did they come?
research into how the Europeans settled on 3 Why did they come?
4 How did they trade with the chiefs? (Hint: Remember what
knowledge in different ways the Gold Coast, and what happened as a A model of a Portuguese you have learnt about trade and the different methods of
• allows learners to demonstrate their result of this event 600 years ago? explorer ship from the
15th Century exchange.)
Use the internet or your library as a resource.
Use maps, pictures and drawings on your B Alliances:
1 Why did the chiefs and the Europeans form alliances?
• dabeimlitoyntsotrawCtoeosrknleifanlridnceetprse’nadbeilnittyly poster. For example, you can draw the ships European settlements on 2 What were the benefits of the alliances to the chiefs?
that the Portuguese used for exploration in the Gold Coast 3 What were the benefits of the alliances to the Europeans?
to apply skills such as critical the 15th Century, or the forts and castles
they built, or the cowrie shells that were C Settlements:
used for trade. 1 Where did the Europeans first settle on the Gold Coast?
2 Why did they build forts?
TIP 3 Why did they build castles?

thinking, problem solving, decision ••Tips for working in a group: Elmina Castle D Marriage to local people:
making, analysis, innovation, Give your group a name. 1 Who are Euro-Africans?
communication and creativity, as Choose one learner to lead the 2 What roles have they played in our history?
well as to do focused research using group. This person must help to
a variety of methods and tools, • resolve any conflicts in the group. E How did European arrival affect our history?
Listen to each other without 1 How did the arrival and settlement of the Europeans on the
• interrupting. Gold Coast affect our history?
Give each person work to do and to
• bring back to the group. 2 What do you think would have happened if the chiefs never
Every group member must be accepted the Europeans into Ghana?
involved in the final presentation of
the project. 3 Would things have been different today for the people of
Ghana? Explain.
including ICT. Cowrie shells used for
trade 2 Write a song or a poem about what you have learnt. Make a
video clip of it to present to your class.

3 Present your poster and your video clip to the rest of the class.

114 115

8

Strand 2: My country Ghana Welcome to this History series

Activities: Activity 1.5 ICT
• incorporate accurate and current
Find out more abouItftphoessHibolme, orewcoorFdestival.
individual, pair and group work 1 Find out this yeaorr’sviddaetoeesaocfhthe Homowo Festival for these areas:
activities that help learners to groups’ song. This
explore and practise what they have
learnt can be played in b Lante
• address the syllabus content jaNsisnegmobly. a Nungua Dzan We
standards and core competencies
• are representative of the indicators i Prampram Homowo c Tema
and exemplars h Kpone Festival d Ga Mashie
• have instructions and text that are
consistent and clearly presented to g Teshie f La e Osu
learners
• promote problem solving and Strand 2
subject understanding
• compensate for multi-ability 2 Choose one area and find out what happens during the Homowo
learning
• allow learners to practise the core ConflFicesttsival in that area. Use the internet or books to help you find
skills, in context and while engaging
in practical activities. dCCnaSorooitsgrt3nnaauaffngllmgiidrcceciaCrneett2ehfne:hceooMtaattmaroahhtymnnpsheeebycephaanoccoeoaottetluuointnprtnotthtehshetpnshermeawoe,ayeryotnmosrhiGmetrcnetwhheasohinapteephueahnosyteeylaniwrdannctdwokagontdenh.utooaorPteltradreirormnmerennfhosioaoesaorrttoaempilwsvfspemateothewt.hriioeskoehdbupenoranlel.uetddttwthedehh,araoroeesspsrmfitpnoaaaeounnyndsdosiscui.ntrThgcheoaiynmnkedKmrdaaeiptsEsbueaoonYogluvirtpeteWyl:ee. mOdeoRnnDt oSt
Exercises:
• allow learners to answer questions taanloktthoeeraocrhtroetHahtOesrMacnEleoWatOhrleRyr.KIptearslEsooxnehuarncpfiapsieernly1s..w5hen one peDrsIoDnYbOuUlliKeNs OW?
about what they have learnt and
consolidate learning. oInr1cGtFlehoihanamaoFdrtnirnymtnewdoardusuoo, tneawcohtinartnehdnytsnht,ppehirocrreewaeregscbaooretorboitnsdhxouteseetuparsoitsn.dtwTshatohhehnmeecoreWeeotwoiismrndosenSsaeedTmwpaeihhixsriegecaaecrhHrmgaeeorbtptoeimeohleflneeoloaawpafwobneno.rooddTFypu.ceholWteseeulwtehryi.vebheamcrnolaaeittsnsmehhartebouhhreuneearlradativshgcerearrusiioctrlcuesfoeslatnsutftirlvoaicawltl ,n
gpeetorsepssltGoeoobmf atahasdeyotcfhliagasThtsatt. hmweiatphleeeoapcDlehamomtahoyenrhguaosvisseneugpvcAechaecryrescgssfruiaaicnmmatliehnfGneiegit.urhsna.teSsnw.omseAettktlieammneesntthsEaewfcteeornaflict

There canAbe conflictGbetween tDwo peopleA, or betweeKn familiesA, ethnic
gro16ups or Beven betwUeen nationAs. C D E

TAMA L E
One examAple of confNlict that haOppened inCGhana, is tGhe conflicWt between
the DenkyKira KingdoHm and theNAsante peoCple at theIBattle of FEeyiase.

A J G R K DID YOUF KNOW?
pfSo2oerrmesoxWMeantahimamkalpeectNlsoeiusny,pbtfolhauiucettqfey.cuAeoaelucpasoikGttncinaoofollnniwcofttlfiyobctotheguiteonwhsAweOiahdevieatnehfyttoweooaRuodrceopshgeeyilwooof.ApunoYlr?oredhuiso.wFmcaoaenlrlwteetdoxoSraakgmn.oTipnohltuieest:ria-GspncoedaOarlspsloeloadn:yaa,l
c3onflWicot.rAkcwointfhlicatpbaetrwtneeern. Ttwakoeotrumrnorsetgoraosukpsyiosucraqlleudesinttioern-gs.roup conflict.

Homework activities: Activity 1.9 HOMEWORK
• let learners explore, build on and
1AsDkoyroeusreapracrhtntoerfifnidveoouft tmhoerseeaqbuoeustttihoensco. Mnfalikctebseutrweeyeonuthkenpoewopthlee
practise what they have learnt at anwswhoerlisv.ed on the Gold Coast and the Europeans who arrived there.
school. 21 ShWahreatwihsatht yeomuafiinndreoluigt wiointhotfhtehreesMtoolfet-hDeacglabsasn. i?

N2oteW:hYoaut awriell tlehaermn mosotreimapboourttatnhitsfleastteirvathlsiscyeelaerb.rated by the Dagomba?
3 Which is the largest ethnic group in Ghana?

4 Which people are all part of the Ga-Adangme ethnic group?

5 Which festival do the Ga people celebrate at the end of famine? 35
6 Which region do most Ewe people live in?

7 Where did the Guan people migrate from?

8 Where did the Mole-Dagbani people migrate from?

9 Where did the Ga people migrate from?

10 Where did the Ewe people migrate from? 9

24

Welcome to this History series

Revision activities: REVISION REVISION
• help learners to revise content
• feature self-assessment that gives 1 Match the form of exchange in Column A with its definition in 4 Fill in the correct answer in the sentences below. Choose from these words:
Column B. livestock leaders Ewe women disagreement fair
learners an opportunity to reflect
on their knowledge and learning Forms of Definition unify Akan nation conflict economic
• promote problem solving and exchange a In the past, trade happened mostly amongst __________ in the
subject understanding
• are representative of the indicators Trade Marriage between people of different religions, different ethnic groups.
and exemplars tribes, ethnic groups or racial groups b __________ activity is related to the production, development and
• provide opportunities to assess
learners both formatively and Inter-marriage When two or more people disagree on something management of material wealth.
summatively. c Domestic animals, such as cattle or horses that are raised on a
Assessment: Conflict An agreement among people to achieve a common
• provides an opportunity for goal farm for home use or to sell are called __________ .
learners and teachers to assess d The __________ people traded eggs, milk and fish.
what they have learnt. Alliance The buying and selling of goods and services e The __________ people had gold.
f A conflict happens when there is a __________ that cannot be settled.
End-of-year exam: 2 Fill in the missing words. g It is important to try to settle conflict in a __________ way.
• provides learners with an An __________ is an agreement amongst people to achieve __________ . h An alliance between __________ of different groups can help them

opportunity to check their When people or communities __________ achieve a goal by themselves, reach their goals.
knowledge and understanding of i When there is peace and unity, people can give their best and this
the work they have learnt during they __________ to work with other people or communities to __________
the year leads to a better __________ .
• allows learners to practise exam- their goal. j Different ethnic leaders work together to __________ all Ghanaians.
type questions and identify any
gaps in their knowledge 3 Say if the following are true or false. Self-assessment
• provides an additional opportunity a When conflicts are not resolved people become united.
for summative assessment. b Alliances make it possible for us to achieve our goals. I can ...
c Trade does not allow Ghanaians the freedom to choose the goods
and services they need. identify the different forms of exchange.
explain the form that the exchanges took.
d Trade provides very little opportunities for different ethnic groups talk about the benefit of trade to different ethnic groups.
in Ghana to learn new skills from one another. talk about the benefit of inter-marriage.
talk about the benefit of settling conflicts to unify people.
e A conflict can result in an argument or a fight. talk about how alliances help different groups achieve
f People who inter-marry learn to live with the culture and traditions their goals.

of each others’ ethnic group. 41

g Children born to inter-marriages do not enjoy the benefits of two
different ethnic groups.

h Trade provides us with a variety of products to choose from.
i Alliances help us trust each other more.

40

ASSESSMENT ASSESSMENT

1 Complete the sentences below. Choose from these words. 5 Match Column A with Column B. (6)

exchange cowrie Ewe forts barter castles Column A Column B

a There were two ways in which people paid for their goods. They Battle of Feyiase During the conflict nearly all the Ewe people in
the north and west united under Chief Kwadzo
used ____________ shells and they use the ____________ system. (2) Dei’s leadership.

b The medium of ____________ is something that is used in trading Krepi War The Asante army was defeated by an alliance
made up of the British, Ga-Adangme people,
goods and services. (1) Fante people, Akyem people, Akwamu people,
Krepi people, Anlo people and Denkyira people.
c ____________ were bases for soldiers. They were not residences. (1)

d The ____________ people designed Ghana’s famous kente cloth. (1)

e ____________ were buildings in which lords or nobles lived. (1) Battle of The King of Denkyira, Denkyirahene Ntim
Akatamanso Gyakari, thought he was doing well in the war.
2 Say if each sentence is true or false. He had driven the Asante people from Adunku,
Abuontem and Aputuogya.
a The main ethnic groups of Ghana are the Guan, Mole-Dagbani,

Akan, Ga-Adangme and the Ewe people. (1)

b The Battle of Feyiase led to the fall of the Denkyira Kingdom, 6 Choose the correct answer. (4)

and the formation of the Asante Union. (1) a What was so valuable that Roman soldiers were paid with it?

c The Guan people migrated from the Mossi region of Burkina A cowrie shells B gold C salt

Faso before the 11th Century. (1) b How did people make clothes before cotton and silk came from

d Before cotton and silk came from Europe, people used the bark Europe?

of the tree called Kyenkyen in Akan to make clothes. (1) A They used the bark of the Shea trees

e Forts took a long time to build and were surrounded by B They used the bark of the Kola trees

thin walls. (1) C They used the bark of the Tsobo/Kyenkyen trees

3 Dr. Esther Afua Ocloo is one of Ghana’s most well-known female c Who introduced the cedi notes and coins in Ghana?

entrepreneurs. Put her life history below in the correct order. A Ghana’s first President

a Received the African Prize for Leadership. (1) B The Europeans

b Became one of the founding members of the Women’s World C The Akan ethnic group

Banking. (1) d What does entrepreneurship mean?

c Started Nkulenu Industries Ltd. (1) A It is the person who sets up and runs a business.

d Born on 18 April. (1) B It is the process of creating, launching and running a new

4 Name five trade items that were exchanged amongst ethnic business.

groups. (5) C It is the process of paying tax from a business to a country.

Total: 30

102 103

END-OF-YEAR EXAM END-OF-YEAR EXAM

4 Use the words below to help you fill in the missing words in the 6 Read the information and then answer the questions below.
sentences.
(10) Forts were built to Forts were used Forts were
serve as bases from by different surrounded by
prevented Katamanso Krepi people collecting taxes where soldiers could Europeans to protect strong, thick walls.
fight wars. They did themselves from They were not built
Denkyira people British not live in them. being attacked. to last for a long
time.
The Battle of _______________ decided the Gold Coast history when the
Asante people were forced to surrender their rulership over the
southern states of Ghana. The Asante people were _______________
_______________ from castles and forts along the coast. The Assin
people, the _______________ _______________ and the Akwamu people were
paying rent to them. However, this stopped when the Asante
people were defeated by _______________ .

The Asante army was defeated by an alliance made up of the a Who do you think the Europeans needed protection from?
_______________, Ga-Adangme people, Fante people, Akyem people,
Akwamu people, _______________ _______________ , Anlo people and Explain your answer. (2)
Denkyira people. The Ga-Adangme people won the war and
_______________ the Asante people from dominating the coast. b Many European countries wanted to find a way into Africa,

which was rich in resources. Do you think these forts would stop

5 Answer the following questions in your own words. other European nations from coming into Africa and using up its

a Name three of the main trade items that were exchanged resources? Explain your answer. (2)

amongst ethnic groups. (3) c Sometimes there was conflict between the Europeans and the

b Why do you think the Europeans were attracted to the gold and ethnic groups. Do you think the ethnic groups could protect

fertile lands in Ghana? Explain your answer. (2) themselves if they were being attacked from a fort? Explain. (2)

c Explain how conflict can be a benefit during an exchange. (1) d Did the Europeans have the right to defend certain areas on the

d Where did the Akan people migrate from, and where did they Gold Coast – either from other Europeans or from the ethnic

settle in Ghana? (2) groups? Why or why not. (2)

e Explain how kola can be used. (2)

122 123

10

INTRODUCTION Introduction

Rationale and philosophy of • evidence
the History curriculum • interpretation.
Therefore, through the teaching and learning of
History is a subject that explores the past with the History, learners should:
aim of understanding the factors that have shaped • appreciate their personal history, as well as the
our world. As an academic discipline, history helps to
develop the imaginative abilities and critical thinking history of their families, and their communities
skills of learners. History is also a discipline that aims • acquire the skill of gathering and objectively
to impart to learners a range of important moral
lessons, and provide them with guidelines for everyday analysing historical data, using scientific
living and interactions with people in society. methods, which will enable them to interpret
The objective of this Teacher’s Guide is to make past actions and behaviours of the people of
teaching and learning interesting, useful and enjoyable. Ghana from a Ghanaian perspective
• acquire more knowledge on the history of the
Teaching philosophy people of Ghana
• apply historical concepts to the study of the
Through the learning of History, learners would, history of Ghana
specifically, acquire: • develop a discerning approach to studying
• critical thinking skills by comparing, sources of historical evidence
• develop a sense of national consciousness and
contrasting, evaluating, synthesising, and appreciate the factors that make for national unity
applying historical information or knowledge • acquire positive habits and attitudes, national
with little or no supervision identity as a Ghanaian and an African with
• creative thinking skills to be able to reconstruct a heritage worthy of pride, preservation and
important past events confidently improvement
• digital literacy by using IT tools and resources • appreciate the relevance of the study of history
efficiently for investigations and project work in current and future development efforts of the
• effective communication skills to be able to nation.
share information at varied levels of interaction
• values to live as global citizens, as they learn General aim of the curriculum
about other people and cultures of the world.
The curriculum is aimed at developing individuals to
Learning philosophy become literate, good problem-solvers, with the ability
to think creatively and have both the confidence
The History classroom should be learning-centred. and competence to participate fully in the Ghanaian
Introduce the topic for the day and assist learners to society as responsible local and global citizens.
describe and analyse issues raised, trace patterns of
societal and human behaviour and, where possible, give Subject aims
their views on current events (in the country) based on
their knowledge of the history of Ghana. Encourage The National Curriculum for the History of Ghana
learners to explore topics through questioning. aims to ensure that learners can:
The History curriculum is underpinned by seven • trace Ghana’s origins and its past glories
historical concepts and classroom activities. • develop the critical skills of historical enquiry
Emphasise these important concepts in your daily
learning, as they are aimed at promoting higher- using scientific methods and participate as active,
order thinking among learners: informed and responsible citizens
• context and chronology • develop a critical understanding of the past and
• significance its impact on the present, to help them face the
• cause and consequence future with confidence
• continuity and change • explain how external factors have shaped the
• similarity and difference history of Ghana
• gain a sense of national consciousness, identity
and appreciation of Ghanaian values, in order
to help to instil values, such as tolerance, good
citizenship and national pride

11

Introduction As the teacher, you should serve as a facilitator by
prompting learners to:
• study the History of Ghana in an enjoyable and • observe and collect historical evidence
stimulating environment • interpret data as required
• build models
• make use of historical facts to acquire analytical • develop projects.
skills, compare different periods and give their The following activities are recommended:
own structured account of past events. • Sessions using different sources of historical

Instructional expectations evidence, including discussions with people with
historical knowledge (resource persons) and
The goal of introducing History of Ghana as a visiting historic sites
subject in the primary school is to effect positive • Debates among groups on various topics relating
change in the values and attitudes of learners. It to history
focuses on past events that have shaped our society. • Projects using modern technologies to
This can be achieved through well-planned lessons communicate findings clearly and effectively in
that involve learners in the learning process. The the form of papers, exhibits/posters, drama and
enquiry approach of teaching is therefore encouraged documentaries.
in the History classroom. Learners should be guided
to make enquiries from available sources of historical Organisation of the curriculum
evidence. Historical evidence can come from
primary sources and secondary sources: The curriculum is organised under Strands,
• Primary sources originate from the past. Sub-strands, Content standards, Indicators and
exemplifications. In this curriculum, ‘Ghana’
Essentially, primary sources are closer to the represents Pre-colonial and Post-colonial Ghana.
events in time and space. Examples could include • S trands are the broad areas/sections of the
pottery, wall paintings, carvings, coins, letters,
newspapers, diaries, court records and verbal History Curriculum to be studied.
accounts from people who witnessed an event, • Sub-strands are larger groups of related
archival documents and archaeological findings.
• Secondary sources relate to accounts about indicators. Indicators from sub-strands may
past events that were produced, based on sometimes be closely related.
interpretation of primary sources, for example, • C ontent standards refers to the pre-determined
books, journals, articles, etc. level of knowledge, skill and/or attitude that a
Instructional expectations for your History lessons learner attains by a set stage of education.
include the following: • I ndicators are a clear outcome or milestone
• Plan lessons to meet the interests, knowledge,
understanding, abilities, and experiences of your that learners have to exhibit in each year to
learners. meet the content standard expectation. The
• Design and manage learning environments indicators represent the minimum expected
that provide learners with the time, space, and standard in a year.
resources needed for learning the History of • E xemplar refers to support and guidance
Ghana. that clearly explains the expected outcomes
• Encourage discourse among learners and of an indicator and suggests what teaching
challenge them to accept and share responsibility and learning activities could be used to
for their own learning, based on their unique support the facilitators/teachers in the
individual differences. delivery of the curriculum.
• Use multiple methods to systematically gather The curriculum for Basic 3 is organised under two
data about learner understanding and ability strands with five sub-strands:
in order to guide teaching and learning and to • Strand 2: My country Ghana
provide feedback to both learners and parents. – Sub-strand 1: The people of Ghana
• Collaborate with colleagues within and – Sub-strand 2: Inter-group relations
across disciplines and grade levels to develop – Sub-strand 4: Major historical locations
communities of learners who have the skills of – Sub-strand 5: Some selected individuals
enquiry and exhibit attitudes and social values • Strand 3: Europeans in Ghana
conducive to learning. – Sub-strand 1: Arrival of Europeans

12

Time allocation Introduction

For adequate coverage of the curriculum, the an ideal opportunity for learners to assist each other,
following time allocation is advised for Basic 3: and for them to assess each other.
4 periods of 30 minutes per week. Two periods should • Working with a desk mate offers the least
run consecutively for practical lessons and revision
where needed. classroom disturbance. The learners are already
seated side-by-side. They ask and answer
Classroom management questions during Picture talk, and they discuss
the readings before they write comprehension
Most teachers in Ghana work with large classes, and answers individually.
are skilled in large-class methodologies. Here are a few • Working with a partner that you have allocated
reminders about group, pair and individual work that to the learner means that you can pair a slower
could be helpful with large classes. learner with a faster learner, so that they can help
one another. You may also choose to pair learners
Group work of similar abilities together, so that they can
proceed more quickly with the work, while you
Many of the activities, especially those related to assist the slower pairs.
listening and speaking, are done in groups. Group
work needs to be carefully planned and used Individual work
thoughtfully. For group work to be successful, the
whole class has to be well behaved. Therefore, it is Individual work usually follows a group discussion
important for you to set very definite ground rules. or a reading by you, the teacher. The learner will
• Learners must listen to each other. by now be familiar with the vocabulary required
• They must give all group members the for the individual work, and will usually have been
involved in a discussion about the text. This means
opportunity to share their ideas. that he or she is now ready to work alone and answer
• They must be polite and courteous. comprehension questions or write a paragraph.
• Tell learners exactly how loudly they are expected While learners are working individually, walk around
the classroom, checking what they are doing and
to talk. offering help where it is needed.
• Inform them as to whether they are allowed to
Lleeaarrnniinnggbdeohmaaviionus r(se)xpected
get up out of their seats or not.
• Make them aware of the consequences if they do A central aspect of this curriculum is the concept
of three integral learning domains that should be
not adhere to the ground rules. the basis for instruction and assessment. These are
• If a learner misbehaves, it is usually best to discussed in the following text.

remove them from the group and for them to Knowledge, understanding and
complete the activity on their own. application
• Have signals that will tell your learners that the
activity is coming to an end or the noise level is Under this domain, learners may acquire some
getting too loud. For example, flicker the lights knowledge through their learning experiences. They
on and off or ring a bell. It is best not to use your may show understanding of concepts by comparing,
voice as you will end up shouting to be heard summarising, re-writing, etc. in their own words and
above the group discussions. constructing meaning from instruction. The learner
Circulate and supervise. This is not free time for you. may also apply the knowledge acquired in some new
You need to listen to discussions, check if groups contexts. At a higher level of learning behaviour,
have understood the instructions and conduct the learner may be required to analyse an issue or a
informal assessments. problem. At a much higher level, the learner may
Vary groups. Three to five members per group is be required to synthesise knowledge by integrating
ideal. If groups are too large, you will usually find various ideas to formulate a plan, solve a problem,
someone is not participating. compose a story or a piece of music.
Further, learners may be required to evaluate,
Pair work estimate and interpret a concept. At the last level,
which is the highest, learners may be required to
Learners are often instructed to work in pairs –
either with their desk mate, or with a partner. This is 13

Introduction development. The curriculum therefore promotes
social cohesion.
create, invent, compose, design and construct. The • Equity – The socio-economic development
learning behaviours Knowing, Understanding, across the country is uneven. Consequently, it is
Applying, Analysing, Synthesising, Evaluating necessary to ensure an equitable distribution of
and Creating fall under the domain ‘Knowledge, resources, based on the unique needs of learners
Understanding and Application’. and schools. Ghana’s learners are from diverse
backgrounds that require the provision of equal
Skills and processes opportunities to all and that all strive to care for
one another, both personally and professionally.
These are specific activities or tasks that indicate • Commitment to achieving excellence – Learners
performance or proficiency in a given learning must be taught to appreciate the opportunities
area. These skills and processes include Observing, provided through the curriculum and persist in
Classifying, Comparing, Communicating/Reporting, doing their best in whatever field of endeavour
Predicting, Analysing, Generating possibilities, as global citizens. The curriculum encourages
Evaluating, Designing, Interpreting, Recording and innovativeness through creative and critical
Generalising. thinking and the use of contemporary technology.
• Teamwork/collaboration – Learners are
Attitudes and values encouraged to participate in team-oriented working
and learning environments. This also means that
To be effective, competent and reflective citizens, learners should have an attitude of tolerance to be
who will be willing and capable of solving personal able to live peacefully with all people.
and societal problems, learners should be exposed to • Truth and integrity – The curriculum aims
situations that challenge them to raise questions and to develop learners into individuals who will
attempt to solve problems. Learners therefore need consistently tell the truth irrespective of the
to acquire positive attitudes, values and psychosocial consequences. In addition, they should be
skills that will enable them to participate in debates morally upright with the attitude of doing
and take a stand on issues affecting them and the right thing even when no one is watching.
others. The History Curriculum thus focuses on the Also, learners should be true to themselves and
development of these attitudes and values: be willing to live the values of honesty and
Attitudes: compassion. Equally importantly, the ethos or
• Curiosity – This is the inclination or feeling culture of the workplace, including integrity
and perseverance, must underpin the learning
toward seeking information about how things processes to allow learners to apply skills and
work in a variety of fields. competencies in the world of work.
• Perseverance – This is the ability to pursue a
problem until a satisfying solution is found. Methodology
• Flexibility in idea – This is the willingness to
change opinion in the face of more plausible History is a talking subject and teaching it is quite
evidence. different compared to teaching other subjects.
• Respect for evidence – This is the willingness to Learners are more likely to respond positively to
collect and use data in one’s investigation, and the subject when their teachers are enthusiastic and
have respect for data collected by others. energetic, and adopt an innovative approach to their
• Reflection – This is the habit of critically delivery of the content.
reviewing ways in which an investigation has Look for ideas to challenge learners other than
been carried out, to see possible faults and only using written work. A creative and interactive
other ways by which the investigation could be learning environment makes learning fun and
improved upon. inspires more positive reactions from learners. It
Values: helps them develop the required imaginative and
• Respect – This includes respect for the nation of critical thinking skills and takes away the feeling of
Ghana, its institutions, laws, culture and respect learning under duress.
among its citizens and friends of Ghana. Creative and interactive teaching and learning
• Diversity – Ghana is a multicultural society in includes the approaches, methods and strategies for
which every citizen enjoys fundamental rights ensuring that every learner benefits from appropriate
and responsibilities. Learners must be taught
to respect the views of all persons and to see
national diversity as a powerful force for nation

14

and relevant teaching and learning episodes that are Introduction
assessed continuously, and feedback that is provided
to the learner and other stakeholders, such as parents Inclusion
and education authorities. It includes the type and
use of appropriate and relevant teaching and learning Inclusion entails access and learning for all learners,
resources to ensure that all learners attain the especially those who are disadvantaged. All learners
expected level of learning outcomes. are entitled to a broad and balanced curriculum in
The curriculum emphasises: every school in Ghana. The daily learning activities
• the creation of learning-centred classrooms to which learners are exposed should ensure that the
learners’ right to equal access to quality education is
through the use of creative approaches to being met.
teaching and learning as strategies ensure learner The curriculum therefore promotes:
empowerment and independent learning • learning that is linked to the learner’s background
• the positioning of inclusion and equity at the
centre of quality teaching and learning and to their prior experiences, interests, potential
• the use of differentiation and scaffolding as and capacities
teaching and learning strategies to ensure that no • learning that is meaningful because it aligns with
learner is left behind learners’ ability (for example, learning that is
• the use of ICT as a pedagogical tool oriented towards developing general capabilities
• the identification of subject-specific instructional and solving the practical problems of everyday
expectations needed to make learning in the life)
subject relevant to learners • the active involvement of the learners in
• the integration of assessment for learning, as the selection and organisation of learning
learning and of learning into the teaching and experiences, making them aware of their
learning process, and as an accountability strategy importance in the process and also enabling them
• the use of questioning techniques that promote to assess their own learning outcomes.
deeper learning.
Differentation and scaffolding
Learning-centred pedagogy
This curriculum is to be delivered through the use of
As the teacher, you should create a learning creative approaches. Differentiation and scaffolding
atmosphere that ensures that: are pedagogical approaches to be used within the
• learners feel safe and accepted context of the creative approaches:
• learners are given frequent opportunities to • Differentiation is a process by which differences

interact with varied sources of information, between learners (learning styles, interest,
teaching and learning materials and ideas in a readiness to learn, etc.) are accommodated so
variety of ways that all learners in a group have the best possible
• the teacher assumes the position of a facilitator chance of learning. Differentiation could be by
or coach who helps learners to identify a problem task, support and outcome.
that is suitable for investigation via project work • Scaffolding in education refers to the use of
• problems are connected to the context of the a variety of instructional techniques aimed
learners’ world so that it presents authentic at moving learners progressively towards
opportunities for learning stronger understanding and ultimately greater
• subject matter is centred around the problem, not independence in the learning process.
the discipline Differentiation and scaffolding involve breaking
• learners responsibly define their learning up the learning episode, experience or concepts
experience and draw up a plan to solve the into smaller parts and then providing learners
problem in question with the support they need to learn each part.
• learners collaborate while learning The process may require a teacher assigning
• learners demonstrate the results of their learning an excerpt of a longer text to learners to read,
through a product or performance engaging them to discuss the excerpt to improve
• it is more productive for learners to find answers comprehension of its rationale, then guiding
to their own questions, rather than for teachers them through the key words/vocabulary to
to provide the answers and their opinions in a ensure that learners have developed a thorough
learning-centred classroom. understanding of the text before engaging them
to read the full text.

15

Introduction learners to apply their acquired knowledge to real-
world situations.
In this curriculum, assessment is emphasised as a Gender-sensitive issues and the representation of
tool to promote learning by all. Its purpose is to people with special learning difficulties successfully
identify the strengths and weaknesses of learners to operating in normal life are emphasised to ensure
enable teachers to adapt their teaching. This will in inclusivity and avoid stereotyping. This emphasis is
turn help learners to progress steadily in the areas interwoven closely with the consistent development
where they need to improve. and promotion of requisite attitudes and values, such
Assessment is viewed in terms of Assessment as as curiosity, perseverance, flexibility in ideas, respect,
learning and Assessment as, for and of learning. commitment to achieving excellence, teamwork
• Assessment as learning: This relates to engaging and collaboration, truth and integrity, as well as an
inherent appreciation of Ghana’s cultural, ethnic and
learners to reflect on the expectations of their environmental diversity.
learning. They are assisted to know their roles In addition to gender equality and equity, and
and take responsibility of their own learning inclusive education, other issues addressed in
to improve. Learners set their own goals and relevant contexts include:
monitor their progress towards these goals. • comprehensive sexuality education
• Assessment for learning: This occurs throughout • energy efficiency and conservation
the learning process. It is an approach used • anti-corruption
to seek and interpret evidence, which serves • climate change
as timely feedback for teachers to refine their • green economies
teaching strategies in order to improve learners’ • sanitation
performance. Learners become actively involved • road safety.
in the learning process and gain confidence in This approach will help to achieve the key goals of
what they are expected to learn. the curriculum, which are to build character, nurture
• Assessment of learning: This is summative values and raise literate, confident and engaged
assessment. It describes the level learners have citizens who are able to think critically and take
attained in the learning, what they know and responsibility for themselves and others.
can do over a period of time. The emphasis is to
evaluate each learner’s cumulative progress and Core competencies
achievement.
The core competencies describe a body of skills
Scaffolding that teachers at all levels should seek to develop in
their learners. They are ways in which teachers and
A spiral approach has been adopted in the course. learners engage with the subject matter as they learn
The content begins with the learner’s immediate the subject. The competencies presented below
environment, broadening to an exploration of his describe a connected body of core skills that are
or her wider community, and finally extending to acquired throughout the processes of teaching and
the wider world. Through active participation in learning.
activities, learners get to develop appropriate value 1. Critical thinking and problem solving (CP)
systems and contextual understanding. This competence develops learners’ cognitive and
Effective teaching and learning in History depends
upon the use of actively participatory methods. reasoning abilities to enable them to analyse and
These include the following: solve problems.
• Discussion 2. Creativity and innovation (CI)
• Drama, role play and simulation This competence promotes entrepreneurial skills
• Song and dance in learners through their ability to think of
• Case studies and interviews new ways of solving problems and developing
• Research technologies for addressing the problem at hand.
• Miming 3. Communication and collaboration (CC)
• e-Learning This competence promotes in learners the skills
• Group work to make use of languages, symbols and texts to
• Question and answer exchange information about themselves and their
• Games. life experiences.
Ghanaian content and examples have been used
wherever relevant and appropriate to enhance
understanding and provide opportunities for

16

4. Cultural identity and global citizenship (CG) Introduction
This competence involves developing learners
Use of ICT
to put country and service foremost through
an understanding of what it means to be active To be successful in life, it is essential to have
citizens. knowledge of ICTs. ICT is an abbreviation for
5. Personal development and leadership (PL) Information and Communication Technology. It
This competence involves improving self- includes the following:
awareness and building self-esteem. It also entails • Laptop or desktop computers
identifying and developing talents, and fulfilling • Smartphones
dreams and aspirations. • Tablets
6. Digital Literacy (DL) • CD players
Digital Literacy develops learners to discover, • Projectors
acquire and communicate information through • Calculators
ICT to support their learning. It also helps to • Radios
make them use digital media responsibly. • Cameras
• Television sets
Teaching instructions • Computer and related software, such as Microsoft

The teaching instructions provide suggestions for Office packages (Word, PowerPoint and Excel).
each of three phases (Phase 1, Phase 2 and Phase 3) ICTs are useful teaching tools in the classroom.
in the lesson plans. Several suggestions are provided The internet can be accessed on laptop or desktop
for each phase, so that there are sufficient options to computers, tablets or smartphones. Try to use
cover all of the required lesson plans for the relevant whatever resources you have available to assist you
exemplar(s) in that section of content. in your teaching and learning programme. Here are
some ideas for how to do this:
Activities • Listening to recorded texts is an excellent way of

Learners enjoy exploring; getting them involved enlisting learners’ attention and observing them
in related activities is a fun way to reinforce what at the same time. Recordings that support the
has been taught. As a facilitator, you can arrange topics in the syllabus can be found on CDs or
excursions to cultural centres, museums or online, or you can make your own.
Parliament. • Project and research work is important in the
Relating the lesson to current national and learning process. Teachers and learners can use
international events and inviting guest speakers the internet to find information and do research.
into your classroom to elaborate on topics are Learners can also watch video clips that give more
also fun activities that can be adopted but do not information about topics they are learning about.
underestimate the application of group work, • The internet gives access to a wide range of
debates and research work, designing posters and visual material, which can be used to support the
paintings, and so on. These are all excellent ways of learning process. This is particularly useful for
making the History lessons interactive. learners with a limited frame of reference, and
The types of activities used to ensure on-level, age- who can benefit from visual support in order to
appropriate and multi-ability learning include: understand environments that are foreign to them,
• true or false activities for example the city for rural learners, and the
• cloze activities ocean for learners who have never seen the ocean.
• role play Visual material on the internet includes video
• songs and games clips, animated applications and images.
• crosswords and word searches • You can enhance your teaching by using
• matching activities websites to access material online for extension
• case studies (for the higher grades) and interviews or assessment purposes. In the section of this
• diary entries, newspaper articles, brochures, Teacher’s Guide that offers guidance to the
activities in the History Basic 3 Learner’s Book,
posters and timelines. specific suggestions are made regarding the use
of ICTs. However, the extent to which you can
use ICTs in the classroom depends on the access
that your school has to them. Some schools
have internet connections and can access the

17

Introduction 1. Diagnostic assessment
This examines learners’ prior knowledge and is
internet to use a wide variety of applications,
such as resource websites, video channels, live used to establish links to the new lesson:
interviews, and so on. However, if a connection • Test learners’ prior knowledge by asking them
is not available, the internet can be accessed
through cellular data on tablets or smartphones. to respond to key words, names and dates
If you are in a situation where you have access to related to the next topic
the internet and the relevant applications only • Ask learners to define key words and terms.
outside of the classroom, then you can download 2. Formative assessment
material and play these offline in the classroom. Formative assessment is the methods that
teachers use to evaluate and assess a learner’s
Assessment ability to understand and apply what they have
learnt during a lesson. This also gives teachers
In this curriculum, assessment is emphasised as a the opportunity to continually assess learners
tool to promote learning by all. Its purpose is to and to use this assessment to address their
identify the strengths and weaknesses of learners, learning needs, the progress they have made, and
and in so doing, to enable teachers to adapt their to address any barriers to learning or learning
teaching. This will, in turn, help learners to progress difficulties that they may have.
steadily in the areas in which they need to improve. Formative assessment in the form of teacher
Assessment is viewed in terms of Assessment as observations and assessments, as well as self-
learning, Assessment for learning and Assessment assessment and peer-assessment done by the
of learning. learners, will help to identify areas of difficulty so
• Assessment as learning: This relates to engaging that these areas can be targeted and any problems
addressed immediately before moving on to the
learners to reflect on the expectations of their next section of work.
learning. They are assisted to know their roles Formative assessment is an important step in the
and take responsibility for their own learning. teaching and learning process. It allows you as the
Learners set their own goals and monitor their teacher to observe your learners in a wide variety
progress towards these goals. of learning situations and to collect, record and
• Assessment for learning: This occurs throughout use this information, which you can then use to
the learning process. It is an approach that inform further teaching and learning.
seeks and interprets evidence, which serves You should use different types of formative
as timely feedback for teachers to refine their assessment to address the different learning
teaching strategies in order to improve learners’ abilities of the learners in your class. These
performance. Learners become actively involved assessments could take the form of formal and
in the learning process and gain confidence in informal observations during whole class and
what they are expected to learn. individual, pair and group work activities,
• Assessment of learning: This is summative through the assessing of written work, projects,
assessment. It describes the level learners have tasks and tests.
attained in the learning, what they know and You can record your assessments as short notes in
can do over a period of time. The emphasis is to a record book or as a simple checklist on a class
evaluate each learner’s cumulative progress and list of learners’ names.
achievement. 3. Summative assessment
Making sure that learners have actually absorbed Summative assessment is used to test whether the
the lessons taught and not just had fun through learners have achieved the objectives of the whole
the entire lesson is equally important. There are unit or series of topics, or a whole semester, term
assessments at the end of each lesson in the Learner’s or year’s work.
Book that are useful tools for reinforcement of
lessons taught. You can also adopt other forms of
assessment during the lessons to ensure learners are
on the same level of understanding. Some of these
assessments include the following:

18

Introduction

School-Based Assessment
The new SBA system provides schools with an internal assessment system.

Level of Equivalent Meaning Grade descriptor
Proficiency Numerical Grade

1 80% + Advance (A) Learner exceeds core requirements in terms of
knowledge, skills and core understanding; can transfer
them automatically and flexibly through authentic
performance tasks.

2 75-79% Proficient (P) Learner develops fundamental knowledge, skills and
core understanding; can transfer them independently
through authentic performance tasks.

3 70-74% Approaching Learner develops fundamental knowledge and
Proficiency (AP) skills and core understanding; with little guidance;
can transfer understanding through authentic
performance task.

4 65-69% Developing (D) Learner possesses the minimum knowledge and
skills but needs help throughout the performance of
authentic task.

5 64% and below Beginning (B) Student is struggling with his/her understanding due
to lack of essential knowledge and skills.

The SBA consists of twelve assessments a year. These include:
• End-of-month/Strand tests
• Homework assignments (specially designed for SBA)
• A project.

To guarantee adequate time for the course coverage Planning your teaching
and assessment, lessons must be planned in advance
for the week or the month. The best advice is to be This section in the Teacher’s Guide aims to help you,
well-informed about the lesson content and teach the teacher, think about planning your teaching and
with passion. The facilitator is always the best person to further develop the skills you already have.
to decide how to adapt lessons and diverge from set The planning of lessons aims to ensure that the
time frames in order to accommodate the capabilities objectives of learning are met. It is never easy to find
of learners. Irrespective of the time frame, each time to plan every lesson, particularly in Ghanaian
lesson should be as interactive and enjoyable as schools where classes are often large and workloads
possible to ensure the attentiveness and involvement heavy. Yet, without planning our lessons, we might
of every learner. well become disorganised and will not achieve the
Be positive and confident about the subject matter learning objectives.
and explicit in your directions to learners about Planning gives the teacher the opportunity to
what they need to do. Remember: Your attitude in mobilise enough teaching and learning resources
delivering the lessons will definitely determine the and to avoid challenges that might arise during
attitude of the learners towards the lesson! instructional time.
It is absolutely vital that you have read the Learner’s
Resources Book before teaching any lesson and that you have
planned how you are going to develop your material
There is a Resources section on pages 101–115 of for the classroom. This Teacher’s Guide aims to help
this Teacher’s Guide, with additional resources you you in that process and to give you ideas as to how
can use during your History lessons. Each resource each lesson can be conducted.
is linked to a specific section of work in the Learner’s
Book. You can adapt these resources as needed to
suit the ability levels of the learners in your class.

19

Introduction This does not mean that every lesson should contain
Before each term begins, spend some time going all three elements. That is too much to ask. A
through each of the strands and sub-strands you theoretical lesson can, for example, be followed
need to cover in that term. Work out how much by a practical lesson and then by a class discussion
time you might need to cover each of them. directed towards building principles and values.
Determine how you will find relevant and sufficient Combining teaching facts and practice might seem
teaching and learning resources. You will be able very difficult for a new teacher. Feel free to talk to
to check and revise your estimate after the first few more experienced members of staff and ask for help.
lessons. Be adaptable, as some units will take more They know how to combine the teaching of facts
time than you had planned. Have some materials at with practice and the building of values.
hand to fully engage those students who finish early.
These materials could take the form of revision for a Scheme of learning
test, a class game or a plan for a discussion or debate.
Never go into a class unprepared, even if you have
Know the syllabus/ taught a lesson many times before. Have your ideas,
Curriculum well plans and materials ready. You should make sure you
are confident with your material. Classes are easier to
Knowing the curriculum well will help you in manage and learners behave better when a lesson is
your lesson preparation, especially your scheme organised well.
of learning, learning plan and even preparation • You might want to develop a regular pattern
for the year’s work. It would be beneficial to read
and perhaps note down the titles of themes and to such as the following:
summarise the more detailed pages. It will also help • A brief period of revision. What did we do last
you to know what the syllabus sets out to achieve
and what you should be looking for in assessing time?
learners’ progress termly and yearly. • The introduction of new material, given in the
Teachers are expected to give weightings to learners’
progress of work in the following ways: form of a class lesson.
• Learners need to have increased their knowledge • Activities, undertaken in pairs, groups or

and understanding of the facts and concepts individually.
of the course. This is weighted at 30% of • A class discussion of what everyone has done.
the expected achievement. The curriculum • Reflection on what has been taught.
developers say that knowledge is not everything. When learners are used to being occupied the whole
• Learners should know how to apply this time, they tend to be more cooperative and to value
knowledge to given situations. This is weighted the lesson more.
at 30%. They say that the application of Points to remember in preparing a scheme
knowledge is just as important as gaining that of learning
knowledge. Important points to remember when developing a
• The most important aims concern, however, are scheme of learning are the following:
learners’ attitudes, values and process skills. • Know your syllabus.
These are weighted at 40%. • Make a preliminary plan based on the time you
This is very different from traditional educational
aims, which overemphasised the importance of think you will need to cover each unit.
knowledge. • Be prepared to change that plan as you learn
When preparing lessons, you need to keep the
general aims and profile dimensions in mind so that how much time each theme really takes.
they include the following: • Take into account school events which take
• the facts and how these can best be understood
• practical work designed to illustrate how the up time (for example, examinations and
learners’ new knowledge and understanding can special occasions). Leave some spare time in
be put into practice your planning. Very few timetables work out
• overall development of beneficial values and absolutely perfectly. Learners, especially at the
attitudes. higher levels, can be very critical if they think a
syllabus has not been covered or if it is rushed
20 and they cannot keep up.
• Always remember that facts are only a part
of education. Keep in mind the skills you
wish to develop, particularly those of easy

communication, of cooperation and the Introduction
development of mutual tolerance and respect.
• Make sure you have all the materials ready and Some marking of work can be done by learners
at hand for each lesson. If classes are sharing themselves by swapping papers.
resources, make sure the ones you want are You can mark work in class while you are going
available when you want them. Before you start round supervising and encouraging the learners as
any theme, revise your aims and work out how they work. This has the advantage of offering instant
you will determine if you have achieved them. praise and correction.
This is called evaluation. Do not let your marking pile up from one day or
• When preparing materials and activities, take one week to another.
into account the different abilities of your It is important to create an atmosphere of trust
learners. Try to organise additional activities for in which learners feel confident enough to ask
the quicker learners to give you time to help questions without feeling embarrassed. Learners
those who are finding the lesson difficult. This should never be allowed to make fun of a learner
Teacher’s Resource Pack will help you to plan who asks a question to which other learners already
further activities. know the answer. Make it clear that such a response
is not acceptable.
Useful teaching tips Teaching tip 4: Use the local environment
The study of History is about the whole of your
Teaching tip 1: Keep learners occupied learners’ physical, social and cultural surroundings.
One of the most important skills in classroom Your resources are all around you – inside and
management, is the ability to ensure your learners outside of the classroom. Do not rely solely on
are occupied for the whole lesson. If a group has the written word or pictures. Use your own
finished a task and the learners have nothing else to knowledge and that of your learners about the world
do, they are likely to become disruptive. To counter around you.
this, break up your lesson into different parts and • Go outside and look with new eyes at your
include the following:
• full class work surroundings. Take the learners out into the
• individual work environment (farms, rivers, lakes, the sea shore,
• practical activities. offices, workshops, factories) and encourage them
Teaching tip 2: Earn respect to do the same on their own.
The teacher needs to earn respect by being punctual, • Invite people to the school to talk about
clean, tidy and knowledgeable. Learners need to their roles in the community (farmers, nurses,
know that when a teacher asks for silence, he or she engineers, councillors)
means it and will not continue until there is silence. • Make the most of local examples. You could
The first few lessons are important to ensure that look outside when it is raining and show learners
the teacher’s expectations are evident to learners very how miniature streams are created, for example.
early on. You could encourage learners to look at the sky
Teaching tip 3: Mark work promptly and when they are on the playground to learn about
efficiently the different types of clouds and what they might
When you have a large class, the marking of learners’ indicate about future weather.
work can become a burden. If it is postponed, the Learners could learn about the economics of running
burden can become unbearable. Learners need to a business from the local shop owner or from local
have their work marked and returned promptly with market traders.
constructive criticism and as much encouragement
as possible. Enjoy your History teaching experience.

21

Introduction

Scope and sequence matrix

Strand Sub-strand Basic 3
History as a subject Why and how we study history
My country Ghana The learner’s own history ✓
Family history ✓
Europeans in Ghana Community history ✓
Colonisation and developments The people of Ghana ✓
under colonial rule in Ghana Inter-group relations ✓
Journey to independence How Ghana got its name
Independent Ghana Major historical locations
Some selected individuals
Arrival of Europeans
International trade including slave trade
Missionary activities
Impact of European presence
Establishing colonial rule in Ghana
Social development
Economic development
Political development
Early protest movements
Formation of political parties
The 1948 riots
Ghana gains independence
The Republics
Military rule

22

Introduction

Scheme of Learning by term

Term 1

Week Time allocation/ Section LB
1 Period Strand 2: Sub-strand 1 page(s)
2 30 mins (1 period) Teach content: The people of Ghana 5–6
3 30 mins (1 period) Learners do: Let us learn about … activity
4 1 hour (2 periods) Teach content: The main ethnic groups of Ghana 7
5 30 mins (1 period) Learners do: Activity 1.1; Exercise 1.1; Homework and
1 hour (2 periods) Extension 8–9
30 mins (1 period) Teach content: The Guan ethnic group
30 mins (1 period) Learners do: Activity 1.2; Exercise 1.2 10–12
1-hour (2 periods)
30 mins (1 period) Teach content: The Mole-Dagbani ethnic group 13–14
30 mins (1 period) Learners do: Activity 1.3; Homework; Exercise 1.3 and
1 hour (2 periods) Extension
30 mins (1 period) Teach content: The Akan ethnic group
1 hour (2 periods) Learners do: Activity 1.4 and Exercise 1.4
30 mins (1 period)

30 mins (1 period)

6 30 mins (1 period) Teach content: The Ga-Adangme ethnic group 15–17
Learners do: Activity 1.5; Homework; Activity 1.6 and ICT
1 hour (2 periods) activity
30 mins (1 period)

7 30 mins (1 period) Teach content: The Ewe ethnic group 18–19
Learners do: Activity 1.7
1 hour (2 periods)

30 mins (1 period)

8 30 mins (1 period) Teach content: Where each ethnic group of Ghana came from 20–25
Learners do: Exercise 1.5; Activity 1.8; Activity 1.9 and
1 hour (2 periods) Homework
30 mins (1 period)

9 30 mins (1 period) Teach content: Where each ethnic group of Ghana came from 26–29
(continued)
1 hour (2 periods) Learners do: Exercise 1.6; Activity 1.10; Extension; ICT
30 mins (1 period) activity; Exercise 1.7 and Revision exercise

10 30 mins (1 period) Strand 2: Sub-strand 2 30–33
Teach content: Inter-group relations: Different forms of
1 hour (2 periods) exchanges
30 mins (1 period) Learners do: Activity 1.11; Homework; Extension; ICT activity

11 30 mins (1 period) Learners do: Inter-marriage, Conflicts and Alliances 34–37
Activity 1.12 and Extension; Homework; ICT activity;
1-hour (2 periods) Activity 1.13 and Activity 1.14
30 mins (1 period)

12 30 mins (1 period) Teach content: The benefits of exchanges 38–41
1 -hour (2 periods) Learners do: Exercise 1.8; Revision exercise and Self-assessment

30 mins (1 period)

23

Introduction

Term 2

Week Time allocation/ Section LB
13 Period Strand 2: Sub-strand 2 page(s)
14 30 mins (1 period) Teach content: Trading amongst ethnic groups 42–44
15 30 mins (1 period) Learners do: Activity 1.15; Extension and Activity 1.16
16 1 hour (2 periods)
17 30 mins (1 period) Teach content: Trade items that were exchanged amongst ethnic 45–48
18 1 hour (2 periods) groups 47–49
19 30 mins (1 period) Learners do: Exercise 1.9 and Activity 1.17; Activity 1.18; 50–51
20 Exercise 1.10 and ICT activity 52–53
21 30 mins (1 period) Teach content: Trade items that were exchanged amongst ethnic
22 1-hour (2 periods) groups (continued)
23 30 mins (1 period) Learners do: Activity 1.18; Exercise 1.10; ICT activity; Activity
24 1.19 and Activity 1.20 and ICT
30 mins (1 period) Teach content: Trade items that were exchanged amongst ethnic
1 hour (2 periods) groups (continued)
30 mins (1 period) Learners do: Activity 1.21; Homework; ICT activity and
Extension
1 hour (2 periods) Teach content: Trade items that were exchanged amongst ethnic
30 mins (1 period) groups (continued)
30 mins (1 period) Learners do: Activity 1.22; Activity 1.23 and Activity 1.24
30 mins (1 period)
1 hour (2 periods) Teach content: Trade items that were exchanged amongst ethnic 54–55
30 mins (1 period) groups (continued)
30 mins (1 period) Learners do: Activity 1.25; Exercise 1.11
1 hour (2 periods)
30 mins (1 period) Teach content: Medium of exchange 56–59
30 mins (1 period) Learners do: Exercise 1.12; Homework and Activity 1.26
1 hour (2 periods)
30 mins (1 period) Teach content: History of the cedi 60–63
30 mins (1 period) Learners do: Activity 1.27; Homework; Revision exercise and
1 hour (2 periods) Self-assessment
30 mins (1 period)
Teach content: Conflicts and alliances between the ethnic groups 64–67
30 mins (1 period) in Ghana 68–73
1 hour (2 periods) Learners do: Activity 1.28. Activity 1.29; Exercise 1.13;
30 mins (1 period) Exercise 1.14 and Activity 1.30
30 mins (1 period) Teach content: Battle of Akatamanso
1-hour (2 periods) Learners do: Activity 1.31; Activity 1.32; Homework;
30 mins (1 period) Activity 1.33 and Revision exercise
30 mins (1 period)
Strand 2: Sub-strand 4 74–79
Learners do: Major historical locations
Teach content: ICT activity; Activity 1.34;

Teach content: The uses of forts and castles and Revision 80–83
Learners do: Activity 1.35; ICT activity; Homework;
Revision exercise and Self-assessment

24

Introduction

Term 3

Week Time allocation/ Section LB
25 Period page(s)
30 mins (1 period) Strand 2: Sub-strand 5 84–87
30 mins (1 period) Teach content: Some selected individuals: George Grant;
1 hour (2 periods) Winifred Tete-Ansa and Dr. Esther Ocloo 88–91
Learners do: Activity 1.36 and ICT activity; Activity 1.37 and
26 30 mins (1 period) Exercise 1.15 92–94
1 hour (2 periods) Teach content: Some selected individuals: Benjamin Amponsah
30 mins (1 period) Mensah and J.K Siaw
Learners do: Activity 1.38; Activity 1.39; Homework and
27 30 mins (1 period) Exercise 1.16
1-hour (2 periods) Teach content: Alhaji Adamu Iddrisu
30 mins (1 period) Learners do: ICT activity and Activity 1.40; Exercise 1.17 and
Activity 1.41
28 30 mins (1 period)
1 hour (2 periods) Content: Revision 95–99
30 mins (1 period) Learners do: Activity 1.42 and Project

29 1 hour (2 periods) Content: Revision 100–103
30 mins (1 period) Learners do: Revision and Assessment exercises
30 mins (1 period)
Strand 3: Sub-strand 1 104–108
30 30 mins (1 period) Teach content: How the Europeans settled on the Gold Coast
1 hour (2 periods) Learners do: Let us learn about …; Extension and Exercise 2.1
30 mins (1 period)
Teach content: How the Europeans settled on the Gold Coast 108–109
31 30 mins (1 period) (continued)
1 hour (2 periods) Learners do: Activity 2.1
30 mins (1 period)
Teach content: Why other Europeans also settled on the Gold 110–111
32 30 mins (1 period) Coast
1 hour (2 periods) Learners do: Activity 2.2 and Exercise 2.2
30 mins (1 period)
Teach content: Why other Europeans also settled on the Gold 112–113
33 30 mins (1 period) Coast (continued)
1 hour (2 periods) Learners do: Activity 2.3 and Exercise 2.3
30 mins (1 period)
Teach content: Revision of Strand 3 114–115
34 30 mins (1 period) Learners do: Project
1 hour (2 periods)
30 mins (1 period) Teach content: Revision and Assessment 116–118
Learners do: Project; Revision exercise; Self-assessment and 119–124
35 30 mins (1 period) Assessment exercise
1-hour (2 periods) Content: End-of-year exam
30 mins (1 period) Learners do: End-of-year exam

36 30 mins (1 period)
1 -hour (2 periods)
30 mins (1 period)

25

Introduction

Integration, core competencies and learning domain matrixes

Strand 2: My country Ghana Learner’s Book pages 5–29
Sub-strand 1: The people of Ghana
Subject integration Numeracy; Language and literacy; Creative arts; Our world and
Core skills and competencies our people; Religious and moral instruction
Critical thinking and problem solving (CP)
Contemporary issues Creativity and innovation (CI)
Curriculum values Communication and collaboration (CC)
Learning domain: Knowledge, Cultural identity and global citizenship (CG)
understanding and application Personal development and leadership (PL)
Learning domain: Skills and processes Digital literacy (DL)
Learning domain: Attitudes Gender equality and equity; inclusive education
Inclusion Respect; diversity; equity; commitment to achieving excellence;
teamwork and collaboration; truth and integrity
Assessment Knowing; understanding; applying; analysing; synthesising;
evaluating; creating
Observing; classifying; comparing; communicating/reporting;
predicting; analysing; generating possibilities; evaluating;
designing; measuring; interpreting; recording; generalising
Commitment; tolerance; patriotism; flexibility in ideas; respect for
evidence; reflection; comportment; cooperation; responsibility
Special needs and differently-abled learners are placed in pairs
and groups with able learners. This facilitates the inclusion of all
learners and allows them to participate equally in the activities
and exercises, while accommodating and compensating for any
differences in their abilities. Able learners provide the necessary
support to their differently-abled classmates, and learners take on
the roles and responsibilities best-suited to their abilities and skill
set. This process enables both abled and differently-abled learners
to develop and extend themselves, while building a supportive
learning environment in which all learners can thrive.
Diagnostic assessment:
• Strand opener activity page 5

Formative assessment:
• Activity 1.1 and Exercise 1.1 page 7
• Activity 1.2 and Exercise 1.2 page 9
• Activity 1.3 page 11
• Homework and Exercise 1.3 page 12
• Activity 1.4 page 14 and Exercise 1.4 page 15
• Activity 1.5 and Homework page 16
• Activity 1.6 and ICT activity page 17
• Activity 1.7 page 19
• Activity 1.8 page 23
• Exercise 1.5 and Activity 1.9 page 24
• Homework page 25
• Exercise 1.6 and Activity 1.10 on page 26
• Exercise 1.7 page 27
• Revision pages 40–41

Summative assessment:
• Assessment pages 102–103
• End-of-year examination pages 119–124

26

Introduction

Strand 1: History as a subject Learner’s Book pages 30–73
Sub-strand 2: Inter-group relations
Subject integration Numeracy; Language and literacy; Creative arts; Our world and
Core skills and competencies our people; Religious and moral instruction
Critical thinking and problem solving (CP)
Contemporary issues Creativity and innovation (CI)
Curriculum values Communication and collaboration (CC)
Learning domain: Knowledge, Cultural identity and global citizenship (CG)
understanding and application Personal development and leadership (PL)
Learning domain: Skills and processes Digital literacy (DL)
Learning domain: Attitudes Gender equality and equity; inclusive education
Inclusion Respect; diversity; equity; commitment to achieving excellence;
teamwork and collaboration; truth and integrity
Assessment Knowing; understanding; applying; analysing; synthesising;
evaluating; creating
Observing; classifying; comparing; communicating/reporting;
predicting; analysing; generating possibilities; evaluating;
designing; measuring; interpreting; recording; generalising
Commitment; tolerance; patriotism; flexibility in ideas; respect for
evidence; reflection; comportment; cooperation; responsibility
Special needs and differently-abled learners are placed in pairs
and groups with able learners. This facilitates the inclusion of all
learners and allows them to participate equally in the activities
and exercises, while accommodating and compensating for any
differences in their abilities. Able learners provide the necessary
support to their differently-abled classmates, and learners take on
the roles and responsibilities best-suited to their abilities and skill
set. This process enables both abled and differently-abled learners
to develop and extend themselves, while building a supportive
learning environment in which all learners can thrive.
Formative assessment:
• Activity 1.12 on page 34 and Homework page 35
• Activity 1.13 and ICT activity page 36
• Activity 1.14 page 37 and Exercise 1.8 page 39
• Activity 1.15 page 43 and Activity 1.16 page 44
• Exercise 1.9 page 45 and Activity 1.17 page 46
• Activity 1.18 page 47 and Exercise 1.10 page 48
• Activity 1.19, 1.20 and ICT activity page 49
• Activity 1.21, Homework and ICT activity page 50
• Activity 1.22 page 52, Activity 1.23 and 1.24 page 53
• Activity 1.25 and Exercise 1.11 page 55
• Exercise 1.12 page 57 and Homework page 58
• Activity 1.26 page 59 and Activity 1.27 page 60
• Homework page 61 and Activity 1.28 page 64
• Activity 1.29 page 65 and Exercise 1.13 page 66
• Exercise 1.14, Activity 1.30 page 67 and Activity 1.31 page 69
• Activity 1.32, Homework page 70 and Activity 1.33 page 71
Summative assessment:
• Revision pages 40-41, 62–63 and 72–73
• Assessment pages 102–103
• End-of-year examination pages 119–124

27

Introduction Learner’s Book pages 74–83
Strand 2: My country Ghana
Sub-strand 2: Major historical Numeracy; Language and literacy; Creative arts; Our world and
locations our people; Religious and moral instruction
Subject integration Critical thinking and problem solving (CP)
Core skills and competencies Creativity and innovation (CI)
Communication and collaboration (CC)
Contemporary issues Cultural identity and global citizenship (CG)
Curriculum values Personal development and leadership (PL)
Learning domain: Knowledge, Digital literacy (DL)
understanding and application Gender equality and equity; inclusive education
Learning domain: Skills and processes Respect; diversity; equity; commitment to achieving excellence;
Learning domain: Attitudes teamwork and collaboration; truth and integrity
Inclusion Knowing; understanding; applying; analysing; synthesising;
evaluating; creating
Assessment Observing; classifying; comparing; communicating/reporting;
predicting; analysing; generating possibilities; evaluating;
designing; measuring; interpreting; recording; generalising
Commitment; tolerance; patriotism; flexibility in ideas; respect for
evidence; reflection; comportment; cooperation; responsibility
Special needs and differently-abled learners are placed in pairs
and groups with able learners. This facilitates the inclusion of all
learners and allows them to participate equally in the activities
and exercises, while accommodating and compensating for any
differences in their abilities. Able learners provide the necessary
support to their differently-abled classmates, and learners take on
the roles and responsibilities best-suited to their abilities and skill
set. This process enables both abled and differently-abled learners
to develop and extend themselves, while building a supportive
learning environment in which all learners can thrive.
Diagnostic assessment:
• Strand opener activity
Formative assessment:
• ICT activity page 78
• Activity 1.34 page 79
• Homework page 80
• Activity 1.35, ICT activity and Homework page 81
• Revision pages 82–83
Summative assessment:
• Revision pages 82–83
• Assessment page 102–103
• End-of-year examination pages 119–124

28

Introduction

Strand 2: My country Ghana Learner’s Book pages 84–103
Sub-strand 5: Some selected
individuals Language and literacy; Creative arts; Our world and our people
Subject integration Critical thinking and problem solving (CP)
Core skills and competencies Creativity and innovation (CI)
Communication and collaboration (CC)
Contemporary issues Cultural identity and global citizenship (CG)
Curriculum values Personal development and leadership (PL)
Learning domain: Knowledge, Digital literacy (DL)
understanding and application Gender equality and equity; inclusive education
Learning domain: Skills and processes Respect; diversity; equity; commitment to achieving excellence;
Learning domain: Attitudes teamwork and collaboration; truth and integrity
Inclusion Knowing; understanding; applying; analysing; synthesising;
evaluating; creating
Assessment Observing; classifying; comparing; communicating/reporting;
analysing; evaluating; designing; interpreting; recording
Commitment; tolerance; patriotism; flexibility in ideas; respect for
evidence; reflection; comportment; cooperation; responsibility
Special needs and differently-abled learners are placed in pairs
and groups with able learners. This facilitates the inclusion of all
learners and allows them to participate equally in the activities
and exercises, while accommodating and compensating for any
differences in their abilities. Able learners provide the necessary
support to their differently-abled classmates, and learners take on
the roles and responsibilities best-suited to their abilities and skill
set. This process enables both abled and differently-abled learners
to develop and extend themselves, while building a supportive
learning environment in which all learners can thrive.
Formative assessment:
• Activity 1.36 page 84
• ICT activity page 85
• Activity 1.37 and Exercise 1.15 page 87
• Activity 1.38 page 89
• Activity 1.39 and Homework page 90
• Exercise 1.16 page 91
• ICT activity page 93
• Activity 1.40, 1.41 and Exercise 1.17 page 94
• Activity 1.42 page 95
• Project pages 98–99
• Revision pages 100–101
Summative assessment:
• Revision pages 100–101
• Assessment pages 102–103
• End-of -year examination pages 119–124

29

Introduction

Strand 3: Europeans in Ghana Learner’s Book pages 104–124
Sub-strand 1: Arrival of Europeans
Subject integration Numeracy; Language and literacy; Creative arts; Our world and
Core skills and competencies our people
Critical thinking and problem solving (CP)
Contemporary issues Creativity and innovation (CI)
Curriculum values Communication and collaboration (CC)
Learning domain: Knowledge, Cultural identity and global citizenship (CG)
understanding and application Personal development and leadership (PL)
Learning domain: Skills and processes Digital literacy (DL)
Learning domain: Attitudes Inclusive education
Inclusion Respect; diversity; equity; commitment to achieving excellence;
teamwork and collaboration; truth and integrity
Assessment Knowing; understanding; applying; analysing; synthesising;
evaluating; creating
Observing; classifying; comparing; communicating/reporting;
analysing; evaluating; designing; interpreting; recording
Commitment; tolerance; patriotism; flexibility in ideas; respect for
evidence; reflection; comportment; cooperation; responsibility
Special needs and differently-abled learners are placed in pairs
and groups with able learners. This facilitates the inclusion of all
learners and allows them to participate equally in the activities
and exercises, while accommodating and compensating for any
differences in their abilities. Able learners provide the necessary
support to their differently-abled classmates, and learners take on
the roles and responsibilities best-suited to their abilities and skill
set. This process enables both abled and differently-abled learners
to develop and extend themselves, while building a supportive
learning environment in which all learners can thrive.
Diagnostic assessment:
• Strand opener activity page 104
Formative assessment:
• Exercise 2.1 page 108
• Activity 2.1 page 109
• Activity 2.2 and Exercise 2.2 page 111
• Activity 2.3 and Exercise 2.3 page 113
• Project pages 114–115
• Revision page 116
Summative assessment:
• Revision page 116
• Assessment pages 117–118
• End-of-year examination pages 119–124

30

Introduction

Curriculum reference numbering system

The examples below explain the reference numbering system used in the curriculum document.
Example: B1.2.3.4.1

Annotation Meaning/Representation
B1. Year/class
1 Strand number
2 Sub-strand number
3 Content standard number
4 Learning/ performance indicator number

Year/Class Content standard Learning indicator

Strand 2: My country Ghana KG3 KG4
Sub-strand 4: Major historical locations
KG1 KG2

KG1.1.2.1 KG2.1.2.1 B1.1.1.1 B4.1.1.1
Demonstrate Recount history about Show understanding of Show understanding of
understanding of their themselves and their history as part of everyday importance of studying
own individual history. families. life. history.

KG1.1.2.1.1 KG2.1.2.1.1 B1.1.1.1.1 B4.1.1.1.1
Share information Share more detailed Explain that history Explain how history
about themselves and information about deals with past human defines our identity as
acknowledge that since themselves, for activities. Ghanaians – Akan, Ewe,
they are past, they qualify example, where they Gonja, etc.
to be called history. were born and their
hometowns.

31

Introduction

Content standards, indicators, subject specific practices and core
competencies

Strand 2: My country Ghana
Sub-strand 1: The people of Ghana

Content standards Subject specific Indicators and exemplars LB page
practices and core numbers
competencies

B6.3.4.1. Demonstrate As learners learn the B3.2.1.1.1 Discuss the origins of the 5–27
knowledge of the origin of the ethnic major ethnic groups in Ghana. 7–19
impact of European groups in Ghana, they Enquiry route: What are the major ethnic
presence on Ghana. become appreciative groups in Ghana? Where did the major
of the uniqueness of ethnic groups originate? Why did they
each ethnic group and move to their present locations?
thereby develop cultural 1. I dentify some of the major ethnic
identity, creativity and
collaboration with their groups. For example, Guan, Mole-
peers. Dagbani/ Gonja, Akan, Ga/Adangme,
Ewe.

2. Use a map to trace the routes the 23, 26
major ethnic groups travelled to get to 26
their present-day locations in Ghana. 26

3. In groups, learners discuss the origin (See Activity
of the major ethnic groups. on p. 48 in
this TG.)
4. C ompose a song with names of the 22–27
major ethnic groups and where they
originated. (In the special schools,
resource persons should assist the
hearing impaired to sing.)

5. D raw a map to locate the migratory
routes of the ethnic groups. (This can
also be done on a manila card.)

6. Develop a timeline of the periods
each ethnic group arrived in Ghana.

32

Introduction

Sub-strand 2: Inter-group relations

Content standards Subject specific Indicators and exemplars LB page
practices and core numbers
competencies

B3 2.2.1. Demonstrate Learners develop B3 2.2.1.1 Discuss the nature of 30–39
knowledge of how appreciation of exchanges among the ethnic groups.
intergroup alliances, interdependence among
conflicts and other ethnic groups and Enquiry route: What form did the
exchanges. communicative skills by exchanges take? How beneficial were these
discussing intergroup exchanges to the ethnic groups?
relations. 1. I dentify the forms of exchanges 30–37

including forms of trade, inter- 38–39
marriage, conflict and alliances. 42–61
2. D iscuss the benefit of these exchanges.
B3.2.2.1.2 Name some of the items
exchanged among the various groups.

Enquiry route: What items were exchanged 42–61
among the various ethnic groups? Why
were these items exchanged? How and why 42–61
did cowrie shells (cedie) become the most
common medium of exchange? Discuss 56–61
the transformation from barter system to 60–61
the use if cowrie shells as a medium of 64–71
exchange.
1. Identify trade items that were

exchanged among ethnic groups: salt.
fish, gold, kola, shea butter, pottery,
and cloth and iron utensils.
2. M atch items with the areas/sources
where the items were obtained, for
example shea butter – Savannah belt.
3. Explain the medium of exchange.
4. Trace the origin of the name ‘cedi’.
B3.2.2.1.3 Describe the conflicts and
alliances that existed among the ethnic
groups in Ghana.

Enquiry route: Which ethnic groups were 64–71
engaged in wars in the past? Which ethnic
groups came together to fight a war?
1. Discuss inter-group wars such as the

Battle of Feyiase and the Krepi war
of 1833. Discuss instances where
alliances were formed between
different groups to fight a common
enemy. For example, The Battle of
Akatamanso where the Asante army
was defeated by an alliance made up
of the British, Ga, Fante, Akyem,
Akwamu, Krepi and Denkyira Anlo/
Asante in the Ada War of 1869.

33

Introduction

Sub-strand 4: Major historical locations

Content standards Subject specific Indicators and exemplars LB page
practices and core numbers
competencies B3.2.4.1.1 Identify the forts and castles 74–81
built along the coast of Ghana.
B3.2.4.1. Demonstrate The use of evidence to Enquiry Route: what is the difference 76–79
knowledge of the forts appreciate the significance between a fort and castle? Where can we 79
and castle built in of historical locations locate the forts and castles? Who built
Ghana. helps learners to become them? When were they built? Why were 80–81
critical thinkers and they built? How have the uses of forts and
digital literates. castles changed over time? 80–81
1. E xplain the differences between forts 79
81
and castles. 81
2. W ith the use of internet, identify the (See Activity
on p. 78 of
major forts and castles on Ghana’s this TG.)
coast on a map (where they are
located, which Europeans built them
and when and why they were built).
3. E xplain some of the uses to which
these forts and castles have been put
since they were built. For example,
Seat of government, trading and
education.
4. Discuss the use to which these forts
and castles were put since Ghana
gained independence.
5. Match these forts and castles with
where they can be located.
6. L earners draw their favourite castle.
7. Show and discuss a documentary/
slides on forts and castles in Ghana.
** Visit any of these facilities to model
any fort and castle.

34

Introduction

Sub-strand 5: Some selected individuals

Content standards Subject specific Indicators and exemplars LB page
practices and core numbers
competencies

B3.2.5.1. Describe the The use of evidence to B3.2.5.1.1 Describe Ghanaian 84–99
contributions of some appreciate the significant entrepreneurs who have made significant
outstanding Ghanaian contributions of some contributions including George Grant
entrepreneurs. Ghanaians, learners – Businessman, Winifred Tete-Ansa,
become creative, Esther Ocloo – Nkulenu Industries,
innovative and digitally B.A. Mensah – Pioneer Tobacco Ltd.
literate. Kwabena Pepra – Paramount Distilleries,
J.K. Siaw – Tata Brewery, Alhaji Adam
Iddrisu – Global Haulage.

Enquiry route: Which Ghanaian 85–92
entrepreneurs contributed to national
development? How did they contribute? 85–92
Which entrepreneurs inspires you most and (See p. 87 in
why? this TG)
1. N ame Ghanaian entrepreneurs of 94, 98–99

note, for example, George Grant –
Businessman, Winifred Tete-Ansa, Dr.
Esther Ocloo – Nkulenu Industries,
B.A. Mensah – Pioneer Tobacco
Ltd. Kwabena Pepra – Paramount
Distilleries, J.K. Siaw – Tata Brewery,
Alhaji Adamu Iddrisu – Global
Haulage.
2. Show pictures of some outstanding
entrepreneurs in Ghana.
3. R etell the life stories of any of these
entrepreneurs from a documentary
show.
4. I dentify the entrepreneurs whose
work inspires you most and give
reasons for your choice.

35

Introduction

Strand 3: Europeans in Ghana
Sub-strand 1: Arrival of Europeans

Content standards Subject specific Indicators and exemplars LB page
practices and core numbers
competencies

B3.3.1.1. Show As learners explore the B3.3.1.1.1 Describe how the Europeans 104–113
understanding of the cause and consequences settled on the Gold Coast, including
interactions between of the interaction forming alliances with the local chiefs. 109
the local people and between Europeans and 110–113
early settlers. the locals, they enhance Enquiry route: Which Europeans were the 112–113
their communicative, first to come to the Gold Coast? When did
collaborative and they come? Where did they first settled?
creativity skills. 1. Dramatise the meeting between the

Portuguese and Kwamina Ansah.
2. Explain why other Europeans who

came later also settled on the Gold
Coast.
3. Investigate how the Europeans settled
on the Gold Coast including forming
alliances with the local chiefs and
marrying the local people.

36

Strand 2: My country Ghana Introduction

Introduction Sub-strand 2: Inter-group relations, is a new
section for learners. Learners will discover the
The major ethnic groups should not be new to different forms of exchanges such as trade,
learners as it should be part of their heritage and alliances, inter-marriage and conflict.
cultural background. This section was also covered Learners go on to explore these inter-group
extensively in Basic 2. relations further in Sub-strand 3: Conflicts and
Basic 3 covers the following sub-strands: alliances between the ethnic groups in Ghana,
Strand 2: My Country Ghana where they learn about the Battle of Feyiase, the
• Sub-strand 1: The people of Ghana Krepi War, and the Battle of Akatamanso.
• Sub-strand 2: Inter-group relations In Sub-strand 4: Major historical locations, learners
• Sub-strand 4: Major historical locations build on their knowledge of forts and castles from
• Sub-strand 5: Some selected individuals Basic 2. They will discover the differences between
In Sub-strand 1: The people of Ghana, learners forts and castles and their uses over time.
revise the 16 regions and capitals done in Basic 2, In Sub-strand 5: Some selected individuals,
the regional capital as well as where the office of learners explore six Ghanaian entrepreneurs that
the president is located. They learn about all the made a big impact on Ghana and its people.
ethnic groups in Ghana, and their customs and
traditions, festivals and celebrations. Learners Diagnostic assessment
discover where each ethnic group of Ghana came Observe learners and use their answers to assess
from, trace their migratory routes on a map and their understanding and skill levels. This content
draw up a timeline for when the ethnic groups has been covered in Basic 2. This activity will also
arrived in Ghana. allow you to measure how much they know about
the specific concepts. Where necessary, ask leading
Opener activity questions to identify their strengths, weaknesses
and any knowledge gaps. If learners struggle, refer
Let us learn about … (LB page 5) them to the map on pp. 20–21 of the LB.
The opener activity provides an opportunity to
assess learners' basic knowledge of the different
ethnic groups of Ghana. The questions have been
structured to broadly cover the sub-strand in
Strand 1: Sub-strand 1: The People of Ghana.
Answers
1 Learners name any three: the Guan, Mole-

Dagbani, Akan, Ewe and Ga-Adangme.
2 a The ethnic groups in Volta are: the Ewe and

Ga-Adangme.
b The Ewe live in the Greater Accra Region.
c The Guan live in the Bono East Region.

37

Strand 2: My country Ghana

Sub-strand 1: The people of Ghana

The unique history of the major ethnic groups in Ghana -------------- (B2.2.1.1.1)

Learners will continue to learn about the people of Learners talk about the different ethnic groups of
Ghana, their origins, where they migrated from and Ghana, if they belong to an ethnic group and their
where they settled. similarities and differences.

The people of Ghana

The origins of the major ethnic Phase 1: Start
groups in Ghana ............ (LB pages 6–21) • Start the lesson by asking learners what they

Learners will discover that the people of Ghana come know about the different ethnic groups of Ghana.
from different regions and speak different languages. • Bring items to class of different ethnic groups,
An ethnic group is a group of people who shares
a common language, origin, history, culture and such as clothing and cloth, or have pictures
tradition. The main ethnic groups of Ghana are the available of these.
Akan, Ewe, Mole-Dagbani, Guan and Ga-Adangme. • Establish what learners know about traditional
clothes. Can they name and describe the items?
Content standard: B3.2.1.1. • Invite parents or other members of the
Indicator: B3.2.1.1.1 community to address learners in their traditional
Discuss the origins of the major ethnic groups clothes.
in Ghana • Hold a cultural day at school where learners,
Identify some of the major ethnic groups, for teachers and even parents or other community
example, Guan, Mole-Dagbani, Gonja, Akan, members can come to school wearing their
Ga-Adangme, Ewe. traditional ethnic clothes.
Resources: • Learners can write notes on the boards, under the
LB pp. 6–21; Musical instruments, for example, title of the ethnic group.
drums Phase 2: Explore suggestions
Key words: • Read through the information first on the
ethnic group, tradition, customs, oral traditions, different ethnic groups, then their origins and
colonisers, dialect, rituals, famine, exile, voting, lastly on the migratory routes.
famous, migrated • There is a lot of information; pace the lessons and
Helpful links: read through each section slowly.
• https://www.youtube.com/ • Check that all learners understand the concepts
before moving on to the next paragraph or
watch?v=VbbnfrZC5PQ activity. Learners can take turns in reading.
• https://www.worldatlas.com/articles/ethnic- • Discuss the meaning of any difficult words.
Learners can underline any important
groups-and-tribes-in-ghana.html information about the different ethnic groups.
Phase 3: Reflect suggestions
Teaching instructions • Put the learners into small groups to discuss the
notes that they underlined and to see if they have
Use these teaching suggestions to create your own all the important information.
lesson plans to address the performance indicators. • Reflect on how learners feel about traditional
clothes and cultural practices. Do they still wear
these clothes for special events or festivals?
• Collate learners’ drawings into books for each
ethnic group. Add these to the book corner for all
learners to read.

38

Sub-strand 1: The people of Ghana

Use of ICT Remedial activity
• If learners are struggling, let them do the
• If there is time, learners can research the different
ethnic groups online. homework activity first (on LB p. 7), then
complete the activity in the next lesson.
• Find photographs or videos of clothing items, Extension activity
musical instruments and so on from the past and • Ask learners to write a poem about their
show to learners. traditions.
• Let them swap poems with a partner and read
Activity 1.1 (LB page 7) each other's poems out loud.
• Encourage them to give each other positive
In Activity 1.1, learners think about one tradition feedback on the poems.
their family has or a special day their family celebrates. • You could also use the extension on p. 7 of the
Answers LB. Group learners according to their ethnic
1 Learners' own answers about the name of the groups and let them tell or role-play a story for
the class.
tradition or celebration.
2 Learners' own answers describing what the Exercise 1.1 (LB page 7)

tradition or celebration is about. Learners work on their own to draw a picture
3 Learners' own answers about what happens of their tradition or celebration and write a few
sentences.
during the celebration.
4 Learners' own answers about the special things Individual work

they do such as preparing a special meal, dressing Learners work on their own to answer this question.
up in traditional clothes, playing music, dancing,
etc. Answers
Individual work 1 Learners' own picture about what they wear, do
Learners work on their own to do this activity. Place
learners of different abilities together in the group, or eat for their traditions or celebrations.
so that the stronger learners can help those who are 2 Learners' own sentences about their pictures.
differently abled or who struggle with the activity.
Encourage all learners to participate in the discussion Formative assessment
and share their traditions and special days with the • Walk around the classroom and listen to and
rest of the group. Each learner should be given an
opportunity to talk about the special things they do observe learners as they are working. Assist any
in their traditions. learners who seem to be struggling.
Formative assessment • Give learners enough time to draw and write.
• Walk around the classroom and listen to and • Invite learners to share their drawings and
observe learners as they talk in their groups. sentences with the class. Display learners’
Assist any learners who seem to be struggling. drawings and sentences in the classroom. When
• Give learners enough time to discuss the they are taken down, bind them in folders per
questions and then let the groups share their ethnic group and add them to the book area of
answers with the class. the classroom for learners to read when they have
• Make a note of those learners who lack finished their work ahead of other learners.
confidence in sharing their traditions and stories
and give them more practice opportunities in Differentiated learning
later lessons. • Use the remedial activities as practice for learners
Differentiated learning
• Ask stronger learners to answer some questions who struggle, and the extension activities for
first and then let learners who are struggling those learners who need more of a challenge.
answer similar questions. This method will provide • Pair up stronger and weaker learners so that
those learners with an example answer to use as a stronger learners can help weaker ones.
guideline when answering their own question.
• Use the remedial activities as practice for learners Remedial activities
who struggle, and the extension activities for • If learners are struggling, let them do the activity
those learners who need more of a challenge.
in pairs. Some learners will not be able to draw as
well as others. Let those who are struggling trace
a picture and then colour it.

39

Strand 2: My country Ghana

Extension activities Activity 1.2 (LB page 9)
• Ask learners to research, draw and write about
In this activity, learners think about the effects of
another ethnic group’s traditions or celebrations. climate change for subsistence farmers. They watch
• Ask learners to role-play a celebration with other a video online and discuss it with a partner.

learners or demonstrate a traditional dance.

Homework (LB page 7) Answers
1 Learners' own answers – but they should mention
Learners interview their parents or extended family
members about the history of their ethnic group and that failed crops for subsistence farmers would be
their culture and traditions. Learners may want to devastating as they would have no food or fodder
consult their grandparents or other elders. Allow for their animals, money or seed to plant for the
learners enough time to be able to do this. next year, and so on.
2 Learners' own answers – but they should mention
Answers that subsistence farmers rely solely on their
1 Learners' own answers about their ethnic group. produce for food for their families, so failed crops
2 Learners' own notes about the history, culture or mean that the family would starve.

traditions of their ethnic group. Pair work
Put learners into pairs for this activity. Try to pair
Classwork stronger and weaker learners so that stronger learners
Although learners conducted the research for this can help weaker ones. Encourage them to think
activity as homework, do this activity as classwork. about all the implications that climate change could
Allow learners time to each share what they found have on subsistence farming.
out with the class. Make summary notes on the
board under a heading for each group. Formative assessment
• Walk around the classroom. Observe learners as
Formative assessment (Assessment as learning)
• Help learners when necessary when they are they work in their pairs. Assist any learners who
seem to be struggling.
giving feedback to the class. Assist them with the • Make a note of those learners who find it difficult
correct vocabulary if necessary. to discuss the implications of climate change. Ask
them questions to ensure that they understand
Differentiated learning what climate change is. Give them more practice
• Use the remedial activities as practice for learners opportunities in later lessons or tasks.

who struggle, and the extension activities for Differentiated learning
those learners who need more of a challenge. • Use the remedial activities as practice for learners

Remedial activity who struggle, and the extension activities for
• Walk around the classroom and ensure that each those learners who need more of a challenge.
• Pair stronger and weaker learners so that stronger
learner has brought notes from home. If they learners can help weaker ones.
have not done so, then pair them with a stronger
learner of the same ethnic group and ask that Remedial activity
learner to share his or her information with the Arrange for a local farmer to address learners about
weaker learner first, before giving feedback to the subsistence farming and climate change. Ask learners
class. to prepare questions for him or her. This will give
• Some learners are not good orators. Give them them an excellent opportunity to fully understand
further practice in presenting to the class. They the issues.
can start by saying one or two sentences and
building up from there. Encourage them to relax, Extension activity
to make eye contact with the class and speak • Ask learners to do more research about climate
loudly and clearly.
change and its effect on subsistence farmers. They
Extension activity could also interview local subsistence farmers.
• Ask learners to draw up a table with similarities Ask them to give feedback to the class about what
they have found out.
and differences between the various ethnic
groups.
• Ask learners to role-play a celebration with other
learners or demonstrate a traditional dance.

40

Sub-strand 1: The people of Ghana

Exercise 1.2 (LB page 9) Individual work
Learners work on their own to complete this
Individual work exercise. Give learners enough time to work.
Learners work on their own to complete this exercise. Learners explore more about Islam in the Homework
Give learners enough time to complete the activity. activity on page 12.
Answers Answers
1 Subsistence farmers grow their own crops and 1 Dagomba, Mamprusi and Mossi.
2 Dagbani
care for animals. 3 Damba, Bugum and Islamic Festivals
2 A migrant worker moves to a different region for 4 Islam
5 a Learners’ own answers about basket weaving
a short time to work there.
Formative assessment and crafts of the Mole-Dagbani people.
• Walk around the classroom. Observe learners as b Learner's own research. They could bring or

they work. Assist any learners who seem to be find pictures in books or online.
struggling. Formative assessment
• Give learners enough time to rewrite their • Walk around the classroom. Observe learners as
sentences.
• Make a note of those learners who are finding it they work. Assist any learners who seem to be
difficult to complete the sentences. Give them struggling.
more practice opportunities in later lessons or tasks. • Give learners enough time to look for pictures
Differentiated learning and write their sentences.
• Use the remedial activity for learners who are • Make a note of those learners who are finding it
struggling and the extension activity for learners difficult. Give them more practice opportunities
who need an extra challenge. in later lessons or tasks.
Remedial activity Differentiated learning
• Give learners additional exercises or worksheets • Use the remedial activity for learners who are
if they struggle to complete this exercise. Allow struggling and the extension activity for learners
them more time to complete the exercise, fill in who need an extra challenge.
the first word with them, or pair them with a Remedial activity
stronger learner. • Give learners additional exercises or worksheets
Extension activity if they struggle to complete this exercise. Allow
• Ask learners to make up three of their own them more time to complete the exercise, write a
sentences and leave out words for their partners sentence with them as an example, or pair them
to fill in. Then they swap roles. with a stronger learner.
Extension activity
Activity 1.3 (LB page 11) • Learners who are capable can write a
paragraph and draw a picture. Collect these
In Activity 1.3, learners conduct research about pages, mark them and bind them to become
mosques in the Northern Region. a resource book in the book corner. Give the
Answers book the title: Basket weaving among the Mole-
Learner’s own answers based on the research they did. Dagbani people.
Group work
Learners then work in groups to complete this Extension (LB page 12)
activity. Encourage them to share their traditions
and special days with the rest of the group. Each In this activity, learners make up a song about the
learner should be given an opportunity to talk about Mole-Dagbani ethnic group and the smaller groups
the special things they do in their traditions. that make up this ethnic group. This is an extension
for learners who have completed Exercise 1.3. Allow
Exercise 1.3 (LB page 12) learners to go outside so that they do not disturb
learners who are still working.

Learners work on their own to answer these
questions.

41

Strand 2: My country Ghana

Group work Individual work
Learners work in small groups to complete this Learners work on their own to complete this
activity. Help them to find a tune they know and exercise. Give learners enough time to work.
then write a few sentences as lyrics. Give groups They will also need time to interview older family
enough time to practise their songs. Groups can members, friends or elders in the community to find
perform their songs for the class. out more information.
Answers
Activity 1.4 (LB page 14) Adae Kese festival
1 The Adae Kese festival is celebrated by the people
In this activity, learners answer questions about the
Asante people. of the Akan ethnic group. It is celebrated every
Answers: six weeks throughout the Akan calendar year.
1 They speak an Asante dialect of Twi. The chiefs or rulers go into the stool house on
2 They migrated from the ancient Ghana Empire. special days to offer food and drink to the spirits
3 It means ‘because of war’. of their ancestors. Everyone who is part of the
4 a False. They are coastal Akan. festival helps to prepare decorations, food and
drink the day before the festival starts. Drummers
b False. The Akan groups have fertile land rich play special drums to ask their ancestors to bless
in gold. the Adae Kese celebrations. The drink that the
Akan leaders offer to the spirits of their ancestors
c False. They resisted the British until the 19th during this festival is called ‘libation’.
Century. 2 Check students’ pictures.
Formative assessment
Pair work • Help learners to find information online by
Learners work in pairs to complete this activity. typing ‘Adae Kese’ festival in the search engine.
Encourage them to share their traditions and special Assist any learners who seem to be struggling.
days with the rest of the group. Each learner should Differentiated learning
be given an opportunity to talk about the special • Use the remedial activities as practice for learners
things they do in their traditions. who struggle, and the extension activities for
Formative assessment those learners who need more of a challenge.
• Walk around the classroom and observe as Remedial activity
• Pair up stronger and weaker learners so that
learners discuss and answer the questions. Assist stronger learners can help weaker ones. Help
any learner who seems to be struggling. learners to understand concepts such as festivals
• Give learners enough time to complete the activity. and celebrations.
• Ask a few pairs to share their answers with the class. Extension activity
Differentiated learning • Ask learners to write a paragraph and draw
• Use the remedial activity for learners who are more pictures on what they found out. They can
struggling and the extension activity for learners share their paragraph and picture with the class.
who need an extra challenge. Display these on the classroom walls.
Remedial activity • Ask a few learners to role-play the festival.
• Give learners a word search to complete about
the Asante. Activity 1.5 (LB page 16)
• Pairing stronger learners with slower learners will
assist with differentiated learning. Stronger learners In this activity, learners find out more about the
can help the slower learners to find the answers. dates for the Homowo Festival, and the details of
Extension activity what happens during this festival in an area. They
• Ask learners to ask their partners two of their also dramatise the event.
own questions about the Asante. Their partner Group work
then answers. Learners work in groups to complete this activity.
Encourage each learner to participate in the
Exercise 1.4 (LB page 15) discussions. Every learner should also have a part in
the role play of the event.
Learners research more about the Adae Kese festival
by doing research online and interviewing older
family, friends or elders in the community.

42

Sub-strand 1: The people of Ghana

Allow students enough time to do research, perhaps Group work
assigning this as a homework activity the lesson Learners work in groups to learn, practise and
before. Give students enough time to practise their perform a dance. Encourage each learner to
role plays before performing them for the class. participate in the discussions and the dances.
Answers: Learners have already had some time to do research
1 a 6th July at home (see the Homework activity on page 16).
Give students enough time to practise their dances
b 3rd August before performing them for the class. Learners then
c 9th August make a short video clip so that they can review
d 17th August and assess their performance. If possible, give them
e 27th August another opportunity to perform their dances if their
f 27th August first performance did not go well.
g 27th August Show learners how to record a video clip using a cell
h 27th August phone or tablet.
i 27th August Answers:
j 27th August 1–3 Groups’ own dance performances and self-
2 Learners’ own answers about the Homowo
Festival in a particular area. assessment of their performance according to the
3 Learner's own role plays. checklist on page 17 of the LB.
Formative assessment Formative assessment
• Walk around the class and watch as learners do • Walk around the class and watch as learners
research online and discuss what they found discuss what they found out from elders or
out from elders or other family members. Help other family members about the dancing and
learners to find information online by showing drumming of the Ga-Adangme people. Watch
them how to enter particular words in a search their dances and assist where necessary. Ensure
engine such as ‘Homowo’ and the name of the that at least one learner per group knows how to
region. Assist any learners who appear to be record and play back a video clip.
struggling. Differentiated learning
Differentiated learning • Use the remedial activities as practice for learners
• Use the remedial activities as practice for who struggle, and the extension activities for
learners who struggle, and the extension those learners who need more of a challenge.
activities for those learners who need more of a Remedial activity
challenge. • Pair up stronger and weaker learners in the group
Remedial activities so that stronger learners can help weaker ones,
• Pair up stronger and weaker learners in the especially with the dance or recording of the
group so that stronger learners can help video clip.
weaker ones. Extension activity
Extension activities • Arrange a viewing where the class can review all
• Ask learners to find out about the festival in of the video clips.
other areas. They can draw up a table giving the • Try to arrange a cultural day at the school where
similarities and differences of the festival from learners can perform various dances, wear ethnic
region to region. clothes, and learn more about the different ethnic
• Ask a few learners to prepare a short talk on what groups.
they found out and present it to the class.
Activity 1.7
Activity 1.6 (LB page 19)

(LB page 17) In this activity, learners explore the different
traditional dances of the Ewe people. They conduct
In this activity, learners talk to their parents research into learning more about these dances
or any elder in their community about the online or through interviews.
dancing and drumming practiced by the Ga-
Adangme people. Pair work
Pairs research the various dances, then write a few
sentences to summarise their findings.

43

Strand 2: My country Ghana

Answers • Pair stronger and weaker learners so that stronger
Pairs’ own answers on the research they found. learners can help weaker ones.
Formative assessment
• Walk around the classroom. Observe learners as Remedial activity
• Give students a writing frame or table in which
they conduct their research. Help any learners
who seem to be struggling. they can note their answers.
Differentiated learning • Ask pairs to give you oral answers instead of
• Use the remedial activities as practice for learners
who struggle, and the extension activities for written ones.
those learners who need more of a challenge. Extension activity
• More confident learners can learn and perform

the dances for the class.

Homework (LB page 25)

Learners complete the crossword puzzle.

1m

2m o s s i 3a

ls

4g 5e m p i r e a

6e u – n

wa d t

7b e 8n i n 9g a – a d a n g m e

ig

10 n i g e r b

e a 11k 12v

13 n o r t h e r n r eg i on

i inl

14z 15a m f a r a tt

c ea

c

r

16a k a n

(Use Resource 2 on page 102 of this Teacher’s Guide.) 14 The Mole-Dagbani people moved into Northern
Clues and answers across Ghana from ZAMFARA.
2 The Guan people migrated from the MOSSIE
16 This ethnic group are very wealthy and powerful
region of Burkina Faso. people. AKAN
5 The Akan people migrated from the ancient
Clues and answers down
Ghana EMPIRE. 1 Who is the second largest ethnic group in Ghana?
7 The Ewe people migrated from BENIN and
MOLE–DAGBANI
Nigeria in the 17th Century. 3 This word means ‘because of war’. ASANTE
9 Which people arrived in Ghana in the 13th 4 Who were the first settlers in Ghana? GUAN
6 Which people arrived in the 17th Century? EWE
Century? GA-ADANGME 8 The Ga people migrated from NIGERIA?
10 The Akan crossed the NIGER River when they 11 What famous Ghanaian cloth did the Ewe people

first travelled to Ghana. design? KENTE
13 The first group of Guan people settled in the

NORTHERN REGION.

44

12 Ewe people in Ghana are mostly in the VOLTA Sub-strand 1: The people of Ghana
Region.
Teaching instructions
15 The Ga people settled in the Greater ACCRA
Region. Use these teaching suggestions to create your
own lesson plans to address these performance
Where each ethnic group indicators.
came from �������������������� (LB pages 22–27) Phase 1: Start
• Start the lesson by asking learners what
Learners will discover that the people of Ghana
come from different regions and speak different they know about the different ethnic groups,
languages. of Ghana.
An ethnic group is a group of people who shares • Bring items to class of different ethnic groups,
a common language, origin, history, culture such as clothing and cloth, or have pictures
and tradition. The main ethnic groups of Ghana are available of these.
the Akan, Ewe, Mole-Dagbani, Guan and • Establish what learners know about traditional
Ga-Adangme. clothes. Can they name and describe the items?
• Invite parents or other members of the
Content standard: B3.2.1.1. community to address learners in their traditional
Indicator: B3.2.1.1.1 clothes.
1 Discuss the origins of the major ethnic groups • Hold a cultural day at school where learners,
teachers and even parents or other community
in Ghana. members can come to school wearing their
2 Use a map to trace the routes the major ethnic traditional ethnic clothes.
• Learners can write notes on the boards, under the
groups travelled to get to their present-day title of the ethnic group.
locations in Ghana. Phase 2: Explore suggestions
3 In groups, learners discuss the origin of the • Read through the information first on the
major ethnic groups. different ethnic groups, then their origins and
4 Compose a song with names of the lastly on the migratory routes.
major ethnic groups and where they • There is a lot of information; pace the lessons and
originated. (In special schools, resource read through each section slowly.
persons should assist the hearing impaired • Check that all learners understand the concepts
to sing or chant.) before moving on to the next paragraph or
5 Draw a map to locate the migratory routes activity. Learners can take turns in reading.
of the ethnic groups. (This can also be done • Discuss the meaning of any difficult words.
on a manila card.) Learners can underline any important
6 Develop a timeline of the periods each ethnic information about the different ethnic groups.
group arrived in Ghana. Phase 3: Reflect suggestions
Subject-specific practices and core • Put the learners into small groups to discuss the
competencies: notes that they underlined and to see if they have
As learners learn the origin of the ethnic all the important information.
groups in Ghana, they become appreciative • Reflect on how learners feel about traditional
of the uniqueness of each ethnic group and clothes and cultural practices. Do they still wear
thereby develop cultural identity, creativity and these clothes for special events or festivals?
collaboration with their peers • Collate learners’ drawings into books for each
Resources: ethnic group. Add these to the book corner for all
Musical instruments, drums, map of the areas of learners to read.
Ghana and the neighbouring countries, stickers,
string Use of ICT
Helpful links:
• https://www.youtube.com/ • If there is time, learners can research the different
watch?v=VbbnfrZC5PQ ethnic groups online.
• https://www.worldatlas.com/articles/ethnic-
groups-and-tribes-in-ghana.html • Find photographs or videos of clothing items
from the past to show learners.

45

Strand 2: My country Ghana

• If possible, show them documentaries of how Extension activity
traditional cloth is woven on a hand loom. • Encourage groups to interact with other groups’

• Compare this to the modern-day versions of posters and assess them.
cloth woven on large machines in factories. • Invite groups to present their posters to the class

Activity 1.8 (LB page 23) and choose the best group to present their poster
to other classes.

Learners make a poster about one of the ethnic Exercise 1.5 (LB page 24)
groups.
Group work Learners work on their own to complete the word
Learners work in groups to complete this activity. search. (Resource 1 on page 101 of this Teacher’s
Allow them time to find information in their books, Guide.)
online and by asking older family members, friends
or elders in the community. Encourage them to Individual/Pair work
work together as a team to create their posters. Learners work on their own to complete the word
Answers search. Then they make up questions with each of
The poster should contain: the words. Then they pair with a partner and take
a The name of the ethnic group turns to ask and answer questions.
b Pictures of the traditional clothing of the ethnic
Answers
group 1
c Pictures of the traditional food that the people of
AGDA K A
the ethnic group eat B U A CD E
d Information about where the ethnic group T AMA L E
A NO C GW
migrated from KHNC I E
e Information about where the ethnic group A J GRKF
NGOA S O
settled
f Any other special information. 2–3 Learners own questions and answers with these
Formative assessment words: Goaso, Tamale, Damongo, Accra, Guan,
• Help learners to find information online by typing Akan, Ewe.

in specific search terms in the search engine. Assist Formative assessment
any learners who seem to be struggling. Show • Walk around the classroom. Observe learners as
groups how to plan their posters, for example,
they could cut blocks of paper and mark them as they work. Assist any learners who seem to be
‘heading’ or ‘picture 1, 2, 3’, etc. and lay them out struggling to find the words.
on the cardboard to plan their design. Make sure • Give learners enough time to find the words.
that all group members participate. Give learners • Make a note of those learners who are finding it
a rubric for the poster so that they know how they difficult. Give them more practice opportunities
will be marked. Encourage groups to do self- in later lessons or tasks.
assessment. They should also write a rough draft,
then rewrite it neatly. Differentiated learning
Differentiated learning • Use the remedial activity for learners who are
• Use the remedial activities as practice for learners
who struggle, and the extension activities for struggling and the extension activity for learners
those learners who need more of a challenge. who need an extra challenge.
Remedial activity
• Pair up stronger and weaker learners in a group so Remedial activity
that stronger learners can help weaker ones. Let • Give learners additional exercises or worksheets
learners do a mini-task on an A4 sheet of paper,
for example, answering one of the questions and if they struggle to complete this exercise. Allow
adding pictures. This will help them to plan their them more time to complete the exercise or
layout on a smaller scale first. demonstrate how to find a word. Remind them
that words can be horizontal or vertical, forwards
or backwards.
• Pair stronger and weaker learners so that stronger
learners can help weaker ones.

46

Sub-strand 1: The people of Ghana

Extension activity Homework (LB page 25)
• Ask learners to make up a word search with
Learners complete the crossword puzzle. You can
words from this lesson for their partners to find. give learners Resource 2 on p. 101 in this Teacher’s
Then they swap roles. Guide to make it easier for learners to complete.
• Invite some pairs to share their questions and Explain to learners what a crossword puzzle is and
answers with the class. do an example or two with them to show how to
fill in the answers. Tell learners that if words have a
Activity 1.9 (LB page 24) hyphen (-), that the hyphen must be written in its
own block. If two words are written with a space,
In this activity, learners answer questions about the then the words are written together.
main ethnic groups in Ghana. Individual work
Pair work Learners work on their own to complete this
Learners pair with a partner and take turns to ask at exercise. Give learners enough time to complete the
least five questions and then answer questions in turn. activity. You can give them a map outline to use
Answers: (See Resource 9 on page 111). Help them to use a
1 Islam is the main religion of the Mole-Dagbani. key, either by using colours or shapes to indicate the
2 Damba, Bugum and the Islamic festivals. different ethnic groups.
3 The Akan ethnic group is the largest ethnic group Answers
(See the completed crossword puzzle on p. 112 of
in Ghana. this Teacher’s Guide.)
4 The Shai, Ga, Ningo, Kpone, Osudoku, Krobo, Clues across
2 Mossi
Gbugbla and Ada people are all part of the 5 Empire
Ga-Adangme ethnic group. 7 Benin
5 Homowo Festival 9 Ga-Adangme (Note: put the hyphen in its own
6 The Ewe people now live in the Volta Region of
block)
Ghana. 10 Niger
7 Mossi region of modern Burkina Faso 13 Northern Region (Note: Write these two words
8 Lake Chad region
9 Nigeria without a space between the words)
10 Nigeria and Benin 14 Zamfara
Formative assessment 16 Akan
• Walk around the classroom. Observe learners as Down
1 Mole-Dagbani (Note: put the hyphen in its own
they work. Assist any learners who seem to be
struggling to ask or answer questions. block)
Differentiated learning 3 Asante
• Use the remedial activity for learners who are 4 Guan
struggling and the extension activity for learners 8 Nigeria
who need an extra challenge. 11 Kente
Remedial activity 12 Volta
• Give learners additional exercises or worksheets 15 Accra
if they struggle to complete this exercise. Allow Formative assessment
them more time to complete the exercise • Walk around the classroom and observe learners’
• Pair stronger and weaker learners so that stronger
learners can help weaker ones. filled-in crossword puzzles. Assist any learners who
Extension activity were not able to complete their crossword puzzles.
• Invite some pairs to show the class how to ask Differentiated learning
and answer questions. They could also write • Use the remedial activity for learners who are
a few of their own questions and answers to struggling and the extension activity for learners
demonstrate for the class. who need an extra challenge.

47

Strand 2: My country Ghana

Remedial activity Exercise 1.6 (LB page 26)
• Allow learners more time to complete the
In this exercise, learners complete a table about where
Homework exercise. Ask them to show you their all the ethnic groups came from. They then trace a
answers for each clue, and correct and assist where map and indicate where the different groups settled.
necessary. Pair stronger and weaker learners so that Individual work
stronger learners can help the weaker ones. Learners work on their own to complete this
Extension activity exercise. Give learners enough time to complete the
• Ask confident learners to make their own very activity. You can give them a map outline to use
simple crossword puzzles (for example, with five (see Resource 9 on page 111). Help them to use a
words) and give it to their partners to complete. key, either by using colours or shapes to indicate the
different ethnic groups.

Answers Where they came from
2

Ethnic group

Guan Migrated from the Mossi region of modern Burkina Faso.

Mole-Dagbani Migrated from northeast of Lake Chad in Nigeria.

Akan Migrated from the ancient Ghana Empire. Others also believe they came from Lake Chad
and the Benue River.

Ga Migrated from Nigeria to the Accra plains. Others migrated through Cameroon and into
Ghana. They migrated in the 11th Century.

Ewe The Ewe people migrated from Benin and Nigeria. They migrated in the 17th Century.

3 Check students’ maps. Activity 1.10 (LB page 26)
Formative assessment
• Walk around the classroom. Observe learners as In this activity, learners discuss where ethnic groups
come from. They write a short sentence about the
they work. Assist any learners who seem to be origin of each ethnic group. Then they put the
struggling with the table or their maps. sentences together to create a song. They practise
• Give learners enough time to complete their their song and perform it for the rest of the class.
maps.
• Make a note of those learners who are finding it Group work
difficult to complete the tables or maps without Learners work in groups to complete this activity.
paging back and forth excessively. Give them more Allow them enough time to write and practise their
practice opportunities in later lessons or tasks. songs. Allow students to bring musical instruments
Differentiated learning to class or use those made in another activity such as
• Use the remedial activity for learners who are during a creative arts lesson.
struggling and the extension activity for learners
who need an extra challenge. Answers
Remedial activity Learners’ songs will differ. Ensure that they have
• Allow learners more time to complete the included all five main ethnic groups and that they have
exercise. Show them how to fill in the first row of at least one sentence about the origin of each group.
the table. Show them how to indicate where an
ethnic group, such as the Ewe, live on the map. Formative assessment
Also allow them to do the exercise in pairs, with a • Walk around the classroom. Observe learners
stronger learner as a partner.
Extension activity as they work. Assist any groups who seem to be
• Ask confident learners to draw the outlines of the struggling.
countries around Ghana and show the migratory • Make a note of those learners who are finding
routes of the different ethnic groups on it. They it difficult to say where the ethnic groups come
will need an A3 or larger piece of cardboard. from. Give them more practice opportunities in
later lessons or tasks.

48

Sub-strand 1: The people of Ghana

Differentiated learning on their own about when the different groups
• Use the remedial activity for learners who are migrated to Ghana and where they migrated from.
• Discuss what a timeline is: It records the time
struggling and the extension activity for learners of events in order. Show a few examples on the
who need an extra challenge. board, for example, a timeline of daily events, a
Remedial activity timeline about your life achievements, a timeline
• Ask learners to write their sentences first. Review of school events.
these. Then ask them to compose two lines of Group work/Individual work
a song, then add another two lines and so on. • Put learners into small groups to read through the
Group learners with more confident learners. information on when each ethnic group arrived
Extension activity in Ghana. Underline the date that each ethnic
• Allow confident groups to sing their songs for group arrived in Ghana. On the timeline learners
other classes or even for the school! As mentioned fill in when each ethnic group arrived in Ghana.
in the ICT Activity on page 26, the songs and be • Learners work on their own to answer the
recorded and played in assembly. questions.
Answers
Exercise 1.7 (LB page 27) 1 See the timeline below.

• In this exercise, learners work in small groups
to fill in a timeline and then answer questions

Before the 11th In the 11th Century In the 12th End of the 13th In the 17th
Century The Ga people Century Century Century
The Guan people migrated from Nigeria The Akan people The Mole-Dagbani The Ewe people
migrated from to the Accra plains. migrated from the people migrated from migrated from
the Mossi region Others migrated ancient Ghana northeast of Lake Benin and Nigeria.
of modern through Cameroon. Empire. Chad in Nigeria.
Burkina Faso.

3 a B Differentiated learning
b A • Use the remedial activity for learners who are
c C
struggling and the extension activity for learners
Formative assessment who need an extra challenge.
• Walk around the classroom. Observe learners as Remedial activity
• Give learners additional exercises or worksheets
they work. Assist any learners who seem to be if they struggle to complete this exercise. Allow
struggling. them more time to complete the exercise, fill in
• Give learners enoughtime to do the activity. the first part of the timeline with them, or pair
• Make a note of those learners who are finding it them with a stronger learner.
difficult to complete the sentences. Give them Extension activity
more practice opportunities in later lessons or • Ask learners to make up a timeline and leave out
tasks. dates or events for their partners to fill in. Then
they swap roles.

49

Sub-strand 1: Summary

Summary: The people of Ghana • The Ga-Adangme people’s culture was also
influenced by other cultures.
• An ethnic group is a group of people who
share the same language, origin, history, • The Ga people migrated from Nigeria to
culture and tradition. The main ethnic the Accra plains. Others migrated through
groups of Ghana are the Guan, Mole- Cameroon and into Ghana. They migrated
Dagbani, Ewe, Akan and Ga‑Adangme. in the 11th Century.

The Guan ethnic group The Ewe ethnic group
• They can be found in many regions in • The Ewe people’s traditional religion is

Ghana. Their language and customs are centred on Mawu, the creator god, along
often mixed up with those of other ethnic with other lesser gods, however many Ewe
groups. people have become Christians in modern
• The Guan people used to be subsistence times but still practice some of their
farmers and many were migrant workers. traditional rituals.
• The Guan people scattered throughout • The Ewe people are organised into
Ghana and joined other large ethnic independent divisions with a number of
groups as they arrived. They migrated into villages. Each division has a paramount
the country in three groups. chief and its own capital with sub-chiefs in
• Before the 11th Century, they migrated each village.
from the Mossi region of Burkina Faso. • The Ewe people are fishermen and farmers.
• The Ewe people have social gatherings
The Mole-Dagbani ethnic group where dancing and drumming are
• The Mole-Dagbani are the second largest practised.
• The Ewe people, together with the Ashanti,
ethnic group in Ghana. They are made up are the designers of Ghana’s famous
of smaller groups, such as the Dagomba, kente cloth.
Mamprusi and Mossi and speak Dagbani. • The Ewe people migrated from Benin and
• Drumming and oral traditions are a part of Nigeria in the 17th Century.
the Mole-Dagbani people’s culture.
• The Mole-Dagbani people are skilful in The Akan ethnic group
basket weaving and other African art like • The Akan are the largest ethnic group.
making masks, painting and pottery. • The Akan group’s land was rich in gold
• At the end of the 13th Century, the Mole-
Dagbani people migrated from northeast and fertile for producing crops like kola
of Lake Chad in Nigeria. nuts. This made them very wealthy and
powerful.
The Ga-Adangme ethnic group • They learnt and included the British
• The Ga-Adangme ethnic group’s culture culture and language into their customs.
• They migrated from the ancient Ghana
includes dancing and drumming. Empire in the 12th Century.
• The Ga people have some rituals such as • The Asante is the largest group within the
Akan.
the yearly Homowo Festival which is like
the Passover rituals of the Jewish people.

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