ESSENTIAL
History
Primary 1
Teacher’s Guide
ESSENTIAL
History
Primary 1
Teacher’s Guide
Jacob Agbedam • Dorothy Glover
NNF Esquire Limited
P.O. Box AN 8644, Accra - North, Ghana.
University Printing House, Cambridge cb2 8bs, United Kingdom
One Liberty Plaza, 20th Floor, New York, ny 10006, USA
477 Williamstown Road, Port Melbourne, vic 3207, Australia
314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India
79 Anson Road, #06–04/06, Singapore 079906
The Water Club, Beach Road, Granger Bay, Cape Town, 8005, South Africa
Cambridge University Press is part of the University of Cambridge.
It furthers the University’s mission by disseminating knowledge in the pursuit of
education, learning and research at the highest international levels of
excellence.
www.cambridge.org
© Cambridge University Press and NNF Esquire Limited 2020
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press and NNF Esquire Limited.
First published 2020
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
isbn 978-9988-8963-1-7
Editor: Jenny Schnetler
Designer/typesetter: Brenda Smal
Photograph acknowledgements
The publisher and authors would like to thank the following individuals and organisations for
permission to use their material in either the original or adapted form:
Cover: © C Squared Studios/Getty Images
Cambridge University Press and NNF Esquire Limited have no responsibility for the persistence or
accuracy of URLs for external or third-party internet websites referred to in this publication, and does
not guarantee that any content on such websites is, or will remain, accurate or appropriate.
If you want to know more about this book or any other NNF Esquire Limited publication, phone
us at +233 20 21 I 31 17, +233 24 460 8305 or send an e-mail
to [email protected]
CONTENTS
Welcome to this History series ���������������������������������������������������������� 4
Structure of this Teacher’s Guide 5
The Learner’s Book 6
Introduction �������������������������������������������������������������������������������������� 10
Instructional expectations 11
Organisation of the curriculum 11
Time allocation 12
Classroom management 12
Learning domains (expected learning behaviours) 12
Methodology 13
Differentiation and scaffolding 14
Core competencies 15
Teaching instructions 15
Activities 16
Use of ICT 16
Assessment 17
Resources 18
Planning your teaching 18
Know the syllabus/Curriculum well 19
Scheme of learning 19
Useful teaching tips 20
Scope and sequence matrix ���������������������������������������������������������������������������� 21
Scheme of Learning by term �������������������������������������������������������������������������� 22
Integration, core competencies and learning domain matrixes �������������������������������������������������� 25
Curriculum reference numbering system ����������������������������������������������������������������� 31
Content standards, Indicators, Subject Specific Practices and Core Competencies ����������������������������������� 32
Strand 1: History as a subject �������������������������������������������������������� 38
Sub-strand 1: How and why we study History 39
Summary 57
Revision 57
Sub-strand 4: Community History 58
Summary 63
Revision and Assessment 64
Strand 2: My country Ghana ��������������������������������������������������������� 65
Sub-strand 3: How Ghana got its name 66
Summary 75
Revision 76
Sub-strand 5: Some selected individuals 77
Summary 82
Revision and Assessment 83
Strand 3: Europeans in Ghana �������������������������������������������������������� 84
Sub-strand 1: Arrival of Europeans 85
Summary 90
Revision and Assessment 91
Strand 6: Independent Ghana �������������������������������������������������������� 92
Sub-strand 1: The Republics 93
Summary 96
Revision 97
Assessment 97
End-of-year exam _ 98
Resources _ 99
Resource 1: Historical sites worksheet 99
Resource 2: Map of West Africa 100
Resource 3: The flag of Ghana 101
Resource 4: Great Ghanaians playing cards 102
Resource 5: Regional map of Ghana 104
Resource 6: Map of Africa and Europe 105
Assessment tools: Checklists and Rubrics _106
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 1. 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.
4
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 Therefore, through the teaching and learning of • make use of historical facts to acquire analytical • interpret data as required
provides a general overview of the History, learners should: skills, compare different periods and give their • build models
New Primary Curriculum and the History is a subject that explores the past with the • appreciate their personal history, as well as the own structured account of past events. • develop projects.
History syllabus (Primary Basic aim of understanding the factors that have shaped The following activities are recommended:
1–6), methodology, features, time our world. As an academic discipline, history helps to history of their families, and their communities Instructional expectations • Sessions using different sources of historical
allocation and assessment. develop the imaginative abilities and critical thinking • acquire the skill of gathering and objectively
skills of learners. History is also a discipline that aims The goal of introducing History of Ghana as a evidence, including discussions with people with
2. Suggestions to design lesson to impart to learners a range of important moral analysing historical data, using scientific subject in the primary school is to effect positive historical knowledge (resource persons) and
plans: This section provides: lessons, and provide them with guidelines for everyday methods, which will enable them to interpret change in the values and attitudes of learners. It visiting historic sites
• detailed guidelines living and interactions with people in society. past actions and behaviours of the people of focuses on past events that have shaped our society. • Debates among groups on various topics relating
• answers to the activities in the The objective of this Teacher’s Guide is to make Ghana from a Ghanaian perspective This can be achieved through well-planned lessons to history
Learner’s Book teaching and learning interesting, useful and • acquire more knowledge on the history of the that involve learners in the learning process. The • Projects using modern technologies to
• suggestions for remedial and enjoyable. people of Ghana enquiry approach of teaching is therefore encouraged communicate findings clearly and effectively in
extension activities • apply historical concepts to the study of the in the History classroom. Learners should be guided the form of papers, exhibits/posters, drama and
• guidelines for assessment Teaching philosophy history of Ghana to make enquiries from available sources of historical documentaries.
• suggestions for activities from Through the learning of History, learners would, • develop a discerning approach to studying evidence. Historical evidence can come from
the Learner’s Book that may be specifically, acquire: sources of historical evidence primary sources and secondary sources: Organisation of the curriculum
used as homework. • critical thinking skills by comparing, • develop a sense of national consciousness and • Primary sources originate from the past.
appreciate the factors that make for national The curriculum is organised under Strands,
contrasting, evaluating, synthesising, and unity Essentially, primary sources are closer to the Sub-strands, Content standards, Indicators and
applying historical information or knowledge • acquire positive habits and attitudes, national events in time and space. Examples could include exemplifications. In this curriculum, ‘Ghana’
with little or no supervision identity as a Ghanaian and an African with pottery, wall paintings, carvings, coins, letters, represents Pre-colonial and Post-colonial Ghana.
• creative thinking skills to be able to reconstruct a heritage worthy of pride, preservation and newspapers, diaries, court records and verbal • Strands are the broad areas/sections of the
important past events confidently improvement accounts from people who witnessed an event,
• digital literacy by using IT tools and resources • appreciate the relevance of the study of history archival documents and archaeological findings. History Curriculum to be studied.
efficiently for investigations and project work in current and future development efforts of the • Secondary sources relate to accounts about • Sub-strands are larger groups of related
• effective communication skills to be able to nation. past events that were produced, based on
share information at varied levels of interaction interpretation of primary sources, e.g. books, indicators. Indicators from sub-strands may
• values to live as global citizens, as they learn General aim of the curriculum journals, articles, etc. sometimes be closely related.
about other people and cultures of the world. The curriculum is aimed at developing individuals to Instructional expectations for your History lessons • Content standards refers to the pre-determined
Learning philosophy become literate, good problem-solvers, with the ability include the following: level of knowledge, skill and/or attitude that a
The History classroom should be learning-centred. to think creatively and have both the confidence • Plan lessons to meet the interests, knowledge, learner attains by a set stage of education.
Introduce the topic for the day and assist learners to and competence to participate fully in the Ghanaian understanding, abilities, and experiences of your • Indicators are a clear outcome or milestone that
describe and analyse issues raised, trace patterns of society as responsible local and global citizens. learners. learners have to exhibit in each year to meet the
societal and human behaviour and, where possible, • Design and manage learning environments content standard expectation. The indicators
give their views on current events (in the country) Subject aims that provide learners with the time, space, and represent the minimum expected standard in a
based on their knowledge of the history of Ghana. The National Curriculum for the History of Ghana resources needed for learning the History of year.
Encourage learners to explore topics through aims to ensure that learners can: Ghana. • Exemplar refers to support and guidance
questioning. • trace Ghana’s origins and its past glories • Encourage discourse among learners and that clearly explains the expected outcomes of
The History curriculum is underpinned by seven • develop the critical skills of historical enquiry challenge them to accept and share responsibility an indicator and suggests what teaching and
historical concepts and classroom activities. for their own learning, based on their unique learning activities could be used, to support
Emphasise these important concepts in your daily using scientific methods and participate as active, individual differences. the facilitators/teachers in the delivery of the
learning, as they are aimed at promoting higher- informed and responsible citizens • Use multiple methods to systematically gather curriculum.
order thinking among learners: • develop a critical understanding of the past and data about learner understanding and ability The curriculum for Basic 1 is organised under four
• context and chronology its impact on the present, to help them face the in order to guide teaching and learning and to strands with six sub-strands:
• significance future with confidence provide feedback to both learners and parents. • Strand 1: History as a subject
• cause and consequence • explain how external factors have shaped the • Collaborate with colleagues within and – Sub-strand 1: Why and how we study History
• continuity and change history of Ghana across disciplines and grade levels to develop – Sub-strand 4: Community History
• similarity and difference • gain a sense of national consciousness, identity communities of learners who have the skills of • Strand 2: My country Ghana
• evidence and appreciation of Ghanaian values, in order enquiry and exhibit attitudes and social values – Sub-strand 3: How Ghana got its name
• interpretation. to help to instil values, such as tolerance, good conducive to learning. – Sub-strand 5: Some selected individuals
citizenship and national pride As the teacher, you should serve as a facilitator by • Strand 3: Europeans in Ghana
10 • study the History of Ghana in an enjoyable and prompting learners to: – Sub-strand 1: Arrival of Europeans
stimulating environment • observe and collect historical evidence • Strand 6: Independent Ghana
– Sub-strand 1: The Republics
11
Strand 1: History as a subject Sub-strand 1: How and why we study History
Strand 1: History as a subject Sub-strand 1: How and why we study History
Introduction History and past human activities ------------------------------------------------- (B1.1.1.1)
History is a subject that explores the past with the what happens in the future. History reveals why Learners will discover that History consists of all individual building blocks of History, which is how
aim of understanding the factors that have shaped rules exist today and why these rules are necessary human activities that have happened in the past. History actually forms part of our everyday life.
our world. History deals with important past for communities of people to live together peacefully They will learn that these past activities are the
activities of a people so that we understand how we and to grow and prosper.
acquired our identity and culture. History as a subject will be new to learners, as this is What is history?
As an academic discipline, History helps to develop the first year that they will be studying the subject.
the imaginative abilities and critical thinking skills Strand 1: History as a subject incorporates two sub- Your first day at school ........... (LB page 6) Teaching instructions
of learners, because it teaches them to analyse, strands: In this section, learners talk about activities that they Use these teaching instruction suggestions to create
evaluate and interpret past events carefully in order • Sub-strand 1: Why and how we study History saw and experienced on their first day of school. lesson plans to cover the relevant exemplar(s).
to make informed decisions. The study of History • Sub-strand 4: Community history. They also describe the people who took part in Phase 1: Start suggestions
also teaches important moral lessons, provides clear In Sub-strand 1: Why and how we study History, these activities. Then, they relate one activity that • Start by asking learners to sing a song or perform
guidelines for life and promotes interactions among learners will find out what History is – namely, happened in the past in the form of a story. This
the people in the society. human activities that happened in the past – and helps them to make the connection between stories actions relating to festivals celebrated in the
In essence, History is the study of people. It tells the how our daily lives make up our own personal of activities or events that have happened in people’s community, or activities that they do at school.
story of all the people who have lived on Earth and history. They will also explore different sources that lives and history. They begin to understand that as all • Hold a class discussion and ask learners to
their activities, and how these activities have shaped tell us about history. Learners will look at different these stories are about events that happened in the describe what they know about the festivals and
our world today. Understanding the past allows us to ways that we can get information about our past. past, we can call them ‘history’. why we celebrate them. They can also talk about
understand the present and provides insight into our In Sub-strand 2: Community history, learners will the activities that they do at school.
origins – where we came from – and culture. look at their communities and what makes their Next, they continue on to find out more about Phase 2: Explore suggestions
History also shows us why events happened in the community different from others. They will find out different types of stories that form part of history. • Discuss the concepts in the Learner’s Book with
past and how they have affected the present. We where their ancestors came from, how they lived, Learners explore some stories about important learners. Ask them to talk about an activity or
live with the consequences of those events and how and how activities of people in their community people and festivals. These stories help them to event that happened on their first day of school.
people dealt with them. These events can also affect living long ago have affected their community today. understand that history is a record of what people Let them describe what happened and who
and communities did in the past. the people were who took part. Ask leading
Opener activity Answers questions so that their answers can guide them to
1–4: Learners’ own answers. Their answers will Content standard B1.1.1.1 understand that they are remembering an activity
Let’s learn about … History (LB page 5) depend on the region where they live and the Demonstrate understanding of what history is or event that has already happened.
community to which they belong. about and how it is part of everyday life. • Elicit from learners that something that has
The opener activity provides an opportunity to assess Diagnostic assessment already happened is in the ‘past’. They can give
learners’ basic knowledge of the different building Observe learners and use their answers to assess their Indicator B1.1.1.1.1 examples of other past events that they know
blocks of History. The questions have been structured understanding and skill levels. This activity will also Explain that History deals with past human activities. about or have taken part in to show that they
to broadly cover the different sub-strands in Strand 1: allow you to measure how much they know about understand the concept of something having
• Sub-strand 1: Why and how we study History the specific concepts. Where necessary, ask leading Subject-specific practices and core competencies happened in the past.
• Sub-strand 2: Community history. questions to identify their strengths and weaknesses, As learners identify and discuss past events, they • Encourage learners to talk about the stories of
and any knowledge gaps. develop imaginative and critical thinking skills, as well the people and festivals described in the Learner’s
Ask learners to work in groups to complete the as chronological understanding of historical events. Book and to contribute other details that they
activity. Walk around the classroom and listen as know. Let them also give their own examples
learners talk about the questions. Help any learners Resources of other stories about people and festivals to
who seem to be struggling. Give learners time to talk LB page 6, pictures, white board, television set, facilitate understanding.
about the questions and then hold a class discussion video machine or projector, CD player, computer Phase 3: Reflect suggestions
for them to share their answers. or laptop, modem • Let learners talk in groups about happy and sad
activities and events that they have experienced
Key words in the past. Examples could include gifts they’ve
classmates, activities, past received, festivals or celebrations, deaths of
relatives or pets, accomplishments at school, and
Helpful links travels or visits to other places.
https://alphahistory.com/what-is-history/ • Ask learners to think about how these events
https://owlcation.com/humanities/What-is-History- happening in the past have affected their life today.
Introducing-History-For-Kids
https://study.com/academy/lesson/what-is-history-
lesson-for-kids.html
http://dictionary.kids.net.au/word/history
38 39
3. Extra resources: Wherever Resources Resources
appropriate, this section provides
extra resources for some specific Resource 1: Historical sites worksheet Resource 4: Great Ghanaians playing cards
themes and units of the Learner’s
Book. Similarities and differences in community historical sites
Historical site Similarities Differences Michael Kwaw Ansah
Gbordzoe
Philip Gbeho Kofi Antubam
Amon Kotel Ephraim Amu
Theodosia Baba Yara
Okoh
You have permission to photocopy this page. 99 102 You have permission to photocopy this page.
5
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: History as a subject Sub-Strand 1 My country Ghana Sub-Strand 1
• incorporate an activity to introduce
Strand Strand
the topics that learners will explore
in each unit 1 2
• allow for diagnostic assessment
• build excitement for the new
content to be learnt in each unit
• prompt debates and content
integration with ICT, where
relevant and appropriate.
Let us learn about ... Let us learn about ...
History Ghana
1 Name one special festival you celebrated last year. 1 What was the name for Ghana in the past?
2 Why did you celebrate this festival? 2 Why is the country now called Ghana?
3 What is special about your community? 3 In which year did Ghana become independent?
4 Name one old building in your area. 4 Name two famous people who helped to develop Ghana.
5 45
Text and content: Strand 2: My country Ghana Strand 2
• use language that is appropriate
How Ghana got its name KEY WORD Why the Gold Coast changed its name to Ghana
to the level, age, knowledge and
background of the learners Long ago, the name for Ghana was the Gold Coast. colony In 1957, the Gold Coast was the first British KEY WORDS
• are representative of Ghana’s colony in Africa to become independent.
diversity Why Ghana was called the Gold Coast suggested
• have a good gender balance and Who asked for the name change to Ghana? empire
portray no gender stereotypes. The first Europeans to arrive in Ghana were the Portuguese people. kingdom
Illustrations and photos: They wanted to trade with the Akan people for their gold. Trade is Before the British left, Dr. Joseph Boakye Danquah ivory
• are high-quality and representative when people buy and sell goods to one another. suggested that the country change its name
of Ghana’s diversity from the Gold Coast to Ghana after
• balance the text on every page and independence. Dr. Kwame Nkrumah
add to learners’ understanding of agreed with the name change.
the content
• have captions and labels that are Dr. Danquah chose the name Ghana Dr. Joseph Danquah
simple, relevant, appropriate and
clear for its history. This was the name
• reflect a variety of learners
(including learners with special given to the kings of the Ghana
needs) Empire. The kings ruled over this
• show no gender stereotypes. large kingdom in West Africa long
ago. The Ghana Empire became rich
by trading in salt, ivory and gold.
These items were very valuable.
Elmina Castle Salt Ivory Gold
The Portuguese built Elmina Castle to use as a trading post. 47
They called the land Costa da Mina (Coast of Mines) in Portuguese
because there were so many gold mines. Later, the name became
Gold Coast in English because there was so much gold.
Different European countries had fights about who could trade
with the Akan people. First, the Dutch fought the Portuguese and
won. Then the British won the fight against the Dutch and made
the land a British colony. They called it the Gold Coast.
46
Strand 1: History as a subject Strand 1
Exercise 1 Stories about the past
Put the things below into two groups: In the past and Today. Storytellers tell stories to help us remember KEY WORDS
Write the headings in your exercise book. Explain what is the important things that happened in the past.
same and what is different. British
Some stories are about men and women who blacksmith
did great things when they were alive.
In the past Today
Put the number of each picture under the correct heading. Activity 5
12
1 Talk about any great men or women of Ghana that you
know about.
2 Can you tell a story about an important festival in Ghana?
3 Share your answers with the class.
Have you heard the stories of Yaa Asantewaa, Tetteh Quarshie or
Dr. Kwame Nkrumah?
34 Yaa Asantewaa was the Tetteh Quarshie was a
Queen Mother of the Asante blacksmith and farmer.
people. She led an army to He brought cocoa to Ghana.
fight the British. She did this Cocoa is used to make
to protect the throne of the chocolate.
Asante people.
56
The Queen Mother Yaa Tetteh Quarshie
Asantewaa
10 11
6
is History? long ago before you were born. politician
u sing a marching song Today we remember what happened and famine
Welcome to this History series
celebrate the good things.
r way to your classroom Some stories make us feel happy. Other stories make us feel sad.
Strand 1
orning? Sing•‘D iitpdaryogovaiudieknni.notwer?e’sbtionxgefsa:cts and extra
DID YOU KNOW?
rst day at schinofoorlmation. WeTchaensplauvtehtriasdtoersitcaarltesditheusnindroerddseorf fyreoamrsoalgdoe. sTthteoEnureowpeeastn.sLsoooldk at
yaot usrchteoaotclhO.heleptsdoerewoofspootnlurekryfarsoositmuselrasWvbeeesstl.oAwfri.ca
remember your first You met and took them to Europe and the Americas
school? It was a very first day Newest
day: Key word boxes and a Glossary: 12 GLOSSARY
saw your n•e wbucilldassusbrojeoctm-sp.ecific vocabulary
KEY WORDS
cnleawsccglosrteanmeadfraiuldayaceltahnlynec,edsegria.tavopinpnudlgnydlmieetarirasnntdaecnreosdnttihteext classm14a21tes 1653 1850 1924A
apacLtsiatMvriaotbiseqasunega activities things that people do
met your E
met your election an event where people
CaCpaesCpaatilncolbcteuuiaemrensstatovnreperhmyooptlotdygBorbaroepforhoksTsmfeoharaelosnEeg jSishueginrmr-oaiupncpioreuenctroyuvnotTrtieehfsoMrerualeaMpderbraskyookennooterla
through different exercises. and
friends. time ago leader
B excited feeling very happy
behave to do things in a certain F
took part in different activities and met many new people. way false not true
Bill a suggested law that famine when there is little or no
parliament needs to discuss food
blacksmith a person who makes festival different events to
vity 1 things from iron celebrate something
British people from Britain funeral an event held when
bury to put under the ground someone dies
k about a special activity that you did or saw on your C H
celebrate to do activities to historical sites places that tell us
st day at school. remember a special or happy about history
newesthistory the study
What did yoPuRseOeJaEnCdTdo? Historical sites in order froecevmelenbtrtahtioensoalcdtiveitsiets dtoone the of all things
from the past
to remember a special or happy honour to show respect
event I
What did the other learners in your school do? classmates other learners in ICT things to do with computers
Activity 17 your class and other electronic items
What did your teacher say and do? coffins a wooden box for burying independent not ruled by
A family history photograph albumaWrehyyowuarssttT•ho Yiirpsoigeabiuvsoceawxtheiriveset:liphtgfutohlsitepnipegcsclatainoasdlsm?i.nHafokormewaytdiooidnu.ritomwanC12khpeoNDioycraastomewuuferoaefeuepareicchlht?iusstrioteeroi.cfYaeolasucipacccrtohouepenloseotttprsrnsosleoemyoiltdntoasaohfewactochh.anovoeuoehhtntrdhaatifeerysfylreodcrruonieoengnududwttneitmtrhrstyieinhaTlgelswIPin your community.anyone else
ivory the material that elephant
tusks are made from
K
kente cloth woven, patterned
cloth made by the Akan people
antotnhleyseretmhienmgaNsblobhetuarempt:hpitenongseshdtohinwattyhhoeaupvreafasatlmr.eTiahlydeyhahicsatti3opvirptyoPieel.undsteeytsdhote.suWnitaee.mEensdowfhhtitoehhlelpethhsyiesiotnouertwihtcoeaeslpctsausitirentdesc.sihn. order. Start with th9e5
••berfrom yoICuTr fbiYroosxtuedsc:aaynautssechpohoolthoaspoprened in the past.
• iecnomcPdnlptuarahadisanewstieersexienstoetrghaanreaseccchotopiavrfhceiyttiocieovostimutofioerprosefmtraeunmlctiiie-lsy. ICT
• Search on the interneTthfoer pictures of historical sites
• communities. YouKr tweacbheenraor a family member can from other
help you.
• abdilirtay lweairnnigngo. n each page. family history
ProjePctawsotreky: our photos in PROJECT 39
• macollaotnokhwtreedessxtellseuerataararlfnnrreiotnrsmgotmfotyoahproeepurloyerllteadhvleaebinrsuttamandtto
• A family history photograph album TIP Instructions PROJECT
You are going to make your own picture 1 2
album to show your family history. Place the cards in a stack.
Punch two holes in the cards.
A photo album shows part of your•Note: 4
You can use photos or
family history.• drawings of your family.
Paste one photo or
• aklnltoohwweslelndeagerenwienresdstitoffaedretemntthownesateyrsantde t.heir Your teacher will
help you to punch
holes in the cards.
The
Kwabena
family history
• drawing on each page. 3
Yoaubilwityiltlonweoerdk:independently Paste your photos in
order from the oldest at
• demonstrates learners’ ability
the start of your album to A photo album shows part of your
the newest at the end. family history.
to apply skills, such as critical You will need: Pull the string through the holes. Tie the string to make a book.
thinking, problem solving, decision 5 6
making, analysis, innovation, The
crayons
[your surname]
family history
communication and creativity, as cards pen Write the name of your album. Paste a photo on each card.
glue
well as to do focused research using crayons string 7 8
a variety of ways, including ICT. bmeIcylaofuvaseme i…ly
family photos pena paper punch decorations My brother
or drawings
Write a caption for each photo. Write on the last card.
32 glue 33
cards
string
7
Welcome to this History series
Strand 1: History as a subject
Activities: Activity 19
• incorporate accurate and current
Search on the internet for pictures of historical sites in other
individual, pair and group work
activities that help learners to communities. Your teacher will help you.
explore and practise what they
have learnt 1 Look at your group’s drawings of the historical sites. Then
• address the syllabus content look at the pictures of other historical sites you found.
standards and core competencies
• are representative of the indicators Stranad 1:WHihstaotryisatshaesusbajemcte? b What is different?
and exemplars 2 Talk about the drawings of the historical sites in the
• have instructions and text that are S t ra n31cSdAoec2mascaULt:raoiomscvMmmoehWiukttyemonyhhanaiaeuctt1nittnotye9hdaiisuosteb.wyuntiYlhnrehtothetgaruteahrsytrroatanitusGyemtepdaoythe’icuosff?aohfudaernerrrlprlaaetdiewwncaittidil.ucnl.hrbgheesesrloWpogffhiytvhhaoeietussith.ysoiodrsiuticfo.afreFliricslealintilentss?iwtienhsao. ttThihseetrnhe
consistent and clearly presented oEthxeerrhbciisstWeoh6riactailssditieffseyreonutf?ound.
to learners The link between the Ghana Empire and the Akan plook at the pictures of
• promote problem solving and a What is the same?
subject understanding 12 MTaaltkcahbtohuethtihsetodrircaawlisnitgeswoiftthhwe hhoistbouriilctaitl.sites in the
• compensate for multi-ability DrCeora.aDsso3atnncadcbascUaohqfsommeLTWCWaurtahemaahhnarepsaaeauNeghEnutbntajdaCiaeiigsatsabonwyu’tsaiglghle-httssPBaheesattaoeahsMtCslsnataaiaoetshymtcaassidoyentaqseilumoefue?gfduaeeSrerlhtlaetrdehntinaintoda.ceo.hbtGettrhhWhgeahievraentGsiaysoAod.TtTluihrTdfha.feheFedSerieAlewWlrsnienanatdan?lwaimtsehhpepaepdeoteAopiosyplpeutlelhbeea
learning He w2asNaambelfeoutrotylpienskof htihsteoErxpiceaerlcosiistpeesl6.eUsine thtehpeictures below GHANA
• allow learners to practise the core
skills, in context and while engaging Ghan1atMoEahmteclhpptyhioreueh.iswtoirtichaltshiteewAitkhawnhopbueilot ipt.le
in practical activities. in Ghanab aLCataropaedbCaaonaygsa.tMCaosstqluee A trader named Ayuba
Exercises: The Asante people
• allow learners to answer questions Dr. Danc qWuaaNhaac’soPamlapceared the sociTahle Swedish people
about what they have learnt and Lake
consolidate learning. and podliTtihceaEjlisiun-BsetsietausetSiohrninse , as wellThe Wala people Volta
sahsopw4r22aecNtdoathimtechelepafoysutoorutt.fyhpteehsAeofkphaisetnoorpipcaelleosi.tpeTsl.heUeseythe pictures below
Homework activities:
• let learners explore, build on and originally came from the Ghana
practise what they have learnt at Empire. They travelled to the forest Fores
school. regions of Ghana after the Ghana region
Empire ended.
The forest regions of G
42 today
HOMEWORK KEY W
link
Ask your family to tell you about the different Akan
ethnic groups living in Ghana’s forest regions today.
Activity 22
1 Talk about why the Akan people left the Ghana Empire and
moved to Ghana’s forest regions. What did Dr. Danquah use
show the link between the Ghana Empire and the Akan peo
2 Draw a map of Ghana in your exercise book.
a Colour the forest regions in green.
b Write the names of the different Akan ethnic groups
the forest regions on the map.
8
52
Welcome to this History series
Revision activities: REVISION REVISION
• help learners to revise content
• feature self-assessment that give 1 Name two activities in your life history that only happened once. 1 Complete the sentences. Choose from these words.
2 What are stories and events from the past called? British Portuguese Akan Soninke
learners an opportunity to reflect 3 Say if these sentences are true or false.
on their knowledge and learning a The ______ people lived in the Ghana Empire.
• promote problem solving and a The bright colours and patterns on kente cloth have b The first Europeans at the Gold Coast were the ______ people.
subject understanding different meanings. c The ______ won the fight against the Dutch people and made
• are representative of the indicators
and exemplars b The Ejisu-Besease Shrine is a new place. the land a British colony.
• provide opportunities to assess c Elmina Castle was built by the Portuguese people. 2 Read the sentences. Say if they are true or false.
learners both formatively and d Independence Day is on 21st September.
summatively. 4 Complete the sentences. Use these words. a Dr. Nkrumah suggested that the Gold Coast change its name.
Assessment: b The Ghana Empire was in East Africa.
• provides an opportunity for Anlo Effutu Akan Oguaa c The people in the Ghana Empire spoke the Akan language.
learners and teachers to assess a The _____________ people celebrate the Aboakyer festival. 3 Why did our leaders want to change Gold Coast to Ghana?
what they have learnt. b The _____________ people celebrate the Fetu Afahye festival. 4 Who was the first prime minister of the Gold Coast?
c The _____________ people celebrate the Odwira festival. 5 Which country agreed to give the Gold Coast its independence.
End-of-year exam: d The _____________ people celebrate the Hogbetsotso festival. 6 Name three new things Ghana got when it became independent.
• provides learners with an 5 Independence Day is when Ghana became independent.
a What does the word ‘independent’ mean? Self-assessment
opportunity to check their b Which country ruled Ghana in the past? I can ...
knowledge and understanding of say why the Gold Coast changed its name to Ghana.
the work they have learnt during Self-assessment find the Ghana Empire and the Akan forest regions
the year I can ... on a map.
• allows learners to practise exam- talk about activities in the past as history. say how Dr. Danquah linked the people in the
type questions and identify any put life history events in order. Ghana Empire to the Akan people in Ghana.
gaps in their knowledge use different ways to find out information talk about the events and the role players in the
• provides an additional opportunity about the past. Gold Coast’s name change.
for summative assessment. use pictures to find out about my family history. tell a story about the new things that an
make a family history photo album. independent country can get.
34 59
ASSESSMENT ASSESSMENT
1 Complete the sentences. Choose from these words. 1 Choose the correct answer.
a Which European country came to the Gold Coast first?
colours grove history trading post wedding patterns A The Netherlands (1)
B Portugal (1)
a Stories and events from the past are called _________. (1) C Sweden
b The _________ and _________ on kente cloth have b Which three countries came to the Gold Coast last?
different meanings. (1) A Denmark-Norway, Germany and France
B Sweden, Denmark-Norway and Britain
c A _________ is a celebration when a man and a woman (1) C Britain, Germany and Sweden
get married.
2 Match each country with its first settlement.
d A _________ is a historical site found in nature. (1) Fort Christiansborg Fort Assini Fort Carlsborg
2 Say if each sentence is true or false.
a Our storytellers give us information about the past. (1)
b A museum is not a historical place. (1)
c Kwame Nkrumah Memorial Day is on 6th March. (1) Elmina Castle Fort Friedrichsburg
d Celebrations help us to remember happy events. (1) Fort Nassau Fort Cormantin
3 Put your life history events in order from the oldest to
the newest.
a Portugal (2)
a Your first day at school (1)
b The Netherlands (2)
b Your first baby tooth (1)
c Britain (2)
c Your naming ceremony (1)
d Sweden (2)
d Your fifth birthday party (1)
e Denmark-Norway (2)
e The day you were born (1)
f Germany (2)
4 Name three examples of celebrations. (3)
g France (2)
5 Put these historical sites in order from the oldest to
the newest. 3 Say if each sentence is true or false. If the answer is false,
give the correct answer.
a Makola Market (1)
a Fort Carlsborg is in the Central Region. (2)
b Cape Coast Castle (1)
b Fort Christiansborg is in the Greater Accra Region. (2)
c Larabanga Mosque (1)
Total: 20
d Ejisu-Besease Shrine (1)
Total: 20
44 82
END-OF-YEAR EXAM END-OF-YEAR EXAM
1 Choose the correct answer. 7 Complete the sentences. Use these words.
a Who in our community helps us to remember stories
from the past? Ghana community historical sites
A Storytellers
B Films (1) a A ______is a group of people who live in the same place. (1)
C YouTube b Old buildings and places are called ______. (1)
b When does a person’s history begin? (1)
A When they die c The Makola Market is one of the largest markets in ______. (1)
B When they become parents (1) 8 List three items traded in the Ghana Empire. (3)
C When they are born
c What is the name of the oldest mosque in Ghana? (1) 9 The flow diagram shows the order in which the Europeans (4)
A Ejisu-Besease came to the Gold Coast. Fill in the missing countries.
B Larabanga (4)
C Wa Naa (1) _____a______ Britain _____b______
d Who was the first president of Ghana? (1) (1471) (1554) (1598)
A Akwasi Afrifa (1)
B Dr. Kwame Nkrumah (2) _____d______ Germany Denmark-
C Edward Akufo-Addo (2) (1699) (Brandenburg) Norway
(1642)
2 Draw Ghana’s flag. Use the correct colours. (1682) ______c_____
3 Name the celebration that happens on each date. (1647)
a 6th March 10 Put the presidents or heads of state in the correct order from (5)
b 21st September first to last according to their years in office.
4 What is the date of your birthday?
5 What are two historical sites made by people? a Edward Addo 1970–1972
6 What are two historical sites found in nature? b Kwame Nkrumah 1960–1966
c Hilla Limann 1979–1981
d John Mahama 2013–2017 Total: 30
e Nana Akufo-Addo 2017–2020
93
94
9
Introduction Therefore, through the teaching and learning of
History, learners should:
INTRODUCTION • appreciate their personal history, as well as the
History is a subject that explores the past with the history of their families, and their communities
aim of understanding the factors that have shaped • acquire the skill of gathering and objectively
our world. As an academic discipline, history helps to
develop the imaginative abilities and critical thinking analysing historical data, using scientific
skills of learners. History is also a discipline that aims methods, which will enable them to interpret
to impart to learners a range of important moral past actions and behaviours of the people of
lessons, and provide them with guidelines for everyday Ghana from a Ghanaian perspective
living and interactions with people in society. • acquire more knowledge on the history of the
The objective of this Teacher’s Guide is to make people of Ghana
teaching and learning interesting, useful and • apply historical concepts to the study of the
enjoyable. history of Ghana
• develop a discerning approach to studying
Teaching philosophy sources of historical evidence
• develop a sense of national consciousness and
Through the learning of History, learners would, appreciate the factors that make for national
specifically, acquire: unity
• critical thinking skills by comparing, • acquire positive habits and attitudes, national
identity as a Ghanaian and an African with
contrasting, evaluating, synthesising, and a heritage worthy of pride, preservation and
applying historical information or knowledge improvement
with little or no supervision • appreciate the relevance of the study of history
• creative thinking skills to be able to reconstruct in current and future development efforts of the
important past events confidently nation.
• digital literacy by using IT tools and resources
efficiently for investigations and project work General aim of the curriculum
• effective communication skills to be able to
share information at varied levels of interaction The curriculum is aimed at developing individuals to
• values to live as global citizens, as they learn become literate, good problem-solvers, with the ability
about other people and cultures of the world. to think creatively and have both the confidence
and competence to participate fully in the Ghanaian
Learning philosophy society as responsible local and global citizens.
The History classroom should be learning-centred. Subject aims
Introduce the topic for the day and assist learners to
describe and analyse issues raised, trace patterns of The National Curriculum for the History of Ghana
societal and human behaviour and, where possible, aims to ensure that learners can:
give their views on current events (in the country) • trace Ghana’s origins and its past glories
based on their knowledge of the history of Ghana. • develop the critical skills of historical enquiry
Encourage learners to explore topics through
questioning. using scientific methods and participate as active,
The History curriculum is underpinned by seven informed and responsible citizens
historical concepts and classroom activities. • develop a critical understanding of the past and
Emphasise these important concepts in your daily its impact on the present, to help them face the
learning, as they are aimed at promoting higher- future with confidence
order thinking among learners: • explain how external factors have shaped the
• context and chronology history of Ghana
• significance • gain a sense of national consciousness, identity
• cause and consequence and appreciation of Ghanaian values, in order
• continuity and change to help to instil values, such as tolerance, good
• similarity and difference citizenship and national pride
• evidence • study the History of Ghana in an enjoyable and
• interpretation. stimulating environment
10
• make use of historical facts to acquire analytical Introduction
skills, compare different periods and give their • interpret data as required
own structured account of past events. • build models
• develop projects.
Instructional expectations The following activities are recommended:
• Sessions using different sources of historical
The goal of introducing History of Ghana as a
subject in the primary school is to effect positive evidence, including discussions with people with
change in the values and attitudes of learners. It historical knowledge (resource persons) and
focuses on past events that have shaped our society. visiting historic sites
This can be achieved through well-planned lessons • Debates among groups on various topics relating
that involve learners in the learning process. The to history
enquiry approach of teaching is therefore encouraged • Projects using modern technologies to
in the History classroom. Learners should be guided communicate findings clearly and effectively in
to make enquiries from available sources of historical the form of papers, exhibits/posters, drama and
evidence. Historical evidence can come from documentaries.
primary sources and secondary sources:
• Primary sources originate from the past. Organisation of the curriculum
Essentially, primary sources are closer to the The curriculum is organised under Strands,
events in time and space. Examples could include Sub-strands, Content standards, Indicators and
pottery, wall paintings, carvings, coins, letters, exemplifications. In this curriculum, ‘Ghana’
newspapers, diaries, court records and verbal represents Pre-colonial and Post-colonial Ghana.
accounts from people who witnessed an event, • Strands are the broad areas/sections of the
archival documents and archaeological findings.
• Secondary sources relate to accounts about History Curriculum to be studied.
past events that were produced, based on • S ub-strands are larger groups of related
interpretation of primary sources, e.g. books,
journals, articles, etc. indicators. Indicators from sub-strands may
Instructional expectations for your History lessons sometimes be closely related.
include the following: • C ontent standards refers to the pre-determined
• Plan lessons to meet the interests, knowledge, level of knowledge, skill and/or attitude that a
understanding, abilities, and experiences of your learner attains by a set stage of education.
learners. • Indicators are a clear outcome or milestone that
• Design and manage learning environments learners have to exhibit in each year to meet the
that provide learners with the time, space, and content standard expectation. The indicators
resources needed for learning the History of represent the minimum expected standard in a
Ghana. year.
• Encourage discourse among learners and • Exemplar refers to support and guidance
challenge them to accept and share responsibility that clearly explains the expected outcomes of
for their own learning, based on their unique an indicator and suggests what teaching and
individual differences. learning activities could be used, to support
• Use multiple methods to systematically gather the facilitators/teachers in the delivery of the
data about learner understanding and ability curriculum.
in order to guide teaching and learning and to The curriculum for Basic 1 is organised under four
provide feedback to both learners and parents. strands with six sub-strands:
• Collaborate with colleagues within and • Strand 1: History as a subject
across disciplines and grade levels to develop – Sub-strand 1: Why and how we study History
communities of learners who have the skills of – Sub-strand 4: Community History
enquiry and exhibit attitudes and social values • Strand 2: My country Ghana
conducive to learning. – Sub-strand 3: How Ghana got its name
As the teacher, you should serve as a facilitator by – Sub-strand 5: Some selected individuals
prompting learners to: • Strand 3: Europeans in Ghana
• observe and collect historical evidence – Sub-strand 1: Arrival of Europeans
• Strand 6: Independent Ghana
– Sub-strand 1: The Republics
11
Introduction Pair work
Time allocation Learners are often instructed to work in pairs –
either with their desk mate, or with a partner. This is
For adequate coverage of the curriculum, the an ideal opportunity for learners to assist each other,
following time allocation is advised for Basic 1: 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 assist the slower pairs.
to listening and speaking, are done in groups.
Group work needs to be carefully planned and Individual work
used thoughtfully. For group work to be successful,
the whole class has to be well behaved. Therefore, Individual work usually follows a group discussion
it is important for you to set very definite ground or a reading by you, the teacher. The learner will
rules. by now be familiar with the vocabulary required
• Learners must listen to each other. for the individual work, and will usually have been
• They must give all group members the involved in a discussion about the text. This means
that he or she is now ready to work alone and answer
opportunity to share their ideas. comprehension questions or write a paragraph.
• They must be polite and courteous. While learners are working individually, walk around
• Tell learners exactly how loudly they are expected the classroom, checking what they are doing and
offering help where it is needed.
to talk.
• Inform them as to whether they are allowed to lLeeaarrnniinnggbdeohmaaviionus r(se)xpected
get up out of their seats or not. A central aspect of this curriculum is the concept
• Make them aware of the consequences if they do of three integral learning domains that should be
the basis for instruction and assessment. These are
not adhere to the ground rules. discussed in the following text.
• If a learner misbehaves, it is usually best to
Knowledge, understanding and
remove them from the group and for them to application
complete the activity on their own.
• Have signals that will tell your learners that the Under this domain, learners may acquire some
activity is coming to an end or the noise level is knowledge through their learning experiences. They
getting too loud. For example, flicker the lights may show understanding of concepts by comparing,
on and off or ring a bell. It is best not to use your summarising, re-writing, etc. in their own words and
voice as you will end up shouting to be heard constructing meaning from instruction. The learner
above the group discussions. may also apply the knowledge acquired in some new
Circulate and supervise. This is not free time for you. contexts. At a higher level of learning behaviour,
You need to listen to discussions, check if groups the learner may be required to analyse an issue or a
have understood the instructions and conduct problem. At a much higher level, the learner may
informal assessments. be required to synthesise knowledge by integrating
Vary groups. Three to five members per group is
ideal. If groups are too large, you will usually find
someone is not participating.
12
various ideas to formulate a plan, solve a problem, Introduction
compose a story or a piece of music. • Diversity – Ghana is a multicultural society in
Further, learners may be required to evaluate,
estimate and interpret a concept. At the last level, which every citizen enjoys fundamental rights
which is the highest, learners may be required to and responsibilities. Learners must be taught
create, invent, compose, design and construct. The to respect the views of all persons and to see
learning behaviours Knowing, Understanding, national diversity as a powerful force for nation
Applying, Analysing, Synthesising, Evaluating development. The curriculum therefore promotes
and Creating fall under the domain ‘Knowledge, social cohesion.
Understanding and Application’. • Equity – The socio-economic development
across the country is uneven. Consequently, it is
Skills and processes necessary to ensure an equitable distribution of
resources, based on the unique needs of learners
These are specific activities or tasks that indicate and schools. Ghana’s learners are from diverse
performance or proficiency in a given learning backgrounds that require the provision of equal
area. These skills and processes include Observing, opportunities to all and that all strive to care for
Classifying, Comparing, Communicating/Reporting, one another, both personally and professionally.
Predicting, Analysing, Generating possibilities, • Commitment to achieving excellence –
Evaluating, Designing, Interpreting, Recording and Learners must be taught to appreciate the
Generalising. opportunities provided through the curriculum
and persist in doing their best in whatever field
Attitudes and values of endeavour as global citizens. The curriculum
encourages innovativeness through creative and
To be effective, competent and reflective citizens, critical thinking and the use of contemporary
who will be willing and capable of solving personal technology.
and societal problems, learners should be exposed to • Teamwork/collaboration – Learners are
situations that challenge them to raise questions and encouraged to participate in team-oriented working
attempt to solve problems. Learners therefore need and learning environments. This also means that
to acquire positive attitudes, values and psychosocial learners should have an attitude of tolerance to be
skills that will enable them to participate in debates able to live peacefully with all people.
and take a stand on issues affecting them and • Truth and integrity – The curriculum aims
others. The History Curriculum thus focuses on the to develop learners into individuals who will
development of these attitudes and values: consistently tell the truth irrespective of the
consequences. In addition, they should be
Attitudes: morally upright with the attitude of doing
• Curiosity – This is the inclination or feeling the right thing even when no one is watching.
Also, learners should be true to themselves and
toward seeking information about how things be willing to live the values of honesty and
work in a variety of fields. compassion. Equally importantly, the ethos or
• Perseverance – This is the ability to pursue a culture of the workplace, including integrity
problem until a satisfying solution is found. and perseverance, must underpin the learning
• Flexibility in idea – This is the willingness to processes to allow learners to apply skills and
change opinion in the face of more plausible competencies in the world of work.
evidence.
• Respect for evidence – This is the willingness to Methodology
collect and use data in one’s investigation, and
have respect for data collected by others. History is a talking subject and teaching it is quite
• Reflection – This is the habit of critically different compared to teaching other subjects.
reviewing ways in which an investigation has Learners are more likely to respond positively to
been carried out, to see possible faults and the subject when their teachers are enthusiastic and
other ways by which the investigation could be energetic, and adopt an innovative approach to their
improved upon. delivery of the content.
Values: Look for ideas to challenge learners other than
• Respect – This includes respect for the nation of only using written work. A creative and interactive
Ghana, its institutions, laws, culture and respect learning environment makes learning fun and
among its citizens and friends of Ghana. inspires more positive reactions from learners. It
13
Introduction • learners demonstrate the results of their learning
helps them develop the required imaginative and through a product or performance
critical thinking skills and takes away the feeling of
learning under duress. • it is more productive for learners to find answers
Creative and interactive teaching and learning to their own questions, rather than for teachers
includes the approaches, methods and strategies for to provide the answers and their opinions in a
ensuring that every learner benefits from appropriate learning-centred classroom.
and relevant teaching and learning episodes that are
assessed continuously, and feedback that is provided Inclusion
to the learner and other stakeholders, such as parents
and education authorities. It includes the type and Inclusion entails access and learning for all learners,
use of appropriate and relevant teaching and learning especially those who are disadvantaged. All learners
resources to ensure that all learners attain the are entitled to a broad and balanced curriculum in
expected level of learning outcomes. every school in Ghana. The daily learning activities
The curriculum emphasises: to which learners are exposed should ensure that the
• the creation of learning-centred classrooms learners’ right to equal access to quality education is
being met.
through the use of creative approaches to The curriculum therefore promotes:
teaching and learning as strategies ensure learner • learning that is linked to the learner’s background
empowerment and independent learning
• the positioning of inclusion and equity at the and to their prior experiences, interests, potential
centre of quality teaching and learning and capacities
• the use of differentiation and scaffolding as • learning that is meaningful because it aligns with
teaching and learning strategies to ensure that no learners’ ability (e.g. learning that is oriented
learner is left behind towards developing general capabilities and
• the use of ICT as a pedagogical tool solving the practical problems of everyday life)
• the identification of subject-specific instructional • the active involvement of the learners in
expectations needed to make learning in the the selection and organisation of learning
subject relevant to learners experiences, making them aware of their
• the integration of assessment for learning, as importance in the process and also enabling them
learning and of learning into the teaching and to assess their own learning outcomes.
learning process, and as an accountability strategy
• the use of questioning techniques that promote Differentiation and scaffolding
deeper learning.
This curriculum is to be delivered through the use of
Learning-centred pedagogy creative approaches. Differentiation and scaffolding
are pedagogical approaches to be used within the
As the teacher, you should create a learning context of the creative approaches:
atmosphere that ensures that: • Differentiation is a process by which differences
• learners feel safe and accepted
• learners are given frequent opportunities to between learners (learning styles, interest,
readiness to learn, etc.) are accommodated so
interact with varied sources of information, that all learners in a group have the best possible
teaching and learning materials and ideas in a chance of learning. Differentiation could be by
variety of ways task, support and outcome.
• the teacher assumes the position of a facilitator • Scaffolding in education refers to the use of
or coach who helps learners to identify a problem a variety of instructional techniques aimed
that is suitable for investigation via project work at moving learners progressively towards
• problems are connected to the context of the stronger understanding and ultimately greater
learners’ world so that it presents authentic independence in the learning process.
opportunities for learning Differentiation and scaffolding involve breaking
• subject matter is centred around the problem, not up the learning episode, experience or concepts
the discipline into smaller parts and then providing learners
• learners responsibly define their learning with the support they need to learn each part.
experience and draw up a plan to solve the The process may require a teacher assigning
problem in question an excerpt of a longer text to learners to read,
• learners collaborate while learning engaging them to discuss the excerpt to improve
comprehension of its rationale, then guiding
14
them through the key words/vocabulary to Introduction
ensure that learners have developed a thorough
understanding of the text before engaging them Ghanaian content and examples have been used
to read the full text. wherever relevant and appropriate to enhance
In this curriculum, assessment is emphasised as a understanding and provide opportunities for learners
tool to promote learning by all. Its purpose is to to apply their acquired knowledge to real-world
identify the strengths and weaknesses of learners to situations.
enable teachers to adapt their teaching. This will in Gender-sensitive issues and the representation of
turn help learners to progress steadily in the areas people with special learning difficulties successfully
where they need to improve. operating in normal life are emphasised to ensure
Assessment is viewed in terms of Assessment as inclusivity and avoid stereotyping. This emphasis is
learning and Assessment as, for and of learning. interwoven closely with the consistent development
• Assessment as learning: This relates to engaging and promotion of requisite attitudes and values, such
learners to reflect on the expectations of their as curiosity, perseverance, flexibility in ideas, respect,
learning. They are assisted to know their roles commitment to achieving excellence, teamwork
and take responsibility of their own learning and collaboration, truth and integrity, as well as an
to improve. Learners set their own goals and inherent appreciation of Ghana’s cultural, ethnic and
monitor their progress towards these goals. environmental diversity.
• Assessment for learning: This occurs throughout In addition to gender equality and equity, and
the learning process. It is an approach used inclusive education, other issues addressed in
to seek and interpret evidence, which serves relevant contexts include:
as timely feedback for teachers to refine their • comprehensive sexuality education
teaching strategies in order to improve learners’ • energy efficiency and conservation
performance. Learners become actively involved • anti-corruption
in the learning process and gain confidence in • climate change
what they are expected to learn. • green economies
• Assessment of learning: This is summative • sanitation
assessment. It describes the level learners have • road safety.
attained in the learning, what they know and can do This approach will help to achieve the key goals of
over a period of time. The emphasis is to evaluate the curriculum, which are to build character, nurture
each learner’s cumulative progress and achievement. values and raise literate, confident and engaged
citizens who are able to think critically and take
Scaffolding responsibility for themselves and others.
A spiral approach has been adopted in the course. Core competencies
The content begins with the learner’s immediate
environment, broadening to an exploration of his The core competencies describe a body of skills
or her wider community, and finally extending to that teachers at all levels should seek to develop in
the wider world. Through active participation in their learners. They are ways in which teachers and
activities, learners get to develop appropriate value learners engage with the subject matter as they learn
systems and contextual understanding. the subject. The competencies presented below describe
Effective teaching and learning in History depends a connected body of core skills that are acquired
upon the use of actively participatory methods. throughout the processes of teaching and learning.
These include the following: 1. Critical thinking and problem solving (CP)
• Discussion This competence develops learners’ cognitive and
• Drama, role play and simulation
• Song and dance reasoning abilities to enable them to analyse and
• Case studies and interviews solve problems.
• Research 2. Creativity and innovation (CI)
• Miming This competence promotes entrepreneurial skills
• e-Learning in learners through their ability to think of
• Group work new ways of solving problems and developing
• Question and answer technologies for addressing the problem at hand.
• Games. 3. Communication and collaboration (CC)
This competence promotes in learners the skills
to make use of languages, symbols and texts to
15
Introduction Use of ICT
exchange information about themselves and their
life experiences. To be successful in life, it is essential to have
knowledge of ICTs. ICT is an abbreviation for
4. Cultural identity and global citizenship (CG) Information and Communication Technology. It
This competence involves developing learners includes the following:
• Laptop or desktop computers
to put country and service foremost through • Smartphones
an understanding of what it means to be active • Tablets
citizens. • CD players
5. Personal development and leadership (PL) • Projectors
This competence involves improving self- • Calculators
awareness and building self-esteem. It also entails • Radios
identifying and developing talents, and fulfilling • Cameras
dreams and aspirations. • Television sets
6. Digital Literacy (DL) • Computer and related software, such as Microsoft
Digital Literacy develops learners to discover,
acquire and communicate information through Office packages (Word, PowerPoint and Excel).
ICT to support their learning. It also helps to ICTs are useful teaching tools in the classroom.
make them use digital media responsibly. The internet can be accessed on laptop or desktop
computers, tablets or smartphones. Try to use
Teaching instructions whatever resources you have available to assist you
in your teaching and learning programme. Here are
The teaching instructions provide suggestions for each of some ideas for how to do this:
three phases (Phase 1, Phase 2 and Phase 3) in the lesson • Listening to recorded texts is an excellent way of
plans. Several suggestions are provided for each phase,
so that there are sufficient options to cover all of the enlisting learners’ attention and observing them
required lesson plans for the relevant exemplar(s) in that at the same time. Recordings that support the
section of content. topics in the syllabus can be found on CDs or
online, or you can make your own.
Activities • Project and research work is important in the
learning process. Teachers and learners can use
Learners enjoy exploring; getting them involved in the internet to find information and do research.
related activities is a fun way to reinforce what has been Learners can also watch video clips that give more
taught. As a facilitator, you can arrange excursions to information about topics they are learning about.
cultural centres, museums or Parliament. • The internet gives access to a wide range of
Relating the lesson to current national and visual material, which can be used to support the
international events and inviting guest speakers learning process. This is particularly useful for
into your classroom to elaborate on topics are learners with a limited frame of reference, and
also fun activities that can be adopted but do not who can benefit from visual support in order to
underestimate the application of group work, understand environments that are foreign to them,
debates and research work, designing posters and for example the city for rural learners, and the
paintings, and so on. These are all excellent ways of ocean for learners who have never seen the ocean.
making the History lessons interactive. Visual material on the internet includes video
The types of activities used to ensure on-level, age- clips, animated applications and images.
appropriate and multi-ability learning include: • You can enhance your teaching by using
• true or false activities websites to access material online for extension
• cloze activities or assessment purposes. In the section of this
• role play Teacher’s Guide that offers guidance to the
• songs and games activities in the History Basic 1 Learner’s Book,
• crosswords and word searches specific suggestions are made regarding the use
• matching activities of ICTs. However, the extent to which you can
• case studies (for the higher grades) and interviews use ICTs in the classroom depends on the access
• diary entries, newspaper articles, brochures, that your school has to them. Some schools
have internet connections and can access the
posters and timelines. internet to use a wide variety of applications,
such as resource websites, video channels, live
16
interviews, and so on. However, if a connection Introduction
is not available, the internet can be accessed
through cellular data on tablets or smartphones. 1. Diagnostic assessment
If you are in a situation where you have access to This examines learners’ prior knowledge and is
the internet and the relevant applications only
outside of the classroom, then you can download used to establish links to the new lesson:
material and play these offline in the classroom. • Test learners’ prior knowledge by asking them
Assessment to respond to key words, names and dates
related to the next topic
In this curriculum, assessment is emphasised as a • Ask learners to define key words and terms.
tool to promote learning by all. Its purpose is to 2. Formative assessment
identify the strengths and weaknesses of learners, Formative assessment is the methods that
and in so doing, to enable teachers to adapt their teachers use to evaluate and assess a learner’s
teaching. This will, in turn, help learners to progress ability to understand and apply what they have
steadily in the areas in which they need to improve. learnt during a lesson. This also gives teachers
Assessment is viewed in terms of Assessment as the opportunity to continually assess learners
learning, Assessment for learning and Assessment and to use this assessment to address their
of learning. learning needs, the progress they have made, and
• Assessment as learning: This relates to engaging to address any barriers to learning or learning
difficulties that they may have.
learners to reflect on the expectations of their Formative assessment in the form of teacher
learning. They are assisted to know their roles observations and assessments, as well as self-
and take responsibility for their own learning. assessment and peer-assessment done by the
Learners set their own goals and monitor their learners, will help to identify areas of difficulty so
progress towards these goals. that these areas can be targeted and any problems
• Assessment for learning: This occurs throughout addressed immediately before moving on to the
the learning process. It is an approach that next section of work.
seeks and interprets evidence, which serves Formative assessment is an important step in the
as timely feedback for teachers to refine their teaching and learning process. It allows you as the
teaching strategies in order to improve learners’ teacher to observe your learners in a wide variety
performance. Learners become actively involved of learning situations and to collect, record and
in the learning process and gain confidence in use this information, which you can then use to
what they are expected to learn. inform further teaching and learning.
• Assessment of learning: This is summative You should use different types of formative
assessment. It describes the level learners have assessment to address the different learning
attained in the learning, what they know and abilities of the learners in your class. These
can do over a period of time. The emphasis is to assessments could take the form of formal and
evaluate each learner’s cumulative progress and informal observations during whole class and
achievement. individual, pair and group work activities,
Making sure that learners have actually absorbed through the assessing of written work, projects,
the lessons taught and not just had fun through tasks and tests.
the entire lesson is equally important. There are You can record your assessments as short notes in
assessments at the end of each lesson in the Learner’s a record book or as a simple checklist on a class
Book that are useful tools for reinforcement of list of learners’ names.
lessons taught. You can also adopt other forms of 3. Summative assessment
assessment during the lessons to ensure learners are Summative assessment is used to test whether the
on the same level of understanding. Some of these learners have achieved the objectives of the whole
assessments include the following: unit or series of topics, or a whole semester, term
or year’s work.
17
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 99–112 of this for the classroom. This Teacher’s Guide aims to help
Teacher’s Guide, with additional resources you can you in that process and to give you ideas as to how
use during your History lessons. Each resource is each lesson can be conducted.
linked to a specific section of work in the Learner’s Before each term begins, spend some time going
Book. You can adapt these resources as needed to through each of the strands and sub-strands you
suit the ability levels of the learners in your class.
18
need to cover in that term. Work out how much Introduction
time you might need to cover each of them.
Determine how you will find relevant and sufficient theoretical lesson can, for example, be followed
teaching and learning resources. You will be able by a practical lesson and then by a class discussion
to check and revise your estimate after the first few directed towards building principles and values.
lessons. Be adaptable, as some units will take more Combining teaching facts and practice might seem
time than you had planned. Have some materials at very difficult for a new teacher. Feel free to talk to
hand to fully engage those students who finish early. more experienced members of staff and ask for help.
These materials could take the form of revision for a They know how to combine the teaching of facts
test, a class game or a plan for a discussion or debate. with practice and the building of values.
Know the syllabus/ Scheme of learning
Curriculum well
Never go into a class unprepared, even if you have
Knowing the curriculum well will help you in taught a lesson many times before. Have your ideas,
your lesson preparation, especially your scheme plans and materials ready. You should make sure you
of learning, learning plan and even preparation are confident with your material. Classes are easier to
for the year’s work. It would be beneficial to read manage and learners behave better when a lesson is
and perhaps note down the titles of themes and to organised well.
summarise the more detailed pages. It will also help • You might want to develop a regular pattern
you to know what the syllabus sets out to achieve
and what you should be looking for in assessing such as the following:
learners’ progress termly and yearly. • A brief period of revision. What did we do last
Teachers are expected to give weightings to learners’
progress of work in the following ways: time?
• Learners need to have increased their knowledge • The introduction of new material, given in the
and understanding of the facts and concepts form of a class lesson.
of the course. This is weighted at 30% of • Activities, undertaken in pairs, groups or
the expected achievement. The curriculum
developers say that knowledge is not everything. individually.
• Learners should know how to apply this • A class discussion of what everyone has done.
knowledge to given situations. This is weighted • Reflection on what has been taught.
at 30%. They say that the application of When learners are used to being occupied the whole
knowledge is just as important as gaining that time, they tend to be more cooperative and to value
knowledge. the lesson more.
• The most important aims concern, however, are Points to remember in preparing a scheme
learners’ attitudes, values and process skills. of learning
These are weighted at 40%. Important points to remember when developing a
This is very different from traditional educational scheme of learning are the following:
aims, which overemphasised the importance of • Know your syllabus.
knowledge. • Make a preliminary plan based on the time you
When preparing lessons, you need to keep in mind
the general aims and profile dimensions so that they think you will need to cover each unit.
include the following: • Be prepared to change that plan as you learn
• the facts and how these can best be understood
• practical work designed to illustrate how the how much time each theme really takes.
learners’ new knowledge and understanding can • Take into account school events which take
be put into practice
• overall development of beneficial values and up time (for example, examinations and
attitudes. special occasions). Leave some spare time in
This does not mean that every lesson should contain your planning. Very few timetables work out
all three elements. That is too much to ask. A absolutely perfectly. Learners, especially at the
higher levels, can be very critical if they think a
syllabus has not been covered or if it is rushed
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
development of mutual tolerance and respect.
19
Introduction Some marking of work can be done by learners
themselves by swapping papers.
• Make sure you have all the materials ready and You can mark work in class while you are going
at hand for each lesson. If classes are sharing round supervising and encouraging the learners as
resources, make sure the ones you want are they work. This has the advantage of offering instant
available when you want them. Before you start praise and correction.
any theme, revise your aims and work out how Do not let your marking pile up from one day or
you will determine if you have achieved them. one week to another.
This is called evaluation. It is important to create an atmosphere of trust
in which learners feel confident enough to ask
• When preparing materials and activities, take questions without feeling embarrassed. Learners
into account the different abilities of your should never be allowed to make fun of a learner
learners. Try to organise additional activities for who asks a question to which other learners already
the quicker learners to give you time to help know the answer. Make it clear that such a response
those who are finding the lesson difficult. This is not acceptable.
Teacher’s Resource Pack will help you to plan Teaching tip 4: Use the local environment
further activities. The study of History is about the whole of your
learners’ physical, social and cultural surroundings.
Useful teaching tips Your resources are all around you – inside and
outside of the classroom. Do not rely solely on the
Teaching tip 1: Keep learners occupied written word or pictures. Use your own knowledge
One of the most important skills in classroom and that of your learners about the world around
management, is the ability to ensure your learners you.
are occupied for the whole lesson. If a group has • Go outside and look with new eyes at your
finished a task and the learners have nothing else to
do, they are likely to become disruptive. To counter surroundings. Take the learners out into the
this, break up your lesson into different parts and environment (farms, rivers, lakes, the sea shore,
include the following: offices, workshops, factories) and encourage them
• full class work to do the same on their own.
• individual work • Invite people to the school to talk about
• practical activities. their roles in the community (farmers, nurses,
Teaching tip 2: Earn respect engineers, councillors)
The teacher needs to earn respect by being punctual, • Make the most of local examples. You could
clean, tidy and knowledgeable. Learners need to look outside when it is raining and show learners
know that when a teacher asks for silence, he or she how miniature streams are created, for example.
means it and will not continue until there is silence. You could encourage learners to look at the sky
The first few lessons are important to ensure that when they are on the playground to learn about
the teacher’s expectations are evident to learners very the different types of clouds and what they might
early on. indicate about future weather.
Teaching tip 3: Mark work promptly and Learners could learn about the economics of running
efficiently a business from the local shop owner or from local
When you have a large class, the marking of learners’ market traders.
work can become a burden. If it is postponed, the
burden can become unbearable. Learners need to Enjoy your History teaching experience.
have their work marked and returned promptly with
constructive criticism and as much encouragement
as possible.
20
Scope and sequence matrix Sub-strand Introduction
Why and how we study History Basic 1
Strand The learner’s own history 4
History as a subject Family history 4
Community history 4
My country Ghana The people of Ghana 4
Inter-group relations 4
Europeans in Ghana How Ghana got its name
Major historical locations 4
Colonisation and developments under colonial Some selected individuals
rule in Ghana Arrival of Europeans
Journey to independence International trade including slave trade
Missionary activities
Independent Ghana 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
21
Introduction
Scheme of Learning by term
Term 1
Week Time allocation/Period Section LB page(s)
1 30 mins (1 period)
30 mins (1 period) Teach content: History as a subject; Your first 5–6
1 hour (2 periods) day at school
Learners do: Let us learn about … History
activity (p. 5); Activity 1
2 30 mins (1 period) Teach content: Activities in the past that only 7–8
30 mins (1 period) happen once; Activities in the past
1 hour (2 periods) Learners do: ICT activity (p.7); Activity 2;
Activity 3
3 30 mins (1 period) Teach content: Activities in the past (continued) 9–10
30 mins (1 period) Learners do: Activity 4; Exercise 1
1 hour (2 periods)
Teach content: Stories about the past 11–13
4 30 mins (1 period) Learners do: Activity 5; Activity 6
1 hour (2 periods)
30 mins (1 period) Teach content: Stories about the past 13–15
(continued) 16–17
5 30 mins (1 period) Learners do: Activity 7; Exercise 2 18–20
1 hour (2 periods) Teach content: Stories about the past 20–22
30 mins (1 period) (continued) 23–24
Learners do: Homework; ICT activity (p. 17); 24–25
6 30 mins (1 period) Activity 8 26–27
1 hour (2 periods) Teach content: Where to find information 28–30
30 mins (1 period) about the past
Learners do: Activity 9
7 30 mins (1 period) Teach content: Where to find information
1 hour (2 periods) about the past (continued)
30 mins (1 period) Learners do: Exercise 3; Exercise 4
Teach content: Where to find information
8 1 hour (2 periods) about the past (continued)
30 mins (1 period) Learners do: Activity 10; Activity 11
30 mins (1 period) Teach content: Where to find information
about the past (continued)
9 1 hour (2 periods) Learners do: Activity 11; Activity 12
30 mins (1 period) Teach content: Where to find information
30 mins (1 period) about the past (continued)
Learners do: Activity 13
10 30 mins (1 period) Teach content: Where to find information
30 mins (1 period) about the past (continued)
1 hour (2 periods) Learners do: Activity 14; Exercise 5
11 30 mins (1 period)
1hour (2 periods)
30 mins (1 period)
12 30 mins (1 period)
1 hour (2 periods)
30 mins (1 period)
22
Introduction
Term 2
Week Time allocation/Period Section LB page(s)
13 30 mins (1 period) Teach content: History in pictures; Project 31–33
30 mins (1 period) Learners do: Project
14 1 hour (2 periods)
1 hour (2 periods) Teach content: Revision exercise; What is a 36–37
30 mins (1 period) community 38–39
30 mins (1 period) Learners do: Revision exercise and Self- 40–42
assessment; Activity 15
15 30 mins (1 period) Teach content: Historical sites in your
30 mins (1 period) community
1 hour (2 periods) Learners do: Activity 16; Homework activity;
ICT activity (p. 37)
16 1 hour (2 periods) Teach content: Historical sites from oldest to
30 mins (1 period) newest
30 mins (1 period) Learners do: Activity 17; ICT activity (p. 39)
17 30 mins (1 period) Teach content: Other communities; Historical 42–44
1 hour (2 periods) sites in other communities
30 mins (1 period) Learners do: Activity 18; Activity 19; Exercise 6
18 30 mins (1 period) Teach content: Revision exercise; Assessment 47–48
30 mins (1 period) Learners do: Revision exercise and Self-
1 hour (2 periods) Assessment; Assessment
19 30 mins (1 period) Teach content: My country Ghana; Why Ghana 49–50
1 hour (2 periods) was called the Gold Coast
30 mins (1 period) Learners do: Let us learn about … Ghana
activity (p. 45)
20 1 hour (2 periods) Teach content: Why the Gold Coast changed its 51–53
30 mins (1 period) name to Ghana
30 mins (1 period) Learners do: ICT activity (p. 49); Activity 20;
Exercise 7
21 1 hour (2 periods) Teach content: The Ancient Ghana Empire and 54–55
30 mins (1 period) the Akan forest regions
30 mins (1 period) Learners do: ICT activity (p. 51); Activity 21;
Exercise 8
22 1 hour (2 periods) Teach content: The link between the Ghana 56–57
30 mins (1 period) Empire and the Akan people; How the country's
30 mins (1 period) name changed to Ghana
Learners do: Homework activity; Activity 22;
Activity 23
23 30 mins (1 period) Learners do: The role played by Parliament and 58–61
30 mins (1 period) others
1 hour (2 periods) Teach content: ICT activity p. 57; Activity 24
24 1 hour (2 periods) Teach content: What happens when a country 62–65
30 mins (1 period) becomes independent; Revision exercise
30 mins (1 period) Learners do: Activity 25; Exercise 9; Revision
exercise and Self-assessment
23
Introduction
Term 3
Week Time allocation/Period Section LB page(s)
25 1 hour (2 periods) Teach content: People who have helped to 66–69
30 mins (1 period) develop Ghana 70–73
26 30 mins (1 period) Learners do: Activity 26; Activity 27 73–74
30 mins (1 period) 77–78
27 30 mins (1 period) Teach content: People who have helped to 79–81
1 hour (2 periods) develop Ghana (continued)
28 1 hour (2 periods) Learners do: Activity 28 82–87
30 mins (1 period)
29 30 mins (1 period) Teach content: Other famous Ghanaians 87–92
30 mins (1 period) Learners do: ICT activity (p. 67); Homework
30 mins (1 period) activity; Activity 29 93–96
1 hour (2 periods) 97–98
30 mins (1 period) Teach content: Revision exercise; Assessment 99
1 hour (2 periods) Learners do: Revision exercise and Self- 101–102
30 mins (1 period) assessment; Assessment 103–104
30 30 mins (1 period) Content: Europeans in Ghana; Arrival of
1 hour (2 periods) Europeans in Ghana
30 mins (1 period) Learners do: Let us learn about … The arrival
of the Europeans in Ghana Let us (p. 71);
31 1 hour (2 periods) Activity 30
30 mins (1 period) Teach content: The order in which the
30 mins (1 period) Europeans came to the Gold Coast; The first
European settlements on the Gold Coast
32 30 mins (1 period) Learners do: Activity 31; Homework activity;
1 hour (2 periods) Activity 32; Exercise 10
30 mins (1 period) Teach content: The location of European
countries on a world map; Revision exercise;
33 30 mins (1 period) Assessment
30 mins (1 period) Learners do: Activity 33; Revision exercise and
1 hour (2 periods) self-assessment; Assessment
Teach content: Independent Ghana; The
34 30 mins (1 period) presidents of Ghana since 1960
1 hour (2 periods) Learners do: Let us learn about … The
30 mins (1 period) presidents of Ghana activity (p. 83)
Teach content: The presidents of Ghana since
35 30 mins (1 period) 1960 (continued)
30 mins (1 period) Learners do: Activity 34; Activity 35
1 hour (2 periods)
Teach content: The presidents of Ghana since
36 30 mins (1 period) 1960 (continued)
1 hour (2 periods) Learners do: Exercise 11
30 mins (1 period)
Teach content: Revision exercise; Assessment
Learners do: Revision exercise and Self-
assessment; Assessment
Content: End-of-year exam
Learners do: End-of-year exam
24
Introduction
Integration, core competencies and learning domain matrixes
Strand 1: History as a subject Learner’s Book pages 5–33
Sub-strand 1: Why and how we study
History Numeracy; Language and literacy; Creative arts; Our world and
Subject integration our people; Religious and moral instruction
Core skills and competencies
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
Inclusion Gender equality and equity; inclusive education
Assessment Respect; diversity; equity; commitment to achieving excellence;
teamwork and collaboration; truth and integrity
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
Formative assessment:
• Activity 1 • Activity 2
• Activity 3 • Activity 4
• Activity 5 • Activity 6
• Activity 7 • Activity 8
• Activity 9 • Activity 10
• Activity 11 • Activity 12
• Activity 13 • Activity 14
• Exercise 1 • Exercise 2
• Exercise 3 • Exercise 4
• Exercise 5
Summative assessment:
• Revision
• Assessment
• Exam
25
Introduction
Strand 1: History as a subject Learner’s Book pages 35–42
Sub-strand 4: Community History
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 Inclusive education; climatic change; green economy
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; generating possibilities; evaluating; designing;
interpreting; recording; generalising
Commitment; tolerance; patriotism; flexibility in ideas; respect for
evidence; reflection; comportment; cooperation; responsibility;
environmental awareness
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:
• Activity 15
• Activity 16
• Activity 17
• Activity 18
• Activity 19
• Exercise 6
Summative assessment:
• Revision
• Assessment
• Exam
26
Introduction
Strand 2: My country Ghana Learner’s Book pages 45–58
Sub-strand 3: How Ghana got its
name Numeracy; Language and literacy; Creative arts; Our world and
Subject integration our people
Core skills and competencies Critical thinking and problem solving (CP)
Creativity and innovation (CI)
Contemporary issues Communication and collaboration (CC)
Curriculum values Cultural identity and global citizenship (CG)
Learning domain: Knowledge, Personal development and leadership (PL)
understanding and application Digital Literacy (DL)
Learning domain: Skills and processes Inclusive education
Learning domain: Attitudes Respect; diversity; equity; commitment to achieving excellence;
Inclusion teamwork and collaboration; truth and integrity
Knowing; understanding; applying; analysing; synthesising;
Assessment evaluating; creating
Observing; classifying; comparing; communicating/reporting;
predicting; analysing; generating possibilities; evaluating;
designing; interpreting; recording
Commitment; tolerance; patriotism; flexibility in ideas; respect for
evidence; reflection; comportment; cooperation; responsibility;
respect for the Rule of Law
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:
• Activity 20
• Activity 21
• Activity 22
• Activity 23
• Activity 24
• Activity 25
• Exercise 7
• Exercise 8
• Exercise 9
Summative assessment:
• Revision
• Assessment
• Exam
27
Introduction
Strand 2: My country Ghana Learner’s Book pages 60–68
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.
Diagnostic assessment:
• Strand opener activity
Formative assessment:
• Activity 26
• Activity 27
• Activity 28
• Activity 29
Summative assessment:
• Revision
• Assessment
• Exam
28
Introduction
Strand 3: Europeans in Ghana Learner’s Book pages 71–80
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
Formative assessment:
• Activity 30
• Activity 31
• Activity 32
• Activity 33
• Exercise 10
Summative assessment:
• Revision
• Assessment
• Exam
29
Introduction
Strand 6: Independent Ghana Learner’s Book pages 83–90
Sub-strand 1: The Republics
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 Gender equality and equity; inclusive education
Inclusion Respect; 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;
respect for the Rule of Law
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:
• Activity 34
• Activity 35
• Exercise 11
Summative assessment:
• Revision
• Assessment
• Exam
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, e.g. where activities. Ghanaians – Akan, Ewe,
they are past, they qualify they were born and their Gonja, etc.
to be called history. hometowns.
31
Introduction
Content standards, Indicators, Subject Specific Practices and Core
Competencies
Strand 1: History as a subject
Sub-strand 1: Why and how we study History
Content standards Subject-specific Indicators and exemplars LB page
practices and core numbers
competencies
B1.1.1.1. Demonstrate As learners identify and B1.1.1.1.1 Explain that history deals 6–17
understanding of what discuss past events, they with past human activities.
history is about and how develop imaginative and Enquiry route: What event did you witness
it is part of everyday life. critical thinking skills on your first day at school? Which people
took part in the event?
as well as chronological
understanding of 1. Mention the activity they witnessed 6
historical events. on their first day at school.
2. Identify any activity performed in the 7
past which has not been performed
again.
3. L ist any past events they have 8–10
witnessed.
4. E xplain that since those activities were 11–17
performed in the past, they qualify to
be called history.
5. Learners sing a song, recite a rhyme 7–8
or watch a documentary of any past
activity.
B1.1.1.1.2 Describe how sources of 18–32
historical evidence help us find out about
past human activities.
Enquiry route: Where do we get
information about our past? Why do we
celebrate birthdays and festivals?
1. Sing songs or recite rhymes related to 18–29
celebrations such as birthdays, festivals
and weddings as part of history.
2. S ketch/show a video of a scene 23, 24, 25, 27
depicting a birthday, funeral, wedding
and festival celebration.
3. S tart a birthday partnership/register to 30
make History alive in the classroom.
Learners write their date of birth
chronologically on a manila card
and this should be hanged in the
classroom. At the end of every History
lesson, the class could refer to these
records for an upcoming birthday.
4. Build an album of themselves and 31–33
family members, starting with earlier
pictures and photographs to present
ones.
32
Introduction
Strand 1: History as a subject
Sub-strand 4: Community History
Content standards Subject-specific Indicators and exemplars LB page
practices and core numbers
competencies
B1.1.4.2. Recount As learners compare B1.1.4.2.1 State the similarities and 37–44
history about their and reconstruct past differences between the communities
communities. human activities where learners live. 38–39
from evidence, they Enquiry route: What is unique about your 40–42
develop chronological community? How similar/ different is your 39, 41
understanding, cultural community from others? 42–44
identity, creativity and 1. Visit historical sites in town, e.g. an 44
innovation.
old chapel, a post office, a chief ’s
palace, groves, forests, wetlands, etc.
2. L earners list the names of historical
sites starting with the oldest to the
most recent.
3. L earners sketch what they have seen
on their visit.
4. Compare sketches drawn with
pictures of historical sites from other
communities.
5. Learners discuss their sketches,
bringing out similarities and
differences in the sites they visited.
33
Introduction
Strand 2: My country Ghana
Sub-strand 3: How Ghana got its name
Content standards Subject-specific Indicators and exemplars LB page
practices and core numbers
competencies B1.2.3.1.1 Explain why, in the past, 50–56
Ghana was known as the Gold Coast.
B1.2.3.1. Demonstrate Learners develop digital Enquiry route: Why did the country 50–54
understanding of why literacy, national identity change its name from the Gold Coast to
Ghana used to be called and national pride as they Ghana? Who proposed the change of name? 54–55
the ‘Gold Coast’. explore the origin of the Why was the new name proposed? 56
name Ghana. 1. E xplain how the name was changed 57–62
from Gold Coast to Ghana. Discuss 57
the English translation of the 58–60
Portuguese name Costa da Mina - 61
Gold Coast. 62
2. Use the internet to locate the ancient
Ghana Empire and the Akan forest
regions of Ghana.
3. D iscuss the role of Dr. J.B. Danquah
in linking the civilisations of the
ancient Ghana Empire to the Akan of
the forest region of Ghana.
B1.2.3.1.2 Recall when the name Ghana
came into formal use.
Enquiry route: How was the name
changed? In which year was the name
changed?
1. D iscuss the sequence of events leading
to the change of name.
2. Discuss the role played by Parliament
and other individuals in the change of
name from Gold Coast to Ghana.
3. Dramatise a scene in Parliament in
changing the name Gold Coast to
Ghana.
4. Explain how, similarly, a new
independent country can take on
a new name, a new flag and a new
leader in a story form. (A resource
person could be invited.)
34
Introduction
Strand 2: My country Ghana
Sub-strand 5: Some selected individuals
Content standards Subject-specific Indicators and exemplars LB page
practices and core numbers
competencies B1.2.5.1.1 Identify Ghanaians of diverse 66–74
fields who have contributed significantly
B1.2.5.1. Show The use of evidence to national development, including: 66
understanding of (flag, Coat of Arms, Theodosia Okoh – National flag. Amon 67–72
significant roles played etc.) to appreciate the Kotei – Coat of Arms. Baba Yara –
by Ghanaians from significant contributions Football for Ghana. Ephraim Amu – 73
different walks of life. of some Ghanaians. Music. Kofi Antubam – Art and craft. 73
Learners become creative, Kwaw Ansah – Film, etc. 74
innovative and digitally Enquiry route: which individuals have
literate. contributed to Ghana’s development?
How have they contributed to Ghana’s
development?
1. Identify Ghanaians of diverse
professions who have contributed
significantly to national development.
2. M atch individuals with their
achievements e.g. Theodosia Okoh
– national flag. Amon Kotei – Coat
of Arms. Baba Yara – football for
Ghana. Ephraim Amu – music, Kofi
Antubam – art and craft, Kwaw
Ansah – Film, etc.
3. Show and discuss a documentary of
significant individuals.
4. Guide learners to study about these
individuals using the internet.
5. R ole play what learners want to be in
future.
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 B1.3.1.1.1 Explore which Europeans 80–88
came to Ghana.
B1.3.1.1 Show As learners use evidence Enquiry Route: Which Europeans came to 80–81
understanding of to explore the chronology Ghana? Which country came first? Where
Europeans who came to of events, they enhance did they first settle? 82
Ghana. their global citizenship 1. Identify the European countries 87–88
and digital literacy. 83–85
whose citizens came and settled in
Ghana – Portugal, Britain, France,
Sweden, Germany, (Brandenburg)
Denmark, Norway, The Netherlands.
2. Arrange the Europeans that came to
Ghana in the order in which they
came (starting with those who came
first).
3. Locate each of these countries on the
world map using the internet.
4. Find out where each country first
settled in Ghana (from parents,
museums, etc.).
36
Introduction
Strand 6: Independent Ghana
Sub-strand 1: The Republics
Content standards Subject-specific Indicators and exemplars LB page
practices and core numbers
competencies
B1.6.1.1. Demonstrate By using pictorial B1.6.1.1.1. Identify the presidents 94–99
understanding of the evidence to appreciate Ghana has had since 1960. 94–96
presidents that have the identity of the Enquiry route: Who was Ghana’s first 97
ruled Ghana since presidents that have president? Who ruled Ghana from 1960– 98
1960. ruled Ghana since 1960, 2016?
learners enhance their 1. N ame the presidents of Ghana since 99
personal development,
communicative and 1960.
collaborative skills. 2. M atch pictures of Ghana’s presidents
with their names (Create an album
with the pictures)
Match the names of presidents of
Ghana with their dates of tenure (Add
the names to their pictures).
3. P ut learners in groups to create a
gallery station on the following lines:
a. Select a picture of one of the
presidents.
b. Display the picture of the selected
president on a large cardboard.
c. Write the name of the president
below the picture.
d. A dd the length of tenure of the
president.
4. Invite learners to visit the gallery
station and talk about each group’s
presentation.
37
Strand 1: History as a subject
Strand 1: History as a subject
Introduction what happens in the future. History reveals why
rules exist today and why these rules are necessary
History is a subject that explores the past with the for communities of people to live together peacefully
aim of understanding the factors that have shaped and to grow and prosper.
our world. History deals with important past History as a subject will be new to learners, as this is
activities of a people so that we understand how we the first year that they will be studying the subject.
acquired our identity and culture. Strand 1: History as a subject incorporates two sub-
As an academic discipline, History helps to develop strands:
the imaginative abilities and critical thinking skills • Sub-strand 1: Why and how we study History
of learners, because it teaches them to analyse, • Sub-strand 4: Community history.
evaluate and interpret past events carefully in order In Sub-strand 1: Why and how we study History,
to make informed decisions. The study of History learners will find out what History is – namely,
also teaches important moral lessons, provides clear human activities that happened in the past – and
guidelines for life and promotes interactions among how our daily lives make up our own personal
the people in the society. history. They will also explore different sources that
In essence, History is the study of people. It tells the tell us about history. Learners will look at different
story of all the people who have lived on Earth and ways that we can get information about our past.
their activities, and how these activities have shaped In Sub-strand 2: Community history, learners will
our world today. Understanding the past allows us to look at their communities and what makes their
understand the present and provides insight into our community different from others. They will find out
origins – where we came from – and culture. where their ancestors came from, how they lived,
History also shows us why events happened in the and how activities of people in their community
past and how they have affected the present. We living long ago have affected their community today.
live with the consequences of those events and how
people dealt with them. These events can also affect Answers
1–4: Learners’ own answers. Their answers will
Opener activity depend on the region where they live and the
community to which they belong.
Let’s learn about … History (LB page 5) Diagnostic assessment
Observe learners and use their answers to assess their
The opener activity provides an opportunity to assess understanding and skill levels. This activity will also
learners’ basic knowledge of the different building allow you to measure how much they know about
blocks of History. The questions have been structured the specific concepts. Where necessary, ask leading
to broadly cover the different sub-strands in Strand 1: questions to identify their strengths and weaknesses,
• Sub-strand 1: Why and how we study History and any knowledge gaps.
• Sub-strand 2: Community history.
Ask learners to work in groups to complete the
activity. Walk around the classroom and listen as
learners talk about the questions. Help any learners
who seem to be struggling. Give learners time to talk
about the questions and then hold a class discussion
for them to share their answers.
38
Sub-strand 1: How and why we study History
Sub-strand 1: How and why we study History
History and past human activities ------------------------------------------------- (B1.1.1.1)
Learners will discover that History consists of all individual building blocks of History, which is how
human activities that have happened in the past. History actually forms part of our everyday life.
They will learn that these past activities are the
What is history?
Your first day at school ........... (LB page 6) Teaching instructions
In this section, learners talk about activities that they Use these teaching instruction suggestions to create
saw and experienced on their first day of school. lesson plans to cover the relevant exemplar(s).
They also describe the people who took part in Phase 1: Start suggestions
these activities. Then, they relate one activity that • Start by asking learners to sing a song or perform
happened in the past in the form of a story. This
helps them to make the connection between stories actions relating to festivals celebrated in the
of activities or events that have happened in people’s community, or activities that they do at school.
lives and history. They begin to understand that as all • Hold a class discussion and ask learners to
these stories are about events that happened in the describe what they know about the festivals and
past, we can call them ‘history’. why we celebrate them. They can also talk about
the activities that they do at school.
Next, they continue on to find out more about Phase 2: Explore suggestions
different types of stories that form part of history. • Discuss the concepts in the Learner’s Book with
Learners explore some stories about important learners. Ask them to talk about an activity or
people and festivals. These stories help them to event that happened on their first day of school.
understand that history is a record of what people Let them describe what happened and who
and communities did in the past. the people were who took part. Ask leading
questions so that their answers can guide them to
Content standard B1.1.1.1 understand that they are remembering an activity
Demonstrate understanding of what history is or event that has already happened.
about and how it is part of everyday life. • Elicit from learners that something that has
already happened is in the ‘past’. They can give
Indicator B1.1.1.1.1 examples of other past events that they know
Explain that History deals with past human activities. about or have taken part in to show that they
understand the concept of something having
Subject-specific practices and core competencies happened in the past.
As learners identify and discuss past events, they • Encourage learners to talk about the stories of
develop imaginative and critical thinking skills, as well the people and festivals described in the Learner’s
as chronological understanding of historical events. Book and to contribute other details that they
know. Let them also give their own examples
Resources of other stories about people and festivals to
LB page 6, pictures, white board, television set, facilitate understanding.
video machine or projector, CD player, computer Phase 3: Reflect suggestions
or laptop, modem • Let learners talk in groups about happy and sad
activities and events that they have experienced
Key words in the past. Examples could include gifts they’ve
classmates, activities, past received, festivals or celebrations, deaths of
relatives or pets, accomplishments at school, and
Helpful links travels or visits to other places.
https://alphahistory.com/what-is-history/ • Ask learners to think about how these events
https://owlcation.com/humanities/What-is-History- happening in the past have affected their life today.
Introducing-History-For-Kids
https://study.com/academy/lesson/what-is-history-
lesson-for-kids.html
http://dictionary.kids.net.au/word/history
39
Strand 1: History as a subject
• Make sure that learners understand that history is • Use the remedial activities as practise for learners
a record of what people and communities did in who struggle and the extension activities for those
the past. learners who need more of a challenge.
Use of ICT Remedial activities
• Ask learners to draw a picture of something that
• Find photographs or videos on the internet
before the class of the important people and happened on their first day of school.
festivals mentioned in the Learner’s Book. Show • Remind them to draw some of the people who
these to learners during the lessons.
were there.
• Show learners a video of a past event or activity • Let them describe their drawing to a partner.
that has happened in the community or at Extension activities
school. • Ask learners to write a poem about something
• Play learners a recording of a song or poem that that happened on their first day of school.
relates to a past activity. • Let them swap poems with a partner and read
Activity 1 (LB page 6) each other’s poems out loud.
• Encourage them to give each other positive
In Activity 1, learners talk about an activity or event
that happened on their first day of school. They feedback on the poems.
describe what happened and list the people who took
part in the event. They answer questions to show that Activities in the past that
they understand that they are remembering an event only happen once ....................... (LB page 7)
that has already happened.
In this section, learners talk about activities that
Group work happen only once in the past such as a first day of
Learners work in groups to do this activity. Place school or a 5th birthday. They describe the activity,
learners of different abilities together in the group, the people who were there and what happened.
so that the stronger learners can help those who
are differently abled or who struggle with the Content standard B1.1.1.1
activity. Encourage all learners to participate in the Demonstrate understanding of what History is
discussion. about and how it is part of everyday life.
Indicator B1.1.1.1.1
Answers Explain that History deals with past human
Learners’ own answers. They should talk about a activities.
special activity that they did on their first day of Subject-specific practices and core competencies
school. As learners identify and discuss past events, they
develop imaginative and critical thinking skills, as
Formative assessment well as chronological understanding of historical
• Walk around the classroom and listen to and events.
Resources
observe learners as they talk in their groups. LB page 7, pictures, whiteboard, television set,
Assist any learners who seem to be struggling. video machine or projector, CD player, computer
• Give learners enough time to discuss the or laptop, modem
questions and then let the groups share their
answers with the class. Teaching instructions
• Make a note of those learners who lack Use these teaching instruction suggestions
confidence in sharing their stories and answering to create lesson plans to cover the relevant
questions, and give them more practise exemplar(s).
opportunities in later lessons. Phase 1: Start suggestions
Differentiated learning • Start the lesson by asking learners to sing a song
• Ask stronger learners to answer some questions about something that happened in the past, such
as a birthday song for a 5th birthday.
first and then let learners who are struggling
answer similar questions. This method will • Discuss why, although you have a birthday every
provide those learners with an example answer year, you can only have a 5th or 10th birthday once.
to use as a guideline when answering their own
question.
40
• Ask learners to tell you about a special birthday Sub-strand 1: How and why we study History
in the past, who was there and what made it Answers
special. Learners’ own answers based on their own
experiences and pictures of activities that happened
Phase 2: Explore suggestions once in the past.
• Discuss the concepts in the Learner’s Book. Ask Formative assessment
• Walk around the classroom observing and
learners to tell you about a past activity that only
happened once (not a birthday). Ask questions to listening to learners talking in their groups. Assist
help learners remember specific details about the where necessary.
event. • Give learners enough time to draw their pictures
• Discuss the difference between an activity that and talk about them in their groups. Look at
happens once, and an activity that happens more the pictures and ensure that they have chosen
than once. activities that only happen once.
• Discuss different activities that we do every day • Make a note of learners who are finding the
and explain that once they are done, they are task challenging. If they are finding the drawing
in ‘the past’. Ask learners to name some of the difficult, ask these learners to tell you about their
activities that they have already done today, such activities to ensure that they understand the
as eat breakfast and brush their teeth. difference between once-off and repeated past
Phase 3: Reflect suggestions activities.
• Let learners talk in a small group about their Differentiated learning
favourite activity in the past with their friends. • Use the remedial activities as practise for learners
They should discuss how they feel about these who struggle and the extension activities for those
activities. Ask learners to say which ones they learners who need more of a challenge.
liked the best. • Encourage stronger learners to draw pictures
• Make sure learners know that as these events are first and to give examples to learners who are
in the past, they are now part of learners’ history. struggling with their own pictures.
Remedial activities
Use of ICT • Help learners talk about activities that happened
only once and discuss what kind of picture they
• Ask learners to bring to school digital images of a could draw. Give them ideas and examples to
family activity that happened in the past. It must help guide them.
be a once-off activity such as a birthday, wedding • Remind them of an activity and discuss what
and so on. happened and who was there.
• Let them work in pairs to draw one picture with
• Show learners a picture or video of a once-off a partner.
activity at school or in the community. Extension activities
• Ask learners to write about their activity in the
• Play a recording of a song or poem that relates to past. Let them read their story to their group or
an activity at school or in the community. to a partner.
• Ask learners to think of an unusual past activity
Activity 2 (LB page 7) that happened only once and to say what they
did and did not like about it.
In Activity 2, learners look at the pictures and discuss • Ask learners to look at the group’s pictures and to
what is happening in each one. They talk about which put them into chronological order.
activities they have and have not done. Ask learners to
tell you which activities happens more than once and 41
which ones do not. Ask learners to give you a reason
why, such as ‘I catch the bus home every day’.
Group work
Learners draw three pictures of activities in the past.
Let learners discuss the activities they are going to
draw and make sure that they are only activities that
happened once. Encourage all learners to participate
in the discussion and draw the pictures. Place learners
of different abilities together in a group, so that the
stronger learners can help those who are differently
abled.
Strand 1: History as a subject • Show learners a range of pictures of past
events such as birthdays and festivals or school
Activities in the past .......... (LB pages 8–10) functions. Help the learners put these events into
chronological order.
Content standard B1.1.1.1
Demonstrate understanding of what history is • Let learners act out the past activities from today.
about and how it is part of everyday life. Ask the class to guess which activities they have
Indicator: B.1.1.1.1.1 already done today.
List any past events they have witnessed.
Subject-specific practices and core competencies • Show learners pictures or objects from the past.
As learners identify and discuss past events, they Let learners identify the pictures or objects.
develop imaginative and critical thinking skills, as well Discuss how they were used and ask learners to
as chronological understanding of historical events. tell you what we use now instead.
Resources
LB pages 7–10, from magazines and newspapers, • Ask learners to help you put the pictures or
objects from the past, such as old phones, objects in chronological order from oldest to
old clothes, pictures of old cars, and so on, newest.
whiteboard, video machine or projector, television
set, computer or laptop, modem Phase 3: Reflect suggestions
Key words • Reflect on how learners feel when doing or
scared, excited, funeral, festival
Helpful links attending certain activities. Let them act out their
https://za.pinterest.com/suethom1/history-links-to-the- feelings during festivals and funerals. Let the class
past/ guess which activity they are acting out.
https://thecornerstoneforteachers.com/social-studies/ • Talk about how these activities have affected
their lives today. Do they look forward to certain
Teaching instructions activities as they remember them from the past?
Use these teaching instruction suggestions • Talk about objects from the past. Encourage
to create lesson plans to cover the relevant learners to bring something from home that
exemplar(s). is from the past. Have a ‘show and tell’ for the
Phase 1: Start suggestions other learners to see the object. Remind learners
to treat these objects with care.
• Sing a song about an activity that happened in
the past. Use of ICT
• Look at a calendar and discuss activities that • Find photographs or videos of objects from the
happened in the past, such as a birthday or past to show learners. Compare them to the
community festival. modern-day version, for example, compare a
steam train to an electric train.
• Hold a class discussion about activities that
happened in the past. Ask learners to name • Show learners a video of a past activity at school
different activities. and compare how the school looked then to how
it looks now.
Phase 2: Explore suggestions
• Discuss the concepts in the Learner’s Book. • Play a recording of a festival or celebration that
• Ask learners to say how different activities make happened in the past.
them feel. List the activities and group them Activity 3 (LB page 8)
according to their feelings.
• Discuss why certain activities make us feel a In Activity 3, learners talk about two activities that
certain way. happen in the past. They examine one activity that
• Ask learners to list different kinds of emotions makes them happy and one that makes them sad.
and feelings. Ask learners to explain why they feel that way. For
• Discuss feelings and how activities make learners example, a festival makes them happy because there is
feel. Give learners a specific activity, such as a music, food and dancing. A funeral makes them sad
wedding, and ask learners to tell the class how because a friend or family member has died, and they
they feel at a wedding. Repeat using other will miss this person.
activities such as a birthday, a festival, and so on.
Pair work
42 Learners work in pairs to make up a song about
one activity. It can be happy or sad. Place learners
of different abilities together in pairs so that
the stronger learner can help their partner who
is differently abled. Encourage all learners to Sub-strand 1: How and why we study History
participate in making up the song. Give learners
recorded music of well-known nursery rhymes or Group work
songs to help them. Learners work in groups to do this activity. Once
Answers they have collected all their pictures from the
1 Learners’ own activities. internet, magazines and newspapers, they discuss
2 Learners’ own songs. and name each picture. Learners put the pictures
Formative assessment in chronological order starting with the oldest and
• Walk around the classroom and listen to and ending with the newest. Place learners of different
abilities in the group so that that stronger learners
observe learners as they make up their song. can help those who are differently abled.
Assist anyone who seems to be struggling. Answers
• Give learners enough time to practise their song Learners’ own chronological order according to each
and encourage them to present it to the class. group’s pictures.
• Make a note of learners who are finding the task Formative assessment
challenging. Give them more opportunities to • Walk around the classroom. Listen to and observe
practise in later lessons.
Differentiated learning learners as they work in their groups. Assist any
• Let stronger learners choose their own tunes or learners or group who seems to be struggling.
make up their own music for the songs. • Give learners enough time to put their pictures
• Let stronger learners assist others when they have in chronological order and let them share their
finished their song. pictures and order with the class.
• Use the remedial activities as practise for learners • Ask learners questions about their pictures to
who struggle and the extension activities for those ensure that they can say which are in the past and
learners who need more of a challenge. which are the newest.
Remedial activities • Make a note of those learners who are finding it
• Help learners make up a song by giving them a hard to identify which objects and pictures are in
simple nursery song and helping them change the the past. Give them more practise opportunities
words to make their own song. in later lessons or tasks.
• Let learners give you some of the words to the Differentiated learning
song and help them with the rest of the words. • Use the remedial activities as practice for learners
• If writing is a challenge, let learners say or sing who struggle and the extension activities for those
their song to you, and write it down for them. learners who need more of a challenge.
• Let them draw a picture of their song. • Let stronger learners work in pairs to make a
Extension activities poster to show the chronological order of their
• Ask learners to add another verse to their song. pictures.
• Ask learners to write down their song and to Remedial activities
draw a picture of the song, explaining the words. • Ask learners to tell you about the chronological
• Let learners teach their song to another learner order of the pictures. Help by asking questions to
and then sing it together to the class. guide their answers such as: ‘show me the oldest
picture’; ‘show me the newest phone; ‘show me
Activity 4 (LB page 9) the oldest pot’; and so on.
• Let learners draw a picture of something that is
In Activity 4, learners find examples of activities old and something that is new. Ask them to tell
or things in the past that are different to those of you about their pictures.
today. They can use the internet, magazines or Extension activities
newspapers, or bring objects from home. Learners • Ask learners to write a story using the pictures
then share what they have found with their that they have found. Let them tell their story to
classmates. They answer questions to show that they their group or class.
understand that they are looking at something from • Ask learners to find other things that are old,
the past. such as trains, cars, planes, and so on. Then ask
them to share these with their group or class.
• Give learners random pictures (from magazines
and the internet) and ask them to put these in
chronological order from newest to oldest.
43
Strand 1: History as a subject
Exercise 1 (LB page 10) Subject-specific practices and core competencies
As learners identify and discuss past events, they
In this exercise, learners need to categorise things develop imaginative and critical thinking skills, as well
from the past and things from today into two groups. as chronological understanding of historical events.
Discuss the pictures with the learners and help them Resources
identify what they see in each picture. Remind LB pages 11–17, stories about Dr. Kwame
learners to look at the colours of the photos as well as Nkrumah, Tetteh Quarshie and Yaa Asantewaa,
the actual object in the photos. Discuss what is old pictures, whiteboard, television set, video machine
and what is from today. or projector, CD player, computer or laptop,
modem
Individual work
• Learners work on their own in this exercise to Key words
British, blacksmith, politician, famine, history,
categorise the pictures by putting a number record, true, false
under the correct heading.
• Help learners to identify the numbers connected Helpful links
to the pictures by calling out a number and https://en.wikipedia.org/wiki/Tetteh_Quarshie
having the learners put their fingers on the https://www.bbc.com/news/av/world-
correct picture. africa-44772345/yaa-asantewaa-and-the-fight-for-
• Give learners time to work. the-golden-stool
https://www.britannica.com/biography/Kwame-
Answers Today Nkrumah
In the past 2, 5, 6 Homowo festival: https://www.youtube.com/
1, 3, 4 watch?v=SL-g2szuzKs
Formative assessment Teaching instructions
• Check learners’ work to see if they have got the Use these teaching instruction suggestions
to create lesson plans to cover the relevant
answers correct. exemplar(s).
• Ask learners to tell you the answers verbally if Phase 1: Start suggestions
they struggle with writing and reading. • Tell a story about a past activity or story
• Point to each picture and let learners tell you if it indigenous to Ghana.
is from the past or today. • Sing a song about a storyteller.
• Ask learners to tell you about any great well-
Differentiated learning
• Ask stronger learners to read the task themselves known men or women of Ghana.
• Remind learners that stories can make us feel
and categorise the objects first.
• Read the words and numbers for learners who different emotions. Ask learners to name the
different emotions, such as ‘happy’ or ‘sad’.
find the exercise more challenging. • Discuss their history with learners and talk about
how it shapes their lives. Ask learners to tell you
Remedial activities things that they remember.
• Let learners work in pairs to complete • Encourage learners to bring something to school
from their past, such as a photograph of their
the exercise. naming ceremony or a toy from when they were a
• Let learners complete the exercise verbally. baby. Have a ‘show and tell’ and let learners share
their past with the class.
Extension activities • Then tell learners that buildings and places can
• Ask learners to add other objects to the columns also tell stories about the past. Ask learners to tell
you about any old buildings that they know of.
– one from the past and one from today. Phase 2: Explore suggestions
• Ask learners to write the names of the objects in • Talk about storytellers. Ask learners to tell you
about stories that their parents and grandparents
the correct columns. have told them. Ask learners what they have
learnt from these stories.
Stories about the past .... (LB pages 11–17)
Content standard B1.1.1.1
Demonstrate understanding of what history is
about and how it is part of everyday life.
Indicator B1.1.1.1.1
Explain that since those activities were performed in
the past, they qualify to be called history.
44
Sub-strand 1: How and why we study History
• Introduce them to Yaa Asantewaa using a picture • Make sure learners understand that history is
on the internet or from a book. A picture has also something that happened in the past.
been included in the Learner’s Book. Talk about
her story. Tell the story to learners. • Ask learners to tell you about an old building and
what they know about its history.
• Tell the story of Tetteh Quarshie. Show learners
a picture of the blacksmith and discuss how he Use of ICT
brought cocoa to Ghana.
• Find pictures or videos on the internet of the
• Tell the story of Dr. Kwame Nkrumah. Show famous people mentioned in the Learner’s Book.
pictures from books or the internet. Explain that he
was the first prime minister and president of Ghana. • Find pictures of old buildings mentioned in the
Learner’s Book.
• Talk about the festival of Homowo. Ask learners
to tell you what they know about the festival and • Play learners a recording of a story from long ago.
why it is celebrated. • Compare pictures of past and present objects and
• Discuss how past events and activities are called people.
history, because they have already happened. Ask • Show learners pictures of Ghanaian history found
learners to tell you some of their family history.
Ask questions such as: Where were you born?; on the internet.
Where did your parents grow up?; Where did your • Show learners videos of past festivals.
parents go to school?; and so on, to encourage
learners to think of their past. Activity 5 (LB page 11)
• Discuss the meaning of ‘true’ and ‘false’. Give In this activity, learners talk about the great men
learners simple examples such as: I have a pencil in or women of Ghana they know of. They describe
my hand. True or False? (The answer will depend on what makes them famous and talk about how they
whether or not you have a pencil in your hand.) influenced Ghanaian history. They share a story about
Repeat a couple of times with different simple an important festival in Ghana, list the people who
classroom objects. You can turn it into a game. were there and what the festival was about. Learners
share their answers with the class.
• Talk about learners’ feelings about their life
history. Are they happy or sad? Discuss how they Group work
can do good things in order to be remembered Learners work in groups to complete the activity.
for the good things they have done. Link this to Place learners of different abilities together in the
the stories of the famous people of Ghana. Ask group so that stronger learners can help those
learners to tell you what they are remembered for. who are differently abled. Encourage all learners
to participate in the discussions. Help learners by
• Talk about life histories. Ask learners to say what letting them refer to pictures in their Learner’s Books
has happened in their life so far, such as being or on the internet.
born, their naming ceremony, their first tooth,
their first step, and so on. Explain that these Answers
events all form part of their history. Learners’ own answers.
• Talk about families and family histories. Formative assessment
Ask learners to tell you about their parents, • Walk around the class. Observe and listen to
grandparents and great-grandparents. Discuss
how these stories take place over a long time and learners as they talk in their groups. Assist any
form their family history. learner or group who seems to be struggling.
• Give learners enough time to discuss the famous
• Show learners pictures of old buildings in Ghana people of Ghana and then let the groups share
from the internet. Talk about the history of the their information with the class.
buildings. Explain that both buildings and people • Ask learners questions to make sure that they
can have histories. Ask learners to tell you the understand why each person was famous and
history of their home. How long they have lived what impact they had on Ghanaian history.
there? Do they know who lived there before them? • Listen to learners talk about festivals, and ask
them to tell you what they like or do not like
Phase 3: Reflect suggestions about the festivals.
• Talk about the famous people of Ghana who
Differentiated learning
learners have learnt about. Ask learners to tell you • Use the remedial activities as practice for learners
what they remembered. Let learners pretend to
be a famous person, act out who they are and let who struggle and the extension activities for those
the class or their small group guess who they are. learners who need more of a challenge.
• Ask learners to tell their friend a happy and a sad
event from their histories and say how this has
affected their lives today.
45
Strand 1: History as a subject
• Ask learners who struggle to start the discussion • Give learners enough time to listen and discuss
and then let the stronger learners add more details the stories from long ago.
to the discussion. This allows learners who struggle
to get a chance to talk first about the easier things Differentiated learning
to remember and learners who are stronger have to • Ask stronger learners to answer the questions first
think harder before they can add to the discussion.
and then let learners who are struggling answer
Remedial activities similar questions. This method will give learners
• Let learners draw a picture of a famous person or an example to use when answering their own
questions.
festival. • Use the remedial activities as practice for learners
• Ask learners questions about the famous person who struggle and the extension activities for those
learners who need more of a challenge.
or festival and let them answer orally. Remedial activities
Extension activities • Ask learners to draw a picture of one important
• Ask learners to write a short paragraph about a thing that a famous person did. Let learners
explain their picture to you.
famous person or festival. They can also draw a • Help learners to answer the questions by giving
picture. them clues about the people and what they did.
• Ask learners to find out how chocolate is made Start the sentence and let learners complete it.
and then report back to the class. Extension activities
• Ask learners to write two or more interesting facts
Activity 6 (LB page 13) about famous people in Ghana.
• Ask learners to make a poster informing people
Activity 6 refers to the stories on pages 11 and 12 of about a festival.
the Learner’s Book. Learners listen to the stories and • Ask learners to write a story about their family
say if each story is happy or sad. They need to point to history.
the happy or sad face. Learners then answer questions
based on the stories. They are encouraged to share
their own stories from long ago.
Group work Activity 7 (LB page 14)
Allow learners to work in mixed-ability groups so
that stronger learners can help and support learners In this activity, learners need to say ‘true’ or ‘false’.
who are differently abled. They are encouraged to Remind learners what ‘true’ or ‘false’ means and let
talk about the famous people from Ghana they have them practise with simple classroom objects. Learners
learnt about and to share their knowledge with the answer the questions by saying either ‘true’ or ‘false’.
group. Learners also discuss what is part of their life history
and what is not part of their life history.
Answers
1 a happy Pair work
Learners work in pairs. Put a stronger learner with
b sad a learner who finds it more challenging so that the
c happy stronger learner is able to support the differently
d happy abled learner. Learners take it in turns to ask and
2 a Yaa Asantewaa was the Queen Mother of the answer the questions.
Asante people. Dr. Kwame Nkrumah was the Answers
first prime minister and president of Ghana. 1 true
b Yaa Asantewaa led an army to fight against 2 false. It is part of grandmother's life history.
the British. Dr. Nkrumah led Ghana to 3 false. It is part of father's life history.
independence from the British. 4 true 5 true
3 Learners’ own stories.
Formative assessment Formative assessment
• Walk around the class. Listen to and observe • Walk around the classroom. Listen to and
learners as they answer the questions. Take note observe learners working in pairs. Assist any
of those who can answer questions and those who learner or pair who seems to be struggling. Give
find the questions more challenging. Give these learners more time or ask someone to help with
learners more practice opportunities later. the reading if necessary. Make a note of learners
• Make sure all learners have time to talk and share who are finding the task challenging.
their stories.
46
Sub-strand 1: How and why we study History
• Ask learners who are struggling to come to you • Use the remedial activities for those who find the
and answer the questions. If necessary, give them exercise challenging and the extension activities
prompts to see what they do and do not understand. for those who need more of a challenge.
Differentiated learning Remedial activities
• Ask stronger learners to read and answer the • Ask learners to tell you about something from
questions first so that others have an example on their life history. Discuss what kind of drawing
which to base their own answers. they can do. Give them time to get started.
• Use the remedial activities to help those that are • Ask learners to tell you their sentence verbally
struggling and the extension activities for those and write it down for them to copy.
that need more of a challenge. • Ask learners to tell you if the event from their life
history makes them happy or sad. Help them by
Remedial activities drawing part of the face.
• Let learners come to you to answer the questions,
Extension activities
so that you can read for them or help them by • Ask learners to make up a song or chant about the
starting the sentence.
• Show learners pictures of the sentences and ask event from their life history. Let them act or say
them to point to the true pictures. the song or chant to a small group or the class.
Extension activities • Ask the learners to write two or more sentences
• Ask learners to write other examples of what about their event from their life history.
forms part of their life history.
• Let them quiz a partner with their additional Homework (LB page 16)
questions.
• Ask learners to put the questions into • Learners complete the homework activity at
chronological order. home. They must ask a family member to help
them complete the tasks. Give learners time in
Exercise 2 (LB page 14) class to tell the story and show their picture of
their first day at school to you and the class.
In this exercise, learners will work in their workbooks Activity 8 (LB page 17)
or on paper. They will need crayons and pencils. The
learners will work alone. If necessary, you will have to In this activity, learners must fill in the missing words
read the instructions to the learners. You might have from the word boxes. They write the sentences in their
to repeat the instructions more than once to make sure workbooks or on a piece of paper. Help learners by
that they understand what to do. reading through the instructions and making sure that
they understand all the words. Explain any new words
Individual work or remind learners what the words mean. Do one
Learners work alone and follow the instructions on sentence as an example.
page 14 of the Learner’s Book and draw a picture Pair work
from their life history. They write a sentence about it Learners can complete this activity in pairs. For
and draw a happy or sad face to indicate if the event learners who find reading tasks challenging, pair
is good or bad. them with a stronger learner who can help support
differently abled learners. Encourage all learners to
Answers complete the written task.
Learners’ own pictures, sentences and faces. Answers
1 a People's history starts when they are born.
Formative assessment
• Walk around the classroom and observe learners b A person's history ends when they die.
2 a great-grandparents, mother, you
working on their own. Assist those who are
finding the task difficult and make a note of b grandparents, aunt, cousins
them. Give them more opportunities to master Formative assessment
the task at another time. • Walk around, observe and listen to learners who
• Take note of who can draw but not write the
sentences and vice versa. Give help where it is needed. are working in pairs or groups. Take note of who
• After some time, if learners are still struggling, pair is working on their own. Help learners who are
them with someone who has already finished their finding the task challenging.
work and can help them complete the exercise. • Note who is struggling with the reading, and who
is struggling with the writing. Let learners answer
Differentiated learning the questions orally if necessary.
• Let learners who finish first pair up with others who • Give learners enough time to write down the answers.
are struggling to help them complete the exercise.
47
Strand 1: History as a subject • Read learners a sentence and ask them to draw a
picture showing the meaning of the sentence, for
Differentiated learning example, someone just after they have been born
• Ask stronger learners to answer some questions or at a funeral.
first and then let learners who are struggling • Let them describe their picture to a friend.
answer similar questions. This will give learners Extension activities
who are struggling an example answer to use as a • Ask learners to draw a picture to match each sentence.
guideline when answering their own questions.
• Use the remedial activities for those learners who Then they must explain their picture to a friend.
are finding the task challenging and the extension • Ask learners to write their own sentences about
activities for those who need more of a challenge.
Remedial activities their life history.
• Let learners work orally and answer the questions
orally. Next, they continue to explore different types of
celebrations. They will begin to understand how
Sources of history celebrations remind us of important people and
events in the past. They will also start to make the
In this section, learners talk about different sources connection between the songs, dances and music
of history. They start by looking at the different performed at these celebrations and how they enable
ways in which to find information about the past. us to remember the events of the past, which form
They also examine the types of information that the the building blocks of history. Finally, they learn
different ways provide. This helps them to make the about national celebrations and start to relate these
connection between sources of historical evidence events from the past to the history of the country.
and the activities that people did in the past. It also
helps them to understand the difference between how Teaching instructions
things were in the past and what they are like today. Use these teaching instruction suggestions to create
lesson plans to cover the relevant exemplar(s).
Information about Phase 1: Start suggestions
the past ................................... (LB pages 18–22)
• Tell learners a traditional folk tale.
Content standard B1.1.1.1 • Show learners kente cloth pictures or actual
Demonstrate understanding of what history is
about and how it is part of everyday life. material and discuss the colours and patterns.
Indicator B1.1.1.1.2 • Revise the names of colours.
Describe how sources of historical evidence help us • Play traditional music for learners and talk about
find out about past human activities.
Subject-specific practices and core competencies how it makes them feel.
As learners identify and discuss past events, they • Talk about when traditional music is used.
develop imaginative and critical thinking skills, as well • Show learners pictures of historical places and ask
as chronological understanding of historical events.
Resources learners to name the places.
LB pages 18–22, pictures and videos about traditional • Sing a traditional song or do a traditional dance.
stories, symbols, objects, tools, dances, music and Phase 2: Explore suggestions
songs, as well as information about historical places • Discuss the concepts in the Learner’s Book with
and the meaning of kente cloth patterns and colours
Key words learners. Ask them to talk about traditional
customs, traditions, behave, traditional, patterns, stories that they have heard at home. Let them
kente cloth, weddings, celebrations, religious describe or retell the story, what happened and
shrines, trading post who the people in the story were.
Helpful links • Talk about customs and traditions, and elicit
http://www.adinkra.org/htmls/adinkra_index.htm from learners which traditions they follow at
https://www.kentecloth.net/ home and where these traditions and customs
Kente cloth colours: https://www.youtube.com/ come from.
watch?v=w9CjQZ5DAto • Show learners traditional symbols, objects and
The Ejisu-Besease Shrine: http://www.ghanamuseums. tools, either pictures from the internet or books,
org/asante-tradional-buildings.php or the real objects. Explain how these pictures
tell us how people lived long ago. Ask learners to
48 tell you if they have any such symbols, objects or
tools at home. Let learners describe them to the
class and say what they are used for.
Sub-strand 1: How and why we study History
• Show learners an example of kente cloth. Talk Use of ICT suggestions
about the patterns and colours on the cloth.
Explain that each pattern means something and • Show pictures of kente cloth, colours and
that some of the patterns are very old. Talk about patterns.
the meanings of the patterns and colours on the
kente cloth. • Play learners traditional music for a variety of
events, such as funerals, celebrations, birthdays,
• Explain that the colours have the following weddings and so on.
meanings:
− Gold: royalty, wealth • Show learners traditional dances performed at
− Yellow: royalty, wealth celebrations, weddings and birthdays.
− White: purity, healing
− Blue: peace, love • Show pictures of traditional symbols, objects and
− Green: harvest, growth tools to learners.
− Red: blood, strong feelings
− Maroon: mother Earth, healing • Show pictures of different historical buildings
− Purple: Earth, healing and the National Museum.
− Black: spirits of the ancestors
Activity 9 (LB page 20)
• Play learners some examples of traditional music.
Ask learners to tell you where they have heard the In this activity, learners work individually to design
music before, for example, a wedding, festival or their own kente cloth pattern. They do research on
funeral. Discuss the different types of music for the internet and ask an elder for help. Learners draw
different events. the kente cloth pattern in their exercise books. They
show the pattern and explain the meaning behind the
• Show learners some traditional dances done at pattern to the class.
celebrations and festivals. Ask learners to do
these dances for the class. Ask learners to describe Individual work
where they have done the dances before. Learners work individually to do this activity.
• Talk about old buildings. Look at the pictures in Answers
the Learner’s Book. Discuss how old the building Learners’ own designs for kente cloth patterns and
on page 21 is and what it was used for then and is colours.
used for now.
Formative assessment
• Talk about historical sites such as the Nalerigu • Walk around the class, and observe and listen to
Wall, and the significance of the wall to the
people of Ghana. learners working in groups. Help learners where
needed.
• Explain what a museum is to learners. Show • Make a note of learners who lack confidence
pictures of the National Museum and some of in either working on the internet, talking to
the objects that can be seen at the museum. Ask an elder or designing their own pattern. Give
learners to tell you if they have ever been to a these learners extra time and more practice
museum. Ask them to share what they saw. opportunities in later lessons.
• Give learners time to discuss, draw and share
Phase 3: Reflect suggestions their designs with the class. If a learner is too shy
• Let learners talk in groups about traditional to share with the class, ask them to share their
design with a friend or with you.
stories that they have heard from their families.
• Let learners draw pictures of traditional objects, Differentiated learning
• Use the remedial activities as practice for learners
symbols and tools for display in the classroom.
• Ask learners to say which colours and patterns on who struggle and the extension activities for those
learners who need more of a challenge.
kente cloth are their favourite and why. • Let stronger learners work ahead and give support
• Let learners make up a dance using some to those who take a little longer. Challenge
stronger learners to make more complicated
traditional dance moves to show the class. Ask patterns and use more colours in the kente
them to name the dance and the celebration, for pattern.
example, a birthday. Remedial activities
• Let learners talk about the different historical • Show learners a simple pattern that they can copy.
buildings in their community. Arrange a visit if • Help learners choose a few colours to keep the
possible. pattern simple.
49
The words you are searching are inside this book. To get more targeted content, please make full-text search by clicking here.
Teachers Guide
Discover the best professional documents and content resources in AnyFlip Document Base.
Search