Strand 1: History as a subject
• Ask learners to explain their pattern to a friend. • Go through the exercise step by step to make sure
Let them work in pairs. that learners can fill in all the answers.
Extension activities • Let learners complete the exercise orally and draw
• Ask learners to write sentences about their kente a picture of one of the sentences. Ask them to
explain the picture to a friend.
cloth design.
• Ask learners to draw a picture of someone • Ask learners to draw pictures for the words in
the word boxes to show their understanding of
wearing their kente cloth in a traditional dress. the words.
• Ask learners to use more colours and more
Extension activities
complex patterns when designing their kente • Ask learners to think of their own sentences, leave
cloth.
out a word and ask a friend to fill in the missing
Exercise 3 (LB page 21) word.
• Ask learners to use the words in the word box
In this exercise, learners fill in the missing words using and to make a new sentence with one or more of
the words in the word boxes. The sentences revise these words.
the work done in the section. Help learners read all • Ask learners to use the words in the word boxes
the words and make sure that they understand them and write a poem. They can share the poem with
all. Learners will write the sentences in their exercise a friend.
books. • Encourage them to give each other positive
feedback on the poems.
Individual work
Learners work individually to complete Exercise 3 in Exercise 4 (LB page 22)
their exercise books.
Answers In this exercise, learners work alone to answer the
1 Our storytellers tell us stories about our questions in the Learner’s Book. They write the answers
in their exercise books. Encourage learners to answer
community history. in full sentences and to go back and read the text for
2 Adinkra symbols tell us what people long ago more information if necessary. Read the questions with
the class to make sure that all learners understand the
believed. questions. Explain all words if necessary.
3 Tools show us how people long ago grey their
Individual work
crops. Learners work individually to complete Exercise 4 in
4 Weapons show us how people long ago hunted their exercise books.
for food.
5 Kente cloth has different patterns and colours.
Formative assessment Answers
• Walk around the classroom and make sure that 1 Traditional songs, dances and music have special
learners are working on their own. meanings. They tell stories and remember
• Observe and note learners who find the task important events from long ago.
2 The Asante people visited the Ejisu-Besease
challenging and help them by reading the words Shrine to ask the gods for help.
and letting them answer orally. 3 The first European trading post was Elmina
• Give learners enough time to write down the Castle.
sentences and to fill in the missing words. 4 Naa Jaringa built the Nalerigu Wall to protect his
people from slave traders.
Differentiated learning 5 Beads, musical instruments, cloth, stools and
• Use the remedial activities as practice for learners pottery (any two) are found in the National
Museum.
who find the task challenging and the extension
activities for learners who need more of a Formative assessment
challenge. • Walk around the classroom to ensure that
• Give learners who struggle to read someone to
read the words for them and to help them choose learners are working on their own and trying to
the correct answer. answer the questions.
• Let learners who struggle to write answer orally. • Observe and note those learners who need words
read to them or the questions explained.
Remedial activities • Give learners time to answer the questions.
• Write down the first letter of the correct answer
for the learners.
50
Differentiated learning Sub-strand 1: How and why we study History
• Use the remedial activities as practice for learners
Teaching instructions
who find the task challenging and the extension Use these teaching instruction suggestions
activities for learners who need more of a challenge. to create lesson plans to cover the relevant
• Give learners who struggle to read someone to exemplar(s).
read the words for them and to help them write Phase 1: Start suggestions
the correct answers.
• Let learners who struggle to write answer orally. • Sing a song about celebrations, weddings or festivals.
• Hold a class discussion about a celebration. Ask
Remedial activities
• Let learners first answer orally and then give them learners to tell you their favourite celebration.
• Revise emotions, sing a song or say a rhyme
time to write down their answers.
• Give learners more time to finish their work, with about emotions such as ‘if you are happy and you
know it, clap your hands’.
a movement break in between. • Ask learners to make a list of all the festivals that
• Help learners find the answers in the text by they know.
• Talk about national celebrations. Ask learners to
pointing out the relevant sections for them to name some national celebrations.
look at. Phase 2: Explore suggestions
• Let learners draw pictures for answers where • Discuss the concepts in the Learner’s Book with
appropriate. learners. Ask them to talk about celebrations in
their families.
Extension activities • Talk about what learners remember about
• Ask learners to think of additional questions. Let different celebrations and why they remember
them. Was it fun? Did they enjoy the music, the
them ask a friend to answer the questions. dancing or the food?
• Give learners time to do more research on the • Discuss the different celebrations that different
families, cultures and countries have. Compare
National Museum, Elmina Castle or the Nalerigu them to the celebrations that learners know.
Wall and to report back to their group, friend or • Talk about birthdays. Discuss what makes birthdays
to the class. special. Talk about the different kinds of celebrations
• Let learners make an information poster on the for a birthday (big, small, friends or family).
extra research that they have done. Display the • Ask learners to say what kinds of activities,
poster in class. games, music or food they have had at their own
or friends’ birthdays.
Celebrations...................... (LB pages 23–30) • Show the learners a picture of a wedding. Ask
learners to tell you if they have ever been to a
Content standard B1.1.1.1 wedding. Ask them to describe what happened
Demonstrate understanding of what history is and how they felt. Ask learners what their
about and how it is part of everyday life favourite part of the wedding was.
Indicator B1.1.1.1.2 • Talk about wedding traditions that have lasted
Describe how sources of historical evidence help us hundreds of years, such as rings, veils, white
find out about past human activities. dresses and so on.
Subject-specific practices and core competencies • Ask learners to tell you if they know what
As learners identify and discuss past events, they happens when someone dies. Discuss a funeral.
develop imaginative and critical thinking skills, as Ask learners to tell you who attended, was there
well as chronological understanding of historical dancing, music and food?
events. • Ask learners to tell you about some funeral
Resources traditions.
LB pages 23–30, pictures from magazines and • Talk about the many festivals that the people
newspapers, objects from the past, such as old of Ghana celebrate. Show learners pictures of
phones, old clothes, pictures of old cars and so on the different festivals and explain what they
Key words are celebrating. Ask learners to tell you which
celebrate, married, coffin, bury, plague, festivals they have been to and what they liked
independent, honour the most and what they did not like.
Helpful links
Independence Day 2019: https://www.youtube.com/
watch?v=ENS6sHvsR8A
51
Strand 1: History as a subject
• Explain that national celebrations are for the Encourage them to use the members of the group as
whole country and are important dates that part of their role play. Encourage all learners to take
everyone celebrates. part in the role play.
Answers
• Write the dates and the names of the national Learners own list of celebrations and what they did
celebrations on the board. Ask learners to tell you at each celebration.
what they do on these special days. Formative assessment
• Walk around the class, observe and listen to
Phase 3: Reflect suggestions
• Let learners talk about happy and sad celebrations learners working in groups. Help where needed.
• Make a note of those learners who lack
and festivals. Let them group these into two
groups – happy and sad. Ask learners to say why confidence in role play and give them more
they are happy or sad. practice opportunities in later lessons. Encourage
• Ask learners to draw a picture of their favourite them to take a small role in the beginning to
celebration and to say why. Show their picture to build their confidence.
their friend and discuss the celebration. • Give learners enough time to discuss their
• Remind learners that celebrations and festivals that answers and then plan their role play.
have passed are now part of history. Ask learners • Encourage all learners to take part in the discussions.
questions to ensure that they know the celebration Differentiated learning
is in the past. (Talk about celebrations still to come • Use the remedial activities as practice for those
this year and what they have to look forward to.) who find the task challenging and the extension
• Ask learners to talk about their last birthday and activities for those learners who need more of a
what they did to celebrate. challenge.
• Show learners pictures of national celebration • Let stronger learners start the discussion so that
days and ask learners to say when these are. learners who need more support have an example
to copy when adding to the discussion.
Use of ICT suggestions • Give each member of the group a task to do
(such as draw the picture, write the words)
Find photographs or videos on the internet before according to their strengths so that they are all
the class begins. Show these to learners during involved with the task.
the class and at relevant times in class discussions. Remedial activity
Examples include: • Let someone else read for the learner who finds
• songs or rhymes about emotions reading challenging.
• songs, rhymes or videos about festivals and • Let the learner answer the questions verbally or
by drawing a picture.
celebrations • Let learners role play to their friend or a small
• videos of weddings, birthdays and funeral group if they find the class overwhelming.
Extension activity
celebrations • Ask learners to write a script for their role play. Let
• pictures of national celebration days and what them act it out with the words for their friends.
• Let learners make use of simple costumes for
happens on those days. their role play.
• Ask learners to mime the actions and their friend
Activity 10 (LB page 23) to guess what they are miming.
In Activity 10, learners talk about six family
celebrations. They answer questions on the
celebrations and discuss what each celebration was
about. Learners say what they did at the celebrations
and role play this for the class.
Group work Activity 11 (LB page 24)
Learners work together in groups to do this activity.
Place learners of different abilities together in the In this activity, learners talk about their own
group, so that the stronger learners can help those birthdays. This is a paired activity. Learners ask and
who are differently abled. answer questions around their birthdays. Learners
Help learners make a list or draw a picture of each of are encouraged to listen carefully and with respect to
the celebrations so that they can write or draw what their partner’s answers. Learners sing a birthday song
happened underneath each picture or word. and draw a birthday picture of their last birthday
Assist learners in role playing the celebrations. celebration.
52
Pair work Sub-strand 1: How and why we study History
This activity is done in pairs. Learners will need
paper and crayons to draw a picture or they can use Group work
their exercise book. Put learners of different abilities Learners work in groups to do this activity and draw
together so that the stronger learner can help and the picture on their own. They can draw the picture
support the learner who finds the task challenging. either on a piece of paper or in their exercise books.
Answers Place learners of different abilities together in the
Learners own birthday memories, pictures and group so that the stronger learners can help those
songs. who struggle with the activity or who are differently
Formative assessment abled.
• Walk around the classroom, listening and Answers
Learners’ own answers on traditions at weddings and
observing learners working in pairs. Assist any funerals that they have been to.
pair that needs help. Formative assessment
• Make a note of learners who are finding the task • Walk around the class, listening and observing
challenging and what part of the task is difficult.
Is it the reading, writing, talking or drawing? learners as they talk in their groups. Assist
Give learners more time if needed. learners or groups who seem to be struggling.
Differentiated learning • Give learners time to discuss their answers and
• Ask stronger learners to read the questions and plan a wedding or funeral song or dance for the
help others who find reading difficult. class. Encourage all learners to participate.
• Let learners answer verbally if needed or draw • Make a note of learners who find it hard to
pictures and describe their pictures to their participate in songs and dances. Give them more
partner. practice opportunities in later lessons.
• Use the remedial activities as practice for learners Differentiated learning
who struggle and the extension activities for those • Ask stronger learners to answer some questions
learners who need more of a challenge. first so that learners who are struggling can use
Remedial activity these answers as a guideline when answering their
• Ask learners to draw a picture from their own questions.
birthday. • You can show learners some pictures of wedding
• Remind them to draw the people who were there, clothes or traditional songs and dances to help
the food, the music, the dancing and anything them remember what they saw and did at the
else they can think of. wedding or funeral.
• Let learners talk about their picture to their • Use the remedial activities as practice for learners
partner. who struggle and the extension activities for those
Extension activity learners who need more of a challenge.
• Ask learners to make up a poem or a song about Remedial activity
their birthday. • Give learners who struggle to read someone to
• Ask learners to write a thank you note to help them read the words.
someone who came to their party. • Let learners answer verbally if necessary.
• Ask learners to write sentences about what they • Ask learners questions to help them plan their
liked the most about their party and why. answers, such as ‘What colour was your dress or
shirt?’ or ‘Did you buy new shoes for the funeral?’.
Activity 12 (LB page 25) • Show learners a picture of a wedding from the
internet and then let them draw their own
In this activity, learners talk about weddings and picture.
funerals that they have been to. They talk about the Extension activity
clothes they wore and the songs and dances they did. • Ask learners to make up a song to sing at a
Learners do a song or dance for the class and draw a wedding.
picture of a bride and groom. • Ask learners to write a poem to be said at a
funeral.
• Ask learners to design their own clothes for their
wedding.
53
Strand 1: History as a subject
Activity 13 (LB page 27) • Ask learners to choose a second festival and
explain it to the class.
In this activity, learners discuss their different ethnic
groups and say which one they belong to. They Activity 14 (LB page 30)
talk about their ethnic group’s festivals and why
they celebrate it. Learners listen with respect and In this activity, learners work as a class to make a
understanding of the differences in ethnic group’s birthday poster. They will need paper and colours
and choose one festival to act out for the class. to draw and write with. Learners talk about their
birthdates and put them in chronological order,
Group work starting from January. Look on the internet for ideas
Learners work in groups to do this activity. Place to show learners what other birthday posters look
learners of different abilities together in the group like. Display the birthday poster in the class and
so that the stronger learner can help those who are refer to it after every History lesson to see who has
differently abled. a birthday coming up. Celebrate the birthday in the
Place learners of different ethnic groups together in next History lesson.
the group so that learners learn about the different
ethnic groups in Ghana. Make sure that all learners Class/group work
are treated with respect and understanding. The class works together to make the poster. Give
each member of the class a task to do such as writing
Answers up their own birthday and name. They can even
Learners’ own ethnic groups and festivals. draw a picture or use a photograph of themselves
for the poster. In small groups, make the headings
Formative assessment for the months of the year. Then as a class, put the
• Walk around the class, listening and observing months together in chronological order to form
a year. Let each learner come and put their name,
learners as they talk in their groups. Assist any photo and date of birth in the correct month.
learner or group who seems to be struggling.
• Give learners enough time to discuss the Answers
questions and to choose a festival and act it out. Each class will have their own birthday poster for
• Make a note of those learners who are finding display.
the task challenging and why. Give them more
time, explain the activity again and give more Formative assessment
opportunities to practise in later lessons. • Walk around, listen and observe learners talking
Differentiated learning in their groups and as a class. Help by writing
• Let stronger learners answer the questions first so suggestions on the board.
• Encourage all learners to participate.
that others can use their answers as an example • Make a note of learners who find it hard and lack
when answering their own questions. confidence in knowing their birthdate. Give them
• Make sure there is enough time for all learners more opportunities to practise in later lessons.
to have a chance to talk about their ethnic
group and its festival. Encourage all learners to Differentiated learning
participate in the discussions. • Give different learners different tasks. Give
• Use the remedial activities as practice for
those learners who are finding the task more stronger learners more complex tasks and give
challenging and the extension activities for those differently abled learners tasks that would suit
who need more of a challenge. them.
• Use the remedial activities as practice for those
Remedial activity learners who struggle and the extension activities
• Pair up learners who are of the same ethnic for those learners who need more of a challenge.
group so that they can share information on their Remedial activity
group. • Ask learners to draw a picture of themselves and
• Look up the ethnic group on the internet if more
information is needed. write their name or give learners a template for
• Ask learners to draw a picture of the festival and their picture (e.g. start the picture of a person and
then talk to their partner about their picture. let them fill in the details).
• Let learners work in pairs.
Extension activity
• Ask learners to write about their ethnic group.
• Let them draw a picture showing their traditional
clothes.
54
Extension activity Sub-strand 1: How and why we study History
• Ask learners to read the poster and say when their
Remedial activity
birthday is. • Work individually with learners who find the task
• Ask learners questions about when it is someone
difficult. Let them answer verbally.
else’s birthday. • Ask learners to draw a picture about one of the
• Ask learners to count how many birthdays there
sentences.
are in one month. • Give learners clues, such as the first letter, to help
• Which month has the most birthdays and which
them find the correct answers.
has the least? Extension activity
• Who is the oldest in the class and who is the • Ask learners to write another sentence using one
youngest in the class? or more of the words in the box.
• Ask learners to put the national holidays in
Exercise 5 (LB page 30)
chronological order and to look for other
In this exercise, learners work on their own in their national holidays.
exercise books to complete the activity and to fill
in the missing words. They choose the words from History in pictures........... (LB pages 31–33)
the word box at the top of the exercise. Ensure that
learners are able to read all words and understand Content standard B1.1.1.1
their meanings. Explain anything that learners do Demonstrate understanding of what history is
not understand. Complete number 1 verbally as a about and how it is part of everyday life
example. Indicator B1.1.1.1.2
Describe how sources of historical evidence help us
Individual work find out about past human activities.
This is an individual activity that learners do in their Subject-specific practices and core competencies
exercise books. As learners identify and discuss past events, they
develop imaginative and critical thinking skills, as
Answers well as chronological understanding of historical
1 a A birthday celebration remembers the day you events.
Resources
were born. LB pages 31–33, pictures and photographs
b A wedding is when a man and a woman get brought from home, whiteboard, television set,
video machine or projector, CD player, computer
married. or laptop, modem
c The Akan people celebrate the Odwira festival Key words
album
to thank the gods.
d The Anlo people celebrate the Hogbetsotso Teaching instructions
festival. Use these teaching instruction suggestions
2 a 6 March to create lesson plans to cover the relevant
b 21 September exemplar(s).
Phase 1: Start suggestions
Formative assessment • Show learners a photo album, either one from
• Walk around the classroom making sure that
home or one from the internet.
learners are working on their own. • Sing a song about families.
• Observe and note learners who are finding the • Read a story about a family.
Phase 2: Explore suggestions
task challenging and help them by reading the • Discuss the concepts in the Learner’s Book with
words and letting them answer verbally.
• Give learners enough time to write down the learners.
sentences and to fill in the missing words. • Look at the photographs and pictures that learners
Differentiated learning have brought from home. Put them in chronological
• Use the remedial activities as practice for learners order. Discuss the order with learners.
• Let learners talk about their photographs and
who find the task challenging and the extension pictures with their friends.
activities for learners who need more of a
challenge. 55
• Give learners who struggle to read someone to
read the words for them and to help them choose
the correct answer.
• Let learners who struggle to write answer verbally.
Strand 1: History as a subject
Phase 3: Reflect suggestions Formative assessment
Find examples of the following to show to learners • Walk around the class and observe and listen to
during the relevant lessons:
• Let learners tell stories about their families as they learners. Help where needed.
• Make a note of learners who struggle to complete
look at the photographs and pictures.
• Let learners say how their family has changed or the task on their own. What do they find the
most challenging? Is it the reading? The following
grown. of instructions? The physical making of the book?
• Ask learners to tell their friend three good things Do they battle with fine motor activities?
Differentiated learning
about their families. • Use the remedial activities as practice for learners
who struggle and the extension activities for those
Use of ICT suggestions learners who need more of a challenge.
• Let stronger learners work ahead and give support
• photos and pictures of families to show the class to those who take a little longer. Challenge
• songs about families stronger learners to write more complicated
• videos of stories about families. sentences underneath each picture.
Remedial activity
Project (LB pages 32–33) • Let learners work in pairs.
• Help learners tie the string.
In this project, learners will work alone to make • Help learners put the pictures in chronological
their own individual history photograph album of order.
their family. They will use pictures and photographs • Ask the learners to tell you their sentences
brought from home. Clear, simple instructions and verbally and you can write them down.
what the learners need for the project is on page 32 Extension activity
of the Learner’s Book. • Ask learners to write a poem about their family.
• Let them say their poem to their friends.
Individual work • Let learners swap photo albums with friends,
Learners work alone to make their own photograph then read and ask questions about the albums.
album, with some help from you for the tricky bits. • Encourage learners to give each other positive
They follow the step-by-step instructions on page 32 feedback on the photo albums.
of the Learner’s Book.
Answers
Learners’ own photograph albums.
56
Sub-strand 1: Summary & Revision
Summary: Why and how we study History
What is history? Sources of history
• You can only remember things that We can find information about the past in
different ways.
have already happened – things that • Storytellers in our families and
happened in the past. Some activities
(such as your birth) only happened community elders tell us about
once. Other activities happen again and Ghanaian customs and traditions.
again. • Traditional symbols, objects (e.g. kente
• Activities in the past can make us feel cloth) and tools.
happy, scared, excited or sad. • Dances, music and songs at celebrations.
• Things in the past look different to the • Historical places are important religious
way they look today. shrines, old buildings and museums.
• The stories and events of the past They help us to remember traditions,
are called history. We can say that events and objects from long ago.
history is a record of what people and • Celebrations such as festivals, weddings,
communities did in the past. funerals or birthday parties are a way
• History includes things that happened to remember an important or happy
in the lives of people, their communities event. National celebrations such as
and their country. Independence Day and Kwame Nkrumah
Memorial Day are public holidays in Ghana.
• Pictures and photographs show how
people lived long ago.
Revision (LB page 36)
Assessment Answers
Use this Sub-strand 1: Revision activity for 1 Birth, 5th birthday party (accept other
formative or summative assessment. answers)
• Formative assessment: Let learners
2 History
complete the activity and go through 3 a True
the answers in class. Learners can b False. It is an old place.
either check their own work for self- c True
assessment, or swap work with a d False. It is on 6 March.
partner and check each other’s work for 4 a The Effutu people celebrate the
peer assessment.
• Summative assessment: Let learners Aboakyer festival.
write the answers in their exercise books b The Oguaa people celebrate the Fetu
or talk about the answers with you
individually. Take in the exercise books Afahye festival.
or listen to the oral answers and assess c The Akan people celebrate the
learners’ work. Check that learners can
demonstrate an understanding of what Odwira festival.
history is about and how it is part of d The Anlo people celebrate the
everyday life.
Hogbetsotso festival.
5 a Free from outside control
b Britain
Learners complete the self-assessment
table.
57
Strand 1: History as a subject
Sub-strand 4: Community history
Similarities and differences between communities ---------------------- (B1.1.4.2.1)
Learners will discover the differences and similarities They will develop an understanding of the aspects that
between communities. They will explore the unique together have worked to create the history of their
aspects about their community and its history. They will community over time. They will also start to develop a
also look at the similarities between their communities. chronological understanding of history.
What is a community? Historic sites in your community
Content standard B1.1.4.2 • Discuss the difference between historic sites:
Recount history about their communities. some were built by people and some are in
Indicator B1.1.4.2.1 nature.
State the similarities and differences between the
communities where learners live. • Name as many sites as you can. Show learners
Subject-specific practices and core competencies pictures of historic sites, both built by people and
As learners compare and reconstruct past natural.
human activities from evidence, they develop
chronological understanding, cultural identity, • Discuss how historical sites tell us more about
creativity and innovation. the community and form the history of the
Resources community.
LB pages 35–37, pictures, whiteboard, television
set, video machine or projector, CD player, Phase 3: Reflect suggestions
computer or laptop, modem • Let learners talk in groups about their
Key words
historical sites community. Ask them to say what is special
about their community.
Teaching instructions • Ask learners to think about the buildings in the
community, both built and natural, and how this
Use these teaching instruction suggestions has affected their lives today.
to create lesson plans to cover the relevant
exemplar(s). Use of ICT suggestions
Phase 1: Start suggestions
• Show learners pictures of different communities. • Before the class, find photographs or videos of
• Sing songs from different communities. different buildings built and natural sites in their
• Hold a class discussion about the buildings in community. Show these to learners during the
lesson.
the community. Ask learners to make a list of the
buildings they know about in the community • Find photographs or videos of different
such as a chapel or church, a post office, a palace, community festivals, clothes, languages, music,
a shrine, a mosque, a castle, a fort. dancing and songs.
Phase 2: Explore suggestions
• Discuss the concepts in the Learner’s Book • Collect stories about constructed buildings or
with learners. natural sites in the community.
• Talk about your community. Discuss:
• people Activity 15 (LB page 37)
• places
• festivals In this activity, learners talk about their community,
• music, dances and songs they discuss what language their community speaks,
• language they talk about festivals and they discuss what makes
• traditions. their community special.
Pair work
Learners work in pairs to do this activity. Place
learners of different abilities in the pair, so that
the stronger learner can help their partner who
is differently abled. Encourage both learners to
participate in the discussion about their community.
58
Sub-strand 4: Community history
Answers Answers
Learners’ own answers depending on their Learners’ own answers based on the building that
community. they chose to discuss.
Formative assessment Formative assessment
• Walk around the class, observe and listen to • Walk around the class, observe and listen to
learners working in pairs. Help where needed. learners working in pairs. Help where needed.
• Make a note of learners who lack confidence in • Give learners enough time to discuss their
working in pairs and find it challenging talking answers and then share their answers with the
about their community. Give these learners extra class.
time and more practice opportunities in later • Make a note of learners who struggle to talk to
lessons. a group or do not understand the task. Clearly
• Give learners time to discuss what makes their explain the task again and give more practice in
community special. later lessons.
Differentiated learning Differentiated learning
• Use the remedial activities as practice for learners • Use the remedial activities as practice for learners
who struggle and the extension activities for those who struggle and the extension activities for those
learners who need more of a challenge. learners who need more of a challenge.
• Swap pairs if some learners are finished quickly. • Give pairs that are struggling more guidance and
Encourage learners to learn from their previous perhaps put some words on the board to help
partner. them.
Remedial activity • Ask stronger pairs to role play their answers
• Let learners draw a picture and explain their so that it gives others an example to use when
picture to their partner. working on their own.
• Give learners examples on the board of the Remedial activity
different languages, dances and festivals. • Put key words on the board for learners to
• Ask learners to role play the dances and songs. refer to.
Extension activity • Let learners draw pictures to explain
• Ask learners to write a sentence or story about their their answers.
community. Share it with a partner or the class. • Let learners only answer a few questions.
• Let learners prepare a short (few sentences) in Extension activity
their home language (language spoken by the • Ask learners to write the answers down in
community) and say it for the class. full sentences.
• Ask learners to draw a picture of a festival and • Let learners choose another building but opposite
explain the festival to their partner or the class. to the first one (for example, if they chose a site
in nature, now they choose a building built by
Activity 16 (LB page 38) people).
• Let learners report back to the class.
In this activity, learners work in pairs and look • Let learners make up a rhyme about their
at the picture on page 37. They talk about the building or site without saying its name and let
buildings and places that they see. They point to others guess which building/site it is.
places made by people and places in nature. They
name each building and point to it. Then learners Homework (LB page 39)
choose a building and look at it in detail. They use
the guidelines in the Learner’s Book to help them • Learners complete the homework at home.
with their discussion on how the buildings affect the • They must ask a family member to help them
history of their community.
complete the homework.
Pair work • Give learners time in class to show you or the rest
Learners work in pairs to do this activity. Pair
learners of different abilities together, so that of the class their completed homework.
stronger learners can help those who are differently • Let learners use the picture on page 37 as a
abled. Encourage all learners to participate in the
discussion about the buildings and how they affect guideline. Help them make a list if necessary.
the history of the community. • Put the pictures on display in the classroom for
the duration of the unit.
59
Strand 1: History as a subject
Historical sites from oldest Phase 3: Reflect suggestions
to newest (LB pages 40–41) • Let learners discuss the buildings they have seen
Content standard B1.1.4.2 in their books.
Recount history about their communities. • Compare them to the buildings in their
Indicator B1.1.4.2.1
State the similarities and differences between the communities.
communities where learners live. • Ask learners to think about how the buildings
Subject-specific practices and core competencies
As learners compare and reconstruct past have affected their lives today.
human activities from evidence, they develop
chronological understanding, cultural identity, Use of ICT suggestions
creativity and innovation.
Resources • Find photographs or videos of the buildings
LB pages 38–39, pictures, whiteboard, television mentioned in the Learner’s Book before the class.
set, video machine or projector, CD player, Show these to learners during the lesson.
computer or laptop, modem
Helpful links • Find songs about buildings from long ago.
Makola Market: https://www.myjoyonline.com/ • Find rhymes about buildings from long ago.
entertainment/2016/July-3rd/video-watch-kofi- • Collect additional information on historic sites in
laings-smashing-documentary-makola.php
Cape Coast Castle: https://edition.cnn.com/videos/ your community.
world/2018/07/16/inside-africa-ghana-cape-coast-
castle-trans-atlantic-slave-trade-vision-c.cnn Activity 17 (LB page 41)
In this activity, learners work in pairs to complete
the activity. They choose four historic sites that
they saw in their communities. Learners draw a
picture of each site, name it and then put the sites in
chronological order from oldest to newest.
Teaching instructions Pair work
Learners work in pairs to do this activity. Place
Use these teaching instruction suggestions learners of different abilities in the pair, so that the
to create lesson plans to cover the relevant stronger learners can help those who are differently
exemplar(s). abled. Encourage all learners to participate in
Phase 1: Start suggestions learning more about the different buildings in their
• Hold a class discussion about how some things community and putting them in chronological
order.
are older than others. Ask learners to tell you
about something that is older than another object Answers
or person such as my house is old, but it is not as Learners’ own answers based on the historic sites in
old as my grandfather. their communities.
• Sing a song about an old building.
• Say a rhyme or poem about an old building, e.g. Formative assessment
Hickory Dickory Dock (it was an old clock). • Walk around the class, observe and listen to
Phase 2: Explore suggestions
• Discuss the concepts in the Learner’s Book with learners working in pairs. Help where needed.
learners. • Give learners enough time to discuss their
• Make a timeline on the board or on a piece of
paper. As you discuss the buildings, add them to answers and then share their answers with the
the timeline. class.
• Discuss each picture and point out the interesting • Make a note of learners who do not understand
and unique features of each building. Ask learners the task. Clearly explain the task again and give
to add more information if they can. more practice in later lessons.
• Ask learners to tell you if they have been to any
of the buildings mentioned in the Learner’s Book Differentiated learning
and what they liked and did not like about it. • Use the remedial activities as practice for learners
who struggle and the extension activities for those
learners who need more of a challenge.
• Let stronger learners talk first so that others are
able to base their answers on what they have
heard.
• Divide the tasks so that each learner gets a task
suited to their strengths.
60
Sub-strand 4: Community history
Remedial activity • Look at the map and help learners identify the
• Help learners by creating a timeline for them to regions.
add their buildings to. • Discuss the similarities and differences of the
• Write the names of the sites on the board and let regions and the communities and why they are
different (for example, weather patterns, terrain,
learners copy them down and draw the pictures. and so on).
• Ask learners questions to help them remember
Phase 3: Reflect suggestions
what they saw on their walk in the community. • Let learners talk about the different communities.
Extension activity
• Ask learners to write sentences about each Ask them to say what is good about each
community.
building. • Ask learners to draw their favourite region and
• Let learners tell a story using the buildings and say why.
• Ask learners to point out what is old (from the
history in the community. past) in the communities and what is new (from
• Let learners look up additional information today). Ask learners to tell you how they know
this.
on the internet about the buildings they have
chosen.
Other communities (LB pages 42–44) Use of ICT suggestions
Content standard B1.1.4.2 • Before the class, find photographs or videos of
Recount history about their communities. the communities and regions mentioned in the
Indicator B1.1.1.1.2 Learner’s Book. Show these to learners during the
Describe how sources of historical evidence help us lesson.
find out about past human activities.
Subject-specific practices and core competencies • Find different community festivals and songs.
As learners compare and reconstruct past • Collect pictures of historical sites in the different
human activities from evidence, they develop
chronological understanding, cultural identity, regions.
creativity and innovation. • Find an interactive map of Ghana.
Resources • Collect pictures of historic sites in own and other
LB pages 40–42, Resource 1 (worksheet on
similarities and differences between historical communities.
sites in the community), pictures, whiteboard,
television set, video machine or projector, CD Activity 18 (LB page 42)
player, computer or laptop, modem
In this activity, learners work in pairs to complete
Teaching instructions the activity. They look at the map of Ghana on page
41 of their Learner’s Book and take turns to say the
name of their region. Learners point out their own
region, name and point out the other regions.
Use these teaching instruction suggestions Pair work
to create lesson plans to cover the relevant Learners work in pairs to do this activity. Place
exemplar(s). learners of different abilities together in pairs, so that
Phase 1: Start suggestions stronger learners can help those who are differently
• Sing songs from different communities. abled. Encourage all learners to participate in
• Recap the different festivals for different looking at the map and finding the different regions
of Ghana.
communities.
• Show a video of different communities. Answers
Phase 2: Explore suggestions Learners’ own answers.
• Discuss the concepts in the Learner’s Book with
Formative assessment
learners. • Walk around the class, observe and listen to
• Ask learners to name communities close by and
learners working in pairs. Help where needed.
those further away. • Give learners enough time to name and find the
• Write the names of the 16 regions on the board.
• Ask learners if they know of someone from each different regions of Ghana.
• Make a note of learners who do not understand
region.
the task or struggle to understand the map.
61
Strand 1: History as a subject
Differentiated learning Remedial activity
• Use the remedial activities as practice for learners • Let learners draw pictures or circle on the printed
who struggle and the extension activities for those pictures what is the same or what is different.
learners who need more of a challenge. • Help learners get started by pointing out a few
• Let stronger learners talk first so that others are
able to base their answers on what they have examples for them to model their answers on.
heard. Extension activity
Remedial activity • Ask learners to write clues for other learners to
• Help learners point to and name the different
regions. Go through it region by region. answer and guess which community they are
• Point to a region, say its name and let learners talking about.
copy you. • Ask learners to put all the similarities and
Extension activity differences together in one list. Which is the most
• Ask learners to write a sentence/poem or story – similarities or differences?
about their own region or any other region. • Ask learners to discuss which differences they
• Ask learners to make a list of all the festivals and prefer and why.
link them to the different regions. Do the same
for the different languages, clothes, etc. Exercise 6 (LB page 44)
Activity 19 (LB page 44) In this exercise, learners work on their own and
match the historic site with who built it. Learners
In this activity, learners work in groups to complete also name four types of historic sites by looking at
the activity. Learners use pictures from the internet the pictures on page 42. Ensure that learners can
of historic sites in their own and other communities read all the words and understand their meanings.
and compare the similarities and differences. Learners Individual work
look at and discuss the sketches that they have drawn This is an individual activity that learners can either do
about their community. Learners use the table in the one on one with the teacher or in their exercise books.
worksheet from Resource 1 and complete it by saying
what is the same and what is different. Answers
Group work 1 a Cape Coast Castle – The Swedish people
Learners work together in groups to do this activity. b Larabanga Mosque – A trader named Ayuba
Place learners of different abilities together in the c Wa Naa’s Palace – The Wala people
group, so that the stronger learners can help those d Ejisu-Besease Shrine – The Ashanti people
who are differently abled. Encourage all learners 2 Any four of the following; wetland, grove,
to participate in looking on the internet and
completing the table in their books. market, museum, palace, shrine, fort
Answers
Learners’ own answers depending on the historic Formative assessment
sites they choose. • Walk around the classroom making sure that
Formative assessment
• Walk around the class, observe and listen to learners are working on their own.
• Observe and note learners who are finding the
learners working in groups. Help where needed.
• Give learners enough time to discuss their answers task challenging and help them where necessary.
and then share their answers with the class. Differentiated learning
• Make a note of learners who do not understand • Use the remedial activities as practice for learners
the task. Clearly explain the task again and give who find the task challenging and the extension
more practice in later lessons. activities for learners who need more of a
challenge.
• Let learners answer verbally or in writing.
Differentiated learning Remedial activity
• Use the remedial activities as practice for learners • Work individually with learners who find the task
who struggle and the extension activities for those difficult. Let them answer verbally.
learners who need more of a challenge. • Give learners clues to help them find the correct
• Let stronger learners talk first so that others can
base their answers on what they have heard. answer.
• Divide the tasks up, so that each learner gets a
task suited to their strengths. Extension activity
• Ask learners to make up a story to tell the class
about one of the historic sites.
• Encourage learners to listen and respond
positively to their friend’s stories.
62
Sub-strand 4: Summary
Summary: Community History Wa Naa's Palace
• This palace is in Wa in the Upper West
What is a community?
• A community is a group of people who Region.
• The chief of the Wala people lives here.
live in the same place. • It tells the history of the Wala people.
• They speak the same language and Cape Coast Castle
• The Swedish people built this castle in
have the same traditions.
• They celebrate the same festivals. They 1653.
• They used it as a trading post for gold
share the same music, dances and
songs. and wood.
The Ejisu-Besease Shrine
Historical sites in your community • The Asante people built this shrine in
• Some places in our communities are
1850.
found in nature. • They use it as a religious place.
• Other places were built by people. The Makola Market
• Some communities were built long ago. • This market was built in 1924 in Accra.
• It is one of the largest markets in Ghana.
They have many old buildings, places Larabanga Mosque
and things. • A trader named Ayuba built the mosque
• Other communities were built only a
short time ago. Their buildings, places in 1421.
and things are new. • It is the oldest mosque in Ghana.
Communities have many different historical
sites:
The Manhiya Palace Museum
• This museum is in Kumasi in the Ashanti
Region.
• The old objects in the museum tell the
history of the Asante people.
63
Sub-strand 4: Revision & Assessment
Revision (LB page 47)
Assessment Answers
Use this Sub-strand 4: Revision activity for 1 a fort, post office, museum
formative or summative assessment. b wetland, forest, grove
• Formative assessment: Let learners 2 a Larabanga Mosque
b Ejisu-Besease Shrine
complete the activity and go through c Cape Coast Castle
the answers in class. Learners can d Mahiya Palace Museum
either check their own work for self- e Makola Market
assessment, or swap work with a f Wa Naa’s Palace
partner and check each other’s work for
peer assessment. Learners complete the self-assessment
• Summative assessment: Let learners table.
write the answers in their exercise books
or talk about the answers with you
individually. Take in the exercise books
or listen to the oral answers and assess
learners’ work. Check that learners can
recount history about their community.
Assessment (LB page 48)
Summative assessment Answers
Use this Strand 1: Assessment for summative 1 a Stories and events from the past are
assessment. Let learners write the answers called history. (1)
in their exercise books or talk about the b The colours and patterns on kente
answers with you individually. Take in the cloth have different meanings. (1)
exercise books or listen to the oral answers c A wedding is a celebration when
and assess learners’ work. two people get married. (1)
• Make sure that learners can demonstrate d A grove is a historical site found in
nature. (1)
an understanding of what history is about
and how it is part of everyday life. 2 a true (1)
• Confirm that learners can recount history b false. A museum is a historical place. (1)
about their communities. C false. Independence Day is on
6 March. (1)
d true (1)
3 e, c, b, d, a (5)
4 festivals, weddings, birthdays (3)
5 c, b, d, a (4)
Total: 20
64
Sub-strand 3: How Ghana got its name
Strand 2: My country Ghana
Introduction Portuguese name for Ghana (Costa da Mina), and
why they gave it this name, as well as the name
Learning about the history of their country is given to the country in English (the Gold Coast).
extremely important for learners to understanding They will look at why the country changed its name
how the events that happened over time in the past from the Gold Coast to Ghana, touching briefly
have shaped our circumstances today. It puts our again on the slave trade. Learners were introduced
present-day successes and challenges into context, to the slave-trade concept in Strand 1. Here in
while building an appreciation of our culture, Sub-strand 3, they will look at the link between
traditions and values. It promotes national pride the slave trade and the name of the Gold Coast, to
and enables learners to grasp that the lifestyle understand why the name brings back such hurtful
and advantages they have today are due to the and sad memories. They will learn about the people
sacrifices made by our forebearers, as well as the involved in the name change and the reasons for the
many Ghanaians who have done so much to ensure proposal of the new name. Learners will also look at
Ghana's development. the process that took place to change Ghana's name,
Much of the history of Ghana will be new to from being ruled by Britain as one of its colonies to
learners, although they may have some general becoming an independent country.
knowledge about certain well-known aspects of how In Sub-strand 5: Some selected individuals, learners
Ghana got its name, as well as details about the explore some great Ghanaians who have contributed
people who have done great things to help develop to the development of our country. They find out
our country. more about these individuals and the work that they
Strand 2: My country Ghana incorporates two sub- have done to make a difference both in Ghana and
strands: sometimes internationally as well. They will also
Sub-strand 3: How Ghana got its name watch a documentary on some important Ghanaians
Sub-strand 5: Some selected individuals. and do additional research on the internet to learn
In Sub-strand 3: How Ghana got its name, learners more about these people and their achievements.
will find out why, in the past, Ghana was known
as the Gold Coast. They will examine the original Answers
1 The Gold Coast
Opener activity 2 The Gold Coast name makes us remember
Let us learn about … Ghana (LB page 49) the slave trade and all the African people sold
as slaves. It is a sad memory. Therefore, when
The opener activity provides an opportunity to the country became independent, our leaders
assess learners’ basic knowledge of the old name for decided to give it a new name. (Accept any other
Ghana and the reasons why the country changed its appropriate answer.)
name after independence. The questions have been 3 1957
structured to broadly cover the different sub-strands 4 Learners’ own answers.
in Strand 2: Diagnostic assessment
• Sub-strand 3: How Ghana got its name Observe learners and use their answers to assess their
• Sub-strand 5: Some selected individuals understanding and skill levels. This activity will also
allow you to measure how much they know about
Ask learners to work in groups to complete the the specific concepts. Where necessary, ask leading
activity. Walk around the classroom and listen as questions to identify their strengths and weaknesses,
learners talk about the questions. Help any learners and any knowledge gaps.
who seem to be struggling. Give learners time to talk
about the questions and then hold a class discussion 65
for them to share their answers.
Strand 2: My country Ghana
Sub-strand 3: How Ghana got its name
Why Ghana was called the Gold Coast ------------------------------------------- (B1.2.3.1.1)
Learners examine why Ghana was called the Gold of our history before the arrival of the Europeans,
Coast in the past. As they explore the origin of the including our links to ancient civilisations such as
name Ghana, they will develop a sense of pride when the Ghana Empire.
learning about our origins as a people and aspects
How Ghana got its name
Why Ghana was called Phase 2: Explore suggestions
the Gold Coast .................... (LB pages 50–53) • Discuss the concepts in the Learner’s Book with
Content standard B1.2.3.1 learners.
Demonstrate understanding of why Ghana used to • Tell them the story of how Ghana got its name.
be called the Gold Coast.
Indicator B1.2.3.1.1 Talk about:
Explain why, in the past, Ghana was known as the • why Ghana was called the Gold Coast, Costa
Gold Coast.
Subject-specific practices and core competencies da Mina
Learners develop digital literacy, national identity • who the first European traders were
and national pride as they explore the origin of the • what Costa da Mina means
name Ghana. • trading with North African traders
Resources • Elmina Castle
LB pages 46–49, pictures, whiteboard, television • the different European countries who had
set, video machine or projector, CD player,
computer or laptop, modem fights about trading rights
Key words • why Dr. Joseph Danquah wanted to change
colony, suggested, empire, kingdom, ivory, ancient,
trading, link, election, Parliament, Bill, political the name from Gold Coast.
parties, vote, passed, president • Ask learners to tell you if they have ever had a
Helpful links
The Ghana Empire: https://www.youtube.com/ name change and why?
watch?v=3x-IwaVhnmo • Talk about name changes and feelings. Would it
Ghana Parliament proceedings: https://www.youtube.
com/channel/UCP5-atAAZsIOscm-4EkL9nQ make you happy or sad to change your name
and why?
Teaching instructions • Ask learners if they have ever traded goods, what
Use these teaching instruction suggestions goods and what did they trade for. You could also
to create lesson plans to cover the relevant set up a trading day where learners could bring
exemplar(s). simple things they had made from home and
trade with classmates. They could discuss how
Phase 1: Start suggestions much each item is worth.
• Hold a class discussion about names. Ask learners Phase 3: Reflect suggestions
• Ask learners to discuss names and name changes,
to tell you how they got their names. Were they and how this makes them feel.
named after a person or a place, or is there a • Ask learners to tell you how they feel about
special meaning to their name? Ghana’s name change and why.
• Sing a song about names of people or places. • Ask learners to role play a naming ceremony.
• Show learners a video or tell them a story about a
naming ceremony. Use of ICT suggestions
• Show learners a video or pictures of a school
trading day.
• Show learners a video or pictures of trading in
the past.
• Show learners a video or pictures of the first
European traders, what they traded and where.
• Show learners pictures and videos of the Ghana
Empire.
66
Sub-strand 3: How Ghana got its name
Activity 20 (LB page 53) • Share their sentences with others in the class.
• Let learners do more internet research on Ghana’s
In this activity, learners work in pairs and talk about
the name Ghana. They discuss why Dr. Danquah name.
suggested the name change and what is special about
the name Ghana. On their own, learners draw two Exercise 7 (LB page 53)
pictures in their exercise books, showing why the
name Gold Coast makes us sad and why the name In this exercise, learners work alone in their exercise
Ghana makes us happy. Learners can talk about their books. Read and discuss the questions as a class.
pictures with their partner. Learners must answer in full sentences where
possible.
Pair and individual work Individual work
Learners work together in groups to do parts of Learners work on their own.
this activity. Place learners of different abilities
together, so that the stronger learners can help those Answers
who are differently abled. Encourage all learners to 1 They traded with North African traders.
participate in the pair and solo tasks. 2 Gold Coast
3 The Portuguese were the first Europeans.
Answers 4 They called it Costa da Mina because there was so
Learners’ own pictures.
much gold.
Formative assessment 5 The name Gold Coast reminded us of all the
• Walk around the classroom, listen and observe
African people who were sold as slaves.
learners working in pairs. Assist any learners who
seem to be struggling. Formative assessment
• Make a note of learners who are finding the task • Walk around the classroom and ensure that
challenging. What do they find difficult?
– Reading? learners are working on their own.
– Writing? • Assist learners who are finding the task difficult.
– Communicating opinions?
• Give learners enough time to discuss and then Make a note of their difficulties and give them
draw their pictures. Look at the pictures to make more practice in later lessons.
sure that learners have shown an understanding
of the task. If necessary, ask learners to talk about Differentiated learning
their picture and explain what they have drawn. • Let stronger learners work on their own. Let
Differentiated learning them read and complete the exercise without
• Use the remedial activities as practice for learners help.
• Read the words and, if necessary, explain them
who struggle and the extension activities for those for those learners who need a bit more help.
learners who need more of a challenge. • Use the remedial activities as practice for learners
• Let stronger learners read and talk about the who find the task challenging and the extension
answers first to give others a chance to listen and activities for learners who need more of a
form their own answers. challenge.
Remedial activity Remedial activity
• Ask learners to answer verbally. Ask simple • Call a small group to the mat and help with the
questions to help guide their answers and their reading of the words if necessary.
understanding of the question. • Help by showing them where to find the answers
• Show learners an example of a happy and sad
picture and then let them draw their own picture. in the Learner’s Book.
• Talk about their picture and give them more time • Let learners answer verbally.
to add more details if necessary.
Extension activity
Extension activity • Ask learners to think of other questions to ask
• Ask learners to write sentences about their
about Ghana’s name change.
pictures. • Either write or ask a friend verbally, and discuss
the answers.
• Write a short poem or play about how Ghana’s
name changed.
67
Strand 2: My country Ghana • Ask learners to say if trading makes them happy
or sad.
The ancient Ghana Empire and the
Akan forest regions .......... (LB pages 54–55) • Let learners draw a picture of the goods that the
ancient Ghanaians traded.
Content standard B1.2.3.1
Demonstrate understanding of why Ghana used to Use of ICT suggestions
be called the Gold Coast.
Indicator B1.2.3.1.1 • Find photographs, pictures or videos on the
Explain why, in the past, Ghana was known as the internet before class begins. Show these to
Gold Coast. learners during the class and at relevant times in
Subject-specific practices and core competencies class discussions.
Learners develop digital literacy, national identity
and national pride as they explore the origin of the • Find pictures of goods that the ancient
name Ghana Ghanaians traded.
Resources
LB pages 50–51, Resource 2 (map of West Africa), • Find pictures/photographs/videos of trading
pictures, whiteboard, television set, video machine stations.
or projector, CD player, computer or laptop,
modem • Find pictures of ancient gold jewellery.
Key words
ancient, trading Activity 21 (LB page 55)
Helpful links
The Ghana Empire: https://www.youtube.com/ In this activity, learners work in pairs on a map
watch?v=3x-IwaVhnmo from Resource 2 on page 100. They search the
internet for old maps that show the Ghana Empire
Teaching instructions and the Forest regions in West Africa. They use this
Use these teaching instruction suggestions information to colour in the map provided by the
to create lesson plans to cover the relevant teacher, according to the instructions in the
exemplar(s). Learner’s Book.
Phase 1: Start suggestions
Pair work
• Show learners a video or pictures from Ghana Learners work in pairs to do this activity. Place
long ago. learners of different abilities together so that the
stronger learners can help those who are differently
• Discuss how Ghana was different and not yet abled. Encourage all learners to take part in looking
developed like it is today. for the map and in colouring in their own map.
Answers
• Talk about the forest regions. Formative assessment
Phase 2: Explore suggestions • Walk around the class and observe learners
• Discuss the concepts in the Learner’s Book with
working in pairs. Help where needed.
learners. • Make a note of learners who are finding the task
• Show learners the map on page 50 and point out
challenging and give support where necessary.
the different regions and the Ghana Empire. • Make a note of learners who are finding the task
• Discuss trading with learners and what it means
easy and give extension work where possible.
to trade.
• Ask learners if they have ever traded and what
they traded.
• Let learners role play or act out a trading station.
Discuss how much each item is worth and what
they are prepared to trade it for.
• Explain that the ancient Ghanaians traded for
gold and this made them very rich.
Phase 3: Reflect suggestions
• Let learners talk about what they would like to
trade and what they would like to buy.
68
Differentiated learning Sub-strand 3: How Ghana got its name
• Use the remedial activities as practice for learners
Remedial activity
who struggle and the extension activities for those • Ask learners to point to the map when answering
learners who need more of a challenge.
• Let stronger learners work ahead and give the questions.
extension work where possible. • Let learners choose an item of jewellery from the
• Assist those who are finding the task hard – give a
reader for extra help. internet to copy.
Remedial activity Extension activity
• Put a large map, coloured in correctly, on the • Ask learners to look at the Learner’s Book page 51
board or a big screen so that learners can refer
to it. and think of more true or false questions to ask
• Assist learners in finding a map on the internet their friends.
Extension activity • Ask learners to design their own piece of gold
• Ask learners to find the other regions mentioned jewellery that they would like to wear. Share their
on page 51 and add them to their map. design and explanation with a small group or the
• Ask learners to write sentences about the other class.
regions and share them with the class.
The link between the Ghana Empire
Exercise 8 (LB page 55) and the Akan people ..............(LB page 56)
In this exercise, learners work individually to Content standard B1.2.3.1
complete the task. They must answer the questions Demonstrate understanding of why Ghana used to
by saying if each statement is true or false. Learners be called the Gold Coast.
must draw a picture on a piece of paper of a piece of Indicator B1.2.3.1.1
gold jewellery from long ago. Use the internet to give Explain why, in the past, Ghana was known as the
learners some examples. Gold Coast.
Subject-specific practices and core competencies
Individual activity Learners develop digital literacy, national identity
Learners work on their own to complete this task. and national pride as they explore the origin of the
They can either write the answers in their exercise name Ghana
books or answer verbally. Resources
LB page 52, pictures, whiteboard, television set,
Answers video machine or projector, CD player, computer
1 a False. It was located between the Sahara or laptop, modem
Key words
Desert and the Senegal and Niger rivers. link
b True
c True Teaching instructions
Use these teaching instruction suggestions
Formative assessment to create lesson plans to cover the relevant
• Walk around the class making sure that learners exemplar(s).
Phase 1: Start suggestions
are working on their own.
• Observe and note learners who are finding the • Recap the name change of Ghana from the Gold
Coast. Ask questions to see how much learners
task challenging and help them by reading the rem embered and build your lesson from there.
words and letting them answer verbally.
• Give learners enough time to complete the • Talk about reasons behind name changes and
exercise. ask learners to tell you if they know why some
names change. Ask learners to give you examples
Differentiated learning if possible.
• Use the remedial activities as practice for learners
Phase 2: Explore suggestions
who find the task challenging and the extension • Discuss the concepts in the Learner’s Book with
activities for stronger learners who finish quickly.
• Give learners a reader; someone to read the words learners. Ask them to talk about a name that they
for them and let them answer verbally. remember: was it a person’s name or a place’s
• Give learners clues to help them work out the name?
answer.
69
Strand 2: My country Ghana
• Revise the map from the last lesson about the Formative assessment
regions. Refer to the Ancient Ghana region. • Walk around the class and observe learners
• Explain that the Akan people travelled to the working on their own.
forest regions in Ghana. • Make a note of learners who find the task
• Discuss how Dr. Danquah was able to find this challenging and give support where necessary.
out and what proof he had. (Old objects and the • Make a note of learners who find the task easy
Akan language.)
and give extension work where possible.
Phase 3: Reflect suggestions Differentiated learning
• Look at pictures of the old objects that Dr. • Use the remedial activities as practice for learners
Danquah was able to find. Discuss what they who struggle and the extension activities for those
were used for. Refer to previous lessons about old learners who need more of a challenge.
artefacts now in museums. • Let stronger learners work ahead and give
• Let learners draw a picture of one of the old extension work where possible.
objects. • Assist those that are finding the task hard – give a
reader for extra help.
Use of ICT suggestions • Let them work in pairs.
Remedial activity
Find the following items: • Give learners a map that they just need to fill in.
• Pictures of old artefacts from the Ghana Empire • Write the names of the ethnic groups on the
• Map of the Ghana Empire showing how the board so that learners can just copy them down.
Extension activity
Akan people travelled to the forest regions • Ask learners to write a sentence about each ethnic
• Names of different ethnic groups in the regions group.
• Ask learners to make up a role play showing how
and any other information such as clothes, tools, the Akan people travelled to the forest region and
and so on. share it with the class.
Activity 22 (LB page 56)
In this activity, learners work alone in their exercise Homework activity (LB page 57)
books. They draw a map of Ghana and colour in the
forest region green. They write names of the different • Ask learners to complete the homework at home.
ethnic groups in the forest region. They can use the • Ask a family member for information about the
internet as additional resource material, but must
have an adult to help. different ethnic groups living in the forest regions
of Ghana today.
Group and individual work • Use the internet if necessary.
Learners work in groups to talk about why the • Bring pictures, photographs and information to
Akan people left the Ghana Empire and migrated share with the class.
to Ghana's forest regions. They also talk about the
old objects and Akan languages that Dr. Danquah
used to show the link between the Ghana Empire
and the Akan people. Then learners work alone to do
question 2, where they draw a map of Ghana, colour
in the forest regions and write the names of the
different Akan ethnic groups in the forest regions.
Answers
1 Learners’ own discussion. Dr. Danquah
compared the social and political institutions as
well as practices of the people.
2b The names of the Akan ethnic groups were:
• the Bono
• the Denkyira
• the Akwamu
• the Fante
• the Asante.
70
Sub-strand 3: How Ghana got its name
When the name Ghana came into formal use
How the country’s name Activity 23 (LB page 57)
changed to Ghana .................... (LB page 57)
In this activity, learners talk about the suggested
Content standard B1.2.3.1 names for Ghana and answer the questions
Demonstrate understanding of why Ghana used to underneath. Encourage learners to form their own
be called the Gold Coast. opinions and to refer to the text for information.
Indicator B1.2.3.1.2
Recall when the name Ghana came into official Group work
use. Learners work together in groups to do this activity.
Subject-specific practices and core competencies Place learners of different abilities together, so
Learners develop digital literacy, national identity that the stronger learners can help those who
and national pride as they explore the origin of the are differently abled. Encourage all learners to
name Ghana participate in the discussion and in answering the
Resources questions.
LB page 53, pictures, whiteboard, television set,
video machine or projector, CD player, computer Answers
or laptop, modem 1 Dr. Nkrumah supported the name New Ghana
Teaching instruction because it included all the different ethnic groups
Phase 1: Start suggestions in Ghana.
2 Learners’ own answers, for example: The word
• Sing a song about names of places. ‘New’ was put in front of Ghana to show that it
• Read a story about names of places or how a was a new country.
place changed its name. Formative assessment
Phase 2: Explore suggestions • Walk around the classroom, listen and observe
• Discuss the concepts in the Learner’s Book with
learners working in groups. Assist where needed.
learners. • Make a note of learners who are struggling to
• Make a timeline on the board or a large piece
participate in discussions and give them more
of paper for learners to see the order in which practice opportunities in later lessons.
Ghana’s name changed. • Give learners enough time to discuss answers.
• Write and discuss each name in order.
• Discuss each suggested name of Ghana and the Differentiated learning
reasons why it was rejected. • Use the remedial activities as practice for learners
Phase 3: Reflect suggestions
• Let learners talk about the different names of who struggle and the extension activities for those
Ghana. learners who need more of a challenge.
• Let them choose the one they like best and • Ask stronger learners to answer some of the
say why. questions first and then let learners who are
• Let learners copy down the timeline from the struggling answer questions. This method will
board into their exercise books. provide those learners with an example answer
to use as a guideline when answering their own
Use of ICT suggestions questions.
• Stories or songs about name changes of people Remedial activity
or places. • Write the suggested names for Ghana on the
• A picture of a timeline that you can add your board or a large piece of paper for easy reference.
own words to. • Let learners answer in pairs or to you if they lack
confidence in talking in a group.
Extension activity
• Ask learners to write sentences about each
suggested name, saying why they liked it or did
not like it.
• Ask learners to think of their own name for
Ghana and give reasons why.
71
Strand 2: My country Ghana Phase 3: Reflect suggestions
• Let learners discuss what happens in Parliament.
The role played by Parliament
and others ............................. (LB pages 58–61) Talk about the video and what they saw.
• Ask learners to think about how these events
Content standard B1.2.3.1
Demonstrate understanding of why Ghana used to happening in the past have affected their lives
be called the Gold Coast. today.
Indicator B1.2.3.1.2
Recall when the name Ghana came into official use. Use of ICT suggestions
Subject-specific practices and core competencies
Learners develop digital literacy, national identity • Show a video of the Ghana Parliament having a
and national pride as they explore the origin of the meeting.
name Ghana
Resources • Show pictures or a video from the first
LB pages 54–57, pictures, whiteboard, television Independence Day celebrations such as raising
set, video machine or projector, CD player, the Ghana flag for the first time.
computer or laptop, modem
Helpful links • Show pictures of the Ghana flag.
Independence Day 1957: https://www.youtube.com/
watch?v=NVKgjv0_9Ig Activity 24 (LB page 61)
Ghana Parliament proceedings: https://www.youtube.
com/channel/UCP5-atAAZsIOscm-4EkL9nQ In this activity, learners act out a scene in Parliament
in the changing of the name of Ghana from Gold
Teaching instructions Coast to Ghana. The teacher chooses the main actors
Use these teaching instruction suggestions of Dr. Danquah and Dr. Nkrumah. The rest of the
to create lesson plans to cover the relevant class is divided into two groups, one will be the
exemplar(s). Gold Coast government and the other the different
Phase 1: Start suggestions political parties who want to and don’t want to
change the name to Ghana. Learners ask, answer and
• Ask learners to tell you if any of their challenge each other trying to persuade the other
grandparents or great-grandparents were alive group to keep the name Gold Coast or change the
when Ghana became independent. name to Ghana.
• Ask learners to share their stories from their Group work
grandparents and great-grandparents. Learners work together as a class to do this activity.
Choose stronger learners to be the two main roles.
• Show learners a video or song from Ghana’s Encourage all learners to participate in the discussion
celebration of independence. and in answering the questions. Keep control of the
discussion and allow both sides to have time to talk.
Phase 2: Explore suggestions Encourage learners to always be polite and courteous
• Discuss the concepts in the Learner’s Book with when speaking.
learners. Answers
• Discuss a new rule in class. Let learners present Learners’ own questions, answers and discussions.
an argument for and against the new rule. Let Formative assessment
learners vote. Explain that this is how Parliament • Keep control of the classroom: Make sure all
works and how Ghana was able to become
independent from the British. learners can see, hear and participate in the
• Discuss how an election works. You can role play discussions.
this in class and choose a class monitor or captain • Make a note of learners who are struggling to
for a day. participate in discussions and give them more
• Talk about what the Bill would change such as practice opportunities in later lessons.
Ghana’s name and giving Ghana independence. • Give learners enough time to discuss.
• Write the date of independence on the board.
• Write the name of the first president on the Differentiated learning
board. • Use the remedial activities as practice for learners
• Make a list of all the new things that happen
when a country becomes independent. Write it who struggle and the extension activities for those
on the board. learners who need more of a challenge.
72
Sub-strand 3: How Ghana got its name
• Ask stronger learners to answer some of the Use of ICT suggestions
questions first and then let learners who are
struggling answer questions. This method will • Video of the Ghana national anthem.
provide those learners with an example answer • Picture of the first president of Ghana, picture of
to use as a guideline when answering their own
questions. the president of Ghana today.
• Pictures from the first Independence Day
Remedial activity
• Let learners talk to a friend if they lack celebrations, such as raising the Ghana flag for
the first time.
confidence in talking in a group. Let the friend • Pictures of the Ghana flag.
respond on their behalf.
• Give learners another job to do, such as counting Activity 25 (LB page 62)
the vote.
Extension activity In this activity, learners listen to a visitor telling a
• Ask learners to write their questions down. story of what happens when a country becomes
• Ask learners to think of more challenging independent. Learners write notes and draw pictures
questions. while they listen. They talk about their notes later.
• Ask learners to write a summary of what Learners make a poster to tell the story of how a
happened in their Parliamentary discussion country becomes independent. Encourage learners
in class. to use a timeline and to put the information in
chronological order.
What happens when a country
becomes independent? ......... (LB page 62) Group work
Learners work together in groups to do this activity.
Content standard B1.2.3.1 Place learners of different abilities together in a
Demonstrate understanding of why Ghana used to group, so that stronger learners can help those who
be called the Gold Coast. are differently abled or struggle with the activity.
Indicator B1.2.3.1.2 Encourage all learners to participate in the discussion
Recall when the name Ghana came into official and making of the poster.
use.
Subject-specific practices and core competencies Answers
Learners develop digital literacy, national identity Learners’ own posters.
and national pride as they explore the origin of the
name Ghana Formative assessment
Resources • Walk around the classroom. Listen and observe
LB page 58, poster board, colours, pictures
learners as they talk in their groups. Assist any
Teaching instructions learners who seem to be struggling.
Use these teaching instruction suggestions • Make a note of learners who are struggling to
to create lesson plans to cover the relevant participate in discussions and give them more
exemplar(s). practice opportunities in later lessons.
Phase 1: Start suggestions • Give learners enough time to discuss their
answers and to make their posters.
• Introduce the visitor to the class. Say what their
name is and where they come from. Differentiated learning
• Use the remedial activities as practice for learners
• Explain that they are here to tell a story of what
happens when a country becomes independent. who struggle and the extension activities for those
learners who need more of a challenge.
Phase 2: Explore suggestions • Ask stronger learners to answer some of the
• Let learners listen to the visitor. questions first and then let learners who are
• Remind them of good listening behaviour. struggling answer questions. This method will
Phase 3: Reflect suggestions provide those learners with an example answer
Let learners discuss what the visitor told them. to use as a guideline when answering their own
questions.
• Give stronger learners more challenging tasks to
do on the poster and easier tasks to learners who
struggle.
73
Strand 2: My country Ghana
Remedial activity Formative assessment
• Let learners talk to a friend if they struggle • Walk around the class and make sure that
talking to a group. learners are working on their own. Assist learners
• Let learners draw pictures for the poster instead where necessary.
• Give learners enough time to complete the
of writing. answers in their exercise books.
Extension activity • Make a note of learners who are finding the
• Ask learners to write sentences for the poster. task difficult and why. Give them more practice
• Ask learners to show the poster to the class and opportunities in later lessons.
Differentiated learning
talk about it. • Use the remedial activities as practice for learners
who struggle and the extension activities for those
Exercise 9 (LB page 62) learners who need more of a challenge.
• Let someone read the questions to learners who
In this exercise, learners work on their own and are struggling to read the words.
complete the answers in their exercise books. Read Remedial activity
the questions to learners and make sure that all • Guide learners to answering the questions by
words are understood. giving clues or the start of the answer.
• Let learners draw a picture and explain their
Individual work picture to a friend.
Learners work on their own. • Write the answers on the board, in random order
and let them match the answer to the question.
Answers Extension activity
1 The Akan people live in the forest regions of • Ask learners to help others who are struggling.
• Ask learners to think of additional questions and
Ghana today. share them with a friend.
2 Akanland, Akan-Ga, New Ghana
3 Dr. Danquah suggested the name New Ghana.
4 Dr. Nkrumah approved of the name New Ghana.
5 Ghana became independent on 6 March 1957.
74
Sub-strand 3: Summary
Summary: How Ghana got its name
Why Ghana was first called the Gold Coast were sold to the Europeans as slaves.
• The Portuguese built Elmina Castle to Our leaders therefore decided to give the
country another name when the Gold
use as a trading post to trade with the Coast became independent.
Akan people for their gold.
• They called the land Costa da Mina How the country’s name changed to Ghana
(Coast of Mines) in Portuguese because Dr. Joseph Danquah suggested different
there were so many gold mines. names for the Gold Coast:
• Later, the name became Gold Coast in • The first name he suggested was
English because there was so much gold.
Akanland. Dr. Joseph Danquah as able
Why the Gold Coast changed its name to to link the people in the Ghana Empire
Ghana with the Akan people in Ghana today.
• In 1957, the Gold Coast was the first • The next name Dr. Danquah suggested
was Akan-Ga.
British colony in Africa to become • Finally, he suggested the name New
independent. Ghana at a meeting where all the
• Dr. Danquah chose the name Ghana for political parties in Parliament were
its history. This was the name given to present. Dr. Kwame Nkrumah, who was
the kings of the Ghana Empire. The kings the first prime minister of the country,
ruled over this large kingdom in West supported this name.
Africa long ago. • The name New Ghana then became Ghana.
• The name Gold Coast makes us
remember all the African people who
75
Sub-strand 3: Revision
Revision (LB page 65)
Assessment Answers
Use this Sub-strand 3: Revision activity for 1 a Soninke
formative or summative assessment. b Portuguese
• Formative assessment: Let learners c British
2 a False. Dr. J.B. Danquah suggested
complete the activity and go through
the answers in class. Learners can that the Gold Coast change its name.
either check their own work for self- b False. It was in West Africa.
assessment, or swap work with a c True
partner and check each other’s work for 3 The name Gold Coast reminded
peer assessment.
• Summative assessment: Let learners everyone of the people that were sold as
write the answers in their exercise books slaves.
or talk about the answers with you 4 Dr. Kwame Nkrumah
individually. Take in the exercise books 5 Britain
or listen to the oral answers and assess
learners’ work. Check that learners can Learners complete the self-assessment
demonstrate understanding of why table.
Ghana used to be called the Gold Coast.
76
Sub-strand 5: Some selected individuals
Sub-strand 5: Some selected individuals
Ghanaians who have contributed to Ghana’s development --------- (B1.2.5.1.1)
Learners find out about Ghanaians in different fields for an independent Ghana, with a new national flag,
who have made a difference in our country. Some Coat of Arms and anthem. Others have inspired us
individuals were involved in creating the new identity through their achievements in sport and art.
Some selected individuals • Hold a class discussion and ask learners to
describe what they know about great Ghanaians.
People who have helped to develop Make a list on the board or on a large piece of
Ghana .................... (LB pages 66–72) paper.
Content standard B1.2.5.1 • Play songs from Ephraim Amu.
Show understanding of significant roles played by • Show paintings of Kofi Antubam.
Ghanaians from different walks of life. Phase 2: Explore suggestions
Indicator B1.2.5.1.1 • Discuss the concepts in the Learner’s Book with
Identify Ghanaians of diverse fields who have
contributed significantly to national development, learners.
including: Theodosia Okoh – National Flag. • Show learners pictures of the famous Ghanaian
Amon Kotei – Coat of Arms. Baba Yara – Football
for Ghana. Ephraim Amu – Music. Kofi Antubam people and what they did for Ghana.
– Art and craft. Kwaw Ansah – Film, etc. • Discuss the importance of each person and what
Subject-specific practices and core competencies
Through the use of evidence (flag, Coat of Arms, they did for Ghana.
etc.) to appreciate the significant contributions • Let learners role play each famous Ghanaian.
of some Ghanaians, learners become creative, • Read the words of the national pledge.
innovative and digitally literate. • Sing the national anthem.
Resources • Ask learners to think and say of times and places
LB pages 60–66, Resource 3 (National Flag),
Resource 4 (Famous people and what they did where they have heard the national anthem, seen
for Ghana playing cards), pictures, whiteboard, the flag or said the national pledge.
television set, video machine or projector, CD Phase 3: Reflect suggestions
player, computer or laptop, modem, information • Let learners talk in groups about famous
on people who have helped to develop Ghana and Ghanaians. They can say who they like and why.
who have achieved great things • Make sure learners understand that this happened
Helpful links in the past and that it forms part of Ghana’s
National Anthem Music: https://www.youtube.com/ history.
watch?v=LdkTkp9IQfo • Ask learners to think about how these people
National Anthem Words: https://www.youtube. have affected life in Ghana today.
com/watch?v=vFdtn6ainZs&list=LLnk_
p2PdM370JalF5a_devA&index=3966 Use of ICT suggestions
Teaching instructions On the internet, find photographs or videos of the
important people mentioned in the Learner’s Book
Use these teaching instruction suggestions before the class. Show these to learners during the
to create lesson plans to cover the relevant lessons. Here are some suggestions:
exemplar(s). • Songs from Dr. Ephraim Amu
• Paintings from Kofi Antubam
Phase 1: Start suggestions • Recording of the national anthem
• Read a story about great Ghanaians. • Recording of the national pledge
• Play the national anthem or show a video of • Pictures of Adinkra symbols.
Ghanaians singing the national anthem. Activity 26 (LB page 66)
In this activity, learners work in groups and discuss
Ghanaians who have done great things. Learners
77
Strand 2: My country Ghana Activity 27 (LB page 67)
share any details they know about the people listed In this activity, learners work on their own and will
on page 60 with their group. Then they try and use Resource 3, a copy of the national flag, which
match any people they know with what these people will be given to them. They need to colour in the
have done to develop Ghana, choosing from the flag correctly and label each colour on the flag. Then
list given in the activity. Then they talk about any as a class, learners will sing the national anthem and
other famous Ghanaians they know who have done say the national pledge.
great things to help develop Ghana. Once they have
completed the activity, they share these people's Individual and group work
names and what they did in a class discussion. Initially learners will complete this activity alone.
Group work Then learners will work as a class to sing the national
Learners work in groups to complete this activity. anthem and say the national pledge. Encourage all
Place learners of different abilities together so that learners to participate in singing the national anthem
stronger learners can help those who are differently and saying the national pledge.
abled.
Answers Answers
Learners’ own answers.
Formative assessment Red
• Walk around the class and learners working. Help
Gold Black
where needed.
• Make a note of learners who lack confidence in Green
either working in pairs or who find the task too Formative assessment
difficult. Help where needed and give learners • Walk around the class and observe learners
extra practice in future lessons.
• Give learners enough time to complete the working. Help where needed.
activity. • Make a note of learners who lack confidence
Differentiated learning
• Use the remedial activities as practice for learners in either working on their own or are finding
who struggle and the extension activities for those identifying the colours challenging. Give
learners who need more of a challenge. these learners extra time and more practice
• Let stronger learners answer first so that others opportunities in later lessons.
can model their answers on an example. • Give learners time to colour and label the flag.
Remedial activities Differentiated learning
• Give learners clues to help them choose two • Use the remedial activities as practice for learners
Ghanaians. who struggle and the extension activities for those
• Let learners draw pictures of the Ghanaians to learners who need more of a challenge.
show what they have done for Ghana. • Let stronger learners work ahead and support
• Encourage them to explain their pictures to a with extension activities where necessary.
friend. Remedial activity
• Work individually with learners and help them • Show learners a picture of the national flag so
match the Ghanaians to what they did for that they can copy the colours.
Ghana. • Write the names of the colours on the board and
Extension activities let learners copy them onto the flag.
• Ask learners to choose one Ghanaian from the • Ask learners to explain the colours of the flag to
page and write a poem or story about what they you verbally.
did. • Let learners who do not like singing or speaking
• Ask them to read their story to the class. in large groups sing the national anthem with a
• Encourage learners to listen carefully to their friend and say the national pledge to a friend.
friends and to respond positively to the story or
poem.
• Let learners act out something that a Ghanaian
did and let others guess who they are pretending
to be.
78
Extension activity Sub-strand 5: Some selected individuals
• Ask learners to write sentences about the national
• Put a set of cards on the board that have already
flag. Ask them to say who designed it and when it been matched for learners to refer to.
was first used.
• Ask learners to think of and design a classroom or • Play the game ‘Snap’. Learners use two sets of
school flag. Explain their flag and what it means cards and say ‘snap’ when the cards match, that
to a friend. is, the same person or the same picture of what
they did for Ghana, such as the flag.
Activity 28 (LB page 72)
Extension activity
In this activity, learners play a game in groups. Use • Play as a small group of four, with two sets of
Resource 4 (Famous people and what they did for
Ghana playing cards) for this activity. Give learners cards.
the playing cards, go through the cards with learners • Set a time limit, from the time that the first card
and help them identify the people and what they did
for Ghana. Play a round of the game as an example is turned over to when the second card is turned
and then let learners carry on by themselves. If they over.
finish quickly, let them swap some members with • Play ‘Pictionary’. Learners turn all the cards face
other groups and play again. down in a pile. One learner takes the first card,
does not show it to anyone and then either acts
Pair work out or draws what it says on the card. The first
Learners work together in pairs to do this activity. person to guess correctly wins the card. The next
First place learners of different abilities together, so person has a turn to take a card and so the game
that the stronger learners can help those who are goes on until all the cards in the middle are gone.
differently abled. If a stronger learner keeps winning, The learner with the most cards is the winner.
swap partners to partners with similar abilities to
challenge the stronger learner and to give the other Other famous Ghanaians ..... (LB page 73)
learners more chance of winning a game.
Content standard B1.2.5.1
Answers Show understanding of significant roles played by
Learners match the person with what they did for Ghanaians from different walks of life.
Ghana. Indicator B1.2.5.1.1
Identify Ghanaians of diverse fields who have
Formative assessment contributed significantly to national development,
• Walk around the class. Observe and listen to including: Theodosia Okoh – National Flag.
Amon Kotei – Coat of Arms. Baba Yara – Football
learners working in pairs. Help where needed. for Ghana. Ephraim Amu – Music. Kofi Antubam
• Make a note of learners who lack confidence in – Art and craft. Kwaw Ansah – Film, etc.
Subject-specific practices and core competencies
either working in pairs or are struggling to play Through the use of evidence (Flag, Coat of Arms,
the game. Note why they are finding it difficult etc.) to appreciate the significant contributions
and give them more practice at a later stage. of some Ghanaians, learners become creative,
• Give learners time to play the game and swap innovative and digitally literate.
partners if necessary. Resources
LB page 67, pictures, whiteboard, television set,
Differentiated learning video machine or projector, CD player, computer
• Use the remedial activities as practice for learners or laptop, modem
Helpful links
who struggle and the extension activities for those Ghanaian actors in Hollywood: https://www.youtube.
learners who need more of a challenge. com/watch?v=XwmAw3vuEyo
• Set a time limit for stronger learners to give them Ghanaian engineer at NASA:https://mars.nasa.gov/
more of a challenge. resources/21986/inside-insight-ghanaian-engineer-
• Let learners who find it hard play in small groups works-on-robotic-arms-for-mars/
of two – so, a pair against a pair.
Teaching instructions
Remedial activity Use these teaching instruction suggestions
• Let learners work quietly on their own with the to create lesson plans to cover the relevant
exemplar(s).
matching cards, and match each one first before
playing the game again. 79
• Have someone help learners by sitting next to
them and guiding and reminding them what the
people did and who they are.
Strand 2: My country Ghana What would you like to
do in the future? ........................ (LB page 74)
Phase 1: Start suggestions
• Recap on some of the great Ghanaians previously Content standard B1.2.5.1
Show understanding of significant roles played by
discussed with learners. Ghanaians from different walks of life.
• Ask learners to say the names of some great Indicator B1.2.5.1.1
Identify Ghanaians of diverse fields who have
Ghanaians and what they are remembered for. contributed significantly to national development,
• Make a list on the board. including: Theodosia Okoh – National Flag.
Phase 2: Explore suggestions Amon Kotei – Coat of Arms. Baba Yara – Football
• Discuss the concepts in the Learner’s Book with for Ghana. Ephraim Amu – Music. Kofi Antubam
– Art and craft. Kwaw Ansah
learners. Subject-specific practices and core competencies
• Show learners pictures of other famous Through the use of evidence (flag, Coat of Arms,
etc.), to appreciate the significant contributions
Ghanaians and discuss what they have done for of some Ghanaians, learners become creative,
Ghana and for the world. innovative and digitally literate.
• Play learners the video of great Ghanaians. Resources
• Discuss the following: LB page 68, pictures, whiteboard, television set,
– The name of each person video machine or projector, CD player, computer
– The great thing that they did. or laptop, modem
• Have a class discussion about the people in the
film. Teaching instructions
• Write any interesting facts on the board for Use these teaching instruction suggestions
learners to see. to create lesson plans to cover the relevant
• Let learners draw a picture of their favourite great exemplar(s).
Ghanaian and discuss it with a friend. Phase 1: Start suggestions
Phase 3: Reflect suggestions
• Let learners talk in groups about famous • Tell learners stories about great Ghanaians.
Ghanaians. They can say who they like and why. Discuss the impact their jobs or contribution had
• Ask learners to think about how these people to Ghana and the world.
have affected life in Ghana today.
• Ask learners to pretend and role model one of the • Sing songs about different occupations.
great Ghanaians doing what they are famous for • Let learners act out different occupations and the
and let the group or class guess the Ghanaian’s
name. class guess what job they are doing.
Phase 2: Explore suggestions
Use of ICT suggestions • Discuss the concepts in the Learner’s Book with
Before class, find films of other great Ghanaians learners.
on the internet. Show these to learners during the • Show learners pictures of different jobs and
lessons.
Homework occupations. Discuss each one with the class.
Learners complete the homework at home. They • Make a list on the board of all their suggestions.
make a poster about a great Ghanaian who they saw • Let learners draw a picture of their favourite
in the film at school. Learners can also ask family to
help them identify other great Ghanaians. Learners occupation. Discuss with a friend and say why it
use the internet to help them find out the following is their favourite.
details: Phase 3: Reflect suggestions
• If the person is still alive • Let learners talk in groups about occupations and
• The job they did jobs.
• How their job let them do great things • Ask learners to think about how these
• How they helped people. occupations and jobs have affected life in Ghana
Their poster must include the following details: today and how they can influence the future.
• Short sentences about the person.
• Sentences must be in order from oldest to newest
information.
• Learners must draw a picture and use bright
colours.
80
Use of ICT suggestions Sub-strand 5: Some selected individuals
Before the class, find photographs or videos of Formative assessment
different occupations and jobs on the internet. Show • Walk around the classroom. Listen, observe
these to learners during the lessons.
Here are a few suggestions: learners as they talk in their pairs and later
• teacher groups. Assist any learners who seem to be
• doctor struggling.
• vet • Make a note of learners who are struggling to
• artist participate in discussions and give them more
• dentist practice opportunities in later lessons.
• engineer • Give learners enough time to discuss their
answers and to practise their acting.
Activity 29 (LB page 74) Differentiated learning
• Use the remedial activities as practice for learners
In this activity, learners work in pairs. They choose who struggle and the extension activities for those
a job that they would like to do when they have learners who need more of a challenge.
finished school. Learners act out their job for their • Ask stronger learners to act out their job first so
partner and practise to make it better. Then learners that others can use it as an example for their own
work in a group and act out their job for the group job or occupation.
to guess what they would like to do. Remedial activities
• Let learners talk to a friend if they struggle
Pair work talking to a group.
Learners work together, first in pairs and later in • Let learners draw pictures instead of acting.
groups, to do this activity. Place learners of different • Discuss their pictures with a friend or the class.
abilities together, so that stronger learners can help Extension activities
those who are differently abled or struggle with the • Ask learners to write sentences about their job.
activity. Encourage all learners to participate in the • Ask learners to make up a rhyme about their job
discussion and acting out of different jobs in society. but not to say what it is and let other learners
listen to the rhyme and guess the job.
Answers
Learners’ own acting out of jobs and occupations.
81
Sub-strand 5: Summary
Summary: Some selected individuals
People who do things to develop our Baba Yara
country are very important. These people • Baba Yara (Osman Seidu) was a good
in the pictures have helped to build Ghana’s
history. football player who played for the
national football team who won the
Theodosia Okoh African Cup of Nations in 1963.
• She was chosen to design Ghana’s • He hurt his spine when he was 26 years
old and had to stop playing football.
national flag. The new flag was used The Baba Yara Stadium in Kumasi was
from 6 March 1957 when Ghana became named to honour him.
independent.
Ephraim Amu
Amon Kotei • Dr. Ephraim Amu wrote more than 200
• He is a well-known artist that designed
songs in Ewe, Twi, Ga and English. Yen
the national Coat of Arms. ara asase ni is isually played at national
• The new Coat of Arms was used from 4 ceremonies.
March 1957, just before Independence Kofi Antubam
Day. • He was a Ghanaian artist that started
Philip Gbeho using adinkra symbols in his work.
• He wrote the words of Ghana’s first • He designed the seat that the president
national anthem that is always played of Ghana sits in.
on Independence Day. • He wrote the book Ghana’s Heritage of
• He also composed the music.
Culture.
Michael Gbordzoe
• Dr. Michael Kwame Gbordzoe wrote the Kwaw Ansah
• Kwaw Ansah wrote and made films that
new words for the anthem.
• He also wrote the words of the national showed the history, beliefs and traditions of
our people.
pledge.
82
Sub-strand 5: Revision & Assessment
Revision (LB page 77)
Assessment Answers
Use this Sub-strand 4: Revision activity for 1 a Wrote songs that showed his love for
formative or summative assessment. Ghana
• Formative assessment: Let learners
b Played for Ghana’s national football
complete the activity and go through team
the answers in class. Learners can
either check their own work for self- c Designed Ghana’s national flag
assessment, or swap work with a d Made African films for Africa
partner and check each other’s work for e Designed Ghana’s Coat of Arms
peer assessment. 2 a true
• Summative assessment: Let learners b false. Dr. Michael Kwame Gbordzoe
write the answers in their exercise books
or talk about the answers with you wrote the new words for the national
individually. Take in the exercise books anthem.
or listen to the oral answers and assess c true
learners’ work. Check that learners d false. He wrote songs in Ewe, Twi, Ga
can show an understanding of the and in English.
significant roles played by Ghanaians e true
from different walks of life.
Learners complete the self-assessment
table.
Assessment (LB page 78)
Summative assessment 2 a true (1)
Use this Strand 2: Assessment for summative b false. It means 'Coast of Mines'. (1)
assessment. Let learners write the answers c true (1)
in their exercise books or talk about the d false. Theodosia Okoh designed (1)
answers with you individually. Take in the (1)
exercise books or listen to the oral answers the new flag. (2)
and assess learners’ work. e true (1)
• Make sure that learners can demonstrate 3 Britain and Ghana
4 1957
an understanding of why Ghana used to 5
be called the ‘Gold Coast’.
• Confirm that learners can show an Red
understanding of significant roles played
by Ghanaians from different walks of life. Gold Black
Answers Green
(4)
6 a National flag (1)
1 a The English called this land the Gold b National anthem words (1)
Coast. (1)
b The Portuguese built Elmina Castle. (1) c Coat of Arms (1)
d National anthem music (1)
c Dr. Danquah suggested the name Total: 20
change to Ghana. (1)
d Dr. Nkrumah approved of the name
change. (1)
83
Strand 3: Europeans in Ghana
Strand 3: Europeans in Ghana
Introduction to Ghana (Portugal, The Netherlands, Britain,
Sweden, Denmark and Norway in a joint venture,
Learning about the arrival of the Europeans Germany and France). They will also learn about the
and their settlements will give learners a better chronological order in which the different countries
understanding of effect that these events had on the came to Ghana and the approximate year in which
different ethnic groups living in the area at the time. each country arrived.
It will also help them to consider the impact that Learners will then look at the first settlement that
these events had on the later development of the each country built at the Gold Coast and where
country. each of these settlements was located. The regions
Some of the European countries may be new to in which each settlement was located are also given,
learners, although they may have some knowledge which will help learners to find and remember the
about a few of the main countries such as Portugal, different regions in Ghana.
The Netherlands and Britain. Many learners may Finally, learners explore how to locate the European
also have read about or visited some of the castles countries on a world map. First, they focus on
and forts built by the Europeans. looking at the countries within the contexts of
Strand 3: Europeans in Ghana has one sub-strand: the continents of Europe and Africa, in order to
Sub-strand 1: Arrival of Europeans locate the different countries more easily. Then they
In Sub-strand 1: Arrival of Europeans, learners progress to finding the countries on a world map.
will find out which European countries came
Opener activity
Let us learn about … The arrival of
Europeans in Ghana
(LB page 79)
The opener activity provides an opportunity to assess Answers
learners’ basic knowledge about why the European 1 The Europeans countries came to Ghana to trade
countries came to Ghana hundreds of years ago. The
questions have been structured to broadly cover the with Africans for their gold.
sub-strand in Strand 3: 2 They called Ghana Costa da Mina or the Gold
• Sub-strand 1: Arrival of Europeans in Ghana
Coast.
Ask learners to work in groups to complete the 3 Portugal was the first country to arrive in Ghana.
activity. Walk around the classroom and listen as 4 Learners’ own answers, for example: Elmina
learners talk about the questions. Help any learners
who seem to be struggling. Give learners time to talk Castle, Cape Coast Castle, or any of the other
about the questions and then hold a class discussion forts.
for them to share their answers. Diagnostic assessment
Observe learners and use their answers to assess their
understanding and skill levels. This activity will also
allow you to measure how much they know about
the specific concepts. Where necessary, ask leading
questions to identify their strengths and weaknesses,
and any knowledge gaps.
84
Sub-strand 1: Arrival of Europeans
Sub-strand 1: Arrival of Europeans in Ghana
The Europeans who came to Ghana ----------------------------------------------- (B1.3.1.1)
Learners find out about the different European will also look at the order in which the countries
countries that came to Ghana long ago, starting with arrived and where they built their first settlements.
Portugal in 1471. The other countries then followed For context, they will learn where the different
at different times over the next 200 years. Learners countries are located on a world map.
Which Europeans came to Ghana
Arrival of Europeans in Phase 3: Reflect suggestions
Ghana ....................................... (LB pages 80–81) • Let learners talk in groups about traders and the
Content standard B1.3.1.1 Europeans coming to Ghana to trade.
Show understanding of Europeans who came to • Let learners act out a trading scene from
Ghana
Subject-specific practices and core competencies long ago.
As learners use evidence to explore the chronology • Let learners draw a picture of the traders from
of events, they enhance their global citizenship and
digital literacy. long ago.
Resources
LB pages 72–73, pictures, whiteboard, television Use of ICT suggestions
set, video machine or projector, CD player,
computer or laptop, modem • Before the class, find photographs or videos
Key words of mining and trading posts mentioned in the
mined, valuable, settled Learner’s Book on the internet. Show these to
Helpful links: learners during the lessons.
Early European contact: http://countrystudies.us/
ghana/6.htm • Find photographs of gold and other goods that
were traded.
Teaching instructions
Use these teaching instruction suggestions • Collect pictures of traders from long ago.
to create lesson plans to cover the relevant
exemplar(s). Activity 30 (LB page 81)
Phase 1: Start suggestions In this activity, learners look on the map on page 73
• Recap the concept of trading. of the Learner’s Book. They work in pairs to answer
• Tell a story about traders coming to Ghana to the questions and to find the different countries on
the map.
trade.
• Sing a song about trading or travelling. Pair work
Learners work together in pairs to do this activity.
Phase 2: Explore suggestions Place learners of different abilities together, so
• Discuss the concepts in the Learner’s Book with that the stronger learners can help those who
are differently abled. Encourage all learners to
learners. participate in looking for the European countries on
• Talk about gold and that Europeans wanted to the map.
trade with the Akan people to get gold. Answers
• Discuss how gold is mined. 1 Learners point to and say the name of Ghana.
• Name the countries that wanted to come to 2 Learners point to and say the names of each
Ghana. Write their names on the board. European country.
• Show learners pictures of gold mining and the 3 They sailed ships to Africa.
different trading posts. Formative assessment
• Walk around the class. Observe and listen to
learners working in pairs. Help where needed.
85
Strand 3: Europeans in Ghana • Ask learners what else they can put in order. Do
they line up in order?
• Make a note of learners who lack confidence in
working in pairs. Give these learners extra time • Sing a song about things in order such as the days
and more practice opportunities in later lessons. of the week song or months of the year.
• Give learners time to discuss and find the Phase 2: Explore suggestions
countries on the map. • Discuss the concepts in the Learner’s Book with
Differentiated learning learners.
• Use the remedial activities as practice for learners • Revise putting things in order with learners. Talk
who struggle and the extension activities for those about the order in which the European countries
learners who need more of a challenge. came to Ghana. Refer to the flow diagram on
• Let stronger learners have a turn to speak and page 74.
find the countries first so that others can base • Let learners point to, say the name of the country
their answers on an example. and the number of their order.
Remedial activity Phase 3: Reflect suggestions
• Use a large map on the board or a screen. • Let learners discuss in groups the order that the
• Work through the activity step by step, European countries came to Ghana.
• Play a game: Say the countries in order, but leave
helping learners point out the different one out. Ask learners to say which country you
European countries one at a time. have left out. Repeat a couple of times.
• Let learners trace the path (with their finger) • Let learners play the game in small groups or
that the ship would have taken from one pairs.
European country to Ghana.
Extension activity Use of ICT suggestions
• Ask learners to see if they can identify the
countries without looking at the name. • Before the class, find photographs or videos of
• Ask learners to make up a poem or rhyme the early traders mentioned in the Learner’s Book
to remember the names of all the European on the internet. Show these to learners during the
countries that travelled to Ghana. lessons.
The order in which the Europeans Activity 31 (LB page 82)
came to the Gold Coast ........ (LB page 82)
In this activity, learners work in pairs to put the
Content standard B1.3.1.1 European countries in order from first to last. If
Show understanding of Europeans who came to necessary, let learners refer to the diagram on page 74.
Ghana. Learners draw their own picture to show the order of
Indicator B1.3.1.1.1 the Europeans in the Gold Coast from first to last.
Explore which Europeans came to Ghana.
Subject-specific practices and core competencies Pair work
As learners use evidence to explore the chronology Learners work together in pairs to do this activity.
of events, they enhance their global citizenship and Place learners of different abilities together, so
digital literacy. that the stronger learners can help those who
Resources are differently abled. Encourage all learners to
LB page 74, pictures, whiteboard, television set, participate in ordering the European countries.
video machine or projector, CD player, computer
or laptop, modem Answers
1 Portugal, Britain, The Netherlands, Denmark-
Teaching instructions
Use these teaching instruction suggestions Norway, Sweden, Germany/Brandenburg, France.
to create lesson plans to cover the relevant 2 Learners’ own diagrams. Accept anything
exemplar(s).
Phase 1: Start suggestions appropriate that shows the arrival of the countries
in the correct order.
• Give learners numbers or letters in random
order. Ask them to put these in numerical or Formative assessment
alphabetical order. Repeat a couple of times. • Walk around the class. Observe and listen to
86 learners working in pairs. Help where needed.
• Make a note of learners who lack confidence and Sub-strand 1: Arrival of Europeans
struggle to order the European countries. Use the
remedial ideas to help. Teaching instructions
Use these teaching instruction suggestions
• Give learners time to discuss or draw their to create lesson plans to cover the relevant
pictures. exemplar(s).
Phase 1: Start suggestions
Differentiated learning
• Use the remedial activities as practice for learners • Recap on the previous lesson; talk about the
Europeans that came to Ghana to trade.
who struggle and the extension activities for those
learners who need more of a challenge. • Talk about what they would have needed in
• Let stronger learners help others. Ghana such as a place to stay, a place to trade.
• Let those who struggle refer to the Learner’s Book
for help. • Talk about how they could have solved this.
Phase 2: Explore suggestions
Remedial activity • Discuss the concepts in the Learner’s Book with
• Put the names and numbers of the countries on
learners.
the board for learners to refer to. • Use pictures from books or the internet to show
• Let learners answer verbally if writing is too
learners the different trading posts and homes of
challenging. the European traders.
• Ask learners questions to help them start and give • Talk about the similarities and differences of each
trading post.
clues during the activity to help them put the • Put the pictures of the trading posts in order of
countries in the correct order. the European country’s arrival in Ghana.
• Make a timeline on the board or on a large piece
Extension activity of paper and let learners draw pictures or write
• Ask learners to jumble up the order and see who when each settlement was formed.
Phase 3: Reflect suggestions
can put it back in order the fastest. Add a timer • Let learners talk in groups about traders and the
to the game to make it more challenging. Europeans coming to Ghana to trade.
• Let learners challenge each other to say the order • Ask learners to point to each picture in the
of the European countries that came to Ghana. Learner’s Book and share some information from
the lesson that they can remember. Learners can
The first European settlements do this in pairs or in small groups.
on the Gold Coast ............... (LB pages 83–87)
Use of ICT suggestions
Content standard B1.3.1.1
Show understanding of Europeans who came to • Before the class, find photographs or videos of
Ghana trading posts and settlements mentioned in the
Indicator B1.3.1.1.1 Learner’s Book on the internet. Show these to
Explore which Europeans came to Ghana learners during the lessons.
Subject-specific practices and core competencies
As learners use evidence to explore the chronology • Find pictures of traders trading at the various
of events, they enhance their global citizenship and trading posts
digital literacy.
Resources • Find pictures of goods traded.
LB pages 75–77, Resource 5 (Regional map of • Find pictures of people from the various
Ghana) pictures, whiteboard, television set, video
machine or projector, CD player, computer or settlements.
laptop, modem Homework
Key words • Let learners complete the homework task on
settlements
Helpful links page 75.
Elmina Castle: https://www.youtube.com/ • We have covered the indicator in the homework
watch?v=mNIkjJJious
activity. However, to accommodate any learners
who may not be able to access the internet or
who may have difficulty in accessing the internet,
we have also provided the relevant information in
the Learner’s Book.
87
Strand 3: Europeans in Ghana
• Learners use family members, the internet or a • Give learners time to discuss and complete
museum to help them find the answers to the activities on the map.
questions.
Differentiated learning
• Please supervise learners when using the internet. • Use the remedial activities as practice for learners
• Learners make a poster at home that they bring
who struggle and the extension activities for those
back to school to share with their class. learners who need more of a challenge.
• Each poster should have the following • Let stronger learners have a turn to speak and
find the countries first so that others can base
information: their answers on an example.
• The name of the settlement Remedial activity
• The year that the settlement was built • Put a large map on the screen or board and let
• The place or region in Ghana today where the learners refer to the screen or board if they are
stuck.
settlement is or was • Let learners answer verbally and then guide them
• A picture or drawing to show what the to write it down on their maps.
• Help learners to follow a step-by-step process to
settlement looks like. colour the different regions.
Extension activity
Activity 32 (LB page 86) • Let learners make an information poster about
all the different regions using all the information
In this activity, learners work first in pairs and from their group.
then in groups to complete the activity. Learners • Let learners present their poster and talk about
use the regional map of Ghana from Resource 5 the information to the class.
on page 104. They give each European settlement
a different colour. Then they draw and colour in Exercise 10 (LB page 87)
a square for each settlement in the correct region.
Finally, they create a key on the map to show In this exercise, learners work on their own to answer
the settlement name and colour. Then in groups, the questions and to write the answers down in their
learners discuss their maps, refer to the research that exercise books. Learners complete the sentences
they did for homework and share their information using the words at the top of the exercise. Ensure
with their group. that learners are able to read all the words and
understand what they have to do. Complete number
Pair work and group work one verbally as an example.
Learners first work together in pairs and then in
groups to do this activity. Place learners of different Individual work
abilities together, so that the stronger learners can This is a solo activity that learners do in their exercise
help those who are differently abled. Encourage all books.
learners to participate in the mapwork part of the
activitity and sharing their homework information
on the various settlements.
Answers Answers
Central Region 1 The Portuguese people built Elmina Castle in the
Elmina Castle – 1482
Fort Nassau – 1612 Central Region.
Fort Cormantin –1638 2 The German people built Fort Friedrichsburg in
Fort Carlsborg (Cape Coast Castle) – 1653
the Western Region.
Greater Accra Region 3 The Swedish people built Fort Carlsborg in the
Fort Christiansborg (Osu Castle) – 1661
Central Region.
Western Region 4 The French people built Fort Assini in the
Fort Friedrichsburg – 1683
Fort Assini – 1701 Western Region.
Formative assessment Formative assessment
• Walk around the class. Observe and listen to • Walk around the classroom making sure that
learners working in pairs and later in groups. learners are working on their own.
Help where needed. • Observe and note learners who are finding the
• Make a note of learners who lack confidence in
working in pairs. Give these learners extra time task challenging and help them by reading the
and more practice opportunities in later lessons. words and letting them answer verbally.
• Give learners enough time to write down the
sentences and to fill in the missing words.
88
Sub-strand 1: Arrival of Europeans
Differentiated learning Phase 1: Start suggestions
• Use the remedial activities as practice for learners • Have a class discussion about maps.
• Talk about how we use maps.
who find the task challenging and the extension • Make a list of the different kinds of maps such
activities for learners who need more of a
challenge. as a classroom map, a map of Ghana, map of the
• Give learners who struggle to read someone to world.
read the words for them and to help them choose • Show learners different maps.
the correct answer. Phase 2: Explore suggestions
• Let learners who struggle to write answer • Discuss the concepts in the Learner’s Book with
verbally. learners.
• Refer to a world map.
Remedial activity • Point out all the different continents.
• Read the words and let learners answer verbally. • Point out the different oceans.
• Give them clues to help them remember the • Talk about which parts of the map are land and
sea.
answer. • Show learners where the Europeans lived and
• Let learners point to the correct settlement and where Ghana is. Go through all the European
countries.
guide them to write the correct answer in their • Ask learners to point out the different European
books. countries.
• Ask learners to point to and name Ghana.
Extension activity Phase 3: Reflect suggestions
• Ask learners to put the settlements in • Let learners talk in groups about the world
map. Let them explore the map and discuss the
chronological order. They can draw a picture of different countries.
each settlement in the correct order and write the
dates that the settlement was built. Use of ICT suggestions
• Ask learners to write an additional sentence with
more information on each settlement. Before the class, find photographs of different maps
on the internet. Show these to learners during the
The location of European countries lessons.
on a world map ................... (LB pages 87–88)
Activity 33 (LB page 87)
Content standard B1.3.1.1
Show understanding of Europeans who came to In this activity, learners work in pairs and search
Ghana the internet for a map of the world. Their map
Indicator B1.3.1.1.1 must include all the continents and names of the
Explore which Europeans came to Ghana countries. Learners need to follow the instructions in
Subject-specific practices and core competencies the Learner’s Book and find all the countries listed
As learners use evidence to explore the chronology there.
of events, they enhance their global citizenship and
digital literacy. Pair work
Resources Learners work in pairs to do this activity. Place
LB pages 78–80, Resource 6 (Map of Europe and learners of different abilities in the pair, so that the
Africa), pictures, whiteboard, television set, video stronger learners can help those who are differently
machine or projector, CD player, computer or abled. Encourage all learners to participate in finding
laptop, modem a map and locating the countries in Europe.
Helpful links
A map of European countries: https://www.youtube. Answers
com/watch?v=07Zoc5fgoOA Learners find their own maps on the internet.
Teaching instructions Formative assessment
Use these teaching instruction suggestions • Walk around the class. Observe and listen to
to create lesson plans to cover the relevant
exemplar(s). learners working in pairs. Help where needed.
89
Sub-strand 1: Summary • Write the names of the countries on the board or
let them refer to the map.
• Make a note of learners who lack confidence in
working on the internet. Give these learners extra Extension activity
time and more practice opportunities in later lessons. • Ask learners to tell you more about each of the
• Give learners time to discuss and find the countries that came to Ghana and why they
countries on their map. came.
• Ask learners to write a poem to help them
Differentiated learning remember the names of the countries that came
• Use the remedial activities as practice for learners to Ghana. Share the poem with the class.
• Encourage learners to give each other positive
who struggle and the extension activities for those feedback on the poems.
learners who need more of a challenge.
Remedial activity
• Assist learners by working through the map step
by step and helping them find the countries.
Summary: Arrival of Europeans
The following is the order in which people
from these European countries came to
settle on the Gold Coast:
Country they came When they The first settlement Where they built it
from arrived they built
Portugal (Portu- 1471 Elmina Castle in 1482. Elmina in the Central
guese) Region.
Britain (British) 1554 Fort Cormantin (now Fort Abandze in the Central
1598 Amsterdam) in 1641. Region.
The Netherlands Fort Nassau on 1612. Moree, in the Central
(Dutch) Region.
Denmark-Norway 1542 Fort Christiansborg (now Accra in the Greater Accra
(Danish-Norwegian) 1547 called Osu Castle) in 1661 Region.
Sweden (Swedish) Fort Carlsborg now called Cape Coast in the Central
1682 Cape Coast Castle) in Region
Germany /Branden- 1653
burg (Germans) Fort Friedrichsburg Cape Three Point in the
France (French) Western Region.
1699 Fort Assini in 1701 Beyin in the
Western Region.
90
Sub-strand 1: Revision & Assessment
Revision (LB page 89)
Assessment Answers
Use this Sub-strand 4: Revision activity for 1 A Sweden
formative or summative assessment. B Denmark-Norway
• Formative assessment: Let learners C Britain
D France
complete the activity and go through E Germany
the answers in class. Learners can F The Netherlands
either check their own work for self- G Portugal
assessment, or swap work with a H Ghana
partner and check each other’s work for
peer assessment. Learners complete the self-assessment
• Summative assessment: Let learners table.
write the answers in their exercise books
or talk about the answers with you
individually. Take in the exercise books
or listen to the oral answers and assess
learners’ work. Check that learners can
show understanding of Europeans who
came to Ghana.
Assessment (LB page 92)
Summative assessment Answers (1)
Use this Strand 1: Assessment for summative (1)
assessment. Let learners write the answers 1 a B – Portugal
in their exercise books or talk about the b A – Denmark-Norway, Germany
answers with you individually. Take in the
exercise books or listen to the oral answers and France
and assess learners’ work.
• Make sure that learners can show 2 a Elmina Castle (2)
b Fort Nassau (2)
understanding of Europeans who came to c Fort Cormantin (2)
Ghana d Fort Carlsborg (2)
e Fort Christiansborg (2)
f Fort Friedrichsburg (2)
g Fort Assini (2)
3 a true (2)
b true (2)
Total: 20
91
Strand 6: Independent Ghana
Strand 6: Independent Ghana
Introduction presidents with their names. They will also match
the names of the presidents with their dates of
Learning about the history of Ghana after tenure. In addition, by studying the presidents in
independence will give learners an appreciation order of tenure, learners will further develop their
of the freedoms that they have today, and of the chronological understanding.
Ghanaian people and leaders who have done so Learners work together in groups to create posters
much to guide our country post-independence. of Ghana's presidents to display in the classroom.
Strand 6: Independent Ghana has one sub-strand: This activity enhances their communicative and
Sub-strand 1: The Republics collaborative skills, and their ability to function
In Sub-strand 1: The Republics, learners will look cohesively as a team. The presentation that the
at the different presidents of Ghana since 1960. members of each group need to give will also help to
Starting with Dr. Kwame Nkrumah in 1960, improve their oral skills and increase their confidence
Ghana has had 13 presidents up to 2020, with in public speaking.
Nana Akufo-Addo being the latest president to hold
office. Learners will match pictures of the different
Opener activity
Let us learn about … The presidents
of Ghana
(LB pages 93–94)
The opener activity provides an opportunity to assess Answers
learners’ basic knowledge of who ruled the Gold 1 Britain ruled the Gold Coast before
Coast before independence, if they remember the
date of Independence Day from earlier lessons, and independence.
the different presidents of Ghana. The questions have 2 Independence day is on 6 March.
been structured to broadly cover the sub-strand in 3 The first president of Ghana was Dr. Kwame
Strand 6:
• Sub-strand 1: The Republics Nkrumah.
4 Ghana’s president today is Nana Akufo-Addo.
Ask learners to work in groups to complete the Diagnostic assessment
activity. Walk around the classroom and listen as Observe learners and use their answers to assess their
learners talk about the questions. Help any learners understanding and skill levels. This activity will also
who seem to be struggling. Give learners time to talk allow you to measure how much they know about
about the questions and then hold a class discussion the specific concepts. Where necessary, ask leading
for them to share their answers. questions to identify their strengths and weaknesses,
and any knowledge gaps.
92
Sub-strand 1: The Republics
Sub-strand 1: The Republics
The presidents who have ruled Ghana since 1960 ------------------------- (B1.6.1.1)
Learners find out about the different presidents who independence and changed its name to Ghana. The
have ruled Ghana since 1960. They start by learning first president of Ghana was Dr. Kwame Nkrumah
that our country was colonised and ruled by Britain and, today in 2020, the 13th president is Nana
prior to 1957, when the Gold Coast gained its Akufo-Addo.
The presidents of Ghana since 1960
The presidents of Ghana • Talk through the presidents on pages 84–87 of
since 1960 .......................... (LB pages 94–99) the Learner’s Book. Discuss when each one was
president.
Content standard B1.6.1.1
Demonstrate understanding of the presidents who • Show learners videos or additional pictures of
have ruled Ghana since 1960. each president.
Indicator B1.6.1.1.1
Identify the presidents Ghana has had since 1960. • Make a timeline on the board and add each
Subject-specific practices and core competencies president as you discuss them.
By using pictorial evidence to appreciate the
identity of the presidents who have ruled Ghana • Ask learners to write the dates of tenure on a
since 1960, learners enhance their personal piece of paper and match them to the pictures of
development, communicative and collaborative the presidents on the timeline.
skills.
Resources • Help learners identify the presidents by looking
LB page 84–87, 90, pictures, whiteboard, at their pictures.
television set, video machine or projector, CD
player, computer or laptop, modem • Play a game: Take all pictures of the presidents
Key words off the timeline. Show learners a picture of a
election, voted president and ask them to guess his name. If they
Helpful links are correct, they can add that president to the
Dr. Kwame Nkrumah Independence Day speech timeline.
6 March 1957: https://www.youtube.com/
watch?v=lTTdi8AjZg8 • Discuss the exercise in the Learner’s Book with
learners.
Teaching instructions
Use these teaching instruction suggestions • Refer to pages 32–33 and remind learners how
to create lesson plans to cover the relevant they made their photograph album.
exemplar(s).
• Talk about photograph albums and how they
Phase 1: Start suggestions help us remember.
• Revise the discussion about Parliament in
• Let learners find pictures on the internet of the
Strand 2. presidents of Ghana.
• Talk about the changes that happen when a
• Explain the exercise to the learners and make sure
country becomes independent. they all understand what to do.
• Say the national pledge.
• Sing the national anthem. Phase 3: Reflect suggestions
• Let learners talk in groups about the different
Phase 2: Explore suggestions
• Discuss the concepts in the Learner’s Book with presidents of Ghana.
• Ask learners to ask their parents and grandparents
learners. Revise the election process and remind
learners who the first president of Ghana was. to tell them who was president when they were at
school.
• Show learners videos or pictures of the different
presidents.
Use of ICT suggestions
• Before the class, find photographs or videos of
the presidents mentioned in the Learner’s Book
on the internet. Show these to learners during
the lesson.
93
Strand 6: Independent Ghana
• Show learners videos of the presidents doing their Exercise 11 (LB page 99)
work such as talking in Parliament or visiting
other countries. In this exercise, learners work on their own to
complete the task. Learners will need blank paper,
Activity 34 (LB page 97) string, pencils and colours and photographs or
pictures of the presidents to make an album of the
In this activity, learners work in pairs to complete presidents of Ghana. They follow the steps originally
a timeline of all the presidents of Ghana. Learners shown with illustrations on pages 32–33 of the
refer to the information on previous pages to find Learner’s Book, and then listed again on here
out the names of the presidents and their years of page 90.
tenure.
Individual work
Pair work This is an individual activity that learners complete
Learners work in pairs to do this activity. Place on their own.
learners of different abilities in the pair, so that the
stronger learners can help those who are differently Answers
abled. Encourage all learners to participate in Learners’ own photograph album of the presidents of
completing the timeline. Ghana.
Answer Formative assessment
a Kwame Nkrumah; b Edward Akufo-Addo; • Walk around the classroom and make sure that
c Hilla Limann; d Jerry Rawlings; e John Atta Mills;
f Nana Akufo-Addo learners are working on their own.
• Observe and note learners who find the task
Formative assessment
• Walk around the class. Observe and listen to challenging and help them by reading the words
and letting them answer verbally.
learners working in pairs. Help where needed. • Give learners enough time to make the
• Make a note of learners who lack confidence in photograph album.
working in pairs. Give these learners extra time Differentiated learning
and more practice opportunities in later lessons. • Use the remedial activities as practice for learners
• Give learners time to discuss, complete the
timeline and share their answers with the class. who find the task challenging and the extension
If a learner is too shy to share with the class, ask activities for learners who need more of a
them to share their answers with a friend or with challenge.
you. • Give learners who struggle to read someone to
read the words for them and to help them cut,
Differentiated learning punch holes prepare their photograph album.
• Use the remedial activities as practice for learners • Let learners who struggle to write answer verbally.
who struggle and the extension activities for those Remedial activity
learners who need more of a challenge. • Work individually with learners who find the task
• Let stronger learners start the exercise to show
others how to look back in their books to find challenging. Let them explain verbally and help
the answers. them make their photograph album.
• Help learners stick down the pictures and write
Remedial activity the names and years of each president underneath
• Help learners by putting a timeline on the screen the picture.
or board for them to use as a reference. Extension activity
• Let learners answer verbally and guide them • Ask learners to write what they would do if they
where to write their answer. Let them copy the were president one day. Let them think of new
spelling from their book or the board. rules or things that they would do for Ghana.
Encourage them to write sentences and draw
Extension activity pictures. Let them share it with a small group or
• Ask learners to make up a poem or story to help the class.
• Encourage learners to be kind and positive when
them remember the order of the presidents. listening to each other.
• Ask learners to write sentences about each
president. Let them look up information on the
internet.
94
Sub-strand 1: The Republics
The presidents of Ghana Activity 35 (LB page 98)
since 1960 ............................... (LB pages 94–99)
In this activity, learners work in groups to make a
Content standard B1.6.1.1 poster of Ghana’s presidents from 1960 to now. Each
Demonstrate understanding of the presidents who group makes a poster of only one of the presidents.
have ruled Ghana since 1960. Give each group the name of a different president.
Indicator B1.6.1.1.1 Learners find a picture or draw a picture of their
Identify the presidents Ghana has had since 1960. president, stick it onto a large piece of paper, write
Subject-specific practices and core competencies the president’s name and years of tenure. Learners
By using pictorial evidence to appreciate the identity share their poster with the class and talk about the
of the presidents who have ruled Ghana since president.
1960, learners enhance their personal development,
communicative and collaborative skills. Group work
Resources Learners work in groups to do this activity. Place
LB page 89 learners of different abilities in a group, so that the
stronger learners can help those who are differently
Teaching instructions abled. Encourage all learners to participate in the
Use these teaching instruction suggestions design and making of the poster.
to create lesson plans to cover the relevant
exemplar(s). Answers
Phase 1: Start suggestions Learners’ own posters.
• Show learners a poster. Formative assessment
• Discuss what information goes on a poster. • Walk around the class, observe and listen to
• Let learners tell you what information they would
learners working in groups. Help where needed.
like to see on a poster. • Make a note of learners who lack confidence in
• Talk about pictures on a poster, discuss colours
working in groups. Give these learners extra time
and what makes a poster interesting. and more practice opportunities in later lessons.
• Sing a song about a president. • Give learners time to discuss, draw and share
Phase 2: Explore suggestions their posters with the class. If a learner is too shy
• Discuss the concepts in the Learner’s Book with to share with the class, ask them to share their
poster with a friend or with you.
learners. • Give specific learners specific tasks geared towards
• Discuss the presidents and what they did for their strengths. For example, a learner who draws
well can draw the president.
Ghana.
• Show learners a video, pictures or posters of the Differentiated learning
• Use the remedial activities as practice for learners
past presidents.
• Enlarge or let learners draw a big picture of their who struggle and the extension activities for those
learners who need more of a challenge.
president for their poster. • Give different learners different roles or jobs to
Phase 3: Reflect suggestions do in the group so that all learners are involved
• In small groups, let learners discuss the president in the making of the poster. Stronger learners can
do the reading and writing, others can do the
that they have been given. Let them do some drawing, colouring in, etc.
research on the president.
• Ask learners to gather the equipment needed for Remedial activity
them to complete the activity. • Help learners find information or pictures on the
Use of ICT suggestions president.
• Let learners tell you about their poster verbally
• Find photographs, videos or posters of Ghanaian
presidents before the class starts. Show learners and help them set it out on the page.
the pictures during the lesson. • Write for learners who find writing challenging.
• Look for songs about Ghanaian presidents. Extension activity
• Show learners other kinds of posters. • Ask learners to add additional information to
their posters about their president.
• Ask learners to make up a poem or story about
their president to tell the class or small group.
95
Sub-strand 1: Summary
Summary: The Republics
• Britain ruled the Gold Coast before it president of the country. From then on,
became independent. Queen Elizabeth Dr. Nkrumah was both the ruler and the
II, who is queen of Britain, was also the head of the country.
head of the Gold Coast. • A republic is a government elected by
the people. It is governed by a president
• Dr. Kwame Nkrumah ruled the country or head of state, not a king or queen.
as its prime minister for three years, • Ghana has had four republics since
until 1960. During this time, Queen independence.
Elizabeth II was still the head of the • The president of Ghana is the person in
country. charge of the country.
• This is the list of presidents since Ghana
• Ghana became independent in 1957. became independent in 1960.
• In 1960, Ghana held an election and
voted to make Dr. Kwame Nkrumah the
Name Born – Died President or Period
Head of State
Dr. Kwame Nkrumah 1909–1972 President 1960–1966
Raphael Nii Amaa Ollennu 1906–1986 President 1970–1970
Edward Akufo-Addo 1906–1979 President 1970–1972
Dr. Hilla Limann 1934–1998 President 1979–1981
Jerry Rawlings 1947– President 1993–2001
John Kufuor 1938– President 2001–2009
John Atta Mills 1944–2012 President 2009–2012
John Mahama 1958– President 2012–2017
Nana Akufo-Addo 1944– President 2017–
96
Sub-strand 1: Revision & Assessment
Revision (LB page 101)
Assessment Answers
Use this Sub-strand 4: Revision activity for 1 a true
formative or summative assessment. b false. Dr. Hilla Limann was president
• Formative assessment: Let learners
for three years.
complete the activity and go through c true
the answers in class. Learners can d true
either check their own work for self- e false. John Mahama was president
assessment, or swap work with a
partner and check each other’s work for after John Atta Mills.
peer assessment. 2 a John Mahama
• Summative assessment: Let learners b Jerry Rawlings
write the answers in their exercise books c Hilla Limann
or talk about the answers with you d John Kufuor
individually. Take in the exercise books e Nana Akufo-Addo
or listen to the oral answers and assess
learners’ work. Check that learners Learners complete the self-assessment
can demonstrate understanding of the table.
presidents who have ruled Ghana since
1960.
Assessment (LB page 102)
Summative assessment Answers (2)
Use this Strand 1: Assessment for summative (2)
assessment. Let learners write the answers 1 a Kwame Nkrumah (2)
in their exercise books or talk about the b Edward Akufo-Addo (2)
answers with you individually. Take in the c John Mahama (2)
exercise books or listen to the oral answers d Jerry Rawlings (1)
and assess learners’ work. e Nana Akufo-Addo (1)
• Make sure that learners can demonstrate (1)
2 a 1960–1966 (1)
understanding of the presidents who have b 1993–2001 (1)
ruled Ghana since 1960. c 2009–2012 (1)
d 2001–2009 (1)
e 2012–2017 (1)
(1)
3 a Dr. Kwame Nkrumah (1)
b Raphael Nii Amaa Ollennu Total: 20
c Edward Akufo-Addo
d John Atta Mills
e John Kufuor
97
End-of-year exam
End-of-year exam (LB pages 103–104)
Answers 6 Forests, groves, wetlands (any two) (2)
1 a A – storytellers (1) 7 a A community is a group of people (1)
b C – When they are born (1) who live in the same place.
c B – Larabanga (1) b Old buildings and places are
d B – Dr. Kwame Nkhrumah (1) called historical sites. (1)
2 The colours are red, yellow and c The Makola Market is one of the
green (from top to bottom), with largest markets in Ghana. (1)
a black star centred in the yellow
band in the middle. (4) 8 salt, ivory, gold (3)
3 a Independence Day (1) 9 a Portugal (1)
b Kwame Nkrumah Memorial Day (1) b The Netherlands (1)
c Sweden (1)
4 Learners own birthdates (1) d France (1)
5 Forts, museums, post office (2) 10 b, a, c, d, e (5)
(any two) Total: 30
98
Resources
Resource 1: Historical sites worksheet
Similarities and differences in community historical sites
Historical site Similarities Differences
You have permission to photocopy this page. 99
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