Essential History

ESSENTIAL
History
Primary 3
Teacher’s Guide
Jacob Agbedam • Dorothy Glover

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CONTENTS
Welcome to this History series �� 5

Introduction �� 11
Rationale and philosophy of the History curriculum 11
Instructional expectations 12
Organisation of the curriculum 12
Time allocation 13
Classroom management 13
Learning domains (expected learning behaviours) 13
Methodology 14
Differentiation and scaffolding 15
Core competencies 16
Teaching instructions 17
Activities 17
Use of ICT 17
Assessment 18
Resources 19
Planning your teaching 19
Know the syllabus/curriculum well 20
Scheme of learning 20
Useful teaching tips 21
Scope and sequence matrix 22
Scheme of Learning by term 23
Integration, core competencies and learning domain matrixes 26
Curriculum reference numbering system 31
Content standards, indicators, subject-specific practices and core competencies 32
Strand 2: My country Ghana �� 37

Sub-strand 1: The people of Ghana 38
Summary 50
Revision 51
Sub-strand 2: Inter-group relations 52
Summary 55
Revision 56
Sub-strand 2: Trading amongst ethnic groups 57
Summary 66
Revision 67
Sub-strand 2: Conflicts and alliances between the ethnic groups in Ghana 68
Summary 73
Revision 74
Sub-strand 4: Major historical locations 75
Summary 79
Revision 80
Sub-strand 5: Some selected individuals 81
Summary 88
Revision 89
Assessment 90
Strand 3: Europeans in Ghana �� 91

Sub-strand 1: Arrival of Europeans 92
Summary 96
Revision 97
Assessment 98
End-of-year exam�� 99
Resources �� 101
Resource 1 101
Resource 2 102
Resource 3 103
Resource 4 104
Resource 5 105
Resource 6 107
Resource 7 109
Resource 8 110
Resource 9 111
Resource 10 112
Resource answers�� 113

Assessment tools: Checklists and Rubrics�� 116
Welcome to this History series
WELCOME TO THIS HISTORY SERIES

Welcome to our History series for Ghana, which was opportunities for learners to engage in diverse,
specially developed for you and for the lower and practical and interactive activities where all the
upper primary (Basic 1–6) learners. curriculum strands, sub-strands, content standards,
indicators, core skills, competencies and values are
This Teacher’s Guide works together with the History carefully addressed and aim to be achieved through
Learner’s Book for Basic 3. We hope that you will meaningful real-life situations and examples.
find it an important and useful tool that will guide
you with the teaching of History to your learners This history series for Ghana integrates a
using a task-oriented and communicative approach. learning-centred pedagogy with differentiation,
For further information, also consult the History of scaffolding and the integration of Information and
Ghana Curriculum for Primary Schools 2019 and the Communication Technology (ICT) as a teaching
Resource Guide for the Orientation of Primary School and learning tool for the achievement of some of the
Teachers Towards the Implementation of the Revised new expected outcomes.
Curriculum from the NaCCA.
This series further integrates the principles of
Each Learner’s Book and Teacher’s Guide in this assessment as learning, for learning and of learning,
series follows the History syllabus from the new as well as the use of questioning. The suggested
curriculum for Ghana’s primary schools. Both activities enable the consolidation of content and
components of this series encourage the creation core skills, allowing for continuous monitoring and
of a learning-centred classroom, offering many assessment.
5
Structure of this Teacher’s Guide

This Teacher’s Guide is divided into three main sections:
1. Introduction: This section Introduction Introduction
provides an overview of the New INTRODUCTION • study the History of Ghana in an enjoyable and
stimulating environment
• make use of historical facts to acquire analytical
As the teacher, you should serve as a facilitator by
prompting learners to:
• observe and collect historical evidence
Primary Curriculum and the Rationale and philosophy of

the History curriculum
• evidence
• interpretation.
Therefore, through the teaching and learning of
skills, compare different periods and give their
own structured account of past events.
• interpret data as required
• build models
• develop projects.
History syllabus (Primary

History is a subject that explores the past with the History, learners should: Instructional expectations The following activities are recommended:
aim of understanding the factors that have shaped • appreciate their personal history, as well as the • Sessions using different sources of historical
our world. As an academic discipline, history helps to history of their families, and their communities The goal of introducing History of Ghana as a evidence, including discussions with people with
develop the imaginative abilities and critical thinking • acquire the skill of gathering and objectively subject in the primary school is to effect positive historical knowledge (resource persons) and
Basic 1–6), methodology, features,

skills of learners. History is also a discipline that aims analysing historical data, using scientific change in the values and attitudes of learners. It visiting historic sites
to impart to learners a range of important moral methods, which will enable them to interpret focuses on past events that have shaped our society. • Debates among groups on various topics relating
lessons, and provide them with guidelines for everyday past actions and behaviours of the people of This can be achieved through well-planned lessons to history
living and interactions with people in society. Ghana from a Ghanaian perspective that involve learners in the learning process. The • Projects using modern technologies to
time allocation and assessment.

• acquire more knowledge on the history of the enquiry approach of teaching is therefore encouraged communicate findings clearly and effectively in
The objective of this Teacher’s Guide is to make people of Ghana in the History classroom. Learners should be guided the form of papers, exhibits/posters, drama and
teaching and learning interesting, useful and enjoyable. • apply historical concepts to the study of the to make enquiries from available sources of historical documentaries.
history of Ghana evidence. Historical evidence can come from
Teaching philosophy • develop a discerning approach to studying primary sources and secondary sources:
Through the learning of History, learners would,
sources of historical evidence • Primary sources originate from the past. Organisation of the curriculum
• develop a sense of national consciousness and Essentially, primary sources are closer to the
specifically, acquire:
appreciate the factors that make for national unity events in time and space. Examples could include The curriculum is organised under Strands,
• critical thinking skills by comparing,
• acquire positive habits and attitudes, national pottery, wall paintings, carvings, coins, letters, Sub-strands, Content standards, Indicators and
contrasting, evaluating, synthesising, and
identity as a Ghanaian and an African with newspapers, diaries, court records and verbal exemplifications. In this curriculum, ‘Ghana’
applying historical information or knowledge
a heritage worthy of pride, preservation and accounts from people who witnessed an event, represents Pre-colonial and Post-colonial Ghana.
with little or no supervision
improvement archival documents and archaeological findings. • Strands are the broad areas/sections of the
• creative thinking skills to be able to reconstruct
• appreciate the relevance of the study of history • Secondary sources relate to accounts about History Curriculum to be studied.
important past events confidently
in current and future development efforts of the past events that were produced, based on • Sub-strands are larger groups of related
• digital literacy by using IT tools and resources
nation. interpretation of primary sources, for example, indicators. Indicators from sub-strands may
efficiently for investigations and project work
• effective communication skills to be able to books, journals, articles, etc. sometimes be closely related.
share information at varied levels of interaction
General aim of the curriculum • Content standards refers to the pre-determined
• values to live as global citizens, as they learn Instructional expectations for your History lessons level of knowledge, skill and/or attitude that a
The curriculum is aimed at developing individuals to
about other people and cultures of the world. include the following: learner attains by a set stage of education.
become literate, good problem-solvers, with the ability
• Plan lessons to meet the interests, knowledge, • Indicators are a clear outcome or milestone
to think creatively and have both the confidence
understanding, abilities, and experiences of your that learners have to exhibit in each year to
Learning philosophy and competence to participate fully in the Ghanaian
learners. meet the content standard expectation. The
society as responsible local and global citizens.
The History classroom should be learning-centred. • Design and manage learning environments indicators represent the minimum expected
Introduce the topic for the day and assist learners to that provide learners with the time, space, and standard in a year.
describe and analyse issues raised, trace patterns of
Subject aims resources needed for learning the History of • Exemplar refers to support and guidance
societal and human behaviour and, where possible, give Ghana. that clearly explains the expected outcomes
The National Curriculum for the History of Ghana
their views on current events (in the country) based on • Encourage discourse among learners and of an indicator and suggests what teaching
aims to ensure that learners can:
their knowledge of the history of Ghana. Encourage challenge them to accept and share responsibility and learning activities could be used to
• trace Ghana’s origins and its past glories
learners to explore topics through questioning. for their own learning, based on their unique support the facilitators/teachers in the
• develop the critical skills of historical enquiry
individual differences. delivery of the curriculum.
using scientific methods and participate as active,
The History curriculum is underpinned by seven • Use multiple methods to systematically gather
informed and responsible citizens The curriculum for Basic 3 is organised under two
historical concepts and classroom activities. data about learner understanding and ability
• develop a critical understanding of the past and strands with five sub-strands:
Emphasise these important concepts in your daily in order to guide teaching and learning and to
its impact on the present, to help them face the • Strand 2: My country Ghana
learning, as they are aimed at promoting higher- provide feedback to both learners and parents.
future with confidence – Sub-strand 1: The people of Ghana
order thinking among learners: • Collaborate with colleagues within and
• explain how external factors have shaped the – Sub-strand 2: Inter-group relations
• context and chronology across disciplines and grade levels to develop
history of Ghana – Sub-strand 4: Major historical locations
• significance communities of learners who have the skills of
• gain a sense of national consciousness, identity – Sub-strand 5: Some selected individuals
• cause and consequence enquiry and exhibit attitudes and social values
and appreciation of Ghanaian values, in order • Strand 3: Europeans in Ghana
• continuity and change conducive to learning.
to help to instil values, such as tolerance, good – Sub-strand 1: Arrival of Europeans
• similarity and difference citizenship and national pride
11 12
2. Suggestions to design lesson Introduction

Strand 2: My country Ghana Strand 2: My country Ghana
plans: This section provides: Sub-strand 1: The people of Ghana
• detailed guidelines Introduction

The major ethnic groups should not be new to Sub-strand 2: Inter-group relations, is a new
The unique history of the major ethnic groups in Ghana -------------- (B2.2.1.1.1)
Learners will continue to learn about the people of Ghana, their origins, where they migrated from and where they
settled.
• answers to the activities in the learners as it should be part of their heritage and
cultural background. This section was also covered
extensively in Basic 2.
section for learners. Learners will discover the
different forms of exchanges such as trade,
alliances, inter-marriage and conflict.
Learners talk about the different ethnic groups of Ghana, if they belong to an ethnic group and their similarities and
differences.
Learner’s Book The people of Ghana

Basic 3 covers the following sub-strands: Learners go on to explore these inter-group
relations further in Sub-strand 3: Conflicts and
Strand 2: My Country Ghana alliances between the ethnic groups in Ghana,
• Sub-strand 1: The people of Ghana where they learn about the Battle of Feyiase, the The origins of the major ethnic Phase 1: Start
• suggestions for remedial and

• Sub-strand 2: Inter-group relations Krepi War, and the Battle of Akatamanso. • Start the lesson by asking learners what they
• Sub-strand 4: Major historical locations groups in Ghana ............ (LB pages 6–21)
know about the different ethnic groups of Ghana.
• Sub-strand 5: Some selected individuals In Sub-strand 4: Major historical locations, learners Learners will discover that the people of Ghana come • Bring items to class of different ethnic groups,
build on their knowledge of forts and castles from from different regions and speak different languages. such as clothing and cloth, or have pictures
In Sub-strand 1: The people of Ghana, learners
extension activities
Basic 2. They will discover the differences between available of these.
revise the 16 regions and capitals done in Basic 2, forts and castles and their uses over time. An ethnic group is a group of people who shares
the regional capital as well as where the office of • Establish what learners know about traditional
a common language, origin, history, culture and clothes. Can they name and describe the items?
the president is located. They learn about all the In Sub-strand 5: Some selected individuals, tradition. The main ethnic groups of Ghana are the
ethnic groups in Ghana, and their customs and learners explore six Ghanaian entrepreneurs that • Invite parents or other members of the
• guidelines for assessment

Akan, Ewe, Mole-Dagbani, Guan and Ga-Adangme. community to address learners in their traditional
traditions, festivals and celebrations. Learners made a big impact on Ghana and its people.
discover where each ethnic group of Ghana came clothes.
Content standard: B3.2.1.1. • Hold a cultural day at school where learners,
from, trace their migratory routes on a map and
draw up a timeline for when the ethnic groups Indicator: B3.2.1.1.1 teachers and even parents or other community
• suggestions for activities from arrived in Ghana. members can come to school wearing their
Discuss the origins of the major ethnic groups traditional ethnic clothes.
in Ghana • Learners can write notes on the boards, under the
Identify some of the major ethnic groups, for title of the ethnic group.
the Learner’s Book that may be Opener activity example, Guan, Mole-Dagbani, Gonja, Akan,
Ga-Adangme, Ewe. Phase 2: Explore suggestions
• Read through the information first on the
Let us learn about … (LB page 5) Resources: different ethnic groups, then their origins and
used as homework.
LB pp. 6–21; Musical instruments, for example, lastly on the migratory routes.
The opener activity provides an opportunity to Diagnostic assessment drums • There is a lot of information; pace the lessons and
assess learners' basic knowledge of the different read through each section slowly.
ethnic groups of Ghana. The questions have been Observe learners and use their answers to assess Key words:
their understanding and skill levels. This content • Check that all learners understand the concepts
structured to broadly cover the sub-strand in ethnic group, tradition, customs, oral traditions, before moving on to the next paragraph or
Strand 1: Sub-strand 1: The People of Ghana. has been covered in Basic 2. This activity will also colonisers, dialect, rituals, famine, exile, voting,
allow you to measure how much they know about activity. Learners can take turns in reading.
famous, migrated • Discuss the meaning of any difficult words.
Answers the specific concepts. Where necessary, ask leading
1 Learners name any three: the Guan, Mole- questions to identify their strengths, weaknesses Helpful links: Learners can underline any important
Dagbani, Akan, Ewe and Ga-Adangme. and any knowledge gaps. If learners struggle, refer • https://www.youtube.com/ information about the different ethnic groups.
2 a The ethnic groups in Volta are: the Ewe and them to the map on pp. 20–21 of the LB. watch?v=VbbnfrZC5PQ Phase 3: Reflect suggestions
Ga-Adangme. • https://www.worldatlas.com/articles/ethnic- • Put the learners into small groups to discuss the
b The Ewe live in the Greater Accra Region. groups-and-tribes-in-ghana.html notes that they underlined and to see if they have
c The Guan live in the Bono East Region. all the important information.
Teaching instructions • Reflect on how learners feel about traditional
clothes and cultural practices. Do they still wear
Use these teaching suggestions to create your own these clothes for special events or festivals?
lesson plans to address the performance indicators. • Collate learners’ drawings into books for each
ethnic group. Add these to the book corner for all
learners to read.
37
38
3. Extra resources: Wherever Resources Resources
appropriate, this section provides Resource 5: Bartering cards (continued) Resource 6: Ghanaian entrepreneur cards
extra resources for specific themes

and units of the Learner’s Book.
Shea butter Cowrie shells Alhaji Adamu Iddrisu Dr. Esther Ocloo
Benjamin Amponsah
Tubers of yam Building a house Winifred Tete-Ansa Mensah
J.K. Siaw
Kente cloth Livestock George (Paa) Grant (draw your own picture)
106 You have permission to photocopy this page.

You have permission to photocopy this page. 107
6
The Learner’s Book

The user-friendly Learner’s Book addresses the new History curriculum features and criteria with a clear and logical
structure that incorporates these features.
Strand openers: Sub-Strand 1 Sub-Strand 1
Strand Strand
• incorporate an activity to introduce
the topics that learners will explore
My country Ghana
2 3 Europeans in Ghana
in each unit
• allow for diagnostic assessment
• build excitement about the new
content to be learnt in each unit
• prompt debates and content
integration with ICT, where
relevant and appropriate.
Let uslearn
Let’s learnabout
about...
...
Let us learn about ...
1 In Basic 2, you learnt about what items Europeans traded in Ghana.
1 Name three ethnic groups who live in Ghana. Talk to your friend about what you remember.
2 Name the ethnic groups from these regions: 2 The slave trade was a time when European people bought and sold
a the Volta Region people from the Gold Coast to work as slaves on cotton farms in the
b the Greater Accra Region
Americas. How did this affect our history? Talk to your friend about
c the Bono East Region.
this type of trade.
5
104
Text and content: Strand 2: My country Ghana Strand 2
• use language that is appropriate The people of Ghana Which region The main ethnic groups of Ghana KEY WORDS
do you come
to the level, age, knowledge and
An ethnic group is a group of people who share ethnic group
In Basic 2, you learnt about the people of Ghana. You also from? the same language, origin, history, culture tradition
learnt about the regions they live in and found out about the and tradition.
background of the learners capital cities of these regions.
The origins of the major ethnic groups

The main ethnic groups of Ghana are the Guan, Mole-Dagbani, Akan,
Ga-Adangme and the Ewe people.
• are representative of Ghana’s in Ghana
Activity 1.1
The people of Ghana come from different regions and
diversity speak different languages. In this lesson, you will learn
more about where the main ethnic groups of Ghana come
On your own, think about one tradition your family has or one day
your family celebrates.
• have a good gender balance and from. There are 16 regions in Ghana. Here is the list of the regions. 1 Tell the group the name of the tradition or celebration.
2 What is the tradition or celebration about?
1 2 3 4
portray no gender stereotypes. Ashanti Region
Capital: Kumasi
Western Region
Capital:
Eastern Region
Capital:
Volta Region
Capital: Ho
3 What happens during the celebration?
4 Are there any special things you do? These could be preparing a
Sekondi Kofoidua special meal, dressing in traditional clothes and dancing.
5 6 7 8
Northern Bono East Central Region Greater Accra Exercise 1.1
Region Region Capital: Cape Region
1 Draw a picture to show your tradition or celebration. In your
Capital: Tamale Capital: Coast Capital: Accra
picture, show what you eat, what you wear and what you do.
Techiman
2 Write three to five sentences about your picture.
9 10 11 12
Upper East Upper West Bono Region Ahafo Region
Region Region Capital: Capital: Goaso HOMEWORK EXTENSION
Capital: Capital: Wa Sunyani 1 When you go home, ask your parents to tell If other learners are
Bolgatanga you about their ethnic groups. from the same ethnic
13 14 15 16 2 Ask them to tell you about the history of group as you, put
Oti Region North East Savannah Western North their ethnic groups, or about the culture your notes together
Capital: Region Region Region or traditions of their ethnic groups. Make to make one story.
short notes. Share your story with
Dambai Capital: Capital: Capital: Sefwi
3 Share what you find out with the class. the class.
Nalerigu Damongo Wiawso
6 7
Illustrations and photos: Strand 2: My country Ghana Strand 2
• are high-quality and representative Using the barter system for trade Trade items that were exchanged amongst ethnic groups
of Ghana’s diversity The other way that people In the past, different things were traded amongst
DID YOU KNOW?
paid for things they needed ethnic groups such as salt, gold, fish, kola, shea
butter, pottery, cloth and iron utensils. Let us look Salt was so valuable
was by using the barter
• balance the text on every page and system. at these items in more detail.
• Salt has always been a good item to trade. It
that Roman soldiers
were paid with it.
add to learners’ understanding of

In the barter system, a person
is a product that all people in Ghana use and
would exchange items that KEY WORD
need every day. The hot climate makes people
they had for items that they
the content needed. There was no money
involved. It worked like this:
sweat and lose body salt. So, to make up for the salt expiry
lost through sweating, Ghanaian people often put
• have captions and labels that are I have a lot of tubers of yam
but no salt, for example. I
lots of salt in their food. It adds flavour and can be used to preserve
food. Salt also has no expiry date, so it does not become old.
simple, relevant, appropriate, and take my tubers of yam to my

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

them for salt. The number of tubers of yam I exchange depends
on how much salt I need.
• reflect a variety of learners
Activity 1.16
(including learners with special 1 Talk to your partner and in your own words explain:
a using cowrie shells for trade
needs) b using barter for trade.
2 Talk about these issues:
• show no gender stereotypes. a What do you think were advantages and disadvantages of the
cowrie shell and barter system for trade?
A Ghanaian woman selling salt at the local market
b Is the barter system still used today? How does it work (give Exercise 1.9
an example)? Use the internet, books or speak to your parents or some elders
c What do you think of using the promissory notes that were in your community and ask them about the trade of salt
introduced by the Europeans? Is this system still used today, in Ghana. Ask them to tell you why salt was important for
perhaps in another form (think about money)? the people in your region and how salt was used.
44 45
7
Strand 2
The Europeans wanted to share in the thriving gold trade in Africa
‘Did you know?’ boxes:
• provide interesting facts and extra George Grant DID YOU KNOW?
information. The Berbers were an ethnic groupon
made up of different nations mostly from
George Alfred Grant was born
North Africa.1878,
15 August Todayinmany
Beyin,follow the Islamic religion and speak the Berber
Western
My country Ghana language.
Nzema. He was known as Paa Grant.
Key word boxes and a Glossary: Paa Grant was a businessman. He

EXTENSION
r-group relations
• build subject-specific vocabulary worked
KEY W
Use the
in the
O Rtimber
internet
D S trade when timber
and books to find out more about the Berbers.
GLOSSARY
gradually, enabling learners to companies in Ghana were mostly owned

exchange
Share what you found out with A customs the usual way of acting in
the rest of your class. given
ent forms of exchanges
understand key concepts, and by Europeans.
alliances
advantageous creating circumstances
favourable circumstances that
D
confidently and clearly apply these In 1896, he set up his own company
increase the chances of success
demolish to destroy
e many differentconcepts
forms of exchange
it in between
context and through inter-marriage
106 alliance an agreement
known as George Grant andbetween
Company.
different groups to
dependent to rely on someone
else for something
ic groups in Ghana. Some
different of these are trade,
exercises. conflict
He
work together to achieve a
was successful as a timber
commonmerchant
goal George
dialectGrant
a form ofwas one of
a language
that people speak in a particular
ammunition things that can beGhana’s Founding Fathers
s, inter-marriage and conflict. and had an export business. shot from a weapon
part of a country. It may have its
own vocabulary, grammar and
Paa Grant was also a political activist and one
ancestry people related to you
who lived a long time ago
pronunciation
KEY WORDS
disagreement when two or
of Ghana’s Founding Fathers. People called him
B more people do not agree about
bases a place where food and something
‘the father of Gold Coast politics’.
supplies are kept export
dominant to take control in
C a group political activist
He arranged for Dr. Kwame Nkrumah to return todurable to last a long time
carpenters people who make
things out of wood
because it does not break
Ghana from the United States. Dr.aKwame
colonisers Nkrumah
group of people or then led Ghana
E
nation that uses their power to
towards independence in 1957 and became Ghana’s first
economic president.
relating to the
Trade control another group or nation
commerce the buying and selling
production, development, and
management of material wealth
of goods and services
economic empowerment to help
confer to give someone an official DID YOU KNOW?
poorer people to earn a living and
title of honour make money so that they can take
George Grant was involved inconflict
many projectsbetween
a disagreement to develop the communities in control of their own lives
two or more people or groups that entrepreneurs people who take
Ghana. He was involved in bringing
they cannotstreet lighting
work out or settle and
greatpipe borne
financial water
risks to set up a
to Sekondi and Axim. His grandson, Kimor Tyrone
credit to praise honour Grant, was a national
business
player for the Ghana Black Stars. In 2009, to honour his grandfather, 125
he formed the Paa Grant Soccer Academy.

ICT boxes:
• include research activities ICT
Thetheforms of
liances • emphasise core competencies Inter-marriage
Read more about the life of George Grant at: ghanaculturepolitics.com/
exchange
• contain extra activities for multi- profile-on-george-alfred-grant/
ability learning.
85
Project work: PROJECT PROJECT
• makes learning more relevant and 9789988896348_NNF_Ghana_Basic_History_PB3_01.indd 85 2020/04/03 3:10 PM
Make a poster and a video clip. 1 Do research to find answers to the following questions:
contextual Work in small groups of four to five people. A The arrival of the Europeans:
1 Which Europeans were the first to come to the Gold Coast?
• allows learners to apply their For this project, you need to continue the
research into how the Europeans settled on
2 When did they come?
3 Why did they come?
the Gold Coast, and what happened as a
knowledge in different ways result of this event 600 years ago? A model of a Portuguese
explorer ship from the
4 How did they trade with the chiefs? (Hint: Remember what
you have learnt about trade and the different methods of
exchange.)
• allows learners to demonstrate their
Use the internet or your library as a resource. 15th Century
Use maps, pictures and drawings on your B Alliances:
poster. For example, you can draw the ships 1 Why did the chiefs and the Europeans form alliances?
ability to work independently that the Portuguese used for exploration in 2 What were the benefits of the alliances to the chiefs?
Conflict the 15th Century, or the forts and castles 3 What were the benefits of the alliances to the Europeans?
• demonstrates learners’ ability they built, or the cowrie shells that were
used for trade. European settlements on
C Settlements:
1 Where did the Europeans first settle on the Gold Coast?
to apply skills such as critical the Gold Coast 2 Why did they build forts?
TIP 3 Why did they build castles?
D Marriage to local people:
thinking, problem solving, decision Tips for working in a group:
• Give your group a name.
1 Who are Euro-Africans?
• Choose one learner to lead the

2 What roles have they played in our history?
making, analysis, innovation, group. This person must help to

resolve any conflicts in the group.
E How did European arrival affect our history?
1 How did the arrival and settlement of the Europeans on the
•
communication and creativity, as Listen to each other without Elmina Castle Gold Coast affect our history?
interrupting. 2 What do you think would have happened if the chiefs never
• Give each person work to do and to accepted the Europeans into Ghana?
well as to do focused research using •
bring back to the group.
Every group member must be
3 Would things have been different today for the people of
Ghana? Explain.
a variety of methods and tools, involved in the final presentation of

the project.
2 Write a song or a poem about what you have learnt. Make a
video clip of it to present to your class.
Cowrie shells used for
including ICT. trade
3 Present your poster and your video clip to the rest of the class.
114 115
8
Strand 2: My country Ghana
Activities:
• incorporate accurate and current Activity 1.5 ICT
individual, pair and group work Find out more aboutIf the
possible,
Homoworecord
Festival.
activities that help learners to or video
1 Find out this year’s each
dates of the Homowo Festival for these areas:
explore and practise what they have groups’ song. This
learnt can be played in
• address the syllabus content jassembly.
Ningo a Nungua b Lante
standards and core competencies Dzan We
• are representative of the indicators
and exemplars i Prampram c Tema
• have instructions and text that are Homowo
consistent and clearly presented to Festival
learners h Kpone d Ga Mashie
• promote problem solving and
subject understanding
g Teshie e Osu
• compensate for multi-ability f La
learning Strand 2
• allow learners to practise the core 2 Choose one area and find out what happens during the Homowo
skills, in context and while engaging
Festival in that area. Use the internet or books to help you find
Conflicts
in practical activities.
information, or speak to one of the elders in your community.
Conflict happens when two or more people do
3 Choose one area and dramatise what happens. ThinkKabout: EY WORDS
not agree about something. Perhaps there was a
a the clothes they wear b the foods they eat
disagreement
disagreement that they could not work out, or an
c the ceremonies d the music resolve
argument that they could not resolve.
e any other important information.
Conflict can happen when there is a misunderstanding and people do not
Exercises: talk to each other clearly. It also happens when one person bullies
HOMEWORK Exercise 1.5 DID YOU KNOW?
• allow learners to answer questions another or treats another person unfairly.
Find two or three other The Homowo Festival is arun
harvest festival
about what they have learnt and In1Ghana,
Find these words
learners ethnic groups
and practise
insometimes
the Word Search
a dance
below.
disagree They
about whocanshould across
rule a town
where the people remember their
consolidate learning. or down the
or community, or boxes.
about Thereowns
who is one example
a migration
piece for you.
of land. When there is a conflict,
that you can present to the and celebrate the agricultural
people may
restGoaso fight
of the class. with each other
Tamale Damongo success using arguments.
Accrain their Sometimes
Akan the
new settlements
Guan conflict
after
Ewe a
gets so bad that the people may have physical
severe fights.
famine.
A G D A K A
There can be conflict between two people, or between families, ethnic
groups or B U A C D E
16
even between nations.
T A M A L E
One example A of conflict
N that happened
O inCGhana, is the
G conflict Wbetween
the Denkyira Kingdom and the Asante people at the Battle of Feyiase.
K H N C I E
A J G R K DID YOUF KNOW?
N G O A S O
Sometimes you feel a conflict inside yourself. You want to go out and play,
2 Make up a question to go with each word. For example: Goaso:
for example, but you know you have to do your homework. This is called a
Whatconflict.
personal is the capital of between
A conflict the Ahafo
twoRegion?
people is called an inter-personal
3
conflict. A conflict between two or moreto
Work with a partner. Take turns ask your
groups questions.
is called inter-group conflict.
Homework activities: Activity 1.9 HOMEWORK

• let learners explore, build on and
practise what they have learnt at 1Ask
Doyour partner
research fiveout
to find of these questions.
more about Makebetween
the conflict sure youthe
know the
people
school. who lived on the Gold Coast and the Europeans who arrived there.
answers.
21 Share
Whatwhat
is theyou
mainfindreligion
out withof
the rest
the of the class.
Mole-Dagbani?
2 What
Note: You are
will the most
learn moreimportant
about thisfestivals
later thiscelebrated
year. by the Dagomba?
3 Which is the largest ethnic group in Ghana?
4 Which people are all part of the Ga-Adangme ethnic group?
5 Which festival do the Ga people celebrate at the end of famine? 35
6 Which region do most Ewe people live in?
7 Where did the Guan people migrate from?
8 Where did the Mole-Dagbani people migrate from?
9 Where did the Ga people migrate from?
10 Where did the Ewe people migrate from?
9
24
Revision activities: REVISION REVISION

• help learners to revise content
1 Match the form of exchange in Column A with its definition in 4 Fill in the correct answer in the sentences below. Choose from these words:
• feature self-assessment that gives Column B. livestock leaders Ewe women disagreement fair
Forms of Definition
learners an opportunity to reflect exchange
Trade Marriage between people of different religions,
unify Akan nation conflict economic
a In the past, trade happened mostly amongst __________ in the
on their knowledge and learning tribes, ethnic groups or racial groups

Inter-marriage When two or more people disagree on something
different ethnic groups.
b __________ activity is related to the production, development and
management of material wealth.
• promote problem solving and Conflict An agreement among people to achieve a common
goal
c Domestic animals, such as cattle or horses that are raised on a
farm for home use or to sell are called __________ .
subject understanding Alliance The buying and selling of goods and services
2 Fill in the missing words.

d The __________ people traded eggs, milk and fish.
e The __________ people had gold.
• are representative of the indicators An __________ is an agreement amongst people to achieve __________ .
When people or communities __________ achieve a goal by themselves,
f A conflict happens when there is a __________ that cannot be settled.
g It is important to try to settle conflict in a __________ way.
h An alliance between __________ of different groups can help them
and exemplars they __________ to work with other people or communities to __________
their goal.
reach their goals.
i When there is peace and unity, people can give their best and this
• provide opportunities to assess

3 Say if the following are true or false.
leads to a better __________ .
a When conflicts are not resolved people become united.
j Different ethnic leaders work together to __________ all Ghanaians.
b Alliances make it possible for us to achieve our goals.
learners both formatively and c Trade does not allow Ghanaians the freedom to choose the goods
and services they need.
Self-assessment
summatively. d Trade provides very little opportunities for different ethnic groups
in Ghana to learn new skills from one another.
I can ...
identify the different forms of exchange.
e A conflict can result in an argument or a fight.
f People who inter-marry learn to live with the culture and traditions explain the form that the exchanges took.
of each others’ ethnic group. talk about the benefit of trade to different ethnic groups.
g Children born to inter-marriages do not enjoy the benefits of two talk about the benefit of inter-marriage.
different ethnic groups. talk about the benefit of settling conflicts to unify people.
h Trade provides us with a variety of products to choose from. talk about how alliances help different groups achieve
i Alliances help us trust each other more. their goals.
40 41
Assessment: ASSESSMENT ASSESSMENT

• provides an opportunity for
1 Complete the sentences below. Choose from these words. 5 Match Column A with Column B. (6)
learners and teachers to assess exchange cowrie Ewe forts barter castles Column A Column B
what they have learnt.

Battle of Feyiase During the conflict nearly all the Ewe people in
a There were two ways in which people paid for their goods. They
the north and west united under Chief Kwadzo
used ____________ shells and they use the ____________ system. (2) Dei’s leadership.
b The medium of ____________ is something that is used in trading
Krepi War The Asante army was defeated by an alliance
goods and services. (1) made up of the British, Ga-Adangme people,
c ____________ were bases for soldiers. They were not residences. (1) Fante people, Akyem people, Akwamu people,
d The ____________ people designed Ghana’s famous kente cloth. (1) Krepi people, Anlo people and Denkyira people.
e ____________ were buildings in which lords or nobles lived. (1) Battle of The King of Denkyira, Denkyirahene Ntim
2 Say if each sentence is true or false. Akatamanso Gyakari, thought he was doing well in the war.
a The main ethnic groups of Ghana are the Guan, Mole-Dagbani, He had driven the Asante people from Adunku,
Abuontem and Aputuogya.
Akan, Ga-Adangme and the Ewe people. (1)
b The Battle of Feyiase led to the fall of the Denkyira Kingdom, 6 Choose the correct answer. (4)
and the formation of the Asante Union. (1) a What was so valuable that Roman soldiers were paid with it?
c The Guan people migrated from the Mossi region of Burkina A cowrie shells B gold C salt
Faso before the 11th Century. (1) b How did people make clothes before cotton and silk came from
d Before cotton and silk came from Europe, people used the bark Europe?
of the tree called Kyenkyen in Akan to make clothes. (1) A They used the bark of the Shea trees
e Forts took a long time to build and were surrounded by B They used the bark of the Kola trees
thin walls. (1) C They used the bark of the Tsobo/Kyenkyen trees
3 Dr. Esther Afua Ocloo is one of Ghana’s most well-known female c Who introduced the cedi notes and coins in Ghana?
entrepreneurs. Put her life history below in the correct order. A Ghana’s first President
a Received the African Prize for Leadership. (1) B The Europeans
b Became one of the founding members of the Women’s World C The Akan ethnic group
Banking. (1) d What does entrepreneurship mean?
c Started Nkulenu Industries Ltd. (1) A It is the person who sets up and runs a business.
d Born on 18 April. (1) B It is the process of creating, launching and running a new
4 Name five trade items that were exchanged amongst ethnic business.
groups. (5) C It is the process of paying tax from a business to a country.
Total: 30
102 103
End-of-year exam: END-OF-YEAR EXAM END-OF-YEAR EXAM

• provides learners with an
4 Use the words below to help you fill in the missing words in the 6 Read the information and then answer the questions below.
opportunity to check their sentences. (10)
Forts were built to Forts were used Forts were
knowledge and understanding of prevented Katamanso Krepi people collecting taxes serve as bases from by different surrounded by
where soldiers could Europeans to protect strong, thick walls.
Denkyira people British fight wars. They did themselves from They were not built
the work they have learnt during The Battle of _______________ decided the Gold Coast history when the
not live in them. being attacked. to last for a long
time.
the year Asante people were forced to surrender their rulership over the
southern states of Ghana. The Asante people were _______________
• allows learners to practise exam- _______________ from castles and forts along the coast. The Assin
people, the _______________ _______________ and the Akwamu people were
paying rent to them. However, this stopped when the Asante
type questions and identify any people were defeated by _______________ .
gaps in their knowledge The Asante army was defeated by an alliance made up of the
• provides an additional opportunity _______________, Ga-Adangme people, Fante people, Akyem people,
Akwamu people, _______________ _______________ , Anlo people and
a Who do you think the Europeans needed protection from?
Explain your answer. (2)
Denkyira people. The Ga-Adangme people won the war and
for summative assessment. _______________ the Asante people from dominating the coast.
b Many European countries wanted to find a way into Africa,
which was rich in resources. Do you think these forts would stop
other European nations from coming into Africa and using up its
5 Answer the following questions in your own words.
resources? Explain your answer. (2)
a Name three of the main trade items that were exchanged
c Sometimes there was conflict between the Europeans and the
amongst ethnic groups. (3)
ethnic groups. Do you think the ethnic groups could protect
b Why do you think the Europeans were attracted to the gold and
themselves if they were being attacked from a fort? Explain. (2)
fertile lands in Ghana? Explain your answer. (2)
d Did the Europeans have the right to defend certain areas on the
c Explain how conflict can be a benefit during an exchange. (1)
Gold Coast – either from other Europeans or from the ethnic
d Where did the Akan people migrate from, and where did they
settle in Ghana? (2) groups? Why or why not. (2)
e Explain how kola can be used. (2)
122 123
10
Introduction
INTRODUCTION
• evidence
Rationale and philosophy of • interpretation.
the History curriculum
Therefore, through the teaching and learning of
History is a subject that explores the past with the History, learners should:
aim of understanding the factors that have shaped • appreciate their personal history, as well as the
our world. As an academic discipline, history helps to history of their families, and their communities
develop the imaginative abilities and critical thinking • acquire the skill of gathering and objectively
skills of learners. History is also a discipline that aims analysing historical data, using scientific
to impart to learners a range of important moral methods, which will enable them to interpret
lessons, and provide them with guidelines for everyday past actions and behaviours of the people of
living and interactions with people in society. Ghana from a Ghanaian perspective
• acquire more knowledge on the history of the
The objective of this Teacher’s Guide is to make people of Ghana
teaching and learning interesting, useful and enjoyable. • apply historical concepts to the study of the
history of Ghana
Teaching philosophy • develop a discerning approach to studying
sources of historical evidence
Through the learning of History, learners would,
• develop a sense of national consciousness and
specifically, acquire:
appreciate the factors that make for national unity
• critical thinking skills by comparing,
• acquire positive habits and attitudes, national
contrasting, evaluating, synthesising, and
identity as a Ghanaian and an African with
applying historical information or knowledge
a heritage worthy of pride, preservation and
with little or no supervision
improvement
• creative thinking skills to be able to reconstruct
• appreciate the relevance of the study of history
important past events confidently
in current and future development efforts of the
• digital literacy by using IT tools and resources
nation.
efficiently for investigations and project work
• effective communication skills to be able to
share information at varied levels of interaction
General aim of the curriculum
• values to live as global citizens, as they learn The curriculum is aimed at developing individuals to
about other people and cultures of the world. become literate, good problem-solvers, with the ability
to think creatively and have both the confidence
Learning philosophy and competence to participate fully in the Ghanaian
society as responsible local and global citizens.
The History classroom should be learning-centred.
Introduce the topic for the day and assist learners to
describe and analyse issues raised, trace patterns of
Subject aims
societal and human behaviour and, where possible, give The National Curriculum for the History of Ghana
their views on current events (in the country) based on aims to ensure that learners can:
their knowledge of the history of Ghana. Encourage • trace Ghana’s origins and its past glories
learners to explore topics through questioning. • develop the critical skills of historical enquiry
using scientific methods and participate as active,
The History curriculum is underpinned by seven informed and responsible citizens
historical concepts and classroom activities. • develop a critical understanding of the past and
Emphasise these important concepts in your daily its impact on the present, to help them face the
learning, as they are aimed at promoting higher- future with confidence
order thinking among learners: • explain how external factors have shaped the
• context and chronology history of Ghana
• significance • gain a sense of national consciousness, identity
• cause and consequence and appreciation of Ghanaian values, in order
• continuity and change to help to instil values, such as tolerance, good
• similarity and difference citizenship and national pride
11
Introduction
• study the History of Ghana in an enjoyable and As the teacher, you should serve as a facilitator by
stimulating environment prompting learners to:
• make use of historical facts to acquire analytical • observe and collect historical evidence
skills, compare different periods and give their • interpret data as required
own structured account of past events. • build models
• develop projects.
Instructional expectations The following activities are recommended:

• Sessions using different sources of historical
The goal of introducing History of Ghana as a evidence, including discussions with people with
subject in the primary school is to effect positive historical knowledge (resource persons) and
change in the values and attitudes of learners. It visiting historic sites
focuses on past events that have shaped our society. • Debates among groups on various topics relating
This can be achieved through well-planned lessons to history
that involve learners in the learning process. The • Projects using modern technologies to
enquiry approach of teaching is therefore encouraged communicate findings clearly and effectively in
in the History classroom. Learners should be guided the form of papers, exhibits/posters, drama and
to make enquiries from available sources of historical documentaries.
evidence. Historical evidence can come from
primary sources and secondary sources:
• Primary sources originate from the past. Organisation of the curriculum
Essentially, primary sources are closer to the
events in time and space. Examples could include The curriculum is organised under Strands,
pottery, wall paintings, carvings, coins, letters, Sub-strands, Content standards, Indicators and
newspapers, diaries, court records and verbal exemplifications. In this curriculum, ‘Ghana’
accounts from people who witnessed an event, represents Pre-colonial and Post-colonial Ghana.
archival documents and archaeological findings. • Strands are the broad areas/sections of the
• Secondary sources relate to accounts about History Curriculum to be studied.
past events that were produced, based on • Sub-strands are larger groups of related
interpretation of primary sources, for example, indicators. Indicators from sub-strands may
books, journals, articles, etc. sometimes be closely related.
• Content standards refers to the pre-determined
Instructional expectations for your History lessons level of knowledge, skill and/or attitude that a
include the following: learner attains by a set stage of education.
• Plan lessons to meet the interests, knowledge, • Indicators are a clear outcome or milestone
understanding, abilities, and experiences of your that learners have to exhibit in each year to
learners. meet the content standard expectation. The
• Design and manage learning environments indicators represent the minimum expected
that provide learners with the time, space, and standard in a year.
resources needed for learning the History of • Exemplar refers to support and guidance
Ghana. that clearly explains the expected outcomes
• Encourage discourse among learners and of an indicator and suggests what teaching
challenge them to accept and share responsibility and learning activities could be used to
for their own learning, based on their unique support the facilitators/teachers in the
individual differences. delivery of the curriculum.
• Use multiple methods to systematically gather
data about learner understanding and ability The curriculum for Basic 3 is organised under two
in order to guide teaching and learning and to strands with five sub-strands:
provide feedback to both learners and parents. • Strand 2: My country Ghana
• Collaborate with colleagues within and – Sub-strand 1: The people of Ghana
across disciplines and grade levels to develop – Sub-strand 2: Inter-group relations
communities of learners who have the skills of – Sub-strand 4: Major historical locations
enquiry and exhibit attitudes and social values – Sub-strand 5: Some selected individuals
conducive to learning. • Strand 3: Europeans in Ghana
– Sub-strand 1: Arrival of Europeans
12
Introduction
an ideal opportunity for learners to assist each other,

Time allocation and for them to assess each other.
• Working with a desk mate offers the least
For adequate coverage of the curriculum, the classroom disturbance. The learners are already
following time allocation is advised for Basic 3: seated side-by-side. They ask and answer
4 periods of 30 minutes per week. Two periods should questions during Picture talk, and they discuss
run consecutively for practical lessons and revision the readings before they write comprehension
where needed. answers individually.
• Working with a partner that you have allocated
to the learner means that you can pair a slower
Classroom management learner with a faster learner, so that they can help
one another. You may also choose to pair learners
Most teachers in Ghana work with large classes, and of similar abilities together, so that they can
are skilled in large-class methodologies. Here are a few proceed more quickly with the work, while you
reminders about group, pair and individual work that assist the slower pairs.
could be helpful with large classes.
Individual work
Group work
Individual work usually follows a group discussion
Many of the activities, especially those related to or a reading by you, the teacher. The learner will
listening and speaking, are done in groups. Group by now be familiar with the vocabulary required
work needs to be carefully planned and used for the individual work, and will usually have been
thoughtfully. For group work to be successful, the involved in a discussion about the text. This means
whole class has to be well behaved. Therefore, it is that he or she is now ready to work alone and answer
important for you to set very definite ground rules. comprehension questions or write a paragraph.
• Learners must listen to each other.
• They must give all group members the While learners are working individually, walk around
opportunity to share their ideas. the classroom, checking what they are doing and
• They must be polite and courteous. offering help where it is needed.
• Tell learners exactly how loudly they are expected
to talk.
• Inform them as to whether they are allowed to
Learning domains (expected
get up out of their seats or not.
learning behaviours)
• Make them aware of the consequences if they do A central aspect of this curriculum is the concept
not adhere to the ground rules. of three integral learning domains that should be
• If a learner misbehaves, it is usually best to the basis for instruction and assessment. These are
remove them from the group and for them to discussed in the following text.
complete the activity on their own.
• Have signals that will tell your learners that the Knowledge, understanding and
activity is coming to an end or the noise level is
getting too loud. For example, flicker the lights application
on and off or ring a bell. It is best not to use your Under this domain, learners may acquire some
voice as you will end up shouting to be heard knowledge through their learning experiences. They
above the group discussions. may show understanding of concepts by comparing,
Circulate and supervise. This is not free time for you. summarising, re-writing, etc. in their own words and
You need to listen to discussions, check if groups constructing meaning from instruction. The learner
have understood the instructions and conduct may also apply the knowledge acquired in some new
informal assessments. contexts. At a higher level of learning behaviour,
the learner may be required to analyse an issue or a
Vary groups. Three to five members per group is problem. At a much higher level, the learner may
ideal. If groups are too large, you will usually find be required to synthesise knowledge by integrating
someone is not participating. various ideas to formulate a plan, solve a problem,
compose a story or a piece of music.
Pair work Further, learners may be required to evaluate,
estimate and interpret a concept. At the last level,
Learners are often instructed to work in pairs –
which is the highest, learners may be required to
either with their desk mate, or with a partner. This is
13
Introduction
create, invent, compose, design and construct. The development. The curriculum therefore promotes
learning behaviours Knowing, Understanding, social cohesion.
Applying, Analysing, Synthesising, Evaluating • Equity – The socio-economic development
and Creating fall under the domain ‘Knowledge, across the country is uneven. Consequently, it is
Understanding and Application’. necessary to ensure an equitable distribution of
resources, based on the unique needs of learners
Skills and processes and schools. Ghana’s learners are from diverse
backgrounds that require the provision of equal
These are specific activities or tasks that indicate opportunities to all and that all strive to care for
performance or proficiency in a given learning one another, both personally and professionally.
area. These skills and processes include Observing, • Commitment to achieving excellence – Learners
Classifying, Comparing, Communicating/Reporting, must be taught to appreciate the opportunities
Predicting, Analysing, Generating possibilities, provided through the curriculum and persist in
Evaluating, Designing, Interpreting, Recording and doing their best in whatever field of endeavour
Generalising. as global citizens. The curriculum encourages
innovativeness through creative and critical
Attitudes and values thinking and the use of contemporary technology.
• Teamwork/collaboration – Learners are
To be effective, competent and reflective citizens, encouraged to participate in team-oriented working
who will be willing and capable of solving personal and learning environments. This also means that
and societal problems, learners should be exposed to learners should have an attitude of tolerance to be
situations that challenge them to raise questions and able to live peacefully with all people.
attempt to solve problems. Learners therefore need • Truth and integrity – The curriculum aims
to acquire positive attitudes, values and psychosocial to develop learners into individuals who will
skills that will enable them to participate in debates consistently tell the truth irrespective of the
and take a stand on issues affecting them and consequences. In addition, they should be
others. The History Curriculum thus focuses on the morally upright with the attitude of doing
development of these attitudes and values: the right thing even when no one is watching.
Also, learners should be true to themselves and
Attitudes: be willing to live the values of honesty and
• Curiosity – This is the inclination or feeling compassion. Equally importantly, the ethos or
toward seeking information about how things culture of the workplace, including integrity
work in a variety of fields. and perseverance, must underpin the learning
• Perseverance – This is the ability to pursue a processes to allow learners to apply skills and
problem until a satisfying solution is found. competencies in the world of work.
• Flexibility in idea – This is the willingness to
change opinion in the face of more plausible
evidence. Methodology
• Respect for evidence – This is the willingness to
collect and use data in one’s investigation, and History is a talking subject and teaching it is quite
have respect for data collected by others. different compared to teaching other subjects.
• Reflection – This is the habit of critically Learners are more likely to respond positively to
reviewing ways in which an investigation has the subject when their teachers are enthusiastic and
been carried out, to see possible faults and energetic, and adopt an innovative approach to their
other ways by which the investigation could be delivery of the content.
improved upon.
Look for ideas to challenge learners other than
Values: only using written work. A creative and interactive
• Respect – This includes respect for the nation of learning environment makes learning fun and
Ghana, its institutions, laws, culture and respect inspires more positive reactions from learners. It
among its citizens and friends of Ghana. helps them develop the required imaginative and
• Diversity – Ghana is a multicultural society in critical thinking skills and takes away the feeling of
which every citizen enjoys fundamental rights learning under duress.
and responsibilities. Learners must be taught
to respect the views of all persons and to see Creative and interactive teaching and learning
national diversity as a powerful force for nation includes the approaches, methods and strategies for
ensuring that every learner benefits from appropriate
14
Introduction
and relevant teaching and learning episodes that are Inclusion

assessed continuously, and feedback that is provided
to the learner and other stakeholders, such as parents Inclusion entails access and learning for all learners,
and education authorities. It includes the type and especially those who are disadvantaged. All learners
use of appropriate and relevant teaching and learning are entitled to a broad and balanced curriculum in
resources to ensure that all learners attain the every school in Ghana. The daily learning activities
expected level of learning outcomes. to which learners are exposed should ensure that the
learners’ right to equal access to quality education is
The curriculum emphasises: being met.
• the creation of learning-centred classrooms
The curriculum therefore promotes:
through the use of creative approaches to
• learning that is linked to the learner’s background
teaching and learning as strategies ensure learner
and to their prior experiences, interests, potential
empowerment and independent learning
and capacities
• the positioning of inclusion and equity at the
• learning that is meaningful because it aligns with
centre of quality teaching and learning
learners’ ability (for example, learning that is
• the use of differentiation and scaffolding as
oriented towards developing general capabilities
teaching and learning strategies to ensure that no
and solving the practical problems of everyday
learner is left behind
life)
• the use of ICT as a pedagogical tool
• the active involvement of the learners in
• the identification of subject-specific instructional
the selection and organisation of learning
expectations needed to make learning in the
experiences, making them aware of their
subject relevant to learners
importance in the process and also enabling them
• the integration of assessment for learning, as
to assess their own learning outcomes.
learning and of learning into the teaching and
learning process, and as an accountability strategy
• the use of questioning techniques that promote Differentation and scaffolding
deeper learning.
This curriculum is to be delivered through the use of
Learning-centred pedagogy creative approaches. Differentiation and scaffolding
are pedagogical approaches to be used within the
As the teacher, you should create a learning context of the creative approaches:
atmosphere that ensures that: • Differentiation is a process by which differences
• learners feel safe and accepted between learners (learning styles, interest,
• learners are given frequent opportunities to readiness to learn, etc.) are accommodated so
interact with varied sources of information, that all learners in a group have the best possible
teaching and learning materials and ideas in a chance of learning. Differentiation could be by
variety of ways task, support and outcome.
• the teacher assumes the position of a facilitator • Scaffolding in education refers to the use of
or coach who helps learners to identify a problem a variety of instructional techniques aimed
that is suitable for investigation via project work at moving learners progressively towards
• problems are connected to the context of the stronger understanding and ultimately greater
learners’ world so that it presents authentic independence in the learning process.
opportunities for learning
• subject matter is centred around the problem, not Differentiation and scaffolding involve breaking
the discipline up the learning episode, experience or concepts
• learners responsibly define their learning into smaller parts and then providing learners
experience and draw up a plan to solve the with the support they need to learn each part.
problem in question The process may require a teacher assigning
• learners collaborate while learning an excerpt of a longer text to learners to read,
• learners demonstrate the results of their learning engaging them to discuss the excerpt to improve
through a product or performance comprehension of its rationale, then guiding
• it is more productive for learners to find answers them through the key words/vocabulary to
to their own questions, rather than for teachers ensure that learners have developed a thorough
to provide the answers and their opinions in a understanding of the text before engaging them
learning-centred classroom. to read the full text.
15
Introduction
In this curriculum, assessment is emphasised as a learners to apply their acquired knowledge to real-
tool to promote learning by all. Its purpose is to world situations.
identify the strengths and weaknesses of learners to
enable teachers to adapt their teaching. This will in Gender-sensitive issues and the representation of
turn help learners to progress steadily in the areas people with special learning difficulties successfully
where they need to improve. operating in normal life are emphasised to ensure
inclusivity and avoid stereotyping. This emphasis is
Assessment is viewed in terms of Assessment as interwoven closely with the consistent development
learning and Assessment as, for and of learning. and promotion of requisite attitudes and values, such
• Assessment as learning: This relates to engaging as curiosity, perseverance, flexibility in ideas, respect,
learners to reflect on the expectations of their commitment to achieving excellence, teamwork
learning. They are assisted to know their roles and collaboration, truth and integrity, as well as an
and take responsibility of their own learning inherent appreciation of Ghana’s cultural, ethnic and
to improve. Learners set their own goals and environmental diversity.
monitor their progress towards these goals.
• Assessment for learning: This occurs throughout In addition to gender equality and equity, and
the learning process. It is an approach used inclusive education, other issues addressed in
to seek and interpret evidence, which serves relevant contexts include:
as timely feedback for teachers to refine their • comprehensive sexuality education
teaching strategies in order to improve learners’ • energy efficiency and conservation
performance. Learners become actively involved • anti-corruption
in the learning process and gain confidence in • climate change
what they are expected to learn. • green economies
• Assessment of learning: This is summative • sanitation
assessment. It describes the level learners have • road safety.
attained in the learning, what they know and
This approach will help to achieve the key goals of
can do over a period of time. The emphasis is to
the curriculum, which are to build character, nurture
evaluate each learner’s cumulative progress and
values and raise literate, confident and engaged
achievement.
citizens who are able to think critically and take
responsibility for themselves and others.
Scaffolding
A spiral approach has been adopted in the course. Core competencies
The content begins with the learner’s immediate
environment, broadening to an exploration of his
The core competencies describe a body of skills
or her wider community, and finally extending to
that teachers at all levels should seek to develop in
the wider world. Through active participation in
their learners. They are ways in which teachers and
activities, learners get to develop appropriate value
learners engage with the subject matter as they learn
systems and contextual understanding.
the subject. The competencies presented below
Effective teaching and learning in History depends describe a connected body of core skills that are
upon the use of actively participatory methods. acquired throughout the processes of teaching and
These include the following: learning.
• Discussion 1. Critical thinking and problem solving (CP)
• Drama, role play and simulation This competence develops learners’ cognitive and
• Song and dance reasoning abilities to enable them to analyse and
• Case studies and interviews solve problems.
• Research 2. Creativity and innovation (CI)
• Miming This competence promotes entrepreneurial skills
• e-Learning in learners through their ability to think of
• Group work new ways of solving problems and developing
• Question and answer technologies for addressing the problem at hand.
• Games. 3. Communication and collaboration (CC)
This competence promotes in learners the skills
Ghanaian content and examples have been used to make use of languages, symbols and texts to
wherever relevant and appropriate to enhance exchange information about themselves and their
understanding and provide opportunities for life experiences.
16
Introduction
4. Cultural identity and global citizenship (CG)

This competence involves developing learners
Use of ICT
to put country and service foremost through
an understanding of what it means to be active To be successful in life, it is essential to have
citizens. knowledge of ICTs. ICT is an abbreviation for
5. Personal development and leadership (PL) Information and Communication Technology. It
This competence involves improving self- includes the following:
awareness and building self-esteem. It also entails • Laptop or desktop computers
identifying and developing talents, and fulfilling • Smartphones
dreams and aspirations. • Tablets
6. Digital Literacy (DL) • CD players
Digital Literacy develops learners to discover, • Projectors
acquire and communicate information through • Calculators
ICT to support their learning. It also helps to • Radios
make them use digital media responsibly. • Cameras
• Television sets
• Computer and related software, such as Microsoft
Teaching instructions Office packages (Word, PowerPoint and Excel).
ICTs are useful teaching tools in the classroom.
The teaching instructions provide suggestions for
The internet can be accessed on laptop or desktop
each of three phases (Phase 1, Phase 2 and Phase 3)
computers, tablets or smartphones. Try to use
in the lesson plans. Several suggestions are provided
whatever resources you have available to assist you
for each phase, so that there are sufficient options to
in your teaching and learning programme. Here are
cover all of the required lesson plans for the relevant
some ideas for how to do this:
exemplar(s) in that section of content.
• Listening to recorded texts is an excellent way of
enlisting learners’ attention and observing them
Activities at the same time. Recordings that support the
topics in the syllabus can be found on CDs or
online, or you can make your own.
Learners enjoy exploring; getting them involved • Project and research work is important in the
in related activities is a fun way to reinforce what learning process. Teachers and learners can use
has been taught. As a facilitator, you can arrange the internet to find information and do research.
excursions to cultural centres, museums or Learners can also watch video clips that give more
Parliament. information about topics they are learning about.
Relating the lesson to current national and • The internet gives access to a wide range of
international events and inviting guest speakers visual material, which can be used to support the
into your classroom to elaborate on topics are learning process. This is particularly useful for
also fun activities that can be adopted but do not learners with a limited frame of reference, and
underestimate the application of group work, who can benefit from visual support in order to
debates and research work, designing posters and understand environments that are foreign to them,
paintings, and so on. These are all excellent ways of for example the city for rural learners, and the
making the History lessons interactive. ocean for learners who have never seen the ocean.
Visual material on the internet includes video
The types of activities used to ensure on-level, age- clips, animated applications and images.
appropriate and multi-ability learning include: • You can enhance your teaching by using
• true or false activities websites to access material online for extension
• cloze activities or assessment purposes. In the section of this
• role play Teacher’s Guide that offers guidance to the
• songs and games activities in the History Basic 3 Learner’s Book,
• crosswords and word searches specific suggestions are made regarding the use
• matching activities of ICTs. However, the extent to which you can
• case studies (for the higher grades) and interviews use ICTs in the classroom depends on the access
• diary entries, newspaper articles, brochures, that your school has to them. Some schools
posters and timelines. have internet connections and can access the
17
Introduction
internet to use a wide variety of applications, 1. Diagnostic assessment

such as resource websites, video channels, live This examines learners’ prior knowledge and is
interviews, and so on. However, if a connection used to establish links to the new lesson:
is not available, the internet can be accessed • Test learners’ prior knowledge by asking them
through cellular data on tablets or smartphones. to respond to key words, names and dates
If you are in a situation where you have access to related to the next topic
the internet and the relevant applications only • Ask learners to define key words and terms.
outside of the classroom, then you can download 2. Formative assessment
material and play these offline in the classroom. Formative assessment is the methods that
teachers use to evaluate and assess a learner’s
ability to understand and apply what they have
Assessment learnt during a lesson. This also gives teachers
the opportunity to continually assess learners
In this curriculum, assessment is emphasised as a and to use this assessment to address their
tool to promote learning by all. Its purpose is to learning needs, the progress they have made, and
identify the strengths and weaknesses of learners, to address any barriers to learning or learning
and in so doing, to enable teachers to adapt their difficulties that they may have.
teaching. This will, in turn, help learners to progress
steadily in the areas in which they need to improve. Formative assessment in the form of teacher
observations and assessments, as well as self-
Assessment is viewed in terms of Assessment as assessment and peer-assessment done by the
learning, Assessment for learning and Assessment learners, will help to identify areas of difficulty so
of learning. that these areas can be targeted and any problems
• Assessment as learning: This relates to engaging addressed immediately before moving on to the
learners to reflect on the expectations of their next section of work.
learning. They are assisted to know their roles
and take responsibility for their own learning. Formative assessment is an important step in the
Learners set their own goals and monitor their teaching and learning process. It allows you as the
progress towards these goals. teacher to observe your learners in a wide variety
• Assessment for learning: This occurs throughout of learning situations and to collect, record and
the learning process. It is an approach that use this information, which you can then use to
seeks and interprets evidence, which serves inform further teaching and learning.
as timely feedback for teachers to refine their You should use different types of formative
teaching strategies in order to improve learners’ assessment to address the different learning
performance. Learners become actively involved abilities of the learners in your class. These
in the learning process and gain confidence in assessments could take the form of formal and
what they are expected to learn. informal observations during whole class and
• Assessment of learning: This is summative individual, pair and group work activities,
assessment. It describes the level learners have through the assessing of written work, projects,
attained in the learning, what they know and tasks and tests.
can do over a period of time. The emphasis is to You can record your assessments as short notes in
evaluate each learner’s cumulative progress and a record book or as a simple checklist on a class
achievement. list of learners’ names.
3. Summative assessment
Making sure that learners have actually absorbed Summative assessment is used to test whether the
the lessons taught and not just had fun through learners have achieved the objectives of the whole
the entire lesson is equally important. There are unit or series of topics, or a whole semester, term
assessments at the end of each lesson in the Learner’s or year’s work.
Book that are useful tools for reinforcement of
lessons taught. You can also adopt other forms of
assessment during the lessons to ensure learners are
on the same level of understanding. Some of these
assessments include the following:
18
Introduction
School-Based Assessment
The new SBA system provides schools with an internal assessment system.
Level of Equivalent Meaning Grade descriptor
Proficiency Numerical Grade
1 80% + Advance (A) Learner exceeds core requirements in terms of

knowledge, skills and core understanding; can transfer
them automatically and flexibly through authentic
performance tasks.
2 75-79% Proficient (P) Learner develops fundamental knowledge, skills and
core understanding; can transfer them independently
through authentic performance tasks.
3 70-74% Approaching Learner develops fundamental knowledge and
Proficiency (AP) skills and core understanding; with little guidance;
can transfer understanding through authentic
performance task.
4 65-69% Developing (D) Learner possesses the minimum knowledge and
skills but needs help throughout the performance of
authentic task.
5 64% and below Beginning (B) Student is struggling with his/her understanding due
to lack of essential knowledge and skills.
The SBA consists of twelve assessments a year. These include:
• End-of-month/Strand tests
• Homework assignments (specially designed for SBA)
• A project.
To guarantee adequate time for the course coverage

and assessment, lessons must be planned in advance Planning your teaching
for the week or the month. The best advice is to be
well-informed about the lesson content and teach This section in the Teacher’s Guide aims to help you,
with passion. The facilitator is always the best person the teacher, think about planning your teaching and
to decide how to adapt lessons and diverge from set to further develop the skills you already have.
time frames in order to accommodate the capabilities
of learners. Irrespective of the time frame, each The planning of lessons aims to ensure that the
lesson should be as interactive and enjoyable as objectives of learning are met. It is never easy to find
possible to ensure the attentiveness and involvement time to plan every lesson, particularly in Ghanaian
of every learner. schools where classes are often large and workloads
heavy. Yet, without planning our lessons, we might
Be positive and confident about the subject matter well become disorganised and will not achieve the
and explicit in your directions to learners about learning objectives.
what they need to do. Remember: Your attitude in
delivering the lessons will definitely determine the Planning gives the teacher the opportunity to
attitude of the learners towards the lesson! mobilise enough teaching and learning resources
and to avoid challenges that might arise during
instructional time.
Resources
It is absolutely vital that you have read the Learner’s
Book before teaching any lesson and that you have
There is a Resources section on pages 101–115 of
planned how you are going to develop your material
this Teacher’s Guide, with additional resources you
for the classroom. This Teacher’s Guide aims to help
can use during your History lessons. Each resource
you in that process and to give you ideas as to how
is linked to a specific section of work in the Learner’s
each lesson can be conducted.
Book. You can adapt these resources as needed to
suit the ability levels of the learners in your class.
19
Introduction
Before each term begins, spend some time going This does not mean that every lesson should contain
through each of the strands and sub-strands you all three elements. That is too much to ask. A
need to cover in that term. Work out how much theoretical lesson can, for example, be followed
time you might need to cover each of them. by a practical lesson and then by a class discussion
Determine how you will find relevant and sufficient directed towards building principles and values.
teaching and learning resources. You will be able
to check and revise your estimate after the first few Combining teaching facts and practice might seem
lessons. Be adaptable, as some units will take more very difficult for a new teacher. Feel free to talk to
time than you had planned. Have some materials at more experienced members of staff and ask for help.
hand to fully engage those students who finish early. They know how to combine the teaching of facts
These materials could take the form of revision for a with practice and the building of values.
test, a class game or a plan for a discussion or debate.
Scheme of learning
Know the syllabus/
Curriculum well Never go into a class unprepared, even if you have
taught a lesson many times before. Have your ideas,
Knowing the curriculum well will help you in plans and materials ready. You should make sure you
your lesson preparation, especially your scheme are confident with your material. Classes are easier to
of learning, learning plan and even preparation manage and learners behave better when a lesson is
for the year’s work. It would be beneficial to read organised well.
and perhaps note down the titles of themes and to • You might want to develop a regular pattern
summarise the more detailed pages. It will also help such as the following:
you to know what the syllabus sets out to achieve • A brief period of revision. What did we do last
and what you should be looking for in assessing time?
learners’ progress termly and yearly. • The introduction of new material, given in the
form of a class lesson.
Teachers are expected to give weightings to learners’ • Activities, undertaken in pairs, groups or
progress of work in the following ways: individually.
• Learners need to have increased their knowledge • A class discussion of what everyone has done.
and understanding of the facts and concepts • Reflection on what has been taught.
of the course. This is weighted at 30% of
When learners are used to being occupied the whole
the expected achievement. The curriculum
time, they tend to be more cooperative and to value
developers say that knowledge is not everything.
the lesson more.
• Learners should know how to apply this
knowledge to given situations. This is weighted Points to remember in preparing a scheme
at 30%. They say that the application of of learning
knowledge is just as important as gaining that
knowledge. Important points to remember when developing a
• The most important aims concern, however, are scheme of learning are the following:
learners’ attitudes, values and process skills. • Know your syllabus.
These are weighted at 40%. • Make a preliminary plan based on the time you
think you will need to cover each unit.
This is very different from traditional educational • Be prepared to change that plan as you learn
aims, which overemphasised the importance of how much time each theme really takes.
knowledge. • Take into account school events which take
up time (for example, examinations and
When preparing lessons, you need to keep the
special occasions). Leave some spare time in
general aims and profile dimensions in mind so that
your planning. Very few timetables work out
they include the following:
absolutely perfectly. Learners, especially at the
• the facts and how these can best be understood
higher levels, can be very critical if they think a
• practical work designed to illustrate how the
syllabus has not been covered or if it is rushed
learners’ new knowledge and understanding can
and they cannot keep up.
be put into practice
• Always remember that facts are only a part
• overall development of beneficial values and
of education. Keep in mind the skills you
attitudes.
wish to develop, particularly those of easy
20
Introduction
communication, of cooperation and the Some marking of work can be done by learners
development of mutual tolerance and respect. themselves by swapping papers.
• Make sure you have all the materials ready and
at hand for each lesson. If classes are sharing You can mark work in class while you are going
resources, make sure the ones you want are round supervising and encouraging the learners as
available when you want them. Before you start they work. This has the advantage of offering instant
any theme, revise your aims and work out how praise and correction.
you will determine if you have achieved them. Do not let your marking pile up from one day or
This is called evaluation. one week to another.
• When preparing materials and activities, take
into account the different abilities of your It is important to create an atmosphere of trust
learners. Try to organise additional activities for in which learners feel confident enough to ask
the quicker learners to give you time to help questions without feeling embarrassed. Learners
those who are finding the lesson difficult. This should never be allowed to make fun of a learner
Teacher’s Resource Pack will help you to plan who asks a question to which other learners already
further activities. know the answer. Make it clear that such a response
is not acceptable.
Useful teaching tips Teaching tip 4: Use the local environment

The study of History is about the whole of your
Teaching tip 1: Keep learners occupied learners’ physical, social and cultural surroundings.
Your resources are all around you – inside and
One of the most important skills in classroom
outside of the classroom. Do not rely solely on
management, is the ability to ensure your learners
the written word or pictures. Use your own
are occupied for the whole lesson. If a group has
knowledge and that of your learners about the world
finished a task and the learners have nothing else to
around you.
do, they are likely to become disruptive. To counter
• Go outside and look with new eyes at your
this, break up your lesson into different parts and
surroundings. Take the learners out into the
include the following:
environment (farms, rivers, lakes, the sea shore,
• full class work
offices, workshops, factories) and encourage them
• individual work
to do the same on their own.
• practical activities.
• Invite people to the school to talk about
Teaching tip 2: Earn respect their roles in the community (farmers, nurses,
engineers, councillors)
The teacher needs to earn respect by being punctual, • Make the most of local examples. You could
clean, tidy and knowledgeable. Learners need to look outside when it is raining and show learners
know that when a teacher asks for silence, he or she how miniature streams are created, for example.
means it and will not continue until there is silence. You could encourage learners to look at the sky
The first few lessons are important to ensure that when they are on the playground to learn about
the teacher’s expectations are evident to learners very the different types of clouds and what they might
early on. indicate about future weather.
Teaching tip 3: Mark work promptly and Learners could learn about the economics of running
efficiently a business from the local shop owner or from local
When you have a large class, the marking of learners’ market traders.
work can become a burden. If it is postponed, the
burden can become unbearable. Learners need to Enjoy your History teaching experience.
have their work marked and returned promptly with
constructive criticism and as much encouragement
as possible.
21
Introduction
Scope and sequence matrix

Strand Sub-strand Basic 3
History as a subject Why and how we study history
The learner’s own history
Family history
Community history
My country Ghana The people of Ghana ✓
Inter-group relations ✓
How Ghana got its name
Major historical locations ✓
Some selected individuals ✓
Europeans in Ghana Arrival of Europeans ✓
International trade including slave trade
Missionary activities
Impact of European presence
Colonisation and developments Establishing colonial rule in Ghana
under colonial rule in Ghana
Social development
Economic development
Political development
Journey to independence Early protest movements
Formation of political parties
The 1948 riots
Ghana gains independence
Independent Ghana The Republics
Military rule
22
Introduction
Scheme of Learning by term

Term 1
Week Time allocation/ Section LB
Period page(s)
1 30 mins (1 period) Strand 2: Sub-strand 1 5–6
30 mins (1 period) Teach content: The people of Ghana
Learners do: Let us learn about … activity
1 hour (2 periods)
2 30 mins (1 period) Teach content: The main ethnic groups of Ghana 7
1 hour (2 periods) Learners do: Activity 1.1; Exercise 1.1; Homework and
Extension
30 mins (1 period)
3 30 mins (1 period) Teach content: The Guan ethnic group 8–9
1-hour (2 periods) Learners do: Activity 1.2; Exercise 1.2
30 mins (1 period)
4 30 mins (1 period) Teach content: The Mole-Dagbani ethnic group 10–12
1 hour (2 periods) Learners do: Activity 1.3; Homework; Exercise 1.3 and
Extension
30 mins (1 period)
5 1 hour (2 periods) Teach content: The Akan ethnic group 13–14
30 mins (1 period) Learners do: Activity 1.4 and Exercise 1.4
30 mins (1 period)
6 30 mins (1 period) Teach content: The Ga-Adangme ethnic group 15–17
1 hour (2 periods) Learners do: Activity 1.5; Homework; Activity 1.6 and ICT
activity
30 mins (1 period)
7 30 mins (1 period) Teach content: The Ewe ethnic group 18–19
1 hour (2 periods) Learners do: Activity 1.7
30 mins (1 period)
8 30 mins (1 period) Teach content: Where each ethnic group of Ghana came from 20–25
1 hour (2 periods) Learners do: Exercise 1.5; Activity 1.8; Activity 1.9 and
Homework
30 mins (1 period)
9 30 mins (1 period) Teach content: Where each ethnic group of Ghana came from 26–29
1 hour (2 periods) (continued)
Learners do: Exercise 1.6; Activity 1.10; Extension; ICT
30 mins (1 period) activity; Exercise 1.7 and Revision exercise
1 hour (2 periods) Teach content: Inter-group relations: Different forms of
exchanges
30 mins (1 period) Learners do: Activity 1.11; Homework; Extension; ICT activity
11 30 mins (1 period) Learners do: Inter-marriage, Conflicts and Alliances 34–37
1-hour (2 periods) Activity 1.12 and Extension; Homework; ICT activity;
Activity 1.13 and Activity 1.14
30 mins (1 period)
12 30 mins (1 period) Teach content: The benefits of exchanges 38–41
1 -hour (2 periods) Learners do: Exercise 1.8; Revision exercise and Self-assessment
30 mins (1 period)
23
Introduction
Term 2
Period page(s)
30 mins (1 period) Teach content: Trading amongst ethnic groups
Learners do: Activity 1.15; Extension and Activity 1.16
1 hour (2 periods)
14 30 mins (1 period) Teach content: Trade items that were exchanged amongst ethnic 45–48
1 hour (2 periods) groups
Learners do: Exercise 1.9 and Activity 1.17; Activity 1.18;
30 mins (1 period) Exercise 1.10 and ICT activity
1-hour (2 periods) groups (continued)
Learners do: Activity 1.18; Exercise 1.10; ICT activity; Activity
30 mins (1 period) 1.19 and Activity 1.20 and ICT
1 hour (2 periods) groups (continued)
Learners do: Activity 1.21; Homework; ICT activity and
30 mins (1 period) Extension
17 1 hour (2 periods) Teach content: Trade items that were exchanged amongst ethnic 52–53
30 mins (1 period) groups (continued)
Learners do: Activity 1.22; Activity 1.23 and Activity 1.24
30 mins (1 period)
1 hour (2 periods) groups (continued)
Learners do: Activity 1.25; Exercise 1.11
30 mins (1 period)
19 30 mins (1 period) Teach content: Medium of exchange 56–59
1 hour (2 periods) Learners do: Exercise 1.12; Homework and Activity 1.26
30 mins (1 period)
20 30 mins (1 period) Teach content: History of the cedi 60–63
1 hour (2 periods) Learners do: Activity 1.27; Homework; Revision exercise and
Self-assessment
30 mins (1 period)
21 30 mins (1 period) Teach content: Conflicts and alliances between the ethnic groups 64–67
1 hour (2 periods) in Ghana
Learners do: Activity 1.28. Activity 1.29; Exercise 1.13;
30 mins (1 period) Exercise 1.14 and Activity 1.30
22 30 mins (1 period) Teach content: Battle of Akatamanso 68–73
1 hour (2 periods) Learners do: Activity 1.31; Activity 1.32; Homework;
Activity 1.33 and Revision exercise
30 mins (1 period)
1-hour (2 periods) Learners do: Major historical locations
Teach content: ICT activity; Activity 1.34;
30 mins (1 period)
24 30 mins (1 period) Teach content: The uses of forts and castles and Revision 80–83
Learners do: Activity 1.35; ICT activity; Homework;
Revision exercise and Self-assessment
24
Introduction
Term 3
Period page(s)
30 mins (1 period) Teach content: Some selected individuals: George Grant;
Winifred Tete-Ansa and Dr. Esther Ocloo
1 hour (2 periods) Learners do: Activity 1.36 and ICT activity; Activity 1.37 and
Exercise 1.15
26 30 mins (1 period) Teach content: Some selected individuals: Benjamin Amponsah 88–91
1 hour (2 periods) Mensah and J.K Siaw
Learners do: Activity 1.38; Activity 1.39; Homework and
30 mins (1 period) Exercise 1.16
27 30 mins (1 period) Teach content: Alhaji Adamu Iddrisu 92–94
1-hour (2 periods) Learners do: ICT activity and Activity 1.40; Exercise 1.17 and
Activity 1.41
30 mins (1 period)
28 30 mins (1 period) Content: Revision 95–99
1 hour (2 periods) Learners do: Activity 1.42 and Project
30 mins (1 period)
29 1 hour (2 periods) Content: Revision 100–103
30 mins (1 period) Learners do: Revision and Assessment exercises
30 mins (1 period)
1 hour (2 periods) Teach content: How the Europeans settled on the Gold Coast
Learners do: Let us learn about …; Extension and Exercise 2.1
30 mins (1 period)
31 30 mins (1 period) Teach content: How the Europeans settled on the Gold Coast 108–109
1 hour (2 periods) (continued)
Learners do: Activity 2.1
30 mins (1 period)
32 30 mins (1 period) Teach content: Why other Europeans also settled on the Gold 110–111
1 hour (2 periods) Coast
Learners do: Activity 2.2 and Exercise 2.2
30 mins (1 period)
33 30 mins (1 period) Teach content: Why other Europeans also settled on the Gold 112–113
1 hour (2 periods) Coast (continued)
Learners do: Activity 2.3 and Exercise 2.3
30 mins (1 period)
34 30 mins (1 period) Teach content: Revision of Strand 3 114–115
1 hour (2 periods) Learners do: Project
30 mins (1 period)
35 30 mins (1 period) Teach content: Revision and Assessment 116–118
1-hour (2 periods) Learners do: Project; Revision exercise; Self-assessment and
Assessment exercise
30 mins (1 period)
36 30 mins (1 period) Content: End-of-year exam 119–124
1 -hour (2 periods) Learners do: End-of-year exam
30 mins (1 period)
25
Introduction
Integration, core competencies and learning domain matrixes

Strand 2: My country Ghana Learner’s Book pages 5–29
Sub-strand 1: The people of Ghana
Subject integration Numeracy; Language and literacy; Creative arts; Our world and
our people; Religious and moral instruction
Core skills and competencies Critical thinking and problem solving (CP)
Creativity and innovation (CI)
Communication and collaboration (CC)
Cultural identity and global citizenship (CG)
Personal development and leadership (PL)
Digital literacy (DL)
Contemporary issues Gender equality and equity; inclusive education
Curriculum values Respect; diversity; equity; commitment to achieving excellence;
teamwork and collaboration; truth and integrity
Learning domain: Knowledge, Knowing; understanding; applying; analysing; synthesising;
understanding and application evaluating; creating
Learning domain: Skills and processes Observing; classifying; comparing; communicating/reporting;
predicting; analysing; generating possibilities; evaluating;
designing; measuring; interpreting; recording; generalising
Learning domain: Attitudes Commitment; tolerance; patriotism; flexibility in ideas; respect for
evidence; reflection; comportment; cooperation; responsibility
Inclusion Special needs and differently-abled learners are placed in pairs
and groups with able learners. This facilitates the inclusion of all
learners and allows them to participate equally in the activities
and exercises, while accommodating and compensating for any
differences in their abilities. Able learners provide the necessary
support to their differently-abled classmates, and learners take on
the roles and responsibilities best-suited to their abilities and skill
set. This process enables both abled and differently-abled learners
to develop and extend themselves, while building a supportive
learning environment in which all learners can thrive.
Assessment Diagnostic assessment:
• Strand opener activity page 5
Formative assessment:
• Activity 1.1 and Exercise 1.1 page 7
• Activity 1.3 page 11
• Homework and Exercise 1.3 page 12
• Activity 1.4 page 14 and Exercise 1.4 page 15
• Activity 1.5 and Homework page 16
• Activity 1.6 and ICT activity page 17
• Exercise 1.5 and Activity 1.9 page 24
• Homework page 25
• Exercise 1.6 and Activity 1.10 on page 26
• Exercise 1.7 page 27
• Revision pages 40–41
Summative assessment:
• Assessment pages 102–103
• End-of-year examination pages 119–124
26
Introduction
Strand 1: History as a subject Learner’s Book pages 30–73

Sub-strand 2: Inter-group relations
Assessment Formative assessment:
• Activity 1.12 on page 34 and Homework page 35
• Activity 1.13 and ICT activity page 36
• Activity 1.15 page 43 and Activity 1.16 page 44
• Exercise 1.9 page 45 and Activity 1.17 page 46
• Activity 1.19, 1.20 and ICT activity page 49
• Activity 1.21, Homework and ICT activity page 50
• Activity 1.22 page 52, Activity 1.23 and 1.24 page 53
• Exercise 1.12 page 57 and Homework page 58
• Activity 1.26 page 59 and Activity 1.27 page 60
• Homework page 61 and Activity 1.28 page 64
• Exercise 1.14, Activity 1.30 page 67 and Activity 1.31 page 69
• Activity 1.32, Homework page 70 and Activity 1.33 page 71
• Revision pages 40-41, 62–63 and 72–73
27
Introduction

Sub-strand 2: Major historical
locations
• Strand opener activity
• ICT activity page 78
• Homework page 80
• Activity 1.35, ICT activity and Homework page 81
• Assessment page 102–103
28
Introduction

Sub-strand 5: Some selected
individuals
Subject integration Language and literacy; Creative arts; Our world and our people
analysing; evaluating; designing; interpreting; recording
Assessment Formative assessment:
• Activity 1.39 and Homework page 90
• Activity 1.40, 1.41 and Exercise 1.17 page 94
• Project pages 98–99
• End-of -year examination pages 119–124
29
Introduction
Strand 3: Europeans in Ghana Learner’s Book pages 104–124

Sub-strand 1: Arrival of Europeans
our people
Contemporary issues Inclusive education
analysing; evaluating; designing; interpreting; recording
• Strand opener activity page 104
• Project pages 114–115
• Revision page 116
• Revision page 116
30
Introduction
Curriculum reference numbering system

The examples below explain the reference numbering system used in the curriculum document.
Example: B1.2.3.4.1
Annotation Meaning/Representation
B1. Year/class
1 Strand number
2 Sub-strand number
3 Content standard number
4 Learning/ performance indicator number
Year/Class Content standard Learning indicator

Sub-strand 4: Major historical locations
KG1 KG2 KG3 KG4
KG1.1.2.1 KG2.1.2.1 B1.1.1.1 B4.1.1.1

Demonstrate Recount history about Show understanding of Show understanding of
understanding of their themselves and their history as part of everyday importance of studying
own individual history. families. life. history.
KG1.1.2.1.1 KG2.1.2.1.1 B1.1.1.1.1 B4.1.1.1.1

Share information Share more detailed Explain that history Explain how history
about themselves and information about deals with past human defines our identity as
acknowledge that since themselves, for activities. Ghanaians – Akan, Ewe,
they are past, they qualify example, where they Gonja, etc.
to be called history. were born and their
hometowns.
31
Introduction
Content standards, indicators, subject specific practices and core

competencies
Content standards Subject specific Indicators and exemplars LB page
practices and core numbers
competencies
B6.3.4.1. Demonstrate As learners learn the B3.2.1.1.1 Discuss the origins of the 5–27
knowledge of the origin of the ethnic major ethnic groups in Ghana.
impact of European groups in Ghana, they Enquiry route: What are the major ethnic
presence on Ghana. become appreciative groups in Ghana? Where did the major
of the uniqueness of ethnic groups originate? Why did they
each ethnic group and move to their present locations?
thereby develop cultural 1. Identify some of the major ethnic 7–19
identity, creativity and groups. For example, Guan, Mole-
collaboration with their Dagbani/ Gonja, Akan, Ga/Adangme,
peers. Ewe.
2. Use a map to trace the routes the 23, 26

major ethnic groups travelled to get to
their present-day locations in Ghana.
3. In groups, learners discuss the origin 26
of the major ethnic groups.
4. Compose a song with names of the 26
major ethnic groups and where they
originated. (In the special schools,
resource persons should assist the
hearing impaired to sing.)
5. Draw a map to locate the migratory (See Activity
routes of the ethnic groups. (This can on p. 48 in
also be done on a manila card.) this TG.)
6. Develop a timeline of the periods 22–27
each ethnic group arrived in Ghana.
32
Introduction

competencies
B3 2.2.1. Demonstrate Learners develop B3 2.2.1.1 Discuss the nature of 30–39
knowledge of how appreciation of exchanges among the ethnic groups.
intergroup alliances, interdependence among
conflicts and other ethnic groups and Enquiry route: What form did the
exchanges. communicative skills by exchanges take? How beneficial were these
discussing intergroup exchanges to the ethnic groups?
relations. 1. Identify the forms of exchanges 30–37
including forms of trade, inter-
marriage, conflict and alliances.
2. Discuss the benefit of these exchanges. 38–39
B3.2.2.1.2 Name some of the items 42–61
exchanged among the various groups.
Enquiry route: What items were exchanged
among the various ethnic groups? Why
were these items exchanged? How and why
did cowrie shells (cedie) become the most
common medium of exchange? Discuss
the transformation from barter system to
the use if cowrie shells as a medium of
exchange.
1. Identify trade items that were 42–61
exchanged among ethnic groups: salt.
fish, gold, kola, shea butter, pottery,
and cloth and iron utensils.
2. Match items with the areas/sources 42–61
where the items were obtained, for
example shea butter – Savannah belt.
3. Explain the medium of exchange. 56–61
4. Trace the origin of the name ‘cedi’. 60–61
B3.2.2.1.3 Describe the conflicts and 64–71
alliances that existed among the ethnic
groups in Ghana.
Enquiry route: Which ethnic groups were
engaged in wars in the past? Which ethnic
groups came together to fight a war?
1. Discuss inter-group wars such as the 64–71
Battle of Feyiase and the Krepi war
of 1833. Discuss instances where
alliances were formed between
different groups to fight a common
enemy. For example, The Battle of
Akatamanso where the Asante army
was defeated by an alliance made up
of the British, Ga, Fante, Akyem,
Akwamu, Krepi and Denkyira Anlo/
Asante in the Ada War of 1869.
33
Introduction

competencies
B3.2.4.1. Demonstrate The use of evidence to B3.2.4.1.1 Identify the forts and castles 74–81
knowledge of the forts appreciate the significance built along the coast of Ghana.
and castle built in of historical locations
Ghana. helps learners to become Enquiry Route: what is the difference
critical thinkers and between a fort and castle? Where can we
digital literates. locate the forts and castles? Who built
them? When were they built? Why were
they built? How have the uses of forts and
castles changed over time?
1. Explain the differences between forts 76–79
and castles.
2. With the use of internet, identify the 79
major forts and castles on Ghana’s
coast on a map (where they are
located, which Europeans built them
and when and why they were built).
3. Explain some of the uses to which 80–81
these forts and castles have been put
since they were built. For example,
Seat of government, trading and
education.
4. Discuss the use to which these forts 80–81
and castles were put since Ghana
gained independence.
5. Match these forts and castles with 79
where they can be located.
6. Learners draw their favourite castle. 81
7. Show and discuss a documentary/ 81
slides on forts and castles in Ghana.
** Visit any of these facilities to model (See Activity
any fort and castle. on p. 78 of
this TG.)
34
Introduction
Sub-strand 5: Some selected individuals

competencies
B3.2.5.1. Describe the The use of evidence to B3.2.5.1.1 Describe Ghanaian 84–99
contributions of some appreciate the significant entrepreneurs who have made significant
outstanding Ghanaian contributions of some contributions including George Grant
entrepreneurs. Ghanaians, learners – Businessman, Winifred Tete-Ansa,
become creative, Esther Ocloo – Nkulenu Industries,
innovative and digitally B.A. Mensah – Pioneer Tobacco Ltd.
literate. Kwabena Pepra – Paramount Distilleries,
J.K. Siaw – Tata Brewery, Alhaji Adam
Iddrisu – Global Haulage.
Enquiry route: Which Ghanaian
entrepreneurs contributed to national
development? How did they contribute?
Which entrepreneurs inspires you most and
why?
1. Name Ghanaian entrepreneurs of 85–92
note, for example, George Grant –
Businessman, Winifred Tete-Ansa, Dr.
Esther Ocloo – Nkulenu Industries,
B.A. Mensah – Pioneer Tobacco
Ltd. Kwabena Pepra – Paramount
Distilleries, J.K. Siaw – Tata Brewery,
Alhaji Adamu Iddrisu – Global
Haulage.
2. Show pictures of some outstanding 85–92
entrepreneurs in Ghana.
3. Retell the life stories of any of these (See p. 87 in
entrepreneurs from a documentary this TG)
show.
4. Identify the entrepreneurs whose 94, 98–99
work inspires you most and give
reasons for your choice.
35
Introduction
Strand 3: Europeans in Ghana

competencies
B3.3.1.1. Show As learners explore the B3.3.1.1.1 Describe how the Europeans 104–113
understanding of the cause and consequences settled on the Gold Coast, including
interactions between of the interaction forming alliances with the local chiefs.
the local people and between Europeans and
early settlers. the locals, they enhance Enquiry route: Which Europeans were the
their communicative, first to come to the Gold Coast? When did
collaborative and they come? Where did they first settled?
creativity skills. 1. Dramatise the meeting between the 109
Portuguese and Kwamina Ansah.
2. Explain why other Europeans who 110–113
came later also settled on the Gold
Coast.
3. Investigate how the Europeans settled 112–113
on the Gold Coast including forming
alliances with the local chiefs and
marrying the local people.
36
Introduction
Introduction
The major ethnic groups should not be new to Sub-strand 2: Inter-group relations, is a new
learners as it should be part of their heritage and section for learners. Learners will discover the
cultural background. This section was also covered different forms of exchanges such as trade,
extensively in Basic 2. alliances, inter-marriage and conflict.
Basic 3 covers the following sub-strands: Learners go on to explore these inter-group
relations further in Sub-strand 3: Conflicts and
Strand 2: My Country Ghana alliances between the ethnic groups in Ghana,
• Sub-strand 1: The people of Ghana where they learn about the Battle of Feyiase, the
• Sub-strand 2: Inter-group relations Krepi War, and the Battle of Akatamanso.
• Sub-strand 4: Major historical locations
• Sub-strand 5: Some selected individuals In Sub-strand 4: Major historical locations, learners
build on their knowledge of forts and castles from
In Sub-strand 1: The people of Ghana, learners Basic 2. They will discover the differences between
revise the 16 regions and capitals done in Basic 2, forts and castles and their uses over time.
the regional capital as well as where the office of
the president is located. They learn about all the In Sub-strand 5: Some selected individuals,
ethnic groups in Ghana, and their customs and learners explore six Ghanaian entrepreneurs that
traditions, festivals and celebrations. Learners made a big impact on Ghana and its people.
discover where each ethnic group of Ghana came
from, trace their migratory routes on a map and
draw up a timeline for when the ethnic groups
arrived in Ghana.
Opener activity
Let us learn about … (LB page 5)
The opener activity provides an opportunity to Diagnostic assessment

assess learners' basic knowledge of the different
ethnic groups of Ghana. The questions have been Observe learners and use their answers to assess
structured to broadly cover the sub-strand in their understanding and skill levels. This content
Strand 1: Sub-strand 1: The People of Ghana. has been covered in Basic 2. This activity will also
allow you to measure how much they know about
1 Learners name any three: the Guan, Mole- questions to identify their strengths, weaknesses
Dagbani, Akan, Ewe and Ga-Adangme. and any knowledge gaps. If learners struggle, refer
2 a The ethnic groups in Volta are: the Ewe and them to the map on pp. 20–21 of the LB.
Ga-Adangme.
b The Ewe live in the Greater Accra Region.
c The Guan live in the Bono East Region.
37
The unique history of the major ethnic groups in Ghana -------------- (B2.2.1.1.1)
Learners will continue to learn about the people of Learners talk about the different ethnic groups of
Ghana, their origins, where they migrated from and Ghana, if they belong to an ethnic group and their
where they settled. similarities and differences.
The people of Ghana
The origins of the major ethnic Phase 1: Start

• Start the lesson by asking learners what they
groups in Ghana ............ (LB pages 6–21)
know about the different ethnic groups of Ghana.
Learners will discover that the people of Ghana come • Bring items to class of different ethnic groups,
from different regions and speak different languages. such as clothing and cloth, or have pictures
available of these.
An ethnic group is a group of people who shares • Establish what learners know about traditional
a common language, origin, history, culture and clothes. Can they name and describe the items?
tradition. The main ethnic groups of Ghana are the • Invite parents or other members of the
Akan, Ewe, Mole-Dagbani, Guan and Ga-Adangme. community to address learners in their traditional
clothes.
teachers and even parents or other community
Indicator: B3.2.1.1.1
members can come to school wearing their
Discuss the origins of the major ethnic groups traditional ethnic clothes.
in Ghana • Learners can write notes on the boards, under the
Identify some of the major ethnic groups, for title of the ethnic group.
example, Guan, Mole-Dagbani, Gonja, Akan,
Phase 2: Explore suggestions
Ga-Adangme, Ewe.
• Read through the information first on the
Resources: different ethnic groups, then their origins and
LB pp. 6–21; Musical instruments, for example, lastly on the migratory routes.
drums • There is a lot of information; pace the lessons and
read through each section slowly.
Key words: • Check that all learners understand the concepts
ethnic group, tradition, customs, oral traditions, before moving on to the next paragraph or
colonisers, dialect, rituals, famine, exile, voting, activity. Learners can take turns in reading.
famous, migrated • Discuss the meaning of any difficult words.
Helpful links: Learners can underline any important
• https://www.youtube.com/ information about the different ethnic groups.
watch?v=VbbnfrZC5PQ Phase 3: Reflect suggestions
• https://www.worldatlas.com/articles/ethnic- • Put the learners into small groups to discuss the
groups-and-tribes-in-ghana.html notes that they underlined and to see if they have
all the important information.
Teaching instructions • Reflect on how learners feel about traditional
clothes and cultural practices. Do they still wear
Use these teaching suggestions to create your own these clothes for special events or festivals?
lesson plans to address the performance indicators. • Collate learners’ drawings into books for each
learners to read.
38
Use of ICT Remedial activity

• If learners are struggling, let them do the
• If there is time, learners can research the different homework activity first (on LB p. 7), then
ethnic groups online. complete the activity in the next lesson.
• Find photographs or videos of clothing items,
musical instruments and so on from the past and Extension activity
show to learners. • Ask learners to write a poem about their
traditions.
• Let them swap poems with a partner and read
Activity 1.1 (LB page 7)
each other's poems out loud.
In Activity 1.1, learners think about one tradition • Encourage them to give each other positive
their family has or a special day their family celebrates. feedback on the poems.
• You could also use the extension on p. 7 of the
Answers LB. Group learners according to their ethnic
1 Learners' own answers about the name of the groups and let them tell or role-play a story for
tradition or celebration. the class.
2 Learners' own answers describing what the
tradition or celebration is about. Exercise 1.1 (LB page 7)
3 Learners' own answers about what happens
during the celebration. Learners work on their own to draw a picture
4 Learners' own answers about the special things of their tradition or celebration and write a few
they do such as preparing a special meal, dressing sentences.
up in traditional clothes, playing music, dancing,
etc. Individual work
Individual work Learners work on their own to answer this question.

Learners work on their own to do this activity. Place Answers
learners of different abilities together in the group, 1 Learners' own picture about what they wear, do
so that the stronger learners can help those who are or eat for their traditions or celebrations.
differently abled or who struggle with the activity. 2 Learners' own sentences about their pictures.
Encourage all learners to participate in the discussion
and share their traditions and special days with the Formative assessment
rest of the group. Each learner should be given an • Walk around the classroom and listen to and
opportunity to talk about the special things they do observe learners as they are working. Assist any
in their traditions. learners who seem to be struggling.
• Give learners enough time to draw and write.
Formative assessment • Invite learners to share their drawings and
• Walk around the classroom and listen to and sentences with the class. Display learners’
observe learners as they talk in their groups. drawings and sentences in the classroom. When
Assist any learners who seem to be struggling. they are taken down, bind them in folders per
• Give learners enough time to discuss the ethnic group and add them to the book area of
questions and then let the groups share their the classroom for learners to read when they have
answers with the class. finished their work ahead of other learners.
• Make a note of those learners who lack
confidence in sharing their traditions and stories Differentiated learning
and give them more practice opportunities in • Use the remedial activities as practice for learners
later lessons. who struggle, and the extension activities for
those learners who need more of a challenge.
Differentiated learning • Pair up stronger and weaker learners so that
• Ask stronger learners to answer some questions stronger learners can help weaker ones.
first and then let learners who are struggling
answer similar questions. This method will provide Remedial activities
those learners with an example answer to use as a • If learners are struggling, let them do the activity
guideline when answering their own question. in pairs. Some learners will not be able to draw as
• Use the remedial activities as practice for learners well as others. Let those who are struggling trace
who struggle, and the extension activities for a picture and then colour it.
39
Extension activities Activity 1.2 (LB page 9)

• Ask learners to research, draw and write about
another ethnic group’s traditions or celebrations. In this activity, learners think about the effects of
• Ask learners to role-play a celebration with other climate change for subsistence farmers. They watch
learners or demonstrate a traditional dance. a video online and discuss it with a partner.
Answers
Homework (LB page 7) 1 Learners' own answers – but they should mention
that failed crops for subsistence farmers would be
Learners interview their parents or extended family
devastating as they would have no food or fodder
members about the history of their ethnic group and
for their animals, money or seed to plant for the
their culture and traditions. Learners may want to
next year, and so on.
consult their grandparents or other elders. Allow
2 Learners' own answers – but they should mention
learners enough time to be able to do this.
that subsistence farmers rely solely on their
Answers produce for food for their families, so failed crops
1 Learners' own answers about their ethnic group. mean that the family would starve.
2 Learners' own notes about the history, culture or
Pair work
traditions of their ethnic group.
Put learners into pairs for this activity. Try to pair
Classwork stronger and weaker learners so that stronger learners
Although learners conducted the research for this can help weaker ones. Encourage them to think
activity as homework, do this activity as classwork. about all the implications that climate change could
Allow learners time to each share what they found have on subsistence farming.
out with the class. Make summary notes on the
Formative assessment
board under a heading for each group.
• Walk around the classroom. Observe learners as
Formative assessment (Assessment as learning) they work in their pairs. Assist any learners who
• Help learners when necessary when they are seem to be struggling.
giving feedback to the class. Assist them with the • Make a note of those learners who find it difficult
correct vocabulary if necessary. to discuss the implications of climate change. Ask
them questions to ensure that they understand
Differentiated learning what climate change is. Give them more practice
• Use the remedial activities as practice for learners opportunities in later lessons or tasks.
who struggle, and the extension activities for
those learners who need more of a challenge. Differentiated learning
• Use the remedial activities as practice for learners
Remedial activity who struggle, and the extension activities for
• Walk around the classroom and ensure that each those learners who need more of a challenge.
learner has brought notes from home. If they • Pair stronger and weaker learners so that stronger
have not done so, then pair them with a stronger learners can help weaker ones.
learner of the same ethnic group and ask that
learner to share his or her information with the Remedial activity
weaker learner first, before giving feedback to the Arrange for a local farmer to address learners about
class. subsistence farming and climate change. Ask learners
• Some learners are not good orators. Give them to prepare questions for him or her. This will give
further practice in presenting to the class. They them an excellent opportunity to fully understand
can start by saying one or two sentences and the issues.
building up from there. Encourage them to relax,
Extension activity
to make eye contact with the class and speak
• Ask learners to do more research about climate
loudly and clearly.
change and its effect on subsistence farmers. They
Extension activity could also interview local subsistence farmers.
• Ask learners to draw up a table with similarities Ask them to give feedback to the class about what
and differences between the various ethnic they have found out.
groups.
• Ask learners to role-play a celebration with other
learners or demonstrate a traditional dance.
40
Exercise 1.2 (LB page 9) Individual work

Learners work on their own to complete this
exercise. Give learners enough time to work.
Individual work
Learners work on their own to complete this exercise. Learners explore more about Islam in the Homework
Give learners enough time to complete the activity. activity on page 12.
Answers Answers
1 Subsistence farmers grow their own crops and 1 Dagomba, Mamprusi and Mossi.
care for animals. 2 Dagbani
2 A migrant worker moves to a different region for 3 Damba, Bugum and Islamic Festivals
a short time to work there. 4 Islam
5 a Learners’ own answers about basket weaving
and crafts of the Mole-Dagbani people.
b Learner's own research. They could bring or
they work. Assist any learners who seem to be
find pictures in books or online.
struggling.
• Give learners enough time to rewrite their Formative assessment
sentences. • Walk around the classroom. Observe learners as
• Make a note of those learners who are finding it they work. Assist any learners who seem to be
difficult to complete the sentences. Give them struggling.
more practice opportunities in later lessons or tasks. • Give learners enough time to look for pictures
and write their sentences.
Differentiated learning
• Make a note of those learners who are finding it
• Use the remedial activity for learners who are
difficult. Give them more practice opportunities
struggling and the extension activity for learners
in later lessons or tasks.
who need an extra challenge.
Remedial activity
• Give learners additional exercises or worksheets
if they struggle to complete this exercise. Allow
them more time to complete the exercise, fill in
the first word with them, or pair them with a Remedial activity
stronger learner. • Give learners additional exercises or worksheets
Extension activity
them more time to complete the exercise, write a
• Ask learners to make up three of their own
sentence with them as an example, or pair them
sentences and leave out words for their partners
with a stronger learner.
to fill in. Then they swap roles.
Extension activity
Activity 1.3 (LB page 11) • Learners who are capable can write a
paragraph and draw a picture. Collect these
In Activity 1.3, learners conduct research about pages, mark them and bind them to become
mosques in the Northern Region. a resource book in the book corner. Give the
book the title: Basket weaving among the Mole-
Answers Dagbani people.
Learner’s own answers based on the research they did.
Group work Extension (LB page 12)
Learners then work in groups to complete this
activity. Encourage them to share their traditions In this activity, learners make up a song about the
and special days with the rest of the group. Each Mole-Dagbani ethnic group and the smaller groups
learner should be given an opportunity to talk about that make up this ethnic group. This is an extension
the special things they do in their traditions. for learners who have completed Exercise 1.3. Allow
learners to go outside so that they do not disturb
Exercise 1.3 (LB page 12)
learners who are still working.
Learners work on their own to answer these

questions.
41
Group work Individual work

Learners work in small groups to complete this Learners work on their own to complete this
activity. Help them to find a tune they know and exercise. Give learners enough time to work.
then write a few sentences as lyrics. Give groups They will also need time to interview older family
enough time to practise their songs. Groups can members, friends or elders in the community to find
perform their songs for the class. out more information.

Answers
Adae Kese festival
In this activity, learners answer questions about the 1 The Adae Kese festival is celebrated by the people
Asante people. of the Akan ethnic group. It is celebrated every
six weeks throughout the Akan calendar year.
Answers: The chiefs or rulers go into the stool house on
1 They speak an Asante dialect of Twi. special days to offer food and drink to the spirits
2 They migrated from the ancient Ghana Empire. of their ancestors. Everyone who is part of the
3 It means ‘because of war’. festival helps to prepare decorations, food and
4 a False. They are coastal Akan. drink the day before the festival starts. Drummers
b False. The Akan groups have fertile land rich play special drums to ask their ancestors to bless
in gold. the Adae Kese celebrations. The drink that the
c False. They resisted the British until the 19th Akan leaders offer to the spirits of their ancestors
Century. during this festival is called ‘libation’.
2 Check students’ pictures.
Pair work
Learners work in pairs to complete this activity. Formative assessment
Encourage them to share their traditions and special • Help learners to find information online by
days with the rest of the group. Each learner should typing ‘Adae Kese’ festival in the search engine.
be given an opportunity to talk about the special Assist any learners who seem to be struggling.
things they do in their traditions.
Formative assessment • Use the remedial activities as practice for learners
• Walk around the classroom and observe as who struggle, and the extension activities for
learners discuss and answer the questions. Assist those learners who need more of a challenge.
any learner who seems to be struggling.
• Give learners enough time to complete the activity. Remedial activity
• Ask a few pairs to share their answers with the class. • Pair up stronger and weaker learners so that
stronger learners can help weaker ones. Help
Differentiated learning learners to understand concepts such as festivals
• Use the remedial activity for learners who are and celebrations.
who need an extra challenge. Extension activity
• Ask learners to write a paragraph and draw
Remedial activity more pictures on what they found out. They can
• Give learners a word search to complete about share their paragraph and picture with the class.
the Asante. Display these on the classroom walls.
• Pairing stronger learners with slower learners will • Ask a few learners to role-play the festival.
assist with differentiated learning. Stronger learners
can help the slower learners to find the answers.
Extension activity
• Ask learners to ask their partners two of their In this activity, learners find out more about the
own questions about the Asante. Their partner dates for the Homowo Festival, and the details of
then answers. what happens during this festival in an area. They
also dramatise the event.
Exercise 1.4 (LB page 15) Group work
Learners research more about the Adae Kese festival Learners work in groups to complete this activity.
by doing research online and interviewing older Encourage each learner to participate in the
family, friends or elders in the community. discussions. Every learner should also have a part in
the role play of the event.
42
Allow students enough time to do research, perhaps Group work

assigning this as a homework activity the lesson Learners work in groups to learn, practise and
before. Give students enough time to practise their perform a dance. Encourage each learner to
role plays before performing them for the class. participate in the discussions and the dances.
Learners have already had some time to do research
Answers: at home (see the Homework activity on page 16).
1 a 6th July Give students enough time to practise their dances
b 3rd August before performing them for the class. Learners then
c 9th August make a short video clip so that they can review
d 17th August and assess their performance. If possible, give them
e 27th August another opportunity to perform their dances if their
f 27th August first performance did not go well.
g 27th August Show learners how to record a video clip using a cell
h 27th August phone or tablet.
i 27th August
j 27th August Answers:
2 Learners’ own answers about the Homowo 1–3 Groups’ own dance performances and self-
Festival in a particular area. assessment of their performance according to the
3 Learner's own role plays. checklist on page 17 of the LB.
Formative assessment Formative assessment
• Walk around the class and watch as learners do • Walk around the class and watch as learners
research online and discuss what they found discuss what they found out from elders or
out from elders or other family members. Help other family members about the dancing and
learners to find information online by showing drumming of the Ga-Adangme people. Watch
them how to enter particular words in a search their dances and assist where necessary. Ensure
engine such as ‘Homowo’ and the name of the that at least one learner per group knows how to
region. Assist any learners who appear to be record and play back a video clip.
struggling.
Differentiated learning • Use the remedial activities as practice for learners
• Use the remedial activities as practice for who struggle, and the extension activities for
learners who struggle, and the extension those learners who need more of a challenge.
activities for those learners who need more of a
challenge. Remedial activity
• Pair up stronger and weaker learners in the group
Remedial activities so that stronger learners can help weaker ones,
• Pair up stronger and weaker learners in the especially with the dance or recording of the
group so that stronger learners can help video clip.
weaker ones.
Extension activity
Extension activities • Arrange a viewing where the class can review all
• Ask learners to find out about the festival in of the video clips.
other areas. They can draw up a table giving the • Try to arrange a cultural day at the school where
similarities and differences of the festival from learners can perform various dances, wear ethnic
region to region. clothes, and learn more about the different ethnic
• Ask a few learners to prepare a short talk on what groups.
they found out and present it to the class.
In this activity, learners explore the different
traditional dances of the Ewe people. They conduct
In this activity, learners talk to their parents
research into learning more about these dances
or any elder in their community about the
online or through interviews.
dancing and drumming practiced by the Ga-
Adangme people. Pair work
Pairs research the various dances, then write a few
sentences to summarise their findings.
43
Answers • Pair stronger and weaker learners so that stronger

Pairs’ own answers on the research they found. learners can help weaker ones.
Formative assessment Remedial activity
• Walk around the classroom. Observe learners as • Give students a writing frame or table in which
they conduct their research. Help any learners they can note their answers.
who seem to be struggling. • Ask pairs to give you oral answers instead of
written ones.
• Use the remedial activities as practice for learners Extension activity
who struggle, and the extension activities for • More confident learners can learn and perform
those learners who need more of a challenge. the dances for the class.
Homework (LB page 25)
Learners complete the crossword puzzle.
1
m
2 3
m o s s i a
l s
4 5
g e m p i r e a
6
e u – n
w a d t
7 8 9
b e n i n g a – a d a n g m e
i g
10
n i g e r b
11 12
e a k v
13
n o r t h e r n r e g i o n
i i n l
14 15
z a m f a r a t t
c e a
c
r
16
a k a n
(Use Resource 2 on page 102 of this Teacher’s Guide.) 14 The Mole-Dagbani people moved into Northern
Ghana from ZAMFARA.
Clues and answers across 16 This ethnic group are very wealthy and powerful
2 The Guan people migrated from the MOSSIE people. AKAN
region of Burkina Faso.
5 The Akan people migrated from the ancient Clues and answers down
Ghana EMPIRE. 1 Who is the second largest ethnic group in Ghana?
7 The Ewe people migrated from BENIN and MOLE–DAGBANI
Nigeria in the 17th Century. 3 This word means ‘because of war’. ASANTE
9 Which people arrived in Ghana in the 13th 4 Who were the first settlers in Ghana? GUAN
Century? GA-ADANGME 6 Which people arrived in the 17th Century? EWE
10 The Akan crossed the NIGER River when they 8 The Ga people migrated from NIGERIA?
first travelled to Ghana. 11 What famous Ghanaian cloth did the Ewe people
13 The first group of Guan people settled in the design? KENTE
NORTHERN REGION.
44
12 Ewe people in Ghana are mostly in the VOLTA Teaching instructions

Region.
15 The Ga people settled in the Greater ACCRA Use these teaching suggestions to create your
Region. own lesson plans to address these performance
indicators.
Where each ethnic group Phase 1: Start
came from�� (LB pages 22–27) • Start the lesson by asking learners what
Learners will discover that the people of Ghana they know about the different ethnic groups,
come from different regions and speak different of Ghana.
languages. • Bring items to class of different ethnic groups,
such as clothing and cloth, or have pictures
An ethnic group is a group of people who shares available of these.
a common language, origin, history, culture • Establish what learners know about traditional
and tradition. The main ethnic groups of Ghana are clothes. Can they name and describe the items?
the Akan, Ewe, Mole-Dagbani, Guan and • Invite parents or other members of the
Ga-Adangme. community to address learners in their traditional
clothes.
teachers and even parents or other community
Indicator: B3.2.1.1.1 members can come to school wearing their
1 Discuss the origins of the major ethnic groups traditional ethnic clothes.
in Ghana. • Learners can write notes on the boards, under the
2 Use a map to trace the routes the major ethnic title of the ethnic group.
groups travelled to get to their present-day
locations in Ghana. Phase 2: Explore suggestions
3 In groups, learners discuss the origin of the • Read through the information first on the
major ethnic groups. different ethnic groups, then their origins and
4 Compose a song with names of the lastly on the migratory routes.
major ethnic groups and where they • There is a lot of information; pace the lessons and
originated. (In special schools, resource read through each section slowly.
persons should assist the hearing impaired • Check that all learners understand the concepts
to sing or chant.) before moving on to the next paragraph or
5 Draw a map to locate the migratory routes activity. Learners can take turns in reading.
of the ethnic groups. (This can also be done • Discuss the meaning of any difficult words.
on a manila card.) Learners can underline any important
6 Develop a timeline of the periods each ethnic information about the different ethnic groups.
group arrived in Ghana.
Phase 3: Reflect suggestions
Subject-specific practices and core • Put the learners into small groups to discuss the
competencies: notes that they underlined and to see if they have
As learners learn the origin of the ethnic all the important information.
groups in Ghana, they become appreciative • Reflect on how learners feel about traditional
of the uniqueness of each ethnic group and clothes and cultural practices. Do they still wear
thereby develop cultural identity, creativity and these clothes for special events or festivals?
collaboration with their peers • Collate learners’ drawings into books for each
Resources: learners to read.
Musical instruments, drums, map of the areas of
Ghana and the neighbouring countries, stickers,
string Use of ICT
Helpful links: • If there is time, learners can research the different
• https://www.youtube.com/ ethnic groups online.
watch?v=VbbnfrZC5PQ • Find photographs or videos of clothing items
• https://www.worldatlas.com/articles/ethnic- from the past to show learners.
groups-and-tribes-in-ghana.html
45
• If possible, show them documentaries of how Extension activity

traditional cloth is woven on a hand loom. • Encourage groups to interact with other groups’
• Compare this to the modern-day versions of posters and assess them.
cloth woven on large machines in factories. • Invite groups to present their posters to the class
and choose the best group to present their poster
Activity 1.8 (LB page 23) to other classes.
Learners make a poster about one of the ethnic Exercise 1.5 (LB page 24)
groups.
Learners work on their own to complete the word
Group work search. (Resource 1 on page 101 of this Teacher’s
Learners work in groups to complete this activity. Guide.)
Allow them time to find information in their books,
online and by asking older family members, friends Individual/Pair work
or elders in the community. Encourage them to Learners work on their own to complete the word
work together as a team to create their posters. search. Then they make up questions with each of
the words. Then they pair with a partner and take
Answers turns to ask and answer questions.
The poster should contain:
a The name of the ethnic group Answers
b Pictures of the traditional clothing of the ethnic 1
group A G D A K A
c Pictures of the traditional food that the people of B U A C D E
the ethnic group eat T A M A L E
d Information about where the ethnic group A N O C G W
migrated from
K H N C I E
e Information about where the ethnic group
settled A J G R K F
f Any other special information. N G O A S O
Formative assessment 2–3 Learners own questions and answers with these
• Help learners to find information online by typing words: Goaso, Tamale, Damongo, Accra, Guan,
in specific search terms in the search engine. Assist Akan, Ewe.
any learners who seem to be struggling. Show Formative assessment
groups how to plan their posters, for example, • Walk around the classroom. Observe learners as
they could cut blocks of paper and mark them as they work. Assist any learners who seem to be
‘heading’ or ‘picture 1, 2, 3’, etc. and lay them out struggling to find the words.
on the cardboard to plan their design. Make sure • Give learners enough time to find the words.
that all group members participate. Give learners • Make a note of those learners who are finding it
a rubric for the poster so that they know how they difficult. Give them more practice opportunities
will be marked. Encourage groups to do self- in later lessons or tasks.
assessment. They should also write a rough draft,
then rewrite it neatly. Differentiated learning
Differentiated learning struggling and the extension activity for learners
• Use the remedial activities as practice for learners who need an extra challenge.
those learners who need more of a challenge. Remedial activity
Remedial activity if they struggle to complete this exercise. Allow
• Pair up stronger and weaker learners in a group so them more time to complete the exercise or
that stronger learners can help weaker ones. Let demonstrate how to find a word. Remind them
learners do a mini-task on an A4 sheet of paper, that words can be horizontal or vertical, forwards
for example, answering one of the questions and or backwards.
adding pictures. This will help them to plan their • Pair stronger and weaker learners so that stronger
layout on a smaller scale first. learners can help weaker ones.
46
Extension activity Homework (LB page 25)

• Ask learners to make up a word search with
words from this lesson for their partners to find. Learners complete the crossword puzzle. You can
Then they swap roles. give learners Resource 2 on p. 101 in this Teacher’s
• Invite some pairs to share their questions and Guide to make it easier for learners to complete.
answers with the class. Explain to learners what a crossword puzzle is and
do an example or two with them to show how to
Activity 1.9 (LB page 24) fill in the answers. Tell learners that if words have a
hyphen (-), that the hyphen must be written in its
In this activity, learners answer questions about the own block. If two words are written with a space,
main ethnic groups in Ghana. then the words are written together.
Pair work Individual work

Learners pair with a partner and take turns to ask at Learners work on their own to complete this
least five questions and then answer questions in turn. exercise. Give learners enough time to complete the
activity. You can give them a map outline to use
Answers: (See Resource 9 on page 111). Help them to use a
1 Islam is the main religion of the Mole-Dagbani. key, either by using colours or shapes to indicate the
2 Damba, Bugum and the Islamic festivals. different ethnic groups.
3 The Akan ethnic group is the largest ethnic group
in Ghana. Answers
4 The Shai, Ga, Ningo, Kpone, Osudoku, Krobo, (See the completed crossword puzzle on p. 112 of
Gbugbla and Ada people are all part of the this Teacher’s Guide.)
Ga-Adangme ethnic group.
Clues across
5 Homowo Festival
2 Mossi
6 The Ewe people now live in the Volta Region of
5 Empire
Ghana.
7 Benin
7 Mossi region of modern Burkina Faso
9 Ga-Adangme (Note: put the hyphen in its own
8 Lake Chad region
block)
9 Nigeria
10 Niger
10 Nigeria and Benin
13 Northern Region (Note: Write these two words
Formative assessment without a space between the words)
• Walk around the classroom. Observe learners as 14 Zamfara
they work. Assist any learners who seem to be 16 Akan
struggling to ask or answer questions.
Down
Differentiated learning 1 Mole-Dagbani (Note: put the hyphen in its own
• Use the remedial activity for learners who are block)
struggling and the extension activity for learners 3 Asante
who need an extra challenge. 4 Guan
8 Nigeria
Remedial activity 11 Kente
• Give learners additional exercises or worksheets 12 Volta
if they struggle to complete this exercise. Allow 15 Accra
them more time to complete the exercise
• Pair stronger and weaker learners so that stronger Formative assessment
learners can help weaker ones. • Walk around the classroom and observe learners’
filled-in crossword puzzles. Assist any learners who
Extension activity were not able to complete their crossword puzzles.
• Invite some pairs to show the class how to ask
and answer questions. They could also write Differentiated learning
a few of their own questions and answers to • Use the remedial activity for learners who are
demonstrate for the class. struggling and the extension activity for learners
47
Remedial activity Exercise 1.6 (LB page 26)

• Allow learners more time to complete the
Homework exercise. Ask them to show you their In this exercise, learners complete a table about where
answers for each clue, and correct and assist where all the ethnic groups came from. They then trace a
necessary. Pair stronger and weaker learners so that map and indicate where the different groups settled.
stronger learners can help the weaker ones.
Individual work
Extension activity Learners work on their own to complete this
• Ask confident learners to make their own very exercise. Give learners enough time to complete the
simple crossword puzzles (for example, with five activity. You can give them a map outline to use
words) and give it to their partners to complete. (see Resource 9 on page 111). Help them to use a
key, either by using colours or shapes to indicate the
different ethnic groups.
Answers
2
Ethnic group Where they came from
Guan Migrated from the Mossi region of modern Burkina Faso.
Mole-Dagbani Migrated from northeast of Lake Chad in Nigeria.
Akan Migrated from the ancient Ghana Empire. Others also believe they came from Lake Chad
and the Benue River.
Ga Migrated from Nigeria to the Accra plains. Others migrated through Cameroon and into
Ghana. They migrated in the 11th Century.
Ewe The Ewe people migrated from Benin and Nigeria. They migrated in the 17th Century.
3 Check students’ maps.
Formative assessment Activity 1.10 (LB page 26)
they work. Assist any learners who seem to be In this activity, learners discuss where ethnic groups
struggling with the table or their maps. come from. They write a short sentence about the
• Give learners enough time to complete their origin of each ethnic group. Then they put the
maps. sentences together to create a song. They practise
• Make a note of those learners who are finding it their song and perform it for the rest of the class.
difficult to complete the tables or maps without
Group work
paging back and forth excessively. Give them more
Learners work in groups to complete this activity.
practice opportunities in later lessons or tasks.
Allow them enough time to write and practise their
Differentiated learning songs. Allow students to bring musical instruments
• Use the remedial activity for learners who are to class or use those made in another activity such as
struggling and the extension activity for learners during a creative arts lesson.
Answers
Remedial activity Learners’ songs will differ. Ensure that they have
• Allow learners more time to complete the included all five main ethnic groups and that they have
exercise. Show them how to fill in the first row of at least one sentence about the origin of each group.
the table. Show them how to indicate where an
ethnic group, such as the Ewe, live on the map.
• Walk around the classroom. Observe learners
Also allow them to do the exercise in pairs, with a
as they work. Assist any groups who seem to be
stronger learner as a partner.
struggling.
Extension activity • Make a note of those learners who are finding
• Ask confident learners to draw the outlines of the it difficult to say where the ethnic groups come
countries around Ghana and show the migratory from. Give them more practice opportunities in
routes of the different ethnic groups on it. They later lessons or tasks.
will need an A3 or larger piece of cardboard.
48
Differentiated learning on their own about when the different groups

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

1 See the timeline below.
• In this exercise, learners work in small groups
to fill in a timeline and then answer questions
Before the 11th In the 11th Century In the 12th End of the 13th In the 17th
Century Century Century Century
The Guan people The Ga people The Akan people The Mole-Dagbani The Ewe people
migrated from migrated from Nigeria migrated from the people migrated from migrated from
the Mossi region to the Accra plains. ancient Ghana northeast of Lake Benin and Nigeria.
of modern Others migrated Empire. Chad in Nigeria.
Burkina Faso. through Cameroon.
3 a B Differentiated learning
b A • Use the remedial activity for learners who are
c C struggling and the extension activity for learners
• Walk around the classroom. Observe learners as Remedial activity
they work. Assist any learners who seem to be • Give learners additional exercises or worksheets
struggling. if they struggle to complete this exercise. Allow
• Give learners enoughtime to do the activity. them more time to complete the exercise, fill in
• Make a note of those learners who are finding it the first part of the timeline with them, or pair
difficult to complete the sentences. Give them them with a stronger learner.
more practice opportunities in later lessons or
tasks. Extension activity
• Ask learners to make up a timeline and leave out
dates or events for their partners to fill in. Then
they swap roles.
49
Sub-strand 1: Summary
Summary: The people of Ghana

• An ethnic group is a group of people who • The Ga-Adangme people’s culture was also
share the same language, origin, history, influenced by other cultures.
culture and tradition. The main ethnic • The Ga people migrated from Nigeria to
groups of Ghana are the Guan, Mole- the Accra plains. Others migrated through
Dagbani, Ewe, Akan and Ga‑Adangme. Cameroon and into Ghana. They migrated
in the 11th Century.
The Guan ethnic group
The Ewe ethnic group
• They can be found in many regions in
Ghana. Their language and customs are • The Ewe people’s traditional religion is
often mixed up with those of other ethnic centred on Mawu, the creator god, along
groups. with other lesser gods, however many Ewe
• The Guan people used to be subsistence people have become Christians in modern
farmers and many were migrant workers. times but still practice some of their
• The Guan people scattered throughout traditional rituals.
Ghana and joined other large ethnic • The Ewe people are organised into
groups as they arrived. They migrated into independent divisions with a number of
the country in three groups. villages. Each division has a paramount
• Before the 11th Century, they migrated chief and its own capital with sub-chiefs in
from the Mossi region of Burkina Faso. each village.
• The Ewe people are fishermen and farmers.
The Mole-Dagbani ethnic group • The Ewe people have social gatherings
• The Mole-Dagbani are the second largest where dancing and drumming are
ethnic group in Ghana. They are made up practised.
of smaller groups, such as the Dagomba, • The Ewe people, together with the Ashanti,
Mamprusi and Mossi and speak Dagbani. are the designers of Ghana’s famous
• Drumming and oral traditions are a part of kente cloth.
the Mole-Dagbani people’s culture. • The Ewe people migrated from Benin and
• The Mole-Dagbani people are skilful in Nigeria in the 17th Century.
basket weaving and other African art like
The Akan ethnic group
making masks, painting and pottery.
• At the end of the 13th Century, the Mole- • The Akan are the largest ethnic group.
Dagbani people migrated from northeast • The Akan group’s land was rich in gold
of Lake Chad in Nigeria. and fertile for producing crops like kola
nuts. This made them very wealthy and
The Ga-Adangme ethnic group powerful.
• The Ga-Adangme ethnic group’s culture • They learnt and included the British
includes dancing and drumming. culture and language into their customs.
• The Ga people have some rituals such as • They migrated from the ancient Ghana
the yearly Homowo Festival which is like Empire in the 12th Century.
the Passover rituals of the Jewish people. • The Asante is the largest group within the
Akan.
50
Sub-strand 1: Revision
Sub-strand 1: Revision (LB pages 28–29)
Use this Sub-strand 1: The people of Ghana 4

Revision activity for formative or summative 1 ethnic c People who speak
assessment. group the same language,
• Formative assessment: Let learners have the same
complete the activity and go through origin, culture and
the answers in class. Learners can traditions.
either check their own work for self- 2 dialects h A form of a language
assessment, or swap work with a that people speak in a
partner and check each other’s work for particular area.
peer assessment. 3 rituals d Routines or practices
• Summative assessment: Let learners used in a ceremony.
write the answers in their exercise books 4 colonisers b One group/country
or talk about the answers with you using their power to
individually. Take in the exercise books control another.
or listen to the oral answers and assess
5 customs g The usual way of
learners’ work. Check that learners can
acting in certain
demonstrate an understanding of what
circumstances.
history is about and how it is part of
everyday life. 6 oral a Stories, beliefs
tradition and customs
Answers handed down
from generation to
1 a False. The Ashanti Region’s capital is generation especially
Kumasi. by word-of-mouth.
b False. The North East region’s capital
7 mosque i A place of worship
is Nalerigu.
for people who
c True.
follow Islam.
d True.
e False. The traditions and cultures 8 famine e A shortage of food.
of the Mole-Dagbani people are 9 migrated l To move from one
influenced by Islam. town or country to
another.
2 a The Akan people are spread 10 voting k Choosing your own
throughout Ghana. After crossing leader.
the lower Niger River, they travelled 11 celebration f A happy event to
through the forests of modern-day remember something
Benin and Togo before reaching the special.
Ghanaian coast. 12 exiled j To be forced out
b The Ewe people moved to Ghana of your country or
in three groups after the mid-13th home.
Century. They can be found mostly
in the Volta region, south and east Self-assessment
of the Volta River. You will also find
many Ewe people in Accra. The • Learners should assess themselves
current traditional home is in Anloga according to the statements. If they
and Keta. feel that they did not perform well in an
area, ask them questions about what
3 a A they struggled with. Use their reflections
b B and your notes to give them extra
practice in these areas.
51
Demonstrate knowledge of how inter-group alliances, conflicts and other

exchanges affected Ghana ------------------------------------------------------------- (B3.2.2.1)
In this section, learners will discuss the nature of Teaching instructions
exchanges amongst the ethnic groups and identify the
forms of exchanges, the items that were exchanged Use these teaching suggestions to create your own
and learn about the conflicts and alliances that existed lesson plans to address the performance indicator
amongst the ethnic groups. and exemplars.
Phase 1: Start
The nature of exchanges among the Start the lesson by asking learners:
ethnic groups�� (LB pages 30–39) • Do you think fishermen were also subsistence
farmers?
There are many forms of exchange among the ethnic
• How would they have gotten meat or vegetables?
groups in Ghana. Some of these are:
• Where did people from the north get salt?
• Trade • Inter-marriage
• What is trade?
• Conflict • Alliances
• What happens when there is conflict between the
People from one ethnic group can participate in ethnic groups?
many activities with another ethnic group. We call • What are the benefits of alliances?
such activities an exchange. Each of these will be
These are warm-up questions for an informal
discussed in detail.
benchmark assessment.
Content standard: B3 2.2.1.
Demonstrate knowledge of how inter-group
• Read through the information first on the nature
alliances, conflicts and other exchanges
of exchanges among the ethnic groups, then the
Indicator: B3 2.2.1.1 items that were exchanged and lastly on conflicts
Discuss the nature of exchanges among the ethnic and alliances.
groups. • There is a lot of information; pace the lessons and
1 Identify the forms of exchanges including read through each section slowly.
forms of trade, inter-marriage, conflict and • Check that all learners understand the concepts
alliances. before moving on to the next paragraph or
2 Discuss the benefit of these exchanges. activity. Learners can take turns to read.
• Discuss the meaning of any difficult words.
Subject-specific practices and core Learners can underline any important information.
competencies:
Learners develop appreciation of interdependence Phase 3: Reflect suggestions
among ethnic groups and communicative skills by • Put the learners into small groups to discuss the
discussing inter-group relations notes that they underlined and to see if they have
Resources
Images of trade items that were exchanged among
Use of ICT
the various groups, (if possible, cowrie shells), map
of the areas of Ghana, labels of the trade items, • If there is time, learners can research items that
box, items to trade that are worth a lot to your were traded in Ghana, the sources of the items
learners, drum, posters and materials to decorate and how the monetary system evolved.
• The learners will need to research the conflicts
Keywords:
and alliances among the ethnic groups.
alliances, exchange, inter-marriage, conflict,
• They can use the images of alliances for their
livestock, economic, disagreement, resolve
poster, if they can be printed.
Helpful links: • Possibly provide a documentary for this section.
• https://en.wikipedia.org/wiki/Ethnic_conflict_in_
Ghana
52
Activity 1.11 (LB page 32) Answers:

1–5 Learners’ own answers depending on the
Learners work in pairs to do research online research they have done.
and conduct interviews with parents or elders to
find out more about livestock farmers, fishing, Formative assessment
gold mining and the building of homes. They write • Take in learners’ answers. Take note of which
notes and then use their notes to compile students struggled to complete the activity or do
five sentences. it correctly.
Pair work Differentiated learning

Learners work in pairs to do research. They will • Use the remedial activities as practice for those
need time to interview elders and parents at home – who find the task challenging and the extension
so either the lessons must span periods on different activities for those learners who need more of a
days or give them the first part of the activity as challenge.
homework on the day before the lesson. Remedial activity
Answers: • Pair learners with a stronger learner and discuss
1–4 Learners’ own answers according to the research their answers. Learners can then rewrite their
they conducted. answers to hand in.
Formative assessment Extension activity

• Walk around the class and watch as learners • Ask learners to prepare a presentation for the class
discuss what they found out from elders or other on what they found out.
family members. Take note of which learners • Learners could also compile a simple slide show
struggled to compile sentences. They will need to show to the class, especially including the
more practice in further activities. Extension activity if possible.
Differentiated learning Activity 1.12 (LB page 34)

who struggle, and the extension activities for Learners’ own answers about the people they know
those learners who need more of a challenge. that have inter-married.
Remedial activity Group work
• Pair up stronger and weaker learners so that Learners work in groups to complete this activity.
stronger learners can help weaker ones. Encourage them to share what they know about
• Ask students to say their sentences if they are family members or even their parents that have inter-
struggling to write them. Help them with the married. Allow learners enough time to complete
necessary spelling and vocabulary. this activity. Groups give feedback to the class.
Extension activity Formative assessment
• Ask learners to draw pictures and display their • Walk around the class and observe as groups are
sentences in the class. Invite learners to share having their discussions. Assist where necessary.
their sentences with the class. Make sure that every learner has a chance to
• Collect the sentences and bind them in a book speak and participate in the discussion.
titled Trade in the ethnic groups for the book
corner in class. Differentiated learning
• Use the remedial activities as practice for those
who find the task challenging and the extension
Learners conduct research about the land that challenge.
subsistence farmers use to grow crops.
Remedial activity
Individual work • Pair weaker learners with stronger learners in
Learners work on their own to complete the activity a group so that the stronger learners can help
at home. If learners do not have access to the the weaker ones, or form a group of the weaker
internet at home, then make some time available for learners and guide their discussions by asking
them to do their research at school but write their questions. Make sure that learners understand
answers for homework. what inter-marriage is.
53
Extension activity Group work

• Ask learners to interview their parents, elders
and other friends and family. They prepare a Learners work in groups of four or five to role-play an
presentation for the class on what they found exchange. Give each group a different form of exchange
out. Guide them not to follow stereotypes about to role-play. Allow groups adequate time to prepare.
specific groups. Groups then role-play to complete this activity.
• Learners could also compile a simple slide show • Learners form small groups, each with about four
to show to the class, which answers the questions learners. They choose one form of exchange to
in the extension activity. role-play, either trade, inter-marriage, conflict or
alliances.
• Then they decide what example they can act out
Activity 1.13 (LB page 36) for their chosen form of exchange. You need
to guide learners in their planning stages. The
In this activity, learners work on their own to
example needs to include two ethnic groups of
answer questions about whether they have had
Ghana. It needs to be realistic.
disagreements that have led to a bigger conflict and
• Decide what role or character each learner will
how they settled that conflict.
play.
Pair work • Learners must remember to include a benefit of
Learners work in pairs to complete this activity. Each the form of exchange for an ethnic group.
learner should be given an opportunity to share his • Groups practise the role play.
or her experience. • Learners perform their role play in class. The class
should be able to say what form of exchange they
Answers: chose.
1–2 Students’ own answers about a conflict/
disagreement or misunderstanding they had and Formative assessment
how they resolved it. • Walk around the class, observe and listen to
learners working in groups. Help where needed.
Formative assessment • Make a note of those learners who lack
• Walk around the classroom and observe as confidence in role play and give them more
learners discuss and answer the questions. Assist practice opportunities in later lessons.
any learner who seems to be struggling. • Give learners enough time to discuss their ideas
• Give learners enough time to complete the activity. and then plan their role play.
• Ask a few pairs to share their answers with the class. • Encourage all learners to take part in the
discussions.
• Use the remedial activity for learners who are Differentiated learning
struggling and the extension activity for learners • Use the remedial activities as practice for those
who need an extra challenge. who find the task challenging and the extension
Remedial activity
challenge.
• Ask learners to give you their feedback
• Let stronger learners start the discussion so that
individually. Give learners a word search to
learners who need more support have an example
complete about the Asante.
to copy when adding to the discussion.
• Pairing stronger learners with slower learners will
• Give each member of the group a task and role-
assist with differentiated learning.
play according to their strengths, so that they are
Extension activity all involved with the task.
• Ask learners to interview different teachers, parents
Remedial activity
and elders about the best ways to solve conflict and
• Encourage less confident learners to take a small
then share what they have learnt with the class.
role in the beginning to build their confidence.
Activity 1.14 (LB page 37) Extension activity

• Ask learners to write a script for their role play. Let
In this activity, learners role-play a form of exchange. them act it out with the words for their friends.
Discuss examples of the forms of exchange. Try to • Let learners make use of simple costumes for
guide learners in providing authentic examples that their role play.
are based on the ethnic groups. • They can record their role plays as videos and
play it for the class and other classes.
54
Exercise 1.8 (LB page 39) j Settling conflict in a friendly way can bring
about more unity.
In this exercise, learners need to complete sentences k Trade lets us choose from a variety of products.
using the words in blocks provided at the beginning
of the exercise. Formative assessment
Individual work they work. Assist any learners who seem to be
• Learners work on their own in this exercise to struggling.
rewrite the sentences, filling in the blanks with • Check learners’ work to see if they have got the
the given words. answers correct.
• Give learners time to work. • Make a note of those learners who are finding it
difficult to complete the sentences. Give them
Answers more practice opportunities in later lessons or tasks.
1 a Inter-marriage is between two people from
different ethnic groups. Differentiated learning
b Two or more groups agree to work together in • Use the remedial activity for learners who are
an alliance to achieve their common goals. struggling and the extension activity for learners
c In the past, women were mainly involved in who need an extra challenge.
trade.
d Fishing is very important to the Ewe people. Remedial activity
e Trade allowed the different ethnic groups to • Give learners additional exercises or worksheets
learn skills from each other. if they struggle to complete this exercise. Allow
f Livestock are domestic animals raised for use them more time to complete the exercise, fill in
or profit, especially on a farm. the first word with them, or pair them with a
g The Akan’s land was rich in gold and they had stronger learner.
crops like kola nuts. Extension activity
h Trade provided opportunities to all ethnic • Ask learners to make up three of their own
groups in Ghana. sentences and leave out words for their partners
i Economic activity is activity that is related to to fill in. Then they swap roles.
producing, developing and managing wealth.
Summary: Inter-group relations

Different forms of exchanges Alliances
Trade • An alliance is an agreement between
different groups of people to work together
• Trade is an economic activity that
to achieve a common goal.
happens between one community and
another.
The benefits of exchanges
Inter-marriage • Trade: wide variety of goods, freedom of
choice, opportunity to learn new skills.
• Inter-marriage is when a man and a
• Inter-marriage: more understanding,
woman from different ethnic groups
unity and trust amongst different ethnic
marry.
groups; children enjoy the benefits of two
Conflicts different ethnic groups
• Conflicts: when settled in a friendly way
• Conflict happens when two or more people and both parties are treated fairly, the
do not agree about something. parties become more united and secure.
• There can be conflict between two people, This brings about peace and unity.
or between families, ethnic groups or even • Alliances: develop trust, mutual
between nations. protection and help to achieve important
goals.
55
Use this Sub-strand 2: Inter-group relations d False. Trade provides very many
Revision activity for formative or summative opportunities for different ethnic
assessment. groups in Ghana to learn new skills
• Formative assessment: Let learners from one another.
complete the activity and go through e True
the answers in class. Learners can f True
either check their own work for self- g False. Children born to inter-
assessment, or swap work with a marriages do enjoy the benefits of
partner and check each other’s work for two different ethnic groups.
peer assessment. h True
• Summative assessment: Let learners i True
write the answers in their exercise books
or talk about the answers with you 4 a In the past, trade happened mostly
individually. Take in the exercise books amongst women in the different
or listen to the oral answers and assess ethnic groups.
learners’ work. Check that learners can b Economic activity is related to
demonstrate an understanding of what the production, development and
history is about and how it is part of management of material wealth.
everyday life. c Domestic animals, such as cattle
or horses that are raised on a farm
Answers for home use or to sell are called
livestock.
1 d The Ewe people traded eggs, milk
Forms of Definition and fish.
exchange e The Akan people had gold.
Trade The buying and selling f A conflict happens when there is
of goods and services a disagreement that cannot be
Inter-marriage Marriage between settled.
people of different g It is important to try to settle conflict
religions, tribes, ethnic in a fair way.
groups or racial groups h An alliance between leaders of
different groups can help them reach
Conflict When two or more their goals.
people disagree on i When there is peace and unity,
something people can give of their best and this
Alliance An agreement among leads to a better nation.
people to achieve a j Different ethnic leaders work
common goal together to unify all Ghanaians.
2 a alliance, a common goal, cannot, Self-assessment

form an alliance, achieve • Learners should assess themselves
3 a False. When conflicts are resolved, according to the statements. If they
people become united. feel that they did not perform well in an
b True area, ask them questions about what
c False. Trade allows Ghanaians the they struggled with. Use their reflections
freedom to choose the goods and and your notes to give them extra
services they need. practice in these areas.
56
Trading amongst ethnic Phase 1: Start

groups�� (LB pages 42–63) Start the lesson by asking learners:
• What did the people of the Gold Coast use as
payment before they had money?
Using cowrie shells and the barter • How do you think they good buy goods and
system for trade services without money?
• What kinds of things did villages produce and
In this section, learners will learn about some items
have to trade?
that were exchanged among the various ethnic
groups, why they were exchanged and how they These are warm-up questions for an informal
were paid for. Learners will also discuss the different benchmark assessment.
mediums of exchange.
Content standard: B3 2.2.1. • Read through the information first on the nature
Demonstrate knowledge of how inter-group of exchanges among the ethnic groups and then
alliances, conflicts and other exchanges the items that were exchanged.
• There is a lot of information; pace the lessons and
Indicator: B3 2.2.1.2 read through each section slowly.
Name some of the items exchanged among the • Check that all learners understand the concepts
various groups. before moving onto the next paragraph or
1 Identify trade items that were exchanged activity. Learners can take turns in reading.
amongst ethnic groups: salt, fish, gold, kola, • Discuss the meaning of any difficult words.
shea butter, pottery, cloth and iron utensils Learners can underline any important
2 Match items with the areas/sources where the information.
items were obtained, for example, shea butter –
savannah belt Phase 3: Reflect suggestions
3 Explain the medium of exchange • Put the learners into small groups to discuss the
4 Trace the origin of the name ‘cedi’ notes that they underlined and to see if they have
Subject-specific practices and core
competencies: Use of ICT
Learners develop appreciation of interdependence
amongst ethnic groups and communicative skills • If there is time, learners can research items that
by discussing inter-group relations were traded in Ghana, the sources of the items
and how the monetary system evolved.
Resources: • The learners will need to research the trade items
images of trade items that were exchanged such as uses of kola nuts and shea butter; how
amongst the various groups, (if possible, cowrie pottery is made; how bartering took place and
shells), map of the areas of Ghana, labels of the the history of the cedi.
trade items, box, items to trade that are worth a • Possibly provide a documentary for this section.
lot to your learners, drum, posters and materials to
decorate
Key words:
forged, promissory notes, expiry, inland, durable, Learners discuss cowrie shells as a means of payment
mallets, utensils, unique, geometric, medium of and then work together to perform an exchange
exchange, commerce between an elder and a European trader.
Helpful links: Group work

• https://theculturetrip.com/africa/ghana/articles/ In this activity, learners discuss why cowrie shells
ghs-explaining-the-ghanian-cedi/ were used as a form of payment. Then learners role-
play an exchange between an elder and a European
trader.
Teaching instructions
Group work
Use these teaching suggestions to create your own • Learners form small groups, each with about four
lesson plans to address the performance indicator learners.
and exemplars.
57
• They then decide what role or character each Pair work

learner will play. Pair stronger learners with weaker ones, so that
• Groups practise the role play. the stronger ones can help the weaker ones. Read
• Groups perform their role play for the class. through the questions with learners and then ask
them to discuss the questions. You could also use the
Answers
Think-Pair-Share technique.
1 Learners’ own answers. Example answers: cowrie
shells were readily available, are a distinctive and Answers
recognisable item, were reasonably durable, were Learners’ own answers. Example answers:
mostly of uniform size. 1 a Using cowrie shells for trade: Trade items
2–4 Learners’ own role plays. were given set values in cowrie shells. One
sold goods for cowrie shells and then used the
shells to trade for other items.
• Walk around the class. Observe and listen
b Using barter for trade: People would use
to learners working in groups. Help where
goods to trade for other goods; in other
needed.
words, they would give up some of something
• Make a note of those learners who lack
that they had in exchange for other items they
confidence in role play and give them more
needed. They would, for example, trade a sack
practice opportunities in later lessons.
of peanuts for a cooking pot, or a hoe for a
• Give learners enough time to discuss their
nice basket.
answers and then plan their role play.
Cowrie shells were used as payment for things
• Encourage all learners to take part in the
they needed.
discussions.
2 a Advantages of bartering is that one did not
• Use or adapt the rubric on page 128 of this
need any currency, but rather could use what
Teacher’s Guide to grade the role plays.
you had directly in order to get other goods or
Differentiated learning services.
• Use the remedial activities as practice for those Disadvantages of bartering is that one had to
who find the task challenging and the extension have goods that other people wanted to trade
activities for those learners who need more of a for, or that it was not always easy to trade
challenge. directly, especially for larger or more valuable
• Let stronger learners start the discussion so that items. One may have needed to take things
learners who need more support have an example you did not want or need in order to barter.
to copy when adding to the discussion. Disadvantages of cowrie shells are that they
• Give each member of the group a task and role are larger than coins would have been and
according to their strengths, so that they are all were not practical for larger or more expensive
involved with the task. items, as they all had the same value. They
could be stolen, and it would be difficult to
Remedial activity prove ownership as they are so similar.
• Encourage less confident learners to take a small Advantages of the cowrie shell system is that it
role in the beginning to build their confidence. is a uniform system that everyone understood.
Cowrie shells were readily available and were
Extension activity
of similar size and colour.
• Ask learners to write a script for their role play.
b Yes, people sometimes trade goods or services.
• Let learners make use of simple costumes for
Learners provide their own examples. Accept
their role play.
any reasonable answer.
• They can record their role plays as videos and
c Promissory notes are still used in the form of
play it for the class, and other classes.
bank cheques.
• Learners can do the Extension activity on page 43
of the Learner’s Book. Ask them to think how the Formative assessment
exchange might have been different if the traders • Walk around the class. Observe and listen to
had the cedi to use. learners as they work in pairs. Help where
needed.
Activity 1.16 (LB page 44) • Make sure that all learners participate.
• Give learners enough time to discuss their
In this activity, learners discuss the bartering system. answers, then have a class discussion.
58
Differentiated learning Extension activity

• Use the remedial activities as practice for those • Ask learners to find out more about how salt was
who find the task challenging and the extension used as a trade item.
challenge. Activity 1.17 (LB page 46)
Remedial activity
In this activity, learners must work together to gather
• Pair weaker learners with stronger ones so
research on gold and the trade of gold in Ghana and
that more confident learners can help the less
must then present a video presentation.
confident ones.
Group work
Extension activity
• Ask learners to do more research on how
Show learners how to make a short video. Make sure
bartering is used in modern society. They can
that every group has at least one member who is ICT
ask their family and other members of their
literate to help the other members. Learners will
community. Then they share their findings with
need time to do research and then to prepare and
the class.
present their videos.
Exercise 1.9 (LB page 45) Answers

1 Ghana’s largest gold mine is in Tarkwa.
In this exercise, learners interview their parents or 2 Learners’ own answers. Example answer: There
elders to ask them about the trade of salt in Ghana. was more gold inland in the forest regions and
the Portuguese had their base of operations at the
Individual work
coast. They also weren’t as skilled in the practice
Learners work on their own to complete this exercise
of mining as the local people of the Gold Coast.
at home. Give learners enough time to write a few
It was unfair of the Europeans to expect the
sentences about their findings in class.
Ghanaians to mine the gold for them.
Answers 3 Learners make a short video presentation of their
Learners’ own answers according to their research. findings.
Example answer: Salt was important as it was so
scarce. People needed salt because they lost a lot of
• Walk around the class and observe learners
salt due to sweating in a hot climate. They use salt in
as they work in groups and make their video
their food to add flavor. Salt is also used to preserve
presentations. Assist any learners who appear to
food.
be struggling.
• Give learners a rubric for this activity. You
Formative assessment can use or adapt the rubric for presentations
• Ask learners to show you their interview notes. (oral and digital) on page 122 of this Teacher’s
Make a note about learners that could not do Guide.
the activity or who struggled to answer all the
questions. Differentiated learning
• Give learners enough time to rewrite their • Use the remedial activity for learners who are
sentences. struggling and the extension activity for learners
• Use the remedial activity for learners who are Remedial activity
struggling and the extension activity for learners • Give learners additional opportunities to present
who need an extra challenge. information, such as a short talk on the name
and location of the largest gold mine.
Remedial activity
• Give learners additional exercises or worksheets Extension activity
if they struggle to complete this exercise. Allow • Learners share their presentations with the class,
them more time to complete the exercise, and other classes.
especially if they struggled to find someone • Groups could make a longer slide show
suitable to interview. presentation.
59
• You could also arrange a special parents’ evening students to write a few sentences about what they
where you can showcase all of the learners’ work. found out.
Answers:
Activity 1.18 (LB page 47) Learners’ own answers according to the answers
they received from elders. Note: Each kola nut has
In this activity, learners read a passage about kola
the same amount of caffeine as two large cups of
nuts and then answer questions. They then conduct
regular coffee! So, it has the same effects as caffeine,
more research about how kola nuts are collected in
to make people feel more alert and energetic. Elders
the present day.
may say that it helps stomach ailments such as
Individual work morning sickness, intestinal diseases, constipation
Learners work on their own to do research about the and ulcers, or coughs and asthma, toothache and
importance of kola nuts to the chiefs in Ghana. infections, eye problems, skin diseases, depression,
and so on.
Answers
1 Kola nuts are used in many ceremonial Individual/class work
traditions. It is given as sign of respect. It is • Learners work on their own in this exercise. This
shared among people and gives them strength is a homework exercise, but allow learners enough
and vitality. time in class to give their feedback. You could
2 Kola nuts can be collected by hand by plucking ask a few learners to give their feedback and then
it off the tree, or mechanically, by using a have a class discussion. Else, use the Think-Pair-
harvester. Share technique.
Individual work Formative assessment

Learners should work on their own to do this • Ensure that all learners participate in the class or
exercise. Give learners adequate time to do group discussion.
research.
Formative assessment • Use the remedial activities as practice for learners
• Walk around the classroom. Observe learners as who struggle, and the extension activities for
they work. Assist any learners who seem to be those learners who need more of a challenge.
struggling.
Remedial activity
• Make a note of those learners who find it difficult
• Ask any learners who did not participate in
to research information and use it to answer
specific questions to answer individually after the
questions. Give them more practice opportunities
discussion to ensure that they understand the
in later lessons or tasks.
work. If learners did not manage to interview an
Differentiated learning elder, find out if the person was unavailable (and
• Use the remedial activities as practice for learners thus learners can do this activity at a later time),
who struggle, and the extension activities for or if learners were too shy to approach them.
those learners who need more of a challenge. Help them by role-playing interview skills.
• Pair stronger and weaker learners so that stronger • Pair stronger and weaker learners so that stronger
learners can help weaker ones. learners can help weaker ones.
Remedial activity Extension activity

Let learners do the activity in pairs rather than on • Ask learners to write a paragraph and draw a
their own. picture. Collect these pages from learners and
mark them. Display these pages on the classroom
Extension activity walls with the heading ‘Kola nuts’.
• Ask learners to conduct interviews with elders or
village chiefs and confirm the information that
they found online.
In this activity, learners discuss shea butter and its

Exercise 1.10 (LB page 48) effect on the Ghanaian people.
Learners talk to elders in the community to find out Group work

about other sicknesses that kola nuts can treat. Ask Learners then work in groups to complete this
activity. They should discuss the questions and then
60
appoint a speaker to give feedback to the class. You Formative assessment

could also ask learners to bring in products from • Observe students at the processing plant and see
home (that have shea butter as an ingredient) or if they interact, ask questions and take notes. If
draw pictures of them as a homework activity. you cannot arrange a class visit, then ask learners
to prepare a short talk (1–2 minutes) of what
Answers they observed at the plant or while watching a
1 Learners’ own answers. There are many shea video or documentary..
butter products available for sale. Learners just
have to say which products they have seen in a Differentiated learning
store. • Use the remedial activities as practice for those
2 Learners’ own answers. Example answer: People who find the task challenging and the extension
benefit by getting money from its sale and also activities for those learners who need more of a
benefit from its many benefits in the beauty challenge.
industry and for cooking or making soaps
Remedial activity
Formative assessment • Pair a weaker learner with a stronger learner and
• Walk around the class as learners are working. allow them to do this activity as pair work.
Make sure that every learner is participating. • Give learners a writing frame which they can fill
Offer assistance to any group that is struggling. in. Allow them to draw pictures to explain what
they observed.
• Use the remedial activities as practice for those Extension activity
who find the task challenging and the extension • Ask learners to prepare a slide show presentation
activities for those learners who need more of a for the class on what they observed at the plant.
challenge.
Remedial activity Activity 1.21 (LB page 50)
• Put weaker learners in a group with stronger
In this activity, learners visit a place where pottery
learners.
is made and fired. If this is not possible, then show
• Ask learners to answer some questions
them a video online or invite a person who works
individually.
in a pottery studio to come to school and address
Extension activity learners.
• Ask learners to prepare a presentation for the class
Individual work
on what they found out.
Learners work on their own to complete this activity.
• Learners could also compile a simple slide show
Before visiting the pottery centre, they should
to show to the class.
prepare questions. Learners take notes on the trip
and then prepare an oral or written presentation
Activity 1.20 (LB page 49) about the visit or on the videos they watched.
In this activity, learners visit a place where shea Formative assessment
butter is made and processed. If this is not possible, • Observe students at the pottery studio and see
then show them a video online (see the video if they interact, ask questions and take notes.
suggested on page 49 of the LB in the ICT activity) If possible, arrange for learners to make a small
or invite a person who works in such a place to come bowl from clay using the coiling technique.
to school and address learners. • If you cannot arrange a class visit, then ask
learners to prepare a short talk (1–2 minutes) of
Learners should prepare questions on the processing
what they observed at the pottery studio or centre
of shea butter and the products that are made
or while watching videos or a documentary.
from it.
Individual work
Learners work on their own to do this activity. They
should ask parents or caregivers to take them to a
shea processing plant, if there is one in their region.
challenge.
Learners can research their location as an extension
activity.
61
Remedial activity They choose a traditional Ghanaian dish and find

• Ask learners to watch some videos online about out what ingredients they need to prepare it. Give
making pottery and tell you orally what they learners the format to write a recipe for it. Learners
observed. then each bring one of the ingredients to school to
• Arrange for a local potter to address the learners prepare it.
and show them some examples or pictures of
their work. Encourage learners to ask lots of Note: Discuss safety issues with learners regarding
questions. They can then give you oral feedback working with fire. (For example, never running
about what they have learnt. around a fire as they might slip and fall in the coals.)
Never leave learners unattended when they are
Extension activity working with fire.
• Ask learners to make their own bowl and arrange
to have it fired at a local pottery studio or kiln. Formative assessment
• Observe learners as they do group work, both
inside and outside the classroom. Ensure that
Homework (LB page 50) every learner participates and that every learner is
given a chance to speak.
In this activity, learners investigate the properties of
• Give learners a rubric for this activity on group
clay and learn how it was made. Then they write a
work. Use or adapt the rubrics on page 125 of
few sentences and draw a picture.
this Teacher’s Guide.
Individual work • Make a note of those learners who still lack
Learners work on their own to do this activity. They confidence in participating in a group.
should take notes and draw pictures of the clay pot
or bowl, then write a few sentences. They then share
their notes and pictures with the class.
Differentiated learning activities for those learners who need more of a
• Use the remedial activities as practice for those challenge.
who find the task challenging and the extension • Put weaker learners in a group with stronger
activities for those learners who need more of a learners so that the stronger learners can help
challenge. them.
Remedial activity Remedial activity

• Ask learners to draw a very simple bowl and write • Ask learners to write a recipe for the favourite
a single sentence or two. Ghanaian recipe. They should then describe to
• Allow students to give you oral feedback about you how it is made. They can mime the actions.
what they have discovered.
Extension activity
Extension activity • Arrange a heritage day at school where learners
• Ask learners to design their own bowl or other can make and sample different traditional foods.
pottery item. Paste their designs on the walls of • Ask groups to do more research and compile
the classroom. recipes for a few Ghanaian dishes. Collect all the
• Ask learners to investigate local pottery recipes and bind them in a book for the class.
techniques and demonstrate them to the class
using salt dough or play dough. Activity 1.23 (LB page 53)
Activity 1.22 (LB page 52) In this activity, learners work together to do research
into a trading items and present their findings to
In this activity, learners think about the different the class. The eight trading items are: salt, fish, gold,
uses of iron utensils and firewood. They prepare a kola, shea butter, pottery, cloth, iron, and utensils.
traditional food dish of which they must present to
Group work
their class.
Put the class in eight groups, one for each trading
Group work item. Put the name of each trading item in a bowl.
Learners work in groups to complete this activity. Invite a representative from each group to pick
They read through the questions together and the name of a trading item. Learners then conduct
then reread the information in the Learner’s Book. research on that trading item. Question 1 could be
62
given as a homework activity, and then learners share Formative assessment

what they have found in the next lesson. Learners • Give learners a rubric for this activity. Use or
choose a spokesperson for their group to give adapt the rubric on page 119 of this Teacher’s
feedback to the class. Guide.
• Make a note of those learners who still lack
Formative assessment confidence in conducting interviews.
• Walk around the class and observe learners as
they do group work. Ensure that every learner Differentiated learning
participates and that every learner is given a • Use the remedial activities as practice for those
chance to speak. who find the task challenging and the extension
• Give learners a rubric for this activity on group activities for those learners who need more of a
work or internet research. Use or adapt the challenge.
rubrics on page 125 or page 128 of this Teacher’s • Let stronger learners start the class discussion so
Guide. that learners who need more support can model
• Make a note of those learners who still lack their responses.
confidence in doing research or participating in a
group. Remedial activity
• Help students to formulate sentences from their
Differentiated learning notes. Let learners give you oral feedback if they
• Use the remedial activities as practice for those struggled to write down the response.
activities for those learners who need more of a Extension activity
challenge. • Ask learners to interview more than one person,
• Let stronger learners start the class discussion so then compare the results.
that learners who need more support can model
their responses. Activity 1.25 (LB page 55)
Remedial activity In this activity, learners must complete the given

• Help students to formulate sentences from their sentences by filling in the missing words.
notes. Let learners give you oral feedback if they
struggled to write down the response. Individual work
Learners work on their own to complete the cloze
Extension activity activity.
• Ask learners to interview more than one person,
then compare the results. Answers
1 Shea butter was made in the Savannah and
Northern Region of the country.
2 Kola nuts were produced in the forest areas:
In this activity, learners work on their own to do Ashanti Region, Brong-Ahafo Region, Central
research about the worth of at least two of the eight Region, Eastern Region, Western Region and
trade items. Volta Region
3 All ethnic groups made pottery because clay was
Individual/Class work found in almost all areas.
Learners conduct an interview with an elder from 4 Gold came from the underground mines in
their community. Ask learners to ask the questions the Western and Ashanti Region, with the rest
and take note of the responses. They then share their coming from the riverbeds in the Central Region.
findings with the class. Have a class discussion. Write 5 Fishing and salt production were the main
a summary on the board of learners’ findings. activities along the coast.
Answers Formative assessment
Learners’ own answers according to the responses to • Walk around the classroom. Observe learners as
the questions in the interview. Learners should be they work. Assist any learners who seem to be
able to say: struggling.
• What the item was worth. • Check learners’ work to see if they have got the
• What the benefits of the item were. answers correct.
• What people would barter for the item. • Make a note of those learners who are finding it
difficult to complete the sentences. Give them
more practice opportunities in later lessons or tasks.
63
Differentiated learning • Allow them more time to complete the exercise,

• Use the remedial activity for learners who are fill in the first word with them, or pair them with
struggling and the extension activity for learners a stronger learner.
Extension activity
Remedial activity • Ask learners to make up three of their own
• Give learners additional exercises or worksheets sentences and leave out words for their partners
if they struggle to complete this exercise. Allow to fill in. Then they swap roles and complete their
them more time to complete the exercise, fill in partners’ sentences.
the first word with them, or pair them with a
stronger learner. Exercise 1.12 (LB page 57)
Extension activity
In this exercise, learners interview someone in their
town or village about the bartering system. They ask
sentences and leave out words for their partners
the person to explain it to them.
to fill in. Then they swap roles and fill in the
words in their partners’ sentences. Individual work
Learners interview an older family member or a local
Exercise 1.11 (LB page 55) elder about the bartering system. Invite learners to
share what they learnt and have a class discussion.
Learners work on their own to match the trading
items with the areas in which they are found. Answers
Learners’ own answers according to the interviews
Individual work they conducted.
exercise. Give learners enough time to complete the Formative assessment
activity. • Make a note of learners who did not participate
in the class discussion. Ask them specific
Answers questions about their interviews.
Column A – Trade Item Column B – Area Differentiated learning
Salt Central • Use the remedial activity for learners who are
Fish Central
Gold Ashanti
Remedial activity
Kola Ashanti
• If learners were unable to conduct the interview
Shea butter Savannah due to people being unavailable, then give them
Pottery All areas another opportunity to do an interview. If they
are still struggling to conduct interviews, then let
Cloth Volta them role-play an interview with another learner.
Formative assessment Extension activity

• Walk around the classroom. Observe learners as • Ask learners to demonstrate the bartering system
they work. Assist any learners who seem to be to the class.
struggling.
• Make a note of those learners who are finding Extension and Homework (LB page 58)
it difficult to match the items. Give them more
practice opportunities in later lessons or tasks. Learners complete a fair exchange exercise and then
reflect on their learning in this section by answering
Differentiated learning the questions for homework.
struggling and the extension activity for learners Individual work
who need an extra challenge. • Explain how the fair exchange system works by
referring learners to the Extension activity. They
Remedial activity can do this activity with a partner or a small
• Give learners additional exercises or worksheets if group. Allow them time to finish the activity in
they struggle to complete this exercise. class.
64
• Then learners work on their own to reflect on stopped using the British currency once gaining their
their learning and complete the questions for independence.
homework. Review the format of a diary entry so
that they know what to do for question 1 of the Group work
homework activity. Learners work in groups to complete this activity.
• Take in their books for marking. Learners should first do research about the cedi using
the internet, books or interview parents and elders.
Answers Give groups enough time to complete the activity.
1 Learners’ own diary entries.
2–5 Learners’ own answers based on their Answers
experience in the extension activity. 1 Learners’ own research as summarised in the
timeline below.
2
Activity 1.26 (LB page 59) Date Event
In this activity, learners are put into groups and In the 14th Came to West Africa through
practise bartering. Century trade with Arab merchants
1796 First modern coins used only
Group work/Individual work at the Gold Coast
• Learners work in groups to complete this activity.
Read through the instructions with the group 19 July 1965 Used First cedi as currency of
and make sure they know what to do. Let them Ghana
practise first before they begin bartering. 23 February Used Second cedi as currency
• Learners work on their own to draw a cartoon of 1967 of Ghana
a story of two ethnic groups who are involved in 3 July 2007 Used Third cedi as currency of
silent bartering. Ghana
Formative assessment 3 Learners’ own answers. Example answer: Ghana
• Walk around the class and observe learners. wanted to show its independence by breaking
Ensure that all learners participate in the away from all things British, including her
bartering activity. Ask some learners individual currency.
questions to see if they understand the concept of
silent bartering. Formative assessment
• Ask learners to tell you the stories as they are • Ensure that all learners participate in the class or
drawing. group discussion.
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 who struggle, and the extension activities for
those learners who need more of a challenge. those learners who need more of a challenge.
Remedial activity
• Pair stronger and weaker learners so that stronger Remedial activity
learners can help weaker ones. • Ask any learners who did not participate specific
• Some learners have more natural drawing ability questions after the discussion to ensure that they
than others. Tell learners that they can draw understand the work. If learners did not manage
very simple figures, with speech bubbles for text to interview an elder, find out if the person
instead of long paragraphs of text. was unavailable (and thus learners can do this
activity at a later time), or if learners were too shy
Extension activity to approach them. Help them by role-playing
• Ask learners to share their stories and cartoons interview skills.
with the class. They could role-play their stories • Pair stronger and weaker learners so that stronger
with members of the group. learners can help weaker ones.
• Ask learners to write more timelines, perhaps
Activity 1.27 (LB page 60) using their own lives as examples.
Extension activity
In this activity, learners must research the history
• Ask learners to research the currency of other
of the cedi and create a timeline of its development
countries in Africa. They then say how these
and use. Then learners must explain why Ghana
currencies are similar or different from the cedi.
65
Homework (LB page 61) Formative assessment

• Walk around the classroom and observe learners’
Learners complete the crossword puzzle. completed crossword puzzles. Assist any learners
who were not able to complete their crossword
Individual work puzzles.
exercise. Give learners enough time to complete the Differentiated learning
activity. You can give learners Resource 6 on p. 107 • Use the remedial activity for learners who are
in this TG to make it easier for learners to fill in the struggling and the extension activity for learners
crossword. Review what a crossword puzzle is and who need an extra challenge.
do an example with them to show how to fill in the
answers. If an answer has two words, they are written Remedial activity
without a space in the crossword puzzle. • Allow learners more time to complete the
homework exercise. Ask them to show you their
Answers answers for each clue, and correct and assist
(See the completed crossword puzzle on p. 113 of where necessary. Pair stronger and weaker learners
this TG.) so that stronger learners can help the weaker
ones.
Across
3 clay, 6 gold, 7 kolanuts, 9 utensils, 12 bolga, Extension activity
13 silent • Ask confident learners to make their own very
simple crossword puzzles (for example, with 5
Down words) and give it to their partners to complete.
1 bark, 2 shea, 3 cedi, 4 fish, 5 cowrie, 8 language,
10 salt, 11 kente
Summary: Trade amongst ethnic groups

The ethnic groups were trading different Medium of exchange
goods and services long before the Europeans
• A medium of exchange is something that is
arrived on the Gold Coast.
largely accepted and used in the trade of
There were two main ways in which people
goods and services, such as shells or coins.
paid for the goods they bought.
It is recognised by all people as having
These were:
value.
• using cowrie shells
• Between AD 300 and 1200, the Ghanaian
• using the barter system.
people were rich. The country’s wealth
Cowrie shells were used as monetary assets came from the commerce of gold and salt.
to buy things that people required.
In the barter system, a person would History of the cedi
exchange items that they had for items that • The Europeans were the first people to
they needed. There was no money involved. bring printed money and coins to Ghana.
• These printed notes replaced the use of
Barriers when bartering
cowrie shells and the barter system.
One barrier to bartering is language. The • The cedi was introduced when Ghanaians
Ghanaians created the silent barter or the stopped using the British Colonial money
dumb bartering system. system.
66
Use this Sub-strand 2: Trade amongst ethnic 3 Cloth involved forming and drying
groups Revision activity for formative or material with various berries and roots.
summative assessment. Before the introduction of cotton and
• Formative assessment: Let learners silk by the Europeans, clothes were
complete the activity and go through made from the bark of the tree called
the answers in class. Learners can Kyenkyen in Akan and Tsobo in Dagme.
either check their own work for self- Long narrow pieces of the bark were cut
assessment, or swap work with a and placed in water to make them soft.
partner and check each other’s work for They were then laid on tree trunks and
peer assessment. beaten with wooden mallets.
• Summative assessment: Let learners
write the answers in their exercise books 4 a Central Region
or talk about the answers with you b Western and Ashanti Regions
individually. Take in the exercise books c Ashanti Region, Brong-Ahafo Region,
or listen to the oral answers and assess Central Region, Eastern Region,
learners’ work. Check that learners can Western Region and Volta Region
demonstrate an understanding of what d Savannah and Northern Regions
history is about and how it is part of e All options
everyday life. f Northern region
Answers 5 One ethnic group would leave trade

goods in a place and then move away.
1 Make sure that learners have plotted Then someone would use a gong, fire
the items correctly on their maps. Check or drum to signal that they had left
their map keys to make sure that they their goods. A second ethnic group
are correct. would come to the place. They would
check the goods and if they liked them,
Trade Item Area they would leave their trade goods in
Salt Central exchange. The first group would return
Fish Central and either accept the trade by taking
the goods or not accept it and wait for
Gold Ashanti another group to bring their goods.
Kola Ashanti Usually salt or gold were traded in this
way.
Shea butter Savannah
Pottery All Self-assessment
Cloth Volta • Learners should assess themselves
Iron utensils All according to the statements. If they
feel that they did not perform well in an
2 Learners explain in their own words
they struggled with. Use their reflections
why they think the cedi was created.
and your notes to give them extra
Example answers:
practice in these areas.
It was currency that was designed for
Ghana and was used once they gained
independence from Britain.
67
Conflicts and alliances between the Phase 1: Start

Start the lesson by asking learners:
ethnic groups in Ghana�� (LB pages 64–73)
• What is conflict?
In this section, learners will learn about the many • How did the ethnic groups resolve conflict?
conflicts and wars that were fought between the • Do you know about any of the famous wars in
different ethnic groups and the alliances that were Ghana? What was the outcome of these wars?
formed to stand against the European colonisation. • What happens when there is conflict between the
ethnic groups?
Inter-group wars and alliances • What are the benefits of alliances?
These are warm-up questions for an informal
Content standard: B3 2.2.1. benchmark assessment.
Demonstrate knowledge of how inter-group
alliances, conflicts and other exchanges. Phase 2: Explore suggestions
• Read through the information on conflicts and
Indicator: B3 2.2.1.3 alliances.
• There is a lot of information; pace the lessons and
Describe the conflicts and alliances that existed read through each section slowly.
among the ethnic groups in Ghana • Check that all learners understand the concepts
1. Discuss inter-group wars, such as the Battle of before moving on to the next paragraph or
Feyiase and the Krepi War of 1833. Discuss activity. Learners can take turns in reading.
instances where alliances were formed between • Discuss the meaning of any difficult words.
different groups to fight a common enemy. For • Learners can underline any important
example, The Battle of Akatamanso, where the information.
Asante army was defeated by an alliance made
up of the British, Ga, Fante, Akyem, Akwamu, Phase 3: Reflect suggestions
Krepi and Denkyira Anlo/Asante in the Ada • Put the learners into small groups to discuss the
War of 1869 notes that they underlined and to see if they have
Subject-specific practices and core
competencies: Use of ICT
Learners develop appreciation of interdependence • The learners will need to research on the conflicts
among ethnic groups and communicative skills by and alliances among the ethnic groups.
discussing inter-group relations • They can use the images of alliances for their
poster, if they can be printed.
Resources: • Possibly provide a documentary for this section.
Pictures of the wars; a map to locate the place
where the wars took place; Resource 8: Word
search on page 110 of this Teacher’s Guide Activity 1.28 (LB page 64)
Key words: In pairs, learners remind each other what conflicts

dominant, independent, taxes and alliances mean. They can go back in their books
to check their answers. In this lesson, we will study a
Helpful links: number of such conflicts and alliances.
• https://www.youtube.com/
watch?v=esMSfUMzDpA Pair work
activity. Encourage them to consult dictionaries and
Teaching instructions online sources to find the meaning of these words.
(Learners should do this with any new words that
Use these teaching suggestions to create your own they do not understand.)
lesson plans to address the performance indicator
and exemplars.
68
Answers Group work

In order to gain power and to defeat the Europeans, Learners work in groups to complete this activity.
conflicts occurred among the ethnic groups. They Then they share their feedback with the class. Each
also formed alliances. Learners give their own learner should be given an opportunity to take part
definitions for conflict and alliance. in the discussion.
Conflict Formative assessment
Conflict happens when two or more people do • Walk around the classroom. Observe groups
not agree about something. Perhaps there was a as they discuss the issue. Assist any learners
disagreement that they could not work out, or an who seem to be struggling, for example, with
argument that they could not resolve. Conflict vocabulary.
can happen when there is a misunderstanding and
people do not talk to each other clearly. It also Differentiated learning
happens when one person bullies another or treats • Use the remedial activities as practice for learners
another person unfairly. who struggle, and the extension activities for
Alliances
An alliance is an agreement between different Remedial activity
groups of people to work together to achieve • Ask learners to add a single point to the
a common goal. For example, when different discussion.
ethnic groups in Ghana cannot do something by • Give learners a framework in which to formulate
themselves, they form an alliance to work together an answer, for example: I think the Battle of
to get things done. Feyiase could have had a different outcome
because …, or I do not think the Battle of
Formative assessment Feyiase could have had a different outcome
• Walk around the classroom. Observe pairs as they because ….
complete their definitions. Assist any learners • Group weaker learners with stronger ones so that
who seem to be struggling, for example, with stronger learners can help the weaker ones.
vocabulary.
Extension activity
Differentiated learning • Ask learners to write their points to form an
• Use the remedial activities as practice for learners argument. They can draw a picture to show the
who struggle, and the extension activities for other outcome. Display these in the classroom.
those learners who need more of a challenge. • Let learners record the arguments to make short
video clips of learners. Play these for other classes
Remedial activity or in the assembly.
• If learners cannot write definitions, then ask
them to explain the concepts to you verbally.
Help them to identify key words and turn the Exercise 1.13 (LB page 66)
key words into a sentence. Pair stronger and
Learners answer questions with true or false and then
weaker learners so that stronger learners can help
draw a mind map.
weaker ones.
Individual work
Extension activity
Learners work individually to answer the true and
• Ask learners to share their definitions with the class.
false questions. Learners could be paired or put in
• Ask learners to draw pictures to illustrate their
small groups to draw the mind map in question 2.
definitions. Take the best one and add it to a class
Remind learners what a mind map is and give them
history dictionary that you bind for the class to
a few examples.
reference.
Answers:
Activity 1.29 (LB page 65) 1 a False. Each village had its own leader.
b True
In groups, learners discuss the battle of Feyiase c False. The Peki formed an alliance with the
and the events and consequences of the battle, and rest of the Ewe people.
debate whether there could have been a different d False. During the Krepi War, the Ewe people
outcome to that battle. defeated the Akwamu people.
2 Learners’ own mind maps.
69
Formative assessment E U R O P E A N V K
• Walk around the class and watch as learners
answer the true or false questions. Encourage E H K W E R S T W R
them to correct the statement if they answer W A R A K W A M U E
‘false’ for any of the questions. Take note of
E X E G I A K W A P
learners who struggle to answer the true or false
questions. Give them more opportunities in Y D P E D E N K Z I
remedial activities. F E O D U K O W O B
• When everyone has completed the exercise,
go through the answers with learners. Pairs A K A T A M A N S O
could also swap books and get their partner D O M I N A N T A C
to mark their work. Ask learners who had C O L O N I S E R S
different answers to explain why. Clear up any
misunderstandings. Assist any learners who seem Formative assessment
to be struggling. • Walk around the class as learners are completing
the word search. Remind learners that words
may be written horizontally or vertically. Observe
pairs asking and answering questions. Assist
any learners who seem to be struggling. They
will need further practice in further tasks and
Remedial activity remedial activities.
• Pair up stronger and weaker learners so that
stronger learners can help weaker ones. Ask
learners to do a single branch of the mind map
first.
Extension activity
Remedial activity
• Ask learners to write their own true or false
• Pair up stronger and weaker learners so
questions. Then they swap with a partner and ask
that stronger learners can help weaker ones.
and answer their questions.
Demonstrate how to search for a word. Give
• Invite some learners to talk through their mind
learners tips on how to find a word, such as
maps with the class.
scanning for letters that make up the word.
• Display the best mind maps in class.
• Demonstrate how to make questions from words,
for example, by using the hidden word as the
Exercise 1.14 (LB page 67) answer to the question.
In this activity, learners find ten key words in the Extension activity
word search. This word search is in Resource 7: • Ask learners to create their own small word
Worksheet on page 109 of this Teacher’s Guide. searches (with about five hidden words). They
Then they formulate questions with each hidden then swap with a partner to complete the word
word and ask a partner to answer them. searches.
• Show learners who are extremely confident in
Individual/pair work
finding words in word searches and creating
Learners work on their own to complete the word
their own word searches how to hide a word in
search in question 1 and make up a question to go
the letters that remain after all the words have
with each word in question 2. Then they partner
been found. For example, they could leave the
with another learner in question 3 and take turns to
letters k w a d z o d e i as the remaining letters
ask and answer questions.
after the words have been found and then ask the
Answers question, ‘Which chief organised an alliance of
1 Hidden words are: war, European, colonisers, the Krepi people and the rest of the Ewe people?’
dominant, Dukowo, Peki, Krepi, Katamanso, (Chief Kwadzo Dei)
Akwamu and Ewe.
70
Activity 1.30 (LB page 67) Answers:

Learners’ own answers. Here are some suggested
In this activity, learners pair with a partner and ask answers:
them three of the questions listed. Then they say if 1 Tax is an amount of money paid to the
their partner’s answers are correct or incorrect. government or ruling people. Taxes could be in
the form of money, goods or trade items.
Pair work 2 a An alliance is an agreement between different
Suggest to learners that they each choose three groups of people to work together to achieve
questions and search for the answers first if they do a common goal. For example, when different
not know them. Then they ask their partners the ethnic groups in Ghana cannot do something
questions. They should say if their partner is correct by themselves, they form an alliance to work
or incorrect. They should read through the section of together to get things done.
work together if there are any discrepancies. b No. If there was no alliance, the Asante army
Answers: could not have been defeated as they were one
1 Some ethnic groups formed alliances to stand of the biggest and strongest ethnic groups in
against European colonisation. Ghana.
2 The Battle of Feyiase Formative assessment
3 Denkyirahene Ntim Gyakari • Walk around the class and observe learners as
4 Osei Tutu they complete the activity. Assist any learners
5 Bosomtwe District who seem to be struggling. Go through the
6 Chief Kwadzo Dei answers with learners. They could swap books
Formative assessment with a partner and mark each other’s work. Else,
• Walk around the class and observe pairs asking take the exercise in for marking. Take note of
and answering questions. Assist any learners who learners who had trouble completing the exercise,
seem to be struggling. They will need further or whose answers are incorrect. They will need
practice in further tasks and remedial activities. further practice with further tasks and remedial
activities.
• Use the remedial activities as practice for learners Differentiated learning
who struggle, and the extension activities for • Use the remedial activities as practice for learners
those learners who need more of a challenge. who struggle, and the extension activities for
Remedial activity
• Let each learner partner with a few other stronger Remedial activity
learners to ask and answer questions. • Let each learner partner with a stronger learner
• Demonstrate how to search for the answer by and complete the activity in pairs.
scanning the text for key words. • Ask learners to answer orally first, and then write
their answers.
Extension activity
• Ask learners to create their own questions. Then Extension activity
they swap with a partner to ask and answer • Ask learners to do further research on taxes and
questions. the alliance that was formed. They then share
their answers with the class.
Learners must provide their understanding of tax
In this activity, learners design an alliance poster.
collections and the types collected from different
ethnic groups. They also discuss alliances and Group work
whether the battle against the Asante could have Put the class into small groups. Give each group a
been won without an alliance. piece a paper to note their thoughts, opinions and
discussion points for questions 1–3. Then give them
Individual work
a sheet of poster board on which to design their
Learners work on their own to complete this activity.
poster. Allow them enough time to have a discussion
Allow them enough time to complete the activity.
and then plan and complete their posters.
71
Answers • How was the conflict settled?

• Learners should not clutter their poster with • What happened in the end?
too much information, colour or pictures. They
need to plan their poster so that it is neat and the Individual work
information can be seen. • Learners work on their own in this exercise. If
learners do not have access to the internet at
Formative assessment home, then let them do their research in class and
• Walk around the class and observe learners as just write their answers for homework.
they discuss questions 1–3. Make sure that all
learners are participating and that every learner Answers:
gets a chance to speak. Also observe learners as Learners’ own answers according to the research they
they make their posters. Each learner should have conducted.
a task, for example, the learners that are better at Formative assessment
drawing and design work to draw pictures and do • Walk around the classroom. Observe learners
the layout of the poster. Other learners write the as they complete their sentences. Ensure that
information. One learner is the group leader and all learners brought in notes or key words after
coordinates the activities. their research. Assist any learners who seem to be
• Each group presents their poster to the class. struggling, for example, with vocabulary.
• The class can vote on if they would like to join • Take learners’ answers in for marking.
their alliance. Ensure that the learners’ criticism is
constructive and beneficial. This criticism can be Differentiated learning
used to assess the poster. • Use the remedial activities as practice for learners
• Give learners a rubric for the poster so that who struggle, and the extension activities for
they know how they will be marked. Encourage those learners who need more of a challenge.
groups to do self-assessment. They should also
write a rough draft, then rewrite it neatly. Remedial activity
• Show groups how to plan their posters, for • If learners cannot answer the questions, then ask
example, they could cut blocks of paper and them to tell you orally about the research they
mark them as ‘heading’ or ‘picture 1, 2, 3’, etc. conducted and extra information they found out
and lay them out on the cardboard to plan their from parents or elders through interviews.
design. Extension activity
Differentiated learning • Ask learners to write a paragraph and draw a
• Use the remedial activities as practice for learners picture. Invite learners to share what they have
who struggle, and the extension activities for learnt with the class.
those learners who need more of a challenge. • Collect the pages from learners and mark them.
Display these pages on the classroom walls under
Remedial activity the heading ‘Other conflicts between groups in
• Pair up stronger and weaker learners in a group Ghana’.
so that stronger learners can help weaker ones.
Let learners do a mini-poster on an A4 sheet of Activity 1.33 (LB page 71)
paper. This will help them to plan their layout on
a smaller scale first. Learners must answer the questions asked by the
children in the activity for question 1. Then they
Extension activity
formulate questions for question 2.
• Encourage groups to interact with other groups’
posters and assess them. Individual
• Invite groups to present their posters to the class
and choose the best group to present their poster Learners work on their own to complete the exercise.
to other classes.
Answers
1 a It was a war involving the Krepi people.
Homework (LB page 70) b the Peki
c the Ga-Adangme
Learners research the following questions: 2 Learners must think of questions from their
• Did the conflict change our history? How did it gathered knowledge and the textbook.
change our history?
• Explain what happened during the conflict.
72
• Walk around the class as learners are completing
the exercise. Assist any learners who seem to be
struggling. They will need further practice in
further tasks and remedial activities.
Remedial activity
• Pair up stronger and weaker learners so
that stronger learners can help weaker ones.
Demonstrate how to formulate a question for
question 2. Ask learners to tell you the questions
or answers orally first, before writing them.
Extension activity
• Ask learners to create their own questions and
answers and pair with a partner to repeat the
exercise. Invite some learners to share their
answers with the class.
Summary: Conflicts and alliances between the ethnic groups in Ghana

• To gain power and to defeat the • They defeated the Akwamu people and
Europeans who came into Ghana, many became independent.
conflicts and wars were fought between
the different ethnic groups. Battle of Akatamanso
• During the Battle of Akatamanso, the
Battle of Feyiase
Asante people were forced to give up their
The Battle of Feyiase led to the fall of the rulership over the southern states of Ghana.
Denkyira Kingdom, and the formation of the • The Asante people were collecting taxes
Asante Union. from castles and forts along the coast. The
Assin people, the Denkyira people and the
Krepi War Akwamu people were paying taxes to the
• The Krepi people are Ewe people who settled Asante.
in the central part of the present-day Volta • The Asante army was defeated by an
Region of Ghana. In 1829, the Ewe people alliance made up of the British, Ga-people,
were not happy because of the way the Fante people, Akyem people, Akwamu
Akwamu people treated them. people, Krepi people, Anlo people and
• Chief Kwadzo Dei of Peki organised an Denkyira people.
alliance of the Krepi people and the rest of
the Ewe people.
73
Strand 2: Revision (LB pages 72–73)
Use this Sub-strand 2: Conflicts and alliances The Krepi people are Ewe people who
between the ethnic groups of Ghana Revision settled in the central part of the present-day
activity for formative or summative Volta Region of Ghana.
assessment.
• Formative assessment: Let learners The Peki people became the leader of a
complete the activity and go through new bigger group of people. During the war
the answers in class. Learners can nearly all the Ewe people in the north and
either check their own work for self- west united under its leadership.
assessment, or swap work with a
partner and check each other's work for 2 a True
peer assessment. b True
• Summative assessment: Let learners c False. At Feyiase, the army of
write the answers in their exercise books Denkyira was defeated and their
or talk about the answers with you king, Ntim Gyakari, was killed by the
individually. Take in the exercise books people of Adunku.
or listen to the oral answers and assess d True
learners’ work. Check that learners can e True
history is about and how it is part of 3 Any conflict of the learner’s choosing
everyday life. that was taught to them.
Answers 4 a The Asante
Battle of Feyiase b Chief Kwadzo Dei of Peki organised
This was the battle that led to the fall of the an alliance of the Krepi people and
Denkyira kingdom and the formation of the the rest of the Ewe people. The Peki
Asante Union. people became the leaders of a new,
bigger group of Ewe people.
Before this battle, the King thought he c The Asante people were collecting
was doing well in the war because he had taxes from castles and forts along
succeeded in driving away the people of the coast. The Assin people, the
Asante. Denkyira people and the Akwamu
people were paying taxes to them.
He did not know that the previous defeats Self-assessment
were all part of Osei Tutu's plan to trap the
Denkyira troops at Feyiase. The King was • Learners should assess themselves
killed by the people of Adunku. The people according to the statements. If they
of Adunku were from Feyiase. feel that they did not perform well in an
Krepi War they struggled with. Use their reflections
The Ewe people migrated from Notsie in and your notes to give them extra
groups. When they arrived in Ghana, these practice in these areas.
groups built independent small villages
(Dukowo). Each village had a leader. They
never formed a single group, even though
they were all Ewe people. They stayed a
loose collection of small groups.
74

Demonstrate knowledge of the forts and castles built in Ghana --- (B3.2.4.1)
In this section learners will identify the forts and where the forts and castles are located, who built
castles along the coast of Ghana. They will explore them, when they were built, why they were built and
what the difference is between a fort and a castle, how these forts and castles have been used over time.
Major historical loacations
The forts and castles on the Ghana Key words:

coast�� (LB pages 74–83) military, colonial authorities, trespassers, bases,
lords, nobles, moat, residences, sites
In order to protect their trading activities, Europeans
built several castles and forts as trading centres in Helpful links:
Ghana. These buildings were built more than four • https://www.youtube.com/watch?v=rjaqxSTSReA
hundred years ago. They are places of historical • https://www.youtube.com/watch?v=0KdEDc_
importance and are very unique. Castles were a sign Ab9I
of wealth and power. Most of the buildings are now • https://www.youtube.com/watch?v=GpjtPH8Q_
popular sites where tourists can visit. H0
• https://www.easytrackghana.com/tour-ghana_
Content standard: B3.2.4.1. forts-castles.php
Demonstrate knowledge of the forts and castles • https://www.youtube.com/
built in Ghana. watch?v=XPkig1VpHU4
• https://whc.unesco.org/en/list/34/video/
Identify the forts and castles built along the Teaching instructions
coast of Ghana
1 Explain the differences between forts and castles. Use these teaching suggestions to create your own
2 With the use of internet, identify the major lesson plans to address the performance indicator
forts and castles on Ghana’s coast on a map and exemplars.
(where they are located, which Europeans built
them and when and why they were built). Phase 1: Start suggestions
3 Explain some of the uses to which these forts Start the lesson by asking learners:
and castles have been put since they were built. • Have you ever been to a fort or castle?
For example, Seat of government, trading and • Explain why you went and what you experienced
education. there.
4 Discuss the use to which these forts and castles • What do you think is the difference between a
were put since Ghana gained independence. fort and a castle?
5 Match these forts and castles with where they These are warm-up questions for an informal
can be located. benchmark assessment.
6 Learners draw their favourite castle.
7 Show and discuss a documentary/ slides on Phase 2: Main
forts and castles in Ghana. • Read through the information first on the
differences between forts and castles, then on the
Subject-specific practices and core competencies: different forts and castles on the coast.
The use of evidence to appreciate the significance • There is a lot of information; pace the lessons and
of historical locations helps learners to become read through each section slowly.
critical thinkers and digital literates • Check that all learners understand the concepts
Resources: before moving on to the next paragraph or activity.
Map on the coastal towns of Ghana, paper and • Learners can take turns in reading.
art stationery, short videos on castles or forts built • Discuss the meaning of any difficult words.
along the coast of Ghana, Resource 8 on page 110 Learners can underline any important
of this Teacher’s Guide information.
75
Phase 3: Reflect Fort Location

• Put the learners into small groups to discuss the
notes that they underlined and to see if they have Good Hope Senya Breku, Central Region
all the important information. St. Anthony Axim, Western Region
Amsterdam Abanzi, Central Region
Use of ICT
Orange Axim; Western Region
• The learners will need to research the castles on Sao Jago Elmina; Central Region
forts found in Ghana on the coast.
• They can use images for their research, if they can Ussher Fort Usshertown, Accra Region
be printed. Metal Cross Dixcove, Western Region
• Possibly provide a field trip or a documentary Patience Apam, Central Region
on the forts and castles built along the coast of
Ghana. San Sebastian Shama, Western Region
James Fort Jamestown, Accra
Activity 1.34 (LB page 79) Victoria Cape Coast, Central Region
In this activity, learners learn more about Ghana’s Fort William Cape Coast, Central Region
major forts and castles. Learners will need access to (Lighthouse)
the internet or library or relevant books on forts and Fort William at Anomabu, Central Region
castles. Anomabu
Pair work Fort Groß Princes Town, Western
In pairs, learners research the major forts and castles Friedrichsburg at Region
on Ghana’s coast. They say why each fort or castle Prince's Town
was built, when they were built and for what reason.
Fort Apollonia Beyin, Western Region
They then use a map to show where each fort or
castle is located.
Answers Formative assessment
• Walk around the class and observe pairs as they
Fort / Which When Why was it do research. Help and assist where necessary.
Castle European was it built? • Go through the answers with learners. Many
group built? learners may need more practice with further
built it activities or exercises, as this is a difficult section
of work.
Elmina Portuguese 1482 To serve as their • As learners may struggle to write the names of the
Castle trade centre forts or castles on the map due to a lack of space,
and to protect encourage them to use simple symbols such as
their trading a star or triangle and show them how to add a
activities from legend or key to their maps.
other foreigners • Observe learners as they draw their castles or
who were also forts. Offer guidance where necessary.
interested in
trading in gold Differentiated learning
and slaves • Use the remedial activities as practice for those
Cape Swedish 1653 Trading and activities for those learners who need more of a
Coast protection centre challenge.
Castle
Remedial activity
Osu Denmark 1661 The seat of
• If learners struggle to draw the map of Ghana,
Castle government in
then give them a political map of the country,
Ghana
showing its regions. (See Resource 110 on page
112 of this Teacher’s Guide.)
• Work through a few forts and show learners how
to find and indicate them on the map.
76
Extesion activity mark them. Display these pages on the classroom

• Ask learners to draw a large map on poster paper walls under the heading ‘How castles and forts
and include the castles and as many forts as they have changed over time’.
can.
• Ask some learners to talk about their maps and Activity 1.35 (LB page 81)
why they chose to indicate the forts they did.
• Ask a few confident learners to make a slide show In this activity, learners draw their favourite castles.
of the castles and forts of Ghana as if they were a
tour guide, showing these historical locations to Group work
tourists. Learners then work in groups to complete this
activity. They discuss the following points first.
1 What did you like the most about castles or forts?
Explain.
Learners research how other castles and forts have 2 What part of the building did you like? Explain.
changed over time, especially after independence. 3 If you could design a castle or fort, what would it
Ask students to write a few sentences about what look like?
they found out. Then they draw their favourite castle or fort and
Answers: share it with the class.
Learners’ own answers according to the research they Answers
conducted. Learners should include the important features of
Individual work the fort or castle, people or soldiers and background
• Learners work on their own in this exercise. This scenery.
is a homework exercise but allow learners enough Formative assessment
time in class to finish writing their sentences. Ask • Walk around the class and observe groups’
learners to share their sentences with a partner. discussions. Make sure that all learners participate
Invite a few learners to share their work with the and ask learners questions individually if
class. necessary. Take note of which learners struggled
Formative assessment to name the features or parts of a fort or castle.
• Walk around the classroom. Observe learners They will need more practice in further activities
as they complete their sentences. Ensure that or exercises.
all learners brought in notes or key words after • Observe learners as they draw their castles or
their research. Assist any learners who seem to be forts. Offer guidance where necessary.
struggling, for example, with vocabulary. Differentiated learning
• Take learners’ sentences in for marking. • Use the remedial activities as practice for those
Differentiated learning who find the task challenging and the extension
• Use the remedial activities as practice for learners activities for those learners who need more of a
who struggle, and the extension activities for challenge.
those learners who need more of a challenge. Remedial activity
Remedial activity • Review pictures of forts and castles and ask
• If learners cannot write sentences, then ask them learners to identify their features and parts.
to tell you orally about the research. Help them • Allow learners to trace parts of a picture to draw
to identify key words and the main points. Turn their own fort or castle.
each main point into a sentence. To answer the Extension activity
questions in the exercise correctly, they will need • Ask learners to expand their drawings and make
more remedial exercises in the form of worksheets a larger castle or fort on an A3 or A2 sheet of
and further activities. Pair stronger and weaker paper.
learners so that stronger learners can help weaker • Learners can make models of their forts or castles
ones. from waste material such as cardboard and paper.
Extension activity Display the posters and models. Arrange an
• Ask learners to write a paragraph and draw a exhibition for other classes to view their work.
picture. Collect these pages from learners and Invite a few learners to discuss their work.
77
Homework (LB page 81) • Give learners a model diary entry as an

example.
In this activity, learners write a short diary entry of • Ask learners to tell you about the visit orally
when they visited a fort or castle. before they write their diary entries.
Individual work Extension activity
Learners work on their own to write a diary entry. • Ask learners to add pictures and expand the diary
The activity will be easier to do if learners have entry to include more details. Invite them to
watched the videos listed on the ICT activity on share their diary entries with the class.
page 81. If learners do not have access to the internet
at home, then make some time available for them to Project: Make a model of a fort or
do their research at school. castle
Answers In small groups, learners make a model of a fort or
Learners’ diary entries will differ. The diary entries castle.
should be in the past tense and in the first person. It
should contain the following information: Group work
• Where the fort or castle was located. • Put learners into group of 4. Learners make a
• What the fort or castle was used for. model of the fort or castle they have visited (or
• What they saw there. seen in a documentary).
• What they experienced. • They should use waste materials such as
cardboard boxes and scrap paper.
Formative assessment • Groups should draw plans first, decide on their
• Take in learners’ diary entries. Take note of which materials and give each person in the group a
learners struggled to write the diary entry or did role.
not include all the required information. • Give groups time to build their models. Groups
Differentiated learning should present their work to the class.
• Use the remedial activities as practice for those • Display the models. Arrange an exhibition for
who find the task challenging and the extension other classes to view their work.
activities for those learners who need more of a Formative assessment
challenge. Use or adapt the Group Assessment rubric on
Remedial activity page 125. Ask learners to assess how well they
• Review the format of a diary entry with learners. performed in this project.
Give them a writing frame to write into. Pair
them with a stronger learner and let them repeat
the activity, this time using another fort or castle.
78
Summary: Major historical locations

The forts and castles on the Ghana coast • They also served as places of protection and
as military bases.
More than 400 years ago, the Europeans built
• They were used as offices from where the
many forts and castles while they were in
Europeans ran their businesses.
Ghana.
• Castles were used as residences.
• These castles and forts were used as trading
• They were regarded as a sign of wealth and
centres.
power.
Differences between forts and castles
• Forts served as bases from where • Castles were the homes of the lords or
soldiers could fight wars. People do not nobles. A castle has many rooms, large
live in forts. halls and many corridors.
• Forts had strong, thick walls around • A group of people would use a castle
them. However, they were not built to as a base to rule over the communities
last for a long time. Some were built around them.
quickly during times of battle. • Castles were also used by different
• Forts were used by different groups of groups of Europeans to protect
Europeans to protect themselves from themselves from being attacked.
being attacked. • A castle is a safe place. The building is
surrounded by tall and strong walls to
protect people against an attack.
• The walls have holes through which the
Europeans fired guns at the enemy.
• A castle is usually surrounded by a moat
to stop attacks from the enemy.
79
Use this Sub-strand 4: Major historical • Summative assessment: Let learners

locations Revision activity for formative or write the answers in their exercise books
summative assessment. or talk about the answers with you
• Formative assessment: Let learners individually. Take in the exercise books
complete the activity and go through or listen to the oral answers and assess
the answers in class. Learners can learners’ work. Check that learners can
either check their own work for self- demonstrate an understanding of what
assessment, or swap work with a history is about and how it is part of
partner and check each other’s work for everyday life.
peer assessment.
Answers
1
Castle Fort
Castles were the residence of the lords or nobles. Forts were built to serve as bases from where
It is a large residence with several rooms, large soldiers could fight wars. They cannot be
halls and many corridors. lived in.
They were the base from which a group of Forts were used to defend specific areas.
people ruled over the surrounding communities.
They were used by different Europeans to They were used by different Europeans to
protect themselves from being attacked. protect themselves from being attacked.
A castle is a secured structure. The building is Forts were surrounded by strong, thick walls.
surrounded with tall and strong walls to protect They were not built to last for a long time.
people against attack. These walls have holes Some were quickly built during times of
through which the Europeans fired guns at the battle.
enemy. The castle is usually surrounded
by moats in order to hold back attacks from
the enemy.
2 Elmina Castle – near Cape Coast Self-assessment

Cape Coast Castle – Cape Coast
Osu Castle – Accra • Learners should assess themselves
Fort William – Anomabo according to the statements. If they
Fort Amsterdam – Central Region feel that they did not perform well in
an area, ask them questions about
3 Learner’s own logical explanation. what they struggled with. Use their
reflections and your notes to give them
4 Learner’s own answer. They should
extra practice in these areas.
answer no or say that it would have
been much more difficult.
80

Describe the contributions of some outstanding Ghanaian
entrepreneurs --------------------------------------------------------------------------------- (B3.2.5.1)
Ghanaian entrepreneurs
Entrepreneurship is the process of creating,
Subject-specific practices and core competencies:
launching and running a new business. It often starts
The use of evidence to appreciate the significant
as a small business. The people who create these
contributions of some Ghanaians, learners become
businesses are called entrepreneurs.
creative, innovative and digitally literate
Resources:
Ghanaian entrepreneurs
Short videos and documentaries on Ghanaian
that contributed to national entrepreneurs, Resource 5 on page 105 of this
development�� (LB pages 84–103) Teacher’s Guide
In this section learners will learn about entrepreneurs
Key words:
who have made significant contributions to Ghana.
entrepreneurship, launching, entrepreneurs,
These individuals include George Grant, Winifred
impact, export, political activist, processing,
Tete-Ansa, Dr. Esther Ocloo, Benjamin Amponsah
micro-lending, loans, economic empowerment,
Mensah, J.K. Siaw and Alhaji Adam Iddrisu.
import, ammunition, manufactured, seizure,
Learners will learn about how these entrepreneurs industrialist, visionary, mogul, tax evasion, patriot,
have contributed to national development, and then exile, honorary doctorate, conferred, socio-
look at which entrepreneurs inspire them the most. economic, credit, perseverance, fleet, inspires
Next, they will identify some modern-day Helpful links:

entrepreneurs and learn about what they are doing to • https://yen.com.gh/104191-best-entrepreneurs-
contribute to Ghana’s development. ghana-do.html
• https://www.dailyhawker.com/articles/esther-afua-
Content standard: B3.2.5.1. ocloo-the-ghanian-pioneer-of-micro-lending/
Describe the contributions of some outstanding • ghanaculturepolitics.com/profile-on-george-alfred-
Ghanaian entrepreneurs. grant/
Describe Ghanaian entrepreneurs who have made Teaching instructions
significant contributions including George Grant
– Businessman, Winifred Tete-Ansa, Esther Ocloo Use these teaching suggestions to create your own
– Nkulenu Industries, B.A. Mensah – Pioneer lesson plans to address the performance indicator
Tobacco Ltd. Kwabena Pepra – Paramount and exemplars.
Distilleries, J.K. Siaw – Tata Brewery, Alhaji Adam Phase 1: Start suggestions
Iddrisu – Global Haulage • Start the lesson by asking learners if they know of
1 Name Ghanaian entrepreneurs of note for George Grant – Businessman, Winifred Tete-
example, George Grant – Businessman, Ansa, Dr. Esther Ocloo – Nkulenu Industries,
Winifred Tete-Ansa, Esther Ocloo – Nkulenu B.A. Mensah – Pioneer Tobacco Ltd. Kwabena
Industries, B.A. Mensah – Pioneer Tobacco Pepra – Paramount Distilleries, J.K. Siaw – Tata
Ltd. Kwabena Pepra – Paramount Distilleries, Brewery, Alhaji Adam Iddrisu – Global Haulage
J.K. Siaw – Tata Brewery, Alhaji Adam Iddrisu and to share what they know.
– Global Haulage • These are warm-up questions for an informal
2 Show pictures of some outstanding benchmark assessment.
entrepreneurs in Ghana
3 Retell the life stories of any of these
entrepreneurs from a documentary show
4 Identify the entrepreneurs who se work inspires
you most and give reasons for your choice
81
Phase 2: Explore suggestions Differentiated learning

• Read through the information on Ghanaian • Use the remedial activities as practice for learners
entrepreneurs. who struggle, and the extension activities for
• Read through each section slowly, accompany those learners who need more of a challenge.
each Ghanaian entrepreneur with a documentary
or video on their life. Remedial activity
• Check that all learners understand the concepts • If learners cannot write definitions, then ask
before moving on to the next paragraph or them to explain the concepts to you orally. Help
activity. Learners can take turns in reading. them to identify key words and turn the key
• Discuss the meaning of any difficult words. words into a sentence. Pair stronger and weaker
• Learners can underline any important learners so that stronger learners can help weaker
information. ones.
Phase 3: Reflect suggestions Extension activity

• Let learners talk in groups about famous • Ask learners to share their definitions with the
Ghanaians. They can say who they like and why. class.
• Ask learners to pretend and role-play one of the • Ask learners to draw pictures to illustrate their
great Ghanaians doing what they are famous for definitions. Take the best one and add it to a class
and let the group or class guess the Ghanaian’s history dictionary that you bind for the class to
name. reference.
• Students reflect on entrepreneurship – what it
requires, what skills people need to be successful Activity 1.37 (LB page 87)
and how entrepreneurship by a few individuals
has changed Ghana’s history. In pairs, learners must draw up mind maps detailing
the activities of Paa Grant, Winifred Tete-Ansa and
Dr. Esther Ocloo and present their mind maps to
Use of ICT
the teacher for marking.
• The learners will need to research Ghanaian
Pair work
entrepreneurs.
activity. First, they should re-read all the information
Activity 1.36 (LB page 84) for these three entrepreneurs. Then they plan and do
their mind maps.
In pairs, learners explain what an entrepreneur is
and what it means to be one and then learners must Answers
explain what the concept of entrepreneurship is. Students’ own mind maps showing the activities
of Paa Grant, Winifred Tete-Ansa and Dr. Esther
Pair work Ocloo.
Learners work in pairs to complete this activity.
Encourage them to look online, in dictionaries, and Formative assessment
so on, to come up with their own definitions. • Walk around the class and watch as learners
read, plan and do mind maps. Make sure that all
Answers: learners participate. Take note of learners who
Entrepreneurship is the process of creating, struggle to do a mind map. They will need more
launching and running a new business. It often starts practice later. (They could turn their summaries
as a small business. in Activity 1.42 into mind maps.)
The people who create these businesses are called Differentiated learning
entrepreneurs. • Use the remedial activities as practice for learners
Formative assessment who struggle, and the extension activities for
• Walk around the classroom. Observe pairs as they those learners who need more of a challenge.
complete their definitions. Assist any learners Remedial activities
who seem to be struggling, for example, with • Pair up stronger and weaker learners in a group
vocabulary. so that stronger learners can help weaker ones.
82
Ask learners to do a single branch of the mind Activity 1.38 (LB page 89)
map first.
Learners are to write a paragraph on their thoughts
Extension activities after reading the given diary entry on B.A. Mensah.
• Ask learners to do their mind maps as large
posters. Pair work
• Invite some groups to talk the class through their Put learners into pairs. Let pairs read the diary entry
mind maps. together. Then they write a paragraph. Show them
• Display the best mind maps in class. how to write a good paragraph by using a topic
sentence that explains what the paragraph is about.
Exercise 1.15 (LB page 87) Encourage learners to plan their paragraphs and
write a draft first.
Learners work on their own to answer this question.
Answers
Individual work Pairs’ own paragraphs of about 4–5 lines.
Learners work on their own to interview a local
entrepreneur. Give learners enough time to complete
• Walk around the class and observe learners
the activity. This exercise will require at least two
as they work in pairs. Help with language or
periods on different days. In the first lesson, let
vocabulary where needed.
learners plan their interviews, write some questions
• Make a note of those learners who seem to be
to ask the shop owner and role-play conducting an
struggling to write a paragraph. They will need
interview to gain confidence. Share basic interview
more practice opportunities in later lessons.
skills with the class. Remind them to be polite and
thank the person for their time when the interview is Differentiated learning
complete. • Use the remedial activities as practice for those
Answers
Learners’ own interviews with a local shop owner.
challenge.
Remedial activity
• Pair less confident learners with stronger ones
so that the stronger learners can help the weaker
struggling.
ones. Let learners write one sentence, then build
• Make a note of those learners who are finding
it up to two, and so on, until they can write a
it difficult to write questions or conduct an
paragraph.
interview. Give them more practice opportunities
in later lessons or tasks. Extension activity
• Invite some learners to share their diary entries
with the class. They can draw a picture next to their
entries and display their works on the class walls.
Remedial activity
• If learners are really not confident enough, allow Learners discuss the life of J.K. Siaw, what it means
them to do the activity in pairs. You could also to be in exile, why Siaw went into exile and conclude
arrange that a few shop owners visit and address by drawing a timeline of his life.
the class. Learners will then get an opportunity
Group work
to ask questions without having to conduct an
entire interview.
They should first conduct their research about what
• Give learners an interview frame with some
exile is and then discuss the reasons for J.K. Siaw
questions already added for them to use and to
going into exile.
which they can add their own questions.
Review the format of a timeline as done earlier in
Extension activity
this strand. Encourage all students to take part in the
• Ask learners to interview several shop owners and
discussions and drawing of the timeline.
then make a presentation on what they found
out. They present this to the class.
83
Answers import to bring in soap and

1 Exile means that a person has been banned products from ammunition
(prevented) from entering his own country. another country
2 Accept any reasonable answer about the political for sale
situation in Ghana at the time. They thought that
his wealth could only have been collected due to political activist a person who George
corruption. believes strongly Grant
3 Timelines will differ according to the number of in change in
events that groups add. It should start in 1923 society or in the
and end in 1986. laws and takes
part in activities
Formative assessment to try to make
• Walk around the classroom. Observe learners as this happen
commodities items that can cocoa
• struggling.
be traded
• Give learners enough time to do research, have a
discussion and draw a timeline. micro-lender A person who Dr. Esther
• Make a note of those learners who are finding gives people Ocloo
it difficult to draw a timeline. Ensure that they small loans to
understand what the term ‘exile’ means. Help grow their own
them to find its meaning online and in their businesses
textbooks and dictionaries. ammunition things that can bullets
be shot from a
weapon
struggling and the extension activity for learners mogul an important B.A. Mensah
who need an extra challenge. person who is
rich or powerful
Remedial activity
• Give learners additional exercises or worksheets if patriot A person who J.K. Siaw
they struggle to complete this activity. loves their
country
Extension activity entrepreneur A person who Winifred
• Ask learners to draw timeline of the lives of takes great Tete-Ansa
the other notable entrepreneurs named in this financial risks
section. to set up a
business
Exercise 1.16 (LB page 91)
Learners work on their own to answer this question. • Walk around the classroom. Observe learners as
Individual work they work. Assist any learners who seem to be
struggling.
• Give learners enough time to complete the table.
exercise. Give learners enough time to complete • Make a note of those learners who are finding
the activity. it difficult to complete the table. Ensure that
Answers they understand the terms. Help them to find
the meaning of the terms online and in their
Term Meaning Example textbooks and dictionaries.
entrepreneur sets up a B.A. Mensah Differentiated learning
business • Use the remedial activity for learners who are
export to send items to timber struggling and the extension activity for learners
another country who need an extra challenge.
for sale
Remedial activity
84
them more time to complete the exercise, fill in • Give learners enough time to complete all of the
the first word with them, or pair them with a questions.
stronger learner. • Work through the answers by inviting groups to
share their answers with the class.
Extension activity • Make a note of those learners who are finding
• Ask learners to conduct more research about it difficult to complete any of the work in this
the entrepreneurs discussed in this section. They section. Give them more practice opportunities
should share what they have found with the class in later lessons or tasks.
in the next period.
Activity 1.40 (LB page 94) • Use the remedial activity for learners who are
In groups, learners must tabulate the achievements who need an extra challenge.
of Alhaji Adam Iddrisu’s life and the dates for the
Remedial activity
respective achievements, list the companies he
owned, the vehicles GHGL started with and how
if they struggle to complete this activity. Allow
many trucks used per day.
them more time to complete the exercise, fill in
Group work the first word with them, or pair them with a
Learners work in groups to complete this activity. stronger learner.
Encourage learners to first read the questions
Extension activity
carefully, then to read the Case Study together as a
• Ask learners to list the achievements of Dr. Esther
group.
Ocloo in the same way.
Answers • Learners can make a video about the life of Alhaji
1 Adamu Iddrisu. They can show it to the class.
Date Achievement The best videos can be shown to other classes.
1953 Founded Global Haulage Limited
(GHGL) Exercise 1.17 (LB page 94)
1986 Greater Accra District Best Farmer Learners work on their own to answer questions
about the entrepreneurs they have learnt about and
1987 Greater Accra Regional Best Farmer then write a paragraph.
1992 Africa International Awards in Tunisia
Individual work
1999 European award (in Brussels) Learners work on their own to complete this
2003 European award exercise. Give learners enough time to complete the
activity.
2015 Honorary doctorate at the
the Kwame Nkrumah University of Answers
Science and Technology 1–4 Learners’ own answers.
2 Eleven companies are part of the GHGL. These Formative assessment

are the Global Haulage Company Limited, • Walk around the classroom. Observe learners as
the Royal Bank, Imperial General Insurance, they work. Assist any learners who seem to be
Federated Commodities, Trans Royal Ltd, struggling.
Cocoa Merchant, Royal Commodities, Isudam • Make a note of those learners who are finding
Construction and more recently, Global it difficult to complete the sentences. Ask them
Automobile Limited. GHGL also has the GG the questions orally. Give them more practice
Farms and Global Haulage Real Estate, which opportunities in later lessons or tasks.
builds warehouses and homes. Differentiated learning
3 It started with 15 vehicles in 1971. • Use the remedial activity for learners who are
4 They now own and run 230 trucks daily. struggling and the extension activity for learners
Formative assessment who need an extra challenge.
• Walk around the classroom. Observe groups as
struggling.
85
Remedial activity • Give each member of the group a task and role-
• Give learners additional exercises or worksheets play according to their strengths, so that they are
if they struggle to complete this exercise. Allow all involved with the task.
them more time to complete the exercise or pair
them with a stronger learner. Remedial activity
• Encourage less confident learners to take a small
Extension activity role in the beginning to build their confidence.
• Ask learners to share their paragraphs with the
class. Extension activity
• Let learners make use of simple costumes for
their role play.
Activity 1.41 (LB page 94) • They can record their role plays as videos and
play it for the class and other classes.
In groups, learners are to role-play the life story of
one of the entrepreneurs they were taught about.
They must:
• write a script In pairs, learners must make a summary of the work
• practice their role play that they have done this year in this strand.
• present their role play to the rest of the class.
Pair work
Group work Work through the example in the Learner’s Book
Learners work in groups to role-play the life of and show learners how to write a summary. Then put
an entrepreneur. If necessary, allocate a specific the class in pairs to complete the activity. Give pairs
entrepreneur per group to ensure that that all enough time to work. This may take longer than a
entrepreneurs will be role-played. Allow groups period to complete.
adequate time to prepare.
Answers
Medhod: Pairs’ own summaries. The points must be short and
• Learners form small groups, each with about four in bullet form for each section. Learners must do a
or five learners. summary for every section of the work.
• Then they decide what part(s) of the
entrepreneur’s life they will role-play. You need to Formative assessment
guide learners in their planning stages. It needs to • Walk around the class, observe learners as they
be realistic. work in pairs. Help where needed.
• Students write a script. • Make a note of those learners who seem to be
• They decide what role or character each learner struggling with a particular section of work as
will play. they will need more practice opportunities in
• Groups practice the role play. later lessons.
• Learners perform their role play in class. The class • Ensure that learners know how to summarise.
should be able to say which entrepreneur they are It is important that they do not just rewrite all
role-playing. the text in each section. Ask them to tell you the
main points or key words in a section of work.
Formative assessment Help them to turn each key word into a point.
• Walk around the class, observe and listen to
learners working in groups. Help where needed. Differentiated learning
• Make a note of those learners who lack • Use the remedial activities as practice for those
confidence in role play and give them more who find the task challenging and the extension
practice opportunities in later lessons. activities for those learners who need more of a
• Encourage all learners to take part in the challenge.
planning, script writing and actual role play. Remedial activity
Differentiated learning • Pair less confident learners with stronger ones so
• Use the remedial activities as practice for those that they can help them.
who find the task challenging and the extension Extension activity
activities for those learners who need more of a • Let learners turn their summaries into a slide
challenge. show (with a slide for each section). They then
share these with the class.
86
Project: Design a poster (LB pp. 98–99) Differentiated learning

In small groups, learners conduct research and make who struggle, and the extension activities for
a poster on Ghanaian entrepreneur. those learners who need more of a challenge.
Group work Remedial activity
Put learners into group of 4. Learners can either choose • Give learners further practice with the section of
one entrepreneur or assign a particular entrepreneur to the project with which they struggled. This could
them. They do research to answer the task questions. be in the form of helping them to decide on the
Then they design a poster and present it to the class. words to enter in a search engine, sorting and
summarising work, writing information in their
Answers:
words, participating more in the group, planning
Groups’ own answers according to the research they
their layout on a poster, and so on.
found. Check that they have followed the guidelines.
• Learners prepare a short individual talk about the
Formative assessment entrepreneur they have chosen.
• Walk around the classroom. Observe groups as
Extension activity
they complete their task. Assist any learners who
• Ask learners to make a slide show presentation of
seem to be struggling.
their work. They can present it to the class, and
• Give groups a rubric to use for this project. Use
possibly, to other classes.
the rubrics for Posters (page 120), Group work
(page 125), Projects (page 126) and Internet
research (page 128) to help you.
Ghananian entrepreneur checklist Yes, no, comment

Have groups provided the following information?
a Where and when the entrepreneur was born?
b Which ethnic group the entrepreneur belongs to?
c What is the ethnic group well-known for?
d Describe the migratory route of this ethnic group.
e What inspired them to become an entrepreneur?
f What business have they gone into or are well-known for developing?
g Explain what inspires you about them.
h How is the person growing and developing this business?
i Does the business employ other people?
J What inspires you about this entrepreneur?
Have groups followed these instructions?
1 Printed or drawn images of the Ghanaian entrepreneur and their life.
2 Written or typed the information under each question in their own words.
3 Pasted the information and images on a poster.
4 Made sure that their posters are easy to read, colourful, neat and interesting?
Project: Retell the life story of an • Learners watch a documentary on the person and
entrepreneur then retell their life story to the class.
Learners watch a documentary of an entrepreneur Summative assessment Use or adapt the Speeches/
and then retell their life story. Orals rubric on page 122 to assess learners.
Group work
• Put learners into group of 3 or 4. Learners choose
an entrepreneur (or assign one to them so that
not all groups do the same person).
87
Summary: Some selected individuals

Entrepreneurship is the process of creating, • In 1990, she received the African Prize for
launching and running a new business. It Leadership for her work to bring about the
often starts as a small business. The people economic empowerment of women.
who create these businesses are called
entrepreneurs. Benjamin Amponsah Mensah (1924–
present)
George Grant (1878–1956)
• In 1951, he started his own import/export
• He set up his own company known as company that imported soap and different
George Grant and Company. types of alcoholic drinks.
• He was successful as a timber merchant and • He then set up another company called
had an export business. Textile Spinning Works Limited.
• Paa Grant was also a political activist and
one of Ghana’s Founding Fathers. J.K. Siaw (1923–1986)
• He arranged for Dr. Kwame Nkrumah to • In 1969, he started Tata Brewery Ltd. He
return to Ghana from the United States. Dr. opened the largest and first completely
Kwame Nkrumah then led Ghana towards African-owned brewery company in West
independence in 1957 and became Ghana’s Africa.
first president. • In 1979, all his money and possessions
were taken because he was accused of tax
Winifred Tete-Ansa
evasion.
• He was a successful cocoa trader and
contributed towards Ghana being one of the Alhaji Adamu Iddrisu
main cocoa producers in the world. • Alhaji Adamu Iddrisu received his honorary
• He opened a bank to support businesses doctorate in 2015.
that belonged to Africans because European • The Honorary Doctorate was in recognition
banks did not want to help them of his contribution to society.
• He founded the Global Haulage Group
Dr. Esther Ocloo (1919–2002)
Limited (GHGL) in 1953.
• In 1942, Dr. Esther Ocloo started Nkulenu
Industries Limited (Ltd). It is a well-known
food processing company in Ghana.
• Dr. Esther Ocloo then started a business in
micro-lending.
88
Use this Sub-strand 5: Some selected Answers

individuals Revision activity for formative or
summative assessment. 1 a True
• Formative assessment: Let learners b False. He was falsely accused; he did
complete the activity and go through pay his taxes.
the answers in class. Learners can c True
either check their own work for self- d True
assessment, or swap work with a e True
partner and check each other’s work for
2 Dr. Esther Ocloo started Nkulenu
peer assessment.
Industries Ltd. It is a well-known food-
• Summative assessment: Let learners
processing company in Ghana. She
write the answers in their exercise books
started the company so that she could
or talk about the answers with you
have work for herself. When she left
individually. Take in the exercise books
college, there were no jobs available
or listen to the oral answers and assess
because of the Second World War.
learners’ work. Check that learners can
It soon grew into a very successful
business.
history is about and how it is part of
Paa Grant was a political activist and
everyday life.
one of Ghana’s Founding Fathers.
People called him the ‘father of Gold
Coast politics’. He arranged for Dr.
Kwame Nkrumah to return to Ghana
from the United States. Dr. Kwame
Nkrumah then led Ghana towards
independence in 1957 and became
Ghana’s first president.
3 Column A Column B
Winifred Tete-Ansa Promoted the cocoa-growing regions of the Gold Coast.
B.A. Mensah Imported soap and different types of alcoholic beverages to Ghana.
Dr. Esther Ocloo Started a business in micro-lending
Alhaji Adamu Iddrisu Received an honorary doctorate
in December 2015.
George Grant The Father of Gold Coast politics
J.K. Siaw Started Christ College with his father, which became Ghana
Secondary School in Effiduase.
Self-assessment
• Learners should assess themselves they struggled with. Use their reflections
according to the statements. If they and your notes to give them extra
feel that they did not perform well in an practice in these areas.
89
Strand 2: Assessment
Strand 2: Assessment (LB pages 102–103)
Use this Strand 2 for summative assessment 3 d, c, b, a (4)

of the first, second, fourth and the fifth
sub-strands. Let learners write the answers 4 salt, gold, pottery, fish and kola
in their exercise books or talk about the beans(5)
answers with you individually. Take in the 5 (6)
exercise books or listen to the oral answers
and assess learners’ work. Column A Column B
Battle of The king of Denkyira,
Make sure that learners can demonstrate Feyiase Denkyirahene Ntim
understanding of the work done in the three Gyakari, thought he was
sub-strands. doing well in the war. He
had driven people of the
Answers
Asante from Adunku,
1 a There were two ways in which Abuontem and Aputuogya.
people paid for their goods. They
Krepi War During the conflict nearly
used cowrie shells and they use the
all the Ewe people in
barter system. (2)
the north and west unit
b The medium of exchange is
under Chief Kwadzo Dei’s
something that is used in trading
leadership.
goods and services. (1)
c Forts were bases for soldiers. They Battle of The Asante army was
were not residences. (1) Akatamanso defeated by an alliance
d The Ewe people designed Ghana’s made up of the British, Ga-
famous kente cloth. (1) Adangme, Fante, Akyem,
e Castles were buildings in which lords Akwamu, Krepi people,
or nobles lived. (1) Anlo and Denkyira people.
2 a True 6 a C
b True b C
c True c A
d True d B (4)
e False. They could be erected faster Total: 30
than a castle and had thick walls. (5)
90
Introduction
Introduction
Introduction
In Basic 1, learners identified the European In Basic 2, in Sub-strand 2, International trade
countries whose citizens came and settled in including the slave trade, they learnt about the
Ghana, such as Portugal, Britain, France, Sweden, interactions between the people of the Gold Coast
Germany, (Brandenburg) Denmark, Norway and and the Europeans, how trade was first carried out
The Netherlands. They learnt in which order these and which goods and services were bartered. They
Europeans came to Ghana, and located the countries discovered how some of these items remained a part
they came from on a map of the world. Then they of everyday Ghanaian life. They investigated how
explored where these Europeans first settled in this trade changed over time and how it led to towns,
Ghana and the types of settlements they built. forts and castles being built and how this led to the
establishment of the slave trade in Ghana.
Opener activity
The questions have been structured to broadly cover Diagnostic assessment
sub-strand in Strand 3: Sub-strand 1: Europeans in Observe learners and use their answers to assess their
Ghana. understanding and skill levels. This activity will also
allow you to measure how much they know about
1 Learners’ answer will differ according to what questions to identify their strengths and weaknesses,
they remember from Basic 2. All the content is and any knowledge gaps.
listed above.
2 Learners’ own answers. Example answer: The
slaves gave the Europeans a valuable commodity
to trade. It led to many European countries
establishing forts and castles in Ghana.
91
Show an understanding of the interactions between the local people and

early settlers ----------------------------------------------------------------------------------- (B3.3.1.1)
Learners will learn about which Europeans were the where they settled.
first to come to the Gold Coast, when they came and
Europeans in Ghana
How the Europeans settled on the Teaching instructions

Gold Coast �� (LB pages 104–119) Use these teaching suggestions to create your own
The Portuguese had several reasons for travelling lesson plans to address the performance indicator
south. Some of these were: and exemplars.
• They were attracted by stories of gold and ivory
in Africa, with its fertile lands. Phase 1: Start suggestions
• They wanted to avoid Arab traders and establish • Start the lesson by asking learners: Why would
direct trade with Asia. foreign nations want to come to Ghana? What
are they looking for?
Content standard: B3.3.1.1. • These are warm-up questions for an informal
Show understanding of the interactions between benchmark assessment.
the local people and early settlers Phase 2: Explore suggestions
Indicator: B3.3.1.1.1 • Read through the information on how the
Describe how the Europeans settled on the Gold Europeans settled on the Gold Coast, including
Coast, including forming alliances with the local forming alliances with the local chiefs.
chiefs • Read through each section slowly.
1 Dramatise the meeting between the Portuguese • Check that all learners understand the concepts
and Kwamina Ansah before moving on to the next paragraph or
2 Explain why other Europeans who came later activity. Learners can take turns in reading.
also settled on the Gold Coast • Discuss the meaning of any difficult words.
3 Investigate how the Europeans settled on the • Learners can underline any important
Gold Coast, including forming alliances with information.
the local chiefs and marrying the local people Phase 3: Reflect suggestions
Subject-specific practices and core competencies: • Put the learners into small groups to discuss the
As learners explore the cause and consequences of notes that they underlined and to see if they have
the interaction between Europeans and the locals, all the important information.
they enhance their communicative, collaborative
and creativity skills Use of ICT
Resources: Investigate how the Europeans settled on the Gold
Access to a computer and an internet connection Coast, including forming alliances with the local
for research chiefs and marrying the local people.
Key words:
thriving, masons, carpenters, negotiations, Exercise 2.1 (LB page 108)
advantageous, demolish, retaliation, opposition,
Learners work on their own to answer this exercise.
lease, dependence, treaties, fortified, ancestry,
nobility, intermediaries Individual work
Helpful links:
exercise. They do research and then write 4–5
• https://www.britishempire.co.uk/maproom/
sentences to present their findings. Give learners
goldcoast.htm
enough time to complete the activity.
92
Sub-strand 1: Arrivals of Europeans
Answers • Make a note of those learners who lack

Learners’ answers will differ. confidence in role play. Give them more practice
opportunities in later lessons.
• Walk around the classroom. Observe learners as Differentiated learning
they work. Assist any learners who seem to be • Use the remedial activities as practice for those
struggling. who find the task challenging and the extension
• Give learners enough time to rewrite their activities for those learners who need more of a
sentences. challenge.
• Make a note of those learners who are finding it • Give each member of the group a role according
difficult to complete the sentences. Give them to their strengths so that they are all involved
more practice opportunities in later lessons or with the task.
tasks.
Remedial activity
Differentiated learning • Encourage less confident learners to take a small
• Use the remedial activity for learners who are role in the beginning to build their confidence.
who need an extra challenge. Extension activity
• Ask learners to write a script for their role play.
Remedial activity Let them act it out with the words for their
• Give learners additional exercises or worksheets friends.
if they struggle to complete this exercise. Allow • Let learners make use of simple costumes for
them more time to complete the exercise, or pair their role play.
them with a stronger learner. • They can record their role plays as videos and
play it for the class, and other classes.
Extension activity
sentences and leave out words for their partners Activity 2.2 (LB page 111)
to fill in. Then they swap roles.
Follow the same guidelines as in Activity 2.1.
This time, groups perform a short role play about
Activity 2.1 (LB page 109) members of an ethnic group that come across a
group of Europeans that have just arrived on the
In this activity, learners role play the meeting shores.
between the Portuguese and Kwamina Ansa.
Group work
Group work Learners work in groups of 4–5. They need to write
• Learners work in groups of 11 learners to role- a script first. Learners need to practise and perform it
play the meeting between the Portuguese and for other classes.
Kwamina Ansa.
• Groups need adequate time to prepare. Groups
then perform their role play. Exercise 2.2 (LB page 111)
• Characters: Learners answer questions in this exercise on their
–– Captain Diego D’Azambuja own.
–– Kwamina Ansa
–– João Bernaldes Individual work
–– Four Portuguese Learners work on their own to complete this
–– A mason, a carpenter and two soliders exercise. Give learners enough time to complete the
–– Four Fante people activity.
• Decide what role or character each learner will
play. Answers
• Groups practice the role play. 1 What did the Portuguese call Elmina and why?
• Learners perform their role play in class. They called it ‘A Mina’, which means ‘the
Mine’, because of all the gold that could be found
Formative assessment there.
• Walk around the class, observe and listen to
learners working in groups. Help where needed.
93
2 Who were the Berbers? learners to complete the exercise in pairs, where
The Berbers were an ethnic group made up of weaker learners are paired with stronger ones.
different nations mostly from North Africa.
Today many follow the Islamic religion and speak Extension activity
the Berber language. They were traders. • Ask learners to make up three of their own
3 Why did Captain Diego D’Azambuja come to sentences and leave out words for their partners
the Gold Coast? to fill in. Then they swap roles.
To build a fort on the coast.
4 What and who did Captain Diego D’Azambuja Activity 2.3 (LB page 113)
bring with him?
Masons, carpenters and materials In groups, learners are to make a booklet about the
5 What do you think ‘advantageous trading terms’ Europeans arriving in Ghana.
means?
Group work
Made the trade more attractive by offering more
Learners work in groups of 4–5. They will need time
goods, or goods at a lower cost.
to do the necessary research, plan their work, write
6 Who were the Fante people?
the information and draw pictures.
The Akan people who lived at the coast.
7 Who was João Bernaldes? Answers
A Portuguese soldier who was supposed to send The booklet should contain a timeline showing
payment and gifts to the Fante people, but he which Europeans came to Ghana and when they
failed to do so and upset the Fante people. came. It should explain why they came to Ghana,
8 Who was Benya? what alliances they formed with the chiefs of Ghana,
The river god who the people of Elmina thought what they exchanged with each other and why they
had a rock for a home. began to build forts. The booklet should be around
9 Why did other Europeans want to settle on the four to six pages and should include drawings, maps
Gold Coast? and pictures. It should also be colourful and must
They wanted to participate in the gold trade and have a cover page with a title and a list of the group
they liked the fertile land and wanted to trade members.
directly with Asia.
10 Why were these other Europeans happy to accept Formative assessment
an alliance with the local chiefs? • Walk around the classroom. Observe groups as
They were given favourable trading terms and they work. Assist any learners who seem to be
gifts struggling.
• Assist learners to find information online.
Formative assessment • Show learners how to plan their booklet.
• Walk around the classroom. Observe learners as • Give groups a rubric to show that [or how?] they
they work. Assist any learners who seem to be will be marked.
struggling. • Remind learners to write a draft first.
• Give learners enough time to complete the • Make a note of those learners who are finding it
exercise. difficult to complete the sentences. Give them
• Make a note of those learners who are finding it more practice opportunities in later lessons or
difficult to answer the questions. Give them more tasks.
practice opportunities in later lessons or tasks. • Encourage groups to organise themselves, making
• Take in learners’ answers for marking or go sure that everyone knows what to do and has a
through the answers in class. role.
Differentiated learning Differentiated learning
• Use the remedial activity for learners who are • Use the remedial activity for learners who are
struggling and the extension activity for learners struggling and the extension activity for learners
who need an extra challenge. who need an extra challenge.
Remedial activity Remedial activity
• Give learners additional exercises or worksheets • Ask learners to do a mini-task first on an A4
if they struggle to complete this exercise. Allow sheet of paper. Ask them to give information
them more time to complete the exercise, fill orally. All learners have strengths and weaknesses.
in the first few questions with them or allow Encourage groups to use learners’ strengths, for
94
Sub-strand 1: Arrivals of Europeans
example by using learners who can draw well to Formative assessment

draw the pictures. • Ask students to hand in their interviews for
marking. Take note of which learners struggled
Extension activity with this task. They will need more practice in
• Bind the booklets and add them to the book further activities.
corner in the classroom. Arrange an evening for
parents, guardians or caregivers to view learners’ Differentiated learning
work. • Use the remedial activities as practice for learners
Exercise 2.3 (LB page 113) those learners who need more of a challenge.
Remedial activity
Learners conduct interviews with parents or elders
• Ask learners to give you oral feedback about
to find out their opinions about the Euro-African
the task (or help them to compile questions
marriages.
beforehand).
Individual work • Help them with the necessary spelling and
Learners will need time to interview elders and vocabulary.
parents at home – so either the lessons must span
Extension activity
periods on different days or give them the first part
• Ask learners to draw pictures and display their
of the activity as homework on the day before the
interviews in class. Invite learners to share their
lesson. Learners need to write the questions they will
interview sentences with the class.
be asking, and the interviewee’s responses.
• Try to record a few interviews and let the class
view and discuss them.
95
Summary: Arrival of Europeans

• The Portuguese were amongst the first –– The Portuguese only agreed to do this
Europeans to explore the Gold Coast. They after they had been paid.
named it ‘A Mina’, which means, ‘the Mine’, –– The Fante people attacked the
after the gold that could be found or mined Portuguese
there. • The Portuguese started to lease the right
• The first ships to explore the African coast to build trading posts to any person or
in 1418 were sent by Prince Henry the company who would form an alliance
Navigator, a 15th Century Portuguese with the local chiefs. Some kings and
prince. leaders accepted the alliance because
• After Prince Henry the Navigator, Fernão they wanted to be less dependent on the
Gomes explored the African coast. He and Portuguese and involve other Europeans
his men reached Elmina in 1471. He found in their trading activities.
a thriving gold trade already going on • Treaties were signed between the
amongst the local people, the Arabs and Europeans and the local chiefs, to make
the Berber traders. Gomes then built his these alliances more formal and effective.
own trading post at Elmina. This was the • During the 17th and 18th Centuries, many
first European settlement in West Africa. different European groups came to settle
• Europeans wanted to share in the thriving on the Gold Coast. First the Portuguese,
gold trade in Africa then the Dutch arrived, then the English,
• The Berbers were an ethnic group made then the Danish and Swedish
up of different nations mostly from North • On the Gold Coast, the Europeans built
Africa. fortified trading stations that were well
• Trade negotiations between Elmina and protected against an attack.
Portugal went well during this time. • Gold Coast Euro-Africans were born when
• The Portuguese then decided to build a European men and African women had
fort on the coast to protect the trade. All children. This happened during the late
the building materials the Portuguese 15th Century up until 1957.
needed to build the fort were brought to • After Ghana became independent, Euro-
the Gold Coast by ships. Africans usually lived in coastal urban
• Chief Kwamina Ansa gave the traders settlements. The Europeans used their
permission to build the fort. But in return, marriages as a way to live and trade or
he said that they had to: work on the Gold Coast.
–– follow Fante trading customs • Euro-Africans also formed relationships
–– pay their taxes, other fees and provide with important coastal or Akan families
gifts of royal ancestry and nobility. As a result,
–– give the Fante advantageous trading Euro-Africans were used as intermediaries
terms. between Europeans and Ghanaian people.
• A number of events happened that led to
conflict between the Portuguese and the
Fante people.
–– The Portuguese were asked to demolish
the homes of some of the local
villagers.
96
Sub-strand 1: Revision (LB page 116)
Use this Sub-strand 1: Arrival of Europeans 3 a The Portuguese, under Captain

Revision activity for formative or summative Diego de Azanbuja, and his men
assessment. (were / were not) well received.
• Formative assessment: Let learners b The Portuguese (had to / did not
complete the activity and go through have to) demolish the homes of
the answers in class. Learners can some villagers.
either check their own work for self- c João Bernables (paid / failed to pay)
assessment, or swap work with a the Fante people.
partner and check each other’s work for d (Some kings / No kings) and leaders
peer assessment. accepted the alliance with other
• Summative assessment: Let learners European groups because they
write the answers in their exercise books wanted to be less dependent on the
or talk about the answers with you Portuguese.
individually. Take in the exercise books e (Sometimes there was / There
or listen to the oral answers and assess was never) conflicts with local
learners’ work. Check that learners inhabitants as they formed alliances
can demonstrate an understanding of with local chiefs.
what impact the Europeans had on the
history of Ghana. Self-assessment
Answers • Learners should assess themselves
1 a Portuguese according to the statements. If they
b They came to trade for ivory. feel that they did not perform well in an
c Dutch, English, Swedish and Danish area, ask them questions about what
they struggled with. Use their reflections
2 a True and your notes to give them extra
b False. He found a thriving gold trade. practice in these areas.
c True
d Euro-Africans also formed
relationships with important coastal
or Akan families of royal ancestry
and nobility.
97
Strand 3: Assessment
Strand 3: Assessment (LB pages 117–118)
Summative assessment f False. Euro-African people could be

used as intermediaries between the
Use this Strand 3: Assessment for summative
Europeans and the people of the
assessment. Let learners write the answers
Gold Coast.
in their exercise books or talk about the
g False. The traders were expected
answers with you individually. Take in the
have to pay taxes or other fees to the
exercise books or listen to the oral answers
Fante.
and assess learners’ work.
h False. The Portuguese soldiers set
fire to the local village.
Make sure that learners can demonstrate
i False. The Portuguese started to
understanding of the work done in this sub-
lease the right to build trading posts
strand.
to any person or company who
Answers would form an alliance with the local
chiefs.
1 a The first ships to explore the African j True(10)
coast in 1418, were sent by Prince
Henry the Navigator. (1) 3 e, b, d, a, c (5)
b Fernão Gomes reached Elmina in
1471. (1) 4 a He brought masons and carpenters.
c Fernão Gomes found a thriving gold He wanted to build a fort there.
trade already going on amongst b Kwamina Ansa
the natives, the Arab and Berber c peace ritual
traders. (2) d He only asked that they followed
d Masons and carpenters were Fante trading customs, gave
brought to Elmina to build a fort. (1) frequent tributes and advantageous
e Diego D’Azambuja went ashore to trading terms. (5)
meet Kwamina Ansa. (1)
f Euro Africans were born when 5 They too wanted to profit from the
European men and African women trade taking place in Ghana. (2)
had children. (1)
g To make alliances between chiefs 6 They were prepared to make alliances
and Europeans more formal and with the local rulers in Ghana, so they
effective, treaties were signed. (2) could get good trade terms. (1)
h Chief Kwamina Ansa asked the
traders to follow Fante trading 7 They built fortified trading posts to
customs.(1) protect their trading posts from
attacks by exterior threats. (2)
2 a True
b False. The Portuguese were asked to 8 Conflict. Any suitable answer given
demolish the homes of some of the by learner. (2)
local villagers.
c True 9 a These are people who were born
d False. Despite opposition from the when Europeans had children with
Fante, the Portuguese built the first native Africans on the Gold Coast.
storey of the fort in 20 days. b They are people who act as a link
e True between other people. (3)
Total: 40
98
End-of-year exam
End-of-year exam (LB page 117–118)
This exam summarises all the work covered 9 medium of Something that has
throughout the year and tests the learners exchange value that is used to
on all the material covered in the subject. buy goods or services.
Summative assessment 10 conflict A disagreement
between people or
Use this end-of-year exam for summative groups which they
assessment. Let learners write the answers cannot resolve quickly
in their exercise books or talk about the or in the usual way.
answers with you individually.
2 a C
Take in the exercise books or listen to the b D
oral answers and assess learners’ work. c A
d D
Make sure that learners can demonstrate e B
understanding of the work done in the two f B(6)
strands and the five sub-strands. 3 (14)
Dr. Esther Ocloo Benjamin
Answers Mensah
1 (10) Started a business Started school at
in microlending the age of 10
Terms Meaning
Started Nkulenu Started working as
1 ethnic group A group of people
Industries Ltd a clerk in 1944
who speak the same
language, come from Born in 1919 Born in 1924 in
the same place, share Kumawu Ashanti
the same culture and Received the Started an import/
traditions. African Prize for export business in
2 colonisers One group or nation Leadership 1951
uses its power to take Started a business Set up a company
control of another to support called Textile
group or nation. themselves Spinning Works
3 alliance An agreement among Limited
people to achieve a Empowers many Set up
common goal. women International
4 trade The buying and selling Tobacco Ghana
of goods or services. Limited
5 entrepreneur A person who sets 4 The Battle of Katamanso decided the
up and runs a new Gold Coast history when the Asante
business. people were forced to surrender their
6 retaliation A counter-attack. rulership over the southern states
7 economic Relating to the of Ghana. The Asante people were
production, collecting taxes from castles and forts
development and along the coast. The Assin people,
management of money the Denkyira people and the Akwamu
and wealth. people were paying rent to them.
However, this stopped when the Asante
8 treaties An official agreement
people were defeated by the Krepi
between governments
people.
or government officials.
99
End-of-year exam
End-of-year exam (continued) (LB page 119–124)
The Asante army was defeated by an b Learners’ own answers. Example

alliance made up of the Krepi people, answer: Yes, they gave people a
Ga-Adangme people, Fante people, base of operations and allowed
Akyem people, Akwamu people, British, them to protect their trade. (2)
Anlo people and Denkyira people. The c No, the ethnic people could not
Ga-Adangme people won the war and protect themselves if attacked from
prevented the Asante people from a fort as it was fortified with high
dominating the coast. (10) walls, and they had guns, etc. (2)
5 a Learners must give three of the d No, it was not their land. They had
following: salt, fish, gold, kola, shea to lease the right to build trading
butter, pottery, cloth, iron utensils.(3) posts or form an alliance with the
b They wanted gold because it was local chiefs. (2)
valuable and they wanted to 7 a The (Berbers/Portuguese) were the
trade directly with Asia. They were first Europeans to explore the Gold
interested in what could be grown Coast.
and harvested and the stories of b The Europeans wanted to share in
ivory.(2) the (gold trade/salt trade) that was
c When conflict is settled in a friendly thriving at the Gold Coast.
way, the parties become more c (Fernão Gomes/Prince Henry the
united and this unity makes those Navigator) reached Elmina in 1418.
involved feel more secure. When d (João Bernaldes/Captain Diego
there is peace and unity among D’Azambuja) brought the masons
people, they can give of their best. and carpenters to the Gold Coast to
This leads to a better nation or build a fort.
country. And this leads to national e The Portuguese (were/were not)
development.(1) asked to demolish the homes of
d In the 12th Century, the Akan some of the local villagers.
people migrated from the ancient f The Portuguese (succeeded/did not
Ghana Empire. Others also believe succeed) in breaking a rock which
they came from around Lake Chad was the home of the river god,
and the Benue River. They settled Benya.
throughout Ghana. (2) g The (Fante/Ga) people opposed the
e Each kola nut has the same amount Portuguese soldiers.
of caffeine as two large cups of h The Dutch arrived in the (17th/18th)
regular coffee! So, it has the same Century to settle on the Gold Coast.
effects as caffeine, to make people i Europeans built (fortified/
feel more alert and energetic. Elders unprotected) trading stations.
may say that it helps stomach j Gold Coast Euro-Africans were used
ailments such as morning sickness, to resolve (peace/conflict)(7)
intestinal diseases, constipation 8 a True
and ulcers, or coughs and asthma, b True
toothache and infections, eye c False. The Europeans wanted the
problems, skin diseases and local people to use promissory
depression. (2) notes.
6 a The Europeans needed protection d True
from other Europeans (as shown by e True
the way the canons faced towards f True
the sea). (2) g False. The Portuguese called Elmina,
‘A Mina’. (7)
Total: 75
100
Resources
Resource 1
Find these words in the word search below. They can run across or down
the boxes. There is one example for you.
Goaso Tamale Damongo Accra Guan Akan Ewe
A G D A K A
B U A C D E
T A M A L E
A N O C G W
K H N C I E
A J G R K F
N G O A S O

Resources
Resource 2
Complete the following crossword puzzle.
Use the clues on page 25 of your Learner’s Book.
3
12
11
1
5
2
9
4
8
6
10
13
7
15
14
16

Resources
Resource 3
Timeline to show when the ethnic groups arrived in Ghana
Date Who arrived
Pre-11th Century
11th Century
12th Century
13th Century
14th Century
15th Century
16th Century
17th Century
18th Century

Resources
Resource 4
Forts and castles
Fort / Castle Which European When was Why was it built?
group built it? it built?

Resources
Resource 5: Bartering cards
Fish Pottery
Salt Kola nuts
Gold Bolga basket

Resources
Resource 5: Bartering cards (continued)
Shea butter Cowrie shells
Tubers of yam Building a house
Kente cloth Livestock

Resources
Resource 6: Ghanaian entrepreneur cards
Alhaji Adamu Iddrisu Dr. Esther Ocloo
Benjamin Amponsah
Winifred Tete-Ansa Mensah
J.K. Siaw
George (Paa) Grant (draw your own picture)

Resources
Resource 6: Ghanaian entrepreneur cards (continued)
Received an
The father of Gold
honorary doctorate
Coast politics
in December 2015
Started Christ
Promoted the
College with his father,
cocoa-growing
which became Ghana
regions of the
Secondary School,
Gold Coast
in Effiduase
Imported soap
and different types
Started a business in
of alcoholic
microlending
beverages
to Ghana

Resources
Resource 7
Complete the following crossword puzzle.
See the clues on page 61 of your Learner’s Book.

Resources
Resource 8
Find these words in the word search below. They can run across or down
the boxes.
war European colonisers dominant Dukowo
Peki Krepi Akatamanso Akwamu Ewe
E U R O P E A N V K
E H K W E R S T W R
W A R A K W A M U E
E X E G I A K W A P
Y D P E D E N K Z I
F E I D U K O W O B
A K A T A M A N S O
D O M I N A N T A C
C O L O N I S E R S

Resources
Resource 9
Match these forts and castles with where they can be found.
Anomabo
Elmina Castle
Cape Coast
Osu Castle
Central Region
Fort William
near Cape Coast
Fort Amsterdam
Accra
Cape Coast Castle

Resources
Resource 10
Fill in the names of the regions and capitals on this map of Ghana.

Resources answers
Resource 1 (Answers) Resource 2 (Answers)

Find these words in the word search Complete the following crossword puzzle.
below. They can run across or down the Use the clues on page 25 of your Learner’s Book.
boxes. There is one example for you.
Goaso Tamale Damongo
a
n
e
s
t
a
Accra Guan Akan Ewe
n
A G D A K A
a
o
g
t
l
12
n
e
i
B U A C D E
g
r
n
e
e
k
t
i
i
T A M A L E
11
p
a
s
r
A N O C G W
–
s
m
d
a
b
a
n
m o
g
–
l
i
e
1
5
K H N C I E
r
g
2
e
A J G R K F
a
a
n
u
h
r
g
4
N G O A S O
e
r
t
i
a
g
e
r
n
i
i
8
w
o
e
Resource 3 (Answers)
f
i
e
6
m
Timeline to show when the ethnic groups
n
b
10
13
7
arrived in Ghana
a
a
c
c
r
15
Date Who arrived
k
z
14
The Guan people migrated

Pre-11th
a
from the Mossi region of
16
Century
modern Burkina Faso.
The Ga people migrated
from Nigeria to the Accra
11th Century
plains. Others migrated
through Cameroon.
The Akan people migrated
12th Century from the ancient Ghana
Empire.
The Mole-Dagbani people
13th Century migrated from northeast
of Lake Chad in Nigeria.
14th Century
15th Century
16th Century
The Ewe people migrated
17th Century
from Benin and Nigeria.
18th Century

Resource answers

Forts and castles Complete the following crossword puzzle.
See the clues on page 61 of your Learner’s
Fort / Which When Why was it Book.
Castle European was it built?
group built it? built?
Elmina Portuguese 1482 To serve as their b s
Castle trade centre c l a y h f
and to protect c e r e i
their trading g o l d k o l a n u t s
activities from w i a h
other foreigners r u t e n s i l s
who were also
i g a
interested in
trading in gold e u k l
and slaves b o l g a e t
g n
Cape Swedish 1653 Trading and
Coast protection s i l e n t
Castle centre e
Osu Denmark 1661 The seat of

Castle government in
Ghana

Find these words in the word search below. Match these forts and castles with where
They can run across or down the boxes. they can be found.
war European colonisers dominant Dukowo
Peki Krepi Akatamanso Akwamu Ewe

Anomabo
E U R O P E A N V K
Elmina Castle
E H K W E R S T W R
W A R A K W A M U E Cape Coast
E X E G I A K W A P
Osu Castle
Y D P E D E N K Z I
F E I D U K O W O B Central Region
A K A T A M A N S O
Fort William
D O M I N A N T A C
C O L O N I S E R S
near Cape Coast
Fort Amsterdam
Accra
Cape Coast Castle

Resources answers
Resource 10 (Answers)
Fill in the names of the regions and capitals on this map of Ghana.
Upper East
(Bolgatanga)
Upper West
(Wa) North east
(Nalerigu)
Northern
(Tamale)
Savannah
(Damongo)
Oti
Bono East (Dambai)
Bono (Techiman)
(Sunyani)
Ahafo
Ashanti
(Gaoso)
(Kumasi)
Eastern
Volta
Western North (Koforidua)
(Ho)
(Sefwi Wiawso)
Greater Accra
Central (Accra)
Western (Cape Coast)
(Sekondi Takoradi)

Checklists and Rubrics

Checklists
Learner observation checklist
Learner’s name: _______________________________________ Year: ______________
Basic: __________________ Subject: _______________________________________
Activity Core Knowledge Skills Attitudes Values

competencies

Checklists and Rubrics (continued)
Class observation checklist
Learners’ names Content standard assessed Date Mark


Names of learners in the group: ______________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Activity: _____________________________________________________________________
Date: ________________________________________________________________________
Always Sometimes Seldom Never
We participated equally.
We contributed ideas and made

suggestions.
We listened to one another.
We asked one another useful

questions.
We provided helpful feedback.
We settled any arguments in a

friendly and positive way.
We shared the workload.
We helped and encouraged one

another.
We stayed focused on the activity

requirements.
We completed our individual

parts of the activity.
We worked together as a team to

complete the activity.

Interviews
Level of Equivalent Meaning Description
proficiency numerical
grade
1 80% + Advance (A) The learner:

• is well-prepared and has researched the topic well
• introduces the topic and person being interviewed clearly in a
vibrant and interesting way, providing all of the necessary details
• asks appropriate, open-ended questions to obtain relevant and
specific information about the topic
• uses appropriate language, gestures and techniques.
2 75–79% Proficient (P) The learner:

• is mostly well-prepared and has researched the topic
• introduces the topic and person being interviewed clearly and in
an interesting way, providing most of the necessary details
• asks mostly appropriate, open-ended questions to obtain relevant
and specific information about the topic
• uses appropriate language, gestures and techniques most of the
time.
3 70–74% Approaching The learner:

Proficiency (AP) • had done some preparation and research on the topic
• introduces the topic and person being interviewed clearly,
providing some of the necessary details
• asks some appropriate, open-ended questions to obtain relevant
• uses appropriate language, gestures and techniques only some of
the time.
4 65–69% Developing (D) The learner:

• has done very little preparation and research on the topic
• introduces the topic and person being interviewed, but provides no
detail
• asks very few appropriate, open-ended questions to obtain relevant
• uses almost no appropriate language, gestures and techniques.
5 64% and Beginning (B) The learner:

below • has done no preparation and research on the topic
• does not introduce the topic and person being interviewed
• does not ask appropriate, open-ended questions to obtain relevant
• does not use appropriate language, gestures and techniques
• needs teacher support.

Posters
grade
1 80% + Advance (A) The poster:

• contains all of the important points and details required
• contains accurate information, which is well-organised, and easy to
read and understand
• uses excellent language and visual elements
• displays excellent layout and design elements.
2 75–79% Proficient (P) The poster:

• contains most of the important points and details required
• contains accurate information, which is mostly well-organised, and
easy to read and understand
• uses good-quality language and visual elements
• displays good layout and design elements.
3 70–74% Approaching The poster:

Proficiency (AP) • contains some of the important points and details required
• contains some accurate information, which is only partly well-
organised, and somewhat easy to read and understand
• uses some good-quality language and visual elements
• displays some good layout and design elements.
4 65–69% Developing (D) The poster:

• contains few of the important points and details required
• contains very little accurate information, which is poorly
organised, and not easy to read and understand
• uses few good-quality language and visual elements
• displays few good layout and design elements.
5 64% and Beginning (B) The poster:

below • contains none of the important points and details required
• contains no accurate information, which is poorly organised and
not easy to read and understand
• uses no good-quality language and visual elements
• displays no good layout and design elements.
The learner needs teacher support.


Role plays
grade
1 80% + Advance (A) Learners:

• present all points and ideas clearly and logically
• use well-researched and factual information
• perform their roles convincingly and with enthusiasm
• speak confidently and clearly
• demonstrate excellent body language skills including eye contact and
gestures
• use props effectively
• demonstrate excellent teamwork.
2 75–79% Proficient (P) Learners:
• present most points and ideas clearly and logically
• use mostly well-researched and factual information
• perform their roles accurately and mostly with enthusiasm
• speak confidently and clearly most of the time
• demonstrate good body language skills including eye contact and
gestures
• use props well
• demonstrate good teamwork.
3 70–74% Approaching Learners:
Proficiency (AP) • present some points and ideas clearly and logically
• use some information that is well-researched and factual
• perform their roles adequately and with some enthusiasm
• speak confidently and clearly some of the time
• demonstrate adequate body language skills including eye contact
and gestures
• use some props, but not well
• demonstrate adequate teamwork.
4 65–69% Developing (D) Learners:
• present some points and ideas, but with little logical structure
• use little information that is researched and factual
• perform their roles poorly and with little enthusiasm
• speak nervously and unclearly
• demonstrate few body language skills
• use only a few props poorly
• demonstrate poor teamwork.
5 64% and Beginning (B) Learners:
below • present points and ideas incoherently with no logical structure
• use no researched and factual information
• perform their roles ineffectively and with no enthusiasm
• demonstrate no body language skills
• use no props
• demonstrate no teamwork.
Learners need teacher support.

Presentations/Speeches (oral and digital)

grade

• present all information and ideas clearly and logically
• use well-researched and factual information
• demonstrate excellent body language skills
• show excellent use of time management

• present most points and ideas clearly and logically
• use mostly well-researched and factual information
• demonstrate good body language skills
• show good use of time management

Proficiency (AP) • present some points and ideas clearly and logically
• use some information that is well-researched and factual
• demonstrate adequate body language skills
• show adequate use of time management

• present some points and ideas, but with little logical structure
• use little information that is researched and factual
• show poor use of time management

below • present points and ideas incoherently with no logical structure
• use no researched and factual information
• show no time management


Debates
grade

• present all arguments clearly and logically
• use arguments well-supported by appropriate facts
• use effective and well-positioned counter arguments
• demonstrate excellent body language skills
• show excellent use of time management

• present most arguments clearly and logically
• use arguments mostly supported by appropriate facts
• use mostly effective and well-positioned counter arguments
• demonstrate good body language skills
• show good use of time management

Proficiency (AP) • present some arguments clearly and logically
• use some arguments supported by appropriate facts
• use some effective and well-positioned counter arguments
• demonstrate adequate body language skills
• show adequate use of time management

• present some arguments, but incoherently with little logical
structure
• use only a few arguments supported by appropriate facts
• use only a few counter arguments that are mostly ineffective
• show poor use of time management

below • present no clear and logical arguments
• use arguments that are unsupported by appropriate facts
• use no appropriate counter arguments
• show no time management


Pair work (assessment by teacher)
grade

• participate equally and do more than required
• contribute excellent ideas and suggestions
• actively listen to each other and respond appropriately
• ask each other useful and appropriate questions
• settle arguments in a friendly and positive way
• help and encourage each other all the time
• stay focused on activity requirements all the time
• display excellent teamwork.
2 75–79% Proficient Learners:
(P) • participate equally and do what is required
• contribute good ideas and suggestions
• listen to each other and respond appropriately most of the time
• ask each other useful and appropriate questions most of the time
• settle arguments in a friendly and positive way most of the time
• help and encourage each other most of the time
• stay focused on activity requirements most of the time
• display good teamwork.
Proficiency • participate, but not equally
(AP) • contribute some good ideas and suggestions
• listen to each other and respond appropriately some of the time
• ask each other useful and appropriate questions some of the time
• settle arguments in a friendly and positive way some of the time
• help and encourage each other some of the time
• stay focused on the activity requirements some the time
• display adequate teamwork.
4 65–69% Developing Learners:
(D) • participate unequally and with little enthusiasm
• contribute few good ideas and suggestions
• interrupt each other constantly, with very little listening
• ask each other few useful and appropriate questions
• struggle to settle arguments appropriately
• offer each other little help and encouragement
• struggle to stay focused on the activity requirements and need some
teacher reminders
• display poor teamwork.
5 64% and Beginning Learners:
below (B) • struggle to participate and need teacher intervention
• struggle to contribute appropriate ideas and suggestions
• interrupt each other constantly without any listening
• ask each other no useful and appropriate questions
• are unable to settle arguments appropriately
• provide each other with no help and encouragement
• are unable to stay focused on the activity requirements without constant
teacher reminders
• display no teamwork.


Group work (assessment by teacher)
grade

• participate equally and do more than required
• contribute excellent ideas and suggestions
• actively listen and respond appropriately
• ask useful and appropriate questions
• settle arguments in a friendly and positive way
• help and encourage one another all the time
• stay focused on activity requirements all the time
• display excellent teamwork.
2 75–79% Proficient Learners:
(P) • participate equally and do what is required
• contribute good ideas and suggestions
• listen and respond appropriately most of the time
• ask useful and appropriate questions most of the time
• settle arguments in a friendly and positive way most of the time
• help and encourage one another most of the time
• stay focused on activity requirements most of the time
• display good teamwork.
Proficiency • participate, but not equally
(AP) • contribute some good ideas and suggestions
• listen and respond appropriately some of the time
• ask useful and appropriate questions some of the time
• settle arguments in a friendly and positive way some of the time
• help and encourage one another some of the time
• stay focused on the activity requirements some the time
• display adequate teamwork.
4 65–69% Developing Learners:
(D) • participate unequally and with little enthusiasm
• contribute few good ideas and suggestions
• interrupt each other constantly, with very little listening
• ask few useful and appropriate questions
• struggle to settle arguments appropriately
• offer one another little help and encouragement
• struggle to stay focused on the activity requirements and need some
teacher reminders
• display poor teamwork.
5 64% and Beginning Learners:
below (B) • struggle to participate and need teacher intervention
• struggle to contribute appropriate ideas and suggestions
• interrupt one another constantly without any listening
• ask no useful and appropriate questions
• are unable to settle arguments appropriately
• provide one another with no help and encouragement
• are unable to stay focused on the activity requirements without constant
teacher reminders
• display no teamwork.


Projects
grade
1 80% + Advance (A) The project:

• has a well-developed and researched theme
• contains all of the important points and details required
• contains accurate information, which is well-organised, and easy to
read and understand
• is highly original and creative
• uses excellent language and visual elements
• contains excellent layout and design elements
• demonstrates exceptional use of multimedia.
2 75–79% Proficient (P) The project:

• has a developed and researched theme
• contains most of the important points and details required
• contains accurate information, which is mostly well-organised, and
easy to read and understand
• is original and creative
• uses good-quality language and visual elements
• contains good layout and design elements
• demonstrates good use of multimedia.
3 70–74% Approaching The project:

Proficiency (AP) • has a partly developed and researched theme
• contains some of the important points and details required
• contains some accurate information, which is only partly well-
organised, and somewhat easy to read and understand
• has some original and creative elements
• uses some good-quality language and visual elements
• contains some good layout and design elements
• demonstrates adequate use of multimedia.
4 65–69% Developing (D) The project:

• has a poorly-developed and poorly-researched theme
• contains few of the important points and details required
• contains very little accurate information, which is poorly
organised, and not easy to read and understand
• has few original and creative elements
• uses poor-quality language and visual elements
• contains poor-quality layout and design elements
• demonstrates poor use of multimedia.
5 64% and Beginning (B) The project:

below • has no theme
• contains none of the important points and details required
• contains inaccurate information, which is poorly organised, and
not easy to read and understand
• has no original and creative elements
• uses no or inappropriate language and visual elements
• contains no or inappropriate layout and design elements
• uses no forms of multimedia.


Timelines
grade
1 80% + Advance (A) The timeline:

• contains at least 9–10 appropriate, topic-related events
• contains accurate facts for all events
• lists all events in the correct chronological order
• shows the correct dates for all events
• labels all events correctly
• is neat and easy to read.
2 75–79% Proficient (P) The timeline:

• contains accurate facts for most events
• lists most events in the correct chronological order
• shows the correct dates for most events
• labels most events correctly
• is mostly neat and easy to read.
3 70–74% Approaching The timeline:

Proficiency (AP) • contains at least 5–6 appropriate, topic-related events
• contains accurate facts for some events
• lists some events in the correct chronological order
• shows the correct dates for at least 50% of events
• labels some events correctly
• is untidy but still fairly easy to read.
4 65–69% Developing (D) The timeline:

• contains a mix of accurate and inaccurate facts for events
• lists all events in a muddled chronological order
• shows the incorrect dates for most events
• labels all events incorrectly
• is untidy and difficult to read, with a few spelling mistakes.
5 64% and Beginning (B) The timeline:

below • contains at least 1–2 appropriate, topic-related events
• contains only inaccurate facts for events
• lists events in a muddled chronological order, with some events
missing
• shows the incorrect dates for all events
• has no labels for all events
• is untidy and difficult to read, with many spelling mistakes.

Internet research
grade
1 80% + Advance (A) The learner:

• drew up many questions and key words related to the research topic
• looked at search results on five or more pages
• sourced information from ten or more reliable websites
• cross-checked facts for accuracy on five or more websites
• asked many appropriate questions to look for bias in research
information
• documented all sources correctly.
2 75–79% Proficient The learner:
(P) • drew up many questions and key words that mostly related to the
research topic
• looked at search results on four different pages
• sourced information from eight or more reliable websites
• cross-checked facts for accuracy on four different websites
• asked some appropriate questions to look for bias in research
information
• documented most sources correctly.
3 70–74% Approaching The learner:
Proficiency • drew up some questions and key words that mostly related to the
(AP) research topic
• looked at search results on three different pages
• sourced information from six or more reliable websites
• cross-checked facts for accuracy on three different websites
• asked one or two appropriate questions to look for bias in research
information
• documented some sources correctly.
4 65–69% Developing The learner:
(D) • drew up only one or two questions and key words related to the research
topic
• looked at search results on two different pages
• sourced information from four or more reliable websites
• cross-checked facts for accuracy on two different websites
• asked random questions to look for bias in research information
• documented all sources incorrectly.
5 64% and Beginning The learner:
below (B) • drew up no questions and key words related to the research topic
• looked at search results on the first page only
• sourced information from two reliable websites
• did not cross-check facts for accuracy on different websites
• did not ask questions to look for bias in research information
• documented no sources.

Essential History

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ESSENTIAL

Jacob Agbedam • Dorothy Glover

University Printing House, Cambridge CB2 8BS, United Kingdom

Cambridge University Press is part of the University of Cambridge.

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

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

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

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

WELCOME TO THIS HISTORY SERIES

Structure of this Teacher’s Guide

1. Introduction: This section Introduction Introduction

Primary Curriculum and the Rationale and philosophy of

History syllabus (Primary

Basic 1–6), methodology, features,

time allocation and assessment.

2. Suggestions to design lesson Introduction

plans: This section provides: Sub-strand 1: The people of Ghana

• detailed guidelines Introduction

Learner’s Book The people of Ghana

• suggestions for remedial and

• guidelines for assessment

3. Extra resources: Wherever Resources Resources

extra resources for specific themes

106 You have permission to photocopy this page.

The Learner’s Book

Strand openers: Sub-Strand 1 Sub-Strand 1

Text and content: Strand 2: My country Ghana Strand 2

The origins of the major ethnic groups

Illustrations and photos: Strand 2: My country Ghana Strand 2

add to learners’ understanding of

simple, relevant, appropriate, and take my tubers of yam to my

clear square and try to exchange

Key word boxes and a Glossary: Paa Grant was a businessman. He

gradually, enabling learners to companies in Ghana were mostly owned

he formed the Paa Grant Soccer Academy.

• Choose one learner to lead the

making, analysis, innovation, group. This person must help to

a variety of methods and tools, involved in the final presentation of

Homework activities: Activity 1.9 HOMEWORK

Revision activities: REVISION REVISION

on their knowledge and learning tribes, ethnic groups or racial groups

2 Fill in the missing words.

• provide opportunities to assess

Assessment: ASSESSMENT ASSESSMENT

what they have learnt.

End-of-year exam: END-OF-YEAR EXAM END-OF-YEAR EXAM

Instructional expectations The following activities are recommended:

an ideal opportunity for learners to assist each other,

and relevant teaching and learning episodes that are Inclusion

4. Cultural identity and global citizenship (CG)

internet to use a wide variety of applications, 1. Diagnostic assessment

1 80% + Advance (A) Learner exceeds core requirements in terms of

To guarantee adequate time for the course coverage

Useful teaching tips Teaching tip 4: Use the local environment

Scope and sequence matrix

Scheme of Learning by term

Integration, core competencies and learning domain matrixes

Strand 1: History as a subject Learner’s Book pages 30–73

Welcome to this History series �� 5

Strand 2: My country Ghana �� 37

Strand 3: Europeans in Ghana �� 91

Resource answers�� 113

2. Use a map to trace the routes the 23, 26

Use of ICT Remedial activity

Extension activities Activity 1.2 (LB page 9)

Exercise 1.2 (LB page 9) Individual work

Activity 1.4 (LB page 14)

Homework (LB page 25)

12 Ewe people in Ghana are mostly in the VOLTA Teaching instructions

Extension activity Homework (LB page 25)

Remedial activity Exercise 1.6 (LB page 26)

Exercise 1.7 (LB page 27) Answers

Sub-strand 1: Revision (LB pages 28–29)

Activity 1.11 (LB page 32) Answers:

Differentiated learning Activity 1.12 (LB page 34)

Activity 1.14 (LB page 37) Extension activity

Sub-strand 2: Revision (LB pages 40–41)

2 a alliance, a common goal, cannot, Self-assessment

Exercise 1.9 (LB page 45) Answers

Homework (LB page 61) Formative assessment

Sub-strand 2: Revision (LB pages 62–63)