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Essential History Primary 1 Teacher's Guide

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Essential History Primary 1 Teacher's Guide ESSENTIAL Teacher’s Guide Teacher’s Primary 1 History History Primary 1 Teacher’s Guide ESSENTIAL History Primary 1 Teacher’s Guide Jacob Agbedam • Dorothy Glover NNF Esquire Limited P.O. Box AN 8644, Accra - North, Ghana. University Printing House, Cambridge cb2 8bs, United Kingdom One Liberty Plaza, 20th Floor, New York, ny 10006, USA 477 Williamstown Road, Port Melbourne, vic 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 79 Anson Road, #06–04/06, Singapore 079906 The Water Club, Beach Road, Granger Bay, Cape Town, 8005, South Africa Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org © Cambridge University Press and NNF Esquire Limited 2020 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press and NNF Esquire Limited. First published 2020 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 isbn 978-9988-8963-1-7 Editor: Jenny Schnetler Designer/typesetter: Brenda Smal Photograph acknowledgements The publisher and authors would like to thank the following individuals and organisations for permission to use their material in either the original or adapted form: Cover: © C Squared Studios/Getty Images Cambridge University Press and NNF Esquire Limited have no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. If you want to know more about this book or any other NNF Esquire Limited publication, phone us at +233 20 21 I 31 17, +233 24 460 8305 or send an e-mail to [email protected] CONTENTS Welcome to this History series __________________________________________________________ 4 Structure of this Teacher’s Guide 5 The Learner’s Book 6 Introduction ______________________________________________________________________________________ 10 Instructional expectations 11 Organisation of the curriculum 11 Time allocation 12 Classroom management 12 Learning domains (expected learning behaviours) 12 Methodology 13 Differentiation and scaffolding 14 Core competencies 15 Teaching instructions 15 Activities 16 Use of ICT 16 Assessment 17 Resources 18 Planning your teaching 18 Know the syllabus/Curriculum well 19 Scheme of learning 19 Useful teaching tips 20 Scope and sequence matrix ���������������������������������������������������������������������������� 21 Scheme of Learning by term �������������������������������������������������������������������������� 22 Integration, core competencies and learning domain matrixes �������������������������������������������������� 25 Curriculum reference numbering system ����������������������������������������������������������������� 31 Content standards, Indicators, Subject Specific Practices and Core Competencies ����������������������������������� 32 Strand 1: History as a subject ________________________________________________________ 38 Sub-strand 1: How and why we study History 39 Summary 57 Revision 57 Sub-strand 4: Community History 58 Summary 63 Revision and Assessment 64 Strand 2: My country Ghana _________________________________________________________ 65 Sub-strand 3: How Ghana got its name 66 Summary 75 Revision 76 Sub-strand 5: Some selected individuals 77 Summary 82 Revision and Assessment 83 Strand 3: Europeans in Ghana ________________________________________________________ 84 Sub-strand 1: Arrival of Europeans 85 Summary 90 Revision and Assessment 91 Strand 6: Independent Ghana ________________________________________________________ 92 Sub-strand 1: The Republics 93 Summary 96 Revision 97 Assessment 97 End-of-year exam 98 Resources 99 Resource 1: Historical sites worksheet 99 Resource 2: Map of West Africa 100 Resource 3: The flag of Ghana 101 Resource 4: Great Ghanaians playing cards 102 Resource 5: Regional map of Ghana 104 Resource 6: Map of Africa and Europe 105 Assessment tools: Checklists and Rubrics 106 Welcome to this History series WELCOME TO THIS HISTORY SERIES Welcome to our History series for Ghana, which was opportunities for learners to engage in diverse, specially developed for you and for the lower and practical and interactive activities where all the upper primary (Basic 1–6) learners. curriculum strands, sub-strands, content standards, 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 1. 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. 4 Welcome to this History series Structure of this Teacher’s Guide This Teacher’s Guide is divided into three main sections: 1. Introduction: This section • make use of historical facts to acquire analytical • interpret data as required INTRODUCTION skills, compare different periods and give their • build models provides a general overview of the own structured account of past events. • develop projects. History is a subject that explores the past with the Therefore, through the teaching and learning of The following activities are recommended: aim of understanding the factors that have shaped History, learners should: • Sessions using different sources of historical our world. As an academic discipline, history helps to • appreciate their personal history, as well as the Instructional expectations New Primary Curriculum and the evidence, including discussions with people with develop the imaginative abilities and critical thinking history of their families, and their communities historical knowledge (resource persons) and skills of learners. History is also a discipline that aims • acquire the skill of gathering and objectively The goal of introducing History of Ghana as a visiting historic sites to impart to learners a range of important moral analysing historical data, using scientific subject in the primary school is to effect positive • Debates among groups on various topics relating History syllabus (Primary Basic lessons, and provide them with guidelines for everyday methods, which will enable them to interpret change in the values and attitudes of learners. It to history living and interactions with people in society. past actions and behaviours of the people of focuses on past events that have shaped our society. • Projects using modern technologies to Ghana from a Ghanaian perspective This can be achieved through well-planned lessons communicate findings clearly and effectively in The objective of this Teacher’s Guide is to make • acquire more knowledge on the history of the that involve learners in the learning process. The 1–6), methodology, features, time teaching and learning interesting, useful and people of Ghana enquiry approach of teaching is therefore encouraged the form of papers, exhibits/posters, drama and enjoyable. • apply historical concepts to the study of the in the History classroom. Learners should be guided documentaries. history of Ghana to make enquiries from available sources of historical • develop a discerning approach to studying evidence. Historical evidence can come from Teaching philosophy primary sources and secondary sources: Organisation of the curriculum allocation and assessment. sources of historical evidence • Primary sources originate from the past. Through the learning of History, learners would, • develop a sense of national consciousness and Essentially, primary sources are closer to the The curriculum is organised under Strands, specifically, acquire: appreciate the factors that make for national events in time and space. Examples could include Sub-strands, Content standards, Indicators and • critical thinking skills by comparing, unity pottery, wall paintings, carvings, coins, letters, exemplifications. In this curriculum, ‘Ghana’ contrasting, evaluating, synthesising, and • acquire positive habits and attitudes, national newspapers, diaries, court records and verbal represents Pre-colonial and Post-colonial Ghana. applying historical information or knowledge
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