Primary 1 History of Ghana Facilitator's Guide

Home , Elmina Castle, Hilla Limann, History of Ghana, Philip Gbeho

HISTORY OF GHANA for Basic Schools FACILITATOR’S GUIDE 1 • Bruno Osafo • Peter Boakye Published by

WINMAT PUBLISHERS LTD No. 27 Ashiokai Street P.O. Box 8077 Accra North Ghana

Tel.:+233 552 570 422 / +233 302 978 784 www.winmatpublishers.com [email protected]

ISBN: 978-9988-0-4839-6

Text © Bruno Osafo, Peter Boakye 2020 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers.

Typeset by: Daniel Akrong Cover design by: Daniel Akrong Edited by: Akosua Dzifa Eghan and Eyra Doe

The publishers have made every effort to trace all copyright holders but if they have inadvertently overlooked any, they will be pleased to make the necessary arrangements at the first opportunity. TABLE OF CONTENTS INTRODUCTION

STRAND 1 History as a Subject 1

Sub-Strand 1: Why and How we study History (Learner’s Book Pages 1-11) 1 Answers to Review Questions 7 Sub-Strand 4: Community History (Learner’s Book Pages 16-24) 8 Answers to Review Questions 14 STRAND 2 My Country Ghana 15

Sub-Strand 3: How Ghana got its Name (Learner’s Book Pages 25-30) 15 Sub-Strand 5: Some Selected Individuals (Learner’s Book Pages 31-44) 20 STRAND 3 EUROPEANS IN GHANA 29

Sub-Strand 1: Arrival of Europeans (Learner’s Book Pages 45-50) 29 STRAND 6: INDEPENDENT GHANA 35

Sub-Strand 1: The Republics(Learner’s Book Pages 51- 61) 35

Introduction This Facilitator’s Guide has been carefully written to help facilitators meet the expectations of the History of Ghana Curriculum designed by the Ministry of Education. It is intended to help you in teaching the History of Ghana Learner’s Book 1. It will facilitate the organization of your teaching to enable you to cover the whole syllabus. It will also assist you during lesson delivery to enable you to provide lessons to learners that will effect positive change in values and attitudes of their lives. This approach will guide learners to adopt skills which are essential to function effectively in the Ghanaian society. Rationale History explores the important past actions of people. This enables us to appreciate our culture and identity as individuals. This way, individuals learn moral lessons as they interact with the past activities of people. Not only will learners develop love for their nation and help in its building, but also, they will make informed decisions, treat others with sympathy and understanding, promote national harmony and integration and appreciate the rich traditional Ghanaian values. It is important for facilitators to understand and appreciate these values of history because they are supposed to help learners acquire them.

Aims and Objectives History of Ghana is a new course introduced into the National Curriculum for primary schools in the country in September, 2019. The History of Ghana curriculum for primary schools has the following aims and objectives: • To develop critical thinking skills through creativity. • To acquire problem-solving skills. • To develop competencies for nation-building. • To acquire analytical skills through the study of historical facts. • To develop a sense of national consciousness and identity. • To acquire knowledge on how external factors have influenced the History of Ghana. These aims and objectives are reiterated in the Facilitator’s Guide in order for facilitators to make significant reference to them for effective teaching and learning. It is important to keep the aims, objectives and rationale of the curriculum in mind so that you will direct your teaching toward their realization. This will enable learners to acquire the knowledge and skills stipulated in the History of Ghana Curriculum to promote their nationalistic feelings and ensure the survival of society and humanity.

Scope of content The material within the course is expected to inculcate a strong sense of socio- economic and political awareness in learners’ to enable them to reconstruct the past by describing, analysing and examining past events. It seeks to enable learners to: • Acquire critical thinking skills through the application of historical knowledge. • Acquire values to live as global citizens through the study of different cultures. • Develop skills in using IT resources to investigate the past. • Develop creative skills that will enable them to reconstruct historical events with confidence.

Development of concepts It is important for you to promote higher order thinking among the learners. To achieve this, it is relevant for the teacher to lay emphasis on some historical concepts such as context and chronology, significance, cause and consequence, continuity and change, similarity and difference as well as interpretation.

Core competencies Facilitators should try as much as possible to develop the core competencies of learners. These competencies refer to the ways in which facilitators and learners engage with the subject matter of history. They are core skills needed for effective teaching and learning such as critical thinking and problem-solving, creativity and innovation, communication and collaboration, cultural identity and global citizenship, personal development and leadership and digital literacy. You need to ensure that learners acquire these core competencies for their holistic development.

Learning Domains The course addresses all the expected learning behaviours of learners such as knowledge, understanding and application, process skills, attitudes and values. Learners will gain the ability to recall what they have learned, explain or give examples of it, apply methods and principles to solve the problems and identify significant points. The activities which have been provided enhance teaching and learning to enable you to assist learners to acquire the domains described above.

Structure of this book. The structure of the Facilitator’s Guide follows the syllabus of the History of Ghana. It is made up of strands spread across the three terms of the academic year. The strands are the sections of the syllabus to be studied. Each strand is also divided into sub-strands. The sub-strands are the larger groups or units. The sub-strands have enough lessons to cover the entire year. There are also significant lessons in the sub-strands. Each sub-strand has a key concept and an introductory section. The introduction looks at the lessons that the sub-strands discuss. There are teaching activities in the sub-strands for learners to engage in. This will enhance the active participation of learners in the lesson. It will also help you to find out their understanding of the lesson you have taught and adopt the appropriate pedagogies and learning activities that will help you to teach effectively and promote the understanding of learners. In addition, there are review questions at the end of each strand. Let the learners’ respond to them to assess their overall understanding of that particular strand. Lesson format The lesson format includes the following: Lesson sub-strand The lesson sub-strand and its title have been stated in the Facilitator’s Guide to facilitate your teaching. Try as much as possible to be guided by it in the preparation of your lesson plan/notes and lesson delivery. Performance Indicator Apart from the general objectives for each strand and sub-strand, each lesson also has its own objectives. This is what you want the learners to achieve at the end of the lesson.

Teaching and Learning Resources These are proposed materials that will assist you in teaching the lessons. You need to utilise them to enable the learners to understand the lessons effectively. In cases where some of the suggested teaching materials are difficult to acquire, try as much as possible to improvise. The Internet can also aid you to obtain some of the teaching materials, hence, the relevance of ICT in the teaching and learning of history. You can also identify some of the teaching materials that are available to you which have not been suggested in the Facilitator’s Guide to enhance your teaching.

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Teaching and Learning activities These are suggested to enable you to present the activities to the learners in a logical and coherent manner. The activities are expected to help you impart knowledge to the learners. You need to explain the historical facts to the learners. You can also ask the learners to discuss issues as part of the activities to enable them to acquire the skills and knowledge you want them to have.

Learning activities You have to actively involve the learners in the teaching and learning process to enable them to understand the lesson well. The learners need to respond to what they have heard or what you have taught them. To this end, learning activities have been suggested to guide your lessons. However, you can modify the suggested learning activities to suit the learners based on their performance in the class.

Conclusion Here, you need to emphasise particular points from the lesson. It also helps you to assess or check the understanding of the learners in the lesson you have taught.

Diagnostic Assessment Tests There are questions at the end of each sub-strand to find out how well learners have understood the lessons you have taught in a particular sub-strand. It is intended to help you make a follow-up of learners’ progress. Again, it is intended to enable you find out the strengths and weaknesses of individual learners.

viii History as a Subject Strand 1 HISTORY AS A SUBJECT

Content Standards By the end of the lesson, the learner will be able to: • Appreciate the meaning of history • Identify things that can give us information about history

Sub-Strand 1: Why and How we study History (Learner’s book pages 1-15) Specific Indicator (Refer to pages 1-15) By the end of the lesson, the learner will be able to: • Describe some past activities of human beings.

Lesson 1: What is history? Performance Indicator To identify some important past activities of human beings.

Teaching and Learning Resources 99 Pictures of learners at morning assembly. 99 Pictures of learners marching to class. 99 Pictures of learners playing at school. 99 Manila card showing learners writing in the classroom. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Learner’s Book 1.

Teaching and Learning activities • Read the sub-title ‘What is history’ together. • Guide the learners to read after you. • Guide learners to explain that history is the study of important past human activities. • Show pictures of learners at morning assembly and say that this took place on their first day at school.

1 ContentHistory asStandards a Subject

• Go on to say that it was a past activity and so it is history. • Paste a manila card showing learners marching to the class. • Guide learners to say what they see on the manila card.

Learning activities (Learner’s book page 2) • Look at the picture of learners at morning assembly and mention all that they can see. • Watch a manila card of learners at lunch and say all that you see. • Say what you witnessed on your first day at school. • Draw a learner marching to class.

Conclusion • Say that the important things they witnessed on their first day at school are known as history.

Lesson 2: Other historical events (Learner’s book page 3) Performance Indicator • To mention other historical activities that took place in the past.

Teaching and Learning Resources 99 Pictures of birthday parties, Christmas, Easter, festivals, Eid-al-Adha, weddings and funerals. 99 Manila card showing people celebrating festivals. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Learner’s Book 1.

Teaching and Learning activities (Learner’s book page 6) Christmas Party • Guide learners to identify other activities that took place in the past such as birthdays, Christmas, Easter, festivals, Eid-ul-Adha, weddings and funerals • Show learners pictures of birthday parties and explain that birthdays mark the days on which people were born.

2 HistoryContent as Standards a Subject

• Show learners pictures of Christmas and Eid-ul-Adha and discuss with them that they are religious ceremonies celebrated by Christians and Muslims respectively. • Paste a manila card showing people celebrating a festival and ask learners to tell you what they see. • Guide learners to understand that weddings are performed when a man and a woman are getting married. Learning activities • Read the lesson on other Historical Events. • Sing a Christmas song. • Watch a video on the celebration of Eid-ul-Adha and say all that you see. Video link: https://m.youtube.com/watch?v=NTHGQ4qCmM4 • Recite the poem titled Christmas in learner´s book 1. • Do Activity 2 on page 6 of the learner´s book. Conclusion • Ask learners to mention other historical events to find out their understanding of the lesson.

Lesson 3: Festivals (Learner’s book page 3) Performance Indicator • To mention some festivals in their community and appreciate that they are important past events. Teaching and Learning Resources 99 Pictures of people celebrating any of the Ghanaian festivals. 99 Paper and pencils. 99 Chalkboard/whiteboard illustrations. 99 Learner’s Book 1.

Damba festival Teaching and Learning activities (Learner’s book page 3) • Find out from the learners some of the festivals in their community.

3 ContentHistory asStandards a Subject

• Guide learners to understand that festivals are celebrated to remember some important things of the past. • Show pictures of people celebrating festivals and ask learners to say all that they see. • Go on to give examples of festivals such as Adae of Asantes, Homowo of the Ga and Hogbetsotso of the Anlo. Learning activities • Read the lesson on festivals in the Learner´s Book. • Observe the picture of the Homowo festival and say what you see. • Act out how the Hogbetsotso of the Anlo is celebrated. • Carry out Activity 3 in the Learner´s Book. Conclusion • Ask learners to mention other historical events to find out their understanding of the lesson.

Lesson 4: Weddings (Learner’s book page 9) Performance Indicator • To appreciate weddings as important past events.

Teaching and Learning Resources 99 Pictures of people having weddings. 99 Paper and pencils.

99 Chalkboard/whiteboard illustrations. Wedding 99 Learner’s Book 1.

Teaching and Learning activities (See Learner’s book page 9) • Guide learners to understand that a wedding is a ceremony in which a man and a woman get married. • Go on to explain that many friends and family members attend weddings to witness and support those who are being married. • Guide learners to understand that there is fun and merry making at weddings.

4 HistoryContent as Standards a Subject

• Show pictures of people having weddings and ask learners to say what they see. Learning activities • Read the lesson on weddings in the Learner´s Book • Watch pictures of wedding ceremonies and say what you see. • Watch a video on weddings. Video link: https://m.youtube.com/ watch?v=Fy7C1eGdIvk • Act out how weddings are performed. • Carry out Activity 5 in the Learner´s Book 1. Conclusion • Ask learners’ about how weddings are performed to find out their understanding of the lesson. Lesson 5: Funerals (Learner’s book pages 10-11) Performance Indicator • To identify that funerals are held to bid farewell to the dead. Teaching and Learning Resources 99 Pictures of people having funerals. 99 Paper and pencils. 99 Chalkboard/whiteboard illustrations. 99 Learner’s Book 1. Funeral Teaching and Learning Activities • Sing a dirge to demonstrate how people mourn at funerals. • Explain that a funeral is a ceremony in which dead people are buried. • Explain further that it is an occasion when we bid farewell to the dead person. • Go on to say that people normally wear black or red cloth to funerals. • Show pictures of funerals to learners and let them talkabout all that they can see. Learning activities • Read the lesson on funerals in Learner´s Book 1.

5 ContentHistory Standards as a Subject

• Sing a dirge. • Watch a video on funerals. Video link: https://m.youtube.com/ watch?v=hWFBVQw7FeI • Act out how funerals are performed. • Carry out Activity 6 in the Learner´s Book 1. Conclusion • Ask learners to tell you how funerals are performed to check their understanding of the lesson.

Lesson 6: Sources of History (Learner’s book pages 11-12) Performance Indicator • To identify where information is acquired to write the history of Ghana. • To describe the sources of history. Teaching and Learning Resources 99 Old and new pictures. 99 Album. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Learner’s Book 1. Teaching and Learning Activities • Guide learners to understand that sources of History are the places where we get information from to write our history. • Explain further that we get information from pictures to write history. • Go on to say that information is also obtained from albums. • Discuss how birth certificates, hospital cards, Christmas cards, birthday and wedding invitation cards are also some of the sources of history. • Show pictures of Christmas cards, albums, birthday cards and wedding invitation cards and say that they are all sources of history. Learning activities • Read the lesson on sources of history in Learner´s Book 1. • Draw a Christmas card and colour it.

6 ContentHistory Standards as a Subject

• Carry out Activity 7 in the Learners Book 1. Conclusion Let learners mention some of the sources of history to find out their understanding of the lesson. Answers to Review Questions • Divide learners into two or three groups. • Select one male and one female learner in each group to play the role of the groom and the bride, respectively. • Appoint two male and two female learners in each group to play the roles of the parents of the would-be couple • Let the learners act out the payment of bride price (dowry) by the groom to the parents and male siblings of the bride. • Select one learner from each group to offer useful advice to the new couple as they begin their marriage life. • Let learners act out the sharing of drinks and food after the ceremony. 1. History. 2. Morning assembly, Lunch, Games. 3. Put learners into three groups and appoint leaders to lead them to sing “Happy Birthday to you”.

Diagnostic Assessment There are some vital questions that you have to ask yourself as a facilitator when you have checked the answers to the review questions. • How well are my learners doing individually? • Do I need to introduce more variety into my teaching to cater for different abilities? • Are the ablest learners still progressing at their usual pace? • Am I checking on the understanding of the slower learners? • Do I need to use more teaching and learning resources to enhance the effective understanding of learners? • Do I have to employ the services of a resource person to enhance my teaching? Write these questions on a card or a piece of cardboard so that you can make the regular checks to ensure the effective assessment of learners’ work.

7 ContentHistory Standards as a Subject

Sub-Strand 4: Community History (Learner’s book pages 16-24) Specific Indicator (Refer to pages 16-24) By the end of the lesson, the learner will be able to: • Describe some of the things in their communities.

Lesson 7: Community (Learner’s book page 16) Performance Indicator • To identify and talk about their communities.

Teaching and Learning Resources • Pictures of various communities. • Manila card showing various communities. • Chalkboard/whiteboard illustrations. • Paper and pencils. • Learner’s Book 1. Community Teaching and Learning activities • Display Manila card showing some communities in Ghana and describe them to the learners. • Guide learners to understand that a community refers to a group of people who live in the same area or the same locality. They also have common characteristics. • Call learners to mention some of the communities that they know of. • Discuss with learners that communities have some common characteristics such as an old chapel, a chief´s palace, a post office and many others. Learning activities • Point out some of the communities on the manila card. • Mention two common characteristics of a community. • Read the lesson on Community. Conclusion • Ask learners to mention some communities they know of to check their understanding of the lesson.

8 ContentHistory Standards as a Subject

Lesson 8: Old Chapel (Learner’s book page 17) Performance Indicator • To observe and talk about an old chapel in their communities. Teaching and Learning Resources 99 Pictures of old chapels. 99 Manila card showing an old chapel in a community. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Learner’s Book 1.

An Old Chapel. (St. Theresa’s Minor Basilica, Nandom) Teaching and Learning activities • Discuss with learners that every community has an old chapel. • Go on to say that a chapel is a place where Christians in a community attend church. • Explain further that they go there to worship God. • Take learners out to visit an old chapel in the community. Learning activities • Learners to visit an old chapel in the community and say all that they saw. • Look at a picture of an old chapel and say all that you can see. • Draw an old chapel and colour it. • Read the lesson on old chapel. • Carry out Activity 9 in the learners Book 1. Conclusion • Ask learners why Christians go to the chapel to check their understanding of the lesson.

Lesson 9: Chief´s Palace (Learner’s book pages 18-19) Performance Indicator • To observe and talk about a chief´s palace in their communities.

9 ContentHistory Standards as a Subject

Teaching and Learning Resources 99 Pictures of chiefs’ palaces. Examples: Gbewaa Palace, Manhyia Palace, etc. 99 Manila card showing chiefs’ palaces. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Learner’s Book 1. Manhyia Palace Teaching and Learning activities • Explain that a chief lives in a palace. • Go on to say that queen mothers also live in a palace. • Discuss further that servants who serve the chief and the queen mother also live in the palace. • Let learners undertake a fieldtrip to a chief’s palace in their community and say all that they saw. Learning activities • Learners visit a chief´s palace in the community and say all that they saw. • Look at a picture of different palaces and say all that you can see. • Draw a chief´s palace and colour it. • Mention two people who live in a palace. • Read the lesson on old chapel. • Carry out Activity 10 in the Learners Book. Conclusion • Ask learners to describe a chief´s palace to find out their understanding of the lesson. Lesson 10: Community Post Office (Learner’s book page 20) Performance Indicator To appreciate what takes place in the community post office.

Teaching and Learning Resources 99 Pictures of a community post office. 99 Manila card showing different community post offices.

10 ContentHistory Standards as a Subject

99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Learner’s Book 1. Teaching and Learning activities • Show a picture of the community post office to the learners. • Explain that we send and receive letters from our friends and individuals in the community post office. • Ask the learners to find out if they have seen a letter received by someone from the community post office. • Explain that envelopes and stamps are used to post letters. Learning activities • Read page 20 of Learner’s Book. • Name some of the things we use to post letters in the community post office. • Draw the community post office and colour it. Conclusion • Ask the learners to describe what takes place in the community post office to check their understanding of the lesson. Lesson 11: Forest (Learner’s book page 21) Performance Indicator To describe how a forest looks like. Teaching and Learning Resources 99 Pictures of forests. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Coloured pencils and crayons. 99 Learner’s Book 1. Forest Teaching and Learning activities • Guide the learners to read the lesson on Forests. • Show the learners a picture of a forest.

11 ContentHistory Standardsas a Subject

• Take them outside the classroom and point out some things in a forest such as trees, animals and birds to them. • Explain that there is a forest in their community. Learning activities • Name some forests in their community. • Mention some things they have seen in a forest before. • Watch a video on a forest. Video link: https://m.youtube.com/ watch?v=ZBM5kMFMCOs • Draw a tree in a forest and paint it. Conclusion • Ask the learners’ to describe a forest to check their understanding of the lesson. Lesson 12: Wetland (Learner’s book page 22) Performance Indicator • To describe a wetland. Teaching and Learning Resources 99 Pictures of wetlands. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Coloured pencils and crayons. 99 Learner’s Book 1. Teaching and Learning activities • Read the lesson on wetlands with the learners. • Show a picture of a wetland to the learners and ask them to observe it. • Ask to find out those who have seen a wetland before. Learning activities • Guide the learners to talk about what a wetland looks like. • Let the learners watch a video on wetlands.

12 ContentHistory asStandards a Subject

Conclusion • Ask the learners to describe what they saw on the video about wetlands to find out their understanding of the lesson.

Lesson 13: Similarities and Differences in communities (Learner’s book page 23) Performance Indicator • To identify the similarities in communities. • To state the differences in communities.

Teaching and Learning Resources 99 Pictures of various communities. 99 Manila card showing different communities in Ghana. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Coloured pencils and crayons. 99 Learner’s Book 1.

Teaching and Learning activities • Guide learners to understand that communities have similarities and differences. • Go on to discuss that some communities have similarities such as a chief´s palace, an old chapel and a post office. • Guide learners to understand that apart from the similarities, communities also have some differences. Some communities have mountains and hills but others do not have them. Also, not all communities have forests. • Show a documentary on various communities to learners. Learning activities • Watch a documentary on some communities in Ghana and say all that you see. Video link: https://m.youtube.com/watch?v=ebk6XeolCmk • Mention two similarities of some communities in Ghana. • State two differences in communities in Ghana. • Carry out Activity 14 in the Pupil´s Book.

13 ContentHistory Standardsas a Subject

Conclusion • Ask learners to mention some similarities and differences in communities to find out their understanding of the lesson. Answers to Review Question • Some communities have hills and mountains but others do not have them. • Some communities have forest but other communities do not have. • Teacher will show a video on some important places in the community. • Teacher will supervise learners to watch the video. • Learners will identify and say all that they see in the video.

Diagnostic Assessment There are some vital questions that you have to ask yourself as a facilitator when you have checked the answers to the review questions.

• How well are my learners doing individually? • Do I need to introduce more variety into my teaching to cater for different abilities? • Are the ablest learners still progressing at their usual pace? • Am I checking on the understanding of the slower learners? • Do I need to use more teaching learning resources to enhance effective understanding of learners? • Do I have to employ the services of resource persons to enhance my teaching? Write these questions on a piece of card so that you can make regular checks to ensure effective assessment of learners’ work.

14 My Country Ghana Strand 2 MY COUNTRY GHANA Content Standards By the end of the lesson, the learner will be able to: • Explain the reason why the Portuguese named the country Gold Coast. • Appreciate the reasons why the government chose the name Ghana.

Sub-Strand 3: How Ghana got its Name (Learner’s book pages 25-30) Specific Indicator (Refer to pages 25-30) By the end of the lesson, the learner will be able to: • Appreciate the fact that Ghana was first known as the Gold Coast.

Lesson 14: Ghana (Learner’s book page 25) Performance Indicator • To identify a change of name from the Gold Coast to Ghana.

Teaching and Learning Resources 99 Map of Ghana. 99 Pictures of gold nuggets, gold dust and gold ornaments. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Learner’s Book 1.

Teaching and Learning activities Gold Nugget Gold Ornaments

• Guide the learners to read the lesson on Ghana. • Explain that Ghana was first called the Gold Coast. • Go on to say that the name Gold Coast was given by the Portuguese. • Explain that the Portuguese came to the Gold Coast in 1471. • Go on to say that the Portuguese named the county Gold Coast because there was plenty of gold in the land. • Discuss with the learners that the present name Ghana was adopted at independence.

15 My Country Ghana

Learning activities • Read the lesson on page 25 of Learner’s Book 1. • In groups, discuss the reasons why the Portuguese named the place Gold Coast. • Ask the learners to recite the poem—My country Ghana on page 26 of the Learner’s Book.

Conclusion • Say that the Gold Coast was rich in gold.

Lesson 15: Why the Name Ghana (Learner’s book pages 26-27) Specific Indicator • To explain the reasons why the government chose the name Ghana.

Teaching and Learning Resources 99 Map of Ghana. 99 Chalkboard/whiteboard illustrations. 99 Coloured pencils/crayon. 99 Paper and pencils. 99 Learner’s Book 1.

Teaching and Learning activities • Explain that the Gold Coast wanted to have a new name for itself as a new country. • Explain further that a new name symbolized the emergence of a new era of glory. • Go on to explain that because of this, it chose the name ‘Ghana’ from the ancient Ghana Empire. • Tell learners that the government accepted Dr. J.B. Danquah’s proposal for the name Ghana. • Use a map to show them the location of Ghana.

16 My Country Ghana

Learning activities • Give the reasons why the Gold Coast adopted a new name Ghana at independence. • Read the lesson on pages 26-27 of the Learner’s Book. • Draw a map of Ghana and colour it.

Conclusion • Say that Dr. Joseph Boakye Danquah suggested the name Ghana.

Lesson 16: Why it chose a name after the ancient Ghana Empire (Learner’s book pages 27-28) Performance Indicator • To appreciate the reasons why the government chose a name after the ancient Ghana Empire.

Teaching and Learning Resources 99 Map of Ghana. 99 Chalkboard/whiteboard illustrations. 99 Coloured pencils/crayon. 99 Paper and pencils. 99 Learner’s Book 1.

Teaching and Learning activities • Guide the learners to read the lesson on why the government chose a name after the ancient Ghana Empire. • Discuss the reasons why the government chose a name after ancient Ghana: The people of the ancient Ghana Empire and the Akan had many things in common. Some of them were: they both had a lot of gold; they both had great kings, and they both practised the matrilineal system of inheritance. • Explain to learners that the kings of ancient Ghana, such as Tunka Menin and Kaya Maghan were astute as some of the kings of the people of the Gold Coast such as Osei Tutu I, Ntim Gyakari and Boa Amponsem I.

17 My Country Ghana

Learning activities • Read the lesson on the reasons why the people chose a name after ancient Ghana. • Mention some similarities between ancient Ghana and modern Ghana. • Complete the activities on page 28 of the Learner’s Book.

Conclusion • Ask the learners to talk about some of the reasons why the people chose a name after ancient Ghana to check their understanding of the lesson.

Lesson 17: When the name Ghana was first used(Learner’s book page 29)

Performance Indicator • To identify when the name Ghana was first used.

Teaching and Learning Resources 99 Map of Ghana. 99 Chalkboard/whiteboard illustrations. 99 Coloured pencils/crayon. 99 Paper and pencils. 99 Learner’s Book 1.

Teaching and Learning activities • Explain that Ghana came under colonial rule in 1874. • Go on to say that the British ruled the Gold Coast for 83 years. • Further explain that the people did not like colonial rule and so they fought for their independence. • Tell learners that the Gold Coast finally gained its independence on 6th March, 1957. • Go on to say that on this day, the name Ghana become official.

Learning activities • Read the lesson on when the name Ghana became official.

18 My Country Ghana

• Watch a documentary on parliamentary proceedings leading to the official declaration of independence. Video link: https://m.youtube.com/ watch?v=j1cq6w83I0U • Watch a video on Dr. Kwame Nkrumah announcing the declaration of Independence at the Old Polo Grounds. Video link: https://m.youtube.com/ watch?v=wOEdJDdz690 Conclusion • Ask learners about when the name Ghana became official to find out about their understanding of the lesson. Answers to Review Questions 1. 6th March, 1957. 2. Dr. Kwame Nkrumah. 3. Independence. 4. As a new Country. 5. Ancient Ghana Empire. 6. Dr. Joseph Boakye Danquah. 7. Teacher will show a video on the declaration of independence. • Facilitator will supervise learners to watch the video. • Learners will identify and say all that they see in the video. Diagnostic Assessment There are some vital questions that you have to ask yourself as a facilitator when you have checked the answers to the review questions. • How did the learners perform in the review exercises? • What percentage of them understand the lesson in this sub-strand? • Are there some lessons in the sub-strand which they all found difficult? • Is there the need to go over the material with some of them or the whole class? • Is there the need to modify my teaching methods? • Do the learners require extra practice at reading? • Are the learners able to comprehend the language of the lesson?

Write these questions on a piece of card so that you can make regular checks to ensure the effective assessment of learners work.

19 My Country Ghana

Sub-Strand 5: Some Selected Individuals (Learner’s Book Pages 31-44) Specific Indicator (Refer to pages 31-44) By the end of the lesson, the learners will be able to: • Identify some prominent individuals in Ghana. • Appreciate their contributions to the development of the country.

Lesson 18: Theodosia Okoh (Learner’s book page 32) Performance Indicator • Mention the contribution of Theodosia Okoh. • Draw the Ghana National Flag.

Teaching and Learning Resources 99 Picture of Theodosia Okoh. 99 Ghana National Flag. 99 Paper and pencils. 99 Coloured pencils/crayons.

99 Chalkboard/whiteboard illustrations. Theodosia Okoh 99 Learner’s Book 1.

Teaching and Learning activities • Explain that Theodosia Okoh designed the Ghana National Flag in 1957. • Go on to say that she was a great artist and an art teacher. • Show the Ghana National Flag to the learners. • Guide them to mention the colours they see. • Explain that the colours of the flag have meanings. • Go on to say that the red signifies the blood and toil of our forefathers, the gold signifies the mineral wealth of the land, the green represents the agricultural resources of the country and the black star stands for the hope of Africa.

Learning activities • Look at a picture of Theodosia Okoh in class and describe her.

20 My Country Ghana

• Carry out the activity on page 32 in the Learners’ book. • Explain the meanings of the colours of the Ghana national flag.

Conclusion • Say that the Ghana National Flag we have in our school was designed by Theodosia Okoh.

Lesson 19: Amon Kotei (Learner’s book page 33) Performance Indicator • Narrate the contribution of Amon Kotei.

Teaching and Learning Resources 99 Picture of Amon Kotei. 99 Picture of the Ghana Coat of Arms. 99 Paper and pencils. 99 Coloured pencils/crayons.

99 Chalkboard/whiteboard illustrations. Amon Kotei 99 Learner’s Book 1.

Teaching and Learning activities • Show a picture of Amon Kotei to the learners. • Explain that he was an excellent sculptor, painter, musician and a surveyor. • Tell learners that Amon Kotei designed the Ghana Coat of Arms 4th March, 1957.

Learning activities • Look at the picture of the Ghana Coat of Arms. • Let them tell you all that they can see. • Draw the Ghana Coat of Arms and colour it.

Conclusion • Ask the learners to describe the Ghana Coat of Arms to check their understanding of the lesson.

21 My Country Ghana

Lesson 20: Baba Yara (Learner’s book page 34) Performance Indicator • To appreciate Baba Yara as an excellent Ghanaian footballer.

Teaching and Learning Resources 99 Picture of Baba Yara. 99 Picture of a football field. 99 Football. 99 Paper and pencils. 99 Coloured pencils/crayons. 99 Chalkboard/whiteboard illustrations. 99 Learner’s Book 1.

Teaching and Learning activities Baba Yara • Read the lesson on Baba Yara together with the learners. • Explain that Baba Yara was an excellent footballer of Ghana. • Explain that Baba Yara had fantastic goal scoring skills. • Let the learners examine a picture of Baba Yara on the football field.

Learning activities • Observe a football field and say all that you see. • Play football on the field. • Draw a football and colour it. • In groups, discuss why you admire Baba Yara.

Conclusion Ask the learners to tell you what Baba Yara did for Ghana to find out their understanding of the lesson.

Lesson 21: Kofi Antubam(Learner’s book page 34) Performance Indicator • To identify the contribution of Kofi Antubam.

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Teaching Learning Resources 99 Picture of Kofi Antubam. 99 Presidential seat drawn on a manila card. 99 Paper and pencils. 99 Coloured pencils/crayons. 99 Chalkboard/whiteboard illustrations. 99 Learner’s Book 1. Kofi Antubam Teaching and Learning activities • Read the lesson on Kofi Antubam together with the learners. • Tell learners that Kofi Antubam was a great Ghanaian artist. • Explain that Kofi Antubam developed the art and craft industry of Ghana. • Go on to say that President Kwame Nkrumah appointed him as the state artist. Learning activities • Look at the picture of Kofi Antubam and say all that you can see. • In groups, discuss some of the art and craft works of Kofi Antubam. • Draw the presidential seat of Ghana and colour it. Conclusion • Say that Kofi Antubam designed the presidential seat of Ghana.

Lesson 22: Philip Gbeho (Learner’s book page 35) Performance Indicator • Explain the contribution of Kofi Antubam.

Teaching and Learning Resources 99 Picture of Philip Gbeho. 99 The Ghana National Anthem drawn on a manila card. 99 Paper and pencils. Philip Gbeho 99 Coloured pencils/crayons. 99 Chalkboard/whiteboard illustrations.

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99 Learner’s Book 1

Teaching and Learning activities • Show a picture of Philip Gbeho to the learners. • Tell learners that he composed the Ghana National Anthem. • Explain that the title of the national anthem is God Bless our Homeland Ghana • Sing the Ghana National Anthem together with the learners.

Learning activities • Sing the Ghana National Anthem. • Watch a video on Philip Gbeho.

Conclusion • Ask the learners to tell you the composer of the Ghana National Anthem to check their understanding of the lesson.

Lesson 23: Dr. Ephraim Amu (Learner’s book page 37) Performance Indicator • To appreciate the contribution of Dr. Ephraim Amu to the Ghana music industry.

Teaching and Learning Resources • Pictures of Dr. Ephraim Amu. • Paper and pencils. • Coloured pencils/crayons. • Chalkboard/whiteboard illustrations. • Learner’s Book 1.

Teaching and Learning activities Dr. Ephraim Amu • Read the lesson on Dr. Ephraim Amu together with the learners. • Say that he was a Ghanaian musician, a song writer and a music teacher.

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• Explain that Dr. Ephraim Amu was the Father of Ghana Musicology. • Explain further that he composed a patriotic song titled “Yen ara asaase ni”

Learning activities • Read the lesson on Dr. Ephraim Amu. • Look at the picture of Dr. Ephraim Amu and say all that you see. • Watch a video on Dr. Ephraim Amu. Video link: https://m.youtube.com/ watch?v=eKnsAxoFmjY • Sing Yen ara asaase ni.

Conclusion • Ask the learners about the contribution of Dr. Ephraim Amu to check their understanding of the lesson.

Lesson 24: Saka Acquaye (Learner’s book page 40) Performance Indicator • To identify the contribution of Saka Acquaye.

Teaching and Learning Resources • Pictures of Saka Acquaye. • Paper and pencils. • Coloured pencils/crayons. • Chalkboard/whiteboard illustrations. • Learner’s Book 1. Saka Acquaye Teaching and Learning activities • Guide the learners to read the lesson on Saka Acquaye. • Explain that Saka Acquaye was an outstanding sculptor. • Go on to say that he was a great musician, a song writer and a textile designer.

25 My Country Ghana

Learning activities • Observe a picture of Saka Acquaye and say all that you can see. • In groups, talk about the work of Saka Acquaye. • Watch a video on Saka Acquaye.

Conclusion • Ask the learners about the contribution of Saka Acquaye to check their understanding of the lesson.

Lesson 25: Bob Johnson (Learner’s book page 41) Performance Indicator • To appreciate the role of Bob Johnson in Ghana.

Teaching and Learning Resources 99 Pictures of Bob Johnson. 99 Paper and pencils. 99 Coloured pencils/crayons.

99 Chalkboard/whiteboard illustrations. Bob Johnson 99 Learner’s Book 1.

Teaching and Learning activities • Guide the learners to read the lesson on Bob Johnson. • Explain that Bob Johnson developed Ghana’s Concert Party. • Go on to say that he was a professional entertainer. • Let the learners observe a picture of Bob Johnson.

Learning activities • Read the lesson on Bob Johnson. • In groups, discuss what makes Bob Johnson special in Ghana. • Watch a video on Bob Johnson.

26 My Country Ghana

Conclusion • Ask the learners about the contribution of Bob Johnson to check their understanding of the lesson.

Lesson 26: Dr. Alex Atta Yaw Kyeremanten (Learner’s book page 42) Performance Indicator • To appreciate the contribution of Dr. Alex Atta Yaw Kyeremanten to the development of Ghana.

Teaching and Learning Resources 99 Pictures of Dr. Alex Atta Yaw Kyeremanten. 99 Paper and pencils. 99 Coloured pencils/crayons. 99 Chalkboard/whiteboard illustrations.

99 Learner’s Book 1. Dr. Alex Atta Yaw Kyeremanten Teaching and Learning activities • Read the lesson on Dr. Alex Atta Yaw Kyeremanten together with the learners. • Explain that he was the founder of the Kumasi Cultural Centre. • Go on to say that the Kumasi Cultural Centre housed important historical materials like the treasure bag of Okomfo Anokye. • Show a picture of Dr. Alex Atta Yaw Kyeremanten to the learners.

Learning activities • Watch a video on Dr. Alex Atta Yaw Kyeremanten. • Carry out the activities on page 42 of the Learner’s Book 1.

Conclusion • Ask the learners about the contribution of Dr. Alex Atta Yaw Kyeremanten to check their understanding of the lesson.

27 My Country Ghana

Answers to Review Questions 1. Philip Gbeho. 2. Theodosia Okoh. 3. Excellent Footballer. 4. Dr. Ephraim Amu, Dr. Alex Atta Yaw Kyeremanten and Theodosia Okoh.

Diagnostic Assessment There are some vital questions that you have to ask yourself as a facilitator when you have checked the answers to the review questions. • How well are my learners doing individually? • Do I need to introduce more variety into my teaching to cater for different abilities? • Are the ablest learners still progressing at their usual pace? • Am I checking on the understanding of the slower learners? • Do I need to use more teaching and learning resources to enhance effective understanding of learners? • Do I have to employ the services of a resource person to enhance my teaching? Write these questions on a piece of card so that you can make regular checks to ensure the effective assessment of learner’s work.

28 EUROPEANS IN GHANA STRAND 3 EUROPEANS IN GHANA

Sub-Strand 1: Arrival of Europeans (Learner’s Book Pages 45-50) Content Standards (Refer to pages 45-50) By the end of the strand, the learners will be able to: • Identify the Europeans that established contact with the people of Ghana. • Describe the order in which the people from the European nations arrived in Ghana. • Identify the places where people from each European nation settled and operated from.

Lesson 27: The Coming of the Europeans (Learner’s book page 45) Performance Indicator By the end of the lesson, the learners will be able to: • Identify the Europeans that came to Ghana and the order in which they arrived.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 World map. 99 Paper and pencil. 99 Picture of caravels.

Teaching and Learning activities • Discuss that the Europeans came to Ghana in the fifteenth century, specifically in 1471. • Name the European nations that established contact with the people of Ghana such as Portugal, Britain, Denmark, the Netherlands, Sweden, Brandenburg (Germany), France and Norway. • Discuss that Portugal was the first European nation to come to Ghana because of certain advantages that she enjoyed at the time. Portugal was the first European nation to invent the caravel and the astrolabe. They also had the compass that helped in their navigational activities. • Explain that the Europeans arrived on the shores of Ghana at different times.

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• Outline the order in which the various nationals got to Ghana; such as the Portuguese, the British, the Danes, the Dutch, the Swedes, the Brandenburgers, the French and the Norwegians. • Show pictures of caravels on the shores depicting the arrival of the Europeans.

Learning activities • Name three Europeans that came to the shores of Ghana. • Multi-ability: In groups, identify the countries of the Europeans who came to Ghana on a world map.

Conclusion • Ask for the countries of the Europeans that established contact with Ghana to check the learners’ understanding of the lesson.

Lesson 28: Portugal (Learner’s book pages 45-46 ) Performance Indicator By the end of the lesson, the learners will be able to appreciate that the Portuguese from Portugal were the first Europeans that came to Ghana.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Map of Europe showing the location of Portugal. 99 Paper and pencil. 99 Picture of caravels.

Teaching and Learning activities • Paste a map of Europe on the board and show learners’ the location of Portugal. • Explain that the people of Portugal are called Portuguese. • Discuss that the Portuguese were the first Europeans to arrive in West Africa in the second decade of the 15th century. • Go on to say that they were also the first to come to Ghana in 1471. • Discuss that they built the Elmina Castle in 1482.

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• Discuss further that the castle served as their warehouse and also as a protection from their enemies.

Learning activities • Watch a documentary on the arrival of the Portuguese in Ghana. Video link: https://m.youtube.com/watch?v=IlDSHqVhPZE • Read the lesson on the Portuguese on page 45 of the Learner’s Book. • Trace the location of Portugal on the European map.

Conclusion • Ask learners the name of the first European nation whose people came to Ghana to check the learners’ understanding of the lesson.

Lesson 29: Britain (Learner’s book pages 46-47) Performance Indicator By the end of the lesson, the learners will be able to appreciate that the British came to Ghana during the era of exploration.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Map of Europe showing the location of Britain. 99 Paper and pencil. 99 Picture of caravels.

Teaching and Learning activities • Read the lesson on Britain together with learners. • Paste a map of Europe on the board and show learners the location of Britain • Explain that the British speak the English language. • Go on to say that they came to Ghana in the 16th century. • Discuss that they came to trade with the people of Ghana. • Further explain that they first established their headquarters in Cape Coast but later moved to Accra. • They defeated the Asante in the Sagrenti War of 1874 and annexed the Gold Coast.

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Learning activities • In groups, discuss the reasons why the British came to Ghana. • Read the lesson on Britain on page 46 of the Learner’s Book. • Trace the location of Britain on the European map.

Conclusion Ask learners to tell you when the British came to Ghana to check the learners’ understanding of the lesson.

Lesson 30: The Dutch (Learner’s book page 47) Performance Indicator By the end of the lesson, the learners will be able to appreciate that the Dutch operated in Ghana.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Map of Europe showing the location of the Netherlands. 99 Paper and pencil. 99 Picture of caravels.

Teaching and Learning activities • Explain that the Dutch arrived in Ghana in 1593. • Also explain that they competed with the Portuguese in the trade on the coast and finally defeated them in 1637. • Go on to say that they seized the Elmina Castle from the Portuguese and lived in it. • Discuss that the Dutch came to trade with the people of Ghana.

Learning activities • Read the lesson on the Dutch on page 47 of the Learner’s Book 1. • In groups, discuss why the Dutch fought the Portuguese.

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• Trace the location of the Netherlands on the European map.

Conclusion Say that the Dutch came to Ghana, mainly, to trade with the indigenes.

Lesson 31: Places where the Europeans Settled (Learner’s book pages 48-49) Performance Indicator By the end of the lesson, the learners will be able to appreciate the areas where the Europeans settled in Ghana.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Map of Ghana showing the places where the Europeans settled. 99 Paper and pencil.

Teaching and Learning activities • Read the lesson together with learners. • With the aid of a map of Ghana, show learners the areas where the Europeans settled. • Discuss that the Portuguese settled at Elmina from 1482 to 1637. • Go on to say that the British settled in Cape Coast from 1554 until 1877 when they moved to settle in Accra. • Discuss further that the Dutch settled in Elmina after they had seized the castle from the Portuguese. • Go on to say that the Danes lived at Osu in Accra while the Swedes lived in Takoradi. • Explain further that the Brandenburgers from Germany also settled at Princes Town in Ahanta.

Learning activities • In groups, discuss the places where the Europeans settled. • Draw the map of Ghana and colour the areas where the Europeans settled.

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Conclusion

99 Ask learners to mention the areas where the Europeans settled in Ghana to find out their understanding of the lesson.

Answer to Review Questions Ensure that learners match them appropriately: Portuguese ______Elmina British ______Cape Coast Germans ______Pokesu/Prince Town Danes ______Osu-Accra Swedes ______Takoradi

Diagnostic Assessment There are some vital questions that you have to ask yourself as a facilitator when you have checked the answers to the review questions. • How did the learners perform in the review exercises? • What percentage of them understand the lesson in this sub-strand? • Are there some lessons in the sub-strand which they all found difficult? • Is there the need to go over the material with some of them or the whole class? • Is there the need to modify my teaching methods? • Do the learners require extra practice at reading? • Are the learners able to comprehend the language of the lesson? Write these questions on a piece of card so that you can make regular checks to ensure the effective assessment of learners’ work.

34 INDEPENDENT GHANA Strand 6: INDEPENDENT GHANA Content Standards By the end of the strand, the learners will be able to: • Identify the republics Ghana has had. • Identify the presidents of the various republics of Ghana. • Indicate the tenures of office of the various presidents of the republics.

Sub-Strand 1: The Republics (Refer to pages 51-61)

Lesson 32: Osagyefo Dr. Kwame Nkrumah was the First President of Ghana (Learner’s book page 52) Performance Indicator By the end of this lesson, the learners will be able to: • Identify that Dr. Kwame Nkrumah was the first president of Ghana. • Identify the tenure of office of Dr. Kwame Nkrumah.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Pictures of Dr. Kwame Nkrumah. 99 Computer with an internet connection.

Teaching and Learning activities Dr. Kwame Nkrumah • Discuss what a republic is to the learners by saying that a republic is a country that has total independence and is ruled by a president who is elected by the citizens of that country. The people in a republican state control every aspect of their government. • Show a picture of Dr. Kwame Nkrumah and let them talk about him. • Explain that Dr. Kwame Nkrumah led Ghana to independence. • Explain that Dr. Kwame Nkrumah became the first President of Ghana. • Discuss the period of rule of President Dr. Kwame Nkrumah from 1960 to 1966 with learners.

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• Explain that Dr. Kwame Nkrumah was overthrown in 1966 and that marked the end of his rule and the end of the First Republic. • Show learners some pictures of Dr. Kwame Nkrumah.

Learning activities • Act out the declaration of independence by Dr. Kwame Nkrumah. • Watch a documentary on the induction of Dr. Kwame Nkrumah as the first president of Ghana. Video link: https://m.youtube.com/ watch?v=qZBLm1kYU_s

Conclusion • Remind learners of how Dr. Kwame Nkrumah became the first president of Ghana.

Lesson 33: Edward Akufo-Addo (Learner’s book page 53) Performance Indicator By the end of the lesson, the learners will be able to: • Explain that Edward Akufo-Addo was the President of the Second Republic of Ghana. • Identify Edward Akufo-Addo’s tenure of office as the President of the Second Republic.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencil. 99 Pictures of Edward Akufo-Addo. 99 Computer with an internet connection.

Teaching and Learning activities Edward Akufo-Addo • Explain what the Second Republic is to the learners. Explain that it was the republic/civilian government which came into force in 1970 at the end of the National Liberation Council. • Explain why the Second Republic came into existence. • Explain that Edward Akufo-Addo was the President of the Second Republic.

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• Discuss the period of rule of Edward Akufo-Addo. • Explain that Edward Akufo-Addo was overthrown in January 1972 and that ended the Second Republic. • Display pictures of Edward Akufo-Addo and let learners say all that they can see.

Learning activities • Explain the Second Republic • In groups, discuss why you like Edward Akufo-Addo • Watch a documentary on the swearing-in and rule of Edward Akufo-Addo as President of Ghana.

Conclusion • Say that Edward Akufo-Addo was the President of Ghana from 1970 to 1972.

Lesson 34: Dr. Hilla Limann (Learner’s book page 54) Performance Indicator By the end of the lesson, the learner will be able to: • Explain that Dr. Hilla Limann was the president of the third republic of Ghana. • Identify the tenure of office of Dr. Hilla Limann

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations 99 Paper and pencils 99 Pictures of Dr. Hilla Limann 99 Computer with an internet connection Dr. Hilla Limann Teaching and Learning activities • Explain that the Third Republic came into existence in September, 1979 when the Armed Forces Revolutionary Council supervised the return to civilian rule. This was after a long period of military rule in Ghana. • Explain that Dr. Hilla Limann was the president of Ghana under the Third Republic

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• Explain that Dr. Hilla Limann was overthrown in a coup d’état and that marked the end of his rule and the end of the Third Republic. • Show learners pictures of Dr. Hilla Limann and let them talk about him.

Learning activities • Describe the circumstances under which Dr. Hilla Limann came into power as President. • In groups, discuss how Dr. Limann was removed from power. • Watch a documentary on the swearing-in of Dr. Hilla Limann as the president of the Third Republic of Ghana.

Conclusion • Ask learners to tell you the president of the Third Republic to determine their understanding of the lesson.

Lesson 35: Flt. Lt. J.J. Rawlings (Learner’s book page 55) Performance Indicator By the end of the lesson, the learners will be able to: • Appreciate that the Fourth Republic came into effect in 1993. • Mention that Flt. Lt. J.J. Rawlings was the first president of the fourth republic.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Pictures of Flt. Lt. J.J. Rawlings. 99 Computer with an Internet connection.

Flt. Lt. J.J. Rawlings Teaching and Learning activities • Explain that the Fourth Republic came into effect in 1993 after the Provisional National Defence Council handed over power to a civilian elected government. • Explain that Flt. Lt. J.J. Rawlings was the first president of Ghana under the Fourth Republic.

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• Explain that Flt. Lt. J.J. Rawlings ruled from January 7th, 1993 to January 6th, 2001. • Explain that Flt. Lt. J.J. Rawlings handed over power peacefully to another president. • Show pictures of Flt. Lt. J.J. Rawlings to the learners and let them say all that they can see.

Learning activities • Who was the first president of the Fourth Republic? • Watch a documentary on the swearing-in and rule of Flt. Lt. J.J. Rawlings as the first president of the Fourth Republic of Ghana.

Conclusion • Ask the learners to tell you who the first president of the Fourth Republic was to ascertain their understanding of the lesson.

Lesson 36: President John Agyekum Kufuor (Learner’s book page 56) Performance Indicator By the end of the lesson, the learners will be able to: • Appreciate that President John Agyekum Kufuor was the second president of the Fourth Republic.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Pictures of President John Agyekum Kufuor. 99 Computer with an internet connection.

Teaching and Learning activities John Agyekum Kufuor • Explain that President John Agyekum Kufuor took over the presidency from Flt. Lt. J.J. Rawlings. • Explain that President John Agyekum Kufuor was the second president of Ghana under the Fourth Republic. • Explain that President John Agyekum Kufuor ruled from January 7, 2001 to January 6, 2009.

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• Discuss with the learners that President John Agyekum Kufuor handed over power peacefully to President John Evans Atta Mills. • Display pictures of President John Agyekum Kufuor.

Learning activities • Who was the second president of the Fourth Republic? • State the term of office of President John Agyekum Kufuor. • Watch a documentary on the swearing-in and the rule of President John Agyekum Kufuor as the president of Ghana.

Conclusion • Say that President John Agyekum Kufuor ruled for eight years and handed over power to Professor John Evans Atta Mills.

Lesson 37: President John Evans Atta Mills (Learner’s book page 57) Performance Indicator By the end of the lesson, the learners will be able to: • Appreciate that President John Evans Atta Mills became president after President John Agyekum Kufuor.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencil. 99 Pictures of President John Evans Atta Mills. 99 Computer with an internet connection.

Teaching and Learning activities John Evans Atta Mills • Explain that President John Evans Atta Mills took over the presidency from President J.A. Kufuor. • Explain that President John Evans Atta Mills was the third president of Ghana under the Fourth Republic. • Explain that President John Evans Atta Mills ruled from January 7th, 2009 to 24th July, 2012.

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• Explain that President John Evans Atta Mills did not hand over power because he died while he was in office. • Display pictures of President John Evans Atta Mills.

Learning activities • In groups, discuss why President John Evans Atta Mills did not complete his tenure of office. • Watch a documentary on the swearing-in and the rule of President John Evans Atta Mills as the president of Ghana. Video link: https://m.youtube. com/watch?v=cvn9rhUJaZQ

Conclusion • Remind learners that President John Evans Atta Mills ruled for only three and a half years.

Lesson 38: President John Dramani Mahama (Learner’s book page 58) Performance Indicator By the end of the lesson, the learners will be able to: • Appreciate that President John Dramani Mahama succeeded President John Evans Atta Mills when he died and also won the 2012 elections to become the fourth president in the Fourth Republic of Ghana. Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencil. 99 Pictures of President John Dramani Mahama. 99 Computer with an internet connection.

Teaching and Learning activities John Dramani Mahama • Explain that President John Dramani Mahama continued the unexpired term of President John Evans Atta Mills as president of Ghana. • Discuss that President John Dramani Mahama was later elected in 2012 as the fourth president of Ghana under the Fourth Republic. • Explain that President John Dramani Mahama ruled from January 7, 2013 to 6 January 2017.

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• Explain that President John Dramani Mahama handed over power peacefully to Nana Addo Dankwa Akufo-Addo.

Learning activities • Explain the reasons why John Dramani Mahama served the unexpired term of President Mills. • Watch a documentary on the swearing-in of President John Dramani Mahama after the death of President Mills. Video link: https://m.youtube.com/ watch?v=O6Z1tVO0hJY • Watch a documentary on the swearing-in of President John Dramani Mahama on 7th January, 2013. Video link: https://m.youtube.com/ watch?v=zs3f5VZDpHE • Look at some pictures of President John Dramani Mahama and say all that you can see.

Conclusion • Say that President John Dramani Mahama was president for four years and five months because he completed the unexpired term of President Mills’ reign before winning the 2012 general elections. Answer to Review Questions 1. The names of any two of the following presidents: Dr. Kwame Nkrumah, Dr. K. A. Busia, Dr. Hilla Limann, Flt. Lt. J.J. Rawlings President J.A. Kufuor and John Evans Atta Mills, President John Dramani Mahama. 2. Dr. Kwame Nkrumah, Dr. Hilla Limann, President J.A. Kufuor and Prof. John Evans Atta Mills, John Dramami Mahama, Edward Akufo-Addo.

Diagnostic Assessment There are some vital questions that you have to ask yourself as a facilitator when you have checked the answers to the review questions. • How well are my learners doing individually? • Do I need to introduce more variety into my teaching to cater for the different abilities? • Are the ablest learners still progressing at their usual pace? • Am I checking on the understanding of the slower learners? • Do I need to use more teaching and learning resources to enhance the effective understanding of learners?

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• Do I have to employ the services of resource persons to enhance my teaching? Write these questions on a card or a piece of cardboard so that you can make regular checks to ensure the effective assessment of learners’ work.

43 INDEPENDENT GHANA