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Essential History Primary 4 Teacher's Guide ESSENTIAL History History Primary 4 Teacher’s Guide Primary 4 Teacher’s Guide Teacher’s ESSENTIAL History Primary 4 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 978-9988-8963-7-9 Editor(s): Louise Brand Designer(s): Brenda Smal Typesetter(s): The Purple Turtle Publishing CC Illustrators(s): Emmanuel Lawson; Senyo Kwame Adzoro; Nicholas Bimpong; Edgar Jeffery Kwesi Baidoo; Danquah Andrea Nana Ekua; Sarbah Israel; Angela Ayitey Adzoro Photo 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: © Rawpixel/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 _______________________________________________ 5 Introduction ______________________________________________________________ 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 32 Content standards, indicators, subject specific practices and core competencies 33 Strand 1: History as a subject ___________________________________________ 41 Sub-strand 1: Why and how we study History 42 Summary 52 Revision 53 Assessment test 54 Strand 2: My country Ghana ______________________________________________ 55 Sub-strand 1: The people of Ghana 56 Summary 65 Revision 66 Sub-strand 4: Major historical locations 68 Summary 77 Revision 77 Sub-strand 5: Some selected individuals 79 Summary 87 Revision 88 Assessment test 89 Strand 3: Europeans in Ghana ________________________________________________ 91 Sub-strand 3: Missionary activities 92 Summary 100 Revision 101 Assessment test 102 Strand 4: Colonisation and Development under Colonial Rule in Ghana ______ 103 Sub-strand 1: Establishing British Rule in Ghana 104 Summary 109 Revision 110 Assessment test 112 Strand 6: Independent Ghana _______________________________________________ 115 Sub-strand 1: The Republics 115 Summary 119 Revision 120 Assessment test 121 Exam _______________________________________________________________________ 123 End-of-year exam 123 Resources __________________________________________________________________ 126 Resource 1 126 Resource 2 127 Resource 3 129 Resource 4 130 Resource 5 131 Resource 6 132 Assessment tools: Checklists and Rubrics _________________________________ 133 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 4. 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 Welcome to this History series Structure of this Teacher’s Guide This Teacher’s Guide is divided into three main sections: 1. Introduction: This section Introduction 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: provides an overview of the New INTRODUCTION • make use of historical facts to acquire analytical • observe and collect historical evidence skills, compare different periods and give their • interpret data as required • similarity and difference own structured account of past events. • build models Rationale and philosophy of • evidence • develop projects. Primary Curriculum and the the History curriculum • interpretation. Instructional expectations The following activities are recommended: Therefore, through the teaching and learning of History is a subject that explores the past with the • Sessions using different sources of historical History, learners should: aim of understanding the factors that have shaped The goal of introducing History of Ghana as a evidence, including discussions with people with History syllabus (Primary our world. As an academic discipline, history helps to • appreciate their personal history, as well as the history of their families, and their communities subject in the primary school is to effect positive historical knowledge (resource persons) and develop the imaginative abilities and critical thinking change in the values and attitudes of learners. It visiting historic sites skills of learners. History is also a discipline that aims • acquire the skill of gathering and objectively focuses on past events that have shaped our society. • Debates among groups on various topics relating to impart to learners a range of important moral analysing historical data, using scientific This can be achieved through well-planned lessons Basic 1–6), methodology, features, lessons, and provide them with guidelines for everyday methods, which will enable them to interpret to history living and interactions with people in society. past actions and behaviours of the people of that involve learners in the learning process. The • Projects using modern technologies to Ghana from a Ghanaian perspective enquiry approach of teaching is therefore encouraged communicate findings clearly and effectively in The objective of this Teacher’s Guide is to make • acquire more knowledge on the history of the in the History classroom. Learners should be guided the form of papers, exhibits/posters, drama and time allocation and assessment. teaching and learning interesting, useful and people of Ghana to make enquiries from available sources of historical documentaries. enjoyable. • apply historical concepts to the study of the evidence. Historical evidence can come from history of Ghana primary sources and secondary sources: Teaching philosophy • develop a discerning approach to studying • Primary sources originate from the past. Organisation of the curriculum sources of historical evidence Essentially, primary sources are closer to the Through the learning of History, learners would, • develop a sense of national consciousness and events in time and space. Examples could include specifically, acquire: appreciate the factors that make for national unity The curriculum is organised under Strands, • critical thinking skills by comparing, • acquire positive habits and attitudes, national pottery,
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