HISTORY OF GHANA for Basic Schools FACILITATOR’S GUIDE 5 • 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: 978-9988-0-4843-3

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 Page STRAND 2 My Country Ghana 1

Sub-Strand 1: The People of Ghana 1 Sub-Strand 5: Some Selected Individuals 12 STRAND 3 Europeans in Ghana 21

Sub-Strand 2: International Trade Including the Slave Trade 21 STRAND 4 Colonisation and Developments Under Colonial Rule In Ghana 26

Sub-strand 2: Social Developments Under Colonial Rule 26 Sub-strand 3: Economic Developments Under Colonial Rule 37 STRAND 5 Journey to Independence 45

Sub-Strand 1: Early Protest Movements 45 Sub-Strand 3: The 1948 Riots and After 52 

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 5. It will facilitate the organisation of your teaching to enable you to cover the whole Curriculum. 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 Performance Indicators 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 Performance Indicators: • 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. • To acquire an in-depth understanding of the past and its effects on the present. These aims and Performance Indicator 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, Performance Indicators and rationale of the curriculum in mind so that you will direct your teaching

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toward their realization. This will enable learners 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 inculcate a strong sense of socio-economic and political awareness in learners to enable them to reconstruct the past by describing, analyzing and examining past events. It enables 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 engaged 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 aforementioned domains.

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Structure of this book. The structure of the Facilitator’s Guide follows the Curriculum 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 Curriculum 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 and Learning 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 or notes and lesson delivery. Lesson objective Apart from the general Performance Indicator for each strand and sub-strand, each lesson also has its own Performance Indicator. 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 and Learning Resources are difficult to acquire, try as much as possible to improvise them. The Internet can also aid you to obtain some of the Teaching and Learning Resources, hence, the relevance of ICT in the teaching and learning of history. You can also identify some of the Teaching and Learning Resources 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.

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.

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viii My Country Ghana Strand 2 MY COUNTRY GHANA Refer to Learner’s Book (Learner’s book pages 1-23) General Performance Indicator By the end of the lesson, the learners will be able to: • Appreciate how our ancestors lived in ancient times. • Describe some ancient towns in Ghana. • Identify some prominent individuals in Ghana.

Sub-Strand 1: The People of Ghana (Learner’s book page 1)

Specific objective By the end of the lesson, the learners will be able to: • Identify some of the things our ancestors did that have changed in modern times and those that have remained the same.

Lesson 1: Our Ancestors (Learner’s book page 1) Lesson objective • To identify our ancestors and their way of life.

Teaching and Learning Resources 99 Pictures of some ancesters/our forefather. 99 Manila card. 99 Paper and pencils. 99 Blackboard/whiteboard illustrations. 99 Learner’s Book 5.

Teaching and Learning activities • Read the lesson on our ancestors together with learners. • Guide learners to understand that our ancestors are our forefathers and that we are their descendants. They were in our families in their past. They started the building of our country now known as Ghana. • Go on to explain that our ancestors depended on hunting of animals and gathering of wild fruits to live. They later made farms and reared animals.

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• Discuss that they used bark of trees to make clothes to cover themselves and also lived in caves and rock shelters but later built mud houses and lived in them. • Explain that there were no cars at the time so they walked from one place to another.

Learning activities • Guide the learners to read the lesson on our ancestors. • Study a picture of a cloth made from bark of a tree and state all that you can see. • Do the activities on page 3 of the Learner’s Book. • Watch a video on some of the tools made by our ancestors. Video link: https:// www.youtube.com/watch?v=L87Wdt044b0

Conclusion State that apart from walking on foot, our ancestors also used beasts of burden such as horses and donkeys in their movement from one place to another.

Lesson 2: Acquisition of food (Learner’s book pages 3-4) Lesson objective • To explain how our ancestors got their food.

Teaching and Learning Resources 99 Pictures of some wild food. 99 Manila card. 99 Paper and pencils. 99 Blackboard/whiteboard illustrations. 99 Learner’s Book 5.

Teaching and Learning activities • Read the lesson on the acquisition of food together with learners. • Guide learners to understand that our ancestors got their food through hunting of animals and gathering of wild fruits.

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• Show pictures of some of the tools our ancestors used to acquire food such as axes, choppers, hand axes, picks, scrapers, arrowheads and knives. • Show pictures of some animal our ancestors hunted such as deer, antelope, duiker, mongoose and guinea pig. • Explain that they used some of the tools to uproot wild tubers such as yam and cocoyam. • Go on to explain that they used plants such as nestle tree and oil palm tree to prepare food and also collected giant snails and shellfish for food preparation.

Learning activities • Guide the learners to read the lesson on acquisition of food. • Do the activities on page 4 of the Learner’s Book. • Watch a video on the life of our ancestors and our life today and tell the differences and similarities. Video link: https://www.youtube.com/watch?v=_ ANNQKKwWGk or https://www.youtube.com/watch?v=9k5UEFPGpfU Conclusion Ask the learners about how our ancestors acquired their food to check their understanding of the lesson.

Lesson 3: Agriculture (Learner’s book page 5) Lesson objective • To explain the reasons why man changed over from food gathering to food production.

Teaching and Learning Resources 99 Pictures of tubers of yam and cowpea. 99 Manila card.

99 Paper and pencils. Cowpea 99 Blackboard/whiteboard illustrations. 99 Learner’s Book 5.

Teaching and Learning activities Yam • Read the lesson on Agriculture together with learners.

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• Explain that in the course of time, changes in climate affected wild fruits and the animals obtained from hunting. There also was little rainfall which made some rivers and lakes dry-up. • Discuss with the learners that man saw the need to engage in food production to get adequate food supply and this took two main forms, namely, crops cultivation and animal rearing. • Explain that some crops cultivated and animals reared included yams and cowpea and guinea fowls and dwarf goats respectively.

Learning activities • Guide the learners to read the lesson on Agriculture. • In groups, ask the learners to state two reasons why man changed over from food gathering to food production and hunting to domestication of animals. • Show pictures of a guinea fowl and a dwarf goat to learners and let them state all that they can see.

Conclusion Say that the name guinea fowl means a fowl from the Guinea Coast or West Africa. This fowl was named by the Portuguese.

Lesson 4: Permanent Settlement (Learner’s book page 6) Lesson objective • To appreciate that as time went on, man changed from living in caves and rock shelters to living in houses.

Teaching and Learning Resources 99 Pictures of caves and rock shelters. 99 Manila card. 99 Paper and pencils 99 Blackboard/whiteboard illustrations. 99 Learner’s Book 5. 99 Watch a video on some of the tools made by our ancestors.

Teaching and Learning activities • Explain that at first, our ancestors did not have permanent places to settle.

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• Go on to explain that they lived in caves and rock shelters. • Guide learners to understand that they later decided to build houses in which they would live and so they built fossil mud, stone blocks and laterite blocks. Our early ancestors lived in the village.

Learning activities • Ask the learners to read the lesson on permanent settlement. • Carry out the activities on page 7 of the Learner’s Book.

Conclusion Ask the learners to name some of the houses our ancestors built to find out their understanding of the lesson.

Lesson 5: Ancient Towns (Learner’s book page 7) Lesson objective • To give examples of some ancient towns in Ghana.

Teaching and Learning Resources 99 Pictures of some ancient towns. 99 Map of Ghana showing some ancient towns. 99 Manila card. 99 Paper and pencils. 99 Blackboard/whiteboard illustrations. 99 Learner’s Book 5.

Teaching and Learning activities • Use the map of Ghana to show learners the location of some ancient towns in Ghana. • Explain that ancient towns were the earlier towns built by our ancestors. • Lead learners to identify some ancient towns in Ghana such as Begho, Bono- Manso, Dahwenya, Eguafo, Kintampo, Salaga and Daboya.

Learning activities • Ask the learners to read the lesson on ancient towns in Ghana.

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• Draw a map of Ghana and colour the location of three ancient towns in Ghana.

Conclusion Ask the learners to mention some ancient towns in Ghana to check their understanding of the lesson.

Lesson 6: Begho (Learner’s book pages 7-8) Lesson objective • To appreciate Begho as an important ancient trading centre in Ghana.

Teaching and Learning Resources 99 Pictures of Begho. 99 Map of Ghana showing the location of Begho. 99 Manila card. 99 Paper and pencils. 99 Blackboard/whiteboard illustrations. 99 Learner’s Book 5.

Teaching and Learning activities • Read the lesson on Begho together with learners. • Use the map of Ghana to show learners the location of Begho. • Explain that Begho which was founded by Kutu was an important centre of trade because the trade routes from Western Sudan passed there. • Go on to explain that apart from the Western Sudanese traders, the British, the Chinese and the Dutch also traded with the people of Begho. • Discuss the items of trade found at Begho market with learners: Ivory, salt, gold, kola nuts and leather works.

Learning activities • Guide the learners to read the lesson on Begho. • Show a picture of the Begho market to learners and let them mention some of the things they see. • Carry out the activities on page 8 of the Learner’s Book.

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Conclusion Ask the learners to mention some of the commodities they traded in at the Begho market to check their understanding of the lesson.

Lesson 7: Bono-Manso (Learner’s book page 8) Lesson objective • To identify Bono Manso as an important ancient town and trading centre.

Teaching and Learning Resources 99 Pictures of Bono Manso. 99 Map of Ghana showing the location of Bono-Manso. 99 Manila card. 99 Paper and pencils. 99 Blackboard/whiteboard illustrations. 99 Learner’s Book 5.

Teaching and Learning activities • Use the map of Ghana to show learners the location of Bono Manso. • Discuss with learners that the Akan first settled in Bono-Manso before they later migrated to settle in their present location. • Explain that Bono-Manso was an important trading area in the Bono state. • Discuss some of the goods they traded in at Bono-Manso with learners: gold, salt, kola nuts and leather.

Learning activities • Read the lesson on Bono-Manso. • Carry out the activities on page 9 of the Learner’s Book.

Conclusion Say that Bono Manso is presently located in the Bono Region of Ghana.

Lesson 8: Dawhenya (Learner’s book page 9) Lesson objective

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• To appreciate the relevance of Dawhenya to the people of Ghana.

Teaching and Learning Resources 99 Pictures of Dawhenya. 99 Map of Ghana showing the location of Dawhenya. 99 Manila card. 99 Paper and pencils. 99 Blackboard/whiteboard illustrations. 99 Learner’s Book 5.

Teaching and Learning activities • Use the map of Ghana to show learners the location of Dawhenya. • Explain that Dawhenya is famous for its irrigation projects. • Guide learners to understand that the State Farms Corporation developed an irrigation scheme at Dawhenya in 1959 because the state wanted to produce vegetables to feed the people in Accra and its surrounding areas. • Explain further that in 1975, the Head of State of Ghana, Ignatius Kutu Acheampong undertook Operation Feed Yourself Programme in Dawhenya. The Head of State wanted the people of Ghana to produce their own food to feed themselves.

Learning activities • Ask the learners to read the lesson on Dawhenya. • Study a picture of Dawhenya Irrigation Scheme and write all that you see. • Carry out the activity on page 9 of the Learner’s Book.

Conclusion Ask the learners questions about the importance of Dawhenya Irrigation Project to check their understanding of the lesson.

Lesson 9: Eguafo (Learner’s book pages 10-11) Lesson objective • To appreciate that Eguafo was an important ancient town in Ghana.

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Teaching and Learning Resources (Lesson on Eguafo) 99 Pictures of Eguafo. 99 Map of Ghana showing the location of Eguafo. 99 Manila card. 99 Paper and pencils. 99 Blackboard/whiteboard illustrations. 99 Learner’s Book 5.

Teaching and Learning activities Eguafo Traditional Council • Use the map of Ghana to show learners the location of Eguafo in the Central Region of Ghana. • Explain that Eguafo is one of the ancient towns in Ghana which was founded by Nana Takyi. • Go on to explain that the people of Eguafo are mostly traders, hence their name Eguadifo. • Discuss that the people got much profit from their trading activities with the Europeans who came to settle there. • Discuss that their items of trade included salt, fish, gold and kola nuts.

Learning activities • Guide the learners to read the lesson on Eguafo. • Carry out the activity on page 11 of the Learner’s Book.

Conclusion Say that their closeness to the sea also helped them to benefit from the European trade on the coast of Ghana.

Lesson 10: Kintampo (Learner’s book page 12) Lesson objective • To explain that Kintampo was an important ancient town.

Teaching and Learning Resources (Lesson on Kintampo) 99 Pictures of Kintampo. 99 Map of Ghana showing the location of Kintampo.

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99 Manila card. 99 Paper and pencils. 99 Blackboard/whiteboard illustrations. 99 Learner’s Book 5.

Teaching and Learning activities • Read the lesson on Kintampo together with the learners. • Use the map of Ghana to show learners that Kintampo is situated in the Bono Region of Ghana. • Explain that it is an important tourist site in Ghana because of its waterfalls. • Go on to explain that Kintampo generates revenue for the country because of its tourist attraction. When tourists visit the Kintampo waterfalls, they pay money which is used to develop the country.

Learning activities • Ask the learners to read the lesson on Kintampo. • Study the Kintampo waterfalls and write your observation. • Carry out the activity on page 12 of the Learner’s Book. • Watch a video on the kintampo waterfalls and write all that you see. Video link: https://www.youtube.com/watch?v=BLmjVW3xTo0

Conclusion Elicit the relevance of Kintampo from the learners to check their understanding of the lesson.

Lesson 11: Salaga (Learner’s book pages 12-13) Lesson objective • To appreciate that Salaga was an important ancient trading centre.

Teaching and Learning Resources 99 Pictures of Salaga. 99 Map of Ghana showing the location of Salaga. 99 Manila card. 99 Paper and pencils.

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99 Blackboard/whiteboard illustrations. 99 Learner’s Book 5. Teaching and Learning activities • Use the map of Ghana to show learners the location of Salaga. • Discuss that Salaga is now the capital of the Savanna Region of Ghana. • Go on to say that it was an important trading town with an entrepot for the north and south trade. • Discuss the commodities that were exchanged at the Salaga market: textiles, gold, kola nuts, beads and ostrich feathers. • Explain that Salaga also had a slave market where slaves were bought or sold. Learning activities • Ask the learners to locate Salaga on the map of Ghana. • Study pictures on the Salaga Slave Market and write your observation. • Carry out the activities on page 14 of the Learner’s Book. Conclusion Say that the Salaga Slave market reminds us that the people of Ghana took part in the Atlantic slave trade.

Lesson 12: Daboya (Learner’s book page 14) Lesson objective • To identify Daboya as an important salt producing area in Ghana.

Teaching and Learning Resources 99 Pictures of Daboya. 99 Map of Ghana showing the location of Daboya. 99 Manila card. 99 Paper and pencils. 99 Crayon/coloured pencils. 99 Blackboard/whiteboard illustrations. 99 Learner’s Book 5.

Daboya

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Teaching and Learning activities • Use the map of Ghana to show learners the location of Daboya in the north- western part of Tamale. • Explain that it is one of the ancient and popular towns in Ghana. • Go on to explain that there are important salt mines at Daboya. • Explain further that salt was one of the main items of trade in the past. Salt was exchanged for other goods. Learning activities • Ask the learners to read the lesson on Daboya. • Draw a map of Ghana and colour the location of Daboya. • Watch a video on the Daboya salt mines and write your observation. Conclusion Say that Daboya is also famous for its hand-woven and important textile industries.

Sub-Strand 5: Some Selected Individuals (Learner’s book pages 15-23) Performance indicator By the end of the lesson, the learners will be able to: • Identify some prominent Ghanaians who helped both our country and other countries. • Appreciate the contributions of such prominent individuals.

Lesson 13: Prominent individuals (Learner’s book page 15) Lesson objective • To mention some prominent Ghanaians. Teaching and Learning Resources (On Prominent Individuals) 99 Pictures of some prominent individuals. 99 Manila card. 99 Paper and pencils. Prof. Francis Prof.Akua Prof. Kwabena 99 Crayon/coloured pencils. Allotey Kuenyehia Frimpong Boateng 99 Blackboard/whiteboard illustrations. 99 Learner’s Book 5.

Abedi Ayew Pele Azumah Nelson

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Teaching and Learning activities • Explain that Ghana has had prominent individuals who served both Ghana and other countries. • Read the lesson on prominent individuals with learners. • Discuss some prominent Ghanaian individual with learners: Say that such individuals include Dr. R.E.G. Armattoe, Kofi Annan, Osibisa, El Anatsui, David Adjaye, Lord Ozwald Boateng, Efua Sutherland, Prof. Francis Allotey, Prof. Akua Kuenyehia, Prof. Frimpong Boateng, Abedi Ayew Pele, and Azuma Nelson.

Learning activities • Ask the learners to read the lesson on prominent individuals. • Show pictures of such prominent individuals to learners and let them state all that they see. • Draw any one prominent individual you admire and paint it.

Conclusion Say that such individuals served both locally and internationally.

Answers to Review Questions 1. (a) Hunting of wild animals such as deer and antelopes. (b) Gathering of wild fruits. 2. (a) To hunt animals. (b) To dig pits to trap animals. (c) To uproot wild tubers. (d) To prepare food. 3. Farming is the cultivation of crops while animal rearing is the domestication of animals. 4. Ensure that learners do the following: They draw the map of Ghana. Locate the ancient towns with different colours. Should provide a key indicating the locations of the various towns.

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Diagnostic Assessment There are some vital questions that you have to ask yourself as a facilitator when you have checked the outcome of 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 card so that you can make regular checks to ensure the effective assessment of learners´ work.

Lesson 14: Their Contributions to the World (Learner’s book pages 15-16) Lesson objective • To appreciate the contributions of some prominent Ghanaian individuals, both locally and internationally.

Teaching and Learning Resources 99 Pictures of some prominent individuals. 99 Manila card. 99 Paper and pencils. 99 Blackboard/whiteboard illustrations. 99 Learner’s Book 5.

Teaching and Learning activities • Guide the learners to read the lesson on contributions of prominent individuals. • Discuss their contributions with learners: Dr. R.E.G. Armattoe contributed to Science and Medicine; Kofi Annan was an international diplomat; Osibisa was a popular music group; El Anatsui is an outstanding sculptor; David Adjaye is a great architect; Ozwald Boateng is a fashion designer and Efua Sutherland was a playwright.

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• Go on to explain that Prof. Francis Allotey was a scientist and historian; Prof. Akua Kuenyehia is a law expert and a renowned judge; Prof. Kwabena Frimpong Boateng is a great heart surgeon; Abedi Ayew Pele was an outstanding footballer and Azumah Nelson was a boxing champion of the world.

Learning activities • Ask the learners to read the lesson on the contribution of prominent individuals. • Carry out the activities on page 17 of the Learner’s Book.

Conclusion Ask the learners about the contributions of some prominent individuals to check their understanding of the lesson.

Lesson 15: Dr. R.E.G. Armattoe (Learner’s book pages 17-18) Lesson objective • To appreciate the contribution of Dr. R.E.G. Armattoe in the field of medicine.

Teaching and Learning Resources 99 Pictures R.E.G. Armattoe. 99 Manila card. 99 Paper and pencils. 99 Blackboard/whiteboard illustrations. 99 Learner’s Book 5.

Dr. R.E.G.Armattoe Teaching and Learning activities • Read the lesson on Dr. R.E.G. Armattoe together with learners. • Discuss a brief biography of Dr. Armattoe with learners: Dr. R.E.G. Armattoe was born in the Volta Region of Ghana in 1913; After his elementary and secondary education in Ghana, he went to Germany and later France, where he studied Anthropology, Literature and Medicine; He became a famous medical doctor, a great anthropologist and a writer of prose and poetry; Dr. Armattoe was a Noble Prize nominee for Medicine and Physiology in 1949.

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• Explain that he discovered the Abochi drug during the course of the Second World War. • Go on to explain that this drug was used for the treatment of ringworms and water borne diseases. Millions of Africans survived because of the discovery of the Abochi drug. • Explain further that he also wrote the poem, “The Way I Would Like to Die.’’ Learning activities • Ask the learners to read the lesson on Dr. Armattoe. • Ask the learners to recite the first four line of the poem “The Way I Would Like to Die.” • Study a picture of Dr. R.E.G. Armattoe • Carry out the activities on page 18 of the Learner’s Book. Conclusion Say that Dr. Armattoe died at the age of 40.

Lesson 16: Kofi Annan(Learner’s book page 19) Lesson objective • To identify the contribution of Kofi Annan both locally and internationally.

Teaching and Learning Resources 99 Pictures of Kofi Annan. 99 Manila card. 99 Paper and pencils. 99 Blackboard/whiteboard illustrations. 99 Learner’s Book 5.

Teaching and Learning activities Kofi Annan • Discuss a brief biography of Kofi Annan with the learners: Kofi Annan was a prominent Ghanaian diplomat; He was born in 1938 in Kumasi in the Ashanti Region of Ghana; After his primary and secondary education, he went to the Kwame Nkrumah University of Science and Technology; He then went to complete his undergraduate studies at Macalester College, in St. Paul, Minnesota, United States in 1961; He also pursued a degree in International

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Relations at the Graduate Institute of International and Development Studies in Geneva, Switzerland, and completed in 1962; Kofi Annan obtained his master’s degree in Management in 1972. • Explain that having obtained these degrees, Kofi Annan served the world in various capacities. • Go on to explain that he was the seventh Secretary-General of the United Nations following his appointment as the Secretary-General of the United Nations in 1997, a position he served for nine years. • Explain further that he won several awards: he was a co-recipient of the 2001 Nobel Peace Prize. • Explain that locally, he founded the Kofi Annan Foundation in Ghana. • Tell learners that he died in 2018.

Learning activities • Ask the learners to read the lesson on Kofi Annan. • Study a picture of Kofi Annan and write your observation. • Carry out the activities on page 20 of the Learner’s Book. • Watch a documentary on Kofi Annan’s role at the United Nations and write all the positions he served. Video link: https://www.youtube.com/ watch?v=2gKjPASCS5I

Conclusion Ask the learners questions about the contributions of Kofi Annan to check their understanding of the lesson.

Lesson 17: Osibisa (Learner’s book pages 20-21) Lesson objective • To appreciate the contribution of Osibisa.

Teaching and Learning Resources 99 Pictures of Osibisa. 99 Manila card. 99 Paper and pencils. 99 Blackboard/whiteboard illustrations. Osibisa performing highlife music 99 Learner’s Book 5.

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Teaching and Learning activities • Explain that Teddy Osei is a Ghanaian musician. • Go on to say that in 1962, he got a scholarship from the government of Ghana to study music in London. • Discuss that Teddy Osei was a popular musician of Ghana and the whole World and that he was one of the founders of the Afrobeat band in 1969. Afrobeat combined Africa, Caribbean and many other aspects such as jazz, rock and Latin. • Explain the name, Osibisa, means “criss-cross rhythms that explode with happiness”. • Discuss some of his albums with learners: Africa We Go Go, Aka Kakra, Ayiko Bia.

Learning activities • Ask the learners to read the lesson on Osibisa. • Carry out the activities on page 21 of the Learner’s Book. • Watch a documentary on Osibisa’s performances. Video link: https://www. youtube.com/watch?v=S12qSXNARgk

Conclusion Ask the learners to name some of the albums of Osibisa to check their understanding of the lesson.

Lesson 18: El Anatsui (Learner’s book page 22) Lesson objective • To appreciate the contribution of El Anatsui, a citizen of Ghana.

Teaching and Learning Resources 99 Pictures of El Anatsui. 99 Manila card. 99 Paper and pencils. 99 Blackboard/whiteboard illustrations. 99 Learner’s Book 5. El Anatsui and some of his artworks

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Teaching and Learning activities • Read the lesson on El Anatsui together with learners. • Explain that El Anatsui was born in Ghana in 1944. • Explain further that after his primary and secondary education, he attended the Kwame Nkrumah University of Science and Technology. • Go on to explain that he is an outstanding Ghanaian sculptor but stayed in Nigeria.

Learning activities • Read the lesson on El Anatsui. • Study pictures of El Anatsui´s artworks and write your observation.. • Carry out the activities on page 22 of the Learner’s Book. • Watch a documentary on El Anatsui artworks. Video link: https://www. youtube.com/watch?v=ewLhOOkDZPA

Conclusion Say that some of his artworks are in display at the British Museum.

Answers to Review Questions 1. They are people who have made significant contribution both locally and internationally. 2. (a) Dr. R.E.G. Armattoe – He discovered the abochi drug used for the treatment of rig worms and other water borne diseases. (b) Kofi Annan – An international diplomat who became the Secretary General of the United Nations from 1997 to 2006. (c) Osibisa – A popular music group based in London and formed by Teddy Osei and his friends. band in 1969. (d) Abedi Ayew Pele – An outstanding footballer. (e) Prof. Francis Allotey – A scientist and historian.

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

19 My Country Ghana

• 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 card so that you can make regular checks to ensure the effective assessment of learners´ work.

20 Europeans in Ghana Strand 3 EUROPEANS IN GHANA Refer to Learner’s Book (Learner’s book pages 24-29) General Performance Indicator By the end of the lesson, the learner will be able to: • Explain the conduct of the Atlantic slave trade. • Identify some of the European countries that engaged in the Atlantic slave trade. • Explain the reasons for the start and expansion of the Atlantic slave trade.

Sub-Strand 2: The International Trade Including The Slave Trade (Learner’s book page 24) Specific objective By the end of the lesson, the learners will be able to: • Explain that the Europeans who came to Ghana traded in slaves.

Lesson 19: Trans-Atlantic Slave Trade (Learner’s book pages 24-26) Lesson Performance Indicator • To explain what the Atlantic slave trade was about. • Identify the items that were exchanged for slaves. • Explain why the trade was also called the Triangular Trade.

Teaching and Learning Resources 99 Pictures of slaves in shackles. 99 World map showing the routes of the triangular trade. 99 Pictures of European goods such as textiles, rum, cowries, guns and gunpowder. 99 Pictures of commodities from the new world such as sugar, coffee and tobacco. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Learner’s Book 2.

21 Europeans in Ghana

Teaching and Learning activities • Revise the Atlantic slave trade in Learner’s Book 2 with the learners. Explain that the Atlantic slave trade was a trade in slaves from some African countries including Ghana. Indicate that the destination of the slaves from Ghana was the New World, which is also known as the Americas. • Guide learners to understand that the Atlantic slave trade is sometimes called the Triangular trade because it connected three continents of the world (Europe, Africa and the New World) and therefore the trade route was in the shape of a triangle. • Identify the items that were obtained from each of the continents involved and their eventual destinations. For instance, textiles, rum, cowries, guns and gunpowder from Europe were transported to Ghana and exchanged for slaves. The slaves were then transported to work on plantations and in mines in the New World. The ships then left the New World to Europe with sugar, coffee and tobacco onboard. • Show pictures of gold, copper, coffee, cotton, gun, gunpowder, textiles and gin. • Show a map showing the routes of the Triangular Trade.

Learning activities • Read the lesson on the Atlantic Slave Trade. • Complete the activity on page 27 of the Learner´s Book. • Watch a video on the Atlantic Slave Trade. Video link: https://www. youtube.com/watch?v=TYuRhSE0Bpc or https://www.youtube.com/ watch?v=3NXC4Q_4JVg

Conclusion • Say that the Atlantic slave trade was the same as the Triangular Trade.

Lesson 20: Europeans and the Slave Trade (Learner’s book page 27) Lesson objective • To identify the European nations that engaged in the Atlantic slave trade.

Teaching and Learning Resources 99 A map of Europe showing the European nations that engaged in the slave trade. These include England, Spain and Portugal. 99 Pictures of some forts and castles on the shores of Ghana.

22 Europeans in Ghana

99 Chalkboard/whiteboard illustrations 99 Paper and pencils

Teaching and Learning activities • Explain that some European nations engaged in the Triangular Trade. • Explain that Portugal took the lead in the trade and other nations followed. • Name some of the European nations that participated in the slave trade: the British, the French, the Spanish and the Dutch. • Show a map indicating the European nations that engaged in the slave trade. • Explain further that the Europeans built forts and castles in Ghana to serve many purposes including keeping slaves in the dungeons. • Name some of the castles that had holdings for slaves such as the Osu Castle, Elmina Castle and the Cape Coast Castle. • Show pictures of forts and castles.

Learning activities • Read the lesson on “Europeans and the Slave Trade.” • Complete the activities on page 28 of the Learner´s Book. • Embark on an excursion to a fort or a castle.

Conclusion • Ask the learners to recount what they saw on an excursion into the dungeons.

Lesson 21: Reasons for the slave trade (Learner’s book page 28) Lesson objective • To identify some of the reasons for the start and expansion of the Triangular Trade.

Teaching and Learning Resources 99 Pictures of black slaves working on plantations and in the mines of the New World. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils.

23 Europeans in Ghana

Teaching and Learning activities • Explain that the Triangular Trade was started because of many reasons including: i. the need to get slaves from Africa to work in their plantations in the Americas. ii. a suggestion made by Las Casas for the European nations to use African slaves instead of native Americans. iii. Emperor Charles V of Spain also gave license to European slave traders to ship more slaves. • Explain that the license that was given by Emperor Charles V was known as the Assiento. Learning activities • Read the lesson on “Reasons for the slave trade.” • Complete the activities on page 29 of the Learner´s Book.

Conclusion • Remind the learners that the Atlantic slave trade was started to solve a challenge with labour on the plantations and in the mines in the Americas.

Answers to Review Questions Reasons why the slave trade was introduced: 1 (a) The slaves served as strong and cheap labour to work on the plantations in the New World/Americas. (b) A suggestion by Las Casas that Africans should be used instead of the native Americans for fear that they would be extinct. (c) The issuance of Assiento by Emperor Charles V of Spain. 2. Ensure that learners do the following: • Locate the continents of Europe, Africa and the Americas on the world map • Trace the navigational routes from Europe to Africa, then to the Americas and back to Europe.

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

24 Europeans in Ghana

• 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 card so that you can make regular checks to ensure the effective assessment of learners´ work.

25 ColoniSation and Developments Under Colonial Rule In Strand 4 COLONISATION AND DEVELOPMENTS UNDER COLONIAL RULE IN GHANA Refer to Learner’s Book (Learner’s book pages 30-50) General Performance Indicator By the end of the lesson, the learners will be able to: • Explain what the colonial period meant. • Explain the forms of social development that took place under colonial rule. • Identify the economic developments in Ghana during the period under review. • Explain the impact of the developments on the people of Ghana.

Sub-Strand 2: Social Developments Under Colonial Rule (Learner’s book page 30) Specific objective By the end of the lesson, the learners will be able to: • Describe the social developments that took place during the colonial period.

Lesson 25: Colonial Period (Learner’s book page 31) Lesson objective • To explain the period known as the colonial period.

Teaching and Learning Resources 99 A map of colonial Ghana. 99 A picture of the 1894 Sagrenti War. 99 A picture of Dr. Kwame Nkrumah declaring Ghana’s independence at the old polo grounds. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils.

Teaching and Learning activities • Explain that the British government assumed total control over the entire territory of Ghana and hence they introduced and implemented policies that

26 Ghana

were in the interest of the British Empire. Note that the total assumption of power by the British is known as colonisation. • Explain that the people of Ghana had no control over the way the nation was governed. • Further, explain that the colonial period started after the defeat of Asante in 1874 and came to an end in 1957. • State also that the colonial period came to an end because the people of Ghana gained their independence from British rule. • Explain that the British colonial government and missionary societies introduced some social developments such as the putting up of schools, health and housing facilities during the colonial period. • Show the Learners pictures of the Sagrenti War and the declaration of independence.

Learning activities • Read the lesson on “Colonial Period.” • Ask the learners to describe what they understand the colonial period to be.

Conclusion • Remind the learners that the colonial period was a period of total British rule over Ghana.

Lesson 26: Schools (Learner’s book pages 31-32) Lesson objective • To identify some of the secondary and vocational schools that were built during the colonial period.

Teaching and Learning Resources 99 Pictures of some of the mission and government secondary schools that were built during the colonial period. 99 Pictures of some prominent Ghanaians who attended the schools named above. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils.

27 Ghana

Teaching and Learning activities • Explain that one social development that was introduced during the colonial period was the building of more schools. Indicate that the schools were built by the colonial government and missionaries alike. • Provide examples of mission schools and the respective missionary societies that built them such as the Wesleyan Mission built Mfantsipim School and Wesley Girls´ High School; the Anglican Church built Adisadel College; the Roman Catholic Church built the St. Augustine´s College and Holy Child School. The colonial government also built Achimota College in 1925. • Further explain that apart from the grammar and elementary schools, some teacher training colleges were also built. • Show pictures of some of the mission and government secondary schools that were built during the colonial period. Learning activities • Read the lesson on “Schools.” • Ask the learners to mention some mission and government schools they know. Conclusion • Remind the learners that the schools produced some prominent people in Ghana.

Lesson 27: Mfantsipim School (Learner’s book page 32) Lesson Performance Indicator • To identify the missionary society that built the school. • To tell a brief history of the school. • To identify some prominent old students of Mfantsipim School. Teaching and Learning Resources 99 Pictures of Mfantsipim School. 99 Picture of some prominent old students of Mfantsipim School. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils.

28 Ghana

Teaching and Learning activities • Explain that Mfantsipim School was built by the Wesleyan Mission in 1876 in Cape Coast. • Explain that the school was first called the Wesleyan High School but the name was changed to Mfantsipim School in 1905. • Further, explain that the school is an all-boys school which had James Picot as its first headmaster. • Provide names and pictures of some prominent old students of Mfantsipim School such as Justice Kobina Arku Korsah, Mr. Kofi Anan, Prof. K. A. Busia, and His Excellency Kwesi Bekoe Amissah-Arthur. • Show the learners pictures of sections of the school. Learning activities • Read the lesson on “Mfantsipim School.” • Ask the learners to look at pictures of the school and state what they see. • Complete the activities on page 33 of the Learner’s Book. Conclusion • State that Mfantsipim School was the first secondary school that was established in Ghana.

Lesson 28: Wesley Girls´ High School (Learner’s book page 33) Lesson Performance Indicator • To identify the missionary society that built the school. • To recount a brief history of the school. • To identify some prominent old students of the school.

Teaching and Learning Resources 99 Pictures of Wesley Girls´ High School. 99 Picture of some prominent old students of Wesley Girls´ High School. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils.

29 Ghana

Teaching and Learning activities • Explain that Wesley Girls´ High School was also built by the Wesleyan Mission in 1836 in Cape Coast. • Explain that it started as a primary school for girls before it was turned into a secondary school. • Further explain that the school is an all-girls school which had Her Ladyship Justice Georgina Theodora Wood, Prof. Joy Henrietta Mensa-Bonsu, Lady Julia Osei-Tutu and Prof. Florence Dolphyne as some of its prominent old students. • Show the learners pictures of the outstanding old students of the school. • Show the learners pictures of sections of the school.

Learning activities • Read the lesson on “Wesley Girls´ High School.” • Ask the learners to look at pictures of the school and state what they see. • Complete the activities on page 34 of the Learner’s Book.

Conclusion • Remind learners that Wesley Girls´ High School has trained many prominent women in the country.

Lesson 29: Adisadel College (Learner’s book page 34) Lesson Performance Indicator • To identify the missionary society that built the school. • To tell a brief history of the school. • To identify some prominent old students of Adisadel College.

Teaching and Learning Resources 99 Pictures of sections of Adisadel College. 99 Picture of some prominent old students of Adisadel College. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils.

Adisadel College

30 Ghana

Teaching and Learning activities • Explain that Adisadel College was built by the Anglican Mission in Cape Coast in the year 1910. • Guide learners to understand that the school was first called St. Nicholas Grammar School but the name was later changed to Adisadel College. Add that the school is an all-boys school. • Mention some old students of the school such as Justice Philip Archer, George Kingsley Aquah, and Justice Edward Kwame Wiredu. Others include Sir. Dr. Sam Jonah and Honorable Alan Kyeremanteng. • Show the learners pictures of sections of the school and some prominent old students. Learning activities • Read the lesson on “Adisadel College.” • Ask the learners to look at pictures of the school and state what they see. • Complete the activities on page 35 of the Learner’s Book. Conclusion • Remind the learners that Adisadel College was established by the Anglican Church to educate boys in the country.

Lesson 30: Achimota College (Learner’s book page 35) Lesson Performance Indicator • To identify who established Achimota College. • To tell a brief history of the school. • To identify some prominent old students of Achimota College. Teaching and Learning Resources 99 Pictures of sections of Achimota College. 99 Pictures of Governor Gordon Guggisberg, Rev. Alec Garden Fraser and Dr. James Kwegyir Aggrey. 99 Picture of some prominent old students of Achimota College. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils.

31 Ghana

Teaching and Learning activities • Explain that Achimota College was built by the colonial government under Governor Gordon Guggisberg. • Explain that the school was first called the Prince of Wales College but the name was changed to Achimota College. • Further, explain that the school is a mixed-sex school which had Rev. Alec Garden Fraser as its first Principal and Dr. James Kwegyir Aggrey as the Vice Principal. • Provide names and pictures of Dr. Kwame Nkrumah, Prof. Kofi Abrefi Busia, His Excellency Flt. Lt. Jerry John Rawlings and His Excellency John Dramani Mahama who were all students of Achimota College. • Show the learners pictures of sections of the school.

Learning activities • Read the lesson on “Achimota College.” • Ask the learners to look at pictures of the school and state what they see.

Conclusion • State that Achimota College has produced presidents, prime ministers and heads of state in Ghana.

Lesson 31: Teacher Training Colleges (Learner’s book page 36) Lesson objective • To identify some of the teacher training colleges built by missionary society.

Teaching and Learning Resources 99 Pictures of some missionary teacher training colleges in Ghana. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils.

Teaching and Learning activities • Explain that teacher training colleges were built in various parts of the country to train teachers who would teach in the elementary and secondary schools that had been established.

32 Ghana

• Explain that most of the training colleges were built by missionary societies such as the Basel Mission with the colonial government also establishing some. • Give examples of the training colleges built by the Basel missionaries: the Basel Mission established training colleges at Osu and Akropong. Explain that the school in Akropong is now called the Presbyterian College of Education. • Explain that the teacher training colleges helped to train qualified teachers for elementary schools and secondary schools. • Show the learners pictures of some teacher training colleges built by the missionaries in Ghana.

Learning activities • Read the lesson on “Teacher Training Colleges.”

Conclusion • Conclude by emphasising to the learners that the teacher training colleges produced qualified teachers to teach learners and students in the schools that had been established.

Lesson 32: Educational Laws and Reforms (Learner’s book pages 36-39) Lesson Performance Indicator • To identify some of the educational reforms that were introduced during the colonial era.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Some educational ordinances and laws during the colonial period.

Teaching and Learning activities • Guide learners to understand that the colonial governments introduced policies and passed laws which were meant to regulate and improve the standard of education that was offered in the country. • Provide some examples of the laws/policies such as: i. the 1882 and 1887 educational laws

33 Ghana

ii. the Sixteen Principles of Education introduced by Governor Gordon Guggisberg iii. the new educational ordinance of 1925. • Read aloud the contents of the laws and policies and explain each to the Learners.

Learning activities • Read the lesson on Developments in Education. • Complete the activity on page 40 of the Learner’s Book.

Conclusion • Ask the learners to list Sixteen Principles of Education that were introduced by Governor Gordon Guggisberg.

Lesson 33: Healthcare (Learner’s book page 40) Lesson objective • To explain the developments made in the provision of improved healthcare in Ghana.

Teaching and Learning Resources 99 Pictures of some health facilities (hospitals, clinics, dispensaries). 99 Pictures of the Korle Bu Hospital. 99 Pictures of people receiving medical care in hospitals/clinics. 99 A picture of Governor Gordon Guggisberg. 99 Chalkboard/whiteboard illustrations Paper and pencils.

Teaching and Learning activities • Explain that the colonial period also witnessed some development in the provision of healthcare. • Guide learners to understand that the colonial government and missionary societies built health facilities such as clinics, hospitals and dispensaries in parts of the country. • Further, explain that the health facilities and the influx of foreign health practitioners helped to improve the treatment of some ailments in the country.

34 Ghana

• Provide some examples of health facilities that were built by the colonial government such as the government hospitals in Kumasi, Obuasi, Takoradi and Sunyani. Also, indicate that Governor Gordon Guggisberg built the Korle- Bu Hospital in Accra in 1923. • Explain, however, that some of the health facilities were, initially, meant to serve only the Europeans in Ghana. It was later that they were opened to the local people of Ghana. • Show pictures of some of the health facilities, including the Korle-Bu Hospital. • Also, show a picture of Governor Gordon Guggisberg.

Learning activities • Read the lesson on Healthcare. • Complete the activities on page 41 of the Learner’s Book. • Watch a video of the Korle-Bu Teaching Hospital and say all that you see. Video link: https://www.youtube.com/watch?v=gNjH1ynWSJE

Conclusion • Remind the learners that the introduction of orthodox healthcare system improved the health conditions of the people of Ghana.

Lesson 34: Housing (Learner’s book page 41) Lesson objective • To explain the innovations that were introduced in the housing system.

Teaching and Learning Resources 99 Pictures of mud houses with thatch roof. 99 Pictures of some European-styled houses of the colonial period. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils.

Teaching and Learning activities • Guide learners to understand that the people of Ghana lived in houses long before the coming of the Europeans and the advent of colonialism.

35 Ghana

• Explain the architectural styles of the people of Ghana before the Europeans came. Explain that the houses were built with mud and they were covered with thatch or leaves. • Further, explain that the Europeans introduced different styles of architecture and the construction of such houses increased during the colonial period. • Explain that the new houses were built with bricks and cement and they were roofed with iron sheets or shingles and they were designed like houses in Europe and Brazil and many of them were two-storeys. • Also, indicate that the new improved housing system ensured an improved safety of the people who lived in them. • Show pictures of pre-colonial houses and those of the colonial era.

Learning activities • Read the lesson on “Housing”. • Ask the learners to look at the pictures of the two types of houses and mention all that they can see. • Ask the learners to say the advantages and disadvantages of living in houses built with mud and those built with bricks and cement. • Complete the activities on page 42 of the Learner’s Book.

Conclusion • Mention that some rich Ghanaians also built bricks and cement houses.

Answers to Review Questions 1.Provisions of Educational Ordinances a.1882 Educational Ordinance: • It established a Central Board of Education. • It also established local boards to help in a sharing grants to the schools. c. 1887 Educational Ordinance: • It set up new a Board of Education to replace the Board of 1882. • It appointed a Director of Education.

2. To promote co-education at the secondary school level in the country.

36 Ghana

Diagnostic Assessment There are some vital questions that you have to ask yourself as a facilitator when you have checked the outcome of 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 device more teaching and 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 card so that you can make regular checks to ensure the effective assessment of learners´ work.

Sub-Strand 3: Economic Developments Under Colonial Rule (Learner’s book pages 43-50) Specific objective By the end of the lesson, the learners will be able to: • Describe the Legitimate Trade and how it was conducted.

Lesson 35: Legitimate Trade (Learner’s book page 43) Lesson objective • To explain the Legitimate Trade.

Teaching and Learning Resources 99 Pictures of palm oil and palm kernel, cotton, groundnuts, timber, rubber, cocoa, coconut and minerals like gold, bauxite and copper. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils.

Teaching and Learning activities • Read the sub-title ‘Legitimate Trade’ together. • Explain that the heinous Atlantic slave trade was brought to an end in the early 19th century because of economic, humanitarian and other reasons.

37 Ghana

• Also, explain that the termination of the slave trade gave way to a new type of trade that was known as the Legitimate Trade. • Explain further that it was called the legitimate trade because it was a trade in items instead of slaves. • List palm oil and palm kernel, cotton, groundnuts, timber, rubber, cocoa, coconut and minerals like gold, bauxite and copper as some of the items of trade in the Legitimate Trade. • Show pictures of some commodities that were traded in during the period of the Legitimate Trade.

Learning activities • Read the lesson on Legitimate Trade. • Complete the activities on page 44 of the Learner’s Book.

Conclusion • Remind the learners that the Legitimate Trade was a better substitute for the Atlantic slave trade.

Lesson 36: Roads (Learner’s book page 44) Lesson objective • To identify road networks that were built to facilitate trade in Ghana.

Teaching and Learning Resources 99 Pictures of some roads and cars of the colonial period. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Learner’s Book 4.

Teaching and Learning activities • Revise lessons on the development of transportation in Learner’s Book 4 with the learners. • Explain that the introduction of cars and truck to help promote trade necessitated the construction of more road networks to connect different parts of the country.

38 Ghana

• Provide some examples of road systems that were constructed. For example, from Saltpond to Oda, Accra to Kyebi, Yeji to Krakye, Kumasi to Krakye, Obuasi to Praso and form Winneba to Swedru. Show pictures of some of the road networks and the lorries/trucks that were used on them.

Learning activities • Read the lesson on “Roads.” • Ask the learners to look at the pictures of roads, cars and lorries in the book and say what they see.

Conclusion • Explain that most of the roads were built in areas that produced the items of trade.

Lesson 37: Railways (Learner’s book pages 44-45) Lesson objective • To identify the places where railway lines were built.

Teaching and Learning Resources 99 Pictures of some railway lines and trains. 99 Pictures of bauxite, manganese and sacks of cocoa. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Learner’s Book 4.

Teaching and Learning activities • Read the sub-title ‘Railways’ together. • Guide learners to understand that the colonial government constructed railways in some parts of the country to help transport heavy trade items such as gold, bauxite, bags of cocoa and manganese in trains. • Explain that it was easier and faster to transport those commodities by rail than it was by road. • Further, explain that more steam trains were brought into Ghana to transport the items of trade.

39 Ghana

• Name the communities that were interconnected by railway lines during the colonial period: from Sekondi to Kumasi and it was later extended to Tafo; from Accra to Tafo and from Kade to Huni Valley. Emphasise that those communities produced heavy commodities which were transported by trains to the harbour so that they would be taken to Britain by sea. • Show pictures of the railways, trains and the heavy minerals.

Learning activities • Read the lesson on “Railways.” • Ask the learners to look at the pictures of trains and railways and mention all that they can see.

Conclusion • Remind the learners that railways were not built in areas that did not have mineral resources.

Lesson 38: The Takoradi Harbour (Learner’s book pages 45-46) Lesson objective • To identify the purpose of the construction and use of the harbour

Teaching and Learning Resources 99 Pictures of the Takoradi harbour. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils.

Teaching and Learning activities • Explain that the items of trade that the colonial government and other merchants acquired in Ghana were taken to Britain by ship. • Guide learners to understand that in the early years, canoes carried the commodities onto the ships that had anchored some distance away from the shores. But when the legitimate trade started and the volume of trade increased, the colonial government built a harbour in Takoradi so that big ships could dock close to land for gold, bauxite, manganese and agricultural produce to be offloaded from trains and trucks onto the ships. • Note that Governor Gordon Guggisberg constructed the Takoradi harbour in 1928 in Takoradi in the Western Region.

40 Ghana

• Show pictures of the Takoradi Harbour to the Learners. Learning activities • Read the lesson on the “Takoradi harbour.” • Ask the learners to discuss the benefits of the harbour to the trade. • Complete the activities on page 46 of the Learner’s Book. Conclusion • State the Takoradi harbour was the only harbour in the country for a long while until the Tema harbour was constructed by Kwame Nkrumah.

Lesson 39: Agriculture (Learner’s book pages 46-47) Lesson objective • To identify some of the cash crops that were cultivated and exported during the trade. Teaching and Learning Resources 99 Pictures of some cash crops such as palm kernel, cotton, coffee, timber, rubber and cocoa. 99 Pictures of experimental farms and botanical gardens. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils.

Teaching and Learning activities

• Explain that agriculture was promoted during the colonial period. Consequently, food crops and cash crops were cultivated on a large scale. • Guide learners to understand that some of the cash crops were not indigenous to Ghana but they were introduced by the missionaries into the country. For instance, the Basel missionaries introduced cocoa into Ghana. • Give some examples of cash crops that were cultivated during the colonial period such as cotton, coffee, timber, rubber and cocoa. • Explain further that plantations and experimental farms were established by the colonial government and the missionaries in Krobo, Akuapem and Akyem to cultivate some of the cash crops. • Show pictures of cotton, coffee, timber, rubber and cocoa to the Learners.

41 Ghana

Learning activities • Read the lesson “Agriculture.”

Conclusion • Emphasize that the activities in agriculture in the colonial period contributed to making Ghana the leading exporter of oil palm, gold and cocoa at different times in our history.

Lesson 40: Tetteh Quarshie brings Cocoa to Ghana (Learner’s book page 48) Lesson objective • To identify the contribution of Tetteh Quarshie to the introduction of cocoa to Ghana.

Teaching and Learning Resources 99 Pictures of Tetteh Quarshie. 99 Pictures of cocoa plants. 99 Pictures of cocoa pods and cocoa beans. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils.

Teaching and Learning activities • Explain that even though the Basel missionaries had introduced cocoa to Ghana, the seedlings did not survive because there were wars in the places where the cocoa farms were located. • Further, explain that a Ghanaian called Tetteh Quarshie also brought cocoa beans from Fernando Po in Equatorial Guinea to Ghana in 1879. • Explain that Tetteh Quarshie swallowed the cocoa beans before getting them out of Fernando Po into Ghana. This was because it was illegal for anyone to travel from Fernando Po with the crop. • Indicate that the cocoa beans Tetteh Quarshie cultivated grew well and so he gave some of the cocoa seedlings to the colonial government and the missionaries to cultivate. The government, therefore, established the Aburi Botanical Gardens to help cultivate more cocoa seedlings. • Show pictures of Tetteh Quarshie and some of the cocoa farms. • Show pictures of cocoa pods, cocoa beans and a cocoa tree.

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Learning activities • Read the lesson on “Tetteh Quarshie.” • Complete the activities on page 49 of the Learner’s Book.

Conclusion • Tell students that the singular act of patriotism of Tetteh Quarshie contributed in making Ghana a leading producer of cocoa. Add that the country has honoured Tetteh Quarshie in different ways because of his patriotic act.

Lesson 41: Mining (Learner’s book pages 49-50) Lesson objective • To explain mining as an important economic activity during the colonial period. Teaching and Learning Resources 99 Pictures of some of gold, bauxite, manganese and diamond. 99 Pictures of people engaged in panning/galamsey. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils.

Teaching and Learning activities Cotton, Cocoa, Kola and Coffee • Guide learners to understand that mining was an important economic activity in the colonial period. Also mention gold, manganese, bauxite and diamond as some of the minerals that were mined. • Explain that the people of Ghana used the traditional method of mining which is known as panning/ galamsey in which the mineral resource was washed out of mud and rocks. • Indicate that the method of mining was changed to the use of more advanced machines during the colonial period. • Mention some mineral resources and indicate where they were mined from in Ghana. For example, diamond was mined in Akwatia, Oda, Kade, and Takoroase; gold was mined in Wassa, Obuasi, Aboso, Prestea and Konongo and Bauxite was mined in Mpraeso, Nyenahin and Awaso. • Show pictures of some of the minerals that were mined: gold, diamond, bauxite and manganese.

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• Show learners pictures of people engaged in panning.

Learning activities • Read the lesson on “Mining.” • Watch a video on galamsey. • Complete the activities on page 50 of the Learner’s Book.

Conclusion • State that mining was a major economic activity in Ghana during the colonial period.

Answers to Review Questions

1. It was a trade in natural products such as palm oil, cotton and cocoa. 2. (a) To transport mineral resources from the country to Europe. (b) To transport agricultural produce such as timber, rubber and coffee to Europe. 3. He brought cocoa beans from Fernando Po to Ghana in 1879. 4. Akwatia, Oda

Diagnostic Assessment

There are some vital questions that you have to ask yourself as a facilitator when you have checked the outcome of 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 card so that you can make regular checks to ensure the effective assessment of learners´ work.

44 Journey to Independence Strand 5 JOURNEY TO INDEPENDENCE Refer to Learner’s Book (Learner’s book pages 51-67) General Performance Indicator By the end of the lesson, the learners will be able to: • Identify the early protest movements against British rule in Ghana. • Identify the individuals and groups that protested against the misrule of the colonial authority. • Explain the factors that necessitated the formation of the protest groups.

Sub-Strand 1: Early Protest Movements (Learner’s book page 51) Specific objective By the end of the lesson, the learners will be able to: • Describe the protest movements in Ghana before 1945.

Lesson 42: Protest Movements in Ghana (Learner’s book pages 51-52) Lesson objective • To explain the meaning of protest movements

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Learner’s Book 4.

Teaching and Learning activities • Revise the lesson on colonisation in Learner’s Book 4 • Guide learners to understand that protest movements were formed in Ghana because of some unpopular policies of the British colonial government. • Explain that protest movements were groups or individuals who challenged British rule in Ghana. Give examples of the early protest movements as the Aborigines’ Rights Protection Society (A.R.P.S.), the National Congress of British West Africa (N.C.B.W.A), and the Gold Coast Youth Conference. • Explain further that the protest movements that emerged before 1945 are known as the early protest movements.

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• Explain that the early protest movements demanded proper governance of the colony by the British. They also wanted to participate in the rule of the colony. • Show pictures of the logos/emblems of the early protest movements such as the A.R.P.S., the N.C.B.W.A), and the Gold Coast Youth Conference.

Learning activities • Read the lesson on “Early Protest Movements.” • Complete the activities on page 50 of the Learner’s Book.

Conclusion • Remind the learners that the fundamental demand of the early protest movements was for the proper governance of the Gold Coast by the British.

Lesson 43: John Mensah Sarbah and the Aborigines’ Rights Protec- tion Society (A.R.P.S.) (Learner’s book pages 53-54) Lesson Performance Indicator • Explain the background of John Mensah Sarbah • Identify the contribution of John Mensah Sarbah and the ARPS to the early protest movements. Teaching and Learning Resources 99 Pictures of John Mensah Sarbah, Chief J. D. Abraham, J. P. Brown and Jacob Wilson Sey. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils.

Teaching and Learning activities John Mensah Sarbah • Provide a brief biography of John Mensah Sarbah. Tell the learners that his parents were the Honourable John Sarbah and Mrs. Sarah Sarbah. Add that Mensah Sarbah was a trained lawyer who defended the people of the Gold Coast in the British courts.

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• Further explain that John Mensah Sarbah, Chief J. D. Abraham, J. P. Brown and Jacob Wilson Sey were some of the leaders and founders of the Aborigines’ Rights Protection Society in 1897. • Add that Jacob Wilson Sey was chosen to be the President of the Aborigines’ Rights Protection Society and J. P. Brown was also made the Vice-President. • Explain that the ARPS was founded to challenge the Land Bill of 1897 which sought to seize the lands of our forefathers. • Indicate that the ARPS was able to fight against the Land Bill of 1897 and other bad laws. • Show pictures of John Mensah Sarbah, Chief J. D. Abraham, J. P. Brown and Jacob Wilson Sey.

Learning activities • Read the lesson on John Mensah Sarbah and the ARPS. • Complete the activities on page 54 of the Learner’s Book.

Conclusion • Remind the learners that John Mensah Sarbah contributed to the founding and growth of the A.R.P.S.

Lesson 44: J. E. Casely-Hayford and the National Congress of British West Africa (N.C.B.W.A) (Learner’s book pages 55-56) Lesson Performance Indicator • To identify the contribution of Joseph Ephraim Casely-Hayford and the NCBWA to the early protest movements. • Identify the demands of the NCBWA.

Teaching and Learning Resources 99 Pictures of Joseph Ephraim Casely-Hayford, T. Hutton-Mills, Dr. F.V. Nanka-Bruce and L.E.V. McCarthy. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils.

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Teaching and Learning activities • Provide a biography of J. E. Casely-Hayford. Provide information on his birth in 1866, his parents and his education in Mfantsipim School in Cape Coast and Fourah-Bay College in Sierra Leone. Tell the Learners that J. E. Casely- Hayford was also a lawyer. • Explain that J. E. Casely-Hayford founded the NCBWA in 1920 of which he was the President. • Further explain that other leading members of the NCBWA included T. Hutton-Mills, Dr. F.V. Nanka-Bruce and L.E.V. McCarthy. • Outline some of the demands the NCBWA made of the British colonial authority as follows: iv. A West African university should be established. v. Foreign traders should be driven out of Ghana. vi. More Africans should be employed in the Government. vii. Members of the Legislative Assembly should be elected • Add that Joseph Ephraim Casely-Hayford died in 1930 and that saw the collapse of the NCBWA. • Show the Learners pictures of Joseph Ephraim Casely-Hayford, T. Hutton- Mills, Dr. F.V. Nanka-Bruce and L.E.V. McCarthy.

Learning activities • Read the lesson on Joseph Ephraim Casely-Hayford and the NCBWA. • Complete the activities on page 56 of the Learner’s Book.

Conclusion • Explain that the NCBWA had members from other British West African colonies such as Nigeria and Sierra Leone.

Lesson 45: Dr. J. B. Danquah and the Gold Coast Youth Conference (Learner’s book pages 57-58) Lesson Performance Indicator • Explain the family and educational background of Dr. Joseph Boakye Danquah. • Examine the reasons why the Gold Coast Youth Conference was formed.

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• Identify the activities of the Gold Coast Youth Conference.

Teaching and Learning Resources 99 Pictures of Dr. Joseph Boakye Danquah. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils.

Dr. Joseph Boakye Danquah

Teaching and Learning activities • Provide a biography of Dr. Joseph Boakye Danquah. Explain that he was born into a royal family in 1895 in the Eastern Region of Ghana. Provide some information on his parents, education in Ghana and his travels abroad to study and train as a lawyer. Explain that Dr. Joseph Boakye Danquah formed the Gold Coast Youth Conference in 1929 to study the problems facing the country and find ways of solving them. Add that the Conference fought against some bad laws such as the Water Works and Sedition Ordinance of 1934 that the British colonial government passed. Further, explain that Dr. J. B. Danquah led a delegation that was sent to London to protest against some of the bad ordinances. • Show pictures of Dr. J. B. Danquah.

Learning activities • Read the lesson on “Dr. J. B. Danquah and the Gold Coast Youth Conference.” • Complete the activities on page 59 of the Learner’s Book.

Conclusion • Explain that the Gold Coast Youth Conference formed the nucleus of what would become the United Gold Coast Convention in 1947.

Lesson 46: The Second World War (Learner’s book page 60) Lesson Performance Indicator • Explain the Second World War.

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Teaching and Learning Resources 99 Pictures of Gold Coast soldiers fighting in the Second World War. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils.

Teaching and Learning activities • Guide learners to understand that the Second World War was a war that involved almost all the nations of the world. It started in 1939 and ended in 1945. • Explain that soldiers from Ghana also fought in the war on the side of the British army and their allies such as France and the United States of America. • Explain further that the soldiers from the Gold Coast fought in places such as Burma, Kenya and Ethiopia. • Indicate that the British and their allies were the victors in the Second World War. • Show pictures of some soldiers from Ghana fighting in Burma, Kenya or Ethiopia.

Learning activities • Read the lesson on the “Second World War.” • Watch a documentary on the Second World War. Video link: https://www. youtube.com/watch?v=GHpzak54R34

Conclusion • Conclude by stating that the soldiers from Ghana were not happy even though their side won the war.

Lesson 47: Reasons why they were not happy (Learner’s book page 61) Lesson objective • Explain the reasons for the discontent.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils.

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Teaching and Learning activities • Explain that the people of Ghana were unhappy after World War II because the living condition in the country was unsatisfactory. Examples of the unsatisfactory condition included the following: i. The educational facilities in the country were not enough. ii. There was a shortage of houses in the cities and so some people slept on the streets. iii. Many of the young people in Ghana did not have work to do. iv. The prices of European goods were very high in the country. v. Some Lebanese, Syrians and other foreigners had taken over the businesses of the people of Ghana. • Further, explain that the state of affairs generated tension amongst the citizenry of the country.

Learning activities • Read the lesson on the reasons why Ghanaians were not happy. • Complete the activities on page 61 of the Learner’s Book.

Conclusion • Ask the learners to discuss how the conditions in the country could make the people unhappy.

Lesson 48: Promise made to the Ex-Soldiers (Learner’s book page 62) Lesson Performance Indicator • Identify some of the promises that the British made to the ex-servicemen.

Teaching and Learning Resources 99 Pictures of Gold Coast soldiers in the Second World War. 99 Pictures of some veterans of the Second World War. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils.

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Teaching and Learning activities • Explain that the British colonial government made some promises to the Gold Coast soldiers before they went to the war front. Indicate that the promises were made to motivate the soldiers to give off their best in the war. • State some of the promises that were made to the soldiers as follows: i. They were told that they would be given work to do after the war. ii. They were also told that they would be given free healthcare when they returned from the war. • Explain that the British government failed to honour the promises they made to the soldiers. The soldiers were, therefore, desolate and so they lived in hardship. Some of the soldiers did not find work to do after the war and so they did not have money to take care of their families or attend to their health needs. • Explain that the ex-soldiers were frustrated because the British colonial government failed to give them what they were promised. • Show pictures of some soldiers fighting in the Second World War to the Learners. • Show pictures of the war veterans to the Learners.

Learning activities • Read the lesson on “Promise made to the Ex-Soldiers.” • Complete the activities on page 63 of the Learner’s Book. • Watch a documentary on the lives of the Ex-soldiers of Ghana. Vdeo link: https://www.youtube.com/watch?v=n8PZi7gZ6rM

Conclusion Conclude by indicating that the dire state of the ex-soldiers heightened the level of tension in the country.

Sub-strand 3: The 1948 Riots and After (Learner’s book pages 64-65) Lesson objective • To explain the causes of the 1948 riot.

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Teaching and Learning Resources 99 Pictures/artists’ impressions of ex-servicemen marching to the Christiansborg Castle. 99 Pictures of Sergeant Adjetey, Corporal Attipoe and Private Odartey Lamptey. 99 Pictures/artists’ impressions of people rioting/looting. 99 Chalkboard/whiteboard illustrations 99 Paper and pencils

Teaching and Learning activities • Revise the lessons, the promises made to the Ex-solders with the learners. • Explain that the condition of the ex-soldiers and the general situation in the country made the ex-servicemen decide to march to the Christiansborg Castle which was the residence of the British colonial governor. The march was held on 28th February, 1948. • Further, explain that the march was peaceful and it was aimed at presenting a petition to the governor. Explain that a petition is a list of humble/respectful requests that is made by a person or a group of people. • Indicate that the British colonial police force stopped the petitioners at the crossroad in front of the Christiansborg Castle. They were prevented to march to the Christiansborg Castle. • Describe that the desire of the ex-servicemen to present their requests and the refusal of the policemen to allow them to get closer to the castle resulted in the police shooting into the crowd of the unarmed petitioners. • Explain that three of the ex-soldiers died and many others were injured from the pandemonium that followed the shooting. The three who died were Sergeant Adjetey, Corporal Attipoe and Private Odartey Lamptey. • Explain that the shooting incident angered many Ghanaians in different parts of the country and so they engaged in rioting and looting and the destruction of shops that belonged to foreigners. The riots occurred in towns such as Accra, Nsawam and Koforidua. • Show pictures/artists’ impression of the petitioners marching to the Christiansborg Castle to the learners. • Show pictures of Sergeant Adjetey, Corporal Attipoe and Private Odartey Lamptey to the learners.

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• Show pictures/artists’ impression of people engaged in rioting, looting and destroying shops.

Learning activities • Read the lesson on the “1948 Riot.” • Complete the activities on page 65 of the Learner’s Book. • Watch a documentary on the 1948 Riot.

Conclusion • Remind the learners that the riot is known in history as the 28th February Riot.

Lesson 50: The Big Six (Learner’s book page Lesson Performance Indicator • Describe the creation of the Big Six. • Identify the members of the Big Six.

Teaching and Learning Resources 99 Pictures of individual members of the Big Six. 99 A group picture of the members of the Big Six. 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils.

Teaching and Learning activities • Revise the lesson on the 1948 Riot with the learners. • Guide learners to understand that the colonial government were angered by the chaos in the country after the February, 1948 and so they wanted to blame and punish people for it. They eventually blamed the leaders of the United Gold Coast Convention (UGCC) for the chaos. • Further explain that the colonial authorities arrested six leading members of the UGCC in the persons of Dr. Kwame Nkrumah, E. Obetsebi Lamptey, E. Ako Adjei, W. Ofori Atta, Dr. J. B. Danquah and E. Akufo Addo. They were put in prison for eight weeks. • Explain that the six men became popular in the country after their arrest and so they were given the nickname the ‘Big Six’.

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• Show pictures of the individual members of the Big Six to the learners. • Show a group picture of the members of the Big Six to the learners.

Learning activities • Read the lesson on the “Big Six.” • Complete the activities on page 66 of the Learner’s Book. • Watch a video/documentary on the Big Six.

Conclusion • State that the members of the Big Six were leaders of the UGCC which was the first political party that was formed in Ghana. Answers to Review Questions 1. (a) They fought for the withdrawal of the Land Bill of 1897. (b) They promoted indigenous customs and culture. (c) They promoted secondary school education.

2. (a) The establishment of a West African university. (b) The separation of the judiciary from the political administration. (c) The Africanization of the civil and public service. (d) The election of the members of the Legislative Assembly. 3. He founded it. 4. (a) Exorbitant prices of essential goods such as sugar, milk. (b) Cutting down of cocoa trees affected by swollen shoot diseases without compensation. (c) Foreign domination of the economy. Example Syrians.

Diagnostic Assessment

There are some vital questions that you have to ask yourself as a facilitator when you have checked the outcome of 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?

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• Are the ablest learners still progressing at their usual pace? • Am I checking on the understanding of the slower learners? • Do I need to design more teaching and 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 the effective assessment of learners´ work.

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