HISTORY OF GHANA for Basic Schools FACILITATOR’S GUIDE 4 • 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: 978-9988-0-4842-6

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

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

The publishers have made every effort to trace all copyright holders but if they have inadvertently overlooked any, they will be pleased to make the necessary arrangements at the first opportunity. TABLE OF CONTENTS STRAND 1: History as a Subject 1

Sub-Strand 1: Why and How we Study History 1

STRAND 2: My Country Ghana 9

Sub-Strand 1: The People of Ghana 9 Sub-Strand 4: Major Historical Locations 15 Sub-Strand 5: Some Selected Individuals 21 STRAND 3: Europeans In Ghana 29

Sub-Strand 3: Missionary Activities 29 STRAND 4: Colonisation and Developments under Coloinal rule in Ghana 40

Sub-Strand 1: Establishing British Rule in Ghana 40

STRAND 6: Independent Ghana 49

Sub-Strand 1: The Republics 49



Introduction This Facilitator’s Guide has been carefully written to help Facilitator’s meet the expectations of the History of Ghana Curriculum developed by the Ministry of Education. It is intended to help you in teaching the History of Ghana Learner’s Book 4. 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 life. 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 Indicator 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 Indicators 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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towards their realisation. This will enable learners to acquire the knowledge and skills stipulated in the History of Ghana Curriculum to promote their nationalistic feelings and ensure the survival of society and humanity.

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

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

Core competencies Facilitators should 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. Adopt the appropriate pedagogies and learning activities that will help you to teach effectively and foster learners comprehension of the material. 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. Use it as a guide in the preparation of your lesson plan/ 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, improvise. The Internet offers 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 how well learners have understood the lesson you have taught.

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

viii History as a Subject Strand 1: HISTORY AS A SUBJECT Refer to Learner’s Book pages 1-12 General Performance Indicator By the end of this strand, the learner will be able to: • Appreciate the relevance of studying the history of Ghana. • Identify the sources for writing the history of Ghana

Sub-Strand 1:Why and How we Study History (Learner’s book page 1) Specific objective By the end of this sub-strand, the learner will be able to: • Explain some of the reasons for studying the history of Ghana

Lesson 1: History promotes our identity Lesson objective To appreciate how history promotes the identity of Ghanaians.

Teaching and Learning Resources 99 Map of Ghana showing the geographical areas of the country 99 Pictures of the National Flag and the Coat of Arms 99 Manila card depicting the Ghana National Anthem 99 Paper and pencils 99 Learner’s Book 4, page 1

Teaching and Learning Activities Coat of Arms • Use the map of Ghana to make learners familiar with the area they are studying its history. • Explain that the people of Ghana are called Ghanaians. • Guide learners to understand that our National Flag, the Coat of Arms, the Ghana National Anthem, our food, our attire and our language give us an identity as Ghanaians. • Go to page 2 in Learner’s Book • Read together with learners the sub-title ‘History promotes our identity.’ • Explain that our culture is our identity because it is the way we live.

1 History as a Subject

Learning activities • Draw the map of Ghana. • Draw the Ghana Coat of Arms • State three things that identify them as Ghanaians.

Conclusion • Inform the learners that history gives us an identity.

Lesson 2: Patriotism (Learner’s book page 5) Lesson objective • To identify individuals who showed love to their country. Map of Ghana

Teaching and Learning Resources 99 Pictures of Dr. Kwame Nkrumah, Dr. J. B. Danquah, Yaa Asantewaa and Dr. K. A. Busia 99 Paper and pencils 99 Learner’s Book 4.

Teaching and Learning Activities • Explain that patriotism is the love that people have for their country. • Emphasise that people who are patriotic make sacrifices for their country and help it to develop. • Explain that Dr. J. B. Danquah, Dr. Kwame Nkrumah, Yaa Asantewaa and Dr. K. A. Busia were some of the people who showed love for Ghana. • Explain that when we study the lessons of these individuals, we also develop love for our country.

Learning activities • Identify and talk about individuals who showed patriotism. • Talk in pairs about two things that they can do to show that they love Ghana.

Conclusion • Ask the learners to imagine that they are Dr. Kwame Nkrumah who was put in jail for helping us to gain independence. But now they have been released.

2 History as a Subject

How would they feel? What would people say about them? Discuss their views together as a class.

Lesson 3: Traditions, Customs and Values (Learner’s book page 6) Lesson objective • To identify how history promotes Ghanaian traditions, customs and values.

Teaching and Learning Resources 99 Manila cards showing some customs and cultural values 99 Chalkboard/whiteboard 99 Pictures of some customs and traditions 99 Paper and pencils 99 Learners Book 4.

Teaching and Learning Activities • Explain that traditions, customs and values shape our lives. • Refer to page 6 and read together with learners the sub-title ‘Traditions, Customs and Values’. • Explain that history teaches us traditions, customs and values. • Explain that this is acquired by studying what our ancestors did and said.

Learning activities • Read aloud the sub-title ‘Traditions, Customs and Values’. • Explain how history teaches us traditions, customs and values.

Conclusion • Say that history helps to preserve our tradition, customs and values.

Lesson 4: Peace and Unity (Learner’s book page 6) Lesson objective • To appreciate the role of history in promoting peace and unity.

Teaching and Learning Resources 99 Magic cards.

3 History as a Subject

99 Chalkboard/whiteboard. 99 Paper and pencils. 99 Learners Book 4.

Teaching and Learning Activities • Explain that history promotes peace and unity in Ghana. • Explain that history helps us to accept the views of others because we have learned about them. • Explain that through history we understand people’s culture, religion and faith. These things help to promote peace and unity in the country.

Learning activities • Read aloud the sub-title ‘Peace and Unity. • Act out how history can bring peace and unity in Basic 4.

Conclusion • State that history helps to end wars and conflicts in the country. Diagnostic Assessment Exercises for Strand 1, Sub-Strand 1 Find out that the learners can: • Explain some of the reasons why we study the history of Ghana. • Mention some people who showed love to Ghana. • Explain how history teaches us traditions, customs and values. • Identify how history fosters national harmony and integration.

Sources of History Specific objective By the end of this sub-strand, the learners will be able to: Identify both primary and secondary sources for writing the history of Ghana.

Lesson 5: What is a source of history? (Learner’s book page 7) Lesson objective • To explain what a source history is.

4 History as a Subject

Teaching and Learning Resources 99 Old letter. 99 Newspaper. 99 Book. 99 Manila card explaining sources of history. 99 Paper and pencil. 99 Chalkboard/whiteboard. 99 Learner’s Book 4.

Teaching and Learning Activities • Explain that a source of history is where information is acquired for writing history. • Read together with learners the sub-title ‘Sources of History’. • Mention some of the sources of history for learners to listen. • Paste a manila card and ask learners to read about the sources of history.

Learning activities • Ask the learners to read the sub-title ‘Sources of History’ in groups. • In pairs, give some examples of the sources of history. • Ask the learners to watch an old photograph and tell you what they see.

Conclusion • Tell the learners that we obtain information from the sources to write the history of Ghana.

Lesson 6: Primary Sources of history (Learner’s book page 10) Lesson objective • To classify the sources of history into two main types and explain what primary sources are.

Teaching and Learning Resources 99 Manila cards. 99 Pictures.

5 History as a Subject

99 Learner’s diary. 99 Chalkboard/whiteboard. 99 Papers and pencils. 99 Learner’s Book 4.

Teaching and Learning Activities • Explain that there are two main sources for writing history namely; primary and secondary sources. • Explain that primary sources of history are the sources that are closer to the events. They are mostly eye witness accounts or participants of the events. • Emphasise that primary sources have not been interpreted by another person so they are original sources of information. • Read page 10 of Learner’s Book 4. • Discuss with learners some examples of primary sources.

Learning activities • Carry out the activities on page 10 of the Learner’s Book. • Write your findings on a documentary about archaeology you watched.

Conclusion • State that we get genuine information from the primary sources to write history.

Lesson 7: Secondary Sources (Learner’s book page 11) Lesson objective • To identify the secondary sources used in writing the history of Ghana.

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

6 History as a Subject

Teaching and Learning Activities • Lead learners to discuss the meaning of secondary sources. Indicate to the learners that secondary sources are the accounts of past events that we get from the interpretation of primary sources. • Explain that they are not obtained from eyewitnesses or participants of the events we study. • Guide learners to give some examples of secondary sources like books, magazines, journals, articles and pamphlets.

Learning activities • Carry out the activities on page 11 and 12 of the Learner’s Book. • Go through the Learner’s Book 4 and write a small pamphlet on the sources of history in groups.

Conclusion • Ask for verbal explanation of secondary sources. Use this opportunity to correct any misunderstandings.

Answers to Review Questions 1. Reasons for studying history. • It inculcates a sense of patriotism in individuals. • It promotes national harmony and integration. • It serves as a sources of inspiration. • Provides job opportunities to individuals.

2. Because it provides opportunities for learners to learn lessons of tolerance with different cultures, faiths and ideas. 3. It is the love that individuals have for their nation and their willingness to make sacrifices for its development. 4. Dr. Kwame Nkrumah, John Mensah Sarbah, J.E. Casley-Hayford, Yaa Asantewaa.

7 History as a Subject

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 or a piece of cardboard so that you can make regular checks to ensure the effective assessment of learners´ work.

8 My Country Ghana Strand 2: MY COUNTRY GHANA Refer to Learner’s Book pages 13-37 General Performance Indicator By the end of the lesson, the learners will be able to: • Identify some of the major kingdoms in Ghana. • Explain the reasons why some of the major kingdoms expanded.

Sub-Strand 1: The People of Ghana Specific objective By the end of the lesson, the learners will: • Appreciate how some of the major kingdoms were formed in Ghana.

Lesson 8: Major kingdoms in Ghana (Learner’s book pages 13-14) Lesson objective • To identify the major kingdoms formed in the three vegetation zones of Ghana.

Teaching and Learning Resources 99 Map of Ghana showing locations of the major kingdoms. 99 Pictures of some towns and cities in the major kingdoms. 99 Paper and pencils. 99 Chalkboard/whiteboard illustrations. 99 Learner’s Book 4.

Teaching and Learning Activities • Use the map of Ghana to show the learners some of the major kingdoms. • Explain that Ghana is made up of three main vegetation belts: the Savanna Belt, the Forest Belt and the Coastal Belt. • Explain that the major kingdoms were formed in the vegetation belts of Ghana. • Discuss the major kingdoms or states in the Savanna Belt: the Mole-Dagbani and the Gonja; in the Forest Belt: Asante, Akyem, Denkyira, Bono, Adanse,

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Akwamu and Sefwi; and in the Coastal Belt: the Fante, Effutu, Ga-Adangme and the Anlo.

Learning activities • Read the sub-title ‘Major kingdoms in Ghana.’ • Carry out the activities on page 15 of the Learner’s Book.

Conclusion • Ask the learners to mention the three vegetation belts and the major kingdoms that were formed in each of them to find out their understanding of the lesson.

Lesson 9: Mole-Dagbani Lesson objective • To appreciate how the Mole-Dagbani kingdoms were formed.

Teaching and Learning Resources 99 Pictures. 99 artist´s impression of the invaders. 99 Chalkboard/whiteboard illustrations. 99 Learner’s Book 4.

Teaching and Learning Activities • Read the lesson on Mole-Dagbani together with the learners. • Make the learners aware that the Mole-Dagbani live in the northern part of Ghana. • Guide learners to understand that they came from an area east of Lake Chad to settle in Ghana and that Naa Gbewaa was their warrior. • Explain further that when they arrived in Ghana they defeated the local people in the area because they had a better leader, used better weapons in fighting and fought on horse backs. They were also better at fighting compared to the local people. • Go on to explain that Naa Gbewaa’s children founded the Mole-Dagbani states in Ghana. Tohugu founded Mamprusi. Sitobu founded Dagomba and Mantambu founded Nanumba.

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Learning activities • Draw the map of Ghana and colour the locations of the Mole-Dagbani kingdoms. • Carry out the activities on page 16 of the Learner’s Book.

Conclusion • Elicit the founders of the Mole-Dagbani states from the learners to check whether they have understood the lesson or not.

Lesson 10: The Asante Kingdom (Learner’s book page 16) Lesson objective • To find out how the Asante kingdom was formed.

Teaching and Learning Resources 99 Map of Ghana showing the Asante Kingdom. 99 Pictures. 99 Paper and pencils. 99 Chalkboard/whiteboard illustrations. 99 Learner’s Book 4.

Teaching and Learning Activities • Show the learners where the Asante kingdom was on the map of Ghana. • Read through the lesson on how the Asante kingdom was formed with the learners. • Guide learners to understand that members of the Oyoko Clan under the leadership of Obiri Yeboah founded the Asante kingdom. • Go on to say that the Oyoko Clan founded states such as Nsuta, Juaben, Kokofu, Bekwai and Kumasi and these states were put together to form the Asante kingdom. • Explain further that Osei Tutu I and Opoku Ware I also helped in the formation of the Asante kingdom.

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Learning activities • Read the lesson on the formation of the Asante kingdom. • Mention three kings who helped in the formation of the Asante kingdom.

Conclusion • Say that the Oyo Clans namely, Nsuta, Juaben, Kokofu, Bekwai and Kumasi united and came together to form the Asante kingdom.

Lesson 11: Expansion of Asante Kingdom (Learner’s book pages 16-17) Lesson objective • To appreciate the reasons why the Asante kingdom expanded.

Teaching and Learning Resources 99 Map of Ghana showing the Asante Kingdom. 99 Pictures. 99 Paper and pencils. 99 Chalkboard/whiteboard illustrations. 99 Learner’s Book 4.

Teaching and Learning Activities • Guide learners to understand that Asante which started as a small state became a big kingdom. • Go on to say that the first three kings of Asante: Obiri Yeboah, Osei Tutu I and Opoku Ware I were great leaders who helped the kingdom to expand. • Tell learners what the first three kings did to expand the kingdom: Obiri Yeboah formed the Oyoko clan, Osei Tutu I fought many ethnic groups, for example, he defeated Denkyira in 1701. He also made Kumasi the capital city of the Asante kingdom. Opuku Ware I defeated Takyiman and other states. • Explain that the Atlantic Trade also assisted the Asante to expand because they bought gun and gunpowder from the Europeans and used them to defeat other states. These states were also added to the Asante kingdom.

Learning activities • Read the lesson on the expansion of the Asante kingdom.

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• Carry out the activities on page 18 of the Learner’s Book.

Conclusion • Ask the learners about the contributions of the first three kings of Asante to find out their understanding of the lesson.

Lesson 12: Ga-Adangme (Learner’s book page 18) Lesson objective • To identify the Ga-Adangme kingdom and where they are located in Ghana.

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

Teaching and Learning Activities • Read the lesson on Ga-Adangme together with the learners. • Guide learners to understand that the Ga-Adangme are made up of two groups, the Ga and Adangme. • Explain further that the Ga live in Accra and Tema while the Adangme live in Ada, Krobo, Ningo, Shai, Kpone, Osudoku and Prampram. • Point out that the Ga-Adangme were migrants because they came from Seme in southern Nigeria to settle in Ghana. • Explain that the Ga-Adangme states were theocratic states because they were ruled by the gods. The Wulomo (Traditional priests) were their leader. They later learnt chieftaincy from the Akan.

Learning activities • Mention where the Ga and Adangme are located in Ghana. • Draw a map of Ghana and show the location of the Ga and Adangme.

Conclusion • State that the Ga and Adangme spread to different parts of the country after they had arrived in Ghana.

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Lesson 13: Decline of the kingdoms (Learner’s book page 19) Lesson objective • To trace the factors that led to the decline of the kingdoms.

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

Teaching and Learning Activities • Explain that the major kingdoms we have studied collapsed in the course of time due to internal disputes they had in their states such as succession crises and rebellions. • Go on to say that some of the kingdoms also collapsed because other more powerful kingdoms conquered them. • Explain further that other kingdoms too collapsed because of the activities of the British in Ghana. For example, the British joined the Fante states to fight against the Asante kingdom.

Learning activities • Read the lesson on the decline of the kingdoms. • Carry out the activities on page 20 of the Learner’s Book.

Conclusion • Ask the learners to identify some of the reasons for the decline of the kingdoms to check their understanding of the lesson.

Answers to Review Questions Savannah belt, Forest belt, Coastal belt. Denkyira, Bono, Adanse, Sehwi, Asante. They had a great leader in Naa Gbewaa; they used sophisticated weapons, they fought on horsebacks which terrified the indigenous people. Juaben, Kumasi, Nstuta, Bekwai, Kokofu. Ada, Krobo, Osudoku, Ningo.

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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 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 or a piece of cardboard so that you can make regular checks to ensure the effective assessment of learners´ work.

Sub-Strand 4: Major Historical Locations (Learner’s book page 22) Specific objective By the end of the lesson, the learners will be able to: • Identify some important historical locations in Ghana. • Appreciate the relevance of these historical locations.

Lesson 14: Places of historical interest in Ghana (Learner’s book page 22) Lesson objective • To identify some important historical locations in Ghana.

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

Teaching and Learning Activities Jubilee House • Read the lesson on some important historical locations together with the Learners.

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• Explain that some important historical locations are: Flagstaff House, Gbewaa Palace, Burma Camp, Larabanga Mosque, James Town Light House and the National Museum of Ghana. • Say that these important historical locations were constructed by our forefathers.

Learning activities • Read the lesson on some important historical locations. • Ask the learners to name some of the important historical locations.

Conclusion • Ask the learners to mention some important historical locations to find out their understanding of the lesson.

Lesson 15: Flagstaff House (Learner’s book pages 22-23) Lesson objective • To appreciate the importance of the Flagstaff House.

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

Teaching and Learning Activities • Read the lesson on the Flagstaff House together with the learners. • Guide learners to understand that the Flagstaff House is located in Accra and it was built by the British colonial government. • Go on to explain that it was the residence of the British soldiers in Ghana. • Explain further that Osagyefo Dr. Kwame Nkrumah made the Flagstaff House the seat of government when the country gained its independence. It was developed into the Jubilee House by President John Agyekum Kufuor

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Learning activities • Draw the Jubilee House and colour it. • Carry out the activities on page 24 of the Learner’s Book.

Conclusion • Say that the Jubilee House is the current seat of government.

Lesson 16: Larabanga Mosque

(Learner’s book page 25) Lesson objective • To describe the Larabanga Mosque.

Teaching and Learning Resources 99 Pictures.

99 Paper and pencils. Larabanga Mosque 99 Chalkboard/whiteboard illustrations. 99 Learner’s Book 4.

Teaching and Learning Activities • S h o w t h e p i c t u r e o f t h e L a r a b a n g a M o s q u e t o t h e l e a r n e r s . • Guide learners to understand that the Larabanga Mosque can be found at Larabanga, in the West Gonja District in Northern Ghana. • Explain further that it was built in 1421. It is the oldest mosque in Ghana. It was built in Sudanese architectural style. • Go on to say that some people call it the Mecca of West Africa because of its beauty. Learning activities • Discuss what you have seen from the picture of the Larabanga Mosque. • Carry out the activities on page 25 of the Learner’s Book.

Conclusion • Ask the learners to describe the Larabanga Mosque to find out their understanding of the lesson.

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Lesson 17: Gbewaa Palace (Learner’s book page 26) Lesson objective • To appreciate that the Gbewaa Palace is an important historical location.

Teaching and Learning Resources 99 Pictures of the old Gbewaa Palace. 99 Map showing the location of the Gbewaa palace. 99 Coloured pencils and crayons/paint. 99 Paper and pencils. 99 Chalkboard/whiteboard illustrations. 99 Learner’s Book 4.

Teaching and Learning Activities • Read the lesson on Gbewaa Palace together with the learners. • Use the map of Ghana to show them the location of the Gbewaa Palace. Point it out that it is located at Naliyifong, a village near Yendi. • Explain that it is the palace of the Ya Naa, who is the king of Dagbon. • Explain further that the Gbewaa Palace was named after Naa Gbewaa, an ancestor of the Mole-Dagbani people. • Go on to say that the Mole-Dagbani live in the northern part of Ghana. They are made up of the Mamprusi, Dagomba and Nanumba.

Learning activities • Look at the picture of the Gbewaa Palace and say all that they see. • Let learners tell you what makes the Gbewaa Palace unique. • Draw the old Gbewaa Palace and colour it.

Conclusion • Ask the learners to tell you what makes the Gbewaa Palace important to check their understanding of the lesson.

Lesson 18: Burma Camp Lesson objective

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• To explain the reason why Burma Camp in Ghana was named after Burma in Asia.

Teaching and Learning Resources 99 Pictures of the Burma Camp. 99 Map showing the location of the Burma Camp. 99 Paper and pencils. 99 Chalkboard/whiteboard illustrations. 99 Learner’s Book 4.

Teaching and Learning Activities • Use the map of Ghana to show the learners that Burma Camp is located in Accra. • Explain that it is the Headquarters of the Ghana Armed Forces. • Go on to explain that it was named after a country called Burma in Asia. Burma was one of the places where soldiers from the Gold Coast went and fought during the Second World War.

Learning activities • Watch a video on Burma Camp. • Tell you all that they see. • Read the lesson on Burma Camp. • Carry out the activities on page 28 of the Learner’s Book.

Conclusion • Ask the learners to tell you why Burma Camp was named after Burma in Asia to check their understanding of the lesson.

Lesson 19: James Town lighthouse (Learner’s book page 28) Lesson objective • To identify the usefulness of the James Town lighthouse.

James Town Lighthouse

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Teaching and Learning Resources 99 Pictures of the James Town Lighthouse. 99 Map showing the location of the James Town Lighthouse. 99 Paper and pencils. 99 Chalkboard/whiteboard illustrations. 99 Learner’s Book 4. Teaching and Learning Activities • Use the map of Ghana to show the learners that the James Town lighthouse is located at James Town, a suburb of Accra. • Explain that a lighthouse is a tower with a bright light at the top. • Go on to explain that a lighthouse serves as a warning to ships against danger. Learning activities • Watch a picture of the James Town lighthouse. • State all you can see. • Draw the James Town lighthouse. • Carry out the activities on page 29 of the Learner’s Book. Conclusion • Ask the learners to tell you the importance of the James Town lighthouse to find out their understanding of the lesson.

Answers to Review Questions 1. Flagstaff House, Gbewaa Palace, Burma Camp, Jamestown Lighthouse. 2. Because they teach us about important events that took place in the past. 3. It was a residence of the commander of the British soldiers in Ghana. 4. Because of its beauty. 5. Because Burma was one of the places where soldiers from the Gold Coast went and fought during the Second World War.

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.

20 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 or a piece of cardboard so that you can make regular checks to ensure the effective assessment of learners´ work.

Sub-Strand 5: Some Selected Individuals (Learner’s book page 30)

Performance Indicator By the end of the lesson, the learners will be able to: • Identify some traditional rulers from the major kingdoms in Ghana. • Appreciate the important roles of the traditional rulers.

Lesson 20: Dode Akaabi (Learner’s book pages 30-31) Lesson objective • To describe Dode Akaabi and her contribution to the Ga.

Teaching and Learning Resources 99 Pictures of Dode Akaabi. 99 Map showing the location of Accra. 99 Paper and pencils. 99 Chalkboard/whiteboard illustrations. 99 Learner’s Book 4.

Dode Akaabi Teaching and Learning Activities • Use the map of Ghana to show learners the location of Accra in Ghana. • Explain that Dode Akaabi was a queen mother of the Ga people in Accra. • Go on to say that she assumed the throne after the death of her father because the successor was too young to rule.

21 My Country Ghana

• Discuss some of the things she did with the learners: she introduced the practice of making the Ga chiefs sit on stools; she also passed laws against showing disrespect to women in the Ga state. • Explain again that even though she did these good things she was considered as a bad and despotic ruler because she made her people dig a deep pit with their fingers. • Discuss that Dode Akaabi was buried alive by her own people in the pit she asked them to dig with their fingers.

Learning activities • Read the lesson on Dode Akaabi of Accra. • What made Dode Akaabi wicked among her people? • Carry out the activities on page 32 of the Learner’s Book.

Conclusion • Say that Dode Akaabi’s contributions to the Ga people were both positive and negative.

Lesson 21: Ndewura Jakpa (Learner’s book page 32) Lesson objective • To identify the contributions of Ndewura Jakpa of the Gonja people.

Teaching and Learning Resources 99 Pictures of Ndewura Jakpa. 99 Map showing the location of the Gonja Kingdom. 99 Paper and pencils. 99 Chalkboard/whiteboard illustrations. 99 Learner’s Book 4.

Teaching and Learning Activities • Use the map of Ghana to show learners the location of Gonjaland in Ghana. • Read the lesson on Ndewura Jakpa together with the learners. • Explain that Ndewura Jakpa was a ruler of the Gonja people.

22 My Country Ghana

• Take the learners through the contributions of Ndewura Jakpa: He expanded the kingdom of Gonja by defeating the people of Dagomba and other states. He made his sons and family members chiefs in the states that he conquered. Ndewura Jakpa united the Gonja. He was a good warrior and administrator.

Learning activities • Talk about a picture or an artist’s impression of Ndewura Jakpa. • Watch a video on the contribution of Ndewura Jakpa of Gonja. Video link: https://m.youtube.com/watch?v=fo43O3o8Fv8 • Carry out the activities on page 32 of the Learner’s Book.

Conclusion • Ask the learners to mention some contributions of Ndewura Jakpa to check their understanding of the lesson.

Lesson 22: Osei Tutu I (Learner’s book page 33) Lesson objective • To identify the contributions of Osei Tutu I of Asante.

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

Teaching and Learning Activities • Use the map of Ghana to show learners the location of the Asante kingdom. • Tell the learners that Osei Tutu I succeeded Obiri Yeboa. • Explain that he was the Asantehene from 1695 to 1717. • Discuss some of his achievements with the learners: He defeated the people of Denkyira and liberated Asante from them; he formed a union for the Asante people; he also unified the Asante with the Golden Stool which Okomfo Akokye conjured from the skies; Osei Tutu I also made Kumasi the capital of the Asante kingdom.

23 My Country Ghana

• Explain that he was killed in a war against the people of Akyem.

Learning activities • Guide the learners to discuss the contributions of Osei Tutu I in groups. • State the reasons why Osei Tutu I defeated the people of Denkyira. • Read the lesson on Osei Tutu I. • Carry out the activities on page 33 of the Learner’s Book.

Conclusion • Ask the learners to highlight the contributions of Osei Tutu I to check their understanding of the lesson.

Lesson 23: Naa Gbewaa (Learner’s book page 34) Lesson objective • To appreciate the contributions of Na Gbewaa to the Mole-Dagbani people.

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

Teaching and Learning Activities • Use the map of Ghana to indicate the location of the Mole-Dagbani to the Learners. • Explain that Naa Gbewaa was a king of the Mole-Dagbani people. • Discuss the contributions of Naa Gbewaa with the learners: He led his people to conquer the indigenous people they met in northern Ghana; he defeated the Guans, the Koma, Vagala, Sisala and Tampulensi; his children founded the Mole-Dagbani kingdoms of Mamprusi, Dagomba and Nanumba.

Learning activities • Read the lesson on Naa Gbewaa.

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• Carry out the activities on page 34 of the Learner’s Book.

Conclusion • Mention some of the contributions of Naa Gbewaa to check their understanding of the lesson.

Lesson 24: Nana Sir Ofori Atta (Learner’s book page 34) Lesson objective • To identify the contributions of Nana Sir Ofori Atta of Akim-Abuakwa.

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

Teaching and Learning Activities • Use the map of Ghana to show learners the location of Akim-Abuakwa. • Explain that Nana Sir Ofori Atta was a king of Akim-Abuakwa. • Explain further that he was called Okyehene because he was the king of the Akyem people. • Discuss his contribution to Ghana with the learners: He was the head of a delegation to the United Kingdom in 1934 to demand a cancellation of some bad laws of the British colonial government.

Learning activities • Read the lesson on Nana Sir Ofori Atta. • Explain why he was called Okyehene. • Carry out the activities on page 35 of the Learner’s Book.

Conclusion • Ask learners to identify some contributions of Nana Sir Ofori Atta to check their understanding of the lesson.

25 My Country Ghana

Lesson 25: Nana Kobina Nketsia I (Learner’s book page 36) Lesson objective • To appreciate the role of Nana Kobina Nketsia I of Esikado.

Teaching and Learning Resources 99 Pictures of Nana Kobina Nketsia I. 99 Map showing the location of Esikado in Sekondi-Takoradi. 99 Paper and pencils. 99 Chalkboard/whiteboard illustrations. 99 Learner’s Book 4.

Teaching and Learning Activities • Use the map of Ghana to trace the location of Esikado in Sekondi with the learners. • Explain that Nana Kobina Nketsia I was a Paramount Chief for the people of Esikado. • Discuss the role of Nana Kobina Nketsia I with the learners: He united his people and made laws for them. He also settled disputes among his people. He was the commander-in-chief of the Asafo Company and so led his people in times of war.

Learning activities • Read the lesson on Nana Kobina Nketsia I. • Carry out the activities on page 36 of the Learner’s Book.

Conclusion • Ask the learners to mention some of the contributions of Nana Kobina Nketsia I to check their understanding of the lesson.

Lesson 26: Boa Amponsem I (Learner’s book page 36) Lesson objective • To know the contributions of Boa Amponsem I of Denkyira.

26 My Country Ghana

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

Teaching and Learning Activities • Indicate the location of Denkyira with the learners using the map of Ghana. • Read the lesson on Boa Amponsem together with the learners. • Discuss the contributions of Boa Amponsem with the learners: He expanded the area of Denkyira. He defeated the people of Twifo, Eguafo and Komenda. He created the office of divisional chiefs. He also introduced the Odwira Festival.

Learning activities • Draw a map of Ghana and colour/paint the location of Denkyira. • Complete the activities on page 37 of the Learner’s Book.

Conclusion • Say that Boa Amponsem I was one of the great rulers of Denkyira.

Answers to Review Questions 1. Ensure that they watch documentaries on some past traditional rulers and say what they did to help Ghana. Expect learners to say some of the following as what the rulers did: a. Liberation of their people from oppression. b. Expansion of their kingdoms. c. Unifying the people in their kingdoms. d. Administering justice within their kingdom.

2. Ensure that learners mention the names of some traditional rulers who inspire them. Expect learners to give reasons such as:

27 My Country Ghana

a. Leadership skills b. Bravery c. Unification of their people d. And any other achievements of the specific rulers

3. Traditional Rulers and their Kingdoms a. Dode Akaabi - Ga b. Ndewura Jakpa - Gonja c. Togbe Sri - Anlo d. Nana Kobina Nketsia - Esikado

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 slower Learner’s comprehension of the lesson? • 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 piece of card so that you can make regular checks to ensure the effective assessment of learners´ work.

28 Europeans In Ghana Strand 3: EUROPEANS IN GHANA Refer to Learner’s Book pages 38-47

Sub-Strand 3: Missionary Activities

General Performance Indicator By the end of the strand, the learners will be able to: • Identify and name the various Christian missions that came to Ghana. • Name the places where they settled and operated from. • Appreciate the activities of the Christian missionaries in Ghana

Lesson 27: Missionary Societies in Ghana (Learner’s book page 39) Lesson Objective By the end of the lesson, the learners will be able to: • Identify the Christian missionary groups that came to Ghana

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Pictures/ Artists’ impressions of European Christian missionaries.

Teaching and Learning Activities • Introduce the idea of missionary activities to the learners. • Explain that some Christian missionaries joined the European explorers in Ghana. • Name the missionary groups in the order in which they arrived on the shores of Ghana. These include the Moravian Mission, Society for the Propagation of the Gospel (SPG), the Basel Mission, the Wesleyan Mission, the Bremen Mission, Roman Catholic Mission, the African Methodist Episcopal (A.M.E.) Zion Church, the Seventh-Day Adventists and the Salvation Army.

Learning activities • Carry out the activities on page 39 of the Learner´s Book.

29 Europeans In Ghana

Conclusion • Ask some questions about the churches established by the missionary societies.

Lesson 28: Places Where the Missionaries Worked From (Learner’s book page 40) Lesson Objective By the end of the lesson the learners will be able to: • Identify and name the places where the missionaries settled and worked in Ghana.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Pictures/ artists’ impressions of some of the Christian salems.

Teaching and Learning Activities • Guide learners to understand that the missionaries lived in local communities to conduct their work in Ghana • Explain that the various missionary groups settled in different parts of Ghana. In Present-day: 99 Central region 99 Greater Accra Region 99 Eastern Region 99 Volta Region 99 Northern Region

Learning activities • Carry out the activities on page 44 of the Learner´s Book.

Conclusion • Revise the different places where the missionaries settled and operated from with Learners.

30 Europeans In Ghana

Lesson 29: Introduction of Christianity into Ghana (Learner’s book page 41) Lesson Objective By the end of the lesson, the learners will be able to: • Explain that Christianity was brought to Ghana by the missionaries.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Pictures of some missionaries. 99 Pictures/ artists’ impressions of missionaries preaching to members of a community. 99 Pictures of some churches in Ghana. 99 Pictures of people at Church.

Teaching and Learning Activities

• Guide learners to understand that our ancestors practised the Africa Traditional Religion before the Europeans first got here. • Explain that the missionaries introduced Christianity into Ghana. • Discuss that they introduced Christianity because they thought that we were not worshipping God the right way. • Discuss with learners the churches the missionaries introduced such as Wesley Methodist, Roman Catholic, Anglican, and the Presbyterian Church of Ghana. • Show pictures of some churches in Ghana • Show pictures of people at Church.

Conclusion • Read the lesson on the introduction of Christianity in Ghana. • Remind learners that the missionaries introduced Christianity to Ghana.

31 Europeans In Ghana

Lesson 30: Introduction of Formal Education (Learner’s book page 42) Lesson Objective By the end of the lesson, the learners will be able to: • Explain what formal education means • Give reasons why the missionaries introduced formal education in Ghana • Identify the levels of education that were introduced in Ghana • Identify what the subjects taught in the schools

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Pictures/ artists’ impressions of Learners in schools. 99 Pictures of some mission schools in Ghana.

Teaching and Learning Activities • Introduce the idea of formal/classroom education to learners. • Explain the system of apprenticeship education practised by our ancestors. • Guide learners to understand that formal education was first introduced in the forts and castles but was later expanded to the wider community. • Explain that both primary and secondary levels of education were introduced by the missionaries. • Explain that the children were taught how to read and write. • Discuss the acquisition of formal education as a tool for effective communication for effective evangelism and trade.

Learning activities • Read the lesson on the introduction of formal education in Ghana. • Complete the exercises on page 44 of the Learner´s Book.

Conclusion • State that the Christian missionaries introduced classroom education in Ghana.

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• Ask learners to mention some missionary schools to check their understanding of the lesson.

Lesson 31: Establishment of Vocational Training Centres (Learner’s book page 44) Lesson Objective By the end of the lesson, the learners will be able to: • Explain the contribution of Christian missionaries to vocational training in Ghana.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencil. 99 Pictures/ artists’ impressions of artisans receiving vocational/technical training. 99 Pictures of some of the vocational training centres established by the missionaries in Ghana.

Teaching and Learning Activities • Explain that the missionaries did not only focus on grammar education. • Explain that they established vocational training centres in different parts of the country. • Discuss the benefits that the local artisans gained from the vocational and technical education that they received. These include the provision of job for beneficiaries and the sharpening of the skills for those who had some artisanal skills already. • Show pictures/ artists’ impressions of artisans receiving vocational/technical training. • Show pictures of some of the vocational training centres.

Learning activities • Read the lesson on the establishment of Vocational Training Centres. • Ask the learners to list forms of vocational training that were given to the people of Ghana.

33 Europeans In Ghana

• Ask the learners to mention some of the places where the Vocational Training centres were established.

Conclusion • Ask the learners about the benefits of vocational training centres to find out their understanding of the lesson.

Lesson32: Development of Alphabets (Learner’s book pages 44-45) Lesson Objective By the end of the lesson, the learners will be able to: • Outline the contributions of the Christian missionaries to our local languages.

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

Teaching and Learning Activities • Guide learners to understand that many of the missionaries could not speak our local dialects and our people could not speak the European languages either. • Explain that the missionaries decided to study our languages in order to break the language barrier. • Give examples of some of the local languages that were put in writing: 99 Ga 99 Ewe 99 Akan • Outline some of the local literature that was developed by the missionaries: 99 Grammar books 99 Dictionaries 99 Bibles 99 Proverbs • Discuss some of the advantages of the development of our local languages. The languages helped to facilitate easy communication which consequently

34 Europeans In Ghana

promoted teaching and learning in schools and also conversion of the local people to Christianity.

Learning activities • Discuss the advantages of the development of local languages in groups.

Conclusion • Let learners identify some of the local languages that were developed by the European missionaries to find out their understanding of the lesson.

Lesson 33: Translation of the Bible into local languages (Learner’s book page 45) Lesson Objective By the end of the lesson, the learners will be able to: • Explain that the Christian missionaries translated the Bible into our local languages. • Identify some of the individual missionaries who did the translations.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Pictures/ artists’ impressions of Rev. Johannes Zimmermann, Rev. J.G. Christaller and Rev. J.B. Schlegel. 99 Local Bibles.

Teaching and Learning Activities • Explain that the Bible was translated into some of our local languages • Discuss the missionaries who translated the Bible and other Christian literature into our local languages: 99 Rev. Johannes Zimmermann 99 Rev. J.G. Christaller 99 Rev. J.B. Schlegel • Explain that the translations helped to propagate Christianity in Ghana • Show pictures/ artists’ impressions of some of the missionaries

35 Europeans In Ghana

• Show some local Bibles to the learners

Learning activities • Read the lesson on the translation of the Bible. • Complete the activity on page 46 of the Learner´s Book.

Conclusion • Ask the learners about the missionaries who were involved in the translation of the Bible to check their understanding of the lesson.

Lesson 34: Missionaries contributions to healthcare delivery (Learner’s book page 46) Lesson Objective By the end of the lesson, the learners will be able to: • Explain the contributions of the missionary societies to healthcare delivery of the people of Ghana.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Pictures of some dispensaries, clinics and hospitals established by the missionaries in Ghana.

Teaching and Learning Activities • Talk about the nature of traditional healthcare delivery before the coming of the missionaries. • Explain that the missionaries introduced Western healthcare and orthodox medicine to the people of Ghana. • Discuss the various health institutions that were established by the missionaries: 99 Hospitals 99 Clinics 99 Dispensaries • Discuss the benefits of the activities of the missionaries in the health sector.

36 Europeans In Ghana

Learning activities • Read the lesson on missionary contribution to healthcare delivery in Ghana to check the understanding of the learners. • Mention some of the hospitals built by the missionaries.

Conclusion • Elicit the benefits of improved healthcare delivery in Ghana to check the understanding of the learners. • Learners discuss the benefits of the missionaries to healthcare in Ghana.

Lesson 34: Missionary societies engaged in trade with the people of Ghana (Learner’s book page 47) Lesson Objective By the end of the lesson, the learners will be able to: • Explain the activities of the missionaries to trade in Ghana. • Identify some exotic crops that the Europeans introduced to the people of Ghana.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Pictures/ artists impressions of Europeans engaged in trade. 99 Pictures of some of the exotic crops that the Europeans introduced into Ghana. 99 Learner’s Book 4.

Teaching and Learning Activities • Explain that the missionaries also engaged in trade with the people of Ghana. • Discuss the contributions of missionary societies to the development of agriculture as an aspect of the economy of the territory: 99 The setting up of farms and gardens in parts of the country. 99 The introduction of cash crops such as cocoa into the territory.

37 Europeans In Ghana

• Discuss the importance of these economic activities to the expansion of trade in Ghana. • Show learners some pictures/ artists impressions of missionaries engaged in trade. • Show learners pictures of some of the exotic crops.

Learning activities Carry out the activities on page 47 of the Learner´s Book.

Conclusion • Remind learners that the missionaries engaged in legitimate trade with the people of Ghana. • Learners take turns to mentions some exotic crops that were introduced by the missionaries.

Answers to Review Questions 1. Missionary societies and their countries of origin a. Society for the Propagation of the Gospel - England b. The Basel Mission - Switzerland c. The Wesleyan Mission - England d. Bremen Mission - Germany 2. Introduction of Christianity, introduction and spread of formal education, establishment of vocational training centers 3. a. Rev. Johannes Zimmermann translated the Bible into Ga. b. Rev. J.G. Christaller translated the Bible into Twi. c. Rev. J.B Schlegel translated the Bible into Ewe. 4. Oranges, mangoes, sugarcane and avocado pear.

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?

38 Europeans In Ghana

• 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 or a piece of cardboard so that you can make regular checks to ensure the effective assessment of learners´ work.

39 ColoniSation and Developments under Colonial Rule in Ghana. Strand 4: COLONISATION AND DEVELOPMENTS UNDER COLONIAL RULE IN GHANA. Refer to Learner’s Book pages 48-57 Sub-Strand 1: Establishing British Rule in Ghana General Performance Indicator By the end of the strand, the learners will be able to: • Explain the processes that resulted in the British colonisation of Ghana • Appreciate how the various parts of the country were brought together under British rule.

Lesson 35: The Bond of 1844 (Learner’s book pages 48-49) Lesson Objective By the end of the lesson, the learners will be able to: • Explain the Bond of 1844. • Identify the parties that signed the Bond. • Name some of the coastal chiefs who signed the Bond.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations.

99 Paper and pencils. Some Chiefs and British officials signing the 99 A picture of the Bond of 1844. Bond of 1844 99 A picture/ artists’ impression of the signing of the Bond in the Palaver Hall. Teaching and Learning Activities • Guide the Learners to read the lesson the Bond of 1844. • Explain that the Bond of 1844 was signed by some of the chiefs on the coast of Ghana to recognize the power that some British officials exercised over those areas. • Explain that the parties that signed the Bond of 1844 were the British and the chiefs of some Coastal States in Ghana.

40 Sub-Strand 1: Establishing British Rule in Ghana

• Go on to explain that the chiefs of the coastal states who signed the Bond were the chiefs of Denkyira, Assin, Cape Coast, Dominase, Anomabo, Twifo, Wassa, Gomoa and James Town in Accra. • Show a picture/ artists’ impression of the signing of the Bond in the Palaver Hall.

Learning activities • Carry out the activities on page 49 of the Learner´s Book. • Role-play the signing of the Bond.

Conclusion • Ask learners to name some of the coastal chiefs who signed the Bond of 1844 to check their understanding of the lesson.

Lesson 36: Contents of the Bond of 1844 (Learner’s book page 50) Lesson Objective By the end of the lesson, the Learner will be able to: • Appreciate the contents of the Bond of 1844.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 A picture of the Bond of 1844.

Teaching and Learning Activities • Remind learners that the Bond was signed, basically, to maintain peace on the cost of Ghana. • Indicate that the contents of the Bond are summed up in three paragraphs. • Outline and explain each paragraph/content of the Bond. • Show a picture of the Bond of 1844.

Learning activities • Carry out the exercises on page 51 of the Learner´s Book. • Read the contents of the Bond of 1844.

41 Sub-Strand 1: Establishing British Rule in Ghana

Conclusion • Ask learners about the contents of the Bond of 1844 to check their understanding of the lesson.

Lesson 37: Significance of the Bond of 1844 Learner’s( book pages 50-51) Lesson Objective By the end of the lesson, the learners will be able to: • State the significance of the Bond to the parties that signed it.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencil. 99 A picture of the Bond of 1844.

Teaching and Learning Activities • Read the lesson on the significance of the Bond of 1844 together with the learners. • Discuss the significance of the document as outlined on pages 50-51 of the Learner’s Book. • Discuss with learners that the Bond was significant because it promoted peace amongst the coastal states, it reduced the practice of bad cultural customs. It also made the states recognize the power that some British officials exercised over them. • Discuss any other significance apart from those listed in the Learner’s Book.

Learning activities • Put learners into groups and let them discuss the significance of the Bond of 1844.

Conclusion • State that the Bond ensured some relative peace on the coast of Ghana for some time.

42 Sub-Strand 1: Establishing British Rule in Ghana

Lesson 38: Colonialism (Learner’s book pages 51-52) Lesson Objective By the end of the lesson, the learners will be able to: • Explain the concept of colonialism. • Identify the country that colonized Ghana. • State the period during which Ghana became a colony of Britain.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencil. 99 Map of Europe showing Great Britain. 99 Map of Africa indicating colonies and their colonial masters.

Teaching and Learning Activities • Explain that colonialism is the process where a strong country takes control over a weaker country. • Explain that some European countries such as Portugal, Britain, France, and Germany possessed colonies across the world. • Note some European countries and their respective colonies on the African continent. • Explain that Ghana was colonized by Great Britain. • Show a map of Europe showing Great Britain. • Show a map of Africa indicating colonies and their colonial masters.

Learning activities • Read the lesson on Colonialism. • Carry out the exercises on page 52 of the Learner´s Book. • Watch a documentary on colonialism. Video link: https://m.youtube.com/ watch?v=AjBcRMjOWzg or https://m.youtube.com/watch?v=8p0HvG8RweI

Conclusion • Ask the Learners to identify the colonies of specific European countries on a map of Africa to find out their understanding of the lesson.

43 Sub-Strand 1: Establishing British Rule in Ghana

Lesson 39: The Protectorate (Learner’s book page 53) Lesson Objective By the end of the lesson, the learners will be able to: • Explain the British Protectorate in the colonial period. • Identify some of the states that came under the British protection.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencil. 99 Ghana map.

Teaching and Learning Activities • Explain that the Gold Coast colony was categorized into different sections: 99 The Protectorate. 99 The Colony. 99 The Northern Territories. 99 The British Mandated Togoland. • Explain the Protectorate was the areas that willingly submitted themselves under the authority of the British for protection from other enemy state. • Display a map of Ghana showing the Protectorate and the states that were found in it.

Learning activities • Read the lesson on the Protectorate.

Conclusion • Say that the state in the protectorate willingly submitted themselves under the authority of the British for protection from other enemy states.

Lesson 40: The Colony (Learner’s book pages 53-54) Lesson Objective By the end of the lesson, the learners will be able to: • Explain the meaning of the British Colony in Ghana.

44 Sub-Strand 1: Establishing British Rule in Ghana

• Identify some of the states that formed part of the Colony.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencil. 99 A map of Ghana.

Teaching and Learning Activities • Define the Colony to learners by saying that it was the parts of Ghana that were defeated by the British in wars and were brought under British control through the use of force. • Identify some of the states that were found in the Colony. • Explain that Asante became part of the colony after their defeat in the Sagrenti War and the Yaa Asantewaa War. • Display a map of Ghana showing the Colony and the states that formed it.

Learning activities • Read the lesson on the Colony. • Carry out the activities on page 54 of the Learner´s Book.

Conclusion • Elicit from the learners how Asante became part of the Colony to check their understanding of the lesson.

Lesson 41: The Northern Territories (Learner’s book page 54) Lesson Objective By the end of the lesson, the Learner will be able to: • Explain what the Northern Territories means. • Identify the states that constituted the Northern Territories.Explain how the Northern Territories were brought under British colonial rule. • Explain the role of George Ekem Ferguson in the British annexation of the Northern Territories.

45 Sub-Strand 1: Establishing British Rule in Ghana

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencil. 99 A map of Ghana showing the Northern Territories and the states that were found in it. 99 A picture of George Ekem Ferguson.

Teaching and Learning Activities • Use the map of Ghana to show learners the areas which were known as the Northern Territories. • Explain that some of the states that were found in the Northern Territories were the Gonja and the Mole-Dagbani states. • Explain that George Ekem Ferguson helped in the British annexation of the Northern Territories. He was able to make the Dagbon, Frafra and Dagarti people become part of the Gold Coast Colony through agreements in 1902. • Show a picture of George Ekem Ferguson.

Learning activities • Read the lesson on the Northern territories. • Tell learnershow the Northern Territories were added to present-day Ghana.

Conclusion • Ask the learners about the work of George Ekem Ferguson in the Northern Territories to determine whether they understand the lesson.

Lesson 42: The British Mandated Togoland (Learner’s book pages 54-55) Lesson Objective By the end of the lesson, the Learner will be able to: • Identify the area which constituted the British Mandated Togoland. • Identify the states that constituted the British Mandated Togoland. • Explain how the British Mandated Togoland became part of present-day Ghana. • Appreciate the importance of the 1956 plebiscite and its impact on Ghana.

46 Sub-Strand 1: Establishing British Rule in Ghana

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 A map of Ghana showing the British Mandated Togoland. 99 A picture/ artists’ impression of the 1956 plebiscite.

Teaching and Learning Activities • Explain that the areas that constituted the British Mandated Togoland were former colonies of Germany. • Explain further that the British Mandated Togoland was created after the First World War because Germany was defeated in that war and hence, they lost their colonies, including the colony of Togo. • Use the map of Ghana to show learners some of the states that were found in the British Mandated Togoland. • Explain how the British Mandated Togoland was joined to what would become modern-day Ghana. • Discuss the plebiscite of 1956 and explain that the majority of the voters opted to be joined to Ghana at independence. • Show a picture/ artists’ impression of the 1956 plebiscite.

Learning activities • Watch a documentary on the plebiscite of 1956. • Act out the plebiscite of 1956.

Conclusion • Ask the learners about the impact of the plebiscite to find out their understanding of the lesson.

Answers to Review Questions 1. Denkyira, Assin, Cape Coast and Anomabo 2. Importance of the Bond: a. It legalised the powers exercised by Captain George Maclean. b. Promoted peace and harmony among the states that signed it.

47 Sub-Strand 1: Establishing British Rule in Ghana

c. It abolished barbaric cultural activities. 3. It is a system in which a strong country takes country takes control over a weaker country. They dominate their political, social and economic lives of the people. 4. (a) A Protectorate was an area that willingly submitted to the authority of the British in exchange for protection. (b) The Colony were the territories that were defeated by the British in wars and were brought under British rule through force. 5. They became part of the Gold Coast colony through agreements in 1902.

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 slower Learners’ comprehension of the lesson? • 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 piece of card so that you can make regular checks to ensure the effective assessment of learners´ work.

48 INDEPENDENT GHANA Strand 6: INDEPENDENT GHANA Refer to Learner’s Book pages 58-65

Sub-Strand 1: The Republics General Performance Indicator By the end of the strand, the learners will be able to: • Explain the concept of a republic and the number of republics Ghana has had. • Differentiate between Presidents and heads of state. • Identify the presidents who had ruled Ghana from 1960 to 2019 and their tenures of office.

Lesson 43: A Republic (Learner’s book pages 58-59) Lesson Objective By the end of the lesson, the Learner will be able to: • Explain the meaning of a republic. • Explain how Ghana became a republic. • Identify the President of the First Republic.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. Dr. Kwame Nkrumah, Queen Elizabeth II, Sir Arden-Clarke 99 Paper and pencils. 99 A picture of Dr. Kwame Nkrumah and Sir Arden-Clarke. 99 A picture of Queen Elizabeth II in Ghana in the 1960s. 99 A picture of Dr. Kwame Nkrumah.

Teaching and Learning Activities • Explain that a Republic is a country that has total independence and is ruled by a president who is elected by the citizens of that country. • Explain further that Ghana became a Republican state in 1960. • Go on to say that Dr. Kwame Nkrumah was a Prime Minister and Sir Nobel Arden-Clarke was the Governor-General before July 1, 1960.

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• Differentiate between a President and a Head of State: while a President is a person elected by the people of a country to lead them and so he/she is given power over every aspect of the executive arm of government, a Head of State is the leader of a country but has few powers in the country´s government because he or she is only a ceremonial head. • Explain that Ghana has had eight (8) presidents from 1960 to 2019. • Show pictures of Dr. Kwame Nkrumah, Sir Arden-Clarke and Queen Elizabeth II.

Learning activities • Identify presidents of Ghana in a photo album.

Conclusion • Remind learners that Ghana has had four republics and eight presidents from 1960 to 2019. General Performance Indicator By the end of the lesson, the learners will be able to: • Identify all the presidents of Ghana from 1960 to 2019. • Identify the terms of office of each of the presidents. • Identify the presidents and the republic under which they ruled.

Lesson 44: Dr. Kwame Nkrumah (Learner’s book page 60) Lesson Objective By the end of the lesson, learners will be able to: • Identify President Kwame Nkrumah as the first President of Ghana • State the years President Nkrumah ruled Ghana

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

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Teaching and Learning Activities • Explain that President Kwame Nkrumah was the first president of Ghana. • Also, explain that President Kwame Nkrumah was the president of the First Republic • Explain that he ruled from 1st July, 1960 to 24th February, 1966. • Show pictures of President Kwame Nkrumah.

Learning activities • Watch a documentary of the investiture of President Kwame Nkrumah. Video link: https://m.youtube.com/watch?v=qZBLm1kYU_s

Conclusion • Emphasise that President Kwame Nkrumah was the first president of Ghana and the only president under the First Republic.

Lesson 45: Dr. K.A. Busia (Learner’s book page 60) Lesson Objective By the end of the lesson, the learners will be able to: • Identify Prime Minister Dr. K.A. Busia as the Prime Minister of the Second Republic. • State the tenure of office of Dr. K.A. Busia. • State how Dr. K.A. Busia was removed from office.

Teaching and Learning Resources Chalkboard/whiteboard illustrations. Paper and pencils. Pictures of Dr. K.A. Busia. Computer with an internet connection.

Teaching and Learning Activities Dr. K.A. Busia • Explain that Dr. K.A. Busia was a Prime Minister of Ghana. • Also, explain that Dr. K.A. Busia was the Prime Minister under the Second Republic.

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• Explain that he ruled from 1969 to 1972. • Show pictures of Dr. K.A. Busia. • Explain that Dr. K.A. Busia was removed from power through a coup d’état. Learning activities • Watch a documentary of the investiture of Dr. K.A. Busia. Video link: https://m.youtube.com/watch?v=0uvZeeZALAM Conclusion • Ask learners to mention the Prime Minister of the Second Republic to check their understanding of the lesson.

Lesson 46: Dr. Hilla Limann (Learner’s book page 61) Lesson Objective By the end of the lesson, the learners will be able to: • Identify Dr. Hilla Limann as a president of Ghana. • State the tenure of office of Dr. Hilla Limann. • State the republic under which President Dr. Hilla Limann ruled.

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

Teaching and Learning Activities Dr. Hilla Limann • Explain that Dr. Hilla Limann was the president of Ghana under the Third Republic. • Explain that he ruled from 24th September, 1979 to 31st December, 1981. • Explain that Dr. Hilla Limann was removed from power through a coup d’état • Show pictures of Dr. Hilla Limann.

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Learning activities • Read the lesson on Dr. Hilla Limann. • Watch a documentary of the investiture of Dr. Hilla Limann. Video link: https://m.youtube.com/watch?v=JuLKmq4vbOU

Conclusion • Say that Dr. Hilla Limann was the president of Ghana under the Third Republic.

Lesson 47: Flt. Lt. Jerry John Rawlings (Learner’s book page 61) Lesson Objective By the end of the lesson, the learners will be able to: • Identify the presidents in the Fourth Republic of Ghana. • Explain that Flt. Lt. Jerry John Rawlings was the firth President of the Fourth Republic of Ghana. • Identify the tenure of office of President Flt. Lt. Jerry John Rawlings.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Pictures of President Flt. Lt. Jerry John Rawlings.

Teaching and Learning Activities Flt. Lt. Jerry John Rawlings • Explain that Ghana has had five presidents in the Fourth Republic. • Explain that Flt. Lt. Jerry John Rawlings was the first president of the Fourth Republic. • Go on to explain that he ruled from January, 1993 to January, 2001. • Show pictures of President Kwame Nkrumah. Learning activities • Watch a documentary on the investiture of Flt. Lt. Jerry John Rawlings.

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Conclusion • State that Flt. Lt. Jerry John Rawlings was the Head of State in the country before he became the first president of the Fourth Republic of Ghana.

Lesson 48: John Agyekum Kufuor (Learner’s book page 61) Lesson Objective By the end of the lesson, the learners will be able to: • Identify John Agyekum Kufuor as the second President of the Fourth Republic. • Identify the tenure of office of President John Agyekum Kufuor.

Teaching and Learning Resources 99 Chalkboard. 99 Paper and pencil. 99 Pictures of John Agyekum Kufuor. 99 Computer with an internet connection.

John Agyekum Kufour Teaching and Learning Activities • Explain that John Agyekum Kufuor was the fifth president of Ghana. • Also, explain that President John Agyekum Kufuor was the second president under the Fourth Republic. • Explain that he ruled from 7th January, 2001 to 6th January, 2009. • Show pictures of President John Agyekum Kufuor.

Learning activities • Watch a documentary of the investiture of John Agyekum Kufuor.

Conclusion • State that President John Agyekum Kufuor was the fifth president of Ghana and the second president under the Fourth Republic.

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Lesson 49: President Professor John Evans Atta Mills (Learner’s book page 62) Lesson Objective By the end of the lesson, the learners will be able to: • Identify Professor John Evans Atta Mills was the sixth President of Ghana. • Identify John Evans Atta Mills was the third President of the Fourth Republic. • Identify the period in which Professor John Evans Atta Mills ruled the country.

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

Professor John Evans Atta Mills Teaching and Learning Activities • Explain that Professor John Evans Atta Mills was the sixth president of Ghana. • Also, explain that he was the third president of the Fourth Republic. • Go on to say that he ruled from 7th January, 2009 to 24th July, 2012. • Further explain that Professor John Evans Atta Mills did not complete his 4-year tenure because he died while serving his tenure. • Show pictures of Professor John Evans Atta Mills.

Learning activities • Watch a documentary of the investiture of Professor John Evans Atta Mills.

Conclusion • State that the then vice-president of Ghana, John Dramani Mahama, completed his remaining period as stated in the constitution of Ghana.

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Lesson 50: John Dramani Mahama (Learner’s book page 62) Lesson Objective By the end of the lesson, the learners will be able to: • Explain that President John Dramani Mahama was the seventh President of Ghana. • Explain that he was the fourth President under the Fourth Republic of Ghana. • Explain the circumstances under which he became president of Ghana.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Pictures of President John Dramani Mahama.

John Dramani Mahama Teaching and Learning Activities • Explain that President John Dramani Mahama was the seventh president of Ghana. • Go on to explain that he was the fourth president of the Fourth Republic. • Explain that he ruled from 24th July, 2012 to 6th January, 2013. And then from 7th January, 2013 to 6th January, 2017. • Also explain that John Dramani Mahama assumed power as president in July, 2012 because of the death of Professor John Evans Atta Mills who was the president. • Discuss the constitutional provision on the replacement of a president upon the resignation or death of a sitting president. • Show pictures of John Dramani Mahama including his swearing-in in July, 2012 and January, 2013. Learning activities • Watch documentaries of the investitures of President John Dramani Mahama. Video link: https://m.youtube.com/watch?v=-G6AtdA2WXk or https://m. youtube.com/watch?v=xLxM6deWFTY

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Conclusion • Ask the learners about the fourth president of the Fourth Republic to check their understanding of the lesson.

Lesson 51: Nana Addo Dankwa Akufo-Addo (Learner’s book page 62) Lesson Objective By the end of the lesson, the learners will be able to: • Identify Nana Addo Dankwa Akufo-Addo as the eighth President of Ghana • Identify him as the fifth President under the Fourth Republic • State when he became president of Ghana.

Teaching and Learning Resources 99 Chalkboard/whiteboard illustrations. 99 Paper and pencils. 99 Pictures of Nana Addo Dankwa Akufo-Addo.

Nana Addo Dankwa Akufo-Addo Teaching and Learning Activities • Explain that Nana Addo Dankwa Akufo-Addo is the eighth president of Ghana. • Also, explain that he is the fifth president of the Fourth Republic. • Explain that he started his rule on 7th January, 2017. • Show pictures of Nana Addo Dankwa Akufo-Addo including his swearing-in ceremony in January, 2017. Learning activities • Act out the induction of President Nana Addo Dankwa Akufo-Addo. • Watch documentaries of the investitures of President Nana Addo Dankwa Akufo-Addo. Video link: https://m.youtube.com/watch?v=vpnFUlqEViY

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Conclusion • State that Nana Addo Dankwa Akufo-Addo became president-elect of Ghana in December, 2016.

Answers to Review Questions 1. A Republic is a country that has total independence and has its own president. 2. A president is a legally elected leader of a country with vast powers over every aspect of the executive arm of government while a head of state is usually a ceremonial head of a country and has limited powers. 3. Four (4) 4. Presidents of the Fourth Republic • Flt. Lt. J.J. Rawlings - January,1993 to January, 2001 • President John Agyekum Kufuor - January, 2001 to January 2009 • Prof. John Evans Atta Mills - January, 2009 to July 2012 • President John Dramani Mahama - July, 2012 to January 2017 • President Nana Addo Dankwa Akufo-Addo - January, 2017 to ------

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 or a piece of cardboard so that you can make regular checks to ensure the effective assessment of learners´ work.

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