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Essential History Primary 5 Teacher's Guide ESSENTIAL History History Primary 5 Teacher’s Guide Primary 5 Teacher’s Guide Teacher’s ESSENTIAL History Primary 5 Teacher’s Guide Jacob Agbedam • Dorothy Glover NNF Esquire Limited P.O. Box AN 8644, Accra North, Ghana. University Printing House, Cambridge cb2 8bs, United Kingdom One Liberty Plaza, 20th Floor, New York, ny 10006, USA 477 Williamstown Road, Port Melbourne, vic 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 79 Anson Road, #06–04/06, Singapore 079906 The Water Club, Beach Road, Granger Bay, Cape Town, 8005, South Africa Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org © Cambridge University Press and NNF Esquire Limited 2020 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press and NNF Esquire Limited. First published 2020 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 isbn 978-9988-8963-9-3 Editor(s): Michelle Taylor Designer(s): Brenda Smal Typesetter(s): The Purple Turtle Publishing Photograph acknowledgements The publisher and authors would like to thank the following individuals and organisations for permission to use their material in either the original or adapted form: Cover: © Jacek Sopotnicki/Getty Images Cambridge University Press and NNF Esquire Limited have no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. If you want to know more about this book or any other NNF Esquire Limited publication, phone us at +233 20 21 I 31 17, +233 24 460 8305 or send an e-mail to [email protected] CONTENTS Welcome to this History series ����������������������������������������������� 5 Structure of this Teacher’s Guide 6 The Learner’s Book 7 Introduction �������������������������������������������������������������� 11 Instructional expectations 12 Organisation of the curriculum 12 Time allocation 13 Classroom management 13 Learning domains (expected learning behaviours) 13 Methodology 14 Differentiation and scaffolding 15 Core competencies 16 Teaching instructions 17 Activities 17 Use of ICT 17 Assessment 18 Resources 19 Planning your teaching 19 Know the syllabus/Curriculum well 20 Scheme of Learning 20 Useful teaching tips 21 Scope and sequence matrix 22 Scheme of Learning by term 23 Integration, core competencies and learning domain matrixes 26 Curriculum reference numbering system 33 Content Standards, Indicators, Subject Specific Practices and Core Competencies 34 Strand 2: My country Ghana ��������������������������������������������� 42 Sub-strand 1: The people of Ghana 43 Summary 54 Revision 55 Sub-strand 5: Some selected individuals 56 Summary 59 Revision 60 Assessment 60 Strand 3: Europeans in Ghana ������������������������������������������� 62 Sub-strand 2: International trade including slave trade 63 Summary 66 Revision 67 Assessment 68 Strand 4: Colonisation and developments under colonial rule in Ghana ����������������������������������������������������������������� 69 Sub-strand 2: Social developments under colonial rule 70 Summary 74 Revision 75 Sub-strand 3: Economic developments under colonial rule 76 Summary 79 Revision 79 Assessment 80 Strand 5: Journey to independence ������������������������������������� 82 Sub-strand 1: Early protest movements 83 Summary 87 Revision 88 Sub-strand 3: The 1948 riots and what came after 89 Summary 92 Revision 93 Assessment 94 End-of-year examination ��������������������������������������� 95 Resources ���������������������������������������������������������������� 98 Resource 1: Compare our ancestors’ lives and our lives today 98 Resource 2: Regional map of Ghana 99 Resource 3: Some selected Ghanaian playing cards 100 Resource 4: Crossword puzzle 108 Assessment tools: Checklists and Rubrics������������������������� 109 Welcome to this History Series WELCOME TO THIS HISTORY SERIES Welcome to our History series for Ghana, which was curriculum strands, sub-strands, content standards, specially developed for you, and for the lower and indicators, core skills, competencies and values are upper primary (Basic 1–Basic 6) learners. carefully addressed and aim to be achieved through This Teacher’s Guide works together with the History meaningful real-life situations and examples. Learner’s Book for Basic 5. We hope that you will find it an important and useful tool that will assist This history series for Ghana integrates a and guide you with teaching History to your learners learning-centred pedagogy with differentiation, using a task-oriented and communicative approach. scaffolding and the integration of Information and For further information, also consult the History of Communication Technology (ICT) as a teaching Ghana Curriculum for Primary Schools 2019 and the and learning tool for the achievement of some of the Resource Guide for the Orientation of Primary School new expected outcomes. Teachers Towards the Implementation of the Revised This series further integrates the principles of Curriculum from the NaCCA. assessment as learning, for learning and of learning, Each Learner’s Book and Teacher’s Guide in this as well as the use of questioning. The suggested series follows the History syllabus from the new activities enable the consolidation of content and curriculum for Ghana’s primary schools. Both core skills, allowing for continuous monitoring and components of this series encourage the creation assessment. of a learning-centred classroom, offering many opportunities for learners to engage in diverse, practical and interactive activities where all the 5 Welcome to this History Series Structure of this Teacher’s Guide This Teacher’s Guide is divided into three main sections: 1. Introduction: This section Introduction Introduction • make use of historical facts to acquire analytical • develop projects. provides an overview of the New INTRODUCTION skills, compare different periods and give their own structured account of past events. The following activities are recommended: • Sessions using different sources of historical History is a subject that explores the past with the Therefore, through the teaching and learning of evidence, including discussions with people with Primary Curriculum and the aim of understanding the factors that have shaped History, learners should: Instructional expectations historical knowledge (resource persons) and our world. As an academic discipline, history helps • appreciate the history of themselves, their families visiting historical sites to develop the imaginative abilities and critical and communities The goal of introducing the History of Ghana as • Debates between groups about various historical thinking skills of learners. This discipline is also • acquire the skill of gathering and objectively a subject in the primary school is to effect positive topics aimed at imparting a range of important moral analysing historical data, using scientific change in values and attitudes of learners. It focuses • Projects using modern technologies to communicate History syllabus (Primary on past events that have shaped our society. This lessons, guidelines for their everyday lives and methods, that will enable them to interpret past findings clearly and effectively in the form of papers, interactions with people in the society. actions and behaviours of the people of Ghana can be achieved through well-planned lessons which exhibits/posters, drama and documentaries. from a Ghanaian perspective involve learners in the learning process. The enquiry The objective of this Teacher’s Guide is to make • acquire more knowledge on the history of the approach of teaching is therefore encouraged in the Basic 1–6), methodology, features, teaching and learning interesting, relevant and History classroom. Learners should be guided to Organisation of the curriculum people of Ghana enjoyable. • apply historical concepts to the study of the make enquiries from available sources of historical evidence. Historical evidence can come from The curriculum is organised under Strands, history of Ghana Sub-strands, Content standards, Indicators and Teaching philosophy • develop a discerning approach to studying primary sources and secondary sources: time allocation and assessment. • Primary sources originate from the past. exemplifications. In this curriculum, ‘Ghana’ Through the learning of History, learners will, sources of historical evidence Essentially, primary sources are closer to the represents Pre-colonial and Post-colonial Ghana. specifically, acquire: • develop a sense of national consciousness and events in time and space. Examples could include • Strands are the broad areas/sections of the • critical thinking skills by comparing, contrasting, appreciate the factors that make for national unity pottery, wall paintings, carvings, coins, letters, History Curriculum to be studied. evaluating, synthesising, and applying historical • acquire positive habits and attitudes, national newspapers, diaries, court records and verbal • Sub-strands are larger groups of related information or knowledge with little or no identity
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