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ESSENTIAL Teacher’s Guide Teacher’s Primary 2 History History Primary 2 Teacher’s Guide ESSENTIAL History Primary 2 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 978-9988-8963-3-1 Editor: Liesl van Dreau Designer/typesetter: Brenda Smal Illustrators(s): Emmanuel Lawson; Senyo Kwame Adzoro; Nicholas Bimpong; Edgar Jeffery Kwesi Baidoo; Danquah Andrea Nana Ekua; Sarbah Israel; Angela Ayitey Adzoro 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 ©Max Milligan/Getty Images; p. 74 cl © Gusto Images/aaifotostock, cc © Gilles Paire/ aaifotostock, bl © Ioannis Tsotras/Getty Images, br © CSP Malajski/aaifotostock; p. 88 cl © Eye Ubiquitous/aaifotostock, cr © Ullstein Bild/Contributor/Getty Images, br © Werner Forman/ Contributor/Getty Images; p. 90 tr © Creative Commons Attribution-Share Alike 2.0 International license./Stig Nygaard, tc © Sura Nualpradid/Adobe Stock, bc © Clu/Getty Images, b © Homocos Micos/Adobe Stock; p. 95 tl © Torresigner/Getty Images; tr © Givaga/depositphotos; cl © Roverto Castillo/Adobe Stoc; cr © Farmer Images/Getty Images; bl © Nattawut Lakjit/Eye Em/Getty Images; br © Ardaakay/Adobe Stock; p. 96 tl © Irene Becker Photography/Getty Images, tr © Dimitri Otis/ Getty Images, cl © Janvier/Adobe Stock, cr © Fernando Trabanco Fotografía/Getty Images, bl © R Tsubin/Getty Images, br © Cmannphoto/Getty Images; p. 97 tl © Anthony Pappone/Getty Images, tr © Copyright Stefan Randholm/Getty Images, © Westend 61/Getty Images, cl © Gilles Paire/aaifotostock, cr © Becart/Getty Images, bl © CSP monster Sparrow/aaifotostock, br © Tatsiana Volskaya/Getty Images, © RH Kamen/Getty Images; p. 98 tl © CSP Malajski/aaifotostock, tr © Natthakan Jommanee/Eye Em/Getty Images, cl © Vesta 48/Adobe Stock, cr © Happy Foto/Getty Images, bl © Ben Image/Getty Images, br © Stockbyte/Getty Images. Every effort has been made to trace copyright holders. Should infringements have occurred, please inform the publishers who will correct these in the event of a reprint. 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 ___________________________________________________ 4 Structure of this Teacher’s Guide 5 The Learner’s Book 6 Introduction _____________________________________________________________________________ 10 Instructional expectations 11 Organisation of the curriculum 11 Time allocation 12 Classroom management 12 Learning domains (expected learning behaviours) 12 Methodology 13 Differentiation and scaffolding 14 Core competencies 15 Teaching instructions 16 Activities 16 Use of ICT 16 Assessment 17 Resources 18 Planning your teaching 18 Know the syllabus/Curriculum well 19 Scheme of learning by term 19 Useful teaching tips 20 Scope and sequence matrix 21 Scheme of Learning by term 22 Integration, core competencies and learning domain matrixes 25 Curriculum reference numbering system 29 Content standards, Indicators, Subject Specific Practices and Core Competencies 30 Strand 2: My country Ghana 34 Sub-strand 1: The people of Ghana 35 Summary 50 Revision 51 Sub-strand 4: Major historical locations 52 Summary 58 Revision 59 Sub-strand 5: Some selected individuals 60 Summary 64 Revision 65 Assessment 66 Strand 3: Europeans in Ghana 67 Sub-strand 2: International trade including slave trade 68 Summary 72 Revision 73 Assessment 74 End-of-year exam 75 Resources Resource 1: Regions and capitals worksheet 78 Resource 2: Map of Ghana worksheet 79 Resource 3: Region and capital city cards 80 Resource 4: Festival worksheet 88 Resource 5: Ethnic group worksheet 89 Resource 6: Castle and Fort worksheet 90 Resource 7: Other forts in Ghana worksheet 91 Resource 8: Outstanding women in Ghana worksheet 92 Resource 9: Regions and capitals revision worksheet 93 Resource 10: Barter items worksheet 94 Resource 11: Bartering cards 95 Assessment tools: Checklists and Rubrics 103 Welcome to this History series WELCOME TO THIS HISTORY SERIES Welcome to our History series for Ghana, which was opportunities for learners to engage in diverse, specially developed for you and for the lower and practical and interactive activities where all the upper primary (Basic 1–6) learners. curriculum strands, sub-strands, content standards, indicators, core skills, competencies and values are This Teacher’s Guide works together with the History carefully addressed and aim to be achieved through Learner’s Book for Basic 2. We hope that you will meaningful real-life situations and examples. find it an important and useful tool that will guide you with the teaching of History to your learners This history series for Ghana integrates a using a task-oriented and communicative approach. learning-centred pedagogy with differentiation, For further information, also consult the History of scaffolding and the integration of Information and Ghana Curriculum for Primary Schools 2019 and the Communication Technology (ICT) as a teaching Resource Guide for the Orientation of Primary School and learning tool for the achievement of some of the Teachers Towards the Implementation of the Revised new expected outcomes. Curriculum from the NaCCA. This series further integrates the principles of Each Learner’s Book and Teacher’s Guide in this assessment as learning, for learning and of learning, series follows the History syllabus from the new as well as the use of questioning. The suggested curriculum for Ghana’s primary schools. Both activities enable the consolidation of content and components of this series encourage the creation core skills, allowing for continuous monitoring and of a learning-centred classroom, offering many assessment. 4 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 • interpret data as required provides an overview of the New INTRODUCTION skills, compare different periods and give their • build models own structured account of past events. • develop projects. History is a subject that explores the past with the Therefore, through the teaching and learning of The following activities are recommended: aim of understanding the factors that have shaped History, learners should: Primary Curriculum and the Instructional expectations • Sessions using different sources of historical our world. As an academic discipline, history helps to • appreciate their personal history, as well as the evidence, including discussions with people with develop the imaginative abilities and critical thinking history of their families, and their communities The goal of introducing History of Ghana as a historical knowledge (resource persons) and skills of learners. History is also a discipline that aims • acquire the skill of gathering and objectively subject in the primary school is to effect positive visiting historic sites to impart to learners a range of important moral analysing historical data, using scientific History syllabus (Primary change in the values and attitudes of learners. It • Debates among groups on various topics relating lessons, and provide them with guidelines for everyday methods, which will enable them to interpret focuses on past events that have shaped our society. to history living and interactions with people in society. past actions and behaviours of the people of This can be achieved through well-planned lessons • Projects using modern technologies to Ghana from a Ghanaian perspective that involve learners in the learning process. The communicate findings clearly and effectively in The objective of this Teacher’s Guide is to make • acquire more knowledge on the history of the Basic 1–6), methodology, features, teaching and learning interesting, useful and enquiry approach of teaching is therefore encouraged the form of papers, exhibits/posters, drama and people of Ghana in the History classroom. Learners
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