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Essential History Primary 3 Teacher's Guide

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Essential History Primary 3 Teacher's Guide ESSENTIAL History Primary 3 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 Printed in South Africa by Academic Press ISBN 978-9988-8963-5-5 Paperback Editor: Liesl van Dreau Designer: Brenda Smal Typesetter: Alicia Arntzen Illustrators(s): Maxline Kofi Ziddah Acknowledgements The publishers and authors would like to thank the following individuals and organisations for permission to use their material in either the original or adapted form: Photographs: Cover © SvetlanaKoryakova/Getty Images; p. 105 tl © Renate Wefers/Eye Em/Getty Images; p. 105 tr © Renate Wefers/Eye Em/Getty Images; p. 105 cr © Irene Becker Photography/Getty Images; p. 106 bl © Sergey Goruppa/ Alamy Stock Photo; p. 105 br © Barbara Rich/Getty Images; p. 105 tl © Godong/Getty Images; p. 106 cr © David Dorey/Ghana Collection/Alamy Stock Photo; p. 106 bl © Dusica Paripovic/ Alamy Stock Photo; p. 106 br © Michele Burgess/Alamy Stock Photo; p. 107 cl © Robert Harding/Alamy Stock Photo; p. 111 tl, p. 11 cc © MT Curado/Getty Images; p. 111 cl, p. 114 cc © Olivier Blaise/Getty Images; p. 111 cl, p. 114 cc © MT Curado/Getty Images; p. 111 bl, p. 114 bc © Atosan/Getty Images. t = top, b = bottom, l = left, r = right, c = centre Cambridge University Press and NNF Esquire Limited have no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. If you want to know more about this book or any other NNF Esquire Limited publication, phone us at +233 20 21 I 31 17, +233 24 460 8305 or send an e-mail to [email protected] CONTENTS Welcome to this History series ����������������������������������� 5 Introduction �������������������������������������������������� 11 Rationale and philosophy of the History curriculum 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 31 Content standards, indicators, subject-specific practices and core competencies 32 Strand 2: My country Ghana ������������������������������������ 37 Sub-strand 1: The people of Ghana 38 Summary 50 Revision 51 Sub-strand 2: Inter-group relations 52 Summary 55 Revision 56 Sub-strand 2: Trading amongst ethnic groups 57 Summary 66 Revision 67 Sub-strand 2: Conflicts and alliances between the ethnic groups in Ghana 68 Summary 73 Revision 74 Sub-strand 4: Major historical locations 75 Summary 79 Revision 80 Sub-strand 5: Some selected individuals 81 Summary 88 Revision 89 Assessment 90 Strand 3: Europeans in Ghana ����������������������������������� 91 Sub-strand 1: Arrival of Europeans 92 Summary 96 Revision 97 Assessment 98 End-of-year exam ���������������������������������������������� 99 Resources ��������������������������������������������������� 101 Resource 1 101 Resource 2 102 Resource 3 103 Resource 4 104 Resource 5 105 Resource 6 107 Resource 7 109 Resource 8 110 Resource 9 111 Resource 10 112 Resource answers ��������������������������������������������� 113 Assessment tools: Checklists and Rubrics������������������������� 116 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 3. We hope that you will meaningful real-life situations and examples. find it an important and useful tool that will guide you with the teaching of History to your learners This history series for Ghana integrates a using a task-oriented and communicative approach. learning-centred pedagogy with differentiation, For further information, also consult the History of scaffolding and the integration of Information and Ghana Curriculum for Primary Schools 2019 and the Communication Technology (ICT) as a teaching Resource Guide for the Orientation of Primary School and learning tool for the achievement of some of the Teachers Towards the Implementation of the Revised new expected outcomes. Curriculum from the NaCCA. This series further integrates the principles of Each Learner’s Book and Teacher’s Guide in this assessment as learning, for learning and of learning, series follows the History syllabus from the new as well as the use of questioning. The suggested curriculum for Ghana’s primary schools. Both activities enable the consolidation of content and components of this series encourage the creation core skills, allowing for continuous monitoring and of a learning-centred classroom, offering many assessment. 5 Welcome to this History series Structure of this Teacher’s Guide This Teacher’s Guide is divided into three main sections: Introduction: Introduction 1. This section Introduction INTRODUCTION • study the History of Ghana in an enjoyable and As the teacher, you should serve as a facilitator by provides an overview of the New stimulating environment prompting learners to: • make use of historical facts to acquire analytical • observe and collect historical evidence • evidence skills, compare different periods and give their • interpret data as required Rationale and philosophy of • interpretation. own structured account of past events. • build models Primary Curriculum and the the History curriculum • develop projects. Therefore, through the teaching and learning of History is a subject that explores the past with the History, learners should: Instructional expectations The following activities are recommended: aim of understanding the factors that have shaped • appreciate their personal history, as well as the • Sessions using different sources of historical History syllabus (Primary our world. As an academic discipline, history helps to history of their families, and their communities The goal of introducing History of Ghana as a evidence, including discussions with people with develop the imaginative abilities and critical thinking • acquire the skill of gathering and objectively subject in the primary school is to effect positive historical knowledge (resource persons) and skills of learners. History is also a discipline that aims analysing historical data, using scientific change in the values and attitudes of learners. It visiting historic sites to impart to learners a range of important moral methods, which will enable them to interpret focuses on past events that have shaped our society. • Debates among groups on various topics relating Basic 1–6), methodology, features, lessons, and provide them with guidelines for everyday past actions and behaviours of the people of This can be achieved through well-planned lessons to history living and interactions with people in society. Ghana from a Ghanaian perspective that involve learners in the learning process. The • Projects using modern technologies to • acquire more knowledge on the history of the communicate findings clearly and effectively in The objective of this Teacher’s Guide is to make enquiry approach of teaching is therefore encouraged people of Ghana the form of papers, exhibits/posters, drama and teaching and learning interesting, useful and enjoyable. in the History classroom. Learners should be guided time allocation and assessment. • apply historical concepts to the study of the to make enquiries from available sources of historical documentaries. history of Ghana evidence. Historical evidence can come from Teaching philosophy • develop a discerning approach to studying primary sources and secondary sources: sources of historical evidence Through the learning of History, learners would, • Primary sources originate from the past. Organisation of the curriculum • develop a sense of national consciousness and specifically,
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