HISTORY OF GHANA for Basic Schools FACILITATOR’S GUIDE 5 • Bruno Osafo • Peter Boakye Published by WINMAT PUBLISHERS LTD No. 27 Ashiokai Street P.O. Box 8077 Accra North Ghana Tel.:+233 552 570 422 / +233 302 978 784 www.winmatpublishers.com [email protected] ISBN: 978-9988-0-4843-3 Text © Bruno Osafo, Peter Boakye 2020 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers. Typeset by: Daniel Akrong Cover design by: Daniel Akrong Edited by: Akosua Dzifa Eghan and Eyra Doe The publishers have made every effort to trace all copyright holders but if they have inadvertently overlooked any, they will be pleased to make the necessary arrangements at the first opportunity. TABLE OF CONTENTS Page STRAND 2 My Country Ghana 1 Sub-Strand 1: The People of Ghana 1 Sub-Strand 5: Some Selected Individuals 12 STRAND 3 Europeans in Ghana 21 Sub-Strand 2: International Trade Including the Slave Trade 21 STRAND 4 Colonisation and Developments Under Colonial Rule In Ghana 26 Sub-strand 2: Social Developments Under Colonial Rule 26 Sub-strand 3: Economic Developments Under Colonial Rule 37 STRAND 5 Journey to Independence 45 Sub-Strand 1: Early Protest Movements 45 Sub-Strand 3: The 1948 Riots and After 52 Introduction This Facilitator’s Guide has been carefully written to help facilitators meet the expectations of the History of Ghana Curriculum designed by the Ministry of Education. It is intended to help you in teaching the History of Ghana Learner’s Book 5. It will facilitate the organisation of your teaching to enable you to cover the whole Curriculum. It will also assist you during lesson delivery to enable you to provide lessons to learners that will effect positive change in values and attitudes of their lives. This approach will guide learners to adopt skills which are essential to function effectively in the Ghanaian society. Rationale History explores the important past actions of people. This enables us to appreciate our culture and identity as individuals. This way, individuals learn moral lessons as they interact with the past activities of people. Not only will learners develop love for their nation and help in its building, but also, they will make informed decisions, treat others with sympathy and understanding, promote national harmony and integration and appreciate the rich traditional Ghanaian values. It is important for facilitators to understand and appreciate these values of history because they are supposed to help learners acquire them. Aims and Performance Indicators History of Ghana is a new course introduced into the National Curriculum for primary schools in the country in September, 2019. The History of Ghana curriculum for primary schools has the following aims and Performance Indicators: • To develop critical thinking skills through creativity. • To acquire problem-solving skills. • To develop competencies for nation-building. • To acquire analytical skills through the study of historical facts. • To develop a sense of national consciousness and identity. • To acquire knowledge on how external factors have influenced the History of Ghana. • To acquire an in-depth understanding of the past and its effects on the present. These aims and Performance Indicator are reiterated in the Facilitator’s Guide in order for facilitators to make significant reference to them for effective teaching and learning. It is important to keep the aims, Performance Indicators and rationale of the curriculum in mind so that you will direct your teaching iv toward their realization. This will enable learners acquire the knowledge and skills stipulated in the History of Ghana Curriculum to promote their nationalistic feelings and ensure the survival of society and humanity. Scope of content The material within the course inculcate a strong sense of socio-economic and political awareness in learners to enable them to reconstruct the past by describing, analyzing and examining past events. It enables learners to: • Acquire critical thinking skills through the application of historical knowledge. • Acquire values to live as global citizens through the study of different cultures. • Develop skills in using IT resources to investigate the past. • Develop creative skills that will enable them to reconstruct historical events with confidence. Development of concepts It is important for you to promote higher order thinking among the learners. To achieve this, it is relevant for the teacher to lay emphasis on some historical concepts such as context and chronology, significance, cause and consequence, continuity and change, similarity and difference as well as interpretation. Core competencies Facilitators should try as much as possible to develop the core competencies of learners. These competencies refer to the ways in which facilitators and learners engaged with the subject matter of history. They are core skills needed for effective teaching and learning such as critical thinking and problem-solving, creativity and innovation, communication and collaboration, cultural identity and global citizenship, personal development and leadership and digital literacy. You need to ensure that learners acquire these core competencies for their holistic development. Learning Domains The course addresses all the expected learning behaviours of learners such as knowledge, understanding and application, process skills, attitudes and values. learners will gain the ability to recall what they have learned, explain or give examples of it, apply methods and principles to solve the problems and identify significant points. The activities which have been provided enhance teaching and learning to enable you to assist learners to acquire the aforementioned domains. v Structure of this book. The structure of the Facilitator’s Guide follows the Curriculum of the History of Ghana. It is made up of strands spread across the three terms of the academic year. The strands are the sections of the Curriculum to be studied. Each strand is also divided into sub-strands. The sub-strands are the larger groups or units. The sub-strands have enough lessons to cover the entire year. There are also significant lessons in the sub-strands. Each sub-strand has a key concept and an introductory section. The introduction looks at the lessons that the sub-strands discuss. There are Teaching and Learning activities in the sub-strands for learners to engage in. This will enhance the active participation of learners in the lesson. It will also help you to find out their understanding of the lesson you have taught and adopt the appropriate pedagogies and learning activities that will help you to teach effectively and promote the understanding of learners. In addition, there are review questions at the end of each strand. Let the learners respond to them to assess their overall understanding of that particular strand. Lesson format The lesson format includes the following: Lesson sub-strand The lesson sub-strand and its title have been stated in the Facilitator’s Guide to facilitate your teaching. Try as much as possible to be guided by it in the preparation of your lesson plan or notes and lesson delivery. Lesson objective Apart from the general Performance Indicator for each strand and sub-strand, each lesson also has its own Performance Indicator. This is what you want the learners to achieve at the end of the lesson. Teaching and Learning Resources These are proposed materials that will assist you in teaching the lessons. You need to utilise them to enable the learners to understand the lessons effectively. In cases where some of the suggested Teaching and Learning Resources are difficult to acquire, try as much as possible to improvise them. The Internet can also aid you to obtain some of the Teaching and Learning Resources, hence, the relevance of ICT in the teaching and learning of history. You can also identify some of the Teaching and Learning Resources that are available to you which have not been suggested in the Facilitator’s Guide to enhance your teaching. vi Teaching and Learning activities These are suggested to enable you to present the activities to the learners in a logical and coherent manner. The activities are expected to help you impart knowledge to the learners. You need to explain the historical facts to the learners. You can also ask the learners to discuss issues as part of the activities to enable them to acquire the skills and knowledge you want them to have. Learning activities You have to actively involve the learners in the teaching and learning process to enable them to understand the lesson well. The learners need to respond to what they have heard or what you have taught them. To this end, learning activities have been suggested to guide your lessons. However, you can modify the suggested learning activities to suit the learners based on their performance. Conclusion Here, you need to emphasise particular points from the lesson. It also helps you to assess or check the understanding of the learners in the lesson you have taught. Diagnostic Assessment Tests There are questions at the end of each sub-strand to find out how well learners have understood the lessons you have taught in a particular sub-strand. It is intended to help you make a follow-up of learners progress. Again, it is intended to enable you find out the strengths and weaknesses of individual learners. vii viii My Country Ghana Strand 2 MY COUNTRY GHANA Refer to Learner’s Book (Learner’s book pages 1-23) General Performance Indicator By the end of the lesson, the learners will be able to: • Appreciate how our ancestors lived in ancient times. • Describe some ancient towns in Ghana. • Identify some prominent individuals in Ghana. SUB-STRAND 1: The People of Ghana (Learner’s book page 1) Specific objective By the end of the lesson, the learners will be able to: • Identify some of the things our ancestors did that have changed in modern times and those that have remained the same.