HISTORY

CURRICULUM FOR SECONDARY

EDUCATION (SHS 1 - 3) NATIONAL COUNCIL FOR
CURRICULUM & ASSESSMENT
OF MINISTRY OF EDUCATION

MINISTRY OF EDUCATION
REPUBLIC OF GHANA SEPTEMBER 2023
HISTORY | 1
 GHANA EDUCATION SERVICE
(MINISTRY OF EDUCATION)

MINISTRY OF EDUCATION

REPUBLIC OF GHANA

PHYSICAL AND HEALTH

REPUBLICEDUCATION
OF GHANA CURRICULUM
FOR BASIC 7 – 10
(COMMONHISTORY
CORE PROGRAMME)
CURRICULUM FOR SECONDARY EDUCATION
(SHS 1-3)

SEPTEMBER 2020
September, 2023
 HISTORY
Enquiries and comments on this Curriculum should be addressed to:
The Director-General
National Council for Curriculum and Assessment (NaCCA)
Ministry of Education
P. O. Box CT PMB 77
Cantonments Accra
Telephone: 0302909071, 0302909862
Email: [email protected]
Website: www.nacca.gov.gh

©2023 National Council for Curriculum and Assessment (NaCCA)

This publication is not for sale. All rights reserved. No part of this publication
may be reproduced without prior written permission from the Ministry of
Education, Ghana.

2 | HISTORY
FOREWORD

Through the National Council for Curriculum and Assessment (NaCCA), Ghana’s The curriculum for Senior High School (SHS), Senior High Technical School
Ministry of Education has introduced a series of curriculum reforms to improve (SHTS) and Science, Technical, Engineering and Mathematics (STEM), which
the quality and relevance of learning experiences in pre-tertiary schools in constitutes the next phase, is designed to ensure the continuation of learning
the country. These reforms will improve learning through the introduction of experiences from JHS. It introduces flexible pathways for progression to facilitate
innovative pedagogies that encourage critical thinking and problem-solving. For the choice of subjects necessary for further study, the world of work and adult
a long time, our learners memorise facts and figures, which does not develop life. The new SHS, SHTS and STEM curriculum emphasises the acquisition of
their analytical and practical skills. The Ministry recognises that learners need 21st Century skills and competencies, character development and instilling of
to be equipped with the right tools, knowledge, skills and competencies to deal national values. Social and Emotional Learning (SEL), Information Communications
with the fast-changing environment and the challenges facing their communities, Technology, Gender Equality and Social Inclusion, have all been integrated into
the nation and the world. the curriculum. Assessment – formative and summative has been incorporated
into the curriculum and aligned with the learning outcomes throughout the
These curriculum reforms were derived from the Education Strategic Plan
three-year programme.
(ESP 2018-2030), the National Pre-tertiary Education Curriculum Framework
(NPTECF) and the National Pre-Tertiary Learning Assessment Framework The Ministry of Education’s reform aims to ensure that graduates of our secondary
(NPLAF), which were all approved by Cabinet in 2018.The new standards-based schools can successfully compete in international high school competitions and,
curriculum implemented in 2019 in basic schools, aims to equip learners to at the same time, be equipped with the necessary employable skills and work
apply their knowledge innovatively to solve everyday problems. It also prioritises ethos to succeed in life. The Ministry of Education, therefore, sees the Senior
assessing learners’ knowledge, skills, attitudes, and values, emphasising their High School (SHS) curriculum as occupying a critical place in the education
achievements. The content of the basic school standards-based curriculum was system – providing improved educational opportunities and outcomes for further
therefore designed to promote a curriculum tailored to the diverse educational studies, the world of work and adult life – and is consequently prioritising its
needs of the country’s youth. It addresses the current curriculum’s deficiencies implementation.
in learning and assessment, especially in literacy and numeracy. These reforms
have been carried out in phases.The curriculum for the basic school level – KG,
Primary and Junior High School (JHS) – was developed and implemented from
2019 to 2021.

HISTORY | 3
ACKNOWLEDGEMENTS

This standards-based SHS curriculum was created using the National Pre- made by personnel from various universities, colleges of education Industry
Tertiary Learning Assessment Framework (NPLAF), the Secondary Education players, Vice Chancellors Ghana, Vice Chancellors Technical Universities as well
Assessment Guide (SEAG), and the Teacher and Learner Resource Packs which as educators and learners working within the Ghana education landscape.
include Professional Learning Community (PLC) Materials and Subject Manuals
Special appreciation is extended to consultants who contributed to development
for teachers and learners. All the above-mentioned documents were developed by
of the curriculum. The development process involved multiple engagements
the National Council for Curriculum and Assessment (NaCCA).The Ministry of
between national stakeholders and various groups with interests in the curriculum.
Education (MoE) provided oversight and strategic direction for the development
These groups include the teacher unions, the Association of Ghana Industries,
of the curriculum with NaCCA receiving support from multiple agencies of
and heads of secondary schools.
the MoE and other relevant stakeholders. NaCCA would like to extend its
sincere gratitude, on behalf of the MoE, to all its partners who participated in
the professional conversations and discussions during the development of this
SHS curriculum.
In particular, NaCCA would also like to extend its appreciation to the leadership
of the Ghana Education Service (GES), the National School Inspectorate Authority
(NaSIA), the National Teaching Council (NTC), the Commission for Technical
and Vocational Education and Training (Commission for TVET), West African
Examinations Council (WAEC) and other agencies of the MoE that supported the
entire process. In addition, NaCCA acknowledges and values the contributions

4 | HISTORY
CONTENTS

FOREWORD 3 STRAND 4. INDEPENDENCE AND POST-COLONIAL 86

DEVELOPMENTS
ACKNOWLEDGEMENTS 4
SUB-STRAND 1. SOCIO-ECONOMIC AND POLITICAL DEVELOPMENTS IN 86
THE SHS CURRICULUM OVERVIEW 7 GHANA (1957 - 2007)
INTRODUCTION 8
PHILOSOPHY,VISION AND GOAL OF HISTORY 19 YEAR THREE
HISTORY CURRICULUM DEVELOPMENT PANEL 21 STRAND 1. HISTORICAL INQUIRY AND WRITING 97
SCOPE AND SEQUENCE 22 SUB-STRAND 2. SOURCES AND METHODS OF RECONSTRUCTING HISTORY 97
STRAND 2. STATES AND SOCIETIES IN PRE-COLONIAL 103
TIMES
YEAR ONE SUB-STRAND 1. EMERGENCE OF COMPLEX STATES AND SOCIETIES 103
STRAND 1. HISTORICAL INQUIRY AND WRITING 24 SUB-STRAND 2. PRE-COLONIAL ECONOMY AND ECONOMIC ACTIVITIES 109
SUB-STRAND 1. NATURE AND SCOPE OF HISTORY 24 STRAND 3. AGE OF ENCOUNTER AND EXCHANGES UP 116
TO THE 20TH CENTURY
SUB-STRAND 2. EMERGENCE OF COMPLEX STATES 35
SUB-STRAND 1. RELIGION AND RELIGIOUS CHANGE 116
STRAND 2. STATES AND SOCIETIES IN PRE-COLONIAL 51
TIMES SUB-STRAND 2. GLOBAL CONNECTIONS 120
SUB-STRAND 3. PRELUDE TO COLONISATION AND COLONIAL RULE 125
SUB-STRAND 2. PRE-COLONIAL ECONOMY AND ECONOMIC ACTIVITIES 51
SUB-STRAND 4. RESPONSE TO COLONIAL RULE 131
STRAND 3. AGE OF ENCOUNTER AND EXCHANGES UP 57
TO THE 20TH CENTURY
SUB-STRAND 1. RELIGION AND RELIGIOUS CHANGE 57

YEAR TWO
STRAND 1. HISTORICAL INQUIRY AND WRITING 62
SUB-STRAND 2. SOURCES AND METHODS OF RECONSTRUCTING HISTORY 62
STRAND 3. AGE OF ENCOUNTER AND EXCHANGES UP 68
TO THE 20TH CENTURY
SUB-STRAND 2. GLOBAL CONNECTIONS 68
SUB-STRAND 3. PRELUDE TO COLONISATION AND COLONIAL RULE 73
SUB-STRAND 4. RESPONSE TO COLONIAL RULE 79

HISTORY | 5
6 | HISTORY
THE SHS CURRICULUM OVERVIEW

The vision for this curriculum is to ensure the nation has a secondary education the use of ICT, literacy and mathematics, Social Emotional Learning, Gender
system that enables all Ghanaian children to acquire the 21st Century skills, Equality and Social Inclusion as tools for learning and skills for life. Shared
competencies, knowledge, values and attitudes required to be responsible citizens, Ghanaian values are also embedded in the curriculum.
ready for the world of work, further studies and adult life.The nation’s core values The curriculum writing process was rigorous and involved developing and using
drive the SHS curriculum, and it is intended to achieve Sustainable Development a Curriculum Writing Guide which provided systematic instructions for writers.
Goal 4: ‘Inclusive, equitable quality education and life-long learning for all’. Above The process was quality assured at three levels: through (a) evaluation by national
all, it is a curriculum enabling its graduates to contribute to the ongoing growth experts, (b) trialling curriculum materials in schools and (c) through an external
and development of the nation’s economy and well-being. evaluation by a team of national and international experts. Evidence and insights
The curriculum is inclusive, flexible, and robust. It was written under the auspices from these activities helped hone the draft’s final version. The outcome is a
of the National Council for Curriculum and Assessment by a team of expert curriculum coherently aligned with national priorities, policies and the needs
curriculum writers across Ghana. It reflects the needs of critical stakeholders, of stakeholders. A curriculum tailored to the Ghanaian context ensures that all
including industry, tertiary education, the West African Examination Council, SHS learners benefit from their schooling and develop their full potential.
learners, teachers, and school leaders. It has been written based on the National The following section highlights the details of the front matter of the draft
Pre-Tertiary Learning and Assessment Framework and the Secondary Education curriculum.The vision, philosophy and goal of the curriculum are presented.This is
Policy. followed by the details of the 21st Century skills and competencies, teaching and
The key features of the curriculum include: learning approaches, instructional design and assessment strategies.The template
for the curriculum frame, which outlines the scope and sequence, the design that
• flexible learning pathways at all levels, including for gifted and talented learners
links the learning outcomes to particular 21st Century skills and competencies,
and those with deficiencies in numeracy and literacy, to ensure it can meet
as well as Gender Equality and Social Inclusion, Social and Emotional Learning and
the needs of learners from diverse backgrounds and with different interests
Ghanaian values are presented together with the structure of the lesson frame
and abilities.
showing the links between the content standards, learning indicators with their
• the five core learning areas for secondary education: science and technology, corresponding pedagogical exemplars and assessment strategies.
language arts, humanities, technical and vocational and business; with emphasis
placed on STEM and agriculture as integral to each subject.
• a structured, standards-based approach that supports the acquisition of
knowledge, skills and competencies, and transition and seamless progress
throughout secondary education, from JHS to SHS and through the three
years of SHS.
• a focus on interactive approaches to teaching and assessment to ensure
learning goes beyond recall enabling learners to acquire the ability to
understand, apply, analyse and create.
• guidance on pedagogy, coupled with exemplars, demonstrating how to
integrate cross-cutting themes such as 21st Century skills, core competencies,

HISTORY | 7
INTRODUCTION

Effective implementation of this Senior High School (SHS) curriculum is the Goal of Senior High School Curriculum
key to creating a well-educated and well-balanced workforce that is ready to The goal of the curriculum is to achieve relevant and quality SHS through the
contribute to Ghana’s progress by harnessing the potential of the growing youth integration of 21st Century skills and competencies as set out in the Secondary
population, considering the demographic transition the country is currently Education Policy. The key features to integrate into the curriculum are:
experiencing (Educational Strategic Plan [ESP] 2018-2030). SHS curriculum aims
to expand equitable, inclusive access to relevant education for all young people, • Foundational Knowledge: literacy, numeracy, scientific literacy, information,
including those in disadvantaged and underserved communities, those with special communication and digital literacies, financial literacy and entrepreneurship,
educational needs and those who are gifted and talented. Senior High School cultural identity, civic literacy and global citizenship
allows young people to develop further skills and competencies and progress • Competencies: critical thinking and problem-solving, innovation and creativity,
in learning achievement, building from the foundation laid in Junior High School. collaboration, and communication
This curriculum intends to meet the learning needs of all high school learners • Character Qualities: discipline, integrity, self-directed learning, self-confidence,
by acquiring 21st Century skills and competencies to prepare them for further adaptability and resourcefulness, leadership, and responsible citizenship.
studies, the world of work and adult life. Changing global economic, social and The JHS curriculum has been designed to ensure that learners are adequately
technological context requires life-long learning, unlearning, and continuous equipped to transition seamlessly into SHS, where they will be equipped with
processes of reflection, anticipation and action. the relevant knowledge, skills and competencies.The SHS curriculum emphasises
character building, acquisition of 21st Century skills and competencies and
Philosophy of Senior High School Curriculum nurturing core values within an environment of quality education to ensure the
The philosophy underpinning the SHS curriculum is that every learner can develop their transition to further study, the world of work and adult life. This requires the
potential to the fullest if the right environment is created and skilled teachers effectively delivery of robust secondary education that meets the varied learning needs of
support them to benefit from the subjects offered at SHS. Every learner needs to be the youth in Ghana.The SHS curriculum, therefore, seeks to develop learners to
equipped with skills and competencies of interest to further their education, live a become technology-inclined, scientifically literate, good problem-solvers who can
responsible adult life or proceed to the world of work. think critically and creatively and are equipped to communicate with fluency, and
possess the confidence and competence to participate fully in Ghanaian society
Vision of Senior High School Curriculum as responsible local and global citizens – (referred to as ‘Glocal citizens’).
The vision of the curriculum is to prepare SHS graduates equipped with relevant skills
and competencies to progress and succeed in further studies, the world of work and The SHS curriculum is driven by the nation’s core values of truth, integrity,
adult life. It aims to equip all learners with the 21st Century skills and competencies diversity, equity, discipline, self-directed learning, self-confidence, adaptability
required to be responsible citizens and lifelong learners. When young people are and resourcefulness, leadership, and responsible citizenship, and with the intent
prepared to become effective, engaging, and responsible citizens, they will contribute of achieving the Sustainable Development Goal 4: ‘Inclusive, equitable quality
to the ongoing growth and development of the nation’s economy and well-being. education and life-long learning for all’. The following sections elaborate on the
critical competencies required of every SHS learner:

8 | HISTORY
Gender Equality and Social Inclusion (GESI) based, inquiry-based, and other learner-centred pedagogy should be used. As well
• Appreciate their uniqueness about others. as aligning with global best practices, these approaches also seek to reconnect
• Pay attention to the uniqueness and unique needs of others. formal education in Ghana with values-based indigenous education and discovery-
based learning which existed in Ghana in pre-colonial times. This is aligned with
• Value the perspective, experience, and opinion of others.
the ‘glocal’ nature of this curriculum, connecting with Ghana’s past to create
• Respect individuals of different beliefs, political views/ leanings, cultures, and confident citizens who can engage effectively in a global world. Digitalisation,
religions. automation, technological advances and the changing nature of work globally
• Embrace diversity and practise inclusion. mean that young people need a new set of skills, knowledge and competencies
• Value and work in favour of a democratic and inclusive society. to succeed in this dynamic and globalised labour market.
• Be conscious of the existence of minority and disadvantaged groups in society
and work to support them. Critical Thinking and Problem-Solving Competency
• Gain clarity about misconceptions/myths about gender, disability, ethnicity, • Ability to question norms, practices, and opinions, to reflect on one’s values,
age, religion, and all other excluded groups in society perceptions, and actions.
• Interrogate and dispel their stereotypes and biases about gender and other • Ability to use reasoning skills to come to a logical conclusion.
disadvantaged and excluded groups in society. • Being able to consider different perspectives and points of view
• Appreciate the influence of socialisation in shaping social norms, roles, • Respecting evidence and reasoning
responsibilities, and mindsets.
• Not being stuck in one position
• Identify injustice and advocate for change.
• Ability to take a position in a discourse
• Feel empowered to speak up for themselves and be a voice for other
• The overarching ability to apply different problem-solving frameworks to
disadvantaged groups.
complex problems and develop viable, inclusive, and equitable solution options
21st Century Skills and Competencies that integrate the above-mentioned competencies, promote sustainable
In today’s fast-changing world, high school graduates must be prepared for the development,
21st Century world of work. The study of Mathematics, Science, and Language
Arts alone is no longer enough. High school graduates need a variety of skills Creativity
and competencies to adapt to the global economy. Critical thinking, creativity, • Ability to identify and solve complex problems through creative thinking.
collaboration, communication, information literacy, media literacy, technology • Ability to generate new ideas and innovative solutions to old problems.
literacy, flexibility, leadership, initiative, productivity, and social skills are needed. • Ability to demonstrate originality and flexibility in approaching tasks and
These skills help learners to keep up with today’s fast-paced job market. Employers challenges.
want workers with more than academic knowledge.The 21st Century skills and • Collaborating with others to develop and refine creative ideas
competencies help graduates navigate the complex and changing workplace. • Ability to incorporate feedback and criticism into the creative process
Also, these help them become active citizens who improve their communities. • Utilising technology and other resources to enhance creativity
Acquisition of 21st Century skills in high school requires a change in pedagogy
• Demonstrating a willingness to take risks and experiment with new approaches
from the approach that has been prevalent in Ghana in recent years. Teachers
• Adapting to changing circumstances and further information to maintain
should discourage and abandon rote memorisation and passive learning. Instead,
creativity
they should encourage active learning, collaboration, and problem-solving, project-

HISTORY | 9
• Integrating multiple perspectives and disciplines to foster creativity • Demonstrate mastery of skills in literacy, numeracy, and digital literacy.
• Ability to communicate creative ideas effectively to a variety of audiences • Develop an inquiry-based approach to continual learning.
• Be able to understand higher-order concepts and corresponding underlying
Collaboration principles.
• Abilities to learn from others; to understand and respect the needs, • Participate in the creative use of the expressive arts and engage in aesthetic
perspectives, and actions of others (empathy) appreciation.
• Ability to understand, relate to and be sensitive to others (empathic leadership) • Use and apply a variety of digital technologies
• Ability to deal with conflicts in a group • Be digitally literate with a strong understanding of ICT and be confident in
• Ability to facilitate collaborative and participatory problem-solving its application.
• Ability to work with others to achieve a common goal. • Be equipped with the necessary qualifications to gain access to further and
• Ability to engage in effective communication, active listening, and the ability higher education and the world of work and adult life
to compromise. • Ability to apply knowledge practically in the workplace so that they are able
• Ability to work in groups on projects and assignments. to utilise theory by translating it into practice.
• Develop their abilities, gifts and talents to be able to play a meaningful role
Communication in the development of the country
• Know the specific literacy and language of the subjects studied • Be able to think critically and creatively, anticipate consequences, recognise
• Use language for academic purposes opportunities and be risk-takers
• Communicate effectively and meaningfully in a Ghanaian Language and English • Ability to pursue self-directed learning with the desire to chart a path to
Language become effective lifelong learners.
• Communicate confidently, ethically, and effectively in different social contexts. • Independent thinkers and doers who show initiative and take action.
• Communicate confidently and effectively to different participants in different • Ability to innovate and think creatively, building on their knowledge base so
contexts that they take risks to achieve new goals
• Ability to communicate effectively verbally, non-verbally and through writing. • Ability to think critically and solve problems so that they become positive
• Demonstrate requisite personal and social skills that are consistent with change agents at work, in further study and in their personal lives.
changes in society • Be motivated to adapt to the changing needs of society through self-evaluation
• Ability to express ideas clearly and persuasively, listen actively, and respond and ongoing training
appropriately • Be able to establish and maintain innovative enterprises both individually and
• Ability to develop digital communication skills such as email etiquette and in collaboration with others.
online collaboration. • Be able to ethically prioritise economic values to ensure stability and autonomy
• Ability to engage in public speaking, debate, and written communication. • Show flexibility and preparedness to deal with job mobility
• Be committed towards the improvement of their quality of life and that of
Learning for Life
others
• Understand subject content and apply it in different contexts
• Feel empowered in decision-making processes at various levels e.g., personal,
• Apply mathematical and scientific concepts in daily life group, class, school, etc.

10 | HISTORY
• Be able to seek and respond to assistance, guidance and/or support when • Ability to negotiate values, principles, goals, and targets, in a context of conflicts
needed. of interests and trade-offs, uncertain knowledge and contradictions
• Ability to make and adhere to commitments.
Anticipatory Competency
• Adopt a healthy and active lifestyle and appreciate how to use leisure time
well. • Ability to understand and evaluate multiple futures – possible, probable, and
• Be enthusiastic, with the knowledge, understanding and skill that enable them desirable
to progress to tertiary level, the world of work and adult life. • Ability to create one’s vision for the future.
• Ability to transition from school to the world of work or further study by • Ability to apply the precautionary principle
applying knowledge, skills and attitudes in new situations. • Ability to assess the consequences of actions
• Be independent, have academic and communication skills such as clarity of • Ability to deal with risks and changes
expression (written and spoken), and the ability to support their arguments.
Strategic Competency
• Be innovative and understand the 21st Century skills and competencies and
apply them to everyday life. • Ability to collectively develop and implement innovative actions that further
a cause at the local level and beyond.
Global and Local (Glocal) Citizenship • Ability to understand the bigger picture and the implications of smaller actions
• Appreciate and respect the Ghanaian identity, culture, and heritage on them
• Be conscious of current global issues and relate well with people from different
Self-Awareness Competency
cultures
• Act in favour of the common good, social cohesion and social justice • The ability to reflect on one’s role in the local community and (global) society
• Have the requisite personal and social skills to handle changes in society • Ability to continually evaluate and further motivate one’s actions
• Appreciate the impact of globalisation on the society. • Ability to deal with one’s feelings and desires
• Ability to be an honest global citizen displaying leadership skills and moral Social Emotional Learning (SEL): Five Core Competencies with
fortitude with an understanding of the wider world and how to enhance
Examples
Ghana’s standing.
1. Self-Awareness
Systems Thinking Competency
Understanding one’s emotions, thoughts, and values and how they
• Ability to recognise and understand relationships influence one’s behaviour in various situations. This includes the ability
• Ability to analyse complex systems to recognise one’s strengths and weaknesses with a sense of confidence and
• Ability to think of how systems are embedded within different domains and purpose. For instance:
different scales
• Integrating personal and social identities;
• Ability to deal with uncertainty
• Identifying personal, cultural, and linguistic assets;
Normative Competency • Identifying one’s emotions;
• Ability to understand and reflect on the norms and values that underlie one’s • Demonstrating honesty and integrity;
actions • Connecting feelings, values, and thoughts;

HISTORY | 11
• Examining prejudices and biases; adapting to diverse social and cultural demands and opportunities, taking the
• Experiencing self-efficacy; initiative, and asking for or offering assistance when necessary. For instance:
• Having a growth mindset; • Communicating effectively;
• Developing interests and a sense of purpose; • Building positive relationships;
• Demonstrating cultural competence;
2. Self-Management
• Working as a team to solve problems;
The capacity to control one’s emotions, thoughts, and actions in a
• Constructively resolving conflicts;
variety of situations and to realise one’s ambitions. This includes delaying
obtaining one’s desires, dealing with stress, and feeling motivated and accountable • Withstanding negative social pressure;
for achieving personal and group goals. For instance: • Taking the initiative in groups;
• Seeking or assisting when needed;
• Managing one’s emotions;
• Advocating for the rights of others.
• Identifying and utilising stress-management strategies;
• Demonstrating self-discipline and self-motivation; 5. Responsible Decision-Making
• Setting personal and group goals; The capacity to make thoughtful and constructive decisions regarding
• Using planning and organisation skills; acting and interacting with others in various situations. This includes
• Having the courage to take the initiative; weighing the pros and cons of various personal, social, and group well-being
• Demonstrating personal and collective agency; actions. For example:
• Demonstrating curiosity and an open mind;
3. Social Awareness
• Solving personal and social problems;
The capacity to comprehend and care for others regardless of their backgrounds,
• Learning to make reasonable decisions after analysing information, data, and facts;
cultures, and circumstances.This includes caring for others, understanding larger
historical and social norms for behaviour in different contexts, and recognising • Anticipating and evaluating the effects of one’s actions;
family, school, and community resources and supports. For instance: • Recognising that critical thinking skills are applicable both inside and outside of the
classroom;
• Recognising others’ strengths
• Reflecting on one’s role in promoting personal, family, and community well-being;
• Demonstrating empathy and compassion
• Evaluating personal, interpersonal, community, and institutional impacts
• Caring about others’ feelings
• Understanding and expressing gratitude Learning and Teaching Approaches
• Recognising situational demands and opportunities Learning and teaching should develop learners as self-directed and lifelong learners.
• Understanding how organisations and systems influence behaviour Learners must be helped to build up deep learning skills and competencies
to develop the ability to acquire, integrate and apply knowledge and skills to
4. Relationship Skills solve authentic and real-life problems. Learners need to be exposed to a variety
The capacity to establish and maintain healthy, beneficial relationships and adapt of learning experiences to enable them to collaborate with others, construct
to various social situations and groups. This includes speaking clearly, listening meaning, plan, manage, and make choices and decisions about their learning.This
attentively, collaborating, solving problems and resolving conflicts as a group, will allow them to internalise newly acquired knowledge and skills and help them

12 | HISTORY
to take ownership of their education.The 21st Century skills and competencies a problem or scenario and are asked to work together to find a solution.This
describe the relevant global and contextualised skills that the SHS curriculum approach encourages learners to take an active role in their learning and helps
is designed to help learners acquire in addition to the 4Rs (Reading, wRiting, them develop important skills such as critical thinking and problem-solving.
aRithmetic and cReativity).These skills and competencies, as tools for learning and One of the main benefits of problem-based learning is that it encourages
teaching and skills for life, will allow learners to become critical thinkers, problem- learners to take ownership of their learning. By working together to solve
solvers, creators, innovators, good communicators, collaborators, digitally literate, problems, learners can develop important skills such as collaboration and
and culturally and globally sensitive citizens who are life-long learners with a keen communication. Additionally, problem-based learning can help learners develop
interest in their personal development and contributing to national development. a deeper understanding of the material as they apply it to real-world situations.
Given the diverse needs of learners, teachers need to have a thorough grasp • Project-Based Learning: Project-based learning is a hands-on approach to
of the different pedagogies as they design and enact meaningful learning learning that involves learners in creating a project or product.This approach
experiences to meet the needs of different learners in the classroom. The allows learners to take an active role in their learning and encourages them to
teaching-learning techniques and strategies should include practical activities, develop important skills such as critical thinking, problem-solving, collaboration,
discussion, investigation, role play, problem-based, context-based, and project- and communication. One of the main benefits of project-based learning is
based learning. Active learning strategies have become increasingly popular in that it allows learners to apply what they have learned in the classroom to
education as they provide learners with meaningful opportunities to engage real-world situations. Additionally, project-based learning can help learners
with the material. These strategies emphasise the use of creative and inclusive develop important skills from each other and develop a deeper understanding
pedagogies and learner-centred approaches anchored on authentic and enquiry- of the material.
based learning, collaborative and cooperative learning, differentiated teaching and • Talk for Learning Approaches: Talk for learning approaches (TfL) are a
learning, holistic learning, and cross-disciplinary learning.They include experiential range of techniques and strategies that are used to encourage learners to
learning, problem-based learning, project-based learning, and talk-for-learning talk by involving them in discussions and debates about the material they are
approaches. Some of the pedagogical exemplars to guide learning and teaching learning. This approach encourages learners to take an active role in their
of the SHS curriculum include: learning and helps them develop important skills such as critical thinking,
collaboration and communication and also makes them develop confidence.
• Experiential Learning: Experiential learning is a hands-on approach to One of the main benefits of TfL is that it encourages learners to think deeply
learning that involves learners in real-world experiences.This approach focuses about the material they are learning. By engaging in discussions and debates,
on the process of learning rather than the result. Learners are encouraged to learners can develop a deeper understanding of the material and make
reflect on their experiences and use them to develop new skills and knowledge. connections between different concepts.
Experiential learning can take many forms, including internships, service
• Initiating Talk for Learning: Initiating talk for learning requires the use
learning, and field trips. One of the main benefits of experiential learning is
of strategies that would encourage learners to talk in class. It helps learners
that it allows learners to apply what they have learned in the classroom to
to talk and participate meaningfully and actively in the teaching and learning
real-world situations. This can help them develop a deeper understanding of
process. Apart from developing skills such as communication and critical
the material and make connections between different concepts. Additionally,
thinking, it also helps learners to develop confidence. Some strategies for
experiential learning can help learners develop important skills such as critical
initiating talk among learners are Activity Ball; Think-Pair-Share; Always,
thinking, problem-solving and communication.
Sometimes, Never True; Matching and Ordering of Cards.
• Problem-Based Learning: Problem-based learning is an approach that
• Building on What Others Say: Building on what others say is an approach
involves learners in solving real-world problems. Learners are presented with
that involves learners in listening to and responding to their classmates’

HISTORY | 13
 ideas. This approach encourages learners to take an active role in their or sticky notes with different ideas or concepts into a diamond shape, with
learning and helps them develop important skills such as critical thinking the most important idea at the top and the least important at the bottom.
and communication. One of the main benefits of building on what others The Diamond Nine activity encourages learners to think critically about a
say is that it encourages learners to think deeply about the material they topic and prioritise their ideas. It also promotes collaboration and discussion
are learning. By listening to their classmates’ ideas, learners can develop a among group members.Teachers can use this activity to introduce a new topic,
deeper understanding of the material and make connections between different review material, or assess student understanding.
concepts. Additionally, building on what others say can help learners develop • Group Work/Collaborative Learning: Group work or collaborative
important skills such as collaboration and reflection. Some of the strategies learning are effective strategies for managing talk for learning in the classroom.
to encourage learners to build on what others say are brainstorming, concept These strategies encourage learners to work together to solve problems, share
cartoons, pyramid discussion, and 5 Whys, amongst others. ideas, and learn from each other. Group work and collaborative learning also
• Managing Talk for Learning: Managing talk for learning requires the use of promote communication and collaborative skills that are essential for success
various strategies to effectively coordinate what learners say in class. Effective in the workplace and in life. To implement group work effectively, teachers
communication is a crucial aspect of learning in the classroom.Teachers must must provide clear guidelines and expectations for group members. They
manage talk to ensure that learners are engaged, learning, and on-task in should also monitor group work to ensure that all learners are participating
meaningful and purposeful ways. Some strategies for managing learners’ and on-task. Teachers can also use group work as an opportunity to assess
contributions are debates, think-pair-share, sage in the circle etc. individual student understanding and participation.
• Structuring Talk for Learning: One effective way to shape learners’ • Inquiry-Based Learning: Learners explore and discover new information
contributions is to structure classroom discussions. Structured discussions by asking questions and investigating.
provide a framework for learners to engage in meaningful dialogue and develop • Problem-Based Learning: Learners are given real-world problems to solve
critical thinking skills. Teachers can structure discussions by providing clear and must use critical thinking and problem-solving skills.
guidelines, such as speaking one at a time, listening actively, and building on • Project-Based Learning: Learners work on long-term projects that relate
each other’s ideas. One popular structured discussion technique is the “think- to real-world scenarios.
pair-share” method. In this method, learners think about a question or prompt • Flipped Classroom: Learners watch lectures or instructional videos at
individually, and then pair up with a partner to discuss their ideas. Finally, home and complete assignments and activities in class.
the pairs share their ideas with the whole class. This method encourages all
• Mastery-Based Learning: Learners learn at their own pace and only move
learners to participate and ensures that everyone has a chance to share their
on to new material once they have mastered the current material.
thoughts. Another effective way to structure talk for learning is to use open-
• Gamification: Learning is turned into a game-like experience with points,
ended questions. Open-ended questions encourage learners to think deeply
rewards, and competition.
and critically about a topic. They also promote discussion and collaboration
among learners. Teachers can use open-ended questions to guide classroom These strategies provide learners with opportunities to engage with the material
discussions and encourage learners to share their ideas and perspectives. in meaningful ways and develop important skills such as critical thinking, problem-
Other strategies that can be used are Concept/Mind Mapping, “Know,” “Want solving, collaboration, and communication. By incorporating these strategies into
to Know,” “Learned” (KWL); Participatory Feedback; and the 5 Whys. their teaching, teachers can help learners develop a deeper understanding of the
material and prepare them for success in the real world. Effective communication
• Diamond Nine: The Diamond Nine activity is a useful tool for managing talk
is essential for learning in the classroom. Teachers must manage talk to ensure
for learning in the classroom. This activity involves ranking items or ideas in
that learners are engaged in learning and on-task. Strategies such as structuring
order of importance or relevance. Learners work in groups to arrange cards

14 | HISTORY
talk for learning, using Diamond Nine activities, and implementing group work/ as analysis, evaluation, and creation, which are essential for success in today’s
collaborative learning can help teachers manage talk effectively and promote complex and rapidly changing world. This framework is a valuable tool for
student learning and engagement. By implementing these strategies, teachers educators who want to design effective learning experiences that challenge
can create a positive and productive learning environment where all learners students at the appropriate level and help them develop higher-order thinking
can succeed. skills. By understanding the six levels of learning and incorporating them into their
teaching, educators can help prepare students for success in the 21st century.
Universal Design for Learning (UDL) in the SHS Curriculum The six hierarchical levels of the revised Bloom’s Taxonomy are:
The design of the curriculum uses UDL to ensure the creation of flexible learning
1. Remember – At the foundation is learners’ ability to remember. That is
environments that can accommodate a wide range of learner abilities, needs, and
retrieving knowledge from long-term memory. This level requires learners
preferences.The curriculum is designed to provide multiple means of engagement,
to recall concepts—identify, recall, and retrieve information. Remembering is
representation, and action and expression, so teachers can create a more inclusive
comprised of identifying, listing, and describing. Retrieving relevant knowledge
and effective learning experience for all learners. UDL is beneficial for all learners,
from long-term memory includes, recognising, and recalling is critical for this
but it is particularly beneficial for learners needing special support and learners
level.
who may struggle with traditional teaching approaches. The integration of UDL
in the pedagogy is aimed at making learning accessible to everyone and helping 2. Understand – At understanding, learners are required to construct meaning
all learners reach their full potential. For instance, teachers need to: that can be shown through clarification, paraphrasing, representing, comparing,
contrasting and the ability to predict. This level requires interpretation,
• incorporate multiple means of representation into their pedagogy, such as demonstration, and classification. Learners explain and interpret concepts at
using different types of media and materials to present information. this level.
• provide learners with multiple means of action and expression, such as giving 3. Apply – This level requires learners’ ability to carry out procedures at the
them options for how they can demonstrate their learning. right time in a given situation.This level requires the application of knowledge
• consider incorporating multiple means of engagement into their choice to novel situations as well as executing, implementing, and solving problems.
of pedagogy, such as incorporating games or interactive activities to make To apply, learners must solve multi-step problems.
learning more fun and engaging. 4. Analyse – The ability to break things down into their parts and determine
By doing these, teachers can help ensure that the curriculum is accessible and relationships between those parts and being able to tell the difference between
effective for all learners, regardless of their individual needs and abilities. what is relevant and irrelevant. At this level, information is deconstructed, and
its relationships are understood. Comparing and contrasting information and
Curriculum and Assessment Design: Revised Bloom’s Taxonomy organising it is key. Breaking material into its constituent parts and detecting
and Webb’s Depth of Knowledge how the parts relate to one another and an overall structure or purpose is
The design of this curriculum uses the revised Bloom’s Taxonomy and Webb’s required. The analysis also includes differentiating, organising and attributing.
Depth of Knowledge (DoK) as frameworks to design what to teach and assess. 5. Evaluate – The ability to make judgments based on criteria. To check
The Revised Bloom’s Taxonomy provides a framework for designing effective whether there are fallacies and inconsistencies.This level involves information
learning experiences. Understanding the different levels of learning, informed the evaluation, critique, examination, and formulation of hypotheses.
creation of activities and assessments that challenge learners at the appropriate 6. Create – The ability to design a project or an experiment. To create, entails
level and help them progress to higher levels of thinking. Additionally, the learners bringing something new.This level requires generating information—
framework emphasises the importance of higher-order thinking skills, such planning, designing, and constructing.

HISTORY | 15
Webb’s Depth of Knowledge (DoK) is a framework that helps educators and The main distinction between these two conceptual frameworks is what is
learners understand the level of cognitive engagement required for different measured. The revised Bloom’s Taxonomy assesses the cognitive level that
types of learning tasks.The framework includes four levels. By understanding the learners must demonstrate as evidence that a learning experience occurred.
four DoK levels, educators can design learning activities that challenge students The DoK, on the other hand, is focused on the context—the scenario, setting, or
to engage in deeper thinking and problem-solving. DoK is an essential tool for situation—in which learners should express their learning. In this curriculum, the
designing effective instruction and assessments. By understanding the different revised Bloom’s taxonomy guided the design, and the DoK is used to guide the
levels of DoK, teachers can design instruction and assessments that align with assessment of learning.The taxonomy provides the instructional framework, and
what they intend to achieve. DoK is a useful tool for differentiating instruction the DoK analyses the assignment specifics. It is important to note that Bloom’s
and providing appropriate challenges for all learners. Teachers can use DOK to Taxonomy requires learners to master the lower levels before progressing to the
Agricultural Science 
identify students who need additional support or those who are ready for more next. So, suppose the goal is to apply a mathematical formula. In that case, they
advanced tasks. The four levels assessment
of Webb’s’ task DoKrequires
assessment learners to analyse are:
framework and evaluate must
composite
first real-world
be able toproblems with formula
identify that predictable and outcomes.
its primaryA learner
purpose must(remember
apply logic,
employ problem-solving strategies, and use skills from multiple subject areas to generate solutions. Multitasking is
and understand).The cognitive rigour is therefore presented in incremental expected of learners at this steps
level.
• Level 1: Recall and Reproduction
3. Level 4: Extended– Assessment Critical at this level isand
Thinking on recall
Reasoning – At this level of assessment, the learner’s extended thinking to solve complex and
toThe
demonstrate the
belearning progression. Wheninvestigate,
measuring andassessments
reflect while in DoK,
of facts, concepts, information, and procedures—this
authentic involves basic
problems with unpredictable knowledge
outcomes is the goal. learner must able to strategically analyse, working
to specific
solve a problem, learners move fluidly through all levels. In the same example, while solving a
acquisition. Learners are asked questionsortochanginglaunch their approach
activities, to accommodate new information. The assessment requires sophisticated and creative thinking. As
exercises,
part of this assessment, the learner must know how to evaluate problem theirwith a formula,
progress learners recall
and determine whether thethey
formula are on(DoK
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feasiblethe problem
solution for
and assessments.The assessment is focused on recollection and reproduction.
themselves. (DoK 2 and DoK 3). Depending on the difficulty of the problem to be solved,
• Level 2: Skills of Conceptual
The main Understanding
distinction between – Assessment
these two at this level
conceptual the learner may progress to DoK 4.
goes beyond simple recall to includeismaking
frameworks what connections
is measured. between The revised pieces of
Bloom's
information. The learner’s Taxonomy
application assesses
of skillsthe andcognitive
conceptslevel isthat learners
assessed. The must Webb’s Depth of Knowledge Assessment
demonstrate as evidence that
assessment task is focused more on the use of information to solve multi-stepa learning experience
occurred. The DoK, on the other hand, is focused on the Extende
problems. A learner is required
context—theto make decisions
scenario, aboutorhow
setting, to apply facts
situation—in which
Recall/
Reproduction
Basic Skills/
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Strategic
Thinking d
Reasonin
and details provided to them.
learners should express their learning. In this curriculum, the g

• Level 3: Strategic Reasoning – At this

revised Bloom's level, theguided
taxonomy learner’s strategic
the design, andthinking
the DoK is Create
used toand
and reasoning which is abstract guide the assessment
complex is assessed. of The
learning. The taxonomy
assessment task
DOK 1 DOK 2

provides the instructional framework, and the DoK analyses

requires learners to analyse and evaluate composite real-world problems with Evaluate
the assignment specifics. It is important to note that Bloom's
predictable outcomes. ATaxonomy
learner must requiresapplylearners
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to master problem-solving
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DOK 3 DOK 4
Multitasking is expectedapply
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a mathematical formula. In that case, they must first be
• Level 4: Extended Critical able toThinking
identify that and formula
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of Apply DOK 2
(remember and understand). The cognitive rigour is
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strategically analyse, investigate, and reflect

DoK, learners movewhilefluidlyworking
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assessmentlearners Remember
recall the formula (DoK 1) to solve the
requires sophisticated and creative thinking. As part of this assessment, the problem (DoK 2 and
DoK 3). Depending on the difficulty of the problem to be
learner must know howsolved,to evaluate their progress and determine whether
the learner may progress to DoK 4.
they are on track to a feasible solution for themselves. Figure 1: Revised Bloom Taxonomy combined with Webb’s Depth of Knowledge for Teaching and Assessment

The structure of teaching and the assessment should align with the six levels of Bloom’s knowledge hierarchy and DoK shown in Figure 1. Each level of
16 | HISTORY DoK should be used to assess specific domains of Bloom’s Taxonomy as illustrated in the table below:
Depth of Knowledge (DoK) Bloom’s Taxonomy applied to DoK
Assessment
Level 1: Recall and Reproduction Remembering, Understanding, Application, Analysis and Creation
Level 2: Basic Skills and Concepts Understanding, Application, Analysis and Creation
The structure of teaching and the assessment should align with the six levels should be used to assess specific domains of Bloom’s Taxonomy as illustrated
of Bloom’s knowledge hierarchy and DoK shown in Figure 1. Each level of DoK in the table below:

Depth of Knowledge (DoK) Assessment Bloom’s Taxonomy applied to DoK

• Level 1: Recall and Reproduction • Remembering, Understanding, Application, Analysis and Creation
• Level 2: Basic Skills and Concepts • Understanding, Application, Analysis and Creation
• Level 3: Strategic Thinking • Understanding, Application, Analysis, Evaluation and Creation
• Level 4: Extended Reasoning • Understanding, Application, Analysis, Evaluation and Creation
In line with the National Pre-Tertiary Learning and Assessment Framework, comprehension, whereas higher DoK levels might be more appropriate for
the Secondary Education Assessment Guide (SEAG) requires that classroom assessing more complex skills such as analysis, synthesis, and evaluation.
assessments should cover Assessment as learning (AaL), Assessment of • Develop assessment items that align with the DoK levels and the skills and
learning (AoL) and Assessment for learning (AfL). Therefore, teachers competencies you want to assess. These items should be designed to elicit
should align the Revised Bloom’s Taxonomy with the DoK framework of evidence of learning across the different levels of the DoK framework.
assessment. Formative assessments should include classroom discussions, project- • Administer the assessment and collect data. Analyse the data to gain insights
based assignments, and self-reflection exercises, while summative assessments into student learning and identify areas where learners may need additional
should include standardised tests and rubric-based evaluations of learners’ work. support or instruction.
It is important to seek feedback from learners themselves, as they may have The DoK framework is a powerful tool for assessing the acquisition of 21st
unique insights into how well they are developing these skills in the classroom. Century skills and competencies in the classroom, helping teachers to better
To assess 21st Century skills and competencies in the classroom, teachers will understand how learners are learning and identify areas for improvement.
have to use a combination of both formative and summative assessments to Educational success is no longer about producing content knowledge, but rather
evaluate learners’ acquisition of these skills and competencies. For instance: about extrapolating from what we know and applying the knowledge creatively
• Identify the specific 21st Century skills and competencies to be assessed. For in new situations.
instance, you might want to assess critical thinking, problem-solving, or creativity. The overall assessment of learning at SHS should be aligned with the National
• Align the skills and competencies with the DoK levels. For example, lower Pre-Tertiary Learning and Assessment Framework and the Secondary Education
DoK levels might be more appropriate for assessing basic knowledge and Assessment Guide. Formative and summative assessment strategies must be used.

HISTORY | 17
Definition of Key Terms and Concepts in the Curriculum
• Learning Outcomes: It is a statement that defines the knowledge, skills, • Assessment: It is the systematic collection and analysis of data about
and abilities that learners should possess and be able to demonstrate after learners’ learning to improve the learning process or make a judgement
completing a learning experience.They are specific, measurable, attainable, and on learner achievement levels. Assessment is aimed at developing a deep
aligned with the content standards of the curriculum. It helps the teachers understanding of what learners know, understand, and can do with their
to determine what to teach, how to teach, and how to assess learning. Also, knowledge because of their educational experiences. Assessment involves the
it communicates expectations to learners and helps them to better master use of empirical data on learners’ learning to improve learning. Assessment is
the subject. an essential aspect of the teaching and learning process in education, which
• Learning Indicators: They are measures that allow teachers to observe enables teachers to assess the effectiveness of their teaching by linking learner
progress in the development of capacities and skills. They provide a simple performance to specific learning outcomes.
and reliable means to evaluate the quality and efficacy of teaching practices, • Teaching and Learning Resources: Teaching and learning resources are
content delivery, and attainment of learning outcomes. essential tools for teachers to provide high-quality education to their learners.
• Content Standards: It is a statement that defines the knowledge, skills, and These resources can take various forms, including textbooks, audiovisual
understanding that learners are expected to learn in a particular subject area materials, online resources, and educational software. It is also important to
or grade level.They provide a clear target for learners and teachers and help avoid stereotypes and use inclusive language in teaching and learning resources.
focus resources on learner achievement. This means avoiding language that reinforces negative stereotypes and using
• Pedagogical Exemplars: They are teaching examples used to convey values language that is respectful and inclusive of all individuals regardless of their
and standards to learners. Pedagogical Exemplars are usually demonstrated background. Using a consistent tone, style, and design is very important.
through teacher behaviour.

18 | HISTORY
PHILOSOPHY, VISION AND GOAL OF HISTORY

Philosophy inclusion by developing content standards that promote gender balance, social
Learners can understand the historical past as a holistic template of change and equity, and political pluralism.
continuity to develop and progress in life, as well as forecast future desired goals • The Lack of linkage between indigenous knowledge and contemporary
to solve problems of local and global significance. practices is another barrier to the study of history in Ghana and Africa
at large. This curriculum addresses this challenge by developing themes on
Vision indigenous topics, such as industries, technologies, and medicine.
A learner with relevant historical skills and competencies capable of critically • The lack of deeper understanding of facets of culture that bind us together
examining historical records and exploring scientific details to solve problems as Ghanaians erodes national consciousness.This curriculum explores themes
of local and global relevance. that glue us together as a nation, including inter-ethnic relations, commercial
unity, social and political harmony. Themes that nurture qualities such as
Goal tolerance, patriotism, honesty, and generosity also inform the curriculum to
To train learners, using learner-centred pedagogies, framed with GESI and 21st promote good citizenship.
Century Skills and Competencies to navigate, understand, and apply history to • The inability of teachers to bring history alive will be addressed by
solve problems of local and global relevance. introducing teachers to using contemporary technologies that interest
and innovative hands-on approaches that are learner-centred to make the
Contextual Issues study of history interesting and popular.
Contextual issues associated with the study of history in the Senior High School • There is a focus on assessing only the cognitive domain to the neglect of
include common misconceptions about the subject, challenges with effectively other domains.This standards-based history curriculum includes other forms
teaching the subject, limited application of historical facts to understand and solve of assessment; such assessment for, assessment as, and assessment of learning
current events, and the systemic barriers to learning the subject. The history that promote comprehensive assessment of all domains.
curriculum for SHS seeks to address such misconceptions and barriers in order
to make the study of the subject attractive to learners. Rationale
Learners live in a world conditioned by change and continuity, a key spectrum of
• There is a misconception that history does not offer practical skills to
the Historian’s craft that shapes societies and therefore needs to be understood
its graduates. This new curriculum seeks to equip learners with scientific,
through the lenses of studying History. It needs to be made emphatic that History
analytical, imaginative, creative, problem-solving, and critical thinking skills
defines the identity of individuals, not only as members of ethnic groups, but
which are some of the requirements for the twenty-first century jobs.
also as citizens of a nation which ultimately promotes nationalism and political
• Many people have the misconception that historical studies are mostly cohesion and fosters cosmopolitan global citizenship. Understanding the values,
about memorising dates, names, and places. The history curriculum for SHS cultures and the collective experiences of our people is crucial for the survival
incorporates creative pedagogies, technology, and historical reasoning skills of our nation and today’s world. History as an academic discipline is defined
to remedy the narrative, expository, and descriptive nature of history, and as the study of important past activities of humans through time and space. It
how these can be applied to current local and global events. provides learners with values such as patriotism, tolerance, honesty, hard work,
• There are also little or no GESI-responsive materials in most extant historical
sources and accounts. The history curriculum addresses the questions of

HISTORY | 19
truthfulness, among others, and overall if well-nurtured, serves as a unifying force
in many ways.
In the 21st Century, the subject History has become critical in developing
lifelong skills and competencies such as Critical Thinking and Problem
Solving; Communication and Collaboration; Digital Literacy; Creativity and
Innovation; Cultural Identity and Global Citizenship; and Personal
Development and Leadership. In a globalised world, there is the need to
promote Gender Equality and Social Inclusion in historical studies. There is
also the need to ferry learners to historical thinking skills to restore African
voices to World History in order to regain the sovereign selfhood of
Africans to showcase their contributions to the world. Key among these
historical thinking skills emphasised in the curriculum are contexts and
chronologies; significance and correlations; causes and consequences;
continuities and change; similarities and differences, evidence and facticity,
and interpretations and conclusions. Equipped with these, learners develop
imaginative and analytic skills in corroborating evidence, forming opinions,
and drawing conclusions, knowing that their voices have merits and are
respected.

20 | HISTORY
HISTORY CURRICULUM DEVELOPMENT PANEL

WRITERS 5. Sumaila Abu Uthmaniya Senior High School

Name Institution 6. Mohammed M. Hussein Uthmaniya Senior High School
1. Dr. Anitha Oforiwah Department of History Education, NaCCA TEAM
Adu-Boahen University of Education, Winneba 1. Prof K. O. Kwarteng 12. Bridget Anku
2. Dorcas Wab-Lumor Labone Senior High School 2. Prof Edward Appiah 13. Anthony Sarpong
3. Prince Essiaw Department of Social Science, Enchi 3. Mr. Matthew Owusu 14. Seth Nii Nartey
College of Education 4. Reginald Quartey 15. Kenneth Wontumi
4. Osman Bin Umar Accra Girls Senior High School 5. Joana Vanderpuije 16. Sharon Antwi-Baah
REVIEWERS 6. Anita Collison 17. Dennis Adjasi
Name Institution 7. Rebecca Abu Gariba 18. Ogyampo S. Amankwah
1. Prof. Kwabena Opare Department of Archaeology and 8. Genevieve Mensah 19. Abigail Owusu Oduro
Akurang-Parry Heritage Studies, University of Ghana 9. Veronica Odom 20. Priscilla B. Plange
2. Dr. Kwame Adum-Kyeremeh University of Ghana 10. Joachim Seyram Honu 21. Abigail Birago Owusu
CURRICULUM WRITING GUIDE TEAM 11. Dr. Mercy Nyamekye 22. Uriah Otoo
Name Institution EXTERNAL QUALITY ASSURANCE TEAM
1. Prof. Winston Abroampa Kwame Nkrumah University of Science 1. Prof. Kwame Akyeampong 4. Dr. Esinam Avornyo
and Technology 2. Dr. Jane Cullen 5. Dr. Christopher Yaw Kwaah
2. Cosmos Eminah University of Education, Winneba 3. Dr. Sean Higgins 6. Roger Aikins
3. Aaron Akwaboah Ministry of Education
4. Evans Odei Achimota School
5. Paul Michael Cudjoe Prempeh College
6. Ahmed Amihere University of Education, Winneba
TRIALLING TEAM
Name Institution
1. Frank Kwadwo Boateng Adventist Senior High School
2. Raphael Agyei-Yamoah Adventist Senior High School
3. Kofi Adjei Akrasi Opoku Ware School
4. James Aidoo Opoku Ware School

HISTORY | 21
SCOPE AND SEQUENCE

History Summary
S/N STRAND SUB-STRAND YEAR 1 YEAR 2 YEAR 3
CS 1 LO LI 1 CS LO LI 2 CS LO LI 3
1 2 2 3 3
1 Historical Inquiry and Nature and Scope of History 2 2 5 - - - - - -
Writing Sources and Methods of Reconstructing History - - - 1 1 3 1 1 2
2 States and Societies in Emergence of States and Societies 3 3 9 - - - 1 1 3
Pre-Colonial Times Precolonial Economy and Economic Activities 1 1 3 - - - 1 1 3
3 Age of Encounter and Religion and Religious Change 1 1 2 - - - 1 1 2
Exchanges Up to the 20th Global Connections - - - 1 1 2 1 1 2
Century. Prelude to Colonisation and Colonial Rule - - - 1 1 3 1 1 3
Response to Colonial Rule - - - 1 1 3 1 1 2
4 Independence and Post- Socio-Economic and Political Developments in Ghana (1957 – - - - 1 1 5 - - -
colonial Developments 2007)
Total 7 7 19 5 5 16 7 7 17

Overall Totals (SHS 1 – 3)

Content Standards 19
Learning Outcomes 19
Learning Indicators 52

22 | HISTORY


YEAR ONE

HISTORY | 23


Subject History
Strand 1 Historical Inquiry And Writing
Sub-Strand 1 Nature And Scope Of History

Learning Outcomes 21st Century Skills and Competencies GESI1, SEL2 and Shared National
Values
1.1.1.LO.1
Use appropriate Critical Thinking: GESI: Learners having experienced a
historical sources from Learners develop Critical Thinking as they recount and analyse past events teaching method that ensures gender
the environment to ● Learners develop Critical Thinking and Problem-Solving skills as they equality and social inclusion, where they
communicate effectively investigate misconceptions associated with history and find solutions to it. work with each other in an inclusive way;
the origins, nature and ● Learners develop Critical Thinking skills as they examine pieces of cross-sharing knowledge and understanding
scope of history while historical evidence. among groups and individuals lead them to:
demystifying common ● Learners develop Critical Thinking and Problem-Solving skills as they ● Embrace diversity and practise inclusion
misconceptions analyse primary and secondary data to justify why history is important. ● Examine and dispel misconceptions/
associated with the study ● Learners develop the skill of differentiating facts from opinions as they myths about gender as they relate past
of history. address misconceptions associated with the study of history. events to the present and future
● Eschew injustice and recognise the
Research skills: contributions of different groups and
● Learners are able to make inferences from diverse definitions of history individuals (including people living with
● Learners build imaginative skills by following chronological order disabilities) towards the development of
the history discipline.
Collaboration and Communication skills: ● Be sensitive to the inter-relatedness of
● Learners develop Communication skills as they create oral presentations the various aspects of life in human
● Learners develop Collaborative and Communication skills as they role- history.
play and work in groups. ● Value and promote patriotism, national
cohesion and justice in society
Historical Thinking Skills:
● Learners build chronological understanding as they learn and present key SEL: Through different learning experiences
historical periods. and exposure, learners:
● Learners make inferences and draw conclusions as they analyse historical
sources.



 | HISTORY
24


● Learners develop historical perspectives as they analyse the scope and ● identify and express their feelings
nature of history. through visual presentations such as
historical posters
Digital Literacy: ● respect each other in daily classroom
● Learners develop Digital Literacy as they use and access internet sources interactions.
● Learners develop Digital Literacy as they use online surveys to collect ● foster an environment that supports
data. relationship building.

Leadership Skills: Learners develop Leadership skills and they demonstrate National Core Values:
values that History teaches. ● Tolerance
● Honesty
Creativity and Innovative: ● Truthfulness
● Learners develop Creativity and Innovative skills as they develop ● Respect
products such as posters, graphs, charts, and poems on misconceptions ● Diversity
associated with history and how to address them. ● Loyalty
● Learners develop Creative skills as they develop posters, charts, and ● Cohesion
maps to explain concepts in history.
1.1.1.LO.2
Use relevant sources Critical Thinking and Problem Solving: GESI: Learners having experienced a
from the environment to ● Learners develop Critical Thinking and Problem-Solving skills as they teaching method that ensures gender
communicate analyse primary and secondary data to justify why history is important. equality and social inclusion, where they
meaningfully the role of ● Learners develop Critical Thinking and Creative skills as they develop work with each other in an inclusive way;
history in society. posters, charts and maps to explain concepts in history. cross-sharing knowledge and understanding
among groups and individuals lead them to:
Cultural Identity: Learners appreciate cultural values and build a sense of ● Develop respect for individuals of
identity. different beliefs, religions, and cultures
● Values and promotes patriotism, national
cohesion and consciousness


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 HISTORY | 25


Collaboration and Communication Skills: Learners develop ● Eschew injustice and recognise the
Collaborative and Communication skills as they role play and work in groups. contributions of different groups and
individuals (including people living with
Leadership Skills: Learners develop Leadership skills as they demonstrate disabilities) towards the development of
values that history teaches. the history discipline

SEL: As learners effectively communicate

the role of history in the society, they:
● Practise managing their thoughts and
their behaviours through group
discussions and presentations.
● Build good social relationships through
working together in groups and with
partners
● Develop sympathy and empathy for
other individuals through group works
● Build self-confidence by engaging in
discussions, presentations, debates, etc.

National Core Values:

● Tolerance
● Honesty
● Truthfulness
● Respect
● Diversity
● Loyalty
● Cohesion



 | HISTORY
26


Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.1.1CS.1 1.1.1.LI.1 1.1.1.AS.1
Demonstrate Trace the origins and meanings of the word 'history' using conventional and non- Level 1 Recall
understanding of the conventional sources. Level 2 Skills of
origins, meanings, and conceptual
nature of history as a Enquiry Routes3: What events have you witnessed in the past? What was the event about? Which understanding
discipline. people took part in those events? When did the events happen? Why are these events significant? Where Level 3 Strategic
did these events happen? What were the cause(s)? Did the cause(s) have short-term or long-term reasoning
consequences? Were the events a one-time event or continue to impact the society? if the latter, in what Level 4 Extended
ways? critical thinking and
reasoning
Experiential Learning:
● In pairs or small mixed-ability groups, learners recount activities they have experienced in the
past by recollecting old photos, narratives, diaries, songs, documents, or stories told to them by
their grand/parents, etc.
● Learners conduct a survey on common terminologies used in their community to describe
history. E.g., 'abakɔsɛm', in Akan; 'Taarihi' in Dagbani; 'blema saji' in Ga; 'gbeɠenyawo' in Ewe;
'Adrash3ꬼ' in Gonja; etc.
HINT: This would be better done in ethnic groupings that outline what each one has and then brings to a
synthesis. As groups share events peculiar to their ethnic groups, encourage members to examine biases
and prejudices and be tolerant towards other cultures.
● Learners trace the origin of the word 'History' from the Conventional (Greek perspectives) and
Non-Conventional (Ghanaian) perspectives.


ϯ
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ƐƚƵĚĞŶƚƐ͘



 HISTORY | 27


Collaborative Learning: Working in pairs, learners develop a chart with diverse meanings of
history from different scholars.

HINT: Note that History may have multiple meanings to different people.
● Using Talk for Learning technique, learners explain that History deals with the study of significant
human past activities through time.
● Learners use a criterion (e.g., REC - Relevance, Causes, Consequences) to show which events in
the past are significant.
● Using a personal diary, learners record significant activities in life.
● In mixed-ability groups, learners arrange some historical events in Ghana in chronological order.
● Using Jigsaw technique, learners develop a poster on the origins and meanings of the word
'History'.
1.1.1.LI.2 1.1.1.AS.2
Analyse the nature and scope of History as an academic discipline. Level 1 Recall
Level 2 Skills of
Enquiry Routes: What is History? What are the unique features of History? How does History connect conceptual
the past to the present? What are the branches of History? understanding
Level 3 Strategic
Problem-Based Learning: reasoning
● Learners brainstorm the unique features of History as a discipline. Example: Level 4 Extended
critical thinking and
reasoning



 | HISTORY
28


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ĂŶĚƐƉĂĐĞ͘

,ŝƐƚŽƌLJŝƐŵƵůƚŝƐŝĚĞĚĂŶĚďĂƐĞĚŽŶŵƵůƚŝƉůĞŶĂƌƌĂƚŝǀĞƐ

,ŝƐƚŽƌLJŝƐŶŽƚĂŵĞƌĞŶĂƌƌĂƚŝŽŶŽƌƐƚŽƌLJƚĞůůŝŶŐ͕ďƵƚ
ďĂƐĞĚŽŶĐƌŝƚŝĐĂůĂŶĂůLJƐŝƐŽĨƉĂƐƚĞǀĞŶƚƐĂŶĚƉƌŽĐĞƐƐĞƐ͘

● In mixed-ability groups, learners prepare an oral presentation on the unique features of History.
HINT: Encourage Approaching Proficiency learners to volunteer and share their ideas.

Project-Based Learning:
● Learners prepare a chart that explains the varied branches of History such as Political, Social,
Economic, Diplomatic, Gender, Women, Cultural, Environmental, Transnational and Global
Histories.
● Learners examine periodisation or dating systems in History as a key element of historical
studies.
● Learners use the concept of the Number Line to explain chronological terminologies such as
(CE and BCE or BC and AD), decade, century, millennium, etc.
● Learners use the internet or standard books to find out the major periods in Ghanaian history
and place them in a timeline.
1.1.1.LI.3 1.1.1.AS.3
Investigate some common misconceptions associated with the study of History. Level 1 Recall



 HISTORY | 29


Enquiry Routes: What are some common misconceptions associated with the study of history? How do Level 2 Skills of
they address these misconceptions? What are some of the prospects of studying History? conceptual
understanding
Project-Based Learning: Level 3 Strategic
● Learners conduct an interview on common misconceptions students or the general public have reasoning
about the study of history. OR Level 4 Extended
● Create an online survey [Google Forms, Survey Monkey, etc.] to collect views from students or the critical thinking and
general public on misconceptions associated with the study of History. reasoning
● In small groups, learners create a graph or a chart on some common misconceptions gathered
from interviews or surveys conducted and interpret the data.

Technology-Enhanced Learning: Learners watch a documentary on misconceptions of studying

History and discuss in small groups how to address such misconceptions. OR invite a resource
person to speak to the misconceptions.

Collaborative Learning:
● In small groups, learners prepare a poster addressing misconceptions associated with the study
of history to educate students and the general public.
● In pairs, learners compose a poem on the prospects of studying history.
Teaching and ● Personal/other diaries ● A chronological chart showing ● Memoirs/ biographies
Learning Resources ● old photographs significant historical events. ● Presidential speeches
● Archival documents/materials ● Internet access ● Parliamentary debates/ Hansard
● Newspaper cuttings/Old ● A chronological timeline ● Computers/ laptops, LCD
Newspapers ● Archival documents projector/screen, video/ audio
● Magazines ● Art Forms player
● Museum pieces ● Cultural Materials ● Questionnaires
● Archaeological finds (material ● Epic poems ● Audio/tape recorder
culture) ● Myths ● Documentary on misconceptions
● Old Letters associated with the study of history.


 | HISTORY
30


● Autobiographical/ biographical ● Resource persons

narratives of/by students.
● A chart showing the REC criteria
for determining historical
significance.



 HISTORY | 31


Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.1.1.CS.2 1.1.1.LI.1 1.1.1.AS.1
Exhibit knowledge on Justify why the study of History is relevant to individuals and the society. level 1 Recall
the relevance of Level 2 Skills of
history to human Enquiry Routes: Why is keeping historical records relevant? How does the study of history help to sustain conceptual
survival and the cultures and traditions of Ghanaians? How does the study of history promote national cohesion, understanding
development. consciousness, and patriotism? Level 3 Strategic
reasoning
Cooperative Learning: Level 4 Extended critical
● Working cooperatively, learners explain why people make references to the past to justify their thinking and reasoning
actions. e.g., A sport pundit referring to a score line in the past to make a case for a team.
● Using the Jigsaw technique, learners discuss why people keep records such as birth certificates,
personal diaries, health record documents, family records, family pictures, and funeral brochures.

Experiential Learning:
● Learners role-play how the study of History helps in promoting national integration and
tolerance. E.g., the Independence Day celebration.
● In groups, learners watch or listen and analyse documentaries and speeches that promote
patriotism. (E.g., 'Heritage Africa' by Kow Ansah, Speeches of chiefs during festivals, and
Presidential addresses).
● Learners cite examples from their community, ethnic, and national narratives to explain how
history provides us with a sense of identity.
● Use scenarios to show learners how History helps to understand continuity and change in
society. E.g., change and continuity in festival celebrations, rites of passage, etc.

Collaborative Learning:
● In mixed-ability groups, learners discuss how History serves as the basis for other academic
disciplines.



 | HISTORY
32


● Use different examples from Ghanaian society to show learners how history teaches customs,
traditions, and values for national development.
1.1.1.LI.2 1.1.1.AS.2
Analyse the need for the study of History in Ghanaian schools. Level 1 Recall
Level 2 Skills of
Enquiry Routes: Why is the study of History in schools relevant? What are the skills students acquire conceptual
from studying History? How are the skills useful for individual and national development? understanding
Level 3 Strategic
Project-Based Learning: Prepare a mind map on some critical skills history offers to individuals. reasoning
Level 4 Extended critical
thinking and reasoning
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ŝĚĞĂƐ

Experiential Learning:
● With the help of a Resource Person, learners discuss some job opportunities that History offers
to individuals.
● In a mixed-gender group, learners discuss how skills acquired through the study of History can
be useful to the individual and the nation.



 HISTORY | 33


● Learners role-play some attitudes and values (tolerance, patriotism, loyalty, honesty, cohesion,
diversity, etc.) that History inculcates in students.

Problem-Based Learning:
● Learners debate why it is necessary to study history in Ghanaian schools.
● In a mixed-ability group, learners develop a poster to create awareness in your school on the
need to study history in schools.
Teaching and ● Primary Source data (birth ● Documentaries and Speeches on ● Stationaries
Learning Resources certificates, old photographs, family patriotism. ● Documentaries/ videos on the need
album, health record Cards, ● Computers/ laptops, LCD to study History
Personal Diary) projector/screen, video/ audio
● Excerpts of Community, Ethnic and player
national histories ● Resource person
● Internet access
 



 | HISTORY
34


Subject History
Strand 2 STATES AND SOCIETIES IN PRE-COLONIAL TIMES
Sub-Strand 1 EMERGENCE OF COMPLEX STATES

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
1.2.1.LO.1
Use relevant historical Critical Thinking: GESI: Learners having experienced a
evidence to reconstruct ● Learners develop Critical Thinking skills as they analyse primary and secondary teaching method that ensures gender
the emergence of sources. equality and social inclusion, where
complex human cultures ● Learners develop Creativity and Innovative skills as they compare life in they work with each other in an
in Pre-Historic Ghana. ancient times to today. inclusive way; cross-sharing knowledge
and understanding among groups and
Cultural identity: individuals lead them to:
● Learners develop cultural identity as they explore components of earliest ● Respect individuals of different
human culture in Ghana. backgrounds
● Learners develop cultural identity as they explore cultures of early settlers and ● Embrace diversity and practise
village builders in Ghana. inclusion
● Examine and dispel
Digital Literacy: Learners develop Digital Literacy as they virtually explore misconceptions/ myths about
gender as they relate past events
ancient sites.
to the present and future
● Interrogate their stereotypes and
Creativity and Innovation:
biases about gender and the role
● Learners develop Creativity and Innovative skills as they develop posters and
men and women played in earliest
charts to describe pre-historic phases.
human settlement in Ghana
● Learners develop the skill of creating and interpreting maps as they trace
● Eschew injustice and recognise the
ancient settlements in Ghana.
contributions of different groups
and individuals (including people



 HISTORY | 35


living with disabilities) in the

earliest human culture
● Be sensitive to the inter-
relatedness of the various aspects
of earliest human life

SEL: As learners reconstruct the

history of the emergence of complex
human cultures in Pre-Historic Ghana,
they:
● listen to diverse opinions from
peers and express disagreements in
a constructive way
● develop respect for diversity and
find ways to accommodate different
cultural practices and experiences

National Core Values:

● Tolerance
● Friendliness
● Open mindedness
● Patience
● Commitment
● Hard work
1.2.1.LO.2
Use relevant historical Critical Thinking: Learners develop Critical Thinking skills as they analyse and GESI: Learners having experienced a
evidence to analyse the interpret primary and secondary sources including maps. teaching method that ensures gender
diverse migration equality and social inclusion, where
accounts and draw Cultural Identity and Global Citizenship: they work with each other in an


 | HISTORY
36


conclusions on why and ● Learners develop cultural identity and global citizenship as they explore origins inclusive way; cross-sharing knowledge
how the peoples of of different ethnic groups in Ghana. and understanding among groups and
Ghana created ● Learners develop cultural identity as they explore the factors responsible for individuals lead them to:
settlements; recounting the rise and decline of kingdoms in Ghana. ● Respect individuals of different
the key factors that led backgrounds
to their rise and decline. Digital Literacy: ● Embrace diversity and practise
● Learners develop Digital Literacy as they watch documentaries on the origin of inclusion
the peoples of Ghana. ● Examine and dispel
● Learners develop Digital Literacy as they explore the internet to find reasons misconceptions/ myths about the
diverse migration accounts in
for the migration of people to Ghana.
history
● Interrogate their stereotypes and
Creativity and Innovative:
biases about gender and the role
● Learners develop the skill of Creativity and Imagination as they develop
men and women played in
chronological charts.
migration histories.
● Learners become creative and innovative as they develop posters and outlines
● Eschew injustice and recognise the
to explain the reasons for the migration of ethnic groups.
contributions of different groups
and individuals (including people
Communication and Collaboration skills:
living with disabilities) in the
● Learners develop Communication and Collaboration skills as they work
settlement and rise of states and
cooperatively and present oral and written reports.
kingdoms.
● Learners develop Collaborative and Communication skills as they dramatise
● Be sensitive to the inter-
and work in groups.
relatedness of the various aspects
● Learners develop Collaborative and Communication skills as they work
of human life.
cooperatively and present their discussions.
SEL: As learners analyse the diverse
migration accounts of states and
kingdoms in Ghana, they



 HISTORY | 37


● practise managing their thoughts

and behaviours
● set personal goals and work
towards achieving them
● recognise commonalities and
differences e.g. living conditions of
earliest humans in Ghana to today

National Core Values:

● Tolerance
● Friendliness
● Open mindedness
● Patience
● Commitment
● Hard work
1.2.1.LO.3
Use relevant historical Critical Thinking: GESI: Learners having experienced a
sources in the ● Learners develop Critical Thinking skills as they formulate historical questions teaching method that ensures gender
environment to to analyse socio-cultural practices. equality and social inclusion, where
reconstruct the unique ● Learners become critical thinkers as they analyse primary and secondary they work with each other in an
socio-cultural, political, sources. inclusive way; cross-sharing knowledge
and scientific systems of ● Learners become critical thinkers as they analyse primary source data and and understanding among groups and
selected indigenous examine the continuity and change in historical developments. individuals lead them to:
Ghanaian states and ● Respect individuals of different
kingdoms and compare Cultural Identity and Global Citizenship: backgrounds
with contemporary ● Learners develop cultural identity as they explore the political organisation of ● Embrace diversity and practise
Ghanaian society. the peoples of Ghana. inclusion
● Learners develop cultural identity and global citizenship as they compare ● Examine and dispel
indigenous health care practices with Western health care practices. misconceptions/ myths about



 | HISTORY
38


● Learners develop cultural identity as they explore the unique history of Art and indigenous socio-political
Technology in pre-colonial Ghana. structures.
● Interrogate their stereotypes and
Digital Literacy: biases about gender and the role
● Learners become digitally literate as they explore the internet. men and women play in socio-
● Learners become digitally literate as they use computers to create cultural, political, and scientific
presentations. systems of indigenous Ghanaian
states and kingdoms
Creating and Interpreting: Learners develop the skill of creating and ● Eschew injustice and recognise the
interpreting maps as they trace ancient settlements in Ghana. contributions of different groups
and individuals (including people
Creativity and Innovative: living with disabilities) towards the
● Learners develop creativity and innovative skills as they prepare posters to development of socio-cultural,
explain historical practices. political, and scientific systems in
● Learners become creative and innovative as they create maps and models to pre-colonial Ghana.
explain historical concepts. ● Recognise the relevance and inter-
● Learners become creative and innovative as they create charts and databases to connectedness of indigenous
explain historical concepts. cultures and systems to the
● Learners become creative and innovative as they develop models and charts to contemporary society.
explain historical concepts. ● Be sensitive to the inter-
relatedness of the socio-cultural,
Communication and Collaboration skills: political, and scientific aspects of
● Learners develop Communication and Collaborative skills as they conduct life in pre-colonial Ghana.
interviews and dramatize historical events. ● Appreciate the role of indigenous
● Learners develop Communication, Personal Development, Leadership and scientific systems to the survival of
Collaboration skills as they work in groups. the human race.
● Learners develop Collaborative and Communication skills as they role play
historical phenomena. SEL: As learners compare the unique
socio-cultural, political and scientific



 HISTORY | 39


systems of selected indigenous states

and kingdoms, they:
● recognise and appreciate
commonalities and differences that
exist in the cultures of the various
ethnic groups.
● build self confidence
● practise managing their thoughts
and behaviours
● develop respect for diversity and
share their cultural backgrounds
and experiences

National Core Values:

● Tolerance
● Friendliness
● Open mindedness
● Patience
● Commitment
● Hard work



 | HISTORY
40


Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.2.1.CS.1 1.2.1.L1.1 1.2.1.AS.1
Demonstrate Examine the nature of the earliest human culture in Ghana. Level 1 Recall
understanding of Pre- Level 2 Skills of
Historic Ghana. (50, Enquiry Routes: How did people live in earliest times in Ghana? What evidence exists in tracing the life conceptual
000 BCE to 700 CE) and times of earliest human culture in Ghana? How does the study of early material culture help in understanding
understanding our place in human history? Level 3 Strategic
reasoning
Project-Based Learning: Level 4 Extended
● Learners in pairs, analyse sources (material culture, oral accounts, pictures, etc.) that explain critical thinking and
the lifestyle of the first hunter-gatherers of Ghana. reasoning
● In mixed-gender groups, learners examine pieces of evidence on the discovery of earliest
material culture in rock shelters at present-day Kintampo, Abetifi, Jilik, Kambago, Tusik,
Kpatritinga, Gingana, Yilkpabongo, Begho, etc.

Experiential Learning: Learners visit ancient sites and museums to gather 'first-hand'
information on earliest human culture in Ghana.

Cooperative Learning: Working cooperatively, learners describe elements of earliest human

culture in Ghana including what constituted food, clothing and adornment, tools, foraging and
hunting, etc.

Project-Based Learning: In small groups, learners develop a poster that compares the living
conditions of earliest humans in Ghana to today’s.
1.2.1.L1.2 1.2.1.AS.2
Analyse the Pre-Historic Periods in Ghana. Level 1 Recall



 HISTORY | 41


Enquiry Routes: What is Pre-History? What is the pre-historic period in Ghana’s history? What are the Level 2 Skills of
main phases and features of pre-historic Ghana? conceptual
understanding
Talk for Learning: Using the Think-Pair-Share technique, learners discuss the era referred to as Level 3 Strategic
"Pre-History". Use mind maps to organise the thoughts of learners. reasoning
Level 4 Extended critical
Problem-Based Learning: thinking and reasoning
● Learners use information from the internet or standard textbooks to describe the phases of
Ghana's pre-historic era.
● Learners formulate historical questions to discuss the features of Ghana's Early Stone Age.
HINT: You may use the 5Ws 1H (What, When, Where, Why, Who and How) principle.
● Learners create a chart that describes the characteristics of Ghana's Middle Stone Age.
● Using primary and secondary sources, learners analyse the features of Ghana's Late Stone Age.

Experiential Learning: Learners embark on field trips or virtual field trips to museums to
gather 'first-hand' information on Ghana's Stone Age.

Project-Based Learning:
● Working collaboratively, learners develop posters to describe characteristics of earliest
farmer-settlers or community builders in Ghana.
● Learners trace on a map, some pre-historic sites discovered by archaeologists in Ghana
including the Boyase Hill, Nkukoa Buoho, Hani, Gambaga, Abetifi, Banda, Kintampo, Begho,
etc.
Teaching and ● Primary and secondary source data including ● Internet access
Learning Resources photographs, archaeological finds, cave art and paintings, ● Computers/ laptops, LCD projector/screen, video/ audio
etc. player
● Resource person
● Virtual field trips on the Kintampo ancient site and
museums



 | HISTORY
42


Content Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Standards Competencies, and GESI
1.2.1.CS.2 1.2.1.L1.1 1.2.1.AS.1
Demonstrate Analyse the multiple perspectives on the migration accounts of any major ethnic group Level 1 Recall
understanding of that settled in each of the three vegetation zones in Ghana. Level 2 Skills of
the diverse conceptual
accounts of the Enquiry Routes: Which ethnic group(s) in Ghana were the original inhabitants? Which ethnic groups claim understanding
emergence of major to have migrated to Ghana? Where did they migrate from and where did they first settle in Ghana? Around Level 3 Strategic
states in Ghana, what time did they arrive in Ghana? Why did they move from their original locations? Who were their leaders? reasoning
including the causes Level 4 Extended
of migration and Technology-Enhanced Learning: Learners watch documentaries on the origin of any one (1) critical thinking and
creation of major ethnic group that can be found in each of the three vegetation zones in Ghana. reasoning
settlements. ● Forest Zone [Akan, Guan]
● Savannah Zone [Gonja, Guan, Mole-Dagbani]
● Coastal Zone [Ewe, Akan, Guan, Ga-Adangme]

Problem-Based Learning:
● Learners use primary and secondary accounts or sources to form opinions on the origin of any
one (1) major ethnic group that can be found in each of the three vegetation zones in Ghana.
● Learners use the '5Ws 1H' principle in history to discuss the multiple accounts of the origin of any
one (1) major ethnic group that can be found in each of the three vegetation zones in Ghana.
● In pairs, learners interpret maps on the migratory routes of any one (1) major ethnic group that
can be found in each of the three vegetation zones in Ghana.

Project-Based Learning: Learners develop a chronological chart showing the movement and
settlement of any one (1) major ethnic group that can be found in each of the three vegetation zones
in Ghana.

Talk for Learning:



 HISTORY | 43


● In small groups, learners discuss the contributions of some key leaders of any one (1) major ethnic
group during their migration.
● In a concentric circle discussion, learners identify and discuss the role of women in different
migration accounts.
1.2.1.L1.2 1.2.1.AS.2
Discuss the reasons for the migration of the various ethnic groups into Ghana. Level 1 Recall
Level 2 Skills of
Enquiry Routes: What factors caused the movements of ethnic groups into Ghana? How did the ethnic conceptual
groups migrate to Ghana? How did the unavailability of natural resources cause the movement of people from understanding
their original locations to their present locations? Level 3 Strategic
reasoning
Technology-Enhanced Active Learning: Learners use the Internet to research why the various Level 4 Extended critical
ethnic groups migrated from their original places to present locations. thinking and reasoning

Collaborative Learning:
● In small groups, learners create a written or oral presentation on the factors responsible for the
movements of the various ethnic groups into their present locations in Ghana.
● In mixed-gender groups, learners develop a poster that explains the problems faced by the various
ethnic groups that necessitated their movements to present-day Ghana.

Cooperative Learning: Learners role-play factors that caused any one major ethnic group to
migrate to Ghana.
1.2.1.L1.3 1.2.1.AS.3
Recount factors responsible for the rise and decline of major states and kingdoms in Level 1 Recall
Ghana. Level 2 Skills of
conceptual
Enquiry Routes: Where did the earliest people of Ghana settle? What factors led to the rise of major understanding
kingdoms in Ghana? How did the natural environment contribute to the rise and expansion of kingdoms in Level 3 Strategic
Ghana? Which leaders contributed to the rise of kingdoms? How did the different kingdoms decline? reasoning


 | HISTORY
44


Collaborative Learning: Level 4 Extended critical

● Learners use information from the internet or standard textbooks to trace the settlement thinking and reasoning
patterns of the people of Ghana.
● In a Jigsaw activity, learners use primary and secondary sources to analyse factors responsible for
the rise of some major kingdoms in Ghana.

Experiential Learning:
● Learners role-play the contributions of leaders to the rise and expansion of the major kingdoms in
Ghana.
HINT: Also focus on the contributions of women leaders in the rise and expansion of major kingdoms.
● Learners watch documentaries on how natural environment facilitated the rise and expansion of
kingdoms in Ghana.

Project-Based Learning: Learners prepare a chart to explain the contribution of economic,

political, and social practices to the rise of major states and kingdoms in Ghana.

Talk for Learning: Using the Talk for Learning (TfL) activity, learners discuss the decline of some
major states and kingdoms in Ghana.
Teaching and ● Documentaries on the migration of major ethnic ● Internet access
Learning groups in Ghana ● Primary source documents on reasons for the migration of ethnic
Resources ● Primary and secondary sources of migration groups.
accounts. ● Documentaries on reasons for the movements of the ethnic groups
● Historical maps of ancient African kingdoms and to Ghana.
beyond ● Historical maps of ancient kingdoms in Africa and beyond
● old map of Ghana ● Documentaries on factors that led to the rise of kingdoms in Ghana.
● Map of Ghana showing the vegetation zones in ● Primary and secondary source data including pictures, artefacts, maps,
Ghana and the ethnic groups that settled there. etc.
● Pictures of leaders of the major ethnic groups ● Map showing geographical features in Ghana including major rivers
that led their people to Ghana. such as Pra, Offin and Volta.



 HISTORY | 45


● Internet access
● Computers/ laptops, LCD projector/screen
 



 | HISTORY
46


Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.2.1.CS.3 1.2.1.L1.1 1.2.1.AS.1
Demonstrate Analyse the socio-cultural organisation of the major kingdoms in Pre-Colonial Ghana. Level 1 Recall
knowledge of the Level 2 Skills of
complex social, Enquiry Routes: How did pre-colonial Ghanaians organise themselves socially? How have socio- conceptual
political, and scientific cultural practices continued or changed over time? What are the similarities and differences in the understanding
systems of selected socio-cultural practices among the kingdoms? What is the relevance of socio-cultural practices in the Level 3 Strategic
states and kingdoms in traditional Ghanaian society? reasoning
Ghana. Level 4 Extended
Experiential Learning: critical thinking and
● Learners conduct interviews in their community on festivals, rites of passage, family structure, reasoning
kinship, inheritance, and other socio-cultural practices. OR
● Learners watch videos or documentaries on some socio-cultural practices among ethnic groups
today, including festivals, rites of passage, family structure, kinship, and inheritance.

Problem-Based Learning:
● Learners formulate historical questions using the '5Ws 1H' to compare the socio-cultural
practices today to those in the pre-colonial times.
● In groups, learners make an oral or written presentation on the history behind the socio-cultural
practices in their community.

Project-Based Learning:
● Learners prepare a chart on how socio-cultural practices have continued or changed over time.
● Working collaboratively, learners develop a poster to explain how socio-cultural practices affect
the development of Ghanaian societies.
1.2.1.L1.2 1.2.1.AS.2
Examine the political organisation of states and kingdoms in Pre-Colonial Ghana. Level 1 Recall



 HISTORY | 47


Enquiry Routes: How did pre-colonial Ghanaians organise themselves politically? How has the political Level 2 Skills of
organisation changed or continued over time? What are the roles of the queen mothers and women in the conceptual
traditional political system? understanding
Level 3 Strategic
Collaborative Learning: reasoning
● In groups, learners consult griots (knowledgeable people) in their community about the traditional Level 4 Extended
political structure. critical thinking and
● In pairs, learners create a pyramidic model that shows the political structure of their community. reasoning
● In small groups, learners create a chart to compare and contrast the political structure in their
community to other communities in Ghana
HINT: Let learners who are physically challenged observe pictures/ charts and discuss with their peers.
● Learners work in mixed-gender groups to categorise political systems in pre-colonial Ghana into
Centralised, Non-Centralised and Theocratic systems.
● In a Jigsaw activity, learners construct the political structure of major ethnic groups in Ghana.
● In small groups, learners create a picture slide on the role of women, including Queen mothers, in
the political organisation of different ethnic groups.

Talk For Learning: In jigsaw groups, learners discuss how the political organisation of any one
major ethnic group has continued or changed over time.

Project-Based Learning: Learners create a 'History Makers Chart' to show how some traditional
leaders became great and the contributions they made to the growth of their kingdom.
1.2.1.L1.3 1.2.1.AS.3
Explain the unique methods of providing health care in pre-colonial Ghana. Level 1 Recall
Level 2 Skills of
Enquiry Routes: What was conceived as a disease in pre-colonial Ghana? What were some of the beliefs conceptual
associated with the causes of diseases and illnesses in pre-colonial Ghana? What were some of the diseases understanding
that afflicted the people of pre-colonial Ghana? How did pre-colonial Ghanaians treat diseases? What are the Level 3 Strategic
similarities and differences between indigenous medical practices and modern medical practices? reasoning



 | HISTORY
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Experiential Learning: Level 4 Extended

● Learners look around the community to identify Indigenous health care providers and investigate critical thinking and
the methods they use in providing health care to members. reasoning
● Learners create a database of all Indigenous health care providers in their community, the kind of
health care they provide, mode of acquisition of skills, the method they use and the effectiveness
and importance of their work.

Collaborative Learning:
● In small groups, learners compare the work of health care providers in pre-colonial Ghana to
health workers in Ghana today.
● Using the talk for learning approach, learners identify and discuss the role of women in pre-
colonial health care delivery and practices.
● In groups, learners prepare a picture chart of some common diseases that existed in pre-colonial
Ghana and show how they were treated.
● Working in pairs, learners create a mind map that describes the significant features of pre-colonial
medical practices in Ghana.
● Learners in groups analyse primary and secondary sources on the history of medicine as practiced
in Southern and Northern Ghana during the pre-colonial era.
● In mixed-ability groups, learners prepare a PowerPoint presentation on the benefits and
challenges of indigenous medical practices.
1.2.1.L1.4 1.2.1.AS.4
Analyse the history of Art and Technology in pre-colonial Ghana. Level 1 Recall
Level 2 Skills of
Enquiry Routes: How did pre-colonial Ghanaians develop art and technology? How did art and technology conceptual
affect livelihood in pre-colonial Ghana? How did art and technology portray philosophical ideas and thoughts? understanding
Level 3 Strategic
Experiential Learning: reasoning



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● Learners embark on a field trip to any Indigenous industry [ironwork, brass casting, pottery, Level 4 Extended
weaving, gold mining, wood carving, etc] in the community. Learners write and present a report critical thinking and
on the processes of making art and craft works. reasoning
● Learners trace on a map places in pre-colonial Ghana where art and technological industries were
predominant.
● Learners create models of art or craft works that were produced in the art and technological
industries in the pre-colonial era.
● Learners role-play the socio-economic importance of pre-colonial Ghanaian art and technology.

Problem-Based Learning: Using primary sources, learners analyse how pre-colonial Ghanaians
expressed their philosophical and religious ideas through arts and technology.

Collaborative Learning:
● Working in pairs, learners examine the roles of women in pre-colonial art and technology.
● In a Jigsaw activity, learners develop a chart that explains the continuity and change in pre-colonial
Ghanaian art and technology.
Teaching and ● Documentaries on some socio- ● Stationery ● Audio/Tape Recorder
Learning Resources cultural practices such as festivals, ● Primary and secondary sources of ● Sample Interview Guide
rites of passage, etc. iron and brass artefacts, pottery ● Documentary on indigenous health
● Primary source data on family works, baskets, carved artefacts, etc. care providers.
structure, kinship, rites of passage, ● Documentaries showing the ● Resource persons including
etc. processes of indigenous gold mining, Traditional Birth Attendants (TBAs)
● Internet access wood carving, weaving, pottery
● Computers/ laptops, LCD making, etc.
projector/screen/ Smart Phone ● Historical maps of Ghana.



 | HISTORY
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Subject History
Strand 2 STATES AND SOCIETIES IN PRE-COLONIAL TIMES
Sub-Strand 2 PRE-COLONIAL ECONOMY AND ECONOMIC ACTIVITIES

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
1.2.2.LO.1
Employ relevant Critical Thinking: GESI: Learners having experienced a
historical skills to analyse ● Learners become critical thinkers and innovators as they create posters teaching method that ensures gender
historical sources on pre- to explain historical concepts. equality and social inclusion, where they
colonial economy and ● Learners become critical thinkers and problem solvers as they analyse the work with each other in an inclusive way;
economic activities in sources and form opinions out of it. cross-sharing knowledge and understanding
Ghana and show how among groups and individuals lead them to:
these activities helped to Digital Literacy: Learners develop Digital Literacy as they explore online ● Embrace diversity and practise inclusion
sustain livelihood. sources to explain historical phenomena ● Examine and dispel misconceptions/
myths about gender as they relate pre-
Creativity and Innovative: Learners become creative as they use materials colonial economy and economic
from the environment to model artefacts such as pottery works, wood activities in Ghana
carvings, leather works, etc. ● Interrogate their stereotypes and biases
about gender and the role men and
Collaboration and Communication skills: Learners develop women played in pre-colonial economy.
Communication and Collaboration skills as they work in groups to explain ● Develop ability to tackle marginalisation
historical concepts. and social inequalities in pre-colonial
Ghanaian society.
● Be sensitive to the inter-relatedness of
the various aspects of human life
● Value and promote patriotism and
justice in society



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SEL: As learners analyse historical sources

on pre-colonial economy and economic
activities, they
● are able to relate well with each other
through group and pair works.
● practise managing their thoughts and
behaviours through discussions.
● are able to explore how they learn
through assigned project works.

National Core Values:

● Tolerance
● Friendliness
● Open mindedness
● Patience
● Commitment
● Hard work



 | HISTORY
52


Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.2.2.CS.1 1.2.2.LI.1 1.2.2.AS.1
Demonstrate Examine agricultural activities in pre-colonial Ghana. Level 1 Recall
knowledge and Level 2 Skills of
understanding of pre- Enquiry Routes: What tools were used for hunting during the pre-colonial Ghana? What methods were conceptual
colonial economy and used in farming and fishing? Which wild crops were collected from the different vegetation zones? How did understanding
economic activities in women contribute to pre-colonial agricultural activities? Level 3 Strategic
Ghana. reasoning
Collaborative Learning: Level 4 Extended
● Learners brainstorm some agricultural activities in pre-colonial Ghana. [Hunting, Collection of Wild critical thinking and
Crops, Farming, Fishing, Domestication of Plants and Animals]. reasoning
● In small groups, learners trace the nature of agriculture in pre-colonial Ghana from collection of
wild crops to subsistence and large-scale farming.
● In mixed-ability groups, learners create charts to describe the vegetation zones (Coastal,
Savannah, Forest) in pre-colonial Ghana and show the kind of agricultural activities that were
practised in these zones.
HINT: Let learners who are physically challenged observe pictures/ charts and discuss with their peers.
● In a Jigsaw activity, learners discuss the characteristics of farming in pre-colonial Ghana including
systems of farming, crops cultivated, farm tools used, labour force, farming seasons, religious
beliefs associated with farming, etc.

Project-Based Learning: In small groups, learners create a poster to show the types of wild crops
collected in each vegetation zone in pre-colonial Ghana. E.g., Savannah - (shea butter, baobab,
tamarind, dawadawa, etc) Forest - (kola nut, oil palm, coconut, cotton) Coastal - (coconut, oil palm)

Talk for Learning:

● In pairs, learners explore historical sources to discuss the nature and methods of livestock
rearing in pre-colonial Ghana including, free-range and extensive methods.



 HISTORY | 53


● In a concentric circle discussion, learners examine the features and methods of hunting in pre-
colonial Ghana including animals hunted, tools used, and methods employed.

Experiential Learning:
● Learners embark on a field trip or a Virtual Field Trip (VFT) to explore sources and methods of
fishing in contemporary Ghana. Learners compare their findings to fishing in pre-colonial Ghana.
● With the help of a resource person, learners discuss how different agricultural activities (Hunting,
Collection of Wild Crops, Farming, Livestock Rearing, Fishing) helped to sustain livelihood in pre-
colonial Ghana.
● Learners collect data in their community on the role of women in pre-colonial agricultural
activities in Ghana.
1.2.2.LI.2 1.2.2.AS.2
Investigate the existence and the development of pre-colonial Ghanaian industries. Level 1 Recall
Level 2 Skills of
Enquiry Routes: What industries existed in pre-colonial Ghana? What were the processes used in conceptual
the various indigenous Ghanaian industries? What artefacts were produced from pre-colonial understanding
industries? Which industries did women dominate? How did traditional industries help to sustain Level 3 Strategic
livelihood in pre-colonial Ghana? What were the roles of women in pre-colonial industries? reasoning
Level 4 Extended
Experiential Learning: critical thinking and
● Learners embark on a field trip or VFT/ watch historical documentaries on pre-colonial Ghanaian reasoning
industries.
● Learners trace on a map where the various Indigenous industries were dominantly practised in
pre-colonial Ghana.

Collaborative Learning:
● In a Jigsaw activity, learners discuss the methods used in producing artefacts in each of the pre-
colonial Ghanaian industries.
HINT: Let learners who cannot speak use sign to demonstrate the things they cannot say or mention.



 | HISTORY
54


● In a Think-Pair Share activity, learners examine the socio-economic importance of pre-colonial

Ghanaian industries.
● In concentric circles, learners discuss the role of women in pre-colonial Ghanaian industries.

Project-Based Learning: In groups, learners collect raw materials from the environment to make
artefacts such as wooden objects, pottery, soaps, beads, leather products, jewelleries, etc.
1.2.2.LI.3 1.2.2.AS.3
Investigate the nature of trade and the development of trading activities in pre-colonial Level 1 Recall
Ghana. Level 2 Skills of
conceptual
Enquiry Routes: What forms of trade existed in pre-colonial Ghana? How did pre-colonial Ghanaians trade understanding
among themselves? What trade items were exchanged? What roles did women play in pre-colonial trading Level 3 Strategic
activities? reasoning
Level 4 Extended
Enquiry-Based Learning: critical thinking and
● With the help of the Internet or a resource person, learners investigate the forms and nature of reasoning
exchange economy that existed in pre-colonial Ghana including internal and external (long-
distance) trade.
● Using primary and secondary sources, learners identify items of trade from the different
vegetation zones that existed in pre-colonial Ghana.

Activity-Based Learning: Learners role-play how ethnic groups traded between themselves using
the barter system.

Project-Based Learning: Learners prepare flowcharts to show pre-colonial trade routes in Ghana
including routes in Southern and Northern parts of Ghana.

Talk for Learning:



 HISTORY | 55


● In small groups, learners discuss how long-distance trade was conducted including the trade
routes and the means of transporting goods.
● Learners form concentric circles to discuss the socio-economic importance of pre-colonial
trading activities in Ghana.
● In pairs, learners examine the role of women in pre-colonial Ghanaian trading activities.
Teaching and ● Primary sources (old photographs, ● Internet Access ● Documentaries/ VFTs on pre-
Learning Resources art forms, old artefacts, etc.) of ● Computer/ laptop/mobile phone, colonial industries
agricultural tools. speaker-out devices. ● Raw materials from the environment
● Textbooks, newspaper ● Stationery such as cocoa pods, woods, clayey
articles/opinion papers ● Primary sources (old photographs, soil, animal skin, etc.
● Documentaries/ VFTs on agricultural art forms, old artefacts, etc.) of ● Primary sources (old photographs,
activities in pre-colonial Ghana. pottery, leather works, beads, soaps, art forms, old artefacts, etc.) of
● A resource person clothes, etc. trade items.
● Tape/audio recorder ● Textbooks, newspaper ● (Textbooks, newspaper
articles/opinion papers, etc. articles/opinion papers, etc.)



 | HISTORY
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Subject History
Strand 3 AGE OF ENCOUNTER AND EXCHANGES UP TO THE 20TH CENTURY
Sub-Strand 1 RELIGION AND RELIGIOUS CHANGE

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
1.3.1.LO.1
Analyse continuity and Critical Thinking: Learners become critical thinkers as they analyse GESI: Learners having experienced a
change in religious beliefs primary and secondary sources to explain historical phenomena. teaching method that ensures gender
and practices in Ghana equality and social inclusion, where they
and communicate Cultural identity: Learners develop cultural identity as they explore local work with each other in an inclusive way;
through variety of media, histories. cross-sharing knowledge and understanding
how foreign religious among groups and individuals lead them to:
beliefs have influenced Digital Literacy: Learners become digitally literate as they explore the ● Embrace diversity and develop respect
the Ghanaian society. internet and watch videos to explain historical phenomena. for different beliefs, religions and
cultures
Creativity and Innovative: ● Examine and dispel misconceptions/
● Learners become creative and innovative as they develop posters and myths about gender as they relate
charts on historical phenomena. religious practices and beliefs in Ghana
● Learners become creative and innovative as they create charts and ● Interrogate their stereotypes and biases
models to explain historical events. about gender and the role men and
women play in religious histories
Collaboration and Communication skills: ● Eschew injustice and recognise the
● Learners develop Communication and Collaborative skills as they conduct contributions of different groups and
interviews and present historical phenomena. individuals (including people living with
● Learners develop Communication and Collaborative skills as they re-enact disabilities) in religious practices.
historical phenomena. to religious practises
● Be sensitive to the inter-relatedness of
the various aspects of life



 HISTORY | 57


SEL: As learners analyse continuity and

change in religious beliefs and practices in
Ghana, they:
● build good relationship among themselves
through collaborative works
● practise managing their thoughts and
behaviours through various discussions
● develop their own strategies on how to
complete a task or learn a new concept
e.g. through projects.
● become aware of real-world problems
and issues and can apply what they are
learning
● recognise and appreciate commonalities
and differences that exist among
individuals e.g., cultural and religious
beliefs.

National Core Values:

● Tolerance
● Friendliness
● Open mindedness
● Patience
● Commitment
● Hard work
● Integrity



 | HISTORY
58


Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.3.1.CS.1 1.3.1.LI.1 1.3.1.AS.1
Demonstrate Discuss the indigenous Ghanaian religious beliefs and practices. Level 1 Recall
understanding of the Level 2 Skills of
religious change and Enquiry Routes: What was the nature of religious practices in pre-colonial Ghana? What were the belief conceptual
continuity in Ghana. systems of pre-colonial Ghanaians? How did pre-colonial religious practices of Ghana affect growth and understanding
development of societies? Level 3 Strategic
reasoning
Problem-Based Learning: Level 4 Extended
● Learners develop historical questions to find out from griots in their community the nature and critical thinking and
features of indigenous religious system. reasoning
● In mixed-ability groups, learners explore the concept of 'animism' in the indigenous Ghanaian
religious practices.
● In pairs, learners discuss the relationship between the ancestors, the living and the unborn.

Project-Based Learning:
● In small groups, learners prepare an oral, written or multimedia presentation on the concepts of
God (Supreme Being) and gods or deities in indigenous religious beliefs and practices.
● Using primary and secondary data, learners analyse the role of the family in the religious practices
of indigenous Ghanaian communities.
● In mixed-gender groups, learners develop a poster to explain the general belief systems of people
who lived in pre-colonial Ghana.

Experiential Learning:
● Using the locality as a case study, learners research the role of women in Ghana's indigenous
religious practices.
● Using the Snowballing technique, learners examine the role of religious leaders in pre-colonial
Ghana.



 HISTORY | 59


1.3.1.LI.2 1.3.1.AS.2
Trace the advent and influences of Islam and Christianity in Ghana. Level 1 Recall
Level 2 Skills of
Enquiry Routes: How were Islam and Christianity introduced in Ghana? Where did Islamic and Christian conceptual
missionaries first settle and operate? When were Islam and Christianity established as religions in Ghana? understanding
Who were some of the earliest missionaries in Ghana? How did the introduction of Christianity and Islam Level 3 Strategic
affect the indigenous religious practice of Ghanaians? reasoning
Level 4 Extended
Experiential Learning: critical thinking and
● Using the internet, learners explore the beginnings of Islam and Christianity in Ghana. reasoning
● Learners role-play the introduction of Islam in Ghana.
● Learners watch documentaries on the introduction of Christianity in Ghana.
HINT: Encourage learners who are visually impaired to sit in front to help them during the lesson.

Problem-Based Learning:
● Using primary and secondary sources, learners examine the activities of missionaries including
spread of the Islamic and Christian faiths in Ghana.
● Learners develop a Venn diagram that shows the similarities and differences among indigenous
Ghanaian religion, Islam, and Christianity.
● In small groups, learners form hypotheses and draw conclusions on the role religion plays in
everyday life.
● Working collaboratively, learners make inferences on why rituals and celebrations are important
in all religions in Ghana.
Teaching and ● Audio/tape recorder ● Stationery
Learning Resources ● Sample interview guide ● Internet access
● Resource persons including traditional priests and leaders ● Computers/ laptops, LCD projector/screen, video/ audio
● Primary source and secondary data including traditional player.
songs, photographs, and videos of indigenous religious
practices.


 | HISTORY
60


YEAR TWO



 HISTORY | 61


Subject History
Strand 1 HISTORICAL INQUIRY AND WRITING
Sub-Strand 2 SOURCES AND METHODS OF RECONSTRUCTING HISTORY

Learning Outcomes 21st Century Skills and Competencies GESI3, SEL4 and Shared National
Values
2.1.2.LO.1
Employ relevant Critical Thinking and Problem-Solving Skills: GESI: Learners having experienced a
historical skills to ● Learners develop Critical Thinking skills as they classify historical teaching method that ensures gender
categorise, analyse evidence into primary and secondary sources. equality and social inclusion, where they
historical sources, and ● Learners develop Critical Thinking and Problem-Solving skills as they work with each other in an inclusive way;
detail how to analyse primary source accounts to determine its authenticity. cross-sharing knowledge and understanding
contextualise and ● Learners become critical thinkers as they analyse the authenticity of among groups and individuals lead them to:
corroborate them to online sources. ● embrace diversity and work towards an
determine their overall inclusive society.
authenticity and Creative and Innovative: Learners become creative and innovative as they ● become aware of personal biases and
reliability. develop posters and create archival centres. stereotypes and work towards
addressing them.
Collaborative and Communication: Learners develop Collaborative and ● decipher authentic sources from fakes
Communication skills as they work together. ones in promoting values such as
honesty, objectivity, integrity, and
Digital and Media Literacy: truthfulness.
● Learners develop Digital and Media Literacy as they explore the internet
and watch documentaries. SEL: As learners categorise and analyse
● Learners develop Digital Literacy as they explore online sources. historical sources to determine their overall
authenticity and reliability, they:
Cultural Identity: Learners appreciate cultural values and build a sense of
identity as they collect pieces of historical evidence in their community.



 | HISTORY
62


● have the opportunity to work together in

groups or in pairs which helps them to
build good inter-relationship.
● practise managing their thoughts and
behaviours through discussions and
presentations.
● have varied opportunities to practice
identifying and expressing their feelings
through dialogue, group discussions,
presentations, field trips and practical
activities(e.g. mapmaking, posters, charts
etc).

National Core Values:

● Honesty
● Integrity
● Tolerance
● Commitment
● Hard work


ϰ
^ŽĐŝŽͲŵŽƚŝŽŶĂů>ĞĂƌŶŝŶŐ



 HISTORY | 63


Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.1.2.CS.1 2.1.2.LI.1 2.1.2.AS.1
Develop application of Categorise sources of history into Primary and Secondary. Level 1 Recall
skills in analysing and Level 2 Skills of
interpreting primary Enquiry Routes: What pieces of evidence help us in writing history? How are primary sources different conceptual
and secondary sources. from secondary sources? What is the significance of using primary sources in historical writing? understanding
Level 3 Strategic
Project-Based Learning: reasoning
● In small groups, learners collect pieces of historical evidence (old photographs, family albums, Level 4 Extended
birth and death records, art forms, oral accounts, written texts, artefacts, etc.) from the critical thinking and
community including private, family and school library and archives. reasoning
● In pairs, learners classify pieces of historical evidence into primary and secondary sources.
● In mixed-ability groups, learners develop a poster to differentiate primary and secondary Sources.
HINT: Encourage Approaching Proficiency learners to volunteer and share their ideas.
● Learners watch documentaries on why both primary and secondary sources are critical in
studying and writing history.

Collaborative Learning:
● With the help of the internet, learners discuss in groups how secondary sources complement
primary sources in historical writing.
● Learners hold a discussion with a resource person on some aspects (social, economic, political,
etc.) of the community's history.
● Using talking circles, learners form opinions on how oral history can be used together with other
sources to reconstruct the history of their community.

Experiential Learning: Learners embark on a field trip or a Virtual field Trip (VFT) to the nearest
community museum or archival centre to study Primary sources and how they are collected.
2.1.2.LI.2 2.1.2.AS.2



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64


Examine the authenticity of Primary and Secondary Sources. Level 1 Recall

Level 2 Skills of
Enquiry Routes: How do historians ensure originality, credibility, validity, and authenticity of historical conceptual
sources? How reliable are historical sources? What purpose do historical sources serve? understanding
Level 3 Strategic
Collaborative Learning: reasoning
● In pairs, learners use the '5Ws 1H' (What, Who, When, Where, Why, How) principle to determine Level 4 Extended
the originality and validity of historical sources. E.g., a memoir, speech, diary entry, police report, critical thinking and
newspaper article, etc. reasoning
1. Who wrote/created the source?
2. What kind of evidence is the source?
3. When was it created/written?
4. Where was it created/written?
5. Why was it created/written?
● In small groups, formulate historical questions to find out the reliability of historical sources in
writing history.
1. What can we learn about the author/creator's point of view, motives, or intentions?
2. Is the author/creator in a position to be a good reporter?
3. Is the account/source trustworthy?
● In a Jigsaw activity, analyse different forms of historical sources to determine the credibility of the
sources.

Project-Based Learning: Create a mind map that explains why Historians should establish the
authenticity of the sources they use.
HINT: Let learners who are physically challenged observe the pictures/ charts and discuss with their peers.
2.1.2.LI.3 2.1.2.AS.3
Assess authentic online historical sources. Level 1 Recall
Enquiry Routes: Which online sources are authentic for writing history? How do historians determine
authenticity of online sources? How accessible are online sources?



 HISTORY | 65


Level 2 Skills of
Project-Based Learning: Learners explore archival sites on the internet to find primary and conceptual
secondary sources (e.g., https://archive.org/, https://ghanamuseums.org/, https://gmmb.gov.gh /, understanding
https://praad.gov.gh/) Level 3 Strategic
HINT: Teacher must pause intermittently to explain visuals to visually impaired learners reasoning
Level 4 Extended
Collaborative Learning: critical thinking and
● Learners work in pairs to analyse the originality and credibility of online sources using the '5Ws reasoning
1H' principle.
● Using document-based questions, learners analyse the authenticity and reliability of online
historical documents.
● In a Jigsaw activity, learners examine the authenticity of historical visuals, audios, and multimedia
sources.
● In small groups, learners prepare a presentation on deciphering fake historical sources from
authentic sources.
HINT: Let learners who cannot speak use sign to demonstrate the things they cannot say or mention.
● Working in pairs, learners discuss the relevance of using authentic online sources in writing
history.
● In a fishbowl activity, learners discuss the dangers associated with using 'fake' historical sources in
studying and writing history.
Teaching and ● Primary sources (old photographs, art forms, artefacts, ● Internet access
Learning Resources funeral brochure, minutes, newspapers, personal diaries, ● Computer/ laptop/mobile phone, speaker-out devices.
etc.) ● Stationery
● secondary sources (Textbooks, magazines, journals, etc.) ● Historical sources (e.g., presidential speeches,
● Documentaries on primary and secondary sources independence speech of Ghana, memoirs, personal diary,
● VFTs on museums or archival centres. textbooks, court records, newspaper, etc.)
● A resource person ● A chart showing the 5Ws and how it is used to determine
● Tape/audio recorder the authenticity of the historical sources.



 | HISTORY
66


● Online historical sources (visuals, audios, multimedia,

documents, archival materials)



 HISTORY | 67


Subject History
Strand 3 AGE OF ENCOUNTER AND EXCHANGES UP TO THE 20TH CENTURY
Sub-Strand 2 GLOBAL CONNECTIONS

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
2.3.2.LO.1
Recount the arrival and Critical Thinking and Problem-Solving Skills: Learners become critical GESI: Learners having experienced a
motives behind the thinkers as they generate historical questions to analyse motives behind teaching method that ensures gender
Europeans exploration to European exploration. equality and social inclusion, where they
the coast of Ghana work with each other in an inclusive way;
detailing some of the Creative and Innovative: cross-sharing knowledge and understanding
activities they engaged in. ● Learners become creative as they use maps to trace the where among groups and individuals lead them to:
Europeans came from to Ghana. ● Respect individuals of different race,
● Learners become creative as they develop posters to explain how the cultures and origins.
slave trade was carried out in the context of Gold Coast. ● Develop a sense of an inclusive world
● Learners become creative and innovative as they create models and irrespective of race.
charts to explain historical phenomena. ● Examine and dispel misconceptions/
myths about gender as they relate
Collaborative and Communication: motives behind European exploration to
the coast of Ghana
● Learners develop Communication and Collaborative skills as they re-
● Interrogate their stereotypes and biases
enact historical events.
about gender and the role men and
● Learners develop Communication and Collaborative skills as they work
women played in the exploration of
together in groups.
European to the coast of Ghana.

Digital and Media Literacy: Learners become digitally literate as they use
National Core Values:
internet.
● Respect
● Tolerance
● Hard work



 | HISTORY
68


Cultural Identity and Global Citizenship: Learners become aware of ● Honesty

global citizenships as they explore nations in other parts of the world. ● Integrity
● Commitment



 HISTORY | 69


Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.3.2.CS.1 2.3.2.LI.1 2.3.2.AS.1
Exhibit knowledge and Identify the European countries whose citizens sailed to the coast of Ghana. Level 1 Recall
understanding of the Level 2 Skills of
advent of European Enquiry Routes: Which Europeans first sailed to Ghana? How did they come? Where did they conceptual
presence and activities land? Which other Europeans came to Ghana? understanding
along the coast of Level 3 Strategic
Ghana Experiential Learning: reasoning
● Using maps, learners identify European countries whose citizens sailed along the coast of Ghana. Level 4 Extended critical
● Learners watch documentaries on the arrival of Europeans to Ghana and discuss observations in thinking and reasoning
groups.
HINT: Pause intermittently to explain visuals to visually impaired learners
● Following chronological order, learners build a timeline showing the arrival of Europeans to
Ghana.

Collaborative Learning:
● Working in groups, learners construct models of transport technologies (compass, astrolabe,
caravel ships, etc.) Europeans used to sail across the Atlantic.
● Using a map of Ghana, learners show the places where each of the Europeans landed.

Experiential Learning: Let learners embark on a field trip or a Virtual Field Trip (VFT) to places
including Castles and Forts built by Europeans.

2.3.2.LI.2 2.3.2.AS.2
Explore the diverse motives behind European exploration to the coast of Ghana. Level 1 Recall
Level 2 Skills of
Enquiry Routes: Why did Europeans sail to the coast of Ghana? How did they land in different places in conceptual
Ghana? To what extent did they achieve their motives? understanding



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Problem-Based Learning: Level 3 Strategic

● Using online brainstorming tools [E.g., Answer Garden], learners share some common reasons for reasoning
the movement of people from their communities to other places. Level 4 Extended critical
● Learners generate historical questions (5Ws 1H) to analyse the motives of early European thinking and reasoning
explorers to Ghana.
● Learners work in pairs to categorise the motives into political, social, economic, religious and
scientific.

Experiential Learning:
● Let learners re-enact how the early Europeans formed alliances with the people of Ghana
including their earlier meeting with Nana Kwamena Ansah.
HINT: Encourage learners who are physically challenged to take part in the re-enactment.
● Learners debate on the extent to which the European motives for exploration to Ghana were
achieved.
● In groups, learners use primary source evidence to explain the origins of the name 'Gold Coast'

2.3.2.LI.3 2.3.2.AS.3
Examine the changing patterns of trade with the coming of Europeans. Level 1 Recall
Level 2 Skills of
Enquiry Routes: What were the trade items exchanged between Europeans and the people of Gold conceptual
Coast? How did gold and ivory trade begin with Europeans? Why did the transition occur from gold and ivory understanding
to trade in humans? How was the slave trade carried out in the Gold Coast? What were the effects of the Level 3 Strategic
slave trade on the Gold Coast? reasoning
Level 4 Extended critical
Problem-Based Learning: thinking and reasoning
● With the help of the internet or a standard textbook, learners identify trade items that were
exchanged between Europeans and the people of Gold Coast. E.g., Europeans - gun, gun powder,
textiles, gin/rum, mirror, knives, etc. Gold Coast - gold, ivory, spices, hard wood, etc.



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● In small groups, learners highlight reasons for the high demand of gold and ivory from the Gold
Coast.
● In a Think-Pair-Share activity, learners discuss the shift from gold and ivory to trade in humans.

Collaborative Learning: Learners prepare a poster on how the slave trade was carried out in the
Gold Coast including the capture of slaves, movement to the slave castles, and transporting across
the Middle Passage.

Experiential Learning: Let learners embark on a field trip or a virtual field trip to some slave
markets and forts/castles (e.g., Salaga, Assin Manso, Elmina, etc.) in the Gold Coast and discuss
observations.

Problem-Based Learning:
● Use pictures and videos to describe to learners how the slave trade affected women in the Gold
Coast.
Hint: Pause intermittently to explain visuals to visually impaired learners.
● In mixed-gender groups, learners discuss the effects of the Trans-Atlantic Slave Trade on Gold
Coast.
Teaching and ● Historical map of the world ● Internet access
Learning Resources ● Current map of the world (Globe) ● Sources on the origin of the name Gold Coast.
● Pictures and video documentaries of European sailors ● Documentaries on European exploration to the coast of
● Old Maps of Ghana Ghana.
● A chronological chart showing the Europeans that came ● Computers/ laptops, LCD projector/screen, video/ audio
to Ghana player
● VFTs on castles and forts ● Pictures of trade items exchanged between Europeans and
● Documentaries/ VFTs or pictures of slave markets, forts the people of Gold Coast.
and castles. ● Stationeries



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Subject History
Strand 3 AGE OF ENCOUNTER AND EXCHANGES UP TO THE 20TH CENTURY
Sub-Strand 3 PRELUDE TO COLONISATION AND COLONIAL RULE

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
2.3.3.LO.1
Use relevant historical Critical Thinking: Learners become critical thinkers as they interrogate GESI: Learners having experienced a
sources and skills to historical sources and form their opinions. teaching method that ensures gender
investigate equality and social inclusion, where they
chronologically the major Creativity and Innovation skills: Learners develop creativity and work with each other in an inclusive way;
events leading to British innovation skills as they sketch maps and create posters to explain historical cross-sharing knowledge and understanding
rule in the Gold Coast phenomena. among groups and individuals lead them to:
and communicate ● Respect individuals of different race,
effectively the long-term Communication and Collaboration: Learners develop Communication cultures and origins.
and short-term effects of and Collaboration skills as they work in groups to explain historical concepts. ● Embrace diversity and practise inclusion
European presence in ● Examine and dispel misconceptions/
Ghana. Digital and Media Literacy: Learners develop Digital and Media Literacy myths about gender as they relate the
skills as they explore the internet for authentic sources to explain historical establishment of British rule in the Gold
phenomena. Coast
● Interrogate their stereotypes and biases
about gender and the role men and
women played in establishing British
rule in Gold Coast
● Identify injustice, especially in
recognition of the contributions of
different groups and individuals
(including people living with disabilities)
to the establishment of British rule in
Gold Coast.



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SEL: As learners investigate chronologically

the major events leading to British rule in
the Gold Coast and communicating the
effects of European presence in Ghana, they:
● build good social relationships from
working together in groups or with
partners.
● practise managing their thoughts and
behaviours through discussions and
debates.
● develop their own strategies for
completing tasks or learning new
concepts through assigned projects
● practise communication skills (e.g.,
verbalising their message, listening to
others).

National Core Values:

● Respect
● Tolerance
● Hard work
● Honesty
● Integrity
● Commitment



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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.3.3.CS.1 2.3.3.LI.1 2.3.3.AS.1
Demonstrate Examine sources on the processes leading to colonial rule in the Gold Coast. Level 1 Recall
understanding of the Level 2 Skills of
processes leading to Enquiry Routes: What were the key processes that led to colonial rule in the Gold Coast? Why was the conceptual
the establishment of Bond of 1844 signed? Who were the signatories to the Bond of 1844? Where was the Bond of 1844 signed? understanding
British rule in the Gold Why was the Treaty of Fomena signed? Which wars were fought between Asante and the British? What was Level 3 Strategic
Coast and the impact the impact of the Anglo-Asante Wars? reasoning
on the people of Level 4 Extended
Ghana. Problem-Based Learning: critical thinking and
● Learners brainstorm the reasons for the signing of the Bond of 1844. reasoning
● In groups, learners examine historical sources on the Bond of 1844 and its impact on the Gold
Coast.

Group-Based Learning:
● In small groups, learners assess the various Anglo-Asante Wars and their effects on the Asante
Kingdom.
● In mixed-ability groups, learners formulate historical questions to analyse the impact of the
Treaty of Fomena in 1874.
● Using Fishbowl strategy, learners discuss why the British pronounced the Southern territories of
Gold Coast a 'Crown Colony' in 1874.

Project-Based Learning:
● Use historical maps to explain to learners how territories in the Northern part of Ghana came
under British control.
● Learners sketch a map to show the various parts of 'Ghana' that went under British control or
annexation.
HINT: Let learners who are physically challenged observe sketched maps and discuss with their peers.



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● Use character maps to show learners the role of George Ekem Fergusson in the acquisition of
the Northern Territories
2.3.3.LI.2 2.3.3.AS.2
Assess the socio-political effects of European (British) presence in Ghana. Level 1 Recall
Level 2 Skills of
Enquiry Routes: How did European (British) presence influence indigenous sanitation and health care conceptual
systems in Ghana? In what ways did European (British) influence education in Ghana? What were the lasting understanding
effects of European (British) presence on Ghanaian socio-political systems? Level 3 Strategic
reasoning
Collaborative Learning: Level 4 Extended
● In small groups, learners identify facilities built by the British in Ghana. critical thinking and
● In a Jigsaw activity, learners create a database on some colonial structures in Ghana including, reasoning
schools, health centres, and housing units.
HINT: Group both highly and approaching proficiency learners and encourage them to share their views.
● Using a map of Ghana, learners identify some key roads and rail-lines constructed under colonial
rule.
● Let learners use the internet to search for indigenous architectural designs of the pre-historic
times and compare them to European architectural designs.

Experiential Learning: Learners watch a documentary or listen to a resource person on a

discussion on how Europeans influenced sanitation and health systems in Ghana.

Project-Based Learning: Learners create an oral or written presentation on how Europeans

influenced education in Ghana including schools built, ordinances passed, scholarships offered, etc.

Group Work:
● Using primary and secondary sources, learners examine change and continuity in the social lives
of Ghanaians as a result of European presence.



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● Using historical sources, learners analyse the original intentions behind the social developments
made by the Europeans.
● In small groups, learners debate on the issue that the social developments carried out by
Europeans were intended to help the people of Ghana.

Cooperative Learning: In mixed-ability groups, learners discuss the key political developments
under colonial rule and their effects.
2.3.3.LI.3 2.3.3.AS.3
Examine the effects of the European presence on the economy of Ghana. Level 1 Recall
Level 2 Skills of
Enquiry Routes: How did Europeans contribute to the development of agriculture in Ghana? How did conceptual
Europeans begin trading in Ghana? What new ideas did Europeans introduce in the trading sector? understanding
Level 3 Strategic
Experiential Learning: Learners collect from the environment some crops (fruits) that were reasoning
introduced by the Europeans in Ghana. Level 4 Extended
critical thinking and
Collaborative Learning: reasoning
● In groups, learners discuss why and how Europeans contributed to the cultivation of Palm /kernel
oil, Rubber, timber, cocoa, and other cash crops in Ghana.
● Learners use relevant secondary sources to examine the effects of European presence on the
mining sector in Ghana.
● Using the Talk for Learning technique, learners discuss the monetisation of the Ghanaian
economy and the introduction of the banking system in Ghana.

Technology Enabled Active Learning (TEAL): Using authentic internet sources, learners form
hypotheses and draw conclusions on how Europeans influenced trading activities in Ghana.

Group/Project-Based Learning:



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● Working collaboratively, learners create a poster to show how changes introduced by Europeans
affected the economic lives of Ghanaians.
● In small groups, learners identify and discuss Ghanaian entrepreneurs, including women who
emerged as a result of European presence.
Teaching and ● Primary sources: (the Bond of 1844, colonial maps of the ● Secondary sources (textbooks, newspaper articles/opinion
Learning Resources Gold Coast, pictures, and paintings in the colonial papers, etc.)
archives) ● Documentaries/ VFTs on colonial infrastructure in Ghana
● Secondary sources (textbooks, opinion papers, etc.) ● Resource person
● Tape/audio recorder ● Realia (crops/fruits) introduced by Europeans or
● Internet access photographs Secondary sources (textbooks, newspaper
● Computer/ laptop/mobile phone, speaker-out devices. articles/opinion papers, etc.)
● Stationeries ● Documentaries on monetisation of the Ghanaian economy
● Photographs of health, educational and housing facilities ● Raw materials from the environment such as cocoa pods,
built by the colonial government. woods, clayey soil, animal skin, etc.



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Subject History
Strand 3 AGE OF ENCOUNTER AND EXCHANGES UP TO THE 20TH CENTURY
Sub-Strand 4 RESPONSE TO COLONIAL RULE

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
2.3.4.LO.1
Use relevant historical Critical Thinking: GESI: Learners having experienced a
sources to investigate the ● Learners develop Critical Thinking skills as they analyse Primary and teaching method that ensures gender
activities of Ghanaian Secondary Sources on the forms of resistance against colonial rule. equality and social inclusion, where they
nationalists and ● Learners become critical thinkers as they interrogate historical sources work with each other in an inclusive way;
nationalist movements and form their opinions. cross-sharing knowledge and understanding
and develop arguments ● Learners develop Critical Thinking skills as they analyse historical sources among groups and individuals lead them to:
on why their actions ● Identify and emulate positive acts of
were justified at the time, Creativity and Innovation skills: Learners develop creativity and Ghanaian nationalist sand movements
while exhibiting innovation skills as they develop photo galleries of leaders of political parties. ● Embrace diversity and practise inclusion
patriotism, loyalty, ● Examine and dispel misconceptions/
national consciousness, Communication and Collaboration: myths about gender as they relate
tolerance, teamwork, and ● Learners develop Collaborative and Communication skills as they work nationalist movements and activities
other characters. together. ● Interrogate their stereotypes and biases
about gender and the role men and
● Learners develop Collaboration and Communication skills as they work
women play in nationalistic activities
in groups and organise seminars to share ideas on historical phenomena.
● Identify injustice, especially in
● Learners develop Collaboration and Communication as well as leadership
recognition of the roles played by
skills as they re-enact historical phenomena.
different groups and individuals
(including people living with disabilities)
Digital and Media Literacy:
to opposing colonial rule and
● Learners develop Digital Literacy skills as they explore through the
dominance
internet to find information to explain historical phenomena.
● Sensitive to the inter-relatedness of the
various aspects of life



 HISTORY | 79


● Learners develop Digital Literacy skills as they use the internet to find ● Value and promote patriotism, loyalty,
information to explain historical concepts. tolerance and justice in society

Cultural Identity: Learners develop cultural identity and global citizenship SEL: As learners investigate and justify the
skills as they analyse historical sources on how Ghanaians resisted colonial activities of Ghanaian nationalists and
rule from European countries. nationalist movements, they:
● learn to be tolerant and respect each
other’s views through group work.
● build their self-confidence through
activities such as discussions,
presentations, debates etc.
● develop their own strategies for
completing tasks or learning new
concepts through projects.
● practise managing their thoughts and
behaviours through group discussions,
presentations etc.

National Core Values:

● Patriotism
● Honesty
● Loyalty
● Integrity and accountability
● Respect
● Tolerance



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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.3.4.CS.1 2.3.4.LI.1 2.3.4.AS.1
Demonstrate Describe the nature of resistance against colonial rule in Ghana. Level 1 Recall
understanding of the Level 2 Skills of
nature and activities of Enquiry Routes: Which traditional rulers resisted British invasion of their kingdoms? How did individuals conceptual
Nationalist Movements resist colonial domination? How did Ghanaians react to colonial policies they considered obnoxious? What are understanding
including their efforts the justifications for the uncoordinated resistance against colonial rule? Level 3 Strategic
in resisting colonial reasoning
domination in the Gold Collaborative Learning: Level 4 Extended
Coast. ● Using Think-Pair-Share, learners differentiate between uncoordinated and coordinated forms of critical thinking and
resistance against colonial rule in Ghana. reasoning
● Learners use a Jigsaw technique or watch documentaries on the efforts of individual traditional
leaders in resisting colonial invasion and domination. E.g. (Awulae Kaku Ackah (Aka) of Nzema, Nana
Badu Bonsu II of Ahanta, King Tackie Tawiah I of Ga, King Aggrey of Cape Coast, Otumfuo Prempeh I of
Asante, Nana Yaa Asantewaa of Edweso, Nana Adwoa Ardua of Wassa Fiase, etc.)

Project-Based Learning: Using Close Reading Protocol, learners analyse primary and secondary
sources on the form of resistance Ghanaians put up against some colonial policies, such as the Poll Tax
Ordinance of 1852.

2.3.4.LI.2 2.3.4.AS.2
Identify nationalist movements in Ghana before the WWII. Level 1 Recall
Level 2 Skills of
Enquiry Routes: What is a Protest Movement? Which protest movements existed in Ghana before WWII? conceptual
Who were the leaders of these protest movements? Where were these protest movements formed? What were understanding
the common features of protest movements in the pre-WWII era? Level 3 Strategic
reasoning
Talk for Learning:



 HISTORY | 81


● Learners brainstorm to come out with the names of protest movements and activist groups in Level 4 Extended
Ghana before the World War II (WWII), including The Fante Confederation (1868-1873), critical thinking and
Aborigines Rights Protection Society (ARPS) - 1897, National Congress of British West Africa reasoning
(NCBWA) - 1920, West African Students Union (WASU) - 1925, Gold Coast Youth Conference
(GCYC) - 1930, West African Youth League (WAYL) - 1934.
● In small groups, learners discuss common features of nationalist movements in Ghana before
WWII.

Activity-Based Learning:
● Learners build a chronological chart showing the order of the formation of nationalist movements
in Ghana before WWII.
● With the help of internet sources, learners develop a bio-data on the key leaders of the nationalist
movements in Ghana before the WWII.

Collaborative Learning: In pairs, learners trace on a map where each of the Protest movements
was formed.
2.3.4.LI.3 2.3.4.AS.3
Analyse the activities of nationalist movements before the WWII. Level 1 Recall
Level 2 Skills of
Enquiry Routes: Why were nationalist movements formed in Ghana in the 19th and 20th Centuries? Who conceptual
were the leaders of the nationalist movements formed in Ghana? What were the backgrounds of leaders of the understanding
nationalist movements in pre-WWII Ghana? What demands did the nationalist movements make to the Level 3 Strategic
Colonial Government? reasoning
Level 4 Extended
Talk for Learning: In a Jigsaw activity, learners discuss reasons for the formation of protest critical thinking
movements/activist groups in Ghana before the WWII. and reasoning

Project-Based Learning:



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● Learners prepare a hierarchical chart of leadership/founding members of protest

movements/activist groups formed in Ghana before the WWII.
● Learners produce a poster of the demands of protest movements/activist groups formed in Ghana
before the WWII.
HINT: Group highly proficient and approaching proficiency learners and encourage them to share their
views during the discussions

Experiential Learning: Learners organise mini seminars on the achievements of protest movements/
activist Groups formed before the WWII.

Collaborative Learning:
● In a fishbowl activity, learners examine the role women played in nationalist movements.
● In mixed-ability groups, learners develop a concept map that explains the factors leading to the
collapse of protest movements/activist groups in Ghana before WWII.
2.3.4.LI.4 2.3.4.AS.4
Identify nationalist movements in Ghana after the WWII. Level 1 Recall
Level 2 Skills of
Enquiry Routes: What were the first political parties formed in Ghana? Who were the leaders of these conceptual
political parties? How did they have their leaders? Where was the first political party formed? When was the understanding
first political party formed? Level 3 Strategic
reasoning
Problem-Based Learning: In pairs, learners analyse primary and secondary sources to explain Level 4 Extended
contextual issues, including internal and external factors that facilitated the rise of activism/nationalist critical thinking and
protestation after WWII. reasoning

Talk for Learning: Using Think-Pair Share, learners identify the early nationalist political parties that
were formed in Ghana after the WWII. E.g., United Gold Coast Convention (UGCC), Convention
People's Party (CPP).



 HISTORY | 83


Project-Based Learning:
● With the help of the Internet, learners develop a photo-gallery of leaders of the early political
parties formed in Ghana after WWII. E.g., UGCC - George Alfred Grant, J.B. Danquah, R.S. Blay, etc.;
CPP - Kwame Nkrumah, Kojo Botsio, K.A. Gbedemah, Akua Asabea, etc.
● Learners trace on a map where each of the early nationalist political parties was formed.

Experiential Learning: Learners embark on a field trip or watch visuals of monuments where the
UGCC and the CPP were formed.
2.3.4.LI.5 2.3.4.AS.5
Examine post-WWII nationalist struggles in Ghana that led to the attainment of Level 1 Recall
Independence. Level 2 Skills of
conceptual
Enquiry Routes: Why was the first political party formed? What did the first political party achieve? What understanding
were some of the shortcomings of the first political party in Ghana? Level 3 Strategic
reasoning
Collaborative Learning: In small groups, learners formulate historical questions (5Ws 1H) to Level 4 Extended
analyse the formation of the UGCC including reasons behind its formation, aims/objectives, critical thinking
achievements and failures. and reasoning

Experiential Learning:
● Learners watch documentaries or hold a seminar on immediate and remote causes of the 1948
'Riots' in Ghana.
● Learners role-play how the 1948 'Riots' in Ghana occurred.
● Learners make inferences from historical sources on the impact of the 1948 'Riots', including how it
facilitated the struggle for Ghana's Independence.
● Using historical sources, learners explain how the Watson Commission was formed and the
recommendations the commission made.
● In pairs, learners analyse sources of evidence on why Nkrumah broke away from the UGCC.



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84


Project-Based Learning:
● Learners prepare a poster on the formation of the CPP in 1949 establishing the linkage between its
aims/objectives and achievements before Independence.
● Learners create an oral presentation on the formation of the Coussey Committee and its effect on
the political development of Ghana.

Collaborative Learning: Learners form concentric circles to discuss the role women played in early
political party movements. Eg; Akua Asabea, Naa Dedei Aryeetey, Eugenia Kai Sasraku, Agnes Oforiwaa
Tagoe-Quarcopome, Esther Korkor Sackey, etc.

Technology-Enhanced Active Learning (TEAL):

● Learners watch documentaries on the conduct of the first general election (1951) in Ghana and
discuss its outcome.
● In mixed-ability groups, learners create a poster on major political developments that led to the
attainment of Ghana's Independence including the 1954 and 1956 general elections, the Ewe
Question and the demands of the National Liberation Movement (NLM).
● In a concentric circle, learners discuss why Nkrumah won all pre-independence general elections.
Teaching and ● Secondary Sources (textbooks, ● Photographs of leaders of the ● Documentaries on individuals who
Learning Resources newspaper articles/opinion papers, UGCC and the CPP. stood against colonial rule in Ghana.
etc.) ● A chart showing the list of ● Photographs of leaders of
● Tape/audio recorder achievements and aims of the early Nationalist groups.
● Internet access political parties. ● A chart showing the list of
● Computer/ laptop/mobile phone, ● Documentaries on activities of early nationalist movements and some of
speaker-out devices. post WWII political parties their major achievements.
● Stationaries ● Resource person ● Documentaries on the activities of
● Primary sources (old photographs, nationalist groups
art forms, old artefacts, etc. of
traditional leaders who resisted
colonial rule)



 HISTORY | 85


Subject History
Strand 4 Independence and Post-colonial Developments
Sub-Strand 1 Socio-Economic and Political Developments in Ghana (1957 - 2007)

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
2.4.1.LO.1
Use diverse historical Critical Thinking Skills: Learners develop Critical Thinking skills as they GESI: Learners having experienced a
evidence to compare analyse and interpret sources of history. teaching method that ensures gender
similarities and equality and social inclusion, where they
differences of the Socio- Cultural Identity and Global Citizenship: Learners develop cultural work with each other in an inclusive way;
Economic and Political identity skills as they collect data from their communities. cross-sharing knowledge and understanding
Developments across the among groups and individuals lead them to:
different regimes and Creative and Innovative: Learners develop Creative and Innovative skills ● Respect individuals of different political,
governments in Ghana as they create posters to explain historical concepts. religious and cultural orientations
(1957 - 2007) ● Embrace diversity and recognise
Collaborative and Communication: inclusion as a catalyst to national
● Learners develop Collaboration and Communication skills as they work development
in groups to discuss historical concepts. ● Examine and dispel misconceptions/
● Learners develop Collaboration and Communication skills as they work myths about gender as they relate
socio-economic and political
in groups to explain historical events.
developments in Ghana
● Interrogate their stereotypes and biases
Digital and Media Literacy:
about gender and the role men and
● Learners develop Digital Literacy skills as they use and explore the
women played towards the socio-
Internet to explain historical phenomena.
economic developments of Ghana.
● Learners develop Digital Literacy skills as they use internet, watch, and
● Identify injustice, especially in
analyse documentaries to explain historical happenings.
recognition of the roles played by
different groups and individuals
(including people living with disabilities)



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86


towards the socio-economic and

political developments of Ghana.
● Sensitive to the inter-relatedness of the
various aspects of human life
● Value and promote patriotism and
justice in the Ghanaian society

SEL: As learners compare and contrast the

socio-economic and political developments
across different regimes in Ghana, they:
● recognise and appreciate the
commonalities and differences in the
various administrative regimes.
● practice managing their thoughts and
behaviours through group discussions
● work together to foster an environment
that supports relationship building among
themselves.
● listen to opinions from peers and express
disagreements in a constructive way
through discussions and debates.
● are presented with choices about ways
they can present their ideas.

National Core Values: As learners

explore the socio-political and economic
developments after Ghana's Independence,
they learn to embrace values such as
patriotism, loyalty, national consciousness,



 HISTORY | 87


accountability, integrity, honesty, tolerance,

teamwork, etc.



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88


Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.4.1.CS.1 2.4.1.LI.1 2.4.1.AS.1
Demonstrate Examine the nature of the diarchic system of government in Ghana from 1957 – 1960. Level 1 Recall
understanding of the Level 2 Skills of
socio-economic and Enquiry Routes: Who was the Prime Minister of Ghana between 1957 - 1960? Why did Nkrumah conceptual
political developments become the Prime Minister of Ghana in 1957-1960? Who was the Governor-General of Ghana between understanding
in Ghana from 1957 - 1957 and1960? What were the functions of the Governor-General and the Prime Minister? Level 3 Strategic
2007 reasoning
Activity-Based Learning: Level 4 Extended
● Learners use online brainstorming site (Answer Garden, Twitter) to survey opinions on the features critical thinking and
of a diarchic system of Government. reasoning
● Learners develop a chart on political positions held by Ghanaian and British officials from 1957 -
1960.

Project-Based Learning: Learners create a photo-gallery of cabinet ministers that served in Ghana
from 1957 - 1960.

Collaborative Learning:
● In small groups, learners discuss roles played by the Governor General and the Prime Minister
from 1957 - 1960.
● Learners form concentric circles to discuss the merits and demerits of the diarchical system of
government that was practised in Ghana from 1957 - 1960.
● In two groups, learners hold a debate on the power-sharing government formed by the British
and Ghanaian officials from 1957 - 1960.
● In pairs, learners analyse primary and secondary sources on the processes leading to Ghana's
attainment of a Republican status in 1960.
2.4.1.LI.2 2.4.1.AS.2
Assess the Socio-economic and political developments in Ghana from 1957 – 1969. Level 1 Recall


 HISTORY | 89


Enquiry Routes: How did Nkrumah become the president of Ghana from 1960 - 1966? When and why Level 2 Skills of
were the Akosombo Dam and the Tema Motorway constructed? What health facilities were built between conceptual
1957 –and 1969? Who were the leaders of the NLC? Why did the NLC overthrow the Nkrumah understanding
Government? How did the NLC tackle the socio-economic problems of Ghana? How did the NLC usher Ghana Level 3 Strategic
into the 2nd Republic? reasoning
Level 4 Extended
Experiential Learning: critical thinking and
● Learners embark on a field trip (where necessary) or watch videos/documentaries on some reasoning
infrastructural developments under Dr. Kwame Nkrumah's Regime (1957 - 1966), including the
Akosombo Dam, Tema Motor Way, Tema Harbour, educational, and health facilities.
● Learners watch documentaries and hold discussions on some social developments that occurred
under Dr. Kwame Nkrumah including developments in the educational and health sectors as well
as housing, water supply, electrification, and roads.

Problem-Based Learning:
● Using pieces of primary and secondary evidence, learners explain measures taken by Dr. Kwame
Nkrumah to ensure economic sustainability in Ghana including developments in the Agricultural
sector, Manufacturing and Tertiary (Banking, Insurance) Industries.
● With the help of a resource person, learners hold a seminar on attempts allegedly made by the
opposition to assassinate Dr. Kwame Nkrumah, including an attempted Bombing at Kulungugu
and the gun shots at the Flagstaff House.
● In small groups, learners explore sources to identify contextual problems that existed in Ghana
by 1957 that called for the enactment of laws including the Preventive Detention Act (PDA),
Emergency Power Act, Deportation Act, and the Avoidance of Discrimination Act.

Collaborative Learning: In a Jigsaw activity, learners create posters to explain some political
developments that occurred under Dr. Kwame Nkrumah including the introduction of a new
constitution in 1960, a referendum in 1964, etc.



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Project-Based Learning:
● In groups, learners discuss the circumstances surrounding Nkrumah's overthrow.
● Learners watch a video documentary on the reasons the National Liberation Council gave for the
overthrow of Nkrumah. Let learners debate whether these reasons were justifiable

Talk for Learning:

● Using Think-Pair Share, learners describe the composition of the National Liberation Council
(NLC).
● In a Jigsaw Activity, learners discuss and create an oral presentation on major problems the NLC
faced, upon assumption of office in 1966 including foreign debts, high budget deficit, etc.
● In a Concentric Circle, learners discuss how the NLC tackled the economic problems of the
country upon assumption of office, including setting up an economic committee, appeals to
foreign countries and bodies, rescheduling foreign debts, reducing ministries and government
expenditure, reducing taxes, and increasing cocoa prices and salaries of workers.

Collaborative Learning: Learners work in pairs to create mind maps that describe some of the
social developments under the NLC regime.

Technology-Enabled Active Learning: With the help of the internet, learners create a chart that
explains the political developments that took place under the NLC, including disbanding all agencies
and associations connected with the CPP, the setting up of Commissions of Enquiry and Committees
of Enquiry, the release of political prisoners, return to Civilian Rule, etc.
2.4.1.LI.3 2.4.1.AS.3
Examine Ghana's socio-economic and political developments from 1969 - 1981. Level 1 Recall
Level 2 Skills of
Enquiry Routes: How did the Progress Party (PP) come into office? Why was the PP government conceptual
overthrown? Who were the leaders of the Progress Party (PP), National Redemption Council (NRC), Supreme understanding
Military Council I and II (SMC I and II) and Armed Forces Revolutionary Council (AFRC) regimes/ Level 3 Strategic
governments? What were the socio-economic and political developments under the NRC/SMC and the AFRC? reasoning



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Project-Based Learning: Level 4 Extended

● In a mixed-ability group, learners create a chronological chart of major events leading to the critical thinking and
inception of the Second Republic. reasoning
● Create character maps to describe to learners the leadership of the Progress Party including the
nature of the government system.
● Learners create oral or written presentations on factors that led to Busia's victory in the 1969
Elections.

Cooperative Learning:
● In a Jigsaw activity, learners create posters to explain major achievements under Busia's
government including economic policies, social and political developments.
● In mixed-ability groups, learners assess the reasons for the fall of the Busia government and the
inception of the military regimes of Acheampong and Akuffo (1972 - 1979)

Problem-Based Learning:
● Learners use primary and secondary evidence to analyse the socio-economic and political
developments under the NRC/SMC and SMC II regimes.
● Learners watch documentaries on the Armed Forces Revolutionary Council (AFRC) and discuss
their observations.
● Using primary and secondary sources, learners form opinions and draw conclusions on how the
AFRC ushered Ghana into the Third Republic.
● Learners work in small groups to analyse the socio-economic and political developments under
Limann's Government (1979 - 1981)
2.4.1.LI.4 2.4.1.AS.4
Analyse the processes leading to the birth of the Fourth Republic. Level 1 Recall
Level 2 Skills of
Enquiry Routes: Why did Jerry John Rawlings overthrow the People's National Party (PNP) government? conceptual
When did the PNDC come into office and how did the regime usher Ghana into the Fourth Republic? Why did understanding
Ghana transit from military rule into the Fourth Republic?



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Experiential Learning: Learners watch videos on the overthrow of the Limann Government on Level 3 Strategic
31st December 1981 and the inception of the regime of the Provisional National Defence Council reasoning
(PNDC). Level 4 Extended
critical thinking and
Project-Based Learning: reasoning
● In small groups, learners create picture-galleries of members of the PNDC government.
● Learners create posters to establish a linkage between the aims/objectives of the PNDC and their
socio-economic and political developments in Ghana from 1981 - 1993.

Enquiry-Based Learning:
● Using primary and secondary sources, learners analyse the achievements and shortcomings of the
PNDC regime.
● Using diverse historical sources including newspapers, archives, and the internet, learners trace
major events that ushered Ghana into the Fourth Republic.

Collaborative Learning:
● In pairs, learners assess the role of the National Commission on Democracy (NCD)
commissioned by the PNDC government.
● Learners re-enact the organisation of the District Assembly Elections in 1988/89 and its impact
on the political landscape of Ghana.
● In a Jigsaw activity, learners analyse the role played by the Committee of Experts, the
Consultative Assembly, and the Interim National Electoral Commission (INEC) towards the
drawing of the 1992 Constitution and the organisation of General elections.

Cooperative Learning: In a jigsaw activity, learners discuss the outcome of the 1992 Referendum,
Presidential and Parliamentary Elections.
2.4.1.LI.5 2.4.1.AS.5
Assess the socio-economic and political developments in Ghana from 1993 to 2007. Level 1 Recall



 HISTORY | 93


Enquiry Routes: Which political parties ruled Ghana from 1993 - 2007? Who were the leaders of these Level 2 Skills of
political parties? What policies were instituted by these political parties? conceptual
understanding
Collaborative Learning: Level 3 Strategic
● Learners brainstorm political parties that have ruled Ghana since 1993. reasoning
● In pairs, learners create picture-galleries of presidents, vice presidents and other key political Level 4 Extended
leaders in Ghana from 1993 to 2007. critical thinking and
reasoning
Experiential Learning:
● Using relevant primary sources, learners analyse the economic policies of political parties that
have ruled Ghana from 1993 to 2007.
● In small groups, learners trace some major political events that took place in Ghana from 1993 to
2007 including, general elections, handing over and inauguration of political officials.

Talk for Learning:

● In a fishbowl activity, learners discuss the social policies of political governments of Ghana from
1993 to 2007.
● In small groups, discuss the role of gender-based groups in the socio-economic and political
developments in Ghana (1993 – 2007) [Eg; Activities of the 31st December Women’s Movement].
Teaching and ● Contextual photographs of Dr. Kwame Nkrumah, ● Photographs of Dr. Kwame Nkrumah and cabinet
Learning Resources Governor Lord Listowel, Queen Elizabeth II, cabinet Ministers of Ghana from 1957 - 1969.
ministers of Ghana from 1957 - 1960. ● A chart showing the list of achievements under the CPP
● A chart showing the positions held by Ghanaians and government (1957 - 1966) and the NLC regime (1966 -
British officials 1969)
● Textbooks ● Secondary Sources (Textbooks, newspaper
● Newspaper articles/opinion papers, etc. articles/opinion papers, etc.)
● Internet Access ● Documentaries on infrastructural developments under the
● Computer/ laptop/mobile phone, speaker-out devices. CPP and the NLC.
● Stationery ● Video on reasons for the overthrow of Nkrumah.



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● Tape/audio recorder
● Photographs of presidents/ vice presidents who have ruled
Ghana from 1993 - 2007.



 HISTORY | 95


YEAR THREE

96 | HISTORY




Subject History
Strand 1 HISTORICAL INQUIRY AND WRITING
Sub-Strand 2 SOURCES AND METHODS OF RECONSTRUCTING HISTORY

Learning Outcomes 21st Century Skills and Competencies GESI5, SEL6 and Shared National
Values
3.1.2.LO.1
Employ relevant Critical Thinking: Learners develop Critical Thinking and Problem-Solving GESI: Learners having experienced a
historical skills to skills as they formulate historical questions to contextualise and corroborate teaching method that ensures gender
reconstruct history and sources. equality and social inclusion, where they
show how the skills can work with each other in an inclusive way;
provide better Collaboration and Communication: Learners develop Collaboration and cross-sharing knowledge and understanding
opportunities for the Communication skills as they work in groups to explain historical concepts. among groups and individuals lead them to:
development of society. ● Examine and dispel misconceptions/
myths about gender as they relate
historical sources
● Interrogate their stereotypes and biases
about historical sources and
reconstruction of the past
● Identify injustice, especially in
recognition of the contributions of
different groups and individuals including
people living with disabilities.
● Sensitive to the inter-relatedness of
different sources in history and how
they help to achieve objectivity in
historical writing.



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SEL: As learners employ skills to

reconstruct history and demonstrate how
the skills can promote the development of a
society, they:
● create an environment to express their
thoughts and opinions through
discussions, presentations, etc.
● develop good relationships and respect
each other’s views through working in
groups and in pairs.

National Core Values:

● Tolerance
● Hard work
● Commitment
● Loyalty
● Accountability
● Honesty
● Integrity


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ϲ
^ŽĐŝŽͲŵŽƚŝŽŶĂů>ĞĂƌŶŝŶŐ



 | HISTORY
98


Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.1.2.CS.1 3.1.2.LI.1 3.1.2.AS.1
Demonstrate the Corroborate historical sources and draw conclusions. Level 1 Recall
application of skills in Level 2 Skills of
interpreting and Enquiry Routes: What is contextualisation in History? What is corroboration in History? How does conceptual
reconstructing the past contextualisation and corroboration in history help to establish the authenticity of historical sources? Why is it understanding
necessary to contextualise and corroborate historical sources? Level 3 Strategic
reasoning
Problem-Based Learning: Level 4 Extended
● Using graffiti walls, learners write examples of primary and secondary sources. critical thinking and
● Using a case study, learners collect pieces of evidence on any historical event (eg, migration reasoning
account, independence struggle, the name 'Ghana', etc.)
● In pairs, learners discuss what other pieces of evidence say about the historical event.
HINT: Let learners who cannot speak use sign to demonstrate the things they cannot say or mention.

Project-Based Learning:
● Learners create a chart that shows the different versions of the historical account. (READ LIKE
A HISTORIAN CHART)



 HISTORY | 99


CENTRAL QUESTION:

Document/ Source What evidence does this Do you find this

source use to support its evidence convincing?
claim? Why? Or Why Not?

D
FINAL CLAIM:

● Learners make a final claim/report based on evidence from the different sources

Talk For Learning: In mixed-ability groups, learners discuss what you do if you find information
from two pieces of evidence contradicting each other.
3.1.2.LI.2 3.1.2.AS.2
Explore how methods and skills for reconstructing history can provide avenues for Level 1 Recall
societal development. Level 2 Skills of
conceptual
Enquiry Routes: What methods do historians use to reconstruct history? What skills and competencies understanding
can be obtained from these methods? How can the use of these skills contribute to national development? Level 3 Strategic
How do you conduct an interview to gather historical data? What would you identify as the most important reasoning
method used by historians? How is inter-disciplinary approach useful to historians?



 | HISTORY
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Problem-Based Learning: Level 4 Extended

● In pairs, learners explain what 'methods' for reconstructing history means. critical thinking and
● Learners brainstorm some methods that historians use in reconstructing African history reasoning
including conducting interviews, using archival sources, using inter-disciplinary approach, eye-witness
accounts, review of existing literature, using surveys and questionnaire, personal observation, and
records, etc.
● Learners debate on the pros and cons of relying on the inter-disciplinary method to reconstruct
African history.

Project-Based Learning:
● In small groups, learners use the various methods for reconstructing history to collect historical
data on aspects of your community's history. E.g., The community's political history, socio-cultural
history, gender and women’s history, and economic history.
● In a Jigsaw activity, learners reconstruct the historical data obtained from their community into
historical prose by analysing, comparing, contrasting, interpreting, and drawing conclusions.

Experiential Learning: With the help of a resource person, learners discuss the skills and
competencies that can be obtained through the reconstruction of history, including asking critical
questions through interviews, comparing and contrasting different accounts, sampling opinions, forming
hypothesis, analysing motives, interpreting historical evidence, writing, and communicating conclusions
through different media.

Collaborative Learning: In mixed-ability groups, learners examine how skills/competencies

acquired from the process of reconstructing history can provide avenues for national development
including producing skilled human resource, building patriotic citizens, promoting tolerance, etc.
Teaching and ● Primary and secondary source accounts on major ● Sample of historical texts
Learning Resources historical events in Ghana. E.g., migration accounts, the ● Sample of survey and questionnaire
(founder's') founding of Ghana, the coining of the name ● Old photographs
Ghana. ● A resource person



 HISTORY | 101


● A chart showing the 5Ws and how they are establishing

contextualisation in history.
● Stationery
● Interview guides
● Voice/audio recorders



 | HISTORY
102


Subject History
Strand 2 STATES AND SOCIETIES IN PRE-COLONIAL TIMES
Sub-Strand 1 EMERGENCE OF COMPLEX STATES AND SOCIETIES

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
3.2.1.LO.1
Use relevant historical Cultural Identity: Learners develop Cultural Identity and Global GESI: Learners having experienced a
evidence to reconstruct Citizenship skills as they trace the origin of humans and explore different teaching method that ensures gender
the history of earliest places where evidence of human culture had been discovered. equality and social inclusion, where they
human culture in Africa work with each other in an inclusive way;
and compare the Critical Thinking: Learners develop Critical Thinking and Problem-Solving cross-sharing knowledge and understanding
uniqueness of complex skills as they examine different sources to develop their own perspective. among groups and individuals lead them to:
African civilisations, ● Respect individuals of different origins
making inferences to Creativity and Innovation: Learners develop creative skills as they create and cultures
developments in arts, charts, models, and presentations to explain historical concepts. ● Examine and dispel misconceptions/
technology, politics, myths about African civilisations
economics, social life, Collaboration and Communication skills: Learners develop ● Interrogate their stereotypes and biases
intellectual Collaboration and Communication skills as they work together to explain about gender and the role men and
advancements, and historical concepts. women earliest human developments
religion. ● Sensitive to the inter-relatedness of the
Digital Literacy: Learners become creative and digitally literate as they various aspects of earliest human life
create multimedia presentations and use documentaries or visuals to explain
historical happenings. SEL: As learners reconstruct the history of
earliest human culture in Africa and compare
the uniqueness of complex African
civilization, they:
● practise managing their thoughts and
behaviours through discussions,
presentations, debates, etc.



 HISTORY | 103


● build good social relationships through

working in groups and in pairs.
● listen to opinions from peers and express
disagreements in a constructive way
through activities such as debates.
● understand and recognise causes and
effects of some important historical
phenomenon

National Core Values:

● Respect
● Humility
● Integrity
● Hard work
● Commitment
● integrity



 | HISTORY
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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.2.1.CS.1 3.2.1.LI.1 3.2.1.AS.1
Demonstrate Trace the origin of human beings from diverse point of views including scientific and Level 1 Recall
understanding of African non-scientific theories. Level 2 Skills of
Pre-History from the conceptual
Earliest Times to 500 Enquiry Routes: What were the earliest human beings like? What pieces of evidence exist to help trace understanding
BCE and appreciate the the origin of humankind? Level 3 Strategic
unique features of the reasoning
complex African Collaborative Learning: Level 4 Extended
civilisations. ● In pairs, learners discuss the work of scientists (archaeologists, anthropologists, palaeontologists, critical thinking and
etc) towards the search for the origins of humankind. reasoning
● Using sources of primary and secondary evidence, learners examine Charles Darwin's theory of
the evolution of humankind.

Project-Based Learning: In small groups, learners create chronological timelines to explain the
developments of the Hominid (humankind): Australopithecines (4million years ago), Homo habilis
(3million years ago), Homo erectus (2million years ago), Neanderthal (1million years ago) and
Homo sapiens (present).

Talk for Learning: In a Jigsaw activity, learners watch documentaries and discuss the
characteristics of the stages of human developments, including period they lived, where evidence was
found, brain capacity, physical features, tools used and technological advancement.

Problem-Based Learning:
● Using a globe or a world map, learners trace famous finds of human culture including the
following:
● 1960 At Olduvai Gorge, Tanzania, Louis Leakey found 2-million-year-old stone tools.



 HISTORY | 105


● 1974 In Ethiopia, Donald Johansson found “Lucy,” a skeleton of a 3.5-million-year-old

hominid.
● 1978 At Laetoli, Tanzania, Mary Leakey found 3.6-million-year-old hominid footprints.
● 1994 In Ethiopia, an international team of scientists found the jaw of a 2.33-million-year-old
hominid.
● 2002 In Chad, scientists announce discovery of the skull of a possible 6-million-year-old
hominid.
● Learners trace on a map of the world, earliest evidence of human migration (1,600,000–10,000
B.C.) from Africa.
● Learners debate on the theory of origin of humankind as against the biblical creation stories.
3.2.1.LI.2 3.2.1.AS.2
Assess the factors leading to the emergence of earliest African states and kingdoms. Level 1 Recall
Level 2 Skills of
Enquiry Routes: How did earliest Africans control nature? How did the earliest humans transit from a conceptual
nomadic to sedentary lifestyle? What were some of the earliest African states and kingdoms? What factors understanding
accounted for the growth and expansion of the earliest African kingdoms? How did earliest Africans advance Level 3 Strategic
in technology and agriculture? reasoning
Level 4 Extended
Project-Based Learning: critical thinking and
● Using the Internet or standard textbooks, learners explore how the earliest human transitioned reasoning
from nomadism to sedentary lifestyle in Africa?
● In pairs, learners discuss the effects of sedentary lifestyle on the earliest humans in Africa?
● Using an ancient African map, learners trace some earliest states and kingdoms in Africa.
● In small groups, learners create a chart/ mind map on environmental/ geographical features
(water bodies, landforms, fertile land, forest reserves, mineral deposits, etc.) that contributed to the
emergence of earliest African states.
● Using scenarios from any African state/kingdom, learners create a multimedia presentation on
how environmental features contributed to the rise and growth of that state/kingdom. E.g.,



 | HISTORY
106


presence of the Nile River, fertile soil, landforms, etc. helped the growth of the Ancient Egyptian
kingdom.

Collaborative Learning:
● In a jigsaw activity, learners examine how agriculture complemented the growth of earliest
states and kingdoms in Africa.
● In a mixed ability group, learners discuss how trading activities led to the growth and expansion
of earliest African states and kingdoms.

Experiential Learning:
● In small groups, learners re-enact the role of great African leaders (women and men), in
building earliest states and kingdoms.
● Learners watch documentaries or embark on Virtual Field Trip (VFT) to appreciate the role of
artistic expressions and religion in the development of earliest African states and kingdoms.
3.2.1.LI.3 3.2.1.AS.3
Analyse the key features of earliest African civilisations. Level 1 Recall
Level 2 Skills of
Enquiry Routes: What is civilisation? What are some of the unique features of a civilisation? conceptual
Which civilisations flourished in Africa? What were the common features among the earliest African understanding
civilisations? Level 3 Strategic
reasoning
Talk for Learning: Learners brainstorm the meaning of civilisation and explain its general Level 4 Extended
characteristics, including advancement in political, economic, religious, social, intellectual and art and critical thinking and
technological life. reasoning

Project-Based Learning: Using a case study, learners create a chart to show the characteristics
of a civilisation in any of the major African kingdoms. (Egypt, West African Forest and Coast , East
African Coast, Bantu)



 HISTORY | 107


Collaborative Learning: In mixed ability groups, learners explore historical sources to describe
the achievements of any major African civilisation.

Experiential Learning:
● Learners watch animations or embark on a VFT about some major achievements of African
civilisations and organise a seminar on how these achievements made Africa unique.
● In mixed-gender groups (where applicable), learners use online mind mapping tools (e.g., Coggle)
to summarise the uniqueness of African civilisations.

Teaching and ● Primary sources (archaeological finds, old photographs) ● Ancient African Map
Learning Resources ● Secondary sources (textbooks, excerpts on the Evolution ● Visuals on environmental features of Africa including
of Man, opinion papers, etc.) different landforms, water bodies, etc.
● Documentaries on the Evolution of humankind ● Documentary on the importance of the Nile River/Sahara
● VFTs on archaeological finds of human culture Desert
● A resource person ● Documentary/ VFT on arts and religion in ancient Africa
● Tape/audio recorder ● Primary sources (old photographs of Ancient African
● Internet access civilisation)
● Computer/ laptop/mobile phone, speaker-out devices. ● Documentaries/ VFTs on Ancient Africa with
● Stationery technological and intellectual advancements.
● Globe/world map, old African Maps ● Videos on Egyptian civilisation
● Secondary sources (Textbooks, opinion papers)
● A chart on the characteristics of earliest civilisations in
African.
● Stationery.



 | HISTORY
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Subject History
Strand 2 STATES AND SOCIETIES IN PRE-COLONIAL TIMES
Sub-Strand 2 PRE-COLONIAL ECONOMY AND ECONOMIC ACTIVITIES

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
3.2.2.LO.1
Use relevant historical Collaboration and Communication skills: Learners develop GESI: Learners having experienced a
sources to trace origins Collaboration and Communication skills as they work in mixed-ability groups teaching method that ensures gender
of the Trans-Saharan to analyse historical concepts. equality and social inclusion, where they
Trade, detailing in diverse work with each other in an inclusive way;
modes its organisation Cultural Identity: Learners develop cultural identity and global citizenship cross-sharing knowledge and understanding
and communicating skills as they trace the origins and nature of the Trans-Saharan Trade across among groups and individuals lead them to:
effectively its impact on West and North Africa. ● Respect individuals of different regions,
pre-colonial Africa. cultures and religions.
Creativity and Innovation: Learners become creative and innovators as ● Embrace diversity and practise
they create their own presentations and posters to explain historical inclusion in relation to the organisation
concepts. of the Trans-Saharan Trade
● Examine and dispel misconceptions/
Digital Literacy: Learners develop Digital Literacy skills as they explore the myths about gender as they relate to
internet to gather historical data. the organisation of the Trans-Saharan
Trade
● Interrogate their stereotypes and biases
about gender and the role men and
women played in the Trans-Saharan
Trade
● Identify injustice in recognition of the
contributions made by different groups
and individuals including people living



 HISTORY | 109


with disabilities to the organisation of

the Trans-Saharan Trade.
● Sensitive to the inter-relatedness of the
various aspects of human life.
● Value and promote patriotism and
justice in the African society.

SEL: As learners trace the origins of the

Trans-Saharan trade, detailing its
organisation and impact on pre-colonial
Africa, they:
● understand and recognise causes and
effects of some important historical
phenomena in their societies
● build self-confidence through activities
such as debates, presentations etc.
● develop good social relations and respect
each other’s views through group works.
● develop the belief that their thoughts and
opinions are valued and recognised
through activities such as group
discussions, presentations and
assignments etc.

National Core Values:

● Tolerance
● Friendliness
● Open mindedness
● Patience



 | HISTORY
110


● Commitment
● Hard work
● Integrity



 HISTORY | 111


Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.2.2.CS.1 3.2.2.LI.1 3.2.2.AS.1
Demonstrate Discuss the origin and nature of the Trans-Saharan Trade in Africa. Level 1 Recall
understanding of the Level 2 Skills of
origins, organisation, and Enquiry Routes: What was the Trans-Saharan Trade about? Which regions were involved in the trade? conceptual
impact of the Trans- What factors led to the rise of the trade? How was the trade conducted? understanding
Saharan Trade Level 3 Strategic
Collaborative Learning: reasoning
● Using think-pair-share, learners explain the concept of the Trans-Saharan Trade Level 4 Extended
● In mixed ability groups, learners conduct research on the Internet and the physical libraries on critical thinking and
the various regions that participated in the Trans-Saharan Trade. reasoning

Problem-Based Learning: .
● Learners brainstorm the factors that led to the rise of the Trans-Saharan Trade.
● In small groups, learners role-play how the introduction of the camel influenced the Trans-
Saharan Trade.

Talk for Learning:

● In concentric circles, learners discuss how the introduction of Islam in West Africa influenced
the Trans-Saharan Trade.
● Using the fishbowl strategy, learners discuss the mode of transport of commodities in the
Trans-Saharan Trade, including the use of human porters and beasts of burden such as donkeys,
horse-drawn chariots, and the camel.

Experiential Learning:
● Learners watch a documentary on how the Trans-Saharan Trade was conducted and discuss in
small groups the organisation of the trade.



 | HISTORY
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● In small groups, learners re-enact the role played by the Tuareg in the Trans-Saharan Trade,
including their establishment of rest stops, production of food and water, provision of horses
and camels, and their roles as guides, guards, and interpreters for traders.

Project-Based Learning:
● In mixed-ability groups, learners create a poster that shows the major items of trade from
Northern Africa and Western Sudan.
● Using an old map of Africa, learners trace the three main routes for the Trans-Saharan Trade
namely, Western, Central and Eastern routes.
3.2.2.LI.2 3.2.2.AS.2
Assess the socio-economic and political effects of the Trans-Saharan Trade on pre- Level 1 Recall
colonial African societies. Level 2 Skills of
conceptual
Enquiry Routes: How did the Trans-Saharan trade affect African states? What was the social impact of understanding
the trade on the African states? What were the economic effects of the Trans-Saharan Trade on African Level 3 Strategic
states? In what ways did the trade impact the existing political systems of African states? reasoning
Level 4 Extended
Collaborative Learning: critical thinking
● Using Pair-Share-Repeat strategy, learners identify the various African states that the Trans- and reasoning
Saharan Trade affected.
● Using an old map of Africa, learners locate these states on the map.
● In small groups, learners discuss how the trade affected the social life of Africans including,
religion, marriage, language, urbanisation, and the social class system.

Project Based-Learning: In mixed-ability groups, learners make presentations on evidence of

growth, expansion of states, creation of armies and the general political impact of the Trans-Saharan
Trade on African states.



 HISTORY | 113


Talk for Learning: Using the Snowball strategy, learners discuss the economic impact of the
Trans-Saharan Trade such as exploitation of natural resources, development of craft industries,
income generation, etc.
3.2.2.LI.3 3.2.2.AS.3
Investigate reasons for the decline of the Trans-Saharan Trade. Level 1 Recall
Level 2 Skills of
Enquiry Routes: What problems did the caravan traders encounter? What factors led to the decline of conceptual
the Trans-Saharan Trade? Which of these factors were internal? What were the external factors? understanding
Level 3 Strategic
Talk for Learning: In small groups, learners discuss some of the problems that the caravan traders reasoning
faced. E.g., shortage of water, attacks by robbers, etc. Level 4 Extended
critical thinking
Technology-Enhanced Active Learning (TEAL): With the use of the internet, learners search and reasoning
for the factors that led to the decline of the Trans-Saharan Trade. E.g., the fall of kingdoms, over-
exploitation of natural resources

Project-Based Learning:
● In mixed-ability groups, learners create a poster that classifies factors for the decline of the
Trans-Saharan Trade into Internal and External.
● In small groups, learners create multimedia presentations on how European exploration of
West Africa affected the Trans-Saharan Trade.

Collaborative Learning: In a Fishbowl activity, learners discuss the effects of the decline of the
Trans-Saharan Trade on West Africans including, loss of livelihoods, desertion of towns and cities,
halting spread of Islamic education and culture, etc.
Teaching and Learning ● An old map of Africa. ● Picture of a Beasts of Burden e.g., ● Stationery
Resources ● Pictures of the Sahara Desert donkeys and horse-drawn chariots ● Mind map on the effects of the
● Documentaries on the nature of ● Internet access Trans-Saharan Trade
the Trans-Saharan Trade. ● Computer, sound speakers, etc.



 | HISTORY
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● A poster on the decline of the

Caravan Trade



 HISTORY | 115

Subject History
Strand 3 AGE OF ENCOUNTER AND EXCHANGES UP TO THE 20TH CENTURY
Sub-Strand 1 RELIGION AND RELIGIOUS CHANGE

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
3.3.1.LO.1
Use relevant historical Collaboration and Communication skills: Learners develop GESI: Learners having experienced a
sources in the Communication and Collaboration skills as they work in groups to analyse teaching method that ensures gender
environment to recount historical happenings. equality and social inclusion, where they
trends of change and work with each other in an inclusive way;
continuity in African Cultural Identity: Learners develop cultural identity and global citizenship cross-sharing knowledge and understanding
religious practices, skills as they explore African indigenous religion and influences from global among groups and individuals lead them to:
establishing the impact on context. ● Respect individuals of different religious
African societies. beliefs and orientations
● Embrace diversity and practise inclusion
in relation to changes and continuity in
African religious practices
● Examine and dispel misconceptions/
myths about gender as they relate to
changes and continuity in African
religious practices
● Interrogate their stereotypes and biases
about gender and the role men and
women played in religious practices of
African societies
● Identify injustice in recognition of the
contributions made by different groups
and individuals including people living
with disabilities.



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● Sensitive to the inter-relatedness of the

various aspects of human life
● Value and promote patriotism and
justice in society

SEL:As learners recount trends of change

and continuity in African religious practices,
establishing the impact on African societies,
they:
● respect and tolerate each other’s views
through group and pair works.
● develop respect for diversity and share
their cultural backgrounds and
experiences.
● develop their own strategies on how to
complete a task or learn a new concept
through assigned tasks/projects.

National Core Values:

● Tolerance
● Friendliness
● Open mindedness
● Patience
● Commitment
● Hard work



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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.3.1.CS.1 3.3.1.LI.1 3.3.1.AS.1
Demonstrate Discuss indigenous African religious beliefs and practices. Level 1 Recall
understanding of the Level 2 Skills of
religious change and Enquiry Routes: What was the nature of African religion before their contact with foreign groups? What conceptual
continuity in Africa. were the religious beliefs and practices of Africans before contact with foreign groups? How important were understanding
these religious beliefs and practices to the African society? Level 3 Strategic
reasoning
Collaborative Learning: Level 4 Extended critical
● In pairs, learners create an outline of key African religious beliefs making references to earlier thinking and reasoning
civilisations studied: E.g., belief in life after death, a Supreme God, deities, nature, ancestors, etc.
● Learners hold small group seminars on the religious practices of Africans before their contact
with foreign groups.

Experiential Learning:
● Learners watch a documentary or pictures on African religious practices and discuss their
observations in groups.
● In groups, learners act out the roles of females in indigenous African religious practices including
serving as priestesses, medicine women, healers, soothsayers, etc.

Talk for Learning:

● In mixed-ability groups, learners discuss how African traditional religion helped to sustain
African culture and livelihood.
● In a Snowball activity, learners discuss aspects of the indigenous African religious beliefs that
have changed or continued over time.
3.3.1.LI.2 3.3.1.AS.2
Trace the advent and influence of Islam and Christianity on Africa. Level 1 Recall



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 Talk for Learning:
● In mixed-ability groups, learners discuss how African traditional religion helped to sustain
African culture and livelihood.
● In a Snowball activity, learners discuss aspects of the indigenous African religious beliefs that
have changed or continued over time.
 3.3.1.LI.2 3.3.1.AS.2
Trace the advent and influence of Islam and Christianity on Africa. Level 1 Recall
Enquiry Routes: Which people introduced Islam and Christianity into Africa? How were these two Level 2 Skills of
religions introduced? What impact have these two religions had on Africa? What are their similarities and conceptual 
differences? understanding
 Level 3 Strategic
Cooperative Learning: In small groups, learners formulate historical questions (5Ws 1H) to trace reasoning
the beginnings of Christianity and Islam in Africa. Level 4 Extended critical
thinking and reasoning
Experiential Learning: Learners hold a class seminar with a resource person/griot to discuss how
Christianity and Islam were introduced and accepted in Africa. OR
Learners watch a documentary on the introduction of Islam and Christianity and discuss their
observation in class.

Project-Based Learning: Using the Internet, learners search for the influence of these two
religions (Islam and Christianity) on Africa and present your findings in class.
Teaching and ● Resource persons including traditional priests and leaders/ ● Computers/ laptops, LCD projector/screen, video/ audio
Learning Resources griots player
● Primary source and secondary data including folk songs, ● Documentaries on Introduction of Islam and Christianity
photographs, and videos of indigenous religious practices. in Africa.
● Primary and secondary source data on missionary ● Stationery
activities including photographs, videos, documents, etc.
● Internet access

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Subject History
Strand 3 AGE OF ENCOUNTER AND EXCHANGES UP TO THE 20TH CENTURY
Sub-Strand 2 GLOBAL CONNECTIONS

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
3.3.2.LO.1
Use relevant historical Collaboration and Communication skills: Learners develop GESI: Learners having experienced a
sources to develop Collaboration and Communication skills as they work in groups to explain teaching method that ensures gender
historical perspective on historical concepts. equality and social inclusion, where they
the Trans-Atlantic Slave work with each other in an inclusive way;
Trade in Africa and justify Digital Literacy: Learners develop Digital Literacy as they manipulate videos cross-sharing knowledge and understanding
the forms of resistance to explain historical concepts. among groups and individuals lead them to:
Africans put up against ● Examine and dispel misconceptions/
the Trans-Atlantic Slave Cultural Identity and Global Citizenship: Learners develop cultural myths about gender as they relate the
Trade. identity and global citizenship as they learn about different continents Trans-Atlantic Slave Trade.
including Africa and the relationship that exist between Africans and ● Interrogate their stereotypes and biases
Diasporan Africans. about gender and the role men and
women played in resistance to the
Trans-Atlantic Slave Trade
● Identify injustice, especially in
recognition of the contributions of
different groups and individuals
(including people living with disabilities)
to the abolition of the Trans-Atlantic
Slave Trade.

SEL: As learners develop historical

perspectives on the Trans-Atlantic slave



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trade in Africa and justify the forms of

African resistance against the trade, they:
● develop good social relations and respect
each other’s views through group and
pair works.
● understand and appreciate the causes and
effects of historical phenomena in their
societies.
● begin to develop sympathy and empathy
for each other through group works.

National Core Values:

● Respect
● Commitment
● Loyalty
● Hard work
● integrity



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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.3.2.CS.1 3.3.2.L1.1 3.3.2.AS.1
Demonstrate Investigate the nature and impact of the Trans-Atlantic Slave Trade. Level 1 Recall
understanding of the Level 2 Skills of
advent and impact of Enquiry Routes: What is the Trans-Atlantic slave trade? Which continents were involved in the trade? How conceptual
the Trans-Atlantic was the trade carried out? Why did it increase in volume in the 18th century? What were the effects of the understanding
Slave Trade in Africa. trade on Africa and the West? Level 3 Strategic
reasoning
Talk for Learning: Level 4 Extended
● Learners brainstorm the difference between indigenous African slavery and the Atlantic Slave critical thinking and
Trade. reasoning
● In a Pair-Share-Repeat activity, learners discuss the advent of the Trans-Atlantic Slave Trade in
Africa.

Project Based-Learning: In small groups, learners create posters to show the continents that
were involved in the Trans-Atlantic Slave Trade and explain the concept of Triangular Trade.
HINT: Let learners who are physically challenged observe posters and discuss with their peers.

Experiential Learning:
● Let learners embark on a field trip or a Virtual Field Trip (VFT) to any of the slave castles across
Africa to enquire on how the Trans-Atlantic Slave Trade was conducted.
● Use pictures and videos to describe to learners, the nature of the Trans-Atlantic Slave Trade
including how slaves were captured, treated in castles/forts, and transported to the New World
through the 'Middle Passage'.

Talk for Learning:

● In a snowball activity, learners discuss why the slave trade increased in volume in the 18th
century.



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● In a concentric circle, learners discuss how the Trans-Atlantic Slave Trade affected women in
Africa.

Project-Based Learning:
● Learners research on the effects of the slave trade on Africa and the West and make group
presentation.
● Learners debate on the impact of the Trans-Atlantic Slave Trade.
3.3.2.L1.2 3.3.2.AS.2
Analyse the nature of African resistance against the Trans-Atlantic Slave Trade. Level 1 Recall
Level 2 Skills of
Enquiry Routes: In what ways did Africans show their resistance against the Trans-Atlantic slave trade? conceptual
How successful were these African resistances against the trade? understanding
Level 3 Strategic
Collaborative Learning: In small groups, learners discuss some resistance strategies put up by reasoning
Africans against the Slave trade including resettling to hard-to-find places (Sokoto Caliphate in Level 4 Extended
(Nigeria); building fortresses and fortifications to protect people against slave capture (Gwolu in critical thinking and
Ghana); rigid style of leadership to impose new form of habitats (The Kayor and Baol of Senegal); reasoning
creation of maroon societies in Upper Guinea Coast; role of child sentinels; using venomous plants
and insects against slave raiders; creating spiritual protections, etc.

Experiential Learning: In a jigsaw activity, learners role-play the contribution of African ruling elite
in resisting the Atlantic Slave Trade including attempts by the Oba of Benin to stop slave trafficking;
King Tezifon of Allada's rejection of French request to establish a trading post; King Agaja of
Dahomey's attack on slave raiders; the Almamy of Futa Toro's attempt to forbid the passage of slaves
for sale through his territory, etc.

Project-Based Learning: In mixed-ability groups, learners explore primary and secondary sources
to prepare posters on the roles of African abolitionists abroad in resisting and ending the Slave Trade
including Oladauh Equiano, Timothy Hutton Brew and Quabna (Kobina) Ottobah.



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Technology Enhanced Active Learning (TEAL): Learners watch a documentary or movies on

how slaves put up a brave resistance against their slave masters on the ship and in the New World.
Eg; how enslaved Africans revolted against French masters and freed themselves in the Haitian
Revolution of 1791.

Talk For Learning: Learners form concentric circles to discuss reasons for the abolition of the
Trans-Atlantic Slave Trade including Humanitarian, Economic and Political Reasons.
Teaching and ● Documentary on slavery and the slave trade in Africa. ● Stationery
Learning Resources ● VFT on slave castles across Africa. ● A chart on the nature of African Resistance against the
● Pictures of slave castles, dungeons, ships, shackles Slave Trade.
● Secondary accounts on the slave trade (textbooks, ● Documentaries/ movies on African resistance against the
newspaper reports, opinion papers) slave trade.
● Map of the world ● Pictures and documentaries on Abolitionists.
● Internet access ● Primary and Secondary sources on Resistance to Slave
● Computer/ laptop/mobile phone, speaker-out devices. Trade
● A poster on the decline of the Caravan Trade



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Subject History
Strand 3 AGE OF ENCOUNTER AND EXCHANGES UP TO THE 20TH CENTURY
Sub-Strand 3 PRELUDE TO COLONISATION AND COLONIAL RULE

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
3.3.3.LO.1
Employ relevant Critical Thinking: Learners develop Critical Thinking and Problem-Solving GESI: Learners having experienced a
historical skills to analyse skills as they analyse historical sources including political cartoons to draw teaching method that ensures gender
and describe how Africa conclusions on the impact of the Berlin Conference on Africa. equality and social inclusion, where they
was partitioned, the work with each other in an inclusive way;
nature of European rule Digitally Literacy: Learners develop Digital Literacy skills as they explore cross-sharing knowledge and understanding
and the involvement of the internet to gather historical data. among groups and individuals lead them to:
Africans in the two ● Respect individuals of different race and
World Wars including Collaboration and Communication skills: Learners develop political orientations.
how both influenced Collaboration and Communication skills as they work in groups to explain ● Examine and dispel misconceptions/
nationalism towards historical concepts. myths about gender as they relate to
independence in different Africa’s involvement in the two World
African countries. Creative and Innovators: Learners become creative and innovators as Wars.
they create multimedia presentations, charts, and models to explain historical ● Interrogate their stereotypes and biases
happenings about gender and the role men and
women played in the two World Wars.
● Identify injustice, especially in
recognition of the contributions of
Africans in the two world wars and how
it influenced nationalism in parts of
Africa.
● Value and promote patriotism, open-
mindedness and justice in the African
society



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SEL: As learners analyse and describe the

partition of Africa and the nature of
European rule as well the involvement of
Africans in the two world wars, they:
● work to foster an environment that
supports relationship building among
themselves.
● develop opportunities to practice good
communication skills e.g., verbalizing their
message, listening to others etc through
activities such as debates, presentations,
discussions etc.
● develop their own strategies on how to
complete a task or learn a new concept
through assigned projects

National Core Values:

● Integrity
● Tolerance
● Open mindedness
● Patience
● Integrity
● Hard work



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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.3.3.CS.1 3.3.3.LI.1 3.3.3.AS.1
Demonstrate Assess the Berlin Conference of 1884-1885 and its impact on Africa. Level 1 Recall
understanding of how Level 2 Skills of
the Europeans Enquiry Routes: What was the Berlin Conference about? Where was the Berlin Conference held? When conceptual
scrambled for and was it held? Who organised the conference? Which European countries were represented in the conference? understanding
partitioned Africa and What agreements/ decisions were reached? What was the impact of the Berlin conference on Africa? Level 3 Strategic
how Africans were reasoning
eventually drawn into Talk for Learning: Level 4 Extended
the two World Wars. ● Using think-pair-share activity, learners describe the Berlin Conference of 1884-1885. critical thinking
● Using Graffiti wall activity, learners explain the rationale behind the Berlin Conference of 1884- and reasoning.
1885.

Project-Based Learning:
● In a Jigsaw activity, learners create charts that explain the economic, political, and social factors
influencing the organisation of the Berlin Conference of 1884-1885.
● In small groups, learners create posters on European countries and leaders who represented them
in the Berlin Conference.
● In mixed-ability groups, learners create an oral or written presentation on the agreements made at
the Berlin Conference.

Problem-Based Learning:
● In pairs, learners analyse political cartoons on the Berlin Conference to justify or otherwise the
scramble for Africa.
HINT: Encourage learners who are visually impaired to sit in front to help them during the task.
● In small groups, learners compare the map of Africa prior to 1885 to map of Africa after its
partition.



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● Learners make an outline of countries that were claimed by each of the European countries and
explain why some African kingdoms (countries) remained independent after the partition.
● In mixed-ability groups, learners analyse primary and secondary sources to determine the impact
of the partition of Africa.
3.3.3.LI.2 3.3.3.AS.2
Assess indirect and direct rule systems in West Africa. Level 1 Recall
Level 2 Skills of
Enquiry Routes: How is indirect rule different from direct (assimilation) rule? Which African conceptual
countries practised indirect rule? What were the roles of traditional rulers under Indirect Rule? Where understanding
in Africa was direct rule system practised? In which years were direct and indirect rule systems Level 3 Strategic
predominantly used in West Africa? How did Africans resist direct and indirect rule? reasoning
Level 4 Extended
Collaborative Learning: critical thinking
● Using think-pair share activity, learners explain how Indirect Rule differs from Direct Rule system. and reasoning
● Learners brainstorm and identify the European countries that adopted indirect and direct rule
systems.
● In a Jigsaw activity, learners create a chart that explains features of the direct and indirect rule
systems.

Talk for Learning:

● With the help of a resource person, learners hold a seminar on the role of traditional leaders in
Indirect Rule.
● In a Snowball activity, learners discuss why the educated elites opposed the Indirect system.

Technology Enhanced Active Learning (TEAL):

● Using the internet, learners search for the reasons for the adoption of Indirect and Direct rule
systems in parts of Africa.
● In mixed-ability groups, learners create multimedia presentations on the unintended advantages
and the disadvantages of indirect and direct rule systems.



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3.3.3.LI.3 3.3.3.AS.3
Assess Africa's role in the First and Second World Wars and how this influenced Level 1 Recall
independence struggle across different regions. Level 2 Skills of
conceptual
Enquiry Routes: In what years were World War I (WWI) and World War II (WWII) fought? Who were the understanding
factions of the wars? How did the wars involve Africans? Where was the WWI and WWII fought especially in Level 3 Strategic
Africa? What role did Africans play in the Word Wars? reasoning
Level 4 Extended
Project-Based Learning: With the help of the internet, learners research and create a chronological critical thinking
timeline to show the major historical events in Africa and the world between 1910s to 1940s including and reasoning
the beginning and end of the WWI and WWII.

Technology Enhanced Active Learning (TEAL): Learners watch documentaries and discuss in
small groups how Africans were drawn into WWI and WWII.

Experiential Learning: Learners re-enact the participation of African soldiers in WWI and WWII
and debrief with a discussion on the role of African soldiers in the World Wars.

Collaborative Learning:
● In mixed-ability groups, learners create a presentation on the role Africans played in WWI and
WWII including supply of soldiers, financial support, supply of foodstuffs, supply of raw materials,
etc.
● In mixed-gender groups (where possible), learners examine the role African women played in
WWI and WWII.
● In small groups, learners create a mind map to explain the impact of the World Wars on political
developments in Africa, including constitutional reforms, formation of political parties, quest for
self-government, etc.



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● In a Jigsaw activity, learners talk about the impact of World War I and World War II on the social
developments in Africa including developments in higher education, health care, Africanisation of
the civil service, etc.
● In a fishbowl activity, learners discuss impact of the World Wars on the African economy including
emergence of a weak economy, increase demand for raw materials, shortage and price hikes,
production of cash crops, spread of communist and capitalist ideas.

Cooperative Learning: In small groups, learners create multimedia presentations on the impact of
the Second World War on nationalist movements in Africa including breaking the myth of 'superiority'
of Europeans; African soldiers learning how to read and write; introduction of new ideas such quest
for freedom, liberty, self-government, justice; facilitating nationalist struggles in the colonies; opposing
discrimination, emergence of political parties, etc.
Teaching and ● Primary sources on the Berlin Conference (old ● A chart on the difference between Direct and Indirect
Learning Resources photographs, videos, documents, newspaper reports, etc.) Rule.
● A chart on the rationale for the Berlin Conference. ● Old African and European maps
● Cartoons on the Berlin Conference ● A chart on features of Direct and Indirect Rule.
● Map of Africa before and after its partition. ● A resource person
● Internet access ● Primary sources on WWI and WWII (old photographs,
● Computer/ laptop/mobile phone, speaker-out devices. videos, newspaper reports, etc.)
● Stationery ● Documentaries on WWI and WWII
● A chart on impact of the World Wars on Africa



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Subject History
Strand 3 AGE OF ENCOUNTER AND EXCHANGES UP TO THE 20TH CENTURY
Sub-Strand 4 RESPONSE TO COLONIAL RULE

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
3.3.4.LO.1
Use relevant historical Critical Thinking: Learners develop Critical Thinking skills as they analyse GESI: Learners having experienced a
sources to investigate the primary and secondary sources on the forms of resistance against colonial teaching method that ensures gender
nature of African rule. equality and social inclusion, where they
resistance against colonial work with each other in an inclusive way;
rule and develop opinions Collaboration and Communication skills: Learners develop cross-sharing knowledge and understanding
on how resistance against Collaborative and Communication skills as they work together. among groups and individuals lead them to:
colonialism helped to ● Respect individuals of different
exhibit traits such as Creative and Innovators: Learners develop Creativity and Innovation skills backgrounds
patriotism, loyalty, as they create their own charts, models, presentations to explain historical ● Embrace diversity and practise inclusion
national consciousness, concepts. ● Examine and dispel misconceptions/
tolerance, and teamwork. myths about gender as they relate
resistance against colonial rule
● Interrogate their stereotypes and biases
about gender and the role men and
women played in Africa’s resistance
against colonial rule
● Identify injustice, especially in
recognition of the contributions of
different groups and individuals
(including people living with disabilities)
to the fight for Independence across
African states



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● Value and promote characters such as

patriotism, loyalty, national
consciousness, tolerance and team in
the society

SEL: As learners investigate the nature of

African resistance against colonial rule and
how this resistance helped to exhibit traits
such as patriotism, loyalty, etc. they:
● create a healthy relationship among
themselves through group and pair work.
● practice good communication skills e.g.,
verbalising their message, listening to
others, etc. through group discussions
and presentations.
● practise identifying and expressing their
feelings through activities such as
discussions, debates, role.

National Core Values:

● Tolerance
● Respect for diversity
● Commitment
● Fairness
● Commitment
● Hardness



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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.3.4.CS.1 3.3.4.LI.1 3.3.4.AS.1
Demonstrate Discuss the conditions that led to African resistance to colonial rule. Level 1 Recall
understanding of Level 2 Skills of
Africans’ resistance Enquiry Routes: What conditions led to Africans’ resistance against colonial rule? How did these conceptual
against colonial rule. conditions spark-up, increased resistance against colonial rule? understanding
Level 3 Strategic
Collaborative Learning: reasoning
● In small groups, learners formulate historical questions to analyse how social policies of the Level 4 Extended critical
colonial government led to African resistance. E.g., segregation in types of housing units thinking and reasoning
(accommodation), low remuneration to African civil servants, discrimination, limited
opportunities for higher education, etc.
● Learners form concentric circles to discuss and present on economic policies of the colonial
governments and how they increased African resistance or nationalism. E.g., exploitation of
resources, forced labour, cash crop production issues, European monopoly, foreign domination
of the economy, high taxation, etc.

Project-Based Learning: Learners dramatize how social and economic policies of colonial
governments in Africa contributed to nationalistic tendencies in different parts of Africa.
Hint: Let learners who cannot speak use sign to demonstrate the things they cannot say or mention.
3.3.3.LI.2 3.3.3.AS.2
Analyse the nature of African resistance against colonial rule. Level 1 Recall
Level 2 Skills of
Enquiry Routes: How did Africans resist against colonial rule? What role did individuals and groups play conceptual
towards the struggle of Independence across Africa? understanding
Level 3 Strategic
reasoning



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Project-Based Learning: In pairs, learners create charts to describe the nature of Africans’ Level 4 Extended critical
resistance against colonial rule including the role of protest parties and movements, role of African- thinking and reasoning
owned presses and newspapers, religious reformist groups, role of Pan-Africanists, etc.

Cooperative Learning: In small groups, learners create biographical data/ history-makers chart
on African nationalists abroad including Marcus Garvey, W.E.B. Dubois, George Padmore, etc. and
how they influenced African nationalists in the struggle for independence.

Project-Based Learning:
● In small groups, learners perform a drama on the contributions of independent movements and
groups toward the struggle for independence in parts of Africa. E.g., the Negritude Movement,
the Mau Mau etc.
HINT: Encourage learners who are physically challenged to take part in the drama.
● Using primary and secondary sources, learners examine how Independence struggles occurred
in some parts of Africa: (Nigeria in 1960, Algeria in 1962, Kenya in 1963, and South Africa in
1994)

Technology-Enhanced Active Learning: Learners watch documentaries on the role of African

nationalists in the struggle of Independence across parts of Africa. E.g., Dr. Kwame Nkrumah of
Ghana, Jomo Kenyatta of Kenya, Ahmed Ben Bella of Algeria, Nelson Mandela of South Africa, etc.
Teaching and ● Photographs of European settlement patterns in Africa / ● Stationery
Learning Resources housing units / Government reservation areas in Africa ● Primary sources (old photographs, art forms, newspaper
● Mind map of conditions leading to African resistance of reports, etc. nationalist groups)
European rule ● Textbooks, newspaper articles/opinion papers, etc.
● Pictures of cash crops ● A chart on early protest movements in Africa.
● Documentary on the general socio-economic policies of ● Documentaries on activities on early protest movements.
the colonial government ● Pictures of nationalists
● Internet access
● Computer/ laptop/mobile phone, speaker-out devices.



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