SHS3 Social Studies · Semester 1 Week 15: European Encounter, Colonialism and Neo-Colonialism

Lesson notes

Learning Objectives

Indicator: 3.4.1.LI.2 - Assess the potential for resistance in the face of neo-colonialism

By the end of the lesson, learners can:

Define resistance in the context of neo-colonialism and distinguish between political, economic, and cultural forms of resistance.
Identify at least three concrete examples of resistance movements against neo-colonialism in Ghana, drawn from newspapers, news items, and journals.
Explain the strengths and limitations of various resistance strategies used in Ghana since independence.
Evaluate the potential for Africa to break free from neo-colonial dependence through self-determination and sustainable development.
Assess the role of social movements and activism in challenging neo-colonial structures and advocating for social justice.

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Curriculum details

Strand: Nationalism and Nationhood (Strand 4)
Sub-strand: European Encounter, Colonialism and Neo-Colonialism (4.1)
Content standard: 3.4.1.CS.1 - Demonstrate knowledge and understanding of neo-colonialism and its impact on Ghana 47 Gender Equality and Social Inclusion 48 Socio-Emotional Learning 3.4.1.LO.1 Analyse the roots of neocolonialism and its impact on Ghana
Indicator: 3.4.1.LI.2 - Assess the potential for resistance in the face of neo-colonialism Inquiry-based learning: Learners explore different sources such as newspapers, news items, journals, etc. for examples of resistance movements against neo-colonialism in Ghana, such as anticolonial protests, labour strikes, and calls for economic sovereignty
Suggested placement: Semester 1, Week 15 (Week 15 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 97

Exemplars (from the NaCCA curriculum)

Collaborative learning:
- In a fishbowl activity, learners discuss the role of social movements and activism in challenging neo-colonial structures and advocating for social justice
- In groups, learners discuss the potential for Africa to break free from neo-colonial dependence and pursue a path of self-determination and sustainable development
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Teaching and Learning Resources:
- Internet access
- Laptops/Computer
- Projector and screen
- Audio device
- Stationery
- Primary sources
- Old newspapers
- News items/bulletins
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- Journals
- Documentary on neo-colonialism in
- Africa
Assessment (3.4.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.