SHS1 History · Semester 1, Week 7
Nature and Scope of History
Lesson notes
Learning Objectives
Indicator: 1.1.1.LI.1 - Justify why the study of History is relevant to individuals and the society.
By the end of the lesson, learners can:
- Explain at least three ways in which historical records help individuals make informed decisions in their daily lives.
- Justify how the study of History sustains Ghanaian cultures and traditions, using at least two specific local examples.
- Analyse how historical knowledge promotes national cohesion, consciousness, and patriotism in Ghana.
- Evaluate scenarios to distinguish how History reveals continuity and change in Ghanaian society.
- Create a short oral presentation or poster that argues for the relevance of History to personal and national development.
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Sign in with phone numberCurriculum details
- Strand
- Historical Inquiry and Writing (Strand 1)
- Sub-strand
- Nature and Scope of History (1.1)
- Content standard
- 1.1.1.CS.2 - Exhibit knowledge on the relevance of history to human survival and development. 1.1.1.LO.1 Use appropriate historical sources from the environment to communicate effectively the origins, nature and scope of history while demystifying common misconceptions associated with the study of history. 1.1.1.LO.2 Use relevant sources from the environment to communicate meaningfully the role of history in society.
- Indicator
- 1.1.1.LI.1 - Justify why the study of History is relevant to individuals and the society.
- Suggested placement
-
Semester 1, Week 7
(Week 7 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. 32
Exemplars (from the NaCCA curriculum)
Enquiry Routes: Why is keeping historical records relevant? How does the study of history help to sustain the cultures and traditions of Ghanaians? How does the study of history promote national cohesion, consciousness, and patriotism? Cooperative Learning: - Working cooperatively, learners explain why people make references to the past to justify their 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. - Use different examples from Ghanaian society to show learners how history teaches customs, traditions, and values for national development. Teaching and Learning Resources: - Primary Source data (birth certificates, old photographs, family album, health record Cards, Personal Diary) - Excerpts of Community, Ethnic and national histories - Internet access - Documentaries and Speeches on patriotism. - Computers/ laptops, LCD projector/screen, video/ audio player - Resource person - Stationaries - Documentaries/ videos on the need to study History Assessment (1.1.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.