Emergence of Complex States

Lesson notes

Curriculum details

Strand

States and Societies in Pre-Colonial Times (Strand 2)

Sub-strand

Emergence of Complex States (2.1)

Content standard

1.2.1.CS.2 - Demonstrate understanding of the diverse accounts of the emergence of major states in Ghana, including the causes of migration and creation of settlements. 1.2.1.LO.1 Use relevant historical evidence to reconstruct the emergence of complex human cultures in Pre-Historic Ghana. 1.2.1.LO.2 Use relevant historical evidence to analyse the diverse migration accounts and draw conclusions on why and how the peoples of Ghana created settlements; recounting the key factors that led to their rise and decline. 1.2.1.LO.3 Use relevant historical sources in the environment to reconstruct the unique socio-cultural, political, and scientific systems of selected indigenous Ghanaian states and kingdoms and compare with contemporary Ghanaian society.

Indicator

1.2.1.LI.2 - Discuss the reasons for the migration of the various ethnic groups into Ghana.

Suggested placement

Semester 1, Week 16 (Week 16 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.

Source document note

The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

• indicator text - p.44: the document prints this learning-indicator code as "1.2.1.L1.2" - a digit one where the I of LI belongs. Settled from the file, not from the rendered stroke: the page's content stream draws the code as the TJ operands (1.2.) (1.L1.) (2) with a WinAnsiEncoding simple TrueType font that carries no ToUnicode CMap, so the byte after the L is 0x31, DIGIT ONE; in this face the digit one and the capital I are different outlines with twice the advance width (1024 against 512); and every L1 code run in the document measures 64 px wide against 60 for every LI run of the same length. Filed under LI, which is the document's own code vocabulary (CS|LO|LI|AS)

Curriculum reference

NaCCA curriculum document, p. 44

Exemplars (from the NaCCA curriculum)

Enquiry Routes: What factors caused the movements of ethnic groups into Ghana? How did the ethnic groups migrate to Ghana? How did the unavailability of natural resources cause the movement of people from their original locations to their present locations?
Technology-Enhanced Active Learning: Learners use the Internet to research why the various ethnic groups migrated from their original places to present locations.
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.
Teaching and Learning Resources:
- Documentaries on the migration of major ethnic groups in Ghana
- Primary and secondary sources of migration accounts.
- Historical maps of ancient African kingdoms and beyond
- old map of Ghana
- Map of Ghana showing the vegetation zones in Ghana and the ethnic groups that settled there.
- Pictures of leaders of the major ethnic groups that led their people to Ghana.
- Internet access
- Primary source documents on reasons for the migration of ethnic groups.
- Documentaries on reasons for the movements of the ethnic groups to Ghana.
- Historical maps of ancient kingdoms in Africa and beyond
- Documentaries on factors that led to the rise of kingdoms in Ghana.
- Primary and secondary source data including pictures, artefacts, maps, etc.
- Map showing geographical features in Ghana including major rivers such as Pra, Offin and Volta.
- Internet access
- Computers/ laptops, LCD projector/screen
Assessment (1.2.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.