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.3 - Demonstrate knowledge of the complex social, political, and scientific systems of selected states and kingdoms in Ghana. 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.1 - Analyse the socio-cultural organisation of the major kingdoms in Pre-Colonial Ghana.

Suggested placement

Semester 2, Week 2 (Week 22 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.47: the document prints this learning-indicator code as "1.2.1.L1.1" - 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.) (1) 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. 47

Exemplars (from the NaCCA curriculum)

Enquiry Routes: How did pre-colonial Ghanaians organise themselves socially? How have socio-cultural practices continued or changed over time? What are the similarities and differences in the socio-cultural practices among the kingdoms? What is the relevance of socio-cultural practices in the traditional Ghanaian society?
Experiential Learning:
- Learners conduct interviews in their community on festivals, rites of passage, family structure, 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.
Teaching and Learning Resources:
- Documentaries on some socio-cultural practices such as festivals, rites of passage, etc.
- Primary source data on family structure, kinship, rites of passage, etc.
- Internet access
- Computers/ laptops, LCD projector/screen/ Smart Phone
- Stationery
- Primary and secondary sources of iron and brass artefacts, pottery works, baskets, carved artefacts, etc.
- Documentaries showing the processes of indigenous gold mining, wood carving, weaving, pottery making, etc.
- Historical maps of Ghana.
- Audio/Tape Recorder
- Sample Interview Guide
- Documentary on indigenous health care providers.
- Resource persons including Traditional Birth Attendants (TBAs)
Assessment (1.2.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 4 Extended critical thinking and reasoning.