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.2 - Examine the political organisation of states and kingdoms in Pre-Colonial Ghana.

Suggested placement

Semester 2, Week 3 (Week 23 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.L1.2" - 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. 47

Exemplars (from the NaCCA curriculum)

Enquiry Routes: How did pre-colonial Ghanaians organise themselves politically? How has the political organisation changed or continued over time? What are the roles of the queen mothers and women in the traditional political system?
Collaborative Learning:
- In groups, learners consult griots (knowledgeable people) in their community about the traditional political structure.
- In pairs, learners create a pyramidic model that shows the political structure of their community.
- 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.
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.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.