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.4 - Analyse the history of Art and Technology in pre-colonial Ghana.

Suggested placement

Semester 2, Week 5 (Week 25 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:

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Curriculum reference

NaCCA curriculum document, p. 49

Exemplars (from the NaCCA curriculum)

Enquiry Routes: How did pre-colonial Ghanaians develop art and technology? How did art and technology affect livelihood in pre-colonial Ghana? How did art and technology portray philosophical ideas and thoughts?
Experiential Learning:
- Learners embark on a field trip to any Indigenous industry [ironwork, brass casting, pottery, weaving, gold mining, wood carving, etc] in the community. Learners write and present a report on the processes of making art and craft works.
- Learners trace on a map places in pre-colonial Ghana where art and technological industries were predominant.
- Learners create models of art or craft works that were produced in the art and technological industries in the pre-colonial era.
- Learners role-play the socio-economic importance of pre-colonial Ghanaian art and technology.
Problem-Based Learning: Using primary sources, learners analyse how pre-colonial Ghanaians expressed their philosophical and religious ideas through arts and technology.
Collaborative Learning:
- Working in pairs, learners examine the roles of women in pre-colonial art and technology.
- In a Jigsaw activity, learners develop a chart that explains the continuity and change in pre-colonial Ghanaian art and technology.
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.4). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.