Pre-Colonial Economy and Economic Activities

Enquiry Routes: What tools were used for hunting during the pre-colonial Ghana? What methods were used in farming and fishing? Which wild crops were collected from the different vegetation zones? How did women contribute to pre-colonial agricultural activities?
Collaborative Learning:
- Learners brainstorm some agricultural activities in pre-colonial Ghana. [ Hunting, Collection of Wild Crops, Farming, Fishing, Domestication of Plants and Animals ].
- In small groups, learners trace the nature of agriculture in pre-colonial Ghana from collection of wild crops to subsistence and large-scale farming.
- In mixed-ability groups, learners create charts to describe the vegetation zones (Coastal, Savannah, Forest) in pre-colonial Ghana and show the kind of agricultural activities that were practised in these zones. HINT: Let learners who are physically challenged observe pictures/ charts and discuss with their peers.
- In a Jigsaw activity, learners discuss the characteristics of farming in pre-colonial Ghana including systems of farming, crops cultivated, farm tools used, labour force, farming seasons, religious beliefs associated with farming, etc.
Project-Based Learning: In small groups, learners create a poster to show the types of wild crops collected in each vegetation zone in pre-colonial Ghana. E.g., Savannah - (shea butter, baobab, tamarind, dawadawa, etc) Forest - (kola nut, oil palm, coconut, cotton) Coastal - (coconut, oil palm)
Talk for Learning:
- In pairs, learners explore historical sources to discuss the nature and methods of livestock rearing in pre-colonial Ghana including, free-range and extensive methods.
- In a concentric circle discussion, learners examine the features and methods of hunting in pre-colonial Ghana including animals hunted, tools used, and methods employed.
Experiential Learning:
- Learners embark on a field trip or a Virtual Field Trip (VFT) to explore sources and methods of fishing in contemporary Ghana. Learners compare their findings to fishing in pre-colonial Ghana.
- With the help of a resource person, learners discuss how different agricultural activities ( Hunting, Collection of Wild Crops, Farming, Livestock Rearing, Fishing) helped to sustain livelihood in pre-colonial Ghana.
- Learners collect data in their community on the role of women in pre-colonial agricultural activities in Ghana.
Teaching and Learning Resources:
- Primary sources (old photographs, art forms, old artefacts, etc.) of agricultural tools.
- Textbooks, newspaper articles/opinion papers
- Documentaries/ VFTs on agricultural activities in pre-colonial Ghana.
- A resource person
- Tape/audio recorder
- Internet Access
- Computer/ laptop/mobile phone, speaker-out devices.
- Stationery
- Primary sources (old photographs, art forms, old artefacts, etc.) of pottery, leather works, beads, soaps, clothes, etc.
- Textbooks, newspaper articles/opinion papers, etc.
- Documentaries/ VFTs on pre-colonial industries
- Raw materials from the environment such as cocoa pods, woods, clayey soil, animal skin, etc.
- Primary sources (old photographs, art forms, old artefacts, etc.) of trade items.
- (Textbooks, newspaper articles/opinion papers, etc.)
Assessment (1.2.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.