SHS1 History · Semester 2 Week 11: Pre-Colonial Economy and Economic Activities

Lesson notes

Learning Objectives

Indicator: 1.2.2.LI.2 - Investigate the existence and the development of pre-colonial Ghanaian industries.

By the end of the lesson, learners can:

Identify at least five major industries that existed in pre-colonial Ghana and name the regions or communities where they were predominantly practised.
Describe the step-by-step processes used in at least two indigenous Ghanaian industries, such as pottery, weaving, or bead making.
Explain the roles women played in pre-colonial Ghanaian industries and discuss why certain industries were dominated by women.
Analyse how traditional industries helped to sustain livelihoods in pre-colonial Ghana, using evidence from historical sources.
Create a model artefact using local raw materials and explain the process used to produce it.

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Curriculum details

Strand: States and Societies in Pre-Colonial Times (Strand 2)
Sub-strand: Pre-Colonial Economy and Economic Activities (2.2)
Content standard: 1.2.2.CS.1 - Demonstrate knowledge and understanding of pre-colonial economy and economic activities in Ghana. 1.2.2.LO.1 Employ relevant historical skills to analyse historical sources on pre-colonial economy and economic activities in Ghana and show how these activities helped to sustain livelihood.
Indicator: 1.2.2.LI.2 - Investigate the existence and the development of pre-colonial Ghanaian industries.
Suggested placement: Semester 2, Week 11 (Week 31 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.
Curriculum reference: NaCCA curriculum document, p. 54

Exemplars (from the NaCCA curriculum)

Enquiry Routes: What industries existed in pre-colonial Ghana? What were the processes used in the various indigenous Ghanaian industries? What artefacts were produced from pre-colonial industries? Which industries did women dominate? How did traditional industries help to sustain livelihood in pre-colonial Ghana? What were the roles of women in pre-colonial industries?
Experiential Learning:
- Learners embark on a field trip or VFT/ watch historical documentaries on pre-colonial Ghanaian industries.
- Learners trace on a map where the various Indigenous industries were dominantly practised in pre-colonial Ghana.
Collaborative Learning:
- In a Jigsaw activity, learners discuss the methods used in producing artefacts in each of the pre-colonial Ghanaian industries. HINT: Let learners who cannot speak use sign to demonstrate the things they cannot say or mention.
- In a Think-Pair Share activity, learners examine the socio-economic importance of pre-colonial Ghanaian industries.
- In concentric circles, learners discuss the role of women in pre-colonial Ghanaian industries.
Project-Based Learning: In groups, learners collect raw materials from the environment to make artefacts such as wooden objects, pottery, soaps, beads, leather products, jewelleries, etc.
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.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.