SHS2 History · Semester 1 Week 8: Global Connections

Lesson notes

Learning Objectives

Indicator: 2.3.2.LI.2 - Explore the diverse motives behind European exploration to the coast of Ghana.

By the end of the lesson, learners can:

Classify the motives behind European exploration to the coast of Ghana into at least four categories: economic, political, religious, and scientific.
Use the 5Ws and 1H questioning framework (Who, What, When, Where, Why, How) to analyse at least three distinct motives of early European explorers.
Compare and contrast the motives of different European nations (Portuguese, Dutch, British, French, Danish, and Brandenburgers) that sailed to the coast of Ghana.
Evaluate the extent to which Europeans achieved their motives for coming to the coast of Ghana, using evidence from historical sources.
Re-enact or describe the formation of alliances between early Europeans and Ghanaian leaders such as Nana Kwamena Ansah, demonstrating respect for diverse perspectives.

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Curriculum details

Strand: Age of Encounter and Exchanges Up to the 20th Century (Strand 3)
Sub-strand: Global Connections (3.2)
Content standard: 2.3.2.CS.1 - Exhibit knowledge and understanding of the advent of European presence and activities along the coast of Ghana 2.3.2.LO.1 Recount the arrival and motives behind the Europeans exploration to the coast of Ghana detailing some of the activities they engaged in.
Indicator: 2.3.2.LI.2 - Explore the diverse motives behind European exploration to the coast of Ghana.
Suggested placement: Semester 1, Week 8 (Week 8 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. 70

Exemplars (from the NaCCA curriculum)

Enquiry Routes: Why did Europeans sail to the coast of Ghana? How did they land in different places in Ghana? To what extent did they achieve their motives?
Problem-Based Learning:
- Using online brainstorming tools [E.g., Answer Garden ], learners share some common reasons for the movement of people from their communities to other places.
- Learners generate historical questions (5Ws 1H) to analyse the motives of early European explorers to Ghana.
- Learners work in pairs to categorise the motives into political, social, economic, religious and scientific.
Experiential Learning:
- Let learners re-enact how the early Europeans formed alliances with the people of Ghana including their earlier meeting with Nana Kwamena Ansah. HINT: Encourage learners who are physically challenged to take part in the re-enactment.
- Learners debate on the extent to which the European motives for exploration to Ghana were achieved.
- In groups, learners use primary source evidence to explain the origins of the name 'Gold Coast'
Teaching and Learning Resources:
- Historical map of the world
- Current map of the world (Globe)
- Pictures and video documentaries of European sailors
- Old Maps of Ghana
- A chronological chart showing the Europeans that came to Ghana
- VFTs on castles and forts
- Documentaries/ VFTs or pictures of slave markets, forts and castles.
- Internet access
- Sources on the origin of the name Gold Coast.
- Documentaries on European exploration to the coast of Ghana.
- Computers/ laptops, LCD projector/screen, video/ audio player
- Pictures of trade items exchanged between Europeans and the people of Gold Coast.
- Stationeries
Assessment (2.3.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.