SHS2 History · Semester 1, Week 13
Prelude to Colonisation and Colonial Rule
Full lesson notes coming
Notes for this lesson are being prepared. The curriculum details below are complete and ready to use for your planning.
Curriculum details
- Strand
- Age of Encounter and Exchanges Up to the 20th Century (Strand 3)
- Sub-strand
- Prelude to Colonisation and Colonial Rule (3.3)
- Content standard
- 2.3.3.CS.1 - Demonstrate understanding of the processes leading to the establishment of British rule in the Gold Coast and the impact on the people of Ghana. 2.3.3.LO.1 Use relevant historical sources and skills to investigate chronologically the major events leading to British rule in the Gold Coast and communicate effectively the long-term and short-term effects of European presence in Ghana.
- Indicator
- 2.3.3.LI.1 - Examine sources on the processes leading to colonial rule in the Gold Coast.
- Suggested placement
-
Semester 1, Week 13
(Week 13 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. 75
Exemplars (from the NaCCA curriculum)
Enquiry Routes: What were the key processes that led to colonial rule in the Gold Coast? Why was the Bond of 1844 signed? Who were the signatories to the Bond of 1844? Where was the Bond of 1844 signed? Why was the Treaty of Fomena signed? Which wars were fought between Asante and the British? What was the impact of the Anglo-Asante Wars? Problem-Based Learning: - Learners brainstorm the reasons for the signing of the Bond of 1844. - In groups, learners examine historical sources on the Bond of 1844 and its impact on the Gold Coast. Group-Based Learning: - In small groups, learners assess the various Anglo-Asante Wars and their effects on the Asante Kingdom. - In mixed-ability groups, learners formulate historical questions to analyse the impact of the Treaty of Fomena in 1874. - Using Fishbowl strategy, learners discuss why the British pronounced the Southern territories of Gold Coast a 'Crown Colony' in 1874. Project-Based Learning: - Use historical maps to explain to learners how territories in the Northern part of Ghana came under British control. - Learners sketch a map to show the various parts of 'Ghana' that went under British control or annexation. HINT: Let learners who are physically challenged observe sketched maps and discuss with their peers. - Use character maps to show learners the role of George Ekem Fergusson in the acquisition of the Northern Territories Teaching and Learning Resources: - Primary sources: (the Bond of 1844, colonial maps of the Gold Coast, pictures, and paintings in the colonial archives) - Secondary sources (textbooks, opinion papers, etc.) - Tape/audio recorder - Internet access - Computer/ laptop/mobile phone, speaker-out devices. - Stationeries - Photographs of health, educational and housing facilities built by the colonial government. - Secondary sources (textbooks, newspaper articles/opinion papers, etc.) - Documentaries/ VFTs on colonial infrastructure in Ghana - Resource person - Realia (crops/fruits) introduced by Europeans or photographs Secondary sources (textbooks, newspaper articles/opinion papers, etc.) - Documentaries on monetisation of the Ghanaian economy - Raw materials from the environment such as cocoa pods, woods, clayey soil, animal skin, etc. Assessment (2.3.3.AS.1). 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.