Prelude to Colonisation and Colonial Rule

Enquiry Routes: How did European (British) presence influence indigenous sanitation and health care systems in Ghana? In what ways did European (British) influence education in Ghana? What were the lasting effects of European (British) presence on Ghanaian socio-political systems?
Collaborative Learning:
- In small groups, learners identify facilities built by the British in Ghana.
- In a Jigsaw activity, learners create a database on some colonial structures in Ghana including, schools, health centres, and housing units. HINT: Group both highly and approaching proficiency learners and encourage them to share their views.
- Using a map of Ghana, learners identify some key roads and rail-lines constructed under colonial rule.
- Let learners use the internet to search for indigenous architectural designs of the pre-historic times and compare them to European architectural designs.
Experiential Learning: Learners watch a documentary or listen to a resource person on a discussion on how Europeans influenced sanitation and health systems in Ghana.
Project-Based Learning: Learners create an oral or written presentation on how Europeans influenced education in Ghana including schools built, ordinances passed, scholarships offered, etc.
Group Work:
- Using primary and secondary sources, learners examine change and continuity in the social lives of Ghanaians as a result of European presence.
- Using historical sources, learners analyse the original intentions behind the social developments made by the Europeans.
- In small groups, learners debate on the issue that the social developments carried out by Europeans were intended to help the people of Ghana.
Cooperative Learning: In mixed-ability groups, learners discuss the key political developments under colonial rule and their effects.
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.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.