SHS2 History · Semester 2 Week 2: Response to Colonial Rule

Lesson notes

Learning Objectives

Indicator: 2.3.4.LI.4 - Identify nationalist movements in Ghana after the WWII.

By the end of the lesson, learners can:

List at least four nationalist movements or political parties formed in the Gold Coast after WWII, including the UGCC and the CPP.
Identify the founders and key leaders of the UGCC and the CPP, and state the date and place where each party was formed.
Explain the aims and objectives of the early post-WWII political parties.
Compare the approaches of the UGCC and the CPP in resisting colonial rule.
Use primary and secondary sources to gather information about post-WWII nationalist movements and present findings clearly.

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Curriculum details

Strand: Age of Encounter and Exchanges Up to the 20th Century (Strand 3)
Sub-strand: Response to Colonial Rule (3.4)
Content standard: 2.3.4.CS.1 - Demonstrate understanding of the nature and activities of Nationalist Movements including their efforts in resisting colonial domination in the Gold Coast. 2.3.4.LO.1 Use relevant historical sources to investigate the activities of Ghanaian nationalists and nationalist movements and develop arguments on why their actions were justified at the time, while exhibiting patriotism, loyalty, national consciousness, tolerance, teamwork, and other characters.
Indicator: 2.3.4.LI.4 - Identify nationalist movements in Ghana after the WWII.
Suggested placement: Semester 2, Week 2 (Week 22 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. 83

Exemplars (from the NaCCA curriculum)

Enquiry Routes: What were the first political parties formed in Ghana? Who were the leaders of these political parties? How did they have their leaders? Where was the first political party formed? When was the first political party formed?
Problem-Based Learning: In pairs, learners analyse primary and secondary sources to explain contextual issues, including internal and external factors that facilitated the rise of activism/nationalist protestation after WWII.
Talk for Learning: Using Think-Pair Share, learners identify the early nationalist political parties that were formed in Ghana after the WWII. E.g., United Gold Coast Convention (UGCC), Convention People's Party (CPP).
Project-Based Learning:
- With the help of the Internet, learners develop a photo-gallery of leaders of the early political parties formed in Ghana after WWII. E.g., UGCC - George Alfred Grant, J.B. Danquah, R.S. Blay, etc.; CPP - Kwame Nkrumah, Kojo Botsio, K.A. Gbedemah, Akua Asabea, etc.
- Learners trace on a map where each of the early nationalist political parties was formed.
Experiential Learning: Learners embark on a field trip or watch visuals of monuments where the UGCC and the CPP were formed.
Teaching and Learning Resources:
- Secondary Sources (textbooks, newspaper articles/opinion papers, etc.)
- Tape/audio recorder
- Internet access
- Computer/ laptop/mobile phone, speaker-out devices.
- Stationaries
- Photographs of leaders of the UGCC and the CPP.
- A chart showing the list of achievements and aims of the early political parties.
- Documentaries on activities of early post WWII political parties
- Resource person
- Primary sources (old photographs, art forms, old artefacts, etc. of traditional leaders who resisted colonial rule)
- Documentaries on individuals who stood against colonial rule in Ghana.
- Photographs of leaders of Nationalist groups.
- A chart showing the list of nationalist movements and some of their major achievements.
- Documentaries on the activities of nationalist groups
Assessment (2.3.4.AS.4). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.