JHS1 Social Studies · Term 1 Week 2: The People of Ghana

Lesson notes

Learning Objectives

Indicator: B7.1.1.1.2

By the end of the lesson, learners can:

Define push factors and pull factors of migration using examples from the movement of the major ethnic groups into Ghana.
Classify the factors that caused the major ethnic groups (Akan, Ewe, Ga-Adangbe, Mole-Dagbani, Guan, and others) to migrate into Ghana as either push or pull factors.
Assess the impact of the migration of these ethnic groups on the social, cultural, economic, and political life of Ghana.
Analyse how different ethnic groups have interacted as a result of migration and how this shaped the identity of the people of Ghana.
Present findings from group work on the effects of migration using a chart or a thought shower.

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Curriculum details

Strand: Identity, Significance and Purpose (Strand 1)
Sub-strand: The People of Ghana (1.1)
Content standard: B7.1.1.1 - Demonstrate understanding of the movement of major ethnic groups into Ghana.
Indicator: B7.1.1.1.2 - Assess the factors and impact of the migration of the major ethnic groups into Ghana.
Suggested placement: Term 1, Week 2 (Week 2 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. 3

Exemplars (from the NaCCA curriculum)

1. Using the Jigsaw strategy, learners analyse the pull and push factors of migration of major ethnic groups into Ghana.
2. In small groups, learners create charts to explain the pull and push factors of migration of the major ethnic groups into Ghana.
3. Using the thought shower strategy, learners explain the effects of migration of the major ethnic groups into Ghana.