JHS1 Social Studies · Term 1 Week 5: The People of Ghana

Lesson notes

Learning Objectives

Indicator: B7.1.1.2.2 - Discuss the roles of matriarchs and patriarchs of the major kingdoms and states in precolonial Ghana.

By the end of the lesson, learners can:

Define the terms “matriarch” and “patriarch” in the context of precolonial Ghanaian states and kingdoms.
Identify at least four major matriarchs and patriarchs from precolonial Ghana and name the states or kingdoms they led or influenced.
Explain the specific contributions of these leaders to the rise and development of their states and kingdoms.
Role-play or narrate a short scene showing how a matriarch or patriarch influenced decision-making in their kingdom.
Compose a short poem or song that recognises the contribution of one matriarch or patriarch studied in the lesson.

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Curriculum details

Strand: Identity, Significance and Purpose (Strand 1)
Sub-strand: The People of Ghana (1.1)
Content standard: B7.1.1.2 - Students should demonstrate knowledge of the factors responsible for the rise and decline of major states and kingdoms in Ghana.
Indicator: B7.1.1.2.2 - Discuss the roles of matriarchs and patriarchs of the major kingdoms and states in precolonial Ghana.
Suggested placement: Term 1, Week 5 (Week 5 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. 6

Exemplars (from the NaCCA curriculum)

1. In small groups, learners explore primary and secondary sources to identify the contributions of major leaders in the rise of their states and kingdoms.
2. Learners role-play the contributions of identified patriarchs and matriarchs in the rise of their states and kingdoms.
3. Learners compose epic poems to recognise the contributions of identified patriarchs and matriarchs of the various states and kingdoms.