Early Protest Movements · B5 History

Lesson notes

Learning Objectives

Indicator: B5.5.1.1.3 - Examine sources of evidence about the role of Joseph Ephraim Casely-Hayford in the National Congress of British West Africa (NCBWA)

By the end of the lesson, learners can:

Identify Joseph Ephraim Casely-Hayford from photographs and describe his physical appearance and background.
Locate key facts about his life, including his birthplace, education, and profession.
Explain the role he played in forming and leading the NCBWA.
Use at least two different sources of evidence (photographs, written records, or oral accounts) to support statements about his leadership.
Retell a short narrative of Casely-Hayford’s contribution to the early protest movements in Ghana before 1945.

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Curriculum details

Strand: Journey to Independence (Strand 5)
Sub-strand: Early Protest Movements (5.1)
Content standard: B5.5.1.1 - Show understanding of the factors that led to the formation of early protest movements in Ghana before1945
Indicator: B5.5.1.1.3 - Examine sources of evidence about the role of Joseph Ephraim Casely-Hayford in the National Congress of British West Africa (NCBWA).
Suggested placement: Term 2, Week 10 (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: History Curriculum (Basic 1-6), 2019, p. 36
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

Enquiry routes: Who was Joseph Ephraim Casely-Hayford? Where was he born? What was his role in the NCBWA?
1. Identify Joseph Ephraim Casely-Hayford from photographs
2. Show and discuss a documentary the bust of Joseph Ephraim Casely-Hayford at Casford Hall, UCC (where possible)
3. Present a narrative of the leadership role of Joseph Ephraim Casely-Hayford in the NCBWA
4. Learners retell the story of Joseph Ephraim Casely-Hayford