Emergence of Complex States

Lesson notes

Curriculum details

Strand

States and Societies in Pre-Colonial Times (Strand 2)

Sub-strand

Emergence of Complex States (2.1)

Content standard

1.2.1.CS.2 - Demonstrate understanding of the diverse accounts of the emergence of major states in Ghana, including the causes of migration and creation of settlements. 1.2.1.LO.1 Use relevant historical evidence to reconstruct the emergence of complex human cultures in Pre-Historic Ghana. 1.2.1.LO.2 Use relevant historical evidence to analyse the diverse migration accounts and draw conclusions on why and how the peoples of Ghana created settlements; recounting the key factors that led to their rise and decline. 1.2.1.LO.3 Use relevant historical sources in the environment to reconstruct the unique socio-cultural, political, and scientific systems of selected indigenous Ghanaian states and kingdoms and compare with contemporary Ghanaian society.

Indicator

1.2.1.LI.1 - Analyse the multiple perspectives on the migration accounts of any major ethnic group that settled in each of the three vegetation zones in Ghana.

Suggested placement

Semester 1, Week 15 (Week 15 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.

Source document note

The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

• indicator text - p.43: the document prints this learning-indicator code as "1.2.1.L1.1" - a digit one where the I of LI belongs. Settled from the file, not from the rendered stroke: the page's content stream draws the code as the TJ operands (1.2.) (1.L1.) (1) with a WinAnsiEncoding simple TrueType font that carries no ToUnicode CMap, so the byte after the L is 0x31, DIGIT ONE; in this face the digit one and the capital I are different outlines with twice the advance width (1024 against 512); and every L1 code run in the document measures 64 px wide against 60 for every LI run of the same length. Filed under LI, which is the document's own code vocabulary (CS|LO|LI|AS)

Curriculum reference

NaCCA curriculum document, p. 43

Exemplars (from the NaCCA curriculum)

Enquiry Routes: Which ethnic group(s) in Ghana were the original inhabitants? Which ethnic groups claim to have migrated to Ghana? Where did they migrate from and where did they first settle in Ghana? Around what time did they arrive in Ghana? Why did they move from their original locations? Who were their leaders?
Technology-Enhanced Learning: Learners watch documentaries on the origin of any one (1) major ethnic group that can be found in each of the three vegetation zones in Ghana.
- Forest Zone [Akan, Guan]
- Savannah Zone [Gonja, Guan, Mole-Dagbani]
- Coastal Zone [Ewe, Akan, Guan, Ga-Adangme]
Problem-Based Learning:
- Learners use primary and secondary accounts or sources to form opinions on the origin of any one (1) major ethnic group that can be found in each of the three vegetation zones in Ghana.
- Learners use the '5Ws 1H' principle in history to discuss the multiple accounts of the origin of any one (1) major ethnic group that can be found in each of the three vegetation zones in Ghana.
- In pairs, learners interpret maps on the migratory routes of any one (1) major ethnic group that can be found in each of the three vegetation zones in Ghana.
Project-Based Learning: Learners develop a chronological chart showing the movement and settlement of any one (1) major ethnic group that can be found in each of the three vegetation zones in Ghana.
Talk for Learning:
- In small groups, learners discuss the contributions of some key leaders of any one (1) major ethnic group during their migration.
- In a concentric circle discussion, learners identify and discuss the role of women in different migration accounts.
Teaching and Learning Resources:
- Documentaries on the migration of major ethnic groups in Ghana
- Primary and secondary sources of migration accounts.
- Historical maps of ancient African kingdoms and beyond
- old map of Ghana
- Map of Ghana showing the vegetation zones in Ghana and the ethnic groups that settled there.
- Pictures of leaders of the major ethnic groups that led their people to Ghana.
- Internet access
- Primary source documents on reasons for the migration of ethnic groups.
- Documentaries on reasons for the movements of the ethnic groups to Ghana.
- Historical maps of ancient kingdoms in Africa and beyond
- Documentaries on factors that led to the rise of kingdoms in Ghana.
- Primary and secondary source data including pictures, artefacts, maps, etc.
- Map showing geographical features in Ghana including major rivers such as Pra, Offin and Volta.
- Internet access
- Computers/ laptops, LCD projector/screen
Assessment (1.2.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 4 Extended critical thinking and reasoning.