European Encounter… · SHS3 Social Studies

Lesson notes

Learning Objectives

Indicator: 3.4.1.LI.1

By the end of the lesson, learners can:

Define neo-colonialism in their own words and explain how it differs from classical colonialism.
Trace the specific economic structures established during the colonial period that continued to influence African economies after independence.
Identify the political and administrative structures inherited from colonial rule that enabled continued foreign influence.
Explain how international organisations such as the World Bank and the International Monetary Fund (IMF) have contributed to neo-colonial relationships with African countries, using Ghana as a case study.
Analyse a historical source for bias and perspective, recognising how neo-colonial narratives are constructed and maintained.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Nationalism and Nationhood (Strand 4)
Sub-strand: European Encounter, Colonialism and Neo-Colonialism (4.1)
Content standard: 3.4.1.CS.1 - Demonstrate knowledge and understanding of neo-colonialism and its impact on Ghana 47 Gender Equality and Social Inclusion 48 Socio-Emotional Learning 3.4.1.LO.1 Analyse the roots of neocolonialism and its impact on Ghana
Indicator: 3.4.1.LI.1 - Trace the origins of neo-colonialism in Africa to the colonial period, identifying the economic and political structures that facilitated continued foreign influence after independence
Suggested placement: Semester 1, Week 14 (Week 14 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. 97

Exemplars (from the NaCCA curriculum)

Collaborative learning:
- In pairs, learners explain the concept neo-colonialism including its roots
- In an inquiry-based activity, learners research on international organisations such as the World Bank and the International Monetary Fund and their role in African economies
Project-based learning: In differentiated-task groups, learners create multimedia presentations on the impact of neo-colonialism on Ghana's development (e.g.,, economic dependency, socio-cultural Influence, political Interference, resource exploitation)
Teaching and Learning Resources:
- Internet access
- Laptops/Computer
- Projector and screen
- Audio device
- Stationery
- Primary sources
- Old newspapers
- News items/bulletins
- 77
- Journals
- Documentary on neo-colonialism in
- Africa
Assessment (3.4.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.