Global Connections · SHS2 History

Lesson notes

Learning Objectives

Indicator: 2.3.2.LI.3 - Examine the changing patterns of trade with the coming of Europeans.

By the end of the lesson, learners can:

Identify at least four trade items exchanged between Europeans and the people of the Gold Coast, correctly categorising them as either European imports or Gold Coast exports.
Explain two reasons why gold and ivory were in high demand in Europe during the period of early contact.
Analyse the factors that caused the shift from the gold and ivory trade to the trans-Atlantic slave trade, listing at least three key reasons.
Describe the stages of the slave trade in the Gold Coast, from capture to the Middle Passage, in the correct chronological order.
Assess two effects of the trans-Atlantic slave trade on the Gold Coast, considering both demographic and social impacts.

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Curriculum details

Strand: Age of Encounter and Exchanges Up to the 20th Century (Strand 3)
Sub-strand: Global Connections (3.2)
Content standard: 2.3.2.CS.1 - Exhibit knowledge and understanding of the advent of European presence and activities along the coast of Ghana 2.3.2.LO.1 Recount the arrival and motives behind the Europeans exploration to the coast of Ghana detailing some of the activities they engaged in.
Indicator: 2.3.2.LI.3 - Examine the changing patterns of trade with the coming of Europeans.
Suggested placement: Semester 1, Week 9 (Week 9 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. 71

Exemplars (from the NaCCA curriculum)

Enquiry Routes: What were the trade items exchanged between Europeans and the people of Gold Coast? How did gold and ivory trade begin with Europeans? Why did the transition occur from gold and ivory to trade in humans? How was the slave trade carried out in the Gold Coast? What were the effects of the slave trade on the Gold Coast?
Problem-Based Learning:
- With the help of the internet or a standard textbook, learners identify trade items that were exchanged between Europeans and the people of Gold Coast. E.g., Europeans - gun, gun powder, textiles, gin/rum, mirror, knives, etc. Gold Coast - gold, ivory, spices, hard wood, etc.
- In small groups, learners highlight reasons for the high demand of gold and ivory from the Gold Coast.
- In a Think-Pair-Share activity, learners discuss the shift from gold and ivory to trade in humans.
Collaborative Learning: Learners prepare a poster on how the slave trade was carried out in the Gold Coast including the capture of slaves, movement to the slave castles, and transporting across the Middle Passage.
Experiential Learning: Let learners embark on a field trip or a virtual field trip to some slave markets and forts/castles (e.g., Salaga, Assin Manso, Elmina, etc.) in the Gold Coast and discuss observations.
Problem-Based Learning:
- Use pictures and videos to describe to learners how the slave trade affected women in the Gold Coast. Hint: Pause intermittently to explain visuals to visually impaired learners.
- In mixed-gender groups, learners discuss the effects of the Trans-Atlantic Slave Trade on Gold Coast.
Teaching and Learning Resources:
- Historical map of the world
- Current map of the world (Globe)
- Pictures and video documentaries of European sailors
- Old Maps of Ghana
- A chronological chart showing the Europeans that came to Ghana
- VFTs on castles and forts
- Documentaries/ VFTs or pictures of slave markets, forts and castles.
- Internet access
- Sources on the origin of the name Gold Coast.
- Documentaries on European exploration to the coast of Ghana.
- Computers/ laptops, LCD projector/screen, video/ audio player
- Pictures of trade items exchanged between Europeans and the people of Gold Coast.
- Stationeries
Assessment (2.3.2.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.