Pre-Colonial Economy and Economic… · SHS1 History

Lesson notes

Learning Objectives

Indicator: 1.2.2.LI.3 - Investigate the nature of trade and the development of trading activities in pre-colonial Ghana.

By the end of the lesson, learners can:

Distinguish between internal trade and external (long-distance) trade in pre-colonial Ghana, citing at least two features of each form.
Identify at least five items of trade from the different vegetation zones of pre-colonial Ghana and explain why those items were exchanged.
Describe how the barter system operated in pre-colonial Ghana, including its advantages and limitations.
Analyse the role of women in pre-colonial Ghanaian trading activities, using evidence from historical sources.
Construct a flowchart showing the major pre-colonial trade routes in Ghana, linking the Southern and Northern parts of the country.

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Curriculum details

Strand: States and Societies in Pre-Colonial Times (Strand 2)
Sub-strand: Pre-Colonial Economy and Economic Activities (2.2)
Content standard: 1.2.2.CS.1 - Demonstrate knowledge and understanding of pre-colonial economy and economic activities in Ghana. 1.2.2.LO.1 Employ relevant historical skills to analyse historical sources on pre-colonial economy and economic activities in Ghana and show how these activities helped to sustain livelihood.
Indicator: 1.2.2.LI.3 - Investigate the nature of trade and the development of trading activities in pre-colonial Ghana.
Suggested placement: Semester 2, Week 12 (Week 32 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. 55

Exemplars (from the NaCCA curriculum)

Enquiry Routes: What forms of trade existed in pre-colonial Ghana? How did pre-colonial Ghanaians trade among themselves? What trade items were exchanged? What roles did women play in pre-colonial trading activities?
Enquiry-Based Learning:
- With the help of the Internet or a resource person, learners investigate the forms and nature of exchange economy that existed in pre-colonial Ghana including internal and external (long-distance) trade.
- Using primary and secondary sources, learners identify items of trade from the different vegetation zones that existed in pre-colonial Ghana.
Activity-Based Learning: Learners role-play how ethnic groups traded between themselves using the barter system.
Project-Based Learning: Learners prepare flowcharts to show pre-colonial trade routes in Ghana including routes in Southern and Northern parts of Ghana.
Talk for Learning:
- In small groups, learners discuss how long-distance trade was conducted including the trade routes and the means of transporting goods.
- Learners form concentric circles to discuss the socio-economic importance of pre-colonial trading activities in Ghana.
- In pairs, learners examine the role of women in pre-colonial Ghanaian trading activities.
Teaching and Learning Resources:
- Primary sources (old photographs, art forms, old artefacts, etc.) of agricultural tools.
- Textbooks, newspaper articles/opinion papers
- Documentaries/ VFTs on agricultural activities in pre-colonial Ghana.
- A resource person
- Tape/audio recorder
- Internet Access
- Computer/ laptop/mobile phone, speaker-out devices.
- Stationery
- Primary sources (old photographs, art forms, old artefacts, etc.) of pottery, leather works, beads, soaps, clothes, etc.
- Textbooks, newspaper articles/opinion papers, etc.
- Documentaries/ VFTs on pre-colonial industries
- Raw materials from the environment such as cocoa pods, woods, clayey soil, animal skin, etc.
- Primary sources (old photographs, art forms, old artefacts, etc.) of trade items.
- (Textbooks, newspaper articles/opinion papers, etc.)
Assessment (1.2.2.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.