Religion and Religious Change · SHS1 History

Lesson notes

Learning Objectives

Indicator: 1.3.1.LI.2 - Trace the advent and influences of Islam and Christianity in Ghana.

By the end of the lesson, learners can:

Trace the routes and timeline by which Islam and Christianity first arrived in Ghana, identifying the key entry points and early settlements of both religions.
Name at least three early Islamic scholars or traders and three early Christian missionaries who introduced their faiths to Ghana, stating where they operated.
Analyse the influence of Islam and Christianity on indigenous Ghanaian religious beliefs and practices, identifying areas of change and areas of continuity.
Construct a Venn diagram comparing indigenous Ghanaian religion, Islam, and Christianity in terms of beliefs, practices, and values.
Communicate their findings through a role-play, oral presentation, or poster that shows how foreign religions influenced Ghanaian society.

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Curriculum details

Strand: Age of Encounter and Exchanges Up to the 20th Century (Strand 3)
Sub-strand: Religion and Religious Change (3.1)
Content standard: 1.3.1.CS.1 - Demonstrate understanding of the religious change and continuity in Ghana. 1.3.1.LO.1 Analyse continuity and change in religious beliefs and practices in Ghana and communicate through variety of media, how foreign religious beliefs have influenced the Ghanaian society.
Indicator: 1.3.1.LI.2 - Trace the advent and influences of Islam and Christianity in Ghana.
Suggested placement: Semester 2, Week 17 (Week 37 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. 60

Exemplars (from the NaCCA curriculum)

Enquiry Routes: How were Islam and Christianity introduced in Ghana? Where did Islamic and Christian missionaries first settle and operate? When were Islam and Christianity established as religions in Ghana? Who were some of the earliest missionaries in Ghana? How did the introduction of Christianity and Islam affect the indigenous religious practice of Ghanaians?
Experiential Learning:
- Using the internet, learners explore the beginnings of Islam and Christianity in Ghana.
- Learners role-play the introduction of Islam in Ghana.
- Learners watch documentaries on the introduction of Christianity in Ghana. HINT: Encourage learners who are visually impaired to sit in front to help them during the lesson.
Problem-Based Learning:
- Using primary and secondary sources, learners examine the activities of missionaries including spread of the Islamic and Christian faiths in Ghana.
- Learners develop a Venn diagram that shows the similarities and differences among indigenous Ghanaian religion, Islam, and Christianity.
- In small groups, learners form hypotheses and draw conclusions on the role religion plays in everyday life.
- Working collaboratively, learners make inferences on why rituals and celebrations are important in all religions in Ghana.
Teaching and Learning Resources:
- Audio/tape recorder
- Sample interview guide
- Resource persons including traditional priests and leaders
- Primary source and secondary data including traditional songs, photographs, and videos of indigenous religious practices.
- Stationery
- Internet access
- Computers/ laptops, LCD projector/screen, video/ audio player.
Assessment (1.3.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.