Response to Colonial Rule · SHS2 History

Lesson notes

Learning Objectives

Indicator: 2.3.4.LI.5 - Examine post-WWII nationalist struggles in Ghana that led to the attainment of Independence.

By the end of the lesson, learners can:

Explain the circumstances surrounding the formation of the United Gold Coast Convention (UGCC) in 1947, including its aims and the reasons why it was formed.
Analyse the causes and consequences of the 1948 Riots and explain how they accelerated the demand for self-government.
Describe the work of the Watson Commission and the Coussey Committee and evaluate their recommendations.
Explain why Kwame Nkrumah broke away from the UGCC to form the Convention People’s Party (CPP) in 1949 and compare the strategies of the two parties.
Trace the major political developments between 1951 and 1956, including the general elections and the role of women, that led to Ghana’s Independence in 1957.

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Curriculum details

Strand: Age of Encounter and Exchanges Up to the 20th Century (Strand 3)
Sub-strand: Response to Colonial Rule (3.4)
Content standard: 2.3.4.CS.1 - Demonstrate understanding of the nature and activities of Nationalist Movements including their efforts in resisting colonial domination in the Gold Coast. 2.3.4.LO.1 Use relevant historical sources to investigate the activities of Ghanaian nationalists and nationalist movements and develop arguments on why their actions were justified at the time, while exhibiting patriotism, loyalty, national consciousness, tolerance, teamwork, and other characters.
Indicator: 2.3.4.LI.5 - Examine post-WWII nationalist struggles in Ghana that led to the attainment of Independence.
Suggested placement: Semester 2, Week 3 (Week 23 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. 84

Exemplars (from the NaCCA curriculum)

Enquiry Routes: Why was the first political party formed? What did the first political party achieve? What were some of the shortcomings of the first political party in Ghana?
Collaborative Learning: In small groups, learners formulate historical questions (5Ws 1H) to analyse the formation of the UGCC including reasons behind its formation, aims/objectives, achievements and failures.
Experiential Learning:
- Learners watch documentaries or hold a seminar on immediate and remote causes of the 1948 'Riots' in Ghana.
- Learners role-play how the 1948 'Riots' in Ghana occurred.
- Learners make inferences from historical sources on the impact of the 1948 'Riots', including how it facilitated the struggle for Ghana's Independence.
- Using historical sources, learners explain how the Watson Commission was formed and the recommendations the commission made.
- In pairs, learners analyse sources of evidence on why Nkrumah broke away from the UGCC.
Project-Based Learning:
- Learners prepare a poster on the formation of the CPP in 1949 establishing the linkage between its aims/objectives and achievements before Independence.
- Learners create an oral presentation on the formation of the Coussey Committee and its effect on the political development of Ghana.
Collaborative Learning: Learners form concentric circles to discuss the role women played in early political party movements. Eg; Akua Asabea, Naa Dedei Aryeetey, Eugenia Kai Sasraku, Agnes Oforiwaa Tagoe-Quarcopome, Esther Korkor Sackey, etc.
Technology-Enhanced Active Learning (TEAL):
- Learners watch documentaries on the conduct of the first general election (1951) in Ghana and discuss its outcome.
- In mixed-ability groups, learners create a poster on major political developments that led to the attainment of Ghana's Independence including the 1954 and 1956 general elections, the Ewe Question and the demands of the National Liberation Movement (NLM).
- In a concentric circle, learners discuss why Nkrumah won all pre-independence general elections.
Teaching and Learning Resources:
- Secondary Sources (textbooks, newspaper articles/opinion papers, etc.)
- Tape/audio recorder
- Internet access
- Computer/ laptop/mobile phone, speaker-out devices.
- Stationaries
- Photographs of leaders of the UGCC and the CPP.
- A chart showing the list of achievements and aims of the early political parties.
- Documentaries on activities of early post WWII political parties
- Resource person
- Primary sources (old photographs, art forms, old artefacts, etc. of traditional leaders who resisted colonial rule)
- Documentaries on individuals who stood against colonial rule in Ghana.
- Photographs of leaders of Nationalist groups.
- A chart showing the list of nationalist movements and some of their major achievements.
- Documentaries on the activities of nationalist groups
Assessment (2.3.4.AS.5). 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.