Response to Colonial Rule · SHS2 History

Lesson notes

Learning Objectives

Indicator: 2.3.4.LI.1 - Describe the nature of resistance against colonial rule in Ghana.

By the end of the lesson, learners can:

Explain the difference between uncoordinated (spontaneous, localised) and coordinated (organised, national) resistance against colonial rule in Ghana, citing specific examples of each.
Describe the specific acts of resistance by at least three named traditional rulers (such as Awulae Kaku Ackah of Nzema, Nana Badu Bonsu II of Ahanta, King Tackie Tawiah I of Ga, King Aggrey of Cape Coast, Otumfuo Prempeh I of Asante, Nana Yaa Asantewaa of Edweso, and Nana Adwoa Ardua of Wassa Fiase) against British invasion and domination.
Identify and explain at least two examples of popular reactions to colonial policies, including the Poll Tax Ordinance of 1852, and assess why Ghanaians considered such policies obnoxious.
Construct a reasoned argument justifying why the early resistance movements were uncoordinated, drawing on geographical, political and communication factors of the time.
Demonstrate patriotism and national consciousness by evaluating the courage of these resistance figures in a class discussion, showing respect for diverse perspectives.

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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.1 - Describe the nature of resistance against colonial rule in Ghana.
Suggested placement: Semester 1, Week 19 (Week 19 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. 81

Exemplars (from the NaCCA curriculum)

Enquiry Routes: Which traditional rulers resisted British invasion of their kingdoms? How did individuals resist colonial domination? How did Ghanaians react to colonial policies they considered obnoxious? What are the justifications for the uncoordinated resistance against colonial rule?
Collaborative Learning:
- Using Think-Pair-Share, learners differentiate between uncoordinated and coordinated forms of resistance against colonial rule in Ghana.
- Learners use a Jigsaw technique or watch documentaries on the efforts of individual traditional leaders in resisting colonial invasion and domination. E.g. ( Awulae Kaku Ackah (Aka) of Nzema, Nana Badu Bonsu II of Ahanta, King Tackie Tawiah I of Ga, King Aggrey of Cape Coast, Otumfuo Prempeh I of Asante, Nana Yaa Asantewaa of Edweso, Nana Adwoa Ardua of Wassa Fiase, etc.)
Project-Based Learning: Using Close Reading Protocol, learners analyse primary and secondary sources on the form of resistance Ghanaians put up against some colonial policies, such as the Poll Tax Ordinance of 1852.
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.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.