Socio-Economic and Political… · SHS2 History

Lesson notes

Learning Objectives

Indicator: 2.4.1.LI.1 - Examine the nature of the diarchic system of government in Ghana from 1957 - 1960.

By the end of the lesson, learners can:

Define the term “diarchic system of government” and identify the two centres of power that existed in Ghana between 1957 and 1960.
Identify the key office holders (Governor-General, Prime Minister, and the monarch) and describe their respective roles and functions.
Explain why Ghana operated a diarchic system upon independence in 1957 and why the system was replaced with a republican constitution in 1960.
Create a chart showing the political positions held by Ghanaian and British officials from 1957 to 1960, correctly distinguishing between ceremonial and executive powers.
Evaluate the merits and demerits of the diarchic system by discussing at least two arguments for and two arguments against the arrangement.

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Curriculum details

Strand: Independence and Post-colonial Developments (Strand 4)
Sub-strand: Socio-Economic and Political Developments in Ghana (1957 - 2007) (4.1)
Content standard: 2.4.1.CS.1 - Demonstrate understanding of the socio-economic and political developments in Ghana from 1957 - 2007 2.4.1.LO.1 Use diverse historical evidence to compare similarities and differences of the Socio- Economic and Political Developments across the different regimes and governments in Ghana (1957 - 2007)
Indicator: 2.4.1.LI.1 - Examine the nature of the diarchic system of government in Ghana from 1957 - 1960.
Suggested placement: Semester 2, Week 10 (Week 30 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. 89

Exemplars (from the NaCCA curriculum)

Enquiry Routes: Who was the Prime Minister of Ghana between 1957 - 1960? Why did Nkrumah become the Prime Minister of Ghana in 1957-1960? Who was the Governor-General of Ghana between 1957 and1960? What were the functions of the Governor-General and the Prime Minister?
Activity-Based Learning:
- Learners use online brainstorming site ( Answer Garden, Twitter) to survey opinions on the features of a diarchic system of Government.
- Learners develop a chart on political positions held by Ghanaian and British officials from 1957 - 1960.
Project-Based Learning: Learners create a photo-gallery of cabinet ministers that served in Ghana from 1957 - 1960.
Collaborative Learning:
- In small groups, learners discuss roles played by the Governor General and the Prime Minister from 1957 - 1960.
- Learners form concentric circles to discuss the merits and demerits of the diarchical system of government that was practised in Ghana from 1957 - 1960.
- In two groups, learners hold a debate on the power-sharing government formed by the British and Ghanaian officials from 1957 - 1960.
- In pairs, learners analyse primary and secondary sources on the processes leading to Ghana's attainment of a Republican status in 1960.
Teaching and Learning Resources:
- Contextual photographs of Dr. Kwame Nkrumah, Governor Lord Listowel, Queen Elizabeth II, cabinet ministers of Ghana from 1957 - 1960.
- A chart showing the positions held by Ghanaians and British officials
- Textbooks
- Newspaper articles/opinion papers, etc.
- Internet Access
- Computer/ laptop/mobile phone, speaker-out devices.
- Stationery
- Photographs of Dr. Kwame Nkrumah and cabinet Ministers of Ghana from 1957 - 1969.
- A chart showing the list of achievements under the CPP government (1957 - 1966) and the NLC regime (1966 - 1969)
- Secondary Sources (Textbooks, newspaper articles/opinion papers, etc.)
- Documentaries on infrastructural developments under the CPP and the NLC.
- Video on reasons for the overthrow of Nkrumah.
- Tape/audio recorder
- Photographs of presidents/ vice presidents who have ruled Ghana from 1993 - 2007.
Assessment (2.4.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.