FAYOL

EDUCATIONAL
SERVICES

SOC STUDIES
BASIC 7
THIRD TERM SCHEME OF LEARNING
ACADEMIC YEAR – 2024/2025
6TH MAY TO 24TH JULY, 2025
 BASIC 7 SCHEME
WEEK SUB STRANDS / CONT.
STRAND INDICATORS RESOURCES
S STANDARD
Understanding Our
Natural World B7.[Link]. Examine Pictures,
1 Environment major physical Posters and
B7.1.3.1. Show features of the earth illustrations
understanding of the
world around us
Understanding Our B7.[Link]. Examine
2 Environment Natural World natural disasters in the Pictures, wall
environment. charts, etc.

Population
B7.[Link] Examine
B7.2.4.1. Analyze the Pictures, wall
3 Family Life the components of
population structure in charts, etc.
population growth
Ghana and its related
issues
Population
B7.[Link] Examine
B7.2.4.1. Analyze the Pictures, wall
4 Family Life the components of
population structure in charts, etc.
population growth
Ghana and its related
issues
Tourism
B7.[Link]. Examine
Socio-
B7.5.3.1. Demonstrate the role of tourism and
Economic Pictures, wall
5 knowledge on how leisure in socio-
Developmen charts, etc.
tourism and leisure economic
t
promote national development of Ghana
development
Independent Ghana
B7.[Link]. Explain
how events after the
B7.6.1.1. Demonstrate Pictures, wall
6 Nationhood 1948 riots accelerated
understanding of how charts, etc.
the move towards
Ghana became an
independence
independent nation
Independent Ghana
B7.[Link]. Explain
how events after the
B7.6.1.1. Demonstrate Pictures, wall
7 Nationhood 1948 riots accelerated
understanding of how charts, etc.
the move towards
Ghana became an
independence
independent nation
Independent Ghana
B7.[Link] Recount the
B7.6.1.1. Demonstrate formation of the Pictures, wall
8 Nationhood
understanding of how Convention People’s charts, etc.
Ghana became an Party (CPP) in 1949
independent nation
 B7.[Link]. Discuss the
Independent Ghana
recommendations of
the Coussey
B7.6.1.1. Demonstrate Pictures, wall
9 Nationhood Committee and the
understanding of how charts, etc.
outcomes of the 1951,
Ghana became an
1954 and 1956
independent nation
elections
Independent Ghana
B7.[Link] Analyze the
B7.6.1.1. Demonstrate Pictures, wall
10 Nationhood nature of government
understanding of how charts, etc.
from 1957 to 1960
Ghana became an
independent nation

11 REVISION & END OF TERM ASSESSMENT

12 VACATION AND SBA ACTIVITIES

 WEEKLY LESSON PLAN
WEEK 1
Week Ending: DAY: Subject: Social Studies
Duration: 50mins Strand: Environment
Sub Strand: Understanding Our
Class: B7 Class Size:
Natural World
Indicator:
Content Standard: Lesson:
B7.[Link]. Examine major
B7.1.3.1. Show understanding of the
physical features of the
world around us 1 OF 2
earth
Core Competencies:
Performance Indicator:
Creativity and Innovation, Comm &
Learners can mention some major physical
Collaboration, Digital Literacy,
features of the earth.
Critical thinking and Problem solving.
References: Social Studies Curriculum Pg. 9-10

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their
STARTER understanding in the previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Guide learners to identify some major features Maps and Atlas
LEARNING of the earth such as mountain ranges, rivers,
oceans, hot deserts and tropical rainforest.

With the use of maps, guide learners to find

the locations of the following major physical
features:
i. Mountain ranges, including Akuapim-Togo,
Gambaga, Kwahu, Himalayas, Rockies, Andes
and Alps

ii. Rivers, including the River Bia, Tano,

Ankobra, Pra, Densu, Volta, Nile, Niger, Congo,
Ganges, Yangtze, Amazon, Mississippi

iii. Oceans: Atlantic, Arctic, Southern, Indian,

Pacific

iv. Hot deserts, including Sahara, Kalahari,

Gobi, Arabian

v. Tropical rainforests, including the Amazon

Rainforest

Assessment
1. Mention any four rivers in Ghana.
PHASE 3: Use peer discussion and effective questioning
REFLECTION to find out from learners what they have learnt
during the lesson.

Take feedback from learners and summarize

the lesson.
Week Ending: DAY: Subject: Social Studies
Duration: Strand: Environment
Sub Strand: Understanding Our
Class: B7 Class Size:
Natural World
Indicator:
Content Standard: Lesson:
B7.[Link]. Examine
B7.1.3.1. Show understanding of the
major physical features
world around us 2 OF 3
of the earth.
Core Competencies:
Performance Indicator: Creativity and Innovation, Comm &
Learners can explore the major physical features of Collaboration, Digital Literacy,
the earth. Critical thinking and Problem
solving.
References: Social Studies Curriculum Pg. 9 -10

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their
STARTER understanding in the previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Revise with learners to mention some of the Pictures and
LEARNING mountain ranges in Ghana. Charts
Example:
Engage learners to discuss human activities
that affect the Major mountain ranges.
Example: mining, grazing by livestock, tourism,
energy production, etc.

Learners discuss ways of maintaining the

beauty of the mountain ranges.

Use pictures / photographs to assist pupils

Identify some major rivers in Ghana.
Example:
 Engage learners to discuss human activities
that affect the Rivers.
Example:
1. The discharge of industrial chemicals
2. Poor fishing methods such as the use of
dangerous chemicals like DDT.
3. Dumping of solid and liquid waste, etc.

Discuss the effects of plastic pollution on

water bodies including streams, ponds,
rivers, dams and lakes.
PHASE 3: Use peer discussion and effective questioning
REFLECTION to find out from learners what they have learnt
during the lesson.

Take feedback from learners and summarize

the lesson.
Week Ending: Period: Subject: Social Studies
Duration: Strand: Environment
Sub Strand: Understanding Our
Class: B7 Class Size:
Natural World
Indicator:
Content Standard: Lesson:
B7.[Link]. Examine
B7.1.3.1. Show understanding of the
major physical features
world around us 3 OF 3
of the earth.
Core Competencies:
Creativity and Innovation,
Performance Indicator: Comm & Collaboration, Digital
Learners can explore the major physical features of the
Literacy,
earth.
Critical thinking and Problem
solving.
References: Social Studies Curriculum Pg. 9 -10

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their
STARTER understanding in the previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Using pictures / photographs, assist learners Pictures and
LEARNING to explore the major oceans as a feature of Charts
the earth.
Example:
 Let learners talk about some importance
of the ocean to the humankind.
Example:
 The ocean produces over half of the world’s
oxygen and absorbs 50 times more carbon
dioxide than the atmosphere.
 The oceans regulate our climate and weather
patterns.
 It serves as a means of transport.
 We also get food (fish) from it

Engage learners to discuss human activities

that affect the ocean.
Example: sewage, toxic chemicals from
industries, land runoff, large scale oil spills, ocean
mining, littering, etc.

Discuss the effects of plastic pollution on

water bodies including oceans.
PHASE 3: Use peer discussion and effective questioning
REFLECTION to find out from learners what they have learnt
during the lesson.

Take feedback from learners and summarize

the lesson.
 WEEKLY LESSON NOTES
WEEK 2

Week Ending: DAY: Subject: Social Studies

Duration: Strand: Environment
Sub Strand: Understanding Our
Class: B7 Class Size:
Natural World
Indicator:
Content Standard: Lesson:
B7.[Link]. Examine
B7.1.3.2 Assess the issue of natural
natural disasters in the
disasters and their management 1 OF 3
environment.
Core Competencies:
Performance Indicator:
Creativity and Innovation, Comm &
Learners can examine natural disasters in the
Collaboration, Digital Literacy,
environment.
Critical thinking and Problem solving.
References: Social Studies Curriculum Pg. 9 -10

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their
STARTER understanding in the previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Brainstorm learners to explain natural Pictures and
LEARNING disasters. Charts
Natural disaster can be described as any
misfortune that occurs from natural phenomena.

Learners share experience from the recent

flooding caused by the rains in parts of Accra.

Show pictures or have learners to watch

documentaries on some natural disasters.

flooding landslide

landslide
 Let learners mention examples of natural
disasters, including flood, drought, landslide,
wildfire, earthquake and sea erosion.
PHASE 3: Use peer discussion and effective questioning
REFLECTION to find out from learners what they have learnt
during the lesson.

Take feedback from learners and summarize

the lesson.
Week Ending: DAY: Subject: Social Studies
Duration: Strand: Environment
Sub Strand: Understanding Our
Class: B7 Class Size:
Natural World
Indicator:
Content Standard: Lesson:
B7.[Link]. Examine
B7.1.3.2 Assess the issue of natural
natural disasters in the
disasters and their management 1 OF 3
environment.
Core Competencies:
Performance Indicator: Creativity and Innovation, Comm &
Learners can examine natural disasters in the Collaboration, Digital Literacy,
environment. Critical thinking and Problem
solving.
References: Social Studies Curriculum Pg. 9 -10

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their
STARTER understanding in the previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Revise with learners some examples of natural Pictures and
LEARNING disasters. Charts
Example: flooding, earthquake, etc.

Brainstorm learners for the meaning of

flooding.
Flooding is the over flowing of water onto land that
is normally dry.

Guide learners to discuss the causes of

flooding.
 Heavy rains
 Overflowing rivers
 Collapsed dams
 Snowmelt
 Climate change

In groups, let learners discuss the effects of

flooding.
Example:
 Loss of human life
 Damage of property
  Destruction of crops
 Loss of livestock
 Deterioration of health conditions owing to
waterborne disease

Again, engage learners to discuss the causes

and effect of earthquake.
Earthquake, also known as tremor or temblor, is
the shaking of the surface of the earth resulting
from a sudden release of energy in the earth’s
lithosphere that creates seismic waves.

When the stress on the edge overcomes the

friction, there is an earthquake that releases
energy in waves that travel through the earth’s
crust and causes the shaking that we feel.

Assessment
1. Identify and explain three causes of
flooding.
2. Explain three effects of Earthquake.
PHASE 3: Use peer discussion and effective questioning
REFLECTION to find out from learners what they have learnt
during the lesson.

Take feedback from learners and summarize

the lesson.
Week Ending: DAY: Subject: Social Studies
Duration: Strand: Environment
Sub Strand: Understanding Our
Class: B7 Class Size:
Natural World
Indicator:
Content Standard: Lesson:
B7.[Link]. Examine
B7.1.3.2 Assess the issue of natural
natural disasters in the
disasters and their management 1 OF 2
environment.
Core Competencies:
Performance Indicator:
Creativity and Innovation, Comm &
Learners can examine natural disasters in the
Collaboration, Digital Literacy,
environment.
Critical thinking and Problem solving.
References: Social Studies Curriculum Pg. 9 -10

Phase/ Learners Activities Resources

Duration
PHASE 1: Revise with learners to review their understanding in
STARTER the previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Revise with learners some examples of natural Pictures and
LEARNING disasters. Charts
Example: wildfire, earthquake, landslide, etc .

Brainstorm learners for the meaning of Wildfire .

Wildfire is an unplanned, uncontrolled and unpredictable
fire in an area of combustible vegetarian starting in rural
and urban areas..

wildfire
Guide learners to discuss the causes of Wildfire .
 Burning debris
 cigarette
 Lighting
 Fireworks
 Volcanic eruption

In groups, let learners discuss the effects of Wildfire.

Example:
 Loss of human life
 Damage of property
 Destruction of crops
  Loss of livestock

Again, engage learners to discuss the causes and

effect of landslide.
Landslide is the movement of a mass of rock, debris, or
earth down a slope.

Causes of landslides
 Deforestation
 Shifting cultivation
 Heavy rainfall and earthquakes
 Mining
 Urbanization.

In groups, learners discuss the effects of landslide on

humans and properties.
Loss of life
Destruction of infrastructure
Damage to land, etc.

Leaders of each group presents their findings to the

whole class. Encourage learners to ask questions
after each presentation.

Assessment
1. State and explain any three causes and effects of
landslide
2. State and explain any three causes and effects of
wildfire
PHASE 3: Use peer discussion and effective questioning to find
REFLECTION out from learners what they have learnt during the
lesson.

Take feedback from learners and summarize the

lesson.
Week Ending: DAY: Subject: Social Studies
Duration: Strand: Environment
Sub Strand: Understanding Our
Class: B7 Class Size:
Natural World
Indicator:
Content Standard: Lesson:
B7.[Link]. Examine
B7.1.3.2 Assess the issue of natural
natural disasters in the
disasters and their management 2 OF 2
environment.
Core Competencies:
Performance Indicator: Creativity and Innovation, Comm
Learners can describe how to manage natural & Collaboration, Digital Literacy,
disasters in the environment. Critical thinking and Problem
solving.
References: Social Studies Curriculum Pg. 9 -10

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their
STARTER understanding in the previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Engage learners to discuss ways to managing Pictures and
LEARNING natural disasters. Charts
Example: How to reduce the risk of;
Landslides
 Modifying slope geometry
 Using chemicals agents to reinforce slope
material
 Installing structures such as piles and retaining
walls
 Grouting rock joints and fissures
 Diverting debris pathways, etc.

Wildfire
Check weather and drought conditions
Build campfire in an open location and far from
flammables
Keep vehicles off dry grass
Regularly maintain your equipment and vehicles,
etc.

Guide learners to discuss the role of

institutions responsible for early detection and
management of natural disasters in Ghana,
including Ghana Meteorological Agency (GMA),
National Disaster Management Organisation
(NADMO).

Assessment
 State four functions of the Ghana
Meteorological Agency (GMA)
  Briefly explain the role of the National
Disaster Management Organisation
(NADMO)
PHASE 3: Use peer discussion and effective questioning
REFLECTION to find out from learners what they have learnt
during the lesson.

Take feedback from learners and summarize

the lesson.

WEEK 3
Week Ending: Period: Subject: Social Studies
Duration: Strand: FAMILY LIFE
Class: B7 Class Size: Sub Strand: POPULATION
Content Standard: Indicator:
Lesson:
[Link] the population B7.[Link] Examine the
1 of 2
structure in Ghana and its related components of population
issues growth
Core Competencies:
Performance Indicator: Critical Thinking and
Learners can discuss how the population in Ghana has changed in Problem Solving (CP),
recent years and identify the impact of population growth on society. Communication and
Collaboration (CC),
New words Population, Growth Rate, Birth Rate, Mortality Rate, Urbanization

References: Social Studies Curriculum Pg.16

Phase/Duration Learners Activities Resources

PHASE 1: Begin by asking learners: "What do you think
STARTER happens to the number of people living in a
country over time? Does it grow or shrink? Why?"

Introduce the concept of population growth and

explain that it happens when the number of
people in an area increases.

Write the topic on the board: "Population Growth

and Changes in Population in Ghana."
PHASE 2: NEW Brainstorm learners to explain population growth A chart
LEARNING as the increase in the number of people in a given showing
area. population
growth in
Explain the factors that influence population Ghana over
growth: the past few
 Birth Rate: The number of live births per 1,000 decades.
people in a year.
 Death Rate: The number of deaths per 1,000 Diagrams
people in a year. explaining the
 Migration: Movement of people from one place concepts of
 to another, either within a country (internal birth rates,
migration) or across countries (international death rates,
migration). and migration.

Introduce urbanization and its role in population

changes, focusing on how people move to cities
for work and better living conditions.

Display a chart showing Ghana’s population

growth over the last few decades.

Discuss the steady increase in Ghana's population,

focusing on how improvements in healthcare
(lower mortality rates), better living conditions,
and higher birth rates contribute to the growth.

Explain the migration patterns in Ghana,

particularly the movement from rural areas to
urban centers like Accra and Kumasi.

Use a graph or chart to show population growth

trends in Ghana. For example, show the
population in Ghana in 1990 compared to 2020,
and discuss the rate of change.

Introduce urbanization as a result of both

population growth and migration, which leads to
larger cities and increased demand for resources
like housing, education, and healthcare.

Divide the class into small groups. Each group will

analyze the causes and effects of population
growth in Ghana. They will focus on one of the
following:
 The effects of higher birth rates on population
growth.
 The impact of lower death rates due to
improved healthcare.
 The role of migration in urbanization and
population distribution.

After 5 minutes, each group will present their

findings to the class. The teacher will guide the
discussion, ensuring learners understand the
connections between population growth and social
changes.

Assessment
1. What is population growth?
2. How do birth rates affect population growth?
3. What role does migration play in population
changes?
4. How has Ghana’s population changed in recent
years?
 5. What is urbanization, and why is it important to
understand in the context of population
growth?
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out from learners what they have learnt
during the le
sson.

Take feedback from learners and summarize the

lesson.

Ask learners how the lesson will benefit them in

their daily lives.
Week Ending: Period: Subject: Social Studies
Duration: Strand: FAMILY LIFE
Class: B7 Class Size: Sub Strand: POPULATION
Content Standard: Indicator:
Lesson:
B7.2.4.1. Analyse the population B7.[Link] Examine the
1 of 2
structure in Ghana and its related components of population
issues growth
Core Competencies:
Performance Indicator:
Critical Thinking and
Learners can compare the population growth of Ghana with other
Problem Solving (CP),
African countries and countries around the world and identify factors
Communication and
influencing population growth in different countries.
Collaboration (CC),
New words Population, Growth Rate, Birth Rate, Mortality Rate, Urbanization

References: Social Studies Curriculum Pg.16

Phase/Duration Learners Activities Resources

PHASE 1: Begin by asking the learners:
STARTER  "Have you ever wondered how many people
live in Ghana compared to other countries in
Africa or around the world?
 Do you think the population in Ghana is
growing faster or slower than other countries?"

Introduce the topic of population growth and

explain that today’s lesson will explore how
Ghana’s population growth compares to that of
other countries.
PHASE 2: NEW Brainstorm learners to explain population growth A world map
LEARNING as "The increase in the number of people in a highlighting
specific area over time." Ghana,
selected
Explain that the population growth of a country African
depends on several factors, including birth rates, countries, and
death rates, and migration patterns. other
countries with
Introduce growth rates and how they are used to notable
compare population growth between different population
countries. Show how to calculate population growth rates.
growth rate:

Population Growth Rate

=
Population at End of Period−Population at Start of Period
Population at Start of Period
* 100

Display a table with population growth rates for

Ghana, Nigeria, China, India, and the United
States.
Example:
Ghana: 2.1%
Nigeria: 2.6%
China: 0.5%
India: 1.1%
United States: 0.7%

Present and explain the population growth rates of

Ghana and the selected countries on the chart.

Discuss the factors influencing population growth

in these countries:
 Ghana: Rapid growth due to high birth rates
and improving healthcare.
 Nigeria: High growth rate due to similar
factors, but with challenges in healthcare and
urbanization.
 China: Slower growth due to decades of one-
child policy (now changed) and economic
development.
 India: Faster growth with a high birth rate, but
efforts in family planning have slowed growth.
 United States: Slower growth with lower birth
rates and immigration contributing to the
population increase.

Discuss urbanization in Ghana and other

countries, and its connection to population
growth. Urbanization happens when more people
move to cities for job opportunities, leading to
faster growth in urban areas.

Use a world map to show where these countries

are located and emphasize how population growth
differs between regions.

Divide the class into small groups. Each group will

choose two countries (one from Africa and one
from another part of the world) to compare. They
will discuss the following:
 The population growth rate of each country.
 What factors are influencing population growth
in each country (e.g., birth rates, healthcare,
migration).
 The potential effects of population growth in
each country (e.g., urbanization, resource
allocation, job opportunities).

After 5 minutes, ask each group to share their

findings with the class. The teacher will guide the
discussion to ensure learners understand the
differences in population growth.
 Assessment
1. What does population growth mean?
2. How do you calculate the population growth
rate of a country?
3. Which country, Ghana or China, has a faster
population growth rate? Why?
4. What factors contribute to higher population
growth in some countries?
5. How does urbanization affect the population
growth of a country?
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out from learners what they have learnt
during the lesson.

Take feedback from learners and summarize the

lesson.

Ask learners how the lesson will benefit them in

their daily lives.
 WEEK 4
Week Ending: Period: Subject: Social Studies
Duration: Strand: FAMILY LIFE
Class: B7 Class Size: Sub Strand: POPULATION
Content Standard: Indicator:
Lesson:
B7.2.4.1. Analyse the population B7.[Link] Examine the
1 of 2
structure in Ghana and its related components of population
issues growth
Core Competencies:
Performance Indicator:
Critical Thinking and
Learners can discuss how each of these factors affects population
Problem Solving (CP),
growth in Ghana and understand the factors that influence
Communication and
population change: birth rate, death rate, and migration.
Collaboration (CC),
New words Birth Rate, Death Rate, Migration, Population Growth, Fertility Rate

References: Social Studies Curriculum Pg.16

Phase/Duration Learners Activities Resources

PHASE 1: Start by asking learners: "What do you think
STARTER makes a country's population grow or shrink?
Do you think it's only about how many babies are
born, or is there more to it?"

Introduce the lesson's focus: The factors that

affect population change, specifically in Ghana.
PHASE 2: NEW Brainstorm learners to explain Population Change A world map
LEARNING as how the number of people in a country showing
increases or decreases over time. countries with
different
Have learners explain key terms: population
 Birth Rate: The number of live births per 1,000 growth rates,
people in a year. A higher birth rate means including
more people are born, contributing to Ghana.
population growth.
 Death Rate: The number of deaths per 1,000
people in a year. A lower death rate leads to
population growth as fewer people die.
 Migration: The movement of people from one
place to another. Immigration (people moving
to Ghana) increases the population, while
emigration (people leaving Ghana) reduces it.

Explain that Ghana’s population growth is

influenced by high birth rates, lower death rates
due to improvements in healthcare, and internal
and international migration patterns.

Explain that Ghana has a relatively high birth rate,

which contributes to rapid population growth.

Discuss factors such as cultural values, fertility

rates, and the availability of healthcare services
 that affect the birth rate.

Present a graph showing the trend in Ghana's

birth rate over the past decade and discuss its
implications for population growth.

Explain how improvements in healthcare,

sanitation, and living conditions have led to a
decline in the death rate in Ghana.

Show a comparison of Ghana’s death rate with

countries that have higher death rates, such as
those affected by poor healthcare systems.

Discuss both internal migration (people moving

from rural to urban areas in Ghana) and external
migration (people moving to and from Ghana).

Explain how migration influences the population of

cities and towns.

Use a map of Ghana to illustrate urbanization

trends and the movement of people to areas like
Accra for jobs and better living conditions.

Divide the class into small groups. Assign each

group one factor of population change: birth rate,
death rate, or migration.

Ask each group to discuss and list examples of

how their assigned factor influences population
growth in Ghana.

After 5 minutes, ask each group to share their

findings with the class. Write their points on the
whiteboard for reference during the plenary.

Assessment
 What is birth rate, and how does it affect
population growth in Ghana?
 How has the death rate changed in Ghana, and
what effect does it have on the population?
 What is migration, and how does it influence
the population growth in Ghana?
 Give an example of how one factor (birth rate,
death rate, or migration) has affected the
population growth in Ghana.
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out from learners what they have learnt
during the lesson.

Take feedback from learners and summarize the

lesson.
Ask learners how the lesson will benefit them in
their daily lives.
Week Ending: Period: Subject: Social Studies
Duration: Strand: FAMILY LIFE
Class: B7 Class Size: Sub Strand: POPULATION
Content Standard: Indicator:
Lesson:
B7.2.4.1. Analyse the population B7.[Link] Examine the
1 of 2
structure in Ghana and its related components of population
issues growth
Core Competencies:
Performance Indicator: Critical Thinking and
Learners can identify the causes of high birth rates in Ghana and Problem Solving (CP),
explain the factors contributing to high death rates in Ghana. Communication and
Collaboration (CC),
New words Birth Rate, Death Rate, Migration, Population Growth, Fertility Rate

References: Social Studies Curriculum Pg.16

Phase/Duration Learners Activities Resources

PHASE 1: Begin by asking: "What do you think causes a
STARTER country’s population to grow quickly? Why do you
think some countries have high birth rates or high
death rates?"

Introduce the lesson's focus: Exploring the causes

of high birth rates and high death rates in Ghana
and how these factors impact the population.
PHASE 2: NEW Explain that population growth can be influenced Charts or
LEARNING by the birth rate (the number of births per 1,000 graphs
people) and the death rate (the number of deaths showing birth
per 1,000 people). and death
rates in Ghana
Discuss the causes of high birth rates in Ghana: over the years.
 Cultural and Social Norms: In some areas,
large families are valued, and there may be
societal pressure to have more children.
 Limited Family Planning: Access to
contraception and family planning services is
limited in some parts of Ghana, leading to
higher birth rates.
 Early Marriage and High Fertility Rates: Early
marriage and having children at younger ages
contribute to higher birth rates.
 Lack of Education: In some communities,
especially rural areas, lower levels of
education, particularly for women, correlate
with higher birth rates.
 Teacher Modelling: Show a graph or chart
illustrating Ghana's high birth rate and provide
examples from data.

Discuss the causes of high death rates in Ghana:

  Healthcare Access: Poor access to healthcare
in rural areas leads to preventable deaths.
 Infectious Diseases: Diseases like malaria,
cholera, and other infectious diseases
contribute to high death rates.
 Nutrition and Malnutrition: Malnutrition,
especially among children, is a significant
contributor to high death rates.
 Accidents and Violence: High rates of
accidents, especially road accidents, and
violence can increase mortality.
 Teacher Modelling: Use visuals or statistics to
show the impact of poor healthcare and
nutrition on death rates in Ghana.

Divide learners into small groups. Assign each

group to focus on either high birth rates or high
death rates.

Ask each group to brainstorm and list causes of

high birth rates or high death rates in Ghana
based on the information discussed.

After 5 minutes, ask each group to share their

findings with the class. Write the causes on the
whiteboard and discuss their implications on
population growth.

Assessment
1. What is the birth rate, and why is it high in
Ghana?
2. Name two cultural or social factors that
contribute to high birth rates in Ghana.
3. What is the death rate, and what are two main
causes of high death rates in Ghana?
4. How does poor healthcare access contribute to
high death rates in Ghana?
5. Why is it important to understand the causes of
high birth rates and high death rates for
planning in Ghana?
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out from learners what they have learnt
during the lesson.

Take feedback from learners and summarize the

lesson.

Ask learners how the lesson will benefit them in

their daily lives.
 WEEKLY LESSON NOTES
WEEK 5

Week Ending: DAY: Subject: Social Studies

Strand: Socio-Economic
Duration:
Development
Class: B7 Class Size: Sub Strand: Tourism
Indicator:
Content Standard:
B7.[Link]. Examine the role of Lesson:
B7.5.3.1. Demonstrate knowledge on
tourism and leisure in socio-
how tourism and leisure promote
economic development of 1 OF 2
national development
Ghana
Core Competencies:
Performance Indicator: Creativity and Innovation, Comm &
Learners can discuss how to promote Tourism in Collaboration, Digital Literacy,
Ghana. Critical thinking and Problem
solving.
References: Social Studies Curriculum Pg. 22-23

Phase/ Learners Activities Resources

Duration
PHASE 1: Revise with learners to review their understanding in
STARTER the previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Guide learners to discuss how to promote Tourism in Pictures and
LEARNING Ghana. Charts

1. Educating the populace,

Ghanaians should be educated on the importance and
value of leisure. The Ghana Tourism Board should partner
other stakeholders such as hoteliers, the media and NGO's
to encourage local tourism.

2. Publicizing Ghana's tourism potentials to the outside

world.
The Ministry of Tourism should organize musical shows,
seminars and produce magazines and brochures on tourist
attractions in Ghana for distribution through her foreign
embassies
abroad.

3. Integrating tourism studies into the school syllabus .

We must integrate tourism into the school curriculum at all
levels of education to encourage students to show interest
in tourism.

4. Beautifying and maintaining tourism sites.

To promote tourism, tourist sites such as castles, game
reserves must be well maintained. The tourist sites must
be beautified and kept clean.
5. Providing adequate security.
There is the need to provide tourists adequate security to
encourage people to show interest in tourism.

6. Reducing entry fees to tourism sites.

Fees collected at entry points at tourist sceneries should
be reduced to make visits to such Projected places
affordable.

7. Training tourism personnel.

Tour guides, waiters and waitresses should be trained for
the tourism industry.

8. Providing tourism facilities such as restaurants and

hotels.
The government should build more tourism facilities such
as hotels, restaurants, cinema houses, hospitals and roads
in areas having sceneries.

Have learners research on the economic Importance

or Benefits of Tourism to Ghana's Development

1. Source of employment.
The tourism industry employs over 115,000 people in
Ghana. Tourism workers include tourist guides, hoteliers,
waiters, fashion designers, musicians and craftsmen.

2. Source of foreign exchange:

Tourism is a big foreign exchange earner for the country.
In 2003, Ghana's tourism earnings reached $600 million
dollars.

3. Provision of infrastructure.
Tourism encourages the improvement of infrastructure of
the country. The infrastructure includes roads, railways,
telephone facilities, hotels, restaurants, electricity and
water,

4. Cultural preservation.
Tourism helps us preserve our cultural heritage through
festivals, enstoolment of chiefs, puberty rites and
traditional music and dance e.g. Pan African Festival
(PANAFEST).

5. Source of income or revenue.

Tourism serves as a source of revenue to the government
in the form of income tax. Tourism also provides income
for Ghanaians employed in hotels, restaurants and
nightclubs

6. Conservation of natural resources.

Tourism helps us to conserve or protect our natural
resources such as forests, wildlife and water bodies e.g.
Kakum Forest, elephants at Mole and waterfalls at
Kintampo.
 7. Growth of local craft industries.
Tourism has led to the growth of local craft industries such
as wood carving, textiles, straws and leather.

8. Projection of Ghana's image abroad.

Tourism has projected Ghana abroad as the gateway to
Africa and place with the friendliest people. This has made
the country popular overseas.

Assessment
1. State six economic Importance or Benefits of
Tourism to Ghana's Development.
2. Enumerate five ways of promoting Tourism in
Ghana.
PHASE 3: Use peer discussion and effective questioning to find
REFLECTION out from learners what they have learnt during the
lesson.

Take feedback from learners and summarize the

lesson.

Week Ending: DAY: Subject: Social Studies

Strand: Socio-Economic
Duration:
Development
Class: B7 Class Size: Sub Strand: Tourism
Content Standard: Indicator:
Lesson:
B7.5.3.1. Demonstrate knowledge on B7.[Link]. Examine the role of
how tourism and leisure promote tourism and leisure in socio-
2 OF 2
national development economic development of Ghana
Core Competencies:
Creativity and Innovation,
Performance Indicator:
Comm & Collaboration, Digital
Learners can discuss the problems facing the Tourism
Literacy,
Industry in Ghana.
Critical thinking and Problem
solving.
References: Social Studies Curriculum Pg. 22-23

Phase/ Learners Activities Resources

Duration
PHASE 1: Revise with learners to review their understanding in
STARTER the previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Guide learners to discuss the problems facing the Pictures and
LEARNING Tourism Industry in Ghana. Charts

1. Problem of external competition.

Ghana faces stiff competition from sister African countries
such as Senegal, Egypt and Kenya which have a well-
developed tourism industry.

2. Problem of low domestic patronage.

Many Ghanaians do not show interest in tourism and
appreciate the value of leisure and therefore do not
patronize or contribute to the industry.

3. Problem of frequent changes of government.

Frequent changes in the political leadership of the country
affect tourism.

4. Problem of publicity.
The Ghanaian media has done little to market our tourism
potentials in and outside Ghana.

5. Problem of inadequate capital.

Ghana lacks adequate capital to develop tourism. Most
often, Ghana relies on foreign financial assistance which is
not readily available.

6. Problem of inadequate skilled workers.

Ghana does not have adequate skilled workers such as
tour guides, waitresses and travel and tour operators. She
often relies on foreign-trained workers which is expensive .

7. Problem of inadequate facilities.

Tourism centers in Ghana are not linked with proper roads,
electricity and water. This makes such centers inaccessible
and unattractive to tourists

Guide learners to discuss reasons or factors that

favor the Growth of Tourism in Ghana

 Modern physical development.

Ghana has modern physical features which attract
tourists. Some of these features are the Akosombo
Dam and Kpong hydro-electric station.

 Attractive and beautiful scenery.

Ghana also has beautiful scenes such as beaches,
hotels and natural features (i.e. forests, water bodies
and wildlife). These beautiful sceneries serve as
recreational grounds for most people.

 Preservation of nature.
Ghana has preserved her natural habitat for plant and
animal species. Places with such habitat attract many
people (tourists) e.g. Kakum National Park and Paga
Crocodile Pond.

 Preservation of historical sites.

Ghana has preserved historical sites such as Okomfo
Anokye's Sword site, forts and castles in Accra and
Cape Coast. Such historical sites attract many people.

 Celebration of culture.
The celebration of cultural festivals such as PANAFEST,
Adaekese, Odwira, Homowo and Hogbetsotso
encourages many people to visit places in Ghana.

 Construction of recreational centers.

The Government has built recreational facilities to
 promote tourism. Some of these centers are the
National Cultural Centre in Kumasi and the National
theatre in Accra.

Assessment
1. State five reasons or factors that favor the Growth
of Tourism in Ghana.
2. Mention any five problems facing the Tourism
Industry in Ghana.
PHASE 3: Use peer discussion and effective questioning to find
REFLECTION out from learners what they have learnt during the
lesson.

Take feedback from learners and summarize the

lesson.
 WEEKLY LESSON NOTES
WEEK 6
Week Ending: DAY: Subject: Social Studies
Duration: 60MINS Strand: Nationhood
Class: B7 Class Size: Sub Strand: Independent Ghana
Content Standard: Indicator:
Lesson:
B7.6.1.1. Demonstrate B7.[Link]. Explain how events after
understanding of how Ghana the 1948 riots accelerated the move 1 OF 2
became an independent nation towards independence
Core Competencies:
Performance Indicator: Creativity and Innovation, Comm
 Learners can examine how the 1948 riots & Collaboration, Digital Literacy,
accelerated the move towards independence. Critical thinking and Problem
solving.
References: Social Studies Curriculum Pg. 29
Keywords: British Government, constitution, ex-service, Government business, independence,
nationhood, riots, portfolio

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their understanding in
STARTER the previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Show documentaries/pictures or listen to personal Pictures and
LEARNING accounts on the 28th February riots in Accra. Charts
The riots started on 28th February 1948 in
Accra after a protest march by unarmed
ex-service men was broken up by the
police, leaving several leaders of the group
dead. Among those killed were sergeant
Nii Adjetey, Corporal Attipoe and Private
Odartey Lamptey. The ex-service men
were veterans from the word war II. The
British Head of Police, superintendent
Imray was responsible for the shooting of
the ex-service men. etc.

Guide learners ask questions and relate to some of the

incidents that happened in the documentary.

Organize an excursion for learners to visit the spot

where the ex-servicemen were killed.

On returning, have learners discuss what was

witnessed on the visit.

Discuss the reasons for the formation of the Watson

commission.
The Watson commission was set up by the
British colonial government to examine the
 circumstances surrounding the riots.
The commission of enquiry into disturbances
in the Gold Coast was appointed in march
1948 under the chairmanship of Aiken
Watson, to enquire into the disturbances
which occurred in the Gold Coast in February
and March 1948. The terms of reference was
to enquire into and report on the recent
disturbances in Gold Coast and their
underlying causes; and to make
recommendations on any matter arising
from the enquiry.

Guide learners to report on the findings of the

Commission in the form of a paper, performance or role
play etc.
 high prices of imported goods
 slow development of educational facilities
 the shortage of housing, particularly in the towns
and the low standards of houses for Africans
 unfair allocation and distribution of goods in short
supply by the importing firms.
 neglect of the ex-service men who had returned
from the world war II

Assessment
Which ex-service men died during the 28th February
riots in Accra.
Who was responsible for their death
PHASE 3: Use peer discussion and effective questioning to find
REFLECTION out from learners what they have learnt during the
lesson.

Take feedback from learners and summarize the

lesson.
Week Ending: DAY: Subject: Social Studies
Duration: 60MINS Strand: Nationhood
Class: B7 Class Size: Sub Strand: Independent Ghana
Content Standard: Indicator:
Lesson:
B7.6.1.1. Demonstrate B7.[Link]. Explain how events after
understanding of how Ghana the 1948 riots accelerated the move 1 OF 2
became an independent nation towards independence
Core Competencies:
Creativity and Innovation,
Performance Indicator:
Comm & Collaboration, Digital
 Learners can examine how the 1948 riots accelerated
Literacy,
the move towards independence.
Critical thinking and Problem
solving.
References: Social Studies Curriculum Pg. 29
Keywords: British Government, constitution, ex-service, Government business, independence,
nationhood, riots, portfolio

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their understanding in
STARTER the previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Guide learners to examine how the Watson Pictures and
LEARNING Commission helped the move towards independence. Charts

1. Recognition of Growing Nationalism: The Watson

Commission acknowledged the rising tide of nationalism and
demands for self-rule within the Gold Coast. It recognized
the need to address these aspirations and promote greater
political participation by the local population.

2. Increased Political Representation: One of the key

recommendations of the Watson Commission was to expand
the political representation of Ghanaians in the decision-
making processes. This led to the introduction of the Burns
Constitution in 1946, which provided for an increased
number of African representatives in the Legislative Council.

3. Formation of Political Parties: The commission's report

also encouraged the formation of political parties, allowing
Ghanaians to organize and express their political views more
effectively. This led to the establishment of various political
parties, including the United Gold Coast Convention (UGCC),
which played a vital role in the push for independence.

4. Electoral Reforms: The Watson Commission recommended

electoral reforms to ensure a fair and democratic political
process. This included the introduction of universal adult
suffrage, granting the right to vote to a broader section of
the population, irrespective of gender, property ownership,
or educational qualifications.

5. Path to Self-Government: The commission's

recommendations ultimately led to the establishment of a
constitutional framework that provided a clear path towards
self-government for the Gold Coast. This paved the way for
successive constitutional reforms, with each step bringing
Ghana closer to independence.

6. Public Consultation and Engagement: The Watson

Commission actively engaged with various sections of
society in the Gold Coast, seeking input from political
leaders, chiefs, and ordinary citizens. This public
consultation process helped to legitimize the demand for
self-government and created a sense of ownership and
participation among Ghanaians.

7. International Pressure and Publicity: The Watson

Commission's proceedings and recommendations gained
international attention, generating support for the cause of
Ghana's independence. The commission's findings helped to
highlight the aspirations of Ghanaians and put pressure on
the British government to respond to the calls for self-rule.

With the use of the Internet or any other sources of

information, write down the bio data of the three ex-
service men (Sgt. Adjetey, Sgt. Odartey Lamptey and
Corporal Attipoe) and how this can inspire learners.

Sergeant Adjetey, Sergeant Odartey Lamptey, and

Corporal Attipoe were Ghanaian ex-servicemen who
played significant roles in the struggle for
independence in Ghana. Here's a brief bio of each
individual:

1. Sergeant Adjetey:
Sergeant Adjetey, also known as Sergeant Adjetey
Lamptey, was a member of the Gold Coast Regiment of
the British colonial army. He was born in 1915 in Osu,
Accra, Gold Coast (now Ghana). On February 28, 1948,
he was among the unarmed ex-servicemen who
participated in a peaceful protest march to the
Christiansborg Castle (now Osu Castle) to demand the
release of the "Big Six" political detainees. The British
colonial police opened fire on the protesters, resulting
in several casualties. Sergeant Adjetey was tragically
shot and killed during the incident, becoming a symbol
of the struggle for independence.

2. Sergeant Odartey Lamptey:

Sergeant Odartey Lamptey, also known as Sergeant
Cornelius Frederick Odartey Lamptey, was another ex-
serviceman who participated in the 1948 protest
march. He was born on July 4, 1919, in Osu, Accra,
Gold Coast. Like Sergeant Adjetey, he bravely stood up
for the rights of Ghanaians and demanded
independence from British colonial rule. While
Sergeant Lamptey survived the protest march, he was
 later arrested and imprisoned for his role in the
independence movement.

3. Corporal Attipoe:
Corporal Attipoe, also known as Corporal Emmanuel
Attipoe, was another notable ex-serviceman who
played a role in Ghana's struggle for independence.
Unfortunately, limited biographical information is
available about Corporal Attipoe. However, he was
among the ex-servicemen who participated in the 1948
protest march and actively contributed to the fight for
Ghana's independence.

Learners to prepare posters and present their findings

on them.

Assessment

Fill in the blanks with the appropriate words or phrases to

complete each statement.

1. The Watson Commission, officially known as the ______

Committee, played a significant role in advancing Ghana's
journey towards independence.

2. The commission was established by the ______ colonial

government in response to the widespread demands for self-
government in the Gold Coast (now Ghana) during the
______.

3. The Watson Commission recognized the rising tide of

______ and demands for self-rule within the Gold Coast.

4. The Watson Commission recommended electoral ______ to

ensure a fair and democratic political process.

5. The introduction of ______ adult suffrage granted the right

to vote to a broader section of the population in the Gold
Coast.

6. The Watson Commission's recommendations led to the

establishment of a ______ framework that provided a clear
path towards self-government for the Gold Coast.

7. The Watson Commission actively engaged with various

sections of society, seeking input from political leaders,
chiefs, and ______ citizens.

8. The Watson Commission's proceedings and

recommendations gained ______ attention, generating
support for the cause of Ghana's independence.

9. Ghana achieved its independence in ______, becoming the

first sub-Saharan African colony to achieve self-rule.
PHASE 3: Use peer discussion and effective questioning to find
REFLECTION out from learners what they have learnt during the
lesson.

Take feedback from learners and summarize the

lesson.

Homework
Fill in the blanks with the appropriate words or phrases
to complete each statement.

1. One of the key recommendations of the Watson

Commission was to expand the ______ representation of
Ghanaians in the decision-making processes.

2. The ______ Constitution introduced in 1946 provided for an

increased number of African representatives in the
Legislative Council.

3. The commission's report also encouraged the formation of

______ parties, allowing Ghanaians to organize and express
their political views more effectively.

4. During the protest march, the British colonial police

opened fire on the protesters, resulting in several __________.

5. Unfortunately, Sergeant Adjetey was tragically __________

and killed during the incident, becoming a symbol of the
struggle for independence.

6. Limited biographical information is available about

__________ Attipoe, but he was among the ex-servicemen
who participated in the 1948 protest march.

7. The contributions of Sergeant Adjetey, Sergeant Odartey

Lamptey, and Corporal Attipoe played a pivotal role in
shaping Ghana's path towards __________, which was
achieved in __________.
 WEEKLY LESSON NOTES
WEEK 7

Week Ending: DAY: Subject: Social Studies

Duration: 60MINS Strand: Nationhood
Class: B7 Class Size: Sub Strand: Independent Ghana
Content Standard: Indicator:
Lesson:
B7.6.1.1. Demonstrate B7.[Link]. Explain how events after
understanding of how Ghana the 1948 riots accelerated the move 1 OF 2
became an independent nation towards independence
Core Competencies:
Creativity and Innovation,
Performance Indicator:
Comm & Collaboration, Digital
 Learners can examine how the 1948 riots accelerated
Literacy,
the move towards independence.
Critical thinking and Problem
solving.
References: Social Studies Curriculum Pg. 29
Keywords: British Government, constitution, ex-service, Government business, independence,
nationhood, riots, portfolio

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their understanding in
STARTER the previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Guide learners to examine how the Watson Pictures and
LEARNING Commission helped the move towards independence. Charts

1. Recognition of Growing Nationalism: The Watson

Commission acknowledged the rising tide of nationalism and
demands for self-rule within the Gold Coast. It recognized
the need to address these aspirations and promote greater
political participation by the local population.

2. Increased Political Representation: One of the key

recommendations of the Watson Commission was to expand
the political representation of Ghanaians in the decision-
making processes. This led to the introduction of the Burns
Constitution in 1946, which provided for an increased
number of African representatives in the Legislative Council.

3. Formation of Political Parties: The commission's report

also encouraged the formation of political parties, allowing
Ghanaians to organize and express their political views more
effectively. This led to the establishment of various political
parties, including the United Gold Coast Convention (UGCC),
which played a vital role in the push for independence.

4. Electoral Reforms: The Watson Commission recommended

electoral reforms to ensure a fair and democratic political
process. This included the introduction of universal adult
suffrage, granting the right to vote to a broader section of
the population, irrespective of gender, property ownership,
or educational qualifications.
5. Path to Self-Government: The commission's
recommendations ultimately led to the establishment of a
constitutional framework that provided a clear path towards
self-government for the Gold Coast. This paved the way for
successive constitutional reforms, with each step bringing
Ghana closer to independence.

6. Public Consultation and Engagement: The Watson

Commission actively engaged with various sections of
society in the Gold Coast, seeking input from political
leaders, chiefs, and ordinary citizens. This public
consultation process helped to legitimize the demand for
self-government and created a sense of ownership and
participation among Ghanaians.

7. International Pressure and Publicity: The Watson

Commission's proceedings and recommendations gained
international attention, generating support for the cause of
Ghana's independence. The commission's findings helped to
highlight the aspirations of Ghanaians and put pressure on
the British government to respond to the calls for self-rule.

With the use of the Internet or any other sources of

information, write down the bio data of the three ex-
service men (Sgt. Adjetey, Sgt. Odartey Lamptey and
Corporal Attipoe) and how this can inspire learners.

Sergeant Adjetey, Sergeant Odartey Lamptey, and

Corporal Attipoe were Ghanaian ex-servicemen who
played significant roles in the struggle for
independence in Ghana. Here's a brief bio of each
individual:

1. Sergeant Adjetey:
Sergeant Adjetey, also known as Sergeant Adjetey
Lamptey, was a member of the Gold Coast Regiment of
the British colonial army. He was born in 1915 in Osu,
Accra, Gold Coast (now Ghana). On February 28, 1948,
he was among the unarmed ex-servicemen who
participated in a peaceful protest march to the
Christiansborg Castle (now Osu Castle) to demand the
release of the "Big Six" political detainees. The British
colonial police opened fire on the protesters, resulting
in several casualties. Sergeant Adjetey was tragically
shot and killed during the incident, becoming a symbol
of the struggle for independence.

2. Sergeant Odartey Lamptey:

Sergeant Odartey Lamptey, also known as Sergeant
Cornelius Frederick Odartey Lamptey, was another ex-
serviceman who participated in the 1948 protest
march. He was born on July 4, 1919, in Osu, Accra,
Gold Coast. Like Sergeant Adjetey, he bravely stood up
for the rights of Ghanaians and demanded
 independence from British colonial rule. While
Sergeant Lamptey survived the protest march, he was
later arrested and imprisoned for his role in the
independence movement.

3. Corporal Attipoe:
Corporal Attipoe, also known as Corporal Emmanuel
Attipoe, was another notable ex-serviceman who
played a role in Ghana's struggle for independence.
Unfortunately, limited biographical information is
available about Corporal Attipoe. However, he was
among the ex-servicemen who participated in the 1948
protest march and actively contributed to the fight for
Ghana's independence.

Learners to prepare posters and present their findings

on them.

Assessment
Fill in the blanks with the appropriate information
based on your knowledge of the topic.

1. Sergeant Adjetey, also known as __________ Lamptey, was

a member of the Gold Coast Regiment of the British colonial
army.

2. Sergeant Adjetey was born in __________ in __________, Gold

Coast (now Ghana).

3. On __________, 1948, Sergeant Adjetey participated in a

peaceful protest march to the __________ Castle.
13. Sergeant Odartey Lamptey, also known as __________
Frederick Odartey Lamptey, was born on __________ __,
__________, in __________, Gold Coast.

4. Sergeant Odartey Lamptey bravely stood up for the rights

of Ghanaians and demanded independence from __________
colonial rule.

5. While Sergeant Lamptey survived the protest march, he

was later __________ and imprisoned for his role in the
independence movement.
PHASE 3: Use peer discussion and effective questioning to find
REFLECTION out from learners what they have learnt during the
lesson.

Take feedback from learners and summarize the

lesson.
Week Ending: DAY: Subject: Social Studies
Duration: 60MINS Strand: Nationhood
Class: B7 Class Size: Sub Strand: Independent Ghana
Content Standard: Indicator:
Lesson:
B7.6.1.1. Demonstrate B7.[Link] Recount the formation of
understanding of how Ghana the Convention People’s Party (CPP) in 1 OF 2
became an independent nation 1949
Core Competencies:
Creativity and Innovation,
Performance Indicator:
Comm & Collaboration, Digital
 Learners can recount the formation of the Convention
Literacy,
People’s Party (CPP) in 1949.
Critical thinking and Problem
solving.
References: Social Studies Curriculum Pg. 29
Keywords: British Government, constitution, ex-service, Government business, independence,
nationhood, riots, portfolio

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their understanding in
STARTER the previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Engage learners to discuss the reasons for the Pictures and
LEARNING formation of the Convention People’s Party (CPP) in Charts
1949.

1. Nationalism and Independence: The desire for self-rule

and independence was a significant factor in the formation
of the CPP. Ghanaians had witnessed the success of
nationalist movements in other African countries like India,
and they aspired to achieve similar independence. Dr.
Kwame Nkrumah, a charismatic leader, emerged as the
voice of the people and advocated for a united front against
colonial rule.

2. Political Mobilization: The formation of the CPP aimed to

mobilize the masses and create a strong political movement
against British colonialism. Nkrumah recognized the need for
a political party that would champion the cause of
independence and represent the interests of the people. The
CPP provided a platform for Ghanaians from all walks of life
to unite and work together towards achieving their common
goal.

3. Pan-Africanism: The CPP was influenced by the ideology

of pan-Africanism, which advocated for the unity and
liberation of African nations. Nkrumah was an ardent
supporter of pan-Africanism and believed in the solidarity
and collective strength of African people. The CPP sought to
not only liberate Ghana but also contribute to the wider pan-
African movement, promoting unity among African nations.
4. Grassroots Support: The CPP gained significant support
from the grassroots level. Nkrumah and the party leaders
organized campaigns, rallies, and meetings across the
country, connecting with the ordinary people and addressing
their grievances. The party's message of self-determination
and freedom resonated with the masses who were eager to
break free from colonial rule.

5. Social and Economic Justice: The CPP emphasized

social and economic justice as part of its platform. The party
sought to address issues such as poverty, inequality, and
exploitation of Ghana's resources by the colonial
administration. By advocating for economic independence
and social welfare programs, the CPP attracted support from
various sections of society, including workers, farmers, and
intellectuals.

6. Organizational Strength: The CPP demonstrated strong

organizational skills and structure, which helped it gain
popularity and support. Nkrumah, as the party's leader,
provided a clear vision and direction, while the party's
grassroots network effectively mobilized supporters and
coordinated activities. This organizational strength was
crucial in sustaining the CPP's momentum and consolidating
its position as a leading force in the independence
movement.

With the use of pictures show and discuss the life story
and achievements of Kwame Nkrumah, Kojo Botsio and
K.A. Gbedemah as leaders of the CPP .

1. Kwame Nkrumah:
 Independence and Nation Building: Nkrumah's most
notable achievement was leading Ghana to
independence from British colonial rule in 1957. He
became the country's first Prime Minister and later
its first President. Nkrumah focused on nation-
building efforts, establishing strong institutions, and
laying the foundation for a modern Ghana.
 Pan-Africanism: Nkrumah was a staunch advocate
of pan-Africanism, promoting the unity and
solidarity of African nations. He played a pivotal role
in the establishment of the Organization of African
Unity (OAU), which aimed to coordinate African
states and promote African unity.
 Social and Economic Development: Nkrumah
implemented various social and economic programs
to uplift Ghana's population. He introduced policies
to improve education, healthcare, and
infrastructure. The Volta River Project, including the
construction of the Akosombo Dam, aimed at
harnessing Ghana's hydroelectric power potential
for industrialization and development.
 Industrialization: Nkrumah emphasized
industrialization as a means to reduce Ghana's
 dependence on primary commodities and foster
economic self-sufficiency. His government
implemented policies to promote local industries,
establish factories, and encourage foreign
investment in industrial ventures.

Assessment
1. The Convention People's Party (CPP) was formed in
_________ in Ghana.
2. Dr. _________ emerged as the leader of the CPP and
played a crucial role in the country's struggle for
independence.
3. The CPP aimed to mobilize the masses and create a
strong __________ movement against British colonialism.
4. The CPP was influenced by the ideology of
__________, which advocated for the unity and liberation
of African nations.
5. The CPP gained significant support from the
_________ level, as its message of self-determination
and freedom resonated with the people.
PHASE 3: Use peer discussion and effective questioning to find
REFLECTION out from learners what they have learnt during the
lesson.

Take feedback from learners and summarize the

lesson.
 WEEKLY LESSON NOTES
WEEK 8
Week Ending: DAY: Subject: Social Studies
Duration: 60MINS Strand: Nationhood
Class: B7 Class Size: Sub Strand: Independent Ghana
Content Standard: Indicator:
Lesson:
B7.6.1.1. Demonstrate B7.[Link] Recount the formation of
understanding of how Ghana the Convention People’s Party (CPP) in 2 OF 2
became an independent nation 1949
Core Competencies:
Creativity and Innovation,
Performance Indicator:
Comm & Collaboration, Digital
 Learners can recount the formation of the Convention
Literacy,
People’s Party (CPP) in 1949.
Critical thinking and Problem
solving.
References: Social Studies Curriculum Pg. 29
Keywords: British Government, constitution, ex-service, Government business, independence,
nationhood, riots, portfolio

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their understanding in
STARTER the previous lesson.

Share performance indicators with learners.

PHASE 2: NEW With the use of pictures show and discuss the life story Pictures and
LEARNING and achievements of Kwame Nkrumah, Kojo Botsio and Charts
K.A. Gbedemah as leaders of the CPP .

Kojo Botsio:
 Foreign Affairs and Diplomacy: Botsio served as
Ghana's Minister of Foreign Affairs under Nkrumah.
He played a crucial role in shaping Ghana's foreign
policy and strengthening diplomatic ties with other
African nations and the international community.
Botsio was instrumental in fostering relationships
with countries like Guinea, Egypt, and India.
 African Unity and Liberation Movements: Botsio
actively supported liberation movements in other
African countries, providing political and material
support. He worked to mobilize African nations
towards unity and liberation from colonialism,
playing a significant role in the pan-African
movement.
 Education and Intellectual Development: Botsio
recognized the importance of education in building
a strong and enlightened society. He contributed to
the development of educational policies and
initiatives to improve access to education and
promote intellectual growth among Ghanaians.
K.A. Gbedemah:
 Economic Planning and Development: Gbedemah
served as Ghana's Minister of Finance and
Economic Planning. He played a crucial role in
formulating economic policies and development
plans. Gbedemah focused on implementing
strategies to diversify Ghana's economy, attract
foreign investment, and strengthen fiscal
management.
 Infrastructure Development: Gbedemah was
instrumental in overseeing the development of
infrastructure projects in Ghana. He played a key
role in the construction of roads, bridges, and public
buildings, aiming to improve connectivity and
enhance the country's physical infrastructure.
 Trade and Commerce: Gbedemah worked to
promote trade and commerce within Ghana and
with other countries. He played a role in
establishing policies to support local industries,
expand export markets, and enhance Ghana's trade
relations.

Discuss the role of other groups, including trade

unions, ‘veranda boys’ in the activities of the CPP.

Trade Unions:
Trade unions in Ghana played a significant role in the
activities of the CPP. They represented the interests of
workers and played a crucial role in mobilizing support
for the party. The trade unions organized strikes,
protests, and demonstrations to advocate for workers'
rights and push for political change.
The trade unions aligned themselves with the CPP's
agenda for social and economic justice. They
supported the party's efforts to improve working
conditions, increase wages, and promote labor rights.
The CPP, in turn, incorporated the demands and
interests of workers into its policies and programs.

Veranda Boys:
The term "veranda boys" refers to a group of young
urban males who were active supporters of the CPP.
They were often unemployed or underemployed and
were seen congregating on the verandas of buildings,
engaging in political discussions, and mobilizing
support for the party.
The veranda boys represented a significant segment of
the CPP's support base, particularly in urban areas.
Their involvement helped to strengthen the party's
grassroots presence and expand its reach among the
urban working-class population.

Assessment
 1. Trade unions played a crucial role in _______________
and mobilizing support for the CPP.
2. The "veranda boys" were a group of young urban
males who actively engaged in __________________ and
were strong supporters of the CPP.
3. The trade unions aligned themselves with the CPP's
agenda for ______________________ and advocated for
workers' rights.
4. The veranda boys were known for their
___________________ and dedication to the party's cause.
5. The veranda boys played a significant role in
grassroots mobilization, _________________, and
expanding the CPP's influence in urban areas.
PHASE 3: Use peer discussion and effective questioning to find
REFLECTION out from learners what they have learnt during the
lesson.

Take feedback from learners and summarize the

lesson.

Week Ending: DAY: Subject: Social Studies

Duration: 60MINS Strand: Nationhood
Class: B7 Class Size: Sub Strand: Independent Ghana
Content Standard: Indicator:
Lesson:
B7.6.1.1. Demonstrate B7.[Link] Recount the formation of
understanding of how Ghana the Convention People’s Party (CPP) in 1 OF 2
became an independent nation 1949
Core Competencies:
Performance Indicator: Creativity and Innovation, Comm
 Learners can recount the formation of the & Collaboration, Digital Literacy,
Convention People’s Party (CPP) in 1949. Critical thinking and Problem
solving.
References: Social Studies Curriculum Pg. 29
Keywords: British Government, constitution, ex-service, Government business, independence,
nationhood, riots, portfolio

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their understanding in
STARTER the previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Let Learners watch documentaries/pictures or listen to Pictures and
LEARNING personal accounts, on the 28th February riots in Accra. Charts

Learners watch pictures of the spot where the ex-

servicemen were killed.
 Guide learners to use the internet to identify members
of the Watson commission.

Have learners to discuss the key recommendations

made by the Watson Commission

Learners in groups discuss in groups the reasons for

the formation of the Watson commission

Have learners role play these ex-service men (gallant

patriots)

Engage learners to watch documentaries/pictures/

videos on Kwame Nkrumah, Kojo Botsio and K.A.
Gbedemah as leaders of the CPP

Let learners examine the activities of groups including

trade unions, ‘veranda boys’, young pioneers under the
CPP (show excerpts of Kwao Ansah’s Heritage Africa)

Learners listen to a resource person (retired

educationalist, veteran soldier, retired police officer,
senior citizens) to tell learners about the relevance of
the ‘positive action’

Assessment
1. Write a short essay describing the 28th February
cross-road shooting incident.
2. Examine the impact of the cross-road incident on the
political development of Ghana
PHASE 3: Use peer discussion and effective questioning to find
REFLECTION out from learners what they have learnt during the
lesson.

Take feedback from learners and summarize the

lesson.
 WEEKLY LESSON NOTES
WEEK 9
Week Ending: DAY: Subject: Social Studies
Duration: 60MINS Strand: Nationhood
Class: B7 Class Size: Sub Strand: Independent Ghana
Content Standard:
Indicator: Lesson:
B7.6.1.1. Demonstrate
B7.[Link]. Discuss the outcome of the
understanding of how Ghana
1951, 1954 and 1956 elections 1 OF 2
became an independent nation
Core Competencies:
Performance Indicator: Creativity and Innovation, Comm
 Learners can discuss the outcome of the 1951, 1954 & Collaboration, Digital Literacy,
and 1956 elections Critical thinking and Problem
solving.
References: Social Studies Curriculum Pg. 29
Keywords: British Government, constitution, dissatisfy ed, ex-service, Government business,
independence, nationhood

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their understanding in
STARTER the previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Discuss the composition of the Coussey Committee, Pictures and
LEARNING including Dr. J.B. Danquah, Mr. Arko Adjei, Mr. William Charts
Ofori Atta, Mr. Edward Akuff o Addo, Mr. Obetsebi
Lamptey
The Coussey Committee, officially known as the Committee
on Constitutional Reform, was established in 1948 by the
British colonial government in response to growing demands
for self-government in the Gold Coast (now Ghana). The
committee, chaired by Sir Hugh Clifford Coussey, was tasked
with examining the constitutional arrangements and making
recommendations for political reforms.

Discuss how the recommendations of the Coussey

Committee formed the basis of the 1950 Constitution

1. Introduction of Universal Adult Suffrage: One of the key

recommendations of the Coussey Committee was the
introduction of universal adult suffrage. Previously, voting
rights were limited to a small portion of the population based
on property qualifications. The committee advocated for the
inclusion of all adult citizens in the electoral process,
regardless of wealth or social status. This principle of
universal suffrage was incorporated into the 1950
Constitution, allowing every adult Ghanaian to participate in
elections.

2. Creation of a Legislative Assembly: The Coussey

Committee recommended the establishment of a Legislative
Assembly with a majority of elected members. This was a
significant departure from the existing legislative
framework, which had limited representation and authority.
The 1950 Constitution adopted this recommendation and
created the Legislative Assembly, composed of elected
representatives, to ensure a more democratic and
representative political system.

3. Executive Council: The Coussey Committee proposed the

establishment of an Executive Council to assist the Governor
in the administration of the country. The Executive Council
would include both elected and appointed members and
provide an opportunity for Ghanaians to participate in the
decision-making process. The 1950 Constitution
implemented this recommendation and created the
Executive Council as a step towards self-government.

4. Creation of Regional Councils: The Coussey Committee

recognized the importance of local governance and
recommended the creation of Regional Councils. These
councils would have elected representatives and would be
responsible for addressing regional issues and promoting
local development. The 1950 Constitution incorporated this
recommendation, establishing Regional Councils as a means
to decentralize power and ensure grassroots representation.

5. Protection of Individual Rights: The Coussey Committee

emphasized the need to protect individual rights and
liberties. It recommended the inclusion of a Bill of Rights in
the constitution to safeguard fundamental freedoms, such as
freedom of speech, assembly, and association. The 1950
Constitution reflected this recommendation by including a
chapter on fundamental human rights, providing legal
protections to citizens.

Guide learners to discuss key events in the videos /

documentaries on the outcome of the1951 elections

Let learners Identify specific roles played by Nkrumah

as leader of Government business (1951 up to 1952)

Assessment
Explain why Ghana was still not a Republic until 1st
July, 1960.

1. The Coussey Committee was established in _________

by the British colonial government in response to
demands for self-government in the Gold Coast.
2. The Coussey Committee recommended the
introduction of _________, allowing every adult
Ghanaian to participate in elections.
3. The creation of a _________ was proposed by the
Coussey Committee to ensure a more democratic and
representative political system.
4. The Coussey Committee advocated for the
 establishment of _________ to address regional issues
and promote local development.
5. The inclusion of a _________ in the constitution was
recommended by the Coussey Committee to protect
individual rights and liberties.

PHASE 3: Use peer discussion and effective questioning to find

REFLECTION out from learners what they have learnt during the
lesson.

Take feedback from learners and summarize the

lesson.
Week Ending: DAY: Subject: Social Studies
Duration: 60MINS Strand: Nationhood
Class: B7 Class Size: Sub Strand: Independent Ghana
Content Standard:
Indicator: Lesson:
B7.6.1.1. Demonstrate
B7.[Link]. Discuss the outcome of the
understanding of how Ghana
1951, 1954 and 1956 elections 1 OF 2
became an independent nation
Core Competencies:
Creativity and Innovation,
Performance Indicator:
Comm & Collaboration, Digital
 Learners can discuss the outcome of the 1951, 1954
Literacy,
and 1956 elections
Critical thinking and Problem
solving.
References: Social Studies Curriculum Pg. 29
Keywords: British Government, constitution, dissatisfy ed, ex-service, Government business,
independence, nationhood

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their understanding in
STARTER the previous lesson.

Share performance indicators with learners.

PHASE 2: NEW In groups, learners discuss the main concerns of the Pictures and
LEARNING CPP with regard to 1950 constitution Charts

1. Limited Powers: The CPP believed that the 1950

Constitution did not grant sufficient powers to the newly
established Legislative Assembly. They argued that the
Governor, who was appointed by the colonial authorities, still
retained significant control over the decision-making
process. The party felt that this limited the ability of the
Legislative Assembly to effectively represent and govern the
interests of the people.

2. Lack of Full Self-Government: The CPP was committed to

achieving full self-government and eventual independence
from colonial rule. While the 1950 Constitution provided
some degree of autonomy, the party believed that it did not
go far enough in granting Ghana complete self-governance.
The continued presence of the Governor and the retention of
certain powers by the colonial authorities were seen as
hindrances to true independence.

3. Inadequate Representation: The CPP expressed concerns

about the representation of Ghanaians in the political
system outlined in the 1950 Constitution. They argued that
the composition of the Legislative Assembly, with a
combination of elected and appointed members, favored the
colonial establishment and undermined the principle of
popular representation. The party believed that a fully
elected legislative body would better reflect the will of the
people.
4. Economic Control: The CPP also raised concerns about the
economic control that the colonial authorities still
maintained despite the constitutional reforms. The party
believed that economic independence was crucial for
Ghana's development and that the 1950 Constitution did not
adequately address the issue of economic sovereignty. They
sought greater control over the country's resources and the
ability to implement policies that would benefit the Ghanaian
people directly.

5. Social Justice and Welfare: The CPP emphasized the

importance of social justice and welfare programs as part of
their political agenda. They believed that the 1950
Constitution did not sufficiently address the socio-economic
needs of the Ghanaian population. The party advocated for
policies that would address poverty, inequality, and social
welfare, and felt that the constitution did not provide a
strong framework to pursue these goals effectively.

Guide learners to enact a parliamentary scene

depicting the power-sharing arrangement between the
British Government and elected Ghanaian officials

Have learners list the advantages and disadvantages of

the nature of government from 1957 to 1960.

Advantages of the Ghanaian government from 1957 to

1960:

1. Independence and Self-Governance: One of the significant

advantages of the Ghanaian government during this period
was the attainment of independence from British colonial
rule. Ghana became the first sub-Saharan African country to
gain independence, marking a milestone in the
decolonization process. This allowed Ghana to exercise its
sovereignty and make decisions that aligned with its
national interests.

2. National Unity and Pride: The government of Ghana under

Kwame Nkrumah's leadership focused on fostering a sense
of national unity and pride. The country celebrated its
independence and African identity, instilling a sense of
patriotism among its citizens. This unity helped to
consolidate Ghanaian society and promote a collective spirit
of progress and development.

3. Infrastructure Development: The Ghanaian government

embarked on an ambitious program of infrastructure
development during this period. It invested in building roads,
schools, hospitals, and other public facilities across the
country. These infrastructure projects aimed to improve the
quality of life for Ghanaians and lay the foundation for
economic growth and development.

4. Pan-African Leadership: Ghana, under Nkrumah's

 leadership, played a prominent role in promoting pan-
Africanism and supporting liberation movements across the
continent. The government provided financial and logistical
support to anti-colonial struggles in other African countries,
fostering a sense of solidarity and cooperation among
African nations.

Disadvantages of the Ghanaian government from 1957

to 1960:

1. Authoritarian Tendencies: While the government

championed independence and self-governance, it also
displayed authoritarian tendencies. Nkrumah's
administration consolidated power and implemented policies
that curtailed political dissent and limited the freedom of the
press and opposition parties. This undermined the
democratic ideals that Ghana had initially aspired to.

2. Economic Challenges: Despite efforts to promote

economic development, Ghana faced significant economic
challenges during this period. The government pursued an
ambitious industrialization agenda, but its implementation
faced difficulties. Economic mismanagement, excessive
government spending, and reliance on loans led to high
levels of debt and inflation, causing economic instability and
hardship for many Ghanaians.

3. Suppression of Opposition: The government's efforts to

consolidate power often involved suppressing political
opposition and dissent. Opposition parties were restricted,
and their leaders were imprisoned or exiled. This limited the
political diversity and stifled the checks and balances
necessary for a vibrant democratic system.

4. Decline in Democratic Institutions: The government's

authoritarian tendencies resulted in a decline in democratic
institutions and processes. The independence of the
judiciary was compromised, and the Parliament became
largely subservient to the executive. This erosion of
democratic principles undermined the functioning of
democratic governance in Ghana.

Assessment
1. The Ghanaian government from 1957 to 1960
achieved _________ and exercised self-governance.
2. The government's focus on fostering _________
promoted national unity and pride among Ghanaians.
3. Infrastructure development during this period aimed
to improve the quality of life by building _________ and
other public facilities.
4. Ghana's government played a prominent role in
promoting _________ and supporting liberation
movements across Africa.
5. However, the government also faced challenges
such as _________ tendencies and economic instability.
PHASE 3: Use peer discussion and effective questioning to find
REFLECTION out from learners what they have learnt during the
lesson.

Take feedback from learners and summarize the

lesson.
 WEEKLY LESSON NOTES
WEEK 10
Week Ending: DAY: Subject: Social Studies
Duration: 60MINS Strand: Nationhood
Class: B7 Class Size: Sub Strand: Independent Ghana
Content Standard:
Lesson:
B7.6.1.1. Demonstrate B7.[Link] Analyze the nature of
understanding of how Ghana government from 1957 to 1960 1 OF 2
became an independent nation
Core Competencies:
Creativity and Innovation,
Performance Indicator:
Comm & Collaboration, Digital
 Learners can analyze the nature of government from
Literacy,
1957 to 1960
Critical thinking and Problem
solving.
References: Social Studies Curriculum Pg. 29
Keywords: British Government, constitution, dissatisfy ed, ex-service, Government business,
independence, nationhood

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their understanding in
STARTER the previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Discuss the power-sharing arrangement between the Pictures and
LEARNING British government and elected Ghanaian officials. Charts

 The power-sharing arrangement between the

British government and elected Ghanaian officials
began in 1957, when Ghana gained independence
from colonial rule.
 The British government and Ghanaian officials
agreed to a transitional period of power sharing to
facilitate a smooth transition from colonial rule to
full independence.
 During this period, the British government retained
certain powers and responsibilities, while the
Ghanaian officials held key positions in the
government.
 The Governor-General, appointed by the British
government, represented the Queen as the
ceremonial head of state.
 The Prime Minister of Ghana, elected by the
Ghanaian people, held executive power and was
responsible for running the day-to-day affairs of the
country.
 The Ghanaian officials had control over internal
affairs, including governance, legislation, and
administration.
 However, the British government retained control
 over defense, foreign policy, and certain aspects of
the economy.
 This power-sharing arrangement aimed to gradually
transfer full authority to the Ghanaian officials while
maintaining a level of British influence and support.
 Over time, the Ghanaian officials gained more
autonomy and control as they worked towards
complete independence.
 The power-sharing arrangement lasted until March
6, 1960, when Ghana became a republic and fully
severed its ties with the British monarchy,
establishing a new constitution and electing its own
president.

Discuss the advantages and disadvantages of power-

sharing from March 1957 to July 1960.

Advantages of Power-Sharing (March 1957 to July

1960):

1. Smooth Transition: Power-sharing allowed for a smooth

transition from colonial rule to independence, providing
stability and continuity in governance during a critical
period.
2. Ghanaian Representation: The arrangement provided
Ghanaian officials with a platform to participate in decision-
making and governance, ensuring their voices were heard
and their interests represented.
3. Skill Development: Ghanaian officials had the opportunity
to gain valuable experience in governing a country, as they
worked alongside British counterparts who had more
expertise and knowledge in administration.
4. International Support: The continued involvement of the
British government provided Ghana with international
support and recognition, which could be beneficial in terms
of diplomatic relations and access to resources.
5. Gradual Transfer of Power: Power-sharing allowed for a
gradual transfer of power from the British government to
Ghanaian officials, enabling a more controlled and organized
process of governance.

Disadvantages of Power-Sharing (March 1957 to July

1960):

1. Limited Sovereignty: The power-sharing arrangement

meant that certain key areas, such as defense and foreign
policy, remained under the control of the British
government. This limited Ghana's full sovereignty and
decision-making power.
2. Unequal Influence: The British government had a greater
level of influence and authority due to their control over
crucial aspects of governance. This could lead to imbalances
in decision-making and hinder the ability of Ghanaian
officials to fully exercise their autonomy.
3. Dependency: The reliance on the British government for
support and resources could create a sense of dependency
on external powers, potentially impacting Ghana's ability to
 assert its own national interests.
4. Delayed Self-Determination: The power-sharing
arrangement extended the period of British involvement in
Ghanaian affairs, delaying the full realization of Ghana's self-
determination and independence.
5. Potential Conflict: Differences in priorities and
perspectives between the British government and Ghanaian
officials could lead to conflicts and disagreements, affecting
the efficiency and effectiveness of the power-sharing
arrangement.

Assessment
Discuss the advantages and disadvantages of the
power-sharing arrangement between the British
government and elected Ghanaian officials from March
1957 to July 1960. How did this arrangement contribute
to Ghana's transition to independence? Evaluate the
impact of limited sovereignty and the role of
international support in shaping Ghana's governance
during this period.
PHASE 3: Use peer discussion and effective questioning to find
REFLECTION out from learners what they have learnt during the
lesson.

Take feedback from learners and summarize the

lesson.

Homework
Analyze the role of power-sharing in fostering stability
and continuity in Ghana's governance during its
transition from colonial rule to independence. How did
the arrangement facilitate a smooth transition and
provide opportunities for Ghanaian officials to develop
skills in governance? Assess the potential tensions and
challenges that emerged from the unequal influence
between the British government and Ghanaian officials.
Week Ending: DAY: Subject: Social Studies
Duration: 60MINS Strand: Nationhood
Class: B7 Class Size: Sub Strand: Independent Ghana
Content Standard:
Lesson:
B7.6.1.1. Demonstrate B7.[Link] Analyze the nature of
understanding of how Ghana government from 1957 to 1960 1 OF 2
became an independent nation
Core Competencies:
Performance Indicator: Creativity and Innovation, Comm
Learners can analyze the nature of government from & Collaboration, Digital Literacy,
1957 to 1960. Critical thinking and Problem
solving.
References: Social Studies Curriculum Pg. 29
Keywords: British Government, constitution, dissatisfy ed, ex-service, Government business,
independence, nationhood

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their understanding in
STARTER the previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Use the Internet and other sources of information to Pictures and
LEARNING find out the portfolios held by British officials and Charts
Ghanaian officials from 1957 to 1960.

British Officials:
1. Governor-General: The Governor-General represented the
British monarchy and held a ceremonial role as the head of
state. This position was appointed by the British
government.
2. Defense: The British government retained control over
defense matters, including the armed forces and national
security.

Ghanaian Officials:
1. Prime Minister: The Prime Minister, elected by the
Ghanaian people, held executive power and was responsible
for running the day-to-day affairs of the country.
2. Internal Affairs: Ghanaian officials had control over
internal affairs, including governance, legislation, and
administration.
3. Finance: Ghanaian officials held portfolios related to
finance and economic management.
4. Foreign Affairs: Ghanaian officials were involved in
managing diplomatic relations and representing Ghana on
the international stage.
5. Education: Ghanaian officials were responsible for
overseeing the education system and promoting educational
development.
6. Health: Ghanaian officials held portfolios related to
healthcare and public health initiatives.
7. Agriculture: Ghanaian officials were involved in the
management and development of the agricultural sector.
8. Infrastructure: Ghanaian officials had responsibilities in
infrastructure development and transportation networks.
Discuss the composition of the cabinet from March
1957 to July 1960

1. Prime Minister: Kwame Nkrumah

- As the head of government, Nkrumah held
significant authority and was responsible for leading
the cabinet and overseeing the overall governance of
Ghana.

2. Minister of Finance: Komla Agbeli Gbedemah

- Gbedemah was in charge of managing the financial
affairs of the country, including budgeting, taxation,
and economic planning.

3. Minister of Foreign Affairs: Kojo Botsio

- Botsio played a crucial role in managing Ghana's
diplomatic relations with other countries and
representing Ghana's interests on the international
stage.

4. Minister of Defense: British Official

- Defense matters were under the control of the
British government, represented by a British official.
They were responsible for overseeing the armed forces
and national security.

5. Minister of Education: V. C. Crabbe

- Crabbe was responsible for the development and
management of the education sector, including
policies, curriculum, and infrastructure.

6. Minister of Health: Kofi Asante Ofori-Atta

- Ofori-Atta oversaw the health sector, including
healthcare policies, public health initiatives, and the
provision of medical services.

7. Minister of Agriculture: Krobo Edusei

- Edusei held the portfolio of agriculture, focusing on
agricultural development, rural policies, and food
security.

8. Minister of Trade and Industry: Imoru Egala

- Egala was responsible for promoting trade,
commerce, and industrial development in Ghana,
including policies to stimulate economic growth and
employment.

Assessment
Discuss the significance of Kwame Nkrumah as the
Prime Minister of Ghana from March 1957 to July 1960.
What were his key responsibilities and how did his
leadership shape the composition and functioning of
 the cabinet during this period?
PHASE 3: Use peer discussion and effective questioning to find
REFLECTION out from learners what they have learnt during the
lesson.

Take feedback from learners and summarize the

lesson.

Homework
Analyze the role of the Minister of Finance, Komla
Agbeli Gbedemah, in managing Ghana's financial
affairs from 1957 to 1960. How did Gbedemah's
policies and actions contribute to the economic
development and stability of the country during this
transitional period? Evaluate the challenges he faced
and the impact of his strategies on Ghana's fiscal
landscape.