Ghana curriculum lesson note
SHS 2 History 1st Semester Week 9 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | History | Week | 9 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | AGE OF ENCOUNTER AND EXCHANGES UP TO THE 20TH CENTURY | Sub-Strand | GLOBAL CONNECTIONS |
| Learning Outcome(s) | 2.3.2.LO.1 - Recount the arrival and motives behind the Europeans exploration to the coast of Ghana detailing some of the activities they engaged in | ||
| Content Standard | 2.3.2.CS.1 | ||
| Learning Indicator(s) | 2.3.2.LI.2 - Recount the arrival and motives behind the Europeans exploration to the coast of Ghana detailing some of the activities they engaged in | ||
| Lesson Focus | Recount the arrival and motives behind the Europeans exploration to the coast of Ghana detailing some of the activities they engaged in | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Recount the arrival and motives behind the Europeans exploration to the coast of Ghana detailing some of the activities they engaged in Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What historical question or development is central to Recount the arrival and motives behind the Europeans exploration to the coast of Ghana detailing some of the activities they engaged in? What do the available sources reveal, and what are their limitations? How can chronology, causation, change/continuity or significance help explain the issue? | ||
| Pedagogical Strategies | Historical Inquiry Source Analysis Timeline/Map Work Collaborative Discussion Role-play/Simulation where appropriate Evidence-Based Argument | ||
| Teaching & Learning Resources | History textbook/reference materials Primary/secondary source extracts Maps/timelines Whiteboard/markers Learners' notebooks | ||
| Key Notes on Differentiation | |||
| Content | Provide simplified source extracts, timelines, maps and source-analysis prompts for learners needing support. Extend advanced learners with conflicting sources, historiographical perspectives and multi-causal evaluation. | ||
| Process | Use mixed-ability source-analysis groups while requiring each learner to record an individual evidence-based conclusion. Model sourcing and corroboration before independent inquiry. | ||
| Product | Allow timelines, source analyses, maps, oral histories, presentations, evidence tables or structured historical arguments. Assess chronology, source use, contextual understanding, corroboration and strength of supported judgement. | ||
| Success Criteria | Learners use correct subject vocabulary. Learners complete the main task with reasonable accuracy. Learners explain or demonstrate how the concept applies in a new situation. | ||
| Homework | Complete a short application task connected to the week's learning indicator. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Present a short case, map, source, statistic or news-style scenario connected to global connections and ask learners what issue it raises. | Share prior knowledge, listen to peers and record the lesson question in their notebooks. | Not provided. |
| Activity 115 minutes | Explain global connections using evidence from the case, map, source, timeline, graph or community example. | Read or observe the source, share initial ideas and record key terms. | Ask learners to identify the issue, evidence, cause, effect or stakeholder. |
| Activity 220 minutes | Guide groups to analyse causes, effects, viewpoints, evidence or solutions related to global connections. | Work in groups to analyse evidence, compare viewpoints and report findings. | Review group responses for accurate facts, evidence and reasoning. |
| Activity 310 minutes | Ask learners to apply global connections to a new civic, historical, economic or geographical case. | Apply the concept to the new case and support the answer with evidence. | Use an exit response that asks learners to make and support a claim. |
| Lesson Closure | Summarise global connections and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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Create Lesson PlanMore SHS 2 History 1st Semester Lessons
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