Ghana curriculum lesson note
SHS 3 History 1st Semester Week 11 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | History | Week | 11 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | STATES AND SOCIETIES IN PRE-COLONIAL TIMES | Sub-Strand | PRE-COLONIAL ECONOMY AND ECONOMIC ACTIVITIES |
| Learning Outcome(s) | 3.2.2.LO.1 - Use relevant historical sources to trace origins of the Trans-Saharan Trade, detailing in diverse modes its organisation and communicating effectively its impact on pre-colonial Africa | ||
| Content Standard | 3.2.2.CS.1 | ||
| Learning Indicator(s) | 3.2.2.LI.1 - Use relevant historical sources to trace origins of the Trans-Saharan Trade, detailing in diverse modes its organisation and communicating effectively its impact on pre-colonial Africa | ||
| Lesson Focus | Use relevant historical sources to trace origins of the Trans-Saharan Trade, detailing in diverse modes its organisation and communicating effectively its impact on pre-colonial Africa | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Use relevant historical sources to trace origins of the Trans-Saharan Trade, detailing in diverse modes its organisation and communicating effectively its impact on pre-colonial Africa 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 Use relevant historical sources to trace origins of the Trans-Saharan Trade, detailing in diverse modes its organisation and communicating effectively its impact on pre-colonial Africa? 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 pre-colonial economy and economic activities 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 pre-colonial economy and economic activities 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 pre-colonial economy and economic activities. | 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 pre-colonial economy and economic activities 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 pre-colonial economy and economic activities 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 3 History 1st Semester Lessons
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