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Get to Know Ghana

Growing Up Global: Early Years Global Education Handbook

Elementary, Middle

Description

Get to Know Ghana is part of a larger compilation entitled Growing Up Global: Early Years Global Education Handbook. This resource book and supporting CD demonstrates how global education can be introduced to students at a very young age (five and under) through the use of fun activities such as songs, games, poems and recipes.

The resource contains background information, suggested activities, such as songs and games, stories, book lists, useful website links, ideas for extension learning and a resource CD with pictures, colour photos and reproducible sheets.

Get to Know Ghana provides a simple look at the Ghanaian culture through a variety of hands-on activities, crafts, music, stories and games.

Hats- Students make a hat similar to those made by Ghanaian children for the Homowo festival.

Weaving- Students make paper weavings to help them understand the importance of colours and weaving in Ghana.

Group Weaving - Students make a collaborative weaving out of recycled strips of plastic bags.

Gorgeous Ghanaian Treats- Students taste, feel and smell fruits which grow in Ghana. The fruits are combined together to make a smoothie. Teachers are encouraged to use Fairtrade fruit for this activity.

Adinkra Printing- Students learn about the significance of the Adinkra cloth. The cloth is printed with symbols representing values in Ghanaian society. Students design their own symbols and create a stamp of their symbol using foam or wood. They can use the stamp to decorate their own cloth or the whole group collaborates to create a larger cloth.

Kye Kye Kule - Students learn and play a game from Ghana.

General Assessment

What skills does this resource explicitly teach?

  • To develop students' awareness of the wider world through cultural similarities and differences.
  • To learn about and appreciate the Ghanaian culture.

Strengths

  • The activities are very age-appropriate for students five and under.
  • The resource is available to download immediately.
  • Well organized, easy to use and supplies all necessary materials.
  • Excellent background information, list of website links and extensive book list.
  • Each lesson plan includes learning objectives, goals, materials needed and detailed teaching instructions.
  • Each lesson plan includes a hands-on activity.

Weaknesses

  • The activities suggested do not always attain their learning objectives.
  • No opportunities for students to share what they have learned with their parents or peers.
  • No assessment methods/rubrics provided
  • The resource lacks a significant action component.
  • No outdoor activities suggested.
  • No case studies to reflect the Ghanaian culture.
  • Relevant Curriculum Units

    The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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    • Alberta
      • Step 2Select a grade level
      • Grade 1
        • Step 3Select a subject
        • Social Studies
          • Step 4Relevant matches
          • Exploring connections strengthens our understandings of relationships to help us make meaning of the world
      • Grade 2
        • Step 3Select a subject
        • Social Studies
          • Step 4Relevant matches
          • Exploring connections strengthens our understandings of relationships to help us make meaning of the world.
    • Manitoba
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      • Kindergarten
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        • Arts
          • Step 4Relevant matches
          • Arts: Music
          • Visual Arts
      • Grade 1
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        • Arts
          • Step 4Relevant matches
          • Arts: Music
          • Visual Arts
        • Social Studies
          • Step 4Relevant matches
          • Connecting with Others
      • Grade 2
        • Step 3Select a subject
        • Arts
          • Step 4Relevant matches
          • Arts: Music
          • Visual Arts
      • Grade 3
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        • Arts
          • Step 4Relevant matches
          • Arts: Music
          • Visual Arts
      • Grade 4
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        • Arts
          • Step 4Relevant matches
          • Arts: Music
          • Visual Arts
      • Grade 5
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        • Arts
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          • Arts: Music
      • Grade 6
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        • Arts
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          • Arts: Music
      • Grade 7
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        • Arts
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          • Arts: Music
      • Grade 8
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        • Arts
          • Step 4Relevant matches
          • Arts: Music
    • New Brunswick
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      • Kindergarten
        • Step 3Select a subject
        • Social Studies
          • Step 4Relevant matches
          • You and Your World:Place and Community
      • Grade 1
        • Step 3Select a subject
        • Social Studies
          • Step 4Relevant matches
          • You and Your World: Community
          • You and Your World:Groups
    • Newfoundland & Labrador
    • Northwest Territories
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      • Grade 1
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        • Arts
          • Step 4Relevant matches
          • Arts Education 1: Music
          • Arts Education 1: Visual Art
    • Nova Scotia
    • Nunavut
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      • Kindergarten
        • Step 3Select a subject
        • Social Studies
          • Step 4Relevant matches
          • Being Together: Global Connections
      • Grade 1
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        • Social Studies
          • Step 4Relevant matches
          • Connecting and Belonging: Global Connections
    • Ontario
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      • Grade 1
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        • Arts
          • Step 4Relevant matches
          • Arts: Music
        • Social Studies
          • Step 4Relevant matches
          • People and Environments: The Local Community
    • Quebec
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      • Grade 1
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        • Social Studies
          • Step 4Relevant matches
          • To construct his/her representation of space, time and society
    • Saskatchewan
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      • Kindergarten
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        • Arts
          • Step 4Relevant matches
          • Arts: Exploring Our World

    Themes Addressed

    • Economics (1)

      • Trade
    • Human Rights (1)

      • Cultural Diversity

    Sustainability Education Principles

    Principle Rating Explanation
    Consideration of Alternative Perspectives Satisfactory
    • Students learn about Ghanaian culture through a variety of hands-on activities, crafts, music, stories and games. The activities challenge stereotypes of people and places and offer the students a balanced view.
    Consideration of Alternative Perspectives:
    • Satisfactory: absence of bias towards any one point of view
    • Good: students consider different points of view regarding issues, problems discussed
    • Very good: based on the consideration of different views, students form opinions and  take an informed position
    Multiple Dimensions of Problems & Solutions Poor/Not considered
    • Not considered in this resource.
    Multiple Dimensions of Problems & Solutions:

    Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

    • Satisfactory: resource supports the examination of  these dimensions
    • Good:  resource explicitly examines the interplay of these dimensions
    • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
    Respects Complexity Poor/Not considered
    • Not considered in this resource.
    Respects Complexity:

    The complexity of the problems/issues being discussed is respected.

    Acting on Learning Poor/Not considered
    • No authentic action experience is suggested.
    Acting on Learning:

    Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

    • Satisfactory: action opportunities are included as extensions 
    • Good: action opportunities are core components of the resource
    • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
    Values Education Poor/Not considered
    Values Education:

    Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

    Empathy & Respect for Humans Good
    • Students learn about Ghanaian culture through a variety of hands-on activities, crafts, music, stories and games.
    Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
    Personal Affinity with Earth Poor/Not considered
    • No outdoor activities are suggested.
    Personal Affinity with Earth:

    Encourages a personal affinity with -the natural world.  

    • Satisfactory: connection is made to the natural world
    • Good: fosters appreciation/concern for the natural world
    • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
    Locally-Focused Learning Good
    • Students learn the similarities and differences between their country and Ghana. They explore how similar a day might be in part of that country.
    Locally-Focused Learning:

    Includes learning experiences that take advantage of issues/elements within the local community. 

    • Satisfactory: learning is made relevant to the lives of the learners
    • Good: learning is made relevant and has a local focus
    • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
    Past, Present & Future Poor/Not considered
    Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

    Pedagogical Approaches

    Principle Rating Explanation
    Open-Ended Instruction Good
    • The activities in the lessons are very hands-on and promote the idea that we have a lot to learn from Ghana as they do from us. The activities and stories invite a lot of discussion opportunities.
    Open-Ended Instruction :

    Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

    Integrated Learning Good
    • Social Studies
    • Art
    • Language Arts
    • Music
    • Geography
    Integrated Learning:

    Learning brings together content and skills  from more than one  subject area

    • Satisfactory: content from a number of different  subject areas is readily identifiable
    • Good:  resource is appropriate for use in more than one subject area
    • Very Good:  the lines between subjects are blurred 
    Inquiry Learning Satisfactory
    • The activites are very hands-on, teacher-directed and offer some self-discovery/knowledge building opportunities through questions students may have.
    Inquiry Learning:

    Learning is directed by questions, problems, or challenges that students work to address.   

    • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
    • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
    • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

     

    Differentiated Instruction Satisfactory
    • kinesthetic
    • visual
    • auditory
    Differentiated Instruction:

    Activities address a range of student learning styles, abilities and readiness.

    • Satisfactory:  includes a variety of instructional approaches
    • Good: addresses  the needs of visual, auditory &  kinesthetic learners
    • Very Good: also includes strategies for learners with difficulties
    Experiential Learning Satisfactory
    • Students make crafts similar to those in Ghana.
    Experiential Learning:

    Authentic learning experiences are provided

    • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
    • Good: learning involves direct experience in a ‘real world context’
    • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
    Cooperative Learning Satisfactory
    • Students work in groups.
    Cooperative Learning:

    Group and cooperative learning strategies are a priority.

    • Satisfactory:  students work in groups
    • Good: cooperative learning skills are explicitly taught and practiced
    • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
    Assessment & Evaluation Poor/Not considered
    • No assessment methods are provided.
    Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
    Peer Teaching Poor/Not considered
    Peer Teaching:

    Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

    • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
    • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
    Case Studies Poor/Not considered
    Case Studies:

    Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

    Locus of Control Poor/Not considered
    Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.