Case Study of Decolonization—Ghanaian Independence
Case Study of Decolonization—Ghanaian IndependenceOverviewIn this three-part lesson, students look at the Ghanaian independence movement as a case study of decolonization.Projected Time: 2.5 hours (three 50-minute parts)Implementation time will vary across classroom contexts.Discussion Questions: ●On-ramp:What makes someone worthy of remembrance and celebration?●Central Historical Question (CHQ):Who in the Ghanaian independence movement should be remembered most?●Off-ramp:In the historical record, certain people, groups, or ideas are emphasized, while others are left out, ignored, or overlooked. Why do you think this happens, and how does it affect the way we understand the past? Preparation for Discussion Facilitation:●Establish classroom norms for discussion. If you've already established discussion norms this year, plan to revisit them briefly with your students. If you haven't yet set any norms for discussion, we suggest taking 5-10 minutes to ask students to brainstorm a list the class can agree to (e.g., active listening, sharing air-time, being respectful). Ask students, “What norms do you think we should have in class when we have discussions? How should we treat each other?” Give students a few moments to independently record their own thoughts, then solicit ideas from students. You could give each student a couple of sticky notes to write their ideas on and have them add them to a board in the front of the room, have them submit their ideas using a virtual poll, or just call on students to share their ideas aloud. Based on what studentsshare, generate a list of class norms for discussion. You may want to ask additional probing questions (e.g., how should we respond when someone has a different perspective than we do?).●Consider students’ social-emotional learning. When preparing for discussions, keep in mind that different topics can be sensitive for different students. As you plan, consider how you will support students’ social and emotional needs and address any misconceptions that could cause harm.●For further guidance and support facilitating discussion, see the Deeper Discussions PD Toolkit.Table of ContentsPart 1: The Ghanaian Independence MovementPart 2: Secondary Source AnalysisPart 3: Central Historical Question Discussion
Case Study of Decolonization—Ghanaian Independence1Part 1: The Ghanaian Independence MovementStudents Will:●Articulate personal criteria for determining which historical individuals or events are worthy of being remembered and celebrated.●Analyze secondary sources presenting key players in the Ghanaian independence movement and how the movement developed. Materials: ●Slide deck: Case Study of Decolonization–Ghanaian Independence (Google| PowerPoint)●Remembering Ghanaian Independence Worksheet: student version (Google| Word)and teacher version●Video: Resisting Colonialism: Through a Ghanaian LensOpener: What makes someone worthy of remembrance and celebration? (~10 minutes)1.Ask students to jot down a response to the following on-ramp question:“What makes someone worthy of remembrance and celebration?”2.Once they have had a few minutes to respond, have them turn and talk to a partner about what they wrote, and then have some students share their responses with the class. 3.Let students know they will return to this question in the context of how we remember the Ghanaian independence movement. However, to get there they’ll need some background knowledge. Activity:Colonialism and Ghana (~35 minutes)4.Remind students of what colonialism is by showing them the first slide of the Ghanaian Independence slide deck.Speaker Notes (Slide 1):Colonialism is an operating system in which one group or nation with power and resources uses violence and manipulation to control and exploit another group or nation. Following WWII, decolonial movements in Africa, Asia, and Latin America worked to stop European colonial rule. These struggles for independence took place in the context of the Cold War, and independence movements needed to navigate pressures from both the United States and USSR as they shaped their local resistance movements. Today we'll be looking at the Ghanaian independence movement as a case study of decolonialism in this period.5.Tell students that they are going to act as sculptors who have been hired to create a memorial to remember and celebrate the Ghanaian independence movement. They are going to sketch an idea of what the sculpture would look like, and as they think about their design, they will be exploring the Central Historical Question (CHQ):
Case Study of Decolonization—Ghanaian Independence2“Who in the Ghanaian independence movement should be remembered most?”Answering this question will help them make decisions about who to represent in their design, what to include, and what (or whom) to give more or less prominence. However, they first need to learn more about the Ghanaian independence movement and the key players involved. 6.Hand out the student worksheet as well as the video transcript and tell students they will watch a video about Ghanaian independence. As they watch, they should pay attention to the different people and groups mentioned on the worksheet. Let them know thatHannah Kudjoe is not mentioned in the video, but they will learn more about her later in the lesson. If they are able, they can jot down notes about other people and groups as they encounter them in the video, but they will also have time to review the transcript afterward and add to their notes.7.Play the video, Resisting Colonialism: Through a Ghanaian Lens.8.Once you’ve watched the video as a class, discuss the following questions with the class (see Slide 2). a.How did resistance to colonial rule evolve over time in Ghana, from the initial conquest to independence?■Sample answer: Resistance in Ghana began as small, local acts of protest but grew into a powerful, nationwide movement. Early efforts focused on working within the colonial system, but over time, leaders like Kwame Nkrumah and activists like Hannah Kudjoe helped unite people through speeches, strikes, and organizing efforts. The movement became more public and widespread after World War II, eventually leading to Ghana’s independence in 1957.b.How might understanding the history of resistance in Ghana help us to address issues of injustice today?■Sample answer: Ghana’s story shows that ordinary people—when organized and determined—can challenge powerful systems and create real change. It reminds us that standing up to injustice takes time, teamwork, and courage, and that even those whose names are often left out of history, like Hannah Kudjoe, played a critical role. Their example can inspire us to speak up, stay persistent, and work together to make a difference in our own communities today.9.Ask students to fill out the worksheet based on what they learned in the video, using the transcript from Resisting Colonialism: Through a Ghanaian Lens for reference. Remind students that they are collecting evidence to help them answer the question:“Who in the Ghanaian independence movement should be remembered most?”You might have students complete this work in pairs or small groups. Students will have more time next class if they don’t get through the entire transcript today. Closer: Exit Ticket (~5 minutes)10.Ask students: “Based on what you’ve learned so far,Who in the Ghanaian independence movement should be remembered most?” Tell them to pick one person or group from the worksheet, write it down, and hand it in before they leave class for the day. Then, look through the names to see what students were thinking about at the end of class. You will kick off the next lesson using this information.
Case Study of Decolonization—Ghanaian Independence3Part 2: Secondary Source AnalysisStudents Will:●Analyze secondary sources presenting key players in the Ghanaian independence movement and how the movement developed. ●Begin forming a historical argument about who should be remembered most from the Ghanaian independence movement by using their interpretation of evidence from secondary sources.Materials: ●Slide deck: Case Study of Decolonization–Ghanaian Independence (Google| PowerPoint)●Remembering Ghanaian Independence Worksheet: student version (Google| Word)and teacher version●Graphic Biography: Kwame Nkrumah●Plain paper●MarkersPreparation:●If you or your students are new to reading historical graphic biographies, you may want to familiarize yourself with strategies for teaching this medium. This OER Project Graphic Bios Guideas well as this resource on How To Read Comics activitycan help you scaffold the process for your students.Opener:Leaderboard (~5 minutes)1.Share the exit ticket results with your students so that everyone has an idea of what person or groups from the Ghanaian independence movement are currently considered most worthy of remembering. a.Alternatively, if exit tickets were not used or reviewed, you can conduct a quick poll by asking students to raise their hands for each person or group listed on the worksheet.Activity:Teacher Slide Presentation (~15 minutes)2.Tell students that for the rest of the class, they are going to finish filling out the worksheet they started yesterday, then create a sketch of their proposed memorial.3.First, present the slides on Hannah Kudjoe and tell students they should fill out the relevant parts of the worksheet as you share some background on her. Speaker Notes (Slide 3):Hannah Kudjoe was a prominent activist not only in the Ghanaian independence movement, but for all of Africa. She was initially not political, but after meeting Kwame Nkrumah in 1947 while he was visiting her brother’s house, their conversations led her tomore activism. She was one of the first female activists in the movement; however, she was and is still not well known.
Case Study of Decolonization—Ghanaian Independence4Speaker Notes (Slide 4): Hannah Kudjoe described her experience meeting Kwame Nkrumah, saying, “Somewhere in June 1947, we received a charming gentleman, he was introduced to me by my brother as Kwame Nkrumah, General-Secretary of the United Gold Coast Convention (UGCC). During the day, my brother went out with Nkrumah to address various meetings of the local UGCC branch in town ... One day, as they came back and I was serving Kwame Nkrumah, he asked me why I have not been attending the UGCC meetings in town. I was amazed by his question, and I honestly told him I thought politics was only men’s business. For the next twenty or so minutes, Kwame Nkrumah explained to me all they were doing and the importance of everybody, especially women, to get involved. By the time Kwame Nkrumah left ... my interest was aroused in politics. At work, I began explaining issues to my colleague seamstresses and customers. Whenever I was traveling to visit my dressmaking clients, I talked on trains about the need for our liberation and urging people to jointhe Tarkwa branch of the UGCC and summoning people together to hear news of the campaign for self-government.”Speaker Notes (Slide 5):After meeting Kwame, Hannah went on to be a leading figure in Ghana’s fight for independence. She was the only female to attend the first meeting of Ghana’s nationalist party, and while in the convention people’s party (CPP), she was a successful organizer who recruited both men and women into the movement. She was instrumental in creating youth and women’s organizations that fought for independence, with an emphasis on barriers women were facing in the newly independent Ghana. Following her death in 1986,she was remembered as “ ... a priceless gem who in no small measure contributed to the political emancipation of Ghana from the clutches of imperialism. The vacuum created by her demise ... will be difficult to fill.”Activity: Graphic Biography Analysis (~15 minutes)4.Tell students they are now going to look at the final secondary source to discuss the Central Historical Question:“Who in the Ghanaian independence movement should be remembered most?”They are going to read a graphic biography about Kwame Nkrumah and finish filling out their Remembering Ghanaian Independence worksheet. Closer:Designing Your Memorial (~15 minutes)5.Remind students that the work they have been doing about Ghana is part of the task of acting as a sculptor to create a memorial for who they feel should be remembered most in Ghanaian independence. They need to get ready to sketch a design that represents their answer to that question. 6.Have students independently begin to create their basic sketch for the memorial using the information from their worksheet. Ask students to use a dark pen or marker for their sketches, as pencils can be too light and difficult to see during the discussion when they’ll show their sketches to their classmates. Let them know that this is just a draft, and the designs aren’t expected to be complete.
Case Study of Decolonization—Ghanaian Independence5Part 3: Central Historical Question DiscussionStudents Will:●Make a historical argument about who should be remembered most from the Ghanaian independence movement using their interpretation of evidence from secondary sources.●Reflect on how historical narratives are shaped, including whose contributions are emphasized, overlooked, or omitted, and consider how this influences their own understanding of the past.Materials: ●Slide deck: Case Study of Decolonization–Ghanaian Independence (Google| PowerPoint)●Remembering Ghanaian Independence Worksheet: student version (Google| Word)and teacher versionPreparation:●Set up your classroom arrangement to support the discussion structure you’d like to use during the lesson (i.e., whole class, groups of four or more students).●Review the student reflection exit ticket questions and decide which you will use.Opener:Preparing for the Discussion (~5 minutes)1.Remind students that today you’ll be having a discussion. Tell students that at the end of the lesson, they will have an opportunity to share their feedback on the lesson with you. You’ll use their feedback to improve future class discussions. 2.Have students take a seat in your preferred discussion structure (i.e., whole class, groups of four or more students), andhave them take out their completed Remembering Ghanaian Independence worksheets and memorial sketches. 3.Take a few minutes to review your classroom norms for discussion.4.Ask students to identify one or two goals that they have for themselves during today’s discussion (e.g., bringing in evidence to support their points, being an active listener). Central Historical Question Discussion:Who in the Ghanaian independence movement should be remembered most? (~15 minutes)5.Tell students, “We are going to have a 15-minute discussion about the Central Historical Question (CHQ):Who in the Ghanaian independence movement should be remembered most?During the discussion, I want you to engage deeply with the Central Historical Question, bring in evidence from the sources you’ve analyzed, bring in insights from your own background knowledge and life experiences, and really listen to the points that your classmates make and respond to them. Don’t forget to show your sketch when you are talking about it.”
Case Study of Decolonization—Ghanaian Independence66.Give students 2–3 minutes to independently review their worksheet and jot down initial ideas for the CHQ. It is helpful to display the CHQ in a prominent place for students to reference throughout the discussion. You may also share the following sub-questions (on slide 6) to help students to prompt one another while they discuss.●Who is and is not featured in your design and why?●How did the choices you made in sketching your sculpture reflect your viewpoint?●How would your sculpture shape the way that people remember the independence movement?7.Open the floor for a discussion on the Central Historical Question:“Who in the Ghanaian independence movement should be remembered most?”Remember to prioritize student voice over teacher voice; however, if the discussion has trouble starting or sputters, consider using some of the suggested facilitation moves below to support students in deepening their discussion. ChallengePotential Teacher Facilitation Moves If studentsaren’t engaging deeply with the CHQ,you might try ...●Probe for elaboration: Can you say more to the group about that? And can you tell us more about where you’re coming from? ●Return to CHQ: Let’s come back to our Central Historical Question. Where are we with that? If studentsaren’t engaging with each other, you might try ...●Uptake student comment:I’m hoping a few of you can share your reactions or questions to the group about what [student] just shared about ...●Expose the discussion structure:I’m hearing [student A] say [this], and [student B] say [that]. Can we do a show of hands on which argument you agree with at this point? ... Can you discuss with each other to see if you can come to an agreement, or at least figure out where you disagree? If studentsaren’t engaging with the sources, you might try ...●Pressing for textual evidence:Where do you see evidence for that in the text? ●Marking text:Let’s bring our attention to [specific place in the text]. If studentsaren’t bringing in their knowledge from outside of the text,you might try ... ●Pressing for broader evidence: Are there things in your personal experience, or any knowledge from outside of the texts, that supports or challenges what we’ve discussed so far about [historical topic or question]? ●Exploring student perspective:We’ve been connecting to the text a lot, and that’s really important, but I also want to hear your actual thoughts about [historical topic or question].
Case Study of Decolonization—Ghanaian Independence7Off-Ramp Discussion:Who is left out in the historical record and what’s the effect? (~10 minutes)8.Following the discussion, have students examine the monuments to the independence movement in Ghana (Slide 7) and discuss the following off-ramp questions. a.In the historical record, certain people, groups, or ideas are emphasized, while others are left out, ignored, or overlooked. Why do you think this happens, and how does it affect the way we understand the past? b.To further the conversation, you might ask students to think about memorials they have seen, and how the people creating those memorials wanted to shape the way that people remember history.Activity: Independent Writing (~15 minutes)9.Tell students that now that they’ve had the opportunity to hear various arguments and discuss the evidence, they will write a paragraph sharing their own individual conclusion about the Central Historical Question. Share this prompt:Write a paragraph using as many resources and pieces of evidence as you see fit, to respond to the prompt: Who in the Ghanaian independence movement should be remembered most?Closing: Exit Ticket & Reflection (~5 minutes)10.Share the exit ticket questions you selected or adapted from the choices on the next page, and have students take a few minutes to reflect and share their feedback on the discussion. Tell them: “As you answer the exit ticket questions, I want you to think back to the goals that you set for yourself during the discussion. Please be honest and thoughtful in your reflections, because your answers will help improve the way that I might teach this lesson in the future and the ways that I decide to facilitate future discussion lessons.”
Case Study of Decolonization—Ghanaian Independence8CategoryPotential Exit Ticket QuestionsWe suggest that you either pre-select one question from each of the categories below, or have your students pick one from each category that they’d like to answer. Historical content●How did today’s discussion deepen or change your understanding of [historical topic]?●If you could go back in time and ask someone from history a question based on today's discussion, who would you talk to and what would you ask them? Discussion experience●How confident did you feel contributing to today’s discussion? What helped or held you back?●What was one perspective shared by a classmate that made you think differently about the topic? How did it change your thinking?●Overall, how do you think the discussion went? Why did it go well or not go well?Planning for the next discussion●What is one specific goal you have for improving your participation in future discussions?●What could we do as a class and what could I do as your teacher to make the discussion better next time?
Case Study of Decolonization—Ghanaian IndependenceThe creation of these materials was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A220457 to Digital Promise. The opinions expressed are those of the authors and do not represent views of the Institute orthe U.S. Department of Education.This work is licensed under CC BY 4.0.