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Social Studies · B7

Term 3 · Week 1 · 3.00 credits · GHS 1.50

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Lesson Note - Social Studies

Hajj Iddris Islamic Basic

Weekly Lesson Plan

JHS 1 (B7) · Term 3

Social Studies

Lesson 1 of 1

Week Ending

Friday, 24 Apr 2026 Backdated

Week & Term

Week 1 · Term 3

Class Teacher

Hamidu Zakari Nduru

Subject

Social Studies

Class

JHS 1 (B7)

Class Size

—

Duration

70 mins

Week No.

Week 1

Content Standard & Indicators

B7.6.1.1.1 B7.6.1.1.2

Content Standard

Demonstrate understanding of how Ghana became an independent nation

Indicator 1 B7.6.1.1.1

. Explain how events after the 1948 riots accelerated the move towards independence

Indicator 2 B7.6.1.1.2

Recount the formation of the Convention People’s Party (CPP) in 1949

Performance Indicator

Learners will explain how the 1948 riots and subsequent events accelerated Ghana's move towards independence.

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (7 mins) Preparing the brain	Phase 2: Main (23 mins) New learning + assessment	Resources	Phase 3: Plenary (7 mins) Reflection + exercise
Wed 22 Apr 2026	1Recall key events and places related to Ghana's struggle for independence before 1948 2Ask learners: What do you know about Ghana before independence? Learners whisper their ideas to their partner, then one representative from each pair shares aloud	UNDERSTANDING THE 1948 RIOTS AND THEIR CAUSES 1Using the Textbook, read aloud the account of the 28th February 1948 riots in Accra. Ask learners to identify in their exercise books: Who were the ex-servicemen? Why were they angry? (Hint: poor treatment after returning from World War II, unemployment, low pay.) Learners write two sentences explaining the cause 2Display Pictures/Charts showing the riot scenes or locations in Accra. Learners examine the images in groups of three and discuss: What does this image tell us about how serious the riots were? Ask one representative from each group to share one observation with the class 3Struggling learners: focus on identifying who the ex-servicemen were and one reason for their anger. Fast finishers: research another group affected by colonial policies (traders, farmers) and compare their grievances.	1Textbook 2Map/Atlas 3Pictures/Charts 4Exercise book	1Learners stand in a line and order themselves by confidence level (1–5 fingers) on understanding why the 1948 riots happened. Ask learners showing fingers 3–4 to explain one cause to the class 2In pairs, learners create a one-sentence summary: The 1948 riots started because ___________. Pairs swap sentences and check if their partner's answer makes sense Exercise 1Write in your exercise book: Name one group involved in the 1948 Accra riots and state one reason why they were unhappy with colonial rule
Fri 24 Apr 2026	1Identify the key events and groups involved in the period following the 1948 riots in Ghana 2Display a large picture of Accra in 1948 showing the riots. Ask: What do you see happening? What might have caused people to gather like this? Learners share ideas with their neighbour and one pair volunteers an answer	HOW THE 1948 RIOTS CHANGED GHANA'S PATH TO INDEPENDENCE 1Write on the board: '1948 — Riots; 1949 — Watson Commission Report; 1951 — Kwame Nkrumah elected; 1957 — Ghana independent.' Using the textbook and map/atlas, explain that after the riots, the British government sent the Watson Commission to investigate what went wrong. Learners read the textbook section on the Watson Commission (pages provided) and write three findings in their exercise books 2Display a picture/chart showing Kwame Nkrumah and key political figures from the 1950s. Explain that the Watson Commission's report recommended more Africans in government. This led to elections in 1951 where Nkrumah won and became Prime Minister. Ask: How did Nkrumah's election show that Ghana was moving towards independence? Learners discuss in pairs and share one reason with the class 3Struggling learners: work with the teacher to identify two key events (riots and elections) on the timeline in the atlas. Fast finishers: write a sentence explaining how each event (riots → commission → elections → independence) connected to the next.	1Textbook (pages on Watson Commission and 1951 elections) 2Map/Atlas (showing Accra and timeline of independence) 3Pictures/Charts (1948 riots, Kwame Nkrumah, political figures) 4Exercise books	1Display a simple cause-and-effect chart on the board: '1948 Riots →? →? → 1957 Independence.' Learners call out the missing steps (Watson Commission, elections, Nkrumah's government) and you fill them in together. Repeat the full chain chorally three times 2Ask: If the riots had not happened, do you think Ghana would have become independent in 1957? Learners show thumbs up (yes) or thumbs down (no) and one volunteer explains their choice to the class Exercise 1Write one sentence explaining how the 1948 riots helped speed up Ghana's independence. Use one of these starters: 'The riots caused the British to. OR The riots showed that Ghanaians wanted to.' in their exercise books.
Thu 23 Apr 2026	1Learners will recall the year the CPP was formed and identify its three main leaders 2Ask learners: In what year did Ghanaians form a political party to fight for independence? Learners discuss in pairs and raise hands to share guesses. Confirm: 1949	THE FORMATION OF THE CPP AND ITS KEY LEADERS 1Using the Textbook and Pictures/Charts provided, read aloud the section on CPP formation in 1949. Ask learners to follow along and identify: (1) Why was the CPP formed? (2) What was the main goal? Learners write two sentences in their Exercise books answering these questions 2Create a simple three-column chart on the board with headings: Kwame Nkrumah \| Kojo Botsio \| K.A. Gbedemah. Using the Map/Atlas and Textbook, guide learners to describe one role or contribution of each leader during CPP formation. Call on one learner from each row of seats to contribute one role to the chart. Write their responses in the columns 3Struggling learners: work with a partner to identify only one leader's contribution; provide sentence starters such as 'Kwame Nkrumah was...' in their Exercise books.	1Textbook 2Pictures/Charts of Kwame Nkrumah, Kojo Botsio, K.A. Gbedemah 3Map/Atlas 4Exercise books	1Learners stand in a circle. Read aloud three statements: (1) The CPP was formed in 1949. (2) Kwame Nkrumah was the first leader of the CPP. (3) The CPP had only one supporter group. Learners say 'True' aloud if the statement is correct or 'False' if it is wrong. Clarify any misconceptions 2Ask learners: If you were a member of a trade union in 1949, why might you have supported the CPP? Learners share one reason with the person sitting next to them, then one volunteer shares their reason with the whole class Exercise 1Write the names of the three main leaders of the CPP in 1949 and one sentence explaining why each leader was important to the formation of the party. (Assessment directly tied to Phase 1 objective of recalling CPP formation and identifying leaders.) in their exercise books.

Class Teacher

Hamidu Zakari Nduru

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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