Key Stages 3 & 4
1. To inform learners about pre-colonial West African history.
2. To highlight African people’s resistance to European colonialism.
3. For learners to understand the role of Eʋe royalty and the structure of leadership and community.
4. To inform learners about the Eʋe nation’s cultural retention.
5. To inspire learners to research their own family history and place this within a wider historical context.
Go to About and read the story of retrieving the Adamah family papers. Ask the pupils what personal family papers could tell us about wider history.
Listen to Sampson Kofi Adamah explaining how chiefs are chosen and how lineage is passed within the Eʋe people.
Split the class into three groups:
Look at this map of West Africa. Read Eʋe Nation and locate the places on the map.
Where is Eʋe-land located?
Why do you think the British were interested in this area?
Read Gold Coast to Ghana and take feedback.
Read the letters dated 28 August 1894 and August 15 1922.
Read the newspaper article of April 21 1945.
What do the letters suggest about the methods the British used to gain control of Eʋe land?
How did the Eʋe people feel about this?
Look at Traditional Spirituality and discuss Eʋe understandings of God. Look at the letter entitled Agbe the Water Deity.
What did the British seek to do and why?
What effect might this have had on Eʋe culture?
What do you think are the main religions of Ghana today? See Religions in Ghana to check your answers.
Summary and Discussion
Questions about the session, such as:
What have the Adamah family papers shown us that we did not know before?
Why is this important?
What could your family history tell us about a particular place and time?
Pupils can research their family history.
Pupils can research the origins of their name. See Discover your Eʋe name as a guide.