Liberian History

Grade 10 · History

Semester 1 | Period 3 | Week 14

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Subject: History

Semester: 1

Period: 3

Week: 14

School Name:
Teacher’s Name:
Subject: History
Grade Level: Grade 10
Date: Week 14
Lesson Duration: 4 periods × 45 minutes
Week & Term: Week 14, Period 3
Topic: Liberian History
Sub-topic: Declaration of Independence

 

Learning Objectives

By the end of the lesson, students should be able to:

  1. Explain the Declaration of Independence of Liberia.
  2. Identify the type of state established.
  3. Describe the system of government and powers of the president.

 

Previous Knowledge

Students already know:

  • Liberia was founded by freed African American settlers with ACS support.
  • Early settlements included Monrovia and surrounding coastal areas.

 

Instructional Materials

Textbook: History textbook on Liberian History
Teaching aids: Image of the Declaration of Independence, chart of Liberia’s government structure, map of early Liberia
Students' notebooks and writing materials

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)

Time: 5–10 minutes
Activity:
The teacher will ask:

  • When did Liberia declare independence?
  • What type of state do you think was established?
  • Who was the first president of Liberia?

The teacher will record responses on the board.

Teacher’s Role:
Guide discussion, correct misconceptions, and introduce Liberia’s independence and government.

Learner’s Role:

  • Share prior knowledge about independence.
  • Participate in discussion and respond verbally.

 

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role:

  • Explain Liberia’s Declaration of Independence on July 26, 1847.
  • Describe Liberia as a republic with a constitution modeled on the U.S. system.
  • Introduce the system of government: Executive, Legislative, Judicial.
  • Highlight powers of the president: chief executive, commander-in-chief, appointment of officials, foreign representation, signing/vetoing bills.

Learners’ Activities (Expanded):

  • Group discussion: Compare a republic to other forms of government.
  • Individual activity: List three powers of the president.
  • Map activity: Locate Monrovia and early settlements.

Assessment Checks:

  • State the year Liberia declared independence.
  • Name the type of state established.
  • List one power of the president.

Notes (Expanded & Detailed):

  • Declaration of Independence: July 26, 1847, Liberia became independent.
  • Kind of State: Republic, democratic system.
  • System of Government:
    • Executive: President as head of state.
    • Legislative: Bicameral legislature (Senate & House of Representatives).
    • Judicial: Supreme Court and subordinate courts.
  • Presidential Powers:
    • Implement and enforce laws
    • Commander-in-chief of armed forces
    • Appoint ministers and officials
    • Sign or veto legislation
    • Represent Liberia internationally

 

C – Consolidation (Conclusion & Assessment)

Time: 5–10 minutes

Summary:
The teacher will ask students to recall:

  • Date and significance of the Declaration of Independence.
  • Type of state established.
  • System of government and presidential powers.

Evaluation Method (Expanded):

  • Exit slip/quiz: Students write short answers to:
  1. When did Liberia declare independence?
  2. What type of state was established?
  3. Mention two powers of the president.
  • Teacher collects responses and provides oral feedback.

Assignment (Expanded):

  1. Create a chart showing Liberia’s three branches of government and their functions.
  2. Write a one-page essay explaining Liberia’s independence, system of government, and presidential powers.

Follow-up Activity:

  • Prepare for Week 15: Three branches of government in Liberia and separation of powers.

 

Differentiation / Inclusive Strategies

  • Struggling Learners: Use a simplified diagram of government and key points about independence.
  • Advanced Learners: Research a comparison of Liberia’s government with the U.S. system.
  • Students with Disabilities: Allow oral responses or visual charts instead of written work.

 

Teacher’s Reflection (After Class)

  • What worked well? ________________________________________
  • What needs improvement? __________________________________
  • Students’ engagement level: ☐ High ☐ Medium ☐ Low
  • Next steps: Discuss Liberia’s three branches of government in Week 15.