Ghana curriculum lesson note
SHS 3 Government 1st Semester Week 10 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Government | Week | 10 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | GOVERNMENT AND DEVELOPMENT | Sub-Strand | INDIGENOUS AND CONTEMPORARY GOVERNANCE IN GHANA |
| Learning Outcome(s) | 3.1.2.LO.1 - Evaluate the relevance of the democratic features of indigenous governance system | ||
| Content Standard | 3.1.2.CS.2 | ||
| Learning Indicator(s) | 3.1.2.LI.1 - Compare Indigenous and contemporary Governance in Ghana. Assess the democratic features of the indigenous governance system. Structuring Talk for Learning: Drawing on relevant previous Knowledge on the visit to a chief’s palace, identify and discuss the democratic features of the indigenous Ghanaian governance system, upholding the values of tolerance, cooperation, patriotism, and respect for authority. Identify and include the contributions of women and persons with special needs in the traditional governance system and that of modern democracy | ||
| Lesson Focus | Compare Indigenous and contemporary Governance in Ghana. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Compare Indigenous and contemporary Governance in Ghana. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What political/governance idea is central to Compare Indigenous and contemporary Governance in Ghana. Assess the democratic features of the indigenous governance system. Structuring Talk for Learning: Drawing on relevant previous Knowledge on the visit to a chief’s palace, identify and discuss the democratic features of the indigenous Ghanaian governance system, upholding the values of tolerance, cooperation, patriotism, and respect for authority. Identify and include the contributions of women and persons with special needs in the traditional governance system and that of modern democracy? How do institutions, actors, rules and citizens interact in this issue? What evidence and democratic principles should guide a judgement or decision? | ||
| Pedagogical Strategies | Brainstorming/Talk for Learning Collaborative Learning Role-play/Simulation Debate/Discussion Case-Based Learning Source/Media Analysis | ||
| Teaching & Learning Resources | Government textbook/reference materials Whiteboard/markers Learners' notebooks Constitution/civic documents or excerpts where relevant News/case-study extracts Pictures/videos of traditional institutions Local governance examples/resource person where available | ||
| Key Notes on Differentiation | |||
| Content | Use concept maps, simplified civic texts, diagrams and familiar Ghanaian examples for learners needing support. Extend advanced learners with competing viewpoints, constitutional/policy cases and comparative evaluation. | ||
| Process | Use mixed-ability discussion/role-play groups while requiring individual evidence of reasoning. Provide structured question prompts before independent evaluation. | ||
| Product | Allow evidence through debates, stakeholder maps, case analyses, short policy responses, presentations or written arguments. Assess accuracy, civic reasoning, evidence use, fairness to differing viewpoints and justification. | ||
| Success Criteria | Learners use correct subject vocabulary. Learners complete the main task with reasonable accuracy. Learners explain or demonstrate how the concept applies in a new situation. | ||
| Homework | Complete a short application task connected to the week's learning indicator. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Present a short case, map, source, statistic or news-style scenario connected to indigenous and contemporary governance in ghana and ask learners what issue it raises. | Share prior knowledge, listen to peers and record the lesson question in their notebooks. | Not provided. |
| Activity 115 minutes | Explain indigenous and contemporary governance in ghana using evidence from the case, map, source, timeline, graph or community example. | Read or observe the source, share initial ideas and record key terms. | Ask learners to identify the issue, evidence, cause, effect or stakeholder. |
| Activity 220 minutes | Guide groups to analyse causes, effects, viewpoints, evidence or solutions related to indigenous and contemporary governance in ghana. | Work in groups to analyse evidence, compare viewpoints and report findings. | Review group responses for accurate facts, evidence and reasoning. |
| Activity 310 minutes | Ask learners to apply indigenous and contemporary governance in ghana to a new civic, historical, economic or geographical case. | Apply the concept to the new case and support the answer with evidence. | Use an exit response that asks learners to make and support a claim. |
| Lesson Closure | Summarise indigenous and contemporary governance in ghana and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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Create Lesson PlanMore SHS 3 Government 1st Semester Lessons
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