Ghana curriculum lesson note
SHS 3 Government 1st Semester Week 3 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Government | Week | 3 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | GOVERNMENT AND DEVELOPMENT | Sub-Strand | BASICS OF GOVERNMENT |
| Learning Outcome(s) | 3.1.1.LO.1 - Examine the relationship between the systems of government and Ghana's adoption of the unitary system of government | ||
| Content Standard | 3.1.1.CS.1 | ||
| Learning Indicator(s) | 3.1.1.LI.1 - Demonstrate knowledge and understanding and application of the systems of government. Discuss the systems of government. Collaborative Learning: In mixed-ability groups, learners brainstorm on the various systems of government. Emphasising authority, hard work, patriotism, loyalty, and fairness. Probe further the role and impact of women in the political arena (legislature, executives, judiciary and other institutions of state) | ||
| Lesson Focus | Demonstrate knowledge and understanding and application of the systems of government. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Demonstrate knowledge and understanding and application of the systems of government. 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 Demonstrate knowledge and understanding and application of the systems of government. Discuss the systems of government. Collaborative Learning: In mixed-ability groups, learners brainstorm on the various systems of government. Emphasising authority, hard work, patriotism, loyalty, and fairness. Probe further the role and impact of women in the political arena (legislature, executives, judiciary and other institutions of state)? 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 Media extracts/political-party/civil-society case cards | ||
| 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 basics of government 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 basics of government 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 basics of government. | 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 basics of government 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 basics of government and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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