Ghana curriculum lesson note

SHS 1 Government 1st Semester Week 13 Lesson Plan

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Weekly Learning Plan
Subject	Government	Week	13
Duration	60 minutes	Form	SHS 1
Strand	GOVERNMENT AND DEVELOPMENT	Sub-Strand	INDIGENOUS AND CONTEMPORARY GOVERNANCE IN GHANA
Learning Outcome(s)	1.1.2.LO.1 - Examine the structure and relevance of traditional leaders using examples from the environment
Content Standard	1.1.2.CS.1
Learning Indicator(s)	1.1.2.LI.1 - Exhibit understanding and application of the Indigenous systems of government in Ghana Describe the structure of indigenous systems of government in Ghana. Experiential learning: With the help of videos/pictorial evidence from different ethnic groups, describe the structure of traditional government system, while holding the values of respect and cooperation. Example, Mole-Dagbani, Ewe, Ga-Dangme, Akan etc. Discuss issues of ethnicity without offending the sensitivity of some learners or without promoting stereotypes such as ethnocentrism, jingoism, xenocentrism, etc
Lesson Focus	Exhibit understanding and application of the Indigenous systems of government in Ghana Describe the structure of indigenous systems of government 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: Exhibit understanding and application of the Indigenous systems of government in Ghana Describe the structure of indigenous systems of government 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 Exhibit understanding and application of the Indigenous systems of government in Ghana Describe the structure of indigenous systems of government in Ghana. Experiential learning: With the help of videos/pictorial evidence from different ethnic groups, describe the structure of traditional government system, while holding the values of respect and cooperation. Example, Mole-Dagbani, Ewe, Ga-Dangme, Akan etc. Discuss issues of ethnicity without offending the sensitivity of some learners or without promoting stereotypes such as ethnocentrism, jingoism, xenocentrism, etc? 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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