Ghana curriculum lesson note
SHS 1 Government 2nd Semester Week 16 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Government | Week | 16 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | GHANA IN THE GLOBAL SYSTEM | Sub-Strand | GHANA IN THE COMMUNITY OF NATIONS |
| Learning Outcome(s) | 1.3.1.LO.1 - Examine the meaning of state and non-state actors and their role in the international system | ||
| Content Standard | 1.3.1.CS.1 | ||
| Learning Indicator(s) | 1.3.1.LI.2 - Discuss the role of state and non-state actors in the international system. Collaborative Learning: In mixed-ability and gender groups, discuss the role of state and non-state actors, while considering the core values of hard work, responsibility, commitment, and patriotism. Discuss further on gender dynamics in the international system | ||
| Lesson Focus | Discuss the role of state and non-state actors in the international system. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Discuss the role of state and non-state actors in the international system. 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 Discuss the role of state and non-state actors in the international system. Collaborative Learning: In mixed-ability and gender groups, discuss the role of state and non-state actors, while considering the core values of hard work, responsibility, commitment, and patriotism. Discuss further on gender dynamics in the international system? 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 World/Africa map International-organisation profiles | ||
| 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 ghana in the community of nations 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 ghana in the community of nations 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 ghana in the community of nations. | 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 ghana in the community of nations 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 ghana in the community of nations 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 1 Government 2nd Semester Lessons
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