social studies jhs 1 - 3

iR E P U B L I C O F G H A N A

M I N I S T R Y O F E D U C A T I O N S C I E N C E A N D S P O R T S

TEACHING SYLLABUS FOR SOCIAL STUDIES

(JUNIOR HIGH SCHOOL )

Enquiries and comments on this syllabus should be addressed to:

The DirectorCurriculum Research and Development Division (CRDD)P. O. Box 2739AccraGhana.

September, 2007

Republic of Ghana

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TEACHING SYLLABUS FOR SOCIAL STUDIES(JUNIOR HIGH SCHOOL)

RATIONALE FOR TEACHING SOCIAL STUDIES

Social Studies is a study of the problems of society. The subject prepares the individual to fit into society by equipping him/herwith knowledge about the culture and ways of life of their society, its problems, its values and its hopes for the future. Thesubject is multi-disciplinary and takes its sources from geography, history, sociology, psychology, economics and civic education.Essential elements of the knowledge and principles from these disciplines are integrated into a subject that stands on its own. Asa subject, Social Studies helps pupils to understand their society better; helps them to investigate how their society functions andhence assists them to develop that critical and at the same time developmental kind of mind that transforms societies. Oursociety has been a slow moving society. It is hoped that as pupils understand the Ghanaian society better, and are able toexamine the societys institutions and ways of life with a critical and constructive mind, the country will surely be on the path tobetter and faster growth in development.

GENERAL AIMS

This syllabus is designed to help the pupil to:

1. understand the interrelationships between the social and the physical environment and their impact on the development ofGhana

2. appreciate the impact of history on current and future development efforts of the country.

3. appreciate the various components of the environment and how these could be maintained to ensure sustainable development.

4. recognize the major challenges facing Ghana and be able to develop basic knowledge and skills for dealing with such challenge.

5. understand the dynamics of development in the world and their impact on development in Ghana.

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6. develop the knowledge, skills and attitudes needed for personal growth, peaceful co-existence, and respect for peoples ofother nations.

7. develop a sense of national consciousness and national identity.

SCOPE OF CONTENT

Social Studies at the Junior High School level is concerned with equipping the pupil with an integrated body of knowledge, skillsand attitudes that will help the pupil develop a broader perspective of Ghana and the world. The integration is achieved in thethree sections of the syllabus each of which focuses respectively on.

1. The Environment2. Governance, Politics and Stability3. Social and Economic Development

PRE-REQUISITE SKILLS AND ALLIED SUBJECTS

The pre-requisite skills needed for effective study of Social Studies are knowledge and understanding of Citizenship Education atthe Primary School Level, observational skills and a critical mind to life.

ORGANIZATION OF THE SYLLABUS

The syllabus has been structured to cover the three years of Junior High School. Each years work consists of three sectionswith each section comprising a number of units. The units can be re-arranged to suit the teachers scheme of work. Thestructure and organization of the syllabus is presented on the next page.

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JUNIOR HIGH SCHOOL: STRUCTURE AND ORGANIZATION OF THE SYLLABUS

JHS 1 JHS 2 JHS 3SECTION 1ENVIRONMENT

SECTION 1ENVIRONMENT

SECTION 1ENVIRONMENT

UNIT 1: The Environment andEnvironmental Problems

UNIT 2: Adolescent Reproductive Health

UNIT 1: Our Culture

UNIT 2: Mapping our Environment

UNIT 3: Our Country Ghana

UNIT 1: Significance of some Natural Features of the earth

UNIT 2: Population Growth andDevelopment

SECTION 2GOVERNANCE, POLITICS ANDSTABILITY



UNIT 1: Ghana as a Nation

UNIT 2: Colonization And National Development

UNIT 3: Independence and Nationhood

UNIT 4: Citizenship and Human Rights

UNIT 1: Our Constitution

UNIT 2: Law and Order in our Community

UNIT 3: Conflict Prevention andManagement

UNIT 4: Ghanas Co-operation with Other Nations.

UNIT 1: Government and Society

UNIT 2: Promoting Political Stability in Ghana

SECTION 3SOCIO-ECONOMIC DEVELOPMENT

SECTION 3SOCIO-ECONOMIC DEVELOPEMNT

SECTION 3SOCIO-ECONOMIC DEVELOPMENT

UNIT 1: The Use of Land in OurCommunity

UNIT 2: Our Natural and HumanResources

UNIT 3: Production IN GHANA

UNIT 4: Managing Our Finances

UNIT 1: Tourism, Leisure andDevelopment

UNIT 2: Education and Productivity

UNIT 3: Entrepreneurship

UNIT 1: Problems of Development inGhana

UNIT 2: Sustainable Development

vTIME ALLOCATION

Social Studies is allocated three periods of 35 minutes each, a week. It is suggested the periods should be organized into onedouble period and a single period.

SUGGESTIONS FOR TEACHING THE SYLLABUS

A basic advice for teaching this subject is to use experienced resource persons as much as possible in teaching the subject.Resource persons could be obtained from the drivers union, the Police, various government Ministries, politicians, businesspersons, and persons from a variety of professions. Using experienced resource persons will expose pupils to persons whohave real-life experiences to share with pupils. This will create the excitement that will lead to very valuable learning.

The syllabus has been structured to cover each of the three years in the JHS programme. Teachers are required to develop ascheme of work for each term to be able to cover each years work appropriately. Teaching and learning should be participatory.

GENERAL OBJECTIVES

General Objectives have been listed at the beginning of each section of the syllabus, that is, just below the theme of the section.The general objectives flow from the general aims for teaching English listed on page (ii) of this syllabus. The general objectivesform the basis for the selection and organization of the unit topics. Read the general objectives very carefully before you startteaching. After teaching all the units, go back and read the general aims and general objectives again to be sure you havecovered both of them adequately in the course of your teaching.

SECTIONS AND UNITS

The syllabus has been planned on the basis of Sections and Units as stated already. Each years work is divided into sections.A section consists of a fairly homogeneous body of knowledge within the subject. Within each section are units. A unit consistsof a more related homogeneous body of knowledge and skills. Each unit presents one coherent topic within the broader section.

Each section of the syllabus is structured in five columns: Units, Specific Objectives, Content, Teaching and Learning Activitiesand Evaluation. A description of the contents of each column is as follows:

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COLUMN 1 ? UNITS

The units in Column 1 are divisions of the major topic of the section. You are expected to follow the unit topics according to thelearner order in which they have been presented. However, if you find at some point that teaching and learning in your class willbe more effective if you branched to another unit before coming back to the unit in the sequence, you are encouraged to do so.Each unit has an accompanying problem that highlights the critical issue in the unit and which should be addressed in the courseof teaching the unit. The problem is not exhaustive. Teachers are encouraged to identify other related problems for teaching theunit.

COLUMN 2 ? SPECIFIC OBJECTIVES

Column 2 shows the Specific Objective for each unit. The specific objectives begin with numbers such as 1.3.5 or 2.2.1. Thesenumbers are referred to as Syllabus Reference Numbers. The first digit in the syllabus reference number refers to the section;the second digit refers to the unit, while the third digit refers to the rank order of the specific objective. For instance, a referencenumber such as 1.3.5 refers to specific objective 5 of Unit 3 of Section 1. Similarly, the syllabus reference number 2.2.1 simplymeans Specific Objective number 1 of Unit 2 of Section 2. Using syllabus reference numbers provides an easy way forcommunication among teachers and other educators. It further provides an easy way for selecting objectives for testconstruction. Lets say for instance, that Unit 2 of Section 2 has five specific objectives 2.2.1. - 2.2.5. A teacher may want tobase his/her test items/questions on objectives 2.2.3 and 2.2.4 and not use the other three objectives. In this way, a teacherwould sample the objectives within units and within sections to be able to develop a test that accurately reflects the importanceof the various skills taught in class.

You will note that specific objectives have been stated in terms of the pupil i.e. what the pupil will be able to do after instructionand learning in the unit. Each specific objective hence starts with the following, The pupil will be able to.. This in effect, meansindividualizing your instruction as much as possible such that the majority of pupils will be able to master the objectives of eachunit of the syllabus.

COLUMN 3 ? CONTENT

The content in the third column of the syllabus presents a selected body of information that you can use in teaching particularobjectives of the unit. In some cases, the content presented is quite exhaustive. In some other cases, you could add moreinformation to theContent presented. Nonetheless, try to find more information through reading and personal investigations, to add to the contentprovided.

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COLUMN 4 ? TEACHING AND LEARNING ACTIVITIES (T/LA)

T/LA activities that will ensure maximum pupil participation in the lessons are presented in Column 4. Try to avoid rote learningand drill-oriented methods and rather emphasize participatory teaching and learning, as already stated, and also emphasize thecognitive, affective and psychomotor domains of knowledge in your instructional system wherever appropriate. You areencouraged to re-order the suggested teaching and learning activities and also add to them where necessary, in order to achieveoptimum pupil learning. As implied already, the major purpose of teaching and learning is to make pupils able to apply theirknowledge in dealing with issues both in and out of school. Pupils must be taught valuable skills and attitudes as a result ofhaving gone through this programme, and must above all be taught to be problem solvers.

COLUMN 5 ? EVALUATION

Suggestions and exercises for evaluating the lessons of each unit are indicated in Column 5. Evaluation exercise can be in theform of oral questions, quizzes, class exercises, essays, structured questions, project work and investigations. Try to askquestions and set task and assignments that will challenge your pupils to apply their knowledge to issues and problems as wehave already said above, and that will engage them in developing solutions, and developing positive attitudes as a result ofhaving undergone instruction in this subject. The suggested evaluation tasks are not exhaustive. You are encouraged todevelop or create other evaluation exercises to ensure that pupils have mastered the instruction and behaviours implied in thespecific objectives of each unit.

Lastly, bear in mind the syllabus cannot be taken as a substitute for lesson plans. It is therefore, necessary that you develop ascheme of work and lesson plans for teaching the units of this syllabus.

DEFINITION OF PROFILE DIMENSIONS

The concept of profile dimensions was made central to the syllabuses developed from 1998 onwards. A 'dimension' is apsychological unit for describing a particular learning behaviour. More than one dimension constitutes a profile of dimensions. Aspecific objective may be stated with an action verb as follows: The pupil will be able to describe.. etc. Being able to"describe" something after the instruction has been completed means that the pupil has acquired "knowledge". Being able toexplain, summarize, give examples, etc. means that the pupil has understood the lesson taught.

Similarly, being able to develop, plan, solve problems, construct, etc. means that the pupil can "apply" the knowledge acquired insome new context. Each of the specific objectives in this syllabus contains an "action verb" that describes the behaviour thepupil will be able to demonstrate after the instruction. "Knowledge", "Application", etc. are dimensions that should be the primefocus of teaching and learning in schools. It has been realized unfortunately that schools still teach the low ability thinking skillsof knowledge and understanding and ignore the higher ability thinking skills. Instruction in most cases has tended to stressknowledge acquisition to the detriment of the higher ability behaviours such as application, analysis, etc. The persistence of this

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situation in the school system means that pupils will only do well on recall items and questions and perform poorly on questionsthat require higher ability thinking skills such as application of mathematical principles and problem solving. For there to be anychange in the quality of people who go through the school system, pupils should be encouraged to apply their knowledge,develop analytical thinking skills, develop plans, generate new and creative ideas and solutions, and use their knowledge in avariety of ways to solve mathematical problems while still in school. Each action verb indicates the underlying profile dimensionof each particular specific objective. Read each objective carefully to know the profile dimension toward which you have toteach.

Profile dimensions describe the underlying behaviours for teaching, learning and assessment. In Social Studies, the three profiledimensions for teaching, learning and testing are as follows:

Knowledge and Understanding 25% Use of Knowledge 25% Attitudes and Values 50%

Each of the dimensions has been given a percentage weight that should be considered in teaching and testing. The weightsindicated on the right of the dimensions show the relative emphasis that the teacher should give in the teaching, learning andtesting processes in the subject. Combining the three dimensions in the teaching and learning process will ensure that SocialStudies is taught and studied not only at the cognitive level, but will also lead to the acquisition of positive attitudes and values onthe part of pupils.

The explanation and key words involved in each of the profile dimensions are as follows:

KNOWLEDGE AND UNDERSTANDING (KU)

Knowledge The ability to remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is simply the ability to remember or recall material already learned and constitutes the lowest level of learning.

Understand The ability to explain, summarize, translate, rewrite, paraphrase, give examples, generalize, estimate or predict consequences based upon a trend.

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USE OF KNOWLEDGE (UK)

This dimension may also be referred to as Application of knowledge. The ability to use knowledge or apply knowledge, as implied in thissyllabus, has a number of learning/behaviour levels. These levels include application, analysis, synthesis, and evaluation. These may beconsidered and taught separately, paying attention to reflect each of them equally in your teaching. The dimension Use of Knowledge isa summary dimension for all four learning levels. Details of each of the four sub-levels are as follows:

Application The ability to apply rules, methods principles, theories, etc., to concrete situations that are new and unfamiliar. It also involves the ability to produce solve, operate, plan, demonstrate, discover etc.

Analysis The ability to break down a piece of material into its component parts, to differentiate, compare distinguish, outline, separate, identify significant points etc., recognize unstated assumptions and logical fallacies, recognize inferences from facts etc

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Synthesis The ability to put parts together to form a new whole; It involves the ability to combine, compile, compose, device, plan, revise, design, organize, create and generate new ideas and solutions.

Evaluation The ability to appraise, compare features of different things and make comments or judgment, contrast, criticize, justify, support, conclude, make recommendations etc. Evaluation refers to the ability to judge the worth or value of some material based on specified criteria.

ATTITUDES AND VALUES (AV)

Attitudes and values belong to the affective domain of knowledge and behaviour. The dimension consists of a number of learning andbehavioural levels such as receiving, responding, valuing and organizing. The specific behaviours in each of the four levels are as follows:

receiving The ability to follow directions, listen, show awareness and sensitivity, accept, ask questions, and reply to questions etc.

responding The ability to greet, participate, conform, enjoy, present, show interest, volunteer for duties, respect the rights of others.

valuing The ability to demonstrate attitudes, demonstrate beliefs, initiate, invite, propose, report, share work, read.

organising The ability to assimilate new and different values to form a new and consistent value system. It refers to the ability to accept, defend, arrange, formulate, generalize, modify, and defend a belief or good cause.

xThe action verbs provided under the various profile dimensions should help you to structure your teaching such as to achieve the effectsneeded. Select from the action verbs provided for your teaching, in evaluating learning before, during and after the instruction. Use theaction verbs also in writing your test questions. This will ensure that you give your pupils the chance to develop and demonstrate goodthinking skills and the capacity for excellent performance in examinations and in practical life. Check the weights of the profile dimensions toensure that you have given the required emphasis to each of the dimensions in your teaching and assessment.

FORM OF ASSESSMENT

It is important that both instruction and assessment be based on the specified profile dimensions. In developing assessmentprocedures, try to select specific objectives in such a way that you will be able to assess a representative samples of thesyllabus objectives. Each specific objective in the syllabus is considered a criterion to be achieved by the pupil. When youdevelop a test that consists of items or questions that are based on a representative sample of the specific objectives taught, thetest is referred to as a Criterion-Referenced Test. In many cases, a teacher cannot test all the objectives taught in a term, in ayear etc. the assessment procedure you use i.e. class tests, home work, projects etc. must be developed in such a way that itwill consist of a sample of the important objectives taught over a period.

The example below shows an examination consisting of two papers, Paper 1 and Paper 2, with School Based Assessment(SBA). Paper 1 will usually be an objective-type paper. Paper 2 will consist of structured questions, essentially testing.Application of Knowledge, and also consisting of some questions on Knowledge and Understanding and Attitudes andValues. The SBA will be based on all the three dimensions. The distribution of marks for the objective test items, structuredquestions and the continuous assessment should be in line with the weights of the profile dimensions already indicated, and asshown in the last column of the table.

In the examination structure below, Paper 1 is marked out of 40; Paper 2 is marked out of 100, and SBA is marked out of 60,giving a total of 200 marks. The last row shows the weight of marks allocated to each of the three test components. The twotest papers are weighted differently to reflect their individual importance in the total examination.

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Distribution of Examination Paper Weights and Marks

Dimensions Paper 1(ObjectiveTest)

Paper 2(StructuredQuestion paper)

ContinuousAssessment

Total Marks % Weight ofDimensions

Knowledge andUnderstanding

10 30 10 50 25

Application ofKnowledge

10 30 10 50 25

Attitudes and Values 20 40 40 100 50

Total Marks 40 100 60 200

% Contributionof Papers

20 50 30 100

You will note from the last row that Paper 1 has a contribution of 20% to the total marks; Paper 2 has a contribution of 50% to thetotal marks; and Continuous Assessment has a contribution of 30% to the total marks.

The last but one row, shows the raw total marks allocated to each of the dimensions. Of the total marks of 200, 50 marks,equivalent to 25% of the total marks, are allocated to Knowledge and Understanding; 50 marks, equivalent to 25% of the totalmarks, are allocated to Application of Knowledge; 100 marks, equivalent to 50% of the marks are allocated to Attitudes andValues. The weight of each of the three dimensions is indicated in the last column.

GUIDELINES FOR SCHOOL BASED ASSESSMENT

A new School Based Assessment system (SBA), formally referred to as Continuous Assessment, will be introduced into theschool system from September 2008. SBA is a very effective system for teaching and learning if carried out properly. The newSBA system is designed to provide schools with an internal assessment system that will help schools to achieve the followingpurposes:

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Standardize the practice of internal school-based assessment in all schools in the country Provide reduced assessment tasks for each of the primary school subjects Provide teachers with guidelines for constructing assessment items/questions and other assessment tasks Introduce standards of achievement in each subject and in each class of the school system Provide guidance in marking and grading of test items/questions and other assessment tasks Introduce a system of moderation that will ensure accuracy and reliability of teachers marks Provide teachers with advice on how to conduct remedial instruction on difficult areas of the syllabus to improve pupil performance

The new SBA system will consist of 12 assessments a year instead of the 33 assessments in the previous continuousassessment system. This will mean a reduction by 64% of the work load compared to the previous continuous assessmentsystem. The 12 assessments are labeled as Task 1, Task 2, Task 3 and Task 4. Task 1-4 will be administered in Term 1; Tasks5-8 will be administered in Term 2, and Tasks 9-12 administered in Term 3. Task 1 will be administered as an individual testcoming at the end of the first month of the term. The equivalent of Task 1 will be Task 5 and Task 9 to the administered in Term2 and Term 3 respectively. Task 2 will be administered as a Group Exercise and will consist of two or three instructionalobjectives that the teacher considers difficult to teach and learn. The selected objectives could also be those objectivesconsidered very important and which therefore need pupils to put in more practice. Task 2 will be administered at the end of thesecond month in the term. Task 3 will also be administered as individual test under the supervision of the class teacher at theend of the 11th or 12 week of the term.

Task 4 (and also Task 8 and Task 12) will be a project to be undertaken throughout the term and submitted at the end of theterm. Schools will be supplied with 9 project topics divided into three topics for each term. A pupil is expected to select oneproject topic for each term. Projects for the second term will be undertaken by teams of pupils as Group Projects. Projects areintended to encourage pupils to apply knowledge and skills acquired in the term to write an analytic or investigative paper, writea poem 9 (as may be required in English and Ghanaian Languages), use science and mathematics to solve a problem orproduce a physical three-dimensional product as may be required in Creative Arts and in Natural Science.

Apart from the SBA, teachers are expected to use class exercises and home work as processes for continually evaluating pupilsclass performance, and as a means for encouraging improvements in learning performance.

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MARKING SBA TASKS

Pupils at Lower and Upper Primary Levels are expected to undertake assignments that may involve investigations and extendedwriting etc in English. The following guidelines are provided for marking assignments of such nature.

1. Introduction 20%2. Main Text -Descriptions, use of charts etc. 60%3. Conclusion 20%

Young people have to be taught how to use charts and other forms of diagrammes in their writing pieces. They have to be taught tostart with an introduction and conclude their writing appropriately.

The marks derived from projects, the end of month tests and home work specifically designed for the SBA should together constitutethe School Based Assessment component marked out of 60 per cent. The emphasis is to improve pupils learning by encouragingthem to produce essays, poems, and other pieces of writing and drama. The SBA will hence consist of:

End-of-month tests Home work assignments (specially designed for SBA) Project

Other regulations for the conduct of SBA will reach schools from GES.

Combining SBA marks and End-of-Term Examination Marks

The new SBA system is important for raising pupils school performance. For this reason, the 60 marks for the SBA will bescaled to 50. The total marks for the end of term test will also be scaled to 50 before adding the SBA marks and end-of-termexamination marks to determine pupils end of term results. The SBA and the end-of-term test marks will hence be combined inequal proportions of 50:50. The equal proportions will affect only assessment in the school system. It will not affect the SBA markproportion of 30% used by WAEC for determining examination results at the BECE.

GRADING PROCEDURE

In marking your class examination scripts, it is very important that you develop a marking scheme. A marking scheme, as youmay be aware, consists of the points for the best answer you expect for each essay question or structured question, and themark(s) allocated for each point raised by the pupil as well as the total marks for the question. For instance, if a question carries10 marks and you expect 4 points in the best answer, you could allocate 2 marks (or part of it, depending upon the quality of the

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point raised by the pupil) to each point raised, totalling 8 marks, and then give the remaining 2 marks or part of it, for organizationof answer. For objective test papers, you may develop an answer key to speed up the marking.

To improve assessment and grading and also introduce uniformity in schools, it is recommended that schools adopt the followinggrade boundaries for assigning grades:

Grade A: 80 - 100% - ExcellentGrade B: 70 - 79% - Very GoodGrade C: 60 - 69% - GoodGrade D: 45 - 59% - Credit (Satisfactory)Grade E: 35 - 44% - PassGrade F: ? 34% - Fail

The grading system presented above shows the letter grade system and equivalent grade boundaries. In assigning grades topupils test results, or any form of evaluation, you may apply the above grade boundaries and the descriptors. The descriptors(Excellent, Very Good etc) indicate the meaning of each grade. For instance, the grade boundary for Excellent consists ofscores between 80 - 89. Writing 80% for instance, without writing the meaning of the grade, or the descriptor for the grade i.e.Excellent, does not provide the pupil with enough information to evaluate his/her performance in the assessment. You thereforehave to write the meaning of the grade alongside the score you write. Apart from the score and the grade descriptor, it will beimportant also to write a short diagnosis of the points the pupil should consider in order to do better in future tests etc. Commentssuch as the following may also be added to the grades:

Keep it up Has improved Could do better Hardworking Not serious in class More room for improvement, etc.

Note that the grade boundaries above are also referred to as grade cut-off scores. When you adopt a fixed cut-off score gradingsystem as in this example, you are using the criterion-referenced grading system. By this system a pupil must make a specifiedscore to earn the appropriate grade. This system of grading challenges pupils to study harder to earn better grades. It is hencevery useful for achievement testing and grading.

1J H S

YEAR ONE

SECTION 1

THE ENVIRONMENT

General Objectives: The pupil will:

1. appreciate the value of the environment 2. recognize the importance of reproductive health and chastity

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNINGACTIVITIES

EVALUATION

UNIT 1

THE ENVIRONMENTAND ENVIRONMENTALPROBLEMS

The Problem

Knowledge of the valueof the environment andhow to sustain it is vitalfor the continuedexistence of humanity.Environment degradationis one of the keyproblems confrontingGhana today. There istherefore the urgent needfor Ghanaians to becomeaware of this problem soas to adopt thenecessary measures tosolve the problem.

The pupil will be able to:

1.1.1 explain the meaning ofenvironment and thecomponents of theenvironment

The environment consists of the thingssurrounding us. These things are eitherliving or non-living things. E..g. air,water, land, living organisms, buildings,etc. these together constitute thephysical environment.

Types of environment are the physicaland the social

Physical Air, water, land, livingorganisms etc.Social cultural, religious, political, etc

Pupils brainstorm for the meaning ofenvironment.

Discuss the physical and socialenvironments and show how eachaffects the other.

Explain the termenvironment.

State types ofenvironment

2UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNINGACTIVITIES

EVALUATION

UNIT 1 (Cont?d)

THE ENVIRONMENTAND ENVIRONMENTALPROBLEMS

1.1.2 describe the types andcauses ofenvironmentaldegradation.

1.1.3 explain the effects ofenvironmentaldegradation.

1.1.4 ways by which the environment can be protected

Environmental degradation refersto- Air pollution- Water pollution- Land degradation etc

Effects of air PollutionRespiratory diseasesSkin diseasesDestruction of vegetation etc.Effects of land degradationRemoval of top soilRemoval of vegetation andhabitat foranimalsEffects of Water PollutionWater borne diseases like choleraDestruction of aquatic life etc.

Ways of protecting theenvironment: - reducing air pollution - reducing water pollution - protecting the land fromdegradation

Teacher takes pupils out to observesome or any of the environmentalproblems in the content.

Pupils discuss the types and causesof each of the three types ofenvironmental degradationmentioned in the content.

Pupils discuss various ways bywhich the environment can beprotected.

NOTEIf the Internet is available in thecommunity, help pupils to use it tosee how people in other countriesare solving the problem ofenvironmental degradation.

State some of the causesof environmental problemsin your area.

Project:Pupils undertake a projectto control erosion in theschool or community andsecondly provide effectivewaste disposal system inthe school

Give suggestions forcontrolling and minimizingair pollution, waterpollution and landdegradation involvingdestruction of the land anddestruction of vegetation.

Suggest three ways toprotect the environmentfrom damage.


EVALUATION

UNIT 2

ADOLESCENTREPRODUCTIVEHEALTH

The Problem

Adolescents have littleknowledge about theirreproductive health.Unfortunately they arenot able to consult theright source forinformation on theirhealth. This leads themwith very little valuableinformation on matters oftheir reproductive health.Little information orwrong information leadsthem to unhealthychoices about theirreproductive health. It is therefore importantto give them the rightinformation regardingtheir reproductive health,personal hygiene and theneed to stay chaste.

The pupils will be able to:

1.2.1 explain the concept ofadolescence

1.2.2 explain reproductivehealth

1.2.3 examine some of the effects of irresponsible adolescent behavior

1.2.4 explain what chastity is

1.2.5 examine the benefits ofchastity

Adolescence is the process throughwhich an individual makes thegradual transition from childhood toadulthood. The period lastsbetween 10-19 years. (refer to WHO1968)

Reproductive health is a state ofcomplete physical, mental and socialwell being in all matters relating tothe reproductive system and to itsfunctions and processes.

Some effects of irresponsibleadolescent behavior STIsincluding HIV/AIDS drug abuse,streetism, school drop-out, etc.

Chastity is the total abstinence fromsexually related activities

1. Benefits of chastity - uninterrupted education - free from STIs includingHIV/AIDS - self-confidence - self dignity - approval from adults etc.

2. Not being chaste may result in - sexually transmitted diseases(STIs) including HIV/AIDs - unwanted pregnancy - drop-out from school - stigmatization etc.

Pupils brainstorm for the meaning ofadolescence.

Guide pupils to discuss thecharacteristics that markadolescence.

Teacher guides class to explain themeaning of reproductive health.(WHO 1968 definition)

Use Futures wheel to guide pupilscome out with the effects ofirresponsible adolescent behavior.

Pupils brainstorm the meaning ofchastity

Class discuss the benefits of stayingchaste and the effects of immoralbehaviour.

Discuss the effect of notstaying chaste.

State somecharacteristics ofadolescence

State some of theeffects irresponsibleadolescent behavior

Explain chastity

Mention some ways ofstaying chaste and thedisadvantages of notbeing chaste

4JUNIOR HIGH 1

SECTION 2

GOVERNANCE, POLITICS AND STABILITY

General Objectives: The pupil will

1. be aware of the reasons why people moved to settle in Ghana2. appreciate the problems that preceded the attainment of independence in Ghana3. develop positive attitudes and values for contributing to nation building4. recognize his/her rights as a citizen of Ghana5.

UNIT SPECIFIC OBJECTIVES CONTENTTEACHING AND LEARNING

ACTIVITIES EVALUATION

UNIT 1

GHANA AS A NATION

The Problem

Almost all the ethnicgroups in Ghanahistorically moved fromdifferent places at onetime or the other, to theirpresent place. We havelived together in thisnation in the past asdifferent ethnic groups.The problem facing uspresently as a people ishow to accelerate theunification of all peoplesof this country withoutethnic prejudice, so thatwe can move togetherinto the future in unity.


2.1.1 trace the migration routes of the major ethnic groups to Ghana; where they originally settled and their present location

The migration routes of the Akan,the Ewe, the Ga-Adangbe, the Mole-Dagbon and the Guan. A number ofthe ethnic groups migrated from oldGhana empire which covered thearea presently occupied by parts ofMauritania, Senegal and Mali. TheMole Dagbon group came from thearea around Lake Chad, whileothers like the Ewe and the Ga-Adangbes came from Benin andNigeria respectively.

Original settlements of ethnic groupsin present Ghana: Akans originallysettled in the Pra Valley; the Gassettled on the coast in the Easternpart of Ghana. etc

Using a map of West Africa, teacher toassist pupils to trace the migrationroutes of the five major ethnic groups topresent day Ghana

Using a map of Ghana, guide pupils tolocate the present traditional home ofthe major ethnic groups of Ghana,

Pupils to draw a map ofWest Africa and show byarrows and labels, theroutes of the major ethnicgroups to present dayGhana.

Pupils in groups, to selectone of the following andinvestigate why they lefttheir original locations totheir present traditionalhomes: the Guans of theAkwapim ridge, theAshantis, the Anlos, theDangmes, Gas etc. (Eachgroup to present a reportfor class discussion)

5UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNINGACTIVITIES EVALUATION

UNIT 1 (CONT'D)

GHANA AS A NATION

The pupil will be able to

2 1.2 explain the common reasons for the migration of the different ethnic groups into Ghana

2.1.3 suggest ways for sustaining unity among the different ethnic groups into Ghana.

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People migrated into Ghana forpeace and security, fertile land forfarming and trade

- respect for others cultures - valuing peace and stability - being development conscious - encouraging inter-ethnic marriages etc.

Pupils discuss the reasons for movingfrom one place to another e.g. fromrural area to urban area.

Following the above discussion, pupilsto discuss why the ethnic groupsmigrated t Ghana.

Guide pupils to explain the need to sustain unity among the various ethnic groups of Ghana.

Pupils discuss ways of sustainingpeace, stability, unity and developmentin Ghana.

Explain why there are different ethnic groups in Ghana.

In what ways can Ghana maintain unity among the ethnic groups of the country?


EVALUATION

UNIT 2

COLONIZATION ANDNATIONALDEVELOPMENT

The Problem

The coming of theEuropeans brought formaleducation, Christianity andother infrastructuraldevelopment. Howeverthe Europeans alsostarted Trans-AtlanticSlave Trade and latercolonization. Theseevents pushed the Africaninto a dependencymentality to the extent thateven after independencethe Ghanaian is stillstruggling to become selfreliant. It is thereforeimportant for us to re-orientate our mentalityfrom continualdependency to pave wayfor national development.


2.2.1 explain the concept of colonization

2.2.2 state the positiveeffects of colonizationon Africa.

2.2.3 state the negativeeffects of colonizationon Africa.

2.2.4 explain howcolonization

retards progress in Ghana.

2.2.5 give suggestions on how to correct our negative attitudes and values as a result of colonization.

Taking control of theadministration of a people or acountry by another country

Positive Effects of colonialismEducation, infrastructuredevelopment, plantation farming,architecture development,machines etc.

Negative EffectsDependence on colonial mastersTaste for foreign goodsLoss of true identityDistortion of cultures etc.Reduction of our humanresources through TransatlanticSlave Trade

Colonization made us developtaste for foreign goods at theexpense of made in Ghana goods,depend on colonial masters to thedetriment of self reliance, lose ourtrue identity as a result ofdestruction of our cultures etc.

We should grow what we eat andeat what we grow.

We should not accept foreignideas without thinking through etc.

Guide/assist pupils to brainstorm for themeaning of colonization

Put pupils in groups to discuss thepositive effects of colonization inGhana.

Put pupils in groups to discuss thenegative effects of colonization inGhana

Class discussion on how colonialmentality retards development inGhana.

Students brainstorm in groups to comeout with suggestions for correctingnegative attitudes and values fromcolonization.

What is the meaning ofcolonization

Project:Pupils to investigate thecontribution of PhilipQuarcoe, Thomas BirchFreeman and JohnMensah Sarbah toeducation

Mention some effects of colonialism in Ghanaand suggest solutions.

Describe how colonizationretards development inGhana.

Write an essay on how tocorrect negative attitudesand values as a result ofcolonization.

7UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 3

INDEPENDENCEAND NATIONHOOD

The Problem

The earlier leaders ofthis country wentthrough a lot of strugglesbefore the major pushfor independenceinitiated by the UGCCand later acceleratedby Dr Kwame Nkrumah.The founding leaders gavethis country thecommon goal of selfgovernment" which ispremised on political,economic and social self-reliance. The criticalproblem facing the nation ishow to achieve, economicand social independence.


2. 3.1 describe the major political events that took place in the process of establishing self government In the Gold Coast between 1800 and

1900.

2 3.2 describe the major developmental and political events that took place from 1900 to 1957 leading to Independence

2.3.3 mention the founding leaders and show how they fought for independence

2.3.4 explain whatindependence means tous.

2.3.5 suggest ways by which the country could build upon our political, economic and social life

The major events Include.I) The Bond of 1844; the reasons and events leading to It.II) Poll Tax Ordinance of 1852; causes and effects.Ill) Sagranti War of 1874; causes and effects

IV) The Yaa Asantewa War; causes and effects.

The major developmental andpolitical events includei) The events during theGuggisbergperiod. These were essentiallydevelopmental, but also includedsome political events.

Founding leaders were the men andwomen who led us to independence andnationhood. The founding leaders include Dr. J. B Danquah;Dr. KwameNkrumah, Obetsebi Lamptey, AkuffoAddo, Ako Adjei, William Ofori Atta (The BigSix), George Grant, Komla Gbedemah, Kojo Botsio,Hanna Cudjoe, Imoro Egala, Akua Asabea, SophiaDoku,Susanna Halm and Casely Hayford.

Freedom from colonial rule,external and internal suppression.

The source of the political,economic and social developmentof the country arises from thecommon goal the founding leadersleft the country.

Assist pupils to discuss the causes of theevents listed In the content, and how theevents influenced the agitation for self-government

Pupils to discuss the role of each of the events listed In the content in the process of building the new nation of Ghana.

Pupils to list the founding leaders anddiscuss the role they played towardsindependence.

Pupils to search for the meaning ofindependence from various sources.

Pupils to suggest ways by which thecountry could maintain and build uponour political system, economicdevelopment, social institutions andvalues.

Assess theimportanceof each of thelistedevents towards theattainment ofindependence.

Project: Investigate and write on the life of two of the founding leaders

What is economicindependence?

Devise a plan bywhich the nation canmaintain and build upon theprinciples of the common goal

8UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 4

CITIZENSHIP ANDHUMAN RIGHTS

The Problem

Independence and self-government imposescertain rights andresponsibilities on citizensof the country. To enablecitizens to carry out theirresponsibilities effectively,their human rights mustbe guaranteed andsafeguarded.


2.4.1 explain the concept citizenship and how it is acquired.

2.4.2 explain thecharacteristics desiredof a citizen for nationbuilding

2.4.3 identify the rights andresponsibilities of theGhanaian citizen

Citizenship means membership of a country

The Ghana constitution defines a citizen as aperson who has been accepted as a Ghanaianeither by reason of birth, by adoption or byregistration (naturalization).

Characteristics desired of citizens include thevalues and attitudes deemed necessary for nationbuilding. The values and attitudes include;democratic living at home and in the work place;respect for elders and for authority, hard andproductive work attitude, voting during elections,joining neighbourhood associations and doingneighbourhood work, maintaining public property,tolerating one another and participation incommunity activities.

Rights of the Ghanaian citizen as enshrined in the1992 constitution of Ghana include:

- right to life- right to personal liberty- right to freedom from slavery and

servitude- equality before the law- freedom from discrimination- right to work etc.

Our responsibilities include:- defending the 1992 constitution of Ghana- paying our taxes- assisting the police during investigations,

etc.- protecting national property etc.

Pupils discuss the meaning of citizenship

Pupils discuss the characteristics that areconsidered necessary for nation building.

Pupils to discuss the relationship betweenrights and responsibilities and state at leastfour rights and four responsibilitiesenshrined in the constitution.

Teacher to mix up various rights andresponsibilities and ask pupils to group themunder Rights and Responsibilities

Identify the ways by whichcitizenship in Ghana maybe acquired.

State and discuss somerights of a Ghanaiancitizen and give itscorrespondingresponsibility.


EVALUATION

UNIT 4 (Cont?d)

CITIZENSHIP ANDHUMAN RIGHTS

2.4.4 explain human rightsabuse and how suchabuses occur.

2.4.5 identify groups whichsuffer human rightsabuse more than othersectors of the Ghanaianpopulation

2.4.6 analyse ways by whichhuman rights abusescan be prevented.

Human rights abuse is the infringementon the rights and freedom of theindividual.The abuses include; domestic slavery,bullying, child abuse, child labour, sextrade, all forms of discrimination e.g.religious discrimination genderdiscrimination social discrimination etc.

Such groups include: Women, children,the physically challenged and mentallyhandicapped and sometimes minoritygroups in communities. Reasons whysuch groups suffer abuses include loweducation, ignorance, poverty and lack ofpolitical representation,

Human rights abuses can be preventedthrough the following:i. Education.ii. The role of the Courts and the

Department of Social Welfareiii. The role of institutions such as

Commission on Human Rightsand Administrative Justice(CHRAJ), Amnesty Internationaletc

Pupils to discuss the meaning ofhuman rights abuses and giveexamples of abuses.

Pupils to cite groups that are easilyabused in parts of the country

Pupils to give reasons why suchgroups generally suffer more humanrights abuses than other groups ofthe population.

Pupils discuss the work of thevarious institutions andorganizations involved in theprevention of human rights abusesand show how they prevent suchabuses.

Select any three human rightsabuses and make apresentation for classdiscussion.

Pupils in groups, to producereports on abuses suffered bychildren in the Ghanaiansociety.

Pupils to describe the work ofone of the institutions listed inthe content.

Write a letter to your teacherdescribing a case of humanrights abuse in yourcommunity.

10

JUNIOR HIGH 1

SECTION 3

SOCIAL AND ECONOMIC DEVELOPMENT


1. be aware of the natural and human resource distribution of the country2. be aware of the importance of the different levels of production in economic development

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

UNIT 1

THE USE OF LAND INOUR COMMUNITY

The Problem

In many parts of Ghana,settlements are not builtaccording to the layoutplan of the area. Theresult of this is that beautyis ignored in thedevelopment of our townsand villages. Slumstherefore easily developmaking it difficult forauthorities to supplyutilities and services.Such problems haveresulted in the loss of lifeand property in times ofdisaster.


2.3.1 explain the terms layout, settlement, slum, and natural disaster,

2.3.2 describe the various ways in which land is used in the community

Layout is the arrangement of a site forsettlements.

A settlement is a place where peoplereside.

A slum is an overcrowded settlementwhere the buildings are not arranged inany order, due to improper planning.Slums are usually found in cities.

Natural disaster can be described as anymisfortune that occurs from naturalphenomenae. g. floods, earthquake, outbreak ofdiseases

Lands in our community is used for- houses- farms- markets- roads- recreational fields- industries etc.

Pupils brainstorm for the meaningof layout, settlement, slum andnatural disaster.

Pupils discuss how a good layoutof a settlement prevents thecreation of slums.

View situations of naturaldisasters from the internet andbooks.

Pupils draw a sketch of theirneighbourhood, usingconventional signs, to show whatthe land is used for.

State four advantages ofa good layout.

State five uses of land.

11


EVALUATION

UNIT 1 (Cont?d)

THE USE OF LAND INOUR COMMUNITY


2.3.3 explain why a good layout is necessary for a decent settlement.

2.3.4 describe how layouts for settlements are made.

2.3.4 analyse the need for preventive action against badly laid out settlements.

Importance of layout for a settlement- makes movement within

settlement easy- makes it easy for supply of

utilities and services.- ensures proper location of

facilities- makes settlement beautiful etc.

A layout is based on how the land iszoned. Zoning is identifying what

every portion of the land is suitablefor. The location of facilities in thesettlement is based on the layout

plan of the area.

Teacher to take pupils on a field trip toan area with proper layout and then toan area with improper layout (Showpictures if field trip is not possible)

See examples of layouts from theinternet and other sources.

Teacher to invite a resource personfrom the Town and Country PlanningDepartment to give a talk on howlayouts are made.NOTE: Where it is not possible to geta resource person as above, teacherto show pictures of well planned town

Pupils debate on the issue of whetherto demolish or not to demolishunauthorized structures and structuresthat stand in unapprovedareas of settlements

Develop an improvedlayout of yourneighbourhood/ schools

Suggest waysfor ensuring thatestate developers andkiosk owners follow alayout that will improvemovement and supplyof utility services insettlements

12

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNINGACTIVITIES EVALUATION

UNIT 2

OUR NATURALAND HUMANRESOURCES

The Problem

Ghana is endowedwith abundant naturalresources that areessential fordevelopment.Unfortunately, thehuman resource baseof the country is largelyunder-developedThere is a ruralpopulation thatessentially has noadequate training andeducation necessaryfor the efficientexploitation of ourresources.


3.1.1 identify the natural resources of the country and show their location on a map of Ghana.

3.1.2. explain why natural resources are essential for the development of the country.

3.1.3 give reasons to explain why the resources have not been efficiently exploited.

3.1 4 explain why an educated and trained human resource is the most important resource of the country.

3.1 5 explain how both human and natural resources of the country can be efficiently used for production of goods and services

Ghana has a land area of 238,537sq. km out of which about 1.8 millionhectares is covered by forest.

The country has:- minerals- water bodies- marine and coastal eco-systems- attractive sceneries

The development of a countrydepends among other things on thequantity and quality of the availableresources.

The inefficient exploitation and utilizationof the resources is due to low level oftraining, lack of skilled personnel, lack ofmanagerial skills, etc.

It is the human resource whichidentifies other resources andharnesses capital for the productionof capital goods and services.

Efficient utilization of humanresources can occur by:

I. improving the quality of humanresources

II. proper placement of human resources

III. supervision and motivationIV. formulating effective policies for

human resource utilizationV. using appropriate technology

VI. Ensuring safety on our roads

Pupils to mention some of the naturalresources of the country and explain theirrole in the countrys development.

Read about Ghanas natural resources inGhanas website ghana.com.

Using examples of Ghanas resources,assist pupils to give reasons why the naturalresources are important for the developmentof the country.

Guide pupils to discuss whether ourresources are being judiciously exploitedor not, and whether they are beingefficiently utilized or not.

Pupils discuss resources in The community which are either over exploited or not exploited and explain why

Guide pupils to discuss the importance ofan educated human resource for thecountry.

Pupils to discuss how the human and naturalresources of the country can be usedefficiently.

List some of the naturalresources of the countryand explain their role inthe countrysdevelopment.

What could be doneto put a country'sresources to gooduse?

How can our naturalresources be used in asustainable way?

Examine howeducationand training contributeto the development ofthe human resource ofthe country

Explain ways ofensuring safety on ourroads.

13

UNIT SPECIAL OBJECTIVES CONTENT TEACHING AND LEARNINGACTIVITIES EVALUATION

UNIT 3

PRODUCTIONIN GHANA

The Problem

Ghana dependslargely on primaryproduction. This isone of the factorsresponsible for ourinability to improvethe livingstandards of thepeople of thecountry. It istherefore a matterof urgency forGhana to moveinto secondaryand tertiaryproduction as theonly viable way forensuringsustaineddevelopment


3.3.1 explain the meaning of primary production.

3.3.2 examine the contribution of primary production to the economy of Ghana.

3.3.3 examine the problems of primary production in Ghana.

3.3.4 suggest ways to add value to primary products in Ghana.

Production is the process by which things are made.

Primary Production is the process of producing or extracting raw materials.

Ghana's primary industries Includethe following cocoa industry, timberindustry, fishing Industry, and themining industry.The primary industries togetheremploy over 65% of the workingpopulation. It generates muchforeign exchange for the country

Some of the problems of primaryproduction in Ghana include poorroad network and transportation,marketing, storage andpreservation etc.

We can add value to primaryproducts by processing them.

Guide pupils to describe kinds ofprimary production

Guide pupils to discuss the contribution of theprimary industry to the economy of thecountry.

Pupils to discuss the problems faced by theprimary production industry in Ghana.

Teacher leads pupils to discuss ways toimprove primary production

Use the internet to read about how othercountries are adding value to their primaryproducts.

List kinds of vocations in yourlocality.

State some problems of primaryproduction in Ghana.

14

UNITSPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING

ACTIVITIESEVALUATION

UNIT 4

MANAGINGYOUR FINANCES

The Problem

Most Ghanaians formany years havebeen handling ournotes in a poormanner by writing onthem and crumplingthem.

These make thenotes defaced andshorten their lifespan

A lot of people havenot cultivated thehabit of savings Alsomany Ghanaians donot show interest insecuring theirproperty andthemselves in theform of insurance.This brings aboutdifficulty for peoplewhen accident occuror they are no morein active service.


3.4.1 describe the proper ways of handling the currency of the country

3.4.2 develop the habit of savings

3.4.3 identify avenues for saving towards future security

Currency is the property of the state andmust be handled properly. It is importantthat we do not deface the money. Thiscan be done by not doing the following;

- Handling money when handsare dirty or wet

- Folding to destroy the money- Using any material to write on

the notes- Perforating holes in the coins,

etc.

Problems arising from using defacednotes;

- Rejection of the notes- Extra cost is needed to print new

notes to replace defaced notes,etc.

The habit of savings can be developed bydesisting from unnecessary spending.Save some money away in the followingforms;

- money box- susu- credit unions- bank savings accounts- post office savings etc

Avenues for saving towards futuresecurity are;

- SSNIT- Insurance- Savings- Investments e.g. shares, bills etc.

Guide pupils to identify properways of handling the nations currency

Pupils to discuss problems that arise frompoor handling of money.

Guide pupils to discuss the need to savemoney.

Guide pupils to discuss how to spendmoney wisely.

Invite a resource person to talk onavenues for saving for the future

Research on avenues for savings andinvestment from the internet.

Mention ways by whichmoney can be properlyhandled.

List problems of poorhandling of money

Mention ways ofsavings.

Mention three ways bywhich one can plan forthe future.

15

JUNIOR HIGH 2

SECTION 1

THE ENVIRONMENT


1. recognize the influence of culture on development and the factors that cause cultural change.2. appreciate the impact of the geography of the country on social and economic development.3. be aware of the effects of environmental degradation on social and economic development

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1

OUR CULTURE

The Problem

It is culture thatpowers a nationforward intodevelopment. Ifculture becomesstatic a societyloses it?s capacityto advance. In thiswise any societythat desiresdevelopment mustconstantly re-examine andimprove it?s culturalpractices in order tomake it dynamic.

The pupil should be ableto;

1.1.1 explain themeaning ofculture.

1.1.2 identify thefactors that cancause change inculture.

1.1.3 explain whysome societiesdevelop faster

than others.

Culture refers to the way of life of apeople. Some aspects of culture arelanguage, art, dance, dressing etc.

Factors that are responsible for cultural change include; - Education - Trade - Inventions - Traveling - Inter marriages

Culture is never static. Societies thatdevelop faster change their culturalpractices faster and adopt practicesthat can improve their societies. Onthe other hand, societies that areunwilling to adopt new culturalpractices are often slow indevelopment.

Pupils from different ethnic groups to describeaspects of the way of life of their societies,especially in relation to building technology,occupations, language, festivals, music etc.

Pupils to compare the descriptionsgiven to see differences in cultures in the country

Guide pupils to discuss some of the factors thatare responsible for change in culture.

Read about different cultures using the internet ifthis is available.

Assist pupils to explain the meaning ofcultural assimilation and give examples offoreign cultural aspects that have beenassimilated by Ghanaians.

Pupils to compare aspects of cultures ofdeveloped countries with aspects of cultures ofdeveloping countries from informationcollected from magazines and other sources

Explain the meaning ofculture

Mention and explainthe factors that havebrought about changein the life of Ghanaians

Explain why somesocieties developfaster than others.

16


EVALUATION

UNIT 1 (Cont?d)

OUR CUL TURE


1.1. 4 explain why a society sometimes accepts or resists change

1.1.5 explain parallel cultures and their effects on life in Ghana

1.1.6. examine the effects of outmoded cultures and superstition on society.

When change is gradual it is often acceptablebecause societies would have assessed andadopted aspects that suit their situation, butwhen change is imposed or sudden, the existingculture is disrupted and because some changesare not in line with the peoples own culture,they will resist the change.

When two culturally different ways of doing thesame things is adopted while only one waycould suffice, the two ways are referred to asparallel cultures.

A typical example of parallel culture is a coupleperforming traditional marriage rites and laterperforming another Christian/Islamic marriagerite.

Some of the outmoded cultural practices includeFemale genital mutilation (FGM). Cruelwidowhood rites, Trokosi and such customsthat violate the rights of the victims.

Superstitious beliefs are fears of the unknownwhich cannot be proved e.g. belief in juju,witchcraft and curses etc.

The effects are; suspicions/mistrust, tension,hatred, discouragement, unscientific thinking,unnecessary fear etc.

Superstitions kill development initiative and canalso prevent seeking appropriate solution toproblems.

Through question and answer,guide pupils to describe the ways inwhich our way of life has changedover the past few years.

Let pupils now identify aspects ofculture in Ghana which have notchanged and give reasons whythese aspects have not changed

Discuss instances of parallelcultures in Ghana.

Pupils to give examples of parallelcultures noticed in their communityand give reasons why they thinkthese are parallel cultures.

Pupils to discuss the implications ofpracticing parallel cultures withreference to cost, convenience,time, etc.

Assist pupil to explain outmodedcustoms and superstitious beliefsand give examples of their effect onsociety.

Explain whysocietiessometimes resistchange.

Give threeexamples ofparallel cultures inGhana.

Explain tworeasons whyparallel culturesare not necessary.

Mention someoutmoded customspractised in thelocality. Givereasons why thesecustoms should bemodified, orabolished.

17


UNIT 2

MAPPING OURENVIRONMENT

The Problem

People find it difficultfinding their way aroundbecause ofinadequate knowledge of

cardinal points,landmarksand symbols. Knowledgeof the cardinal points istherefore necessary forall of us.


1.2.1 show directions using the cardinal points and outstanding landmarks

1.2.2 explain the scale of a map.

1.2.3 differentiate between a 'sketch' and a 'map'

1.2.4 draw a sketch of the neighbourhood indicating the major landmarks.

1.2.5 draw a map of the school compound to scale

The principal points of the compass are East.West, North and South.

Landmarks are important features or objects which can be easily identified in the locality

Outstanding landmarks include chapel, mosque,tall buildings, parks, Post Office, outstandingphysical features, etc. "Bearing" is the directionor position in relation to a fixed point measuredin degrees.

Scale: It is the relationship betweena distance measured between twopoints on the map and the actualdistance on the ground.

A sketch is a roughly drawn map usually not to scale.

A map is a representation of the earth's surface or part of it drawn to scale.

Landmarks are represented on maps by using conventional signs which are universal symbols. e,g,

- fm for Farm,- H for Hospital,- ? for Chapel- Blue for water bodies, etc.

Maps should always have a title, a scale and a key, The scale used should be appropriate (i. e, related to the size of the paper).

Guide pupils to relate the cardinal pointswith land marks (e.g. the chapel is in thenorth etc.)

Pupils take turns to direct their friends fromthe school to their homes using cardinalpoints and land marks.

Through demonstrations let pupils takemeasurements of objects on the groundand represent these distances on paperusing a scale,

Pupils in groups, to take measurements ofdifferent distances on the school compoundand represent the distances taken onpaper, using different scales.

Pupils go out of the classroom and identify specific landmarks in their locality and represent these features on a sketch.

Pupils in groups, to measure the school compound using tapes, record their findings and convert their records into maps.

Draw the compass andshow the majorcardinal points.

Write an essay directing their friends from the school to the market.

Draw a map of your. classroom to scale,

Draw the map of the school compound, showingthe playing field, theschool block, the urinal etc,

18

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING ANDLEARNING ACTIVITIES EVALUATION

UNIT 3

GHANA -MY COUNTRY

The Problem

Many Ghanaians tend toisolate themselves fromissues of national concern. Afair knowledge of what thecountry is and means to theindividual will rekindle thesense of belonging.


1.3.1 state the symbols of national unity in Ghana.

1.3.2 examine ways of fostering national unity and defending the integrity of the nation.

1.3.3 show the position of Ghana on the map of West Africa in relation to latitudes and longitudes

1.3.4 show on the map of Ghana, the ten administrative regions, their capitals and some important towns

The symbols of national unity include TheNational Pledge, Anthem, Flag, StateSceptre etc.

Ways to foster national unity includebeing patriotic, tolerant, respecting othersculture etc.

Ways of defending the integrity of thenation include responding to nationalassignment, reporting saboteurs etc.

Ghana lies between latitudes 11 Nand 5 S.

The Western extent reaches longitude5W and the Eastern extent reacheslongitude 1E.

The Greenwich Meridian (Longitude0) passes through Tema.

Regions of Ghana and their capitals are;Greater Accra:-Accra, Central:-CapeCoast, Volta:-Ho, Ashanti:-Kumasi, Bono-Ahafo:-Sunyani, Northern:-Tamale,Upper East:-Bolgatanga, Upper West:-Wa, Western: Sekondi-takoradi, Eastern:Koforidua.

Pupils sing The National Anthem, reciteThe National Pledge and describe theother symbols of national unity. Checknational symbols from ghana.com

Pupils in groups discuss ways to fosternational unity and defend the nationsintegrity.

Pupils to locate Ghana on the map of West Africa and show the countries that share the same boundaries with Ghana.

Pupils to draw the map of Ghana showing the major longitudes and latitudes

Pupils to draw the map of Ghana, show the ten administrative regions and their capitals. (Other important towns may be inserted on the map)

.

Draw the Ghana flag andexplain it.

Write an essay on howyou can help to fosternational unity.

Project:Make the map of WestAfrica showing Ghana withpapier mch/clay

Draw the political map ofGhana.

19

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND EVALUATIONLEARNING ACTIVITIES

UNIT 3 (Cont?d)

GHANA -MYCOUNTRY

Relief and Drainage Features

Mineral Deposits

Seasons and Vegetation

The pupil will be able to.

1.3.5 describe the main relief and drainage features on a sketch map of Ghana.

1.3.6. explain the importance of mineral deposits to the socio- economic development of Ghana

1.3.7 describe the seasonsand type of vegetationin Ghana.

Relief features show the highlands andlowlands of an area.

HighlandsAkwapim-Togo range; Kwawuscarp; Mampong scarp; Gambagascarp, etc.

LowlandsThe Volta basin, Volta basin, Coastal Plains

The drainage features show the waterbodies that exist in an area e.g River Pra

Importance of mineral deposits in Ghana - source of employment - source of foreign exchange - provision of social amenities - sponsorship e.g. education, sports etc

There are two seasons in Ghana.- The Dry season Nov. - Feb.- The Wet season: March - July, andSeptember -October i.e. minor rainingseason)

Main rainfall patterns: south-western equatorial, dry equatorial, wet semi- equatorial, tropical equatorial Vegetation types; Equatorial forest, Semi- deciduous forest, Guinea savannah,Mangrove swamp.

Pupils to discuss the benefits Ghanacan derive from relief and drainagefeatures.

(Draw attention to the differencebetween a natural lake (LakeBosomtwe) and a man-made lake likethe Volta lake).

Guide pupils to discuss and explain the importance of mountains and valleys in the country

Guide pupils in groups to discuss the economic and social contribution of the mining industry in Ghana.

Pupils to state the names of the two types of seasons in Ghana, describe each season and state the period when each season occurs.

Pupils in groups discuss the effects of the seasons on the type of vegetation, economic and social life in Ghana.

Draw the map of Ghanaand insert the importantrelief features,

State and explain thebenefits of relief features.

Examine the economicand social position ofa major mining town inGhana.

.

20

JUNIOR HIGH 2

SECTION 2

GOVERNANCE, POLITICS AND STABILITY


1. recognize the structure of government in Ghana and the functions of the various arms of government2. appreciate how law and order is maintained3. recognize the various ways in which Ghana co-operates with other countries and organizations


EVALUATION

UNIT 1

OUR CONSTITUTION

The Problem

The constitution is thehighest law of the land.It is the constitutionthat spells out therights andresponsibilities of theindividual as well ashow the country shouldbe governed. Itoutlines the concept ofthe separation ofpowers. It is thereforein the interest of eachcitizen to acquainthimself/herself with theprovision of theconstitution


2.1.1 explain the meaning ofconstitution

2..1.2 identify the three main organs of government

2.1.3 explain the concept of Separation of Powers

2.1.4 explain his/her rights, freedoms and obligations under the 1992 constitution.

A constitution is a set of rules for governinga country. A constitution may be writtene.g. the 1992 constitution of Ghana orunwritten (as in Braitain).

The three main organs of government arethe Legislature, the Judiciary and theExecutive

Separation of Powers; it is a concept thatmeans that the three organs of government(Legislature, Judiciary and the Executive)are expected to work independently ofeach other.

Separation of powers however operateswith the concept of Checks and Balances

A right is a benefit an individual is entitledto under the constitution.

Freedoms are the benefits the individualenjoys under the constitution without anyHindrance.Obligations are the duties andresponsibilities of the individual under theConstitution.

Pupils brainstorm for themeaning ofconstitution.

Guide pupils to discuss theduties of the three organs ofgovernment in Ghana

Assist pupils to discuss theconcept of separation of powers

Teachers discuss the concept ofchecks and balances with pupils.

Guide pupils to state some of therights and obligation under theconstitutions.

NOTEInvite a resource person to helpin this lesson and theappropriate values should beenphasised.

Discuss the advantagesand disadvantages ofSeparation of Powers inGhana.

Discuss the importance ofthe freedoms andobligations of theindividual under the 1992constitution of Ghana.

21


EVALUATION

UNIT 2

LAW AND ORDER IN OURCOMMUNITY

The Problem

Law and order is importantfor the success of everycommunity. A societyestablishes institutions suchas the Courts and the Policeto maintain and enforce lawand order. In spite of theexistence of theseinstitutions there isincreasing rate of crime andindiscipline. There istherefore the need to stepup efforts to stem the risingtide of lawlessness in ourcountry.


2.2.1. explain the terms law and order

2.2.2. explain why law and order is needed in the community

2.2.3. examine how law andorder is maintained inthe home, school andcommunity

2.2.4. describe the characteristics of a good law.

Law is the rules of conduct established andenforced by authority, legislation or custom of agiven community, state or other group

Order is a situation in which people obey thelaw and follow the accepted rule of socialbehaviour.

Law and order is needed to promote peace bycontrolling and regulating behaviour, and byensuring that people follow proper ways fordoing things in the community. Law and orderis in effect needed to promote stability and goodgovernance.

Law and order is maintained in the home,school and community through- enforcing the law,- obedience / compliance- moral uprightness- respect- fear of sanctions

A good lawi. must be in the interest of the peopleii. must be reasonableiii. must apply to everybody equallyiv. should be publicized and made known

to the people.v. should be capable of being enforced.

Guide pupils to brainstorm for themeaning of law and order

Pupils to discuss why law andorder is needed in any society orcommunity?

Pupils to discuss how law andorder is maintained in the school,home and community.

Invite a resource person (police,lawyer, etc).

Pupils to discuss thecharacteristics of a good law.

Pupils to describe some of therules at home or school and statewhether the rules can bedescribed as good or not andwhy.

Give reasons why law andorder is needed at home,school and in thecommunity?

Pupils debate on the topicThe best way to maintainlaw and order is throughcorporal punishment.

Suggest ways by whichthe individual can helpreduce lawlessness insociety.

Describe characteristics ofa good law.

22


UNIT 3

MANAGING ANDPREVENTINGCONFLICT

The Problem

For years, conflictshave affected life andproperty in Ghana.Many attempts havebeen made to resolvethese conflicts but manystill persist. Theseconflicts are affectingthe development ofindividuals, families andthe nation.It is important thereforeto develop better waysof preventing andmanaging suchsituations.


2.3.1 explain the meaning of conflict, conflict prevention and conflict management

2.3.2 identify the sources of conflicts in the community

Conflict is a disagreement amongindividuals or groups which affects peaceand stability in the community.

Conflict PreventionThe process of identifying signals ofconflict and encouraging people to workout their differences to avoid clashes.

Conflict ManagementRefers to the use of various initiativesand mechanisms to reduce tensionduring periods of conflict to facilitateresolution.

Conflicts in the community can emanatefrom the following sources;- Location/sitting a public facility- Ownership of land or property- Unacceptable way of choosing

leaders- Looking down on other minority

groups- Infringing on the rights of a section

of the people- Suspicion- Intolerance e.g. ethnic, religious,- Stereotyping- Negative attitude towards other

people e.g. derogatory remarks, etc

Teacher leads pupils to brainstorm for themeaning of:- conflict- conflict prevention- conflict managementRead from the internet or library.

Guide pupils to role-play and discuss howconflicts emerge in the community.

Explain the terms: - conflict - conflict prevention - conflict management

State sources of conflict inthe community.

23


UNIT 3 (Cont?d)

MANAGING ANDPREVENTINGCONFLICT

2.3.3 explain the effects ofconflict on thecommunity

2.3.4 describe attitudes and values needed to prevent conflict in the community.

2.,3.5 suggest ways to manage conflict situations in the community.

Conflict affects life and property.- it creates insecurity- life and property are lost- it affects social and economic life e.g.

production may cease, etc.

Individuals and groups need positiveattitudes and values like:- respect for one another- tolerance- forgiveness- love- honesty- trust- fairness etc.

Conflicts can be managed in ways suchas,- law enforcement- negotiation- reconciliation- arbitration etc.

Organize group discussion on effects ofconflicts in the community

Guide class to discuss various attitudesneeded for conflict prevention in thecommunity.

Invite a resource person to assist pupilsdiscuss ways of managing conflict.

Write on the effects ofconflicts.

Explain attitudes andvalues needed to preventconflicts in the community.

Explain ways of managingconflict in the community.

24


EVALUATION

UNIT 4

GHANA?SCOOPERATION WITHOTHER NATIONS

The Problem

Co-operation with othernations of the world ismost important for thesocial and economicgrowth of the country. Itstrengthens the bond offriendship among nations.Ghana should howevercarefully consider theterms of co-operationbefore entering into co-operative arrangements.The interest of the countrymust always come first.

.


2.4.1 state ways by whichGhana co-operates withother countries andinternational bodies.

2.4.2 explain why it isnecessary for Ghana toco-operate with othercountries.

2.4.3. identify a set of basic rulesfor accepting aid, help orco-operation.

2.4.4 show interest in foreignmatters

Ghana co-operates with other countriespolitically, economically and culturally, andby being a member of organizations suchas the African Union (AU), ECOWAS,NEPAD, the United Nations (UN), and thecommonwealth, etc. Examples of caseswhere Ghana has offered co-operation:UN Peace Keeping Force, Establishmentof Refugee Centres e.g. Budumbura (C/R)and Klikor (V/R) etc.

Ghana needs to co-operate with othercountries in order to:

- maintain friendly relations- benefit from their knowledge and

help especially in times ofdifficulty (Peace Corps, VoluntaryService Overseas, DevelopmentPartners etc.)

- be part of the global fight againsthunger, disease, human rightsabuses, poverty, terrorism etc.

- promote cultural solidarity

i. examine co-operation agreements verywell to make sure there is fairness.

ii. investigate whether the co-operationwill not lead to any negative effects on theindividual or on the country etc.

Citizens can help Ghana co-operatebetter with other countries by takinginterest in foreign matters. They canexpress their views through the press,their MPs, etc. advising government onhow to handle specific foreign issues.

Invite resource persons to talk topupils on how Ghana co-operateswith other countries and internationalorganizations.

Assist pupils to discuss theimportance of the internationalorganizations

Through question and answer, guidepupils to state the importance ofcooperation

Pupils discuss ways of derivingmaximum benefits from co-operationagreements

Pupils brainstorm on what they asindividuals can do to influencedecision-making in foreign matters.(Use newspaper cuttings or readersletters to illustrate how individualscan participate in shaping foreignpolicy).

Explain the differencesbetween political, culturaland economic co-operation.

State the types of helpGhana has given orreceived from othercountries.

Write an essay on what toconsider before enteringinto agreements

Mention sources ofinformation on foreignmatters.

25

JUNIOR HIGH 2SECTION 3

SOCIAL AND ECONOMIC DEVELOPMENTGeneral objectives: The pupil will:

1. realize the social and economic potential of tourism in the country2. recognize the relationship between education and ones ability for increased production3. recognize the contribution of enterprises to national development

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNINGACTIVITIES EV ALUA TION

UNIT 1

TOURISM, LEISURE ANDDEVELOPMENT

The Problem

Ghana abounds in places of beautiful and attractivesceneries. Unfortunatelymost of these places ofbeauty have not beenadequately developed fortourist purposes.Besides most Ghanaiansare so pre-occupied withtheir efforts to survivethat they devote no timefor rest and leisure.Consequently mostGhanaians do not seethe value of these placesand therefore do not takeadvantage of them.


3.1.1 explain the terms tourism and leisure

3.1.2 name some attractive places or sceneries in the locality

3.1.3 give reasons why people go on tour to different places.

Explanation of terms:Tourism - an activity involving travellingto see and enjoy facilities and sceneriesin other places.

Leisure - taking time off normal duty forrelaxation, games or rest.

Local sceneries include natural and man-made things e.g. beautiful set of buildings, rivers, lakes, lagoons, mountains, rock formations, vegetation, forts and castles, the Gambaga Scarp, the Kwahu Scarp, Boti falls, Vli falls,Mount Afadjato, Paga Crocodile Pond, theVolta Estuary,Cataracts, the Big Tree atOda (E/R), Lake Bosomtwi, etc.

For enjoyment and relaxation To see and learn new things. To acquire new artefacts from foreign places etc.

Pupils brainstorm to explain tourism andleisure. Also read form the internet andlibraries.

Plan a class visit to some selected localsceneries, for them to observe and make noteson their beauty, peculiarities and importance.

Pupils to name and describe some of thesceneries in the locality. Visit ghana.com.

NOTETeacher to find pictures andinformation on some of the scenerieslisted in content for class to see anddiscuss.

Guide pupils to discuss reasons whypeople travel to different places and thebenefits they obtain.

Explain the differences inmeaning of the termstourism and leisure.

Mentionsceneries in Ghanaand state where theycan be found.

Suggest the benefitswe can derive from someof our sceneries

26


UNIT 1 (CONT'D)

TOURISM. LEISURE ANDDEVELOPMENT


3.1.4 suggest ways for promoting people's interest in visiting different sceneries in Ghana.

3.1.5. describe the economic, importance of tourism to the

nations development.

To promote tourism, tourist sites must be- advertised- beautified and kept clean- maintained well- tour guides well trained.- security ensured,- hotels, restaurants, etc

available

Economic importance of tourism:- Tourism is a big foreign

exchange earner for the country.- Tourism encourages the

improvement of theinfrastructure of the country.

- It provides employment etc.

Guide pupils to discuss ways and meansof getting people interested in visitingdifferent places and sceneries forrelaxation and knowledge.

Pupils in groups, to develop a plan for a tour to a selected tourist site and present in class.

NOTEConsider the importance of hotels,restaurants and entertainment forpromoting tourism

Pupils in groups, to discuss and writereport on the economic importance oftourism to the country and present theirreport for class discussion.

Guide pupils to explore tourist sites usingthe internet.

Group presentationsWrite an essay on ways toget people interested intourism

Individual essay:Without tourism thecountrys development willsuffer a great deal.Discuss

Write on the economicimportance of tourism

27

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATIONACTIVITIES

UNIT 2

EDUCATION ANDPRODUCTIVITY

The Problem

A country needsappropriate skills toproduce its needsefficiently:Unfortunately in Ghanaeducation tends to provideknowledge and skills which are

not of the quality that will helpthe country's speedydevelopment. This is because,

opportunitiesfor training are not veryaccessible, to manyGhanaians. The result isthat we have people doingjobs for which they are ill-prepared, thus makingproductivity low.


3.2.1 explain the meaning ofeducation, training andproductivity.

3.2.2 describe some of the factors that improve productivity

3.2.3 outline the advantages of technology in work

i. Education is a process oflearning geared towards assistingthe individual to acqui

social studies jhs 1 - 3

Documents

problems of society

t i o n s c i e n c

dynamics of development

development ofghana2

sustainable development

ghanaian society

syllabusthe syllabus

basic knowledge