SHS2 Social Studies · Semester 2 Week 9: Economic Activities in Ghana

Lesson notes

Learning Objectives

Indicator: 2.6.1.LI.2 - Discuss the challenges of local production and how the consumption of made-in-Ghana products can be promoted

By the end of the lesson, learners can:

Identify at least four major challenges facing local producers in Ghana, drawing on a case study analysis.
Explain the negative impacts of over-reliance on foreign products on Ghana’s economy and society.
Propose at least three practical strategies for promoting the consumption of made-in-Ghana products, both locally and internationally.
Work collaboratively in groups to design a poster campaign that educates the community on the value of patronising made-in-Ghana products.
Justify, using evidence from case discussions, why patronising local products contributes to national development.

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Curriculum details

Strand: Production, Exchange and Creativity (Strand 6)
Sub-strand: Economic Activities in Ghana (6.1)
Content standard: 2.6.1.CS.1 - Demonstrate knowledge and understanding of the concept of local production and consumption and their benefits to national development 2.6.1.LO.1 Examine the benefits and challenges of local production and consumption and how to address the challenges
Indicator: 2.6.1.LI.2 - Discuss the challenges of local production and how the consumption of made-in-Ghana products can be promoted
Suggested placement: Semester 2, Week 9 (Week 29 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 78

Exemplars (from the NaCCA curriculum)

Problem recognition task (case study)/ talk for learning:
- In a mixed-ability group, learners analyse a case study to identify the challenges faced by local producers and the need to patronize made-in-Ghana products
- In buzz groups, learners discuss ways of promoting the consumption of made-in-Ghana products in Ghana and the rest of the world
- In buzz groups, learners examine the negative impacts of reliance on foreign products
Project-based learning: Learners develop posters to educate members of the community on the need to patronise made-in-Ghana products
Teaching and Learning Resources:
- Stationery
- Computers/ laptops
- 56
- Standard textbooks
Assessment (2.6.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.