SHS3 Religious And Moral Education · Semester 1 Week 15: Responsibilities of Young Persons

Lesson notes

Learning Objectives

Indicator: 3.2.3.LI.2 - Discuss responsibilities of young persons to the state as citizens of Ghana.

By the end of the lesson, learners can:

Identify at least six specific responsibilities that young Ghanaians owe to the state as citizens, drawing on the 1992 Constitution and everyday civic life.
Explain, with examples, why the performance of civic responsibilities by young persons is essential for national development and the common good.
Assess the consequences of neglecting civic responsibilities, using both personal reflection and national examples to support their reasoning.
Demonstrate, through role play or discussion, how young persons can practically fulfil their responsibilities to the state in their schools, communities, and online spaces.
Reflect on their own civic behaviour and set at least one personal goal for improving their contribution to the state as a citizen.

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Curriculum details

Strand: Stewardship and Responsibility (Strand 2)
Sub-strand: Responsibilities of Young Persons (2.3)
Content standard: 3.2.3.CS.1 - Demonstrate an appreciation for responsibilities of young persons to their family, society, and the country. 3.2.3.LO.1 Assess responsibilities of young persons as defined by religion and society.
Indicator: 3.2.3.LI.2 - Discuss responsibilities of young persons to the state as citizens of Ghana.
Suggested placement: Semester 1, Week 15 (Week 15 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. 58

Exemplars (from the NaCCA curriculum)

General Learning Approach: In the context of schools with large sizes, the RMEC should utilize case studies, video watching (movie scenes), drama/role play that will offer opportunities for discussions afterwards.
Where appropriate the following pedagogies may also be implemented:
Digital Learning: In groups, use the internet to identify the responsibilities of the citizens of Ghana.
Activity-Based Learning: Through drama, demonstrate how young Ghanaians should perform their duties and responsibilities to the state.
Enquiry Route Learning: Identify your own responsibilities to the state as a citizen of Ghana.
Teaching and Learning Resources:
- Projectors
- Computers
- Internet routers
Assessment (3.2.3.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.