SHS1 Government · Semester 1, Week 10
Indigenous and Contemporary Governance in Ghana
Lesson notes
Learning Objectives
Indicator: 1.1.2.LI.2 - Describe how traditional leaders contribute to the socio-economic development of Ghana.
By the end of the lesson, learners can:
- Identify at least four distinct ways traditional leaders contribute to socio-economic development in Ghana, using specific examples from their own communities and other parts of the country.
- Explain, with examples, the economic roles of traditional leaders, including land management, resource mobilisation, and promotion of local enterprise.
- Describe the social contributions of traditional leaders, such as maintaining peace, settling disputes, preserving culture, and supporting education and health initiatives.
- Recognise and articulate the specific contributions of female traditional leaders, including queen mothers, to socio-economic development.
- Assess the overall relevance of traditional leaders to Ghana’s development by analysing a real case study and drawing reasoned conclusions.
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Sign in with phone numberCurriculum details
- Strand
- Government and Development (Strand 1)
- Sub-strand
- Indigenous and Contemporary Governance in Ghana (1.2)
- Content standard
- 1.1.2.CS.1 - Exhibit understanding and application of the Indigenous systems of government in Ghana 1.1.2.LO.1 Examine the structure and relevance of traditional leaders using examples from the environment.
- Indicator
- 1.1.2.LI.2 - Describe how traditional leaders contribute to the socio-economic development of Ghana.
- Suggested placement
-
Semester 1, Week 10
(Week 10 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. 29
Exemplars (from the NaCCA curriculum)
Talk for learning: Interact with the resource person(s), while demonstrating the values of hard work, respect, and commitment (e.g., Queen mother). Identify and include female traditional leaders and their role/contribution in the discussion. Teaching and Learning Resources: - Video/Pictures/Audio and other resources - Government curriculum - NaCCA Approved textbooks on government - The Constitution of the Republic of Ghana - Pictures of the Chief/Queen mother Assessment (1.1.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.