SHS1 History · Semester 2, Week 16
Religion and Religious Change
Lesson notes
Learning Objectives
Indicator: 1.3.1.LI.1 - Discuss the indigenous Ghanaian religious beliefs and practices.
By the end of the lesson, learners can:
- Describe the key features of indigenous Ghanaian religious beliefs, including the concept of a Supreme Being, gods or deities, ancestors, and spirits.
- Explain the relationship between the ancestors, the living, and the unborn in indigenous Ghanaian religious thought.
- Analyse the role of religious leaders and the family in the religious practices of pre-colonial Ghanaian communities.
- Examine the role of women in indigenous Ghanaian religious practices using the local community as a case study.
- Communicate their understanding of indigenous religious beliefs through oral, written, or multimedia presentations.
Sign in with your phone number to read the full note and download the GES plan - free.
Sign in with phone numberCurriculum details
- Strand
- Age of Encounter and Exchanges Up to the 20th Century (Strand 3)
- Sub-strand
- Religion and Religious Change (3.1)
- Content standard
- 1.3.1.CS.1 - Demonstrate understanding of the religious change and continuity in Ghana. 1.3.1.LO.1 Analyse continuity and change in religious beliefs and practices in Ghana and communicate through variety of media, how foreign religious beliefs have influenced the Ghanaian society.
- Indicator
- 1.3.1.LI.1 - Discuss the indigenous Ghanaian religious beliefs and practices.
- Suggested placement
-
Semester 2, Week 16
(Week 36 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. 59
Exemplars (from the NaCCA curriculum)
Enquiry Routes: What was the nature of religious practices in pre-colonial Ghana? What were the belief systems of pre-colonial Ghanaians? How did pre-colonial religious practices of Ghana affect growth and development of societies? Problem-Based Learning: - Learners develop historical questions to find out from griots in their community the nature and features of indigenous religious system. - In mixed-ability groups, learners explore the concept of 'animism' in the indigenous Ghanaian religious practices. - In pairs, learners discuss the relationship between the ancestors, the living and the unborn. Project-Based Learning: - In small groups, learners prepare an oral, written or multimedia presentation on the concepts of God (Supreme Being) and gods or deities in indigenous religious beliefs and practices. - Using primary and secondary data, learners analyse the role of the family in the religious practices of indigenous Ghanaian communities. - In mixed-gender groups, learners develop a poster to explain the general belief systems of people who lived in pre-colonial Ghana. Experiential Learning: - Using the locality as a case study, learners research the role of women in Ghana's indigenous religious practices. - Using the Snowballing technique, learners examine the role of religious leaders in pre-colonial Ghana. Teaching and Learning Resources: - Audio/tape recorder - Sample interview guide - Resource persons including traditional priests and leaders - Primary source and secondary data including traditional songs, photographs, and videos of indigenous religious practices. - Stationery - Internet access - Computers/ laptops, LCD projector/screen, video/ audio player. Assessment (1.3.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.