JHS1 Social Studies · Term 1 Week 11: Indigenous Knowledge Systems

Lesson notes

Learning Objectives

Indicator: B7.4.1.1.2 - Investigate the processes and methods of indigenous medicinal practitioners in pre-colonial Ghana.

By the end of the lesson, learners can:

Describe at least four distinct methods used by indigenous medicinal practitioners in pre-colonial Ghana to diagnose and treat illnesses.
Explain the step-by-step process a traditional healer follows, from patient consultation to treatment and follow-up.
Compare the roles of different indigenous healthcare providers, including herbalists, traditional birth attendants, and spiritual healers, in pre-colonial Ghanaian communities.
Demonstrate through role-play the procedures used by indigenous medicinal practitioners when attending to a patient.
Evaluate the strengths and limitations of indigenous healthcare methods within their historical and social context.

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Curriculum details

Strand: Ethics and Human Development (Strand 4)
Sub-strand: Indigenous Knowledge Systems (4.1)
Content standard: B7.4.1.1 - Demonstrate knowledge of the various indigenous medicinal practices in pre-colonial Ghana.
Indicator: B7.4.1.1.2 - Investigate the processes and methods of indigenous medicinal practitioners in pre-colonial Ghana.
Suggested placement: Term 1, Week 11 (Week 11 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. 12

Exemplars (from the NaCCA curriculum)

1. Learners watch and discuss documentaries on different methods of providing indigenous health care.
2. In a jigsaw activity, learners research different healthcare delivery methods commonly used in pre-colonial Ghana. Hint: Encourage learners to gather information from community elders, herbalists, traditional birth attendants, etc.
3. Learners role-play different methods of indigenous health care delivery.