Agriculture, Industrialization… · SHS1 Economics

Lesson notes

Learning Objectives

Indicator: 1.4.3.LI.1 - Identify the features of domestic trade

By the end of the lesson, learners can:

Define domestic trade and distinguish it from international trade using at least two distinguishing features.
List at least five features of domestic trade, including the use of a common currency, language, and legal system.
Explain how the features of domestic trade (such as freedom of movement and absence of tariffs) promote trade within Ghana.
Observe and report on trading activities at a nearby market, identifying which features of domestic trade are visible in the transactions they witness.
Work collaboratively in mixed-ability and mixed-gender groups to collect data from market traders and present findings on domestic trade in their locality.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Government Economic Policy and Trade (Strand 4)
Sub-strand: Agriculture, Industrialization, and Trade (4.3)
Content standard: 1.4.3.CS.2 - Demonstrate knowledge in Domestic Trade. 1.4.3.LO.1 Employ relevant information in the environment to examine the agricultural activities and their importance. 1.4.3.LO.2 Use relevant information in the environment to discuss domestic trade.
Indicator: 1.4.3.LI.1 - Identify the features of domestic trade.
Suggested placement: Semester 2, Week 18 (Week 38 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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

content standard text - p.52 the document prints the learning-outcome code as "1.4.3.LO1", with no separator before the final digit
Curriculum reference: NaCCA curriculum document, p. 56

Exemplars (from the NaCCA curriculum)

Project-Based Learning: Form mixed ability and gender groups, and task learners to visit a nearby market and collect data on market women who sell in other markets in different towns. Let them present their outcome and discuss domestic trade based on their report. Learners should respect individuals of different beliefs, religions, and cultures as they embark on the data collection exercise. Learners should be encouraged to show honesty in performing the task.
Assessment (1.4.3.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Computers
- Projectors
- Word processing skills
- Nearby market
- Pen
- Exercise book
- White board
- Markers