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SHS2 Economics · Semester 2, Week 15

Agriculture, Industrialization, and Trade

Lesson notes

Learning Objectives

Indicator: 2.4.3.LI.2 - Identify the challenges and solutions to industrial sector.

By the end of the lesson, learners can:

  1. Define the industrial sector and state its major sub-divisions (manufacturing, construction, mining and utilities) in Ghana.
  2. Identify at least five key challenges facing the industrial sector in Ghana using evidence from their environment and the internet.
  3. Propose practical solutions to the identified challenges, justifying how each solution addresses the specific problem.
  4. Compare the challenges facing Ghana’s industrial sector with those of industries in other parts of the world.
  5. Present group findings clearly, demonstrating respect for diverse views and collaborating effectively in mixed-ability and gender-balanced teams.

This lesson builds directly on last week’s work on the agricultural sector (2.4.3.LI.1). Learners already understand the concept of sectoral challenges and solutions. The next two weeks will move to the service sector (2.4.3.LI.3) and then to international trade, so this lesson stops at industrial challenges and solutions only, with no extension into service sector issues or trade concepts.

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Curriculum details

Strand
Government Economic Policy and Trade (Strand 4)
Sub-strand
Agriculture, Industrialization, and Trade (4.3)
Content standard
2.4.3.CS.1 - Demonstrate understanding of the challenges of agricultural, industrial and service sectors. 2.4.3.LO.1 Use relevant information in the environment to examine the challenges in Agricultural industrial and Service sectors. 2.4.3.LO.2 Analyze domestic and international trade.
Indicator
2.4.3.LI.2 - Identify the challenges and solutions to industrial sector.
Suggested placement
Semester 2, Week 15 (Week 35 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. 87

Exemplars (from the NaCCA curriculum) 

Collaboration Learning: Put the learners into few mixed ability and gender groups and task them to search from the Internet the challenges of industries in Ghana and the rest of the world and suggest solutions to them.
- Sensitivity to the inter-relatedness of the various spheres of life, groups and individuals
Assessment (2.4.3.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 4 Extended critical thinking and reasoning.
Teaching and Learning Resources:
- Computers
- Projectors
- Internet
- ICT lab
- Markers
- White board
- Pens
- Exercise book
- Microsoft PowerPoint
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