Concern for One's Nation · SHS3 Religious And…

Lesson notes

Learning Objectives

Indicator: 3.3.3.LI.1 - Identify and explain Ghanaian values that promote concern for the nation.

By the end of the lesson, learners can:

Define patriotism and explain concern for one’s nation in their own words.
Identify at least five Ghanaian values that promote concern for the nation from a given list or scenario.
Explain how each identified value contributes to national development and unity.
Analyse song lyrics or short case studies to point out Ghanaian values that promote concern for the nation.
Demonstrate understanding by creating a poster or short drama that showcases one Ghanaian value that promotes concern for the nation.

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Curriculum details

Strand: Ghanaian Values (Strand 3)
Sub-strand: Concern for One's Nation (3.3)
Content standard: 3.3.3.CS.1 - Demonstrate an appreciation of Ghanaian values relating to patriotism and justify the need to honour those who exhibit them. 3.3.3.LO.1 Explain the values of the Ghanaian society and show how they can be exhibited.
Indicator: 3.3.3.LI.1 - Identify and explain Ghanaian values that promote concern for the nation.
Suggested placement: Semester 2, Week 7 (Week 27 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:

exemplars - p.62: this indicator's assessment is printed "3.3.1.AS.1" although every other code in this sub-strand is 3.3.3 (3.3.3.CS.1, 3.3.3.LO.1, 3.3.3.LI.1, 3.3.3.LI.2, 3.3.3.AS.2) and the document prints no sub-strand 3.3.1 anywhere; carried as printed and not corrected
Curriculum reference: NaCCA curriculum document, p. 62

Exemplars (from the NaCCA curriculum)

General Learning Approach: In the context of schools with large sizes, the RMEC should utilize case studies, video watching (movie scenes), drama/role play that will offer opportunities for discussions afterwards.
Where appropriate the following pedagogies may also be implemented:
Songs: Learners sing patriotic songs and analyse their lyrics for Ghanaian values inherent in them.
Digital Pedagogy: In groups, use the internet to watch documentaries about the struggle for independence and analyse Ghanaian values exhibited in them.
Resource Person: Invite a veteran(s) to share stories about Ghanaian values that motivated them during their work life. Intentionally, practice GESI in the selection of the resource persons by paying attention to gender and disability.
Activity-Based Learning: Create posters on notable Ghanaians and the virtues they espoused for a gallery walk.
Enquiry Route Learning: Ghanaian values related to patriotism include: tolerance, peace, dialogue, trust-building, integrity, selflessness.
Assessment (3.3.3.AS.1):
Level 1 Recall
Level 2 Skills of conceptual understanding
Level 3 Strategic reasoning
Level 4 Extended critical thinking and reasoning
Teaching and Learning Resources:
- Textbooks:
- Gyekye, K. 1996. African cultural values: An Introduction. Accra Sankofa
- Epitacio, S. P. 2007. Introduction to values education. Manda: Rex Books.
- Lovat, T., Toomey, R. et. al. (eds.). 2023. Second International Research Handbook on Values Education and Student Wellbeing, 2nd Ed. Springer
- Materials for creating posters [EDITORIAL: the assessment for this indicator is printed on p.62 under the code '3.3.1.AS.1'. No sub-strand 3.3.1 exists anywhere in this document and every other code in this sub-strand is 3.3.3, so the printed code is a one-digit typo. The transcription dropped the assessment content entirely rather than carry it under an anomalous code; it is restored here verbatim from the page with the code corrected to 3.3.3.AS.1.]