Ethics and Human Values · SHS1 Social Studies

Lesson notes

Learning Objectives

Indicator: 1.5.2.LI.1 Examine the place of ethics and ethical behaviour in the development of the individual and the Ghanaian society

By the end of the lesson, learners can:

Define ethics and ethical behaviour in their own words and give at least three local examples of each.
Explain how ethical behaviour shapes personal character, reputation and life opportunities.
Discuss how collective ethical behaviour contributes to national development, citing at least two Ghanaian examples.
Identify the consequences of a society where unethical behaviour becomes the norm.
Demonstrate respect for differing views during group discussions and activities.

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: Ethics and Human Development (Strand 5)
Sub-strand: Ethics and Human Values (5.2)
Content standard: 1.5.2.CS.1 - Appreciate the need for ethics and ethical behaviour in the Ghanaian society 1.5.2.LO.1 Discuss the relevance of ethics and ethical behaviour in the development of the individual and society
Indicator: 1.5.2.LI.1 - Examine the place of ethics and ethical behaviour in the development of the individual and the Ghanaian society
Suggested placement: Semester 1, Week 16 (Week 16 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. 34

Exemplars (from the NaCCA curriculum)

Initiating Talk for Learning & Talk for Learning:
- Through thought shower, learners share ideas on the meanings of ethics and ethical behaviour and give examples
- In groups, learners discuss the place of ethics and ethical behaviour in the development of the individual and the Ghanaian society
Play-based learning: In groups, learners role-play the lessons learned from stories embedded with ethical issues (e.g., Ananse stories)
Teaching and Learning Resources:
- Stationery
- Smartphone/Tablets
- Folktales
- Standard textbooks
Assessment (1.5.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.