Ethics and Human Values · SHS3 Social Studies

Lesson notes

Learning Objectives

Indicator: 3.5.2.LI.2 - Analyse the impact of false information on the well-being of Ghanaians

By the end of the lesson, learners can:

Distinguish between misinformation, disinformation, fake news and falsified information, giving a clear example of each from the Ghanaian media landscape.
Explain at least three ways in which false information affects the physical, psychological, social and economic well-being of Ghanaians.
Analyse a real or realistic case of false information in Ghana and identify its specific consequences on individuals and communities.
Propose practical remedies for victims of false information and recommend responsible digital media practices for citizens, especially the youth.
Create a mind map showing the causes, consequences and remedies of false information in Ghana.

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Curriculum details

Strand: Ethics and Human Development (Strand 5)
Sub-strand: Ethics and Human Values (5.2)
Content standard: 3.5.2.CS.1 - Demonstrate knowledge and understanding of the influence of the media on democracy and civic engagement in Ghana 3.5.2.LO.1 Analyse the influence of the media on democracy and civic engagement in Ghana
Indicator: 3.5.2.LI.2 - Analyse the impact of false information on the well-being of Ghanaians
Suggested placement: Semester 2, Week 6 (Week 26 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. 104

Exemplars (from the NaCCA curriculum)

Collaborative learning: Form concentric circles to discuss ways that misinformation, disinformation, fake news and falsified information can affect the individual's well-being
Project-based learning: Learners develop mind maps on the consequences of irresponsible use of the media and suggest remedies for victims affected by false information
Talk for learning: In a fishbowl activity, learners discuss ways by which citizens (especially the youth) can use digital media responsibly and ethically
Teaching and Learning Resources:
- Digital media
- Smartphones
- Standard textbooks
- Laptops/Computers
- Projector
- Stationery
- 83
- Newspapers
- Radio
- Television
Assessment (3.5.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.