Ethics and Human Values · SHS3 Social Studies

Lesson notes

Learning Objectives

Indicator: 3.5.2.LI.1 - Examine the influence of media on democracy and civic engagement in Ghana

By the end of the lesson, learners can:

Distinguish between traditional media (radio, television, newspaper) and digital media (social media, websites, online podcasts) with examples from Ghana.
Explain at least three ways the media informs citizens and supports democratic participation in Ghana.
Describe at least two ways the media can misinform citizens and undermine civic engagement.
Identify challenges to democracy and civic engagement in the era of digital media and propose practical solutions.
Apply at least one fact-checking strategy (such as 5Ws1H or Google Fact Check) to verify the authenticity of a media item.

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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.1 - Examine the influence of media on democracy and civic engagement in Ghana
Suggested placement: Semester 2, Week 5 (Week 25 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:
- In pairs, learners identify examples of traditional media (Radio, Television, Newspaper) and digital media (Social Media, Websites, Online Podcasts)
- Working in pairs, learners discuss the influence of the media in democracy and civic engagement (how the media can inform and misinform citizens)
- In mixed-ability groups, learners outline the challenges of democracy and civic engagement in the era of digital media and suggest ways of overcoming these challenges
- In a jigsaw activity, learners practise the use of different fact-checking strategies (5Ws1H, google fact-check) to verify the authenticity of media content
PROJECT BASED LEARNING
- Learners design posters to educate members of the community about how they can search for authentic information from the media
Teaching and Learning Resources:
- Digital media
- Smartphones
- Standard textbooks
- Laptops/Computers
- Projector
- Stationery
- 83
- Newspapers
- Radio
- Television
Assessment (3.5.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.