Ghana in the Community of… · SHS1 Government

Lesson notes

Learning Objectives

Indicator: 1.3.1.LI.2 - Discuss the role of state and non-state actors in the international system.

By the end of the lesson, learners can:

Explain at least three distinct roles that state actors (such as Ghana, ECOWAS, and the UN) perform in the international system.
Describe at least three distinct roles that non-state actors (such as Amnesty International, MTN Ghana, or the Catholic Church) perform in the international system.
Analyse a current international issue (for example, migration or climate change) and identify at least two state actors and two non-state actors involved, stating what each does.
Evaluate whether non-state actors have more influence than state actors in at least one specific global issue, giving reasons for their position.
Demonstrate collaboration and respect for divergent views during group discussions on the roles of various actors, in line with the core values of responsibility and patriotism.

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Curriculum details

Strand: Ghana in the Global System (Strand 3)
Sub-strand: Ghana in the Community of Nations (3.1)
Content standard: 1.3.1.CS.1 - Demonstrate knowledge and understanding of Ghana's external relations. 1.3.1.LO.1 Examine the meaning of state and non-state actors and their role in the international system.
Indicator: 1.3.1.LI.2 - Discuss the role of state and non-state actors in the international system.
Suggested placement: Semester 2, Week 16 (Week 36 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. 37

Exemplars (from the NaCCA curriculum)

Collaborative Learning: In mixed-ability and gender groups, discuss the role of state and non-state actors, while considering the core values of hard work, responsibility, commitment, and patriotism. Discuss further on gender dynamics in the international system.
Teaching and Learning Resources:
- Government curriculum
- Internet: Websites of local and international media houses (e.g., GBC, BBC, CNN).
- Video clips/pictures/Audios
Assessment (1.3.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.