Honesty and Nation Building · SHS1 Religious And…

Lesson notes

Learning Objectives

Indicator: 1.3.1.LI.2 - Discuss the place of honesty at home, school, and society in general.

By the end of the lesson, learners can:

Recall and state the meaning of honesty in their own words, giving at least one example from daily life.
Identify at least three specific situations at home, at school, and in the wider Ghanaian society where honesty or dishonesty is demonstrated.
Explain how honesty at home and school builds trust and contributes to national development, using examples from their own experience.
Discuss the effects of dishonesty in each setting (home, school, society) and suggest one honest alternative for each situation.
Appraise a given scenario involving dishonesty and propose honest ways of handling it, justifying their reasoning.

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Curriculum details

Strand: Ghanaian Values (Strand 3)
Sub-strand: Honesty and Nation Building (3.1)
Content standard: 1.3.1.CS.1 - Demonstrate knowledge and understanding of the causes and effects of corruption and defend honest ways of gaining wealth. 1.3.1.LO.1 Appraise how honesty and selflessness contribute to national development.
Indicator: 1.3.1.LI.2 - Discuss the place of honesty at home, school, and society in general.
Suggested placement: Semester 2, Week 4 (Week 24 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. 36

Exemplars (from the NaCCA curriculum)

General Teaching and Learning Approach: In the context of schools with large sizes, the RMEC team 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:
Inquiry-Based Learning: In small mixed-ability/religious groups, learners should identify religious references (quotations) and sayings that support honesty and make a presentation in class.
Collaborative Learning: In mixed-ability/religious groups, learners should create a chart that shows relationships among honesty and other Ghanaian values including: Integrity, Support for one another, Duty consciousness, Fair play, Truthfulness, Faithfulness and loyalty, Service, Sacrifice, Sustainability, Selflessness, Good character, Compassion.
Activity-Based Learning: In large groups, create and act out a drama on the effects of bribery and corruption and how this can be prevented in Ghana.
Teaching and Learning Resources:
- Internet connectivity and computers/mobile phones
- Textbooks
- Card boards and markers
Assessment (1.3.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.