Identity and National… · SHS2 Social Studies

Lesson notes

Learning Objectives

Indicator: 2.1.2.LI.2 - Examine the concept of false identity and its implications for personal development

By the end of the lesson, learners can:

Define false identity in their own words and distinguish it from authentic self-expression, using examples from Ghanaian life.
Identify at least three causes or pressures that lead people to adopt false identities (including social media, peer pressure, and economic pressures).
Explain at least two ways in which false identity affects personal development, including effects on self-esteem, decision-making, and relationships.
Analyse a role-play scenario involving false identity and describe the challenges and opportunities involved in resisting it.
Propose practical strategies for resisting false identities while remaining true to oneself, and share these with peers.

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Curriculum details

Strand: Identity Significance and Purpose (Strand 1)
Sub-strand: Identity and National Cohesion (1.2)
Content standard: 2.1.2.CS.1 - Demonstrate knowledge and understanding of Ghanaian values and traditions and how they promote or challenge national cohesion 2.1.2.LO.1 Analyse Ghanaian values and traditions that promote national cohesion
Indicator: 2.1.2.LI.2 - Examine the concept of false identity and its implications for personal development
Suggested placement: Semester 1, Week 2 (Week 2 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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

exemplars - p.52: this indicator is assessed by 1.1.1.AS.2, whose first segment conflicts with the YEAR TWO section and the 2.1.2 prefix; transcribed exactly as printed
Curriculum reference: NaCCA curriculum document, p. 52

Exemplars (from the NaCCA curriculum)

Talk for Learning: In small groups, learners discuss the concept of false identity and its implications for personal development
Experiential learning: Learners role-play a scenario to deepen understanding of the challenges and opportunities in resisting false identities
Teaching and Learning Resources:
- Stationery
- Smart Phones/Tablets/iPad
- Projector
- Library facilities
- Computers with internet access
- Standard textbooks
Assessment (1.1.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.