Indigenous and Contemporary… · SHS1 Government

Lesson notes

Learning Objectives

Indicator: 1.1.2.LI.1 - Describe the structure of indigenous systems of government in Ghana.

By the end of the lesson, learners can:

Identify at least four indigenous systems of government in Ghana and name the ethnic groups associated with them (e.g., Akan, Mole-Dagbani, Ewe, Ga-Dangme).
Describe the hierarchical structure of a typical indigenous government system, including the roles of the paramount chief, divisional chiefs, elders, and queen mothers.
Explain the functions of key traditional officeholders within the indigenous governance structure using examples from specific ethnic groups.
Compare the structures of two different indigenous governance systems in Ghana, noting at least two similarities and two differences.
Evaluate the relevance of understanding indigenous governance structures for appreciating Ghanaian culture and contemporary leadership, while respecting ethnic diversity.

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Curriculum details

Strand: Government and Development (Strand 1)
Sub-strand: Indigenous and Contemporary Governance in Ghana (1.2)
Content standard: 1.1.2.CS.1 - Exhibit understanding and application of the Indigenous systems of government in Ghana 1.1.2.LO.1 Examine the structure and relevance of traditional leaders using examples from the environment.
Indicator: 1.1.2.LI.1 - Describe the structure of indigenous systems of government in Ghana.
Suggested placement: Semester 1, Week 9 (Week 9 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. 29

Exemplars (from the NaCCA curriculum)

Experiential learning: With the help of videos/pictorial evidence from different ethnic groups, describe the structure of traditional government system, while holding the values of respect and cooperation. Example, Mole-Dagbani, Ewe, Ga-Dangme, Akan etc. Discuss issues of ethnicity without offending the sensitivity of some learners or without promoting stereotypes such as ethnocentrism, jingoism, xenocentrism, etc.
Teaching and Learning Resources:
- Video/Pictures/Audio and other resources
- Government curriculum
- NaCCA Approved textbooks on government
- The Constitution of the Republic of Ghana
- Pictures of the Chief/Queen mother
Assessment (1.1.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.