Indigenous and Contemporary… · SHS2 Government

Lesson notes

Learning Objectives

Indicator: 2.1.2.LI.2 - Analyse the features of good governance.

By the end of the lesson, learners can:

Define good governance and distinguish it from mere democratic governance.
Explain at least six features of good governance with concrete examples from Ghanaian public life.
Analyse how the values of tolerance, transparency, accountability, and equality contribute to nation-building.
Assess the extent to which Ghana’s governance practices reflect the features of good governance.
Justify the inclusion of women, youth, and persons with special needs in governance structures.

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Curriculum details

Strand: Government and Development (Strand 1)
Sub-strand: Indigenous and Contemporary Governance in Ghana (1.2)
Content standard: 2.1.2.CS.1 - Demonstrate knowledge and understanding of contemporary Governance System in Ghana. 2.1.2.LO.1 Assess the features of democracy and good governance
Indicator: 2.1.2.LI.2 - Analyse the features of good governance.
Suggested placement: Semester 1, Week 12 (Week 12 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:

indicator text - p.44: this row is printed under content standard 2.1.2.CS.1, in that sub-strand's own table, but its indicator 2.1.1.LI.2 and assessment 2.1.1.AS.2 carries the preceding sub-strand's number. Filed by the section per the section-wins rule, which the standard, the sub-strand column and the table heading all agree on; the corrected codes were free. The printed forms are named here
Curriculum reference: NaCCA curriculum document, p. 44

Exemplars (from the NaCCA curriculum)

Collaborative Learning: In mixed ability and gender groups, discuss the meaning and features of good governance in nation-building. Consider the values of tolerance, transparency, accountability and equality. Identify and include the contributions of different groups (female, youth, persons with special needs) in governance.
Teaching and Learning Resources:
- Government curriculum
- Government approved textbooks
- e-resources
Assessment (2.1.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.