Indigenous and Contemporary… · SHS2 Government

Lesson notes

Learning Objectives

Indicator: 2.1.2.LI.1 Examine the features of democratic system of governance.

By the end of the lesson, learners can:

Define democracy and identify at least four of its key features from a given list or scenario.
Explain how each feature of democracy promotes citizens’ rights, tolerance, transparency, selflessness, dedication, and commitment.
Assess a real-life situation in Ghana to determine whether democratic features are present or absent, giving reasons for their judgement.
Discuss the contributions of different groups (female, youth, persons with special needs) to democratic governance in Ghana.

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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.1 - Examine the features of democratic system of governance.
Suggested placement: Semester 1, Week 11 (Week 11 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 assessment 2.1.1.AS.1 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)

Talk for Learning: Explore what learners Know, want to Know and Learn (KWL) about the features of democratic system of governance. Through questions discuss how these systems promote the rights of citizens, tolerance, transparency, selflessness, dedication, and commitment. 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.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.