Indigenous and Contemporary… · SHS3 Government

Lesson notes

Learning Objectives

Indicator: 3.1.2.LI.2 - Examine the role of the chieftaincy institution in contemporary governance in Ghana

By the end of the lesson, learners can:

Explain at least four constitutional and statutory provisions that define the role of chiefs in contemporary Ghanaian governance.
Evaluate the relevance of chieftaincy in modern governance, weighing both its contributions and its limitations.
Assess the specific contributions of women and youth within the chieftaincy institution in contemporary Ghana.
Critically discuss the relationship between the chieftaincy institution and the formal organs of state (Executive, Legislature, Judiciary) using concrete examples.
Form a reasoned, evidence-based position on whether the chieftaincy institution strengthens or weakens democratic governance in Ghana today.

This lesson builds on learners’ knowledge from Week 6, where they assessed the democratic features of indigenous governance (Indicator 3.1.2.LI.1). It focuses squarely on how the chieftaincy institution operates within, and interacts with, the modern democratic state. The depth of knowledge required is Level 4: extended critical thinking and reasoning, which will be reflected in the discussion and assessment tasks.

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Curriculum details

Strand: Government and Development (Strand 1)
Sub-strand: Indigenous and Contemporary Governance in Ghana (1.2)
Content standard: 3.1.2.CS.2 - Compare Indigenous and contemporary Governance in Ghana. 3.1.2.LO.1 Evaluate the relevance of the democratic features of indigenous governance system.
Indicator: 3.1.2.LI.2 - Examine the role of the chieftaincy institution in contemporary governance in Ghana
Suggested placement: Semester 1, Week 7 (Week 7 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. 63

Exemplars (from the NaCCA curriculum)

Experiential Learning: Engage a resource person from the Regional House of Chiefs or nearest paramountcy to have an interactive discussion with learners on how relevant chiefs are in contemporary governance. The values to promote are respect, unity and patriotism. Highlight the contributions of women and youth in the chieftaincy institution.
Teaching and Learning Resources:
- Government curriculum
- NaCCA approved textbook on government
- Resource person from a Traditional Council.
- The 1992 Constitution of Ghana.
- Libraries of various Regional House of Chiefs. Resource Person
Assessment (3.1.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 4 Extended critical thinking and reasoning.