Introduction to the Subject… · SHS2 Economics

Lesson notes

Learning Objectives

Indicator: 2.1.1.LI.1 - Apply words (economese) in explaining peculiar economic issues.

By the end of the lesson, learners can:

Define “economese” and identify at least five common economic terms used in everyday Ghanaian conversations.
Explain the meaning of key economic terms such as scarcity, opportunity cost, demand, supply, and utility in their own words.
Apply appropriate economic terms to describe at least three real-life economic issues observed in their communities.
Work collaboratively in mixed-ability and mixed-gender groups to identify and classify economic issues using correct economese.
Present and justify their choice of economic terms when explaining a given scenario, demonstrating respect for diverse views.

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Curriculum details

Strand: Consumers' Rational Decision Making (Strand 1)
Sub-strand: Introduction to the Subject Economics (1.1)
Content standard: 2.1.1.CS.1 - Apply knowledge and understanding of the tools used in Economics. 2.1.1.LO.1 Use the appropriate economics tools to explain everyday economic issues.
Indicator: 2.1.1.LI.1 - Apply words (economese) in explaining peculiar economic issues.
Suggested placement: Semester 1, Week 1 (Week 1 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.60 the document sets part of this text in a Calibri subset with no ToUnicode map, so the text layer reads as Latin Extended letters; the wording stored here was read off a 150 dpi render of printed page 60 and cross-checked against a letter-for-letter decode
core competencies - p.58 the document sets part of this text in a Calibri subset with no ToUnicode map, so the text layer reads as Latin Extended letters; the wording stored here was read off a 150 dpi render of printed page 58 and cross-checked against a letter-for-letter decode
Curriculum reference: NaCCA curriculum document, p. 60

Exemplars (from the NaCCA curriculum)

Problem-Based Learning: Form a mixed ability and gender groups to identify various economic issues that can be explained using word (economese). Such as the law of demand, law of diminishing marginal utility, law of supply etc.
- Respect for individuals of varying beliefs, religion, backgrounds and cultures
- Knowledge of themselves and others' peculiarities, strength and weaknesses
Assessment (2.1.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 4 Extended critical thinking and reasoning.
Teaching and Learning Resources:
- Marker
- White board
- Projector
- Computers
- Pen
- Pencil
- Ruler
- Exercise books
- Internet
- Search engines