Socio-cultural Practices in… · JHS2 Social Studies

Lesson notes

Learning Objectives

Indicator: B8.1.2.1.1 - Assess some socio-cultural practices or organisations that have shaped Ghanaian society since the pre-colonial era.

By the end of the lesson, learners can:

Describe at least four socio-cultural practices (inheritance and succession, family systems, naming ceremonies, and puberty rites) that existed in pre-colonial Ghana.
Explain how these practices influenced people’s sense of identity and belonging in their communities.
Compare how these practices were performed in the past with how they are practised today.
Assess the positive and negative aspects of these socio-cultural practices on Ghanaian society.
Justify with reasons which practices should be preserved, modified, or abandoned in modern Ghana.

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Curriculum details

Strand: Identity, Significance and Purpose (Strand 1)
Sub-strand: Socio-cultural Practices in Ghana (1.2)
Content standard: B8.1.2.1 - Demonstrate knowledge of the socio-cultural practices in Ghana since the pre-colonial era.
Indicator: B8.1.2.1.1 - Assess some socio-cultural practices or organisations that have shaped Ghanaian society since the pre-colonial era.
Suggested placement: Term 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.
Curriculum reference: NaCCA curriculum document, p. 39

Exemplars (from the NaCCA curriculum)

1. Using the Socratic seminar strategy, learners discuss the inheritance and succession patterns in pre-colonial Ghana.
2. Learners work in groups to discuss the structure of the Ghanaian family system.
3. Learners use graphic organisers to explain the cultural relevance of the Ghanaian family system.
4. Learners use simulations to discuss how naming ceremonies and puberty rites were performed in the past and how these socio-cultural practices affected people's thinking about themselves and their communities.