State and Non-state Actors in… · SHS2 Government

Lesson notes

Learning Objectives

Indicator: 2.2.2.LI.1 - Mass media and democratic state development.

By the end of the lesson, learners can:

Define the mass media and identify the main types of mass media operating in Ghana (print, broadcast, and digital/online).
Explain at least four functions of the mass media in a democratic society, with reference to the values of courage, fairness, balance, integrity, and honesty.
Assess how the mass media shapes public opinion, holds government accountable, and influences democratic consolidation in Ghana.
Analyse at least two challenges facing the Ghanaian mass media in promoting democracy and suggest practical solutions.
Demonstrate the values of fairness, balance, and integrity when discussing or evaluating media content on a given issue.

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Curriculum details

Strand: Constitution, Institutions and Administration (Strand 2)
Sub-strand: State and Non-state Actors in Ghana (2.2)
Content standard: 2.2.2.CS.2 - Demonstrate understanding and application of State- Society Relations in Ghana. 2.2.2.LO.1 Assess how the mass media, Political parties and the Electoral Commission shape democratic consolidation. 2.2.2.LO.2 Evaluate local government system, Public Service and E-government in Ghana.
Indicator: 2.2.2.LI.1 - Mass media and democratic state development.
Suggested placement: Semester 2, Week 1 (Week 21 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.51: this row is printed under content standard 2.2.2.CS.2, in that sub-strand's own table, but its indicator 2.2.1.LI.1 and assessment 2.2.1.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. 51

Exemplars (from the NaCCA curriculum)

Experiential Learning: Using recorded audios or videos depicting the activities of the media, discuss the role of the mass media in society. Consider the values of courage, fairness, balance, integrity, and honesty.
Teaching and Learning Resources:
- Government curriculum.
- NaCCA approved textbooks on government
- Internet: www.ghanagov.gh; Website of Local Government Service of Ghana.
- e-library resources
- Publications on decentralisation and local governance concept in Ghana
- Newspapers
- Videos/audios/Pictures.
- Website of reputable media houses.
- Political Paraphernalia (Party logos and symbols).
- 1992 Republican Constitution of Ghana.
- Internet: Website of the Electoral Commission of Ghana.
- Government curriculum
Assessment (2.2.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.