The Environment · JHS3 Religious And Moral…

Lesson notes

Learning Objectives

Indicator: B9.1.2.1.2 - Identify and describe how indigenous Ghanaian culture helps in taking care of the environment

By the end of the lesson, learners can:

Define sacredness and explain what makes certain aspects of the environment sacred in indigenous Ghanaian culture.
Identify at least four aspects of the environment (land, water bodies, forests, animals, stones, heavenly bodies) regarded as sacred in various Ghanaian communities.
Describe the rationale behind the sacredness of these environmental aspects, including beliefs about the earth goddess, totems, and ancestral spirits.
Explain at least three taboos associated with nature in indigenous Ghanaian culture and how these taboos help to preserve the environment.
Discuss how indigenous beliefs and practices from their own locality contribute to environmental conservation.

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Curriculum details

Strand: God, His Creation and Attributes (Strand 1)
Sub-strand: The Environment (1.2)
Content standard: B9.1.2.1 - Explain why it is important to care for the environment and how to do so
Indicator: B9.1.2.1.2 - Identify and describe how indigenous Ghanaian culture helps in taking care of the environment
Suggested placement: Term 1, Week 5 (Week 5 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:

content standard text - p.58: this indicator's exemplar block runs on to printed p.58, whose content standard cell is headed "B10 1.1.1 (CONTINUED):" although it carries this standard's own text and sits inside BASIC 9 between two cells printed "B9 1.2.1 (CONTINUED):" on printed pp 57 and 59; the document defines no B10 anywhere
Curriculum reference: Religious and Moral Education, Common Core Programme (JHS1-JHS3), 2023, p. 57
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

1. Identify aspects of the environment in learners' locality regarded as sacred, and the rationale behind it.
Indigenous Ghanaian understanding of the environment
Humans live in a religious environment and aspects of the environment are closely related to God, the gods, the ancestors and humans. Thus, the environment has both a physical aspect that can be seen and an unseen spiritual aspect.
Reasons for the sacredness of aspects of the environment
Land
The earth has a spiritual part regarded as a goddess called Asase Yaa by the Asante and Asase Afua by the Fante. The Ewe call her Nyibgla.
Water bodies
• The sea Bosompo (Akan), Nai (Ga)
• Lagoons - Naa Korley (Korley Lagoon), Naa Sakumono (Sakumono Lagoon) both among the Ga; Benya (Elmina)
• Lakes - Bosomtwe
• Rivers - Pra, Ankobra, Tano
• Stones - the mystic stone at Larabanga
• Animals - Some animals have totemic relations with humankind. Totems are objects from the plant and animal kingdom that humans being are related with. All the seven or eight Akan clans have animals as their totems. For example, Bretuo or Etwina has the leopard as its totem, Kasenas have the crocodile, etc.
• Some heavenly bodies are associated with God. To the Akan the sky is the eyes of God. The Ewe believe God expresses his anger through thunder, so thunder is a deity revered in the Yeve cult of the Anlo.
• Forest and plant life - Parts of forests where the founders of communities were buried and where royals are buried are regarded as sacred. For example, Nananompo of the Fantes at Mankesim and Dodowa Forest.
• Because of the above beliefs, there are taboos associated with nature which help to preserve it.
Discuss the importance of the environment
Importance
• Aspects of nature are revered or respected.
• Trees around water bodies are not felled helping to preserve the water bodies
• Hunting is not allowed in sacred forests so animals use them as sanctuary
• Days and seasons are set aside where fishing is not allowed allowing the fish to hatch and increase their stock
• Farming is not allowed around water bodies which help to preserve them.
• Types of fish and animals are not killed for human consumption thereby conserving them