Social Studies SHS 1 - 4 PDF

REPUBLIC OF GHANA
M I N I S TRY OF E D U C AT I O N S C I E N CE A N D S P O RT S
Republic of Ghana
TEACHING SYLLABUS FOR SOCIAL STUDIES
(SENIOR HIGH SCHOOL )
Enquiries and comments on this syllabus should be addressed to:
The Director
Curriculum Research and Development Division (CRDD)
P. O. Box 2739
Accra
Ghana.
September, 2007
TEACHING SYLLABUS FOR SOCIAL STUDIES
(SENIOR HIGH SCHOOL)
RATIONALE FOR TEACHING SOCIAL STUDIES
Social Studies is a study of the problems of society. The subject prepares the individual to fit into society by equipping him/her
with knowledge about the culture and ways of life of their society, its problems, its values and its hopes for the future. The
subject is multi-disciplinary and takes its sources from geography, history, sociology, psychology, economics and civic education.
Essential elements of the knowledge and principles from these disciplines are integrated into a subject that stands on its own. As
a subject, Social Studies helps students to understand their society better; helps them to investigate how their society functions
and hence assists them to develop that critical and at the same time developmental kind of mind that transforms societies. Our
society has been a slow moving society. It is hoped that as students understand the Ghanaian society better, and are able to
examine the society’s institutions and ways of life with a critical and constructive mind, the country will surely be on the path to
better and faster growth in development.
GENERAL AIMS
The syllabus is designed to help students to:
1. develop the ability to adapt to the developing and ever-changing Ghanaian society
2. develop positive attitudes and values towards individual and societal issues
3. develop critical and analytical skills in assessing issues for objective decision-making
4. develop national consciousness and unity
5. develop enquiry and problem-solving skills for solving personal and societal problems
6. become responsible citizens capable and willing to contribute to societal advancement.
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SCOPE OF CONTENT
Social Studies at the Senior High School level is concerned with equipping the student with an integrated body of knowledge,
skills and attitudes that will help the student develop a broader perspective of Ghana and the world. The subject probes the past
and provides knowledge for the student to understand his/her society and be able to solve personal and societal problems.
There are three sections in the syllabus each of which focuses respectively on:
1. The Environment
2. Governance, Politics and Stability
3. Social and Economic Development
PRE-REQUISITE SKILLS AND ALLIED SUBJECTS
The pre-requisite skills needed for effective study of Social Studies at the Senior High School level are knowledge and
understanding of Citizenship Education at the Primary School Level, completion of Social Studies at the Junior High School
level, observational skills and a critical mind to life. Good reading, writing and numeracy skills are also important for studying the
subject.
ORGANIZATION OF THE SYLLABUS
This syllabus has been structured to cover the four years of Senior High School Course. Each year’s work has been divided into
three sections, with each section containing a number of units. The syllabus for the four year course is presented on the next
page.
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SENIOR HIGH SCHOOL: STRUCTURE AND ORGANIZATION OF THE SYLLABUS
SHS 1 SHS 2 SHS 3 SHS 4

SECTION 1 SECTION 1 SECTION 1 SECTION 1
ENVIRONMENT ENVIRONMENT ENVIRONMENT ENVIRONMENT
UNIT 1: Self Identity UNIT 1: The Institution of UNIT 1: Education and UNIT 1: Population Growth and
Marriage Societal Development
UNIT 2: Adolescent Change
Reproductive UNIT 2: Responsible Parenthood UNIT 2: Our Culture and
Health UNIT 2: Our Physical National
UNIT 3: Socialization Environment Identity
UNIT 3: Socio-Cultural Practices
UNIT 4: Individual Obligations in UNIT 3: Environmental UNIT 3: The Role of the
the Family Challenges Individual
in Ghana in Community
Development
GOVERNANCE, POLITICS GOVERNANCE, POLITICS AND GOVERNANCE, POLITICS GOVERNMENT, POLITICS
AND STABILITY STABILITY AND STABILITY AND STABILITY
UNIT 1: National Independence UNIT 1: Democracy and Nation UNIT 1: The Constitution and UNIT 1: Ghana and the
and Building Nation Building International
Self Reliance Community
UNIT 2: Rights and
UNIT 2: Peace Building and UNIT 2: Leadership and Responsibilities of the
Conflict Resolution Followership Individual

SOCIO-ECONOMIC DEVELOPMENT SOCIO-ECONOMIC DEVELOPEMNT SOCIO-ECONOMIC DEVELOPMENT SOCIO-ECONOMIC DEVELOPMENT
UNIT 1: Managing Your UNIT 1: Resource UNIT 1: Problems of Socio- UNIT 1: Entrepreneurship
Money Development Economic
and Utilization in Development UNIT 2: The Youth and
UNIT 2: Sustainable Ghana National
Development UNIT 2: The World of Work Development
UNIT 2: Science and
Technology
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TIME ALLOCATION
Time allocation for Social Studies over the four year period is indicated as follows:
Year 1: 6 periods a week

SUGGESTIONS FOR TEACHING THE SYLLABUS
General Objectives
General Objectives have been listed at the beginning of each section of the syllabus, that is, just below the theme of the section.
The general objectives flow from the general aims for teaching Social Studies listed on page (ii) of this syllabus. The general
objectives form the basis for the selection and organization of the themes and their unit topics. Read the general objectives very
carefully before you start teaching. After teaching all the units, go back and read the general aims and general objectives again
to be sure you have covered both of them adequately in the course of your teaching.
Sections and Units
The syllabus has been planned in Sections and Units. Each year’s work has been divided into Sections. A Section consists of a
fairly homogeneous body of knowledge within the subject. Within each Section are Units. A unit consists of a more related and
homogeneous body of knowledge and skills. The teacher is expected to consider the total number of Sections and associated
number of Units prescribed for each year and to plan the scheme of work and lessons for each term such that the work in all the
Sections and Units for each particular class is completed by the end of the school year.
Each Section of the syllabus is structured in five columns: Units, Specific Objectives, Content, Teaching and Learning Activities
and Evaluation. A description of the contents of each column is as follows:
Column 1 – Units: The units in Column 1 are divisions of the major topics of the section. You are expected to follow the unit
topics according to the linear order in which they have been presented. However, if you find at some point that teaching and
learning in your class will be more effective if you branched to another unit before coming back to the unit in the sequence, you
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are encouraged to do so. Each unit has an accompanying problem that needs to be addressed in teaching the unit. The
problem is not exhaustive. Teachers are encouraged to identify other related problems for teaching the unit.
Column 2 – Specific Objectives: Column 2 shows the Specific Objectives for each unit. The specific objectives begin with
numbers such as 1.3.5 or 2.2.1. These numbers are referred to as “Syllabus Reference Numbers”. The first digit in the syllabus
reference number refers to the section; the second digit refers to the unit, while the third digit refers to the rank order of the
specific objective. For instance, 1.3.5 means: Section 1, Unit 3 (of Section 1) and Specific Objective 5. In other words, 1.3.5
refers to Specific Objective 5 of Unit 3 of Section 1. Similarly, the syllabus reference number 2.2.1 simply means Specific
Objective number 1 of Unit 2 of Section 2. Using syllabus reference numbers provides an easy way for communication among
teachers and other educators. It further provides an easy way for selecting objectives for test construction. For instance, Unit 2
of Section 2 has five specific objectives: 2.2.1 – 2.2.5. A teacher may want to base his/her test items/questions on objectives
2.2.3 and 2.2.4 and not use the other three objectives. In this way, a teacher would sample the objectives within units and within
sections to be able to develop a test that accurately reflects the importance of the various skills taught in class.
You will note also that specific objectives have been stated in terms of the student i.e., what the student will be able to do after
instruction and learning in the unit. Hence each specific objective starts with the following, “The student will be able to.” This in
effect, means that you have to address the learning problems of each individual student. It means individualizing your instruction
as much as possible such that the majority of students will be able to master the objectives of each unit of the syllabus.
Column 3 - Content: The “content” in the third column of the syllabus presents a selected body of information that you will need
to use in teaching the particular unit. In some cases, the content presented is quite exhaustive. It is important however, to add
more content to what is already provided in this column.
Column 4 – Teaching and Learning (T/L) Activities: T/LA that will ensure maximum student participation in the lessons are
presented in column 4. Try to avoid rote learning and drill-oriented methods and rather emphasize participatory teaching and
learning, the cognitive, affective and psychomotor domains of knowledge in your instructional system wherever appropriate. You
are encouraged to re-order the suggested teaching and learning activities and also add to them where necessary in order to
achieve optimum student learning. As we have implied already, the major purpose of teaching and learning is to make students
able to apply their knowledge in dealing with issues both in and out of school. The emphasis is to assist your students to
develop analytical thinking, practical problem solving techniques and the acquisition of positive attitudes and values.
Column 5 – Evaluation: Suggestions and exercises for evaluating the lessons of each unit are indicated in Column 5.
Evaluation exercises can be in the form of oral questions, quizzes, class assignments, essays, structured questions, project work
etc. Try to ask questions and set tasks and assignments that will challenge your students to apply their knowledge to issues and
problems as we have already said above. And that will engage them in developing solutions, and developing positive attitudes as
a result of having undergone instruction in this subject. The suggested evaluation tasks are not exhaustive. You are
encouraged to develop other creative evaluation tasks to ensure that students have mastered the instruction and behaviours
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implied in the specific objectives of each unit. For evaluation during class lessons, determine the mastery level you want
students to achieve in their answers and responses. If
for instance, you take 80% as the mastery level, ensure that each student’s answer to questions asked in class achieve this level
of mastery.
Lastly, bear in mind that the syllabus cannot be taken as a substitute for lesson plans. It is therefore, necessary that you develop
a scheme of work and lesson plans for teaching the units of this syllabus.
DEFINITION OF PROFILE DIMENSIONS
As already stated, profile dimensions describe the underlying behaviours for teaching, learning and assessment. In Social
Studies, the three profile dimensions that have been specified for teaching, learning and testing are:
Knowledge and Understanding 35%

Use of Knowledge 40%
Attitudes and Values 25%b
Each of the dimensions has been given a percentage weight that should be reflected in teaching, learning and testing. The
weights, indicated on the right of the dimensions, show the relative emphasis that the teacher should give in the teaching,
learning and testing processes. Combining the three dimensions in the teaching and learning process will ensure that Social
Studies is taught and studied not only at the cognitive level, but will also lead to the acquisition of positive attitudes and values
and also apply them to solve personal and societal problems.
The explanation of the key words involved in each of the profile dimensions is as follows:
Knowledge and Understanding (KU)
knowledge The ability to:

Remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts.
Knowledge is simply the ability to remember or recall material already learned and constitutes the
lowest
level of learning.
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understanding The ability to:
explain, summarize, translate, rewrite, paraphrase, give examples, generalize, estimate or predict
consequences based upon a trend. Understanding is generally the ability to grasp the meaning of
some material that may be verbal, pictorial, or symbolic.
Use of Knowledge (UK)
The ability to use knowledge or apply knowledge, as implied in this syllabus, has a number of learning/behaviour levels. These
levels include application, analysis, synthesis, and evaluation. These may be considered and taught separately, paying attention
to reflect each of them equally in your teaching. The dimension “Use of Knowledge”, is a summary dimension for all four
learning levels. Details of each of the four sub levels are as follows:
application The ability to:

apply rules, methods, principles, theories, etc. to concrete situations that are new and unfamiliar. It
also involves the ability to produce, solve, operate, plan, demonstrate, discover etc.
analysis The ability to:

break d own a piece of material into its component parts; to differentiate, compare, distinguish,
outline, separate, identify significant points etc., recognize unstated assumptions and logical fallacies,
recognize inferences from facts etc. Analytical ability underlies discriminant thinking.
synthesis The ability to:

put parts together to form a new whole. It involves the ability to combine, compile, compose, devise,
suggest (an idea, possible ways), plan, revise, design, organize, create, and generate new ideas and
solutions. The ability to synthesize underlies convergent thinking.
evaluation Evaluation refers to the ability to judge the worth or value of some material based on some criteria. It
also involves the ability to:
appraise, compare features of different things and make comments or judgement, contrast, criticize,
justify, support, discuss, conclude, make recommendations etc.
A number of examination questions at the secondary school level begin with the word “Discuss”. Discuss belongs to the
evaluation thinking skill and implies the ability to analyze, compare, contrast, make a judgement etc. The word “discuss” asks for
a variety of thinking skills and is obviously a higher order thinking behaviour. Students consequently do poorly on examination
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questions that start with “Discuss”. For this reason, and also for the reason that discussion of issues, discussion of reports etc.,
are some of the major intellectual activities students will be engaged in, in work situations and at higher levels of learning after
they have left secondary school, it will be very helpful if you would emphasize discussion questions etc. both in class and in the
tests you set.
You will note from the above that evaluation is generally the highest form of thinking and learning skill and is therefore, the most
important behaviour. This, as implied already, accounts for the poor performance of students and people generally on tasks that
call for evaluative thinking. Give your students lots of chances to do evaluative thinking.
Attitudes and Values (AV)
Attitudes and values belong to the affective domain of knowledge and behaviour. The dimension consists of a number of
learning and behavioural levels such as receiving, responding, valuing, and organizing.
receiving follows directions, listens, shows awareness and sensitivity, accepts, asks questions, gives, points to
replies etc.
responding greets, participates, assists, conforms, enjoys, presents, shows interest, volunteers for duties,
respects the rights of others.
valuing demonstrates attitudes, beliefs, initiates, invites, proposes, reports, shares, works, and reads.
organizing ability to assimilate new and different values to form a new and consistent value system. It refers to
the ability to accept, alter, defend, arrange, formulate, generalize, modify, and defend a belief or good
cause.
The action verbs provided under the various profile dimensions should help you to structure your teaching such as to achieve the
effects needed. Select from the action verbs provided for your teaching, in evaluating learning before, during and after the
instruction. Use the action verbs also in writing your test questions. This will ensure that you give your students the chance to
develop good thinking skills, and the capacity for excellent performance in examinations and in practical life situations. Check
the weights of the profile dimensions to ensure that you have given the required emphasis to each of the dimensions in your
teaching and assessment.
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FORM OF ASSESSMENT
It must be emphasized again that it is important that both instruction and assessment be based on the profile dimensions of the
subject. In developing assessment procedures, select specific objectives in such a way that you will be able to assess a
representative sample of the syllabus objectives. Each specific objective in the syllabus is considered a criterion to be achieved
by the student. When you develop a test that consists of items or questions that are based on a representative sample of the
specific objectives taught, the test is referred to as a “Criterion-Referenced Test”. In many cases, a teacher cannot test all the
objectives taught in a term, in a year etc. The assessment procedure you use i.e. class tests, home work, projects etc. must be
developed in such a way that it will consist of a sample of the important objectives taught over a period.
End-of-Term Examination
The end-of-term examination is a summative assessment system and should consist of a sample of the knowledge and skills
students have acquired in the term. The end-of-term test for Term 3 should be composed of items/questions based on the
specific objectives studied over the three terms, using a different weighting system such as to reflect the importance of the work
done in each term in appropriate proportions. For example, a teacher may build an end-of- Term 3 test in such a way that it
would consist of the 20% of the objectives studied in Term 1, 20% of the objectives studied in Term 2, and 60% of the objectives
studied in Term 3.
The example below shows an examination consisting of two papers, Paper 1, Paper 2 and Continuous assessment. Paper 1 will
usually be an objective-type paper; paper 2 will consist of structured questions or essay questions essentially testing “use of
Knowledge” but also consisting of some questions on “Knowledge and Understanding”. School Based Assessment (SBA) will
essentially focus on “Attitudes and Values” and will also consist of some assignments on “Use of Knowledge”. The distribution of
marks for the test papers and continuous assessment should be in line with the weights of the profile dimensions already
indicated and as shown in the last column of the table below.
The West African Examinations Council (WAEC) generally sets about 60 objective test items at the SSSCE. Try to emulate this
by developing an objective test paper (Paper 1) that consists of 60 items. Paper 2 could consist of some structured questions
and essay questions. In general, let students answer five essay questions from a list of 7 – 10 questions.
In the examination structure presented below, Paper 1 is marked out of 60; Paper 2 is marked out of 80, and SBA is marked out
of 60, giving a total of 200 marks. The last row shows the weight of the marks allocated to each of the three test components.
The three papers are weighted differently. Paper 2 is a more intellectually demanding paper and is therefore weighted more
than Paper 1.
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Distribution of Examination Paper Weights and Marks
Dimensions Paper 1 Paper 2 SBA Total % Weight of

Marks Dimension
Knowledge and
Understanding 40 30 - 70 35
Use of Knowledge 20 50 10 80 40
Attitudes and Values - - 50 50 25
Total Marks 60 80 60 200 -
%Contribution of
Papers 10 40 50 - 100
You will note that Paper 1 has a contribution of 10% to the total marks; paper 2 has a contribution of 40% to the total marks, and
SBA has a contribution of 50% to the total marks. The numbers in the cells indicate the marks to be allocated to the
items/questions that test each of the dimensions within the respective test papers.
Combining SBA marks and End-of-Term Examination Marks
The new SBA system is important for raising students’ school performance. For this reason, the 60 marks for the SBA will be
scaled to 50. The total marks for the end of term test will also be scaled to 50 before adding the SBA marks and end-of-term
examination marks to determine students’ end of term results. The SBA and the end-of-term test marks will hence be combined
in equal proportions of 50:50. The equal proportions will affect only assessment in the school system. It will not affect the SBA
mark proportion of 30% used by WAEC for determining examination results at the BECE.
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GUIDELINES FOR SCHOOL BASED ASSESSMENT
A new School Based Assessment system (SBA), formally referred to as Continuous Assessment, will be introduced into the
school system from September 2008. SBA is a very effective system for teaching and learning if carried out properly. The new
SBA system is designed to provide schools with an internal assessment system that will help schools to achieve the following
purposes:
o Standardize the practice of internal school-based assessment in all schools in the country
o Provide reduced assessment tasks for each of the primary school subjects
o Provide teachers with guidelines for constructing assessment items/questions and other assessment tasks
o Introduce standards of achievement in each subject and in each class of the school system
o Provide guidance in marking and grading of test items/questions and other assessment tasks
o Introduce a system of moderation that will ensure accuracy and reliability of teachers’ marks
o Provide teachers with advice on how to conduct remedial instruction on difficult areas of the syllabus to improve student
performance
The new SBA system will consist of 12 assessments a year instead of the 33 assessments in the previous continuous
assessment system. This will mean a reduction by 64% of the work load compared to the previous continuous assessment
system. The 12 assessments are labeled as Task 1, Task 2, Task 3 and Task 4. Task 1-4 will be administered in Term 1; Tasks
5-8 will be administered in Term 2, and Tasks 9-12 administered in Term 3. Task 1 will be administered as an individual test
coming at the end of the first month of the term. The equivalent of Task 1 will be Task 5 and Task 9 to the administered in Term
2 and Term 3 respectively. Task 2 will be administered as a Group Exercise and will consist of two or three instructional
objectives that the teacher considers difficult to teach and learn. The selected objectives could also be those objectives
considered very important and which therefore need students to put in more practice. Task 2 will be administered at the end of
the second month in the term. Task 3 will also be administered as individual test under the supervision of the class teacher at the
end of the 11th or 12 week of the term.
Task 4 (and also Task 8 and Task 12) will be a project to be undertaken throughout the term and submitted at the end of the
term. Schools will be supplied with 9 project topics divided into three topics for each term. A student is expected to select one
project topic for each term. Projects for the second term will be undertaken by teams of students as Group Projects. Projects are
intended to encourage students to apply knowledge and skills acquired in the term to write an analytic or investigative paper,
write a poem 9 (as may be required in English and Ghanaian Languages), use science and mathematics to solve a problem or
produce a physical three-dimensional product as may be required in Creative Arts and in Natural Science.
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Apart from the SBA, teachers are expected to use class exercises and home work as processes for continually evaluating
students’ class performance, and as a means for encouraging improvements in learning performance.
Marking SBA Tasks
Students are expected to undertake assignments that may involve investigations; surveys, interviews etc.as home work or as the
term’s project. The following guidelines are provided for making assignments of such nature.
1. Introduction 10%
2. Data analysis 50%
3. Conclusions 20%
4. Acknowledgements and references 20%
The marks derived from projects, the end of month tests and home work specifically designed for the SBA should together constitute
the School Based Assessment component and weighted 60 per cent. The emphasis is to improve students’ learning by encouraging
them to produce detailed, make important conclusion and generalizations and also show the sources of their data. The SBA will
hence consist of:
Ø End-of-month tests
Ø Home work assignments (specially designed for SBA)
Ø Project
Other regulations for the conduct of SBA will reach schools from GES.
GRADING PROCEDURE
In marking your class examination scripts, it is very important that you develop a marking scheme. A marking scheme, as you
may be aware, consists of the points for the best answer you expect for each essay question or structured question, and the
mark(s) allocated for each point raised by the student as well as the total marks for the question. For instance, if a question
carries 10 marks and you expect 4 points in the best answer, you could allocate 2 marks (or part of it, depending upon the quality
of the point raised by the student) to each point raised, totalling 8 marks, and then give the remaining 2 marks or part of it, for
organisation of answer. For objective test papers, you may develop an answer key to speed up the marking.
To improve assessment and grading and also introduce uniformity in schools, it is recommended that schools adopt the following
grade boundaries for assigning grades:
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Grade A: 80 - 100% - Excellent
Grade B: 70 - 79% - Very Good
Grade C: 60 - 69% - Good
Grade D: 45 - 59% - Credit (Satisfactory)
Grade E: 35 - 44% - Pass
Grade F: 34% - Fail
The grading system presented above shows the letter grade system and equivalent grade boundaries. In assigning grades to
students’ test results, or any form of evaluation, you may apply the above grade boundaries and the descriptors. The descriptors
(Excellent, Very Good etc) indicate the meaning of each grade. For instance, the grade boundary for “Excellent” consists of
scores between 80 - 89. Writing “80%” for instance, without writing the meaning of the grade, or the descriptor for the grade i.e.
“Excellent”, does not provide the student with enough information to evaluate his/her performance in the assessment. You
therefore have to write the meaning of the grade alongside the score you write. Apart from the score and the grade descriptor, it
will be important also to write a short diagnosis of the points the student should consider in order to do better in future tests etc.
Comments such as the following may also be added to the grades:
Keep it up
Has improved
Could do better
Hardworking
Not serious in class
More room for improvement, etc.
Note that the grade boundaries above are also referred to as grade cut-off scores. When you adopt a fixed cut-off score grading
system as in this example, you are using the criterion-referenced grading system. By this system a student must make a
specified score to earn the appropriate grade. This system of grading challenges students to study harder to earn better grades.
It is hence very useful for achievement testing and grading.
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YEAR ONE
SECTION 1
THE ENVIRONMENT
General objectives: The student will
1. appreciate the importance of knowing one’s self
2. develop the ability to adapt to the ever—changing Ghanaian society
3. develop positive attitudes and values towards the self and societal issues
4. develop skills for objective decision—making and problem solving
SPECIFIC CONTENT TEACHING AND LEARNING
UNIT OBJECTIVES ACTIVITIES EVALUATION
The student will be able to:
UNIT 1
‘Self’ refers to the whole being of an Students compare the human being to
1.1.1 explain “self” and the
individual, taking into consideration his an animal and bring out the peculiar
SELF IDENTITY individual in relation to personal and psychological nature, and qualities of humans.
his or her capabilities
abilities. Capabilities of Man imply what a
person can do. These include the ability Each student identifies five tasks they Discuss false identity and its
The Problem to think, remember, create, invent, control can perform and give evidence for problems.
the environment and solve problems. some of the tasks.
Many Ghanaians hardly find What are some of the
the time to identify their 1.1.2 identify actions of Some students pretend to be what they Students discuss some actions of
false identity and its actions one should take
capabilities. Lack of are not. E.g. some students want to show people who pretend to be what they
related problems. against people who pretend
knowledge of one s capability off that they come from well to do families are not; that is people who have false to be what they are not?
leads to inability to set whilst it’s not the case; they assume false identity. Let them continue to discuss
realistic goals of life. This identity. false identity and it’s implications
then leads to non-
1.1.3 explain Marslow’s Abraham Marslow, a sociologist, in his Help students to discuss Marslow’s
achievement of one s Students state their
Theory of Needs theory of needs stated that Man has a theory of needs. Let them comment on
capabilities and potential, aspirations and how they
and show how the basic need of satisfying his hunger and the implications of the theory through
which in turn leads to hope to achieve them.
theory will help one shelter first before thinking of the higher the following questions:
disappointments in life.
to achieve one’s need of self esteem. Other scholars
capabilities and Do you agree with the
have offered other explanations of how How helpful is this theory to you in Marslow’s theory on how to
improve one’s self people work to achieve their goals and your attempt to aspire to greater
identity. achieve your aspirations?
improve themselves. Improving one’s heights?
identity and capacity therefore depends
upon a combination of advice and
principles from a number of sources.
Every citizen needs to identify their
potential and capacity and try to achieve
a lot for the nation.
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TEACHING AND
UNIT SPECIFIC OBJECTIVES CONTENT LEARNING ACTIVITIES EVALUATION
UNIT 1 (Cont’d) The student will be able to:
SELF IDENTITY There must be the desire and Discuss why non-achievement of
1.1.4 explain how one can
self-determination, be prepared to one’s potential and capabilities
develop his or her take risks and venture into new can lead to disappointment in life.
capabilities
areas. Education can assist us in
discovering and developing our What can one do to develop his
capabilities. or her capabilities?
Students discuss what they would

do to assist other citizens to
develop their capability.
Self-confidence can be built Students discuss the meaning of

1.1.5. demonstrate how they can
through the provision of an self confidence; how self
assert themselves and
enabling environment, confidence is important for
build self confidence encouragement from parents, improving one’s self esteem; how
teachers, peers, self one can assert himself/herself;
determination and training and how one can develop self
confidence
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TEACHING AND
UNIT 2
Adolescence is the period of life
ADOLESCENT 1.2. 1 explain the following between childhood and adulthood. Students brainstorm for the
REPRODUCTIVE terms This period of development is explanation of the following terms:
between the ages of 10–19 years.
HEALTH - adolescence - adolescence
Reproductive health is a state of - reproductive e health
The Problem
complete physical, mental and social - reproductive rights
- reproductive health well-being in all matters relating to the
reproductive system and to its
As adolescents mature and
functions and processes.
become sexually active, they
face serious health risks.
Reproductive rights are the basic
Many adolescents face these
rights of all couples and individuals to
risks with too little factual
- reproductive rights decide freely and responsibly the
information, too little guidance
number, spacing and timing of their
about sexual responsibility children, the information and the
and too little access to health
means to do so. It is also the right to
care. There is consequently
attain the highest standard of sexual
rampant wave of the
and reproductive health. They include
following:
the right of all to make decisions
- adolescents pregnancies concerning reproduction free from
- adolescents paternity discrimination, coercion and violence.
denial of paternity of
pregnancies 1.2.2 explain how Knowledge of the reproductive Let students discuss the
child abandonment knowledge of their features should remind the adolescent characteristics that mark the State 2 characteristics of
irresponsible sexual reproductive features of their gender. Needed care and transition fromm childhood to adolescence under each of the
relationship informs them about hygiene of their reproductive parts adulthood under the following: following: physical, emotional and
their health should be their major concern. social characteristics.
- physical characteristics
Adolescents should avoid any - emotional characteristics
negative acts relating to the use of - social characteristics
their private parts e.g. Boys should
eschew masturbation and
homosexuality – Girls should avoid
lesbianism and the insertion of foreign
materials into their vagina.
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TEACHING AND
UNIT 2 (CONT’D) The student will be able to:
1.2.3 discuss safety measures Adolescents should seek medical Guide students to discuss
ADOLESCENT for adolescent health attention, consult their parents and available health service centres
REPRODUCTIVE elders on their problems and the type of assistance they
HEALTH offer
1.2.4 examine the causes and The early part of adolescence is a Use the Future’s Wheel to How do you account for the rising
implications of stage of heightened emotions. The illustrate the causes and waves of irresponsible sexual
irresponsible behaviours of adolescent begins to experience consequences of a sexual behaviour among adolescents.
the adolescent heightened feelings. He or she may relationship between adolescents.
be very sensitive and react strongly to
events. Use value’s clarification to make a
The reproductive health risks include choice in unwanted pregnancies
sexually transmitted diseases
(STIs) including HIV/AIDS, unwanted
pregnancy etc.
1.2.5 identify ways and means Good gender relation is one of equity Students discuss ways and means
and mutual respect between the
of fostering good gender of fostering good gender relations.
genders to ensure that females and
relations
males have access to information,
Students role play a situation
education and services needed to
where a male friend demands sex
achieve good sexual health and also and a female friend refuses.
exercise their reproductive rights and
responsibilities
1.2.6 explain adolescent chastity Chastity is the act of total abstinence Students discuss the benefits of Write an essay on “Why
and its related benefits from sexually related activities. chastity. adolescent chastity should be
encouraged”
The risks related to sexual activity and Use values clarification on
childbearing are among the most adolescent chastity.
serious health risks that the
adolescents face thus the adolescents
must remain chaste.
4
TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT ACTIVITIES EVALUATION
UNIT 3
1.3.1 identify some of the Some of the cultural practices in Students discuss the meaning of
socio-cultural Ghana include: pouring of libation, culture and some socio-cultural
SOCIO-CULTURAL practices in Ghana belief in potency of witchery and the practices in their local areas.
PRACTICES gods, system of early marriage,
ancestral worship, widowhood rites,
The Problem not working on certain days, Trokosi
Societies are dynamic. Every system’, etc.
society therefore has some
socio-cultural practices at a 1.3.2 examine how socio- Most socio cultural practices were Students discuss reasons why some
given time to address the cultural practices basically formed through socio-cultural practices in their locality
challenges, problems and came into being experiences during migrations and came into being.
needs of the time. Socio- experiences at the different locations
cultural practices in Ghana of the ethnic groups. The
come from diverse cultural experiences take various forms like
backgrounds. In Ghana there out-break of strange diseases,
are some cultural practices hunger and natural occurrences.
that are common to the
various ethnic groups and 1.3.3 explain how some Positive Aspects of Culture Students in groups to interview some Explain how two socio-
which can be used to serve as socio- cultural In Ghana festivals serves as periods adults in the locality to find out (i) cultural practices promote
a unifying force in the country. practices in Ghana for home-coming. This offers reasons for some of the socio-cultural development and how two
Unfortunately, the unifying promote or inhibit opportunity to make contributions practices in the area (ii) how the socio-cultural practices
force of our different cultures development. toward development etc. practices promote or inhibit inhibit development in your
has not had much attention. Negative Aspects of Culture development and report in class. locality
The youth are constantly Female Genital Mutilation
crying out for a re- “Trokosi” – Enslaves and negates
examination of some of our human dignity. Widowhood rites,
cultural practice. The elders dehumanizing to women
on the other hand consider
themselves as the custodians 1.3.4 discuss the need for Some outmoded customs need to be Students discuss the process of Why and how do we modify
of the traditions of the land, in change in some of the changed. Internal discussion of change. any three socio-cultural
many cases opposing any socio-cultural negative aspects of some cultural practices in Ghana?
attempts at cultural practices and how the practices and contact with outside Students in groups to explain how
transformation. change can come world can change culture. The some cultural practices solve identified
about process of change can be gradual problems in the locality; prepare a
and also abrupt. defense of such cultural practices and
present their defense in class
1.3.5 defend socio-cultural Relevant to be considered: Vigilante Students discuss the identified Explain why a socio-cultural
practices that need to groups in view of increase in robbery; practices considered relevant to the practice in your community
be encouraged in Asafo Companies to turn into development state of the country should be abolished.
present day Ghana. vigilantes.
5
YEAR ONE
SECTION 2
GOVERNANCE, POLITICS AND STABILITY
General Objectives: The student will
1. develop national consciousness and the spirit of unity with fellow Ghanaians
2. become a responsible citizen
3. appreciate the importance of building peace and resolving conflicts

UNIT 1 The student will be able to:
1.1.1 explain the terms: Political independence means gaining Guide students to explain the meaning Write on the relationship
NATIONAL -political independence self-rule from a colonial master thus of the terms ‘Self-reliance’ and ‘Political between Political
INDEPENDENCE -self-reliance. entitling the new nation to govern itself independence’. independence and Self-
AND SELF- reliance.
Self-Reliance refers the ability to
RELIANCE depend mainly on one’s own resources
for survival.
The Problem
Our Founding Leaders 1.1.2 give reasons why Some people thought independence Students imagine the easy life that How do you correct the
fought for independence Ghanaians was an end in itself and was a time to people enjoyed under foreign rule. Let mistakes of post-
from the British and won misconstrued the amass wealth. them discuss how Ghanaians would independence Ghana?
independence in 1957. implications of Leaders were power conscious and work and behave in a new situation
Many of our post independence. Ghanaians thought they could adopt a where they had to govern themselves
independence leaders laissez fair attitude to work after under independence.
could not conceptualize the independence etc.
implications of political Students research some of the
independence; thus as the mistakes committed by governments
economy rapidly grew that came to power after independence
worse with time, we tended and present their findings to class
to blame the colonial
masters instead of
identifying the relationship
between independence and
increased production.
6
UNIT 1 (CONT’D) 1.1.3 examine the Political independence should not be Students discuss some of the What are benefits of being
responsibilities/challenges looked at as bringing easy life and responsibilities that Ghana faces as an independent?
NATIONAL that political independence negative attitude to work. It should be independent nation.
has imposed on us as viewed as a call for good planning,
INDEPENDENCE leaders and followers. dedication and hard work, Students discuss how they would use
AND SELF- development and being skilful, having their time and resources for helping in
RELIANCE foresight into our problems and having the development of the country.
abilities to solve them.
Students discuss the challenges
Responsibilities – Ghanaian leaders and followers face
The survival of our nation depends on after independence.
ourselves. Thus it is incumbent for the
leader to plan for the survival and
development and for the followers to
contribute to achieving these.
1.1.4 suggest ways for There are social and economic Lead students to discuss how What challenges does
overcoming the challenges challenges in post independent Ghana. challenges after achieving political Ghana face as an
of political independence in We can meet the challenges through independence in Ghana can be met. independent nation and how
Ghana. the following: can we meet these
- development of our human challenges?
and natural resources.
- Development of positive
attitude to work.
- Having the will-power to
struggle for the best.
- Improving education and
training
- Developing good international
relationships.
7
2.1.1 explain the concept of Peace Building is the conscious Students to brainstorm to bring out the Explain Peace Building and
PEACE BUILDING Peace Building and effort to create an atmosphere of meaning of Peace Building and Conflict Conflict Resolution
AND CONFLICT Conflict Resolution. harmonious living in a society. E.g. Resolution.
RESOLUTION tolerance, co-operation respect etc.
The Problem Conflict Resolution

They are measures put in place to
Ghana is a relatively Peaceful settle misunderstanding, disputes,
Country. However there are quarrel etc.
protracted conflict situations in 2.1.2 identify the sources of Sources of conflicts are: Students in groups to come out with Suggest three ways of
certain communities that has conflict i. Greed sources of conflict and ways of resolving conflict in your
never been completely
ii. Injustice resolving them. school/community.
resolved. Meanwhile, new
iii. Discrimination etc.
conflicting issues keep
emerging every now and then,
2.1.3 examine the effects of Effects of Conflict Students to brainstorm on the effects of
Conflict conflict.
In some cases these conflicts - Wars
escalate to the extent that it - Destruction of Life and
becomes difficult and Property
expensive to manage. This - Displacement of People
has led to the displacement of etc.
people, loss of life and
property. Such conflict Conditions for Peace Building
2.1.4 identify conditions Students to discuss conditions for What three conditions are
situations often stifle - Tolerance Peace Building
necessary for Peace necessary for Peace
development in our - Respect for one another
Building Building?
communities because factions - Fairness etc.
are unable to build peace and
transform themselves. There is
the need to find a way to end Process of Peace Building
2.1.5 describe the process of Assist students to discuss the various
or reduce these conflicts in -Negotiation
Peace Building ways for conflict resolution toward
order to bring about -Mediation peace building.
harmonious living for economic -Right conduct
and social development in -Justice and Fairness
Ghana. It is therefore -Respects for Human Rights
important to inculcate in the -Compromise
citizenry the idea of peace
building.
8
YEAR ONE
SECTION 3
SOCIAL ECONOMIC DEVELOPMENT
1. acquire the habit of proper handling of currency notes
2. recognize the importance of saving for the future
3. be aware of the need for planning for future security
UNIT 1
3.1.1 describe poor ways of The ways by which people handle Students to bring currency notes printed Identify proper ways for
MANAGING YOUR handling our currency money poorly are: the same year of different denomination handling our currency.
notes - Writing on them to compare and discuss proper ways for
MONEY - Crumbling them handling the notes.
- Using dirty hands to handle notes
The Problem The above behaviours lead to increased
replacement cost to the state.
Most Ghanaians for
sometime have not been 3.1.2 analyze the Poor handling of our currency leads to: Groups brainstorm to come out with the
managing their monies well. implications of poor - defacing the notes implications of handling our notes poorly
For instance many people handling of our - rejection of defaced notes and suggest solutions.
handle the notes poorly currency notes. - heavy replacement cost defaced
either by writing on them or notes Groups present their answers for class
crumbling them any how thus discussion.
making the notes to be
defaced easily. This shortens 3.1.3 analyze the benefits of Savings is a sacrifice one has to make Students discuss the benefits of savings
the lifespan of money which savings to the for the future. The benefits are as to the individual and to the country.
causes the nation extra cost individual and society. follows:
to replace the defaced notes. Individual
Many people have also not - minimizes borrowing
cultivated the culture of - education/personal development
savings for the future. To - Future security etc.
increase the wealth of Society
individuals and the nation, it -money to initiate development projects
is important that we learn in the community: schools, libraries,
some of the principles for hospitals etc. to improve standard of
building our financial future. living
9
UNIT 2 (Cont’d)
3.1.4 examine how to Put some money aside each month. In groups, students discuss ways of Group presentation in class on
cultivate the habit of Savings can be done through: saving money. ways for saving money.
MANAGING YOUR savings. -Banks
MONEY -Post Office Savings Account
-Money Box
-Susu
The Problem (cont d) -Credit Union
In addition to these, many 3.1.5 discuss why people People need to plan for the future for Teacher to invite a resource person to
Ghanaians have not formed need to plan for their the following reasons. discuss how people can plan their future
the habit of insuring their future - unforeseen circumstances
property. Property Insurance - maintain living standards after
and maintaining financial retirement
security for the future are - self actualization
important habits that people - contribute to community development
should try to cultivate from a etc.
young age.
. 3.1.6 examine ways by which Avenues to explore for planning one’s Teacher to guide students to research Students to present their research
a student can plan for financial future. various ways for planning their financial findings in class
his/her future - SSNIT future
- Other types of insurance Essay
- Investments, shares etc An essay on “Personal plan for
- Savings financial security”
- etc
10
SPECIFIC TEACHING AND LEARNING
UNIT OBJECTIVES CONTENT ACTIVITIES EVALUATION
UNIT 2
3.2.1 explain the meaning of Sustainable development is the process of Guide students to explain the meaning of In what ways is maintenance
sustainable ensuring that development of a project is the terms ‘Sustainable Development’ and culture related to sustainable
SUSTAINABLE development and kept functioning effectively for a very long ‘Maintenance Culture’. development?
DEVELOPMENT maintenance culture. time. Maintenance culture is the habit of
servicing and repairing tools,
The Problem infrastructure and other facilities regularly.
Though there have been 3.2.2 identify the factors - lack of maintenance culture Teacher to create two scenes: In one case, How do we minimize the
some growth and which have hindered a road is solidly constructed and lasts for factors which hinder
development in Ghana sustainability of growth - using low quality materials in production years. In the second, the road has to be sustainability of growth and
since independence in and development in rebuilt every two years. development in Ghana?
1957, many of these only Ghana. - apathy towards public and other
last for short period of people’s property. Let students discuss the implications of the
time. Roads built last for two situations and relate findings to the
few years, industries - indecision and inability to prioritize well. objective.
quickly wind up. Positive
attitude demonstrated - improper project planning procedures
during the Operation
Feed Yourself - lack of effective methods for project
Programme in the early coordination
1970s only lasted a few
years. We have 3.2.3 examine the benefits of - Saves the country from continually Use the Future’s Wheel to examine the Discuss the benefits your
continued to enjoy sustained development. spending on the same item. benefits of sustained development. country will derive from
foreign support for most - Raises level of confidence and sustained development.
of our development assurance in life.
programmes. But the - Funds are saved for other projects.
truth is that such donor - Continuous growth and development.
support cannot continue What is the mportance of
forever. There is 3.2.4 suggest how growth Growth and development can be Students discuss how we can sustain ensuring sustainable growth
therefore the need for and development can sustained through the following: growth and development in Ghana. (Use in Ghana?
Ghanaians to realize this be sustained. -Proper planning and coordination the internet and the library for references)
and plan to sustain their -Development of human resource
own development -Effective and timely prioritization
-Positive attitudes to work
-Development of maintenance culture
-Producing with appropriate quality
materials
11
3.2.5 explain how individuals -By ensuring one has good Students discuss how they can ensure As a student, how can you
SUSTAINABLE can ensure sustainability education and professional or sustainability in their lives into the future. plan your life so that you
DEVELOPMENT in their lives. vocational training. can enjoy better quality life
-Continuous improvement of one’s in future?
skills.
-Having set goals and working
toward their attainment
-Development of the attitude of
savings.
12
YEAR TWO
SECTION 1
THE ENVIRONMENT
1. appreciate the significance of the family.

2. understand the relevance of social change and its impact on the family structure.
TEACHING AND
UNIT 1
1.1.1 explain courtship and Courtship is the period during which Students brainstorm for the Differentiate between
THE marriage the would-be suitors study each other explanation of courtship and courtship and marriage.
marriage.
INSTITUTION Marriage: - acceptable union of a man
OF MARRIAGE and a woman
The Problem 1.1.2 state the purpose of The purpose of marriage: Students mention and discuss the Examine the reasons why
marriage - companionship purposes of marriage. people marry.
The purpose and - procreation
process of getting - economic support etc.
married in Ghana have
undergone a lot of 1.1.3 discuss the preparations In selecting and accepting a potential Through discussions assist Find out how marriages are
changes over the that ought to be made spouse, families investigate students to comment on: contracted in your home
years. Thus, the before getting married background history of potential - Courtship. area
preparation needed in spouses. - Traditional Marriage
the selection of a future
partner has been 1.1.4 identify the types of Marriages can be classified on the Discuss the differences between Examine the differences
misunderstood and this marriages in Ghana. process of marriage and the Moslem, Christian and customary between various types of
has resulted in wrong residence of the spouses. marriages, pointing out the impact marriage.
pairing with its Process on modern and social demands.
attendant problems. i. Religious
People do not want to ii. Customary Discuss residence patterns of
take up the iii. ordinance married couples in Ghana.
responsibilities Residence
attached to marriage i. Patrilocal Through question and answer
and this has also ii. Matrilocal students to come out with the two
weakened the iii. Duolocal etc. main criteria used in classifying
institution of marriage. marriages in Ghana.
13
TEACHING AND
THE INSTITUTION 1.1.5 explain some of the causes The following can lead to Students discuss causes and Analyze the implications of
and problems of broken broken marriages: problems of broken marriages broken marriages on the
OF MARRIAGE marriages - lack of communication children, family and the society.
with each other Students brainstorm on the
- disagreements problems created by the
- unfaithfulness breakdown of marriage and the
- maltreatment etc. consequences on the parents,
children and society.
Breakdown of marriages may

result in:
- broken homes
- parental
irresponsibility,
- child delinquency
- enmity between
families etc.
The challenges that confront

couples in marriage
- financial problems,
- sexual problems, -
- childlessness,
- disagreement on
family size
- sex etc.
1.1.5 suggest ways for sustaining Discuss ways of being Examine the expected roles of
Responsibilities of couples:
marriages. responsible and meeting the husband and wife.
challenges of marriage
- maintaining constant
communication with
each other
- faithfulness
- understanding each
other
- seeking counseling
etc.
14
RESPONSIBLE 1.2.1 differentiate between Parenting is the activity of bringing up Students explain parenting and With examples differentiate
parenthood and and looking after children to be useful parenthood and emphasize the between parenting and
PARENTHOOD parenting. citizens to the society. differences by citing specific examples. parenthood.
Parenthood is the state of being a

The Problem parent. It starts when pregnancy is
confirmed. Parenthood however
Traditionally the Ghanaian was stops when one dies.
given the necessary training as
he/she grew from childhood 1.2.2 discuss some Some responsibilities of parenting are Teacher divides class into two groups
into adulthood. This tradition responsibilities of parents provision of: and let each group discuss the
seems to have been lost in - health needs responsibilities of parenting
view of modern education and - physical needs
urbanization. This coupled - emotional/psychological
with the traditional desire for a needs
large family size has resulted - social needs
in many children not having - economic support etc.
the proper character training.
There is therefore a reduction 1.2.3 discuss irresponsible Irresponsible parenting includes lack Students role-play a situation where a Group presentation on
of parental love and care from parenting behaviour and of moral training of children; neglect of teenager joins a bad gang because of responsibilities and
the home which has affected its consequences children etc parental neglect; got herself irresponsibilities of parents
the self-esteem of the impregnated by a drug addict and
individuals concerned. This Consequences of irresponsible became a drug addict herself.
has created problems such as parenting:
street children, child abuse, - Moral degeneration
child labour and teenage street - Waywardness
parents. - Child abuse
- Streetism etc.
1.2.4 state ways children can Children can cause parents to be Students discuss how children can How can children encourage
cause their parents to irresponsible through contribute or cause their parents to their parents to become
be irresponsible behave in ways that may seem more responsible towards
- Ingratitude and resentful irresponsible and how they can reverse them?
- Flouting parental authority etc. the situation.
- Being irresponsible
15
1.2.5 suggest ways for The parent should: Invite a resource person, preferably a Supposing you are a parent,
handling parent-child - focus on the child’s strengths guidance and counseling co-ordinator how would you ensure a good
RESPONSIBLE conflicts - relax rules a little when to give a presentation on conflict parent-child?
PARENTHOOD necessary resolution in the home.
- be consistent with children
Students to discuss with examples,
The child should: how parent-child conflicts should be
-co-operate with parents handled; first examining the issue
-show gratitude to parents and from the side of the parent and then
guardians from the side of the child
-be polite and courteous
16
UNIT 3
SOCIALIZATION
1.3.1 explain the term Socialization is a conscious effort to Students brainstorm for the meaning of Why is socialization
socialization and pass on the culture of the society to socialization. important to the individual
The Problem agencies of the individual. Culture changes with Differentiate between agencies and and society?
socialization time. Agencies responsible for agents of socialization.
Every society has over the socialization include the Home, the
years evolved ways and School, Organisations, the Media and
means of passing its cultural the community. Every nation wants to
values to the next perpetuate its cultural heritage and
generations. In Ghana this socialization helps in achieving this
process has become more by assisting young people to fit into
complicated by the advent of society.
colonialization with the
introduction of formal 1.3.2 discuss the important Family: Security, sense of Students role-play absentee parents Examine the effectiveness of
education and Christianity. roles of the agents of belongingness, language norms and and observe what happens to their the agencies of the
Christianity and formal socialization. values, character formation. children. Let them investigate from socialization process.
education have introduced their peers what they do when their
more complexity in the Peer groups: Character formation, parents are absent from home. Students write an essay on
socialization process and how sense of belonging etc. how the agencies and their
the society could adequately agents have failed in the
cope with this complexity is a School: Knowledge, character socialization process and
problem in Ghana. formation, intellectual and examine the consequences
Urbanization and occupational skills. and suggest solutions.
industrialization have further
distorted the process. The Religious bodies: Character
existing agencies of formation, values development etc.
socialization place less
emphasis on the process of 1.3.3 examine the Role of family and school: Guide students to discuss how the In what ways have the family
passing on the culture. The complementary role of Family school and the family complement and school worked together
school system for example the school and the -transmission of culture each other in character formation of the towards the development of
places more emphasis on family in character -intellectual development individual the child?
knowledge acquisition to the formation. -moral training
neglect of the development of -skills training etc
values and attitudes. These School
have negative repercussions The school has not adjusted fully to
on the well being of the the needs of society.
individual. - it should demonstrate how
knowledge can be applied in
real life and
17

UNIT 4
INDIVIDUAL 1.4.1 explain the terms

A family may be defined as a set of Discuss what the nature of the family
OBLIGATIONS IN i. Nuclear family people related by blood. A person can
THE FAMILY ii. Extended family also be a member of a family through
adoption. A family may be nuclear or
The Problem extended
Some people would like to 1.4.2 analyze the composition Composition: Draw diagrams to show the Draw a family tree to
enjoy family privileges, but and functions of the Nuclear family: father, mother and composition of the extended and illustrate the extended family
do not fulfill their family nuclear and the extended siblings nuclear family and discuss the
obligations. This trend of families composition of the two.
affairs tends to dislocate the Extended family: father, mother,
family system which is the siblings, grandparents, aunts, uncles,
basis for nation building. nieces and nephews
1.4.3 identify and explain the Roles and obligations of family Present the following situations for Examine the role of the
roles and obligations of members students to discuss the roles family individual in building family
various members of the Children members will play: unity
family -to get education and training
-co-operate with parents -living in a home
-support parents in their old age -paying children’s fees
Parents -conducting the funeral of a dead
-pay for necessary aspects of family member
children’s education -caring for the sick child at home
-socialization of the child
-provide the following forms of support:
financial, security and emotional
1.4.4 discuss the traditional and Traditional: Invite a resource person to talk on Carry out research on the
legal inheritance systems - paternal traditional and legal systems of inheritance laws of Ghana,
- maternal inheritance i.e.
i. The family and
Legal: accountability law
- testate
- intestate ii. The Intestate
Succession Law
(PNDC Law 111)
.
18
UNIT 4 (CONT’D)
1.4.5 explain the importance of the The family provides identity, security, Let students reflect on activities in
INDIVIDUAL family as an institution. support and comfort. It gives assurance of their home and discuss what they
hope, a sense of belonging and a sense of consider to be the importance of the
OBLIGATION self esteem. family.
IN THE
FAMILY 1.4.6 explain the implications in The support given either of the family types Students imagine a situation where a
supporting or abandoning the has advantages and disadvantages. One child has no mother or father, and no
nuclear or extended family or must always maintain a balance to ensure relative to support him/her and
both both types are given adequate attention. discuss how this will affect the child’s
growth and development.
Let them express their views on the

roles family members play when such
cases arise concerning a family
member:
-arrested by
-involved in a accident
-sickness
-contracting marriage etc.
19
YEAR TWO
SECTION 2
General Objectives: The student will:
1. appreciate the democracy as a form of government

2. appreciate the challenges of democracy.
3. understand issues like leadership, fellowship, democracy, machinery of
government and appreciate their obligations to the state and their rights, privileges
and freedoms as citizens.
4. recognize the relevance of acceptance of democratic values and
commitment to the preservation of the unity, law and order in society.

UNIT 1: The student will be able to:
DEMOCRACY 2.1.1 explain the concepts of Democracy is a system of Government by Teacher guides students to brainstorm on Explain Democracy and
Democracy and Nation which the whole population of a country meaning of Democracy and Nation Nation Building.
AND NATION Building. usually elects their representatives. Building
BUILDING
Nation Building involves the uninterrupted
efforts to maintain our unity and
The Problem togetherness as a Nation and improve the
quality of life of the people.
Ghana over the years
have been trying to
practise democratic 2.1.2 identify the features and ways Features of democracy: Students in groups to discuss and come List and explain five
Governance which is a of promoting democracy -periodic election up with features of democracy and features of Democracy
foreign concept. -freedom of expression discuss in class.
Ghanaians were under a -constitutional rule
traditional type of -rule of law etc.
leadership that does not
look like the Western
Democracy. Apart from
this the country has been
under different types of
government who were not
practising democracy.
20
UNIT 1: (CONT’D)
DEMOCRACY
2.1.3 explain why democracy is a Dictatorship suppresses dissent Guide students to discuss reasons for State and explain
AND NATION better form of government Democracy ensures the freedom of accepting democracy instead of reasons why democracy
BUILDING than dictatorship expression of al citizens dictatorship should be the preferred
form of government
The Problem (Cont d) 2.1.4 examine the role of Democracy fosters and ensures the Class debate on the beneficial role of
democracy in nation following: democracy in nation building
As a result of these many building - Constitutionalism (Points raised in the debate should be
Ghanaians understanding - Peaceful change of Government summarized and used as the outcome of
of the concept is not very - Rights of Individuals are the debate)
clear. For instance there protected and guaranteed
are leaders in Government - Mass participation in government Students discuss the type of government
who claim to be practising - Equity in development project under which cooperation and team work
democracy but are - Provide enabling environment for are emphasized and give reasons
unwilling to be responsible stability
for their actions. It is - International credibility is gained
therefore important that
people have a better
understanding of Western 2.1.5 explain why development is -Minority and majority views are Assist students to discuss why Students describe
Democracy and it s role in more sustainable under accommodated to ensure sustainability of development is more sustainable under conditions that will create
Nation Building so that democratic governance development democratic governance an enabling environment
conflicting interpretations -Smooth and peaceful change of for teaching and learning
of the concept can be government etc. to go on more effectively
removed and we as a in school
nation can establish the
right relationship between
the majority and the
minority and the organs of
government and the
individual
21
UNIT 2
2.2.1 state what leadership and Leadership can be defined having the Teacher to guide students to brainstorm
LEADERSHIP AND followship means authority to guide others towards the the meaning of a leader and a follower
attainment of set goals
FOLLOWERSHIP
Followership on the other hand is the
The Problem willingness to support a leader in attaining
common aspirations. There is therefore a
Many Ghanaians seem to reciprocal relationship between leadership
have poor conception of and followership
leadership and
acquisition of wealth whilst 2.2.2 examine the qualities of a Qualities of a leader- Students why a leader at one place can “Follower support depends
followership is made leader and a follower -humility -loyalty -vision become a follower at another place. From on style of leadership”
synonymous with -tolerance -honesty the discussing lead students to establish Discuss.
sycophancy and boot the various levels of leadership.
licking . Such wrong Qualities of a follower:
notions have adversely -humility -cooperation -dedication
affected the socio- -loyalty -sense of team work
economic development of
the nation. 2.2.3 identify and describe various Father, mother, teacher, manager, Class to discuss kinds of leaders in the
kinds of leadership Assembly member, Chief, Minister, community
President etc.
2.2.4 differentiate among the Four types of leadership: Assist class to explain the differences Students suggest roles
various types of leadership -autocratic -laissez faire among the types of leaders in content they will play in bringing
-democratic -paternalistic development to their
communities if they were
2.2.5 analyze the role of a leader The leader must be: Guide students to discuss the role of a leaders
and follower in nation -taking good decisions leader in nation building
building -pursuing sound policies
-implementing policies with speed and
accuracy
-showing commitment
-honest and sincere, and not a dictator
The follower must cooperate with
authority; be honest and loyal; bold and
not a bootlicker
22
YEAR TWO
SECTION 3
SOCIAL AND ECONOMIC DEVELOPMENT
1. become responsible citizens capable and willing to contribute to the development of resources
2. develop problem solving skills for developing the nation
3. develop the ability to adapt to the ever-changing Ghanaian society
RESOURCE 3.11 explain the meaning of Resources refer to any form of material Students brainstorm for the definition or What is a resource?
resource and development available to societies which are used in resource, development and utilization.
DEVELOPMENT the production of goods and services.
AND UTILIZATION
IN GHANA Development is the qualitative and
quantitative improvement in the
The Problem standard of living of people in society.
Ghana has abundant natural 3.1.2 identify the three types There are three types of resources: Students list a number of resources and Examine the relationship
resources which have not of resources and their classify them. Teacher guides students between resource
been efficiently tapped for the relationship in the • Natural Resources to discuss the relationship between utilization and development
improvement of the society. production of goods and • Capital Resource resources and development.
Though many attribute this to services • Human Resource
inadequate capital and
technical know-how, the 3.1.3 explain how human Development of human resource: Invite a resource person to give a talk on How will you ensure that
problem can be placed resource can be -Formal education how he/she developed his/her expertise. you that you become
squarely on the imbalance in developed -On the job training Following the talk, students to explain useful at your future job?
the development of our -Apprenticeship etc how they plan to develop their
human resources and needs knowledge and skills
of society.
Education tilts towards the 3.1.4 explain the relationship Educated and trained persons are Students use the internet and the library Why has Ghana not been
acquisition of knowledge to between human resource more able to transform other raw to find out one or two countries that have able to maximize the use
the neglect of the practical development and the resources into refined goods and developed based on educated and of her natural resources?
and the skill dimensions. utilization of other services trained human resource
This tends to affect the resources
development of the nation.
23
SCIENCE AND 3.2.1 differentiate between Science is a body of knowledge acquired By using the internet / library students Write an account on the
‘science’ and through systematic enquiry and explain science and technology and relationship between Science
TECHNOLOGY ‘technology’; considerable mental effort. Technology show the relationship between science and Technology.
is the application of scientific knowledge and technology.
The Problem to satisfy a human need.
Despite the emphasis placed 3.2.2 explain how scientific Technology uses scientific findings. Students identify some common
on the study of science in knowledge is used for Some examples are as follows: - based technologies that have been invented.
Ghana, most of the products increased development on the principles of floatation the ship Let them explain the scientific principles
of our educational system and technological was invented. On the principles of air- underlying such inventions.
have not been able to utilize output lift, liquid dynamics and how birds fly, the
the scientific knowledge in the aeroplane was invented. Students make use of any of the
development of new scientific findings in the creation of a
technologies. particular technology from the internet.
3.2.3 examine the role of Through science and technology there Students discuss the role of science and
science and technology have been many experiments in Ghana technology in nation building.
in the development of the in the area of crops research. There
nation have been cross breeding of animals,
research soils, road construction, the
type of fertilizers and machines to use
etc.
3.2.4 identify efforts being Efforts to promote science and Refer students to newspaper write ups, Students suggest ways by
made to promote science Technology in Ghana: internet, television and radio which the scientific knowledge
and technology in - admission of more science programmes that show other efforts they have acquired can be
Ghana. students. being made in the applied.
- establishing science resource development of science and technology.
centres in schools.
- training more science teachers
- funding research on technological
development etc.
24
YEAR THREE
SECTION I
THE ENVIRONMENT
1. appreciate the role of education in societal change

3. develop positive attitudes and values towards individual and societal issues
4. develop problem-solving skills for national development
EDUCATION AND 1.1.1 explain education, its Education is the total process of human Students brainstorm for the explanation With examples show
major forms and learning by which knowledge is imparted, of education and discuss the difference the difference among
SOCIETAL CHANGE purpose. faculties trained and skills developed. between formal and informal education. formal, informal and
The forms of education are formal, non-formal education
The Problem informal, and non-formal.
The focus of formal education With formal education, learning is carried

has been on the attainment of out in specially built institutions. What is
knowledge to the neglect of taught is structured by means of syllabus
character building. and time tables.
Formal education in Ghana Non-formal education is the system of
addresses itself mostly to the education which is outside the main
needs of society but it minimizes stream of formal education e.g. adult
efforts to initiate society into new education.
trends With informal education much of the
learning is unsystematic, unstructured
and not in print.
1.1.2 explain societal change Societal change is a process of Guide students to brainstorm on how With examples show
transforming a society to meet new societal change can occurs the relationship
challenges as they emerge. The change between education
can come by deliberate attempts at Students interview three educated and societal change.
societal transformation, encountering adults in their locality to establish how
new cultures and ideas, and the education has brought about certain
occurrence of sudden events. social changes in their community
25
UNIT 1 (Cont’d) The student will be able to:
EDUCATION AND 1.1.3. assess the impact of Impact of Education on development: Students in groups to identify a problem Let students consider
education on the - documentation in the community and apply knowledge their community and
SOCIETAL CHANGE development of - official language gained from science, mathematics and discuss the impact
Ghana. - cross cultural understanding other sources in solving it. that education has
- tolerance of divergent views made in the area.
etc.
1.1.4 suggest how Education should play a role as leader of Students to discuss ways by which
effectively education change and development in the country. education could be used to bring about Identify a problem in
can be used to bring the kind of social change that will move your locality and
about social change the country faster toward development suggest solutions to
in Ghana. it.
26
TEACHING AND
OUR PHYSICAL 1.2.1 explain the term “physical Physical environment is defined In groups students explore the Group presentation of reports.
environment.” as “the surroundings within which environment and write down
ENVIRONMENT man, animals and plants live.” examples of items in the physical
Physical environment covers the environment.
sea, land, plant life, soils, animal
The Problem life, climate, buildings etc
Ghanaians are still being controlled 1.2.2 examine how man is Human activities in Ghana has Students use the library to do Cite examples of how the physical
by the dictates of the environment. being influenced by the been case studies of countries that environment controls humans in
Since man has the capabilities and environment in Ghana largely dictated by the have overcome environmental Ghana. What is responsible for
the technical know-how, we should and the circumstances environment. For instance farming influences on daily life. this?
be able to adapt the environment to under which this occurs. activities in Ghana have been
our needs. However, the Ghanaian dictated by seasonal changes,
has little control of the environment unlike other countries where the
and engages in activities in people have been able to adopt
accordance with the dictates of the practices that allow farming all
physical environment. year round
1.2.3. explain how Appropriate technology should be Let students suggest solutions to Cite examples of cases where
humans can adapt adopted to overcome the overcome the limitations posed by humans have controlled the
the environment to limitations of the environment e.g. the physical environment in physical environment.
their needs. We should practise irrigation production
during the dry season, tap solar
energy, develop windmills, adopt
farming practices that do not
degrade the environment, etc.
27
ENVIRONMENTAL 1.3.1 explain the concept of Any condition that hinders or threatens the Guide students to explain
environmental challenge use of the environment t for human survival. environmental challenge.
CHALLENGES IN
GHANA 1.3.2 describe activities of man (a) Air pollution Students do a case study of degraded
that upset the environment (b) Land degradation areas in their localities. Students report on
The Problem in Ghana. (c) Water pollution their findings
(d) Destruction of living organism
Land, water and air are the Students in groups discuss effects of
main natural resources for the 1.3.3 examine the effects of Diseases, destruction of plant and animal environmental degradation on the Suggest measures
survival of human beings. As environmental life, floods, global warming, etc. quality of life in the community that can be taken to
some of these are relatively degradation on the lives protect the
free, the Ghanaian hardly of humans environment in
values them. We use them to Ghana.
satisfy our wants and needs. 1.3.4 explain possible steps that - Sanctions should be imposed on Invite a resource person to talk on
Since these are limited assets should be taken at the offenders. environmental conservation.
and have no substitutes, any local and national levels to - More education should be mounted at
careless use of them, conserve the physical the local and national levels.
constitutes a threat to us and environment for future - National policy to protect the
to generations yet unborn. generations. environment.
- Appropriate technology usage etc.
1.3.5 identify problems
arising out of Some of the problems include Assist students to discuss the types
improper use of - Domestic accidents; e.g. Electrocutions, and causes of accidents that occur
the environment. injury from sharp objects, etc. from human inventions in the home, State and discus
- Occupational e.g. accidents; workplace workplace and others and how these accidents resulting g
injuries from machines, exposure to accidents cause environmental from improper use of
hazardous chemicals, damage. the environment.
- Road traffic accidents; e.g. Motor
accidents,
1.3.6 suggest solutions that Some ways to reduce accidents are;
can be adopted to -Education Guide students to discuss some of the
reduce the problems of -Taking precautionary measures problems that arise from misuse of the
misuse of the -Wearing protective gear environment and suggest solutions. Explain safety ways
environment -Obeying proper road sign and traffic to be adopted when
regulations using the road
-Education on road safety regulations
-Reading and obeying operation instructions
on all appliances purchased.
28
YEAR THREE
SECTION II
1. become a responsible citizen willing to contribute to nation building

2. develop positive attitudes and values for responsible citizenship
3. develop national consciousness and unity for nation building
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1
2.1.1 explain the A constitution is a set of rules and Students brainstorm on the following concepts:
THE following: regulations for the management and constitution, Explain the following
-constitution administration of a country. They can constitutional rule, convention, stakeholder, concepts:
CONSTITUTION -constitutional rule be written or unwritten. constitutional rights - constitution
AND NATION - constitutional rule
BUILDING 2.1.2 identify the principal Constitutional rule is governance of a Relate the constitution to school rules. Discuss what - constitutional
stakeholders in the country whereby the procedures we should do if we find someone violating school rights
The Problem Constitution: connected with the country’s rules.
administration are derived from the
Most people think that constitution.
the constitution is a set
of rules and regulations 2.1.3 discuss the Stakeholders in the constitution are the Students also examine the issue of Rule of Law from Imagine that you heard
only for those relationship between identifiable groups or people who have the point of view of: the following
responsible for the day the constitution and an interest in the constitution. These the individual announcement on radio:
to day administration of nation building stakeholders are the people who enjoy the constitution
the nation. They are the benefits arising out of the “The armed forces of
not aware of the right of constitution Ghana have this morning
the individual as a taken over the
stakeholder in the administration of the
Constitution. This The constitution sets the guidelines for country with immediate
attitude affects their governing the nation. effect”. Write an essay on
own well being, the what you would do.
sustainability of the Nation Building involves the sustained Using the abridged constitution let students
Constitution, and the effort to maintain our unity and brainstorm on how the constitution helps to ensure Design a set of Rights
nation building process. harmonious living and to improve the harmonious living and improvement in the quality of and Responsibilities for
quality of life in Ghana. life. the smooth running of
your School.
This means that the guidelines for
governing the nation as documented in
the constitution must be followed to
ensure national development.
29
RIGHTS AND 2.2.1 explain the meaning Rights are provisions necessary for Students brainstorm for the definition of rights Let students suggest rights
of rights and the realization of human dignity. and responsibilities. they want to enjoy and their
RESPONSIBILITIES responsibilities corresponding
OF THE Responsibilities refer to what one Students discuss some of the basic human responsibilities
INDIVIDUAL is obliged to perform as a duty. rights and responsibilities they consider
essential for every human being at home, in
NOTE the school, in the community and the nation
The Problem Draw attention to the need for
students to obtain permission
Every human being has (exeat) when leaving school and
some fundamental human the need to return Library Books
rights. These Rights go when they are due.
with responsibilities.
However in Ghana there 2.2.2 state provisions of This will vary from person to Let students discuss fundamental human
are people who strongly the constitution person but could include unlawful rights to establish the extent of their
claim too much of their relating to students’ detention, tempering with people’s knowledge about these.
rights but fail to perform the rights which freedom arbitrarily.
corresponding they were Students examine the importance of the
responsibilities. There are previously Constitution in nation building, the
others who seem to be ignorant about importance of law and order in ensuring:
totally ignorant of both their a) stability
rights and responsibilities. b) unity and harmony
These pose problems to c) sustainable development
the individual’s personal
achievements as well as
the country’s efforts to
develop.
30
RIGHTS AND
2.2.3. examine possible Sometimes there is conflict between Students simulate the role of District Chief Let students mention some
RESPONSIBILITIES conflicts in the exercise personal and national interest. In Executive. The identification and siting of of their rights and
OF THE of rights and such cases the national interest a project may lead to conflict between responsibilities in the school
INDIVIDUAL responsibilities at the should be regarded as supreme. his/her personal and national interest. and discuss some of the
local and national What should happen in this case? problems they face in
levels. exercising their
responsibilities, and how
they would resolve the
problems.
2.2.4 assign reasons why Rights of individuals in the society Guide students to come out with various Justify why some rights
people’s rights are can sometimes be curtailed when: ways in which rights of individuals can be should be curtailed.
sometimes curtailed • one is convicted of crime or restricted.
treason
• there is a state of
emergency,
• if one is considered as
carrying a very contagious
disease, etc.
2.2.5 give reasons why all must a) National development is the Create two scenarios, in one case Write out two rights and their
perform their responsibility of all. everybody expects the other person to corresponding
responsibilities. take up responsibilities and therefore responsibilities at home,
b) Collective efforts bring societal nothing is done. In the second case, school. Community and
advancement. everybody takes up duty readily and nation
heartily. Let students discuss what will
c) There is self-satisfaction in happen in the two places over a period of
fulfilling one’s obligation etc. time
Note
Values of patriotism commitment etc
should be emphasized
31
YEAR THREE
SECTION 3
1. develop problem-solving skills for socio-economic development
2. appreciate the need to contribute to the economic life of Ghana
3. appreciate the need for private employment

PROBLEMS OF 3.1.1 explain the components of Our national socio-economic life Students undertake a study tour to an Write a report on the study
our national socio- revolves around the activities which industry to observe how an industry tour.
SOCIO- ECONOMIC economic life. bring about an improvement in the operates.
DEVELOPMENT quality of life of the people. These are
the social life, including the legal Students discuss some of the social
The Problem system, and the operation of the problems of the country and assess
industries including the extractive, whether these lead to development or
Our national economic life manufacturing, and the service not
depends on the set of industries. .
relationships that exist among
the various sectors of the
economy and how these 3.1.2 explain the meaning of There is poor co-ordination among Students discuss the meaning of the
sectors and the nation as a economic life and identify sectors of the economy e.g. Between term “economy:” and identify the loose
whole respond to the needs the loose links among the Agriculture and manufacturing there links between agriculture, industry and
and aspirations of the people. various sectors of the are so many loose links. the service sector in Ghana.
Unfortunately the right linkages economy.
among the various sectors of .
the economy have not been
established. Also the
individual entrepreneurial skills
and attitudes that are needed
for a buoyant economy are
woefully inadequate.
32
TEACHING AND
PROBLEMS OF 3.1.3 explain the term development In the national sense development refers to Students brainstorm on what
the process of change, particularly of development means.
SOCIO- ECONOMIC structural nature; the enhancement of the
DEVELOPMENT individual’s scope of self-fulfilment and the
people’s socio-economic well-being.
3.1.4 state the characteristics of a A buoyant economy is one in which all the Let students discuss in groups, the Suggest measures to be
buoyant economy; various sectors function effectively leading characteristics of a buoyant adopted in achieving a
to significant improvement in the quality of economy giving at one example buoyant economy in
life of the people. and relate this to Ghana. Ghana?
3.1.5 explain the sources of the Some of the development problems in Invite a resource person to Suggest ways to reduce
development problems in Ghana include high cost of living, low articulate the problems they have development problems in
Ghana. savings, poor technical and managerial in the operation of their industry. Ghana.
skills, high rate of illiteracy, high population
growth rate, low production etc.
3.1.6 suggest measures for The standard of living in Ghana can be Students carry out a survey to
improving the standard of improved through making education collect information on measures
living in Ghana accessible to all, improvement in the quality that could be adopted for
of education, improvement in technical improving the standard of living in
training, change in existing negative attitude Ghana. Students to utilize the
of the Ghanaian, encouraging savings and knowledge gained in the survey to
banking habits in the Ghanaian, pursuing discuss how best to improve the
appropriate national policies etc. quality of life of Ghanaians.
3.1.7 explain how the individual can The individual can contribute to the national Students discuss how they can Explain how they can
contribute to our national economy, through the desire to maximize contribute to the national improve the standard of
economic life. one’s contribution. economy. living in their community
- positive attitude to work
- working hard
- improving skills
- improving on and using
technology for work etc.
33
WORK AND 3.2.1 explain the meaning of Work implies any legitimate and socially Let students brainstorm the meaning of Examine the relationship
work and the meaning of acceptable act that one performs to earn work and the relationship between between work and
PRODUCTIVITY productivity a living. work and productivity productivity
The Problem Productivity is a measurement of worker
efficiency. It is evidenced when workers
Many Ghanaians wrongly within the same time span and using the
equate work only with same resources achieve greater output
government employment and within a shorter time without
because we wrongly think that compromising quality.
the government is a strange
group of individuals, we do 3.2.2 state wrong behaviours that Wrong behaviours at work include Students role play how employees’ Analyze the implications
not feel obliged to put in our people exhibit at work. lateness and irregularity, laziness, lack negative attitude to work led to the of our negative attitude to
best when employed. This of planning and initiative, pilfering, collapse of the business that employs work in Ghana
has become a canker among falsification of accounts, diversion of them. Students discuss how such
Ghanaians. Thus no matter money, etc. attitudes affect government and
the difficulties we encounter in individual businesses.
our struggle for work, most
workers do not demonstrate 3.2.3 analyze the implications of Wrong behaviours render the jobs By using specific situations students
equal zeal once employed. our negative behaviours on unprofitable, and unproductive. The discuss workers who are always late
Many Ghanaians do not work output of work business can therefore not be self- for work, lazy and uncooperative, etc.
hard when there is little sustaining.
supervision. This has Students discuss why employers do
rendered most enterprises not want to keep workers who do not
unproductive and unprofitable. work hard
Such negative attitudes have
serious repercussions on 3.2.4 mention positive Workers need to demonstrate high Students in groups to discuss the Analyse the implications
Ghana s developmental behaviours that employers sense of duty, zeal, dedication, loyalty, positive behaviours expected of of positive work ethics to
efforts and sustainability. expect from employees. honesty and concerted effort to expand Ghanaian workers. development
the business.
3.2.5 identify avenues by which Newspaper job adverts; personal Invite a resource person to guide Suggest avenues to
the youth can get contacts, self employment i.e. private students on avenues for employment. create employment for
employment. business yourself and others.
34
YEAR FOUR
SECTION I
THE ENVIRONMENT
1. appreciate the implications of high birth rate towards development

3. develop positive attitudes and values towards societal issues
4. become responsible citizens who are capable of contributing to national development
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES
1.1.1 draw the structure of The 2000 Ghana population census Students construct the population Examine the population
POPULATION Ghana’s population showed that the total population of pyramid of the Ghanaian population structure in the year 2000.
GROWTH AND using the 2000 Ghana was 18.4 million. Out of this, 45 using the percentages provided in the
DEVELOPMENT Population Census. percent of the population was under the content section and compare with the
age of 15 years and only 4 percent were pyramid of a developed country.
The problem above the age of 65. The remaining 51 (Use internet / library as source of
percent fell within the 15-64 age group. information
The importance of taking This structure is described as a youthful
population dynamics and population.
characteristics into account in
national planning was for some 1.1.2 examine the social The youthful nature of the population Let students discuss the implications What are the implications of
time over-looked until the Ghana and economic implies a high dependency burden for of Ghana’s Population Structure. Ghana’s population structure
population policy of 1996 was implications of the country. This situation is alarming, to the economy?
launched. Both the government Ghana’s population considering that large proportion of Let them compare the relative
and the nation hardly related structure. persons in the working ages are either demands on available facility in the To what extent does high
population to national resources. unemployed, underemployed, or earn country population growth rate affect
Thus very little attempt was made inadequate income to support the socio- economic
to minimize the high rate of dependents. amenities in Ghana?
population growth. This has Some of the implications are; high
negative effects on the socio- dependency, low savings, pressure on
economic development of the existing facilities, etc.
individual and the nation.
35
UNIT 1 (CONT’D) 1.1.3 suggest measures The demographic and economic interventions Students in groups discuss ways to Illustrate the vicious
for breaking the are the measures to break the country’s vicious break vicious cycle of rapid cycle of rapid
POPULATION vicious cycle of rapid cycle of rapid population growth. There is the population growth in Ghana population growth.
population growth in need for a combination of policies to reduce
GROWTH AND Ghana. population growth. Other ways of controlling
DEVELOPMENT population growth include;
-Ensuring the education of girls
-Provide incentives for small family size
-Pursue policies that ensure future security.
1.1.4 describe the efforts The 1969 population policy of Ghana was Invite a resource person preferably a Evaluate the success
made towards revised in 1994 to ensure that the country population officer to give a of 1994 population
implementing the 1994 achieves and maintains a level of population presentation on the 1994 Ghana policy in controlling
Ghana’s population growth which is consistent with: Population Policy. population growth
policy and the - National development goals
achievements made - Rational utilization of the nation’s
resources to ensure sustainability
- The maximization of protection of the Students discuss the goals of this
environment policy.
- Maximization of the quality of life of
the average citizen.
1.1.5 defend his/her In considering the ideal family size, one has to Let students use the values’ Why do you consider it
preference for take into consideration not only your personal clarification to make a choice on the necessary to limit the
an ideal family resources but the national resources. The ideal family size. size of your family?
size emphasis should be more on the quality of
children than the quantity
36
SPECIFIC CONTENT TEACHING AND LEARNING
UNIT OBJECTIVES ACTIVITIES EVALUATION
OUR CULTURE 1.2.1 explain culture Culture may be explained as a way of Initiate activities with a brainstorming Discuss the concept of
life of a given people. It has certain session on the explanation of culture. national identity and its
AND NATIONAL elements which give the people a unique Make sure the explanation is not importance.
IDENTITY identity. limited to singing, drumming and
dancing.
The Problem 1.2.2 explain the concept of National Identity includes the Through discussions let students
National Identity behaviours, or traits and ideas that are identify some elements of Ghanaian
Ghana is inhabited by commonly shared by the people of a culture that bind us together as one
people of different nation. It also refers to the phenomenon people.
languages and dialects. We whereby an individual sees himself as
therefore tend to use this part of his/her nation and relates to the
difference to divide rather symbols, traits or psychic feelings
than unite us. Ghanaians connected with the nation and not only
identity themselves more to his/her tribe or ethnic group
with their ethnic origins than
with their motherland. This 1.2.3 state those elements of Some social institutions like chieftaincy Guide students to discuss cultural traits Write an essay on the
poses problems for our Ghanaian culture that bind us together. from their backgrounds they think will common cultural traits that
national integration effort. binds us promote national integration. bind us together as a nation.
There are many elements in Some cultural expressions like dance
our varied cultural heritage and music and festivals also bind us
which we can employ in together.
building our national identity.
Some common customs like child out-
dooring, marriage ceremonies, and
meaning of funerals etc.
1.2.4 interpret at least two Allegiance refers to the feelings that bind Let students discuss how national Design two other national
national and traditional an individual to a higher entity e.g. the symbols instill allegiance symbols and explain them
symbols and assess state.
their importance in Some of the national symbols include
fostering national the coat of arms, the national flag, the
allegiance independence ark, sankofa, Gye Nyame,
etc,
1.2.5 identify some of the Shared values include modesty, humility, Students discuss some of the Suggest how national
Ghanaian cultural respect, concern for others, hospitality, Ghanaian cultural values and traits that integration can be achieved
values and cultural tolerance and resilience. help to provide positive image for the by common values and traits
traits country.
37
The student will be able to: .
UNIT 3
1.3.1 explain the term A community is a group of people living in Students explain and discuss the term Examine the factors
“community” a defined locality. The group has common community and identify the levels of that promote
THE ROLE OF THE values, interests, enduring ties, frequent community community
INDIVIDUAL IN interactions and a sense of closeness. development
COMMUNITY 1.3.2 identify the levels of There are different levels of communities Let students cite examples of
DEVELOPMENT community. starting from neighbourhood, to the village, communities they know. Write this on
town, and district, regional, national. For blackboard and lead students to classify
The Problem the international level we have sub-regional them.
e.g. West African sub-region, Regional
Many Ghanaians have e.g. African and the World. Communities
failed to understand the fact can also be identified according to interests
that a community is made such as work, education, associations and
through the concerted clubs etc.
efforts of its members. We
therefore tend to expect too 1.3.3 explain what community Community development involves positive Students undertake a case study of
much from the development involves. change in attitudes, values and projects community development project and
central government. There which help in improving the living present their findings.
are many individuals who standards of the people in a given area.
have refused to contribute Discuss the effect of
their quota to the 1.3.4 explain the factors to be Some of the factors to be considered are: Let students discuss the steps they democratically elected
development of their considered in - Identification of needs. should take in making decisions. representatives in
communities. Such habits community decision -Sensitization of the people community decision
are detrimental to making process. - Prioritization of needs Use role play for students to realize the making process
community - Study of the alternative solutions need for community self-development (a
- Mobilizing community support situation where a man refused to Discuss the need for
- Mobilizing funds and resources contribute to the building of a clinic but vision initiative and
happened to have the wife sick at mid- drive on the part of
night). every individual,
1.3.5 explain the value of Vision is the ability to see into the future; especially leaders.
vision, initiative and initiative is the ability to respond to problem In groups students design a project to
drive in the process of quickly. Drive is the passion with which one implement in their dormitories or class. Write a paper on a
community tackles a job. Vision and drive set clear community project you
development. direction and serve as motivation for have seen in your
arousing people’s interests to take locality. Show how
initiative. individuals and
1.3.6 identify various ways by Students discuss various by which they organizations have
which they can can contribute to their community’s contributed towards
contribute to the development, plan and implement a the execution of the
development of their project in the community. (Teacher to project.
community. help students to organize resources)
38
YEAR FOUR
SECTION 2
1. be consciousness of being part of a body of nations

2. work toward maintaining international unity
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION
GHANA AND THE 2.1.1 explain the following Globalization - is a concept denoting a Students use the internet to look for
terms: world which is coming closer in terms of explanation of globalization and the
INTERNATIONAL -Globalization economy and culture through improved international community.
COMMUNITY -International technology and communication.
Community
The Problem International Community – is a
community of nations of which Ghana is
In this era of globalization, a part. It involves all the people of the
countries need each others nations of the world.
support, since no nation With examples
either developed or 2.1.2 identify the various Forms of co-operation may be Bilateral Students to mention and discuss areas of students mention how
developing is self-sufficient. forms of co-operation or Multi-lateral. Areas of Co-operation: co-operation. Ghana relates
Ghana therefore needs to be Ghana has with other ECOWAS, Common Wealth etc Students to discuss forms of co-operation Bilaterally and Multi-
in a reciprocal relationship nations. Ghana is involved in and the benefits the lateral with other
with the international country gets from the co-operation Nations.
community.
2.1.3 explain NEPAD New Partnership for Africa’s Guide students to explain NEPAD and What is NEPAD
Development (NEPAD) is a vision and discuss its vision
strategic framework for Africa’s renewal.
The NEPAD strategic framework
document arises from a mandate given
to the five initiating Heads of State
(Algeria, Egypt, Nigeria, Senegal, South
Africa) by the then Organisation of
African Unity (OAU) to develop an
integrated socio-economic development
framework for Africa. The 37th Summit
of the OAU in July 2001 formally
adopted the strategic framework
document.
39
UNIT 1 (CONT’D)
2.1.4 discuss the objectives The objectives of NEPAD are to Discuss with the students the objectives Explain the relevance of
GHANA AND THE of NEPAD eradicate poverty; place African of NEPAD the NEPAD objectives to
countries, both individually and Ghana’s development
INTERNATIONAL collectively, on a path of sustainable
COMMUNITY growth and
development; halt the marginalisation of
Africa in the globalisation process and
enhance its full and beneficial integration
into the global economy; accelerate the
empowerment of women
2.1.5 discuss the need for Ghana need to join the initiative because Assist students to discuss the reasons Examine the possible
Ghana to join the it is designed to address the current why it is important for Ghana to be part benefits of NEPAD to
NEPAD initiative challenges facing the African continent of of the NEPAD initiative Ghana and Africa
which Ghana is one. Issues such as the
escalating poverty levels,
underdevelopment and the continued
marginalisation of Africa needed a new
radical intervention, spearheaded by
African leaders, to develop a new Vision
that would guarantee Africa’s Renewal
40
YEAR FOUR
SECTION 3
1. appreciate the relevance of entrepreneurship for economic development

2. appreciate the role of the youth in national development.
3. develop positive attitudes and values towards work for national development
UNIT PECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES
ENTREPRENEURSHIP 3.1.1 describe who an An entrepreneur is one who identifies an Let students brainstorm on the
entrepreneur is opportunity and makes use of it to meaning of the term ‘Entrepreneur’.
The Problem establish a business for profit. An
entrepreneur is one whose role is to seize
In Ghana there is the tendency for the opportunity to make a profit from a
people to always look up to new product, and takes the risks to bring
government for employment. together the requisite raw materials,
Developments over the years manpower and capital.
show a deliberate attempt on the
part of government to encourage 3.1.2 identify the qualities of an Qualities of an entrepreneur include Students discuss some qualities of What qualities do you need,
private efforts at establishing entrepreneur. - vision the entrepreneur. A resource person if you want to be a
business enterprises. In spite of - drive could be invited for this purpose. businessman/woman and
this many people have not taken - good judgment why?
up the challenge to be self- - insight
employed. This may be attributed - courage Project
to the lack of entrepreneurial - knowledge and skill Students interview local
abilities. entrepreneur on how to start
3.1.3 describe the types of - sole proprietor Let students discuss how these and sustain a business.
enterprises in Ghana. - partnership enterprises operate at different scales
- co-operatives e.g. small, medium and large. Which type of business
- limited liabilities would you like to enter and
- public corporations why?
41
UNIT 1 (CONT’D) 3.1.4 analyse the basic - Conceptualizing the Invite a resource person to talk on the Write a paper on how to
requirements for starting a business idea basic requirements for starting a start your own business.
ENTREPRENEURS business; - Market survey business.
- Business plan
HIP - Securing funds
- Knowledge of accounting
procedures etc.
3.1.5 examine the contribution of Their contribution include; Students discuss the contribution of Identify an enterprise in your
enterprises to local - creating employment enterprises to local economic area and discuss its role in
economic development - creating wealth development. local economic development
- mobilizing local resources
- providing goods and services etc NOTE
Consider the economy of
communities and Ghana in general
3.1.6 examine how a business i. Keep proper financial records. Students visit a nearby business How can a business be
can be sustained. ii. maintain high quality product and enterprise to study its operation and sustained?
services how it hopes to sustain itself, and
iii. plough back profits write a report
iv. building net work of clients and
suppliers etc.
42
THE YOUTH AND 3.2.1 explain the term Youth: Students brainstorm for the meaning of
“youth” The active and potential manpower youth.
NATIONAL before retiring age.
DEVELOPMENT
3.2.2 analyze what the nation Since the youth are the most active Students discuss the contributions they As a student, what
The Problem expects from the youth in and potential manpower, their can make to national development and contributions can you
national development. contributions are paramount. how they can improve upon make towards the
The youth who form the most themselves. development of your
active and potential manpower The youth must acquire the proper school?
of the nation seem not to be skills. They must receive proper
playing their expected roles in education and guidance. They must
national development. They be well informed and base their actions
are expected to replace the on facts. They must have proper role
ageing labour force and take up models and take up assignments
responsible roles in the willingly.
transformation and
modernization of the economy. 3.2.3 examine some - difficulty in adopting to new Students conduct a survey on Report on findings of
Unfortunately, some of them do challenges the youth are environments challenges they are likely to encounter survey in class for
not have the requisite skills and encountering in their effort - breaking from parental attachment and suggest measures to overcome discussion.
appropriate attitudes needed to contribute to national - tendency to fall under influence of them.
for development. This poses development bad company
serious problems for the future - inadequate job opportunities etc.
development of the country.
3.2.4 suggest ways by which The youth can contribute effectively to Guide students to discuss ways by Write an essay on how the
the youth can effectively national development through proper which they can contribute effectively to youth can contribute
contribute to national skills acquisition, training and national development effectively towards national
development. education, discipline and hard work development.
etc.
43

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REPUBLIC OF GHANA

TEACHING SYLLABUS FOR SOCIAL STUDIES

(SENIOR HIGH SCHOOL )

Enquiries and comments on this syllabus should be addressed to:

(SENIOR HIGH SCHOOL)

RATIONALE FOR TEACHING SOCIAL STUDIES

The syllabus is designed to help students to:

4. develop national consciousness and unity

6. become responsible citizens capable and willing to contribute to societal advancement.

PRE-REQUISITE SKILLS AND ALLIED SUBJECTS

ORGANIZATION OF THE SYLLABUS

SHS 1 SHS 2 SHS 3 SHS 4

SECTION 3 SECTION 3 SECTION 3 SECTION 3

Year 1: 6 periods a week

SUGGESTIONS FOR TEACHING THE SYLLABUS

Sections and Units

DEFINITION OF PROFILE DIMENSIONS

Knowledge and Understanding 35%

Knowledge and Understanding (KU)

knowledge The ability to:

Use of Knowledge (UK)

application The ability to:

analysis The ability to:

synthesis The ability to:

Attitudes and Values (AV)

Dimensions Paper 1 Paper 2 SBA Total % Weight of

Attitudes and Values - - 50 50 25

Total Marks 60 80 60 200 -

Combining SBA marks and End-of-Term Examination Marks

Marking SBA Tasks

Students discuss what they would

Self-confidence can be built Students discuss the meaning of

UNIT 2 (CONT’D) The student will be able to:

GOVERNANCE, POLITICS AND STABILITY

General Objectives: The student will

TEACHING AND LEARNING

The Problem Conflict Resolution

UNIT 2 (CONT’D) The student will be able to:

1. appreciate the significance of the family.

Breakdown of marriages may

The challenges that confront

Parenthood is the state of being a

The student will be able to:

INDIVIDUAL 1.4.1 explain the terms

Let them express their views on the

General Objectives: The student will:

1. appreciate the democracy as a form of government

TEACHING AND LEARNING

UNIT 1: The student will be able to:

General Objectives: The student will:

1. appreciate the role of education in societal change

The focus of formal education With formal education, learning is carried

General Objectives: The student will:

1. become a responsible citizen willing to contribute to nation building

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 2 The student will be able to:

TEACHING AND LEARNING

1. appreciate the implications of high birth rate towards development

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

UNIT 1 The student will be able to:

General Objectives: The student will:

1. be consciousness of being part of a body of nations

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION