TAKORADI TECHNICAL UNIVERSITY

CENTRE FOR LANGUAGES AND LIBERAL STUDIES (CELLIBS)

SOCIAL DEVELOPMENT SECTION
MATURE STUDENTS ENTRANCE EXAMINATIONS - 2022
GENERAL PAPER (TEACHING SYLLABUS)

GENERAL AIMS

The syllabus is designed to help students to:

1. acquire positive attitudes and values towards individual and societal issues;
2. develop critical and analytical skills in assessing issues for objective decision-making;
3. develop national consciousness; and
4. use enquiry and problem-solving skills for solving personal and societal problems.

CONTENTS
General paper at this level is concerned with equipping the student with an integrated body of knowledge, skills and attitudes that
will help them to develop an appreciable all-encompassing perspective of Ghana and Africa. This subject further probes the past
and provides knowledge for students to understand their societies and be able to solve personal and societal problems. The
sections are:

1. Peopling of Ghana and Emergence of State and Kingdoms;

2. Social Institutions in Ghana;
3. Politics and Governance;
4. Current Affairs;
5. Religion and Ethics;
6. Entrepreneurship; and
7. Logic and Critical Thinking
SECTION 1: PEOPLING OF GHANA AND EMERGENCE OF STATE AND KINGDOMS
TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT ACTIVITIES EVALUATION
 The student will be able to:
UNIT 1 Ancestries and migrations of the major Guide students to identify the major ethnic
1.1 trace the origins of the ethnic groups into present day Ghana: groups of Ghana.
Discuss the origins of the
major ethnic groups of - Some ethnic groups claim their origins from various groups of people
PEOPLING OF Ghana outside present day Ghana e.g. Gonja, Assist students to discuss the origins of the in Ghana.
GHANA AND THE Dagomba, Ewe and Ga Adangbe. major ethnic groups in Ghana.
RISE OF STATES - Others came from within the borders of present
AND KINGDOMS day Ghana e.g. the Guans and most Akan
groups. Guide class to trace the routes of migration
of the major ethnic groups in Ghana.

1.2 explain the factors that led
to the migration of the major
ethnic groups into present
day Ghana
1.3 locate the present areas of The major ethnic groups can be found in:
habitation of the major
ethnic groups
Factors that led to the migration of the major
ethnic groups into present day Ghana include
the search for fertile lands, water, peace and
security and trade.
- Savanna Zone: Mole-Dagbon and the Gonja.
- Forest Zone: Akan and Guan
- Coastal Zone: Ewe, Ga-Adangme, Guan
Class discussion of the factors that led to
the migration of the major ethnic groups
into present-day Ghana.
Trace the major
developments in the life
of the people of Ghana
from the earliest times to
AD1700.
Use a map of Ghana to locate the areas of
habitation of the major ethnic groups

Main states and Kingdoms in pre-colonial

1.4 identify the main states
and kingdoms formed in
pre-colonial Ghana
Ghana
i. Savanna Zone – Dagomba, Mamprusi and
Gonja
ii. Forest Zone – Adanse, Denkyira,
Akwamu, Akyem and Asante
iii. Coastal Zone – Fante, Ga, Anlo
Guide students to gather information
about the states or Kingdoms of
which their localities form part. Class
discussion of the findings. Draw a
map of Ghana and locate the main
Kingdoms and states.
 SECTION 2: SOCIAL INSTITUTIONS IN GHANA
TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT ACTIVITIES EVALUATION

The student will be able to: Definition of social institutions Define social institutions
UNIT 2 Definition
2.1. explain social intitutions Wood ward and Maxwell: An institution is a set
SOCIAL of folkways and mores into a unit which serves
a number of social functions.
INSTITUTIONS IN Horton: An institution is an organised system
GHANA of social relationships which embody certain
common values and procedures and meet Students discuss various of social
certain basic needs of society. institutions in Ghana
Landis: Social institutions are formal cultural
structures devised to meet basic social needs.

Characteristics
2 .2 discuss characteristics of
social institutions in Ghana
a Institutions are the means of
controlling individuals.
State five
b Institutions depend upon the characteristics of
collective activities of men. social institutions in
c The institutions have some definite Ghana
procedures which are formed on the
basis of customs and dogmas.
d Institution are more stable than other
means of social control. Students brainstorm for the explanation
e Every institution has some rules and discuss characteristics of social
which must be compulsorily obeyed institutions in Ghana
by the individual.

.
 Political
UNIT 2 Government as a political institution,
administers the regulatory functions of law and
(CONT’D) SOCIAL order and maintains security in society. Form
INSTITUTIONS IN of government and its method of working
depends on the accepted patterns of behaviour
GHANA
in a society.

Education
Education is the process of socialisation, which Examine five major social
begins informally at home and then formally in institutions in Ghana
educational institutions. Education as an
institution helps develop knowledge, skills,
attitude and understanding of the people and
strive to make them competent members of the
society.

2 .3 State and explain five major
social institutions in Ghana
Economic
Economy provides basic physical sustenance
of the society by meeting the needs for food,
shelter, clothing and other necessary supplies
and services. Economic institutions include
agriculture, industry, marketing, credit, banking
system, co-operatives etc.

Family
Is the most basic social institution in a society; Assist students to discuss five major social
it is a system of organised relationships institutions in Ghana
involving workable and dependable ways of
meeting basic social needs.

Religion
It is belief in the supernatural. Religion
constitutes a set of beliefs regarding the
ultimate power in the universe, the ideal and
proper pattern of behaviours and ceremonial
ways to expressing these beliefs. Religion also
provides a foundation for the mores of the
society.
 SECTION 3: POLITICS AND GOVERNANCE
TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT ACTIVITIES EVALUATION
The student will be able to:
UNIT 3
3.1 explain the concepts of Democracy is a system of Government by Lecturer guides students to brainstorm on Explain democracy and
Democracy, Constitution which the whole population of a country meaning of democracy and nation building. nation building.
POLITICS AND and Nation Building. usually elects their representatives.
GOVERNANCE
Students examine the importance of the
Constitution is a set of rules and regulations Constitution in nation building and the
designed for the administration and importance of law and order in ensuring:
management of an organisation or a country. a) stability
b) unity and harmony and
Nation Building involves the uninterrupted sustainable development
efforts to maintain our unity and togetherness
as a Nation and improve the quality of life of
the people.

Features of democracy as spelt in the Students in groups to discuss and come up

constitution. with features of democracy and discuss in
- periodic election – 4 years class.
- freedoms – expression, movement,
3.2. identify the features and association - constitutional rule
ways of promoting - rule of law etc.- rights, education, life, List and explain five
democracy. health, votes etc. features of democracy.

It prescribes the rules to be followed in

administering the nation.
It directs what to do and what not to do.
iii. It prescribes sanctions for violations of the Let students go through the abridged
constitution. 1992 Constitution of Ghana and point out
what the government should do and the
sanctions for violations of the constitution.
Democracy fosters and ensures the following:
3.3 explain the importance of - Constitutionalism
the constitution in Nation Class debates on the beneficial role of From your study of the
- Peaceful change of government
Building. democracy in nation building. constitution state any
- protection and guaranteeing of rights of
(Points raised in the debate are two things that the
individuals.
summarised and used as the outcome of Government is
- Mass participation in government - mandated to do and the
the debate)
Equity in development projects sanctions for violation.
- Provision of enabling environment for
stability Students discuss the type of government
3 .4 examine the role of - Gaining of international credibility under which cooperation and team work
democracy in nation are emphasised and reasons given.
- Promotion of divergent opinions
building.
 SECTION 4: CURRENT AFFAIRS
UNIT SPECIFIC OBJECTIVES
UNIT 4 The student will be able to:
CURRENT AFFAIRS
4.1 display general
knowledge in history ,
politics, international
affairs as deemed
necessary to interpret
current affairs
CONTENT
Domestic affairs in Ghana
 Political
 Economical
 Social
Ghanaian’s External Affairs
 Ghana relationship with West
Africa and the rest of Africa
countries
 Ghana relationship with
Muslim World (Iran, Saudi
Arabia, Indonesia, Turkey)
 Ghana relationship with
European and Western
World
 Ghanaian`s relationship with
Reginal and International
organisations (UN,SAARC,
ECO )
Global Issues
 Global Energy Politics
 Environmental Global
warming
 Human Right
 Millennium Development
Goals, current Status.
TEACHING AND LEARNING
ACTIVITIES
Assist students to be familiar with
current issues in Ghana in these
areas :
 Political
 Economical
 Social
Discuss the relationship that exist
between Ghana and West Africa,
Europe, Asia and Western world
depicting moral values and virtues.
Narrate and analyse
Global Energy Politics and
Environmental Global warming
Discuss current human right situations
In Ghana.
Analyse the current state Millennium
Development Goals.
EVALUATION
Analyse Current affairs on
 Political
 Economical
 Social
In Ghana
Examine moral values and
virtues in your community.
Describe Ghana relationship
with the following countries:
Nigeria, South Africa, Britain,
USA, Germany, China and
France.
What are the causes of
Environmental Global
warming
 SECTION 5: RELIGION AND ETHICS
UNIT SPECIFIC OBJECTIVES
UNIT 5
The student will be able to:
RELIGION AND ETHICS
5.1 describe the moral
values and virtues in
West African Traditional
Religion (W.A.T.R.).
CONTENT
Ethical/Moral Values and Virtues in
W.A.T.R:
description of moral values and
virtues in W.A.T.R. moral values
related to the super natural beings,
i.e., ritual cleanliness (purity).
Ethical/Moral Values
TEACHING AND LEARNING
ACTIVITIES
Assist students to:
Discuss activities depicting moral
values and virtues.
Narrate and analyse stories which
portray moral values and virtues.
Discuss situations when such values
and virtues can be applied.
EVALUATION
Examine moral values and
virtues in your community.
Use proverbs and wise
sayings to describe moral
values and virtues in your
community.
What are the causes of
decline in morality in
your community?

Obedience to Supreme Being,

Divinities / Ancestors.

Devotion to social interrelationship

e.g.
 attend funerals
 respect for each other
 respect for people’s opinion
 We-feeling factor
 contribute towards up keep of
others
 respect for human dignity
Virtues
 Honesty
 dedication
 selflessness
 commitment
 sincerity
 tolerance
 generosity / kindness,
sympathy, empathy, etc.
 The student will be able to: Assist students to: Examine the various stages
Rites of Passage:
in the life cycle of an
(CONT’D) individual.
5.2 describe Rites of discuss the various stages in the life
Passage in W.A.T.R. Description of Rites of cycle of the individual.
Passage - Stages in the life of the
5.3 describe the various individual ranging from birth to
RITES OF PASSAGE stages of Rites of death
Passage.

talk on each of the rites of passage

and how their traditional nature can
Birth be maintained or modified
Naming and outdooring
ceremonies

Puberty
Separation from childhood and
initiation into adulthood

Marriage
Traditional marriage involves
families of both parties

Death
Traditional Death Rituals –
Death, Mortuary, Burial and Funeral
Rites
Traditional bathing
Traditional separation rites
Farewell rites
Concept of fitting burial and
funeral.
i.e. going through traditional rituals
associated with fitting burial and
funerals.
 SECTION 6: ENTREPRENEURSHIP
UNIT SPECIFIC OBJECTIVES
The student will be able to:
6.1 explain entrepreneurship
UNIT 6
ENTREPRENEURSHIP
6.2 describe the types of
enterprises in Ghana
3 identify the qualities of an
entrepreneur
Sustaining
6.4 analyse how to sustain a
business enterprise
business enterprise
6.5 examine the contribution of
enterprises to local economic
development
6.6 state wrong behaviours
that people exhibit at work and
their implications on work
output
6.7 mention positive
behaviours that employers expect
from their employees
TEACHING AND LEARNING
CONTENT ACTIVITIES EVALUATION
An entrepreneur is one who goes into business Students discuss definition of
to make a profit. entrepreneurship. Which type of business
would you like to enter
and why?
Types of Enterprises
- sole proprietor Let students discuss how these enterprises
- partnership operate at different scales e.g. small,
- co-operatives medium and large.
- limited liabilities
- public corporations
What qualities do you
need, if you want to be a
Qualities of an entrepreneur include: businessman/woman
- vision and why?
- drive
- good judgment Students discuss some qualities of the
entrepreneur. A resource person could be Project
- insight
invited for this purpose. Students interview local
- courage
entrepreneur on how to
- knowledge and skill start and sustain a
business
How to sustain a Business
i. keep proper financial records.
ii. maintain high quality products and services
iii. plough back profits Students visit a nearby business enterprise How can a business be
iv. building network of clients and suppliers etc. to study its operation and how it hopes to sustained?
sustain itself and write a report.
Their contribution include:
- creating employment Students discuss the contribution of
- creating wealth enterprises to local economic
- mobilising local resources development. Identify an enterprise in
- providing goods and services etc. your area and discuss its
NOTE role in local economic
Consider the economy of communities and development.
Wrong behaviours at work include lateness and Ghana in general.
irregularity, laziness, lack of planning and
initiative, pilfering, falsification of accounts, Analyse the implications
Students role play how employees’
diversion of money etc. of our negative attitude to
negative attitudes to work led to the
collapse of the business that employs work in Ghana.
Workers need to demonstrate high sense of them.
duty, zeal, dedication, loyalty, honesty and
concerted effort to expand business.
Students in groups to discuss the positive
behaviours expected of Ghanaian workers.
 SECTION 7: LOGIC AND CRITICAL THINKING
UNIT SPECIFIC OBJECTIVES
The student will be able to:
UNIT 7 7.1 logic and critical thinking
LOGIC AND CRITICAL
THINKING
7.2 What is logical reasoning?
logical reasoning
7.3 Types of Logical Reasoning
7.4 Three elements involve in
critical thinking
7.5 Importance of Logic
TEACHING AND LEARNING
CONTENT ACTIVITIES EVALUATION
 Logic is the science of how to evaluate
arguments and reasoning Students discuss definition of logic and What is the difference
critical thinking. between logic and critical
 Critical thinking is a process of thinking
evaluation which uses logic to
separate truth from falsehood,
reasonable from unreasonable beliefs.
• Logical reasoning supports the Explain what is logical
attachment of meaning to analyzed Let students discuss logical reasoning
reason
information.
Types of logical reasoning
Deductive reasoning
The truth of a conclusion can be determined for
that rule, based solely on the truth of the
premise.
What types of logical
Inductive reasoning Students discuss types of logical reasoning?
A rule after a number of successful trials is reasoning.
taken to be a conclusion that follows from a
precondition in terms of such a rule
Abductive reasoning
Given a true conclusion and a rule, a valid
premise is abducted to support the conclusion,
though not uniquely.
Three elements are involved, as follows:
 Strong disposition towards considering
problems thoughtfully, studying and State three element
applying past experience. involve in critical thinking.
 Ability to make inquiries and reason Students discuss the three element involve
logically. in critical thinking
 Competencies for logical reasoning
and problem solving.
.Importance of Logic
1. It helps us to reason correctly and avoid
fallacies (errors in reasoning)
2. It is a necessary tool for philosophical and
scientific thinking.
3. Helps in conceptualizing educational policies
and realization of educational objectives.
4. It equips the teacher with the right reasoning Students in groups to discuss Importance
and right language for curriculum content of Logic State why we study logic
and critical thinking
 delivery.
5. Helps seek clarity and meaning of concepts
and statements.

REFERENCES
 Gyekye, K. (1996) African Cultural Values: An introduction. Accra; Sankofa Publishing Company.

 Asante, R. (2008) Africa in the Modern World: Centre for Distance Edu., IAE, University of Ghana, Legon.

 Davidson, B. (1989) Modern Africa: A Social and Political History, 2 nd ed .Longman Group UK Ltd.

 Ki-Zerbe, J. (1990) General History of Africa I: Methodology and African Prehistory, California UNESCO James Currey.

 Nukunya, G.K. (1996) Kinship and Marriage among the Anlo Ewe. London; Athlon Press.

 Awedoba, A. K. (2002) Culture and Development; with special reference in Ghana, IAS University of Ghana-Legon

 Chabel, P. (1996) Political Domination in Africa: Reflections on the limits of power, Cambridge University Press, Kings
College London.

 Hardegree (undated), Symbolic Logic Chapter One: Basic Concepts of Logic

 Walker Center for Academic Excellence (undated)Using Critical Thinking Skills to Be a Better Student

 Peter Flach (2007) Simply Logical Intelligent Reasoning by Example John Wiley & Sons

 Sharon Bailin, Roland Case, Jerrold R. Coombs and Leroi B. Daniels (1999) Conceptualizing critical thinking j. curriculum

studies, 1999, 31(3), 285 – 302