Social Studies

YEAR ONE
SECTION 1
THE ENVIRONMENT
General objectives: The student will
1. Use knowledge of their potentials and capabilities for guiding their self development
2. Acquire life- long positive attitudes and values
3. Maintain good health and good gender relations with friends and family
4. Avoid irresponsible behavior and adopt culturally approved behaviours
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING
ACTIVITIES EVALUATION
UNIT 1 The student will be able to:
„Self‟ refers to the whole being of an -Students describe people they know
1.1.1 explain “self” and the What is “self identity”?
SELF IDENTITY individual, taking into consideration very well and compare the differences
individual in relation to his Describe three attributes that
his personal and psychological nature, among these people in terms of
or her capabilities. help a person to create their
and abilities. Ones‟ capabilities imply dressing, speaking, profession etc.
own self identity.
what the person can do. These and give reasons why people are
The Problem
include the ability to think, remember, different.
Many Ghanaians hardly find create, invent, control the environment
the opportunity to identify and solve problems. -Students to explain the meaning of
“capabilities” and do the following:
their capabilities. Lack of
i) describe the capabilities of two
knowledge of one’s capability
leads to inability to set people they know very well
realistic goals for life. This ii) describe at least two capabilities
they themselves have and identify five
then leads to non-
tasks they can perform very well.
achievement of one’s
capabilities and potential,
which in turn leads to What is the meaning of false
1.1.2 identify actions of false Some students pretend to be what Students discuss some actions of
disappointments in life. identity?
identity and their related they are not. E.g. some students want people who pretend to be what they
problems. to show off that they come from well are not; that is people who have false
Discuss false identity and its
to do families whilst it is not the case; identity. Let them continue to discuss
problems.
they assume false identity. false identity and it‟s implications
What are some of the
actions one should take
against people who pretend
to be what they are not?
1
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES
UNIT 1 (CONT’D) The student will be able to:

Abraham Maslow, a sociologist, in his Assist students to discuss Marslow‟s Students state their
SELF IDENTITY 1.1.3 explain Maslow‟s theory of needs stated that Man has a theory of needs. Let them comment on aspirations and how they
Hierarchy of Needs basic need of satisfying his hunger the implications of the theory through hope to achieve them.
Theory and show how and shelter first before thinking of the the following questions:
the theory will help one higher need of self esteem. Other Do you agree with the
to achieve one‟s scholars have offered other How helpful is this theory to you in Marslow‟s theory on how to
capabilities and improve explanations of how people work to your attempt to aspire to greater achieve your aspirations?
one‟s self identity. achieve their goals and improve heights?
themselves. Improving one‟s 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.
1.1.4 explain how one can There must be the desire and self- Create various scenarious for students What can one do to develop
develop his or her determination, preparedness to take to discuss how they can develop those his or her capabilities?
capabilities to achieve risks, preparedness to set new goals abilities eg. achieving higher academic
one‟s ambitions learn new things and venture into status, becoming a poet, becoming a
new areas of work. successful businessman, etc.
Education can assist us in Students discuss what each of them

discovering and developing our would do to develop their capability.
capabilities.
Self-confidence can be built through Create situations for students to Why is self confidence
1.1.5 demonstrate how they can the provision of an enabling discuss how they can assert important in life?
assert themselves and environment, encouragement from themselves. State any three factors
build self confidence. parents, teachers, peers, self - Love advances from a senior required in building self-
determination, training and financial - Being punished for a wrong confidence.
upliftment. you have not committed.
- Invitation by peers to join in
breaking school rules.
Ask students to tell short creative
stories where assertiveness and self-
confidence were displayed. Let
students discuss the assertiveness
and self-confidence displayed in the
story.
2
ACTIVITIES
Adolescence is the period of life Students brainstorm for the State any three adolescent
1.2. 1 explain the following between childhood and adulthood. explanation of the following terms: reproductive rights.
ADOLESCENT terms This period of development is
REPRODUCTIVE between the ages of 10–19 years. - adolescence
HEALTH - adolescence - reproductive health
Reproductive health is a state of - reproductive rights
- reproductive health complete physical, mental and social
The Problem well-being in all matters relating to the
- reproductive rights 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 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
concerning reproduction free from
- adolescents pregnancies
discrimination, coercion and violence.
- adolescents denial of
State two characteristics of
paternity of pregnancies
1.2.2 explain how knowledge of Knowledge of the reproductive Let students discuss the the male and female
- child abandonment
reproductive features of features should remind the adolescent characteristics that mark the adolescents.
- irresponsible sexual
the adolescent informs of their gender. Needed care and transition from childhood to adulthood
relationship
them about their health. hygiene of their reproductive parts under the following:
should be their major concern.
Example: cleaning the tongue when - physical characteristics
pasting, cleaning the earlobe when - emotional characteristics
bathing, bathing twice a day to avoid - social characteristics
offensive body odour, maintaining a
clean environment, etc. Stress the need for the right body
mass index (BMI).
Adolescents should avoid any
negative acts relating to the use of Check body weight on health.
their private parts e.g. Boys should
eschew masturbation and
homosexuality – Girls should avoid
lesbianism and the insertion of foreign
materials into their vagina.
3
TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT ACTIVITIES EVALUATION
ADOLESCENT 1.2.3 identify some of the Irresponsible behaviours of Students to identify and mention State any three irresponsible
REPRODUCTIVE irresponsible adolescents in Ghana include: some of the irresponsible behaviours adolescents behaviours and
behaviours of the - pre-marital sex they see in their peers and give give their consequences.
HEALTH
adolescent and their - prostitution reasons why these are irresponsible
consequences in - armed robbery behaviours.
Ghana. - drunkenness
- drug abuse With reference to any peer who
- homosexuality (sodomy and indulged in any of the irresponsible
lesbianism or “supism”) behaviours, state what happened to
- examination malpractices the person.
Consequences
Pre-marital sex may lead to teenage
pregnancy, school drop-out,
contraction of HIV/STDs, abortion,
death, single parenthood etc.
Drug abuse may lead to madness,

social misfit, school drop-out.
1.2.4 discuss safety Adolescents should seek medical Students to discuss some of the Why is it not advisable to
measures for attention, consult their parents and common ailments of adolescents. consult your peers when you
adolescent health. elders on their problems. Do a lot of Guide them to discuss available have adolescent health
exercises. health service centres and the type of problems?
assistance they offer.
1.2.5 examine the causes The early part of adolescence is a Use the Future‟s Wheel to illustrate How do you account for the
and implications of stage of heightened emotions. The the causes and consequences of a rising waves of irresponsible
irresponsible adolescent begins to experience sexual relationship between sexual behaviour among
behaviours of the heightened feelings. He or she may adolescents. adolescents?
adolescent. be very sensitive and react strongly to
events. Use value‟s clarification to make a
Reproductive health risks include choice in unwanted pregnancies
sexually transmitted diseases
(STIs) including HIV/AIDS, unwanted
pregnancy etc.
4
ADOLESCENT Students discuss ways and means of State ways in which good
Good gender relation is one of equity
REPRODUCTIVE 1.2.6 identify ways and means fostering good gender relations. gender relation can be built.
and mutual respect between the
of fostering good gender
HEALTH genders to ensure that females and
relations. Students role play a situation where a
males have access to information,
male friend demands sex and a
education and services needed to
female friend refuses.
achieve good sexual health and also
exercise their reproductive rights and
From the role play, assist students to
responsibilities. Provide opportunities
discuss the importance of being
for boys and girls to mix during all
assertive and saying “No” when this
school functions under close
is required and at the same time
supervision.
maintain good relationship.
1.2.7 explain adolescent Chastity is the act of total abstinence Let students discuss the benefits of Write an essay on “Why
chastity and its related from sexually related activities. chastity. adolescent chastity should be
benefits. encouraged”
The risks related to sexual activity and Use value clarification on adolescent
childbearing are among the most chastity.
serious health risks that the
adolescents face which therefore
requires adolescents to remain
chaste.
5
OUR CULTURE AND 1.3.1 examine the dynamic -Meaning of culture Use a resource person to talk about Take any two aspects of the
NATIONAL IDENTITY nature of culture. -Culture as a response by society to culture and discuss the changes in Ghanaian culture which have
meet the problems and the the following aspects of the Ghanaian undergone some changes.
challenges of the time. The problems culture: Food, dressing, settlement of (a) Show the changes
and challenges of culture and society cases, music and dance, rites of (b) State the reasons for
change with time. Thus different passage e.g. naming, out-dooring the changes
The Problem practices are developed to meet the
problems that emerge. Thus any
Societies are dynamic. Every cultural practice that does not solve
the problems of the time should be
society therefore has some
cultural practices at a given abrogated. Some cultural practices
time to address the relieve stress e.g. music and dance.
challenges, problems and
1.3.2 identify some of the Some of the cultural practices in Students to discuss the meaning of Name any three festivals in
needs of the time.
Socio-cultural practices in socio-cultural practices in Ghana include pouring of libation, socio-cultural practices; give Ghana and state where and
Ghana come from diverse Ghana and explain their belief in the potency of witchcraft and examples from their local areas and when they are celebrated.
cultural backgrounds. We relevance to modern life. the gods, system of marriage, discuss the relevance of some of the
ancestral worship, widowhood rites, practices to modern life.
therefore tend to use this
difference to divide rather not working on certain days, taboos,
than unite us. trokosi, system, female genital
mutilation, etc.
In Ghana there are some
1.3.3 explain how some Positive Aspects of culture Using specific examples, let students Explain how socio-cultural
cultural practices that are
common to the various ethnic socio-cultural practices In Ghana festivals serve as periods discuss in groups how some socio- practices promote
groups and which can be in Ghana promote or for homecoming. This offers cultural practices promote or inhibit development and how two
inhibit development opportunity to make contributions development in their area. socio-cultural practices inhibit
used to serve as a unifying
force in the country. and why some should be towards development, promote unity development in your locality.
changed. and good relationship among family
Unfortunately, the unifying members. During home coming
people meet new and old relations
force of our different cultures
and also undertake clean up
has not had much attention.
exercises which are good for healthy
There are many elements in living.
our varied cultural heritage
Negative Aspects of culture
which we can employ in
building our national identity. Female Genital Mutilation, Trokosi-
enslaves women and negates Human
Rights, widowhood rites,
dehumanizes women.
6
OUR CULTURE AND 1.3.4 state those elements of Some social institutions, cultural Lead students to discuss cultural Write an essay on the
NATIONAL IDENTITY Ghanaian culture that expressions and common customs traits and practices in their localities common cultural traits that
bind us. bind us together. eg. festivals, which they think will promote national bind us together as a nation.
funerals, marriage ceremonies, integration.
outdoorings, music and dance,
naming ceremonies, chieftaincy, etc.
1.3.5 explain the concept of National identity includes the Through discussion let students Discuss the concept of
National identity. behaviours, traits and ideas that are identify some elements of Ghanaian National Identity and its
commonly shared by the people of a culture that bind us together as one importance.
nation. people.
It also refers to the phenomenon

whereby an individual sees himself as
part of his/her nation and relates to
the symbols, traits or psychological
feelings connected with the nation
and not only to his/her tribe or ethnic
group.
1.3.6 interpret some national An allegiance refers to the feelings Let students discuss how each of the Draw two national symbols,
and traditional symbols that bind an individual to a higher national symbols instil allegiance. explain what they are and
and evaluate their entity e.g. the state. show how they demonstrate
importance in fostering allegiance to the nation.
national allegiance. Some of the national and traditional
symbols include the coat of arms, the
national flag, the Independence Ark,
Sankofa, Gye Nyame, The Ghana
Currency, etc.
1.3.7 identify some of the Shared values include modesty, Students discuss some of the Suggest how National
Ghanaian values and humility, respect, concern for others, Ghanaian cultural values and traits integration can be achieved
traits. hospitality, tolerance, resilience, etc. that help to provide positive image for by Ghanaian common values
the country. and traits.
7
YEAR ONE
SECTION 2
GOVERNANCE, POLITICS AND STABILITY
General Objectives: The student will
1. Adopt the spirit of hard work in an independent Ghana.

2. Live a life of peace and harmony with fellow Ghanaians and with people of other cultures.
NATIONAL 2.1.1 explain the following Political independence means gaining Through leading questions, guide What is the relationship
INDEPENDENCE AND terms: self-rule from a colonial master thus students to explain the meaning of the between Political
-political independence entitling the new nation to govern itself terms „Self-reliance‟ and „Political independence and Self-
SELF-RELIANCE
-self-reliance. independence‟. reliance?
Self-Reliance refers to the ability to
The Problem
depend mainly on one‟s own resources
Ghanaians fought for
for survival.
political independence and
won it in 1957. Our political
leaders failed to explain to
2.1.2 give reasons why Some people thought independence Let students react to the following: How do you correct the
us about the implications of
Ghanaians was an end in itself and was a time to - an elderly father should mistakes of post-
independence. Thus long
misconstrued the amass wealth. continue to give financial independence Ghana?
after independence we are
implications of Leaders were power conscious and support to the children after
still expecting financial
independence. Ghanaians were made to believe that their education
support from our colonial
political independence was an answer - an independent nation should
masters. Instead of seeing
to their economic woes. Thus continue to rely on the colonial
independence to imply we
adopting a laissez-fair attitude to work masters
should work hard to salvage
the country, we adopted a
after independence was normal. - blaming your parents after
laisez-faire attitude to work they have given you
and still expected the vocational training and bought
economy to improve. As you the basic tools
the economy rapidly grew
worse we tended to blame Students research some of the
the colonial masters without mistakes committed by governments
that came to power after independence
trying to identify the
and present their findings to class.
relationship between
independence and the need
for increased production.
8
NATIONAL 2.1.3 examine the Political independence should not be Let students discuss some of the What responsibilities should
INDEPENDENCE AND responsibilities and looked at as bringing easy life and responsibilities that Ghana faces as an an individual have when
challenges that political negative attitude to work. It should be independent nation. they gain
SELF-RELIANCE independence has viewed as a call for good planning, (a) personal independence
imposed on us as leaders dedication and hard work, Students discuss how they would use (b) national independence
and followers. development and being skilful, having their time and resources to help in the
foresight into our problems and having development of the country.
abilities to solve them.
In groups let students discuss the
Responsibilities – challenges Ghanaian leaders and
The survival of our nation depends on followers face after independence.
ourselves. Thus it is incumbent on the
leader to plan for the survival and
development and for the followers to
contribute to achieving these.
2.1.4 suggest ways for There are social and economic In groups let students discuss how What challenges does
overcoming the challenges in post independent Ghana. challenges after achieving political Ghana face as an
challenges of political as noted in 2.1.3. We can meet the independence in Ghana can be met. independent nation and how
independence in Ghana. challenges through the following: can these challenges be
- Development of our human Use a resource person to give a talk on met?
and natural resources. how these challenges can be met.
- Effective management
- Development of positive
attitude to work.
- Having the will-power to
struggle for the best.
- Improving education and
training and healthy living
- Developing good
interpersonal relationships.
- Economic and financial
improvement
9
NATIONAL 1.1.5 examine the various ways Independence implies being capable of Students to discuss the various ways in Suggest four ways you can
INDEPENDENCE AND in which individual taking care of one‟s self. As a nation which individual Ghanaians could be help to improve the
Ghanaians can apply the we need good leaders to direct affairs. self-reliant in an independent Ghana. economy of Ghana
SELF-RELIANCE
concept of independence
and self-reliance in their Some recommendations for Let students react to the following
lives independence and self-reliance are as situations in life:
follows:
i. You are over 21 years but you have
-Vote wisely to elect good quality not learnt any vocation.
persons for the National and District
Assemblies. ii. Struggling to become a Member of
-Hard and productive work to improve Parliament or a District Chief
the economy and standard of living Executive when you have very little
-Good education and professional education
skills to improve productivity
iv. Trying to enjoy the good life when
you have no source of income.
10
PEACE BUILDING AND 2.2.1 explain the concept of Peace Building is the conscious Students to brainstorm to bring out the Explain Peace Building and
CONFLICT RESOLUTION Peace Building and effort to create an atmosphere of meaning of Peace Building and Conflict Conflict Resolution.
Conflict Resolution. harmonious living in a society. E.g. Resolution.
The Problem tolerance, co-operation, respect,
positive thinking, etc.
Ghana is a relatively Peaceful
Country. However there are Conflict Resolution
protracted conflict situations in They are measures put in place to
certain communities that have settle misunderstanding, disputes,
quarrel etc.
never been completely
resolved. Meanwhile, new
conflicting issues keep 2.2.2 identify the sources of Sources of conflicts are: Students in groups to come out with Suggest ways for resolving
emerging every now and then, conflict and discuss how i. Greed sources of conflict and ways for conflict in your
to resolve them. ii. Injustice resolving them. school/community.
In some cases these conflicts iii. Discrimination
escalate to the extent that they iv. Bad relationship etc.
become difficult and expensive
to manage. This has led to the
displacement of people, loss of Effects of Conflict
2.2.3 discuss the effects of Assist students to discuss the effects of State some of the negative
life and property. Such conflict - Wars
conflict. conflict in Ghana effects of conflict.
situations stifle development in - Destruction of Life and (Effects of conflict in other parts of the
our communities because Property world can also be discussed)
factions are unable to build
- Displacement of People
peace and transform
- Insecurity
themselves. There is the need
- Retardation of growth
to find a way to end or reduce
these conflicts in order to bring - Low productivity etc.
about harmonious living for
economic and social
2.2.4 identify and explain Conditions for Peace Building Students to discuss conditions What conditions are
development in Ghana. It is
therefore important to inculcate conditions necessary for - Tolerance necessary for sustained peace. necessary for Peace
in the citizenry the idea of sustained Peace - Respect for one another Building?
peace building. Building. - Fairness
- Maintaining good
relationships
- Positive thinking
- Having agreed upon set
goals
11
PEACE BUILDING AND 2.2.5 describe the process of Process of Peace Building Assist students to discuss the various How can you as an
CONFLICT RESOLUTION Peace Building -Negotiation ways through which peace can be individual help Ghana to
-Mediation maintained in Ghana. build sustained peace?
-Right conduct
-Justice and Fairness
-Respecting Human Rights
-Compromising
12
YEAR ONE
SECTION 3
SOCIAL ECONOMIC DEVELOPMENT
1. acquire knowledge and skills for dealing with the challenges facing the youth
2. make adequate preparation for employment
3 plan a programme for their financial security
4 recognize the benefits of science and technology for national development
5. recognize the interaction between human and natural resource and national development
THE YOUTH AND 3.1.1 explain the term Youth refers to the active and Students brainstorm for the meaning of As a student, what
NATIONAL “youth” potential manpower before retiring youth. contributions can you make
DEVELOPMENT age. towards the development of
your school?
The Problem 3.1.2 examine some - difficulty in adopting to new Students conduct a survey on challenges Report on findings of
challenges the youth environments the youth are encountering and suggest survey in class for
The youth who form the most are encountering in - problems of breaking from measures to overcome them. discussion.
active and potential manpower their effort to contribute parental attachment
of the nation seem not to be to national development - tendency to fall under influence
playing their expected roles in and the way to of bad company
national development. They overcome these - inadequate job opportunities
are expected to replace the challenges - low level education
ageing labour force and take up - pressure from elders to do the
responsible roles in the wrong things eg. Election
transformation and malpractices, vandalism etc.
modernization of the economy.
Unfortunately, some of them do 3.1.3 state and describe some Youth training programmes Assist students to discuss the various youth How could knowledge of
not have the requisite skills and of the avenues for youth including national youth education and training programmes in parts youth programmes be
appropriate attitudes needed training in the country. employment programmes; of the country. made more helpful to the
for development. This poses Opportunities Industrialization youth?
serious problems for the future Centre (OIC); other programmes
development of the country. by government ministries etc.
13
The student will be able to:
UNIT 1 (CONT’D)
3.1.4 identify avenues by Newspaper, job adverts, personal Invite a resource person to guide Suggest avenues to create
THE YOUTH AND which the youth can get contacts, self employment i.e. private students on avenues for employment employment for yourself
NATIONAL employment. business; prepare one‟s CV and make using the content as guideline and others.
adequate preparation for job interview.
DEVELOPMENT
3.1.5 explain the benefits i. Reasons for financial security planning In groups let students discuss the State any four advantages
of financial security to for the individual and the nation. meaning of financial security and give of savings to the nation
the individual and the ii. Benefits of savings to the individual reasons for the need for planning one‟s and the individual.
nation. and the nation: financial security.
Group presentation on
Individual Students to discuss the following: ways of saving money.
-Interest on money saved Benefits of savings to the
-Safe keeping of your money - individual
-Ability to meet unexpected expenses - nation
and planned expensed
-Minimizes borrowing
-Check on one‟s spending
-Proper management of one‟s finances
-Maintenance of living standards up to
retirement and thereafter
Nation
-money to initiate development projects
in the nation eg. schools, libraries,
hospitals, etc.
-to improve standard of living.
3.1.6 explain the work of some Savings can be done through Banks, Assist students to learn about the banks What is the work of the
of the financial Rural Banks, Savings and Loans and other financial institutions and their following:
institutions in the country Companies, „Susu Group‟, Credit Union, work. -the bank
Insurance Companies etc. -Savings and Loans Co.
. -Susu Group
NOTE: It is not advisable to save with -Credit Union
unapproved financial institutions. -Insurance
14
THE YOUTH AND 3.1.7 discuss the process by Set financial and occupational goals. Teacher to invite a resource person to An essay on „personal plan
NATIONAL which an individual could Put some money aside each month. discuss the process by which people can for financial
DEVELOPMENT plan a sustainable plan their financial future. security‟.
financial security
programme for his/her Teacher to guide students to research
future various ways for planning their financial
future including Savings, SSNIT,
Insurance and Shares and present in
class.
Through discussion in groups, each

student to develop a plan for his/her
financial future
3.1.8 analyze the contribution Since the youth are the most active and Pupils in groups, to discuss the As a youth what
the nation expects from potential manpower, their contributions contributions the nation expects from its contributions can you
the youth in national are paramount. youth toward national development make to the development
development. Expectations from the youth include the of your nation?
following: Groups to present their discussion points
-Quality education and skills needed for for further class discussion.
work in the present century;
-Effective decision making skills Note: Use notes in content, information
-Healthy lifestyle in textbooks, notes you may have, and
-Hard work any other information the class will
-Maintain a job and pay their taxes provide for advising the class during the
-Positive attitude to work class discussion.
-Maintain good relationships
-Support national efforts and support
others
- Have proper role models
15
UNIT 2
3.2.1 differentiate between Science: a body of knowledge acquired By using the internet / library students explain Write an account on the
„science‟ and through systematic enquiry and science and technology and show the relationship between
SCIENCE AND „technology‟ considerable mental effort. relationship between science and technology. Science and Technology.
TECHNOLOGY Technology: the application of scientific
knowledge to satisfy human needs.
The Problem
3.2.2 explain how science and Technology uses scientific findings. -Assist students to discuss how science and
Science and Technology technology is used for Some examples are as follows: - based technology is revolutionalizing development
are currently the twin development and on the principles of floatation the ship and production in the world.
propellers that move production in the was invented. On the principles of air- - Students identify some common technologies
development in the world. world. lift, liquid dynamics and how birds fly, that have been invented.
Despite the emphasize on the aeroplane was invented. Let them explain the scientific principles
the study of science in underlying such inventions if possible.
Ghana the country has not -Students make use of any of the scientific
been able to fully utilize its findings in the creation of a particular
scientific knowledge for technology from the internet.
development.
3.2.3 examine the role of Through science and technology there Students to discuss Write a short essay on the
science and technology have been many experiments in Ghana i. the contributions of the science and work of one science and
in the development of in the area of crops research. There technology institutions in Ghana toward the technology institution in
Ghana. have been cross breeding of animals, development of the country. the country.
research soils, road construction, the ii. whether the contributions of science and
type of fertilizers and machines to use technology institutions have been adequate
etc. in the country‟s development and if not,
some of the possible reasons.
3.2.4 identify efforts being Efforts to promote science and Assist students to discuss efforts being made
made to promote science Technology in Ghana: to promote science and technology in the
and technology in Ghana. - admission of more science country.
students.
- establishing science resource Note: Refer students to newspaper write ups,
centres in schools. internet, television and radio programmes that
- training more science teachers show other efforts being made in the
- funding research on technological development of science and technology in
development etc. Ghana.
3.2.5 suggest ways by which Application of science and technology Students to brainstorm the various ways in Students suggest ways by
Ghana could promote its for development which Ghana could use science and which the scientific
development through technology in its development. knowledge they have
increased application of acquired can be applied.
science and technology.
16
RESOURCE 3.3.1 explain the meaning of Resources refer to any form of material Students brainstorm for the definition or What is a resource?
DEVELOPMENT AND resource and available to societies which are used in resource, development and utilization.
UTILIZATION IN GHANA development. the production of goods and services.
The Problem Development is the qualitative and

Ghana has abundant natural quantitative improvement in the standard
resources which have not of living of people in society.
been efficiently tapped for the
improvement of the society. 3.3.2 identify the three types There are three types of resources: Students list a number of resources and Examine the relationship
Though many attribute this to of resources and their classify them. Teacher guides students between resource utilization
inadequate capital and relationship in the Natural Resources to discuss the relationship between and development.
technical know-how, the production of goods and Capital Resource resources and development.
problem can be placed services. Human Resource
squarely on the imbalance in
the development of our
human resources and needs 3.3.3 explain how human Development of human resource: Invite a resource person to give a talk on How will you ensure that you
of society. resource can be -Formal education how he/she developed his/her expertise. that you become useful at
Education tilts towards the developed. -On the job training Following the talk, students to explain your future job?
acquisition of knowledge to -Apprenticeship etc. how they plan to develop their
the neglect of the practical knowledge and skills.
and the skill dimensions.
This tends to affect the 3.3.4 explain the relationship Educated and trained persons are more Students use the internet and the library Why has Ghana not been
development of the nation. between human resource able to transform other raw resources to find out one or two countries that have able to maximize the use of
and other resources and into refined goods and services. developed based on educated and her natural resources?
show how these together trained human resource.
contribute to national
development.
.
17
YEAR TWO
SECTION 1
THE ENVIRONMENT
1. develop effective understanding of the demands of marriage and the family institution
2. become a responsible marriage partner and a responsible parent
3. apply effective socialization principles in the training of young people
THE INSTITUTION OF 1.1.1 explain courtship and Courtship is the period during which Students brainstorm for the explanation of Differentiate between
MARRIAGE marriage. the would-be suitors study each courtship and marriage. courtship and marriage.
other.
The Problem Marriage: - acceptable union of a
man and a woman.
The purpose and process
of getting married in Ghana 1.1.2 state the purposes of The purpose of marriage: Assist students to discuss the purposes of Examine the reasons why
have undergone a lot of marriage. - companionship marriage. people marry.
changes over the years. - procreation
Thus, the preparation - economic support etc.
needed in the selection of a
future partner has been 1.1.3 discuss the preparations In selecting and accepting a Through discussions assist students to Find out how marriages
misunderstood and this has that ought to be made potential spouse, families investigate discuss the following: are contracted in your
resulted in wrong before getting married. background history of potential - Courtship. home area.
pairing with its attendant spouses etc. - The traditional marriage and its
problems. People do not preparations
want to take up the
responsibilities attached to 1.1.4 identify the types of Marriages can be classified on the Discuss the differences between Moslem, Examine the differences
marriage and this has also marriages and marriage process of marriage and the Christian and customary marriages, pointing between various types of
weakened the institution of residence patterns in residence of the spouses. out the impact of modern and social demands marriage.
marriage. Ghana. Process on marriages.
i. Religious
ii. Customary Discuss residence patterns of married
iii. Ordinance couples in Ghana.
Residence
i. Patrilocal Through question and answer students to
ii. Matrilocal come out with the two main criteria used in
iii. Duolocal etc. classifying marriages in Ghana.
18
THE INSTITUTION OF 1.1.5 explain some of the The following can lead to broken Students discuss causes and problems of Analyse the implications of
MARRIAGE causes and problems of marriages: broken marriages. broken marriages on the
broken marriages. - lack of communication children, family and the
with each other Students brainstorm on the problems society.
- disagreements created by the breakdown of marriage and
- unfaithfulness the consequences on the parents, children
- maltreatment etc. and society.
The challenges that confront

couples in marriage
- financial problems,
- sexual problems, -
- childlessness,
- disagreement on family
size
- sex etc.
Breakdown of marriages may

result in:
- broken homes
- parental irresponsibility,
- child delinquency
- enmity between families
etc.
1.1.6 suggest ways for Discuss ways of being responsible and Examine the expected
Responsibilities of couples:
sustaining marriages. meeting the challenges of marriage. roles of husband and wife.
- maintaining constant
communication with
each other
- faithfulness
- understanding each other
- seeking counseling etc.
19

UNIT 2
INDIVIDUAL 1.2.1 explain the terms

OBLIGATIONS IN THE i. Nuclear family A family may be defined as a set of Discuss the nature of the nuclear
FAMILY ii. Extended family people related by blood. A person can family and the extended family
also be a member of a family through
adoption. A family may be nuclear or
extended.
The Problem
1.2.2 analyze the composition Composition: Draw diagrams to show the Draw a family tree to
Some people would like to and functions of the Nuclear family: father, mother and composition of the extended and illustrate the extended
enjoy family privileges, but nuclear and the extended siblings nuclear family and discuss the family.
do not fulfill their family families. composition of the two.
obligations. This trend of Extended family: father, mother,
affairs tends to dislocate the siblings, grandparents, aunts, uncles,
family system which is the nieces and nephews.
basis for nation building.
Present the following situations for
1.2.3 identify and explain the Roles and obligations of family students to discuss the roles family Examine the role of the
roles and obligations of members. members will play: individual in building family
various members of the Children Unity.
nuclear family. -to get education and training -living in a home
-co-operate with parents -paying children‟s fees
-support parents in their old age -conducting the funeral of a dead
Parents family member
-pay for necessary aspects of -caring for the sick child at home
children‟s education -stress good relationships and
-socialization of the child positive thinking
-provide the following forms of support:
financial, security and emotional
Let students reflect on activities in

1.2.4 explain the importance of The family provides identity, security, their home and discuss what they
the family as an support and comfort. It gives consider to be the importance of the
institution. assurance of hope, a sense of family.
belonging and a sense of self esteem.
20
INDIVIDUAL 1.2.5 explain the implications in The support given either of the family types Students imagine a situation where a
OBLIGATION IN supporting or abandoning the has advantages and disadvantages. One child has no mother or father, and no
THE FAMILY 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
-involved in accident
-sickness
-contracting marriage, etc.
1.2.6 discuss the traditional and legal Traditional: Invite a resource person to talk on Carry out research on
inheritance systems showing the - paternal traditional and legal systems of the inheritance laws of
positive and the negative effects - maternal inheritance. Ghana, i.e.
of the intestate law and how the i. The family and
negative aspects of the intestate Legal: Assist students to discuss the accountability law
law can be prevented. - testate traditional inherit system and the
- intestate effects of the intestate succession ii. The Intestate
law. Succession Law
Positive effects of the law: brings more (PNDC Law 111)
equity and support to the family of the
deceased.
Negative effects of the intestate law:
Destruction of a relations between the
nuclear family and extended family
21
RESPONSIBLE 1.3.1 differentiate between Parenting is the activity of bringing up Students explain parenting and With examples differentiate
PARENTING parenthood and and looking after children to be useful parenthood and emphasize the between parenting and
parenting. citizens to the society. differences by citing specific examples. parenthood.
The Problem Parenthood is the state of being a

parent. It starts when pregnancy is
Traditionally the Ghanaian was confirmed. Parenthood however
given the necessary training as stops when one dies.
he/she grew from childhood
into adulthood. This tradition 1.3.2 discuss some Some responsibilities of parenting are Teacher divides class into two groups
seems to have been lost in responsibilities of provision of: and let each group discuss the
view of modern education and parents. - health needs responsibilities of parenting.
urbanization. This coupled - physical needs
with the traditional desire for a - emotional/psychological
large family size has resulted needs
in many children not having - social needs
the proper character training. - economic support etc.
There is therefore a reduction
of parental love and care from 1.3.3 discuss irresponsible Irresponsible parenting includes lack Students role-play a situation where a Group presentation on
the home which has affected parenting behaviour and of moral training of children; neglect of teenager joins a bad gang because of responsibilities and
the self-esteem of the its consequences. children etc. parental neglect; got herself irresponsibilities of parents.
individuals concerned. This impregnated by a drug addict and
has created problems such as Consequences of irresponsible became a drug addict herself.
street children, child abuse, parenting:
child labour and teenage street - Moral degeneration
parents. - Waywardness
- Child abuse
- Streetism etc.
1.3.4 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 the situation.
- Being irresponsible etc.
22
RESPONSIBLE 1.3.5 suggest ways for The parent should: Invite a resource person, preferably a Supposing you are a parent,
PARENTHOOD handling parent-child - focus on the child‟s strengths guidance and counseling co-ordinator how would you ensure a good
conflicts. - relax rules a little when to give a presentation on conflict parent-child relationship?
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
23
ACTIVITIES
SOCIALIZATION AND 1.41 explain the term socialization Socialization is a conscious effort to 1. Students brainstorm for the Why is socialization
OUR SOCIAL and agencies of socialization. pass on the culture of the society to meaning of socialization. important to the individual
ENVIRONMENT the individual. Agencies responsible and society?
for socialization include the Home, 2. Differentiate between agents and
The Problem the School, Religious Organisations, agencies of socialization. Give
the Media and the community. Every examples of these.
nation wants to perpetuate its cultural
Every Society has over
the year’s evolved heritage and socialization helps in
ways and means of achieving this by assisting young
passing its cultural people to fit into society.
values to the next
generations. In Ghana
this process has 1.4.2 discuss the important roles Family: Security, sense of Students role play absentee parents and Examine the effectiveness
become more of the agencies of socialization. belongingness, language, norms and observe what happens to their children. of the agencies of the
values, character formation. Let them investigate from their peers what socialization process.
complicated by the
advent of colonization Peer groups: Character formation, they do when their parents are absent
with the introduction of sense of belongingness etc. from home. Students write an essay on
formal education and how the agencies and their
School: Knowledge, character Students brainstorm on the need for good agents have failed in the
Christianity.
formation, intellectual and relationships and positive thinking. socialization process and
Socialization has occupational skills. examine the consequences
become more complex and suggest solutions.
Religious bodies: Character
with the introduction of
formal education and formation, values development etc.
Christianity.
24
SOCIALIZATION AND 1.4.3 examine the complementary Role of the family and school. Guide students to discuss how the school In what ways have the
OUR SOCIAL role of the school and the and the family complement each other in family and school worked
ENVIRONMENT family in character formation. Family character formation of the individual. together towards the
- transmission of culture development of the child?
Urbanization and - intellectual development
industrialization have - moral training
further distorted the - skills training etc.
process.
School
The existing agencies The school has not adjusted fully to
of Socialization place the needs of society.
less emphasis on the - it should demonstrate how
process of passing on knowledge can be applied in
the culture e.g. The real life situation.
School System places
more emphasis on
knowledge acquisition 1.4.4 discuss deviant behaviour and Deviant behaviour is repulsive or Students mention some types of deviant Students to mention four
to the neglect of the its consequences and show absurd individual behavior. Some behaviour at school and community. consequences of deviant
development of values how the agencies of examples include homosexuality, Let them use the Future‟s wheel in behaviour and suggest
and attitudes. socialization could help in armed robbery, lesbianism and drug illustrating the consequences on ways for minimizing deviant
minimizing deviant behaviour. addiction. The effects are that the 1. the individual behaviour.
Interpersonal individual is ostracized and talked 2. the society
relationships matter about. It also leads to breakdown of
most in the law and order, strains family ties,
achievement of our insecurity, social unrest and
ultimate goals of stagnation in development of the
developing unity and society.
peace. There is
therefore the need to 1.4.5 differentiate between group Group interest is the desire cherished Create a scenario for students to discuss State any two factors that
emphasize our ultimate and individual interests and by either majority of the people or the differences between group interest can promote better
national objectives. explain the factors which their representatives. The desire of a and individual interest. interpersonal relationship.
promote better interpersonal person is called individual interest.
relationships in groups and Create a situation where there is conflict
individuals in Ghana. Individual interest should not conflict between group interest and individual
with group interest. interest. Students to discuss how conflicts
. between group interest and individual
interest can be avoided to improve
interpersonal relationships
25
YEAR TWO
SECTION 2
General Objectives: The student will:
1. apply the processes and responsibilities of leadership in their life

2. work toward upholding the constitution and maintaining the principles of democracy.
3. take measures to prevent autocratic rule
LEADERSHIP AND 2.2.1 state what leadership and Leadership can be defined as having the Teacher to guide students to brainstorm
FOLLOWERSHIP followership mean. authority to guide others towards the the meaning of a leader and a follower,
attainment of set goals. beginning from traditional leaders to the
The Problem present.
Followership on the other hand is the
Many Ghanaians seem to willingness to support a leader in attaining
have poor conception of common aspirations. There is therefore a
‘leadership’ as acquisition reciprocal relationship between leadership
of wealth whilst and followership.
followership is made
synonymous with 2.2.2 examine the qualities of a Qualities of a leader- Students to discuss why a leader at one “Follower support depends
‘sycophancy’ and ‘boot leader and a follower. -humility -loyalty -vision place can become a follower at another on style of leadership”.
licking’. Such wrong -tolerance -honesty place. From the discussing lead students Discuss.
notions have adversely to establish the various levels of
affected the socio- Qualities of a follower: leadership.
economic development of -humility -cooperation -dedication
the nation. -loyalty -sense of team work
2.2.3 identify and describe various Father, mother, teacher, manager, Class to discuss kinds of leaders in the
kinds of leadership in Assembly member, Chief, Minister, community.
present Ghanaian society. 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
leaders.
26
UNIT 1 (CONT’D) The student will be able to: Guide students to discuss the role of a
The leader must be: leader in nation building.
LEADERSHIP AND 2.2.5 analyse the role of a leader - taking good decisions
FOLLOWERSHIP and follower in nation 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.
27
UNIT 2
2.2.1 explain the concepts of Democracy is a system of Government by Teacher guides students to brainstorm on Explain Democracy and
OUR CONSTITUTION, Democracy Constitution which the whole population of a country meaning of Democracy and Nation Nation Building.
DEMOCRACY AND and Nation Building. usually elects their representatives. Building.
NATION BUILDING
Constitution is a set of rules and regulations Students examine the importance of the
designed for the administration and Constitution in nation building, and the
The Problem management of an organization or a country. importance of law and order in ensuring:
a) stability
Ghana over the years has Nation Building involves the uninterrupted b) unity and harmony and
been trying to practise efforts to maintain our unity and togetherness sustainable development
democratic governance as a Nation and improve the quality of life of
which is a foreign concept. the people.
Ghanaians were under a
traditional type of
leadership that does not 2.2.2 identify the features and Features of democracy as spelt in the Students in groups to discuss and come List and explain five
look like the Western ways of promoting constitution. up with features of democracy and features of Democracy.
Democracy. Apart from democracy. - periodic election – 4 years discuss in class.
this the country has been - freedoms – expression, movement,
under different types of association
government who were not - constitutional rule
practising democracy. - rule of law etc.- rights, education, life,
health, votes, etc
As a result of these many
Ghanaians’ understanding 2.2.3 explain the importance of i. It prescribes the rules to be followed in Let students go through the abridged From you study of the
of the concept is not very the constitution in Nation administering the nation 1992 constitution of Ghana and point out constitution state any
clear. For instance there Building. ii. It directs what to do and what not to what government should do and the two things that the
are leaders in Government do sanctions for violations of the constitution Government is
who claim to be practising iii. It prescribes sanctions for violations of mandated to do and the
democracy but are constitution sanctions for violation.
unwilling to be responsible
for their actions. 2.2.4 examine the role of Democracy fosters and ensures the following: Class debate on the beneficial role of
democracy in nation - Constitutionalism democracy in nation building.
building. - Peaceful change of Government (Points raised in the debate should be
- Rights of Individuals are protected and summarized and used as the outcome of
guaranteed the debate)
- Mass participation in government
- Equity in development project Students discuss the type of government
- Provide enabling environment for under which cooperation and team work
stability are emphasized and give reasons.
- International credibility is gained
- Promotion of divergent opinions
28
2.2.5 explain why unity and - Minority and majority views are Assist students to discuss why Students describe
OUR CONSTITUTION development are more accommodated to ensure sustainability development is more sustainable under conditions that will create
AND NATION BUILDING sustainable under of development democratic governance. an enabling environment
democratic governance. - Smooth and peaceful change of for teaching and learning to
government go on more effectively in
The Problem (Cont’d) - The rules to be followed have been school.
agreed upon by all and it is binding in
every situation.
It is therefore important
- How resources are to be shared have
that people have a better
understanding of Western been stated in the constitution
Democracy and it’s role in - Government is mandated to provide for
the well-being of all citizens.
Nation Building so that
conflicting interpretations
of the concept can be 2.2.6 explain why the country Procedures and principles of autocracy in Students to discuss the procedures and Essay: Effects of autocracy
removed and we as a should prevent autocratic other parts of the world and in Ghana principles of autocratic rule and effects; and democracy
rule Effects of autocratic rule and explain why the country must prevent
nation can establish the
autocracy
right relationship between
the majority and the
minority and the organs of
government and the
individual
29
YEAR TWO
SECTION 3
SOCIAL AND ECONOMIC DEVELOPMENT
1. become an effective contributor to community development efforts

2. appreciate the socio-economic problems of the country and take measures to contribute to its improvement
3. plan adequate programmes for the sustainability of the country‟s development and his/her own life

.
A community is a group of people living Students explain and discuss the term Examine the factors that
THE ROLE OF THE 3.1.1 explain the term in a defined locality. The group has community and identify the levels of promote community
INDIVIDUAL IN “community” common values, interests, enduring ties, community development
COMMUNITY frequent interactions and a sense of
DEVELOPMENT closeness.
The Problem 3.1.2 identify the levels of There are different levels of communities Let students cite examples of
community. starting from neighbourhood, to the communities they know. Write this on
Many Ghanaians have village, town, and district, regional, blackboard and lead students to classify
failed to understand the national. For the international level we them.
fact that a community is have sub-regional e.g. West African
made through the sub-region, Regional e.g. Africa and the
concerted efforts of its World. Communities can also be
members. We therefore identified according to interests such as
tend to expect too much work, education, associations and clubs
from the etc.
central government. There
are many individuals who
have refused to contribute 3.1.3 explain what Community development involves Students undertake a case study of
their quota to the community positive change in attitudes, values and community development project and
development of their development involves. projects which help in improving the present their findings.
communities. Such habits living standards of the people in a given
are detrimental to area.
community.
30
THE ROLE OF THE 3.1.4 explain the factors to Some of the factors to be considered Let students discuss the steps they Discuss the effect of
INDIVIDUAL IN be considered in are: should take in making decisions. democratically elected
COMMUNITY community decision - Identification of needs. representatives in community
DEVELOPMENT making process. -Sensitization of the people Use role play for students to realize the decision making process.
- Prioritization of needs need for community self-development (a
- Study of the alternative solutions situation where a man refused to Discuss the need for vision,
- Mobilizing community support contribute to the building of a clinic but initiative and drive on the part
- Mobilizing funds and resources happened to have the wife sick at mid- of every individual, especially
night). leaders.
3.1.5 explain the value of Vision is the ability to see into the future; In groups students design a project to Write a paper on a community
vision, initiative and initiative is the ability to respond to implement in their dormitories, or class. project you have seen in your
drive in the process of problems quickly. Drive is the passion locality. Show how individuals
community with which one tackles a job. Vision and and organizations have
development. drive set clear direction and serve as contributed towards the
motivation for arousing people‟s execution of the project.
interests to take initiative.
3.1.6 identify various ways by How to contribute to community Students discuss various ways by which Class discussion: How to plan
which individuals can development they can contribute to their community‟s and implement community
contribute to the development, plan and implement a development projects
development of their project in the community. (Teacher to
community. help students to organize resources)
Note:
Class to plan the objectives of the
project; the equipment required; the
budget; source of finance (approach
school and community leaders); se the
date for the project; evaluate the
success of the project when it is over
31
Ask students to cast their minds five
PROMOTING NATIONAL 3.2.1 explain the concept of In the national sense development refers years back and identify the
SOCIO-ECONOMIC development. to the process of advancement toward advancement that have taken place in
DEVELOPMENT the enhancement of the people‟s socio- their District.
economic well being.
The Problem
National development 3.2.2 identify the components The elements necessary for better Students brainstorm to come out with Examine four ways for
depends upon an effective of our national socio- economic life include: the components of our national developing the socio-
social system and a viable economic life. - High level of education. economic life. economic life in Ghana.
economic structure. In the - Technical skills
social sector, attention has - Good interpersonal relationship In groups assign students to discuss two
primarily been focused on - Trust and confidence that elements in the content.
education, legal structures people have in a person
and human rights. Other - Healthy life style
social areas like trust and - Effective financial institutions
interpersonal relationship - Increase saving habits
have largely been sidelined. - Investments
On the economy, the - Good working conditions
problem remains how the - Available amenities for work
country can increase its promotion
production system, increase - Good legal system
jobs and open up - Good security services
employment opportunities,
and how the individual can
raise enough capital and 3.2.3 state the characteristics Let students discuss in groups the Suggest measures to be
A buoyant economy is one in which all
personal drive to set up of a buoyant economy in characteristics of a buoyant economy adopted in achieving a
the various sectors function effectively
industries. relation to Ghana‟s and compare to Ghana‟s economy. buoyant economy in
leading to significant improvement in the
economy. Ghana.
quality of life of the people. Ghana‟s
Students to discuss how Ghana could
economy is currently not buoyant
improve its economy to make it buoyant
because it is primarily a commodities
as the economies of at least middle level
driven economy with low manufacturing
income countries.
and services.
32
3.2.4 explain the sources of Some of development problems in Let students discuss the sources of Suggest four ways of
PROMOTING NATIONAL some development Ghana include high cost of living, low some of the development problems of reducing development
SOCIO-ECONOMIC problems in Ghana‟s savings, poor technical and managerial Ghana. problems in Ghana.
DEVELOPMENT economy. skills, high rate of illiteracy, high
population growth rate, low production, Invite a resource person to articulate the Explain safety ways to be
low national revenue, road accidents, problems they have in the area of their adopted when using the
poor health standards, etc. work. In the case of poor health road.
standards they should emphasize
regenerative health.
3.2.5 discuss some of the Planning a social programme: Students to suggest social programmes Essay: ways for improving
measures by which the employment, benefits eg health that will help to improve the quality of life the social life of citizens of
country can improve the insurance, social clubs, retraining in the country (see content). the country.
social life of its citizens. programmes for youth and adults etc.
3.2.6 discuss some of the The standard of living in Ghana can be Students to discuss the various socio- Explain how you can
measures which the improved through quality and accessible economic programmes taken in the improve the standard of
country has taken to education, improvement in the quality of country to increase development and living in your community.
improve development health delivery, improvement in improve the standard of living of citizens.
and the standard of living vocational/technical training, good
in the country and other transportation and communication; In groups, students to carry out a survey
measures that could be increased number of industries; to collect information on other measures
taken Safe transportation system; Increased that could be adopted to improve the
energy facilities with appropriate national standard of living in Ghana. Students to
policies utilize the knowledge gained in the
survey to discuss how best to improve
the quality of life of the Ghanaian.
33
UNIT 3
3.3.1 explain the meaning of Meaning of growth and sustainability. Guide students to explain the In what ways is
SUSTAINABLE sustainable development Sustainable development is the process of meaning of the terms „Sustainable maintenance culture
DEVELOPMENT and maintenance ensuring that development of a project is Development‟ and „Maintenance related to sustainable
culture. kept functioning effectively for a very long Culture‟. development?
The Problem time. Maintenance culture is the habit of
servicing and repairing tools, infrastructure
and other facilities regularly.
Though there have been
some growth and
development in Ghana since 3.3.2 identify the factors - lack of maintenance culture -Teacher to create two scenes: In one How do we minimize the
independence in 1957, which have hindered - apathy towards public and other people‟s case, a road is solidly constructed factors which hinder
sustainability of growth property. and lasts for years. In the second, sustainability of growth
many of these only last for
short period of time. Roads and development in - lack of effective project implementation the road has to be rebuilt every two and development in
built last for few years and Ghana. plan years. Ghana?
industries quickly wind up. - inability to prioritize well -Let students discuss the implications
- lack of effective methods for project of the two situations and relate
Positive attitude
demonstrated during the Coordination and management findings to sustainability and
Operation Feed Yourself - Losses of national assets development.
Programme in the early -Students to discuss some of the
factors that have hindered
1970s only lasted a few
years. We have continued sustainability of growth and
to enjoy foreign support for development in the country
most of our development
3.3.3 suggest how growth Growth and development can be sustained Assist students to discuss how we What is the importance of
programmes. But the truth is
that such donor support and development can through the following: can sustain growth and development ensuring sustainable
cannot continue forever. be sustained in Ghana. - Proper planning and coordination in Ghana. (Use the content, development in Ghana?
There is therefore the need -Effective and timely prioritization textbooks, internet and the library for
-Development of human resource references)
for Ghanaians to realize this
and plan to sustain their own including effective continuous staff
development education
- Use of ICT for work and learning
- Effective research programmes
-Positive attitudes to work
-Development of maintenance culture
3.3.4 discuss measures that 1. Improve quality of human resource

could be taken to through training and retraining programmes
improve the quality of 2. Preventing loss of human resource
human resource and through adopting Road Safety Measures -
prevent their loss Driver education on road safety regulations;
Obeying proper road signs and Traffic
Regulations
3. Adopting precautionary measures in all
occupations i.e., protective gear
34
UNIT 2 (CONT’D)
SUSTAINABLE 3.3.5 explain how individuals - By ensuring one has good In groups let students discuss how As a student, how can you
DEVELOPMENT can ensure sustainability in education and professional or they can ensure sustainability in their plan your life so that you can
their lives. vocational training. lives in the future. enjoy better quality life in
- Continuous improvement of future?
one‟s skills.
- Having set goals and working
toward their attainment
- Mainting future financial plan eg.
Insurance policies, savings etc
3.3.6 explain how to avoid Taking a loan: Students to select one of the How can people avoid
incurring unmanageable -Calculate the amount you have to repay following: incurring unmanageable
debts -Consider whether you can afford to make debts?
the repayments in view of your income and -Plan a family budget (income and
other expenses expenditure). Consider that the family
takes a loan of ¢10,000 from a bank
to be paid in monthly installments for
two years. Can the family afford to
make the repayments?
(Check the banks‟ interest rates first)
-Plan a personal budget for one year.

Consider that you wish to take a loan
of ¢1,000 from a bank to be paid in
monthly installments for two years.
Can you afford to make the
repayments?
(Check the banks‟ interest rates first)
3.3.6 explain how to avoid Money tricksters (419) Invite a resource person to talk to the Write four things you will do
falling victim to financial Money doublers class on the objective for students to to avoid being tricked to lose
fraudsters Unlicensed raffles ask questions. your money
Quick money Financial Institutions etc
Assist class to discuss the substance
-Check the credibility of financial of the talk and follow up with further
institutions discussion on how to avoid falling
-Protect bank account victim to financial fraudsters
-Protect cheque books
35
YEAR THREE
SECTION I
THE ENVIRONMENT
1. Take care of the physical environment

2. Create solutions for adapting the physical environment to the needs of society.
3. Take advantage of available education system to constantly improve themselves
OUR PHYSICAL 1.1.1 explain the term “physical Physical environment is defined as “the In groups students explore the Group presentation of
ENVIRONMENT AND environment.” surroundings within which man, animals and environment and write down examples reports.
plants live.” Physical environment covers of items in the physical environment.
ENVIRONMENTAL
the sea, land, plant life, soils, animal life,
CHALLENGES climate, buildings etc.
The Problem
1.1.2 examine how man is Human activities in Ghana have been Students use the library to do case Cite examples of how the
Ghanaians are still being influenced by the largely dictated by the environment. For studies of countries that have overcome physical environment
controlled by the dictates environment in Ghana and instance farming activities in Ghana have environmental influences on daily life. controls humans in
of the environment. Since the circumstances under been dictated by seasonal changes, unlike Ghana. What is
man has the capabilities which this occurs. other countries where the people have been responsible for this?
and the technical know- able to adopt practices that allow farming all
how, we should be able to year round.
adapt the environment to
our needs. However, the 1.1.3 explain how some Appropriate technology should be adopted Let students, from their readings, Cite examples of cases
Ghanaian has little control countries have adapted the to overcome the limitations of the discuss how some countries have where humans have
of the environment and environment to their needs environment e.g. We should practise adapted the environment to their need controlled the physical
engages in activities in and the ways by which irrigation during the dry season, tap solar and then suggest solutions to overcome environment.
accordance with the Ghana could also make energy, develop windmills, adopt farming the limitations posed by the physical
dictates of the physical similar adaptation. practices that do not degrade the environment in production in Ghana.
environment. environment, build thermal and hydro-
electric plants, etc.
36
OUR PHYSICAL 1.1.4 describe the activities of Activities of nature: Earthquakes, floods etc Assist students to discuss the types State and discuss
ENVIRONMENT AND man and nature that Activities of man: Industrial activities and and causes of accidents that occur some major
ENVIRONMENTAL degrade the environment mining leading to: from nature and human activities and accidents resulting
and their effects on human (a) Air pollution that degrade the environment. from improper use of
CHALLENGES
life. (b) Land degradation the environment.
(c) Water pollution Students to discuss the effects of
Land, water and air are the
(d) Destruction of living organisms environmental degradation on human Students report their
main natural resources for the
Effects of Environmental Degradation life. findings on the case
survival of human beings. As
Diseases, destruction of plant and animal study.
some of these are relatively
life, floods, global warming, occupational Students to do a case study of
free, the Ghanaian hardly
and industrial accidents etc. degraded areas in their localities
values them. We use them to
considering the effects of the
satisfy our wants and needs.
degradation on the quality of life in the
Since these are limited assets
community.
and have no substitutes, any
careless use of them,
constitutes a threat to us and to
1.1.5 discuss possible steps that Steps to protect Environment Invite a resource person to talk on Suggest measures
generations yet unborn.
should be taken at the - Sanctions should be imposed on environmental conservation. that can be taken to
local and national levels to offenders. protect the
reduce the degradation of - More education should be mounted at Students discuss the talk and further environment in
the physical environment the local and national levels. Emphasis discuss ways for environmental Ghana.
and conserve it for future should be put on environmental conservation at the local and national
generations. sanitation and keeping healthy levels.
- National policy to protect the
environment. Guide students to discuss some of the
- Appropriate technology usage, etc. problems that arise from misuse of the
environment and make suggest ions.
37
EDUCATION AND 1.2.1 explain education, its Education is the total process of human Students brainstorm for the explanation With examples show the
SOCIETAL CHANGE purpose and its major learning by which knowledge is imparted, of education and discuss the difference difference among formal,
forms. faculties trained and skills developed. between formal and informal education. informal and non-formal
The forms of education are formal, education.
The Problem
informal, and non-formal.
The focus of formal
With formal education, learning is carried
education has been on the
out in specially built institutions. What is
attainment of knowledge to
taught is structured by means of syllabus
the neglect of character
and time tables.
building.
Non-formal education is the system of
Formal education in Ghana
education which is outside the main
addresses itself mostly to
stream of formal education e.g. adult
the needs of society but it
education.
minimizes efforts to initiate
With informal education much of the
society into new trends.
learning is unsystematic, unstructured
and not in print.
1.2.2 explain societal Societal change is a process of Guide students to brainstorm on how With examples show the
change. transforming a society to meet new societal change can occur. relationship between
challenges as they emerge. The change education and societal
can come by deliberate attempts at Students interview three educated adults change.
societal transformation, encountering 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.
1.2.3. assess the impact of Impact of Education on development: Students in groups to identify a problem Let students consider their
education on the - documentation in the community and apply knowledge community and discuss the
development of Ghana. - official language gained from science, mathematics and impact that education has
- cross cultural understanding other sources in solving it. made in the area.
- tolerance of divergent views
etc.
1.2.4 suggest how Education should play a role as leader of Students to discuss ways by which Identify a problem in your
education can change and development in the country education could be used to bring about locality and suggest solutions
effectively be used to essentially by continuous education and the kind of social change that will move to it.
bring about rapid social training of human resource. the country faster toward development.
change in Ghana.
38
YEAR THREE
SECTION II
1. Insist on their constitutional rights and will seek appropriate redress when
their rights are infringed upon
2. Perform their responsibilities to state and country
3. Take necessary action and provide necessary advice for cooperating with
the African community and the world community
RIGHTS AND 2.1.1 explain the meaning of Rights are provisions necessary for the Students brainstorm for the definition Let students suggest
RESPONSIBILITIES OF rights and responsibilities. realization of human dignity. of rights and responsibilities. rights they want to
enjoy and their
THE INDIVIDUAL
Responsibilities refer to what one is obliged Students discuss some of the basic corresponding
to perform as a duty. human rights and responsibilities they responsibilities.
The Problem consider essential for every human
NOTE being at home, in the school, in the
Every human being has some Draw attention to the need for students to community and the nation.
fundamental human rights. obtain permission (exeat) when leaving
These Rights go with school and the need to return Library Books
responsibilities. However in when they are due.
Ghana there are people who
strongly claim too much of
their rights but fail to perform 2.1.2 state provisions of the Human rights in the 1992 constitution Using the provisions on human rights,
the corresponding constitution relating to let students discuss fundamental
responsibilities. There are individual rights . human rights which they know about
others who seem to be totally and those they were previously
ignorant of both their rights ignorant about.
and responsibilities. These
pose problems to the
individual’s personal
achievements as well as the
country’s efforts to develop.
39
RIGHTS AND 2.1.3 examine possible Sometimes there is conflict between Students simulate the role of District Let students
conflicts in the exercise of personal and national interest. In such Chief Executive. The identification and mention some of
RESPONSIBILITIES OF
rights and responsibilities cases the national interest should be siting of a project may lead to conflict their rights and
THE INDIVIDUAL at the local and national regarded as supreme. between his/her personal and national responsibilities in
levels. interest. What should happen in this the school and
case? discuss some of the
problems they face
2.1.4 assign reasons why Rights of individuals in the society can Guide students to come out with in exercising their
people‟s rights are sometimes be curtailed when: various ways in which rights of responsibilities, and
sometimes curtailed. one is convicted of crime or individuals can be restricted. how they would
treason resolve the
there is a state of emergency, In all the cases stated let students problems.
if one is considered as carrying a discuss how they can prevent their
very contagious disease, etc. rights from being curtailed. Stress Justify why some
positive thinking. rights should be
curtailed.
2.1.5 give reasons why all must Reasons for Performing responsibilities Create two scenarios, in one case
perform their a) National development is the everybody expects the other person to
responsibilities. responsibility of all. take up responsibilities and therefore
nothing is done. In the second case,
b) Collective efforts bring societal everybody takes up duty readily and
advancement. heartily. Let students discuss what will Write out two rights
happen in the two places over a period and their
c) There is self-satisfaction in fulfilling one‟s of time. corresponding
obligation etc. responsibilities at
Note home, school.
Values of patriotism, commitment etc Community and
should be emphasized. nation.
40
GHANA AND THE 2.2.1 explain the following Globalization - is a concept denoting a world Students use the internet to look for
INTERNATIONAL terms: which is coming closer in terms of economy explanation of globalization and the
- Globalization and culture through improved technology international community.
COMMUNITY
- International and communication.
Community
The Problem
International Community – is a community of
nations of which Ghana is a part. It involves
In this era of globalization,
all the people of the nations of the world.
countries need each other’s
support, since no nation,
developed or developing, is
2.2.2 identify the various forms Forms of co-operation may be Bilateral or Students to mention and discuss areas With examples
self-sufficient. Ghana therefore
of co-operation Ghana Multi-lateral. Areas of Co-operation: of co-operation. students mention
needs to be in a reciprocal
has with other nations. ECOWAS, Common Wealth etc. Students to discuss forms of co- how Ghana relates
relationship with the
operation Ghana is involved in and the Bilaterally and Multi-
international community.
benefits the country gets from the co- lateral with other
operation. Nations.
2.2.3 explain NEPAD. New Partnership for Africa‟s Development Guide students to explain NEPAD and What is NEPAD?
(NEPAD) is a vision and strategic framework discuss its vision.
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.
41
UNIT 2 (CONT’D)
2.2.4 discuss the objectives of The objectives of NEPAD are to Assist students to discuss the
GHANA AND THE NEPAD. eradicate poverty; place African objectives of NEPAD and discuss the
INTERNATIONAL countries, both individually and relevance of NEPAD objectives to
collectively, on a path of sustainable Ghana‟s development
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.
2.2.5 discuss the need for Ghana needs to join the initiative because Students to discuss the reasons why it Examine the possible
Ghana to join the it is designed to address the current is important for Ghana to be part of the benefits of NEPAD to
NEPAD initiative. challenges facing the African continent of 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.
42
YEAR THREE
SECTION III
SOCIO-ECONOMIC DEVELOPMENT
1. appreciate the problems posed by rapid population growth on social and economic development
2. decide to have a small family when they get married
3. become a competent and productive worker when employed in industry
4. plan to set up private business in the future with the knowledge and skills acquired and with further training

POPULATION GROWTH 3.1.1 draw the structure of The 2000 Ghana population census Students construct the population Examine the population
AND DEVELOPMENT Ghana‟s population showed that the total population of Ghana pyramid of the Ghanaian population structure of Ghana in the
using the 2000 was 18.4 million. Out of this, 45 percent of using the percentages provided in the year 2000.
The problem Population Census. the population was under the age of 15 content section and compare with the
years and only 4 percent were above the pyramid of a developed country. (Use
age of 65. The remaining 51 percent fell internet/library as source of
The importance of taking
population dynamics and within the 15-64 age group. This structure information).
characteristics into account in is described as a youthful population.
national planning was for
some time over-looked until
the Ghana population policy
of 1996 was launched. Both 3.1.2 examine the social The youthful nature of the population Let students discuss the implications of What are the implications
the government and the and economic implies a high dependency burden for the Ghana‟s Population Structure. of Ghana‟s population
implications of country. This situation is alarming, structure to the
nation hardly relate
population to national Ghana‟s population considering that large proportion of Let them compare the relative demands economy?
resources. Thus very little structure. persons in the working ages are either on available facility in the country.
attempt was made to unemployed, underemployed, or earn To what extent does high
inadequate income to support population growth rate
minimize the high rate of
dependents. affect the socio-
population growth. This has
negative effects on the socio- Some of the implications are; high economic amenities in
economic development of the dependency, low savings, pressure on Ghana?
existing facilities, etc.
individual and the nation.
43
UNIT3 (CONT’D) The student will be able to:
POPULATION 3.1.3 suggest measures The demographic and economic Students in groups discuss ways to Illustrate the vicious
GROWTH AND for breaking the interventions are the measures to break the break vicious cycle of rapid population cycle of rapid population
vicious cycle of rapid country‟s vicious cycle of rapid population growth in Ghana. growth.
DEVELOPMENT
population growth in growth. There is the need for a combination
Ghana. of policies to reduce population growth.
Other ways of controlling population growth
include;
-Ensuring the education of girls
-Provide incentives for small family size
-Pursue policies that ensure future security.
3.1.4 describe the efforts The 1969 population policy of Ghana was Invite a resource person preferably a Evaluate the success of
made towards revised in 1994 to ensure that the country population officer to give a presentation 1994 population policy in
implementing the 1994 achieves and maintains a level of on the 1994 Ghana Population Policy. controlling population
Ghana‟s population policy population growth which is consistent with: growth.
and the achievements - National development goals Students discuss the goals of this
made. - Rational utilization of the nation‟s policy.
resources to ensure sustainability
- The maximization of protection of
the environment
- Maximization of the quality of life of
the average citizen.
3.1.5 explain why it has been Millennium Development Goals: There are Assist students to discuss the What can be done for the
th
difficult for Ghana to eight goals. The fourth and fifth goals relate millennium development goals and country to achieve the 4
th th th
achieve the 4 and 5 to child and maternal mortality discuss especially why it has been and 5 Millennium
th
Millennium Development difficult for the country to achieve the 4 Development Goals?
th
Goals and 5 goals
3.1.6 defend one‟s In considering the ideal family size, one has Let students use the values‟ clarification Why do you consider it
preference for an to take into consideration not only your to make a choice on the ideal family necessary to limit the
ideal family size. personal resources but the national size. size of your family?
resources. The emphasis should be more
on the quality of children than the quantity.
44
THE WORLD OF WORK 3.2.1 explain work, Work implies any legitimate and socially Let students brainstorm the meaning of Examine the relationship
AND productivity and acceptable act that one performs to earn work and the relationship between work between work and
entrepreneurship. a living. and productivity. productivity.
ENTREPRENEURSHIP
Productivity is a measurement of worker
The Problem
efficiency. It is evidenced when workers
within the same time span and using the
Many Ghanaians wrongly
same resources achieve greater output
equate work only with
within a shorter time without
government employment and
compromising quality.
because we wrongly think that
the government is a strange
An entrepreneur is one who goes into
group of individuals, we do not
business to make a profit.
feel obliged to put in our best
when employed. This has
become a canker among
3.2.2 describe the types of Types of Enterprises Let students discuss how these Which type of business
Ghanaians. Thus no matter the
enterprises in Ghana. - sole proprietor enterprises operate at different scales would you like to enter
difficulties we encounter in our
- partnership e.g. small, medium and large. and why?
struggle for work, most workers
- co-operatives
do not demonstrate equal zeal
- limited liabilities
once employed. Many
- public corporations
Ghanaians do not work hard
when there is little supervision.
This has rendered most 3.2.3 identify the qualities Qualities of an entrepreneur include: Students discuss some qualities of the What qualities do you
enterprises unproductive and of an entrepreneur. - vision entrepreneur. A resource person could need, if you want to be a
unprofitable. Such negative
- drive be invited for this purpose. businessman/woman
attitudes have serious
- good judgment and why?
repercussions on Ghana‟s
- insight
developmental efforts and
- courage Project
sustainability.
- knowledge and skill Students interview local
entrepreneur on how to
There is the tendency for
start and sustain a
people always to look up to
business
government for employment.
Developments over the years
show a deliberate attempt on
the part of government to
encourage private efforts at
establishing business
enterprises.
45
THE WORLD OF 3.2.4 analyse the basic Requirement for starting Business Invite a resource person to talk on the Write a paper on how to
- Conceptualizing the business idea basic requirements for starting a start your own business.
WORK AND requirements for - Market survey business.
ENTREPRENEURSHIP starting and - Business plan
sustaining a - Securing funds Students visit a nearby business How can a business be
business enterprise. Knowledge of accounting procedures, etc. enterprise to study its operation and sustained?
In spite of this many people how it hopes to sustain itself, and write
have not taken up the How to sustain a Business a report.
challenge to be self- i. keep proper financial records.
employed. This may be ii. maintain high quality product and
attributed to the lack of services
iii. plough back profits
entrepreneurial abilities.
iv. building net work of clients and
suppliers etc.
3.2.5 examine the Their contribution include; Students discuss the contribution of Identify an enterprise in
contribution of - creating employment enterprises to local economic your area and discuss its
enterprises to local - creating wealth development. role in local economic
economic - mobilizing local resources NOTE development.
development. - providing goods and services etc. Consider the economy of communities
and Ghana in general.
3.2.6 state wrong behaviours Wrong behaviours at work include -Students role play how employees‟ Analyze the implications
that people exhibit at lateness and irregularity, laziness, lack of negative attitude to work led to the of our negative attitude
work and their planning and initiative, pilfering, collapse of the business that employs to work in Ghana.
implications on work falsification of accounts, diversion of them. Students discuss how such
output. money, etc. attitudes affect government and
individual businesses.
Wrong behaviours render the jobs -By using specific situations students
unprofitable, and unproductive. The discuss workers who are always late for
business can therefore not be self- work, lazy and uncooperative, etc.
sustaining. -Students discuss why employers do
not want to keep workers who do not
work hard.
3.2.7 mention positive Workers need to demonstrate high sense Students in groups to discuss the Analyse the implications
behaviours that of duty, zeal, dedication, loyalty, honesty positive behaviours expected of of positive work ethics to
employers expect from and concerted effort to expand the Ghanaian workers. Development.
their employees. business.
46

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YEAR ONE

UNIT 1 The student will be able to:

UNIT 1 (CONT’D) The student will be able to:

Education can assist us in Students discuss what each of them

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

Drug abuse may lead to madness,

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

UNIT 3 The student will be able to:

UNIT 3 (CONT’D) The student will be able to:

It also refers to the phenomenon

General Objectives: The student will

1. Adopt the spirit of hard work in an independent Ghana.

UNIT 1 The student will be able to:

UNIT 1 (CONT’D) The student will be able to:

UNIT 1 (CONT’D) The student will be able to:

UNIT 2 The student will be able to:

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

UNIT 1 The student will be able to:

UNIT 1 (CONT’D) The student will be able to:

Through discussion in groups, each

UNIT 3 The student will be able to:

The Problem Development is the qualitative and

UNIT 1 The student will be able to:

UNIT 4 (CONT’D) The student will be able to:

The challenges that confront

Breakdown of marriages may

The student will be able to:

INDIVIDUAL 1.2.1 explain the terms

Let students reflect on activities in

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

Let them express their views on the

UNIT 3 The student will be able to:

The Problem Parenthood is the state of being a

UNIT 3 (CONT’D) The student will be able to:

UNIT 4 The student will be able to:

UNIT 1 (CONT’D) The student will be able to:

General Objectives: The student will:

1. apply the processes and responsibilities of leadership in their life

UNIT 1 The student will be able to:

The follower must cooperate with

UNIT 1 (CONT’D) The student will be able to:

1. become an effective contributor to community development efforts

TEACHING AND LEARNING

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

3.3.4 discuss measures that 1. Improve quality of human resource

-Plan a personal budget for one year.

General Objectives: The student will:

1. Take care of the physical environment

UNIT 1 The student will be able to:

UNIT 2 The student will be able to:

GOVERNANCE, POLITICS AND STABILITY

General Objectives: The student will:

UNIT 1 The student will be able to:

UNIT 1 (CONT’D) The student will be able to:

UNIT 2 The student will be able to:

TEACHING AND LEARNING

UNIT 1 The student will be able to:

UNIT3 (CONT’D) The student will be able to:

UNIT 2 The student will be able to: