OWOP Textbook Basic 6 Teachers Guide

Strand 2

i. Increased soil carbon and reduced iv. Learners obtaine different plants and
atmospheric carbon levels animal waste from the community and use
such materials to prepare manure
ii. Reduce soil erosion and runoff
iii. Reduce nitrate leaching v. State four importance of manure
iv. Reduce energy demands for natural gas-
Evaluation Exercise
intensive nitrogen fertilizers Expected Answers
(Refer to Learner’s Book 6, pages 72 and 73
Preparation of Manure. exercises and Activities)
Engage learners in the preparation of manure Exercise 1
i. Manure is organic matter, mostly derived
Activity 1
Guide Learners to obtain different plants and from animal faeces except in the case
animal waste from the community and use such of green manure, which can be used as
materials to prepare manure. organic fertilizer in agriculture.
The following points should be considered: ii. Dead plants, soil
i. Arrange composting materials in a pit or iii. Manure contains nitrogen, phosphorus, and
other nutrients that plants need to grow.
heap a. Farmers can often save money by properly
ii. Compost is decomposed by fungi and using manure as a fertilizer. ...
b. Proper use of manure as a fertilizer
bacteria minimizes nutrient pollution to water
iii. Add enough water to keep compost moist resources and
iv. Turn the compost pit or heap at 30-40 c. Helps build healthy soils.
d. Improve soil fertility
intervals for proper aeration e. It reduces soil erosion risk
v. Cover the compost pit or heap with mud or
Exercise 2
straw or plastic sheets i. Arrange composting materials in a pit or

Relationship between Plants and Animals heap
Crops sown in the manured garden soil should ii. Compost is decomposed by fungi and
be monitored throughout their growth.
i. It would be realized that the crops grow bacteria
iii. Add enough water to keep compost moist
well to attract animals. iv. Turn the compost pit or heap at 30-40
ii. Many animals depend solely on plants as
intervals for proper aeration
their source of nutrients. v. Cover the compost pit or heap with mud or
iii. Birds and mammals also disperse seed
iv. Animals such as bats and hummingbirds straw or plastic sheets

act as pollinators SUGGESTED HOME WORK
v. Plants also obtain their nutrients from 1. Write down the materials used in making

animal remains or manure. manure
2. Describe how manure is prepared
This is a clear interdependence relationship. 3. State four importance of manure
Pollination and dispersal benefit both the plants
and the animals. Evaluation Exercise
Expected Answers
Project Work
Obtain different plant and animal waste from the SUGGESTED HOME WORK
community and use such materials to prepare
manure. i. Manure contains nitrogen, phosphorus, and
other nutrients that plants need to grow.
Activities to support learners
i. Learners obtain different plants and animal ii. Farmers can often save money by properly
using manure as a fertilizer. ...
waste from the community and use such
materials to prepare manure iii. Proper use of manure as a fertilizer
ii. Learners watch videos of manure minimizes nutrient pollution to water
iii. Learners describe how to prepare manure resources.

50

Sub-strand 1: The environment and the weather

Reflections Also, learners should be aware of and control
Teacher reflects on the following in relation to their learning by actively participating in
the indicator and makes informed decision in the reflective thinking - assessing what they know,
next lessons: what they need to know, and how they bridge
that gap during learning situations.
• What went well? Ask learners to do the following as a way of
• What went badly? reflection:
• What would you improve next time? 1. Tell the class how you are going to use the
In thinking about or answering the above
questions, the teacher should make use of knowledge gained to help your community
those cognitive skills or strategies that increase 2. Tell the class your experience in preparing a
the probability of a desirable outcome. Use
thinking that is purposeful, reasoned and goal manure.
directed; the kind of thinking involved in solving
problems, formulating inferences, calculating
likelihoods, and making decisions when the
teacher is using skills that are thoughtful and
effective for the particular context and type of
thinking task. The teacher should also analyze
and make judgments about what has happened
or been taught.

51

Strand 2: ALL AROUND US

Sub-strand 3: Map Making and Land Marks

CONTENT STANDARD LB: pages 74 - 80
Demonstrate understanding of the map of
Ghana Ghana is a country located along the Gulf of
Guinea and the Atlantic Ocean, in the sub
INDICATOR region of West Africa. Ghana shares the same
Identify the political regions on a sketch map boundaries with Togo in the East, Cote d’lvoire
of Ghana in the West and Burkina Faso in the north, in the
south is the Gulf of Guinea.
CORE COMPETENCIES
Creativity and Innovation Through whole discussion with the help of the
Critical Thinking and Problem Solving map of Ghana Learners talk about the political
regions of Ghana and their capitals.
SUBJECT SPECIFIC PRACTICES
Observation, Planning, Applying The following points should be considered:

SUGGESTED RESOURCES REGIONS CAPITAL
Mobilize the following resources to make the Upper West Wa
lesson more practical: Upper East Bolgatanga
Map of Ghana, Map of West Africa, Map of Savannah Damongo
Africa, Atlas, Globe Pictures, chart, computer, North East Nalerigu
projector, paper, pencils, pen, blackboard/ Bono East Techiman
marker board and chalk/marker Bono Sunyani
Northern Tamale
OTHER USEFUL MATERIALS Oti Dambai
English dictionary Ahafo Goaso
Ashanti Kumasi
KEY WORDS Volta Ho
Regions, capital, locations, political, border Western North Sefwi -Wiawso
Eastern Koforidua
Introduction Western Takoradi
Introduce this lesson by displaying the political Central Cape Coast
map of Ghana. Invite learners to identify the Accra Greater Accra
sixteen regions, their names and their capitals.
Display the political map of West Africa or that of This is the map of Ghana showing the sixteen
Africa and let learners observe and write out the Regional boundaries. It used to be ten regions.
countries which border Ghana to the North, East Additional six were created after the December
and West. 2018 referendum to have more political
administration and meet regional developmental
demands.

52

Sub-strand 3: Map Making and Land Marks

We go to Ivory coast,
Ghana to Togoland, Benin,
Nigeria to Cameroon.

Activities support learners
Draw or sketch the map of Ghana
Write down the regions and their capitals
Compose a song on the regions and their
capitals
Name the countries that border Ghana to the
North -------------------------------
East----------------------------------
West---------------------------------
South--------------------------------

Draw or sketch the map of Ghana indicating the
regions and their capitals

Compose song that locate the position of Ghana
in relation to other countries along the coast of
West Africa

Ghana is bordered on the East by Togo and Evaluation Exercise
on the West by La Cote D’ivoire. Burkina Faso Expected Answers
bordered Ghana on the North but the South (Refer to Learner’s Book 6, pages 79 and 80
borderline is washed by the Gulf of Guinea. Gulf exercises and Activities)
of Guinea is part of the main Atlantic Ocean. Exercise 1
1.
Let learners show the locations of the political
regions on a sketch map of Ghana. REGIONS CAPITAL
Guide learners to sketch the map of Ghana
indicating the region and their capitals Upper West Wa
Guide learners to observe a map of Africa and
write out the countries, which border Ghana to Upper East Bolgatanga
the North, East and West.
The following points should be considered: Savannah Damongo
Togo in the East
Ivory Coast in the West North East Nalerigu
Burkina Faso in the North
Gulf of Guinea to the South Bono East Techiman

Guide learners to compose a song that locates Bono Sunyani
the position of Ghana in relation to other
countries along the Coast of West Africa. Northern Tamale

The following points should be considered: Oti Dambai
From Senegal to Gambia and Guinea Bissau,
Guinea Bissau to Guinea. Ahafo Goaso
From sierra Leone to Liberia.
Ashanti Kumasi

Volta Ho

Western North Sefwi –Wiawso

Eastern Koforidua

Western Takoradi

Central Cape Coast

Accra Greater Accra

Exercise 2
1.
i. Burkina Faso and Niger
ii. Togo and Benin

53

Strand 2

iii. Liberia and Ivory Coast those cognitive skills or strategies that increase
iv. Gulf of Guinea and Atlantic Ocean the probability of a desirable outcome. Use
2. thinking that is purposeful, reasoned and goal
Learners are to write a song locating the directed; the kind of thinking involved in solving
position of Ghana in relation to other countries problems, formulating inferences, calculating
along the coast. likelihoods, and making decisions when the
teacher is using skills that are thoughtful and
Exercise 3 effective for the particular context and type of
Learners are to trace the new Ghana map and thinking task. The teacher should also analyze
indicate the regions. and make judgments about what has happened
or been taught.
SUGGESTED HOME WORK
Also, learners should be aware of and control
1. Draw or sketch the map of West Africa their learning by actively participating in
Learner’s answer reflective thinking - assessing what they know,
what they need to know, and how they bridge
2. Draw or sketch the map of Ghana that gap during learning situations.
Learners answer
Ask learners to do the following as a way of
Reflections reflection:
Teacher reflects on the following in relation to i. Tell the class what you have learnt from
the indicator and makes informed decision in the
next lessons: the lesson
ii. Tell the class how you are going to use
• What went well?
• What went badly? the knowledge gained
• What would you improve next time? iii. Tell the class which aspect of the lesson
In thinking about or answering the above
questions, the teacher should make use of you didn’t understand.

54

Strand 2: ALL AROUND US

Sub-strand 4: Population and Settlement

CONTENT STANDARD LB: pages 81 - 88
Show understanding of internal migration in
Ghana Describe internal migration in Ghana
In whole class discussion describe the internal
INDICATOR migration in Ghana. Movement of individuals,
Describe internal migration in Ghana groups of people or family units tends to move
from economic deprived areas to commercial
CORE COMPETENCIES and industrial towns or cash crop farming
Critical Thinking and areas in order to get employment. Employment
Problem solving avenues are scarce in Ghana’s rural areas.
Communication and Collaboration Though the rural areas rely on primary
Digital literacy production, earnings from peasant farming
Cultural identity and Global Citizenship cannot sustain the rural folks. This is because
farmers who rely on the rain are most times
SUBJECT SPECIFIC PRACTICES disappointed when the rain is good and there is
Observation, Applying good harvest but prices fall. When the weather
is not favourable for crops and prices go high,
SUGGESTED RESOURCES they have less yield to sell. The rural – urban
Mobilized the following resources to make the migration is therefore very rampant in the
lesson more practical: Northern territories of Ghana where rainfall is
Pictures, Charts, Videos, Map of Ghana, scanty. In these Northern territories there are
computer, projector, paper, pencils, pen, family units migrating from their homes to places
blackboard/marker board and chalk/marker they think they can get better employment.

OTHER USEFUL MATERIALS Guide Learners in groups to discuss the
English dictionary patterns of internal migration in Ghana

KEY WORDS The following points should be considered:
Migration, movement, family, internal, i. movement from the north to the south,
ii. movement from the south to the north,
HELPFUL LINKS iii. movement to commercial and industrial

https://www.statsghana.gov.gh>Mi towns,
iv. movement to cash crop farming areas.
https://www.wider.unu.edu>files,
Learners brainstorm the reasons for migration in
Introduction Ghana.
Introduce this lesson by defining migration as
the movement of people across a specified The following points should be considered:
boundary for the purpose of establishing a new i. better living conditions,
or semi-permanent residence. In Ghana people ii. find work,
leave their homes to places where they could iii. for marriage,
find work to do for their survival. iv. Inadequate road networks,
v. lack or inadequate social amenities
(hospital, portable drinking water,
schools and electricity).

With the help of the map of Ghana guide
Learners to show the migration pattern on a
sketch map of Ghana.

55

Strand 2

Challenges associated with urban vii. State four measures that can be taken to
settlements solve challenges associated with rural –
Use brainstorming technique for the learners to urban settlement.
come out with the challenges associated with
urban settlements. Evaluation Exercise
As the youth between the ages of 10 years to Expected Answers
35 years drift to Accra in search of non-existent (Refer to Learner’s Book 6, pages 87 and 88
jobs, there is pressure on social amenities. exercises and Activities)
Garbage generated by these large numbers of Exercise 1
people are beyond the capabilities of the city 1. Migration is the movement of people from one
authorities. Sanitation become very poor in place to another with the intention of settling
Accra and other urban centers. there.
Pollution is very high to the extent that one
could see “mountains” of garbage in city 2. The pattern of internal migration in Ghana are
centers. Gutters are also choked making movement from the North to the South,
effluents to be stagnant and breeding harmful movement from the South to the North,
insects like mosquitoes. movement to commercial and industrial
Traffic congestion is both in vehicular movement towns, and movement to cash crop farming
and human movement. The city’s carrying areas among others.
capacity overflowed leading to irregular
behaviours and social vices. Note: Learners are to explain the pattern.
Let learners discuss in their small groups
measures that can be taken to solve challenges Exercise 2
associated with rural and urban settlements. i. For better living condition,
Such measures will include provision of social ii. Find work or jobs
amenities in the rural areas, creation of job iii. For marriage
opportunities for both rural and urban areas. iv. Because of inadequate road networks
v. Lack or inadequate social amenities
In groups discuss measures that can be taken such as hospitals, portable drinking
to solve challenges associated with rural and water, schools and electricity.
urban settlements.
i. provision of social amenities in the rural Exercise 3
1.
areas, i. Poor sanitation
ii. creation of job opportunities for both rural ii. Environmental pollution
iii. Traffic congestion
and urban areas. iv. Pressure on facilities such as health,
iii. Instituting appropriate land tenure systems
education and electricity
that may attract the youth to go into v. Increase in crime waves due to lack of jobs
farming.
iv. Provision of entertainment facilities like and income
stadia, cinema houses, tourist centers.
2.
Activities to support learners i. Provision of social amenities in the rural
i. State five reasons for migration in Ghana.
ii. Learners to show the migration pattern on a areas.
ii. Creation of job opportunities for both rural
sketch map of Ghana.
iii. Draw the map of Ghana showing migration and urban areas.
iii. Instituting appropriate land tenure systems
pattern
iv. What is migration? that may attract the youth to go into
v. Describe the internal pattern of migration in farming.
iv. Provision of entertainment facilities like
Ghana. stadia, cinema houses, tourist centers
vi. State four challenges associated with urban

settlement.

56

Sub-strand 4: Population and Settlement

SUGGESTED HOME WORK problems, formulating inferences, calculating
i. Describe the internal pattern of migration in likelihoods, and making decisions when the
teacher is using skills that are thoughtful and
Ghana. effective for the particular context and type of
The pattern of internal migration in Ghana are thinking task. The teacher should also analyze
and make judgments about what has happened
movement from the North to the South, or been taught.
movement from the South to the North,
movement to commercial and industrial Also, learners should be aware of and control
towns, and movement to cash crop farming their learning by actively participating in
areas among others. reflective thinking - assessing what they know,
what they need to know, and how they bridge
Reflections that gap during learning situations.
Teacher reflects on the following in relation to
the indicator and makes informed decision in the Ask learners to do the following as a way of
next lessons: reflection
1. Tell the class how you will educate
• What went well?
• What went badly? people on the challenges associated with
• What would you improve next time? migration.
In thinking about or answering the above 2. Tell the class how the lesson has affected
questions, the teacher should make use of your perception about migration.
those cognitive skills or strategies that increase 3. Tell the class which aspect of the lesson
the probability of a desirable outcome. Use you didn’t understand.
thinking that is purposeful, reasoned and goal
directed; the kind of thinking involved in solving

57



Strand: 3

Our beliefs
and values

Strand 3: OUR BELIEFS AND VALUES

Sub-strand 1: Worship LB: pages 90 - 100

CONTENT STANDARD Let learners discuss/brainstorm the meaning
Demonstrate understanding of the of prayer: a communication between the
importance of prayer, worship and other worshipper and the object of worship. Prayer is
acts of worship the act of talking or communicating with God or
Indicator: Describe the importance of one’s object of worship. Prayer plays important
prayer in our lives part in any religion. Prayer therefore, involves
asking God for something or asking God to
CORE COMPETENCIES protect you.
Communication and Collaboration
Personal Development and Leadership Let learners understand that prayer is very
Creativity and Innovation important in the life of every humankind.
Cultural Identity and Global Citizenship Learners should know that prayer is good for
our spiritual life for which we get the results on
SUBJECT SPECIFIC PRACTICES earth as well. It builds our spiritual life against
Faithfulness, Obedience, Respect, evil intentions. Let learners understand that
Commitment, Humility, Togetherness, God is always happy when we pray to Him as
Cultural Identity, Gratitude the creator of the universe and all other things
including human beings,
SUGGESTED RESOURCES
The following resources should be Through whole class discussion guide Learners
mobilized to make the lesson more to talk about the types of prayer.
practical: The following points should be considered:
Bible, Quran, Water, Drinks, Picture, Christianity–
Videos, chart, computer, projector, paper, i. Prayer of thanksgiving,
pencils, pen, blackboard/marker board and ii. Prayer of intercession,
chalk/marker iii. Prayer of supplication,
iv. Prayer of confession,
OTHER USEFUL MATERIALS v. Prayer of invocation
English dictionary vi. Prayer of consecration
vii. Prayer for healing and deliverance
KEY WORDS viii. Prayer of adoration
Prayer, worship, confession, supplication, ix. Prayer of petition
thanksgiving, worshipper, intercession, x. Congregational prayer
communication, congregation, Christianity,
traditional, Islam, dependence, closer. Guide Learners to pray the Lord’s prayer.
Islam
HELPFUL LINKS i. Salat (five daily compulsory prayers),

https://www.kidssundayschool.com> b. Dawn prayer, before sunrise - Fajr
c. Early afternoon or midday prayer, after
Introduction
Guide learners through questions and answers the sun passes its highest -Zuhr
to talk about how committed they have been to d. Late afternoon prayer - Asr
religious worship. e. Prayer at sun set - Maghrib
f. Prayer after sunset, it is between sunset
60
and midnight - Isha
vii. congregational (Ju`mah),
viii. Farz or Faed(Obligatory). This is the part of

prayer commanded by Allah Himself

Sub-strand 4: Population and Settlement

ix. Sunnat: This is the one the Holy Prophet Christian religion, some do it in standing position
added to what Allah commanded with both palms closed and with a focus on
the Creator. Others do it in standing position in
Guide learners to do the congregation prayer in same manner. There are others who also do it
Islam. in groups and so on. In Islam, one uses mat or
a good and acceptable material for prayer and
Traditional– faces the eastern direction, which is the location
i. thanksgiving, of the Kaaba in Mecca. In the African Traditional
ii. intercession, Religion, it takes the form of libation using hard
iii. supplication, drink or water with incantations or a message
iv. confession, for which in all religions results are expected.
v. invocation Facilitator should show pictures of people
vi. petition praying in the three religions.

Learners demonstrate using water how libation Activities to support learners
is made by the traditionalist as means of prayer. i. Learners demonstrate how prayer is done

Through whole class discussion guide Learners in the three major religions.
to discuss the importance of prayer. ii. What is prayer?
iii. What is worship?
The followings points should be considered: iv. How do Christians worship God?
i. brings us closer to God v. State and explain four importance of prayer.
ii. It shows our dependence on God, vi. State and explain two forms of worship in
iii. Prayer helps our faith in God to be
Islam.
strengthened vii. Let learners dramatised the need for
iv. When we pray we are protected from evil
v. We receive blessings from God when we religious tolerance among the three
religions.
pray viii. Let learners differentiate between sacrifice
vi. Through prayer God and human beings and offerings.

communicate with one another Evaluation Exercise
vii. Prayer helps us to do the will of God Expected Answers
viii. Prayer gives victory over the enemy (Refer to Learner’s Book 6, pages 98 to 100
ix. Prayer helps us to overcome temptations exercises and Activities)
Exercise 1
Guide learners to brainstorm on worship 1. Prayer is communication, talking or commune

The following points should be considered: with God.
i. Worship is an act showing respect, honour, 2. Learners are to briefly describe how

praise and adoration for God. Christians pray to God?
ii. Through whole class discussion learners
Exercise 2
discuss the importance of worship Learners are to explain two.
Prayer draws us closer to God.
The following points should be considered: We draw strength in faith from God through
i. Worship draw closer to God prayer.
ii. We receive blessings from God When we pray we are protected from evil.
iii. Our faith is strengthened when we worship We receive blessings from God when pray.
Through prayer God and human beings
God communicate with one another.
iv. We have fellowship and communion with
Exercise 3
God when we worship Him Christians - Church
Guide learners in practical demonstrations Muslims - Mosque
how prayer is done in all the three religions Traditionalists - Shrine
in Ghana and elsewhere in the world. Let
them understand that per the regions, there 61
are different ways prayer is offered to God. In

Strand 3

2. when we worship Him
i. Farz or Faed (Obligatory). This is the part
Reflections
of prayer commanded by Allah Himself. Teacher reflects on the following in relation to
ii. Sunnat: This is the one the Holy Prophet the indicator and makes informed decision in the
next lessons:
added to what Allah commanded.
iii. Nafl or Nafilah (Optional prayer). • What went well?
3. • What went badly?
• What would you improve next time?
Prayer of Adoration In thinking about or answering the above
Prayer of thanksgiving questions, the teacher should make use of
Intercessory prayer those cognitive skills or strategies that increase
Prayer of consecration the probability of a desirable outcome. Use
Prayer of petition thinking that is purposeful, reasoned and goal
Prayer of confession directed; the kind of thinking involved in solving
Congregational prayer problems, formulating inferences, calculating
likelihoods, and making decisions when the
Note: Learners are to explain any two. teacher is using skills that are thoughtful and
effective for the particular context and type of
3. Libation is used for contacting and thinking task. The teacher should also analyze
and make judgments about what has happened
communicating with the lesser gods, or been taught.

ancestor and spirits. Libation is also used Also, learners should be aware of and control
their learning by actively participating in
to seek guidance from the gods and also for reflective thinking - assessing what they know,
what they need to know, and how they bridge
thanksgiving. that gap during learning situations.

SUGGESTED HOME WORK Ask learners to do the following as a way of
1. What is prayer? reflection:
2. State and explain any four types of the i. Tell the class what has changed your

Christian prayer. perception about prayer
3. State and explain three importance of ii. Tell the class how the lesson affects your

prayer. life
4. What is worship? iii. Tell the class what you have learnt from the
5. State three importance of worship.
Evaluation Exercise lesson
Expected Answers

SUGGESTED HOME WORK
1. Prayer is talking or communicating or
communion with God or object of worship
4. This involves the act of showing respect,
honour, praise and adoration to God. Christians
are being called upon to worship God.
5.
Worship draws us closer to God
We receive blessings from God
Our faith is strengthened when we worship God
We have fellowship and communion with God

62

Strand 3: OUR BELIEFS AND VALUES

Sub-strand 2: Festivals LB: pages 101 - 107

CONTENT STANDARD Aboakyer which is celebrated by the people
Demonstrate knowledge of the significance of of Winneba(Effutus), Kotoklo and Nmayem
celebration of festivals in Ghana by the Krobos , Homowo by the Ga people ,
Hogbetsoso by the people of the Anlo , Kundum
INDICATOR by the Nzema and Ahanta , Damba by the
Identify two ways of making festivals Northern and Upper Regions. What festival do
beneficial to the communities the people in community celebrate?

CORE COMPETENCIES Through whole class discussion guide Learners
Communication and to talk about significance of celebrations of
Collaboration festivals to the communities.
Personal Development and Leadership
Creativity and Innovation The following points should be considered:
Cultural Identity and Global Citizenship
i. use festival occasions to plan for
SUGGESTED RESOURCES development,
Mobilize the following resources make the
lesson more practical: ii. encourage youth participation,
Pictures, Videos, chart, computer, projector, iii. gender and inclusivity,
paper, pencils, pen, blackboard/marker board iv. settle disputes,
and chalk/marker v. honour hardworking people,
vi. showcasing the culture of the people
OTHER USEFUL MATERIALS vii. renew the people’s loyalty to their chiefs by
English dictionary
paying homage to them
KEY WORDS viii. perform the customary purification of the
Celebration, festivals, beneficial,
development, inclusive, settle, disputes, land and the people by the chiefs and the
participation traditional priests. This purification is to
strengthen them spiritually and socially
HELPFUL LINKS to enable them to face the coming year
https://www.touringghana.com>festival successfully.
ix. teach the youth about their traditions. At
Introduction all traditional festivals, there is a lot of
Guide learners through questions and answers merrymaking, drumming and dancing.
to talk about types of religious festivals. Various activities take place throughout the
town.
In Ghana, there are different types of festivals.
These festivals differ from one community to Learners draw a durbar of chiefs during festival
another. Some of the festivals are Odwira which celebrations.
is celebrated by Akuapems, Akwambo by the
people of Gomoa Ajumako, Enyan, Ekumfi and Guide learners through questions and answers
Agona, all in the Central Region. We also have to talk about ways that can be used to make
celebrations of festivals beneficial to the
communities. Learners should know that apart
from historical remembrance of events that
brought about the celebration of festivals,
festivals are beneficial to the communities
that organize the festival. These may come in
different form such as spending large sum of
money in the community so that others can

63

Strand 3

get access to money, which within the period iii. A boakyer, which is celebrated by the
creates short term jobs and increases income of people of Winneba (Effutus),
the local people, use festival occasions to plan
for development, encourage youth participation, iv. Kotoklo and Nmayem by the Krobos,
gender and inclusivity, settle disputes, honour v. Homowo by the Gas,
hardworking people, showcasing the culture of vi. Hogbetsoso by the people of the Anlo,
the people for revenue generation. vii. Kundum by the Nzema’s and Ahanta,
viii. Damba by the people of Tamale, Yendi, etc.
These other points should be considered:
Exercise 2
i. To be celebrated in way to attract visitors to ix. To be celebrated in a way to attract visitors
ii. the community which will stimulate the
to the community which will stimulate the
growth of tourism and other businesses in growth of tourism and other businesses in
the community, town or region. the community, town or region.
iii. To foster community pride, teach people
new things and strengthen relationship Exercise 3
iv. For people to bring their connections and i. To foster community pride, teach people
collective knowledge and skills to improve
the community. new things and strengthen relationships
v. To provide free marking and advertising for ii. For people to bring their connections and
local businesses as visitors talk about the
experiences when they go back home. collective knowledge and skills to improve
vi. To generate revenue for the communities. the community.
For example, visitors stop at a local filling iii. To provide free marketing and advertising
stations, souvenir shops, restaurants to for local businesses as visitors talk about
spend money. the experiences when they go back home.
iv. To generate revenue for the communities.
Activities to support learners For example, visitors stop at a local filling
i. Draw a durbar of chiefs during festival stations, souvenir shops, restaurants to
spend money.
celebration.
ii. Write down five festivals celebrated in SUGGESTED HOME WORK
1. Draw the durbar of chiefs during festival
Ghana.
iii. Describe the festival celebrated in your Learners answer
2. Describe how festival is celebrated in your
community.
iv. State three ways of making festival area or community
Learners answer
celebration beneficial to the community 3. State and explain three significance of
v. Write down the names of five festivals festival
i. It tells the history of people
celebrated in Ghana and the people who ii. A time community members pay homage to
celebrate . their chiefs
vi. State and explain three significance of iii. An opportunity for community members to
festival. initiate prrojects.

Evaluation Exercise Reflections
Expected Answers Teacher reflects on the following in relation to
(Refer to Learner’s Book 6, pages 105 to 107 the indicator and makes informed decision in the
exercises and Activities) next lessons:
Exercise 1
• What went well?
1 • What went badly?
i. Akwambo by the people of Gomoa • What would you improve next time?
In thinking about or answering the above
Ajumako, Enyan, questions, the teacher should make use of
ii. Ekumfi and Agona, all in the Central those cognitive skills or strategies that increase

Region.

64

Sub-strand 2: Festivals

the probability of a desirable outcome. Use what they need to know, and how they bridge
thinking that is purposeful, reasoned and goal that gap during learning situations.
directed; the kind of thinking involved in solving
problems, formulating inferences, calculating i. Ask learners to do the following as a way of
likelihoods, and making decisions when the reflection:
teacher is using skills that are thoughtful and
effective for the particular context and type of ii. Tell the class what you have learnt from the
thinking task. The teacher should also analyze lesson
and make judgments about what has happened
or been taught. iii. Tell the class how you will advocate for
celebration of festivals in your area
Also, learners should be aware of and control
their learning by actively participating in iv. Tell the class how you are going to be
reflective thinking - assessing what they know, involved in the celebration of festivals.

65

Strand 3: OUR BELIEFS AND VALUES

Sub-strand 3: Basic Human Rights LB: pages 108 - 112

CONTENT STANDARD The following points should be considered:
Demonstrate understanding of fundamental i. Right to life
human rights ii. Right to education
iii. Right to shelter
INDICATOR iv. Right to work
Identify the sources of help v. Right to vote when you are 18years and
above
CORE COMPETENCIES vi. Right to own property
Communication and Collaboration, vii. Freedom of movement
Personal Development and Leadership viii. Freedom of speech
Creativity and Innovation ix. Right to join any political party
Cultural Identity and Global Citizenship x. Right to personal liberty

SUGGESTED RESOURCES Learners discuss human rights abuses against
Mobilize the following resources to make the children.
lesson more practical:
Placards, Posters, Pictures, Videos, chart, Guide learners to discuss human rights abuses
computer, projector, paper, pencils, pen, against children in the home, school and
blackboard/marker board and chalk/marker the community. Let learners understand that
everyone has some form of rights to enjoy in life
OTHER USEFUL MATERIALS and that is protected by law and anybody who
English dictionary infringes on the rights of another, the law takes
its course on him or her. Let them know that
KEY WORDS as children, they also have such rights such as
Human right, abuse, neglect, emotional, child rights to quality education, health, and rights to
labour, fundamental life among others. Let them know that although
these rights exist in our law books, people
HELPFUL LINKS abuse them. Some of the abuses include the
following:
www.google.com/search https://www.un-
.org>issues-depth,https://www.definitions. i. physical abuse includes hitting (‘smacking’,
net>human, ‘slapping’, ‘spanking’) children, with the
hand or with an implement – whip, stick,
Introduction belt, shoe, wooden spoon, etc. But it can
Learners brainstorm on human rights. also involve, for example, kicking, shaking
Human rights are rights inherent in all human or throwing children, scratching, pinching,
beings, regardless of race, sex, nationality, biting, pulling hair or boxing ears, forcing
ethnicity, language, religion, or any other children to stay in uncomfortable positions,
status.  This rights are enshrined in the 1992 burning, scalding or forced ingestion
constitution of Ghana. These rights are known
as Basic Rights. ii. sexual abuse
iii. psychological maltreatment or neglect
Basic Rights iv. neglect,
Through whole class discussion learners v. emotional abuse,
discuss their basic rights in groups and present vi. physical and sexual abuse,
their findings to the class. vii. child labour
viii. bullying
66 ix. child trafficking
x. child kidnapping
xi. All forms of discrimination

Sub-strand 3: Basic Human Rights

Learners discuss the various group people who vi. State and explain three forms of human
suffer abuses right abuse.
The following points should be considered:
1. Children vii. Write three groups of people who suffer
2. Women human right abuses.
3. Foreigners
4. The minority in the society Evaluation Exercise
5. Those not educated Expected Answers
(Refer to Learner’s Book 6, pages 112
Learners discuss how to get help in case of exercises and Activities)
abuse Exercise 1
1. Human rights are rights inherent in all human
The following points should be considered: beings, regardless of race, sex, nationality,
i. Report all forms of human right abuses to ethnicity, language, religion, or any other status. 
2.
CHRAJ (Commission for Human Right and Right to quality education
Administrative Justice. Right to quality health
ii. Seek help from DOVVSU (Domestic Right to vote
Violence Victim Support Unit)
iii. Report all forms of abuses the Police, Exercise 2
iv. social welfare and responsible adult. a. Child labour

Learners discuss how to speak. Child abuse
Guide learners on how to speak out abuses Domestic slavery
meted to them by people in the community. Let b. Learners are to explain
them understand that crime is crime and has them or any other three.
no colours or is no respecter of persons and
that irrespective of the perpetrator, it must be Note: Learners are to explain.
reported to the appropriate office for redress.
Encourage learners to always report such SUGGESTED HOME WORK
crimes and not to keep quiet under intimidation 1. What is human right?
for fear of being killed or harmed. Let them know 2. Write down four rights the individual enjoys,
that they can also join advocacy groups on this 3. State four human right abuses.
issue right from school or in the community by 4. State three places where one can seek
raising red flags if need be. Let them also know
that creating posters in speaking against child help.
abuse is a powerful tool in telling the public that
child abuse is a crime punishable by law. Evaluation Exercise
Expected Answers
Learners create posters speaking against child Exercise 1
abuse and also show where to go for help in 1. Human rights are rights inherent to all human
case of abuse beings, regardless of race, sex, nationality,
ethnicity, language, religion, or any other status. 
Activity to support learners 3.
i. Learners prepare posters on human rights i. Domestic slavery
ii. Childlabour
awareness. iii. Sexual abuse
ii. Learners prepare poster speaking against iv. Bullying:
4.
child abuse and also show where to go for i. Report all forms of human right abuses to
help in case of abuse.
iii. What is human right? CHRAJ (Commission for Human Right and
iv. State and explain any three rights the Administrative Justice.
individual enjoys, ii. Seek help from DOVVSU (Domestic
v. Write down three sources from human right Violence Victim Support Unit)
abuse. iii. Report all of abuses to the Police,
Social Welfare and responsible adult.

67

Strand 3

Reflections Also, learners should be aware of and control
Teacher reflects on the following in relation to their learning by actively participating in
the indicator and makes informed decision in the reflective thinking - assessing what they know,
next lessons: what they need to know, and how they bridge
that gap during learning situations.
• What went well?
• What went badly? Ask learners to do the following as a way of
• What would you improve next time? reflection:
In thinking about or answering the above i. Tell the class how you will ensure your right
questions, the teacher should make use of
those cognitive skills or strategies that increase is not abused
the probability of a desirable outcome. Use ii. Tell the class how you will use the
thinking that is purposeful, reasoned and goal
directed; the kind of thinking involved in solving knowledge gained from the lesson to help
problems, formulating inferences, calculating others whose rights have been abused
likelihoods, and making decisions when the iii. Tell the class how you will become an
teacher is using skills that are thoughtful and ambassador of human rights
effective for the particular context and type of
thinking task. The teacher should also analyze
and make judgments about what has happened
or been taught.

68

Strand 3: OUR BELIEFS AND VALUES

Sub-strand 4: Being a Leader LB: pages 113 - 127

CONTENT STANDARD Through whole discussion guide Learners to
Demonstrate understanding of the latter discuss the latter lives of the religious leaders
lives of the leaders of the three major The following points should be considered:
religions in Ghana I. Jesus Christ

INDICATOR d. His triumphant entry into Jerusalem
Narrate the story of the latter lives of the e. Last supper
leaders of the major religions f. Prayer at Gethsemane
g. His arrest and trails
CORE COMPETENCIES h. Crucifixion,
Communication and Collaboration, i. His death and burial and resurrection
Creativity and Innovation
Digital Literacy II. Prophet Mohammad
Cultural Identity and Global Citizenship a. His triumphant entry into Makkah
b. His farewell message
SUBJECT SPECIFIC PRACTICES c. His sickness and death
Respect, Trust, Obedience, Commitment,
Responsibility, Personal Development and III. Okomfo Anokye
Leadership a. His priesthood
b. His miracles
SUGGESTED RESOURCES c. Other activities and death
Mobilized the following resources to make
the lesson practical Show pictures or video clips on the latter lives of
Pictures, Videos, chart, computer, projector, Jesus Christ and a traditional leader to learners.
paper, pencils, pen, blackboard/marker
board and chalk/marker Learners in groups explore moral lessons in the
latter lives of the religious leaders which they
OTHER USEFUL MATERIALS can relate to their lives in nation building.
English dictionary
Through questions and answers, guide learners
KEY WORDS to talk about the moral lessons of the latter
Last supper, triumphant, leaders, major, lives of the religious leaders. Learners should
religion, crucifixion, traditional, Makkah, understand that the leaders of the three main
prophet, religions in Ghana showed a lot of moral
lessons during their life time on earth and there
HELPFUL LINKS is the need for us to emulate them as believers
of same religion. They spread the word of God
htttps://www.muslimsseekingjesus.co>site to nook and cranny of the world, performed lots
of miracles and other things to let humankind
Introduction believe that truly there was a Creator of this
The three major religions are Christianity, Islam universe and that we are not alone. A key
and Traditional religion. The three religions have message they emphasized was repentance
leaders whose birth and early life have been because they knew this earth is a transit to an
looked at already. eternal one, where one can go not in a form
of flesh but in spirit after death and thereafter,
judgement. Learners should endeavor to always
show these moral lessons in their everyday
lives,

69

Strand 3

The following points should be considered : Evaluation Exercise
• Humble Expected Answers
• Trustworthy (Refer to Learner’s Book 6, pages 125 to 127
• Hard work exercises and Activities)
• Truthful Exercise 1
• Righteous i. Judas
• Wish good for others ii. Joseph of Arimathea
• Kind iii. Third day, sunday
• Forgiveness iv. Donkey
• Patriotism v. Gethsemane
• perseverance
• Love Exercise 2
• Coverage Learners are to draw Jesus triumphant entry to
• Sacrifice Jerusalem.
• Piet
• Obedience Exercise 3
• Honest 1.
i. Mary Magdalene
Learners role play the moral lessons they have ii. Mary the mother of James
learnt in the latter lives of the religious leaders iii. Joana
Through questions and answers, guide learners iv. Salome
to recognise the need to be focused and
contribute to nation building as responsible 2.
citizens. Learners need to understand that being i. John
a responsible citizen requires of you, patriotism ii. James
and the ability to focus on whatever you are iii. Peter
doing to help your country. Let learners know
that apart from patriotism there are other moral Exercise 4
values needed of a citizen in contributing quota Learners are to give an account of how
to the development of his or her country. There Muhammad entered into Mecca (Mekka).
is the need for every citizen to participate in the
nation building process in order to be an active Exercise 5
citizen. Through questions and answers guide i. He saved a festival by stopping rain from
learners to talk about other moral values needed
to contribute their quota to nation building falling during a festival
example, commitment, love for the nation, ii. It is believed that the Suben stream was
honesty, dedication, resilience etc.
brought to life
Activities to support learners iii. One night when he accompanied his
i. Name three disciples who were with Jesus
parents to the farm, it started raining. It
Christ before he was betrayed is rumored that Okomfo Anokye briefly
ii. Write the names of three of the women entered the forest and came back a while
later having collected some leaves. He
who were at the tomb of Jesus Christ gave his parents the leaves and instructed
iii. Sketch Jesus triumphant entry to them to shut their eyes. When they finally
open their eyes, they miraculously find
Jerusalem themselves in their house
iv. Write down four miracles performed by iv. It was rumored that Okomfo Anokye at one
time disposed remnants palm wine on the
Okomfo Anokye floor and immediately gave birth to a palm
v. Describe the arrest and trail of Jesus Christ tree.
vi. State and explain four moral lessons from v. He carved the Oware game board all by
himself using his two hands
these religious leaders vi. He bashed eggs on stone and they did not
vii. Describe the triumphant entry of Prophet break
vii. He produced holy water for the Adadifo
Mohammad to Makkah

70

Sub-strand 4: Being a Leader

Exercise 6 vi. He bashed eggs on stone and they did not
Moral lessons of the leaders. break

i. Learners are to be obedient to their parents, vii. He produced holy water for the Adadifo
teachers and other people in society.
Reflections
ii. Learners should be hard working so that they Teacher reflects on the following in relation to
get good results in whatever they do. the indicator and makes informed decision in the
next lessons:
iii. They have to love one another as showed by
religious leaders. • What went well?
• What went badly?
iv. Learners should show compassion towards • What would you improve next time?
one another in times of difficulty. In thinking about or answering the above
questions, the teacher should make use of
Note: Learners are to explain four moral those cognitive skills or strategies that increase
lessons. the probability of a desirable outcome. Use
thinking that is purposeful, reasoned and goal
SUGGESTED HOME WORK directed; the kind of thinking involved in solving
1. Write down four miracles performed by problems, formulating inferences, calculating
likelihoods, and making decisions when the
Okomfo Anokye teacher is using skills that are thoughtful and
2. Describe the arrest and trail of Jesus Christ effective for the particular context and type of
3. State and explain four moral lessons from thinking task. The teacher should also analyze
and make judgments about what has happened
these religious leaders or been taught.

Evaluation Exercise Also, learners should be aware of and control
Expected Answers their learning by actively participating in
SUGGESTED HOME WORK reflective thinking - assessing what they know,
i. He saved a festival by stopping rain from what they need to know, and how they bridge
that gap during learning situations.
falling during a festival
ii. It is believed that the Suben stream was Ask learners to do the following as a way of
reflection
brought to life viii. Tell the class what you have learnt from the
iii. One night when he accompanied his
life of these leaders
parents to the farm, it started raining. It ix. Tell the class which of the moral values you
is rumored that Okomfo Anokye briefly
entered the forest and came back a while would hold in high esteem
later having collected some leaves. He x. Tell the class how the lives of the religious
gave his parents the leaves and instructed
them to shut their eyes. When they finally leaders have impacted your life
open their eyes, they miraculously find xi. Tell the class which aspect of the lesson
themselves in their house
iv. It was rumored that Okomfo Anokye at one you didn’t understand
time disposed remnants palm wine on the
floor and immediately gave birth to a palm
tree.
v. He carved the Oware game board all by
himself using his two hands

71

72

Strand: 4

Our nation
Ghana

Strand 4: OUR NATION GHANA

Sub-strand 1: Being a citizen LB: pages 130 - 139

CONTENT STANDARD after the coming into force of this Constitution,
Demonstrate understanding of behaviours and shall become a citizen of Ghana at the date of
attitudes for peaceful living his birth if either of his parents or grandparents
is or was a citizen of Ghana”.
INDICATOR
1.Describe activities for peaceful living Through whole class discussion guide Learners
2.Describe skills for resolving conflict in the to discuss ways of living peacefully with each
community other. Let learners know that there are ways
by which we can live with one another in the
CORE COMPETENCIES home, school, and the community such that
Personal Development and Leadership development will always reign because of
Communication and Collaboration peace. As learners, there is the need to live in
Cultural Identity and Global Citizenship peace so they can work together as classmates
to achieve their goals.
SUBJECT SPECIFIC PRACTICES
Commitment, Loyalty, Respect, Obedience, The following points should be considered:
Humility, Unity, Responsibility, Togetherness i. Seeking love,
Tolerance ii. Being tolerance,
iii. forgiveness,
SUGGESTED RESOURCES iv. self-control
mobilized the following resources to make the v. Being yourself
lesson practical vi. Being peaceful
Pictures, Posters, Videos, chart, computer,
projector, paper, pencils, pen, blackboard/ Learners in groups discuss the importance of
marker board and chalk/marker peaceful living.

OTHER USEFUL MATERIALS Guide learners in groups to understand that
English dictionary living in peace has a lot of advantages to all who
do that. Encourage learners to always live in
KEY WORDS peace with each other otherwise that will affect
Domestic, violence, conflict, peacefully, their academic work and social life.
tolerance, development, security, self-control,
family Below are some of the importance of peaceful
living.
Introduction a. It improves our ability to focus our mind. In
Citizen according to the 1992 Constitution is a
person who has been accepted as Ghanaian today’s world there are many distractions
either by reason of birth, or by adoption or by which cause us anxiety and worry. Peace
registration (naturalization). Article 6 clause teaches us the proper coping methods so
(1) of the 1992 constitution states that “Every that we can turn our anxiety and worry into
person who, on the coming into force of this action steps while maintaining the focus of
Constitution, is a citizen of Ghana by law shall our minds on what is truly important in our
continue to be a citizen of Ghana”. Clause (2) lives.
also states that “Subject to the provisions of this
Constitution, a person born in or outside Ghana b. It helps us to show patience and tolerance.
If you have any dealings with social media
74 you are fully aware of the lack of tolerance
and patience people seem to have these
days. Peace allows us to be patient and

Sub-strand 1: Being a citizen

tolerant of the views of others without the The following points should be considered:
need for anger, reactions or responses.
Peace teaches us that through patience Every day, women around the world are by
we can better understand the situation and violence within the four walls of their homes.
therefore, better understand solutions to the This violence may be experienced by a relative,
problems. a friend, a co-worker or even learners.
Domestic violence has many names such
These points too, should be considered: as: violence against women, sexual violence,
i. It brings about togetherness, partner abuse and many more. Domestic
ii. It ensures security, violence is the assault against women behind
iii. It leads to development closed doors.
iv. Productivity improves
v. Peace building avoids conflict Through whole class discussion Learners
vi. Inter-marriages are encouraging discuss the causes of domestic violence and
vii. The rights and freedoms of people are conflict in the family.
To develop creative skills, guide learners to
respected draw a scene depicting domestic violence. Let
learners discuss the drawings and draw lessons
Learners engage in a role -play and other from them. Learners discuss the causes of
activities to demonstrate peaceful living people domestic violence and conflict in the family. Let
of different ethnic groups celebrating together. learners understand that domestic violence is
bound to happen. Violence in the home can be
Guide learners in groups to brainstorm on living caused by many factors. Among them are the
peacefully with different ethnic groups. Let them following:
know that it is in unity that strength lies and that
they should unite as people from different ethnic The following points should be considered:
groups to promote peaceful living. They should i. Alcohol
also know that once people are of different ii. Family history of violence
ethnic groups they contribute in diverse ways to iii. Mental illness
ensure the development of the community and iv. Culture
nation in terms of knowledge, skills, and finance v. Anger
among others. Let them know that there are vi. Poverty
other activities to demonstrate peaceful living of vii. Lack of communication between married
people of different ethnic groups including:
man and woman
i. Make a conscious decision to establish viii. Work-family balance or putting work before
friendships with people from other cultures.
family
ii. Put yourself in situations where you will meet ix. Family arguments
people of other cultures. x. Parenting styles of child upbringing

iii. Examine your biases about people from Learners share experiences of domestic
other cultures. violence and conflict in the community.

iv. Ask people questions about their cultures, Through whole class discussion learners
customs, and views. discuss the effects of domestic violence on the
family.
v. Read about other people’s culture’s and
histories Guide learners through questions and answers
to discuss the effects of domestic violence
vi. Listen to people tell their stories on the family. Domestic abuse has significant
vii. Notice differences in communication styles health and public health consequences. Such
victimization is also associated with health
and values; don’t assume that the majority’s care costs and lost work productivity per year.
way is the right way
viii. Risk making mistakes
ix. Learn to be an ally.

Guide learners through brainstorming to explain
the meaning of the following key words:

75

Strand 4

Domestic violence sufferers are at higher risk often create conflicts at homes, school and
of facing discrimination in securing any form the community.
of insurance, including health, life, disability,
and property insurances. Victims of domestic In groups learners discuss how conflict can be
violence are more likely to experience trouble prevented.
raising their children and suffer family disruption,
as well. Victims of intimate partner violence are The following points should be considered:
vulnerable to developing depression, anxiety, i. Tolerating opposing views: To prevent
and substance abuse disorders.
conflicts in the society, we must show
The following points should also be considered: tolerance to opposing views of others at
1. Physical health: It affects the physical health home, school or in the community.
ii. Respecting others: To prevent conflicts
of the victim in the society, we must show respect for
2. Mental health such as depression, fear, others while avoiding looking down on or
disrespecting people at home, school or in
anxiety low self-disorder and post-traumatic the community.
stress disorder iii. Respect for human right: Conflicts can
3. Psychological trauma occurs due to verbal be prevented by having respect for the
abuse executed through excessive fundamental human rights of individuals at
intonation, threatening remarks as well as home, schools or in the neighbourhood.
sexual abuse. iv. Use of negotiation and compromise:
4. Sadness Conflicts can also be prevented through
5. Death using negotiations and compromise at home,
6. Degree of injury inflicted on the victim. school or in the community.
7. Pain
Through whole class discussion guide learners
Guide Learners to brainstorm on the term to discuss the causes of conflict in the family.
conflict.
The following points should be considered: The following points should be considered:
Conflict is a disagreement among individuals v. A family conflict develops when members
or groups of people which affects peace and
stability in the community. Conflict can create of the family have different beliefs or
stress, tension or negative feelings between viewpoints.
people. A conflict can take the form of fight, vi. When people misunderstand one another.
clash, or the use of force or arms. vii. When people get hurt feelings and develops
resentments.
Through whole class discussion guide learners viii. When miscommunication leads to mistaken
to discuss types of conflict. assumption and subsequent argument.
The following points should be considered:
Through whole class discussion guide learners
i. Inter-personal conflict: This refers to a to discuss the effects of domestic violence in the
conflict between two individuals. It occurs family.
typically due to how people are different from
one another. The following points should be considered:
i. Violence and the threat of violence at
ii. Intra- group conflict: This is a type of conflict
that happens among individuals within a home creates fear and can destroy family
community. environments and lead to the break-up of
families
iii. Inter-group conflict: This takes place when ii. Frequent moving to avoid the abuser
a misunderstanding arises among different iii. Regular household conflict
families, schools or ethnic groups living iv. Child protection or police involvement
within the community.

iv. Clashing views or personalities: When
there are opposing views of people who are
unwilling to accept the views of others they

76

Sub-strand 1: Being a citizen

Guide Learners to role play peaceful resolution thus they avoid facing issues, rarely state their
of conflict in the school, family and community. opinion, and readily give in.
Through whole class discussion guide learners
to discuss peaceful ways of resolving conflicts. Compromise
This is the style favoured by persons who have
The following points should be considered: concern for self as well as for others.
Amicable settlement of disputes: This is where
the parties involved in the conflict come together Win-Win
to discuss the causes of their disagreement and Win-Win is the style of persons who hold a high
amicably arrive at an understanding to settle the concern for self and for others.
dispute between them.
Activities to support learners
Use of alternative dispute resolution methods: i. Learners to role play peaceful resolution of
This involves negotiation and mediation with a
third party which helps the parties involved in conflict in the school, family and community
the disputes to resolve the conflicts. The third ii. Learners share experiences of domestic
parties are specially trained individuals or group
purposely to handle disputes. violence and conflict in the community
iii. State three importance of peaceful living
Use of the law courts: This happens when iv. Who is a citizen?
the parties involved in a particular disputes v. State and explain three ways of peaceful
or conflict resort to litigation. In such a case
the matter is referred to the law court to apply living
appropriate laws to settle such dispute. vi. What is domestic violence?
vii. State three effects of domestic violence
Guide learners to Role play peaceful resolution viii. Write down four causes of domestic violence
of conflict in the school, family and community.
Before role-play, take learners through Evaluation Exercise
questions and answers, guide learners to (Refer to Learner’s Book 6, pages 138 and
brainstorm to identify the skills for resolving 139exercises and Activities)
family conflict. Let learners understand that Expected Answers
people have their own style or strategy for Exercise 1
managing conflict. A person’s style for managing i. It brings about togetherness,
conflicts comes from their values, feelings, ii. It ensures security,
self-concept, and perceived needs. The conflict iii. It leads to development
resolving styles are: Win-Lose, Lose-Lose, iv. Productivity improves
Lose-Win, Compromise and Win-Win. v. Peace building avoids conflict
Exercise 1b.
Win-Lose 6. Being tolerant
This is the style used by people who have high 7. Being peaceful
concern for themselves and low concern for 8. Seeking to forgive when offended
others. 9. Seeking to love
10. Being self-control
Lose-Lose
The common style of people who have low Exercise 2
concern for themselves as well as low concern 1. Citizen according to the 1992 Constitution
for others is Lose-Lose.
is a person who has been accepted as
Lose-Win Ghanaian either by reason of birth, or by
Lose-Win is the style that is characteristic of adoption or by registration (naturalization).
persons with a high concern for others and 2. It is any behaviour the purpose of which is to
low concern for self. In conflict situations they gain power and control over it victims.
have a strong need to maintain harmony and 3.
i. Physical health: It affects the physical health
of the victim
ii. Mental health such as depression, fear,
anxiety low self-disorder and post-traumatic
stress disorder

77

Strand 4

iii. Psychological trauma occurs due to Exercise 2
verbal abuse executed through excessive 1. Inter-person conflict: This refers to a
intonation, threatening remarks as well as 2. Intra- group conflict: This is a type of
sexual abuse. 3. Inter-group conflict: This takes place when
4. Clashing views or personalities: When
iv. Sadness
v. Death Exercise 3
vi. Degree of injury inflicted on the victim. i. Tolerating opposing views: To prevent
vii. Pain
conflicts in the society, we must show
Exercise 3 tolerance to opposing views of others at
i. Alcohol home, school or in the community.
ii. Family history ii. Respecting others: To prevent conflicts
iii. Mental illness in the society, we must show respect for
iv. Anger others while avoiding looking down on or
v. Culture disrespecting people at home, school or in
vi. Poverty the community.
iii. Respect for human rights: Conflicts can
Exercise 4 be prevented by having respect for the
i. Children fundamental human rights of individuals at
ii. Women home, schools or in the neighbourhood.
iii. The weak in society iv. Use of negotiation and compromise:
iv. The poor Conflicts can also be prevented through
v. The minority using negotiations and compromise at home,
school or in the community.
Exercise 5 3.
a. Physical abuse i. Amicable settlement of disputes: This is
b. Emotional abuse where the parties involved in the conflict
c. Sexual abuse come together to discuss the causes of their
disagreement and amicably arrive at an
Note: Learners are to explain them. understanding to settle the dispute between
Conflict: them.
Exercise 1 ii. Use of alternative dispute resolution
1. Conflict is disagreement between individuals methods: This involves negotiation
mediation with a third party which helps the
or group of people which affect peace and parties involved in the disputes to resolve
stability in the community. the conflicts. The third parties are specially
2. trained individuals or group purposely to
i. A family conflict develops when members of handle disputes.
the family have different beliefs or viewpoint. iii. Use of the law courts: This happens when
ii. When people misunderstand one another. the parties involved in a particular disputes
iii. When people get hurt feelings and develops or conflict resort to litigation. In such a
resentments. case the matter is referred to the law court
iv. When miscommunication leads to mistaken to apply appropriate laws to settle such
assumption and subsequent argument. dispute.
3.
i. Effects of domestic SUGGESTED HOME WORK
violence on the family 1. Write down three people who are victims of
ii. Violence and the threat of violence at home
creates fear and can destroy family. This domestic violence
could lead to the break-up of families 2. State and explain three types of domestic
iii. Regular household conflict
iv. Regular police involvement. abuse
3. State three effects of domestic violence
4. Write down four causes of domestic violence

78

Sub-strand 1: Being a citizen

Evaluation Exercise the probability of a desirable outcome. Use
Expected Answers thinking that is purposeful, reasoned and goal
Exercise 1 directed; the kind of thinking involved in solving
1. problems, formulating inferences, calculating
i. Children likelihoods, and making decisions when the
ii. Women teacher is using skills that are thoughtful and
iii. The poor effective for the particular context and type of
iv. The Minority in society thinking task. The teacher should also analyze
and make judgments about what has happened
2. or been taught.
i. Alcohol
ii. Family history Also, learners should be aware of and control
iii. Mental illness their learning by actively participating in
iv. Anger reflective thinking - assessing what they know,
v. Culture what they need to know, and how they bridge
vi. Poverty that gap during learning situations.

Reflections Ask learners to the following as a way of
Teacher reflects on the following in relation to reflection:
the indicator and makes informed decision in the 1. Tell the class how you would become an
next lessons:
• What went well? ambassador of peaceful living
• What went badly? 2. Tell the class how you intend to educate your
• What would you improve next time?
In thinking about or answering the above family members about domestic violence
questions, the teacher should make use of 3. Tell the class which aspect of the lesson they
those cognitive skills or strategies that increase
didn’t understand

79

Strand 4: OUR NATION GHANA

Sub-strand 1: Being a citizen LB: pages 140 - 144

CONTENT STANDARD Through a whole class discussion guide
Demonstrate understanding of the importance Learners to discuss the importance of public
of social accountability accountability in promoting social justice. Let
learners know that public accountability is very
INDICATOR important for some number of reasons and that
Explain the importance of public accountability it must be done and done very well as leaders in
public positions.
CORE COMPETENCIES
Personal Development and Leadership The following points should be considered:
Communication and Collaboration i. Peace building avoids conflicts.
Creativity and Innovation ii. When there are no conflicts people work
Digital Literacy
Cultural Identity and Global Citizenship together.
iii. People see themselves as one people.
SUBJECT SPECIFIC PRACTICES iv. Everybody contributes to development.
Respect, Trust, Obedience, Commitment, v. Check malfeasance (malpractices) at
Responsibility
workplace and in the community
SUGGESTED RESOURCE
mobilized the following resources to the lesson In groups learners identify ways by which
more practical people can be held accountable for their
Pictures, Videos, Posters, chart, computer, stewardship. Let learners know that once you
projector, paper, pencils, pen, blackboard/ hold public office in trust there is the need to
marker board and chalk/marker be transparent and accountable to the people
but if you fail, you will face the consequences
KEY WORDS thereof. Some ways by which people can be
Conflict, accountability, development, held accountable are as follows:
contributes, self-consciousness, compliance, i. development of self-consciousness about

HELPFUL LINKS accountability
https://wwwopengovernment.org.uk ii. ensuring compliance to rules and regulations
iii. awareness that there are societal institutions
Introduction
Guide learners to explain and understand to ensure your compliance e.g. court action,
clearly the meaning of public accountability: iv. report to the police any misconduct
Public Accountability is a process by which
people are held responsible for their actions and regarding accountability
activities in the society. Public accountability v. make sure expectations are clear
involves the obligation to provide information vi. open and honest
about performance; to explain decision making; vii. institution of effective monitoring systems
and to justify conduct. Public Accountability
is the process by which people are held and procedures
responsible for their actions and activities in the
society. Activities to support learners
i. Learners to role play peaceful resolution of
80
conflict in the
b. school
c. family
d. community
ii. Explain term conflict
iii. Discuss three causes of domestic violent and

conflict in the family.
iv. State four effects of domestic violence con

the family.

Sub-strand 1: Being a citizen

v. State and explain three types of conflicts. 3. State and explain five importance of public
vi. State four ways in which conflicts can be accountability.

prevented in our communities 4. State and explain three types of conflicts.
vii. State five causes of conflict in the family.
viii. Explain the term public accountability Reflections
ix. State and explain five importance of public Teacher reflects on the following in relation to
the indicator and makes informed decision in the
accountability. next lessons:
• What went well?
(Refer to Learner’s Book 6, pages 143 and • What went badly?
144 exercises and Activities) • What would you improve next time?
Exercise 4 In thinking about or answering the above
1. Public accountability involves the obligation questions, the teacher should make use of
those cognitive skills or strategies that increase
to provide information about performance the probability of a desirable outcome. Use
and to explain decision making and to thinking that is purposeful, reasoned and goal
justify conduct. directed; the kind of thinking involved in solving
problems, formulating inferences, calculating
2. likelihoods, and making decisions when the
a. It promotes social justice teacher is using skills that are thoughtful and
b. It makes one aware that his/her own actions effective for the particular context and type of
thinking task. The teacher should also analyze
have effects. and make judgments about what has happened
c. It ensures accountability among citizens. or been taught.
d. It ensures transparency in executing
Also, learners should be aware of and control
individual responsibilities. their learning by actively participating in
e. It checks malfeasance (malpractices) at reflective thinking - assessing what they know,
what they need to know, and how they bridge
workplace and in the community. that gap during learning situations.
1. Tell the class what you have learnt from the
Exercise 5
1. Development of self-consciousness lesson
2. Tell the class what you intend to do with the
about accountability.
2. Ensuring compliance to rules and regulations. knowledge gained
3. Institutions should have effective monitoring 3. Tell the aspect of the lesson you didn’t

systems and procedures. understand

SUGGESTED HOME WORK
1. State four peaceful ways of resolving

conflict.
2. State and explain four ways by which

people can be held accountable for their
stewardship.

81

Strand 4: OUR NATION GHANA

Sub-strand 2: Authority and power LB: pages 145 - 146

CONTENT STANDARD Power is the ability to do things. When one
Demonstrate understanding of the need to is given power or has power the person can
obey and submit to authority control and direct other people. When people
make use of power, it is said to have exercised
INDICATOR their power.
Identify the role of children in promoting
harmony with other family members Through whole class discussion guide Learners
to discuss what it takes to live in harmony.
CORE COMPETENCIES The following points should be considered:
Personal Development and Leadership Family harmony is the ability to trust and
Communication and support, communicate difference in a
Collaboration constructive manner and look beyond the self.
Cultural Identity and Global Let learners understand that family harmony is
critical to the growth and development of the
SUBJECT SPECIFIC PRACTICES family for now and future generations. Admonish
Commitment, Loyalty, Respect, Obedience, learners to cherish harmony in their respective
Humility, Unity, Responsibility and families and eschew things that will bring about
Togetherness Tolerance. disunity. Learners be encouraged to talk more
on issues that are non-controversial, listen to
SUGGESTED RESOURCES people when they talk to you, and respect the
Mobilise the following resources to make the views of others as you want others to do unto
lesson more practical: you. Learners should be aware of the numerous
Pictures, Videos, chart, computer, projector, benefits derived from being in harmony with
paper, pencils, pen, blackboard/marker board others be it home, school or the community.
and chalk/marker
Children can promote harmony with other family
OTHER USEFUL MATERIALS members by practicing these values of life.
English dictionary • Honesty
• Integrity
KEY WORDS • Caring
Respectful, defensive, harmony, obedient, • Supportive
protective, caring, character, • Togetherness
• Generosity
HELPFUL LINKS • Respect
https://www.csmonitor.com> • Obedient
• Humility
Introduction
Learners brainstorm on authority. Family members also have their individual roles
The following points should be considered: to play in ensuring harmony in the family. They
Authority is the right to use power to influence have the ultimate responsibility to do without
or control the behaviours of others. Therefore, hesitation.
authority involves the right to tell others what to i. Some responsibilities must be shared by the
do. People in authority have power.
husband and the wife. Parents should teach
82 their children the Gospel. Parents should
also teach their children to pray and to obey
the Lord’s commandments.
ii. They should work together to provide for the
spiritual, emotional, intellectual, and physical
needs of the family.

Sub-strand 2: Authority and power

iii. Parents can provide an atmosphere of Evaluation Exercise
reverence and respect in the home if they (Refer to Learner’s Book 6, pages 146
teach and guide their children with love. exercises and Activities)

iv. Parents should also provide happy SUGGESTED HOME WORK
experiences for their children. 1. State four ways children can play roles to

The following points should also be considered: promote harmony in the family.
i. Children must be respectful, 2. What is family harmony?
ii. obedient, 3. State four ways other family members can
iii. humble,
iv. Caring ensure harmony in the family.
v. Protective 4. State 3 duties of grandparents, uncles and
vi. Defensive
vii. Tolerant aunties.
viii. Supportive
1.
Guide learners to understand that their 1. Honesty
grandparents, uncles, cousins, and aunts 2. Integrity
among others have a role in molding their 3. Caring
character. The reason being that they act 4. Supportive
as the foundation of the family with worth of 5. Togetherness
experiences in life. 6. Generosity
7. Respect
The following should be considered: 8. Obedient
i. Ensure living in peace 9. Humility
ii. Loving and caring
iii. Caring and sharing 2. Family harmony is the ability to trust
iv. Good neighbourliness and support, communicate differences in a
v. Respect other people’s views in the family constructive manner and look beyond the self.
vi. Equality and mutual benefits
vii. Mutual non-aggression 3.
viii. Tolerate one another in the family i. Children must be respectful,
ix. Say “No” to any form of violence ii. obedient,
x. Accommodate individual differences iii. humble,
xi. Relatives must be respectful, obedient, iv. Caring
v. Protective
caring, protective, defensive, humble. vi. Defensive
xii. Mentoring the young ones vii. Tolerant
xiii. Supportive of the young ones in every area viii. Supportive

of their life 4.
xiv. Teach the young values necessary life i. Mentoring the young ones
ii. Supportive of the young ones in every area
Activities for slow learners
i. What is the difference between authority and of their life
iii. Teach the young, values necessary in life
power?
ii. State four ways other family members can Reflections
Teacher reflects on the following in relation to
ensure harmony in the family the indicator and makes informed decision in the
iii. State 3 duties of grandparents, uncles and next lessons:
• What went well?
aunties • What went badly?
iv. Learners list roles they can play to promote • What would you improve next time?
In thinking about or answering the above
harmony in the family questions, the teacher should make use of
v. State four ways children can play roles to those cognitive skills or strategies that increase

promote harmony in the family 83
vi. What is family harmony?
vii.

Strand 4

the probability of a desirable outcome. Use Also, learners should be aware of and control
thinking that is purposeful, reasoned and goal their learning by actively participating in
directed; the kind of thinking involved in solving reflective thinking - assessing what they know,
problems, formulating inferences, calculating what they need to know, and how they bridge
likelihoods, and making decisions when the that gap during learning situations.
teacher is using skills that are thoughtful and 1. Tell the class how you would promote
effective for the particular context and type of
thinking task. The teacher should also analyze harmony in your family.
and make judgments about what has happened 2. Tell the class how you share the knowledge
or been taught.
gained with the members of the community.
3. Tell the class what you have learnt from the

lesson.

84

Strand 4: OUR NATION GHANA

Sub-strand 2: Authority and power LB: pages 147 - 155

CONTENT STANDARD Government comprises of the individuals who
Demonstrate understanding of the need for have the power to settle on choices and control
good governance the undertakings of the nation. Governments
initially advanced as individuals found that
INDICATOR assurance was simpler on the off chance that
Explain and appreciate the importance of they remained together in gatherings and in
democratic governance the event that they all concurred that one (or
a few) in the gathering ought to have more
CORE COMPETENCIES force than others. The greater part of them are
Personal Development and Leadership picked for that position through political race
Communication and Collaboration, by the individuals of the country. Let learners
Cultural Identity and Global Citizenship comprehend that it is critical to have government
for different purposes behind conditions outside
SUBJECT SPECIFIC PRACTICES our ability to control.
Commitment, Loyalty, Respect, Obedience,
Humility, Unity, Responsibility, Togetherness, Let learners conceptualize on why we ought to
Tolerance have government as a country. Learners should
realize that there are reasons we have to have
SUGGESTED RESOURCES an administration including keep up peace,
mobilise resources to make the lesson more Government gives the parameters to ordinary
practical: conduct for residents, shield them from outside
Charts, Poster, Videos, Pictures, chart, impedance, and frequently accommodate their
computer, projector, paper, pencils, pen, prosperity and joy. Government gives open
blackboard/marker board and chalk/marker merchandise, at a level important to guarantee
an internationally serious economy and a well-
OTHER USEFUL MATERIALS working society. In any case, at every possible
English dictionary opportunity, government ought to put resources
into resident abilities to empower them to
KEY WORDS accommodate themselves in quickly and
Government, democracy, governance, ceaselessly evolving conditions.
election, democratic, governing, responsible
Learners recognize different people and bodies
HELPFUL LINKS who are mindful of overseeing their school. Let
https://www.en.m.wikipedia.org>wiki learners comprehend the idealadministering
body: An overseeing body is a gathering of
Introduction individuals that has the position to practice
Assist learners through questions and answers administration over an association or
to understand the meaning of government. political substance. Let learners comprehend
administering body so they can value its
Identify various persons and bodies who are significance to the school. It is to guarantee the
responsible in governing their school smooth organization of the educational system
Guide learners to conceptualize significance including exhort Head educator on instructive
of government referring to the home where approaches, foundation, understudy’s welfare
guardians are the leader of the family. and execution and some other issues of
significant concern. This incorporates
i. The Employer
ii. The head master

85

Strand 4

iii. Other school pioneers (P.T.A and S.M.C iv. Educational strategies ought to be
chairpersons) understudied, well-disposed and should be
towards understanding the hypothesis and
iv. Members of staff practice with direct linkage with industry so
v. School prefects that there ought not be confusion.

Learners talk about how their school gathering v. Facilitators/Teachers ought to be dependable
adds to the improvement of their school. The and ordinary in class and train what is
board is likewise the overseeing body, which recommended in the educational program.
urges guardians to effectively take interest in
the instructive framework by going to P.T.A vi. Learners ought to likewise do their offer by
meetings, consistently reminding learners in coming to class routinely and on schedule,
school to watch learners social and scholarly adapt hard to procure information as well
practices, cultivate shared cooperation among as down to earth abilities that can make
guardians and individuals from staff for the them employable and set up their own
prosperity of learners and their facilitators organizations so they can utilize others to
among others. lessen joblessness on government.

Let learners, in gatherings, examine what Talk about the significance of good governance
they anticipate that the legislature should do in their school.
to advance improvement. Tell learners that
administration is the significant partner in the Through questions and answers, direct learners
government funded instruction area as in it gives to comprehend the significance of good
tremendous appropriations to student’s charge governance. It includes measures set up to
by causing tutoring free at the fundamental ensure that our networks become agreeable
level, to give school outfits, stationery, paying and upbeat spots to live through judicious
compensations to Facilitators/Teachers, and government strategies. Learners must be urged
arrangement of framework among others. Let to consistently include themselves in majority
different gatherings present their report in class rule forms in the nation. Tell learners that it
for discourse and evaluation. is through acceptable administration that the
individuals will get improvement extends in their
Learners in groups recommend manners by networks. A portion of the significance of good
which administration could be improved. Let administration are that:
learners comprehend that they are significant i. it brings development in the school
partners in the instructive framework and ii. school administration Is made opened to the
whatever choice that is taken goes far to
legitimately influences them particularly in staff and student leadership
their scholarly exhibition. There is the need to iii. it makes the leadership of the school to be
propose ways by which administration could be
improved to lift the image of the school not just transparent
when performances are declining. Some ways iv. students are well governed because the
may include the following:
school is run on democratic principles
i. Facilitator/Teacher should utilize proper
strategies and methods to instruct learners; Identify ways in which school governance
could be improved
ii. They ought to likewise utilize significant Let learners understand that there are ways by
Teaching and Learning Materials of both which good governance could be improved in
unmistakable and intangibles to instruct so the school if the otherwise happens. Some of
learners can comprehend the exercises. the ways include the following:

iii. There ought to be favorable learning climate, i. Ensure that classroom strategies for
where all study halls, furniture and all other improvement address the needs of students
instructing and learning assets are fit as a at all levels of learning. Assess students in
fiddle, promptly accessible and with tranquil a variety of ways and develop strategies for
condition improving the level of student achievement.

86

Sub-strand 2: Authority and power

ii. There should be introductory seminars on SUGGESTED HOME WORK
new and relevant topics to improve the 1. State three importance of democratic
quality of teaching and on basic concepts of
the subjects of students that are not clear. governance.
For that teachers should work hard for initial
two three months so students get skills of Expected Answers
learning reading books, writing work and 1.
then understanding of concepts a. It builds a strong culture in everyone is keen

Evaluation Exercise and willing to work
Expected Answers b. It improved accountability
(Refer to Learner’s Book 6, pages 154 and c. It improved accademic performance
155 exercises and Activities)
Exercise 2 Reflections
1. Good governance is the process by which Teacher reflects on the following in relation to
the indicator and makes informed decision in the
decisions are taken by all stakeholders next lessons:
before implemented. It also involves • What went well?
accountability and transparency. • What went badly?
• What would you improve next time?
Exercise 2 In thinking about or answering the above
1. Democratic governance is the process questions, the teacher should make use of
by which decisions are taken by all those cognitive skills or strategies that increase
the probability of a desirable outcome. Use
stakeholders before implemented. It also thinking that is purposeful, reasoned and goal
involves accountability and transparency. directed; the kind of thinking involved in solving
problems, formulating inferences, calculating
2. likelihoods, and making decisions when the
i. Democratic governance promotes quality teacher is using skills that are thoughtful and
effective for the particular context and type of
education. thinking task. The teacher should also analyze
ii. It helps in the building of more and better and make judgments about what has happened
classrooms. or been taught.
iii. Fair distribution of the national resources to
all schools. Also, learners should be aware of and control
iv. It helps in the provision of teaching and their learning by actively participating in
learning materials for our schools. reflective thinking - assessing what they know,
v. It helps to raise performance in the school. what they need to know, and how they bridge
vi. It puts the head teacher and teachers on their that gap during learning situations.

toes to do the right thing. Ask learners to do the following as a way of
reflection
3. 1. Tell the class what you have learnt from the
Learnerss answer
lesson:
2. Tell the class what aspect of the lesson you

didn’t understand
3. Tell the class how you will use the knowledge

acquired from the lesson

87

Strand 4: OUR NATION GHANA

Sub-strand 3: Responsible use of resources

CONTENT STANDARD LB: pages 156 - 160
Demonstrate understanding of individual
responsibilities in protecting water bodies Identify individual responsibilities in
protecting water bodies
INDICATOR In small groups let the learners identify
Identify individual responsibilities in protecting responsibilities of individuals in protecting
water bodies water bodies. The various groups may come
out with the following points: At the household
CORE COMPETENCIES level, there are many ways to conserve water,
Personal Development and Leadership such as taking shorter showers and installing
Communication and Collaboration water-efficient appliances like dual-flush toilets,
Cultural Identity and Global Citizenship front-loading washing machines and low-flow
showerheads. Another approach is to plant
water-efficient gardens with native species or
rain gardens that don’t require much water.

SUBJECT SPECIFIC PRACTICES Reusing or recycling water and using alternative
Commitment, Loyalty, Respect Obedience, water supplies are key to reducing the pressure
Humility, Unity, Responsibility, Togetherness on our water resources. It is important to
Tolerance choose the most appropriate alternative water
source in terms of the risk, resource and energy
SUGGESTED RESOURCES requirements. You should also consider when
mobilise resources to make the lesson more and how much water is needed and available.
practical Further information is available on reusing and
Pictures, Videos, chart, computer, projector, recycling water and alternative water supplies
paper, pencils, pen, blackboard/marker board including rainwater, storm water, greywater,
and chalk/marker sewage and industrial water.

OTHER USEFUL MATERIALS Everybody can play an important role in
English dictionary preventing pollution in the following ways:
• If you observe someone dumping anything
KEY WORDS
Chemical, defecating, water bodies, dumping, down a storm water drain you can call
accumulation, materials, harmful, planting, Environmental Protection Agency or report it
to the District Assembly. You should record
HELPFUL LINKS as many details of the incident as possible.
www.wdhopperwaterwells.com>protect • Litter dropped in the street will be swept into
street drains next time it rains, ending up in
Introduction our creeks, rivers, beaches and bays. Report
Introduce this lesson by asking learners to share litterers to EPA’s Officers or to the District
their views on the importance of water. Water is Assembly.
vital for all organisms. The rate at which water
is polluted is becoming alarming. Everybody Individuals can get together to form clubs to
cannot sit down unconcerned. Action must be embark on campaigns to protect water bodies.
taken to safeguard water bodies so that together
we survive by ensuring that our vital resource is Project
protected. Let learners undertake tree planting exercise
along water bodies.
88

Sub-strand 3: Responsible use of resources

Learners watch pictures/videos on strategies to iv. Waterfall d) Very large water with animals
protect water bodies.
The following points should be considered: and plants inside of it.
i. Not discharging liquid wastes into our water
v. River e) Narrow body of water that
bodies
ii. Planting trees along water bodies connects larger water bodies.
iii. Not dumping waste materials into water
Evaluation Exercise
bodies Expected Answers
iv. Not defecating into our water bodies (Refer to Learner’s Book 6, pages159 and
v. Not using harmful chemicals in fishing 160 exercises and Activities)
vi. Not washing our clothes and vehicles in Exercise 1
1. Water body is any significant accumulation of
water bodies
vii. Not farming along our water bodies water such as lakes, lagoon, rivers and the
viii. Regulation of the activities of landfills, sea.
2.
quarries and mines i. Not discharging liquid wastes into our water
ix. Enactment and enforcement of laws bodies
ii. Planting trees along water bodies
regarding our water bodies and fines impose iii. Not dumping waste materials into water
on offenders by the government. bodies
x. Educating the public on the importance of iv. Not defecating into our water bodies
our water bodies v. Not using harmful chemicals in fishing
xi. Water waste recycling plants should be built vi. Not washing our clothes and vehicles in
to process liquid waste, waste water from water bodies
kitchen sinks and bathtubs. vii. Not farming along our water bodies
viii. Regulation of the activities of landfills,
Learners discuss the pictures/videos and quarries and mines
suggest individual responsibilities for protecting ix. Enactment and enforcement of laws
water bodies. regarding our water bodies and fines impose
on offenders by the government.
Guide Learners to form protecting water bodies x. Educating the public on the importance of
clubs to demonstrate their responsibilities in our water bodies
protecting water bodies. xi. Water waste recycling plants should be built
Guide Learners to undertake tree planting to process liquid waste, waste water from
exercise along water bodies. kitchen sinks and bathtubs.

Activities to support learners Exercise 2
i. Water
i. Learners to undertake tree planting exercise ii. Safe
iii. Healthy
along water bodies. iv. Earth
v. Human
ii. Learners prepare post cards on how to

protect our water bodies

iii. Compose a song on how to protect our

water bodies

iv. What is a water body? SUGGESTED HOME WORK
i. What is a water body?
v. Write four individual responsibilities of ii. Write four individual responsibilities of

protecting water bodies protecting water bodies
iii. State four strategies to protect water bodies
vi. Which water body do you like the most?

vii. Match the following words to the definition.

i. Lake a) small area of fresh water

ii. Ocean b) water starts at the top of a cliff

and drops into a body of water

below.

iii. Pond c) Large area of water

surrounded by land

89

Strand 4

Evaluation Exercise Reflections
Expected Answers Teacher reflects on the following in relation to
Exercise 1 the indicator and makes informed decision in the
1. Water body is any significant accumulation of next lessons:
water such as lakes, lagoon, rivers and the sea. • What went well?
• What went badly?
2. • What would you improve next time?
i. Not discharging liquid wastes into our water In thinking about or answering the above
questions, the teacher should make use of
bodies those cognitive skills or strategies that increase
ii. Planting trees along water bodies the probability of a desirable outcome. Use
iii. Not dumping waste materials into water thinking that is purposeful, reasoned and goal
directed; the kind of thinking involved in solving
bodies problems, formulating inferences, calculating
iv. Not defecating into our water bodies likelihoods, and making decisions when the
v. Not using harmful chemicals in fishing teacher is using skills that are thoughtful and
vi. Not washing our clothes and vehicles in effective for the particular context and type of
thinking task. The teacher should also analyze
water bodies and make judgments about what has happened
vii. Not farming along our water bodies or been taught.
viii. Regulation of the activities of landfills,
Also, learners should be aware of and control
quarries and mines their learning by actively participating in
ix. Enactment and enforcement of laws reflective thinking - assessing what they know,
what they need to know, and how they bridge
regarding our water bodies and fines impose that gap during learning situations.
on offenders by the government.
x. Educating the public on the importance of Ask learners to do the following a s away of
our water bodies reflection:
xi. Water waste recycling plants should be built 1. Tell the class what you learnt from the lesson
to process liquid waste, waste water from 2. Tell the class how you are going to apply the
kitchen sinks and bathtubs.
knowledge gained from the lesson
3. 3. Tell the class why you think tree planting is
i. Planting of trees
ii. Avoid dumping of waste into waterbodies important.
iii. Avoid farming along water bodies
iv. Avoid using of harmful chemicals in fishing
v. Avoid cutting down trees

90

Strand 4: OUR NATION GHANA

Sub-strand 4: Farming in Ghana LB: pages 161 - 164

CONTENT STANDARD agricultural product to move from the farm to the
Demonstrate knowledge of job opportunities in final customer or consumers. Agricultural value
the agricultural value chain chain can also be defined as the people and
activities that bring a basic agricultural product
INDICATOR like maize, or vegetable or cotton from obtaining
Describe the agricultural value chain and the inputs and production in the field to the
job opportunities consumer through stages such as processing,
packaging and distribution.
CORE COMPETENCIES
Critical Thinking and Learners talk about job opportunities in the
Problem Solving agricultural value chain.
Personal Development and Leadership The following points should be considered:
i. Crop farming.
SUGGESTED RESOURCES ii. Livestock farming.
mobilise resources necessary to make the iii. Fisheries.
lesson more practical iv. Agro-chemical industries.
Pictures, Videos, chart, computer, projector, v. Meat processing.
paper, pencils, pen, blackboard/marker board vi. Manufacturing
and chalk/marker
Learners brainstorm the importance of
OTHER USEFUL MATERIALS Agriculture in creating job opportunities.
English dictionary It is very apparent that agriculture contributes
so much in jobs creation along the value
KEY WORDS chain. From food production to food products,
Livestock, value chain, industry, agro-chemical, marketing opportunities, financial and credit
agriculture, processing line opportunities as well ICT technologies and
applications in supporting farmers to remain in
HELPFUL LINKS business. This importance of agricultural value
https://www.agricinghana.com chain in creating job cannot be overemphasized.

Introduction Activities to support learners
Introduce this lesson by asking learners to i. Draw any two agricultural products
define agriculture and agricultural value chain. ii. Name four agricultural products
Agriculture may be defined as the practice or iii. Name any two agro-chemical industries in
science of farming. In the general sense of
farming the consideration of fish farming and Ghana
fishing in all forms is regarded as an aspect of iv. What is agricultural value chain?
agriculture. v. State three job opportunities in the

Guide Learners to brainstorm the meaning of agricultural value chain.
agricultural value chain. vi. Write essay on the choice of job
The following points should be considered:
Agricultural value chain refers to the whole opportunities in the agricultural value chain.
range of goods and services necessary for an
91

Strand 4

Evaluation Exercise Reflections
Expected Answers Teacher reflects on the following in relation to
(Refer to Learner’s Book 6, pages 164 the indicator and makes informed decision in the
exercises and Activities) next lessons:
• What went well?
Exercise 1 • What went badly?
1. Agricultural value chain refers to the whole • What would you improve next time?
In thinking about or answering the above
range of goods and services necessary for questions, the teacher should make use of
an agricultural product to move from the those cognitive skills or strategies that increase
farm to the final customer or consumer. the probability of a desirable outcome. Use
Agricultural value chain can also be defined thinking that is purposeful, reasoned and goal
as the people and activities that bring a directed; the kind of thinking involved in solving
basic agricultural product like maize, or problems, formulating inferences, calculating
vegetable or cotton from obtaining inputs likelihoods, and making decisions when the
and production in the field to the consumer teacher is using skills that are thoughtful and
through stages such as processing, effective for the particular context and type of
packaging and distribution. thinking task. The teacher should also analyze
and make judgments about what has happened
2. or been taught.
i. Crop farming.
ii. Livestock farming. Also, learners should be aware of and control
iii. Fisheries. their learning by actively participating in
iv. Agro-chemical industries. reflective thinking - assessing what they know,
v. Meat processing. what they need to know, and how they bridge
that gap during learning situations.
SUGGESTED HOME WORK
What is agricultural value chain? Ask learners to do the following as a way of
reflection
Answer 1. Tell the class the job you will like to do in
1. . Agricultural value chain refers to the whole
range of goods and services necessary for an agricultural value chain
agricultural product to move from the farm to the 2. Tell the class what you have learnt from the
final customer or consumer.
lesson
3. Tell the class how you will apply the

knowledge gained from the lesson

92

Strand: 5

My global
community

Strand 5: MY GLOBAL COMMUNITY

Sub-strand 1: Our Neighbouring countries

CONTENT STANDARD LB: pages 166 - 173
Demonstrate understanding of how Ghana
cooperates with other nations Introduction
Introduce the lesson by displaying the map of
INDICATOR West Africa and asking learners to identify the
Explain how Ghana co-operates with other countries that surround Ghana. Brief learners on
nations cooperation among Nations.
Learners recall countries that surround Ghana.
CORE COMPETENCIES The following points should be considered:
Communication and Collaboration Ghana is a country located along the Gulf of
Creativity and Innovation Guinea and the Atlantic Ocean, in the sub
Digital Literacy region of West Africa. Ghana shares the same
Cultural Identity and Global Citizenship boundaries with Togo in the East, Cote d’lvoire
in the West and Burkina Faso in the north, in the
SUBJECT SPECIFIC PRACTICES south is the Gulf of Guinea.
Respect, Trust, Obedience, Commitment,
Responsibility, Subject Specific Practices, Learners identify countries surrounding Ghana
Respect, Trust, Obedience, Commitment, on a map of West Africa.
Responsibility
The following points should be considered
SUGGESTED RESOURCES i. Togo
mobilise the following resources to make the ii. Benin
lesson more practical: iii. Liberia
Map of Ghana, Map of West Africa, Map of iv. Niger
Africa, Globe, Atlas, Poster, Videos, Pictures, v. Nigeria
chart, computer, projector, paper, pencils, pen, vi. Burkina Faso
blackboard/marker board and chalk/marker vii. Guinea
viii. Guinea Bissau
OTHER USEFUL MATERIALS ix. Senegal
English dictionary x. Sierra Leone
xi. Gambia
xii. Ivory Coast
xiii. Cameroon

KEY WORDS How Ghana cooperates with other nations
Boarders, cooperation, services, political Co-operation is the act of coming together to
countries, neighbouring, trade, nations, goods, work towards a common goal. Nations and
people co-operate with one another for benefits.
HELPFUL LINKS Ghana co-operates with other countries
www.google.com/serach, https://www.nation- politically, culturally and economically. Co-
sonline.org>westafrica, https// www.virtu- operation is how individuals, groups and
alkollage.com>westafrica,https//www.gitbook. countries live side by side, helping one another
com>bookjhs2-social studies through union or friendship and sometimes an
agreement made by those countries.
In a brainstorming session let learners come out
with types of cooperation.

94

Sub-strand 1: Our Neighbouring countries

Types of co-operation security
i. Political co-operation • Some ethnic groups cut across political
ii. Cultural co-operation
iii. Economic co-operation boundaries. E.g. Ewe in Ghana, Togo and
Benin; Sissala in Ghana and Burkina Faso.
Bilateral and multi-lateral co-operation • She cannot supply all her needs. As a
Ghana is a member of the following key inter- developing nation, Ghana gets many
governmental groupings and co-operates with goods and services from other nations e.g.
them politically, economically and culturally: petroleum from Nigeria, tomatoes from
Burkina Faso, eggs from La Cote D’Ivoire.
Commonwealth, United Nations (UN) and its • Ghana also trades with some of her
specialized agencies, Economic Community neighbours. e.g. Ghana used to sell
of West African States (ECOWAS), New electricity to Togo and Cote D’Ivoire
Partnership for Africa Development (NEPAD) • Ghana cooperates with other nations so that
and the African Union (AU) it can enter into other major markets of the
world to sell her products.
Apart from the inter-governmental groupings • Most of Ghana’s main exports are primary
Ghana also co-operates with countries such as raw products like cocoa, coffee, manganese,
Burkina Faso, Togo, Cote D’ivoire, and others etc. Though she produces these products,
in Africa, Europe, north and south Americas, she does not have the power to determine
Canada and Australia among others. their international prices. By cooperating with
other nations Ghana can get the leverage it
West Africa map showing some countries so badly needs to negotiate better prices for
Ghana co-operates with her exports.
• The acquisition of foreign technology
Identify reasons why it is necessary for and capital are very crucial for Ghana’s
Ghana to Co-operate with other nations development. this is so because the
Let learners identify reasons for Ghana to successful economies all over the world
cooperate with other nations. have been driven by science and technology.
Ghana needs to co-operate with other countries By cooperating with other nations, especially
in order to: the developed ones, Ghana could get all
the technical assistance that she needs to
• To maintain friendly relations develop as a nation.
• Be part of a global fight against hunger, • Through her cooperation with other nations,
Ghana helps to ensure that there is respect
diseases, human right abuses, poverty, drug for international law.
trafficking and terrorism. • To help maintain international peace and
• Benefit from the knowledge and help security. Ghana sends troops of soldiers
especially in times of difficulty. for peace keeping in Somalia, Liberia, and
• To provide cultural solidarity Lebanon among others.
• To help maintain international peace and
Through Ghana’s cooperation with other
nations, Ghana can contribute to the
establishment of a just world economic order in
the form of.
i. Respect for International Law.
ii. Good prices for her exports like gold and

cocoa.
iii. Transfer of Technology
iv. African Unity.

95

Strand 5

The processes to follow in accepting help Evaluation Exercise
from other nations Expected Answers
Let learners dramatize the processes to follow in (Refer to Learner’s Book 6, pages 170 and
accepting help from other nations by taking into 173 exercises and Activities)
consideration the following points.
Exercise 1
Basic Rules for Accepting Aid, Help or 1.
Cooperation i. Togo
i. Investigate whether the co-operation will not ii. Burkina Faso
iii. Ivory Coast
lead to any negative effects on the country 2.
ii. The assistance should be given in good faith i. Togo
iii. Assistance should strengthen the bonds of ii. Benin
iii. Liberia
friendship. iv. Niger
iv. Examine co-operation agreements very well v. Nigeria
vi. Burkina Faso
to make sure there is fairness. vii. Guinea
viii. Guinea Bissau
Guide Learners to dramatize the processes ix. Senegal
to follow in accepting help from other x. Sierra Leone
nations xi. Gambia
i. Be wise so that the help will not be used as xii. Ivory Coast
xiii. Cameroon
a way to control your country
ii. Find out whether that help will not lead to Exercise 2
i. Gulf of Guinea
negative effects on individuals or the country ii. East
iii. Find out if there is a hidden motive iii. Neighbours
iv. Decide on whether your nation is willing to iv. North

be a friend to the nation giving the help out Exercise 3
v. Accept the help if it is in the best interest of 1.
Cooperation is the act of coming together and
the co-operation working together with people towards a common
vi. The assistance should be given in good faith goal. Nations and people co-operate with one
vii. The assistance should strengthen the bond another for the benefits. Ghana co-operates with
other countries, Economically, politically, and
of friendship culturally.
viii. The cooperation agreement must be 2.
Economic
examined very well to make sure there is Sports
fairness. Cultural
Political
Activities support learners
i. What is cooperation? Exercise 4
ii. Write the four immediate neighbour countries To maintain friendly relations
i. Be part of a global fight against hunger,
of Ghana
iii. write down six countries that surrounds diseases, human right abuses, poverty, drug
trafficking and terrorism.
Ghana on the map of West Africa ii. Benefit from the knowledge and help
iv. Sketch the map of West Africa especially in times of difficulty
v. What is the difference between bilateral iii. To provide cultural solidarity

agreement and multilateral agreement?
vi. Explain three ways Ghana cooperates with

other nations
vii. Give three reasons why Ghana cooperates

with other nation
viii. Write three ways Ghana cooperates with

other nations
ix. State four processes to follow in accepting

help from other countries

96

Sub-strand 1: Our Neighbouring countries

iv. To help maintain international peace and v. Accept the help if it will not have negative
security. effects on the nation.

v. Some ethnic groups cut across political vi. The assistance should be given in good faith
boundaries. vii. The assistance should strengthen the bond
E.g. Ewe in Ghana, Togo and Benin; Sissala
in Ghana and Burkina Faso. of friendship
viii. The cooperation agreement must be
vi. She cannot supply all her needs. As a
examined very well to make sure there is
developing nation, Ghana gets many fairness.

goods and services from other nations e.g. Exercise 7
i. Economic Community of West African States
petroleum from Nigeria, tomatoes from ii. New Partnership for African Development
iii. African Union
Burkina Faso, eggs from La Cote D’Ivoire. iv. Federation of International Football

vii. Ghana also trades with some of her Association
v. United Nations
neighbours.
SUGGESTED HOME WORK
e.g. Ghana used to sell electricity to Togo 1. Write the full meaning of the following
a. ECOWAS
and Cote D’Ivoire b. NEPAD
c. AU
viii. Ghana cooperates with other nations so that d. FIFA
e. UN
it can enter into other major markets of the
Answer expected
world to sell her products. 1.
i. Economic Community of West African States
x. Most of Ghana’s main exports are primary ii. New Partnership for African Development
iii. African Union
raw products like cocoa, coffee, manganese, iv. Federation of International Football

etc. Though she produces these products, Association
v. United Nations
she does not have the power to determine
Reflections
their international prices. By cooperating Teacher reflects on the following in relation to
the indicator and makes informed decision in the
with other nations Ghana can get the next lessons:
• What went well?
leverage it so badly needs to negotiate • What went badly?
• What would you improve next time?
better prices for her exports. In thinking about or answering the above
questions, the teacher should make use of
xi. The acquisition of foreign technology those cognitive skills or strategies that increase
the probability of a desirable outcome. Use
and capital are very crucial for Ghana’s thinking that is purposeful, reasoned and goal
directed; the kind of thinking involved in solving
development. this is so because the problems, formulating inferences, calculating
likelihoods, and making decisions when the
successful economies all over the teacher is using skills that are thoughtful and
effective for the particular context and type of
world have been driven by science and thinking task. The teacher should also analyze
and make judgments about what has happened
technology. By cooperating with other or been taught.

nations, especially the developed ones, 97

Ghana could get all the technical assistance

that she needs to develop as a nation.

xii. Through her cooperation with other nations,

Ghana helps to ensure that there is respect

for international law.

Exercise 5
When an agreement is signed between two
countries it is called Bilateral Agreement.
Example, Ghana and Togo.

Exercise 6
i. Be wise so that the help will not be used as

way to control your country.
ii. Find out whether the help will not lead to

negative effects on individuals or the country.
iii. Find out if there is a hidden motive.
iv. Decide on whether your nation is willing to be

a friend to the nation giving the help or not.

Strand 5

Also, learners should be aware of and control Ask learners to do the following as a way of
their learning by actively participating in reflection
reflective thinking - assessing what they know, i. Tell the class what you have learnt from the
what they need to know, and how they bridge
that gap during learning situations. lesson
ii. Tell the class the knowledge you have

acquired from the lesson
iii. Tell the class which aspect of the lesson you

didn’t understand

98

Strand 5: MY GLOBAL COMMUNITY

Sub-strand 1: Our Neighbouring countries

CONTENT STANDARD LB: pages 174 - 183
Demonstrate understanding of climate change
the concentration of greenhouse gases in the
INDICATOR atmosphere. The over concentration of these
Investigate the effects climate change on the gases are leading to greenhouse effect where
environment ultraviolet rays are allowed to reach the earth
but the heat these rays create on earth cannot
CORE COMPETENCIES escape into outer space. This is leading to
Communication and Collaboration global warming and causing climate change.
Creativity and Innovation This unit will expose some of these human
Digital Literacy activities that increase the greenhouse gases.
Cultural Identity and Global Citizenship Its effect would be explored and examined for
possible climate change. The climate of a place
SUGGESTED RESOURCES say Ghana can be described as its rainfall,
mobilise the following resources to make the changing temperatures during the year and so
lesson more practical on.
Pictures,Videos, chart, computer, projector,
paper, pencils, pen, blackboard/marker board Over concentration of greenhouse gases in
and chalk/marker the atmosphere and climate change
A greenhouse gas is a gas that absorbs and
OTHER USEFUL MATERIALS emits radiant energy or solar energy onto the
English dictionary earth. The primary greenhouse gases in Earth’s
atmosphere are water vapor, carbon dioxide,
KEY WORDS methane, nitrous oxide and ozone. When these
Green house, temperature, rainfall pattern, gases absorb radiant energy from the sun and
climate change, agriculture, methane, carbon emit them to the earth, the heat generated is
dioxide, emission, vapour not allowed to escape into outer space. This
phenomenon is known as the greenhouse
HELPFUL LINKS effect. Without greenhouse gases, the average
https://www.plt.org/educator-tips/videos-cli- temperature of Earth’s surface would be about
mate-change-middle-school -18 oC.

https://www.climategen.org/our-core-pro- Use video clips, field trips and pictures to
grams/climate-change-education/curriculum/ help learners identify the effects of over
our-changing-climate-for-grades-6-12/ concentration of greenhouse gases and climate
change on the environment
Introduction
Guide learners to brainstorm on climate change. The following points should be considered:
The following points should be considered: i. change in rainfall pattern,
Climate change is the significant, long – term ii. change in temperature,
changes in the global climate. The global iii. agriculture,
climate is the connected system of the sun, iv. health.
earth and oceans, wind, rain and snow, forests,
deserts and savannas, and everything people Human activities that lead to the increase of
do too. Some human activities are increasing greenhouse gases in the atmosphere.
Let learners in their small groups discuss human
activities in their communities that contribute to
the emission of greenhouse gases.

99