GES-JHS-SOCIAL-STUDIES-CCP-CURRICULUM-B7-B10

© NaCCA, Ministry of Education 2020 seeing possibilities, problems and
challenges
-Imagining and seeing things in a
different way
Digital Literacy
-Ability to ascertain when
information is needed and be able
to identify, locate, evaluate and
effectively use them to solve a
problem
-Use digital tools to create novel
things
Patriotism
Nationalism
Civic duties
Tolerance
Peaceful co-existence
Positive attitude

49

Content Standards Indicators/Exemplars Core Competencies/
B7.6.1.1. Demonstrate B7.6.1.1.3. Discuss the outcome of the 1951, 1954 and Subject Specific Practices
Understanding of how 1956 elections Critical thinking and
Ghana became an Exemplars Problem solving
Independent Nation 1. Using sources of evidence including YouTube- -Ability to combine Information and ideas
from several sources to reach a
https://www.eaumf.org/ejm-blog/2018/2/15/february-13-1951- conclusion
gov-sir-charles-arden-clarke-invites-nkrumah-to-form-a- -Create simple logic trees to think
government, pictures discuss the outcome of the 1951 through problems
election and why Kwame Nkrumah was released from prison. -Ability to identify important and
2. Discuss the role of Kwame Nkrumah as leader of appropriate criteria to evaluate each
Government business (1951 up to 1952). alternative
3. Examine why a new constitution was drawn up in 1954 (For
example, the CPP was dissatisfied with the provisions of the Communication and collaboration
1950 constitution and called for a new constitution to be -Apply appropriate diction and structure
drawn up for the Gold Coast). sentences correctly for narrative,
4. Discuss what happened after the CPP won the 1956 election. persuasive, imaginative and expository
purposes

Personal Development and
Leadership
-Build a concept and understanding of
one's self (strength and weaknesses, goals
and aspiration, reaction and adjustment
to novel situation)
-Ability to serve group members
effectively

© NaCCA, Ministry of Education 2020 50

© NaCCA, Ministry of Education 2020 Creativity and innovation
-Ability to visualise alternative, seeing
possibilities, problems and challenges
-Imagining and seeing things in a different
way
Digital Literacy
-Ability to ascertain when information is
needed and be able to identify, locate,
evaluate and effectively use them to solve
a problem
-Use digital tools to create novel things
Patriotism
Nationalism
Civic duties
Tolerance
Peaceful co-existence
Positive attitude

51

Content Standards Indicators/Exemplars Core Competencies/
B7.6.1.1. Demonstrate B7.6.1.1.4 Analyse the nature of government from Subject Specific Practices
Understanding of how 1957 to 1960. Critical thinking and
Ghana became an Exemplars Problem solving
Independent Nation -Ability to combine Information and
1. Discuss the power-sharing arrangement between the ideas from several sources to reach a
British government and elected Ghanaian officials. conclusion
-Create simple logic trees to think
2. Discuss the advantages and disadvantages of power- through problems
sharing from March 1957 to July 1960. -Ability to identify important and
appropriate criteria to evaluate each
3. Use the internet and other sources of information to alternative
find out the portfolios held by British officials and those
occupied by Ghanaian officials. Communication and collaboration
-Apply appropriate diction and
4. Discuss the composition of the cabinet from March structure sentences correctly for
1957 to July 1960. narrative, persuasive, imaginative and
expository purposes

Personal Development and
Leadership
-Build a concept and understanding of
one's self (strength and weaknesses,
goals and aspiration, reaction and
adjustment to novel situation)
-Ability to serve group members
effectively

© NaCCA, Ministry of Education 2020 Creativity and innovation
-Ability to visualise alternative, seeing

52

© NaCCA, Ministry of Education 2020 possibilities, problems and challenges
-Imagining and seeing things in a
different way
Digital Literacy
-Ability to ascertain when information
is needed and be able to identify,
locate, evaluate and effectively use
them to solve a problem
-Use digital tools to create novel things
Patriotism
Nationalism
Civic duties
Tolerance
Peaceful co-existence
Positive attitude

53

BASIC 8

© NaCCA, Ministry of Education 2020 54

Content standard STRAND 1: ENVIRONMENT Core competencies/Subject
B8.1.1.1 Demonstrate skills Sub-Strand 1: Environmental issues Specific Practices
in dealing with Indicators/exemplars Critical thinking and
environmental challenges Problem solving
B8.1.1.1.1. Examine water pollution as an environmental -Ability to combine Information
challenge and ideas from several sources
Exemplars to reach a conclusion
-Analyse and make distinct
1. Explain pollution judgment about viewpoints
2. Visit and take photographs or watch a documentary of expressed in an argument
-Ability to effectively define
polluted water bodies for discussion. goals towards solving a problem
3. Discuss the causes of water pollution, including by human -Ability to explain plans for
attaining goals
or animal waste and by industrial waste.
4. Examine the effects of water pollution, including death of

fish and contamination of water supplies leading to diseases
such as cholera, typhoid and dysentery.
5. Presentation on the need to prevent water pollution.
6. Carry out project about purifying polluted water including
filtering, boiling or using water purifying tablets.

B8.1.1.2. Analyse the sources B8.1.1.2.1. Examine the means of conserving energy Communication and
and ways of conserving Collaboration
energy in Ghana Exemplars -Identify words or sentences in
1. Explain energy conservation. context or appropriately
2. Discuss the importance of conserving energy. -Interpret correctly and respond
3. Role play the various ways of conserving energy in a to non- verbal communication
community. (e.g. a mother of four, a headteacher, a police such as facial expressions, cues
officer, a shopkeeper). and gestures
4. Debate on the need for energy conservation. -Speak clearly and explain ideas.
5. Apply the knowledge and skills acquired in helping to Share a narrative or extended
conserve energy in their homes and school.
6. Project work: Use sun or wind to generate energy.

© NaCCA, Ministry of Education 2020 55

© NaCCA, Ministry of Education 2020 answer while speaking to a
group
-Demonstrate behaviour and
skills of working towards group
goals

Digital Literacy
-Ability to ascertain when
information is needed and be
able to identify, locate, evaluate
and effectively use them to solve
a problem
-Use digital tools to create novel
things

Environmental awareness
Observation
Teamwork

Critical thinking and
Problem solving
-Ability to combine Information
and ideas from several sources
to reach a conclusion
-Analyse and make distinct
judgment about viewpoints
expressed in an argument
-Ability to effectively define
goals towards solving a problem
-Ability to explain plans for
attaining goals

56

© NaCCA, Ministry of Education 2020 Communication and
Collaboration
-Identify words or sentences in
context or appropriately
-Interpret correctly and respond
to non- verbal communication
such as facial expressions, cues
and gestures
-Speak clearly and explain ideas.
Share a narrative or extended
answer while speaking to a
group
-Demonstrate behaviour and
skills of working towards group
goals
Digital Literacy
-Ability to ascertain when
information is needed and be
able to identify, locate, evaluate
and effectively use them to solve
a problem
-Use digital tools to create novel
things
Environmental awareness
Observation
Teamwork

57

STRAND 1: ENVIRONMENT
Sub-Strand 2: Understanding our natural world

Content standard Indicators/exemplars Core competencies/Subject
Specific Practices
B8.1.2.1 Demonstrate B8.1.2.1.1. Discuss natural disasters Creativity and Innovation
understanding of Exemplars -Ability to visualise alternative,
disasters and their seeing possibilities, problems
management 1. Watch some documentaries on natural disasters. and challenges
2. Examine natural disasters and share their understanding of the -Imagining and seeing things in a
different way
term, including the idea that it involves great damage and often -Anticipate and overcome
also loss of life. Examples of natural disasters are flooding, difficulties relating initiatives
rainstorms, earthquake, volcanoes
Wildfires, drought). Critical Thinking and
3. Examine the causes of flooding, including human action – Problem Solving
including urban development - which can make flooding more -Can effectively evaluate the
likely or more extreme. success of solutions they have
4. Investigate the effects of flooding on the environment used to attempt to solve a
5. Carry out a project to raise awareness in the community for complex problem
the need for certain flood control measures and for careful -Demonstrate a thorough
planning of any new development. understanding of a generalised
concept and facts specific to task
© NaCCA, Ministry of Education 2020 or situation
-Provide new insight into
controversial situation or task
-Identify and prove
misconceptions about a

58

© NaCCA, Ministry of Education 2020 generalised concept or fact
specific to a task or situation
Communication and
Collaboration
-Speak clearly and explain ideas.
Share a narrative or extended
answer while speaking to a
group
-Demonstrate behaviour and
skills of working towards group
goals
-Explain ideas in a clear order
with relevant detail, using
conjunctions to structure and
speech.
Understand and use
interpersonal skills
Environmental awareness
Observation

59

Content standard STRAND 1: ENVIRONMENT Core competencies/
B8.1.3.1 Demonstrate Sub-Strand 3: Mapping Skills Subject Specific Practices
skills in sketching maps Indicators/exemplars Creativity and Innovation
and interpreting -Ability to visualise alternative, seeing
landscapes from maps B8.1.3.1.1 Sketch maps and interpret landscapes from possibilities, problems and challenges
maps -Imagining and seeing things in a
Exemplars different way
-Anticipate and overcome difficulties
1. Sketch a map of the school compound. relating initiatives
Critical Thinking and Problem
2. Draw a diagram showing an eight-point compass (showing Solving
North, South, East and West; North East, North West, -Can effectively evaluate the success
South East, South West). of solutions they have used to
attempt to solve a complex problem
3. Using a map with grid squares (locate) some important -Demonstrate a thorough
landmarks. understanding of a generalised
concept and facts specific to task or
4. Draw/ sketch the map of the community indicating situation
important landmarks. -Provide new insight into
controversial situation or task
5. Sketch a map of the school compound to scale. -Identify and prove misconceptions
6. Show directions to important places in the community. about a generalised concept or fact
7. Sketch maps showing the positions or directions to the specific to a task or situation

learners’ homes using compass directions.

© NaCCA, Ministry of Education 2020 Communication and
Collaboration
-Speak clearly and explain ideas. Share

60

a narrative or extended answer while
speaking to a group
-Demonstrate behaviour and skills of
working towards group goals
-Explain ideas in a clear order with
relevant detail, using conjunctions to
structure and speech.
Understand and use interpersonal
skills
Environmental awareness
Observation
Teamwork
Drawing
Measurement

STRAND 2: FAMILY LIFE

© NaCCA, Ministry of Education 2020 61

Content standard Sub- Strand 1: The Family Core competencies/
Indicators/exemplars Subject Specific Practices
Critical thinking and Problem
B8.2.1.1 Show B8.2.1.1.1Examine the composition and functions of the solving
understanding of the nuclear and the extended families -Ability to combine Information and
Family and Family Life Exemplars ideas from several sources to reach a
Issues conclusion
1. Explain the concept of family.
2. Differentiate Nuclear from Extended family systems. -Analyse and make distinct judgment
3. Identify the roles of various members of the nuclear family. about viewpoints expressed in an
4. Explain the roles of the extended family. argument
5. Discuss the advantages and disadvantages of the nuclear -Ability to effectively define goals
towards solving a problem
family systems. -Ability to explain plans for attaining
6. Discuss the advantages and disadvantages of the extended goals

family systems. Communication and Collaboration
7. In groups, discuss the importance of the family as an

institution.
8. Discuss the role of the family in supporting gender equality.

B8.2.1.1.2. Discuss the issues of inheritance in Ghana -Identify words or sentences in context
Exemplars or appropriately
1. In pairs, discuss the concept of inheritance and share thoughts -Interpret correctly and respond to
non- verbal communication such as
with the class. facial expressions, cues and gestures
2. Identify and discuss the systems of inheritance in Ghana -Speak clearly and explain ideas. Share a
narrative or extended answer while
including matrilineal, patrilineal, intestate succession. speaking to a group
3. Invite a resource person in the community to talk about any of -Demonstrate behaviour and skills of
working towards group goals
the systems of inheritance. Digital Literacy
4. Discuss the positive and negative effects of the inheritance -Ability to ascertain when information is

systems in Ghana.
5. Suggest ways of improving the indigenous inheritance system.
6. Role play one system of inheritance in Ghana.
7. Debate the intestate succession law versus the indigenous

© NaCCA, Ministry of Education 2020 62

inheritance system in Ghana. needed and be able to identify, locate,
evaluate and effectively use them to
solve a problem
-Use digital tools to create novel things
Tolerance
Peaceful co-existence
Societal values
Teamwork

STRAND 2: FAMILY LIFE

© NaCCA, Ministry of Education 2020 63

Sub-Strand 2: Population

Content standard Indicators/exemplars Core competencies/
B8.2.2.1 Analyse B8.2.2.1.1. Compare the population structure of high- Subject Specific Practices
population structure in income and middle/low income countries Critical thinking and Problem
Ghana and its related Exemplars solving
issues 1. Explain what population structure means. -Ability to combine Information and
2. Draw/Sketch the population structure of your school. ideas from several sources to reach a
3. Examine thepopulation structure of Ghana, set out in a conclusion

population pyramid. -Analyse and make distinct judgment
4. Examine the population structure of any high-income country about viewpoints expressed in an
argument
in the world, for example China, Japan, Canada. -Ability to effectively define goals
5. Compare the population structures of high-income and towards solving a problem
-Ability to explain plans for attaining
middle/low income countries, including commenting on birth goals
rates and death rates for each.
6. Suggest reasons for the population pyramids of middle/low Communication and
income and high-income countries having a very different Collaboration
shape, including smaller families, higher standards of living,
and high-quality healthcare in high-income countries.

-Identify words or sentences in
context or appropriately

-Interpret correctly and respond to
non- verbal communication such as
facial expressions, cues and gestures
-Speak clearly and explain ideas. Share
a narrative or extended answer while
speaking to a group
-Demonstrate behaviour and skills of

© NaCCA, Ministry of Education 2020 64

© NaCCA, Ministry of Education 2020 working towards group goals
Digital Literacy
-Ability to ascertain when information
is needed and be able to identify,
locate, evaluate and effectively use
them to solve a problem
-Use digital tools to create novel
things
Tolerance
Peaceful co-existence
Societal values
Drawing

65

STRAND 3: SENSE OF PURPOSE

Sub-Strand 1: The Individual and the Community

Content standard Indicators/exemplars Core competencies/
B8.3.1.1 Demonstrate B8.3.1.1 .1Examine the role of the individuals in the Subject Specific Practices
knowledge of the role of community Critical thinking and Problem
the Individual in the Exemplars solving
Community 1. Explain the concept community. -Ability to combine Information and
2. Watch a documentary about different communities and ideas from several sources to reach a
discuss their observations. conclusion
3. Explain what community development involves (the values -Analyse and make distinct judgment
vision, initiative and drive in the process of community about viewpoints expressed in an
development). argument
4. Explain the factors to be considered in community decision- -Ability to effectively define goals
making process, including investigation, develop alternative, towards solving a problem
evaluate alternative. -Ability to explain plans for attaining
5. Invite a resource person to talk about the importance of goals
community development.
6. Identify a specific need or problem of their community and Communication and
show how they can help solve it. Collaboration

B8.3.1.1.2Discuss the relevance of volunteerism to -Identify words or sentences in
community development context or appropriately
Exemplars -Interpret correctly and respond to
non- verbal communication such as
1. Explain the concept of volunteerism. facial expressions, cues and gestures
2. Examine the ways by which you can volunteer in the -Speak clearly and explain ideas.

community including doing household chores, doing
shopping or cleaning for an elderly person, helping clean

© NaCCA, Ministry of Education 2020 66

the community. Share a narrative or extended
3. Identify some volunteering roles in the community and answer while speaking to a group
-Demonstrate behaviour and skills of
their contribution to community development. working towards group goals
4. Discuss the importance of volunteerism to socio-
Digital Literacy
economic development of the community. -Ability to ascertain when
5. Project work: form voluntary clubs and discuss their information is needed and be able to
identify, locate, evaluate and
focus, functions and roles within the community. effectively use them to solve a
6. Do a voluntary work in the community and write a problem
-Use digital tools to create novel
report. things
Tolerance
Peaceful co-existence
Societal values
Teamwork

© NaCCA, Ministry of Education 2020 67

STRAND 4: LAW AND ORDER

Sub-Strand 1: Citizenship and Human Rights

Content standard Indicators/exemplars Core competencies/
Subject Specific Practices
B8.4.1.1 Investigate the B8.4.1.1.1 Examine importance of human rights in Critical thinking and Problem
rights and Ghanaian society. solving
responsibilities of a Exemplars -Ability to combine Information and
citizen ideas from several sources to reach
5. Explain the concept “human rights”. a conclusion
6. Examine the United Nation declaration of human rights.
7. Identify some examples of human rights enshrined in the -Analyse and make distinct judgment
about viewpoints expressed in an
1992 constitution for citizens. argument
8. Assess the importance of human rights protection. -Ability to effectively define goals
9. Examine the rights and responsibilities of a citizen. towards solving a problem
-Ability to explain plans for attaining
Rights Responsibilities goals
Right to life Obeying rules and regulations
Right to education Protecting public property
Right to work Reporting criminals

10. Role play rights and responsibilities of citizens. Communication and
11. Project on raising awareness in the community on their Collaboration
-Identify words or sentences in
rights and how to safeguard them (do a data collection of context or appropriately
human right issues in the community).

-Interpret correctly and respond to
non- verbal communication such as
facial expressions, cues and gestures
-Speak clearly and explain ideas.
Share a narrative or extended
answer while speaking to a group

© NaCCA, Ministry of Education 2020 68

© NaCCA, Ministry of Education 2020 -Demonstrate behaviour and skills
of working towards group goals
Digital Literacy
-Ability to ascertain when
information is needed and be able to
identify, locate, evaluate and
effectively use them to solve a
problem
-Use digital tools to create novel
things
Tolerance
Peaceful co-existence
Societal values
Teamwork
Civic responsibilities

69

STRAND 4: LAW AND ORDER

Sub-Strand 2: Conflict Prevention and Management

Content standard Indicators/exemplars Core competencies
B8.4.2.1 Analyzeways B8.4.2.1.1 Examine the ways of preventing and Critical thinking and Problem
of preventing and managing conflict in the community solving
managing conflict Exemplars -Ability to combine Information and
1.Explain the following terms: ideas from several sources to reach a
conclusion
(i) conflict -Analyse and make distinct judgment
(ii) conflict prevention about viewpoints expressed in an
(iii)conflict management argument
2. Watch and discuss video or pictures on conflict and its effects -Ability to effectively define goals
on the larger society. towards solving a problem
3. Identify and discuss some causes of conflicts in a community. -Ability to explain plans for attaining
4. Discuss the effects of conflicts in a community. goals
5. Examine attitudes and values needed to prevent conflict in a
community. Communication and
6. Assess the role of women in conflict prevention and Collaboration
management.
7. Suggest ways to manage conflict situations in a community.

-Identify words or sentences in
context or appropriately

-Interpret correctly and respond to
non- verbal communication such as
facial expressions, cues and gestures
-Speak clearly and explain ideas. Share
a narrative or extended answer while

© NaCCA, Ministry of Education 2020 70

speaking to a group
-Demonstrate behaviour and skills of
working towards group goals
Digital Literacy
-Ability to ascertain when information
is needed and be able to identify,
locate, evaluate and effectively use
them to solve a problem
-Use digital tools to create novel things
Tolerance
Peaceful co-existence
Societal values
Teamwork

STRAND 5: SOCIO-ECONOMIC DEVELOPMENT

© NaCCA, Ministry of Education 2020 71

Content standard Sub-Strand 1: Entrepreneurial Skills Core competencies/
B8.5.1.1 Demonstrate Subject Specific Practices
Entrepreneurial Skills Indicators/exemplars Critical thinking and Problem
solving
B8.5.2.1.1. Examine the skills for creating enterprises -Ability to combine Information and
Exemplars ideas from several sources to reach a
conclusion
1. Explain the concepts -Analyse and make distinct judgment
(i) entrepreneur about viewpoints expressed in an
(ii)entrepreneurship argument
-Ability to effectively define goals
2. Discuss the qualities of an entrepreneur including. towards solving a problem
problem solver, good communicator, and hard worker. -Ability to explain plans for attaining
goals
3. Examine ways of acquiring good entrepreneurial skills.
4. Discuss the role of women in entrepreneurship including Communication and
Collaboration
agro industries, small scale industries.
5. Invite a resource person to share ideas about the role of -Identify words or sentences in
context or appropriately
small-scale enterprises in economic development.
6. Discuss negative attitudes that people exhibit at work

and their implications on work output.
7. Role play positive attitudes that employers expect from

their employees.
8. Learners in small groups to come up with an idea for an

enterprise and set up and run it for a given number of
weeks.

B8.5.2.1.2. Show understanding of financial management -Interpret correctly and respond to
Exemplars non- verbal communication such as
facial expressions, cues and gestures
1. Explain financial management -Speak clearly and explain ideas.
2. Examine the need to make savings towards the future Share a narrative or extended
3. Discuss ways of investing money answer while speaking to a group
4. Describe the proper way of handling the currency of the -Demonstrate behaviour and skills of
working towards group goals
country

© NaCCA, Ministry of Education 2020 72

Digital Literacy
-Ability to ascertain when
information is needed and be able to
identify, locate, evaluate and
effectively use them to solve a
problem
-Use digital tools to create novel
things
Societal values
Teamwork
Economic empowerment
Initiative
Risk taking

STRAND 5: SOCIO-ECONOMIC DEVELOPMENT

© NaCCA, Ministry of Education 2020 73

Content standard Sub-Strand 2: Tourism Core competencies/
Indicators/exemplars Subject Specific Practices
Critical thinking and Problem
B8.5.2.1 Evaluate tourism . solving
as an important economic B8.5.2. 1.1 Assess the importance of tourism to -Ability to combine Information and
sector for national socio-economic development of Ghana ideas from several sources to reach
development a conclusion
8. use videos/ pictures to identify some tourist sites
9. Discuss the trends of tourism -Analyse and make distinct judgment
10. Visit tourist sites and suggest ways of improving about viewpoints expressed in an
argument
them -Ability to effectively define goals
11. Discuss how new tourist sites can be developed towards solving a problem
12. Examine the importance of tourism to socio- -Ability to explain plans for attaining
goals
economic development

© NaCCA, Ministry of Education 2020 Communication and
Collaboration
-Identify words or sentences in
context or appropriately
-Interpret correctly and respond to
non- verbal communication such as
facial expressions, cues and gestures
-Speak clearly and explain ideas.
Share a narrative or extended
answer while speaking to a group
-Demonstrate behaviour and skills
of working towards group goals

74

Digital Literacy
-Ability to ascertain when
information is needed and be able
to identify, locate, evaluate and
effectively use them to solve a
problem
-Use digital tools to create novel
things
Tolerance
Peaceful co-existence
Societal values
Teamwork

STRAND 6: NATIONHOOD
Sub-Strand 1: The Republics

© NaCCA, Ministry of Education 2020 75

Content standard Indicators/exemplars Core competencies/
B8.6.2.1 Analyze the main B8.6.2.1 .1 Explain how the First Republic came into Subject Specific Practices
developments in the being Critical thinking and
Republics between 1960 Exemplars Problem solving
and 1972 -Ability to combine Information
1. Use the internet, print media and oral sources to find and ideas from several sources to
out how the First Republic was established. reach a conclusion
-Create simple logic trees to think
2. Discuss the 27thApril 1960 constitutional referendum. through problems
3. Discuss the outcome of the 27thApril 1960 presidential -Ability to identify important and
appropriate criteria to evaluate
elections. each alternative
4. Dramatize the inauguration of Kwame Nkrumah as Communication and
collaboration
president of the first republic on 1 July 1960 -Apply appropriate diction and
5. Produce a chart showing major political events from structure sentences correctly for
narrative, persuasive, imaginative
1951 to July 1960. and expository purposes
B8.6.2.1 .2 Explain Developments under the First Personal Development and
Republic (political development-1960 Constitution) Leadership
Exemplars -Build a concept and understanding
of one's self (strength and
1. Identify the main features of the First Republican weaknesses, goals and aspiration,
Constitution. reaction and adjustment to novel
situation)
2. Examine the main changes in the 1960 Constitution. -Ability to serve group members
3. Debate the effects of the changes on the status of the effectively

country. E.g. The introduction of a presidential system
of government
4. Describe the membership of the cabinet under
the1960 Constitution.

B8.6.2.1 .3 Explain how the Second Republic came
into being
Exemplars

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1. Use the internet, print media and oral sources to find Creativity and innovation
out how the Second Republic was established. -Ability to visualise alternative,
seeing possibilities, problems and
2. Discuss the outcome of the 1969 general elections. challenges
3. Dramatize the handing over of power from the NLC -Imagining and seeing things in a
different way
to Dr. K. A Busia’s Progress Party Digital Literacy
4. Compare the first Republican Constitution and the -Ability to ascertain when
information is needed and be able
second Republican Constitution to identify, locate, evaluate and
B8.6.2.1. 4 Explain Developments under the Second effectively use them to solve a
Republic (Political development) problem
Exemplars -Use digital tools to create novel
things
1. Examine the main features of the 1969 Second Tolerance
Republican Constitution. Peaceful co-existence
Societal values
2. Debate the effects of the changes on the status of the Chronology
country under Second Republican Constitution Teamwork
Patriotism
3. Discuss the membership of the cabinet under the1969 Imagination
Constitution.

STRAND 6: NATIONHOOD
Sub-Strand2: Military Rule

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Content standard Indicators/Exemplars Core Competencies/ Subject
B10.6.2.1. Demonstrate Specific Practices
Understanding of B10.6.2.1.1. Explain how military rule was Critical thinking and
Developments under established in 1966, 1972, 1978, 1979 and 1982. Problem solving
Military Rule in Ghana from -Ability to combine Information
1966 to1992 Exemplars and ideas from several sources to
1. Identify the military regimes in the order in which reach a conclusion
they ruled Ghana. -Create simple logic trees to
2. Discuss why each republic was overthrown. think through problems
-Ability to identify important and
3. With the use of the internet/pictures/documentaries, appropriate criteria to evaluate
identify the composition of the various military each alternative
governments Communication and
collaboration
4. Produce a chart showing the various military -Apply appropriate diction and
regimes, their leaders and the duration of their structure sentences correctly for
government narrative, persuasive, imaginative
and expository purposes

Personal Development and
Leadership
-Build a concept and
understanding of one's self
(strength and weaknesses, goals
and aspiration, reaction and
adjustment to novel situation)
-Ability to serve group members
effectively

Creativity and innovation
-Ability to visualise alternative,

© NaCCA, Ministry of Education 2020 78

seeing possibilities, problems and
challenges
-Imagining and seeing things in a
different way
Digital Literacy
-Ability to ascertain when
information is needed and be able
to identify, locate, evaluate and
effectively use them to solve a
problem
-Use digital tools to create novel
things
Tolerance
Peaceful co-existence
Honesty
Empathy
Resilience
Commitment
Respect for rule of Law
Comportment
Political Awareness

B10.6.2.1. Demonstrate B10.6.2.1.2. Discuss the main developments under Critical thinking and
Understanding of the different regimes from 1966 to 1992: Problem solving
Developments under Exemplars -Ability to combine Information
Military Rule in Ghana from and ideas from several sources to

© NaCCA, Ministry of Education 2020 79

1966 to1992 1. Discuss political developments under the; reach a conclusion
-Create simple logic trees to
© NaCCA, Ministry of Education 2020 a. National Liberation Council (NLC) think through problems
b. National Redemption Council (NRC) -Ability to identify important and
c. Supreme Military Council (SMC) 1 & 2 appropriate criteria to evaluate
d. Armed Forces Revolutionary Council (AFRC) each alternative
e. Provisional National Defense Council (PNDC) Communication and
2. Debate the challenges associated with military collaboration
-Apply appropriate diction and
regimes structure sentences correctly for
narrative, persuasive, imaginative
and expository purposes
Personal Development and
Leadership
-Build a concept and
understanding of one's self
(strength and weaknesses, goals
and aspiration, reaction and
adjustment to novel situation)
-Ability to serve group members
effectively
Creativity and innovation
-Ability to visualise alternative,
seeing possibilities, problems and
challenges
-Imagining and seeing things in a
different way
Digital Literacy

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© NaCCA, Ministry of Education 2020 -Ability to ascertain when
information is needed and be able
to identify, locate, evaluate and
effectively use them to solve a
problem
-Use digital tools to create novel
things
Peaceful co-existence
Resilience
Commitment
Respect for rule of Law
Political Awareness
Chronology

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BASIC 9 82

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Content Standard STRAND 1: ENVIRONMENT Core
Sub- Strand 1: Environmental issues Competencies/Subject
B9.1.1.1 Demonstrate skills in Specific Practices
dealing with environmental Indicator/ Exemplars Critical thinking and
challenges Problem solving
B9.1.1.1.1. Examine air pollution as an environmental -Ability to combine
challenge Information and ideas from
Exemplars several sources to reach a
conclusion
7. Explain what air pollution means.
8. Identify activities in the environment that lead to air -Create simple logic trees to
think through problems
pollution, including fumes from vehicles, industry and
smoke from fuel wood fires. -Ability to identify important
9. Discuss the effects of air pollution, including causing and appropriate criteria to
health problems such as asthma. evaluate each alternative
10. Discuss ways to prevent air pollution.
11. Do a project in the community to educate members
on the ways to reduce air pollution.

B9.1.1.2 Evaluate the sources B9.1.1.2.1. Assess global sources and the means of Communication and
and ways of conserving energy conserving energy collaboration
Exemplars
-Apply appropriate diction and
1. Identify global energy sources and conservation e.g. structure sentences correctly
Ghana, United Kingdom, Germany for narrative, persuasive,
imaginative and expository
2. With the use of the internet, research on alternative purposes
energy sources and do a presentation in class

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3. In groups, create posters on the advantages of energy Personal Development
conservation to educate others in the community, and Leadership
including saving money, making the most of our scarce
energy resources, reducing air pollution -Build a concept and
understanding of one's self
4. Submit and discuss report on energy conservation (strength and weaknesses,
education carried out goals and aspiration, reaction
and adjustment to novel
situation)

-Ability to serve group
members effectively

Creativity and innovation

B9.1.3.1 Demonstrate B9.1.3.1.1. Discuss human induced disasters -Ability to visualise alternative,
understanding of disasters and Exemplars seeing possibilities, problems
skills in managing them and challenges

© NaCCA, Ministry of Education 2020 -Imagining and seeing things in
a different way

1. Examine human induced disasters (bushfires, domestic Tolerance
fires, industrial fires). Observation
Endurance
2. Watch some documentaries on activities of human Teamwork
beings that induce disasters.
Critical thinking and
3. Discuss the causes of human induced disasters. Problem solving
4. Investigate the effects human induced disasters. -Ability to combine
5. Learners to work on ways of raising awareness in the Information and ideas from
several sources to reach a
community about the effects of bush fires.

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© NaCCA, Ministry of Education 2020 conclusion
-Create simple logic trees to
think through problems
-Ability to identify important
and appropriate criteria to
evaluate each alternative

Communication and
collaboration
-Apply appropriate diction and
structure sentences correctly
for narrative, persuasive,
imaginative and expository
purposes

Personal Development
and Leadership
-Build a concept and
understanding of one's self
(strength and weaknesses,
goals and aspiration, reaction
and adjustment to novel
situation)
-Ability to serve group

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© NaCCA, Ministry of Education 2020 members effectively
Creativity and innovation
-Ability to visualise alternative,
seeing possibilities, problems
and challenges
-Imagining and seeing things in
a different way

Tolerance
Observation
Teamwork

Critical thinking and
Problem solving
-Ability to combine
Information and ideas from
several sources to reach a
conclusion
-Create simple logic trees to
think through problems
-Ability to identify important
and appropriate criteria to
evaluate each alternative

86

© NaCCA, Ministry of Education 2020 Communication and
collaboration
-Apply appropriate diction and
structure sentences correctly
for narrative, persuasive,
imaginative and expository
purposes

Personal Development
and Leadership
-Build a concept and
understanding of one's self
(strength and weaknesses,
goals and aspiration, reaction
and adjustment to novel
situation)
-Ability to serve group
members effectively

Creativity and innovation
-Ability to visualise alternative,
seeing possibilities, problems
and challenges

87

-Imagining and seeing things in
a different way

Digital Literacy

-Ability to ascertain when
information is needed and be
able to identify, locate,
evaluate and effectively use
them to solve a problem

-Use digital tools to create
novel things

STRAND 1: ENVIRONMENT

Sub- Strand 2: Our Natural and Human Resources

Content Standard Indicator/ Exemplars Core Competencies/Subject

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B9.1.2.1 Investigatethe B9.1.2.1.1. Examine the importance of natural Specific Practices
Natural and Human resources to the development of Ghana Critical thinking and
Resources around us Exemplars Problem solving
-Ability to combine Information and
1. Explain what is meant by natural resources ideas from several sources to reach a
2. Through the use of videos or pictures, identify the conclusion

natural resources of the country, to include renewable -Create simple logic trees to think
(including timber) and non-renewable resources through problems
(including gold, bauxite and oil).
3. On the Map of Ghana, show the location of the natural -Ability to identify important and
resources. appropriate criteria to evaluate each
4. Discuss efficient ways of exploiting natural resources. alternative
5. Explain the importance of natural resources for the
development of the country. Communication and
collaboration
6. Discuss the difficulty in exploiting natural resources
effectively including low level of technology, limited -Apply appropriate diction and
technical expertise, and limited capital resources. structure sentences correctly for
narrative, persuasive, imaginative and
B9.1.2.1.2. Evaluate the importance of human expository purposes
resources to the development of Ghana
Exemplars Personal Development and
Leadership
1. Explain what is meant by human resource
-Build a concept and understanding of
2. Identify ways of developing human resource one's self (strength and weaknesses,
goals and aspiration, reaction and
3. Through group work, discuss why an educated and adjustment to novel situation)
trained human resource is the most important
resource of the country. -Ability to serve group members

4. Explain how human resource of Ghana can be

© NaCCA, Ministry of Education 2020 89

efficiently used in the production of goods and services effectively

5. Investigate how some people in the community use Creativity and innovation
their human resource abilities to help the community
develop -Ability to visualise alternative, seeing
possibilities, problems and challenges
6. Initiate new ways by which they would use their
human resource abilities to help develop the -Imagining and seeing things in a

community different way

Digital Literacy

-Ability to ascertain when information
is needed and be able to identify,
locate, evaluate and effectively use
them to solve a problem

-Use digital tools to create novel things

© NaCCA, Ministry of Education 2020 90

Content Standard STRAND 2: FAMILY LIFE Core Competencies/Subject
Sub-Strand 1: The Family Specific Practices
Indicator/ Exemplars Critical thinking and
Problem solving
B9.2.1.1 Evaluate the B9.2.1.1.1. Examine the importance of marriage as a -Ability to combine Information and
Institution of Marriage in social institution in Ghana ideas from several sources to reach a
Ghana. Exemplars conclusion
1. Explain the concept of marriage and the concept of a social -Create simple logic trees to think
through problems
institution (other social institutions include the family and -Ability to identify important and
religion). appropriate criteria to evaluate each
2. Discuss ways of contracting marriages in Ghana alternative
3. Identify the ways in which marriage is important as a social Communication and collaboration
institution including providing a stable, loving setting for -Apply appropriate diction and
children to be brought up and helping to provide economic structure sentences correctly for
support. narrative, persuasive, imaginative and
4. Investigate the causes of broken marriages. expository purposes
5. Dramatize the effects on broken marriages on the family Personal Development and
structure (e.g. teenage pregnancy, drug abuse). Leadership
6. Suggest ways of sustaining marriages. -Build a concept and understanding of
one's self (strength and weaknesses,
B9.2.1.2. Assess the need goals and aspiration, reaction and
for Responsible B9. 2.1.2.1. Examine the importance of responsible adjustment to novel situation)
-Ability to serve group members
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Creativity and innovation

91

Parenting in the Family parenting within the family system -Ability to visualise alternative, seeing
Exemplars possibilities, problems and challenges
-Imagining and seeing things in a
1. Explain the concepts: different way
(i) Parenthood Critical thinking and
(ii) Parenting Problem solving
-Ability to combine Information and
2. Differentiate parenthood from parenting ideas from several sources to reach a
3. Discuss the responsibilities of parents including providing conclusion
-Create simple logic trees to think
food, clothes, shelter, loving and stable for the upbringing through problems
of children, -Ability to identify important and
4. Discuss irresponsible parenting behaviour and its appropriate criteria to evaluate each
consequences including failure to provide the basic needs alternative
of children, drunkenness. Communication and collaboration
5. Examine ways children can cause their parents to be -Apply appropriate diction and
irresponsible including disobedience, indiscipline, refusal to structure sentences correctly for
go to school, refusal to perform house chores. narrative, persuasive, imaginative and
6. Suggest ways for handling parent-child conflicts including expository purposes
dialogue, effective communication
7. Carry out an Education programme in the community on
the need for parents to be responsible

Personal Development and
Leadership
-Build a concept and understanding of
one's self (strength and weaknesses,
goals and aspiration, reaction and
adjustment to novel situation)
-Ability to serve group members
effectively

Creativity and innovation

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© NaCCA, Ministry of Education 2020 -Ability to visualise alternative, seeing
possibilities, problems and challenges
-Imagining and seeing things in a
different way
Digital Literacy
-Ability to ascertain when information is
needed and be able to identify, locate,
evaluate and effectively use them to
solve a problem
-Use digital tools to create novel things
Tolerance
Confidence
Observation
Endurance
Societal values

93

Content Standard STRAND 2: FAMILY LIFE Core competencies/Subject
B9.2.2.1 Analyse Sub-Strand 2: Population Specific Practices
population structure in Indicator/Exemplars
Ghana and its related Critical thinking and
issues B9. 2.2.1.1 Assess population structure in Ghana and Problem solving
associated development issues. -Ability to combine Information
and ideas from several sources to
1. Recap on B8 work on population structure in Ghana. With the reach a conclusion
use of the internet or a chart examine the structure of the -Create simple logic trees to think
Ghanaian population. through problems
-Ability to identify important and
2. In groups, analyse the effects of rapid population growth on appropriate criteria to evaluate
the family, the community and the nation. each alternative
Communication and
3. Dramatize the effects of large family size on the upkeep of the Collaboration
family

4. Suggest ways in which social problems and rapid population
growth could be minimized including public education on
having small family, guidance and counselling.

B9. 2.2.1.1 Assess population structure in Ghana and Critical thinking and
associated development issues. Problem solving
-Ability to combine Information
1. Recap on Basic 8 work on population structure in Ghana. With and ideas from several sources to
the use of the internet or a chart examine the structure of the reach a conclusion
Ghanaian population. -Create simple logic trees to think
through problems
2. In groups, analyse the effects of rapid population growth on -Ability to identify important and
the family, the community and the nation. appropriate criteria to evaluate
each alternative
3. Dramatize the effects of large family size on the upkeep of the Communication and collaboration
family -Apply appropriate diction and
structure sentences correctly for
4. Suggest ways in which social problems and rapid population
growth could be minimized including public education on
having small family, guidance and counselling.

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© NaCCA, Ministry of Education 2020 narrative, persuasive, imaginative
and expository purposes
Personal Development and
Leadership
-Build a concept and
understanding of one's self
(strength and weaknesses, goals
and aspiration, reaction and
adjustment to novel situation)
-Ability to serve group members
effectively
Creativity and innovation
-Ability to visualise alternative,
seeing possibilities, problems and
challenges
-Imagining and seeing things in a
different way
Digital Literacy
-Ability to ascertain when
information is needed and be able
to identify, locate, evaluate and
effectively use them to solve a
problem

95

STRAND 3: SENSE OF PURPOSE

Sub-Strand 1: Culture and National Identity

Content Standard Indicator/Exemplars Core competencies/Subject
B9.3.1.1. Evaluate the B9.3.1.1.1. Assess the significance of symbols, music and Specific Practices
ceremonies in promoting national identity.
place of Culture in Exemplars Critical thinking and
National Identity Problem solving
1. Explain the concept of National identity. -Ability to combine Information
2. Sing patriotic songs and discuss how songs promote national and ideas from several sources to
reach a conclusion
identity. -Create simple logic trees to
3. With the use of internet/pictures, identify some national and think through problems
-Ability to identify important and
traditional symbols and discuss their features and significance appropriate criteria to evaluate
e g. National Flag, Coat of Arms. the Staff of Office of the each alternative
President, the Mace, Adinkra and other Ghanaian symbols Communication and
4. Interpret some national and traditional symbols and evaluate collaboration
their importance in fostering national unity. -Apply appropriate diction and
5. Discuss ways of fostering national unity and defending the structure sentences correctly for
integrity of the nation. narrative, persuasive, imaginative
6. Discuss how national ceremonies can be used to foster and expository purposes
national unity. Personal Development and
7. Discuss how respecting the customs and culture of other Leadership
groups plays a part in celebrating diversity in Ghana and helps -Build a concept and
draw together the whole nation. E.g. Homowo celebrated by understanding of one's self
the Gas, Hogbetsoto by the Anlos, Kundum by the Nzema (strength and weaknesses, goals
and aspiration, reaction and
adjustment to novel situation)
-Ability to serve group members
effectively

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© NaCCA, Ministry of Education 2020 Creativity and innovation
-Ability to visualise alternative,
seeing possibilities, problems and
challenges
-Imagining and seeing things in a
different way
Digital Literacy
-Ability to ascertain when
information is needed and be
able to identify, locate, evaluate
and effectively use them to solve
a problem
-Use digital tools to create novel
things
Tolerance
Observation
Endurance
Patriotism

97

Content Standard STRAND 4: LAW AND ORDER Core competencies/Subject Specific
Sub-Strand 1: The 1992 Constitution Practices
Indicator/Exemplars
Critical thinking and
B9.4.1.1 Assess the B9.4.1.1.1. Examine the 1992 Constitution and its significance Problem solving
relevance of the to national development. -Ability to combine Information and ideas
1992 Constitution Exemplars: from several sources to reach a conclusion
-Create simple logic trees to think through
1. Explain the meaning of a Constitution problems
2. Outline the main features of the 1992 Constitution -Ability to identify important and
3. Use videos or pictures to identify the functions of three main appropriate criteria to evaluate each
alternative
organs of government (the legislative, the executive and the Communication and collaboration
judiciary) -Apply appropriate diction and structure
4. In groups, discuss the rights, freedoms and obligations of sentences correctly for narrative,
citizens under the 1992 Constitution. persuasive, imaginative and expository
5. Examine the conditions under which the rights of a citizen can purposes
be curtailed in the 1992 Constitution
6. Explain the importance of the 1992 Constitution to Ghanaians

Personal Development and
Leadership
-Build a concept and understanding of one's
self (strength and weaknesses, goals and
aspiration, reaction and adjustment to
novel situation)
-Ability to serve group members effectively

B9.4.1.1 Assess the B9.4.1.1.2. Discuss the rights of the child as enshrined in the Creativity and innovation
relevance of the 1992 Constitution -Ability to visualise alternative, seeing

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