Winmat Primary Religious and Moral Education Standards-Based 6 B. A. Ntreh K. K. Anti Facilitator’s Guide
Published by WINMAT PUBLISHERS LTD No. 27 Ashiokai Street P.O. Box 8077 Accra North Ghana Tel.: +233 552 570 422 / +233 302 978 784 www.winmatpublishers.com [email protected] ISBN: 978-9988-0-4832-7 Text © K. K. Anti; B. A. Ntreh 2020 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers. Book Layout by Fine Precision Cover design by Daniel Akrong The publishers have made every effort to trace all copyright holders but if they have inadvertently overlooked any, they will be pleased to make the necessary arrangements at the first opportunity.
iii TABLE OF CONTENTS Introduction v Strand 1: God, His Creation and Attributes 1 Sub-Strand 1: God the Creator Sub-Strand 2: The Environment Strand 2 Religious Practices and Moral Implications 11 Sub-Strand 1: Religious Worship in the three Major Religions in Ghana Sub-Strand 2: Festivals in the three Major Religions Strand 3: Religious Leaders 22 Sub-Strand 1: The Latter Lives of the Leaders of the three Major Religions In Ghana Strand 4: The Family and the Community 36 Sub-Strand 1: Committment to God Strand 5: The Family, Authority and Obedience 39 Sub-Strand 1: Authority and Obedience Sub-Strand 2: Roles, Relationship and Character Formation in the Family
v INTRODUCTION This Facilitator’s Guide has been specifically written to assist facilitators in meeting the requirements of the Teaching Curriculum for Religious and Moral Education issued by the Ghana Education Service (Ministry of Education of the Republic of Ghana). Its purpose is to assist you in teaching the course. It will support you when organizing your teaching for the year and help you provide lessons that guide and assist learners to develop so that they become balanced, responsible and mature members of the community. GENERAL AIM The curriculum is aimed at developing individuals who are literate, good problem solvers, have the ability to think creatively and have both the confidence and competence to participate fully in the Ghanaian society as responsible local and global citizens. SPECIFIC AIMS The aims of learning and teaching Religious and Moral Education are to encourage and enable learners to: • develop an awareness of their Creator and the purpose of their very existence. • develop an understanding and tolerance of other people’s faith
vi • draw the differences between good and bad behaviours so that they can make the right decisions in any situation and become responsible citizens. • acquire the socio-cultural values inherent in the three major religions in Ghana (i.e. Christianity, Islam and African Traditional Religion) which will help them cope with the variety of moral choices they have to make in today’s rapidly changing world. • develop the spirit of team work, collaboration and togetherness in nationbuilding. • increasingly develop the ability to respond to religious beliefs and practices in an informed, rational and responsible way. SCOPE OF CONTENT The material within the course covers the basic principles of sound religious, moral and traditional values that are cherished in Ghana. It seeks to enable learners to: • acquire and develop knowledge and understanding of the three main religions represented in Ghana • develop an understanding of how the teachings of these religions can influence individuals, communities and culture • develop an ability to make reasoned and informed judgments about religious and moral issues, having regard to the religious teachings of the faiths represented in Ghana. PROFILE DIMENSIONS The course addresses all the profile dimensions as described in the curriculum. These profile dimensions refer to psychological units describing a particular learning behaviour. There are three behaviours: ‘knowledge’, ‘application’ and ‘attitudes and values’. The suggested activities support a range of learning and teaching styles that will enable you to teach to a particular profile dimension. Introduction
vii STRUCTURE OF THIS BOOK The structure of the Facilitator’s Guide follows that of the curriculum, where the work is broken down into strands and spread across the three terms of the year. Each strand is broken down into sub-strands. Each sub-strand contains relevant indicators and there are sufficient indicators to cover the whole year. Each indicator is numbered and titled for ease of reference and also has a clear exemplar to help you focus your teaching. Within each indicator are learning and teaching activities, including questions to ask learners, that will prepare them for their own learning activities. These activities offer a range of responses for the learners that will keep them actively engaged. The activities are suitable for multi-ability learning and teaching since they can be easily modified to suit the needs of your learners. Additional suggestions are sometimes included for ways to extend to more able learners. Use your professional judgment to adapt teaching styles and learning activities to best suit you and the learners. Also use your professional judgment in class organization, choosing from whole class, group, pair and individual work as appropriate. The Facilitator’s Guide offers suggestions when group and pair work will be particularly suitable. LESSON FORMAT The lessons format is as follows: • lesson number and title • lesson objective • learning and teaching resources These are suggestions for minimum resources you will need for the lesson. Wherever possible, suggestions have been made for low and no-cost resources. You will need to use your imagination to find alternatives if those suggested are not readily available. You may need to make some of them yourself. It is important to identify resources needed in advance of the lessons as these may take time to collect or prepare and sometimes they may need to be provided by the learners. Intoduction
viii TEACHING ACTIVITIES These are presented in bullet points to help you work through the activities in a logical way. Here knowledge is imparted to the learners or they are asked to discuss and evaluate information and ideas that are being presented. Additional content for the facilitator is also included here. LEARNING ACTIVITIES Here learners respond to what they have heard as well as what they have thought about in the first part of the lesson. Note that here suggestions have been made, where possible, for activities that you can modify to suit either less able or more able learners. These have been highlighted Multi-ability. More able learners should be encouraged to help less able learners where possible so that skills and knowledge are transferred. CONCLUSION This is the time to reinforce particular points from the lesson as well as allowing you to measure what learners have understood from the lesson. ASSESSMENT FOR LEARNING At the end of each indicator are questions that seek to test how well learners have learned and understood the learning process. Again, these questions address the range of profile dimensions and are marked with (KU) knowledge and understanding, (AK) application of knowledge and (AV) attitudes and values, as appropriate. The Assessment for Learning helps you to continuously assess learners’ progress. They will help you identify the strengths and weaknesses of individual learners, as well as give you the opportunity to assess how well learners have understood the material in a particular sub-strand. Introduction
1 STRAND 1: God, His Creation and Attributes (Refer to pages 3–14 of Learner’s Book 6) General objectives To enable learners to: • describe the nature of God through his attributes. • explain how humankind and the environment interrelate. • explain the moral lessons in preserving the environment. Sub-Strand 1: God the Creator (Refer to pages 3–8 of the Learner’s Book 6) Specific objectives At the end of this sub-strand, learners should be able to: • recall the nature of God through His attributes. • state the moral lessons in God’s attributes. • explain the need to apply moral lessons in God’s attributes in his/her life.
2 Lesson 1: Recalling the attributes of God Lesson objective • To recall the nature of God through His attributes, revising the lessons learnt in Primary 4 and 5. Learning and teaching resources • Learner’s Book 6, pages 3–8. Learning and teaching activities • Explain that the learners are going to study some of the nature of God through His attributes. Tell them that before moving on to this work there will be a revision of lessons learnt in Primary 4 and 5. • Let learners read through the material on pages 3–8 of the Learner’s Book. • Tell the learners that you will read through the questions with the learners once and then they will have a set time to answer the questions. • Tell them that this is not a formal assessment but a way for you to find out what the learners remember. • Learners should write the answers to the questions in their notebooks. Conclusion • Mark the answers in class, with learners swapping to check the work of other learners. • Discuss the learners’ answers to questions where there is more than one answer. • Explain that in the next few lessons the learners will learn about different attributes of God and how these should be applied in their lives. Strand 1: God, His Creation And Attributes
3 Lesson 2: The nature of God through His attributes Lesson objective • To understand the nature of God through His attributes. Learning and teaching resources • Posters, pictures, charts/video clips. • Learner’s Book 6, Pages 3–8. Learning and teaching activities • Let learners list the attributes of God. • Let learners read the material on nature of God and His attributes on pages 3–7 of the learner’s book. Muslims praying for forgiveness A christian praying for forgiveness • Guide learners to discuss the attributes of God in English and other Ghanaian/African languages. • In groups, ask learners to identify the attributes of God that are present in humankind. • Through questions and answers, let learners show how they can relate the attributes of God to their lives. • Guide learners to write essays on the attributes of God and present their work to the class for discussion. Conclusion • Let learners do exercise 1 in the Learner’s Book 6, page 8. Sub-Strand 1: God the Creator
4 Answers to Exercise 1 (Page 8 of Learner’s Book 6) 1. a. To show love to other people b. To be kind to others c. To forgive people who offend me 2. a. Omnipotent: this means God is All-Powerful. b. Omniscient: This means God is ‘All-Knowing’. c. Omnipresent: God is found everywhere. Lesson 3: God is the sustainer and protector of life Lesson objective • To understand that God is the sustainer and protector of life and how important it is that we also protect life. Learning and teaching resources • Pictures, charts, natural environment (nature walk). • Learner’s Book 6, pages 3–8 Learning and teaching activities • Take a nature walk with learners to observe things in the environment. • Let learners read carefully through the material on pages 4–7 of the Learner’s Book 6. • Talk about the things God provides which help to sustain life (rain, sun, plants for food and medicines, etc.). • Talk about the idea of life being precious and needing to be protected. • Discuss different examples of where this is shown (e.g. tending plants, caring for animals, parents watching over babies and other children). Write these ideas on the board. • Discuss the way parents’ love and care for their children, is a reflection of God’s love. Strand 1: God, His Creation And Attributes
5 • In groups, learners should discuss experiences they have had of life being protected. They may think of family or times when they have offered protection, perhaps watching over a younger sibling or nurturing young plants. • Learners should draw a picture illustrating the idea that life is precious and needs to be protected. This could be a parent with a young child, or something that is fragile and vulnerable such as a butterfly or a delicate flower. Conclusion • Learners should share their experiences as explored in their group discussions. Sub-Strand 1: God the Creator
6 Lesson 4: God is the custodian of morality Lesson objective • To understand God as the custodian of morality and learn how we can also behave in a moral way. Learning and teaching resources • Pictures, posters, charts, video clips. • Learner’s Book 6, pages 3–8. Learning and teaching activities • Let learners read the material on attributes of God on pages 4–7 of the Learner’s Book 6. • Multi-ability: Learners should work in groups to dramatise situations which explore these issues. In the role-play, they should include a realistic source of temptation (perhaps being encouraged to do something they should not do by other children or taking something that does not belong to them), a struggle with their conscience and the result of their chosen course of action. Conclusion • Discuss some of the ideas from the role-plays. It may be that some characters appear to get away with doing wrong but they will be troubled by their conscience. It may be that a person resists pressure from their peer group to do wrong and as a result suffers ridicule. They however, know they have done the right thing. • Explain that it is not easy to always do the right thing. • Let learners know that God is all-seeing and all-knowing and sees whatever we do. He rewards good people and punishes the bad ones. Strand 1: God, His Creation And Attributes
7 Sub-Strand 2: The Environment (Refer to pages 9–14 of the Learner’s Book 6) Specific objectives At the end of this sub-strand, learners should be able to: • Explain how humankind and the environment interrelate. • Explain the religious and moral lessons in preserving the environment. Lesson 5: How humankind and the environment interrelate Lesson objective • To understand how humankind and the environment interrelate. Learning and teaching resources • Pictures of natural phenomenon – waterfalls, seas, rivers, atmosphere, weather, sunshine, forest, etc. • Learner’s book 6, pages 9–14. Learning and teaching activities • Show pictures/video clips of the environment to learners. Flowers Items made from leather Sub-Strand 2: The environment
8 • With questions and answers, guide learners to explain the natural environment. • Let learners mention things around us that were created by God. • Let learners read the relationships between humankind and the environment on pages 10–11 of the Learner’s Book 6. • Guide learners to discuss the interrelationship among God’s creatures. • Through group discussions, let learners demonstrate ways humankind should relate to the environment. • Let learners in groups, discuss the importance of the environment to humankind. • Ask learners to write about their findings and present to the class for discussion. Conclusion • Let the learners do question 1 and 2 of exercise 2 on page 14 of the Learner’s Book 6. Answers to questions 1 and 2 of Exercise 2 (Page 14 of Learner’s Book 6) 1. a. Humankind depends on plants for air, food and shelter. b. Humankind depends on animals for food, security, transportation and companionship. c. Plants and animals depend on humankind for survival. 2. a. The environment beautify the human communities. b. Humankind’s survival on earth depends on the environment. We need air to breath, water, land, food and medicine to survive. c. All materials needed for constructing units are found in the environment. Strand 1: God, His Creation And Attributes
9 Lesson 6: Religious and moral lessons in preserving the environment Lesson objective • To understand the religious and moral lessons in preserving the environment and show how they apply the lessons in their lives. Learning and teaching resources • Pictures, posters, charts/video clips. • Learner’s Book 6, pages 11–14. Learning and teaching activities • Show pictures/video clips of the natural environment to learners. • Let learners read the materials on religious and moral lessons in preserving the environment on pages 11–14 of Learner’s Book 6. • Guide learners to talk about the religious and moral lessons in preserving the environment. • Through questions and answers, let learners show how they can preserve the environment. • Let learners do a project on the preservation of the environment: treeplanting, clean-up exercises on the school compound, etc. • Have learners write about their project work findings for a class discussion. Conclusion • Let learners demonstrate how they apply the religious and moral lessons of preserving the environment in their lives. • Let learners do exercise 2, question 3 on page 14 of the Learner’s Book 6. Planting trees in our community A girl disposing of refuse into a bin Sub-Strand 2: The environment
10 Answers to question 3 of Exercise 2 (Page 14 of Learner’s Book 6) (i) It is a command from God to take good care of the environment. (ii) Humankind will account to God for our steward of the environment. (iii) Humankind’s survival on earth depends the environment. (iv) Human beings are to protect and respect the rights of other creatures to survive. Strand 1: God, His Creation And Attributes
11 STRAND 2: Religious practices and their moral implications (Refer to pages 15–42 of the Learner’s Book 6) General objectives To enable learners to: • describe the importance of prayers in our lives. • discuss the significance of festivals. Sub-Strand 1: Religious worship in the three major religions in Ghana (Refer to pages 16–33 of the Learner’s Book 6) Specific objectives At the end of this sub-strand, learners should be able to: • recall the nature of God through His attributes and name the types of prayer in the three main religions in Ghana. • explain why we pray. • give reasons for the importance of prayer in people’s lives.
12 Lesson 7: What is prayer? Lesson objective • To understand what prayer is in its general form. Learning and teaching resources • Pictures, charts, video clips. • Learner’s Book 6, pages 16–17. Learning and Teaching Activities • Show and discuss pictures/video clips of people praying to the learners. • Let learners read the materials on ‘What is Prayer’ on pages 16–17 of the Learner’s Book 6. • How do you speak to your facilitator? • How do you speak to your parents or elders? • How do you speak to your friends? • How do you speak to your brothers or sisters? • How do you speak to strangers? • Explain that there are many different ways of communicating. The way we communicate with our parents may be different from the way we speak to our friends. • Divide the learners into pairs. Ask them to make up a short role-play based on one of the following: - Learners talk to facilitator as though they are their best friend. - Child talks to parent as though they are a stranger. • Multi-ability: Choose pairs to role-play to the rest of the class. The results may be funny, but explain that in everyday life, communication and knowing how to communicate are important. • Explain that religious people view prayer as communication with God and that there are many different ways to pray, just as we have different ways of communicating with people. Sometimes people address God very formally and respectfully and sometimes people address God as a friend. Strand 2: Religious practices and their moral implications Muslims praying to Allah
13 Conclusion • Ask the learners if they know people who pray. Ask them to describe what happens when people pray. • Let learners draw and colour themselves praying. Lesson 8: Christian prayer Lesson objective • To learn about how Christians pray and types of Christian prayers. Learning and teaching resources • Pictures, charts, video clips of Christians praying. • Learner’s Book 6, pages 17–23. Learning and teaching activities • Invite a resource person to come and tell the class about how they pray and to answer any questions the class has. • Show pictures and video clips of Christians praying to learners. • Let the learners read the materials on Christian prayers on pages 17–23 of the Learner’s Book 6. • Ask the learners to answer the following questions: - Do Christians pray individually? If yes, why? - What do Christians do when they pray? - What did Jesus say about Christians meeting together to pray? - What kinds of things do Christians pray about? • Let learners talk about the types of Christian prayers. • Ask learners to complete the following sentences in any way they choose; and also to draw to illustrate each of their sentences: - Prayer of thanksgiving: Thank you, God, for ... - Prayer of confession: I’m sorry, God, for ... Sub-Strand 1: Religious practices and their moral implications in Ghana Christians standing and praying with their eyes closed
14 - Prayer of intercession: Dear God, I want to ... - Prayer of petition: Please God, help me with ... Conclusion • Ask learners to share some of their prayers of thanksgiving, confession, intercession and petition (where they feel comfortable doing so). Lesson 9: How Muslims pray Lesson objective • To understand the importance of prayer in the Muslim faith and the types of prayers in Islam. Learning and teaching resources • Pictures, charts, video clips. • Learner’s Book 6, pages 23–29. Learning and teaching activities • Show pictures and videos clips of Muslims praying. Muslims praying • Let the learners read the material on Muslim prayers on pages 23–29 of the Learner’s Book 6. 1. Ask the learners to answer the following questions in their books: - What did the Prophet Muhammad say about prayer? Strand 2: Religious practices and their moral implications
15 - Prayer is very important to Muslims. True or false? - What does Islam mean? - Why do Muslims pray? - Prayer is one of the five pillars of Islam. True or false? - How many times a day should a Muslim pray? Where can Muslims pray? - What must a Muslim do before praying? - Prayer gives praise to God. True or false? - The Qur’an has nothing to say about prayer. True or false? - What good thing will happen to Muslims if they pray? - What is the most important thing to a Muslim? - What is the rakat? - In what position does a Muslim finish the rakat? - How many times is the rakat performed? 2. Draw a Muslim praying. - Learners should explain to the class how they apply these to their own lives. Learn together as a class what the Prophet Muhammad says about prayer. ‘Prayer is the essence of worship.’ Ensure the class understands what this means. Go over the answers to the questions: • The Prophet Muhammad said prayer was the essence of worship. True. • Prayer is very important to Muslims. • Islam means ‘submission’ (check the learners understand what ‘submission’ means). • Muslims pray because it is commanded by God and is their duty. • True. Prayer is one of the five pillars of Islam. • A Muslim should pray five times a day. • Muslims can pray in a mosque or any clean place. • A Muslim must wash thoroughly before praying. • True. Muslims believe prayer gives praise to God. • False. The Qu’ran tells Muslim how to pray. • Muslims are promised prosperity in their work if they pray. Sub-Strand 1: Religious practices and their moral implications in Ghana
16 • God is the most important thing to a Muslim. • The rak’ah is a sequence of prayer. • Muslims finish the rakat with their chins on the ground. • The number of times the rakat is performed depends on the time of prayer. Learners may swap books and mark each other’s work. Conclusion • Multi-ability: Ask: why do Muslims pray? Discuss the reasons given. (there are several reasons). Guide learners to explain other types of Muslim players apart from the five daily compulsory prayers. • Let learners do exercise 3 on page 25 of the Learner’s Book 6. Answers to Exercise 3 (Page 25 of Learner’s Book 6) Running water is to be used to avoid any dirt and water contamination. Lesson 10: African Traditional Prayer Lesson objective • To understand the importance of prayer in the traditional believer’s life. Learning and teaching resources • Pictures, charts, video clips. • Learners Book 6, pages 29–32. Learning and teaching activities • Show pictures/video clips of traditional believers praying to learners. • Let learners read the materials on African Traditional Religious prayer on pages 29–32, Book 6. • Guide learners to discuss the meaning of prayer in African Traditional Religion. Strand 2: Religious practices and their moral implications
17 • Let learners talk about the types of prayers in African Traditional Religion. • Lead learners in groups to identify the importance of prayer in the life of the traditional believer. • Ask learners to present their findings to the class for discussion. • Ask learners to demonstrate how prayer is performed in African Traditional Religion. Conclusion • Let learners do exercises 5 and 6 in Learners Book 6, pages 32-33. Answers to Exercise 5 (Page 32 of Learner’s Book 6) 1. a. To thank the Supreme Being for His kindness. b. To ask for forgiveness from the Supreme Being. c. To ask for protection from the Supreme Being. 2. a. During naming ceremonies. b. During marriage ceremonies. c. During festivals. 3. a. The person must lead good moral on earth. b. The person must die a natural death. c. He/she must a married person with children. Answers to Exercise 6 (Page 33 of Learner’s Book 6) Answers to question 2: 1. To communicate with God. 2. To make requests to God. 3. To thank God. 4. To ask for forgiveness from God. 5. To ask for protection from God against all evil forces. Sub-Strand 1: Religious practices and their moral implications in Ghana
18 Sub-Strand 2: Festivals in the three Major Religions (Refer to pages 34–42 of the Learner’s Book 6) General objectives The general objectives of this sub-strand are to enable learners to: • understand how religious festivals are celebrated. • appreciate the significance of religious festivals. Specific objectives At the end of this sub-strand, learners should be able to: • name some religious festivals. • describe how they are celebrated. • state the moral, social and religious significance of religious festivals. • participate in festivals of her/his religion. • show how moral lessons of the festivals apply in her/his daily life. Lesson 11: Gather and record data on religious festivals Lesson objective • To gather and record data on religious festivals in Ghana. Learning and teaching resources • Pictures, charts, video clips. • Learners Book 6, pages 34–35. Learning and teaching activities • Aid learners to list the festivals celebrated in Ghana. Strand 2: Religious practices and their moral implications
19 • Use pictures, charts, video clips, etc. to demonstrate how various festivals in Ghana are celebrated. E.g. Drumming and dancing at a Northern festival. Drumming and dancing at a Northern festival A King riding in a palanquin at a festival • In groups, let learners describe how festivals are celebrated. • Let learners write essays on how festivals are celebrated and let them read their essays to the class. Conclusion • In groups, let learners role play the various activities that take place during festivals. • Let learners do the project work in the Learner’s Book 6, page 37. Sub-Strand 2: Festivals in the three major religions
20 Lesson 12: The need for celebrating various festivals Lesson objective • To understand the need for celebrating various festivals. Learning and teaching resources • Pictures, charts, video clips. • Learners Book 6, pages 37–38. Learning and teaching activities • Show pictures/video clips of festivals to learners. • Let learners mention the festivals celebrated in Ghana. • Let learners study the importance of celebrating festivals on pages 37–38 of the Learner’s Book 6. • Lead learners to talk about why festivals are celebrated. • In groups, let learners dramatise a festival of their choice, showing important activities like sharing, reconciliation, unity and brotherliness, etc. • Let learners write essays on the need for celebrating festivals. • Lead learners to discuss their essays for suggestions and corrections. • Let the learners draw and colour two scenes of the celebration of festivals. Conclusion • Let learners do exercise 7 question 1 on page 42 of the Learner’s Book 6. Answers of Exercise 7 question 1 (Page 42 of Learner’s Book 6) 1. a. Festivals promote unity b. Festivals help to preserve our cultural heritage c. It is a period for fogiveness and reconciliation d. It is a period for reflection on the past year e. It is period for thanksgiving and showing gratitude to God. Strand 2: Religious practices and their moral implications
21 Lesson 13: Moral lessons from the festivals Lesson objective • To understand moral lessons from the festivals and show how they apply the lessons in their lives. Learning and teaching resources • Pictures, charts, video clips. • Learner’s Book 6, pages 38–42. Learning and teaching activities • Help learners recall the importance of festivals. • Let learners read the materials on moral lessons from festivals on pages 38–42 of the Learner’s Book 6. • Guide learners to discuss the moral lessons from the festivals. Let learners dramatise activities within festivals to show how the moral lessons in festivals reflect in their lives. • In groups, let learners write essays on moral lessons in festivals and present their work for suggestions and corrections. • Let learners write sentences that explain the moral lessons from festivals and give examples of how they will apply them in their own lives. Conclusion • Reinforce the idea that learners need to apply the moral lessons from festivals to their daily lives. • Let learners do exercise 7 question 2 on page 42 of Learner’s Book 6. Answers to question 2, Exercise 7 (Page 42 of Learner’s Book 6) 2. a. Generosity b. Hard work c. Kindness d. Reconciliation e. Forgiveness Sub-Strand 2: Festivals in the three major religions
22 STRAND 3: Religious Leaders (Refer to pages 43–62 of the Learner’s Book 6) General objectives To enable learners to: • narrate the story of the latter life of Jesus Christ, the Holy Prophet Muhammad (S.A.W.) and an African Traditional Religious leader. • appreciate and apply the moral lessons from the later life of the religious leaders to their daily lives. Sub-Strand 1: The latter lives of the leaders of the three major religions in Ghana (Refer to pages 44–62 of the Learner’s Book 6) Specific objectives At the end of this sub-strand, learners should be able to: • tell the story of the latter lives of Jesus Christ, the Holy Prophet Muhammad (S.A.W.), and an African Traditonal Religious leader, and identify what they find admirable about the latter life experience of each leader. • tell the story of the latter life of Jesus Christ.
23 Lesson 14: The latter life of Jesus Christ - entry into Jerusalem Lesson objective • To learn about Jesus Christ’s triumphant entry into Jerusalem. Learning and teaching resources • Pictures, charts, video clips. • Learner’s Book 6, pages 44–45. Teaching and teaching activities • Show pictures/video clips of Jesus Christ triumphant entry into Jerusalem. • Let the learners read the material on the story of Jesus Christ’s entry into Jerusalem on pages 44–45 of the Learner’s Book 6. • Let learners in groups, talk about Jesus Christ’s entry into Jerusalem and present their findings to the class. • Tell the story using the text in the Learner’s Book. Let learners act different parts of the story and different characters. You could include the whole class by handing out leaves or small branches and allowing a learner play Jesus, walking down the middle of the classroom while the learners put branches and pieces of cloth down for him to walk on. Ask the learners why they think the people treated Jesus in this way. • What two virtuous qualities about Jesus can the class identify from this story? The first is humility (because Jesus was a king and rode on a donkey, a beast symbolising humility, and the fact that his kingdom was based on love); the second is courage (because he was prepared to be called king, despite the dangers). Note these on the board. • Learners should complete the exercises on page 46 of the Learner’s Book 6. • Multi-ability: In their exercise books, learners should retell and illustrate the story of Jesus Christ’s entry into Jerusalem. Sub-Strand 1: The latter lives of the leaders of the three major religions in �hana
24 Conclusion • Make sure that the learners know this story and understand that humility and courage were the admirable qualities that Jesus displayed. Answers to Exercise 8 (Page 46 of Learner’s Book 6) 1. Jesus entered the city of Jerusalem by riding on a colt (a young donkey). 2. Jesus was riding on a young donkey because his kingdom is based on peace and love not power. 3. Jesus came to set up the kingdom of God on earth. Lesson 15: The latter life of Jesus Christ- the Last Supper Lesson objective • To learn about the Last Supper of Jesus Christ. Learning and teaching resources • Pictures, charts, video clips, the Holy Bible. • Learner’s Book 6, pages 46–47. Learning and teaching activities • Ask learners to retell the story of Jesus entering Jerusalem. Explain that we are now going to learn what happened next. • Let learners read together pages 46–47 of Learner’s Book, the section entitled ‘‘The Last Supper’’. • Discuss with the class what Jesus meant by the bread being like his body and the wine being like his blood. How do they think Jesus knew what was going to happen to him? What admirable qualities can the class identify from this story? Answers will include: courage (he knew he was going to die); faith/trust in God (that even though he was going to die, he believed everything would turn out fine). • Split the class into three or four small groups and ask them to act the Last Supper. They will need to choose who Jesus will be with the rest of the class Strand 3: Religious leaders Jesus and His disciples eating the last supper
25 acting as the disciples. They should act their plays to the rest of the class and, as the Learner’s Book suggests, maybe to the rest of the school in an assembly. • Multi-ability: They should retell and illustrate this part of the story in their exercise books. Conclusion • Ensure that learners know this part of the story and are aware that the two main qualities that Jesus displayed at this time were courage and faith in God. • Let learners do the exercises on page 47 of Learner’s Book 6. Lesson 16: The latter life of Jesus Christ - arrest and trial Lesson objective • To learn about the arrest and trial of Jesus Christ. Learning and teaching resources • Pictures, charts, video clips. • Learner’s Book 6, pages 47–52. Learning and teaching activities • Show pictures/video clips of the arrest and trial of Jesus to the learners. • Let learners read pages 47 and 48 of the Learner’s Book, ‘The arrest and trial of Jesus’ and the first two paragraphs of ‘‘The trial, death and resurrection of Jesus’’ on pages 47–52 of Learner’s Book 6. • Ask the class what admirable qualities were displayed by Jesus at this time. • In addition to showing the qualities of courage, steadfastness and faith in God, he also displayed honesty (he always told the truth, no matter what the cost). • Split up the class into pairs. One of them should take the part of Jesus’ friend Peter, and the other should be a radio reporter. Spend some time roleplaying Peter, being interviewed by the reporter. Sub-Strand 1: The latter lives of the leaders of the three major religions in Ghana
26 • Multi-ability: Learners should retell and illustrate this story in their exercise books. Conclusion • Ensure that learners know this part of the story and the fact that Jesus again displayed his courage, steadfastness and faith in God, along with honesty. • Let learners do exercise 10 on pages 48 of the Learner’s Book 6. Answers to Exercise 10 (Page 48 of Learner’s Book 6) 1. Judas led a group of soldiers to arrest Jesus for 30 pieces of silver. 2. By kissing Jesus. 3. It was a sign of respect to great a teacher with a kiss but Judas betrayed Jesus with it. Answers to Exercise 11 (Page 49 of Learner’s Book 6) Pilate took a bowl of water in front of the people and washed his hands. This was done to show that he did not agree to sending Jesus to his death. Strand 3: Religious leaders
27 Lesson 17: The latter life of Jesus Christ - death and resurrection Lesson objective • To learn about the death and resurrection of Jesus Christ. Learning and teaching resources • Pictures, charts, video clips. • Learner’s Book 6, pages 48–51. Learning and teaching activities • Show pictures or video clips of Jesus on the cross. • Let learners read the section titled ‘‘The trial, death and resurrection of Jesus’’ in the Learner’s Book, from page 48–51. • Ask the class what moral virtues were displayed by Jesus during his death and resurrection. Again, he showed humility (suffering the mockery of the crowd and the Roman soldiers), courage, steadfastness and faith in God, despite the pain and anguish he was in. He also showed selflessness in sacrificing himself. It is worth making a point that Jesus’ faith in God was rewarded with his resurrection (you can include that this is a symbol of God’s power over death and the fact that he is everlasting). Note these on the chalkboard. Ask learners what they can learn from all these qualities. • Let the learners draw and colour Jesus Christ on the cross. • Multi-ability: Learners should retell and illustrate the death and resurrection of Jesus Christ in their exercise books. Conclusion • Round up this set of lessons by reinforcing the need for learners to apply these moral virtues like humility, courage etc., to their lives. • Let learners do exercise 12 on page 51 of the Learner’s Book 6. Sub-Strand 1: The latter lives of the leaders of the three major religions in Ghana Jesus on the cross
28 Answers to Exercise 12 (Page 51 of Learner’s Book 6) 1. Soldiers. They called out “Hail King of Jews.” 2. “My God, my God, why have you forsaken me?” Answers to Exercise 13 (Page 52 of Learner’s Book 6) 1. a. To embalm the body of Jesus. b. They were thinking about how to remove the big stone covering the tomb of Jesus. 2. They found the tomb open and empty. 3. An angel of God. He reported that Jesus has risen and they should go and tell Peter and the other disciples that Jesus was going ahead of them to Galilee. They would see him there. Strand 3: Religious leaders
29 Lesson 18: The latter life of the Holy Prophet Muhammad (S.A.W.) - the Hijrah Lesson objective • To learn about the Hijra of the Holy Prophet Muhammad (S.A.W.) and the admirable qualities he displayed at that time. Learning and teaching resources • The Holy Quran. • Learner’s Book 6, pages 52–54. Learning and teaching activities • Write ‘Hijrah’ on the board and ask the class what has been learnt about it so far. Write their answers on the board. • Let learners read pages 53 and 55 of the Learner’s Book, the section entitled ‘‘The Hijrah’’. • Ask the class to identify which moral virtues Muhammad displayed during the Hijrah. Answers should include: courage and steadfastness (leaving his home and facing the hazards of a long, difficult journey despite the threats to his life); belief and trust in God (despite the odds, he knew that God would save him); compassion (his first act on arrival in Madinah was to make rules for the widows, orphans and the needy). Conclusion • Through questioning, ensure that learners are familiar with the story of the Hijrah and the admirable qualities Muhammad displayed at this time. • Let learners do exercise 14 on page 54 of the Learner’s Book 6. Answers to Exercise 14 (Page 54 of Learner’s Book 6) 1. The journey (migration) of Muhammad from Makkah to Madinah is known as Hijrah. 2. Because it is the event which led to Muhammad’s exit from constant threats to his life in Makkah. Sub-Strand 1: The latter lives of the leaders of the three major religions in Ghana
30 Lesson 19: The latter life of the Holy Prophet Muhammad (S.A.W.) - entry into Makkah Lesson objective • To learn about the triumphant entry into Makkah of the Holy Prophet Muhammad (S.A.W.) and the moral virtues he displayed at that time. Learning and teaching resources • The Holy Quran • Pictures • Learner’s Book 6, pages 54–56. Learning and teaching activities • Let learners read Learner’s Book 6, pages 54–56, the section entitled ‘Triumphant entry into Makkah’. Choose learners to read a paragraph each. • Divide the class into smaller groups and ask them to re-enact this story. Each group should dramatise the story to the rest of the class. • Ask the class what moral virtues Muhammad displayed at this time. Answers should include: forgiveness (he forgave his enemies and did not ransack Makkah); a sense of justice (he did not rule Makkah himself, but appointed a delegate to do so); gratitude to God (he destroyed the idols inside the Ka’bah and dedicated it to the worship of God in appreciation). Write these on the board for learners to copy. • Let learners copy their responses from the board into their exercise books. Conclusion • Let learners do the exercise on page 58 of the Learner’s Book. Answers to Exercise 15 (Page 58 of Learner’s Book 6) Muhammad’s last sermon is very important to the modern world because it summed up the moral teachings in the Holy Qur’an. It will help the people in the modern world to lead morally upright lives if they follow the teachings in the sermon. Muslims going round the Ka’bah Strand 3: Religious leaders
31 Lesson 20: The latter life of the Holy Prophet Muhammad (S.A.W.) - the last pilgrimage Lesson objective • To learn about the last pilgrimage of the Holy Prophet Muhammad (S.A.W.) and the moral virtues he displayed at this time. Learning and teaching resources • The Holy Quran. • Learner’s Book 6, pages 56–57. Learning and teaching activities • Let learners read Learner’s Book 6, pages 56–57, the section entitled ‘The last pilgrimage’. Choose learners to read a paragraph each. • Invite someone who has completed the Hajj to come and speak to the class about it. Encourage the class to ask questions. • Multi-ability: On a piece of paper, learners should write the words of the last sermon on the paper and roll it up to look like a scroll. • Ask the class to tell you what moral virtues Muhammad displayed at this time. (a faith in God such that he felt compelled to pass God’s message on to others by establishing Islam). • Ask learners to tell you what the messages of the last sermon are (see pages 56–57 of Learner’s Book 6). Conclusion • To finish this set of lessons, ask the class to remind you of all the moral virtues that Muhammad displayed through the Hijra, the triumphant entry into Makkah and the last pilgrimage. How can learners apply these moral virtues to their lives? What problems could they face in doing this? Sub-Strand 1: The latter lives of the leaders of the three major religions in Ghana
32 Lesson 21: The latter life of an African Traditional Religion leader - Torgbui Tsali Lesson objective • To learn about the conditions of the Ewes before they were freed by Torgbui Tsali. Learning and teaching resources • Pictures, charts, video clips. • Learner’s Book 6, pages 58–61. Learning and teaching activities • Show pictures or video clips of the Anlo people running away from King Agokoli to learners. • Ask the class if they can remember any stories that you have previously told them about African Traditional Religion leaders. Tell them that they are going to learn about Torgbui Tsali. • Brainstorm with the class on what conditions people endure under tyrants or when they are slaves. • Describe the conditions of the Anlo people under their tyrant, King Agokoli at Notsie. • Let learners read the material, on pages 58–61, under the heading ‘‘Torgbui Tsali’’. • For a moment, let learners imagine what life would be like under the tyrant, King Agokoli. • Ask for a number of volunteers to role-play King Agokoli and his subjects. • Divide the class into four groups. Each group should compose a song about their plight under the king. • Remind learners that there is no need for us to oppress each other. • Split the class into smaller groups and ask them to act out the escape of the people with Torgbui Tsali. Each group should act its play to the rest of the class. Picture depicting the monumental walls of Notsie Strand 3: Religious leaders
33 • Learners should pretend they are newspaper reporters and retell the story of Torgbui Tsali as a newspaper article. They could even display it on the front page of a paper and give the story an appropriate headline. This should be done in their exercise books. • Make sure that learners know the story and can recount it to you. • Ask the class what they think the moral virtues of Torgbui Tsali are. Answers will include: just (not content with the unfair, tyrannical rule of Agokoli); compassion and concern for the people (sprinkling of holy water on the prickly swish); leadership (organised the people so that they could leave the city); cleverness (turning the people’s footprints the wrong way round, turning into a mouse and walking over the footprints to make them appear old). • Can the class think of any other moral virtues a leader might have? Answers might include: bravery/courage, decisiveness, resolution, spiritual gifts, charisma, calmness and level-headedness. • List all of these qualities on the board (love, forgiveness, gratitude and obedience). • Learners should copy this list into their exercise books. • Some learners should tell the class which two qualities they admire most and why. How will they exhibit these in their own lives? • If you have time, tell the class what happened to Torgbui Tsali (that he was murdered by the people he saved, because they were jealous of him). What does this tell us? (That sacrifice is not always appreciated, that leadership is difficult and dangerous, etc.) Do they know of any other people or religious leaders who had similar experiences? Conclusion • Remind the class that leaders such as Torgbui Tsali displayed moral virtues and we should do our best to emulate them. • Let learners do exercise 16 on page 60, Learner’s Book 6. Sub-Strand 1: The latter lives of the leaders of the three major religions in Ghana
34 Lesson 22: Moral lessons from the latter lives of the religious leaders Lesson objective • To understand the moral lessons from the latter lives of the religious leaders and show how they can apply the moral lessons to their daily lives. Learning and teaching resources • Pictures, charts, video clips. • Learner’s Book 6, pages 60–62. Learning and teaching activities • Let learners read the section on moral lessons from the latter lives of the religious leaders. • Guide learners to discuss the moral lessons from the latter lives of the religious leaders. • Put learners into groups to explore virtues they have learnt from the latter lives of the religious leaders and present to class. • Let each group list the virtues they have discovered about the latter lives of the religious leaders. • Let learners dramatise the virtues they have listed. • Let learners talk about how they can apply the virtues in their lives. Conclusion • Reinforce the idea that learners need to apply the virtues of the religious leaders to their daily lives. • Let learners do exercise 17 in the Learner’s Book 6, page 62. Answers to Exercise 17 (Page 62 of Learner’s Book 6) 2. a. Humility: We must be humble. We should not be arrogant and disrespectful to authority and other community members. b. Forgiveness: We must forgive people who offend us. Strand 3: Religious leaders
35 c. Perseverance: We must work hard to achieve our aim in life. d. Patriotism: We must show love for our country and be willing to sacrifice for the course of Ghana. Diagnostic Assessment Exercises for Strand 3 Check that learners can: 1. narrate the story of the latter lives of the religious leaders of the three main religions (KU) 2. state what they admire most in the latter life experiences of the religious leaders (AK) 3. explain which religious leader they would like to emulate and why (AV) 4. state the names of the religious leaders of the three main religions (KU) 5. explain why it is important to know about the lives of these religious leaders (AK) 6. explain what their religion believes about these religious leaders? (KU) 7. explain what things these religious leaders have in common (AK) 8. identify something that, as these leaders did, they could do for God (AV) Sub-Strand 1: The latter lives of the leaders of the three major religions in Ghana
36 STRAND 4: The Family and the Community (Refer to pages 63–67 of the Learner’s Book 6) General objectives To enable learners to: • appreciate the need to show commitment to home, school, community, etc. • be aware that there are rewards and punishment for good deeds and bad deeds. Sub-Strand 1: Commitment to God (Refer to pages 64–67 of the Learner’s Book 6) Specific objectives At the end of this sub-strand, learners will be able to: • identify their immediate community. • state how they are committed to the community. • explain how their commitment affects their life.
37 Lesson 23 : Commitment to the Community Lesson objective • To demonstrate ways they can commit themselves to the community. Learning and teaching resources • Pictures, charts, video clips. • Learner’s Book 6, pages 64–66. Learning and teaching activities • Show pictures/video clips depicting the attitude of committed people to learners. • Let learners read materials on pages 64–66 of the Learner’s Book. • Guide learners to explain commitment. • Through discussion, let learners identify ways they can show commitment to the society. • Let learners dramatise ways of showing commitment to the society. Conclusion • Let learners write group essays on commitment to the society for class discussions. Lesson 24: The need to be committed members of the community Lesson objective • To explain the need to be committed members of the community. Teaching resources • Pictures, charts, video clips. • Learner’s Book 6, page 66. Sub-Strand 1: Commitment to God
38 Teaching activities • Let learners read the section on the importance of being a committed citizen to the community on page 66 of the Learner’s Book. • In groups, let learners talk about the need to be a committed citizen. • Let the groups present their responses to the class for discussion. • Let learners make a list of the need to be committed to the society. • Through drama, let learners show how they can be committed citizens. Conclusion • Reinforce the idea that learners need to be committed members of the community. • Let learners do exercise 18 on page 67 of Learner’s Book 6. Answers to Exercise 18 (Page 67 of Learner’s Book 6) 1. Importance of being a committed members of the community. a. It attracts both material and spiritual blessings. b. It ensures peace and harmony in the community. c. It ensures law and order in the community. d. It brings mutual respect among community members. e. It leads to progress and development in the community. Strand 4: The family and the community
39 STRAND 5: The Family, authority and obedience (Refer to pages 68–79 of the Learner’s Book 6) General objectives To enable learners to: • explain the importance of being a loyal member of the family. • describe the role of children in promoting harmony with other family members. • identify attitudes and behaviours of a responsible family member. • understand authority and obedience in the family. Sub-Strand 1: Authority and Obedience (Refer to pages 69–70 of the Learner’s Book 6) Specific objectives At the end of this sub-strand, learners should be able to: • explain the importance of being a loyal member of the family with being good, kind, helpful, honest and truthful.
40 Lesson 25: The role of children in promoting harmony with other family members Lesson objective • To identify the role of children in promoting harmony with other family members. Learning and teaching resources • Pictures, charts, video clips. • Learner’s Book 6, page 70. Learning and teaching activities • Show and let learners interact as in the pictures/video clips on the roles children play to promote harmony in the family. A grandmother burping a child A family • Let learners read the section on the role of children in promoting harmony in the family on page 70 of the Learner’s Book. • Guide learners to talk about harmony. • Let learners, in pairs, list roles they can play to promote harmony in the family. • Ask learners to dramatise or role play the duties of their grandparents, uncles, cousins, aunts, etc, in moulding their character. Conclusion • Let learners do exercise 19 in the Learner’s Book 6, page 69. Strand 5: The family, authority and obedience
41 Answers to Exercise 19 (Page 69 of Learner’s Book 6) 1. Harmony simply means people living together happily and peacefully. 2. a. Showing respect to other members of the family besides parents. b. Obeying other members of the family. c. Performing assigned duties. Lesson 26: The need for cordial relationship among family members Lesson objective • To explain the need for cordial relationship among family members Learning and teaching resources • Pictures, posters, charts, video clips • Learner’s Book 6, page 74. Learning and teaching activities • Lead learners to explain cordial relationship. • Show pictures/video clips depicting cordial relationship among family members to learners. • Let learners read the material on cordial relationship in the family on page 74 of Learner’s Book 6. • Let learners list behaviours that ensure cordial relationship in the family. • Have learners explain the need for cordial relationship in the family. • Through group discussions, let learners write on the need for cordial relationship among family members. • Let groups read out their essays for class suggestions and corrections. Sub-Strand 1: Authority and obedience A picture of a broom to illustrate unity
42 Conclusion • Reinforce the idea that learners need to have cordial relationships with other family members. • Let learners do exercises 20 and 21 on pages 74 and 76 of the Learner’s Book. Answers to Exercise 20 (Page 74 of Learner’s Book 6) 1. a. Showing respect to every member of the family. b. Caring for the needs of the family members, especially the poor and needy. c. Forgiving members who offend us. Answers to Exercise 21 (Page 76 of Learner’s Book 6) a. It ensures peace and unity in the family. b. It ensures proper upbringing of children in the family. c. It ensures discipline among family members. d. The family is respected by other families. Strand 5: The family, authority and obedience