Citizenship TG 5UPDATED - winmatpublishers.comwinmatpublishers.com/trm/Primary Citizenship... · ISBN 978-9988-0-4350-6 Designed by Francis K. N Nunoo. Contents Introduction to the

5Teacher’s Guide

Citizenship Education

• C. Otu • S.M. Quartey

Citizenship EducationPrimary 5Teacher’s Guide

C. Otu S.M. Quartey

winmatPUBLISHERS LIMITED

Published in 2011 byWinmat Publishers LimitedPO Box AN 8077Accra-North, Ghana

© Winmat Publishers Limited 2011

All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission.

Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages.

First published 2008 byUNIMAX MACMILLAN LTD.

ISBN 978-9988-0-4350-6

Designed by Francis K. N Nunoo

Contents

Introduction to the Course 4

1 Aims of the syllabus 4

2 The role of the teacher 6

3 Planning your teaching 9

4 Teaching Methods 18

5 Assessment and evaluation 23

Section 1 The individual 28

Unit I The Individual, education and work 28

Unit 2 Peer groups and nation building 35

Section 2 Responsibility 43

Unit 1 Safety in our home and community 43

Unit 2 One people, one nation 52

Unit 3 Attitudes and responsibilities for nation building 57

Section 3 Authority 64

Unit 1 Governance in Ghana 64

Unit 2 How to become a democratic citizen 72

Section 4 Justice 79

Unit 1 Gender relations in the community 79

Unit 2 Ethnicity and national development in Ghana 86

End of year test 92

4

Introduction to the Course

1 Aims of the syllabusCitizenship Education is a new course for primary schools in Ghana. It has a cross curricular syllabus, combining several subjects as they are combined in life rather than conforming to any one subject as it was previously taught.You will see from the introduction to the Citizenship Education syllabus that it has the following general aims:1 To promote the attitudes and values needed to solve personal problems and

those of society.2 To develop critical thinking skills.3 To develop a sense of national consciousness, unity and development.4 To acquire the desired characteristics of a Ghanaian national patriot.5 To develop an appreciation of peace and the motivation always to work

towards it.These aims are repeated for you here in this introduction because you might

refer to this book more often than to the whole syllabus. It is most important that you keep these aims in mind all through the year while you are teaching this part of the curriculum.

Citizenship is not the only syllabus to stress these aims; all our syllabuses aim to develop pupils’ attitudes, to give them confidence in themselves, to provide them with knowledge and skills which will be of use when they are adults and to foster their desire to better their communities and the nation.

Elements of the syllabusThe syllabus goes on to point out that within Citizenship Education there are elements of:

CivicsHygieneSocial skillsReligious and moral educationSome teachers will not have taught a combined syllabus before and it is in

some ways easier to teach separate subjects when you have a limited content with limited aims. It is worth thinking about life beyond school, which is never separated into neat little parcels. Every day we look after ourselves but we care for others. We are concerned about our personal health and our own nutrition. We have a work and a social life which are often intertwined. We use language all the time and frequently make use of a variety of oral and written

5

Introduction

communication skills. We have our own spiritual life but we join with others in expressing our faith.

The three books for Citizenship in our primary schools have common themes:

Section 1 – The IndividualIn each year this element of the syllabus concerns the individual. In Year 5 this section helps pupils to link themselves as individuals with their lives in education and in their future work.

Section 2 – Responsibility This element of the syllabus concerns responsibility. In Year 5 this section asks pupils to consider their responsibilities in relation to safety in the community and working towards a united nation.

Section 3 – AuthorityThis element concerns authority. In Year 5, the theme is the importance of good governance and the role of individuals in a democratic government.

Section 4 – JusticeThe final element concerns justice. In Year 5, this is related to the roles of men and women in the community, and of ethnic groups in Ghana. Pupils need to learn that we all have duties as part of a local and national community, and rights as individuals. The citizenship course aims to play a part in that process.

The introductions to each of the three books are similar, as a teacher might be teaching only one year of the course.

These books aim to help teachers think about the purposes of teaching the Citizenship Education syllabus, and to give practical help with course and lesson planning, teaching skills, classroom management and evaluation of the work done.

The central focus of study is to help the individual get to know himself or herself, and to prepare for effective future roles in their community and nation.

During each year of the primary course in Citizenship pupils will acquire new awareness of themselves and of others, learn new concepts, and develop new skills which will help them live in and contribute to their community and nation. They will be helped to mature, to understand themselves and others, and to think of the needs of others as well as their own.

At each stage you will need to build upon the knowledge, skills and attitudes which pupils bring with them to school and upon those developed in earlier parts of the course and in other areas of the curriculum. Citizenship Education cannot be taught separately from language studies, mathematics or science. All are linked to form the whole of a balanced, integrated curriculum. In Ghana we are making the learning process one which links whole fields of study instead of breaking it down into artificial separate subjects.

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2 The role of the teacherDeveloping KnowledgeThe teacher’s role is to help pupils answer questions like these:• Who am I? • What are my strengths and weaknesses?• Where do I live?• How do I fit into my community?• We can only have rights which do not harm others. Our rights are

limited by the rights of others. What therefore are my rights and what are the rights of others?

• What are my needs and what are the needs of others?• What does my community provide for me?• What can (and should) I do for my community?• How does my community fit in with the rest of the country and the rest of

the world?• What are my duties to my country and how can I serve my country?• Do I have a role to play in the wider world? An example would be: What can

I do to help prevent a disastrous climate change?The teacher needs to help pupils develop appropriate knowledge to aid in answering these questions. This knowledge will include:• facts• concepts (generalisations)• understanding based on knowledge.

Studying the Citizenship Education syllabus will help develop pupils’ knowledge and understanding of people, their duties and responsibilities, the way they are governed and of the world outside their immediate community. Over the three years of the course, it should lead pupils to feel concern for the environment, natural, social and cultural, together with a sense of responsibility for that environment and a wish to take as full a part as possible in the local and national community.

Pupils need to learn about other environments, cultures and customs as well as their own. We are not born with innate understanding and sympathy for other people’s differences but our Citizenship Education course is designed to help bring about that broader vision which leads to a greater tolerance.

You, as the teacher, will help pupils become aware of the links between actions and their consequences. Personal actions affect other people and the community’s actions affect society and the environment.

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Introduction

Developing wider themesRemember all the time that the books are a basis for study but that it is very important that you bring to the course a discussion of your own and your pupils’ experiences.Peace and harmonyLeading on from the basic questions concerning pupils, their community and their country are the big general themes concerning peace and harmony:• How can we develop attitudes which promote harmony in our daily life? • How can we come to believe that all people are equal and feel the same

towards every ethnic group, men and women and those of different faiths?Many problems are based on prejudice towards people who seem different

from ourselves. We in schools must set an example by the way in which we treat all people in our community and country as equals.

InterdependenceThe most important theme of all is interdependence:• We need other people and they need us.• We benefit from our environment but we should protect that environment.• Our country relies on the actions of each individual to ensure a better future

for all the people who live in it.This emphasis on mutual support is highly relevant to the citizens of Ghana.

Developing skillsYou will need to use a variety of teaching methods so that pupils can develop many skills, particularly those which will enable them to search out knowledge and question what they are told and what they read. Some aspects of our recent history show that people can easily be led into wrong doing You should aim to discuss and develop with pupils the moral principles which will strengthen their resolve to stand up and protest when any kind of wrongdoing is suggested by others.

As well as discovering and questioning facts, pupils will need to communicate their discoveries and ideas to others: orally, in writing or as tables or graphs. The skills that you need to develop therefore include:• Communication skills (speaking, writing, illustrating and listening)• Thinking skills (organising, assessing and evaluating information, solving

problems)• Interpersonal skills (discussion, moderating one’s views, allowing others to

speak)• Creative skills (drawing, music, creative writing)

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• Study and information skills (finding and interpreting appropriate material, reading, note-taking, revising)Formal education in the past has tended to emphasise the importance of facts

rather than skills. In our ordinary life most of our communication is oral. We talk much more than we write but in most schools the emphasis has been on writing. Reading and writing are essential but so are listening, concentrating and speaking. Many children (and most adults) find it hard to talk in front others; this is a skill that needs practice. Teachers can keep these oral skills in the forefront of their minds to ensure that pupils learn to listen and to practise talking in pairs, groups and in front of the whole class. This may not be easy for you to organise in a large class but if adults are to be confident enough to speak out and give their views in and on society, they need practise in front of a sympathetic audience in childhood.

The activities included in the course are just as important in the development of the above skills as the learning of factual material. They are designed to develop skills in written and graphic forms by encouraging pupils to present their material in different ways and for different purposes, for example:• A short poem might show an appreciation of beauty• A short story can develop an attitude of tolerance• A graph can show that the pupil understands the relative importance of

local crops

Practising skillsStudy skills do not always come naturally to pupils, and knowledge cannot always be gained solely through oral means. Pupils need to practise:• Reading. Pupils need to be able to read easily. In Ghana, as we grow older,

we need to be able to speak and read English to develop our studies further.• Listening. Pupils need to know how to listen carefully, especially when

someone is not speaking clearly. This is a matter of practising concentration.• Research skills are important too. You can encourage pupils to go beyond

the Pupil’s Book in these later years of their primary schooling to look for additional material, and to store only those facts which will be of long-term use.

Developing positive attitudes and valuesIf your pupils are to play a valuable role in ensuring a peaceful future for our country and other countries they need to understand that there is good and bad in all of us, but that the role of schools and society is to encourage the good. They should have constant opportunities to build their self-esteem and value their own and everyone else’s contribution to the community.

9

Introduction

One of the aims of this course is to develop a belief in equality. Each pupil should have a chance to grow in his or her own esteem, to feel good about themselves and others. They should all be helped to share opinions and to value those of other pupils and adults. They can help each other to grow in confidence. Teachers need to create a climate of tolerance in the class, firstly by showing tolerance and encouragement themselves.

Schools are only part of society. They cannot be responsible for society’s ills but they can play an important part in modifying the behaviour of future generations. Positive attitudes can be built up by open discussion held in an atmosphere of mutual respect.

Course materialsThere are Pupil’s Books and Teacher’s Guides for Years 4, 5 and 6 of the Primary course. Together the two books for each grade enable the teacher to help pupils gain the knowledge and develop the skills and attitudes set out in the school curriculum.

The Pupil’s Book includes information, activities and exercises for the pupils. The Teacher’s Guide provides guidance for teachers on all aspects of teaching the course. There are detailed teaching suggestions on how to make the most of the Pupil’s Book with ideas for exercises and activities.

No teacher will wish to follow either the Pupil’s Book or Teacher’s Guides word for word. You will all have your own well of knowledge and experience to draw on, and your teaching is richer because of this.

3 Planning your teachingThis section in our Teacher’s Guide aims to help you, the teacher, think generally about planning your teaching and to develop further the skills you already have.

As in all our activities, the planning of lessons always helps to ensure that they go well. It is never easy to find time to plan every lesson, particularly in our Ghanaian schools where classes are often large and workloads heavy. Yet without planning, our lessons might well become disorganised and will not achieve their objectives.

Planning gives short-term advantages in improving a particular lesson and long-term value in that you might be teaching a similar lesson again. If you keep your lesson plans and if you make notes of what went well, and badly, you will find teaching in the future easier too.

It is absolutely vital that you have read the Pupil’s Book before teaching any lesson and planned how you will develop its material in the classroom. This Teacher’s Guide aims to help you in that process and to give you ideas as to how each lesson can be conducted.

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Before each term starts, spend some time going through each of the units you need to cover in that term. Work out how much time you might need to cover each unit. You will be able to check and revise your estimate after the first few lessons. Be adaptable, as some units will take more time than you thought, some less. Have some extra activities to hand in case you finish early. This material could take the form of revision for a test, a class game or a plan for a discussion or debate.

Stage 1 Know the syllabus wellIt will help your preparation for the year’s work to read and perhaps note down the titles of topics on page iii of the syllabus and to summarise the more detailed pages 9–11 for Year 5. Just as importantly, you will need to absorb the essence of the other introductory pages of the syllabus. You know the general aims of the course as set out on page 3 of this book but there are passages of the introduction which are equally important. For instance page 16 of the syllabus tells you what you should be looking for in assessing pupils’ progress all through the year.You are asked to give weightings to the pupils’ progress in the following way:• They need to have increased their knowledge and understanding of the

facts and concepts of the course and this is weighted at 30% of the expected achievement. The syllabus makers are saying that knowledge is not everything.

• They should know how to apply that knowledge to given situations and that is weighted at 30%. The syllabus makers are saying that the use of knowledge is just as important as gaining that knowledge

• The most important aims concern the pupils’ attitudes, values and skills. These are weighted at 40%.This is very different from traditional educational aims, which over-

emphasised the importance of knowledge.You might find it useful to write down on two cards the general aims from

page ii of the syllabus and what are called the ‘profile dimensions’ from page v of the syllabus. These need to be kept in mind when you prepare lessons so that they offer:• relevant facts and how these can best be understood• practical work designed to illustrate how the pupils’ new knowledge and

understanding can be put into practice• overall development of beneficial values and attitudes

This is not to say every lesson needs to contain all three of these elements. That is too much to ask. A theoretical lesson can be followed by a practical lesson and then by a class discussion directed towards building up principles and values.

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Introduction

If you are in your early years of teaching this might all seem very difficult. Don’t be afraid to talk to more experienced members of staff and ask for their help. They know how to combine the teaching of facts with practice of skills and the building of values. If the school really believes in developing citizenship and a community spirit they will be only too pleased to help you.

Stage 2 Scheme of workNever go into a class unprepared, even if you have taught a lesson many times before. Have your ideas, plans and materials ready.

You should make sure you are confident with your material. Classes are easier to manage and behaviour is better when a lesson is tightly organised. You might want to develop a regular pattern such as:• A brief period of revision. What did we do last time?• The introduction of new material given in the form of a class lesson.• Activities, undertaken in pairs, groups or singly.• Whole class discussion of what everyone has done.

When pupils are used to being occupied for the whole time they tend to be more co-operative and to value the lesson more.Points to rememberHere are some points to remember when developing a scheme of work:• Know your syllabus.• Make a preliminary plan based on the time you think you will need to cover

each unit.• Be prepared to change that plan as you learn how much time each unit really

takes.• Take into account school events which take up time (e.g. examinations

and special occasions). Leave some spare time in your planning. Very few timetables work out absolutely perfectly. Pupils, especially at the higher levels, can be very critical if they think a syllabus hasn’t been covered or if it is rushed and they can’t keep up.

• Remember all the time that facts are only part of education. Keep in your mind the skills you wish to develop, particularly those of easy communication, of co-operation and the development of mutual tolerance and respect.

• Make sure you have all the materials ready at hand for each lesson. If classes are sharing resources, make sure the ones you want are available when you want them. Before you start on any unit, check on your aims and work out how you can find out if you have achieved them. This is called evaluation.

• When preparing materials and activities, take into account the varying abilities of your pupils. Try to organise additional activities for the quicker

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pupils to give you time to help those who are finding the lesson difficult. This Teacher’s Guide will help you to plan further activities.

Sample scheme of work for Year 5The aim of this section is to set out in a simple form the way you might look at each unit as a progression from an introduction to a finale. Remember as you read the book that it is not telling you what to do. It is making suggestions which you might find useful. Your teaching style is individual. There is no best way to teach any topic: you will work out your own way depending on your class.

This scheme of work aims to divide the units so you can see how they might be taught.

Section 1 The IndividualUnit 1 The individual, education and work• What is education? The passing of knowledge, skills and attitudes from one

generation to another.• The value of education is that it allows us to use our potential.• Education helps us earn a living and contribute to our family, community

and nation.• When we use our knowledge and skills to work hard we increase the wealth

of the country and our own well-being.• Education gives us greater ability to make choices in our lives.

We all have strengths and weaknesses. Education helps us to build on our strengths and deal with our weaknesses.Unit 2 Peer groups and nation building• What is a peer group? A group of equals in age and development.• Why are peer groups important? Because each of us influences the other.

If we are honest and trustworthy, our group will be the same. If we are dishonest and cheat, those bad values will become our own.

Section 2 ResponsibilityUnit 1 Safety in our home and community• We need to know the dangers which exist in the home and the community.• Once we know the dangers, we can guard against them.• We can identify how education in the community can make people aware of

and reduce some of the dangers in life.• In our own lives we can develop those values and habits which will protect

us from danger.

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Introduction

Unit 2 One people, one nation• Even though there are different ethnic groups in Ghana we have many

things in common. We greet people in the same way, we have similar traditions, ceremonies and festivals. We have shared a common history during and after Independence.

• Our differences are also a strength, as visitors can see the different sides of our common culture. Our country is richer in its whole life because we are not all the same.

• We became a nation through the efforts of our founding fathers and their willingness to work together.

• We need to know about some of the people who helped to weld us together as a nation.

Unit 3 Attitudes and responsibilities for nation building • What attitudes do we need to help the sustained improvement of the nation?• What responsibilities do we need to accept in order to play our part in

nation building?• We need to understand why we should perform all our civic responsibilities.

Section 3 AuthorityUnit 1 Governance in Ghana• What is the difference between government and governance? The

government consists of the institutions such as the President and parliament and the people in government; governance is the way they govern, honestly or dishonestly, caring for the people or trying to enrich themselves. We have had periods of good and bad governance.

• Why is government important? Because it sets a pattern of order and development in Ghana.

• The fundamentals of good governance include respect for the law, and a willingness to respect and listen to the needs of the people as they express those needs

• What is national development at its best? It is a general improvement in the lives of every Ghanaian.

Unit 2 How to become a democratic citizen• In a democracy the people rule themselves through their representatives. In

an autocracy people have no say in the way they are ruled.• In a democracy people participate in government because they can choose

representatives who have put forward policies which the people want.• People need to exercise their vote in order to participate in government.

They can also contact their member of parliament to make their views

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known, and they can set up petitions and take part in demonstrations when they do not like what their government is doing.

Section 4 Justice

Unit 1 Gender relations in the community• What does gender mean? In this context it means the different roles expected

from men and women. They have led to much inequality in the past.• Many of these expectations have been based on a belief that men are

superior to women and that women are not as good as men in many aspects of life.

• Generally men have been expected to be dominant and women subservient.• Women have also been abused because of cultural customs like female

genital mutilation. Some of these customs are now illegal in Ghana.• Now great efforts are being made in law and education to promote a belief

in the real equality of men and women, but there are many steps to take before that equality is finally achieved.

Unit 2 Ethnicity and national development• Ethnicity means belonging to a particular group of people with their own

language, customs and culture. In Ghana, it means belonging to an ethnic group.

• Ethnicity has advantages for Ghana’s development. It gives us rich diversity of culture.

• Ethnicity has also held back the development of Ghana, as some ethnic groups have used their hold on government to accrue wealth for themselves and privileges for only their people.

• For the future of Ghana we want to maintain our diverse cultures but break the association of political parties with one or a few ethnic groups. We need to accept that in each group we are different, but equal to those in every other group.

Evaluation and revisionYou need to check regularly that the aims of your lesson plans have been achieved. Go over your lessons with the whole class, asking them questions so you can be sure they have understood your lesson. Check on written work and give oral and written tests for the same purpose.

Stage 3 Lesson planningPlanning lessons within a unitOnce you have allocated the time available for each part of the term’s topics you can begin on lesson planning. Work out how many lessons each unit needs and

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Introduction

then plan individual lessons.You can use a table like this one as a planning format:

School Date

Term Section Unit Class Length of lesson

Topic Aims of the lesson Skills to practise

Lesson plan Time in minutes

Introduction and whole class preparation:

Content:

Activities:

Whole class work to revise and evaluate:

Materials

Skills to be gained

Planning an individual lessonThe two most important steps in your planning are as follows:

1 Choose your topic.2 Know your objectives. What factual knowledge do you want to pass on, and

what skills do you want to develop? Read through the material in the Pupil’s Book and make sure you know the facts and understand that material and any other material which you are planning to introduce. A good maxim is ‘Don’t teach from ignorance. Teach from knowledge.’

There are certain general rules to keep in mind when planning your lesson.• Check the reading level of the material you are using. The language level

in each of the books is carefully chosen but your pupils will have different

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levels of reading ability. Check first for words which might pose difficulties for some of your pupils and decide how you will help those who might have problems of understanding.

• Decide on the methods you will use. Plan your lesson in such a way that your pupils can learn the factual material while developing skills like participation, co-operation and communication. Content and skills are equally important. We tend to concentrate on facts but we need to keep the skills content of a lesson in our minds all the time.

• Decide how you will measure whether the lesson has been successful or not (evaluation). This can be by class discussion, marking work or giving tests.

Remember the following three elements when planning your lesson:• Knowledge• Application of knowledge• Values and attitudes

These are the three essential elements of evaluating its success. Evaluation is dealt with in more detail on page 20.

Example lessonWe will use the first lesson of Unit 1 as an example of how to plan a lesson.

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Introduction

Term: Sept.-Dec. Section 1 Unit 1 Class: 5 Length of lesson: 60 minutes

Topic Aims of the lesson Skills to practise

Lesson plan Time in minutes

Introduction and whole class preparation:The diagram on page 5 15

Content:Pages 4-13 of the Pupil’s Book and the pupils’ own knowledge - using both as a basis for writing, drawing and speaking.Teacher to use Teacher’s Book as back up. 30

Activities:Discussing with the teacher the contents of the diagram.reading the text and undertaking the activities on pages 5, 6, and 7.

Whole class work To revise and evaluate: that pupils understand what education is,and it needs hard work but brings benefits for the future

MaterialsPupil’s Book and their own knowledge,board, text, paper, pencils

Skills to be gainedPupils will have gained knowledge from reading, doing activities, and discussing with others. They will have applied the knowledge to write, speak and draw, and they will have developed the attitude and value of thinking about what education is for.

The individual, education and work

Understanding the meaning and value of education

Reading, writing, drawing, speaking

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4 Teaching MethodsYou know already about the ways in which teaching and learning can be carried out. In each lesson you will probably use a combination of the following methods:• Whole class teaching• Pupil self study, including reading the Pupil’s Book• Oral work• Practical activities: writing, drawing, drama, storytelling, model-making,

music-making, visits outside school.• Group workOverall classroom organisation and management is an essential skill for the teacher.

Whole class teachingMuch of your teaching, especially when your class is large, will involve you standing at the front of the class explaining and listening to your pupils. You can set out facts and concepts which everyone can understand. However, your class will vary in ability. More able pupils should be given additional tasks to stretch their capabilities while those who find understanding more difficult should be given the time and attention they need.

When you introduce a topic make sure you use pupils’ existing knowledge and build upon it. The basic information for your lesson is in the text. If you are going to ask pupils to read for themselves (at home or in class or to read out loud), work out during your lesson planning which words will be difficult for them to understand and explain these first. Make sure that all your pupils have understood your explanation and give time to those having difficulty.

As well as talking and listening you will find other activities can be very valuable during whole-class teaching, for example:

Reading and telling storiesPrimary pupils, even in the higher grades, like to sit and listen to stories being read or told. They can be enthralled by traditional tales or by your own experiences. Not all teachers are naturally skilled in this area but practice brings results. Vary the tone of your voice, and develop some of the skills of an actor. Look out for signs of boredom and inattention. Bring the children into your story by asking them questions about what has already been said or about what might happen next. They want to be involved. Make sure they are all listening before you start and don’t accept poor behaviour during the storytelling.Blackboard workThis is still very useful for writing up facts not included in the text, for drawing diagrams, and for writing up pupils’ own thoughts which have come out of

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Introduction

their discussions. Remember that pupils need to read your words easily and they can be very critical of your mistakes. If time allows try to put essential material on the board before the lesson starts. It is not always easy to keep control of a class while your back is turned away from them.

Visual aidsVisual material of all kinds can help to illustrate and brighten your lessons. You might have slides, films and pictures or you might have to make do with nothing apart from the blackboard. Whatever you use, the same rules apply. Everything must be ready before the lesson begins. Each item must look carefully prepared and be easy to see and easy to read. You might have to throw some material out if it has become torn or unclear.

Everyday materialsThese can form an important addition to your resources: a few examples for poster and model making are newspapers, magazines, packaging materials, string, bottle tops, plastic bottles and carrier bags, stones, dried beans, sticky tape, leaves, twigs, cardboard and cartons, and flexible wire.

Pupil self studyThere will be times when you want the class to work as individuals to allow them to become familiar with material you have given them and to allow you to work with pupils of different abilities.

It is worth bearing in mind that while there is a need for pupils to learn how to read and study on their own, there are also dangers in this approach. It is essential that the material they read is understandable to them, and that your attention is still focused on the class to ensure that all pupils are using the time to read and not misbehave. Use additional material at different levels to ensure that some pupils do not finish more quickly than others.

One of the most important skills in classroom management is the ability to ensure your pupils are occupied for the whole lesson. If a group has finished its task and has nothing else to do it is likely to become disruptive. Break up your lesson and make sure it has several different parts:

� full class work

� individual work

� practical activities

Teaching tip

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Oral workIt is often easier to organise reading, writing and academic exercises than it is to encourage the pupils to talk or discuss. However, the development of oral skills is essential. Children need to be encouraged to make a contribution to talking in groups and to the whole class. Some will be reluctant and they are the ones who should be encouraged most often.

As well as learning to make their own contribution clearly and confidently, your pupils need to learn that everyone has an important point of view and that each person deserves to be listened to with respect.

Practical activitiesWhen we talk about practical activities we tend to think of working with our hands but in this context the term covers all activities which include a practical skill. The obvious ones are writing and drawing related to the factual material of the lesson but an equally valuable practical activity might be the making of a model of some aspect of the pupils’ surroundings, such as a house or the local market. Another might be the writing and performing of a play based upon a traditional story.

All practical activities need careful organisation but they can add a good deal of fun to the learning process. Learning needs to be made enjoyable if children are to grow up wishing to carry on developing their knowledge and skills. Playing team games, reading stories to each other and making up and acting simple plays can all contribute to the promotion of learning.

Group workClass teaching is large group work but sometimes there are advantages in working in pairs or groups of four to six pupils: some children make more progress when working in a group of the same ability. On other occasions more able pupils can help those who are not quite so quick at understanding. Groups of friends and groups working on different topics are other possible divisions that you could make.

For group work to be successful some thought must be given to the organisation of class furniture. In most of our classrooms we still see rows of desks with several children to each desk. The classrooms are also often crowded so that it is not easy to move the desks around. Whatever the situation, some kind of group can be organised. At its most basic the group will have to be pupils at one desk. It might be possible for those at one desk to turn around to face those at the desk behind.

There are many advantages in allowing a number of children to consider a topic, work jointly and bring their findings back to the whole class: each group will think in a slightly different way and have different experiences to share. Such work encourages co-operation and mutual support. Individual groups

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Introduction

can study a picture together, or write a poem or discuss a topic like pollution in their village.

You need to ensure that there is follow-up to group work so that work is not done in isolation but is instead considered by the class a whole.

Classroom organisation and managementPunctualityIf possible there should be work on the blackboard as soon as the pupils come in so that they expect to start work immediately. This cannot happen if the teacher is not there at the start of lesson time. Punctuality is essential. Children left to their own devices can misbehave and order is difficult to restore once it is lost.

Arrangement of furniture and pupilsThe choice about the arrangement of desks will probably be limited by numbers and space but do make sure that you can easily see every pupil. When you get to know them you will find that some pupils work well together and some need to be separated. With a new class, try to learn everyone’s name as soon as you can.

Attitudes to pupilsEach pupil is an individual, to be valued in their own right. Some are easier to like than others but all need to be treated equally. We are not always aware of the way we feel about particular people or about groups of people. For example, we might expect better standards from one gender than another. You can be sure our pupils will soon know if we favour some above others. Boys can cook as well as girls; girls can study science as well as boys. You can probably think of other prejudices or biases. Be aware of the possibilities and guard against them.

In the past, relationships between pupils and teachers have been formal. Now they are often a little more casual but it is still necessary to have politeness and respect as an essential part of the working relationship.

The teacher needs to earn respect by being punctual, clean, tidy and knowledgeable. Pupils need to know that when a teacher asks for silence then he or she means it and will not continue until there is silence. The first few lessons are important in that the teacher’s expectations are evident to pupils very early on.

Teaching tip

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Marking workWhen you have a large class the marking of pupils’ work can become a burden. If it is postponed the burden can become unbearable. Pupils need to have their work marked and returned promptly with constructive criticism and as much encouragement as you can give them.

Some marking of work can be done by pupils themselves, swapping papers so that there is a check

� You can mark work in class while you are going round supervising and encouraging the pupils as they work. This has the advantage of offering instant praise and correction.

� Don’t let your marking pile up from one day or one week to another.

Teaching tip

It is important to create an atmosphere of trust in which pupils feel confident enough to ask you questions without feeling embarrassed. Pupils should never be allowed to make fun of a pupil who asks a question to which other pupils already know the answer. Make it clear that such a response is not acceptable.

Pupil activitiesActivities included in the text are intended to serve several purposes:• They break up the lesson to aid concentration and increase pupil

participation.• They extend the knowledge gained from the text.• They develop academic skills such as reading with understanding, writing,

presenting and organising information, map drawing and map reading, interpreting pictures and diagrams, problem solving. Some activities will develop communication skills: discussing, co-operating, reporting.

• In later primary years the activities should also help pupils to look beyond the material easily available to them by encouraging them to ask other adults, visit libraries (if there are any) and even use the Internet if it is available.The Pupil’s Book aims to use a variety of approaches in order to offer

as many ways of learning as possible. No one way suits every pupil. As an example, there are many ways to teach reading. The best teachers use every method they know so as to suit each individual in their class. The same is true of Citizenship Education: some pupils learn quickly by reading with understanding. Others need to learn through practical experience. Others learn most by looking at pictures. You will have all types of learners in your class.

Each unit in the Pupil’s Book contains activities that will help your pupils achieve the objectives of that unit. They are designed to develop a range of skills

23

Introduction

and you can adapt individual tasks to the needs of each pupil. You will need additional activities to broaden the learning experience, some tailored to the needs of more or less able pupils and others to add variety and depth to various topics.

In the later sections of this book you will find a range of activities for each unit, giving plenty of options from which you can choose those best suited to your pupils.

5 Assessment and evaluationDiagnostic assessment/evaluationAt the end of every unit you will find advice about how you can judge the success of your work and your pupils’ work during the unit. We have to go through this process to ensure our own teaching methods are successful, that we are stretching the brightest and the slowest pupils. You need to know whether you should be changing your teaching methods and whether you have included enough work for both ends of the ability range. As well as using these end-of-unit assessments you should bear in mind the needs of different abilities all the time. You might decide that you need to prepare additional worksheets so that the brightest can move on while you help others. On the other hand you might need to prepare material with less difficult words for the slower readers to use.

Some of the units in this series open up discussion about delicate subjects such as the problems of poverty and, perhaps most difficult of all, child abuse. You have to look out for the effects of these topics on your pupils. We have a duty of care as well as a duty to educate. If you detect any signs of distress in your pupils, take extra care and take them aside after the lesson and check to see if there is any need for an intervention from school or welfare organisations.

With regard to academic progress, you need to be able to judge that every child is progressing; • teachers need to know how well they are teaching.• pupils need to feel success and not fall behind.• the Principal/Headteacher needs to be aware of strengths and weaknesses in

his/her school.• parents need to know what extra help their child needs

Methods of assessmentSome type of assessment is going on all the time during a lesson.• Throughout every lesson a good teacher is always watching his or her class

for their reactions. Are they bored or restive? Is it because the work is too difficult? Is it because I’m speaking too quietly? If the pupils are giving you their full attention the lesson is going well and the pupils are learning.

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• At the end of every lesson some form of assessment is necessary. It could be a question and answer session, it could be a class quiz or a short test. You need to know if the pupils have achieved the lesson’s objectives.

• Written tests marked after the class is over are useful tools but be wary of over testing and never put the results in a class order. Slower pupils should not be made to feel failures, but helped to catch up.

Reflection and self evaluationNever be too critical of yourself; teaching large classes with limited resources is a difficult task. No lesson is perfect but given a little time you can learn from every one of them:• What went well? • What went badly?• What would you improve next time?When you mark your tests (oral or written) you need to assess the results quite formally:• What proportion of the pupils showed real understanding of the unit’s

themes and have I achieved the specific objectives? If you think some pupils need extra help you must find time by giving others

some extra reading or research work to allow you time with the less successful.When there are so many lessons in a day it is difficult to reflect on every

one of them. If you can think about the best and the worst in order to compare them, you might gain some insight into how you are doing. Don’t be afraid to share your thoughts with colleagues. If you work in a caring school you should be helping each other.When considering a particular lesson you might ask yourself these questions:• Did the pupils understand what I was trying to explain?• Did they pay attention?• Was there a quiet, hardworking atmosphere or was it too noisy?• Did my pupils enjoy my lesson? Did we work well together?• Were there smiles and some fun?• Did the lesson achieve its objectives?

Evaluation of your lessons should help you to work out which parts of your course need to be repeated in some form.

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Introduction

The start of the following lesson can be used to go over earlier material briefly. If you ask your class ‘What did we do in the last lesson?’ it is surprising how many haven’t thought about it and cannot remember much about what they learnt.

Remind them before you move on.

Teaching tip

Reinforcement and revisionSometimes you will need to revise parts of the unit with the whole class. You will certainly need to start the next lesson by asking pupils what they remember of the last one. Children need reinforcement. They have such a wide curriculum and such wide interests that you need to bring them back to what they have studied already. It need not take up much time. A few revision notes on the board to cover earlier work will be a very valuable start to every lesson.

Using resources effectivelyIn order to help pupils gain the most benefit from this Citizenship Education course you will need to draw on as many resources as possible and use them imaginatively. This section contains some suggestions on how best to use the resources in the Pupil’s Book and how to make use of other resources that may be available.

The factual material in the Pupil’s Book is useful but it should be used alongside other information that the pupils find out for themselves. It is important that pupils learn techniques for finding out additional information. Education is not just about learning facts, it is about learning how and where to find information. Pupils may forget individual facts but they will remember how to find the information when they need it again.

By following this course, therefore, they will be helped to develop skills and attitudes benefiting themselves and society when they are adults.

The Pupil’s BookWithin each unit of the Pupil’s Book there are different types of text, illustrations and activities. These are designed to be used in a variety of ways to make lessons interesting, to increase pupils’ knowledge and motivation and to encourage them to be inquisitive, skilled, confident and mutually supportive.

Other resourcesYou can use a variety of resources in your lessons. Look at the figure opposite which illustrates some of them.

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Using the local environmentThe study of Citizenship Education is about the whole of your pupils’ physical, social and cultural surroundings. Your resources lie all around you, in the classroom and outside. Don’t just rely on the written word or pictures, use your own knowledge, and that of your pupils, of the world around you.• Go outside and look with new eyes at your surroundings. Take the pupils

out into their environment (farms, rivers, lakes, the sea shore, offices, workshops, factories) and encourage them to do the same.

• Bring people into the school to talk about their roles in the community (farmers, nurses, engineers, councillors).

• Make the most of local examples. You could look outside when it is raining to see how miniature streams are created, for example. Learn about the different types of cloud and what they might indicate about future weather by encouraging pupils to look into the sky when they are in the compound. Learn about the economics of running a business from the local shop owner or from local market traders.

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Introduction

Using information technologySome schools in urban areas have access to computers in school or in libraries. Rural areas will become linked in the future. Teachers who haven’t been part of the computer world might be afraid of failing if they are pressed to learn about these new facilities. Others won’t have yet had the opportunity.

You should learn how to use a computer as soon as you are able. They open up the world as your resource. The internet can provide as much additional material as you will ever need. Once your pupils have the chance to use a computer they too will have access to a world of information.

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Section 1 The individual

General objectivesIn this section pupils will• Appreciate the value of education and work• Appreciate the link between education and work• Associate with peer groups that have positive influences

Unit I The Individual, education and workAims and objectivesReading, writing, drawing, speaking.Knowledge, application, values.By the end of this unit pupils should be able to:• Explain what ‘education’ means• Explain the value of education• Explain the importance of work• Analyse the relationship between education and work

Materials required Pages 4–13 of the Pupil’s Book. Pupils’ own knowledge. Blackboard, chalk, pencils, pens, paper.

Other useful materials Computer with Internet. Newspapers with job advertisements.

Introductory workAsk pupils to read the Introduction and look at the mind map. For this unit you can guide your pupils from the centre word ‘Education’ to the boxes, starting with ‘Knowledge and skills’.

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Unit 1, The Individual, education and work

Education pages 4-5Our schools and colleges help in a process which can only succeed with the co-operation of our pupils/students. They must wish to embark on a programme of self improvement. We need to motivate them, and they need to motivate themselves. They can be encouraged to see the benefits which the education system, together with their own experience and hard work, can bring to them.

They will gain knowledge and skills. They will need a positive attitude which will involve hard work on your part and theirs. The final reward will be increased opportunities.

Education occurs not only in school but in all other parts of life. To be a whole person one needs experience outside school. We get that experience in our families, in our community and in every way that we interact with our environment.

Attitude message

Activities Page 5Activity 1: pairs, oral; Activities 2 and 3: groups, oral.

1 The pupils’ answers in their pair work should be something like the following:

a. I have been to Junior High School so I am part of the way towards being educated. I need to work hard and gain much more experience before I am truly educated.

b. That girl is unfortunate because she has not had the opportunities I have had. I hope she will be able to move into formal education later on. I will help her if I can.

c. I would be very wrong to cheat in any way because if I do I am only harming myself. I need to accept that if I don’t know the answer I won’t get any help by cheating.

d. I am lucky because I have been taught to behave well. Learning how to behave is an important part of education.

e. If I only memorise, there is no guarantee that I understand.f. I realise that everything I learn in school has an application in the rest of my

life.g. If I sleep in class I will never make any progress.2 The aim of this discussion should be to link what pupils have learned in

school and the ways they will use this knowledge in their lives outside.

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Section 1 The Individual

3 After the brainstorming exercise, discuss the pupils’ definitions of education. They should be helped to realise that education is a process by which an older generation helps young people succeed in their lives. In the distant past, family members could teach children all the skills they

needed. Now life is so complicated that no one person can educate a child and give them all the knowledge and skills they need. The process takes the combined skills of many people in the family and in our community, schools, colleges and work places.

Value of education and school pages 5-6The text explains how schools help pupils to learn the necessary skills to move into a valuable occupation: valuable to them in their sense of personal success, and valuable to the community. The picture shows a doctor, but your pupils need to understand that every form of work is equally valuable in society. We cannot do without our bakers or market traders, just as we can’t do without our doctors.

Whatever our job, we can all contribute to the good of the community.

Attitude message

Activities page 6Activities 1 and 2: pairs, oral; Activity 3: groups, oral and written.1 There are many people in Ghana who cannot read and write but who can

still be very valuable to the community. Pupils should never mock those who have not had the opportunities that they have had, but they should realise how many more occupations are open to them because they can read and write. They can read instructions. They can read the newspaper. Most important, they can carry on studying and learning new facts and new skills.

2 A carpenter would need all the skills listed to prosper in the modern world. Pupils might think they don’t need to sew or use a computer, but we all sew at some time in our lives and we can design new forms of furniture much more easily if we can use a computer. You can lead pupils to think about how a carpenter can use every one of these skills.

3 By now the pupils should be able to think of many reasons why education is important. You can write their contributions on the board and encourage them to write them down, perhaps in their year scrap book.

Importance of work page 7Everyone needs to work when they are grown up, so that they can earn money for food and housing. Well-educated people can create wealth for their country.

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Activities page 7Activity 1: pairs, oral; Activity 2: pairs, discussion; Activity 3: individual essay Pupils will use their study of the text for Activities 1–3.

Working hard page 8If you have guided your pupils around the diagram on page 4 they will already link success in education with having to work hard. Some pupils fly through school and appear to put in very little effort. They will still have to develop the work habit to succeed in life. For most of us, educational attainment does not come so easily. We have to read and sometimes reread. We have to learn facts and we have to admit sometimes that we don’t understand, and need help.

Emphasise the need to develop the work habit early in life. It is very difficult to become a hardworking adult if you have been a lazy child. In any case, if you have been a lazy child your chance of obtaining a fulfilling job is very poor. You can use the case study on page 9 to prove your point.

It is important to work hard in school and in a job for one’s own and everyone else’s sake.

Attitude Message

Activities page 10Activity: Individual reading; 2. Activity 1: Individual reading and group discussion; Activity 3: individual project.1 Some of the qualities that have made Afua successful include: working hard

at school, in training and at work; having new ideas; improving herself by taking new courses, creating work for others, being ambitious.

2 You can encourage the class to have fun in this exercise. They can play the parts of Ayishata and Esi as they are now and as they might be in the future. Each group might have different ideas. Don’t write Esi off completely, and don’t assume that Ayishata will necessarily be successful. She has a much greater chance than Esi at the moment, but your pupils might write short stories about how it all works out the other way round. Ayishata needs to continue to work hard to have success, Esi might change her ways and become President.

Relationship between education and work page 11Focus pupils attention on the photo and caption. Pupils will readily accept that the man in the photo worked hard in school, gained a high class degree and went on to lecturing. You can introduce many other examples: a head teacher, a skilled carpenter, a hotel manager or a good farmer. It is very important that

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pupils don’t think that high-status jobs are the only ones to aim for. They need ambition but an understanding that all jobs are important.

You could ask pupils to consider in groups one career and find out what qualifications are needed and how to get those qualifications.

ICT and work page 11Unfortunately not all schools will have access to computers, although there are now initiatives from the United Nations, government and NGOs to bring in affordable computers to all schools. If you are lucky enough to have access now, your first job is to become at ease with computers so that you can introduce your pupils to the Internet and the world of information it provides.

An important rule in teaching anyone to use a computer is don’t do it for them. Put yourself into the mind of the learner and get them to write down the simple steps, numbering them 1, 2, 3, etc. Then leave them to follow the steps, make mistakes and come back to you only when they need to. Most young people learn to use a computer much more quickly than adults. Don’t let those who learn quickly do the processes for slower ones.

Activities page 12Activity 1: individual reading; Activity 2: pairs, oral and writing; Activity 3: group, oral; Activity 4: individual research.

Further activities1 Broaden the work from Activities 1–4 by looking at advertisements in

newspapers you have brought in for the class. Open the pupils’ eyes to the opportunities available to educated people. Include college courses and encourage your class to find out what courses might suit them in the future and what qualifications they will need. The earlier they know the possibilities the better, although they do not have to make choices at this stage.

2 Ask the class to make a list of people they think work hard. Let them describe the jobs as they understand them – you might be able to add further details. Make sure they include a variety of people, not just those whom we all value like doctors, teachers and nurses. Bring out in discussion the importance of the hard work put in by farmers, drivers, shopkeepers and market traders – ordinary people in ordinary, valuable jobs.

Review questions1 d2 c3 Your pupils will probably emphasise the importance of formal qualifications.

You can help them understand that qualifications on their own do not make an educated person. A truly educated person must have a broad range of

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knowledge; needs to keep up that knowledge by reading and discussion; should apply their knowledge for their own development and the general good.

4 Guide the class to a realistic assessment of their strengths. Don’t let them aim their sights too low, but help them to look at careers that are attainable. Ghana has many more colleges and universities than in the past. Pupils can think about them and the job opportunities both in the local area and in our towns and cities.

Supplementary questions At the end of each unit you would be well advised to ask supplementary questions. You can choose whether you use them as a class exercise or as a written test for you to mark. Their purpose is to enable you to know how well each pupil has achieved the unit’s basic objectives. The questions are based on those objectives as set out in the syllabus. You can expect pupils to answer them from the work you have covered in the unit. Give your class time to revise first. • Explain the meaning of education.• What is the value of education?• What is the value of hard work?• What is the value of education to a pupils’ future?• How does education influence the work you do later in life?• Choose a job you would like to do. What skills do you think you need to do

that job?Unless they can answer these confidently, your lessons need some revision.

Diagnostic assessment /evaluationThe activities and questions will have helped you assess the success of this unit. You should have been able to open the pupils’ eyes to the importance of education, emphasised the value of hard work and helped them think about their own strengths in relation to future careers.

As in all units you will have kept in mind the major themes of all the books in the series: Knowledge, Application, Values.These diagnostic assessment questions will assist you to assess the extent to which the unit objectives have been achieved.1 Review the lessons:• Which lessons did the pupils prefer? • Can you say why this was?• How confident were the pupils in completing the activities?• How well did the pupils work together in pairs or as a group?

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• Were there any points in the lessons where the pupils became bored and uninterested?

2 For The Individual Education and Work, the pupils should be able to do the following objectives; rate your pupils as A (all), B (most), C (some), D (few):

• Explain the term education.• Explain the value of education.• Explain the importance of work.• Analyse the relationship between education and work.

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Unit 2 Peer groups and nation buildingAims and objectivesReading, writing, drawing, speaking.Knowledge, application, values.By the end of this unit pupils should be able to:• Explain what the term ‘peer group’ means.• Describe the value of pupils being in a peer group with the kind of values

which are good for their own development.• Accept there are dangers in drifting into peer groups which have lower

values.• Show that they can deal with the pressure from those peer groups which can

lead their own members and others into mischief and low achievement.

Materials Pupil’s Book pages 14–26. Pupils’ own experience of peer groups. Blackboard, chalk, pencils, pens, paper.

Other useful materials and people Visiting police officer or other adult

Introductory workAsk pupils to read the Introduction, look at the mind map and read the key concept at the top of the page: ‘Belonging to good peer groups develops your potential.’ This is the theme of the unit and is very important.

Next, guide your pupils around the mind map, beginning with the central oval ‘Peer groups and nation building’ and working around the boxes, starting with ‘What are peer groups?’

Peer groups pages 14-15It would be wrong to try to persuade pupils that they should avoid peer groups. The people in them are our friends. We are in peer groups of like-minded people all through our lives. We are all influenced by those around us. It takes great strength to stand up against mocking from our group. It can happen like this: ‘Why are you staying in to work? We are all going out to play.’ ‘Why do you work so hard? There are no jobs anyway.’ ‘What are you trying to do, be teacher’s pet?’

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Pupils will probably give you other examples. However, it is so much better to be in a group which says: ‘Let’s help each other with that difficult Maths homework.’ ‘Let’s go out to play after we have helped with the vegetables.’ ‘We have to work hard this year because we have important exams.’

Choose your friends for their good influence. Stand up to them and even leave them if they are not a good influence.

Attitude Message

Mind map page 14The questions can be used with the whole class. • They will probably already know what a peer group is: a group of people

who are equal in some way and who can exert pressure upon each other because of basic common interests and values.

• They might wonder why they need to believe in themselves. You can help them to understand that if they have strong values and are confident they are right, then they can speak up and not follow values which they know to be wrong.

Activities page 15Activities 1 and 2: oral; Activity 3: pairs, oral; Activity 4: groups, oral; Activity 5: individual, oral or written.

These aim to reinforce your class/group discussions. Listen to the pupils as they speak to ensure they have absorbed the important lessons contained in the early part of this unit.

Benefits of peer groups page 16After the class have read this page with you or on their own, you can ask them to make notes and drawings and put them in their scrap books.

Activities page 17Activity 1: individual reading; Activity 2: pairs, oral; Activity 3: individual, written.

These should be positive activities to strengthen the pupils’ faith in their friends.

Dangers of peer groups pages 17-18By this time pupils should be able to use role play to illustrate both the positive and negative values of peer groups. Let them use the activities above and the

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Unit 2, Peer groups and nation building

information under this heading to make up plays about:• Good influences on a pupil who is not hard working.• Bad influences on a pupil who would like to be hard working.• Good influences of a group who are aware of the dangers of early sex.• Bad influences of a group who have had or pretend to have had sex to

persuade someone else that it’s safe.The same kind of scenes could apply to drug taking, vandalism and petty

theft.Role plays are more effective than mere repetition for keeping the pupils’

attention. They need to be active and think for themselves about the issues in the text.

Case study page 18Let the pupils read the case study, and then discuss the dangers that Yaa Fayo encountered because she defied her parents. They should see that the consequences of her behaviour could have been forecast. They need to understand also that they too will encounter sexual pressures and they will not always be easy to resist because sexual feelings become very strong. You can move the discussion to wider issues:• What could have been done to protect Yaa Fayo from the dangers?• Could her friends have helped?• Could anyone in the community have stopped her taking this path?• Should schools be on the lookout for pupils like Yaa Fayo? What can they do

if they recognise the danger?• What could have been done to help her carry on with her education?• Should boys change their behaviour because it is usually the pregnant girl

who suffers most?You could ask pupils to discuss all these questions in groups and put their

ideas on the board in a class session afterwards.

Activities Page 18Activity 1: pairs, reading and writing; Activity 2: group debate; Activity 3: pairs, oral.Debates. You might need to remind the class of the rules of debate. It is like a session of parliament: • Those who propose the statement (known as a proposal) have two speakers

and a group of supporters.• Those who disagree have two speakers and their own supporters.• There is a chairman who keeps control.

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Then: • The chairman asks the first speaker who agrees with the proposal to stand

and speak. He/she is the proposer.• Next, the first opposer speaks.• The second person who agrees with the proposer speaks next and he/she is

called a seconder.• The seconder from the other side is called on to speak

The chairman then opens up the discussion to everyone who wishes to speak. This is called opening the debate to the floor. He/she must make sure only one person speaks at once and doesn’t speak for too long.

After the speeches comes the vote. This can be a show of hands or a secret ballot, when everyone writes their vote on a piece of paper. Pupils need to know that just because they supported the proposal or opposed it, that doesn’t mean they can’t change and vote for the other side. The whole point of a debate is that a good speaker can persuade people to change their minds.

Peer groups and drugs page 20Pupils (especially those in our cities) need to be aware of the problem of illegal drugs. Drug taking by adults and young people is increasing. Ghana has become a trade centre for dangerous drugs. They are brought in from South America and Asia and across African borders. Then they are distributed all over the world, especially to Europe. Some of the drugs are used in Ghana itself. A great deal of money is made by the drug dealers, who use young people to carry the drugs and often persuade them to become addicted because they then have power over them.

Drugs can be bought in every Ghanaian town and your pupils probably know where they can be bought. Few of them are now ignorant about the drug trade. The text educates them further about the drugs and their dangers.

Read and discuss the following case study with your pupils. Impress upon them the dangers the girls took on. Do the pupils think the girls knew what they were doing?

Teenagers imprisonedIn 2007, two girls from Britain were offered a free holiday in Ghana and then asked to take cases back to Britain. The cases contained drugs. The girls were stopped at the airport by a joint operation by Ghanaian and British police. They were teenagers, but they should have known that it is unlikely anyone offers a free holiday without strings attached. They were also offered £3000 (nearly 6000 new cedis) each to carry the bags. They were sentenced to a year in prison.

Additional activity: case study

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Activities pages 20-21Activity 1: looking and matching; Activity 2: pairs, writing, class discussion; Activity 3: individual, maths sum; pairs, oral; Activity 4: individual interviews.

Activities 1 and 2 concern the kind of behaviour associated with drugs of all kinds. Pupils probably know enough by now to fill in the columns in the table. You can be the resource to add in dangers they have not considered.

3 The cost would be 60 cedis. This question should be linked with the other dangers which smoking brings. Cost is important; risks to health are even more important. Nearly every case of lung cancer is linked to smoking. Most people are aware of that, but they should know also that a very large number of strokes and heart attacks are caused by smoking.

4 If possible, arrange a visit by a police officer.

Coping with peer pressure pages 21-22In their role play earlier in the unit pupils will have been introduced to this topic. This page sums up what pupils need to do to protect themselves. You might ask them to talk in groups about the pressures they have experienced and how they dealt with them. If there are pupils who you think are in danger you could include them in groups which could be a good influence upon them.

Case study – page 23The case study illustrates the choices we have to make. Some of Amina’s group might have laughed just to keep up with others. The important fact is that she knew what her priority must be and she stuck out for her belief.

Activities pages 23 and 24Activity: Individual, looking and completing; 2 Activity: group role play; Activity 3: pairs oral; Activity 4: pairs role play; Activity 5: groups writing.1 For the role play based on Amina your groups can vary the scene, perhaps

sometimes from their own experience.2 The boy’s speech bubble could say many different things but the essence will

be ‘Do what you like but I am not joining you.’3 Different ways could include:• walking away.• seeking support from like-minded members of the group. • just firmly saying ‘I don’t want to join in with what you are doing.’• telling them you don’t want to be part of the group if that is the way they

want to behave.All of these take courage.4 The emphasis of this role play should be on saying ‘no’. Older pupils/

teenagers often put pressure on younger pupils to do things such as drink alcohol, steal and take drugs, give them money. It is important for pupils to

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recognise the types of things that teenagers say to persuade younger people to do things and to know that it is possible to say ‘no’.

Let pupils do the role play first and then build up the list of ways of resisting negative peer pressure. An example is below.

Things teenagers say to Answerspersuade people to do things

I know you want to. You’re scared. No. I don’t want to ... It doesn’t matter if I am scared.

You want to be my friend. Prove it. If you like me, then respect me. I don’t want to do it.

Everybody does it. Come on. No. I am not everybody. I am me. I don’t want to.

Do it and I’ll be your best friend No. I don’t want to do it. I don’t want

/give you a present. to be your friend. I don’t want your present.

Come on. You’re not a child anymore. So what. I don’t need to drink/take drugs/ steal to be an adult.

Improving peer groups page 24This paragraph points out that if the peer groups you are in now are not good for you, there are many other places to meet friends of like mind.

ResearchYou can help pupils to find out about groups in your area which members of the class belong to. They can tell the others about their organisation:• What is their age group? • Do they take girls and boys?• What do they do? Is it fun?• What does it cost to join and belong?• What is expected of members?• What are their rules?

Case study page 25Pupils can find out from this study about a very valuable movement in Ghana. They might not have heard about it before and some might want to join. You might be able to invite a member to talk to the class to raise enthusiasm for the group.

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Activities page 26ProjectBy now the class will have learned about those groups which have members in your class. This exercise is aimed at finding out about other groups. You could give individual children the task of finding out all they can about just one group and then reporting back to the class. They will be providing knowledge for the class and practising their research skills.

Review questionsAnswers1 d. 2 a3 Guide pupils to describe their peer groups. They don’t have to name names.

They can state:• how many are in their peer group.• if the group is mixed or single-sex.• what they do together.• when they meet.• how they feel in their peer group.

The last paragraph can deal with how their behaviour changes with their peer group. They should be able to say that they laugh more, talk more, relax more, because they feel so comfortable and secure.4 Look for ideas such as,• supporting you through good and bad times.• playing together.• working together.• knowing your peers will understand.

Supplementary questions• What is a peer group?• What are the benefits of a good peer group?• What are the dangers of a bad peer group?• How would you deal with someone who is trying to persuade you to do

something you don’t want to do?• What types of things do older children often try to persuade you to do?• What positive things can you do with your peers after you have finished

your chores?• What groups exist that you can join who work together positively?

As always, the purpose of these supplementary questions is to ensure that you have covered the specific objectives of the unit successfully.

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Diagnostic assessment/evaluationThe review questions and essays will be useful in your assessment. When you mark the essays and record the results for each child you will be able to judge how successful your lessons have been. You might find that you need to revise some aspects of the unit’s work.

These diagnostic assessment questions will assist you to assess the extent to which the unit objectives have been achieved.1 Review the lessons:• Which lessons did the pupils prefer? • Can you say why this was?• How confident were the pupils in completing the activities?• How well did the pupils work together, in pairs or as a group?• Were there any points in the lessons where the pupils became bored and

uninterested?

2 For Peer Groups And Nation Building, the pupils should be able to do the following objectives; rate your pupils as A (all), B (most), C (some), D (few):

• Explain peer group.• Describe the benefits of belonging to good peer groups.• Describe the dangers of belonging to bad peer groups.• Demonstrate skills for dealing with peer pressure.

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Section 2 Responsibility

General objectivesIn this section pupils will• Be aware of ways by which our safety is endangered in the community• Appreciate the common characteristics that unite Ghanaians• Develop positive attitudes for nation building

Unit 1 Safety in our home and communityAims and objectivesReading, writing, drawing, speaking.Knowledge, application, values.By the end of this unit pupils should be able to:• Identify dangers in the home and community• Illustrate how those dangers can be lessened• State the importance of safety in the community• Identify ways of safeguarding members of our family in the home and the

community

Materials Pupil’s Book pages 27–41Pupils’ knowledge and experience.Blackboard, chalks, pens, pencils and paper.

Other useful materials and peopleVisiting district councillor.Visiting police officer.Newspapers with articles about crime and natural disasters.TV news programmes.

Introductory workAsk pupils to read the Introduction. Look at the mind map with your pupils. You can take the class from the centre box ‘Safety’ to the first one, ‘Accidents’ and then to the other boxes.

The theme of the unit is how to prevent these accidents happening. This leads on to general measures of ‘Protection’ such as safe electrical installations

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Section 2, Responsibility

and the provision of safe drinking water. These are the responsibility of companies or government agencies.

The next step is to personal responsibilities to be ‘Careful’. We all have a responsibility to look out for danger and to protect ourselves and others. The rest of the diagram gives instances of dangers, particularly ‘Disease’ and ‘Crime’.

Pupils do find it useful at the beginning of a unit if they are prepared in advance to know what the work is going to be. They can then talk to their family and to friends and be ready for further details.

Danger in the home and community pages 27-28The picture shows one of the commonest accidents in the home. We might well know some friend who has been scalded and we can see how easily it can happen and how horrendous the results can be. Pupils need to know that more accidents occur in the home than anywhere else. They probably thought that road accidents are more likely, so they will be surprised. You are giving them added knowledge which they can apply in their everyday lives to build up the value of being safety conscious.

Activities page 28Activity 1: individual matching; Activity 2: pairs, oral; Activity 3: individual, oral or written.1 The matching activity is a useful way of reinforcing dangers in the home.2 There is no right answer, but it will be interesting to hear the views given by

your class. You might be able to get the real statistics from the Internet or by asking the local clinic if there are any government statistics.

3 Some of the reasons are:• There are dangers common to every home because cooking with a fire is

always dangerous and any use of electricity and hot water is dangerous in itself.

• People are not always careful enough to watch out for danger to themselves and others. (You can refer back to the child who scalded herself when her mother was distracted by a telephone call).

• There are home dangers other than those of heat and electricity. Rain can make mud walls fall in. Steps can become slippery when wet. Furniture can be weakened by long use so that a chair can collapse without warning.

BrainstormingAny of the topics in this unit could be tackled by a brainstorming session in which pupils discuss the problem first and then put forward ideas for solutions. However, always remember that pupils need a variety of approaches. Even brainstorming sessions, which are extremely useful, can lose pupils’ interest if

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Unit 1 Safety in our home and community

there are too many of them.

Accidents in the community page 28Pupils should write down all the causes of road accidents, because Ghana has a long way to go to make its roads as safe as they should be. For children, the emphasis needs to be on their own safety. While you discuss the causes of road accidents they need to relearn the safety rules for pedestrians. They can’t stop accidents happening, but they can try and make sure that they aren’t hurt on the roads because of other people.

Danger in the community page 29As you take pupils through this book the theme of litter and rubbish will recur because it is so important that we as a nation change our habits relating to waste. Too many of our roads are full of rubbish, too many of our drains, streams and rivers are polluted.

Research• You can ask pupils to look around the area of the school and report back to

class. How big a problem is the accumulation of rubbish?• What are the dangers which arise from that rubbish?• What can we as individuals do about the problem?Perhaps you could invite a district councillor to talk to the class, and pupils could ask questions about how the problem can be tackled. Apart from asking the council to act, the class needs to think about how ordinary people can change and stop throwing rubbish into the environment. Again, poster-making is a creative activity and might influence other people if the posters are displayed around the school.

Activities page 30Activity 1: group role play; Activity 2: individual, written.

These activities will reinforce the information contained in the text and add some creative fun to the work you are all doing for this unit.

Crime page 30Crime is associated with many social circumstances: drugs, poverty, unemployment, greed, lack of care about anyone else. Sadly, robbery isn’t always linked with poor people stealing from the rich, although that would also be wrong. Many robberies are done by poor people stealing from other poor people.

Pupils need to be aware of the dangers but not frightened into curtailing their lives. They can discuss with you both the kinds of crime which exist and

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possible ways of changing society to lessen the crime rate. This needs to be in your mind when they embark on the project which comes at the end of the unit.

Honesty is important because:

� it is a good value in itself

� it helps bring harmony to a community

Attitude Message

Domestic violence page 30 Unfortunately some of your pupils might have personal experience of domestic violence. It can be associated with too much alcohol, poverty and desperation. The topic needs to be handled with care and all teachers need to be on the lookout for children who have been abused. Signs such as unexplained bruises should not be ignored. Sometimes children will lie when asked for an explanation, to protect their parents. The class needs to know that they don’t have to put up with abuse. If they themselves are abused they should ask for help and if they think anyone else is being abused they should report their suspicions.

This theme will be brought up in this course more than once because it is so important that we protect our children.

Disasters page 30This is a topic which you can use to develop the pupils’ research skills. Ask them to read the newspapers and listen for news of disasters. Unfortunately they are occurring all the time particularly when people are destroying the forest cover and opening up slopes to mud slides, and also because of climate change which is bringing us more extreme weather conditions. They can read about floods in West and East Africa and earthquakes and tornadoes in other parts of the world.

Again there needs to be a balance between making pupils aware and frightening them so that they worry. They need to know and to think about the issues involved in disasters without losing their enjoyment in their own lives.

Activities page 31Activity 1: matching; Activity 2: class project; Activity 3: individual essay.1 Pupils should be able to match the two columns easily.2 The project will reinforce your work in encouraging pupils’ interest in local,

national and international events.3 When you mark the essays you will know how well the pupils have

acquired the knowledge and skills aimed at in the unit so far.

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Ensuring safety at home pages 31-32 Pupils can work on the sections from pages 31-42 in groups, or as a class. When you work as a class you can answer any queries that are raised. While pupils are occupied working quietly on their own, you can talk with individuals and groups to ask questions to check on progress.

At the end of each section a class quiz session would be useful to assess general progress. You can vary the kind of quiz you use. You could divide the class into teams and ask the whole class questions based on the headings in the text. Then the team with most correct answers could have their success recorded on a wall chart. Another quiz could be organised in just two teams with each asking the other questions from the text in turn.

You will probably want to organise a whole class test. In this, you would ask each child to write down their own answers and then their papers can be exchanged to be marked by another pupil.All these sessions will have several purposes:• allowing pupils to develop the habit of self study.• working together as a class and as teams.• evaluating class and individual progress so that you know if any parts of the

unit covered so far need revising.• helping you to reinforce the areas of weakness which have emerged.

Activities page 32Activity 1: pairs, observation exercise; Activity 2: bar chart: Activity 3: pairs, oral; Activity 4: individual writing.1 The five accidents are:a The little boy may scald himself by pulling the pan over.b Children or adults could trip and fall over the toys on the floor.c Plugging in too many electrical appliances in one socket could lead to a fire.d A child could be poisoned because a cupboard door has been left open.e A child could cut itself with the knives left lying on the table.2 Spend some time explaining to children what the word ‘decay’ and

‘decompose’ mean: to rot/to break down and return to earth/elements.Fruits and vegetables and newspapers can take up to one year to decompose (but fruit and vegetables usually decompose much more quickly – in only 10 days for example.)Plastic bags/pure water sachets, tin cans and batteries take up to 100 years to decompose.Plastic bottles and glass jars take over 100 years to decay (up to 1000 and 2000 years respectively).

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The important thin with this question is that pupils should reflect how long it takes for each item to decompose. They should also reflect that it is important to reduce the amount of plastic they use.3 and 4 Pupils’ answers will vary.

Ensuring safety in the community and Safety at work pages 33-34Having looked at the detail of all the dangers around us and considered how we can protect ourselves from them, this section moves back to the general importance of a safe community. You can remind your class of the triangle of needs they considered earlier in the course. The basic needs at the bottom of the triangle were:

Food Shelter Water Clothing SafetySafety or security is a basic need. It is no good having all our other needs met if we do not feel safe in our environment.

Activities page 34Activity 1: pairs, role play; Activity 2: poster making; Activity 3: individual, writing.1 For this role play, pupils should look back to ‘Ensuring safety in the

community’ on pages 33-34.2 Activity 2 refers to the section on ‘Safety at work’ 3 Activity 3 provides an opportunity to look over the work of both sections.

Ensuring safety on the road pages 35-36

Activities page 37Activity 1: individual reading; Activity 2: learning a poem; Activity 3: pairs, role play; Activity 4: observation from a picture; Activity 5: writing.1 The driver was at fault because he had not checked his brakes. He may also

have been driving too fast around the corner, although the text does not say this. He could have prevented the accident by testing his brakes regularly.The crowd should not have been dancing in the middle of a main road.

The importance of safety in the community pages 37-38Case studyThe crime rate in Ghana is not as high as in many countries but it is still high enough to frighten people. Of course the poorest have no money to pay for guards and become the most vulnerable in society.

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Activities page 39Activity 1: pairs, research; Activity 2: talk by police officer; Activity 3: class or individual, oral or writing.

Pupils can think about security in their own area and receive information and advice from a visiting speaker. After they have answered number 3, if you have time, you might wish to return to the theme of the causes of crime as well as ways to guard against crime.

Protecting our health pages 39-41This text will link with other areas of the curriculum, particularly science and self care.

Even in developed countries with plenty of clean water some people do not wash after visiting the latrine. This is advice on cleanliness which cannot be repeated too often. We must all learn to protect our health by good personal hygiene. It is too easy to eat a meal after we have been playing or working, without washing. We need constant reminders of what the good habits are. Let your pupils summarise the advice given in these paragraphs on a piece of card and keep it as a reminder. They can help each other by reminding their friends if they don’t wash before eating or after the latrine.

Making a poster will reinforce this advice and act as a reminder. If the class makes several posters, they can be placed around the school.

Pupils need to be reminded that the greatest advances in giving people good, long, healthy lives has not been through hospitals, important as they are. Clean water and waste disposal prevent disease. Formal health care helps to cure it, but prevention is much more important.

We all need to practise good personal hygiene to protect our health.

Attitude Message

Activities page 41Activities 1 and 2: pairs, oral; Activity 3: writing; Activity 4: drawing project.

Pupils will answer 1, 2 and 3 from the text.Activity 4 is a very practical exercise. If pupils do not live in a village they

can draw a map of an imaginary village with roads, and squares to show houses, shops and a church or mosque. Then they can fit in latrines and a sewage disposal system. These have to be both safe and convenient. If they are too far from the houses some people will urinate and defecate in the open, creating disease again.

It is a difficult lesson for pupils to learn, but they should be helped to understand that we have to take into account human failings as well as strengths.

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The same is true of litter and waste. There must be a convenient way of disposing of them or some people will just discard their waste anywhere without thinking of the general good.

Review questions page 41Answers1 c. 2 d. 3 These may include:• Walk facing oncoming traffic• Use the pavement if there is one• Take care crossing the road• Look both ways more than once• Cross quickly but do not run4 Depending on the accidents pupils choose, their answers may include:• Keep your eye on children at all times• Keep children away from fire and hot water away from children• Test your furniture • Make sure floors, steps and stairs are not slippery• Have your electrical equipment tested

Supplementary questionsFor this unit you will need to ask:• What are the major dangers we come across in the home?• What can we do to protect ourselves against dangers in the home?• What are the major dangers we come across in the community?• What can we do to protect ourselves against these dangers?• Who protects us in the community?• Why is safety in the community important?• What can we do to be healthy? Think about- food- sport- medicines- cleanliness of self- cleanliness of environment

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Diagnostic assessment/evaluationThere are many activities and tests included in this unit so you will have regularly checked on pupils’ progress. You should already know enough to make an assessment. However, you can check your impressions by asking the supplementary questions.

You need to be prepared to cover again any areas of the unit in which the pupils are not yet confident in their answers.These diagnostic assessment questions will assist you to assess the extent to which the unit objectives have been achieved.

1 Review the lessons:• Which lessons did the pupils prefer?• Can you say why this was?• How confident were the pupils in completing the activities?• How well did the pupils work together, in pairs or as a group?• Were there any points in the lessons where the pupils became bored and

uninterested?

2 For Safety in Our Home And Community, the pupils should be able to do the following objectives; rate your pupils as A (all), B (most), C (some), D (few):

• Identify ways by which our lives are endangered in the home and community.

• Illustrate various ways of ensuring safety in the community.• State the importance of safety in the community.• Identify ways by which he/she can safeguard his/her health in the home and

community.

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Unit 2 One people, one nationAims and objectivesReading, writing, drawing, speaking. Knowledge, application, values.By the end of this unit pupils should be able to:• Identify common cultural practices in Ghana.• Explain how cultural differences strengthen Ghana as a nation.• Explain how Ghana became a nation.• Identify how we have been able to sustain ourselves as a nation.

Materials Pupil’s Book pages 42–53Pupils’ knowledge of different cultures in Ghana.Cedi note.Blackboard, chalks, pencils, pens, paper.

Other useful materials and peoplePhotographs or slides of festivals.Traditional dress.Visitors from different cultures.Simple history books of Ghana.

Introductory workAsk pupils to read the Introduction. Take your class on a tour around the introductory mind map. We are a country with tribal languages and cultures but we also have a common culture which we share. We also share many aspects of our culture with other African countries. These include a love of music, dance and stories and a tradition of respect for elders and ancestors. On top of our Africanism we have been influenced by western culture as well. Our common culture is an amalgam of all these elements – local, national and international. Our strength comes from our belief in our unity as one country, one nation. An expression which your pupils might like is:

Strength from diversityThese topics have already been introduced earlier in the course, so you will be able use knowledge the class has already gained.

Common cultural practices pages 42This can be made as practical as you wish. Pictures of festivals and dances would be useful. You could organise an entertainment for other classes in which your pupils put on a show of traditional customs. In your area there might well be cultural societies who can come in and help with such a venture.

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Unit 2, One people, one nation

The Citizenship syllabus does visit topics more than once over the three years to reinforce knowledge. You as the teacher can vary your approach to ensure the pupils enjoy the revisited topics and expand their knowledge.

Activities page 43Activities 1 and 2: pairs, oral.

You can expand these by dividing your class into groups which include pupils with different languages and cultures. If they are all of one culture you will need to bring in people from outside. The purpose of the activities is for pupils to learn about differences but also the similarities between practices in different parts of our country.

We enjoy our differences but we are all Ghanaians.

Attitude Message

Strength in cultural difference pages 43-45You will need as much visual stimulus as you can obtain for this section: magazines; films and slides if you have a projector; material from the internet if you are online. Pupils and local people might be able to bring in traditional dress. Your pupils could come to school in robes with traditional hairstyles for the day. Help them to learn as much about our cultural diversity as you can. One of Ghana’s attractions is its variety of scenery and culture.

This could be a culturally enriching topic for all your class. Africans for many years were looked down on and their culture was not valued. That has all changed. We are proud of being African, members of our tribes, and of being true Ghanaians.

Activities page 45Activity 1: individual research; Activity 2: group drama; Activity 3: class project.

Activities 1 and 3 require research at home which will involve the pupils talking to friends, family and other members of the community. You will probably need to guide them through Activity 2 by using material you have researched yourself.

Festivals in Ghana pages 45-48Our festivals are as diverse as our languages and culture. Again we have been influenced by our cultural past and by western and eastern religions. We have our traditional festivals celebrating the different activities of the wet and dry season, sowing and harvesting. We have the Christian festivals of Christmas and Easter, the Muslim festivals of Ramadan and Eid. In addition there are minority groups such as Indians who celebrate Divali, and Jews who celebrate

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the Passover. These are all part of our diversity. We need to respect them all. The more we know about the reasons for other people’s cultures the more we will respect them and the more we will enjoy the diversity of our nation.

The more diverse your class the more each pupil can teach others, and in your community there is a vast resource of diversity. Speakers from different cultures can be invited to join you in this topic,

Activities page 48Activity 1: reading; Activity 2: writing; Activity 3: group discussion; Activity 4: writing.

You can use the case studies about the Kakube and Hcmcwc and the questions attached to them as examples, but it is worth spending as much time on this topic as you can spare to bring in other information as well. We need to understand how diverse yet united our country is.

How Ghana became a nation pages 48-50Read these pages as an introduction with your class. They will probably know some of this information already, but you need to be prepared for questions which might even test your own knowledge. They will probably want to know something about the slave trade and about the reasons why Europeans took over our country and most of Africa. There are good histories of Ghana you can read and the Social Studies books for the Junior High school years would be useful for you.

Remember that this is only an introduction and your pupils who move on to Junior High School will have the opportunity to learn much more. However, some of your pupils might not be able to go to Junior High School so you should bear their needs in mind while not spending too much time on any one topic.

Activities page 50Activities 1 and 2: oral or written; Activity 3: group discussion.1• True. The area of Ghana has remained the same since the Ewes from

Togoland were reunited with the rest of their people in Ghana at Independence.

• False. Before Independence Ghana was called the Gold Coast.• False. Independence was granted in 1957.• True. The UGCC did lead the fight for Independence.• True. The Big Six were members of the UGCC.• False. Pa Grant remained part of the UGCC.• False. The National Liberation Movement did want Independence.• False. The slogan of the CPP was ‘Self government NOW’.

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Unit 2, One people, one nation

2 You can ask the class to write down all the details they see on the cedi note and then check whether they have missed anything.

3 For this activity pupils should not only use the book. They should have taken notes of the additional information which came out of the class discussion. Some will want to read more widely so that if possible they should have access to simple histories of Ghana.

Sustaining the nation pages 51-52After Independence in 1957, the Queen in London was still nominally Head of State for Ghana and her representative was the Governor General. It could be said that true Independence came only in 1960 when Ghana became a republic with an elected President, Kwame Nkrumah.

You can add to the list of people important in sustaining Ghana as a nation. You could take your class back to the period before colonisation. They should not believe we were a united nation before that time. In the area which is now Ghana there were separate tribal areas and they were often at war with each other. Some Europeans helped unify what was to be known as the Gold Coast. Prominent among them were Sir Charles McCarthy and Captain George Maclean. They were influenced by the desire of merchants to increase trade but they did help to bring peace, particularly in southern Ghana.

Some of your pupils might like to do some research on these people and report back to the class. Again, this would help to build research skills and the ability to speak in front of the class. Other pupils might like to research Governor Guggissberg, who did much to develop the infrastructure and educational system. He set out an ambitious ten-year plan in 1919 and two of its results were Takoradi Harbour and Achimota School. When pupils learn about Aggrey, who was Deputy Principal at Achimota, they might be interested in A. G. Fraser, who was the first Principal. He and Aggrey worked as a team of equals at a time when white people in general looked down on all Africans.

Activities page 53Activity 1: pairs, oral; Activity 2: individual research.These activities require individual research, but you should also encourage all pupils to consider the importance of particular national heroes. Without them we would not have become or remained a nation. We need to know about the efforts they made for us.

Review questions1 d.2 c Chiefs in the north are enskinned. Chiefs in the south are enstooled.3 can be answered from the text.4 The answer could include:

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• Many customs and forms of dress are common in all parts of Ghana.• Many people wear western dress.

Supplementary questionsFor this unit you will need to ask:• What common cultural practices are there in Ghana?• What different customs are there?• How do our differences give us strength?• Do they cause any problems?

Diagnostic assessment/evaluationAt this stage you will be well aware both of the need to evaluate progress as you move through the unit and the value of oral and written tests at the end. If you have any doubts now about the complete success of the unit you could set some research work for those pupils who have no problems and spend some time with those who have shown lack of understanding at any stage. These diagnostic assessment questions will assist you to assess the extent to which the unit objectives have been achieved.1 Review the lessons:• Which lessons did the pupils prefer?• Can you say why this was?• How confident were the pupils in completing the activities?• How well did the pupils work together in pairs or as a group?• Were there any points in the lessons where the pupils became bored and

uninterested?

2 For One People, One Nation, the pupils should be able to do the following objectives; rate your pupils as A (all), B (most), C (some), D (few):

• Identify common cultural practices in Ghana.• Explain how the cultural differences constitute a source of strength to the

nation.• Explain how Ghana became a nation.• Identify how we have been able to sustain ourselves as a nation.

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Unit 3 Attitudes and responsibilities for nation buildingAims and objectivesReading, writing, drawing, speaking. Knowledge, application, values.By the end of this unit pupils should be able to:• Identify some positive attitudes necessary for nation building.• Identify some responsibilities of citizens towards nation building.• Explain the reasons why citizens should perform their civic responsibilities.

Materials Pupil’s Book pages 54-65Knowledge gained in previous units.Blackboard, chalk, pencils, pens, paper.

Other useful materialsA box to act as a ballot box.

Introductory workAsk pupils to read the Introduction. Read out with the class the Key concept, and then explain to them the four points on the diagram which lead out from the central box ‘Building our nation’.

Nation building pages 54-55The text concentrates on Ghana’s positive achievements, and they are indeed great. You could ask the pupils if they agree with the statements in the text or if their experience is different.

Pupils already know that we have been through difficult times because the attitudes and values central to this course in Citizenship Education have not always been upheld by everyone – not even by some of our earlier leaders.

It is because of this that we need to bring up the next generation with a high regard for these values and attitudes so that we can make even greater progress than we have done in the first fifty years since Independence.

Activities page 55Activity 1: group discussion; Activity 2: pairs, oral.1 Nation building in Ghana has been difficult because there was no unit equal

to the present area of Ghana until colonisation in the early twentieth century and Independence in 1957. Your class learnt about this in the preceding unit, but the situation needs to be kept in mind as it does explain some of the problems we have had to deal with.

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2 Some of the improvements that have already been begun in Ghana are listed earlier in this unit. Pupils will easily come up with the improvements still to be achieved to make Ghana a more equal society: quality education, good housing, electricity, clean water and good health care for everyone.

The present task of nation building is to carry on the work of uniting all people to work towards the improvement of well being for everyone, not just for their own group.

We are now one people.

Attitude Message

Positive attitudes pages 56 -57The next pages remind the pupils of those attitudes which run through this whole course. You will emphasise how important they are, but it must be remembered that none of us learn positive attitudes by reading or talking about them. They are learned by example in the family, in our peer groups, from what we see in school, in the community and in the news we read, hear and see.

To vary your approach to these attitudes you can use role play, brainstorming, a quiz or games.

Punctuality. There might be a true story to be told by you or a pupil about the consequences of being late for an interview or an examination.

Dedication. A group could enact a short play about the climbing of Everest and the need to keep on in terrible conditions when a storm blows up.

Creative thinking. The class could brainstorm a problem such as how to clean up a river which has been polluted.

Honesty. As a variation on finding money and proving one’s honesty, pupils might consider what happens when a worker steals from an employer.

Humility. Two pupils could act a scene where one is boasting that he/she is wonderful and needs no help from anyone but fails to achieve, and another quietly gets on with a job and succeeds because he/she is prepared to ask for help.

Critical thinking and problem solving. You can set the pupils a problem, perhaps the number of absentees from class. Ask them to consider why this is a problem and then suggest solutions such as visits from school staff to see if there is something wrong in a child’s home.

Commitment to fairness. Pupils can consider the examples of unfairness they see in society:• wealth and poverty• fewer girls in schools than boys • lower pay and poorer opportunities for women.

They will then need to think about why these inequalities exist. Should we accept them as they are? What can we do to change the situation?

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Unit 3, Attitudes and responsibilities for nation building

Respect for diversity. This returns to the previous unit. You can remind them that Ghana can only become a nation if we think that all our ethnic groups and their cultures are of equal value.

You can add other attitudes included in the syllabus such as teamwork, tolerance, love and empathy and deal with them in a similar way; find examples to enthuse your pupils.

Pictures page 58These are intended to provoke critical thinking. Both show a problem. 1 The girl wants to build an assembly plant for cars (this could be an assembly

plant for producing anything e.g. recycling plastic, or making pans/pots). It does not matter that this problem is unlikely – the most important thing is to stress that the girl is ambitious and it is good to be ambitious as it spurs you on to work hard. Ask pupils how this can be solved: what does she need to study? e.g. science, engineering. How long will she have to study? (almost certainly to university level). How will she get the initial money? (own savings, loans from a bank, the government has funds e.g. EDIF and venture capital funds, and tax incentives to help people set up companies). Where will she sell her cars? (encourage pupils to say any country but point out that ECOWAS countries are close and work together).

2 There is no clinic. Grandmother needs medicine. Pupils need to think how this problem can be solved: Who should one contact to start the process of creating a clinic? Where does the money come from? How can the community persuade the health authorities to put your village high up its priority list? Or who do I contact to find out the nearest place with medicine?How can the money be raised for Grandma’s medicine? How can delivery be

arranged every week from the nearest dispensary? Who do I know who goes there regularly? Do I need to organise someone to go there regularly? Who do I contact to arrange for approval that someone else picks up the drugs?

Case study and Activities pages 59-60Activities 1 and 2: pairs, oral; Activities 3 and 4: pairs, reading; Activity 5: class discussion; Activity 6: group discussion.1 Tona Donkor is an example to us all. His positive attitudes include: working

hard to become educated and skilled; taking care of his health; being willing to try out new ideas; taking pride in his work; looking for ways to make his business successful. You could ask pupils to write about people in their own community who are examples to us in this way.

2 and 3 He has built a successful business and brought money to the country by selling furniture abroad.

4 When pupils have ranked the attitudes they could follow up by working in pairs.

5 Attitudes would include honesty, punctuality, hard work.

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6 Pupils might well find that the attitudes which help to build a successful nation are very similar to those needed in every organisation. Dealing with poverty is very different and you might need to help pupils consider this topic.

You might include:• increasing national wealth so there is more to share• increasing the government’s income, perhaps by increasing taxes and

making sure everyone pays their share• increasing employment opportunities

Pupils need to understand that divisions between rich and poor exist in nearly every country and this is a difficult problem to solve, especially in countries with a low national income.

Our responsibility as citizens pages 60-61Performing national service page 62Some people in Ghana resent having to do national service. What do your pupils think? Can you help them to see that people who have had help towards many years of education should give something back to the nation?

What do they think about Ghana’s ‘brain drain’ in that many of our best qualified people choose to work overseas?

As part of this topic you can also introduce the topic of communal labour. In the past in most villages it was accepted practice for all able-bodied people to help on communal projects for one day per week. This custom is now not so prevalent, especially in our cities where the community spirit might not be so strong.

Participation in decision making/voting page 62It is very important to help pupils to understand that voting in an election just because we have to is not being a good citizen. We must think about the best person to vote for. How can we do that? We need to:• read the publicity material published by the candidates and the parties• discuss with others what their views are so that we test our thoughts against

those of other people• attend candidates’ meetings and listen to the questions and answers – we

might ask questions ourselves• make a judgment about the candidates: do we think they are honest and will

carry out the policies they have spoken about?We should think about the candidates and their parties. Have they kept their promises in the past? Have they been honest?Then we have to think about why we are voting for a candidate. It is wrong if we are:

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• voting just in our own interests • voting along ethnic lines because we think our own people will look after us• voting because our friends, family, husband or wife are voting for a person

and we are following them.It is right if we are voting for the candidate who will do his/her utmost for everyone in the country. At the bottom of this paragraph is a list of the things we expect a good government to do. Our job is to vote for the person who we think will do their best in all those areas.

Activities page 62Activities 1 and 2: pairs oral; Activity 3: drawing; Activity 4 pairs ora; Activity 5: writing on blackboard; Activity 6: Role play.1 Responsibility means accepting that we must all stand up for our beliefs and

act upon them.2 The answers will include: • being honest • working hard to study and qualify so that we will be valuable members of

society • as an adult, working hard and honestly in whatever job we do• thinking of others and the community in all we do • taking part in the democratic process 3 and 4 can be answered from the text.5 Answers you should expect will be along the following lines:• Without taxes governments cannot pay for the services we need in the

country.• Participation in communal labour benefits everyone in the community and

allows the government to spend more on other projects.• Destruction of public property is just as bad as non-payment of taxes. If the

council or government has to spend on repairs they have less for projects which are essential for us all.

• Performing national service is a way of paying back for the privileges we have received from the government and district councils. By doing this service we are helping the government spread its funds as far as it possibly can.

6 This role play need not be confined to non-payment of taxes. Other possibilities would include:

• vandals destroying a public latrine and the problems such as pollution that would cause

• doing national service and communal labour and the benefits they bring to the community.

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How to vote pages 63-65Concentrate on the tasks of voting – that it is fair. Make sure pupils understand• One person = one vote• Each person is free to decide on their choice

Activities page 65Activities 1 and 2: group discussion; Activity 3: pairs, oral.

These discussions can be used to help you in your evaluation. When the groups and pairs report back, you could have a verbal or written test.

Review questions1 b 2 b. 3 Answers could include:• uniting our different ethnic groups so they all think of the common good• the need for additional government income• the creation of much more employment so more people will be contributing

to that income.4 Some of the consequences are:• there will not be enough money to provide good schools• health care will suffer• roads will not be repaired• greater inequality because the government cannot help the poor• a sense of injustice among those people who have to pay taxes and see others

not paying their fair share.

Supplementary questionsFor this unit you will need to ask:• What are the attitudes you consider necessary for nation building?• What responsibilities do you think you should offer to your nation?• Why should we all carry out our civic duties?

Diagnostic assessment/evaluationYou should use both the activities and the review questions on page 66 in your diagnostic assessment. When pupils have completed their review questions you will need to judge whether you need to go over any part of this unit to bring all pupils to your required level. These diagnostic assessment questions will assist you to assess the extent to which the unit objectives have been achieved.

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uninterested?

2 For Attitudes and Responsibilities for Nation Building, the pupils should be able to do the following objectives; rate your pupils as A (all), B (most), C (some), D (few):

• Identify some positive attitudes necessary for nation building.• Identify some responsibilities of citizens towards nation building.• Explain the reasons why citizens should perform their civic responsibilities.

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Section 3 Authority

General objectivesIn this section pupils will• Appreciate the importance of good governance in national development• Uphold democratic values in society

Unit 1 Governance in GhanaAims and objectivesReading, writing, drawing, speaking Knowledge, application, values.By the end of this unit pupils should be able to:• Know the meaning of government and governance• Explain the importance of government• Know what makes up good governance• Understand and explain the difference between good governance and

national development

Materials Pupil’s Book pages 66–73Knowledge pupils have gained from earlier units.Blackboard, chalk, pencils, pens, paper.

Introductory workAsk pupils to read the Introduction. You might be interested to find out how many pupils already know the difference between government and governance before even starting on the unit. You could write the two words on the board and give each pupil a piece of paper to write down two definitions. Then take them in and make two piles, right and wrong.

This is only for interest, and should not lead to any criticism. Pupils have many subjects in their curriculum and many interests in and out of school. The reason for revisiting topics is to reinforce knowledge, to remind pupils and to take them further. It is always easier to work on a topic when you know something about it already.

Without revealing the results of your test you could get the class to brainstorm in groups their thoughts about the two words. Those who already remember will lead the others to the correct definitions which are:

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Unit 1, Governance in Ghana

Government is the structure and the people in government, not what they do. Governance is about what the people in government do.

The introductory mind map shows that a government should be making good decisions, especially good laws, and then exercising its authority to improve services. This will result in the nation developing in such a way as to benefit all its people.

Government and governance pages 66-67The pupils need to understand this difference between government and governance before going further into the unit.

They can then continue brainstorming to consider governance in the family, schools and the community. The text explains that this division between government and governance operates in a similar way in other organisations as well as government. Parents and guardians, teachers, and Members of the District Assembly have authority from the structures in which they exist. What is more important is what they do with that authority. They need to use all the values like honesty and hard work and skills such as problem solving and critical thinking to ensure their actions benefit everyone for whom they are responsible.

Activities page 67Activities 1, 2 and 3: class, oral.

These can help you assess how well the pupils have absorbed the initial lesson. As this topic is so important you might wish to ask the pupils to work individually and write their answers for you. This will help you decide whether you need to repeat parts of the initial lesson.1 Those who exercise authority are:• parents or guardians• the Principal and teachers• Elders and the District Assembly2 This has been clearly explained in the introduction, and pupils will benefit if

they have written the definitions down.3 You need to look carefully at individual work to check that each pupil

understands that governance of the school is about what those in authority do. They educate their pupils under the guidance of syllabuses issued by the Ministry of Education.

The importance of government pages 67-68Pupils can work through the list of government services on their own, or you can read them aloud to the class.

The services listed are all familiar, but pupils might not have realised how dependent we are on government for their provision. You might ask individuals

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Section 3, Authority

or groups to take one service each, to consider its importance and how it is provided and report to the class. Once again, they are acquiring knowledge, considering it and then using it to enhance each other’s knowledge. In doing so they are also using several important skills: reading, critical thinking and speaking.

Government in school pages 68Not all schools have school councils so you might need to explain what such a council is and what it does. They do vary but most include elected pupils, the head teacher, other teachers, perhaps members of the governing body and even members of the District Assembly. The adults on the council will give respect to pupils’ opinions. They accept that pupils are growing up and have a right to put their views about how the school can be improved.

The picture on page 69 shows how one pupil put forward a suggestion which was taken up by the school council and led to the provision of good clean water for the school.

Group workYou could ask pupils to consider the steps involved between the initial idea about the borehole and its eventual provision. Each group should consider practical questions:• How do we know there is underground water to be tapped by a borehole?• How can we raise the money?• Do we know any experts in the area who could help?• Can we get any volunteer labour?

There might be other questions you can add to the list. This would a real exercise in problem solving and critical thinking.

Activities page 69Activities 1, 2, 3 and 5: oral, class; Activity 4: pairs, oral.1 For government services, see page 68 of the Pupil’s Book.2 These would include defence, education, health, keeping order.3 You might need to offer some help with this question. Does the school have a

governing body? Who are the members? What are their powers? Then you could draw a management tree of those employed in the school. It might look like this:

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Principal/Headteacher

Deputy Principal/Headteacher

SecretarySenior Teachers Caretaker

Teachers

class captains

Cleaner

4 This exercise is in two parts. What do we think the school needs? How can we persuade the council to agree with us? Once pupils have come up with ideas, you could discuss how you persuade a meeting to agree with you. You might suggest:

• talking to other members of the council first so they are on your side before the meeting starts; this is called lobbying

• contacting the secretary of the council to make sure the topic is on the agenda

• researching the reasons why the school needs whatever they are suggesting, writing all these reasons down and asking the secretary to circulate them to everyone on the council before the meeting

• practising their speaking roles before the meeting• at the meeting, speaking up clearly to explain their reasons and answering

any questions – they might still be unsuccessful but they will have done their best

5 If you have a School Council you can get the pupils’ views on how it is working. They might think that members don’t listen to pupils enough. They might think it doesn’t achieve much. If you have no members of the council in your class you could invite one or two to join the discussion. Unless someone knowledgeable is with you, your pupils might be misinformed about the work of the council.

If the school has no council you could seek pupils’ views on:• Would they want a council? • Who should be members? • What would it be expected to do?

Basic rules for good governance page 69Pupils have already learned that organisations get their authority from a written constitution. This sets out who the members are, the organisation’s purpose, the ways in which it should operate, to whom members report, and the rules they must follow.

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Members of a democratic government are elected by the people. They have a structure in their membership. They know what authority is theirs. They know the limits of that authority and how they can be called to account. They can be thrown out by a democratic vote at the end of the period of years stated in their constitution.

Ghana’s problems in governance have occurred when governments have exceeded their powers or given themselves more power than was intended by the people. Recent governments have kept to the terms of the constitution and there have been democratic changes of government without the intervention of the military. Government works because electors have accepted the policies set out by the ruling party. So the people are consulted at every election.

Pupils can read in the text that good governance occurs when the government works for the people and keeps to the policies for which it was elected. It also needs to be incorrupt and spend all its income for the good of the people of Ghana. As well as improving peoples’ lives it must take action which maintains peace internally (acting against crime and rebellion) and externally (preventing armies attacking us from beyond our borders).The text takes each of these duties into further detail.

Activities page 71Activity 1: groups, writing; Activity 2: essay.1 Pupils’ answers will include:• There is peace with other countries and crime is dealt with within the

country.• There is obvious progress in the provision of government services.• Members of the government are consulting and reporting back to the people.• There is trust in the honesty of members of the government.• The government appears to keep the promises it made as a political party

before being elected.There are other measures under the heading of Good governance and

national development on page 71.2 You could use this activity to allow the pupils to do some simple research.

You can give them time, perhaps half a lesson, to read through the unit again and make notes so they can use them for their essays.

Activities page 72Activity 1: pairs, writing; Activity 2: group discussion; Activity 3: group drama.1 The basic signs of national development are improvements in health,

education, transport and productivity. Pupils may give these as general answers, or give some of the specific examples mentioned on page 73.

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2 When there is peace, and when people feel safe and their basic needs are provided, government can concentrate on improving services, which will lead to national development.

3 Put pupils into groups of 8-10 pupils. Allocate each group one of the role plays. Check with pupils that they understand how good governance shows in their role play. For example, good governance means that more children and more girls go to school. Pupils work together to think about their play. They will need a whole lesson to do this. And a whole lesson to perform the plays to the rest of the class.

Example: increasing no. of children in schoolScene 1: show only 2 pupils in the classroom with the teacher.

Scene 2: a meeting where the Head teacher explains to parents that Primary schooling is free.

Scene 3: a scene at home between mother, father and girl. The girl is asking to go to school and the parents are saying yes.

Scene 4: scene at school – lots of girls and boys in the classroom with the teacher. The teacher is clapping.

Example: health improvementsScene 1: at home: baby girl is crying in mummy’s arms.

Scene 2: brother and sister tell mummy to take the baby to the doctor – the girl says that the community health worker is coming tomorrow.

Scene 3: the mummy and the brother and sister take the baby to the community health worker. They ask lots of questions. The health worker advises going to the nearest health centre and gives them directions to the new health centre which has just been built.

Scene 4: Mummy says it is expensive to go but the children persuade her that it is normal to go to the doctor if a baby is sick.

Scene 5: the doctor and the family – doctor gives some drugs and tells the children/Mum how to look after the baby (eg lots of water, good food including lots of vegetables (eg nkontomire) and fruit (eg orange) and protein (fish).

Scene 6: at home: baby is happy.

Review questions1 a. 2 c. 3 Elicit from pupils what the government of their school is and then ask them

to think about two or three ideas that the leadership of the school could do

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to improve the school. All ideas should be encouraged from the smallest improvement to the most ambitious plans.

4 National development is shown in several areas. It is useful to get pupils to also think about quality in each of the areas.

• Education will help Ghana’s people contribute their maximum effort to the country’s development. Education improves a child’s life choices but it has to be good (quality) education for any child to learn properly. Quality education is usually thought of as learning literacy so that we can read independently, numeracy so that we can work well in life, life skills so that we can stay healthy, as well as the skills and attitudes that will help us get work in life.

• If Ghana’s people are healthy and therefore energetic they can work hard for themselves and others. A long and healthy life is the aim. Statistics which show not so many people dying young is one way of proving that Ghana is improving health.

• Good roads allow farmers and factories to send their goods to market and get a good price for them. They also allow people to move freely to work.

• Money is needed by every family to meet their daily needs. The government helps us to have a reasonable income.

• Food is a basic need. Unless we are well nourished we have neither health nor energy to enable us to work.

Supplementary questionsFor this unit you will need to ask:• What are the definitions of government and governance?• Why is government important?• What are the fundamentals of good governance?• What links are there between good governance and national development?If the class is hesitant in their answers you will know there is more work to do on this unit.

Diagnostic assessment/evaluationIn this unit you will have covered the factual part of the course by page 72. Pupils will have considered what good governance means. They should know why government is important, have considered good governance in different organisations and thought about how they can judge whether their government is operating good governance in all it does. The activities, revision of the link between good governance and national development and review questions should all be used as part of your evaluation process. Take note of general class knowledge and understanding and of individual progress as you and the class work through these last pages.

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These diagnostic assessment questions will assist you to assess the extent to which the unit objectives have been achieved.1 Review the lessons:• Which lessons did the pupils prefer? • Can you say why this was?• How confident were the pupils in completing the activities?• How well did the pupils work together, in pairs or as a group?• Were there any points in the lessons where the pupils became bored and

uninterested?2 For Governance in Ghana, the pupils should be able to do the following

objectives: Rate your pupils as A (all), B (most), C (some), D (few).• Differentiate between government and governance.• Explain the importance of government.• Identify the fundamentals of good governance.• Illustrate the relationship between good governance and national

development.

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Unit 2 How to become a democratic citizenAims and objectivesReading, writing, drawing, speaking. Knowledge, application, values.By the end of this unit pupils should be able to:• Know the difference between democracy and autocracy.• Recognise when the government is operating in accordance with the values

of good governance.• Show how we can all help in the process of democratic good governance.

Materials Pupil’s Book pages 74–86Blackboard, chalk, pencils, pens, paper.

Other useful materialsSimple history or social studies textbooks.Computer with internet.

Introductory workAsk pupils to read the Introduction. Read out the key concept on page 75, and take your pupils through the mind map, beginning at the central oval, ‘Being a democratic citizen’.

Governments which are not accountable to the people through elections can do what they like. They cannot be removed. Ghana has seen the results of this in the past.

Presidents in times of a one-party state can become obsessed with their own power. Kwame Nkrumah began as an idealist. He helped us to achieve independence and developed Ghana but became convinced that only he could do the best for Ghana. He took power as President for life and made mistakes in his drive for development. He involved the country in expensive, grandiose schemes which eventually built up enormous debts. If he had been subject to democratic elections his actions could have been checked. Our military rulers too began with high ideals but had too much power.

Under our present constitution our presidents have to stand for election every four years. So do members of the National Assembly. If they stray towards policies which are in their own interest and not the country’s they can be removed.

Elections cannot ensure good governance but they can check bad governance and bring those in power to account.

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Unit 2 How to become a democratic citizen

Ways of ruling people page 74As you teach your pupils about autocracy – rule without the consent of the people – you might like to make a list of other forms of government for those pupils who need extra work because they learn quickly. They could be asked to do research to find examples from the past and present for one or more types: Monarchy. Rule by a king or queen. Constitutional monarchy. Rule by a king or queen who has to abide by

limits to their powers set out in a constitution. Gerontocracy. Rule by a group of elderly men. Dictatorship. Rule by one person with no limits to his/her power Benevolent dictatorship. Rule by one person who has the good of the people

at heart. Tyranny. Rule by one person who is cruel and destructive. Despot. Similar to tyranny, but rule by someone who has absolute power

which he/she might or might not use for the good of the people.If you think your pupils are ready for such work you might ask them to

look at your worksheet and discuss which kind of government would be best for a country. They will probably go for democracy but they might favour a benevolent dictator who has the good of the country at heart. You can explain that this might be good in the short term, perhaps after the collapse of stable government. However, there is no guarantee that the person in charge will always be right. The danger is that once someone has such power they tend to believe they are always right and they cannot be removed.

Democracy is not perfect. Governments can do harm in their period of office but they can be removed.

Activities page 75Activities 1 and 2: research.

If pupils have access to the internet there are numerous sites from which they can answer Activities 1 and 2. Otherwise they can find textbooks which will give them information about Rawlings and Kuffuor, and about government in Togo, Burkino Faso and Cote D’Ivoire.

You might want the class to make Life Books about these two presidents. The idea is that pupils are asked to consider what they would tell someone else about a person. Then each child brings in some information about that person. It might be his/her birth date, childhood, career or family life. Some might bring in pictures. The group decides which items should be included in the book. If possible everyone should make some contribution so they feel they have had some input.

Both these presidents have had very important roles (though very different) in Ghana’s development and it would be worthwhile making this into a substantial topic.

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1 The basic facts are:J. J. Rawlings• Born in Accra of a Ghanaian mother and Scottish father.• Went to Achimota School, joined the Air Force and became a star pilot. • He was involved in two military coups in 1979 but in the same year handed

over power to a civilian government. • That government was accused of great corruption and Rawlings took over

the government again in 1981. • He ruled as military leader until 1992 but was elected as President in

democratic elections in 1992 and 1996. • In the latter part of his presidency he established political stability.• He handed over power democratically to J.A. Kuffour.

J. A. Kuffuor• Born in the Asante region in 1938.• Educated in Ghana and Oxford (England) and qualified as a lawyer. He has

been in politics for many years.• He served on the Kumasi Council and in several civilian cabinets during

periods of democratic government in Ghana.• During periods of military rule he built up successful businesses.• He stood against Rawlings for the presidency in 1996 and 2000 and defeated

him in 2000.• He was President from 2000 to 2008.• He presided over a politically stable period in Ghana’s recent history (since

Independence).2 When you tackle this part of the unit, you will need to decide how much of

the following information will interest your pupils.Togo was a democracy after Independence in 1960 under President Olympio

but a military coup occurred in 1963 and Olympio was killed. Military rule was established then and General Eyadema took over in 1967

and ruled as a military leader until 2005, even though there were flawed elections during that period. His son took over in 2005 and there have been disputed elections since then.

Burkina Faso also became independent in 1960 under President Yameogo. He was ousted by a military coup in 1966 and civilian rule was not restored until 1978.

In 1980 the military took over again under Thomas Sankara. He was assassinated in 1987 and a new military government was set up under Blaise Camparore. He has ruled since then but has won elections under a 1991 constitution. He was re-elected in 2005.

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Cote D’Ivoire became independent in 1960 and enjoyed a long period of civilian rule until a military coup in 1999. Since then there have been elections under a constitution established in 2002 but there is internal warfare which had not been settled by 2008. In 2007 under a compromise deal President Gbagbo accepted the rebel leader Guillaume Soro as Prime Minister. Cote d’Ivoire cannot be called a stable democracy at the moment.

Autocracy and democracy page 76-77Pupils will be interested to hear how long the tradition of democracy has been established. Just as in Greece many democracies have been flawed, with large sections of the population excluded from elections. They have not been real democracies as considered under our modern definition. In the United States black people were excluded until after the success of the Civil Rights Movement, which put real pressure on the government in 1963. Women were not given the vote in Switzerland until the 1971.

The 2000 constitution in Cote d’Ivoire excluded anyone who had not been born in the country. There are still many countries which exclude women. Fortunately in Ghana our 1992 constitution is truly democratic, allowing all our citizens over the age of 18 to vote.

Activities page 77Activity 1: oral; Activity 2: pairs, oral; Activity 3: writing.Pupils should be able to answer these questions using the information given in the unit.

Case Study: Liberia page 78Liberia is an example you can use of the troubled times that West African independent states have gone through since Independence. Fortunately Liberia, like Ghana, seems to have put its troubled past behind it. President Ellen Johnson Sirlief beat a distinguished opponent in fair elections in 2005. She has been an eminent academic and is well respected in Liberia and by political leaders across the world.

Activities page 79Activity 1: reading; Activity 2: pairs, oral; Activity 3: writing: copying and completing a table; Activity 4: writingPupils will be able to carry out Activities 1, 2 and 4 from the work you have already done. 3 The finished table should look like this:

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Autocracy Democracy

The people cannot choose who rules The people can usually expressthem. opinions.

The people cannot freely say what Every four or five years the peoplethey think. change the government and their leaders.

The people cannot take part in the People can choose the person whomaking of laws. rules.

Democratic governance page 79-80As an introduction, you can explain to your pupils the differences between a direct and a representative democracy.

The Greek form of democratic government was called direct democracy. Freemen (no women, no slaves) would meet in a public place and propose and vote on laws. This was possible in small city states with few people.

Ghana’s democracy is a representative democracy. Twenty million people cannot come together to propose or vote on anything. They choose someone who they think has the same views as they do.

Members of the Assembly don’t have to do exactly what every voter wants them to do. They will vote either according to what they really believe or as their political party wants them to. We have to hope we will agree with the way our representative votes, but there is no guarantee of that.

The text points out that democracy as a process occurs both inside and outside parliament. Members of the Assembly debate laws in the Assembly. We debate them in our own groups, in meetings and in newspapers, television and on radio. People in government are therefore aware of what we think of their proposals all the time. We can protest against their actions at any time by marching, writing to the papers or to our people in government. When the elections come, we can show whether we approve by voting for or against them.

Activities page 80Activity 1: oral or writing; Activities 2 and 3: research.1 is a revision question. Pupils can look back to earlier pages.2 is a research project encouraging pupils to be more interested in the news.

All through this course you can refer to news items in the media.3 This need not be an immediate task. You could ask pupils to work on this

over a few weeks, bringing in snippets of information as they discover them.

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You could ask ‘What did you find out this week?’ on the first lesson of every week.

The role of individuals pages 80-82This section is a revision/reinforcement exercise. The headings ‘Voting’, ‘Expressing opinions’, ‘Obeying laws’ and ‘Respecting views of others’ will remind pupils of earlier pages. You can use them as part of your assessment process.

Activities page 83Activity 1: group role play; Activity 2: group discussion.After the groups have finished their discussions you could see if there are any common conclusions. Write them on the board and ask the class to include them in the year’s scrap book

Elections pages 83-84Case study and Activities pages 85-86Activity 1: reading; Activity 2: mock election; Activity 3: class discussion; Activity 4: interview.1 The three steps might be any of the following:• He registered to get his voter’s card.• He listened to interviews with the different candidates.• He read about the issues.• He made sure that he went to vote early.

Saddique is a good example to pupils. He was excited about voting for the first time. He did not vote out of self interest or on ethnic lines. He voted logically for the person he thought would best represent his views and do most good for the community he lived in.

That is exactly how our pupils should approach their first election. You might get the class to give three cheers for Saddique! He set a good example to everyone in Ghana.2 Mock election. You will need to allow plenty of time for this activity, which

will occupy several lessons. It is a good opportunity for your pupils to learn in a very practical way about how a representative democracy works, and have fun.

Review questions1 d. 2 c. 3 Pupils can answer this verbally so you are sure they understand the

difference.4 Make sure they include:

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• the candidates telling people what they will do• making a list of all the people who can vote including the candidates• choosing election monitors• people being identified on the day of voting• people voting only once• putting the voting slip in the ballot box• opening the ballot box in the open so that everyone can see• giving the announcement as soon as possible

Supplementary questions• What are the differences between democracy and autocracy?• How can we express our opinions in a democracy?• What should we do if we don’t like a bad government?• What is national development?• What things show that a government is working for national development?• What are the features of good democratic governance?• How can we make our contribution to that good governance?

Diagnostic assessment/evaluationUse the written activities in the unit and the review questions to help you in your assessment.These diagnostic assessment questions will assist you to assess the extent to which the unit objectives have been achieved.1 Review the lessons:• Which lessons did the pupils prefer?• Can you say why this was?• How confident were the pupils in completing the activities?• How well did the pupils work together, in pairs or as a group?• Were there any points in the lessons where the pupils became bored and

uninterested?

2 For How To Become A Democratic Citizen, the pupils should be able to do the following objectives: rate your pupils as A (all), B (most), C (some), D (few):

• Differentiate between democracy and autocracy.• Identify the features of democratic governance.• Demonstrate how individuals can promote democratic governance.

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Section 4 Justice

General objectivesIn this section pupils will• Advocate for gender equity• Appreciate the value of unity in diversity

Unit 1 Gender relations in the communityAims and objectivesReading, writing, drawing, speaking. Knowledge, application, values.By the end of this unit pupils should be able to:• Explain what gender and sex mean and understand how in the past men

and women have been confined to set roles• Understand that those roles are no longer applicable, that it has been unfair

in the past that women in particular have not been able to use their full potential

• Identify remaining customs which discriminate against women• Give ways in which remaining discrimination can be destroyed

Materials Pupil’s Book pages 87–95Blackboard, chalk, pencils, pens, paper.

Other useful materialsA dictionary.

Introductory workAsk pupils to read the Introduction. The mind map on page 87 is the best way to introduce this unit. You may also need to explain the meaning of discrimination. It occurs when one group of people does not have equality of opportunity with others.

Gender relations in the community page 87You will need to make it clear that this unit has nothing to do with physical differences of sex. It is about the different expectations society has of men and women.

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Section 4, Justice

You might move on to questioning the girls in the class first, as the boys might accept that the roles assigned to girls are perfectly reasonable. Questions for the girls:• Do you feel that the older women in your family have had the same

opportunities as the men?• If not, what difference did discrimination make to their lives?

The answers might include the different jobs women do in the house or in the garden and on the farm. Do they have the same opportunities to get qualifications and find interesting jobs? Do they have an equal say with men in spending the household money? You might find great differences between answers from different families.Follow-up question for the girls:• Do you feel you have the same opportunities as the boys in your class?

Questions for the boys:• Do you feel that society treats men and women fairly? (They might say ‘Yes’ but after the girls have had their say, that is unlikely.

They might, however, argue that this unfairness should continue. This can lead to a class discussion or later in the unit a formal debate on the lines set out in Section 1 Unit 2 of this Teacher’s Guide).

• If you have sisters, do you think that your sisters carry an unfair burden in the work of the household?The class will now have a basic understanding of what the theme of the unit

is and can progress through the pages of the Pupil’s Book.

Boys and girls are born equal. We all have different talents whether we are girls or boys. They do not depend on our gender.

Attitude Message

Activities page 88Activities 1, 2 and 3: individual, oral; Activity 4: research; Activity 5: group role play.2 Let pupils use the dictionary if one is available. Then you can confirm the

definition as the division of human beings into men and women.3 Stereotype is a difficult word for young pupils. It will need a careful

explanation. It is a term which comes from the process of printing, and has come to mean fitting people into a mould and not allowing them freedom to move outside the limits set by that mould. In gender terms, it means giving men and women set roles which they are not allowed to change.

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Unit 1, Gender relations in the community

4 This is a very important exercise. Following your introduction, the underlying question for a girl is ‘Do I do more than my fair share of the house work?’

For a boy the question is ‘Do I do my fair share in the house or do I expect too much of the girls and women?’

You must be careful, because these are loaded questions which might seem to encourage the girls to say they do too much and the boys to say they do too little. In your introduction to the question you need to make it clear that in the past there have been stereotyped roles. This question is to check whether or not society has changed.

5 Pupils’ response to this role play will tell you how much society has changed. If it arouses laughter because the scene it describes is just not how things are, you will have your answer. It will show that we still expect women to do the sweeping and the men to sit down without taking on the work of the house. The role play might help to change views of the stereotypes.

Gender misconceptions pages 88–90The basic belief behind gender discrimination is the same as discrimination between any groups. Colonialism was based on belief in the superiority of white people over black people. Only extreme racists would dare utter that view now.

Gender discrimination has been based on a similar view, that men are superior to women. Few men would say that openly now, but it is still a deeply held view in many men throughout the world. It is not rational. Women have proved they are as good as men in every possible way. Yet the discrimination against women is proving harder to defeat even than racism.

Activities pages 91Activity 1: class, oral, writing on the blackboard; Activity 2: group questionnaire; Activity 3: group oral debate; Activity 4: individual, writing; Activity 5: group, oral.1 The results of the pupils’ discussions will be very interesting. If they

have absorbed the principles set out in the unit they will find it hard to distinguish between boys’ and girls’ abilities. They will probably bring in birth and motherhood and the deeply held belief that only mothers can look after babies in their early years. Even in wealthy countries that belief is strongly held and many women’s careers are held back because they stay at home to bring up their children and break their careers into two parts.

There is a growing move to pass laws which allow both fathers and mothers to have paid leave from their jobs to look after young families. Pupils might be asked what their views would be on this. Such legislation is not a reality in Ghana yet.

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Section 4, Justice

2 The aim of the questionnaire is to see if the pupils think that girls and women still suffer disadvantage and discrimination.

• In most households it seems likely that girls do more than a fair share of house work.

• At primary school there are still more enrolments of boys than girls but it is almost equal.

• There are fewer girls than boys at Junior High School and Senior High School.

• Girls have fewer career opportunities than boys.• Men often have control of the household money but that is not always the case. • More men own houses than women although women have an equal right to

do so.• Women are just as able to make good decisions as men. They are making

decisions all the time in the household as well as in jobs.• Women are taking an increasing part in politics but are under-represented

in political office. Thirty percent of the nominated members of the District Assembly must be women.

• Women are just as able to speak up as men. Many women in Ghana have played a large part in protests both against political and economic conditions.

• All people need time to play/relax. This is a right. We all need to work together to finish the chores and then relax together. You may need to explain that in many households the woman/girl works harder at home and this often means that girls do not have the same chances to play as boys.

3 Debate: When you are preparing for this debate you can tell the pupils that part of the purpose is to improve debating skills, so that those arguing in favour of the proposal don’t necessarily have to believe it is true – they can base their arguments on how hard it is to change traditions and how the end of discrimination must come gradually. In the mean time if we are to develop quickly, such a quick change of attitudes is not possible, and the effort to change it would hold us back from more important tasks. The arguments against the proposal have all been set out in the unit already.

Remember to follow the rules of debate as they have been set out. You might need to be chairman unless you have a pupil who is strong enough to control speakers well.

Discrimination against women pages 92-93These pages tell pupils about extreme forms of discrimination which were common but are now illegal in Ghana. Some instances still exist.

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Activities page 93Activity 1: pairs, oral; Activity 2: individual research and presentation to class; Activity 3: reading.You can use the activities as a guide. The essentials are that pupils can find out more about these practices:• They might even know of some still occurring in their community. • They can look out for news items.• They can ask their families what they know about the customs. Then, as a class session, each pupil can report on what they have found out. Do they think these practices are dying out or are too ingrained in our culture?

Promoting gender equity page 94There are four essentials for promoting gender equity:• A genuine belief in equality in both theory and practice. A man might speak

of equality but not practise - neither at home or at work.• The government must insist on equality by example in their employment

policies and by passing laws making people treat both genders equally. • As always, we cannot teach any values by preaching them. Pupils need to

see equity between the two genders in all areas of their lives. • Women and girls growing up now need to be assertive and not accept

practices and attitudes from the past. Girls need to insist on their rights to: – education at primary and higher levels – avoid early sexual relationships and early marriage – equal opportunities in careers – equality in the home, sharing child rearing and household duties with

the men in their families.Note that equity is not the same as equality, although the words tend to be

used interchangeably. Treating girls and boys equally is treating them the same. But treating girls equitably is treating people in a fair way. It might mean giving women and girls more chances, or positively promoting women and girls because you are trying to rectify an unjust situation (for example, where more boys than girls go to school).

Activities page 95Activity 1: drawing and writing; Activity 2: pairs, oral.1 The poster might show a woman chief, a man sweeping the house, a young

woman in an academic cap and gown. The text could be on the lines of There is nothing a man can do that a woman can’t. There are of course many other possibilities.

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Section 4, Justice

2 This is not an easy activity. To change any social situation there must be a willingness to change. Perhaps the steps might be

• Have a new look at the household organisation. • If inequalities show, who do you talk to? Probably the women and girls first,

to see if they want change. • If they do, all of you can talk to the males and see if they are ready for

change. They need to recognise the need for change first. Older people are often very set in their ways and might believe that the way their household is run is the correct way, as it has been for generations.If the men are resistant, progress will depend on the degree of assertiveness

the women are willing to show.

Review questions1 b 2 c

Supplementary questions For this unit you will need to ask:• What are the meanings of gender, sex and stereotype?• What have been the traditional expectations of women’s roles?• Why might these expectations discriminate against them?• What practices, customs and attitudes still discriminate against women?• How can we all remove the remaining discrimination so women gain real

equality?

Diagnostic assessment/evaluationYou will have been using the information in the unit to ensure that pupils have acquired the necessary knowledge about gender relations, and how they affect their lives at home and at school. You can use review question 3 and the supplementary questions above to assist you in your assessment of their understanding. If some pupils still feel unsure about the topic, it would be a good idea to hold a further class discussion.These diagnostic assessment questions will assist you to assess the extent to which the unit objectives have been achieved.1 Review the lessons:• Which lessons did the pupils prefer?• Can you say why this was?• How confident were the pupils in completing the activities?• How well did the pupils work together, in pairs or as a group?• Were there any points in the lessons where the pupils became bored and

uninterested?

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2. For Gender Relations In The Community, the pupils should be able to do the following objectives; rate your pupils as A (all), B (most), C (some), D (few):

• Explain the terms gender, sex and stereotypes.• Identify some gender misconceptions in the community.• Identify customs in his/her community which discriminate against girls and

women.• Illustrate how gender equity can be promoted.

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Unit 2 Ethnicity and national development in GhanaAims and objectivesReading, writing, drawing, speaking.Knowledge, application, values.By the end of this unit pupils should be able to:• Understand what the term ethnicity means.• Explain how the diverse cultures in our ethnic groups help towards our

national development.• Understand that some views about our ethnic differences are misguided.• Know some ways to deal with the problems which arise because of the

misguided views.

Materials Pupil’s Book pages 96–106Knowledge gained in earlier units and from pupils’ research.Blackboard, chalk, pens, pencils and paper.

Other useful materialsPictures of different parts of Ghana showing differences in food, dress and customs.Geography textbooks.Tourist information brochures.An atlas.

Introductory workAsk pupils to read the Introduction. The centre of the introductory mind map gives the unit’s topic and the rectangles give you the topics to be covered. A few words about some of these will once again prepare the pupils for what is to come. The most important two rectangles are:1 Diversity of people. Your class is already aware that our diversity is a direct

result of our history. Our people moved in separate groups from outside our boundaries. They developed as separate tribes (now known more often as ethnic groups). They came together largely under colonial government and not all wanted to be part of the new Ghana. Those feelings have largely gone as a new generation has grown up having known nothing but Ghana as their national home.

2 Strength in diversity. At first, diversity was a weakness in our development as long as people felt that their first loyalty was to their ethnic group. They were Asante, Fante, Ewe, Ga or Dagomba before they were Ghanaian. Over 50 years have gone by and modern people feel they are Ghanaians first and part of an ethnic group only second. This has come about for many reasons:

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Unit 2, Ethnicity and national development in Ghana

• We have taken part in African, Commonwealth and Olympic sports as Ghanaians, not as Asante or Ga.

• Our national symbols, flag, anthem and pledge have bound us together. • We have held our heads up high in international conferences and our flag

has been flown at them all.• Ghana has many internationally respected role models: eg Kofi Annan, Dr

Nkrumah.

There is now a pride in being Ghanaian shared by all our ethnic groups. Instead of weakness from diversity there is strength.

Attitude Message

What is ethnicity? pages 96In many countries people have dual loyalties. In Germany a man or women can be Bavarian and German. That country too is a modern invention and its peoples came together through conquest only in 1870. France is older as a country, but people can be Parisians or Gascons or Bretons and still feel loyal to France. Within these countries there are great differences between the cultural groups but they are still loyal Germans and loyal French. Indeed, they have fought terrible wars along those national lines.

In Ghana we don’t want to follow their example of waging war but we can learn from their national unity.

We can enjoy the festivals of people from different groups in our one country. We can learn each other’s languages. We have English as a common language to bind us together and to help in our relationship with the rest of the world, where English is now the most important international language.

The photo on page 96 shows one aspect of our different cultures – our houses.

Activities page 97Activity 1: class, oral; Activity 2: pairs, oral.Ethnicity is closely bound up with language. Although not all ethnic groups have the same language, most do. When the pupils are brainstorming ethnicity you can ask them to tell you about other cultural differences. If you have pictures of different parts of Ghana you can ask them to look for other differences in dress, food and customs.

Ethnic groups in Ghana page 97-98Pupils will know many of the names of the ethnic groups. They will probably have friends from groups other than their own but they will feel loyalty to their own origins. This is as it should be.

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Section 4, Justice

Case study page 99When they have read the case study, it is important that the class follows it up with a similar pen picture about themselves: who are they, what are their customs, what food do they eat?

If there are pupils from different groups in your class they can teach each other about those differences.

We may be different, but we are all equal.

Attitude Message

Ethnic diversity promotes national development page 100-103Ghana would not have the same chance of achieving prosperity for all if it were divided into smaller parts. This page shows us that we benefit from the variety of food which comes from different regions – the forests, savannahs and the sea. We can move minerals from one region to another for processing. Gold from the south west is made into jewellery in Accra and Kumasi. Timber is processed into furniture near the ports for easy export. Our ports at Tema and Takoradi and our roads serve the whole country.

The case study on page 102 gives pupils a more detailed look at how our regional differences help the tourist industry in Ghana.

Activities pages 102-103Activity 1: pairs, oral; Activity 2: individual research; Activity 3: individual writing.

For 1, 2 and 3 pupils will need access to other sources of information. Geography texts from your school or borrowed from a Junior High School will help. So will tourist information brochures and an atlas. If possible, it would help if all teachers of this course could build up a reserve of newspapers, pictures and books which they can share when teaching different aspects of the course.

Misconceptions about ethnicity page 103There are two themes to this passage:1 You have explored already the unwillingness of some ethnic groups to be

part of Ghana. This is much less of a problem now that 50 years have passed since Independence, although it might linger on.

2 The feeling of superiority felt by some ethnic groups is harder to eliminate, but will decrease as ethnic groups mix in schools, colleges, workplaces and as they move into a mixed ethnic society in our towns and cities.

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To some extent it is natural to favour people with whom you have an affinity. A father will employ a son. An uncle will employ a nephew or niece out of loyalty. That is unlikely to change.

In the wider world, jobs in large firms, in the civil service and promotion in the armed services must be on merit. It is no use employing a Ga because he/she is Ga if he/she is incompetent.

This is a stage many countries have been through and most still have problems. In Britain jobs in the senior civil service and in law are still dominated by people who have come from some schools and Oxford and Cambridge Universities. In Tanzania most members of President Nyerere’s cabinet had been his class mates because he knew he could trust them.

As long as we recognise the problem and work at being fair in all we do, the issue will diminish, but it might never disappear.

Activities page 104Activity 1: pairs, oral; Activity 2: groups, oral; Activity 3: class discussion.

These activities will help pupils to understand the problem.

Dealing with ethnic misconceptions page 105This section needs no further explanation. It sets out clearly that we are all equal and it gives the class a clear set of actions which they need to follow if they are to contribute to equality between all ethnic groups.

The passage should be read out loud. Pupils should make notes of the main points and write them in their scrap books as it is so important for Ghana that whatever ethnic group we are in, we work on equal terms with every other group.

Activities page 1061 All these statements show ethnic misconceptions.• Anyone from any group can misbehave.• Fantes might be good at entertaining but that is a strength and doesn’t mean

that they aren’t good at other things.• Ghana can only develop if we break the link between political parties and

ethnic groups.• We must all work together.2 Role play. Pupils will know:• that it is wrong to mistreat anyone.• that it is worse to mistreat someone who is defenceless and away from those

who can protect her. • this mistreatment goes against all the lessons on equality this course is

meant to encourage.

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Section 4, Justice

3 These points can be made in the pupils’ essays. They should be really cross with the family in the play!

Review questions1 b and 2 d.3 Answers might include:• The different ethnic groups provide Ghana with different sources of wealth,

such as cocoa and gold.• We are all able to eat the foods grown by the different groups; • Tourists enjoy the diversity of the different groups.

Supplementary questionsFor this unit you will need to ask:• What is meant by the word ethnicity?• Why has our ethnic diversity become a strength instead of a weakness?• What are the major misconceptions about ethnic groups which aren’t our

own?• How can we develop an atmosphere in Ghana which destroys those

misconceptions so that everyone believes in the equality of all Ghanaians?

Diagnostic assessment/evaluationThe latter parts of this unit will have shown you whether your pupils really believe that all ethnic groups are equal and should all work together for the national good. You will have judged this from what they say, how they react to the role play showing mistreatment, and even from their body language and facial expressions. We cannot force anyone to believe anything. The aim we must all have is to change the ‘climate’ in Ghana whenever it condones gender or ethnic discrimination.

We learn from the examples around us.These diagnostic assessment questions will assist you to assess the extent to which the unit objectives have been achieved.


uninterested?

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2. For Ethnicity and National Development In Ghana, the pupils should be able to do the following objectives; rate your pupils as A (all), B (most), C (some), D (few):

• Explain the term ethnicity.• Explain how ethnic diversity promotes national development.• Identify misconceptions about ethnicity.• Identify ways of dealing with problems arising from the misconceptions of

ethnicity in Ghana.

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End of year test

Section 1 unit 1: The individual, education and work1 a and b. 2 a. 3 To ensure you are suitable for it, to be sure it is a secure job; to make sure it pays enough for you to look after your family. 4 To have a choice of jobs; to fulfil yourself as person; to help the development of the nation.

Section 1 unit 2: Peer groups and nation building1 a and c. 2 c. 3 State your views clearly; stick to them; leave the group if it is not good for you. 4 They include: the Young Men’s and Young Women’s Christian Association; the Moslem Association; the Boy Scouts Movement; the Girl Guides, the Red Cross Society; Friends of the Earth; the Ghana Wildlife Society.

Section 2 unit 1 Safety in our home and community1 b, c and d. 2 a and c. 3 Washing frequently; using a mosquito net; separating washing from the latrine area; drinking only clean water; visiting a medically trained person when ill. 4 When people feel safe they can walk freely; they are protected from crime; they are not afraid to go out in the dark; they have no fears for their children.

Section 2 unit 2 One people, one nation1 d. 2 d All cultures have these practices but they sometimes differ in different groups. 3 This can be answered from pages 49–51 in the text. 4 Pupils will need to research this question, possibly by asking for information from people who have lived in the north and the south.

Section 2 unit 3 Attitudes and responsibilities for nation building1 a and c. 2 d. 3 They should help each other; show tolerance; have the right values to aid development; take their civic responsibilities such as communal labour, national service and voting in elections seriously. 4 This can be answered from pages 64–66 in the text.

Section 3 unit 1 Governance in Ghana1 b. 2 c. 3 Parents and guardians; governors, principal and teachers; chiefs, elders and members of the District Assembly. 4 Government is the institution and the people in government. Governance is what they do.

Section 3 unit 2 How to become a democratic citizen1 a. 2 d. 3 Elections every four or five years; separation of the executive (proposing laws), legislature (making laws) and judiciary (enforcing laws); freedom of speech; a free press. 4 By making your views known; by reading

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political policies; by voting for the person who you think will do the best for the country, not just for you; by voting to change a government if you think it has been guilty of bad governance.

Section 4 unit 1 Gender relations in the community1 b. 2 d. 3 Because they are equal in ability and skill and so they can have equality of opportunity as adults. 4 Fewer girls than boys in school; early marriage and large families for girls; lack of career opportunities for girls; unfair distribution of domestic work.

Section 4 unit 2 Ethnicity and national development in Ghana1 b, c and d. 2 d. 3 Because we are all equal; we are all Ghanaians and our diversity is part of our national strength; we should be proud of our differences. 4 We should mix with people of different cultures; we should try each other’s food; we should go to each other’s festivals; we should learn each other’s languages.

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This exciting new course for primary pupils has been written specifically to cover the new national syllabus for Primary Citizenship Education.

Written by experienced educationalists and Citizenship writers, the course aims to develop pupil’s attitudes, to give them confidence in themselves, to impart to them the knowledge and skills which will be of use when they are adults, and to encourage them to use what they learn for the improvement of their communities and the nation.

The new Primary Citizenship Education course enables pupils to:• appreciate the concepts and values of being a responsible citizen• care about themselves and others• practise critical thinking and decision making• learn skills of listening and working together• understand how democracy works.

The course provides:

• full coverage of the new national syllabus for Primary Citizenship Education. There is strict adherence to the order and structure of this syllabus

• plenty of activities for pupils to practise and explore their ideas, knowledge and skills

• an assessment at the end of each unit which teachers can use to check individual understanding

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Citizenship TG 5UPDATED - winmatpublishers.comwinmatpublishers.com/trm/Primary Citizenship... · ISBN 978-9988-0-4350-6 Designed by Francis K. N Nunoo. Contents Introduction to the