Akele Gyan

CHAPTER ONE
INTRODUCTION
1.1 Background of the Project
Teaching is literally an activity of imparting knowledge, skills, attitude and values from one
person to another. However, teaching is classified as an art and science. Teaching as an art is
often believed to be the result and functions of the teacher’s own imagination by being creative,
initiative and experienced through practice. Teaching as a science has a body of systematic
knowledge of the nature of instruction and teaching methodologies based on known laws and
facts which were derived from scientific investigations and built into models and theories.
Arrends (1991) said, the tasks of teaching the young is simply too important and complex to be
handled. As experts and professionals, teachers are expected to use best practices to help students
learn essential skills and attitudes. He further said, it is no longer sufficient for teachers to
employ teaching practices based solely on intuition, personal preference or conventional wisdom
but instead use teaching practice that has been shown to be effective. In view of this, the writer
deduced that teaching is the process of changing one’s state of ignorance to known truth through
the use of scientifically approved theories and experiences. This means to be able to teach
effectively, one needs to use a systematic laid down methodologies to impart the necessary skills
and attributes to the learner rather than using his/her own initiation and experiences.
It can be deduced that, it is important for the teacher to employ expected approved methods in
their teaching to make it easy and effective in order to achieve the stated objectives.
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1.2 Statement of the Problem
One of the problems faced by most senior high schools is lack of qualified teachers. As a result
of this most teachers do not plan their teaching activities before their lessons, they teach anyhow
without using the appropriate teaching methods, they do not prepare teaching and learning
materials etc. there is no order in their teaching, thereby causing students to fail in their
examinations. As a situation to this problem, there is the need for the provision of the Teacher’s
Guide in assisting and promoting proper planning as well as systematic delivery of the lesson.
1.3 Purpose of the Project
The purpose of the project is to develop a teaching and learning guide for teaching second year
Social Studies in the senior high schools.
1.4 Significance of the Project
The significance of the project is as follows:
 Serve as reference material.
 Serve as useful tool for Social Studies teachers to enhance better teaching to
improve upon learners’ performance.
 Produce proper instructional sheet such as information sheet and assignment sheet
as a guide.
 Help policy makers such as Curriculum Research and Development Division
(CRDD) during the designing of the curriculum
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1.5 Scope of the Project
The project covers the course content in Social Studies for S.H.S. form two (2). Areas of
coverage of this project includes sample of syllabus, lesson order, scheme of work, lesson plan
and test item construction, all based on the second year Social Studies syllabus.
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CHAPTER TWO
TEACHING SYLLABUS, LESSON ORDER AND SCHEME OF WORK
2.1 INTRODUCTION
This chapter extensively encompasses the Syllabus, Lesson Order and Scheme of Work.
In teaching, it is important for the teacher to have a guide that will inform him/her on
what to teach at a particular period, hence the need for the teaching syllabus.
2.2 TEACHING SYLLABUS
A syllabus is an account of a course of study which is not detailed. The syllabus serves as
a guide to teachers and they are required to re-arrange it for effective teaching and
learning.
In designing the syllabus, the following factors are worthy of consideration. These are;
1. The objectives for studying the course.
2. The entry level or requirement of learners.
3. The duration within which the course is to be studied.
4. The method to be used to assess students.
5. The total number of topics to be covered.
6. The teaching and learning activities to be undertaken.
7. The instructional materials use.
8. References to be used by both the teacher and student.
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IMPORTANCE OF THE TEACHING SYLLABUS
The following are some of the benefits derived from the preparation of a teaching
syllabus.
• Teaching syllabus helps teachers and learners to know in advance the topics to be
covered.
• To plan his / her work over the duration of the course.
• To assess the students to a pre-determined standard.
• To ensure standardization of the same course held at different learning
institutions.
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TEACHING SYLLABUS FORMAT
YEAR:
SECTION:
TITLE OF SECTION:
GENERAL OBJECTIVES:
The learner will be able to:
1.
2.
TEACHING/
UNIT SPECIFIC CONTENT LEARNING EVALUATION
OBJECTIVES ACTIVITIES
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SAMPLE OF TEACHING SYLLABUS 1
YEAR : S.H.S
SECTION:ONE
TITLE OF SECTION : THE ENVIRONMENT
GENERAL OBJECTIVES: by the end of the lesson students will be able to;
1.0 Understand the significance of marriage and family as institutions.
2.0 Understand responsible parenting.
3.0 Apply effective socialization principles in the training of young people.
UNIT SPECIFIC CONTENT TEACHING AND EVALUATION
OBJECTIVES LEARNING
ACTIVITIES
UNIT 1 The student will be able
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THE to:
INSTITUTION 1.1.1 Explain courtship Courtship is the period Guide students to explain Differentiate between
OF MARRIAGE and marriage. during which the would- be the terms courtship and courtship and marriage.
suitors study each other. marriage.
Marriage: acceptable union
of a man and woman.
1.1.2 State the purposes The purpose of marriage: Assist students to discuss State the reasons why
of marriage. - companionship the purposes of marriage. people marry.
- procreation
- economic support etc
1.1.3 Exlpain the In selecting and accepting a Assist students to discuss Find out how marriages
preparations that potential spouse, families the following: are contracted in your
ought to be made investigate background - courtship home area.
before getting history of potential spouses - the traditional marriage
married. etc. and its preparations
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1.1.4 Identify the types Marriages can be classified Discuss the differences State the differences
of marriages and based on the process of between customary, between the types of
marriage marriage and the residence religious and ordinance marriages in Ghana.
residence patterns of the spouses. marriages.
in Ghana. Process
i. Customary Discuss the residence
ii. Religious patterns of married couples
iii.Ordinance. in Ghana.
Residence Through questions and
i. Patrilocal answers students to come
ii. Matrilocal out with the two main
iii. Duolocal etc. criteria used in classifying
marriages in Ghana.
1.1.5 Explain some of Causes of marriage Assist students to Explain any three causes
the causes and breakdown: brainstorm on the causes of and effects of marriage
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effects of broken - unfaithfulness marriage breakdown and breakdown
marriages - infertility its effects
- interference by in- laws
- Lack of communication
with each other etc.
Effects of marriage
breakdown:
- broken homes
- parental irresponsibility
- child delinquency
- enmity between families
etc.
1.1.6 Suggest ways for Responsibilities of couples: Discuss with students how Mention the expected
sustaining marriages - faithfulness couples can sustain their roles of husbands and
- maintaining constant marriages. wife.
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communication
- understanding each
other,
- seeking counseling etc.
UNIT 2 1.2.1. Explain the terms A family may be defined as Assist students to discuss Explain the following:
INDIVIDUAL i. nuclear family a set of people related by the nature of the nuclear i. Nuclear family
OBLIGATIONS ii. extended blood. A person can also be and the extended family. ii. extended family
IN THE FAMILY family a member of a family
through adoption. A family
may be nuclear or extended
1.2.2 Identify the Composition: Guide students to identify Draw a family tree to
composition of Nuclear family: father, the composition of the illustrate the extended
the nuclear and mother and siblings. nuclear and the extended family.
the extended family.
family
Extended family: father,
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mother, siblings,
grandparents, aunts, uncles,
nieces and nephews.
1.2.3. Explain the roles Roles and obligation of Discuss with students Outline any five
and obligations family members, some responsibilities of responsibilities of
of various Children: children and parents. parents
member - cooperate with parents
of the nuclear - support parents in their
family. old age etc.
Parents:
- pay for necessary aspects
of children’s education
- socialization of children
- provide financial, security
and emotional support etc.
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1.2.4 Explain the The family provides Assist students to explain Explain four functions of
importance of the identity, security, support, the importance of the the family.
family comfort, sense of family.
belonging etc.
1.2.5 State the Advantages of the nuclear Guide students to state the Mention any three
advantages and family: advantages and advantages and
disadvantages of - Independence and disadvantages of the disadvantages of the
the nuclear and the privacy nuclear and the extended extended family.
extended family - Freedom from family
unfair traditions.
- Easy to share
responsibilities.
- Inheritance is easy
etc.
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Disadvantages:
- Lack of support
from other
relatives.
- Dealing with
problems alone.
- Neglect of the aged.
- Breakdown of
family values etc.
Advantages of the
extended family:
- Regular support.
- Solving family
problems.
- Ideal for the
woman.
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- Larger family bond
etc.
Disadvantages:
- Family disputes.
- Development of
unhealthy
competition.
- Too many authority
figures.
- Difficulty in
sharing family asset
etc.
1.2.6 Explain the Traditional: Guide students to explain Explain any five
traditional and - paternal the various inheritance advantages of the
legal inheritance - maternal systems practiced in Ghana intestate succession law.
systems showing
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the positive and Legal:
the negative - testate
effects of the - intestate
Intestate law.
UNIT 3 1.3.1 Differentiate Parenting is the activity of Students differentiate Differentiate between
RESPONSIBLE between bringing up and looking between parenting and parenting and
PARENTING parenthood and after children to be useful parenthood. parenthood.
parenting citizens to the society.
Parenthood is the state of
being a parent. It starts
when pregnancy is
confirmed and stops when
one dies.
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1.3.2 Outline some Some responsibilities of Guide students to outline Outline any five
responsibilities of parenting are provision of: the responsibilities of responsibilities of
parents - basic needs parenting parents.
- health needs
- motional/ psychological
needs
- economic needs etc.
1.3.3 Explain Irresponsible parenting Assist students to identify Explain any five effects
irresponsible includes lack of moral cases in their community of parental
parenting training of children, neglect where teenage girls get irresponsibility on
behaviour and of children, failure to pregnant or join bad children.
its consequences. respect children etc. friends as a result of
parental irresponsibility.
Consequences of
irresponsible parenting:
- moral degeneration of
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children
- waywardness
- child abuse
- streetism
- school dropout etc.
1.3.4 State ways Children can cause their Assist students to state Mention any three ways
children can cause parents to be irresponsible how children can cause children can encourage
their parents to be through their parents to behave in their parents to become
irresponsible - ingratitude ant resentful ways that may seem more responsible
to irresponsible. towards them
Parents
- flouting parental authority
- laziness/ non-
performance of duty etc.
1.3.5 Suggest ways for The parent should: Students to discuss how Outline four ways to
handling parent- - focus on the child’s parent- child conflicts handle parent- child
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child conflict strengths should be handled. conflict
- relax rules a little when
necessary
- be consistent with
children
etc.
The child should:
- co-operate with parents
- show gratitude to parents
and guardians
- be polite and courteous
UNIT 4 1.4.1 Explain the term Socialization is a conscious Students brainstorm for the Explain the term
SOCIALISATION socialization effort to pass on the culture meaning of socialization. Socialisation
AND OUR of the society to the
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SOCIAL individual.
ENVIRONMENT
1.4.2 Differentiate Agents of socialization are Discuss with students the Differentiate between
between agents persons responsible for agents and agencies of agents and agencies of
agencies of socialization. E.g. Parents socialization socialization and give
socialization. teachers, family members three examples of each
peers, religious leaders etc.
Agencies of socialization
refer to social institutions
which form part of the
process of passing on to
people the norms and
values of the society. E.g.
Family, school, religious
bodies, the community etc.
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1.4.3 Explain the Family: sense of Guide students to explain Identify four roles of the
important role belongingness, security, the role of the agencies of family as an agency of
of the agencies character formation, moral socialization socialization
of socialization training, transmission of
culture etc.
School: knowledge,
character formation,
intellectual and
occupational skills, moral
training etc.
Religious bodies: character
formation, value
development etc.
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1.4.4 Explain deviant Deviant behavior is Guide students to explain Explain three
behaviour and repulsive behaviour. E.g. some types of deviant consequences of deviant
its consequences Armed robbery, drug behavior and its behavior and suggest
and suggest how addiction, prostitution etc. consequences ways for minimizing
the agencies of Effects: the individual is these behaviours
socialization ostracized talked about,
could help in also leads to breakdown of
minimize it law and order, stains
family ties etc.
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YEAR:SHS 2
SECTION:TWO (2)
TITLE OF SECTION:GOVERNANCE, POLITICS AND STABILITY
General objectives: by the end of the lesson students will be able to;
1.0 Understand the concept of leadership and followership and obligations of leaders and followers
2.0 Appreciate and work toward upholding the constitution and maintaining the principles of democracy.
3.0 Understand the measures to take to prevent autocratic rule.
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND EVALUATION
LEARNING
ACTIVITIES
UNIT 1 The student will be able to: Leadership can be defined Guide students to State the difference
LEADERSHIP 2.1.1 State what leadership and as having the authority to brainstorm the meaning of between leadership
AND followership mean. guide others towards the a leader and a follower. and followership
FOLLOWERSHIP attainment of set goals.
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Followership on the other
hand is the willingness to
support a leader in
attaining common
aspirations.
2.1.2 Outline the qualities of Qualities of a leader: Discuss with students the List any four qualities
a leader and a follower. - humility qualities of a leader and a of a leader and three
- tolerance follower qualities of a follower
- loyalty
-vision etc.
Qualities of a follower:
- humility
- cooperation
- dedication
- sense of team work etc.
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2.1.3 Identify and describe Father, mother, teacher, Class to discuss kinds of Identify the various
various kinds of chief, minister, president leaders in the community kinds of leadership in
leadership in present etc. present Ghanaian
Ghanaian society society.
2.1.4 Differentiate among the Types of leadership: Assist class to explain the To what extent is
various types of - autocratic differences among the democratic style of
leadership. - laissez faire types of leaders leadership better than
- democratic the autocratic style
- paternalistic
2.1.5 Explain the role of a The leader must: Guide students to explain Explain any four roles
leader and a follower - take good decisions the role of a leader and of a leader in nation
in nation building - pursue sound policies follower building
- show commitment
-be honest and sincere and
not a dictator etc.
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The follower must
cooperate with authority;
be honest, law abiding,
performing assigned
duties etc.
UNIT 2 2.2.1 Explain the concept of Democracy is a system of Assist students to Explain the terms
OUR democracy, constitution government by which the brainstorm the meaning of democracy,
CONSTITUTION, and nation building whole population of a democracy and nation constitution and
DEMOCRACY country usually elects building nation building
AND NATION their representatives
BUILDING
Constitution is a set of
rules and regulations
designed for the
administration and
management of an
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organization or a country
Nation building involves
the uninterrupted efforts
to maintain our unity and
togetherness as a nation
and improve the quality of
life of the people
2.2.2 Identify the features and Features of democracy: Put students into groups List and explain five
ways of promoting - periodic election – 4 to discuss and come up features of democracy
democracy years with features of
-freedom of expression, democracy and discuss in
movement, association class.
- constitutional rule etc.
2.2.3 Explain the importance - it prescribes the rules to Guide students to explain Explain two
of the constitution in be followed in the importance of the importance of
nation building administering the nation constitution. constitution in nation
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- it directs what to do and building
what not to do
- it prescribes sanctions
for violations of
constitution etc.
2.2.4 Identify the role of Democracy ensures the Class debate on the State three roles of
democracy in nation following: beneficial role of democracy in nation
building. - constitutionalism democracy in nation building
- peaceful change of building.
government
- mass participation in
government
- rights of individuals are
protected and guaranteed
etc.
2.2.5 Explain why unity and - Minority and majority Assist students to explain Explain two
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development are more views are accommodated why development is more conditions that will
sustainable under to ensure sustainability of sustainable under create an enabling
democratic governance development. democratic governance environment for
- Smooth and peaceful teaching and learning
change of government. to go on more
- the rules to be followed effectively in school.
have been agreed upon by
all and it is binding in
every situation
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YEAR: SHS 2
SECTION: THREE (3)
TITLE OF SECTION: SOCIAL AND ECONOMIC DEVELOPMENT
General objectives: by the end of the lesson students will be able to;
1.0 Understand community development.
2.0 Appreciate the socio- economic problems of the country and take measures to contribute to its improvement.
3.0 Apply adequate programs for the sustainability of the country’s development and his/her own life.
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND EVALUATION
LEARNING ACTIVITIES
UNIT 1 Students will be able to: A community is a group of people Students explain the term Explain the term
THE ROLE OF living in a defined locality. The community. community
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THE 3.1.1 Explain the term group has common values,
INDIVIDUAL IN community interests, values, frequent
COMMUNITY interactions and a sense of
DEVELOPMENT closeness etc
3.1.2 Identify the levels of There are different levels of Students to cite examples of Mention the levels
community communities starting from communities they know and of community
neighbourhood, village, town, guide them to classify them
district, regional, national, West according the levels
African, African and the world
community
3.1.3 Explain the factors to Factors include: Assist students to explain the Explain two
be considered in - identification of needs factors to be considered in factors to consider
community decision - sensitization of the people community decision making in community
making -prioritization of needs decision making
- study of alternative solutions
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- mobilizing community support
- mobilizing funds and resources
3.1.4 Explain the value of Vision: the ability to see into the Explain the value of vision, Explain the need
vision, initiative and future initiative and drive and how it for vision,
drive in the process Initiative: the ability to respond to can contribute to community initiative and drive
of community problems quickly. development on the part of
development Drive: the passion with which one every individual,
tackles a job especially leaders.
3.1.5 Identify various ways - Positive attitude toward Assist students to identify Mention five roles
by which individuals development ways they can contribute to of the individual in
can contribute to the - participating in communal the development of their community
development of their labour community development
community - regular attendance at meetings
- engage in conflict resolution
etc.
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UNIT 2 3.2.1 Explain the concept Development refers to the Ask students to cast their Examine five ways
PROMOTING development progress towards positive minds back some few years for developing the
NATIONAL improvement in the social, and identify the advancement socio- economic
SOCIO- economic wellbeing of the people that have taken place in their life in Ghana.
ECONOMIC in a country and existing District
DEVELOPMENT infrastructure in the community.
3.2.2 Identify the The elements necessary for better Students brainstorm to come Identify the
components of our economic life include: out with the components of components of our
national socio- - high level of education our national economic life national economic
economic life - technical skills life
- healthy life style
- available amenities for work
Good legal systems etc.
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3.2.3 State the characteris- A buoyant economy is one in Student to discuss in group Suggest three
stics of a buoyant which all the various sectors the characteristics of a measures to be
economy in relation function effectively leading to buoyant economy and adopted in
to Ghana’s economy significant improvement in the compare to Ghana’s achieving a
quality of life of the people. economy. buoyant economy
And also discuss how Ghana in Ghana
Characteristics of buoyant could improve its economy to
economy: make it buoyant.
- easy access to employment
- high level of technology
- high level of literacy
- high per capita income
- low population growth etc.
3.2.4 Explain the sources of Some of the development Students to discuss the Suggest four ways
some development problems in Ghana include low sources of some of the of reducing
problems in Ghana’s savings, poor technical and development problems in development
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economy. managerial skills, high literacy Ghana. problems in
rate, negative attitude to work, Ghana.
high population growth etc.
3.2.5 Explain some of the The standard of living in Ghana Students to discuss the Explain how you
measures which the can be improved through quality various economic can improve the
country has taken to and accessible education, programmes taken in the standard of living
improve development improvement in the quality of country to increase in your community
and the standard of health delivery, improvement in development and improve the
living in the country vocational/ technical training, standard of living of citizens
and other measures appropriate national polices etc.
that could be taken
UNIT 3 3.3.1 Explain the meaning Sustainable development is the Guide students to explain the Explain the
SUSTAINABLE of sustainable deve- process of ensuring that meaning of the terms following;
DEVELOPMENT lopment and development of a project is kept ‘sustainable Development’ i. Sustainable
maintenance culture functioning effectively for a long and Maintenance Culture’ development
time. ii. Maintenance
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Maintenance culture is the habit culture
of servicing and repairing tools,
infrastructure and other facilities
regularly.
3.3.2 Identify the factors - Lack of maintenance culture. Discuss with students some How do we
which have hindered - apathy towards public and other of the factors that have minimize the
sustainability of people’s property hindered sustainability of factors which
growth and develop- - lack of effective project growth and development in hinder
ment in Ghana implementation plan the country sustainability of
- inability to prioritize well growth and
-lack of effective methods for development in
project coordination and Ghana
management etc.
3.3.3 Suggest how growth Growth and development can be Assist students to discuss What is the
and development sustained through how we can sustain growth importance of
can be sustained in - proper planning and and development in the ensuring
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Ghana coordination Ghana sustainability in
- development of human resource Ghana?
- positive attitude to work
- development of maintenance
culture etc.
3.3.4 Identify the measures - improve quality of human Discuss with students Identify three
that could be taken to resource through training and measures that could be taken measures to take
improve the quality of retraining programmes to improve the quality of to improve the
human resource and - preventing loss of human human resource and prevent quality of human
prevent loss resource through adopting road loss resource and
safety measures prevent loss.
- adopting precautionary measures
in all occupations
3.3.5 Explain how - having good and professional or In groups let students discuss As a student how
individuals can ensure vocational training how they can ensure can you plan your
sustainability in their - continuous improvement of sustainability in their lives in life so that you can
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lives one’s skills the future enjoy better
-having set goals and working quality life in
towards their attainment future?
- maintaining future financial
plan, e.g. Insurance policies,
saving etc.
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2.3 LESSON ORDER
In teaching, it is important for the teacher to have a detailed guide that will inform the teacher on
what to teach at a particular period, thus the need for the lesson order.
The lesson order is the re-arrangement of topics provided for in the syllabus in such a way that the
teacher can see at a glance the topics to be treated in a particular term or semester. The topics are
arranged such that those that provide prerequisite learning are taught before the more difficult ones.
The lesson order enhances the work of the teacher because he is limited to a number of topics at any
given term/semester as opposed to the syllabus
FACTORS TO CONSIDER WHEN PLANNING THE LESSON ORDER
In planning the lesson order, the teacher must consider the following factors:
1. The term/semester under consideration.
2. The number of weeks in a particular term or semester.
3. The total number of period allocated to the subject.
4. The duration of each period.
5. The total number of topics in the term/semesters.
6. Class exercise / tests to be given to student.
7. Educational visits or field trips to embark on.
8. Sporting activities.
9. Student’s ability levels.
10. Revision period.
11. End of term / semester examination.
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IMPORTANCE OF THE LESSON ORDER
• Enhances the preparation of the teacher.
• It helps the teacher to see at a glance the topics to be treated in a term / semester.
• It provides logical presentation of the lesson.
• It also makes provision for buffer periods.
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LESSON ORDER FORMAT
INSTITUTION: CLASS:
DEPARTMENT: TERM:
SUBJECT: YEAR:
LESSON WEEK DATE DURATION TOPIC
NUMBER
SAMPLE LESSON ORDER 1
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INSTITUTION: Kwame Danso Senior High/tech Sch. CLASS: SHS. 2
DEPARTMENT: General Arts TERM: One (1)
SUBJECT: Social Studies YEAR: 2015
LESSON WEEKS DATE DURATION UNIT / TOPIC
NUMBER (MINS)
- 1 16/09/2015 120 GENERAL CLEANING
1 2 23/9/2015 80 Institution of marriage
- 4 09/10/2015 40 CLASS TEST
- 5 14/10/2015 80 BUFFER PERIOD
6 5 16/10/2015 40 Responsible Parenting
- 8 04/10/2015 80 CLASS TEST
- 8 06/10/2015 40 MID TERM
11 9 11/11/2015 80 Socialization and our Social Environment
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- 12 02/12/2015 80 CLASS TEST
- 12 04/12/2015 40 REVISION
- 13 09/12/2015 120 EXAMINATION
- 14 16/12/2015 120 EXAMINATION
DEPARTMENT: General Arts TERM: Two (2)
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LESSON WEEK DATE DURATION UNIT / TOPIC
NUMBER S (MINS)
1 2 20/01/2016 80 Individual obligation in the family
- 5 12/02/2016 40 CLASS TEST
- 6 17/02/2016 80 BUFFER PERIOD
8 6 19/02/2016 40 Our Constitution, Democracy and Nation
Building
building
building
building
- 8 05/03/2016 40 MID TERM
building
- 9 12/03/2016 40 CLASS TEST
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13 10 17/03/2016 80 Leadership and followership
- 12 31/03/2016 80 CLASS TEST
- 12 02/04/2016 40 REVISION
- 13 07/04/2016 120 EXAMINATION
- 14 14/04/2016 120 EXAMINATION
DEPARTMENT: General Arts TERM: Three (3)
LESSON WEEKS DATE DURATION UNIT / TOPIC
NUMBER (MINS)
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1 2 12/05/2016 80 The Role of the Individual in Community
Development
2 2 14/05/2016 40 The role of the individual in community
development
development
development
development
- 4 28/05/2016 40 CLASS TEST
6 5 02/06/2016 80 Promoting national socio – economic development
- 8 23/06/2016 80 CLASS TEST
- 8 25/06/2016 40 MID TERM
- 9 30/06/2016 80 BUFFER PERIOD
12 9 02/07/2016 40 Sustainable development
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- 12 23/07/2016 40 REVISION
- 13 28/07/2016 120 EXAMINATION
- 14 04/08/2016 120 EXAMINATION
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2.4 SCHEME OF WORK
A scheme of work is a plan which ensures that the content of the syllabus provided for a
period of time, say a term or semester, is taught within that period.
The scheme of work is more detailed than the lesson order and it enables the teacher to know
exactly what to do. It links all lesson plans and shows at a glance the topics to be covered
every week.
FACTORS TO CONSIDER WHEN PLANNING THE SCHEME OF WORK
When planning the scheme of work, the following factors must be taken into account
1. The term under consideration.
2. The number of weeks in the term.
3. The duration for each period.
4. The topics to be covered in a particular term.
5. The relationship of the topics to other courses of the programmer.
6. Relevant instructional materials for teaching and learning the individual topics.
7. The nature of assignments to be given to students.
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SCHEME OF WORK FORMAT
NAME: CLASS:
INSTITUTION: TERM:
DEPARTMENT: YEAR:
SUBJECT:
WEEKS DURATION TOPIC GENERAL CONTENT TEACHING RELATED TSM/SSM REFERENCE ASSIGNMENT REMARKS
(MINS) OBJECTIVES METHOD STUDIES
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SAMPLE SCHEME OF WORK 1
NAME: Philomina Oparebea Addo CLASS: SHS 2
INSTITUTION: Kwame Danso Senior High/Tech. Sch. TERM: One (1)
DEPARTMENT: General Arts YEAR: 2015
SUBJECT: Social Studies
WEEK DURATION TOPIC GENERAL CONTENT TEACHING RELATED TSM/SSM REFERENCE ASSIGNMENT RMKS
1 120 G E N E R A L C L E A N I N G
2 80 Institution of Understand - Definition of discussion Manage Chalkboard, Aketewah, M Explain four
marriage marriage as an marriage ment in books, pen .(2004). reasons why
institution - Purpose of Living Current social people marry
marriage studies for
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senior high
schools,
Kumasi :
Suhaw
printing press
2 40 Institution of Understand Preparations discussion Manage Chalkboard, Aketewah, M Explain the
marriage marriage as an that ought to ment in books, pen .(2004). preparations that
institution be made Living Current social ought to be
before getting studies for made before
married senior high getting married
schools,
Kumasi :
Suhaw
printing press
3 80 Institution of Know marriage - Preparations discussion Manage Chalkboard, Aketewah, M. Identify the
marriage as an institution that ought to ment in books, pen (2004). three types of
be made Living Current social marriage in
52
before getting studies for Ghana
married senior high
- Types of schools,
marriage in Kumasi :
Ghana. Suhaw
printing press
3 40 The institution of Understand Marriage discussion Manage Chalkboard, Aketewah, M. Explain the
marriage marriage as an residence ment in books, pen (2004). following
institution patterns in Living Current social residence
Ghana studies for patterns:
senior high i. neolocal
schools, ii duolocal
Kumasi : iii. matrilocal
Suhaw iv. patrilocal
printing press
4 80 The institution of Understand - Causes and discussion Manage Chalkboard, Aketewah, M. Explain three
marriage marriage as an effects of ment in books, pen (2004). causes and
53
institution broken Living Current social effects of
marriages studies for broken
- Ways for senior high marriages in
sustaining schools, Ghana
marriages Kumasi :
Suhaw
printing press
4 40 C L A S S T E S T
5 80 B U F F E R P E R I O D
5 40 Responsible Understand Difference discussion Managem Information AsareDonkor 1.Explain the
Parenting responsible between ent in sheet , E. (2008). difference
parenting parenthood Living Golden between
and parenting parenting and

Social
- Some parenthood
Studies for
responsibilities
senior high
of parents 2.Mention three
schools,
responsibilities
Kumasi: New
54
Golden of parents
Publication
6 80 Responsible Understand Irresponsible discussion Managem Information AsareDonkor, State and
parenting responsible parenting ent in sheet E. (2008). explain any
parenting behaviour and Living Golden Social three
its Studies for irresponsible
consequences senior high behaviour of
schools, parents
Kumasi: New
Golden
Publication
6 40 Responsible Understand Ways children discussion Managem Information AsareDonkor, In what four
Parenting responsible can cause their ent in sheet E. (2008). ways can
parenting parents to be Living Golden Social children cause
irresponsible Studies for their parents to
senior high be irresponsible
schools,
55
Kumasi: New
Golden
Publication
7 80 Responsible Understand - Ways discussion Managem Information AsareDonkor, Explain three
Parenting responsible children can ent in sheet E. (2008). things children
parenting cause the Living Golden Social do to make their
parents to be Studies for parents
irresponsible senior high irresponsible
schools,
Kumasi: New
Golden
Publication
7 40 Responsible Understand Ways for discussion Managem Information AsareDonkor, Suppose you are
Parenting responsible handling ent in sheet E. (2008). a parent, suggest
parenting parent- child Living Golden Social five ways to
conflict Studies for ensure a good
senior high parent- child
56
schools, conflict
Kumasi: New
Golden
Publication
8 40 M I D T E R M
9 80 Socialization and Understand the - Meaning of discussion Sociolo Information Aketewah, M Differentiate
our social socialization socialization gy sheet .(2004). between agents
environment process - Differences Current social and agencies of
between studies for socialization and
agents and senior high give three
agencies of schools, examples of
socialization Kumasi : each
Suhaw
printing press
9 40 Socialization and Understand the Roles of the Discussion Sociolo Information Aketewah, M Explain three
our social socialization agencies of gy sheet .(2004). roles of the
57
environment process socialization Current social family in the
studies for socialization
senior high process
schools,
Kumasi :
Suhaw
printing press
10 80 Socialization and Understand the Roles of the Discussion Sociolo Information Aketewah, M Explain two
our social socialization agencies of gy sheet .(2004). roles of the
environment process socialization Current social school as an
studies for agency of
senior high socialization
schools,
Kumasi :
Suhaw
printing press
10 40 Socialization and Understand the Deviant Discussion Sociolo Information Aketewah, M Explain the term
58
our social socialization behaviour and gy sheet .(2004). deviant behavior
environment process its Current social
consequences studies for
senior high
schools,
Kumasi :
Suhaw
printing press
11 80 Socialization and Understand the Deviant Discussion Sociolo Information Aketewah, M State and
our social socialization behaviour and gy sheet .(2004). explain three
environment process its Current social effects of
consequences studies for deviant
senior high behaviour
schools,
Kumasi :
Suhawprinting
press
59
11 40 Socialization and Understand the Ways for Discussion Sociolo Information Aketewah, M Suggest three
our social socialization minimizing gy sheet .(2004). ways for
environment process deviant Current social minimizing
behavior studies for deviant
senior high behaviour in the
schools, society
Kumasi :
Suhaw
printing press
12 80 C L A S S T E S T
12 40 R E V I S I O N
13 120 E X A M I N A T I O N
14 120 E X A M I N A T I O N
60
INSTITUTION: Kwame Danso Senior High/Tech. Sch. TERM: Two (2)
WEEK DURATION TOPIC GENERAL CONTENT TEACHING RELATED TSM/SSM REFERENCE ASSIGNMENT RMKS
2 80 Individual Understand - Meaning of Discussion Management Chalkboard, Mintah – Afari, E. 1.Define the
obligations in individual family in Living pens, books (2008/2009).Global term family

the family obligation in - Types of and approacher’s
the family family 2.Explain the
series, social
two types of
studies for senior
family
high schools,
61
Kumasi:
Approachers (GH)
Ltd.
2 40 Individual Understand Composition Discussion Management Chalkboard, Mintah – Afari, E. Draw a family
obligations in individual and functions in Living pens, books, (2008/2009).Global tree to illustrate
the family obligation in of the nuclear a chart of and approacher’s the extended
the family and the the types of family

series, social
extended family
studies for senior
family
high schools,
Kumasi:
Approachers (GH)
Ltd.
3 80 Individual Understand Roles and Discussion Management Chalkboard, Mintah – Afari, E. Explain three
obligations in individual obligations of in Living pens, books (2008/2009).Global roles and

the family obligation in members of and obligations of
the family the nuclear the father in the

approacher’sseries,
62
family social studies for family
senior high
schools, Kumasi:
Approachers (GH)
Ltd.
3 40 Individual Understand Importance of Discussion Management Chalkboard, Mintah – Afari, E. Explain four
obligations in individual the family in Living pens, books (2008/2009).Global importance of

the family obligation in and approacher’s the family
the family
series, social
studies for senior
high schools,
Kumasi:
Approachers (GH)
Ltd.
63
4 80 Individual Understand Advantages Discussion Management Chalkboard, Mintah – Afari, E. State and
obligations in individual and in Living pens, books (2008/2009).Global explain two

the family obligation in disadvantages and approacher’s advantages and
the family of the nuclear disadvantages

series, social
and the of the nuclear
studies for senior
extended family
high schools,
family
Kumasi:
Approachers (GH)
Ltd.
4 40 Individual Understand Inheritance Discussion Management Chalkboard, Mintah – Afari, E. Explain the
obligations in individual systems in in Living pens, books (2008/2009).Global following

the family obligation in Ghana and approacher’s terms:
the family i. A will

series, social
ii. Inheritance
studies for senior
iii. Testate
high schools,
iv. Intestate
Kumasi:
64
Approachers (GH)
Ltd.
5 80 Individual Understand Inheritance Discussion Management Chalkboard, Mintah – Afari, E. Explain four
obligations in individual systems in in Living pens, books (2008/2009).Global advantages of

the family obligation in Ghana and approacher’s the intestate
the family succession law

series, social
studies for senior
high schools,
Kumasi:
Approachers (GH)
Ltd.
6 40 Our Appreciate the Meaning of Discussion Government Information Aketewah, M Define the
65
constitution, constitution democracy, sheet .(2004). Current following
democracy and maintain constitution social studies for terms:
and nation the principles and nation senior high schools, a. Democracy
building of democracy building, Kumasi : Suhaw b. Constitution
printing press c. Nation
building
7 80 Our Appreciate the Features of Discussion Government Information Aketewah, M List and
constitution, constitution democracy sheet .(2004). Current explain five
democracy and maintain social studies for features of
and nation the principles senior high schools, democracy
building of democracy Kumasi : Suhaw
printing press
7 40 Our Appreciate the Importance of Discussion Government Information Aketewah, M Identify five
constitution, constitution the sheet .(2004). Current importance of
democracy and maintain constitution in social studies for the constitution
and nation the principles nation senior high schools,
66
building of democracy building Kumasi : Suhaw
printing press
8 80 Our Appreciate the The role of Discussion Government Information Aketewah, M Explain
constitution, constitution democracy in sheet .(2004). Current four roles of
democracy and maintain nation social studies for democracy in
and nation the principles building senior high schools, nation building
building of democracy Kumasi : Suhaw
printing press
8 40 M I D T E R M
9 80 Our Appreciate the Why unity Discussion Government Information Aketewah, M Explain three
constitution, constitution and sheet .(2004). Current reasons why
democracy and maintain development social studies for development is
and nation the principles are more senior high schools, more
building of democracy sustainable Kumasi : Suhaw sustainable
under printing press under
democratic democratic
governance governance
67
10 80 Leadership Understand - Meaning of Discussion Government Information Aketewah, M Mention five
and the qualities of leadership and sheet .(2004). Current qualities of a
followership a leader and a followership social studies for leader
follower and - Qualities of senior high schools,
also a leader and a Kumasi : Suhaw
leadership follower printing press
styles
10 40 Leadership Understand Types of Discussion Government Information Aketewah, M Identify three
and the qualities of leadership and sheet .(2004). Current advantages and
followership a leader and a their social studies for disadvantages
follower and advantages senior high schools, of democratic
also the and Kumasi : Suhaw leadership
leadership disadvantages printing press
styles
11 80 Leadership Understand The role of a discussion Government Information Aketewah, M State and
and the qualities of leader and a sheet .(2004). Current explain two
68
followership a leader and a follower in social studies for roles of a
follower and nation senior high schools, leader
also the building Kumasi : Suhaw
leadership printing press
styles
11 40 Leadership Understand The role of a Discussion Government Information Aketewah, M Discuss four
and the qualities of leader and a sheet .(2004). Current roles of a
followership a leader and a follower in social studies for follower in
follower and nation senior high schools, nation building
also the building Kumasi : Suhaw
leadership printing press
styles
12 80 C L A S S T E S T
12 40 R E V I S I O N
13 120 E X A M I N A T I O N
14 120 E X A M I N A T I O N
69
INSTITUTION: Kwame Danso Senior High/Tech. Sch. TERM: Three (3)
WEEK DURATION TOPIC GENERAL CONTENT TEAHING RELA TSM/SSM REFERENCE ASSIGNMENT RMKS
(MINS) OBJECTIVES METHOD TED
STUDI
ES
70
2 80 The role of the Understand the - Meaning of Discussion Govern Chalkboard, Aketewah, M Differentiate
individual in role of the community ment pens, books .(2004). Current between
community individual in - Levels of social studies community and
development community community for senior high community
development schools, Kumasi development
: Suhaw printing
press
2 40 The role of the Understand the Factors to be Discussion Govern Chalkboard, Aketewah, M Explain three
individual in role of the considered in ment pens, books .(2004). Current factors considered
community individual in community social studies in decision making
development community decision making for senior high in the community
development process schools, Kumasi
: Suhaw printing
press
3 80 The role of the Understand the - Factors to be Discussion Govern Chalkboard, Aketewah, M Explain four factors
individual in role of the considered in ment pens, books .(2004). Current to be considered in
71
community individual in community social studies community
development community decision making for senior high decision making
development process schools, Kumasi process
- The value of : Suhaw printing
vision, press
initiative and
drive in the
process of
community
development
3 40 The role of the Understand the Ways by which Discussion Govern Chalkboard, Aketewah, M Identify four ways
individual in role of the individuals can ment pens, books .(2004). Current by which
community individual in contribute to the social studies individuals can
development community development of for senior high contribute to the
development their community schools, Kumasi development of
: Suhaw printing their community.
press
72
4 80 The role of the Understand the Ways by which Discussion Govern Chalkboard, Aketewah, M Suggest five factors
individual in role of the individuals can ment pens, books .(2004). Current that can promote
community individual in contribute to the social studies community
development community development of for senior high development
development their community schools, Kumasi
: Suhaw printing
press
5 80 Promoting Understand the - Meaning of Discussion Govern Chalkboard, Aketewah, M 1. Define the term
national socio- socio- economic development ment pens, books .(2004). Current development
economic problems of the - component of social studies
development country and take our national for senior high 2.state three
measures to socio- economic schools, Kumasi components of our
contribute to its life : Suhaw printing national socio –
improvement press economic life
5 40 Promoting Understand the Characteristics of Discussion Govern Chalkboard, Aketewah, M 1. define the term
national socio- socio- economic a buoyant ment pens, books .(2004). Current ‘‘buoyant
73
economic problems of the economy social studies economy’’
development country and take for senior high
measures to schools, Kumasi 2. explain two
contribute to its : Suhaw printing characteristics of a
improvement press buoyant economy
6 80 Promoting Understand the - Characteristics Discussion Govern Chalkboard, Aketewah, M Identify five
national socio- socio- economic of buoyant ment pens, books .(2004). Current characteristics of a
economic problems of the economy social studies buoyant economy
development country and take - sources of some for senior high
measures to development schools, Kumasi
contribute to its problems in : Suhaw printing
improvement Ghana’s press
economy
6 40 Promoting Understand the - sources of some Discussion Govern Chalkboard, Aketewah, M Explain three
national socio- socio- economic development ment pens, books .(2004). Current sources of some
economic problems of the problems in social studies development
74
development country and take Ghana’s for senior high problems in Ghana
measures to economy schools, Kumasi
contribute to its : Suhaw printing
improvement press
7 80 Promoting Understand the Measures to be Discussion Govern Chalkboard, Aketewah, M Suggest four ways
national socio- socio- economic taken by the ment pens, books .(2004). Current of reducing
economic problems of the country to social studies development
development country and take improve the for senior high problems in Ghana
measures to social life of its schools, Kumasi
contribute to its citizens : Suhaw printing
improvement press
7 40 Promoting Understand the Measures to be Discussion Govern Chalkboard, Aketewah, M. Suggest three
national socio- socio- economic taken by the ment pens, books (2004). Current measures to be
economic problems of the country to social studies taken by the
development country and take improve the for senior high country to improve
measures to social life of its schools, Kumasi the social life of
contribute to its citizens : Suhaw printing citizens of the
75
improvement press country
8 40 M I D T E R M
9 40 Sustainable Understand - Meaning of Discussion Govern Chalkboard, Aketewah, M. Differentiate
development sustainable sustainable ment pens, books (2004). Current between sustainable
development development and social studies development and
and maintenance maintenance for senior high maintenance
culture culture schools, Kumasi culture
- factors which : Suhaw printing
have hindered press
sustainability of
growth and
development in
Ghana
10 80 Sustainable Understand Factors which Discussion Govern Chalkboard, Aketewah, M Identify four
development sustainable have hindered ment pens, books .(2004). Current factors which have
76
development sustainability of social studies hindered
and maintenance growth and for senior high sustainability of
culture development in schools, Kumasi growth and
Ghana : Suhaw printing development in
press Ghana
10 40 Sustainable Understand How growth and Discussion Govern Chalkboard, Aketewah, M. What is the
development sustainable development can ment pens, books (2004). Current importance of
development be sustained in social studies ensuring
and maintenance Ghana for senior high sustainable
culture schools, Kumasi development in
: Suhaw printing Ghana?
press
11 80 Sustainable Understand Measures to be Discussion Govern Chalkboard, Aketewah, M. Explain four
development sustainable taken to improve ment pens, books (2004). Current processes which
development the quality of social studies can be adopted to
and maintenance human resource for senior high ensure growth and
culture and prevent their schools, Kumasi development in
77
loss : Suhaw printing Ghana
press
11 40 Sustainable Understand How individuals Discussion Govern Chalkboard, Aketewah, M. In what three ways
development sustainable can ensure ment pens, books (2004). Current can the individual
development sustainability in social studies plan his/her life to
and maintenance their lives for senior high enjoy a better
culture schools, Kumasi quality life in future
: Suhaw printing
press
12 80 Sustainable Understand How individuals Discussion Govern Chalkboard, Aketewah, M Identify four way
development sustainable can ensure ment pens, books .(2004). Current by which the
development sustainability in social studies individual can
and maintenance their lives for senior high ensure
culture schools, Kumasi sustainability in life
: Suhaw printing
press
12 40 R E V I S I O N
78
13 120 E X A M I N A T I O N
14 120 E X A M I N A T I O N
79
CHAPTER THREE
TEACHING AND LEARNING RESOURCES
3.1 INTRODUCTION
Teaching and learning resources are teacher and student support materials (TSM/SSM) that
supplement the teacher’s/student’s work in the classroom /workshop. In teaching and
learning, it may difficult to convey new ideas and unfamiliar information using only words,
hence the use of instructional materials which may be concrete things.
3.1.1 IMPORTANCE OF INSTRUCTIONAL MATERIALS
Instructional materials are used for:
 Opening up many more channels for the communication of information.
 Helping to maintain the attention of students.
 Creating a variety of sensory impressions.
 Enhancing the process of perception and retention.
 Substituting for the real things if they are too large to bring into the
in classroom/ workshop.
3.1.2 PLANNING TO USE INSTRUCTIONAL MATERIALS
To be successful in the classroom, the following must be considered;
Teachers must be fully conversant with the operation and application of TSM/SSM.
Teachers must also rehearse the presentation before confronting the class in order to avoid the
risk of embarrassment when things do not work as expected.
80
3.2 INSTRUCTIONAL SHEETS
Instructional sheets; classified under instructional materials, are printed materials containing
instructions that are to guide students to perform a given task or provide further information
on a lesson.
3.2.1 IMPORTANCE OF INSTRUCTIONAL SHEETS
 Emphasis the learners activities.
 Help in planning presentation.
 Ensure the only relevant instructional materials are selected.
 Assist learners to know exactly what is expected of them.
 Provide a means of evaluating teaching and learning
3.2.2 INFORMATION SHEETS
This is a planned instructional material developed in the form of notes or hand outs for a
particular lesson. A good information sheet should consist of the following features.
 The language used must be understood by the students.
 Heading and subtopics must be boldly written and or underlined.
 Sentences must be short and unambiguous.
 Paragraph should be clearly separated from each other for easy reading.
 Illustrations provided should be well labelled to remove any doubts in the minds of
the students.
 The presentation of information should be logical.
81
3.2.3 ASSIGNMENT SHEET
An assignment sheet is an instructional material prepared by the teacher to direct students
study and for investigation. It contains well-structured statements that instruct students to
perform an activity such as a project or research. It can be given to an individual student or
groups of students.
82
SAMPLE INFORMATION SHEET 1
INSTITUTION: Kwame Danso S.H.S FORM: S.H.S 2
DEPARTMENT: General Arts LESSON NO: One
SUBJECT: Social Studies TERM: One
TOPIC: Socialisation and Our
Social Environment
SUB – TOPIC: Agents and agencies of socialisation
INSTRUCTIONAL OBJECTIVES: By the end of the lesson, the student will be able to;
1.0 Understand socialization
1.1 Define socialisation
1.2 State the difference between agents and agencies of socialization
1.3 Explain five roles of school in socialization process
DEFINITION OF SOCIALISATION
Socialization is a conscious effort to pass on the culture of the society to the individual.
Socialisation can also be said to be the process of training people and individuals through
social interaction to acquire the cultural values of their society.
DIFFERENCE BETWEEN AGENCIES AND AGENTS OF SOCIALISATION
Agencies of socialization refer to groups, bodies, institutions or larger organisations through
which individuals are socialised. Examples of such institutions are; the family, school, mass
media, peer group, the church and community.
83
While agents of socialization are the individuals or persons within the agencies who
participate or carry out the functions of the socialisation process. Examples are family
members, teachers, peers, chiefs, religious leaders, opinion leaders, etc.
THE ROLE OF THE SCHOOL IN THE SOCIALISATION PROCESS OF THE
INDIVIDUAL
The schools are the principal agencies established by modern society for the socialization of
children. The school plays the following roles in socializing a child.
1. The school helps in character formation of the child through transmitting values such
as patriotism, honesty, ambition, concern for others and so on.
2. School provides the child with leadership and followership training. The prefects play the
role of giving instructions and the other students are supposed to carry out such
instructions. Therefore, the school system trains children to be equipped with the reciprocal
relationship between leaders and followers.
3. The school provides the child with social learning as he gets avenues to meet and interact
with other children. This will be valuable for him when he becomes an adult member of
his community.
4. The school offers discipline to the child. Whenever the child goes wrong, the school
authorities rebuke or punish him so that he does not repeat the unwanted behaviour
next time. This will help prepare the child for adult roles and responsibilities.
References;
1. Aketewah, M. (2004). Current Social studies for senior high schools, Kumasi: Suhaw
Printing press.
2. AsareDonkor, E. (2008). Golden Social studies for senior high schools, Kumasi: New
Golden Publication
84
DEPARTMENT: General Arts LESSON NO: Six
SUBJECT: Social Studies TERM: One
TOPIC: Responsible Parenting
INSTRUCTIONAL OBJECTIVES: By the end of the lesson. The student will be able to;
1.0 Understand responsible parenting
1.1 Define responsible parenting
1.2 Explain the difference between parenthood and parenting
1.3 Explain four responsibilities of parents
DEFINITION OF RESPONSIBLE PARENTING
Responsible parenting refers to parents discharging their duties or performs their parental
roles effectively in a manner that is expected of them in society.
DIFFERENCE BETWEEN PARENTHOOD AND PARENTING
PARENTHOOD
This refers to the state of being a parent .It starts when a girl or woman becomes pregnant and
expecting a baby.
85
Parenthood involves biological parents only. Biological children are cared for to become
useful citizens in future.
Parenthood continues until one die and not when children grow and marry or leave home.
PARENTING
Parenting is the activity of bringing up and looking after children to be useful and responsible
citizens in the society.
People who do not have their own children can perform parenting roles.Eg. older children
taking care of their younger siblings, grandparents, couples who may have adopted a child, or
a woman who works in the orphanages.
RESPONSIBILITIES OF PARENTS
1. Provision of physical needs: Parents provide their children with the necessary nutritional
needs or food that is balanced diet for them to grow healthy. They also provide them with
clothing and shelter to protect them from bad weather and harmful things.
2. Proper nurturing: Parents give special attention and care to their children. E.g. Bath their
children, feed them, clean their teeth, trim their hair etc. As the children grow they are taught
how to perform these activities on their own.
3. Provision of formal education: Parents enrol their children in school. This makes them
acquire knowledge and skills and enable them acquire future employment to earn income for
a living in order to raise their standard of living.
86
4. Health needs: Parents provide their children with medicine when they fall sick or take them
to the hospital for treatment. They also provide good environment to prevent them from
diseases.
References;
Printing press.
Golden Publication
87
DEPARTMENT: General Arts LESSON NO: One
SUBJECT: Social Studies TERM: Two
TOPIC: Individual Obligation in
the Family
INTRUCTIONAL OBJECTIVES: By the end of the lesson, the student will be able to;
1.0 Understand family
1.1 Define family
1.2 State the two types of family
1.3 Explain three importance of the family
DEFINITION OF FAMILY
Family refers to a group of people related by blood (birth), marriage and adoption.
TYPES OF FAMILY
1. NUCLEAR FAMILY
It is the basic family which consist of father, mother with or without children.
2. EXTENDED FAMILY
It is larger than the nuclear family. It consists of grandparents, uncles, nephews, cousins,
aunts etc.
88
IMPORTANCE OF THE FAMILY
1. Procreation/ Reproduction: The family produces new members to replace the lost ones.
Children are given birth to in order to increase the members in the family and also to see to it
that the family does not die off.
2. Socialisation: The family transmits the culture of the people to the younger ones. Children
are taught some cultural values, norms, religion etc. the children are given moral life training
and discipline so as to conform to societal norms, customs, traditions and expectations and
become full- fledged members of the society.
3. Identity: The family gives identity to the child. The child is given a name. People identify
the child by that name and the clan or ethnic group to which the individual belongs.
References;
Printing press.
Golden Publication
89
SAMPLE ASSIGNMENT SHEET 1
INSTITUTION: Kwame Danso S.H.S TERM: One
DEPARTMENT: General Arts FORM: S.H.S Two
SUBJECT: Social Studies LESSON NO: 15
QUESTIONS
Answer all the questions
1. Explain the term socialisation.
2. State the difference between agents and agencies of socialisation.
3. Explain any four roles the family plays in the child’s socialisation process.
SUBMISSION DATE: 25th November, 2015
90
QUESTIONS
1. Define the term responsible parenting.
2. State the difference between parenthood and parenting.
3. Explain two responsibilities of parents.
SUBMISSION DATE: 23rd October, 2015.
91
QUESTIONS
1. Define the term family.
2. State the two types of family.
3. Explain two importance of the family.
SUBMISSION DATE: 22nd January, 2016.
92
3.3 LESSON PLAN
A lesson plan is an instructional guide that shows how resources (both human and physical)
will be organized so that the students will acquire and develop the expected knowledge and
skills.
3.3.1 REASONS FOR PREPARING AND USING A LESSON PLAN.
 Teachers plan their lessons because of the following reasons
 The lesson plan enables the teacher to present his/her lessons logically.
 It enables all the desirable instructional objectives to be achieved.
 Appropriate instructional materials (text book, charts etc.) can be selected and used.
 The teacher can prepare test items using the instructional objectives formulated in the
lesson plan.
 It enables the teacher to work within the stipulated time/ duration.
 It gives the teacher self-confidence; in that he/she has a well-planned document that
can be referred to anytime he/she is in trouble.
 It serves as a record of work done, so that topics are not unnecessarily repeated.
3.3.2 Stages in lesson preparation
There are four (4) main stages in lesson preparation: These are:
1. Preparation stage
2. Presentation stage
3. Application stage
4. Testing stage
93
The preparation stage ensures that the teacher has adequately prepared for the lesson.
The presentation stage is where the teacher actually delivers his/her lesson after a
thorough preparation.
The application stage encourages the student to try out things
He/ she have been taught in the presentation stage.
The testing stage helps both the teacher and the student to find out whether the stated
Instructional objectives have been achieved.
94
3.3.3 LESSON PLAN FORMAT
INSTITUTION: LESSON NO.
DEPARTMENT: DATE:
SUBJECT: FORM:
TOPIC: DURATION:
INSTRUCTIONAL OBJECTIVES
General Objectives: 1.0
Specific Objectives: 1.1
1.2
1.3
REFERENCE (S):
TEACHING/LEARNING RESOURCES:
1. Teacher Support Materials (TSM)
2. Student Support Materials (SSM)
RELEVANT PREVIOUS KNOWLEDGE
CONTENT BREAKDOWN METHODOLOGY DURATION
KEYPOINTS TEACHER STUDENT (MINS)
ACTIVITY ACTIVITY
INTRODUCTION
95
STEP 1
STEP 2
STEP 3
ETC.
APPLICATION
CONCLUSION
ASSIGNMENT:
REMARKS:
96
SAMPLE LESSON PLAN 1
INSTITUTION: Kwame Danso S.H.S LESSON NO. 1
DEPARTMENT: General Arts DATE: 23/09/2015
SUBJECT: Social Studies FORM: S.H.S 2
TOPIC: The Institution of marriage DURATION: 80mins
INSTRUCTIONAL OBJECTIVES: By the end of the lesson, the student will be able to:
1.0 Understand marriage
1.1 Define marriage
1.2 State four purposes of marriage
1.3 Explain the three the types of marriages in Ghana
REFERENCE: Aketewah, M. (2004). Current Social studies for senior high schools,
Kumasi: Suhaw Printing Press.
TEACHING/ LEARNING RESOURCES
T.S.M: Information sheet.
S.S.M: Notebook, pens
Students attend marriage ceremonies in their community
97
CONTENT METHODODLOGY DURATION
BREAKDOWN/ TEACHER STUDENT (MINS)
KEYPOINTS ACTIVITY ACTIVITY
INTRODUCTION With the help of Listen and answer 5mins.
questions, introduce questions.
the topic. Expected answers
1. What brought your Friendship, love,
mother and father marriage.
together?
STEP I Assist students to Listen and define 10mins.
DEFINITION OF define marriage using marriage
MARRIAGE questions.
Marriage is the
agreement between a
man and a woman to
live together as
husband and wife
and who have gone
through all the
procedures
recognised by both
families in the
society in which they
live for such a
purpose
98
STEP II Guide students to Listen and state four 15mins
PURPOSE OF state four purposes of purposes of marriage
MARRIAGE marriage.
Key points:
- Companionship
- Procreation
- Legitimate avenue
for sexual
relationship
- Means to provide
support for each
other.
STEP III Using discussions Listen, contribute 15mins.
TYPES OF and questions, guide and explain the three
MARRIAGE IN students to explain types of marriages.
GHANA the three types of
- Customary marriages.
- Religious
- Ordinance/ civil
APPLICATION Let students answer Listen and answer 25mins.
the following questions orally.
questions:
1. Define marriage
2. state four purposes
99
of marriage
3. Identify the types
of marriage
CONCLUSION Sum up key points. Listen to summary of 10mins.
points.
ASSIGNMENT:
Explain how customary marriage is performed in your community.
REMARK:
100
INSTITUTION: Kwame Danso S.H.S LESSON NO.6
TOPIC: Responsible Parenting DURATION: 40mins
INSTRUCTIONAL OBJECTIVE: By the end of the lesson, the student will be able to:
1.0 Understand responsible parenting.
1.1 State the difference between parenting and parenthood.
1.2 Explain three responsibilities of parents.
REFERENCE: Aketewah, M. (2004). Current Social studies for senior high schools,
T.S.M: Information sheet
S.S.M: notebook, pen
Students are aware of their parents providing them with their basic needs.
CONTENT METHODOLOGY DURATION
BREAKDOWN/ KEY TEACHER STUDENT (MINS)
POINTS ACTIVITY ACTIVITY
101
INTRODUCTION Through questions, Listen and answer 5mins.
draw students question.
attention to the new Expected answers
topic. 1.Father, mother,
1. Who pays your uncle, grandfather
school fees and takes etc.
care of you as well?
STEP I Assist students to Listen and state the 5mins.
DIFFERENCE differentiate between difference between
BETWEEN parenting and parenting and
PARENTING AND parenthood using parenthood.
PARENTHOOD questions.
- Parenting refers to
the activity of bringing
up and looking after
children to be useful
and responsible
citizens in the society.
- Parenthood is the
state of being a parent
STEP II Through discussion Listen, contribute 10mins
THREE guide students to and explain three
RESPONSIBILITIES explain three responsibilities of
OF PARENTS responsibilities of parents.
102
Provision of parents.
- physical needs
- health needs
- Proper nurturing.
APPLICATION Ask the following Listen and answer 15mins.
questions orally: questions orally.
1. State the
difference between
parenting and
parenthood
2. Explain three
responsibilities of
parents
CONCLUSION Sum up key points. Listen to summary. 5mins.
ASSIGNMENT:
1. What is parenting?
2. Explain three responsibilities of parents
REMARKS:
103
INSTITUTION: Kwame Danso S.H.S LESSON NO. 11
TOPIC: Socialisation DURATION: 80mins
INSTRUCTIONAL OBJECTIVE: By the end of the lesson, the student will be able to:
1.0 Understand socialisation process.
1.1 Define socialisation.
1.2 State the difference between agents and agencies of socialisation.
1.3 Explain four roles of the family in the socialisation process
REFERENCES: Aketewah, M. (2004). Current Social studies for senior high schools,
Asare- Donkor, E. (2008). Golden Social studies for senior high schools,
Kumasi: New Golden Publication
T.S.M: Information sheet
S.S.M: notebook, pen
Students learn norms and values at home
104
CONTENT METHODOLOGY DURATION
BREAKDOWN/ TEACHER STUDENT (MINS)
KEY POINTS ACTIVITY ACTIVITY
INTRODUCTION With the help of Listen and answer 5mins.
questions introduce questions.
the topic. Expected answers
What are some of the Language, respect for
things you learn at the elderly, how to
home cook, how to wash,
how to worship God.
STEP I Guide students to Listen and define the 10mins.
DEFINITION OF define socialization term socialization
SOCIALISATION using questions. and jot down notes.
Socialization refers
to the conscious
effort to pass on the
culture of the society
to the individual
STEP II Assist students to Listen and state the 10mins
DIFFERENCE state the difference difference between
BETWEEN between agents and agents and agencies
AGENTS AND agencies of of socialization and
AGENCIES OF socialization with the copy them into their
SOCIALIASTION help of questions. notebooks.
105
Agents of
socialization are the
individuals within the
agencies who carry
out the functions of
the socialization
process. Eg.are
family members,
teachers, peers,
chiefs, religious
leaders, etc.
An agency of
socialization refers to
groups or institutions
through which
individuals are
socialized. E.g. the
family, school, mass
media, peer group,
the church etc.
106
STEP III Guide students to Listen and explain 20mins
ROLES OF THE explain four roles of four roles of the
FAMILY IN the family in the family in the
SOCIALISATION socialization process. socialization process
- Provision of and jot down notes.
Physical needs.
- Character and
Moral training.
- Co-operation and
and social inter-
Action.
-Imparting cultural
Heritage.
APPLICATION Answer the Answer the questions 25mins
following: orally.
1. Define the term
Socialization.
2. State the
difference between
agents and agencies
of socialization.
3. Explain two roles
of the family in
107
socializing the young
ones.
CONCLUSION Sum up the main Listen to summary of 10mins
points. key points.
ASSIGNMENT:
Explain three roles the family plays in socialising the young ones the society.
REMARKS:
108
CHAPTER FOUR
TEST ITEM CONSTRUCTION
4.1 INTRODUCTION
In teaching and learning situations, tests are inevitable. They form an integral part of the
normal teaching/learning process and are designed to measure the amount of learning the
learners have achieved over a given period of time.
The concept of test construction is very important in education and teachers are especially
encouraged to be conscious of this, so they can use, professional, the techniques of test
construction to greater effect
IMPORTANCE OF TESTING IN EDUCATION
Test play very important role in education infect in administering a test, a teacher usually
does so for one purpose or another however the relevance of test is not limited to the teacher
alone it applies equally to the learner, the administration as well as others outside the school
we will therefore examine the importance of testing as it relates to each of this groups
THE LEARNER
• Test facilitates or motivates learners to learn
• Test scores provide feedback to the students
• Test ensures good learning habits
• Feedback (test scores) enable students to compare their performance and strive for
improvement where necessary.
• Test enables learners to make good choice of subjects, courses, or jobs
109
THE TEACHER
• Test helps the teacher to organize his/her teaching activities
• Test enables the teacher to improve instruction (teaching
• The teacher uses test scores to grade students into classes groups, and courses
THE ADMINISTRATION
• In the school system testing and test courses are useful in selection exercises.
• Test courses are also used by the administration for making placement decisions.
• Again in the school system the conduct of tests are done for purpose of maintaining
or improving educational standards.
OTHERS OUTSIDE THE SCHOOL
Test scores also interest others or stakeholders outside the school some of these include
parent and employers.
• For parent test scores help them in guiding their wards.
• Employers use test course in selecting employers.
GENERAL PRINCIPLES OF TEST CONSTRUCTION
Below are some of the principles that need to be observed when constructing test.
1. The purpose of the test.
2. The type of test should be influence by the learning outcome to be measured.
3. The test items should be a representative sample of course content and learning
Outcomes.
110
4. The test items should be at the proper level of difficultly.
5. Test items should be constructed such that only those who know can pass.
6. Test items should be constructed such that extraneous factors do not prevent
Candidates from responding appropriately overall, test items should be constructed
So that they contribute to improved teaching and learning.
4.2 TYPES OF TEST
Basically, these are two (2) types of test
These are the essay tests and objective tests.
ESSAY TEST
An essay test is a test that requires a response compose by the examinees and no single
response can be categorically acclaimed as correct there is virtually some freedom of
response and length is not determined by any hard and fast rules
There are two (2) types of essay test
These are the restricted response or controlled type and the extended response type and the
extended response type. In the restricted response type, the content form, or number words of
a student’s response is limited. the limitation is generally indicated in the statement of the
item or question such limiting terms as list, outline, discuss briefly, in a paragraph, among
others are usually used. However, in the extended response essay type students have a wide
range of latitude or freedom to select any factual material relevant to the essay.
111
OBJECTIVE TEST
Objective test is a test which the correct answer is predetermined and settees are not required
to organize and write any length responses. In an objective test, there is a mechanism for
accurately determining the best or correct answer and to eliminate any prejudice or subjective
tendencies.
Like, the essay test, there are two (2) type of objective test
1. The supply type, short answer, completion type.
2. The selection type.
In the supply type students are asked to supply a word phrase, or symbol as an answer to a
question or in completion of a statement
The short answer type is usually in a question form and the student is expected to supply the
answer in response to the questions
The completion type is usually in the form of an in complete statement to be completed
On the other hand, the selection type is a test in which some responses are given and the
examinee is allowed to select an ideal response from the options given Example of the
selection type are true/ false test, matching test and the multiple- choice test.
4.3 TABLE OF SPECIFICATION
The table of specification or test blue print is a chart, a two – way grid, which relates the
behavioural changes or the desired learning outcomes to the course content. It shows the
content areas or topics covered and the instructional objectives or processes to be tested.
The table of specification makes it possible for all topics taught to be fairly represented.
112
Again, it facilitates meaningful weighting of the items (higher representation of topics) on the
basis of the importance attached to them.
FORMAT OF TABLE OF SPECIFICATION
TOPIC KNOW- COMPRE- APPLI- ANALY- SYNTHE EVALUA- TOTAL
LEDGE HENSION CATION SIS -SIS TION
TOTAL
113
SAMPLE OF TABLE OF SPECIFICATION
TOPIC KNOW- COMPREH APPLICATI ANALYSIS SYNTHESIS EVALUATION TOTAL
LEDGE E- SION ON
Institution of 6 3 3 1 - - 13
marriage
Responsible 5 4 2 1 - - 12
Parenting
Socialization 5 6 2 2 - - 15
and our Social
environment
TOTAL 16 13 7 4 - - 40
114
4. 4 TEST ITEMS
OBJECTIVE TEST
Answer all the questions. Each question is followed by four options lettered A to D.
write the correct option in your answer booklet
1. The main responsibility of a father in the home is to
A. maintain law and order in the home
B. prepare meals for family members
C. provide training in household chores
D. run errands for the household.
2. Married couples in Ghana may be confronted with all the following challenges except
A. childlessness
B. interference from relatives
C. unfaithfulness
D.wealth of the couple.
3 .Bringing forth and caring for children to be useful members of society is
A. parenting
B. parenthood
C. paternity
D. procreation
4. The most important agency of primary socialisation is the
115
A. community
B. home
C. media
D. school
5. Which of the following best explains socialisation?
A. bringing people together for friendship
B. bringing technology from one place to another
C. inter- marriage among different groups of people
D. passing on culture from one generation to another
6. Which of the following agencies helps to socialise the individual formally into the society
A. church
B. community
C. home
D. school
7. In Ghanaian society, marriage serves the purpose of uniting the……..
A. entire society
B. families of the spouse
C. husband and wife only
D. nuclear family
8. Which of the following is not a purpose of marriage?
A. acquisition of wealth
116
B. offering support for each other
C. providing companionship
D. renewal of societal membership
9. When a man and a woman of the same blood relations engage in sexual relationship, they
Commit the offence of …….
A. exogamy
B. incest
C. polyandry
D. rape.
10. Parenthood starts………
A. immediately after marriage
B. immediately pregnancy is confirmed
C. when a couple decides to adopt a child
D. when a person reaches the stage of puberty.
11. All the following are agencies of socialisation except
A. church
B. father
C. home
D. school
12. In dealing with parent- child conflicts, the parents must
A. be strict
117
B. listens to the child’s point of view
C. punish the child immediately
D. report to the police
13. The right to decide on the number of children a couple should have is the responsibility of
the
A. couple
B. family
C. government
D. husband
14. Though Mr.Antwi treats his children with love and care,he also makes sure that they do
what is expected of them by maintaining discipline. What kind of parent is Mr.Antwi?
A. balanced
B. dominant
C. neglectful
D. permissive
15. Which of the following is a primary agency of socialisation?
A. home
B. media
C. regional organisation
D. school
16. All the following are the importance of socialisation to a nation except
118
A. enables the individual to participate in his environment
B. helps the individual to become acceptable in the society
C. helps the individual to demand for work in the society
D. maintains norms and culture in the society.
17. One advantage of neolocal residence is that it
A. brings the couple under much scrutiny
B. gives the couple independence to operate
C. helps the wife associate freely with others
D. makes the couple popular in society
18. Which of the following is not a cause of irresponsible parenting?
A. attending funerals
B. broken homes
C. financial problems
D. large family size
19. Socialisation refers to
A. celebrating festivals
B. norms and practices of a group of people
C. the totality of one’s beliefs and practices
D. transmission of culture
20. The main significance of the payment of bride wealth or dowry is
A. it depicts that the woman has been sold
119
B. it signifies the consent and support of the family
C. it signifies the level of education of the bride
D. it shows that the prospective husband is rich
21. In socialisation, which of the following is not an obligation of the family members?
A. adults serving as role models to young ones
B. catering for the family head
C. inculcating customs and traditions
D. teaching of moral values
22. Socialisation is important because it helps the individual to
A. adopt western culture
B. avoid peer pressure
C. become independent
D. imbibe basic discipline
23. Nurturing a child to become a responsible citizen in future is termed
A. parenting
B. parental control
C. parenting
D. parenthood
24. The primary agent of socialisation is the
A. community members
B. extended family
120
C. nuclear family members
D. peer group members
25. The practice of passing on or receiving material benefits or status through a dead person
is termed
A. inheritance
B. intestate succession
C. marriage
D. ordinance
26. Which of the following is not a responsibility in the parenting
A. no respect for children
B. provision of emotional needs
C. provision of health needs
D. provision of physical needs
27. Among the following, which one may not promote or foster good child- parent
relationship
A. fair and firm
B. inconsistent dealing with the child
C. loving and caring
D. observant and tolerant
28. Parenthood stops when…….
121
A. children are at school
B. children leave the home
C. parents are dead
D. parents become poor
29. Which of the following is considered to be a good quality of parents?
A. adoption of different situation when dealing with the child
B.being always strict in bringing up the child
C. discouraging the child from sharing things with others
D. praising and defending the child even when he or she goes wrong
30. Responsible parenting behaviours are manifested when parents…..
A. continue to correct their children
B. fails to show affection for their children
C. finds it difficult to meet the social needs of their children
D. neglect their children because of survival needs
31. Socialisation is important to society because……
A. it emphasises the acquisition of knowledge in school
B. it ensures continuity of society
C. it is essential link between the individual and society
D. it links the living to the dead
32. Which of the following socialisation agency is very dominant during the formative years
122
A. the family
B. the mass media
C. the peer group
D. the school
33. In school, all these are used to check deviant behaviours except…..
A. corporal punishment
B. detention
C. dismissal
D. suspension
34. The correct upsurge in indiscipline in school can best be brought under control through….
A. corporal punishment
B. guidance and counselling
C. indefinite suspension
D. outright dismissal
35. The process in which an individual learns a new lifestyle and discards his family’s values
and customs is known as…..
A. cultural dynamics
B. reciprocal socialisation
C. re- socialisation
D. social diffusion
36. Christian religious marriage commits the couple to
123
A. monogamy
B. polyandry
C. polygamy
D. wedding
37. Which of the forms de basis of all marriages in Ghana?
A. church marriage
B. civil marriage
C. customary marriage
D. registered marriage
38. Mr. and Mrs Jenikala continue to live separately in their natural homes. This means their
residence is
A. duolocal
B. matrilocal
C. neolocal
D. patrilocal
39. One important characteristic of customary marriage in Ghana is that it is
A. highly polygamous
B. highly polygynous
C. less monogamous
D. less polygamous
124
40. Inability to have children, unfaithfulness, inadequate preparation before marriage etc. are
Some of the
A. causes of marriage breakdown
B. consequences of broken marriages
C. criteria for selecting a marriage partner
D. ways of sustaining marriage
125
ESSAY TEST
ANSWER ONLY THREE QUESTIONS FROM THE FOLLOWING
ALL QUSTIONS CARRY EQUAL MARKS
1. Explain four (4) roles of the school in the socialisation process.
2. Examine four (4) effects that irresponsible behaviours of parents have on children.
3. Explain five (5) importance of payment of bride – wealth in marriage.
4. What four (4) causes would you give as being responsible for divorce or breakdown
of marriage in Ghana?
5. Explain four (4) roles and obligations of the child in the family.
126
4.5 MARKING SCHEME PREPARATION
SAMPLE MARKING SCHEME
OBJECTIVE TEST
1. A 16. C 31. C
2. D 17. B 32. A
3. A 18. A 33. B
4. B 19. D 34. B
5. D 20. B 35. C
6. D 21. B 36. A
7. B 22. D 37. C
8. A 23. C 38. A
9. B 24. C 39. A
10. B 25. A 40. A
11. B 26. A
12. B 27. B
13. A 28. C
14. A 29. A
15. A 30. A
127
SAMPLE MARKING SCHEME
ESSAY TEST
1. Award 1 mark each for well stated point, 1× 4 = 4.
Award 4 marks each for a well explained point, 4 × 4= 16.
Total = 20 marks.
Role of the school in the socialisation process:
A. Imparting knowledge and occupational skills.
B. Giving character and moral training.
C. Helping to develop language and communicative skills.
D. Developing mental and intellectual skills
E. Security and protection against undesirable influences.
F. Co-operation and social interaction etc.
2. Award 1 mark for clearly stated point, 1×4 = 4.
Award 4 marks for well explained point stated, 4×4 = 16
Total = 20 marks.
Effects of irresponsible behaviours of parents on children:
A. Moral degeneration of children
B. Child labour / streetism
C. Child abuse
D. School drop out
128
E. Prostitution / promiscuity
F. Children go wayward etc.
3. Award 4 marks for clearly stated and explained point, 4× 5 = 20 marks.
Importance of paying of bride – wealth in marriage:
A. Legal and genuine marriage.
B. Formal consent and approval of the marriage.
C. Compensation of the family of the bride.
D. Guarantees paternity
E. Showing the love of the man for the bride.
F. Conferring adult status and honour.
G. Giving rights and responsibilities to the couple etc.
4. Award five marks for a detailed explanation of each point, 5 × 4 = 20 marks.
Causes of divorce or breakdown in Ghana
A. Infidelity / unfaithfulness.
B. Impotence and infertility / childlessness.
C. Incompatibility ( eg. Education, religion, character, sex, etc.)
D. Deprivation /denying of sex.
E. Too much interference from in – laws.
F. Inability to perform marital responsibilities.
G. Lack of communication, tolerance and understanding, etc.
129
5. Give 5 marks each for clearly stated and well explained point, 5× 4 = 20 marks.
Roles and obligations of the child in the family
A. Respect for authority.
B. Domestic roles.
C. Taking care of siblings and running errands.
D. Co –operate with parents.
E. Support parents in their old age.
F. Offering economic support, etc
130
CHAPTER FIVE
SUMMARY, CONCLUSIONS, AND RECOMMENDATION
5.1 INTRODUCTION
This chapter extensively encompasses the summary, conclusion of the project and
recommendation to teachers, Ghana Education Service and other stakeholders.
5.2 SUMMARY
This project has been done for the teaching of SHS 2 Social Studies. The essential tools of
education such as the syllabus, lesson order, scheme of work, teaching and learning
resources, as well as the lesson plan have been treated extensively. Finally, the project is a
rational and systematic approach to the effective handing of Social Studies in the secondary
school.
5.3 CONCLUSIONS
The significance of the study of Social Studies in the secondary school is immeasurable. It
opens student’s eyes to a wide range of social issues.
To make maximum impact, teachers are especially required to impart the relevant knowledge
and idea to students so they can apply them appropriately. However, the ability of a teacher to
impart the desired knowledge to students largely depends on his awareness of the application
of some important concepts in education. These concepts have been exhaustively treated in
this project.
131
5.4 RECOMMENDATIONS
 This project has by no mean provided a comprehensive treatment of the S.H.S 2
Social Studies syllabus. Its usefulness to teachers and other stakeholders in education
is therefore not in doubt.
 For teachers who teach Social Studies (particularly S.H.S2), this is a very useful guide
towards quality and efficient lesson delivery
 Again, it’s important to the Ghana Education Service (GES) which is an important
stakeholder in education. The GES will find this truly useful as all the important
details have been treated.
132
BIBLIOGRAPHY
Aketewah, M. (2004). Current social studies for senior high schools, Kumasi: Suhaw printing
Press.
Amoakohene, S.K. (2003). Teaching and learning in higher education,
Asafo- Kumasi: Seneps Publication
AsareDonkor, E. (2008). Golden Social studies for senior high schools, Kumasi: New
Golden Publication
Mintah – Afari, E. (2008 /2009).Global and approacher’s series, social studies for senior high
schools, Kumasi: Approachers (GH) Ltd.
133

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CHAPTER ONE

1.1 Background of the Project

1.3 Purpose of the Project

Social Studies in the senior high schools.

1.4 Significance of the Project

The significance of the project is as follows:

 Serve as reference material.

improve upon learners’ performance.

 Help policy makers such as Curriculum Research and Development Division

(CRDD) during the designing of the curriculum

TEACHING SYLLABUS, LESSON ORDER AND SCHEME OF WORK

2.2 TEACHING SYLLABUS

1. The objectives for studying the course.

2. The entry level or requirement of learners.

3. The duration within which the course is to be studied.

4. The method to be used to assess students.

5. The total number of topics to be covered.

6. The teaching and learning activities to be undertaken.

7. The instructional materials use.

8. References to be used by both the teacher and student.

• To plan his / her work over the duration of the course.

• To assess the students to a pre-determined standard.

• To ensure standardization of the same course held at different learning

The learner will be able to:

UNIT SPECIFIC CONTENT LEARNING EVALUATION

TITLE OF SECTION : THE ENVIRONMENT

1.0 Understand the significance of marriage and family as institutions.

2.0 Understand responsible parenting.

3.0 Apply effective socialization principles in the training of young people.

UNIT SPECIFIC CONTENT TEACHING AND EVALUATION

UNIT 1 The student will be able

suitors study each other. marriage.

Marriage: acceptable union

of a man and woman.

of marriage. - companionship the purposes of marriage. people marry.

- economic support etc

ought to be made investigate background - courtship home area.

before getting history of potential spouses - the traditional marriage

married. etc. and its preparations

residence patterns of the spouses. marriages.

i. Customary Discuss the residence

ii. Religious patterns of married couples

Residence Through questions and

i. Patrilocal answers students to come

ii. Matrilocal out with the two main

iii. Duolocal etc. criteria used in classifying

marriages - infertility its effects

- interference by in- laws

with each other etc.

- enmity between families

- maintaining constant marriages. wife.

- seeking counseling etc.

IN THE FAMILY family a member of a family

through adoption. A family

may be nuclear or extended

the extended family.

Extended family: father,

grandparents, aunts, uncles,

nieces and nephews.

and obligations family members, some responsibilities of responsibilities of

of various Children: children and parents. parents

member - co- operate with parents

of the nuclear - support parents in their