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Social Studies · B7

Term 1 · Week 4 · 1.00 credits · GHS 0.50

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Lesson Note - Social Studies

Don Bosco jsh

Weekly Lesson Plan

JHS 1 (B7) · Term 1

Social Studies

Lesson 1 of 1

Week Ending

Monday, 25 May 2026 Backdated

Week & Term

Week 4 · Term 1

Class Teacher

Ebenezer Asante Agyei

Subject

Social Studies

Class

JHS 1 (B7)

Class Size

Duration

45 mins

Week No.

Week 4

Strand

4. Law And Order

Sub-Strand

1. Citizenship And Human Rights

Content Standard & Indicator

B7.4.1.1.1

Content Standard

Analyse the responsibilities of a citizen

Indicator

Examine the value of citizenship in nation building

Performance Indicator

Learners will examine the value of citizenship in nation building by identifying and explaining key responsibilities of a Ghanaian citizen.

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (7 mins) Preparing the brain	Phase 2: Main (15 mins) New learning + assessment	Resources	Phase 3: Plenary (5 mins) Reflection + exercise
Tue 26 May 2026	1Learners will recall the concept of citizenship and identify what it means to be a Ghanaian citizen 2Ask: What does it mean to be a citizen of Ghana? Learners whisper their answer to their partner first, then a volunteer shares aloud. Accept all reasonable responses (e.g., born here, have a Ghana Card, follow laws)	UNDERSTANDING CITIZENSHIP AND CIVIC RESPONSIBILITIES 1Write on the board: Citizenship = belonging to a country and having duties to that country. Read the definition aloud and ask learners to copy into exercise books. Then ask: Can you name three rules you must follow as a citizen? (e.g., obey laws, respect national symbols, pay taxes.) Call on one representative from each of three groups to share one rule; write these on the board under 'Our Responsibilities' 2Display the Map/Atlas showing Ghana's regions and administrative boundaries. Point to Accra, Kumasi, and Tamale and explain: Citizens in all these places must work together to build our nation. Ask learners: If Kofi is a farmer in Techiman and Ama is a trader in Kejetia Market, Kumasi, how do they both show they are good citizens? Learners discuss in pairs and share examples (following laws, paying taxes, respecting each other's work, protecting community property) 3Struggling learners: focus on three simple responsibilities only (obeying rules, respecting symbols, not stealing). Fast finishers may identify additional responsibilities from the Textbook and write them in their exercise books.	1Textbook 2Map/Atlas 3Pictures/Charts 4Exercise book	1Ask learners to stand if they agree with this statement: A good citizen helps build Ghana. Discuss why they stood or remained seated, linking answers back to the responsibilities named in the main activity 2Learners turn to their neighbour and complete this sentence: One way I can be a good citizen is ___. Invite three volunteers to share their sentences aloud Exercise 1Write in your exercise book: Name two responsibilities of a Ghanaian citizen and explain how each one helps to build our nation. (Learners should write in 2–3 sentences.)
Fri 29 May 2026	1Recall the key responsibilities of a Ghanaian citizen in nation building 2Show learners a picture/chart displaying the Ghana flag, a courtroom, and a voting centre. Ask: What do these images tell us about being a good citizen? Learners discuss in pairs and share one idea each	RESPONSIBILITIES OF A GHANAIAN CITIZEN 1Display the textbook page on citizenship responsibilities and read aloud five key duties: obeying rules and regulations, protecting state property, reporting crime, respecting national symbols, and paying taxes. Ask learners to write each duty in their exercise books with one example for each (e.g., respecting national symbols = standing for the national anthem). Call on one learner from each group to share their example for one duty aloud 2Organise learners into five groups and assign each group one citizen responsibility. Using the map/atlas and pictures/charts provided, each group creates a short scenario showing how their assigned responsibility helps Ghana develop (e.g., Group 1 shows why obeying traffic laws protects road safety). Groups present their scenario in 30 seconds using role-play or drawing 3Struggling learners: provide a half-completed chart with pictures and simplified sentences to match. Fast finishers: create an additional real-life scenario from their own community.	1Textbook (pages on citizenship) 2Map/Atlas (showing Ghana's regions) 3Pictures/Charts (Ghana flag, courtroom, voting centre, tax office) 4Exercise books	1Ask learners to stand and form a human line from "most important" to "least important" citizenship responsibility based on their personal judgment, without talking. Once formed, ask three learners why they positioned their responsibility where they did 2Learners clap three times and chant: "Good citizens build Ghana strong!" Then whisper to their partner one responsibility they will practise this week and why it matters Exercise 1Write in your exercise book: Name two responsibilities of a Ghanaian citizen and explain in two sentences how each one helps Ghana become a stronger nation

Class Teacher

Ebenezer Asante Agyei

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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