JHS 1 SECTION 1 ORAL SKILLS - CUSTOMS AND INSTITUTIONS General Objectives: The student will: 1. identify the elements that constitute his/her culture 2. appreciate the morals and values inherent in their customs and institutions 3. appreciate modern and contemporary culture UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION ACTIVITIES UNIT 1 The student will be able to: CULTURE 1.1.1 explain the meaning of Way of life of a people e.g., food, Discuss the elements of culture of the locality Students to explain the culture. language, clothes, music, dance etc e.g., language, religion, food etc. meaning of culture. 1.1.2 differentiate between Customs: include rites performed to Guide students to discuss customs such as Students to tell the customs and institutions. mark some events e.g. puberty rites; Libation pouring, naming, drumming, singing stages of the libation rites performed to mark the beginning etc. process. of a festival. Customs also include Students to discuss traditional institutions in traditional ways of worship; ways of their community e.g. chieftaincy with sub Students to state the showing respect; child naming chiefs, linguist etc.; the family: father, mother role of cultural ceremony, food used for occasions, and other relatives etc. institutions in their etc. community. Institutions: These are bodies that can be identified and which have certain responsibilities in the culture of the society. Examples: chieftaincy, the family, the church, the mosque, the shrine etc. 1.1.3 name some elements of Language, food, occupation, dress Compare some elements of their culture to Students to list some culture. code, religion, literature, implements those of other neighbouring communities elements of their used for work etc. e.g. staple food of the Ga vrs that of the culture. Asante; dress codes of the Fante vrs the Dagaaba, etc. Students to appear in their traditional Food can be compared on the basis of the costumes and indicate type of crop used. the ethnic group that wears the costume. Ghanaian Languages and Culture September, 2012 1 UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION OBJECTIVES ACTIVITIES UNIT 1(CONT’D) The student will be able to: CULTURE 1.1.4 identify some cultural Cultural practices: naming Guide students to identify some cultural practices in Students in groups practices of the locality. ceremony, marriage, chieftaincy, the locality. mention some of their cultural practices. puberty rites, etc. e.g. puberty rites: Ga : Otofo Dangme : Dipo Asante : Bragorɔ UNIT 2 Nzema : Azezielε GREETINGS AND Dagbani : Paɣa pirigibu RESPONSES 1.2.1 greet according to the Seasonal greetings e.g. at Assist students to find the appropriate greetings for Students to role-play greetings on special season and specific indigenous festivals, New Year, at some seasons and occasions e.g. X‟mas, New Year, occasions and give work, etc. birth, death, Homowo, Akwasidae, Kundum etc. occasions, e.g. at birth, appropriate death, marriage Specific situations, e.g. at table, at responses. ceremonies and Demonstration: i.e. Teacher – students greet in work, during funerals, etc. festivals. specific situations e.g. at table, work, social 1.2.2 use appropriate Taboos against greeting gatherings and taboos associated with some expressions to greet Identify situations and greetings. in specific pair students up to circumstances and greet using the new Greetings at table: situations. expressions learnt. (Stimulus – Response) e.g.StimulusResponse Students identify and Twi mention taboos relating Kuta mu oo! Ma ɔnkɔ/yoo to situations such as Etire nka mm Y redi adeɔ. greeting: - at table EWE - at funeral Va mia kpoe da. Nye asi le me loo - attending to Mez af nyue. Me dunu. nature‟s call (toilet) GA Yoo, etc. Ha nii aba. Onina mi/w DAGBANI: Ti dima! Naawuni ni chɛ kadi doni. A nuu na be Ŋmanene. Paheme a nuu. DAGAARE: Fo naŋdire. Wa soŋ ma. GONJA: Kɔnɔ maŋ chena Anye ji FANTE: Kita muoo! Medze mu. NZEMA: Mevɛlɛ wɔ o Me sa wɔ nuhua 1.2.3 explain the importance Importance of greetings Assist students to explain the importance of Students explain the of greetings. i. Conversation starter greetings. importance of ii. Shows respect greetings. iii. Brings unity and friendship Kasem: - A jege zoŋa. Ghanaian Languages and Culture September, 2012 2 UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION OBJECTIVES ACTIVITIES UNIT 3 The student will be able to: GRATITUDE AND 1.3.1 use the right register to Expressing gratitude and Guide students to discuss ways of showing gratitude Students mention four APPRECIATION express gratitude and appreciation. and appreciation. occasions during which appreciation. e.g. Thank you. we show appreciation May God bless you etc. Discuss the expressions for showing gratitude and and gratitude. appreciation on specific occasions. Akan: Meda wo ase. e.g. for a gift, food, advice, etc. Students to state the Nyame nhyira wo right expressions used when: Gonja: Asan kushuŋ (1) advice is given. Ebɔrɛe nafa fo. (2) work is done well. (3) gift is received. Dagbani: M paɣiya Dagaare: Bareka Ŋmene na soŋ fo. 1.3.2 use of right gestures to Gestures: Assist students to discuss ways for showing Students role-play right show appreciation. a bow, a nod, a smile. appreciation through body language and other gestures to show Send a small gift or card as token of gestures. appreciation. appreciation. 1.3.3 give reasons why we Students to brainstorm on how one feels when their Students role-play Appreciation and gratitude give the should show contribution or services rendered are acknowledged situations when: following: Encouragement to the appreciation and receiver to do more; or not acknowledged. 1. „A‟ does something gratitude for what is and he/she is Acknowledgement to the receiver done for us. that their contribution has been Students give reasons why we must show appreciated noticed. appreciation for services rendered to us. 2. „B‟ does it and Shows politeness and good he/she is not manners on the part of the one for appreciated whom the services or contribution UNIT 4 were rendered. KINSHIP TERMS 1.4.1 identify the various Kinship relationships in the family: Assist students to discuss the kinship terms of Students to draw the kinship relationships in e.g. father, mother, sister, brother, members of the nuclear family and members of the family tree. the family. uncle, etc. extended family. Name the immediate relations of mother and father. 1.4.2 explain terms Father line kin Assist students to discuss and compare kinship terms Students to explain associated with various Mother line kin of maternal and paternal relations. kinship terms in groups. kin. Marriage relation kin etc. NOTE: Discussion should focus on differences between traditional terms and the English cultural terms. Ghanaian Languages and Culture September, 2012 3 UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION OBJECTIVES ACTIVITIES The student will be able to: UNIT 5 1.5.1 explain what the clan is A group of families who are thought to Guide students to discuss what a clan is and Students to write the THE CLAN and mention the names of have originated from the same family mention the names of some clans they know. names of clans in the SYSTEM some clans in the locality. and have the same naming system and locality. the same totem Pupils to identify some clans in the locality. Clans in the locality: Akan: Asona, Oyoko, Biretuo, etc. Ewe: Adz via, Lik , Blu, etc. Ga: As r , Gbese, Sempe, etc. Dangme: Bunase, Ny w , Nam, etc. Dagaare: Mal r , Kow r , Dakpaal , etc. Nzema: Ezohile, Ndwefoɔ, etc. Kasem: Navɛ bia, Tala Bia, Bawea Bia 1. 5.2 mention some basic Features of a clan: Discuss the basic features of a clan: oaths, Students to identify three features that identify a Totems, taboos, oaths, clan names, taboos, etc. clans and state their clan. origin and ancestry, etc. totems. Students to mention the clan they belong to and the features of their clan. Let students identify other clans and their totems, taboos, clan names, etc. 1.5.3 state the importance of Importance of the clan system: Guide students to discuss the importance of the Students to list some the clan system. - helps clan members to know clan system. advantages of the clan one another as belonging to one system. ancestry. - forges unity among members. - source of pride. - mutual support in times of sickness or death, etc. 1.5.4 state factors that have Education, religion, politics, technology, Guide students to discuss factors that have Students in groups to reduced the importance of urbanisation etc. These factors have reduced the importance of the clan system. identify some of the the clan system. tended to disintegrate the clan system. problems that have NOTE: Discussion should show how formal affected the clan system. education has negatively affected the clan system; how politics, technology and urbanization have negatively affected the clan system and reduced its importance (See the content of 1.5.3 for more information). Ghanaian Languages and Culture September, 2012 4 UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION OBJECTIVES ACTIVITIES UNIT 6 The student will be able to: ANNUAL 1.6.1 identify names and Names and types of festivals Students to identify festivals of their locality and Students to write about some types of festivals of the times of celebration. of the scenes of a local FESTIVALS his/her locality. Religious festivals festival. Adae Asante Odwira Akuapem Nadu Krobo Students to state at least Guides students to discuss the types of festivals Doŋi Gonja and their origins. three values of festivals. Dagbani: Buɣum chuɣu Festivals of other ethnic groups Agricultural festivals H m w Ga Tedudu Peki K ben Dagaaba Ohum Akyem Kundum Nzema Faao Kasem Jintigi Gonja Damba Dagbani Historical festivals Hogbetsotso - Anlo Sasadu - Sovie, Alavanyo, etc.