CHAPTER ONE

INTRODUCTION

Background to the study

Social studies is a subject which is taught at various levels of education in Ghana, It is taught at the junior high school, senior high schools and teacher training colleges as core subjects. Even at the lower basic level of education, that is, the primary school, social studies is taught under environmental studies, now known as citizenship education. All these point to the importance attached to the study of social studies in our schools.

The National Council for Social Studies divides social studies objectives into four categories: knowledge, skills, values, and participation (Barr, 1977). These four categories of the learning of social studies are also addressed in the objectives declared by the Ghana Education Service for both elementary schools and senior high schools (Ghana Education Service, 2007). Each of these categories provide the basis of curriculum development for senior high schools in Ghana. Ghana’s Ministry of Education state that “social studies at the senior high school level is concerned with equipping the students with an integrated body of knowledge, skills and attitudes that will help the student develop a broader perspective of Ghana and the world” (Social studies syllabus for senior high schools in Ghana, 2007, p.7). The subject probes the past and provides knowledge for the students to understand his or her society and be able to solve personal and societal problems. The subject has been divided into three sections each of which focus on the environment, government and stability, social and economic development (Ministry of Education, 2007).

Social studies curriculum is based on key concepts such as democracy, justice, rights and responsibilities, identity and diversity. Teachers use topical, political and social issues to bring social studies content to life. These content areas develop in students key citizenship skills needed for research, discussion as well as debate sessions (Bining & Bining, 1952). The social studies curriculumused in senior high schools aimsatdevelopinginstudentstheability to participate intheircommunitiesmeaningfullyand wider societies as informed citizens (Ministry of Education 2007).The purpose of active citizens is to teach students to work together and take practical actions using their knowledge and understanding in social studies to contribute to the better society locally, nationally and globally(Bath, 1983). For example, after learning about human rights, diversity and inequality, students might decide to set up a project to address racism in their school or local community.

Among the many agencies available for social studies education are the family, peer group, mass media, the church and the school (Cleary, 1971). Of all these, the school appears to be the most potent force in the Ghanaian society driving the course of social studies. For instance, because of the newness of democratic living in the Ghanaian system, one cannot guarantee that the various family units can efficiently inset the ideas of our form of democracy in the youth. Similarly, one cannot dispute the fact that most of the youth do not have access to the mass media. The same may apply to the church. On the contrary, almost every youth is expected by law to acquire at least basic education (Constitution of Ghana, 1992). It is for this reason why Cleary, (1971) suggest that schools (senior high schools) are powerful weapon used to ensure that majority of the youth have a taste of social studies education in Ghana.

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