SOCIAL STUDIES

CURRICULUM GUIDE
GRADE 9

ACKNOWLEDGEMENTS



The following persons were involved in writing and reviewing the Grade 9 Social Studies

Curriculum Guide.




Darsanram Itwaru Former Senior Subject Specialist (S.S.R.P)
Yvonne Marks Former Subject Specialist (S.S.R.P)
Celnar Pollard Former Subject Specialist (S.S.R.P)
Philip Kartick Senior Subject Specialist (S.S.R.P)
Brenda Garrett Subject Specialist (S.S.R.P)
Norma Stephney Subject Specialist (S.S.R.P)


(i)
FOREWORD

It is acknowledged that thorough planning is essential for effective teaching and learning. Such planning is even more
critical today when one considers the limited resources, both human and material which are available.

The Ministry of Education, through the Secondary School Reform Project (SSRP), has developed curriculum materials
that have been designed to improve the quality, equity and efficiency of secondary education. The curriculum materials
include Grades 7-9 Curriculum Guides and Teachers Guides for Language, Mathematics, Science, Social Studies,
Reading and Practical Activities Guides for Science. These materials have been tested in all secondary-age schools
nationwide and are considered useful in providing teachers with a common curriculum framework for planning,
monitoring and evaluating the quality of teaching and learning. The curriculum materials also provide a basis for
continuous student assessment leading to the National Third Form Examination (NTFE).

The initial draft curriculum materials have been subjected to evaluation, by Heads of Departments, from all ten
Administrative Regions and Georgetown and they have been subsequently revised to reflect the views expressed by
teachers.

The revised curriculum materials are now published as National Curriculum documents to provide consistency and
support for teachers in the process of planning for an effective delivery of the curriculum. All secondary teachers must
ensure that they make good use of these curriculum materials so that the quality of teaching and learning can be improved
in all schools.


Ed Caesar
Chief Education Officer.

(ii)
PREFACE



This is the Revised Curriculum Guide for Grade 9. This document fulfils the objective of making
Social Studies accessible to all at Grade 9. Hence teachers of Gradel 9 students should make a
conscious effort to see how best they could utilize the ideas contained to plan for instruction. This
document can serve as a focal point for departmental and regional subject committee meetings, where
methodologies and strategies for both teaching and assessing are deliberated on. Lessons should be
delivered in an environment in which there is opportunity for active and creative participation by both
students and teacher. This Guide has a direct focus on an integrated approach to curriculum delivery,
in which the teacher is not unduly restricted by the subject content. The students total development as
a person should be of foremost concern to the teacher.

In the curriculum process, feedback is a necessary condition for change and improvement, and I would
urge all of our Social Studies teachers to provide such feedback to the curriculum staff as they visit to
provide support that will enhance your classroom teaching.



Mohandatt Goolsarran
Head, Curriculum Development and Implementation Unit
National Centre for Educational Resource Development (N.C.E.R.D.)
March, 2002.






iii
CONTENTS

Page
UNIT 1. Rules and Responsibilities 1
1.1. Political and social controls by government.
1.2. Citizens and the law.

UNIT 2. A Glimpse of our History 4

2.1 Pre-independence to post-independence.
2.2 Education.
2.3 Environmental issue.
2.4 Co-operative movements.

UNIT 3. People in our Community 17

3.1 Workers in the community.
3.2 Types of groups.
3.3 The peer group.
3.4 Other social issues.

UNIT 4. Development in our Community 22

4.1 Growth and development in Guyana.
4.2 Hinterland/Rural Development
4.3 Manufacturing/Industrial Development
4.4 The Development of Tourism



(iv)


UNIT 5. Health and Well-Being 27

5.1 Positive habits to maintain good health.
5.2 Domestic violence.
5.3 Child abuse.
5.4 Sexually transmitted diseases.



UNIT 6. Weather and Climate 34

6.1 Weather & Climate.
6.2 Factors which influence the elements of weather.
6.3 Elements of weather and climate as sources of energy.
6.4 Ways by which people in the Caribbean and other parts
of the world adapt to weather and climate.

















iv V
UNIT 1 RULES AND RESPONSIBILITIES
Topic Learning Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude
Materials/
Strategies Integration
1.1
POLITI-
CAL
AND
SOCIAL
CON-
TROLS
BY GOV-
ERN-
MENT
Re-
search
Define the
constitu-
Explain why
laws are
Obey the
laws.
The constitution is a collection of laws
by which citizens (and others
Studying the
newspaper
Can the
students
Language
Arts -
The
laws in
the
consti-
tution
The
making
laws
which are
written in
the
constitu -
tion.
Draw a
diagram
tion.
Describe
the stages
necessary.
Understand
that laws are
necessary for
the protection
of all citizens.
Understand
that before a
Appre-
ciate that
who come to the country) are
governed.
The laws are enactments of rules to
govern the lives of citizens.
When laws are broken a person can
be charged and taken before the court.
A bill is first introduced in Parliament. It
has to go through several readings
and citing
examples of
laws which
have been
broken.
Visiting
Parliament.
explain the
conse-
quences of
breaking the
laws?
Can the
students
reading and
explaining.
Language
Arts -
Reading
of a law to show
the
stages.
View a
cassette
to ex-
a bill must
go through
before it
becomes
law.
bill can become
a law it has to
go through
several stages
for
modifications.
the laws
are appli-
cable to
everyone.
or modifications before it is finally
accepted. Before it becomes a law it
must be signed by the President.
explain why
bills must go
through
several
stages?
and
listening.
tract
informat-
ion on.
1
Topic Learning Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude
Materials/
Strategies Integration
the
passing
of a bill in
parlia-
ment.
Format-
ion of a
Govern-
ment
Re-
search
the
different
ways in
which a
govern-
ment can
be
formed.
Description
of the
procedures
in electing a
govern -
ment.
Explain why the
procedures
must be
followed.
Explain why at
times a
government is
formed but
there is no
election.
Respect
those
persons
in author -
ity.
Governments are formed in different
ways. Some of the ways are :
Through elections.
Through a coup d'etat.-overthrow
Through succession.e.g. the British
system of having a monarch.
Role-playing
an election.
Extracting
information
from the text-
Modules in
Social Studies-
Ramsaywak,
et. al.
Can the
students
explain why
an election
is neces-
sary?
Art and
Craft-
drawing
scenes to
illustrate the
stages of an
election.
1.2
CITI-
ZENS
AND
THE
LAW
Citi-
zens'
rights
and
respon -
sibili -
ties.
Observe
people
and deter-
mine if
they are
behaving
responsi-
bly.
State the
rights and
freedoms of
citizens.
Understand
that persons
have certain
rights but they
must behave in
a responsible
manner.
Regard
the rights
of others.
All citizens have certain rights or
freedoms:
The right to have a name.
The right to be a member of any
association.
The right to own property.
Freedom of speech
Reading a
copy of the
text -Human
Rights Edu-
cation For
Citizenship-
Ministry of
Education.

Can the
students
formulate
rights of
their own?
Language
Arts-
reading and
discussion.
2
Topic Learning Objectives Content
Activities/
Materials/ Evaluation Areas of
Skills Knowledge Understanding Attitude Strategies Integration
Citizens however must always behave
in a responsible manner;
Although there is freedom of speech
persons can be charged for using
indecent language.
Although there is freedom of
association persons should not join
groups involved in criminal activities.
Guyana Hu -
man Rights
Education -
Amnesty
International.
(1997).
Small group
discussion on
responsible
behavior.
Guidance-
Rights and
responsibili -
ties.
Rights
of the
child
Formul-
ate rights
of their
own.
List the
main rights
of children.
Explain why
chidren must
have their own
rights.
Understand
that children
must be
provided with
special
privileges.
Have
regard for
all
children
regard -
less of
age.
Rights of the child:
The right to have a name from birth
and to be granted a nationality.
The State's obligation to provide
special protection for children deprived
of their family environment.
The State's obligation to protect
children from all forms of maltreatment
perpetrated by parents or others
responsible for their care.
Reading
text:Human
Rights
Education For
Citizenship-
Ministry of
Education-
Amnesty
International.
(1997).
Can the
students
explain why
children
must be
granted
special
rights?
Language
Arts-
reading and
discussion.
The
rights of
women
Extract
informa -
tion to
highlight
discrimin-
ation
against
women.
Describe
actions
which
indicate
discrimina -
tion.
Explain laws
which are
relevant to the
rights of
women.
Understand
that women
have equal
rights as men.
Show
respect
for
women.
Women shall enjoy equal rights with
men by the passing of appropriate
legislation to ensure:
(a) The free choice of profession,
vocational training, employment and
professional advancement.
(b) The right to equal renumeration
with men and to equality of treatment in
respect of work of equal value.
Reading text:
Human Rights
Education For
Citizenship-
Ministry of
Education-
Amnesty
International.
(1997).
Can the
students
explain why
dicrimina -
tion against
women
often takes
place?
Principles of
Business-
job
selection.
3
Learning Objectives Activities/ Areas of
Topic
Skills Knowledge Understanding Attitude Content
Materials/
Strategies Evaluation Integration
2.1
PRE-
INDEPEN-
DENCE
TO
POST-
INDEPEN-
DENCE
The com-
ing of the
Amerind-
ians and
the Euro-
Research
work on the
coming of
the first two
ethnic
groups.
Describe the
growth and
development
of Guyana
during the
colonial
period.
Explain why
the Amer-
indians and the
Europeans
came to
Guyana.
Understand
that our Guy -
anese ances -
tors came from
other parts of
the world.
Appreci-
ate and
respect
the contribut-
ions of the
Amerindians
and the
Europeans
to the
develop-
ment of
Guyana.
The History of Guyana under
the colonial period.
The way of life of the
Amerindians and of the
Europeans.
Social and political
organisation, religious
practices, customs and trade.
Interaction between the two
groups.
Preparing a
project to
illustrate the
contributions
made by the
Amerindians
and
Europeans.
Can students
prepare a project on
the coming of the
Amerindians and
how they lived?
Art and Craft -
project work.
peans.
Euro-
pean
rivalry for
the
conquest
of
Guyana
Draw a
chart
showing
the periods
when the
various
European
nations
made
efforts at
conquest.
Describe the
mineral,
agricultural
and other
forms of
wealth
obtained
from
Guyana.
Explain why
there was
rivalry between
the European
nations to
control
Guyana.
Understand
that Guyana's
rich mineral
wealth caused
rivalry among
the European
nations.
Value our
resources
and
use them
carefully.
Work
together to
exploit the
resources of
the country
for the
benefit
of all
Guyanese.
Reasons for European rivalry
e.g. to acquire new lands and
wealth.
Efforts made to conquer the
colony by the English, French
and Dutch.
The valuable resources of the
colony during the colonial
period e.g. gold, cotton,
sugar, coffee, tobacco, etc.
Role-playing
some aspects
of European
conquest.
Discussing
the value of
these natural
resources of
Guyana.
Can students write
a composition on
the reasons for
European rivalry in
the conquest of
Guyana?
Language
Arts-
composition
writing and
role-playing.
UNIT 2. A GLIMPSE OF OUR HISTORY
4
Learning Objectives Activities/ Areas of
Topic
Skills Knowledge Understanding Attitude Content
Materials/
Strategies Evaluation Integration
Slavery
and In -
denture -
ship
The
Village
Move -
ment
Report-
writing on
'A Day in
the Life of a
Slave'.
Identify the
indentured
servants
and locate
on a world
map the
countries
from which
they came.
Research
relevant
informa-
tion from
books,
magazines,
etc.
Describe
conditions
on the sugar
plantations
during
slavery.
Describe the
provisions of
the
Indenture-
ship
System.
Identify the
villages
which the
ex-slaves
developed in
Guyana after
emancipa-
tion.
Explain what
effect slavery
had on the
slaves.
Compare the
way of life of
the slaves with
that of the
indentured
servants.
Understand
that slavery
was an
economic
system which
generated
wealth for
Europe.
Explain the
circumstances
which forced
the ex-slaves
off the
plantations into
their own
villages.
Value the
freedom won
by our
ancestors
and work
hard so as
not to relive
their
experiences.
Appreci-
ate and
respect
the co-
operative
effforts of the
slaves to own
land.
Conditions on the sugar
plantations.
The work of the house slaves
and the field slaves.
Lodgings, food, clothing and
religion.
The need for a large labour
force.
Slavery and emancipation.
The indentureship system.
The effects of emancipation
on the plantations.
The measures taken by the
planters to get the ex-slaves
to return to the plantations
after emancipation.
Visiting a
sugar
plantation or
estate.
Comparing
the way of life
of the slaves
with that of
the Indentured
servants.
Preparing
projects on
Slavery,
Emancipation
and
Indentureship.
Visiting some
of the
villages.
Can students
explain the effects
of slavery on the
lives of the people
who lived in the
colony?
Can students
explain some of the
effects of indenture-
ship on life in the
colony?
Can students
explain the factors
which led to the
Free Village
Movement?
Agriculture
Science-
sugar-cane
cultivation.
Economics -
the effects of
a labour
shortage on
life in the
colony.
Language
Arts-
discussing the
Free Village
Movement.
5
Learning Objectives Activities/ Areas of
Topic
Skills Knowledge Understanding Attitude Content
Materials/
Strategies Evaluation Integration
The
struggle
for
Indepen -
dence
On a map
of Guyana
locate
Victoria,
Buxton and
Queens-
town, (Esse-
quibo) etc.
Write
character
sketches of
persons
who
contribut-
ed towards
the struggle
for Indepen-
dence in
Guyana.
Describe the
contribu-
tions made
by
L.F.S.Burn -
ham/Dr C.B.
Jagan
towards the
struggle for
Indepen-
dence.
Understand
that the Free
Village
Movement was
really a
number of
separate
movements of
slaves from the
plantations to
their own
villages.
Explain what
are some of
the advantages
of
Independence.
Understand
that
Independence
brought
greater
responsibility
to Guyana for
security,
decision-
making and
providing for its
own needs.
Appreciate
the struggle
made to gain
Indepen-
dence and
make every
effort to be a
responsible
individual.
The withdrawal of the ex-
slaves from the plantations
and the coming of the
indentured servants.
A comparison of the Free
Village Movement with the
Proprietary Village
Movement.
Events leading to
Independence.
The contributions of persons
involved in the struggle e.g.
L.F.S.Burnham and Dr.
C.B.Jagan.
Inviting
resource
persons to
explain life in
the villages.
Discussing
the
advantages of
Independence
.
Researching
the efforts of
L.F.S.Burn-
ham and
C.B.Jagan
towards the
Independence
of Guyana.
Can students
explain why
indentured servants
were brought here?
Can students
outline the contri-
butions made by
L.F.S. Burnham and
Dr. C.B. Jagan to
the Independence
of Guyana?
Language
Arts-
discussing
and writing
character
sketches.
6
Learning Objectives Activities/ Areas of
Topic
Skills Knowledge Understanding Attitude Content
Materials/
Strategies Evaluation Integration
Constitu -
tional
changes
before
Indepen -
dence
Constitu -
tional
changes
for
Indepen -
dence
and the
Republi -
can
Status
Research
informa-
tion on
constitu-
tional
changes in
Guyana
before
Indepen-
dence.
Research
information
on the
constitu -
tional
changes
which took
place when
the country
became
Indepen-
dent and
after.
Describe the
changes in
the
constitution
of Guyana
from colonial
period to
Inde-
pendence.
Describe the
constitu-
tional
changes
which took
place since
Indepen-
dence.
List the
require-
ments for a
person to
vote at
national and
local
government
elections.
Explain the
system of
government in
Guyana before
Independence.
Understand
that the
Constitution
provides a
framework
which
determines
how people
should live.
Explain the
constitutional
changes which
took place
since Indepen-
dence.
Understand
that every
citizen has a
right to
participate in
the
government of
the country.
Appreciate
that changes
in the
constitution
can give the
electorate a
greater say in
the govern-
ment.
Appreciate
the changes
which are
made to
give citizens
a greater
opportunity
to participate
in the
government.
Be prepared
for active
participation
in
government.
The constitution - a set of
laws which determine how
the country should be
governed.
The effects of the constitution
on the lives of the people:
It determines the system of
government, the quality of
education and the delivery of
health services.
The Court of Policy.
The Combined Court.
The College of Kiezers.
The type of government is
democratic.
Members of Parliament are
chosen by the system of
Proportional Representation.
The head of the government
was the Prime Minister before
(1980). The head of the
Republican State and the
Head of government is the
President. The present age
of majority is eighteen years.
Every voter is expected to be
registered and to use a
voter's I.D. card or any other
valid document.
Inviting a
resource
person to
discuss
constitutional
changes.
Discussing
and debating
the effects of
constitutional
changes on
Guyana.
Group
discussion on
constitutional
changes since
1966.
Visiting the
National
Assembly
where
decisions are
made.
Preparing a
folder on
constitutional
changes since
1966.
Can students
prepare a folder
outlining the
constitutional
development in
Guyana before
Independence?
Can students
outline the changes
in the constitution
from 1966?
Language
Arts-
discussing
and debating.
Art and Craft-
preparing
folders.
Language
Arts-
discussing
changes.
Art and Craft-
preparing
folders.
7
Learning Objectives Activities/ Areas of
Topic
Skills Knowledge Understanding Attitude Content
Materials/
Strategies Evaluation Integration
2.2
EDUCA -
TION
The main
policies
of Govern
-ment as
they
relate to
educa -
tion
Determine
whether
govern-
ment
policies are
observed
and
implement-
ed as
stated.
Describe
govern-
ment's policy
pertaining to
education.
Identify the
policy areas
which have
been
implement-
ed by the
government
and those
that have
not.
Explain why it
is necessary
for government
to determine
the educational
policy of the
country.
Understand
that the policy
of government
regarding
education is to
provide equal
opportunity for
each student.
Demon-
strate a
spirit of
co-
operation
and
tolerance
towards
govern-
ment's
policies
in education.
Be willing to
be educated.
Education Policy Areas.
(a) The involvement of
government, civil society and
parents in school
management.
(b) Enhance supervision at all
levels.
(c) Prepare for the use of
Information Technology in the
delivery system.
(d) Emphasise early
childhood and parental
education.
(e) Enhance acccess to
education at the nursery,
primary, secondary and
tertiary levels.
(f) Accelerate universal
secondary education.
(g) Develop a more co-
ordinated school-building
maintenance programme.
(h) Work closer with the
Guyana Teacher's Union to
improve training and welfare.
Discussing
government's
policy towards
education in
Guyana.
Reading
education
policy papers
and observing
the facilities
provided.
Inviting
resource
persons from
The Ministry
of Education
to make
presentations
on topical
areas.
Can students
outline some of the
important policies
for education for the
21st century?
Can students
prepare a folder
depicting the
achievements of
government in
education?
Language
Arts-
discussing
policies.
Art and Craft-
preparing
folders.
8
Learning Objectives Activities/ Areas of
Topic
Skills Knowledge Understanding Attitude Content
Materials/
Strategies Evaluation Integration
Various
levels of
the edu -
cation
system in
Guyana
Draw a
chart
showing
the various
levels in
the
education
system, the
age of
entry to
each level
and the
duration of
the pro-
gramme.
Describe the
function of
education at
the various
levels.
Differentiate
between the
functions of
education at
any two levels
of the system
in Guyana.
Appreciate
that each
level in the
education
system
forms a
foundation
on which
the level
above is
built.
Levels of the education
system in Guyana:
Pre-School Child Care- to
3years 9months.
Early Childhood Education-
3years 9months to 5years
9months.
Primary- 5years 9months to
12years.
Secondary-12+ years to 17+
years.
Post-Secondary-18years and
over.
The Functions of education at
the various levels:
Pre-School Children Care -
provides the child with a
smooth transition to the
formal school system.
Early Childhood - provides an
environment to facilitate
physical,social and emotional
development.
Primary - is compulsory and
at the end of six years the
child is expected to be
functionally literate.
Secondary - gives access to
higher education and
employment.
Post-Secondary - produces
specialists in various fields.
Discussing
the functions
of education
at the various
levels.
Composition
writing on the
importance of
education at a
given level.
Preparing a
folder
illustrating
activities of
students at
various levels.
Can students
differentiate
between the various
levels of education
in Guyana?
Language
Arts-
discussion
and
composition
writing.
Art and Craft -
preparation of
a folder.
9
Learning Objectives Activities/ Areas of
Topic
Skills Knowledge Understanding Attitude Content
Materials/
Strategies Evaluation Integration
Means by
which
Govern -
ment
provides
educa -
tional
facilities
Special
projects
which
assist in
the
allevia-
tion of
poor
condi-
tions at
school
Reading
news -
papers and
pamphlets
to identify
education -
al facilities.
Construct
charts /
tables
showing
the number
of students
in your
school who
benefit
from
special
projects.
Describe the
ways by
which
Government
provides
educational
facilities.
Describe
any special
project in
your school.
Select any two
means of
providing
facilities and
show how they
differ.
Select one
project and
explain how it
is most
beneficial to
students.
Apprec-
iate that al-
though the
student may
not be pay -
ing school
fees,
education-
al facilities
are costly.
Appreciate
that poor
conditions
exist
in some
schools and
that
efforts can
be made
to assist
students.
Facilities for education are
provided by-
Revenue from taxes.
Budgetary allocation.
Providing loans, subsidies
and grants.
Accessing funds for projects
from agencies such as IDB,
USAID, UNESCO,PAHO,
WHO, etc.
Some special projects:
School Feeding
Programmes.
Immunisation programmes in
conjunction with the Ministry
of Health.
Provision for necessitous
cases in schools.(school
uniforms and boots.)
The Secondary School
Reform Project (S.S.R.P)
in selected schools of
Guyana.
Discussing
the various
ways
Government
provides
facilities for
education.
Preparing a
folder to show
the faciltites
provided by
Government
at your school
level during
the past five
years.
Reading
handouts and
pamphlets on
special
projects in
schools.
Constructing
charts and
tables.
Can students
explain how
Government
provides facilities
for education?
.
Can students
explain how special
projects help to
improve conditions
at schools?
Language
Arts-
reading and
discussing.
Language
Arts-
discussing
projects.
10
Learning Objectives Activities/ Areas of
Topic
Skills Knowledge Understanding Attitude Content
Materials/
Strategies Evaluation Integration
2.3
EN -
VIRON -
MENTAL
ISSUES
Main pol-
icies of
Govern -
ment
relating
to
Industrial
Develop -
ment
Industrial
develop -
ment
Research
work from
the
National
Develop -
ment
Strategy
Papers on
govern -
ment's
policy on
Mining,
Manufac -
ture,
Tourism
etc.
On a map
of Guyana
locate
industrial
sites.
Describe
govern -
ment's policy
towards
developing
any given
industry
e.g.mining,
forestry,
tourism, etc.
Describe the
various
forms of
industrial
pollution.
Explain
policies related
to industrial
development.
Select one
industry and
explain how
the waste
material is
disposed of.
Recognise
that the
country's
industries
are
important
revenue
earners.
Appreciate
that in the
manufacture
of various
products
there is an
accumula -
tion of waste.
Some policies relating to
industrial development:
Enhancement of mining to
include revenue acquisition,
marketing, security of titles,
training, technology, environ-
mental and social issues.
Improvement of transporta -
tion and other essential
services in the hinterland.
Review of royalties, duties,
taxes and incentives.
The encouragement of
environmentally friendly
technology.
Industries:-
Mining - gold, diamond and
bauxite.
Manufacturing - matches,
soap, sugar and rum.
Agricultural - rice and
vegetables.
Fishing and shrimping.
Forms of industrial pollution:
Air - smoke, dust, gases,
noise.
Water - decomposed organic
matter and chemicals.
Land - solid waste
Disposal of waste in a
manner that is
Discussing in
groups
government's
policies
regarding
industry.
Inviting
resource
persons to
talk on the
relevant
policies.
Researching
information on
the industries
of Guyana to
investigate the
level of
pollution.
Visiting
industrial sites
to interview
workers and
observe waste
management.
Can students
explain the policies
of government
relating to industrial
development?
Can students
explain how
pollution in industry
can affect the health
of workers?
Integrated
Science-
environmental
issues.
Principles of
Business -
industrial
develop -
ment.
11
Learning Objectives Activities/ Areas of
Topic
Skills Knowledge Understanding Attitude Content
Materials/
Strategies Evaluation Integration
Pollution
and
waste
manage -
ment
Identify the
various
forms of
pollution.
Research
and record
the various
ways by
which the
public can
be
sensitised
to
preserving
a healthy
environ -
ment.
Describe the
effects of
pollution on
the environ -
ment.
Identify
agencies
that can
assist with
solid and
liquid waste
manage -
ment.
Explain the
effects of
pollution on the
health and well-
being of
people.
Understand
that resources
should be
managed in a
sustainable
manner to
preserve a
healthy
environment.
Recognise
that a
healthy
environ-
ment can
preserve
life and
promote
eco-
tourism.
The effects of pollution on the
environment and on human
lives:
Impure air and water.
Unsightly surroundings.
Spread of diseases creating
ill-health and eventually
death.
Government's policy to
reduce pollution:
Launching public awareness
programmes.
Enacting legislation.
Adopting safe ways of
managing waste e.g.recycling
whenever it is necessary.
Researching
information on
the effects of
pollution on
the
environment.
Reading the
National
Development
Strategy
Papers (1995)
on the
Government's
Policy on
Environment -
al Protection.
Can students
explain the effects
of pollution on the
environment?
Can students
explain how to
manage waste?
Integrated
Science-
waste
manage-
ment.
12
Learning Objectives Activities/ Areas of
Topic
Skills Knowledge Understanding Attitude Content
Materials/
Strategies Evaluation Integration
Other
Environ -
mental
Issues
Research
inform -
ation on
deforest -
ation and
state its
effects on
the en -
vironment.
Describe the
measures
which
govern -
ment can
adopt to stop
deforest -
ation.
Explain the
relationship
between
deforestation
and economic
decline.
Understand
that as a main
source of life,
the environ-
ment should
be conserved.
Appreciate
that the
environment
must be
conserved
for our well-
being and
that of future
generations.
Deforestation, soil erosion
and their effects e.g.
(a) Loss of bio-diversity.
(b) Change in climate.
(c) Loss of fertile soil.
Government's measures to
stop deforestation and soil
erosion:
(a) Promote eco-tourism.
(b) Develop non-timber use of
the forest.
(c.) Enforce the National
Forestry Code.
(d) Rehabilitate and maintain
sea defences and irrigation.
(e) Protect the mangrove.
Reading
Government's
Environmen -
tal Policy from
the National
Development
Strategy
Papers.
Group
discussion on
the effects of
deforestation.
Preparing and
presenting to
the class a
talk on 'The
effects of
deforestation
and the
measures
which the
Government
can take to
prevent it.

Can students
explain the effects
of deforestation on
the environment?
Agricultural
Science-
soil erosion
and climatic
changes.
13
Learning Objectives Activities/ Areas of
Topic
Skills Knowledge Understanding Attitude Content
Materials/
Strategies Evaluation Integration
2.4
CO-
OPER-
ATIVE
MOVE -
MENTS
Various
types of
co-oper -
ative
societies
in
Guyana.
Identify the
co-opera -
tive socie -
ties accord -
ing to eco -
nomic
activities.
State the
groups into
which these
co-operative
societies are
divided.
Explain why
persons form
co-operative
societies.
Understand
that members
of a particular
co-operative
society have
common
needs.
Empathise
with others
who have
needs and
be willing to
co-operate
with them so
that they can
achieve their
goals.
Some types of co-operative
societies in Guyana:
Housing Co-operatives.
Builders' Co-operatives.
Fishermen's Co-operatives.
Credit Unions.
Consumer Co-operatives
make goods and services
available to members.
Producer Co-operatives
produce particular types of
goods be it industrial or
agricultural. Employment is
also created for the
members.
Researching
information on
the co-
operative
societies in
Guyana.
Discussing
the
importance of
the various
types of
societies.
Presenting a
speech on
'The types of
Co-operatives
and the needs
they satisfy.'
Visiting co-
operative
societies and
interviewing
the members
to find out
how the
societies
work.
Can students
differentiate
between a
Consumer and a
Producer Co-
operative society?
Language
Arts-
discussing
and preparing
a speech.
14
Learning Objectives Activities/ Areas of
Topic
Skills Knowledge Understanding Attitude Content
Materials/
Strategies Evaluation Integration
The
princi -
ples and
chief
charact -
eristics of
co-opera -
tive
societies
in
Guyana.
Func -
tions of
execu -
tive
members
and
ordinary
members
of a co-
opera -
tive
society.
Extract
information
on the
principles
and chief
character -
istics of co-
operative
societies.
Collect
information
on the
executive
members.
State the
meaning of
each
principle.
Describe the
functions of
each
executive
member.
Describe the
functions of
the ordinary
members.
Explain how
these
principles can
be applied to a
consumer co-
operative.
Explain the
importance of
the function of
the Chairman.
Understand
that each
member of the
society must
work for the
benefit of the
society.
Appreciate
that the
societies
function to
provide for
the needs of
its members
and not for
profit.
Appreciate
and respect
the functions
of each
member of
the society.
Principles and chief
characteristsof co-operative
societies:
(a) Self reliance.
(b) Democratic control.
(c) Open membership.
(d) Limited dividends on
profits.
(e) Patronage Refund.
(f) Provision for education to
the members.

Functions of the executive
members:
Chairman:
(a) Ensures that meetings are
convened regularly.
(b) Sees that the
management
committee does its work.
(c.) Approves of individuals to
fill vacancies.
Secretary:
(a) Sends out notices for
meetings on time.
(b) Keeps accurate records.
Reading
Modules in
Social Studies
with SBA
Guide and
CXC
Questions by
Ramsawak et
al.
Interpreting
the principles
and showing
how they can
be applied to
various co-
operatives.
Researching
information on
the duties of
the members
of the co-
operative
society.
Interviewing
executive
members of a
co-operative
society to find
out their roles.
Can students
explain the
principles and
characteristics and
show how these can
be applied to any co-
operative society?
Can students
identify the
members of the
executive and
describe their
functions?
Language
Arts-
discussing
and explaining
principles.
Language
Arts-
reading,
interviewing
and dramatis -
ing.
Principles of
Business-
management.
15
Learning Objectives Activities/ Areas of
Topic
Skills Knowledge Understanding Attitude Content
Materials/
Strategies Evaluation Integration

Treasurer:
(a) Collects and banks all
monies belonging to the
society,
(b) Makes all disbursements.
(c) Calculates all dividends
and patronage refund.
Ordinary members:
(a) Ensure that the society is
managed efficiently.
(b) Are supportive of
decisions made.
(c) Learn how the society
operates.
(d) Attend meetings.
(e) Support the society e.g.as
in a consumer society.
Inviting
ordinary
members of a
co-operative
society to
discuss their
work in the
society.
16
UNIT 3 PEOPLE IN OUR COMMUNITY
Activities/
Skills Knowledge Understanding Attitude Content Materials/ Evaluation Areas of
Strategies Integration
3.1
WORK -
ERS IN
THE
COMMUN-
ITY.
Identify
various
communi -
ties on a
map of
Guyana.
Draw a pie
chart to
show the
percent -
age of
workers in
particular
profes -
sions in
your
commun -
ity.
State the
economic
needs of
the people
in your
community.
Describe
the natural
resources
of your
community.
Compare the
economic
activities of
workers in an
urban community
with those in an
interior/rural
community.
Understand that
people in a
community
exploit the
resources of that
community to
supply their
needs and the
needs of others.
Recognise that
exploitation of
resources should
be done in a
sustainable
manner.
Be prepared to
develop
appropriate
technology
necessary for
exploiting the
resources of the
community.
The different types of
communities in Guyana e.g.
Rural
Urban
Riverain
Interior.
Resources and character -
istics of each type of
community.
In the rural communities
workers are engaged in
agriculture and small scale
manufacture.
In the urban communities
workers are civil servants
and entrepreneurs.
In riverain communities
workers are loggers and
miners,
The interior communities
produce gold and other
precious and semi-precious
minerals.
Types of workers in each
community e.g. miners,
farmers,
teachers,nurses,policemen
and social workers.
Inviting
workers in
the
community
to talk about
their jobs.
Research
the types of
workers in
the
community
as well as
the role of
each type.
Writing
paragraphs
on workers
in the
community.
Can
students
determine
the needs
and
resources
of their
community
and show
how these
relate to the
types of
jobs done
by the
people.
Principles of
Business-
exploitation
of natural
resources
for supplying
needs.
Language
Arts-
constructing
a question-
naire.

Learning Objectives
17
Learning Objectives Activities/
Skills Knowledge Understanding Attitude Content Materials/ Evaluation Areas of
Strategies Integration
3.2
TYPES OF
GROUPS
Primary
Groups
and
Second-
ary
Groups
Family
groups
Prepare a
chart
depicting
the two
types of
groups.
Categor -
ise the
families in
your
society.
Carry out a
survey to
determine
how the
families in
your
community
were
formed.
Define
primary and
secondary
groups.
State the
main
characteris -
tics of the
nuclear and
extended
families.
Describe
how
families are
formed.
Understand that
unlike the
secondary group,
the primary group
is small and there
is face to face
interaction.
Compare the
nuclear with the
extended family.
Understand that
families are
formed in a
number of ways.
Appreciate that
groups can be
categorised into
two main types
and each type
has advantages.
Appreciate that
each member of
every family
group has an
important role to
play.
Appreciate that
regardless of the
family form each
member is
important.
Types of groups:
Primary
Secondary.
Primary groups are usually
small and are characterised
by intimate face-to-face
relationships. e.g. the family.
Secondary groups are
usually larger than the
primary groups. As a result
intimacy is lost. e.g. trade
unions and political parties.
Types of family groups:
Nuclear
Extended
Sibling
Single parent, etc.
How families are formed:
Choice of partners
Arranged marriages
Marriages of convenience
Elopement.
Examining
groups in
the
community
and
categorising
them.
Conducting
surveys to
determine
the family
groups
existing in
the
community.
Debating
whether it is
advanta -
geous to be
a member of
a nuclear
family or a
member of
an extended
family.
Preparing
folders on
the different
family forms.
Can
students
differentiate
between
primary and
secondary
groups?
Can
students
explain why
each
member of
the family
has an
important
role to play
regardless
of the type
of family
group to
which
he/she
belongs?
Art and
Craft-
preparing
charts and
folders.
Language
Arts-
Debating
and
discussing.
Topic
18
Learning Objectives Activities/
Skills Knowledge Understanding Attitude Content Materials/ Evaluation Areas of
Strategies
Integration
Factors
respon -
sible for
family
disinte -
gration.
Research
reasons
why
families
disinte -
grate.
State the
effects on
children
when the
family
disinte-
grates.
Explain how
children become
victims of
divorce.
Explain some of
the measures
which can be
taken to prevent
family
disintegration.
Recognise that it
is important for
young people to
prepare
themselves for
marriage.
Causes of family disintegra -
tion:
(a) Financial problems.
(b) Cultural differences
existing between parents.
(c) Infidelity between
husband and wife,
(d) Religious differences.
(e) Different political views
and opinions.
(f) Interference by in-laws.
Preparation for marriage.
(a) Courtship.
(b) Premarriage counselling.
(c) Acquiring a career.
Discussing
the factors
responsible
for the
disintegra -
tion of
families.
Examining
case
studies, giv -
ing reasons
for disinte -
gration and
examining
the effects
of disinte -
gration on
the family.
Inviting a
social
worker to
talk to
students on
Family
Disintegra -
tion.
Can
students
present to
the class a
talk on 'The
Causes of
Family
Disintegra -
tion'?
Can
students
explain to
the class,
what may
be done to
prevent
family
disintegra -
tion?
Health and
Family Life
Education-
family
problems.
Topic
19
Activities
Skills Knowledge Understanding Attitude Content Materials/ Evaluation Areas of
Strategies Integration
3.3
THE PEER
GROUP
The
influence
of peer
group
pressure
on adoles-
cents.
Investigate
to
determine
the various
peer
groups in
the school
and in the
commun -
ity.
State the
character -
istics of
peer
groups.
Describe
the
influence of
these
groups on
members.
Categorise the
influences of
peer groups.
Explain the
benefits an
adolescent can
derive from
becoming a
member of a
peer group.
Understand that
the peer group
exerts very
strong influences
on adolescents.
Be aware of the
positive and
negative
influences of the
peer group on
the adolescent.
Build on the
positive and
avoid the
negative.
Appreciate and
understand the
behaviour of
other
adolescents.
Positive influences of peer
groups:
(a) Individuals get a sense
of belonging.
(b) They are given an
opportunity to develop
attitudes, beliefs and
values.
(c) They develop leadership
qualities.
(d) Adolescents gain
experiences which equip
them for adult life.
(e) The peer group can be a
support group to assist
with problem-solving,
homework, etc.
Negative influences:
(a) Delinquent acts which
can be perpetrated e.g.
smoking, alcoholism,
sexual permissiveness,
drug abuse, etc.
(b) Inappropriate dress and
deportment.
(c) A loss of parental
supervision and control.
Describing
the role of
peer groups
within the
school and
the
community.
Reporting
and listening
to
experiences
of students
within the
peer group.
Research -
ing
information
on the topic.
Can
students
identify
peer
groups and
describe
their
influences
on the ado-
lescents?
Health and
Family Life
Education-
peer groups
and and
their
functions.
Topic
Learning Objectives
20
Activities
Skills Knowledge Understanding Attitude Content Materials/ Evaluation Areas of
Strategies Integration
The role
of peer
group
leaders
3.4
OTHER
SOCIAL
ISSUES
Social -
izing
Institu -
tions in
the
commu -
nity
Interview
two peer
group
leaders in
your
school and
write a
report on
the role of
leaders.
Research
informa -
tion on
institutions
which help
the
individual
to
socialize.
State the
main
characteris -
tics of peer
group
leaders.
State the
types and
functions of
institutions.
Explain why
members of the
peer group
regard the leader
as a role model.
Understand that
the manner and
attitude of the
group leader are
imitated by other
members.
Explain how the
home and school
contribute
towards the
development of
the individual.
Be aware of the
influencing role
of peer group
leaders.
Seek to imitate
the positive
behaviours and
not the negative
ones.
Recognise that
socializing
institutions
organise and
regulate patterns
of behaviour, as
well as provide
for the needs of
people.
Some characteristics of peer
group leaders:
Physical strength and huge
body structure.
Very vocal.
Daring.
Drive fear into other
members.
Possess charisma.
Role of the peer group
leaders:
Initiate activities.
Determine values and mode
of behaviour.
Be supportive.
Ensure loyalty.
Types of institutions:
SOCIAL e.g.family,marriage.
Providing earliest
values,skills and knowledge.
EDUCATIONAL e.g.school.
Transmitting culture.
POLITICAL e.g. government.
Deciding policies and
effecting them.
RELIGIOUS e.g.church.
Passing on beliefs.
ECONOMIC e.g. bank.
Discussing
the role of
peer group
leaders.
Inviting a
leader to
visit and
describe his
or her role.
Research-
ing in
groups,the
characteris -
tics of
various
institutions.
Discussing
how insti -
tutions affect
the value
system of in-
dividuals.
Can
students
explain why
the peer
group
leader can
be the role
model for
the group?
Can
students
explain how
institutions
socialize
the
individual?
Health and
Family Life
Education-
peer group
leaders.
Health and
Family Life
Education-
socializing
role of
institution.
Topic

Learning Objectives
21
UNIT 4. DEVELOPMENT IN OUR COMMUNITY
Learning Objectives Activities/ Areas of
Topic Skills Knowledge Understanding Attitude Content
Materials/
Strategies
Evaluation Integration
4.1
GROWTH
AND
DEVELOP-
MENT IN
GUYANA
Economic
Develop-
ment
Locate
places
with the
potential
for
economic
develop -
ment.
List
resources
which have
not been
developed.
Explain how these
resources can be
used for
economic
development.
Understand that
economic gains
depend on the
development of
resources.
Be aware
that the
human
resources
are needed
to develop
the physical
resources.
There are some resources
which have not been
developed.
In some cases, entrepre -
neurs do not explore the
possibilities: e.g. manu-
facture of fruit juices in
Guyana.
Semi-precious stones have
not been fully utilised.
Guyana can become more
involved in the manufacture
of wood products for export
e.g. furniture.
Conducting a
survey at the
market to
note goods
which are
imported.
Can the
students
identify
resources
which have
not been
utilised and
explain
how they
can be
developed?
Agriculture
Science-
agro -based
industries.
Career
Guidance-
entrepre-
neurship.
Physical
Develop-
ment
Locate
important
physical
develop-
ments
that have
taken
place in
the
commun-
ity/region.
Describe
physical
develop-
ments that
have taken
place in your
country/
region.
Explain how
physical
development
leads to other
benefits.
Understand that
physical
development is
related to other
forms of
development.
Realise the
importance
of infra-
structural
works and
care them.
Examples of physical
development:
Infrastructure- roads and
bridges, drainage and
irrigation.
Drainage and irrigation helps
with the development of
agriculture.
Drainage helps to avoid
floods.
Roads can help to open up
new areas for development.
Roads help when goods
have to be transported.
Others: Schools and
factories .
Studying
pictures and
maps.
Making
models.
Small group
discussion
and brain -
storming.
Can the
students
explain
how the
infrastruc-
tural works
help with
develop
-ment?
Agricultural
Science-
drainage
and
irrigation.
22
Learning Objectives Activities/ Areas of
Topic Skills Knowledge Understanding Attitude Content
Materials/
Strategies
Evaluation Integration
Social and
Political
Develop-
ment.
Draw a
diagram
to
highlight
the
structure
of a
Regional
Democra-
tic
Council.
Calculate
seats for
each
party
through
the
Regional
Elec-
tions.
Describe the
structure of
the Regional
Democratic
Council.
Explain recent
changes in the
Local
Government
System.
Explain the
functions of the
Local
Government
institutions.
Explain how
persons are
elected to
Parliament.
Understand that
the Local
Government
System is related
to Central
Government.
Give
support to
your
Neighbour -
hood
Democratic
Council.
There are ten Regional
Democratic Councils.With
the reforms of 2001, there
are now 25 Regional
Representatives in
Parliament.
The number of councillors of
each Regional Democratic
Council varies.
The number is somewhat
related to the population.
The Council in Region 1 has
15 members.
Region 4 has 35 members.
Small group
discussion.
Making
scrapbooks
from
newpapers
clippings.
Role- playing
the council at
a meeting.
Debating an
issue.
Can the
students
describe
the relation-
ship
between
Central
Govern -
ment and
Local
Govern -
ment?
Can the
students
explain the
functions of
the Local
Govern -
ment body?
Language
Arts-
discussion
and debate.
Mathema-
tics-
calculating
number of
seats.
23
Learning Objectives Activities/ Areas of
Topic Skills Knowledge Understanding Attitude Content
Materials/
Strategies
Evaluation Integration
4.2
HINTER-
LAND/
RURAL
DEVELOP-
MENT
Locate
areas
with
potentials
for
develop-
ment.
Identify
potentials for
development
in the
hinterland/
rural areas.
Explain why these
areas have not
been developed.
Assess their
potentials.
Understand that
development
requires finance
and other human
resources.
Be prepared
to help with
develop -
ment.
Many resources are found in
the rural/hinterland areas.
These areas may lack
financial resources. Often
the distance factor makes it
difficult to attract skilled
labour.
Often transportation is
unavailable if not expensive.
E.g. Rupununi has the
potential for peanut
production but cheap
transportation is not
available.
The rural/hinterland areas
have potentials for the
development of tourism.
Some of the rivers are
possible sources of hydro-
electricity.
Studying
maps to
identify
possible
resources .
Viewing
films/video
cassettes on
rural/
hinterland
development.
Can the
students
prepare a
portfolio on
forestry in
Guyana?
Can they
explain why
some
resources
have not
been
developed?
Language
Arts-
discussion.
4.3
MANU-
FACTUR-
ING/
INDUS-
TRIAL
DEVELOP-
MENT
Locate
industrial
sites and
other
areas
where
manu -
facturing
is done.
Identify
factors which
affect the
location of
industries.
Understand that
industrial
development
brings additional
benefits.
Be willing to
support
local
industry.
Factors which affect the
location of industries:
1. The resources/raw
material must be easily
available.
2. Power must be supplied.
3. Labour and skill must be
available.
4. The market must be
accessible.
Conducting a
survey to
collect data.
Locating sites
on a map.
Can
students
explain why
specific
industries
are located
where they
are?
Principles of
Business-
location of
industries.
24
Learning Objectives Activities/ Areas of
Topic Skills Knowledge Understanding Attitude Content
Materials/
Strategies
Evaluation Integration
Guyana's
imports
and
exports.
Guyana's
Trading
Partners
Classify
industries
Classify
commodi-
ties
Collect
and show
inform -
ation on a
graph.
Extract
inform -
ation from
a map.
Use a
map to
trace the
trade
routes
which
ships
take.
Describe the
stages of
industrial
development.
Describe
Guyana's
main imports
and exports.
Identify
Guyana's
Trading
Partners.
Examine the
trading
patterns.
Explain why we
have to import
certain
commodities.
Explain why we
must export some
commodities.
Understand that
we have to buy
some
commodities
because we
cannot produce
them.
Explain what
other benefits are
gained from
trading partners.
Understand that
we need to trade
to satisfy needs.
Show
respect for
even the
small
producers.
Develop a
spirit of co-
operation
when we
trade with
other
countries.
Stages of industrial growth
-Primary
-Secondary
-Tertiary
-Quaternary
Guyana is a primary
producer of several
products.
Guyana lacks adequate
power for industrial
development.
Sugar, rice, bauxite and gold
and diamond are the main
exports. We earn foreign
exchange from these.
Guyana has to import
petroleum and machinery.
We also import electrical
equipment, drugs and
chemicals.
Guyana conducts much
trade with the United States,
Canada, Japan and Britain.
Guyana is a member of the
African, Caribbean and
Pacific grouping.
Guyana is a member of
CARICOM and the
Commonwealth.
Studying a
resource
map of
Guyana.
Compiling
data from
Reports. e.g.
Bank of
Guyana
Annual
Statistical
Report.
Collecting
information
from the
Ministry of
Trade and
Tourism.
Compiling
data from
Annual
Reports.
Can the
students
explain why
we can
produce
some
products
and why we
have to
import
others?
Can
students
account for
trading
patterns?
Can
students
explain why
we have to
trade?
Principles of
Business-
imports and
exports.
Principles of
Business-
trading.
25
Topic
Learning Objectives
Content
Activities/ Evaluation
Areas of
Skills
Knowledge Understanding
Attitude Materials
Integration
Strategies
4.4 THE
DEVELOP-
MENT OF
TOURISM .
Compile
data on
tourism.
Locate
tourist
sites.
State the
unique
features of
Guyana that
can attract
tourists.
Explain the
different reasons
why people visit
other countries.
Differentiate
between domestic
and international
tourism.
Assess the
importance of
tourism.
Examine the likely
negative effects
of tourism.
Understand that
negative attitudes
can cause a
decline in tourism.
Be
courteous
towards
visitors.
Different countries have
different attractions. Some
persons are attracted to
special features. The
Caribbean Islands have sun,
sand and beach. Guyana
can develop nature tourism
e.g. forest trails.
Tourism can bring in foreign
exchange.
Employment can be created
directly and indirectly.
Negative effects of tourism:
Foreigners may introduce
their culture and habits.
Diseases can be spread.
Government's Role:
Provide the social
atmosphere for the
development of tourism.
Seasons:
Some tourists are attracted
to special events e.g. Mash-
ramani and Diwali.
When it is winter in Canada,
the United States and the
United Kingdom, many
tourists visit the Caribbean.
Brainstormin
g students on
the topic.
Discussing in
small groups.
Projects -
showing
highlights in
pictures.
.
Interpreting
data shown
on a graph.
Can
students
assess the
negative
effects of
tourism?
Can
students
describe
the role of
govern -
ment in
develop -
ing the
sector?
Can
students
explain why
many
tourists visit
the
Caribbean
at certain
times?
Career
Guidance-
careers
related to
tourism.
Health
Education-
prevention
of communi-
cable
diseases.
26
UNIT 5
Activities Areas of
Topic Skills Knowledge Understanding Attitude Content
Materials/
Strategies
Evaluation
Integration
5.1
POSITIVE
HABITS TO
MAINTAIN
GOOD
HEALTH
A Balanced
Diet
Identify
the food
groups
which
make up
a
balanced
diet.
Describe a
balanced
diet.
Give
examples
of the
various
food
groups.
Explain the
importance of
a balanced
diet.
Show
greater
aware-
ness of
the need
for good
health
habits.
Menus.
Charts of three the basic meals -
breakfast, lunch and dinner.
Examining
menus/
meals for
balanced
diets -Small
Group
Activity.
Can students
prepare an
illustration of
a balanced
diet?
Language
Arts-
writing
summaries.
Home
Econo-
mics-
food and
nutrition.
Rest, sleep
and
exercise
Identify
various
forms of
exercise
that
would
improve
and
restore
health.
State ways
of resting
various
parts of the
body.
Identify
suitable
exercises
for
teenagers.
Explain how
some
exercises help
teenagers to
stay healthy.
Explain why
the period of
time when one
is doing
nothing
strenuous, the
body is
resting.
Respect
and
empa-
thise with
others
when
they are
unwell.
The importance of food, rest and
exercise.
The muscles, organs etc which develop
from specific exercises e.g. swimming,
walking and cycling.
Rest is earned by relaxing and sleeping.
One can also rest by listening to music.
Conducting
physical
exercise
classes for
the toning of
specific parts
of the body or
for keeping
specific parts
of the body
healthy.
Can students
list the
importance
of exercise?
Can students
state the
effects of
loss of sleep
for several
days?
Integrated
Science-
health
policies for
students.
Learning Objectives
HEALTH AND WELL-BEING
27
Activities Areas of
Topic Skills Knowledge Understanding Attitude Content
Materials/
Strategies
Evaluation
Integration
Learning Objectives
Understand
that people
exercise in
order to stay
strong and
healthy.
Role of
govern-
ment and
the com-
munity
members
in main-
tenance of
good
health in
the com-
munity
Practise
simple
methods/
ways of
keeping
the
home
and
surround-
ings tidy.
Describe
the work of
the public
health
officials.
Explain how
good health
can be
maintained.
Understand
that everyone
has a
responsibility
to keep the
home and
community
clean and tidy.
Adopt
positive
health
habits.
The role of the individual and the
community on the issue of good health
in the community.
Immunization against diseases.e.g
typhoid and yellow fever.
Pure water.e.g. boiling drinking water.
Clean surroundings. e.g. avoid littering
and keeping garbage bins closed.
Collection of garbage by the authorities.
Clearing drains and canals.
Inviting a
resource
person e.g. a
public health
official to talk
to students
on the care
of the
environment.
Can students
conduct an
exercise to
demonstrate
the mainten-
ance of a
healthy
community?
Integrated
Science-
healthy
surround-
ings.
5.2
DOMES-
TIC
VIOLENCE
Various
forms of
Domestic
Violence
Recog-
nise/
identify
persons
who have
exper-
ienced
domestic
violence.
State the
forms of
domestic
violence.
Explain the
concept of
domestic
violence.
Give reasons
for the
occurence of
domestic
violence.
Sympa-
thise with
persons
who have
expe-
rienced
domestic
violence.
Forms of domestic violence:
-Physical, e.g. beating.
-Emotional, e.g. lack of love.
-Psychological, e.g. ridicule in public.
-Sexual, e.g. rape and incest.
-Social, e.g. rejecting others.
-Economic, e.g. depriving someone of
money.
Role-playing
a scene on
domestic
violence.
Can students
write a play
to demon-
strate actions
taken to
reduce
domestic
violence?
Integrated
Science-
human
behaviour.
28
Activities Areas of
Topic Skills Knowledge Understanding Attitude Content
Materials/
Strategies
Evaluation
Integration
Learning Objectives
Causes
and Effects
of
Domestic
Violence
Collect
pictures
of victims
of
domestic
violence.
Identify
problems/
troubles
that result
in abuse
and
violence
between
members
of the same
family or
household.
Explain the
effects of
domestic
violence.
Sympath-
ise with
the be-
haviour of
persons
who
have
exper-
ienced
domestic
violence.
Show
concern
for those
who have
been
abused.
The causes of domestic violence:
-weaknesses of ones mental health,
- uncontrolled emotions,
-excessive use of alcohol or drugs.
- environmental stress and anxiety.
-lack or loss of financial support.
-neglect and loneliness.
-infidelity.
Talk on the
effects of
domestic
violence on
the individual
and society.
Can students
compile a
booklet on
the causes
and effects of
domestic
violence?
Integrated
Science-
human
behaviour.
Methods of
prevention
and
reduction
Identify
members
in the
commun-
ity who
have
mental
stress
that could
lead to
domestic
violence.
Identify
friends,
counsel-
lors,
clergymen
and
physicians
who can try
to solve the
problems of
domestic
violence.
Discuss the
methods that
can be used to
reduce or
eliminate
domestic
violence.
Show
concern
for
everyone
in society.
Institutions that can help to prevent and
reduce domestic violence :
Help and Shelter-provides immediate
physical support.
Responsible Parenthood Association -
provides counselling sessions.
The Marriage Encounter- provides
counselling on preparation for marriage.
Visiting courts
and
interviewing
counsellors
on the issue
of battered
women/ men.
Examining
case- studies
of victims -
group work.
Can students
compile a list
of situations
which lead to
domestic
violence and
state
possible
remedies to
these
situations?
Integrated
Science-
human
behaviour.
29
Activities Areas of
Topic Skills Knowledge Understanding Attitude Content
Materials/
Strategies
Evaluation
Integration
Learning Objectives
The role of
institu-
tions and
support
groups
Listen to
problems
of people
and
recom-
mend
solutions.
Name the
institutions
that are in
place to
assist
abused
people.
Understand
that there are
established
institutions of
various kinds
to help reduce
and prevent
domestic
violence.
Show
love,
tolerance
and
sympathy
for the
feelings
of others.
The family as an institution must be
respected.
Uphold the responsibility of marriage.
The role of various institutions/groups
that assist in reducing domestic
violence.
Role- playing
Guidance and
Counselling
sessions to
highlight
different types
of domestic
violence.
Can students
identify the
specific role
of institut-
ions involved
in the
prevention of
domestic
violence?
Language
Arts-
discussion.
5.3
CHILD
ABUSE
The
various
forms of
child abuse
Observe
and
record
the
findings
on
children
who have
experi-
enced
some
form of
abuse.
State the
various
forms of
child abuse.
Understand
that a child
can be abused
in different
ways.
Demon-
strate a
spirit of
tolerance
and
sharing
with
children
trauma-
tised by
abuse.
The various forms of abuse that
children encounter:
Physical abuse e.g. excessive flogging.
Sexual abuse e.g.incest and rape.
Psychological and emotional abuse e.g.
ridiculing in public.
Reading the
text- Human
Rights
Education for
Citizenship.
Ministry of
Education.
Guyana
Human
Rights
Association.
Amnesty
International.-
1997
Discussing
cases of child
abuse. -
Group work.
Can students
cite some
examples of
how children
behave when
they are
affected by
some form of
abuse?
Language
Arts-
writing
summaries.
Home
Economics-
food and
nutrition.
30
Activities Areas of
Topic Skills Knowledge Understanding Attitude Content
Materials/
Strategies
Evaluation
Integration
Learning Objectives
Ways of
preventing
child abuse
Identify
abusive
situa-
tions.
State
conditions
which are
necessary
for
promoting
security
and love.
Make
suggestions
and
recommenda-
tions for
reducing the
practice of
abuse.
Be
tolerant
with
children
who need
attention
and
affection.
How the parents can prevent child
abuse:
The need for and importance of love,
security, affection and recognition.
Achieving and establishing good
relationships for healthy development of
the child's personality.
Recognise and implement the rights of
the child.
Reading text -
The Rights of
the Child-
Human
Rights
Education For
Citizenship.
Viewing a
video or
examining
pictures etc.
on various
case-studies.
Can students
state reasons
why persons
become
abusive?
Can students
make
suggestions
to family
/groups
which might
assist
abused
children?
Integrated
Science-
human
behaviour.
31
Activities Areas of
Topic Skills Knowledge Understanding Attitude Content
Materials/
Strategies
Evaluation
Integration
Learning Objectives
5.4
SEXUALLY
TRANS-
MITTED
DISEASES
Major
STD's -
causes and
their
symptoms
Interpret
and draw
conclus-
ions from
statis-
tics.
Define the
term
Sexually
Transmit-
ted
Diseases.
Identify
some of the
major
STD's.
Examine
some of the
symptons
associated
with the
diseases.
Show
concern
for per-
sons who
are in-
fected
with
certain
diseas-
es.
Sexually Transmitted Diseases.
Causes of HIV.
The Human Immune Deficiency Virus
(HIV) which causes AIDS lives in the
blood, semen, vaginal secretion and
saliva of infected persons.
Transmission:
- Sexual intercourse with an infected
person.
- Injection with an infected needle.
- Blood transfusion with contaminated
blood.
STD'S:
- AIDS,Syphilis,Gonorrhea,
Herpes.
Symptoms - Serious colds
and other infections. Offensive smells
in the genital areas. Serious loss of
weight.
Inviting a
nurse/doctor
to talk to the
students on
STD's.
Can students
prepare a
report on a
person who
has been
affected?
Language
Arts-
report
writing.
Integrated
Science -
trans-
mission of
diseases.
32
Activities Areas of
Topic Skills Knowledge Understanding Attitude Content
Materials/
Strategies
Evaluation
Integration
Learning Objectives
The social
effects of
STD's on
the
individual
and the
com-
munity
Collect
informat-
ion from
the
commun-
ity.
State the
social
effects of
STD'S.
Explain how
these social
problems can
affect our
nation's
development.
Obey the
rules of
safety
and good
health.
Social Effects:
Withdrawal of the individual.
Inability to provide for oneself.
Inability to care for oneself.
Financial resources must be diverted to
care for the affected individual.
Shunning of the individual by the
community and even relatives.
Visiting
hospitals and
observing
patients who
are affected
by these
diseases.
Viewing films
on STD's
Can students
conduct a
community
research on
sexual
diseases
most
prevalent
among
youths?
33
UNIT 6 WEATHER AND CLIMATE
Learning Objectives Activities Areas of
Topic Skills Knowledge Understanding Attitude Content
Materials/
Strategies
Evaluation Integration
6.1
WEATHER &
CLIMATE
Identify the
changes in
the weather
and climatic
systems.
Describe
weather and
climatic
conditions in
the
Caribbean.
Explain the
differences
between
weather and
climate.
Compare
weather and
climatic
influences.
Appreciate the
importance of
the weather
phenomenon
on living and
non-living
things.
Definition of
weather and
climate.
Local, regional
and global
climates.
Comparing
weather
influences
with climatic
influences.
Observing
influences of
weather and
climate.
Can
students
identify the
effects of
weather and
climate on
the activi-
ties in the
community?
Language
Arts-
paragraph
writing.
6.2
FACTORS
WHICH
INFLUENCE
THE
ELEMENTS
OF
WEATHER
Draw simple
diagrams to
illustrate
factors
influencing
weather
elements.
State the
factors which
influence
climate.
Explain how
some factors
influence the
elements of
weather and
climate.
Show greater
awareness of
weather and
its influence
on the
Caribbean and
Guyana.
The factors
which influence
the elements of
weather and
climate.
Effects of
latitude, altitude,
ocean currents,
land and sea
distribution and
the ocean.(or
any large body
of water).
Listening to
the weather
forecast from
the media.
Reading
weather
maps, charts
and stations
of Guyana,
the Caribbean
and the world.
Discussing in
small groups
the factors
that influence
the elements
of weather
and climate in
Guyana.
Can
students
record
weather
phenomena
and interpret
them by
presenting
them on
charts/
tables,
graphs and
weather
maps?
Integrated
Science-
elements of
weather.
34
Learning Objectives Activities Areas of
Topic Skills Knowledge Understanding Attitude Content
Materials/
Strategies
Evaluation Integration
6.3
ELEMENTS
OF
WEATHER
AND
CLIMATE AS
SOURCES
OF ENERGY
Draw simple
solar panels,
hydro-electric
power
systems,
windmills and
turbines.
Describe the
solar panel,
the windmill
or the wind
turbine and
the hydro-
electric
system.
Explain how
alternative
sources of
energy are
harnessed.
Appreciate
that people in
Guyana, the
Caribbean,
etc. use
electrical
energy
harnessed
from the sun,
running water
and the wind.
The use of solar
energy, wind
energy, and
water energy in
Guyana and the
Caribbean.
Communities
which use alter -
native sources of
energy, e.g. St.
Ignatius.
Locating on a
map, areas of
Guyana where
solar, wind
and water
energy are
used at the
community
level.
Can
students
discuss the
advantages
of using
alternative
sources of
energy?
Language
Arts-
paragraph
writing.
6.4
WAYS BY
WHICH
PEOPLE IN
THE
CARIBBEAN
AND OTHER
PARTS OF
THE WORLD
ADAPT TO
WEATHER
AND
CLIMATE
Collecting
pictures of
persons,
dwelling
places and
clothing to
highlight the
differences in
climatic
systems
around the
world.
Identify the
major
climatic
zones of
the world.
Describe the
Inter-Tropical
Convergence
Zone (ITCZ).
Discuss how
families living in
different parts of
the world
prepare for
weather/climatic
changes.
Respond
appropriately
to weather
situations so
as to receive
maximum
benefits.
Major climatic
zones of the
world.e.g.
tropical and
temperate.
Simple weather
symbols .
The ITCZ.
Land and Sea
Breezes
Rotation and
Revolution.
Climatic changes
in Guyana.
The effects of
floods and
droughts on the
Caribbean
economy.
Drawing
weather maps
and charts.
Discussing in
small groups
the effects of
droughts/
floods on
specific
communities
in Guyana and
the
Caribbean.
Can
students
prepare
folders
depicting
human
activities,
types of
houses and
manner of
dress which
result from
climatic
variations?
Integrated
Science-
factors
influencing
weather and
climate.
35