(social studies education for democratic citizenship… · 2009 - social studies education for...

2009 - SOCIAL STUDIES EDUCATION FOR DEMOCRATIC CITIZENSHIP: K & 1

Antigua & Barbuda Curriculum Department

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RATIONALE

The last attempt at Social Studies Curriculum review and renewal in Antigua & Barbuda

was in the late 1980’s. In many cases, since the late 90s, the teaching of Social Studies has, most

often, been delivered in an ad hoc manner.

To achieve the goals of citizenship the developers of the program suggest student-

centered learning activities that are meaningful, integrative, value based and active. It also

promotes traditional paper and pencil as well as authentic (performance) assessments. The

underlying reasons for preparing a Social Studies curriculum which should promote Education for

Democratic Citizenship are outlined below.

First, in Antigua and Barbuda we live in a Democratic state, independent from Britain

since 1981. Education for Democratic Citizenship (EDC) would mean that the main outcome of

schooling should be citizens with civic consciousness; not only equipped with knowledge but

having the ability to demonstrate skills appropriate to such a citizen, who also exhibit democratic

values. Second, there appears to be a democratic deficit. A high percentage of individuals do not

vote or even show much interest in politics. EDC should help to improve individuals’ levels of

understanding of their lives and how they interact within society. Third, there was an upsurge of

crime and violence in 2004. Of particular interest are the negative activities among the youth

(which might be compounded by low value of self). These include school violence, drug related

violence, increases in cases of HIV/AIDS, home invasions coupled with robbery and rape,

murders and other gun related crimes. Fourth, surge in immigration of Caribbean neighbours and

an influx of other immigrants, from as far as China. This has opened up the avenue for the focus

on themes such as civic ideals and practices, identity, traditions, multiculturalism, cultural

diversity and tolerance. All citizens need to tolerate peoples coming from other places, and also

tolerate their differences.

Herbert and Sears (n.d) outlined three different approaches to fitting citizenship education

into the curriculum. In one of the traditions citizenship education is believed to be situated in the

Social Studies. The Antigua and Barbuda curriculum is proposed in this discussion as the

foundation for Citizenship Education to be developed through: Knowledge of social issues and

concerns; Skill development; Examination of values and attitudes; and Social Participation. The

suggested pedagogies are expected to promote the participatory, critical thinking, reflective

(democratic) citizens.

The focus has moved beyond civics. In this era, the social studies curriculum with the

main aim of Education for Democratic Citizenship (EDC) should prepare students and others in

the community to be productive, responsible, tolerant individuals who are critical decision makers;

positively affecting interaction among groups.

Experiential learning theory integrated with the behaviorist and constructivist approaches

to teaching, learning, and assessment, is the basis of this social studies curriculum. I wish all users

of this curriculum, whether supervising, teaching, learning or seeking information, will receive a

rich and lasting experience.

Cynthia Crump Assistant Director of Education – Curriculum January, 2009



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PURPOSE OF THE CURRICULUM [GUIDE]

This curriculum [guide] provides an enabling tool for enhancing teacher expertise in the social

studies classroom. It offers a range of ideas and suggestions to help teachers organize participatory

learning experiences designed to prepare students for lifelong learning. The links between

classroom practices and assessment have been illustrated to help teachers reflect on the dynamic

relationship among teaching, learning and students outcomes.

Social studies classrooms place major emphasis on student-centered learning through the

acquisition and development of specific cognitive skills and competencies. The focus is on

learning through activities, practice and participation. It is the development of these skills and

competencies, and their application to social issues and concerns that remain the true focus of

social studies. These skills are expected to produce the ultimate outcomes of social studies:

students, as citizens, acquiring and demonstrating social understanding and civic efficacy.

Brophy & Alleman present a very compelling case for the use of activities, particularly ‘out-of-

class’ activities, in the teaching and learning of social studies. They argue that the social concerns

and issues of social studies exist in the community outside the classroom and students can best

study and investigate these social issues and concerns in their real-life setting.

Both content and materials used in the social studies classrooms should, therefore, be relevant and

meaningful to students. Classroom activities should be such that students see the connection

between what is done in school and what they encounter outside of the school, in their everyday

real-life situations.

Students should be able to think critically and develop the competencies to analyze and evaluate

situations, generate solutions to problems, and make informed decisions. Not only should the

social studies classroom be an active place, but also, learning activities should not be confined to

the classroom. The issues and concerns to be studied exist in the community and are best studied

in that setting. Further, the skills to be developed are best acquired through practice in real-life

situations.

Instruction should be student-centered, with the teacher functioning as a guide and facilitator of

learning instead of merely as a source of knowledge. Students should be actively involved in their

own learning. This active involvement should engage the students in the selection and planning of

some learning activities. The teacher should also perceive every student as an individual, with

varied needs, interests and problems, and should provide opportunities for student to be involved

in activities which encourage them to make use of all their senses as much possible.

As we journey further into the twenty-first century, learning experiences should be organized

“through the eyes of the child” to investigate, question and evaluate the past and present in

response to a fast changing world. These skills will contribute to students playing a meaningful

role in shaping their future.

It is hoped that this guide will stimulate the teacher to use creative approaches that enable all

students to achieve their full potential. The curriculum [guide] offers ideas and suggestions on:

The goals of social studies;

The expected outcomes of social studies learning;

Integrating the expected outcomes into social studies units and lessons;

Instructional approaches and practices;

Using a variety of resources in social studies lessons;

Using a variety of assessment methods and tools for evaluating learning in social studies;

Making social studies active, meaningful, integrated, challenging, and exciting.

Adapted From

OECS Education Reform Unit (OERU)

Primary Social Studies



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Grades K-6

GOALS OF SOCIAL STUDIES:

Educators have agreed on the significance of the Social Studies programme to the overall

development of children. This is borne out in the focus of Social Studies with its emphasis on

citizenship education. Social Studies educators generally agree that there are five major goals of

Social Studies which teachers need to focus on.

The development of the social studies is predicated on Citizenship Education as the overarching

goal of Social Studies. This may be developed through:

Knowledge of social issues and concerns

Skill development

Development of values and attitudes

Social Participation

The above are long-term desired outcomes of Social Studies. As such our lesson objectives as well

as actual teaching are to be driven by these goals.

Values Education:

If students are to become intelligent, informed citizens, who are capable of making decisions, then

they ought to develop a core of basic values. Citizens must have a sense of values such as equality,

justice, patriotism, tolerance and respect for others and the rule of law. Such values, it is hoped,

will enable them to live meaningful and responsible lives in their society.

Values education underlines some forms of social studies education known as:

Character education, or

Moral education

Character education is based on the acquisition of traditional values, which are often labeled as

character traits or virtues. Character education is based on the premise that young children need to

acquire virtuous habits and behaviors even before they have reached a certain level of moral

development. Character education may be used as a base for understanding the social ills that

plague our society, such as HIV and AIDS, drug abuse, teenage pregnancies, high crime rates and

falling standards of public discipline.

Moral education is the development of values and rules that are used for judging the conflicting

interests of self and others. Such development include internalizing those basic principles of social

morality, that are necessary for dealing with the moral choices that have to be made from time to

time. As students mature, they learn to accept the values and beliefs of others as they interact with

members of their classroom and the wider community. For example, students may come to

appreciate the values of religion other than their own without necessarily subscribing to the values.

Debates, discussions, group work, out-of-class activities, moral dilemmas and analysis of news

items will aid students in building character and a set of pro-social values, and improving their

reasoning skills to promote decision making skills.

DEFINITION AND PURPOSE:

Social Studies as an area of study is designed for pedagogical purposes; the main focus being the

relationships between human beings. These relationships are important in building:

(i) Understanding of our role and responsibility as citizens in a democratic society;

(ii) Awareness of our link and interdependence locally, regionally, globally.

Some educators are of the view:

“Social Studies fosters the intellectual, social and personal development of

students in order to develop competence in participation in decision making

and other human activities”.



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Students, therefore, must be provided with meaningful experiences – knowledge, skills, and values

– to facilitate the promotion of “increased personal and social awareness” and the development of

“Commitment to, and skill in, social participation and social action”.

Key Terms:

Education Providing active opportunities – teaching, learning and assessment in order

for students to develop and demonstrate understanding of specific knowledge,

skills, values and attitudes and dispositions (OEA) and learning about their

rights and responsibilities in a democratic society (Levinson & Berumen,

2007, p. 7)

Citizenship “Being a citizen is… closely bound up with the multiple roles that individuals

have in society - as producers or consumers of goods and services, as

contributors to economic and cultural development - as well as with various

facets of each individual's personal, social and working life…” (Education for

Citizenship, p. 8). Therefore citizenship has components of moral and social

responsibility, community involvement and public literacy (Kerr, n.d).

Democracy “Active and free participation of all citizens to an open, dynamic and

gregarious life. The objective of democracy is not only to defend rights but

also to foster growth of individuals and that of intermediate communities”

(Galli, 2008).

Suggested Disciplines/ Strands/ Themes:

The following disciplines/subject areas can be integrated where fitting to achieve the goals of

developing skills to become effective citizens.

History

Government

Economics

Geography

Current Events

Behavioural

Science

Environmental

Science

The study of the history and institutions – locally, regionally, globally

The study of political institutions, laws and customs; how the government

functions

The study of production: distribution and consumption of goods and services

The study of the earth-landscape, location; the impact of physical, social and

economic functions.

The study of daily events-locally, regionally, globally and their effects on

human

The study of Social participation actions within society:

- Sociology Anthropology

The study of man’s interaction with his environment



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Since 2000, OERU has embarked on harmonization initiative in Social Studies through several

workshops with curriculum specialist teachers in the OECS member states. A set of ten (10)

thematic concepts has been selected (supported by NCSS). These concepts are common across

grades, each with its own set of expected learning outcomes for each grade level. The thematic

concepts are:

1.0 Culture and Heritage

2.0 Time, Continuity and Change

3.0 People , Places and Environments

4.0 Individual development and identify

5.0 Individuals, Groups and Institutions

6.0 Power, Authority and Governance

7.0 Production, Distribution and Consumption

8.0 Science, Technology and Society

9.0 Global Connections

10.0 Civic Ideals and Practices

Ten Themes--Updated Draft Retrieved from

http://communities.socialstudies.org/?q=node/269

1.0 CULTURE AND HERITAGE: Social studies curriculum should include experiences that

provide for the study of culture and cultural diversity

Human beings create, learn, and adapt to culture. Culture helps people to understand themselves as

both individuals and members of various groups. Human cultures exhibit both similarities and

differences. All, for example, have systems of belief, knowledge, values, and traditions. Each is

also unique. In a multicultural democratic society, students need to understand multiple

perspectives that derive from different cultural vantage points. This understanding allows them to

relate to people in this and other nations.

Cultures are dynamic and change over time. The study of culture prepares students to ask and

answer questions such as: What is culture and what roles does it play in human and societal

development? What are the common characteristics of different cultures? How is unity

developed within and among cultures? What is the role of diversity within society? How is

diversity maintained within a culture? How do belief systems, such as religion or political

ideals, influence other parts of a culture? How does culture change to accommodate different

ideas and beliefs?

Through experience and observation, students will identify cultural similarities and differences.

They will acquire background knowledge through multiple modes of research and recognize the

complexity of cultural systems.

In schools, this theme typically appears in units and courses dealing with geography, history, and

anthropology, as well as multicultural topics across the curriculum. Young learners explore

concepts of likenesses and differences through school subjects such as language arts, mathematics,

science, music, and art. Socially, they begin to interact with other students, some of whom are like

the student and some are different. In the middle grades, students begin to explore and ask

questions about the nature of culture and specific aspects of culture, such as language and beliefs,

and the influence of those aspects on human behavior. As students progress through high school,



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they can understand and use complex cultural concepts such as adaptation, assimilation,

acculturation, diffusion, and dissonance drawn from anthropology, sociology, and other

disciplines to explain how culture and cultural systems function.

2.0 TIME, CONTINUITY AND CHANGE: Social studies programs should include experiences

that provide for the study of the ways human beings view themselves in and over time.

Human beings seek to understand their historical roots and to locate themselves in time. Such

understanding involves seeking knowledge of the past and how people, societies, and cultures

change and develop. Studying changes over time helps us to understand the present and make

informed decisions about the future. The development of historical perspectives leads to skills in

inquiry, analysis and problem-solving. Historical understanding allows for an appreciation of the

world’s diverse cultures and institutions, as well as our common problems.

Knowing how to read, reconstruct, and interpret the past allows one to develop a historical

understanding and to answer questions such as: What happened in the past and how has that

effected who we are today? How has the world changed and how might it change in the future?

How do we know what happened in the past? What is historical inquiry and why should citizens

and learners engage in this inquiry? How can the perspective we have about our own life

experiences be viewed as part of the larger human story across time? How do personal stories

over time reflect varying points of view and inform contemporary ideas and actions?

Students draw upon historical knowledge during the examination of issues including multiple

perspectives from various aspects of history. Through the interpretation of evidence from the past,

students reach conclusions about its impact on the present and future.

Learners in early grades gain experience with sequencing to establish a sense of order and time.

The use of stories helps children learn historical concepts among ethical and moral boundaries. In

addition, in society children will begin to recognize that individuals may hold different views

about events in the past and to understand the linkages between human decisions and

consequences. Thus, the foundation is laid for the development of historical knowledge, skills, and

values. In the middle grades, students, through a more formal study of history, continue to expand

their understanding of the past and of historical concepts and inquiry. They begin to understand

and appreciate differences in historical perspectives, recognizing that interpretations are

influenced by individual experiences, societal values, and cultural traditions. High school students

engage in more sophisticated analysis and reconstruction of the past, examining its relationship to

the present and extrapolating into the future. Students also learn to draw on their knowledge of

history to make informed choices and decisions in the present.

3.0 PEOPLE, PLACES, AND ENVIRONMENT: Social studies curriculum should include

experiences that provide for the study of people, places, and environments.

Technological advances connect students at all levels to the world beyond their personal locations.

Geography helps students understand the world they live in and gives them insight into where

things are located, why they are there, and why students should care. The study of people, places,

and human-environment interactions assists learners as they develop their spatial views and



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geographic perspectives of the world. This area of study helps learners make informed and critical

decisions about the relationships between human beings and their environment.

Today's social, cultural, economic, and civic demands on individuals mean that students will need

the knowledge, skills, and understanding to ask and answer questions such as: Why is location

important? What physical and human characteristics lead to the creation of regions? Why do

people move and decide to live where they do? What are the implications of natural and human

interaction on the environment? How do maps, globes and other geographic tools contribute to

understanding of people, places and environments?

Student experiences will encourage increasingly abstract thought as they use data and apply skills

in analyzing human behavior in relation to its physical and cultural environment. Geographic

concepts become central to learners' comprehension of global connections as they expand their

knowledge of diverse peoples and places, both historical and contemporary. The importance of

core geographic concepts to public policy is recognized and should be explored as students

address issues of domestic and international significance.

In schools, this theme typically appears in units and courses dealing with regional studies and

geography. In the early grades, young learners draw upon immediate personal experiences in their

neighborhoods, towns and cities, and states as well as peoples and places distant and unfamiliar to

explore geographic concepts and skills. They also express interest in and have concern for the use

and abuse of the physical environment. During the middle school years, students relate their

personal and academic experiences to happenings in other environmental contexts as they explore

peoples, places and environments in this country and in different regions of the world. Students in

high school are able to apply understanding of geographic tools and systems across a broad range

of themes and fields, including the fine arts, sciences, and humanities.

4.0 INDIVIDUAL DEVELOPMENT AND IDENTITY: Social studies curriculum should

include experiences that provide for the study of individual development and identity.

Personal identity is shaped by one's culture, by groups, and by institutional influences. Given the

nature of individual development in one’s own cultural context, students need to be aware of the

processes of learning, growth and development at every level of their own school experiences.

Examination of various forms of human behavior enhances understanding of the relationships

among social norms and emerging personal identities, the social processes that influence identity

formation, and the ethical principles underlying individual action.

Questions around identity and development are central to the understanding of who we are. Such

questions include: How do individuals grow and change physically, emotionally and

intellectually? Why do individuals behave as they do? What influences how people learn,

perceive, and grow? How do people meet their basic needs in a variety of contexts? How do

individuals develop over time?

Students will be able to describe factors important to the development of personal identity.

Students will be able to explore the influence of peoples, places, and events on personal

development. Students will hone personal skills such as demonstrating self-direction when



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working towards and accomplishing personal goals and tolerating other’s beliefs, feelings, and

convictions

In the early grades, young learners develop their personal identities in the context of families,

peers, schools, and communities. Central to this development are the exploration, identification,

and analysis of how individuals and groups relate to others. In the middle grades, issues of

personal identity are refocused as the individual begins to explain self in relation to others,

collaborate with peers and with others, and study society and different cultures. At the high school

level, students need to encounter multiple opportunities to examine contemporary patterns of

human behavior, using methods from the behavioral sciences to apply core concepts drawn from

psychology, social psychology, sociology, and anthropology as they apply to individuals,

societies, and cultures.

5.0 INDIVIDUALS, GROUPS AND INSTITUTIONS: Social studies programs should include

experiences that provide for the study of interactions among individuals, groups, and institutions.

Institutions are the formal and informal political, economic, and social organizations that help us

carry out, organize, and manage our daily affairs. They also help mediate conflicts. Institutions

such as schools, churches, families, government agencies, and the courts all play an integral role in

our lives. These and other institutions exert enormous influence over us, yet institutions are no

more than organizational embodiments to further the core social values of those who comprise

them.

It is important that students know how institutions are formed, what controls and influences them,

how they control and influence individuals and culture, and how institutions can be maintained or

changed. The study of individuals, groups, and institutions, drawing upon sociology,

anthropology, and other disciplines, prepares students to ask and answer questions such as: What

is the role of institutions in this and other societies? How am I influenced by institutions? How

do institutions change? What is my role in institutional change?

Students identify those institutions that they encounter. They will analyze how these institutions

operate and find ways that will help them participate more effectively with these institutions.

Finally students will examine the foundations of the institutions that they face, and determine how

they can contribute to the shared goals and desires of society.

In schools, this theme typically appears in units and courses dealing with sociology, anthropology,

psychology, political science, and history. Young children should be given opportunities to

examine various institutions that affect their lives and influence their thinking. They should be

assisted in recognizing the tensions that occur when the goals, values, and principles of two or

more institutions or groups conflict—for example, when the school board prohibits candy

machines in schools vs. a class project to install a candy machine to help raise money for the local

hospital. They should also have opportunities to explore ways in which institutions such as

churches or health care networks are created to respond to changing individual and group needs.

Middle school learners will benefit from varied experiences through which they examine the ways

in which institutions change over time, promote social conformity, and influence culture. They

should be encouraged to use this understanding to suggest ways to work through institutional

change for the common good. High school students must understand the paradigms and traditions



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that undergird social and political institutions. They should be provided opportunities to examine,

use, and add to the body of knowledge related to the behavioral sciences and social theory as it

relates to the ways people and groups organize themselves around common needs, beliefs, and

interests.

6.0 POWER, AUTHORITY AND GOVERNANCE: Social studies programs should include

experiences that provide for the study of how people create, interact with, and change structures

of power, authority, and governance.

Understanding the foundations of political thought, the historical development various structures

of power, authority, and governance and their evolving functions in contemporary U.S. society, as

well as in other parts of the world, is essential for developing civic competence.

By examining the purposes and characteristics of various governance systems, learners develop an

understanding of how groups and nations attempt to resolve conflicts and seek to establish order

and security.

In exploring this theme, students confront questions such as: What are the purposes and

functions of government? Under what circumstances is the exercise of political power

legitimate? What is the proper scope and limits of authority? How are individual rights

protected within the context of majority rule? What conflicts exist among fundamental

principles and values of constitutional democracy? What are the rights and responsibilities of

citizens in a constitutional democracy?

Through study of the dynamic relationships between individual rights and responsibilities, the

needs of social groups, and concepts of a just society, learners become more effective problem-

solvers and decision-makers when addressing the persistent issues and social problems

encountered in public life. By applying concepts and methods of political science and law,

students learn how people in groups function for societal change, instead of personal gain.

In schools, this theme typically appears in units and courses dealing with government, politics,

political science, civics, history, law, and other social sciences. Learners in the early grades

explore their natural and developing sense of fairness and order as they experience relationships

with others. They develop an increasingly comprehensive awareness of rights and responsibilities

in specific contexts. During the middle school years, these rights and responsibilities are applied in

more complex contexts with emphasis on new applications. They study the various systems that

have been developed over the centuries to allocate and employ power and authority in the

governing process. High school students develop their abilities in the use of abstract principles. At

every level, learners should have opportunities to apply their knowledge and skills to and

participate in the workings of the various levels of power, authority, and governance.

7.0 PRODUCTION, DISTRIBUTION AND CONCUMPTION: Social studies programs

should include experiences that provide for the study of how people organize for the production,

distribution, and consumption of goods and services.



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People have wants that often exceed the limited resources available to them. Unequal distribution

of resources necessitates systems of exchange, including trade, to improve the well-being of the

economy, while the role of government in economic policymaking varies over time and from

place to place. Increasingly these decisions are global in scope and require systematic study of an

interdependent world economy and the role of technology in economic decision-making. As a

result, a variety of ways have been invented to decide upon some fundamental questions: What is

to be produced? How is production to be organized? How are goods and services to be

distributed?

In exploring this theme, students confront such questions as: What is the most effective allocation

of the factors of production (land, labor, capital, and management)? What are the best ways to

deal with market failures? How does interdependence brought on by globalization impact local

social systems?

Students will gather and analyze data, as well as use critical thinking skills to determine how best

to deal with scarcity of resources. The economic way of thinking will also be an important tool for

students as they analyze complex aspects of the economy.

In schools, this theme typically appears in units and courses dealing with concepts, principles, and

issues drawn from the discipline of economics. Young learners begin by prioritizing their

economic wants. They explore economic decision-making as they compare their own economic

experiences with those of others and consider the wider consequences of those decisions on

groups, communities, the nation, and beyond. In the middle grades, learners expand their

knowledge of economic concepts and principles, and use economic reasoning processes in

addressing issues related to the four fundamental economic questions. High school students

develop economic perspectives and deeper understanding of key economic concepts and processes

through systematic study of a range of economic and sociopolitical systems, with particular

emphasis on the examination of domestic and global economic policy options related to matters

such as health care, resource use, unemployment, and trade.

8.0 SCIENCE TECHNOLOGY AND SOCIETY: Social studies programs should include

experiences that provide for the study of relationships among science, technology, and society.

Science, and its application, technology, affect cultural change and people’s interaction with their

world. Technological advances allow people around the world to be connected instantaneously

beyond their immediate locations. Modern life as we know it would be impossible without

technology and the science that supports it.

But both raise many questions about how we perceive our culture and the role science and

technology play in our lives. Is new technology always better than that which it will replace? What

can we learn from the past about how new technologies result in broader social change, some of

which is unanticipated? How can we cope with the ever-increasing pace of change, perhaps even

with the feeling that technology has gotten out of control? How can we manage technology so that

the greatest number of people benefits? How can we preserve our fundamental values and beliefs

in a world that is rapidly becoming one technology-linked village? How does science and

technology affect our sense of self and morality? How are disparate cultures, geographically

separated, impacted by events, e.g., the spread of AIDS?



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This theme appears in units or courses dealing with history, geography, economics, and civics and

government. It draws upon several scholarly fields from the natural and physical sciences, social

sciences, and the humanities for specific examples of issues and the knowledge base for

considering responses to the societal issues related to science and technology.

Young children can learn how technologies influence beliefs and how their daily lives are

intertwined with a host of technologies. They can study how basic technologies such as ships,

automobiles, and airplanes have evolved and how we have employed technology such as air

conditioning, dams, and irrigation to modify our physical environment and contribute to changes

in global health and economics. From history (their own and others’), they can construct examples

of how technologies such as the wheel, the stirrup, and an understanding of DNA altered the

course of history. By the middle grades, students can begin to explore the complex relationships

among technology, human values, and behavior. They will find that science and technology bring

changes that surprise us and even challenge our beliefs, as in the case of discoveries and their

applications related to our universe, the genetic basis of life, atomic physics, and others. As they

move from the middle grades to high school, students will need to think analytically about how we

can manage technology so that we control it rather than the other way around. Students must

confront such issues, the protection of privacy in the age of the Internet, electronic surveillance,

and the opportunities and challenges of genetic engineering, test-tube life, and medical technology

with all their implications for longevity and quality of life and religious implications.

9.0 GLOBAL CONNECTIONS: Social studies curriculum should include experiences that

provide for the study of global connections and interdependence.

Globalization has intensified and accelerated the changes faced at the local, national and

international level. The effects are evident in the rapidly changing social, economic, and political

institutions and systems. Technology has removed or lowered many barriers bringing far-flung

cultures together. The connections we have to the rest of the world provide opportunities for

creativity and empowerment, yet they also create power vacuums that bring about uncertainty. The

realities of global interdependence require understanding the increasingly important and diverse

global connections among world societies.

In exploring this theme, students confront questions such as: What is “globalization” and what

are its consequences? What are the benefits from and problems associated with global

interdependence? How should people and societies balance global connectedness with the need

for local roots? What is needed for life to thrive on an ever changing, shrinking planet?

Analysis of tensions between national interests and global priorities contributes to the

development of possible solutions to persistent and emerging global issues. Interpreting patterns

and relationships within and among world cultures, helps learners examine policy alternatives that

have both national and global implications.

This theme typically appears in units or courses dealing with geography, culture, and economics,

but again can draw upon the natural and physical sciences and the humanities, including literature,

the arts, and language. Through exposure to various media and first-hand experiences, young

learners become aware of and are affected by events on a global scale. Within this context,

students in early grades examine and explore global connections and basic issues and concerns,



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suggesting and initiating responsive action plans. In the middle years, learners can initiate analysis

of the interactions among states and nations and their cultural complexities as they respond to

global events and changes. At the high school level, students are able to think systematically about

personal, national, and global decisions, interactions, and consequences, including addressing

critical issues such as peace, human rights, trade, and global ecology.

10.0CIVIC IDEALS AND PRACTICES: Social studies curriculum should include experiences

that provide for the study of the ideals, principles, and practices of citizenship in a democratic

republic.

An understanding of civic ideals and practices of citizenship is critical to full participation in

society and is a central purpose of the social studies. All people have a stake in examining civic

ideals and practices across time and in diverse societies as well as at home, and in determining

how to close the gap between present practices and the ideals upon which our democratic republic

is based.

Questions faced by students studying this might be: What is the balance between rights and

responsibilities? What is civic participation? How do citizens become involved? What is the role

of the citizen in the community and the nation, and as a member of the world community?

Students will explore how individuals and institutions interact. They will also recognize and

respect different points of view. Students learn by experience how to participate in community

service and political activities and how to use democratic process to influence public policy.

In schools, this theme typically appears in units or courses dealing with history, political science,

cultural anthropology, and fields such as global studies and law-related education, while also

drawing upon content from the humanities. In the early grades, students are introduced to civic

ideals and practices through activities such as helping to set classroom expectations, examining

experiences in relation to ideals, and determining how to balance the needs of individuals and the

group. During these years, children also experience views of citizenship in other times and places

through stories and drama. By the middle grades, students expand their ability to analyze and

evaluate the relationships between ideals and practice. They are able to see themselves taking civic

roles in their communities. High school students increasingly recognize the rights and

responsibilities of citizens in identifying societal needs, setting directions for public policies, and

working to support both individual dignity and the common good.

=======================================

Besides the main Thematic Concepts (OERU), there are other SUB-THEMES

Citizenship – Civic

Ideals and Practices

Identity

Culture

Cultural Diversity

Customs

Heritage

Traditions

Government

Governance

Community

Leadership

Groups

Institutions

Change

Tolerance

Cooperation

interaction

Interdependence

Tolerance



13

Resources

Environment

Conservation

Rights

Responsibilities

Values

Obedience

Transportation

Communication

Multiculturalism

Civic / Social

Participation

INSTRUCTIONAL GUIDELINES

“Social studies teaching and learning are powerful when they are meaningful, integrative, value-

based, challenging and active” (Matorella, 1989). In planning social studies lessons teachers

should ensure that the activities are:

Meaningful: the content selected for emphasis is worthwhile and related to students’ daily

experience.

Integrative: opportunities are provided to co-ordinate cross-curricular learning – as for HFLE,

language Arts, mathematics and science. Current events programmes should become

an integral component of social studies, for example, World Tobacco Day, Elections,

Festivals and Family Week.

Value-based: Opportunities are provided to address issues that shape and reflect our values. Let

students discuss values laden issues such as caring for the environment and showing

appreciation for workers in the community.

Challenging: Provide opportunities to practice critical thinking and decision-making skills and

analysis to deal with controversial issues.

Active: Provide opportunity for students to engage in their own learning- that is, using a

variety of instructional materials, fieldtrips, projects, and so on. Activities should be

student-centered and involve the students in doing things.



14

EDUCATION FOR DEMOCRATIC CITIZENSHIP:

SKILLS

Engaging in discussion about an issue

Respecting the views of others

Listening and speaking

Differentiation between fact and opinion

Interpreting the meaning of information and

political communication

Tolerating differences and diversity

Resolving conflicts

Researching; investigation

Problem solving, Inquiry, Critical Thinking

Civic / Social participation

Avoiding risky behavior

Dealing with peer pressure

Advocacy, planning

Map work

Creating (research) instruments, and designing

Collecting, presenting, interpreting data

Making choices

EDUCATION FOR DEMOCRATIC

CITIZENSHIP:

DISPOSOTIONS AND ENGAGEMENTS

Patriotism

Respect human rights and listen to the views

of others;

Participate in their school and community

environment – Community Service Learning

Advocacy


15

Project

Essays

debate

Creative Expressions

Mini

Exhibition/Display

Observation

Checklists

Peer Assessment

Worksheets

Self Assessment

Puzzle/Word Search

Quality

Circles

Journals/Logs/Diaries

Community

Service Learning

Discussion –

General/panel

Multiple Choice

Concept Maps/Webs

Binary (True, false)

Questionnaire

Inventories /Opinionaire

Oral Presentation

Portfolios

Conferencing/Interview

Performance Task

Anecdotal Records

Flow Charts

Scrapbook

Progress Reports


16

RESOURCES

Documents: historical, statistical, information

charts, newspapers, stories, the Constitution,

Education Act

Flash cards

Notes

photographs

Books

Library

Museum

Local environment; School grounds

Clay

Paper

Map / atlas /globe

Resource person

Internet

Boxes

Natural materials – fauna, flora

Audio visual aids

Songs, poems, games

Flash cards

Immigration forms

Signs, notices

Internet sources

NOTE:

The stated learning outcomes prepared at the OECS level were “generated from, and thus

informed by, the existing content and objectives in The National Curriculum across the OECS

Countries.” Each successive unit in this curriculum, reflects the Spiral Approach to the teaching of

Social Studies. The Antigua & Barbuda curriculum developed with the following topics:

Kindergarten - Knowing About Self

Grade I - What About My Neighbourhood

Grade II - My Local Community

Grade III - Our Independent Island State

Grade IV - Caribbean Interdependence

Grades V & VI - What a Small World!

Opportunity is outlined to give students varied exposure to the local, regional and international

perspectives, while developing students with democratic competencies - knowledge, skills and

attitudes and values and dispositions.

Antigua and Barbuda (society) has evolved into a multicultural society – with a wide variety of

cultural influences. Thus, students must be exposed to knowledge, skills and values to foster

awareness and acceptance of the diversity within the community. Therefore, the Social Studies

Curriculum must address the social issues/themes which may be debated in the society and be able

to critically examine all sides of an issue and make informed decision as a competent citizen.

Social studies is a multi-disciplinary subject; it integrates content from a variety of disciplines. It

is suggested, therefore, that teachers look beyond the strands of geography and / or history, and

utilize knowledge, skills and values from the behavioural sciences and other disciplines, such as

economics, political science/government, current events and the environment, when teaching a

unit.


17

In conjunction with the above, instruction in Social Studies should utilize a wide variety of

techniques; students should be engaged in meaningful, authentic experiences. Thus, for the most

part, student-centered activities are encouraged – enquiry methods, problem-solving methods, and

experiential methods – which allow students to be actively involved in their own learning and in

constructing knowledge. For example, students can engage in research projects, co-operative

group work, dram/role play and discussion. This gives students the “responsibility of combining

the acquisition of knowledge and skills, necessary to gather, understand, analyze, and apply

information, ideas and concepts with the application of democratic principles necessary for

tolerating individual differences among students within the school environment, and in the wider

community.

Assessment of student’s performance must also focus on alternate forms of assessments. Beside

the sit-down-at-the-desk-pen-and-paper tests, other forms can be employed. For example, use of

checklists, rating scales, interviews and questionnaires, portfolios, diaries and journals. Students

then can become more involved through peer and self-assessment and experience the link between

teaching, learning and assessment as they demonstrate proficiency in an authentic environment.

EXPERIENTIAL LEARNING AND THE SOCIAL STUDIES CURRICULUM:

Experiential Learning (Carl Rogers, American Psychologist, 1902 – 1987)

Carl Rogers shared the criticism of Adler and Maslow that behaviorism promoted

learning was primarily the result of the learner observing and modeling. As a result, students’

learning would be based a lot on the action of another person. The proponents of experiential

learning see learning taking place when the learner is intrinsically motivated, interacts within, and

is stimulated by the environment1 Some essential qualities listed by Rogers include “personal

involvement, self-initiated, evaluated by the learner, pervasive effects on the learner”2 This results

in the increase of knowledge, skills and values.

To Carl Rogers, Experiential learning was also applied learning which takes students’

needs and wants into consideration; it is a “person-centered” mode of learning3. Experiential

learning goes beyond the cognitive which focuses on memorization and so is meaningless;

experiential learning encourages “self-discovery and reflection and so is significant. There are

steps in the learning process that involve the student DOING, PRESENTING, DISCUSSING,

GENERALIZING AND APPLYING. So the student will learn from actively being involved in

examining and constructing variables, sharing his findings or thoughts through a method of

presenting; this will encourage processing of ideas as he /she interacts with others to analyze and

reflect on the information; next the learner will link to the real world and also make personal

meaning of the activity and then finally, facilitate ways to use the new learning in new situations.

A quote from Dewey to supports the assumptions in the cycle (Figure 1):

1 Hansen, 2000.

2 Clarke, 2006, p.1.

3 Maharg, N/D


18

“Experiential learning takes place when a person involved in an activity

looks back and evaluates it, determines what was useful or important to

remember and uses this information to perform another activity”.4

Experiential learning also supports the case for Community Service Learning (CSL).

Community Service Learning is “A teaching and learning strategy that integrates a

meaningful community service with classroom instruction and reflection to enrich the learning

experience and teach civic responsibility”. Additional concepts address the idea of (i) volunteering

to do service including face-to-face interactions with recipients; or cooperating in a supportive role

with a group, agency or individual; (ii) application of learning in real world context – classroom,

school or community; (iii) active participation in thoughtfully organized community service to

develop life long learning. Scope can extend from individuals to an entire neighbourhood. This is

a feasible learning tool since the curriculum supports the development and implementation of

service learning. The community also facilitates social participation by students.

Drawbacks

Teacher preparation, professional development training and retraining to guide planning of

projects and standardized assessment;

Available time. Time consuming re. Planning, implementation and timetabling;

Lack of support. Misunderstanding of the purpose by stakeholders, including parents,

administrator and teachers;

Outcomes. Effect contrary to the goal in terms of students’ attitudes and the outcome of the

experience.

Advantages

Addresses complex problems to promote problem solving, critical reflection, decision

making.

Promotes collaboration and team work within the teaching learning context.

Promotes personal, social, emotional and moral qualities and character and other

democratic capabilities and civic responsibilities.

Highlights awareness of community needs

Enhances experiential knowledge of power relations.

Teacher must be an effective planner and manager. Planning should consider the

following factors such as age range, needs of the community, and capabilities of students.

Democratic principles also support that students be given choice based on their interests and

motivations. This has implications for teachers’ application of learning theories that promote

cognitive processes, experiential learning, constructivism, multiple intelligence and behaviorism

to ensure they cater for individual differences and needs of students. The interpretation of service

learning factors in classroom learning, community, advocacy, service, participation and civic

responsibility. Addressing the drawbacks that can have negative effects on the implementation of

service learning will promote the many benefits.

For example, there may be concern for a programme to assist the elderly in a community.

There may be a programme which could be applied; but in groups students may be encouraged to

4 Jamison, 2006, Experiential Learning Presentation, slide 2


19

formulate a program – goals, objectives, procedures; this may even entail visiting, observing and

interviewing. In the end, they will present their design to other students or groups or even

organization or groups in the community, to share their learning or to discuss and get feedback.

Next discussion could take place on how it will be useful in the real world to help the elderly and

how the students can personally be involved. It can be piloted and reflected on for review before

implementation. The students not only have created, they can claim ownership, and it will have

more meaning than if they read about it or did a research in the library about types of programs to

help the elderly.

Fig. 1 below demonstrates the example outlined above.

Fig. 1

Do

ReflectApply

Experiential Learning Model

1

EXPERIENCEthe activity;

perform, do it

2

SHAREthe results,

reactions, and

observations

publicly

3

PROCESSby discussing,

locking at the

experience;

analyze, reflect

4

GENERALIZEto connect the

experience to

real world

examples

5

APPLYwhat was learned

to a similar or

different situation;

practice

Source: Jamison, 2006, Experiential Learning Presentation, Slide 4

Evidently, experiential learning provides the experiences for students to develop a

number of skills. These include life skills, project/content skills, science process skills, workforce

leadership skills and service learning skills. It is believed that this approach to learning facilitates

personal growth and so he/she becomes self-actualized. The student must be intrinsically

motivated to engage in discovering, processing and reflecting. The teacher as facilitator or guide

has certain functions: creating the climate, clarifying the purpose, organizing resources, balancing

the components of learning, and sharing with learners.


20

K-1 Social Studies: Scope and Sequence

TERM UNIT Kindergarten GRADE I

ONE

I

II

III

Knowing About Self

What About My Neighbourhood

About Me

-physical appearance

-attitude

-uniqueness

About Our Country

- Independence

- National Symbols

- Customs

About Families

- roles and responsibilities

Neighbourhood

- Self

- My home

- places in the neighbourhood

Culture - Past & Present

- Festivals /traditions

- Sharing the culture of others

TWO

I

II

Health & Safety

- Health & Safety in the home

- Safety at School

- Safety in the wider community

About our School

- People, Places and things at school

- Location and description of

physical surrounding

Things Around Us

- Families providing basic needs

- Resources in our neighbourhood

Moving About

- How do we get around in the

neighbourhood

THREE

I

II

111

My Neighbourhood

- in their neighbourhood community

Transportation

- types

- uses

Communication

- types

- uses

Being Careful

- Keeping ourselves safe

- Helping each other

Leaders

- In different groups - Role & function


21


22

KINDERGARTEN

UNIT TITLE: ABOUT ME

TERM: ONE UNIT: ONE DURATION: THREE

WEEKS

Focus Questions:

1. Who Am I?

2. How have I changed?

3. What makes me unique? [How am I similar or different from others?]

4. Why should I respect differences in others?

5. How important are rules?

Sub Title Outcomes Objectives

My self

Myself in

relation to

others

Myself as

part of

society/

community

Describe self in terms of

i. Uniqueness

ii. Physical

appearance

iii. Aptitude and

feelings

Recognize self in

relation to others

Differentiate between

self and other

Identify customs, norms

and values of their

community and the role

they play as members

Recognize class as a

community

Make class rules

Work independently and

with a partner in

carrying out goals

1. Recognize self as different or separate from others

2. Identify self by name and gender (boy/girl)

3. Describe physical appearance in terms of size,

height, hair, eyes, special needs, body parts, etc

4. List qualities/attributes of self-being good, kind,

helpful, creative etc.

5. Describe changes in themselves overtime etc.

6. Develop good self concept e.g. can sing, dance,

draw etc

7. Express how they feel about activities they can

perform

8. State basic rights of a child

9. To a name, opinion, expressions, education, play

etc.

10. Give personal identifying information – name,

address, age, etc; Parents names; Telephone

numbers (home); Birthday

11. Identify others as different from self

12. Describe peculiarities of others

13. Compare similarities and differences among peers

14. State how they interact with or communicate

feelings to peers

15. Appreciate individual differences among peers

16. Identify norms customs and values e.g. going to

school, church etc

17. Identify leaders in class, school, church etc

18. Describe roles they play as members e.g. taking

turns, sharing, obeying, respecting other persons

and their property etc.


23

Concepts Activities

Self

Kindness

Sharing

Obedience Different

Name Age

Address Rights

Describe Needs

Ability

Similarities

Differences

Peers

Abilities

Cooperation

Special

Compromising

Leader

Cooperation

Goals

Introduce oneself to class through dramatic presentations;

Recognize – name, age

Draw time line or map their bodies and behaviour as time passes

Bring baby picture to compare with present

Dramatize or demonstrate special abilities

Draw portrait of self

Sing song “God made me something special”

Role play dreams and aspirations based on present ability e.g.

singing – singer dancing-dancer, teacher etc.

Create scenarios where children enjoy their rights

Write/draw the me nobody knows (smart, attractive, nurturing,

dedicated, youthful)

Peer grouping: Create an acrostic

Puppet show depicting similarities and differences in physical

appearance and aptitudes

Showcase children with special abilities in talent show/art & craft

displays etc.

Role play customs of community e.g. wedding

Show appreciation for individual differences by creating scenarios

through discussion/puppetry etc.


24

KINDERGARTEN

UNIT TITLE: ABOUT ME

TERM: ONE UNIT: TWO DURATION: THREE WEEKS

Focus Questions:

1. Who makes up my family?

2. How is my family the same or different from others?

3. What is the role and responsibility of family members?

Sub Title Learning

Outcomes

Specific Objectives

Family

members and

types

Family roles

and functions

Other

responsibilities

(i) Describe

unique

features of

one’s family

(i) Describe

functions of

the family

(i) Describe ways

that family

members work

within/outside of

the home

Define “family”

1. Describe one’s family

2. Differentiate between families and other groups- i.e.

characteristics of human families and animal families

3. Identify family members

4. Compare one’s family to others

5. Identify different types of families e.g. single parent

etc.

6. Identify ways in which a family changes i.e. getting

bigger or smaller e.g. death, birth, marriage, adoption,

migration, etc.

7. Recognize leader in the family

8. Describe role of leader

9. Identify needs and wants

10. Describe basic needs for survival e.g. food, shelter,

love, protection etc

11. Identify ways in which various responsibilities can be

shared by family members

12. Identify leaders in the home

13. Give examples of rules that govern family members

within the home, and tell why parent/adults make

rules for children

14. Describe their roles as a family member

15. Give examples of conflicts between family members

and how they can be resolved

16. Identify (i) reasons why family work within/outside of

the home, and (ii) how they are paid for their work

17. Describe work and responsibilities of members who

have different jobs

18. Say why family member wear special clothes/uniforms

when they work


25

Key Concepts Suggested Activities

Family , Mother

Sister, Brother

Uncle, Aunt

Grandparents

Birth, Death

Marriage, Adoption

Household, Group

Difference, Human

Animals

Family , Wants

Needs, Leader

Rules, Conflicts

Problem, Solutions

Work, Job

Money, Payment

Uniform

Create posters of families

Construct a family tree

Role play family situations

Sing Songs related to family e.g. “When is the family happy

Create Poems about family

Make cut outs of family from cardboard or play dough

Role play family situations

Compare rights of a child and how families help to make them

possible through- discussions.

Discussion and Role-Play on role of family members

Preparation of Interest corners

To add pictures of family members performing duties.

Demonstration how work is done


26

KINDERGARTEN

UNIT TITLE: ABOUT OUR COUNTRY/NATIONAL SYMBOLS

TERM: ONE UNIT: THREE DURATION: THREE WEEKS

Focus Questions:

1. What does independence mean to me?

2. What is my role as a citizen?

3. Where is Antigua and Barbuda in the Caribbean?

4. What are some special features or places in Antigua and Barbuda?

5. Where do I live in Antigua?

Sub Title Learning Outcomes Specific Objectives

Independence

Day

Our National

Symbols

Map work of

Antigua and

Barbuda

(i) Describe

independence Day

celebration

(ii) Describe National

Symbols

(iii) Give examples of

local folk tales and

children’s games,

and illustrate how

these serve as

expressions of

culture

(i) Locate Antigua and

Barbuda on a map of the

Caribbean

(ii) Identify the map of

Antigua and the map of

Barbuda

(iii) Locate islands of

immigrant students

(iv)Locate places of

interest on the map of

Antigua and on the map

of Barbuda

1. Identify Independence Day activities

2. Define “Patriotism”

3. Identify leaders of country

4. Identify other interesting people, places and

things related to culture and customs

5. Explain the purpose and significance of some

local customs/traditions and cultural

celebration e.g. independence, Christmas

6. Describe food used as part of culture

7. Identify ways in which culture and custom

have changed their community

PLAN AND IMPLEMENT A COMMUNITY

SERVICE LEARNING PROJECT

8. Identify map of the Caribbean

9. Locate Antigua and Barbuda on the map of the

Caribbean

10. Compare the map of Antigua and Barbuda to

other islands

11. Describe the shape of Antigua and Barbuda

and special features

12. Locate places of interest on the map of

Antigua and Barbuda

13. Locate their village on the map

14. Give directions of places from their homes on

the map of Antigua and on the map of Barbuda


27


Independence

Celebration

Leader National

symbols

Patriotism Patriots

Culture Customs

Traditions Food

Dance Dress

Citizenship

Roles

Responsibilities

Rights

Location Features

Directions

Caribbean

Island Shape

Caribbean Sea Airport

Atlantic Ocean St.

John’s

Capital Village

Parish

Guided discussion on the importance of independence and

what it means that Antigua and Barbuda is an independent

country

Add pictures of persons and places of interest to learning

centres and interest corners

Bring items that symbolize aspects of culture to class and talk

about them

Game show-quizzing about symbols and other concepts

Field trips to sites that feature national symbols

Draw and colour national flag

Make mobile of national symbols

Interview elderly in community

Prepare local foods

Play or sing local songs/music

Colour land and water bodies on the map of the Caribbean

Identify name of country of birth

Attach pointer to islands that are located on map of the

Caribbean

Select the map of Antigua and Barbuda from a group of

islands

shade and / or colour and paste maps: Antigua, Barbuda


28

KINDERGARTEN

UNIT TITLE: HEALTH AND SAFETY

TERM: TWO UNIT: ONE DURATION: SIX WEEKS

Focus Questions:

1. How can I keep safe and healthy?

2. Who are the people in the neighbourhood that help to keep me safe and healthy?


Health &

Safety in

the home

Safety at

School

Safety in

the wider

community

Identify practices which

promote the health and

safety of himself/herself

and others in the home

Identify practices which

promote the health and

safety of himself/herself

and others in the school

Adhere to standards of

behaviour e.g. obeying

ruled for safety

Identify community

workers that provide

safety and health care

and value their service

1. Identify healthy habits e.g. eating healthy foods

exercising, personal hygiene

2. Identify health workers

3. State important home rules and why it is necessary

to follow them

4. Describe acceptable behaviour at home.

5. Identify leaders at school

6. State important class/school rules and why it is

necessary to follow them.

7. Describe acceptable behaviour at school

8. Identify rules on the playground, lunch break etc.

9. Identify and discuss rules for walking to and from

school/riding a bicycle

10. Identify rules for riding a bus, car or other vehicle

11. State reasons for the following rules

12. Identify signs and symbols

13. Identify workers that provide safety

14. Describe functions of these workers

15. Describe special clothes and equipment workers

use

16. Identify workers who provide health care when

rules are broken

17. Explain the value health and safety


29


Health

Healthy exercise

Hygiene

Rules

Safety

Safe

Rewards

Punishment

Consequences

Cleanliness

Raise hands

Quiet

Punctuality

Regularity

Take turns

Cooperate

Share

View video portraying healthy habits e.g. exercising,

bathing etc.

Role play health workers e.g. nurse, nutritionist

Display food groups

Demonstrate how safety and health rules can be followed

Create list of consequences if rules are broken.

Make list of class rules

Draw pictures of ways to promote healthy living

Have puppet show describing healthy habits

Have picture conversation

Engage in play on playground

Demonstrate rules on playground

Make lists of do’s and don’ts

Have field trip in the village or surrounding area

Memorize routine for crossing street

Discuss proper procedure for riding bicycle

Describe actions that should take place when riding bus e.g

no eating, keep hands inside, pay as you enter etc.

Read environmental signs and symbols e.g BEWARE,

CLOSED, DANGER, STOP etc

Have field trips to Fire Station, Police Stations etc

Watch crossing guard in action

Invite life guard/coast guard to lecture

Left

Right

Signs

Symbols

Protection

Prevention

Emergency

Danger

Stop

Respect

Pedestrian

crossing

Crossing

guard


30

KINDERGARTEN

UNIT TITLE: ABOUT OUR SCHOOL

TERM: TWO UNIT: TWO DURATION: SIX WEEKS

Focus Questions:

1. In what ways is the school like a community?

2. What is the importance of rules?

3. How do I get from home to school?


People, Places and

things at school

Location and

description of physical

surrounding

(i) Identify school

as a resource

centre (learning

institution)

(ii) Adhere to

standards of

behaviour

(iii) Give location

and description

of physical

surrounding

(iv) Identify different

kinds of schools

1. Define “school”

2. Define “community”

3. Describe school as a community

4. Identify people, places and things found at

school

5. Identify leaders in school and other

personnel and

6. Outline their job / tasks

7. Locate important rooms e.g. library,

staffroom etc.

8. State the activities that take place in

different rooms

9. State the school’s mission and vision.

10. State important school rules and

11. State why it is important to keep rules

12. Give reasons why people go to school

13. List means by which they get to school

14. Compare how school are alike and

different - public, private, primary,

secondary, all, all boys, mixed,


School, safety

Rules, pedestrian

crossing

Leader

Principal

Teachers

Ministry of Education

People

Places

Things

Community

Library

Classroom

Bathroom

Office

Signs

notices

1. Interview people at school

2. Identify signs and notices

3. Place pictures of people, places and things at school in correct

place on a map

4. Draw a semantic map of school

5. Have a ‘Fun Day”

6. Have Field trip around school yard and, or surrounding area

7. Make models of school in relation to surrounding area

8. Create map location of places around school

9. Investigate whether selected places in the community are

learning environments

10. Interviews with children and adults at school

11. Dramatizations


31

KINDERGARTEN

UNIT TITLE: MY NEIGHBOURHOOD COMMUNITY

TERM: THREE UNIT: ONE DURATION: THREE WEEKS

Focus Questions:

1. What are the different types of people or families [animals, people, and groups] that

make up communities?


Communities (i) Identify different

communities in

terms of people

places and services

in their

neighbourhood

community

(ii) Give examples of

the goods and

services which their

community

provides, and

(iii) Identify the jobs

people do in

producing the

services

1. Identify different kinds of communities

2. Define community

3. Define neighbourhood

4. Name your neighbourhood

5. Identify similarities and differences in

neighbourhood

6. identify goods produced in their

neighbourhood

7. Discuss services provided by workers in the

community (community workers)

8. Identify places where people work and play

in the neighbourhood


Community

Neighbourhood

Similarities and

differences

Providing services

Families

Groups

Animals

trees

Students and teachers formulate definition coming out of guided

discussion

Picture conversation on different communities e.g. School,

church, neighbourhood

Field trips to places where services are provided e.g. bakery,

restaurant, service stations, farms, parks, etc.; followed by class

discussion about their observations

Perform Puppet shows / OR students role play or dramatize

scenarios

Students engage in building a community – people, animals,

plants, class etc.

drawing and coloring


32

KINDERGARTEN

UNIT TITLE: TRANSPORTATION

TERM: THREE UNIT: TWO DURATION: THREE WEEKS

Focus Questions:

1. How do we get around in our neighbourhood?

2. What are the types of transportation used by different people/workers?

3. How have transportation changed over the years?


Transport

Transportation

Travel

Centres

Pedestrian crossing

Safety

Road rules

Provide pictures, photos, drawings, of photos and as students

identify, and elicit the concept of transportation.

The class categorize transportation by mode of travel i.e.

land, water, air by placing photos etc. in the correct place on

prepared Bristol board or chalkboard.

Through guided discussion of “If there were no

transportation, how would we get from one place to another”

Make models of different types transportation from clay,

paper, lolly sticks, etc

Have field trips to transportation centres

Discuss reasons for transportation

Describe transportation workers

Design model of a transportation of the future


Transportation (i) Recognize

different uses of

transportation

(ii) Recognize

different

transportation

centres

1. Identify types of transportation

2. Define term transportation

3. Describe and categorize mode of transportation

4. List animals used for transportation

5. Identify different types of transportation and

their uses

6. Compare transportation - before and now

7. Explain the importance of transportation

8. Name different community workers who are

transportation workers

9. Identify transportation centres


33

KINDERGARTEN

UNIT TITLE: COMMUNICATION

TERM: THREE UNIT: THREE DURATION: THREE WEEKS

Focus Questions:

4. How do we share information with others?

5. What can people learn from different communication media?

Sub Title Outcomes Objectives

Communication Identify different

types of

communication

1. Tell what it means to communicate

2. Identify types of instruments used in

communication

3. Describe methods of communication

4. Compare different methods of

communication

5. Identify different types of communication

centres

6. Recognize different community workers who

are communication workers


Communication

Letters

Signals

Symbols

Signs

Send

Receive

Message

Newspapers

Television

Radio

Email

Fax

Ballots

Hearing and visual

Define term “communication” after giving several examples of

how people share or get information

Use the visual impaired as an example of individuals who use

hand signals to communicate information. Why is this necessary?

Observe sins, signals, symbols in the classroom, wound the

school and in the neighbourhood

Take fieldtrips to observe signs and symbols in St. John’s

Use radio and television to illustrate communication

Create flowchart of how a letter gets from one person to another

Role play / simulation of Mailing letter; Sending money via

bank; emailing a friend etc.

Visit different communication centres and interview community

workers concerned with communication OR invite a resource

person to visit and share with students.


34


35

GRADE ONE

UNIT TITLE: SELF, FAMILY, NEIGHBOURHOOD

TERM: ONE UNIT: ONE DURATION: SIX

WEEKS

FOCUS QUESTIONS:

1. Who am I? 3. With Whom do I live?

2. Where do I live? 4. What are some important places in the neighbourhood?

Learning Outcomes Specific Objectives

1. Identify self by name; and as boy/girl; male/female

2. Describe their physical appearance in terms of size, height, limbs,

eyes, hair and so on.

3. List quantities/attribute – good, kind, helpful, co-operation

4. State the basic rights of a child –name, opinion, safety, education,

play

5. State how they feel about activities they can perform

6. State the composition of their family

7. Compare one’s family to other member of class –

8. Identify ways in which families may get bigger or smaller

9. Suggest ways in which children can assist their families

Describe self in

terms (I) name, (ii)

physical appearance

(iii) aptitude and

feelings

Describe the unique

features of one’s

family

Provide examples of

cooperation within

the family and

community

Describe the

location of their

home in terms of

proximity from

landmarks

Describe the route to

get to the

neighbouring

communities

Define the term neighbourhood

Name the neighbourhood in which they live

Name other community/neighbourhood

List important places in their neighbourhood

State distance from specific places/landmarks

State direction from specific places/landmarks

Give the location of their home on a map of the neighbourhood

Outline what is seen when traveling from their community to

another

Locate places on a map of Antigua, Caribbean and World Map


36


Families, Names,

Home

Houses, Description

Qualities/attributes

Similarities,

Differences

Basic needs, Work,

Workers

Nuclear, single parent

Cooperation, Obedience

Kindness, Sharing

Observe puppet show depicting themselves or other

members of the family, or people of other groups

Draw a time line to show their development from birth to

present age

Create a calendar of important dates in their life and of

other family members

Engage in activities they like such as playing football,

cricket, marbles, hop scotch etc.

Talk about change in themselves which occur over time

Discuss events in terms of past, present and future –

yesterday, today and tomorrow

Participate in drama and role play activities

demonstrating appropriate ways to behave at home, or

how to show care for others

Address

Direction-

left/right/opposite/near / far

Church, School, Post office

Shops, Supermarkets,

Restaurants

Sports complex

Location – up, down, left,

right,

Landscape

Community

Urban/rural

1. Conduct interviews with individuals in the community

for example, their grandparents; parents; other family

members, or a resource person from the neighbourhood

2. Read pictorial map of their neighbourhood to find

special places

3. Use drawings / legends to create their own maps e.g. of

classroom, neighbourhood

4. Use maps locate their neighbourhood and neighbouring

communities, other countries that they have heard of or

traveled to


37

GRADE ONE

UNIT TITLE: CULTURE – PAST & PRESENT

TERM: ONE UNIT: TWO DURATION: SIX WEEKS


1. List different groups and nationalities which live together in the

community//neighbourhood.

2. Describe various beliefs, customs and traditions in families in the

neighbourhood

3. Describe the origins of some customs in their neighbourhood

4. Describe what takes place at some of the special events in the

neighbourhood

5. Recite the National Anthem

6. State examples of utensils used in the past and now

7. Demonstrate appreciation for the culture, customs and folklore

associated with their neighbourhood by exhibiting tolerance,

sharing…

Illustrate the ethnic,

racial and cultural

composition of the

community. Show how

this is reflected in the

local cultural events,

customs, folklore and

festivals

Give examples of

culture and customs

which are used for

certain purposes present

and past

Describe occasions when

people in the community

come together to share

achievement

joys, sorrows


behaviours in dealing

with conflicts

8. Recall festivals / celebrations in their families and in the

community past and present;

9. Describe different moods and behaviours and feelings one may

witness / experience on these occasions

10. Explain why disagreements may occur among people in the

neighbourhood

11. Tell what they would do to cope with disagreements

12. List ways in which we are expected to behave at special functions

e.g. independence

FOCUS QUESTIONS:

1. What groups of people impact on the culture?

2. How has life changed?

3. How do culturally diverse groups get along in the community?


38

KEY CONCEPTS

SUGGESTED ACTIVITIES

Citizenship, Culture

Cultural diversity

Independence, Honesty

Tolerance, Change

Traditions, Worship,

shopping,

Attending school,

election, baby

dedication, wedding,

independence

Production of goods

Home building

Leisure,

Entertainment

Communication

Travel, Birth

Death, Food preparation

Festivals

Carnival – pan music,

troupes, shows,

Sailing week – social

relations

Christmas, Easter

Independence

Observe as teacher and students prepare a local dish

Dress up and role play activities

Discuss the varieties of culture which is evident in their

neighbourhood.

Talk about cultural diversity in relation to:

Education, Religion, Politics, Food, Family Activities/ -

Structure, Festivals

o e.g. Independence; Carnival; Worship

Brainstorm the concepts ‘culture of Antigua and Barbuda”

Group Research on nationals such as Gwen Tonge on

Cooking Magic

Make musical instruments from used materials such as

Clorox bottles, wire covers to make tambourine, pebbles or

seed to make shakers

Share with students images of types of buildings, food etc.

used in the past and in the present

Participate in games such as sack race, skipping, lime and

spoon, and ring games

Create situations in which students will make decisions as to

the appropriate way to behave/solve conflicts

Demonstrate behaviours which should be displayed when the

anthem is played anywhere; for example at a football match;

at special parades; at school

R ole play how to treat someone who is a visitor e.g. at

sailing week; or a close fiend; or a classmate in the play

ground


39

GRADE: ONE

UNIT TITLE: THINGS AROUND US - BASIC NEEDS, GOODS AND SERVICES

TERM: TWO UNIT: ONE DURATION: SIX

WEEKS


Give examples of

goods and services

which their family

provide

Give examples of

goods and services

which their

community provides

Compare their

community with

another one located

nearby

Identify ways in

which the community

has changed

1. Identify basic needs people have

2. State the importance of the family in meeting basic needs

3. Outline the ways in which families make their own foods

4. Describe the occupation of family members

5. Identify some resources in the community such as types of

plants, water, land

6. Identify resource persons in the community who could share

with students

7. Name the types of goods and services we can get from using

these resources

8. Describe the types of activities that take place in their

community as a result of the resources available

9. Differentiate between goods and services

10. Describe the work activities of people in selected occupations

11. Describe specific changes –from photographs, pictures

12. Compare type of jobs done long ago and today/present

13. Identify ways workers care for their tools and equipment

14. List main reasons why the landscape has changed –

15. State ways in which we can destroy our community

16. State ways in which we can beautify our community

FOCUS QUESTIONS:

1. How does the family provide our needs

2. What are some resources in our community?


40


Resources

Basic needs - Food,

shelter, clothing,

Goods

Services

Factories

Offices

Environment

Pollution

Conservation

Harmful/useful

Cooperation

Rights and

responsibilities

Destroy/damage

Beautify

Landscape

Habitat

Trees, animals, water,

disasters

Discuss what people need every day to survive and who provide

these needs and how

Study pictures and discuss the changes that have occurred over time

in their neighbourhood and what may have been responsible for the

changes

Role play the scenario between a citizen and a litter warden

Take field trip to observe

Discuss how important it is to take care of environment

Make mobile or concept map showing uses of water

Construct map of or draw neighbourhood showing water source

In groups, PLAN AND IMPLEMENT A COMMUNITY SERVICE

LERNING PROJECT E.G. ways of beautifying an area; tree

planting activity; clean-up campaign

Identify and describe community workers who provide goods and

services

Study pictures of various occupations

Role play buying and selling goods and services

Match occupations with the goods or services they provide


41

GRADE ONE UNIT TITLE: LEADERS

TERM: TWO UNIT: TWO DURATION: SIX WEEKS


Name the various groups and

institutions in the community

Explain the importance of

leaders

(b) Identify the name given to

leaders of social groups and

institutions.

Explain the importance of

rules and laws in helping

people to live and work in

safety.


behaviour concerning school

attendance, dress/uniforms;

work; dealing with conflict.

1. Identify groups and institutions to which they belong –

government, school, class, family, church.

2. Outline the functions of institutions/social groups

3. Express their opinion of what would happen if there were no

leaders in named groups or institutions e.g. school, home

4. State the names of leaders in the home, school, church, special

group, and country.

5. State the responsibilities of authority figures

6. Suggest some effects of not adhering to the rules which

govern group behaviour in school.

7. Demonstrate respect for rules in groups/institutions to which

they belong by doing the right thing in given situation

8. Outline activities related to school – attendance, punctuality,

homework, class work, tests, group work, listening, speaking,

playing

9. State the acceptable behaviour in relation to given situations

involving the above activities


Leadership, leader, President

Authority

Family

Parents, Adults

Constitution

Club

Church, priest

Pastor, Choir

Youth group

School

Teachers, Principals

Community leader

Teams, Clubs, Sports

Governance

Police commissioner

Commonwealth Queen

Government

Political party, Prime Minister

Leader of the Opposition

Representatives of parliament

Senate

Community service

Choice

Discuss the role of the constitution in an organization

Role play functions of leaders in different groups; club;

institutions

Draw simple organizational charts

Discuss the role of any public official – prime minister;

governor general, Priest,

Through role play/scenarios groups present appropriate

behaviour in a certain situation

Share research on local historical figures through

pantomimes etc

Sample Organizational Chart

FOCUS QUESTIONS: 1. who are leaders in my neighbourhood and what do they do?


42

GRADE ONE

UNIT TITLE: SAFETY

TERM: THREE UNIT: ONE DURATION: THREE WEEKS


1. List rules that children should follow to ensure that they are

safe when travelling – on foot; in a vehicle; playing

2. Explain the importance of traffic signs/ symbols/ lights;

signs and notices

3. Demonstrate the correct use of signs and notices when

moving about.

4. State what could happen to the passenger and driver if traffic

rules are not obeyed; or if safety rules are not adhered to in

school, home, playground

Explain the importance of rules and

laws in helping people to live and

work in safety and security in the

community.

Predict some of the consequences

for self and others when rules and

laws are not obeyed.

Adhere to standards of behaviour

concerning safety

Identify groups in the community

that assist persons i.e. safety rules;

Explain the particular function of

special groups as it relates to safety.

5. List community groups or organizations which have

special programmes related to safety on the roads

6. Outline how any one of the associations / organizations

help to keep children safe


Pedestrian Crossing signs

Traffic Lights, speed limit

Signs and notices

Fast / slow

Dangers / effects

Safety

East / West

North / South

Looking

Listening

Helping

Caring

Dramatize different ways of driving – slowly, carefully,

recklessly

Discuss possible results of obeying or disobeying road signs

and road rules

Field trip to nearby road to observe the use of the roads, and

visible road signs OR draw pedestrian crossing in class or

school yard

Role play different safety, and caring measures/behaviours

when using/crossing the road street, playing

Act out the appropriate safety behaviour in given

circumstances such as crossing the street; getting a ball that is

struck into the street

Engage in special activities that children can undertake to

ensure safety of themselves and others such as helping

someone (aged; disabled) across the

Engage in discussion regarding means and modes of

transportation and communication

FOCUS QUESTIONS: 1. How can we keep ourselves safe when moving about?

2. How can we help others when moving about in the neighbourhood?


43

Responsibility

Rules/laws

Consequences

Groups

Clubs

Cooperation

Change

Optimist;

Police Crossing Guard

Transport Board – marking the

streets

In groups, categorize the different types of transportation from

photographs or pictures

Making different types of boat using papier-mâché and play

dough

Conduct research in the school and neighbourhood

Listen to resource person e.g. from traffic department or other

organization

Interview resource personnel

Discuss precautions when moving about in the neighbourhood

and when assisting someone else

Identify and describe role of community workers that provide

safety

GRADE ONE

UNIT TITLE: MOVING ABOUT

TERM: THREE UNIT: TWO DURATION: THREE

WEEKS


1. Recall some places people must travel to and from in the neighbourhood such

as school, church, playground

2. state the location of these places in relation to each other using simple

directional terms such as up and down; left and right; near and far;

3. Give simple direction to a place nearby.

4. State the three main modes of transportation.

5. List means of transportation which are most appropriate to travel to different

places in the community

6. Identify transportation centres

7. Compare and contrast types of transportation

8. Express their opinion of what life would be like without transportation.

9. Identify the maps of Antigua and Barbuda and other islands in of the Caribbean

10. Locate places of interest on the map

11. Locate their village on the map of Antigua and on the map of Barbuda

12. Give directions of places from their homes on the map of Antigua and on the

map of Barbuda

13. Locate Antigua and Barbuda and other islands of the Caribbean on the map of

the Caribbean

14. Locate Antigua and Barbuda and other places on the map of the World or the

globe

15. Give cardinal directions of countries that are east, west, north and south of

Antigua and Barbuda

Use simple cardinal directions

to locate places in the

community

Give examples of different

means of transportation

(b) Compare these with

transportation in the past

Give reasons

why transportation is important

to people and communities.

(b) Suggest what life would be

like without these

Locate places on the map of

Antigua and Barbuda, the map

of the Caribbean and the World

Map/Globe

FOCUS QUESTIONS:

1. How do we get around in the neighbourhood?

2. What are some places we can find?


44


Community

Direction

Up and down

Left / right

In front / behind

Near / far

Interdependence

Urban / Rural

Transportation

Land

Car, bus, truck, train, motorbike,

bicycle, donkey, horse, scooter,

roller blade/skate

Sea

Boat, yacht, cruise ships, raft,

submarine, canoe/kayak, Jet Ski

Air

Jets, helicopter, airplane, rocket,

hot air balloon

Map

Globe

Direction

Island

Country

Read directions of one place to another using a simple compass rose with

up/down; left/right.

Students discuss the varieties of transport which can be used; and also

why one mode of transport is more appropriate than another; and how

they are useful to us

Listen to and question resource persons such as the traffic police,

crossing guard

Sing ‘The pony that would not gallop – discuss the importance of

transportation

Draw pictures of transportation used for specific purposes – past and

present

Colour land and water bodies on the map of the Caribbean

Identify name of country of birth

Attach pointer to islands that are located on map of the Caribbean

Select the map of Antigua and Barbuda from a group of islands

Locate major land masses such as North America and popular countries

such as US and Canada that are found there, South America and

countries such as Guyana that are found there

Discuss which direction to travel to go to from one country to another

Compare maps and give similarities and differences

Tell on which map they would find certain islands or countries


45

GRADE ONE

UNIT TITLE: COMMUNICATION

Term: THREE Unit: THREE Duration: THREE WEEKS


Identify different

types of

communication and

communication

centres

1. Tell what it means to communicate

2. Identify types of instruments used in communication

3. Describe methods of communication

4. Compare different methods of communication

5. Identify different types of communication centres

6. Recognize different community workers who are

communication workers

7. Describe why people need to communicate


Communication

Letters

Signals

Symbols

Signs

Send

Receive

Message

1. Define term “communication”

2. Use hand signals to communicate information

3. Observe sins, signals, symbols in the classroom, wound the

school and in

the neighbourhood

4. Take fieldtrips to observe signs and symbols in St. John’s

5. Use radio and television to illustrate communication

6. Mail letter

7. Create flowchart of how a letter gets from one person to

another

8. Send money via bank

9. Visit different communication centres and interview

community workers concerned with communication

10. Describe activities that take place and how centres help in

communication

11. Create scenarios where communication is needed

12. List reasons why communication is important

FOCUS QUESTIONS:

1. What are ways in which we send and receive messages?

2. Why do we need to communicate?


46

Definition of Terms/Concepts

Address A way to find a home or another building

Alike How things are the same

Anthem A special song for a country

Calendar A chart that shows the days, weeks, and months of the

year

Capital The city where important leaders of a state or country live

and work

Chart A way to show things using words and pictures

Citizen A member of a state and country

City A big community where many people live and work

Communicate give and get information

Communication A means of sending (giving) and receiving (getting) information

Community A group of people and the place where they live or a

group of people who share the same ideas and resources

Country A land where a group of people live

Custom The way people usually do something

Diagram A drawing that shows the parts of something

Different how things are not the same

Directions North, south, east and west

Earth The planet on which we live

Endangered A plant or animal of which very few are living

Family A group of people who lives in the same household and

are related by blood, marriage or adoption

Farm Land people use to raise crops or animals

Flag A symbol that stands for a country

Freedom A person’s right to make choices

Globe A round model of the earth

Goods Things that are grown or made

Hill Land that is higher than the land around it

History The story of people and places from the past

Holiday A special day

Invention Something new

Inventor Someone who makes or invents something new

Job The work people do

Lake A large body of water that has land either totally or almost

totally around it

Law A rule that people must obey

Leader Someone who helps people decide what to do

Map A drawing of a place, country, community,

Media Ways to communicate

Map key Tells what the symbols on a map mean

Market A place where goods are sold

Money Coins or bills that people use to buy goods

Mountain The highest kind of land

Natural resource A useful thing that comes from nature


47

Needs Things people must have to live

Neighbourhood A place where people live, work and play. (Families living

close to each other make up a neighbourhood)

Ocean A very large body of salt water

Patriot A person who loves his or her country and supports its interests

Patriotism Showing love and interest for own country

Plain A large, mostly flat piece of land

Recycle A process where things can be made into new things

Reduce To use less of something

Reuse To use something again

River A long body of water which usually moves towards a lake or ocean

Route A way to get from one place to another

Rule Something that tells us what to do and what not to do

School The place where we learn

Service A job a person does to help others

Symbol A picture that stands for the real thing

Time line A chart that show the order in which things happen

Tools Things that are used to help people do work

Transportation The means by which people and goods move from place to place

Volunteer A person who works for free

Vote A choice that gets counted

Wants Things we would like to have

Weather How it is outside at a certain place and time

World A name for Earth and everything on it


48

DEFINITIONS OF KEY CONCEPTS

Citizenship refers to a person's membership in a political community such as a country or city. It

has different legal definitions in different countries. In countries with democratic institutions,

usually only citizens are allowed to vote, or to carry a passport from...

Cultural diversity is the variety of human societies or cultures in a specific region, or in the world

as a whole. (The term is also sometimes used to refer to multiculturalism within an organization)

Heritage refers to something which is inherited from one's ancestors. It has several different

senses, including:

Geographical heritage- a nation or group's historic monuments, museum collections, etc.

Natural heritage, a nation's fauna and flora, natural resources, and landscape

Tradition, customs and practices inherited from ancestors

Virtual Heritage, an ICT work dealing with cultural heritage

Inheritance of physical goods after the death of an individual

Biological inheritance of physical characteristics

Birthright, something inherited due to the place, time, or circumstances of someone's

birth

Industrial Heritage, the monuments from the industrial culture

The word tradition comes from the Latin traditionem, acc. of traditio which means "handing over,

passing on", and is used in a number of ways in the English language:

1. Beliefs or customs taught by one generation to the next, often orally. For example, we

can speak of the tradition of sending birth announcements.

2. A set of customs or practices. For example, we can speak of Christmas traditions.

3. A broad religious movement made up of religious denominations or church bodies that

have a common history, customs, culture, and, to some extent, body of teachings. For

example, one can speak of Islam's Sufi tradition or Christianity's Lutheran tradition.

A government is the body within an organization that has authority to make and the power to

enforce laws, regulations, or rules.

Typically, Governments refers to a civil government—local, country, or national. However,

commercial, academic, religious, or other formal organizations are also governed by internal

bodies. Such bodies may be called boards of directors, managers, or governors or they may be

known as the administration (as in schools) or councils of elders (as in churches)

A resource is any physical or virtual entity of limited availability, or anything used to help one

earn a living.[citation needed]

In most cases, commercial or even ethic factors require resource

allocation through resource management.

Conservation

The protection, preservation, management, or restoration of natural environments and the

ecological communities that inhabit them. Conservation is generally held to include the

management of human use of natural resources for current public benefit and sustainable social

and economic utilization.

Environment All of the biotic and abiotic factors that act on an organism, population, or ecological community

and influence its survival and development. Biotic factors include the organisms themselves, their

food, and their interactions. Abiotic factors include such items as sunlight, soil, air, water,

http://en.wikipedia.org/wiki/Societies

http://en.wikipedia.org/wiki/Culture

http://en.wikipedia.org/wiki/Multiculturalism

http://en.wikipedia.org/w/index.php?title=Geographical_heritage&action=edit&redlink=1

http://en.wikipedia.org/wiki/Natural_heritage

http://en.wikipedia.org/wiki/Tradition

http://en.wikipedia.org/wiki/Virtual_Heritage

http://en.wikipedia.org/wiki/Inheritance

http://en.wikipedia.org/wiki/Biological_inheritance

http://en.wikipedia.org/wiki/Birthright

http://en.wikipedia.org/wiki/Industrial_Heritage

http://en.wikipedia.org/wiki/Latin

http://en.wikipedia.org/wiki/Christmas

http://en.wikipedia.org/wiki/Religious_denomination

http://en.wikipedia.org/wiki/Local_church

http://en.wikipedia.org/wiki/Islam

http://en.wikipedia.org/wiki/Sufi

http://en.wikipedia.org/wiki/Lutheran

http://en.wikipedia.org/wiki/Organization

http://en.wikipedia.org/wiki/Authority

http://en.wikipedia.org/wiki/Law

http://en.wikipedia.org/wiki/Commerce

http://en.wikipedia.org/wiki/Religion

http://en.wikipedia.org/wiki/Board_of_directors

http://en.wikipedia.org/wiki/Governor

http://en.wikipedia.org/wiki/Council_of_elders

http://en.wikipedia.org/wiki/Wikipedia:Citation_needed

http://en.wikipedia.org/wiki/Resource_allocation

http://en.wikipedia.org/wiki/Resource_allocation

http://en.wikipedia.org/wiki/Resource_management


49

climate, and pollution. Organisms respond to changes in their environment by evolutionary

adaptations in form and behavior.

Responsibility may refer to:

1. The obligation to carry forward an assigned task to a successful conclusion. With responsibility

goes authority to direct and take the necessary action to ensure success.

2. The obligation for the proper custody, care, and safekeeping of property or funds entrusted to

the possession or supervision of an individual. See also accountability

Community

In biological terms, a community is a group of interacting organisms sharing an environment. In

human communities, intent, belief, resources, preferences, needs, risks, and a number of other

conditions may be present and common, affecting the identity of the participants and their degree

of cohesiveness.

Leadership has been described as the “process of social influence in which one person can enlist

the aid and support of others in the accomplishment of a common task”. A definition more

inclusive of followers comes from Alan Keith of Genentech who said "Leadership is ultimately

about creating a way for people to contribute to making something extraordinary happen.

A group can be defined as two or more humans that interact with one another, accept expectations

and obligations as members of the group, and share a common identity. By this definition, society

can be viewed as a large group, though most social groups are considerably smaller.

Institutions are structures and mechanisms of social order and cooperation governing the behavior

of a set of individuals. Institutions are identified with a social purpose and permanence,

transcending individual human lives and intentions, and with the making and enforcing of rules

governing cooperative human behavior. The term, institution, is commonly applied to customs and

behavior patterns important to a society, as well as to particular formal organizations of

government and public service. As structures and mechanisms of social order among humans,

institutions are one of the principal objects of study in the social sciences, including sociology,

political science and economics. Institutions are a central concern for law, the formal regime for

political rule-making and enforcement. The creation and evolution of institutions is a primary

topic for history.

Change:

The process of becoming different:

o Time

o Social change

o Biological metamorphosis

o The mathematical study of change

Tolerance – acceptance, patience

1. A fair, objective, and permissive attitude toward those whose opinions, practices, race,

religion, nationality, etc., differ from one's own; freedom from bigotry.

2. A fair, objective, and permissive attitude toward opinions and practices that differ from

one's own.

3. Interest in and concern for ideas, opinions, practices, etc., foreign to one's own; a liberal,

undogmatic viewpoint.

4. The act or capacity of enduring; endurance: My tolerance of noise is limited.

Cooperation, is the process of working or acting together, which can be accomplished by both

intentional and non-intentional agents. In its simplest form it involves things working in harmony,

side by side, while in its more complicated forms, it can involve something as complex as the

inner workings of a human being or even the social patterns of a nation. It is the alternative to

http://en.wikipedia.org/wiki/Environment_%28biophysical%29

http://en.wikipedia.org/wiki/Human

http://en.wikipedia.org/wiki/Intention

http://en.wikipedia.org/wiki/Belief

http://en.wikipedia.org/wiki/Natural_resource

http://en.wikipedia.org/wiki/Preference

http://en.wikipedia.org/wiki/Need_assessment

http://en.wikipedia.org/wiki/Risk

http://en.wikipedia.org/wiki/Identity_%28social_science%29


http://en.wikipedia.org/wiki/Identity_%28social_science%29

http://en.wikipedia.org/wiki/Society

http://en.wikipedia.org/wiki/Social_structure

http://en.wikipedia.org/wiki/Social_mechanism

http://en.wikipedia.org/wiki/Social_order

http://en.wikipedia.org/wiki/Cooperation

http://en.wikipedia.org/wiki/Behavior

http://en.wikipedia.org/wiki/Individual

http://en.wikipedia.org/wiki/Social_purpose


http://en.wikipedia.org/wiki/Society

http://en.wikipedia.org/wiki/Government

http://en.wikipedia.org/wiki/Public_services

http://en.wikipedia.org/wiki/Social_sciences

http://en.wikipedia.org/wiki/Sociology

http://en.wikipedia.org/wiki/Political_science

http://en.wikipedia.org/wiki/Economics

http://en.wikipedia.org/wiki/Law

http://en.wikipedia.org/wiki/History

http://en.wikipedia.org/wiki/Time

http://en.wikipedia.org/wiki/Social_change

http://en.wikipedia.org/wiki/Metamorphosis

http://en.wikipedia.org/wiki/Mathematics#Change


50

working separately in competition. Cooperation can also be accomplished by computers, which

can handle shared resources simultaneously, while sharing processor time.

Interaction is a kind of action that occurs as two or more objects have an effect upon one another.

The idea of a two-way effect is essential in the concept of interaction, as opposed to a one-way

causal effect. A closely related term is interconnectivity, which deals with the interactions of

interactions within systems: combinations of many simple interactions can lead to surprising

emergent phenomena. Interaction has different tailored meanings in various sciences. All systems

are related and interdependent. Every action has a consequence.

Obedience, in human behavior, is the quality of being obedient, which describes the act of

carrying out commands, or being actuated.[1]

Obedience differs from compliance, which is

behavior influenced by peers, and from conformity, which is behavior intended to match that of

the majority.

Transport or transportation is the movement of people and goods from one location to another.

Transport is performed by various modes, such as air, rail, road, water, cable, pipeline and space.

The field can be divided into infrastructure, vehicles, and operations.

Infrastructure consists of the fixed installations necessary for transport, and may be roads,

railways, airways, waterways, canals and pipelines, and terminals such as airports, railway

stations, bus stations, warehouses, trucking terminals, refueling depots (including fueling docks

and fuel stations) and seaports. Terminals may both be used for interchange of passengers and

cargo, and for maintenance.

Vehicles traveling on these networks include vehicles of appropriate types such as automobiles,

bicycles, buses, trains, trucks people, helicopters and aircraft. Operations deal with the way the

vehicles are operated, and the procedures set for this purpose including financing, legalities and

policies. In the transport industry, operations and ownership of infrastructure can be either public

or private, depending on the country and mode.

Communication is the process of transferring information from one source to another.

Communication is commonly defined as "the imparting or interchange of thoughts, opinions, or

information by speech, writing, or signs".[ Communication can be perceived as a two-way process

in which there is an exchange and progression of thoughts, feelings or ideas towards a mutually

accepted goal or direction. Communication as an academic discipline has a long history

The term multiculturalism generally refers to a theory promoting retention of various cultural

divisions for the sake of diversity that applies to the demographic make-up of a specific place,

usually at the scale of an organization such as a school, business, neighborhood, city or nation.

Values:

The ideals or principles individuals hold and used to make judgments about the worth or rightness

of an action, thought, behaviour. Values influence people’s attitudes towards other persons and

may influence their actions.

Values of Being: honesty, courage, peace, self-discipline and moderation, self-reliance, fidelity

and chastity.

Values of Giving: kindness and friendliness, justice and mercy, unselfishness and sensitivity,

loyalty and dependability and respect.

Civic Participation: active community involvement in the society (school, environment, country)

through sharing, collaborating, and advocacy.

http://en.wikipedia.org/wiki/Action_%28philosophy%29

http://en.wikipedia.org/wiki/Effect

http://en.wikipedia.org/wiki/Causal

http://en.wikipedia.org/wiki/Interconnectivity

http://en.wikipedia.org/wiki/Emergence

http://en.wikipedia.org/wiki/Science

http://en.wiktionary.org/wiki/Obedience

http://en.wikipedia.org/wiki/Obedience_%28human_behavior%29#cite_note-0

http://en.wikipedia.org/wiki/Compliance

http://en.wikipedia.org/wiki/Conformity

http://en.wikipedia.org/wiki/Passenger

http://en.wikipedia.org/wiki/Cargo

http://en.wikipedia.org/wiki/Modes_of_transport

http://en.wikipedia.org/wiki/Aviation

http://en.wikipedia.org/wiki/Rail_transport

http://en.wikipedia.org/wiki/Road_transport

http://en.wikipedia.org/wiki/Ship_transport

http://en.wikipedia.org/wiki/Cable_transport

http://en.wikipedia.org/wiki/Pipeline_transport

http://en.wikipedia.org/wiki/Space_transport

http://en.wikipedia.org/wiki/Infrastructure

http://en.wikipedia.org/wiki/Vehicle

http://en.wikipedia.org/wiki/Business_operations

http://en.wikipedia.org/wiki/Road

http://en.wikipedia.org/wiki/Railway

http://en.wikipedia.org/wiki/Airway_%28aviation%29

http://en.wikipedia.org/wiki/Waterway

http://en.wikipedia.org/wiki/Canal

http://en.wikipedia.org/wiki/Pipeline_transport

http://en.wikipedia.org/wiki/Terminal

http://en.wikipedia.org/wiki/Airport

http://en.wikipedia.org/wiki/Train_station

http://en.wikipedia.org/wiki/Train_station

http://en.wikipedia.org/wiki/Bus_station

http://en.wikipedia.org/wiki/Warehouse

http://en.wikipedia.org/w/index.php?title=Trucking_terminal&action=edit&redlink=1

http://en.wikipedia.org/wiki/Fuel_station

http://en.wikipedia.org/wiki/Seaport

http://en.wikipedia.org/wiki/Automobile

http://en.wikipedia.org/wiki/Bicycles

http://en.wikipedia.org/wiki/Buses

http://en.wikipedia.org/wiki/Train

http://en.wikipedia.org/wiki/Truck

http://en.wikipedia.org/wiki/Pedestrian

http://en.wikipedia.org/wiki/Helicopter

http://en.wikipedia.org/wiki/Fixed-wing_aircraft

http://en.wikipedia.org/wiki/Process_%28science%29

http://en.wikipedia.org/wiki/Thought

http://en.wikipedia.org/wiki/Feeling

http://en.wikipedia.org/wiki/Idea

http://en.wikipedia.org/wiki/Academic_discipline

http://en.wikipedia.org/wiki/Theory

http://en.wikipedia.org/wiki/Culture

http://en.wikipedia.org/wiki/Diversity_%28politics%29

http://en.wikipedia.org/wiki/Demographics

http://en.wikipedia.org/wiki/School

http://en.wikipedia.org/wiki/Business

http://en.wikipedia.org/wiki/Neighborhood

http://en.wikipedia.org/wiki/City

http://en.wikipedia.org/wiki/Nation


51


52

Topic: The School

Grade Level: Grades K-2

Learning Outcome:

Name the various groups and institutions in the community, (family, school, church,

government agencies, etc), and the people that make them up; and explain the particular

functions that they each perform

Objectives:

- Identify the name of their school

- List the people who work at their school, and state the function/job of each

individual/worker.

- Develop an awareness of the role of each worker at the school

Concepts: School, worker, function, role, cooperation.

Generalization: Workers in a school must also share their work if the school is to function

properly.

Strategy: Role-play

Activity:

- Encourage students to talk about their school and what they know about it: name,

location, motto, etc

- Students will then list the main workers: principal, class teacher, janitor, security guard,

etc. They will talk about functions that the various workers perform.

- Students will be put into groups. In their groups, students will be asked to plan an activity

to portray each of the workers carrying out a function. The teacher passes around to

monitor the groups.

- In their groups, students will select a worker/post, then write or talk about what may

happen if that person does not perform his or her duties.

- As a special follow-up activity, the class, with the teacher’s help/advice, will identify and

acquire a small gift or token to present to each group of workers. At the next class

assembly, a representative of each group will be invited to come forward to accept the

token. With each presentation, a student will briefly indicate why the class appreciated

the work/job of that person (group of workers).

Resources:

- Copies of the school’s handbook, motto, song, pledge, etc

- Drawing of school’s crest

- Appropriate clothing to dress up for the role play, functions of the workers

- List of functions of each worker

Assessment:

- Role-play enactment will be assessment through a teacher-made checklist

Out-of-Class activities

These are learning activities that take place outside of the normal classroom setting and involve

the use of the local environment or the immediate school environment to enhance learning. These

activities are more commonly referred to as field trips, and include: neighbourhood tours, walking

tours, site visits or any learning activity that takes place outside of the classroom. They provide

first-hand experiences and promote the development of a variety of skills. The students are

engaged in observing, gathering recording and presenting information, organizing, organizing,

analyzing and evaluating data.

The following are general guidelines that the teacher should follow if she/he plans to use an out-

of-class activity


53

Guidelines

- Establish clear and specific objectives for the trip, and inform the students of the purpose

of the activity/visit.

- Seek permission from the relevant body to visit the site.

- Visit the site prior to the trip to become familiar with the major features

- Seek permission from the relevant school authorities and parents for students to go on

trips

- Develop the appropriate worksheets, checklists, maps, etc.

- With the help of the students, plan the questions to be asked during the visit, and other

activities

- Plan the activities to be undertaken by the students both during the visit and after the visit

- With the help of the students, establish rules for behaviour/code of conduct

- Focus the students’ attention on the features of the trip that are most important.

- Engage students in some specific activity during the visit. For example, interview

persons, take pictures, make drawings, complete a checklist etc

==============================

Topic: Comparing Communities

Grade level: Grade K-2

Learning Outcome:

Compare their community with another one located nearby; and identify ways in which

the way of life has changed in their community over the years.

Objectives

- Identify economic and cultural activities of their community and one nearby.

- Illustrate ways in which the communities are different

Concepts: Community, change, way of life, culture, difference.

Generalization: All communities, over time, will develop and experience changes in their

culture, way of life and their livelihood.

Teaching strategy: Out-of-class activity/Field trip.

Activity:

- Teacher explains the purpose of the trip, and involves students in the planning prior to the

actual activity.

- In groups class prepares, questions to ask. Question will be based on the different

economic and cultural activities they will look for, observe and record. For example,

students will prepare checklist for recording the activities of the different groups.

- During the trip students will use their checklists to make a note of the economic and

cultural activities of the people in the community. They will ask questions of the people

in the community to get an idea of the activities engaged in where these are not evident.

- After the field trip, students report on the different activities they observed, and compare

the activities with those in the community.

- Students, in groups, draw conclusions on the differences between the two communities.

Resources:

- Large scales maps of the two communities or three dimensional models.

- Worksheets for recording information on the and economic activities.

- Relevant information already collected on their community, written at grade level

Assessment:

- Group presentations on their and conclusions will be assessment by an oral presentation

rubic


54

==============================

Grade: Grade K-2

Topic: Festivals

Sub-Topic: Carnival

Learning Outcome: Explain the purpose and significance of local customs, traditions and cultural

celebrations in their community

Objectives:

- List some activities that occur during the carnival season

- Describe two of the activities listed

- Give reasons why carnival is an important festival in (Antigua)

Teaching Strategy: Dramatization, with class discussion

Activity:

- Set up a learning centre in your classroom. Ensure all resources are available such as

costumes, videos, general display of carnival items and music, information of the history

of carnival.

- Pupils observe costumes; look at pictures showing carnival scenes and a video about our

carnival celebrations.

- Teacher selects different groups of pupils to dress in carnival costumes and dramatize

different carnival events/activities.

- After each dramatization, teacher guides discussion about the importance of the activities

observed.

Questions to guide discussion, - all of which students know before hand

1. What do you think about carnival? How do you feel about it?

2. How did carnival originate? Who started it?

3. In what ways do you think carnival is important to us?

Resources:

- Various carnival costumes, videos of carnival shows (calypso monarch, carnival queen)

and street jump up.

- Pictures of carnival scene and various ornaments, accessories and Banner with the

carnival theme.

Assessment:

Group dramatizations will be assessed by other class members, and by your teacher, using a

teacher-made checklist.

==============================

Grade: Grade 1

Topic: Our Community

Sub-Topic: Changes in our community

Learning Outcome: Compare their community with another one located, and identify ways in which the

way of life has changed in their community over the years.

Objectives:

- List aspects of the way of life of people long ago

- Identify aspects of the way of life today

- Identify the ways in which the way of life has changed in their community.


55

Teaching strategy: Guided inquiry

Activity:

1. Students select and study pictures of people. Identify how people lived long ago and give

reasons

2. Students listen to a talk by an elderly person

3. After the presentation, students identify and discuss ways in which the way of life in their

community has changed.

Resources

- Picture of people long ago and today

- Resource person

Assessment:

- Students, working in groups, find answers to these questions. These marked by the

teacher.

- What can you say about the way people lived long ago?

- How is your way of life different today from that of people long ago?

- What do you think are some of the reasons for the changes?

==============================

Grade: Grade 2


Sub-Topic: Our neighbourhood

Learning Outcomes: Compare the community with another one located nearby;

Objectives:

- Pupils will be able to locate the position of their community using the map of Antigua

- Identify their communities

- Locate their community in relation to their neighbouring community using the cardinal

points.

Strategy: Map /Atlas exercise

Activities: Students, under the guidance of the teacher,

- Study a large map of Antigua

- Find and write the name of their Country

- Locate their community on the map

- Describe the location of their community in relation to other towns/cities

- Locate and identify their neighbouring communities

- Locate their community in relation to their neighbouring communities using the cardinal

points.

Resources:

- Desk-size maps of Antigua

- Large drawing of the cardinal points

- Compasses

- Large map of Antigua

Assessment

- In groups, students will, with the aid of an atlas,

- Mark and name their community on a desk-size map of the country

- Identify the neighbouring communities that are to the north, south, east and west of the

community

- Give the correct direction they would be traveling in if going from ……to ……

==============================


56

Grade: K-2


Sub-Topic Important places in our Community

Learning Outcome: Give physical descriptions of places of importance in their community (home, school,

church, community centre, post office, etc) using size colour, shape, texture, materials

used.

Objectives:

- Identify important buildings in the community

- Describe the important building in the community using size, colour, shape and materials

used

- Identify and explain some of the activities that take place in these buildings.

Teaching strategy: Out-of-class activity

Activity:

Visit some important buildings in the community, noting names, size, colour, etc and activities

taking place.

Listen to talk by a resource person on the importance of the buildings, their age, history, etc

In groups, students will

- Name some important building in their community;

- List ways in which the building are different from one another;

- Name some activities that place in these building, e.g. post office, health centre, school;

- In chart form, classify the building by size, shape, colour, building materials, and major

activities.

Resources: Resource person, picture of buildings in the community, writing materials to take

notes during field trip

Assessment:

1. Groups will make a brief oral presentation of their work

2. Teacher will mark each groups’ work/presentation, using an appropriate checklist or

rubric

==============================

Class: Grade K-2

Topic: Family

Sub-Topic: Roles of family members

Learning Outcomes: Provide examples f cooperation within the family and in the community

Objectives:

After viewing different stimulus materials on roles in the family, pupils will be able to

- list the roles of different family members

- dramatize ways of people in a family co-operate with one another

- give reasons why it is important for family members to have different roles

Teaching strategy: Using stimulus materials, with questions


57

Activities:

- Students watch a video depicting roles of family members

- Teacher asks a series of questions: Who are the people in the video? What is the mother

doing? etc

- Students view a set of pictures of a family

Teacher poses a series of questions: What are the people doing? Are they working

together? How? What word can we use to indicate that they are working together?

- In group of four, students choose a scenario from a list and show how they would

cooperate with one another to solve the problem.

Examples of scenarios: Joe does not have lunch

Mary cannot get her assignment finished

Larry has lost his pet

Ben has lost his bus money

Resources: Video depicting family performing their respective roles

Pictures of family members

Assessment:

1. Students individually will complete the sentences using the most appropriate word to

indicate different roles of family members.

a. Mother ______________ the food

b. Brother______________ the lawn

c. I __________________my room.

2. Students, in a short paragraph (3-4 sentences), write one reason why family members

take different roles.

==============================

Sample Lesson Plan

Topic: Festivals

Grade Level: Grades 3-4

Learning Outcome:

Explain the purpose and significance of some of the customs, traditions and cultural

celebrations in their county

Objectives:

After interviewing resource persons in the community, students will be able to:

- Name popular festivals in their community

- Outline the history behind the popular festivals in their community

- Show appreciation for the festivals as part of their cultural heritage

-

Concepts: Culture, customs, festivals, traditions, cultural heritage, community

Generalization: Local festivals and customs form part of the cultural heritage of a community,

and help to define its identity

Strategy: Out-of-Class activity: Interviewing persons in the community


58

Activity:

- Teacher stimulus interest through a video of festival obtained from a Government

Information Service or local television station.

- In groups, students, under the guidance of the teacher, prepare an interview schedule to

obtain information form resource persons in the community, on a particular festival, for

example Carnival. Questions may relate to name of festival, history, activities/customs,

dances and their meaning, rituals, foods, songs, etc. Questions may also focus on how

people feel about celebrating the different festivals

- Students, in groups will go to different households in the community to interview persons

about various aspects of the festivals.

- After the interview, students, in groups, will create a display/exhibition on aspects of the

festival to present to the rest of the class. The display should focus on the role of the

festivals in the cultural heritage of the community.

Resources:

- Magazines form the local Tourist Board/Bureau with information on the festivals

- Local newspapers with a write up on the festivals

- Video on festivals form Government Information Service

- Costumes

- Cultural foods/dishes

Assessment: The teacher-made Visual Presentation Rubric see below may be used to assess group

displays

Visual Presentation Rubric

Criteria:

1. Cultural Aspects = Foods, costumes, dances, songs.

2. Notes/information = Names, titles, history, activities

3. Creative expression = Dance, songs

4. Layout = Organization, presentation of exhibits

Criteria Exemplary =3 Good =2 Fair =1

Cultural aspects All aspects are

appropriate to the

festival under study

At least two aspects

are appropriate to the


At least one aspect is

appropriate to the


Notes/Information The information

presented is adequate,

correct

Most of the

information is

presented is adequate,

correct

Only a small portion

of the information is

adequate, correct

Creative expression: Presentation matches

the festival being

portrayed

Some aspects of the

presentation matches

the festival being

portrayed

The portrayal has

little to do with the

festival

Layout: Nearly put together,

and attractive to

audience

Neat, but with some

audience

Laid out in an

unattractive manner

==============================


59

Topic: Community Service Project

Grade level: Grades 3-6

Learning Outcome:

Social Skills/Social Responsibility

Objectives: Design and implement a service project to be done as a class in a neighbourhood or

school community

Concepts: service, community, reflection, participation, learning

Generalization: The experience of providing a service to the local community may be both

rewarding and an example of experimental learning

Teaching strategy:

Activity: In teams, let students make a list of different concerns in their communities. One student

from each team will share his or her list with the class. Write all ideas for each team on the board.

Go through the list and let students make suggestions for solutions to there concern. Discuss

which options are more realistic. For example, building a new recreation centre to keep children

off the street may not be a viable option, but organizing an after-school programme might be.

Vote to choose the top three options. Discuss all of the considerations for a project. For example,

are there community organizations in place dealing with the problem that could use help?

How many they involve their families?

How may the school help?

Does their project require any resource or money?

Give each group chart paper and have them web out their projects components?

What would have to happen?

Students as a class discuss options. Let students vote which of the three options would be best

project undertaken immediately.

Closing: Students will use their not books to reflect on how they feel about the chosen project.

This activity will give them a chance to record any immediate thoughts generated by discussion

activities.

Materials: Chart paper, markers

Assessment: Teacher observation to see that all students are participating in the group

brainstorming process

==============================

Grade: Grade 3-6


Sub-Topic:

Learning Outcomes: Demonstrate sensitivity and tolerance towards people of other racial and ethnic groups

Objectives:

- Design and implement a service project to be done as a class in a familiar community

- Create and organize a service project

- Carry out the service project as a class


60

Activity: This lesson is more difficult to plan since the project will be students-driven. However,

the activities to help the students plan their projects include these steps.

Research the project. www.peacecorps.gov/wws/studnets/service/ has an excellent

section on service learning that can help to generate ideas for planning the project.

Students determine exactly what will be done to complete the project. They will need to

determine whether or not it can be done during school time, and how long it might take.

If it involves a local organization, students may call and arrange foe resource person to

come in and speak about the organization’s work. If it’s a beautification project, the

students will need to determine whose permission they need to complete their project.

One the project ox planned, the students will begin the steps, whether that means

designing a mural and finding a location for it, or getting the necessary materials to do a

neighbourhood trash clean-up.

Materials: Will vary with the type of project

Assessment: Teacher may use the first two criteria (Effort, and Cooperation) on the assessment

rubic below

==============================

Grade: Grade 4-6


Learning Outcome: Demonstrate sensitivity and tolerance towards people of other racial and ethic groups

Objectives: Design and implement a service project to be done as a class in a familiar community

(neighbourhood or school)

Reflects on the effect of their project.

Teaching strategy:

Activity: The class will review the pictures taken during the project. They will work together to

place them in chronological order. Each student will pick one picture and create a book page for it.

The page must include a caption of what is happening in the picture and reflection of it. For

example, “Here we are deciding what colours of paint we will need. We couldn’t agree, so we had

to take a vote.” The students will decorate a page and prepare it for publication.

Materials: Paper, markers, glue decorating/note-book materials, photographs form project,

Laminator, spiral binding machine.

http://www.peacecorps.gov/wws/studnets/service/


61

Assessment: Assessment will be based on the students’ effort and cooperation throughout the

project, and their written reflection. See rubric

4 3 2 1

Effort Students participated

in all activities,

contributed to each

step of the process:

brainstorming,

organizating,

implementing

Students participated

in most activities

throughout most of

the steps in the

process

Students participated

in at least half of the

activities and

contributed to at least

two steps of the

process

Students

participated in

fewer than half of

the activities and

contributed to at

least one step of

the process

Cooperation Students worked with

teammates effectively.

He/she had no

behaviour problems

with peers, and was

encouraging to

classmates

Students worked with

class and teammates

effectively. He/she

had no more than 3

behaviour problems

and was not

discouraging to

classmates

Students worked with

class and teammates

with some difficulty.

Had no more than 5

behaviour problems

and was not

discouraging to

classmates

Students worked

with class and

teammates

ineffectively , had

more than 5

behaviour

problems, and was

discouraging to

classmates

Notebook

page

Caption and reflection

are appropriate and

accurate, with correct

conventions. Page is

aesthetically pleasing

Caption id

appropriate and

accurate, with no

more than 2

conventional

mistakes. Page is

aesthetically pleasing

Caption is accurate.

Reflection is present.

No more than 5

conventional

mistakes. Page is

decorated

Caption is present.

Page has some

decoration

Reflection Students has used at

least 5 -6 traits*

writing strategies, and

had detailed at least

two ways that the

project benefited the

community. Student

has also addressed

what he/she learned

from he project about

working together and

doing things for others

Students have used at

least 4-6 traits

strategies, and has

detailed at least one

way that the project

benefits the

community. Students

has also addressed

what je/she learned

from the project.

Student has

completed reflection,

using 3 -6 traits

strategies and has

mentioned how the

project benefits the

community and if

he/she learned

anything

Students has

completed

reflection, using at

least 1-6 traits

strategy. Students

has mentioned

he/she learned

anything

==============================

Grade: Grade 3-4

Topic: Workers and Occupation

Learning Outcome: Identify the workers who produce goods and provide services in their country, and make

a reasoned assessment of the value of their and their contribution to the society

Objectives:

- Name workers who produce goods and services in their country

- Compare different types of workers

- Classify workers who provide goods and those provide services

- Make an assessment of the value of these jobs and workers’ contribution to the country.


62

Teaching Strategy: Listing - Grouping

Activities:

Students study pictures of different types of workers, and list the different types of

workers

Drawing on their prior knowledge, students group the workers according to the type of

work they perform

Students then state/indicate whether each type of worker is providing a good or a service

Students are asked to provide/suggest a label or name for each group of workers

Class discusses the various labels and their meaning

Resources: Pictures of different types of workers and of the goods and services they provide

Assessment: An in-class written assignment or students

1. Explain the difference between providing a good and providing a service

2. choose one type of worker and explain how this worker is important to the country

==============================

Class: Grade3

Topic: The Caribbean

Learning Outcome: Use directions and distances to locate their country in relation to neighbouring water

bodies and landmasses, identify their country on a map of the Caribbean

Objectives: - Identify five countries/islands on large map of the Caribbean

- Give the location of their country in relation to four neighbouring water bodies and

Caribbean countries

- Give the relative location of other Caribbean countries as being North (N) or South (S) of

other Caribbean countries

Teaching strategy: Map Work

Activity:

Class forms into four or five groups

Each group receives a list of names of Caribbean countries and bodies of water on

separate pieces of paper.

Class is given about 5 minutes to locate these countries in their atlas and/or on a large

map of the Caribbean

Teacher plays a game

- Teacher calls out a name of a country of body of water, and groups are to locate it in their

atlas. Points are awarded to the first group to find and locate it, using terms such as near

to, north of, left of, below, etc

- Group answering is also given a chance for further points, to give the location of the

country or body of water in relation to their country and two other country.

- Game continues for 10-15 minutes

- [or teacher could give out riddles: e.g. “I am a body of water located west of Dominica.

What am I?/ Name me].

Resources:

- Large wall map of the Caribbean, and blank online maps

- Caribbean atlas


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Assessment:

1. On a blank outline map of the Caribbean, Students colour the bodies of water in blue

2. students neatly name the islands/countries on the outline maps

==============================

Class: Grade 4

Topic: Campaigns and Elections

Learning Outcomes: Describe how governments and leaders in their country are elected. Explain the

importance of

having leaders and the roles performed by the different leaders and departments in

government.

Objectives: Students will

- Imitate the national campaign and voting processes in order to hold their own classroom

elections

- Conduct the process and system of an election on a local level.

Teaching strategy: Simulation

Activities: Activity may run for at least 2 weeks

- Students will discuss the systems of campaigning and voting in their local community. If

possible, have their local parliamentary representative come in to discuss this process

with the class

- The class will then brainstorming what offices they feel are important to have in their

classroom

- Students will sign up for the office (s) for which they wish

- The students who do not wish to run may then divide into campaign groups. These

groups will ne development a platform for their candidates to run symbols.

- Students will use example of local campaign to develop their ideas for buttons and

posters

- Students may begin posting their signs and wearing their buttons at the end of the first

week.

- During the second week, students may have their campaign group present 30 second or

one minute commercials during each class session

- During the final week, ‘candidates’ give their final speeches; and students ‘voters’ cast

their ballots. Votes are tallied by the teacher and candidates elected are announced.

Resources: Poster board of several colours, markers, pairs of scissors, button-making materials

Coloured paper, tape

Examples of political speeches and advertisement

Assessment:

1. The teacher may use a checklist involving the criteria: cooperation, campaign quality of

speeches, etc

==============================


64

Class: Grade 3-4

Topic: Community Brochures

Learning Outcomes: Name and locate the major settlements on a map of their country. Describe their

physical surroundings and indicate what human-made changes have been made to the

local environment

Objectives: The students will

- Define a community

- Discuss different aspects of their community (family, neighbourhood etc)

- Create a brochures for their chosen community

Teaching strategy: Cooperative learning/grouping

Activities:

Teacher discusses with the class what they think a community is

Class talks about the communities of which the children are a part. These could be

school, family, city, neighbourhood etc

Students examine posters, pictures and brochures of examples of communities

In their groups, students

Resources:

Posters or pictures of examples of communities (family pictures, school pictures, posters

of cities etc)

Brochures for the community features (could be brochures about some special, unique

feature or historical details)

Construction paper, crayons, makers, glue, pair of scissors, pencils, sample brochures

Assessment:

- The brochures are assessed by using a presentation rubic

==============================

Class: Grade 3-4

Topic: Prejudice and values

Learning Outcome: Demonstrate sensitivity and tolerance towards people of other racial and ethnic groups

in their country, and justify the need for need for each person to defend the human

rights of others

Objectives: Students will be able to

- recognize the relationship between prejudice and actions towards others;

- identify how beliefs shape our attitude and actions

- describe their own feelings, beliefs and values with respects to others and groups;

- explain their role in helping to civil right and democratic institutions in their country.

Teaching strategy: Dealing with controversial or sensitive issues


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Activities:

Students would have given a prior assignment to define the following terms

Prejudice Stereotyping

Discrimination Propaganda

Dehumanizing Genocide

Students complete a short ‘who am I? chart

Working individually their groups, students complete the students response statements

Some of the students responses to handout 2 are listed on the blackboard, and are

discussed using questions such as: (i) Is there a pattern that illustrates? (ii) Where do

these feeling and briefs originate? (iii) Should we believe everything we hear, read or see

on TV? (iv) Why is it wrong to label all members of a group in the same way?

Give each student a blank sheet of Paper, and indicate that babies are like this with

respect to prejudice: no negative feeling towards any person or group. Ask: ‘How then do

they acquire prejudice?

In their groups and using the newspaper/magazine articles, students list on one side of the

blank sheet) and discuss things that a child or group may her, see or experience that

would cause feeling of prejudice against another person or group. Ask students to

examine the word “propaganda’

Resources: - Who am I? charts

- Students Response Statements (see below)

- Newspaper or magazine articles dealing with prejudice

Assessment:

Students complete a second ‘Who am I? – Handout 3; and engage in a general classroom

discussion of the various responses. No formal assessment is done.

Handout 1. “ Who Am I? – Chart #1

How do you see yourself

Do you conform to the rules, or are you a rebel

Are you tolerant of others?

Do you have any prejudices?

Do you feel individual citizens have any responsibility to protect our institutions and way

of life?


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Students Response Statement

Complete these statements in terms of how you feel about these groups

1. All Teachers

…………………………………………………………………………..

2. All female athletes

…………………………………………………………………………..

3. All people with HIV or AIDS

…………………………………………………………………………..

4. All fat people

………………………………………………………………………….

5. All people who use drugs

…………………………………………………………………………..

6. All boys who play games during lunch time

…………………………………………………………………………..

7. All students who bring to school their own lunch

………………………………………………………………………….

Who am I ?– Chart #2

Do you have any prejudices

What are the results and stereotyping?

Are there examples or instances of prejudice or discrimination in your community?

What can we do about it?

What can you as a citizen do to reduce the problem caused by prejudices?

==============================


67

Holidays and Other Special Events in Antigua and Barbuda

Jan

New Year’s Day

Dr. Martin Luther King Jr Day

Beginning of second term

Feb

Black History Month

Education Week

Valentine’s Day

Mar

Int’l Women’s Day

Commonwealth Day

Spring begins

Ash Wednesday

Easter?

Cricket

Apr

World Health Day

Good Friday

Easter Sunday

Easter Monday

Cricket

Antigua Sailing Week begins

May

Antigua Sailing Week cont

Ascension Day

Labour Day

Mother’s day

Whit Sunday

Whit Monday

Int’l Day for The Family

Jun

World Environment Day

Father’s day

Summer begins

Jul

Summer vacation

Carnival

Aug

Summer vacation

Carnival

Sep

School year begins

Int’l Literacy Day

Oct

Int’l Day for the Elderly

Int’l Teacher’s Day

World Food Day

United Nation’s Day

Columbus Day

Independence celebrations begin

Nov

Independence Anniversary

Child Month (ECTC)

Int’l Day for Tolerance

Dec

World AIDS Day

Int’l Day for Disabled Persons

Human Rights Day

National Heroes Day

Christmas Day

Boxing Day


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Acknowledgements

Special thanks to Principals and Teachers who participated in different stages in the curriculum

writing process.

Without your support and expertise this would have been a more difficult task.

Special mention must be made of the following individuals who planned, worked on the ‘first

drafts’ and / or participated in reviewing the Social Studies Curriculum:

Mrs. Esther Utoh, Lecturer, Social Studies, Department of Teacher Education, Antigua State

College

Ruleta Camacho and Carol George - The Environmental Division in the Ministry of Tourism

Teachers who participated in one or more Curriculum Writing & Review Workshops

Bernadine Gloade Josette Watkins Michelle Ross

Grace Ellis Junie Joseph Brenda Cochrane

Beatrice Browne Tasheba Frederick Gweneth Myke

Denise Mills Whyva Edwards Denise Peters

Lois Drew Arlene Peters Troy Allen

Carolyn Whyte Cheryl Gregg Temika Christian

Verlyn Hector Andrea Peters Sandra Felix

Daphne George Brenda Jarvis Lisa Roberts

Brenda Cochrane Andrea Walter Melinda King

Lois King Denise Francis Chennel Dowdye

Athenia Cannoville Suzette Smith Marjorie Warner

Roberta Henry M. Robinson

Sandra Duncan Rita Lovell Browne

Jacintha Browne Rose-Clare Charles

Joy Ann Harrigan

Latoya Goodwin

Leroy Harris

Vivica Shradrach

Eunice Drigo-Wilson

Janice Nicholas

Athenia Cannoville

Theoline Croft

Cathy Quinland

Angelyn Otto

Merle Joseph

Sandy Lewis

At other times, many teachers from all grades did make input at different workshops/seminars, or

made suggestions to enhance modification. Thanks also to principals, teachers and students at the

schools where the implementation pilot study was conducted. To the Education Officers who

conducted the observations, thanks for your support.

Thank You All

Cynthia L. A. Crump

January, 2009