SOCIAL STUDIES CURRICULUM GUIDE LEVEL 5 FAMILY

OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES FAMILY 1. Name the 1. Tracing a map Show Map of the Looking at the On an outline Mathematics: Places from countries from of the world. appreciation for world map of the map of the world Kilometre which the which the early early families showing world. pupils will cover Measuring the early families families in the 2. Inserting who came from countries of the countries distance early came. community came. countries from various parts of origin namely Drawing and and/or continents families traveled which early the world by Africans – inserting names with various to get the Guyana. 2. Write sentences families in the saying how they West Africa, of countries objects (split about the community are now part of Amerindians – and/or peas, beads (red Arts: countries/ came. our Guyanese Mongolia, continents from & black) sand, Drawing pictures continents from society. Portuguese – which early etc.) to identify to show the which early Madeira, families in the the areas from different early families came. East Indians – community which the families. India, came. (Social various early 3. Locate on a Chinese – Studies For Our families came. Composition: globe or atlas China, children Bk. 5 Writing a countries from Europeans – pages one to 1. Compare and paragraph on any which early England, thirteen). contrast the one of the early families in the Spain, France physical features families. community came. Netherlands, of early families Dutch. who came from Science: the same Movement continent of East Living Things. Indians, Chinese and Amerindians

1 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES 1. The Locating e.g. Early family e.g. Amerindians, countries on a East Indians map of the Comparisons Contrasts The East Indians

and Chinese world and They all have They practices came from the inserting the black hair spoke different continent of names of languages beliefs who? Asia. countries where the early 2. The families came where? Europeans from. came from the culture why? continent of Writing Europe. sentences about countries and/or Vocabulary: 3. The continents from Spelling names of Africans came which early place. from the families came. Mathematics. continent of Sets Africa. Dutch French

The ethnic Supenaan Mon- Uitvlugt Repos groups now live together Charity as Guyanese Kingston citizens. English

2 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES FAMILY 1. Name the areas 1. Drawing Show The early Naming the On an outline Mathematics: Their areas in which the early pictures to show appreciation for families areas in Guyana map of Guyana Kilometres – of settlement families settled in how early our rich culture settled in in which the pupils will cover measuring areas in Guyana. Guyana. families lived. and how it different early families the areas where where early impacts on our areas: settled. early families families settled. 2. Locate on a map 2. Researching lives by stating settled with of Guyana areas in the origin of the the cultural Amerindians – Locating on a various objects Composition: which the early names of places contributions of forests and map of Guyana (split peas, Writing families settled. settled by early the early savannahs e.g. areas where beads). composition on families. families. Aishalton, early families Why the early 3. Say which Yupukari, settled. Compare and peoples came to group of people 3. Making Apoteri, contrast ways of this country. named the places models of areas Mabaruma Identifying living of early in which the early in which early names of places families. Art & Craft. families settled. families settled. Europeans named by some On a map of Dutch – early families. Match place Guyana, make a Describe the 4. Finding and Essequibo names with early mosaic with significance of listing the River, Defining names settlers. different col;ours, places to early meaning of the Stabroek, of places where East Indian Orealla showing the areas Dutch Zeelandia families of names of some Supenaam, early families French Santa Cruz where early Guyana. places where the Uitvlugt settled. Amerindian Wales families settled. English Chateau early families Pouderoyen Margot settled. Identifying Spanish Port Mourant places where early families On an outline were sent. map of Guyana, insert the following places: Fort Nassau,

3 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES French – Anna Catherina, Chateau Drawing La Grange, Margot, La pictures to Epira, Anna Resouvenir, show how early Regina, Rose La Belle families lived. Hall. Alliance, Mon-Repos Stating the Complete: origin of the Africans is to English – names of places Ithata as Chinese Bourda, given by early is to ______. Charity, families. Kingston, Georgetown Making models of areas in Spanish – which early Anna families settled. Catherina, El Dorado, Santa Showing Cruz appreciation for our rich culture Contribution List some Naming and Appreciate the East Indians – by discussing s made by contributions by listing some contributions of Bush Lot, the cultural early people the early peoples things which early Guyanese Belle Vue, contributions of to Guyana. to Guyana. make up to the country. Vreed-en- the early Guyanese Hoop, Huis’t families viz culture. Dieren, Anna food, dance, art Regina form.

4 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES Africans – Queenstown, Essequibo Coast, Good Sets: Hope - Sets of Essequibo contributions. Coast, Dartmouth - Foods Eseequibo contributed by Coast, Buxton early peoples. E.C.D, Plaisance – E.C.D, Ithaca – West Coast Berbice

Portuguese – Portuguese Write a Quarters, Port paragraph about Mourant, the contributions Plantation La of the early Penitence, peoples to Plantation Guyana. Liliandaal.

5 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES Chinese – Blankenburg, Windsor Forest, Pouderoyen, La Jalousie and Union, Plantation Schoon Ord, Stewantville, Hague.

Place names and their meaning: Mon Repos – rest or resting place or man must rest.

Zeskenderen – six children . Vreed-en- hoop – peace and hope

La Penitence- evil act

6 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES La Repentir – city of the dead.

Leguan – iguana

Werk-en-Rust – Work and Rest. Early families were able to identify themselves with the areas where they settled by maintaining their cultures and erecting building homes that were unique to their culture e.g. Portuguese - pawn shops. Amerindians – Benabs.

7 SOCIAL STUDIES CURRICULUM GUIDE LEVEL 5 POLITENESS

OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES Rules and List ways in which Listing Appreciate that Community Brainstorming Three ways in Art & Craft: Responsibili- the infrastructure infrastructure in the landscape/infr some of the which people Making posters to ties in the community the community infrastructure in astructure ways in which can protect the illustrate how the can be protected. that should be the community should be people in the landscape in the infrastructure in protected. should be protected to community can community are the community Identify activities protected. preserve its protect the ____, ____, and should be which they could Making a chart aesthetic infrastructure. ____. protected. do to protect the with a list of Work co- quality. infrastructure in desired activities operatively to Making a chart Write a Producing a folio the community. which the prepare a list of Avoid the showing a list paragraph on on rules to obey community can rules for the following. of infrastructure why we should at home and at undertake. protection of - Removal and how they protect our school. the of soil for should be landscape and infrastructure. land protected. infrastructure. filling. - Cutting of forest trees. - Burning of grass on lawns and parks.

8 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES - Removing Making a chart of shells with a list of from the desired beaches/ community seashore. activities which can be - Swinging undertaken to on trees in protect and parks. preserve the infrastructures. Desirable Identify desirable Making chart Appreciate the As Low- Discussing Roles playing Language Arts: Behaviour behaviours that we with list of importance of abiding some of the some rules that - Paragraph must observe in desirable appropriate Citizens we rules that should be writing. order to show behaviours. behaviours by must have a should be obeyed. respect. stating what can sense of obeyed with Writing: Demonstrate happen if rules responsibility regards to Write a Copying of rules. List rules which behaviours are disobeyed/ to obey rules greeting paragraph on we must obey for which show a broken. - Show leaders, visitors what can happen Art & Craft: better thing. sense of respect to at school, home if rules are Illustrating rules. responsibility. leaders and in public broken. and places. Health visitors at Compose a folio Education: school and Listing of Courtesy Rules for a in public behaviours rules. healthy life style. places. which should be portrayed.

9 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES - Know how Read and to greet discuss the list persons. of Courtesy - Speak Rules and politely. Maxims. - Reply to questions Dramatizing properly. behaviour - Observing which should courtesy be portrayed. rules. - Traffic Making a chart rules. with desirable - Avoid behaviour. destruction of public Naming some or private benefits that properly. can be realized - Avoid when rules are receiving obeyed. stolen properly. Discussing what can happen when rules are broken.

10 SOCIAL STUDIES CURRICULUM GUIDE LEVEL 5 OUR COMMUNITY

OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES Guyana’s Name Guyana’s Identifying each Work co- Guyana’s Examining the Which of Guyana’s Language: Immediate immediate neighbour on a operatively to immediate map of South continental - Paragraph Neighbours continental map of South prepare a folio continental America and neighbours is located Writing and their neighbours. America. on Guyana’s neighbours are identifying to the north-west of - Vocabulary location. immediate Venezuela, Guyana’s Guyana? - Spelling State the location Inserting each neighbours. Brazil and immediate - Reading Capitals, of each neighbour. immediate Suriname. continental Suriname is to Dutch chief neighbour on an Show neighbours. as Venezuela is to Mathematics: products, Name the capital outline map. appreciation Suriname is _____. Sets & Venn and and resources of for Guyana’s located to the Naming the Diagram currencies of these neighbours. Writing three neighbours by east and is capital and The Ireng and - products immediate sentences about stating how separated resources of Takatu Rivers neighbours. State the official each neighbour. they assist each from Guyana each country. separate ____ from language and other. by the _____. Art & Craft: currency of each Corentyne Discussing the - Drawing country. River. boundaries of produce Venezuela to these - Compiling the North- neighbours and folders West is stating in which separated by direction each the Amacura is located. and Wenamu Rivers and Brazil to the

11 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES south and south-west by Stating the Complete this the Ireng and official Takatu rivers. language and currency of Brazil – each. ______Petroleum Petroleum Brasilia - PRODUCT Portuguese – Working in Coffee – real; groups to

Venezuela – prepare a folio ______

Caraca – on each of Portuguese LANGUAGE LANGUAGE Spanish - Guyana’s Oil – continental Boulivar; neighbours. ______

Suriname – Guilder

Paramaribo – Collecting CURRENDY Dutch - pictures and Guilder – samples of

bauxite. currency. ______

CAPITAL

______Guyana Guyana

COUNTRY

12 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES

Trace an outline map of Guyana, and insert the name of each immediate continental neighbour in its correct location.

Guyana’s Name Guyana’s Examining a Work co- Other Looking at the On a map of South Mathematics: other other continental map of South operatively to continental map of South America insert any - Problems continental neighbours. America and research neighbours are America. three of Guyana’s based on trade neighbours. identifying information on (i) Colombia continental and exchange State the capital, Guyana’s other Guyana’s other – Bogota Naming neighbours and their of currency. official language, continental continental – Spanish Guyana’s other capital. - Sets and Venn product and neighbours. neighbours. – Coffee continental Diagrams currency of each – Peso neighbours and Complete these - Graphs neighbour. Work in (ii) Chile – their capital. (a) Copper is to groups to Santiago Chile as Timber Language: compile folios – Spanish Researching is to ____. - Composition on Guyana’s – Timber information (b) Buenos Aires: - Sentence other – Peso about these Argentina Construction continental (iii) Paraguay neighbours. Santiago: ____ - Subject/Verb neighbours. – (c) The official Agreement Asuncion Discussing language of – Spanish information Colombia is Reading: – Cotton about the ___ - Social Studies fibre neighbouring (d) Cattle and for Our

13 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES - Peso countries. wheat are Children (iv) Argentina products of Book 5. – Buenos Naming the ____ - Guyana Our – Aires – chief product, Country Our Spanish – language and (e) Both Guyana Home – Level Beef/Cattl currency of and Suriname 5&6 e – Peso each country. produce ____. (v) Bolivia – La Paz – Working in Spanish – groups to share Minerals and discuss – Peso information (vi) Ecuador – research. Quito - Spanish – Writing Bananas sentences about – Sucre information (vii) French research. Guiana – Cayenne Planning and – French executing – Bauxite group project – France on Guyana’s (viii) Peru – continental Lima – neighbours. Spanish – Copper, Lead – Nuevo

14 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES Sol Uruguay – Montevideo – Spanish – Textile – Peso.

These neighbours are known as continental or South American neighbours because they are located on the continent of South America.

The official language of most of these countries is Spanish.

15 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES

Guyana and Name the fifteen Identifying Work together Guyana is a Naming Answering questions Language Arts: her Caricom member of locations of in groups to member of Guyana’s based on given Reading neighbours. Caricom. Caricom complete Caricom. Caricom information. information. countries. assignments. neighbours. Match each There are Complete a table of Answering member state with Listing Appreciate fifteen Using atlas and countries, capital, questions in its capital, official countries and each other’s member states listing main product and complete language, their main contribution by in Caricom. countries, their currency e.g. sentence. currency and main products. listening main products product. attentively. Guyana has and currency. Paragraph Inserting Caricom writing.

member Participate in neighbours. Stating the countries on a discussions official CURRENCY Science: blank map of and group Guyana trades language and Name products

the Caribbean. activities. with her their capital of __ __ grown in these

Caricom each Caricom PRODUCT countries, types Identifying the neighbours. country. of weather pattern capital of each these crops need

__ __

Caricom The word Inserting French to grow, the types English English country. Caricom countries on a LANGUAGE of soils these means blank map of products are

Caribbean the Caribbean. grown in. __ __ Dutch Dutch CAPITAL CAPITAL

Community. Belmopan Most of the Vocabulary: Caricom Meanings of new

__ __

member states Guyana words. COUNTRY COUNTRY are islands in the Caribbean

16 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES Sea. Guyana and Discussing On a map showing Mathematics: Suriname are where each Caricom countries, Problems based mainland country is insert the names of on currencies and states located located in given countries e.g. their rate of in South relation to its Haiti, Suriname, exchange. America while neighbours e.g. Jamaica. Belize is a Suriname is mainland state Guyana’s Work in groups to in Central eastern complete projects on America. Caricom Caricom countries. neighbour.

Researching and discussing information about Caricom countries. Physical Name the physical Describing the Share ideas Guyana has Naming the Name the four Science: features of features of the physical and different land four natural natural regions. List the region Guyana’s natural regions of features of each knowledge. forms called regions. and share the natural Guyana. natural region. Natural Read passages and main features. regions. Work co- Regions. Describing answer questions. Name the natural Inserting the operatively to their physical (e.g.) Resources of resources of each natural regions prepare folio Each natural features. Describe the Natural region. on an outline on natural region has its physical features of Region- Build- Regions. map of regions. own physical Listing their the regions. Soil – Vegetation Guyana. environment resources. - Climate and resources.

17 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES

Writing a Low Costal Inserting the Compare the Letter Writing: report after a Plain four natural resources of the four - Write a letter field trip. - flat and regions on an natural regions. to a friend below sea outline map of telling level – Guyana. On an outline map of him/her about agricultural Guyana insert areas the natural produce. Planning field where given region in trips where resources are which you Hilly Sand possible. located. live. and Clay Region Writing up - forests, reports on field bauxite, trips. sand, charcoal burning.

Interior Savannah - grassy and scattered trees & cattle (beef) farming, balata bleeding.

18 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES

Highland Region - Mountain- ous forested, heavy rainfall – logging, minerals, gold and diamond. Population List reasons why Comparing the Work co- The Low Looking at a Write a paragraph to Mathematics: of Natural some regions are population of operatively to Coastal plain population map explain why some Using > < to Regions. densely populated the natural prepare group is densely of Guyana. regions are densely compare while others are regions. projects on populated populated while population sparsely population while the Discussing others are sparsely - Using sets populated. Preparing a density/ Highland whether the populated. and Venn graph or chart sparsity. Region is population of a Diagrams to to show the sparsely region is dense Name the natural compare population of populated. or sparse, and region which is resources the regions. why. densely populated and the one which is Comparing the sparsely populated. population of the regions. Compare the population of the four regions using any method.

19 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES

The Working with e.g. population of others in groups Hilly Sand & the Hilly Sand to prepare a bar Clay Region and Clay graph or pie Region and chart to bauxite the Interior compare Savannah is population. timber concentrated in the gold settlements. diamond

People settle Highland Region in areas where

they can earn - Bar Graph a livelihood, and pie chart and where to show there are population of resources. regions. - Fractions, percentages and ratios to compare population.

Vocabulary: Population, density, sparsity.

20

OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES Leaders in Name the Matching leaders Show 1. Leaders in 1. Naming 1. Quiz on the Spelling: the categories of of various appreciation for the leaders in the meaning of Political Community. leaders in the organizations the leaders of community community. abbreviations President community. with their special the wider make e.g. G.T.U – Minister names. community by decisions and 2. Categorizing Guyana Teachers Decisions List reason why stating ways in give guidance leaders e.g. Union etc. leaders are Answering which they aid to people. Religious necessary. questions orally the leaders, 2. Compile a Vocabulary: and in writing. community’s 2. Leaders can political folio of Leaders Finding the State the duties of development. be placed into leaders, etc. of various meaning of works given leaders of Role playing the different communities. e.g. Minority:- the the community. various leaders Work together categories viz. 3. Listing smaller part of a of the wider in groups to (a) Political reasons why 3. State the group of people community by prepare a folio e.g. President, leaders are special names or things. acting in skits. on Community Prime necessary to a given to leaders Leaders. Minister community or of organization (a) City/Town Mathematics: (b) Religious (b) Country Sets e.g. Pandit, 4. Researching (c) Amerindian Graphs Priest, Rabbi information on Village Venn Diagrams the functions of (d) Ratio (c) Social e.g. the various Administrative leader of clubs categories of Region and other leaders, and Language Arts: social discussing these - Sentence organizations. functions. construction - Paragraph Writing

21 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES

(e) Trade 5. Discussing 4. Write a Art & Craft: Union or the efficiency paragraph on - Pasting and labour leaders. of these leaders why leaders are labeling as regards to necessary and pictures/ (f) City, Town the decisions how they help articles and Village they make and the community. - Compiling a leaders the guidance folio they give to the 5. Answer 3. Leaders are people of questions in Drama: necessary to Guyana. class text. - Acting in skits ensure the - Role playing smooth 6. Role-playing 6. State any two situations. functioning leaders in duties of your community or various City/Town/ organization. situations e.g. Village leader. chairing a Leaders meeting of the manage the City/Town/ affairs of the Neighbourhood community on behalf of the 7. Reading citizens. pages 27 – 33 of class text and Trade Union discussing the leaders information. bargain for improved pay and benefits

22 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES for their members. 8. Collecting pictures and 4. Leaders newspaper have special articles to names viz compile a folio Town – on leaders. Mayor

Country – President, Prime Minister

Village – Village Chairman

23 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES

Development 1. Identify the Drawing a map Appreciate and REGION ONE Identifying the On an outline Mathematics: in the main resources in of Guyana care the - Forestry main resources map of Guyana Set Community. every showing the ten resources of (logging) in every identify places Reg 2 Reg 3 administrative administrative their country. - Mining administrative where a region in Guyana. regions. (gold & region in particular Respect each diamond) Guyana. resource is found rice Ground sugar 2. Discuss where Inserting the other’s ideas - Coffee, e.g. rice – Black Provision and how they were main resource (s) and opinions on ground Discussing Bush Polder.. developed. in each topics (s) to be provisions where and how administrative discussed. and fruits. they were Compare and Reg. 2 & 4 3. Examine the region. developed. contrast places Ground map of Guyana Listen with similar as Provisions and identify places Writing attentively as Examining the well as different Regions 2, 3, 4 – where resources sentences on others air their REGION TWO map of Guyana resources. Rice

are located. resources in the views. - ground and identifying Regions 3 & 7 – various provisions, areas where Match resources Sugar administrative vegetables resources are with

regions. - coconuts, sound. region/regions to

- rice which they cultivation Drawing a map (resources) Vocabulary:

- beef and of Guyana to belong. - vegetables dairy show the ten - production cattle administrative - mining regions, and - forestry inserting the - minerals main resource (s) of each administrative

24 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES region. REGION Writing THREE sentences about (Group work)

- Rice & resources in the Construct a large Grammar: Sugar various map of Guyana Verb Production administrative in the form of a Rice and sugar

- Beef and regions. collage and _____ two main Dairy insert main economic cattle. Sharing ideas resource for each activities of with administrative region four, REGION FOUR colleagues. region. (is/are). - Rice &

Sugar Researching Comprehension: production information Write short - Livestock about the topic. passage based on farming topic. - Green Asking and vege- answering Write five tables, questions based questions to be fruits & on topic. answered after ground reading the provision passage. - Manu- factured products viz. foodstuff, biscuit, paints,

25 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES furniture, plywood, clothing and textiles

REGION FIVE - Sugar – Coconut - Beef and dairy cattle - Green vegetables fruits and ground provision

REGION SIX Green Vegetables, Rice, Coconuts Sugar, Cattle rearing Ground provisions

26 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES

REGION SEVEN - Minerals (Gold & Diamond) - Forestry (Logging)

REGION EIGHT - Minerals (Gold & Diamond)

REGION NINE - Cattle rearing - Timber - Balata (Craft) - Charcoal - Tobacco - Peanuts

REGION TEN - Mining (Bauxite) - Timber

27 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES

SOCIAL STUDIES CURRICULUM GUIDE LEVEL 5

HEALTH & SAFETY OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES Traffic rules List traffic rules Reading the Participation in Traffic rules Brainstorming Write a letter to Language Arts: which should which should be rules. group should be to bring out an a friend in Composition be obeyed obeyed when using discussion. obeyed for understanding another region Letter writing. when various means of Discussing these safety. of the asking him/her traveling by transportation. rules. Show respect importance of to tell you about Art and Craft: all modes of - land for each other’s We travel in obeying these some of the rules Compiling folio transporta- - air Role-play contribution by various way rules. used when of safety tion. - water obedience and listening when - water, land traveling in that measures when disobedience of others speak. and air. Role-playing particular region traveling on land, traffic rules. given e.g. Region 8 water, in air. Show respect Rules for situations. Paramakatoi. for rules by travel. Mathematics: stating what Land Discussing Comparing the Sets and sub-sets could happen - Obey rules to be rules with those if/when they are traffic observed when from another Drama: disobeyed/ lights traveling by region. Mime or role play broken. - Practise (a) air situations. the kerb (b) land Making a folio drill (c) water with the rules - Use (group work). pedestrian

28 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES crossings - Fasten seat belts Air - Fasten seat belts - Observe no- smoking signs

Water - Obey life buoys - Wear life jackets

Some Define the term Discussing why Group Some drugs Revising the Answering Language Arts: common drug. drug mis-use discussion on are useful names of some questions e.g. Writing drugs. should be what they think while others common drugs. Write three ways Writing slogans List the names of avoided. of using illegal are said to be in which the use to bring out a Why drug some common drugs e.g. How harmful. Discussing how of drugs can message about the mis-use drugs. Grouping a one feels when the use of the harm someone. mis-use of drugs should be given list of the drug is used. People show drugs can lead e.g. Cocaine will avoided. Differentiate drugs under different to addiction. blow your mind. between legal and legal/illegal or Show behavioural Beware! illegal drugs. harmful/useful. appreciation for patterns when Discussing the Crack is a rock the use of drugs they use effects on the that can kill you. by saying how drugs. body.

29 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES drugs can be useful to us.

Drugs affect Answering Give at least Poetry people questions orally three reasons (1) Cocaine physically, and in writing. why drugs (2) Writing mentally and prescribed for simple emotionally. Researching one person poems. information. should not be Drugs which used by someone have a Discussing else. negative effect information on people are obtained. Name at least marijuana, three ways in LSD, crack, Listening to a which drug users heroin, resource person are affected. cocaine. to gain further information. Cocaine is a stimulant Reading and consumed by discussing the means of poem smoking, “Cocaine”. injections, cigarettes, and tubes.

30 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES

Why we Explain the term Observing Respect each Some persons Brainstorming Name at least Language Arts: should avoid “drug user”. pictures of drug other’s ideas by show physical to find out three ways Writing/making drug users. users. listening to their and emotional whether or not which tell of the of slogans e.g. Name two ways in contributions. evidence of they have had evidence of drug Stay away from which you can Identifying drug use e.g. any contact use. drugs. identify a drug pictures Show - Scent of with drug users. user. displayed and willingness to the Writing simple Drug users are saying what is interact with marijuana. Discussing slogans to send deadly. happening in each other in - Usage of some of the out messages. each. group mouth evidence as Poetry writing. discussion by wash or proof. Write a Demonstrating participating even eye paragraph about Paragraph the behaviour of fully. drops. Discussing why why drug users Writing. drug users. - Possession and how should be Display a sense of seeds important it is avoided. Role-Play of responsibility powders, to avoid these - behaviour of by explaining plants and users. drug users. how to avoid even users of illegal mush- Giving answers drugs. rooms. to questions.

31 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES

People become involved with drugs for different reasons e.g. - They think it is glamorous and exciting. - To earn extra money illegally. - To rebel against society, especially their parents/ teachers.

32 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES

SOCIAL STUDIES CURRICULUM GUIDE LEVEL 5 OUR NATION

OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES Becoming an Define the term Researching Show The term Discussing the Complete: Comprehension: independent independence. information on appreciation for independent meaning of the Answer question nation. the stages of independence means term 1. Colony is to orally and in List the stages of Guyana’s and those who freedom from independence. Premier as writing. development political have fought for outside independent Guyana passed development, it by saying control. Discussing nation is to Spelling: through before and the period of how we can what is a _____. Spelling words becoming an time for each work to help Guyana was a colony. related to the independent stage. Guyana to colony before 2. When Guyana topic e.g. nation. remain a free it became Researching was a colony the Independence, nation. independents. and listing the Queen’s Britain, colony, stages of representative self-government. Guyana’s was called a - A colony political Governor, but Mathematics: is a development when the country Calculate how country and what took became many years which is place at each independent his Guyana was governed stage. designation (a) a colony or ruled by changed to (b) an

33 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES a parent ______. independent country. nation

Prior to State the 3. Write three Reading: Guyana’s designation of sentences Researching and independence Guyana’s explaining how reading our nation was political leaders you can help information about known as at each stage of your country to Guyana’s British Guiana the country’s remain a free independence. because it was development. nation. governed by Great Britain.

The stages in Guyana’s political development are (1) Depen- dent colony. (2) Colony with internal self govern- ment

34 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES (3) Indepen- dent nation

Symbols of Define the term Listening Show 1. A Nation is Identifying and 1. Write a Craft: Nationhood Nation. symbols that appreciation for a community naming paragraph on the Make folio make us a the symbols of of people who symbols of topic, (Scrapbook). Name our symbols nation. Nationhood by live in a nationhood. Nationhood. of nationhood. explaining how particular Composition: Listing some we can show territory and Discussing Paragraph qualities of a respect and have a what is a 2. Compile a writing. loyal Guyanese. loyalty for each common Nation. folio of one. history, Guyana’s Writing: Explaining how language and Discussing how national Script writing for one becomes a descent. Guyana became symbols. In it labelling national Guyanese. an independent give detailed symbols. Nation. information 2. A citizen is about each Vocabulary: one who Discussing the symbol. Citizen, loyal, shows love ways in which oath, descent, and loyalty to one becomes a allegiance, his/her Guyana citizen, 3. State three respect. country. and how a qualities of a citizen can be loyal Guyanese. Mathematics: loyal to his/her Sets 3. Symbols of country. - of national nationhood 4. A person can symbols indicate that a Stating ways in become a - of colours of

35 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES country has which one can Guyanese citizen the flag attained show respect through _____ or - of promises in independence. for national ______. the pledge symbols.

4. A person Listing and can become a discussing the Guyanese qualities of a citizen loyal Guyanese. through (a) birth (b) descent (c) naturali- sation

5. Symbols of Nationhood

(a) Our National Flag (b) Our National Anthem (c) Our National Pledge

36 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES (d) Our Coat of Arms

n National Name the National Discussing the Show 1. A National Listing and 1. Write the Spelling: Awards awards received by meanings of the appreciation for award is a discussing the meaning of four Spelling words Guyanese. National the form of names and National Awards related to the Awards. contributions of recognition meanings of of your choice. topic e.g. Name Guyanese national given by the National Roraima, who have received Listing reasons awardees by nation to a Awards. 2. Compile Excellence, National Awards. why each stating what person for pictures of Cacique national award is were their outstanding Reading about Guyanese Achievement, List the national given. contributions to contribution in people who honoured for services. awards which are the nation. a specific field have received their dedication awards to Compiling a of work. National and service. Craft: members of the folio of national awards. Make a folio. military and awards. 2. The first 4. Collecting disciplined National Collecting data from the Reading: services. Awards were pictures and first Award Social Studies: made on the clipping based ceremony e.g. Guyana, Our Explain how a 23rd February, on recipients 30 Country, Our person’s name 1970, who were Home. must be written Republic Day honoured. 25 after receiving a Comprehension: National Award. Discussing and 20 Answer questions naming based on a given recipients of 15 data. National

37 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES Awards, and 10 Mathematics: why they were Graphs given the 5 awards.

3. Some Reading pg 75 Name the award Mathematics: National – 77 of Social that has the most Sets Awards are Studies Text recipients. Venn Diagrams (a) O.E – and answering Order of questions. 5. Name two Comprehension Ex- national awards and Drama. cellence Researching which are given (b) O.R – information on for bravery. Order of national awards Roraima distributed to 6. Members of (c) C.C.H – members of the which Cacique military and organizations Crown of disciplined would be Honour services. awarded

4. Names of Collecting (1) Military person who pictures and Service Star would receive clippings to (2) Disciplined National compile folio. Service Star Awards are (3) Long usually read Role play Service during the giving pupils Medal Independence different Celebrations. awards and Role play an

38 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES saying what Investiture awards they Ceremony. have received e.g. Shawn Jones, OR. 5. National Award are distributed at an Investiture Ceremony.

6. Some Guyanese who are recipients of National Awards are 1. Mrs. Janet Jagan – O.E 2. Mrs. Viola Burnham - OR 3. Mr. Clive Lloyd – CCH

39 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES

7. A recipient, after receiving a national award, writes his or her name and the abbreviations after e.g. Myrtle Emptage, MS. Monuments Define the term Identifying, on a Show 1. A Brainstorming Write a Composition: and monument. map of Guyana, appreciation for monument is – what is a paragraph on one Paragraph landmarks in places where national anything set monument? National Writing. Guyana, and Name National national monuments by up in memory Monument you their monuments in monuments are explaining how of a person or Reading about have read about. Craft: significance Guyana. located. and why they event which is different A dictionary with should be cared/ of national national Arrange pictures Monuments. State the location Collecting and preserved. significance. monuments in in order and of the monuments. sorting pictures Guyana – pg 78 write names as of national 2. There are – 81 of Social they would List the monuments. several Studies Text. appear in a significance of monuments dictionary. Monuments. that played a Collecting significant pictures of Write a

40 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES role in National paragraph on the Guyana’s Monuments. significance of history. any National Monument.

3. Monuments Discussing the Compile a folio may take the location of the of national form of National monuments. buildings, Monuments. tombs, statues, monoliths or Discussing the forts. significance of the monuments. (a) Fort Nova Zeelandia – Visiting areas Pomeroon to locate River national (b) Chateau monuments, Margot and writing Chimney – sentences about East Coast them. Demerara. (c) Damon’s Cross – La Belle Alliance, Essequibo Coast. (d) The Water

41 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES Wheel – Linden.

(e) Hubert Nathaniel Critchlow’s statue – Compound of Parliament Building. (f) St. George’s Cathedral – George- town. (g) St. Peter’s Anglican Church – Leguan.

4. The 1763 Monument signifies the first blow struck for freedom

42 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES

Festivals and Name holidays Listing festivals Show 1. Some 1. Naming 1. Write two Language Arts: Celebrations. celebrated in that are religious appreciation for holidays festivals/ paragraphs on Composition: Guyana. and non- festivals by observed in holidays any one of the Paragraph religious stating how Guyana are celebrated in festivals Writing Differentiate (secular). they help to (a) Christmas Guyana. celebrated in between religious (a) promote (b) Easter Guyana. Craft: and non-religious Discussing the Guyanese (c) Phagwah 2. Collecting Make folio of festivals. origins of these culture. (d) Eid-ul- pictures of 2. Collect festivals festivals. Adha these festivals, newspaper (b) foster unity (e) Caricom and discussing clippings and Vocabulary/ Day how they are pictures of Spelling: (f) Emancipa- celebrated. festivals Religious tion Day celebrated in non-religious (g) May Day 3. Discussing Guyana and observance (h) Youman the difference make a folio. celebration Nabi between festival (i) Diwali religious and 3. Match holiday (j) Mashra- non-religious festivals with foster mani festivals. their date of culture promote observance e.g. origin. May Day 25th December Christmas Day 1st May

4. Answer

43 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES questions e.g. With which religious group is Eid-ul-Adha associated? Religious 2. Festivals in 4. Naming 5. Write a Celebrations. Guyana are religious paragraph on either festivals how celebrations Mathematics: religions or celebrated in can promote Sets non-religious Guyana, and culture and Sub sets (secular) the religion foster unity. with which 3. Religious each is festivals associated. B A celebrated in Guyana are: 5. Researching (a) Christmas information on (b) Easter the origin of National Holidays (c) Phagwah celebrations A Religious (d) Eid-ul- and the group B Non-Religious Adha of people with (e) Youman which each Nabi celebration is (f) Diwali associated.

4. The Discussing how significance of the observance festivals of the festivals celebrated in can help to

44 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES Guyana. promote Guyanese culture, and foster unity of the people e.g. (i) Easter: they are The national resurrection holidays Jesus Christ celebrated by all Guyanese. (ii) Eid-ul- Adha: The Islamic There are festival of similarities sacrifice. between/among the significance (iii) Phagwah: of some The Triumph religious of good over observances. evil

45 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES

Non- Identify non- Discussing the Work Non-Religious Naming non- 1. Make a list of Language Arts: Religious religious non-religious cooperatively festivals religious non-religious Composition: Celebrations celebrations in holidays top research celebrated in celebrations in holidays Writing Guyana and state celebrated in information on Guyana: Guyana. celebrated in paragraphs. their importance to Guyana, and non-religious (a) Mashra- Guyana, and say the nation. their celebrations. mani Reading and on which date Craft: significance. (b) Boxing listening to each is Making costumes. State the date of Day stories about celebrated. Compiling folio. each non-religious Reading (c) Emancipa- the origin of holiday, and name information on tion Day these 2. Write a Reading: one activity done the origin of (d) May Day celebrations. paragraph on the Reading and to celebrate it. non-religious (e) Caricom origin of any researching holidays. Day Reading about non-religious information about the origin of the celebration. non-religious Drawing and Mashramani trade union in celebrations. making marks the the struggle for 3. Name the Mashramani anniversary of the rights of types of costumes. the Republic workers, and activities that are of Guyana. the first person done to celebrate to organize the any two This festival is labour holidays. celebrated on movement in the 23rd of the English 4. Class project:- February. speaking Make and

46 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES Caribbean. display Mashramani costumes.

Emancipation Discussing the 5. Write three Day – festivals which sentences on the Freedom of are celebrated importance of the slaves. internationally any non- viz Caricom religious May Day is Day, May Day, celebration. also known as Boxing Day; Labour Day. and naming Name the person It is celebrated some countries who organized on the 1st in which they the first Labour May. are celebrated. Movement in the English Caricom Day Speaking In some Caribbean. countries it is known as Answer Caribbean questions Day and is (i) In what year celebrated to was the first mark Labour Caribbean Movement Integration. organized?

It is (ii) Name two

47 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES celebrated on other countries the first in which Monday in Caricom day is July. observed.

Compile a folio on non-religious celebrations. Other Name national and Describing the Show Some national 1. Naming 1. Compile a Language Arts: National and inter-national events and their appreciation for and national and folder on Paragraph inter-national events celebrated importance. these events by international international national and writing. Events. in Guyana. participating in events events which international Sentence Listing the activities to celebrated in are celebrated celebrations. construction State the dates on activities which mark them. Guyana are: in Guyana. which these events are done to (i) Common- 2. Match Mathematics: are celebrated. celebrate the wealth Day 2. Matching the activities with - Sets events. events with the events. - Graphs (ii) United dates on which - Problem Nations Day they are Events Activities Solving Armistice Rallies observed. Day

(iii) Armistice Common- Wreath – Craft: Day 3. Discussing wealth Laying Compiling a folio Day the importance with pictures and Road Exhibi- (iv) Road of the events to Safety tions clippings. Safety Week the nation. Week

(v) Fire 4. Listing 3. Write a Prevention activities which paragraph on the Week are done to significance of

48 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES celebrate the any national or events. inter-national event.

5. Discussing how they would participate in activities to mark the events e.g. purchase poppies, attend Road Safety Rallies, attend Common- wealth and United Nations Day exhibitions.

6. Researching information about the events.

49 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES

Administra- State the name and Identifying the Show Guyana is Looking at an 1. Insert Natural Reading: tive and number of each resources of the appreciation for divided into Administrative Regions on an Reading about Natural Administrative natural regions, the resources of ten map of Guyana. outline map of developments in Regions. Region. and projects the natural Administra- Guyana. the regions. organized in the regions by tive Regions. Identifying the Define the term Administrative explaining how regions by 2. Name two Spelling: resources. Regions for the they benefit the They are as name and resources that Spelling words development of regions and the follows: number. help to promote e.g. Agricultural, List ways in which the resources. country. development in Development, the Administrative Region 1: Discussing the each region. Authority. Regions aid the Barima/Waini location of each development of the region. 3. Name projects Comprehension: natural regions. Region 2: on the Coastal Answer question Pomeroon/ 1. Discussing Plain that aid the baseb on the Supenaam what is a development of Natural Regions. resource, and agricultural Region 3: naming the resources. Vocabulary: Essequibo main resources Resource, Islands/ West of the four 4. Write a Natural, Demerara natural regions. paragraph in Administrative, how resources Region. Region 4: aid the Demerara/ development of Mahaica the region and

50 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES the country. Region 5: Mahaica/ Berbice

Region 6: East 2. Identifying 5. Match Berbice/ projects in the resources with Reading: Corentyne Administrative natural and Researching Regions, and administrative information for Region 7: naming the regions e.g. group project. Cuyuni/ natural regions Bauxite is to Mazaruni whose Region 10 as rice Mathematics: development is to Region…… Venn Diagram Region 8: these projects Timber: Potaro/ aid e.g. Highland Suparuni M.M.A/ADA in Region, Rice: Region Region Region Region 5 aids _____ Region. Nine Six Five Region 9: the Upper Takatu/ development of Upper the Coastal Highland Coastal Essequibo Plain. Work in four Region Plain groups to Region 10: The Tapakuma prepare folio on Upper Irrigation how the

Demerara/ Project in Administrative Region Region Region Upper Berbice Region 2 aids Regions aid the Two One Seven the development of 1. A resource development of each natural is a stock or the Highland region. Coastal Highland

51 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES product which region. Plain Region is used to develop a community or country. 2. The 3. Discussing resources of how the the natural resources help regions are: in the Region’s development. Low Coastal Plain: rice, sugarcane, 4. Naming green and manufacturing yellow industries in the vegetables, natural regions. livestock, fish.

Hilly Sand 5. Discussing and Clay and naming Area: timber, important bauxite, sand, places that aid clay, dairy the cattle, development of pineapples. the natural regions e.g. Highland Georgetown - Region: chief port, timber, gold, Kaieteur Falls-

52 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES diamond, tourist lakes, attraction. waterfalls.

Interior 6. Naming Savannah: projects in the cattle, nuts, Regions and cassava, discussing how tabacco. they aid the development of There are also natural many resources. manufacturing industries on the Coastland. 7. Naming These include resources that clothing, aid the furniture, rum development of and other the regions, and alcoholic saying how beverages, these resources confection- benefit both the aries and region and the plastic wear. nation.

Important places also help in the

53 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES region’s development.

Five of Guyana’s towns are located on the Coast. They are: - Georgetown: Capital City and chief port, - Anna Regina - New Amster- dam - Rose Hall - Corriver- ton

Projects help to aid the development

54 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES of the regions.

These include Irrigation projects e.g. The Tapakuma Irrigation Project on the Essequibo River and The Mahaica Mahaicony Abary – Agricultural Development Authority Project (MMA/ADA) in Region 5.

The Hilly Sand and Clay area covers about one quarter of

55 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES Guyana. It extends from the Pomeroon River, inland to the Mazaruni, South to the Apoteri and then east to the Corentyne.

The main resources in this region are. (a) Bauxite – which is located in Linden, Ituni and Kwakwani.

(b) Timber production in the Bartica Triangle and Mabura Hill areas.

56 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES

Communica- Identify the Defining Show 1. Communi- 1. Discussing Collect pictures Art & Craft: tion links communication communication. appreciation for cation is the what is of various means Drawing and between/ links between and communication transmitting of communication. of making models of among among the Discussing and links by information. communication means of Administra- Administrative naming means of explaining how 2. Naming and and compile a communication. tive Regions. Region. communication, they benefit the 2. Communi- identifying folio. and the links regions. cation is done means of Preparing a folio between and in many ways. communication Answer in among the People between/among complete Reading: Administrative communicate regions. sentences Researching Regions. through questions related information written 3. Naming to language, communication communication. Language Art: symbols, sign links Sentence language and between/among On an outline Construction spoken regions e.g. map of Guyana language. Region 4 and use KEY to Vocabulary Regions 7& 9 - illustrate Spelling 3. Communi- radio, radio communication cation links phone. links in the between Region 4 and regions. regions aid the Regions 5& 6 development telephone, Name a of the regions. letters, communication

57 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES telegrams, etc. link between any two Administrative Regions, and explain how the 4. People in 4. Discussing link benefits the various the importance both regions. regions can of the communicate communication Compile a folio with each links among the on how people in other by regions e.g. aid the various means of trade between Administrative radio, radio the regions, Regions phone, letters, sending and communicate telegrams, receiving with each other. telephone, e- information. mail. 5. Collecting pictures of communication links. Sorting and grouping them viz. print, non-print, electronic, etc.

58 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES

Transporta- Define the term Naming means Appreciate the 1. Transporta- 1. 1. Write a Language Arts: tion links transportation. of transportation importance of tion is the Brainstorming definition of the Comprehension: between/ which serve as transportation carriage of the term word Answering among Identify the links between links by listing persons and transportation transportation. question on the Administra- transportation and among the ways in which goods from and arriving at graph. tive Regions. links between and Administrative they aid the one place to a definition of 2. among the regions. Regions. development of another. the word. Vocabulary: the regions. 40 Meaning of words Inserting 2. There are 2. Discussing e.g. Frequent. 35 transportation various means how people routes on a map of travel from one 30 Composition: of Guyana. transportation place to Paragraph another. 25 Writing (a) Land e.g. 20 road ways and 3. Identifying Reading railways. the means of 15 Researching transportation information about (b) Water- of people living 10 the means of ways e.g. in regions such transportation 5 rivers and as Region One. Air Water Land throughout the canals. various regions of 4. Collecting (a) Which means Guyana. (c) Air e.g. pictures of of traveling is using hel- people in the frequently used? Spelling:

59 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES copters, aero- Administrative Spelling words planes and sky Regions and related to the vans. their means of topic. transportations. Vreed-en-Hoop, Parika, Adventure 3. Internal 5. Naming and (b) Name at least Essequibo, transportation discussing the three Settlements. - this is transportation administrative Aishalton, transportation links between regions that use Orinduik. within and and among the air travel as a around the Administrative means of regions. Regions. transportation.

Some 6. Naming 3. List the means transportation villages and of traveling you routes Administrative would need if between Regions which you were to take regions are: are linked by a trip to Lethem (a) road ways from Roadways Georgetown. These link (b) water ways (a) Regions 4 4. Map Work - & 5 e.g. (c) air ways Insert and/or Georgetown/ identify places Rosignal on the map of Roadway Guyana. e.g. Georgetown, (b) Regions 4 Vreed-en-Hoop, and 10 e.g. Parika,

60 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES Soesdyke/ Corriverton. Linden Highway

Waterways 7. Discussing 5. On an outline Vocabulary: (a) Regions 4 how the map of Guyana The meaning of and 3 viz. transportation insert words e.g. Georgetown/ links aid the transportation disembarked. Vreed-en- development of routes between hoop Ferry. the various and among Mathematics: (Demerara Administrative regions. - Graphs River) Regions e.g. - Sets trading of Use a KEY to (b) Regions 5 produces. identify these and 6 – New routes. Amsterdam/ Rosignol 6. Write a Ferry paragraph on (Berbice how River). transportation links aid the Air Transport development of This means of any transportation Administrative links Region.

(a) Region 4 with Regions

61 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES 7, 9 and other interior regions

(b) Region 4 with Region to e.g. Ogle to Corriverton, Ogle to New Amsterdam, Georgetown to Corriverton.

Air transport is used mainly between the Coastland and the Hinterland Areas.

62

SOCIAL STUDIES CURRICULUM GUIDE LEVEL 5 THE WEATHER

OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES Terms Define the terms: Collecting and Co-operate with (a) Defining terms Compile a folio Vocabulary: connected (a) Atmosphere sorting pictures each other by Atmosphere on weather e.g. atmospheric with weather (b) Atmospheric of weather sorting pictures refers to the Touring a instruments and pressure, and climate. Pressure instruments. of weather gases which weather station their uses. humidity, (c) Wind instruments. surround the (meteorological sunshine. Strength earth. station) to Write a (d) Humidity (b) observe how paragraph on a Composition (e) Sunshine Atmospheric the instruments visit to the - A visit to a Pressure is the are used to meteorological meteorological Discuss the weight of the measure station. station. composition and air pressure on various purpose of a the earth’s elements of Letter Writing meteorological surface. weather. - Letter seeking station. (c) permission to Wind strength Collecting visit. is the speed at pictures of - Thank you which wind weather letter after the travels. instruments and visit. (d) sorting them.

63 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES Humidity is the water content in the atmosphere.

(e) Sunshine is the sun’s rays reaching the earth’s surface. Weather Name the Writing the Show co- Drawing and Match pictures Language Arts: Instruments instruments used names of the operation by Name of Usage writing the of weather Sentence instru- for measuring: instruments. working in ment names of instruments with construction. (a) Atmospheric groups to Baro- To weather the names of the meter mea- Pressure Drawing the construct sure instruments. instruments. Art and Craft: (b) Wind- weather models of Atmos- Making mobiles pheric Strength instruments. weather Pre- Using materials A mini of weather (c) Humidity instruments. ssure to make models exhibition to instruments. Anemo- To (d) Sunshine Constructing meter mea- of weather display models, weather sure the instruments. pictures and strength instruments of the drawings of (models). wind Discussing how weather Hygro- To meter mea- the various instruments. sure instruments Humi- dity function. Camp- To bell mea- Stokes sure the sunshine amount

64 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES recorder of sun- shine

Differences Define the terms: Observing and Show Weather is Defining Name two Language Arts: between (a) Weather recording the appreciation for used to weather and groups of Sentence Weather and (b) Climate weather pattern weather patterns describe the climate. workers to construction. Climate. for one week. /conditions by conditions whom weather Explain the saying how they over a short Discussing how patterns are Subject-verb difference between Drawing scenes may help us. period e.g. a weather important. Agreement weather and of the weather day or a week. patterns help us Comprehension. climate. pattern for the Work co- e.g. warning of Write sentences week. operatively to Climate is storms, high to show how Art and Craft: List factors which make up a used to tides, etc. weather can be Making a weather help to determine Writing simple simple bar describe the helpful and chart. the weather. sentences on the graph showing average Discussing the harmful to us. differences the weather conditions for difference Mathematics: State the between weather pattern for one long periods between Completing Making a simple importance of and climate. week. e.g. a number weather and sentences e.g. bar graph and climate to man. of years. climate. Weather is the writing at least condition over a five (5) questions Climate is an Listing the ------on it. important factors which Climate is the factor in the help to condition over a daily life of determine the ------every person day’s weather. in Guyana. Name two Reporting on a factors which

65 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES We can tell daily basis help to the kind of about weather determine the weather by the patterns weather for the following obtained from day. - sunshine the television, - amount of radio or rainfall newspapers. - wind - clouds. Working in group to make a bar graph and writing questions on it. Effect of List aspects of our Collecting and Show Climate Collecting and Compile a folio Science: Climate on lives which are sorting pictures willingness by determines the sorting pictures on the types of Weather patterns people’s determined by which show the participating in types of foods of the different houses in each lives. climate. types of houses class discussion we grow and types of houses natural region. Mathematics: built in each on the eat, the in each natural Sets natural region of importance of clothes we region. Match the Guyana. climate and wear and the pictures of each Art and Craft: how it affects way we build Making models type of house Making models our lives. our houses of each type of with the natural and schools. house using regions. In the discarded Rupununi area materials. Compare crops the people grown in any await the rains Naming and two natural before discussing the regions, and say planting. aspects of why the crops

66 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES people’s lives are different. On the coast which are the climate determined by dictates the climate. time for the Discussing how planting and climate harvesting of determines the paddy (rice). crops grown in the different regions. Weather and State the climatic Tracing an Show Explaining how Write a Drama: Climate condition of each outline map of willingness by Natural Climatic people adapt to paragraph to Dramatizing Region Condi- (Natural natural region in Guyana and participating in tion the different show how going to school Regions of Guyana. colouring each class Coastal Two wet climatic people adapt to and work on a Plain & two Guyana) natural region in discussions on dry conditions. the different rainy day. a different climatic seasons climatic

colour. conditions of Discussing how conditions. Vocabulary:

each natural the climatic umbrella

region, and how conditions Match natural rain-coat Enjoys the these conditions affect people’s regions with rain-boot cooling affect the lives lives. their climatic breezes of the of the people. conditions. Art and Craft: North-East Tracing the Tracing and trade wind all map of Guyana Natural Climatic colouring maps. year round. Regions Condi- and colouring tions the natural Coastal Heavy Plain rainfall regions.

High- Heavy land rainfall

67 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES Region Hilly One dry Sand and and one Clay wet Hotter days Region season. and Cooler Highland Cooling Region breezes nights. Interior Hot days Savan- and cold nah nights

Interior One dry Savann & one ahs wet season

Cool throughout the day.

Hilly Constant Sand rainfall and Clay Area

Hot days and cold nights.

68 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES

Weather and Name the basic Observing and Co-operate with On the coastal Visiting a Post-conference Vocabulary: Related crops grown in recoding effects each other by plain during natural region on the Harvesting Activities each natural of the various collecting and the dry other than the observations cricket, football region. weather sorting pictures seasons one in which made during the irrigation, conditions on of the crops farmers must you live. visit to the drainage, Name and discuss crops, etc. grown in each get water for natural region. vegetation. activities that need natural regions. their crops. Explaining the dry and wet Illustrating reasons why Complete true/ Language Arts: weather. activities that are Irrigational cricket cannot false questions - Letter Writing carried out canals have to be played e.g. Rice crop is - Writing an Explain the effects during the wet bring water to during the rainy harvested in the organized/ of the weather on and dry seasons.. the land in the season. rainy season T: F systematic each natural dry season. plan for an region. Planning/ Researching Name two educational Organizing an In the wet crops and other activities which tour. educational tour season the activities which require or are to a region other excess water need wet or dry done during Vocabulary: than the one in has to be weather. (a) wet weather flood which you live. drained from (b) dry weather disaster the land by Discussing drought pumps. plans for a visit Write a to another paragraph on Art & Craft: natural region. how to avoid Making mobiles disaster which of fruits and

69 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES may result from vegetables grown the weather in each natural conditions in the region. natural regions.

On the Identifying Write one Mathematics: forested scenes of the similarity of the Sets & Sub-Sets highland four natural natural regions, Crops grown in region the regions. and one the different heat, along difference natural regions. with heavy Naming and between any rainfall, discussing the two. influences different forest growth. weather Match natural condition regions with Plant life is represented in their crops viz. highly each scene. favoured by Natural Crops/ Regions Re- this type of sources climate. Discussing the Coastal Ground Plain nuts similarities and Hilly Cashew In the Interior differences of Sand and nuts Clay Savannah the the natural Region rainfall pattern regions. Interior Timber Savan- helps to nah determine the Highland Rice, Region sugar- types of plant Making a food cane which can be chart of crops grown in this grown in each

70 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES area. natural region.

High Discussing how temperature too much water causes tropical or too much vegetation/ sunlight can forests. Lack affect the of moisture growth of crops during the dry in the natural season results regions. in grasslands – clumps, wiry and tough.

In the Hilly Sand and Clay Area the constant heat and heavy rainfall are the causes of the forest cover and swamps.

71 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES

griculture, logging, mining,, etc

done wet/dry during Activities seasons the Agriculture, poultry rearing A mining etc. Logging, bleeding, balata Cattle rearing, peasant etc.farming,

Cops/Resources Cops/Resources etc. sugar-cane, Rice, etc. nuts, ground fruits, citrus Pine-apple, etc. balata, palm, Manicole, etc. balata, nuts, Cashew

72 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES

Natural Regions Regions Natural Plain Coastal Area Clay and Hilly Sand Highland Forested Savannah Interior

Effects of List the harmful Observing Show co- 1. Coastal Discussing the Write a Language Arts: weather effects of the pictures of operation by Plain harmful effects paragraph on the Completion of conditions on weather conditions scenes during the working Harmful of the weather harmful sentences e.g. the natural in each natural wet and dry together in Effects. conditions in effectives of Lack of rainfall regions. region. seasons in the groups to Forest fires the regions e.g. weather over a long period natural regions. identify Drought floods. conditions on the results in ______. Describe how the precautionary Floods lives of people in weather conditions Drawing the measures that Describing the any natural Art & Craft: affect the lives of different types of could be taken How people’s ways in which region. Drawing the people in the clothing worn to avoid disaster lives are weather affects clothing for the natural regions. for the different during the rainy affected the lives of Write two rainy season. weather season. High people in the sentences, Identify the types condition. temperature. natural regions. explaining how Vocabulary: of clothing that Show This is the long dry drainage should be worn for appreciation for reduced by the Answering season affects irrigation the different each weather use of fans or questions e.g. the lives of drought weather condition e.g. by air why are people on the flood conditions. dry season and conditioning. foodstuffs sold low coastal forest fires the wet season, in the highland plain. savannah by stating how However, this regions more swampy

73 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES we can benefit would lead to expensive than Write a from each. higher those on the paragraph on the electricity coastland? importance of bills. both the wet and dry seasons to Clothing the farmer. Cotton materials and loosely fitting. 2. Hilly Sand Explaining Match pictures and Clay orally the of scenes with Area. reasons for their respective Harmful wearing certain seasons e.g. Effects. clothing during Floods, rivers the rainy Pictures of overflow, season. Scenes swamps and (a) Floods rapid growth Working in (b) Drought of vegetation, groups to list (c) Forest fires pollution of measures which (d) Planting rivers. could be taken rice to avoid (e) Reaping How it affects disaster during sugar-cane the lives of the rainy people season. Seasons Restricted Wet movement. Discussing the Dry benefits of both Threat of the wet and dry

74 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES diseases e.g. seasons to some malaria from workers. the mosquitoes. Poisoning from drinking polluted water.

Clothing Minimum amount.

4. Forested Highland. Harmful Effects. Large swamps and high lands which make the construction of roads difficult and expensive.

How it affects

75 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES the lives of people. Makes travel difficult due to lack of roads, etc. Cost of food stuff – very expensive. Clothing Minimum clothing

4. Interior Savannahs.

Harmful Effects. floods, forest fires

How it affects the lives of people Movement restricted.

76 OBJECTIVE METHOD/ TOPIC CONTENT EVALUATION INTEGRATION KNOWLEDGE SKILLS ATTITUDE STRATEGIES Animals removed to higher ground for safety.

Clothing Minimum clothing worn.

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