MINISTRY OF EDUCATION REPUBLIC OF TRINIDAD AND TOBAGO PRIMARY SCHOOL SYLLABUS SOCIAL STUDIES Table of Contents 1. Introduction – the philosophy underpinning the Social Studies curriculum framework and revised syllabus; 2 2. Definition of Social Studies; 4 3. The purpose of the Social Studies Curriculum Framework; 4 4. Goals and general objectives for Social Studies; 5 5. What the revised syllabus is based on; 6 6. Thinking and communication skills; 7 7. Specific objectives for the subject strands; 8 8. Features of progression within the Social Studies syllabus; 10 9. Map of the themes for the revised Social Studies syllabus; 11 10. Specific objectives for the early years (Infants 1 and 2); 12 11. Social Studies curriculum maps for each year group – Infants 1 to Standard V; 13 12. Draft Performance Standards 20 Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 1 13. Infants I : Understanding Myself and My Family 28 14. Infants II : Understanding My World 54 15. Standard I: Our Community 84 16. Standard II : Our Island 107 17. Standard III : The Story of Trinidad and Tobago 134 18. Standard IV : Our Nation and Our Part in Developing It 161 19. Standard V : World Studies 189 Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 2 INTRODUCTION: The philosophy underpinning the social studies curriculum framework and revised syllabus A society functioning with a significant amount of social cohesion is one that is imbued with a great deal of internal harmony. In the multi-ethnic society of Trinidad and Tobago, the education system needs to holistically develop socially and emotionally well adjusted young people and children, who can interrelate and contribute to peace, harmony and cohesion in society. Such pupils must be equipped with both a carefully defined set of personal attributes as well as a predetermined range of aptitudes and skills. Social cohesion is likely only when the predominant reality in a society is that individuals feel comfortable with themselves, having inner calm reflecting a high degree of emotional health, so helping them to assist in the development .and future growth of the country. The purpose of this revised syllabus is to support teachers in the molding of well adjusted pupils by helping them to: Learn to love themselves; Be emotionally secure; Have self-confidence; Take full responsibility for their actions; Trust their own thinking; Be in touch with their innate spirituality; Respect themselves and others; Respect differing viewpoints and other cultures; Respect the validity and importance of their own culture; Appreciate their role and responsibilities as an emerging citizen. It is also important that children acquire good writing, reading, speaking, listening and numeracy skills, creativity, competent information-seeking skills and sound problem- solving and critical-thinking skills. Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 3 The revised syllabus rests on a foundation of Core concepts that bring coherence to the process of understanding the distinctive features of each subject stand. The processes that can help pupils clarify their fundamental values and articulate them clearly, as well as their attitudes to specific issues; Social studies skills that enable and encourage pupils to participate in decision-making in the classroom and more widely throughout the school. The cross curricular strands provide vertical scaffolding and these are: Personal and Social Development; Health Education; Citizenship; Problem Solving, Critical Thinking and Communication; Technological Competence. The horizontal subject strands complete the Miller disciplinary model. For example: Geographical knowledge, understanding and skills; Historical knowledge, understanding and skills. Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 4 SOCIAL STUDIES CURRICULUM FRAMEWORK: Definition Social Studies is the study of the interaction of the individual with his/her personal and social environment. Such study should enable children to better understand the physical surroundings as well as the people with whom they come into contact. They should then be better able to deal with the environment and impact on it, in such a way, as to improve their standard of living in the future and to contribute to the development of Trinidad and Tobago, as effective citizens. Purpose of the Social Studies Curriculum Framework Social Studies involves the integration of a range of subjects and experiences - personal and social education, citizenship, health education, critical thinking skills and communication, technological skills, history, geography, political science and economics. This social studies framework synthesizes these separate, unique viewpoints into one interdisciplinary subject consisting of selected concepts, skills, values and attitudes, which are presented to the children through half-termly studies or topics. Each of these studies or topics consists of six sessions. Teachers may wish to use the units sequentially or select a unit that is appropriate to the children's needs and the school and its locality. However, in order to offer teachers an overview of the balance and the structure of this integration of subjects, the framework indicates the subject strands. The Goals: To enable children to: Develop skills of lifelong learning and knowledge acquisition that are both socially acceptable and economically efficient; Understand themselves as social beings in relationships with others such as family members, the community, the nation, the state, the Caribbean region and other parts of the world; Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 5 The General Objectives of the Social Studies Syllabus are to develop: Concepts: Causes and consequences - to know that our own and others' decisions can have both helpful and harmful effects for ourselves, others and the environment; Change - to recognize that change is a constant part of life and that we can all work to try and make it change for the better; Conflict - to be aware that whilst differing wants, needs, beliefs and values can lead to conflict between people and groups, it is possible to work them through; Co-operation - to understand that we live and work with others all our lives, and that it is rewarding to get on well; Fairness and justice - to understand that all human beings, whatever their differences, have the right to be valued and treated equally. We all have the right to food, shelter and just laws; Interdependence - to be aware of how we are all connected and interdependent with other people and with life on earth. The actions of each one affects the others; Power - to understand that individuals as well as groups can have influence over their own lives and what goes on in the world. Power is distributed unequally and this affects people's life changes, rights and welfare; Similarities and differences - to be aware that while each of us is unique and has a different appearance, ideas and traditions, people share the same basic needs, including the need for love and acceptance; Values and beliefs - to recognize and accept that people have differing dreams and goals about getting the best out of their life. Knowledge and Understanding: To know about one's own society, culture and history; To know about other countries, cultures and histories; To know about the links between our lives and others throughout the world; To know about the various forces that shape our lives, including the major inequalities of wealth and power in the world; To know about the basic geography of the earth and how plants, animals and people co-exist; To recognize that the mass media is the main channel of information that we have about the world and to be aware of bias and selectivity. Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 6 The social studies syllabus is based on: People: How they live (development, justice, the future, systems and structures); How they are different (culture, environment, choices); How they are the same (human rights, values, interdependence). Environment: The interdependence of all life; Aesthetic and spiritual connections; Sustainable development; Responsibility; Optimistic concern/concerned optimism for the care of the planet. Learning: Self-esteem; Co-operation and collaboration; Empathy; Critical thinking; Clear and courteous communication; Valuing feelings as well as reasoning; Generating action based on unbiased information and clear values; Positive commitment to oppose prejudice and discrimination; Problem solving and investigative skills; Making connections: Recognizing common and basic human needs wherever and however people live; Understanding how we are connected to our cultures and places; Understanding how other people feel the same about their places and cultures; Recognizing that localities are interconnected and interdependent. Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 7 Critical thinking and communication skills: By using thinking skills children can focus on knowing how as well as knowing what - on learning how to learn. Many aspects of Social Studies contribute to the development of thinking skills. The following examples show how different thinking skills can be developed in the different units. Information-processing skills These enable children to locate and collect relevant information, to sort, classify, sequence, compare and contrast, and to analyze part/whole relationships. Reasoning skills These enable children to give reasons for opinions and actions, to draw inferences and make deductions, to use precise language to explain what they think, and to make judgments and decisions informed by reasons and/or evidence. Enquiry skills These enable children to ask relevant questions, to pose and define problems, to plan what to do and ways to research, to predict outcomes and anticipate consequences and to test conclusions and improve ideas. Creative thinking skills These enable children to generate and extend ideas, to suggest hypotheses, to apply imagination and to look for alternative outcomes. Evaluation skills These enable children to evaluate information, to judge the value of what they read, hear and do, to develop criteria for judging the value of their own and others' work or ideas, and to have confidence in their judgments. Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 8 The Specific Objectives of the Subject Strands are: Citizenship: Recognizing what they like and dislike, what is fair and unfair and what is right and wrong; Sharing their opinions on things that matter to them and explain their views; Recognizing, naming and dealing with their feelings in a positive way; Thinking about themselves, learning from their experiences and recognizing what they are good at; Talking and writing about their opinions and explaining their views on issues that affect themselves and society; Recognizing their worth as individuals by identifying, positive things about themselves and their achievements, seeing their mistakes, making changes and setting personal goals; Facing new challenges positively by collecting information, looking for help, making responsible choices and taking action. History: Learning about familiar and famous people and about events from the recent and more distant past in Trinidad and Tobago and elsewhere; Looking for similarities and differences between life today and in the past and use common words associated with the passing of time; Talking and writing about what happened and why people acted as they did; Finding out about the past using different sources of information and representations; Learning about different aspects of local and world history; Discussing why things happened or changed and the results; Carrying out historical enquiries using a variety of sources of information and look at how and why the past is interpreted in different ways; Using their understanding of chronology and historical terms when talking or writing about the past. Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 9 Geography: Investigating and learning about the physical and human features of their own environment and appreciate how their locality is similar to and different from other places; Focusing on geographical questions like what/where is it? What is it like? How did it get like this? Developing and using geographical enquiry skills, including field work skills, IT skills, geographical terms, making and using maps; Studying places and themes at different scales from local to nation to international and investigating how people and places are linked and how they relate to the wider world; Studying how and why physical and human features are arranged as they are in a place or environment and how people are influenced by and affect environments. Personal and Social Education: Learning about themselves and working with others; Becoming aware of the needs, rights and views of others; Learning social skills and a sense of social and moral responsibility; Developing an active involvement in the life of the school and its neighborhood; Learning about the wider world and the interdependence of communities within it. Health Education: Learning basic skills for keeping themselves healthy and safe; Identifying healthy and socially desirable and undesirable practices pertaining to self, family and the community. Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 10 Features of Progression Progress in Social Studies can be characterized by: An increase in breadth of studies: the gradual extension of content - places, themes and environments to be considered; An increasing depth of study: the gradual development of general ideas and concepts and deeper understanding of increasingly complex and abstract processes, patterns and relationships; An increase in the spatial scale of study: the shift in emphasis from local, smaller scale studies to more distant, regional, continental and global scales; A continuing development of skills: to include the use of social studies skills such as enquiry, matched to children's developing cognitive abilities; Increasing opportunities for children to examine social, political and environmental issues: the chance to develop greater appreciation and understanding of the influence of people's beliefs, attitudes and values on alternative courses of action relating to people, places and environments. Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 11 THEMES AND UNITS: INFANT I INFANT 2 STANDARD I STANDARDD STANDARD III STANDARD IV STANDARD V THEMES: UNDERSTANDING UNDERSTANDING THE STORY OF MYSELF AND MY MY TRINIDAD & FAMILY WORLD OUR COMMUNITY OUR ISLAND TOBAGO OUR NATION WORLD STUDIES UNITS 1. Who am I? 1. My family – now; 1. Study of around the 1. An island; 1. Understanding 1. How and where do 1. What‟s in the 2. My family; 2. My family – long school – the local 2. How can we maps and globes; we spend our time? news? 3. My home; ago; area; improve the area we 2. Investigating our 2. Investigating 2. Connecting 4. My school; 3. The school; 2. How can we make see from our local area; Trinidad and ourselves to the 5. What affects me? 4. Ourselves and others the local area safer? window? 3. What was it like to Tobago‟s physical world; 6. Celebrations 5. Protecting ourselves; 3. Mapping a journey; 3. The rainbow live in the past environment; 3. Our Caribbean 6. Celebrations. 4. A study of a country; 4. Our country – the 3. Improving the family – studying contrasting locality 4. National festivals; physical features; environment; another locality; (Tocuaro); 5. The Caribbean 5. Our country - the 4. The history of 4. Our nation and 5. What were homes family; natural resources; Trinidad and government; like long ago? 6. Weather in other 6. Protecting Tobago; 5. Protecting 6. Celebrations. places. ourselves. 5. My role as a citizen; ourselves; 6. Living in Trinidad 6. Working with & Tobago; others. Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 12 Specific Objectives to meet the particular needs of young children in Infants Levels 1 & 2: The Social Studies Curriculum for Infants Levels 1 and 2 should underpin all future learning by supporting fostering, promoting and developing children's: Personal, social and emotional well-bring: by promoting an inclusive ethos and providing opportunities for each child to become a valued member of that group and community so that a strong, self-image and self-esteem are promoted; Positive attitudes and dispositions towards their learning: in particular an enthusiasm for knowledge and learning and a confidence in their ability to be successful learners; Social skills: in particular by providing opportunities that enable them to learn how to cooperate and work harmoniously alongside and with each other and to listen to each other; Attention skills and persistence: in particular the capacity to concentrate on their own play or on group tasks; Language and communication: with opportunities for all children to talk and communicate in a widening range of situations, to respond to adults and to each other, to practise and extend the range of vocabulary and communications skills they use and to listen carefully; Knowledge and understanding of the world: with opportunities for all children to solve problems, make decisions, experiment, predict, plan and question in a variety of contexts, and to explore and find out about their environment and people and places that have significance in their lives; Creative development: with opportunities for all children to explore and share their thoughts, ideas and feelings through a variety of arts, design and technology, music, movement, dance and imaginative and role play activities Physical development: to increase their understanding of how their bodies work and what they need to do to be healthy and safe. Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 13 SOCIAL STUDIES CURRICULUM MAP – INFANTS 1 (LEVEL 1): Theme: Understanding myself and my family SUBJECT PERSONAL AND HISTORY GEOGRAPHY CITIZENSHIP HEALTH STRANDS SOCIAL EDUCATION CONCEPTS 1. Developing confidence & 1. Developing knowledge & 1. Observe, find out about and 1. Preparing to play an active 1. Developing a healthy, safer responsibility and making the understanding about the past and identify features in the place role as a citizen; lifestyle. most of their abilities; present events in their own lives, they live and the natural 2. Similarities and differences; and those of their families. world; 2. Interdependence. 3. Developing a healthy lifestyle; 4. Understanding feelings 2. Understand how the weather affects us. CONTENT  Who am I?  My family;  My home;  Who am I?  Who am I?  My family;  My home;  My school;  What affects me?  What affects me?  My home;  My school;  What affects me?  Myself and others;  Keeping healthy;  My school  The weather?  My school;  Feelings;  What affects me?  Celebrations.  Myself and others;  Myself and celebrations  Celebrations. LEARNING SKILLS Co-operation: Can work with a partner taking Talking about their families and An appreciation of the To take part in discussions with Learning basic skills for turns to listen; past and present events in their world around them; one other person and the whole keeping themselves healthy Use senses to observe and own lives; Observing the weather; class; and safe; investigate; Exploring objects and looking Using senses to investigate To recognise choices they can Learning social skills and a Record information; closely at similarities, the environment; make and recognise the sense of social and moral Express opinions; differences, patterns and change; Decoding diagrams and difference between right and responsibility; Develop critical thinking skills; Developing chronological maps; wrong; Making value judgements. Making decisions. understanding. Inferring. Recognise symbols and objects associated with various groups. VALUES & Empathy: ATTITUDES Can accept that there can be The beginnings of understanding Develop a respect for the That they belong to various Learning about themselves as more than one side in a and valuing of the past; environment and be groups and communities, developing individuals; disagreement; Understanding relationships. encouraged evaluate their such as family, school and Developing positive attitudes Can share feelings and own and others‟ effect and others; and values. explain behaviour impact on it. Social justice; Appreciating the value of rules. Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 14 SOCIAL STUDIES CURRICULUM MAP – INFANT LEVEL II: Theme: Understanding my world SUBJECT PERSONAL AND SOCIAL HISTORY GEOGRAPHY CITIZENSHIP HEALTH STRANDS EDUCATIO CONCEPTS 1. Basic needs are shared by people 1. Distinguish between 1. Understanding of maps; 1. Preparing to play an active role 1. Learning how to keep everywhere; aspects of their own 2. An increasing awareness as a citizen; ourselves safe and 2. Accepting responsibility; everyday lives and the of their own surroundings. 2. Developing a positive inter- healthy; 3. Concept of family. lives of people in the relationship and fostering an 2. Safety; past. awareness of interdependence. 3. Relating to strangers. CONTENT My family – now;  My family – long ago;  My family home – now;  The school;  Ourselves and others; My family – long ago;  My family;  Protecting ourselves; The school;  Ourselves and others.  Living together. Ourselves and others; Protecting ourselves; Celebrations. LEARNING Our own and other people‟s Find out about the past Use geographical language The views, needs and rights of Basic skills in health SKILLS feelings; using different sources and draw maps and other children and older people; care; How to share, take turns, help of information and diagrams to communicate Analysing information; How to make simple others, resolve simple arguments representations; geographical information; Recognising symbols, objects choices that improve and resist bullying; Developing To investigate their associated with various groups their health and well Behaving well; chronological surroundings and to know with our multi-cultural society. being. Understanding the benefits of understanding; that the world extends working cooperatively; Comparing, contrasting beyond their own locality Interpreting data. and clarifying. VALUES & Promoting self-esteem and positive Develop a sense of Develop respect for the To take part in discussions with Caring for others and ATTITUDES identity; identity. environment and be one other person and the whole ourselves – diet and Engendering and understanding for encourage to evaluate their class; hygiene. one‟s feelings, especially anger, own and others‟ effect or To recognise choices they can desire, frustration and jealousy; impact on it; make, and recognise the Developing listening skills; difference between right and Developing critical thinking skills; wrong; Making decisions; Respect for property rights; Use of senses to observe and Individual and social investigate. responsibility; Fostering a sense of belonging Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 15 SOCIAL STUDIES CURRICULUM MAP – STANDARD I: Theme: Our community: SUBJECT PERSONAL AND HISTORY GEOGRAPHY CITIZENSHIP HEALTH STRANDS SOCIAL EDUCATIO CONCEPTS 1. Understanding our Sense of identity; 1. Causes and Preparing to play an active community. Understanding and consequences; role as citizens interpreting the past; 2. Sustainability; Similarities and differences 3. Knowledge and of past communities. understanding of places. CONTENT 1. A study of around the  What were homes like  A study of around the  How can we make the  How can we make the school; long ago? school; local area safer? local area safer? 2. How we can make the local  How can we make the  Celebrations area safer? local area safer? 3. Mapping a journey;  A study of a contrasting 4. A study of a contrasting locality; (Tocuraro) locality;  Mapping a journey. 5. What were homes like long age? 6. Celebrations. LEARNING SKILLS Share their opinions on Carrying out a historical Investigate and learn Sharing opinions on Learning basic skills for things that matter to them enquiry using a variety about the physical and things that matter and keeping themselves safe and explain their view; of sources; human features of their explain views; Recognise, name and deal Look at similarities and own environment; Learn about themselves with their feelings in a differences between life Develop and use and working with positive way. today and in the past. geographical study others. skills, including mapping skills. VALUES & Care and respect for the Respect for evidence; To have a concern for That they belong to Responsibility, safety ATTITUDES environment, others and Respect for our cultural local issues; various groups and and cleanliness of the different cultures. heritage. Respect for the communities, such as environment. environment; family and school. Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 16 SOCIAL STUDIES CURRICULUM MAP – STANDARD II: Theme: Our Island SUBJECT PERSONAL AND HISTORY GEOGRAPHY CITIZENSHIP HEALTH STRANDS SOCIAL EDUCATIO CONCEPTS Learning about the wider world To develop a sense of 1. Recognise ways of Learning about themselves and the interdependence of historical identity by changing the as members of their communities within it. recognising that places environment and the community, country change over time. impact of change on the and region. environment; 2. Empathy. CONTENT 1. An island;  The rainbow country;  An island;  Our Nation;  Rainbow country; 2. How can we improve the  Caribbean family;  How can we improve  The Caribbean family  National Festivals; area we see from out the area we see from  An island;  Caribbean family. window? our window?  How can we improve 3. The rainbow country;  The Caribbean family; the area we see from 4. National Festivals;  Weather in other our window? 5. The Caribbean family; places. 6. Weather in other places. LEARNING SKILLS To be able to work Talk and write about Identify the physical and Reasoning, giving collaboratively and what happened and why human characteristics of reasons for opinions, cooperatively with others to people acted as they did; a place and discover drawing inference and solve problems and share Asking and answering how an island is making deductions. ideas. more complex historical different from the questions. mainland; To make appropriate observations why things happen and to recognise where things are. VALUES & Cooperation, respect for Making choices and Interdependence, Loyalty; respect for ATTITUDES others and belonging. national pride. appreciation of the authority and national environment. pride. Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 17 SOCIAL STUDIES CURRICULUM MAP – STANDARD III: Theme: The story of Trinidad and Tobago: SUBJECT PERSONAL AND HISTORY GEOGRAPHY CITIZENSHIP HEALTH STRANDS SOCIAL EDUCATIO CONCEPTS 1. Similarities and 1. Development and change; 1. Sustainability; 1. Knowledge and 1. We influence our lives; differences; 2. Comparison between the area 2. Interdependence; understanding about 2. Healthy lifestyles; (community) today and in the 3. Development and change; becoming an informed 3. Protecting ourselves; past; 4. Shape and spatial citizen. 3. Chronology. 5. Knowledge and understanding of maps; 6. Earth concepts. CONTENT  Understanding maps and  What was it like to live in the  Understanding maps and  Importance as citizen  Protecting ourselves; globes; past? globes; of a country;  Nutrition;  Investigating our local area;  How does the past impact on  Investing our local area;  Rights and  Exercise;  What was it like to live in the present?  Our Country – the physical responsibilities of  Infectious diseases and the past?  Information acquired from features ; citizen; how they can be  Our country – physical oral and written sources.  Our Country- the natural  Societal norms relating prevented; features; resources; to promoting positive  Social problems;  Our country – natural social behaviour. Environmental concerns. resources;  Protecting ourselves. LEARNING Group work and language Enquiry and information Reading and using scales ; Researching and Expressing opinions; SKILLS skills; processing skills; Locating places; recording; Drawing conclusions; Information gathering; Extending historical Developing and applying Observation Research and recording To generate and extend knowledge and skills; geographical skills; Classifying information; information; ideas. Collecting and processing Evaluating using Questioning; Evaluating information; information authoritative sources. National pride. Role- play Interviewing. VALUES & Self-esteem, caring, sharing Empathy; Valuing their surroundings A sense of belonging Empathy and self- ATTITUDES and empathy. Valuing the surroundings; and environment; and pride; esteem; Interdependence; Awareness of the Rights and Co-operation; Cooperation environment. responsibilities Responsibilities Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 18 SOCIAL STUDIES CURRICULUM MAP – STANDARD IV: Theme: Our nation: SUBJECT PERSONAL AND SOCIAL HISTORY GEOGRAPHY CITIZENSHIP HEALTH STRANDS EDUCATIO CONCEPTS 1. Conflict, causes and consequences; 1. Chronology 1. Appreciation and 1. To be aware of and 1. Distinguish between 2. Impact and sustainability. 2. Recognise where things are understanding of the understand democratic leisure, recreation and and why they are as they are; influences of people‟s responsibility work 3. Dependence and beliefs, attitudes and values independence; on the environment. 4. Democracy. CONTENT 1. How and where do we spend our time?  Our nation – the historical  Improving our environment;  My role as a citizen  How and where do we 2. Investigating Trinidad and Tobago‟s development;  Investigating Trinidad and  Living in Trinidad and spend our time? physical environment; - the Pre-Columbian Era; Tobago‟s physical; Tobago  Maintaining a clean 3. Improving the environment; - the coming of the Europeans;  How and where do we spend  Rights and scene – avoiding 4. The historical development; - the coming of the Africans our time? responsibilities of littering and pollution; 5. My role as a citizen; - the coming of the East  Importance of the water citizens  Managing time to 6. Living in Trinidad and Tobago. Indians cycle;  Personal budgeting include time for leisure - the Modern Era.  The interdependence of  Importance of saving and recreation plant and animal life in and being thrifty relation to the water cycle. LEARNING Problem solving; Carry out historical enquiries Undertake geographical Selection and recording Making confident and SKILLS Cooperative and collaborative using a variety of sources of investigations by asking and data; informed choices activities; information and look at how responding to questions; Map skills; Taking responsibility Decision making; and why the past is interpreted Using a range of Organising and planning for themselves. Suggesting hypotheses; in different ways; geographical skills Testing conclusions; Comparing past and present Conducting interviews and surveys; issues in history. Designing a questionnaire VALUES & Cooperation and resourcefulness; A sense of belonging and Appreciation of the land; Responsibility; Caring for themselves ATTITUDES Conflict resolution pride; Conceiving and preserving Empathy; Equality; and others; Appreciate and understand the the environment by not Patriotism; Eating proper foods; ways of the impact of the past wasting resources Productivity; Harmony; Regular exercise; on the present. Tolerance. Cleanliness of body and the environment. Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 19 SOCIAL STUDIES CURRICULUM MAP – STANDARD V: Theme: World Studies: SUBJECT PERSONAL AND HISTORY GEOGRAPHY CITIZENSHIP HEALTH STRANDS SOCIAL EDUCATIO CONCEPTS 1. Justice, fairness, rights and 1. The making of rules 1. Similarities and Cultural development - How different groups of obligations in society; and laws differences; understand the nature people live, operate and 2. Change and conflict; 2. Links to other places; and role of the different change; 3. Interdependence 3. Interdependence. groups to which they Causes and consequences belong Change and conflict CONTENT 1. What‟s in the news?  What‟s in the news?  Our Caribbean family –  Our nation and  Our nation and 2. Connecting ourselves to the  Our Caribbean family; a study of a contrasting government; government; world;  Our nation and locality;  Our Caribbean family;  Our Caribbean family; 3. Our Caribbean family – government;  Connecting ourselves to  What‟s in the news?  Working with others; studying a contrasting  Connecting ourselves to the world;  Connecting ourselves  Protecting ourselves; locality; the world;  What‟s in the news? to the world (global  What‟s in the news? 4. Our nation and government;  Protecting ourselves  Our Nation and village).  Connecting ourselves to 5. Protecting ourselves; (political bias and government; the world. 6. Working with others. indoctrination);  Working with others.  Working with others. LEARNING SKILLS Consider other people‟s Asking and answering ICT skills; Collection evidence; Investigation; experiences and be able to questions; Collect and record Using ICT skills; Decision making; think about, express and Observation; evidence; Improving own learning Case study; explain views that are not Using inference and Represent data and performance; Using secondary sources their own; deduction; graphically; Problem solving. of information. Negotiate, decide and Using secondary sources Communicate in participate in group tasks; of information. different ways; Discriminating between fact Map work; and fiction Analyse and draw conclusions. VALUES & Being a responsible and Understanding Sustainable development Respect for diversity Value the contribution of ATTITUDES effective member of world relationships between and difference other cultures society. people Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 20 DRAFT PERFORMANCE STANDARDS Performance Standards are normative statements that describe aspects of a child‟s knowledge, understanding, skills and attitudes. They are usually nationally agreed expectations that provide a consistent and standardised set of expectations across all primary schools. In these draft performance standards, statements that describe children‟s behaviour, learning skills, social skills and knowledge and understanding have been designed. They provide teachers with a range of level descriptors, which can be used to support teacher‟s professional judgement and formative assessments. They provide guidance to teachers and enable them to recognise and identify progression and improvement in children‟s knowledge, understanding, skills and attitudes. The levels are: Level 1 – Some Infants 1 pupils; Level 2 – Some Standard I pupils; Level 3 – Some Standard IV pupils; Most Infant 2 pupils; Most Standard II and III pupils; Most Standard V pupils. Some Standard I pupils. Some Standard IV pupils. However, some young children may be performing at a much higher level and some older pupils may be performing at much lower levels. It is also important to remember that many children will perform and achieve on a range of levels across the subject strands. These level descriptors attempt to describe generalised expectations in a standardised way. Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 21 KNOWLEDGE AND UNDERSTANDING LEVEL 1 LEVEL 2 LEVEL 3 Knowledge about one‟s own society, culture, country and history Can place events and objects in Can place events, people and changes Can recognise and make appropriate use of Chronological order; into current periods of time and the dates, vocabulary and conventions that passing of time; describe historical periods Recognise why people did things Able to identify difference between Can describe and analyse characteristics ways of life at different times as well reasons for, and results of, historical events, Able to describe the characteristics Recognise that the past is represented Knows how and why historical events can of old things; and interpreted in different ways be interpreted Can understand near, far, to and from Know how to find out about the events, Can identify, select and use a range of people and changes from an appropriate sources range of sources Know about changes in their own Can investigate how an aspect of a local Know about significant events, people and lives and the ways of life of their area has changed over a period of time changes from the recent and more distant family and others around them past of Trinidad and Tobago; Know about other countries, cultures And histories Know about their own locality and a Know about their own locality, country Know about at least one other Caribbean a contrasting locality and a range of contrasting localities country and the regional differences that throughout the world exist in each country, their causes and consequences Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 22 LEVEL 1 LEVEL 2 LEVEL 3 Know about the basic geography of the Earth and how people co-exist Can ask geographical questions: What is it like to live here? What is the landscape like? How and why is this landscape changing? What do I think about it? What is the impact of the changes? What do I think about them? Can identify issues from the questions Can observe and record: Identify buildings and complete a chart Carry out a survey and show findings Can analyse, evaluate and present evidence on a graph Can draw and justify conclusions Can communicate: In pictures, speech and writing Identify and explain different views Appreciate how people‟s values and attitudes to their own affect social, environmental, economic and political issues Use geography vocabulary Near, far, to and from, north and south Temperature, transport, industry Drainage basin, urban regeneration Use fieldwork skills: Recording on a school plan or local map Labelled field sketches Land use survey Use globe, maps and plans: Following a route Use contents, key and grids Use atlases and globes, maps and plans at a Range of scales Use secondary information: Pictures, photographs, stories and Information texts, internet Evidence form ICT sources Information texts Make maps and plans: Pictorial map of a place in a story Sketch map of locality Draw maps and plans at a range of scales Using symbols, keys and scales Identify and describe what places are like: Can describe landscape, weather Can locate and describe human and Can identify and describe the location of physical features places and environments Identify and describe where places are: Position on map Places in the news and nationally Can identify and describe national, international and global locations. Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 23 LEVEL 1 LEVEL 2 LEVEL 3 Recognise how places have become the The quality of the environment in a street Able to explain why places are like they Able to describe and explain the physical and Way they are and how they are changing: are – weather conditions, local resources human features that give rise to the distinctive Character of places Recognise how places compare with Compare the local area to places in T&T To identify how and why places change Able to explain how and why changes happen in other places: and how they may change in the future places and the issues that arise from these changes Recognise how places are linked to other Know about food from other countries To be able to describe and explain how and places in the world: why places are similar to and different from others places in the same country and else- where in the world Know about the various forces that shape our lives, including the major inequalities of wealth and power in the world Make observations about where things Seasonal changes in weather Recognise and explain patterns make by Describe and explain patterns of physical and are located and about other creatures individual physical and human features in human features and relate these to the character in the environment the environment of places and environments Recognise some physical and human Heavy rain and flooding in fields River erosion Identify, describe and explain physical and processes: human processes and their impact on places and environments Recognise changes in the environment: Traffic in the street Recognise how people can improve the Describe and explain environmental change and Environment recognise ways of managing it Recognise how the environment may be Restricting the number or cars Recognise how and why people may seek Able to explore the idea of sustainable improved and sustained: to manage environmental sustainability, development and recognise its implications for and to identify opportunities for their own people, places and their own lives involvement Preparing to play an active role as a Stay as healthy as possible Respect the differences between people Play an active role as a member of a democratic Citizen Keep themselves safe Develop independence and responsibility society Have worthwhile and fulfilling relationships Make the most of their own abilities Make the most of others‟ abilities Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 24 LEVEL 1 LEVEL 2 LEVEL 3 To recognise that the mass media is the Understand the significance of Understand that the world is a global Main channel of information that we the media in society community have about the world and to be aware of bias and selectivity Talk about political, spiritual, moral Justify orally and in writing a personal social and cultural issues, problems opinion about issues and problems and events by analysing information from the newspapers and television Reflect on the process of participating Research the coverage of stories in Demonstrate advanced research and analysis Different media, discussing it and skills Describing how it differs Able to describe why the same story may be Presented in very different ways by different media Able to use knowledge to investigate bias or Misleading use of statistics. Able to discuss and debate the role of the media in society To know about the various forces Parents, school, location, weather Personal values, the values of the Culture and laws of the country, region and that shapes our lives and community family, school and community global society Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 25 LEARNING SKILLS LEVEL 1 LEVEL 2 LEVEL 3 Communication and cognitive skills Contributed to discussion Initiated discussion Justified own ideas Listened to others Negotiate Questioned others‟ ideas Explained own ideas clearly Supported others‟ ideas that are different to Supported others‟ ideas their own Organisational Took decisions Helped prioritise tasks Can work with any group Accepted being organised by others Can suggest alternative solutions to personal, Social, local and global issues using Shared resources Accepted others‟ need cooperative tactics Can disagree with others and explain why Can work in friendship group Can work with a partner, taking turns to listen Can relate cooperation to life outside the school Can accept others‟ differing viewpoint Interpersonal and personal Accepts other‟s leadership Willing to change ideas and plans Prepared to take risks in their learning Relationships Accepts group‟s decisions Uses inventiveness and imagination Handles conflict constructively Accepts affirmation Is willing to affirm others Has a positive self concept Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 26 SOCIAL STUDIES SKILLS PHASE LEVEL 1 LEVEL 2 LEVEL 3 Infants 1 & 2 Able to express ideas through talking Able to explain facts through talking Able to explain opinion through talking and and writing and writing writing Infants 1 & 2 Able to work collaboratively Able to work collaboratively to solve Able to work collaborative and cooperatively STD 1 & 2 problems to solve problems and share ideas Infants 1 & 2 Able to change mind Able to change mind as they learn more Able to recognise a range of issues STD 1 & 2 STD 3 & 4 Able to identify solutions Able to identify solutions that take Able to identify solutions that take others Others into account into account and to handle controversy STD 3 & 4 Able to approach issues with an open Able to approach issues with an open Prepared to consider issues that are mind and questioning mind distasteful STD 3, 4 & 5 Able to listen to others Able to listen to others and understand Able to understand others‟ points of view Their points of view and use it as evidence for future decisions STD 4 & 5 Able to imagine the feelings of others Able to imagine the feelings and beliefs To recognise bias of others STD 4 & 5 Able to make decisions about what Able to make decisions about matters Able to negotiate and make decisions affects them which affect them and others Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 27 ATTITUDES LEVEL 1 LEVEL 2 LEVEL 3 To have an optimistic concern for To have an optimistic concern for To have an optimistic concern for global local issues national issues issues To be curious to find out more about To be curious to find out more about To be curious to find out more about people, people and local implications people, local, and national implications national and global implications To have a sense of one‟s own worth To believe that one can meet challenges To believe that one can meet challenges With competence To enjoy the diversity of culture To appreciate the diversity of culture To value the diversity of culture To be prepared to stand up for ones to be prepared to stand up for other‟s rights own rights To care for the environment To care about and for the environment To be able to take decisions and actions on caring for the environment To be aware that we can influence To be aware that we can influence the To be aware that we can influence the future The future personally, future personally and nationally nationally and globally To be willing to take part To be willing to take part and work To be willing to take part and work together Together with others with others to promote democracy and to work for a more just world Curriculum Framework Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 28 INFANTS 1 UNDERSTANDING MYSELF AND MY FAMILY Social Studies Syllabus – Infants I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 29 Unit 1: Theme: Who am I? CONCEPTS/ THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Similarities and Explore similarities and 1. Asking questions Empathy. Teacher asks pupils to point out ways in Contribute an idea; Chart for differences differences in an affirming and working as a which other children are like them and displaying results. and positive way. class or group. ways in which they are different. Ask questions of the teacher if they are unsure about whether a 2. Taking turns to It is better not to discuss the children's specific feature relates to listen. actual common characteristics until they similarities and differences e.g. have worked on the first question, so that long fingernails. This shows that what they decide to look for is not they understand the basic influenced or predetermined. concept; Alternatively, pupils can work through all Talk about similarities and of the suggested procedures or they can differences amongst children in be grouped, and each group concentrates the class; on one. Display the results. Repeat the activity, but this time generating ways of finding differences. Session 2 Discuss and make 1. Using senses to Understand and Working in pairs, they look in mirrors and State ways in which one is Mirrors. Similarities and comparisons of classmates. investigate. appreciate make drawings of themselves. They similar to or different from one‟s differences differences. examine eye and hair colours, height, partner. Name tags. 2. Working with a voice, feet, hands and gender (e.g. use partner. clothes as discriminator). 3. Comparing. They make comparisons between partners. 4. Sharing observations. Social Studies Syllabus – Infants I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 30 CONCEPTS/ THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE MATERIALS ATTITUDES STRATEGIES ASSESSMENT OUTCOMES Session 3 Pupils will be able to Pupils are able to: Similarities and Use and apply the Recording their Confidence. Each pupil completes activity sheet – Record in drawing. Sheets with tables. differences information gathered about findings. “all about me”. themselves. Self esteem. Session 4 Begin to develop social 1. Taking part in Self-esteem. Pupils sit in a circle. Listen and contribute at least two Preparing to play an skills. discussions. grammatically correct sentences. active role as a Each child introduces himself/herself, Citizen 2. Listening. and states one of his/her attributes: (e.g. brown hair, I can play the piano, my favourite colour is green, I like rice for dinner.) The child next to them re- introduces the speaker e.g. “This is James. He has brown eyes and likes to ride a bike.” The speaker then introduces himself/herself and is in turn described by his/her neighbour. The circle is complete when everyone has spoken about himself/herself and one other. Social Studies Syllabus – Infants I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 31 CONCEPTS/ THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: Preparing to play an Express opinions and views. 1. Expressing Self-esteem. The teacher suggests an incomplete Demonstrate clarity and Charts. active role as a opinions. statement: confidence in speaking in at least citizen . three (3) sentences. Pictures. 2. Demonstrating Things that make me sad are……. clarity and Things that make me glad are ……. Use appropriate vocabulary. confidence in When I am an adult …….. speaking. Things I like are ……. If I were in charge of the class, I’d ……. Session 6 Begin to understand why 1. Taking part in Social Justice. In the circle, the pupils brainstorm on: Understand that their own Crayons. Preparing to play an and how class rules are making and choices and behaviour can affect active role as a made and enforced. changing class Obedience. 1. Things that make them happy in the others. Drawing paper. citizen rules. classroom; Respect. 2. Rules of behavior that would Scissors. 2. Taking turns. enhance the classroom; 3. Things that other pupils should not Describe other pupil‟s Pictures. 3. Listening to each do in the classroom; interactions during the session other. 4. What should be done to prevent e.g. agreeing, disagreeing and Chart of class rules. pupils from doing unacceptable recalling an incident. things; Objects from the class. Social Studies Syllabus – Infants I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 32 Unit 2: Theme: My Family: CONCEPTS/ THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Developing Develop chronological 1. Using words and Valuing the past Pupils are asked to draw pictures of their Place pictures in order; Drawing paper. knowledge about past understanding of recent phrases about the and record keeping. immediate family and to explain the and present events in family changes. passing of time. relationships. Then they cut out the Use appropriate vocabulary in Scissors. their own lives and in Appreciation. drawings and rank order them from oldest speech, e.g. older, younger, those of their 2. Asking and to youngest. (They may need a before, after, last and first; Markers. families. answering demonstration of how to rank order); questions. Crayons. In circle time, each pupil talks about the Ask their parents or older 3. Using oral sources. oldest members of his/her family. members of the family about Photographs. significant events that have 4. Discussing family Teacher asks them: occurred in their (i.e. the pupils‟) Artefacts. changes. - How do we know that they are older? lives e.g. christening, baptism or - What was life like for the older other religious rites; Pictures. person when they were at school? Teacher asks grandparents to visit the Report on past events that have school and talk about their lives when involved them; they were the same age – using artefacts or photographs. Pupils talk about the changes in their Bring photographs to class e.g. families – births, christening (or other an album (as an example of rites), weddings, deaths, religious affairs, record keeping) and be able to changing emotions, transition from speak about it to the class; home/pre-school/primary school. Social Studies Syllabus – Infants I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 33 CONCEPTS/ THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE MATERIALS ATTITUDES STRATEGIES ASSESSMENT OUTCOMES Session 2 Pupils will be able to Pupils are able to: Developing 1. Say what a family is. 1. Understanding Belonging. Teacher draws a large tree on paper Contribute ideas; Drawing paper. knowledge about past relationships. (A family tree) and present events in 2. Describe a family. Gloves. their own lives and in Using a glove puppet, the teacher asks the Draw pictures of a family tree; those of their pupils to decide: Paper bag or families. - Name and gender of the puppet; stocking puppet. - Names, genders and ages of siblings; Give a simple definition of a - Names of parents and grandparents; family; Crayons. These are now drawn into the family tree Markers. by the teacher; Teacher asks for words to describe the family; Pupils draw their own family tree; Session 3 1. State the role of various 1. Understanding Caring. In circle time, pupils talk about the things Contribute at least two (2) ideas; Drawing paper. Developing family members. relationships. which they and their parents do together knowledge about past Co-operating. or individually. Paints/crayons. and present events in 2. List activities in which 2. Drawing. their own lives and in the family engages. Love. They identify the tasks (and other Describe orally roles and Materials for those of their 3. Co-operating. activities such as play or prayer) that responsibilities in the family; constructing a hard families. Empathy. parents, siblings and they undertake at backed book. home; Pupils write lists or draw a pictogram; Pupils paint pictures and produce a hard backed book for display; Social Studies Syllabus – Infants I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 34 CONCEPTS/ THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 4 Pupils will be able to Pupils are able to: Developing Identify similarities and 1. Thinking and Belonging. Pupils bring photographs of family groups Photographs of knowledge about past differences using reasoning. to school or the teacher provides family types. and present events in photographs. pictures/photographs of weddings, parties, their own lives and in 2. Inferring family events, etc; Pictures of those of their information from weddings, parties, families. photographs. Pupils work in groups of three (triads) to Work in 3‟s; family events etc. talk about the pictures; 3. Comparing and contrasting. - What is happening? Answer questions; - How do we know? - What are people doing and how are they feeling? - How do we know? Pupils compare the different photographs Draw conclusions; in their triad and draw conclusions: - What are the similarities? - What are the differences? Note that photographs may show non- Understand similarities and family members and pupils can explain differences in families and their relationship to the family or the households; occasion when the photograph was taken. Social Studies Syllabus – Infants I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 35 CONCEPTS / THEME OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: Developing Share feelings. 1. Developing fine Empathy. Teacher reads the story of the three little Demonstrate empathy by Story book. knowledge about past motor skills. pigs (or, a similar story). Use the interchanging characters in role Paper bag, gloves and present events in repetitive lines to recall the story. Involve play; or stockings for their own lives and in 2. Developing the use students in collaborative puppet or mask making puppets. those of their of recall skills. making of pigs and wolf; Materials for families constructing masks. Session 6 Share feelings. Developing literacy and Empathy. The story continues:- Story book. Developing communication skills. Pupils sit in circle with puppets or with Express feelings. knowledge about past masks on. Discussion is centered on and present events in feelings and families being able to say Negotiate. their own lives and in sorry. The teacher highlights the different those of their characteristics of the pigs – shy, lazy, Persuade. families. hard-working – explore the possible alternative endings to the story. Critically interpret. - What were the different pigs like? - How did the pigs feel to leave their Imagine. mummy? - What did the wolf feel about being excluded? - Could the wolf have been misunderstood? - What if the wolf had said sorry? Conclude the unit, in discussing when we Review. have to sometimes say sorry to our families – why and when? Teacher emphasizes that when we are a member of a family, we can make mistakes, be forgiven and be happy; Social Studies Syllabus – Infants I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 36 Unit 3: Theme: My Home CONCEPTS / THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Acquire an Identify and investigate 1. Drawing simple Curiosity about the Teacher asks pupils to draw their home; Identify location; Drawing paper. appreciation of the features in the place where maps. environment. world around them they live. Pupils work in groups of four, with play Markers. 2. Drawing pictures. blocks and construction toys to make a Describe location; representation of their home; Play Blocks. 3. Discussing ideas and using evidence. Construction toys. Crayons. Session 2 Begin to create simple 1. Making a 3D Map. Collaboration. Teacher provides a base map on a very Draw simple representation of Drawing paper. Acquire an models and maps. large sheet of paper. The pupils place 3D objects; appreciation of the 2. Drawing a map their models on the map according to Markers. world around them collaboratively. where they live. Match boxes (to The teacher and the class work make models of collaboratively to draw an imaginative their homes). map of where the puppet (from Unit 2) lives; Teacher and class discuss the need for Explain the need for symbols; symbols and agree to them – pupils talk about which buildings are important and should go on the map; Social Studies Syllabus – Infants I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 37 CONCEPTS/ THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 3 Pupils will be able to Pupils are able to: Understanding old 1. Explore objects. 1. Developing Valuing the past. Ask the pupils to bring a favourite toy to Describe the characteristics of a Old and new toys. and new chronological school; Let them look at each other‟s toys selection of modern toys; 2. Investigate similarities understanding. Appreciation. and talk about them. Lead the discussion and differences between and encourage pupils to describe their toys today and in the 2. Using words toys. past. associated with the passing of time. Introduce the idea that they will find out Describe the characteristics of about “new” and “old”. Ask the pupils old toys; who they might ask about old toys. Discern that sometimes old and new toys can resemble; Encourage the pupils to talk to parents Ask questions about toys from and grandparents about the toys they had the past; when they were small. Assemble a group of “old” toys. - How are they different from today’s Infer information about toys in toys? the past by studying old toys; - How are they similar to toys today? - Why are there differences? Ask the pupils to describe an “old” toy Use imagination to tell a story; that they are holding or “tell its story”: - Who did it belong to? - Did it have any adventures? Social Studies Syllabus – Infants I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 38 CONCEPTS/ THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 4 Pupils will be able to Pupils are able to: Things change with 1. Identify when an object 1. Sorting objects into Belonging. Make a mixed collection of old and new Sort objects into two (2) sets. Old and new time. is old. sets. objects; objects e.g. (books, Appreciation. photographs and 2. Describe the 2. Making decisions. Ask the pupils to sort them into two sets; labels). characteristics of old and new objects. 3. Matching Talk about the characteristics of each set; Give reasons. Bristol board. adjectives to appropriate sets of Encourage the pupils to use adjectives; artifacts. Make a set of cards with adjectives Match adjectives to the written on them, e.g. broken, shiny, rusty appropriate set. and clean. Read a word and discuss its meaning. Ask the pupils to match the cards to the sets of objects e.g. books, spoons, pencils, photographs, utensils etc; Help the pupils to generalize about how we know an object is old. Social Studies Syllabus – Infants I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 39 CONCEPTS/ THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: Similarities and Identify similarities and 1. Comparing. Co-operation. Pupils are asked to bring any object. Identify similarities and Objects. differences differences in objects. They show objects of various types. differences through sorting 2. Sorting. activities. Labels. 3. Classifying. Ask the pupils to talk about what similar Drawing paper. and different. Markers. Draw their attention to shapes, colour, Explain the similarities and materials, size etc. (One can show a film differences between objects. Crayons. and ask pupils to identify colours e.g. an episode from Sesame Street). Pupils are grouped. Each group classifies Suggest examples of other objects based on given criteria e.g. shape, objects that are similar to or colour, function, size etc. different from the ones in class. Social Studies Syllabus – Infants I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 40 CONCEPTS/ THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 6 Pupils will be able to Pupils are able to: Understand that Identify similarities and 1. Comparing. Appreciation of Chat about features that are different and Say what makes one home Pictures of their homes are different differences in homes of similarities and similar in their homes. different from or similar to homes. and go beyond the classmates. 2. Contrasting. differences. another. physical structure. Pictures of their 3. Sharing ideas. Co-operation. Social:- family. - comparing the number of family Love. members, - family structures, - occupations of family members Geographical:- - comparing distances of homes from school and other significant landmarks Physical :- - comparing and contrasting physical structure of homes e.g. flat, concrete, two storeys etc. Social Studies Syllabus – Infants I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 41 Unit 4: Theme: My School CONCEPTS/ THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Knowing and Investigate the school and 1. Identifying near, Pride in belonging Teacher takes pupils on a tour of the Use the terms near, far, to and Drawing paper. understanding my its personnel. far, to and from, to the school school, including the classes of the older from, next to, at the front of, world; next to, at the front community. children. behind. Markers. of, behind. Obedience. On returning to their classroom, the pupils Crayons. 2. Listening to each sit in groups and one by one describe other. Care for school what they observed. property. 3. Co-operating. Describe the location of the school in Responsibility. relation to other buildings. Draw and colour places around the school. Respect for Teacher explains the significant places authority. within the school and their usage, and explains the roles and responsibilities of school personnel. Session 2 Know and understand the 1. Listening to each Obedience. Teacher writes a play involving breaking Assume roles related to rule- Chart with school Knowing and school rules and routines. other. rules, consequences, making decisions making and rule-breaking. rules. understanding my Respect for and sanctions. world; 2. Discussing rules. authority. Pupils enact the play. Pride in belonging Teacher debriefs the ideas in the play and to a school engenders class discussion. community. Social Studies Syllabus – Infants I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 42 CONCEPTS/ THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE MATERIALS ATTITUDES STRATEGIES ASSESSMENT OUTCOMES Session 3 Pupils will be able to Pupils are able to: Preparing to play an Investigate pupils‟ rights 1. Forming opinions. Belonging. The teacher starts with a list of statements Contribute to a group discussion. Slips of paper. active role as a within the school. of what the pupils think should and citizen 2. Decision making. should not be allowed to happen in school. These should refer to their own 3. Discussing ideas. and adult‟s behaviour, the physical condition of the school and so on. 4. Interpreting simple diagrams. Teacher takes each statement and asks Appreciate the necessity for appropriate questions e.g. “If this was rules. allowed to happen, what would it lead to? Would everybody be happier?” Large group discussion. After the discussion, teacher shows that in any society people have different views but these views need to be examined to see what their implications are. Session 4 Investigate the history of an 1. Enquiry skills. Appreciation. The teacher should bring an object that is Ask questions. Old object from Developing object from the school. associated with the school e.g. school school e.g. knowledge and 2. Predicting. Valuing what has bell, an old register or book, table, desks (bell, books etc.) understanding of the gone before. or chair. The pupils describe the object past. and its possible uses. In circle time, the pupils pretend to be the Predict simple outcomes. object and describe a typical day long ago, as the object. Social Studies Syllabus – Infants I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 43 CONCEPTS/ THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: Observe and identify Use the senses to 1. Observational Respect for the Take the pupils outside. They will need Think of two (2) adjectives and Paper. features of the world appreciate their skills. environment. paper, pencils, boards or pads to lean on. use them correctly in a sentence. which they live. environment. Seat them comfortably where they have a Pencils. 2. Drawing. Care and good view of the school. Ask them to use appreciation for adjectives to describe what they can see, Crayons. 3. Evaluating and their environment. hear, smell etc. appraising. Encourage them to draw what they see. Draw aspects of their You should also take part, by drawing. environment. Ask them to evaluate their drawings – Demonstrate a sound attempt at which bits are they pleased with and observational drawing. which bits would they change? They can also say what they like about the drawings of others. Display the work. Session 6 1. Develop confidence. 1. Co-operation. Empathy. Two older pupils (a boy and a girl) from Listen carefully. Similarities and standard IV or V, should be invited to talk differences 2. Display confidence in 2. Listening. with the class for a few minutes on: sharing ideas, thoughts - What it was like for me when I was in and feelings with a 3. Responsibility. Infants 1. partner. The class is given the opportunity to ask Speak on at least two (2) questions. similarities and differences. The older pupils are thanked and they leave. The teacher can then conduct a general Share ideas. class discussion to see whether the pupils‟ experiences are similar to or different from those of the two guests. Social Studies Syllabus – Infants I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 44 Unit 5: Theme: What affects me? CONCEPTS/ THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Developing a healthy 1. Identify healthy foods. 1. Discussing the Change. Teacher needs pictures, charts and books State the basic need for food. Pictures of types of lifestyle. basic need for food. showing different types of food that the food. 2. Develop healthy eating Respect and care children will usually eat. practices. 2. Drawing. for self. Food Chart. Talk about where the food came from 3. Classifying foods. (from under and above ground, from Paper plates. abroad). Crayons. Bring up notions of freshness and relative health value e.g. canned vs. fresh Pencils. produce. Ask them, which are good foods? Identify healthy foods. Help them to understand we need a Take part in the class discussion. healthy diet. Make a list of healthy foods e.g. fruits, vegetables etc. Give the children circles of white paper or paper plates and let them draw healthy foods on the plate or circle. Social Studies Syllabus – Infants I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 45 CONCEPTS/ THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 2 Pupils will be able to Pupils are able to: Developing a healthy Understand the importance 1. Observing. Respect and care Guessing game: Make simple statements about Plastic containers. lifestyle. of water. for self. - Where does water come from? the basic need for clean water. 2. Comparing. - How does it get to us? Water samples. 3. Forming Explain the sources of water. Labels. conclusions. - Why does it need to be clean, if we are to drink it? Collect some samples of water: drinking Participate in a group activity. water, and water from at least two (2) other sources. Tell them where you collected the water – put it in plastic, transparent containers and label. Leave on a shelf or window-sill for a few days. Bring their attention to the “settling” process. Session 3 Identify situations that 1. Sharing feelings Empathy. Teacher tells a joke. Ask pupils to Express their ideas and feelings. Music tape. Understanding impact on the emotions. and explaining volunteer to tell a joke. Teacher asks feelings. behaviour. Acceptance. pupils how we can use our feelings in a Cassette player. good way. 2. Listening. Valuing humour. Story book. End the lesson with a story on happiness Empathize. 3. Inferring. or sadness. Dr Seuss “The Sneeches” is a good one, as it deals with people who are lonely and sad, because they have been excluded for being different (Or, the teacher can use a more culturally relevant story.). Ask potential questions such as: What would they do if they were in this situation? How can they make sure that no one in their class is in this situation? Social Studies Syllabus – Infants I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 46 CONCEPTS/ THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 4 Pupils will be able to Pupils are able to: The weather affects 1. Assess their own 1. Making decisions Environmental Teacher needs a collection of household Make a decision given a problem Objects. us. personal values. and judgments. awareness. objects in front of him/her. Some should or context. be ordinary objects, some valuable and Pictures. 2. Develop an insight into 2. Investigating living some unusual. Show the children the other people‟s values in conditions. range of objects. times of natural disasters. 3. Co-operating. Ask them to tell you which five (5) objects they would save if there was a 4. Listening to each flood/hurricane or other natural disaster. other. Children now work in pairs and have to Work in pairs. agree which five (5) items they would save. Each child selects one (1) item from their Provide reasons for their list of five (5) and says why he or she decision. would save it. Discuss with them how people who lose all possessions due to floods must feel. Emphasize the impact that the weather can have on our lives. Social Studies Syllabus – Infants I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 47 CONCEPTS/ THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: The weather affects 1. Develop knowledge of 1. Investigating Respect and care Show the children pictures of a sunny Describe different kinds of Pictures of us. different kinds of weather. for the day, rainy day, windy day and a cloudy weather. different weather weather. environment. day. types. 2. Role playing. Ask them to describe what they feel on 2. Identify activities Love for nature. these days. Simple weather associated with each 3. Comparing. chart. kind of weather. Put children into four (4) groups and give Use imagination. 4. Matching pictures each group one (1) kind of weather. The Pictures of of activities with children need to think of words or sounds Co-operate in a group. clothing, gear, weather conditions. that reflect the weather type. activities associated Cloudy – wind blowing; with weather types. 5. Discussing. Rainy – plip, plop, pitter; Sunny – hot, bright, shadows; Objects. 6. Co-operating. Windy – whoosh, rattle, shake; Children can complete a weather chart. When they have all demonstrated the words and/or sounds, they could create songs on the weather. Discussion of activities/clothing etc associated with weather conditions. Teacher can create a table, for example, kind of weather, clothing, gear, activities; Social Studies Syllabus – Infants I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 48 CONCEPTS/ THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 6 Pupils will be able to Pupils are able to: Moral values. 1. Consider what is right 1. Listening. Empathy. The teacher tells the following story: Discriminate between right and or wrong. wrong actions. 2. Making decisions. Sharing. A younger boy comes to your house with 2. Make informed his mother as guests of your parents. He decisions. 3. Making value Honesty. plays with your toys and takes a special judgments. liking for one of your toys. He plays with Contentment. the toys for a long time – to his heart’s 4. Weighing content. He wants to take it home with alternatives. him. He then starts to cry and protest when his mother tells him to leave it. What will you do to stop him from crying? Take answers and ideas from around the Make choices and decisions with room. good reason. Provide an answer that is appropriate. Social Studies Syllabus – Infants I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 49 Unit 6: Theme: Celebrations: (This unit could be done at the appropriate times of the celebrations. Other celebrations that are not mentioned can also be done. Sessions can be divided into specific lessons.) CONCEPTS OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Interdependence 1. Identify the significance 1. Discussing ideas. Tolerance. Teacher/pupil discussion on when Make appropriate decorations Pictures associated of Christmas, Divali celebrated, why, how and by whom. etc. with the and Eid. 2. Drawing. Understanding. celebrations. Use pictures to explain concepts. Appreciate the significance of 2. Explain their roles and 3. Card making. Co-operation. these celebrations. Drawing paper. responsibilities in these Draw, cut and colour symbols associated celebrations. 4. Recognizing Sharing. with these festivals. Pencil. symbols associated with these Create a festival chart. Caring. Chart. celebrations e.g. singing. WHAT Love. Lyrics for songs. WHY Fostering a sense of community. WHEN WHERE HOW WHO Social Studies Syllabus – Infants I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 50 CONCEPTS/ THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 2 Pupils will be able to Pupils are able to: Interdependence 1. Know the significance 1. Drawing symbols. Tolerance. Chat about these celebrations. Compile a portfolio of Objects/pictures of these celebrations celebrations. associated with - Carnival 2. Colouring. Understanding. Collect information, objects and pictures these celebrations. - Valentine‟s Day e.g. from newspapers. - Easter 3. Constructing Co-operation. Newspaper - Shouter Baptist masks, cards, At circle time pupils discuss pictures and Make simple statements on a clippings. Liberation Day sharing ideas. Sharing. information. range of festivals and celebrations; Lyrics for songs. 2. Describe activities Caring. Project work on a celebration. associated with these Materials for Easter celebrations. Love and concern. Make objects, cards, perform skits, sing Egg. and dance etc. 3. Practice safety rules. Interdependence. Materials for Easter Make Carnival costumes; Easter eggs, Bonnet. bonnet and bunnies; Valentine flowers; Respect for others. Valentine flowers. Materials for Face Masks. Materials for Carnival costumes. Drawing Paper. Crayons. Social Studies Syllabus – Infants I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 51 CONCEPTS/ THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 3 Pupils will be able to Pupils are able to: Interdependence 1. State when it is 1. Sharing ideas. Love. Questioning and class discussions on the Respond correctly to the key Drawing paper. celebrated. activities associated with these concepts. 2. Drawing. Respect for celebrations. Crayons. 2. Explain why it is freedom of others. celebrated. 3. Colouring. Teacher can use a simplified flow chart Markers. Belonging. with pictures to explain Indian Arrival 3. Describe how it is 4. Constructing cards. Day and Emancipation Day. Flow chart. celebrated: Caring. - Labour Day 5. Discussing. Making cards, writing songs and poems Pictures. - Father‟s Day Serving others. and storytelling. - Mother‟s Day Paper to make - Indian Arrival Day Interdependence. Building a chart with pictures of workers cards. - Emancipation in our society for Labour Day. - Corpus Christi Paper to make Children plan how they will celebrate flowers. Mother‟s Day and Father‟s Day this year. Pictures of workers Teacher discusses with class a special in our society. activity they would be able to undertake. Social Studies Syllabus – Infants I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 52 CONCEPTS/ THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 4 Pupils will be able to Pupils are able to: Knowing and 1. Develop knowledge of 1. Sharing ideas. Appreciation of the Sing appropriate songs and read poems Make post cards. Lyrics for songs. understanding my celebrations within the value of these for the occasions. world home: 2. Comparing and celebrations. Poems. - Birthdays contrasting events Discuss features of the celebrations. Differentiate between these - Anniversaries at their homes. Love. celebrations. Pictures of - Weddings Share their individual experiences. celebrations. - Christmas 3. Listening. Sharing. - Baptisms etc. Collect pictures of the celebrations as Drawing paper. 4. Cutting. Caring. they occur at their homes as part of their 2. Understand why people daily journal entry. Concept map. want and need to 5. Coloring. Co-operation. celebrate. Teacher can prepare a simple concept Crayons. map of birthdays. Concept mapping. BIRTHDAY WHO WHEN HOW WHERE EVENTS NAMES Social Studies Syllabus – Infants I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 53 CONCEPTS/ THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: Preparation for 1. State when these days 1. Matching. Loyalty. Discuss the significance of these days. Relate the key aspects of these Pictures of the citizenship are celebrated: events. national Universal Children’s 2. Colouring. Patriotism. Collect pictures and artifacts. emblems/symbols. Day; Independence Day and Republic Day. 3. Sharing ideas. Respect. Drawing and colouring the emblems. Drawing paper. 2. Understand the 4. Communicating. Obeying rules. Matching emblems. Crayons. significance of these celebrations. 5. Comparing. Interdependence. Artifacts. 3. Identify the national National pride. symbols and emblems e.g. colours of the Love for country. national flag and their meaning; Session 6 1. Develop a project on a 1. Co-operating. Co-operation. Collect pictures and drawings; Display the project; Pictures. Knowing and celebration e.g. understanding my Carnival; Christmas, 2. Sharing ideas, Positive Use the five (5) point questions for the Work co-operatively; Drawing paper. world Divali, Eid and Tobago pictures etc. interactions. project: Who, What, How, Where and Heritage Festival. When; Crayons. 3. Working together. Tolerance. Construct a project book or project chart; Materials for 4. Delegating. Caring. constructing a Project work can be done individually or project book. Appreciation for in groups. the arts. Social Studies Syllabus – Infants I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 54 INFANTS 2 UNDERSTANDING MY WORLD Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 55 Unit 1: Theme: My Family CONCEPTS/ OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE THEMES ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Extending the 1. Develop their existing 1. Thinking skills. Appreciation of Pupils should be asked to bring a range Construct a family tree using Photographs of concept of family knowledge and families. of photographs of their family – match stick drawing. their family. understanding of the 2. Asking questions. immediate and extended – to school. family. Caring and loving. Drawing paper. 3. Answering The pupils should sit in a circle with the Express feelings freely to each 2. Express and questions. Sharing. photographs. They are asked by the other. Crayons or communicate feelings teacher (in turn): Markers. freely. 4. Analyzing. Co-operation. Observe and analyze. - Who is in the picture? 5. Identifying - Why are they so special? members of the - What is their relationship to you? family of different - How do you feel about them? generations and relationships (e.g. When all of the pupils have taken a turn, Ask five (5) relevant questions aunt or the teacher places the pupils in pairs. about their partner‟s grandmother). They swap and study each other‟s photographs. photographs. 6. Expressing feelings about relatives who They must be able to ask five (5) are close to them questions - which the other pupils will Answer five (5) relevant and others who are answer. Then change roles. questions. not. Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 56 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE MATERIALS ATTITUDES STRATEGIES ASSESSMENT OUTCOMES Session 2 Pupils will be able to Pupils are able to: My place in the 1. Develop a positive self 1. Developing a Affirmation of self Explain words like „adjective‟ and Stand and say “I am proud to family. image. sense of and others. „alliteration‟ to the pupils and start the be (name)”. confidence. cycle yourself. After each pupil has 2. Develop healthy introduced himself or herself, the rest Understand adjectives. attitudes towards 2. Developing turn- of the class repeats what has just been those who are family. taking skills. said. They can say for example “Hello, Amazing Amir” or make a statement 3. Developing “Sanita is Super”. vocabulary. The pupils need to sit in a circle. Each Use alliteration. 4. Making child introduces him/herself with a affectionate and positive adjective. It can be alliterative, emotional such as “Joking John” or “Super statements Sanita”. without Describe their place in the embarrassment. Or describe some skill or interest family in a coherent sentence. “Football Amir” or “Dancing Rebecca”. When every pupil has introduced himself/herself and been affirmed, he/she should be asked to describe his/her place in his/her family. For instance,” I am the oldest of four children” or “I am the youngest of six brothers and two sisters and the Say “I love you” without youngest grandchild.” embarrassment. Each pupil takes a turn. When he/she has made his/her statement – everyone should respond “You are loved.” Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 57 CONCEPTS/ OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE THEMES ATTITUDES STRATEGIES ASSESSMENT OUTCOME MATERIALS Session 3 Pupils will be able to Pupils are able to: Basic needs are Describe their basic needs 1. Working Interdependence. The pupils begin the lesson in a circle. Describe their favourite food in Samples of fruits shared by all. e.g. food. collaboratively. Ask each child in turn to say what is an effective sentence. and vegetables. Appreciating/ not his/her favourite food and why. After The basic needs 2. Using adjectives. wasting food. each child has taken his or her turn – ask Use at least two adjectives. Labels with are food, clothing, who cooks the food and how they help? adjectives. shelter, water and 3. Knowing and This may elicit early understandings of love. appreciating that gender roles in the family. we live in a connected world. When everyone has had his/her turn, give Explain why we must all eat. each child a piece of fruit or a vegetable. 4. Observing and Ask them to name and describe the taking mental object: notes. Colour, texture, size, smell, feel and what it is used for. 5. Expressing Teacher may use this opportunity to themselves. discuss the health value of certain foods e.g. yellow foods being good for the eyes. Teacher asks questions to elicit the rhythm of meals that the pupil experience e.g. - Does the family eat together? - When is their first meal together? - What foods are eaten in combination? Draw out from them – that we all need to eat and drink (water), as it is a basic requirement for life but also a very pleasant family occasion. Suggest acceptable table manners and etiquette. Talk about eating together as a happy time but that it is underscored by table manners and etiquette. Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 58 CONCEPTS OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 4 Pupils will be able to Pupils are able to: Places and location. Describe the location of 1. Learning the Caring and loving. Explain the simple cardinal points: Identify the simple cardinal Drawing paper. their homes in relation to simple cardinal North, South, East and West. Draw an points. the school and other points. Belonging. outline Map of the streets significant buildings in the of the main streets around the school around the school. community. 2. Developing and/ Respect for on a large sheet of paper or the board. Locate the school on the sketch understanding of community Locate the school‟s position and other map. maps and the property. key buildings that the children pass globe. daily (e.g. church). Locate north on the Confidence in paper. 3. Understanding finding their way. and following Pair the children and ask one of the directions. pair to describe his/her route to school. Swap roles. Locate their home on a sketch 4. Expressing map in relation to school and themselves. Now put the children in their circle. other key buildings. Ask each child in turn to locate his/her Use the simple cardinal points. home on the map, to describe its Express themselves to each location in relation to the school by other and the larger group. saying whether it is north, south, east or west of the school. Session 5 Understand how and why 1. Describing Caring and loving. Any appropriate celebrations can be Show they understand the Celebrations in the families celebrate e.g. activities. used and this will be dependent on the celebration. family Sharing. time of the year. However, the WHAT 2. Understanding celebration should be relevant to the time e.g. when a Appreciation. home (e.g. birthday, Valentine‟s Day, WHY celebration Father‟s Day, Mother‟s Day, a wedding occurs. Identifying with or a baptism, prayers or thanksgiving WHEN people of other held at home). 3. Expressing religions. Describe the celebration. WHERE themselves to each Ask the pupils to work in pairs to other and the Understanding describe a family celebration to each HOW whole class. and tolerance. other. Express themselves to each other and the larger group. WHO Discipline. Each pupil summarizes for the class what the other has said. Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 59 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 6 Pupils will be able to Pupils are able to: Taking Undertake a simple 1. Identifying and Working together. Before the session: responsibility. investigation. demonstrating Objects (pets, ways of sharing Caring. Ask the pupils to think about a pet, or Work independently by plants, toys). and caring for plant or person or object that they are collecting data. something or Taking responsible for or that they would like Pictures (pets, someone. responsibility. to be responsible for. plants, person or (Note: that for some students the use of toys). 2. Collecting data. Appreciation of electronic pets or toys can be objects and substituted). Picture books. 3. Presenting data. people. They are going to undertake an Magazines. Sharing. investigation into how to care for the object, person, pet or plant. They Pictures. Co-operation. should be encouraged to use picture reference books to collect the Drawing paper. information that they need. Identifying with groups, objects Crayons. Ask the pupils to bring pictures from and people. picture books or magazines or to draw Glue. pictures that are related. During the session: Present their findings. The pupils take turns to verbally present their findings. The teacher gives supportive and positive developmental feedback. Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 60 Unit 2: Theme: My Family Long Ago: This is one project that can be carried out over six (6) sessions. CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Chronology Undertake a small 1. Collecting data. Valuing the past. This theme will cover all of the sessions Drawing paper. investigation into their in this unit. It could be undertaken at family – in the past. 2. Ordering data. Understand and any time of the year. Crayons. appreciate where 3. Speaking to older I am going. Explain to the pupils that they will Formulate questions – (at least Markers. members of the begin to find out about their family in four (4)). family – Be proud from the past. They need to consider: immediate and whence I came. - Who is the eldest member of the extended. family (who is easily accessible)? - What do they want to ask this family 4. Asking questions. member? 5. Designing and Help the pupils to draw up a list of Ask questions – (at least four using a questions e.g. (4)). questionnaire. - What it was like when they were children, in terms of the home, Use words associated with the 6. Thinking clothes, food, school, behavior, past and chronology. critically. playing and toys. - Was the family different then or the 7. Learning to same? – In what way? express themselves clearly When the questions are finalized – the Develop confidence in speaking to adults and each children should write these out. with adults. other. 8. Developing a sense of gender roles in their family. Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 61 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE MATERIALS ATTITUDES STRATEGIES ASSESSMENT OUTCOME Session 2 Pupils will be able to Pupils are able to: Prepare for the 1. Asking questions. Co-operation. Ask the pupils to work in pairs and to Work in pairs. Sheets investigation. practice asking the questions with their (for recording 2. Problem solving. partner and thinking about how they answers). are going to record the answers. 3. Planning. Will this be in writing, drawing or by Make a decision on an 4. Developing a tally? appropriate recording sense of the past. approach. By the end of this session, they will be ready to interview. Session 3 Analyze and interpret data. 1. Decision making. Co-operation. The pupils should bring the answers Undertake an interview with a Sheets and outcomes of the interviews into relative. (with findings). 2. Analyzing and Interdependence. school. interpreting data. Record the basic data they Orderliness. In circle time, take each question in collected. 3. Summarizing. turn and go around the circle – ascertaining what the children found 4. Evaluating. out. Describe the experience of interviewing. Ask them – How easy was it to be a historical interviewer? Summarize some of the experiences of their families. Agree with them about how the data could be presented. Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 62 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 4 Pupils will be able to Pupils are able to: Continue to develop 1. Collating. Co-operation. Ask the pupils to bring a photograph of Photographs. investigative skills. the person that they interviewed. This 2. Reporting. Valuing the past. should be glued into the middle of a Glue. large sheet of paper. 3. Investigating. Appreciation for Paper. evidence. The pupils should then put the data on Present the information on a 4. Expressing a time line e.g. Time - Event – and timeline. themselves in write the data they have collected different ways. around the edge. WHEN WHAT TIME EVENT It is very helpful to the pupils, if they are given a large sheet of paper – with the questions around the edge. Session 5 Present data. 1. Expressing Valuing the past. In circle time, each pupil in turn should Discuss similarities and themselves. talk about what they had found out differences. Affirming their about their family long ago and how it 2. Reporting. family. is different/similar now. Express themselves to each other and the group in affirming ways. Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 63 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 6 Pupils will be able to Pupils are able to: Evaluate the investigation. 1. Reflecting. Interdependence. In the circle, the pupils should consider Reflect on their actions and Worksheet with the following questions: make a judgment. matrix. 2. Expressing Orderliness. - What did we learn? themselves. - If we did an investigation again, Appreciation of how could we improve it? 3. Evaluating the research - What would we never do again? experiences. process. - What was very successful? 4. Problem solving. Empowerment Teacher helps to make matrix. Evaluate their work. (that their EVENT SAME DIFFERENT suggestions will improve the THEN exercise when it is done next). NOW The pupils fill in verbally. Express themselves fluently about their family and how it has changed over time; Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 64 Unit 3: Theme: The School CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Preparing to play an 1. Identify different 1. Classifying. Interdependence. Visit persons in their workplace. Perform role play depicting Drawing paper. active role as a individuals and Drawing persons doing their work; individuals and groups. citizen groups in school. 2. Matching words Pride. Pictures of groups and pictures. Teacher must explain that school groups at work e.g. Red 2. Describe the part Co-operation. consist of individuals. Cross. played by individuals 3. Discussing ideas. and groups in school Respect for At circle time, pupils can discuss roles Recall concepts taught. e.g. Individual – 4. Role playing. authority. and functions of individuals and groups. teacher and principal; Groups – Responsibility. Use resource personnel e.g. Red Cross Red Cross; Boy teacher, Cub Scout member. Scouts. Self respect. Appreciation of school personnel. Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 65 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 2 Pupils will be able to Pupils are able to: Understanding time 1. Name the significant 1. Observing skills. Appreciation. Take pupils outside to see where the sun Name places in each cardinal Drawing paper. and space buildings around the appears in the morning and disappears area in relation to the school. relationships school. 2. Drawing buildings Belonging. in the evening. Crayons or around the school. markers. 2. Describe the school in Identification. Use a simple directional drawing. Follow direction given the relation to other cardinal points. Colour coded buildings using the One pupil remains in the centre while string. cardinal points. other pupils stand around in a circle. 3. Draw a simple model Pupils pull string to each of the cardinal to show the points. relationship between their school and Identify point‟s e.g. other buildings. - East = Right - Left = West - North = Front - South = Back [The teacher should ensure that these points are aligned properly – that „North‟ really corresponds with North in the country] Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 66 CONCEPTS/ THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 3 Pupils will be able to Pupils are able to: Investigate the history of 1. Studying and Valuing the past. The teacher needs to do some Collect information. Report sheets. the school. researching skills. preparation before beginning this Crayons. Appreciation. session. This should include: Recall facts about the history Match boxes. 2. Reporting - Date the school was built; of the school. Paper. findings. - Date the school was opened; Bristol board. - Unusual facts; Insert facts on a simplified Glue. 3. Sharing ideas. picture time line. Drawing paper. Now tell the story of the school to the Pictures. pupils. They should paint or make String. models of the school. They should use non-standard measures to collect Clips. information on the size and shape of Labels. the oldest part of the school. This Use the concepts of first, should include talking about building second, third, before and after. Story of the materials. history of the school. Samples of building materials. Session 4 1. Differentiate between 1. Comparing Caring for Discuss terms such as personal and Categorize items as school and Objects of Preparing to play an school and personal objects. property. school property. personal property. personal and active role as a property. school property. citizen 2. Drawing items of Respect for the In groups of two, pupils can classify Understand the need to show Worksheet (for 2. Demonstrate care school and environment. items, objects, pictures etc, using a care and concern for all classifying and respect for personal property. chart. property. pictures). school and personal Appreciation. Bristol board (to property. 3. Colouring. Bring out the concept of group construct charts). Sense of belonging. responsibility for school property. Labels. 4. Matching. Coloured Labelling of items like lunch kits, desks markers. etc. Crayons. Stories and role-playing. Stories. Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 67 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: 1. Understand the school 1. Thinking Obedience. Discuss the school rules. Recall school rules and safety Pictures of rules. critically. rules. individuals Respect. Brainstorm to elicit the importance of Role-playing. following and not 2. State safety rules at 2. Solving problems. rules in making the school a safe place. Observing other pupils. following school school. Being cautious. rules and the 3. Making decisions. Teacher emphasizes the importance of consequences. 3. Understand the Trust. following safety rules at school. importance of 4. Sharing ideas. Charts. practicing safety rules Orderliness. At circle time, the pupils Practice rules in their daily at school. 5. Collaborating. collaboratively create a list of safety school life. rules at school. For example: 6. Working to - Do not talk to strangers; consensus. - Do not play under the tank; - Keep shoe laces tied; - Do not play on the stairs; Use resource persons e.g. district nurse, community police etc. Session 6 1. Recognize the value of 1. Discussing ideas. Loyalty. Discuss what life would be like without Observe other pupils. Copies of the school. school. school song. 2. Listening. Love. School pledge. 2. Demonstrate a love for Teacher builds lessons on students‟ Demonstrate love, respect and School motto. school. 3. Analyzing. Pride. responses, so as to foster positive other positive attitudes towards Pictures. attitudes towards school. school. Project book. 4. Enquiry skills. Respect. Journals. Teach students school songs, pledge Clippings from Appreciation. and motto. Observe behavioural changes in newspapers/ pupils. magazines etc. Introduce class project to improve the school. This may involve parents and other resource personnel. Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 68 Unit 4: Theme: Ourselves and Others CONCEPTS OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Developing positive 1. Identify acceptable 1. Discussing ideas. Courtesy. Brainstorm to elicit ideas the pupils Display common courtesies. Paper for signs inter-relationships manners and have about good manners. with magic words. and fostering an courtesies. 2. Listening. Kindness. awareness of Teacher writes some of the key words Poems. interdependence 2. Demonstrate 3. Role-playing. Interdependence. on the board. Teacher asks pupils why acceptable manners these are considered to be “good Songs. and common 4. Reasoning. Politeness. manners”. courtesies. Appreciate the reasons behind Love. Pupils role-play to demonstrate displaying good manners. situations and ways that words - magic Respect for words – can be used e.g. please, thank others. you and excuse me. Use poems and songs for reinforcement. Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 69 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 2 Pupils will be able to Pupils are able to: Safety. 1. Identify helpful 1. Discussing. Respect for life. A sensitive approach to this issue may Use their own judgment about Words of the song persons to approach in be for the teacher to use two (2) personal safety issues. „Who are the the school‟s 2. Listening. Interdependence. identical glove puppets (perhaps of people in the neighborhood in times different colours). neighbourhood?’ of need. 3. Making decisions. Obedience. One is the „bad‟ or naughty puppet Pictures of helpful 2. Engage in problem 4. Observing. Co-operation. who perpetrates many injustices on the persons. solving behaviours in other. context. 5. Interpreting Trust. situations. The teacher asks the class: - about their general observations; - judgements they have made; - differences between people who may look alike; - experiences they may have had; The teacher tries to instil the understanding that people are capable of different behaviours (naughty and good) and that with strangers it is difficult to tell so they should be approached with caution. The children then role-play safe and cautious behaviours in interacting with strangers. Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 70 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 3 Pupils will be able to Pupils are able to: Identify and recognize safe 1. Making choices. Care. Teacher asks pupils to list places in the Express themselves to each Pictures of places places to congregate before school‟s neighbourhood. other and the larger group. in the and after school. 2. Listening. Trust. neighbourhood. Teacher asks pupils about the activities Describe potentially safe and 3. Questioning. Obedience. that take place in these places and unsafe areas in the school‟s where these places are situated etc. neighbourhood. 4. Classifying. Responsibility. Teacher explains to pupils that all the Identify the characteristics of 5. Investigating. places in the neighbourhood are not places that may be considered safe to go or to be around. safe or unsafe. 6. Differentiating. Teacher explains the importance of 7. Developing congregating only in safe places. critical thinking skills. Teacher and pupils classify places under the headings: SAFE - 8. Observing. UNSAFE Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 71 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 4 Pupils will be able to Pupils are able to: Preparing to play an Understand, recognize and 1. Discussing ideas. Respect. Teacher asks pupils to list their Objects that active role as a respect other people‟s personal effects? (Things belonging to belong to people citizen. property. 2. Listening. Co-operation. them e.g. book bag, lunch kit etc.). e.g. lunch kits, book bags; pencils, 3. Reasoning. Appreciation. Teacher asks pupils to explain how Discuss proper treatment of snacks etc. Respect for other they treat these belongings and why? their personal effects. people’s property. 4. Expressing. Love. Story book. In circle time, teacher reads the story 5. Analyzing. Caring. e.g. “Destructive Diana”. A girl who destroys everything in her way except 6. Role-playing. Valuing. her own property. (Pupils can role- play this story). Belonging. Teacher questions pupils about this Express their ideas. story: Fair play. - What kind of person is Diana? - How does Diana treat her belongings? - Why do you think Diana treats her own in this way? - How must Diana treat other people’s belongings? - Why should she treat them in this way? Extend ideas to the treatment Teacher explains the importance of of other people‟s property. appreciating, caring and valuing other people‟s property. Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 72 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: Developing positive 1. Identify and recognize 1. Discussing; Trust. Teacher creates a short story and reads Express themselves fluently to inter-personal who is a friend. it to the class about two (2) friends who the class. relationship and 2. Choosing. Loyalty. exhibit good and poor friendship interdependence 2. Describe different behaviours. through friendship. types of relationships 3. Making decisions. Sharing. with friends e.g. best The teacher then questions the class, Discuss issues relating to friend, personal and 4. Thinking. Caring. prompting them to identify and friendship and love without informal. describe the relationship between reservation or embarrassment. 5. Analyzing. Honest. friends, eliciting particular behaviours. 3. State the characteristics of a Friendship. The teacher then asks for volunteers to good friend. describe to the class their „best friend‟ and what makes that person special. Understanding. Tolerance. Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 73 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 6 Pupils will be able to Pupils are able to: Developing positive 1. Identify things they 1. Discussing. Sharing. Teacher elicits from pupils some of the Puzzles. inter-personal like doing with things they like doing by themselves relationships themselves and with 2. Matching. Co-operating. and why. Pictures. others. 3. Making decisions. Respect. Teacher gives each pupil pieces of a Demonstrate co-operation as Worksheets. Co-operation 2. Recognize and puzzle. (Some pupils will be able to they move around in order to appreciate the 4. Co-operating. Interdependence. match or fit their pieces together to get get the correct piece to importance of co- a complete object or picture e.g. a cat, a complete their object. operation. 5. Interacting. ball or a car. Others would have to get pieces from others to complete their 6. Developing group matching). skills. Teacher explains that sometimes one can do things by themselves but at times they would need help from other persons. Teacher asks pupils who have similar pieces to sit together and those who have finished to assist others in completing their projects. Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 74 Unit 5; Theme: Protecting Ourselves CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Basic needs are 1. Identify food as a 1. Classifying types Positive self Teacher brings to class two (2) sets of Say why some foods are Pictures/drawings shared by people basic need. of food. concept. photographs of different kinds of foods considered healthy and some of food types. everywhere e.g. hamburger, fruits, meats, dairy, are not. 2. Have knowledge of the 2. Sharing ideas. Decision making. vegetables, sweets etc. Food chart. various sources of food that comprise a 3. Matching. Sharing. Two large circular pieces of paper are Put into practice informed Drawing paper. healthy diet. placed on the ground and pupils make decision making about their Appreciation for decisions of where to place foods that own eating habits. Crayons. the environment. are „good‟ for you and foods that may not be so good. They repeat the exercise, this time, foods they like and foods they do not like. With the four (4) circles on the floor, teacher questions class to elicit understanding about why foods may be healthy or not; and their own food preferences. Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 75 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 2 Pupils will be able to Pupils are able to: 1. Identify the need for 1. Grouping. Self respect. Teacher shows photographs/drawings Make appropriate choices Articles of clothing. of a rainy, windy, snowy and warm about clothing for different clothing. 2. Discussing ideas. Appreciation for day. types of weather. 2. State clothing the environment. Pictures. appropriate for 3. Decision making. Teacher asks questions: Use a range of vocabulary different types of - What would it feel like (for each)? associated with clothing and Drawing paper. weather. 4. Inferring. - If it feels like that, what would you weather. wear to feel comfortable? Crayons. Teacher divides class into groups of three (3). They are given either a doll (or cardboard cut out doll) with a variety of clothes (or clothes made of paper with flaps behind to affix). They are then asked to dress the doll for a particular type of weather. The children make decisions and hold up the doll for teachers and pupils to decide whether their choices are appropriate. To reinforce learning, pupils can be asked to name their doll and briefly state a country or area where that doll lives, that should be relevant to the clothing chosen. Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 76 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 3 Pupils will be able to Pupils are able to: Recognize that shelter is a 1. Sharing ideas. Respect for Each pupil is to bring to class any Recognize a variety of forms of Pictures. human need. nature. picture, drawing, photograph or shelter. 2. Classifying. newspaper clippings of homes. The Newspaper Appreciation of teacher also brings some of the more Describe the reasons why clippings. 3. Thinking differences. unusual e.g. igloo, tents, huts, shelter is a universal human critically. skyscrapers. need. Magazines. Empathy. 4. Inferring. Pupils show their picture of a home to Drawing paper. the class and describe why people need these forms of shelter (e.g. protection Match boxes, from the weather, from others, for a bristol board for feeling of love and belonging). constructing models of their Teacher shows his/her pictures to homes. extend pupil‟s understanding of shelter in different environments. They Scissors. discuss the possible weather in those areas. Glue. Pupils are asked to express ideas on Crayons. how „homeless‟ people may feel. Markers. How they would feel if they suddenly did not have a home. Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 77 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 4 Pupils will be able to Pupils are able to: Recognize the need for 1. Making choices. Responsibility. Class sits in a circle on the floor. Use their imagination. Chart. proper hygiene/health Teacher is on a low stool (to simulate practices. 2. Classifying. Self respect. an intimate conversation). Demonstrate practices Drawing paper. associated with good hygiene. 3. Inferring. Cleanliness. Teacher asks: Pictures. “If we did not bathe, or clean our teeth Use vocabulary associated with 4. Role-playing. or brush our hair, or changed our good hygiene. Posters. clothes for a month, how- - Would we look? Words for songs - Would we smell? e.g. Here we go - Would we feel? round the mulberry bush. Teacher has a low board or flip chart nearby (to maintain intimate conversation) and records relevant adjectives that pupils use. Teacher then asks the class what they would have to do to ensure that they are not like the adjectives they have offered, („opposites‟ are then written on the board). Then, individual pupils can be asked to demonstrate good techniques in brushing one‟s teeth, in washing one‟s neck, washing one‟s feet, etc. Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 78 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: Recognize the need to 1. Comparing Obedience. Teacher takes the class outside the school Discuss safety practices Pictures or observe safety rules. situations. building into the school grounds. related to roads and homes. illustrations. Self respect. Teacher draws on the ground a road with 2. Making decisions. two lines. Objects from Respect for life. Express themselves and home. 3. Imagining. Teacher and pupils then demonstrate speak about their Responsibility. correct ways of crossing the road – experiences of these issues. Words of songs or 4. Role-playing. imagining the traffic, looking and rhymes. Caring. listening. They discuss the dangers posed by road traffic. Bristol board (for listing safety They go back into the classroom. rules). Teacher asks class, “If I was a little girl (or boy), in your home, what advice or Paper for road instructions would you give to me about safety signs. being safe in the kitchen?” Session 6 1. Understand that the 1. Making decisions. Self respect. Teacher creates 4 or 5 short scenarios – Stories. choices they make can “What if ………?” situations which affect their personal 2. Thinking Self esteem. involve safety issues in the home and on Fairy tales. health and well being. critically. the roads, with other people, and health Responsibility. issues to do with food and shelter. Fables. 2. Begin to develop the 3. Analyzing ability to make life situations. Appreciation for The teacher reads each scenario to the Poems. choices that would healthy practices. class and pupils try to identify the affect them positively. 4. Discussing. particular practice or situation that poses Inter-dependence. a threat to health and/or safety. They 5. Sharing ideas. suggest to the class what correct healthy or safe practice should be, e.g. “Jane brings to school from home everyday a lunch packed by her mother. She gives away this lunch and buys fried chicken and chips for lunch with her transport money. She asks for a lift home every afternoon from parents who come to pick up their children at school.” Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 79 Unit 6: Theme: Celebrations: (This unit could be done at the appropriate times of the celebrations. Other celebrations that are not mentioned can also be done. Sessions can be divided into specific lessons.) CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Interdependence 3. Identify the 5. Discussing ideas. Tolerance. Teacher and pupil discussion on when Make appropriate decorations Pictures significance of celebrated, why, how and by whom. etc. associated with Christmas, Divali and 6. Drawing. Understanding. the celebrations. Eid. Use picture to explain concepts. Understand the significance of 7. Card making. Co-operation. these celebrations. Drawing paper. 4. Explain their roles Draw, cut and colour symbols and responsibilities in 8. Recognizing Sharing. associated with these festivals. Pencil. these celebrations. symbols associated with Caring. Create a festival chart. Chart. these celebrations e.g. singing. Love. WHAT Lyrics for songs. WHY A sense of community. WHEN WHERE HOW WHO Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 80 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 2 Pupils will be able to Pupils are able to: Interdependence 4. Know the significance 4. Drawing symbols. Tolerance. Chat about these celebrations. Compile a portfolio of Objects/pictures of these celebrations celebrations. associated with - Carnival 5. Colouring. Understanding. Collect information, objects and these celebrations. - Valentine‟s Day pictures e.g. from newspapers. - Easter 6. Constructing Co-operation. Newspaper - Shouter Baptist masks, cards, At circle time pupils discuss pictures Demonstrate knowledge of a clippings. Liberation Day sharing ideas. Sharing. and information. range of festivals and celebrations. Lyrics for songs. 5. Describe activities Caring; Do project work on a celebration. associated with these Materials for celebrations. Love and concern. Make objects, cards, perform skits, Easter Egg. singing and dancing etc. 6. Practice safety rules; Interdependence. Materials for Make Carnival costumes; Easter eggs, Easter Bonnet. bonnet and bunnies and Valentine Respect for flowers. others. Valentine flowers. Materials for Face Masks. Materials for Carnival costumes. Drawing Paper. Crayons. Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 81 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 3 Pupils will be able to Pupils are able to: Interdependence 4. State when it is 6. Sharing ideas. Love. Questioning and class discussions on the Respond correctly to the key Drawing paper. celebrated. activities associated with these concepts. 7. Drawing. Respect for celebrations. Crayons. 5. Explain why it is freedom of others. celebrated. 8. Colouring. Teacher can use a simplified flow chart Markers. Belonging. with pictures to explain Indian Arrival 6. Describe how it is 9. Constructing Day and Emancipation Day. Flow chart. celebrated: cards. Caring. - Labor Day Making cards, writing songs and poems Pictures. - Father‟s Day 10. Discussing. Serving others. and storytelling. - Mother‟s Day Paper to make - Indian Arrival Day Interdependence. Building a chart with pictures of cards. - Emancipation workers in our society for Labour Day. - Corpus Christi Paper to make Children plan how they will celebrate flowers. Mother‟s Day and Father‟s Day this year. Pictures of workers in our Teacher discusses with class a special society. activity they would be able to undertake. Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 82 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 4 Pupils will be able to Pupils are able to: Knowing and 3. Develop knowledge of 6. Sharing ideas. Appreciation of Sing appropriate songs and read poems Make post cards; Lyrics for songs; understanding my celebrations within the the value of these for the occasions. world home: 7. Comparing and celebrations. Poems; - Birthdays contrasting events Discuss features of the celebrations. Differentiate between these - Anniversaries at their homes. Love. celebrations; Pictures of - Weddings Share their individual experiences. celebrations; - Christmas 8. Listening. Sharing. - Baptisms etc Collect pictures of the celebrations as Drawing paper; 9. Cutting. Caring. they occur at their homes as part of 4. Understand why their daily journal entry. Concept map; people want and need 10. Colouring. Co-operation. to celebrate. Teacher can prepare a simple concept Crayons; map of birthdays. Concept mapping. BIRTHDAY WHO WHEN HOW WHERE EVENTS NAMES Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 83 CONCEPTS/THEMES Objectives LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: 4. State when these days 6. Matching. Loyalty. Discuss the significance of these days. Orally relate the key aspects of Pictures of the Preparation for are celebrated: these events. national citizenship Universal Children’s 7. Colouring. Patriotism. Collect pictures and artifacts. emblems/symbols. Day; Independence Day and Republic Day. 8. Sharing ideas. Respect. Draw and colour the emblems. Drawing paper. 5. Understand the 9. Communication Obeying rules. Match emblems. Crayons. significance of these skills. celebrations. Interdependence. Artifacts. 10. Comparing 6. Identify the national emblems. Citizenship. symbols and emblems e.g. colours of the National pride. national flag and their meaning. Love for country. Session 6 Develop a project on a 5. Co-operating. Interdependence. Collect pictures and drawings; Display the project. Pictures. Knowing and celebration e.g. Carnival; understanding my Christmas, Divali, Eid and 6. Sharing ideas, Positive Using the five (5) point questions for Work co-operatively. Drawing paper. world Tobago Heritage Festival. pictures etc. interactions. the project: Who, What, How, Where and When; Crayons. 7. Delegating; Tolerance. Construct a project book or project Materials for Caring. chart; constructing a project book. Appreciation for Project work can be done individually the arts. or in groups. Social Studies Syllabus – Infants II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 84 STANDARD I OUR COMMUNITY Social Studies Syllabus – Standard I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 85 Unit 1: Theme: A study of around the school – the local area CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Causes and Investigate the physical 1. Developing and Care and respect The teacher asks the pupils to write out Give their own address. Maps. Consequences and human features of our using geographical for the their addresses (with an explanation of State the significance of each own environment. study skills. environment. each line) and display these around a map line. Photographs. Using geographical of the local area. skills Texts. Undertaking Pupils discuss who lives the nearest and fieldwork who lives the furthest away. Computer. Following directions Pupils carry out a survey of how they Represent the various types of Graph paper. Making maps & come to school. travel on a simple graph. plans Writing paper. Locating home Teacher helps the pupils to draw a graph. Draw some conclusions. locally It could be computer generated. Plan. Following a route Pupils analyze the findings. Using secondary resources (e.g. maps, photographs, and texts) Session 2 Draw a map of a simple 1. Developing a sense Care and respect Pupils draw a map of their route from Draw a map from their home to Writing paper. Causes and route from their home to of place. for the home to their classroom. school putting in important Consequences the classroom. environment. features. Drawing paper. 2. Describing a route. Pupils describe their route to a friend (i.e. name of streets, buildings). Recognize where places are. Social Studies Syllabus – Standard I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 86 CONCEPTS/THEME VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE OBJECTIVES LEARNING SKILLS RESOURCE MATERIALS S ATTITUDES STRATEGIES ASSESSMENT OUTCOMES Session 3 Pupils will be able to Pupils are able to: Causes and 1. Recognize some of the 1. Associating. Care and respect Teacher shows pupils pictures of physical Identify a sequence of features Variety of pictures Consequences physical (geographical) for the and man-made features of their locality seen on their route to school of the locality. and human (man made) 2. Sequencing. environment. which they classify according to the e.g. church then supermarket by features of their above features. using maps, orally or written. Map from previous locality. 3. Thinking critically. lesson. Pupils draw maps to identify features 2. Understand some of the 4. Observing. along their own route to school. They Pictures of buildings ways in which the give their correct names of features e.g. of the features of the features are used. 5. Mapping skills. Health Centre – Doctors and Nurses. past of the locality. 3. Identify individual Pupils describe what the buildings are Describe the features. buildings and their used for and annotate correctly to further significance to the develop the map that they have drawn community. (Session 2). Social Studies Syllabus – Standard I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 87 CONCEPTS/THEME OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE S ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 4 Pupils will be able to Pupils are able to: Describing features 1. Describe features of the 1. Observing. Co-operation. Walk the pupils around the local area to Use a range of words and School of the local local environment. identify the main features and changes pictures to show their view on environment. environment 2. Recording skills. Collaboration. that are occurring. the quality of the environment. 2. Express views on the Questionnaire. features. 3. Evaluating. Ask the pupils to complete a simple questionnaire to rate the quality of the Drawing paper. 3. Know that changes 4. Classifying. features. They return to school and occur in the locality. present their findings in a suitable way Pictures of 5. Interviewing skills. e.g. chart, graph or poster. different types of places. Ask the pupils to sketch or photograph a Know about changes in the range of attractive and unattractive places. locality; i.e. participate in group Resource presentations on „then‟ and personnel. On return to school, pupils locate these on „now‟. the map of the locality. Discuss with pupils their favourite place Offer at least two (2) ideas on seen on the walk and ask them to write what they believe is an about it explaining what makes it an “attractive place” and two (2) attractive or unattractive place. ideas on an “unattractive place”. Explain why they think this. Split the pupils into pairs, and ask them to identify a route around the area that visitors could follow to give them a good idea of the character of the place. Ask pupils to consult with older persons on changes in the locality. Social Studies Syllabus – Standard I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 88 CONCEPTS/THEME OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE S ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: Describing features 1. Identify some of the 1. Observing. Appreciation of the Walk the pupils around the local area, Recognize that different places School of the local uses of land and need for recreation. asking them to observe and record the in the area support different environment. environment. buildings in the locality. 2. Recording skills. different use of land and types of kinds of work. buildings. Questionnaire. 2. Understand that these 3. Mapping skills. uses are linked to the On return to school with the pupil‟s help, Design a survey. Drawing paper. work people do. 4. Designing survey. draw a large map or diagram of the route taken and annotate with suitable caption. Pictures of 3. Recognize the need for different types of leisure activities and the The pupils should now design a survey of Carry out a survey. places. types of facilities how they, their parents, friends and other available. adults spend their leisure time. Resource personnel. Pupils should then carry out the survey before the next session. Session 6 Know how places change 1. Developing an Appreciation of the Ask the pupils to present the findings Realize that the process of Local map. Impact of change for better or worse, over understanding of need for recreation. from their surveys on leisure. change is continuous and over time time. chronology. happens in most places. Different sets of pictures depicting 2. Adapting to Ask the pupils about the changes they Complete a word search exercise changes in the change. have noted during this study. Make a list based on important changes. community. of them and mark on the local map. Display the maps they have made. Social Studies Syllabus – Standard I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 89 Unit 2: Theme: How can we make the local area safer? CONCEPTS/THEME OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE S ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Causes & Begin to develop a personal 1. Distinguishing the Care and respect Recognize basic geographical features Produce models of features. Pictures of Consequences and social concern for safety character of a for the e.g. steep and gentle slopes, plains, landscape and other and environmental concerns. place. environment, valleys, hills, undulating or rolling land geographical oneself and others. („up and down‟). features. Sustainability 2. Asking geographical Respect for the Discuss with the pupils what makes a Identify the nature and character Pictures or models questions. rules of road safety. road busy or quiet. of a road in relation to traffic and of traffic signs. basic geographical features. 3. Using geographical Drawing paper. terms. Arrange for the pupils to complete a Ask questions. simple traffic survey on the road Newspaper. 4. Observing and outside the school; interpreting road and traffic signs. With the pupil‟s help, draw a large plan with traffic signs, road markings and 5. Making maps and distinguishing features. (All safety plans. features) 6. Expressing their Ask the pupils to think about their own Compare different roads (e.g. own ideas to the road at home and to decide whether it is pupil‟s own roads at home with group. quieter or noisier than the school road. that of the model drawn at school). 7. Developing survey skills e.g. Encourage the pupils to think up their Recognize simple road and - Number of cars own questions about traffic around the traffic signs. passing in a period school. of time. Reflect on what they have - Number of cars learned and begin to develop a emitting smoke. consciousness about safety. - Number of buses, trucks, etc., Social Studies Syllabus – Standard I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 90 CONCEPTS/THEME OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE MATERIALS S ATTITUDES STRATEGIES ASSESSMENT OUTCOMES Session 2 Pupils will be able to Pupils are able to: Causes and Carry out a small scale Developing enquiry Care and respect With the pupils help, design and carry out a Organize a survey. Computer. consequences investigation. skills. for the survey of the parking of cars in the street; environment. Graph paper. Discuss with pupils how such a survey could best be carried out e.g. should it be Drawing paper (for done at a specific time or different times? surveying chart). Should it be done in one place? Where are most cars parked? Other resources related to the school Ask the pupils to present the results as a environment. graph. Ask the children simple questions, Use ICT or other methods to such as: record findings and present Are the cars parked all day? data. Where do people go to after they have parked their cars? Discuss their findings and make simple observations. * If the survey of parked cars on the street is not relevant to the context of a particular school, the teacher is encouraged to substitute any investigation of a road safety or other problem e.g. the operations of crossing guards. Session 3 Developing concern for 1. Expressing views. Care and respect Ask the pupils to use the information that Identify a variety of Writing paper. Becoming an active local issues. for the they have collected and to brainstorm the solutions. citizen. 2. Recognizing ways environment. way or ways of making the area safer. Envelopes and of changing the stamps. environment. The pupils now write a letter (either individually or in pairs), to the Transport Use a variety of evidence to Department, to ask about the possibility of present a case in the form of safety features being constructed (e.g. a letter. pedestrian crossing). Social Studies Syllabus – Standard I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 91 CONCEPTS/THEME OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE S ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 4 Pupils will be able to Pupils are able to: Becoming an active 1. Share opinions and 1. Recalling Co-operation. Ask the pupils to think about how the Work as a group using a teacher Writing paper. citizen explain their views. information. school grounds or an area within the devised checklist of co-operative Belonging to a school could be improved. The pupils are behaviors. 2. Learn about themselves. 2. Working co- community. to work in pairs and to agree on the area operatively. that could be improved, why, how, and who would benefit? 3. Problem solving. Each pair presents their ideas to the class. The class, with the teacher‟s guidance, Present their justification for decides on one project. their Project. Session 5 Plan a project to improve an 1. Planning skills. Co-operation and The teacher‟s task is to lead the pupils in Demonstrate logic, reason and Chart showing each Becoming an active area or the school. collaboration. planning and preparing the project that concern for cost, time and stage of planning citizen 2. Working was agreed on in Session 4. convenience. (prepared by the collaboratively. teacher). 3. Critical thinking. 4. Problem solving. Session 6 Carry out an improvement 1. Assessing the plan, A sense of The small scale project should be Evaluate various stages of the Becoming an active project. planning and belonging to a implemented and evaluated. project. citizen implementing. community. 2. Problem solving. Care and respect for the environment. Social Studies Syllabus – Standard I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 92 Unit 3: Theme: Mapping a journey CONCEPTS/THEME OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE S ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Knowledge and 1. Identify the four main 1. Developing Have pupils go outside and identify the Sun. understanding of cardinal points. geographical study direction from which the sun comes up. direction; skills e.g. using Music. 2. Use the knowledge of geographical terms Have pupils point to the direction of the Use the cardinal points in the the cardinal points to to follow directions rising sun with their right hands. Teacher classroom. give basic directions. and to follow a uses this to introduce east and the other simple route. cardinal points (west, north and south). 2. Using secondary Use a song and get students to respond to Respond to a game or song. resources e.g. given directions. places around the school. Session 2 1. Identify the four 1. Interpreting To have a basic Have pupils move around the class stating Find simple direction on maps. Drawing paper. Knowledge and cardinal points on a geographical sense of direction; the direction in which they move. understanding of simple map. information. Classroom. direction; Have pupils draw the cardinal points 2. Apply the knowledge of using the north arrow. Model of the North the four cardinal points arrow. in arriving at the Using drawings of simple maps on direction from one point worksheets, state the directions of one Drawings of simple to another on a map. point from another. maps. Social Studies Syllabus – Standard I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 93 CONCEPTS/THEME OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE S ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 3 Pupils will be able to Pupils are able to: Knowledge and 1. Identify the eight 1. Developing and Teacher establishes four main cardinal Demonstrate that they Flash cards of the understanding of cardinal points. using geographical points in the classroom and outside. understand cardinal points. four (4) major direction; study skills e.g. cardinal points. 2. Use the knowledge of geographical terms Teacher sets up objects in between the the eight cardinal points to follow directions main cardinal points and elicits from School/classroom in giving direction. or follow a simple students what direction the objects are environment. route. from them. If they cannot, the teacher will provide the information. Objects to be used as markers in Use a song or a given activity and get the between points. students to respond to given directions. Session 4 1. Identify the eight 1. Interpreting of Have pupils move around the classroom Find simple directions on the Classroom. Knowledge and cardinal points on a geographical skills. and outside, stating the direction in which map using worksheet or activity understanding of map; they move. sheets. Drawing paper. direction; 2. Use the knowledge of Have pupils draw the four cardinal points Demonstrate that they Small simple maps. the eight intermediate with the north arrow. Using their understand the intermediate points in arriving at the knowledge they must put in the cardinal points. direction of one point intermediate points. from another on a map. Using a map on the board get students Plot the direction of a route involved in plotting directions from one between two (2) points. point to another and state the respective direction. Social Studies Syllabus – Standard I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 94 CONCEPTS/THEME OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE S ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: Knowledge and 1. Use a map of their 1. Interpreting of Co-operation. Teacher will give pupils a map of the Map a journey. Map of the school understanding of school and follow geographical school with simple directions and have compound. direction; simple directions. information. Honesty. them follow them to reach a particular destination. (It could be done in groups). Drawing paper. 2. Create a map of a 2. Thinking Trust. journey from one point creatively. This activity could also be applied to a Objects for treasure of the school to another. Pride. treasure hunt. hunt. 3. Collaborating skills. Self esteem. Have pupils plot a journey from the Plot a journey accurately. classroom to another area of the school 4. Recording skills. compound e.g. play ground or cafeteria. On returning to the classroom, the teacher helps the pupils to improve and refine their maps. Session 6 Use the knowledge of 1. Interpreting and Appreciation for The teacher using the school as the central Map a journey e.g. from school Drawing paper. Knowledge and mapping skills to create a using geographical accurate directions. point gets the pupils to indicate the to any other important facility in understanding of map of their journey from skills. directions from which they come to attend the district or to their home. Resource personnel direction; home to their school. school. e.g. parent. 2. Researching and recording skills. Pupils are allowed to create a mental Draw a sketch map of the picture of their journey from home to journey from home to school. school. This mental picture or image will be used as a rough sketch of that journey from home to school. With the help from others e.g. parents, the Improve the sketch map to pupils will try to draw an accurate map of produce an accurate the journey from home to school. representation. The teacher will further verify the accuracy of the maps. Social Studies Syllabus – Standard I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 95 UNIT 4: Theme: Studying a contrasting locality overseas. This unit introduced a distant locality through aspects of life that will be familiar to children, such as housing, cooking and going to school. The unit is based on a small area, this allows children to compare it more easily with their own local area. CONCEPTS/THEME OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE S ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Knowledge and Study a contrasting locality. 1. Asking Appreciation of Using maps, atlases and globes, ask the Locate Trinidad and Tobago and Package on a understanding of geographical similarities and children to locate Trinidad and Tobago a foreign locality on a map; foreign locality. places questions. differences. and any other foreign locality. Atlases. 2. Observing and Ask the pupils to trace a route to the Locate major oceans, seas and recording. chosen locality. continents around Trinidad and Large world map. Tobago and the foreign locality. 3. Expressing own Ask the pupils how they might travel Globe. views. there and what time would be needed for the journey. 4. Communicating in different ways. Ask the pupils to write down or say what The distance from Trinidad and they think that locality would be like, if Tobago to the foreign locality 5. Using geographical they went there. using a time factor. vocabulary. 6. Using globes, maps and plans. 7. Interpreting information creatively. Social Studies Syllabus – Standard I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 96 CONCEPTS/THEME OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE MATERIALS S ATTITUDES STRATEGIES ASSESSMENT OUTCOMES Session 2 Pupils will be able to Pupils are able to: Knowledge and Make comparisons to their 1. Asking Appreciation of Using pictures discuss with the pupils Extract information from Pictures of foreign understanding of own locality. geographical similarities and what the chosen foreign locality is like. pictures. locality. places questions. differences. Ask the pupils to draw and label pictures Describe physical and man made Pictures of their 2. Observing and Valuing diversity of the locality to show its main natural features. family and home recording. of culture. and man made features. setting. 3. Expressing own Ask the pupils to write a short description Writing paper. views. of the area to describe what the locality is like; 4. Communicating in different ways. Ask the pupils to list the physical and Discuss the main similarities and human features of the locality that are differences between their local 5. Using geographical similar and different from those in their area and the foreign locality. vocabulary. own area. 6. Using globes, maps and plans. 7. Making connections – recognizing common and basic human needs wherever and however people live. Social Studies Syllabus – Standard I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 97 CONCEPTS/THEME OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE S ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 3 Pupils will be able to Pupils are able to: Knowledge and Explore similarities and 1. Identifying Respect for other Using pictures discuss with pupils what Describe village life in the Pictures of the understanding of differences in culture of similarities and countries. life might be like in the foreign locality. foreign locality. foreign locality. places different localities. differences. Empathy. Divide the class into groups. Some Extract information from various Dictionary. 2. Communicate develop questions to ask members of a sources; findings in family in the foreign locality, e.g. Writing paper. different formats. What is family life like for you? What sort of food do you eat? Resources e.g. How much do things cost where you books, magazines, live etc…? computers and encyclopedias. Others develop answers to those Discuss aspects of the lives of questions. children in a foreign locality and Trinidad and Tobago; Using the pictures, ask the pupils to write about any aspect of life in the foreign locality. Social Studies Syllabus – Standard I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 98 CONCEPTS/THEME OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE S ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 4 Pupils will be able to Pupils are able to: Knowledge and Transfer ideas into 1. Expressing clearly Self esteem. Ask the children to write a description of Appreciate similarities and Pictures of a understanding of acceptable written format. in writing. life in another locality, using headings such differences through the creative foreign locality. places as houses, food, shopping and going to writing process. 2. Reasoning skills. school. The use of a writing frame for this Writing frame task might be helpful for some children. (consisting of relevant headings). Ask the children to do the same for their Identify words which are own locality and then to decide which peculiar to the chosen locality. aspects of life might be the same for both places. Session 5 Recognize links between 1. Creative thinking Appreciation of Pupils will draw some aspect of their Recognize and use foreign Pictures of foreign Knowledge and their lives and others skills. other‟s cultures; culture and the foreign culture, which are designs in local productions. cultural influence. understanding of throughout the world e.g. similar. places mask making traditions. 2. Working Materials for mask collaboratively. making e.g. cardboard, bristol board, kite paper, scissors, glue, markers etc. Social Studies Syllabus – Standard I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 99 CONCEPTS/THEME OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE S ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 6 Pupils will be able to Pupils are able to: Knowledge and 1. Reflect on how life 1. Evaluating. Having an Ask the pupils to think about how life is Recognize the different ways Pictures of a understanding of could change in the optimistic concern changing and may change in the future in that change could impact on foreign locality. places foreign locality e.g. 2. Creative thinking. for issues of the foreign locality. people‟s lives by being able to the influence of cultural and offer at least three (3) ideas. Pictures of modern foreign values such as 3. Reasoning. environmental day appliances. dress, speech etc. change. Ask the pupils to think about how the Discuss the idea that change may method for washing, cooking or cleaning be for the better or worse. Pictures of urban may change now that the family is setting. earning money, and whether the change will be for the better or for the worse. Ask the pupils to reflect on how their ideas about a foreign village have changed and developed. Social Studies Syllabus – Standard I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 100 Unit 5: Theme: What were homes like long ago? CONCEPTS/THEME OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE S ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Similarities and Compare home life now and 1. Identifying and Respect for Show the pupils pictures of different Recognize and name different Pictures of homes Differences in the past beyond living drawing features of evidence. homes. types of home. past and present. memory. homes past. Ask: Respect for the Which are like your home? Objects or pictures 2. Using physical past. Which are different? of objects in homes evidence to infer – past and present. what the lives of Empathy. Encourage them to talk about homes they Recognize and name different people were like in have visited. features of homes past/present. Drawing paper. the past and now. Why do people live in different types of homes? Small cut-outs for 3. Making labels. comparisons across Show pupils objects of past and present time periods. and encourage them to draw; Select pupils to place or write labels on the pictures of different types of homes. Social Studies Syllabus – Standard I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 101 CONCEPTS/THEME OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE S ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 2 Pupils will be able to Pupils are able to: Similarities and 1. Recognize and 1. Observing. Sensitivity to Take the pupils to look at homes near the Identify common features of School environment Differences describe the common others school. homes. (homes around). external features of 2. Recording. homes/dwelling. homes. Help them to recognize common features Drawing materials. 3. Comparing. by asking them to look for what is the 2. Record their same and what is different about the observations. 4. Contrasting. homes (e.g. styles of architecture). Encourage them to talk about what the houses are made of, details of windows, doors etc. Ask the pupils to draw one of the homes, Describe and draw details of showing everything they can recognize. homes. On returning to school, they should improve the drawing and label all the key features. Social Studies Syllabus – Standard I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 102 CONCEPTS/THEME OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE S ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 3 Pupils will be able to Pupils are able to: Similarities and 1. Identify the features 1. Observing and Care and respect Gather information from elders on homes Describe the features of a home Resource Differences of a house built long recording enquiry for heritage/history. built long ago. built long ago. personnel. ago. skills. Empathy. Show the pupils a picture of a house that Pictures of houses 2. Identify differences was built at the beginning of the last – present and long between two homes century. ago. built at different times. Tell them they are going to find out about Identify differences between the Drawing materials. the sort of homes people lived in a long homes built at different times. time ago. Using the knowledge they acquired in Session 2, ask the pupils to identify the key features of what they can see: What is different about this house compared to a modern one? Is it made from the same materials? Are the windows the same shapes? How do they open and close? What is different about the front door? Ask the pupils to draw the home showing clearly all the things they noticed that are different from the other home they drew. Agree with the pupils the heading(s) or caption(s) they should give the two drawings of homes. Social Studies Syllabus – Standard I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 103 CONCEPTS/THEME OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE S ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 4 Pupils will be able to Pupils are able to: Change and 1. Recognize different 1. Observation. Care and respect Read or create a story of an estate Identify the rooms in a house Story. Development rooms and household for heritage. owner‟s house or read the pupils a story from long ago. objects from a long time 2. Recording. set in a Victorian house or one at the turn Pictures or drawing th ago. Attitude of of the 20 century and show them of homes. 3. Researching. curiosity. different pictures of rooms in the home. 2. Describe the Dictionary. characteristics of the Ask them to identify the rooms using the Describe using appropriate objects. furniture and the household objects as vocabulary. Pictures of present clues. day objects in the home. Encourage the pupils to notice and Classify objects into known/ describe as many objects as they can. unknown. Ask them to use their knowledge about their own homes to identify those objects in the picture that are the same as today‟s, those that are different but recognizable, and those they do not know anything about. Use the pupils‟ suggestions and ideas to develop a word bank of new nouns and adjectives. Ask them to research and find the meaning of new words. Social Studies Syllabus – Standard I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 104 CONCEPTS/THEME OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE S ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: Understand the past 1. Recognize objects from 1. Answering Care, respect and Give the pupils some objects from Describe characteristics. Objects or pictures th long ago. questions. appreciation for Victorian times or from the early 20 of objects from heritage. century. They should feel, smell and long ago. 2. Describe the use of the 2. Making inferences. speak about the object that has been given objects. to them. Flash cards with 3. Thinking names of objects. 3. Demonstrate how the creatively. Ask the pupils to describe the object and Match pictures and names of objects were used. to say how it might have been used. objects. Correct them if they are not correct. Session 6 Create a model of a room of 1. Creative thinking. Care, respect and Ask each pupil to bring a small cardboard Display and evaluate each Small cardboard Understand the past a home long ago. appreciation for box or carton into school. other‟s work. box or carton. 2. Planning. heritage. Their task is to design and make a room Apply previous knowledge to Scissors. 3. Collaboration. Care and respect (from a house long ago) inside the carton create and critique models. for the or the box. They may use the pictures Glue. 4. Synthesizing environment. from earlier sessions to help them plan the previous room. Pictures of rooms knowledge. Pride and co- (house long ago). operation. If this is too complicated, the pupils could work in pairs or groups. Social Studies Syllabus – Standard I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 105 Unit 6: Theme: Celebrations This unit needs to be taught at appropriate times. A section should be taken from this unit, when it is relevant. If this causes overload or interference in another unit – that unit may be continued into another half term. It would not be expected that pupils should know about each and every one of these celebrations. However, they should have knowledge and understanding of some from each of the sessions. The teacher should select the most appropriate events or celebrations. CONCEPTS/THEM OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE MATERIALS ES ATTITUDES STRATEGIES ASSESSMENT OUTCOMES Pupils will be able to Pupils are able to: National: 1. Identify the National 1. Developing ideas Respect for others. The teacher asks the pupils to identify the Understand National Newspaper, magazines, Independence Day; celebrations. and opinions particular celebrations e.g. Carnival. celebrations. computers, brochures. Republic Day; through discussion. Patriotism. Carnival; 2. Explain the importance Discussion on the importance of the Comic strips. Arrival Day; of these celebrations. 2. Role-playing. Appreciate diverse celebration. Use cartoon characters to Emancipation; cultures; dialogue on celebrations. Resource personnel. Labour Day. 3. Know how the 3. Researching. Group work – Pupils source information celebrations are Self worth. on the celebrations from e.g. newspapers, Writing materials. observed. 4. Developing skills magazines, computer and resource of conflict Belongingness. personnel. Model of objects e.g. 4. Describe and explain resolution. clothing, artifacts. their roles and Care and respect Re-enactment of pertinent aspects of responsibilities in the 5. Creating; for the celebrations e.g. Emancipation, Arrival celebrations. environment. Day. Religious: 1. Identify major religious 1. Thinking Tolerance. Repeat of former strategies. Write a short description of the Newspaper, magazines, Divali; celebrations. creatively. celebration using words and computers, brochures. Eid; Appreciate and Vocabulary book with terms used in terms. Ash Wednesday; 2. Explain the importance 2. Questioning. respect others. religious celebrations and their meanings. Resource personnel. Easter and Good of the celebration to the Carry out observances Friday; religious group. 3. Listening. Share. appropriate to the celebration Writing materials. Spiritual Baptist e.g. lighting deyas (Divali), Day; Corpus 3. Know how the group 4. Researching. Co-operate. making Christmas cards, etc. Model of objects e.g. Christi; Christmas; observes the clothing, artifacts. Phagwa. celebration. Social Studies Syllabus – Standard I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 106 VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Pupils will be able to Pupils are able to: Days of Observance: 1. Understand the 1. Thinking Love. The teacher asks the pupils to identify the Make cards using appropriate Newspaper, reason for the creatively. observance. designs and vocabulary. magazines, Universal Children’s observance. Caring. Discussion on the reason for the computers, Day, Mother’s Day, 2. Researching. observance. encyclopedia. Father’s Day, 2. Know the origin of Empathy. Valentine’s Day, the days of Pupils work with groups or individually Give a short description of the Writing materials. Halloween Day observances. Appreciation for and carry out a small research project on particular observance. parents, others and the origin of the observance. Materials for cards. 3. Explain how the themselves. observance is Teacher could have pupils compare how celebrated. the observances are celebrated in other communities (local/foreign). Localized Community 1. Identify the 1. Researching. Care, respect and Teacher asks pupils to identify the Locate on a map of Trinidad and Resource Celebrations: celebrations within appreciation of important celebrations in the community. Tobago where these festivals are personnel. the community. 2. Role-playing. heritage, history celebrated. St. Peter’s Day, and community. Discussion on the importance of the Pictures. Borough Day, 2. State why they are 3. Creating. celebration in the community. Tobago Heritage, celebrated. Co-operation. Sugar & Energy 4. Observing. Have pupils collect and record Festival, 3. Explain how they are Collaboration. information from members of their La Divina Pastora, celebrated; 5. Enquiring. community on the celebration. Santa Rosa Festival Sense of and any other Belonging. This information will be presented to the Enact aspects of the celebrations. community class. celebrations. Tolerance. A member of the community could also visit the class to talk about the event. Social Studies Syllabus – Standard I Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 107 STANDARD II O U R I S L A N D Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 108 Unit 1: Theme: An Island. CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Location of 4. Locate Trinidad and 1. Asking questions. Interdependence. Use a map of Trinidad and Tobago. Locate Trinidad and Tobago on a Map. Trinidad and Tobago Tobago on a world map. map. 2. Describing places. Appreciation for Ask the pupils to find where they live and Globe. the physical look at the main physical features. 5. Identify the physical 3. Using globes, maps environment. Atlas. characteristics of and charts. Find Trinidad and Tobago on a globe and Identify the seas surrounding Trinidad and Tobago. look at its position, compared to other Trinidad and Tobago. Charts. 4. Making maps and Caribbean islands, South America, North plans. America, UK and Europe. Sketch maps. 5. Communicating in Ask the pupils to name the seas that Complete a sketch map of either different ways. surround the two islands. Trinidad or Tobago; Help the pupils draw a sketch map of the island that they live on and locate where they live. Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 109 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 2 Pupils will be able to Pupils are able to: The geographical Investigate and identify the 1. Using maps and Interdependence. Ask the pupils to identify: Label the geographical features Models. features associated special geographical atlases. on the sketch map. with Trinidad and characteristics of our Appreciation of Geographical landforms of Trinidad Plasticene. Tobago islands. 2. Thinking critically. Nature. and Tobago, such as, swamps, plains, mountains, rivers and peninsulas. Pictures. 3. Labeling accurately. Ask pupils to label the sketch map (from Indicate physical features and Maps. Session 1) with the geographical features. roads on a hypothetical map of 4. Working in pairs. an island. Ask each pupil to work with a partner and agree on the forms of transport that people use to get to and from Trinidad and Tobago. Why do these forms of transport have to be used? Ask pupils to look at large scale maps of the islands that clearly show roads. They need to locate at least one main highway and work with a partner to list two reasons for the highway being there. Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 110 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 3 Pupils will be able to Pupils are able to: Land-use and its 1. Discuss who lives in 1. Asking questions. Interdependence. Using a land use map of Trinidad and Pictures. impact on an island Trinidad and Tobago Tobago: and what work they do. 2. Answering Appreciation of - Ask half of the class to work together Identify the land use of their Map. questions. Nature. and list the different ways that land is own locality. 2. Consider how land and used. buildings are used. 3. Working in pairs. - Ask the other half to list all the ways State the use of specific that buildings are used e.g. residential, buildings in their community. 4. Using maps. industrial and recreational. Discuss with the pupils the main types of employment and land use:- List employment in relation to on the coast; identified land use. inland; in the capital; Session 4 Take part in the enquiry 1. Naming and Collaboration. Ask the pupils to write a list of all of the Identify places and relate them Map. Investigation process. investigating places they have visited in Trinidad and to different types of places. Appreciation for Tobago. The pupils should now locate the environment. Atlas. the physical places on a map and group them into types 2. Using geographical environment. of environment – e.g. urban, town, rural terms. countryside, coastal seaside, etc. and present the information pictorially or 3. Using maps and geographically. atlases. Work in groups of three (3) where the Design a survey. 4. Conducting a pupils should design a survey, where they survey. will interview other pupils in the school, to find places that pupils have visited (on the 5. Thinking critically. two (2) islands), and find out, why. They should now carry out the survey. Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 111 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: Understanding 1. Analyze the information 1. Using ICT or other Appreciation for The pupils will analyze and evaluate the Describe at least two (2) popular Photocopy of map. places on our island from the survey. methods to present use of evidence information from their survey. places visited and explain reason findings. in drawing for popularity. 2. Present the data. conclusions. The pupils will decide on the most 2. Concluding from appropriate way to present the evidence. information. 3. Completing a Pupils will ensure that they know which sketch map or plan. are the most popular places on the islands. Using information gathered pupils will be able to say why these places are popular. Draw a sketch map or plan of the islands Complete a sketch map or plan and locate the places on it. showing places visited. Evaluate their survey and say how they Color code to distinguish popular would improve it, if they had to do it places from the other places. again. Consider what they have learned from undertaking the survey. Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 112 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 6 Pupils will be able to Pupils are able to: Preparation for Reflect on the unique 1. Working in pairs. Community Pupils will: State their responsibility to the citizenship concerns of living on an responsibility. - Review the learning that has community. island. 2. Presenting an happened over the last five sessions. argument. Remind the pupils that the focus of this 3. Using information. study is to think about our island home. 4. Thinking critically. Ask the pupils to work in pairs and to Pair presentation of reasoned decide on why living on an island is argument e.g. for or against different to living on a large landmass, living on an island. continent or mainland. Ask the pairs to present their reasons. As a whole class, now consider: What are the things that we as future citizens of Trinidad and Tobago have to be aware of, if we want to protect our island home? Summarize the unit. Write two (2) paragraphs summarizing two (2) points about the unique concerns of living on an island. Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 113 UNIT 2: Theme: How can we improve an area we can see from our window This unit is based on a book called “Window” by Jeannie Baker, CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: The natural Discuss the various habitats 1. Asking and Appreciation for Divide the pupils into small groups. Match pictures of different Pictures of physical environment (home) in the physical responding to the natural environments accurately with environment. environment – swamp, questions. environment. Distribute pictures of different aspects of labels such as: swamps, forest, forest, mangrove, savanna. the natural environment. mangrove and savanna. Pictures of animals. 2. Recognizing the Protection and care interdependence of of the environment. Ask the groups to identify the different animal life and the environments and to label each one. environment. Discuss with the class the range and type Apply this knowledge to pictures of animals and birds that could live in of habitats and animals in these habitats. Trinidad and Tobago. Session 2 1. Account for their own 1. Observing and Responsibility for Read the book to the pupils. Identify change and describe „Window” by Interdependence of views on the listening. the environment. how the boy might be feeling. Jennie Baker or a communities environment. Talk about the book, showing colour similar type of 2. Using geographical Empathy. overhead transparencies of selected pages. picture book. 2. Recognize that change vocabulary that is a constant part of life. relates to the Valuing feelings as Ask the pupils about the changes they can Identify main land uses and Colour photocopies natural well as reasoning. see and how the boy might be feeling changes. of pages of book. environment. about what he can see through the window. 3. Expressing ideas, opinions and Divide the pupils into small groups. explaining facts Give each group colour copies of three or Write the story of their series of clearly. four pages of the book. Ask the groups to pictures, focusing on changes, record the main features in each view and land use and what it would feel to note changes between views. like to be there. Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 114 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Pupils will be able to Pupils are able to: Session 3 1. Differentiate between 1. Using geographical Responsibility for The pupils could either make models of Display and explain models or Clay. How man impacts on the natural (physical) vocabulary. the environment. different environments or put their work work presented. the natural environment and the from Session 2 together and produce a Plasticene. environment human environment. 2. Identifying land class display. use. Pictures of trees, 2. Describe the impact of Pupils will brainstorm on the positive and Speak on the negative impact of mountains, fields, man on the natural 3. Working negative effects that man has had on the man on the environment. rivers, towns or environment. collaboratively. environment. streets. 3. Discuss the negative 4. Using information Pupils will work in pairs. They will draw Apply the knowledge gained in and positive effects of to think creatively. up two lists – man‟s positive effects and discussing changes in their home man on the man‟s negative effects. area. environment. 5. Making connections – the influence of Man on the environment and vice versa. Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 115 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 4 Pupils will be able to Pupils are able to: Investigating 1. Carry out an 1. Observing. Responsibility. Pupils organize themselves into small Writing materials. investigation using groups. They look out of the window. observational skills to 2. Asking and Drawing materials. detect:- responding to Pupils record what they see and document Record different types of data Aspects of the human questions. questions they may have about the view. collected. Graph paper. and natural environment The influence of man 3. Collecting evidence Pupils discuss what they want to find out Present data in different formats. Computer (if on the environment. to answer about the area through the window. They possible). Changes in the local questions. focus on key questions raised by each environment of the group. Pupils discuss why features are school. 4. Using fieldwork located where they are. skills. Pupils are to visit the area that can be seen Pupils are to produce a class 2. Make contributions to 5. Using ICT or other from the window, focusing on selected display of their pictures of: the life of the school methods to present features. They record what they see and - the view through the and its neighbourhood. data. discover, using sketches and descriptive window. writing. - what they found outside. - field sketches, notes and evidence collected during the field visit. Help the pupils to use spreadsheets to classify, store, retrieve and sort data, and to interpret the results produced. Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 116 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Pupils will be able to Pupils are able to: Session 5 Use the field work data to agree 1. Decision making. Taking Pupils are to design a small project to Present a written proposal of Preparing for on a project for environmental responsibility. improve the area immediately outside the project. citizenship improvement. 2. Planning. window. Awareness that we 3. Problem solving. can influence the Pupils brainstorm ideas with the whole In it write a kind of future we class. 1. Rationale justifying the 4. Collaborating. will have – importance of the project. personally, Pupils agree on a project, which should be 2. List preparatory tasks. nationally and realistic and achievable. globally. Pupils decide upon the tasks that need to be done during preparation and implementation. Pupils organize themselves into groups and select preparatory tasks. Work collaboratively in groups according to a checklist of Pupils work on selected task. desired behaviours designed by the teacher; Session 6 Carry out an improvement 1. Working to a plan. Collaboration for The pupils carry out the project under the Work to plan. Note pad. Preparing for project. improvement for teachers‟ direction and management. citizenship 2. Working all. Teacher prepared collaboratively. Pupils evaluate the project. Prepare a sample project. chart on the steps Did we achieve what we set out to or stages in the 3. Problem solving. do? Offer solutions to challenges or agreed Could we have done it better? obstacles that threaten the work improvement plan 4. Thinking How? plan; (e.g. who does creatively. What would we do differently next what and when). time? Evaluate the process the class 5. Evaluating What have we learned from doing went through and the outcomes Questions prepared process and this? of the project. on a chart. outcomes. Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 117 Unit 3: Theme: The Rainbow Country CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to Cultural Heritage 1. Identify the different 1. Interpreting maps. Appreciate cultural Pupils are to name some of the ethnic Work in groups to complete an Maps. ethnic groups in differences. groups they know. information card. Trinidad and Tobago. 2. Information Atlases. gathering. Brotherhood. Use world maps to locate the places the Locate places of origin on a 2. State when they came groups came from. world map. Sketch maps. and the reasons for 3. Interpreting. Friendship. their presence in Pupils investigate what each ethnic group Describe briefly some of the Bristol board. Trinidad and Tobago. 4. Communicating. Unity. brought that are now part of our national cultural contributors of each heritage. group. Pictures. 3. Locate place of origin 5. Collaborating. Pride in ancestry. for each ethnic group. Pupils discuss reasons for each group‟s Complete a map showing arrows Magazines. 6. Sketching. arrival. to Trinidad and Tobago from the 4. List contribution different countries of origin. Cultural artifacts. made by each group 7. Investigating. to our cultural Organize a display of artifacts. heritage. 8. Reporting/ Presenting. Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 118 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 2 Pupils will be able to Pupils are able to: Building a nation 1. Recognize and explain 1. Observing. Patriotism. Pupils access, through the internet, Prepare a booklet on national Pictures of symbols the meaning of symbols symbols of other countries than compare symbols. of nationhood. of nationhood. 2. Explaining. Respect. with symbols of Trinidad and Tobago. Sing national songs. Tape recorder. 2. Demonstrate respect for 3. Presenting. Pupils discuss national symbols and its national symbols. role in creating a national identity. Cassettes. Pupils are to collect and discuss the meaning of national symbols. Session 3 1. Identify and locate 1. Researching National Pride. Pupils discuss and interpret a tourism map of Make a brochure on place Bristol board. Places of interest in important towns, information. Trinidad and Tobago. researched. our nation. landmarks and places in Co-operation. Markers. the nation. 2. Communicating. Pupils classify places of interest e.g. Present information gathered to places of historical interest, eco-tourism, different groups. Pictures. 2. Explain the significance 3. Planning. recreational places etc. of the site, landmark Prepare a map showing Library books. and places identified. 4. Collaborating. Pupils work in groups. They select one of important sites, landmarks and the classified group and research places. 5. Discussing. information and collect pictures on selected landmarks, towns and places in 6. Interpreting maps. the nation. Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 119 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Pupils will be able to Pupils are able to: Session 4 1. Identify the type of 1. Asking questions. Respect for Discuss the concept of governing. State why we need a government. Pictures of Prime Government government in Trinidad authority. Ministers. and Tobago. 2. Working in groups. Discuss with pupils the need for leaders. Responsibility. Literature on 2. State the role of the 3. Solving problems. Identify who make up the government. governance. government. Democracy. 4. Using technical Draw a diagram representing a simple 3. State the prominent vocabulary. structure of government. figures that make up the government. Identify Prime Ministers of Trinidad and Identify given pictures of past and Tobago (past and present). present Prime Ministers. Session 5 1. Identify some 1. Improving Respect for others. Place the pupils into groups. Identify significant people (at Pictures. Citizenship significant people in vocabulary e.g. least two). Trinidad and Tobago, courteous, National Pride. Newspapers. both past and present respecting, co- and state how they operating etc. Valuing positive Each group will research one aspect or Describe roles and responsibilities contributed to nation role models. category e.g. sports. of family members, at least one building (e.g. Sports, 2. Locating person, in their neighborhood who Religion, Beauty, information from Honesty. has contributed to nation building. Politics etc.) various sources. Co-operation. 2. Describe the roles and 3. Classifying responsibilities of information. various family members, as well as 4. Presenting findings other people in their in both formal and school or neighborhood informal manner. who have contributed to nation building. Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 120 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 6 Pupils will be able to Pupils are able to: What is a nation? 1. Analyze information 1. Using information. Co-operation. Explore ideas with pupils on what is a Nation Describe the general Prepared game from previous sessions. and what are some aspects that make Trinidad characteristics of „nationhood‟. cards. 2. Asking questions. and Tobago such. Loyalty. 2. Develop love, respect and loyalty for Trinidad 3. Communicating in Ask questions to bring out previous National Pride. and Tobago and strive different ways. sessions on what makes Trinidad and to make it a better Tobago a nation. place. 4. Discussing issues. Use prepared game cards and ask each 5. Giving opinions. pupil questions e.g. 6. Synthesizing Card 1 previous Q. Who is the head of the government in information. Trinidad and Tobago? Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 121 Unit 4: Theme: National Festivals. CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Defining national 1. Identify National 1. Researching. Caring. Ask pupils to name a special day for them Answer questions orally. Pictures. festivals. Festivals. in the year. 2. Reporting. Tolerance. Computers. 2. Explain why we have Explain to pupils that every year there are National Festivals. Living in harmony. special days that are celebrated by one or more of the ethnic groups in this country. 3. Demonstrate Appreciation of appreciation for others. State that those days can be holidays. National Festivals. Elicit from pupils a list of days. Explain the reasons for these National festivals e.g. due to a great leader (Labor Day); historical event (Independence Day); God’s or Saints – Religious. Ask pupils to dramatize aspects of Propose portfolios on important National Festivals. aspects of National Festivals. Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 122 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 2 Pupils will be able to Pupils are able to: Categories of 1. Organize national 1. Questioning. Appreciation. Review list of national festivals. Draw symbols of the National Prepared list of National Festivals festivals into groups. Festivals and label under the festivals. 2. Discussing. Living in harmony. Discuss with pupils the groups that can be corresponding category. 2. Relate data about generated from the list. Drawing material. national festivals. 3. Communicating in Co-operation. different ways. Ask pupils to give reasons for choosing such a group for list. 4. Sketching. Decide on the final group headings (categories) and National Festivals to be listed under such. Note: Teacher must emphasize that although Carnival is a national festival it is not a Public Holiday. Session 3 1. Identify symbols in 1. Developing Respect for others. Review the main types of National Make information cards based on Prepared chart of Symbols and customs relation to given vocabulary. Festivals. symbols and customs of a festival symbols. related to National National Festivals e.g. Tolerance. specific national festival. Festivals deyas for Divali. 2. Developing Outline the symbols seen when the Postcard sized card observational various festivals come about. or paper. 2. Describe customs skills. related to the National Make a list of some of the customary Drawing and Festivals e.g. Christmas practices that are done at the National painting materials. – Parang. Festival time. 3. Develop an awareness Divide the pupils into pairs and ask them of symbols and customs to design and make information cards that centered around the would communicate their ideas to National Festivals. tourists. Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 123 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 4 Pupils will be able to Pupils are able to: 1. Discuss the significance 1. Questioning. Appreciation of Use pictures and videos to discuss and Research the significance of Pictures or video of Significance of of National Festivals. festivals. explain the significance of these festivals. another festival. one or more National Festivals 2. Reaching Ask pupils to state when they are festival. 2. State when they are conclusions from Tolerance. celebrated. celebrated. evidence. Use specialized vocabulary to describe Caring. these festivals. 3. Develop an awareness Each pupil is asked to think of at least Think about their own and understanding for three (3) reasons as to why a festival is experiences. National Festivals. significant to them. They then work with a partner and Communicate clearly to partner. explain their ideas and thinking (5 minutes). The partner‟s role is to listen and ask questions at the end. They then swap roles. Group work, flash cards and pictures. Session 5 1. State the related 1. Communicating in Appreciation for Discuss with pupils that national festivals Think in logical and sequential Materials to make a Activities related to activities done in different ways; work; are usually associated with some type of stages. group flow chart. National Festivals preparation for, during preparation. and after the National 2. Using information; Service to others; Ask pupils to name the activities that are Festival. done when each national festival is 3. Considering issues Sharing; observed. 2. Demonstrate an of current concern; Divide the pupils into groups and ask appreciation for the Tolerance; each group to consider one festival. They ways of life of the 4. Asking and should make a flow chart on activities that people at this time. responding to led up to a National Festival e.g. Carnival questions; and Divali; 3. Appreciate why As a whole class now consider why it is activities are important important to have activities before, during for successful delivery and after National Festivals. of any national festival. Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 124 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 6 Pupils will be able to Pupils are able to: Becoming a good 1. Describe and explain 1. Asking and Tolerance. Present pictures depicting Divali Offer at least three (3) ideas to Pictures of Divali, citizen their roles and responding to celebration, Christmas, Eid and Baptist problematic situations. Christmas, Eid and responsibilities in questions. Respect for others. Day. Baptist Day. National Festival. 2. Communicating Caring. Ask pupils to describe how they relate or 2. Become more involved with others. feel when these festivals are being in celebrations of the Co-operation. celebrated. country. 3. Solving problems. Teacher emphasizes that since we live in 3. Develop an a „Rainbow Country‟ there are many appreciation for religions and people of different races. national festivals. State that each has a festival that they commemorate, therefore, we must respect others as we would want them to respect us. Discuss ways of respecting other‟s festivals. Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 125 Unit 5: Theme: The Caribbean Family CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Our Caribbean 1. Recognize the 1. Using maps and Unity. Use atlases to explore the Caribbean Region Use a sketch map and put in the Prepared sketch neighbours Caribbean sea as the atlases. and search for Trinidad and Tobago‟s names of the selected islands. map of the main linking factor of neighbours. Sharing. Caribbean. the Caribbean islands. 2. Identifying the Answer questions about their geographical Identify the Caribbean Sea as a linking factor. Caribbean neighbours. 2. Name the Caribbean location. Discuss islands with reference to geographical islands that are our location, e.g. Barbados (most easterly), Identify the Caribbean Sea. neighbours. 3. Naming and Jamaica (west) and Grenada (north). investigating 3. Identify the places. Writing in pairs locate, identify and label geographical location of islands and the Caribbean Sea on the prepared Caribbean islands. 4. Completing sketch map. maps. The teacher should draw attention to the 5. Asking questions. fact that there are countries in the Caribbean Family that are not islands e.g. Guyana and Belize. Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 126 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 2 Pupils will be able to Pupils are able to: Definition of family 1. Define the term 1. Asking questions. Caring. Present pictures of different types of Create a portfolio on different Pictures. and types of families “family”. families. types of families : nuclear, in the Caribbean 2. Role-playing. Respect for extended and single parent etc; Folders. 2. Identify the different authority. Discuss characteristics of each picture. types of families in our 3. Profiling. society e.g. nuclear, List the names of the family types based Discuss the characteristics of extended and single on discussions. each family type; parent households. Make comparison to their family types. 3. Identify the reasons for those types of families. Discuss with pupils reasons why their specific type of family came about e.g. parent left home to work abroad etc. Point out that whatever the family type, families are characterized by love, belonging and sharing. Session 3 1. Identify the different 1. Asking questions. Unity. Review names of races in Trinidad and Draw a concept map of where Pictures. History of families in ethnic groups that make Tobago. the people came from. the Caribbean up the Caribbean 2. Drawing Independence. Library books. family. conclusions. State that the neighboring countries in the Name the countries in the Harmony. Caribbean are also made up of different Caribbean where sugar cane is Atlas. 2. Explain why these races. grown. groups of people were Co-operation. Paper. brought to the Relate a historical story with the aid of Caribbean. pictures explaining how and why long, long ago people from Africa and India were bought. Discuss content of the story and reasons for their coming – sugar cane, etc. Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 127 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 4 Pupils will be able to Pupils are able to: 1. Explain the benefits of 1. Researching. Unity. Teacher presents picture of some Participate in a group discussion Newspapers. The Caribbean as a having Caribbean members of the West Indies Cricket of the benefits of Caribbean family neighbors. 2. Developing Co-operation. Team. neighbors. Pictures. vocabulary skills. 2. Show how there is Kindness. Ask pupils what these people have in Write in their own words why greater strength in 3. Working in groups. common? there is greater strength in unity in unity. Acceptance. Which country do they belong? the Caribbean. Tolerance. Teacher explains that just as we have a cricket team that is made up of people from other Caribbean countries, similarly there are other activities that we come together for e.g. festivals and trade. Ask the pupils to write a report, story or poem on strength in unity. Session 5 The national family 1. Give a meaning for the 1. Working in groups. Respect. Use a simple skit or video clipping Relate an understanding of the Paper. term “National Family”. depicting unity among races. Allow term “National Family” through :- 2. Respecting national Interdependence. pupils to discuss what was observed that - Drawing, storytelling, singing Video clips. 2. Identify symbols and symbols. would be good for nation building. and literature (Poems) events that make a Tolerance. Elicit from pupils other ways of making “National Family”. 3. Communicating in the nation as a family (symbols and different ways. Patriotism. events). 3. Appreciate the need for a “National Family”. 4. Considering issues National pride. Discuss with pupils that these ideas can of current concern. make us a “National Family”. Explore a meaning for “National Family” 5. Observing skills. by asking the pupils to either draw a picture, write a story, compose a song, poem or a short dramatic sketch on the „National Family‟. Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 128 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 6 Pupils will be able to Pupils are able to: Social problems and 1. Explain the term “social 1. Asking questions. Tolerance. Briefly discuss with pupils rules within List three (3) social problems. Writing materials. the national family problem”. the family, school, church etc. 2. Giving examples. Decision making. Developing 2. Explain how rules help Talk about the significance of obeying Write in their own words what citizenship roles and us to live an orderly 3. Reaching Personal safety. rules and being a disciplined person. they think can be done to solve responsibilities life. conclusions. social problems. Problem solving. Elicit from pupils what happens when we 3. Recognize some 4. Considering issues break rules and don‟t display discipline. problems that affect the of current concern. Self control. national family. Discuss the impact of this on the nation as a whole. Explain the term “social problems” to pupils and list them when pupils call them out. Working in groups of three (3), the pupils agree and write what they would do to solve social problems in Trinidad and Tobago if they were the Prime Minister. Teacher summarizes the unit by showing at every level – regional, national and local – there are conflicts and problems in “families” and there are ways of working through such problems. Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 129 Unit 6: Theme: Weather in other Places. CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Tropical zone 1. Identify regions or 1. Asking questions. Love of Nature. Identify the equator on the map of the Colour code the tropical zone on Globe. countries that world. a sketch map of the world. experience tropical 2. Describing places, Appreciation for Map of the world. weather patterns. people, flora, fauna Nature. Discuss with pupils the type of weather Locate the Equator. etc. conditions experienced around the Pictures of other 2. State the type of equator. countries and weather experienced in 3. Using maps, atlases peoples from the the tropical zone. and the globe. Identify the countries that fall into the Describe orally the life Tropical Zone. Tropical zone. experienced in the tropical zone. 3. Describe the impact of 4. Communicating in Prepared sketch the weather on the different ways. Discuss with pupils the lifestyle (clothes, map of the world. lifestyle (dress, food), homes, people, flora and fauna) found in flora and fauna of this 5. Using secondary the Tropical zone. region. sources. Pupils now work in pairs and color code 4. Identify the Equator. 6. Locating places. the Tropical Zone on a sketch map. Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 130 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 2 Pupils will be able to Pupils are able to: 1. Identify regions or 1. Asking questions. Love of Nature. Discuss with pupils the weather of a Colour code the desert regions on a Prepared sketch The Desert Region countries that desert region. sketch map of the world. map of the world. experience desert 2. Describing places, Appreciation of conditions. people, flora and Nature. Allow pupils to describe what they may Describe orally life experiences Pictures of desert fauna etc. encounter in a desert region (use in a desert region. places and peoples. 2. State the type of pictures). weather experienced in 3. Using maps, globes Globe. the desert region. and atlases. Complete a list with pupils based on discussions of weather, lifestyle, flora and World map. 3. Describe the impact of 4. Communicating in fauna, modes of transport etc. the weather on the different ways. lifestyle, flora and fauna Point out regions of the world on a world of the region. 5. Using secondary map which experience desert weather. sources. Elicit a reason for the weather 6. Locating places. experienced. Using their sketch map from session one, the pairs now colour code the desert areas of the world on to their sketch map. Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 131 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 3 Pupils will be able to Pupils are able to: Temperate Zone 1. Identify regions or 1. Asking questions. Love of nature. Present pupils with a map of the world. Colour code temperate areas on a Globe. countries that Allow them to point out the equator. copied map of the world. experience temperate 2. Describing places. Appreciation of Briefly remind them that it is very hot Map of world. weather patterns. nature. there. Describe orally the life 3. Using maps, globes experienced in the temperate Pictures of 2. State the type of and atlases. Explain to them that the further away we zones. temperate countries weather experienced in get from the equator, the colder it gets. and their people. the temperate zone. 4. Using secondary sources. Explain to them that we call these cold 3. Describe the impact of areas the temperate regions. the weather on the 5. Locating places. lifestyle, people, flora Allow them to point out areas in the and fauna in the region. temperate region. Discuss ways of life in the temperate region. The pairs repeat the colour coding activity for the temperate zone. Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 132 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 4 Pupils will be able to Pupils are able to: The four seasons 1. Name and describe the 1. Asking questions. Love of nature. Present pupils with four (4) pictures Draw a picture representing each Four (4) pictures of four (4) seasons. depicting each season. season. seasons (Spring, 2. Describing the Appreciation of Summer, Autumn 2. Identify the regions and seasons. nature. Discuss the pictures. State the months under each. and Winter). countries that experience the four (4) 3. Using secondary Name the months associated with each Map of the world. seasons. sources. season. Globe. 3. Name the spring, 4. Locating places. Discuss the lifestyle in each season. summer, autumn and winter months. [N.B: At this level the four (4) seasons and their occurrence should be restricted 4. Compare and contrast to the experience in the Northern the lifestyle in the Hemisphere]. different seasons. Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 133 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: The frigid and polar 1. Identify regions or 1. Asking questions. Appreciation of Locate the Arctic and Antarctic Zones on Color code the Frigid region‟s on Pictures of cold or zones countries that nature. the map. a sketch map of the world. polar zones. experience the Frigid 2. Describing places, Zone weather patterns. people, flora and Love of nature. Discuss with pupils the weather of the Describe orally the life Map of the world. fauna. Frigid Zone. experienced in the Frigid Zone. 2. State the types of Globe. weather experienced in 3. Using maps, globes By questioning pupils – describe the the Frigid Zone. and atlases. lifestyle of the people. 3. Describe the impact of 4. Communicating in How the weather impacts on clothes, the weather on the a different way. homes, flora and fauna. lifestyle and flora and fauna of the region. 5. Using secondary Again, repeat the paired color coding sources. activity for the polar and frigid zones. 4. Identify the Arctic and Antarctic zones. 6. Locating places. Session 6 Compare and contrast any 1. Describing people, Appreciation of Describe the regions to be compared. Fill in two columns with All the pictures, Compare and two regions: tropical, places, flora and nature. temperate and tropical region books and contrast the ways of temperate and frigid; using fauna. Discuss the similarities between the two using the following criteria: resources of the life of regions the following categories: regions. people, clothes, flora, fauna and previous five clothes, people, homes, flora 2. Asking questions. home. sessions should be and fauna. Identify and describe the differences in available. 3. Using globes, maps each region using pictures of the two Draw pictures to show any Atlas and map of and atlases. regions. aspect of the two (2) types of the globe. weather studied. Internet access (if 4. Using secondary Group work with pupils. possible. resources Work co-operatively. Prepared (pictures). worksheet. Drawing materials. Social Studies Syllabus – Standard II Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 134 STANDARD III The Story of Trinidad and Tobago; Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 135 Unit 1: Theme: Understanding Maps and Globes CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Interdependence 1. Recognize and express 1. Locating places on Awareness of their Provide pupils with a photocopy of a Follow a journey accurately on a Squared graph relative location a map using the environment. street map (this can be of anywhere). Ask map using the cardinal points. paper. between places. cardinal points. the pupils to work in pairs and take them on a journey. Paper and pencils. 2. Understand that a plan 2. Locating features is also a map e.g. of the on a plan of the Find an obvious central point on the map Outline map of the classroom or streets. classroom. (or street plan) and ask pupils to point to classroom. it. Now ask them to move their finger up 3. Devising symbols a particular street that you have chosen Photocopy of the of their own to and as you describe the journey – they street map. represent familiar follow it with their finger – they use the features. cardinal points in describing. Provide each pair with an outline plan of Draw a plan. the classroom. The walls, door(s) and window(s) should be marked on squared graph paper. Draw a large plan of the classroom on the Add a key to the plan. board, which is identical to the pupil‟s version. Ask one child to locate where the teacher‟s desk or table or chair should be on the plan. Ask each pair to locate where their desk should be and then to locate other key features of furniture in the room onto their grid plan. They need Locate specific features on a to draw some furniture and the features of plan. the room. Ask them to add a key, e.g. all furniture coloured red, other features colored a different colour. Display the plans. Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 136 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 2 Pupils will be able to Pupils are able to: Interdependence. 1. Recognize that maps 1. Distinguishing Awareness of their The teacher uses an atlas or chart showing Read the key to a map. Blank map of convey different types between different environment. different kinds of maps. Trinidad and of information. types of maps. Tobago. Ask questions as to the type of Explain the different types of 2. Identify the information 2. Using a key/legend. information shown, how it is shown, how information conveyed by maps. Coloured pencils. shown on maps by the key should be used, etc. using the key/legends. 3. Developing Chart showing geographical Select some symbols from a map and Locate the features of the key on different types of 3. Recognize conventional vocabulary (e.g. explain what they mean. Emphasize a map. maps. symbols on maps. relief map, land use looking at the legend or key before using map, natural the map. Atlas. vegetation map). Explain that many maps use colour or Use the symbols stated above. shading as a symbol of many purposes, the most common being to show the elevation of the land measured from sea level. Pupils should understand that elevation is measured from sea level and that colours show the height above sea level. Discuss the profiles of mountains and explain that colour used in this way helps us determine elevation. Provide the pupils with a blank outline map of either Trinidad or Tobago. The pupils have to plan a trip from north to south. As they proceed south, they use crayons to represent mountains, valleys and plains. They will need a relief map to refer to. Then ask them to include some symbols for cities, main roads, mountains etc. Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 137 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 3 Pupils will be able to Pupils are able to: Shape and spatial 1. Understand scale. 1. Reading and using Valuing The teacher should show a picture or Explain that scale represents Paper and pencil. perception scale. relationships photograph of a group of people or distance. 2. Apply knowledge of between classroom children. Squared graph scale to calculate 2. Solving problems. knowledge and the paper. distance. real world. Ask: Is this the real size of the 3. Asking questions. people/children – help them to realize that Map of the World. the picture represents a real group of 4. Developing children or adults, but in a smaller way – Ruler. numeracy skills. this is what scale does on a map. Globe. Take the pupils outside and have them Construct scale. pace the distances between two places on Picture/Photograph the playground. They should count the of a group of spaces and measure the distance. Ask people. them if they could draw this – as the piece of paper would have to be very big. How can we solve the problem? Back in the classroom, the teacher assists pupils to reduce their paced walk through scale. Ask the pupils to look at the scale at the Read scale. bottom of a map. Choose a section between two key points Use the scale to calculate actual on a map and help the whole class to distance. work out the distance between the two points through the scale. Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 138 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 4 Pupils will be able to Pupils are able to: Shape and spatial 1. Recognize that grids 1. Using directions on Valuing how the Give the pupils a piece of squared graph Give the grid directions for Squared graph perception can be used to locate maps. real world is paper. The paper should be number 1 places. paper, places on a map (e.g. represented. through 12 across the top and A to I down - numbered 1-12 towns and cities). 2. Locating places on the left-hand side. Ask them to colour in across top; maps. the square of the numbers that you give - A-I labeled down 2. Extend their knowledge them: E3, E4, D8, etc left side. of grids to the use of latitude and longitude in Put the pupils into pairs, using the street Use grid directions to find Globe. locating places. map, ask the pairs to find a prominent places. landmark and to work out the grid Grid map of an reference. This should be a quiz, so that island. the children feel that it is fun. Give them a grid map of an island. Ask World map. pupils to locate specific towns given grid reference. End the session by explaining that the Find the equator and other globe is also split into a gird. There are named lines of latitude. parallels (lines drawn from west to east across a globe) called lines of latitude. Find the equator on a map and the Tropic of Cancer and Capricorn on a world map. The lines running from the north pole to Find the north and south poles. the south pole are the meridians – or lines of longitude beginning at Greenwich. Find the Prime Meridian Line. Explain that these lines of latitude and Find the Prime Meridian on the longitude are imaginary lines encircling the globe. earth and are used as a means of locating places. Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 139 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: Earth concepts 1. Understand that the 1. Developing an Appreciation of Explain that a globe, shaped like the earth Explain basic earth concepts. Globes. globe is a model understanding of their environment. is a map. Globes show shapes of areas representing the earth. the shape of the exactly as they appear on the earth‟s Flashlight. Earth and its surface. 2. Identify the location of implications e.g. Trinidad and Tobago on rotation, day and Explain that the earth is a planet, which the globe. night. moves around the sun and that it is from the sun that the earth receives its heat and 3. Understand the 2. Locating places on light. The final piece of basic globe phenomenon of day and the globe in terms knowledge is that the axis is an imaginary night of hemispheres. line that runs through the earth from north to south poles. Show how the earth 3. Recognizing that rotates on an axis. certain lines of latitude and The teacher can use a globe and a longitude divide flashlight (representing the sun) to the globe into demonstrate rotation and the phenomenon hemispheres. of day and night. After familiarizing the pupils with these Identify in which hemispheres basic earth concepts, explain that the earth they live. is divided into hemispheres. Ask the pupils to look at the globe and work out which hemisphere they live in. Divide the pupils into teams of four and Locate cities on the globe. ask the teams to find a list of cities on the globe. Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 140 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 6 Pupils will be able to Pupils are able to: Mapping concepts 1. Recognize that maps 1. Making mental Valuing knowledge Conceal all maps and globes in the room. Atlas. can be drawn free-hand. maps. of one‟s own Draw freehand your own mental map of country. Trinidad and Tobago on the board. Large sheets of 2. Synthesize previous 2. Working paper. learning to produce free collaboratively. Co-operate in Discuss it with the pupils, getting them to hand maps. groups. point out the errors that you have made. Pencil and paper. 3. Expressing They should then check an atlas or map. opinions. String or cotton. Remove or cover up your map. The 4. Evaluating using pupils work in groups of three or four and Glue. authoritative use string, cotton or chain to make a joint sources. outline of their mental map of the islands on a very large sheet of paper. When they have agreed on their outline, they fix it to the paper and fill in the names of the places and features, they know. These should be compared with maps or Devise a reasonably accurate atlases to assess how effective and mental map of a country of accurate they have been. choice. Bring the class back together, the pupils now negotiate a common map. Now ask the pupils individually to draw a Draw a reasonably accurate map mental map of the classroom, to scale with symbols/key to scale. with a key. Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 141 Unit 2: Investigating our local area. CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Sustainability Develop map work skills. 1. Locating Trinidad Valuing their Ask the pupils to locate Trinidad and Locate their village or town on a World maps and Tobago in environment. Tobago on a globe, and then map at a range of scales. (different scales). relation to the world progressively larger scale maps, to locate and the region. the region, town or village. Globe. 2. Locating their Ask the pupils to find the school site on Plan routes around the local area Trinidad and community in the local map and to give directions as on a base map. Tobago maps Trinidad and cardinal points from the school to specific (different scales). Tobago. points in the village or town, recording their directions on a map and identifying Local maps of a 3. Giving directions features in sequence. school area. from a specific point to another. 4. Identifying features in sequence. Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 142 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 2 Pupils will be able to Pupils are able to: Sustainability Understand the importance 1. Collecting Co-operation and Before finding out about land use in the List different land uses. Map with colour- of land use in settlements. evidence. teamwork. village or town, ask the pupils how they coded key. think land use can be recorded. 2. Using field work Valuing your Blank map (of the techniques. surroundings. Use colour coded keys on maps. Use colour coded keys to area under study). represent physical features. 3. Using colour coded Take the pupils out into the field. keys on maps. Divide them into pairs. 4. Examining land use in your community. Each pair to identify land use (e.g. houses, shops, roads, services, farm land) 5. Identifying natural within a small area of the village or town and man-made and to mark it on a base map of the local physical features. area, using color-coded key. Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 143 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 3 Pupils will be able to Pupils are able to: Sustainability Examine the impact of land 1. Expressing ideas Sharing. The pupils collate their results from the Compile a database. Computer. use on the environment. and explaining field visit; facts through different media e.g. Ask them to represent their results using graphic, oral etc. ICT, e.g. databases, simple graphs or pie charts; 2. Presenting their findings through Discuss the findings with the pupils and Compile simple graphs or pie graphic compile their findings into a class land charts using ICT and/or other representations. use plan. methods. This land use plan should identify the Contribute to a class plan. main land uses and features, labels on the outline showing key land boundaries. Session 4 1. Illustrate how the 1. Collecting and Interdependence. With the pupil‟s help, design and conduct Classify different types of work. Paper. Sustainability locality is linked with recording evidence. a class survey to identify adult jobs within other places. and beyond the school. Pencil. 2. Producing and 2. Appreciate the interpreting maps. List the jobs and ask the pupils to sort Describe a journey, including the Map of local area. importance of different them into categories and investigate route and type of transport. types of employment. 3. Stating the where and how far people travel to work. relationship between work and Ask the pupils to use a map to work out Draw a simple map to show a travel. how they would travel to those places and route. to produce a map describing the route they would travel to buy something of value to them. Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 144 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: Change Identify changes in an area 1. Interviewing and Concern for Ask the pupils to think about a recent Prepare oral/written reports on Bristol board. and understand their impact recording collected local issues. change or development that has happened the positive and negative impact on the environment. data. in their town or village; of changes that have occurred in Coloured pencils. Value, - Why did it happen and what has been your town or village. 2. Thinking critically. appreciate and the impact on the land and people? Poster paints. discriminate - Was it a good change or not? 3. Identifying the aspects of the - Why do they think this? changes that have local taken place in the town environment. or village they live in. Discuss with the pupils other potential Design posters to highlight 4. Stating the reasons for environmental concerns in the village or environmental concerns. the changes which town and how they might be addressed? have taken place. Compose slogans and jingles to 5. Describing the impact highlight environmental of these changes on the concerns. human and physical resources. 6. Suggesting solutions to the negative impact of the recent changes on developments in the town or villages where they live. 7. Identifying other environmental concerns in the village or town in which they live. Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 145 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 6 Pupils will be able to Pupils are able to: CONFLICT Understand the difficult 1. Thinking critically. Rights, Tell the pupils that some people have Compile data and write reports Paper. choices that have to be faced responsibilities written to the local government on findings. Knowledge and when spending tax payers‟ 2. Resolving conflicts. and fairness. complaining that there are no facilities in Pencils. understanding about money. their town or village for young people. becoming informed 3. Analyzing costs. They want to see a new skateboarding or citizens. biking area in the local park or field. 4. Negotiating and However, this is only going to be used by making decisions. approximately 12 young people. Other people in the town or village are against 5. Problem solving. the idea, as they think that the money could be better spent on other things to 6. Carrying out a simple benefit the local community. cost/benefit analysis of some types of Ask the pupils – how should the local Debate the advantages and public recreational government people reply? disadvantages of spending facilities. money on recreational facilities. Discuss the issue of spending the 7. Identifying the taxpayers‟ money on facilities for pursuits criteria by which in which few people take part. spending on recreational facilities Look at local public leisure facilities from may be governed. the point of view of cost compared with number of users (if there are local leisure 8. Stating the facilities). advantages and disadvantages of The class should decide what leisure Present oral and written reports spending a lot of facilities they would like to see in their on their research. money on facilities own area, who these would benefit and for a relatively small why? number of people. They should ask their parents and families, to get other opinions – and present these to the class at another time. Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 146 UNIT 3: Theme: What was it like to live here in the past? In the unit, pupils are introduced to an enquiry-based approach to a local study. It follows on from Unit 1. It is best to focus on an aspect of the local community in the immediate vicinity. It might also be part of a field visit. Pupils compare two or three periods of time. A house, or group of houses, a shopping street, the school, a workplace or a place of worship. It gives direct access to historical sources (past, present and/or the future). It also provides an opportunity to consider citizenship issues such as planning for change, conservation, local identity and social responsibility. The teacher will need to prepare and find sources of written information for this unit. VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Sessions 1 and 2 Pupils will be able to Pupils are able to: Comparisons 1. Describe how the 1. Using secondary Belonging and Gather different written sources of Write an eye-witness account of School records. between their area locality has changed sources. pride. information about the history of different an incident which occurred in the today and in the past over time. buildings in the locality e.g. past. (Period under discussion). Inventory list 2. Recognizing Co-operation. (possessions of 2. Access information different types of School Records – Choose an event from a Dramatize the event. yester- year). CHANGE from different written information Responsibility. school log book to provide background sources. associated with information for the pupils to write their Written sources of different sources. Collaborating. own account of an incident, e.g. from an Extract information from written information 3. Show an appreciation of eye witness or participants’ point of view. sources. (History of building the past. 3. Expressing ideas, etc.). opinions and Inventories – Teachers will prepare explaining facts inventory lists to help the pupils see what Computer. clearly through possessions people in the past owned and talking and writing. kept in certain rooms in the house. Discuss the contents of a particular room for which details are available. Compare with the modern equivalent in the children’s homes. Pupils should use ICT to sort information and present on database, if available. It is intended that this should take at least two (2) sessions. If only one source of information is available, then all pupils should be involved with this – working in small groups. Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 147 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 3 Pupils will be able to Pupils are able to: Making comparisons Present their findings from 1. Making Respect for another Discuss with the pupils what sorts of Present ideas on the similarities Resource person between past and one of the written sources. comparisons and point of view. information they have found out from the and differences between life (to talk about present adjusting to new sources (or different sources) and today and in the past. changes in local information. Caring. compare life now and then. area). Use words associated with the Concern. passage of time. Session 4 1. Investigate how oral 1. Questioning along Respect for truth Identify a topic of interest about the local Critique questions from each. Paper. Change sources of information pre-determined and evidence in area and discuss questions that could be can help us to find out lines to elicit investigations. asked of a visitor to the school, who is Pencils. about how people specific able to talk about changes over time in the lived? information. Co-operation. local area. 2. Design a simple 2. Listening and note Collaboration. Encourage open-ended questions such as; questionnaire. taking skills. Can you describe your day? Can you describe your house? Can you describe your work? What was it like to …..? How do you …..? What do you remember about ….? Devise relevant questions for an Compile a short list of questions and investigation; make sure that the pupils are clear about the purpose of the interview. Competently use questions in an Before the visitor comes into school, interview to elicit specific during the nest session, ask the pupils to information; practice interviewing teachers, family and friends. Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 148 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: Causes and 1. Conduct an interview 1. Developing Respect. Ask the pupils to collect information Present main points. Paper. consequences with someone from the listening and note- during the interview by taking notes. locality. taking skills. Courtesy. Pencils. After the interview, the pupils should Differentiate between fact and 2. Differentiating Co-operation. work in pairs to summarize the main opinion. 2. Identify fact from between fact and points. opinion. opinion. Collaboration. Hold a class discussion, help the pupils to 3. Learning that identify the facts from the visitor‟s historical accounts opinions. are often influenced by personal opinion. Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 149 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 6 Pupils will be able to Pupils are able to: Chronology Synthesize what they have 1. Listing their Co-operation. Put the information together into one or Contribute and co-operate as part Paper. found out about the local findings into some of the following: of a group. area. chronological Collaboration. Pictures or context. Wall Display – Ask groups to make detailed Organize information and drawings. labeled drawings to surround a large picture or communicate in an appropriate model of their chosen building, to show 2. Organizing way for the task chosen by the lifestyle, costume and transport. Materials for information and teacher e.g. making models. communicating it Guide Book – Decide as a class, who the guide - Wall Display in a variety of ways book is for, its format, content and length of - Guide Book Costumes/pictures appropriate to the text. Sub-divide the tasks between groups and - Tape/Slide Show of costumes. audience. make the guide book. - Oral Presentation - Dramatization V. C. R. and video 3. Thinking Tape/Slide Show - Plan a tape/slide - Time Line creatively. presentation using a story board technique. cassette. Discuss with the pupils the best length for a presentation for a chosen audience and the Cassette recorder number of slides that will be needed. Write and blank cassettes. the script. Take the photographs, have them developed and record the audio presentation. Information from oral presentation in Oral Presentation – What questions would the Session 3. pupils ask if they became time travelers and visited their area in the past? Ask different groups of pupils to take on the role of experts on a particular place at a certain time, while the rest of the class asks questions. Drama – give out a picture or an object associated with the building to small groups. Ask them to devise a story on it and act it out. Time-line – Select a range of information from Generate and extend ideas about the oral presentation by the visitor, to create a issues connected to the past. class time line for the history of the local area. Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 150 Unit 4: Theme: Our Country: The physical features: CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Sessions 1 and 2 Pupils will be able to Pupils are able to: Development and Identify different types of 1. Explaining facts Co-operation. With the teacher‟s guidance, the pupils Locate physical features of Physical map of change physical features in Trinidad clearly. identify the physical features of Trinidad Trinidad and Tobago. Trinidad and and Tobago. Appreciating their and Tobago using a map. Tobago. 2. Interpreting colour surroundings. coded keys and Divide the pupils into groups to make Drawing maps depicting physical Materials for symbols. Conservation. models, illustrating the physical features features done using ICT and/or making a model of Trinidad and Tobago. other methods. (plasticene, sand, 3. Sharing ideas. Preservation of the clay etc.). environment. Each group to identify physical features Write short paragraphs about the 4. Interpreting maps. on a map of Trinidad and Tobago using a physical features in Trinidad and Paper. colour-coded key and symbols. Tobago. 5. Modeling. Pencils. Each group presents its findings on Contribute to group presentations. observations made of physical features of Display models. Coloured pencils. Trinidad and Tobago. Computer. Session 3 1. Locate Trinidad and 1. Collecting Collaboration. Ask pupils to locate the equator on a Use encyclopedia and textbooks World map. Climate Tobago in relation to evidence. world map and identify Trinidad and to research information. the equator on the world Curiosity to learn. Tobago in relation to the equator. Computer. map. 2. Identifying features. Divide pupils into groups to source Access information via ICT or Encyclopaedia/ 2. Identify the features of information on features of a tropical other methods. List other text books. a tropical marine 3. Developing map marine climate (using a computer or countries which experience climate. work skills. encyclopedia). tropical marine type of climates Pencil. and locate them on a world map. 3. Recognize that Trinidad 4. Using secondary Paper. and Tobago experiences sources. Pupils collate information and present to Research, record and present data; a tropical/marine type class. climate. Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 151 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 4 Pupils will be able to Pupils are able to: Causes and Describe the impact of a 1. Researching. Appreciation of Pupils are divided into groups to explore Contribute to oral discussions. Pictures, drawings consequences tropical marine type of climatic events and activities which are influenced or posters of climate on the lives of the 2. Reporting. differences. by the climate conditions in their country Write research reports. seasonal events. people of Trinidad and e.g. the seasonal nature of some festivals Tobago. 3. Making Value their and of activities e.g. building houses, Classify activities. comparisons. surroundings. planting, kite flying, cricket and football; as well as of foods e.g. fruits. Participate in field trips at 4. Interviewing. Preserving and various times to farm lands. conserving the environment. Display pictures, drawings and posters of seasonal events and activities. Session 5 1. Identify and locate three 1. Developing map Valuing the Pupils are divided into three (3) groups to Demonstrate knowledge of map Maps of Trinidad Causes and (3) main vegetation work skills. environment. locate areas of forests, swamps, shrubs skills by correctly using keys and and Tobago consequences types in Trinidad and and grasses on maps of Trinidad and symbols. (vegetation, Tobago. 2. Researching. Tobago. climate, agricultural and 2. State that climate 3. Reporting. Ask the pupils to examine climatic Contribute to oral reports. land use). conditions and physical conditions and physical land features to land features determine 4. Developing field see if these influence agricultural land use agricultural land use in work techniques. in Trinidad and Tobago. Trinidad and Tobago. 5. Thinking critically. Write a few paragraphs showing the relationship between - the natural vegetation and physical and climatic features of Trinidad and Tobago. Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 152 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 6 Pupils will be able to Pupils are able to: Becoming a good 1. Locate natural 1. Developing map Patriotism. Resource persons are invited to address Ask and answer questions on Resource person citizen attractions and work skills. students on the natural attractions and preserving our heritage. (talk on local historical sites on maps Responsibility to historical sites. natural of Trinidad and Tobago. 2. Researching. protect our attractions). heritage. Pupils access information from the tourist Research and write projects on 2. View our national 3. Interviewing. board. places of interest. Handouts from heritage as an important Pride and TIDCO. part of our nationhood. 4. Developing field belonging. Pupils prepare a tourist package. Make advertisement brochures. trip techniques. V.C.R and video 3. Recognize that our Pupils visit sites and speak to officials on Compose and dramatize actual cassettes. climate and physical sites then prepare and present reports. tour experiences. features contribute to Paper. our tourism thrust. They write reports and make Create a display booth. presentations. Pencil. Pupils view film strips and videos then Film strips. use the medium of oral expression to show an appreciation of our national Markers, pictures, heritage. Bristol board and glue for making posters. Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 153 Unit 5: Theme: Our Country – The Natural Resources CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Sessions 1 and 2 Pupils will be able to Pupils are able to: Sustainability 1. Define the term Natural 1. Researching and Appreciation for Teacher uses pictures, film strips or audio Interpret maps. Pictures (natural Resources. recording the environment. visual presentations to highlight the and man-made Development and information. different physical resources. Pupils resources). change 2. List the natural National pride. observe and differentiate between natural resources found in 2. Observing. and man-made resources. Film strips. Trinidad and Tobago. Responsibility for 3. Making conservation and Pupils draw up a list and classify the Collect and display pictures of Overhead projector 3. Understand that some comparisons. preservation of resources into natural and man-made. natural and man-made resources. transparencies. resources are natural resources. “renewable” and others 4. Classifying. Pupils investigate the concept of V.C.R and video are “non renewable”. „renewable‟ and „non-renewable‟ and Design charts. cassette. 5. Interpreting maps. classify those resources that fall under 4. Classify the resources these categories. Pencils. found in Trinidad and 6. Formulating tables. Tobago. Pupils identify the location of resources Make oral or written Paper. on maps of Trinidad and Tobago. presentations. 5. Identify the areas in Map of Trinidad Trinidad and Tobago and Tobago. where important natural resources are found. Bristol board, markers and glue. Session 3 1. List some of the uses of 1. Thinking critically. Appreciation of the Teacher divides the class into groups. Create tables, posters, slogans, Information on Sustainability each natural resource. environment. jingles depicting ways on natural resources. 2. Observing. Each group will identify the uses of a conserving and the importance of Colored pencils, 2. Identify ways of Co-operation. named natural resource and list ways of conservation. markers, glue, conserving each natural 3. Problem solving. conserving this natural resource. scissors, pictures resource. Responsibility for Make oral or written and Bristol board 4. Researching. conservation and presentations; for making posters preservation of the and slogans. natural resources. Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 154 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 4 Pupils will be able to Pupils are able to: Sustainability 1. Identify indiscriminate 1. Researching and National pride. Pupils are asked to identify the Present problems and define Pictures. use of natural resources. recording indiscriminate use of our natural solutions; information. Co-operation. resources by questioning and discussion V.C.R and video 2. Identify problems e.g. waste of water, slash and burn, cassette. which may result from 2. Thinking critically. Responsibility. destruction of wild life etc. the indiscriminate use Bristol board and of natural resources. 3. Processing Teacher divides the class into groups. markers for making information. posters. 3. Suggest possible Pupils discuss and suggest possible Compile and critique portfolios. solutions for the 4. Problem solving. problems and solutions. Scissors. problems identified. 5. Making judgments. Pupils define terms such as 4. Appreciate the “conservation” and “preservation” in importance of working relation to natural resources. with others to conserve and preserve our Initiate a „Save the water‟ campaign with Evaluate the effectiveness of the national resources. the school population. campaign e.g. by developing a performance matrix; 5. Become proactive in activities designed to preserve the environment. Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 155 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: Sustainability 1. Identify the ways by 1. Researching and National pride. Teacher provides a list of natural Develop a chart showing natural List of natural which natural resources recording resources and a list of related by-products resources and the matching of resources. Development and are converted into information. Self reliance. for pupils to match. by-products. change usable products. List of by-products. 2. Observing. The class discusses the methods used to 2. Identify some products identify the correct match for resources Handouts from and by-products of 3. Questioning. and products. Ministry of Trade natural resources. (exported local Teacher presents information from the products). 3. List the natural Ministry of Trade and Industry on local resources and by- products that are exported. Maps of Trinidad products which are and Tobago. exported. Pupils use maps to locate manufacturing Use maps. industries. Caribbean map. 4. Appreciate how the natural resources relate Pupils use maps to indicate countries World map. to the wealth of where local products are exported. Trinidad and Tobago. Pie chart Teacher uses graphic representations (pie (contribution of charts) to show the contribution of natural wealth of Natural resources to the national economy. Resources to the National Pupils answer simple questions involving Economy). the interpretation of charts. List of questions Write a few paragraphs on the (based on chart). importance of natural resources to the wealth of Trinidad and Tobago. Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 156 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 6 Pupils will be able to Pupils are able to: Knowledge and 1. Identify some 1. Observing. Concern for local Teacher shows pictures, film strips, Pictures. understanding; environmental concerns issues. audio-visual presentations which depict which are the result of 2. Researching. the effects of exploitation of natural Overhead the exploitation of some Care for the resources on the environment. projections – natural resources e.g. 3. Recording of environment. transparencies or pollution, erosion and information. Pupils discuss and list environmental Make notes. film strips. forest fires. Responsibility. concerns. Present reports. 4. Listening. V.C.R and video 2. Suggest ways of Co-operation. Teacher divides students into groups. cassette. alleviating some of the 5. Questioning. Each group examines a concern and environmental concerns. Resourcefulness. suggests ways of alleviating the problem. Bristol board, glue 6. Playing roles. and markers for 3. Appreciate the role of the Teacher will invite resource personnel making posters. Environmental 7. Negotiating and from the Environmental Management Management Agency in making decisions. Agency (E.M.A) to present information Scissors. minimizing the negative on the E.M.A. in relation to the impact of exploitation of monitoring of the environment. Resource person some natural resources (E.M.A.). on the environment. Pupils ask questions, take notes and report Dramatize environmental issues/ on the talks. concerns. Drawings. 4. Recognize that our decisions and others‟ Teacher presents pupils with various Produce posters to promote Paper. decisions can have both a scenarios which they would dramatize to environmental preservation. positive and negative highlight the effects of their actions. Pencils. effect on us, others and Participate in competitions the environment. geared towards promoting environmental awareness. 5. Contribute positively to activities designed to Work with community groups alleviate some e.g. clean up campaign. environmental problems. Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 157 Unit 6: Theme: Protecting Ourselves CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Healthy lifestyles 1. Know that a healthy 1. Co-operating. Sharing. Pupils are encouraged to speak about their Express their feeling on matters Paper. nation is dependent on ideas of healthy practices e.g. associated related to health. the health and well 2. Drawing Collaboration. with foods, beverages, exercise, leisure, Pencils. being of its citizens. conclusions. work and school. Team work. Pictures. 2. Assume responsibility 3. Expressing Teacher asks questions for them to reflect for their own safety and opinions. on their own practices, drawing examples well being. from what they have said. Session 2 1. Enhance their personal 1. Researching. Healthy lifestyles. Pupils collect pictures of various foods. Take notes. Resource person Healthy lifestyles well being by adhering (Nutritionist). to a proper nutritional 2. Observing. Sharing. They visit the library and make notes on Research. plan. properties of these foods. Paper. 3. Recording Resourcefulness. 2. Understand the concept information. They design menu sheets of what they Discuss menus. Pencil. of a balanced diet. consider to be a well balanced diet. 4. Classifying. Bristol board. 3. List the food groups Make charts displaying various food Display charts. which make a healthy 5. Listening. groups. Markers. diet and state their importance. 6. Questioning. Resource person is invited to talk to Present reports. Glue. pupils on proper eating habits. 4. Establish proper eating Pictures or habits. Pupils ask questions, discuss, talk and drawings of food. write reports on findings. 5. Understand the importance of exercise and rest in achieving good health. Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 158 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 3 Pupils will be able to Pupils are able to: Healthy lifestyles 1. Identify infectious 1. Researching. Sharing. Teacher leads discussion. Pupils are to Prepare lists, reports and journals Paper. diseases in their formulate a definition of an infectious with this information. country. 2. Discussing issues. Empathy. disease after which pupils classify Pencil. diseases as infectious and non-infectious. 2. List the agents of these 3. Making Caring. Book for journals. diseases. suggestions. Pupils would classify diseases as water Critique such lists, reports and Being responsible. borne, insect borne, rodent borne and journals. 3. Suggest ways to rid our 4. Taking notes. resulting from poor hygiene and country of these agents. irresponsible behaviour (sexually 5. Classifying. transmitted). Groups select a category and list agents and make suggestions for ridding our environment of these agents. Session 4 1. Identify common social 1. Listening. Resourcefulness. Pupils view a film depicting some of the Debate a social problem in the V.C.R and video Self Preservation problems in this country social problems and list these problems. country. cassette on Social which affect them. 2. Observing. Empathy. Problems. Resource persons discuss these problems 2. List illegal drugs and 3. Role playing. Collaboration. and their effects. Bristol board and describe their effects on markers for making the user. 4. Composing. Pupils listen and ask questions then Dramatize situations. slogans. engage in role play depicting the various 3. Establish that violence 5. Questioning. social ills. Resource person leads to violence and (Social worker, eventually destroys the Pupils also compose jingles, slogans, Display and present composition policemen, health perpetrator. poems, calypsos highlighting these ills on this topic. officer). and their effects. 4. Exercise caution when Paper. interacting with strangers. Pencils. Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 159 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: Healthy family life 1. Describe the family as 1. Listening. Sharing. Pupils list the various roles and Debate or have discussion on Paper. an important unit in responsibilities of the family unit. this topic; which they can learn 2. Discussing. Collaborating. Pencils. how to protect They discuss these, drawing conclusions Write a short paragraph or essay themselves. 3. Summarizing. as to how the family can protect them as about healthy family lifestyle. well as listing the values which bond the 2. List positive family family together from negative outside values which bind the influences. members and protect them against negative Pupils discuss and make short notes on societal influences. other agencies that provide for their protection and well being e.g. Police 3. Recognize that there are Service, Fire Service, E.H.S. and other important Churches etc. institutions and services in their country which provide for their safety and wellbeing. Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 160 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 6 Pupils will be able to Pupils are able to: 1. Identify the impact of 1. Listening. Care for the Pupils view films, documentaries or Present reports, jingles, poems, V.C.R and video our environment on our environment. pictures detailing environmental pollution calypsos etc. cassette on lives. 2. Observing. and use these as the basis to identify environmental Resourcefulness. various forms of pollution. Maintain journals. pollution. 2. Examine the different 3. Summarizing. types of pollution: land, Pupils prepare reports on how they can Bristol board, water, air and noise. 4. Classifying. care for the environment. pictures, glue and markers for making 3. State that each 5. Questioning. They make posters, compose calypsos, Display posters and portfolios. posters. individual is responsible jingles and poems on the environment. for the care and 6. Recording of Scissors. protection of his information. Resource person discusses the role of the Make notes. immediate environment. E.M.A. with students who ask questions Resource person and take notes. (E.M.A.). 4. Identify and describe the role of the E.M.A. in the enhancement of our environment. Social Studies Syllabus – Standard III Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 161 STANDARD IV OUR NATION AND OUR PART IN DEVELOPING IT Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 162 Unit 1: Theme: Our Nation – How and where do we spend our time? CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Understanding of Distinguish between 1. Deciding what Care for Discuss with the pupils, and create a list Classify types of activity. Sample leisure/ recreation leisure/recreation and work. evidence to collect themselves and of different ways they spend their time. questionnaire. and lifestyle. and how to answer others. With the pupil‟s help, divide activities questions. into categories. Display common 2. Designing a courtesies. As a class design a questionnaire to Design a questionnaire. questionnaire. identify the time spent on the main Care for aesthetics. activities and where these could take place. Give examples of leisure or recreation and work; Ask the pupils to use the questionnaire with their families and friends. Session 2 Interpret the results of a 1. Analyzing, Co-operation. Ask the pupils to work in groups of four Analyze and communicate the Paper. Understanding of questionnaire. communicating and (4) – to collate their data. Calculate the findings – individually and in leisure/ recreation presenting their Decision Making. time spent on each category. groups. Pencils. and lifestyle. findings. Ask pupils to decide on the most suitable Use information. Rulers. 2. Managing time method for tabulating the results. Suggest how time could be effectively. managed effectively. Pupils then draw summary tables of the data. Devise a study plan. Session 3 Study aspects of leisure/ 1. Making plans and Efficiency. Ask the pupils to locate places where they Draw a map devising symbols Maps and pictures Understanding of recreation and work in their maps related to spend time, e.g. their homes, school, park, and using a key. of Trinidad and leisure/ recreation own locality and become leisure, recreation Self understanding. leisure centers, beaches, etc, on a map. Tobago. and lifestyle. aware of how places fit into and work using Describe how they spend their a wider context. symbols and keys. Awareness of They extend this discussion to areas of time in leisure activities. country. Trinidad and Tobago which may be associated with leisure, work or both. Describe areas associated with leisure in Trinidad and Tobago. Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 163 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 4 Pupils will be able to Pupils are able to: Understanding why 3. Appreciate the need for 1. Reflecting on their Personal  Ask pupils about what they think Know about healthy food and we need leisure and good health to enjoy knowledge and responsibility. comprise good health. exercise. relaxation for leisure, relaxation and experience.  Discuss the benefits of exercise and healthy bodies work. healthy eating.  Ask pupils to list health foods and 4. Understand the 2. Working as Co-operation. less healthy foods, and then ask them importance of healthy individuals and to suggest a food that could be eating and exercise. teams. described as healthy or unhealthy.  Ask pupils to examine the food they Suggest reasons why persons 5. Develop personal and eat and assess whether they have persist in unhealthy behaviors. social skills through 3. Problem solving. healthy or unhealthy eating habits. team games.  Talk about the need for a balanced approach to leisure, recreation and work as related to good health.  To find out why games and team activities are important to good health. - Divide the class into two (2) groups. Work as a large group. Ask one half to list all the reasons why it is good to undertake physical activities. - Ask the other half to list the positive Provide logical reasons. and negative reasons for playing team games and sports. - Ask each group to report. Ask the class to brainstorm the following problem: Think creatively and offer a A boy (of their age) with no sight wants to play variety of solutions. cricket, but his school friends say that he cannot be part of the team because he cannot see. What solutions can the class offer to ensure that he can play? Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 164 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: Knowledge and 1. Appreciate that health 1. Reflecting on their Fair play in sports. Ask the pupils to think of a sport where Demonstrate an understanding of understanding about and safety issues need experiences. physical contact is either part of the game the issues involved. becoming informed to be addressed in sport Respect for the or might happen accidentally. citizens and leisure. 2. Using their rights of imagination to individuals. The class should consider what should Devise school/classroom rules 2. Understand why they consider other happen to: for health and safety. should follow rules. people‟s Empathy. experiences. a team that consistently intimidates 3. Develop school rules Conflict resolution. its opponents. for health and safety. 3. Negotiating and a player who makes a reckless tackle decision making Caring. and seriously injures his/her about right action. opponent. Sharing. a referee/umpire who fails to keep control of a game, which ends when someone is hurt. two players who get into a fight after a game someone who is being racially abused and leaps into the crowd and assaults the person abusing him or her. Ask the class to decide whether the law Discuss a situation from another has been broken in any of these cases. If person‟s point of view. so, should the matter go to court? Appreciate the need for safety when playing games and also the need for common courtesies and consideration of other people. Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 165 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 6 Pupils will be able to Pupils are able to: Cause and effect. Compare themselves to 1. Summarizing. Self-awareness. Teacher asks pupils to review all the Present evidence in an appropriate Paper. others. sessions in this unit and to write about way. 2. Reflecting. Empathy. how they spend their time compared to Pencils. others in the class e.g. graph, flow chart, 3. Presenting data. picture, story or diary. Rulers. Teacher asks pupils to consider the Apply knowledge gained and Pictures. behavior of adults and identify healthy extend to a general discussion. and/or unhealthy practices or behaviors. Teacher encourages pupils to review concepts/experiences of past sessions. Each pupil will show how his /her time is spent and compare such with others. Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 166 Unit 2: Theme: Investigating Trinidad and Tobago‟s Physical Environment CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Physical features of 1. Recognize physical 1. Asking, responding Reflecting on their Teacher elicits from pupils all the Speak about the physical features Board. Trinidad and Tobago features on an atlas map and drawing. own learning. physical environmental features that they they knew and what new e.g. know. knowledge they have gained. Chalk. - highlands (hills, 2. Reviewing and Respect for the mountains) classifying environment. Teacher asks pupils to give descriptions Apply the knowledge gained to Maps. - lowlands (plains, previous supported by sketches of these features. recognize physical features on a undulating land) knowledge. map of another country. - swamps Teacher asks pupils to examine a map of - river valleys 3. Identifying new Trinidad and Tobago to identify physical - coasts (bays, knowledge. features, using and extending previous peninsulas) knowledge. 2. Change or modify ideas based on new learning. Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 167 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Sessions 2 and 3 Pupils will be able to Pupils are able to: The physical features 1. Identify the land and 1. Using maps and Appreciation for The teacher should discuss some Use evidence and information in Books. of Trinidad and sea boundaries that atlases. the environment. guidelines for co-operation and working researching a project. Tobago surround the two in groups. Pictures. islands. 2. Learning National Pride. independently. Divide the class into five (5) groups. Work as a member of a team. Video. 2. Identify and locate Co-operation. Each group should be allocated one rivers, main towns and 3. Collecting and region of the islands. CD Rom‟s. cities in Trinidad and recording 1. Port of Spain and the western tip. Suggest different sources of Tobago. information. 2. The north. information for different types of Internet. 3. Central Trinidad. data. 3. Identify and locate the 4. San Fernando and the South. Maps. main areas where crops 5. Tobago. are grown. The groups‟ tasks are to collect information on : 1. The physical features of the region. 2. The main towns. 3. Location of main crop and/or industries. 4. Location of areas of leisure and recreation. Each group will present information gathered. Encourage them to find information from books, pictures, photographs, video, CD ROM‟s and the internet. The research and the presentation must be collaborative and must be a continuous exercise. Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 168 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 4 Pupils will be able to Pupils are able to: The physical features Make group presentations 1. Decision making in Working as a team. The teacher‟s role is to organize the Contribute to a group presentation. Board. of Trinidad and on their research. the presentation of presentations. Tobago findings in Co-operation. Labels. appropriate and Ensure that each group is allocated an Describe the physical and human effective ways. appropriate amount of time. features of the landscape and locate Paper. them on a map of Trinidad and 2. Expressing ideas, Provide feedback on the effectiveness of Tobago. opinions and facts the presentations and the accuracy of the clearly. knowledge and information that each group communicates. Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 169 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: Sustainability 1. Identify and sequence 1. Using secondary Appreciation of the Teacher prepares large diagram of the Identify and sequence the Board. the processes of the sources. environment. water cycle with separate labels to be processes of the water cycle. water cycle. affixed as the lesson unfolds. Labels. 2. Drawing diagrams. Interdependence. 2. Discuss the importance Teachers and pupils discuss major Paper. of the Water Cycle to 3. Using technical concepts and terms associated with the Man and his activities. terms correctly. water cycle. For example;- - Evaporation. 3. Appreciate the 4. Applying personal - Precipitation. interdependence of knowledge of the - Condensation. plant and animal life in weather to account - Transpiration. relation to the water for variations in the - Rivers. cycle. water cycle. - Run-off. - Sea. - Clouds. - Ground water. Using the knowledge gained, pupils guide Draw and label a diagram of the the teacher in affixing the labels correctly water cycle. on the large diagram. Infer from an understanding of the Teacher assists pupils to construct a flow water cycle that variations occur in diagram to show the interdependence of the wet and dry season influencing plant and animal life in relation to the times of water shortage and floods, water cycle. respectively. Critique suggestions of others in affirming ways. Construct a flow diagram. Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 170 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 6 Pupils will be able to Pupils are able to: Causes and 1. Understand the role 1. Asking and Awareness of Teachers ask pupils to imagine that they Discuss the needs and expectations Maps. consequences played by the physical responding to national issues. are American tourists. of tourists. environment in questions. Globes. attracting tourists. Empathy. - What attracts a tourist to Trinidad 2. Using personal pre- and Tobago? Bristol board. Conflict 2. Assess the advantages knowledge to Showing an and disadvantages of inform discussion. optimistic concern - Are there separate attractions on both tourism. for environmental islands? 3. Assuming, issues. Sustainability imaginatively, the - Can they be categorized e.g. physical role of another and cultural? person. - As a tourist, what services and other 4. Discussing facilities will you expect? environmental issues with Teacher then divides the class into two (2) Show how the physical environment attention to causes groups to compile two lists: and/or cultural attractions influence and consequences, (i) Reasons that tourism should be tourism. conflicts over land encouraged. use and sustainable (ii) Negative impacts of the tourist Relate the needs, services and development. industry. accommodations made for tourists as having both positive and negative Display lists. effects on sustainable development. Suggest how some of the negative effects can be overcome. Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 171 Unit 3: Theme: Our Nation – Improving the Environment. CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Impact and 1. Investigate 1. Asking and Appreciation and Discuss with the pupils different Recognize and explain the Clip board. sustainability environmental issues in responding to care for land. environmental problems in and around the variations in the flow of children and around the islands. questions. school and how people‟s views differ. around the school. Paper. Preserving the 2. Recognize ways to 2. Collecting and environment. Discuss with the pupils how noise affects Pencils. improve their recording people and identify which noises cause environment. evidence to Healthy lifestyles. the most problem e.g. the noise of Bristol board. answer questions. children moving around the school Cleanliness. Computer. 3. Developing field Divide the pupils into small groups and Record data. work skills. ask them to listen to the noise of children moving and undertake “children counts” 4. Presenting at set points around the school at different findings using times of the day. ICT and/or other methods. Arrange for the pupils to present their Use ICT and/or other methods of findings. presenting data. Ask them to discuss their findings, identifying busy and quiet areas of the school at different times during the day. Ask them to draw a plan of the school and Draw an accurate plan. to suggest reasons for the patterns, e.g. times of day, “land use” (where children are around the school). Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 172 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 2 Pupils will be able to Pupils are able to: Impact and 1. Investigate their impact 1. Asking and Cleanliness. The teacher should prepare for this Understand how waste is Garbage bags. sustainability on the classroom responding to session by placing a range of used but produced and how and why it environment. questions. Self-awareness. clean materials into labeled bags e.g. should be reduced. Rubbish plastic, glass, aluminum, steel, paper, etc. (suggested). 2. Investigate how a 2. Collecting and Responsibility. classroom can be recording evidence Each group of 5 or 6 pupils should have at Gloves. improved. to answer Care of the least 5 small bags of different materials. questions. environment. Ask them to estimate the weight of the Scale. rubbish in each bag. They should then Express a view on the 3. Considering how Co-operation. weigh the bags to check on the accuracy environment and justify it. Bristol board. people affect the of their estimates. Ask the pupils to find environment. out where rubbish/ garbage go to, after it is collected. Ask them to estimate how much rubbish is generated in their classroom over a week. The pupils are to produce a cumulative graph, for an interactive display, that shows the weight of rubbish throughout the week. They discuss how the classroom environment can be improved. They should also find out about where the waste from the island is dumped. Discuss with the children which types of Make suggestions for solving the rubbish might be recycled and how to go litter problems in the classroom. about it. Discuss why recycling is important for Trinidad and Tobago. SAFETY: Children should not handle litter directly. They should use litter-pickers and wear gloves. Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 173 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 3 Pupils will be able to Pupils are able to: Impact and 1. Investigate the impact 1. Collecting and Environmental Divide the pupils into small groups and Understand about the amount of Garbage bags. sustainability of rubbish on the school recording evidence responsibility. ask each group to investigate and estimate waste in the school grounds. environment. to answer litter in part of the school grounds and Gloves. questions. Self-pride. other classes. 2. Analyze an issue related Paper. to the environment. 2. Investigating Maintaining a clean Ask each group to identify the litter bins places. environment. and area that they will be responsible for Pencils. 3. Explore ways to solve on a plan. The pupils collect the rubbish the problem. 3. Developing field Self-awareness. at the end of the day for a week. Rulers. work skills. Compare results between the different Express a view on an Computer. 4. Learning how groups; environmental issue and justify it. people affect the environment. Ask the pupils to present their findings, Display problem solving attitudes. using spreadsheets and simple graphing 5. Managing and software (if available). sustaining their environment. Ask the pupils to examine their findings, discussing the location of bins, number of 6. Using ICT and/or bins and the issue of litter. other methods to present findings. What suggestions have they got for improving the litter problem around their school or in the nearby streets? SAFETY: Children should not handle litter directly. They should use litter-pickers and wear gloves. If rubbish bins in the school grounds are fixed, it is a good idea to put plastic sacks in them at the beginning of each day. Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 174 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 4 Pupils will be able to Pupils are able to: Impact and Investigate how the 1. Investigating To be pro-active in Make a proposal of the suggestions to the Map of the area. sustainability environment of a place can places. an acceptable way. principal (from session 3). be improved. Paper. 2. Collecting and National pride. As a class, identify an area in the locality recording evidence that has been cared for e.g. the park, Pencils. to answer Responsibility. shopping center, market or local street. questions. Pens. Appreciation for Discuss with the pupils how the area Formative enquiry questions. 3. Developing field and care of the might improve and who is responsible for Computer. work skills. environment. improving the environment (self, others and authority). Envelopes. 4. Using ICT and/or other methods to Divide the pupils into small groups and Distinguish between the most present findings. ask each group to use word-processing and least important details. skills (if possible) to write a report about the area to send to the local authority, describing how the environment is being Write a letter/report to the local affected and asking if there are any plans authority, editor of the news- to improve the area. paper, Member of Parliament for the area. Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 175 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: Causes and 1. Investigate an 1. Asking key Care for the Provide opportunities for the pupils to Maps. consequences environmental issue. questions: environment and identify the key issues of some - What is the issue? understanding of environmental feature that could impact Newspapers. 2. Create a model of an - Where is the issue? others‟ view. on their local area. Look at maps, environmental area to - Why is there an newspaper cuttings, etc. Flash cards. exemplify environ- issue? Aesthetic value. mental awareness. - What are the views Once the issue has been selected, the Put a reasoned and logical Posters. of the different Love for and pride pupils need to ascertain why there is an argument together. 3. Recognize and groups involved? in the issue – what are the points of view of Pictures. understand the need for - What does the class environment. different people? preserving and think? Potted plants. conserving the - How might the issue Environmental Divide the pupils into two (2) groups. Ask Work as a member of a large environment for develop? awareness. one group to formulate arguments to group. sustainable support the issue and the other group to development. 2. Discussing the formulate arguments against the issue, as importance of a well as how the issue would be resolved clean, healthy or developed. environment such as river courses, Ask each group to appoint a spokesperson Debate an issue related to the industrial sites, – who will present the groups‟ arguments environment. beaches, farms, and points of view. housing areas, schools, roadways, The teacher‟s role is to guide the Explain how people seek to etc. discussion and give feedback. manage and sustain the environment. As a class, set up an area within the school compound using flash cards, Explain the benefits of posters, pictures, ornamental plants etc. to preserving and conserving the promote care of the environment. environment and the need for sustainable development. Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 176 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 6 Pupils will be able to Pupils are able to: Knowledge and 1. Explain the impact of 1. Identifying the Right and wrong. Ask the class for a list of offences Distinguish between criminal Pictures. understanding about man‟s behavior on other consequences of sometimes committed by young people. and non-criminal offences. becoming informed members of the society. positive and Empathy. Bristol board. citizens. negative actions. Ask the pupils which of these are crimes Ask and answer questions. 2. Explore crime and how it Conflict resolution. and which, if any, are “victim-less” e.g. affects young people. 2. Discussing defacing property, littering, taking drugs criminal and non- Coping. and driving without a license. 3. Recognize that littering criminal offences is a crime. and some of the Self-esteem. Ask the pupils to identify the victim(s) of characteristics of each of these crimes and consider how the youth crime. Tolerance. offence would affect them. 3. Learning that It is possible to distinguish between Harmony. crime has serious serious and less-serious offences. If so, consequences for how? Inter-dependence. the victims and the perpetrators, Tell pupils that while some offences have Analyze a case study. even so-called no apparent victims, the offenders “victim-less” themselves may suffer as a result, e.g. crimes. gaining a criminal record or health related problems. Ask the class to think of factors, positive Develop decision-making skills and negative, that might stop young about personal choices and people committing crimes, and how behaviors. effective each factor might be. Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 177 Unit 4: Theme: The history of Trinidad and Tobago. This unit will involve the pupils in an extended historical enquiry and investigation. In the earlier years, the pupils would have acquired historical skills and some general understanding of the historical development of the islands. This unit provides the opportunity for them to develop, extend, use and apply these skills and knowledge. The enquiry is a collaborative group task, where the pupils will be expected to take on some responsibility and independence in their learning. The teacher‟s role is to facilitate and support the enquiries, as well as providing appropriate resources, information and guidance. CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Causes and 1. Use a time line to show a 1. Representing Sequencing/ Record personal data on a time line. Record information in Chart (timeline). consequences sequence of events. information in a ordering. sequence. time line. The teacher will need to gather together a Pictures. 2. Investigate the past using Appreciate and range of books, pictures, materials and a range of sources. 2. Asking and understand the resources for the pupils to use before Maps. answering impact of the past commencing the investigation. There 3. Develop information questions. on present day. should be a time line around the room that processing skills. provides key reference points for the five 3. Locating, Empathy. (5) groups. 4. Develop enquiry skills. collecting, sorting and classifying Interpretation of Divide the pupils into five groups and Working in groups. 5. Apply creative thinking information. the past. explain that they are to work collaboratively skills. to undertake the investigation. 4. Drawing inferences Co-operation. 6. Use their understanding and making Explain each stage of the investigation and of previous work and deductions. Harmony. their roles and responsibilities. chronology. 5. Presenting their thGroup 1: Pre – Columbian Era – pre 15 Democracy. 7. Trace the historical findings – reporting century: background of their verbally and Investigating the earliest inhabitants Responsibility. ancestors (on a time line) written. (Caribs and Arawaks, etc) – use of world map. - Who were they? 6. Evaluating their - How did they get here? own work – peer - Where did they come from? group evaluation. - How did they distribute themselves? - How did they live? 7. Working collaboratively. Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 178 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 continued Pupils will be able to Pupils are able to: Group 2:The coming of the Europeans (1498 – 1640): Artefacts. - How were the islands discovered? - Who was already there? - What happened next to the previous inhabitants? - What happened to the Europeans? - What was the impact? - How do we know? Group 3:The coming of the Africans (1640-1845): - How and why did they come? - Who brought them? - What was the impact on them and for Trinidad and Tobago? - The sugar revolution. - Emancipation. Group 4:The coming of the East Indians (1845-1917): - Who were already there? - How and why did they come? - Who brought them? - What was the impact on them and for Trinidad and Tobago? Group 5:The modern era (1917-present time); - What were the changes made with the coming of Independence and republicanism? - How do we choose our government? - What is the basic structure of the government? Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 179 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 continued Pupils will be able to Pupils are able to: Additional questions: All groups are also asked to consider: - What would I have felt like, if I had been there? - What would I have done? - What is the impact of this era that we have studied on my life now? - What is the impact of this era that we have studied on Trinidad and Tobago? The teacher is responsible for setting up the groups, ensuring that they understand Ask questions. what exactly they are required to do and that they draw up a list of questions to Compile information. ask. The pupils should also agree on how they will share and delegate the tasks and Work effectively as a group. responsibilities. They should devise a time plan for the management of what has to be accomplished. Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 180 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 2 and 3 Pupils will be able to Pupils are able to: Causes and Commencing the investigation as a group. Locate information. consequences Work effectively as a group. Ability to conduct research. Session 4 Collecting, sorting, collating, classifying Sort, order and classify data. Causes and and analyzing their information. consequences Draw references. The teacher‟s role is to set up specific time‟s to monitor pupils, get feedback Make decisions. from them and give advice accordingly. Present findings appropriately. Work collaboratively. Session 5 Each group should make a display and ten Make a display. Bristol board. Causes and minute presentations. consequences Present in a group. Pens. The teacher should provide positive and developmental feedback to each group. Markers. Artefacts. Session 6 Evaluation by each group of how they Evaluate the content of the task. Causes and carried out the investigation and consequences undertook the group work. Evaluate the work processes within the group. Know how to improve future work. Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 181 Unit 5: Theme: My role as a citizen. CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Behavior patterns 1. Distinguish between 1. Expressing verbally Honesty. Use role play to highlight situations of Evaluate situations and say Newspapers. acceptable and their opinions and right and wrong. whether it was fair or unfair, unacceptable behavior. feelings. Justice. right or wrong. Story books. 2. Determine whether 2. Drawing on their own Punctuality. Ask pupils to express views and feelings Assess situations in their own situations are fair, just, experiences. on the situations. lives. right and equal. Productivity. 3. Using the golden Ask pupils if they would have behaved rules and proverbs to Fairness. differently. initiate discussion e.g. do unto others…unto Resolution of you. conflict. Session 2 1. Express their opinions 1. Speaking clearly and Civic Ask pupils to examine situations in their Write letters to the local EMA resource Care for the on things that matter to with impact. responsibility. community and say how they would solve authority, Member of Parliament materials. environment them. problems within the area. or media expressing concerns. 2. Using their Decision making. Newspapers. Becoming an 2. Examine current and imagination to Discuss the role of the Environmental effective citizen national issues and how consider other Harmony. Management Agency. they impact on their people‟s experiences. lives. Discuss with pupils ways they can make their community a better place. Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 182 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 3 Pupils will be able to Pupils are able to: Understand 1. Recognize their worth 1. Asking and Self-esteem. Reflect on their experiences both positive Write an autobiography. Sample themselves as social as individuals. answering and negative and write an autobiography. autobiography. beings questions. Self-confidence. 2. Identify their Arrange the class into small groups and Can work in groups. Resource person. achievements (positive 2. Using self Self-discipline. ask them to discuss positive and negative and negative) about reflection to issues that affect each member of the Pictures. themselves. analyze themselves Appreciation for group. and their self role models. Newspapers. 3. Examine their mistakes worth. Encourage them to look at their mistakes Oral and written reports. and set personal goals. Team work. and set personal goals. Scrap-book. 3. Using resource 4. Identify role models. personnel. Invite resource personnel to address the class. Teacher allocates time for 5. Describe outstanding 4. Categorizing questioning and discussion. personalities in specific outstanding fields such as Politics, personalities. Ask pupils to collect pictures, newspaper Storytelling and writing. Science, Sports and clippings and compile a manual on Arts etc. 5. Speaking clearly outstanding personalities. and with impact. Show an appreciation of role models/ Role playing based on models. outstanding personalities through discussion. Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 183 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 4 Pupils will be able to Pupils are able to: Facing new 1. Understand that every 1. Thinking logically. Self-assessment. Teacher guides pupils to complete the Use a scientific approach to Stories. challenges individual faces following task:- problem solving and to deal with challenges. 2. Taking appropriate Making choices. challenges. Books (Texts). action. - Identify a problem in their life. 2. Examine a challenge Self-reflection. Internet. pertaining to - Relate these problems to their roles himself/herself. Problem solving. as citizens. Newspapers. 3. Analyze the pros and Conflict resolution. - Collect information relating to these cons and takes problems. appropriate action. Responsibility. - Determine the nature of the 4. Developing information information. processing skills. - Make inferences based on data collected. - Take appropriate action based on conclusions. Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 184 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Sessions 5 and 6 Pupils will be able to Pupils are able to: Democracy 1. Explain the meaning of 1. Gathering Lead a class discussion on different Make rules. A copy of the Justice. democracy and why it information. methods by which democracy can be Constitution (or, Patriotism must be maintained. Fairness. brought about and initiate a class project Express views on democracy. parts of it). 2. Developing inquiry to demonstrate the process. Freedom. Rights and 2. Make rules necessary to skills. Develop a semantic map to responsibilities of a maintain a democratic Equality. Discuss which method brings about illustrate an ideal citizen. Stories that citizen society. 3. Speaking clearly. participation by the majority. highlight conflict National pride. resolution. 3. Examine characteristics 4. Assessing Responsibility. Define what is meant by democracy. of an ideal citizen. characteristics that Rate themselves on a checklist. are valued. Patriotism. Use role-play to demonstrate positive and 4. Identify personal negative behaviors and let pupils deduce Productivity. changes they can make 5. Self-analysis based qualities that model an ideal citizen. in order to become an on the qualities of an Respect for ideal citizen. ideal citizen. Introduce discussions to improve short Make personal pledges to be property. comings. improved. 5. Identify the rights and 6. Arriving at the Respect for responsibilities of a conclusion that Use stories and problem solving situations List rights and responsibilities of citizen. every citizen has authority. to demonstrate rights and their a citizen; certain rights. Respect the rights infringement. 6. Demonstrate ways of Behave in an appropriate showing love, respect 7. Having an of others. Discuss the need for love, respect and manner. and loyalty for the understanding of loyalty for the nation. Harmony. nation (via the flag and behavior, this shows national anthem). respect. Self-assessment. Role-playing to demonstrate rights and Reason and justify. corresponding responsibility. 7. Recognize that every 8. Understanding that Decision making. Answer enquiry questions. right has a the right to freedom Empathy. corresponding of speech comes responsibility. with a responsibility Nation building. not to say degrading Loyalty. things about others. Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 185 Unit 6: Theme: Living in Trinidad and Tobago. CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Population of 1. Define the term 1. Asking and Respect. Ask the pupils to conduct a census. Conduct a survey. Map of the area of Trinidad and Tobago „Population‟. responding to the census. questions. Co-operation. Ask the pupils to collect and collate their Analyze, communicate and 2. Conduct a survey in data. report their findings. Atlas. their school. 2. Collecting and Team work. recording data. Discuss with the pupils their findings and Maps. 3. Compare the findings Nation building. compare them to the population of with the population of 3. Presenting findings Trinidad and Tobago. Texts. Trinidad and Tobago. in an appropriate Peace and and effective way. harmony. Draw maps showing density of Interpret maps. Internet. 4. Identify areas of dense population, colour coding as per density. and sparse population in 4. Analyzing their Understanding and Trinidad and Tobago. findings. appreciation for Discuss environmental problems Provide logical reasons. others. associated with population density. 5. Examine reasons for the 5. Developing map density. skills. What solutions does the class have to deal Think creatively. Problem solving. with these problems. 6. Discuss problems 6. Drawing on their associated with past knowledge and overpopulation. experience. 7. Suggest solutions to these problems. Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 186 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 2 Pupils will be able to Pupils are able to: Cultural Heritage 1. Describe our cultural 1. Conducting Understanding and Ask the class describe the multi-racial and Present aspects of our culture Maps. heritage. interviews. appreciation of multi-cultural aspects of our culture. using a variety of media. others. Texts. 2. Learn about aspects of 2. Presenting findings Divide the class into groups, each group Work as a member of a large our ancestral culture in an appropriate National pride. would research and present findings of group and to communicate Story books. that are still practiced and effective way. the following groups: information. today e.g. sou sou, Tolerance. - Amerindians. Pictures. bongo, gayap. 3. Conducting - European. research. Co-operation. - Africans. 3. Examine the - East Indians. contributions of people 4. Developing map who came and the skills. Include: impact on our culture today. 5. Drawing a. Place names on a map of Trinidad illustrations. and Tobago. 4. Appreciate and b. Religion, Festivals and Languages. understand people‟s 6. Organizing c. Food, dress, musical instruments, beliefs, attitudes and displays. modeling, dance and illustrations. values. d. Current practices. 7. Co-coordinating a cultural program. The role of the teacher is to monitor, Make a critical analysis of facilitate and guide the pupils‟ work and findings. give a summary of the findings. Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 187 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 3 Pupils will be able to Pupils are able to: Budgeting savings 1. Plan a personal budget. 1. Drawing on their Self-evaluation. The teacher‟s role is to emphasize the Plan a personal budget. Pie charts. experiences to need for budgeting and not overspending. Making choices 2. Identify the importance develop a personal Personal Bar graphs. of savings. budget. responsibility. Lead a class discussion on forms of Consider forms of saving. savings. 3. Understand the benefits 2. Learning how to Resourcefulness. in being thrifty. save. Ask pupils to look at a problem, propose Make choices. Self-sufficiency. and examine options. 4. Identify the need to 3. Drawing on their make wise choices. own experiences to Decision making. Select the most appropriate choice. show ways of being thrifty. Critical thinking. 4. Making choices. Problem solving. Session 4 1. Identify forms of 1. Identifying forms Competence. Ask the pupils how communication has Send an email, fax and surf the Computers. Information and technology for of technology. been made faster and more accessible. internet. communication communication and Problem solving. Internet access. technology information. 2. Using ICT to The role of the teacher is to guide the communicate. Efficiency. pupils through an exercise in sending an 2. Use ICT. email. 3. Collecting and Choosing from 3. Examine how ICT recording alternatives. Ask the class to brainstorm the influences Express a view and provide influences the way we information on a of ICT. logical reasons. think and behave. semantic map. Self-awareness. The role of the teacher is to develop a Evaluate their own behaviour. Self-evaluation. semantic map to classify influences expressed by students e.g. fashion, foods, movies, music and other recreational activities as well as negative influences such as drugs, video games (violence), etc Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 188 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Sessions 5 and 6 Pupils will be able to Pupils are able to: Looking into the Examine existing conditions 1. Collecting and Creativity. Divide the class into four (4) groups to Express opinions. Newspapers. future. and make projections for the recording deal with issues pertaining to the future. information. Problem solving. following:- Books. 2. Critically analyze Reflection. i. The family. Magazines. Change data. ii. The school. Decision making. iii. The community. Computer. 3. Presenting findings iv. The nation. Adapting to change in an appropriate Team work. Internet. way. The teacher asks the pupils “If you were Make projections. Co-operation. given the opportunity to look into the future of one of the above what changes would you recommend”. National pride. Each group gathers information via interviews and questionnaires and assesses it. Ask each group to appoint a spokes Devise strategies. person – who will present the groups arguments and recommendations. The teacher‟s role is to summarize and give feedback. Social Studies Syllabus – Standard IV Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 189 STANDARD V W O R L D S T U D I E S Social Studies Syllabus – Standard V Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 190 Unit 1: Theme: What‟s in the news? CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Similarities and Investigate the impact of the 1. Investigating Respect for Bring local news items from newspapers Match headlines to stories. Newspapers. Differences local media. places. diversity and or the internet to the attention of the difference. whole class by displaying them on the Scissors. 2. Using secondary class “News Board” and ask the pupils to sources. do the same. News board. 3. Using and Use images to develop an interactive Write a news report based on the Globe, map or interpreting maps display where the pupils identify the interpretation of secondary atlases. and plans. location of the story on a map. sources. Glue. Ask the pupils to match headlines to stories and to create headlines. Computer. Television. Session 2 Investigate the impact of 1. Using information. Respect for Take regional/local issue or story, give Write a brief report. Newspapers. Causes and regional media. diversity and them the headline and ask the pupils to consequences. 2. Using inference difference. write the story as the reporter. Match stories to their location on Scissors. and deduction. a map. News board. 3. Writing effectively. Globe, map or atlases. Glue. Computer. Television. Social Studies Syllabus – Standard V Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 191 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 3 Pupils will be able to Pupils are able to: Causes and Investigate the impact of 1. Expressing ideas Being a responsible Bring newspapers with international news Compare and contrast local and Newspapers. consequences international news and and opinions, and effective stories – ask the pupils to locate the international events. events. explaining facts member of world country on the globe or in an atlas. Scissors. through talking and society. News board. writing. Ask the pupils to work in pairs and Examine how people respond Globe, map or discuss what happened before and after differently to different situations. the event. What is the impact of the event atlases. on human lives? Demonstrate a deeper Glue. understanding of situations in the When they have gathered the key facts, world. Computer. they should agree on a newspaper Television and headline and write a report collaboratively Interpret news effectively. Video player with (500 words only). cassette. Session 4 Investigate the reasons for 1. Collecting and Appreciate and Record a news program from the TV onto Show knowledge of current Newspapers. Change conflict places being mentioned in recording evidence. understand the video. Ask the pupils to watch the video. affairs. the news. impact of world They should list and then mark on a map Scissors. 2. Using secondary events. all the places mentioned on the news. News board. sources of Discuss the reasons why places become Globe, map or information. newsworthy. Represent data collected atlases. 3. Discriminating Discuss whether the news always presents graphically in a table format. Glue. between fact and the facts and whether facts can be opinion. distorted by the way they are presented. Computer. Debate on any prominent current Television and 4. Keeping abreast Ask the pupils to repeat the exercise for affairs issues. Video player with with current affairs. homework for a week. They should watch the news and to record the number cassette. of times in a week, places are mentioned and the reasons for the differences. Social Studies Syllabus – Standard V Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 192 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING STRATEGIES SUGGESTED FORMATIVE RESOURCE ATTITUDES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: Similarities and Appreciate what life is like 1. Recognizing and Empathy and Use a class story book, such as Journey to Relate how young people in Box. differences for young people in other investigating places understanding. Jo‟burg. Read the story to the class and discuss other parts of the world live. communities. through literature. with the pupils the similarities and differences Paper and pencils. between communities and the lives of people 2. Exploring and who live in them. Bristol board. understanding other life styles through Role play or prepare a skit related to literature literature. studied. Session 6 Develop knowledge about 1. Locating and Respect for On each day for a week, give the pupils two Locate places using co- Card for templates. Interdependence world cities. investigating diversity and facts about a city – elsewhere in the world. ordinates on a map of the places. differences. world. Pencil. If they are able to guess where the city is, they 2. Analyzing the must put their answer on paper and place it in a Guess the identity of the city White paper. evidence. box. before the end of the week. Coloured sticky 3. Using secondary Reveal the identity of the city at the end of the paper. sources of week and check the papers in the box – did information. anyone get the correct answer? Scissors. Write the names of at least ten cities from Use and interpret secondary Units of paper around the world on slips of paper and place in sources. currency (from a box or hat. The pupils work in pairs or threes other countries). and take a slip out of the box. Their task is to co-operatively investigate: the location of the city. the climate and its impact. as many key facts as possible. Communicate their findings to others in poster/chart or map as a group activity (2 or 3). Social Studies Syllabus – Standard V Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 193 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Additional Activity Pupils will be able to Pupils are able to: Justice, Injustice 1. Explore basic economic 1. Working Interdependence. Find a story in the newspaper or from the Pencils. and concepts. collaboratively. TV on trade, or commercial aspects of life Interdependence; in Trinidad and Tobago. Explain that the Paper. 2. Begin to learn about 2. Problem solving. country cannot be isolated from the world. becoming informed Coloured sticky consumers. You will need: pencils, white paper, paper. colored sticky paper, scissors and units of paper currency. Scissors. Four different sets of templates made from Units of paper Card (enough for each group to have a set.) currency. Templates – a car, a TV set, a TV screen, a Cardboard. star (smaller than an A4 sheet); The car should be roughly twice the size of the template for the TV set. A copy of the buying list, the selling list and the rules for each group. Divide the pupils into groups of four or five. Appoint two or three pupils to be the suppliers and buyers in the Market Place. You may wish to do this yourself. Give each group thirty units of currency, a buying list, a selling list and discuss the rules carefully with them. Social Studies Syllabus – Standard V Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 194 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Additional Exercise Pupils will be able to Pupils are able to: Activity Buying List: Templates – 4 Units Scissors – 6 Units Pencils – 3 Units Colored paper – 2 Units White paper – 1 Unit Selling List: TV white – 1 Unit TV with colored screen – 2 Units White car – 3 Units White car with colored star on bonnet – 4 Units Rules: Five minutes discussion time in the group. Fifteen minutes buying, making and selling. You can only buy or sell in the market place. The winning team is the one with the most “wealth” – this will be worked out by the prices above. All supplies must be bought in the market place. The groups then buy their supplies and make and sell their goods to the other groups. At the end of the period, each group reports how much wealth they have and how many unsold goods. Social Studies Syllabus – Standard V Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 195 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Additional Exercise Pupils will be able to Pupils are able to: Activity Ask the pupils what would have happened if there had been a fall in the price of cars because of overproduction by another country? What if the value of the star had changed Identify and explain economic – become more expensive? concepts that impact upon different situations. It is important to help the pupils to analyze the causes of their being winners and losers in the economic market place. Analyze consumer behaviour. Ask the pupils: - What strategies they think they used, to play the game? - What have they learned from it? - What does it make them think about, considering the global market place and Trinidad and Tobago‟s place in it? The environmental impact of using raw materials can also be discussed and what we do with “obsolete” or worn out goods. Social Studies Syllabus – Standard V Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 196 Unit 2: Theme: Connecting ourselves to the world. This unit requires the use of a fax machine and a computer with email access. It would also be helpful if the school could twin with another school in the Caribbean or the United Kingdom. These arrangements need to be made before this unit can be undertaken. CONCEPTS OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Interdependence 1. Identify and use 1. Collecting and Relating as a Discuss with the pupils what faxes are. State the benefits of using faxes. Computer. different aspects and recording evidence. member of world Links to other places. systems of society. Ask the pupils why faxes are sent and Fax machine. communication. 2. Exploring. compared to sending a letter. 2. Using technology If there is a fax machine in the school – systems to link plans. the pupils should find out how many faxes have been sent and to where. If there is no fax machine in the school – Produce and send information contact a local business with a fax via fax. machine and ask to visit. Pupils should send and receive a fax – noting how a fax is laid out – compared to a letter. Social Studies Syllabus – Standard V Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 197 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 2 Pupils will be able to Pupils are able to: Use email. 1. Writing letters. Responding to the Discuss with the pupils what an email is. Evaluate new forms of ICT Computer. Interdependence. use of the new through discussion. 2. Investigating forms of ICT. Explain why people use it and how it Internet access. Links to other places. places. differs from posting a letter. 3. Asking and Ask each pupil to write a letter to be sent Produce and send a letter and responding to by email to their “twinned” school. questionnaire by email. questions. The class should devise a questionnaire 4. Collecting, for the twinned school. This should be analyzing and sent to the twinned school as an recording evidence. attachment. 5. Using ICT and other methods, to find and assist in presenting and handling data. Social Studies Syllabus – Standard V Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 198 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 3 Pupils will be able to Pupils are able to: Interdependence. Use the internet. 1. Asking and Gather information about the area in Present and analyze data through Computer. responding to which the twin school is located e.g. the internet. Links to other places. questions. weather, population and lifestyle. 2. Collecting, Once this data has been collected, ask the recording and children to analyze and compare with analyzing data. local conditions. 3. Using ICT to assist The pupils should produce graphs and in the handling of charts to show the similarities and information. differences between the two places. Session 4 Locate Trinidad and Tobago 1. Investigating places Being a responsible Discuss with the pupils where the twinned Locate places on maps. Map or atlas. Interdependence in relation to the twinned using different and effective school is located. Find it on a globe and school. scales. member of world in the atlas. Bristol board. To understand how society. their locality is set 2. Using and The pupils should identify the nearest Use an atlas to identify airports Scissors. within a wider interpreting globes airport to the school and mark out on a and mark routes on a base map. context; and atlases. base map, the route that a flight might Markers. take. 3. Calculating distance and time. Help the pupils work out the time Calculate distances between their differences. own country and another and calculate time differences. Explain the time zones around the world. Social Studies Syllabus – Standard V Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 199 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: Interdependence Identify and explore Gathering and Developing a Discuss the various modes of travel from Maps. different modes of interpreting information „global‟ one country to another. travel/transport from one on air travel. consciousness. Tourist brochures. country to the next e.g. air Identify why people travel from one travel. country to another. Pupils contact a travel agency and collect Construct a table/chart showing data on various aspect of air travel e.g. data collected. flights, destinations and cost. Identify and explore reasons for Represent information gathered using/selecting air travel. on routes, destinations and cost on a world map. Session 6 Identify and explore Gathering and Awareness of the Discuss the various types of sea travel. Map or atlas. Interdependence different modes of sea interpreting information importance of transport. on sea travel. travel to the Identify reasons for using sea development of the travel/transport. world society. Organize class into groups. Have each Work in a group and make a Fostering greater group explore on aspect of sea travel (e.g. presentation which will be communication. cruise industry, cargo, passenger travel). evaluated using a set criterion. Linkages Groups should identify major ports (local, regional and international). Social Studies Syllabus – Standard V Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 200 Unit 3: Theme: Our Caribbean Family: CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Similarities and Define and classify the 1. Gathering and Respect for Use a map of the World and Caribbean. Prepare table. Maps of the differences. Caribbean region. interpreting diversity and Caribbean and the information. difference. Initiate discussion and elicit location and Document data. World. Links to other places. definition of the Caribbean. 2. Interpreting maps. Appreciation of Bristol board. How different groups membership in the Group islands according to geographical Show each group of Caribbean of people live, 3. Classifying Caribbean family. commonalities and language islands: Markers. operate and change. information. commonalities. i. Geographical grouping. ii. Language based Alternative Suggested Strategies: grouping. Present the pupils with cut out‟s of each country of the Caribbean. Ask them to consult the Caribbean map and reconstruct the Caribbean region. Colour code each country according to: i. Geographical group. ii. Language group. Session 2 Define and explain key 1. Collecting and Respect for Research early colonizers. Make linkages between colonies Maps of the Links to other people concepts related to our recording data. diversity and and colonizers. Caribbean and the and places in the Caribbean history. difference. Locate on a world map. World. past. 2. Sequencing - Re-discovery and (Time line). Value the Locate colonies and link with colonizers. Bristol board. colonialism; contribution of - Slavery; other cultures. Pupils are grouped and asked to study Make a group presentation of the Markers. - Indenture ship; literature on key concepts. literature studied using role- - Emancipation; Understand playing, posters and illustration. Literature relevant relationships to topic. between people. Social Studies Syllabus – Standard V Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 201 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 3 Pupils will be able to Pupils are able to: Relationships Identify significant 1. Researching Value the Organize and initiate research groups. Make a group presentation which Photographs. Caribbean personalities (one personalities. contribution of involves: Individual to their from each field) e.g. literary, other people. Each group researches different - Oral and visual data. Bristol board. country. sports, culture, politics, 2. Analyzing and personalities. - Submitted and written science and social work. evaluating Being a responsible material. Markers. contributions made and effective Collect produced material where available - Presentation in unique and by personalities. member of world for the personality studied. creative manner. Literature relevant society. to topic. 3. Negotiating, Encourage pupils to discuss contributions deciding and to development. participating in group tasks. Session 4 1. Trace the efforts at 1. Researching. Sustainable Organize groups to research aspects of Debate and propose a solution to Maps of the Interdependence establishing Caribbean development. Caribbean integration related to an issue related to the Caribbean Caribbean. integration. 2. Collecting and objectives. integration. recording data. Understanding Bristol board. 2. Identify CARICOM relationships Represent data collected in various forms Indicate, on a given Caribbean members. 3. Analyzing and between people and e.g. semantic map, flowchart, tables, map, members of CARICOM. Paper. drawing countries. illustrations and posters. 3. Explain the need for conclusions. Pencils. Caribbean integration. Create a word sleuth/puzzle using 4. Negotiating, CARICOM members. 4. Propose a solution to deciding and some problems of participating in Caribbean integration. group talks. 5. Drawing conclusions. Social Studies Syllabus – Standard V Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 202 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: Earth concepts Record and interpret maps. 1. Recording and Respect for Use a map of the Caribbean and the map Prepare a table showing Maps of the interpreting maps. diversity and of a selected locality to determine similarities and differences Caribbean. difference. location, key, physical features and between selected locality and 2. Collecting data. weather. Trinidad and Tobago. Ruler. 3. Investigating data. Paper. 4. Observing and Pencils. drawing conclusions. Session 6 1. Recognize and analyze 1. Observing, Respect for Use photographs, literature and ICT Work as a group to prepare Photographs. Technology and similarities and analyzing and diversity and systems to investigate, analyze, interpret visual materials which could be communication differences between drawing difference. and draw conclusions about lifestyles in used to market selected Computer. impacting on social contrasting locality and conclusions. selected locality. locality/Trinidad and Tobago as relationship. Trinidad and Tobago, in Value the potential tourist sites. Literature on the terms of lifestyles, 2. Using ICT skills. contribution of Compare and contrast with same in topic. family, home, school, other skills. Trinidad and Tobago. work, leisure, land use 3. Interpreting data. etc. Understand relationship 2. Establish contact with a between people. school in contrasting locality through ICT systems i.e. fax, e-mail, internet, telephone and post etc. Social Studies Syllabus – Standard V Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 203 Unit 4: Theme: Our Nation and Government: CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Justice, fairness, 1. Outline the road to 1. Reading and Being a responsible Show a video on “The Road to V. C. R., rights and obligation achievement of interpreting and effective Republicanism” or tell a story related to Television and to society. Republican status. information. member of society. it. video cassette on topic. 2. Discuss the significance 2. Constructing time Communicate our Organize pupils into groups and distribute of each stage to the lines and flow belief, feeling and literature related to the video/ story. Cassette recorder countries. charts. conviction. with cassette. 3. Political development. 3. Analyzing changes Report systems, Each group discusses and analyzes events Sequence events given a blank Literature relevant over time; rules and laws. then construct a time line. timeline and word or sentence to topic. box/strip. Session 2 1. Recognize and explain 1. Observing. Being a responsible Provide pupils with visual materials and Each group presents and Literature on Nationhood significance of national and effective literature on nationhood. critiques each other‟s project, nationhood. symbols. 2. Interpreting and member of society. book or display. explaining. Pupils will engage in producing a project Bristol board. 2. Know their rights and Communicate our book, charts or posters to set up display. responsibilities as a 3. Drawing and belief, feeling and Tape recorder. citizen. singing. conviction. Pupils will listen to national songs. Tapes of national 4. Decision making. Report systems, songs. rules and laws. Social Studies Syllabus – Standard V Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 204 CONCEPTS/THEMES OBJECTIVES Learning Skills VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 3 Pupils will be able to Pupils are able to: Central Government. 1. Define the term 1. Researching terms. Being a responsible Discuss literature on Government, forms Role-play a parliamentary debate Literature on „Government. and effective of Government and functions of or cabinet meeting. government. 2. Drawing semantic member of society. Government. 2. Identify our form of maps. Paper. Government. Respect systems, Have pupils prepare a semantic map Answer questions on the 3. Interpreting and rules and laws. showing the structure of the Government. semantic map showing structure Ruler. 3. Outline structure of analyzing of Government. Government. information. 4. Describe function of Government. Session 4 1. Distinguish between 1. Researching terms. Being a responsible Examine literature on local government. Students role-play a meeting of a Literature on local Local Government. central and local and effective councilor and constituents. government. government. 2. Interpreting and member of society. Have pupils discuss the differences analyzing between local and central government. Resource personnel 2. Examine the function of information. Respect systems, (Councillor). local government. rules and laws. Explore the possibility of their being a 3. Interviewing. Councilor for their area. 3. Identify the local government body in After being exposed to the Councilor as a their community. resource person, pupils will prepare a questionnaire to interview the councilor. Social Studies Syllabus – Standard V Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 205 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE MATERIALS ATTITUDES STRATEGIES ASSESSMENT OUTCOMES Session 5 Pupils will be able to Pupils are able to: Choosing a 1. State the qualification 1. Observing. Being a responsible Engage in general discussion with pupils Asses the qualification of voter V. C. R, Television Government of a voter. and effective on the following:- and electoral process e.g. and video cassette 2. Organizing. member of society. true/false, filling in the blanks on the electoral 2. Explain the importance i. the qualification of a voter. etc. process. of elections and the 3. Discussing. Participating in ii. the importance of an election. need to exercise their decision making. Construct a flow diagram/ chart Bristol board. franchise. 4. Analyzing and Show a video on the electoral process. of the electoral process. drawing Making responsible 3. Describe and enact the conclusions. choices. Divide the class into two (2) Write a campaign speech. electoral process. groups/parties. Have pupils select a leader and embark on campaign followed by election for a school prefect. Session 6 1. Distinguish qualities of 1. Considering other Respect for Have pupils collect pictures and literature Deliver an oral presentation Photographs Outstanding citizen an outstanding citizen. people‟s diversity and on any available personality. accompanied with display (Caribbean personalities) or leaders experiences. differences. related to personality. 2. Evaluate the Brainstorm with pupils the qualities of Literature on contribution made to 2. Expressing and Making responsible some noted important personalities. relevant Local society by any explaining views. choices. Personalities/Leader. personality. Organize class into groups and allow 3. Negotiating, Working towards pupils to study one personality from a 3. Identify personalities in deciding and being a role model. specific field e.g. political, cultural, various fields. participating in sports, social work, science, literature and group tasks. religion. 4. Categorizing and Evaluate contributions made by each evaluating personality. information. Social Studies Syllabus – Standard V Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 206 Unit 5: Theme: Protecting Ourselves: CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: Justice, fairness, Show ways in which the 1. Researching. Participating in Have pupils research different aspects of Create charts and posters Resource person. rights and obligation individual demonstrates public awareness health and safety e.g. drug abuse, aids, illustrating good health and in society good health and safety 2. Investigating. campaign on health domestic violence, peer pressure, child safety practices. Literature on health practices. and safety. abuse and personal safety. and safety. 3. Decision making. Role-play skit on one aspect of The individual. Making responsible Alternatively: health and safety studied. Bristol board. 4. Problem solving. choices. Invite a resource person to give presentation on these issues. Organize pupils into groups and allow each group to investigate one aspect with the criteria: who, what, when and why. Groups will propose solutions for problem of health and safety. Session 2 1. List the rights of the 1. Gathering Respect for the Have pupils draft a „code of conduct‟ for Make and colour a poster of the Copy of „Rights of Human Rights child as is stated in the information. rights of others. the class on behavior, conduct which will convention on the „Rights of the the Child‟. United Nations charter. make class members feel respected and Child‟. Rights of the child 2. Analyzing, safe. Literature on 2. Define the term human interpreting and Write a journal or an essay about Human Rights. rights. drawing Compare their code of conduct with the how to protect children in the conclusions. United Nations Convention on the Rights world. Material for of the Child. constructing 3. Expressing views. journals, bristol board, paper, 4. Comparing and stapler machine etc. contrasting. Social Studies Syllabus – Standard V Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 207 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 3 Pupils will be able to Pupils are able to: Consumer Affairs 1. Define the term 1. Developing conflict Integrity. Engage pupils in discussion of topic. Present problems. Resource person. „consumer‟. resolution skills. Fairness. Prepare a list of questions for resource Have pupils identify appropriate 2. State the rights and 2. Writing and personnel. consumer rights and responsibilities of the persuading skills. Responsibility. responsibilities. consumer. Employ resource personnel or expert on consumer affairs. Explore forms of redress e.g. 3. Address grievances as write letters and make phone consumers and identify Have person address pupils. calls to appropriate authority. forms of redress. Session 4 1. State the attributes of a 1. Observing. Being a responsible Present pupils with contrasting Identify a problem in the local Photographs on Environment healthy environment. and effective photographs e.g. polluted scene versus environment. scenes of the 2. Analyzing. member of society. beautiful scene. environment 2. Explain the importance Organize beautification of the (polluted scenes of living in a healthy 3. Formulating. Appreciation for Or identified area. and scenic ones). environment. aesthetics. 4. Designing. Show video clipping based on above. Prepare a poster or cartoon 3. Organize an depicting the problem. environmental 5. Creating. Initiate discussion to elicit attributes of a beautification project. healthy environment. Explore importance of living in a healthy environment. Social Studies Syllabus – Standard V Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 208 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: Protection of country 1. Identify the various 1. Gathering Respect for law and Have the pupils‟ research and prepare Write reports on the session with Resource person. arms of the protective information. authority. questions on the protective services. the resource personnel on the services. role of the protective services. Newspaper 2. Listening. Bring in a resource person from the clippings. 2. Outline the functions of protective services to address pupils. Organize class into groups. Each the protective services. 3. Analyzing. group produces a scrap book Bristol board. Have the pupils take notes and ask containing clippings from the 4. Interpreting. questions. newspaper. 5. Note-taking. Pupils are to collect newspaper clippings reflecting the functions of the protective 6. Asking questions. services. Session 6 1. Explain what the 1. Researching. Being a responsible Show a video on the United Nations (or Identify on a map of the world Video Clip on the Role of the United „United Nations‟ is. and effective use other visual material). members of the United Nations. United Nations. Nations in protecting 2. Analyzing. member of society. countries throughout 2. Explain the role of the Follow with discussions on the function Map of the world. the world United Nation in global 3. Evaluating. of the United Nations and its part played protection. in global protection. Newspaper 4. Drawing clippings on the 3. Identify members of the conclusions. Make a collection of articles related to United Nations. United Nations. global protection. 5. Developing map. Diagrams of United Nations 6. Drawing. organisations. Social Studies Syllabus – Standard V Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 209 Unit 6: Theme: Working with Others. CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 1 Pupils will be able to Pupils are able to: 1. Identify the qualities Respecting oneself and A sense of sound Get pupils to identify qualities about Write an essay about the Pupils and their The individual. that any individual others. and moral themselves that they possess. qualities they possess. own experiences. should possess. responsibility. Get pupils to state how they can use these Reflect on how to improve Family 2. Use these qualities to A sense of self qualities positively. themselves and others. photographs. work and assist others. worth. How can these qualities are used to Resource personnel influence others. – Guidance counsellor. Session 2 1. Identify the concepts of 1. Co-operating. Appreciation for Get pupils to identify various situations at Write a passage on how a pupil Pupils themselves. At home dependency, others. home. would work and support the independency and 2. Collaborating. parents or others at home or interdependency. Care and respect Where working alone or together as a provide support to members of 3. Empathizing. for others. group and the result of such situations. the family by doing chores/tasks 2. Apply these concepts to around the home. solutions at home. Willingness to The teacher can use the questioning share. technique to elicit from pupils these situations. Help pupils to identify and correlate. Social Studies Syllabus – Standard V Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 210 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 3 Pupils will be able to Pupils are able to: The School 1. Explain the importance 1. Explaining, Respect for Introduce theme by the use of a case study Pupils themselves. of co-operation in planning and co- diversity and depicting co-operation. school. operating with differences. others. Discuss with pupils the importance of co- 2. Identify ways in which Being a responsible operation and have them identify ways in people can co-operate at 2. Team building. group member. which people can co-operate in school. school. Set up teams and have pupils select a leader. 3. Demonstrate effective interaction strategies at Discuss with them the attributes of working school. together and how to be a good team member. Use checklists to evaluate the performance and proposal of Pupils are given an activity to plan a class the group. party. Session 4 1. State the importance of 1. Observing. Participating in Read a story for the class based on co- Compose a poem or song on Paper. On the job co-operation at work. group activities. operation on the job and encourage the pupils co-operation in the work 2. Discussing. to examine ways in which people co-operate place. Pencil. 2. Identify ways in which Co-operating with on the job and the importance of such co- workers need to co- 3. Role-playing. each other. operation. Draw a cartoon/chart Markers. operate to get the job depicting the importance of done. 4. Note-taking. Let some pupils choose a job and organize co-operation. Tape recorder. and perform a skit/role-play showing co- 5. Singing. operation (e.g. on a ship or construction site). Write a story on co-operation Cassettes with at work. calypsos or songs. Play an appropriate calypso or song (e.g. „Productivity‟ by the Mighty Sparrow). Literature on co- operation. Let other pupils observe and take notes. Social Studies Syllabus – Standard V Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 211 CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS Session 5 Pupils will be able to Pupils are able to: In the community. 1. Describe their 1. Describing. Sharing Discuss with pupils‟ ways in which Perform a case study where they Bristol board. community or information/ communities inter-relate and help each will complete a worksheet with a neighborhood. 2. Drawing. experiences. other. map and other information on an imaginary community. 2. Identify ways in which 3. Mapping. Participating in Have pupils sketch a simple map of their people in communities community community. Describe the community. inter-relate and help 4. Planning and improvement each other. organizing. activities. Organize groups and encourage pupils State ways in which people co- to:- operated and suggest a solution 3. Formulate a plan to help 5. Solving problems. Being responsible (a) Describe their communities to each to problems identified. solve a problem through and effective other. community member of (b) Create a plan to solve a problem of participation. community. an identified community. Each group will report giving a description of the community and a plan to solve the problem. Session 6 1. Explain the importance 1. Gathering, Co-operation. Discussion with the pupils on the Complete work sheets or Resource personnel Nationality. of working together as a analyzing and importance of working together for the questionnaires based on their from Trade Union, nation. interpreting Collaboration. benefit of the nation e.g. trade unions, contribution to the work group. PTA. information. PTA, etc. 2. Identify ways in which Loyalty. citizens can work Use resource personnel to highlight how together nationally. Patriotism. the organization works to benefit individuals and nation. 3. Choose a national Team building. organization and Assign pupils in group work to do the conduct a case study. case study. Social Studies Syllabus – Standard V