CSEC Social Studies Syllabus - Data Collection

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Caribbean Secondary
Education Certificate®
SYLLABUS
SOCIAL STUDIES
CXC 14/G/SYLL 20
SYLLABUS
Effective for examinations from May–June 2022
SOCIAL STUDIES

CXC 14/G/SYLL 20
SYLLABUS
SOCIAL STUDIES
Effective for examinations

CXC 14/G/SYLL 20 from May–June 2022
SYLLABUS
SOCIAL STUDIES

CXC 14/G/SYLL 20
NOT FOR TEACHING
Correspondence related to the syllabus should be addressed to:
The Pro-Registrar
Caribbean Examinations Council
Caenwood Centre
37 Arnold Road, Kingston 5, Jamaica
Telephone Number: + 1 (876) 630-5200

Facsimile Number: + 1 (876) 967-4972
E-mail Address: cxcwzo@cxc.org
Website: www.cxc.org
Copyright ©2020 by Caribbean Examinations Council

Prince Road, Pine Plantation Road, St Michael BB11091
CXC 14/G/SYLL 20 www.cxc.org

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Contents
RATIONALE ............................................................................................................................................ 1
AIMS ................................................................................................................................................. 2
GENERAL OBJECTIVES ........................................................................................................................... 2
CRITERIA FOR CONTENT SELECTION ..................................................................................................... 3
SKILLS, COMPETENCIES AND ATTITUDES TO BE DEVELOPED ............................................................... 4
ORGANISATION OF THE SYLLABUS ....................................................................................................... 5
FORMAT OF THE EXAMINATION ........................................................................................................... 5
CERTIFICATION ...................................................................................................................................... 6
DEFINITION OF PROFILE DIMENSIONS.................................................................................................. 6
REGULATIONS FOR RESIT CANDIDATES ............................................................................................. 7
REGULATIONS FOR PRIVATE CANDIDATES......................................................................................... 7
REGULATIONS FOR THE JANUARY SITTING ........................................................................................ 8
SECTION A: INDIVIDUAL, FAMILY AND SOCIETY ..................................................................................

(i) INDIVIDUAL AND THE FAMILY ......................................................................... 9
(ii) SOCIETY AND GOVERNANCE ...................͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘21
SECTION B: SUSTAINABLE DEVELOPMENT AND USE OF RESOURCES ....................................................

(i) DEVELOPMENT AND USE OF RESOURCES ..................................................... 34
(ii) REGIONAL DEVELOPMENT ............................................................................. 49
GUIDELINES TO TEACHERS ON SETTING AND MARKING THE SCHOOL-BASED ASSESSMENT . 61
SBA MARKING SCHEME ....................................................................................................................... 65
MODERATION OF SCHOOL – BASED ASSESSMENT ............................................................................. 66
GUIDELINES FOR THE SOCIAL STUDIES ALTERNATIVE TO SCHOOL – BASED ASSESSMENT ............ 67
READING LIST ...................................................................................................................................... 69

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NOTE TO TEACHERS AND LEARNERS
This document CXC 14/G/SYLL 20 replaces CXC 14/G/SYLL 08.

Major amendments are indicated by italics.
First published 1983

Reprinted with amendments 1986, 1987, 1988
Revised 1991
Amended 1993
Revised 2000
Revised 2008
Revised 2020
Please check the website, www.cxc.org for updates on CXC®’s syllabuses.
PLEASE NOTE
This icon is used throughout the syllabus to represent key features which teachers and
learners may find useful.

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Social Studies Syllabus

 RATIONALE
The inclusion of Social Studies as a part of general education in the secondary school curriculum
derives from the assumption that adequate provision should be made for enabling students to gain
the knowledge, skills, attitudes and competencies for effective social participation.
Effective social participation should:
1. be based on accurate and relevant information about a particular issue or set of issues;
2. be sensitive to and tolerant of issues of diversity;
3. demonstrate a sense of commitment to the development of the community;
4. stem from a deliberate choice of ways and means to accomplish a clearly perceived objective;
and,
5. provide the opportunity for collaboration, communication, creativity and critical thinking.
Social Studies contributes to the effective development of the learner by increasing personal and
social awareness, and by placing emphasis on values as well as on social and interpersonal
relationships in a dynamic and diverse society. In addition, it introduces students to concepts from
the various social science disciplines and enables them to appreciate the significance of these
experiences as they seek to understand more about themselves and the complex social
relationships of which they are a part. An interpretation of this kind makes the Social Studies
programme not only relevant to the learners but also facilitates the smooth transition of the
student from secondary to tertiary education and to the wider society.
In keeping with the attributes of the Ideal Caribbean Person as articulated by CARICOM, this syllabus
will contribute to the development of individuals who: are emotionally secure with a high level of
self-confidence and self-esteem; see ethnic, religious and other diversity as a source of potential
strength and richness; are aware of the importance of living in harmony with the environment;
have a strong appreciation of family and kinship values, community cohesion, and moral issues
including responsibility for and accountability to self and community; have an informed respect
for our cultural heritage; and value and display the creative imagination in its various manifestations
and nurture its development in the economic and entrepreneurial spheres and in all other areas of
life (Caribbean Education Strategy, 2000). The continued development of the Caribbean region will
depend on the individual’s understanding of his or her roles and responsibilities in families, groups,
social institutions, government, sustainable development and use of resources, the regional
integration process and global issues. These are critical to the individual’s personal development
and the social, political and economic well-being of his or her country and region.
Through the use of learner-centred teaching, learning and assessment approaches, this syllabus
seeks to ensure that students develop the necessary skills and at the same time introduces
them to knowledge of social phenomena that may enhance their effectiveness as social participants
in the Caribbean community. It is also intended that, through the syllabus, the process of valuing
would be made conscious so that persons become aware of their position, thus enabling them to
CXC 14/G/SYLL 20 1 www.cxc.org

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bring conscious criteria to bear on their choices as social participants. This area of study, in keeping
with the five UNESCO Pillars of Learning, will also equip students to think logically and critically, as
well as enhance their human relation skills.
Although the main focus of the syllabus is the Caribbean, opportunities have been provided
for the treatment of international issues which have a bearing on Caribbean development.
 AIMS
The syllabus aims to:
1. develop an appreciation for self as active, responsible and reflective members of society;
2. encourage respect for the differences that exist among us;
3. develop an appreciation for one’s own culture and the cultural heritage of others;
4. develop social and life skills important for social interaction in the 21st century;
5. develop an appreciation for the environment and contribute towards its sustainability;
6. develop spatial and geographical awareness of the region and the world; and,
7. develop the ability to adapt to the changing social, economic, political and technological
forces in the country, region and the world.
 GENERAL OBJECTIVES
On completion of this syllabus, students should:
1. understand himself or herself as a social being, his or her relationships with his or her family,
community, nation or state, the Caribbean region and the wider world;
2. appraise critically the prevailing societal attitudes, norms and values related to diversity;
3. become aware of the origins of their cultural identity and that of the region;
4. use coherent and conscious processes as the principal means for social participation and
social action;
5. appreciate the human and natural diversity of the region and how this can be harnessed to
promote its sustainable development through regional integration;
6. develop an awareness of the geographical environment of the region;
7. respond to the global changes that influence the society and environment of the region;
8. appreciate the importance of being tolerant, respectful and considerate of differences that
may exist among individuals; and,
9. value the importance of communicating and collaborating to achieving shared goals.

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 CRITERIA FOR CONTENT SELECTION

The interdisciplinary nature of Social Studies requires that concepts and themes be selected from
the major disciplines. In this syllabus, the criteria used for the selection of the themes and concepts
are that they should be:
1. useful in explaining human experiences and in developing the ability to prepare for the future;
2. related to the concerns and interests of youth;
3. concerned with the preparation of citizens for social action; and,
4. useful in providing opportunities for the explanation of the unifying concepts listed below as
they relate to self, family, community, national and regional development.
The syllabus is organised around the unifying concepts listed below.
1. Identity Identity, at the personal level, seeks to answer, “Who am I?” and
“What do I want to be?” Identity also makes the individual conscious
of the relationships among personal needs and those of the family, the
nation and the region.
2. Freedom/choice Satisfying personal and national needs involves freedom to adapt

to or reject existing norms; to be creative.
3. Conflict Conflict is inherent in the process of exercising the freedom to make

choices among competing alternatives.
4. Development/change The nature of the choices made to satisfy needs may result in varying
degrees of development and change at the personal, national, or
regional level.
5. Interaction The degree of change is influenced by the efficiency and adequacy of
relationships among people at personal, community, national and
regional levels.
6. Cooperation The rate of development or the level of satisfaction of needs

increases when individuals, families, communities or nations share
their ideas, pool their resources and arrive at solutions
7. Interdependence The extent to which individuals and countries depend on each other.
Interdependence highlights the close connection that is required for
national and regional development.
8. Justice Justice as fairness can be fostered when social, economic, legal and
moral rights are maintained.
9. Integration Policies and practices used in achieving national and regional goals
reflect mutually acceptable international rules, policies and institutions.

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 SKILLS, COMPETENCIES AND ATTITUDES TO BE DEVELOPED

In keeping with the emphasis on social participation in the syllabus, it is recommended that teaching
should be organised to develop the:
1. skills of social enquiry and the ability to present and report findings with clarity;
2. skills of critical thinking about social phenomena through normal classroom interactions; and,
3. habit of using different social competencies to solve problems.
1) Essential Skills and Values to be promoted and applied are listed below.
1. Enquiry and Communication Skills
The student should be able to:
(a) identify and define problems and design appropriate solutions;
(b) gather information from individuals and groups and also reference materials,
including written sources, graphs, maps, pictures, objects and songs and use this
information as required;
(c) design simple questionnaires, interview schedules and observation checklists;
(d) administer questionnaires, conduct interviews and make observations;
(e) present data in different forms – graphs, diagrams, statistical tables, pictures, models,
prose, poetry; and,
(f) express himself or herself in speech and writing with precision, clarity and fluency.
2. Critical Thinking and Problem-Solving Skills
(a) evaluate information in terms of accuracy, objectivity and relevance
- recognise underlying assumptions and values
(b) analyse data from different sources;
(c) draw conclusions based on data collected;
(d) propose and justify solutions to problems/issues; and,
(e) apply solutions to new situations.

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3. Affective Learning: Attitudes and Values
(a) demonstrate willingness to cooperate and take part in group activities;
(b) be tolerant and show respect and consideration for other people’s feelings, opinions,
way of life and property; empathize with other people’s feelings and actions;
(c) demonstrate a sense of fair play, honesty, integrity, justice, and humility;
(d) appreciate human beings as problem solvers; and,
(e) appreciate the value of the Earth and its resources, understand its significance for the
survival of people and be willing to conserve it.
 ORGANISATION OF THE SYLLABUS

The Syllabus content is organised into two major sections as follows:
Section A - Individual, Family and Society
(i) Individual and the Family

(ii) Society and Governance
Section B - Sustainable Development and Use of Resources
(i) Development and Use of Resources

(ii) Regional Development
TIMETABLE REQUIREMENTS
The syllabus has been worked out on the basis of a minimum of four (4) forty-minute (40-minute)
periods per week for five (5) terms of ten (10) weeks each.
 FORMAT OF THE EXAMINATION

Paper 01 This paper will consist of 60 multiple-choice items, 30 items on Section A
(1 hour 15 minutes) and 30 items on Section B.
Paper 02 This paper will consist of five questions, two questions on Section A and
three questions on Section B. Candidates will be required to answer all
(2 hours 30 minutes)
five questions. Questions will be divided into a number of parts which will
require either short answer or essay responses.

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School-Based Assessment (SBA)

Paper 031 Assessment of social enquiry, communication, critical thinking and
problem solving skills by means of a project based on any section of the
syllabus.
Paper 032 Alternative to the SBA for private candidates. Assessment of enquiry,
communication, critical thinking and problem solving skills by means of
a written examination with questions based on research activities. The
examination will consist of five structured questions requiring short
answer responses.
 CERTIFICATION
For each examination, a candidate’s performance will be indicated on the certificate by an overall
grade on a six-point scale and, in addition, by a letter grade for the profile dimensions, Knowledge
and Comprehension and Use of Knowledge.
 DEFINITION OF PROFILE DIMENSIONS

Knowledge and Comprehension (KC)
The ability to:
1. recall facts; and define terms and concepts;
2. use appropriate terms, concepts and principles in describing social issues and stating apparent
causes and consequences of these issues; and,
3. recognise the nature of techniques and procedures normally used in investigating social
problems and phenomena.
Use of Knowledge (UK)
The ability to:
1. organise, analyse and integrate information collected from a variety of sources to develop
an informed position on social issues and problems, and to make decisions;
2. propose solutions to social issues and problems based on concepts and principles for guiding
behaviour and motivating responsible participation within social groups and communities;
and,
3. explain and support reasoned decisions and conclusions, and to evaluate the reasonableness
of decisions.

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MARK ALLOCATION BY PAPERS AND PROFILE DIMENSIONS
The raw marks allocated by paper and profile dimension are as follows:
PAPERS
PROFILE
DIMENSIONS PAPER 031
PAPER 01 PAPER 02 TOTAL
PAPER 032
Knowledge and
Comprehension 60 40 - 100
Use of Knowledge - 60 40 100
TOTAL 60 (30%) 100 (50%) 40 (20%) 200 (100%)
 REGULATIONS FOR RESIT CANDIDATES

For CSEC® candidates, SBA scores can be carried forward only ONCE and only during the year
immediately following the first sitting. In order to assist candidates in making decisions about
whether or not to reuse a moderated SBA score, the Council will continue to indicate on the
preliminary results if a candidate’s moderated SBA score is less than 50% in a particular subject.
Candidates reusing SBA scores should register as “Resit candidates” and must provide the previous
candidate number when registering.
Resit candidates must be entered through a school or other approved educational institution.
 REGULATIONS FOR PRIVATE CANDIDATES

Private candidates must be entered for the examination through the Local Registrar in their respective
territories and will be required to sit Papers 01, 02, and EITHER Paper 031 OR Paper 032.
Paper 031 is a single guided research project for candidates whose research must be monitored by
tutors in a recognised educational institution or by assessors selected by the CXC Local Registrar on
behalf of the Council. The reports must be original and must be validated by their tutors. See pages
61 – 66 for further details.
Paper 032 is a written examination designed for candidates whose research projects cannot be
monitored by tutors in a recognised educational institution. See pages 67– 68 for further details.

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 REGULATIONS FOR THE JANUARY SITTING

1. All candidates sitting Social Studies at the January examination for the first time MUST
write Paper 032.
2. There is no SBA option (Paper 031) available for January candidates.
3. Those resit candidates who wrote Paper 031 (SBA) in the year immediately preceding the
January examination and who obtained 50% or more of the moderated score are NOT
required to write Paper 032 in January.
4. Candidates who obtained 50% or more of the moderated score, but who wish to try to
improve on their grade may write Paper 032 in January.
5. All resit candidates who did NOT satisfy the 50% requirement (either on Paper 031 or
Paper 032) are required to write Paper 032 in January.
NB: See regulations for writing Paper 032 on pages 67 – 68.

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 SECTION A: INDIVIDUAL, FAMILY AND SOCIETY

INDIVIDUAL AND THE FAMILY
GENERAL OBJECTIVES
On completion of this Section, students should:
1. understand himself or herself as a social being, his or her relationships with his or her family, community, nation or state, the Caribbean region and the wider world;
2. become aware of the origins of their cultural identity and that of the region;
3. appraise critically the prevailing societal attitudes, norms and values related to diversity;
4. use coherent and conscious processes as the principal means for social participation and social action;
5. appreciate the importance of being tolerant, respectful and considerate of differences that may exist among individuals; and,
SUGGESTED TEACHING AND LEARNING

SPECIFIC OBJECTIVES CONTENT UNIFYING CONCEPTS
ACTIVITIES
1. describe the major functions of The major functions of the family: Cooperation – between parents in Engage students in discussions to share their experiences
the family; relation to performance of functions. and perspectives in relation to the functions of the family.
(a) as a unit of procreation;
(b) as a social unit for rearing children, namely, Identity – in relation to belonging to a Allow students to examine excerpts/arguments on the
the socialisation of the individual; particular family type. functions of the family and how these have changed over
(c) as an economic unit for satisfying basic time from a variety of sources. They will identify the
needs; and, Development/change – in terms of underlying assumptions about the functions of the family
• budgeting governments assisting the family with and how these have changed over time.
• finance and availability of credit some of its functions.
Freedom/choice – in relation to family

planning decisions.

* Represents important attitudes or skills to be developed in Social Studies and may feature in the School-Based Assessment.
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SECTION A: INDIVIDUAL, FAMILY AND SOCIETY (cont’d)

INDIVIDUAL AND THE FAMILY (cont’d)

ACTIVITIES
• practicing thrift
• use of technology for financial
transactions
(d) as a social unit for satisfying emotional
and psychological needs.
2. evaluate different sources for

(a) a Evaluation Criteria: Identity – in terms of the family as a Evaluate at least three (3) sources which provide a
definition of the family; (b) primary group with which individuals definition for the family. Evaluation should be based on the
• Accuracy identify. criteria for evaluating sources of information.
• Authority
• Currency Interaction – relationships among family
• Objectivity members.
• Coverage
• Relevance
(b) Definitions of the Family

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ACTIVITIES
3a. examine different family types Differences in family types and unions in the Identity – belonging to a particular family Let students describe their family and have the class
and unions in the Caribbean; Caribbean: type. categorise them according to the characteristics.
Types – nuclear, extended, sibling households, Development/change – in terms of Students conduct a survey to find out the number of
single parent family; and, emerging family patterns. students in class who belong to different family types.
Students discuss the reasons for the most popular type
Unions – visiting relationships, consensual or Choice/freedom – to remain in or identified, its advantages and disadvantages. Students
common law, monogamy, legal marriage. establish a particular family type. comment on the moral issues related to the family
types and unions, including same sex unions.
Justice – equality of rights given to
members of the various family structures. Have students develop digital stories, using relevant
3b. *demonstrate tolerance of others Caribbean-centric images. The digital stories should focus
from different family types; Integration – the legal on the different family types that are present in the
recognition/acceptance of the various Caribbean as well as the challenges these families
family types and unions. experience. Students may orally present and discuss their
digital stories.
Interdependence – in terms of family
members interacting and supporting each Students conduct interviews with members of different
other. family types in order to make comparisons.

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SUGGESTED TEACHING AND

LEARNING ACTIVITIES
4. examine the roles and responsibilities Traditional versus Contemporary roles and Conflict management and conflict resolution – Students categorise male and female roles
of adult and children of a Caribbean responsibilities. resolving the case of one role interfering and responsibilities in their respective
family; with the performance of another or households. Comment on whether the roles
individuals deliberately neglecting their roles and responsibilities should be strictly divided.
and responsibilities.
Students examine ways in which the school
Freedom/choice – to undertake a role and the could better prepare individuals for their roles
corresponding responsibilities. in the family.
Identity – as defined by one’s status in the Students discuss how the absence of the
family. father from the household affects the family.
Cooperation – the sharing of roles. Using a brainstorming strategy, have students

identify and discuss underlying assumptions
Interdependence – dependence on family about the functions of the family.
members to perform their role.

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ACTIVITIES
5a. examine the causes and effects Factors which contribute to the changing roles and Conflict – resulting from the reluctance of Students classify roles and responsibilities identified in
of the changes in the roles of responsibilities of men and women in the Caribbean some males to accept the changing roles of the last lesson as traditional male/female roles.
family members in Caribbean family. For example: family members; the inability to cope with
society; the demands of work and family life. Students identify changes observed in their respective
(a) status of women in society; homes in relation to the roles that different family
(b) choice of employment; Cooperation – the sharing of traditional members perform and suggest reasons for these
(c) available technology; domestic roles. changes.
(d) societal values/pressure
(e) leisure activities; and, Choice/freedom – to accept or reject Class discussion on how these changes may have
(f) educational opportunities. traditional roles. impacted on the family.
Results of the changing roles and responsibilities Justice – equal pay for equal work. Students write a letter to the manager of a large
of men and women in the Caribbean family, for company outlining how it may assist parents with after-
example: Integration – removal of barriers to school care of their children.
women engaging in traditional male
(a) Role conflict occupations.
(b) Identity crisis
(c) Breakdown in communication Interaction – in relation to changing roles
(d) Marginalization of males of family members.
(e) Independence of family members
(f) Shared responsibilities
5b. *formulate questions to guide Qualities of a good research question Identity/development/change – the Have students review different examples of research
information search; modern Caribbean woman; male identity questions to determine if they reflect the qualities of good
(a) feasible with given time; crisis. research questions.
(b) researchable –requires more than yes or no to
answer; and, Students write questions on changing roles of members of
(c) specific- variables are clearly stated. the family in the Caribbean.

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LEARNING ACTIVITIES
6. examine factors which assist in the Preparation for parenthood – physical, Freedom/choice/interaction – to delay Create a scenario of a teenaged mother in the
preparation for parenthood; economic, emotional and psychological parenthood; to make a family plan. newspaper appealing for help for her two
readiness. children. Students discuss possible reasons
Conflict – resulting from an unplanned for her appeal and the emotional and
pregnancy. psychological effects she may be
experiencing.
Development/change – mental, physical and
social changes in preparation for parenthood. Students examine the school’s curriculum
and comment on its effectiveness in
preparing students for responsible
parenthood. Suggest improvements.
Invite a public health nurse or the guidance

counselor to discuss the topic.
Students write an article for the school’s

magazine outlining to fellow students why it is
important that they should prepare for
parenthood.
7. *design simple questionnaires to gather Guidelines for designing questionnaires: Cooperation – individuals, families and *Students design a questionnaire with five (5)
information about the family; communities sharing ideas and arrive at questions to capture data about preparedness
(a) use simple and familiar words. solutions. for parenthood
(b) use short, clear and specific questions.
(c) ensure each question. covers only one Interaction/Interdependence – among groups
issue at a time. and individuals in determining the information
(d) do not use leading or biased questions. to be collected.
(e) questions should not be difficult to
answer or time consuming.
(f) questions should follow a logical
sequence.

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LEARNING ACTIVITIES
8. *show respect for differences within Freedom/Choice – exercising the freedom to Using activities such as Who is in the Spotlight,
and among groups; make choices and respecting those choices. teacher and students highlight instances in the
classroom or the wider school environment
where individuals show respect for differences
that exist. These individuals are affirmed
and/or rewarded.
9. examine the qualities of an effective Qualities of an effective parent: Problem Freedom/choice – to accept or reject traditional Students and teacher analyse case studies on
parent; solving skills, communication skills, socialising approaches to parenting. the effects of good and bad parenting.
skills, disciplinary skills, knowledge of good
nutrition, showing of love/warmth, good Identity – the qualities that distinguish a good Students write and perform a skit which
money management, decision-making skills. parent. compares and contrasts effective and ineffective
parenting.
Interaction – in socialising, showing love,
disciplining, communicating. Students are given cases of poor parenting and
are asked to develop strategies to address
Development/change – courses for parents, problems identified. Discussion on the merits of
parent support groups. each strategy.
Conflict – managing issues that emerge.
Justice – in cases where poor parenting creates

problems.
10. propose solutions to problems faced by Solution/s should identify a particular strategy, Students write a short reflective piece on the
the family; resources needed; should be feasible. process of solving a problem and how they see
Feasibility should be supported by themselves as problem solvers.
evidence/arguments.

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LEARNING ACTIVITIES
11a. examine causes and effects of Causes and effects of contemporary social Conflict management – resolve issues resulting Class divided into groups to be assigned to
contemporary social issues that issues which influence Caribbean family life from negative behavioural changes related to different social issues. Students explain causes,
influence Caribbean family life; such as: social issues. effects and possible solutions or strategies for
dealing with the social issues.
teenage pregnancy, street children, alternative Development/change – in approaches for
life styles, substance abuse, juvenile dealing with social issues. Students prepare a plan to tackle a named
delinquency, sexually transmitted diseases, social issue – aims; target group, resources
child abuse, poverty, desertion, suicide, incest, Interaction/cooperation/ – between the needed.
domestic violence, and, trafficking in persons, various social agencies and institutions dealing
care and concern of the aged and those with with social issues. Students develop a scrapbook with statistical
special needs. data and newspaper articles on two social issues
Interdependence – between vulnerable in their country to determine prevalence of the
Note to Teacher: The causes and effects of the individuals, the family, groups and institutions / issue, examine trends, describe and evaluate the
social issues are inter-related and should be social agencies supporting victims and dealing strategies used within the country to deal with
presented in that manner. with social issues. the social issue.
Freedom/choice – to accept or reject Students compare the social issues researched

approaches for dealing with social issues. within their territory to another in the
Caribbean.
Justice/integration – acceptance of victims and
reformed persons in society.
11b. *design interview schedules to gather Guidelines for designing Interview Schedules: Interaction /interdependence- among groups *Students develop interview schedule with five
information about issues which affect and individuals in determining the information (5) questions for a selected issue that affects the
the family; (a) use open-ended questions (allowing for to be collected. family.
further questions/probing);
(b) sequence questions from general to Students prepare an interview schedule to be
specific; and, used with a victim of various social issues
(c) use simple, short questions that do not prevalent in their community. Students list
have multiple parts. common causes and effects and also present
them in a chart.

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LEARNING ACTIVITIES
Present responses /findings to class.
11c. justify solutions to contemporary Solutions to contemporary social issues (listed Conflict management – resolve issues resulting Students participate in a debate focusing on
social issues that influence Caribbean in SO 11a) which influence Caribbean family life from negative behavioural changes related to solutions to contemporary social issues that
family life; such as: social issues. influence Caribbean family life.
(i) education and training; Development/change – in approaches for

(ii) financial support; dealing with social issues.
(iii) increased employment opportunities;
(iv) counselling; Interaction/cooperation/ – between the
(v) law enforcement; various social agencies and institutions dealing
(vi) social services; and, with social issues.
(vii) family support.
Interdependence – between vulnerable
individuals, the family, groups and institutions /
social agencies supporting victims and dealing
with social issues.
Freedom/choice – to accept or reject

approaches for dealing with social issues.
Justice/integration – acceptance of victims and

reformed persons in society.

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LEARNING ACTIVITIES
12. describe the laws to protect the Laws related to: Justice – equal rights for children born in and Students identify situations in which family
family in social situations as listed out of wedlock and for partners in both members may have been disadvantaged in
in content (11a); (a) inheritance; common-law and legal marriage relationships. relation to inheritance, divorce, or lack of
care and maintenance or domestic violence
(b) child care; Interdependence, Cooperation/interaction/ and describe how these persons may have
conflict management – between plaintiff, been helped by the relevant laws, OR invite a
(c) legal separation; defendant, attorneys and officers of the court. lawyer to do an interactive presentation on the
four areas.
(d) divorce; and, Freedom/choice – to accept or challenge the
decisions of the court. Students prepare questions before the
(e) domestic violence. presentation to help them evaluate the
Development/change – revisions to the Family effectiveness of the laws.
Law Act.
Collect and present information on new laws or
amended laws related to the family in social
situations.

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LEARNING ACTIVITIES
13. account f or t he cultural diversity The cultural diversity of the Identity – uniqueness of Caribbean culture. Students view documentaries on Caribbean
of the Caribbean region; Caribbean region. culture.
Integration – the fusion of the cultures of the
(a) Reasons for the existence of cultural various ethnic groups to create the Students from different cultural
diversity: Caribbean culture. backgrounds make presentations on their
customs, ceremonies, religions, festivals,
(i) Indigenous People Development/change/conflict – cultural music, food, dress and language.
(ii) European Colonisation penetration; commercialisation of the Students record information under
(iii) African Enslavement culture. headings listed above. Alternatively, groups
(iv) Indentureship research and make presentations on the
(v) Recent Migrants Freedom/choice – to accept or reject the cultural practices of different ethnic groups
culture of the region. in the region.
(b) Impact/contribution of diverse cultural
background as a region on/to different Cooperation/interaction/Interdependence Students write a calypso, skit or design a
cultural/contemporary forms: – between various groups, artistes and costume for a national festival.
individuals working to promote the culture
(i) customs; of the region. Students form and enter the school’s drama
(ii) ceremonies; club/ other groups in school where they
(iii) art; participate in cultural festivals/ events.
(iv) craft;
(v) language;
(vi) music;
(vii) dance;
(viii) folklore;
(ix) religions; and,
(x) festivals.
(c) Global influences/Cultural Imperialism

(media, travel).
Key terms to define: culture, cultural heritage,

cultural diversity.

NOT FOR TEACHING


LEARNING ACTIVITIES
14. evaluate the ways in which cultural Transfer of cultural heritage through Identity – in relation to our cultural heritage. Students analyse folk songs, stories, drama,
heritage in the Caribbean is communication by: Conflict management – conservation versus dance, paintings and photographs to see how
transmitted and transformed; commercialisation of the culture and they are used to transmit the culture.
(a) cultural groups; penetration of foreign culture through mass
(b) artists; media. Students view an edited version of a national
(c) mass media; cultural show or CARIFESTA. In groups,
(d) institutions; Freedom/choice – in respect of ways of students plan a cultural show. Each group is
(e) festivals/celebrations; and, transmitting the cultural heritage. responsible for organising one art form.
(f) cultural exchanges. Reasons must be given for inviting the
Development/change – in relation to new types particular group or artiste and for the acts to
of indigenous music and festivals. be performed.
Cooperation/ Interdependence – government, Students visit the national cultural

artistes and nationals supporting the cultural organisation’s website and research its role in
industry. transmitting and transforming the culture
Justice – recognition of the rights of owners of

creative works.
Integration – free movement of artistes within

the region. Regional cultural presentations
such as CARIFESTA.
15. evaluate the impact of the Impact of the following Caribbean Cultural Identity – The value of a Caribbean identity in Class discussion on newspaper articles and
Caribbean culture on the global forms on the world: the global arena. YouTube videos of Caribbean Culture on the
stage; (a) Music Global Stage.
(b) Literature Interaction – The influence of Caribbean
(c) Art Culture on the rest of the world. Create a webpage showcasing elements of
(d) Sports Caribbean Culture in other countries.
(e) Festivals Cooperation – Caribbean Culture as a unifying
(f) Food and drink element in other countries – fusion of cultures.
(g) Religion

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SOCIETY AND GOVERNANCE

LEARNING ACTIVITIES
16. outline the characteristics of (a) Characteristics of social groups: Identity – unique characteristics of each group. Students examine their school as an
social groups; example of a formal/secondary group.
(i) structure; Freedom/choice – to seek membership in
various groups. Students identify the social groups they
(ii) common goals; belong to and explain how they are impacted
Integration/Interaction/ Cooperation by their membership.
(iii) voluntary or involuntary
/interdependence – the pooling of ideas and
membership;
skills towards meeting group’s goal and the Students identify the need for a group in the
opportunities for the development of tolerance, school/community. Give it a name. Identify
(iv) marks of identity;
discipline and acceptance of others’ views and the goal of the group. Establish criteria for
(v) common needs, interest and ideas. membership and invite students to join. Give
values; a report on the activities /progress of the
Conflict Management – resolving conflicts group.
(vi) specific ways of interacting resulting from non-conformity with the group’s
determined by rules and rules, norm, values. Students record their observations of a
regulations; group of friends in class as an example of
(vii) established patterns of behaviour; Development/change – in goals, needs, values, peer, primary or formal group
membership, rules, structure.
(viii) cooperation to achieve group Use concept maps/Matching exercises
goals; and, involving different types of groups.
(ix) sanctions.
(b) Types of social groups:
primary; secondary; formal; informal;

peer; interest; voluntary and involuntary
groups.
Examples of primary, secondary, formal

and informal groups found in the
Caribbean.

NOT FOR TEACHING

SOCIETY AND GOVERNANCE (cont’d)

LEARNING ACTIVITIES
17. outline the requirements for Requirements for cohesion in groups and Cooperation/Interaction – acceptance of A member of the governing party criticises
cohesion in groups and institutions; institutions: authority, control. the leader for covering up corruption in
government at a constituency branch meeting
(a) leadership; Conflict Management – resolving issues or in the press. Students discuss the likely
(b) control; resulting from differences of opinion within effects of the member’s action on the party and
(c) cooperation; the group/leadership style. comment on his/her loyalty/commitment to the
(d) authority; party.
(e) commitment; and, Interaction – as a meeting ground for the
(f) loyalty. development of tolerance, discipline and
acceptance of others’ view and ideas.
Interdependence- between members and those in

authority /leadership within groups and
institutions.
Justice – respect for members’ rights.
18. examine the various means by Social Control in groups: Cooperation/Interaction – acceptance of social Students conduct a research on norms, mores,
which social control is achieved in control in groups. folkways, laws which help maintain control in
groups; (a) folkways; groups in their community, report to the class.
(b) norms; Conflict Management – resolving issues within
(c) mores; the groups stemming from the implantation of
(d) laws; and, various social control.
(e) sanctions (positive and negative).
Interdependence/ interaction – between members,
groups and government /courts
Justice – respect for, laws, sanctions within

groups.

NOT FOR TEACHING


LEARNING ACTIVITIES
19a. explain the different types of Aspects of social interaction within and Interaction /interdependence- among groups Students observe and record examples of
interaction within and among social among groups such as: and individuals. the different types of interaction in the
groups; classroom during the lesson.
(a) Competition; Development/change – in relation to inter and
intra-group relationships. Students discuss the need for referees and
(b) Conflict; umpires in sports and mediators and
Conflict Management – resulting from failure arbitrators in disputes.
(c) Cooperation; and, to honour agreements.
Role–play situations of group dynamics.
(d) Compromise. Cooperation – examples of exchange
/compromise among groups. Students discuss how aspects of social
interaction within a group have benefited them.
19b. *design observation checklists to Guidelines for developing Observation Interaction /interdependence- among groups *Students participate in an internet search to
gather information about social Checklists: and individuals in determining the information find out the kind of information that is usually
groups; to be collected. contained on an observation checklist.
(a) ensure that the characteristics and
descriptors listed are clear, specific and
observable.
(b) leave space to record anecdotal notes or

comments.
(c) ensure it is short enough to be practical.
(d) have tasks chunked into logical sections

or flow from start to finish.
(e) be written with clear, detailed wording to

minimize the risk of misinterpretation.
(f) have space for other information such as

date.

NOT FOR TEACHING


LEARNING ACTIVITIES
20. outline the characteristics of (a) Characteristics of institutions. Identity – the particular characteristic of each Field trips to various institutions. Group
institutions; type of institution. presentations on findings or observations.
(i) uses mores, norms, laws as means
of social control; Development/ change – resulting from the Students draw the organisational structure of
(ii) has a clearly defined value impact of changing values on institutions as a their school.
system; Social norm.
(iii) endures over time; Students examine the fa mily and school as
(iv) can be modified; Interdependence/interaction – between citizens institutions and record examples of each
(v) influences the working of society; and institutions in society. characteristic, they present to the class.
(vi) has a hierarchical structure;
(vii) has specific function;
(viii) has rules;
(ix) has sanctions;
(x) has symbols; and,
(xi) rituals.
(b) Types of Institution
(i) Family
(ii) Education
(iii) Religion
(iv) Economic
(v) Political

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LEARNING ACTIVITIES
21. evaluate the functions of institutions in Functions of institutions. Interaction/cooperation/ – interdependence Divide class into five groups. Assign one
society; between citizens and institutions; institutions institution to each group. Groups make
(a) Economic, for example, to provide goods and institutions in the society. presentations on how the institutions impact
and services; their lives.
Development/change – the new ways of
(b) Education, for example, to ensure the all- meeting society’s needs. Students present on ways religious and
round development of the human educational institutions complement the role of
resource of a country; the family.
(c) Family, for example, socialisation;
(d) Religion, for example, to provide the

moral and spiritual wellbeing of the
society; and,
(e) Political, for example, to make laws and

policies for the society and maintain
international relations with other
countries.
22. differentiate among the types of Types of government systems: Development/change – the evolution of Organise a debate to explore arguments for or
government systems in the government systems. against a change from constitutional monarchy
Commonwealth Caribbean; (i) Crown Colony; to a republican system of government.
(ii) Constitutional Monarchy; and, Conflict – Constitutional Monarchy: political
(iii) Republic. independence with a foreign head of state.
Identity – particular characteristics of types

of government systems.

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LEARNING ACTIVITIES
23. outline the structure of government; Structure of government – Principle of Interaction – between the legislature, executive Organise a field trip to observe parliament in
separation of powers. and judiciary. session.
(a) Legislature – structure, composition and Identity – composition and functions of each Organise a mock-session of parliament or a
functions, steps in making laws, the role arm. mock- court trial.
of the Opposition, the role of the Head
of State. Justice – equal access to government Use of local calypso to initiate discussions on
services/equality before the government functions.
(b) Executive – composition and function, law/independence of the judiciary.
the role of the Civil Service. Students write arguments for or against
Freedom/choice – in determining size and retaining the Privy Council as the final
(c) Judiciary – Structure of the court system, composition of Cabinet. appellate court of their country.
functions of Magistrates’ Courts, High Courts,
Privy Council, Caribbean Court of Justice. Development/change – in relation to social Students make a critical examination of the
services provided/the size of government. powers of the Prime Minister and prepare a
Role of the security systems, for example, case for or against reducing them.
police service, prison service. Cooperation/interaction/conflict – between
government and citizens/government and Students write a letter to the Commissioner of
opposition/the different arms of government. Police outlining how their communities will
work with the police to reduce crime.
Integration – the Caribbean Court of Justice.
Interdependence- each arm of government

depending on each other for the benefit of
society (social order).

NOT FOR TEACHING


LEARNING ACTIVITIES
24. evaluate the relationship between Relationship between citizen and government Interaction/Cooperation – between the Encourage students to analyse newspaper
citizens and governments as stated in as stated in the constitution. Ombudsman and government departments. articles/television/radio news reports on
the constitution; cases of human rights violations.
(a) Definition of the following terms and Conflict management/conflict resolution –
concepts: constitution, democracy, resulting from the suppression/violation of Students draw up a list of legitimate steps
authoritarian. rights and freedoms of individuals. which may be taken by an individual whose
human rights were violated by the government.
(b) Human rights, freedoms and Integration/justice – the removal of
responsibilities. prejudice/discrimination.
(c) Right to vote (adult suffrage). Freedom/choice/Justice – to seek redress if

rights are violated.
(d) Role of the Ombudsman and other
regulatory authorities. Identity – as a citizen of a country.
Development/change – constitutional changes
to meet the changing needs of society.
Interdependence – rights and responsibilities of

citizens and government.
25. describe the systems used to elect a (a) Electoral processes Choice – between the two electoral systems. Designing ballot paper.
government in the Commonwealth
(i) Election date
Caribbean; Identity – characteristics of each electoral Conduct a mock – election in class or school.
(ii) Dissolution of parliament
system. Organise a poster competition on the
(iii) Role of Elections Commission
sequence of electoral process.
(iv) Role of political parties
Conflict – failure of first – past –the – post to
(v) Role of citizens
adequately reflect the wishes of the electorate. Students prepare a case for or against electoral
(vi) Activities on election day
reform.
(vii) Declaration of winners
Cooperation/interaction – between parties in
(viii) Selection of Prime Minister or
a coalition government; a government of Students compile a list of measures which
President
national unity; political parties and the would ensure that elections would be free and
(ix) Swearing in activities

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LEARNING ACTIVITIES
(b) Electoral systems: electoral body. fair.
(i) First – past – the – post and Development/change – the demands for Discuss with students the benefits of having
Proportional Representation electoral reform. independent observers being present on
(PR). election day.
(ii) Advantages and disadvantages. Integration – monitoring of elections by
CARICOM observers.
26a. evaluate how political parties prepare Preparation for elections: Choice/freedom – in deciding the number of
for elections; constituencies to contest; to form a coalition.
(a) select candidates;
- In terms of choosing the most effective
(b) campaign financing; form of communication – technology
assisting easy access to persons and
(c) conduct campaigns using different forms information.
of communication. For example:
Identity – party colours, slogan,
(i) Face-to-face; policies/principles.
(ii) Flyers;
(iii) ICT; and, Conflict – election violence; smear campaigns.
(iv) Political rallies.
Interaction – between candidates/parties and
(d) monitor the electoral electorate.
processes;
Development/change – with respect to the
(e) commission public opinion polls; and, use of advanced communications technology
in campaigning; the funding of campaigns;
(f) develop the manifesto. the quality of candidates being offered.

NOT FOR TEACHING


LEARNING ACTIVITIES
26b. distinguish among facts, opinions and Distinguishing features of Facts, Opinions and Cooperation – depend on party members to Students examine political materials and
propaganda; Propaganda work together to develop manifestos and distinguish among facts, opinions and
identify issue for campaigning. propaganda.
(a) Facts
(i) uses verifiable facts and evidence. Interdependence – depending on different
forms of the mass media and sponsors to run
effective campaigns.
(b) Opinions
(i) presents a specific perspective on a
topic or issue; and,
(ii) may use emotional appeals to
persuade.
(c) Propaganda
(i) Relies on emotions and values to
persuade;
(ii) Focuses on its own message,
without considering other
positions;
(iii) Relies on biases and assumptions
and may distort or alter evidence
to make the case; and,
(iv) Ignores the consequence of
accepting a particular position.
26c. *design data collection tools to collect Refer to Content listed at Specific Objectives 7, Interaction /interdependence- among groups
information on people’s opinions; 11b and 19b. and individuals in determining the information to
be collected.

NOT FOR TEACHING


LEARNING ACTIVITIES
26d. make informed decisions based on Decision-making Process: Interaction /interdependence – among groups Students are presented with arguments and are
arguments presented; and individuals in making a decision. required to use the decision making process to
(i) define the problem; make informed decisions.
(ii) identify limiting factors; Choice/freedom – in making decisions.
(iii) develop potential alternatives;
(iv) analyze the alternatives;
(v) select the best alternative;
(vi) implement the decision; and,
(vii) establish a control and evaluation
system.
26e. *be tolerant of other people’s Interaction /interdependence – providing Through activities such as Caught Doing Good,
opinions; opportunities for developing tolerance. highlight individuals who have been observed
being tolerant of other people.
Using data collected on people’s opinions,

highlight individuals who are tolerant of other
people’s opinions.
27. outline the factors that influence the Impact of the following on elections:
outcomes of elections;
(a) media coverage;
(b) campaign advertising;
(c) public opinion polls; and,
(d) voter turnout/ participation:

(i) education and age;
(ii) apathy;
(iii ) party loyalty; and,
(iv) candidates.

NOT FOR TEACHING


LEARNING ACTIVITIES
(e) voter attitude; Identity – use of campaign advertising to Given data, for example, data collected for
project the party’s image. Specific Objectives 26c and 27/statistical
(f) campaign strategy;
diagrams students interpret, analyze and draw
(g) campaign spending; and, Conflict – inaccurate biased reporting. conclusions
(h) education. Development/change – use of public opinion

polls to sway electorate.
Interdependence/Interaction – relationship
between factors and outcomes of election.
Freedom/choice – in relation to support for a

political party; to exercise franchise.
Identity – the party faithful.
Justice – free and fair elections.
Interaction – between candidates and voters.
Conflict – voter loyalty to a political party vs.

voter apathy.
28. analyse statistical data in the form of Statistical data relating to elections. Given data, for example, data collected for
tables, graphs and charts on elections; Specific Objectives 26c and 27/statistical
(i) determining trends and patterns; and, diagrams students interpret, analyze and draw
(ii) summarizing information. conclusions
29. draw conclusions about elections and Conclusion: Showcase an assortment of materials such as
electoral processes based on data Logical summary statement which can be articles, advertisements, images, animations
presented; supported by evidence that addresses the and cartoons that have been published about a
initial problem or issue. political party. Have students assess the
material and then draw some conclusions about

NOT FOR TEACHING


LEARNING ACTIVITIES
the party based on the materials that they have
reviewed.
Using data collected for Specific Objectives 27c

and 28, students draw conclusions about
elections and the electoral process
30. identify the characteristics of good (i) Characteristics of good governance – Justice/freedom/choice – the opportunity to Organise a panel discussion on the essentials
governance; participation/inclusiveness, remove inefficient government by the ballot of good governance.
independence of the judiciary, box.
transparency, accountability, Students analyse calypsos, letters to the editor,
responsiveness to the needs of citizens, Cooperation/interaction/integration – and contributions to call-in programmes which
prudent use of resources, efficient civil partnership between citizens, government are critical of government and summarise the
service, willingness to engage in and major institutions to promote good common areas of concern.
consultation, tolerance of freedom of governance.
expression, creative and innovative. Encourage students to make out a case for
Responding to needs of citizens. integrity legislation, the independence of the
judiciary and a freedom of information act.
Development/change – in terms of the
increasing complexity of government.
Conflict management – in relation to the

quality of service that the government
provides.

NOT FOR TEACHING


LEARNING ACTIVITIES
31. evaluate the functions of government; Functions of government: Conflict – freedom of the press and Organise a field trip to observe parliament in
(a) Economic: government regulation. session.
(i) Raise revenue through direct and
indirect taxation. Interaction – between the legislature, executive Organise a mock-session of parliament or a
(ii) Manage the finances of the and judiciary mock- court trial.
country (budgeting).
(iii) Create employment opportunities. Identity – composition and functions of each Use of local calypso to initiate discussions on
(iv) Facilitate economic development. arm. government functions.
(v) Manage/sustain the country’s
resources Justice – equal access to government Students write arguments for or against
services/equality before the law/independence retaining the Privy Council as the final
of the judiciary. appellate court of their country.
(b) Provide Social Services
(i) social services; and,
Freedom/choice – in determining size and Students make a critical examination of the
(ii) welfare.
composition of Cabinet and in accepting or powers of the Prime Minister and prepare a
rejecting applications for licenses. case for or against reducing them.
(c) Infrastructural System, for example:
(i) Public utilities
Development/change – in relation to social Students write a letter to the Commissioner of
(ii) Public buildings
services provided/the size of government. Police outlining how their communities will
(iii) Roads
work with the police to reduce crime.
Cooperation/interaction/conflict – between
(c) Security government and citizens/government and
(i) Maintain law and order. opposition/the different arms of government
(ii) Defend the nation state.
Integration – the Caribbean Court of Justice.
(d) Maintain international relations.
Interdependence- each arm of government
(e) Regulatory: depending on each other for the benefit of
(i) Media society (social order).
(ii) Trade
(iii) Utilities

NOT FOR TEACHING
 SECTION B: SUSTAINABLE DEVELOPMENT AND USE OF RESOURCES

DEVELOPMENT AND USE OF RESOURCES
GENERAL OBJECTIVE
On completion of this Section, students should:
1. appreciate the human and natural diversity of the region and how this can be harnessed to promote its sustainable development through regional integration;
2. use coherent and conscious processes as the principal means for social participation and social action;
3. develop an awareness of the geographical environment of the region;
4. respond to the global changes that influence the society and environment of the region.
5. appreciate the importance of being tolerant, respectful and considerate of differences that may exist among individuals; and,

-

ACTIVITIES
1. describe the characteristics of a Characteristics of a population according to age Identity – as a member of the population. Students design a census form to be filled out by their
population; and sex structure, occupation, ethnicity, religion, parents. Use the statistical information to construct a
dependency ratio, life expectancy, mortality rates, Development/change – in relation to size population pyramid.
size, density, spatial distribution and birth rates. and composition of population.
Alternatively, students use statistical information from
Integration/cooperation/interaction/ census reports to construct population pyramids.
interdependence – among the ethnic and
religious groups. Students calculate dependency ratios and interpret
them.

NOT FOR TEACHING
SECTION B: SUSTAINABLE DEVELOPMENT AND USE OF RESOURCES (cont’d)

DEVELOPMENT AND USE OF RESOURCES (cont’d)

ACTIVITIES
2a. identify the sources and uses of Sources of population statistics: Conflict – resulting from the inaccuracy Students present arguments to persuade
population statistics; or unavailability of the statistics. uncooperative community members to give accurate
(a) Government Statistical Offices – National information to census officers.
Census, Registrar of Births Deaths, and Development/change – in the importance
Marriages, records of religious institutions, attached to the statistics for planning Students simulate being a town / urban planner using
Immigration and Customs. purposes. population statistical data collected to make decisions
about the location of new public facilities.
(b) Uses of population statistics: Cooperation in providing and accessing
For planning related to: elections, housing, required information. Students analyse a given case study of a community
health care, education, employment, social based on population size, structure, and availability of
welfare, infrastructural and industrial public facilities. Students make recommendations about
development. public facilities
2b. determine the relevance of Relevance of population statistics: Identity – as a member of the population. Students analyse given case studies using population
specific population statistics to statistics.
Statistics used as the basis to: Development/change – based on
planning for development;
statistical analysis.
(a) get a numerical profile;
(b) plan and make more efficient decisions
(for example, elections, housing, health
care, education, employment, social
welfare, infrastructural and industrial
development);
(c) know which areas/sectors need attention;
(d) help maximize use of resources;
(e) improve the delivery of social services;
and,
(f) help with transparency and accountability
of government spending.

NOT FOR TEACHING


ACTIVITIES
3a. examine the factors influencing Factors influencing population distribution and Development/change – in relation to Use maps to illustrate relief of land and population
population distribution and density: economic, physical and climatic changes. distribution.
density;
(a) Physical factors: the relief, climate, soils, Freedom/choice – in deciding place of Students interpret maps showing the physical features
vegetation, location of natural resources – residence. and resources of the country and the pattern of
water, fertile land, minerals. settlement.
(b) Human factors: Industry, agriculture, Compare population distribution in two Caribbean
accessibility to transport, infrastructure – countries and draw conclusions or make deductions.
(roads, electricity) and social services.
3b. interpret maps showing Choropleth and dot maps. Development/Change – based on changes Use maps to illustrate relief of land and population
population distribution and in the population. distribution.
density;
Students interpret maps showing the physical features
and resources of the country and the pattern of
settlement.
Use satellite imagery and Geographic Information

Systems (GIS) for example: google maps / earth, imaps,
to show population density and distribution and
relationships between population, relief and other
features.

NOT FOR TEACHING


ACTIVITIES
4a. explain how different factors Factors influencing population change: birth rate, Development/change – in health care and Have students engage in an online discussion on the
influence population change; death rate, migration. economic prosperity. factors that influence population change, via a teacher
managed blog.
Birth rate, fertility rate, infant mortality, life
Freedom/choice/responsibility/
expectancy and death (mortality) rate:
cooperation – in accepting or rejecting Have students create a graphic organiser on the factors
family planning methods and healthy that influence population change.
- Improved healthcare, nutrition, hygiene,
lifestyles. Contributing to the formulation
access to family planning methods,
of government policies.
governmental policies, income and
education levels.
Conflict – resulting from overpopulation
and under population.
Migration:
Net migration (immigration minus emigration):
(a) internal migration (rural-urban, urban-

rural);
(b) intra-regional migration (between countries

of the region);
(c) external migration (from the region to other

parts of the world);
(d) forced / involuntary migration; and,
(e) seasonal migration.

NOT FOR TEACHING


ACTIVITIES
4b. calculate demographic rates; (a) birth rate; Development/change – in demographic Calculate and compare birth and death rates and natural
rates. increase across the region.
(b) death rate;
Freedom/choice/cooperation – in Students analyse statistics on population change.
(c) rate of natural increase; relation to health and wellness and
migration
(d) overall population growth; and,
Conflict – resulting from overpopulation
(e) Net migration. and under population .
4c. represent data related to human Data related to human resources: population, Development/change – in relation to Construction and interpretation of population
resources; migration, employment and unemployment change in population size and structure, pyramids, line graphs, pie charts, bar graphs, and
statistics. and migration flows. tables.
Population pyramids, line graphs, pie charts, bar Calculation of natural increase, birth, death and infant
graphs and tables. mortality rates.
4d. interpret data related to human Interpretation of tables, construction and use of Development/change – in relation to Search the internet for data on population of the region
resources; line and bar graphs, pie charts, population change in population size and structure, and/or countries. Brainstorm and discuss the meaning of
pyramids. and migration flows. the data.
Use computer software/applications to select and

generate appropriate visual (for example, line and bar
graphs, pie charts and population pyramids)
representations of data.

NOT FOR TEACHING


ACTIVITIES
4e. select an appropriate statistical Statistical diagrams such as: line and bar graphs,
diagram to represent a data set; pie charts, population pyramid Have students review different data sets and determine
the most appropriate statistical diagram to represent
Considerations for selecting the most suitable the data.
representation:
• line graph – time and series data

• bar graph – discrete categories
• pie chart – percentage showing how the
total data is distributed
• tables
• text
• histogram – continuous data
5. *integrate information from a Have students engage in synthesis activities such as

variety of sources to make reading a variety of sources of information on a specific
informed conclusions; topic and then engage in a discussion on the main ideas
that have emerged from the information.
6. examine the causes and Migration: Identity – documented/undocumented Students conduct interviews with migrants in their
consequences of migration; migrant. neighbourhood and record the push and pull factors
(a) Causes: which influenced them to migrate.
Push and pull factors that influence Freedom/choice – to migrate or to remain
migration. For example, economic, in location. Organise debate for students to present arguments for
government policies, social factors, and against limiting the number of migrants to their
educational opportunities, conflict and Development/change/integration – country.
natural disasters. freedom of movement of skilled workers
within the region; barriers to international Encourage students to create a scrapbook containing
migration. newspaper articles on problems encountered by
migrants in the Caribbean.

NOT FOR TEACHING


ACTIVITIES
(a) Consequences of migration to the individual, Integration – of migrant workers within the Students examine maps to show migration routes.
the host country and to the country of origin. workforce.
For example, brain drain, educational Students discuss case studies that examine the causes
advancement, depopulation, bigotry, Conflict – resulting from the exploitation of and consequences of migration.
urbanization, remittances, cultural diversity, migrant workers.
employment, unemployment and under-
employment, over and under population. Justice – representation of migrant
workers by trade unions.
(b) Impact of over and under population on a
country’s development.
7. examine the global impact of Reasons for migration to Panama, UK, USA and Identity - as a member of the Caribbean On a map of the world students locate the areas where
migration from the Caribbean; Canada. region / diaspora. Caribbean nationals have migrated to.
Inter-dependence - in relation to migrants
Impact of migration from the Caribbean on the Students examine different sources, for example, a map,
and residents for development.
host countries: textbook and newspaper article and draw conclusions
Interaction. about migration in the Caribbean. Conclusions must be
(a) Economic development. supported by evidence from the sources.
Cooperation.
(b) Spread of Caribbean culture. Conflict.
(c) Increased presence and influence in the Development/change.

global sphere (lobbying for Caribbean
interest).

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ACTIVITIES
8. explain the need for developing The need for: Development/change – in terms of Examine the policies of the Ministries of Education,
human resources; approaches to human resource Health, Sports and Culture in relation to the development
Productive workers, creative and critical thinking development. of human resources.
and problem- s olving skills.
9. explain the factors that Development of human resources through: Cooperation – private/public sector Provide students, individually or in groups, with the
contribute to the development partnerships to develop human resources. opportunity to critique the school curriculum and
of human resources; (a) nutrition and health; assess whether or not it is providing them with a
Freedom/Choice – in utilising well-rounded education and also its relevance to the
(b) the availability of and access to primary and opportunities for development of self. world of work. Students make
curative health care; recommendations/suggestions for improving the
Integration – co-education, regional curriculum.
(c) education (basic, moral, vocational, examinations and educational institutions.
technical and professional training, Students present a case to their parliamentary
Conflict – resulting from the inability to
rehabilitation, retraining, life-long learning); representative for a health care facility in their
access education and health care.
community.
(d) the availability and access to various types Identity – establishment of pride and self-
of educational institutions; worth through human resource *Develop and administer a checklist to classmates or
development. school mates to identify gaps/needs in the provision of
(e) the availability of financial resource/provision resources for the development of the human resource.
of scholarships; Interaction – between teacher and student;
health care professional and patient.
(f) sports; and,
Justice – the right to education/healthcare.
(g) culture.
Development/change – new methods of
Technology – its impact on access to teaching and delivering education and health care,
learning opportunities. including the use of technology.

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ACTIVITIES
10. explain the factors that influence Factors that influence employment, Development/change – in technologies/ Organise a panel discussion in which students
employment, unemployment unemployment and underemployment: areas of employment/market examine how they may improve their chances of
and underemployment; conditions. employment.
(a) availability and use of capital;
Justice – the individual’s right to work.
In groups, students discuss how the private sector and
(b) availability of trained human resource;
Conflict – resulting from the use of government may create more employment
(c) level and range of skills demanded capital intensive production methods opportunities for young people.
versus those available; where unemployment is high.
Students write objections to a government proposal to
(d) availability and creation of markets, trading Cooperation/interaction – between
increase the retirement age.
patterns and preferences; public and private sector in creating
employment.
(e) level of technology available in relation to In an effort to have students identify mentors, organise
resource development and technological Freedom/Choice – to be voluntarily idle, to sessions for them to interact with male and female
advances; seek employment or be self-employed. entrepreneurs and persons employed in different fields.
(f) economic downturn/recession; Formulate questions that would guide a research about
employment, unemployment and underemployment.
(g) gender and employment; and,
(h) entrepreneurial interests/ opportunities.

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ACTIVITIES
11. outline employment and career Careers and Opportunities in the four industries: Identity – as a worker in the different Students create a profile of a person with desirable
opportunities in different industries industries. skills, attitudes and attributes for a particular job in a
Primary Industry selected industry.
- Agriculture, Fishing and Mining Cooperation/Interaction – among the
different industries to achieve mutual Students would then:
Secondary Industry success.
- Manufacturing and Construction (a) design an application form to be filled out by
Freedom/choice – individual’s right to persons seeking employment in one of the
Tertiary Industry choose careers in the different industries. industries.
- Tourism and other services
Development/change – manpower, (b) complete an application form designed by
Quaternary Industry technological and human resource needs. another student.
- Knowledge industry – information
technology, research and development Integration – freedom of movement for Organise a career showcase which focuses jobs
jobs. related to the various industries.
12a. identify the location of the major (a) Location of major natural resources: Freedom/choice – in relation to the Use a map to locate the resource bases.
natural resources in the Caribbean; competing uses of the resources.
(i) Renewable – agricultural land, water,
forests, marine life, solar energy, Conflict – resulting from misuse/use of
wind. resources and the undesirable effects on
(ii) Non-renewable – petroleum, bauxite, the environment.
gold, diamond, other minerals.
Cooperation – the contribution of the
various ecosystems to the environment.

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ACTIVITIES
Development/change – emphasis on
practices that ensure sustainable
development of resources.
Integration – regional bi-lateral

agreements related to sharing resources.
12b. describe the uses of the major (a) Use of resources Freedom/choice – in relation to the Use graphic organizer to highlight the major natural
natural resources in the Caribbean competing uses of the resources. resources and their uses.
region; (i) Agricultural land: Importance – to the
region / countries. Conflict – resulting from misuse/use of
resources and the undesirable effects on
(ii) Forests: Importance and use. the environment.
(iii) Location of major forestry resources in Cooperation – the contribution of the

the region (Guyana, Belize). various ecosystems to the environment.
(iv) Mineral resources: Bauxite, petroleum, Development/change – emphasis on

geothermal energy. practices that ensure sustainable
development of resources.
(v) Sea, Sand and Sun (Tourism)
Integration – regional bi-lateral agreements
(vi) Alternative energy and sustainable related to sharing resources.
development - solar, wind, geothermal,
hydro-electricity, bioenergy.

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DEVELOPMENT AND USE OF

RESOURCES (cont’d) SUGGESTED TEACHING AND LEARNING
CONTENT UNIFYING CONCEPTS
ACTIVITIES
SPECIFIC
The student should beOBJECTIVES
able to:
13. examine the effects of proper and (a) Proper practices, for example, conservation – Cooperation – among government and non- Organise field trips to places where resources are being
improper practices on the reforestation, contour ploughing, terracing, government agencies to promote abused. Students record observations.
environment and the population; crop rotation, controlled logging. sustainable development.
Encourage students to create a scrapbook of newspaper
(b) Improper practices, for example actions by Conflict – the need for conservation of clippings on environmental issues.
farmers that lead to soil degradation/erosion, resources versus the increased exploitation
over-cropping, monocropping, ploughing up of resources for economic development. Students create slogans, jingles and posters encouraging
citizens to conserve resources.
and down slopes, removal of vegetation,
Development/changes – emphasis on green
improper tillage, deforestation.
issues. Group research and presentation on resource use and
abuse.
(c) Effects of proper practices, for example,
Interaction – in relation to the symbiotic
food security. relationship between man and the Students write a letter to the editor on an environmental
environment. issue.
(d) Effects of improper practices, for example,
soil erosion, mass wasting, pollution, global Integration – CARICOM initiatives to *Design an observation checklist to identify sustainable
warming, food shortages, deforestation. rationalise the development and use of and unsustainable practices
resources.
(e) resort development and its effects on the
aesthetic value of the local environment;
(f) changes in ecology, reefs and tidal patterns

caused by land reclamation, sewage disposal
and pollution of water bodies – ocean, sea,
rivers;
(g) tourism and conservation of flora, fauna,

historical sites, role of the Caribbean
Conservation Association, local National
Trusts, and national parks.

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ACTIVITIES
14. explain the causes and (a) Global warming – causes and consequences Conflict – in relation to the causes and Students engage in debates about the impacts of
consequences of climate change; consequences of climate change. climate change.
(b) Climate change:
Development/changes – in relation to the Students create slogans, jingles, posters and digital
(c) Causes - natural and anthropogenic impact of development/change on stories to increase citizens’ awareness of the causes and
climate change. consequences of climate change.
(d) Consequences: sea-level rise, extreme climate
variability, droughts and floods, stronger Interaction – in relation to the symbiotic
hurricanes, destruction of coral reefs and other relationship between our actions and
marine resources, negative impacts on health climate change.
(e) Impact on the following:
(i) Tourism
(ii) Agriculture, Fishing and Forestry
(iii) Water supply
15. evaluate the responses to climate Responses: Interaction - in relation to different interest Design jingles that highlight regional or international
change. groups working together to devise responses responses to climate change.
(a) Actions by individuals for living sustainably. to climate change.
For example, Reduce, Reuse and Recycle, Engage students in a discussion on the importance of
greater use of public transportation Integration – CARICOM initiatives to practicing the 3Rs - Reduce, Reuse and Recycle.
(carpooling), reduction in air transport, use of respond to climate change.
biodegradable materials, use of alternate
energy supplies.
(b) The regional and international responses:

- Conventions/agreements: United
Nations Framework Convention on
Climate Change (UNFCCC), Kyoto,
Paris, Caribbean Community Climate
Change Centre (CCCCC).

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ACTIVITIES
(c) Actions by individual countries. For example,
planning/zoning, building codes, disaster
preparedness, education, law enforcement,
reduction in the use of Fossil fuel, reduction
in CFCs and Greenhouse gases.
16. represent data related to physical Data related to development and use of Development/change – in relation to
resources in suitable forms; natural resources. physical resources.
17. interpret data related to physical Interpretation of tables, line and bar graphs and Have students interpret different data sets related to
resources; pie charts of physical resources. physical resources.
18. *demonstrate care and concern for Areas to include Recycle, Conserve, Alternative Integration – using policies and practices Group work/Mini Project - Research on how students in
the natural environment; energy. to make informed decisions. their class/school demonstrate care and concern for the
environment (mini surveys). Present findings to the
Development/Change – choices may class.
result in a change in practices at the
personal, national or regional level.

NOT FOR TEACHING

REGIONAL DEVELOPMENT

ACTIVITIES
1. locate the Caribbean region in Giving location: Compass directions, Latitude and Location - Students will use compass directions and latitude and
relation to the rest of the world; longitude. longitude to locate the Caribbean on a map of the
world.
2. identify different groupings of Caribbean divisions – Groupings - Greater and Integration - in relation to the Caribbean Given a blank map of the Caribbean to create a map
territories within the Caribbean; Lesser Antilles, Leewards and Windwards. as a whole comprising of sub-groups. showing various groupings.
Eastern Caribbean, Mainland territories –

Guyana, Surinam, Belize.
3. assess the value of the various (a) Definition of development Development/Change - in relation to Discuss the status of Caribbean countries’ development
ways of measuring regional development. in relation to the rest of the world.
development; (b) Ways of Measuring Development:
• Economic:
(i) Gross Domestic Product/Gross

National Product
(ii) Per capita income
(iii) Cost of living
• Social:
(i) Education
(ii) Literacy rate
(iii) Life expectancy
(iv) Infant mortality rate
(v) Availability of social services
• Human Development Index (HDI)

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REGIONAL DEVELOPMENT (cont’d)

ACTIVITIES
4. assess the contribution of Contributions of various industries, for example, Choice/freedom - to determine ways of After participating in a panel discussion involving a
various industries to the Agriculture, Forestry and Fishing, Mining, Tourism increasing the contribution of the different guest speaker, students write a letter to the editor of a
economic development in the and other services, Manufacturing, industries to the country. daily newspaper on the topic:
Caribbean; Cultural/Creative to:
Conflict – resulting from the competition “In spite of its many setbacks, t h e v a r i o u s
(a) foreign exchange earnings and savings/ for government concessions. i n d u s t r i e s have contributed significantly to the
income; development of my country”.
Development/change – various
(b) direct employment, such as hotel workers, industries as revenue and investment Students draw up a list of measures that they could suggest
farm managers, engineers, artists and earners depending on sustainability, to improve the contribution of the different industries to the
artistes; and, training, continuous maintenance of country.
infrastructure and yearning for
(c) indirect employment through linkages with international standards; modernisation of Students draw a list of suggestions for the Prime
other sectors of the economy (for example, the economy. Minister on how the country could benefit more from
agriculture, tourism, arts and craft, the contributions of the different industries.
transportation and other ancillary services); Cooperation/interaction – among the
and government revenue (taxes, licenses). d i f f e r e n t industries.
Integration – regional approach for dealing

with the challenges faced by the different
industries.

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ACTIVITIES
5a. discuss the major challenges Major challenges: Conflict – resulting from the use of Invite resource persons to engage students in discussion
facing development in the inappropriate development policies. on Caribbean challenges.
Caribbean Region; Physical:
Identity – the Caribbean’s unique Concept mapping of challenges facing the region.
(a) distinction between hazard and disaster; challenges.
Students (in groups) engage in research using songs,
(b) vulnerability to natural hazards/disasters: Development/change – the use of the poems and clippings on challenges.
challenges as a reason for promoting
(i) hurricanes, floods, drought, regional integration. Create ‘news flashes’ on Caribbean problems.
earthquakes volcanoes and tsunamis;
and, Interdependence – challenges facing Use tables to categorise challenges, for example,
individual Caribbean nations as a physical, economic.
(ii) causes (natural and anthropogenic) justification for regional unity.
and effects. Have students review case studies on challenges facing
Location - the Caribbean Region.
(c) disaster management/resilience.
Engage students in a debate/panel discussion on the
Economic: challenges faced by the Caribbean Region and possible
solutions to these challenges.
(a) small size, small national markets; low levels
of production and productivity;
(b) lack of diversification;
(c) unemployment and underemployment;
(d) differences in resource distribution;
(e) high levels of indebtedness (debt burden);
(f) high level and cost of imports;
(g)

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ACTIVITIES
(h) shortage of skilled workers;
(i) inadequate technology;
(j) low value of exports;
(k) difficulties in accessing markets of

developed countries; and,
(l) shortage of capital.
5b. propose strategies to mitigate Identity – the Caribbean’s unique nature. Engage students in brainstorming activity to propose
challenges faced by the Caribbean possible strategies to mitigate challenges faced by the
Region; Development/change – the use of the Caribbean Region
challenges as a reason for promoting
regional integration.
Interdependence – challenges facing

individual Caribbean nations as a
justification for regional unity.
5c. justify strategies proposed to Engage students in a panel discussion focusing on the
mitigate challenges faced by the ways of mitigating challenges faced by the Caribbean.
Caribbean; Students are required to justify their recommendations.

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ACTIVITIES
6. describe how information and Impact of information and communications Development/change – use of technology in Given the websites of local businesses students will surf
communications technology impacts technology on industries: the interest of advancing the different the Internet to find out the difficulty of accessing
industries in the Caribbean; industries. information, the quality of the information and the
(i) greater efficiency; extent to which an informed decision may be made based
(ii) access to wider market; Freedom/Choice – in using technology or on information on the Internet.
(iii) greater accessibility; traditional methods to improve business
(iv) easier access to financial services; efficiencies.
(v) reduced business cost;
(vi) improvement in research and
Cooperation – creating linkages among the
development; and,
different industries and service providers.
(vii) facilitates entrepreneurship.
Interdependence – relationship between
industries and service providers.
7. examine the factors that promote Factors promoting regional integration: Identity – common cultural heritage of the Engage students in a discussion on the role of regional
regional integration; region. integration in addressing the challenges faced by the
(a) common cultural heritage; region.
Freedom/choice – in accepting/rejecting
(b) common economic and social issues; the factors that promote regional Students analyse speeches of Caribbean leaders to
integration. examine the arguments in support of regional
(c) effects of globalisation, trade liberalisation integration.
and trading blocs; Integration/Cooperation/Interaction – in
relation to the sharing of expertise, Use the work of Caribbean artistes and highlight the
(d) vulnerability to economic shocks and natural common goals and aspirations by citizens strategies/ideas put forward to promote
disasters; of the region. regional integration.
(e) advancements in communication Conflict – the effect of metropolitan Engage students in a panel discussion or debate on the
technologies that facilitate the transfer of agencies in limiting the freedom of the effects of globalisation and trade liberalization on
cultural heritage, for example, Social Media; nation state. Caribbean countries.
and,

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ACTIVITIES
(f) Consumers practices in the region: Development/change – the growth of Compose a creative piece (song, poem, dance, dramatic
trading blocs and the adoption of new piece) that promotes regional integration.
(i) awareness of integration objectives; trading standards.
Teacher conducts brainstorming session with students on
(ii) preference for local and regional Interdependence – in relation to how we the various media which they or others have used to send
goods and services; and, depend on each other to foster regional messages both within their country and overseas.
integration. Teacher presents additional media. Teacher and students
(iii ) investment in local and regional discuss reasons for choice of media.
businesses.
(f)
8. outline the objectives of the Objectives of: Identity – as a member of the Panel discussion on the objectives of OECS, CARICOM
Organisation of Eastern Caribbean OECS/CSME. and CSME.
States (OECS), CARICOM, The (a) OECS and CARICOM
CARICOM Single Market and (i) functional cooperation; Freedom/Choice – of territories to be Students research newspaper articles to find out how
Economy (CSME) and the members of Single Market or Economy or CARICOM states are implementing CSME objectives.
(ii) integration of the economies of
Caribbean Court of Justice; both.
member states; and,
(iii ) harmonisation of foreign policy. Students produce a citizen’s guide to CSME, setting out the
Interaction/Cooperation/Integration –
objectives of CSME.
examples of functional cooperation and
(b) The CARICOM Single Market and Economy Encourage students to discuss the main arguments for
economic integration.
(i) free movement of goods and services; and against regional integration.
right of establishment; Conflict – resulting from violation of terms
(ii) free movement of capital; of integration agreements.
(iii ) free movement of skilled labour; and,
(iv) CARICOM Development Fund.
Development/change – the creation of a
single economic space in the region.
(c) The Caribbean Court of Justice
(i) settling disputes among member states
(ii) final appellate court for some states

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ACTIVITIES
Harmonization of: Justice – role of Caribbean Court of
Justice (CCJ) in interpreting protocols and
(a) Fiscal (tax) policies; settling disputes among member states.
Provision of assistance for disadvantaged
(b) Monetary policies (including a single members of CSME.
CARICOM currency);
(c) External trade policy;
(d) Legislation (custom, companies); and,
(e) Sectoral policies in agriculture,

manufacturing, fisheries.
9. analyse the benefits of regional Benefits of regional integration: Justice – reduction in the inequality of Students critically examine whether or not their
integration; wealth distribution; improvement in the country has benefited from regional integration.
(a) reduction in unemployment and quality of life.
underemployment; Students suggest ways in which individuals may enjoy
Identity – as a CARICOM national. greater benefits from regional integration.
(b) better response to economic implications
of globalisation and trade liberalisation; Freedom/Choice – of individuals/countries Students prepare a brochure outlining the benefits of
to access benefits of regional integration. regional integration to:
(a) individuals;
(c) improvement in the quality of life;
Conflict – resulting from the perceived (b) businesses; and,
threat from migrant workers; hostile (c) countries.
(d) reduction in the inequality of wealth
business take overs.
distribution;

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ACTIVITIES
(e) free movement of goods, labour and Integration/Interdependence – resulting Students critically examine whether or not their
capital; from an increased understanding of the country has benefited from regional integration.
benefits of regional integration.
(f) increased market size; Students suggest ways in which individuals may enjoy
greater benefits from regional integration.
(g) improved levels of international
competitiveness; Students prepare a brochure outlining the benefits of
integration to:
(h) expansion of trade; and, (d) individuals;
(e) businesses;
(i) increased co-operation among member (f) countries.
states – regionalism.
10. examine the factors that hinder Factors that hinder regional integration: Identity - the geographical, economic and Students examine, in groups, Case Studies on challenges
regional integration; social features that characterise the of regional integration and propose solutions.
(a) geography of region; region.
Students analyse practices of Caribbean leaders and
(b) absence of common model or strategy for Integration/Freedom/Choice/Interaction/ stakeholders to examine actions that hinder regional
development; Cooperation/Interdependence – region’s integration.
membership in metropolitan agencies.
Students prepare scrapbooks of newspaper and
(c) differences in stages of growth and
Conflict – resulting from competition magazine articles that highlight or document evidence of
development;
among member states for location of hindrances to regional integration. Students propose
industries; between territorial and solutions to the issues identified.
(d) competition for location of industries;
regional demands and loyalties.
(e) conflict between territorial and regional
Change/Development – the increasing
demands and loyalties (insularity);
influence of metropolitan agencies on the
region.

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ACTIVITIES
(f) absence of common currency;
(g) unequal distribution of resources;
(h) lack of diversification in production; and,
(i) influence of multinational corporations.
11. examine the role of individual (a) Role of citizens: Freedom/Choice – to accept or reject a Invite resource person to do an interactive presentation
citizens, business organisations, role in the integration process. on the role of citizens, businesses and government in
government and the mass media (i) entrepreneurship; the integration process.
in the integration process; (ii) supporting regional producers; Conflict – resulting from breaches of
(iii ) showing solidarity and mutual support protocols; reduction in competition Students add to the citizen’s guide developed in content
towards regional fellow citizens; a among regional businesses as a result of 5, what citizens, businesses and governments may do to
collective consciousness (shared ideas mergers. help CSME achieve its objectives.
and attitudes operating as a unifying
force); Development/Change – creation of Students develop a digital story of the contribution of
(iv) investing in local and regional regional stock exchanges, mergers of individuals, business organizations and government in
businesses; and, businesses and collaboration among the integration process.
(v) being informed. regional entities.
Encourage students to read regional newspapers on the
(b) Role of business organisations: Interdependence – towards discovering the internet and also listen to broadcasts from regional
significance of support from various radio stations on the Internet.
(i) improving competitiveness; individuals, groups and institutions.
(ii) increasing range and quality of goods Engage students in virtual field trips and WebQuests of
and services; and, Identity – as part of the region. other Caribbean countries where they explore
(iii ) providing opportunities for investment contribution to regional integration.
and employment.

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ACTIVITIES
(c) (c) Role of Government: Interaction – development of regional
consciousness through joint activities and
(i) enacting enabling legislation; programmes.
(ii) harmonising policies;
(iii ) honouring protocols; and,
(iv) educating citizens about the objectives
and benefits of integration.
(d) Role of Mass Media:

- broadcast (radio, television and
internet), print, social media.
12. examine the challenges and (a) Types of agreements between countries and Identity – in terms of the nature of Use of time line to show the sequence of the integration
successes of the major attempts states: Caribbean integration process. movement.
at regional integration;
(i) Bi-lateral agreements Freedom/Choice/Cooperation/ Research on various attempts at integration.
(ii) Multilateral agreement Interaction – in terms of participating in
the integration movement. Use calypsos related to regional unity integration.
(b) Attempts:
Conflict – resulting from the perceived Have students examine case studies and document the
(i) West Indies Federation. advantages which the Developed successes and challenges experienced by the attempts
(ii) Caribbean Free Trade Association Countries have over the Developing at regional integration.
(CARIFTA). Countries.
(iii ) Caribbean Community (CARICOM).
(iv) Organisation of Eastern Caribbean Development/change/integration – from
States (OECS). Federation to CSME.
(v) Association of Caribbean States
(ACS). Interdependence – realization the
movement towards integration has merits
for individual nations.

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ACTIVITIES
(vi ) The CARICOM Single Market and
Economy (CSME): common market,
single market, single economy,
economic integration.
(c) Challenges, for example, insularities,

political will and (lack of/high cost of)
interregional transport.
(d) Successes, for example, improved access to

tertiary institutions (UWI), greater access
to capital (CDB), improved trading
relationships (CSME), improved access to
justice and arbitration (CCJ), better
coordinated response to health issues
(CARPHA) and natural disaster (CDEMA),
regional access to primary, secondary and
tertiary certification (CXC®), increased
shared cultural experiences (CARIFESTA),
unearthing of Caribbean sporting talents
(CARIFTA Games and West Indies Cricket
Board), Caribbean Tourism Organisation;
Caribbean Hotel Association.

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ACTIVITIES
13. describe ways in which tourism Promoting regional cooperation and integration Choice/freedom – territories’ rights of Students write a letter to a regional newspaper
can be used to promote regional through tourism by: acceptance or rejection of different types of pointing out the importance of regional collaboration
integration; and, tourism products. in matters related to tourism.
(a) marketing the Caribbean as a single
destination; Conflict – differing views related to Students develop a plan to increase the number of
(b) recognition of the tourism products rationalising travel and visa requirements regional tourists to their country.
packaged by each Caribbean country; in the region.
(c) common economic and marketing policies; Students write a letter to the Chief Immigration Officer
(d) create linkages within Caribbean – Development/change/integration – the of a CARICOM country expressing dissatisfaction with
(communication); and, creation of aviation hubs; the promotion the way you and other citizens from your country have
(e) concept of aviation hubs. of domestic and regional tourism; the use been treated on arrival in his/her country.
of CARICOM passports.
Cooperation/interaction – developing
links with other tourist destinations in the
region to exploit and market the region as
a single destination.

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ACTIVITIES
14. differentiate between the types of Types of tourism products: sand, sea, sun, nature Development/change – Tourism as a Students include in their scrapbook, photographs of
tourism products available in the or eco, health, sports, cultural or heritage, music means of showcasing the wealth of natural national monuments, historical sites and tourist
Caribbean. festivals, special events. resources and the talents of human attractions in their territory.
resources. The shift from over-reliance on
sun, sea and sand to new products. Students present arguments for or against diversifying
the country’s tourism product.
Cooperation/Interaction – between
tourists and citizens; among different Students examine the effects of each country offering
agencies in the sector. similar products and staging major festivals around the
Freedom/choice – society’s acceptance or same time.
rejection of different types of tourism
products due to perceived effects on
society.
Integration – in relation to the Caribbean

being marketed as a single destination.
Conflict – differing views related to

environmental impact of different types
of tourism; moral issues associated with
festivals and special events.

NOT FOR TEACHING
 GUIDELINES TO TEACHERS ON SETTING AND MARKING THE SCHOOL-

BASED ASSESSMENT
RATIONALE
School-Based Assessment (SBA) is an integral part of student assessment in the course covered by
this syllabus. It is intended to assist students in acquiring certain knowledge, skills and attitudes that
are critical to the subject. The activities for the SBA are linked to the syllabus and should form part
of the learning activities to enable the student to achieve the objectives of the syllabus. Students are
encouraged to work in groups.
During the course of study of the subject, students obtain marks for the competence and attitudes they
develop and demonstrate in undertaking their SBA assignments. These marks contribute to the final
marks and grades that are awarded to students for their performance in the examination.
The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers
and students in selecting assignments that are valid for the purpose of the SBA. These guidelines are
also intended to assist teachers in awarding marks according to the degree of achievement in the SBA
component of the course. In order to ensure that the scores awarded by teachers are not out of line
with the CXC® standards, the Council undertakes the moderation of a sample of SBA assignments
marked by each school or Centre.
School – Based Assessment provides an opportunity to individualise a part of the curriculum to meet
the needs of students. It facilitates feedback to the students at various stages of the experience. This
helps to build the self-confidence of the students as they proceed with their studies. School – Based
Assessment also facilitates the development of critical skills and abilities and enhances the validity of
the examination scores on which student’s performance is reported. School – Based Assessment,
therefore, makes a significant and unique contribution to both the development of relevant skills and
the testing and rewarding of students for the development of those skills.
SCHOOL-BASED ASSESMENT REQUIREMENTS
The School – Based Assessment component of the Social Studies Syllabus is a single guided research
project. The project should be on any topic drawn from the. It may be based on social and economic
processes, situations or problems in the school or the immediate community.
Every school candidate or group for Social Studies is required to submit a report on a problem or issue.
Students may work individually or in groups to investigate a specific problem. The report should not
exceed 1,000 words in length and should include appropriate charts, graphs, tables and pictures.
The teacher is required to approve the problem to be investigated, guide the candidate during the
process of investigation and mark the completed work in accordance with the guidelines provided
by CXC®. All marks are to be submitted to CXC® by April 30 in the year of the examination.
In the report on the research project, candidates should:
1. state the problem researched in an appropriate question form;
2. give the reason(s) for selecting the problem or issue;

NOT FOR TEACHING
3. select an appropriate method of investigation;
4. design a simple instrument to collect data relating to the problem or the issue;
5. describe the procedures used for data collection;
6. present data using at least three appropriate forms;
7. analyse and interpret data with reference to the question asked in Task 1;
8. state findings; and,
9. make recommendations based on findings and suggest measures to implement one.
SPECIFIC GUIDELINES FOR PROJECT WORK
1. Select a problem to investigate and write it in question form.
2. Explain why the area of research was chosen.
3. Select a suitable method to collect data. This may be a questionnaire, interview schedule,
observation checklist or documentary search.
4. Write out the exact questions that you will use in a questionnaire or ask in an interview.
5. State how you will choose the sample. State the number of persons in the sample, their
gender, age group, area of residence or class, and explain how you acquired the information
from them.
6. Use at least three of the following: graphs, charts, tables, maps, diagrams, photographs as
well as prose to present your data.
7. In the light of the question asked in Task 1, state what the data mean.
8. Write three statements about what you have discovered from your investigation of the
problem.
9. Make two recommendations based on your findings and explain how you would implement
one.
MANAGEMENT OF THE PROJECT
1. Time Allocation
The project is worth 20% of the total marks, 20% of the class periods should therefore be used
for the project work. This will allow time for teachers to explain the requirements, to discuss
the assessment criteria and allow time for discussion of project work.

NOT FOR TEACHING
2. Planning
It is important to start planning for project work early. Agreed deadlines should be
established. Dates for the following activities should be set:
(a) submission of project title brief;

(b) description of project (two or more sentences);
(c) completion of data collection;
(d) submission of first draft; and,
(e) project completion.
3. Length
The length of the project should not exceed 1000 words excluding charts, graphs, tables and
pictures. In cases where the word limit is exceeded by more than 150 words, the teacher is
required to impose a penalty deduction of 10 per cent of the candidates’ earned score.
4. Guidance
(a) Candidates should be familiar with the requirements of the project and the
assessment criteria; teachers should discuss with students the quality of achievement
required at every evaluative level.
(b) It should be clearly emphasised to students that all work connected with the project
should be their own and a sense of pride in ownership should be encouraged.
(c) The teacher is expected to give guidance at all stages of the project by, for example,
assisting students in developing productive areas of enquiry, suggesting sources of
information, advising on content and clarity in the writing up phase of the project.
5. Authenticity
Teachers should ensure that each project is the candidate’s work. This can be achieved by
viewing and monitoring the project throughout its development. This guards against
plagiarism and ensures that the work is the intellectual property of candidates. Authenticity
can also be checked by the following methods:
(a) discussion with the candidate;
(b) having candidates explain research methods and summarise findings;
(c) having students replicate the analysis using different data; and,
(d) having students complete aspects of the project work during class time.
Activities that may be done under the supervision of the Class Teacher and signed off as they are
completed:
(i) Statement of Problem – explaining context - one paragraph and at least one question.
(ii) Method of investigation – questionnaire, interview schedule, observation checklist,

document search.

NOT FOR TEACHING
(iii) Questionnaire construction.
(iv) Administering questionnaire, recording raw data (in class); students may work in
pairs.
(v) Analysing questionnaire data, using univariate tables, bivariate tables, multivariate
tables.
(vi) Interpretation of the data (in terms of the research question), identifying validity
issues – size of sample, type of sample, instrument limitations, analysis limitations.
6. PRESENTATION
(a) Reports should be submitted in a SIMPLE soft-backed folder of “Quarto” or “A4” size.
(b) The candidate’s name and registration number, title of the study and the name of
the school should be clearly written on the outside of the folder AND on the FIRST
page.
(c) A table of contents should be included at the beginning of the report.
(d) The presentation, handwritten or typed, should be neat, legible and arranged in
order of the task. It may be technologically aided but marks will be awarded on the
same basis as outlined in the table below.
(e) All illustrations should be placed appropriately in the body of the text.

NOT FOR TEACHING
ASSESSMENT
Reports should be marked out of an aggregate of 40 marks. The following table gives an allocation
of raw marks for the tasks identified as essential for the SBA.
SBA MARKING SCHEME
P RO FI L E
Application, Evaluation and
P roblem - Solving
COMPONENTS OF SBA
(AFP MARKS)
1. Statement of Problem (2)
• Problem stated clearly in the form of a question 2
• Problem unclear but in a question form 1
2. Reason For Selecting the Area of Research (2 )

• Reason clearly stated 2
• Reason unclear 1
3. Method of Investigation (2 )
• Method of investigation justified and described 2
• Method of investigation stated 1
4. D ata C ollection Instrument (4 )

• Data collection instrument very well constructed and 4
sequenced and addresses relevant variables
• Data collection instrument well constructed and sequenced and 3
addresses relevant variables
• Data collection instrument satisfactorily constructed and sequenced 2
• Data collection instrument identified only 1
5. P rocedures for Data Collection (2 )

• Procedures to collect data identified and clearly described 2
• Procedures to collect data identified but not clearly described 1
6. P re s e n t a t ion of D at a (6)
• Data presented using tables, graphs and charts that are 6
appropriate, well labeled and accurate
• Data presented in three ways that are appropriate, well 5
labeled and accurate
• Data presented in three ways that are appropriate and well 4
labeled but with inaccuracies
• Data presented in two ways that are appropriate, with inaccuracies 3
• Data presented one way that is appropriate, well labeled and accurate 2
• Data presented in one way with inaccuracies 1
7. Analysis and Interpretation of Dat a (8 )

• Analysis and interpretation relevant and well developed 7-8
• Analysis and interpretation relevant and adequately developed 5-6
• Analysis and interpretation moderately relevant and moderately 3-4
• developed
Analysis and interpretation show limited relevance and development 1-2

NOT FOR TEACHING
P ROF ILE
Application, Evaluation and
P roblem-Solving
COMPONENTS OF SBA (A E P )
MARKS
8. S t a t e m e nt o f F i nd i ng s (3)
• Three statements of findings based on data presented 3
• Two statements of findings based on data presented 2
• One statement of finding based on data presented 1
9. Recommendations and Implementation Strategy (3)

• Two recommendations and one associated implementation strategy 3
• Two recommendations and no implementation strategy 2
• One recommendation and one implementation strategy 2
• One recommendation only OR one implementation strategy 1
(a ) Writ ing S kill s (4 marks) (4)

• Excellent organisation (paragraphing), use of language, spelling and 4
grammar
• Good organisation, use of language, spelling and grammar 3
• Satisfactory use of language and grammar and several spelling errors 2
• Poor use of language, poor grammar and many spelling errors 1
(b) Overall Presentation (4 marks) (4)

• Appropriate layout with four elements such as acknowledgements, 4
table of bibliography, cover page, appendices
contents,
• Appropriate layout for the most part with three of the elements 3
• A moderate presentation with only two of the elements 2
• An unsatisfactory presentation with only one of the elements 1
Attitude/Group Work (5)

TOTAL 45
Teachers MUST follow this allocation of marks in marking each SBA research project. The mark given
to EACH task as well as the total score should be listed on the last page of the study or inside back
cover of the folder.
 MODERATION OF SCHOOL-BASED ASSESSMENT

School-Based Assessment Record Sheets are available online via the CXC®’s website www.cxc.org.
All School-Based Assessment Record of marks must be submitted online using the SBA data capture
module of the Online Registration System (ORS). A sample of assignments will be requested by CXC®
for moderation purposes. These assignments will be reassessed by CXC® Examiners who moderate
the School-Based Assessment. Teachers’ marks may be adjusted as a result of moderation. The
Examiners’ comments will be sent to schools. All samples must be delivered to the specified marking
venues by the stipulated deadlines.
Copies of the students’ assignment that are not submitted must be retained by the school until three
months after publication by CXC® of the examination results.

NOT FOR TEACHING
 GUIDELINES FOR THE SOCIAL STUDIES ALTERNATIVE TO SCHOOL-

BASED ASSESSMENT
The Social Studies Syllabus seeks to introduce students to such knowledge of social phenomena as
may enhance their effectiveness as social participants in the Caribbean community. The School –
Based Assessment of the Social Studies syllabus is intended to develop in the candidate an interest
in self-directed investigation and the collection of data in a scientific manner.
The Alternative to the School – Based Assessment in Social Studies (Paper 032), takes the form of
a written examination in lieu of School – Based Assessment for school candidates. This paper will
be drawn from Sections A or B of the syllabus namely, “Individual, Family and Society”, and
“Sustainable Development and Use of Resources” and is weighted in the same way as the Paper 031
(SBA) for school candidates, as shown in the table below:
WEIGHTING OF PAPER (032) SBA

Knowledge and % of
Use of Knowledge Total
Comprehension Total Ex a m
--- 40 40 20
Paper 032 consists of five structured questions requiring written responses which may vary in length
and detail from one to two sentences to one or more paragraphs. Questions will be based on research
activities and will test the candidates’ ability to employ skills of enquiry, communication, critical
thinking and decision-making. Candidates are advised to familiarize themselves with the research
activities listed below, in order to prepare adequately for Paper 032. Please note that candidates
taking Paper 032 are NOT required to submit a project.
Questions will normally test candidates’ ability to:
1. state a problem in the form of a question;
2. select an appropriate method of investigation;
3. design a simple instrument (protocol) to collect data;
4. describe procedures to collect data;
5. present data in three forms;
6. explain data presented in task (5);
7. interpret data in terms of the question asked in task (1);
8. state findings; and,
9. make recommendations based on findings and the measures to implement one.

NOT FOR TEACHING
In order to enhance their performance on Paper 032, candidates may also wish to:
1. select a problem to investigate and write it in question form;
2. select a suitable method to collect data. These may include use of questionnaires, interview
schedules, observation checklists and documentary research;
3. write out the exact questions that you will put in a questionnaire or ask in an interview;
4. state ways to choose the sample. State how many persons should be in the sample, their
gender, age group, area of residence or class. Explain how you will get the information from
them;
5. state whether you will use graphs, charts, tables, maps, diagrams, photographs as well as
prose to present your data;
6. explain the data you will show in task (5);
7. in the light of the question asked in task (1), state what the data mean;
8. write at least three statements on what you have found out from your investigation of the
problem; and,
9. suggest two recommendations based on your findings and state how you would implement
one.

NOT FOR TEACHING
APPENDIX
 READING LIST
The following is a list of books and other printed material that might be used for CXC Social
Studies syllabus. This list is neither exhaustive not prescriptive but indicates some possible
sources which teachers and students could use as appropriate.
FOR STUDENTS AND TEACHERS
1. Beddoe, B., Bernard, L. et al Social Studies for the Caribbean: CXC Core Units and
Options, Oxford: Heinemann, 2002.
2. Sandy, M. et al. CXC Social Studies Essentials with SBA Study Guide
and Exercises, Kingston: Jamaica, Carlong Publishers
Caribbean Ltd., 2000.
3. Cresser, J. Caribbean Social Studies: For CSEC Examinations,
Pearson, 2013.
4. Macmillan Caribbean Caribbean Junior Social Studies Atlas, (3rd edition),
Oxford: Macmillan Caribbean, 2004.
5. Ramsawak, R. and Umraw, R Modules in Social Studies, Trinidad and Tobago:
Caribbean Educational Publishers Ltd., 2001.
6. Waterman, I. and Fisher, J. Social Studies for CSEC (3rd edition), Oxford:
Macmillan Caribbean Ltd., 2012.
7. Lunt, N., Buckle-Scott, L., Davis-Morrison, Social Studies for CSEC® CXC: A Caribbean
V. and Louis, A. Examinations Council Study Guide, Nelson Thornes
Ltd., 2012.
FOR TEACHERS ONLY
1. Barrow, C. Family in the Caribbean: Themes and Perspectives,

Kingston: Ian Randle Publishers, 1996.
2. Bilton, T., et al. Introductory Sociology, (4th edition), Oxford:
Macmillan, 2002.
3. Dunn, H. S. (ed.) Globalization, Communications and Caribbean
Identity, Kingston: Jamaica, Ian Randle Publishers,
1995.
4. Haralambos, M. and Holborn, M. Sociology: Themes and Perspectives (8th edition),
New York: Harper Collins, 2014.
5. Leslie, G. R. and Korman, S. K. The Family in Social Context (7th edition), Oxford:
Oxford University Press, 1989.
6. Lickorish, L. J. and Jenkins, C. L. An Introduction to Tourism, Oxford: Butterworth –
Heinemann, 1997.
7. Mann, P. Introductory Statistics, (9th edition), New Jersey:
Wiley & Sons, 2018.
RELEVANT ELECTRONIC RESOURCES
https://caricom.org/documents/11853- Strategic Plan For The Caribbean Community 2015 –
the_strategic_plan_vol2-final.pdf 2019: Repositioning CARICOM
Western Zone Office

13 October 2020

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NOT FOR TEACHING

Effective for examinations from May–June 2022

Effective for examinations from May–June 2022

Effective for examinations

Effective for examinations from May–June 2022

Correspondence related to the syllabus should be addressed to:

Telephone Number: + 1 (876) 630-5200

Copyright ©2020 by Caribbean Examinations Council

CXC 14/G/SYLL 20 www.cxc.org

GENERAL OBJECTIVES ........................................................................................................................... 2

CRITERIA FOR CONTENT SELECTION ..................................................................................................... 3

SKILLS, COMPETENCIES AND ATTITUDES TO BE DEVELOPED ............................................................... 4

ORGANISATION OF THE SYLLABUS ....................................................................................................... 5

FORMAT OF THE EXAMINATION ........................................................................................................... 5

DEFINITION OF PROFILE DIMENSIONS.................................................................................................. 6

REGULATIONS FOR RESIT CANDIDATES ............................................................................................. 7

REGULATIONS FOR PRIVATE CANDIDATES......................................................................................... 7

REGULATIONS FOR THE JANUARY SITTING ........................................................................................ 8

SECTION A: INDIVIDUAL, FAMILY AND SOCIETY ..................................................................................

SECTION B: SUSTAINABLE DEVELOPMENT AND USE OF RESOURCES ....................................................

GUIDELINES TO TEACHERS ON SETTING AND MARKING THE SCHOOL-BASED ASSESSMENT . 61

SBA MARKING SCHEME ....................................................................................................................... 65

MODERATION OF SCHOOL – BASED ASSESSMENT ............................................................................. 66

READING LIST ...................................................................................................................................... 69

CXC 14/G/SYLL 20 www.cxc.org

NOTE TO TEACHERS AND LEARNERS

This document CXC 14/G/SYLL 20 replaces CXC 14/G/SYLL 08.

First published 1983

Please check the website, www.cxc.org for updates on CXC®’s syllabuses.

CXC 14/G/SYLL 20 www.cxc.org

Social Studies Syllabus

Effective social participation should:

2. be sensitive to and tolerant of issues of diversity;

3. demonstrate a sense of commitment to the development of the community;

CXC 14/G/SYLL 20 1 www.cxc.org

2. encourage respect for the differences that exist among us;

6. develop an awareness of the geographical environment of the region;

9. value the importance of communicating and collaborating to achieving shared goals.

CXC 14/G/SYLL 20 2 www.cxc.org

 CRITERIA FOR CONTENT SELECTION

2. related to the concerns and interests of youth;

3. concerned with the preparation of citizens for social action; and,

The syllabus is organised around the unifying concepts listed below.

2. Freedom/choice Satisfying personal and national needs involves freedom to adapt

3. Conflict Conflict is inherent in the process of exercising the freedom to make

6. Cooperation The rate of development or the level of satisfaction of needs

CXC 14/G/SYLL 20 3 www.cxc.org

 SKILLS, COMPETENCIES AND ATTITUDES TO BE DEVELOPED

3. habit of using different social competencies to solve problems.

1. Enquiry and Communication Skills

The student should be able to:

(a) identify and define problems and design appropriate solutions;

(c) design simple questionnaires, interview schedules and observation checklists;

(d) administer questionnaires, conduct interviews and make observations;

2. Critical Thinking and Problem-Solving Skills

The student should be able to:

(a) evaluate information in terms of accuracy, objectivity and relevance

- recognise underlying assumptions and values

(b) analyse data from different sources;

(c) draw conclusions based on data collected;

(d) propose and justify solutions to problems/issues; and,

(e) apply solutions to new situations.

CXC 14/G/SYLL 20 4 www.cxc.org

3. Affective Learning: Attitudes and Values