SOCIAL STUDIES Final Sep 3, 2018

Primary Social Studies Curriculum
2018-2021 Revision
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PURPOSE OF THE CURRICULUM [GUIDE]
This curriculum [guide] provides an enabling tool for enhancing teacher expertise in the social studies classroom. It
offers a range of ideas and suggestions to help teachers organize participatory learning experiences designed to
prepare students for lifelong learning. The links between classroom practices and assessment have been illustrated to
help teachers reflect on the dynamic relationship among teaching, learning and students outcomes.
Social studies classrooms place major emphasis on student-centered learning through the acquisition and
development of specific cognitive skills and competencies. The focus is on learning through activities, practice and
participation. It is the development of these skills and competencies, and their application to social issues and
concerns that remain the true focus of social studies. These skills are expected to produce the ultimate outcomes of
social studies: students, as citizens, acquiring and demonstrating social understanding and civic efficacy.
Both content and materials used in the social studies classrooms should, therefore, be relevant and meaningful to
students. Classroom activities should be such that students see the connection between what is done in school and
what they encounter outside of the school, in their everyday real-life situations.
Students should be able to think critically and develop the competencies to analyze and evaluate situations, generate
solutions to problems, and make informed decisions. Not only should the social studies classroom be an active
place, but also, learning activities should not be confined to the classroom. The issues and concerns to be studied
exist in the community and are best studied in that setting. Further, the skills to be developed are best acquired
through practice in real-life situations.
Instruction should be student-centered, with the teacher functioning as a guide and facilitator of learning instead of
merely as a source of knowledge. Students should be actively involved in their own learning. This active
involvement should engage the students in the selection and planning of some learning activities. The teacher should
also perceive every student as an individual, with varied needs, interests and problems, and should provide
opportunities for student to be involved in activities which encourage them to make use of all their senses as much
possible.
As we journey further into the twenty-first century, learning experiences should be organized “through the eyes of
the child” to investigate, question and evaluate the past and present in response to a fast changing world. These skills
will contribute to students playing a meaningful role in shaping their future.
It is hoped that this guide will stimulate the teacher to use creative approaches that enable all students to achieve
their full potential. The curriculum [guide] offers ideas and suggestions on:
 The goals of social studies;
 The expected outcomes of social studies learning;
 Integrating the expected outcomes into social studies units and lessons;
 Instructional approaches and practices;
 Using a variety of resources in social studies lessons;
 Using a variety of assessment methods and tools for evaluating learning in social studies;
 Making social studies active, meaningful, integrated, challenging, and exciting.
Adapted From
OECS Education Reform Unit (OERU)
Primary Social Studies
Grades K-6
GOALS OF SOCIAL STUDIES:

Educators have agreed on the significance of the Social Studies programme to the overall development of children.
This is borne out in the focus of Social Studies with its emphasis on citizenship education. Social Studies educators
generally agree that there are five major goals of Social Studies which teachers need to focus on.
The development of the social studies is predicated on Citizenship Education as the overarching goal of Social
Studies. This may be developed through:
Knowledge of social issues and concerns
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 Skill development
 Development of values and attitudes
 Social Participation
The above are long-term desired outcomes of Social Studies. As such our lesson objectives as well as actual
teaching are to be driven by these goals.
Values Education:
If students are to become intelligent, informed citizens, who are capable of making decisions, then they ought to
develop a core of basic values. Citizens must have a sense of values such as equality, justice, patriotism, tolerance
and respect for others and the rule of law. Such values, it is hoped, will enable them to live meaningful and
responsible lives in their society.
Values education underlines some forms of social studies education known as:
 Character education, or
 Moral education
Character education is based on the acquisition of traditional values, which are often labeled as character traits or
virtues. Character education is based on the premise that young children need to acquire virtuous habits and
behaviors even before they have reached a certain level of moral development. Character education may be used as a
base for understanding the social ills that plague our society, such as HIV and AIDS, drug abuse, teenage
pregnancies, high crime rates and falling standards of public discipline.
Moral education is the development of values and rules that are used for judging the conflicting interests of self and
others. Such development include internalizing those basic principles of social morality, that are necessary for
dealing with the moral choices that have to be made from time to time. As students mature, they learn to accept the
values and beliefs of others as they interact with members of their classroom and the wider community. For
example, students may come to appreciate the values of religion other than their own without necessarily
subscribing to the values. Debates, discussions, group work, out-of-class activities, moral dilemmas and analysis of
news items will aid students in building character and a set of pro-social values, and improving their reasoning skills
to promote decision making skills.
DEFINITION AND PURPOSE:
Social Studies as an area of study is designed for pedagogical purposes; the main focus being the relationships
between human beings. These relationships are important in building:
(i) Understanding of our role and responsibility as citizens in a democratic society;
(ii) Awareness of our link and interdependence locally, regionally, globally.
Some educators are of the view:

“Social Studies fosters the intellectual, social and personal development of students in order
to develop competence in participation in decision making and other human activities”.
Students, therefore, must be provided with meaningful experiences – knowledge, skills, and values – to facilitate the
promotion of “increased personal and social awareness” and the development of
“Commitment to, and skill in, social participation and social action”.
Suggested Disciplines/ Strands/ Themes:
The following disciplines/subject areas can be integrated where fitting to achieve the goals of developing skills to
become effective citizens.
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History The study of the history and institutions
– locally, regionally, globally
Government The study of political institutions, laws

and customs; how the government
functions
Economics The study of production: distribution

and consumption of goods and services
Geography The study of the earth-landscape,

location; the impact of physical, social
and economic functions.
Current Events The study of daily events-locally,

regionally, globally and their effects on
human
Behavioural Science The study of Social participation

actions within society: - Sociology
and Anthropology
Environmental Science The study of man’s interaction with his

environment
The Ten Themes

Since 2000, OERU has embarked on harmonization initiative in Social Studies through several workshops with
curriculum specialist teachers in the OECS member states. A set of ten (10) thematic concepts has been selected
(supported by NCSS). These concepts are common across grades, each with its own set of expected learning
outcomes for each grade level. The thematic concepts are:
1. Culture and Heritage
2. Time, Continuity and Change
3. People , Places and Environments
4. Individual development and identify
5. Individuals, Groups and Institutions
6. Power, Authority and Governance
7. Production, Distribution and Consumption
8. Science, Technology and Society
9. Global Connections
10. Civic Ideals and Practices
The ten themes that form the framework of the social studies learning outcomes are:
i. Culture The study of culture prepares students to answer questions such as: What are the common
characteristics of different cultures? How does the culture change to accommodate different ideas and beliefs?
ii. Time, Continuity, and Change. Knowing how to read and reconstruct the past allows one to develop a historical
perspective and to answer questions such as: Who am I? What happened in the past? How am I connected to
those in the past?
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iii. People, Places, and Environments. Students need the knowledge, skills and understanding to answer questions
such as: Where are things located? Why are they located where they are? What do we mean by “region”? How
do landforms change?
iv. Individual Development and Identity. Students should consider such questions as: Why do people behave as
they do? How do people meet their basic needs in a variety of contexts? How do individuals develop from
youth to adulthood?
v. Individuals, Groups, and Institutions. Students may address questions such as: What is the role of institutions in
this and other societies? How am I influenced by institutions? How do institutions change? What is my role in
institutional change
vi. Power, authority, and Governance. In exploring this theme, students confront questions such as: How are
governments created, structured, maintained, and changed? How can individual rights be protected within the
context of majority rule?
vii. Production, Distribution, and Consumption. Because people have wants that often exceed the resources
available to them, a variety of ways have evolved to answer such questions as: What is to be produced? How is
production to be organized? How are goods and services to be distributed?
viii. Science, Technology, and Society. Technology brings with it many questions: Is new technology always better
than old? How can we preserve our fundamental values and beliefs in the midst of technological change?
ix. Global Connections. Students will need to be able to address such international issues as health care, the
environment, human rights, economic competition and interdependence.
x. Civic Ideals and Practices. An understanding of civic ideals and practices of citizenship is critical to full
participation in society. Students confront such questions as: What is civic participation and how can I be
involved? What is the role of the citizen in the community and the nation, and as a member of the world
community?
Adapted from https://www.learner.org/workshops/socialstudies/pdf/session4/4.NCSSThemes.pdf
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TERM UNIT KINDERGARTEN GRADE I
KNOWING ABOUT SELF WHAT ABOUT MY

I NEIGHBOURHOOD
ABOUT ME: SELF, FAMILY, NEIGHBOURHOOD

II - Characteristics of Living and Non-Living - Self
Things - My home
ONE - - places in the neighbourhood
III
CULTURE - PAST & PRESENT
ONE HAPPY FAMILY - Festivals /traditions
Being a Part of a Set - Sharing the culture of others
MY COUNTRY – ME IN MY
COUNTRY
- My Country
I WATCH OUT: BE CAREFUL THINGS AROUND US - BASIC
- Health and Safety NEEDS, GOODS AND SERVICES
Health & Safety - Family and our needs
TWO - Health & Safety in the home, school, - Resources in the community
II community
-
PEOPLE, PLACES AND THINGS AT LEADERS

SCHOOL - - In different groups
- The Learning Centre - Role & function
- Location and description of physical
surrounding
MY NEIGHBOURHOOD SAFETY
I COMMUNITY - Rules to keep us safe
- communities - Helping each other
THREE II - in their neighbourhood community - Helping others
III
TRANSPORTATION MOVING ABOUT
- getting from here to there - Getting around
- types - Types of transportation
- uses
COMMUNICATION COMMUNICATION
- Sharing information - Sending and receiving messages
- Types - Importance of communication
- uses Being Careful
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TERM UNIT GRADE 2 GRADE 3
MY LOCAL COMMUNITY OUR INDEPENDENT ISLAND

STATE
INDIVIDUAL IN GROUP OUR NATURAL ENVIRONMENT
I -belonging to groups [Map Study of Antigua and
-families/types Barbuda]
-community / ethnic groups / - Physical & Political Map Study
nationalities - Location of Antigua & Barbuda
ONE - Natural landscape features
- Conserving the environment
LIVING AND WORKING IN OUR CULTURAL HERITAGE

COMMUNITIES - Ethnic groups - Traditions
II - Location - Customs
- Comparison with other - Migration & influences
community
- Changes in the
community
-
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GOVERNMENT AND LEADERS
CIVIC IDEALS - SYMBOLS - Leadership
AND PRACTICES - Responsibilities
- Role & function
I FEATURES OF THE NATURAL WORLD
COMMUNITIES – LOCAL ENVIRONMENT[WORLD MAP
AND AROUND THE WORLD STUDY]
- Physical and climate maps
- Basic Needs and Wants - Local landscape
TWO - Goods and Services - Conserving the environment –
- Trading role and responsibilities of
citizens
II COUNTRY A CHANGING
TRANSPORTATION SOCIETY/TOWN AND VILLAGE
- forms COMMUNITIES
- centres - Transportation
- Rules/Laws - Communication
- - Change
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NATURAL RESOURCES
- Types
- Conserving resources
PROTECTING OUR LOCAL NATURAL RESOURCES INDUSTRY /
I COMMUNITY - types of industry
- Using Resources
- Conserving Resources
THREE - Weather Factors affecting
resources
II COMMUNICATING FACTS NATURAL RESOURCES INDUSTRY /

AND FEELINGS - types of industry
- Means
- Importance
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TERM UNIT GRADE IV GRADE V GRADE VI
CARIBBEAN WHAT A SMALL WHAT A SMALL
INTERDEPENDENCE WORLD WORLD
I THE CARIBBEAN WHERE DO PEOPLE GOVERNMENT
REGION LIVE ON EARTH’S - systems
- Location in relation to SURFACE - role and Functions
the rest of the world - Location of the - Parliament
- Physical groupings Caribbean - Elections
- Main Towns & Cities - Parallels and meridians
ONE - Distribution of land
masses & water
bodies
II PARISHES IN CITIZENSHIP: YOUR

ANTIGUA AND WEATHER AND RIGHTS AND
BARBUDA CLIMATE RESPONSIBILITIES
- climatic regions - Characteristics of
Impact on man’s lifestyle ideal citizen
- early civilizations / - Coping with
River valleys changing culture
- Inventions and Impact
ANTIGUA & on culture
III
BARBUDA:
SETTLEMENT - CUSTOMS, OUR CHANGING
CULTURE, COMMUNITY
PATTERNS THEN AND
TRADITIONS AND - Growth of industries
NOW
FOLKLORE
- Ethnic and racial - Differing cultural
distribution beliefs
- Effect on culture - Cultural celebrations
& impact on religious
and cultural history
- tolerance
I SUSTAINABLE LIVING SPACES - THE FAMILY
CARIBBEAN ANTIGUAN AND - Types
ENVIRONMENT BARBUDAN - Functions
- Natural landscapes POPULATION - Affect on
- Caring for the natural - Migration and population community
TWO landscape distribution
- Contribution by MAP READING AND
immigrants FIELD STUDY [revision]
II OUR CARIBBEAN - Impact of population - Planet earth- continents
REGION: NATURAL change and ocean
DISASTERS - Continents and countries
- Map work PRODUCTION OF - Physical groupings
GOODS - - Distance and directions
- Main industries in the
III Caribbean
COTTAGE - Goods required by a
INDUSTRIES IN country
ANTIGUA AND - Factors affecting
BARBUDA manufacturing
- Examples industry
- Benefits
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DISTRIBUTION OF
GOODS
- distribution
- Trading
WORK AND ECONOMIC

I OCCUPATION ACTIVITIES IN
- Families/Main ANTIGUA AND
occupations//jobs BARBUDA. (TOURISM
- Major regional - Types -
industries - Contributions
- Tourism / Benefits - Interdependence
- National development
THREE -
II ECONOMIC ACTIVITY agriculture vs. tourism
IN ANTIGUA AND
BARBUDA. (FISHING) ORGANIZATION
LEADERSHIP -types
III - Authority/governance - role and function
- Functions/role
- Differing systems in
the Caribbean
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KINDERGARTEN
UNIT TITLE: ABOUT ME
TERM: ONE UNIT: ONE DURATION: FOUR WEEKS
1. Sub Title : Characteristics of

Living and Non-living Things
Focus Questions: Learning Outcomes
1. Who Am I? 1. Recognize self as separate and different from others:
2. How have I changed?  Uniqueness
3. What makes me unique? [How  Physical appearance
am I similar or different from  Aptitude and feelings
others?] 2. Develop positive self-concept
4. Why should I respect differences 3. Know norms customs and values e.g. going to school,
in others? church etc.
5. How do objects or people 4. Be Aware of similar and different characteristics
compare with each other? between people and objects
6. What are the characteristics of 5. Appreciate individual differences among peers
living things? 6. Recognize that in grouping objects some are living
7. What is a community? (organisms) or non-living (objects)
8. What are rules?
9. How do I cooperate / get along
with others?
10. How can I collect data /
information?
11. How can I interpret data /
information?
CROSS-CURRICULUR ABOUT ME PHYSICAL SCIENCE: NUMBERS

CONNECTIONS SORTING /
CATEGORIZING
Language Arts Social Studies Science Mathematics
Listening/speaking 1. Identify self by name 1. Name animals that are 1. Classify objects
1. Listen attentively and gender (boy/girl) smaller, larger or equal according to selected
during conversation 2. Describe physical in size to a given animal attributes such as
and respond in various appearance in terms of and classify according colour, size, texture,
ways to what they have size, height, hair, eyes, to similar size shape
heard special needs, body 2. Identify and describe 2. Use observation
2. Use clear and parts, etc. objects in terms of method to collect sets
intelligible English 3. Give personal shape, size, colour, of data from the
sentences identifying information texture environment
3. Identify the sounds that – name, address, age, 3. Discuss reasons why 3. Identify differences in
are associated with the etc.; Parents names; objects need to be given objects
letters of the alphabet Telephone numbers different 4. Sort objects
4. Identify their names in (home); Birthday 4. Identify different 5. Organize data
print 4. Describe changes in materials such as wood, collected in specified
5. Use appropriate words themselves overtime glass, clay, plastic, groups/sets
to refer to categories: etc. rubber, metal. 6. Use simple statements
food, colours and 5. List qualities/attributes 5. List objects made from to record and
shape of self-being good, wood, glass, clay, represent data
 Describe kind, helpful, creative plastic, rubber, metal collected
characteristics of etc. 6. Distinguish between 7. Represent data using
living and non- living and nonliving objects Create simple
living things things pictograph and bar
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 Interpret simple 6. Compare similarities 7. Categorize living graph to represent
picture graphs and and differences among things into plants and data collected
bar graphs peers animals
6. Ask questions to elicit 7. State how they interact 8. label at least ten(10)
information with or communicate external body parts
feelings to peers 9. Identify animals by
7. Hold a book the right 8. Describe roles they name
way play as members e.g. 10. Identify different body
8. Identify parts of a book taking turns, sharing, covering of animals e.g.
Follow the obeying, respecting scale, feathers, fur, and
directionality of print – other persons and their hair and classify
from left to right and property etc. animals in according to
top to bottom 9. Make rules to govern coverings
9. Scribble, draw a behavior and practices
picture or print letters in the class
to convey a message
10. Match short vowel
sounds at the
beginning and end of
words
11. Identify consonant
sounds at the
beginning and end of
words
12. Read simple high
frequency words
13. Track the changing
sound of the letters in
one-syllable words.
14. Write one syllable
words
15. Use high frequency
words in their writing
Concepts Activities
Self Kindness  Introduce oneself to class through dramatic presentations; Recognize – name, age
Sharing i. Draw time line or map their bodies and behaviour as time passes
Obedience Different ii. Bring baby picture to compare with present
Name Age iii. Dramatize or demonstrate special abilities
Address Rights iv. Draw portrait of self
Describe Needs v. Sing song “God made me something special”
Ability vi. Role play dreams and aspirations based on present ability e.g. singing –
Similarities Differences singer dancing-dancer, teacher etc.
Peers vii. Create scenarios where children enjoy their rights
Abilities viii. Write/draw the “me nobody knows” (smart, attractive, nurturing, dedicated,
Cooperation youthful)
Special ix. Peer grouping: Create an acrostic
Compromising x. Puppet show depicting similarities and differences in physical appearance

Leader and aptitudes
Cooperation xi. Showcase children with special abilities in talent show/art & craft displays
Goals etc.
xii. Role play customs in the community e.g. wedding
xiii. Show appreciation for individual differences by creating scenarios through
discussion/puppetry etc.
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KINDERGARTEN
UNIT TITLE: ONE HAPPY FAMILY
TERM: ONE UNIT: TWO DURATION: FOUR WEEKS
Sub Title: Being a part

of a set
Focus Questions:
1. Who or what makes up a family? Learning Outcomes
2. How is my family the same or 1. Know the unique features of one’s family
different from others? 2. Recognize leaders in a family
3. Is this more, less or the same? 3. Understand the varying needs of families
4. What is the role and responsibility of 4. Appreciate the differences between
family members? families – humans, animals
5. What are the different types of people or 5. Develop a caring attitude
families [animals, people, and groups] 6. Describe functions of the family
thatmake up communities? (the 3 basic 7. Describe ways the family members work
types) within/outside of the home
6. How do plants, animals and humans
interact with each other?
7. How do they benefit from the
relationship?
8. What stages of growth do people,
plants and animals go through
(lifecycles).
CROSS CURRICULAR ABOUT ME / FAMILY LIFE SCIENCE: NUMBER

CONNECTIONS CLASSIFICATION OF
ANIMALS
1. Read and listen to poems, 1. Define “family” 1. Identify appropriate habitat 1. Identify equal sets with
rhymes, stories, songs about 2. Describe one’s family for different pets different arrangements
the family, animals and 3. Differentiate between 2. Describe and demonstrate 2. Match sets using 1 – 1
plants and numbers families and other groups- appropriate ways of treating correspondence
2. Listen and respond to i.e. characteristics of human pets 3. Use mathematical symbols
stories about subjects that families and animal families 3. Identify precautionary for comparison
are of interest to them – e.g. 4. Identify family members measures that should be used 4. Identify unequal sets
pets, houses, animals, 5. Compare one’s family to to maintain safety to self, 5. match quantities up to 10
plants, others others and environment and with numerals
3. Count the number of 6. Identify different types of the pets itself 6. solve simple verbal story
syllables in words families e.g. single parent 4. State some ways in which problems involving
4. Count the number of sounds etc. plants and animals depend numbers 0 to 10
in words 7. Identify ways in which a on each other e.g. feeding, 7. Count numbers from 1 – 10
5. Use sensory words to family changes i.e. getting pollination, shelter, 8. Count backwards from 10 –
describe objects, pets, bigger or smaller e.g. death, protection 1
plants, etc. birth, marriage, adoption, 5. Give specific examples of 9. Count number of objects in
Reading migration, etc. plants and identify places a set of up to 10 objects
6. Match the sounds of 8. Describe basic needs for where animals live 10. Identify the position of a
consonant to the survival e.g. food, shelter, 6. Observe homes of difference whole number less than 10
corresponding letters love, protection etc. types of animals on the number line;
7. Sort words into categories 9. Identify ways in which 7. Determine how each home 11. Apply the language of
8. Use a series of pictures to various responsibilities can satisfies the needs (food, ordinal numbers up to
make up a story be shared by family shelter, protection) of the tenth.
members animals that live there 12. Identify the numerals 0 –
10. Identify leaders in the home 10
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9. Represent (aspects of) 11. Give examples of rules that 11 Compare human vs. 13. Write numbers in words
familiar stories in art and govern family members animals homes for 14. Describe the physical
role-plays within the home, and tell similarities and differences features of the calculator
10. Point to text while reading why parent/adults make 12 Categorize animals as 15. Identify numbers on the
and ‘read along’ when rules for children either wild or domestic calculators
teacher reads familiar 12. Describe their roles as a 13 Recognize sound animals 16. Count numbers in sequence
stories family member make from 11 up to 100
11. Distinguish between sounds 13. Identify (i) reasons why 14 Classify animals by number 17. Write correctly any stated 2
that are: soft/loud; near/far; family work within/outside of legs digit number
gentle/harsh; of the home, and (ii) how 18. Use calculator to display
scary/soothing; high/low they are paid for their work numbers
Writing 19. Construct visually, with the
12. Write consonant – vowel use of single-digit number
consonant (CVC) words cards, any dictated two-
13. Use letters that they know to digit number.
represent written text e.g.
14. Use their knowledge of 0 1 2 3 4 5 6
letters and letter sound
correspondence to write 7 8 9
one-syllable words
Twenty-five 2 5
Key Concepts Suggested Activities

Family , Mother i. Create posters of families
Sister, Brother ii. Construct a family tree
Uncle, Aunt iii. Role play family situations
Grandparents iv. Sing Songs related to family e.g. “When is the family happy”
Birth, Death v. Create Poems about family
Marriage, Adoption vi. Make cut outs of family from cardboard or play dough
Household, Group
Difference, Human
Animals vii. Role play family situations
viii. Compare rights of a child and how families help to make them
Family , Wants possible through- discussions.
Needs, Leader ix. Discussion and Role-Play on role of family members
Rules, Conflicts x. Preparation of Interest corners
Problem, Solutions xi. To add pictures of family members performing duties.
Work, Job xii. Demonstration how work is done
Money, Payment
Uniform
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KINDERGARTEN
UNIT TITLE: MY COUNTRY – ME IN MY COMMUNITY
TERM: ONE UNIT: THREE DURATION: FOUR WEEKS
Sub Title: My country

1. What are the properties of
various objects? 1. Learn key facts about
2. What are some indigenous independence
foods? 2. Know the National Anthem and
3. What is my role as a symbols
citizen? 3. Understand role as a citizen
4. Who are some leaders in my 4. Appreciate the local culture esp.
country? foods
5. Where do I live in Antigua? Map work
6. What is my village / 5. Locate Antigua/Barbuda on a map
community famous for? of the Caribbean
6. Identify the map of Antigua and
the map of Barbuda
7. Locate places of interest on the
map of Antigua and on the map of
Barbuda
CROSS CURRICULAR ABOUT OUR PHYSICAL SCIENCE: MEASUREMENT
CONNECTIONS COUNTRY: COLOURS
INDEPENDENCE
AND LOCATION
1. Use appropriate words to refer 1. Identify 1. Describe
to categories of quantity: Independence the lengths of objects,
2. Use words learned in other activities heights of objects,
subjects to talk about concepts 2. Define “Patriotism” distances
related to this subject 3. Identify leaders of 2. Compare
3. Give a simple oral presentation country Heights, lengths, distances
to the class in which they 4. Identify other 3. Pour water into various
describe an object or the interesting people, containers
project students have worked places and things 4. Give examples of
on related to culture objects that are lighter
and customs than, heavier than or
 Describe water in various 5. Explain the purpose equal in weight to
containers and significance of another
 Report on the capacity of some local 1. Identify uses of animals e.g. for 5. Measure the capacity of
various containers using customs/traditions food, transportation, pet etc. various containers by
units such as number of and cultural 2. Name and identify some using non-standard
cups of etc celebration e.g. common pets units such as tumblers,
 Describe and compare the independence, 3. Identify the different foods pets cups, bottles
capacity any two Christmas eat 6. Compare the capacity
containers using 6. Describe food used 4. Identify colour of given objects of various containers
appropriate vocabulary as part of culture 5. Sort objects that are shades of measured by using non-
 Describe and compare 7. Identify ways in the same colour standard units
capacity of other objects which culture and 6. Name colours produced when 7. Compare the capacity
such a drums, cistern, custom have two primary colours are mixed of a pair of identical
buckets changed their 7. Create shades and tones of objects using terms
4. Give simple directions community different colours by adding such as full, ass full as,
8. Sing the National black or white fuller than, less full
Anthem than, empty
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Reading 8. Explain the significance of 8. Compare the capacity
5. Identity the title, author’s and specific colours e.g. red =danger of a pair of objects and
illustrator’s names on the PLAN AND 9. Recognize and name the say whether one holds
cover and the title page of a IMPLEMENT A primary colours as well as other more than, less than or
story book COMMUNITY colours, as much as the other
6. Answer questions about the SERVICE LEARNING 10. Create secondary colours by
texts they have read, heard or PROJECT combining two primary colours
viewed
7. Use series of pictures to make 9. Identify map of the
up a story Caribbean
8. Represent aspects of familiar 10. Locate Antigua and
stories in art and role plays Barbuda on the map
9. Identify main points in a of the Caribbean
short informative extract 11. Compare the maps
Writing of Antigua and
10.Label pictures; map Barbuda to other
11.Draw and colour flag islands
12.Use a logical / appropriate 12. Identify and locate
sequence in recounting what the six parishes of
they have represented in Antigua
drawing and writing 13. Locate places of
interest on the map
of Antigua and
Barbuda
14. Locate their village
on the map
15. Locate important
buildings in their
community
16. Give directions to
places from their
homes on the map
of Antigua and on
the map of Barbuda

Independence Celebration
Leader National symbols i. Guided discussion on the importance of independence and what it means
Patriotism Patriots that Antigua and Barbuda is an independent country
Culture Customs ii. Add pictures of persons and places of interest to learning centres and
Traditions Food interest corners
Dance Dress iii. Bring items that symbolize aspects of culture to class and talk about them
Citizenship iv. Game show-quizzing about symbols and other concepts
Roles v. Field trips to sites that feature national symbols
Responsibilities vi. Draw and colour national flag
Rights vii. Make mobile of national symbols
viii. Interview elderly in community
ix. Prepare local foods
x. Play or sing local songs/music
Location Features
Directions Caribbean xi. Colour land and water bodies on the map of the Caribbean
Island Shape xii. Identify name of country of birth
Caribbean Sea Airport xiii. Attach pointer to islands that are located on map of the Caribbean
Atlantic Ocean St. John’s xiv. Select the map of Antigua and Barbuda from a group of islands
Capital Village xv. Shade and / or colour and paste maps: Antigua, Barbuda
Parish xvi. Colour and identify the parishes on a map of Antigua
18
KINDERGARTEN
UNIT TITLE: WATCH OUT: BE CAREFUL
TERM: TWO UNIT: ONE DURATION: SIX WEEKS
Sub Title: Health and Safety

1. Learn practices which promote the health and safety of
1. How can I keep safe and healthy? himself/herself and others in the home, school and
2. Who are the people in the community
neighbourhood that help to keep 2. Understand appropriate standards of behaviour e.g.
me safe and healthy? obeying rules for safety
3. How do I take care of my senses 3. Know community workers that provide safety and
4. What instrument do we use to health care and value their service
measure temperature? 4. Recognize common environmental print e.g. road
5. How do we use this instrument signs, symbols, labels
6. How do we protect ourselves from
danger?
CROSS CURRICULAR LINKS HEALTH & LIFE SCIENCE: THE MEASUREMENT

SAFETY SENSES; KEEPING
HEALTHY
Language Arts Social Studies Science & Technology Mathematics
Listening & Speaking 1. Identify healthy 1. Name and identify 1. Describe the
1. Give information in response to habits e.g. eating sense organs temperature of an
questions asked: healthy foods 2. State what stimulates object using the
 Discuss ways in which we exercising, each sense organ appropriate word
take care of our bodies personal hygiene 3. Observe different 2. Read correctly the
e.g. eating healthy, 2. Identify health stimuli that affect the temperature
exercising and practicing workers senses displayed on pictures
good hygiene 3. State important 4. Name the five senses of thermometer
 Describe actions that home rules and 5. List simple health habits 3. Use the terms, hot,
should take place when why it is necessary 6. Name and identify parts cold, warm, in their
riding bus e.g no eating, to follow them of the body which mathematical
keep hands inside the 4. Describe become unclean and problem solving
window, pay as you enter acceptable encourage dirt 4. Big vs little
etc. behaviour at home. 7. Name and identify 5. More and less
 Discuss proper procedure things used to keep the 6. Number of arms,
for riding bicycle 5. Identify leaders at body clean eyes, arms, feet,
school 8. Identify healthy foods fingers, toes
2. Use appropriate words to 6. State important and unhealthy foods in 7. Number of senses
express their ideas and class/school rules the diet
feelings and why it is 9. Demonstrate how to
 Have picture conversation necessary to follow clean body properly
 Name some things that can them. 10. View appropriate health
be used to care for the body 7. Describe care video
and make a chart of these acceptable 11. Use models to show
things behaviour at how to care for own
 Discuss the importance of school bodies.
caring for the bodies and 8. Identify rules on 12. Practice proper way of
carry out regular hands, nail the playground, caring for teeth
and hair checks lunch break etc. 13. Name animals that are
smaller, larger or equal
9. Identify and in size to a given animal
discuss rules for
19
 Discuss why some foods are walking to and and classify according
considered healthy while from school/riding to similar size
others are not a bicycle 14. Demonstrate how one
3. Give simple oral instructions on 10. Identify rules for would care for
how to make or do something riding a bus, car or habitats/environment
4. Follow simple two-step oral other vehicle 15. Identify and predict
instructions and directions 11. State reasons for actions that would harm
Reading the following rules habits/the environment
5. Use illustrations to predict the 12. Identify signs and 16. Distinguish between
outcome of a story symbols actions that harm
6. Tell the story or message habits/environment
depicted in their own story 13. Identify workers from those that preserve
 Read environmental signs that provide safety it
and symbols e.g. BEWARE, 14. Describe functions 17. Identify precautionary
CLOSED, DANGER, STOP of these workers measures that should be
etc. 15. Describe special employed to maintain
 Describe why we need to clothes and safety to self, others,
exercise as well as to equipment workers environment, plants,
rest/sleep as part of staying use animals
healthy and caring for the 16. Identify workers
body and effects of lack of who provide health
these. care when rules are
 Respond to video/story, re: broken
personal hygiene or eating 17. Explain the value
right health and safety
 Predict/explain/summarize
what happens if they do not
practice good health habits
 Sort foods (or pictures of
foods) into healthy and
unhealthy
Writing
7. Draw pictures to represent
ideas
8. Use a logical / appropriate
sequence in recounting what
they have represented in
drawing and writing
 Create list of consequences if
rules are broken
 Draw pictures of ways to
promote healthy living
 Draw pictures to represent hot,
cold, warm
 Make list of class rules
20
Health i. View video portraying healthy habits e.g. exercising, bathing etc.
Healthy exercise Left ii. Role play health workers e.g. nurse, nutritionist
Hygiene iii. Display food groups
Rules Right iv. Demonstrate how safety and health rules can be followed
Safety v. Create list of consequences if rules are broken.
Safe Signs vi. Make list of class rules
Rewards vii. Draw pictures of ways to promote healthy living
Punishment Symbols viii. Have puppet show describing healthy habits
Consequences ix. Have picture conversation
Protection x. Engage in play on playground
Cleanliness xi. Demonstrate rules on playground
Prevention
Raise hands xii. Make lists of do’s and don’ts
Quiet
Punctuality – early vs. late xiii. Have field trip in the village or surrounding area
Regularity xiv. Memorize routine for crossing street
Take turns xv. Discuss proper procedure for riding bicycle
Cooperate Emergency xvi. Describe actions that should take place when riding bus e.g no
Share eating, keep hands inside, pay as you enter etc.
Danger xvii. Read environmental signs and symbols e.g BEWARE, CLOSED,
DANGER, STOP etc
Stop xviii. Have field trips to Fire Station, Police Stations etc
xix. Watch crossing guard in action
Respect
xx. Invite life guard/coast guard to lecture
Pedestrian
crossing
Crossing
guard
21
KINDERGARTEN
UNIT TITLE: PEOPLE, PLACES AND THINGS AT SCHOOL
TERM: TWO UNIT: TWO DURATION: SIX WEEKS
Sub Title: The Learning

Centre
1. In what ways is the school 1. Identify school as a resource center (learning
like a community? institution)
2. What is the importance of 2. Appreciate the importance of adhering to
rules? standards of behavior
3. How do I get from home to 3. Identify different kinds of schools
school? 4. Give location and description of physical
4. What are the characteristics surrounding
of 2- and 3- dimensional 5. Recognize common environmental print e.g.
shapes? road signs, symbols, labels
5. What can be made from
shapes
CROSS CURRICULAR LOCATION AND PHYSICAL SCIENCE: GEOMETRY:

CONNECTIONS DESCRIPTION OF WEATHER AND CLIMATE SHAPES AND
PHYSICAL ATTRIBUTES
SURROUNDINGS
Language Arts Social Studies Science & Technology Mathematics
1. Show that they 1. Define “school” 1. State the attribute of
understand the content 2. Define “community” 1. Observe types of objects
(ideas, sequence of 3. Describe school as a 2. Name circles, squares,
events, information) in community triangles and
selections they listen to, 4. Identify people, places and rectangles in various
asking and answering things found at school positions
questions about the 5. Identify leaders in school 3. Identify examples of
materials and other personnel and 2- and 3- dimensional
2. Listen to information 6. Outline their job / tasks shapes in real life
from other subjects to 7. Locate important rooms 4. Use cut-outs of 2-
discuss the concepts e.g. library, staffroom etc. dimensional shapes
 Interview 8. State the activities that take 5. Trace 2-dimensional
 Describe what place in different rooms shapes
they feel, see and 9. State the school’s mission 6. Use 3- dimensional
experience and vision. shapes to make
3. Recite rhymes, short 10. State important school weather: rainy cloudy, objects
poems and sing songs rules and windy 7. Use clocks of various
Reading 11. State why it is important to 2. Observe changes in weather shapes to show time
4. Use their background keep rules over a specified period of of day at school
knowledge to help them 12. Give reasons why people time
understand new go to school
information in their 13. List means by which they
reading get to school
Writing 14. Compare how school are
5. Represent words they alike and different -
are not familiar with public, private, primary,
using inventive spelling
22
6. Order a series of secondary, all, all boys,
pictures to tell a story in mixed
an appropriate
sequence.
7. Make a scrapbook
showing different uses
of air
3. Make weather charts, using,

pictures, to show daily
weather changes
4. Construct pictographs to
illustrate weather patterns
over a specified period and be
able to interpret such data
5. Identify daily cycles in nature
night and day
6. Describe the characteristics
of each cycle
7. Identify typical daytime and
nighttime activities for
humans, plants and animals

School, safety i. Interview people at school
Rules, pedestrian crossing ii. Identify signs and notices
Leader iii. Place pictures of people, places and things at school in correct place on a
Principal map
Teachers iv. Draw a semantic map of school
Ministry of Education v. Have a ‘Fun Day”
People
Places vi. Have Field trip around school yard and, or surrounding area
Things vii. Make models of school in relation to surrounding area
Community viii. Create map location of places around school
Library
Classroom ix. Investigate whether selected places in the community are learning
Bathroom environments
Office x. Interviews with children and adults at school
Signs xi. Dramatizations
Notices
23
KINDERGARTEN
UNIT TITLE: MY NEIGHBOURHOOD COMMUNITY
TERM: THREE UNIT: ONE DURATION: THREE WEEKS
Sub Title:
Communities
Focus Questions:
1. What are the different types of people or families [animals, people, and groups] that
make up communities?
Learning Outcomes Specific Objectives

(i) Identify different 1. Identify different kinds of communities
communities in terms 2. Define community
of people places and 3. Define neighbourhood
services in their 4. Name your neighbourhood
neighbourhood 5. Identify similarities and differences in
community neighbourhood
(ii) Give examples of the 6. identify goods produced in their neighbourhood
goods and services 7. Discuss services provided by workers in the
which their community (community workers)
community provides, 8. Identify places where people work and play in the
and neighbourhood
(iii) Identify the jobs
people do in
producing the services

Community i. Students and teachers formulate definition coming out of guided discussion
Neighbourhood ii. Picture conversation on different communities e.g. School, church,
Similarities and neighbourhood
differences iii. Field trips to places where services are provided e.g. bakery, restaurant,
Providing services service stations, farms, parks, etc.; followed by class discussion about their
Families observations
Groups iv. Perform Puppet shows / OR students role play or dramatize scenarios
Animals v. Students engage in building a community – people, animals, plants, class etc.
Trees vi. drawing and coloring
24
KINDERGARTEN
UNIT TITLE: TRANSPORTATION
TERM: THREE UNIT: TWO DURATION: FOUR WEEKS
Sub Title: Getting From Here to There

1. How do we get around in our 1. Recognize different uses of transportation

neighbourhood?
2. What are the types of
transportation used by 2. Recognize different transportation centres
different people/workers?
3. How have transportation
changed over the years?
CROSS CURRICULAR COMMUNICATION PHYSICAL NUMBER AND

CONNECTIONS SCIENCE: MEASUREMENT
MOVEMENT,
FORCES, MOTION
AND STRUCTURE
Language Arts Social Studies Science and Mathematics
Technology
Listening/Speaking 4. Identify types of 1. Identify objects 1. Classify objects
1. Listening to stories about transportation that are moving according to
travelling and transportation 5. Define term and those which selected attributes
2. Share experiences on using transportation are not such as colour, size,
different forms of 6. Describe and 2. Indicate texture, shape
transportation categorize mode directions in 2. Use observation
3. Describe their favourite form of transportation which humans, method to collect
of transportation 7. List animals used objects, animals sets of data from
Reading for transportation and plants move the environment
8. Identify different 3. Construct paper 3. Organize data
1. Read signs, signals, symbols in types of planes, boats, and collected in
the classroom, around the transportation and windmills specified
school and in the their uses groups/sets
neighbourhood 9. Compare 4. Use simple
Writing transportation - statements to record
2. Create/write stories about before and now and represent data
transportation 10. Explain the collected
3. Draw pictures of different types importance of 5. Represent data
of transportation transportation using objects
11. Name different 6. Create simple
community pictograph and bar
workers who are graph to represent
transportation data collected
workers 7. Interpret simple
12. Identify picture graphs and
transportation bar graphs
centres
25
Transport i. Provide pictures, photos, drawings, of photos and as students identify, and elicit the
Transportation concept of transportation.
Travel ii. The class categorize transportation by mode of travel i.e. land, water, air by placing
Centres photos etc. in the correct place on prepared Bristol board or chalkboard.
Pedestrian crossing iii. Through guided discussion of “If there were no transportation, how would we get from
Safety one place to another”
Road rules iv. Make models of different types transportation from clay, paper, lolly sticks, etc
v. Have field trips to transportation centres
vi. Discuss reasons for transportation
vii. Describe transportation workers
viii. Design model of a transportation of the future
26
KINDERGARTEN
UNIT TITLE: COMMUNICATION
TERM: THREE UNIT: ONE DURATION: FOUR WEEKS
Sub Title Communication

(iv) How do we share information with 1. Know different types of communication media
others? 2. Recognize different community workers who are
(v) What can people learn from different communication workers
communication media? 3.
CROSS CURRICULAR COMMUNICATION PHYSICAL SCIENCE: NUMBER AND

CONNECTIONS MOVEMENT, MEASUREMENT
FORCES, MOTION
AND STRUCTURE
Language Arts Social Studies Science and Technology Mathematics
13. Share information and ideas, 1. Tell what it means 4. Identify objects that 8. Identify 1c, 2c, 5c,
using complete sentences and to communicate are moving and those 10c and 25c coins
speaking in a clear, audible 2. Identify types of which are not 9. Describe coins
tone. instruments used in 5. Indicate directions in physical
14. Listen and speak for personal communication which humans, characteristics
response and enjoyment 3. Describe methods objects, animals and 10. Differentiate
 Define term of communication plants move between coins by
“communication” after 4. Compare different 6. Construct paper size, and value
giving several examples of methods of planes, boats, and 11. Represent
how people share or get communication windmills coin value in
information 5. Identify different ascending and
 Use the visual impaired as types of 7. Demonstrate pushes descending order
an example of individuals communication and pulls 12. Name items
who use hand signals to centres 8. Observe and describe that could be
communicate information. 6. Recognize the effects of pushes bought with coin
Why is this necessary? different and pulls pieces
 Use radio and television to community 9. Give specific 13. Use addition
illustrate communication workers who are examples of situations and equal sign to
 Visit different communication where force is used show relationship
communication centres workers 10. List things that can be among three sets
and interview community pushed or pulled 14. Use
workers concerned with subtraction and
communication OR invite 11. Identify types of equal sign to show
a resource person to visit magnets relationship
and share with students. 12. Recognize objects among three sets
Reading that magnets attract
15. Create flowchart of how a and repel
letter gets from one person 13. Identify the poles on
to another magnets and their
16. Role play / simulation of properties
Mailing letter; Sending 14. Make temporary
money via bank; emailing a magnets
friend etc. Read addition
number sentences written in
symbols
27
17. Read signs, signals, symbols 15. Use magnets correctly
in the classroom, around the to perform tasks
school and in the
neighbourhood
Writing
18. Represent words they may
not be familiar with, using
inventive spelling and the
letters they know.

Communication i. Define term “communication” after giving several examples of how people
Letters share or get information
Signals ii. Use the visual impaired as an example of individuals who use hand signals to
Symbols communicate information. Why is this necessary?
Signs iii. Observe sins, signals, symbols in the classroom, wound the school and in the
Send neighbourhood
Receive iv. Take fieldtrips to observe signs and symbols in St. John’s
Message v. Use radio and television to illustrate communication
Newspapers vi. Create flowchart of how a letter gets from one person to another
Television vii. Role play / simulation of Mailing letter; Sending money via bank; emailing a
Radio friend etc.
Email viii. Visit different communication centres and interview community workers
Fax concerned with communication OR invite a resource person to visit and
Ballots share with students.
Hearing and visual
28
29
GRADE ONE
UNIT TITLE: SELF, FAMILY, NEIGHBOURHOOD
TERM: ONE UNIT: ONE DURATION: SIX WEEKS
FOCUS QUESTIONS:
1. Who am I? 3. With Whom do I live?
2. Where do I live? 4. What are some important places in the neighbourhood?

Describe self in terms 1. Identify self by name; and as boy/girl; male/female
(I) name, (ii) physical 2. Describe their physical appearance in terms of size, height, limbs, eyes, hair and
appearance (iii) aptitude so on.
and feelings 3. List qualities/attribute – good, kind, helpful, co-operation
4. State the basic rights of a child –name, opinion, safety, education, play
Describe the unique 5. State how they feel about activities they can perform
features of one’s family 6. State the composition of their family
7. Compare one’s family to other member of class –
Provide examples of 8. Identify ways in which families may get bigger or smaller
cooperation within the 9. Suggest ways in which children can assist their families
family and community
Describe the location of 10. Define the term neighbourhood
their home in terms of 11. List important places in their neighbourhood
proximity from 12. Name the following:
landmarks a. neighbourhood in which they live
b. other communities/neighbourhood
13. Locate the following:
Describe the route to get a. their home on a map of the neighbourhood
to the neighbouring b. places on a map of Antigua
communities c. Antigua on the map of the Caribbean
d. the Caribbean on the map of the world

Families, Names, Home i. Observe puppet show depicting themselves or other members of the
Houses, Description family, or people of other groups
Qualities/attributes ii. Draw a time line to show their development from birth to present
Similarities, Differences age
iii. Create a calendar of important dates in their life and of other family
Basic needs, Work, members
Workers iv. Engage in activities they like such as playing football, cricket,
Nuclear, single parent marbles, hop scotch etc.
Cooperation, Obedience v. Talk about change in themselves which occur over time
Kindness, Sharing vi. Discuss events in terms of past, present and future – yesterday,
today and tomorrow
vii. Participate in drama and role play activities demonstrating
appropriate ways to behave at home, or how to show care for others
Address viii. Conduct interviews with individuals in the community for example,
Direction-left/right/opposite/near / their grandparents; parents; other family members, or a resource
far person from the neighbourhood
Church, School, Post office ix. Read pictorial map of their neighbourhood to find special places
Shops, Supermarkets, Restaurants x. Use drawings / legends to create their own maps e.g. of classroom,
Sports complex neighbourhood
Location – up, down, left, right, xi. Use maps locate their neighbourhood and neighbouring
Landscape communities, other countries that they have heard of or traveled to
Community: Urban/rural
30
GRADE ONE
UNIT TITLE: CULTURE – PAST & PRESENT
TERM: ONE UNIT: TWO DURATION: SIX WEEKS
FOCUS QUESTIONS:
1. What groups of people impact on the culture?
2. How has life changed?
3. How do culturally diverse groups get along in the community?
Illustrate the ethnic, racial 1. List different groups and nationalities which live together in the
and cultural composition of community//neighbourhood.
the community. Show how 2. Describe various beliefs, customs and traditions in families in the
this is reflected in the local neighbourhood
cultural events, customs, 3. Describe the origins of some customs in their neighbourhood
folklore and festivals 4. Describe what takes place at some of the special events in the neighbourhood
5. Recite the National Anthem
Give examples of culture 6. State examples of utensils used in the past and now
and customs which are used 7. Demonstrate appreciation for the culture, customs and folklore associated
for certain purposes present with their neighbourhood by exhibiting tolerance, sharing…
and past
Describe occasions when 8. Recall festivals / celebrations in their families and in the community past and
people in the community present;
come together to share 9. Describe different moods and behaviours and feelings one may witness /
achievement experience on these occasions
joys, sorrows 10.Explain why disagreements may occur among people in the neighbourhood
11.Tell what they would do to cope with disagreements
Adhere to standards of 12.List ways in which we are expected to behave at special functions e.g.
behaviours in dealing with independence
conflicts
Citizenship, Culture i. Observe as teacher and students prepare a local dish
Cultural diversity ii. Dress up and role play activities
Independence, Honesty iii. Discuss the varieties of culture which is evident in their neighbourhood.
Tolerance, Change iv. Talk about cultural diversity in relation to:
Traditions, Worship, v. Education, Religion, Politics, Food, Family Activities/ - Structure, Festivals
shopping, a. e.g. Independence; Carnival; Worship
Attending school, election, vi. Brainstorm the concept ‘culture of Antigua and Barbuda”
baby dedication, wedding, vii. Group Research on nationals such as Gwen Tonge on Cooking Magic
independence
viii. Make musical instruments from used materials such as plastic bottles, wire
Production of goods covers to make tambourine, pebbles or seed to make shakers
Home building ix. Share with students images of types of buildings, food etc. used in the past
Leisure, Entertainment, and in the present
Communication x. Participate in games such as sack race, skipping, lime and spoon, and ring
Travel, Death, Birth games
Food preparation Festivals xi. Create situations in which students will make decisions as to the appropriate
Carnival – pan music, way to behave/solve conflicts
troupes, shows, xii. Demonstrate behaviours which should be displayed when the anthem is
Sailing week – social played anywhere; for example at a football match; at special parades; at
relations school
Christmas, Easter, xiii. R ole play how to treat someone who is a visitor e.g. at sailing week; or a
Independence close friend; or a classmate in the play ground
31
GRADE: ONE
UNIT TITLE: THINGS AROUND US - BASIC NEEDS, GOODS AND SERVICES
FOCUS QUESTIONS:
1. How does the family provide our needs
2. What are some resources in our community?

Give examples of goods
and services which their 1. Identify basic needs people have
family provide 2. State the importance of the family in meeting basic needs
3. Outline the ways in which families make their own foods
Give examples of goods 4. Describe the occupation of family members
and services which their 5. Identify some resources in the community such as types of plants, water,
community provides land
6. Name the types of goods and services we can get from using these
Compare their community resources
with another one located 7. Describe the types of activities that take place in their community as a
nearby result of the resources available
Identify ways in which 8. Differentiate between goods and services

the community has 9. Describe the work activities of people in selected occupations
changed 10. Describe specific changes –from photographs, pictures
11. Compare type of jobs done long ago and today/present
12. Identify ways workers care for their tools and equipment
13. List main reasons why the landscape has changed –
14. State ways in which we can destroy our community
15. State ways in which we can beautify our community

Resources i. Discuss what people need every day to survive and who provide these needs and
Basic needs - Food, how
shelter, clothing, ii. Study pictures and discuss the changes that have occurred over time in their
Goods neighbourhood and what may have been responsible for the changes
Services iii. Role play the scenario between a citizen and a litter warden
Factories iv. Take field trip to observe
Offices v. Discuss how important it is to take care of environment
Environment vi. Make mobile or concept map showing uses of water
Pollution vii. Construct map of or draw neighbourhood showing water source
Conservation viii. In groups, PLAN AND IMPLEMENT A COMMUNITY SERVICE LERNING
Harmful/useful PROJECT E.G. ways of beautifying an area; tree planting activity; clean-up
campaign
Cooperation ix. Identify and describe community workers who provide goods and services
Rights and responsibilities x. Study pictures of various occupations
Destroy/damage, Beautify xi. Role play buying and selling goods and services
Landscape xii. Match occupations with the goods or services they provide
Habitat- Trees, animals,
water,
disasters
32
GRADE ONE
UNIT TITLE: LEADERS
TERM: TWO UNIT: TWO DURATION: SIX WEEKS
FOCUS QUESTIONS:
1. Who are leaders in my neighbourhood and what do they do?

Name the various groups and 1. Identify groups and institutions to which they belong – government,
institutions in the community school, class, family, and church.
2. Outline the functions of institutions/social groups
Explain the importance of leaders 3. Express their opinion of what would happen if there were no leaders in
(b) Identify the name given to named groups or institutions e.g. school, home
leaders of social groups and 4. State the names of leaders in the home, school, church, special group,
institutions. and country.
5. State the responsibilities/roles of authority figures/leaders
Explain the importance of rules and
laws in helping people to live and 6. Suggest some effects of not adhering to the rules which govern group
work in safety. behaviour in school.
7. Demonstrate respect for rules in groups/institutions to which they belong
Adhere to standards of behaviour by doing the right thing in given situation
concerning school attendance,
dress/uniforms; work; dealing with 8. Outline activities related to school – attendance, punctuality, homework,
conflict. class work, tests, group work, listening, speaking, playing
9. State the acceptable behaviour in relation to given situations involving
the above activities

Leadership, leader, President i. Discuss the role of the constitution in an organization
Authority. Family, Parents, Adults ii. Role play functions of leaders in different groups; club;
Constitution. Club institutions
Church, priest. Pastor, Choir iii. Draw simple organizational charts
Youth group iv. Discuss the role of any public official – prime minister; governor
general, Priest,
School v. Through role play/scenarios groups present appropriate
Teachers, Principals, Community leader behaviour in a certain situation
Teams, Clubs, Sports vi. Share research on local historical figures through pantomimes
etc.
Governance. Police commissioner vii. Teacher and students can use the sample organization chart
Commonwealth Queen, Government below to complete other organizational charts
Political party, Prime Minister
Leader of the Opposition Sample Organizational Chart
Principal
Representatives of Parliament
Senate
Community service, Choice Vice
Principal
Teacher Teacher Teacher
33
GRADE ONE
UNIT TITLE: SAFETY
FOCUS QUESTIONS:
1. How can we keep ourselves safe when moving about?
2. How can we help others when moving about in the neighbourhood?

Explain the importance of rules and laws
in helping people to live and work in 1. List rules that children should follow to ensure that they are safe when
safety and security in the community. travelling – on foot; in a vehicle; playing
2. Explain the importance of traffic signs/ symbols/ lights; signs and
Predict some of the consequences for self notices
and others when rules and laws are not 3. Demonstrate the correct use of signs and notices when moving about.
obeyed. 4. State what could happen to the passenger and driver if traffic rules are
not obeyed; or if safety rules are not adhered to in school, home,
Adhere to standards of behaviour playground
concerning safety
Identify groups in the community that

assist persons i.e. safety rules; Explain the 5. List community groups or organizations which have special
particular function of special groups as it programmes related to safety on the roads
relates to safety. 6. Outline how any one of the associations / organizations help to keep
children safe

Pedestrian Crossing signs i. Dramatize different ways of driving – slowly, carefully, recklessly
Traffic Lights, speed limit ii. Discuss possible results of obeying or disobeying road signs and road
Signs and notices rules
Fast / slow iii. Field trip to nearby road to observe the use of the roads, and visible road
Dangers / effects signs OR draw pedestrian crossing in class or school yard
Safety iv. Role play different safety, and caring measures/behaviours when
East / West using/crossing the road street, playing
North / South v. Act out the appropriate safety behaviour in given circumstances such as
crossing the street; getting a ball that is struck into the street
Looking vi. Engage in special activities that children can undertake to ensure safety of
Listening themselves and others such as helping someone (aged; disabled) across
Helping the
Caring vii. Invite resource persons in the community who could share with the
students on the topic of road safety
Responsibility viii. In groups, categorize the different types of transportation from

Rules/laws photographs or pictures
Consequences ix. Making different types of boat using papier-mâché and play dough
Groups x. Conduct research in the school and neighbourhood
Clubs xi. Listen to resource person e.g. from traffic department or other
Cooperation organization
Change xii. Interview resource personnel
Optimist; xiii. Discuss precautions when moving about in the neighbourhood and when
Police Crossing Guard assisting someone else
Transport Board – marking the xiv. Identify and describe role of community workers that provide safety
streets
34
GRADE ONE
UNIT TITLE: MOVING ABOUT
TERM: THREE UNIT: TWO DURATION: THREE WEEKS
FOCUS QUESTIONS:
1. How do we get around in the neighbourhood?
2. What are some places we can find?
Use simple cardinal directions 1. Recall some places people must travel to and from in the neighbourhood such as
to locate places in the school, church, playground
community 2. state the location of these places in relation to each other using simple directional
terms such as up and down; left and right; near and far;
Give examples of different 3. Identify the compass rose and the main cardinal directions
means of transportation 4. Identify the map of Antigua and Barbuda on the map of the Caribbean
(b) Compare these with 5. Locate Antigua and Barbuda and other islands of the Caribbean on the map of the
transportation in the past Caribbean
6. Give directions of places from their homes on the map of Antigua and on the map
Give reasons why of Barbuda
transportation is important to 7. Locate their village on the map of Antigua and on the map of Barbuda
people and communities. 8. Give cardinal directions (east, west, north and south) to describe villages and
places of interest on the map Antigua and Barbuda Locate Antigua and Barbuda
(b) Suggest what life would be and other places on the map of the World or the globe
like without these 9. State the three main modes of transportation.
10. List means of transportation which are most appropriate to travel to different
Locate places on the map of places in the community
Antigua and Barbuda, the map 11. Identify transportation centres
of the Caribbean and the World 12. Compare and contrast types of transportation
Map/Globe 13. Express their opinion of what life would be like without transportation.

Community, Direction, Up and down, Left / right i. Read directions of one place to another using a simple
In front / behind, Near / far, Interdependence, compass rose with up/down; left/right.
Urban/Rural ii. Students discuss the varieties of transport which can be
Transportation used; and also why one mode of transport is more
Land appropriate than another; and how they are useful to us
Car, bus, truck, train, motorbike, bicycle, donkey, iii. Listen to and question resource persons such as the
horse, scooter, roller blade/skate traffic police, crossing guard
Sea iv. Sing ‘The pony that would not gallop – discuss the
Boat, yacht, cruise ships, raft, submarine, canoe/kayak, importance of transportation
Jet Ski v. Draw pictures of transportation used for specific
Air purposes – past and present
Jets, helicopter, airplane, rocket, hot air balloon, vi. Engage in discussion regarding means and modes of
transportation and communication
Map, Globe, Direction, Island, Country vii. Identify name of country of birth
viii. Select the map of Antigua and Barbuda from a group of
islands
35
GRADE ONE
UNIT TITLE: COMMUNICATION
TERM: THREE UNIT: THREE DURATION: THREE WEEKS
FOCUS QUESTIONS:
1. What are ways in which we send and receive messages?
2. Why do we need to communicate?

Identify different 1. Tell what it means to communicate
types of 2. Identify types of instruments used in communication
communication and 3. Describe methods of communication
communication centres 4. Compare different methods of communication
5. Identify different types of communication centres
6. Recognize different community workers who are communication
workers
7. Describe why people need to communicate

Communication i. Define term “communication”
Letters ii. Use hand signals to communicate information
Signals iii. Observe sins, signals, symbols in the classroom, wound the school and in
Symbols a. the neighbourhood
Signs iv. Take fieldtrips to observe signs and symbols in St. John’s
Send v. Use radio and television to illustrate communication
Receive vi. Mail letter
Message vii. Create flowchart of how a letter gets from one person to another
viii. Send money via bank
ix. Visit different communication centres and interview community workers
concerned with communication
x. Describe activities that take place and how centres help in communication
xi. Create scenarios where communication is needed
xii. List reasons why communication is important
36
37
GRADE TWO
UNIT TITLE: INDIVIDUALS IN GROUPS
TERM ONE UNIT: ONE DURATION: FOUR WEEKS
FOCUS QUESTIONS:
1. Who were here before us?
2. Who are the people in our community now?
3. How is my family like a community or group?
LEARNING OUTCOMES SPECIFIC OBJECTIVES

Students should be able to:
Illustrate the ethnic, racial, 1. Define the terms: community,individual, group, community,ethnic groups,
cultural and social composition nationality,
of their community 2. Identify the characteristics of variety of people who live in the community (re:
age, religion, income, skills)
Identify the early people that 3. Describe their family structure
settled in their community; 4. Name various (i) ethnic groups; (ii) nationalities in Antigua and Barbuda
Explain how, when and why 5. Identify areas of early settlement in Antigua & Barbuda
they came 6. Identify the first nation peoples in Antigua & Barbuda around 1400,
7. Locate where the first nations peoples lived
Locate communities / 8. Describe the lifestyle of the nation’s first peoples
settlements on a map of 9. Identify factors that helped shape the development of early settlements (e.g.
Antigua & Barbuda streams and rivers for farming, trade and transportation , climate and natural
resources)
10. Describe the major components of an early settlement.
11. Locate (a) parishes on Map of Antigua; and (b) key villages in each parish.
KEY CONCEPTS SUGGESTED ACTIVITIES
map work i. Locate on globe / map where the different groups originated and where they live in
Multiculturalism, Respect parish and village
Courtesy ii. “Where can we get information about my community?”
Lifestyles-food, education, iii. Listen to resource persons - Retelling stories told about the history of communities;
work play teacher could be the story teller or invite a parent or someone else from the
Location of community community - “People who make up our community’
Types and History iv. visit the museum; read data information; - to find out how their community got its
of communities – name, its approximate age; why people established the community
development of settlements v. Creating maps of their communities; classroom
Wa’omoni and Wadadli vi. Play a game: Is this your Community?
vii. ”Brainstorm their understanding of community - How is the family similar to a
family structure / composition community?”
viii. In groups design a chart to show the varieties of ethnic groups or nationalities in the
different families
CROSS CURRICULAR LINKS ASSESSMENT
SUGGESTIONS
Language Arts - oral communication Rubrics/checklists/rating scales
Comprehension- read a passage and answer questions about countries Map creation
Composition: - sharing information about ethnic groups and nationalities Crossword puzzles
Letter writing – invitation to experience a cultural event. Projects- presentations
Word building- make smaller words from larger word; e.g multiculturalism Portfolio
Presentations Why do you like to live in your community?”“How should I Posters- sharing information about
behave in my community?” “Am I too small to help in my community?” a particular country
Mathematics Create posters in learning groups
Statistics – graphing: bar graphs; Measurements –distance, Size. to explain the various family
Science Structures
Variation: Colours, skin colour, hair type
Art - Collage
38
GRADE TWO
UNIT TITLE: LIVING AND WORKING IN COMMUNITIES
FOCUS QUESTIONS:
1. Where is my community?
2. How can I participate in my community?
3. How are changes affecting the community?
Learning Outcomes Specific Objectives:

1. Define the terms: festival, dialect, folklore, customs
Locate communities / 2. Identify community celebrations that reflect their own heritage and /or their Antigua and
settlements on a map of Barbudan identity (e.g. Independence Day, Carnival)
Antigua & Barbuda 3. identify ways in which heritage and traditions are passed on (e.g. stories, games,
community celebrations; special days such as Remembrance Day, independence Day,
Describe the unique and religious holidays; the Antigua and Barbuda flag; music, crafts, dance, food,
features of one’s own recreation, clothing)
family; 4. identify examples that show the participation of various cultures in the community (e.g.
restaurants, places of worship, styles of dress)
5. State ways in which the family may change in the community
Describe occasions when 6. Describe the feelings/emotions on occasions when families change
people in the community 7. Explain what cause families to differ
come together to share 8. Explain the significant traditions and celebrations of families from a variety of cultural
achievements, joys, traditions.
sorrow in the home, 9. State some important behaviours / habits they should learn in the family (health,
school or neighbourhood hygiene, prayer)
10. Compare and contrast aspects of daily life for early settlers and children in present day
Antigua and Barbuda
11. Locate and name (a) their community; (b) major beaches in Antigua and Barbuda; (c)
several physical features on Antigua and Barbuda. (Mt. Obama, Devil’s Bridge,
Potworks Dam, Wallings Dam, Crabbs Peninsular)
Map work i. Make a caring family tree (using pictures)
Engaging in discussion about an issue ii. Storytelling to demonstrate family values – community values
Physical features iii. Mime specific behaviours which model appropriate behaviour / attitude at
Identity, Roles, Size, Single parent, home
Nuclear iv. Write some rules of respect and courtesy for home,
v. Relate experiences when respect or courtesy was shown / not shown
Recreational activities, celebrations vi. Design calendar of special events
Family size, discipline and training, vii. Collect pictures, photographs which depict a variety of events to put on a
social graces bulletin board
viii. Interview individuals in the community
ix. Role play / simulate various important occasions they have experienced
Cross Curricular Links Assessment Strategies
Integrating into language Arts Dramatize the ways in which families can change
Reading Passages. (role play)
Picture Discussions. Create a scrap book on aspects of Antiguan & Barbudan
Journaling ( current Events) culture.
Composition writing on Topics Create a checklist to evaluate cultural displays
Spelling and Vocabulary Create a portfolio / diary on different aspects of culture
Mathematics
-Graphs
39
GRADE TWO
UNIT TITLE: CIVIC IDEALS - SYMBOLS AND PRACTICES
FOCUS QUESTIONS:
1. What is the importance of the National symbols and
National heroes?
2. Where is our community in relation to others?
3. How should we behave in our community?
4. How have our buildings changed over time?

1. List and give the meaning of the national symbols of Antigua and Barbuda.
Demonstrate ways 2. List the names of national heroes of Antigua and Barbuda.
citizens of Antigua and 3. identify individuals associated with the national symbols of Antigua and Barbuda
Barbuda may show love 4. Locate examples of historical sites and buildings in their community on a map esp. of
for their country. their neighbourhood
5. Identify the basic features of a map (title, key/legend, scale, compass rose etc.)
Give examples of 6. Use simple cardinal directions and estimates of distance to locate places and neighbouring
special activities that communities
they can undertake to 7. Give cardinal directions of countries that are east, west, north and south of Antigua and
make their Barbuda
neighbourhood a better 8. Describe ways citizens of Antigua and Barbuda may show respect for its national
place symbols.
9. Compare and contrast earlier and modern day building/dwellings in Antigua & Barbuda
Investigate to find
information re. Map Work
contributors to 10. Identify the basic features of a map (title, key/legend, scale, compass etc.)
development, local 11. Use simple cardinal directions and estimates of distance to locate places and neighbouring
culture communities.
12. Give cardinal directions of countries that are east, west, north and south of Antigua and
Barbuda.
Map work PROJECT: selection (s) from the following…
Citizenship – civic ideals i. Individuals associated with specific National Symbols
and practices, ii. Contributors to development [heroes, contractors, teachers]
Culture, Preservation iii. Poem
Historical sites, museum, iv. Song
Community places; v. Changes in buildings
Simple cardinal points / vi. Display / EXHIBITION
Directions - north, south, vii. History of the Madras
east, west; Make the experience meaningful and active, allowing students to demonstrate
Left, right, up, down, near, understanding of their role as citizens of Antigua & Barbuda
far,
Science-Classifying living +non- living Map work – distance and location
Classifying vertebrates Neighbouring communities
National Symbols both plants + Animals “National Exhibition“
E.g black pineapple , dagger log Students will work in small groups.
Animals – living Things: Vertebrates- Classifying Each group could be given a national symbol or Hero to
Animals research. Present their research on “National
Fallow Deer, Frigate Bird, Hawksbill Turtle Exhibition Day”
Language: - descriptive writing – National outfit Students could wear the national attire or display sample of
Engaging in discussion about an issue the MADRAS
Giving directions
40
GRADE TWO
UNIT TITLE: FEATURES OF COMMUNITIES – LOCAL AND AROUND THE WORLD
FOCUS QUESTIONS:
1. What do we need to survive?
2. How do family members provide our needs?
3. How do we get to places in communities?

1. Identify the physical and social needs of residents in your community
Recognize that the world is made up (e.g. love, food, shelter, sense of belonging)
of countries, continents, and regions, 2. Differentiate between needs and wants
including Antigua and Barbuda in 3. list the occupations of some people in the community
the Caribbean; 4. identify the places where people work and
5. describe the technologies, tools, and vehicles they use
Compare and contrast tools and 6. State similarities and differences (e.g. in food, clothing, homes
technologies used by early settlers recreation, land use, transportation, language) between their
and children in present day community and a community in another part of the world. (e.g.
Antigua & Barbuda. climate)
7. Describe some similarities and differences in the ways communities
Locate main buildings, roads, around the world meet their needs (e.g. with respect to food, shelter,
streams, vegetation and other clothing, recreation);
physical features on map of Antigua 8. Describe the distinguishing physical features of their community (e.g.
& Barbuda buildings, roads, streams);
9. Explain the causes AND EFECT of unemployment to an individual
and the family
10. Identify the impact of unemployment on Antigua/Barbuda today.
Map Work
11. Identify the Caribbean as a region on the map of the world
12. Distinguish between islands, countries, continents and regions and
identify these features on the map.
Key concepts Suggested Activities

Map work I. Brainstorm and ask questions (e.g. Who?, what? When?
Culture Where?) to gain information about their local community;
Resources, social & economic needs, wants II. Ask questions and use factual texts (e.g. illustrated
Identity dictionaries and encyclopedias) to obtain information about
Cooperation communities around the world
Occupations in the community III. Display and discuss pictures and photographs of people in
Transportation the community working together
Physical and social IV. Construct and read a variety of graphs, charts, diagrams,
environments maps, and models to clarify and display information (e.g.
Climate – hot, cold, cool, warm make graphs to compare the homes of various world
Location communities).

Language Arts – descriptive writing; relief of
land / natural landscape; giving directions; Presentations – discussion, problem and solution
Science – changes in environment; climate Projects – scrapbook (effects of disasters
Art & Craft - wind vane Picture study, before and after environmental effects
41
GRADE TWO
UNIT TITLE: TRANSPORTATION
TERM TWO UNIT: TWO DURATION: FOUR WEEKS
FOCUS QUESTION:
1. How are goods and people transported?
2. What laws or rules control our movement from one
place to the other

1. Define the term transportation
Identify ways in 2. List the different ways in which people travel around the community
which transportation 3. List modes of transportation (air, sea, land)
has changed the way 4. Identify different workers associated with specific centres.
of life in the 5. Classify means of transportation
community 6. State rules they should follow when using the school bus or other public transport
or as a pedestrian
Adhere to rules/laws 7. Identify measures which the government can undertake to improve road safety
that govern road and alleviate traffic jams.
safety 8. Outline the functions of the Transport Board
9. Describe different ways life has changed in the community because of modern
day transportation
Identify the persons,
groups and Map Work
institutions associated 10. Use compass direction to locate transportation Centres from where they live,
with keeping laws and their school.
order in their 11. Identify St. John’s harbor and V.C. Bird International Airport on the map of
community Antigua.

MAPWORK i. Field trip to the main road and/or a transportation centre
ii. Make a pictograph of the means of transportation children may use to
Modes of Transportation come to school
Hearse, fire truck, oil tanker, iii. Interviewing a resource person re. past means of transportation
ambulance, wheel chair, iv. Picture study – Classroom display of drawing and pictures and labels of
trolley, stroller different means of transport NOW and THEN.
v. Categorizing the different forms of transportation under the correct heading
Examples of the forms of vi. Discussion: “Why do you think the forms of transportation changed over
transportation - air, sea, land time?”
vii. Invite Traffic Officer / Optimist to talk about obeying traffic rules; and or
Transportation, traffic signs, safety on wheels
road rules, obedience; viii. Discuss : “Why are road signs important?”; “What happens when we do
transportation centres, not obey road rules?”
accidents traffic jam; ix. Role play / simulate crossing the road to obey traffic signs
speeding, SAFETY x. Locating transportation centres – bus stations, airport, ports
xi. Invite school bus drive and bus conductress to talk to the class about road
safety and safety on the bus.
Language – essay; comprehension; scramble word /puzzle Oral
Poetry writing, listening & speaking - interview Scenarios
Science / Art & Craft– models of transportation Scrapbook
Mathematics – counting parts Computer – visual testing
42
GRADE TWO
UNIT TITLE: PROTECTING OUR LOCAL COMMUNITY
TERM: THREE UNIT ONE DURATION: SIX WEEKS
FOCUS QUESTIONS:
1. What natural resources do the people in our community use?
2. How are the natural resources used?
3. What weather factors may affect the natural resources?

Identify the different types of 1. Define the terms pollution, conservation
resources; 2. Name varieties of trees and plants in the community
Give reasons why it is important 3. List ways in which people use some natural resources (plants animals;
to use resources wisely land, sea / river / pond) in the community
4. State ways in which resources are wasted
Plan and participate in a group 5. Outline methods involved in conserving resources
project aimed at reducing 6. Explain how the early settlers valued, used and looked after natural
wastage and correcting the resources
misuse of a local natural resource 7. Explain the importance of properly disposing of garbage
8. Explain in their own words the term weather
Identify and define the different 9. Describe daily weather changes in a journal
elements of the weather 10. Explain how the weather may affect the natural resources of Antigua
and Barbuda
Map Work
11. Identify farming communities in Antigua on the map (Christian Valley,
Cades Bay Pineapple Farm)
12. Identify Codrington Lagoon as a fishing ground

i. COMMUNITY SERVICE LEARNING PROJECT –
Forest, water, land, REDUCING WASTAGE Using guidelines to plan a
Animal, Plants, Soil, rocks group project “protecting our natural resources”
Water ii. Information chart; Interviewing elderly in the community
Agriculture/Farming/fishing or grandparents/parents about varieties of trees and plants
Pottery, recreation/play and their uses
Industrial/ factories iii. “What are some PLANTS used to make drink, to rub, eat
Commercial to help us when we are sick?”
Residential / homes iv. Listening and interviewing resource person from the
Cemetery / burial Environmental Awareness Group (EAG) – “What can we
Medicine, food shelter do to take care of endangered species?” Pets?” House
Clothing , Decorations plants”; Hawksbill Turtle; Racer Snake, deer, turtles;
Pets, Fishing v. WATCH A MOVIE.
Transportation vi. Locating local farms, desalination plant on map, rain
Pollution, Conservation forest
Habitat, conservation methods vii. Observe weather report nightly on the local station
Weather, rainy, cloudy, sunny, windy, Hot , viii. Make contributions to the record of daily conditions in the
cold, drought, floods classroom

Language arts:
Science – posters Project
Art & craft – collages Graded discussion
Mathematics – money; comparing prices Posters with marking rubric
43
GRADE TWO
UNIT TITLE: COMMUNICATING FACTS AND FEELINGS
TERM: THREE UNIT: TWO DURATION: FOUR WEEKS
FOCUS QUESTIONS:
1. How do people in our community keep in touch?
2. How should we behave when we are communicating?

Identify ways in which ways
of life has changed in their 1. Define the term communication
community over the years 2. State reasons why communication is necessary
3. List communication centres
Suggest ways in which change 4. Identify means of communication
in means of communication 5. Practice general communication etiquette
has affected life in the 6. Explain the particular function workers in communication centres
community perform
7. Demonstrate how traditional means of communication were used to convey
messages and information
8. Compare modern and traditional means of communications
9. Explain the use of different types of social media as a means of
communication.
Map Work
Review Map Skills that were taught

i. Simulating methods of communication – facial expressions,
Verbal nonverbal telephone – cell and gestures, sounds
land; radio music – steel pan, calypso ii. Group work – role play appropriate behaviours when
Fire, runners, smoke rings, drums, communicating with others
horses, pigeons, Conch shell iii. Creating a class media centre – listening to tapes, CDs, radio
Sign language, Braille, S.O.S, white programmes,
cane iv. Choral speaking exercises about communication and courtesy
Computer – email, video phone , fax, matters
Post office, library , Facebook, What’s v. Locating communication centres on local map
App, Twitter vi. Drawing diagrams of communication tools
media houses, control tower, etiquette vii. Describe ways to protect ears from dangerous / loud sounds
barriers – equipment, viii. Plan and implement a Project on social media
Cross Curricular Links Suggested Assessment Strategies

1. Discussion or Debate:
art – scrapbook “Which means of communicating is better?” Why?
“Loud noises hurt our ears.”
Language – drama, poems, journal writing; create
puzzles and comic strips; read; MUSIC – Picture study of varieties of communication features
VARIED GENRES OF MUSIC
Role play
Mathematics – charts and graphs
44
45
GRADE THREE
UNIT TITLE: OUR NATURAL ENVIRONMENT [Map Study of Antigua and Barbuda]
TERM: ONE UNIT: ONE DURATION: THREE WEEKS
FOCUS QUESTIONS
1. Where is our island state Antigua and Barbuda?
2. What are the main physical features?
3. How do we manage our natural landscape?
Use direction and distances to 1. Define the term ‘island’

locate their country in relation 2. Locate the Caribbean in relation to North and South America, Africa,
to neighbouring water bodies Europe, the Atlantic Ocean and the Caribbean Sea
and landmasses 3. Locate Antigua and Barbuda in relation to the rest of the Caribbean
4. Identify physical features in Antigua and Barbuda
Identify their country on a large 5. Use cardinal points to describe the location of the landmasses and
water bodies mentioned above
map of (a) the World; (b) the
6. (a) Identify and (b) explain the function of the equator
Caribbean
7. Identify different (a) ethnic groups (b) nationalities in Antigua &
Barbuda

Map work – political and physical i. Design/Draw/paint 8-pointcompass rose in the school yard; and on a
maps; Atlantic Ocean, Caribbean map, to indicate direction
Sea; ii. Shade and name/label the major landmasses/continents and main
Cardinal points, Distance (units) water bodies
Line of latitude – equator, northern iii. Draw arrows and give direction of one island in relation to another on
and southern hemispheres; tropic a Caribbean map
iv. Complete and design sentences: for example:
zone
v. A pilot would fly _____________ to get from ____________ Antigua
Landforms and Bodies of Water:
to ___________Barbuda
Hills, mountains, the Highlands vi. Provide opportunity to see the location of the equator on a map and a
peninsular, valley, caves, plains, globe and draw in and label the equator and the northern and
dams, harbours, swamp, beaches, Southern hemispheres on a globe
ponds, lagoon vii. Get pictures of different ethnic groups and nationalities; past and
label in books
CROSS CURRICULAR LINKS SUGGESTED ASSESSMENT STRATEGIES
LANGUAGE: - comprehension skills Journal entries
MATHEMATICS - counting; writing figures Puzzle
SCIENCE – living &non-living things found Project: Model of continents and natural features
MUSIC – song (Cardinal Points) using various materials (clay, foil, cardboard,
Art – Drawing map (continents) with cardinal points glass, matchboxes, lolly sticks)
46
GRADE THREE
UNIT TITLE: OUR CULTURAL HERITAGE
TERM: ONE UNIT: TWO DURATION: SIX WEEKS
FOCUS QUESTIONS:
1. What is the origin of our culture?
2. What do names tell us about our past?
3. How did surnames originate?
4. What are our traditions?
5. What are some customs?
6. What are the roles and responsibilities of citizens?
LEARNING SPECIFIC OBJECTIVES

OUTCOMES
Illustrate the ethnic, 1. Define the terms (a) ancestors; (b) ethnic groups; (c) folklore / traditions;
cultural and racial (d) customs; (e) culture; and (f) family
composition of their 2. Identify the original homelands of various ethnic groups
country; 3. Outline the contribution made by the different ethnic groups – food, clothing,
language, music, games, religion, leaders
Show how this is reflected 4. Identify local dialect forms; and
5. Model alternate forms of standard English for local dialect
in the cultural events,
6. Outline differences and similarities between customs practised by different
customs, folklore and
ethnic groups
festivals 7. Explain why there are different customs among groups in the country
8. Describe local religious and cultural festivals and activities which take place
Use the concept of annually
citizenship to give 9. Express the importance of preserving our customs, culture and folklore
examples of the rights and 10. Explain the role the family plays in preserving our customs, culture and
responsibilities of members folklore
of society 11. Demonstrate sensitivity and tolerance to people of different groups in the
country

Map work skills: routes and origin of ethnic i. Provide crayons and maps for students to shade and
groups00 name the countries and islands different ethnic groups
Citizenship, Identity, ancestors travelled from; and draw arrows to show the routes
Ethnic groups – Amerindians, Europeans, ii. Do timeline or string clothes line of arrival of settlers;
Africans, Asians, tolerance , artifacts Make graphs of racial composition
Oral history, Origin of names iii. Interview older people in community, or family
members to find the origin of surnames
sites/buildings, Betty’s Hope; the Castle, Martello
iv. Research name meanings and origin and use
Tower, Ancestors
information to make and Design name shirts’ T shirts
Languages, dialect, leaders with names
Religion, Cultural groups v. Make mobile of festivals; students engage in
Folklore, tradition, Customs, reenactments of (a) festivals; (b) Mini-carnivals
cultural and religious Festivals, Carnival, Easter, “How are they different or similar – by name or practice”
Christmas, Divali, Wedding, christenings; Wake, vi. Fashion show - Dress up day for various cultures
funeral vii. Prepare a small dialect dictionary/booklet
Independence, Labour day, viii. Old Time Something afternoon (children’s games,
Games songs, storytelling); Play children’s games
Important personality in Warri game, football, ix. Field trips: Visit cultural events outside of school; Do
athletics, hospitality treasure hunt for artifacts; visit museum
47
MATHEMATICS – bar graph; pictographs, INDEPENDENCE PROJECT:
interpretations Make a community newspaper “The Cultural Mix”
LANGUAGE: composition skills; create Reflective Journal: From slavery to independence. ----
booklet; Students can collect photos and picture cutouts for the
Research and presentation skills journal; poems, drawings, songs, dialect dictionary etc,
ART: drawing, molding – tools, weapons,
homes
48
GRADE THREE
UNIT TITLE: GOVERNMENT AND LEADERS
TERM: ONE UNIT: THREE DURATION: THREE WEEKS
FOCUS QUESTIONS:
1. What are the main responsibilities of leaders?
2. How does the government provide for the citizens?
3. What is the role of the Ministry of Education

Locate places and features 1.
On the map of Antigua, locate and name: the Capital (city/town); former
of their local community or towns - Parham and English Harbour; Villages/major settlements;
country on pictorial map parishes; a minimum of two (2) places of interest in each parish
and / or maps with symbols 2. Describe the characteristics of (a) cities, (b) towns, (c) villages
and grid referencing 3. Consult map legend when looking for selected features (e.g. H – Hospital)
Explain the importance of 4. Define the term (a) leader (b) government.
5. State the main responsibilities of different leaders – play, home, school,
leaders;
church, groups, and nation/government.
6. Explain the importance of having leaders.
Identify leaders in the 7. Outline how leaders are chosen.
home, school , church, 8. Outline the principles of leadership.
groups, community and the 9. Consider the qualities most important for an effective leader.
nation 10. Explain the importance of having leaders.
Map work skills: Island map study – i. Design/Draw/paint compass rose in the school yard; on a map,
Parishes, city; towns, St. John’s city, to indicate direction
Parham Town, English Harbour ii. Show students relief map and use of land map – engage in
parishes, capital, historical sites, settlements discussing what is on each, and compare what is done at
different parts of the island and the type of landscape that exist
Examples of Natural Environments, hills, iii. Engaging in map study: to locate the physical features; and
locate the major settlements, parishes, villages, on a map of
ponds, peninsular, off shore islands, bays,
their country and
harbours, settlements, bridge
iv. Preparing a model to depict the relief of Antigua and Barbuda
AND the political divisions
Leadership, Function of leaders: v. Research village history – include map of parish, village,
Parents, grandparents; Principal, teacher; location of neighbourhood, and health clinic
Captain, minister, pastor, president, Prime vi. Discussion using scenarios about leadership “Why is a leader
Minister, Governor General necessary?”; “Should the leader get along with everybody?”
“Why should I be elected as class leader?”
Methods of choosing national leaders vii. Conduct Mock elections
Election; ballots viii. Preparing class scrap book about leaders in our country.
nomination , appointment ix. Sorting pictures into groups(provided by government, provided
Community Services by family); Collect pictures showing individuals making use of
goods/ services
x. Listening to and interviewing resource person from their
Simple organizational chart of the Ministry
community and the MOEST
of education – permanent secretary, xi. Prepare a chart / concept map showing the different services
minister, director, deputy director, zone provided by the government
officers, curriculum officers, principal xii. Create a simple organizational chart of the MOEST
assistant secretaries
MATHEMATICS – ballot counting; data collection; Speech / presentations; Role play with rubric
LANGUAGE: listening, Speech writing; developing interview; Map Work
report writing Scrapbook – past and present leaders. –
VISUAL ARTS: collage – national flag; mat; table mat. functions;
49
GRADE THREE
UNIT TITLE: THE NATURAL WORLD ENVIRONMENT [WORLD MAP STUDY]
TERM: TWO UNIT: ONE DURATION: FOUR WEEKS
FOCUS QUESTIONS
1. What is the link between the physical and climate map?
2. How are activities in the environment interrelated?
3. What problems can affect world activities?
4. What causes changes in the landscape?
5. What is the role and responsibilities of citizens?

1. Define the terms ‘natural landscape’; ‘natural disasters’; ‘man-made
Locate places and features of disasters’
their local community or 2. Describe types of maps – (a) Physical, (b) climate
country on pictorial map and or 3. Explain how the natural landscape affects the local climatic conditions
maps with symbols and grid 4. (a) list and (b) describe the natural disasters which affect the Caribbean
referencing development
5. List the effects / changes caused by these natural disasters in
Indicate what man-made
communities
changes have been made to the
6. Give suggestions of how to take care of a specific problem in the
local environment environment caused by (a) pollution(b) deforestation and (c) dredging
7. Outline the MAIN function of the (a) National Office of
Disasters (NODs) (b) Environment Awareness Group (EAG) and (c)
Solid Waste, in caring for the environment
Country Map study: physical vs. i. Match the physical and climatic maps to compare landscape and the amount
climatic maps; land use of rainfall and land use
Parish affected by natural ii. Use symbols and legend to show land use
disaster, Pot works Dam iii. Whole class OR group discussion: “How does the landscape of a place
Climate vs. Weather conditions affect the type of activities?
Natural disasters, National iv. Picture study of the environment – before and after;
v. Discuss what is observed – what causes change and the changes
Office of disaster Services, Red
vi. which occur
Cross
vii. Teacher provides examples of pictures/videos of a natural disaster and the
Changes in our Natural effects on the landscape. “What can local groups do to help before, during
Environment –Masonry and after a natural disaster?”
Products at Green Castle, Deep viii. Research re. Natural disasters and their impact on the society – teacher
Water Harbour, museum, provides guidelines; students can participate in developing checklist. N.B.
Cook’s Dump, Runway Beach This can be prepared with students.
Environment Awareness Groups ix. Cut outs and labeling of natural disasters
– Community Health Services –
Environmentalist – garbage COMMUNITY SERVICE LEARNING PROJECT: CLEANING UP THE
collectors, pollution, ENVIRONMENT TO PREPARE FOR A HURRICANE ; Or ANY OTHER
deforestation, conservation laws OF STUDENTS’ CHOICE/INTEREST RELATED TO THE
ENVIRONMENT

MATHEMATICS – measuring using scales Community Service Learning: Writing; Presentations /
LANGUAGE: expository writing; - clean up rubrics
SCIENCE: 3Rs – reduce, reuse, recycle; Research / Project
VISUAL ARTS: posters, photos, drawing, Scrapbook – before and after drawing, photos,
pictures…, poem, song
50
GRADE THREE
UNIT TITLE: OUR COUNTRY A CHANGING SOCIETY/TOWN AND VILLAGE COMMUNITIES
TERM: TWO UNIT: TWO DURATION: THREE WEEKS
FOCUS QUESTIONS:
1. What factors influence the development of town and
village communities?
2. How does location influence land use and population?
3. What changes are visible and possible?
Locate places and features of their local community 1. Define the terms (a) population (b) population density
or country on pictorial map and or maps with 2. State the factors which affect population and land use
symbols and grid referencing 3. Identify the activities (e.g. housing, recreation, stores,
industry) that occur at different geographic locations/parishes
Compare the different forms of transportation and in Antigua & Barbuda
communication used within their country with those 4. Explain the factors that influence these activities
5. Outline changes that have occurred in (a) transportation and
of the past;
(b) communication in different periods of the state’s history
6. Outline some changes which might occur in the future in (a)
Predict how and why these are likely to change in the transportation and (b) communication
future and some of the possible consequences 7. Compare population density in town and village
communities.

Map work – land use/activities and i. Map work –engage in shading, reading symbols, to interpret land use
population; airport, harbours, towns, and population maps and discuss the interrelationship; shade and
city label areas in parishes where important activities take place.
factors influencing activities ii. Use census data to shade and label parishes with high density and low
Population; Population density; density population
iii. Divide the class into three groups whereby each group focuses on one
the modes of transportation and discuss its usefulness – support by
modes, means and forms of
cutouts and drawings or models
transportation and communication
iv. Teacher obtains excerpts and/or pictures of how we used to travel.
Change; conflict, services, trade Game – “Long ago people used ____to travel to town but now we use
international signs and symbols ____.
v. Teacher reads a story or scenario about means or modes of
Types of landscapes communicating; or the result of communicating or not communicating.
vi. Conduct a demonstration using placards depicting international signs
DCA (Development Control Authority) e.g. for washrooms, stop signs, poison, no entry, one way, don’t use
CHAPA (Central Housing and Planning drugs,
Authority) vii. Research: “Changes in means/modes of communication” - Group
presentation
MATHEMATICS – 2D and 3D shapes – houses, roofs; Posters – international signs & symbols for
measurement; problem solving; fractions, data collection transportation and communication
LANGUAGE: listening to recordings; writing and Project – panel discussion
reporting; past tense; comprehension; composition “What influences the population density in St.
SCIENCE – soil types; natural resources and ecosystems John’s or a village?”
VISUAL ARTS: drawing, map collage – international Map work
signs and symbols
51
GRADE THREE
UNIT TITLE: NATURAL RESOURCES
TERM: TWO UNIT: THREE DURATION: THREE WEEKS
FOCUS QUESTIONS:
1. What are natural resources?
2. How do we use our natural resources?
3. How do we take care of our natural resources?

Demonstrate knowledge of 1. Define the terms: resource, natural resource, conservation, pollution
types and examples of 2. List examples of renewable and nonrenewable resources
resources; 3. List types of natural resources found in Antigua and Barbuda and
how they are used.
Give examples of local 4. Describe ways in which we can take care of our natural resources
resources and their use and 5. Describe ways in which our natural resources can be conserved
6. List the role individuals can play in helping to control the pollution
importance to the country.
in our environment
7. List local organizations/groups which help to take care of our
Give examples of how we environment
can keep our surroundings 8. Describe the role of a named group responsible for protection of the
clean. environment.
i. Map work: shade and label important off shore islands,
Natural resources beaches and parishes which are important for taking care of
Renewable and nonrenewable, at-risk marine and land animals
Pollution, conservation and ii. Brainstorm the term resources re. different objects and
conservation laws, reduce, reuse, materials; renewable and non-renewable
recycle iii. Research the name animals at risk in Antigua and Barbuda.
iv. Field trip into the school yard or community; or bring
samples from their yard. In group categorize as
Map study: Off Shore islands,
non/renewable in table or drawing
Hawks Bill Beach; Five Islands, v. Role play behaviours which impact positively and negatively
Donkey Sanctuary on the natural resources
vi. Listen to resource person from the Environmental Awareness
Racer snake, Fallow Deer, Donkey, Group (EAG) and ask questions about the conservation laws
West Indian Whistling Duck vii. Engage in discussion on how we should take care of our
natural resources and prevent scarcity – students make
Proper disposal of garbage, no presentations on “My Role in Taking Care of Local
littering, civic pride Resources.”
EAG, Environment Department

MATHEMATICS – data collection; problem solving Scrapbook,
LANGUAGE: essay writing, comprehension, comic strips Project – research on conservation
and word puzzles, interview group
VISUAL ARTS: collage – using recycled materials Presentations …My role in taking care
SCIENCE - conservation of local resources
52
GRADE THREE
UNIT TITLE: NATURAL RESOURCES/INDUSTRY
FOCUS QUESTIONS:
1. What are the four main types of industry?
2. What type of technology is used in local industry?
3. How do people earn a living?
Give examples of the types of 1. Define the term; industry

industry; 2. Describe human activities/jobs which can be created in
Illustrate the types of primary, secondary, tertiary and quaternary industries.
products/outputs from these 3. Categorize goods or services in primary, secondary and
industries and the technology tertiary and quaternary industries
employed 4. Explain the link between types of industry
5. Name the types of products which are made from named
primary resources
6. State how individuals may contribute to the country’s
development through their jobs

Map study: Fishing Complexes; Antigua Masonry i. Map Study: teacher provides examples of or
Products/Greencastle; River Beach / River Wharf, Parham use the atlas to find examples of resource maps
Harbour, (Google map can be useful)
ii. Provide outline maps of Antigua and Barbuda
Goods and services, Methods of getting money, taxes and and provide opportunity for shading and
licenses, services, budget labeling and using a legend to show important
areas where primary activities take place
iii. Visit fishing complex, field trip to see
Industries and human activities; Jobs and workers
fisherman involved in some fishing. OR a
Primary – Service Centre; Green Castle/ Quarry;
Fishing, Mining/quarrying, farming, Hunting, sand mining Agricultural Station; OR manufacturer of any
Secondary- of our local jams, jellies or pepper vendors e.g.
Manufacturing, processing, agro-industries, cottage Suzie’s Hot Sauce (agro-industries); OR a
industries farmer or the public market
Tertiary - Service activities – building, nursing, iv. Invite a fisherman to come and demonstrate the
Health, Hospital; making of fish pots; or a farmer demonstrating
Teaching, education the preparation of the land, harvesting crops
Tourism, transportation v. Class discussion/mock interview/question &
Quaternary – information technology services answer

MATHEMATICS – data collection; statistics, problem Scrapbook
solving
LANGUAGE: essay writing, comprehension, comic Project – research on conservation group
strips and word puzzles, interview Presentations …My role in taking care of local
VISUAL ARTS: collage – using recycled materials resources
SCIENCE – conservation Map work
53
GRADE THREE
UNIT TITLE: NATURAL RESOURCES/TRADE
FOCUS QUESTIONS:
1. How do we get our goods?
2. What are the types of trade?
3. How do citizens benefit from trade?
4. What factors affect trade?
Apply the concepts of goods, 1. Define the terms: trade, imports, exports, distribution of goods
surplus, demand, exchange, 2. Identify products produced by countries in the Caribbean
income and jobs to explain 3. Identify the currencies used for trade in the Caribbean
the term trade as it applies 4. Explain how supply and demand affect the price of a good and
within their country aservice
5. Explain how we get some goods which are not made locally
6. Outline reasons why a country must trade
7. Compare trading now and in the past
8. Explain how (a) communication and (b) transportation affects
trade
CONCEPTS SUGGESTED ACTIVITIES
Map work: Name and label i. Teacher prepares a picture gallery of activities at the Deep Water
places named on import labels; Harbour - different groups will share different aspects; show pictures of
and ports of entry/trading ports work at the Harbour
Bartering, trade, import, export, ii. Field trip to a shop or supermarket and make a table to show list of local,
harbours, ports, currency, Caribbean and other products
surplus, demand, market, iii. Provide information or invite a farmer/business man and someone from
the Ministry of Trade to come in and talk about surplus and demand,
income,
iv. Demonstration of bartering systems – Before we used to trade by ______
Trade currencies - foreign
but now we use ______
exchange v. Display currency used by each country we import from and include the
Modes and means of present exchange rate.
transportation vi. Draw diagrams/flow charts to represent exchange of goods between
Transportation centres countries
vii. Collecting labels; making of posters advertising any product that is
locally made; making of mobiles
MATHEMATICS – money; conversion rates; problem Scrapbook
solving; graphs Project/booklet – supermarket or shop visit to
LANGUAGE: word search/puzzles; composition identify labels and countries of origin; prices
VISUAL ARTS: collage – using recycled materials Posters and oral presentations advertising a
SCIENCE – manufacturing product.
54
55
GRADE: FOUR
UNIT TITLE: THE CARIBBEAN REGION
FOCUS QUESTIONS:
1. Where in the world is the Caribbean?
2. Where is Antigua and Barbuda located in the Caribbean?
3. What characterize the different groupings of Caribbean islands?
4. How do we find our neighbours?
5. How does living in towns and cities in our Caribbean islands
differ?

What constitutes the
Students will learn to:
Caribbean? (history;
1. Identify the Caribbean on a map of the world with your atlas or on a globe.
geography; language; 2. Identify Antigua and Barbuda’s position in the Caribbean.
geopolitics; geo- 3. Locate the islands that comprise the Caribbean, in your atlas or on a globe
economics; 4. Locate the main and sub-groups of islands in the Caribbean, e.g. the Bahamas,
organization) British and United States Virgin Islands, Leeward Islands, Windward Islands,
Lesser Antilles, Greater Antilles, Netherland Antilles, Central America, etc.
Location of the 5. Locate the landmasses and water that surround the Caribbean.
Caribbean (cardinal 6. State the distance between two given places with the help of the linear scale
direction, landmasses, 7. Give the direction of one island in relation to another using the cardinal points
water bodies, latitude 8. Compare location of towns and cities in the Caribbean
and longitude). 9. (a) Identify and (b) Describe the types of landscapes observed in the
environment
Location of Antigua and Barbuda; Location (i) Discussion: “How do we define the Caribbean?”
of the Caribbean; Caribbean Islands; An Incorporate Map reading / globe and atlas identification
atlas; A globe; An island; Continents; of Islands & Mainland Countries and sub-groups
Oceans; Gulf; (ii) Map work
Greater Antilles; Lesser Antilles; Leeward (a) directions to and from one island/country to
islands; Windward Islands; British Virgin another
(b) island groupings
islands, United States Virgin islands;
(c) calculate the approximate distance between
Hemisphere(Eastern/Western/
places
Northern/Southern) (d) map features
Archipelago; town, city (iii) Creating / drawing of their own map to locate distances
and find directions
types of landscapes – mountainous, flat, (iv) Field study: View town or city from a vantage point and
coastal describe the landscape(s)
(v) Group work – finding out about cities, towns, rural
areas, capitals
CROSS CURRICULAR LINKS ASSESSMENT SUGGESTIONS

Language Arts - oral communication Project, graph, oral presentation,
Spelling/vocabulary in the Caribbean; expository composition; - -- physical groupings on map of
factual Caribbean passage for discussion and comprehension the Caribbean with compass
Mathematics: Measuring rose/cardinal directions
Science: Soil types; ecosystems
Art / craft - Collage or drawing maps; shading; painting
56
GRADE FOUR
UNIT TITLE: PARISHES IN ANTIGUA AND BARBUDA
TERM: ONE UNIT: TWO DURATION: THREE WEEKS
FOCUS QUESTIONS:
1. What should I know about my parish?
2. What are the natural landscape features in our country?
3. How should I represent information on a model of my
parish?
Learning
Specific Objectives
Outcomes
Define a parish. Students will learn to:
History of parishes 1. Locate the parishes of Antigua and Barbuda on the map.
in Antigua and 2. Compare the size (acres / hectares) of each parish in Antigua and Barbuda.
Barbuda. Physical 3. Outline the history of the parishes of Antigua and Barbuda.
features of parishes. 4. Describe the physical features of each parish in Antigua and Barbuda and their
The importance of importance to the community.
parishes to the 5. Locate and Name the three main soil types on a map of Antigua
6. Compare and contrast (a) land use of the parishes; (b) population
community.
7. State the economic activity of the population of each parish in Antigua and
Economic activity
Barbuda.
of the population in 8. State ways in which life in Antigua and Barbuda changed as new groups of
each parish. settlers arrived

Location of parishes; History of parishes; census; i. Varied practical experiences
population in each parish; physical features; economic ii. Class project: Create a collage of parishes
activity; land use; Acres / hectares; community; in Antigua & Barbuda; applying skills as
Population demographics of each parish; represented in objectives and key concepts
Places of interest, water bodies and landforms: iii. Create a table to show the parishes and the
Off shore islands, Devil’s Bridge, harbours, bays, main points of interest
peninsular, Sherkeley Mountains and Mt. Obama,
Codrington Lagoon, Frigate Bird Sanctuary iv. Map work: locating natural features -
landforms and water bodies in parishes
Development of villages, towns, city, Infrastructure,
religion, government, farming/agriculture, food v. Research history of parish
preparation
vi. Interpret Demographic pyramid or
Volcanic, clay, limestone chart/graph

SUGGESTIONS
Language Arts - oral communication Map work /collage with
Oral presentations rubric
Mathematics
Measurements; larger than, smaller than, graphs (comparing populations) Booklet – history of parishes
Science
Land use, soil type
Art - Collage – parishes ; features on model using clay/play dough
57
GRADE: FOUR
UNIT TITLE: ANTIGUA & BARBUDA: SETTLEMENT PATTERNS THEN AND NOW
TERM: ONE UNIT: THREE DURATION: SIX WEEKS
FOCUS QUESTIONS:
1. How is our culture influenced by different ethnic groups then and now?
2. How do cultural celebrations impact our religious and cultural history?

Identify ethnic groups who came Students will learn to:
to Antigua and Barbuda; Explain
when, why, and how they came. 1. Define the term ‘indigenous’; ‘indigenous people’; ‘ethnic groups’
2. Name the ethnic groups that settled in Antigua and Barbuda.
Give examples of the customs and 3. Locate on an atlas or globe the route taken to Antigua and Barbuda
culture (music, language, craft, by the:
etc.) the ethnic and indigenous  Indigenous peoples - pre – 1492.
peoples brought to Antigua and  Other ethnic groups
Barbuda; 4. Identify the customs and culture [SPECIFICALLY MUSIC AND
CRAFT] that these ethnic groups brought into Antigua and Barbuda.
5. Summarize why these ethnic groups settled in Antigua and Barbuda
Explain how modern Antigua and
6. Describe the characteristic features of the different ethnics groups
Barbuda can preserve and enhance who settled in Antigua and Barbuda before the arrival of the
our cultural heritage and how they Europeans.
influence our peoples’ thinking 7. Outline the contributions made by the different ethnic groups; and
and behavior. 8. State how these contributions have impacted the local culture and
customs

Settlement patterns i. Teacher and students can bring a variety of music – calypso, reggae, soul, soca,
and early Migration; benna, string band, iron band, steel pan – encourage students who can play an
Change instrument to sing, create a song
population ii. Use map of the Caribbean with population chart to list and categorize major
Craft, language, music ethnic groupings
Multicultural iii. Use key/legend to compare ethnic distribution in different Caribbean islands
iv. Field trip: Encourage students to go to Independence Homecoming exhibitions
Cultural integration,
–Art and Craft show, Food Fair; museum and cultural department and heritage
cultural preservation;
display at an office/business place
Tolerance; INDEPENDENCE PROJECT
Carnival ; Festivals Students and Teacher bring:
Respect; Tolerance; v. Creations – basketry, souvenirs - to the classroom to share and compare
Cultural Diversity during discussion and or class presentations
Customs; Traditions vi. Or, invite resource persons – Calypso Joe, King Short shirt, to share with class
Cultural celebrations and allow students to interpret meanings and also tell the message or lesson
marriages, food, dress, which the composer may be trying to convey
religious groups,
music
Cross Curricular Links Assessment Suggestions
Language Arts - oral communication Continue work on model
Presentations; reporting above, adding, for example,
Mathematics calypsonians and singers of
Creating charts, tables, diagrams re population other genres of music; and
Art - Collage, draw / paint; create craft pieces craft centers and so on
58
GRADE FOUR
UNIT TITLE: THE CARIBBEAN: SUSTAINABLE ENVIRONMENT/NATURAL FEATURES
TERM: TWO UNIT: ONE DURATION: THREE WEEKS
FOCUS QUESTIONS:
1. What are the natural landscape features in our country?
2. What are the main factors which affect the landscape features?
3. How do we care for our natural environment?
Learning Outcomes Suggested Activities

Name and locate the natural
1. Identify the natural features of Antigua and Barbuda and the Caribbean
features on a map of Antigua and
2. Identify problems which may arise from the misuse of the natural
Barbuda and of the Caribbean environment in Antigua and Barbuda.
3. State factors which are responsible for changes in the natural environment
Suggest reasons for conserving of Antigua and Barbuda.
the natural resources, and 4. Describe the changes in the natural landscape which have occurred in
propose a course of action for Antigua and Barbuda since the 1990’s.
preserving the natural 5. Identify types of pollution (land, air, sea, noise) IN SPECIFIC areas in
environment. Antigua and Barbuda.
6. Describe measures used to reduce the harmful effects of pollution (land,
Explain the importance of rules sea, air, noise) in Antigua and Barbuda
and laws in the home, school, 7. Explain the causes and consequences of global warming, coral reef
community and country as it destruction and deforestation, in Antigua and Barbuda.
8. Suggest measures used to reduce the emission of green house gases, coral
relates to the preservation of the
reef degradation and deforestation in Antigua and Barbuda.
natural environment
Map Work – Antigua and Barbuda (i) Locate and label natural features in (a) Antigua and Barbuda; and (b) the
and the Caribbean Caribbean
Natural Landscape (ii) Place labels/pictures or pictures cut outs ON MAP to locate polluted areas
Natural features and to depict misuse of the environment.
Caves, peninsular, hills/highlands,  Teacher/invite members of the EAG; Ministry of Agriculture (Lands and
mangroves/wetlands, beaches, Fisheries) to give a talk related to the “Laws for Conserving Our
waterfall, hot springs, volcano Resources”
 Pupils will research and report or hold junior cabinet on:
 Pollution of the environment (water, air, land)
Natural resources, Change
 Ways to eliminate or lessen the pollution
Erosion,
(iii) Picture study with class discussion - changes they have observed overtime
Misuse, Pollution Endangerment,
in the environment
Endangered species In groups, or as a class develop a scrap book [big book AS PART OF THE
Conservation, COMMUNITY SERVICE LEARNING]titled ‘hurricane’ or ‘Pollution and
Local conservation laws conservation’ (or related topic) – the teacher and students decide on the sub-
Natural pride, Patriotism headings.
Rights, Preservation
Community service learning project planned and implemented within the
school or surrounding community
Language Arts - oral communication Map work
Persuasive writing: Reporting and expressing ideas clearly and coherently; Community Service Learning
debate Reporting; Signs/posters; disaster
Science /HFLE awareness
Ecosystems, Health and wellness, safety (use of rubric)
Art – Collage, drawing
59
GRADE FOUR
UNIT TITLE: OUR CARIBBEAN REGION: NATURAL DISASTERS
Focus Questions:
1. What natural phenomena could change the natural landscape?
2. What is the role of organizations in relation to these natural disasters?
Learning SPECIFIC OBJECTIVES

Outcomes
Describe natural,
man-made and 1. Distinguish between a natural event, a natural hazard, and a disaster.
geological changes 2. Describe the different types of hazards (hurricanes, flooding, volcanoes,
which affect the earthquakes, tsunamis, drought)
environment 3. Explain the causes of hurricanes, earthquakes, floods, droughts and tsunamis
4. Explain the consequences of hurricanes, earthquakes, floods, droughts and
tsunamis
5. Describe the impact of hurricanes, earthquakes, floods, droughts and tsunami to
the community.
6. Outline the role of local and regional organizations before, during or after natural
disasters

Map work 1. Provide opportunities for students to locate and
label past and recent natural disasters in the
Shelters Caribbean
Disaster kit 2. In groups, students prepare a skit, poem or create
a drawing or a poster to show what
Natural disasters happens/should happen before, during or after a
natural disaster; including the role of the family
Water erosion, fault, categories of hurricane, faults;
3. Students research some headlines about different
disasters, and take note of the actual effects of the
Man-made, geological, climatic factors; named disasters
4. Research and collect/cutout/paste photos of
Seismograph, Richter Scale; effects of disasters
Changes in the landscape

Organizations:
NODs, CDEMA, FEMA

Language Arts - oral communication Reporting; Signs/posters; disaster awareness
Persuasive writing: Reporting and expressing ideas (use of rubric)
clearly and coherently
Science /HFLE Map Work

Ecosystems, Health and wellness, safety
Art - Collage, colouring islands to match a map key
60
GRADE: FOUR
UNIT TITLE: COTTAGE INDUSTRIES IN ANTIGUA AND BARBUDA
FOCUS QUESTIONS:
1. What are the main cottage industries in our country?
2. How do we benefit from these industries?

Identify major cottage
industries and products of Students will learn to:
the Antigua and Barbuda,
and explain how these 1. Identify the types of cottage industries in Antigua and Barbuda
products are made 2. Evaluate the economic impact of cottage industries on the daily lives
of people.
Give examples of the 3. Compare cottage industries of the past with the present.
types of cottage industries 4. Explore entrepreneurship possibilities for themselves as a future
career.
found within the country,
5. Name cottage industries found in Antigua and Barbuda.
and illustrate the types of
6. Make drawings of the types of goods products/outputs and technology
products/outputs from employed
these industries and the 7. Explain the differences in technology utilized locally
technology employed.
Types of industry i. Review types of industry/economic activities in Antigua and

Cottage industry, Barbuda
Agro-industry, ii. Make scrapbook of the different types of products being
entrepreneurship, manufactured in the various types of cottage industries
technology utilized, iii. Field trip-visit to a local cottage industry (Examine the process of
production from start to finish. E.g. Susie’s Hot Sauce.
Raw materials, energy
iv. Visit the supermarket to research other cottage industries including
sources, process, labour
cakes, treats and teas
force v. Explore other local cottage industries e.g. dress making and craft
work, candle and soap making
Foreign Exchange vi. KWL:Have each child make his/her own chart and jot down
Employment answers to “What I know about cottage industries”
Interdependence vii. Have a class discussion and fill in a class chart with student
Production responses.
Responsibility viii. Follow the same procedure for the second part of the chart: “What
I want to know about cottage industries.
CARDI ix. Explanation and class discussion of cottage industry, the
Jams, jellies, soap making, technology used, and how it compares with a small business and
candle making, art & craft current day entrepreneur
CROSS CURRICULAR LINKS ASSESSMENT SUGGESTIONS

Language Arts - oral communication Scrapbook/Written reflections:
Expressions/reflective practice; poems, jingle Students will write a plan for starting a
Mathematics cottage industry of their own. They
Prices of products; graphs, money; statistics; problem solving may do this individually or in a group
Science of two or three students.
Art - creating a gallery
61
GRADE FOUR
UNIT TITLE: WORK AND OCCUPATIONS
FOCUS QUESTION:
1. How are families affected by work and occupation?
2. What are the main industries in our country?
3. How do we benefit from these industries?
Differentiate between 1. Define the terms “work” and “occupation”.
occupation and work? Why 2. List ways of identifying job opportunities.
do individuals work? Impact 3. Identify reasons why an individual works or does not work
of unemployment on the 4. Describe the main types of employment that are available in Antigua
family and the community; and Barbuda.
How does work bring 5. Describe the roles and responsibilities of family members –
grandparents, parents, and children.
satisfaction to an individual?
6. Outline benefits of employment on an individual, family and
community
7. Describe the types of unemployment.
Identify the workers who 8. Explain the causes of unemployment.
produce goods and provide 9. Explain the impact of unemployment on an individual, family and the
services in our country, community.
[Make a reasoned assessment 10. Outline the impact of technology on the types of products/output
of the values of their 11. Suggest ways that rewarding and “meaningful” work brings
contribution] satisfaction to an individual.
i. Utilize an economic map to identify main areas of industrial
Map work: trading partners activities (including tourism).
ii. Provide opportunities for students to creatively express how
Resources, Employment; Self- specific workers contribute to the society
employed; iii. Teacher initiates discussion to help students recall the
Credit union; Budget; Workers; meaning of the words import and export to distinguish
between both concepts
Occupation
iv. Students and teachers bring items or labels, for the class to
note the origin of the product and illustrate products from
Economic Activity in the Caribbean – named local industries
primary, secondary, tertiary; v. In groups students will shade in different colours – on a map
Agriculture; Fishing; Farming; mining, labeled economic map – countries we export to and import
Banking/Financial services; information from
technology; Manufacturing, technology; vi. Visit the Deep Water Harbour to note the type of activities
which are conducted related to trade
Trade: Import; Export; Foreign vii. Teacher provides data from inland revenue related to the
exchange monies obtained from these industries; Use data from inland
Livestock; Food crop, Bird sanctuary revenue above to show percentage import and present the
Goods & services data in various forms
Demands; Income; Tourist product; viii. Conduct a debate on the link between tourism and agriculture
Benefits and disadvantages
Language Arts - oral communication Map work
Story telling; Reflect on the importance of trade to the economy Debate (with rubric)
Mathematics
e.g. charts, maps, graphs, etc- Interpret information
Art - Collage
62
GRADE FOUR:
UNIT TITLE: ECONOMIC ACTIVITY IN ANTIGUA AND BARBUDA. (FISHING)
FOCUS QUESTIONS:
1. What is the connection between agriculture and fishing?
2. What are the benefits of the fishing industry?
Give examples of the types of Students will learn to:
industries found within the
country, and illustrate the 1. Define the terms “fishing”; “aquaculture”
types of products/outputs 2. State the role of fishing in the economy of Antigua and Barbuda
from these industries and the 3. Insert the main fishing ports on map of Antigua and Barbuda
technology employed. 4. Locate, using an atlas, the major fishing countries within the
Caribbean and outside the Caribbean.
5. Describe, using annotated diagrams, the fishing methods used in
Identify the workers who
Antigua and Barbuda.
produce goods and provide
6. Name the types of fish caught by fishermen in Antigua and
services in our country, Barbuda.
[Make a reasoned assessment 7. List the imported fish products that are on sale locally
of the values of their 8. Identify requirements (equipment and organization) to run a
contribution] successful fish canning or fish freezing industry.
9. Outline the problems which affect fishing in Antigua and
Barbuda.
10. Compare the total fish catch for Antigua and Barbuda over a
five year period
11. Suggest what happens when fishermen land too much fish for
local consumption
Map Work – fishing ports/complexes i. Map work - fishing ports and countries
Fishing methods – nets, trawlers, ii. Invite a fisher man/woman (fisher folk) to share with class
fishing rods/hooks or take a field trip to a fishing complex to observe the
activities
Glut, scarcity
iii. Research – CARICOM, CSME, EAG
Ministry of Agriculture - role
iv. Creating graphs and tables of fish catch
Marine resources
overfishing, conservation, v. Discussion – fishing association, sports fishing
role and function of local tournaments, fish food fair / festival, activities at a fishing
organizations/associations complex, importance of the fisher folk, benefits of fish to
health and the economy
Language Arts - oral communication Interpreting graphs/answering
Presentations and reporting; respecting speakers’ views questions
Mathematics
Graphs and tables and interpretations Presenting “what I learned about the
Science Fishing Industry in Antigua and
Health contents of fish and fish products Barbuda”
Art - Collage, draw / paint transportation in the fishing industry
63
GRADE FOUR
UNIT TITLE: LEADERSHIP
TERM: THREE UNIT: THREE DURATION: TWO WEEKS
FOCUS QUESTIONS:
1. What are the qualities of a good leader?
2. Why is it important to have leaders?
3. What are the procedures for electing a leader?

Describe how governments and Students will learn to:
leaders in their country are
elected, and the roles performed 1. Define the terms “leader”; “leadership”; “Democracy”; “Republic”;
“Constitutional Monarchy”, “Crown Colony Government” and
by the different leaders and
Government”
departments in government.
2. Describe the qualities of a ‘good’ citizen
3. Identify the different styles of leadership
4. Outline the importance of government
Illustrate similarities and 5. List the services provided by the government of Antigua and Barbuda
differences between the 6. Identify MAIN sources from which government gets money to support
different systems of services provided for the citizens
government in the Caribbean 7. Outline how the government of Antigua and Barbuda is chosen and /or
elected
region
8. Identify leaders in the MAIN departments in the Ministry of Education
9. Create a representation of what leadership looks like in a student’s eyes.

Leader, leadership, styles of leadership: i. Create a song that contains a leadership message.
autocratic, democratic, laissez faire Student will make a presentation using this song and
leadership styles explain why its message is personally important to them.
Ballots, election, ii. Students should really think this through. There are so
many great songs out there and so many that have
Government, opposition important messages.
Parliamentary Monarchy, Westminster
System iii. This is NOT about what music students listen to on a
regular basis. They should be encouraged to think
Commonwealth, outside their own parameters.
Dependent and Independent countries iv. Students will need to print the lyrics for everyone. They
Prime Minister, Governor General will need to really read these lyrics to make certain the
message is a good one.....and remember...like always....it
MUST be rated “G”
Chief Cross
Minister, GovernorLinks
Curricular Assessment Suggestions
Language Arts - oral communication Song; Portfolio or poster and
Expository writing; business letter to local leader/representative requesting reporting with a rubric
Director
help of Education,
with pollution Permanent
problem in the community; report on portfolio or poster;
Secretary, Education
creation of song, Officer Presentation: “The kind of
Mathematics community leader I would like to
Use Venn diagram to compare systems of governments be”.
Art - Collage; posters
64
65
GRADE: FIVE
UNIT TITLE: WHERE DO PEOPLE LIVE ON THE EARTH’S SURFACE
FOCUS QUESTION:
1. Where in the world is the Caribbean?
2. How are water bodies and landforms distributed around the world?
3. How does location influence lifestyle?
Given an extract from a topographic map of any Caribbean country OR a map of Antigua
and Barbuda OR the map of the Caribbean OR atlas, the student will learn to:
Give the location of
Caribbean countries in 1. Use scale to measure distance.
terms of compass 2. Give direction in terms of the 8-point compass.
direction, landmasses, 3. Locate a place from its latitude and longitude.
4. Find the latitude and longitude of a given place.
water bodies and
5. Use lines of longitude to calculate time.
latitude and longitude.
6. Locate and name:
 Countries in the Caribbean (the physical groupings).
Distinguish between
 Major land masses of the world (the continents).
land masses and water  Major water bodies of the world (the oceans and seas).
bodies. 7. State the main functions of the main parallels and meridians.
8. Describe the characteristics of:
Explain how current  the water bodies within the Caribbean (ocean, seas, gulf).
events in the world  the land features in the Caribbean (island, isthmus, peninsula, archipelago).
affect the safety and 9. Give the cardinal location of the Caribbean in relation to the neighbouring land masses and
wellbeing of people water bodies.
and countries of the 10. Explain how location influences the climate of a place /region.
world. 11. Discuss some of the current events of the world and possible effects on the Caribbean.

Continents and oceans i. Map work to locate and identify major landforms and water body features – use
blank outline map of the world and/or the Caribbean and shade/or colour areas of
scale; legend / key; major land masses or water bodies.
Archipelago; ii. Introduce the term continent through discussion, help students to understand its
8- point compass direction; meaning.
Cardinal Points iii. Trace the outline of major continents, then identify continents on a large map,
globe or atlas and sate the location of each continent in relation to the other;
Longitude, Latitude
Make cutouts of continent.
Coordinates,
iv. Students can construct model depicting the Caribbean and its closest neighbours
Equator re: land masses and water bodies.
The Caribbean, cardinal points, v. Through discussion describe the location for the Caribbean in relation to other
compass direction, coordinates, places.
continents, islands, landforms, vi. Listen to news broadcast on the internet.
water bodies, and parallels, vii. Role play news reporter presenting the current local, regional and international
longitude and time, Prime news.
meridians, hemispheres viii. Engage students in a game to locate towns and countries using cards AND
topography locating continents, towns, water bodies using coordinates and broad areas of
location latitude and longitude e.g. finding the areas. Varied practical experiences finding
directions, distances, calculating time, map reading, locating towns and cities
66
distance Locate territories in the Caribbean.
Design a compass rose

Get a blank map of the Caribbean:
http://www.sheppardsoftware.com/carribeanweb/blankmap.htm
Click on the links for interactive activities:

http://www.sheppardsoftware.com/caribberan_Caps_L_Click.html
http://www.sheppardsoftware.com/carribean_GL_Click.html

SUGGESTIONS
Language Arts - oral communication, writing news reports Map work exercises
Research and presentation
Mathematics – measuring, scale Test
Science – technology use in map reading and news gathering and Quizzes
broadcast
Art - Collage, drawing sketch maps
67
GRADE: FIVE
UNIT TITLE: WEATHER AND CLIMATE
FOCUS QUESTION:
1. What is the difference between climate and weather?
2. What are the climatic regions of the world?
3. What are the types of Climate experienced in these regions?
4. How does the climate affect the lifestyles of the persons living in the various
climatic regions?
Learning Specific Objectives

Outcomes
Identify the 1. Define the term weather.
different 2. Define the tem climate.
physical 3. Differentiate between weather and climate
regions of the 4. Identify the elements of weather (temperature, cloud cover, wind, rainfall).
world re 5. Locate (a) meteorological office; and (b) weather stations on map of Antigua and
climate, and Barbuda.
6. Name the instruments used at the weather stations in Antigua and Barbuda.
explore the
7. Describe the elements/factors which determine the type of climate Antigua and
effect of the
Barbuda has (altitude, nearness to the sea, latitude).
variations 8. Outline the characteristics of the Tropical Marine climate.
within these 9. Shade areas on the map of the Caribbean which has a Tropical Marine climate
regions on the 10. Explain the effect of climate on (a) the lifestyle, and (b) the vegetation of named
way of life regions

Weather conditions, Satellites i. Teacher provides content on elements of the weather
Measuring devices, Meteorologists, and climate for students to read for information and
Forecasters to form the basis of discussion about the difference
Air Pressure, Humidity between weather and climate.
Climate, Temperature ii. Students keep rainfall logs and graph rainfall for
Rainfall, wind, specific period of time
iii. Visit Met Office to observe how the workers carry
Graphs
out their function
Lines of latitude - Climatic regions:
iv. Construct weather instruments
tropics, temperate, frigid v. Record daily temperatures for a week; calculate and
Tropical Marine climate discuss the range, mean;
WHO (World Health Organization) vi. Teacher provides opportunity for students to
A&BMS (Antigua & Barbuda Interpret temperature and rainfall graphs
Meteorological Service) vii. Students follow guidelines to make simple bar
CDEMA (Caribbean Disaster graphs (rainfall) and line graphs (temperature) using
Emergency Management Agency) information from tables.
viii. Shade and label the main Climatic Zones
Language Arts - oral communication Map work / shading
Poem / personification based on any aspect of the weather or
climate Creation of temperature and
Mathematics–collecting data, calculating mean and range, rainfall graphs; interpretation
creating and interpreting rainfall and temperature graphs of the same
Science
Formation of water cycle – groups create different water cycles
Art - Collage – create different forms of cloud; and weather
instruments;
68
GRADE FIVE
UNIT TITLE: CUSTOMS, CULTURE, TRADITIONS AND FOLKLORE
TERM: ONE UNIT: THREE DURATION: THREE WEEKS
Focus Questions:
1. What factors influence our culture, customs and traditions?
2. How should we preserve our culture, customs and traditions?
3. How could we act towards each other?
Learning SPECIFIC OBJECTIVES

Outcome
Demonstrate Students will learn to:
appreciation for 1. Define the term “custom” “culture” “multiculturalism” “folklore”,
local and “tradition” “cultural diversity” “ethnicity”
regional 2. List (the) past and present musical instruments used in Antigua and Barbuda
customs and and the Caribbean
folklores 3. Describe childhood games (indoors and outdoors) played in communities of
Antigua and Barbuda
4. Name local and Caribbean activities under the following headings
 religious and cultural festivals
 customs
 folklore
5. Explain why there are different customs among ethnic groups in Antigua and
Barbuda
6. Identify technological changes in the home.
7. Compare and contrast aspects of the local and Caribbean customs and
culture:
 the main religions
 foods and methods of cooking
 main genre of music
8. Demonstrate respect and tolerance for multicultural influences/differences
9. Formulate strategies for preserving the Antiguan and Barbudan folklore,
customs, culture, traditions
Main concepts Suggested activities
Preservation of folklore, traditions, local games (indoors and i. Research a cultural icon: -
outdoors); Customs; Culture, folk songs, foods, musicians, folklorists, cultural
Multiculturalism; Tolerance; Respect, Local festivals writers,
ii. Write songs and poems of
Technological Changes: Pit latrine – septic bowl; Coal pot – different genre to perform.
stove/oven; Sad/goose iron – electric iron; Washing board – iii. Play a variety of instruments or
bring in resource persons – saw,
washing machine
mouth organ, fife, banjo, bottles
or glasses with varying levels of
Musical Instruments from the past: water, bells and steel pans
Shack shack, Banjo, Tambourine (metal caps), Conch shells, iv. Preparing main dishes –
Drums, Comb and wax paper, Saw, Mouth organ working with parents or
community person or
Present day musical instruments: restaurateur,
Steel pan, Flute, Tambourine, Guitar v. Research and presentation of
Violin, Recorder, Clarinet culture of Caribbean countries
vi. Exhibition and fair
SUGGESTIONS
Language Arts - oral communication Group presentation of cultural
expressions in Antigua and
Mathematics: investigate volume and sounds Barbuda. Design poster of
Science : science behind indigenous musical instruments cultural expressional, National
Art - Collage of varying cultural forms symbols etc.
69
GRADE: FIVE
UNIT TITLE: LIVING SPACES - THE ANTIGUAN AND BARBUDAN POPULATION
TERM: TWO UNIT: ONE DURATION: 4 WEEKS
FOCUS QUESTION:
1. How does migration impact population distribution?
2. What is the importance of census data?
3. What causes population change?

1. Define the terms ‘migration’, ‘emigration’, ‘immigration’.
Use historical 2. Distinguish between ‘immigrant’ and ‘emigrant’.
resources and 3. Describe the three main characteristics of population composition.
4. State reasons why people migrate to and from Antigua and Barbuda.
document to illustrate
5. Distinguish between the different types of migration (immigration emigration,
the subsequent
internal migration, external migration, forced migration, seasonal migration,
changes in the patterns step migration, chain migration).
of settlement and the 6. Explain the terms “push factors” and “pull factor” which influence migration.
movement/migration 7. Explain the consequences and/or impacts of migration on
of people. (a) Families (b) countries
8. Explain, giving reasons why people move from one place to another:
a. within the country
Identify and explain b. within the Caribbean
the various factors c. outside of the Caribbean
affecting population 9. Suggest strategies that the government of Antigua and Barbuda may use to
changes and density, discourage highly skilled person from migrating
and illustrate 10. State the impact of population changes in Antigua and Barbuda.
11. Explain the importance/effect of births, deaths and migration on the population
examples of these in
of Antigua and Barbuda.
the Caribbean and the
12. Suggest ways of limiting population increase in Antigua and Barbuda.
wider world 13. Show dense and sparse areas of population composition on a map of Antigua
and Barbuda
14. Explain the relevance of migration statistics to the economy of Antigua and
Barbuda
Population census i. Provide opportunity for students to demonstrate their understanding of
Population Characteristics of density by shading areas with varying levels of density or
population composition ii. Use large map, atlas, and/or globe to conduct map study re. population
Population size/growth distribution – where people live; what conditions affect their location
Population density: e.g. physical, social, religious, climatic
Sparse or dense Diversification iii. Research the migration statistics and the census data – percentage
population
of Population, Population
iv. Share with students the Millennium Immigration Act and copies of
Distribution
important documents / applications for citizenship
Different types of migration v. Research contributions made by immigrants locally and in the
Involuntary Movement Caribbean – economic, social, cultural, religious, physical
Positive and Negative changes / vi. In groups, role play situations demonstrating appreciation to
impact immigrants or
Push and pull factors vii. Role play a skit “How I would like to be treated as an immigrant”
Language Arts - oral communication Comparing and contrasting Map reading skills
Mathematics Class work
Charts and graphs; fractions, percentages; statistics
Science life cycle of humans
Art - Collage; design poster
70
GRADE: FIVE
UNIT TITLE: PRODUCTION OF GOODS
FOCUS QUESTION:
1. How are goods produced or created?
2. How are our basic needs and wants satisfied?
3. How has production of goods changed over the years?
4. What is the link between the types of industry?
5. What factors are affecting growth of manufacturing
industry in Antigua and Barbuda

Explain the ways in
which individuals, 1. Identify the factors affecting (a) the successful production of goods
communities and (growing and manufacturing); (b) the location of manufacturing
countries meet their business in Antigua and Barbuda.
2. State the factors that influence a business to relocate either at home
needs for food, shelter,
or abroad.
clothing, and to
3. Distinguish the types of industry (primary, secondary, tertiary and
improve their standard quaternary)
of living 4. Classify manufacturing industry (type of technology, nature of
manufacturing process, pattern of ownership, type of product etc.)
Classify the major 5. Distinguish between goods which can be obtained locally and
industries and products those that need to be imported.
of the Caribbean, and 6. Outline the steps in processing a named product from raw material
explain how these are to finished product.
made
i. Students may visit supermarkets, shops or stores; market place –
Types of industry craft, meat, fish, vegetables….; Teacher and students will bring
Goods related to: in goods or labels from which to record relevant information
Agriculture Food, regarding country of origin – is produced locally – is not….
clothing, energy, health ii. Use map, globe or atlas to locate named countries as seen on
care, manufacture, leisure labels or from experience
iii. Discuss types of industries – primary, secondary, tertiary,
quaternary, “What is the differing characteristic of each?”
Types of industries
“How are they related?”
Factors affecting iv. Make a field trip to a factory to observe and note the processes
production: market, capital, in making a manufactured product.
workers, weather v. Group discussion: “How can raw materials be used?; and
conditions, soil type, creation of flow charts
machinery vi. Create a product
vii. Express their opinion of factors/problems which may impact on
Local manufacturing the production of goods locally, regionally, internationally
industries viii. Group work: Select one local agricultural product and write or
Including cottage diagram its history from farm to table e.g. pepper, cotton and
industries pineapple
Agro- industry
Language Arts - oral communication Product development,
Expository writing – factors/problems impacting production of labelling, advertising
goods Oral questions & answers
Mathematics Export vs. import statistics; graphs and tables, Homework, Quiz
Science food processing, food safety, ingredients Short answer tests Questions
Art - Collage, designing advertisement
71
GRADE: FIVE
UNIT TITLE: DISTRIBUTION OF GOODS
FOCUS QUESTION:
1. How has the distribution of goods changed over the years?
2. Why do we trade?
3. What are the problems associated with trade?
1. Identify some currencies used to purchase goods

Identify examples of how on the different markets – Caribbean and the
science and technology have World
2. Compare how named goods were distributed now
changed the physical
and in the past
environment and affected our
3. Express why any worker is important to an
resources. [highways, airport, oil industry
rigs, etc] 4. Express their opinion of factors/problems which
may impact on the distribution of goods locally,
Use the concepts of income, regionally, internationally
demand, markets, foreign 5. Discuss the economic (and social) value of
exchange and exports to explain trading. E.g. what services can governments and
the trade between Caribbean families provide as a result of industrial activities
countries and the rest of the including trading
world 6. Locate trade partners on map (a) Caribbean and
(b) World
Methods of transportation / distribution i. Map work – using outline maps, name and
of goods label trade partners and main ports of entry
trade; bartering re trade
Trade partners, types of trade ii. Group work “The responsibility of the
import, export, Income, demand, foreign Ministry of Trade”
exchange, taxes; custom duties, iii. Research distribution of imported product
iv. Presentation and discussions
Foreign exchange
v. Role play worker involved in the distribution
Balance of trade
of goods from beginning to end; that is from
the manufacturer to the harbour. Create
Communication centres; mode of group models of the distribution pattern
communication vi. Create a scenario of trade THEN and NOW;
Transportation centres guide discussion related to different patterns
Docks, piers, harbours, airports, of trade. “What taxes are associated with
trade?” “What department is responsible for
Problems affecting trade trade”- use KWL chart
CSME and trade, CET vii. Teacher will encourage, through
World Trade Organization (WTO) brainstorming, discussion on currencies; and
the economic and social value of trading on
the society and families
Cross Curricular Links Assessment
Suggestions
Language Arts - oral communication Oral questions &
Mathematics plot routes, answers
Science trade technology Homework, Quiz
Art - Collage, trade maps/models Short answer tests
Questions
Group models
72
GRADE FIVE:
UNIT TITLE: ECONOMIC ACTIVITIES IN ANTIGUA AND BARBUDA. (TOURISM)
FOCUS QUESTION:
1. How does tourism contribute to the interdependence of people?
2. How does tourism contribute to a nation’s economic, cultural, social
and physical development?
3. What is the relationship between tourism and agriculture?

Outcomes
1. Define the terms “tourism”; “tourist”; “tourist product”
Give examples of 2. State the reasons that cause a person to travel.
different types of 3. Briefly describe the tourism product to be found in Antigua and in Barbuda
4. Plot location of ports of entry, accommodations, beaches, historical sites on
tourism, and show
map of Antigua & Barbuda
how tourism and
5. List the careers and employment opportunities in the tourism industry
its related services 6. Classify and describe the types of (a) tourism, and (b) tourists; categories of
impact on the tourist attractions
economy and the 7. State the benefits of tourism on Antigua and Barbuda
people in their 8. Outline the negative effects of the tourism industry on Antigua and Barbuda.
country and the 9. Offer suggestions to improve the link between tourism and agriculture
Caribbean 10. State the role of tourism in the economy of Antigua and Barbuda
11. Explain the challenges facing tourism industry in Antigua and Barbuda.
12. Suggest ways in which tourism promotes regional integration

Tourist-local, regional, international i. Complete a KWL chart to refer to and
Types of Tourism - Adventure (eco/nature; complete over time.
heritage, cruise), Business, Medicine/health ii. Role play to bring out the meaning of the
Categories of tourist attractions –geographical, term tourist
historical, cultural iii. Use short passages/scenarios and pictures
Climate to bring out the ideas of different types of
tourist
Interdependence, careers
iv. Map work- locating countries; measuring
Hotel- all inclusive, 3-5 star, package deals
distances, plotting
Advertisement: Tourist Promotion v. Compare and contrast the number of
Tourism product –beaches, friendly people, hotel tourists that come from different
and types of tourism destinations –use of tables, bar graph, and
Foreign exchange and Services – education, health, pie charts
infrastructure, agriculture, vi. Invite a resource person to talk about the
Benefits and disadvantages of tourism various services offered by different types
Cultural exchange, Taxes, duties of hotels.
Seasonality of tourism vii. Research facts & debate – objectives 6-9
World Tourism Organization (WTO); Antigua viii. Field trip to tourist attraction in Antigua
Hotel and Tourist Association (AHTA); and in Barbuda
ix. Internet research on tourism attractions in
different Caribbean countries
Language Arts - oral communication Map work exercises. Interpret
Mathematics tables, bar graph, and pie charts graphs
Art - depicting the link between tourism and agriculture, Research and presentations
advertisement Test and quizzes. Create
advertisement
73
GRADE: FIVE
UNIT TITLE: ORGANIZATION
FOCUS QUESTION:
1. What is an Organization?
2. How do organizations function?
3. Who are some of our outstanding individuals?

Identify the institutions 1. Define the terms: “organization”; “interdependence ;“regional co-
and organizations that operation”.
provide different 2. List the major groups and organization in Antigua and Barbuda
services for the people 3. List the major regional organizations in the Caribbean
in their country and 4. List the major international organizations that contribute to the Caribbean
across the Caribbean 5. State the role of local, regional and international organizations
6. Give examples to illustrate interdependence and co-operation between and
and make reasoned
among regional organizations
statements about the
7. Explain how membership of these organizations benefit the people of
value and contributions Antigua & Barbuda and the world
of these services to the 8. Identify local and regional outstanding citizens/heroes
people of the 9. Discuss the contribution of the outstanding citizens/heroes to Antigua and
Caribbean. Barbuda and the region
Interdependence, Rights of i. Provide stimulus material from books, magazines, internet,
the Child resource person, and student research – for students to be
Global partnership, benefits familiar with the information to aid in class discussion and
Development question & answer sessions. Using shared information students
Ambassadors, secretariats, can draw a time line to represent a historical perspective of the
membership UN
ii. In group students will research in order to present information
re:
Role of organizations
 Nature of the activity
The Organization of African
 The organization/agency responsible
Unity (OAU); OAS; UN;
 The UN goal/purpose which fits the activity
CARICOM; OECS; CSME,
 Who benefits? How? Why?
IMF, NODS, UNESCO, iii. In tabular form students will place agencies under the correct
UNICEF; heading: Organization - Local, Regional, International.
WHO iv. Invite resource person from Ministry of Foreign Affairs to
explain how states become members of international
Benefits: Child friendly organizations. This could be followed by simulation, role
School Initiative; education; play….
health; culture; sports v. Teacher & students may also collect [information]
Local groups and brochures/pamphlets for class exhibition/display
organisation: Rotary, Lions, vi. Group work: Pupils choose ONE organization and explain how
Jaycees, Kwanis, NODS, it contributes to the development of the Caribbean. Present a skit
CBH, A&BUT, APPA to bring out various aspects of ONE organization studied e.g.
CARICOM; Commonwealth of Nations
Language Arts - oral communication - presentations Research and presentation on
Researching and reporting individually or in groups; writing local and regional organization
skit; Picture collage and presentation
Mathematics: number of countries and people that benefit Oral questions & answers
Science :classify organizations based on functions Homework, Quiz , Short answer test
Art – Collage
74
75
GRADE: SIX
UNIT TITLE: GOVERNMENT
FOCUS QUESTIONS:
1. What systems of government exist in the Caribbean region?
2. What is the role and functions of the government?

1. Define the terms “government”; “good governance”
Understand how the 2. List the characteristics of (i) an eligible voter; (ii) an eligible candidate
political/governmental 3. State the main functions of each government ministry in Antigua and
system and public Barbuda
administration work in 4. State the characteristics of the Westminster system of government
5. Outline the structure/branches of government in Antigua and Barbuda
Antigua and Barbuda
6. Assess the problems that would arise if government did not exist
and the English
7. Compare the TWO main government systems in the Caribbean
speaking Caribbean. 8. Describe the institutions set up to ensure that the executive arm of
government does not abuse its powers (auditor general, ombudsman,
Attorney General, leader of the opposition, DPP, civil service, etc.).
9. Explain why governments are necessary.
10. Assess responses of government in Antigua and Barbuda to some
significant issues.
11. Discuss some of the current events in Antigua and Barbuda.

Westminster system of i. Research and share information re government
ii. Discuss the functions of the branches of government
government; First-past-the-
iii. Group discussion on the concept of government; discuss in
post, Parliament –cabinet, plenary “The importance of government.”
upper and lower houses, iv. students can create/complete comparative tables; use KWL
senate, representatives; strategy or concept map/web
opposition v. Conduct mock elections; create the campaign atmosphere with
colours, symbols, voters’ list, persuasion, and so on
Structure of government: vi. Entertain discussion on “How do we go about deciding who to
executive, judiciary, choose as our representative?”, “What are the
legislative; policy responsibilities of a voter?”and “What is the role and
makers/cabinet responsibility of a political representative?”
vii. Describe how governments are elected, and the roles performed
Constitutional monarchy, by the different departments in government.
Parliamentary Democracy viii. Illustrate similarities and differences between the different
Republic, General elections, systems of government in the Caribbean region
Constituency, Manifesto. ix. After discussion create a check list / criteria to assess the
Constituents, Electorate, characteristics of ‘good’ governance.
x. Students plan and depict different ways to demonstrate
Ballot, Voter ID, Polling capabilities of the ‘good’ citizen. Open the following link:
stations, Poll clerks, http://www.caribbeanelections.com/education/social_studies.asp
Presiding Officer, Returning
Officers xi. Discuss the need for leadership generally, then focus on who is
responsible for taking care of citizens in term of providing
Caring, Governance, public service
Democratic ideals and xii. Conduct mock elections to demonstrate how ministers of
principles and Citizenship government are elected
xiii. Students will work in groups of two or three and complete a
research outlining the specific responsibilities of named
ministries of government
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xiv. Follow up with discussions on benefits to and responsibilities of
the citizens.
xv. In groups choose two countries in the Caribbean with different
systems of government [develop rubric with students] and
create a portfolio or poster to show similarities and differences:
o Philosophy
o Electing leaders
o Composition of the government
o Appointing ministers and senators
o Role of the Head of State
xvi. Reporting the above information to class

Language Arts - oral communication Oral questions & answers
Home work
Mathematics : use most recent election data to Short answer tests Questions and
construct graphs Test / Quiz
Science : examine population growth trends Class work
Art - Collage-national symbols, government ministries Group assignments - systems of government
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GRADE SIX
UNIT TITLE: CITIZENSHIP: YOUR RIGHTS AND RESPONSIBILITIES
TERM: ONE UNIT: TWO DURATION: THREE WEEKS
FOCUS QUESTIONS:
1. What are the characteristics of the ideal citizen?
2. How do we cope with the changing cultures represented in our community?

Outcomes
Explore their 1. Define the following concepts: rights, responsibility, national identity, diversity,
rights and citizen, citizenship.
responsibilitie 2. Distinguish between rights and responsibility; personal identity and national
s; and identify, citizen and citizenship.
recognize a 3. List the ways citizenship of Antigua and Barbuda is acquired.
sense of 4. Describe the qualities of a ‘good citizen’
5. Critique what it is to be an Antiguan and Barbudan.
belonging and
6. State the fundamental rights and freedom citizenship status is guaranteed, by the
identity as
constitution of Antigua
citizens of 7. State the responsibilities every citizen or member of a community is obliged to
Antigua and follow
Barbuda and 8. Suggest actions which citizens of Antigua and Barbuda may take if they fear their
the Caribbean. rights are being taken away from them
9. Suggest ways of coping with differences between peoples in the community
10. Demonstrate how they as individual can show good citizenship
Citizenship,
multiculturalism, ethnicity i. Plan and execute a cultural show and a min-food fair; Class
Interdependence display of past, and present customs
Cultural Diversity ii. Teacher provides information to engender class discussion
Humans Rights and related to varieties of ethnic groups in the Caribbean and how
challenges Integration they are represented in Antigua and Barbuda , and their
Tolerance differences and similarities
iii. Students could work in groups to prepare a scrap book or
Self –respect
portfolio and presentation of different foods, clothing, dances in
Rights
the Caribbean
Responsibilities iv. Brainstorming to clarify the key concepts
Antiguan and Barbudan v. Role Play – scenarios examining the qualities of an ideal citizen
National identity vi. Values clarification – dealing with social responsibilities as good
Community service citizens
freedom vii. Guided Discussion “What are the rights and responsibilities of
Antigua Barbuda Passport a citizen?”
Office viii. Students engage in illustrating their feelings and views in
Ombudsman different forms in relation to aspects of culture– poetry, song,
Citizenship: birth, CIP, dance, drama
Naturalization ix. discuss actions a citizen of Antigua and Barbuda may take to
Marriage, descent, obtain redress after being wrongfully arrested by the police

Language Arts: oral communication, vocabulary Critique what is to be an Antiguan and
Mathematics: use census report to construct Barbudan
graph Conduct community projects: clean up, care
Science: life cycle of humans package to the less fortunate, visit senior
Art - Collage, draw national symbols citizens
Simulations, role play actions of good citizens
whole school approach-celebrate citizen day
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GRADE: SIX
UNIT TITLE: OUR CHANGING COMMUNITY (AGRICULTURE)
FOCUS QUESTIONS:
1. To what extent have our industries grown?
2. What have brought about the changes?
3. How have we benefited?

Outcomes
Compare the 1. define the terms: agriculture, farming, food security, industry
growth of 2. State the role of agriculture in the economy of Antigua and Barbuda.
industries from 3. Identify main industries in different Caribbean islands
past to present 4. Identify factors which have affected the change from reliance on agriculture
and show how to tourism
this is reflective 5. Identify the types of industries – primary, secondary, tertiary, quaternary
6. Identify categories of industries in Antigua and Barbuda – Primary:
in the change
Agriculture, Fishing, Aquaculture, mining
form sugar to
7. Explain how soil types have impacted on the type of industries found in
tourism specific areas of Antigua and Barbuda
8. Name the different types of agriculture
9. State the difference kinds of crops in Antigua and Barbudan agriculture (e.g.
Understand and principal food crops, export cash crops)
compare the use 10. State the benefits of developing agriculture
of technology to 11. Name and discuss the factors influencing food production in Antigua and
enhance the Barbuda
growth of our 12. Explain the benefits of local industries to the social and economic well-being
industries of the people in the country
13. Outline barriers to improvement in the manufacturing process
Industry – Primary - Agriculture, i. Field trip to a local industrial site (including agro-
Secondary- Manufacturing , industry/home)
tertiary- Financial services, ii. Featured question: “How does tourism help or hinder the
quaternary – Information development of agriculture?”
Technology & Research iii. Listen to resource person from the community speak on local
CARDI industries – then students will ask prepared questions to elicit
the factors that affected the change.
Tourism, Agriculture, Brewery
iv. This could also include the different types of agriculture, and
farming -Livestock , Subsistence
the benefits of agriculture, and agro-industry
Arable v. Use historical data and information from resource person to
Local industry – cottage show the extent to which industrial changes have/have not
industry; agro-industries, Local taken place in key industries
entrepreneur vi. Teacher provides information of different types of agriculture
Self-reliance; self sufficiency and encourages discussion and show how primary,
secondary, tertiary and quaternary industries are linked – use
Buy local campaign, Food a concept map.
security vii. Field trip to the public market – write a (journal) reflection
on the trip.
Language Arts - oral communication Name and discuss the factors that influence food
Mathematics: measurements production
Science: plant growth, Students create PowerPoint/poster presentation on
Art - Collage changes in agriculture in Antigua
Students will explain how changes in technology have
affected agriculture
Group presentation on field study to local farm
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GRADE SIX
UNIT TITLE: MAP READING AND FIELD STUDY
TERM: TWO UNIT: ONE DURATION: FOUR WEEKS
Focus Questions:
1. How do we find the distance between cities or towns?
2. In which direction should we go?
3. What does the legend or key tell us about map features?
4. What major lines divide the world into hemispheres?
5. Why is time different between here and there?
6. What is the exact location of that city or town?
7. What are the physical groupings in the Caribbean Region?

Describe the Given an extract from a topographic map of any Caribbean territory
Caribbean in terms of OR a map of Antigua and Barbuda OR the map of the Caribbean, the
its physical features; student should be able to:
compass direction; 1. use scale to measure distance.
Distance between 2. give direction in terms of the 8-point compass
islands; landmasses; 3. locate a place from its latitude and longitude
water bodies; latitude 4. find the latitude and longitude of a given place.
and longitude 5. locate territories in the Caribbean. .
6. locate and name the major land masses of the world
(the continents).
7. locate and name the major water bodies of the world
(the oceans and seas).
8. state the functions of the main parallels and
meridians
9. locate and describe the characteristic (s) of the
water bodies within the Caribbean (ocean, sea, gulf).
10. locate and describe the characteristic (s) of major
landforms in Antigua and Barbuda.
11. State direction from one continent, place, town or
country in relation to another.
12. Measure/calculate the distance between places using
a linear Scale on maps using the appropriate unit of
measurement.

Language Arts - oral communication Map reading activities
Mathematics measuring …Revision as in
Art – Collage Grade 5 Term One Unit
One
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GRADE SIX
UNIT TITLE: FAMILY
TERM: TWO UNIT: TWO DURATION: FOUR WEEKS
Focus Questions:
1. What is the family?
2. How do the family relationships affect the community?

Outcomes
Students will be Students should be able to:
able to define the 1. Define the term “family”.
family, describe 2. Describe the major functions of the family.
the structure of 3. Compare different family types and unions in the community (nuclear, extended,
the Antigua and single, sibling, blended, adoptive, foster, common law, legal marriage etc.).
Barbuda family, 4. Describe the role and responsibilities of family members (grandparents, parent,
and demonstrate children)
understanding 5. Describe the characteristics of a good and / or effective parenting
and appreciation 6. Examine the types of skills parents need in bringing up their children
of the roles of 7. Explain possible family problems and / or social issues (domestic abuse, divorce,
the family. addiction, sexual abuse, communication problems sexually transmitted diseases, the
elderly, suicide, etc.,) that affect families
8. Formulate strategies for dealing with the social issues that influence family life
Pupils will better 9. Describe the universal rights of the child.
understand their 10. Outline the function of a named organization which would assist in promoting healthy
rights and protect family relationships
them. 11. Construct a family tree showing at least three generations.
Key Concepts Suggested Strategies
Family, Types of family: Main family types: i. Discussion: using stimulus paragraphs, pictures of
Nuclear, single and extended; the family
Other types: Blended, Foster, Adoptive, Common ii. Students engage in discussion to categorize family
law types and responsibilities.
Legal marriage, Agents of Socialization iii. Teacher facilitates group/whole class discussions on
roles and responsibilities of family members.
iv. Students design a family tree of three generation
Social issues/social problems
(grandparents, parents and children). Students make
Dysfunctional family relationships
oral presentation on the relationship between
Generation, Family tree members on the tree.
Rights of the child: life, name, education, privacy, v. Resource persons to discuss family life in the past
health care, expression, birth registration etc. (could be a student great grandparent)
vi. Students research and UN Universal rights of the
Agents of socialization Social Transformation child
Antigua Planned Parenthood, Gender Affairs http://unchildrights.blogspot.com/2009/03/summary-
Leadership, honesty, trust worthiness, empathy, childrens-rights-convention.html
respect
APPA, UNICEF, Social Transformation

Language Arts - oral communication Students must denote true or false on statements about
the family.
Mathematics – using statistics to construct graphs, Students conduct survey to find out the proportion of
diagrams students in a class/different classes who belong to different
Science family structures. Findings are presented in table and
Art - Collage, Construct poster on the rights of the graph.
child. Students create family tree. Role play family performing functions
Role play family dealing with various issues and arriving
at solutions
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82
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Definition of Terms
Address A way to find a home or another building

Alike How things are the same
Anthem A special song for a country
Calendar A chart that shows the days, weeks, and months of the year
Capital The city where important leaders of a state or country live and work
Chart A way to show things using words and pictures

Citizen A member of a state and country
City A big community where many people live and work give and get
Communicate information
Communication A means of sending (giving) and receiving (getting) information
Community A group of people and the place where they live or a group of people
who share the same ideas and resources
Country A land where a group of people live ; geographic space in a continent
divided by boundary lines
Custom The way people usually do something
Diagram A drawing that shows the parts of something

Different how things are not the same
Directions North, south, east and west, up, down, across
Earth The planet on which we live

Endangered A plant or animal of which very few are living
Family A group of people who lives in the same household and are related by
blood, marriage or adoption
Farm Land people use to raise crops or animals
Flag A symbol that stands for a country
Freedom A person’s right to make choices
Globe A round model of the earth

Goods Things grown or made (for use by people)
Hill Land that is higher than the land around it

History The story of people and places from the past
Holiday A special day
Invention Something new
Inventor Someone who makes or invents something new
Job The work people do
Lake A large body of water that has land either totally or almost totally
around it
Law A rule that people must obey

Leader Someone who helps people decide what to do
Map A drawing of a place, country, community,

Media Ways to communicate
Map key Tells what the symbols on a map mean
Market A place where goods are sold
Money Coins or bills that people use to buy goods
Mountain The highest kind of land
Natural resource A useful thing that comes from nature
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Needs Things people must have to live
Neighbourhood A place where people live, work and play. (Families living close to
each other make up a neighbourhood)
Ocean A very large body of salt water
Patriot A person who loves his or her country and supports its interests
Patriotism Showing love and interest for own country

Plain A large, mostly flat piece of land
Recycle A process where things can be made into new things

Reduce To use less of something
Reuse To use something again
River A long body of water which usually moves towards a lake or ocean
Route A way to get from one place to another

Rule Something that tells us what to do and what not to do
School The place where we learn

Service A job a person does to help others
Symbol A picture that stands for the real thing
Time line A chart that show the order in which things happen
Tools Things that are used to help people do work
Transportation The means by which people and goods move from place to place
Volunteer A person who works for free

Vote A choice that gets counted
Wants Things we would like to have

Weather How it is outside at a certain place and time
World A name for Earth and everything on it
85
DEFINITIONS OF KEY CONCEPTS
Citizenship refers to a person's membership in a political community such as a country or city. It

has different legal definitions in different countries. In countries with democratic institutions,
usually only citizens are allowed to vote, or to carry a passport from...
Cultural diversity is the variety of human societies or cultures in a specific region, or in the world
as a whole. (The term is also sometimes used to refer to multiculturalism within an organization)
Heritage refers to something which is inherited from one's ancestors. It has several different
senses, including:
 Geographical heritage- a nation or group's historic monuments, museum collections, etc.
 Natural heritage, a nation's fauna and flora, natural resources, and landscape
 Tradition, customs and practices inherited from ancestors
 Virtual Heritage, an ICT work dealing with cultural heritage
 Inheritance of physical goods after the death of an individual
 Biological inheritance of physical characteristics
 Birthright, something inherited due to the place, time, or circumstances of someone's
birth
 Industrial Heritage, the monuments from the industrial culture
The word tradition comes from the Latin traditionem, acc. of traditio which means "handing over,
passing on", and is used in a number of ways in the English language:
1. Beliefs or customs taught by one generation to the next, often orally. For example, we
can speak of the tradition of sending birth announcements.
2. A set of customs or practices. For example, we can speak of Christmas traditions.
3. A broad religious movement made up of religious denominations or church bodies that
have a common history, customs, culture, and, to some extent, body of teachings. For
example, one can speak of Islam's Sufi tradition or Christianity's Lutheran tradition.
A government is the body within an organization that has authority to make and the power to
enforce laws, regulations, or rules.
Typically, Governments refers to a civil government—local, country, or national. However,
commercial, academic, religious, or other formal organizations are also governed by internal
bodies. Such bodies may be called boards of directors, managers, or governors or they may be
known as the administration (as in schools) or councils of elders (as in churches)
A resource is any physical or virtual entity of limited availability, or anything used to help one
earn a living.[citation needed] In most cases, commercial or even ethic factors require resource
allocation through resource management.
Conservation
The protection, preservation, management, or restoration of natural environments and the
ecological communities that inhabit them. Conservation is generally held to include the
management of human use of natural resources for current public benefit and sustainable social
and economic utilization.
Environment
All of the biotic and abiotic factors that act on an organism, population, or ecological community
and influence its survival and development. Biotic factors include the organisms themselves, their
food, and their interactions. Abiotic factors include such items as sunlight, soil, air, water, climate,
and pollution. Organisms respond to changes in their environment by evolutionary adaptations in
form and behavior.
Responsibility may refer to:
1. The obligation to carry forward an assigned task to a successful conclusion. With responsibility
goes authority to direct and take the necessary action to ensure success.
2. The obligation for the proper custody, care, and safekeeping of property or funds entrusted to
the possession or supervision of an individual. See also accountability
Community
In biological terms, a community is a group of interacting organisms sharing an environment. In
human communities, intent, belief, resources, preferences, needs, risks, and a number of other
86
conditions may be present and common, affecting the identity of the participants and their degree
of cohesiveness.
Leadership has been described as the “process of social influence in which one person can enlist
the aid and support of others in the accomplishment of a common task” [1]. A definition more
inclusive of followers comes from Alan Keith of Genentech who said "Leadership is ultimately
about creating a way for people to contribute to making something extraordinary happen.
A group can be defined as two or more humans that interact with one another, accept expectations
and obligations as members of the group, and share a common identity. By this definition, society
can be viewed as a large group, though most social groups are considerably smaller.
Institutions are structures and mechanisms of social order and cooperation governing the behavior
of a set of individuals. Institutions are identified with a social purpose and permanence,
transcending individual human lives and intentions, and with the making and enforcing of rules
governing cooperative human behavior. The term, institution, is commonly applied to customs and
behavior patterns important to a society, as well as to particular formal organizations of
government and public service. As structures and mechanisms of social order among humans,
institutions are one of the principal objects of study in the social sciences, including sociology,
political science and economics. Institutions are a central concern for law, the formal regime for
political rule-making and enforcement. The creation and evolution of institutions is a primary
topic for history.
Change:
 The process of becoming different:
o Time
o Social change
o Biological metamorphosis
o The mathematical study of change
Tolerance – acceptance, patience
1. A fair, objective, and permissive attitude toward those whose opinions, practices, race,
religion, nationality, etc., differ from one's own; freedom from bigotry.
2. A fair, objective, and permissive attitude toward opinions and practices that differ from
one's own.
3. Interest in and concern for ideas, opinions, practices, etc., foreign to one's own; a liberal,
undogmatic viewpoint.
4. The act or capacity of enduring; endurance: My tolerance of noise is limited.
Cooperation, is the process of working or acting together, which can be accomplished by both
intentional and non-intentional agents. In its simplest form it involves things working in harmony,
side by side, while in its more complicated forms, it can involve something as complex as the
inner workings of a human being or even the social patterns of a nation. It is the alternative to
working separately in competition. Cooperation can also be accomplished by computers, which
can handle shared resources simultaneously, while sharing processor time.
Interaction is a kind of action that occurs as two or more objects have an effect upon one another.
The idea of a two-way effect is essential in the concept of interaction, as opposed to a one-way
causal effect. A closely related term is interconnectivity, which deals with the interactions of
interactions within systems: combinations of many simple interactions can lead to surprising
emergent phenomena. Interaction has different tailored meanings in various sciences. All systems
are related and interdependent. Every action has a consequence.
Obedience, in human behavior, is the quality of being obedient, which describes the act of
carrying out commands, or being actuated.[1] Obedience differs from compliance, which is
behavior influenced by peers, and from conformity, which is behavior intended to match that of
the majority.
Transport or transportation is the movement of people and goods from one location to another.
Transport is performed by various modes, such as air, rail, road, water, cable, pipeline and space.
The field can be divided into infrastructure, vehicles, and operations.
Infrastructure consists of the fixed installations necessary for transport, and may be roads,
railways, airways, waterways, canals and pipelines, and terminals such as airports, railway
87
stations, bus stations, warehouses, trucking terminals, refueling depots (including fueling docks
and fuel stations) and seaports. Terminals may both be used for interchange of passengers and
cargo, and for maintenance.
Vehicles traveling on these networks include vehicles of appropriate types such as automobiles,
bicycles, buses, trains, trucks people, helicopters and aircraft. Operations deal with the way the
vehicles are operated, and the procedures set for this purpose including financing, legalities and
policies. In the transport industry, operations and ownership of infrastructure can be either public
or private, depending on the country and mode.
Communication is the process of transferring information from one source to another.
Communication is commonly defined as "the imparting or interchange of thoughts, opinions, or
information by speech, writing, or signs".[1] Communication can be perceived as a two-way
process in which there is an exchange and progression of thoughts, feelings or ideas towards a
mutually accepted goal or direction. Communication as an academic discipline has a long history
The term multiculturalism generally refers to a theory promoting retention of various cultural
divisions for the sake of diversity that applies to the demographic make-up of a specific place,
usually at the scale of an organization such as a school, business, neighborhood, city or nation.
Values:
The ideals or principles individuals hold and used to make judgments about the worth or rightness
of an action, thought, behaviour. Values influence people’s attitudes towards other persons and
may influence their actions.
Values of Being: honesty, courage, peace, self-discipline and moderation, self-reliance, fidelity
and chastity.
Values of Giving: kindness and friendliness, justice and mercy, unselfishness and sensitivity,
loyalty and dependability and respect.
Civic Participation: active community involvement in the society (school, environment, country)
through sharing, collaborating, and advocacy.
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Topic: The School
Grade Level: Grades K-2
Learning Outcome:
Name the various groups and institutions in the community, (family, school, church,
Government Agencies, etc), and the people that make them up; and explain the particular
functions that they each perform.
Objectives:
- Identify the name of their school
- List the people who work at their school, and state the function/job of each
individual/worker.
- Develop an awareness of the role of each worker at the school
Concepts: School, worker, function, role, cooperation.

Generalization: Workers in a school must also share their work if the school is to function
properly.
Strategy: Role-play
Activity:
- Encourage students to talk about their school and what they know about it: name,
location, motto, etc
- Students will then list the main workers: principal, class teacher, janitor, security guard,
etc. They will talk about functions that the various workers perform.
- Students will be put into groups. In their groups, students will be asked to plan an activity
to portray each of the workers carrying out a function. The teacher passes around to
monitor the groups.
- In their groups, students will select a worker/post, then write or talk about what may
happen if that person does not perform his or her duties.
- As a special follow-up activity, the class, with the teacher’s help/advice, will identify and
acquire a small gift or token to present to each group of workers. At the next class
assembly, a representative of each group will be invited to come forward to accept the
token. With each presentation, a student will briefly indicate why the class appreciated
the work/job of that person (group of workers).
Resources:
- Copies of the school’s handbook, motto, song, pledge, etc
- Drawing of school’s crest
- Appropriate clothing to dress up for the role play, functions of the workers
- List of functions of each worker
Assessment:
- Role-play enactment will be assessment through a teacher-made checklist
Out-of-Class activities
These are learning activities that take place outside of the normal classroom setting and involve
the use of the local environment or the immediate school environment to enhance learning. These
activities are more commonly referred to as field trips, and include: neighbourhood tours, walking
tours, site visits or any learning activity that takes place outside of the classroom. They provide
first-hand experiences and promote the development of a variety of skills. The students are
engaged in observing, gathering recording and presenting information, organizing, organizing,
analyzing and evaluating data.
The following are general guidelines that the teacher should follow if she/he plans to use an out-
of-class activity
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Guidelines
- Establish clear and specific objectives for the trip, and inform the students of the purpose
of the activity/visit.
- Seek permission from the relevant body to visit the site.
- Visit the site prior to the trip to become familiar with the major features
- Seek permission from the relevant school authorities and parents for students to go on
trips
- Develop the appropriate worksheets, checklists, maps, etc.
- With the help of the students, plan the questions to be asked during the visit, and other
activities
- Plan the activities to be undertaken by the students both during the visit and after the visit
- With the help of the students, establish rules for behaviour/code of conduct
- Focus the students’ attention on the features of the trip that are most important.
- Engage students in some specific activity during the visit. For example, interview
persons, take pictures, make drawings, complete a checklist etc
==============================
Topic: Comparing Communities

Grade level: Grade K-2
Learning Outcome:
Compare their community with another one located nearby; and identifies ways in which
the way of life has changed in their community over the years.
Objectives
- Identify economic and cultural activities of their community and one nearby.
- Illustrate ways in which the communities are different
Concepts: Community, change, way of life, culture, difference.
Generalization: All communities, over time, will develop and experience changes in their
culture, way of life and their livelihood.
Teaching strategy: Out-of-class activity/Field trip.
Activity:
- Teacher explains the purpose of the trip, and involves students in the planning prior to the
actual activity.
- In groups class prepares, questions to ask. Question will be based on the different
economic and cultural activities they will look for, observe and record. For example,
students will prepare checklist for recording the activities of the different groups.
- During the trip students will use their checklists to make a note of the economic and
cultural activities of the people in the community. They will ask questions of the people
in the community to get an idea of the activities engaged in where these are not evident.
- After the field trip, students report on the different activities they observed, and compare
the activities with those in the community.
- Students, in groups, draw conclusions on the differences between the two communities.
Resources:
- Large scales maps of the two communities or three dimensional models.
- Worksheets for recording information on the and economic activities.
- Relevant information already collected on their community, written at grade level
Assessment:
- Group presentations on their and conclusions will be assessment by an oral presentation
rubic
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==============================
Grade: Grade K-2

Topic: Festivals
Sub-Topic: Carnival
Learning Outcome:
Explain the purpose and significance of local customs, traditions and cultural celebrations in
their Community.
Objectives:
- List some activities that occur during the carnival season
- Describe two of the activities listed
- Give reasons why carnival is an important festival in (Antigua)
Teaching Strategy: Dramatization, with class discussion
Activity:
- Set up a learning centre in your classroom. Ensure all resources are available such as
costumes, videos, general display of carnival items and music, information of the history
of carnival.
- Pupils observe costumes; look at pictures showing carnival scenes and a video about our
carnival celebrations.
- Teacher selects different groups of pupils to dress in carnival costumes and dramatize
different carnival events/activities.
- After each dramatization, teacher guides discussion about the importance of the activities
observed.
Questions to guide discussion, - all of which students know before hand

1. What do you think about carnival? How do you feel about it?
2. How did carnival originate? Who started it?
3. In what ways do you think carnival is important to us?
Resources:
- Various carnival costumes, videos of carnival shows (calypso monarch, carnival queen)
and street jump up.
- Pictures of carnival scene and various ornaments, accessories and Banner with the
carnival theme.
Assessment:
Group dramatizations will be assessed by other class members, and by your teacher, using a
teacher-made checklist.
==============================
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Grade: Grade 1
Topic: Our Community
Sub-Topic: Changes in our community
Learning Outcome:
Compare their community with another one located, and identify ways in which the way
of life has changed in their community over the years.
Objectives:
- List aspects of the way of life of people long ago
- Identify aspects of the way of life today
- Identify the ways in which the way of life has changed in their community.
Teaching strategy: Guided inquiry
Activity:
1. Students select and study pictures of people. Identify how people lived long ago and give
reasons
2. Students listen to a talk by an elderly person
3. After the presentation, students identify and discuss ways in which the way of life in their
community has changed.
Resources
- Picture of people long ago and today
- Resource person
Assessment:
- Students, working in groups, find answers to these questions. These marked by the
teacher.
- What can you say about the way people lived long ago?
- How is your way of life different today from that of people long ago?
- What do you think are some of the reasons for the changes?
==============================
Grade: Grade 2
Sub-Topic: Our neighbourhood
Learning Outcome:
Compare the community with another one located nearby;
Objectives:
- Pupils will be able to locate the position of their community using the map of Antigua
- Identify their communities
- Locate their community in relation to their neighbouring community using the cardinal
points.
Strategy: Map /Atlas exercise
Activities: Students, under the guidance of the teacher,

- Study a large map of Antigua
- Find and write the name of their Country
- Locate their community on the map
- Describe the location of their community in relation to other towns/cities
- Locate and identify their neighbouring communities
- Locate their community in relation to their neighbouring communities using the cardinal
points.
93
Resources:
- Desk-size maps of Antigua
- Large drawing of the cardinal points
- Compasses
- Large map of Antigua
Assessment
- In groups, students will, with the aid of an atlas,
- Mark and name their community on a desk-size map of the country
- Identify the neighbouring communities that are to the north, south, east and west of the
community
- Give the correct direction they would be traveling in if going from ……to ……
==============================
Grade: K-2
Sub-Topic Important places in our Community
Learning Outcome:
Give physical descriptions of places of importance in their community (home, school,
church, community centre, post office, etc) using size colour, shape, texture, materials
used.
Objectives:
- Identify important buildings in the community
- Describe the important building in the community using size, colour, shape and materials
used
- Identify and explain some of the activities that take place in these buildings.
Teaching strategy: Out-of-class activity
Activity:
Visit some important buildings in the community, noting names, size, colour, etc and activities
taking place.
Listen to talk by a resource person on the importance of the buildings, their age, history, etc
In groups, students will
- Name some important building in their community;
- List ways in which the building are different from one another;
- Name some activities that place in these building, e.g. post office, health centre, school;
- In chart form, classify the building by size, shape, colour, building materials, and major
activities.
Resources: Resource person, picture of buildings in the community, writing materials to take
notes during field trip
Assessment:
1. Groups will make a brief oral presentation of their work
2. Teacher will mark each groups’ work/presentation, using an appropriate checklist or
rubric
==============================
94
Class: Grade K-2
Topic: Family
Sub-Topic: Roles of family members
Learning Outcome:
Provide examples of cooperation within the family and in the community
Objectives:
After viewing different stimulus materials on roles in the family, pupils will be able to
- list the roles of different family members
- dramatize ways of people in a family co-operate with one another
- give reasons why it is important for family members to have different roles
Teaching strategy: Using stimulus materials, with questions
Activities:
- Students watch a video depicting roles of family members
- Teacher asks a series of questions: Who are the people in the video? What is the mother
doing? etc
- Students view a set of pictures of a family
Teacher poses a series of questions: What are the people doing? Are they working
together? How? What word can we use to indicate that they are working together?
- In group of four, students choose a scenario from a list and show how they would
cooperate with one another to solve the problem.
Examples of scenarios: Joe does not have lunch

Mary cannot get her assignment finished
Larry has lost his pet
Ben has lost his bus money
Resources: Video depicting family performing their respective roles

Pictures of family members
Assessment:
1. Students individually will complete the sentences using the most appropriate word to
indicate different roles of family members.
a. Mother ______________ the food
b. Brother______________ the lawn
c. I __________________my room.
2. Students, in a short paragraph (3-4 sentences), write one reason why family members
take different roles.
==============================
Topic: Festivals
Grade Level: Grades 3-4
Learning Outcome:
Explain the purpose and significance of some of the customs, traditions and cultural
celebrations in their county
Objectives:
After interviewing resource persons in the community, students will be able to:
- Name popular festivals in their community
- Outline the history behind the popular festivals in their community
- Show appreciation for the festivals as part of their cultural heritage
-
Concepts: Culture, customs, festivals, traditions, cultural heritage, community
95
Generalization: Local festivals and customs form part of the cultural heritage of a community,
and help to define its identity
Strategy: Out-of-Class activity: Interviewing persons in the community
Activity:
- Teacher stimulus interest through a video of festival obtained from a Government
Information Service or local television station.
- In groups, students, under the guidance of the teacher, prepare an interview schedule to
obtain information form resource persons in the community, on a particular festival, for
example Carnival. Questions may relate to name of festival, history, activities/customs,
dances and their meaning, rituals, foods, songs, etc. Questions may also focus on how
people feel about celebrating the different festivals
- Students, in groups will go to different households in the community to interview persons
about various aspects of the festivals.
- After the interview, students, in groups, will create a display/exhibition on aspects of the
festival to present to the rest of the class. The display should focus on the role of the
festivals in the cultural heritage of the community.
Resources:
- Magazines form the local Tourist Board/Bureau with information on the festivals
- Local newspapers with a write up on the festivals
- Video on festivals form Government Information Service
- Costumes
- Cultural foods/dishes
Assessment: The teacher-made Visual Presentation Rubric see below may be used to assess group
displays
Visual Presentation Rubric

Criteria:
1. Cultural Aspects = Foods, costumes, dances, songs.
2. Notes/information = Names, titles, history, activities
3. Creative expression = Dance, songs
4. Layout = Organization, presentation of exhibits
Criteria Exemplary =3 Good =2 Fair =1

Cultural aspects All aspects are At least two aspects At least one aspect is
appropriate to the are appropriate to the appropriate to the
festival under study festival under study festival under study
Notes/Information The information Most of the Only a small portion
presented is information is of the information is
adequate, correct presented is adequate, correct
adequate, correct
Creative expression: Presentation matches Some aspects of the The portrayal has
the festival being presentation matches little to do with the
portrayed the festival being festival
portrayed
Layout: Nearly put together, Neat, but with some Laid out in an
and attractive to audience unattractive manner
audience
==============================
96
Topic: Community Service Project
Grade level: 3-6
Learning Outcome: Social Skills/Social Responsibility
Objectives: Design and implement a service project to be done as a class in a neighbourhood or

school community
Concepts: service, community, reflection, participation, learning
Generalization: The experience of providing a service to the local community may be both
rewarding and an example of experimental learning
Teaching strategy:
Activity: In teams, let students make a list of different concerns in their communities. One student
from each team will share his or her list with the class. Write all ideas for each team on the board.
Go through the list and let students make suggestions for solutions to there concern. Discuss
which options are more realistic. For example, building a new recreation centre to keep children
off the street may not be a viable option, but organizing an after-school programme might be.
Vote to choose the top three options. Discuss all of the considerations for a project. For example,
are there community organizations in place dealing with the problem that could use help?
How many they involve their families?
How may the school help?
Does their project require any resource or money?
Give each group chart paper and have them web out their projects components?
What would have to happen?
Students as a class discuss options. Let students vote which of the three options would be best
project undertaken immediately.
Closing: Students will use their not books to reflect on how they feel about the chosen project.
This activity will give them a chance to record any immediate thoughts generated by discussion
activities.
Materials: Chart paper, markers

Assessment: Teacher observation to see that all students are participating in the group
brainstorming process
==============================
Grade: 3-6
Sub-Topic:
Learning Outcome:
Demonstrate sensitivity and tolerance towards people of other racial and ethnic groups
Objectives:
- Design and implement a service project to be done as a class in a familiar community
- Create and organize a service project
- Carry out the service project as a class
Activity: This lesson is more difficult to plan since the project will be students-driven. However,
the activities to help the students plan their projects include these steps.
 Research the project. www.peacecorps.gov/wws/studnets/service/ has an excellent
section on service learning that can help to generate ideas for planning the project.
 Students determine exactly what will be done to complete the project. They will need to
determine whether or not it can be done during school time, and how long it might take.
If it involves a local organization, students may call and arrange foe resource person to
97
come in and speak about the organization’s work. If it’s a beautification project, the
students will need to determine whose permission they need to complete their project.
 One the project ox planned, the students will begin the steps, whether that means
designing a mural and finding a location for it, or getting the necessary materials to do a
neighbourhood trash clean-up.
Materials: Will vary with the type of project
Assessment: Teacher may use the first two criteria (Effort, and Cooperation) on the assessment
rubic below
==============================
Grade: Grade 4-6

Learning Outcomes:
Demonstrate sensitivity and tolerance towards people of other racial and ethic groups
Objectives: Design and implement a service project to be done as a class in a familiar community
(neighbourhood or school)
Reflects on the effect of their project.
Teaching strategy:
Activity: The class will review the pictures taken during the project. They will work together to
place them in chronological order. Each student will pick one picture and create a book page for it.
The page must include a caption of what is happening in the picture and reflection of it. For
example, “Here we are deciding what colours of paint we will need. We couldn’t agree, so we had
to take a vote.” The students will decorate a page and prepare it for publication.
Materials: Paper, markers, glue decorating/note-book materials, photographs form project,

Laminator, spiral binding machine.
98
Assessment: Assessment will be based on the students’ effort and cooperation throughout the
project, and their written reflection. See rubric
4 3 2 1
Effort Students participated Students participated Students participated Students
in all activities, in most activities in at least half of the participated in
contributed to each throughout most of activities and fewer than half of
step of the process: the steps in the contributed to at least the activities and
brainstorming, process two steps of the contributed to at
organizating, process least one step of
implementing the process
Cooperation Students worked with Students worked with Students worked with Students worked
teammates effectively. class and teammates class and teammates with class and
He/she had no effectively. He/she with some difficulty. teammates
behaviour problems had no more than 3 Had no more than 5 ineffectively , had
with peers, and was behaviour problems behaviour problems more than 5
encouraging to and was not and was not behaviour
classmates discouraging to discouraging to problems, and was
classmates classmates discouraging to
classmates
Notebook Caption and reflection Caption id Caption is accurate. Caption is present.
page are appropriate and appropriate and Reflection is present. Page has some
accurate, with correct accurate, with no No more than 5 decoration
conventions. Page is more than 2 conventional
aesthetically pleasing conventional mistakes. Page is
mistakes. Page is decorated
aesthetically pleasing
Reflection Students has used at Students have used at Student has Students has
least 5 -6 traits* least 4-6 traits completed reflection, completed
writing strategies, and strategies, and has using 3 -6 traits reflection, using at
had detailed at least detailed at least one strategies and has least 1-6 traits
two ways that the way that the project mentioned how the strategy. Students
project benefited the benefits the project benefits the has mentioned
community. Student community. Students community and if he/she learned
has also addressed has also addressed he/she learned anything
what he/she learned what je/she learned anything
from he project about from the project.
working together and
doing things for others
==============================
99
Grade: Grade 3-4
Topic: Workers and Occupation
Learning Outcomes:
Identify the workers who produce goods and provide services in their country, and make
a reasoned assessment of the value of their and their contribution to the society
Objectives:
- Name workers who produce goods and services in their country
- Compare different types of workers
- Classify workers who provide goods and those provide services
- Make an assessment of the value of these jobs and workers’ contribution to the country.
Teaching Strategy: Listing - Grouping
Activities:
 Students study pictures of different types of workers, and list the different types of
workers
 Drawing on their prior knowledge, students group the workers according to the type of
work they perform
 Students then state/indicate whether each type of worker is providing a good or a service
 Students are asked to provide/suggest a label or name for each group of workers
 Class discusses the various labels and their meaning
Resources: Pictures of different types of workers and of the goods and services they provide
Assessment: An in-class written assignment or students

1. Explain the difference between providing a good and providing a service
2. choose one type of worker and explain how this worker is important to the country
==============================
Class: Grade 3
Topic: The Caribbean
Learning Outcome:
Use directions and distances to locate their country in relation to neighbouring water
bodies and landmasses, identify their country on a map of the Caribbean
Objectives:
- Identify five countries/islands on large map of the Caribbean
- Give the location of their country in relation to four neighbouring water bodies and
Caribbean countries
- Give the relative location of other Caribbean countries as being North (N) or South (S) of
other Caribbean countries
Teaching strategy: Map Work
Activity:
 Class forms into four or five groups
 Each group receives a list of names of Caribbean countries and bodies of water on
separate pieces of paper.
 Class is given about 5 minutes to locate these countries in their atlas and/or on a large
map of the Caribbean
 Teacher plays a game
100
 Teacher calls out a name of a country of body of water, and groups are to locate it in their
atlas. Points are awarded to the first group to find and locate it, using terms such as near
to, north of, left of, below, etc
 Group answering is also given a chance for further points, to give the location of the
country or body of water in relation to their country and two other country.
 Game continues for 10-15 minutes
 [or teacher could give out riddles: e.g. “I am a body of water located west of Dominica.
What am I?/ Name me].
Resources:
- Large wall map of the Caribbean, and blank online maps
- Caribbean atlas
Assessment:
1. On a blank outline map of the Caribbean, Students colour the bodies of water in blue
2. students neatly name the islands/countries on the outline maps
==============================
Class: Grade 3-4

Topic: Community Brochures
Learning Outcome:
Name and locate the major settlements on a map of their country. Describe their
physical surroundings and indicate what human-made changes have been made to the
local environment
Objectives: The students will

- Define a community
- Discuss different aspects of their community (family, neighbourhood etc)
- Create a brochures for their chosen community
Teaching strategy: Cooperative learning/grouping
Activities:
 Teacher discusses with the class what they think a community is
 Class talks about the communities of which the children are a part. These could be
school, family, city, neighbourhood etc
 Students examine posters, pictures and brochures of examples of communities
 In their groups, students
Resources:
 Posters or pictures of examples of communities (family pictures, school pictures, posters
of cities etc)
 Brochures for the community features (could be brochures about some special, unique
feature or historical details)
 Construction paper, crayons, makers, glue, pair of scissors, pencils, sample brochures
Assessment:
- The brochures are assessed by using a presentation rubic
==============================
101
Class: Grade 3-4
Topic: Prejudice and values
Learning Outcomes:
Demonstrate sensitivity and tolerance towards people of other racial and ethnic groups in
their country, and justify the need for need for each person to defend the human rights of
others
Objectives: Students will be able to

- recognize the relationship between prejudice and actions towards others;
- identify how beliefs shape our attitude and actions
- describe their own feelings, beliefs and values with respects to others and groups;
- explain their role in helping to civil right and democratic institutions in their country.
Teaching strategy: Dealing with controversial or sensitive issues
Activities:
 Students would have given a prior assignment to define the following terms
Prejudice Stereotyping
Discrimination Propaganda
Dehumanizing Genocide
 Students complete a short ‘who am I? chart
 Working individually their groups, students complete the students response statements
 Some of the students responses to handout 2 are listed on the blackboard, and are
discussed using questions such as: (i) Is there a pattern that illustrates? (ii) Where do
these feeling and briefs originate? (iii) Should we believe everything we hear, read or see
on TV? (iv) Why is it wrong to label all members of a group in the same way?
 Give each student a blank sheet of Paper, and indicate that babies are like this with
respect to prejudice: no negative feeling towards any person or group. Ask: ‘How then do
they acquire prejudice?
 In their groups and using the newspaper/magazine articles, students list on one side of the
blank sheet) and discuss things that a child or group may her, see or experience that
would cause feeling of prejudice against another person or group. Ask students to
examine the word “propaganda’
Resources:
- Who am I? charts
- Students Response Statements (see below)
- Newspaper or magazine articles dealing with prejudice
Assessment:
Students complete a second ‘Who am I? – Handout 3; and engage in a general classroom
discussion of the various responses. No formal assessment is done.
Handout 1. “ Who Am I? – Chart #1

 How do you see yourself
 Do you conform to the rules, or are you a rebel
 Are you tolerant of others?
 Do you have any prejudices?
 Do you feel individual citizens have any responsibility to protect our institutions and way
of life?
102
Students Response Statement
Complete these statements in terms of how you feel about these groups
1. All Teachers
…………………………………………………………………………..
2. All female athletes

…………………………………………………………………………..
3. All people with HIV or AIDS

…………………………………………………………………………..
4. All fat people

………………………………………………………………………….
5. All people who use drugs

…………………………………………………………………………..
6. All boys who play games during lunch time

…………………………………………………………………………..
7. All students who bring to school their own lunch

………………………………………………………………………….
Who am I ?– Chart #2
 Do you have any prejudices
 What are the results and stereotyping?
 Are there examples or instances of prejudice or discrimination in your community?
 What can we do about it?
 What can you as a citizen do to reduce the problem caused by prejudices?
==============================
103
Holidays and Other Special Events in Antigua and Barbuda
Jan
New Year’s Day
Dr. Martin Luther King Jr Day
Beginning of second term Jul
Summer vacation
Carnival
Feb
Black History Month Aug
Education Week Summer vacation
Valentine’s Day Carnival
Mar
Int’l Women’s Day Sep
Commonwealth Day School year begins
Spring begins Int’l Literacy Day
Ash Wednesday
Easter?
Cricket Oct
Int’l Day for the Elderly
Apr Int’l Teacher’s Day
World Health Day World Food Day
Good Friday United Nation’s Day
Easter Sunday Columbus Day
Easter Monday Independence celebrations begin
Cricket
Antigua Sailing Week begins
Nov
May Independence Anniversary
Antigua Sailing Week cont Child Month (ECTC)
Ascension Day Int’l Day for Tolerance
Labour Day
Mother’s day
Whit Sunday Dec
Whit Monday World AIDS Day
Int’l Day for the Family Int’l Day for Disabled Persons
Human Rights Day
Jun National Heroes Day
World Environment Day Christmas Day
Father’s day Boxing Day
Summer begins
104
Acknowledgements
Special thanks to Principals and Teachers who participated in different stages in the curriculum writing process.
Without your support and expertise this would have been a more difficult task.
Special mention must be made of the following individuals who planned, worked on the ‘first drafts’ and / or
participated in reviewing the Social Studies Curriculum:
Teachers who participated in one or more Curriculum Writing & Review Workshops
Bernadine Gloade Josette Watkins Michelle Ross

Grace Ellis Junie Joseph Brenda Cochrane
Beatrice Browne Tasheba Frederick Gweneth Myke
Denise Mills Whyva Edwards Denise Peters
Lois Drew Arlene Peters Troy Allen
Carolyn Whyte Cheryl Gregg Temika Christian
Verlyn Hector Andrea Peters Sandra Felix
Daphne George Brenda Jarvis Lisa Roberts
Brenda Cochrane Andrea Walter Melinda King
Lois King Denise Francis Chennel Dowdye
Athenia Cannoville Suzette Smith Marjorie Warner
Roberta Henry Joy Ann Harrigan M. Robinson
Sandra Duncan Latoya Goodwin Leroy Harris
Rita Lovell Browne Jacintha Browne Rose-Clare Charles
Vivica Shradrach Eunice Drigo-Wilson Janice Nicholas
Athenia Cannoville Theoline Croft Cathy Quinland
Angelyn Otto Merle Joseph Sandy Lewis
Percilla Joseph Joanne Jarvis Louann Nathaniel
Claudina Charles Fletcher Tonge Nathalie Samuel
Patrice Forde Patricia Murrain Wendy Thomas
Chaka Grant Esther Anthony Aminga Martin
Cynthia Crump Joseph Prosper Manitza Weste
At other times, many teachers from all grades did make input at different workshops/seminars, or made
suggestions to enhance modification. Thanks also to principals, teachers and students at the schools where the
implementation pilot study was conducted. To the Education Officers who conducted the observations, thanks
for your support.
Thank You All
Philip Lloyd
August, 2018
105

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SOCIAL STUDIES Final Sep 3, 2018

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Primary Social Studies Curriculum

GOALS OF SOCIAL STUDIES:

DEFINITION AND PURPOSE:

Some educators are of the view:

Government The study of political institutions, laws

Economics The study of production: distribution

Geography The study of the earth-landscape,

Current Events The study of daily events-locally,

Behavioural Science The study of Social participation

Environmental Science The study of man’s interaction with his

The Ten Themes

KNOWING ABOUT SELF WHAT ABOUT MY

ABOUT ME: SELF, FAMILY, NEIGHBOURHOOD

PEOPLE, PLACES AND THINGS AT LEADERS

MY LOCAL COMMUNITY OUR INDEPENDENT ISLAND

LIVING AND WORKING IN OUR CULTURAL HERITAGE

II COMMUNICATING FACTS NATURAL RESOURCES INDUSTRY /

II PARISHES IN CITIZENSHIP: YOUR

WORK AND ECONOMIC

1. Sub Title : Characteristics of

CROSS-CURRICULUR ABOUT ME PHYSICAL SCIENCE: NUMBERS

Compromising x. Puppet show depicting similarities and differences in physical appearance

Sub Title: Being a part

CROSS CURRICULAR ABOUT ME / FAMILY LIFE SCIENCE: NUMBER

Key Concepts Suggested Activities

Sub Title: My country

Key Concepts Suggested Activities

Sub Title: Health and Safety

CROSS CURRICULAR LINKS HEALTH & LIFE SCIENCE: THE MEASUREMENT

Sub Title: The Learning

CROSS CURRICULAR LOCATION AND PHYSICAL SCIENCE: GEOMETRY:

3. Make weather charts, using,

Key Concepts Suggested Activities

Learning Outcomes Specific Objectives

Key Concepts Suggested Activities

Sub Title: Getting From Here to There

1. How do we get around in our 1. Recognize different uses of transportation

CROSS CURRICULAR COMMUNICATION PHYSICAL NUMBER AND

Sub Title Communication

CROSS CURRICULAR COMMUNICATION PHYSICAL SCIENCE: NUMBER AND

Key Concepts Suggested Activities

Learning Outcomes Specific Objectives

Key Concepts Suggested Activities

Learning Outcomes Specific Objectives

Learning Outcomes Specific Objectives

Identify ways in which 8. Differentiate between goods and services

Key Concepts Suggested Activities

Learning Outcomes Specific Objectives

Key Concepts Suggested Activities

Teacher Teacher Teacher

Learning Outcomes Specific Objectives

Identify groups in the community that

Key Concepts Suggested Activities

Responsibility viii. In groups, categorize the different types of transportation from

Learning Outcomes Specific Objectives

Key Concepts Suggested Activities

Learning Outcomes Specific Objectives

Key Concepts Suggested Activities

LEARNING OUTCOMES SPECIFIC OBJECTIVES

Learning Outcomes Specific Objectives:

Learning Outcomes Specific Objectives

Learning Outcomes Specific Objectives

Key concepts Suggested Activities