Antigua and Barbuda

2009 - SOCIAL STUDIES EDUCATION FOR DEMOCRATIC CITIZENSHIP: K & 1
RATIONALE
The last attempt at Social Studies Curriculum review and renewal in Antigua & Barbuda
was in the late 1980’s. In many cases, since the late 90s, the teaching of Social Studies has, most
often, been delivered in an ad hoc manner.
To achieve the goals of citizenship the developers of the program suggest student-
centered learning activities that are meaningful, integrative, value based and active. It also
promotes traditional paper and pencil as well as authentic (performance) assessments. The
underlying reasons for preparing a Social Studies curriculum which should promote Education for
Democratic Citizenship are outlined below.
First, in Antigua and Barbuda we live in a Democratic state, independent from Britain
since 1981. Education for Democratic Citizenship (EDC) would mean that the main outcome of
schooling should be citizens with civic consciousness; not only equipped with knowledge but
having the ability to demonstrate skills appropriate to such a citizen, who also exhibit democratic
values. Second, there appears to be a democratic deficit. A high percentage of individuals do not
vote or even show much interest in politics. EDC should help to improve individuals’ levels of
understanding of their lives and how they interact within society. Third, there was an upsurge of
crime and violence in 2004. Of particular interest are the negative activities among the youth
(which might be compounded by low value of self). These include school violence, drug related
violence, increases in cases of HIV/AIDS, home invasions coupled with robbery and rape,
murders and other gun related crimes. Fourth, surge in immigration of Caribbean neighbours and
an influx of other immigrants, from as far as China. This has opened up the avenue for the focus
on themes such as civic ideals and practices, identity, traditions, multiculturalism, cultural
diversity and tolerance. All citizens need to tolerate peoples coming from other places, and also
tolerate their differences.
Herbert and Sears (n.d) outlined three different approaches to fitting citizenship education
into the curriculum. In one of the traditions citizenship education is believed to be situated in the
Social Studies. The Antigua and Barbuda curriculum is proposed in this discussion as the
foundation for Citizenship Education to be developed through: Knowledge of social issues and
concerns; Skill development; Examination of values and attitudes; and Social Participation. The
suggested pedagogies are expected to promote the participatory, critical thinking, reflective
(democratic) citizens.
The focus has moved beyond civics. In this era, the social studies curriculum with the
main aim of Education for Democratic Citizenship (EDC) should prepare students and others in
the community to be productive, responsible, tolerant individuals who are critical decision makers;
positively affecting interaction among groups.
Experiential learning theory integrated with the behaviorist and constructivist approaches
to teaching, learning, and assessment, is the basis of this social studies curriculum. I wish all users
of this curriculum, whether supervising, teaching, learning or seeking information, will receive a
rich and lasting experience.
Cynthia Crump
Assistant Director of Education – Curriculum
January, 2009
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Antigua & Barbuda Curriculum Department
PURPOSE OF THE CURRICULUM [GUIDE]

This curriculum [guide] provides an enabling tool for enhancing teacher expertise in the social
studies classroom. It offers a range of ideas and suggestions to help teachers organize participatory
learning experiences designed to prepare students for lifelong learning. The links between
classroom practices and assessment have been illustrated to help teachers reflect on the dynamic
relationship among teaching, learning and students outcomes.
Social studies classrooms place major emphasis on student-centered learning through the
acquisition and development of specific cognitive skills and competencies. The focus is on
learning through activities, practice and participation. It is the development of these skills and
competencies, and their application to social issues and concerns that remain the true focus of
social studies. These skills are expected to produce the ultimate outcomes of social studies:
students, as citizens, acquiring and demonstrating social understanding and civic efficacy.
Brophy & Alleman present a very compelling case for the use of activities, particularly ‘out-of-
class’ activities, in the teaching and learning of social studies. They argue that the social concerns
and issues of social studies exist in the community outside the classroom and students can best
study and investigate these social issues and concerns in their real-life setting.
Both content and materials used in the social studies classrooms should, therefore, be relevant and
meaningful to students. Classroom activities should be such that students see the connection
between what is done in school and what they encounter outside of the school, in their everyday
real-life situations.
Students should be able to think critically and develop the competencies to analyze and evaluate
situations, generate solutions to problems, and make informed decisions. Not only should the
social studies classroom be an active place, but also, learning activities should not be confined to
the classroom. The issues and concerns to be studied exist in the community and are best studied
in that setting. Further, the skills to be developed are best acquired through practice in real-life
situations.
Instruction should be student-centered, with the teacher functioning as a guide and facilitator of
learning instead of merely as a source of knowledge. Students should be actively involved in their
own learning. This active involvement should engage the students in the selection and planning of
some learning activities. The teacher should also perceive every student as an individual, with
varied needs, interests and problems, and should provide opportunities for student to be involved
in activities which encourage them to make use of all their senses as much possible.
As we journey further into the twenty-first century, learning experiences should be organized
“through the eyes of the child” to investigate, question and evaluate the past and present in
response to a fast changing world. These skills will contribute to students playing a meaningful
role in shaping their future.
It is hoped that this guide will stimulate the teacher to use creative approaches that enable all
students to achieve their full potential. The curriculum [guide] offers ideas and suggestions on:
 The goals of social studies;
 The expected outcomes of social studies learning;
 Integrating the expected outcomes into social studies units and lessons;
 Instructional approaches and practices;
 Using a variety of resources in social studies lessons;
 Using a variety of assessment methods and tools for evaluating learning in social studies;
 Making social studies active, meaningful, integrated, challenging, and exciting.
Adapted From
OECS Education Reform Unit (OERU)
Primary Social Studies
2
Grades K-6
GOALS OF SOCIAL STUDIES:
Educators have agreed on the significance of the Social Studies programme to the overall
development of children. This is borne out in the focus of Social Studies with its emphasis on
citizenship education. Social Studies educators generally agree that there are five major goals of
Social Studies which teachers need to focus on.
The development of the social studies is predicated on Citizenship Education as the overarching
goal of Social Studies. This may be developed through:
 Knowledge of social issues and concerns

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

“Social Studies fosters the intellectual, social and personal development of
students in order to develop competence in participation in decision making
and other human activities”.
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Students, therefore, must be provided with meaningful experiences – knowledge, skills, and values
– to facilitate the promotion of “increased personal and social awareness” and the development of
“Commitment to, and skill in, social participation and social action”.
Key Terms:
Education Providing active opportunities – teaching, learning and assessment in order
for students to develop and demonstrate understanding of specific knowledge,
skills, values and attitudes and dispositions (OEA) and learning about their
rights and responsibilities in a democratic society (Levinson & Berumen,
2007, p. 7)
Citizenship “Being a citizen is… closely bound up with the multiple roles that individuals
have in society - as producers or consumers of goods and services, as
contributors to economic and cultural development - as well as with various
facets of each individual's personal, social and working life…” (Education for
Citizenship, p. 8). Therefore citizenship has components of moral and social
responsibility, community involvement and public literacy (Kerr, n.d).
Democracy “Active and free participation of all citizens to an open, dynamic and
gregarious life. The objective of democracy is not only to defend rights but
also to foster growth of individuals and that of intermediate communities”
(Galli, 2008).
Suggested Disciplines/ Strands/ Themes:

The following disciplines/subject areas can be integrated where fitting to achieve the goals of
developing skills to become effective citizens.
History 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
Behavioural human
Science
The study of Social participation actions within society:
Environmental - Sociology Anthropology
Science
The study of man’s interaction with his environment
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Since 2000, OERU has embarked on harmonization initiative in Social Studies through several
workshops with curriculum specialist teachers in the OECS member states. A set of ten (10)
thematic concepts has been selected (supported by NCSS). These concepts are common across
grades, each with its own set of expected learning outcomes for each grade level. The thematic
concepts are:
1.0 Culture and Heritage

2.0 Time, Continuity and Change
3.0 People , Places and Environments
4.0 Individual development and identify
5.0 Individuals, Groups and Institutions
6.0 Power, Authority and Governance
7.0 Production, Distribution and Consumption
8.0 Science, Technology and Society
9.0 Global Connections
10.0 Civic Ideals and Practices
Ten Themes--Updated Draft Retrieved from

http://communities.socialstudies.org/?q=node/269
1.0 CULTURE AND HERITAGE: Social studies curriculum should include experiences that
provide for the study of culture and cultural diversity
Human beings create, learn, and adapt to culture. Culture helps people to understand themselves as
both individuals and members of various groups. Human cultures exhibit both similarities and
differences. All, for example, have systems of belief, knowledge, values, and traditions. Each is
also unique. In a multicultural democratic society, students need to understand multiple
perspectives that derive from different cultural vantage points. This understanding allows them to
relate to people in this and other nations.
Cultures are dynamic and change over time. The study of culture prepares students to ask and
answer questions such as: What is culture and what roles does it play in human and societal
development? What are the common characteristics of different cultures? How is unity
developed within and among cultures? What is the role of diversity within society? How is
diversity maintained within a culture? How do belief systems, such as religion or political
ideals, influence other parts of a culture? How does culture change to accommodate different
ideas and beliefs?
Through experience and observation, students will identify cultural similarities and differences.
They will acquire background knowledge through multiple modes of research and recognize the
complexity of cultural systems.
In schools, this theme typically appears in units and courses dealing with geography, history, and
anthropology, as well as multicultural topics across the curriculum. Young learners explore
concepts of likenesses and differences through school subjects such as language arts, mathematics,
science, music, and art. Socially, they begin to interact with other students, some of whom are like
the student and some are different. In the middle grades, students begin to explore and ask
questions about the nature of culture and specific aspects of culture, such as language and beliefs,
and the influence of those aspects on human behavior. As students progress through high school,
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they can understand and use complex cultural concepts such as adaptation, assimilation,
acculturation, diffusion, and dissonance drawn from anthropology, sociology, and other
disciplines to explain how culture and cultural systems function.
2.0 TIME, CONTINUITY AND CHANGE: Social studies programs should include experiences
that provide for the study of the ways human beings view themselves in and over time.
Human beings seek to understand their historical roots and to locate themselves in time. Such
understanding involves seeking knowledge of the past and how people, societies, and cultures
change and develop. Studying changes over time helps us to understand the present and make
informed decisions about the future. The development of historical perspectives leads to skills in
inquiry, analysis and problem-solving. Historical understanding allows for an appreciation of the
world’s diverse cultures and institutions, as well as our common problems.
Knowing how to read, reconstruct, and interpret the past allows one to develop a historical
understanding and to answer questions such as: What happened in the past and how has that
effected who we are today? How has the world changed and how might it change in the future?
How do we know what happened in the past? What is historical inquiry and why should citizens
and learners engage in this inquiry? How can the perspective we have about our own life
experiences be viewed as part of the larger human story across time? How do personal stories
over time reflect varying points of view and inform contemporary ideas and actions?
Students draw upon historical knowledge during the examination of issues including multiple
perspectives from various aspects of history. Through the interpretation of evidence from the past,
students reach conclusions about its impact on the present and future.
Learners in early grades gain experience with sequencing to establish a sense of order and time.
The use of stories helps children learn historical concepts among ethical and moral boundaries. In
addition, in society children will begin to recognize that individuals may hold different views
about events in the past and to understand the linkages between human decisions and
consequences. Thus, the foundation is laid for the development of historical knowledge, skills, and
values. In the middle grades, students, through a more formal study of history, continue to expand
their understanding of the past and of historical concepts and inquiry. They begin to understand
and appreciate differences in historical perspectives, recognizing that interpretations are
influenced by individual experiences, societal values, and cultural traditions. High school students
engage in more sophisticated analysis and reconstruction of the past, examining its relationship to
the present and extrapolating into the future. Students also learn to draw on their knowledge of
history to make informed choices and decisions in the present.
3.0 PEOPLE, PLACES, AND ENVIRONMENT: Social studies curriculum should include
experiences that provide for the study of people, places, and environments.
Technological advances connect students at all levels to the world beyond their personal locations.
Geography helps students understand the world they live in and gives them insight into where
things are located, why they are there, and why students should care. The study of people, places,
and human-environment interactions assists learners as they develop their spatial views and
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geographic perspectives of the world. This area of study helps learners make informed and critical
decisions about the relationships between human beings and their environment.
Today's social, cultural, economic, and civic demands on individuals mean that students will need
the knowledge, skills, and understanding to ask and answer questions such as: Why is location
important? What physical and human characteristics lead to the creation of regions? Why do
people move and decide to live where they do? What are the implications of natural and human
interaction on the environment? How do maps, globes and other geographic tools contribute to
understanding of people, places and environments?
Student experiences will encourage increasingly abstract thought as they use data and apply skills
in analyzing human behavior in relation to its physical and cultural environment. Geographic
concepts become central to learners' comprehension of global connections as they expand their
knowledge of diverse peoples and places, both historical and contemporary. The importance of
core geographic concepts to public policy is recognized and should be explored as students
address issues of domestic and international significance.
In schools, this theme typically appears in units and courses dealing with regional studies and
geography. In the early grades, young learners draw upon immediate personal experiences in their
neighborhoods, towns and cities, and states as well as peoples and places distant and unfamiliar to
explore geographic concepts and skills. They also express interest in and have concern for the use
and abuse of the physical environment. During the middle school years, students relate their
personal and academic experiences to happenings in other environmental contexts as they explore
peoples, places and environments in this country and in different regions of the world. Students in
high school are able to apply understanding of geographic tools and systems across a broad range
of themes and fields, including the fine arts, sciences, and humanities.
4.0 INDIVIDUAL DEVELOPMENT AND IDENTITY: Social studies curriculum should

include experiences that provide for the study of individual development and identity.
Personal identity is shaped by one's culture, by groups, and by institutional influences. Given the
nature of individual development in one’s own cultural context, students need to be aware of the
processes of learning, growth and development at every level of their own school experiences.
Examination of various forms of human behavior enhances understanding of the relationships
among social norms and emerging personal identities, the social processes that influence identity
formation, and the ethical principles underlying individual action.
Questions around identity and development are central to the understanding of who we are. Such
questions include: How do individuals grow and change physically, emotionally and
intellectually? Why do individuals behave as they do? What influences how people learn,
perceive, and grow? How do people meet their basic needs in a variety of contexts? How do
individuals develop over time?
Students will be able to describe factors important to the development of personal identity.
Students will be able to explore the influence of peoples, places, and events on personal
development. Students will hone personal skills such as demonstrating self-direction when
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working towards and accomplishing personal goals and tolerating other’s beliefs, feelings, and
convictions
In the early grades, young learners develop their personal identities in the context of families,
peers, schools, and communities. Central to this development are the exploration, identification,
and analysis of how individuals and groups relate to others. In the middle grades, issues of
personal identity are refocused as the individual begins to explain self in relation to others,
collaborate with peers and with others, and study society and different cultures. At the high school
level, students need to encounter multiple opportunities to examine contemporary patterns of
human behavior, using methods from the behavioral sciences to apply core concepts drawn from
psychology, social psychology, sociology, and anthropology as they apply to individuals,
societies, and cultures.
5.0 INDIVIDUALS, GROUPS AND INSTITUTIONS: Social studies programs should include
experiences that provide for the study of interactions among individuals, groups, and institutions.
Institutions are the formal and informal political, economic, and social organizations that help us
carry out, organize, and manage our daily affairs. They also help mediate conflicts. Institutions
such as schools, churches, families, government agencies, and the courts all play an integral role in
our lives. These and other institutions exert enormous influence over us, yet institutions are no
more than organizational embodiments to further the core social values of those who comprise
them.
It is important that students know how institutions are formed, what controls and influences them,
how they control and influence individuals and culture, and how institutions can be maintained or
changed. The study of individuals, groups, and institutions, drawing upon sociology,
anthropology, and other disciplines, prepares students to ask and answer questions such as: What
is the role of institutions in this and other societies? How am I influenced by institutions? How
do institutions change? What is my role in institutional change?
Students identify those institutions that they encounter. They will analyze how these institutions
operate and find ways that will help them participate more effectively with these institutions.
Finally students will examine the foundations of the institutions that they face, and determine how
they can contribute to the shared goals and desires of society.
In schools, this theme typically appears in units and courses dealing with sociology, anthropology,
psychology, political science, and history. Young children should be given opportunities to
examine various institutions that affect their lives and influence their thinking. They should be
assisted in recognizing the tensions that occur when the goals, values, and principles of two or
more institutions or groups conflict—for example, when the school board prohibits candy
machines in schools vs. a class project to install a candy machine to help raise money for the local
hospital. They should also have opportunities to explore ways in which institutions such as
churches or health care networks are created to respond to changing individual and group needs.
Middle school learners will benefit from varied experiences through which they examine the ways
in which institutions change over time, promote social conformity, and influence culture. They
should be encouraged to use this understanding to suggest ways to work through institutional
change for the common good. High school students must understand the paradigms and traditions
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that undergird social and political institutions. They should be provided opportunities to examine,
use, and add to the body of knowledge related to the behavioral sciences and social theory as it
relates to the ways people and groups organize themselves around common needs, beliefs, and
interests.
6.0 POWER, AUTHORITY AND GOVERNANCE: Social studies programs should include
experiences that provide for the study of how people create, interact with, and change structures
of power, authority, and governance.
Understanding the foundations of political thought, the historical development various structures
of power, authority, and governance and their evolving functions in contemporary U.S. society, as
well as in other parts of the world, is essential for developing civic competence.
By examining the purposes and characteristics of various governance systems, learners develop an
understanding of how groups and nations attempt to resolve conflicts and seek to establish order
and security.
In exploring this theme, students confront questions such as: What are the purposes and
functions of government? Under what circumstances is the exercise of political power
legitimate? What is the proper scope and limits of authority? How are individual rights
protected within the context of majority rule? What conflicts exist among fundamental
principles and values of constitutional democracy? What are the rights and responsibilities of
citizens in a constitutional democracy?
Through study of the dynamic relationships between individual rights and responsibilities, the
needs of social groups, and concepts of a just society, learners become more effective problem-
solvers and decision-makers when addressing the persistent issues and social problems
encountered in public life. By applying concepts and methods of political science and law,
students learn how people in groups function for societal change, instead of personal gain.
In schools, this theme typically appears in units and courses dealing with government, politics,
political science, civics, history, law, and other social sciences. Learners in the early grades
explore their natural and developing sense of fairness and order as they experience relationships
with others. They develop an increasingly comprehensive awareness of rights and responsibilities
in specific contexts. During the middle school years, these rights and responsibilities are applied in
more complex contexts with emphasis on new applications. They study the various systems that
have been developed over the centuries to allocate and employ power and authority in the
governing process. High school students develop their abilities in the use of abstract principles. At
every level, learners should have opportunities to apply their knowledge and skills to and
participate in the workings of the various levels of power, authority, and governance.
7.0 PRODUCTION, DISTRIBUTION AND CONCUMPTION: Social studies programs

should include experiences that provide for the study of how people organize for the production,
distribution, and consumption of goods and services.
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People have wants that often exceed the limited resources available to them. Unequal distribution
of resources necessitates systems of exchange, including trade, to improve the well-being of the
economy, while the role of government in economic policymaking varies over time and from
place to place. Increasingly these decisions are global in scope and require systematic study of an
interdependent world economy and the role of technology in economic decision-making. As a
result, a variety of ways have been invented to decide upon some fundamental questions: What is
to be produced? How is production to be organized? How are goods and services to be
distributed?
In exploring this theme, students confront such questions as: What is the most effective allocation
of the factors of production (land, labor, capital, and management)? What are the best ways to
deal with market failures? How does interdependence brought on by globalization impact local
social systems?
Students will gather and analyze data, as well as use critical thinking skills to determine how best
to deal with scarcity of resources. The economic way of thinking will also be an important tool for
students as they analyze complex aspects of the economy.
In schools, this theme typically appears in units and courses dealing with concepts, principles, and
issues drawn from the discipline of economics. Young learners begin by prioritizing their
economic wants. They explore economic decision-making as they compare their own economic
experiences with those of others and consider the wider consequences of those decisions on
groups, communities, the nation, and beyond. In the middle grades, learners expand their
knowledge of economic concepts and principles, and use economic reasoning processes in
addressing issues related to the four fundamental economic questions. High school students
develop economic perspectives and deeper understanding of key economic concepts and processes
through systematic study of a range of economic and sociopolitical systems, with particular
emphasis on the examination of domestic and global economic policy options related to matters
such as health care, resource use, unemployment, and trade.
8.0 SCIENCE TECHNOLOGY AND SOCIETY: Social studies programs should include
experiences that provide for the study of relationships among science, technology, and society.
Science, and its application, technology, affect cultural change and people’s interaction with their
world. Technological advances allow people around the world to be connected instantaneously
beyond their immediate locations. Modern life as we know it would be impossible without
technology and the science that supports it.
But both raise many questions about how we perceive our culture and the role science and
technology play in our lives. Is new technology always better than that which it will replace? What
can we learn from the past about how new technologies result in broader social change, some of
which is unanticipated? How can we cope with the ever-increasing pace of change, perhaps even
with the feeling that technology has gotten out of control? How can we manage technology so that
the greatest number of people benefits? How can we preserve our fundamental values and beliefs
in a world that is rapidly becoming one technology-linked village? How does science and
technology affect our sense of self and morality? How are disparate cultures, geographically
separated, impacted by events, e.g., the spread of AIDS?
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This theme appears in units or courses dealing with history, geography, economics, and civics and
government. It draws upon several scholarly fields from the natural and physical sciences, social
sciences, and the humanities for specific examples of issues and the knowledge base for
considering responses to the societal issues related to science and technology.
Young children can learn how technologies influence beliefs and how their daily lives are
intertwined with a host of technologies. They can study how basic technologies such as ships,
automobiles, and airplanes have evolved and how we have employed technology such as air
conditioning, dams, and irrigation to modify our physical environment and contribute to changes
in global health and economics. From history (their own and others’), they can construct examples
of how technologies such as the wheel, the stirrup, and an understanding of DNA altered the
course of history. By the middle grades, students can begin to explore the complex relationships
among technology, human values, and behavior. They will find that science and technology bring
changes that surprise us and even challenge our beliefs, as in the case of discoveries and their
applications related to our universe, the genetic basis of life, atomic physics, and others. As they
move from the middle grades to high school, students will need to think analytically about how we
can manage technology so that we control it rather than the other way around. Students must
confront such issues, the protection of privacy in the age of the Internet, electronic surveillance,
and the opportunities and challenges of genetic engineering, test-tube life, and medical technology
with all their implications for longevity and quality of life and religious implications.
9.0 GLOBAL CONNECTIONS: Social studies curriculum should include experiences that
provide for the study of global connections and interdependence.
Globalization has intensified and accelerated the changes faced at the local, national and
international level. The effects are evident in the rapidly changing social, economic, and political
institutions and systems. Technology has removed or lowered many barriers bringing far-flung
cultures together. The connections we have to the rest of the world provide opportunities for
creativity and empowerment, yet they also create power vacuums that bring about uncertainty. The
realities of global interdependence require understanding the increasingly important and diverse
global connections among world societies.
In exploring this theme, students confront questions such as: What is “globalization” and what
are its consequences? What are the benefits from and problems associated with global
interdependence? How should people and societies balance global connectedness with the need
for local roots? What is needed for life to thrive on an ever changing, shrinking planet?
Analysis of tensions between national interests and global priorities contributes to the
development of possible solutions to persistent and emerging global issues. Interpreting patterns
and relationships within and among world cultures, helps learners examine policy alternatives that
have both national and global implications.
This theme typically appears in units or courses dealing with geography, culture, and economics,
but again can draw upon the natural and physical sciences and the humanities, including literature,
the arts, and language. Through exposure to various media and first-hand experiences, young
learners become aware of and are affected by events on a global scale. Within this context,
students in early grades examine and explore global connections and basic issues and concerns,
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suggesting and initiating responsive action plans. In the middle years, learners can initiate analysis
of the interactions among states and nations and their cultural complexities as they respond to
global events and changes. At the high school level, students are able to think systematically about
personal, national, and global decisions, interactions, and consequences, including addressing
critical issues such as peace, human rights, trade, and global ecology.
10.0CIVIC IDEALS AND PRACTICES: Social studies curriculum should include experiences
that provide for the study of the ideals, principles, and practices of citizenship in a democratic
republic.
An understanding of civic ideals and practices of citizenship is critical to full participation in

society and is a central purpose of the social studies. All people have a stake in examining civic
ideals and practices across time and in diverse societies as well as at home, and in determining
how to close the gap between present practices and the ideals upon which our democratic republic
is based.
Questions faced by students studying this might be: What is the balance between rights and
responsibilities? What is civic participation? How do citizens become involved? What is the role
of the citizen in the community and the nation, and as a member of the world community?
Students will explore how individuals and institutions interact. They will also recognize and
respect different points of view. Students learn by experience how to participate in community
service and political activities and how to use democratic process to influence public policy.
In schools, this theme typically appears in units or courses dealing with history, political science,
cultural anthropology, and fields such as global studies and law-related education, while also
drawing upon content from the humanities. In the early grades, students are introduced to civic
ideals and practices through activities such as helping to set classroom expectations, examining
experiences in relation to ideals, and determining how to balance the needs of individuals and the
group. During these years, children also experience views of citizenship in other times and places
through stories and drama. By the middle grades, students expand their ability to analyze and
evaluate the relationships between ideals and practice. They are able to see themselves taking civic
roles in their communities. High school students increasingly recognize the rights and
responsibilities of citizens in identifying societal needs, setting directions for public policies, and
working to support both individual dignity and the common good.
=======================================
Besides the main Thematic Concepts (OERU), there are other SUB-THEMES
 Citizenship – Civic  Community
Ideals and Practices  Leadership
 Identity  Groups
 Culture  Institutions
 Cultural Diversity  Change
 Customs  Tolerance
 Heritage  Cooperation
 Traditions  interaction
 Government  Interdependence
 Governance  Tolerance
12
 Resources  Obedience
 Environment  Transportation
 Conservation  Communication
 Rights  Multiculturalism
 Responsibilities  Civic / Social
 Values Participation
INSTRUCTIONAL GUIDELINES
“Social studies teaching and learning are powerful when they are meaningful, integrative, value-
based, challenging and active” (Matorella, 1989). In planning social studies lessons teachers
should ensure that the activities are:
Meaningful: the content selected for emphasis is worthwhile and related to students’ daily
experience.
Integrative: opportunities are provided to co-ordinate cross-curricular learning – as for HFLE,
language Arts, mathematics and science. Current events programmes should become
an integral component of social studies, for example, World Tobacco Day, Elections,
Festivals and Family Week.
Value-based: Opportunities are provided to address issues that shape and reflect our values. Let
students discuss values laden issues such as caring for the environment and showing
appreciation for workers in the community.
Challenging: Provide opportunities to practice critical thinking and decision-making skills and
analysis to deal with controversial issues.
Active: Provide opportunity for students to engage in their own learning- that is, using a
variety of instructional materials, fieldtrips, projects, and so on. Activities should be
student-centered and involve the students in doing things.
13
EDUCATION FOR DEMOCRATIC CITIZENSHIP:

SKILLS
 Engaging in discussion about an issue

 Respecting the views of others
 Listening and speaking
 Differentiation between fact and opinion
 Interpreting the meaning of information and
political communication
 Tolerating differences and diversity
 Resolving conflicts
 Researching; investigation
 Problem solving, Inquiry, Critical Thinking
 Civic / Social participation

 Avoiding risky behavior
 Dealing with peer pressure
 Advocacy, planning
 Map work
 Creating (research) instruments, and designing
Collecting, presenting, interpreting data
 Making choices
EDUCATION FOR DEMOCRATIC

CITIZENSHIP:
DISPOSOTIONS AND ENGAGEMENTS

 Patriotism
 Respect human rights and listen to the views
of others;
 Participate in their school and community
environment – Community Service Learning
 Advocacy
14
Project
Essays Discussion –
General/panel
Multiple Choice
Concept Maps/Webs
Binary (True, false)
Questionnaire
debate
Oral Presentation
Inventories /Opinionaire
Portfolios
Conferencing/Interview
Anecdotal Records
Performance Task
Progress Reports
Creative Expressions
Mini
Exhibition/Display
Observation
Checklists
Peer Assessment
Flow Charts
Scrapbook
Worksheets
Self Assessment
Puzzle/Word Search
Quality
Circles
Journals/Logs/Diaries
Community
Service Learning
15
RESOURCES
Documents: historical, statistical, information

charts, newspapers, stories, the Constitution,
Education Act
Flash cards
Notes
photographs
Books
Library
Museum
Local environment; School grounds
Clay
Paper
Map / atlas /globe
Resource person
Internet
Boxes
Natural materials – fauna, flora
Audio visual aids
Songs, poems, games
Flash cards
Immigration forms
Signs, notices
Internet sources
NOTE:
The stated learning outcomes prepared at the OECS level were “generated from, and thus
informed by, the existing content and objectives in The National Curriculum across the OECS
Countries.” Each successive unit in this curriculum, reflects the Spiral Approach to the teaching of
Social Studies. The Antigua & Barbuda curriculum developed with the following topics:
Kindergarten - Knowing About Self

Grade I - What About My Neighbourhood
Grade II - My Local Community
Grade III - Our Independent Island State
Grade IV - Caribbean Interdependence
Grades V & VI - What a Small World!
Opportunity is outlined to give students varied exposure to the local, regional and international
perspectives, while developing students with democratic competencies - knowledge, skills and
attitudes and values and dispositions.
Antigua and Barbuda (society) has evolved into a multicultural society – with a wide variety of
cultural influences. Thus, students must be exposed to knowledge, skills and values to foster
awareness and acceptance of the diversity within the community. Therefore, the Social Studies
Curriculum must address the social issues/themes which may be debated in the society and be able
to critically examine all sides of an issue and make informed decision as a competent citizen.
Social studies is a multi-disciplinary subject; it integrates content from a variety of disciplines. It

is suggested, therefore, that teachers look beyond the strands of geography and / or history, and
utilize knowledge, skills and values from the behavioural sciences and other disciplines, such as
economics, political science/government, current events and the environment, when teaching a
unit.
16
In conjunction with the above, instruction in Social Studies should utilize a wide variety of
techniques; students should be engaged in meaningful, authentic experiences. Thus, for the most
part, student-centered activities are encouraged – enquiry methods, problem-solving methods, and
experiential methods – which allow students to be actively involved in their own learning and in
constructing knowledge. For example, students can engage in research projects, co-operative
group work, dram/role play and discussion. This gives students the “responsibility of combining
the acquisition of knowledge and skills, necessary to gather, understand, analyze, and apply
information, ideas and concepts with the application of democratic principles necessary for
tolerating individual differences among students within the school environment, and in the wider
community.
Assessment of student’s performance must also focus on alternate forms of assessments. Beside
the sit-down-at-the-desk-pen-and-paper tests, other forms can be employed. For example, use of
checklists, rating scales, interviews and questionnaires, portfolios, diaries and journals. Students
then can become more involved through peer and self-assessment and experience the link between
teaching, learning and assessment as they demonstrate proficiency in an authentic environment.
EXPERIENTIAL LEARNING AND THE SOCIAL STUDIES CURRICULUM:
Experiential Learning (Carl Rogers, American Psychologist, 1902 – 1987)
Carl Rogers shared the criticism of Adler and Maslow that behaviorism promoted
learning was primarily the result of the learner observing and modeling. As a result, students’
learning would be based a lot on the action of another person. The proponents of experiential
learning see learning taking place when the learner is intrinsically motivated, interacts within, and
is stimulated by the environment1 Some essential qualities listed by Rogers include “personal
involvement, self-initiated, evaluated by the learner, pervasive effects on the learner” 2 This results
in the increase of knowledge, skills and values.
To Carl Rogers, Experiential learning was also applied learning which takes students’
needs and wants into consideration; it is a “person-centered” mode of learning3. Experiential
learning goes beyond the cognitive which focuses on memorization and so is meaningless;
experiential learning encourages “self-discovery and reflection and so is significant. There are
steps in the learning process that involve the student DOING, PRESENTING, DISCUSSING,
GENERALIZING AND APPLYING. So the student will learn from actively being involved in
examining and constructing variables, sharing his findings or thoughts through a method of
presenting; this will encourage processing of ideas as he /she interacts with others to analyze and
reflect on the information; next the learner will link to the real world and also make personal
meaning of the activity and then finally, facilitate ways to use the new learning in new situations.
A quote from Dewey to supports the assumptions in the cycle (Figure 1):
1
Hansen, 2000.
2
Clarke, 2006, p.1.
3
Maharg, N/D 17
“Experiential learning takes place when a person involved in an activity

looks back and evaluates it, determines what was useful or important to
remember and uses this information to perform another activity”. 4
Experiential learning also supports the case for Community Service Learning (CSL).
Community Service Learning is “A teaching and learning strategy that integrates a

meaningful community service with classroom instruction and reflection to enrich the learning
experience and teach civic responsibility”. Additional concepts address the idea of (i) volunteering
to do service including face-to-face interactions with recipients; or cooperating in a supportive role
with a group, agency or individual; (ii) application of learning in real world context – classroom,
school or community; (iii) active participation in thoughtfully organized community service to
develop life long learning. Scope can extend from individuals to an entire neighbourhood. This is
a feasible learning tool since the curriculum supports the development and implementation of
service learning. The community also facilitates social participation by students.
Drawbacks
 Teacher preparation, professional development training and retraining to guide planning of
projects and standardized assessment;
 Available time. Time consuming re. Planning, implementation and timetabling;
 Lack of support. Misunderstanding of the purpose by stakeholders, including parents,
administrator and teachers;
 Outcomes. Effect contrary to the goal in terms of students’ attitudes and the outcome of the
experience.
Advantages
 Addresses complex problems to promote problem solving, critical reflection, decision
making.
 Promotes collaboration and team work within the teaching learning context.
 Promotes personal, social, emotional and moral qualities and character and other
democratic capabilities and civic responsibilities.
 Highlights awareness of community needs
 Enhances experiential knowledge of power relations.
Teacher must be an effective planner and manager. Planning should consider the
following factors such as age range, needs of the community, and capabilities of students.
Democratic principles also support that students be given choice based on their interests and
motivations. This has implications for teachers’ application of learning theories that promote
cognitive processes, experiential learning, constructivism, multiple intelligence and behaviorism
to ensure they cater for individual differences and needs of students. The interpretation of service
learning factors in classroom learning, community, advocacy, service, participation and civic
responsibility. Addressing the drawbacks that can have negative effects on the implementation of
service learning will promote the many benefits.
For example, there may be concern for a programme to assist the elderly in a community.
There may be a programme which could be applied; but in groups students may be encouraged to
4
Jamison, 2006, Experiential Learning Presentation, slide 2 18
formulate a program – goals, objectives, procedures; this may even entail visiting, observing and
interviewing. In the end, they will present their design to other students or groups or even
organization or groups in the community, to share their learning or to discuss and get feedback.
Next discussion could take place on how it will be useful in the real world to help the elderly and
how the students can personally be involved. It can be piloted and reflected on for review before
implementation. The students not only have created, they can claim ownership, and it will have
more meaning than if they read about it or did a research in the library about types of programs to
help the elderly.
Fig. 1 below demonstrates the example outlined above.
Fig. 1
Experiential Learning Model
1
EXPERIENCE
the activity;
perform, do it
5 2
APPLY SHARE
what was learned Do the results,
to a similar or reactions, and
different situation; observations
practice publicly
Apply Reflect
3
4
PROCESS
GENERALIZE
by discussing,
to connect the
locking at the
experience to
experience;
real world
analyze, reflect
examples
Source: Jamison, 2006, Experiential Learning Presentation, Slide 4

Evidently, experiential learning provides the experiences for students to develop a
number of skills. These include life skills, project/content skills, science process skills, workforce
leadership skills and service learning skills. It is believed that this approach to learning facilitates
personal growth and so he/she becomes self-actualized. The student must be intrinsically
motivated to engage in discovering, processing and reflecting. The teacher as facilitator or guide
has certain functions: creating the climate, clarifying the purpose, organizing resources, balancing
the components of learning, and sharing with learners.
19
K-1 Social Studies: Scope and Sequence
TERM UNIT Kindergarten GRADE I
I Knowing About Self What About My Neighbourhood
About Me Neighbourhood
-physical appearance - Self
-attitude - My home
-uniqueness - places in the neighbourhood
ONE II
Culture - Past & Present
About Our Country - Festivals /traditions
- Independence - Sharing the culture of others
- National Symbols
- Customs
III
About Families
- roles and responsibilities
I Health & Safety Things Around Us

- Health & Safety in the home - Families providing basic needs
- Safety at School - Resources in our neighbourhood
- Safety in the wider community
TWO Moving About

About our School - How do we get around in the
- People, Places and things at school neighbourhood
II - Location and description of
physical surrounding
Being Careful
I My Neighbourhood - Keeping ourselves safe
- in their neighbourhood community - Helping each other
Leaders
THREE Transportation
- types
- In different groups
II - Role & function
- uses
Communication
111 - types
- uses
20
21
KINDERGARTEN
UNIT TITLE: ABOUT ME

TERM: ONE UNIT: ONE DURATION: THREE
WEEKS
Focus Questions:
1. Who Am I?
2. How have I changed?
3. What makes me unique? [How am I similar or different from others?]
4. Why should I respect differences in others?
5. How important are rules?
Sub Title Outcomes Objectives

My self Describe self in terms of 1. Recognize self as different or separate from others
i. Uniqueness 2. Identify self by name and gender (boy/girl)
ii. Physical 3. Describe physical appearance in terms of size,
appearance height, hair, eyes, special needs, body parts, etc
iii. Aptitude and 4. List qualities/attributes of self-being good, kind,
feelings helpful, creative etc.
5. Describe changes in themselves overtime etc.
Recognize self in 6. Develop good self concept e.g. can sing, dance,
Myself in relation to others draw etc
relation to 7. Express how they feel about activities they can
others Differentiate between perform
self and other 8. State basic rights of a child
9. To a name, opinion, expressions, education, play
Identify customs, norms etc.
and values of their 10. Give personal identifying information – name,
community and the role address, age, etc; Parents names; Telephone
they play as members numbers (home); Birthday
Myself as
part of Recognize class as a 11. Identify others as different from self
society/ community 12. Describe peculiarities of others
community 13. Compare similarities and differences among peers
Make class rules 14. State how they interact with or communicate
Work independently and feelings to peers
with a partner in 15. Appreciate individual differences among peers
carrying out goals
16. Identify norms customs and values e.g. going to
school, church etc
17. Identify leaders in class, school, church etc
18. Describe roles they play as members e.g. taking
turns, sharing, obeying, respecting other persons
and their property etc.
22
Concepts Activities
Self  Introduce oneself to class through dramatic presentations;
Kindness Recognize – name, age
Sharing  Draw time line or map their bodies and behaviour as time passes
Obedience Different  Bring baby picture to compare with present
Name Age  Dramatize or demonstrate special abilities
Address Rights  Draw portrait of self
Describe Needs  Sing song “God made me something special”
Ability  Role play dreams and aspirations based on present ability e.g.
Similarities
singing – singer dancing-dancer, teacher etc.
Differences
 Create scenarios where children enjoy their rights
Peers
 Write/draw the me nobody knows (smart, attractive, nurturing,
Abilities
dedicated, youthful)
Cooperation
Special  Peer grouping: Create an acrostic
Compromising  Puppet show depicting similarities and differences in physical

Leader appearance and aptitudes
Cooperation  Showcase children with special abilities in talent show/art & craft
Goals displays etc.
 Role play customs of community e.g. wedding
 Show appreciation for individual differences by creating scenarios
through discussion/puppetry etc.
23
KINDERGARTEN
UNIT TITLE: ABOUT ME

TERM: ONE UNIT: TWO DURATION: THREE WEEKS
Focus Questions:
1. Who makes up my family?
2. How is my family the same or different from others?
3. What is the role and responsibility of family members?
Sub Title Learning Specific Objectives

Outcomes
Family (i) Describe Define “family”
members and unique 1. Describe one’s family
types features of 2. Differentiate between families and other groups- i.e.
one’s family characteristics of human families and animal families
3. Identify family members
4. Compare one’s family to others
5. Identify different types of families e.g. single parent
etc.
6. Identify ways in which a family changes i.e. getting
bigger or smaller e.g. death, birth, marriage, adoption,
migration, etc.
7. Recognize leader in the family
8. Describe role of leader
9. Identify needs and wants

10. Describe basic needs for survival e.g. food, shelter,
Family roles (i) Describe love, protection etc
and functions functions of 11. Identify ways in which various responsibilities can be
the family shared by family members
12. Identify leaders in the home
13. Give examples of rules that govern family members
within the home, and tell why parent/adults make
rules for children
14. Describe their roles as a family member
15. Give examples of conflicts between family members
and how they can be resolved
Other (i) Describe ways 16. Identify (i) reasons why family work within/outside of
responsibilities that family the home, and (ii) how they are paid for their work
members work 17. Describe work and responsibilities of members who
within/outside of have different jobs
the home 18. Say why family member wear special clothes/uniforms
when they work
24
Key Concepts Suggested Activities

Family , Mother  Create posters of families
Sister, Brother  Construct a family tree
Uncle, Aunt  Role play family situations
Grandparents  Sing Songs related to family e.g. “When is the family happy
Birth, Death  Create Poems about family
Marriage, Adoption  Make cut outs of family from cardboard or play dough
Household, Group
Difference, Human
Animals
 Role play family situations
Family , Wants
 Compare rights of a child and how families help to make them
Needs, Leader
possible through- discussions.
Rules, Conflicts
 Discussion and Role-Play on role of family members
Problem, Solutions
Work, Job  Preparation of Interest corners
Money, Payment  To add pictures of family members performing duties.
Uniform  Demonstration how work is done
25
KINDERGARTEN
UNIT TITLE: ABOUT OUR COUNTRY/NATIONAL SYMBOLS
TERM: ONE UNIT: THREE DURATION: THREE WEEKS
Focus Questions:
1. What does independence mean to me?
2. What is my role as a citizen?
3. Where is Antigua and Barbuda in the Caribbean?
4. What are some special features or places in Antigua and Barbuda?
5. Where do I live in Antigua?
Sub Title Learning Outcomes Specific Objectives

Independence (i) Describe 1. Identify Independence Day activities
Day independence Day 2. Define “Patriotism”
Our National celebration 3. Identify leaders of country
Symbols (ii) Describe National 4. Identify other interesting people, places and
Symbols things related to culture and customs
(iii) Give examples of 5. Explain the purpose and significance of some
local folk tales and local customs/traditions and cultural
children’s games, celebration e.g. independence, Christmas
and illustrate how 6. Describe food used as part of culture
Map work of these serve as 7. Identify ways in which culture and custom
Antigua and expressions of have changed their community
Barbuda culture
PLAN AND IMPLEMENT A COMMUNITY
(i) Locate Antigua and SERVICE LEARNING PROJECT
Barbuda on a map of the
Caribbean 8. Identify map of the Caribbean
(ii) Identify the map of 9. Locate Antigua and Barbuda on the map of the
Antigua and the map of Caribbean
Barbuda 10. Compare the map of Antigua and Barbuda to
(iii) Locate islands of other islands
immigrant students 11. Describe the shape of Antigua and Barbuda
(iv)Locate places of and special features
interest on the map of 12. Locate places of interest on the map of
Antigua and on the map Antigua and Barbuda
of Barbuda 13. Locate their village on the map
14. Give directions of places from their homes on
the map of Antigua and on the map of Barbuda
26

Independence
Celebration  Guided discussion on the importance of independence and
Leader National what it means that Antigua and Barbuda is an independent
symbols country
Patriotism Patriots  Add pictures of persons and places of interest to learning
Culture Customs centres and interest corners
Traditions Food  Bring items that symbolize aspects of culture to class and talk
Dance Dress about them
Citizenship  Game show-quizzing about symbols and other concepts
Roles  Field trips to sites that feature national symbols
Responsibilities  Draw and colour national flag
Rights
 Make mobile of national symbols
 Interview elderly in community
 Prepare local foods
Location Features  Play or sing local songs/music
Directions
Caribbean  Colour land and water bodies on the map of the Caribbean
Island Shape  Identify name of country of birth
Caribbean Sea Airport  Attach pointer to islands that are located on map of the
Atlantic Ocean St. Caribbean
John’s  Select the map of Antigua and Barbuda from a group of
Capital Village islands
Parish  shade and / or colour and paste maps: Antigua, Barbuda
27
KINDERGARTEN
UNIT TITLE: HEALTH AND SAFETY
TERM: TWO UNIT: ONE DURATION: SIX WEEKS
Focus Questions:
1. How can I keep safe and healthy?
2. Who are the people in the neighbourhood that help to keep me safe and healthy?

Health & Identify practices which 1. Identify healthy habits e.g. eating healthy foods
Safety in promote the health and exercising, personal hygiene
the home safety of himself/herself 2. Identify health workers
and others in the home 3. State important home rules and why it is necessary
to follow them
4. Describe acceptable behaviour at home.
Identify practices which
promote the health and 5. Identify leaders at school
Safety at safety of himself/herself 6. State important class/school rules and why it is
School and others in the school necessary to follow them.
7. Describe acceptable behaviour at school
8. Identify rules on the playground, lunch break etc.
Adhere to standards of 9. Identify and discuss rules for walking to and from
behaviour e.g. obeying school/riding a bicycle
ruled for safety 10. Identify rules for riding a bus, car or other vehicle
11. State reasons for the following rules
12. Identify signs and symbols
Identify community
Safety in workers that provide 13. Identify workers that provide safety
the wider safety and health care 14. Describe functions of these workers
community and value their service 15. Describe special clothes and equipment workers
use
16. Identify workers who provide health care when
rules are broken
17. Explain the value health and safety
28

Health  View video portraying healthy habits e.g. exercising,
Healthy exercise bathing etc.
Hygiene  Role play health workers e.g. nurse, nutritionist
Rules Left  Display food groups
Safety Right  Demonstrate how safety and health rules can be followed
Safe Signs  Create list of consequences if rules are broken.
Rewards Symbols  Make list of class rules
Punishment Protection  Draw pictures of ways to promote healthy living
Prevention  Have puppet show describing healthy habits
 Have picture conversation
 Engage in play on playground
Emergency
 Demonstrate rules on playground
Danger
Stop  Make lists of do’s and don’ts
Respect
Pedestrian  Have field trip in the village or surrounding area
crossing  Memorize routine for crossing street
Crossing  Discuss proper procedure for riding bicycle
guard  Describe actions that should take place when riding bus e.g
Consequences no eating, keep hands inside, pay as you enter etc.
 Read environmental signs and symbols e.g BEWARE,
Cleanliness CLOSED, DANGER, STOP etc
Raise hands  Have field trips to Fire Station, Police Stations etc
Quiet  Watch crossing guard in action
Punctuality  Invite life guard/coast guard to lecture
Regularity
Take turns
Cooperate
Share
29
KINDERGARTEN
UNIT TITLE: ABOUT OUR SCHOOL
TERM: TWO UNIT: TWO DURATION: SIX WEEKS
Focus Questions:
1. In what ways is the school like a community?
2. What is the importance of rules?
3. How do I get from home to school?

People, Places and (i) Identify school 1. Define “school”
things at school as a resource 2. Define “community”
centre (learning 3. Describe school as a community
institution) 4. Identify people, places and things found at
(ii) Adhere to school
standards of 5. Identify leaders in school and other
behaviour personnel and
6. Outline their job / tasks
7. Locate important rooms e.g. library,
staffroom etc.
8. State the activities that take place in
different rooms
9. State the school’s mission and vision.
Location and (iii) Give location 10. State important school rules and
description of physical and description 11. State why it is important to keep rules
surrounding of physical 12. Give reasons why people go to school
surrounding
13. List means by which they get to school
(iv) Identify different
kinds of schools
14. Compare how school are alike and
different - public, private, primary,
secondary, all, all boys, mixed,

School, safety 1. Interview people at school
Rules, pedestrian 2. Identify signs and notices
crossing 3. Place pictures of people, places and things at school in correct
Leader place on a map
Principal 4. Draw a semantic map of school
Teachers 5. Have a ‘Fun Day”
Ministry of Education
People 6. Have Field trip around school yard and, or surrounding area
Places 7. Make models of school in relation to surrounding area
Things 8. Create map location of places around school
Community
Library 9. Investigate whether selected places in the community are
Classroom learning environments
Bathroom 10. Interviews with children and adults at school
Office 11. Dramatizations
Signs
notices
30
KINDERGARTEN
UNIT TITLE: MY NEIGHBOURHOOD COMMUNITY
TERM: THREE UNIT: ONE DURATION: THREE WEEKS
Focus Questions:
1. What are the different types of people or families [animals, people, and groups] that
make up communities?

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

Community  Students and teachers formulate definition coming out of guided
Neighbourhood discussion
Similarities and  Picture conversation on different communities e.g. School,
differences church, neighbourhood
Providing services  Field trips to places where services are provided e.g. bakery,
Families restaurant, service stations, farms, parks, etc.; followed by class
Groups discussion about their observations
Animals  Perform Puppet shows / OR students role play or dramatize
trees scenarios
 Students engage in building a community – people, animals,
plants, class etc.
 drawing and coloring
31
KINDERGARTEN
UNIT TITLE: TRANSPORTATION
TERM: THREE UNIT: TWO DURATION: THREE WEEKS
Focus Questions:
1. How do we get around in our neighbourhood?
2. What are the types of transportation used by different people/workers?
3. How have transportation changed over the years?

Transportation (i) Recognize 1. Identify types of transportation
different uses of 2. Define term transportation
transportation 3. Describe and categorize mode of transportation
4. List animals used for transportation
5. Identify different types of transportation and
(ii) Recognize their uses
different 6. Compare transportation - before and now
transportation 7. Explain the importance of transportation
centres 8. Name different community workers who are
transportation workers
9. Identify transportation centres

Transport  Provide pictures, photos, drawings, of photos and as students
Transportation identify, and elicit the concept of transportation.
Travel  The class categorize transportation by mode of travel i.e.
Centres land, water, air by placing photos etc. in the correct place on
Pedestrian crossing prepared Bristol board or chalkboard.
Safety  Through guided discussion of “If there were no
Road rules transportation, how would we get from one place to another”
 Make models of different types transportation from clay,
paper, lolly sticks, etc
 Have field trips to transportation centres
 Discuss reasons for transportation
 Describe transportation workers
 Design model of a transportation of the future

32
KINDERGARTEN
UNIT TITLE: COMMUNICATION
TERM: THREE UNIT: THREE DURATION: THREE WEEKS
Focus Questions:
4. How do we share information with others?
5. What can people learn from different communication media?
Sub Title Outcomes Objectives

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

Communication  Define term “communication” after giving several examples of
Letters how people share or get information
Signals  Use the visual impaired as an example of individuals who use
Symbols hand signals to communicate information. Why is this necessary?
Signs  Observe sins, signals, symbols in the classroom, wound the
Send school and in the neighbourhood
Receive  Take fieldtrips to observe signs and symbols in St. John’s
Message  Use radio and television to illustrate communication
Newspapers  Create flowchart of how a letter gets from one person to another
Television
 Role play / simulation of Mailing letter; Sending money via
Radio
bank; emailing a friend etc.
Email
 Visit different communication centres and interview community
Fax
workers concerned with communication OR invite a resource
Ballots
person to visit and share with students.
Hearing and visual
33
34
GRADE ONE
UNIT TITLE: SELF, FAMILY, NEIGHBOURHOOD
TERM: ONE UNIT: ONE DURATION: SIX
WEEKS
FOCUS QUESTIONS:
1. Who am I? 3. With Whom do I live?
2. Where do I live? 4. What are some important places in the neighbourhood?
Learning Outcomes Specific Objectives

Describe self in
terms (I) name, (ii) 1. Identify self by name; and as boy/girl; male/female
physical appearance 2. Describe their physical appearance in terms of size, height, limbs,
(iii) aptitude and eyes, hair and so on.
feelings 3. List quantities/attribute – good, kind, helpful, co-operation
4. State the basic rights of a child –name, opinion, safety, education,
Describe the unique play
features of one’s 5. State how they feel about activities they can perform
family
6. State the composition of their family
Provide examples of 7. Compare one’s family to other member of class –
cooperation within 8. Identify ways in which families may get bigger or smaller
the family and 9. Suggest ways in which children can assist their families
community
Describe the  Define the term neighbourhood

location of their  Name the neighbourhood in which they live
home in terms of  Name other community/neighbourhood
proximity from  List important places in their neighbourhood
landmarks  State distance from specific places/landmarks
 State direction from specific places/landmarks
Describe the route to
 Give the location of their home on a map of the neighbourhood
get to the
 Outline what is seen when traveling from their community to
neighbouring
another
communities
 Locate places on a map of Antigua, Caribbean and World Map
35

Families, Names,  Observe puppet show depicting themselves or other
Home members of the family, or people of other groups
Houses, Description  Draw a time line to show their development from birth to
Qualities/attributes present age
Similarities,  Create a calendar of important dates in their life and of
Differences other family members
 Engage in activities they like such as playing football,
Basic needs, Work, cricket, marbles, hop scotch etc.
Workers  Talk about change in themselves which occur over time
Nuclear, single parent  Discuss events in terms of past, present and future –
Cooperation, Obedience yesterday, today and tomorrow
Kindness, Sharing
 Participate in drama and role play activities
demonstrating appropriate ways to behave at home, or
how to show care for others
Address 1. Conduct interviews with individuals in the community

Direction- for example, their grandparents; parents; other family
left/right/opposite/near / far members, or a resource person from the neighbourhood
Church, School, Post office 2. Read pictorial map of their neighbourhood to find
Shops, Supermarkets, special places
Restaurants 3. Use drawings / legends to create their own maps e.g. of
Sports complex classroom, neighbourhood
Location – up, down, left, 4. Use maps locate their neighbourhood and neighbouring
right, communities, other countries that they have heard of or
Landscape traveled to
Community
Urban/rural
36
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 and cultural 1. List different groups and nationalities which live together in the
composition of the community//neighbourhood.
community. Show how 2. Describe various beliefs, customs and traditions in families in the
this is reflected in the neighbourhood
local cultural events, 3. Describe the origins of some customs in their neighbourhood
customs, folklore and 4. Describe what takes place at some of the special events in the
festivals neighbourhood
5. Recite the National Anthem
Give examples of
culture and customs 6. State examples of utensils used in the past and now
which are used for 7. Demonstrate appreciation for the culture, customs and folklore
certain purposes present associated with their neighbourhood by exhibiting tolerance,
and past sharing…
Describe occasions when 8. Recall festivals / celebrations in their families and in the
people in the community community past and present;
come together to share 9. Describe different moods and behaviours and feelings one may
achievement witness / experience on these occasions
joys, sorrows 10.Explain why disagreements may occur among people in the
neighbourhood
Adhere to standards of 11.Tell what they would do to cope with disagreements
behaviours in dealing 12.List ways in which we are expected to behave at special functions
with conflicts e.g. independence
37
KEY CONCEPTS SUGGESTED ACTIVITIES
Citizenship, Culture  Observe as teacher and students prepare a local dish

Cultural diversity  Dress up and role play activities
Independence, Honesty  Discuss the varieties of culture which is evident in their
Tolerance, Change neighbourhood.
Traditions, Worship,  Talk about cultural diversity in relation to:
shopping,  Education, Religion, Politics, Food, Family Activities/ -
Attending school, Structure, Festivals
election, baby o e.g. Independence; Carnival; Worship
dedication, wedding,  Brainstorm the concepts ‘culture of Antigua and Barbuda”
independence
 Group Research on nationals such as Gwen Tonge on
Cooking Magic
Production of goods
Home building
 Make musical instruments from used materials such as
Leisure,
Clorox bottles, wire covers to make tambourine, pebbles or
Entertainment
seed to make shakers
Communication
 Share with students images of types of buildings, food etc.
Travel, Birth
used in the past and in the present
Death, Food preparation
Festivals  Participate in games such as sack race, skipping, lime and
Carnival – pan music, spoon, and ring games
troupes, shows,  Create situations in which students will make decisions as to
Sailing week – social the appropriate way to behave/solve conflicts
relations  Demonstrate behaviours which should be displayed when the
Christmas, Easter anthem is played anywhere; for example at a football match;
Independence at special parades; at school
 R ole play how to treat someone who is a visitor e.g. at
sailing week; or a close fiend; or a classmate in the play
ground
38
GRADE: ONE
UNIT TITLE: THINGS AROUND US - BASIC NEEDS, GOODS AND SERVICES
TERM: TWO UNIT: ONE DURATION: SIX
WEEKS
FOCUS QUESTIONS:
1. How does the family provide our needs
2. What are some resources in our community?

Give examples of
goods and services 1. Identify basic needs people have
which their family 2. State the importance of the family in meeting basic needs
provide 3. Outline the ways in which families make their own foods
4. Describe the occupation of family members
Give examples of 5. Identify some resources in the community such as types of
goods and services plants, water, land
which their 6. Identify resource persons in the community who could share
community provides with students
7. Name the types of goods and services we can get from using
Compare their these resources
community with 8. Describe the types of activities that take place in their
another one located community as a result of the resources available
nearby
9. Differentiate between goods and services
Identify ways in 10. Describe the work activities of people in selected occupations
which the community 11. Describe specific changes –from photographs, pictures
has changed 12. Compare type of jobs done long ago and today/present
13. Identify ways workers care for their tools and equipment
14. List main reasons why the landscape has changed –
15. State ways in which we can destroy our community
16. State ways in which we can beautify our community
39

Resources  Discuss what people need every day to survive and who provide
Basic needs - Food, these needs and how
shelter, clothing,  Study pictures and discuss the changes that have occurred over time
Goods in their neighbourhood and what may have been responsible for the
Services changes
Factories  Role play the scenario between a citizen and a litter warden
Offices  Take field trip to observe
Environment  Discuss how important it is to take care of environment
Pollution  Make mobile or concept map showing uses of water
Conservation
 Construct map of or draw neighbourhood showing water source
Harmful/useful
 In groups, PLAN AND IMPLEMENT A COMMUNITY SERVICE
LERNING PROJECT E.G. ways of beautifying an area; tree
Cooperation
planting activity; clean-up campaign
Rights and
 Identify and describe community workers who provide goods and
responsibilities
services
Destroy/damage
Beautify  Study pictures of various occupations
Landscape  Role play buying and selling goods and services
Habitat  Match occupations with the goods or services they provide
Trees, animals, water,
disasters
40
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 –
institutions in the community government, school, class, family, church.
2. Outline the functions of institutions/social groups
Explain the importance of 3. Express their opinion of what would happen if there were no
leaders leaders in named groups or institutions e.g. school, home
(b) Identify the name given to 4. State the names of leaders in the home, school, church, special
leaders of social groups and group, and country.
institutions. 5. State the responsibilities of authority figures
Explain the importance of 6. Suggest some effects of not adhering to the rules which
rules and laws in helping govern group behaviour in school.
people to live and work in 7. Demonstrate respect for rules in groups/institutions to which
safety. they belong by doing the right thing in given situation
Adhere to standards of 8. Outline activities related to school – attendance, punctuality,

behaviour concerning school homework, class work, tests, group work, listening, speaking,
attendance, dress/uniforms; playing
work; dealing with conflict. 9. State the acceptable behaviour in relation to given situations
involving the above activities

Leadership, leader, President  Discuss the role of the constitution in an organization
Authority  Role play functions of leaders in different groups; club;
Family institutions
Parents, Adults  Draw simple organizational charts
Constitution  Discuss the role of any public official – prime minister;
Club governor general, Priest,
Church, priest  Through role play/scenarios groups present appropriate
Pastor, Choir behaviour in a certain situation
Youth group  Share research on local historical figures through
pantomimes etc
School
Teachers, Principals Sample Organizational Chart
Community leader
Teams, Clubs, Sports
Governance
Police commissioner
Commonwealth Queen
Government
Political party, Prime Minister
Leader of the Opposition
Representatives of parliament
Senate
Community service
Choice
41
GRADE ONE
UNIT TITLE: SAFETY
TERM: THREE UNIT: ONE DURATION: THREE WEEKS
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 1. List rules that children should follow to ensure that they are
work in safety and security in the safe when travelling – on foot; in a vehicle; playing
community. 2. Explain the importance of traffic signs/ symbols/ lights;
signs and notices
Predict some of the consequences 3. Demonstrate the correct use of signs and notices when
for self and others when rules and moving about.
laws are not 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
Adhere to standards of behaviour school, home, playground
concerning safety
Identify groups in the community
that assist persons i.e. safety rules; 5. List community groups or organizations which have
Explain the particular function of special programmes related to safety on the roads
special groups as it relates to safety. 6. Outline how any one of the associations / organizations
help to keep children safe

Pedestrian Crossing signs  Dramatize different ways of driving – slowly, carefully,
Traffic Lights, speed limit recklessly
Signs and notices  Discuss possible results of obeying or disobeying road signs
Fast / slow and road rules
Dangers / effects  Field trip to nearby road to observe the use of the roads, and
Safety visible road signs OR draw pedestrian crossing in class or
East / West school yard
North / South  Role play different safety, and caring measures/behaviours
when using/crossing the road street, playing
Looking  Act out the appropriate safety behaviour in given
Listening circumstances such as crossing the street; getting a ball that is
Helping struck into the street
Caring  Engage in special activities that children can undertake to
ensure safety of themselves and others such as helping
someone (aged; disabled) across the
 Engage in discussion regarding means and modes of
transportation and communication
42
Responsibility  In groups, categorize the different types of transportation from

Rules/laws photographs or pictures
Consequences  Making different types of boat using papier-mâché and play
Groups dough
Clubs  Conduct research in the school and neighbourhood
Cooperation  Listen to resource person e.g. from traffic department or other
Change organization
Optimist;  Interview resource personnel
Police Crossing Guard  Discuss precautions when moving about in the neighbourhood
Transport Board – marking the and when assisting someone else
streets
 Identify and describe role of community workers that provide
safety
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
to locate places in the 1. Recall some places people must travel to and from in the neighbourhood such
community as school, church, playground
2. state the location of these places in relation to each other using simple
Give examples of different directional terms such as up and down; left and right; near and far;
means of transportation 3. Give simple direction to a place nearby.
(b) Compare these with 4. State the three main modes of transportation.
transportation in the past 5. List means of transportation which are most appropriate to travel to different
places in the community
Give reasons 6. Identify transportation centres
why transportation is important 7. Compare and contrast types of transportation
to people and communities. 8. Express their opinion of what life would be like without transportation.
9. Identify the maps of Antigua and Barbuda and other islands in of the Caribbean
(b) Suggest what life would be 10. Locate places of interest on the map
like without these 11. Locate their village on the map of Antigua and on the map of Barbuda
12. Give directions of places from their homes on the map of Antigua and on the
Locate places on the map of map of Barbuda
Antigua and Barbuda, the map 13. Locate Antigua and Barbuda and other islands of the Caribbean on the map of
of the Caribbean and the World the Caribbean
Map/Globe 14. Locate Antigua and Barbuda and other places on the map of the World or the
globe
15. Give cardinal directions of countries that are east, west, north and south of
Antigua and Barbuda
43

Community  Read directions of one place to another using a simple compass rose with
Direction up/down; left/right.
Up and down  Students discuss the varieties of transport which can be used; and also
Left / right why one mode of transport is more appropriate than another; and how
In front / behind they are useful to us
Near / far  Listen to and question resource persons such as the traffic police,
Interdependence crossing guard
Urban / Rural  Sing ‘The pony that would not gallop – discuss the importance of
transportation
Transportation  Draw pictures of transportation used for specific purposes – past and
Land present
Car, bus, truck, train, motorbike,
bicycle, donkey, horse, scooter,  Colour land and water bodies on the map of the Caribbean
roller blade/skate
 Identify name of country of birth
Sea
 Attach pointer to islands that are located on map of the Caribbean
Boat, yacht, cruise ships, raft,
 Select the map of Antigua and Barbuda from a group of islands
submarine, canoe/kayak, Jet Ski
Air  Locate major land masses such as North America and popular countries
Jets, helicopter, airplane, rocket, such as US and Canada that are found there, South America and
hot air balloon countries such as Guyana that are found there
Map  Discuss which direction to travel to go to from one country to another
Globe  Compare maps and give similarities and differences
Direction  Tell on which map they would find certain islands or countries
Island
Country
44
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 4. Compare different methods of communication
centres 5. Identify different types of communication centres
6. Recognize different community workers who are
communication workers
7. Describe why people need to communicate

Communication 1. Define term “communication”
Letters 2. Use hand signals to communicate information
Signals 3. Observe sins, signals, symbols in the classroom, wound the
Symbols school and in
the neighbourhood
Signs
4. Take fieldtrips to observe signs and symbols in St. John’s
Send 5. Use radio and television to illustrate communication
Receive 6. Mail letter
Message 7. Create flowchart of how a letter gets from one person to
another
8. Send money via bank
9. Visit different communication centres and interview
community workers concerned with communication
10. Describe activities that take place and how centres help in
communication
11. Create scenarios where communication is needed
12. List reasons why communication is important
45
Definition of Terms/Concepts
Address A way to find a home or another building

Alike How things are the same
Anthem A special song for a country
Calendar A chart that shows the days, weeks, and months of the
year
Capital The city where important leaders of a state or country live
and work
Chart A way to show things using words and pictures
Citizen A member of a state and country
City A big community where many people live and work
Communicate give and get information
Communication A means of sending (giving) and receiving (getting) information
Community A group of people and the place where they live or a
group of people who share the same ideas and resources
Country A land where a group of people live
Custom The way people usually do something
Diagram A drawing that shows the parts of something

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

Endangered A plant or animal of which very few are living
Family A group of people who lives in the same household and

are related by blood, marriage or adoption
Farm Land people use to raise crops or animals
Flag A symbol that stands for a country
Freedom A person’s right to make choices
Globe A round model of the earth

Goods Things that are grown or made
Hill Land that is higher than the land around it

History The story of people and places from the past
Holiday A special day
Invention Something new
Inventor Someone who makes or invents something new
Job The work people do
Lake A large body of water that has land either totally or almost
totally around it
Law A rule that people must obey
Leader Someone who helps people decide what to do
Map A drawing of a place, country, community,

Media Ways to communicate
Map key Tells what the symbols on a map mean
Market A place where goods are sold
Money Coins or bills that people use to buy goods
Mountain The highest kind of land
Natural resource A useful thing that comes from nature

46
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
47
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,
48
climate, and pollution. Organisms respond to changes in their environment by evolutionary

adaptations in form and behavior.
Responsibility may refer to:
1. The obligation to carry forward an assigned task to a successful conclusion. With responsibility
goes authority to direct and take the necessary action to ensure success.
2. The obligation for the proper custody, care, and safekeeping of property or funds entrusted to
the possession or supervision of an individual. See also accountability
Community
In biological terms, a community is a group of interacting organisms sharing an environment. In
human communities, intent, belief, resources, preferences, needs, risks, and a number of other
conditions may be present and common, affecting the identity of the participants and their degree
of cohesiveness.
Leadership has been described as the “process of social influence in which one person can enlist
the aid and support of others in the accomplishment of a common task”. A definition more
inclusive of followers comes from Alan Keith of Genentech who said "Leadership is ultimately
about creating a way for people to contribute to making something extraordinary happen.
A group can be defined as two or more humans that interact with one another, accept expectations
and obligations as members of the group, and share a common identity. By this definition, society
can be viewed as a large group, though most social groups are considerably smaller.
Institutions are structures and mechanisms of social order and cooperation governing the behavior
of a set of individuals. Institutions are identified with a social purpose and permanence,
transcending individual human lives and intentions, and with the making and enforcing of rules
governing cooperative human behavior. The term, institution, is commonly applied to customs and
behavior patterns important to a society, as well as to particular formal organizations of
government and public service. As structures and mechanisms of social order among humans,
institutions are one of the principal objects of study in the social sciences, including sociology,
political science and economics. Institutions are a central concern for law, the formal regime for
political rule-making and enforcement. The creation and evolution of institutions is a primary
topic for history.
Change:
 The process of becoming different:
o Time
o Social change
o Biological metamorphosis
o The mathematical study of change
Tolerance – acceptance, patience
1. A fair, objective, and permissive attitude toward those whose opinions, practices, race,
religion, nationality, etc., differ from one's own; freedom from bigotry.
2. A fair, objective, and permissive attitude toward opinions and practices that differ from
one's own.
3. Interest in and concern for ideas, opinions, practices, etc., foreign to one's own; a liberal,
undogmatic viewpoint.
4. The act or capacity of enduring; endurance: My tolerance of noise is limited.
Cooperation, is the process of working or acting together, which can be accomplished by both
intentional and non-intentional agents. In its simplest form it involves things working in harmony,
side by side, while in its more complicated forms, it can involve something as complex as the
inner workings of a human being or even the social patterns of a nation. It is the alternative to
49
working separately in competition. Cooperation can also be accomplished by computers, which

can handle shared resources simultaneously, while sharing processor time.
Interaction is a kind of action that occurs as two or more objects have an effect upon one another.
The idea of a two-way effect is essential in the concept of interaction, as opposed to a one-way
causal effect. A closely related term is interconnectivity, which deals with the interactions of
interactions within systems: combinations of many simple interactions can lead to surprising
emergent phenomena. Interaction has different tailored meanings in various sciences. All systems
are related and interdependent. Every action has a consequence.
Obedience, in human behavior, is the quality of being obedient, which describes the act of
carrying out commands, or being actuated.[1] Obedience differs from compliance, which is
behavior influenced by peers, and from conformity, which is behavior intended to match that of
the majority.
Transport or transportation is the movement of people and goods from one location to another.
Transport is performed by various modes, such as air, rail, road, water, cable, pipeline and space.
The field can be divided into infrastructure, vehicles, and operations.
Infrastructure consists of the fixed installations necessary for transport, and may be roads,
railways, airways, waterways, canals and pipelines, and terminals such as airports, railway
stations, bus stations, warehouses, trucking terminals, refueling depots (including fueling docks
and fuel stations) and seaports. Terminals may both be used for interchange of passengers and
cargo, and for maintenance.
Vehicles traveling on these networks include vehicles of appropriate types such as automobiles,
bicycles, buses, trains, trucks people, helicopters and aircraft. Operations deal with the way the
vehicles are operated, and the procedures set for this purpose including financing, legalities and
policies. In the transport industry, operations and ownership of infrastructure can be either public
or private, depending on the country and mode.
Communication is the process of transferring information from one source to another.

Communication is commonly defined as "the imparting or interchange of thoughts, opinions, or
information by speech, writing, or signs".[ Communication can be perceived as a two-way process
in which there is an exchange and progression of thoughts, feelings or ideas towards a mutually
accepted goal or direction. Communication as an academic discipline has a long history
The term multiculturalism generally refers to a theory promoting retention of various cultural
divisions for the sake of diversity that applies to the demographic make-up of a specific place,
usually at the scale of an organization such as a school, business, neighborhood, city or nation.
Values:
The ideals or principles individuals hold and used to make judgments about the worth or rightness
of an action, thought, behaviour. Values influence people’s attitudes towards other persons and
may influence their actions.
Values of Being: honesty, courage, peace, self-discipline and moderation, self-reliance, fidelity
and chastity.
Values of Giving: kindness and friendliness, justice and mercy, unselfishness and sensitivity,
loyalty and dependability and respect.
Civic Participation: active community involvement in the society (school, environment, country)
through sharing, collaborating, and advocacy.
50
51
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
52
Guidelines
- Establish clear and specific objectives for the trip, and inform the students of the purpose
of the activity/visit.
- Seek permission from the relevant body to visit the site.
- Visit the site prior to the trip to become familiar with the major features
- Seek permission from the relevant school authorities and parents for students to go on
trips
- Develop the appropriate worksheets, checklists, maps, etc.
- With the help of the students, plan the questions to be asked during the visit, and other
activities
- Plan the activities to be undertaken by the students both during the visit and after the visit
- With the help of the students, establish rules for behaviour/code of conduct
- Focus the students’ attention on the features of the trip that are most important.
- Engage students in some specific activity during the visit. For example, interview
persons, take pictures, make drawings, complete a checklist etc
==============================
Topic: Comparing Communities

Grade level: Grade K-2
Learning Outcome:
Compare their community with another one located nearby; and identify ways in which
the way of life has changed in their community over the years.
Objectives
- Identify economic and cultural activities of their community and one nearby.
- Illustrate ways in which the communities are different
Concepts: Community, change, way of life, culture, difference.
Generalization: All communities, over time, will develop and experience changes in their
culture, way of life and their livelihood.
Teaching strategy: Out-of-class activity/Field trip.
Activity:
- Teacher explains the purpose of the trip, and involves students in the planning prior to the
actual activity.
- In groups class prepares, questions to ask. Question will be based on the different
economic and cultural activities they will look for, observe and record. For example,
students will prepare checklist for recording the activities of the different groups.
- During the trip students will use their checklists to make a note of the economic and
cultural activities of the people in the community. They will ask questions of the people
in the community to get an idea of the activities engaged in where these are not evident.
- After the field trip, students report on the different activities they observed, and compare
the activities with those in the community.
- Students, in groups, draw conclusions on the differences between the two communities.
Resources:
- Large scales maps of the two communities or three dimensional models.
- Worksheets for recording information on the and economic activities.
- Relevant information already collected on their community, written at grade level
Assessment:
- Group presentations on their and conclusions will be assessment by an oral presentation
rubic
53
==============================
Grade: Grade K-2

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

1. What do you think about carnival? How do you feel about it?
2. How did carnival originate? Who started it?
3. In what ways do you think carnival is important to us?
Resources:
- Various carnival costumes, videos of carnival shows (calypso monarch, carnival queen)
and street jump up.
- Pictures of carnival scene and various ornaments, accessories and Banner with the
carnival theme.
Assessment:
Group dramatizations will be assessed by other class members, and by your teacher, using a
teacher-made checklist.
==============================
Grade: Grade 1
Topic: Our Community
Sub-Topic: Changes in our community
Learning Outcome:
Compare their community with another one located, and identify ways in which the
way of life has changed in their community over the years.
Objectives:
- List aspects of the way of life of people long ago
- Identify aspects of the way of life today
- Identify the ways in which the way of life has changed in their community.
54
Teaching strategy: Guided inquiry
Activity:
1. Students select and study pictures of people. Identify how people lived long ago and give
reasons
2. Students listen to a talk by an elderly person
3. After the presentation, students identify and discuss ways in which the way of life in their
community has changed.
Resources
- Picture of people long ago and today
- Resource person
Assessment:
- Students, working in groups, find answers to these questions. These marked by the
teacher.
- What can you say about the way people lived long ago?
- How is your way of life different today from that of people long ago?
- What do you think are some of the reasons for the changes?
==============================
Grade: Grade 2
Sub-Topic: Our neighbourhood
Learning Outcomes:
Compare the community with another one located nearby;
Objectives:
- Pupils will be able to locate the position of their community using the map of Antigua
- Identify their communities
- Locate their community in relation to their neighbouring community using the cardinal
points.
Strategy: Map /Atlas exercise
Activities: Students, under the guidance of the teacher,

- Study a large map of Antigua
- Find and write the name of their Country
- Locate their community on the map
- Describe the location of their community in relation to other towns/cities
- Locate and identify their neighbouring communities
- Locate their community in relation to their neighbouring communities using the cardinal
points.
Resources:
- Desk-size maps of Antigua
- Large drawing of the cardinal points
- Compasses
- Large map of Antigua
Assessment
- In groups, students will, with the aid of an atlas,
- Mark and name their community on a desk-size map of the country
- Identify the neighbouring communities that are to the north, south, east and west of the
community
- Give the correct direction they would be traveling in if going from ……to ……
==============================
55
Grade: K-2
Sub-Topic Important places in our Community
Learning Outcome:
Give physical descriptions of places of importance in their community (home, school,
church, community centre, post office, etc) using size colour, shape, texture, materials
used.
Objectives:
- Identify important buildings in the community
- Describe the important building in the community using size, colour, shape and materials
used
- Identify and explain some of the activities that take place in these buildings.
Teaching strategy: Out-of-class activity
Activity:
Visit some important buildings in the community, noting names, size, colour, etc and activities
taking place.
Listen to talk by a resource person on the importance of the buildings, their age, history, etc
In groups, students will
- Name some important building in their community;
- List ways in which the building are different from one another;
- Name some activities that place in these building, e.g. post office, health centre, school;
- In chart form, classify the building by size, shape, colour, building materials, and major
activities.
Resources: Resource person, picture of buildings in the community, writing materials to take
notes during field trip
Assessment:
1. Groups will make a brief oral presentation of their work
2. Teacher will mark each groups’ work/presentation, using an appropriate checklist or
rubric
==============================
Class: Grade K-2

Topic: Family
Sub-Topic: Roles of family members
Learning Outcomes:
Provide examples f cooperation within the family and in the community
Objectives:
After viewing different stimulus materials on roles in the family, pupils will be able to
- list the roles of different family members
- dramatize ways of people in a family co-operate with one another
- give reasons why it is important for family members to have different roles
Teaching strategy: Using stimulus materials, with questions
56
Activities:
- Students watch a video depicting roles of family members
- Teacher asks a series of questions: Who are the people in the video? What is the mother
doing? etc
- Students view a set of pictures of a family
Teacher poses a series of questions: What are the people doing? Are they working
together? How? What word can we use to indicate that they are working together?
- In group of four, students choose a scenario from a list and show how they would
cooperate with one another to solve the problem.
Examples of scenarios: Joe does not have lunch

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

Pictures of family members
Assessment:
1. Students individually will complete the sentences using the most appropriate word to
indicate different roles of family members.
a. Mother ______________ the food
b. Brother______________ the lawn
c. I __________________my room.
2. Students, in a short paragraph (3-4 sentences), write one reason why family members
take different roles.
==============================
Sample Lesson Plan

Topic: Festivals
Grade Level: Grades 3-4
Learning Outcome:
Explain the purpose and significance of some of the customs, traditions and cultural
celebrations in their county
Objectives:
After interviewing resource persons in the community, students will be able to:
- Name popular festivals in their community
- Outline the history behind the popular festivals in their community
- Show appreciation for the festivals as part of their cultural heritage
-
Concepts: Culture, customs, festivals, traditions, cultural heritage, community
Generalization: Local festivals and customs form part of the cultural heritage of a community,
and help to define its identity
Strategy: Out-of-Class activity: Interviewing persons in the community
57
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 adequate, information is of the information is
correct presented is adequate, adequate, correct
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
==============================
58
Topic: Community Service Project

Grade level: Grades 3-6
Learning Outcome:
Social Skills/Social Responsibility
Objectives: Design and implement a service project to be done as a class in a neighbourhood or

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

Assessment: Teacher observation to see that all students are participating in the group
brainstorming process
==============================
Grade: Grade 3-6

Sub-Topic:
Learning Outcomes:
Demonstrate sensitivity and tolerance towards people of other racial and ethnic groups
Objectives:
- Design and implement a service project to be done as a class in a familiar community
- Create and organize a service project
- Carry out the service project as a class
59
Activity: This lesson is more difficult to plan since the project will be students-driven. However,
the activities to help the students plan their projects include these steps.
 Research the project. www.peacecorps.gov/wws/studnets/service/ has an excellent
section on service learning that can help to generate ideas for planning the project.
 Students determine exactly what will be done to complete the project. They will need to
determine whether or not it can be done during school time, and how long it might take.
If it involves a local organization, students may call and arrange foe resource person to
come in and speak about the organization’s work. If it’s a beautification project, the
students will need to determine whose permission they need to complete their project.
 One the project ox planned, the students will begin the steps, whether that means
designing a mural and finding a location for it, or getting the necessary materials to do a
neighbourhood trash clean-up.
Materials: Will vary with the type of project
Assessment: Teacher may use the first two criteria (Effort, and Cooperation) on the assessment
rubic below
==============================
Grade: Grade 4-6

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

Laminator, spiral binding machine.
60
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
==============================
Grade: Grade 3-4

Topic: Workers and Occupation
Learning Outcome:
Identify the workers who produce goods and provide services in their country, and make
a reasoned assessment of the value of their and their contribution to the society
Objectives:
- Name workers who produce goods and services in their country
- Compare different types of workers
- Classify workers who provide goods and those provide services
- Make an assessment of the value of these jobs and workers’ contribution to the country.
61
Teaching Strategy: Listing - Grouping
Activities:
 Students study pictures of different types of workers, and list the different types of
workers
 Drawing on their prior knowledge, students group the workers according to the type of
work they perform
 Students then state/indicate whether each type of worker is providing a good or a service
 Students are asked to provide/suggest a label or name for each group of workers
 Class discusses the various labels and their meaning
Resources: Pictures of different types of workers and of the goods and services they provide
Assessment: An in-class written assignment or students

1. Explain the difference between providing a good and providing a service
2. choose one type of worker and explain how this worker is important to the country
==============================
Class: Grade3
Topic: The Caribbean
Learning Outcome:
Use directions and distances to locate their country in relation to neighbouring water
bodies and landmasses, identify their country on a map of the Caribbean
Objectives:
- Identify five countries/islands on large map of the Caribbean
- Give the location of their country in relation to four neighbouring water bodies and
Caribbean countries
- Give the relative location of other Caribbean countries as being North (N) or South (S) of
other Caribbean countries
Teaching strategy: Map Work
Activity:
 Class forms into four or five groups
 Each group receives a list of names of Caribbean countries and bodies of water on
separate pieces of paper.
 Class is given about 5 minutes to locate these countries in their atlas and/or on a large
map of the Caribbean
 Teacher plays a game
- Teacher calls out a name of a country of body of water, and groups are to locate it in their
atlas. Points are awarded to the first group to find and locate it, using terms such as near
to, north of, left of, below, etc
- Group answering is also given a chance for further points, to give the location of the
country or body of water in relation to their country and two other country.
- Game continues for 10-15 minutes
- [or teacher could give out riddles: e.g. “I am a body of water located west of Dominica.
What am I?/ Name me].
Resources:
- Large wall map of the Caribbean, and blank online maps
- Caribbean atlas
62
Assessment:
1. On a blank outline map of the Caribbean, Students colour the bodies of water in blue
2. students neatly name the islands/countries on the outline maps
==============================
Class: Grade 4
Topic: Campaigns and Elections
Learning Outcomes:
Describe how governments and leaders in their country are elected. Explain the
importance of
having leaders and the roles performed by the different leaders and departments in
government.
Objectives: Students will

- Imitate the national campaign and voting processes in order to hold their own classroom
elections
- Conduct the process and system of an election on a local level.
Teaching strategy: Simulation

Activities: Activity may run for at least 2 weeks
- Students will discuss the systems of campaigning and voting in their local community. If
possible, have their local parliamentary representative come in to discuss this process
with the class
- The class will then brainstorming what offices they feel are important to have in their
classroom
- Students will sign up for the office (s) for which they wish
- The students who do not wish to run may then divide into campaign groups. These
groups will ne development a platform for their candidates to run symbols.
- Students will use example of local campaign to develop their ideas for buttons and
posters
- Students may begin posting their signs and wearing their buttons at the end of the first
week.
- During the second week, students may have their campaign group present 30 second or
one minute commercials during each class session
- During the final week, ‘candidates’ give their final speeches; and students ‘voters’ cast
their ballots. Votes are tallied by the teacher and candidates elected are announced.
Resources: Poster board of several colours, markers, pairs of scissors, button-making materials
Coloured paper, tape
Examples of political speeches and advertisement
Assessment:
1. The teacher may use a checklist involving the criteria: cooperation, campaign quality of
speeches, etc
==============================
63
Class: Grade 3-4

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

- Define a community
- Discuss different aspects of their community (family, neighbourhood etc)
- Create a brochures for their chosen community
Teaching strategy: Cooperative learning/grouping
Activities:
 Teacher discusses with the class what they think a community is
 Class talks about the communities of which the children are a part. These could be
school, family, city, neighbourhood etc
 Students examine posters, pictures and brochures of examples of communities
 In their groups, students
Resources:
 Posters or pictures of examples of communities (family pictures, school pictures, posters
of cities etc)
 Brochures for the community features (could be brochures about some special, unique
feature or historical details)
 Construction paper, crayons, makers, glue, pair of scissors, pencils, sample brochures
Assessment:
- The brochures are assessed by using a presentation rubic
==============================
Class: Grade 3-4

Topic: Prejudice and values
Learning Outcome:
Demonstrate sensitivity and tolerance towards people of other racial and ethnic groups
in their country, and justify the need for need for each person to defend the human
rights of others
Objectives: Students will be able to

- recognize the relationship between prejudice and actions towards others;
- identify how beliefs shape our attitude and actions
- describe their own feelings, beliefs and values with respects to others and groups;
- explain their role in helping to civil right and democratic institutions in their country.
Teaching strategy: Dealing with controversial or sensitive issues
64
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?
65
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?
==============================
66
Holidays and Other Special Events in Antigua and Barbuda
Jan Jun
New Year’s Day World Environment Day
Dr. Martin Luther King Jr Day Father’s day
Beginning of second term Summer begins
Jul
Feb Summer vacation
Black History Month Carnival
Education Week
Valentine’s Day
Aug
Summer vacation
Mar Carnival
Int’l Women’s Day
Commonwealth Day
Spring begins Sep
Ash Wednesday School year begins
Easter? Int’l Literacy Day
Cricket
Apr Oct
World Health Day Int’l Day for the Elderly
Good Friday Int’l Teacher’s Day
Easter Sunday World Food Day
Easter Monday United Nation’s Day
Cricket Columbus Day
Antigua Sailing Week begins Independence celebrations begin
May
Antigua Sailing Week cont Nov
Ascension Day Independence Anniversary
Labour Day Child Month (ECTC)
Mother’s day Int’l Day for Tolerance
Whit Sunday
Whit Monday
Int’l Day for The Family Dec
World AIDS Day
Int’l Day for Disabled Persons
Human Rights Day
National Heroes Day
Christmas Day
Boxing Day
67
Acknowledgements
Special thanks to Principals and Teachers who participated in different stages in the curriculum
writing process.
Without your support and expertise this would have been a more difficult task.
Special mention must be made of the following individuals who planned, worked on the ‘first
drafts’ and / or participated in reviewing the Social Studies Curriculum:
Mrs. Esther Utoh, Lecturer, Social Studies, Department of Teacher Education, Antigua State
College
Ruleta Camacho and Carol George - The Environmental Division in the Ministry of Tourism
Teachers who participated in one or more Curriculum Writing & Review Workshops
Bernadine Gloade Josette Watkins Michelle Ross

Grace Ellis Junie Joseph Brenda Cochrane
Beatrice Browne Tasheba Frederick Gweneth Myke
Denise Mills Whyva Edwards Denise Peters
Lois Drew Arlene Peters Troy Allen
Carolyn Whyte Cheryl Gregg Temika Christian
Verlyn Hector Andrea Peters Sandra Felix
Daphne George Brenda Jarvis Lisa Roberts
Brenda Cochrane Andrea Walter Melinda King
Lois King Denise Francis Chennel Dowdye
Athenia Cannoville Suzette Smith Marjorie Warner
Roberta Henry M. Robinson
Sandra Duncan Rita Lovell Browne
Jacintha Browne Rose-Clare Charles
Joy Ann Harrigan

Latoya Goodwin
Leroy Harris
Vivica Shradrach
Eunice Drigo-Wilson
Janice Nicholas
Athenia Cannoville
Theoline Croft
Cathy Quinland
Angelyn Otto
Merle Joseph
Sandy Lewis
At other times, many teachers from all grades did make input at different workshops/seminars, or
made suggestions to enhance modification. Thanks also to principals, teachers and students at the
schools where the implementation pilot study was conducted. To the Education Officers who
conducted the observations, thanks for your support.
Thank You All

Cynthia L. A. Crump
January, 2009
68

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

PURPOSE OF THE CURRICULUM [GUIDE]

 Knowledge of social issues and concerns

DEFINITION AND PURPOSE:

Some educators are of the view:

Suggested Disciplines/ Strands/ Themes:

1.0 Culture and Heritage

Ten Themes--Updated Draft Retrieved from

4.0 INDIVIDUAL DEVELOPMENT AND IDENTITY: Social studies curriculum should

7.0 PRODUCTION, DISTRIBUTION AND CONCUMPTION: Social studies programs

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

EDUCATION FOR DEMOCRATIC CITIZENSHIP:

 Engaging in discussion about an issue

 Civic / Social participation

EDUCATION FOR DEMOCRATIC

DISPOSOTIONS AND ENGAGEMENTS

Binary (True, false)

Documents: historical, statistical, information

Kindergarten - Knowing About Self

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

EXPERIENTIAL LEARNING AND THE SOCIAL STUDIES CURRICULUM:

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

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

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

Experiential Learning Model

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

K-1 Social Studies: Scope and Sequence

TERM UNIT Kindergarten GRADE I

I Knowing About Self What About My Neighbourhood

I Health & Safety Things Around Us

TWO Moving About

UNIT TITLE: ABOUT ME

Sub Title Outcomes Objectives

Compromising  Puppet show depicting similarities and differences in physical

UNIT TITLE: ABOUT ME

Sub Title Learning Specific Objectives

9. Identify needs and wants

Key Concepts Suggested Activities

Sub Title Learning Outcomes Specific Objectives

Key Concepts Suggested Activities

Sub Title Learning Outcomes Specific Objectives

Key Concepts Suggested Activities

Sub Title Learning Outcomes Specific Objectives

Key Concepts Suggested Activities

Sub Title Learning Outcomes Specific Objectives

Key Concepts Suggested Activities

Sub Title Learning Outcomes Specific Objectives

Key Concepts Suggested Activities

Sub Title Outcomes Objectives

Key Concepts Suggested Activities

Learning Outcomes Specific Objectives

Describe the  Define the term neighbourhood

Key Concepts Suggested Activities

Address 1. Conduct interviews with individuals in the community

Learning Outcomes Specific Objectives

KEY CONCEPTS SUGGESTED ACTIVITIES

Citizenship, Culture  Observe as teacher and students prepare a local dish

Learning Outcomes Specific Objectives

Key Concepts Suggested Activities