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					AREA OF STUDY: SOCIAL STUDIES
STANDARD II
UNIT/THEME: Belize’s Pre-European

     AREA OF STUDY OUTCOMES                                                  CROSS-CURRICULAR OUTCOMES
     Pupils should:                                                          Pupils should:
     SS1.a Understand some aspects of the social, economic and               CP1.a Recognize an issue or problem
            political conditions affecting the lives of pre-European         SP2.a Take part in group activities
            people in Belize                                                 SP2.c Identify feelings
                                                                             SP2.e Lead and follow where appropriate
                                                                             SP2.f Help the group to achieve its goals
                                                                             SP2.h Accept major decisions


  CONTENT ORGANIZED               SUGGESTED TEACHING/LEARNING STRATEGIES                    SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                     ASSESSMENT
          SETS
(3 weeks)

1. Maya Settlement            1. Types of Maya Settlements                              1. Types of Maya
 Location
 Organization                    Use pictures to tell a story about the                  Locate on a map 3 major maya ruins in Belize
                                   location/organization of early Mayas in Belize.         Collect and display pictures of Maya ruins.
                                  Use maps to locate early maya sites.                    Match the Mayan word to the correct English word.
                                  Insert flashcards for Ketchi and Mopan communities      .
                                   on a map of Belize.

2. Types of Maya              2. Types of Maya                                          2. Types of Maya
 Ketchi                       Learn Mayan words (Ketchi and Mopan) for basic           Make a table listing the English word and its Mopan
 Mopan                          English vocabulary                                        and Ketchi translations
                               Resource personnel- brief explanations on the            List two reasons for the Yucatec Mayas coming to
                                 reasons for Yucatec Maya coming to Belize.                Belize.
                               Insert flashcards to indicate Yucatec communities        On a blank map of Belize, locate the Yucatec
                                 on map of Belize.                                         communities.




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AREA OF STUDY: SOCIAL STUDIES
STANDARD II
UNIT/THEME: Belize’s Pre-European

  CONTENT ORGANIZED           SUGGESTED TEACHING/LEARNING STRATEGIES                       SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                    ASSESSMENT
          SETS
3. Culture of the Mayas   3. Culture of the Mayas                                      3. Culture of the Mayas
 (food, clothing)
                              Resource personnel to talk about food and clothing         Make booklets with illustrations and written
                              Find or draw pictures of food and clothing typical of       sentences about Mayan food and clothing
                               the Mayas
                              List at least three Mayan foods and/or clothing.

4. Culture of the Mayas   4. Culture of the Mayas                                      4. Culture of the Mayas
 (language, religion)
                              Brief explanation of the language and religious            Oral or written explanation of interview results
                               beliefs of the Mayas.
                              Interview a Mayan person to find out about their
                               religious beliefs.
5. Achievements/                                                                       5. Achievements/ Contributions
Contributions             5. Achievements/ Contributions
                                                                                          On a blank map of Belize, locate Maya ruins.
                              Brainstorm great Mayan achievements.                       Identify two important months of the Mayan calendar
                              Show pictures and locations of five major ruins in          (e.g. planting, harvesting).
                               Belize.
                              Sample of Mayan calendar and explain.
6. Subsistence farming                                                                 6. Subsistence farming
                          6. Subsistence farming
                                                                                          Write stories about farming gods.
                              Slides or video to show milpa system.                      List food grown by Mayas.
                              Compare Mayan way of farming to other ways of
                               farming in Belize.
                              Discuss food grown and gods related to farming.




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AREA OF STUDY: SOCIAL STUDIES
STANDARD II
UNIT/THEME: Belize’s Pre-European

                     LINKAGES/CONNECTIONS                                         RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL2.e Interpret and respond appropriately to messages conveyed           Flashcards (Mayan/ English)
    through visual images and tone of voice                                  Resource personnel
   EL3.d Produce work that is legible and acceptable                        Map of Belize
   EL3.f demonstrate the ability to use a variety of words and phrases      Blank map of Belize
    to express thoughts and feelings                                         Booklets
   EL4.c Use appropriate language to share ideas, convince and              Markers, pencils, paper
    express feelings                                                         Pictures or information of Mayan food and clothing
   EL4.g Use body language and gestures appropriate to speech               Calendar or picture of calendar
   M5.a Collect, analyze and present data using charts, graphs,             Pictures of Mayan ruins
    tables and diagrams                                                      Video/slides of milpa system
   ST1.a Understand some changes in living things and their                 Social Studies of Belize BK4
    environment from prehistoric times to the present                        Nation We Are Making
   ST8.a Understand the natural processes which support and
    maintain the environment




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AREA OF STUDY: SOCIAL STUDIES
STANDARD II                                                                     CROSS-CURRICULAR OUTCOMES
UNIT/THEME: Slavery in Belize                                                   Pupils should:
                                                                                CP1.a Recognize an issue or problem
      AREA OF STUDY OUTCOMES                                                    SP2.a Take part in group activities
      Pupils should:                                                            SP2.b Express their opinions and feelings in a socially
      SS1.b Understand the origins and dynamics of slavery, and the             acceptable way
      relationship between slavery and colonialism in Belize                    SP2.c Identify feelings
                                                                                SP2.e Lead and follow where appropriate
                                                                                SP2.f Help the group to achieve its goals
                                                                                SP3.a Assess their needs/ interests



  CONTENT ORGANIZED              SUGGESTED TEACHING/LEARNING STRATEGIES                    SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                    ASSESSMENT
          SETS
(3 weeks)

1. What is slavery in        1. What is slavery in Belize?                            1. What is slavery in Belize?
   Belize?
                                 Elicit what is slavery from children                   Write about your feelings towards slavery
                                 Discuss why slavery was in Belize
                                 List factors relating to slavery

2. Origin of slaves          2. Origin of slaves                                      2. Origin of slaves
 (Africa)
                                 Discuss origin of slaves.                              Draw slave route on blank map.
                                 Explain the route slaves took to Belize by
                                  demonstrating on a world map.
                                 Trace the route on world map.

3. Life on the slave ship    3. Life on the slave ship                                3. Life on the slave ship

                                 Provide and discuss picture of overcrowded boat.       Make booklets describing and illustrating life on the
                                 Read about life on the slave ship.                      slave ship.
                                 Dramatize living conditions on slave ship.


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AREA OF STUDY: SOCIAL STUDIES
STANDARD II
UNIT/THEME: Slavery in Belize

  CONTENT ORGANIZED            SUGGESTED TEACHING/LEARNING STRATEGIES                     SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                   ASSESSMENT
          SETS
4. African life            4. African life                                            4. African life

                               Resource personnel- brief history of life in Africa      Collection of pictures depicting life in Africa to make
                               List commonalities between Africans and Belizeans         a scrapbook
                                (food, etc.)                                             Response to questions asked from history given by
                                                                                          resource personnel

5. Colonialism in Belize   5. Colonialism in Belize                                   5. Colonialism in Belize

                               Define colonialism                                       Write a paragraph explaining colonialism in Belize
                               Brainstorm and list reasons for British arrival to       Oral explanation of feelings about colonialism
                                Belize

6. Logwood and mahogany    6. Logwood and mahogany trade                              6. Logwood and mahogany trade
trade
                               Discussion on environmental effects of logwood and       Draw pictures depicting life in the mahogany camp
                                mahogany trade                                           Oral explanation of pictures- look for historical
                               Brief explanation of life in the mahogany camp            accuracy
                               Dramatize life in the mahogany camp




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AREA OF STUDY: SOCIAL STUDIES
STANDARD II
UNIT/THEME: Slavery in Belize

                      LINKAGES/CONNECTIONS                                        RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL2.d Follow instructions/ directions                                    History of Belize- Nora Dobson
   EL2.e Interpret and respond appropriately to messages conveyed           A History of Belize Nation in the Making- Sunshine Books
    through visual images and tone of voice                                  History of Belize- Sherlock
   EL3.a Demonstrate the ability to write grammatically correct             Atlas of Belize
    sentences                                                                World map
   EL3.b Apply common rules of spelling to their written work               Pencils, markers, paper
   EL3.d Produce work that is legible and acceptable                        Rulers
   EL3.f Demonstrate the ability to use a variety of words and phrases      Resource personnel
    to express thoughts and feelings                                         Picture of people in mahogany camp
   EL3.g Demonstrate unity and coherence in their writing
   EL4.a Express ideas and opinions
   EL4.c Use appropriate language to share ideas, convince and
    express feelings
   EL4.g Use body language and gestures appropriate to speech
   ST1.a Understand some changes in living things and their
    environment from prehistoric times to the present
   EA1.e Explore and experiment to create visual images through the
    use of a variety of artistic tools and media




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AREA OF STUDY: SOCIAL STUDIES
STANDARD II                                                                   CROSS-CURRICULAR OUTCOMES
UNIT/THEME: Weather and Climate                                               Pupils should:
                                                                              CP1.a Recognize an issue or problem
                                                                              CP1.b Examine information related to the problem/ issue
      AREA OF STUDY OUTCOMES
                                                                              CP1.c Suggest ways of dealing with the problem/ issue
      Pupils should:
                                                                              SP2.a Take part in group activities
      SS2.a Understand weather changes and the factors which                  SP2.b Express their opinions and feelings in a socially acceptable
            affect the different parts of Belize                              way
                                                                              SP2.c Identify feelings
                                                                              SP2.f Help the group to achieve its goals
                                                                              SP3.a Assess their needs/ interests



  CONTENT ORGANIZED                SUGGESTED TEACHING/LEARNING STRATEGIES                     SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                       ASSESSMENT
          SETS
(3 weeks)

1. Definition of climate and   1. Definition of climate and weather                      1. Definition of climate and weather
   weather
                                   Observe weather conditions then illustrate              Explanation of weather condition
                                    observations on weather chart                           Oral explanation of definition and differences of
                                   Small groups- each group given different weather         weather and climate
                                    condition to draw and explain                           Creation of model
                                   Make models of rain gauge, etc.
2. Regional factors
affecting climate              2. Regional factors affecting climate                     2. Regional factors affecting climate

                                   Elicit factors that affect the climate of Belize        Correct labeling of diagram of a water cycle using
                                   Produce class model of the water cycle based on          the terms and factors affecting climate
                                    factors elicited
                                   Label the factors and terms associated with water
                                    cycle




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AREA OF STUDY: SOCIAL STUDIES
STANDARD II
UNIT/THEME: Weather and Climate

  CONTENT ORGANIZED            SUGGESTED TEACHING/LEARNING STRATEGIES                     SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                   ASSESSMENT
            SETS
3. Physical features       3. Physical features affecting weather                     3. Physical features affecting weather
    affecting weather
                               Provide scrambled terms associated with physical         Checklist based on terms of physical features
                                features and allow time for students to unscramble        located on map
                               List the physical features (southern lowlands,
                                coastal plains, etc.)
                               Locate features on map of Belize

4. Importance of weather   4. Importance of weather                                   4. Importance of weather

                               Brainstorm and discuss reasons why weather is            Display and explain pictures
                                important and how it affects us (clothing,
                                transportation, etc.)
                               Draw pictures showing the importance of weather

5. Natural disasters       5. Natural disasters                                       5. Natural disasters
 Hurricane
 Flood                        Resource personnel- discuss natural disasters            Observe questions asked by students to resource
                               Find or draw pictures of natural disasters                personnel
                               Share stories of experiences with natural disasters

6. Disaster preparedness   6. Disaster preparedness                                   6. Disaster preparedness

                               Show video/ slides on flood, fire, hurricane             Make posters using pictures to show disaster
                               Brainstorms and discuss how we can prepare                preparedness
                                ourselves for disasters                                  List examples of disaster preparedness
                               Dramatize ways to be prepared




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AREA OF STUDY: SOCIAL STUDIES
STANDARD II
UNIT/THEME: Weather and Climate

                      LINKAGES/CONNECTIONS                                        RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL1.j Make inferences and draw conclusions                               Weather chart
   EL1.k Interpret and follow instructions/ directions                      Natural environment
   EL2.e Interpret and respond appropriately to messages conveyed           Pencils, paper, markers
    through visual images and tone of voice                                  Materials for water cycle model
   EL3.a Demonstrate the ability to write grammatically correct             Flashcards
    sentences                                                                Scrambled words
   EL3.b Apply common rules of spelling to their written work               Map of Belize
   EL3.d Produce work that is legible and acceptable                        Pictures
   EL3.f Demonstrate the ability to use a variety of words and phrases      Newspapers, magazines
    to express thoughts and feelings                                         Belize Weather Bureau
   EL3.g Demonstrate unity and coherence in their writing                   Encyclopedias
   EL4.c Use appropriate language to share ideas, convince and              Resource personnel
    express feelings                                                         Slides, video
   EL4.g Use body language and gestures appropriate to speech               A Geography of Belize
   SL4.b Ask questions for information and understanding
   ST1.a Understand some changes in living things and their
    environment from prehistoric times to the present
   ST8.a Understand the natural processes which support and
    maintain the environment
   M4.a Make reasonable approximations based on relevant life
    experiences
   M5.a Collect, analyze and present data using charts, graphs,
    tables and diagrams
   H1.b Understand how safety practices contribute to healthy living
    and how to recognize and respond appropriately to dangerous
    situations
   EA1.e Explore and experiment to create visual images through the
    use of a variety of artistic tools and media




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AREA OF STUDY: SOCIAL STUDIES                                                    CROSS-CURRICULAR OUTCOMES
STANDARD II                                                                      Pupils should:
UNIT/THEME: Natural Resources                                                    CP1.a Recognize an issue or problem
                                                                                 CP1.b Examine information related to the problem/ issue
      AREA OF STUDY OUTCOMES                                                     CP1.c Suggest ways of dealing with the problem/ issue
      Pupils should:                                                             SP2.a Take part in group activities
      SS2.b Understand how natural landscape features influence                  SP2.b Express their opinions and feelings in a socially
             the pattern of settlement in Belize                                 acceptable way
      SS2.c Understand how people use the natural resources of                   SP2.e Lead and follow where appropriate
             Belize                                                              SP2.f Help the group to achieve its goals
                                                                                 SP2.g Help to create consensus
                                                                                 SP3.a Assess their needs/ interests


  CONTENT ORGANIZED              SUGGESTED TEACHING/LEARNING STRATEGIES                        SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                        ASSESSMENT
          SETS
(3 weeks)

1. Definition and example    1. Definition and example of natural resources                1. Definition and example of natural resources
   of natural resources
 Land                           Discuss definition and list examples                        Write definition in your own words and illustrate
 Water                          Dramatize various natural resources and have other           using several examples of natural resources
 Animals                         students guess the correct one                              Label and display samples or pictures of natural
 Humans                         Collect samples or pictures of natural resources             resources
 Trees

2. Availability of natural   2. Availability of natural resources                          2. Availability of natural resources
resources
                                 Brainstorm where natural resources are available in         On a blank map of Belize, label the natural
                                  your community                                               resources present in your community
                                 Use pictures to illustrate the availability of some or      Make posters showing the natural resources
                                  all natural resources                                        available in your community by using pictures from
                                 Give reasons for natural resources which are not             magazines or drawings
                                  found in your community
                                 Locate these areas on a map of Belize
                                 List the natural resources present in your area
                                  based on their availability

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AREA OF STUDY: SOCIAL STUDIES
STANDARD II
UNIT/THEME: Natural Resources

  CONTENT ORGANIZED            SUGGESTED TEACHING/LEARNING STRATEGIES                       SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                     ASSESSMENT
           SETS
3. Uses of natural         3. Uses of natural resources                                 3. Uses of natural resources
resources
                               Review availability of natural resources                   Project utilizing pictures, samples and models of
                               Brainstorm and discuss the uses of natural                  natural resources and how they relate to the
                                resources                                                   development of settlements
                               Differentiate the uses of natural resources for            List at least five natural resources with respect to
                                subsistent living as opposed to commercial activity.        land, water, animals, humans and trees
                                Make a table (with pictures) indicating which uses of
                                natural resources fall under which category

4. Protection of Natural   4. Protection of Natural resources                           4. Protection of Natural resources
resources
                               How to protect natural resources                           Compose jingles or slogans advocating the
                               Introduce the laws governing the protection of              protection of natural resources
                                natural resources                                          Organize and participate in a cleanup campaign in
                               Invite resource personnel to talk about he protection       school or community
                                of natural resources
                               Discuss and list different types of pollution that
                                affect our community
                               Dramatize the protection of natural resources




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AREA OF STUDY: SOCIAL STUDIES
STANDARD II
UNIT/THEME: Natural Resources

  CONTENT ORGANIZED              SUGGESTED TEACHING/LEARNING STRATEGIES                      SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                      ASSESSMENT
           SETS
5. Conservation of natural   5. Conservation of natural resources                        5. Conservation of natural resources
    resources
                                 Brainstorm definition of conservation                     Make posters showing the conservation of natural
                                 Give reasons for conservation                              resources
                                 Show video/ slides with the conservation of natural       List two or three ways in which they can help
                                  resources                                                  conserve natural resources
                                 Collect or draw pictures relating to conservation

6. Types of settlements in   6. Types of settlements in your community                   6. Types of settlements in your community
your community
                                 Brainstorm and discuss the different types of             List at least three reasons for establishing different
                                  settlements in your community                              types of settlements in your community
                                 Collect or draw pictures showing the different types      On a blank map of Belize insert flashcards with the
                                  of settlements                                             different types of settlements in their community
                                 List reasons for settlements in your community
                                 Locate settlements on map of Belize




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AREA OF STUDY: SOCIAL STUDIES
STANDARD II
UNIT/THEME: Natural Resources
  CONTENT ORGANIZED          SUGGESTED TEACHING/LEARNING STRATEGIES                      SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                  ASSESSMENT
            SETS
7. Uses of Natural          Brainstorm for the definition of of the word “Tourist”      Ability to define the word a”tourist”
Resources                   using a web.
Tourism                      Identify countries where tourist might come from.
What is a tourist?           Display pictures of natural resources.                    Contribution to discussion
One who makes tour/tours        Identify/Discuss the importance of them.
especially for reservation,  List tourist attraction
pleasure or culture.         Locate/make reference on a map of Belize.                 Ability to locate and make reference on a map
                             Study the flora/fauna of Belize.
Name of Tourist Attractions  GRAPH the benefits of tourism                             Project Report
Maya Ruins, Cayes, Coral     Create “poster” depicting the Do’s/Don’t’s of             Creativity of poster
Reefs, Building etc.            Tourism. (Display children’s work)
                             Take children on a Tour (city/town) to view some
Benefit of Tourism              tourist sites
  Foreign exchange          Conduct a survey to collect information on career
  Informational relation       opportunities in Tourism.
  Job creation




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AREA OF STUDY: SOCIAL STUDIES
STANDARD II
UNIT/THEME: Natural Resources

                      LINKAGES/CONNECTIONS                                        RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL3.a Demonstrate the ability to write grammatically correct             Dictionary
    sentences                                                                Encyclopedias
   EL3.b Apply common rules of spelling to their written work               Natural environment
   EL3.c Demonstrate the ability to punctuate and capitalize written        Paper, pencils, markers, tape
    work                                                                     Pictures- magazines
   EL3.d Produce work that is legible and acceptable                        Map of Belize
   EL3.f Demonstrate the ability to use a variety of words and phrases      Blank map of Belize
    to express thoughts and feelings                                         Flashcards
   EL4.a Express ideas and opinions                                         Charts
   EL4.c Use appropriate language to share ideas, convince and              Resource personnel
    express feelings                                                         Rakes, brooms, trash bags, hand gloves, soap, water
   EL4.g Use body language and gestures appropriate to speech               A Geography of Belize
   ST1.a Understand some changes in living things and their                 SPSC
    environment from prehistoric times to the present                        Belize Primary Social Studies (Toucan)
   ST8.a Understand the natural processes which support and                 History of Belize- Nora Dobson
    maintain the environment                                                 Caribbean Social Studies
   ST8.b Understand the need for protection, care and responsible
    use of the environment
   M5.a Collect, analyze and present data using charts, graphs,
    tables and diagrams
   H3.a Understand how maintaining a clean environment contributes
    to their personal health
   WT2.b Understand some of the processes within Belize’s industrial
    sectors
   WT5.a Identify a simple problem/ need
   EA1.e Explore and experiment to create visual images through the
    use of a variety of artistic tools and media
   EA1.f Use rhythmic body movements to express feelings and
    emotions




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AREA OF STUDY: SOCIAL STUDIES
STANDARD II                                                                      CROSS-CURRICULAR OUTCOMES
UNIT/THEME: Government                                                           Pupils should:
                                                                                 CP1.a Recognize an issue or problem
                                                                                 SP2.a Take part in group activities
      AREA OF STUDY OUTCOMES                                                     SP2.b Express their opinions and feelings in a socially
      Pupils should:                                                             acceptable way
      SS3.a Understand how the government of Belize is organized                 SP2.e Lead and follow where appropriate
             in order to provide for the needs of the people                     SP2.f Help the group to achieve its goals
                                                                                 SP3.a Assess their needs/ interests




  CONTENT ORGANIZED           SUGGESTED TEACHING/LEARNING STRATEGIES                        SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                     ASSESSMENT
          SETS
(2-3 weeks)                  1. Type of government
                              Mock Elections – Voting Day Each student votes.
1. Type of government           Discuss the result of Democratic Process of            1. Type of government
 (democratic)                  Elections,
 purpose of a political      Brainstorm government and democracy                        Define terms in your own words
   system                     Role play the voting process to illustrate democracy       Mock election on issue of interest to class
 process of                  Discuss the concept of minority/majority rule.
   nomination/election                                                                 2. Structure of local government
                             2. Structure of local government
2. Structure of local         Elicit types of local government                           Questionnaire based on types, functions and duties
   government                 Probe and list the functions and duties of the local        of local government
 (city council, town           government                                                Dramatize various duties of local government
   board, village council,    List reasons for the existence of the present local
   alcalde system)              government
 The Need for
   Laws/Rules                3. Financing the local government                         3. Financing the local government
                              Discuss how home is financed
3. Financing the local        Resource personnel- explain and discuss how local          Write paragraph about (and illustrate) the financing
government                      government is financed                                     of the local government
 Concept of Taxation         Oral questions and answers for resource personnel
 Tax Distribution            Participate in group situation.

`

                                                                   - 15 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD II
UNIT/THEME: Government
 CONTENT ORGANIZED      SUGGESTED TEACHING/LEARNING STRATEGIES                                  SUGGESTED STRATEGIES/ACTIVITIES FOR
  INTO MANAGEABLE                                                                                          ASSESSMENT
        SETS


                              1.    Political Independence
1. Political Independence                                                                   4. Political Independence
                                  Review self-government
                                  Elicit definition of independence                           List at least two reasons for the importance of
                                  Give reasons for independence                                obtaining independence
                                  Discuss the significance and order of the colors of         Draw or make samples of the Belizean flag with the
                                   the Belizean flag                                            colors in correct order. Explain significance.
                                  Demonstrate raising of the flag while singing               Create, display and explain posters showing the
                                   National Anthem                                              development of Belize up to political independence
                                  Discuss Independence Day and celebrations that go           Observation of attitudes during flag-raising
                                   along with it                                                ceremony: respect, patriotism
2. Human rights and
   responsibilities           2. Human rights and responsibilities
What is a human person                                                                      5. Human rights and responsibilities
 Human Dignity                   Brainstorm and list the rights and responsibilities of
   (Right to be respected          human beings                                                Questionnaire based on what rights and
   as a person                    Invite resource personnel to discuss the rights and          responsibilities humans have
   Inter-relatedness of all        responsibilities of human beings                            Create, display and explain posters advocating the
   forms of life                  Role play various rights and responsibilities                rights and responsibilities of human beings

3. Child’s rights and         3. Child’s rights and responsibilities
   responsibilities                                                                         6. Child’s rights and responsibilities
 To rest and play                Brainstorm the need for rest, play and socialization
 To an education                  at school                                                   List five reasons why it is important to have rest,
 To proper nutrition and         Discuss why these things are important for everyone          play and socialization
   health                         Draw pictures or posters depicting examples of              Oral or written explanations of feelings about playing
 To a family                      resting, playing and socializing                             and being together
                                  Go over class timetable as a whole class to ensure
                                   time for rest, play and socialization




                                                                       - 16 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD II
UNIT/THEME: Government
 CONTENT ORGANIZED      SUGGESTED TEACHING/LEARNING STRATEGIES                    SUGGESTED STRATEGIES/ACTIVITIES FOR
  INTO MANAGEABLE                                                                            ASSESSMENT
        SETS
                        Have children identify all forms of life in and around
                          classroom and categorize them.
                        Brainstorm for similiarity/differences between
                          animals/humans.
                          (Focus on the fact that humans are responsible for
                          themselves, for others, for the earth; animals are
                          not) why we make choices.
                          Discuss the importance of making good choices.




                                                               - 17 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD II
UNIT/THEME: Government

                      LINKAGES/CONNECTIONS                                         RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL2.e Interpret and respond appropriately to messages conveyed            How We Are Governed
    through visual images and tone of voice                                   History of Belize- Nora Dobson
   EL3.a Demonstrate the ability to write grammatically correct              Caribbean Social Studies
    sentences                                                                 The Nation We Are Making
   EL3.b Apply common rules of spelling to their written work                The Constitution
   EL3.c Demonstrate the ability to punctuate and capitalize written         Human Rights Education For Citizenship
    work                                                                      Belize Primary Social Studies
   EL3.d Produce work that is legible and acceptable                         SPSC
   EL3.f Demonstrate the ability to use a variety of words and phrases       About Games
    to express thoughts and feelings                                          Belizean flag
   EL4.a Express ideas and opinions                                          Colored paper, scissors, glue
   EL4.g Use body language and gestures appropriate to speech                Markers, paper, pencils
   M5.a Collect, analyze and present data using charts, graphs,              Chalkboard, chalk
    tables and diagrams                                                       Resource personnel
   H4.a Engage in physical activities that promote interpersonal skills      Video/ slides
    and health of mind and body
   EA1.e Explore and experiment to create visual images through the
    use of a variety of artistic tools and media
   EA1.f Use rhythmic body movements to express feelings and
    emotions




                                                                     - 18 -
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AREA OF STUDY: SOCIAL STUDIES                                                 CROSS-CURRICULAR OUTCOMES
STANDARD II                                                                   Pupils should:
UNIT/THEME: The Earth as a Part of the Solar System                           SP1.a Recognize the values associated with choices
                                                                              SP2.a Take part in group activities
     AREA OF STUDY OUTCOMES                                                   SP2.b Express their opinions and feelings in a socially
     Pupils should:                                                           acceptable way
     SS4.a Understand how the movement of the earth causes                    SP2.e Lead and follow where appropriate
            changes in time and movement                                      SP2.f Help the group to achieve its goals
                                                                              SP3.a Assess their needs/ interests
                                                                              SP3.b Assess progress in relation to achievement of goals
                                                                              and adjust goals or strategies as necessary



  CONTENT ORGANIZED             SUGGESTED TEACHING/LEARNING STRATEGIES                      SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                     ASSESSMENT
          SETS
(3 weeks)

1. General description of   1. General description of Earth                             1. General description of Earth
   Earth
                                Unscramble the letters to form the word “earth”           Record findings in journal
                                Give clues to define earth                                Draw pictures of findings
                                Elicit from the children the natural landscape
                                 features of earth
                                Nature walk to observe and identify natural
                                 landscape features

2. Rotation of earth        2. Rotation of earth                                        2. Rotation of earth

                                Riddle to come up with the word “globe”                   Write paragraph about the rotation of the earth
                                Show the class a globe and elicit its uses
                                Find Belize on the globe
                                Demonstrate and explain the rotation of the earth on
                                 its axis which causes day and night

3. Revolution               3. Revolution                                               3. Revolution

                                Definition of term “revolution”


                                                                   - 19 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD II
UNIT/THEME: The Earth as a Part of the Solar System
 CONTENT ORGANIZED         SUGGESTED TEACHING/LEARNING STRATEGIES                           SUGGESTED STRATEGIES/ACTIVITIES FOR
  INTO MANAGEABLE                                                                                      ASSESSMENT
        SETS
                           Illustration and explanation of the revolution of the          Draw pictures if the different seasons caused by the
                              earth around the sun using globe and diagrams                 earth’s revolution
                           Have volunteers explain in their own words and                 Simple version of diagrams as it relates to revolution
                              demonstrate revolution using the globe
                           Discuss and explore the importance and relevance
                              of revolution as it relates to the seasons

4. Seasons of Belize        4. Seasons of Belize                                        4. Seasons of Belize

                               Brainstorm names and descriptions of the seasons           Dramatize/ do movements showing feelings about
                               Discuss and list advantages and disadvantages of            the seasons
                                the different seasons                                      Make tables of activities that can be done in each
                               Express feelings orally about the different seasons         season

5. Sub-tropical climate     5. Sub-tropical climate                                     5. Sub-tropical climate

                               Fill in the blank to complete the word “sub-tropical”      Make poster of features of a sub-tropic climate
                               List other types of climates and compare to sub-            (foods grown, etc.)
                                tropical climate
                               Looking at a map of the world, determine why Belize
                                has a sub-tropical climate
                               Research other places with sub-tropical climates

6. Rainfall in Belize       6. Rainfall in Belize                                       6. Rainfall in Belize

                               Riddle to come up with the term “rainfall”                 Make graphs comparing the average rainfall in each
                               Discuss the rainy season and reasons for rain               district of Belize
                               On a map of Belize, find and discuss the difference        Draw pictures of the main product/s grown in the
                                in rainfall among districts                                 district with the most rain and the district with the
                                                                                            least amount of rain. Explain the effect of rain on
                                                                                            these crops




                                                                  - 20 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD II
UNIT/THEME: The Earth as a Part of the Solar System

                      LINKAGES/CONNECTIONS                                        RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL1.h Identify cause and effect relationships                            Atlas of Belize
   EL2.e Interpret and respond appropriately to messages conveyed           World Atlas
    through visual images and tone of voice                                  SPSC
   EL3.a Demonstrate the ability to write grammatically correct             History of Belize- Nora Dobson
    sentences                                                                Caribbean Social Studies
   EL3.d Produce work that is legible and acceptable                        The Nation We Are Making
   EL3.f Demonstrate the ability to use a variety of words and phrases      Belize Primary Social Studies
    to express thoughts and feelings                                         Markers, paper, pencils
   EL3.g Demonstrate unity and coherence in their writing                   Chalkboard, chalk
   EL4.a Express ideas and opinions                                         Resource personnel
   EL4.g Use body language and gestures appropriate to speech               Chart paper
   M5.a Collect, analyze and present data using charts, graphs,             Journals
    tables and diagrams                                                      Diagrams of revolution
   ST2.a Understand some similarities between the earth, the planets
    and other celestial bodies
   ST6.a Understand time in relation to earth’s rotation and orbit
    around the sun, and the moon’s orbit around the earth
   EA1.e Explore and experiment to create visual images through the
    use of a variety of artistic tools and media
   EA1.f Use rhythmic body movements to express feelings and
    emotions




                                                                    - 21 -
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                                                                                   CROSS-CURRICULAR OUTCOMES
AREA OF STUDY: SOCIAL STUDIES                                                      Pupils should:
STANDARD II                                                                        CP1.a Recognize an issue or problem
UNIT/THEME: Land and Water                                                         CP1.b Examine information related to the problem/ issue
                                                                                   CP1.c Suggest ways of dealing with the problem/ issue
                                                                                   SP1.a Recognize the values associated with choices
                                                                                   SP2.a Take part in group activities
     AREA OF STUDY OUTCOMES
                                                                                   SP2.b Express their opinions and feelings in a socially
     Pupils should:
                                                                                   acceptable way
     SS4.b Understand the division of the earth’s land and water
                                                                                   SP2.e Lead and follow where appropriate
            and the physical features of which they are comprised
                                                                                   SP2.f Help the group to achieve its goals
     SS4.c Understand some ways in which people in different
                                                                                   SP3.a Assess their needs/ interests
            regions of the world have adapted to their physical
                                                                                   SP3.b Assess progress in relation to achievement of
            environment
                                                                                   goals and adjust goals or strategies as necessary



  CONTENT ORGANIZED              SUGGESTED TEACHING/LEARNING STRATEGIES                         SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                         ASSESSMENT
          SETS
(3 weeks)

1. Sources of Water          1. Sources of Water                                            1. Sources of Water

                                 Elicit sources of water                                      Create models representing different sources of
                                 Collection of pictures depicting different sources of         water in small groups- each group makes a different
                                  water                                                         water source
                                 Nature walk to locations with different sources of
                                  water
                                 Oral questions and answers based on observation

2. Uses of land and water    2. Uses of land and water                                      2. Uses of land and water

                                 Brainstorm uses of water                                     Create poster showing uses of water
                                 List and categorize uses of water                            Daily observation/care/recording of results of garden
                                 Role play activities showing the uses of water
                                 Elicit and list the uses of land
                                 Gardening project




                                                                     - 22 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD II
UNIT/THEME: Land and Water
`
  CONTENT ORGANIZED       SUGGESTED TEACHING/LEARNING STRATEGIES                             SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                      ASSESSMENT
           SETS
3. Pollution of land and 3. Pollution of land and water                                  3. Pollution of land and water
    water
                          Collection of pictures clean/unclean environment                 Write anti-pollution slogans
                            (land and water)                                                Create anti-pollution skits
                          Utilize pictures to bring about the term pollution
                          List disadvantages/ harms of pollution
                          Brainstorm ways to reduce pollution

4. Main rivers of Belize       4. Main rivers of Belize                                  4. Main rivers of Belize

                                  Puzzle with words linking to the term “river”            Locate main rivers of Belize on blank map of Belize
                                  Definition of term                                       Completion of puzzle
                                  Brainstorm and list importance of rivers
                                  Looking at map, list and discuss main rivers of
                                   Belize

5. Continents                  5. Continents                                             5. Continents

                                  Insert letters to complete the term “continent”          On blank map of the world insert the names of the
                                  Discuss definition of continent                           continents and display
                                  Solve riddles for the different continents
                                  Locate continents on world map

6. Adaptation to way of life   6. Adaptation to way of life in Belize                    6. Adaptation to way of life in Belize
in Belize
                                  Brainstorm clothing worn in Belize                       Draw different adaptations and write sentences
                                  Discuss reasons for wearing these types of clothing       about them
                                  Brainstorm and discuss other adaptations of
                                   Belizeans (housing, food eaten, etc.)




                                                                        - 23 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD II
UNIT/THEME: Land and Water

                      LINKAGES/CONNECTIONS                                        RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL1.a Use context clues to read a selection                              Atlas of Belize
   EL1.j Make inferences and draw conclusions                               World Atlas
   EL1.k Interpret and follow instructions/ directions                      History of Belize- Nora Dobson
   EL1.h Identify cause and effect relationships                            Caribbean Social Studies
   EL3.a Demonstrate the ability to write grammatically correct             The Nation We Are Making
    sentences                                                                Belize Primary Social Studies
   EL3.b Apply common rules of spelling to their written work               World map
   EL3.d Produce work that is legible and acceptable                        Magazines for pictures of water sources
   EL3.f Demonstrate the ability to use a variety of words and phrases      Materials for models of water sources
    to express thoughts and feelings                                         Gardening tools, seeds, soil, water, gloves, etc.
   EL3.g Demonstrate unity and coherence in their writing                   Pictures of pollution
   EL4.a Express ideas and opinions                                         River puzzle
   EL4.g Use body language and gestures appropriate to speech               Blank world map, blank Belize map
   M4.b Make reasonable approximations based on meaningful data             Poster board, markers
    to draw conclusions about the likely occurrence of an event              Paper, pencils
   ST2.a Understand some similarities between the earth, the planets        Continent puzzles and riddles
    and other celestial bodies
   ST8.a Understand the natural processes which support and
    maintain the environment
   ST8.b Understand the need for protection, care and responsible
    use of the environment
   EA1.e Explore and experiment to create visual images through the
    use of a variety of artistic tools and media




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                                                                               CROSS-CURRICULAR OUTCOMES
AREA OF STUDY: SOCIAL STUDIES                                                  Pupils should:
STANDARD II                                                                    CP1.a Recognize an issue or problem
UNIT/THEME: Way of life in Belize in Relation to Central America               CP1.b Examine information related to the problem/ issue
                                                                               CP1.c Suggest ways of dealing with the problem/ issue
                                                                               SP1.a Recognize the values associated with choices
    AREA OF STUDY OUTCOMES                                                     SP2.a Take part in group activities
    Pupils should:                                                             SP2.b Express their opinions and feelings in a socially acceptable
    SS5.a Understand the way of life in Belize in relation to Central          way
           America, North America and the Caribbean                            SP2.e Lead and follow where appropriate
                                                                               SP2.f Help the group to achieve its goals
                                                                               SP3.a Assess their needs/ interests
                                                                               SP3.b Assess progress in relation to achievement of goals and
                                                                               adjust goals or strategies as necessary


  CONTENT ORGANIZED               SUGGESTED TEACHING/LEARNING STRATEGIES                          SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                           ASSESSMENT
          SETS
(2-3 weeks)
                              1.   Map Skills
1. Our neighbors                  Recognize keys
                                  Interpret pictures, graphs, charts, and tables.           1.   Map skills
   National boundaries           Work with distance, direction, scale, and map                 Ability to recognize keys
   Leaders                        symbols.                                                      To interpret, etc.
                                  Recognize the common characteristics of map grid              Cooperative or social skills inventory
                                   systems (map projections.).
                                  Research leaders in the territory or the region.          2. Ethnic groups in Mexico, Guatemala and Honduras
2. Cultural Ties
                              2. Ethnic groups in Mexico, Guatemala and Honduras                 Small groups- create and explain displays of food,
   Family life                                                                                   clothing, etc. of various ethnic groups in their
   Music                         Discuss and explain local food, shelter, clothing, etc.        assigned country
   Food                           of these countries                                            Make tables comparing the ethnic groups of Belize
   Quality of life               Invite resource personnel to speak about some of               to those in other Central American countries
                                   the ethnic groups in Central America
                                  Small groups- each group assigned a different
                                   Central American country to research the different
                                   ethnic groups




                                                                        - 25 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD II
UNIT/THEME: Way of life in Belize in Relation to Central America
`

  CONTENT ORGANIZED                SUGGESTED TEACHING/LEARNING STRATEGIES                       SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                         ASSESSMENT
            SETS
1. Education in Belize as it   3. Education in Belize as it relates to Central America      3. Education in Belize as it relates to Central America
    relates to Central
    America                        Explain concept and importance of Student                  Create charts comparing education in Belize to
                                    Exchange Programme                                          other Central American countries
                                   Write to pen pals in other Central American
                                    countries. Find out about what their schools are like

2. Trade between Belize        4. Trade between Belize and Central America                  1. Trade between Belize and Central America
   and Central America
                                   Explain cooperation between Central America and            Display and explain charts
Trade Balance                       Belize (Fruit Fly Eradition)
 Surplus/Deficit                  Elicit products that are imported and exported
 Devaluation of                    between Belize and Central America
    Currency                       Create chart of pictures and drawings showing the
                                    goods exported and imported in each Central
                                    American country

                               5. Transportation/Communication between Belize and           2. Transportation between Belize and Central America
5. Transportation/             Central America
Communication between                                                                          Observation of questions asked to Immigration
Belize and Central America         Illustrate on a map of Central America the means of         personnel
                                    transportation among Central American countries            Correct filling out of passport forms
   Internet                       Make pictographs showing the different types of            Display and explain pictographs
                                    transportation in Central American countries
                                   Invite resource personnel from Immigration to
                                    discuss traveling to various Central American
                                    countries
                                   Fill out sample passport forms




                                                                      - 26 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD II
UNIT/THEME: Way of life in Belize in Relation to Central America

                      LINKAGES/CONNECTIONS                                      RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL1.k Interpret and follow instructions/ directions                    Atlas of Belize
   EL1.h Identify cause and effect relationships                          World Atlas
   EL2.a Identify main ideas and supporting details                       History of Belize- Nora Dobson
   EL2.d Follow instructions/ directions                                  Caribbean Social Studies
   EL3.a Demonstrate the ability to write grammatically correct           The Nation in the Making
    sentences                                                              Belize Primary Social Studies
   EL3.b Apply common rules of spelling to their written work             SPSC
   EL3.d Produce work that is legible and acceptable                      Geography of Belize
   EL4.a Express ideas and opinions                                       Map of Central America
   EL4.g Use body language and gestures appropriate to speech             Graph and chart paper
   M4.b Make reasonable approximations based on meaningful data           Markers, pencils, paper
    to draw conclusions about the likely occurrence of an event            Pen pals material- postage, stationery
   M5.a Collect, analyze and present data using charts, graphs,           Passport forms
    tables and diagrams                                                    Resource personnel
   SL2.a Fill out forms and questionnaires                                Information or pictures of items of ethnic groups
   ST2.a Understand some similarities between the earth, the planets
    and other celestial bodies
   ST8.a Understand the natural processes which support and
    maintain the environment
   WT3.a Understand how industrial sectors contribute to the wealth
    of a nation
   WT3.b Understand how regional and global trading links affect the
    capacity of Belize to create wealth




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AREA OF STUDY: SOCIAL STUDIES                                                      CROSS-CURRICULAR OUTCOMES
STANDARD II                                                                        Pupils should:
UNIT/THEME: Organization of Different Ethnic Groups in Belize                      SP1.a Recognize the values associated with choices
                                                                                   SP2.a Take part in group activities
      AREA OF STUDY OUTCOMES                                                       SP2.b Express their opinions and feelings in a socially
      Pupils should:                                                               acceptable way
      SS5.b Understand how the different ethnic groups in Belize                   SP2.e Lead and follow where appropriate
             organize themselves                                                   SP2.f Help the group to achieve its goals
                                                                                   SP3.a Assess their needs/ interests
                                                                                   SP3.b Assess progress in relation to achievement of goals
                                                                                   and adjust goals or strategies as necessary



  CONTENT ORGANIZED                  SUGGESTED TEACHING/LEARNING STRATEGIES                     SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                         ASSESSMENT
          SETS
(2 weeks)

   Customs of Ethnic            1. Organization of major ethnic groups                     1. Organization of major ethnic groups
    group education, food,
    family life religion,            Play game “hangman” to derive the word                   Present research (in small groups) findings. Use
    music, etc.                       organizations                                             visuals to show understanding of organization of the
   Compare/Contrast                 Brainstorm and discuss reasons why ethnic groups          ethnic group
    Ethnic group                      organize themselves
   The influence of                 In small groups (each group is assigned a different
    immigration on Culture            ethnic group of Belize) research how the group is
   Cultural Contribution of          organized. Research should include interviews of
    Selected Ethnic groups            members of organization
   Cultural characteristics
    – folktales, art,            2. Positive changes to enhance the culture of ethnic       2. Positive changes to enhance the culture of ethnic
    nationalism tradition.          groups                                                     groups
   The provision for
    Continuity of Ethnicity.         Discuss positive changes noticeable with ethnic          List and illustrate positive changes discussed
   Ethnic groups (Human              groups in their community
    resources) help                  Resource personnel (e.g. president of
    determine the kinds of            organizations) to discuss positive changes
    job available in districts
   Locating places of
    historical significance

                                                                        - 28 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD II
UNIT/THEME: Organization of Different Ethnic Groups in Belize

 CONTENT ORGANIZED                SUGGESTED TEACHING/LEARNING STRATEGIES                 SUGGESTED STRATEGIES/ACTIVITIES FOR
  INTO MANAGEABLE                                                                                   ASSESSMENT
           SETS
 Contribution of                Brainstorm for the definition of ethnic group.
   National/Cultural             Discuss the various aspects of family life in Belize
   Heroes.                        observe/comment on pictures of family and family
 Talent/Skills/Interest of       life
   Ethnic groups.              Children can make family tree.
Human Rights                  Ethnic Graphs
 Tolerance/Respect for        Children can collect information about ethnic
   all ethnic groups              composition of the school or classroom and graph
   (differences in people.)       the data.
                               Children can make arts/craft materials that
                                  represent aspects of other culture.
                               Children make a scrapbook of contribution made by
                                  National/Cultural Heroes.
                               Children can classify food, music, dance item with
                                  the correct ethnic group.




                                                                    - 29 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD II
UNIT/THEME: Organization of Different Ethnic Groups in Belize

                     LINKAGES/CONNECTIONS                                       RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL1.h Identify cause and effect relationships                          History of Belize- Nora Dobson
   EL2.a Identify main ideas and supporting details                       Caribbean Social Studies
   EL2.d Follow instructions/ directions                                  The Nation in the Making
   EL3.a Demonstrate the ability to write grammatically correct           Learning for Living Social Studies Alive Workbook
    sentences                                                              Belize Primary Social Studies
   EL3.b Apply common rules of spelling to their written work             SPSC
   EL3.d Produce work that is legible and acceptable                      Resource personnel
   EL4.a Express ideas and opinions
   EL4.g Use body language and gestures appropriate to speech
   M5.a Collect, analyze and present data using charts, graphs,
    tables and diagrams
   ST1.a Understand some changes in living things and their
    environment




                                                                   - 30 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD III                                                              CROSS-CURRICULAR OUTCOMES
UNIT/THEME: The Mayas- First People of Belize                             Pupils should:
                                                                          CP1.a Recognize an issue or problem
     AREA OF STUDY OUTCOMES                                               SP2.a Take part in group activities
     Pupils should:                                                       SP2.b Express their opinions and feelings in a socially
     SS1.a Understand some aspects of the social, economic                acceptable way
     and                                                                  SP2.c Identify feelings
            political conditions affecting the lives of pre-              SP2.f Help the group to achieve its goals
     European                                                             SP2.h Accept major decisions
            people in Belize                                              SP3.a Assess their needs/ interests



  CONTENT ORGANIZED            SUGGESTED TEACHING/LEARNING STRATEGIES                     SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                   ASSESSMENT
          SETS
(3 weeks)

1. Maya settlement         1. Origin of the Maya                                      1. Origin of the Maya
 Ancient Mayas
 Major ceremonial             Discuss the origin of the Mayas                          On a blank map, trace the origin of the Mayas
   center                      Group work- trace the origin of the Mayas on a map        through their journey to Belize
                               Discuss and draw obstacles Mayas encountered on          Imagine yourself as one of the first Mayans on that
                                their journey to Belize                                   journey. Write stories on your feelings during travel

2. How the Mayas used to   2. How they live                                           2. How they live
    live
Occupation                     Provide handout on how the Mayas lived and               Draw pictures showing how the Mayas lived
 Hunting                       discuss                                                  Display and explain charts
 Fishing                      Visit a Mayan community or picture discussion on
Entertainment                   how Mayas lived
 Pok-a-Tok games              Formulate questions to ask during visit
Dwelling                       Make a chart comparing living conditions of past
Education                       and present day Mayas (health, education, religious
Family Life                     practices, etc.)
                               Create a model of a Maya house




                                                                 - 31 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: The Mayas- First People of Belize
`

  CONTENT ORGANIZED               SUGGESTED TEACHING/LEARNING STRATEGIES                    SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                     ASSESSMENT
          SETS
3. How the Mayas              3. How they governed themselves                           3. How they governed themselves
    governed themselves
                                  Word search for vocabulary words relating to            Summarize interview results in a written paragraph
                                   government (city-state, alcalde)                        Oral presentations of tables
                                  Interview someone who is part of the government in
                                   a Mayan village
                                  Make a table comparing present day Mayan
                                   government to that of the past
                                                                                        `
4. Mayan achievements         4. Mayan achievements                                     4. Mayan achievements
(Mathematics/ calendar,
architecture, Mayan ruins,        Small groups- each group assigned a different           Worksheet converting numbers and solving simple
agriculture, trade)                Mayan achievement to research.                           problems from the Mayan system to the Base 10
                                  From research, each group makes one booklet page         system we use today
                                   about that Mayan achievement to be compiled into        Evaluation of each group’s contribution to the
                                   class booklet called “Mayan Achievements”                booklet
                                  List and draw pictures of items Mayans sell for
                                   economic gain (baskets, blouses)

5. Present customs of the     5. Present customs of the different types of Maya in      5. Present customs of the different types of Maya in
    different types of Maya   Belize                                                       Belize
    in Belize
(Ketchi, Mopan, Yucatecan)        Provide handout on customs of all three groups          Draw pictures of the customs of each group
                                  In small groups, compare similarities and               Present orally the differences and similarities found
                                   differences in customs of each group




                                                                    - 32 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: The Mayas- First People of Belize


                     LINKAGES/CONNECTIONS                                         RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL1.j Make inferences and draw conclusions                               World map
   EL2.e Interpret and respond appropriately to messages conveyed           Blank world map
    through visual images and tone of voice                                  Paper, pencils, markers
   EL3.d Produce work that is legible and acceptable                        Bristol board/ chart paper
   EL3.f Demonstrate the ability to use a variety of words and phrases      Pictures of Mayan communities
    to express thoughts and feelings                                         Word search of government terms
   EL4.a Express ideas and opinions                                         Resource personnel
   EL4.c Use appropriate language to share ideas, to convince and           Handouts on how Mayans live
    express feelings                                                         A History of Belize
   EL4.e Ask questions and give information                                 Belizean Studies Module 5- Lawrence Vernon
   M1.g Understand other systems of writing numbers                         Belizean Studies Module 3, p. 21-35
   M5.a Collect, analyze and present data using charts, graphs,             A Geography of Belize
    tables and diagrams                                                      Caribbean Social Studies
   ST1.a Understand some of the changes in living things and their          The People Came
    environment from prehistoric times to the present                        Worksheet of Mayan math problems
   SL4.b Ask questions for information and understanding




                                                                    - 33 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Slavery in Belize/ Caribbean

                                                                               CROSS-CURRICULAR OUTCOMES
      AREA OF STUDY OUTCOMES                                                   Pupils should:
      Pupils should:                                                           CP1.a Recognize an issue or problem
      SS1.b Understand the origins and dynamics of slavery, and the            SP2.a Take part in group activities
             relationship between slavery and colonialism in Belize            SP2.b Express their opinions and feelings in a socially
                                                                               acceptable way
                                                                               SP2.c Identify feelings
                                                                               SP2.f Help the group to achieve its goals



 CONTENT ORGANIZED              SUGGESTED TEACHING/LEARNING STRATEGIES                      SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                     ASSESSMENT
          SETS
(2 weeks)

1. The logwood/             1. The logwood/ mahogany trade                              1. The logwood/ mahogany trade
   mahogany trade
                                Brainstorm and list things made from logwood/             Compare the similarities and differences between
                                 mahogany                                                   logwood and mahogany
                                View and draw pictures of the logwood and                 Summarize the newspaper/magazine articles
                                 mahogany tree
                                Using the Atlas of Belize, identify the present day
                                                                    th
                                 countries that were shown as 17 Century areas of
                                 British logwood settlements (comparing with map of
                                 probable British Logwood Settlement in Belizean
                                 Studies Module 5, p. 8)
                                Find newspaper/ magazine articles about current
                                 issues of concern about forest exploitation

2. Slavery in Belize        2. Slavery in Belize                                        2. Slavery in Belize

                                Research to find out the answers to these questions:




                                                                   - 34 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Slavery in Belize/ Caribbean
`

 CONTENT ORGANIZED          SUGGESTED TEACHING/LEARNING STRATEGIES                      SUGGESTED STRATEGIES/ACTIVITIES FOR
  INTO MANAGEABLE                                                                                  ASSESSMENT
        SETS
                           What was the primary occupation of male slaves?             Make a journal entry about your feelings about
                           Name three other occupations of male slaves                  slavery in Belize
                           What jobs were available to female slaves?                  Draw pictures of different systems under labor
                            Read and discuss labor conditions in the slave             conditions (truck system, advance system)
                              camps
                            Brainstorm and give examples of the effects of
                              slavery in Belize- economic, political and social

3. The Anglo-Guatemalan    3. The Anglo-Guatemalan Dispute                          3. The Anglo-Guatemalan Dispute
   Dispute
                              Discuss the Anglo-Guatemalan dispute                  Debate the following topic:
                              Review Article 7 of the 1859 Anglo-Guatemalan        “Be it resolved that Belize belongs to Guatemala”
                               Treaty                                                Panel discussion on feelings and effects on the
                              Write a proposal disagreeing with Article 7              Anglo-Guatemala Treaty
                              Research key personnel involved with the Anglo-
                               Guatemalan Treaty

4. The Belize-Guatemala    4. The Belize-Guatemalan Dispute                         4. The Belize-Guatemalan Dispute
Dispute
                              Small group research- groups are each given one of      Make a class chronological timeline of events in the
                               the following dates: 1962, 1965, 1971, 1972, 1975,       Belize-Guatemala dispute. Each small group that
                               1977, 1979 and 1981. Find out what occurred              researched a date will put their findings on a
                               during this year relating to the Belize-Guatemalan       flashcard with the date. Assemble the cards into a
                               dispute                                                  chronological timeline.
                              Read about the Heads of Agreement in the dispute.
                               Write a paragraph about why Belizeans were
                               against it




                                                                  - 35 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Slavery in Belize/ Caribbean


                      LINKAGES/CONNECTIONS                                        RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL1.h Identify cause and effect relationships                            Paper, pencils, markers
   EL1.i Identify a sequence of events                                      A History of Belize
   EL1.j Make inferences and draw conclusions                               Belizean Studies Module 5- Lawrence Vernon
   EL2.c Predict what will happen in a sequence of events                   A Geography of Belize
   EL3.d Produce work that is legible and acceptable                        Caribbean Social Studies
   EL3.f Demonstrate the ability to use a variety of words and phrases      The People Came
    to express thoughts and feelings                                         Belize A Junior History
   EL4.a Express ideas and opinions                                         The Nation We Are Making
   EL4.b Use correct pronunciation and appropriate intonation and           Markers
    stress                                                                   Flashcards for timeline
   EL4.c Use appropriate language to share ideas, to convince and
    express feelings
   EL4.e Ask questions and give information
   EA1.e Explore and experiment to create visual images through the
    use of a variety of artistic tools and media
   SL4.b Ask questions for information and understanding
   ST8.b Understand the need for protection, care and responsible
    use of the environment




                                                                    - 36 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Weather and Climate                                               CROSS-CURRICULAR OUTCOMES
                                                                              Pupils should:
                                                                              CP1.a Recognize an issue or problem
      AREA OF STUDY OUTCOMES                                                  SP2.a Take part in group activities
      Pupils should:                                                          SP2.b Express their opinions and feelings in a socially
      SS2.a Understand weather changes and the factors which                  acceptable way
             affect the different parts of Belize                             SP2.c Identify feelings
                                                                              SP2.f Help the group to achieve its goals
                                                                              SP2.h Accept major decisions
                                                                              SP3.a Assess their needs/ interests



  CONTENT ORGANIZED               SUGGESTED TEACHING/LEARNING STRATEGIES                    SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                     ASSESSMENT
          SETS
(3 weeks)

1. Weather and Climate        1. Weather and Climate                                    1. Weather and Climate
 Weather- the
   atmospheric condition       Discuss with students:                                     Research and record climates by completing a table
   in specific place at a     What is the weather like today in our area?                   with the headings “country” and “climate”. (Find and
   specific time              Do you think the weather in Belmopan is the same as it        compare climates of Los Angeles, Guatemala City,
                              is in Punta Gorda?                                            Alaska, Canada, etc.)
   Climate- the average or    List the factors that contribute to weather (temp.,
    typical weather of a           winds, humidity, clouds, distance from the sea,
    place, usually taken           altitude, etc.)
    over a period of years     Compare Belize’s climate to that in other areas

                              2. Elements of weather                                    2. Elements of weather
2. Elements of weather
                                  Brainstorm and discuss elements of weather              Match the element of weather term to the correct
   (temperature, air             Draw pictures of the various weather elements            picture or word description
    pressure, wind,               Compile pictures into a scrapbook
    moisture)




                                                                    - 37 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Weather and Climate
`
  CONTENT ORGANIZED          SUGGESTED TEACHING/LEARNING STRATEGIES                    SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                ASSESSMENT
            SETS
3. The influence of weather 3. The influence of weather on our lives               3. The influence of weather on our lives
on our lives
                             Review difference between weather and climate           Write a descriptive paragraph about a time weather
                             Brainstorm and discuss how weather affects our           has affected your plans
                                lives (type of clothing, food, etc.)
                             Brainstorm weather’s impact on agriculture
                             Dramatize various effects weather has on our lives

4. Weather forecasting      4. Weather forecasting                                 4. Weather forecasting

                               Listen to weather report on radio or television       Write thank you letters to weather station stating
                               Discuss how people are able to predict weather         what you have learned
                               List instruments used in weather forecasting          In small groups make models of the various weather
                                (thermometer, barometer, wind vane, etc.)              instruments- one different instrument should be
                               Field trip to weather station                          made by each group.
                                                                                      Set up a pretend weather station using the models
                                                                                       of the instruments and describe the functions of the
                                                                                       weather instruments




                                                                 - 38 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Weather and Climate

  CONTENT ORGANIZED         SUGGESTED TEACHING/LEARNING STRATEGIES                     SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                ASSESSMENT
          SETS
5. Climate in Belize    5. Climate in Belize                                       5. Climate in Belize

                            Discuss Belize’s climate                                 Display and explain posters and timelines
                            Brainstorm why Belize has certain weather
                             conditions
                            In small groups create timelines showing where
                             seasons begin and end
                            Create posters of things they can do that other
                             people living in different climates cannot do

6. Clouds               6. Clouds                                                  6. Clouds

                            Discuss this saying: “Gray clouds in the morning,        Make a chart classifying and labeling the different
                             shepherd's warning”                                       types of clouds
                            Do older people in your community feel that clouds       Small groups- make a model of one type of cloud
                             can give them information about the kind of weather       (paying attention to its characteristics) Have other
                             to expect? What do you think?                             groups guess which type of cloud
                            Go outside to observe clouds
                            Name the types of clouds and identify them in the
                             sky
                            Diagram each type of cloud (height above ground,
                             color, shape)




                                                              - 39 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Weather and Climate

                      LINKAGES/CONNECTIONS                                        RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL1.h Identify cause and effect relationships                            Paper, pencils, markers
   EL1.j Make inferences and draw conclusions                               Skills for the Primary School Child
   EL2.c Predict what will happen in a sequence of events                   Belizean Studies Module 2
   EL3.f Demonstrate the ability to use a variety of words and phrases      Caribbean Social Studies
    to express thoughts and feelings                                         Finding Out Bk.3
   EL4.b Use correct pronunciation, appropriate intonation and              Flashcards for timeline
    enunciation                                                              Belize Weather Bureau
   EL4.c Use appropriate language to share ideas, to convince and           Stationery, postage for thank you letters
    express feelings                                                         Radio, television
   EL4.e Ask questions and give information                                 Poster board
   EA1.e Explore and experiment to create visual images through the         Materials for cloud models- cotton, gray paint, glue, paper
    use of a variety of artistic tools and media                             Materials for weather instruments
   EL1.g Explore and experiment to create visual images through the
    use of a variety of concrete materials in the environment
   M5.a Collect, analyze and present data using charts, tables,
    graphs and diagrams
   ST8.a Understand the natural processes which support and
    maintain the environment
   ST8.b Understand the need for protection, care and responsible
    use of the environment




                                                                    - 40 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Natural Resources and Settlements of Belize

      AREA OF STUDY OUTCOMES                                                      CROSS-CURRICULAR OUTCOMES
      Pupils should:                                                              Pupils should:
      SS2.b Understand how natural landscape features influence                   SP2.a Take part in group activities
             the pattern of settlement in Belize                                  SP2.b Express their opinions and feelings in a socially
      SS2.c Understand how people use the natural resources of                    acceptable way
             Belize                                                               SP2.c Identify feelings
                                                                                  SP2.f Help the group to achieve its goals
                                                                                  SP3.a Assess their needs/ interests


  CONTENT ORGANIZED               SUGGESTED TEACHING/LEARNING STRATEGIES                         SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                          ASSESSMENT
          SETS
(2 weeks)

1. Settlements in the         1. Settlements in the district                                1. Settlements in the district
   district
                                  Brainstorm the different settlements in the district        Write a summary of the settlements in your district
                                  Elicit if the settlements are coastal or inland             Label a blank map of the district with the names of
                                  Draw a sketch of your district and label the                 the various settlements. Mark which are coastal and
                                   settlements                                                  which are inland

2. Natural resources in the   2. Natural resources in the district                          2. Natural resources in the district
district
                                  List and draw pictures of natural resources in the          Write a commentary on the results of the panel
                                   district                                                     discussion
                                  Make chart comparing natural resources in one               On a blank map of Belize students identify and label
                                   community of the district to another community in            the natural resources in their district
                                   the same district
                                  View natural resources of the district on a physical
                                   map of Belize
                                  Panel discussion on the forms of natural resources
                                   (hills, rivers, etc.)


`

                                                                       - 41 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Natural Resources and Settlements of Belize

  CONTENT ORGANIZED               SUGGESTED TEACHING/LEARNING STRATEGIES                       SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                        ASSESSMENT
             SETS
3. Natural resources          3. Natural resources related to the development of the       5. Natural resources related to the development of the
    related to the               district                                                     district
    development of the
    district                      Discuss the economic gains of natural resources in         Check booklet for accuracy/ creativity
                                   our district (fishing, tourism, etc.)
                                  Compile booklets on natural resources with small
                                   groups of students making a page of it

4. Protection/ conservation   4. Protection/ conservation of natural resources             4. Protection/ conservation of natural resources
of natural resources
                                  Puzzles to come up with the terms pollution and            Oral presentations on ways to protect and conserve
                                   conservation                                                natural resources
                                  List and discuss ways to protect and conserve              Draw your favorite endangered species of Belize
                                   natural resources                                           and explain why the chose it
                                  List resource personnel from different societies that
                                   protect/ conserve natural resources
                                  Discuss what endangered species are and which
                                   ones live in Belize




                                                                      - 42 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Natural Resources and Settlements of Belize
  CONTENT ORGANIZED          SUGGESTED TEACHING/LEARNING STRATEGIES                         SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                     ASSESSMENT
            SETS
5. Tourist destination       Using a map help people to locate/identify tourist        Recognize distance direction scale map symbol
 Positive/Negative            destination in the region.
    Aspect of Tourism        Research for local and world (group children)             Information gathering skills
 Belize’s Tourist Industry    heritage sites in the region. Eg.Belize’s Barrier Reef   Interpretation skills
        - Benefits             Archeological sites etc. Prepare a
        - Arrivals             illustrative/colorful booklet providing information of      Accuracy of Data
        - Season               interest relating to site.
                             Choose one of these sites and make a model using             Accuracy of model
 Location of Tourist          clay, plasticine
    Attraction               Class discussion on positive Negative Aspect of              Design/color of model
                               Tourism. Children can work in small group then
                               share.                                                      Contribution to discussion
                             Study the Belize Tourist Industry. Use topic and
                               Integrated skill day, conduct survey and obtain             Creativity in design, language, etc.
                               information
                             Using a map of Belize, have children locate places           Attractiveness of display.
                               of historical, cultural, or natural heritage. Design a
                               tourist campaign including posters to attract visitors
                               to a site.
                             Visit a site.
                             Write or advertise a slogan for a site
                             Showcase children’s work under theme “Tourism”.




                                                                   - 43 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Natural Resources and Settlements of Belize

                      LINKAGES/CONNECTIONS                                       RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL3.f Demonstrate the ability to use a variety of words and phrases      Paper, pencils, markers
    to express thoughts and feelings                                         Caribbean Social Studies
   EL4.b Use correct pronunciation and appropriate intonation and           The Nation We Are Making
    enunciation                                                              A Geography of Belize
   EL4.c Use appropriate language to share ideas, to convince and           A History of Belize
    express feelings                                                         Destination Belize
   EL4.a Express ideas and opinions                                         Learning for Living
   SL4.b Ask questions for information and understanding                    Chart paper
   EA1.e Explore and experiment to create visual images through the         Blank map of Belize; the district
    use of a variety of artistic tools and media                             Map of Belize
   M5.a Collect, analyze and present data using charts, tables,             Resource personnel- Audubon Society
    graphs and diagrams                                                      Puzzle
   ST8.a Understand the natural processes which support and
    maintain the environment
   ST8.b Understand the need for protection, care and responsible
    use of the environment




                                                                    - 44 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Government
                                                                              CROSS-CURRICULAR OUTCOMES
      AREA OF STUDY OUTCOMES                                                  Pupils should:
      Pupils should:                                                          SP1.a Recognize the values associated with choices
      SS3.a Understand how the government of Belize is organized              SP2.a Take part in group activities
             In order to provide for the needs of the people                  SP2.b Express their opinions and feelings in a socially
                                                                              acceptable way
                                                                              SP2.c Identify feelings
                                                                              SP2.f Help the group to achieve its goals
                                                                              SP2.h Accept major decisions
                                                                              SP3.a Assess their needs/ interests

  CONTENT ORGANIZED             SUGGESTED TEACHING/LEARNING STRATEGIES                      SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                     ASSESSMENT
          SETS
(3-4 weeks)

1. Constitution of Belize   1. Constitution of Belize                                   1. Constitution of Belize

                                Definition of the Constitution of Belize                  Write a paragraph on the components/ sections of
                                List the components/ sections of the constitution          the constitution
                                Discuss and dramatize the rights of the citizen
                                 outlined in the constitution
                                Panel discussion on content of the constitution

2. Three branches of        2. Three branches of government                             2. Three branches of government
government
                            Legislative                                                 Legislative
                             Define legislative                                         Make a chart depicting the sitting of the House
                             Name the two houses that make up the legislative           Dramatize the sitting of the House
                                branch
                             Field trip or view video to witness the sitting of the
                                house
                             Make a flow chart showing the normal flow of power
                                in Central government.


`

                                                                   - 45 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Government

 CONTENT ORGANIZED              SUGGESTED TEACHING/LEARNING STRATEGIES                      SUGGESTED STRATEGIES/ACTIVITIES FOR
  INTO MANAGEABLE                                                                                      ASSESSMENT
        SETS
                            Executive                                                   Executive
                             Define executive                                           Compile booklet about the Governor General and
                             Research and discuss information about the leader            his roles
                               of opposition, judges, Governor General and Prime
                               Minister and their roles and responsibilities

                            Judiciary                                                   Judiciary
                             Define and discuss meaning of judiciary                    Oral summary of interview results
                             List the different courts that exist under the judicial    Dramatize a court scene and have class guess
                                system of Belize                                            which court
                             Interview people about Magistrate, Family and
The Family (Human Rights)       Supreme Courts (members, duties, cases heard)

3. Rights of the child      a) Rights of the child                                      3. Rights of the child
 The right to a safe
   environment, free from       Define Human Rights                                       List names of drugs found in the community
   drugs, gangs and             Share ideas on what are drugs                             Write summary of results of surveys
   violence                     Invite resource personnel (NDACC, etc.) to discuss        Draw pictures showing what makes them afraid or
                                 drugs                                                      sad
Abuse and Neglect               Conduct surveys on violence and gangs
 The right to be
   protected from torture       Interview peers to find out why they are happy or
   or other cruel,               sad about home and school environment
   inhumane or degrading
   treatment or                 Brainstorm situations that cause students to be
   punishment                    afraid
 Right to name and             Discuss the rights and responsibility of a child
   nationality.                 Provide scenario for children to discuss/role play
                                 etc.




                                                                    - 46 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Government

 CONTENT ORGANIZED                SUGGESTED TEACHING/LEARNING STRATEGIES                     SUGGESTED STRATEGIES/ACTIVITIES FOR
  INTO MANAGEABLE                                                                                       ASSESSMENT
          SETS
 The right to voice their        List a familiar topic (e.g. current news event) and      Observe children behavior when others are
   opinions and to be              have children express ideas and opinions freely           expressing their opinions
   listened to respectfully       Practise listening to peers by interviewing each         Match scenarios with “yes” or “no” indicating
                                   other about personal interests                            whether or not their rights are being violated

4. Importance of              4. Importance of government                                4. Importance of government
government
 (Ministries of Works            In groups, web ideas on topic                            List projects each Ministry is working on
    and Health)                   Resource personnel from the two ministries to
                                   discuss functions
                                  List and discuss current projects being implemented
                                   by these ministries




                                                                      - 47 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Government

                      LINKAGES/CONNECTIONS                                        RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL1.j Make inferences and draw conclusions                               Paper, pencils, markers
   EL1.k Interpret and follow instructions and directions                   Skills for the Primary School Child
   EL2.a Identify main ideas and supporting details                         Belizean Studies Module 7
   EL2.c Predict what will happen in a sequence of events                   Convention on the Rights of the Child
   EL3.f Demonstrate the ability to use a variety of words and phrases      Caribbean Social Studies
    to express thoughts and feelings                                         How We Are Governed
   EL4.e Ask questions and give information                                 Resource personnel
   H1.a Understand the relationship between proper hygiene practice         Social Studies Module 7 Belize Teachers College
    and healthy living and apply these practices to their daily living
   H1.b Understand how safety practices contribute to healthy living
    and how to recognize and respond appropriately to dangerous
    situations




                                                                    - 48 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Government
                                                                              CROSS-CURRICULAR OUTCOMES
      AREA OF STUDY OUTCOMES                                                  Pupils should:
      Pupils should:                                                          CP1.a Recognize an issue or problem
      SS3.a Understand how the government of Belize is organized              CP1.c Suggest ways of dealing with the problem
             In order to provide for the needs of the people                  SP2.a Take part in group activities
                                                                              SP2.b Express their opinions and feelings in a socially
                                                                              acceptable way
                                                                              SP2.c Identify feelings
                                                                              SP2.f Help the group to achieve its goals
                                                                              SP2.h Accept major decisions

  CONTENT ORGANIZED             SUGGESTED TEACHING/LEARNING STRATEGIES                      SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                     ASSESSMENT
          SETS
(2-3 weeks)

1. Electoral system         1. Electoral system                                         1. Electoral system

                                Brainstorm and discuss meaning of the electoral           Match the number of electoral divisions to each
                                 system                                                     district
                                Discuss electoral divisions in Belize

2. Criteria for voting      2. Criteria for voting                                      2. Criteria for voting

                                Brainstorm criteria for voting                            Dramatize criteria for voting
                                Resource personnel to discuss criteria for voting
                                Hold a mock election in the classroom about an
                                 issue important to students

3. Standing Committee       3. Standing Committee                                       3. Standing Committee
 (House of
   Representatives)             Research and list chairpersons of the different           Make booklets showing the names and roles of
                                 standing committees                                        different members of standing committees
                                Present and discuss information found


`

                                                                   - 49 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Government

  CONTENT ORGANIZED               SUGGESTED TEACHING/LEARNING STRATEGIES                       SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                        ASSESSMENT
            SETS
4. Becoming a Belizean        5. Becoming a Belizean citizen                               4. Becoming a Belizean citizen
    citizen
                                  Word search for terms relating to becoming a               Use survey information to create a graph showing
                                   Belizean citizen (naturalization, citizen, etc.)            changes in amount of immigration over the last ten
                                  Discuss the meaning of these words                          years
                                  Interview immigration personnel to discuss the rights      Match scenarios with type of citizenship (by
                                   and responsibilities of citizenship                         marriage, by birth, by naturalization, dual
                                  Create survey/compile information about amount of           citizenship0
                                   immigration over the last ten years
                                  Discuss ways to become a Belizean citizen

5. Importance of oneself as   5. Importance of oneself as a Belizean                       5. Importance of oneself as a Belizean
a Belizean
                                  Brainstorm the importance of being a Belizean              Class survey of attitudes of being Belizean
                                  Discuss and encourage patriotism                           Observe acts of patriotism
                                  Debate the issue of being a Belizean                       Write descriptive paragraph about “Myself As A
                                                                                               Belizean”




                                                                     - 50 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Government

                      LINKAGES/CONNECTIONS                                        RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL2.d Follow instructions/ directions                                    Paper, pencils, markers
   EL3.e Demonstrate the ability to use a variety of styles and forms       Caribbean Social Studies
   EL3.f Demonstrate the ability to use a variety of words and phrases      The Nation We Are Making
    to express thoughts and feelings                                         Social Studies Module 7
   EL4.b Use correct pronunciation, appropriate intonation and              How We Are Governed
    enunciation                                                              A History of Belize
   EL4.c Use appropriate language to share ideas, to convince and           Belize Constitution
    express feelings                                                         Chart paper
   EL4.a Express ideas and opinions                                         Resource personnel
   EA1.e Explore and experiment to create visual images through the         Word search
    use of a variety of artistic tools and media                             Voting criteria
   M5.a Collect, analyze and present data using charts, tables,
    graphs and diagrams
   SL1.d Follow instructions and directions
   SL4.b Ask questions for information and understanding




                                                                    - 51 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: The Earth as a Part of the Solar System                            CROSS-CURRICULAR OUTCOMES
                                                                               Pupils should:
     AREA OF STUDY OUTCOMES                                                    SP2.a Take part in group activities
     Pupils should:                                                            SP2.b Express their opinions and feelings in a socially
     SS4.a Understand how the movement of the earth causes                     acceptable way
            changes in time and seasons                                        SP2.c Identify feelings
                                                                               SP2.d Respond to the feelings of others
                                                                               SP2.e Lead and follow where appropriate
                                                                               SP2.f Help the group to achieve its goals




  CONTENT ORGANIZED            SUGGESTED TEACHING/LEARNING STRATEGIES                        SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                      ASSESSMENT
          SETS
(2-3 weeks)

1. The sun                 1. The sun                                                    1. The sun

                               Show diagram that demonstrates size of sun and              Create models of the sun and earth demonstrating
                                earth                                                        size difference
                               Draw circles the size of the earth inside of the sun.
                                Discuss how many circles fit inside of the sun
                               Panel discussion: if the sun is so much larger than
                                earth, why does it look so small to us on earth?
                               Tell stories about the sun
                               Brainstorm the importance of the sun

2. The Moon                2. The Moon                                                   2. The Moon

                               Discuss folktales and stories they know about the           Label the moon and the earth in a diagram of the
                                moon                                                         solar system
                               Look at and discuss diagrams of the moon in                 Write paragraph on observations of moon box
                                relation to earth. Discuss the importance of the
                                moon to life on earth
                               In groups create moon boxes:



                                                                   - 52 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: The Earth as a Part of the Solar System

 CONTENT ORGANIZED             SUGGESTED TEACHING/LEARNING STRATEGIES                      SUGGESTED STRATEGIES/ACTIVITIES FOR
  INTO MANAGEABLE                                                                                     ASSESSMENT
        SETS
                           a. Cut holes into two sides of the box
                           b. Spray the inside of the box with black paint or tape
                              black paper inside
                           c. Tape string to two balls inside the roof of the box so
                              that they hang down
                           d. Shine flashlight into the box
                           e. Discuss observations

3. Planets of our Solar    3. Planets of our solar system                              3. Planets of our Solar System
System
                             Discuss television shows where you have seen                Make a model of the solar system and label
                              people traveling to outer space
                            Use a dictionary to find out about these words:
                              planets and satellites
                            Using a diagram of our solar system, answer
                              questions:
                           a. How many planets are in our solar system?
                           b. Name the planets in order of nearest to the sun
                              outwards.
                           c. Which planet is farthest from the sun?
                           d. Between which two planets is Earth located?
                            Small groups- discuss and report on: Do you think
                              living things could survive on Mercury and Neptune?
                              Explain.




                                                                  - 53 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: The Earth as a Part of the Solar System

 CONTENT ORGANIZED                 SUGGESTED TEACHING/LEARNING STRATEGIES                      SUGGESTED STRATEGIES/ACTIVITIES FOR
  INTO MANAGEABLE                                                                                         ASSESSMENT
           SETS
4. Time factors in regards     5.   Time factors in regards to location of places on a     4. Time factors in regards to location of places on a
    to location of places on        map                                                    map
    a map
                                   Identify lines of latitude and longitude on a map       Use a map of the world identify the following:
                                   Discuss the earth’s rotation and time zones            Line of latitude just north of Ambergris Caye
                                   Recognize the 24- hour time system                     Line through Gulf of Honduras
                                                                                           Line of longitude through Lighthouse Reef
                                                                                           Line near Guatemala/Belize border
                                                                                            Compare time in Belize with time in other countries
                                                                                               of the world

5. Four seasons of the         5. Four seasons of the world                                5. Four seasons of the world
world
                                   List and discuss the four seasons of the world and        Draw the pictures depicting the four seasons and
                                    the causes for the different seasons                       write sentences explaining
                                   Read stories about the different seasons                  Oral presentations on the four seasons
                                   Create charts comparing the effects of the different      Create movements to show feelings about the
                                    seasons (clothing worn, food, etc.)                        different seasons
                                   Discuss the four seasons of the world compared to
                                    Belize’s two seasons




                                                                        - 54 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: The Earth as a Part of the Solar System

                      LINKAGES/CONNECTIONS                                        RECOMMENDED RESOURCES: TEACHER/STUDENT
   ST2.a Understand some similarities and differences between the           A Geography of Belize
    earth, the planets, and other celestial bodies                           Earth and Man
   ST6.a Understand time in relation to earth’s rotation and orbit          Pathways in Science
    around the sun, and the moon’s orbit around the earth                    Science Module 15
   EL3.f Demonstrate the ability to use a variety of words and phrases      HBJ Science- Book 3
    to express thoughts and feelings                                         Diagrams of solar system, moon and earth and earth and sun
   EL4.a Express ideas and opinions                                         Pictures of seasons
   M4.b Use logical reasoning based on meaningful data to draw              Globe
    conclusions about the likely occurrence of an event                      Maps of Belize
   M5.a Collect, analyze and present data using charts, graphs,             Chart paper, markers
    tables and diagrams                                                      Paper, pencils
   EA1.g Explore and experiment to create visual images through the         Black paper/ paint, cardboard boxes, scissors, glue, string, balls,
    use of a variety of concrete materials in the environment                 flashlight
   EA1.f Use rhythmic body movements to express feelings and
    emotions




                                                                    - 55 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Adaptation to Physical Environment
                                                                                  CROSS-CURRICULAR OUTCOMES
                                                                                  Pupils should:
     AREA OF STUDY OUTCOMES                                                       SP2.a Take part in group activities
     Pupils should:                                                               SP2.b Express their opinions and feelings in a socially
     SS4.b Understand the division of the earth’s land and water                  acceptable way
            and the physical features of which they are comprised                 SP2.c Identify feelings
     SS4.c Understand some ways in which people in different                      SP2.d Respond to the feelings of others
            regions of the world have adapted to their physical                   SP2.e Lead and follow where appropriate
            environment                                                           SP2.f Help the group to achieve its goals



  CONTENT ORGANIZED               SUGGESTED TEACHING/LEARNING STRATEGIES                         SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                          ASSESSMENT
          SETS
(2-3 weeks)

1. Water bodies               6. Water bodies                                                1. Water bodies

                                  Brainstorm what they understand about water                  Compile a booklet from research
                                   bodies                                                       Completion of word search
                                  List the names of water bodies they know
                                  Word search of various bodies of water (lake, river,
                                   etc.)
                                  Research the physical features of which they are
                                   comprised
                                  Cut out magazine pictures showing different types of
                                   water bodies

2. Land and water pollution   7. Land and water pollution                                    2. Land and water pollution

                                  Identify and list pollutants that are thrown into water      Puppet show demonstrating solutions for land and
                                   and on land                                                   water pollution
                                  Brainstorm solutions for land and water pollution            Write a paragraph about the importance of keeping
                                  Draw pictures of different pollutants                         land and water clean



                                                                       - 56 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Adaptation to Physical Environment
`

  CONTENT ORGANIZED             SUGGESTED TEACHING/LEARNING STRATEGIES                     SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                    ASSESSMENT
           SETS
3. Physical boundaries of   8. Physical boundaries of the continents                   3. Physical boundaries of the continents
    the continents
                                Page 5, Atlas of Belize. Identify the continents on      Fill in a blank map of the world with the names of
                                 the map                                                   each continent
                                Trace the borders of the continents
                                Make rhymes and riddles about the continents
                                Make charts comparing land and water and their
                                 physical features

4. Land use                 9. Land use                                                4. Land use

                                Brainstorm and list ideas for the usage of land          Display and explain posters
                                In groups, make posters showing one use of land
                                 (for each group)

5. Adaptation to physical   10. Adaptation to physical environment                     5. Adaptation to physical environment
environment
                                Elicit from students different ways people dress         Journal entry on topic
                                 because of their physical environment                    Compile booklets explaining and illustrating different
                                Brainstorm types of housing and transportation in         types of adaptations
                                 various environments
                                Make charts comparing these and other adaptations




                                                                    - 57 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Adaptation to Physical Environment


                      LINKAGES/CONNECTIONS                                     RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL4.e Ask questions and give information                              A Geography of Belize
   EL4.a Express ideas and opinions                                      Man on the Earth
   ST8.a Understand the natural processes which support and              Finding Out Bk. 3
    maintain the environment                                              Belize- A Land and Its People
   ST8.b Understand the need for protection, care and responsible        Atlas of Belize
    use of the environment                                                Caribbean Social Studies
   M4.b Use logical reasoning based on meaningful data to draw           Booklets
    conclusions about the likely occurrence of an event                   Blank world map
   M5.a Collect, analyze and present data using charts, graphs,          Puppets
    tables and diagrams                                                   Chart paper, markers
   EA1.e Explore and experiment to create visual images through the      Paper, pencils
    use of a variety of artistic tools and media                          Magazines
   H3.a Understand how maintaining a clean environment contributes       Journals
    to their personal health




                                                                 - 58 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Life in Belize as it Relates to the Caribbean
                                                                                 CROSS-CURRICULAR OUTCOMES
                                                                                 Pupils should:
                                                                                 CP1.a Recognize an issue or a problem
                                                                                 CP1.b Examine information related to the problem/ issue
     AREA OF STUDY OUTCOMES
                                                                                 SP2.a Take part in group activities
     Pupils should:                                                              SP2.b Express their opinions and feelings in a socially
     SS5.a Understand the way of life in Belize in relation to Central           acceptable way
           America, North America and the Caribbean
                                                                                 SP2.c Identify feelings
                                                                                 SP2.f Help the group to achieve its goals
                                                                                 SP2.h Help to create consensus
                                                                                 SP3.a Assess their needs/ interests

  CONTENT ORGANIZED               SUGGESTED TEACHING/LEARNING STRATEGIES                        SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                         ASSESSMENT
          SETS
(3 weeks)

1. Countries in the           1. Countries in the Caribbean                                 1. Countries in the Caribbean
   Caribbean
 Location                        Identify, locate and list the Caribbean countries on a      Oral or written presentation of Caribbean countries
 National boundaries              map of the region                                           Display information or pictures of typical food,
 Leaders (Politics)              Make a graph comparing the countries by size and             clothing, housing, etc. from Caribbean countries
 Physical features                population                                                  Use names of Caribbean countries to label blank
 Resources                       Choose one Caribbean country to research and                 map of region
                                   report on
2. Trade relationship of
   Belize and Caribbean       2. Trade relationship of Belize and Caribbean                 2. Trade relationship of Belize and Caribbean
   countries                     countries                                                     countries
 Export/import
 Embargoes                       Research/ collect information on industries in Belize       Worksheet- match names of countries with their
 Balance of Trade                 and the Caribbean                                            products exported
 Surplus                         Compare, contrast and discuss trade relationship            Draw pictures showing products imported by each
 Deficit                         Make table of products imported and exported from            country
 Currency                         each country




                                                                      - 59 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Life in Belize as it Relates to the Caribbean
`

  CONTENT ORGANIZED             SUGGESTED TEACHING/LEARNING STRATEGIES                       SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                      ASSESSMENT
         SETS
3. Caricom                  5. Caricom                                                   3. Caricom

                                Provide fact sheet on Caricom                              Label a blank map of the Caribbean with the
                                Read and discuss the information                            members of Caricom
                                In groups, list the countries who are members of
                                 Caricom
                             Discuss the following questions:
                            a. Where did Caricom evolve?
                            b. When was it established?
                            c. Why was it established
                            What factors (past or present) serve as common bonds
                            for holding together the Caricom countries?
ECONOMY/FINANCES
4. Industries of the        4. Industries of the Caribbean                               4. Industries of the Caribbean
   Caribbean
 Tourism                       Research to find some industries of the Caribbean          Label map of Caribbean with corresponding
 The Cultural Arts             Role play various industries                                industries
                                Discuss the importance and purpose of the                  Complete a table with the headings of “country” and
                                 industries of the Caribbean countries                       “industry”
                                MAP different tourist destination in the Caribbean
                                Collect picture to display tourist destination in the
                                 Caribbean.




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AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Life in Belize as it Relates to the Caribbean


 CONTENT ORGANIZED                SUGGESTED TEACHING/LEARNING STRATEGIES                        SUGGESTED STRATEGIES/ACTIVITIES FOR
  INTO MANAGEABLE                                                                                          ASSESSMENT
        SETS
                              5. Caribbean countries as a part of the United Nations

5. Caribbean countries as a       Brainstorm the term “United Nations”                   (2-      Caribbean countries as a part of the United
part of the United Nations        On a map of the word, color the countries that are a            Nations
                                   part of the United Nations
                                  On the same map, mark which of the United Nations           Summarize interview results in written report
                                   countries are a part of the Caribbean                       Compile a booklet explaining what the UN is and
                                  Interview resource personnel about the UN                    which Caribbean countries are a part of it




                                                                    - 61 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Life in Belize as it Relates to the Caribbean

                      LINKAGES/CONNECTIONS                                      RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL4.e Ask questions and give information                               A Geography of Belize
   EL4.a Express ideas and opinions                                       Atlas of the Caribbean
   EL4.g Use body language and gestures appropriate to speech             Belize Today
   SL4.b Ask questions for information and understanding                  Belize- A Land and Its People
   ST8.a Understand the natural processes which support and               Atlas of Belize
    maintain the environment                                               Caribbean Social Studies
   ST8.b Understand the need for protection, care and responsible         Learning for Living
    use of the environment                                                 Booklets
   M5.a Collect, analyze and present data using charts, graphs,           Blank world map
    tables and diagrams                                                    Resource personnel
   WT2.b Understand some of the processes within Belize’s industrial      Worksheet- matching
    sectors                                                                Table
   WT3.a Understand how industrial sectors contribute to the wealth       Chart paper, markers
    of the nation                                                          Paper, pencils
   WT3.b Understand how regional and global links affect the
    capacity of Belize to create wealth
   H3.a Understand how maintaining a clean environment contributes
    to their personal health




                                                                  - 62 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Organization of the Garifuna and Maya Ethnic Groups

      AREA OF STUDY OUTCOMES
      Pupils should:
      SS5.b Understand how the different ethnic groups organize
             themselves




  CONTENT ORGANIZED                 SUGGESTED TEACHING/LEARNING STRATEGIES                      SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                         ASSESSMENT
          SETS
(1-2 weeks)

   Identify various cultural   1. Ethnic groups organized as a council                     1. Ethnic groups organized as a council
    groups.
   Role in transmitting            Research and record the different ethnic groups that      Oral questions for resource personnel
    traditions customs and           are organized as a council                                Web the executive members of the two councils
    inventions.                     Invite resource personnel from Garifuna and Maya
   Immigration/Emigration           councils to discuss his/her involvement in the
    of Ethnic groups .               council
   Impact on Belize                Picture collection of the councils
    culture.
   The influence of Art on     2. History of the Garifuna and Maya councils                2. History of the Garifuna and Maya councils
    culture in Belizean
    Society.                        Interview members of the two councils to find out         Display and explain booklets
   Geographic/                      the history
    Occupational                    Compile information into booklet- one for each
    specialization                   council
    contribution of Ethnic          Role play the duties of the executive members of
    groups.                          the two councils




                                                                       - 63 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Organization of the Garifuna and Maya Ethnic Groups
 CONTENT ORGANIZED          SUGGESTED TEACHING/LEARNING STRATEGIES                          SUGGESTED STRATEGIES/ACTIVITIES FOR
  INTO MANAGEABLE                                                                                      ASSESSMENT
           SETS
 Factors related to        Make a list of familiar songs “Ereba” , “Las                  Creativity of movements
   influencing                Mananitas” and Freetown Gial.” Be sure to cover all          Differentiate facts from opinions
   settlement/immigration     ethnic groups have children listen and choreograph
   patterns.                  songs, dance and movement to go along.
 The present status of     Class discussion and display about other aspect of
   Ethnic groups and its      culture such as language, food, drama, poetry,
   effect on social           traditional religious beliefs. (Display groupwork)
   changes, Belize and the  Read folklore stories for enrichment.
   world.                   Carry out an inquiry about ability to report and
 The effects of              collect information.
   Interaction between      Ethnic groups
   ethnic groups.           Do library research
 Current Events of         Interview older people
   various Ethnic groups    Conduct surveys
                            Perhaps your school has participated in Children
Human Right                   Festival of Arts. Make a list of the different cultural
 Priviliges, obligations,    Arts presented.
   rights, duties among     Discuss the changing roles of cultural groups
   ethnic groups            Create a recipe book using cultural dishes.
   Eg. Respecting culture   Create a cultural museum in class. Children can
   Religious values           collect artifacts that represent each group.
   Equality and non         Discuss the importance of making good choices (i.e.
   discrimination             those which keep us safe, healthy, respected by
 Cultural status and its     others, free). All people are the same, and at the
   impact on an               same time different. List some of the needs which
   individual’s self –        are the same and some which are different.
   concept.




                                                                   - 64 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD III
UNIT/THEME: Organization of the Garifuna and Maya Ethnic Groups

                     LINKAGES/CONNECTIONS                                   RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL2.e Interpret and respond appropriately to messages conveyed      Caribbean Social Studies
    through visual images and tone of voice                             Garifuna Dictionary- E. Roy Cayetano
   EL4.a Express ideas and opinions                                    Garifuna Language, History and Culture of Belize and Central
   EL4.e Ask questions and give information                             America- Sebastian and Fabian Cayetano
   EL4.g Use body language and gestures appropriate to speech          Resource personnel
                                                                        Paper, pencils
                                                                        Booklets




                                                                - 65 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Mayan Civilization

       AREA OF STUDY OUTCOMES                                                     CROSS-CURRICULAR OUTCOMES
       Pupils should:                                                             Pupils should:
       SS1.a Understand some aspects of the social, economic and                  SP1.a Recognize the values associated with choices
              political conditions affecting the lives of pre-European            SP2.a Take part in group activities
              people in Belize                                                    SP2.c Identify feelings
                                                                                  SP2.d Respond to the feelings of others
                                                                                  SP2.f Help the group to achieve its goals
                                                                                  SP3.a Assess their needs/ interests

  CONTENT ORGANIZED                 SUGGESTED TEACHING/LEARNING STRATEGIES                      SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                         ASSESSMENT
          SETS
(2-3 weeks)

1. Origin of the Mayas          1. Origin of the Mayas                                     1. Origin of the Mayas
 The Mayan World
   (Mundo Maya)                     Discuss the origin of the Mayas (Mongolia)               Identify the original settlement of the Mayas in
 Location                          Discuss the Caste War and draw pictures to                Belize on a blank map of Belize
 Boundaries                         illustrate it                                            Write five sentences explaining the origin of the
                                    Discuss the original settlement of the Mayas in           Mayas
                                     Belize (Cuello, Orange Walk)

2.   How they were governed     2. How they were governed                                  2. How they were governed
     Nobles
     Freemen                       Resource personnel- discuss the hierarchical             Observation of questions students ask resource
     Slaves                         government of the Mayas                                   personnel
                                    Compare and contrast the Mayan system of                 Create charts showing comparisons of the two
                                     government with present system of government in           governments
                                     Belize




`




                                                                         - 66 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Mayan Civilization
  CONTENT ORGANIZED         SUGGESTED TEACHING/LEARNING STRATEGIES                        SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                   ASSESSMENT
          SETS
3. The Mayan culture      3. The Mayan culture                                        3. The Mayan culture
 Religion and Gods
 Writing                  Research economic practices                                  In small groups role play what they have learned
 Music/Dancing            Read about religious practices                                through research
 Clothes/Beauty           Resource personnel- discuss beliefs                          Oral presentations
 Food
 Folklore                4. Mayan achievement                                        4. Mayan achievement

                             Research project on achievements of Maya                   Observation of presentation
4. Mayan achievement         In small groups prepare presentation (with visuals)        List at least 3 achievements of the Maya
 calendar system             on one achievement of the Maya)
 astronomical
   advancement            5. Mayan contribution to tourism                            5. Mayan contribution to tourism

                             Discuss different contributions the Mayas have             Journal entry on feelings about field trip
5. How tourism benefit        made to tourism (ruins, artifacts, clothing, etc.)         Recreate or draw pictures of things Mayans
from Mayan achievement.      On a map, identify Mayan sites in Belize that attract       contribute to tourism
                              tourists
                             Field trip to a Mayan ruin




                                                                 - 67 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Mayan Civilization
                     LINKAGES/CONNECTIONS                                      RECOMMENDED RESOURCES: TEACHER/STUDENT
 EL1.c Read fluently with appropriate intonation and expression for      History of Belize
   information and pleasure                                               Belize: A New Nation in the Making
 EL1.f Discriminate between fact and fiction                             Caribbean Social Studies
 EL2.b Identify a sequence of events                                     World Map/ Atlas
 EL2.e Interpret and respond appropriately to messages conveyed          Social Studies Module 6
   through visual images and tone of voice                                People Who Came
 EL4.e Ask questions and give information                                Resource personnel
 EL4.f Express ideas and opinions                                        Chart paper
 EL4.g Use body language and gestures appropriate to speech              Pencils, markers
 M1.g Understand other systems of writing numbers
 M5.a Collect, analyze and present data using charts, graphs,
   tables and diagrams
 ST1.a Understand some of the changes in living things and their
   environment from prehistoric times to the present
 ST8.b Understand the need for protection, care and responsible
   use of the environment




                                                                  - 68 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Political Development of Belize
                                                                        CROSS-CURRICULAR OUTCOMES
                                                                        Pupils should:
     AREA OF STUDY OUTCOMES                                             CP1.a Recognize an issue or problem
     Pupils should:                                                     SP1.a Recognize the values associated with choices
     SS1.c Understand the main developments that Belize                 SP2.a Take part in group activities
            experienced on the way to independence                      SP2.b Express their opinions and feelings in a socially acceptable way
                                                                        SP2.c Identify feelings
                                                                        SP2.d Respond to the feelings of others
                                                                        SP2.f Help the group to achieve its goals
                                                                        SP3.a Assess their needs/ interests


  CONTENT ORGANIZED            SUGGESTED TEACHING/LEARNING STRATEGIES                    SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                  ASSESSMENT
          SETS
(2-3 weeks)

1. Public Meeting          1. Public Meeting                                         1. Public Meeting

                               Read about the establishment of the Public Meeting      Draw pyramids to show hierarchy
                                and the hierarchy of the Public Meeting                 Group presentations on what they have learned
                               List the criteria for eligibility for membership
                                (property, income, color)
                               Discuss how abolition of the Public meeting came
                                about
                               Debate the fairness of Public Meeting

2. The Legislative         2. The Legislative Assembly Superintendent and adult      2. The Legislative Assembly Superintendent and adult
Assembly Superintendent       suffrage                                                  suffrage
and adult suffrage
                               Word search to find vocabulary words (suffrage,         Explanation of vocabulary words after completion of
                                legislative, etc.)                                       word search
                               Discuss amount and origin of members in Assembly        Observation of role play




                                                                 - 69 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Political Development of Belize


 CONTENT ORGANIZED             SUGGESTED TEACHING/LEARNING STRATEGIES                     SUGGESTED STRATEGIES/ACTIVITIES FOR
  INTO MANAGEABLE                                                                                    ASSESSMENT
        SETS
                           Legislative Assembly
                            Role play duties of the superintendent

3. The Legislative         3. The Legislative Assembly and Executive Council          3. The Legislative Assembly and Executive Council
   Assembly and
   Executive Council           Discuss membership in the Legislative Assembly           True and false questions
                                and Executive Council                                    Read stories to the rest of the class and discuss
                               Discuss establishment and implications of universal
                                adult suffrage
                               Write stories about what it might be like today if
                                there was not universal adult suffrage and why we
                                benefit from universal adult suffrage

4. The National Assembly   4. The National Assembly and Cabinet                       4. The National Assembly and Cabinet
   and Cabinet
                               Create rhymes to remember which year the National        Interview resource personnel. Observation of
                                Assembly came into effect                                 questions asked
                               Resource personnel- citizens who remember the            Role play duties and members of House of
                                granting of self-government discuss their memories        Representatives and Senate
                                on it
                               Read about/ research information on House of
                                Representatives and Senate

5. The Independence        5. The Independence Constitution                           5. The Independence Constitution
Constitution
                               List what the Constitution entails                       Journal entry about field trip
                               Highlight rights of the child                            Write stories describing feelings about
                               Discuss how Belize achieved political independence        Independence. Illustrate.
                                in 1981. Draw pictures to go with explanation
                               Field trip to National Assembly




                                                                 - 70 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Political Development of Belize


                     LINKAGES/CONNECTIONS                                        RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL1.a Use context clues to read a selection                             Journals
   EL1.g Predict what will happen in a sequence of events                  Pencils, markers, paper
   EL2.e Interpret and respond appropriately to messages conveyed          Word search
    through visual images and tone of voice                                 History of Belize
   EL3.e Demonstrate the ability to use a variety of styles and forms      Belize: A New Nation in the Making
   EL3.h Apply the writing process to their work                           Caribbean Social Studies
   EL4.e Ask questions and give information                                Social Studies Module 6
   EL4.f Express ideas and opinions
   EL4.g Use body language and gestures appropriate to speech
   M5.a Collect, analyze and present data using charts, graphs,
    tables and diagrams
   M4.b Use logical reasoning based on meaningful data to draw
    conclusions about the likely occurrence of an event
   ST1.a Understand some of the changes in living things and their
    environment from prehistoric times to the present




                                                                    - 71 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Physical Environment of Belize



      AREA OF STUDY OUTCOMES                                                     CROSS-CURRICULAR OUTCOMES
      Pupils should:                                                             Pupils should:
      SS2.a Understand weather changes and the factors which                     CP1.a Recognize an issue or problem
             affect the different parts of Belize                                CP1.b Examine information related to the problem/ issue
                                                                                 SP1.a Recognize the values associated with choices
                                                                                 SP2.a Take part in group activities
                                                                                 SP2.f Help the group to achieve its goals
                                                                                 SP3.a Assess their needs/ interests

  CONTENT ORGANIZED               SUGGESTED TEACHING/LEARNING STRATEGIES                       SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                        ASSESSMENT
          SETS
(3 weeks)

1. Types of weather Belize    1. Types of weather Belize experiences                       1. Types of weather Belize experiences
   experiences
                                  Keep an ongoing monthly/ yearly weather chart to           Tracking/ recording of weather
                                   identify the types of weather we experience                Observation of expression of weather conditions
                                  Explore and express different moods that
                                   correspond to weather conditions through
                                   movements, dance, poetry, painting and music

2. Factors affecting          2. Factors affecting weather                                 2. Factors affecting weather
   weather
 (temperature, latitude,         List and draw pictures of the factors affecting            Dramatize different factors affecting weather
   slopes, mountains,              weather                                                    Worksheet matching the factor with the correct
   altitude, wind, rain)          Explanation of each factor                                  explanation

3. Types of rainfall Belize   3. Types of rainfall Belize experiences                      3. Types of rainfall Belize experiences
experiences
                                  Describe various kinds of rainfall and around which        Oral presentations
                                   months they occur (e.g. convectional, relief)
                                  Explore and dramatize the benefits of rainfall
                                   (health, etc.)




                                                                      - 72 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Physical Environment of Belize


  CONTENT ORGANIZED           SUGGESTED TEACHING/LEARNING STRATEGIES                     SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                  ASSESSMENT
           SETS
4. Natural disasters of   4. Natural disasters of Belize                             4. Natural disasters of Belize
    Belize
 (flashfloods,               Discuss types of natural disasters affecting Belize      Compile a brochure about disaster preparedness
    sandstorms,                and neighboring countries                                 and give to neighbors and friends
    hurricanes)               Make charts showing names and years of                   Organize a clothing/food drive at the school for
                               hurricanes that have hit Belize, and the extent of        victims of natural disasters
                               damage caused
                              List categories of hurricanes
                              Brainstorm list of items that can be contributed to
                               victims of natural disasters

                          5. Importance of meteorology                               5. Importance of meteorology
5. Importance of
meteorology                   Word search for term meteorology. Discuss                Write thank you letters to weather bureau and
                               definition and importance of this term                    express what they liked and learned
                              Compare the effects of the lack of having an up-to-      Make chart comparing and contrasting old and new
                               date meteorology system of the past and the one           systems of meteorology
                               that exists today
                              Field trip to weather bureau




                                                                  - 73 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Physical Environment of Belize


                        LINKAGES/CONNECTIONS                                   RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL1.h Identify cause and effect relationships                         Belize Weather Bureau
   EL1.k Interpret and follow instructions/ directions                   Belizean Studies Module (2)
   EL2.e Interpret and respond appropriately to messages conveyed        Finding Out Bk. 4
    through visual images and tone of voice                               Skills for the Primary School Child
   EL3.a Demonstrate their ability to write grammatically correct        Caribbean Social Studies
    sentences                                                             Resource personnel
   EL4.e Ask questions and give information                              Chart paper
   EL4.c Use appropriate language to share ideas, to convince and        Pencils, paper, markers
    express feelings                                                      Word search
   EL4.f Express ideas and opinions                                      Matching worksheet
   EL4.g Use body language and gestures appropriate to speech
   M4.a Make reasonable approximations based on relevant life
    experiences
   M4.b Use logical reasoning based on meaningful data to draw
    conclusions about the likely occurrence of an event
   M5.a Collect, analyze and present data using charts, graphs,
    tables and diagrams
   ST1.a Understand some of the changes in living things and their
    environment from prehistoric times to the present
   ST8.b Understand the need for protection, care and responsible
    use of the environment
   EA1.c Identify and produce sounds from a variety of instrument
    types
   EA1.f Use rhythmic body movements to express feelings and
    emotions
   EA1.e Explore and experiment to create visual images through use
    of a variety of artistic tools and media




                                                                 - 74 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Natural Resources and Settlements of Belize                          CROSS-CURRICULAR OUTCOMES
                                                                                 Pupils should:
                                                                                 CP1.a Recognize an issue or problem
                                                                                 CP1.b Examine information related to the problem/ issue
     AREA OF STUDY OUTCOMES                                                      CP1.c Suggest ways of dealing with the problem/issue
     Pupils should:                                                              SP1.a Recognize the values associated with choices
     SS2.b Understand how natural landscape features influence                   SP1.b Choose between alternatives based on values
            the pattern of settlement in Belize                                  SP2.b Express their opinions and feelings in a socially
     SS2.c Understand how people use the natural resources of                    acceptable way
            Belize                                                               SP2.d Respond to the feelings of others
                                                                                 SP2.f Help the group to achieve its goals
                                                                                 SP3.a Assess their needs/ interests

  CONTENT ORGANIZED             SUGGESTED TEACHING/LEARNING STRATEGIES                        SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                       ASSESSMENT
          SETS
(2-3 weeks)

1. Settlements in Belize    1. Settlements in Belize                                      1. Settlements in Belize
 Mouth of Belize river =
   Baymen                       Research early settlements in Belize in small               Present pictures of settlements to compare
 Mouth of Stann Creek           groups- 1 settlement per group                              Make chart showing the pattern of settlement
   river = Garinagu             Identify and discuss patterns that emerge
 Consejo = Yucatecan
   Mayas (Caste War)
 Gales Point = Maroons
 New Town (prior to
   Hopkins)= Garinagu

2. Natural resources of     2. Natural resources of Belize                                2. Natural resources of Belize
Belize
                                List natural resources of Belize. Divide into those         Interview resource personnel and summarize (oral
                                 from land and from sea.                                      or written) results
                                Dramatize uses of natural resources                         On a map of Belize draw in natural resources and
                                Resource personnel to discuss economic                       indicate from which part/s of the country they
                                 contribution to Belize                                       originate




                                                                    - 75 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Natural Resources and Settlements of Belize


  CONTENT ORGANIZED                SUGGESTED TEACHING/LEARNING STRATEGIES                       SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                         ASSESSMENT
           SETS
3. Protection and              5. Protection and conservation of natural resources          3. Protection and conservation of natural resources
    conservation of natural
    resources                    List ways of conserving and protecting natural               Create posters advocating the protection ad
                                  resources (reforestation, etc.)                               conservation of out natural resources
4. Tourist Industry in the      Plan an excursion to a nearby heritage site that is           Use criteria to write and assess report.
   Region                         popular to tourist. Have children write a report of the
 Benefits                        visit.
 Destination                  Group Discussion
 Attractions                   Whether or why (or why not) the site has been a               Contribution to discussions .
                                  tourist destination for a long time.                         Pupil’s background knowledge of the history of
History of sites                Whether the history of the site make it relevant to            tourist sites.
Local, National, Regional or      local, national, regional or world tourism.                  Ability to argue persuasively
World Tourism                   Debate/role play the value of tourist site and
Tourism and the                   possible threats from tourism.
Environment                     Use graphs or statistics to discuss tourist trends.           Presentation of evidence (statistics) to support
Eco-tourism – conservation        Benefits etc.                                                 discussion
effects possible threats        Role play the role of a tourist guide.                        Creativity, imagination of character
Geographical Locations and      Find the different heritage site using a map.                 Ability to make reference on a map
Types of heritage sites         Hold a class discussion on tourism and the
 Belize Tourist Board            environment.
    and the National Policy     Create a list of local tourist attraction.                    Contribution to discussion , accuracy of facts,
    on Tourism                  Make poster, pamphlet to attract visitors to a site.           information
                                Set up a learning center in the classroom to (group           Display on tourist industry using evidence.
                                  work) showcase “The Belize Tourist Industry”.




                                                                      - 76 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Natural Resources and Settlements of Belize


                      LINKAGES/CONNECTIONS                                   RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL1.h Identify cause and effect relationships                       Map of Belize
   EL1.j Make inferences and draw conclusions                          Pictures of settlements
   EL1.k Interpret and follow instructions/ directions                 Chart paper, markers
   EL2.e Interpret and respond appropriately to messages conveyed      Paper, pencils
    through visual images and tone of voice                             Resource personnel
   EL3.a Demonstrate their ability to write grammatically correct      History of Belize
    sentences                                                           Caribbean Social Studies
   EL4.e Ask questions and give information                            Belizean Studies Module 2
   EL4.c Use appropriate language to share ideas, to convince and      Library
    express feelings                                                    Television
   EL4.f Express ideas and opinions
   EL4.g Use body language and gestures appropriate to speech
   M4.b Use logical reasoning based on meaningful data to draw
    conclusions about the likely occurrence of an event
   M5.a Collect, analyze and present data using charts, graphs,
    tables and diagrams
   ST8.b Understand the need for protection, care and responsible
    use of the environment




                                                                - 77 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD IV                                                               CROSS-CURRICULAR OUTCOMES
UNIT/THEME: Government                                                    Pupils should:
                                                                          CP1.a Recognize an issue or problem
                                                                          CP1.b Examine information related to the problem/ issue
                                                                          CP1.c Suggest ways of dealing with the problem/issue
  AREA OF STUDY OUTCOMES                                                  SP1.a Recognize the values associated with choices
  Pupils should:                                                          SP1.b Choose between alternatives based on values
  SS3.a Understand how the government of Belize is organized              SP1.c Take action based on principled choice
         in order to provide for the needs of the people                  SP2.b Express their opinions and feelings in a socially acceptable way
                                                                          SP2.g Help to create consensus
                                                                          SP2.h Accept major decisions



  CONTENT ORGANIZED             SUGGESTED TEACHING/LEARNING STRATEGIES                      SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                     ASSESSMENT
          SETS
(2 weeks)

1. Function of the          1. Function of the government                               1. Function of the government
   government
                                Discuss functions of local government (supervise          Checklist to ensure understanding of each function
                                 towns, villages)                                           of government
                                List functions of Central Government (disbursement        Participation in group discussions
                                 of finance to various ministries, etc.)
                                Discuss the Central Emergency Organization and its
                                 functions)
                                Resource personnel from National Security and
                                 Defense
                                Discuss policy and law making and implementation       2. Constitution of Belize
                                Create chart of government leaders.
2. Constitution of Belize                                                                  Dramatization to show understanding of the
                            2. Constitution of Belize                                       constitution

                                Discuss what the constitution is
                                Role play certain sections of the constitution
                                Choose a section of the constitution you think is
                                 important and write about why it is important




                                                                    - 78 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Government


  CONTENT ORGANIZED             SUGGESTED TEACHING/LEARNING STRATEGIES                       SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                      ASSESSMENT
          SETS
Human Rights                5.   Rights of the child                                     3. Rights of the child
3. Rights of the child          Explain how societies arrive at rules.
                                Debate the differences between rights/responsibility.      Small groups- present one picture and explain how
                                Discuss articles 6,7,23,30,32 from the Rights of the        it related to an article from Rights of the Child
                                 Child                                                      Match the correct article to the picture portraying it
                                Using magazines, find pictures depicting various
                                 articles in Rights of the Child
4. How National                                                                          4. How National Government is financed to meet the
   Government is financed   4. How National Government is financed to meet the           needs of the people
   to meet the needs of     needs of the people
   the people                                                                               Interview resource personnel
 Taxation- sales, income       Brainstorm ways the government is financed                 Evaluate written paragraph
   tax, custom duties           Write paragraph on one important thing you feel the
 Loans- World Bank,             government should finance
   Caribbean                    Report how taxes are distributed to and from the
   Development Bank,             National Level.
   Social Security              List ways government uses money received from
 Services provided from         taxation.
   taxation.                    Research organizations such as Port Authority,
                                 Customs
Economic Problems               Write a report on the activities of one of these
 Inflation                      organization
 Unemployment                  Explain the Laws of supply and demand.
                                Explore an issue objectively
                                Recognize propaganda
                                Debate government issues on unemployment etc.




                                                                   - 79 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Government


  CONTENT ORGANIZED              SUGGESTED TEACHING/LEARNING STRATEGIES                 SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                 ASSESSMENT
             SETS
5. Government Influence          Use illustrations from appropriate sources.
on daily life. Censorship,       Analyze problems of our emerging society.
competition, religion,           Compare/contrast the relationship of current trends
consumer protection,              to major themes/trends of history.
                                 Describe basic world governmental structures
                                 Demonstrate the process of vote count and vote
                                  challenges.
                                 Construct/use a sample survey to gather information
                                 Use problem solving techniques to resolve social
                                  problem.




                                                                   - 80 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Government


                     LINKAGES/CONNECTIONS                                    RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL1.a Use context clues to read a selection                         Convention on the Rights of the Child
   EL1.e Identify main ideas and supporting details                    How We Are Governed
   EL1.g Predict what will happen in a sequence of events              Belize Constitution
   EL1.h Identify cause and effect relationships                       Skills for the Primary School Child
   EL1.j Make inferences and draw conclusions                          Families and Children Act, 1998
   EL1.k Interpret and follow instructions/ directions                 Resource personnel
   EL2.e Interpret and respond appropriately to messages conveyed      Magazines
    through visual images and tone of voice                             Paper, pencils
   EL3.a Demonstrate their ability to write grammatically correct      Pamphlets, leaflets
    sentences
   EL4.e Ask questions and give information
   EL4.c Use appropriate language to share ideas, to convince and
    express feelings
   EL4.f Express ideas and opinions
   EL4.g Use body language and gestures appropriate to speech
   M4.a Make reasonable approximations based on relevant life
    experiences
   M4.b Use logical reasoning based on meaningful data to draw
    conclusions about the likely occurrence of an event
   M5.a Collect, analyze and present data using charts, graphs,
    tables and diagrams




                                                                - 81 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD IV                                                                CROSS-CURRICULAR OUTCOMES
UNIT/THEME: Three Branches of Government                                   Pupils should:
                                                                           CP1.a Recognize an issue or problem
                                                                           CP1.b Examine information related to the problem/ issue
   AREA OF STUDY OUTCOMES                                                  CP1.c Suggest ways of dealing with the problem/issue
   Pupils should:                                                          SP1.a Recognize the values associated with choices
   SS3.a Understand how the government of Belize is organized              SP1.b Choose between alternatives based on values
          in order to provide for the needs of the people                  SP2.b Express their opinions and feelings in a socially
                                                                           acceptable way
                                                                           SP2.c Identify feelings
                                                                           SP2.d Respond to the feelings of others
                                                                           SP2.h Accept major decisions


  CONTENT ORGANIZED            SUGGESTED TEACHING/LEARNING STRATEGIES                     SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                   ASSESSMENT
          SETS
(3 weeks)

1. The Legislative         1. The Legislative                                         1. The Legislative
 House of
   Representatives             Mock political campaign                                  Compare the duties/ roles of members of House of
 Senate                       List definitions of term legislate                        representatives to members of Senate
                               Explanation that Legislative branch includes House       Make booklets explaining the Legislative branch
                                of Representatives and Senate
                               Name members of House of Representatives and
                                portfolios
                               Invite resource personnel (e.g. area rep.) to speak
                                to class about roles of members of House
                               Discuss duties of Senate members as it relates to
                                the cabinet
                               Role play the duties of the members of both House
                                and Senate




                                                                  - 82 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Three Branches of Government


  CONTENT ORGANIZED                  SUGGESTED TEACHING/LEARNING STRATEGIES                      SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                          ASSESSMENT
         SETS
2. The Executive                 2. The Executive                                            2. The Executive

   The cabinet                      Using a dictionary, find all definitions of the term      Dramatize the various duties of the executive
                                      execute                                                    branch and have other students guess the answer
                                     Discuss term as it relates to the word executive
                                     Research duties of the executive branch (make
                                      policies to govern country)
                                     Show picture of the cabinet identify how many
                                      members students have heard of
                                     Resource personnel- explain the role of public
                                      officers as it relates to the cabinet
                                     List the names of people and institutions recognized
                                      as public officers

3. The Judiciary                 3. The Judiciary                                            3. The Judiciary

   Magistrate Courts            Supreme Court                                                  In small groups create pamphlets and booklets
   Supreme Court                 Relate history of the Supreme Court                           about various aspects of Judiciary branch
   Privy Council                 Field trip or video to witness the opening of the            Dramatize selecting a jury
   Judiciary as it relates to      Supreme Court                                               Write stories showing various responsibilities you
    minors                        Discuss jurors, how they are selected, how many,              have that go along with having rights
                                    etc.
                                  Word search of terms pertinent to the Judiciary
                                    (complainant, defendant, prosecutor, magistrate,
                                    bailiff, summons, etc.)
                                  Invite attorney/lawyer to discuss educational
                                    background necessary to become lawyer

                                 Court of Appeals and Privy Council

                                     Discuss the right “to be heard in a court of law and




                                                                         - 83 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Three Branches of Government


 CONTENT ORGANIZED           SUGGESTED TEACHING/LEARNING STRATEGIES                     SUGGESTED STRATEGIES/ACTIVITIES FOR
  INTO MANAGEABLE                                                                                  ASSESSMENT
        SETS
                         be given a fair judgement” and how it relates to the
                         Court of Appeals
                          Illustrate with a story to bring out the definition of
                             Court of Appeals
                          Brainstorm about the Privy Council and how a case
                             is forwarded to this department
                          Read about where the Privy Council is located
                          List cases that are forwarded to the Privy Council
                             (murder, etc.)

                         Judiciary as it relates to minors

                             Note-take while resource personnel speak about
                              rights of child and responsibilities that go along with
                              rights
                             Field trip to National Assembly or Town Board.




                                                                  - 84 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Three Branches of Government



                      LINKAGES/CONNECTIONS                                        RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL1.e Identify main ideas and supporting details                         Pamphlets, booklets
   EL1.g Predict what will happen in a sequence of events                   Television, videos
   EL1.i Identify a sequence of events                                      Resource personnel
   EL1.k Interpret and follow instructions/ directions                      Dictionary
   EL3.a Demonstrate their ability to write grammatically correct           Word search
    sentences                                                                Pencils, paper, markers
   EL3.d Produce work that is legible and acceptable                        Belize WAV Councellor/ Advocate Legal Guide
   El3.g Demonstrate unity and coherence in their writing                   Belize Constitution
   EL4.e Ask questions and give information                                 How We Are Governed
   EL4.c Use appropriate language to share ideas, to convince and           Caribbean Social Studies
    express feelings                                                         Families and Children Act, 1998
   EL4.f Express ideas and opinions                                         1999 Promoting the Rights of the Child Calendar
   EL4.g Use body language and gestures appropriate to speech
    M4.b Use logical reasoning based on meaningful data to draw
    conclusions about the likely occurrence of an event
   M5.a Collect, analyze and present data using charts, graphs,
    tables and diagrams




                                                                     - 85 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Earth’s Movement and its Effects on Time and Seasons              CROSS-CURRICULAR OUTCOMES
                                                                              Pupils should:
                                                                              CP1.a Recognize an issue or problem
                                                                              CP1.b Examine information related to the problem/ issue
      AREA OF STUDY OUTCOMES
                                                                              CP1.c Suggest ways of dealing with the problem/issue
      Pupils should:
                                                                              SP2.a Take part in group activities
      SS4.a Understand how the movement of the earth causes                   SP2.b Express their opinions and feelings in a socially
             changes in time and season                                       acceptable way
                                                                              SP2.d Respond to the feelings of others
                                                                              SP2.g Help to create consensus
                                                                              SP3.a Assess their needs/ interests


  CONTENT ORGANIZED             SUGGESTED TEACHING/LEARNING STRATEGIES                      SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                     ASSESSMENT
          SETS
(2-3 weeks)

1. The universe and its     1. The universe and its components                          1. The universe and its components
   components
                                Play the game hangman to find the word “universe”         Make booklets with illustrations explaining
                                List and describe what the universe contains (earth,       components of universe
                                 moon, stars, solar systems, etc.)                         Display diagrams
                                Discuss differences in judging time and direction in
                                 the past and today. Past- used sun and stars (e.g.
                                 Three wise men found Jesus by using star as their
                                 guide). Present- use clocks, calendars, road maps
                                Draw diagrams of heavenly bodies

2. Location of earth        2. Location of earth                                        2. Location of earth

                                Review of solar system (Earth is third from sun)          Display diagrams
                                Word search for vocabulary. (revolve, rotate)             Create mnemonic devices to remember planets’
                                Discuss- earth takes 365 days to revolve around            distance from sun (My Very Energetic Mother…
                                 sun once. Earth rotates once every 24 hours which                             Mercury, Venus, Earth, Mars)
                                 causes day and night                                      Observation of models
                                Brainstorm the effects of weather on planet earth,        Draw diagrams depicting rotation and revolution
                                 and why the poles are cold in comparison with




                                                                   - 86 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Earth’s Movement and its Effects on Time and Seasons


    CONTENT ORGANIZED          SUGGESTED TEACHING/LEARNING STRATEGIES                        SUGGESTED STRATEGIES/ACTIVITIES FOR
     INTO MANAGEABLE                                                                                    ASSESSMENT
           SETS
                              the equator
                               Make a class model of the solar system and
                                  demonstrate the planets’ orbit
                               Research and list ways in which gravity, the moon
                                  and tides affect earth (e.g. Phase of the mon
                                  depends on the position of the earth, moon and sun)

3. Factors influencing        3. Factors influencing changes in time                     3. Factors influencing changes in time
changes in time
                               Brainstorm- What is a time zone?                            Small groups- create your own problems relating to
    Time zone = band of       Understanding latitude and longitude:                        longitude and latitude and time zones. Have other
     longitude about 15       1. Draw diagram of classroom on chalkboard using               small groups solve the problems
     degrees wide in which       letter and number symbols to represent each desk.
     time is the same         2. Label horizontal rows of desks by letter and vertical
                                 rows by number:
    Time is changed
     because one day is
     added when going east
     and subtracted when           A                   B                    C
     going west                                            4                 7
                                   1
    International dateline
                                   D                   E                    F
                                    2                      5                    8




                                   G                   H                    I
                                    3                   6                       9




                                                                    - 87 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Earth’s Movement and its Effects on Time and Seasons


 CONTENT ORGANIZED         SUGGESTED TEACHING/LEARNING STRATEGIES                   SUGGESTED STRATEGIES/ACTIVITIES FOR
  INTO MANAGEABLE                                                                              ASSESSMENT
        SETS
                          3. Call on students to give their letter and number.
                          4. (Or) Call location and have student who occupies
                             that desk stand up
                           Discuss how longitude affects time
                           Using map or globe give students sample problems
                             to solve (In the USA it is Monday. What day is it in
                             Japan?)
                           Discuss Daylight Savings Time and relate it to
                             children’s experiences (Used to watch basketball at
                             6pm on channel 4, now it is on at 8pm)




                                                               - 88 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Earth’s Movement and its Effects on Time and Seasons


                     LINKAGES/CONNECTIONS                                     RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL1.d Use context clues to interpret a selection                     Globe
   EL1.f Discriminate between fact and fiction                          Maps
   EL1.g Predict what will happen in a sequence of events               Paper, pencils, markers
   EL1.h Identify cause and effect relationships                        Chalkboard, chalk
   EL1.j Make inferences and draw conclusions                           Encyclopedias
   EL1.k Interpret and follow instructions/ directions                  Scott Foresman- Earth Science
   EL2.e Interpret and respond appropriately to messages conveyed       Physical Geography of Belize
    through visual images and tone of voice                              First Lessons in Physical Geography
   EL2.d Follow instructions/ directions                                Physical Geography in Diagrams
   EL3.a Demonstrate their ability to write grammatically correct
    sentences
   EL4.e Ask questions and give information
   EL4.c Use appropriate language to share ideas, to convince and
    express feelings
   EL4.f Express ideas and opinions
   EL4.g Use body language and gestures appropriate to speech
   M2.c Understand degrees as a measure of turn
   M3.a Measure capacity, distance, weight and time using standard
    and non-standard measuring devices
   M4.b Use logical reasoning based on meaningful data to draw
    conclusions about the likely occurrence of an event
   M5.a Collect, analyze and present data using charts, graphs,
    tables and diagrams
   ST6.a Understand time in relation to earth’s rotation and orbit
    around the sun, and the moon’s orbit around the earth




                                                                 - 89 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Earth’s Physical Features and Physical Environment                    CROSS-CURRICULAR OUTCOMES
                                                                                  Pupils should:
                                                                                  CP1.a Recognize an issue or problem
                                                                                  CP1.b Examine information related to the problem/ issue
     AREA OF STUDY OUTCOMES                                                       CP1.c Suggest ways of dealing with the problem/issue
     Pupils should:                                                               SP1.a Recognize the values associated with choices
     SS4.b Understand the division of the earth’s land and water                  SP2.a Take part in group activities
            and the physical features of which they are comprised                 SP2.b Express their opinions and feelings in a socially
     SS4.c Understand some ways in which people in different                      acceptable way
            regions of the world have adapted to their physical                   SP2.h Accept major decisions
            environment


  CONTENT ORGANIZED               SUGGESTED TEACHING/LEARNING STRATEGIES                      SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                       ASSESSMENT
          SETS
(2 weeks)

1. How the earth is divided   1. How the earth is divided                                 1. How the earth is divided

                                 Display map of world and elicit from pupils what they      Word search of vocabulary words (Atlantic Ocean,
                                  see. Discuss map legend                                     Caribbean Sea, etc.)
                               Locate the following on the map:                             Make riddles for various vocabulary words
                              Five Great Lakes
                              4 oceans
                              7 continents
                              Seas (Caribbean, Arabian, etc.)
                               Using blank maps, label the above
2. Usefulness of land,
oceans, seas                  2. Usefulness of land, oceans, seas                         2. Usefulness of land, oceans, seas

                                  List and brainstorm usefulness of land and sea            Draw pictures illustrating the usefulness of land,
                                  Make chart with columns for land, ocean and sea.           oceans and seas
                                   Under each heading list the usefulness of each            Accuracy of chart




                                                                    - 90 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Earth’s Physical Features and Physical Environment


  CONTENT ORGANIZED                 SUGGESTED TEACHING/LEARNING STRATEGIES                      SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                         ASSESSMENT
           SETS
3. Pollution and                3. Pollution and conservation of our natural resources      3. Pollution and conservation of our natural resources
    conservation of our
    natural resources               Discuss how land and water can be polluted                Accuracy of tables
                                    Find and cut out pictures from magazines that show        Write poems about pollution and conservation of
                                     possible pollution to land or water                        land and/or water
                                    Make tables listing ways of polluting land and water
                                     and then ways of conserving. Paste cut-out pictures
                                     on tables

4. Way of life in relation to   4. Way of life in relation to regions of the world          4. Way of life in relation to regions of the world
regions of the world
                                    On a world map identify and discuss the five zones:       Small group projects- each group will present a
                                     N. Polar, S. Polar, N. Temperate, S. Temperate,            different region. Bring in information appropriate to
                                     Tropic (Torrid)                                            that region and dramatize life in the region
                                    In five small groups research the weather conditions      Worksheet- List the five different regions and match
                                     in the different regions- 1 per group                      them to the correct weather conditions
                                    Oral reports by group on findings
                                    From reports on weather conditions, draw
                                     conclusions about how people in the various regions
                                     would live (clothing, work habits, transportation,
                                     agriculture, etc.)




                                                                       - 91 -
D:\Docstoc\Working\pdf\2203c19c-1bf7-442e-8958-53a758460085.doc
AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Earth’s Physical Features and Physical Environment


                      LINKAGES/CONNECTIONS                                       RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL1.a Use context clues to read a selection                             World map
   EL1.e Identify main ideas and supporting details                        Blank world map
   EL1.h Identify cause and effect relationships                           Word search
   EL1.j Make inferences and draw conclusions                              Worksheet matching weather conditions of regions
   EL1.k Interpret and follow instructions/ directions                     Chart paper, markers
   EL2.e Interpret and respond appropriately to messages conveyed          Paper, pencils
    through visual images and tone of voice                                 Scott Foresman- Earth Science
   EL2.d Follow instructions/ directions                                   Physical Geography of Belize
   EL3.a Demonstrate their ability to write grammatically correct          First Lessons in Physical Geography
    sentences                                                               Physical Geography in Diagrams
   EL3.b Apply common rules of spelling to their written work
   EL3.c Demonstrate the ability to punctuate and capitalize written
    work
   EL3.e Demonstrate the ability to use a variety of styles and forms
   EL4.e Ask questions and give information
   EL4.c Use appropriate language to share ideas, to convince and
    express feelings
   EL4.f Express ideas and opinions
   EL4.g Use body language and gestures appropriate to speech
   M5.a Collect, analyze and present data using charts, graphs,
    tables and diagrams
   ST8.b Understand the need for protection, care and responsible
    use of the environment




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AREA OF STUDY: SOCIAL STUDIES                                                       CROSS-CURRICULAR OUTCOMES
STANDARD IV                                                                         Pupils should:
UNIT/THEME: Life in Belize as it Relates to North America                           CP1.a Recognize an issue or problem
                                                                                    CP1.b Examine information related to the problem/ issue
                                                                                    CP1.c Suggest ways of dealing with the problem/issue
                                                                                    SP1.c Take action based on principled choice
      AREA OF STUDY OUTCOMES                                                        SP2.a Take part in group activities
      Pupils should:                                                                SP2.b Express their opinions and feelings in a socially
      SS5.a Understand the way of life in Belize in relation to Central             acceptable way
            America, North America and the Caribbean                                SP2.f Help the group to achieve its goals
                                                                                    SP3.a Assess their needs/ interests
                                                                                    SP3.b Assess progress in relation to achievement of goals
                                                                                    and adjust goals or strategies as necessary


  CONTENT ORGANIZED                  SUGGESTED TEACHING/LEARNING STRATEGIES                     SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                         ASSESSMENT
          SETS
(2 weeks)

1. Definition of culture         1. Definition of culture                                   1. Definition of culture
(Culture consists of the
abstract values, beliefs and         Discuss definition of culture using illustrations        Students provide personal examples of culture,
perceptions of the world             Explanation of how culture is studied and why it          written or oral
that lie behind people’s              exists                                                   Make booklets on culture and display and explain
behavior and what behavior           Dramatize a part of their culture                        Observation of dramatization- music, dance, etc.
reflects. These are shared
by members of a society,
and when acted upon, they
produce behavior
considered acceptable
within that society. Cultures
are learned, largely through
the medium of language,
rather than inherited
biologically, and the parts of
a culture function as an
integrated whole.)




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AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Life in Belize as it Relates to North America


  CONTENT ORGANIZED               SUGGESTED TEACHING/LEARNING STRATEGIES                       SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                        ASSESSMENT
             SETS
2. Belize Central America     2. Life in Belize                                            2. Life in Belize
    – North America
 Location                        Small groups- research the following as it relates to      Presentation of booklets to be displayed and
 Religion                         lifestyle:                                                  evaluated
 Ethnicity                   Occupations
 Politics (Leaders)          Education
 Cooperation among           Health
    territories eg. UN,       Recreation/ sports
    NAFTA, CARICOM,           Military defense
    International Relations   Music
                              Industries
3. Economic Development        Put research into booklet form
   and Trade among
   territories                3. Economic Development and Trade                            3. Life in Belize
 Export/Import
 Embargoes                       Identify on a map which countries are part of North        Observation of oral presentations
 Balance of Trade                 America                                                    Dramatize results from research to go along with
 Currency                        Interview a person from (or who has lived in) North         oral presentations
 Tourism                          America about way of life there
   communication/                 Small groups- each group given a different North
   transportation                  American country and research similar topics to
                                   those during Life in Belize lesson
4.   Global Interdependency       Oral presentation of research results
     Food                        Research for concepts in Economic Development
     Peace                                                                                4. Comparison of life in Belize and North America
     Quality of life         4. Comparison of life in Belize and the territories
     Scarcity of resources                                                                   Individual students create poems or riddles
     Health                      Using information gathered from the previous two            describing one aspect of life in either Belize or N.
                                   lessons, discuss differences and similarities               America. Class must guess which country is being
                                   between Belize and Territories                              described
                                  Create tables comparing and contrasting the two




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AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Life in Belize as it Relates to North America


  CONTENT ORGANIZED             SUGGESTED TEACHING/LEARNING STRATEGIES                   SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                  ASSESSMENT
            SETS
Social Issues                   Discuss (class) global issues that affect the region.
 Crimes                        Use graphs/tables to present data on crime,death,
 Death/birth rates              and birth rates.
 Literacy
 Quality of life
(Third world vs.
Industrialized countries)




                                                                    - 95 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: Life in Belize as it Relates to North America


                     LINKAGES/CONNECTIONS                                        RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL1.a Use context clues to read a selection                             Chart paper, makers
   EL1.e Identify main ideas and supporting details                        Resource personnel
   EL 1.f Discriminate between fact and fiction                            Pictures
   EL1.h Identify cause and effect relationships                           Paper, pencils
   EL1.j Make inferences and draw conclusions                              Belizean Studies Modules 3 and 6
   EL1.k Interpret and follow instructions/ directions                     Caribbean Social Studies
   EL2.e Interpret and respond appropriately to messages conveyed          Our Country Belize
    through visual images and tone of voice                                 Learning for Living through Social Studies
   EL3.a Demonstrate their ability to write grammatically correct
    sentences
   EL3.e Demonstrate the ability to use a variety of styles and forms
   EL4.a Express ideas and opinions
   EL4.c Use appropriate language to share ideas, to convince and
    express feelings
   EL4.g Use body language and gestures appropriate to speech
   M5.a Collect, analyze and present data using charts, graphs,
    tables and diagrams
   ST7.a Understand the characteristics of living things, the main
    categories into which they are grouped, and how these interrelate
    with the environment
   EA1.c Identify and produce sounds from a variety of instrument
    types
   EA1.f Use rhythmic body movements to express feelings and
    emotions




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AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: How the Creole, Chinese and Mennonites Organize Themselves to Preserve Their Culture

                                                                CROSS-CURRICULAR OUTCOMES
                                                                Pupils should:
      AREA OF STUDY OUTCOMES                                    CP1.a Recognize an issue or problem
      Pupils should:                                            CP1.b Examine information related to the problem/ issue
      SS5.b Understand how the different ethnic groups organize CP1.c Suggest ways of dealing with the problem/issue
             themselves                                         SP1.c Take action based on principled choice
                                                                SP2.a Take part in group activities
                                                                SP2.b Express their opinions and feelings in a socially
                                                                acceptable way
                                                                SP2.d Respond to the feelings of others
                                                                SP3.a Assess their needs/ interests
                                                                SP3.b Assess progress in relation to achievement of goals
  CONTENT ORGANIZED                                                         SUGGESTED STRATEGIES/ACTIVITIES FOR
                             SUGGESTED TEACHING/LEARNING STRATEGIESadjust goals or strategies as necessary
                                                                and
   INTO MANAGEABLE                                                                           ASSESSMENT
          SETS
(2 weeks)

   Cultural diversities         1. Culture of the Creole                                   1. Culture of the Creole
    among ethnic groups
   The basic value of              Interview Creole people in the community to find out      Journal entry about what they’ve learned about the
    family traditions, history       about their history                                        Creole culture and the organization of the council
    and folklore.                   Collect pictures of Creole people portraying their
   Cultural contribution of         culture
    ethnic groups,                  List beliefs and traditions of the Creole
    individual and their            Research Creole council formation- members, roles
    origins.                         and contributions
   How cultural
    contribution are passed      2. Culture of the Chinese                                  2. Culture of the Chinese
    from one generation to
    the next.                       Interview Chinese people to find out about their          Make booklets explaining organization of Chinese.
   Cultural pattern and             history, beliefs, religion, etc.                           Illustrate with drawings about their culture
    changes.                        Collect pictures of Chinese portraying dance, food,
   How the use of natural           festivals, etc.
    resources, labour, trade        Resource personnel to dicuss roles of the Chinese
    and technology affect            community/ organization
    the cultural groups.




                                                                       - 97 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: How the Creole, Chinese and Mennonites Organize Themselves to Preserve Their Culture


 CONTENT ORGANIZED                 SUGGESTED TEACHING/LEARNING STRATEGIES                      SUGGESTED STRATEGIES/ACTIVITIES FOR
   INTO MANAGEABLE                                                                                        ASSESSMENT
            SETS
 Geographical features        3. Culture of the Mennonites                                3. Culture of the Mennonites
    used by various ethnic
    groups.                        Interview Mennonites to find out about their origin,      Write thank-you letters to the community after field
 Periods of timeline in            history, and beliefs.                                      trip expressing what students have learned
    chronological order for        Collect or draw pictures of Mennonites that portray       List contributions of Mennonites
    ethnic group history.           their culture                                             Make web of how the Mennonites organize
 Influence/Contribution           Research the Mennonite community/ organization             themselves
    of Ethnic groups. The           and how they are organized
    role of selected               Field trip to Mennonite community in Belize
    individual in History.
 The relationship of          4. Comparison of the three cultures
    current events among                                                                   4. Comparison of the three cultures
    ethnic groups to major         Using the information learned in the previous
    trends of history.              lessons, create tables comparing and contrasting          Accuracy of table
 Social changes among              the three cultures. Make sure to include                  Compile and display information on all three groups
    ethnic groups.                  organization of groups                                     showing all of the similarities ad differences
Human Rights                       Debate scenario on cultural issues                         between them
Form of discrimination             Research present data of cultural diversities.            Ability to argue persuasively.
The role of self concepts          Class discussion on cultural pattern/changes.             Report and present data.
within one’s value/belief.         Incorporate maps to help identify location and            Map skills
Effects of population growth        geographical features used by various ethnic group.       Concepts of words.
with geographic location.          Research for definition of words such as:                 Group presentation cooperation.
Racial/Ethnic origins              Culture – customs                                         Accuracy of facts
 Tolerance/respect                Festival - indigenous                                     Ability to distinguish between facts/opinions.
 Special rights                   Ceremonial origins
 Living in Harmony                Arrange an ethnic food day at school
 Democracy                        In groups prepare meals using traditional dishes.
 Freedom of expression            Create timeline or flow chart to show developments
    system of justice.              in cultural groups.
                                   Collect research information about the functions of
                                    the National Arts Council.




                                                                       - 98 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: How the Creole, Chinese and Mennonites Organize Themselves to Preserve Their Culture


 CONTENT ORGANIZED            SUGGESTED TEACHING/LEARNING STRATEGIES               SUGGESTED STRATEGIES/ACTIVITIES FOR
  INTO MANAGEABLE                                                                             ASSESSMENT
        SETS
                              Class contribution on how one can preserve and
                               strengthen those aspects of culture that are good
                               and remedy the bad ones.
                              Debate/Role play scenarios about equality,
                               non-discrimination, etc.




                                                                 - 99 -
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AREA OF STUDY: SOCIAL STUDIES
STANDARD IV
UNIT/THEME: How the Creole, Chinese and Mennonites Organize Themselves to Preserve Their Culture


                     LINKAGES/CONNECTIONS                                    RECOMMENDED RESOURCES: TEACHER/STUDENT
   EL1.j Make inferences and draw conclusions                          Resource personnel
   EL1.k Interpret and follow instructions/ directions                 Interview questions
   EL2.e Interpret and respond appropriately to messages conveyed      Pictures portraying different cultures
    through visual images and tone of voice                             Stationery, envelopes, postage for thank-you letters
   EL3.a Demonstrate their ability to write grammatically correct      Paper, pencils
    sentences                                                           Chart paper, markers
   EL4.a Express ideas and opinions                                    Belizean Studies Modules 3 and 6
   EL4.c Use appropriate language to share ideas, to convince and      Caribbean Social Studies
    express feelings                                                    Learning for Living through Social Studies
   EL4.g Use body language and gestures appropriate to speech
   M5.a Collect, analyze and present data using charts, graphs,
    tables and diagrams
   EA1.f Use rhythmic body movements to express feelings and
    emotions




                                                               - 100 -
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