SOCIAL STUDIES
TEACHER’S GUIDE
GRADE 8
SEPTEMBER, 2003
ACKNOWLEDGEMENT
The Ministry of Education is grateful to the following persons whose dedication has
produced this Grade 8 Social Studies Guide for secondary school teachers.
Writers:
Brenda Garrett
-Subject Specialist
-SSRP
Norma Stephney
-Subject Specialist
-SSRP
Carmen Parris
-Schools’ Information Support Officer -MISU
Philip Kartick
-Senior Subject Specialist
-SSRP
Illustrator:
Emerson Samuels -Artist
-NCERD
i
PREFACE
This Grade 8 Teacher’s Social Studies Guide for secondary schools is designed to help
teachers acquire the necessary skills in teaching this subject.
A team of experienced teachers working under the guidance of a senior subject specialist
has produced this guide to meet the needs of our Guyanese teachers. The methodology
suggested in the lessons will definitely enhance students’ understanding of how they
could improve on their reading. New and technical approaches are treated with ample
illustrations, content and concepts that are located within the students’ experiential
background.
A wide range of enrichment activities is included to infuse enjoyment into the learning
process, as enjoyment should be the cornerstone of any learning. In addition, teachers are
helped in assessing students’ learning.
I wish every teacher all the best for a successful implementation of the Level 8 Social
Studies Guide.
Good luck !!!
Ingrid Barker
Head
Curriculum Development and Implementation Unit.
National Centre for Educational Resource Development.
September, 2003.
ii
INTRODUCTION
PURPOSE OF THE TEACHER’S GUIDE
The Grade 7 Teacher’s Guide has been so designed to assist teachers of Social Studies in
implementing the Grade 7 Curriculum Guide. This Guide is not the only source of
guidance and information and it should be supplemented by relevant texts and other
materials. The approach to Social Studies is not note-giving and opportunities should be
provided for the students to be actively involved. There should be opportunities for the
students to express themselves, discuss issues, collect data, and interpret data. There
should also be ample opportunities for the students to develop positive attitudes and
develop the prerequisite skills to equip them for life in society.
Content
The content of this Teacher’s Guide is merely the framework for the Curriculum Guide.
Additional content must be sought from other sources including newspapers. The
environment itself provides a valuable source of information. Students should understand
the content discussed and thus be able to express the notes in their own words.
Specific Objectives
Specific learning objectives have been provided for the sample lessons. These are merely
suggestions.
Material
The materials suggested are merely examples and the teacher must be able to draw from
the sources in the school environment. Practical activities and field-work cannot be
iii
easily replaced by pictures and diagrams and these must form an integral part of the
Social Studies approach.
Methodology
The approach used can vary but must always allow the students to be actively involved,
to discover information and to make inquiry. Learning must not be approached in a
passive way.
Sample questions
These are provided as a guide. Teachers must note that questions set are not only
knowledge-based, but include parts which require interpretation and application. In
setting questions or evaluation exercises teachers must explore the various domains i.e.
Cognitive, Affective and the Psychomotor Skills. Teachers must also set questions to test
not only knowledge and interpretation but the higher hierarchies as well. In the Paper 2
of the Social Studies Examinations at the CSEC level, each question consists of three
parts. These parts test the candidates’ ability in knowledge, interpretation and the
application of knowledge.
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TABLE OF CONTENTS
UNIT
PAGE
1. RULES AND RESPONSIBILITIES
1
Background Information
Sample Lessons
Sample Questions
Answer Sheet/Mark Scheme
Glossary
References
3
17
20
23
27
28
2. A GLIMPSE OF OUR HISTORY
29
Background Information
Sample Lessons
Sample Questions
Answer Sheet/Mark Scheme
Glossary
References
30
54
56
67
71
73
3. PEOPLE IN OUR COMMUNITY
74
Background Information
Sample Lessons
Sample Questions
Answer Sheet/Mark Scheme
Glossary
References
75
87
89
95
100
101
4. DEVELOPMENT IN OUR COMMUNITY
102
Background Information
Sample Lessons
Sample Questions
Answer Sheet/Mark Scheme
Glossary
References
104
132
135
139
145
147
VI
5. HEALTH AND WELL-BEING
148
Background Information
Sample Lessons
Sample Questions
Answer Sheet/ Mark Scheme
Glossary
References
150
165
168
171
174
175
6. WEATHER AND CLIMATE………………………………… 176
Background Information………………………………………… 178
Sample Lessons
199
Sample Questions
201
Answer Sheet/Mark Scheme……………………………………. .204
Glossary………………………………………………………… …207
References……………………………………………………… … 207
VII
UNIT 1:
RULES AND RESPONSIBILITIES
INTRODUCTION
In this Grade 8 Teacher’s Guide, we shall continue with RULES AND RESPONSIBILITIES.
In the Grade 7 Teacher’s Guide we discussed the importance of Rules and Regulations. We
also discussed the Responsibilities of the individual. The topics included rules at home and
school, rules of games and rules and regulations concerning travel.
In this guide, we shall discuss the following topics and subtopics:
1.1 Rules and Responsibilities
Roles and duties of the employees.
Roles and duties of the employers.
Role of the Trade Union.
1.2 Cultural Diversities in our Society and Social Control.
Norms in society and social control.
Mores.
Folk-ways in society.
GENERAL OBJECTIVES
1. To be aware of the rules and responsibilities of workers as well as employers.
2. Appreciate that there are work ethics to be followed at the work place.
3. Understand that workers and employers have equal responsibility for success.
4. Know that trade unions have an important role in settling labour/industrial disputes.
1
5. Appreciate the importance of cultural and social control in our lives.
6. Appreciate the culture of other groups in society.
7. Be prepared to accept changes in our society.
SPECIFIC OBJECTIVES
1. State the duties of workers at the work site.
2. Explain the responsibilities of workers at the work site.
3. Demonstrate responsible behaviour at all times.
4. Explain the role of employers.
5. Appreciate that the employers have controlling interest at the work place.
6. Respect those in authority at the work place.
7. Explain why employees should become members of a trade union.
8. Describe the role of a trade union.
9. Identify practices in society that are considered as Norms, Folkways and Mores.
10. Differentiate between acceptable and unacceptable behaviours.
11. Conform to societal rules.
12. Demonstrate respect for the cultural practices of other groups in society.
2
BACKGROUND INFORMATION
1.1 RULES AND RESPONSIBILITIES AT THE WORK PLACE
ROLES AND DUTIES OF EMPLOYEES
1. The employees are expected to arrive at work on time, to perform a fair day’s work
and to work conscientiously at the work site.
2. Each worker is expected to care for the tools/machinery and to use these to obtain
maximum production.
3. Each worker is expected to co-operate with his/her fellow workers so that the system
or process is not disrupted.
4. At the work site, the workers must follow rules of safety. Safety equipment and safety
clothes must be worn at all times. These include goggles, helmets, etc. When working
under conditions where toxic material is handled, then gloves and breathing apparatus
must be worn.
5. Workers have a duty to join a trade union and should avoid taking matters into their
own hands. Any matter related to work should be dealt with by the trade union.
Activities:
1. Visit a work site and observe the workers.
(i). Did they arrive on time?
3
(ii). Did they idle a lot?
(iii). Were they co-operating?
Fig. 1:Work Site Scene–Co-operation At A Factory.
THE ROLE OF EMPLOYERS
Employers are the controlling authority at the work place. Often they are represented by a
manager or supervisor. The employers or the representative must treat the worker with
consideration and respect. They must ensure that the workers understand their duty at the
work place and that work rules are clearly stipulated. The following are other guidelines for
employers.
4
1. Employers must provide the right conditions for work. The physical facilities and
amenities must enable the workers to work in comfort.
2. Employers must consider the health and safety of the workers. Facilities for emergencies
must be provided and safety tools and equipment must be available.
3. Salary or wages must be paid promptly every week/month and correct deductions be
made for National Insurance Scheme, Income Tax, etc.
4. Employers must ensure that the workers are insured/registered under the National
Insurance Scheme.
5. Employers must comply with the regulations related to the conditions of work for
females. Special facilities must be available for them.
6. They must comply with the rules and regulations under the Labour Act.
7. Industrial disputes must be brought to the attention of the trade union representing the
workers.
Activities:
Visit a worksite and make observations.
1. Is the employer/manager treating the workers with respect?
2. Is the employer/manager always shouting and quarrelling?
3. Are amenities and facilities available to the workers?
4. Are health and safety tools/equipment provided at the worksite?
5
Fig. 2: Making Use Of Safety Equipment –Making use of Life jackets
Activities:
Study the scenes below and then answer the following questions.
1. Suggest two factors, which may have caused the old man to become redundant?
2. Suggest three actions that family members can take to offset unemployment of the
father.
3. What financial assistance can be provided by government to assist the old man?
4. In what way can a trade union help the old man who has become unemployed?
6
Fig .3: Unemployment
TRADE UNIONS
Trade unions are the legal representatives of the workers who have become members of these
bodies. They are not merely representatives of the workers, but also have a responsibility to
society as a whole. Issues between employers and employees must not be settled to the
satisfaction of only one group but to the satisfaction of both groups.
7
Trade unions must advise members of the procedures to follow to settle industrial disputes
and must not encourage illegal actions. They are professional bodies and must not encourage
division.
Employers need to recognise trade unions and bargain with them when there are issues. Any
disagreement with workers must be brought to the attention of the relevant unions. Trade
unions are professional economic bodies and should not be politically influenced.
Fig. 4: .Workers agitating for their rights
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HUBERT NATHANIEL CRITCHLOW
Hubert Nathaniel Critchlow is considered as the ‘Father of Trade Unionism’ in Guyana.
From a humble beginning as a stevedore on the waterfront, he rose to become the first
General Secretary of the British Guiana Labour Union.
Amidst defiance and reprisals by management of the big companies in the country at the
time, this union was formed in 1919. It was recognised by the authorities in 1922.
Critchlow’s fight with the colonial authorities and the big businesses continued for many
years. A significant breakthrough for the labouring class came in 1953 when the People’s
Progressive Party –a working class political party won the general elections.
Control of the Legislative Council by the big businesses then became less and the voice of
the working class became louder.
Fig .5: Hubert Nathaniel Critchlow
9
Activities:
1. Find out about Hubert Nathaniel Critchlow and write two paragraphs of additional
information about him.
2. Check your newspaper, etc. and name trade unions that are found in Guyana.
FUNCTIONS OF TRADE UNIONS
1. To bargain for just wages and adequate working conditions for members.
2. To settle disputes among workers themselves and between workers and the
employer.
3. When industrial action is taken by one union, the others provide moral support.
4. During prolonged industrial action, the trade union can provide support/ relief for
the members. This relief can be in the form of money, food and clothing.
LEGITIMATE ACTIONS BY WORKERS
Workers need to quickly inform trade unions of any grievance and to seek advice before
taking any prolonged action.
1. Workers can have a ‘go slow’ at the work place. This means that they would work to
rule. Maximum production is not likely to be achieved.
2. Workers can have a sick–out i.e. the workers take sick leave on particular days.
3. Workers can be involved in picketing exercises to highlight their grievance.
4. Workers can also take strike action.
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Activity: Find out about the Enmore Martyrs.
1. Why were they on strike?
2. What action did they take?
3. What were the consequences?
Fig .6 : Remembering the Enmore MartyrsDr. Cheddi Jagan at a wreath laying ceremony
RESPONSIBILITY OF WORKERS
While workers may have a grievance and they may need to highlight it, they need to do so in
a responsible way.
1. They must avoid harassing the employer and any worker who may wish to work.
11
2. They must avoid blockage of the work place. This may impede work and lead to
further division of the workers.
3. Any demonstration must be controlled and be peaceful.
4. They must not deliberately destroy any tools/equipment. These may be costly to
repair or replace.
5. Workers who are on sick out should not be near the work place.
Activity:
Find out about the National Insurance Scheme. Read about it in your Social Studies textbook
New Horizons in Social Studies-Bk. 1, page 107. You can also collect information from
leaflets issued by the N.I.S office.
1.2 CULTURAL DIVERSITY AND SOCIAL CONTROL
The customs and behaviour of people in society are governed by rules and regulations set by
institutions such as the school and the trade unions. At the highest level, control is by the
laws of the state. Norms, Folkways and Mores, which are rooted in culture and traditions,
also control our behaviour.
Norms
These are unwritten rules that control life in particular groups, class or a culture in society.
Because these have been tried over a long period of time members can differentiate between
what is acceptable and unacceptable in society.
12
Norms are usually passed on from one generation to the next through the process of
socialisation. Persons who do not conform to the norms in society can be punished by the
group.
Some Common Norms
1. Persons must be courteous and respectful to each other.
2. Children must obey their parents and elders in society.
3. Children under a certain age must seek their parent’s permission to stay out late.
4. Young girls must not wander on the streets at night.
Fig. 7 We Must Be Courteous To Our Teacher.
13
RULES AND MAXIMS
The following are from the Rules and Maxims. Try to find the whole list and pay attention
to them:
1. Speak quietly and courteously. Quiet speech is mark of refinement.
2. If you have to interrupt any one speaking, always say ‘ Excuse me please’.
3. Always say ‘Please’, ‘Thank you’, ‘Excuse me’ etc. whenever it is right to do so. Say
it nicely, clearly with a smile and loud enough to be heard.
Mores
These are actions that deal mostly with our moral behaviour in society. They help to bring
decency and respect in our lives. They deal with matters such as indecent language, indecent
exposure, sex, pornography, theft and murder. In society premarital sex would be considered
inappropriate but for rape a person is likely to be charged and would have to stand before the
court of law. Some mores therefore have now become laws of the state and persons when
found guilty are punished.
In the Rules and Maxims reference is made to behaviours that are considered as mores.
1. Avoid bad language. Pure clean language is a mark of refinement.
2. It is not right to laugh when others use indecent language.
14
Fig. 8 :In The Courtroom-Persons Are Subjected To The Law.
Activities:
1. Look around your school and see if any foul language is written or drawing, etc. are on
the walls. Help to remove the writing, etc.
2. Read your newspaper, etc. and note the articles, which have reported rape, etc.
State how the magistrate dealt with each case.
Folkways
These deal with the ways in which certain cultural events may be celebrated. How a person
celebrates Christmas, Diwali or any other religious festival is determined by the culture of
the people. State laws would not apply if persons celebrate a particular event in a particular
way but a person’s friends and relatives may take offence. The sanctions for folkways are
15
considered very weak. In some societies however if a person breaks a rule he/she can become
an outcast. Generally folkways determine for example, how we celebrate funeral rites and
wedding ceremonies.
Activities:
1. Collect pictures to illustrate how a religious festival is celebrated.
2. Describe how you celebrate your birthday. How are the celebrations different from
those of other persons in the community.
Fig.: 9 Amerindian Folk Dance
16
17
18
19
SAMPLE QUESTIONS
PAPER 1
Shade the letter that is near the correct answer.
1. A trade union represents the
(A). government.
(B). employers.
(C). workers.
(D) . retired workers.
2. Which of the following is not a trade union in Guyana?
(A). GAWU
(B). GUYSUCO.
(C). PSU.
(D) . GTU.
3. Gender equality at the work place means that
(A). male and female workers must be given the same work.
(B). female workers must only perform clerical work.
(C). male and female workers must be given any type of work and receive equal
pay.
(D). manual jobs must be done only by male workers.
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4. Which of the following is considered as folkways in the Guyanese society?
(A). Rape, Diwali and Christmas.
(B) . Premarital sex, Mashramani, and Easter.
(C) . Good Friday, Diwali and Youman Nabi.
(D) .Funeral rites, burglary and wedding rites.
5. What is the strongest action that society can take against persons who appear nude in
public?
(A). Punishment by law.
(B). Criticism by people.
(C). Expulsion from society.
(D). Asked to leave the community.
6. Which of the following folkways is observed mainly by Christians?
(A). Diwali and Phagwah.
(B). Diwali and Christmas.
(C). Mashramani and Folk Festival.
(D). Easter and Christmas.
7. Which of the following practices is not acceptable by Muslims on holy days?
(A). Eating of mutton.
(B). Eating of goat meat.
(C). Sacrificing a young bull.
21
(D). Sacrificing a pig.
8. Which of the following practices are in keeping with the significance of Christmas?
(i). Going to church.
(ii). Singing of carols.
(iii). Drinking of alcohol.
(iv). Dancing and sporting.
(A). (i) only
(B). (i) and (ii) only.
(C). (i), (ii) and (iii) only.
(D). (i), (ii), (iii) and (iv).
SAMPLE QUESTIONS
PAPER II
1. (a). Describe three desirable attitudes that workers should display at the work place.
(6 marks)
(b). Explain why each attitude mentioned in (a) is important.
(6 marks)
(c). Suggest two actions by an employer to encourage safety practices among his
(6 marks)
workers.
22
2. Mr. Anthony underpays his female workers and also asks them to do menial tasks.
(a). State three actions that the workers may take by themselves.
(6 marks).
(b). Explain two reasons why the workers should inform their trade union. (6 marks).
(c). Suggest two lines of actions by the trade union .
3. (a). State three ways in which members break the rules of society.
(b). (i). Explain why control in society is necessary.
(ii). Explain two ways in which society tries to control its members.
(6 marks).
(6 marks).
(2 marks).
(4 marks).
(c). Suggest two ways in which elders in your community can help to train young adults.
(6 marks).
ANSWER SHEET/MARK SCHEME
PAPER 1
1. (B)
6. (D)
2. (C)
7. (D)
3. (C)
8. (B)
4. (A).
5. (A)
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ANSWER SHEET/MARK SCHEME
PAPER 11
Question 1
(a). Three attitudes-
3 x2 marks
-they must arrive at work on time.
-they must co-operate with each other.
-they must be courteous to all.
-must work conscientiously
-must be careful in using tools/equipment
(b). Importance of each-
3x2 marks
-Arriving on time –can easily affect the process in a factory.
-Non co-operation - can affect the efficiency and thus affect the production.
-Careful use
- can affect safety. If not careful then injuries can take place.
-Courtesy
-need to establish a cordial relationship to bring about efficiency.
(c). Two actions
2 x 3 marks
-Have a skilled person demonstrate the use of the equipment and the safety features.
-Have workshop sessions.
-Close supervision of workers.
24
2. (a). Three actions.
3 x 2 marks.
-Can in return abuse the employer for correct wages or work to rule.
-May wish to walk off the job.
-May have discussion with the employer.
(b). Reasons for informing the trade union
2x2 marks.
-The trade union is the legal representative of the workers. Actions by the workers can
-Lead to a breach of agreement
-There are trained persons to negotiate with the employers.
-The trade union can provide support if necessary.
(c). Two actions
2 x3 marks.
-Can have a meeting with the employer.
-Can discuss the line of action with the workers.
-Can pursue the matter with the Ministry of the Labour if there is no progress.
3. (a) Three ways
3 x 2 marks
-Persons may drink alcohol and misbehave e.g. curse.
-Persons may commit offences such as stealing.
-Persons may pursue practices in their own way. e.g. the celebrating of Christmas. They
May indulge in alcohol and do not adhere to the acceptable practices.
-They may openly criticise persons and /or their country.
25
(b). (i) Why control is necessary
2 marks
-Members would do as they please. Mainly to please themselves.
-Necessary or else there would be chaos in society. Persons would do things differently.
Order is necessary in society.
(ii).Two ways
2 x 2 marks.
-Members may be expelled from the group.
-They may have to pay a fine or they may be ostracised.
-They are subjected to the laws of the country.
(c) Two ways
2 x3 marks
-Have formal or informal sessions with the younger persons.
-Show by their example.
- Have film shows/video shows to educate the young adults.
26
GLOSSARY
Cultural diversity
-Differences in traditional practices e.g. religious practices.
Employee
-Workers in a store, etc. who are employed.
Employers
-Persons who own factories, stores etc. and employ others to work
there.
Folkways
-These are practices which determine how cultural events are to be
celebrated.
Legislative Council -A governmental body which is associated with law making. Somewhat
like the House of Assembly
Mores
-Practices or behaviour which determine our moral behaviour.
Norms
-These are unwritten rules which control behaviour in society. e.g. how
to behave at a public place.
Social control
-The control of members in a society. Persons can be controlled by
norms, mores, folkways as well as by the laws of a country
Trade Union
-A legitimate body to represent workers.
27
REFERENCES
Arokium, Alvilda et al. (1977)- New Horizons in Social Studies Bk. 1. Georgetown:
Ministry of Education, NCERD.
Arokium, Alvilda et al. (1999)- New Horizons in Social Studies Bk. 2. Georgetown:
Ministry of Education, NCERD.
Ramsawak, R; Umraw, R. (2001)- Modules in Social Studies With SBA Guide
And CXC Questions-San Fernando: Caribbean Educational Publishers.
Sandy, M; Grayson, S. (2000)-CXC Social Studies Essentials With SBA Guide
and Exercises. Kingston: Carlong Publishers.
----------------------- Hubert Critchlow and Labour Unions-EMANCIPATION. No. 5.
!997-1998.
------------------------Rooting For Labour-Cheddi Jagan Speaks out for the Working
Class Selected Addresses. Guyana National Printers Ltd.
Georgetown, August,1993.
28
Sample Lesson 1
Time
70
mins.
Topic/
Specific
Sub Topic
Objectives
MINERAL 1. Use a map
REand locate
SOURCE. places where
gold and
diamond are
mined.
The gold 2. Describe the
and
uses of the two
diamond minerals.
industry. 3. Explain the
economic
importance of
the minerals.
Grade 8
Content
Previous
Knowledge
(See Background Information). Students
are aware
Area/Places
of pieces
Gold and diamond are mined of jewellery
in the Cuyuni - Mazaruni worn by
Potaro Area.
Guyanese.
Places include Kamarang,
Issano, Imbaimadai, Mahdia,
and Omai.
Uses
Gold and diamond are used
in the jewellery industry.
Necklaces, chains, bands ,
rings, etc. are made.
Subject:
Social Studies
Teacher
Activity
Teacher brainstorms students
on the uses of
gold and
diamond.
Student
Activity
Students respond.
Illustrations are
used to show
designs. Samples
will also be
displayed.
Students use a
Students are
map of Guyana
asked to locate
and locate the
gold and diamond places/areas.
producing areas.
Teacher questStudents do
ions students on written work.
the importance of
the industry.
Economic Importance
(a) The Industry provide
foreign exchange.
(b) Employment is created.
(c) Jewellery pieces are
fashioned for the local market.
Students discuss
what they have
written.
Teacher
responds
133
Students asks
questions.
Resource
Evaluation
Mineral
production
Map of
Guyana.
Illustrate
your own
design of
a piece
of Jewellery e.g a
necklace.
Pictures to
illustrate
designs of
jewellery.
Samples of
items
Sample
Time
Topic/
Sub Topic
70 mins EMIIGRATION
AND
IMMIGRATION
Lesson 2
Grade 8
Specific
Content
Objectives
1. Define emig- (See background information)
ration, push
Push
factors and pull These cause persons to leave
factors.
a country e.g poor social
conditions, unstable social
atmosphere, poor infra2. Explain fac- structure.
Factors
tors which
Pull
which
push and
These attract persons to
lead to
those which
another country.
emigration pull.
e.g perceived high standard of
from
life; many things published/
Guyana.
advertised on T.V.
3. Appreciate
that persons
Emigration
wish to improve Persons leaving a country to
their lives.
reside in another.
Subject:
Previous
Teacher
Knowledge
Activity
Students
Teacher asks
have relat- students to state
ives who
factors which
have migra- cause emigration.
ted and
they would
have had illustrations .
discussion
with them.
Teacher arranges
for a resource
person.
Teacher asks
students to draw
a conclusion
from the scene.
Social Studies
Student
Activity
Students state
then explain.
They divide into
push and pull
factors.
Students refer to
Evaluation
Resource
person.
Draw a
scene to
illustrate
push
factors.
Pictures to
illustrate
pull factors. Explain
why
persons
Students question
should
resource person.
remain in
Guyana.
Students dramatise a scene to
illustrate a family
emigrating.
Students express
feelings about
persons who are
leaving.
133
Resource
Sample Lesson 3
Time
70
mins.
Topic/
Sub Topic
EMIGRATION
ANDIMMIGRATION
Consequences/
Effects of
Emigration.
Grade 8
Specific
Content
Objective
1. Explain exter- (See Background Information).
nal migration.
External Migration
Movement of people to reside
2.I dentify fact- in another country.
ors which influence emigration.
3. Explain the
consequences/
Effects/Consequences
effects of emig- 1.Mainly the young and educration.
ated leave Guyana.
2.Many old persons who
remain are dependents i.e
4. Appreciate depend on others to upkeep
that there are them.
difficulties
3.Young persons may receive
when Guyan- their basic education and then
ese emigrate. leave.
Little service in return may be
given by them.
Previous
Knowledge
Students in
a previous
lesson
discussed
factors
which
cause/
influence
emigration.
Subject:
Social Studies
Teacher
Activity
Students are
asked to explain
external migration.
Student
Activity
Students respond.
They review
factors which
cause/influence
emigration.
Students refer to
extracts mounted
in the classroom.
Teacher arranges
for small group
Students discuss
discussion.
the effects of
emigration on
Guyana.
Each group
reports.
Teacher asks
Students conclude
students to
that it is not easy
reflect on the
for those who
difficulties that
emigrate.
emigrants face in
a strange
country.
133
Resource
Extracts
mounted in
the classroom.
Evaluation
Draw a
scene to
illustrate
the cold
weather
conditions
Textbook- and its
New
effects on
Horizons in the
Socialemigrants.
Studies.
Bk.3.
Sample
Lesson 1
Grade 8
Time
Topic/
Specific
Content
Sub Topic
Objective
70
RULES
I. Name jobs/ Jobs : Policeman, nurse,
mins. AND
occupations in teachers, etc.
RESPON- the communiResponsible behaviour:
SIBILITIES ity.
1. Example -a policeman:
2. Describe
Speaks kindly to persons.
Workers behaviours that Does not curse.
in the
are considered Does not beat persons without
communi- as responsible. a cause.
ty and
Demonstrates friendliness to
their
3. Demonstrone and all.
responsi- ate responsible Be stern with persons when
bilities.
behaviour in
they are wrong, even if they
school.
are his/her friends and
relatives.
2, Example -a bus conductor:
Is properly dressed.
Speaks courteously to
passengers.
Does not use foul language.
Does not smoke in the bus.
Does not play music loudly so
as to annoy passengers.
Subject
Social Studies
Previous
Knowledge
Students
are aware
of workers
in school
e.g. their
own teachers, the
librarian,
cleaners,
etc.
Some of
them can
at times
act in a
responsible or
irresponsible way.
Teacher
Activity
Teacher asks
students to
identify jobs/
occupations in
the community.
Student
Activity
Students respond.
List is compiled
on the chalkboard.
Students describe
Students are
attitudes of
arranged in small persons involved
groups.
in some of the
jobs mentioned.
They try to
describe responsible as well as
irresponsible
behaviours that
are displayed by
workers.
Students use
reference if
necessary.
Each group
presents a report.
Students describe.
Teacher asks
students to
describe responsible behaviour
at school.
133
They respond.
They then explain
why responsible
behaviour in
school is
necessary.
Resource
Evaluation
New
Horizons
in Social
Studies.
Bk. 3.
Describe
two
actions by
any worker to highlight
responsibility at
work.
Describe
two
actions by
the same
worker
that can
be
considered as
irresponsible.
Sample
Lesson 2
Grade 8
Time
Topic/
Specific
Content
Sub Topic
Objective
70
RULES
The Trade Unions
mins. AND
1. Explain why
RESPON- workers should They are the legal representtatives of the workers.
SIBILITIES join a trade
union.
Trade unions advise workers
2. Explain the on the procedures to follow
main functions when there are industrial.
of a trade
disputes.
union.
The role
Affiliated unions can provide
of the
3. Explain the moral support when workers
trade
importance of have industrial disputes.
unions.
a trade union
Unions can provide support to
workers when they are on
strike. This support can be in
the form of food, clothing, etc.
Subject
Social Studies
Previous
Knowledge
Students
are aware
that workers are
represented by
trade
unions.
Teacher
Activity
Teacher outlines
procedures for
today.
Teacher asks a
group of
students to
rehearse a skit.
Students perform
skit on a work
scene involving
a supervisor and
workers . The skit
illustrates a
conflict situation.
Teacher asks
students to give
suggestions to
resolve the
conflict.
Students discuss
role of trade
unions in
resolving
industrial disputes
Students do
written work in
their work books
Teacher asks
students to
share ideas.
Why workers should join a
trade union?
The trade union is a legal
body established to represent
the workers.
The union is a specialised
body with person who are
acquainted with industrial
matters.
Teacher asks
students to
explain why
workers should
join a trade
union.
133
Student
Activity
Students explain
why workers
should join a
trade union.
Students draw
conclusions on
the importance of
trade unions.
Resource
Evaluation
Skit to
illustrate an
industrial
dispute at
the work
place.
Draw a
scene to
illustrate
workers
involved
in an
industrial
dispute.
Sample
Time
Lesson 3
Topic/
Specific
Sub Topic
Objective
70
SOCIAL 1.Name events
mins. CONTROL that are
IN
considered as
SOCIETY folkways in
our
community.
Folkways
in our
2. Describe
Communi- the celebratty
ions of two
such events.
Grade 8
Social
Content
Folkways: These deal with
how certain cultural events
may be celebrated.
Christmas, Diwali, Youman
Nabi, etc. are examples of
Folkways.
Sanctions for deviating are
weak. (see background
information)
Christmas is a religious
celebration. For Christians
3. Explain the it means going to church, etc.
ways in which However some persons
persons
indulge in sporting and
deviate in their drinking alcohol. They do not
practices of
care much for the religious
these two
significance.
folkways.
Phagwah
This is a religious practice.
4. Describe
It is a Hindu festival. It
the sanctions signifies good over evil. It is
that may be
called the"Festival of colours".
taken against Abeer and coloured powder
persons who
are usually thrown on
deviate from
person's clothing. Persons
the correct
deviate from the religious
practices of
practices by sporting and
the folkways.
celebrating otherwise.
They throw dirty water on
person's clothing.
Previous
Knowledge
Students
are aware
that
several
folkways
are
celebrated
by the
ethnic
groups in
Guyana.
Studies
Teacher
Activity
Teacher brainstorms students
on the concept
of Folkways.
Student
Resource
Activity
Students respond.
Illustrations
Students try to
of folk-ways
define folkways.
in the
community.
Teacher displays
illustrations of
Students identify.
folkways.
Students name
other folkways
that are celebrated in the community.
Teacher asks
students to
describe the
two celebrations
listed.
Students describe
and note deviations from acceptable practices.
Students
discuss the
reasons for the
deviations.
Written work is
done.
Teacher asks
students to state
sanctions that
can be taken
against persons
who deviate.
133
Students discuss.
Students will
conclude that
sanctions can be
weak.
Evaluation
Describe
a wedding
celebrations by a
particular
group in
Guyana.
Explain
three
ways in
which the
celebrations by
another
ethnic
group are
different.
UNIT 2:
A GLIMPSE OF OUR HISTORY
INTRODUCTION
This unit makes the students aware of the functions of government at the national level
and enables them to know who are our national leaders. Students can then be able to
appreciate the work done by our national leaders and political institutions.
It is hoped that an acquisition of this knowledge and an appreciation of the work done,
will foster nationalistic feelings. Love of country will urge students to take
responsibilities and become involved in the developmental thrust of the country.
A study of our forts and monuments will help students understand the importance of
historical events, places and individuals. Both teacher and students can organise tours
and visits to historical sites.
Students need to be aware of the need to preserve these sites for the benefit of posterity as
well as for the tourist industry.
In order to benefit from our common national identity and be good citizens, co-operation
is of maximum importance. The co-operative movement in Guyana has been of benefit
to many individuals and the principles and practices of the School Co-operative Thrift
Society will afford students an opportunity to demonstrate co-operation.
Topics for this unit are:
2.1 Government
The functions of Government.
The electoral systems of Guyana.
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2.2 National Leaders.
The role of political leaders.
Other leaders in the country.
2.3 Forts and Monuments.
Forts and monuments in Guyana.
2.4 Co-operative Movement.
The School Co-operative Thrift Society.
Forming a School Co-operative Thrift Society.
Types of savings.
2.1 GOVERNMENT
The specific objectives of this sub-topic are:
Students will draw a diagram of the organisational structure of government.
Describe how government organises its work.
Differentiate between local and central government.
Appreciate that government is necessary for the orderly development of the society.
Describe the present electoral system.
Identify leaders and state their contributions.
BACKGROUND INFORMATION
CENTRAL GOVERNMENT
At the national level government consists of a group of persons elected or selected to
manage the affairs of the country.
30
Government has the responsibilities of directing and controlling the activities of the state.
In our society there exists, what is called division of labour. Instead of everyone working
on the same project, this special group is authorised to do political work. Most
governments consist of a group of persons who are better able to accomplish tasks, which
cannot be done by one individual.
THE SUPREME ORGANS OF DEMOCRATIC POWER
THE PRESIDENT
Parliament
Judicial system
Cabinet
Legal Officials.
Prime Minister
Courts.
and other ministers
appointed by the
National Assembly
President.
72 Members
Speaker
Elected Members
Elected Members from
40 Members
Regional Constituencies
25 Members
Non-elected
Non- elected
Ministers.
Parliamentary Secretaries
4 Members
2 Members
Fig.1. The Organisational Structure Of Government.
The legislative power rests in a uni-cameral National Assembly whose members are
elected on the basis of proportional representation. The political parties (politicians)
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name the members. Some members are appointed by the President and are called
(Technocrats).
Functions of Parliament
Makes laws.
Amends or repeals laws.
Debates and approves the National Budget.
THE EXECUTIVE BODY
The president who appoints and supervises the prime minister and other ministers
exercises executive authority. Each party presenting candidates for the National
Assembly must designate in advance a leader who will become president, if the party
receives the highest number of votes. The president and his party constitute the executive
arm of the government. The ministers are responsible for the supervision of a number of
ministries.
MINISTRIES IN THE GOVERNMENT
Apart from the Office of the President and that of the Prime Minister, there are a number
of other ministries. These are:
Ministry of Agriculture.
Ministry of Amerindian Affairs.
Ministry of Culture Youth and Sports.
Ministry of Education.
Ministry of Finance.
Ministry of Fisheries, Crops and Livestock.
Ministry of Foreign Affairs.
Ministry of Foreign Trade and International Co-operation.
Ministry of Health.
32
Ministry of Home Affairs.
Ministry of Housing and Water.
Ministry of Labour, Human Services and Social Security.
Ministry of Legal Affairs.
Ministry of Local Government and Regional Development.
Ministry of Tourism, Industry and Commerce.
Ministry of Transport and Hydraulics.
The Public Service Ministry.
Occasionally, the President reshuffles his cabinet and members are given different duties.
For instance, after a year or two in office, the Minister of Health may be given
responsibility for the Education Ministry.
THE CABINET
The Cabinet decides on strategies and policies that it would use to develop the country.
These policies and strategies are then presented to, and debated in Parliament.
THE JUDICIARY
This is the arm of the government which
interprets the law
administers the law
applies the necessary sanctions for breaking the law.
The Court of Appeal is the highest judicial body. The Chancellor of the Judiciary heads
it.
The second level is the High Court, presided over by the Chief Justice. The President
appoints the Chancellor and the Chief Justice.
The Magistrates’ Court obtains its powers and duties from Parliament. This Court does
the preliminary inquiry of all criminal matters. It is mainly concerned with minor
breaches of the law e.g. traffic and other petty offences
33
FUNCTIONS OF GOVERNMENT
Makes laws for its entire population.
Maintains law and order in the country.
Meets the political, social and economic needs of the people.
Provides finance for development.
Finds solutions to national problems.
Facilitates reforms.
Provides health and social services.
Sets up and maintains a fair tax system.
Establishes justice.
Protects the state.
Abolishes poverty and unemployment.
Protects local industries by imposing heavy taxes on imported goods and offering tax
exemptions to entrepreneurs.
LOCAL GOVERNMENT
The Central Government delegates some of its wide-ranging duties to smaller bodies or
councils in specific areas. These are able to give greater supervision and minister to the
needs of people in small villages or regions. A chairman who reports to Parliament heads
these smaller administrative bodies.
In 1980 the then President of Guyana signed the Local Democratic Organ Act of 1980,
which authorised the Minister of Local Government to divide Guyana into ten
Administrative Regions.
Central Government found it necessary for people at all levels to be involved in the
decision-making processes of their own communities, instead of having the Central
Government make decisions for them.
34
SOME FUNCTIONS OF REGIONAL COUNCILS
Develop and maintain markets, abattoirs and cemeteries
Develop infrastructional facilities such as sea defences, roads, signs, bridges, etc.
Collect and dispose of garbage to ensure the existence of a clean and healthy
environment.
Provide community services such as bus sheds, truck-borne water supply, library
and other educational facilities.
Encourage the development of sports and other cultural practices.
Provide institutions for the care of senior citizens.
Address environmental problems such as pollution, drug abuse, etc.
Regional authorities are given permission to raise money to meet the expenses of the
region. Revenue is collected from the rental of market stalls and property taxes from
houses and land.
ELECTORAL SYSTEMS IN GUYANA
The system of electing a government in Guyana is democratic. Each individual has only
one vote. Elections are due at the end of every five years and a number of political
parties contest the elections. At present there are four main political parties.
The People’s National Congress/Reform.
35
The People’s Progressive Party/Civic.
The United Force.
The Working People’s Alliance
At the time of National Elections, a number of small parties also contest the elections.
Before contesting, each party has to submit a list of sixty-five names to the Elections
Commissions, including a name for a presidential candidate.
The age of majority is eighteen years. A citizen who attains the age of majority is
eligible to be registered as a voter.
When Guyana gained self-governing status in 1961, The Premier and a cabinet of
ministers had authority over internal matters and the British Government retained
portfolios over foreign affairs, defence, etc. The governor was the colonial representative
who held veto power over the elected legislature.
There was a bi-cameral House of Assembly with Legislative Council and a Senate. The
Council consisted of thirty-five members elected under the system of First Past the Post.
Under this system the party with the largest number of votes in a constituency won the
seat. The Senate consisted of a majority of members from the government, and
representatives from the opposition party as well as two nominated members chosen by
the governor after consultation with the various groups.
PROPORTIONAL REPRESENTATION
By 1964, the electoral system changed to Proportional Representation. There were fiftythree members in a uni-cameral House of Assembly. The constituencies were retained as
electoral districts. On Election Day, each elector voted for a party of his choice. After all
of the votes were counted, the seats in the Legislative Council were distributed in
proportion to the number of votes cast for the various parties. Let us assume that four
parties are contesting the elections and Party 1 receives 30% of the total votes cast.
36
Party 2 receives 40%, Party 3 receives 10% and Party 4 receives 20%. Party 1 will then
have thirty percent of the number of seats. Consequently Parties 2, 3and 4 will have seats
in proportion to the percentage they obtained. The Party with the majority of votes will
be invited to form a government.
A party can join with another to increase the votes to a majority and form a coalition
government. The Chancellor of the Judiciary swears in the presidential candidate and
invites him or her to form a government.
The system of Proportional Representation is still maintained but there have been
modifications to the number of members thus affecting the composition of the National
Assembly.
2.2 NATIONAL LEADERS
Specific objectives of this sub-topic are:
•
Research information on the role of political leaders.
•
Research information on national leaders who are not politicians.
•
Describe their contributions to the development of Guyana.
•
Appreciate that every Guyanese has a responsibility to contribute towards the
development of Guyana.
National Leaders are those individuals who work with the people to develop the nation.
Most of our politicians fall into this group. The President has overall responsibility for
managing the affairs of the country. He is also Commander-in-Chief of the armed forces.
The Prime Minister does the work of the President during his absence and has
responsibility for some national projects.
37
Each minister of the government makes a contribution towards development.
Government ministers function as leaders in the community. Some of them are
responsible for operating specific ministries.
The mission statements of the various ministries give a general idea of the work of each
minister and his team.
Apart from our political leaders, and those who operate in the judicial system, there are
other leaders in the country who are respected and well known for their contributions to
the social, religious and economic life of the people. Some leaders are heads of
organisations such as The Guyana Consumers’ Association, The Guyana Responsible
Parenthood Association and The Guyana Red Cross Association.
Some leaders may be outstanding musicians, famous cricketers, athletes and social
workers.
PROFILES OF SOME GUYANESE LEADERS
Mohamed Shahabuddeen LLM; PhD.
MOHAMED SHAHABUDDEEN was born on 7th October 1931 in Guyana. He took his
bar finals in May1952 and was called to the Bar in February 1954. He also graduated
with the degrees of B Sc. (Econ.) (Hons.), LLM., and PhD, from the University of
London. In April 1962, he was appointed Solicitor General and from 1966 to 1970
38
served as a member of the Guyana-Venezuela Mixed Commission with the rank of
Ambassador. In July 1973, he was appointed Attorney General and in February 1978,
Minister of Justice and a Member of Parliament. In October 1983 he was appointed a
Vice-President.
Dr. Shahabuddeen is the holder of the Queen’s Counsel (QC) award in March 1966. He
received The Cacique’s Crown of Honour (1977), The Order of Roraima (1980) and later
The Order Excellence, Guyana’s highest award.
Dr. Shahabuddeen was the editor of the Law Reports of Guyana 1959-1966 and have
written several books including The Legal System of Guyana (1978); Nationalisation of
Guyana’s Bauxite (1981); From Plantocracy to Nationalisation: A Profile of Sugar in
Guyana (1987).
Dr. Shahabuddeen was elected a judge of the International Court of Justice in November
1987.
Randolph Guyana
THE RIGHT REVEREND RANDOLPH OSWALD GEORGE (Randolph Guyana) was
born on the 15th July 1924 in Georgetown. He attended the Freeburg and St. Philip’s
Primary Schools, the Modern High School in Georgetown and Codrington (Theological)
College in Barbados.
39
He served as a priest in Barbados (1950-1953); Britain (1953-1961); Trinidad and
Tobago (1961-1971); Dean of Georgetown (St. George’s Cathedral) (1971); Bishop of
Stabroek (1976) and Bishop of Guyana (1980).
Bishop George is former Chairman of the Guyana Council of Churches and the Guyana
Human Rights Association. He was appointed Chairman designate to Integrity
Commission and the Race Relations Commission. He was awarded the Cacique’s Crown
of Honour in 1993. He still contributes towards the spiritual development of a large
number of Guyanese.
Mr. Paul Chan-A-Sue
MR PAUL CHAN-A-SUE was born on 2nd August 1943 in Georgetown. He started his
early education at St. Mary’s R.C. School and later attended St. Stanislaus College. In
1962 he was awarded a Cadetship by the Booker Group of Companies, where he worked
in the Accounts Department. In England he was attached to a firm of Chartered
Accountants in Liverpool.
On his return to Guyana he served as Assistant Accountant of Bookers Stores Ltd. He
was appointed Chief Accountant in 1969 and Finance Director in 1976. After the
40
nationalisation of Bookers in 1979, he was made Executive Chairman of Trade Group 2,
where his major responsibilities were the managing of Guyana Stores Ltd.; Guyana
National Printers Ltd.; Guyana National Shipping Corporation Ltd.; Demerara Sugar
Terminals and the Guyana Oil Corporation Ltd. In January 1993, he assumed the
position of Chief Executive Officer of Guyana Stores Ltd., relinquishing the management
of the other companies.
After his retirement in 1994, the next year he was appointed the Deputy Chairman of
McAl Trading Ltd., with responsibilities for the operation of the two companies owned
by Ansa McAl in Guyana-Ansa McAl Trading Ltd. and Seals and Packaging Industries
Ltd. He worked as Chairman of the Board of the Mercy Hospital and of Food for the
Poor Guyana Ltd. He was awarded the Golden Arrow of Achievement.
Mr. Anthony Vieira
Mr. Anthony Vieira was born in Georgetown on 17th September 1945. He wrote the
GCE examinations at Mount St. Benedict, a boarding school in Trinidad and Tobago, in
1965.
Returning to Guyana two years after, he took an Agronomy Course at the University of
Guyana. He later became a Bookers Cadet and worked at Blairmont, Skeldon, and Rose
Hall estates in Berbice. In 1969 he worked at Versailles estate as an Agricultural
41
Superintendent and subsequently became Administrative Manager of the same estate. He
worked with the Guyana Sugar Corporation until1991.
Mr. Vieira is interested in television broadcasting and his Vieira Communications
Television , Channel 28 is viewed by many Guyanese.
Dr. Desrey Fox
Dr. Fox , an Akawaio, was born at Waramadong, an Amerindian village on the Kamarang
River in the Cuyuni-Mazaruni Region, on 2nd January 1955. She attended the
Waramadong Seventh Day Adventist Primary School and the Georgetown Seventh Day
Adventist Academy.
She holds a PhD (Linguistics), Rice University, Huston, Texas, USA. (2003); MA
(Linguistics) Rice University (2003); MA (Environmental Anthropology), University of
Kent at Canterbury UK (1997) and Bachelor of Social Sciences, Sociology, University of
Guyana (1988). She is now a Post-Doctoral Research Associate, University of Oregon.
42
Dr. Fox is the recipient of several awards: The Dennis Irvine Prize, University of Guyana
(1988); The Robert Lowrey Patten Prize, Rice University (1999); and The Women’s
2000 Award, Rice University.
Dr, Fox is actually employed by the University of Guyana as a graduate Researcher in the
Amerindian Research Unit. Her excellent performance shows that Amerindians are
capable of pursuing any endeavour with the same intellectual fervour as any other
Guyanese.
Activity:
1. Name an outstanding Guyanese who lives in your region and describe the
contribution he /she has made to Guyana.
2.3 FORTS AND MONUMENTS
Specific objectives of this sub-topic are:
Identify forts and monuments in Guyana.
Explain the significance of forts and monuments.
Create models of forts and monuments.
Appreciate the necessity to preserve forts and monuments.
Forts and monuments have historical significance. They are important to the nation for
the following reasons:
Some may give us inspiration.
They remind us of outstanding personalities who have made significant
contributions to the development of the country.
43
They remind us of events, which took place at particular periods in the
development of our history.
They also mark places where historical events took place.
Because forts and monuments highlight our history, our ancestors preserved them. They
knew that long after they had passed on, the forts and monuments would continue to tell
future generations the stories, which they would have liked to tell. Our responsibility,
therefore, is to preserve our forts and monuments so that we can share with our
predecessors the knowledge, inspiration and pleasure that we are privileged to have
gained.
When our forts and monuments are carefully preserved they beautify our environment
and become an attraction for tourist. We can see, therefore, how our forts and
monuments help us to enjoy some social and economic benefits derived from tourism.
THE SIGNIFICANCE OF FORTS IN GUYANA
When the Europeans settled in Guyana they built forts up the rivers in order to protect
their settlements from intruders. The forts were used as guardhouses where ammunition
was stored and the militia stationed to safeguard against enemy attacks. The level of
security existing on the settlements depended to a large extent on how fortified the forts
were. Because of the advantageous positions of the forts, situated on the banks of rivers,
they were used as vantage points from which to launch attacks.
From these advantageous positions it was also deemed convenient to launch expeditions
upstream to look for gold.
Forts were also used as warehouses where food and equipment for the settlements were
stored. Ships coming into the colonies stopped at the forts and unloaded their wares.
Produce from the colonies was then loaded and the ships sailed for Europe where the
44
produce was sold. The forts were regarded as ports of entry and exit for the colonies as
well as trading ports where trade was conducted with the Amerindians.
Over the years the role of the forts changed. By 1831 when the colonies of Essequibo,
Demerara and Berbice became united under the British rule the attacks ceased.
Subsequently, a police force was established for security and the forts were no longer
used as lookout points for enemy attacks. The forts became neglected and deteriorated
considerably over the years. Today, the remains can be seen partly covered by natural
vegetation.
The purpose of these forts now, is to remind Guyanese of their history. The remains have
become an attraction for tourists and other travellers.
SOME FORTS IN GUYANA
Fort Nova Zeelandia
Around 1580, the Dutch established a settlement up the Pomeroon River. They planted
indigo, cassava and sugar cane at Barima Point. Fort Nova Zeelandia, was established to
protect the settlement from Spanish attacks.
The fort was removed to Flag Island, which is now called Fort Island. The brick structure
proved a formidable fortification, so that by 1739 the seat of government in Essequibo
was removed to that spot. The fort was fifty feet square with walls, which Governor
Gravesande claimed would withstand the heaviest cannon. It was heavily armed and this
made the planters so confident that they removed their plantation to the mouth of the
river where the soil was fertile.
45
Fort Nassau
From about 1627 Abraham Van Pere, a Dutch settler in Guyana sought permission from
the Zeeland Chamber of the Dutch West India Company to settle in Berbice. His
intention was to exploit the resources of Berbice by trading with the Amerindians. Van
Pere would do this mainly by planting export crops, such as sugar, tobacco, cotton and
annatto as well as by exploring for minerals.
In return for the permission that was granted to Van Pere, he was asked to give 1/5 of his
income from the sale of gold, silver and other precious stones, to the Dutch West India
Company.
He built a fort about fifty (50) miles up the Berbice River which he named Nassau, after
Prince Maurice Nassau who subsequently became the conqueror of a large part of Brazil.
This early settlement, which was started by Van Pere with about forty men and twenty
boys, later became a successful trading post. The Dutch bartered goods such as knives,
hardware and cloth for tobacco and annatto. Negro slaves were few and the Dutch were
dependent on the goodwill of the Amerindians who sold to them Amerindians slaves
captured and taken from other tribes.
The settlers who were involved in Amerindian slave trade dissipated their energies and
affected the settlement adversely. There was little progress.
Fort Kyk-Over-Al
Fort Kyk-over-al was erected on a little island at the junction of the Essequibo, Cuyuni
and Mazaruni Rivers some twenty miles from the Essequibo estuary. Kyk-over-al is a
word of Dutch origin, which means, “look over all” or “see over all”. Here, the
Amerindians traded with the Dutch. The fort enabled the governor to use it as a vantage
46
point from which to launch attacks. Expeditions were also launched into the interior to
search for gold.
Dutch settlers came to Kyk-over-al in 1634 and cultivated sugar cane on a very small
scale and by 1664 a single mill was operating efficiently. This fort remained primarily a
trading post as the Amerindians traded annatto dye with the Dutch for knives and
hardware.
In 1665 the fort was captured by the British but later retaken by the Dutch after a
hazardous overland expedition, which was made possible by Amerindian guides. During
the period of its existence the French attacked it.
When the Pomeroon settlement was destroyed, Kyk-over-al became the chief centre for
sugar cane cultivation and manufacture in Essequibo as well as the seat of government.
Fig. 2. Remaining Archway of Fort Kyk-over-al.
47
Fort St. Andries
In 1740 Andries Lossner was appointed governor of the colony of Berbice. During his
tenure Fort St. Andries was built at the junction of the Berbice and Canje Rivers. The
construction was poor and it proved incapable of defending the colony. In 1762 its
population increased, with a composition of whites, Amerindians and Negro slaves.
On 6th March 1781, Fort St. Andries did not readily surrender to the English attack so the
fort was captured and burnt.
Activity:
1. (a). Ask your teacher to arrange a visit to a fort and write a description of it.
(b). Find out its significance and make suggestions for its preservation.
MONUMENTS IN GUYANA
SOME MONUMENTS THAT REMIND US OF THE CONTRIBUTIONS MADE BY
INDIVIDUALS.
The Hubert Nathaniel Critchlow Monument
This monument is erected in the compound of the Parliament Buildings,at the corner of
High Street and Brickdam, Georgetown. Hubert Nathaniel Critchlow is regarded as the
father of trade unionism in Guyana. He founded the British Guyana Labour Union and
championed the cause of the working class in Guyana. This statue is about two metres
high and was made by Edward Burrowes.
Queen Victoria Statue
This statue is now standing in the compound of the High Court in High Street,
Georgetown. It is a reminder of the contribution made by this monarch to bring about the
48
abolition of the slave trade as well as the contribution made by Britain towards the
development of the colony.
The 1834 Monument (The Statue of Damon)
The 1834 Monument or the Statue of Damon is erected at Anna Regina on the Essequibo
Coast. This statue is dedicated to the memory of the slave Damon who was a preacher.
He was sentenced by the governor Sir. James Carmichael Smyth, to be hanged for
holding a demonstration against the master. The statue, which is about three metres high
was designed by Mr. Ivor Thom.
The Damon Cross is erected in the Holy Trinity Church yard at La Belle Alliance on the
Essequibo Coast. Damon led a demonstration against his master. He took possession of
the Holy Trinity Church, planted a flag and refused to move when he was ordered to do
so.
The Enmore Martyrs’ Monument is located at Enmore on the East Coast of Demerara.
It was erected to honour the memory of the five sugar workers who were killed by
colonial police while they were demonstrating against unjust working conditions. The
monument is about 7.6 metres high. The base has five brass machetes, each with the
names of the workers inscribed. –Rambaran, Harry, Lallabagee, Lall and Suruj-bally,
who were killed on 16th June 1948.
SOME MONUMENTS THAT REMIND US OF HISTORICAL EVENTS
The Cenotaph (War Memorial)
This monument is located at the junction of Church and Main Streets, north of the Bank
of Guyana. It commemorates the sacrifice made by Guyanese soldiers who died in
combat during World Wars 1 and 11. It is about 4.6 metres high with a low metal fence.
The monument is designed with marble.
49
The Liberation Monument is located in the compound of the Umana Yana in High
Street, Kingston. It commemorates solidarity with the African Liberation Movement.
The structure is made of five greenheart pillars of irregular heights.
The Non-Aligned Monument is located in Company Path and the Avenue of the
Republic, Georgetown. It comprises four busts of the founders of the movement with
their names boldly inscribed. –Gamal Abdel Nasser of Egypt, Kwame Nkrumah of
Ghana, Jawaharlal Nehru of India and Josip Broz Tito of Yugoslavia. The monument
rests above a pool strewn with rocks taken from the Ireng River.
The Indian Immigration Monument located in the garden at the Camp
Street end of the Merriman’s Mall commemorates the arrival of East Indians to Guyana.
It is erected on a solid concrete pedestal faced with black granite and takes the form of
the Whitby, the ship in which the East Indians originally travelled in on 5th May 1838.
The Monument is a gift from India and was erected by a sculptor, B.K. Guru. The
Monument stands about 3.5 metres high.
The National Independence Monument commemorates Guyana’s independence from
Great Britain on 26th May 1966. The construction is in the form of an arch, made of
aluminium on a base of quartz stone from the Mazaruni. The three tubes tapering
skywards represent the three counties. The monument was presented by the Demerara
Bauxite Company and was designed by a Canadian engineer, Edric Flax.
Activity:
1. (a). Name a monument in your community.
(b). State its location and give a short description including its significance.
50
2.4 CO-OPERATIVE MOVEMENT
Specific Objectives of this sub-topic are:
State the main objectives of the School Co-operative Thrift Society.
Explain the benefits of the society.
State the main stages in the formation of a School Co-operative Thrift Society.
State the two types of savings.
Explain why it is important to have both types of savings.
THE SCHOOL CO-OPERATIVE THRIFT SOCIETY
Forming a School Co-operative Thrift Society
The School Co-operative Thrift society is one made up of students who belong to the
same school. The students themselves manage this society, with a teacher as supervisor,
guide and friend. The members elect the Committee of Management. The Committee
appoints the officers. These officers are - the Chairman, Secretary and Treasurer. The
Committee manages the society on behalf of the members.
Membership is open to all students of the school in which the co-operative society
operates. No member must be under eight years of age. Every member must pay an
admission fee as fixed by the co-operative society in accordance with the rules and
bylaws. Savings are made once weekly.
Types of Savings.
In the School Co-operative Thrift Society, students can make two types of savings
(i). Ordinary Savings
(ii). Special Savings
51
Ordinary Savings are compulsory and make up the share capital. These Ordinary
Savings are accumulated so that the member has some capital on leaving school to be
used for higher education or to provide him with tools for apprenticeship in a trade.
Special Savings unlike Ordinary Savings can be withdrawn at any time to meet
emergencies such as the purchasing of textbooks, payment of examination fees,
purchasing of school uniforms or financing tours.
The funds of the school co-operative society are deposited in the name of the school
society in the National Bank of Industry and Commerce. The Committee operates the
account on behalf of the members.
ECONOMIC AND SOCIAL VALUES OF SCHOOL CO-OPERATIVES
Membership in the school co-operative society can yield benefits to the individual
member, the group as well as the nation.
Some of these benefits are:
1
Domestic savings can be accumulated. When this sum is deposited into the bank,
it is ploughed back into the co-operative sector of the economy through loans to
co-operative societies. This enables growth and expansion to take place.
2
Projects in trading, when carried out in school co-operatives enable the students to
develop skills in merchandising. If these skills are taken over into adult life they
will create better management of consumer co-operatives. This in turn will
improve efficiency and management techniques in the co-operative sector and in
the nation’s trading.
52
3. Agricultural projects aid the dissemination of new techniques in farm
management and create ample opportunities for diversifying our industry.
Improved farming techniques can result in increased production and the
substitution of local for foreign foodstuff. The effects on the economy will be
reduced imports and increased exports.
4. Students who are taught co-operatives in school can develop an industrious
attitude, which can improve the quality of their lives.
53
SAMPLE QUESTIONS
PAPER 1.
1. Which of the following monuments was erected in memory of those soldiers who
died during World Wars I and II?
(A). The Liberation Monument.
(B). The Enmore Martyr’s Monument.
(C). The Cenotaph.
(D). The Non-Aligned Monument.
2. Which of the following persons designed the 1763 Monument?
(A). Denis Williams.
(B). Philip Moore.
(C). Gary Thomas.
(D). Carl Martin.
3. All of the following are monuments in Georgetown except, the
(A). 1834 Monument.
(B). Liberation Monument.
(C). Non-Aligned Monument.
(D). Hubert Nathaniel Critchlow Monument.
56
4. Which of the following best describes the importance of the Hubert Nathaniel
Critchlow Monument?
(A). It honours the memory of a historical personality.
(B). It has archaeological significance.
(C). It creates an understanding of the culture of a people.
(D). It inspires Guyanese to become nation builders.
5. The functions of government include
(i). making laws for the country.
(ii). providing finance for development.
(iii). defending the nation.
(iv). providing social facilities.
(v). collecting rates and taxes from Regional Councils.
(A). (i) only.
(B), (i)and (ii) only.
(C). (i), (ii), (iii) and (v) only.
(D). (i), (ii), (iii)and (iv) only.
6. Which reason best explains why Nova Zeelandia was removed to Fort Island?
(A). It was difficult to view approaching enemies.
57
(B). The new location was fertile.
(C). The river was dangerous.
(D). The former location was too far up the river.
7. In order to vote at the National Elections, a person must be
(i). at least eighteen years of age.
(ii). a citizen of Guyana.
(iii). in possession of land.
(iv). literate.
(v). a registered voter.
(A). (i) and (ii). only.
(B). (i), (ii) and (iii). only.
(C). (ii), (iii) and (iv). only.
(D). (i), (ii) and (v). only.
8. Our responsibilities to our community and country can be best described as
________responsibilities.
(A). national
(B). civic
58
(C). democratic
(D). constitutional
9. The skilled public servants who are members of parliament are also called
(A). politicians
(B). technocrats.
(C).diplomats.
(D). senators.
10. Which of the following represents a uni-cameral legislative system?
(A). One in which there is an Upper and a Lower House.
(B). One in which there is an Upper House and a Senate.
(C). One in which there is an Assembly and a Council.
(D). One in which there is only a National Assembly.
11. Which of the following does not fall under the Judiciary?
(A). Auditor General.
(B). Chief Justice.
(C). Solicitor General
(D). Director of Public Prosecution.
59
12. Which of the following persons is least likely to be appointed to the Cabinet in
Guyana?
(A). An elected member of the ruling party.
(B). A minister who is a technocrat.
(C). An elected member of the opposition.
(D). A non-resident Guyanese who is an American citizen.
13. Members of the National Assembly who do not belong to the ruling party are from
the
(A). Opposition.
(B). Executive.
(C). Judiciary.
(D). Judicial Commission.
14. Members of the Cabinet are chosen by the
(A). Mayor.
(B). High Court.
(C). President.
60
(D). Opposition Leader.
15. The Legislative function of the government deals mainly with
(A). making laws.
(B). hearing complaints.
(C). organising sports.
(D). collecting revenue.
16. Proportional Representation refers to the
(A). number of votes cast in a constituency.
(B). number of votes received by a political party.
(C). number of seats given in the National Assembly to a particular party in
proportion to the number of votes cast.
(D). number of political parties contesting the elections.
17. Which of the following best illustrates the composition of the School Co-operative
Thrift Society?
(A). A group of students from different schools.
(B). A group of students from the same school.
(C). A group of Sunday school students.
61
(D). A group of summer school students.
18. Which is not the role of the teacher supervisor of the School Co-operative Thrift
Society?
(A). Encourages the hard-working students to join the society.
(B). Writes the minutes at general meetings.
(C). Monitors the activities of the members and ensure that the rules are observed.
(D). Banks the savings of the members.
19. Which of the following cannot be considered as an objective of the School Cooperative Thrift Society?
(A). Teaches co-operation as a way of life.
(B). Enables students to become thrifty.
(C). Enables students to conduct orderly meetings.
(D). Ensures that students are employed on leaving school.
20. Which of the following does not explain why national leaders are important?
(A). They inspire other citizens to strive for excellence.
(B). They demonstrate, by their lifestyle, the need for hard work.
(C). They challenge citizens to do as little as possible.
(D). They are good role models.
62
21. Which of the following best indicates the contribution made by a national leader?
(A). He became wealthy because of his hard work.
(B). He enabled citizens to get jobs by opening up business enterprises.
(C). He became famous and loved sports.
(D). He was given a number of awards for academic excellence.
SAMPLE QUESTIONS
PAPER 11.
1. (a). (i). Name the social service provided by government which is shown
63
in the picture.
(2 marks).
(ii). State two other social services, which are provided by
government.
(4 marks).
(b). Give three reasons why the service stated in (a) (i) is necessary.
(6 marks).
(c). Recommend three ways by which government can provide for the
health needs of the country.
(6 marks).
Debating a Bill.
2. (a). (i). Identify the function of government, which is illustrated in the picture.
(2 marks).
64
(ii). State two other functions of government apart from the one relating to the
picture.
(4 marks).
(b). Give three reasons why bills have to be presented in parliament.
(6 marks).
(c). Make three recommendations for the improvement of parliamentary debates in
Guyana.
(6 marks).
3. (a). (i). Name the type of government existing in Guyana.
(2 marks).
(ii). State two electoral systems used in Guyana.
(4 marks).
(b). State three reasons why a parliament is important.
(c). As a citizen, suggest three actions you can take to support your government.
4. (a). (i). Name the event, which this monument commemorates.
(ii). Name any two individuals who were involved in this event.
65
(2 marks).
(4 marks).
(b). State the significance of any three symbols on the monument.
(6 marks).
(c). Give three recommendations to the authorities for preserving the monument.
(6 marks).
5. (a). Name three political parties in Guyana.
(b). Give three reasons why a constitution is necessary.
(6 marks).
(6 marks).
(c). Suggest three actions which can be taken by the government to enforce law and
order in the country
(6 marks).
6. (a). (i). Name two types of savings, which are available to students who are members
of the School Co-operative Thrift Society.
(ii). Explain the two types of savings.
(2 marks).
(4 marks).
(b). Give three reasons why students become members of a School Co-operative Thrift
Society.
(6.marks).
(c). Suggest three actions any member of the School Co-operative Thrift Society can
take if there is a problem in the Society.
7. (a). Name three forts in Guyana.
(6 marks).
(6 marks).
(b). Give three reasons why forts were situated near to the rivers.
(6 marks).
(c). Suggest three actions, which can be taken by the tourism ministry to attract tourists
to visit the forts.
(6 marks).
66
ANSWER SHEET/ MARK SCHEME
PAPER 1
1. C.
2. B.
3. A.
4. A.
5. D.
6. B.
7. D.
8. B.
9. B.
10. D.
11. A
12. D.
13. A.
14. C.
15. A.
16. C
17. B.
18. C.
19. D.
20. C
21. B.
ANSWER SHEET/MARK SCHEME
PAPER II.
1. (a). (i). The social service provided is health care.
(ii). Other social services provided by government are:
- education.
- potable water
- transportation.
- sports and recreational facilities.
- electricity.
- transportation.
(b). Reasons why medical care is necessary:
- Individuals need to adopt life styles, which will promote healthy living. Medical
practitioners are expected to provide relevant information.
- After birth, babies need to be given certain vaccinations to prevent life threatening
diseases.
- Sick persons need to be given medication in order to be cured.
(c). Actions, which the government can take, are:
- Build hospitals and health clinics.
- Install necessary equipment.
67
- Make drugs available at reasonable prices.
- Make sick benefits available for those who are too weak to work.
2. (a). (i). The function of government illustrated in the picture is to make laws
(legislative).
(ii). The other functions of government are judicial (maintaining law and order)and
executive (setting policies to guide the country).
(b). Reasons why bills are presented in parliament are:
- It is part of the democratic process to get all parties involved in the planning.
- To clarify and modify the bill so that it can be agreed upon by all.
- The bill must be debated before it can become law.
(c). Recommendations for improvement of parliamentary debate in Guyana are:
- Training youths in debating skills.
- Showing respect for other speakers.
- Interpreting and clarifying the bill.
3. (a). (i). The type of government in Guyana is democratic.
(ii). The two electoral systems used in Guyana are previously, First-past-the-post
and presently, Proportional Representation.
(b). Parliament is important to:
- make laws for the country.
- debate and modify bills.
- repeal laws.
- debate and approve of a National budget.
(c). Actions to support the government are:
68
- obeying the laws.
- paying taxes.
- respecting others regardless of race.
- preserving the assets of the state.
- contributing towards the development.
4. (a). (i). The 1763 Berbice Slave Rebellion.
(ii). Leaders of the rebellion were Cuffy, Akara and Akabra.
(b). The significance of any three symbols:
- A map of Guyana with faces at the back of the monument signifies the ethnic
groups that make up the nation.
- The grasp of a reptile signifies the safeguarding of virtues.
- Mask-like faces represent the co-operation given to the leader by his comrades.
(c). Recommendations for preservation:
- Keep the area litter free.
- Provide seats so that members of the public would not sit on the monument.
- Occasional cleaning of the monument to remove any build up of moss.
- Have public-awareness campaigns.
5. (a). Political parties in Guyana are:
- People’s Progressive Party/Civic.
- People’s National Congress.
- Working People’s Alliance.
(b). Reasons why a constitution is necessary:
- To inform the citizens and leaders of the laws of the country.
- To inform the citizens of their rights and responsibilities.
69
- To avoid victimisation of any person or group of persons in the society.
(c). Actions which can be taken by the government to enforce law and order.
- Lawbreakers can be arrested and charged.
- They can be fined for certain offences.
- Persistent offenders can be imprisoned.
6. (a). (i). Types of savings are:
- Ordinary Savings.
- Special Savings.
(ii). Ordinary Savings make up the share capital. These are compulsory and are
accumulated so that members can have a sum of money for higher education or
to provide tools for apprenticeship on leaving school
Special Savings can be withdrawn at any time so as to meet emergencies. For
example, purchasing textbooks, paying examination fees, etc.
(b). Reasons why students become members of School Co-operative Thrift Societies.
- They can accumulate a sum of money, which they can use on leaving school.
- They can withdraw from their special savings in times of emergency.
- They can develop skills that they can use in their economic as well as in their social
lives.
(c). Actions, which can be taken if there is a problem in the society are:
- Raise the problem for discussion and resolution at a society meeting.
- Report to the teacher supervisor.
- Report to the head teacher of the school.
7. (a). Forts in Guyana are:
- Nassau.
- Nova Zeelandia.
- Kyk-Over-Al.
70
(b). Reasons why forts were situated close to rivers:
- Settlements were established close to the rivers where the soil was fertile and the
forts were erected to protect the settlements.
- To enable the troops to detect enemy vessels, which would attack the settlements.
- Forts were used as ports of entry and exit for the colonies.
(c). Actions that would attract visitors to the forts.
- Clear away the natural vegetation.
- Construct poster boards and plaques stating the history and significance of the
forts.
- Arrange economic tours for visitors.
- Advertise on the television and internet.
GLOSSARY
Bi-cameral
Legislature, which has two houses or chambers.
Candidate
One of the contestants of an election.
Constitute
Make up, form or compose.
Democratic
Allowing each individual to have an equal
opportunity.
71
Electoral districts
The area for which representatives are elected.
Entrepreneur
The owner who manages a firm or business.
Infrastructural facilities
Installations in the community to supply people
with necessary utilities.
Judiciary
The legal system of the courts.
Legislation
The laws passed by the Parliament.
Parliament
Council formed by the National Assembly and
the President.
Proportional Representation
The electoral system whereby the number of
seats given, in the National Assembly to a
party, is in proportion to the number of votes
obtained.
Repeal
Revoke or cancel a law.
Sanctions
Penalties aimed at discouraging certain types of
behaviour or award for outstanding performance.
Technocrats
The skilled public servants in Parliament.
Uni-cameral
Legislature having a single house or chamber.
72
REFERENCES
Arokium, A. et al. (1997) – New Horizons in Social Studies, Book One. Georgetown:
Ministry of Education, N.C.E.R.D.
Arokium, A. et al. (1999) – New Horizons in Social Studies, Book Two. Georgetown:
Ministry of Education.
Grayson, S. & Sandy, M. (1995) – Social Studies Essentials. A Workbook for C X C
Social Studies Examinations. Kingston: Carlong Publishers.
Ramsawak, R. & Umraw, R. (2001) - Modules in Social Studies with SBA Guide and
CXC Questions. San Fernando: Caribbean Educational Publishers.
Guyana Review, (June 1995) No. 29. (July 1995) No. 30. (June 1996) No. 41. (October
1998) Vol.6. No.69. Georgetown: 6 Croal Street , Stabroek.
Guyana Review, (August 2003). Vol. 11. No. 128. Georgetown: 90 John Street
Campbellville.
73
Sample Lesson 1.
Grade 8.
Time
Topic
Specific
Content
Sub-Topic Objectives
70 Forts and 1. Name and Forts:
mins. Monu- describe the
Nova Zealandia
ments. forts in GuyEstablished by the
ana.
Dutch at Barima Point
Forts in
to protect the settleGuyana. 2.Explain the ments up the Pomeroon
significance of River. The fort was later
forts in Guyremoved to Fort Island,
ana.
Kyk-Over-Al:
3.Appreciate Located at the junction
that forts are of the Essequibo,Cuyuni
important and and Mazaruni Rivers.
should be pre- It was repaired and
served.
named by the Dutch in
the 1600s.
4. Locate the
forts on a map Nassau:
of Guyana.
Established in 1627 by
A. Van Pere. It was
located 50 miles up the
Berbice River.
St. Andries:
Established in the
1740s at the junction of
the Canje and Berbice
River.
Previous
Knowledge
The colonies of Essequibo,
Demerara
and Berbice
were in the
hands of the
Dutch,
English and
French.
Subject: Social Studies.
Teacher
Student
Activity
Activity
Brainstorms
Discuss and then
students to elicit
present the definithe definition of a
tion of a fort
fort.
Asks students to
name the forts
that they know in
Guyana and give a
brief description of
each.
Are allowed to use
the text or access
the internet, if
available, to make
relevant notes.
Asks students the Explain why the
importance of forts. forts were erected
and how they were
used.
They also give the
present use of
these forts.
Explains that since
the forts are stilll
useful they should
be preserved.
Explain the measures that can be
taken at a personal level as well as
at the government
Asks students:
level to preserve
"What can be done forts.
to enhance the appearance of forts?"
Distributes blank
maps of Guyana
and students are
asked to insert the
forts.
55
Draw in the rivers
and insert the
locations of the
forts.
Resource
A Short
History of the
Guyanese
People.
V.T.Daly.
Computer
with access
to the internet.
(if available).
Evaluation
Visit a fort
and describe what
is left of the
original
structure.
Sample Lesson 2.
Time
Topic
Specific
Sub-Topic Objectives
70 National Research inmins. Leaders. formation on
other leaders
Other
in the country.
leaders in
the coun- Write a profile
try.
of a leader.
Grade 8.
Content
Previous
Knowledge
1. Definition:
Student are
Leaders are individuals aware of the
who conduct themselves contribution
in an exemplary manner made by the
so that others are inpoliticians
spired to follow their ex- to national
ample.
development.
Appreciate the 2. Examine profiles of
importance of Guyanese leaders
Students innational lead- who are not politicians.
terview a
ers and imperson with
mitate their
3. List the qualities of
qualities of
roles.
good leaders:
a national
Dedication.
leader.
Appreciate
High level of committhat each inment.
dividual
High level of motivatshould make
ion.
a contribution
to the nation. 4. Note their contribution
to national development
Subject: Social Studies.
Teacher
Student
Activity
Activity
Asks questions
Hold discussions
to find out who are with their peers
national leaders.
and then define
national leaders.
Distributes profiles Examine profiles
of outstanding Guy- and note common
anese leaders.
features.
Asks students to
suggest qualities
of good national
leaders.
Discuss in groups
and list the qualities in their books.
Asks students to
write a profile of
an individual whom
they regard as a
national leader.
Name the person
and state:
Educational background.
Certificates and
awards obtained.
Interests.
Contribution to
national development.
55
Resource
Documents
showing profiles of national leaders.
Evaluation
Explain in
your own
words the
importance
of national
leaders.
Sample Lesson 1.
Time
Topic
Sub-topic
70 Communimins. ties in
Guyana.
Subject: Social Studies
Previous
Teacher
Student
Knowledge
Activity
Activity
The four Natural (Geographical) Students are Displays a map
Name the regions
Regions of Guyana.
aware that
of Guyana show- and discuss their
The Coastal Plain.
Guyanese
ing the Natural
physical features.
The Hilly Sand and Clay Region. pursue a var- Regions. Each
People live
The Forested Highland Region. iety of econo- region is identiin different
The Interior Savannah.
mic activities. fied by a different
geographiccolour.
al regions. Locate com- The physical features of each
munities in
region.
Presents a chart Complete the
the various
Soil composition.
showing a num- chart by following
geographical
Vegetation.
ber of communi- the instructions
regions.
Natural resources.
ties and asks the given.
students to
Explain why Economic activities in the
match them with
economic
regions which relate to the
the natural regactivities
natural resources of the regions.
ions given.
vary from
region to reGroups students Each group disgion.
for discussions
cusses one
on the economic natural region and
activities in the
explains the revarious regions. lationship between the physical features and
the economic
activities.
Specific
Objective
Identify and
locate the
four geographical regions of
Guyana.
Grade 8.
Content
Distributes blank
maps for students to insert
the natural regions and the
community in
which they live.
88
Complete the
activity by following the instructions given.
Resource Evaluation
A map of On the
Guyana
blank map
showing
of Guyana
the Natur- given, inal Regions. sert the
Natural
A chart
Regions
showing
and locate
commun- the comities in
munity in
Guyana
which you
for stulive.
dents to
insert the
matching
Natural
Region.
Blank
maps of
Guyana
for student activity.
Sample Lesson 2.
Time
Topic
Sub-topic
70 The Admins. ministrative Regions of
Guyana.
Grade 8.
Specific
Content
Objective
1.Locate and Ten Administrative Regions
name the
1.Barima - Waini
ten Adminis- 2. Pomeroon - Supernaam
trative Re3. Essequibo Islands - West
gions of
Demerara
Guyana.
4. Demerara - Mahaica
The pur5. Mahaica - Berbice
pose of the 2. Explain
6. East Berbice - Corentyne
Administra- how the re7. Cuyuni - Mazaruni
tive system. gional divi8. Potaro - Siparuni
sions can fa- 9. Upper Takutu - Upper Essecilitate adquibo
ministration 10.Upper Demerara - Berbice
and superPurpose:
vision in
Guyana.
To encourage each region to
take a greater interest in its
3. Respect
internal affairs.
measures
put in place Functions:
for better su- To collect rates and taxes. This
pervision of money is used to provide or imthe country. prove social and welfare services, e.g. refuse collecting and
disposal, health clinics, drainage and sanitation, education
and training as well as making
money available for national and
regional celebrations.
Subject: Social Studies
Previous
Teacher
Knowledge
Activity
Students have Displays map
already stud- showing the ten
ied the geoAdministrative
graphical di- Regions of Guyavisions of the na.
country.
Asks students to
match the number of the region
with its name.
Student
Activity
Observe the position of each region, carefully
noting the boundaries.
Use the river
boundaries as a
guide and write
the names in
their exercise
books.
Displays the
chart with the
number and
names of the
Administrative
Regions.
Read the chart
and make the
necessary corrections in their
books.
Discusses the
functions of the
Administrative
Regions.
Use their text
books and record
the functions of
the regions.
Resource Evaluation
A map
showing
the Administrative Regions of
Guyana.
A chart
showing
the Administrative Regions of
Guyana.
New Horizons in
Social
Studies.
Asks questions
Respond to the
Book 2.
to elicit the
questions, show- by Arokipurpose of these ing that a smaller um et. al.
divisions.
area is easier to
administer.
Writes the purpose on the
Modify their anchalkboard.
swers.
88
Explain in
your own
words the
functions
of the Administrative Regions of
Guyana.
UNIT 3: PEOPLE IN OUR COMMUNITY
INTRODUCTION
This unit focuses on the economic activities of the people of Guyana and a few of the
geographical factors, which influence these activities, are identified.
Students are required to name and locate the Natural Regions of Guyana and explain the
available resources that can be obtained from each region.
Students will study the Administrative Regions of Guyana. By the end of the unit, it is
expected that they will be able to differentiate between the Natural and the
Administrative Regions of Guyana.
Topics for this unit are:
3.1 Communities in Guyana.
People live in different geographical regions.
Communities in the different geographical regions.
Reasons for settling in various geographical areas.
3.2 The Administrative Regions of Guyana.
The purpose of the Administrative System.
The differences between the geographical regions and the administrative regions.
Specific Objectives
Identify the geographical regions in Guyana.
Locate communities in different geographical regions in Guyana.
Explain why economic activities of people differ in relation to geographic areas in
which they live.
Appreciate why people settle in different geographical regions.
Explain how regional divisions can facilitate better administration and supervision.
Explain the differences between the geographical and the administrative divisions
in Guyana.
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3.1 COMMUNITIES IN GUYANA
BACKGROUND INFORMATION
Guyana can be divided into four Natural Regions. In each region the climate, vegetation
and way of life of the people are related. The Natural Regions of Guyana are referred to
as geographical regions.
Natural Regions Of Guyana
The Coastal Plain is below the sea level at high tide. Some parts of it are protected by a
massive sea wall. Mangrove, Eta and Courida trees are natural features which help to
break the force of the waves, while rip rap, acmons, sand -bags and gabion baskets are
man-made features which perform the same function. The purpose of this wall is to keep
out the Atlantic Ocean. The soil in this area is a mixture of sand and clay, called loam
and is suitable for some types of agriculture. There is a network of drains and canals to
drain and irrigate the land. Some crops grown on the coastal plain are rice, sugar cane,
coconuts, green vegetables and ground provisions.
Small-scale manufacturing is also done on the coastland, e.g. rum, beer, edible oil,
aerated drinks and canned juices.
People of the coastal plain are engaged in a number of occupations. Among these are
farmers, tradesmen, technicians, builders, engineers, jewellers, mechanics, nurses,
teachers, lawyers and doctors.
The Hilly Sand and Clay Region are composed of white and red sands that are used in
the construction of roads and buildings. The mining of Bauxite is still important in this
region and there are also small-scale lumbering and charcoal burning. Pineapples are
cultivated and there are some poultry farms.
75
Like the people on the coastland, those in the sand and clay region are also engaged in
community services like education and health care.
In this region is found The Cheddi Jagan International Airport. Along the LindenSoesdyke Highway, there are a number of creeks and vegetation, which fascinate tourists.
The Forested Highland Region- Logging for local use and for export is very important
in this region. Some people live in clearings in the forests. Hunting is one of the main
occupations, and maize and cassava are two of the main agricultural crops. Many of the
inhabitants of this region are skilled in making baskets, hammocks and fine handicraft for
local and foreign markets. Fishing and balata bleeding are activities done by the men.
Some of their houses or benabs have thatched roofs.
The Interior Savannah- Cattle ranching is the major occupation of the interior
savannah. In the Interior Savannah can be found churches, hotels, airstrips, a hospital
and government offices. Among the crops planted are cashew, avacado pear, tobacco,
cassava and soya. Meat is obtained from cows, deer and sheep. The tourists find the
giant anthills, the extensive mountains and lush vegetation very attractive.
76
Fig. 1. Map Showing The Natural Regions Of Guyana
COMMUNITIES IN DIFFERENT GEOGRAPHICAL AREAS.
In each Natural Region we find that the population distribution, physical features and
resources differ from those of another region. The way of life of the people in one region
is different from the way of life of people of another region. This is so because the
77
people in each region have to adapt to the prevailing circumstances in their particular
region.
Fig.2. Communities In The Various Natural Regions
COASTAL COMMUNITIES
After a careful examination of Fig.2, we see that Anna Regina, Georgetown, Rose Hall
and Corriverton are all located on the narrow coastal plain. On this narrow coastal plain
we expect to find the same natural resources and the economic activities of the region
somewhat similar.
78
Resources of the Coastal Plain
Agriculture
Sugar, rice, fruits, vegetables, and ground provision,
Industry
Cattle ranching, fishing and shrimping, and smallscale manufacturing e.g. soap, margarine, rum,
matches, etc.
The occupation of the people in each community depends on the available natural
resources as well as on the needs of the people. Occupations on the coastland include
farming, small-scale manufacturing, and a variety of business enterprises.
To provide for the effective maintenance and functioning of schools, construction
workers and teachers are extremely important. Because people live and work in the
community, health services are required. Doctors and nurses work in the communities.
To maintain law and order an effective police force is indispensable. There are parks and
other places of recreation, which cater for the other social needs of people. Temples,
churches, and mosques are evident.
The capital of Guyana, Georgetown, is located on the coastal plain. This town, which
houses for every form of business, is also the seat of government. It is the most important
seaport of the country and the terminus for all the major road transportation.
COMMUNITIES IN THE HILLY SAND AND CLAY REGION
Bartica, Linden and Kwakwani are communities found in the Hilly Sand and Clay
Region. The resources in this region would include stone and sand, which are used for
construction work. Agriculture is done on a smaller scale than it is done on the coastland
because of the sandy nature of the soil.
79
Resources of the Hilly Sand and Clay Region
Agriculture
Pine apples, citrus fruits and peanuts.
Industry
Bauxite mining, quarrying, lumbering and
charcoal production.
Like the dwellers on the coastland, those in the Sand and Clay Region have need for
education, communication, health care, etc. In each of these sectors there are workers
employed. The creeks and vegetation along the Highway are very attractive.
COMMUNITIES IN THE FORESTED HIGHLAND REGION
This area is the largest of the natural regions. Some communities in this region are
Matthew’s Ridge, Kamarang, Kato and Monkey Mountain. People tend to live in small
but scattered communities in the forest clearings. Benabs are used as rest houses along
trails in the mountains. The occupants are mainly Amerindians.
Resources in the Forested Highland Region
Agriculture
Cassava and maize.
Industry
Casareep, paiwari an intoxicating drink, lumbering,
balata bleeding and extracting mineral wealth such as
gold, diamond and other semi-precious metals.
Craft
Hammocks, weapons such as spears, knives, axes
ornaments bows and arrows
In the Forested Highland region there is a wide variety of fauna and flora, which are very
attractive to tourists. From some of the plants dyes and medicines are obtained.
80
COMMUNITIES IN THE INTERIOR SAVANNAHS
The Kanuku Mountain Range divides the Rupununi savannahs into the land into north
and south savannahs. Communities in this region are Lethem, St. Ignatius, Nappi and
Dadanawa
Like the Amerindians in the Highland Region, the ones on the savannahs engage in the
balata business. They weave baskets and hammocks and carve wooden ornaments. All
of the materials used for craftwork are extracted from the resources of the environment.
Cashew nuts are packaged and sent to Georgetown. Animals are slaughtered and meat
also flown to Georgetown.
81
Fig.3 Map Of Guyana Showing Important Resources
Activities:
1. Draw a map of Guyana and insert the name of the community in which you live.
2. Identify and name the Natural Region in which your community is located.
3. Describe your community stating its name, population, physical features,
resources, occupations of its members and available tourist sites.
82
REASONS WHY PEOPLE SETTLE IN VARIOUS GEOGRAPHICAL AREAS
1. Overcrowding in one region can cause people to move to another region where there
is more land space. Here, they may be able to purchase a plot of land, build their own
homes, do some planting or set up small businesses.
2. Health related problems could drive people away from a densely populated industrial
area to a place where there is less pollution.
3. Some people tend to move towards those communities where there are better social
facilities for example playgrounds, schools, libraries, cinemas, taps water,
transportation, electricity and telephone.
4. Some people may experience difficulties in obtaining employment relating to the
particular skills that they possess.
5. New employment opportunities may be available in another community with
prospects for higher remuneration.
6. A person with a small income may move to another area where the cost of living is
lower. This would enable him to pay his debts and save some money.
7. Many Amerindians have life styles in keeping with their natural environment. They
live in the hinterland and utilise the forest, streams and rivers to satisfy their economic
needs. Some areas are reserved for them only. Visitors have to be given permission to
enter the reserve.
8. Prospectors for gold and diamonds often move to the sites and on ‘striking
83
it rich’ they return to their original communities while others take their families
and settle closer to their work sites.
Activity:
1. Investigate why people settle in your community.
3.2 THE ADMINISTRATIVE REGIONS OF GUYANA
Purpose.
In 1980 Guyana was divided into ten Administrative Regions for political supervision
and administration. Each administrative region is a semi-autonomous unit with its own
regional council and chairman as political and administrative head.
Each administrative region is administered by a Regional Democratic Council (RDC),
which may comprise from twelve to thirty-six elected members. The (RDC) carries out
the policies of the central government and represents the citizens of the region.
The law provides for the division of the regions into Sub-Regions, Districts,
Communities, Neighbourhoods and People’s Co-operative Units. However the
administrative structures exist only at the level of the Neighbourhood Democratic
Council (NDC). These were legally established in 1990 to replace all previously existing
forms of local authorities. However, all of the (NDCs) are not operating.
84
Number
Name Of Administrative Region
Regional Office
1.
Barima-Waini
Mabaruma
2.
Pomeroon-Supenaam
Anna Regina
3.
Essequibo Islands-West Demerara
Vreed-en-Hoop
4.
Demerara-Mahaica
Paradise
5.
Mahaica-Berbice
Fort Wellington
6.
East Berbice-Corentyne
NewAmsterdam
7.
Cuyuni-Mazaruni
Bartica
8.
Potaro-Siparuni
Mahdia
9.
Upper Takutu-Upper Essequibo
Lethem
10.
Upper Demerara-Berbice
Linden
Fig. 4 The Administrative Regions In Guyana.
85
Fig.5 Map Of Guyana Showing The Location Of The Administrative Regions.
Activity:
1. State the difference between a Natural Region and an Administrative Region.
86
Fig. 6 An Outline Map Of Guyana That The Teacher Can Use For Student Activity.
87
SAMPLE QUESTIONS
PAPER I.
1. All of the following are natural regions in Guyana except the
(A). Coastal Plain.
(B). Hilly Sand and Clay Region.
(C). Barima-Waini.
(D). Interior Savannah.
2. Which of the following best describes the soil of the Coastal Plain?
(A). Gravel.
(B). A mixture of sand and clay.
(C). Sand.
(D). Rock.
3. Which of the following is mainly used to help keep the Atlantic Ocean from
flooding the Coastal Plain?
(A). Sea Walls.
(B). Sand bags.
(C). Large rocks.
(D). Drains.
4.Which plant is found on the coastland and helps to prevent soil erosion?
(A). Seaweeds.
(B). Mangrove.
(C). Sea moss.
(D). Troolie palms.
5. Which occupation can be practised in all of the Natural Regions?
(A). Gold mining.
(B). Bauxite mining
89
(C). Logging.
(D). Nursing.
6. Which of the following gives the best geographical description of the Coastal Plain?
(A). Rocky and mountainous.
(B). Spacious grasslands.
(C). Forested with massive mountains.
(D). Flat and below the level of the sea.
7. All of the following are coastal communities except
(A). Corriverton.
(B). Lethem.
(C). Anna Regina.
(D). Rose Hall.
8. What activities are important in the Hilly Sand and Clay Region?
(i). Bauxite mining.
(ii). Logging.
(iii). Balata bleeding.
(iv). Cattle rearing.
(v). Diamond mining.
(A). (i) and (ii) only.
(B). (i), (ii) and (iii) only.
(C). (iii), (iv) and (v) only.
(D). (iv) and (v) only.
9. Which of the following mountain ranges divides the Interior Savannahs into north and
south?
(A). Pakaraima.
(B). Imataka.
90
(C). Kanuku.
(D). Akarai.
10. Which of the following best describes the function of the Administrative System in
Guyana?
(A). To facilitate closer political supervision of the region.
(B). To acquaint the President with regional problems.
(C). To collect rates and taxes from the residents.
(D). To have regional problems discussed in parliament.
SAMPLE QUESTIONS
PAPER II.
1. (a). (i). Name the four Natural Regions in Guyana.
(ii). Give a description of any one.
(4 marks).
(2 marks).
(b). State three reasons why the coastal plain can be regarded as the most important
region.
(6 marks).
(c). Suggest two actions, which can be taken by the community members on the
Coastal Plain to prevent erosion and flooding.
2. (a). (i). Name four communities in the Interior Savannahs.
(ii). Describe any one.
(6 marks).
(6 marks).
(2 marks).
(b). Give three reasons why knowledge of climatic and weather conditions is
important in the Interior Savannah.
(6 marks).
91
(c). Suggest two ways members of the communities in the Interior Savannah can
communicate.
3. (a). (i). State three benefits of the Regional Administrative Divisions of government.
(2 marks).
(ii). Give two reasons why the economic activities on the Coastland are different
from those in the Hilly Sand and Clay Region.
(4 marks).
(b). Differentiate between a Natural Region and an Administrative Region.
(2 marks).
(c). State two actions which members of the community can take to ensure the
effectiveness of the administrative system.
Fig.6. Poor Housing Community In The Urban Area.
92
(6 marks).
4. (a). (i). What special name is given to this type of settlement.
(2 marks).
(ii). State two difficulties which people are likely to experience in this area.
(4 marks).
(b). State three reasons why people settle in these communities.
(6 marks).
(c). What two actions can members of the community take to solve any one of their
difficulties?
(6 marks).
Fig. 7. Sugar Cane Harvesting
5. (a). (i). In which Natural Region is the activity shown in the picture important?
(2 marks).
(ii). State the occupation of the worker.
(2 marks).
(iii). Name another occupation associated with this activity.
(2 marks).
93
(b). State three reasons why members of this community may engage in the
occupation shown in the picture.
(6 marks).
(c). Recommend three other economic activities which people in this community
can become involved in to improve their standard of living.
(6 marks).
6. (a). Insert the number which represents the administrative region in which the
following communities are found.
(6 marks).
Communities
No. Representing Each Region
Parika
Georgetown
New Amsterdam
Bartica
Dadanawa
Wismar
(b). State any three reasons why a person may decide to settle in the administrative
region Upper Takutu-Upper Essequibo.
(6 marks).
(c). Suggest any two qualities of the administrative head of a region, which would
make him an effective leader.
(6 marks).
ANSWER SHEET/ MARK SCHEME
PAPER 1.
1. C.
6. D.
2. B.
7. B.
3. A.
8. A.
4. B.
9. C.
5. D.
10. A.
94
ANSWER SHEET/MARK SCHEME
PAPER II.
1. (a). (i). Natural Regions in Guyana
-The Coastal Plain.
-The Hilly Sand and Clay Region.
-The Forested Region.
-The Interior Savannah.
(ii). A description of the Natural Regions.
The Coastal Plain.
-
Below sea level at high tide.
-
Densely populated.
-
A massive seawall keeps out the Atlantic Ocean.
-
Fertile soil suitable for agriculture.
-
Crops include, rice, sugar, coconut and ground provision.
-
Manufactured products include, soap, matches, beer, alcohol, snack
foods.
The Hilly Sand and Clay Region.
-
Made up of red and white sands.
-
Location of the major bauxite deposits..
-
Other economic activities include logging and charcoal burning.
The Forested Highland Region.
-
The largest natural region in Guyana.
-
Economic actives include, fishing, hunting and balata-bleeding.
-
Crops include cassava and maize.
-
Handicraft done by the Amerindians.
95
The Interior Savannah.
-Rolling hills divided by the Kanuku mountains into the north and south
savannahs.
-Economic activities include cattle ranching, fishing and hunting.
-Crops include soya, cassava, corn and tobacco.
(b). The Coastal Plain is the most important region because
-It is the most densely populated.
-Most of Guyana’s economic activities are conducted there.
-It houses the capital of the country.
(c). Actions to prevent erosion and flooding.
-Do not remove silt for domestic purposes such as filling yards etc.
-Do not destroy mangrove and other marine plants.
-Do not throw household refuse into drains and trenches.
2. (a). (i). Communities in the interior savannah:
-Nappi, Dadanawa, St. Ignatius and Lethem.
(ii). Description of a community in the interior savannah.
-Expanse of grassland.
-Travelling by trail and by river.
-Occupied mainly by Amerindians.
-Planting, fishing, hunting and cattle ranching are the main occupations.
-Maintenance work done during the dry season.
-Handicraft done by members of the community.
(b). Reasons for the importance of knowledge of weather and climatic conditions in the
Interior Savannah:
-Planning of economic activities depends on weather conditions e.g. during the
rainy season, planting of some crops is done. During the dry season repair and
construction work are completed.
-Canoes, dugouts and corials are used for travelling during the wet seasons.
96
-Water is conserved during the dry season..
(c). Ways of communicating in the Interior Savannahs:
-Travelling from one community to another on foot, by various vehicles, by
animals drawn carts or by boat.
-By using the radios, telephones or computers.
3. (a). (i). Benefits of the administrative divisions:
-Greater supervision of each administrative region.
-Central government can be in touch with each region through the reports from
administrative heads.
-Problems of each region can be given immediate attention, as there is a team of
official concentrating on each region.
-Community members can make a greater contribution towards the development
of their region.
(ii). Reasons why economic activities on the Coastland are different from those in
the Hilly Sand and Clay Region.
-Difference in soil type.
-Difference in vegetation.
-Difference in natural resources.
-Difference in the climate.
(b). A natural region is a geographical division of the land where the soil, vegetation
and weather conditions are the same. An administrative region is a division for
political and supervisory purposes.
(c). Actions to ensure effectiveness of the administrative system:
-Co-operate with regional officials.
-Pay rates and taxes that are required.
-Report problems to the Regional Offices.
97
4. (a). (i). The type of community identified is squatting.
(ii). Difficulties experienced are:
-Lack of electricity.
-Shortage of potable water.
-Poor drainage.
-Poor roads.
(b). Reasons for settling in these communities:
-Inability to pay existing house rent.
-Unavailability of land for housing in the town.
-Low-income families.
-Unavailability of houses in the town.
(c). Actions to solve the electricity problem are:
-Use of kerosene lamps and candles.
-Use of flat irons for pressing clothes.
-Use of battery radios and torchlights.
5. (a). (i). The natural region identified is the Coastal Plain.
(ii). The occupation is cane cutting.
(iii). Another occupation is bulldozer operator.
(b). Reasons for engaging in the occupation, shown in the picture.
-It provides a regular income to support a family.
-The soil is suitable for sugar cane cultivation.
-The weather conditions are favourable for the crop.
(c.) Three other economic activities which people can be involved in to improve their
standard of living are:
-Manufacturing of leather craft on a large scale.
-Clay brick and ceramic industry.
98
-Preservation of seasonal fruits to prevent wastage.
6. (a).
Communities
No. Representing Each Region.
Parika
3
Georgetown
4
New Amsterdam
6
Bartica
7
Dadanawa
9
Wismar
10
(b). Reasons why a person may decide to settle in the Upper Takutu-Upper Essequibo
Region:
-An Amerindian living with his family.
-A medical officer assigned to that area.
-Interest in cattle ranching.
-Prefers the natural features of Region 9 to the urban way of life.
(c). Qualities of an administrative head, which would make him an effective leader,
are:
-A thorough knowledge of the region.
-A keen interest in people.
-Be able to motivate others to work for community development.
GLOSSARY
Agriculture
Economic activities directly related to food
production e.g. planting, cattle, fishing, etc.
99
Balata bleeding
Extracting the sap from the balata tree to make
rubber.
Business enterprises.
Place for economic activities.
Community
Region or area in which people live and work.
Employment opportunities
Offering favourable chances to get work.
Geographic region
An area having the same physical features e.g. soil
type, weather conditions, vegetation etc.
Hammocks
Hanging Amerindian bed made from woven
material.
Indispensable
Absolutely necessary. Cannot be set aside.
Irrigate
Artificially watering the land by means of manmade channels.
Manufacturing
Making items from raw materials, by using either
hand or machine.
Mountainous
Having high mountains.
Natural resources
Assets not made by human beings but by nature.
Occupations
The types of work done in the community.
Occupants
Those who dwell in a place.
Ornaments
Items with decorative qualities.
Prospectors
People who work in the interior looking for precious
minerals.
Remuneration
Money paid for work done.
Resources
Available assets.
Tourists
Visitors who travel admiring the aesthetic beauty of
a country.
Troolie palm
A palm whose branches are used for making
thatched roofs.
REFERENCES
Arokium, A. et al (1999) –New Horizons in Social Studies, Book Two, Georgetown:
100
Ministry of Education, N.C.E.R.D.
Bernard, Deryck M. (1999) –A New Geography of Guyana, London: Macmillan
Education Ltd.
Richardson, Beryl (1969) – Sugar in Guyana, London: Robert Cunningham and Sons
Ltd.
Williams, Wilma (1976) –We Live In Guyana, London: Ginn and Company Ltd.
101
UNIT 4: DEVELOPMENT IN OUR COMMUNITY
In this Teacher’s Guide we shall continue the unit on DEVELOPMENT IN OUR
COMMUNITY. It is important to become acquainted with the content in the Grade 7
Teacher’s Guide, in which aspects of our natural resources are discussed. In that Guide we
also looked at aspects of human resources. In this unit we shall continue with our natural
resources as well as aspects of human resources. We shall in particular examine our mineral
resources.
The following topics and subtopics are discussed in this unit:
4.1 Mineral Resources.
•
Our Mineral Resources.
•
Uses of our Mineral Resources
•
Economic importance of our Mineral Resource.
4.2 Human Resources.
Population as Human Resource.
Development of Human Resources.
Population of Guyana and other CARICOM States.
Population of developed countries.
Gender and age-structure of a population
Distribution of population in Guyana.
Migration and its effects on Guyana’s Development.
102
GENERAL OBJECTIVES
Students must:
•
Appreciate the importance of our mineral resources.
•
Be able to make use of our mineral resources.
•
Care and protect our mineral resources.
•
Realise the importance of our semi-precious minerals as well as our sand and stone.
•
Understand the importance of our human resources in the development of our natural
resources.
•
Understand the importance of health and education in the development of the human
resources.
•
Appreciate that emigration can greatly hinder the development of our country.
•
Be prepared to help develop our community and our country as a whole.
SPECIFIC OBJECTIVES
•
Define mineral resources.
•
Define human resources.
•
Explain the uses of our mineral resources.
•
Explain the importance of our mineral resources.
•
Define a population.
•
Compare the population in developed and developing countries.
•
Compare the gender and age structure of population in developed and developing
countries.
103
•
Describe the distribution of population in Guyana.
•
Explain why some areas in Guyana are densely populated and others are sparsely
populated.
•
Define emigration and immigration.
•
Explain the factors that lead to emigration.
•
Explain the effects of emigration on the development of Guyana.
BACKGROUND INFORMATION
4.1 MINERAL RESOURCES
In the Level 7 Teacher’s Guide, we stated that mineral resources form one category of natural
resources.
Mineral resources are formed naturally in the soil/land. They include
petroleum, coal, salt, manganese and copper. Guyana has a wealth of
mineral resources and these include precious and semi-precious stones,
bauxite, sand and stone. Guyana also has vast deposits of kaolin as well
as small deposits of petroleum, but these have not been exploited.
Fig. 1: View of Site at Omai Gold Mines Ltd.
104
Fig. 2:Map of Guyana-Mineral Resources
105
Fig. 3: Pork-Knocker At Work
USES OF OUR MINERAL RESOURCES
Bauxite: Mining for bauxite takes place primarily at Linden, Kwakwani and Aroaima in
Administrative Region 10. This is more or less in the Sand and Clay Natural Region of
Guyana. This mineral after extraction is processed into aluminium to be used for making
pots and pans, roof sheeting and the chassis for aeroplanes.
Activities:
1. Find out the names of other articles that are made from aluminium.
2. Why is aluminium in particular used for making aeroplane chassis?
3. Use an outline map of Guyana and insert the areas that are important for the
production of bauxite.
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Fig.4:Four Stages in Bauxite Mining
2. Gold and diamond: Gold and diamond are our precious minerals. These are mined
mostly in the mountainous areas of Guyana. The main mining communities are located in
the Cuyuni-Mazaruni-Potaro area. Diamond in particular is mined for in the Kamarang,
Kurupung and Issano areas. Gold is a mineral that is used extensively in the manufacture of
jewellery-rings, necklaces, bands, pendants and chains. Diamond is used for wedding rings
and necklaces as well as other forms of expensive jewellery.
Activities:
1. Use an atlas and find an economic map of Guyana. Try to find out the names of
communities where mining for gold and diamond takes place.
2. Use an outline map of Guyana and insert the gold and diamond mining areas.
3. One of the large mining companies in Guyana is Omai Gold Mines Ltd. Read about this
company in your textbook-New Horizons in Social Studies-Bk. 2.
4. Find out who is a pork-knocker.
5. Read about The Story of El Dorado in your social studies textbook. Why is this story
very important to Guyana?
107
3. Semi-precious minerals: The semi-precious minerals are found in large quantities in the
mountainous areas of Guyana. These can be designed into relatively cheap decorative pieces
as well as jewellery. Some of the semi- precious metals in Guyana are opal, jasper, rose
quartz, amethyst, topaz and black pearl.
Agate and soapstone are usually made into
ornamental pieces
Activity:
Visit a jewellery or craft store where decorative pieces of semi precious stones are sold.
Name the semi-precious stones and the use of each. What specific items are made from these
stones?
4. Sand and stone: Guyana possesses large quantities of sand and stone. These are mostly
used in the construction of buildings and roads. The white sand can also be made into glass
but Guyana is still to fully explore this potential. The brown sand in particular is used
extensively in road construction. Sand is found throughout the Sand and Clay region of
Guyana. Mining for stone takes place in the Teperu and Makouria areas.
ECONOMIC IMPORTANCE OF OUR MINERALS
The minerals are of great value to Guyana. In the previous section we mentioned the uses of
these minerals and in the Grade 9 Teacher’s Guide we discussed the importance of these
minerals. You can also study the table in Unit 4 in the Grade 9 Teacher’s Guide. It shows
the value for exports from Guyana.
1. When extraction takes place direct employment is created for Guyanese.
108
When the raw material is manufactured further employment is created.
2. Guyana exports some of the finished goods and thus foreign exchange is earned.
3. There is a save on foreign since we do not have to import the products.
4. Indirect employment is created in the gold mining areas. Persons are self-employed as
taxi drivers, store owners, tailors. hotel owners, etc.
Fig. 5: Jewellery Made From Precious Stones
4.2 HUMAN RESOURCES
In the Grade 7 Teacher’s Guide we defined human resources and mentioned the importance
of these. You can use the Level 7 Guide to review what we discussed. Briefly the aspects of
human resources are:
1. Labour-Residents in a community provide the labour for work in the fields and factories.
They clean the trenches and drains in the sugar-cane fields and they provide the manual
labour in the forest industry.
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2. Skill-Specialised skills are needed for some jobs. A person who drives a vehicle or
operates a machine needs special skills.
3. Technology-Advanced skills or are often required to accomplish certain jobs. The repair
of a computer or television requires technical or engineering skills.
4. Capital-Finance or capital is important for investment purposes. Persons may have their
own money or they may take loans.
5. Entrepreneurship-Persons investing in any business do take risks. Investors must
therefore have the ability to manage their businesses.
6. Attitude-Attitudes and values are just as important as the skills that people possess.
Production cannot be at a maximum when workers do not demonstrate the right work ethics.
Workers and employers must try to settle issues amicably through the trade union.
Persons who are skilled or qualified should be willing to share their knowledge and expertise.
Fig. 6: Utilisation of Human Resources
110
Development of Human Resources
Certain conditions must be met if maximum use is to be made of human resources. The
authorities must provide the essential social facilities to help develop the human resources.
Some of these are:
1. Health services: The population must be strong and healthy. Persons who are ill cannot
produce at a maximum. Severe illnesses can greatly hinder economic growth. A good health
service must also take into consideration the special needs of those who are physically
disabled, those who are blind and deaf or who have lost a limb. Institutions must also take
into consideration those who are mentally ill or retarded for one reason or the other. Part of
the health care must include the provision of health education. This will help people to
practise good health habits and to care for their families. Parents must plan nutritious meals
for their families and provide a balanced diet.
Healthy habits include the avoidance of illicit drugs such as marijuana and cocaine. Alcohol
and tobacco are also abused and persons can become addicted. Substance abuse is discussed
in unit 5 of the Grade 9 Teacher’s Guide.
2. Education and Training: In Guyana, education is provided at the Nursery, Primary,
Secondary and Tertiary Levels. The highest level of education and training is provided at the
University of Guyana.
Besides specialised training at certain government institutions,
ongoing training is often conducted by private companies.
Education and training are important, since skills are developed. Training for manual work
alone is not sufficient for certain industries since some jobs require specialised skills and
technology.
111
Regardless of the type of education or training received, persons must be fitted for life in
society. The application of education and skills is therefore of utmost importance.
Fig. 7: Education-Students in a Secondary School
Fig. 8: Training at a Technical School
112
3.
Attitudes and values: Academic education and training alone cannot lead to high
production rates at the work place. Workers must also demonstrate good attitudes and
values. Institutions involved in education must also emphasise the development of positive
attitudes. Maximum production would be difficult to achieve if workers are late for work or
are frequently absent without a genuine reason.
Employers must also provide suitable
working conditions and the right working atmosphere.
The development of good attitudes begins at home, but the school, the church as well as other
social institutions must also play their role.
Activities:
Ask your Home Economics and Science teacher to help you and then discuss with your form
students. You can also ask a nurse to help you.
1. Write down the different foods that you have eaten on a particular day. Discuss the
different food groups. Try to determine whether or not you have eaten foods from the
different food groups.
2. Draw a diagram to illustrate a balanced diet.
3. Find out about malaria.
(a) How is this disease spread?
(b). How has this disease affected life in your community or the mining areas of
Guyana?
4. Find out about DEC salt and why Guyanese are encouraged to use it.
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POPULATION
POPULATION OF CARICOM STATES AND OTHER COUNTRIES
Population refers to the total number of persons living in a specific region or country at
a particular time.
Guyana’s population was estimated to be about 718,406(1991/92
census)- Fig. 9. The information on CARICOM countries is given in Fig. 10. You can
compare the population of Guyana and the other CARICOM states.
Note that some CARICOM states are very small in size and also have relatively small
population. In figure 10 the population of other countries has been given. The USA,
Canada, Germany, France and Great Britain are considered as developed countries. The
population of the developed countries can be compared with the CARICOM states and the
other developing countries. Besides the total population of countries, the gender and age–
structure can also be compared. Figures 13-15 can be examined. Figure 13 provides the
information that is more applicable to a developing country.
Figures 14-15 are more
applicable to developed countries. One must bear in mind that emigration and immigration
can affect the structure of a country’s population
114
COUNTRY
AREA
POPULATION
(Sq. km)
Antigua and Barbuda
440
67 400
Bahamas
13 864
300 500
Barbados
430
276 600
22 963
263 000
Dominica
772
70 200
Grenada
345
89 200
Guyana
214 970
718 406
Belize
(1991-92 census)
Haiti
27 750
7 063 700
Jamaica
10 990
2 680 000
Montserrat
102
8 400
St. Kitts/Nevis
269
38 700
St. Lucia
617
160 100
St, Vincent and The
389
116 400
163 270
436 500
Grenadines
Suriname
Trinidad and Tobago
5 129
1 163 700
Fig. `9: Population of CARICOM countries-2002
Source :http://www.citypopulation.de/WorldPop_J.html?E
115
DEVELOPED COUNTRIES
DEVELOPING COUNTRIES
Country
Population
Country
Population
Canada
31 902 300
Brazil
176 029 600
United States
280 562 500
India
1 045 845 200
Japan
126 974 600
Indonesia
231 328 100
Russia
144 978 600
Nigeria
129 934 900
France
59 766 000
Uganda
24.699 100
Fig.10: Population Of Selected Countries-2002
Source:http://www.city population.de/WorldPop_J.html?E
Census
Before the population of a country can be determined, a census has to be taken. Usually a
census is taken every ten years.
A census is a survey, which provides information on the size of a
country’s population and its age and sex structure. During a
census, additional information such as employment, occupation,
salary, ethnicity, religious affiliation, births and deaths, migration, etc.
are collected as well.
116
Fig. 11: Conducting a Census
Activities:
1. Find out about the population of your community. Ask your teacher to arrange the
activity. You and your friends can undertake the exercise. Each person can visit a particular
street.
2. Describe the composition of the population. Are there many persons above forty-nine
years?
Are there more males than females?
3. You can plot your information on a bar graph.
The importance of a Census
It was mentioned before that during a census, information on employment, occupation,
migration, etc. are also collected. The information is important to plan development policies.
If a high unemployment rate is indicated, it may cause the government to try to make
investment so as to ease the employment problem.
Similarly high emigration figures can signal whether or not there is need to provide
additional social facilities to the residents or provide better working facilities. Often,
117
residents who are very dissatisfied for one reason or the other will emigrate i.e. leave the
country as soon as the opportunity arises.
Age Structure of a population.
Through a census, important information on the population age structure is revealed. This
information is important for planning purposes. When government is aware that the
population is aging, it means that additional facilities must be provided for the senior
citizens. On the other hand if there are indications of a young population then additional
facilities such as crèches and day -care centres must be provided. If there are many persons
within the working age groups, then government has to plan for employment.
Study the information in for Guyana that has been given in fig.12, and then discuss the
following:
Activities:
1. How many persons are below 20 years?
2. How many persons are between 20 and 49 years?
3. How many persons are 50 years and above?
4. Discuss the information with your form students and try to determine whether
or not the population is a young one or a relatively old one.
5. Examine the three age groups mentioned in questions 1-3. Which age group do you
think the government would have to make special provisions for?
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AGE GROUP
TOTAL
MALE
FEMALE
0-4 years
85,107
42,134
42,973
5-9
78,890
39,247
39,643
10-14
86,215
42,724
43,491
14-19
82,234
40,329
41,995
20-24
75,863
36,797
39,066
25-29
67,055
32,759
34,294
30-34
56,552
27,826
28,726
35-39
44,239
22,789
22,450
40-44
35,559
17,720
17839
45-49
26,335
12,986
13,349
50-54
20,778
10,349
10,429
55-59
16,851
8,193
8,658
60-64
13,425
6,759
6,666
65 and over
29,193
13,339
15,796
Not stated
20
4
16
Total
718,406
353,013
365,393
Fig.12:Population Of Guyana By Age Group And Sex
Source: Draft Report of Housing and Population Census 1991/1992
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Population Pyramid
The gender and age structure of a population can be easily shown on a graph. This graph is
called a population pyramid. The purpose of graphs is to quickly grasp the information that
has been presented in another way. When the population of different countries is displayed
on population pyramids, the shapes may be different. However there are three general
shapes:
Notice that in figure 13, the graph has a shape somewhat like a triangle. Note that there are
relatively many persons in the young age groups. On the other hand there are not many
persons in the older age groups. Such a graph indicates a rapidly growing population since
the birth rate is high. In many developing countries there is a relatively high crude birth
rate and a relatively low crude death rate. The natural increase is therefore relatively
high.
When the graphs in Figure 13 and Figure 14 are compared it can be noticed that the latter has
less persons in the very young age groups and relatively many persons in the older age
groups.
Examine the age groups 0-4 and 5-9.
If this trend should continue then the
population is likely to decline or become less. The graph in figure 14 indicates a decreasing
population since there is a decreasing birth rate.
In figure 15, the graph indicates a relatively constant population. This maybe so because the
birth rate is neither increasing nor decreasing. (Ramsawak and Umraw, 2001). Notice that
the shape of the pyramid is different from the other two. You can examine the three
pyramids and note the main differences. You have to compare the various age groups.
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Fig. 13: Population Pyramid –Increasing Birth Rate
Fig. 14: Population Pyramid-Decreasing Birth Rate
121
Fig. 15: Population Pyramid –Constant Birth Rate
Activities
1. Study the information for Guyana that is given in figure 12 and then calculate the
percentage for each gender age group.
2. Plot the information on a population pyramid.
3. Describe the shape of the pyramid.
4. According to the pyramid you have drawn is the population increasing, decreasing or
is it constant?
Population Growth
Population growth can take place when the crude birth rate is higher than the crude death
rate. This is often referred to as the natural increase.
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Crude Birth Rate: This is the number of live births per thousand persons in a
country’s population for a particular year.
Crude Death Rate: This is the number of deaths per thousand persons in a
country’s population for a particular year.
Natural Increase takes place when the birth rate is greater than the death rate.
Birth rates are very dependent on a number of factors. The health of the population and the
ability to reproduce are very important. However, in some countries although the population
is healthy and capable of reproducing, the birth rate is relatively low since birth control
measures are practised.
Health also affects the life expectancy rate. Life expectancy is the average age persons in
a country are expected to live. A high expectancy rate means that persons live to an old
age. A low rate means that persons die at a relatively young age.
The amount of births is also determined by the fertility rate.
The fertility rate refers to the number of live births per
thousand women within the age group 15-45.
In developed countries the fertility rate can be low since the women may practise birth
control measures. On the other hand in developing countries, the rate may be relatively high,
more so, in the rural areas where the education level is low and birth control measures are not
taken.
123
Population Growth and the Consequences
Rapid population growth can lead to overpopulation. Really overpopulation takes place
when the resources and services are not adequate for the population in a country.
Economic growth must always keep up with population growth or else the consequences can
be serious.
Some of the consequences are:
•
the average wages of workers are relatively low.
•
a low standard of living is experienced
•
crime and other social ills may develop.
•
facilities and social services may be inadequate.
( Ramsawak and Umraw, 2001.)
Activities:
1. Visit the community in which your school is located and note the services that are
provided.
(a). Are you satisfied with the services in this community?
(b). Are the services better in your home community?
2. What services are lacking in the school community?
Population Distribution
Population distribution refers to the amount of persons living in a particular area of a
country. If persons are living far apart then the population density is described as low.
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When persons are living close together then the density is likely to be high. In some
regions of Guyana the population may be well scattered but in other regions it may be
clustered. Normally one has to consider the area of a region and its population to determine
its density:
Total population
Area (sq. km)
If Guyana’s population is estimated at 718 406 and the area is approximately 214 970. km².,
then the density is about 3.4 i.e. about 3 persons live in every square km. One has to bear in
mind that though the density is relatively low in Guyana, there are areas where the density is
relatively high. Often the towns or urban centres are densely populated.
Activities:
1. Two centres (not towns) in Guyana with dense population are Parika and Bartica.
Name five others.
2. The Nuclear Housing Schemes which were developed by the Sugar Industry Labour
Welfare Fund in Guyana are also densely populated. Two examples are Enmore and
Annandale. Name five other such areas.
Regional Distribution of Population
On a map of Guyana examine the different Administrative Regions and note their sizes. The
population figures for these regions are given in Fig. 16.
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ADMINISTRA-
POPULATION
TIVE REGION
ADMINISTRA-
POPULATION
TIVE REGION
Region No. 1
18 294
Region No. 7
14 682
Region No. 2
43 139
Region No. 8
5 574
Region No. 3
95 276
Region No. 9
14 947
Region No 4
294 494
Region No. 10
39 271
Region No. 5
51 274
Region N o. 6
141 455
Total
718 406
Fig. .16: Population of Guyana by Administrative Regions
Source: Draft Report of Housing and Population Census—1991-92.
Activities :
1. Examine the size of Administrative Region No. 9-Upper Takutu-Upper Essequibo
Compare the population of this region with Region No. 4 Demerara-Mahaica.
Note the size of Region No. 4.
2. Similarly you can compare the sizes and population of Administrative Region No.
3-Essequibos Islands –West Demerara with Region No. 8-Potaro-Siparuni.
3. Which administrative regions are partly located on the Coastland?
4. Give a reason why Administrative Region 4 is densely populated.
126
Factors which influence the distribution of population
1. People would reside where they can easily find work and where generally services and
amenities are adequate. Many persons reside on the Coastland because the fertile soil
allows the cultivation of crops on a large scale.
2. People would avoid places that are far from the centre of activity i.e. they may avoid the
deep hinterland areas.
3. They would avoid thick forested and very mountainous areas.
4. People may congregate in areas where precious metals and minerals of economic
importance are found. Linden has developed as a mining centre.
5. People tend to live in areas where it is safe and comfortable to do so.
Migration
Migration refers to the movement of people from one place of residence to another.
Migration can be internal or external
Internal Migration
This refers to the movement of people within the country. Often people move from one
region to the next. They may go in search of work or they may go to where the feel it is safe
and comfortable to live. Normally however persons tend to move to the towns or near to the
towns. Persons generally feel that there are greater opportunities for jobs, education, etc.
near the towns.
127
Movement to the towns can lead to a strain on housing and social facilities and slums areas
can develop. This has led to a counter movement and the tendency is for people to move out
of the city centre and reside in residential areas on the outskirts of the town.
Fig. 17: A Slum Area In A Town
External Migration
This refers to the movement of people to live permanently in another country.
Guyanese have migrated in large numbers to the USA, Canada, England, Suriname, St. Lucia
and other Caribbean States.
Emigration and Immigration
Emigration refers to the movement of people from the country. Immigration refers to the
movement of people into the country.
During the 19th century and early part of the 20th century many immigrants came to
Guyana from India, China and Madeira.
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Consequences/ Effects of Emigration on Guyana
Guyanese have emigrated in large numbers to the U.S.A. and Canada in particular. The
movement is to a great extent a movement from a developing country to developed one.
Such movements can have serious effects on Guyana.
•
Most of the persons are relatively young and have received their basic education in the
country.
•
Many of the emigrants are well qualified thus there is a brain-drain in Guyana.
•
Many old persons are left in the country and thus the dependency ratio rises i.e. those
who are not working and depend on the working population to maintain them.
Activities:
Carry out a survey in your school community or collect information from your form students.
1. Find out the reasons why persons have emigrated.
2. Find out about the qualifications of the persons who have emigrated and place into
categories as shown on the table below. Discuss the information you have gathered.
Gender
Primary School
Secondary
Education
School
Male
Female
Total
129
Technical
School
University
YEAR
ARRIVALS
DEPARTURES
1980
148,732
162, 509
1985
151, 845
164, 168
1990
132, 605
150, 164
1995
184, 879
192, 390
1996
170, 885
183, 483
1997
161, 061
177, 377
1998
152, 834
163, 178
1999
178, 982
191, 146
Fig. 18:Arrivals And Departures From Guyana-For Selected Years
Activities:
1. Study the table above and compare the figures for each year. Discuss the information
with your form students.
2. Try to give reasons to explain why the ‘Departures’ are greater than the ‘Arrivals’.
Why People Emigrate
The reasons can be placed into two categories:
Pull factors: These are the factors which attract people to another country.
•
The bright lights of the developed countries.
•
The better educational and other social facilities.
130
•
An adequate standard of living.
Push Factors:
These factors cause people to leave their own country.
•
Social and political instability.
•
Lack of steady employment.
•
Poor standard of living.
•
Poor social facilities.
•
Discrimination.
•
Natural disasters such as earthquakes and volcanoes
Fig. 19: Attractions Of A Developed Country –Skyscrapers In Toronto-Canada
131
SAMPLE QUESTIONS
PAPER 1
Selected the letter that is closest to the correct response.
1. Which of the following activities is not directly associated with the gold and diamond
mining industry?
(A) Education facilities
(C) Missile mining
(B) Dredging
(D) Pork knocking.
2. Which of the following places is directly associated with the bauxite industry?
(A) Mabura
(C) Aroaima
(B) Kamarang
(D) Mahdia
3. The story of El Dorado caused
(A) Many Europeans to come in search of gold.
(B) East Indian immigrants to come to Guyana.
(C) Europeans to come in search of silver.
(D) The development of the sugar industry in the country.
4. Bauxite when processed can be manufactured into
(A) steel plates
(C) roof sheeting
(B) nails
(D) wire rope
5. Stone quarries can be found at
(A) Kurupung.
(C) Bartica.
135
(B) Teperu.
(D) Linden.
6. Which event has caused a multi-cultural society to develop in Guyana?
(A) Many persons emigrate to Canada.
(B) Many immigrants have come from the United States.
(C) Guyanese forefathers came from several countries.
(D) Because of CARICOM, many persons have immigrated from the Caribbean Islands.
7.Which group of people immigrated to Guyana from Asia?
(A). Chinese and Portuguese.
(B). East Indians and Chinese.
(C). Chinese and Negroes.
(D). Negroes and East Indians.
8. Which factors have caused many Guyanese to be attracted to New York?
(i)
Perceived high standard of living.
(ii)
Well-developed infrastructure.
(iii)
Inadequate social facilities.
(iv)
The relatively cold climate.
(A). (i) only.
(C). (i), (ii) and (iii) only.
(B). (i) and (ii) only.
(D) (ii), (iii) and (iv) only.
9. What are the likely effects of over population?
(i) A high standard of living.
(ii) Inadequate social facilities.
136
(iii) Poor educational facilities.
(iv) Poor infrastructure.
(A) (i) only.
(C) (ii), (iii) and (iv) only.
(B) (i) and (iii) only
(D) (i), (ii) and (iii) only
10.What is a census?
(A) A counting of persons present in a country.
(B) The amount of births in a year.
(C) The amount of emigrants from a country.
(D) An official counting of residents in a country.
PAPER 2.
1. (a) Use an outline map of Guyana and insert the following:
(i) The Cuyuni, Mazaruni, and Essequibo Rivers.
(3 marks)
(ii) Use a key and indicate three areas where gold and diamond is mined.
(3 marks)
(b) Describe the uses of three semi- precious stones in Guyana.
(c)
Suggest two ways in which semi precious stones can be of economic benefit to
Guyana.
2. (a)
(6 marks)
(6 marks)
Use an outline map of Guyana and locate:
(i) the bauxite resource area.
(3 marks)
(ii) Kwakwani, Everton and Linden.
(3 marks)
137
(b) Give three reasons why the bauxite industry is important to the residents of
Linden.
(6 marks)
(C) Suggest two reasons why Guyana should be involved in producing aluminium
products.
(6) marks
3. (a) Use an outline map of Guyana and locate Administrative Region No.9 –Upper
Takutu/ Upper Essequibo and Administrative Region No. 4-Demerara/ Mahaica.
(6 marks)
(b) Write three paragraphs to compare the sizes, the population and the natural resources
of the two regions in (a )
(6 marks)
(c) Suggest two actions by government to help with rapid development in the Upper
Takutu/ Upper Essequibo Region.
(6 marks)
4. (a) Define : Immigration
Emigration
Rural-Urban Migration
(6 marks)
(b) Explain three ways in which Guyana has benefited from immigration.
(6 marks)
(c) Suggest two actions by members in your community to encourage young people to
remain in the country.
5. (a) Define
(6 marks)
: Internal Migration
External Migration
Brain-drain
(6 marks)
(b) Explain three difficulties which Guyanese experience when they migrate to New York
and Toronto.
(6 marks)
138
(c) Suggest two ways in which Guyanese can prepare themselves to live in New York or
Toronto.
(6 marks)
MARK SCHEME/ ANSWER SHEET
PAPER 1
1.
(A)
2.
(D)
3.
(A)
4.
(C)
5.
(B)
6.
(C)
7.
(B)
8.
(B)
9.
(C)
10. (D)
MARK SCHEME/ANSWER SHEET
PAPER II
1. (a)
See Map.
Three rivers – 3 marks.
Three areas - 3 marks-Kamarang, Imbaimadai, Kurupung, Issano and Omai
139
(b) Three uses – 2 x 3 marks
black pearl : can be made into decorative pieces and necklaces.
Fig. 20:MAP OF GUYANA
140
Agate – ornamental pieces
Topaz - jewellery
:: rose quartz -jewellery
beryl
-jewellery:
Jasper -ornamental
(c)
Two ways .- 3 x 2 marks
-Making use of semi precious stones can lead to the creation of direct employment.
-Indirect employment can also be created. This involves business places that sell
the decorative pieces.
-Tourists are attracted and thus foreign exchange is earned.
-Residents would purchase the pieces and help to retain foreign exchange which
would otherwise be used to buy foreign goods.
2. (a) See Map.
(i) Bauxite Area - 3 marks.
(ii) Places
- 3 marks
(b) Three reasons - 2 x 3 marks
-The bauxite industry directly employs directly many Lindeners.
-Indirectly many Lindeners depend on the Bauxite industry. The survival of businesses
depends on the survival of the industry. Should the industry collapse, the town is likely
to degenerate.
-The bauxite industry earns foreign exchange for the development of the town/ for the
country.
(c) Two reasons - 3x2 marks.
-Manufacture of a product creates additional employment for Guyanese.
-Manufacture of products can create articles/items, which normally have to be
141
imported.
-Supply of the products may be easy since it would be produced locally.
3. (a) See map.
Correct location of each region- 3 marks
Both regions
3 x 2 marks
(b) Comparison.
2 x 3 marks
Size : Region 4 is relatively small while Region 9 is one of the largest Regions in
Guyana.
Population: The two Regions are vastly different in terms of population. Region 4 has
about 294,494 persons while Region 9 has only 141,455.
Region 4 is densely populated while Region 9 has a sparse population.
Natural Resources: Region 4 has arable soil for the cultivation of sugarcane, rice and
coconuts. Region 9 is to a great extent savannah land. Cattle ranching is done in the region.
(c) Two actions. 3 x 2 marks.
-Regular transportation facilities including air transport.
-Finance to develop manufacturing industry e.g. Leather industry, peanut manufacture.
-Funding of irrigation project to provide water during the dry season.
4. (a) Definition : Each 2 marks
•
Immigration : The movement of people into a country to reside permanently.
•
Emigration : Movement of people from a country to reside in another.
•
Rural-Urban Migration: The movement of residents from the rural area to take up
142
residence in the towns.
(b) Three ways – 2x3 marks.
In the past Guyana had waves of immigration. Immigrants have come from India, China,
Madeira and parts of Africa.
-These immigrants have helped to provide a work force and to develop the country.
-They have brought with them different cultures – each unique. Guyana has a multicultural society.
-Blending of cultures has taken place and persons take part in activities that are really
multi-racial.
(c) Two actions 3 x 2 marks.
-Educate them about their obligations to the country.
-Show them the disadvantage of living as a second-class citizen in another country.
-Show films, videos to highlight the cold climate of some countries e.g. Canada, the United
States of America and England.
5. (a) Definitions
2 x 3 marks.
Internal Migration : Migration of people within a country. Persons can move from a
rural area to an urban area or from a small town to a large town.
External Migration: Persons move to reside in another country.
Brain -drain: Refers to the skilled/educated population moving to another country.
(b) Three reasons
•
2 x 3 marks
Believe that life is easier and there is a higher standard of living.
143
•
A better/higher education system is available.
•
They are attracted by the “bright lights” and the “night life” Feel that it is better.
•
They are attracted by the superstructure (buildings) and the infrastructure (roads, bridges,
etc).
•
They are attracted by the variety of goods shown on the television.
(c) Two suggestions
3 x 2 marks.
-Obtain a proper education- second degree.
-Be qualified to obtain jobs in the technical field.
-Find out about jobs from your relatives who may be living there.
-Have the kind of clothes to suit the varied weather conditions.
144
GLOSSARY
Brain-drain
-Migration of skilled/educated persons from one country to another.
Census
-The official counting of residents in a country.
Crude birth rate
-The number of live births per thousand population in a country for a
particular year.
Crude death rate
-This is the amount of deaths per thousand population in a country for
a particular year.
Direct
employment
Emigration
-Persons who are directly employed by a particular company, e.g.
cane cutters are directly employed on GUYSUCO sugar estates.
-Movement of people to reside in another country. Many Guyanese
emigrate to the USA
Entrepreneur
-One who invests money in a business.
Human resources
-The labour, skill, entrepreneurship, etc that are provided by man.
Immigration
-Movement of people to reside in a country. East Indian, Chinese and
Portuguese immigrants came to Guyana many years ago.
Indirect
employment
-Workers whose work is not directly related to a particular
industry. E.g. tailors who are living on a sugar estate are not
necessarily employed by the sugar company. The depend on the
sugar workers for their survival.
Mineral resources
-These are formed in the earth and include gold, diamond, sand,
stone bauxite and petroleum.
Over-population
-This takes place when the resources and services in a country are
145
inadequate for the total population
Population density
-The refers to the average amount of persons living on every square
kilometre of land in a country.
Precious stone
-Expensive or valuable stone e.g. diamond, gold, pearl and ruby.
Semi-precious
-These are not so valuable as the precious stones.and include black
Stone
Sparse population
pearl, agate, and opal.
-Not many persons living close together.
146
REFERENCES
Arokium, Alvilda. et al. (1997)-New Horizons in Social Studies-Bk. 1-Georgetown:
Ministry of Education, NCERD.
Arokium, Alvilda. et al. (1999)-New Horizons in Social Studies-Bk. 2-Georgetown:
Ministry of Education, NCERD.
Guyana Telephone and Telegraph Company-2002-2003. Telephone Directory-Guyana.
Sandy, M: Grayson, S. (2000)-CXC Social Studies Essentials with SBA, Study Guide
and Exercises. Kingston: Carlong Publishers.
Ramsawak, R.; Umraw, R. (2001)-Modules in Social Studies With SBA Guide And
CXC Questions-San Fernando: Caribbean Educational Publishers.
147
UNIT 5
HEALTH AND WELL-BEING
INTRODUCTION
In Level 7, the unit entitled Health and Well- being focused on Drug Abuse, Leisure and
the General Physical Development of a person.
In this Guide-Level 8, however, the physical and emotional developments of teenagers
are investigated.
The knowledge and skills acquired at this stage as well as the positive attitudes and
values that they have adopted should help them, especially at this early stage in their
lives, to examine options relating to good health and well-being. They should then be
able to make sensible decisions based on their choices, regardless of the negative peer
pressure and negative media pressure.
The topics selected for this unit lend themselves to discussion on Family Life Education
in the Caribbean. The problems that affect self-esteem, relationships, physical and social
well-being are also addressed.
The three specific areas for discussion in this unit are:
5.1Good health practices
•
Physical and emotional health habits.
5.2 Growth and development.
•
The stage of Adolescence
5.3 Sexually transmitted diseases.
•
Causes and symptoms
148
GENERAL OBJECTIVES
Students must:
•
Appreciate the importance of good health practices.
•
Be able to practise good health habits.
•
Learn to care and protect their bodies.
•
Be aware of the importance of proper growth and development.
•
Understand the importance of the adolescent stage in Growth and Development.
•
Appreciate that sexually transmitted diseases can affect teenagers.
•
Be prepared to set examples of a healthy life style in the community and the country
as a whole.
SPECIFIC OBJECTIVES
•
Define Physical Health.
•
Define Emotional Health.
•
Identify and explain the effects of good physical and emotional health habits.
•
Define adolescence.
•
Describe the physical and emotional stages in adolescent development.
•
Explain why there are differences in adolescent development.
•
Define sexually transmitted diseases.
•
Explain what are the causes of sexually transmitted diseases.
•
Describe the symptoms of sexually transmitted diseases.
149
BACKGROUND INFORMATION
5.1
PHYSICAL AND EMOTIONAL HEALTH HABITS
According to Ron Kurtus in his article- Importance of Being Healthy in School (18th
August 2002) “Being physically healthy means that your body is functioning as it
should, without pain, discomfort or lack of capabilities. Causes of ill health include
injuries, disease, diet, stress and genetics. Also unhealthy habits can result in illness or
skin ailments.”
“Being emotionally or mentally healthy means that your mind and emotions are
functioning as they should, without anxiety, depression or other malfunctions. Causes of
mental ill health include physical disease, stress, genetics and mental abuse.”
The symptoms of poor emotional health include repeated or prolonged bouts of anger,
fear or phobias, panic, anxiety, sadness, depression, obsessive-compulsive behaviour,
feelings of grief and loneliness, and difficulties in communication. So poor emotional
health affects the physical, psychological, social and mental health of a person. Take for
example the child whose mother has deserted the home. The first signs in school that
some thing is wrong maybe his/her untidy appearance, and then he/she becomes
withdrawn or very aggressive and subsequently he/she misses classes so his/her grades
drop. If not taken in hand this child will become a drop out and then a bum or even a
delinquent.
150
THE EFFECTS OF GOOD PHYSICAL AND EMOTIONAL HEALTH HABITS.
When students are healthy and not stressed out, anxious or depressed in school, they are
far more productive both at work and play. They also interact far better with their peers
and teachers.
Bearing in mind that adolescents are making choices in spite of all kinds of pressures,
they should be encouraged to maintain or adapt to positive physical and emotional health
habits. So that being healthy during this period of preparation for adulthood allows them
to gain knowledge and skills, do excellent work and to be of value to others.
Some of the good physical and emotional health habits include1. Balanced nutrition and balanced diets. A variety of foods, in modest amounts
and with few toxins are recommended. Nutritionists have identified fried foods,
fatty foods, processed foods and fast foods as being detrimental to healthy living.
Students should be able to give examples of each type of food mentioned above.
Nutritionists have also recommended that much sugar, meat, vegetables, bread,
fruit or even milk products should be discouraged. However, eating more fibres,
and some amount of herbs and supplements make a great deal of difference in our
energy level.
2. Regular exercise such as walking, running, swimming or aerobics. At this stage,
it is not enough to have regular baths but now more attention should be given to
skin, nails and teeth. In fact home manicures and pedicures, flossing the teeth
every 36 hours and definite bedtime hours should be part of the health routine.
Regular relaxation also helps to identify and release stress and tension.
The students should be able to list some other forms of regular exercise.
3. Pacing oneself. For example, a school project may include collecting data,
selecting and organising the information and finally presenting the finished
product. When properly organised and paced, the whole exercise becomes
151
pleasurable as one finds time to discover other very interesting people, places,
items or facts not necessarily related to the topic. When there is no plan or pacing
then the exercise becomes burdensome or is very often poorly done.
4. Dressing modestly on a regular basis. Students should be able to make wise
choices about suitability and costs of their apparel and not be ruled by peer
pressure and the latest fads. This allows them to be genuine, honest and truthful
about themselves.
5. The habit of teaching others while learning from others is highly
recommended. The reason is that the teacher has to be very sure that he/she
knows and understands what he/she wishes to impart.
6. Developing hobbies, which complement work or general daily routine, allows
them to express another side of themselves and hence balance their life pursuits.
7. Finally prayer and silence are often overlooked. Students should be reminded
of the saying,” A still tongue keeps a wise head. Or - Speech is silver but silence
is golden” They should learn the value of being silent. By taking time to observe
nature around them, they become a part of what is natural.
Their silent observation can become a prayer.
Good health practices can be maintained at three levels: - primary, secondary and
tertiary.
PRIMARY HEALTH CARE
The primary level is concerned with the prevention of diseases or illness through•
The practice of good hygiene
•
Good nutrition
•
Education about the conditions that create illnesses
•
Exercising
•
Pre and post natal care
•
Dental services etc.
152
SECONDARY HEALTH CARE
This is concerned with the early detection and treatment of illnesses already contracted
and so the following are necessary.
•
Injection and other oral medications
•
Quarantine or isolation
•
Counselling
•
Rehabilitation
•
Referral of patients to specialist care
TERTIARY HEALTH CARE
This involves the treatment and rehabilitation for persons diagnosed with disease and
this is carried out at health institutions or at home.
Example of a teacher produced story. (This story gives examples of bad health
habits and is used in one of the lessons.)
THE SULKIANNA FAMILY
The Sulkianna family live at Parksville on a piece of land that lacks drainage. There is no
electricity and pure water supply. Water from a nearby trench is used for domestic
purposes but when it rains the children go for a bath. They use no soap, dry their bodies
with dirty towels and put on the same dirty clothing.
Mr. and Mrs. Sulkianna are always quarrelling and pay no attention to the five children or
their surroundings.
The eldest son Riki has not combed his long hair, or changed his clothing for the longest
while. His hands are always dirty and his teeth are creamy. His nails are long and filled
with dirt. Every morning he goes to the corner of the street, sits on the bridge and
remains there for the greater part of the day.
153
One day Riki went to another village. To return home he had to travel by bus. When he
entered the bus several persons just peeped into the bus and went away to join another
bus. Others joined the bus but no one sat next to Riki. When he observed people looking
at him he began to question why people stared at him.
At school Susie the older of the two girls tries to talk with her peers. When she does so,
her peers always turn their faces away, hold their noses then run away and have a
discussion some distance from her.
The family is poor, yet they do not plant greens and other crops to assist them with their
meals.
They have ‘ white corners’ at their mouths. Their peers talk about them and this
provoked them to anger. Pauline the younger sister attends school regularly and when
she does the teacher has problems keeping her awake during the lesson periods.
Boyo and Tommy who do not attend school are seen around the neighbourhood walking
to the trench, trying to catch fish or picking green dunks from the neighbour’s trees.
Sometimes Tommy is seen on the streets until 23.00hrs.
Activities:
1. Draw two scenes to show the poor health practices of the Sulkianna family.
2. Draw two scenes to show how your class/form practises good sanitation.
3. State two poor health practices of the Sulkianna family. Explain the problems
that they faced because of these poor practices.
154
5.2 GROWTH AND DEVELOPMENT
ADOLESCENCE
The stage of adolescence is between puberty and adulthood, from 12 or 13 years to 18 or
19 years.
At this stage of human development some of the most important physical and biological
changes are taking place. This is because the body is preparing for parenthood. As the
physical development occurs in children their curiosity is aroused and there is much
excitement when the physical changes occur. This physical excitement stimulates
emotional development. If these emotions are to be understood, they must be interpreted
within the framework of total growth and development of the child.
Students should be exposed to knowledge that enables them to understand and develop an
awareness of the changes that occur within their bodies.
When teenagers adopt positive attitudes to the physical changes, they can cope with the
corresponding emotional changes and so make sensible decisions for their positive health
and well-being.
155
PHYSICAL DEVELOPMENT OF THE ADOLESCENT
Changes occurring at puberty – secondary sexual characteristics
BOYS
GIRLS
Hair
Hair
Pubic hair appears about one year after the
Pubic hair appears after hip and breast
testes and penis have started to increase in
development is well under way. Auxiliary
size. Auxiliary and facial hairs appear
hair begins to appear after the menarche, as
when the pubic hair has already completed
does facial hair. Body hair appears on the
its growth, as does body hair.
limbs late in puberty.
Skin
Skin.
The skin becomes coarser, less transparent,
The skin becomes coarser, thicker, and
and sallow in colour, and the pores enlarge.
slightly sallow, and the pores enlarge.
Glands
Glands
The sebaceous, or oil producing, glands in
The sebaceous and apocrine glands become
the skin enlarge and become more active,
more active as puberty progresses.
which may cause acne. The apocrine
Clogging of the sebaceous glands can cause
glands in the armpits start to function, and
acne, while the apocrine glands in the
perspiration increases as puberty
armpits produce perspiration, which is
progresses.
especially heavy and pungent just before
and during the menstrual cycle.
Muscles
Muscles
The muscles increase markedly in size and
The muscles increase in size and strength,
strength thus giving shape to the arms,
especially in the middle of puberty and
legs, and shoulders.
towards the end, thus giving shape to the
shoulders, arms, and legs.
Voice
Voice
Voice changes begin after some pubic hair
The voice becomes fuller and more
156
has appeared. The voice first becomes
melodious.
husky and later drops in pitch, increases in
Huskiness and breaks in the voice are rare
volume, and acquires a pleasanter tone.
among girls.
Voice breaks are common when maturing
is rapid.
Hips
The hips become wider and rounder as a
result of the enlargement of the pelvic bone
and the development of subcutaneous fat.
Breasts
Shortly after the hips start to enlarge, the
breasts begin to develop. The nipples
enlarge and protrude. As the mammary
glands develop; the breasts become larger
and rounder.
Source: Human & Social Biology by Martin Collins & Valerie Wood-Robinson
1993/
Fig. 1: Changes in Body Shapes of Boys And Girls
157
THE EMOTIONAL AND PSYCHOLOGICAL
DEVELOPMENT OF THE ADOLESCENT
The adolescents today face complex identity crises and moral conflicts as they strive to
achieve mental and emotional maturity. This is because they are faced with mixed
cultural definitions of “health” and “strength” of character. The emotional development
of the adolescent is as a result of the new sensations experienced at puberty when the
biological changes associated with sexual maturity are taking place. Adolescents at this
stage are preoccupied with discussions about sex matters; forming relationships with
peers of the opposite sex; wanting to date and ‘going steady’ and may even think about
getting married. They may become moody and unpredictable; display anger outbursts
and intolerance. Sometimes they are self-opinionated, especially when parents/guardians
and teachers restrict their social activities.
•
Early adolescence, age 12 to 14, is associated with the Identity Crisis. This is
expressed through the adolescents’ over identification with the peer group. However,
as a negative development of the identity crisis, the adolescent may isolate
himself/herself, or become a chronic delinquent or even suicidal.
•
Usually there is The Period Of Experimentation. The older adolescents strive to
attain an identity by actively exploring different roles before making a long-term
commitment. When the adolescent does not take time to experiment but just accepts
the identity that the parents or peers choose for them, they may make a commitment
to a career, religion or political system without even experiencing a crisis.
•
Identity Achievement is attained after exploring and experimenting. The adolescent
makes long-term commitments. He/she may have discovered a role model, or a cause
or an ideology to be true to, without just blindly following the group.
158
•
Finally through relationships with others the older adolescent slowly achieves
Emotional Autonomy he/she develops inner strengths and self-esteem, which
enables them to deal with setbacks, criticisms, and hurdles.
TEENAGE PREGNANCY
Evidence shows that many teens become pregnant because they are ignorant – lacking
knowledge of their physical and emotional development. Several parents/guardians also
lack the skills to teach their children. The school has the task to fulfill the role to inform
and expose students to activities, in an effort to avoid students being misinformed by
their peers and succumb to negative peer pressure.
Activities.
1. Make a list of five peer groups that students in grade two or three may join.
2. Draw the most popular party/fete wear of teenage boys and girls.
3. Give three reasons why you approve/disapprove with the present party wear.
159
5.2
SEXUALLY TRANSMITTED DISEASES
CAUSES AND SYMPTOMS
Sexually transmitted diseases are communicable diseases. This means that they are
contracted from one person to another.
People may contract a sexual disease through •
sexual abuse and violence e.g. rape, incest or criminal actions;
•
homosexuality and promiscuous behaviour due to pressures from peers and negative
groups using drugs and becoming involved in crime
•
being lured into homes of strangers who appear to be friendly.
•
behaviours which can lead to the risk of becoming pregnant.
Some STDs show few or no symptoms. Many people are infected and spread the
disease without knowing it.
Sexually
Transmitted
Disease (STD)
GONNORRHOEA
Cause
Bacterium
160
Symptoms
/Signs
How to protect
oneself
Males
experience
pus-like
secretion
coming from
the penis;
burning
sensation
when they
urinate;
sometimes
sore throat.
Females
experience
green or
yellowish
Safe sex
practices – use a
condom always
by not having
sex (abstinence);
by finding out
about your
partner’s sexual
history and
health; by
consulting a
medical doctor;
by saying No to
illegal drugs and
alcohol, also to
premarital sex;
SYPHILLIS
A spirochete
HERPES
Virus
AIDS
(Acquired
Immune
Deficiency
Syndrome)
HIV
(Human
Immune
Deficiency
Virus)
discharge from
the vagina;
swelling or
tenderness
around the
vagina;
menstrual
cramps; high
fever; severe
abdominal
pain.
In females
painless ulcers
appear around
vaginal
opening or
anus. In males
painless ulcer
appear around
the penis.
Sores appear
around the
mouth,
genitals and
anus with
small painful
blisters in both
the males and
females; fever
and bladder
problems.
Males and
females
develop
cancer, or
tuberculosis.
Source: Compton’s Encyclopaedia Volume 1, Chicago, 1996
161
by being
informed.
Avoid negative
peer pressure
and media
advertisements.
By participating
in sexual
intercourse with
one person;
avoiding persons
touching and
stroking your
body; avoid
sexual contact
with carriers;
Discuss
concerns about
each other’s
health and wellbeing.
Discuss ways of
protecting each
other.
Same as for
other STDs
Condition
16 –19
Total
year olds
(Under 25 year
Total (all ages)
old)
Infectious
M
5
45
222
syphilis
F
7
45
113
Post-pubertal
M
1328
5266
10925
uncomplicated
F
1891
4277
6113
Post-pubertal
M
1575
6654
13507
uncomplicated
F
4789
11766
16677
Herpes simplex
M
381
2111
5924
first attack
F
1244
3677
6622
Wart virus first
M
2753
13477
26372
attack
F
6517
15700
23145
gonorrhea
chlamydia
Fig.2 New cases of sexually transmitted diseases seen at genitourinary clinics by age,
1990 (England and Wales)
METHODS OF PROTECTION AGAINST SEXUALLY
TRANSMITTED DISEASES (STDs)
Teenagers are advised by classroom lessons, talks, seminars lectures by qualified
professionals, televisions programmes, newspaper articles, public distribution or fliers
and pamphlets to practice the A, B, C, D, and E rule.
A. Abstain
B. Be faithful to one partner
C. Use a condom
D. Do not do drugs
E. Educate yourself about stds and hiv
162
These programmes should help students to understand the need to obtain facts
and seek medical attention if they develop any symptoms of Sexually
Transmitted Diseases.
GENDER
AGE GROUP
MALE
FEMALE
TOTAL
15 -19
220
169
389
20 -24
300
453
753
YOUNG STD PATIENTS SEEN BY AGE GROUP
AND GENDER - GUYANA
STDs
FEMALE
MALE
Candidiasis
0
1
Contact of Genital Discharge
0
0
Genital Discharge
70
52
Genital Herpes
0
0
Genital Warts
3
13
Genital Ulcer Disease
10
18
Lympo Granuloma Venereum
0
2
Pelvic Inflammatory Disease
4
-
Syphilis
19
7
Taenia Cruris
0
0
Urinary Tract Infection
0
0
No STDs
19
14
TOTAL
126
107
Fig.3 Types Of Stds By 15 - 19 Age Group And Gender - Guyana
Source: Gum Clinic Public Hospital Georgetown Stds Report For Year 1999
163
Activities:
1. Compile a list of rules that you will follow to prevent the risk of contracting
STDs.
2. Write a story that ends with the following: “Be wise and say ‘NO’ to drugs and
pre-martial sex. It can save your life.”
3. Debate :
TOPIC: Pre-martial sex is the root cause of the spread of STDs.
164
SAMPLE QUESTIONS
PAPER 1
1. The first institution which demonstrates good physical and emotional habits to the
child is the
A church
B school
A. family
B. hospital
2. One example of secondary health care is
A. exercising
B. hospitalisation
C. practising good hygiene
D. counselling
3. The following are symptoms of emotional ill-health EXCEPT
A. anger
B. sleepiness
C. sadness
D. depression
4. Which of the following is NOT associated with the physical development of the
adolescent?
A. appearance of grey hair
B. change in tonal quality of the voice
C. production of sex cells in sex organs
D. oil producing glands in the skin become more active.
168
5. Which of the following is NOT a cause for mental illness?
A. physical disease
B. stress
C. skin ailments
D. genetics
6. Extreme ‘Identity Confusion’ may lead to
A. good leadership
B. delinquency
C. experimentation
D. good role models
7. People would NOT contract sexual diseases by
A. conversing
B. incest
C. homosexuality
D. drugs
8. Sexually transmitted diseases are increasing among teenagers and young adults
because they
A. look at too many X rated videos.
B. .engage in sex before marriage.
C. become parents at too young an age
D. do not abstain or use condoms.
9. Which of the following is NOT the way to prevent Sexually Transmitted Diseases?
A. abstinence
B. being faithful
C. using condoms
D. doing drugs
169
9. Health care institutions in Guyana assist persons infected with STDs but do
NOT provide
A. facilities for prevention and early detection of the disease.
B. houses for the family.
C. necessary counselling to prevent further spread.
D. members funds for medication, etc.
SAMPLE QUESTIONS
PAPER 2
1.a. State six areas of the body, which change during adolescent development. (6 marks)
b. Describe three effects of physical growth on the muscles of the male adolescent.
.
(6 marks)
c. Suggest three reasons for the pelvic development in female adolescents. (6 marks)
2. a. State three STDs.which may affect teenagers.
b. Describe the symptoms of one type of STD named in 2.a
(6 marks)
…
c. Suggest three ways that teenagers may be educated against STDs…
3. a. State three poor health practices.
(6 marks)
(6 marks)
(6 marks)
b. Explain three problems that you will experience if you continue the poor health
practices.
(6 marks.)
c. Pretend that you are a primary school teacher and suggest two ways that you would
ensure that your students practise good personal healthy habits.
170
(6 marks)
ANSWER SHEET/MARK SCHEME
PAPER I
1. C
2. B
3. C
6. B
7. A
8. D
4. A
9. D
5. C
10. B
ANSWER SHEET/MARK SCHEME
PAPER 2
1.(a) Any six of the following – breasts, hips, voice, leg muscles, arm muscles,
shoulder muscles, skin, face, pubic area and under arms.
(b). The muscles increase markedly in size and the arms, legs and shoulders develop
and become stronger.
(c.) Pelvic development in the female are a result of the enlargement of the pelvic
bone, the development of subcutaneous fat, and the preparation of the female
reproductive organs for child birth..
2.(a) STDs, which may affect teenagers, are gonnorrhoea, genital, herpes, genital
warts genital ulcer disease, pelvic inflammatory diseases, syphilis taenia crusis,
and AIDS (Acquired Immune Deficiency Syndrome.).
(b.)
STDs
GONNORRHOEA
SYMPTONS
Males experience pus-like secretion
coming from the penis; burning
sensation when they urinate;
sometimes sore throat. Females
experience green or yellowish
discharge from the vagina; swelling
or tenderness around the vagina;
menstrual cramps; high fever;
severe abdominal pain.
171
SYPHILLIS
HERPES
AIDS
(Acquired
Immune
Deficiency
Syndrome)
In females painless ulcers appear
around vaginal opening or anus. In
males painless ulcer appear around
the penis.
Sores appear around the mouth,
genitals and anus with small
painful blisters in both the males
and females; fever and bladder
problems.
Males and females develop
cancers,
Tuberculosis.
(c) Teenagers may be educated by what is taught in the home by informed parents and
older relatives, from class room lectures or lessons in the school , from resource
personnel at community or religious clubs by reading books/articles on the subject
and by viewing documentaries on the subject.
3(.a). Poor health practices – careless hygiene, poor nutrition, lack of exercise, neglect of
teeth, eyes, etc, neglect of pre and post natal care, neglect of treatment to illnesses
already contracted, neglect in taking oral medications
(b). Problems from bad health practices •
Too much coffee dehydrates a person
•
Rushing around before getting to work leaves a person tired for the rest of the day.
•
Daily hygiene practices and regular good grooming help relationships with peers or
colleagues.
•
Eat a light balanced diet. Poor diet results in bad teeth, eyes, skin or even general
sluggishness.
•
Lack of exercise makes a person lazy, fat sluggish and dull.
•
Gossip at the work place may lead to high blood pressure for some persons.
•
Going to the toilet when you need to prevent urinary problems later in life.
•
A few personal medical supplies always at hand make a person’s day less
complicated.
172
(c.) Regular checks of the hair, teeth, and nails.
Introducing healthy competitions on neat uniforms.
Teaching or letting students write their own relevant poems and songs on good
personal health habits.
Initiating role-plays that involve personal health practices.
Reading short stories that demonstrate the benefits of good personal health habits.
173
GLOSSARY
Adolescent
- A teenager or a young person who has undergone puberty
Cognitive
Characterised by or involving
Diagnose
- Identify (a disease for example)
Emotion
– A state of mental agitation or a strong feeling
Genetics
– The scientific study of how physical biochemical and behavioural traits
are passed from parents to their offspring.
Malfunction – Fail to work or to function properly
Obsessive
– Too much of anything or excessive in degree or nature
Quarantine
– Enforced isolation or the restriction of free movement imposed to
prevent the spread of contagious disease.
Rehabilitation –Restoration to good health or useful life as through therapy and
education.
174
REFERENCES
Arokium, Alvilda et al. (1977) – New Horizons in Social Studies Bk.1. Georgetown:
Ministry of Education, NCERD.
Arokium, Alvilda et al. (1999) – New Horizons in Social Studies Bk.1. Georgetown:
Ministry of Education, NCERD.
Blasingame, James et al. (2001) – The Alan Review - The Psychological Changes of
Adolescence: A Test of Character. Virginia Polytechnic Institute and State
University.
Collins & Wood-Robinson (1993)- Human and Social Biology
Compton’s Encyclopaedia Volume 1, Chicago, 1996.
Gum Clinic Public Hospital Georgetown (1999)- STDs Report for the Year-1999.
Kurtus, Ron (2002) -The Importance of Being Healthy in School
175
5.1
TIME
70
Mins
GRADE 8 SAMPLE LESSON 1 SOCIAL STUDIES
SPECIFIC
OBJEC
-TIVES
Identify poor
GOOD
health
HEALTH
PRACTICES practices.
List good health
Physical and practices.
Explain
emotional
health habits. problems which
result from poor
health
practices.
TOPIC
SUB-TOPIC
Appreciate
the benefits
derived
from
practising good
health
habits.
CONTENT
The Sulkianna
Family
Background
Information.
PREVIOUS
KNOW
-LEDGE
Students have
shared some
of their daily
routine health
habits with the
class/form.
TEACHER
ACTIVITY
STUDENT
ACTIVITY
Introduces the Read and
short story - discuss the
The Sulkianna short story.
Family - to the
class.
Asks grouped
students to list
bad health
habits from
short story
and compare
with good
health habits.
Directs
groups to
discuss the
problems
faced as a
result of bad
health
practices.
165
(a)Groups
discuss and
then list the
bad health
habits and
(b)compare
with list of
good health
habits.
WRITTEN
WORK
Groups
discuss the
problems
faced as a
result of the
bad health
practices
RESOURCE
EVALUATION
The
Students prepare
Sulkianna Family a poster to
(Short-story)
illustrate "How I
keep healthy and
happy."
5.2
GRADE 8 SAMPLE LESSON 2
SOCIAL STUDIES
Previous
Teacher
Specific
Content
Knowledge
Activity
Objectives
Students have Tells class
To identify the See
that they will
family groups Background studied the
Information physical and
role play
that
emotional
adolescent
adolescents
development of single
are capable of
adolescents.
parent
forming.
The
family and
To role play
adolescent
nuclear
the care of the
stage.
family.
child in the
Gives an
family.
Adolescent
egg to
To describe
emotional
represent a
and physical some duties
new born
development. and respons baby to
ibilities of the
each family
adolescent
parent/s.
To identify
Distributes
and discuss
a lists of
the problems
duties that
of the
families
adolescent
must
parents.
preform for
the day
Asks
students to
list the
problems
that occur.
Topic
Time
Sub-topic
70
GROWTH
Mins AND
DEVELOPMENT
166
Student
Activity
Two nuclear and
two single parent
families are
selected.
The four groups
role play - "A day in
the home caring for
a new born."
Family members
preform their duties
while class note
their reactions.
WRITTEN WORK
Students list the
problems and then
discuss their
findings.
Resource
Four eggs
Resource
Personnel
Evaluation
Students listen
to a talk by a
Resource
Person on
Teenage
Pregnancy.
UNIT 6
WEATHER AND CLIMATE
INTRODUCTION
In Level 7 this unit focused on the importance of weather instruments and their functions. How
simple weather charts are composed was also explained and use was made of the tables to
interpret the weather symbols.
At this level, further information on cloud cover and on types of clouds will give the student a
more in-depth understanding of weather forecasting and the importance of weather stations. We
have discussed the ways that people respond to changes in the weather and weather systems and
finally we have attempted to explain the ways that social and economic activities can be
disrupted by weather changes.
Concept teaching is considered to be very important in the teaching of Social Studies. In order to
develop concepts the students must be made to analyse their experiences and to group them.
From these categories of experiences, the students will begin to make inferences and
generalizations.
For instance the teacher may stimulate the students to make comparisons by posing such
questions as: 1. What have you noticed about the weather pattern in Guyana?
2. What differences are there between the climate in the Rupununi Savannah and that of the
Coastal Plain?
3. ‘‘We are having rainfall every afternoon now.”
What does this suggest to you?
This same teaching strategy (brain storming) may be used to lead students into the stage
of applying knowledge they have acquired overtime.
By using appropriate questions, the teacher may create a situation where the students, feel
the necessity to apply their previous knowledge. For example having heavy rainfall over
a period of time will have certain effects on the people. Therefore students can be asked:
176
1. If we continue to have heavy rainfall, what do you think will happen to persons living on
the Coastal Plain?
2. Why do you think ‘this’ will happen?
The two specific areas for discussion in this area are•
6.1 The Elements of Weather and Climate
o The differences in the types of clouds.
o
•
Weather symbols and climatic data involved in producing weather forecasts.
6.2 Influences of the Weather and Climatic Changes
o Weather forecasts.
o Ways people respond to weather changes.
GENERAL OBJECTIVES
STUDENTS must 1. Be aware of the importance of forecasting.
2. Be aware that clouds are at different levels.
3. Be able to observe and note the differences in the clouds.
4. Understand that weather symbols and climatic data are used to give forecasts.
5. Appreciate that social and economic activity can be disrupted by weather changes.
SPECIFIC OBJECTIVES
1. Identify the clouds at different levels.
2. Describe the weather at a weather station using the Table of Symbols.
3. State ways and give reasons why people respond to changes in the weather.
177
6.1 THE ELEMENTS OF WEATHER AND CLIMATE
BACKGROUND INFORMATION
Teachers and parents may make decisions on outdoor activities by observing the clouds in the
sky. They can look at the clouds, average the distance away, feel the wind on their faces and
make a knowledgeable decision on when it will rain. From constant observation, they have in
fact been able to give a very simple weather forecast.
The WATER CYCLE explains the formation of clouds. See Fig. 1.
Fig. 1
The Hydrological Cycle
Clouds form at the lowest layer of the earth’s atmosphere as the rising air condenses.
See Fig. 2.
178
THE ATMOSPHERIC LAYERS
EXOSPHERE
The outermost layer of the Earth’s atmosphere where
atmospheric pressure and temperature are low.
IONOSPHERE
The atmospheric layer between the mesosphere and the
exosphere; it is part of the thermosphere.
MESOSPHERE
The atmospheric layer between the stratosphere and the
ionosphere.
STRATOSPHERE The atmospheric layer between the troposphere and the
mesosphere. The stratosphere is characterised by a slight
temperature increase with altitude and by the absence of
clouds.
THERMOSPHERE The layer of the atmosphere located above part of the
ionosphere.
TROPOSPHERE
The weather and clouds occur here, the lowest layer of
the earth’s atmosphere.
Fig. 2: Atmospheric Layers
There are three levels of clouds in the atmosphere. The low level, puffy, vertical cumulus clouds,
the medium level sheets of stratus clouds and the small, thin, wispy high level cirrus clouds. See
Figs. 3 and 4.
179
THE BASIC TYPES OF CLOUDS
Fig. 3 The Basic Types Of Clouds
There are times when different combinations of clouds are observed at the same time. The bestknown combinations are the cumulo-nimbus and the nimbostratus which are rain clouds.
See Fig. 4.
180
TYPES OF CLOUDS
Fig. 4 Types Of Clouds
The meteorologist like the teacher can observe the cloud type and give a fairly accurate forecast.
The symbols for the various cloud types are shown in Level 7 Unit 6.
As already explained in Level 7, another very important element used in forecasting the weather
is air pressure.
A high-pressure area is an area where the air (the atmosphere) is slowly descending. This is
happening much too slowly for us to feel. Earth’s gravity also influences the descending air. This
is going on over a large area, maybe a few hundred square miles. As air descends it warms and
181
this inhibits the formation of clouds. This is why the high-pressure area is generally but not
always associated with good weather. `
Sometimes, the air that descends in high-pressure areas has to get to high altitudes in some way,
and that way is by rising in areas where the pressure at the surface is low.
As air rises it cools. As the air cools, the humidity in it begins to condense into tiny drops of
water, or if it's cold enough, into tiny ice crystals. If there is enough water or ice, rain or snow
begins to fall. This is why low pressure is associated with bad weather.
In the graphic below (Fig.5) the air descending in high pressure flows out in a clockwise spiral in
the Northern hemisphere.
Air flowing into an area of low pressure makes a counter clockwise spiral on the way in and
rises.
Fig. 5 HIGH PRESSURE AND LOW PRESSURE
1. HIGH PRESSURE AT EARTH’S SURFACE – Air slowly descends
2. HIGH PRESSURE AT EARTH’S SURFACE – Flowing out clockwise at the ground
3. LOW PRESSURE AT EARTH’S SURFACE – Air flowing in counter clockwise
4. LOW PRESSURE AT EARTH’S SURFACE – Rises and cools often forming clouds and
precipitation
Isobars are lines drawn on a map connecting places of the same pressure. Pressure is measured in
millibars. (mb)
182
Fig. 6
To make a record of the air pressure and how it's changing, an aneroid is
connected with a device that records air pressure, making it an aneroid
barograph. There is a diagram of a barometer in the Level 7 Guide.
An aneroid is a flexible metal below that has been tightly sealed after
having some air removed. Higher atmospheric pressures squeeze the metal
bellows while lower pressures allow it to expand.
The aneroid barograph consists of a slowly rotating cylinder with paper on
it that can give up to a week's worth of air pressure records before new
paper is needed.
A pen at the end of a lever attached to the aneroid moves up and down
according to pressure changes and records the pressure on the paper
wrapped around the cylinder.”
Source: The USA TODAY Weather Book by Jack Williams
The anemometer measures the speed of wind and the wind vane measures the direction of the
wind. The diagrams of the wind vane and the anemometer are shown in the Level 7 Teacher’s
Guide.
183
Fig. 7 Weather Symbols
The figure above shows a large variety of symbols, which may be used when giving the weather
forecast, especially in temperate countries. The symbol for fog is two or three parallel lines.
Some meteorologists use the weather charts and symbols shown in the Level 7 and Level 9
Guides and also in many of our textbooks.
The chart shown in Figure 9 below will help the students when compiling their own weather
stations and interpreting a weather station.
.
Fig. 8
Symbols For Some Clouds Types
184
The weather forecast for the day is also described as the local weather forecast.
Here is the local forecast for Georgetown Guyana for September 1st to 5th 2003
Monday: Partly cloudy early followed by scattered thunderstorms this afternoon. High
around 90ºF. Winds from the East at 5 to 10 mph. Chance of rain 40%
Monday night: Partly cloudy skies. Low 74ºF. Light and variable winds.
Tuesday: Variable clouds with thunderstorms, especially in the afternoon. High near 90ºF.
Winds light and variable. Chance of rain 40%.
Tuesday night: A few clouds. Low 74ºF Winds light and variable.
Wednesday: Showers and thunderstorms. Highs in the upper 80s and lows in the low 70s.
Thursday: Thunderstorms likely. Highs in the upper 80s and lows in the mid 70s.
Friday: Mostly cloudy with scattered thunderstorms. High in the upper 80s and lows in the
mid 70s.
ACTIVITY
Using the weather symbols in this Guide and those on page 165 of the Level 7 Guide, compile
the following weather station from this local forecast.
WEATHER STATION A
On Monday there was one-eighth stratocumulus clouds followed by scattered thunderstorms. The
high temperature was around 70˚ F and the winds from the east were 5 to 10 mph.
Satellite photographs, the phases of the moon, sun spots and other factors are needed in the long
range weather forecasts and these are used to describe and predict important weather systems.
There are many weather systems, which affect the Caribbean countries and four of these are –:
The Inter-tropical Convergence Zone
The Easterly Wave
The Northers
The Hurricanes
185
THE INTER-TROPICAL CONVERGENCE ZONE.
Look again at Figure 5 and there we see the high-pressure winds descending to the ground and
circulating in a clockwise direction in the northern hemisphere. The high-pressure winds also
descend and circulate at ground level in the southern hemisphere. These surface winds, the
northeast trades and the southeast trades blow towards the equator.
Northeast trade
Inter-tropical convergence zone
Southeast trades
Fig.9: The Trade Winds
The area or zone at which they meet is between 0˚ and 10˚ north and south of the equator and
may extend for over 150 km.
The air at the zone where they meet rises to produce a low-pressure zone.
These winds with the convergence zone move north and south of the equator during the year.
When the zone or the angle of convergence is small, there is fine weather.
At a large angle of convergence dense cumulo-nimbus clouds are formed, followed by heavy
rainfall and thunderstorms.
The widest zone of convergence passes over Guyana twice, once in June as it moves north and
again in November – December as it moves south.
The Inter-tropical Convergence Zone is the weather system that corresponds to the two marked
rainy seasons of Guyana.
As has already been explained in detail in Level 7, the agricultural activities especially of the low
coastal plain are closely associated with the wet and dry seasons.
The ITCZ also affects Trinidad and parts of Venezuela.
186
THE EASTERLY WAVE
1. Dry trade winds moving east in the troposphere acquire moisture. These winds then move
over the Atlantic and the Caribbean Sea on the northern fringe of the ITCZ as a wave.
2. The whole wave then moves slowly west at about 15 km per hour bringing with it the
following weather conditions.
There is dry, sunny weather with few clouds.
As the bulge in the wave approaches, there are strong up draughts of air with thick clouds,
heavy rainfall and thunderstorms.
These strong up draughts of air may even develop into hurricanes.
Then there is light cloudy weather, with some rain showers for a few days.
The rainfall from May to November in the Caribbean is associated with the passage of the
Easterly Wave. This large-scale weather system may be up to 2,000 km across and could take as
long as four days to pass one area.
SO –
Tropical weather is often initiated by easterly waves-->AND
easterly waves:
•
have wavelengths of about 2500 km
•
position is found in a trough of streamline pattern
•
convergence/upward motion on east side
•
divergence/downward motion on west side
•
travel from east to west at 10-20 knots
•
hurricanes are often initiated by easterly waves.
187
Fig. 10 Diagram Showing The Passage Of The Easterly Wave.
COLD FRONTS OR NORTHERS
Cold air forms and accumulates within a high-pressure system stretching from Alaska south
eastwards into the United States. See Fig 12
This is heaviest between November and February, which are the winter months in the Northern
Hemisphere.
The cold polar air masses, which form within the Rocky mountain regions and along their
eastern slopes, are the source of the northers or cold fronts. See Fig 12
Portions of the cold air mass or the entire system break out regularly and are carried southward
or southeastwards by the upper winds down the gently sloping planes of the Mississippi Valley.
The dry, cold air then moves into the warm, moist tropical sea air over the warm Gulf of Mexico.
See Fig 12
The cold air and the warm air meet at a front known as a COLD FRONT.
188
Indications of a strong outbreak of cold air areHigh surface-pressure within the center of the cold air mass.
Deep southward penetration of the associated upper level trough and the north-south
orientation of the axis of this trough. See Fig. 13
The development of an extra tropical cyclone, as a wave on the cold front over the Gulf of
Mexico or the south-eastern United States, helps accelerate the cold air mass farther
southward well over the north western Caribbean Sea where the northerly winds merge into
the normal north east trades.
The dense cold and dry air flowing from the land out over relatively warm water is very unstable.
The gusty cold winds raise waves slightly higher than would be the case of warm air blowing
over colder water.
The warmed Continental air sinks below the warmer tropical air as it moves south.
The mixing of the different temperatures causes strong up draughts (low pressure areas)
Thick cumulus clouds are formed and the sky is described as heavy overcast.
As the system moves south, the Mexican coastal waters experience some of the strongest winds
and roughest seas. As the cold air mass penetrates southward parallel to the coast, differences in
friction, temperature and moisture produce locally strong, gusty winds. The ports of Tampico
and Vera Cruz often report gale and whole gale force winds during strong northers and fishing
boats and small craft are occasionally damaged or even wrecked.
On occasion snow and sleet have been observed near the Gulf coast. Heavy rains are
experienced along the north coast of Jamaica.
The winds of the northers generally veer slowly from north west and east while gradually
weakening in force as the cold high pressure system becomes modified and slides eastward
across the south eastern United States.
Winds reaching hurricane force in a norther within the Gulf or Caribbean areas are rare.
189
KEY
1.COLD HIGH PRESSURE SYSTEMS
2.COLD DRY AIR FROM LAND
3. STRONG WINDS AND ROUGH SEAS
Fig 11
Formation of the Northers
190
HURRICANES
The hurricane season in the Caribbean is from May to November.
When the surface temperature of the Caribbean Sea is 26º C or above, the cool prevailing winds
are warmed and rise rapidly. The winds in the upper-level diverge and this allows for more moist
air from the surface winds. The speed of the surface winds also increases. The earth’s rotation
causes these winds to deflect and then revolve and develop from tropical storms to hurricanes.
Fig. 12
The storm or hurricane structure
191
Hurricane Intensity Scale
Hurricanes are rated in intensity on the Saffir-Simpson Hurricane Scale. This scale rates
hurricanes by their wind speed, barometric pressure, storm surge height, and damage potential.
The figures below are tables, which describes the five categories of hurricanes.
Category
Wind Speed
1
(Weak)
74 - 95 mph
2
(Moderate)
96 - 110 mph
3
(Strong)
111 - 130 mph
131 - 155 mph
4
(Very strong)
Barometric
Pressure
Damage Potential
28.94" or more
4.0' - 5.0'
Minimal damage to
980.02 mb or more 1.2 m - 1.5 m vegetation
28.50" - 28.93"
6.0' - 8.0'
Moderate damage to houses
965.12 mb - 979.68
1.8 m - 2.4 m
mb
27.91" - 28.49"
9.0' - 12.0'
Extensive damage to small
945.14 mb - 964.78
2.7 m - 3.7 m buildings
mb
27.17" - 27.90"
13.0' - 18.0'
Extreme structural damage
920.08 mb - 944.80
3.9 m - 5.5 m
mb
Greater than 155 Less than 27.17"
5
mph
Less than 920.08
(Devastating)
mb
Fig. 13
Agency.
Storm Surge
Greater than
18.0'
Greater than
5.5m
Catastrophic building
failures possible
This information provided by the Federal Emergency Management
192
Category Winds
Effects
No real damage to building structures. Damage primarily to unanchored
mobile homes, shrubbery, and trees. Also, some coastal road flooding and
minor pier damage
One
74-95
mph
Two
Some roofing material, door, and window damage to buildings.
96-110 Considerable damage to vegetation, mobile homes, and piers. Coastal and
mph low-lying escape routes flood 2-4 hours before arrival of centre. Small craft
in unprotected anchorages break moorings.
Three
Some structural damage to small residences and utility buildings with a
minor amount of curtain wall failures. Mobile homes are destroyed.
111-130
Flooding near the coast destroys smaller structures with larger structures
mph
damaged by floating debris. Terrain continuously lower than 5 feet ASL
may be flooded inland 8 miles or more.
Four
More extensive curtain wall failures with some complete roof structure
failure on small residences. Major erosion of beach. Major damage to lower
131-155
floors of structures near the shore. Terrain continuously lower than 10 feet
mph
ASL may be flooded requiring massive evacuation of residential areas
inland as far as 6 miles.
Five
Complete roof failure on many residences and industrial buildings. Some
Greater complete building failures with small utility buildings blown over or away.
than 155 Major damage to lower floors of all structures located less than 15 feet ASL
mph and within 500 yards of the shoreline. Massive evacuation of residential
areas on low
Fig.14 This information provided by the Federal Emergency Management Agency.
193
Cumulonimbus clouds tower to a height of 16 km. Heavy rains persist and more than 2,400 mm
of rain may be recorded in four days.
Fig. 15 The Formation of a hurricane.
The centre of the hurricane is called the eye. This may be 20 to 50 km across. At the eye the
winds are light 10 to 20 km/hr It does not rain, the sky is clear and the air is warm. It is a highpressure area and there are no low level clouds.
194
A fully developed hurricane may be 1,5000km across. Hurricanes do not develop between 9˚
north and 9˚ south of the equator. Hurricanes of the Caribbean travel along particular paths.
Fig. 16
The paths of hurricanes in the Caribbean
195
Fig.17
Storm or Hurricane Structure
Hurricanes are the most destructive of all the weather systems and human activities involved
with this weather system are many.
Many islanders have hurricane insurance policies.
Houses are specially built - bolted to the ground, and of solid concrete material. The
windows allow the winds to enter and exit at the ceiling level of the house.
196
All animals are moved away from the paths of falling trees or flying objects.
People store foodstuffs, drinking water and non-electric sources of light.
Hurricane shelters are prepared for the homeless.
Recently hurricane Isabel hit the western coast of the United States of America. This Hurricane
Isabel started developing in first days of September (2003) as a low-pressure area off the coast of
Africa, crossed the Atlantic Ocean and strengthened into a Class 5 super-storm by Sept. 11....
ACTIVITY
Draw a picture to show the destruction of a community by a hurricane.
SOCIAL AND ECONOMIC ACTIVITIES ARE
AFFECTED BY THE WEATHER
The effects of local weather conditions on social and economic activities.
In schools, the practical gardening, a cricket match or any other outdoor activity may be
postponed if the weather forecast indicated continuous heavy showers almost all day.
The times of the high and low tides the speed of the wind (calm or strong) and the likely time
of the sunrise and sunset and visibility (fog or mist) would be of far more concern to the
fisherman.
Businessmen and people planning a vacation need accurate weather forecasting. They can
effectively plan their trips avoiding the thunderstorms or the days that the flights are most
likely to be cancelled because of poor visibility. They will be prepared to protect themselves
if there is going to be an extremely hot day.
197
The effects of weather systems on social and economic activities
In the event of the approach of a hurricane children would be sent home and the school
probably prepared for use as a safe shelter from the hurricane.
The fishermen would be able to moor their boats in safe harbour if warned of the approach of
a hurricane.
The tourists may not enjoy their holiday because of the heavy; cold rains as a result of the
Northers on the north coast of Jamaica. The Easterly Wave affects the tourists of Barbados
and Antigua in the same way.
Very small, peasant farmers may make decisions on whether or not to water their crops or to
transplant seedlings on a daily basis. But those who farm on a large scale rely on the longrange weather forecasts. The long-range weather forecast considers factors like the phases of
the moon and other atmospheric signs and conditions. Then using a special formula the
meteorologists are able to give a general forecast of the long-term (about 75 % to 80 %
accurate forecast) of weather conditions. So, for example, the farmers of Guyana and
Trinidad are able to make the best use of the weather, which results from the Inter-tropical
Convergence Zone.
.
198
199
200
SAMPLE QUESTIONS
PAPER 1
1.All of the following are occurrences in the water cycle (the hydrologic cycle) except
A. condensation.
B. transportation.
C. precipitation.
D. evaporation.
2. In which layer of the earth’s atmosphere clouds form?
A. stratosphere
B. ionosphere
C. mesosphere
D. troposphere
3. Which of the following instruments is used to calculate air pressure?
A. anemometer
B. thermometer
C. barometer
D. hygrometer
4.The low level puffy, vertical clouds are the------clouds.
A. umulus.
B. Cirrus.
C. stratus.
D. nimbus.
201
5. How many categories of hurricanes are there?
A. 4
B. 5
C. 6
D. 7
6.When told of the approach of a hurricane, the residents would NOT
A. purchase extra food stuff
B. turn off the electrical supply.
C. move to another place.
D. camp out in the yard.
7. The rainy season in Trinidad and Guyana is associated with
A. inter-tropical convergence zone.
B. easterly waves.
C. hurricanes.
D. northers.
8. The weather forecast which includes the high and low tides is most important to the
A. farmer.
B. fisherman.
C. businessman.
D. housewife.
9. The Northers bring cold heavy rains to the
A. north coast of Jamaica.
B. north coast of Guyana.
C. south coast of Barbados.
D. south coast of Antigua.
202
10. Long range weather forecasts are best appreciated by
A. one day field trip.
B. picnicers.
C. large scale farmers.
D. busy shoppers.
SAMPLE QUESTIONS
PAPER 2.
1.a. Draw a labelled diagram to illustrate the hydrological (water) cycle.
6marks
b. Suggest three reasons for the shape of the cumulus and the stratus clouds.
6 marks
. c. Sound travels 1 mile every 5 seconds.
While camping in the on at Long creek on the Linden Highway, you observe that
a thunderstorm is approaching.
You see a vivid flash of lightning. 5 seconds pass by when you decide to begin
counting. You are not a good counter so 1 of your seconds is really equal to
1.5 actual seconds. Your count reaches 10 and you hear thunder. Approximately
how far away did the lightning you witnessed strike?
6 marks
2.a. Draw a diagram of an Aneroid Barometer and label three parts .
6 marks
b. Describe three likely conditions in a high-pressure area.
6 marks
c. Suggest three reasons that the busy international businessman always needs to check the
weather forecast.
6 marks
3. a. What does I.T.C Z mean?
2 marks
b. Draw the rainfall graph for coastal Guyana by using the following data.
JAN FEB MARCH APRIL MAY.JUNE JULY AUG SEPT.OCT.NOV.DEC
90 85
80
95
100
200
95
60
85
96
98
105 mm
8 marks
c. From the graph say which are the wettest months and which are the driest months.
203
Also calculate the average annual rainfall and the total annual rainfall.
8 marks
ANSWER SHEET/MARK SCHEME
PAPER 1
1.A
2.D
3.C
4.A
5.B
6.D
7.A
8.B
9.A
10.C
ANSWER SHEET/MARK SCHEME
PAPER 2
1a
Labelled diagram of the hydrological (water) cycle
b The cumulus are low, level clouds where rising air cools and condenses vertically.
The stratus is middle level clouds where rising air-cools horizontally.
c. The camper begins the count 5 seconds after the lightning strikes, and counts 1 second for
every real 1.5 seconds. After 10 of the seconds, which would be 10 times 1.5 seconds = 15
seconds. Add that to the 5 seconds that passed before counting began = 20 seconds. The camper
knows that sound travels 1 mile every 5 seconds. So 20 seconds divided by 5 = 4 miles.
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2.a. Diagram of an aneroid barometer.
Label three parts –levers, pen, rotating cylinder, paper.
b. The air (the atmosphere) descends over a large area, maybe a few hundred square miles.
The earth’s gravity also influences the descending air.
As the air descends it gets warmer and this prevents the formation of clouds.
High-pressure areas are associated with good weather.
c. Levers connect the pen to the aneroid and to a slowly rotating cylinder with paper on it. In
this way air pressure for as much as a week can be recorded.
3. a. The Inter-tropical Convergence Zone
205
b. RAINFALL GRAPH OF GUYANA
mm
200
150
100
50
0
JAN
FEB MAR APR
MAY JUN
JUL
AUG
SEPT
(c). –The wettest months are June, May, December, April and July
The driest months are March, February, January and August.
The total annual rainfall is 1089 mm
The average rainfall for that year is 90.7 mm
GLOSSARY
206
OCT
NOV
DEC
Anemometer - An instrument for indicating and measuring wind force and velocity.
Atmosphere -The gaseous mass surrounding the earth and retained by the gravity of the
earth.
Forecast:
-To
estimate or calculate in advance, especially to predict (weather conditions)
by analysis of meteorological data.
Hemisphere -Either the northern or southern half of the earth as divided by the equator or the
eastern or western half as divided by a meridian.
Meteorologist-One who reports and forecasts weather conditions, as on television.
Millibar
-A unit of atmospheric pressure equal to one thousandth (10˚) of a bar. The
standard atmospheric pressure at sea level is about 1,013 millibars.
Shrubbery - A group or planting of shrubs.
REFERENCES
Barrett, Eric Msc. Phd. (1999)- Weather and Climate: Lectures in
Geography.
Barry R.G. and Chorley R.J. (1998)-Atmosphere, Weather, Society and
Climate. (7th Edition) London: Methuen.
Rahil, Vohn A.M (1999)- New Caribbean Geography with CXC Questions.
- Caribbean Educational Publishers.
207
Russell, Tom and Munby, Hugh (1992)- Teachers and Teaching.
The New Encyclopedia Britannica Vols 2 & 3 15th Edition.
208
Sample lesson 1 Social Studies Grade 8
Topic
Sub-topic
70
THE
Mins ELEMENTS
OF
WEATHER
AND
CLIMATE
Symbols
used in
weather
forecast.The
clouds,
temperature
and winds in
the weather
forecasts.
Time
Specific
Objectives
Recognise
the symbols
used in
weather
forecast.
Explain the
meaning of
each symbol
usually used
in weather
forecast.
Understand
and
appreciate
some
symbols in
the weather
forecast.
Previous
Knowledge
The symbols Students are
familiar with
for clouds,
rainfall and some
symbols for
winds.
the elements
See
background of weather
information. and climate.
Content
Teacher
Activity
Discusses
types of
weather in
parts of
Guyana.
Selects three
different types
and instructs
students to
copy the
descriptions
Asks groups
to describe
each type
using just
symbols.
Discusses the
answers.
193
Student
Activity
Volunteers different
types of weather.
Resource
A New
Geography of
Guyana by D.
Copy Bernard
the descriptions.
Groups describe
each type using the
symbols.
Corrects the
answers.
Evaluation
Using the
symbols
only
students
compile a
weather
journal for
one week