Social Studies Unit

SOCIAL STUDIES
UNIT OF WORK
FIRST/SECOND/THIRD
TERM
2017-2018

STD 2 SOCIAL STUDIES UNIT PLAN (First Term) Page 1

 Social Studies Unit

FIRST TERM

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

Wk.1
Topic: National Identity National Flag After reading and class1. Show the students several flags
Description discussion on the National flag from neighboring countries. Oral discussion
Sub topic: National Symbols of Belize. students will be able to: 2. Have the students name the flags.
List the components in the 3. Discuss about the symbols on the Group work
Belizean Flag. flags and then have students identify
Material: and select the flag of Belize. Dramatization
Pictures, typing sheet and charts, The flag is Color and explain the symbols 4. Present a flag of Belize. Have the
bordered at found on the Belizean Flag. students list the components The ability to draw a
References: top and bottom by two red stripes. The 5. Have the students work in stations national symbol and
Atlas of Belize p 30,31 colors on the flag are respectively those Demonstrate appreciation for the to learn about the history of the flag. construct sentences to
of the country's national parties, the National Flag. By working describe it
People's United Party (PUP) and United cooperatively in groups. 6. Group students and give each
Caribbean Social Studies Book 4 Democratic Party (Belize) (UDP). The group a puzzle to complete.
Linkages: UDP, established in 1973, had objected Have each group tell the class what
Music to the original blue and white design, they formed.
Language Arts ( reading) those two colors being the PUP's Elicit from children what these
representative colors. The two red stripes pictures have in common.
Skills: at the top and bottom were added to the Discuss each national symbol as
View original design at independence. The coat students and teacher read from Atlas
Speak of arms was granted in 1907. Red stripes of Belize page 26.
Identify were added to denote the color of the Students will write three sentences
opposition party. Blue is the party color of about the symbol they receive.
Attitudes: the PUP (People's United Party. The 50
Respect for others leaves recall 1950, the year PUP came to
opinion power.
Peer interaction
Cooperation in group The flag of Belize contains twelve colors,
three more than on any other national flag. It
Learning Outcome: 28.1 Present is also the only country to have humans

STD 2 SOCIAL STUDIES UNIT PLAN (First Term) Page 2

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

information about Belize’s national
anthem, national flag and national depicted as a major design element on its
symbols. national flag,

Coat of Arms:
The shield of the Coat of Arms is divided into After class activity and discussion
three sections by a vertical line and an students will be able to:
inverted V. The base section represents a ship Identify and list the national
in full sail on waves of the sea. The two upper
Symbols of Belize.
sections show tools of the timber industry in
Belize: a paddle and a squaring axe in the Draw symbols in books and write
right section and a saw
three sentences for symbol.
Supporting the shield are two woodcutters,
the one on the right holding a beating axe Demonstrate appreciation for the
over his shoulder in his right hand, and the
symbols by presenting them to
one on the left holding a paddle over his
shoulder in his left hand. the class.
Above the shield rises a mahogany tree.
Below the shield is the motto scroll. A wreath
of leaves encircles the Coat of Arms. The
motto says: "Sub Umbra Floreo", meaning
"Under the shade I flourish." The Coat of
Arms embodies an important aspect of the
history of Belize, as the mahogany industry
formed the basis of our economy in the 18th
and 19th centuries.

STD 2 SOCIAL STUDIES UNIT PLAN (First Term) Page 3

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

The other four national symbols are:

National Bird – Keel Billed Toucan: The

Keel-billed toucan is the National Bird of
Belize. The toucan has a great, canoe-shaped
bill which is brightly colour green, blue, red Group students and give each group
and orange. The toucan is about 20 inches in a puzzle to complete.
length and is mostly black with yellow cheeks Have each group tell the class what
and chest, red they formed.
under the tail Elicit from children what these
and white pictures have in common.
patches at the Discuss each national symbol as
base of its tail. students and teacher read from Atlas
The toucan likes of Belize pagae 26.
to eat fruits and Students will write three sentences
eats by cutting with the serrated (saw-like) about the symbol they receive
edge of its
bill.

National Animal – Tapir: The tapir is the

largest land mammal of the American Tropics
and is locally known as ‘mountain cow’. The
tapir is stoutly built with short legs and can

STD 2 SOCIAL STUDIES UNIT PLAN (First Term) Page 4

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

weigh up to 600 pounds. The tapir is
vegetarian and spend much of its time in
water or mud. It is also a strong swimmer.
The tapir is a protected animal and hunting it
is illegal or forbidden.

National Flower – Black Orchid: Black

Orchid
The Black Orchid grows on trees in damp
areas of Belize. Its clustered bulb-like stem
varies in size up to six inches long and carries
two or three leaves. The Black Orchid flower
has greenish-yellow petals with a bit of white
and sepals with purple blotches near the base.
The center called ‘the Lip’ is shaped like a
valve of a clam shell and is deep purple-
brown, almost black in colour, with eye-
catching purple veins.

STD 2 SOCIAL STUDIES UNIT PLAN (First Term) Page 5

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

National Tree – Mahogany Tree: The

Mahogany Tree
The mahogany tree is one of the magnificent
giants of our forest. It can grow to over 100
feet tall. The mahogany matures in 60 to 80
years. The mahogany tree forms part of our
country’s Coat of Arms because it was one
our first industry. British settlers exploited the
forest for mahogany, beginning around the
middle of the 17th century

Wk. 2
Topic: National Identity After reading and analyzing the 1. Present pictures of sports players
Sub topic: National Anthem The National Anthem of Belize “Land of words of the National anthem standing at attention while singing Students will be
Material: the Free” students will be able to: the national anthem. assessed on their four
Lyrics(words) by Samuel Haynes Music by Pronounce the words of the 2. Elicit why they are standing that answer given on the
Pictures, lyrics to National Anthem Selwyn Walford Young National Anthem properly. way. National anthem
O, Land of the free by the Carib Sea, Sing the national anthem 3. Have the students listen to the
References: Our manhood we pledge to thy liberty, correctly while standing at national anthem being sung.
http://www.belizenet.com No tyrant here linger, despots must flee attention. 4. Observe their behavior and Class participation
This tranquil haven of democracy In their own words explain in actions while it was sung.

STD 2 SOCIAL STUDIES UNIT PLAN (First Term) Page 6

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

Linkages: The blood of our sires which hollows the sod, writing four things the National 5. Discuss about Singing of Anthem
arts ( color) Brought freedom from slavery oppressions Anthem is talking about. respecting/disrespecting the national
Music( sing) rod . anthem.
By the might of truth and the grace of God.
No longer shall we be hewers of wood. 6. Have the students read the words
Skills: Chorus: of the anthem on a newsprint and
Read the Anthem, listen to the Anthem , Arise! Ye sons of the Baymen’s clan, then talk about the common errors
sing the Anthem Put on your armour, clear the land! that they had made with some
Drive back the tyrants, let despots flee- words.
Attitudes: Land of the free by the Carib Sea! 7. Share errors with the class, and
Respect for others then allow them to practice singing
opinion Nature has blessed thee with wealth untold, the anthem emphasizing the weakest
interaction O’er mountains and valleys where prairie roll; areas.
Cooperation Our fathers, the Baymen, valiant and bold 8. Have the students explain in their
Drove back the invaders; This heritage hold own words four statement from the
From proud Rio Hondo to ole Sarstoon, national anthem given to them.
Through coral isle, over blue lagoon; 9. Students will use their dictionary
Keep watch with the angels, the stars and where needed to find meanings of
moon: for freedom comes tomorrow’s noon. words.
1. Drove back the invaders this
Chorus: heritage hold.
2. Nature has bless thee with
wealth untold
3. Arise! Ye sons of the
Baymen’s clan, Put on your
armour, clear the land
4. No longer shall we be
hewers of wood

Wk.3
Topic: National Identity Through interactive discussion Brainstorm students on the major Oral discussion
English is the official language of Belize, students will be able to: ethnic groups in Belize.

STD 2 SOCIAL STUDIES UNIT PLAN (First Term) Page 7

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

Sub-Topic: Languages spoken in Belize Group work
a former British colony. English is the List the major ethic group found Identify students in the classroom
Materials: handouts, pictures, primary language of public education, in Belize. who are of a different culture.
government and most media outlets. Class Participation
Linkages: About half of Belizeans regardless of State areas where the major View pictures of the major ethnic
Language arts ethnicity speak an English-based creole ethnic groups are located in groups.
called Belizean Creole (also referred to as Belize.
Attitudes: Kriol) for most informal, social and Allow individual students to name
Cooperate interethnic dialogue. Construct a booklet on the major the major ethnic groups found in
Appreciate Ethnic groups Belize.
share ideas Approximately 50% of Belizeans self-
identify as Mestizo, Latino, or Hispanic On page 23 in the Atlas of Belize,
and 30% speak Spanish as a native Have students locate communities
Skills: define, list, write. language. where the Mayas, Mestizo, Creole
and Garifuna can be found .
Belize is also home to three Mayan Using a time line of each culture
languages: Q’eqchi’, Mopan, and Yucatec teacher will further explain.
Maya. Approximately 16,100 people
speak the Arawakan-based Garifuna Students will construct a booklet
language, and 6,900 Mennonites in Belize on the major ethnic group and their
speak mainly Plautdietsch while a minority time line.
of Mennonites speak Pennsylvania German.

Belizean – Relating to or characteristic of

Belize or its people. A native or inhabitant of
Belize.

Caribbean – Of or relating to the Caribbean

Sea or its islands or to the people of the
islands.

Central America- relating to or characteristics

STD 2 SOCIAL STUDIES UNIT PLAN (First Term) Page 8

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

of Central America, its people, or its

languages. A native or inhabitant of any of the
countries of Central America.

Wk. 4
Topic: National Identity Most Creoles are engaged in minor Students will Oral test
manufactures like cabinet making, Elicit from students what they
Sub-Topic: Cultural Practices by ethnic upholstering and carpentry, trade, List the different cultural consider to be cultural practices.
groups in Belize (Creoles) construction, and other urban occupations. practices Quiz
References: Group students and provide them
http://mybelize.net Proverbs and stories of Anansi the spider, Bra Match cultural practices with with ethnic group and have them list
tiger other animals were famous. ethnic groups cultural practices they associate with Presentations
African traditions-witchcraft/ Obeah were group.
practice. Discussions
Materials: Pictures, charts, flash cards Diet- ground food, rice and beans, flour .
tortilla, stew beans, Matilda foot etc. Have each group present what they puzzle
Linkages: Artist; Lila Vernan, Mr. Peters. discussed.
Language arts
Communities: Lord’s Bank, Flowers bank, Have students switch ethnic groups
Attitudes: Burrell Boom etc. among themselves until all ethnic
Cooperate, Appreciate groups have been discussed
share ideas Garifunas – Although it has been illegal for a
long time, obeah, the traditional witchcraft for
Skills: the Caribbean, still exists. Some Garifuna still
Define,,List, Write. practice it secretly. Its rituals involve dances,
drumming, and trances for contacting the

STD 2 SOCIAL STUDIES UNIT PLAN (First Term) Page 9

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

spirits of the dead. It is generally used either
to harm one’s enemies or to ward off spells
that others may have cast.

An object used in such spells is the puchinga

doll. It is made of cloth stuffed with black
feathers and is buried under the doorstep of
the intended victim.

Mayas – The Mayas believed in a cyclical

nature of time. The rituals and ceremonies
were very closely associated with
celestial/terrestrial cycles which they
observed and inscribed as separate calendars.
It is believed that children were often offered
as sacrificial victims because they were
believed to be pure. The Mayas, believed that
the cosmos has three major planes, the
underworld, the sky, and the earth. They
worshiped the circle, which symbolized.

Mestizos – The Mestizos retain a nine-nights

celebration at Christmas, called the Posada,
whereby they go from house to house asking
for posada or shelter. Other customs include:
Fajina, Novenas, Mascarado or Carnival.
Folklore characters associated with the
Mestizos are: La Llorona, Xtabai, Alux, and
El Cadejo.

Wk. 5 .

STD 2 SOCIAL STUDIES UNIT PLAN (First Term) Page 10

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

Membership of an ethnic group tends to be After discussion, students will be Trace the map of Belize
Topic: National Identity defined by a shared cultural heritage, able to: Elicit from students what is national
ancestry, history, homeland, language or Define ethnic group and National community Label the six districts
Sub-Topic: Ethnic Groups dialect, symbolic systems such as religion, Community in their own words.
References: mythology and rituals, cuisines, dressing Given a typing sheet have students Match the correct name
Atlas of Belize styles, art and physical appearance. Compare cultural diversity trace the map of Belize using the to each district
pattern given.
Materials: colored rice, typing sheet, National Community – people who perceive Oral discussion
pencils, crayons, easers, beans and rulers themselves as sharing a common economic,
and at last of Belize. political, social and cultural identity within a
defined geographical location.
Linkages:
Language arts, arts and craft Elicit from students what are the
The Right Honorable George Cadle Price districts of Belize and where ethnic
Attitudes: groups could be found on map.
Cooperate The Right Honorable George Cadle Price,
Appreciate was born on January 15, 1919 at the Price Have students view pictures of The
share ideas Family Home at number 3 Pickstock Street in Right Honorable George Cadle Price
Belize City which was to remain his home and tell all they know about him.
Skills: until his death on 19 September 2011- three
Define, days short of the 30th anniversary of Belize’s
List Independence – his crowning achievement.
Write. Mr. Price is one of the founders of the
People’s United party and the architect of the
country’s independence, and is referred to as
the Father of the Nation.
Mr. Price entered politics with his first
election in 1944 where he was pressed to
enter the race for the Belize Town Board
three days before the election by Mr. Fred
Westby, through his employer at the time
Robert Sidney Thurton. He lost. He ran and

STD 2 SOCIAL STUDIES UNIT PLAN (First Term) Page 11

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

won in 1947 with the election to the Belize
City Town Board.

Week 6
Topic: The Law and the Courts Laws are the legal version of rules. Through class discussion on the
When you are a child, a parent sets rules to be
judiciary system and the use of a Ask students what they Know and Oral discussion
Sub-Topic: Rules and Laws followed. KWL chart children will be able want to know, record information in
When you are in a society, the government set
to: appropriate section of KWL chart
References: laws to be followed. When a rule is broken, KWL chart
the consequences tend to be uncomfortable
Define laws and rules Relate differences of law and rules.
but mild in comparison to the breaking of a
write what they know about the
www.enchanted learning.com law. judiciary system and what they
want to know Give importance of laws and rules Share experiences
Materials: chart on classroom rules, Rules are more flexible and carry low end view pictures and relate back
pictures, Atlas of Belize. consequences. You can set up rules for what they learn Have students give examples of laws Oral questioning
games, rules for the home, even rules for work cooperatively in group to and rules
Linkages: classroom. complete a KWL chart Group discussion
Language arts, arts and craft
Have students share experiences of
Attitudes: Disobeying laws consequences: being disobedient and obedient to Role play
Cooperate Protest rules
Appreciate Taking away freedom
share ideas Taking away time
Have students share what behaviors
Skills: Roles of Police Officers: they’ve seen Police Officers
Define, displayed
List Monitor criminal activity
Write. Actively involved in community patrols
discuss Respond to emergency calls
Issue tickets
Make arrests
Investigate crimes

STD 2 SOCIAL STUDIES UNIT PLAN (First Term) Page 12

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

Testify in courts as needed

Week 7 Having discussion, students will . Worksheet

Topic: The Law and the Courts Judicial System be able to; Students will from picture shown
identify building Booklet
Sub-Topic: Courts Identify Judicial system
Students will attempt at identifying Participation
courts they are familiar with
References:work.chron.com Identify those associated with Presentation
Materials: handouts, pictures, typing Judicial System
sheet, charts and markers Students will identify and discuss
Structure and Composition In the Belizean different courts
Linkages: legal system, the judiciary is an independent
Language arts, arts and craft branch of government. Answer questions on different Pair students, provide them with
The Judiciary branch is made up of (judges, courts. sentence strips to identify under
Attitudes: jury, policemen) – ensures persons respect the which court these strips go.
Cooperate laws through Court, they carry-out the law. Describe what happens in each
Appreciate court. Provide students with individual
share ideas The Judiciary branch of government is worksheets to complete.
headed by the Chief Justice of Belize who
Skills: is Kenneth Benjamin The Chief Justice is
Description of courts appointed by the Governor General in Have students answer questions on
Read about each court agreement with the advice of the Prime different courts.
Observe court buildings Minister.
The Supreme Court is the highest
instrument of justice in Belize. Students will construct a drawing of
what they think inside a court looks
Court of Appeal, which hears appeals from like.
convicted individuals

Magistrates' Court (also known as the lower

STD 2 SOCIAL STUDIES UNIT PLAN (First Term) Page 13
 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

Court) which hears less serious cases.

Then there is a special Family Court this

deals with family matters

Wk. 8 . After discussion, students will be

Topic: The Law and the Courts able to;
Judicial rights of citizens: Class Participation
Sub-Topic: Judicial rights Any person who is arrested or detained shall List judicial rights of citizens Elicit from students meaning of
be entitled to: judicial rights.
Materials: handouts, charts Share understanding of rights
To be informed promptly, and in any case no Discuss with students rights citizens Group Presentation
later than 48 hours after being arrested of the possess
Linkages: reason for his arrest or detention. Express feelings of rights citizens
Language arts possess Groups students according to Chart
To communicate without delay and in private colored palletas sticks. Engage
Attitudes: with a legal practitioner of his choice and in Select rights they have seen students in creating a chart of
Cooperate the case of a minor, with his parents or experienced different rights we have as citizens. Retelling information
Appreciate guardian presence.
share ideas Explain different judicial rights
To be informed promptly and in any case of
Skills: his rights.
Observe
Speak Right to equal and fair treatment.
Read
To be presumed innocent until proven guilty.

Wk.9 Through interactive discussion Brainstorm students on landforms

Mountains, hills, valleys and plains are students will be able to: found in Belize.

STD 2 SOCIAL STUDIES UNIT PLAN (First Term) Page 14

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

Topic: Landforms landforms Worksheet
List the landforms found in Identify landforms they actually
Sub-Topic: Landforms in A mountain is a high area of land with steep Belize visited. Booklet
Belize/Vegetation in Belize slopes. Often mountains are grouped together
in mountain ranges. State areas where these landforms View pictures of the different Construction of
Materials: handouts, pictures, typing A hill is an area of land, usually rounded in could be located. landforms landforms
sheet, chart, play doughs and markers shape that is higher than the surrounding land
but not as high as a mountain. Construct a booklet on the major Allow individual students to name
Linkages: A valley is a lower area of land between two landforms landforms found in Belize.
Language arts, arts and craft hills or mountain. Describe landforms
A plain is an area of flat low land. Construct landforms using play Have students name areas where
Attitudes: dough. these landforms could be found.
Cooperate Belize has an interesting and diverse Location of landforms
Appreciate vegetation profile. With over 4,000 flowering Identify vegetation in their Students will construct a booklet on
share ideas plants, some 250 species of orchids, and 700 community. the landforms studied.
or so different trees, Belize is an exciting
Skills: country for anyone interested in the Plant Students will construct different
Description of landforms Kingdom. List different uses of vegetation landforms using play dough
Map work
Interpreting photos of landforms BAMBOO,
Observation and draw examples of
landforms - This pioneer species, a member of the grass
family, helps fill gaps that may occur in a
forest due to fallen trees.

- It is a rapid-growing plant, which needs

plenty of sunlight and can often be found
growing thickly along riverbanks. One needs
a machete to get through it, especially old
growth bamboo, which has spines

BASKET TIE-TIE,

STD 2 SOCIAL STUDIES UNIT PLAN (First Term) Page 15

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

- This is no ordinary palm, it has actually

taken the form of a vine which can be found
winding its way above the forest trees.

- It is one of the largest vines in the tropics. It

can reach over 1,000 ft.

- Sharp spines not only cover the entire vine,

but the leaf tips, too!

- The reverse hook spines can be quite

aggravating when walking in the forest, as
they hook onto you, actually this is the way
they are carried throughout the forest by
catching a ride on people and/or animals.

- The vine (once stripped), can be split into

strips for basket weaving. That's why its name
is "Basket-tie tie

- Animals such as paca, peccary and

armadillo hide in these thickets for protection
from hunters.

BILLY WEBB,
- The hard, durable wood of this tree is used
in heavy construction, and to make such
household items as washing tubs, breadboards
and mortar sticks.

STD 2 SOCIAL STUDIES UNIT PLAN (First Term) Page 16

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

- The bitter-tasting bark is used as a remedy
for coughs and fever.

- It is the main ingredient in "Sweet Blood",

one of the Rainforest Remedies bottled by Ix
Chel farms, which is good for diabetes, dry
cough and low appetite.

CALABASH,

- This tree, common to the savanna, has a

high resistance to fire, it is one of the few
trees still standing after a bush fire.

- It bears large gourd-like fruit (May-Aug).

Notice its stemless leaves, so designed for the
heavy fruit.

- It has night blooming flowers, which attract

bats that pollinate them.

- The dried fruit shell (once the pulp is

removed), can be used as a bowl, cup or
container, which was valued by the ancient
Maya, who transported liquid by making a
small hole in the dried fruit.

- As a medicine, the stringy pulp and/or

leaves can be boiled with sugar and taken for
asthma, bronchitis, coughs, and lung
congestion.

STD 2 SOCIAL STUDIES UNIT PLAN (First Term) Page 17

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

Wk. 10
Topic: Landforms Local Landform Through discussion, Students Students will be prompt to know Poster
will be able to: they will learn about one local
The Blue Hole landforms Presentation
Sub-Topic: Name and identify landform
Landforms in Belize Teacher will describe landform to
References: Describe landform see if students can guess which one Booklets
Mocomi.com will be discussed.

Materials: handouts, pictures, typing Locate on maps where landforms Students will describe landform Drawings
sheet, charts and markers could be found
Students will be placed in groups to
Linkages: Assemble puzzle pieces of assemble puzzle pieces
Language arts, arts and craft SIZE AND SHAPE landform
Great Blue Hole is nearly perfectly round Students will draw and color a
Attitudes: sinkhole, flanked by a crest of coral reef picture of the Blue Hole
Cooperate which rises above the sea in low tide.
Appreciate Diameter of sinkhole is approximately 318 m.
share ideas
This sinkhole is true blue hole which stands
Skills: out against the light turquoise blue lagoon
Description of landforms around it. Such formations are possible only
Map work in large carbonate platforms covered by the
Interpreting photos of landforms sea.
Observation and draw examples of Depth as measured by the team of Cousteau
landforms was 125 m. Jones and Dill in 1997 could not
find a location deeper than 124 m - whether
due to measurement imprecision of previous
team or due to the sedimentation over 26
STD 2 SOCIAL STUDIES UNIT PLAN (First Term) Page 18
 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

years long period.
There are some reasons to believe in such
rapid sedimentation processes: there are no
waves or currents below the depth of 18 - 20
m in Blue Hole and thus the sinkhole serves
as sediment trap. There exist similar
structures which are filled with sediments.

Wk. 11 Pass a box around and students pick

Topic: Landforms Maps After discussion; students will be a question card out of it. Students
able to: Use a map to locate will answer the question. Presentation
Subtopic: Maps A diagrammatic representation of an area of specific high mountains.
land or sea showing physical features, cities, Brainstorm students on what is a Oral Quiz
References: www.nationalgeo.com and roads. Identify main parts of a map map
Drawings of map
Materials: handouts, pictures, typing
sheet, charts and markers Draw a map that shows a major Discuss the parts of a map. Location of different
landform areas on map
Linkages: Elicit from students what they see on
Language arts, arts and craft the map that is difficult for them to Naming parts on map
Create a map of their local understand
Attitudes: community
Cooperate
Appreciate Pair students and give them areas on
share ideas map to locate

Skills: After a short while students will

Description share.
Interpret
Observations
Have students individually draw

STD 2 SOCIAL STUDIES UNIT PLAN (First Term) Page 19

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

map of their community
Wk. 12
Topic: Belize’s Climate Weather reflects short-term conditions of Through interactive discussion; Play a creole song “Free Town Presentation
the atmosphere while climate is the average students will be to: Gyal’ and have students sing along.
Subtopic: Weather and Climate daily weather for an extended period of time Role play
at a certain location.
References: Define the words weather and Have students define weather and
1. Weather: The state of the climate. climate Weather Chart
atmosphere at a particular place and time as
Materials: map pictures, typing sheet, regards heat, cloudiness, dryness, sunshine, Identify the two seasons: dry and Research
pencil, glue, crayons and markers wind, rain, etc.: wet Teacher explains. Students give two
seasons in their country.
Linkages: List advantages and
Language arts, arts and craft When we talk about weather we mean the disadvantages of each season. Take students out on a nature walk
atmospheric situation that occurs at a and have them observe the
Attitudes: particular time and depends on various factors Construct a weather chart. environment around them.
Cooperate such as pressure, wind or temperature.
Appreciate
share ideas
Elicit from students what the
Skills: Climate meanwhile, brings together all the weather is like for that day. Have
Description results obtained about the weather in a given them use the weather chart
Interpret area and analyzed in a much longer period of to show the type of weather.
Observation time, i.e. for years, to establish the kind of
climate of that particular area.
Have a volunteer dress up for the
Factors such as altitude, latitude or ocean two different seasons in Belize have
currents influence climate and can modify it the rest of the class which clothing is
significantly. To determine a climate data worn for the wet and dry season.
must be accumulated for years such as
atmospheric temperature, pressure, wind, Have students do a research on the
wet and dry seasons in Belize.

STD 2 SOCIAL STUDIES UNIT PLAN (First Term) Page 20

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

humidity and precipitation. Have students construct a weather

chart and present.
.

Belize’s Annual Rainfall Individually have students compile a

booklet on the Creoles. Provide
students with a guide line.

The country’s weather is characterized by two

seasons: a rainy and a dry season. Belize
annual rainfall: most of the year’s rainfall
occurs during the period June to November,
that is, the rainy season. It is noted that the
transition from dry to the rainy is very sharp.
Annual rainfall ranges from 60 inches
(1524mm) in the north to 160 inches
(4064mm) in the south. Except for the
southern regions, the rainfall is variable from
year to year.

The onset of the rainy season begins in the

early May in Toledo, (where the annual
rainfall is highest) progressing north to the
Stann Creek, Belize, Cayo and Orange Walk

STD 2 SOCIAL STUDIES UNIT PLAN (First Term) Page 21

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

District in late May, followed by Corozal

District in early June. The mean temperature
varies from 81°F/ 27°C along the coast to
69°F/21°C in the hills. The coldest month is
January while the highest temperatures are
experienced during the month of May

STD 2 SOCIAL STUDIES UNIT PLAN (First Term) Page 22

 Social Studies Unit

SECOND TERM UNITS

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

Wk.1
Resources are things around us that we use. After discussion; students will be able Brainstorm students on renewable and Group work
Topic: Classifying Resources to: non-renewable resources along with
Natural resources are materials and components List at least five renewable and five Presentation
their findings.
Sub-Topic: Natural resources in Belize (something that can be used) that can be found within non-renewable resources found in the
the environment. environment. Have students come up with a chart
definition for renewable and non-
Renewable resources are those that can be replaced Research
renewable resources.
References: and do not run out such as plants, animals and water. Define and describe renewable and
Caribbean Social Studies 4 pgs. 56 to 59 They reproduce and grow so that they are always non-renewable resources. Invite volunteers to further explain
available to us. their definition of each by using some
examples.
Materials: handouts, pictures, typing Non-renewable resources are those that cannot be In groups of four students will create a
sheet, charts and markers replaced easily such as soil, coal, minerals, gold, chart including six renewable and non- Assign students to their respective
silver, oil and natural gas. These resources will not renewable resources. groups so as to research and find
Linkages: renew themselves. They have taken many thousands or example or even bring samples for
Language arts, arts and craft millions of years to be made. next class activity.
Attitudes: Belize is a country with many natural resources. A few Place students in their groups of and
Cooperate of the natural resources of Belize are: arable land instruct them on what they will do as a
Appreciate potential, timber, fish, sugar, bananas, citrus, cocoa, group.
share ideas tropical hardwood, shrimp and beef.
Each group will be provided with
Skills: materials and will create a chart on
Description renewable and non-renewable
Interpret resources using their findings.
Observations Groups will do presentations and be
graded.

STD 2 SOCIAL STUDIES UNIT PLAN (Second Term) Page 1

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

Wk. 2
Topic: Classifying Resources Resources are used to stimulate our economy, to create Students will identify and list some Provide students with a word puzzle Word puzzle
Sub-Topic: Uses of Natural Resources jobs, for construction, for recreation, food etc. uses of natural resources. on natural resources and some uses.
We use renewable resources (animal and plant) in two Class
References: Caribbean Social Studies Bk. main ways. One way is known as subsistence were we Students will define subsistence and Elicit from students some natural discussion
4 pg. 46 farm and fish only for our own food. commercial production. resources that has been discussed in a
previous lesson. Group work
Materials: cross word puzzle, picture, Students will create a booklet on the Write their resources on the board. activity
newsprint, construction paper, pictures, Another way is known as commercial production were uses of natural resources including at
charts and markers. we farm and fish in order to sell what we produce. least ten different uses. Group students in fours and have them Research
write at least three uses for each of the
Linkages: Non-renewable resources mostly used are soil and four natural resources given on Booklet
Language arts, arts and craft sand. Soil is used for earth fill, for example to reclaim newsprint.
swamp land. Sand is used in the concrete industry
Attitudes: Invite each group to state their natural
Cooperate resources along with their different
Appreciate uses.
share ideas
Teacher further explains on the uses of
Skills: natural resources.
Description
Interpret Students within their groups come up
Observations with their own definition for both
subsistence and commercial
production.

As a class teacher writes the definition

for both words along with student’s
examples.

STD 2 SOCIAL STUDIES UNIT PLAN (Second Term) Page 2

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

Have students further research on their
own on uses of at least ten natural
resources.

Instruct students on how to do a

booklet and provide them with a
rubric.

Have students do a booklet on the uses

of natural resources individually.

Wk. 3 Class
Topic: Classifying Resources Although a number of economically important After a nature walk students will: Instruct students with directions on a discussion
Sub-Topic: minerals exist in Belize, none has been found in List at least five renewable and five nature walk and its expectations.
Renewable and Non-Renewable Resources quantities large enough to warrant their mining. These non-renewable resources found in the Group work
minerals include dolomite, barite (source of barium), environment. Brainstorm students on renewable and
References: Caribbean Social Studies Bk. bauxite (source of aluminum), cassite (source of tin), non-renewable resources along with Presentation
4 Pgs. 39 to 50 and gold. In 1990 limestone, used in road building, Students define and describe their findings.
was the only mineral resource being exploited for renewable and non-renewable chart
either domestic or export use. resources. Have students come up with a
Materials: picture, news print, definition for renewable and non- research
construction paper, pictures, charts and In groups of four students will create a renewable resources.
markers. The similarity of Belizean geology to that of oil- chart including six renewable and non-
producing areas of Mexico and Guatemala prompted renewable resources. Invite volunteers to further explain
Linkages: oil companies, principally from the United States, to their definition of each using some
Language arts, arts and craft explore for petroleum at both offshore and on-land examples.
sites in the early 1980s. Initial results were promising,
Attitudes: but the pace of exploration slowed later in the decade,
Cooperate and production operations never commenced. As a Assign students to their respective
Appreciate result, Belize remains almost totally dependent on groups so as to research and find
share ideas imported petroleum for its energy needs. However, the example on renewable and non-
country does possess considerable potential for renewable resources for next class

STD 2 SOCIAL STUDIES UNIT PLAN (Second Term) Page 3

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

Skills: hydroelectric and other renewable energy resources, activity.
Description such as solar and biomass. In the mid-1980s, one
Interpret Belizean businessman even proposed the construction Place students in their groups and
Observations of a wood--burning power station for the production of instruct them on what they will do as a
electricity, but the idea foundered in the wake of group.
ecological concerns and economic constraints.
Each group will be provided with
materials and will create a chart on
renewable and non-renewable
resources using their findings.

Groups will present their work.

presentations will be graded.

Wk. 4
Topic: Resources Conservation is the careful use / management of Students will be able to: Show a power point on conservation Booklets
natural resources in order to prevent damage or and preservation of natural resources.
Sub-Topic: Conservation and Preservation depletion. Define conservation and preservation Presentation
Class discussion on preservation and
References: Caribbean Social Studies Bk. Preservation refers to the keeping of natural resources Explain what is conservation and conservation. Participation
4 pg. 46 safe from harm or injury. preservation.
Have children define the terms Research
Materials: cross word puzzle, picture, List ways they can conserve and conservation and preservation.
newsprint, construction paper, pictures, preserve wild life/natural resources. Group work
charts and markers. Teacher further explain what is
Identify endangered species. E.g. conservation and preservation. Quizzes and
Linkages: Toucan, Tapir, Scarlet Macaw etc test
Language arts, arts and craft Elicit from students what are some
Compile a booklet on preservation and ways we can conserve and preserve
Attitudes: conservation. natural resources. Using number

STD 2 SOCIAL STUDIES UNIT PLAN (Second Term) Page 4

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

Cooperate heads, students will share.
Appreciate
share ideas Group students using animals, provide
each group with news print and
Skills: markers. Students will list other ways
Description of conserving and preserving natural
Interpret resources.
Observations
Wk. 5
Topic: Resources Students will be able to; Show students letters to fossil fuels
Fossil Fuels and have them arrange them. Defining
Sub-Topic: Fossil Fuels Explain origin of fossil fuels words
References: Fossil fuels are derived from organic matter which has Class discussion on fossil fuels
been trapped between layers of sediments within the Define decomposed and compressed Presentation
- Modern Caribbean Geography 2nd Ed. Earth for millions of years. Have students attempt to explain
Pgs. 71/72 Define organic matter where fossil fuels is from Class
The organic matter, typically plants, have decomposed Participation
- A Geography of Belize The Land and its and compressed over time, leaving what are known as Teacher further explain what is fossils
People. (Pgs. 78/79) fossil fuel deposits.  fuels and organic matter. Research

Materials: newsprint, construction paper, These deposits, and the materials produced from them, Have students discuss how fossil fuels Group work
pictures, charts and markers. tend to be highly combustible, making them an ideal are retrieve.
energy source.  Quizzes and
Linkages: test
Language arts They are difficult to obtain as they are typically
retrieved through drilling or mining, but fossil fuels
are worth the effort for the sheer amount of energy
Attitudes: they produce. 
Cooperate
Appreciate
share ideas

STD 2 SOCIAL STUDIES UNIT PLAN (Second Term) Page 5

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

Skills:
Description
Interpret
Observations
Week 6 Crude Oil/Petroleum
Topic: Classifying resources Students will be able to; Show a power point on how crude oil Participation
Crude oil is a non-renewable resource that builds up in is retrieved
Sub-Topic: Crude oil/Petroleum liquid form between the layers of the Earth’s crust. Identify what is crude oil
Discuss what is seen on power point Group work
References: Caribbean Social Studies 4  It is retrieved by drilling deep into the ground Identify how crude oil is retrieved
and pumping the liquid out. The liquid is then Discuss what type of resources is
Materials: newsprint, typing sheet, refined and used to create many different Identify countries where crude oil is crude oil Quizzes and
pictures, charts and markers. products. found test
 Crude oil is a very versatile fuel and is used to Have students discuss how crude oil is
Linkages: produce things like plastics, artificial food retrieved
Language arts flavorings, heating oil, petrol, diesel, jet fuel, List most common types of gases
and propane. Elicit from students oil-producing
Attitudes: countries
Cooperate The top three oil-producing countries are Russia, Saudi
Appreciate Arabia, and the United States.
share ideas Teacher further gases to class
Gas
Skills: Group students and have them
Description Natural gasses gather below the Earth’s crust and, like compile a booklet on resources
Interpret crude oil, must be drilled for and pumped out. covered.
Observations
 Methane and ethane are the most common
types of gasses obtained through this process.
 These gasses are most commonly used in home
heating as well as gas ovens and grills.

Russia, Iran, and Qatar are the countries with the

STD 2 SOCIAL STUDIES UNIT PLAN (Second Term) Page 6

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

largest recorded natural gas reserves.

Coal

Coal is the last of the major fossil fuels. Created by

compressed organic matter, it is solid like rock and is
obtained via mining.

Week.8 Elicit from students what they know

Topic: African civilization Africa is a continent comprising 63 political territories. Students will be able to: about Africa. Oral
Within its regular outline, it comprises an area of discussion
Sub-Topic: Features of Africa 30,368,609 km, lying almost entirely within the Describe Africa. Discuss location of Africa on map.
tropics, and equally to north and south of the Equator. Research
References: Caribbean Social Studies Africa does not show excessive variations of Locate Africa on the map Call on students to locate Africa on
temperature. Africa is shaped like a gigantic skull that map. Group
Materials: Map, is mortally wounded, with a huge horn on its forehead. List some features of Africa Presentation
The longest river in Africa is the Nile River. Africa’s Students will be place in groups to
Linkages: largest lake is Lake Victoria. Africa has many vast discuss and write what they know Shared
Language arts, deserts, including the largest desert, Sahara. Other about Africa. information
deserts in Africa include Kulahari desert, Namib
Attitudes: desert, Libyan desert. One member from each group will
Cooperate share what was discussed in small
Appreciate group.
share ideas
Information on Africa will be
Skills: presented and discussed.
Description
Interpret Teacher jots some points on the board
Observations and further explains to clarify features
of Africa.

STD 2 SOCIAL STUDIES UNIT PLAN (Second Term) Page 7

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

Elicit from students some places that

they might see when visiting Africa.
For assignment have students research
more on Africa.
Week. 9 Cut out puzzle
Topic: African civilization In Ancient Egypt, the Nile River was the source of Students will be able to: From research done have students
their food, as well as many other things. identify source of food for Africans. Oral
List details of Ancient Africa discussion
Sub-Topic: Features of Ancient Egypt The Nile is a major north-flowing river in north eastern Have them form groups.
Africa. It is commonly regarded as the longest river in Describe the Nile Matching
References: www.freeworldmaps.net the world, its soil is rich and good for growing crops. In groups information researched will
The three most important crops were wheat, flax and be discussed. Picture
Materials: strips of paper, maps, papyrus. Write features of the Nile drawing
newsprint, paper, tape, handout Students will make posters with depicting one
For centuries, millions of people around the world features of Ancient Egypt type of
Linkages: have been fascinated by the mystery, which surrounds tourism
Language arts them. The Pyramids of Giza are one of the seven Assign task to each group member
wonders of the Ancient World.
Attitudes: Teacher will give students time to do
Cooperate class presentation of what was
Appreciate discussed and written out in groups.
share ideas
After presentation have students ask
Skills: questions they may have.
Description
Identify Review information presented and add
Observations any additional information that was
not shared.
Week 10 Word puzzle

Topic: African Civilizations Technology and Constructive Techniques After viewing some pictures of Provide students with a word puzzle

STD 2 SOCIAL STUDIES UNIT PLAN (Second Term) Page 8

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

technology used, students will be able on different techniques used in Africa
Sub-Topic: Similarities and Differences to: Identify tools.
between technology The Egyptians developed sophisticated technologies in
several areas including metal tools. Surveying and Give brief description of crops Student/s that finds the most words Group
construction techniques allowed the Egyptians to growing processes wins a prize. presentation
References: www.scihistory.org construct vast burial complexes and temples. The
www.liverpoolmuseums.org.uk Mayan building techniques allowed them to construct View different types of resources used Paste the words technology and Research on
great structures and were especially impressive given in Africa constructive techniques on the board. techniques
the fact that they did not have metals or the wheel.
They also appear to have combined materials of the View different structures constructed Elicit from students what they know Oral
Materials: strips of paper, pictures, rubber tree and the morning glory plant to produce about it and have them share some questioning.
paper, crayons, pencil rubber. examples.

Linkages: Display some tools used and have

Language arts, arts and craft students attempt at identifying them.

Attitudes: Invite volunteers to come to the board,

Cooperate take a flashcard, read it and stick it
Appreciate under heading if it is appropriate.
share ideas
Provide students with time to share
Skills: what they learnt
Observe
Draw Play a game with the class on what
Write was discussed in class.

Have students further research on

architecture techniques.

Group students and using a number

system have them decide who will
share first.

STD 2 SOCIAL STUDIES UNIT PLAN (Second Term) Page 9

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

Provide a rubric to students on how

the presentation will be graded.
Week 11 - 12 Find facts of
Students will be able to: Have puzzle where students will West African
Topic: African Civilization Ghana unscramble words to three West Kingdoms
Ghana’s topography is mainly divided into 4 physical Write one feature of each Kingdom. African kingdoms.
Sub-Topic: Main features of Ghana, Mali regions: coastal plain, coastline, forest belt and dry Class
and Songhai savanna. The counttry’s landscape is predominantly Identify three kingdoms Place students in groups of four, give discussion
made up of low- lying plains with a severely eroded them a paragraph on a kingdom.
References: upland área in South-Central Ghana. Two of the most Identify where these kingdoms are Group work
www.scihistory.org prominent lakes in Ghana are Lake Bosumtwi and located. Give them a newsprint and markers
Lake Volta. and have them write three facts of
Materials: short paragraph with some Describe each kingdom kingdom chosen.
information of different Kingdoms, Mali Presentation
newsprint, markers, crayons, tape, pictures There are rugged hills in the northeast, with As a group have them read their facts on their
elevationsof up to 1,000 meters. Deserto r semi-desert of the given kingdom in class.. kingdoms
Linkages: covers about 65% of Mali’s área. The Niger River
Language arts creates a large and fertile inland delta as it arcs On newsprint have students place
northeast through Mali from Guinea before turning information on kingdom along with Notes
Attitudes: south and eventually emptying into the Gulf of Guinea. name of kingdom. presented
Cooperate
Appreciate Songhai Assign student from groups to read
share ideas The Songhai Empire was located in western Africa facts written
south of the Sahara Desert and along the Niger River.
Skills: At its peak, it stretched well over 1,000 miles from the
Read current modern day country of Niger to the Atlantic Have class write facts on kingdom not
Assemble Ocean. The capital city of Songhai was the city of Gao assigned to their group.
Collect which was located in modern-day Mali on the Banks
Write of the Niger River. Provide students with time to write
notes in notebooks.

STD 2 SOCIAL STUDIES UNIT PLAN (Second Term) Page 10

 Social Studies Unit

TOPIC/ SUB-TOPIC CONTENT OBJECTIVES TEACHING/LEARNING STRATEGIES ASSESSMENT

Week 13
Before the beginning of the Iron Age in sub-Saharan Students will: Introduce the words food production Class
Topic: African civilization Africa, the earliest indigenous people, the San, were List different methods of food Participation
nomadic and survived by hunting and gathering. This production Elicit what students know about these
Sub-Topic: Life in Africa before 1500 meant that the population was small. Many scientists two words. Group work/
think they preferred the lives of nomads because there Explain in their own words one presentation
Reference: Primary Social Studies pgs. was so much food and other resources and because method of food production. Assist with clarifications if necessary.
58-61 their low numbers protected them from invasions and Research
migrations. The Khoi people were herders, that is, they Draw pictures to demonstrate methods Ask if they are familiar with methods
www.scihistory.org kept animals, but they also did some hunting. The of food production. of food production List what was
Materials: newsprint, information on earliest African people who farmed with both animals learnt
kingdoms, tape, pictures and planted crops were the Bantu speaking people. Discuss methods of food production Share the name of different methods.
They were the first Africans to discover and process
Linkages: Language Arts, Science iron, so we call them the Iron Age people. State different crops produced. Place students into groups to read on
different methods

Attitudes: cooperation, participation, Review information with class. For

awareness assignment students can research on
other methods.
Skills: listen, observe, discuss, speak,
view
Give a brief account methods of food
production.

Discuss the advantages of these

methods.

In groups have students list different

methods and a brief description of
each

STD 2 SOCIAL STUDIES UNIT PLAN (Second Term) Page 11

 Social Studies Unit

STD 2 SOCIAL STUDIES UNIT PLAN (Second Term) Page 12