Section C: Options

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◆ SECTION C: OPTIONS

C1. COMMUNICATION
CXC 14/G/SYLL 08

GENERAL OBJECTIVE

On completion of this Section, students should become aware of the global issues and institutions which influence his or her life and the development of the region.

SPECIFIC OBJECTIVES CONTENT UNIFYING CONCEPTS SUGGESTED TEACHING AND


LEARNING ACTIVITIES
The student should be able to:

1. define and use correctly major Communication, communiqué, Freedom/choice – in terms of forms and media of Encourage students to compile a glossary of terms and concepts
terms and concepts associated news agency, medium, message, communication. within the section. Develop crossword puzzles using the terms
with communication; receiver, sender, transmission, and concepts.
journalism, propaganda, censorship, Justice – in relation to issues such as copyright and
freedom of expression, freedom of plagiarism.
the press, oral traditions, voice-mail,
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electronic mail, website,


teleconferencing, telecommuting,
telecommunications, pager,
encoding, libel, slander, Internet,
copyright, plagiarism.

2. describe the various forms of Forms of communication used Freedom/choice – in using the various forms Elements of communication
communication used in the in the Caribbean. of communication.
Caribbean; Teacher and students develop the concept of communication
a. Non-verbal: pictograms, Development/change - from signs and oral using the following steps.
screams, signals, signs, means of communication to writing.
gestures, postures, mime, (a) Teacher gives the class the following information:
art forms. “Today we will be discussing the forms of communication used
Interaction - the responses evoked by the in the Caribbean”.
b. Verbal: speech, print, song messages.
and drama. (b) Students are asked to:

i. give a reason for the teacher’s statement;


ii. identify to whom the statement was made;
iii. explain how the statement reached them;
iv. describe their reaction(s) to the statement;
v. state whether the teacher was successful in
achieving his or her objective.
SPECIFIC OBJECTIVES CONTENT UNIFYING CONCEPTS SUGGESTED TEACHING AND
LEARNING ACTIVITIES
CXC 14/G/SYLL 08

(c) Students then write the elements which are


necessary for communication to take place.

Forms of communication

(a) Students list a variety of forms in which they have


received or communicated information.

(b) Students classify the forms as verbal or non-verbal.

3. explain how forms and media of a. Media of communication: Freedom/choice – in using the various media Invite a resource person to make an interactive presentation on
communication are influenced by messengers, mail, of communication. the various media of communication and the factors which
geographical, socio-cultural and telegraph, telex, influence their use. Students prepare a two column table as
technological factors; telephones, courier, radio, Development/change - improvements in shown below to be completed after the discussion.
television, print, satellite, communications technology.
facsimile, computers, video Media of communication Factors
cassette recorders, cell Cooperation – the interdependence of the
phones, portable music various media.
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players. Alternatively, teacher conducts brainstorming session with


Justice - the right to access information; students on the various media which they or others have used to
b. Factors that influence the right of protection from the media. send messages both within their country and overseas. Teacher
forms and media of presents additional media. Teacher and students discuss reasons
communication: Integration – media being able to forge links. for choice of media.

i. geographical – distance,
climate, rivers, mountains,
sea;

ii. socio-cultural - languages,


socio-economic status,
beliefs, custom,
religions;

iii. technological – changes in


technology: energy,
electronics, transistor,
design of instrument, type
of instrument , computer.
SPECIFIC OBJECTIVES CONTENT UNIFYING CONCEPTS SUGGESTED TEACHING AND
LEARNING ACTIVITIES
CXC 14/G/SYLL 08

4. describe the factors responsible Breakdown in communication Identity - ideology and beliefs which influence Students role-play examples of a breakdown in communication
for breakdown in communication; due to: age and gender a people’s behaviour. influenced by the various factors.
difference, prejudices, beliefs,
ideology, status, unresolved Freedom/choice - to ignore or respond to a
conflict, mistrust, stress, message.
strained relationships, failure of
equipment. Conflict - disagreement resulting from age
and gender differences and prejudices.

5. describe how the regional mass Regional mass media and Identity - as part of the regional media. Teacher and class develop the concepts of mass media and news
media can help promote regional regional integration. Role of: agency. Divide class into four groups.
integration; radio and television stations, Freedom/choice - to access regional newspapers and Group 1: suggestions for the role of radio and television stations.
printing establishments, radio stations on the Internet. Group 2: suggestions for the role of the print media.
regional news agencies and Group 3: suggestions for the role of the regional news agencies.
departments of information. Cooperation - sharing or exchanging locally Group 4: suggestions for ministries and departments of
produced programmes. Joint production of information. Groups present and discuss suggestions on how the
programmes. mass media can help promote regional integration.
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Interaction - development of regional Encourage students to read regional newspapers on the internet
consciousness. at www.Caribbbeannewspapers.com and also listen to
broadcasts from regional radio stations on the Internet.
Integration - merger of regional media houses. Free
movement of media workers.

6. examine the challenges presented Effects of global mass media on Identity – as a region with a unique culture. Teacher introduces advertisements of some popular foreign
by the global media in relation to Caribbean society with regard products which students buy and for which there are local
cultural penetration and the to: identity, attitudes, Freedom/choice – to accept or reject the multi- substitutes. Teacher and students discuss the impact of the
development of the region; behaviour, perceptions, freedom channels which offer a variety of programmes of students’ action on the culture and the economy of the region.
of expression, creativity, varying moral and ethical standards.
nationalism and regionalism. Organise a class debate on: “Global media have influenced the
Conflict – between global and regional decline in morals and values in my country”.
culture.

Development/change – the acceptance of alien


cultures.

Integration – the regions’ response to the threat of


cultural penetration.
SPECIFIC OBJECTIVES CONTENT UNIFYING CONCEPTS SUGGESTED TEACHING AND
LEARNING ACTIVITIES
CXC 14/G/SYLL 08

7. analyse the effects of different a. Forms of ownership: Identity - in relation to target audience or Teacher and students discuss the different forms of media
forms of ownership and control of readership. ownership in relation to the following:
mass media in the Caribbean i. Private – individuals,
communication networks; groups, companies, Conflict - in relation to democracy and a. target audience or readership;
corporations; government’s control of the flow of information. b. coverage of local and regional news and issues;
c. flow of information;
ii. Public – Government Freedom/choice - in relation to form of d. tolerance of readers’, viewers’ and listeners’ points
corporations; ownership and programming. of view;
e. variety and quality of programmes;
iii. Joint – partnership Interaction - opportunities for readers, viewers f. contribution to national and regional development.
between public and and listeners to make their views known.
private enterprise. Students present arguments for or against government’s
Justice - access to alternative views on news ownership of a medium of mass communication.
and issues.
b. Effects of forms of
ownership.
Integration – the media’s contribution to regional
development.

8. evaluate the ways in which Transfer of cultural heritage Identity - in relation to our cultural heritage. Students view an edited version of a national cultural show or
33

cultural heritage in the Caribbean through communication by: CARIFESTA. In groups, students plan a cultural show. Each
is transmitted and transformed; Conflict – conservation versus group is responsible for organising one art form. Reasons must be
a. cultural groups; commercialisation of the culture. given for inviting the particular group or artiste and for the acts
b. artists; to be performed.
c. mass media; Freedom/choice - in respect of ways of
d. institutions; transmitting the cultural heritage. Students visit the national cultural organisation’s website and
research its role in transmitting and transforming the culture.
Development/change - in relation to new Alternatively, invite the Chief Executive Officer or a senior staff
types of indigenous music and festivals. member to make an interactive presentation on the role of the
national cultural organisation in transmitting and transforming
Cooperation - government and artistes
the culture.
supporting the cultural industry.
Students analyse folk songs, stories, drama, dance, paintings and
Justice - recognition of the rights of owners of
photographs to see how they are used to transmit the culture.
creative works.

Integration - free movement of artistes within the


region. Regional cultural presentations such as
CARIFESTA.
SPECIFIC OBJECTIVES CONTENT UNIFYING CONCEPTS SUGGESTED TEACHING AND
LEARNING ACTIVITIES
CXC 14/G/SYLL 08

9. outline the regulatory functions Regulatory practices: licensing, Freedom/choice – in accepting or rejecting Teacher and students discuss reasons for the ratings given to
of government and media mediating in disputes, applications for licenses. some familiar television programmes, films and videos. Teacher
associations in relation to the censorship boards, code of and class develop the concepts of freedom of the press, freedom of
media; ethics. Conflict - freedom of the press and expression and censorship. Students develop a list of the ways in
government regulation. which the media may abuse its freedom. Teacher and students
discuss how the government or the media may deal with the
Interaction - letters of protest to the editor. abuses.

Cooperation - censorship boards and the Students write a letter to the editor of a newspaper published for
press working to promote high standards of teenagers condemning the lack of respect which the publication
journalism and morality. shows for public morals.

Justice - fairness and accuracy in reporting and


respect for individual’s privacy.

10. describe the ways in which artistic Protection of creative or artistic Identity - in relation to the ownership of Teacher directs students’ attention to the warning against
and creative work are protected; work: copyright laws, institutions creative work. unauthorised reproduction printed on a compact disc, a video
for the preservation and protection cassette or in a text book. Teacher and students discuss reasons
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of creative or artistic work. Freedom/choice - in relation to for these warnings.


the assignment of rights.
Invite a lawyer or the Chief Executive Officer of the local
Conflict – views of owners versus views of the Performing Rights Society to make an interactive presentation
pirates. on the creator’s rights under copyright law and how they are
protected. After the discussion, students classify the rights as
Cooperation - between public and police economic and moral and compile a list of the things that are
service to stamp out piracy. protected by copyright law.

Development/change – in methods of pirating Students design a poster which seeks to discourage citizens from
intellectual property. supporting piracy.

Justice - the protection offered by copyright


laws.

Integration - membership in World


Intellectual Property Organization (WIPO).
SPECIFIC OBJECTIVES CONTENT UNIFYING CONCEPTS SUGGESTED TEACHING AND
LEARNING ACTIVITIES
CXC 14/G/SYLL 08

11. describe how communications Communications technology Identity - as individual telecommunications Students access Websites for regional newspapers, news agency,
technology can help promote and regional integration. Role service providers. and radio stations or some major regional organisations.
regional integration. of: cellular phones, Internet, Students describe how the exercise helped to develop their
electronic transfers, electronic Freedom/choice - in relation to the variety of awareness of the regional integration process.
mail, telecommunications telephone and Internet service providers.
networks. Encourage students to develop communication links with other
Development/change - opening up of students in the region.
telecommunications market.

Interaction - greater communication as a


result of falling rates and prices of equipment.

Integration – technology assisting easy access to


persons and to information about the region.
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C2. CONSUMER AFFAIRS

SPECIFIC OBJECTIVES CONTENT UNIFYING CONCEPTS SUGGESTED TEACHING AND


CXC 14/G/SYLL 08

LEARNING ACTIVITIES
The student should be able to:

1. define and use correctly the major Terms and Concepts Identity – as a consumer. Encourage students to compile a glossary of terms
terms and concepts associated e. consumer, budgeting, and concepts within the section.
with consumer affairs; saving, consumption,
goods, services, demand, Create crossword puzzles using the terms and
supply, income, disposable concepts.
income, investment,
bonds, ownership, pricing,
marketing, thrift, credit
union, black market, hire
purchase, dumping,
electronic transaction, e-
commerce, securities,
dividend, exchange rate,
devaluation, inflation.
2. differentiate among the categories Categories of consumers: Identity – as a consumer. Encourage students to assess their
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of consumers; a. as individuals, groups and economic importance as consumers.


institutions; Choice/freedom – in relation to the variety of goods and
b. consumer of goods; services available and the use of income.
c. consumer of services;
d. consumer of credit: Interaction – between consumers and manufacturers,
personal loans wholesalers and retailers.
credit cards
hire purchase
mortgages

3. assess the factors which influence Factors that influence demand: Choice/freedom – in responding to factors that influence Give students practice in making budgets.
consumer demand for goods and a. size of income; consumer demand.
services; b. taste patterns; Students conduct a survey among themselves to
c. savings; Interaction – between consumers and manufacturers, find out their preference for different brands of a
d. credit facilities and wholesalers and retailers. particular snack.
conditions;
e. fluctuations in supply; Conflict – resulting from misleading advertisements, Students develop a handbook instructing
f. quality; overcharging and conspicuous consumption. consumers how to respond to the factors that
g. pricing; influence consumer demand.
h. access to information; Development/Change – the creative ways of influencing
i. advertising; consumer demand; methods of purchasing and making
j. consumer expectations. payments.
SPECIFIC OBJECTIVES CONTENT UNIFYING CONCEPTS SUGGESTED TEACHING AND
LEARNING ACTIVITIES
CXC 14/G/SYLL 08

4. explain how consumers use Use of modern technology in Development/change – in terms of how financial and Give students hands-on practice in computer
modern technology to conduct transactions: commercial transactions are being conducted. laboratory in using modern technology to conduct
transactions; a. tele-banking; transactions.
b. ATM; Freedom/Choice – in using modern technology to conduct
c. E-commerce; financial and commercial transactions. Students include in the handbook developed
d. Internet banking; earlier, a step by step guide, including
e. debit and credit cards. Conflict – increased convenience and increased risks for precautions, for consumers wishing to buy an
consumers from using modern technology to conduct item on-line.
Benefits of the use of modern transactions.
technology:
a. security issues (reduced Integration – use of the technology to make transfers to friends
need to carry cash; and relatives throughout the region.
b. convenience: easy access
to goods and services,
money and financial
records;
c. time-saving;
d. accessible 24 hours.
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5. evaluate the role of government Forms of consumer protection: Interaction/Cooperation – among government, consumer Students interview resource persons from various
and other agencies in protecting a. Government: organisations, consumers and businesses in ensuring that government consumer protection agencies about
and educating consumers; i. price control; consumers’ rights are protected. the role the respective agencies play in protecting
ii. quality control and educating consumers.
(Bureau of Freedom/choice – of consumers in accepting or rejecting
Standards); responsibility for their own protection. Alternatively, students collect brochures on
iii. fair trading practices consumer protection from relevant agencies for
(Fair Trading Conflict – resulting from free market conditions and inclusion in a scrapbook.
Commission); government control of businesses. Students summarise the ways in which
iv. regulations government consumer protection agencies protect
governing imports, Development/Change – the willingness of more consumers to consumers.
export and use of demand their rights; new consumer protection agencies.
consumer goods;
v. consumer affairs Justice – laws to ensure protection of consumers’ right, the
division; promotion of fair trading practices.
vi. supervision of credit
facilities; Integration – regional approach to consumer protection.
vii. food and drug
inspection
(Food and Drugs
Division).
SPECIFIC OBJECTIVES CONTENT UNIFYING CONCEPTS SUGGESTED TEACHING AND
LEARNING ACTIVITIES
CXC 14/G/SYLL 08

b. Consumer Groups and


Organisations
c. Pressure Groups

6. describe the ways the consumer can a. The consumer being Freedom/choice - of consumers to accept or give up their rights Students prepare, for inclusion in the handbook,
protect himself/herself; informed about: and responsibilities. a list of ways in which consumers rights may be
i. types of exploitation violated and suggest measures which consumers
in relation to goods Interaction – between consumers and businesses; consumers may take to protect themselves from exploitation.
and services; and consumer protection agencies. Include procedures for obtaining redress.
ii. use of modern
technology; Development/change – consumers’ increasing awareness of Alternatively, students suggest reasons why
iii. consumer their rights and responsibilities and their willingness to seek unfair trading practices may be widespread in
rights and redress. their country.
responsibilities;
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iv. factors influencing Justice - the avenues available to consumers to seek redress. Students draw up a list of complaints related to
consumer decisions the operation of the school’s canteen. Students
and the extent of then include these complaints in a letter to the
individual control. proprietor. Outline possible student action if the
complaints are not addressed in a reasonable
time.
SPECIFIC OBJECTIVES CONTENT UNIFYING CONCEPTS SUGGESTED TEACHING AND
LEARNING ACTIVITIES
CXC 14/G/SYLL 08

The student should be able to:

7. describe the ways consumers a. Ways of practising thrift: Identity – as a thrifty consumer. Give students opportunities to prepare and
practise thrift in the Caribbean; i. shopping wisely for defend budgets.
goods and services; Freedom/Choice – to be a thrifty consumer or a spendthrift.
ii. use and care of In collaboration with the art department,
possessions; Development/change – the increasing attention being paid to students demonstrate how a number of household
iii. conservation and conservation and recycling. items may be reused or recycled.
recycling;
iv. budgeting. Students develop a list of thrifty practices for
inclusion in the handbook.
b. Benefits of thrift to:
i. self;
ii. society.

8. explain reasons for and benefits of Saving: Freedom/choice – in relation to use of disposable income. Students interview senior citizens about
saving; a. Forms of saving; traditional saving practices.
b. reasons for saving; Conflict – resulting from limited income and unlimited needs.
c. benefits of saving to: Use brochures from various financial institutions
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i. the individual; Development/Change – new types of savings to identify the types of savings plans and benefits
ii. the country; plans/instruments and incentives. of saving.
iii. the region.
Integration – the use of savings for investment in shares/stocks Organise a sou-sou or partner for the class.
intra-regionally.
9. outline the benefits of credit unions to Benefits of credit unions to Development/Change - in relation to the new range of services Compare and contrast credit unions with
consumers in the region; members: provided by credit unions. commercial banks. Students respond to questions
a. saving regularly; that require them to make inferences.
b. lower interest on loans; Identity – the distinctive nature of credit unions as financial
c. dividend on shares; institutions. Invite a resource person from a credit union to do
d. financial counselling; an interactive presentation for the purpose of
e. easier access to loans; Interaction/Cooperation – pooling of resources for the benefit getting students interested in joining credit
f. patronage refund; of members. unions.
g. self-discipline and self-reliance;
h. sense of ownership. Freedom/choice – in making use of services from financial
institutions other than credit unions.

Justice – voluntary and open membership, patronage refund.


SPECIFIC OBJECTIVES CONTENT UNIFYING CONCEPTS SUGGESTED TEACHING AND
LEARNING ACTIVITIES
CXC 14/G/SYLL 08

10. develop strategies to deal with the a. Effects of devaluation and Interaction/Cooperation - between government and Students prepare, for inclusion in the handbook,
effects of devaluation and inflation on inflation: consumers to deal with the effects of devaluation and inflation. a list of measures which members of their
consumers; i. higher prices of goods community may use to cushion the effects of
and services; Conflict – resulting from higher prices and reduced purchasing inflation and devaluation
ii. higher prices and reduced power.
purchasing power;
iii. lower standard of living; Development/Change – in cost and standard of living.
iv. retrenchment.
Integration – the effects of inflation and devaluation as
b. Strategies to deal with effects: challenges to the integration process.
for example,
i. home gardening;
ii. self-employment.

11. evaluate the effects of globalisation Effects of globalisation and Freedom/Choice – in accessing a wider variety of goods and Research activity in which students search for
and trade liberalisation on trade liberalisation: services from a wider variety of sources and at cheaper prices. information available on websites pertaining to
consumers; a. cheaper goods and services; the effects of globalisation and trade
b. wider choice of goods and Conflict – resulting from divided consumer loyalty over cheaper liberalisation on consumers.
services; imports or expensive local goods.
40

c. more widespread use of


technology for Integration – need for Caribbean people to respond to the
transactions; challenges of globalisation and trade liberalisation.
d. competition from developed
countries for available Development/change – the more widespread use of technology
markets. in transactions; greater access to consumer information.

12. explain how consumers can Consumers and sustainable Freedom/Choice/Cooperation – in terms of the variety of Students discuss the conditions which are
contribute to the sustainable development of the region: ways in which consumers can contribute to the sustainable necessary for consumers to play their part in
development of the region. a. awareness of integration development of the region. promoting the sustainable development of the
objectives; region.
b. preference for local and Development/Change – in terms of the new emphasis being
regional goods and placed on sustainable development of the region.
services;

c. investment in local and Conflict – between consumer preferences and regional


regional businesses; integration objectives.
d. conservation of the Integration – consumers embracing the objectives of regional
region’s resources; integration.
e. prudent use of foreign
exchange;
SPECIFIC OBJECTIVES CONTENT UNIFYING CONCEPTS SUGGESTED TEACHING AND
LEARNING ACTIVITIES
CXC 14/G/SYLL 08

f. creative ways of utilising


regional agricultural
products;
g. consumption of products
that contribute to a healthy
lifestyle;
h. saving to provide capital
for investment.
41
C3. TOURISM
CXC 14/G/SYLL 08

SPECIFIC OBJECTIVES CONTENT UNIFYING CONCEPTS SUGGESTED TEACHING AND


LEARNING ACTIVITIES
The student should be able to:

1. define and use correctly, the Definition of the following Choice/freedom - society’s acceptance or rejection of different Encourage students to compile a glossary of terms
following major terms and concepts: types of tourism products due to perceived effects on society. and concepts within the section. Develop
concepts associated with crossword puzzles based on the terms and
tourism as listed in Content Tourism, (international, Conflict - differing views related to the environmental impact concepts.
(1); regional, domestic), of some types of tourism; moral issues associated with festivals;
excursionist, (cruise passenger, cultural penetration.
other); tourism sector (direct,
indirect); economic linkage; Development/change - advancement in development due to
economic leakage; tourism catering to the needs of the native population as an offshoot of
product; nature tourism, sports pursuing the needs of the tourists; what is gained and what is
tourism, health tourism, lost due to tourism.
heritage tourism, all inclusive,
timeshare and marketing Cooperation/interaction - sharing of responsibility by public
tourism, home porting, host and private sectors on behalf of the tourism product.
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country, supply country.

2. differentiate between the types Types of tourism products: Development/change - Tourism as a means of showcasing the Students include in their scrapbook, photographs
of tourism products available - sand, sea, sun, nature or wealth of natural resources and the talents of human resources. of national monuments, historical sites and
in the Commonwealth eco, health, sports, The shift from over-reliance on sun, sea and sand to new tourist attractions in their territory.
Caribbean; cultural or heritage, music products.
festivals, special events. Students present arguments for or against
Cooperation/Interaction - between tourists and citizens; diversifying the country’s tourism product.
among different agencies in the sector.
Students examine the effects of each country
Freedom/choice - society’s acceptance or rejection of different offering similar products and staging major
types of tourism products due to perceived effects on society. festivals around the same time.

Integration – in relation to the Caribbean being marketed as a


single destination.

Conflict - differing views related to environmental impact of


different types of tourism; moral issues associated with festivals
and special events.
SPECIFIC OBJECTIVES CONTENT UNIFYING CONCEPTS SUGGESTED TEACHING AND
LEARNING ACTIVITIES
CXC 14/G/SYLL 08

3. explain the factors that influence Factors that influence the Conflict – resulting from regional destinations competing with Students are presented with statistical data on
the development of tourism in the development of tourism in the each other. the reasons for tourist visits to the country and
host and supply countries; respond to questions which require them to make
(a) host country: Cooperation/interaction – between the public and private inferences and predictions.
i. accessibility; sector in developing the industry.
ii. availability, cost and Alternatively, students are presented with a
quality of tourist Development/change – the development of new markets for statistical table of tourist arrivals over a five year
services; business. period. Students then use the figures in the table
iii. perception of safety and to develop a bar or pie chart or line graph.
security; Integration – the contribution of regional tourism agencies in
iv. political stability; marketing the region and developing standards for the industry. Students develop a plan for increasing tourist
v. infrastructure, especially arrivals in their country.
sanitation and water supply,
roads, air and Students prepare an address to be delivered to a
seaports. group of foreign travel agents to persuade them to
encourage visitors to come to their country.
(b) supply country:
i. disposable income; Students design an exit survey form to be used by
43

ii. effectiveness of promotion; tourists.


iii. marketing;
iv. accessibility;
v. cost and availability of
transportation.

4. analyse the contribution of land Tourism and the Choice/freedom - to determine ways of increasing the After participating in a panel discussion
based and cruise tourism to the Commonwealth Caribbean contribution of tourism to the country. involving a guest speaker, students write a letter
economy of the Commonwealth economy: to the editor of a daily newspaper on the topic:
Caribbean; a. foreign exchange earnings, Conflict – resulting from the competition between land based
income and expenditure; and cruise tourism. “In spite of its many setbacks, tourism has
b. direct employment, such as contributed significantly to the development of
hotel workers; Development/change – tourism as a revenue and investment my country”.
c. indirect employment earner depending on sustainability, training, continuous
through linkages with maintenance of infrastructure and yearning for international Students draw up a list of measures to improve
other sectors of the standards; modernisation of the economy. linkages between the tourism industry and the
economy (agriculture, craft, other sectors of the economy.
transportation and other Cooperation/interaction – between the tourism industry and
ancillary services); the other sectors of the economy.
SPECIFIC OBJECTIVES CONTENT UNIFYING CONCEPTS SUGGESTED TEACHING AND
LEARNING ACTIVITIES
CXC 14/G/SYLL 08

d. government revenue Integration – regional approach for dealing with the challenges Students draw a list of suggestions for the
(taxes on hotels, departure of the cruise industry. Minister of Tourism on how the country could
tax, restaurant licenses, benefit more from cruise tourism.
head tax);
e. relationships between Create a simple table on the number of tourists
expenditure on that visited your territory for the last five years
infrastructure in resort and the money they spent.
areas and elsewhere in the
country;
f. effect of tourism
development on
availability of land and
labour for agriculture.

5. outline employment and career Careers and Opportunities in Identity – as a worker in the tourism industry. Students create a profile of a person with
opportunities in the tourism tourism: desirable skills, attitudes and attributes for a
industry; Cooperation/Interaction – sharing of responsibility by public particular job in tourism.
a. types of occupation: and private sectors on behalf of tourism product in relation to
44

managerial, clerical, training and employment opportunities. Students would then


administrative, professional, a. design an application form to be filled out
technical, unskilled; Freedom/choice – individual’s right to choose careers in the by persons seeking employment in one area
tourism sector. of the tourism sector.
b. conditions of employment: b. complete an application form designed by
trade union membership, Development/change – manpower, technological and human another student.
job security, opportunities resource needs; tourism as an investment in human capital.
for promotion, fringe Organise a career showcase which focuses on
benefits; Integration – freedom of movement for jobs. jobs related to the tourism industry.

c. qualifications needed;

d. opportunities for training


and entrepreneurship.
SPECIFIC OBJECTIVES CONTENT UNIFYING CONCEPTS SUGGESTED TEACHING AND
LEARNING ACTIVITIES
CXC 14/G/SYLL 08

6. assess the impact of the tourism Tourism and the physical Development/change – interest in conserving physical resources Students draw up a list of two columns in the
industry on the physical environment of the to sustain tourism development; green hotels. following manner:
environment of the Commonwealth Caribbean:
Commonwealth Caribbean; Conflict – between environmentalists and tourism developers; Column 1: Areas of cooperation in
a. resort development and its tourism activities misusing the physical environment on which Caribbean Tourism
effects on the aesthetic it depends for its sustainability. Column 2: Areas of conflict and non-cooperation
value of the local in Caribbean Tourism
environment; Freedom/choice – to carry out environmental impact
b. changes in ecology, reefs assessments of tourism projects. Students then make two recommendations on
and tidal patterns ways to resolve any two areas of conflict
caused by land Integration – the role of the Caribbean Conservation mentioned on the list.
reclamation, sewage Association.
disposal and pollution of In groups, students examine a different tourism
water bodies – ocean, sea, product and describe how the activities
rivers; associated with the product affect the
c. tourism and conservation environment. Students then suggest measures to
of flora, fauna, historical reduce/increase the environmental impact of
sites, role of the Caribbean each activity.
45

Conservation Association,
local National Trusts, and
national parks.

7. assess the impact of tourism on Tourism and the socio-cultural Development/change – community based tourism. Imagine you are a tourist who has just visited
the socio-cultural environment in environment of the this country. Write a letter to a friend pointing
the Commonwealth Caribbean; Commonwealth Caribbean: Conflict - resulting from the socio-cultural penetration of alien out what you enjoyed and what disappointed you
cultures; the perception that the interests of tourists are more during your visit.
a. effects on land important than that of locals.
ownership, land Organise a panel discussion on improving
use, natural beauty Choice/freedom – society’s acceptance or rejection of the relationships between citizens and visitors.
and use of beaches; tourists’ culture.
b. visitors’ perception of
Caribbean societies; Integration – harmonisation of policies within the region.
c. opportunities for
visitors to meet
Caribbean people;
d. relationships between
citizens and visitors,
citizens and returning
nationals:
i. two-way cultural
SPECIFIC OBJECTIVES CONTENT UNIFYING CONCEPTS SUGGESTED TEACHING AND
LEARNING ACTIVITIES
CXC 14/G/SYLL 08

exchange between
citizen and visitor;

ii. influence of lifestyles,


language, dress and
values;
e. attitudes of citizens to
tourism (indifference,
alienation, enthusiasm);
f. effects on artistic
expression and other
aspects of traditional
culture:
i. revitalisation of local
arts and craft;
ii. commercialisation of
local culture;
g. government policies
46

i. beach control,
immigration
regulations, hotels –
closed or open to
citizens.
ii. land acquisition by
non-nationals;
iii. incentives for citizens
to holiday in their
country.
SPECIFIC OBJECTIVES CONTENT UNIFYING CONCEPTS SUGGESTED TEACHING AND
LEARNING ACTIVITIES
CXC 14/G/SYLL 08

8. evaluate government policies that Government policies that Cooperation/interaction - sharing of responsibility by public Students complete o n e of the following tasks in
influence the development of influence the development of and private sector in relation to accommodations; training an effort to market the tourism product in their
tourism; tourism: standards. territory:
a. meeting infrastructure
Integration - common policies in relation to cruise ship tourism a. write an advertisement;
requirements;
and marketing. b. create a cartoon;
b. providing a well-trained c. write a song, dub or calypso;
workforce; d. create a drawing and words to be placed
Conflict – resulting from the increasing government
c. addressing environmental on a t-shirt.
expenditure on tourism at the expense of other sectors.
concerns;
d. addressing social problems, Students present the main points for a speech to
Development/change – sustainable tourism as a major
such as crime; be delivered at the opening of a training course
development goal for the region.
e. creating a favourable for hotel workers: “Why the hotel industry needs
investment climate; a well trained workforce”.
providing an overseas Alternatively, students present suggestions for
marketing and improving the quality of the labour force in the
promotional presence in hotel industry.
key markets (Tourist
47

Boards, Departments,
Bureaus, Ministries of
Tourism).

9. assess the contribution of local, Supportive services for tourism. Cooperation/interaction – between local, regional and Students collect brochures containing
regional and international a. Role and function of: international agencies in developing tourism. information on tourism from relevant agencies
agencies to the development of i. Hotel Associations, for inclusion in scrapbook.
tourism; Tourist Boards, Conflict – differing views related to strategies for tourism
Departments, Bureaus development.
and Ministries of
Tourism; Integration – the role of regional organisations in monitoring
ii. Caribbean Tourism the industry’s performance, providing training for workers and
Organisation; marketing the region’s hotels and attractions.
iii. Caribbean Hotel
Association;
iv. Hospitality Training
Institutions.
b. role of donor agencies –
Caribbean Development
Bank, European Union,
Organization of American
States and Canadian Inter-
development Agencies.
SPECIFIC OBJECTIVES CONTENT UNIFYING CONCEPTS SUGGESTED TEACHING AND
LEARNING ACTIVITIES
CXC 14/G/SYLL 08

10. outline the challenges facing Challenges facing the tourism Conflict - differing views related to shared security and travel Students draw up a list of challenges facing
the tourism industry in the industry in the region: arrangements. tourism in the region and possible solutions to
region; deal with them.
a. security of funding for Development/change – emerging destinations and threats from Reading and discussion of newspaper articles
investment; global terrorism. relating to challenges.
b. marketing;
c. research; Integration - regional marketing of tourism as a sustainable
d. training; product.
e. shortage of labour;
f. water supply; Cooperation - sharing of resources by different territories to
g. global terrorism; market the region as a single tourist destination.
h. lack of direct air access for
major tourist-generating Interaction - with foreign agencies in light of the threats
markets.
associated with travel and security.
i. emerging destinations;
j. cruise ship policies.

11. describe ways in which tourism Promoting regional cooperation Choice/freedom - territories’ rights of acceptance or rejection of Students write a letter to a regional newspaper
48

can be used to promote and integration through different types of tourism products. pointing out the importance of regional
regional integration; tourism by: collaboration in matters related to tourism.
Conflict - differing views related to rationalising travel and
a. marketing the Caribbean as a visa requirements in the region. Students develop a plan to increase the number
single destination; of regional tourists to their country.
b. recognition of the tourism Development/change/integration – the creation of aviation
products packaged by each hubs; the promotion of domestic and regional tourism; the use Students write a letter to the Chief Immigration
Caribbean country; of CARICOM passports. Officer of a CARICOM country expressing
c. common economic and dissatisfaction with the way you and other
marketing policies; Cooperation/interaction – developing links with other tourist citizens from your country have been treated on
d. create linkages within destinations in the region to exploit and market the region as a arrival in his/her country.
Caribbean - (communication); single destination.
e. concept of aviation hubs.

12. describe how communications Impact of communications Development/change - use of technology in the interest of Given the websites of local hotels students will
technology impacts on the technology on the tourism industry: advancing tourism. surf the Internet to find out the difficulty of
tourism industry in the accessing information, the quality of the
Caribbean. a. E- ticketing; information and the extent to which an informed
b. Internet booking decision may be made based on information on
(reservations); the Internet.
c. information gathering; Freedom/Choice – in using technology or traditional methods
d. advertising; to make travel plans.
e. feedback.

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