1

DIPLOMA IN EDUCATION PROGRAMME

SCHOOL OF EDUCATION
THE UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE

History

LESSON PLAN: # 1 in 8 Unit Plan School visit: 3rd Intervention Lesson: # 1

TEACHER: Mrs. Reshma Sookhoo SCHOOL: Princes Town East Secondary School DATE: 03/02/2020

FORM: 1.2 No. in class: 15 TIME: 10:15am No of period: 1 Duration: 40 mins

Planning for the lesson

UNIT PLAN: The Indigenous People of the Caribbean (See Attached) Appendix # 1

TOPIC: Migration of humans to the Americas and Caribbean

CONCEPT MAP: (See Attached) Appendix # 2

CURRICULUM INTEGRATION AREAS: Social Studies, Geography, V.A.P.A. and English

 Strategies for:
 Planning for inclusiveness: Videos/Drawings (Visual & Auditory), Group work
(Social/Interpersonal), Summary Writing (Intrapersonal) and Map Work.

 Planning for Literacy improvement: Individual/Group reading through video and print media,
identifying key ideas and summarizing.

 Planning for Technology Integration: Videos, audio and Power Point Presentation.

 Planning for VAPA integration: Dram presentation by students.

 Instructional strategies to be used and their rationale:

1. Social learning theories help us to understand how people learn in social contexts (learn from
each other) and informs us on how we, as teachers, construct active learning communities.
Vygotsky (1962), Constructivist Theory.
2. Students learn as they do, they learn from experience and reflection, Dewey (1938) Experiential
learning theory
3. Cooperative learning exists when small groups of students work to enhance their own
and their groupmates’ learning, Watson G (1972) Structure-process-outcome theory.
 2

PRE-KNOWLEDGE:
1. Students understand the concept of History.
2. Students have gathered and interpreted information about their personal history.
3. Students can differentiate among Past, Present and Future.

OBJECTIVES:
At the end of this lesson, pupils will be able to:

Objectives of the lesson Classification of objectives Domain

1. Sequence the early movement of humans out of Remember Cognitive
Africa to the Americas

2. Explain 3 reason that can be attributed to the Understanding Cognitive

presence of the migration each of the indigenous
people in the Americas and Caribbean
3. Differentiate among the settlements of 5 Analysis Cognitive
different groups of indigenous people in Central
America and Caribbean.
4. Express an appreciation for the indigenous of Valuing Affective
the Caribbean by visually representing.

SET INDUCTION – Time allotted: 5 minutes

Teacher shows the students a video clip from the movie Croods depicting some reasons for migration.
Students listen attentively to the video and afterwards the teacher poses the following questions:

a) Do you recognise this movie?

b) Identify 1 word that could describe what you saw in the clip.
c) Based on the clip, what do you think this lesson is about?

SECTION 1- Time allotted: 8 minutes

Teaching points: Teacher asks for students’ responses to the following questions:
a) How do you think the world looked 200 000 years ago?
b) Do you think that people lived in Trinidad and Tobago during that time?
c) How did people first people get here?

METHOD

Teaching Strategy Student Activity Resources

Direct Instruction –
Video – Early Migration
Teacher informs students that
they are about to look at a video
which illustrates the movement
of humans around the world.
Students are asked to pay
specific attention to the different
periods of time and the regions
highlighted in the video.
Map Work: Students work in Computer, projector, speakers,
groups to complete an activity map worksheets and colour
where they must sequence pencils.
(years) the migration patterns of
early humans from Africa to the
Americas.
 3

SECTIONAL REVIEW: Time allotted: 2 minutes

Teacher puts up a completed map on the board and students determine their accuracy of the activity.
Teacher asks one volunteer from each group to describe the movement of early humans from Africa into
the Americas using a “round robin” oral approach.

SECTION 2- Time allotted: 7 minutes

Teaching points:
a) Teacher introduces the term “migration” to the students.
b) Students volunteers a definition for the term.
c) Students look at a “Doodly” video that defines the term and categorizes the factors of migration into
Push and Pull Factors.

METHOD
Teaching Strategy
Interactive Instruction –
Brainstorming.
Students identify factors that
may encourage them to migrate.
Teacher assists them in deciding
if the factors are push/pull
factors.
Student Activity Resources
Students work together in their Computer, projector, speakers,
assigned groups to brainstorm migration worksheets and
possible factors that may have pencils.
contributed to the early
migrations of humans.
Students divide the factors into
push and pull factors.

Students are asked to identify One member of each group

possible factors that may have presents their factors.
led to the early migration of
humans.

SECTIONAL REVIEW – Time allotted: 3 minutes

Students and the teacher review the contributions of each group and 6 factors were selected to
explain possible reasons for the early migration of humans into the Americas.

SECTION 3- Time allotted: 7 minutes

Teaching points:
a) Students are asked to explain why people are so different if they all came from one race?
b) Key words such as location, religion, customs, language, physical appearance and traditions are
highlighted to differentiate among people in the region.
c) Students are asked if early settlements could have similar differences?

METHOD
Teaching Strategy
Cooperative Learning –
Number Heads.
Students are assigned a specific
number within their groups.
Each group is assigned reading
materials that highlights
differences among Maya,
Aztecs, Incas, Kalinago and
Taino.
Teacher select random numbers
to answer questions about the
readings. Each question is
numbered to reflect the numbers
in the group.
SECTIONAL REVIEW – Time allotted: 3 minutes
Teacher and students will engage in oral questioning and clarification of the concepts developed
in this section.
4
Student Activity Resources
Students must work together to Copies of the readings, numbers
read the assigned materials and chits and a hat.
ensure that all members
understand the content.
When a number is called each
student with the corresponding
number answers the question
that corresponds to their
number. Other groups will
indicate if they agree or disagree
with the response given.
Corrections and clarifications
are made at this point.
CLOSURE – Time allotted: 5 minutes
Teacher also instructs the different groups to imagine that they were nomadic hunters living during the
fourth Ice Age. Each group is asked to create a postcard from their past self to their present self,
illustrating their migration from Northeast Asia to where their tribe settled. Students will write a few
sentences describing their migration and where their tribe settled.

FINAL EVALUATION – Time allotted: 5 minutes

Table of Specifications (See Attached) Appendix 3

See attached worksheet (See Attached) Appendix 4

FOLLOW-UP ACTIVITIES/LESSON:

Students will conduct research about the formation of the Caribbean before the arrival of humans. They
will look at the composition, landscape, and its effects on life on the island.

TEACHER’S REFLECTION ON THE LESSON:

TUTOR’S COMMENTS:
 Unit Plan

Action Research Intervention Unit Plan

Name: RESHMA SOOKHOO

I.D #: 816020902
Subject: Caribbean HISTORY – National Certificate of Secondary Education
Class: Form 1.2
Topic: THE INDIGENOUS PEOPLE OF THE CARIBBEAN
Rationale: Students are required to learn about the Indigenous People who settled in the
Caribbean before the arrival of Christopher Columbus in the 1400’s. Caribbean History
examines the activities of peoples of the islands from Bahamans to Trinidad as well as Belize
and the Guianas. It is important for students to understand this aspect of Caribbean History as it
prepares them for larger concepts in the subject area. Many students have difficulty in
understanding the content at this stage because it is mainly a lot of note taking and usually lacks
visualization and visual representation. It is for this reason a combination of cooperative learning
techniques combined with various multi-media representations will relay the main ideas and
concepts from this unit in different forms which will capture the students’ interest and meet the
needs of the different learners.

Goals of the Unit: students will be able to

 Describe the human migration into the Americas and the Caribbean.
 Examine the geographical formation of the Caribbean Region.
 Discuss the way of life of Taino (Political, Economic and Religious)
 Examine the Social Life and major Achievements of the Taino.
 Explain the way of life of Kalinago. (Political, Economic and Religious)
 Examine the Social Life and major Achievements of the Kalinago.
 Describe the legacy of the Indigenous people in Trinidad and Tobago.
 Explain the interaction between the Indigenous people and the Europeans in the Caribbean.

Research questions with accompanying data collection instruments

Research question Data collection Data collection Data collection

instrument instrument instrument

1. To what extent Structured Exam Multiple-Choice

can selected (pre & post Exam (sessions 2,
Cooperative intervention) 3,5,8) Nb. Note that
Learning Nb. Note that both of these exams all have
Strategies along these exams pre and the same structure
with the use of post are to have the but not same content
Multi Media same structure and as you cover
Technology difficulty but not different topics along
improve the same content the way.
Critical Thinking
Skills of the
Form One history
students at the
New Bold High
School?

2. To what extent Teacher checklist Student checklist Structured Journal

 can selected (1,4,5,7) Nb. - a (1,4,5,7) Nb. - a (2, 4, 6 8) specific
Cooperative fixed instrument so fixed instrument so questions to help
Learning content does not content does not focus their journal
Strategies along change along the change along the way writing in order to
with the use of way.) – categories are to capture information
Multi Media correspond with about the session.
Technology those of the teacher
improve the checklist so that you
interest of the can compare results
Form One history afterwards; bot
students at the checklists executed
New Bold High at end of same
School? sessions)

Lesson or Topic Objectives: students will- Strategies Resources Assessment Data gathering
Session instrument
with
DATE

Pre Structured
intervention Exam (pre) (RQ
30/01/2010 1)

1 Migration of Sequence the early movement Cooperative Teacher made Q&A; Teacher
03/02/2020 humans to the of humans out of Africa to the Learning Strategy resources – checklist (RQ2)
Americas and Americas. 4 (Number worksheet with Marking Student
Caribbean. Heads) relevant sections scheme checklist (RQ2)
Explain 3 reason that can be lining up with provided to
attributed to the presence of lesson assess
the migration each of the objectives cognitive
indigenous people in the lesson
Americas and Caribbean objectives;
 Differentiate among 5 different Simple rubric
groups of indigenous people to assess show
that settled in Central America of appreciation
and Caribbean.

Express an appreciation for the

indigenous of the Caribbean by
visually representing (drama,
poetry, song, dance, drawing,
writing etc.) what early settlers
mean to them.
2 Our island and Define the Caribbean region Cooperative Teacher made Answer sheet Multiple-
06/02/2020 continents. using geographical Learning resources – with correct Choice Exam
descriptions. Strategy 1 worksheet with responses. (RQ1)
Our lands before (Think-Pair- relevant sections
people came Describe the natural formation Share) lining up with Simple rubric
of the Caribbean islands. lesson to assess show Structured
objectives of appreciation journal
Briefly explain the beginnings (RQ2)
of life in the Caribbean islands.

Express an appreciation for the

natural physical environment
through art.

3 Political, Identify the first people who Cooperative Internet, Marking Multiple choice
10/02/2020 Economic and came to the Caribbean. Learning Computers for scheme with Exam (RQ1)
Religious Strategy 2 (Jig- groups model answers.
structures of the Examine the political, Saw) Teacher
Tainos. economic and religious way of Simple group checklist (RQ2)
life of Tainos. participation Student
rubric. checklist (RQ2)
Assist their classmates (group
members) to construct a
graphical organizer showing
the major concepts mentioned
above.
4 Social Life and Identify different elements that Cooperative Printed reading Task Structured
13/02/2020 major make the social life of the Learning materials, performance Journal
Achievements Tainos. Strategy 3 (Find videos, worksheet
of the Taino someone who) construction Simple rubric
Construct an artifact that was materials. to assess show
used in the daily lives of the of appreciation Teacher
Tainos. checklist (RQ2)
Student
Use resources complete checklist (RQ2)
assigned task.

5 Political, Identify the last group of Cooperative Internet, Marking Multiple-

14/02/2020 Economic and indigenous people to control Learning Computers for scheme with Choice Exam
Religious the Caribbean. Strategy 2 (Jig- groups model answers.
structures of the Saw) Teacher
Kalinagos. Find the Caribbean islands that Simple group checklist (RQ2)
were controlled by the participation Student
 Kalinagos. rubric. checklist (RQ2)

Explain the political, economic

and religious way of life of
Kalinagos.

Work cooperatively in groups

to complete assigned task.

6 Social Life and Explain the different elements Cooperative Text books, Marking
17/02/2020 major that make the social life of the Learning internet scheme with Structured
Achievements Kalinagos. Strategy 1 model answers. Journa
of the . (Think-Pair- (RQ2)
Kalinagos. Create a list of tools used by Share)
the Kalinagos in their
settlements.

Express an appreciation for the

Kalinagos’ way of life through
visual representation.

7 Legacy of the List some of the practices that Cooperative Internet, Marking Teacher
03/03/2020 Tanios and we adopted from indigenous Learning Computers for scheme with checklist (RQ2)
Kalinagos in T settlers. Strategy 4 groups model answers. Student
& T. (Number Heads) checklist (RQ2)
Associate present day Simple group
traditions/ practices with a participation
group of Tanios and rubric.
Kalinagos.

Examine the importance of

preserving the indigenous
culture of T & T.

8 Interaction Identify the dates of Cooperative Printed reading Answer sheet Multipe Choice
05/03/2020 between the Columbus’s 4 voyages to the Learning materials, Simple rubric Exam (RQ 1)
Indigenous Caribbean. Strategy 3 (Find videos,. to assess show Structured
people of the someone who of appreciation journal
Caribbean and Describe the initial meeting knows) (RQ2)
the Europeans. between Indigenous people of
the Caribbean and the
Europeans.

Explain how the interaction

between the Indigenous people
of the Caribbean and the
Europeans led to the decline in
population of the Indigenous
people.

Contribute productively to
 group activities and class
discussion.

Post Structured
intervention Exam (post)
06/03/2020 (RQ 1)

Appendix 1
Concept Map

Form 1 Term 2
Unit: Indigenous People of the Caribbean Topic: Early Migration
 Appendix 2

Table of Specifications

Form 1 Term 2
Unit: Indigenous people of the Caribbean
Topic: Migration of humans to the Americas and Caribbean.

Question Type Objective Blooms Test Item Mark

# Taxonomy

1-4 True / False 1.1 Remembering Circle True / False to indicate the 4
accuracy of the statements.

5 Short 1.2 Remember Definition if the term Migration 2

Answer Identify 1 situation for each of the
following, that can result in conflict at
home, school and community.
6 Short 1.2 Understanding Explain 2 factors that contribute to 4
Answer early migration.

7 Matching 1.3 Remember Match different groups of settlers with 5

Exercise the appropriate place of settlement.

8 Short 1.3 Analysis Identify one reason why the 3

Answer Kalinagos and Tainos were called
“Amerindians”.

Total 18
 Appendix 3

Early Migration of Humans – Work Sheet

Created By: Mrs. R. Sookhoo

Student’s Name: ______________________________ Date: ____________ Class: ______

1. The first set of humans migrated out of Asia and into Africa. (True False)
2. Early human migration happened approximately 200 000 years ago. (True False)
3. Early humans were also called nomadic hunters. (True False)
4. The Bering Strait was a man-made bridge which allowed migration. (True False)

5. Migration is ________________________________________________________________
______________________________________________________________________________

6. Explain 1 push and 1 pull factor that may have caused the early migration of humans.
Push: ______________________________________________________________________
Pull: ______________________________________________________________________

7. Match the different groups with the correct location of their settlements
Groups Settled

Mayas Lesser Antilles

Aztecs Mexico

Incas Greater Antilles

Kalinagoes Peru
 Tainos Yucatan Peninsula

8. The word “Amerindians” stands for “American Indians”. Identify one reason why the
Kalinagos and Tainos were called “Amerindians”.
___________________________________________________________________________

___________________________________________________________________________

Appendix 4
Before the Europeans came
The history of the Caribbean did not begin in
1492 when Christopher Columbus landed in the
Bahamas. The islands were already inhabited by
the Ciboney, Arawak and Carib peoples from
mainland America.

The Ciboney were a food-gathering and hunting

people who may have migrated from Florida in
southern North America. They moved in to the
islands of Cuba and Hispaniola (now Haiti and
the Dominican Republic) at least 5,000 years ago.
The Ciboney were more or less killed off by other
Amerindian (American Indian) peoples, as they
are called, who moved into the islands.

The Arawak probably came from northern South

America, about 5,000 years ago. They settled on
a number of the Caribbean islands, where they
lived by farming. They are often known as the
Taino and the Igneri.

Later migrants, the Carib people, moved into the

Caribbean islands and in some places pushed out
the Arawak people. The Arawak were displaced
in eastern Hispaniola, Puerto Rico, and almost all
of the eastern Caribbean islands. This
displacement happened within 100 years of the
Spanish arriving in 1492.
Source: Caribbean History Themes Vol # 1. (Dr. Yvette Taylor-Kanarick
 Data Collection Instrument

Teacher Observational Checklist

Lesson Number: ________________ Class: _____________

Date: ___________

Criteria for assessing Value Scale

students’ interest in
Caribbean History Superior Above Average Below Weak
Average Average
5 4 3 2 1

Group 1 Group 2 Group 3

Engages in meaningful in-

group discussions.

Quality of work presented

by each group.

Listens attentively to
presentations from other
groups.
Completes task in a timely
manner.

Demonstrates cooperative
and supportive attitude.

Displays focus and

commitment to completing
tasks.
Exhibits curiosity about the
content of the lesson.

Demonstrates confidence
when presenting information.

Data Collection Instrument

 Group Checklist
Name: _______________________ Class: ___________ Date: __________________

Write the name of your group, class and date above. Then, as a group circle the value for the
attributes that best describes your group.

Attributes 5 4 3 2 1
Superior Above Average Below Weak
Average Average
Engages in meaningful group 5 4 3 2 1
discussions.
Quality of work presented by 5 4 3 2 1
group.
Listens attentively to 5 4 3 2 1
presentations from other groups.
Completes task in a timely 5 4 3 2 1
manner.
Demonstrates cooperative and 5 4 3 2 1
supportive attitude.
Displays focus and commitment 5 4 3 2 1
to completing tasks.
Exhibits curiosity about the content 5 4 3 2 1
of the lesson.
Demonstrates confidence when 5 4 3 2 1
presenting information.
 Student’s Handout

Map showing Human’s Early Migration out of Africa and into the Americas

Image taken from: https://www.pinterest.com/pin/488640628311221915/?lp=true

 DIPLOMA IN EDUCATION PROGRAMME
SCHOOL OF EDUCATION
THE UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE

Social Studies

LESSON PLAN: # 2 in 8 Unit Plan School visit: 4th

TEACHER: Mrs. Reshma Sookhoo SCHOOL: Princes Town East Secondary School DATE: 03/03/2020

FORM: 4.2 No. in class: 16 TIME: 8.30 am No of period: 1 Duration: 40 mins

Planning for the lesson

UNIT PLAN: Government (See Attached) Appendix # 1

TOPIC: Constitutional Monarch and Parliamentary Republic

CONCEPT MAP: (See Attached) Appendix # 2

CURRICULUM INTEGRATION AREAS: Social Studies, English and VAPA

 Strategies for:
 Planning for inclusiveness: Videos (Visual & Auditory), Group work (Social/Interpersonal)
and Summary Writing (Intrapersonal).

 Planning for Literacy improvement: Individual/Group reading through video and print media,
identifying key ideas and summarizing.

 Planning for Technology Integration: Videos, audio and Power Point Presentation.

 Planning for VAPA integration: Debate presentation by students.

 Instructional strategies to be used and their rationale:

1. Social learning theories help us to understand how people learn in social contexts (learn from
each other) and informs us on how we, as teachers, construct active learning communities.
Vygotsky (1962), Constructivist Theory.
2. Students learn as they do, they learn from experience and reflection, Dewey (1938) Experiential
learning theory
3. Cooperative learning exists when small groups of students work to enhance their own
and their groupmates’ learning, Watson G (1972) Structure-process-outcome theory.
PRE-KNOWLEDGE:
1. Students have looked that the history of Trinidad and Tobago.
2. Students have looked at the different forms of government that from past to present.
3. Students understand that Trinidad and Tobago was governed by Britian.

OBJECTIVES:
At the end of this lesson, pupils will be able to:

Objectives of the lesson Classification of objectives Domain

1. Define the terms Constitutional Monarch and Remember Cognitive
Parliamentary Republic.
2. Identify the structure of both Constitutional Understand Cognitive
Monarch and Parliamentary Republic.
3. Critique the both Constitutional Monarch and Evaluate Cognitive
Parliamentary Republic types of
Government.
4. Work cooperatively in a group to complete an Responding Affective
assigned task.

SET INDUCTION – Time allotted: 5 minutes

As the students enter the class the teacher gives each student a piece of paper with words of the either the
National Anthem or Independence Pledge written on them. Students are given 5 minutes to put together
their sentence pieces in the correct order to form the completed National symbol.

a) Students are asked if they recognised the finished pieces.

b) Students are asked to identify the importance of these pieces to their country.
The teacher informs students about the topic for the session and records it on the board.

SECTION 1- Time allotted: 8 minutes

Teaching points: Teacher asks for students’ responses to the following questions:
a) Were the Independence Pledge and National Anthem always a part of Trinidad and Tobago national
symbols?
b) When do you think that they were adopted as part of our national identity?
c) Do you know who wrote them and for what occasion?

METHOD

Teaching Strategy Student Activity Resources

Direct Instruction –
Video – Independence Day
1962
Teacher informs students that
they are about to look at a video
Trinidad & Tobago
Independence 1962.
The teacher asks students to
identify some of the changes
that occur at the time of
Independence.
Individual Study: Computer, projector, speakers,
Brainstorming and students’ notebooks.
Students will look at the video
and use ideas in the video to
create working definitions for
the terms Constitutional
Monarch and Parliamentary
Republic.
Students will be randomly
selected to share their
definitions with the class.

SECTIONAL REVIEW: Time allotted: 2 minutes

Using the definitions and identified in this section, students are asked to identify the type of government
that exists in Trinidad and Tobago.

SECTION 2- Time allotted: 5 minutes

Teaching points:
a) Teacher illustrates the 3 types of government which formed part of Trinidad and Tobago’ s history.
b) Students examine the time period for each type of government.
c) Students link the last 2 types of government to the video shown in Section 1.

METHOD
Teaching Strategy
Direct Instruction – Handouts
Students are given handouts
about the structure of
Constitutional Monarch and
Parliamentary Republic types
of government.
Student Activity Resources
Interactive Instruction – Computer, projector and copies
Think – Pair – Share of handouts.
Students work in pairs to read
the handout. Students revisit
their definitions from section 2
and using the handout, make any
adjustments to their definitions.
Students also use the
information on the handout to
create a diagram which
illustrates the major structure of
Constitutional Monarch and
Parliamentary Republic types
of government.

SECTIONAL REVIEW – Time allotted: 2 minutes

Students and the teacher review the definition and pairs present their graphic representation of
the structures of Constitutional Monarch and Parliamentary Republic types of government.

SECTION 3- Time allotted: 7 minutes

Teaching points:
a) Students are asked to explain to express their feelings about the type of government that we have in
Trinidad and Tobago.
b) Students indicate if another type of government would perform better that the current type of
government.

METHOD
Teaching Strategy Student Activity Resources
Experiential Learning Interactive Instruction – Copies of the readings
Case Study Debate

Students are presented with a Students will work

case study entitled Are we truly
Independent?
Students are asked to divided
into two groups based on the set
induction activity.
Groups will be asked to pick a
side for a debate entitled
Constitutional Monarch is the
best form of government.
cooperatively in their assigned
groups to prepare arguments for
a debate.
Each side, with the teacher’s
guidance, will either prepare
arguments FOR the statement or
AGAINST the statement.
Students will then present their
arguments using a debate
format.

Teacher will guide the students

in this activity.

SECTIONAL REVIEW – Time allotted: 3 minutes

Based on the arguments presented by each side of the debate team, students will make a
judgment based on the best form of government for Trinidad and Tobago.

CLOSURE – Time allotted: 5 minutes

Students are asked to imagine that they were a part of the government of Trinidad and Tobago and they
are asked by the Prime Minister to make recommendations on how they could improve the current
government system. Students are devise one recommendation which is then shared with their classmates.

FINAL EVALUATION – Time allotted: 5 minutes

Table of Specifications (See Attached) Appendix 3
See attached worksheet (See Attached) Appendix 4

FOLLOW-UP ACTIVITIES/LESSON:

Students will conduct research about Structure of the Government (Three Branches
TEACHER’S REFLECTION ON THE LESSON:
TUTOR’S COMMENTS:
 Unit Plan

Name: RESHMA SOOKHOO

I.D #: 816020902
Subject: Social Studies – Caribbean Secondary Examinations Council
Class: Form 4.2
Topic: Government

Rationale: Students all belong to a nation which is governed under the ruling of a particular
political party. It is essential that students are exposed to the functions of a government;
understand the different types and structures of government. This unit will help students
appreciate the opportunity to vote and the implications if they choose not to exercise their right
as a citizen of a country.

Lesson Topic Objectives: students will-

1 Major Functions of the 1. Define the term government

Government 2. Evaluate the functions of government
3. Express feelings about the current and past government in
Trinidad and Tobago

2 Different Types of Government 1. Define the terms Constitutional Monarch and

Systems in the Trinidad and
Tobago
Constitutional Monarch and
Parliamentary Republic
Parliamentary Republic.
2. Identify the structure of both Constitutional Monarch and
Parliamentary Republic.
3. Critique the both Constitutional Monarch and
Parliamentary Republic types of Government.
4. Work cooperatively in a group to complete an assigned
task.

3 Describe the Structure of the 1. Identify the three (3) branches of government and its
Government composition.
2. Explain the function of each arm.
3. Internalise the importance of each arm

4 Explain the two types of electoral
system used in the Commonwealth
Caribbean
1. Identify two types of electoral system used in among the
Commonwealth Caribbean nations
2. Compare and Contrast Fast-Past-The Post System with
Proportional Representation
3. Demonstrate a level of patriotism by expressing feelings
favouritism towards First-Past-The-Post-System

5 Explain the election process used 1. Outline the election process

in Trinidad and Tobago 2. Illustrate the functions of the Elections and Boundaries
Commission of Trinidad and Tobago
 3. Appreciate as a citizen the opportunity to register to vote

6 Describe how political parties
prepare for elections
1. Identify how political parties prepare for elections
2. Examine the steps taken by political parties in preparation
for elections
3. Appreciate the measures political parties take in order to win
an election

7 Outline the factors that influence
the outcomes of elections
1. State the factors which can influence the outcome of an
election
2.Examine the factors which can influence the outcome of an
election
3. Express feelings of happiness when your political party wins
the election

8 Describe the factors that influence
voter participation in an election
1.Identify the factors that influence voter participation in an
election
2. Explain the factors that influence voter participation
3. Show appreciation for the opportunity to enjoy Universal
Adult Suffrage.

Appendix 1

Concept Map
 Form 4 Term 2
Unit: Government Topic: Constitutional Monarchy and Parliamentary Republic

Appendix 2

Table of Specifications
 Form 1 Term 2
Unit: Indigenous people of the Caribbean
Topic: Migration of humans to the Americas and Caribbean.

Question Type Objective Blooms Test Item Mark

# Taxonomy

1-3 Short 1 Remembering Fill in the correct answer 3

Answer

4 Diagram 2 Apply Identify the structure of the current 4

government of Trinidad and Tobago.

5 Short 3 Analyse Examine ONE positive and ONE 4

Answer negative characterises of the current
form of government that exist in
Trinidad and Tobago.

Total 11

Appendix 3

Constitutional Monarchy and Parliamentary Republic – Work Sheet

 Created By: Mrs. R. Sookhoo

Student’s Name: ______________________________ Date: ____________ Class: ______

1. A Constitutional Monarchy is a form of government where _________________________

___________________________________________________________________________
2. A form of government where a King or Queen is the Head of State is called
________________________________.
3. Define the term Parliamentary Republic ________________________________________
___________________________________________________________________________

4. Complete the diagram below to show the form of government that currently exists in
Trinidad and Tobago.

5. Examine ONE positive and ONE negative characterises of the current form of government that exist
in Trinidad and Tobago.
a. ________________________________________________________________________
________________________________________________________________________
b. ________________________________________________________________________
________________________________________________________________________

Appendix 4