BREGADO FLAX EDUCATIONAL CENTRE SECONDARY

DIVISION
SCHEME OF WORK
Social Studies
Grade 10
Advent Term
September December
Heida F. Joyles Selwood

1 |HJS GRADE 10 SS

UNIT

OBJECTIVES
Students should be able to:

The Individual
Identify traits that make
each individual different.

The Individual
Growth &
Development

2 |HJS GRADE 10 SS

Describe the stages of

human
development

CONTENT

SUGGESTED LEARNING
ACTIVITIES
Personal identity
Have students write 3-5 sentences
Special characteristics:
about himself or herself, each
Age, size, gender, ethnicity, describing one of the physical
colour of skin
features listed in the content.

Stages of human
development:
Prenatal
Infancy
Childhood
Adolescence
Adulthood
Senescence
Identify the many sides
The many sides of an
/dimension of an individual. individual
Moral/spiritual
Distinguish between moral Emotional, social, rational.
and immoral behaviour
Moral dimension:
Honesty, fairness, sanctity
Identify factors that
of life, value of work.
influence a positive self

Discussion on other characteristics

that makes each individual different.
Have students develop an
album/journal using pictures or
drawings to create a profile of
themselves.

EVALUATION
Oral presentation

Matching
exercises match
the traits with the
stages of
development.

Concept mapping to identify words,

ideas and behaviours.

Students are
asked to identify
the dilemma,
Case scenarios developed from
resolve and
students suggestions depicting moral justify their
dilemmas.
decisions.
Have students write a paragraph on

Grade paragraph

image.
Identify factors that
contribute to negative self
image.
Outline steps in setting
goals.
Identify desirable qualities
for healthy social
interactions.
Evaluate examples of
socially acceptable
behaviours.
Outline the steps in
decision making

The Family
3 |HJS GRADE 10 SS

Explain and use correctly

concepts and terms

Concepts of self image, self Why I Love Myself

esteem, ego, attitude,
Student develop
aptitude, motivation, goals, Discussion/case study in which
checklist
values, needs, wants.
positive and negative behaviours are
displayed.
Concepts of caring,
understanding, loyalty,
Design an action plan for setting gols
respect, tolerance.
Role play

Role play

Socially accepted behaviour Discussion

Norms, laws, values
(social graces)
Steps in decision making:
Identify the problem
Gather information
Develop alternatives
Weigh the alternatives
Implement
Monitor
Explanation of the
following concepts and

Observation
checklist

Discussion
Students are presented with scenarios
to apply the steps in the decision
making process.
Encourage students to compile a
glossary of terms and concepts

Short answer
questions

associated with the family

as listed in

Functions of the
Family

Describe the major

functions of the family;

terms associated with the

family:
kinship, status, extended
family, nuclear family,
monogamy, polyandry,
polygyny, patriarchal,
matriarchal, patrifocal,
matrifocal, matrilineal,
patrilineal, bigamy, incest,
marriage, legal separation,
divorce, annulment,
alimony, sibling,
inheritance.
The functions of the family
in contemporary Caribbean
society:
a. as a unit of procreation;
b. as a social unit for
rearing children,
namely, the socialisation of
the individual;
c. as an economic unit for
satisfying basic needs;
d. as a social unit for

4 |HJS GRADE 10 SS

within the unit.

Develop crossword puzzles using the
terms and concepts.

Provide students with opportunities

to share their experiences and
perspectives in relation to the
functions of the family

Short answer
questions

satisfying emotional and

psychological
Types/structure of the
Family

Roles in the Family

5 |HJS GRADE 10 SS

Compare different family

types and unions in the
Caribbean;

Differences in family types

and unions in the
Caribbean:
Types - nuclear, extended,
sibling households, single
parent family;
Unions - visiting
relationships, consensual or
common law, monogamy,
legal marriage.

Let students describe their family

and have the class categorise them
according to the characteristics.
Students conduct a survey to find out
the number of students in class who
belong to different family types.
Students discuss the reasons for the
most popular type identified, its
advantages and disadvantages.
Students comment on the moral
issues related to the family types and
unions, including same sex unions.
Students conduct interviews with
members of different family types in
order to make comparisons
Examine the roles,
Roles, relationships and
Students categories male and female
relationships and
responsibilities of adult and roles and responsibilities in their
responsibilities of adult and sibling members of the
respective households. Comment on
sibling members of a
Caribbean family.
whether the roles and responsibilities
Caribbean family;
should be strictly divided.
Students examine ways in which the
school could better prepare

Findings are
presented in a pie
chart/bar graph
and graded.

Short answer
questions

Changing Roles in
Caribbean Families

6 |HJS GRADE 10 SS

Explain the causes and

effects of the changes in the
roles of family members in
Caribbean society

individuals for their roles in the

family.
Students discuss how the absence of
the father from the household affects
the family.
Students classify roles and
responsibilities identified in the last
lesson as traditional male/female
roles.

Factors which contribute to

Essay type
the changing roles and
questions
responsibilities of men and
women in the Caribbean
family:
status of women in Students identify changes observed
in their respective homes and suggest
society;
choice
of reasons for these changes.
employment;
available technology;
leisure activities;
educational
opportunities.
Results of the changing
roles and responsibilities of
men and women in the
Caribbean family:
identity crisis;
marginalization of the

male;
role conflict;
development of self-esteem
and confidence of
women/independence of
Results of the changing
roles and responsibilities of
men and women in the
Caribbean family:
identity crisis
marginalization of the
male
role conflict

Preparation for
Parenthood

7 |HJS GRADE 10 SS

Preparation for parenthood

physical, economic,
emotional and
psychological readiness

Development of self-esteem
and confidence of
women/independence of
Describe factors which
Preparation for parenthood
assist in the preparation for physical, economic,
parenthood
emotional and
psychological readiness

Class discussion on how these

changes may have impacted on the
family.

Short answer
questions

Students write a letter to the manager

of a large company outlining how it
may assist parents with after-school
care of their children.

Create a scenario of a teenaged

Essay type
mother in the newspaper appealing
questions.
for help for her two children.
Students discuss possible reasons for Writing articles
her appeal and the emotional and

Effective Parenting

Contemporary Social
8 |HJS GRADE 10 SS

Examine the characteristics

of effective parenting;

Characteristics of a good
parent: Problem solving
skills, communication
skills, socializing skills,
disciplinary skills,
knowledge of good
nutrition, showing of
love/warmth, money
management skills.

Formulate strategies for

Contemporary social issues

psychological effects she may be

experiencing.
Students examine the schools
curriculum and comment on its
effectiveness in preparing students
for responsible parenthood. Suggest
improvements.
Invite a public health nurse or the
guidance counselor to discuss the
topic.
Students write an article for the
schools magazine outlining to fellow
students why it is important that they
should prepare for parenthood.
Students and teacher analyze case
Oral questioning
studies on the effects of good and
bad parenting.
Students write and perform a skit
which compares and contrasts
effective and ineffective parenting.

Students prepare an interview

Marking criteria

Isuues

9 |HJS GRADE 10 SS

dealing with contemporary

social issues that influence
Caribbean family life

which influence Caribbean

family life teenage
pregnancy, street children,
alternative life styles,
substance abuse, juvenile
delinquency, sexually
transmitted diseases, child
abuse, poverty, desertion,
suicide, incest, domestic
violence, trafficking in
persons, care and concern
of the aged and those with
special needs.

Assess the reasons for laws

to protect the family in
social situations as listed in
content

Laws related to:

a. inheritance
b. child care
c. legal separation
d. divorce
e. domestic violence

schedule to be used with a victim of

a different social issue. Present
responses to class. Students list
common causes and effects and also
present them in a chart.
Class divided into groups to be
assigned to different institutions
which deal with children who are
victims of social issues to work
voluntarily with them.
Students prepare a plan to tackle a
named social issue aims; target
group, resources needed. Students
develop a scrapbook with newspaper
articles on social issues.
Students identify situations in which
family members may have been
disadvantaged in relation to
inheritance, divorce, or lack of care
and maintenance or domestic
violence and describe how these
persons may have been helped by the
relevant laws, OR invite a lawyer to
do an interactive presentation on the
four areas.

for project
Short answer
questions

Checklist for
grading
assignment

Culture in the
Caribbean

Account for the cultural

diversity of the Caribbean
region;

Students prepare questions before the

presentation to help them evaluate
the effectiveness of the laws.
The cultural diversity of the Students view documentaries on
Grading of
Caribbean region.
Caribbean culture.
project work.
a. Existence of cultural
patterns, customs,
(a) Students from different cultural
ceremonies, religions and
backgrounds should be encouraged
festivals in the Caribbean
to make presentations on their
region;
customs, ceremonies, religions,
b. Promotion of ancestral
festivals, music, food, dress and
customs, art, craft,
language. Students record
language, music, dance and information under headings listed
folklore by national
above. Alternatively, groups research
organizations and groups.
and make presentations on the
cultural practices of different ethnic
groups in the region.
(b) Students write a calypso, skit or
design a costume for a national
festival. Students form and enter a
band in the national cultural festival
depicting different aspects of the
culture.

10 |HJS GRADE 10 SS

11 |HJS GRADE 10 SS