| Objectives | Students will be able to: (1) define imports and exports; (2) identify Jamaica’s main exports (bauxite, alumina, sugar, coffee); (3) explain the term “balance of trade”. |
|---|---|
| Materials | Trade data tables, product pictures, map of world trade routes, import/export cards. |
| Key vocabulary | import, export, trade, balance of trade, economy |
| Engage (starter) | (10 min) Check your shirt label: where was it made? Probably not Jamaica. That’s an import. Show export items: rum, coffee. |
| Develop (main) | (35 min) 1. Define import (buy from another country) and export (sell to another country). 2. List Jamaica’s main exports and imports (oil, cars, food). 3. Play a trade game: groups are countries with different goods, must trade to get needed items. 4. Discuss why we need trade (some things we can’t produce). 5. Write a newspaper headline about trade. |
| Plenary (close) | (10 min) Headline share; discuss: Is it better to export more than we import? |
| Assessment | Participation in game; headline shows understanding. |
| Teacher notes | Link to math: calculating trade deficit/surplus using simple numbers. |
| Objectives | Students will be able to: (1) define push and pull factors; (2) give reasons for Caribbean migration (to UK, US, Canada); (3) create a migration story. |
|---|---|
| Materials | Push/pull factor cards, storyboard template, maps showing migration flows. |
| Key vocabulary | migration, emigrate, immigrate, push factor, pull factor |
| Engage (starter) | (10 min) Ask: Has anyone in your family lived overseas? Why did they go? That’s migration. |
| Develop (main) | (35 min) 1. Define migration, emigration, immigration. 2. Discuss push factors (low wages, lack of jobs) and pull factors (better jobs, education). 3. Case study: Windrush generation. 4. Create a storyboard of a fictional Jamaican migrant moving to Canada – include reasons, journey, new life. 5. Share storyboards in groups. |
| Plenary (close) | (10 min) Discuss: How does migration affect families left behind? (remittances, separation). |
| Assessment | Storyboard includes at least one push and one pull factor. |
| Teacher notes | Be sensitive to children with absent parents due to migration; highlight both challenges and opportunities. |
| Objectives | Students will be able to: (1) compare types of government (monarchy, republic); (2) explain Jamaica’s status as a constitutional monarchy; (3) simulate an election. |
|---|---|
| Materials | Government type chart, Jamaica Constitution diagram, ballot papers, ballot box. |
| Key vocabulary | constitutional monarchy, republic, Governor-General, Prime Minister, democracy |
| Engage (starter) | (10 min) Show a picture of the Queen/King and the PM. Who is our head of state? Who runs the government? |
| Develop (main) | (35 min) 1. Explain: Jamaica is a constitutional monarchy (King Charles is head of state, represented by Governor-General). Some Caribbean countries are republics (Trinidad, Barbados). 2. Discuss democracy: we elect representatives. 3. Hold a class election: two party platforms (e.g., longer recess vs. more field trips), vote by secret ballot. 4. Tally votes, announce winner. 5. Write a reflection: “Why is voting important?” |
| Plenary (close) | (10 min) Election result analysis: was it fair? What did you learn about elections? |
| Assessment | Reflection paragraph shows understanding of democratic process. |
| Teacher notes | Non-partisan; focus on process, not specific politics. |
| Objectives | Students will be able to: (1) explain the purpose of CARICOM; (2) describe CSME (free movement of goods, skills); (3) design a CARICOM passport. |
|---|---|
| Materials | CARICOM brochure, passport template, member country list. |
| Key vocabulary | CARICOM, CSME, integration, free trade, single market |
| Engage (starter) | (10 min) Show a CARICOM passport (image). Ask: Why do some Caribbean people have this? What does it allow? |
| Develop (main) | (35 min) 1. Review CARICOM from Grade 5. 2. Introduce CSME – Caribbean Single Market and Economy: free movement of skilled workers, goods, capital. 3. Discuss benefits: study in other islands, work, travel easier. 4. Design a “CARICOM Passport” including name, country, and benefits listed inside. 5. Role-play going through CARICOM immigration (faster line!). |
| Plenary (close) | (10 min) Share passports; one benefit per child. |
| Assessment | Passport accurately lists at least 2 benefits. |
| Teacher notes | Current events: mention the Caribbean Court of Justice if appropriate. |
| Objectives | Students will be able to: (1) create a mind map linking trade, migration, government, CARICOM; (2) answer quiz; (3) present a “Caribbean Citizen” speech. |
|---|---|
| Materials | Large paper for mind map, quiz, speech guidelines. |
| Key vocabulary | review all |
| Engage (starter) | (10 min) Class mind map: “What connects Caribbean countries?” Start with trade, migration, CARICOM. |
| Develop (main) | (35 min) 1. In groups, complete a mind map from prompt. 2. Quiz on key terms. 3. Write a short speech: “Why I am proud to be a Caribbean citizen” including at least two topics (trade, migration, government). 4. Practise speech. 5. Deliver to the class. |
| Plenary (close) | (10 min) Elect a “Chief Caribbean Citizen” based on best speech (applause meter). |
| Assessment | Mind map shows connections; speech integrates multiple topics. |
| Teacher notes | Encourage looking at the Caribbean as a wider community. |