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First published 2018

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Original design by Clare WebberPage make-up by Tek-Art Ltd.Illustrated by Alicia Arlandis, David Belmonte, Daniel Limon, Chuck Whelon c/o Beehhive Illustration Agency; Lisa Hunt c/o The Bright Agency; Beccy Blake; Andrew Painter & Tek-Art.Cover design by Clare WebberCover photograph by Shutterstock/WavebreakmediaPicture research by Julie-Anne Wilce

The publishers would like to thank Andrew Bramble, Judy Fraser, Edward Lawrence, Frankson Marshall & Juliann Roach for their invaluable help in reviewing this manuscript.

The authors and publishers would like to thank the following for permission to reproduce their photographs:Alamy pp10,11(tl),33,39(tc)(tr),42(cl),65,68,72,87,90; Mario C. Castillion pp23,57; Coast Caribbean Images p24(br); Getty pp8,11(tr),13,16,17,22,24(tl),30,32(br),39(tl),42(bl),73,75,78, 81,88,89; Macmillan Publishers Ltd p63; Shutterstock pp32,40; Topfoto.co.uk p67; Variety Barbados p55

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ISBN 978-1-380-00751-3 AER

Lucy Carman

P R I M A R Y

SOCIAL STUDIESFOR THE CARIBBEAN

LEVEL 4

Series advisors:

Andrew Bramble: Education Officer for Social Studies and Geography, St. Vincent

Judy Fraser: Teacher and Vice-Principal, Grenada

Edward Lawrence: Education Officer for Social Sciences, Dominica

Frankson Marshall: Teacher, Grenada

Juliann Roach: Teacher, Barbados

Contents

How to use this book 3

Scope and Sequence 4

Section 1: Culture and Heritage1 Different groups and how

they came 6

2 Culture and customs 12

3 Celebrations and festivals 18

4 Changing cultures 21

Section 2: People, Places and the Environment1 Populations 27

2 The local area 32

3 Maps of the Caribbean 35

4 Natural resources 38

5 The weather 42

6 Physical and economic features of my country 44

Section 3: Individuals, Groups and Institutions1 Citizens and citizenship 49

2 Groups and institutions 52

3 National symbols and patriotism 58

Section 4: Power, Authority and Governance1 Rules and laws 62

2 Law and order 67

3 Government 71

Section 5: Production, Distribution and Consumption1 Industries 75

2 Workers 78

3 Trade 80

4 Tourism 82

5 Economic activities 85

Section 6: Science, Technology and Society1 Transportation 89

2 Communication 92

Glossary 96

SECTION 4: Individuals, Groups and Institutions

How to use this bookHow to use this book

Macmillan Education’s Primary Social Studies for the Caribbean series helps students understand the people and environment of the Eastern Caribbean region in an age-appropriate way, emphasising the learning of life skills and the importance of good citizenship throughout. The series promotes student-centred learning through the development of specific cognitive skills and competencies.

• Look at and discuss the pictures. Ask questions to guide thinking. Relate the pictures and text to the children’s own experiences. Encourage children to reflect upon and talk about their own knowledge of the region.

• Key words are highlighted in bold. Discuss the meaning of the words in class before looking up the definitions in the Glossary.

• There are lots of activities for students to enjoy. After completing them, discuss, ask questions about, and praise their work.

Create activities inspire creativity: reading, writing, drawing and imagination are key.

Critical thinking questions encourage students to analyse and evaluate the information given.

Digital activities allow you to integrate technology into the classroom by inviting students to use online resources.

Discussion topics provide opportunities for role play, debate and discussion so students can test and form their own opinions about their world.

Investigations can be used as homework, and encourage independent research using the media, libraries, questionnaires and online resources.

Map work develops spatial thinking and is linked to success in geography, maths and science.

Recall activities provide opportunities for review by asking students to recall learning from earlier levels.

Role play encourages students to use their knowledge and imagination to think about topics from different angles.

Building on the in-text activities, these end of unit tests allow formal assessment and recap key topics in each unit before moving on to the next to provide a record of students’ progress.

Answers for factual questions included in this book can be found at www.macmillan-caribbean.com.

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Test YourselfTest Yourself

Scope and Sequence

▲ Unit in Dominica syllabus ■ Unit in Barbados syllabus

Section Unit OECS Learning outcomes

1 Culture and Heritage

1 Different groups and how they came▲ Grade 4, Unit 1■ Class 2, Units 9.1–9.2 and 9.4

• Illustrate the ethnic, cultural and racial composition of the nation (1.1)• Identify early groups of people who came to their country (2.1)• Explain when, why and how they came (2.2)• Identify examples of historical sites and buildings in the country (2.5)

2 Culture and customs▲ Grade 4, Unit 1■ Class 2, Unit 9.1

• Portray the culture, customs, and way of life of the indigenous peoples of the nation (2.3)

• Explain the extent to which any of these customs are still present today (2.4)• Explain how the ethnic, cultural and racial composition of their country is reflected

in the cultural events, customs, folklore and festivals (1.2)

3 Celebrations and festivals▲ Grade 4, Unit 1

• Explain the purpose and significance of some customs, traditions and cultural celebrations in their country (1.3)

4 Changing cultures▲ Grade 4, Unit 1■ Class 2, Units 13.2–13.5

• Give examples of local and national languages, folk tales, children’s games and music (1.5)

• Identify ways in which culture and customs have changed in their country. Explain why the local culture should be supported and preserved (1.6)

• Demonstrate sensitivity and tolerance towards people of other racial and ethnic groups (10.3)

• Present information on the different ethnic groups in the community and nation (1.4)

2 People, Places and the Environment

1 Populations▲ Grade 4, Unit 8

• Graphically illustrate the major characteristics of the local population size, composition, growth and distribution (3.1)

• Explain possible consequences of change in population characteristics. Give reasons why people sometimes move from one area to settle in another (3.2)

• Illustrate the effect of migration on people (3.3)

2 The local area▲ Grade 4, Unit 3■ Class 2, Units 5.1–5.3 and 12.1

• Name and locate the major settlements on a map (3.4)• Describe the physical surrounding of the community (3.5)• Indicate what human-made changes have been made to the local environment

(3.6)

3 Maps of the Caribbean▲ Grade 4, Unit 3■ Class 2, Unit 12.1

• Use directions and distances to locate the country in relation to neighbouring water bodies and landmasses (3.7)

• Identify the country on a large map of the Caribbean (3.8)• Name and illustrate the physical features of the country (3.9)• Locate the physical features on a blank map (3.10)

4 Natural resources▲ Grade 4, Unit 5■ Class 2, Units 5.3, 8.2–8.5 and Class 3, Units 12.5–12.7

• Indicate the benefits of physical features of the country (3.11)• Demonstrate knowledge of types and examples of resources (3.12)• Explain the use and importance of local resources to the country (3.13)• Suggest reasons for conserving the natural resources (3.16)• Propose a course of action for preserving the natural environment (3.17)

5 The weather▲ Grade 4, Unit 4■ Class 2, Units 5.4–5.5

• Classify and explain what the local weather is like (3.14)• Give examples of how the weather affects the lives of people (3.15)

6 Physical and economic features of my country

• Collect geographical information about their country (3.18)• Classify geographical information about their country (3.20)• Present in different forms geographical information about their country (3.22)• Collect economic information about their country (3.19)• Classify economic information about their country (3.21)• Present in different forms economic information about their country (3.23)

SCOPE AND SEQUENCE

Section Unit OECS Learning outcomes

3 Individuals, Groups and Institutions

1 Citizens and citizenship■ Class 2, Unit 6.8

• Explain the role of citizens (5.1)• Explain their rights and responsibilities as citizens of their country (5.2)• Give examples of the rights and responsibilities of members of society (10.1)• Explain the importance of each individual’s participation in the development of

the society (10.2)

2 Groups and institutions▲ Grade 4, Unit 6

• Identify groups and institutions, e.g. ethnic, social, cultural, service/volunteer, political, trade, etc. (5.3)

• Identify ways in which groups and institutions have changed over time (2.6)• Explain the importance of the functions of social, political and cultural groups (5.4)• Give examples of cooperation among groups in society (5.5)

3 National symbols and patriotism▲ Grade 4, Unit 2■ Class 2, Units 6.1–6.3

• Identify symbols, monuments, heroes, outstanding individuals and awards (5.6)• Explain how symbols are used to promote national identity, pride and

achievement (5.7)• Indicate ways in which individuals can demonstrate love for their country (10.5)

4 Power, Authority and Governance

1 Rules and laws▲ Grade 4, Unit 9■ Class 1, Unit 6.7–6.8

• Explain the importance of rules and laws in the home, school, community and country (6.3)

• Demonstrate/enact a scenario of the consequences of having no rules or laws in the country (6.4)

• Indicate ways in which individuals can demonstrate love for their country and respect for its laws and institutions (10.5)

2 Law and order▲ Grade 4, Unit 9

• Identify the persons, groups and institutions responsible for maintaining law and order in the country (6.1)

• Give examples of the functions and responsibilities of law and order agencies (6.2)

3 Government▲ Grade 4, Units 6 and 9■ Class 3, Unit 6.6

• Describe how government and leaders in the country are elected. Explain the importance of having leaders and the roles performed by the different leaders in government (6.5)

5 Production, Distribution and Consumption

1 Industries▲ Grade 4, Unit 7■ Class 2, Unit 10.1

• Give examples of the types of industries found in the country (7.1)• Illustrate the types of products/outputs from local industries and the technology

employed (7.2)

2 Workers▲ Grade 4, Unit 7

• Identify the workers who produce goods and provide services in the country (7.3)• Make an assessment of the value of jobs and their contribution to the local

community (7.4)

3 Trade▲ Grade 4, Unit 7

• Explain the concepts: goods, surplus, demand, exchange, income and jobs (7.5)• Explain the term ‘trade’ (7.6)

4 Tourism▲ Grade 4, Unit 7■ Class 2, Units 11.1–11.7

• Identify the tourism activities of their country (7.7)• Explain the importance of tourism to a country (7.8)

5 Economic activities▲ Grade 4, Unit 7

• Collect information on various economic activities and practices in their country (7.9)• Present the information in various forms (7.10)

6 Science, Technology and Society

1 Transportation▲ Grade 4, Unit 8■ Class 1, Units 4.1–4.4

• Compare the different forms of transportation used within the country with those of the past (8.1)

• Identify workers in transportation (8.2)• Predict some of the possible consequences of changes in transportation (8.3)

2 Communication▲ Grade 4, Unit 8■ Class 1, Unit 3

• Compare the different forms of communication used within the country with those of the past (8.1)

• Identify workers in communication (8.2)• Predict some of the possible consequences of changes in communication (8.3)

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SECTION 1: Culture and Heritage

11

Ethnic, cultural and racial differencesIn Level 3 you learnt that populations are made up of lots of different ethnic groups. Perhaps as you look around your class you will see children with different coloured skin, different hair texture or eye shape. All of these things can be indicators of the ethnic group that we are part of. Our ethnic group relates to the part of the world that our ancestors came from.

When I have finished this unit, I will be able to:• recognise ethnic, cultural and racial groups in my country• identify early groups of people who came to my country and

explain why and how they came• name historical sites and buildings in my country.

Learning objectivesLearning objectives

Lots of different ethnic groups live in the Caribbean.

Different groups and how they cameDifferent groups and how they came

Chinese (East Asia)

Amerindian (Native American)

White (European)

Black (Afro-Caribbean)

Indian (South Asia)

Activity 1Look at the pictures and descriptions above and match each ethnic description to the correct child.

As well as physical characteristics, people from different ethnic groups may also have different cultural practices and beliefs, for example, many Jewish people celebrate particular festivals such as Passover and Yom Kippur. Many East Asian people use traditional medicine and some Afro-Caribbean people, particularly in Barbados, still choose to live in chattel houses which reflect the plantation work and unsettled life of their ancestors.

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11SECTION 1: Culture and Heritage

Activity 2Use the information in the table to answer the following questions:

1. Which country contains the most ethnic groups?2. Which country contains the fewest?3. Which country has the highest percentage of black people?4. Which country has the highest percentage of white people?5. Which countries have Amerindian populations? 6. What do you think is meant by a mixed ethnic group?7. Why do you think some people are unspecified?

What have you learnt?What have you learnt?

Can I recognise different ethnic groups?

Ethnic composition of the CaribbeanCaribbean people are made up of many different ethnic groups. The different ethnic groups that make up a population are called its composition. The largest ethnic group in the Caribbean is black Afro-Caribbean, although Caribbean people are also white, Amerindian and Asian. The Amerindians (made up of Arawaks/Taino, Caribs, Mayans and Ciboneys) were the first ethnic group to settle in the Caribbean. Today, Dominica has the largest remaining tribe of Carib Indians in the Caribbean. White Caribbeans mainly originate from Europe, North America and Canada. There is also an increasing Middle Eastern population in the Caribbean.

Ethnic composition of OECS countries

Country Ethnic groups

Antigua and Barbuda black 87.3%, mixed 4.7%, Hispanic 2.7%, white 1.6%, other 2.7%, unspecified 0.9%

Barbados black 90%, white 4%, Asian and mixed 6%

Dominica black 86.6%, mixed 9.1%, Caribs (Kalinago) 2.9%, other 1.3%, unspecified 0.2%

Grenada black 82%, mixed black and European 13%, European and East Indian 5% and trace of Arawak/Carib Amerindian

St. Kitts and Nevis black 94.8%, East India 0.6%, white 1.4%, mixed 2.6%

St. Lucia black 90%, mixed 6%, East Indian 3%, white 1%

St. Vincent and the Grenadines black 66%, mixed 19%, East Indian 6%, Carib Amerindian 2%, other 7%

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Early settlers in the Caribbean Amerindian ethnic groups travelled to the Caribbean from around 3,000 BCE on canoes from Central and South America. They came in search of fertile land. Settlements grew as families built homes, cultivated land and reared animals.

During the 1400s and 1500s CE, white explorers travelled to the Caribbean on sailing ships from Spain, Britain, France and the Netherlands. They wanted to discover new places. They set up cotton and sugar plantations.

Origins of different ethnic groups in the Caribean.

11 Different groups and how they came

Activity 3Draw a picture showing how an ethnic group travelled to the Caribbean or what they did when they arrived.

Slavery arrived in the Caribbean around 1640 as West African people were forced from their homes and packed tightly into ships to work on Caribbean plantations. When slavery was abolished during the 1800s, people came to the Caribbean from India and China as indentured workers on steam ships. Today, the ancestors of all of these different ethnic groups live in the Caribbean peacefully together.

Activity 4Trace this map and draw coloured arrows to match the key showing which regions the different ethnic groups travelled to the Caribbean from.

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0 3000 6000 km

Key

Americans

Amerindians

Africans

Europeans

Asians–China

Asians–India

AFRICA

EUROPE

IndiaCaribbean

China

ASIANORTH

AMERICA

SOUTHAMERICA

What have you learnt?What have you learnt?

Can I identify where different ethnic groups come from and why and when they came?

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The Cathedral of the Assumption, Kingstown, St. Vincent.

Historical sites and buildings in the CaribbeanThe Caribbean has a rich, cultural heritage and this is shown through the historical sites and buildings in the region that tell us about how different ethnic groups lived.

In Dominica, the largest remaining tribe of Carib Indians still live in a reserve on the north-east coast. Tourists can visit this settlement and see for themselves traditional Amerindian homes and lifestyles. Visitors can wander around the village and watch Carib people carve dugout canoes, weave baskets and mats, and share their knowledge of traditional medicine. Visitors can also buy traditionally-made Carib crafts. You can read more about this reserve on page 14.

All Caribbean countries also contain reminders of European settlers – including garrisons and forts and examples of Spanish, French, Dutch and English architecture.

Our historical sites and buildings should be protected as part of our heritage and also as sources of income as visitor attractions.

SECTION 1: Culture and Heritage

Activity 5Talk with a partner about whether you think it is right that the cathedral in Kingstown is still used for services and teaching. Why or why not?

The Cathedral of the Assumption in Kingstown, St. Vincent, was built in phases starting around 1865 and completed around 1920, although renovations and adaptations have been made since. The cathedral has a gothic style, with tall turrets and, as well as being a spectacular building, provides a beautiful view of Kingstown and Victoria Park. The building is still used today for worship and also has a school attached to it. It attracts many thousands of visitors each year.

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Her Majesty’s PrisonHer Majesty’s Prison is the oldest building in Road Town on the British Virgin Islands. Although the building itself has been renovated, this site has been a prison since 1774 and marks the place where Arthur W. Hodge was executed on 8th May, 1811 for the murder of a slave. Today, prisoners are no longer executed and are treated far better than in the past. At H.M. Prison, B.V.I., prisoners are given education, books and training and are helped to change their behaviour on their release from prison.

Plaque marking where Arthur W. Hodge was executed: Her Majesty’s Prison, Road Town, B.V.I.

Caribs’ Leap, Grenada

11 Different groups and how they came

Activity 61. Why do you think it is important to remember what happened to

Arthur W. Hodge on the site of this prison?2. How have prisons changed since the 1800s?

Caribs’ LeapCaribs’ Leap in Grenada is the site at which the last of the island’s indigenous warriors jumped from a cliff. The Carib people fought bravely against the European settlers but could not defeat them. Rather than surrender, the Carib people killed themselves. Caribs’ Leap is a reminder of the struggles that the indigenous people of the Caribbean faced and the importance of different ethnic groups living together peacefully. The site is marked with a simple vertical monument with a cross carved through it.