Grade 8 - Social Studies Consolidated Curriculum

Ministry of Education
Secondary Worksheets
Consolidated Curriculum
Social Studies
Grade 8
WEEK LESSON 1 LESSON 2

1 Cultural Diversity and Social Rules: School Rules
Control in Our Society:
Norms
2 Social Control: Mores Social Control: Folkways
3 Roles and duties of the Roles and duties of the

employees at the workplace employers at the workplace
4 Trade Unions in Guyana Hubert Nathaniel Critchlow
5 People in Our Community: People in Our Community:
Geographical Regions (Natural Main features and Economic
Regions) Activities of the geographical
Regions
6 People in Our Community: People in Our Community:
Communities in Guyana Why People Settle in Various
Geographical Areas
7 Development in Our Development in Our
Community: Natural Community: Mineral
Resources Resources
8 Human Resources: Human Resources:
Population as a labour force Population Growth
and Human Resource
Development
9 Human Resources: Migration Growth and Development -
Stages of Adolescence
10 Health and Wellbeing: Good People in Our Community:
health habits Administrative Regions
11 The difference between the Government: Functions of

Geographic Regions and the Government
Administrative Regions
12 Government: Branches of Branches of Government:
Government Judiciary
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13 Government: Central . Government: Electoral
Government and Local Systems
Government
14 Government: Electoral A Glimpse at our History:
Systems cont’d National Leaders
15 Forts and Monuments: Forts and Monuments:
Monuments in Guyana Significance of Forts
16 Co-operative Movement: The Co- operative Movement:
Concept of Cooperation. The School Co-operative
Thrift Society
17 Weather and Climate: Weather and Climate:
Elements of Weather Hydrological Cycle
18 Weather and Climate: Layers Weather and Climate: Types
of the Atmosphere of Clouds
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Social Studies
Grade 8
WEEK 1
LESSON ONE
Rules and Responsibilities
Topic: Cultural Diversity and Social Control in Our Society.
Subtopic: Social Control– Norms
Objectives: Students will …
 Define the term social control.

 Identify various forms of social control.
 Define the term norms and describe actions or behaviours which are considered as
norms.
 Differentiate between acceptable and unacceptable behaviours.
 Explain why forms of social control are developed.
Concept
Cultural Diversity is the existence of a variety of cultural groups within a society.
Cultural groups can share many different characteristics such as religion, ethnicity, sexual
orientation etc. While this is so, it is necessary for every society or group to maintain its
social order, and this is possible only when its members behave in accordance with that
social order. Social control regulates behaviour in accordance with established norms,
which brings uniformity of behaviour and leads to unity among individuals.
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CONTENT
In every society, acceptable ways of acting must be established. Agents such as family,
religious and educational institutions help to determine behaviours that are socially
acceptable. The legislature passes laws for the entire society. The police service and the
courts help to ensure that these laws are observed. These actions of promoting stability in
society can be described as social control.
What is Social Control?

Social Control is a system or means used to regulate (control with the use of rules) the
behaviour of individuals or groups.
Forms of Social Control that exist in groups, institutions, the family, or the wider society
include:
● Rules
● Norms
● Folkways
● Mores
What are Norms?
These are unwritten rules that help to guide and control people’s behaviour in particular
groups, classes, or a culture in society. Because these have been tried over a long period
of time members can differentiate between what is acceptable and unacceptable in
society.
Examples of norms are:
● Persons must be courteous and respectful to each other.
● Children must obey their parents and elders in society.
● Children under a certain age must seek their parent’s permission to stay out late
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REFERENCE
https://www.youtube.com/watch?v=kcd6oeif_kA
Ministry of education Teacher’s guide grade 8 pages 7-8
Ministry of Education Curriculum Guide grade 8 page 2
Ministry of Education Consolidated Curriculum Guide grade 8
Modules in Social Studies pages 136-138
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Social Studies
Grade 8
WEEK 1
WORKSHEET ONE
1. What is your understanding of the term social control?

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2. What are the methods used by the family and the school to command acceptable
behaviour?
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Read the scenario carefully and then complete the tasks.

“Pat and Roy created a video of themselves kissing and fondling at the back of their
school. Jack stole Roy’s phone, saw the video and shared it with his friends on the
internet. Pat and Roy are now being bullied on the internet and in their school.”
Tasks
3. List three types of unacceptable behaviors that occurred in the scenario.
4. Artistically create a jingle, poster, poem or artwork that would deter other students
from participating in any one of the activities listed in (3).
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Social Studies
Grade 8
WEEK 1
LESSON TWO
Sub-topic: Rules; School Rules
Objectives: Students will:
 Defied the term rules.

 Identify the types of rules.
 Define the term school rules.
 Explain why rules are important.
Concept
Rules and regulations are really guidelines to direct and control our actions or behaviour
in the community as well as in society as a whole. They are made to help all members of
society organize their lives in a smooth and acceptable manner. They are not really set to
satisfy persons as individuals but to meet the needs of all persons in society. If there were
no rules, then each person would want to behave in a way to suit him or herself.
Content
What are Rules?
Rules are written or unwritten guidelines that say how one should behave.
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Types of Rules are:
 School rules
 Courtesy rules
 Rules when among friends and relatives
 Rules when among elders
 Rules related to travel
 Rules of sports and games
SCHOOL RULES
School rules are very important for the effective management of students. When a student
is admitted to a school, the parents or guardian should be provided with the rules that
govern the students in that particular school. The student must be made familiar with the
rules so that he or she will know the expectations of that institution.
School rules can vary from school to school, but generally they all deal with similar
matters.
Some examples of school rules are:

 Students must attend school regularly and punctually.
 Students must be well dressed in uniform and should wear their badge on the right
pocket of their shirt or blouse.
 Students must obey the bell promptly at assembly time and at other times when
called upon to do so.
 When leaving or entering the building, students must do so in an orderly way.
 Students should not leave the school during lesson time without the permission of
the Form Master or Mistress. In special cases the permission of the Head teacher
must be obtained.
 Students must obey all members of staff and must be courteous and respectful to
them.
 There should be no littering in the classroom or the school compound.
 Female students must not wear makeup, lipstick, nail polish or jewellery to
school.
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 There should be no gambling in school.
 There should be no cursing or fighting in school.
Importance of Rules
It is important that each person obey the rules and regulations in society. Rules are
necessary to maintain order and peace in society. Unfortunately, very often the rules that
help to shape our lives in society are broken. Some people feel that they will not or
cannot be punished. If rules are always obeyed, the members of all the different groups
will be much happier.
HOMEWORK
1. What are maxims?
2. List 5 maxims.
3. Research three other functions of the law.
REFERENCE
Ministry of Education Teacher’s guide grade 8 page 7-8
Ministry of Education Curriculum Guide grade 8 page 2
Ministry of Education Consolidated Curriculum Guide grade 8
Modules in Social Studies page 136-138
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Social Studies
Grade 8
WEEK 1
WORKSHEET TWO
1. Study the list of school rules stated above and discusses those with which you agree
and those with which you disagree. Try to modify or change them.
2. Think about two other rules and add to the list.
3. Study the picture carefully and answer the questions that follow:
a) What negative action is being displayed in this picture?

b) Why are school rules important?
c) List three (3) ways in which the action in (1.) may be dealt with.
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Social Studies
Grade 8
WEEK 2
LESSON ONE
Sub-topic: MORES
 Define the term mores.

 Give examples of mores.
 Explain why mores are important.
Concept
Mores are norms of morality. It is associated with right and wrong, and if you break
one it is often considered offensive to other persons or members in the group. Sometimes
violation of a more can also be illegal, but other times it can just be offensive. If a more is
not written down in legislation or law, it cannot get sanctioned by the criminal justice
system (the court).
Content
What are Mores?

Mores: A group of norms that deal with moral behaviour. They are the customs, manners,
values, and behaviours that are accepted by a particular group, culture, etc.
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Examples of Mores are:
● Avoid using obscene language.
● Always speak the truth.
● Abstain from pre-marital sex.
 Do not abuse drugs.

 Do not wear clothes that are very revealing to school, work, or church.
 .When entering a building, always hold the doors for the person/s behind you.
 Be honest at all times.
 .Always respects other people’s property.
 .Do not commit murder.
Importance of Mores
Mores are the means by which the individual gains identification with his fellows.
As a result of that, he maintains social relations with others that are clearly important
and necessary for satisfactory living. Mores bring the people together and weld them
into one strong cohesive group.
REFERENCE
Ministry of Education Curriculum Guide Grade 8 page 2

Ministry of Education Consolidated Curriculum Guide Grade 8
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Social Studies
Grade 8
WEEK 2
WORKSHEET ONE
1. Complete the following word search puzzle on character traits.
2. Make two posters that show ways to be a good citizen at home and in school, or in the
community.
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Social Studies
Grade 8
WEEK 2
LESSON TWO
Sub-topic: Folkways
 Define the term folkways.

 Give examples of folkways.
 Explain why folkways are important.
Concept
Folkways are simple habits of action common to the members of the group; they are the
ways of the folks that are somewhat standardized and have some degree of traditional
sanction for their persistence”.
Content
What are Folkways?
Folkways are cultural traditions that are observed by members of a society Folkways are
rules of eating, drinking, meeting and departing, ways of dressing, ceremonies and rituals
for different situations, and the manners of life in groups such as the family, church, and
school. The customs and traditional practices of people in groups as it relates to specific
situations are called folkways.
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Examples of Folkways are:
● Birthday celebrations
● Religious celebrations
● Wedding ceremonies
● Funeral rites and rituals
Importance of folkways
Folkways are the basis of culture. They give us better understanding about a particular
culture. They are regulative and exert or put pressure upon the individual and the group to
conform to(or obey) the norms. They are very powerful and control the behaviour of
individuals in society even more than the laws of the country. Folkways are as
indispensable or necessary to social life as language, and they serve much the same
purpose.
Reference
Ministry of education Teacher’s guide Grade 8 page 7-8
Modules in Social Studies page 136-138
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Social Studies
Grade 8
WEEK 2
WORKSHEET TWO
1. Which of the following is considered as folkways in the Guyanese society?

(A) Rape, Diwali and Christmas.
(B) Premarital sex, Mashramani, and Easter.
(C) Good Friday, Diwali and Youman Nabi.
(D) Funeral rites, burglary and wedding rites.
2. What is the strongest action that society can take against persons who appear nude in
public?
(A). Punishment by law.
(B). Criticism by people.
(C). Expulsion (sent out with force) from society.
(D). Asked to leave the community.
3. Which of the following folkways is observed mainly by Christians?

(A). Diwali and Phagwah.
(B). Diwali and Christmas.
(C). Mashramani and Folk Festival.
(D). Easter and Christmas
4. Which of the following practices identify with Christmas?

(i). Going to church.
(ii). Singing of carols.
(iii). Drinking of alcohol.
(iv). Dancing and sporting.
(A). (i) only

(B). (i) and (ii) only.
(C). (i), (ii) and (iii) only.
(D). (i), (ii), (iii) and (IV).
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5. Which of the following behaviours violate a folkway?
(A) Being a bridesmaid at a wedding
(B) Dancing in a costume at the Mashramani parade
(C) Throwing bricks on people at Phagwah day
(D) Wearing black to a Pastor’s funeral
6. What are the customs and conventions of everyday life?
(A) Mores
(B) Folkways
(C) Both
(D) Neither
7. Which statement best describes folkways?

(A)They help distinguish proper behaviors from rude behaviors.
(B)They help distinguish right from wrong.
(C)They are cultural traditions.
(D)They are the same in every culture.
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Social Studies
Grade 8
WEEK 3
LESSON ONE
Topic: Rules and Responsibilities at the workplace
Sub-topic: Roles and duties of the employees
 Define the term employee.

 State and explain responsibilities of workers at the workplace.
 Explain why workers must observe safety rules.
Concept: Rules guide our behavior in every aspect of our lives and extend to the work
environment where they are tied into specific duties and roles. These duties and
responsibilities of staff include fulfilling specific job functions and complying with the
workplace ethics (moral values of a person or group) and safety requirements.
Content:
EMPLOYEE
An employee or a worker is an individual who was hired by an employer to do a specific

job. This individual may work part-time or full-time under a verbal or written contract of
employment.
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There are many types of employees. See below:
SECTORS
Workers may also fall under different sectors based on the type of tasks they perform,
for instance:
 Education and training- teachers, counselors, librarians

 Hospitality and tourism- receptionists, musicians, housekeepers, waitresses
 Manufacturing- engineers, quality managers, bakers.
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A role is a specific position or purpose that someone or something has in a situation,
group, organization, society, or relationship. A duty may be defined as a moral or legal
obligation (something that must be done).
Some roles and duties of employees are:
 The employees are expected to arrive at work on time, to perform a fair day’s
work and to work conscientiously (very well) at the workplace.
 Each worker is expected to care for the tools or machinery and to use them for
maximum production.
 Each worker is expected to co-operate with his or her fellow workers so that the
system or process is not disrupted.
 At the work site, the workers must follow rules of safety. Safety equipment and
safety clothes must be worn at all times. These include goggles, helmets, etc.
When working under conditions where toxic or poisonous material is handled,
gloves and breathing apparatus or gears must be worn.
 Workers have a duty to join a trade union and should avoid taking matters into
their own hands. Any matter related to work should be dealt with by the trade
union.
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Study the diagram above carefully, with a friend or parent, and answer the following questions.
1. List two (2) ways that any of the accidents above can affect the employee’s livelihood.
2. What three (3) safety rules do you think were put in place to reduce the number of accidents
from 1992 to 2012?
3. Create a poster on safety tips that may prevent any one of the accidents shown above.
HOMEWORK
Find out about the roles and responsibilities of each member of staff at your school.
REFERENCE
Ministry of education Teacher’s guide Grade 8… page 2-3
Ministry of Education Curriculum Guide Grade 8… page 1
https://www.youtube.com/watch?v=7jVr1KCN7D8
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Social Studies
Grade 8
WEEK 3
WORKSHEET ONE
Instructions.
1. Read the scenario carefully and complete the chart below. Mr. Rewah and his wife
won the lottery and wish to invest their winnings in the gold mining industry in Guyana.
They are in the process of setting up a worksite in the Mazaruni area. Imagine that you
are a representative of the Ministry of Labour, who has been given the responsibility or
task to help Mr. Rewah and his wife to develop rules and regulations for the employees at
the work site. Keep in mind that health and safety is important and that they must adhere
to (obey) the national Covid-19 measures. Use the chart below.
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2. Explain to the staff why any four (4) of these rules are important.
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3. Given the rise of mining accidents and Covid infections specifically in the mining
industry. Create a poem or a song that can be aired through the media to sensitize mining
workers on safety practices.
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Social Studies
Grade 8
WEEK 3
LESSON TWO
Topic: Rules and Responsibilities
Sub – Topic: Roles and duties of the employers at the workplace

 Define the term employer
 Correctly state three (3) duties of employers
 Explain why workers must observe safety rules.
 Effectively explain why it is important to respect those in authority.
Concept
Rules guide our behavior in every aspect of our lives. In the work environment, rules are
tied into specific duties and roles. These duties and responsibilities of staff include
fulfilling specific job functions and obeying or complying with the workplace ethics and
safety requirements.
Content
EMPLOYER
An employer is an individual or an organization in the government, private, non- profit or
business sector that hires and pay people for their work. They are the controlling
authority at the workplace and are often represented by a manager, supervisor, director
etc.The diagram below shows the main roles and duties of an employer.
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The employer or the representative must treat the worker with consideration and respect.
They must ensure that the workers understand their duty at the workplace and that work
rules are clearly stated.
Some of the main responsibilities of employers are:

 To provide the right conditions for work. The physical facilities and amenities
must enable the workers to work in comfort. For example, proper ventilation,
washroom facilities, clean work environment, and proper workplace building.
 To consider the health and safety of the workers. Facilities for emergencies must
be provided and safety tools and equipment must be available.
 To ensure that salary or wages are paid promptly every week/month and the
correct deductions be made for National Insurance Scheme, Income Tax, etc. This
also includes agreed benefits such as vacation, paid holidays, meals, allowances
etc.
 To comply with the regulations related to the conditions of work for females. In
some companies, special facilities must be available for female workers.
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 To comply with the rules and regulations under the Labour Act. 7. Industrial
disputes (a conflict or a difference in opinion between workers and their
supervisors, managers, or employers about the employment) must be brought to
the attention of the trade union representing the workers.
 The employer’s role is also to take action when employees do not respect their
responsibilities. Such actions may be to:
 Discipline employees. This can be done bygiving them a verbal or written
warning, suspending them, or demoting them (give a lower position on the
job).
 Take employees to court for incomplete contracts or for causing harm to the
business.
ACTIVITY
Study the picture above and then answer the following questions
(a) What two actions could the employer take against the employee?
(b) Give one reason each for your answer to the question above.
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HOME WORK
Why is it important for workers to make contributions to the National Insurance scheme
(NIS)?
List and explain three benefits that are offered by NIS.
What does P.A.Y.E. mean?
Why is P.A.Y.E. deducted from the earnings of employees in Guyana?
List three legal actions that workers can take when their rights are not being met.
REFERENCE
Ministry of education Teacher’s Guide Grade 8… page 4-6
Ministry of Education Curriculum Guide Grade 8… page 1
https://www.youtube.com/watch?v=7jVr1KCN7D
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Social Studies
Grade 8
WEEK 3
WORKSHEET TWO
Instructions. Circle whether these statements are FAIR or UNFAIR and give brief
reasons for your answers:
1. Smoking is not permitted in public buildings (Fair or Unfair)
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2. Workers are required to pay 60% of their wages in tax. (Fair or Unfair)
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3. Employees must play games on work computers. (Fair or Unfair)

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4. Employees are allowed to take 3 fifteen-minutes coffee breaks in one hour. (Fair or
Unfair) ………………………………………………………………………………………………………………………………………..
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5. The boss is permitted to fire employees at any time without notice (Fair or Unfair)
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6. Employers must have good communication skills. (Fair or Unfair)

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7. Employers must advise employees on what tasks are to be completed. (Fair or Unfair)
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8. Employees should come to work on time. (Fair or Unfair)

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9. Employees must have a neat appearance on the job. (Fair or Unfair)
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10. Employees are required to clean their surroundings after work. (Fair or Unfair)
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Social Studies
Grade 8
WEEK 4
LESSON ONE
Topic: Rules and Responsibilities
Sub-topic: Trade Unions
Objectives:
 Explain the concept of Trade Union
 Examine the functions of Trade Unions
 Evaluate the reasons for workers joining a trade union
Concept
A trade union or a labor union, is an association of workers forming a legal unit or group
which acts as a bargaining agent and legal representative for a unit, or set of employees in
all matters of law or right arising from or in the administration of a collective agreement.
Guyana has many trade unions that protects and takes care of the interest of workers.
Content
What is a Trade Union?
Trade unions are groups made up of the legal representatives of the workers who have
become members of these bodies (the trade union). They act as bargaining or negotiating
agents (talk and make agreement with those who can settle particular issues or provide
particular needs) for employees in all work- related matters of law or rights. They are not
only representatives of the workers, but also have a responsibility to society as a whole.
Issues between employers and employees must be settled to the satisfaction of both
groups.
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Functions of Trade Unions
● To bargain for just wages and adequate working conditions for members.
● To settle disputes (disagreement) among workers themselves and between workers and
the employer.
● When industrial action is taken by one union, the others provide moral support.
Here are five reasons why workers join trade unions:

1. Better wages and benefits- Trade unions work collectively to bargain for better
salaries, pensions, holidays, health insurance, sick leave with pay, overtime and more.
Trade unions negotiate hard or determinedly with management, to get the best possible
deal for employees, so the employees themselves don’t have to-do it themselves.
2. Personal protection- Trade unions tell workers about their rights and responsibilities,
and they defend those rights and support the workers legally if the need arises.
3. Equality- Trade unions campaign, work, fight, or struggle for equal rights and equal
pay. They fight discrimination against race, gender, sexual orientation, and disability.
They foster respect and dignity in the workplace for all.
4. Health and safety-Trade unions fight to protect workers from putting their lives at risk
to meet production targets or save the company money.
5. Solidarity-Trade unions have an incredible network that spans the world (they are
connected with each other around the world). Global trade unions can use their
membership of millions to command the attention of the large companies.
Some Trade Unions in Guyana are:
● Guyana Agriculture and General Workers Union (GAWU)
● Guyana Teachers Union (GTU)
 Guyana Public Service Union (GPSU)

 Guyana Labour Union (GLU),
 Guyana Local Government Officers Union (GLGOU),
 Guyana Postal and Telecommunication Workers Union (GPTWU).
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 The Guyana Trade Union Congress (GTUC) is the national trade union center in
Guyana. It was founded in 1941 and is affiliated with the International Trade
Union Confederation.
ACTIVITY
Read the scenario below carefully and answer the questions which follow.
Janet is working as a permanent telephone operator in company X, which is a large

telecommunication industry. Lately she’s been told that she must work on holidays and
weekends and that the one-hour lunch break for her 8am to 5pm shift has been changed to
half an hour with no other breaks. During a conversation with her fellow telephone
operator John, who recently started the job, she realized that he was being paid a higher
wage even though they do the same job. The company has also decided that workers must
bring their own computers, mikes, and headsets.
Questions
1. Identify three issues that Janet is facing at work.
2. Which member of staff should Janet complain to or negotiate with first?
3. If Janet is not satisfied with the response given from person X in question 2, which
legal representative or institution could Janet reach out to?
4. If Janet wanted to join a trade or labour union in Guyana, which one would you
recommend? Give reasons for your answer.
5. Create an attractive poster that would encourage all the workers at Janet’s workplace
to join a trade union.
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HOMEWORK
 Find out about Hubert Nathaniel Critchlow and write two paragraphs about him.
 Research and state the steps for joining a trade union.
State the meaning of the abbreviations below:
 GTU …………………………….………………………………………………………………………………………………..
 TUC ………………………………………………………………………………………………………………….……………
 GAWU ………………………………………………………………………………………………………..…………………
 GLGOU ………………………………………………………………………………………………………………………….
 GLU ……………………………………………………………………………………………………………………………...
 GPSU …………………………………………………………………………………………………………………………….
 GPWU ………………………………………………………………………………………………………………..…………
 Which day in the calendar is set aside to recognize workers?

 How do workers in Guyana celebrate this day?
REFERENCE
1. https://www.youtube.com/watch?v=F1eGw75xRKw
2. Ministry of education Teacher’s Guide Grade 8… pages 7-8
3. Ministry of Education Curriculum Guide Grade 8… page 2
4. Ministry of Education Consolidated Curriculum Guide grade 8
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Social Studies
Grade 8
WEEK 4
WORKSHEET ONE
Instructions. Read the scenario carefully and then answer the questions that follow.
a. Peter owns a business that produces office furniture, Sasha his friend, said that being a
good manager is most important to the business. She does not think Peter’s workers
should join a trade union.
Do you think Sasha is right? Justify your answer briefly
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b. State three reasons why you think Peter’s workers should join a trade union?
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c. What are two main services trade unions provide for workers?
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d. What are four areas that trade unions are able to make bargains/negotiations on behalf
of workers?
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Social Studies
Grade 8
WEEK 4
LESSON TWO
Topic: Trade Unionism
Sub – Topic: Hubert Nathaniel Critchlow
Objectives
 Identify the importance of the work of Hubert Nathaniel Critchlow.

 State three (3) ways in which we can honor his contribution.
 Describe briefly the significance of Labour Day activities.
Concept
Hubert Nathaniel Critchlow is renowned as the "Father of the Trade Union Movement" in
Guyana for his pioneering role in organizing workers. He devoted his life to changing the
harsh conditions under which men were forced to work in those days. His work is
specially remembered on 1 May, which is designated as Labor Day or workers day in
Guyana.
35
CONTENT
Look at the video and pictures below and then answer the questions that follow.
https://www.youtube.com/watch?v=nh3B-gPPgLM ( )
QUESTIONS
1. Who was the wreath ceremony in commemoration of?
2. Why was this ceremony important?
3. Where was the ceremony taking place?
36
Hubert Nathaniel Critchlow was born in Georgetown, British Guiana on the 18th
December 1884. At the age of 2he began his struggle for the interest of waterfront
workers' wage negotiations and rights.
His struggle continued into 1917 when he founded the British Guiana Labour Union
(BGLU). It was recognized by the authorities in 1922.
The BGLU is officially the first trade union in the Caribbean.
Let’s continue learning!
Critchlow’s fight with the colonial authorities and the big businesses continued for many
years. A significant breakthrough for the labouring class came in 1953 when the People’s
Progressive Party –a working class political party won the general elections.
Control of the Legislative Council by the big businesses then became less and the voice
of the working class became louder.
On 2nd December 1964 then premier of Guyana, Dr. Cheddi Jagan, unveiled a bronze
statue of Critchlow in the compound of the Parliament Building.
37
Dr. Cheddi Jagan unveiling Hubert Nathaniel Critchlow’s monument
Hubert Nathaniel Critchlow devoted his life to changing the harsh conditions under
which men were forced to work in those days.
His work is specially remembered on 1st May, which is designated as Labour Day or
workers day in Guyana.
On this day, leaders of the government and prominent trade unionists lay wreaths at the
base of Critchlow’s statue.
May Day parade.
38
Workers parade through the streets of Georgetown dressed in red and white.
They march under the banner of their particular trade union in a show of solidarity for
workers’ rights.
Labour Day is also an international observance that commemorates the struggle of

workers and their significant input into society
ACTIVITY
Study the videos and the picture, and then answer the questions below.
https://www.youtube.com/watch?v=NSzx3g9dHuk
https://www.com/watch?v=QWKB3JWByu4
ACTIVITY (CONT’D)
1. What holiday is being celebrated?
2. Why are the workers clothed mostly in red, black and white?
3. What was is the importance of this rally?
4. List three reasons for workers participating in this activity.
39
HOMEWORK
1. Write an essay on the history of Hubert Nathaniel Critchlow. 
2. Create a scrapbook on May Day celebrations in Guyana.
REFERENCES "
Critchlow, Hubert Nathaniel", Encyclopedia.com

Ministry of education Teacher’s Guide Grade 8 page 7-8
40
Social Studies
Grade 8
WEEK 4
WORKSHEET TWO (2)
Instructions.
1. Complete the following word search puzzle on Trade unionism and Labour Day
activities
41
2. Find the meaning of the words with the * (asterisk) and write one sentence using each
word.
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
3. Write a letter to your Head teacher telling him/ her about what you have learnt about
Hubert Nathaniel Critchlow and Labour Day. Ask your head teacher / class teacher to
organize a trip to visit Hubert Nathaniel Critchlow’s monument. Suggest an appropriate
reason for the visit. Be sure to justify why you choose that date and your reason for the
visit.
42
Social Studies
Grade 8
WEEK 5
LESSON ONE
Topic: People in Our Community
Sub- Topic: Geographical Regions (Natural Regions)

 Define the term natural or geographic region
 Identify and locate the different geographical regions in Guyana
Concept: Guyana can be divided into four Natural Regions. In each region, the climate,
vegetation and way of life of the people are related. The Natural Regions of Guyana are
referred to as geographical regions.
Content:
What is a Natural Region? A natural region is a basic geographic unit. Usually, it is a
region which is distinguished by its common natural features of geography, geology, and
climate. This also means that the buildings, the vegetation and the way of life of people
may also be similar.
The Natural Regions/ Geographic Regions of Guyana are as follow:

● The Low Coastal Plain
● The Hilly Sand and Clay Region.
● The Forested Highland Region
● The Interior Savannah
43
REFERENCE
1. Ministry of education Teacher’s Guide Grade 8 pages 75 and 76.
2. Ministry of Education Curriculum Guide Grade 8 page 9
3. Ministry of Education Consolidated Curriculum Guide Grade 8
44
Social Studies
Grade 8
WEEK 5
WORKSHEET ONE
Answer the following questions:

1. What is a Natural Region?
2. Name the Natural Regions of Guyana
3. Draw a map of Guyana and insert the following:
 The Natural Region that you live
 Its main resources
 Its main town/towns
 Two important places
4. What type of soil is found in the Natural Region that you live in?
5. Name two types of crops that are grown in the soil listed above?
45
Social Studies
Grade 8
WEEK 5
LESSON TWO
Sub Topic: People live in different geographical regions (Natural Regions)

 Describe key features of each Natural Region.
 Identify the main economic activities done in each Natural Region
Concept: Guyana can be divided into four Natural Regions. In each region the climate,
vegetation and way of life of the people are related. The Natural Regions of Guyana are
referred to as geographical regions.
Content
The Low Coastal Plain is below sea level at high tide. Some parts of it are protected by
a massive sea wall. People of the Coastal Plain are engaged in a number of occupations.
Among these are farmers, tradesmen, technicians, builders, engineers, jewelers,
mechanics, nurses, teachers, lawyers and doctors
The Hilly Sand and Clay Region is composed of white and red sands that are used in
the construction of roads and buildings. The mining of Bauxite is still important in this
region and there are also small-scale lumbering and charcoal burning. Pineapples are
cultivated and there are some poultry farms.
46
The Forested Highland Region- Logging for local use and for export is very important
in this region. Some people live by (at the cleared areas) clearings in the forests. Hunting
is one of the main occupations, and maize and cassava are two of the main agricultural
crops.
The Interior Savannah- Cattle ranching is the major occupation of this region. In the
Interior Savannah they can be found churches, hotels, airstrips, a hospital and
government offices. Among the crops planted are cashew, avocado pear, tobacco, cassava
and soya.
REFERENCE
.1. Ministry of education Teacher’s Guide Grade 8 pages 75 and 76
4 New Horizons in Social Studies book 2 pages 20 to 22
5. https://www.guyanaembassy-kuwait.com/tourism/
47
Social Studies
Grade 8
WEEK 5
WORKSHEET TWO
1. All of the following are Natural Regions in Guyana except the
(A) Low Coastal Plain.
(B). Hilly Sand and Clay Region.
(C). Barima-Waini.
(D). Interior Savannah.
2. Which of the following best describes the soil of the Low Coastal Plain?
(A). Gravel.
(B). A mixture of sand and clay.
(C). Sand.
(D). Rock.
3. Which of the following is mainly used to help keep the Atlantic Ocean from flooding the Low
Coastal Plain?
(A). Sea Walls.
(B). Sand bags.
(C). Large rocks
(D). Drains.
48
4. Which plant is found on the coastland and helps to prevent soil erosion?
(A). Seaweeds.
(B). Mangrove.
(C). Sea moss.
(D). Troolie palms.
5. Which occupation can be practiced in all of the Natural Regions?

(A). Gold mining.
(B). Bauxite mining
(C). Logging.
(D). Nursing.
6. Which of the following gives the best geographical description of the Coastal Plain?
(A). Rocky and mountainous.
(B). Spacious grasslands.
(C). Forested with massive mountains.
(D). Flat and below the level of the sea.
7. All of the following are coastal communities except

(A). Corriverton.
(B). Lethem.
(C). Anna Regina.
(D). Rose Hall.
8. What activities are important in the Hilly Sand and Clay Region?
(i). Bauxite mining.
(ii). Logging.
(iii). Balata bleeding.
49
(iv). Cattle rearing.
(v). Diamond mining.
(A). (i) and (ii) only.

B). (i), (ii) and (iii) only.
(C). (iii), (iv) and (v) only.
(D). (iv) and (v) only.
9. Which of the following mountain ranges divides the Interior Savannahs into north and south?
(A). Pakaraima.
(B). Imataka.
(C). Kanuku.
(D). Akarai.
10. Which of the following best describes the function of the Administrative System in Guyana?
(A). To facilitate closer political supervision of the region.
(B). To acquaint the President with regional problems.
C). To collect rates and taxes from the residents.
(D). To have regional problems discussed in parliament.
50
Social Studies
Grade 8
WEEK 6
LESSON ONE
Sub Topic: Communities in Guyana

 Locate communities in different geographical regions on a map of Guyana
 Identify resources of the different geographical regions (Natural Regions)
Concept:
In each Natural Region we find that the population distribution, physical features and
resources differ from those of another region.
Content: Map showing different communities in Guyana.
Look at the map of Guyana
51
Can you identify your community or areas close to where you live?
COASTAL COMMUNITIES
We can see that Charity, Georgetown, Rose Hall and Corriverton are all located on the
narrow coastal plain. On this narrow coastal plain we expect to find the same natural
resources and the economic activities of the region somewhat similar.
Resources of the Coastal Plain

Agriculture - Sugar, rice, fruits, vegetables, and ground provision
Industry - Cattle ranching, fishing and shrimping and small- scale manufacturing e.g.
soap, margarine, rum, matches, etc.
The occupation of the people in each community depends on the available natural
resources as well as on the needs of the people. Occupations on the coastland include
farming, small-scale manufacturing, and a variety of business enterprises.
52
To provide for the effective maintenance and functioning of schools, construction
workers and teachers are extremely important. Because people live and work in the
community, health services are required. Doctors and nurses work in the communities.
To maintain law and order an effective police force is indispensable. There are parks and
other places of recreation, which cater for the other social needs of people. Temples,
churches, and mosques are evident.
The capital of Guyana, Georgetown, is located on the coastal plain. This town, which
houses for every form of business, is also the seat of government. It is the most important
seaport of the country and the terminus for all the major road transportation.
COMMUNITIES IN THE HILLY SAND AND CLAY REGION

Bartica, Linden and Kwakwani are communities found in the Hilly Sand and Clay
Region.
The resources in this region would include stone and sand, which are used for
construction work. Agriculture is done on a smaller scale than it is done on the coastland
because of the sandy nature of the soil.
Resources of the Hilly Sand and Clay Region

Agriculture - Pine apples, citrus fruits and peanuts.
Industry - Bauxite mining, quarrying, lumbering and charcoal production.
Like the dwellers on the coastland, those in the Sand and Clay Region have need for
education, communication, health care, etc. In each of these sectors there are workers
employed. The creeks and vegetation along the Highway are very attractive.
COMMUNITIES IN THE FORESTED HIGHLAND REGION

This area is the largest of the natural regions. Some communities in this region are
Matthew’s Ridge, Kamarang, Kato and Monkey Mountain. People tend to live in small
but scattered communities in the forest clearings. Benabs are used as rest houses along
trails in the mountains. The occupants are mainly Amerindians.
53
Resources in the Forested Highland Region
Agriculture - Cassava and maize.

Industry - Casareep, paiwari an intoxicating drink, lumbering, balata bleeding and
extracting mineral wealth such as gold, diamond and other semi-precious metals.
Craft - Hammocks, weapons such as spears, knives, axes ornaments bows and arrows.
In the Forested Highland Region there is a wide variety of fauna and flora, which are
very attractive to tourists. From some of the plants dyes and medicines are obtained.
COMMUNITIES IN THE INTERIOR SAVANNAH

The Kanuku Mountain Range divides the Rupununi savannahs land into north and south
savannahs. Communities in this region are Lethem, St. Ignatius, Nappi and Dadanawa
Like the Amerindians in the Highland Region, the Amerindians on the savannahs engage
in the balata business. They weave baskets and hammocks and carve wooden ornaments.
All of the materials used for craftwork are extracted from the resources of the
environment. Cashew nuts are packaged and sent to Georgetown.
REFERENCE
.1. Ministry of education Teacher’s Guide Grade 8 pages 75 and 76
1. . Ministry of Education Curriculum Guide Grade 8 page 9

5 New Horizons in Social Studies book 2 pages 20 to 22
5. https://www.guyanaembassy-kuwait.com/tourism/
54
Social Studies
Grade 8
WEEK 6
WORKSHEET ONE
55
Read the questions carefully and then answer them.
.
1. On the map of Guyana provided, insert the name of the community in which you live.
2. Identify and name the Natural Region in which your community is located.
3. Describe your community- stating its name, population, physical features, resources,
occupations of its members and available tourist sites.
4. Identify and name the other Natural Regions on the map. Colour each region with a
different colour.
5. Inset the name of five communities in each Natural Region.
56
Social Studies
Grade 8
WEEK 6
LESSON TWO
Sub Topic: Reasons Why People Settle In Various Geographical Areas
 Explain why the economic activities of people differ in relation to the geographical
area in which they live.
 Explain why persons may prefer to live in one geographical area and not in another
Concept
The way of life of the people in one region is different from the way of life of people of
another region. This is so because the people in each region have to adapt to the
prevailing circumstances in their particular region.
Content
REASONS WHY PEOPLE SETTLE IN VARIOUS GEOGRAPHICAL AREAS

1. Overcrowding in one region can cause people to move to another region where there is
more land space. Here, they may be able to purchase a plot of land, build their own
homes, do some planting or set up small businesses.
2. Health related problems could drive people away from a densely populated industrial
area to a place where there is less pollution.
57
3. Some people tend to move towards those communities where there are better social
facilities for example playgrounds, schools, libraries, cinemas, taps water, transportation,
electricity and telephone.
4. Some people may experience difficulties in obtaining employment relating to the
particular skills that they possess.
5. New employment opportunities may be available in another community with prospects
for higher remuneration.
6. A person with a small income may move to another area where the cost of living is
lower. This would enable him/her to pay his debts and save some money
HOME WORK
 Draw at map of Guyana and identify the two most populated natural regions.
 Which of our towns have the lowest population
 Read the New Horizons in Social Studies Book 2 pages 20 to 36.
REFERENCE
1. Ministry of education Teacher’s Guide Grade 8 pages 77 to 83

2. Ministry of Education Curriculum Guide Grade 8 page
.4. New Horizons in Social Studies Book 2 pages 20 to 37
https://www.guyanaembassy-kuwait.com/tourism
58
Social Studies
Grade 8
WEEK 6
WORKSHEET TWO
Answer the following questions
1. Select one community from another natural region. Describe how your community
differs from the community selected.
2. Apart from the reasons given in the lessons, list five other reasons why persons may
choose to live in various Geographic areas.
59
Social Studies
Grade 8
WEEK 7
LESSON ONE
Topic: Development in Our Community

Sub topic: Resources
Objectives:
 Define the term resources.
 Identify the types of resources.
 Identify the different classes of resources.
 Examine the economic importance of resources.
Concept:
Resources are the living and the non -living things which can be developed and made
useful by man. Guyana has many resources which can be used to bring in revenue.
Content:
What are Resources?
Resources are the living and the non-living things which can be developed and made
useful by man. These include the skill, ability, etc. of man as well as the natural features
such as the soil, forest trees and minerals.
The types of Resources are:

● Physical/ Natural Resources
● Human Resources
60
Classifications of Natural Resources are:
● Renewable resources
● Non-Renewable Resources
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Economic Importance of Our Minerals

1. When the raw material is manufactured further employment is created.
2. Guyana exports some of the finished goods and thus foreign exchange is earned.
3. There is a save on foreign currency since we do not have to import the products
4. Indirect employment is created in the gold mining areas. Persons are self-employed as
taxi drivers, store owners, tailors. hotel owners, etc.
REFERENCE
1. Ministry of education Teacher’s Guide Grade 8 pages 104 TO 107
61
Social Studies
Grade 8
WEEK 7
WORKSHEET ONE
Study the chart above and answer the questions below.

1. Name the resources that are exported.
2. Name three of the countries that are named in the chart.
3. Which resource yielded the most revenue?
62
Complete the following table:
RENEWABLE RESOURCES NON-RENEWABLE RESOURCES

1.
2.
3.
4.
63
Social Studies
Grade 8
WEEK 7
LESSON TWO
Sub topic: Mineral Resources
Objectives:
 State the uses of some mineral resources in Guyana.
 Locate on a map where these are mined.
Concept: Many of the world’s richest countries have benefited greatly from minerals
extraction. Guyana is no different since our country has gained and continues to gain
revenue from our precious minerals
Content:
64
Mineral Resources
Mineral Resources is an example of Physical/ Natural Resources.
They are formed naturally in the soil/land. They include petroleum, coal, salt, manganese
and copper. Guyana has a wealth of mineral resources and these include precious and
semi-precious stones, bauxite, sand and stone.
These mineral resources can be categorized as non-renewable resources.
Uses of some Mineral Resources.

Bauxite:
Mining for bauxite takes place primarily at Linden, Kwakwani and Aroaima in the
Administrative Region 10. This is more or less in the Sand and Clay Natural Region of
Guyana. This mineral after extraction is processed into the aluminium to be used for
making pots and pans, roof sheeting and the chassis for aeroplanes.
65
Gold and diamond:
Gold and diamond are our precious minerals. These are mined mostly in the
mountainous areas of Guyana. Gold is a mineral that is used extensively in the
manufacture of jewelry- rings, necklaces, bands, pendants and chains. Diamond is used
for wedding rings and necklaces as well as other forms of expensive jewelry.
Economic Importance of Our Minerals, the minerals are of great value to Guyana e.g.,
Gold is one of Guyana's foreign exchange-earners. It is also used as a system of exchange
and trade.
Semi-Precious Minerals:
The semi-precious minerals are found in large quantities in the mountainous areas of
Guyana. These can be designed into relatively cheap decorative pieces as well as jewelry.
Some of the semi-precious minerals in Guyana are opal, jasper, rose quartz, amethyst,
topaz and black pearl. Agate and soapstone are usually made into ornamental pieces
Sand and stone:

Guyana possesses large quantities of sand and stone. These are mostly used in the
construction of buildings and roads. The white sand can also be made into glass but
Guyana is still to fully explore this potential. The brown sand in particular is used
extensively in road construction. Sand is found throughout the Sand and Clay Region of
Guyana. Mining for stone takes place in the Teperu and Makouria areas.
ACTIVITY
1. Use an atlas and find an economic map of Guyana. Locate the names of communities
where mining for gold and diamond take place.
2. Use an outline map of Guyana and insert the gold and diamond mining areas.
3. One of the large mining companies in Guyana was Omai Gold Mines Ltd. Read about
this company in your textbook-New Horizons in Social Studies-Bk. 2.
66
HOME WORK
 . Find out who is a pork-knocker.
 Read about The Story of El Dorado in your Social Studies textbook. Why is this
story very important to Guyana?
REFERENCE
1. Ministry of education Teacher’s Guide Grade 8 pages 104 TO 107
67
Social Studies
Grade 8
WEEK 7
WORKSHEET TWO
68
-Review the second instruction
- Also, a principle of item writing, blank area should appear at the end or close to the end of a
statement.
69
Social Studies
Grade 8
WEEK 8
LESSON ONE

Sub-topic: Human Resources: Population as a labour force and human resource
Development
Objectives:
 Examine Population distribution in Guyana
 Examine human Resource Development and Education.
 Identify different aspects of human resources.
Concept:. Human resources are evident in every society. It is how we develop and use
this resource that is vital to our country. This is so as use is dependent on the quality of
the people. Human resources are responsible for the utilization of our physical resources.
Because human resource is so vital to the continued existence of mankind, care must be
taken in moulding and making our human resource.
Content:
What are Human Resources?
Human Resources are the labour, skill, entrepreneurship, etc. provided by man to extract
and develop natural resources.
Definition of labour force
The labour force refers to those people between the ages of 16 and 65 years who are
capable and willing to work.
Definition of population
A population refers to the total number of persons living in a specific region or country at
a particular time.
70
Population distribution
If persons are living far apart then the population density is described as low. When
persons are living close together then the density is likely to be high. In some regions of
Guyana, the population may be well scattered but in other regions it may be clustered.
Normally one has to consider the area of a region and its population to determine its
density.
Population distribution in Guyana
Population distribution refers to the number of persons living in a particular area of a
country.
A large percentage of the population lives on the Low Coastal Plain.
In the Hilly sand and Clay Area, the population consists mainly of loggers, bauxite
miners, public servants and Amerindians.
In the Interior Savannah, the population comprises mainly of Amerindians.
In the Forested Highland Region, the population is sparsely populated and is made up of
small scattered villages. The population consists of loggers, port knockers and balata
bleeders.
Characteristics of a population
A population consists of the following characteristics:
 It has a size, the total number of people living in the particular geographic area.
 A sex ratio consisting of males and females.
 A religious composition consisting of different religious faiths such as Christians,
Muslims and Hindus.
 An ethnic composition consisting of various races such as East Indians, Africans,
Europeans, Portuguese, Amerindians, Chinese.
 A particular age distribution- the youthful sector, the middle age group and the aging
population.
71
Human Resource Development and Education
There are major occupations/ industries that are evident in many communities. In the
Interior Savannahs, the major occupations are cattle ranching, farming, balata bleeding,
etc. On the coastland, the major occupations are agriculture, vegetable and fruit farming,
etc. Education and training are important, since skills are developed. Training for manual
work alone is not sufficient for certain industries since some jobs require specialized
skills and technology. Regardless of the type of education or training received, persons
must be fitted for life in society.
Aspects of Human Resources
Labour- Residents in a community provide the labour for work in the fields and
factories. They clean the trenches and drains in the sugarcane fields and they provide the
manual labour in the forest industry.
Skills - Specialized skills are needed for some jobs. A person who drives a vehicle or
operates a machine needs special skills.
Technology - Advanced skills or are often required to accomplish certain jobs. The repair
of a computer or television requires technical or engineering skills.
Capital – capital /Finance or is important for investment purposes. Persons may have
their own money or they may take loans.
Entrepreneurship - Persons investing in any business do take risks. Investors must
therefore have the ability to manage their businesses.
Attitude: attitudes and values are just as important as the skills that people possess.
Production cannot be at a maximum when workers do not demonstrate the right work
ethics
72
REFERENCE
1. Ministry of education Teacher’s Guide Grade 8
2. Ministry of Education Curriculum Guide Grade 8
73
Social Studies
Grade 8
WEEK 8
WORKSHEE ONE
Instruction answer the chart below.
Complete the chart by listing – describing - explaining aspects of human resources.
74
Social Studies
Grade 8
WEEK 8
LESSON TWO

Sub topic Population Growth
Objectives:
 Define the term population growth.
 Examine the consequences of population growth
Concept: Population growth is the increase in the number of people in an area. Census is
the official count of people in a country. The three factors affecting population growth
are: the fertility rate, life expectancy, and net immigration rate.
Content
Population Growth
Population growth can take place when the crude birth rate is higher than the crude death
rate. This is often referred to as the natural increase.
Crude Birth Rate: This is the number of live births per thousand persons in a country’s
population for a particular year.
Crude Death Rate: This is the number of deaths per thousand persons in a country’s
population for a particular year.
Natural Increase: takes place when the birth rate is greater than the death rate. Birth
rates are very dependent on a number of factors.
The health of the population and the ability to reproduce are very important. However, in
some countries although the population is healthy and capable of reproducing, the birth
75
rate is relatively low since birth control measures are practiced. Health also affects the
life expectancy rate.
Life expectancy: is the average age persons in a country are expected to live. A high
expectancy rate means that persons live to an old age. A low rate means that persons die
at a relatively young age. The amount of births is also determined by the fertility rate.
The fertility rate: refers to the number of live births per thousand women within the age
group 15-45. In developed countries the fertility rate can be low since the women may
practice birth control measures.
On the other hand, in developing countries, the rate may be relatively high, more so, in
the rural areas where the education level is low and birth control measures are not taken.
Population Growth and the Consequences
Rapid population growth can lead to overpopulation. Really overpopulation takes place
when the resources and services are not adequate for the population in a country.
Economic growth must always keep up with population growth or else the consequences
can be serious.
Some of the consequences are:
The average wages of workers are relatively low
A low standard of living is experienced
Crime and other social ills may develop
Facilities and other social services may be inadequate.
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Activities:
1. Visit the community in which your school is located and note the services that are
provided.
(a) Are you satisfied with the services in this community?
(b) Are the services better in your home community?
2. What services are lacking in the school community?
3. If you were the Health Worker or a Leader in your community suggest two ways you
will encourage the residents to keep their community clean.
References:
1. Ministry of Education Teacher’s Guide Grade 8
77
Social Studies
Grade 8
WEEK 8
WORKSHEET TWO
Use the words listed below to complete the sentences.

Population Demography Crude Death Rate
Labor force Natural increase Population
Distribution
Census Crude Birth Rate
Fertility rate
Population pyramid Life expectancy
1. A graph that shows the gender and age structure of a given population is
____________.
2. The specialized study of population is known as ___________________.
3. The number of live births per thousand persons in a country’s population for a
particular year is considered to be _____________________.
4. When the birth rate is greater than the death rate, we say we have a
_________________.
5. The total number of persons living in a specific region or country at a particular time is
called a __________________.
6. The number of deaths per thousand persons in a country’s population for a particular
year is known as the _________________.
7. The number of persons living in a particular area of a country is best referred to as
_________________________.
8. A survey which provides information on the size of a country’s population and its age
and sex structure is known as a ______________________.
9. People between the ages of 16 and 65 years who are capable and willing to work is
called_____________________.
10. The average age persons in a country are expected to live is known as
_________________.
78
Social Studies
Grade 8
WEEK 9
LESSON ONE

Sub topic Human Resources: Migration
Objectives:
 Define the term migration.
 Identify the types of migration.
 Identify reasons why people migrate.
 Identify the effects of migration on human development
 Examine the effects of health on human resource Development.
 Examine the advantages and disadvantages of immigration and emigration.
Concept
Content:
What is Migration?
Migration refers to the movement of people from one place of residence to another.
Migration can be internal or external

Emigration and Immigration- Emigration refers to the movement of people from the
country. Immigration refers to the movement of people into the country.
Consequences/Effects of Emigration on Guyana
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Guyanese have emigrated in large numbers to the USA and Canada in particular. The
movement is to a great extent a movement from a developing country to developed one.
Such movements can have serious effects on Guyana
.  Most of the persons are relatively young and have received their basic education in the
country.
 Many of the emigrants are well qualified thus there is a brain-drain in Guyana
 Many old persons are left in the country and thus the dependency ratio rises i.e. those
who are not working and depend on the working population to maintain them
Effects of Migration on Human Resource Development

 Many persons are attracted to developed countries because of the supposed better
living standards.
 Important human resources are lost which contributes to a brain drain.
 Very often the developed world offers scholarships to the young and educated
from the developing countries and these countries do not
Who is a healthy person?

A healthy person is one who’s physical, mental and emotional capacities are not affected
by any ailments or deficiencies.
The population must be strong and healthy. Persons who are ill cannot produce at a
maximum. Severe illnesses can greatly hinder economic growth.
A good health service must also take into consideration the special needs of those who
are physically disabled, those who are blind and deaf or who have lost a limb.
Institutions must also take into consideration those who are mentally ill or retarded for
one reason or the other.
Emigration refers to the movement of people from a country in which they hold
citizenship to another country in order to settle.
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The reasons why people migrate can be placed into TWO categories:
Push Factors
These factors cause people to leave their own country.
Some push factors are:
 Natural disasters (earthquake, hurricane, flooding)
 Unemployment and low wages/salaries
 Racial and religious discrimination
 Poor educational, health, housing and recreational facilities
 Lack of technology and natural resources
 Political instability
 High cost of living
Pull Factors
These are the factors which attract people to another country.
Some of the pull factors are:
 High wages
 High standard of health facilities
 Many educational opportunities
 Proper infrastructure for recreation
 Technological advancement
 Employment opportunities
 Attractive social security benefits
 Low levels of crime
 Political stability
Emigration
Emigration refers to the movement of people from a country in which they hold
citizenship to another country in order to settle
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Advantages
 Unemployment levels are lowered in the home country
 Foreign exchange earnings are boosted when immigrants send money to their families
Disadvantages
 Loss of the skilled sectors of the population referred to as the ‘brain drain’
 Money spent on the education of the emigrants does not rebound to the benefit of the
home country
 Additional money must be spent by the government to replace the loss of skilled
professionals
 Emotional trauma suffered by children when their parents migrate and leave them with
grandparents, etc.
Immigration
Immigration refers to the arrival of individuals into a country in order to settle.
Advantages
 Skilled personnel brought in as immigrants assist in the economic development of the
country
 Immigrants from different countries add flavor to the culture of the country
Disadvantages
 Racial and religious conflicts may arise
 If immigrants are marginalized, this may result in violence and social turmoil
 The predominant culture of the host country may be lost

 Pressure is put on the host country to provide more housing, health and recreational
facilities.
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Activities:
1. Identify the push factors that are existing in Guyana.
2. Name the countries to which most Guyanese migrate.
3. Describe three strategies the government can use to reduce Guyanese from migrating
to other countries
REFERENCES:
2. Modules in Social Studies New Edition
83
Social Studies
Grade 8
WEEK 9
WORKSHEET ONE
INSTRUCTION
Read the extract and then answer the questions
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1. What factors encouraged Ralph to migrate to New York?
2. Imagine you are one of Ralph’s children. Describe to your father your experiences
during his absence.
(c) Complete the table by listing two advantages and disadvantages of Emigration and
Immigration.
ADVANTAGES DISADVANTAGES
Emigration
Immigration.
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Social Studies
Grade 8
WEEK 9
LESSON TWO
Topic: Health and Wellbeing

Sub topic: Growth and Development -Physical Development of the Adolescent
Objectives:
 Define the term growth.
 Identify the stages of individual development.
 Define the term adolescence.
 Identify some of the most important physical and biological changes that take
place in adolescence boys and girls.
Concept
At this stage of human development some of the most important physical and biological
changes are taking place. This is because the body is preparing for parenthood. As the
physical development occurs in children their curiosity is aroused and there is much
excitement when the physical changes occur. This physical excitement stimulates
emotional development. If these emotions are to be understood, they must be interpreted
within the framework of total growth and development of the child.
Content:
What is Growth?
Growth is defined as the permanent increase in the size of an individual in the course of
its development.
The stages of an individual’s growth and development are categorized as:
✔ Prenatal – before birth
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✔ Childhood-birth to about 10-13years
✔ Adolescence- the period between puberty

✔ Adulthood-from 18 years to old age
Adolescence: This is the period between childhood and adulthood, from 12 or 13 years to
18 or 19 years. At this stage of human development, some of the most important physical
and biological changes are taking place.
Boys:
● Pubic hair appears about one year after the testes and penis have started to increase in
size.
● The skin becomes coarser, less transparent, and sallow in colour, and the pores enlarge.
● The muscles increase markedly in size and strength thus giving shape to the arms, legs,
and shoulders.
Girls:
● Pubic hair appears after hip and breast development is well underway.
● The skin becomes coarser, thicker, and slightly sallow, and the pores enlarge.
● Acne - You may develop acne. This is a condition of the skin that shows up as bumps –
most commonly on the face, neck, shoulders, upper back and chest.
REFERENCE:
1. Ministry of Education Social Studies Teacher’s Guide Grade 8
2. Ministry of Education Social Studies Curriculum Guide Grade 8
4. New Horizon in Social Studies Book Two
87
Social Studies
Grade 8
WEEK 9
WORKSHEET TWO
Complete the table below by listing four changes occurring at puberty in the adolescent
boy and girl.
BOYS GIRLS
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Social Studies
Grade 8
WEEK 10
LESSON ONE

Sub topic: Good Health Habits
Objectives:
 Define the term health habit.
 Identify good health habits
 Identify some of the good physical and emotional health habits
 Identify sexual transmitted infections.
 Examine how STDs/STIs may be contracted,
Concept: Healthy habits are hard to develop and often require changing your mindset.
But if you’re willing to make sacrifices to better your health, the impact can be far-
reaching, regardless of your age, sex, or physical ability.
Content:
Personal cleanliness is an important factor of good health.
We can avoid many illnesses by practicing healthy habits.
Some good healthy habits:

- Frequent brushing of teeth
- Having a daily bath
Other personal health practices are:

 Regular exercise
 Relaxation
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 Rest
 Sleep
Some of the good physical and emotional health habits include:

● Balanced nutrition and balanced diets. A variety of foods, in modest amounts and with
few toxins are recommended. Regular exercise such as walking, running, swimming or
aerobics.
● Pacing oneself.
Possible health problems are:
● One can become ill as a result of diseases contracted.
● One is likely to experience poor emotional and mental health
What are Sexual Transmitted Diseases?

Sexually transmitted diseases are communicable diseases. This means that they are
contracted from one person to another.
People may contract a sexual disease through:
Sexual abuse and violence e.g. rape, incest or criminal actions.
Homosexuality and promiscuous behaviour, this is due to pressures from peers and
negative groups using drugs and becoming involved in crime.
Activity
Read the story carefully then answer the questions.
THE SULKIANNA FAMILY
The Sulkianna family lives at Parksville on a piece of land that lacks drainage. There is
no electricity and pure water supply. Water from a nearby trench is used for domestic
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purposes but when it rains the children go for a bath. They use no soap, dry their bodies
with dirty towels and put on the same dirty clothing.
Mr. and Mrs. Sulkianna are always quarrelling and pay no attention to the five children or
their surroundings.
The eldest son Riki has not combed his long hair, or changed his clothing for the longest
while. His hands are always dirty and his teeth are creamy. His nails are long and filled
with dirt. Every morning he goes to the corner of the street, sits on the bridge and remains
there for the greater part of the day.
One day Riki went to another village. To return home he had to travel by bus. When he
entered the bus several persons just peeped into the bus and went away to join another
bus. Others joined the bus but no one sat next to Riki. When he observed people looking
at him he began to question why people stared at him.
At school Susie the older of the two girls tries to talk with her peers. When she does so,
her peers always turn their faces away, hold their noses then run away and have a
discussion some distance from her.
The family is poor, yet they do not plant greens and other crops to assist them with their
meals. They have ‘white corners’ at their mouths. Their peers talk about them and this
provoked them to anger. Pauline the younger sister attends school regularly and when she
does the teacher has problems keeping her awake during the lesson periods. Boyo and
Tommy who do not attend school are seen around the neighbor-hood walking to the
trench, trying to catch fish or picking green dunks from the neighbor’s trees. Sometimes
Tommy is seen on the streets until 23.00hrs.
1. Draw two scenes to show the poor health practices of the Sulkianna family.
2. Draw two scenes to show how your class/form practices good sanitation.
3. State two poor health practices of the Sulkianna family. Explain the problems that they
faced because of these poor practices
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REFERENCE:
1. Ministry of Education Social Studies Teacher’s Guide Grade 8
2. Ministry of Education Social Studies Curriculum Guide Grade 8
4. New Horizon in Social Studies Book Two
92
Social Studies
Grade 8
WEEK 10
WORKSHEET ONE
(a) Complete the chart by listing four good physical and emotional health habits.
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(b). State three poor health practices.
(c.) Explain three problems that you will experience, if you continue the poor health practices.
(d).Pretend that you are a primary school teacher and suggest two ways that you would ensure
that your pupils practice good personal healthy habits .
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Social Studies
Grade 8
WEEK 10
LESSON TWO
Sub topic: The Administrative Regions in Guyana
Objectives:
 Define the term Administrative Regions.
 Differentiate between a natural region and an administrative region.
 Name and locate the ten administrative regions on a map of Guyana.
 Describe the purpose of administrative regions
Concept:
An administrative division, unit, entity, area or region, also referred to as a sub national
entity, constituent unit, or country subdivision, is a portion of a country or other region
outlined for the purpose of administration. Guyana has ten (10) administrative regions
and these are governed by groups of persons who carry out the functions of central
government and represent the citizens.
Content:
This form of managing the communities locally is known as Local Government.

On the 29th August, 1980, Mr. Authur Chung, then president of Guyana signed the Local
Democratic Organs Act, of 1980.
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The fourth clause authorized the Minister of Local Government to divide Guyana into ten
administrative regions. It became important for Government to decentralize decision
making in relation to the development of the rural communities .
Central Government found it necessary for the people at all levels to be involved in
decisions about services and projects concerning their communities instead of personnel
in Georgetown making decisions for them.
The following considerations helped to determine the boundaries of each region:
 population size
 physical size
 geographic features
 economic resources and the existing and planned infrastructure of the area.
A watershed as well as mid-points of river channels has been used to separate one region
from another.
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Functions of the Administrative regions
Central government in Georgetown has provided persons in each region with the
opportunities to manage their communities. This system of administration is referred to
as Local Government and is implemented through the Regional Democratic council.
The functions of the Regional Democratic council may be grouped into three board
categories, these are:
 Economic
 Social
 Cultural
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Management of the Administrative regions
Guyana was divided into ten Administrative Regions for political supervision and
administration. Each administrative region is a semi-autonomous unit with its own
regional council and chairman as political and administrative head, which means that
each region has its own local governing body.
Each administrative region is administered by a Regional Democratic Council (RDC),

which may comprise from twelve to thirty-six elected members. The (RDC) carries out
the policies of the central government and represents the citizens of the region.
The law provides for the division of the regions into Sub-Regions, Districts,
Communities, Neighborhoods and People’s Co-operative Units. However the
administrative structures exist only at the level of the Neighbourhood Democratic
Council (NDC).
These were legally established in 1990 to replace all previously existing forms of local
authorities. However, all of the (NDCs) are not operating.
REFERENCE
1. Ministry of education Teacher’s Guide Grade 8 pages 84 and 85
2. Ministry of Education Curriculum Guide Grade 8 page 10 and 11
4. New Horizons in Social Studies book 2 pages 91 and 92
98
Social Studies
Grade 8
WEEK 10
WORKSHEET TWO
Instructions: Read the questions carefully, and then answer questions.
Questions
1. Insert the ten (10) administrative regions
2. What were the considerations made when determining boundaries of each

administration region?
3. Explain in your own words why you think administrative regions were developed.
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Social Studies
Grade 8
WEEK 11
LESSON ONE
Topic: The Administrative Regions of Guyana
Sub Topic: The difference between the Geographic and the Administrative Regions

 State the differences between the Geographic and the Administrative Regions
 Explain two of the differences between the Geographic and the Administrative Regions
 Insert Administrative regions and Geographical Regions on a blank map.
Concept: A Geographical territory created on the basis of physical feature, climate or

ecosystem is called Natural region. Administrative division, unit, entity, area or region,
also referred to as a subnational entity, constituent unit, or country subdivision, is
portions of a country or other region outlined for the purpose of administration.
Content
: Look at the two maps below carefully.
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Do you notice the difference in how the country is separated?
Yes, there are differences. As mentioned before natural regions are separated by physical
features whereas, Administrative regions are separated mostly for the purpose of
governance
Guyana is divided into four Natural regions, these are
 The Hilly Sand and Clay Region
 The Interior Savannah
 The Forested Highland Region
 The Low Coastal plains.
The ten (10) administrative regions are:
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Difference between Administrative Region and Natural/Geographical Region
102
REFERENCE
1. Ministry of education Teacher’s Guide Grade 8 pages 84 and 85 8.
2. Ministry of Education Curriculum Guide Grade 8 page 10 and 11
4. New Horizons in Social Studies book 2 pages 91 and 9
103
Social Studies
Grade 8
WEEK 11
WORKSHEET ONE
Complete the chart below to show four differences between Administrative Region and
Natural Region.
ADMINISTRATIVE REGION NATURAL REGION
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Social Studies
Grade 8
WEEK 11
LESSON TWO
Topic: Government
Sub – Topic: The functions of the Government
OBJECTIVES: Students will:

 Explain why government is important.
 Draw a diagram of the organizational structure of government.
 List and explain the functions of the Government.
CONCEPT
Government is the way in which any group or organization is ruled. This concept can be
applied to our families, schools, churches etc. In a country the government is the body of
persons elected or selected to manage the affairs of the country. These individuals
function under different arms of the government which are classified as Legislative,
Executive and Judicial.
CONTENT
1. What is a government?
A government is a group of officials elected or selected by the citizens to conduct the
affairs of a country.
2. Why do we need a government?
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A country needs a government to regulate the manner in which citizens go about their
daily lives in order to eliminate the chaos that would result if everyone was allowed to do
things their own way.
Some functions of Government are:

 Makes laws for its entire population.
 Maintains law and order in the country.
 Meets the political, social and economic needs of the people.
 Provides finance for development.
 Finds solutions to national problems.
 Provides health and social services.
 Establishes justice.
You must agree that managing a country is quite a huge task, as such in our society there
exists, what is called division of labour.
Instead of everyone working on the same project, special groups are authorized to do
political work.
Government is therefore divided into three branches, these are:
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The Organizational Structure of the Government
 Can you identify the three branches on the diagram above?

 Who is at the head of the Organizational structure?
 Which branch does the land court fall under
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Let’s talk about the Legislative branch of Government
The legislative branch or parliament can have one body, in which case it is called a uni-
cameral legislature or two bodies, in which case it’s known as a bicameral legislature.
Guyana’s parliament or legislative power rests in a uni-cameral National Assembly

whose members are elected on the basis of proportional representation.
The laws of Guyana provides for parliament to have fifty three (53) elected members
from the national election as well as ten (10) elected members from the Regional
Democratic councils one from each Administrative Region and two from the National
Congress of Local Democratic Organs.
The president may also appoint non-elected members to Parliament as technocrats.

Technocrats are qualified members of society who are skilled and qualified in specific
areas. There is no fixed number of technocrats appointed to parliament; the number varies
from time to time.
Functions of Parliament
 Provides an opportunity for government and the opposition to discuss matters of

national interest.
 Makes laws.
 Amends or repeals laws.
 Debates and approves the National Budget.
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Study the picture and then answer the following question
3. Describe what you think is happening in the picture?
4. State TWO (2) functions of the parliament, other than passing laws?
5. Give two (2) reasons why a country needs laws?
6. Explain the function of the government in the Guyana / Venezuela border dispute?:
HOMEWORK
1. List and explain the stages of making a law?
2. Who is current the speaker of the National assembly?
3. What are his/her duties?
4. Read up on the Executive and the Judiciary branches of government.
REFERENCES
https://www.youtube.com/watch?v=dKUcmyFYez4
1. New Horizons in Social Studies Book 2 pages 76 - 84
2. Ministry of education Teacher’s Guide Grade 8 page 30-31
5 Social Studies for CSEC (Study Guide) page 38 and 40
109
Social Studies
Grade 8
WEEK 11
WORKSHEET TWO
INSTRUCTION:
1. Listed at the bottom of this worksheet are fourteen words that you are to find in the
puzzle below.
CHECKS AND SENATE EXECUTIVE

BALANCES DEMOCRACY JUDICIAL
JUDGE SUPREME COURT LEGISLATIVE
VETO PRESIDENT BILL
CONGRESS HOUSE OF
LAWS REPRESENTATIVE
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2. Read the statements below carefully and then place them under the correct group.
An example was done for you
. Statements
i. Creates jobs
ii. Provide services for burial
iii. Maintains law and order

iv. Offers aid in the management of citizens’ finance
v. Provides social services
vi. Maintains international relations
vii. Managing the reproductive health of citizens
viii. Raises revenue and manages finances

ix. Provides protective service
x. Offers guidance in the selection of religious institutions
FUNCTIONS OF THE NOT FUNCTIONS OF THE
GOVERNMENT GOVERNMENT
Creates jobs
111
Social Studies
Grade 8
WEEK 12
LESSON ONE
Topic: Branches of the Government
Sub – Topic: The Executive Branch
OBJECTIVES: Students will:
 Describe the function of the executive branch within the structure of the government.
 List the names of ministers and their specific ministries.
 Explain the functions of given ministers.
CONCEPT
The Executive branch of the Government conducts the ordinary business of the
Government and is known as the Cabinet. The cabinet consists of the President, the Prime
Minister, the Vice President and the Ministers appointed by the President. The Cabinet is
tasked with aiding and advising the President as it relates to general control and direction
of the Government.
CONTENT
In Guyana, the President chooses and appoints the Cabinet. This body is also known as
the Executive branch of the Government. It is responsible for making policies and
ensuring that they are carried out.
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The Cabinet is made up of:
Each Senior Minister is given certain areas of responsibility by the President. This area is
called the minister’s portfolio.
The Minister has individual responsibility for his/ her office, which is called a Ministry
or Government department.
These Ministers may be assisted by Junior Ministers who are also appointed Ministers of
the state.
SOME MINISTRIES IN THE GOVERNMENT ARE:
 Ministry of Agriculture.
 Ministry of Culture Youth and Sports.
 Ministry of Education.
 Ministry of Finance.
 Ministry of Foreign Affairs.
 Ministry of Health.
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Occasionally, the President reshuffles his cabinet and members are given different duties.
For instance, after a year or two in office, the Minister of Health may be given
responsibility for the Education Ministry.
What is the cabinet responsible for?
The Cabinet is responsible for:
 Deciding on appropriate policies or strategies it would employ to develop the country.

 Presenting such policies to parliament.
 Defending these policies in parliament.
 Importation of goods.  Stability of currency.
 Wages and salaries for Government employees.
 Education and medical care.
Some examples of policies which cabinet is concerned with are:
 Importation of goods
 Stability of currency
 Wages and salaries for Government employees
 Education and medical care.
Here’s how the cabinet system works!
114
ACTIVITY
1. Name the President and four other members of the Cabinet.
2. Name the Minister responsible for Education.
3. List two of his / her duties.
4. Are you pleased with the services offered by the Ministry of Education? Give two
reasons for your answers.
5. What improvements would you like to see in our schools?
HOMEWORK
 Find out the names of each Minister of the Government and their portfolio.
 Complete the table below by inserting the names of each Minister and their
specific Ministry.
MINISTER MINISTRY
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REFERENCES
1. New Horizons in Social Studies Bk. 2 page 85
2. Ministry of education Teacher’s Guide Grade 8 page 32 and 33.
5. Social Studies for CSEC (Study Guide) page 42 and 43
116
Social Studies
Grade 8
WEEK 12
WORKSHEET ONE
1) Complete the following hierarchical structure of the Executive Branch of the Government
2) Fill in the blank spaces with the most suitable answers.
i. What is the primary function of the executive branch of government?
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………….........................
..............................................................................................................................................
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ii. The cabinet works with the ………………………………………. Branch of the government to
pass or reject bills
iii. Who holds the highest position in the executive branch of government?
……………………………………………..
v. What is name given to the group of individuals chosen by the president to serve as
senior officers of the executive branch of the government called?
………………………………………………….
V. The most important function of the …………………………………………. Branch is

to make laws.
3) Match the following terms to the correct meanings.
118
Social Studies
Grade 8
WEEK 12
LESSON TWO
Topic: Branches of the Government
Sub – Topic: The Judiciary
OBJECTIVES
 Define the term Judiciary
 Identify two of the courts that make up the judiciary.
 Describe the function of the Judiciary within the function of the Government.
CONCEPT
The judiciary is the system of the courts that interprets and administers the laws of a
country. This branch of the Government decides whether a person accused of breaking
the law is innocent or guilty. The judiciary also keeps a check on the powers of the
executive and legislative branches of government. An independent judiciary is necessary
in order to inspire people’s confidence in the administration of justice. Most Countries in
the Caribbean use the Caribbean Court of Justice (CCJ), as their final court of appeal.
119
CONTENT
THE JUDICIARY
This is the arm of the government which:
 Interprets the law.
 Administers the law.
 Applies the necessary sanctions for breaking the law.
The Court of Appeal

The Court of Appeal is the highest judicial body of the land. Usually three (3) Judges
listen to the case that is being appealed and makes a decision.
It hears appeals against the decisions of Judges in the High court, against decisions in the
Magistrate courts and against decisions in the civil cases. The Chancellor of the Judiciary
heads it.
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The High Court
The second level is the High Court, presided over by the Chief Justice. The President
appoints the Chancellor and the Chief Justice. The high court has the power to determine
the following types of cases:
 Criminal cases- which are serious in nature and outside the jurisdiction of the
Magistrates’ courts such as, murder, rape and robbery with aggravation.
 Matrimonial cases – dissolution of marriage.
 Compensation cases- on the job injury.
 Civil cases- where the debt demanded or damage claimed are in excess of a certain
amount.
 Settlement of Deed of Title disputes, probation of wills and granting of letters of
Administration.
The Magistrates’ Court

The magistrates’ court obtains its powers and duties from Parliament. This Court does the
preliminary inquiry of all criminal matters. It is mainly concerned with minor breaches of
the law such as:
 Traffic and other petty offences.

 Granting of bail.
 Issuances of summonses and warrants.
HOMEWORK
Research the following information:
 What is the name of the Chief Justice?
 How does the High court work?
 What are the names of the sitting Magistrates who serve in the Magistrates’ courts
nearest to your home?
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REFERENCE
1. New Horizons in Social Studies Bk. 2 pages 85-86

2. Ministry of education Teacher’s Guide Grade 8 page 33
5. Social Studies for CSEC (Study Guide) page 44 and 45
122
Social Studies
Grade 8
WEEK 12
WORKSHEET TWO
This article was extracted from the Kaieteur Newspaper, study it carefully and then
answer the questions which follow.
QUESTIONS
1. Define the term ‘Judiciary’?
2. Name two courts that make up the Judiciary.
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3. With reference to the Newspaper article, which of the three courts would have heard
the preliminary inquiries of the case?
4. If the parties involved in the case were dissatisfied with the court's decision, which
court could they consider to have the case appealed?
5. Explain why the Judiciary should be independent.
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Social Studies
Grade 8
WEEK 13
LESSON ONE
Topic: The functions of the Government

Sub-Topic: Central Government and Local Government
Objectives: With reference to the resources given via video, pictures and notes, students
will:
 Differentiate between Central and Local Government.
 Describe the three main functions of the Government
 Explain how Regional Democratic councils are organized.
Concept: The power of the local governments derives from the central government's
authorization or decentralization of power. While decentralizing the power, the central
government withholds the power to manage important state issues. Hence, The Central
Government is the controlling power. Its functions are carried out through the
Legislative, the Judicial and the Executive branches of the Government. The relationship
between the central government and local governments is critical for the stability and
prosperity of the country
Content:
Do you remember we learnt a lot about the functions of the Legislative, Executive and
Judicial branches of the Government?
125
The Central Government is the controlling power. It’s functions are carried out through
the Legislative, the Judicial and the Executive branches of the Government.
The central government is the political authority that governs an entire nation and it
delegates some of its wide-ranging duties to smaller bodies or councils in specific areas.
These are able to give greater supervision and minister to the needs of people in small
villages or regions.
Let’s learn more about the Local Government.

In 1980 the then President of Guyana signed the Local Democratic Organ Act of 1980,
which authorized the Minister of Local Government to divide Guyana into ten
Administrative Regions.
Central Government found it necessary for people at all levels to be involved in the
decision-making processes of their own communities, instead of having the Central
Government make decisions for them.
126
SOME FUNCTIONS OF REGIONAL COUNCILS
 Develop and maintain markets, abattoirs and cemeteries
 Develop infrastructural facilities such as sea defences, roads, signs, bridges, etc.
 Collect and dispose of garbage to ensure the existence of a clean and healthy
environment.
 Provide community services such as bus sheds, truck-borne water supply, library
and other educational facilities.
 Encourage the development of sports and other cultural practices
 Provide institutions for the care of senior citizens.
 Address environmental problems such as pollution, drug abuse, etc. Regional
authorities are given permission to raise money to meet the expenses of the
region. Revenue is collected from the rental of market stalls and property taxes from
houses and land.
ACTIVITY
Study the picture and then answer the questions which follow:
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QUESTIONS
1. Name the social service provided by government which is shown in the picture.
2. State two other social services, which are provided by government
3. Give three reasons why the service stated in (a) is necessary.
4. Recommend three ways by which government can provide for the health needs of the
country.
Home Work
Read page 86 to 92 of The New Horizon’s in Social Studies book 2 and complete all of
the activities.
NOTE: The text book can be accessed from the Ministry of Education’s website.
Reference
1. New Horizons in Social Studies Bk 2 pages 86 to 92.
2. Ministry of education Teacher’s Guide Grade 8 page 34 to 35
128
Social Studies
Grade 8
WEEK 13
WORKSHEET ONE
129
Social Studies
Grade 8
WEEK 13
LESSON TWO
Topic: A Glimpse of Our History
Sub-Topic: Electoral Systems in Guyana
 Identify the way Government is formed in Guyana

 List the electoral system used in Guyana.
 Calculate election results using the proportional representation system.
Concept: Guyana’s system of electing a Government is Democratic. It is based on the

principle of one person one vote. This means that every individual who is eighteen and
above has an equal opportunity to vote for the party or candidate of their choice. The
system used for choosing our leaders is Proportional Representation .
Content: A government can be formed in different ways. Sometimes a government is

changed through a coup d’état, this means that the government is overthrown. If there is
dissatisfaction with the government and a vote of no confidence is passed then new
elections must be held. In Guyana it is normal for General Elections to be held every five
years and a number of political parties contest the elections.
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The system of electing a Government in Guyana is democratic. This means that every
citizen above the age of 18 has the opportunity of casting one ballot for the party of their
choice.
ELECTORAL SYSTEMS
An electoral system or voting system is a set of rules that determine how elections and
referendums are conducted and how their results are determined. Political electoral
systems are organized by governments, while non-political elections may take place in
business, non-profit organizations and informal organizations.
In Guyana and the Commonwealth Caribbean, two systems have been used to elect a
new government:
1. Proportional Representation.
2. The First Past the Post System.
Proportional Representation
Proportional representation is a system used to elect a country's government.
If proportional representation is used in an election, a political party that wins 10% of the
vote will win 10% of the seats in parliament and a party that wins 20% of the vote, will
win 20% of the seats.
If a party wins over 50% of the vote, it wins over 50% of the seats and can form a
government; however, this does not happen very often because most countries have lots
of different political parties. If no party wins over 50% of the vote, then a coalition
government usually has to be formed, where a government is formed from two or more
different political parties, who together have over 50% of the seats in parliament.
Countries that use proportional representation include:

 Australia
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 Argentina
 Belgium
 Brazil
 Bulgaria,
 South Africa
By 1964, the electoral system for the General election changed to Proportional
Representation. There were fifty-three members in a uni-cameral House of Assembly.
The constituencies were retained as electoral districts.
On Election Day, each elector votes for a party of his choice. After all of the votes are
counted, the seats in the Legislative Council are distributed in proportion to the number
of votes cast for the various parties. The Party with the majority of votes will be invited
to form a government.
The Chancellor of the Judiciary swears in the presidential candidate and invites him or
her to form a government. The system of Proportional Representation is still maintained
but there have been modifications to the number of members thus affecting the
composition of the National Assembly.
ACTIVITY
The chart below represents the results of an election conducted in Animal Island. Study
the chart carefully and answer the questions which follow.
REGION CAT DOG RAT TOTAL
VALID
VOTES
REGION 1 1115 23 780
REGION 2 1233 78 765
REGION 3 123 5040 822
REGION 4 7785 112 2222
TOTAL
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1. Calculate the total number of valid votes cast for each region, each party and the total
number of valid votes cast.
2. Which region has the largest number of valid votes?
3. Which region appears to have the smallest number of eligible electors?
4. Which party has the least number of votes?
5. Which party won the election?
HOMEWORK
1. How many seats do we have in parliament in Guyana?
2. How is the number of seats calculated for each party?
3. What does the term ‘top-up list’ mean in relation to the calculation of votes in Guyana?
Reference
1. New Horizons in Social Studies Bk. 2 pages 77 to 81 7.
2. Ministry of education Teacher’s Guide Grade 8 pages 35 to 37.
4. Ministry of Education Consolidated Curriculum Guide Grade 8.
133
Social Studies
Grade 8
WEEK 13
WORKSHEET TWO
The chart below represents the results of Guyana’s 2015 General Elections. Study the
chart and answer the following questions.
QUESTIONS
1. What was the total number of valid votes cast?
2. Which region had the largest number of valid votes?
3. Which region had the least number of valid votes?
4. Which party received the least number of votes?
5. Which party received the largest number of votes?
6. Calculate the number of seats for each part
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Social Studies
Grade 8
WEEK 14
LESSON ONE
Sub-Topic: Electoral Systems in Guyana (cont’d)

 Define the term electoral system
 Differentiate between the Proportional Representation and the First Past the Post
electoral System.
Concept: Governments are formed in different ways around the world. Guyana is a
democratic nation and as such, we use an election to select our governing body. The
electoral systems that are used are Proportional Representation and the First Past the Post
electoral system.
Content:
135
The First Past the Post system
In a first-past-the-post (FPTP or FPP; sometimes formally called single-member
plurality voting or SMP) electoral system, voters cast their vote for a candidate of their
choice, and the candidate who receives the most votes wins.
FPTP is a plurality voting method and is primarily used in systems that use single-
member electoral divisions.
FPTP is used as the primary form of allocating seats for legislative elections in about a
third of the world's countries, mostly in the English-speaking world (the United States,
the United Kingdom, Canada, India, Pakistan, and other countries in the Commonwealth
of Nations).
Many countries use FPTP alongside proportional representation, for example, for special
constituencies (e.g. for minorities or outlying areas) and/or as part of a mixed-member
proportional representation system. It is also used to elect heads of state in Taiwan,
Iceland, Mexico, and South Korea.
FPTP can be used for single- and multiple-member electoral divisions. In a single-
member election, the candidate with the highest number (but not necessarily a majority)
of votes is elected.
In a multiple-member election (or multiple-selection ballot), each voter casts (up to) the
same number of votes as there are positions to be filled, and those elected are the highest-
placed candidates corresponding to that number of positions.
For example, if there are three vacancies, then voters cast up to three votes, and the three
candidates with the greatest number of votes are elected.
When Guyana gained self-governing status in 1961, The Premier and a cabinet of
ministers had authority over internal matters and the British Government retained
portfolios over foreign affairs, defense, etc.
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The governor was the colonial representative who held veto power over the elected
legislature. There was a bi-cameral House of Assembly with a Legislative Council and a
Senate. The Council consisted of thirty-five members elected under the system of First
Past the Post.
Under this system, the party with the largest number of votes in a constituency won the
seat. The Senate consisted of a majority of members from the government, and
representatives from the opposition party as well as two nominated members chosen by
the governor after consultation with the various groups.
Today Guyana uses a mixture of both systems to conduct our Local and General
elections.
The voting process

Click on the link below or enter the link in your search bar to view the videos below for
an insight into the voting process. https://www.gecom.org.gy/home/lge2018
https://www.facebook.com/LGE2018/videos/921993971536224/
Activity
1. What is the difference between the electoral systems?
2. What is the name of the agency responsible for conducting Guyana’s election?
3. Describe the various steps of the election process.
Home Work
 Find out information on how Guyana prepares for General & Local Government
Election
 Read pages 77 to 81 of the New Horizons and complete all the activities.
Reference
1. New Horizons in Social Studies Bk. 2 pages 77 to 81 10.
2. Ministry of education Teacher’s Guide Grade 8 page 35 to 37. 11.
3. Ministry of Education Curriculum Guide Grade 8 page 4.
137
Social Studies
Grade 8
WEEK 14
WORKSHEET ONE
Complete the following worksheet with a relative or friend.
138
Social Studies
Grade 8
WEEK 14
LESSON TWO
Sub-Topic: National Leaders

 Define the term National leader.
 Identify National leaders who have contributed to our country’s development.
 Describe the contributions of any five leaders. .
Concept:
Guyana’s National leaders are its citizens who have made significant contributions to our
nation. These leaders have significantly contributed to various sectors of the country’s
development. This lesson focuses on the roles of national leaders in the political arena.
Content:
Who are National Leaders?
National Leaders are those individuals who work with the people to develop the nation.
Most of our politicians fall into this group.
The President has overall responsibility for managing the affairs of the country. He is
also Commander-in-Chief of the armed forces.
The president of Guyana is Dr. Mohamed Irfaan Ali.
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Former Presidents of Guyana and the terms they served.
The Prime Minister does the work of the President during his absence and has
responsibility for some national projects.
Government ministers function as leaders in the community. Each Minister of the
Government makes a contribution towards development. Some ministers are responsible
for operating specific ministries. The mission statements of the various ministries give a
general idea of the work of each minister and his team. Each Minister of the Government
contributes towards development.
Apart from our political leaders, and those who operate in the Judicial system, there are
other leaders in the country who are respected and well known for their contributions to
the social, religious and economic life of the people.
Some leaders are heads of organizations such as The Guyana Consumers’ Association,
The Guyana Responsible Parenthood Association and The Guyana Red Cross
Association.
Some leaders may be outstanding musicians, famous cricketers, athletes and social
workers.
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Reference
1. Ministry of education Teacher’s Guide Grade 8 pages 37 to 41.
141
Social Studies
Grade 8
WEEK 14
WORKSHEET TWO
(a)
List the portfolio of the Ministers of Government.
1. Hon. Retired Brigadier Mark Phillips

2. Hon. Anil Nandlall
3. Hon. Gail Teixeira
4. Hon. Hugh Todd
5. Hon. Vickram Bharrat
6. Hon. Nigel Deonarine Dharamlall
(b) What is the name of the Education Minister?
(c) Create a booklet entitled ‘Our Political Heroes’. Paste pictures and a brief biography
of fifteen political leaders. Ensure that the following names are included:
i. Mr. Authur Chung
ii. Mr. Linden Forbes Sampson Burnham
iii. Mr. Peter Stanislaus D’Aguiar
iv. Dr. Cheddi Bharrat Jagan
v. Mr. Desmond Hoyte
vi. Mrs. Janet Jagan.
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Social Studies
Grade 8
WEEK 15
LESSON ONE
Topic: Forts and Monuments
Sub-Topic: The significance of Forts in Guyana.

 Identify forts in Guyana
 Explain the significance of Forts
 Describe how Forts can be preserved.
Concept:
Forts and monuments have historical significance. They are important to the nation
because they remind us of outstanding personalities who have made significant
contributions to the development of the country. They remind us of events, which took
place at particular periods in the development of our history and gives us a sense of pride.
Our ancestors preserved these significant structures because they knew that long after
they had passed on, the forts and monuments would continue to tell future generations the
stories, which they would have liked to tell. Our responsibility, therefore, is to preserve
our forts and monuments so that we can share with our predecessors the knowledge,
inspiration and pleasure that we are privileged to have gained. When our forts and
monuments are carefully preserved they beautify our environment and become an
attraction for tourist. We can see, therefore, how our forts and monuments help us to
enjoy some social and economic benefits derived from tourism.
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Content:
What are Forts and Monuments?
Forts
A Fort may be defined as a strong or fortified place occupied by troops and usually
surrounded by walls, ditches, and other defensive works. It is usually used by the military
and is designed to defend against attacks from outsiders.
THE SIGNIFICANCE OF FORTS IN GUYANA

When the Europeans settled in Guyana, they built forts up the rivers in order to protect
their settlements from intruders. The forts were used as guardhouses where ammunition
was stored and the militia was stationed to safeguard against enemy attacks. The level of
security existing in the settlements depended largely on how fortified the forts were.
Because of the advantageous positions of the forts, situated on the banks of rivers, they
were used as vantage points from which to launch attacks. From these advantageous
positions, it was also deemed convenient to launch expeditions upstream to look for gold.
Forts were also used as warehouses where food and equipment for the settlements were
stored. Ships coming into the colonies stopped at the forts and unloaded their wares.
Produce from the colonies was then loaded and the ships sailed for Europe where the
produce was sold.
The forts were regarded as ports of entry and exit for the colonies as well as trading ports
where trade was conducted with the Amerindians. Over the years the role of the forts
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changed. By 1831 when the colonies of Essequibo, Demerara and Berbice became united
under the British rule the attacks ceased. Subsequently, a police force was established for
security and the forts were no longer used as lookout points for enemy attacks.
The forts became neglected and deteriorated considerably over the years. Today, the
remains can be seen partly covered by natural vegetation. The purpose of these forts now,
is to remind Guyanese of their history. The remains have become an attraction for tourists
and other travelers.
SOME FORTS IN GUYANA
Fort Zeelandia
Around 1580, the Dutch established a settlement up the Pomeroon River. They planted
indigo, cassava and sugar cane at Barima Point. Fort Nova Zeelandia, was established to
protect the settlement from Spanish attacks. The fort was removed to Flag Island, which
is now called Fort Island.
The brick structure proved a formidable fortification, so that by 1739 the seat of
government in Essequibo was removed to that spot. The fort was fifty feet square with
walls, which Governor Gravesande claimed would withstand the heaviest cannon. It was
heavily armed and this made the planters so confident that they removed their plantation
to the mouth of the river where the soil was fertile.
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Fort Nassau
From about 1627 Abraham Van Pere, a Dutch settler in Guyana sought permission from
the Zeelandia Chamber of the Dutch West India Company to settle in Berbice. His
intention was to exploit the resources of Berbice by trading with the Amerindians. Van
Pere would do this mainly by planting export crops, such as sugar, tobacco, cotton and
annatto as well as by exploring for minerals. In return for the permission that was granted
to Van Pere, he was asked to give 1/5 of his income from the sale of gold, silver and
other precious stones, to the Dutch West India Company. He built a fort about fifty (50)
miles up the Berbice River which he named Nassau, after Prince Maurice Nassau who
subsequently became the conqueror of a large part of Brazil. This early settlement, which
was started by Van Pere with about forty men and twenty boys, later became a successful
trading post. The Dutch bartered goods such as knives, hardware and cloth for tobacco
and annatto. African slaves were few and the Dutch were dependent on the goodwill of
the Amerindians who sold to them Amerindians slaves captured and taken from other
tribes. The settlers who were involved in Amerindian slave trade dissipated their energies
and affected the settlement adversely. There was little progress.
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Fort Kyk –Over- Al
This is an image of named fort

Fort Kyk-Over-Al was erected on a little island at the junction of the Essequibo, Cuyuni
and Mazaruni Rivers some twenty miles from the Essequibo estuary. Kyk-over-al is a
word of Dutch origin, which means, “look over all” or “see over all”. Here, the
Amerindians traded with the Dutch. The fort enabled the governor to use it as a vantage
point from which to launch attacks. Expeditions were also launched into the interior to
search for gold. Dutch settlers came to Kyk-over-al in 1634 and cultivated sugar cane on
a very small scale and by 1664 a single mill was operating efficiently. This fort remained
primarily a trading post as the Amerindians traded annatto dye with the Dutch for knives
and hardware. In 1665 the fort was captured by the British but later retaken by the Dutch
after a hazardous overland expedition, which was made possible by Amerindian guides.
During the period of its existence the French attacked it. When the Pomeroon settlement
was destroyed, Kyk-over-al became the chief centre for sugar cane cultivation and
manufacturing in Essequibo as well as the seat of government.
Fort St. Andries
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Fort St. Andries
In 1740 Andries Lossner was appointed governor of the colony of Berbice. During his
tenure Fort St. Andries was built at the junction of the Berbice and Canje Rivers. The
construction was poor and it proved incapable of defending the colony. In 1762 its
population increased, with a composition of whites, Amerindians and Negro slaves. On
6th March 1781, Fort St. Andries did not readily surrender to the English attack so the
fort was captured and burnt.
REFERENCE
1- Ministry of education Teacher’s Guide Grade 8 pages 45 to 48
3. Ministry of Education Curriculum Guide Grade 8 page 7 6
3. http://nationaltrust.gov.gy/national-monuments/
148
Social Studies
Grade 8
WEEK 15
WORKSHEET ONE
Answers the following questions.

1. Name the forts in Guyana.
2. Give three reasons why forts were situated near to the rivers
3. Suggest three measures the Ministry of Tourism can take to encourage more tourist to
visit the forts.
149
Social Studies
Grade 8
WEEK 15
LESSON TWO
Topic: Forts and Monuments
Sub-Topic: Monuments in Guyana

 Define the term monument
 Identify five monuments and their location in Guyana
 Explain the significance of monuments
 Describe how monuments can be preserved.
Concept:
A monument is a structure that was explicitly created to commemorate a person or event,
or which has become important to a social group as a part of their remembrance of
historic times or cultural heritage, or as an example of historic architecture. Monuments
are important and their presence can have lasting impact within the societies they are
constructed.
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Content:
MONUMENTS IN GUYANA
SOME MONUMENTS THAT REMIND US OF THE CONTRIBUTIONS MADE

BY INDIVIDUALS.
The Hubert Nathaniel Critchlow Monument

This monument is erected in the compound of the Parliament Buildings, at the corner of
High Street and Brickdam, Georgetown. Hubert Nathaniel Critchlow is regarded as the
father of trade unionism in Guyana. He founded the British Guyana Labour Union and
championed the cause of the working class in Guyana. This statue is about two metres
high and was made by Edward Burrowes.
Queen Victoria Statue

This statue is now standing in the compound of the High Court in High Street,
Georgetown. It is a reminder of the contribution made by this monarch to bring about the
abolition of the slave trade as well as the contribution made by Britain towards the
development of the colony
The 1834 Monument (The Statue of Damon)

The 1834 Monument or the Statue of Damon is erected at Anna Regina on the Essequibo
Coast. This statue is dedicated to the memory of the slave Damon who was a preacher.
He was sentenced by the governor Sir. James Carmichael Smyth to be hanged for holding
a demonstration against the master. The statue, which is about three metres high, was
designed by Mr. Ivor Thom.
The Damon Cross
The Damon Cross is erected in the Holy Trinity Church yard at La Belle Alliance on the
Essequibo Coast. Damon led a demonstration against his master. He took possession of
the Holy Trinity Church, planted a flag and refused to move when he was ordered to do
so.
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The Enmore Martyrs’ Monument
The Enmore Martyrs’ Monument is located at Enmore on the East Coast of Demerara. It
was erected to honour the memory of the five sugar workers who were killed by colonial
police while they were demonstrating against unjust working conditions. The monument
is about 7.6 metres high. The base has five brass machetes, each with the names of the
workers inscribed. – Rambaran, Harry, Lallabagee, Lall and Suruj-bally, who were killed
on 16th June 1948.
SOME MONUMENTS THAT REMIND US OF HISTORICAL EVENTS

The Cenotaph (War Memorial)
This monument is located at the junction of Church and Main Streets, north of the Bank
of Guyana. It commemorates the sacrifice made by Guyanese soldiers who died in
combat during World Wars 1 and 11. It is about 4.6 metres high with a low metal fence.
The monument is designed with marble.
The Liberation Monument

The Liberation Monument is located in the compound of the Umana Yana in High Street,
Kingston. It commemorates solidarity with the African Liberation Movement. The
structure is made of five greenheart pillars of irregular heights.
The Non Aligned Monument

The Non-Aligned Monument is located in Company Path and the Avenue of the
Republic, Georgetown. It comprises four busts of the founders of the movement with
their names boldly inscribed. –Gamal Abdel Nasser of Egypt, Kwame Nkrumah of
Ghana, Jawaharlal Nehru of India and Josip Broz Tito of Yugoslavia. The monument
rests above a pool strewn with rocks taken from the Ireng River.
The Indian Immigration Monument

The Indian Immigration Monument located in the garden at the Camp Street end of the
Merriman’s Mall commemorates the arrival of East Indians to Guyana. It is erected on a
solid concrete pedestal faced with black granite and takes the form of the Whitby, the
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ship in which the East Indians originally travelled in on 5th May 1838. The Monument is
a gift from India and was erected by a sculptor, B.K. Guru. The Monument stands about
3.5 metres high.
The National Independence Monument.

The National Independence Monument commemorates Guyana’s independence from
Great Britain on 26th May 1966. The construction is in the form of an arch, made of
aluminium on a base of quartz stone from the Mazaruni. The three tubes tapering
skywards represent the three counties. The monument was presented by the Demerara
Bauxite Company and was designed by a Canadian engineer, Edric Flax.
ACTIVITY
Answer the following questions:
 Define the term Monument
 List five of Guyana’s important monuments and state where they are located.
 Explain why you think these monuments are important.
 Write a letter to your village Chairman describing the importance of these monuments
and how you thing they may be persevered.
 Make a replica of any of the monuments noted in today’s lesson.
HOME WORK
a) Research and paste pictures in your books to represent each of the monuments
discussed in this lesson.
b) Name a monument in your community.

c) State its location and give a short description including its significance.
153
REFERENCE
4. http://nationaltrust.gov.gy/national-monuments/
154
Social Studies
Grade 8
WEEK 15
WORKSHEET TWO
1. INSTRUCTION: Name the following monuments and state where they are located.
______________________________________________________________________________
______________________________________________________________________________
155
______________________________________________________________________________
______________________________________________________________________________
2 Use the following words to complete the statements below
The Liberation Monument
Fort
Kyk-Over –Al
Indian Immigration Monument
St. Andries Monument
National Independence monument
156
i. …………………………..is a word of Dutch origin, which means, “look over all”
or “see over all”.
ii. A………………. may be defined as a strong or fortified place occupied by troops
and usually surrounded by walls, ditches, and other defensive works.
iii. The ……………………………….. was built at the junction of the Berbice and
Canje Rivers and was named after Andries Lossner.
iv. The …………………………………… commemorates Guyana’s independence
from Great Britain on 26th May 1966.
v. Located in the compound of the Umana Yana in High Street, Kingston. The
……………………………….. commemorates solidarity with the African
Liberation Movement.
vi. The …………………………………….. located in the garden at the Camp Street
end of the Merriman’s Mall commemorates the arrival of East Indians to Guyana
157
Social Studies
Grade 8
WEEK 16
LESSON ONE
Topic: Co-operative movement
Sub-Topic: The Concept of Co-operation.

 Define the term co-operation
 Identify co-operative activities in the home, community and at the national level.
Concept:
HAN’ WASH HAN’ MEK HAN’COME CLEAN This well-known Guyanese proverb
helps in the development of the concept of cooperation. Cooperation acts as a catalyst in
the achievement of goals. Every individual is expected to participate fully in realizing
group goals. Co-operation facilitates the developmental process. Without co-operation
progress is difficult. We live and work in groups and goodwill is of primary importance.
Cordial relationships existing within the group enable it to move forward. In our
communities, even in school, there are tasks that cannot be effectively completed by one
person. This is so because each person has different limited physical abilities. When
resources of physical strength and skills are combined, tasks are complete in a shorter
time and they are less burdensome. As we have seen in the lesson on Community leaders,
the leaders motivate the other members of the society to co-operate so that development
can be achieved.
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Content:
Cooperation
Cooperation is the process of groups of organisms working or acting together for
common, mutual, or some underlying benefit, as opposed to working in competition for
selfish benefit. Many animal and plant species cooperate both with other members of
their own species and with members of other species.
Early Forms of Co-operation at the National Level
The early inhabitants of Guyana all practiced some form of co-operation. Their
successors recognized its importance for development and continued the practice.
The Amerindians worked together to clear the land, construct benabs and cultivate the
land. When they were hunting they went out in groups and when they were organizing
attacks on other villages, the men were expected to do the fighting while the women
prepared the meals.
After emancipation the ex-slaves were determined to be free from plantation labour. They
pooled their resources and bought abandoned sugar plantations. This demonstration of a
spirit of co-operation saw the development of villages such as Victoria, Friendship and
Buxton. Because wages were inadequate, villagers depended on family and friends to
assist with communal activities. One way of augmenting their income was by “throwing
box”. Each box member would throw a hand (sum of money) into the box and in turn one
member would draw all the hands. This would give the member a large sum of money to
finance a project. After drawing his/her box money, the member continued to throw
his/her hand until every other member was able to draw. The box was then closed and
another may be reopened with consent of the members. At this point new members may
be allowed to join.
The East Indians were contracted to work on the plantations for a number of years. After
their period of indentureship many of them settled in the colony and developed
themselves and their villages by means of co-operation. In planting, harvesting and
159
selling of crops as well as during special ceremonies they used various forms of co-
operation. Their effort was referred to as “Lend a hand” or “Give a day”.
The Portuguese and Chinese did not remain long on the sugar plantations. They settled in
villages and became businessmen and traders. In these activities the practice of co-
operation was very evident.
Some benefits of Co-operation

• It reduces workload and gives individuals more time for other pursuits.
• Resources are shared. As members share what they have, they receive what they need
from others.
• There is a feeling of goodwill and satisfaction as members work voluntarily.
• Involvement in activities is motivated by interest in the particular goal.
• Rules are observed to avoid exploitation.
• Economic and social gains that accrue are shared.
• Problems are solved and services are provided.
• The standard of living of the poor can be improved.
ACTIVITY
1. Define the term co-operation
2. List five ways that you co-operate at home and at school.
3. Do members of your community co-operate to get projects completed? Describe how

this is done.
HOME WORK
Find out about of co-operative societies.
Name the types and give examples of each type.
REFERENCE
160
4. New Horizons in Social Studies Book 2 pages 57 to 76
161
Social Studies
Grade 8
WEEK 16
WORKSHEET ONE
Instruction: Read the following questions carefully and answer the questions by circling
the letter of the correct answer.
1. Co-operation is working
(A). to improve one’s self-image. (B). together to achieve a common goal
(C). to achieve personal gain. (D). beyond the call of duty.
2. Persons normally form a co-operative society, because they have
(A). similar skills. (B). the same status in the society.
(C). similar occupation. (D). similar needs and interests
3. Co-operation can offer the following benefits except
(A). yielding large profits for one member. (B). saving time.
(C). saving energy. (D). giving satisfaction through achievement.
4. The purpose of all co-operative societies is to
(A). make large profits. (B). hold meetings.
(C). be of service to members. (D). appoint officials.
5. The following are ethnic groups in Guyana who were engaged in traditional
cooperative practices except
(A). Europeans. (B). Amerindians.
(C). Africans (D). East Indians
6. Which of the following best illustrates the composition of the School Co-operative
Thrift Society?
(A). A group of students from different schools. (B). A group of students from the same
school.
(C). A group of Sunday school students. (D). A group of summer school
students.
162
7. The two types of savings in a co-operative school thrift society are
(A) Ordinary and fixed savings (B) Special savings and fixed savings
(C) Students savings and school savings (D) Ordinary savings and special savings
8. Which of the following cannot be considered as an objective of the School Cooperative
Thrift Society?
(A). Teaches co-operation as a way of life. (B). Enables students to become thrifty.
(C). Enables students to conduct orderly meetings.
(D). Ensures that students are employed on leaving school.
163
Social Studies
Grade 8
WEEK 16
LESSON TWO
Topic: Co-operative movement
Sub-Topic: The School Cooperative Thrift Society

 State the main objectives of the School Co-operative Thrift Society.
 Explain the benefits of the society
 State the two types of savings.
 Explain why it is important to have both types of savings.
Concept:
Co-operation is the working together of two or more persons to achieve a common goal.
Cooperation has been the way of life for all Guyanese.
Our first Guyanese, the Amerindians, worked together in community activities such as
farming and the building of their homes. After slavery the freed Africans willingly pooled
their money to purchase abandoned plantations. They used their skills to build and
manage many villages along the coast of Guyana.
After indentureship, the East Indians helped each other in their villages in communal
activities. Neighbors, friends and family members asked to ‘give a hand’ when it was
time to plant and reap crops and building houses. Many religious and social groups were
also engaged in co-operative activities to raise the standard of living of their members.
Since 1966, our Government has been supporting the growth and development of the
cooperative movement. So much importance has been placed on co-operation and co-
operatives that our country has been renamed the Co-operative Republic of Guyana in
1970.
164
Content:
THE SCHOOL CO-OPERATIVE THRIFT SOCIETY
Forming a School Co-operative Thrift Society.
The School Co-operative Thrift society is one made up of students who belong to the
same school. The students themselves manage this society, with a teacher as supervisor,
guide and friend. The members elect the Committee of Management. The Committee
appoints the officers. These officers are - the Chairman, Secretary and Treasurer.
The Committee manages the society on behalf of the members. Membership is open to all
students of the school in which the co-operative society operates.
No member must be under eight years of age. Every member must pay an admission fee
as fixed by the co-operative society in accordance with the rules and bylaws. Savings are
made once weekly.
Types of Savings.
In the School Co-operative Thrift Society, students can make two types of savings
(i). Ordinary Savings
(ii). Special Savings
Ordinary Savings are compulsory and make up the share capital. These Ordinary
Savings are accumulated so that the member has some capital on leaving school to be
used for higher education or to provide him with tools for apprenticeship in a trade.
Special Savings unlike Ordinary Savings can be withdrawn at any time to meet
emergencies such as the purchasing of textbooks, payment of examination fees,
purchasing of school uniforms or financing tours.
The funds of the school co-operative society are deposited in the name of the school
society in the bank and the Committee operates the account on behalf of the members.
ECONOMIC AND SOCIAL VALUES OF SCHOOL CO-OPERATIVES

Membership in the school co-operative society can yield benefits to the individual
member, the group as well as the nation. Some of these benefits are:
165
 Domestic savings can be accumulated. When this sum is deposited into the bank, it is
ploughed back into the co-operative sector of the economy through loans to co-
operative societies. This enables growth and expansion to take place.
 Projects in trading, when carried out in school co-operatives enable the students to
develop skills in merchandising. If these skills are taken over into adult life they will
create better management of consumer co-operatives. This in turn will improve
efficiency and management techniques in the co-operative sector and in the nation’s
trading.
 Agricultural projects aid the dissemination of new techniques in farm management
and create ample opportunities for diversifying our industry. Improved farming
techniques can result in increased production and the substitution of local for foreign
foodstuff. The effects on the economy will be reduced imports and increased exports.
 Students who are taught co-operatives in school can develop an industrious attitude,
which can improve the quality of their lives.
REFERENCE
1. Ministry of education Teacher’s Guide Grade 8 pages 51 to 53 5.
2. Ministry of Education Curriculum Guide Grade 8 page 7 6.
4. New Horizons in Social Studies Book 2 pages 57 to 76
5. https://www.un.int/guyana/statements_speeches/presentation-cooperative-
movement.guyana-commission-social-develo
Social Studies
166
Grade 8
WEEK 16
WORKSHEET TWO
Instruction: Answer the following questions

i. Name two types of savings, which are available to students who are members
of the School Co-operative Thrift Society.
ii. Explain the two types of savings.
iii. As the Head prefect of your school, prepare a speech for your colleagues on
the benefits of forming a school co-operative thrift society.
Social Studies
167
Grade 8
WEEK 17
LESSON ONE
Topic: Weather and Climate
Sub-Topic: Elements of Weather

 Define the terms weather and climate.
 Identify the elements of weather.
 Identify the instrument used to measure each element of weather.
Concept : Weather is a mix of conditions that goes on in our atmosphere during any time
of the day. But it may change within minutes from being sunny to cloudy or from being
cloudy to rainy and so on. So weather can be defined as the short term atmospheric
conditions, while climate as long term.
Content:
Weather refers to the changes in the atmosphere over a very short period of time, at a
particular location; let us say twenty-four hours.
Climate, however, describes the average weather conditions over a very long period of
time, which is about thirty years. When we observe the conditions for thirty years, we can
easily distinguish distinct seasons. Our country Guyana has wet seasons and dry seasons.
Weather station
A weather station consists of various instruments which measure the elements of
weather. Photographs taken from earth-orbiting satellites assist the meteorologist in
giving a more accurate picture of weather conditions, including a forecast for the next
168
twenty-four hours. The weather forecast is of special significance to everyone as the day-
to-day activities of people depend considerably on accurate weather forecasting. It is of
special significance to fishermen, farmers, transport, media, and for sporting activities.
The usefulness of the weather information received by the forecaster depends on a very
large degree of how quickly it is obtained.
Elements of weather and climate
• Temperature
• Humidity
• Rainfall
• Sunshine
• Cloud cover
• Wind speed
• Wind direction
Here is a list of the elements and the instruments used to measure them.
ELEMENT INSTRUMENT
1. Temperature 1. Simple Thermometer
2. Atmospheric Pressure 2. Mercury Barometer/Aneroid Barometer
3. Wind 3.
(a). Direction (a). Wind Vane
(b). Strength (b). Anemometer
4. Humidity 4. Hygrometer
5. Rainfall 5. Rain Gauge
6. Sunshine 6. Campbell Stokes – sunshine recorder
169
References:

3. Ministry of Education Consolidated Curriculum Guide grade 8
4. New Caribbean Geography with Map Reading and CXC Questions
Social Studies
Grade 8
170
WEEK 17
WORKSHEET ONE
(a) Complete the following table
ELEMENT INSTRUMENT
1. ______________________ 1. Simple Thermometer
2. _______________________ 2. Mercury Barometer/Aneroid Barometer
3. Wind 3.
(a). Direction (a). _________________
(b). Strength (b). Anemometer
4. Humidity 4._______________________
5. Rainfall 5. _______________________
6. ____________________ 6. Campbell Stokes – sunshine recorder
(b)Draw a diagram of a thermometer and explain how it is used.
(c)Make a model of a rain gauge or an anemometer.
Social Studies
Grade 8
171
WEEK 17
LESSON TWO
Sub-Topic: The Water Cycle

 Explain what the water cycle is.
 Draw diagram of the water cycle.
 Identify and explain the processes involve in the water cycle..
Concept:
Roughly 70% of the Earth’s surface is covered with water. Most of this water is
contained in our oceans. Some of it exists in our rivers and lakes. Much of it is frozen in
the ice sheets which exist in the northernmost and southernmost parts of our planet. Some
of it is found underground. Water is also found in our atmosphere as water vapour.
Content
What is a Water cycle?
The water cycle is the path that all water follows as it moves around Earth in different
states. Liquid water is found in oceans, rivers, lakes—and even underground. Solid ice is
found in glaciers, snow, and at the North and South Poles. Water vapor—a gas—is found
in Earth’s atmosphere.
Through a variety of processes, water is constantly moving around the planet. Rivers
flow into the oceans or lakes. Water evaporates from bodies of water (such as seas and
lakes) or the land and enters the atmosphere. Some of the water in the atmosphere falls
back to the Earth as rain, snow or even hail. Some water seeps into the ground to join the
stores of groundwater. Some of the water in the soil is taken up by the roots of plants.
Plants release water vapour into the atmosphere through their leaves. This continuous
172
movement of water from point to point on or below the Earth’s surface and between the
Earth’s surface and the atmosphere is known as the hydrologic cycle or water cycle.
Meaning of the terms used in the diagram of the water cycle.
Evaporation -is the process by which a liquid is converted into vapour. This occurs on
the surface of a liquid.
Transpiration- is the process by which plants lose water through their leaves. Water
vapour escapes through tiny openings called stomata in the leaves.
Evapo-transpiration- is the loss of water from the land by evaporation and
transpiration.
Condensation- is the process by which water vapour is converted into a liquid. In the
diagram it refers to water vapour being converted into water droplets in the atmosphere.
173
Precipitation- refers to any of the forms in which water falls from the atmosphere and
reaches the ground including rain, snow or hail.
Infiltration- is the process by which water enters the soil.
Percolation- is the process by which water moves downward through the soil.
Ground water- is water stored in the rocks.
Surface run off- is water flowing on top of the ground.
Ground water -flow is water flowing through the rock layer parallel to the surface.
Through flow- is water flowing through the soil layer parallel to the surface.
References:
3. Geography for CSEC Handbook.
Social Studies
Grade 8
WEEK 17
174
WORKSHEET TWO
Answer the following questions
1. Define the term hydrological /water cycle.
2. Name THREE forms of precipitation.
3. What form of precipitation is experienced in Guyana?
4. Study the diagram below and then answer the questions that follow.
Diagram showing the processes involved in the Water Cycle
(a) Name the processes labelled A to F
(b) Explain how the Water Cycle operates.
(C) Read the questions carefully then circle the correct answer.
1. Roughly __________ percent of the earth’s surface is covered with water

a. 60 b. 70 c. 80 d. 85
2. Most of the earth’s water is found in the ________________.
175
a. rivers b. lakes c. atmosphere d. oceans
3. _____________ refers to the process by which water is converted into water vapor.
a. evaporation b. condensation c. precipitation d. transpiration
4. Rain, snow and hail are all forms of __________________.
a. condensation b. percolation c. precipitation d. infiltration
5. The process by which water vapor is converted into a liquid is known as _______.
a. transpiration b. condensation c. percolation d. precipitation
6. The process by which water moves downward through the soil is known as ______.
a. ground water b. transpiration c. infiltration d. percolation
7. _______________ refers to the process by which plants lose water through their
leaves.
a. Evapo-transpiration b. percolation c. evaporation d. transpiration
REFERENCE:
Ministry of Education Social Studies Teacher’s Guide Grade 8
Ministry of Education Social Studies Curriculum Guide Grade 8
New Caribbean Geography.
Social Studies
Grade 8
176
WEEK 18
LESSON ONE
Sub-Topic: Layers of the Atmosphere

 Identify the layers of the atmosphere.
 Draw a diagram showing the layers of the atmosphere.
Concept:. An atmosphere can be defined as the blanket of gas on the surface of a planet.
The Earth's atmosphere is the mixture of gases that surrounds the planet. The Earth's
atmosphere contains mainly 5 layers which are troposphere, stratosphere, mesosphere,
thermosphere and exosphere.
Content
Clouds form at the lowest layer of the earth’s atmosphere as the rising air condenses.
Exosphere – The outermost layer of the Earth’s atmosphere where atmospheric pressure
and temperature are low.
Ionosphere – The atmospheric layer between the mesosphere and the exosphere; is part
of the thermosphere.
Mesosphere – The atmospheric layer between the stratosphere and the ionosphere.
Stratosphere – The atmospheric layer between the troposphere and the mesosphere. The
stratosphere is characterized by a slight temperature increase with altitude and by the
absence of clouds.
Thermosphere – The layer of the atmosphere located above part of the ionosphere.
177
Troposphere – The weather and clouds occur here, the lowest layer of the earth’s
atmosphere.
References:
178
Social Studies
Grade 8
179
WEEK 18
WORKSHEET ONE
Instruction: Match the Layers of atmosphere with its correct answer.
Exosphere The weather and clouds occur here, the lowest layer of the
earth’s atmosphere.
Troposphere The atmospheric layer between the stratosphere and the

ionosphere.
Thermosphere The atmospheric layer between the mesosphere and the

exosphere; is part of the thermosphere.
Mesosphere The layer of the atmosphere located above part of the

ionosphere.
Stratosphere The outermost layer of the Earth’s atmosphere where

atmospheric pressure and temperature are low.
Exosphere The atmospheric layer between the troposphere and the

mesosphere. The stratosphere is characterized by a slight
temperature increase with altitude and by the absence of
clouds.
Social Studies
Grade 8
180
WEEK 18
LESSON TWO
Sub-Topic: Clouds

 Identify the types of the clouds.
 Describe the different types of clouds.
 Draw various cloud symbols
Concept:
There are three levels of clouds in the atmosphere. The low level, puffy, vertical cumulus
clouds, the medium level sheets of stratus clouds and the small, thin, wispy high level
cirrus clouds.
The basic types of clouds

There are three levels of clouds in the atmosphere. The low level, puffy, vertical cumulus
clouds, the medium level sheets of stratus clouds and the small, thin, wispy high level
cirrus clouds.
There are times when different combinations of clouds are observed at the same time.
The best known combinations are the cumulonimbus and the nimbostratus which are rain
clouds.
Cirrus – Thin, wispy, curly shaped clouds.
Cumulonimbus – Large, dense, towering clouds that cause rain and thunderstorms.
Cumulus – Low puffy clouds.
Fog – Ground hugging clouds.
Stratus – Low layered horizontal clouds with a flat base.
Altocumulus – Middle level, medium sized puffy clouds.
181
Altostratus – Middle level, layered clouds.
Cirrocumulus – High altitude, small, wispy clouds in layers.
Nimbostratus – Low, dark rain clouds.
Cirrostratus – High-level, very thin, generally uniform stratiform genus-type of cloud. It

is made out of ice crystals, which are pieces of frozen water. It is difficult to detect and it
can make halos.
Stratocumulus – It is occasionally called a cumulostratus, belongs to a genus-type of

clouds characterized by large dark, rounded masses, usually in groups, lines, or waves,
the individual elements being larger than those in altocumulus, and the whole being at a
lower height, usually below 2,000 metres (6,600 ft.)
182
REFERENCE:
Ministry of Education Social Studies Teacher’s Guide Grade 8
Ministry of Education Social Studies Curriculum Guide Grade 8
New Caribbean Geography
Social Studies
183
Grade 8
WEEK 18
WORKSHEET TWO
Complete the table below by listing examples of the various levels of clouds.
LEVELS OF CLOUDS EXAMPLES

High-level clouds
Medium -level clouds
Low-level clouds
184

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Ministry of Education

WEEK LESSON 1 LESSON 2

3 Roles and duties of the Roles and duties of the

11 The difference between the Government: Functions of

Rules and Responsibilities

Topic: Cultural Diversity and Social Control in Our Society.

Subtopic: Social Control– Norms

Objectives: Students will …

 Define the term social control.

Cultural Diversity is the existence of a variety of cultural groups within a society.

What is Social Control?

● Persons must be courteous and respectful to each other.

● Children must obey their parents and elders in society.

1. What is your understanding of the term social control?

Read the scenario carefully and then complete the tasks.

Rules and Responsibilities

Topic: Cultural Diversity and Social Control in Our Society.

Sub-topic: Rules; School Rules

Objectives: Students will:

 Defied the term rules.

Some examples of school rules are:

a) What negative action is being displayed in this picture?

Rules and Responsibilities

Topic: Cultural Diversity and Social Control in Our Society.

Objectives: Students will:

 Define the term mores.

What are Mores?

● Always speak the truth.

● Abstain from pre-marital sex.

 Do not abuse drugs.

Ministry of Education Curriculum Guide Grade 8 page 2

1. Complete the following word search puzzle on character traits.

Rules and Responsibilities

Topic: Cultural Diversity and Social Control in Our Society.

Objectives: Students will:

 Define the term folkways.

1. Which of the following is considered as folkways in the Guyanese society?

3. Which of the following folkways is observed mainly by Christians?

4. Which of the following practices identify with Christmas?

(A). (i) only

6. What are the customs and conventions of everyday life?

7. Which statement best describes folkways?

Topic: Rules and Responsibilities at the workplace

Sub-topic: Roles and duties of the employees

Objectives: Students will:

 Define the term employee.

An employee or a worker is an individual who was hired by an employer to do a specific

 Education and training- teachers, counselors, librarians

Some roles and duties of employees are:

Ministry of education Teacher’s guide Grade 8… page 2-3

Ministry of Education Curriculum Guide Grade 8… page 1

Topic: Rules and Responsibilities

Sub – Topic: Roles and duties of the employers at the workplace

Some of the main responsibilities of employers are:

List and explain three benefits that are offered by NIS.

What does P.A.Y.E. mean?

Why is P.A.Y.E. deducted from the earnings of employees in Guyana?

Ministry of education Teacher’s Guide Grade 8… page 4-6

Ministry of Education Curriculum Guide Grade 8… page 1