Grade 8 Social Studies - 2021 - Term 3

MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME

SOCIAL STUDIES
TERM 3
GRADE 8
WEEK LESSON 1 LESSON 2 LESSON 3
1 Rules and Responsibilities at Rules and Responsibilities at Cultural Diversities in our

the workplace the workplace Society and Social
-Roles and duties of Control.
Employees and Employers -Trade Unionism
2 Government Government Government

-Functions of Government -Branches of Government -The electoral systems of
Guyana.
3 Forts and Monuments Forts and Monuments Forts and Monuments
-Forts in Guyana -Monuments in Guyana -Monuments in Guyana
4 Communities in Guyana Communities in Guyana Communities In Guyana

- People live in different -Communities in the Natural -Resources in the Natural
geographical regions. Regions Regions
5 Administrative Regions Mineral Resources Mineral Resources

-The differences between -Uses of Mineral Resources -Importance of Mineral
the geographical regions Resources
and the administrative
regions.
1
SOCIAL STUDIES
TERM 3
GRADE 8
WEEK 1
Lesson One
Topic: Rules and Responsibilities at the workplace
Sub- Topic: Roles and duties of Employees and Employers
LESSON REVIEW
KEY CONCEPTS:
RULES
Rules are guidelines to direct and control our actions or behavior in the community as
well as in society as a whole.
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 and safety
requirements.
ROLE
A role is a specific position or purpose that someone or something has in a situation.
DUTY
A duty may be defined as a moral or legal obligation.
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 work place and are often represented by a
manager, supervisor, director, etc.
EMPLOYEE An employee or 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.
2
SOCIAL STUDIES
TERM 3
GRADE 8
WORKSHEET ONE
A. Complete the table below by listing four roles of the employer and employee.
ROLES OF EMPLOYER ROLES OF EMPLOYEE
3
SOCIAL STUDIES
TERM 3
GRADE 8
WORKSHEET TWO
(a). Describe three desirable attitudes that workers should display at the work place.
(b). Explain why each attitude mentioned in (a) is important.
(c). Suggest two actions by an employer to encourage safety practices among his workers.
REFERENCE:
Ministry of Education Social Studies Teacher’s Guide Grade 8
Ministry of Education Social Studies Curriculum Guide Grade 8
4
SOCIAL STUDIES
TERM 3
GRADE 8
WEEK 1
Lesson Two
Topic: Rules and Responsibilities
Sub- Topic: Trade Union
LESSON REVIEW
Trade unions are the legal representatives of the workers who have become members of these
bodies.
They are not merely representatives of the workers, but also have a responsibility to society as
a whole.
Issues between employers and employees must not be settled to the satisfaction of only one
group but to the satisfaction of both groups.
Trade unions must advise members of the procedures to follow to settle industrial disputes and
must not encourage illegal actions.
They are professional bodies and must not encourage division.
Employers need to recognize trade unions and bargain with them when there are issues.
Any disagreement with workers must be brought to the attention of the relevant unions.
5
SOCIAL STUDIES
TERM 3
GRADE 8
WORKSHEET ONE
Complete the diagram below to show reasons why workers should join trade union.
REASONS WHY WORKERS SHOULD

JOIN TRADE UNION
6
SOCIAL STUDIES
TERM 3
GRADE 8
WORKSHEET TWO
Mr. Adam underpays his female workers and also asks them to do menial tasks.
(a). State three actions that the workers may take by themselves.
(b). Explain two reasons why the workers should inform their trade union.
(c). Suggest two lines of actions to be taken by the trade union.
REFERENCE:
7
SOCIAL STUDIES
TERM 3
GRADE 8
WEEK 1
Lesson Three
Topic: Cultural Diversities in our Society and Social Control.
LESSON REVIEW
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 to maintain its social order and this is
possible only when its members behave in accordance with that social order.
Social Control regulates behavior in accordance with established norms, which brings
uniformity of behavior and leads to unity among individuals.
KEY CONCEPTS:
NORMS
These are unwritten rules that control life in particular groups, class or a culture in society.
MORES
These are actions that deal mostly with our moral behavior in society. They help to bring
decency and respect in our lives.
FOLKWAYS
Folkways are cultural traditions behaviors or way of life of a particular group of people.
LAWS -Laws are rules which have been enacted by the legislature of a country.
8
SOCIAL STUDIES
TERM 3
GRADE 8
WORKSHEET 1
Shade the letter that is near the correct answer.
1. 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 from society
(D). Asked to leave the community.
2. Which of the following is considered as folkways in the Guyanese society?
(A). Thanks giving, Diwali and Christmas.
(B). Crop- Over, Mashramani, and Easter.
(C). Good Friday, Diwali and Youman Nabi.
(D) .Funeral rites, crowning rites and wedding rites.
3. Which of the following group of folkways is observed mainly by Christians?
(A). Diwali and Phagwah.
(B). Diwali and Christmas.
(C). Mashramani and Folk Festival.
(D). Easter and Christmas.
9
SOCIAL STUDIES
TERM 3
GRADE 8
4. Which of the following practices is not acceptable by Muslims on holy days?
(A). Eating of mutton.
(B). Eating of goat meat.
(C). Sacrificing a young bull.
(D). Sacrificing a pig.
5. Which of the following practices are in keeping with the significance of 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).
10
SOCIAL STUDIES
TERM 3
GRADE 8
WORKSHEET 2
(a). State three ways in which members break the rules of society.
(b). (i). Explain why control in society is necessary.
(ii). Explain two ways in which society tries to control its members
(c). Suggest two ways in which elders in your community can help to train young adults.
REFERENCE:
11
SOCIAL STUDIES
TERM 3
GRADE 8
WEEK 2
Lesson One
Topic: Government
Sub- Topic: Functions of Government
LESSON REVIEW
What is a government?
A Government is a group of officials elected or selected by citizens to conduct the affairs of a

country.
Why do we need a government?
A country needs a government to regulate the manner in which citizens go about their daily
lives, in order to eliminate the problems that would result if everyone was allowed to do things
their own way.
FUNCTIONS OF GOVERNMENT
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.
Facilitates reforms.
Sets up and maintains a fair tax system.
Establishes justice.
Protects the state.
Abolishes poverty and unemployment.
12
SOCIAL STUDIES
TERM 3
GRADE 8
WORKSHEET
a. Name the social service provided by government which is shown in the picture.
b. State two other social services, which are provided by government.
c. Give three reasons why the service stated in (a) is necessary.
d. Recommend three ways by which government can provide for the health needs of the
country.
REFERENCE:
New Horizon in Social Studies Book Two
13
SOCIAL STUDIES
TERM 3
GRADE 8
WEEK 2
Lesson Two
Topic: Government
Sub- Topic: Branches of Government
LESSON REVIEW
You must agree that managing a country is quite a huge task, as such in our society there exists,
what is called division of labor.
Instead of everyone working on the same project, special groups are authorized to do political
work.
In Guyana, the government is divided into three branches. These are:
1. THE EXECUTIVE BODY
2. THE LEGISLATURE
3. THE JUDICIARY
14
SOCIAL STUDIES
TERM 3
GRADE 8
WORKSHEET 1
1. What are the functions of the government?
(i). making laws for the country.
(ii). providing finance for development.
(iii). defending the nation.
(iv). providing social facilities.
(v). collecting rates and taxes from Regional Councils.
(A) (i) only.
(B) (i)and (ii) only.
(C) (i), (ii), (iii) and (v) only.
(D) (i), (ii), (iii)and (iv) only.
2. The skilled public servants who are members of parliament may also be called
(A) politicians (B) technocrats.
(C) diplomats. (D) senators.
15
SOCIAL STUDIES
TERM 3
GRADE 8
3. Which of the following represents a uni-cameral legislative system?
(A). One in which there is an Upper and a Lower House.
(B). One in which there is an Upper House and a Senate.
(C). One in which there is an Assembly and a Council.
(D). One in which there is only a National Assembly.
4. Which of the following does not fall under the Judiciary?
(A). Auditor General.
(B). Chief Justice.
(C). Solicitor General
(D). Director of Public Prosecution.
5. A man charged for larceny of a motor car from the car industry will have his case heard
(A) in the Magistrate’s Court
(B) in the Industrial Court
(C) first in the Magistrate’s Court then the High Court
(D) the Appeal Court
16
SOCIAL STUDIES
TERM 3
GRADE 8
6. Members of the National Assembly who do not belong to the ruling party are from the
(A). Opposition. (B). Executive.
(C). Judiciary. (D). Judicial Commission.
7. Members of the Cabinet are chosen by the
(A). Mayor. (B). High Court.
(C). President. (D). Opposition Leader.
8. The Legislative function of the government deals mainly with
(A). making laws. (B). hearing complaints.
(C). organising sports. (D). collecting revenue.
9. A Bill becomes a Law when
(A). It goes through several stages of reading and discussion in Parliament
(B). It has been successfully debated in Parliament
(C). The President gives his assent
(D). It becomes part of the law books of the country
10. Which of the following persons is least likely to be appointed to the Cabinet in Guyana?
17
SOCIAL STUDIES
TERM 3
GRADE 8
(A). An elected member of the ruling party.
(B). A minister who is a technocrat.
(C). A former president within the ruling party.
(D). A non-resident Guyanese who is an American citizen.
18
SOCIAL STUDIES
TERM 3
GRADE 8
WORKSHEET 2
Complete the table below.
BRANCHES OF COMPOSITION FUNCTION

GOVERNMENT
1. THE EXECUTIVE
BODY
2. THE LEGISLATURE
3. THE JUDICIARY
REFERENCE:
19
SOCIAL STUDIES
TERM 3
GRADE 8
WEEK 2
Lesson Three
Topic: Government
Sub- Topic: Electoral Systems in Guyana
LESSON REVIEW
ELECTORAL SYSTEMS IN GUYANA
The system of electing a government in Guyana is Democratic.
It is based on the principle of one person one vote. This means every individual who is
eighteen years and above has an equal opportunity to vote for a party or candidate of their
choice.
The system used for choosing our leaders is the Proportional Representation.
Elections are due at the end of every five years and a number of political parties contest the
elections.
20
SOCIAL STUDIES
TERM 3
GRADE 8
WORKSHEET
(A) Name two political parties in Guyana.
(B) State three activities done by political parties in preparation for elections.
(C) Name the type of government existing in Guyana.
(D) What is the difference between the proportional and first past the post electoral systems?
(E) What is the name of the agency responsible for conducting Guyana’s election?
(F) As a citizen, suggest three actions you can take to support your government.
REFERENCE:
21
SOCIAL STUDIES
TERM 3
GRADE 8
WEEK 3
Lesson One
Topic: Forts and Monuments
Sub-Topic: Forts in Guyana
LESSON REVIEW
Forts and monuments have historical significance. They are important to the nation for the
following reasons:
-Some may give us inspiration.

-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.
-They also mark places where historical events took place.
KEY TERM
FORT
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 attack from outsiders.
22
SOCIAL STUDIES
TERM 3
GRADE 8
WORKSHEET
A. Complete the table below.
FORTS IN GUYANA WHEN IT WAS LOCATION
ESTABLISHED
1.
2.
3.
4.
23
SOCIAL STUDIES
TERM 3
GRADE 8
B. Explain why Forts are important.
C. Give three reasons why Forts were situated near to the rivers.
D. Suggest three actions, which can be taken by the tourism ministry to attract tourists to
visit the forts.
REFERENCE:
24
SOCIAL STUDIES
TERM 3
GRADE 8
WEEK 3
Lesson Two
Topic: Forts and Monuments (Cont.)
Sub-Topic: Monuments in Guyana
LESSON REVIEW
KEY TERM
MONUMENT
A monument is a type of structure that was specially created to commemorate a person or
event, or which has become relevant to a social group as a part of their remembrance of
historic times or cultural heritage, due to its artistic, historical, political, technical or
architectural importance.
REFERENCE:
25
SOCIAL STUDIES
TERM 3
GRADE 8
WORKSHEET
Complete the charts below.
MONUMENTS THAT REMIND US OF THE CONTRIBUTIONS MADE BY

INDIVIDUALS
1.
2.
3.
4.
5.
MONUMENTS THAT REMIND US OF HISTORICAL EVENTS
1.
2.
3.
5.
26
SOCIAL STUDIES
TERM 3
GRADE 8
WEEK 3
Lesson Three
Topic: Forts and Monuments (Cont.)
Sub-Topic: Monuments in Guyana
LESSON REVIEW
Because forts and monuments highlight our history, our ancestors preserved them. 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.
REFERENCE:
27
SOCIAL STUDIES
TERM 3
GRADE 8
WORKSHEET

MONUMENTS IN LOCATION SIGNIFICANCE
GUYANA
1.
2.
3.
4.
5.
28
SOCIAL STUDIES
TERM 3
GRADE 8
WEEK 4
Lesson One
Topic: Communities in Guyana
Sub-Topic: - People live in different geographical regions.
LESSON REVIEW
Guyana is 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.
NATURAL REGION
A natural region is a basic geographic unit. Usually, it is a region which is distinguished by
its common natural features, geology and climate. This also means that the buildings, the
vegetation and the way of life of people may also be similar.
The four Natural Regions are:

1. The Low Coastal Plain
2. The Hilly Sand and Clay Area
3. The Forested Highland Region
4. The Interior Savannah
29
SOCIAL STUDIES
TERM 3
GRADE 8
WORKSHEET
Insert the Natural Regions on the map.
MAP OF GUYANA SHOWING ITS NATURAL REGIONS
WEEK 4
30
SOCIAL STUDIES
TERM 3
GRADE 8
Lesson Two
Topic: Communities in Guyana (Cont.)
Sub-Topic: - Communities found in the Natural Regions
LESSON REVIEW
In each Natural Region we find that the population, physical features and resources differ
from those of another region. The way of life of the people in one region is different from the
way of life of people of other regions. This is because the people in each region have to adopt
to the prevailing circumstances in their own particular region.
31
SOCIAL STUDIES
TERM 3
GRADE 8
WORKSHEET
Name some communities found in each Natural Regions.
NATURAL REGIONS COMMUNITIES
Low Coastal Plain
Hilly Sand and Clay Area
Interior Savannah
Forested Highland Region
32
SOCIAL STUDIES
TERM 3
GRADE 8
WEEK 4
Lesson Three
Topic: Communities in Guyana (Cont.)
Sub-Topic: - Resources in the Natural Regions
WORKSHEET 1
Complete the charts below by listing the resources found in each Natural Regions.
Resources in the Low Coastal Plain Resources in the Hilly Sand and
Clay Area
33
SOCIAL STUDIES
TERM 3
GRADE 8
Resources in the Forested Highland Region. Resources in the

. Interior Savannah
34
SOCIAL STUDIES
TERM 3
GRADE 8
WORKSHEET 2
1. All of the following are natural regions in Guyana except the

(A). 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 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 Coastal Plain?
(A). Sea Walls.
(B) Sand bags.
(C). Large rocks.
(D). Drains.
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.
35
SOCIAL STUDIES
TERM 3
GRADE 8
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.
(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 range divides the Interior Savannahs into north and
south?
(A). Pakaraima.
(B). Imataka.
(C). Kanuku.
(D). Akarai.
36
SOCIAL STUDIES
TERM 3
GRADE 8
WEEK 5
Lesson One
Topic: The Administrative Regions of Guyana
Sub-Topic: The differences between the geographical regions and the administrative
regions.
LESSON REVIEW
THE ADMINISTRATIVE REGIONS OF GUYANA
In 1980 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.
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,
Neigh-bour-hoods and People’s Co-operative Units.
However, the administrative structures exist only at the level of the Neigh-bour-hood
Democratic Council (NDC).
37
SOCIAL STUDIES
TERM 3
GRADE 8
WORKSHEET
A. Insert the ten Administrative Regions of Guyana on the map below.
38
SOCIAL STUDIES
TERM 3
GRADE 8
B. Complete the chart below to show four differences between Administrative Region
and Natural Region.
ADMINISTRATIVE REGION NATURAL REGION
REFERENCE:

39
SOCIAL STUDIES
TERM 3
GRADE 8
WEEK 5
Lesson Two
Topic: Mineral Resources
Sub-Topic: Uses of Mineral Resources
LESSON REVIEW
RESOURCES
Resources are living and non-living things which can be developed and made useful by man.
Mineral resources 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.
Guyana also has vast deposits of kaolin as well as small deposits of petroleum, but
these have not been exploited.
40
SOCIAL STUDIES
TERM 3
GRADE 8
WORKSHEET
MINERAL RESOURCES COMMUNITIES WHERE USES OF THE
IN GUYANA THE MINERALS ARE MINERAL RESOURCE
MINED
Bauxite
Gold and Diamond
Semi-precious minerals
Sand and stones
REFERENCE:
41
SOCIAL STUDIES
TERM 3
GRADE 8
WEEK 5
Lesson Three
Topic: Mineral Resources
Sub-Topic: Economic Importance of Mineral Resources
LESSON REVIEW
Many of the world’s richest countries have benefited greatly from mineral extraction.
Australia, Canada, Finland, Sweden and the United States, for example, have all had
extensive mineral industries and used them as a platform for broad-based industrial
development. Guyana is no different since our country has gained and continued to gain
revenue from our precious minerals.
42
SOCIAL STUDIES
TERM 3
GRADE 8
WORKSHEET
Complete the chart below to show four Economic Importance of Mineral Resources.
____________________________________ ________________________
____________________________________ _________________________
____________________________________ __________________________
Economic Importance of Mineral Resources
___________________________________ ___________________
____________________________________ ________________________
____________________________________ ________________________
REFERENCE:
43
SOCIAL STUDIES
TERM 3
GRADE 8
WEEK 6
Lesson One
Topic: Human Resources
Sub-Topic: Aspects of Human Resources
LESSON REVIEW
The natural resources are not considered as resources unless they are extracted and utilized.
Our soil is of little value to us unless it can be utilized for the cultivation of crops.
The development of a community greatly depends not only on the potential of natural
resources, but also on the availability of the human resources.
The Human Resources are the labor, skill, entrepreneurship, etc. provided by man to extract and
develop the natural resources.
Development of Human Resources

Certain conditions must be met if maximum use is to be made of human resources. The authorities
must provide the essential social facilities to help develop the human resources.
Some of these are:
1. Health services
2. Education and Training:
3. Attitudes and values:
1
WORKSHEET 1
Complete the chart to show the aspects of human resources.
The aspects of human resources.
2
WORKSHEET 2
OCCUPATIONS EDUCATION AND TRAINING USEFULNESS OF THIS
REQUIRED TO OBTAIN SKILLS OCCUPATION
FOR THIS OCCUPATION
4.
5.
REFERENCE:
Modules in Social Studies
3
SOCIAL STUDIES
TERM 3
GRADE 8
WEEK 6
Lesson Two
Sub-Topic: Population as a labor force
LESSON REVIEW
WORKSHEET
Use the words listed below to complete the sentences.
Population Labor force Census Population pyramid
Demography Natural increase Crude Birth Rate Life expectancy
Crude Death Rate Population Distribution Fertility rate
1. A ________________is a graph that shows the gender and age structure of a given population.
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 __________________ .
4
6. The number of deaths per thousand persons in a country’s population for a particular year is
known as the _________________.
7. The ___________________refers to the number of persons living in a particular area of a

country.
8. A ________________ is a survey, which provides information on the size of a country’s

population and its age and sex structure.
9. The __________________ refers to those people between the ages of 16 and 65 years who are
capable and willing to work.
10. The______________________ is the average age persons in a country are expected to live.
REFERENCE:
5
SOCIAL STUDIES
TERM 3
GRADE 8
WEEK 6
Lesson Three
Sub-Topic: Migration
LESSON REVIEW
KEY TERMS
MIGRATION
Migration refers to the movement of people from one place of residence to another.
INTERNAL MIGRATION
This refers to the movement of people within a country.
EXTERNAL MIGRATION
This refers to the movement of people to live permanently in another country.
EMIGRATION
Emigration is the movement of people from a country in which they hold citizenship to another
country in order to settle.
IMMIGRATION
Immigration refers to the arrival of individuals into a country in order to settle.
6
WORKSHEET
Complete the table by listing two advantages and disadvantages of Emigration and
Immigration.
ADVANTAGES DISADVANTAGES
EMIGRATION
IMMIGRATION
REFERENCE:
7
SOCIAL STUDIES
TERM 3
GRADE 8
WEEK 7
Lesson One
Sub-Topic: Reasons for Migration
LESSON REVIEW
There are two main factors that influence migration.
MIGRATION
PUSH FACTORS PULL FACTORS

(Factors that cause people to leave (Factors which attract people to
their own country.) another country)
REFERENCE:
8
WORKSHEET
Read the article carefully then answer the questions.
1. What factors encouraged Ralph to migrate to New York?

2. Describe the problems Ralph faced in the host country.
3. What adjustments Ralph had to make in order to be successful in his new place of residence?
4. Imagine you are one of Ralph’s children. Describe to your father your experiences during his
absence.
9
SOCIAL STUDIES
TERM 3
GRADE 8
WEEK 7
Lesson Two
Topic: Health and Well-Being
Sub-Topic: Physical and emotional health habits
LESSON REVIEW
“Being physically healthy means that your body is functioning as it should, without pain,
discomfort or lack of capabilities. Causes of ill health include injuries, disease, poor diet,
stress and genetics. Also, unhealthy habits can result in illness or skin ailments.”
Being emotionally or mentally healthy means that your mind and emotions are functioning
as they should, without anxiety, depression or other malfunctions. Causes of mental ill
health include physical disease, stress, genetics and mental abuse.”
10
WORKSHEET 1
Complete the chart by listing four good physical and emotional health habits.
Good Physical and Emotional

Health habits
11
WORKSHEET 2
a. State three poor health practices.
b. Explain three problems that you will experience, if you continue the poor health practices.
c. Pretend that you are a primary school teacher and suggest two ways that you would
ensure that your pupils practice good personal healthy habits.
REFERENCE:
12
SOCIAL STUDIES
TERM 3
GRADE 8
WEEK 7
Lesson Three
Topic: Health and Well-Being
Sub-Topic: The effects of good physical and emotional health habits.
LESSON REVIEW
When students are healthy and not stressed out, anxious or depressed in school, they are far more
productive both at work and play.
They also interact far better with their peers and teachers.
Bearing in mind that adolescents are making choices in spite of all kinds of pressures, they
should be encouraged to maintain or adapt to positive physical and emotional health habits.
So that being healthy during this period of preparation for adulthood allows them to gain
knowledge and skills, do excellent work and to be of value to others.
REFERENCE:
13
WORKSHEET
Read the story carefully then answer the questions.
THE SULKIANNA FAMILY
The Sulkianna family live 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 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.
Activities:
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.
4. Explain the problems that they faced because of these poor practices.
14
SOCIAL STUDIES
TERM 3
GRADE 8
Week 8
Lesson One
Topic: Growth and Development
Sub-Topic: Adolescence
LESSON REVIEW
The stage of adolescence is between puberty 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. 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.
Students should be exposed to knowledge that enables them to understand and develop an
awareness of the changes that occur within their bodies.
When teenagers adopt positive attitudes to the physical changes, they can cope with the
corresponding emotional changes and so make sensible decisions for their positive health and
well-being
REFERENCE:
15
WORKSHEET
Complete the table below by listing four changes occurring at puberty in the adolescent boy
and girl.
BOYS GIRLS
16
SOCIAL STUDIES
TERM 3
GRADE 8
Week 8
Lesson Two
Sub-Topic: Teenage Pregnancy
LESSON REVIEW
TEENAGE PREGNANCY
Evidence shows that many teens become pregnant because they are ignorant – lacking knowledge
of their physical and emotional development.
Several parents/guardians also lack the skills to teach their children.
The school has the task to fulfill the role to inform and expose students to activities, in an effort to
avoid students being misinformed by their peers and succumb to negative peer pressure.
17
WORKSHEET
Read the dialogue below then answer the questions.
18
Questions
1. Define the term Teenage Pregnancy.
2. Explain why Arlene gave in to pressure from her peers.
19
3. ‘Shelly was clever in convincing Arlene to accompany them. ‘Discuss
4. If you were Arlene, what would you have done?
5. What advice would you give Shelly and her friends?
6. List three other causes of teenage pregnancy.
7. List two consequences of teenage pregnancy.
8. Suggest one way in reducing the incidence of teenage pregnancy.
REFERENCE:
20
SOCIAL STUDIES
TERM 3
GRADE 8
Week 8
Lesson Three
Sub-Topic: Sexually Transmitted Diseases
LESSON REVIEW
SEXUALLY TRANSMITTED DISEASES
Sexually transmitted diseases (STDs) 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 behavior due to pressures from peers and other bad
influences.
• groups using drugs and becoming involved in crime.
• being lured into homes of strangers who appear to be friendly.
Some STDs show few or no symptoms. Many people are infected and spread the disease
without knowing it.
21
WORKSHEET
a. State three STDs which may affect teenagers.
b. Describe the symptoms of one type of STD named in at a.
c. Suggest three ways that teenagers may become educated about STDs.
REFERENCE:
22
SOCIAL STUDIES
TERM 3
GRADE 8
Week 9
Lesson One
Topic: Weather and Climate
Sub-Topic: The difference between weather and climate
LESSON REVIEW
KE TERMS
WEATHER
Weather refers to the condition of the atmosphere at a particular place over a short period of
time.
CLIMATE
Climate is the long-term average of weather over a long period of time.
METEOROLOGIST
A specialist who studies processes in the earth's atmosphere that cause weather conditions.
WEATHER STATION
A weather station is a facility, either on land or sea, with instruments and equipment for
measuring atmospheric conditions to provide information for weather forecasts and to study
the weather and climate.
REFERENCE:
23
SOCIAL STUDIES
TERM 3
GRADE 8
Week 9
Lesson Two
Sub-Topic: The elements of weather and climate
LESSON REVIEW
In describing the weather of a place, one must make specific references to the elements of
weather. These elements that make up the weather are:
-Temperature
-Atmospheric pressure
-Winds
-Humidity
-Rainfall
-Sunshine
-Cloud cover
REFERENCE:

New Horizon in Social Studies Book
24
WORKSHEET
A. Complete the table below by listing the instruments used to measure the elements of
weather.
ELEMENTS OF WEATHER INSTRUMENTS
Temperature
Atmospheric pressure
Winds
(a) Direction
(b) Speed
Humidity
Rainfall
Sunshine
b. Draw the weather instruments and explain how they are used.
REFERENCE:
25
SOCIAL STUDIES
TERM 3
GRADE 8
Week 9
Lesson Three
Sub-Topic: The Atmospheric Layers
LESSON REVIEW
WORKSHEETS
Match the terms to its correct definition.
TERMS DEFINITIONS
Exosphere The region of the earth's atmosphere above

the stratosphere and below the thermosphere,
between about 50 and 80 km in altitude.
Ionosphere The layer of the earth's atmosphere above the

troposphere, extending to about 50 km above
the earth's surface (the lower boundary of the
mesosphere).
Mesosphere The lowest region of the atmosphere,

extending from the earth's surface to a height
of about 6–10 km (the lower boundary of the
stratosphere)
.
Stratosphere The layer of the earth's atmosphere which
contains a high concentration of ions and free
electrons and is able to reflect radio waves. It
lies above the mesosphere and extends from
about 80 to 1,000 km above the earth's
surface
Thermosphere The region of the atmosphere above the

mesosphere and below the height at which the
atmosphere ceases to have the properties of a
continuous medium. The thermosphere is
characterized throughout by an increase in
temperature with height.
Troposphere the outermost region of a planet's atmosphere
REFERENCE:
New Horizon in Social Studies Book 2
26
SOCIAL STUDIES
TERM 3
GRADE 8
Week 10
Lesson One
Sub-Topic: Types of Clouds
LESSON REVIEW
WORKSHEET
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
REFERENCE:
New Caribbean Geography
27
SOCIAL STUDIES
TERM 3
GRADE 8
Week 10
Lesson Two
Sub-Topic: Weather signs and symbols
LESSON REVIEW
WORKSHEET
Match the following:
WEATHER SYMBOLS WEATHER CONDITIONS
Heavy rainfall
Sleet
Clear night
Thunderstorm
Sunny
Cloudy
Party sunny
28
TYPES OF CLOUDS SYMBOLS
1. Cumulus
2. Cirrostratus
3. Cumulonimbus
4. Altostratus
5. Cirrocumulus
6. Stratus
7. Altocumulus
8. Stratocumulus
9. Nimbostratus
10. Cirrus
REFERENCE:
29
SOCIAL STUDIES
TERM 3
GRADE 8
Week 10
Lesson Three
Sub-Topic: The Hydrological Cycle
LESSON REVIEW
THE WATER CYCLE / HYDROLOGICAL CYCLE
This continuous 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 the
water cycle.
The water cycle shows various processes by which water moves around our planet
 Evaporation is the process by which a liquid is converted into vapor. This occurs on the
surface of a liquid.
 Transpiration is the process by which plants lose water through their leaves. Water
vapor escapes through tiny openings called stomata in the leaves.
 Evapotranspiration is the loss of water from the land by evaporation and transpiration.
 Condensation is the process by which vapor is converted into a liquid. In the diagram it
refers to water vapor being converted into water droplets in the atmosphere.
 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.
30
WORKSHEET 1
Stud the diagram below 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.
31
WORKSHEET 2
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 ________________.

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. evapotranspiration b. percolation c. evaporation d. transpiration
REFERENCE:
32

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MINISTRY OF EDUCATION

SECONDARY ENGAGEMENT PROGRAMME

WEEK LESSON 1 LESSON 2 LESSON 3

1 Rules and Responsibilities at Rules and Responsibilities at Cultural Diversities in our

2 Government Government Government

4 Communities in Guyana Communities in Guyana Communities In Guyana

5 Administrative Regions Mineral Resources Mineral Resources

EMPLOYEE An employee or worker is an individual who was hired by an employer to

ROLES OF EMPLOYER ROLES OF EMPLOYEE

(b). Explain why each attitude mentioned in (a) is important.

group but to the satisfaction of both groups.

must not encourage illegal actions.

They are professional bodies and must not encourage division.

REASONS WHY WORKERS SHOULD

(c). Suggest two lines of actions to be taken by the trade union.

Shade the letter that is near the correct answer.

(B). Criticism by people.

(C). Expulsion from society

(D). Asked to leave the community.

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

(A). Thanks giving, Diwali and Christmas.

(B). Crop- Over, Mashramani, and Easter.

(C). Good Friday, Diwali and Youman Nabi.

(D) .Funeral rites, crowning rites and wedding rites.

3. Which of the following group of 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 is not acceptable by Muslims on holy days?

(A). Eating of mutton.

(B). Eating of goat meat.

(C). Sacrificing a young bull.

(D). Sacrificing a pig.

(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).

(b). (i). Explain why control in society is necessary.

A Government is a group of officials elected or selected by citizens to conduct the affairs of a

Why do we need a government?

Makes laws for its entire population.

b. State two other social services, which are provided by government.

c. Give three reasons why the service stated in (a) is necessary.

In Guyana, the government is divided into three branches. These are:

1. THE EXECUTIVE BODY

Shade the letter that is near the correct answer.

1. What are the functions of the government?

(i). making laws for the country.

(ii). providing finance for development.

(iii). defending the nation.

(iv). providing social facilities.

(v). collecting rates and taxes from Regional Councils.

(A) (i) only.

(B) (i)and (ii) only.