Unit 3 Sample Text

SOCIAL SCIENCESMy Self, My WorldSTUDENT’S BOOK 3

AuthorsAnthony Luengo

Clare Eastland

Advisors

Renée Ramdial

Brother Harrypersad Maharaj

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Contents To the student iv Scope and sequence vi

Unit 1 Our heritage 1

Chapter 1 People and our heritage 1 1.1 National heroes and national icons 1 1.2 Sub-cultures 13

Chapter 2 Conservation and preservation 21 2.1 Our natural heritage and built heritage 21 2.2 The value of conservation and preservation 21 2.3 The role of the individual and the state in conserving and preserving our national heritage 27

Unit 2 Economic growth and development 38

Chapter 3 Understanding globalisation and communications 38

3.1 What is globalisation? 38 3.2 What is communication? 43 3.3 What is information and communications

technology? 46 3.4 The impact of communication technology

on globalisation 47 3.5 The impact of ICT on the economy of

Trinidad and Tobago 50

Chapter 4 Transport and economic development 56 4.1 The impact of transport on economic

development 56 4.2 Marketing and advertising 60 4.3 Consumer choices 64 4.4 Distribution as an agent of economic change 66

Unit 3 Ethics and relationships 74

Chapter 5 Living in harmony 74 5.1 Stereotyping, prejudice and discrimination 74 5.2 Conflict and conflict resolution 81

Unit 4 How we govern ourselves 88

Chapter 6 The electoral process in Trinidad and Tobago 88 6.1 Preparing for an election 88 6.2 Factors influencing political choice 91 6.3 The process on election day and formation

of a new government 95 6.4 The importance of free and fair elections 98 6.5 Constitutional reform 101

Chapter 7 Humanitarian law – consequences of war and conflict 103

7.1 The consequences of war 103 7.2 Reducing and preventing suffering caused

by war 105 7.3 The need for justice 110 7.4 International tribunals 118 7.5 The Caribbean Court of Justice 119

Unit 5 Our environment

Chapter 8 Scientific and technological developments and our environment 122

8.1 Scientific and technological developments 122 8.2 The influence of scientific and technological

developments on the environment 137

Chapter 9 Humans and our urban environment 141 9.1 The reasons for urbanisation 142 9.2 The economic, social and environmental

effects of urbanisation 145 9.3 Controlling high population density 150

Unit 6 The physical Earth and human interactions 153

Chapter 10 The Earth’s structure 153 10.1 The main features of the Earth’s structure 153 10.2 Earthquakes 159 10.3 Volcanoes 167

Chapter 11 Weather and climate 173 11.1 Elements of weather 173 11.2 World climate zones 175 11.3 Tropical weather systems: hurricanes 182

Unit 7 Caribbean integration and global links 192

Chapter 12 Regional integration 192 12.1 The Caribbean integration process from

the 1950s to the present 193 12.2 Non-political co-operation within the Caribbean 203 12.3 The role of regional agencies in the

integration process 205 12.4 Benefits from regional integration 206 12.5 Roles of citizens, business and governments

in deepening regional integration 206 12.6 Social issues 208

Unit 8 Personal development 213

Chapter 13 Choosing a career: making the right choice 213 13.1 Reasons why people work 213 13.2 Types of job available in Trinidad and Tobago 215 13.3 Skills and knowledge needed for specific

careers 219 13.4 Factors to consider when choosing a career 224 13.5 The importance of resumés 229

Chapter 14 Choosing a career: the workplace 236 14.1 Responsibilities, rights and ethics in the workplace 236 14.2 Ways of improving performance 239 14.3 Issues in the workplace and ways of resolving them 240 14.4 The role of trade unions in the workplace 243

Unit 9 History of my country Trinidad and Tobago 248

Chapter 15 Indigenous peoples and the Europeans 248 15.1 Migration and settlement 248 15.2 Evidence of indigenous people before

European contact 251 15.3 Resistance and conquest of the indigenous

peoples (1492–1800) 254 15.4 The contribution of indigenous peoples 260

Chapter 16 Tobago 264 16.1 Tobago 1580–1802 264 16.2 Tobago 1803–99 266 16.3 Economic and social development 269 16.4 Tobago 1900–80 270 16.5 The relationship between Trinidad and Tobago 272 16.6 The Tobago House of Assembly today 273

Skills toolkit 275

Glossary 286

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Try this! Try this! boxes help you to get active as you read. Through them you can become creative with what you’re learning. Some have a quick quiz or matching exercise; some include an opportunity to create your own collages and posters, or to perform skits with your classmates; some have ideas for ‘hot seat’ discussions.

Did you know?Did you know? boxes have interesting related facts like this in the margins of every chapter. They will make you look at things afresh, often from a different angle.

CheckpointsCheckpoints encourage you to pause and make sure you understand what you’ve just read in the main narrative.

iv

To the student

The main narrativeThe main narrative is the main storyline of this book. It’s the text that takes up the central part of most of the pages. It provides you with the background and essential information that you need to understand the main topics in each of the chapters.

Key wordsKey words appear at the beginning of each chapter. They are lists of important terms and ideas that are shown in bold in the chapter. Look out for them as you read the chapter, and make sure you understand what they mean. They are essential to your grasp of what the chapter is about.

Key questions to start thinking aboutKey questions to start thinking about are at the beginning of each chapter. These questions are there to help you start to focus on the key ideas in the chapter and how they connect with your own experiences and things you may know already.

Welcome to Student’s Book 3. You’ll find many opportunities in these pages to think creatively and critically about what it means to be a fulfilled individual in your own community and in our increasingly globalised world. This book is part of a three-book course for students in Forms 1, 2 and 3 studying for the National Curriculum for Secondary Education (NCSE) examination.

Now, acquaint yourself with the many features that will make your experience of working with this text an enjoyable and rewarding one.

The Earth’s crust is divided into sections known as tectonic plates or crustal plates. All the Earth’s land and oceans are on these plates. The major plates are huge and are named after the continents and oceans they carry. The Caribbean Plate is one of smaller plates. The crustal plates are all floating on top of the liquid mantle and are slowly moving (a few centimetres a year). The directions in which the plates are moving are shown by the red arrows on the map above.

Create a poster of suggestions for individual actions to conserve our water and the plants and animals that live in it. Include your own illustrations or ones from sources such as magazines or the internet. Display your poster in class.

Try this!

Organic farming uses only natural, non-synthetic substances for fertilising crops (e.g. manure, compost, bone meal) and for feeding animals (resulting in the production of organic milk and organic meat). Organic farming relies on the knowledge and research of scientists who study the soil and plants, and farm veterinarians (animal doctors) who make very restricted use of medical drugs on livestock.

Did you know?

Key words

agism bullying classism conflict-resolution skills

discrimination domestic violence ethics genocidemediator mentorship moral courage nationalismnegative peer pressure

prejudice racism sexism

stereotyping virtues virtuous living

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v

To the student

Candidate D13%

Candidate B65%

Candidate C20%

Candidate A 2%

Candidate D5%

Candidate A20%

Candidate B40%

Candidate C35%

Wrap-up activities

1 With your teacher, organise a field trip to view Amerindian artefacts. If you live in Trinidad, visit the National Museum and Art Gallery in Port of Spain or the Cleaver Woods Recreation Park in Arima. If you live in Tobago, visit the Tobago Museum in Scarborough. Write a short report on your field trip.

2 Working with your class, create a display for a Trinidad and Tobago Amerindian Heritage Day. If applicable, include evidence from your own locality such as a map of place names or pictures of artefacts found in your locality.

ReviewWhat you know now

✔ Globalisation is the widespread movement and connections of people, information, ideas, goods, and services leading to increased interdependence across the world.

✔ The term global village refers to the way that the world feels smaller as communication between people is now much faster and easier even across huge distances and time zones.

✔ Globalisation has brought many changes, including increases in connections between people, in international trade, migration, the movement of money across national borders, and the growth of global organisations particularly transnational corporations.

✔ Globalisation has brought economic development leading to pollution and global warming and climate change, and Westernisation of culture.

✔ There are �ve key elements in communication: sender, message, medium, receiver and feedback.

✔ In verbal communication, spoken or written words are used, whereas non-verbal communication involves the use of body language, visuals and sound.

URLInternet boxes contain a URL that will take you to a website with further information about interesting related topics.

Skills toolkitThe Skills toolkit on pages 275–285 is filled with essential practical tips for building the important skills that you’ll need to succeed both in and outside of school and, later, for CSEC and CAPE exams. For example: how to work effectively with others, how to prepare and make an oral presentation, how to create and work with visual aids and how to do research.

GlossaryThe Glossary on pages 286–293 has all the key words with explanations of each.

Thinking creatively and criticallyThinking creatively and critically boxes occur two or three times in each chapter. They give you a chance to involve yourself in creative and thought-provoking activities – on your own, with a partner or small group, or with your whole class. Activities include writing short reports, interviewing members of your local community, delivering short speeches and creating classroom displays.

Wrap-up activitiesWrap-up activities are activities and projects at the end of each chapter to help you pull together all that you’ve learned in the chapter.

ReviewReviews are found at the end of each chapter. Each provides you with a convenient summary of what the chapter has covered.

You can find out more about the work of the Elections and Boundaries Commission at: www.ebctt.com

Quick tips for preparing and making an oral presentation

Preparing your presentation● State your topic clearly in a single written sentence.● Make a list of the points you want to make about your topic in the order that you

want to make them.● Research your topic thoroughly, using a range of sources such as people (through

interviews), newspapers, magazines and the internet.● Understand and appeal to your audience. Think of ways of getting them interested

in your topic. For example, for a presentation on local products, you could bring in a selection of fresh and canned products.

VisualsVisuals are an important part of this book because you learn by seeing as well as by reading. Every chapter has many visuals related to the topics being discussed.

Which candidate wins in each of these constituencies? (Numbers indicate percentage of total votes won)

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vi

Scope and sequence

Textbook units and chapters

Book topics Curriculum theme

Curriculum topic Curriculum sub-topics

Unit 1 Our heritageChapter 1People and our heritage

1.1 National heroes and national icons

1.2 Sub-cultures

3.4.0.0 Our Heritage3.3.0.0 History of my country Trinidad and Tobago

3.4.1.0 People and our Heritage3.3.2.0 Challenges to the social order: Trade Unionism and Social Activism3.3.4.0 Independence

3.4.1.1, 3.4.1.2,

3.3.2.1, 3.3.2.2, 3.3.2.3, 3.3.2.4

3.3.4.1, 3.3.4.2, 3.3.4.33.4.1.3

Chapter 2Conservation and preservation

2.1 Our natural heritage and built heritage 2.2 The value of conservation and

preservation 2.3 The role of the individual and the state in

conserving and preserving our national heritage

3.4.0.0 Our Heritage

3.4.2.0 Our Heritage – Conservation and Preservation

3.4.2.1 3.4.2.2

3.4.2.3, 3.4.1.1, 3.4.1.2

Unit 2 Economic growth and developmentChapter 3Understanding globalisation and communications

3.1 What is globalisation? 3.2 What is communication? 3.3 What is information and communications

technology?3.4 The impact of communications technology

on globalisation 3.5 The impact of ICT on the economy of

Trinidad and Tobago

3.2.0.0 Economic Growth and Development

3.2.2.0 Impact of Communication Technology on Globalisation

3.2.2.13.2.2.13.2.2.1

3.2.2.2

3.2.2.2

Chapter 4Transport and economic development

4.1 The impact of transport on economic development

4.2 Marketing and advertising 4.3 Consumer choices 4.4 Distribution as an agent of economic

change

3.2.0.0 Economic Growth and Development

3.2.3.0 Relationship between Transport and Economic Development3.2.4.0 Global Distribution of Goods

3.2.3.1, 3.2.3.2

3.2.4.1, 3.2.4.23.2.4.1, 3.2.4.33.2.4.4

Unit 3 Ethics and relationshipsChapter 5Living in harmony

5.1 Stereotyping, prejudice and discrimination

5.2 Conflict and conflict resolution

3.4.0.0 Ethics and Relationships

3.4.1.0 Living in Harmony

3.4.1.1, 3.4.1.2, 3.4.1.33.4.1.4, 3.4.1.5, 3.4.1.6, 3.1.4.7

Unit 4 How we govern ourselvesChapter 6The electoral process in Trinidad and Tobago

6.1 Preparing for an election

6.2 Factors influencing political choice 6.3 The process on election day and formation

of a new government 6.4 The importance of free and fair elections 6.5 Constitutional reform

3.3.0.0 How We Govern Ourselves

3.3.1.0 The Electoral Process in Trinidad and Tobago

3.3.1.1, 3.3.1.23.3.1.33.3.1.1, 3.3.1.4, 3.3.1.5, 3.3. 1.6

3.3.1.6, 3.3.1.73.3.1.8, 3.3.1.9

This book covers the Curriculum Development Division’s new interim Secondary School Curriculum for Social Sciences Form 3. The tinted sections in this table indicate the five units of this textbook. The same colours are used to identify pages throughout the book. The coloured text identifies the subject-specific sections (geography, history and religious education). These areas are identified in the main text with tabs of the same colour.

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vii

Scope and sequence

Textbook units and chapters

Book topics Curriculum theme

Curriculum topic Curriculum sub-topics

Chapter 7 Humanitarian Law – consequences of war and conflict

7.1 The consequences of war 7.2 Reducing and preventing suffering

caused by war 7.3 The need for justice

7.4 International tribunals

7.5 The Caribbean Court of Justice

3.3.0.0 How We Govern Ourselves

3.4.0.0 Our Heritage3.3.0.0 History of My Country Trinidad and Tobago

3.3.2.0 Humanitarian Law – Consequences of War and Conflict3.4.1.0 People and our HeritageTobago 1900-1980

3.3.2.1, 3.3.3.13.3.2.2

3.3.3.1, 3.3.3.2, 3.4.1.1, 3.4.1.2, 3.3.1.14, 3.3.1.15,3.3.3.3

3.3.3.4

Unit 5 Our environmentChapter 8 Scientific and technological developments and our environment

8.1 Scientific and technological developments

8.2 The influence of scientific and technological developments on the environment

3.6.0.0 Our Environment

3.6.1.0 Scientific and Technological Developments and our Environment

3.6.1.1, 3.6.1.2

3.6.1.3

Chapter 9 Humans and our urban environment

9.1 The reasons for urbanisation

9.2 The economic, social and environmental effects of urbanisation

9.3 Controlling high population density

3.6.0.0 Our Environment

3.6.2.0 Humans and our Environment

3.6.2.1

3.6.2.2

3.6.2.3

Unit 6 The physical Earth and human interactionsChapter 10 The Earth’s structure

10.1 The main features of the Earth’s structure

10.2 Earthquakes

10.3 Volcanoes

3.3.0.0.The Physical Earth and Human Interaction

3.3.1.0 Earth’s Structure

3.3.1.1, 3.3.1.2, 3.3.1.3, 3.3.1.4, 3.3.1.53.3.2.1, 3.3.2.2, 3.3.2.3, 3.3.2.4, 3.3.2.5, 3.3.2.6, 3.3.2.7, 3.3.2.83.3.2.9, 3.3.2.10,3.3.2.11, 3.3.2.12, 3.3.2.13, 3.3.2.14, 3.3.2.15

Chapter 11 Weather and climate

11.1 Elements of weather 11.2 World climate zones

11.3 Tropical weather systems: hurricanes

3.3.0.0.The Physical Earth and Human Interaction

3.3.3.0 Weather and Climate

3.3.3.1, 3.3.3.23.3.3.3, 3.3.3.4, 3.3.3.5, 3.3.3.6,3.3.3.7, 3.3.3.8, 3.3.3.9, 3.3.3.10, 3.3.3.11, 3.3.3.12, 3.3.3.13, 3.3.3.14

Unit 7 Caribbean integration and global linksChapter 12 Regional integration

12.1 The Caribbean integration process from 1950s to the present

12.2 Non-political co-operation within the Caribbean

12.3 The role of regional agencies in the integration process

12.4 Benefits from regional integration 12.5 Roles of citizens, business and

governments in deepening regional integration

12.6 Social issues

3.5.0.0 Caribbean Integration and Global Links3.3.0.0 History of My Country Trinidad and Tobago

3.5.1.0 Regional Integration

3.3.3.0 The West Indian Federation

3.5.1.1, 3.5.1.2, 3.5.1.3,

3.3.3.1, 3.3.3.2

3.5.1.4

3.5.1.5

3.5.1.63.5.1.7

3.5.1.8

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viii

Scope and sequence

Textbook units and chapters

Book topics Curriculum theme

Curriculum topic Curriculum sub-topics

Unit 8 Personal developmentChapter 13 Choosing a career: making the right choice

13.1 Reasons why people work 13.2 Types of job available in Trinidad and

Tobago 13.3 The skills and knowledge needed for

specific careers 13.4 Factors to consider when choosing a career 13.5 The importance of resumés

3.1.0.0 Personal Development

3.1.1.0 Choosing a Career: Making the Right Choice

3.1.1.1, 3.1.1.23.1.1.3

3.1.1.4

3.1.1.53.1.1.6

Chapter 14 Choosing a career: the workplace

14.1 Responsibilities, rights and ethics in the workplace

14.2 Ways of improving performance 14.3 Issues in the workplace and ways of

resolving them 14.4 The role of trade unions in the workplace

3.1.0.0 Personal Development

3.3.0.0 History of My country Trinidad and Tobago

3.1.1.0 Choosing a Career: Making the Right Choice

3.3.2.0 Challenges to the social order: Trade Unionism and Social Activism

3.1.1.9, 3.1.1.7

3.1.1.83.1.1.7, 3.1.1.11

3.1.1.10, 3.1.1.11, 3.1.1.123.3.2.2, 3.3.2.3, 3.3.2.4

Unit 9 History of my country Trinidad and TobagoChapter 15 Indigenous peoples and the Europeans

15.1 Migration and settlement 15.2 Evidence of indigenous people before

European contact 15.3 Resistance and conquest of the indigenous

peoples (1492–1800) 15.4 The contribution of indigenous people

3.3.0.0 History of My country Trinidad and Tobago

3.3.1.0 Indigenous Peoples and the Europeans

3.3.1.1, 3.3.1.2, 3.3.1.3, 3.3.1.53.3.1.43.3.1.6

3.3.1.7

Chapter 16 Tobago

16.1 Tobago 1580–1802

16.2 Tobago 1803–99 16.3 Economic and social development 16.4 Tobago 1900–80 16.5 The relationship between Trinidad and

Tobago

16.6 The Tobago House of Assembly today

3.3.0.0 History of My country Trinidad and Tobago

3.4.0.0 Our Heritage

3.3.1.0 Indigenous Peoples and the Europeans

3.4.1.0 People and our Heritage

3.3.1.8, 3.3.1.9, 3.3.1.103.3.1.10, 3.3.1.113.3.1.10, 3.3.1.11, 3.3.1.123.3.1.133.3.1.13, 3.3.1.14, 3.3.1.153.4.1.1, 3.4.1.2,

3.3.1.16, 3.3.1.17

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ix

Scope and sequence

Please note that some sections from the Form 3 History curriculum are also covered in further detail in Student’s Book 2 in this series.

Textbook units and chapters (Student’s Book 2)

Book topics in Student’s Book 2 Curriculum theme

Curriculum topic Curriculum sub-topics

Unit 5Chapter 10 10.1 Characteristics of democracy

10.4 Structure of government in Trinidad and Tobago.

10.5 Functions of government10.7 Government in Trinidad and Tobago from

pre-colonial times to republicanism

3.3.0.0 History of my country Trinidad and Tobago

3.3.2.0 Challenges to the social order: Trade Unionism and Social Activism3.3.1.0 Indigenous Peoples and the Europeans3.3.2.0 Challenges to the social order: Trade Unionism and Social Activism3.3.3.0 The West Indian Federation3.3.4.0 Independence

3.3.2.1

3.3.1.16

3.3.1.163.3.1.1, 3.3.1.83.3.1.13, 3.3.1.14, 3.3.1.15,3.3.2.1, 3.3.2.2, 3.3.2.3, 3.3.2.43.3.3.1, 3.3.3.2

3.3.4.1, 3.3.4.2, 3.3.4.3

Chapter 11 11.1 The importance of the rule of law 3.3.0.0 History of my country Trinidad and Tobago

3.3.2.0 Challenges to the social order: 1970 Black Power Movement3.3.4.0 Independence

3.3.2.5, 3.3.2.6, 3.3.2.7, 3.3.2.8

3.3.4.1, 3.3.4.2, 3.3.4.3

Unit 6Chapter 12 12.5 Economic development of our communities 3.3.0.0 History

of my country Trinidad and Tobago

3.3.1.0 Indigenous Peoples and the Europeans

3.3.1.10, 3.3.1.11, 3.3.1.12, 3.3.1.13

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