Issuu

STAR PERFORMER

  PROGRESS TESTS FOR PRIMARY STUDENTS



SERIES

HOWARD CAMPBELL

Star Performer Social Studies Grade 4 is published by Firstmile Publishing Limited, Lethbridge, AB, Canada, for BSG Rights Management Limited. Aside from the “fair use” provision in Section 54 of the Jamaica Copyright Act, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without the publisher’s prior written consent. For permissions, please contact rights@bsgrightsmanagement.com.hk. ISBN 978-1-7382131-0-8 Howard Campbell has asserted his right to be identified as the author of this work. The “Star Performer” and “Nutcracker” logos are BSG Rights Management Limited trademarks. Text © BSG Rights Management Limited Production Credits Creative Lead:

Jeraldine Reyes

Cover Illustrator:

Jheanell Johnson

Paginator:

Stefania Draghici

Editorial Team Lead:

Toni-Ann Lawson-Gordon

Reviewers:

Chante Jackson, Debora Morrison, Grace-Ann Richards, Kemisha Dallas,

Lashawn Lewis, Nickesha Barnes, Petrona McLeod-Tucker, Rochell Daley,

and Sheryll Slowly Illustrators:

Bella Maher, Sobia Yusha, and Deepak M.

See image credits on page 243 Printed and bound in Hong Kong First printing 2025

Acknowledgement With profound gratitude and heartfelt appreciation, we acknowledge the valuable contributions of the 17 team members who have contributed to the creation of Star Performer Social Studies Grade 4. From my control centre in rural Alberta, it was a pleasure to coordinate the efforts of team members located in eight time zones across Canada, India, Jamaica, Romania, Pakistan, Switzerland, and the United States. Your dedication, expertise, and unwavering commitment to producing a world-class educational resource have played an integral role in shaping this book. Contributions from the following teachers, Chante Jackson, Nickesha Barnes, and Petrona McLeod-Tucker, have profoundly enriched the book’s content and design. Your commitment to creating an engaging and practical learning experience for primary students is commendable. The insights shared have resulted in integrating key elements that will significantly benefit teachers and students in pursuing academic excellence. Heartfelt thanks to our super-talented creatives: Bella Maher, Deepak M, Jeraldine Reyes, Jheanell Johnson, Sobia Yusha, and Stefania Draghici. Your captivating visuals will engage and excite the students who take the tests presented on the pages of this book.

iii

Foreword Dear Teachers, Students, and Parents: I am pleased to introduce you to Star Performer Social Studies Grade 4. The journey of crafting this book has been a collaborative effort, with educators, parents, and students at its heart. It represents a dedication to the principles of student-centered learning and an unwavering commitment to assess each student’s knowledge, skills, and abilities, ensuring they are recognised and celebrated. They have striven to create a resource beyond traditional testing and assessment in their pursuit of excellence. They have carefully crafted progress tests that may be used before, during, and after instruction, both inside and outside the classroom. They believe education should be an exciting exploration, discovery, and growth journey. Through the pages of this book, they hope to inspire young minds, foster critical thinking, and encourage active participation in the learning process. Star Performer Social Studies Grade 4 has embraced the learning outcomes as the basis for developing the test items. The contributors understand that words matter and that terminology can shape a student’s perception of learning. Learning outcomes empower students to take ownership of their education, fostering a sense of independence and curiosity. Through careful consideration of the visuals and their alignment with the curriculum, they have striven to make learning a multi-sensory experience. Stimulus materials, a key feature of this book, are presented with clarity and accessibility. They believe these materials are not just for assessment but also valuable resources for reinforcing lessons, promoting engagement, supporting differentiated instruction, and building comprehension. Their commitment to simple wording, a concept close to my heart, ensures that all students, including those needing additional support, can confidently engage with the content. As an educator, I am excited about the possibilities this book offers to both teachers and students. It reflects a shared vision for transformative education and is a testament to the power of collaboration in shaping the future of learning. I extend my deepest gratitude to all those who have contributed to this book, and I am immensely proud to have been a part of this remarkable journey. As you delve into the pages of Star Performer Social Studies Grade 4, I encourage you to embrace the spirit of curiosity, exploration, and the evaluation of educational attainment that it embodies for all learners. Warmest regards, Sheryll Slowly

iv 4

Preface Welcome to Star Performer Social Studies Grade 4. We have designed this book to ensure it aligns with the National Standards Curriculum for Social Studies at the grade 4 level. The comprehensive collection of 355 well-constructed test items is a valuable resource for educators and students seeking a well-structured and effective assessment tool. We believe in fostering a student-centered approach to learning, empowering students to take ownership of their academic progress. This book includes learning outcomes, highly engaging stimulus materials and simple, easy-to-understand wording that supports this vision, making the learning journey engaging and accessible for all. Our primary goal in creating this book is to provide educators and students with a means to assess and reinforce their understanding of key social studies concepts and skills. We have thoughtfully crafted each test item within this book to align with a learning outcome, ensuring that it covers only one aspect of the required knowledge and skills. By using these progress tests, educators can gauge their students’ learning level concerning the attainment targets set out in the curriculum. Additionally, students can engage in meaningful practice whilst at home, preparing them for better test scores in the classroom. We invite you to explore Star Performer Social Studies Grade 4 and utilise it as a valuable tool for enhancing the delivery and assessment of the social studies curriculum. We hope it will be an indispensable resource in your teaching and assessment toolkit. Wishing you all an enriching learning experience. Howard Campbell

5 v

Introduction As educators, we designed this book for educators. Teachers value flexibility because no two classrooms or learning environments are exactly alike. Each teacher, therefore, may decide how best to use the three types of progress tests provided. We recommend Star Performer Social Studies Grade 4 as a tool for lesson planning, instructional delivery, formative assessment, and summative evaluation. More specifically, teachers should: • Integrate specific test items from unit tests during the explore stage of lessons. • Administer end-of-unit tests at the end of each unit as a summative test. • Use the mock exam to evaluate students’ readiness for their end-of-year exam. The test structure encourages the exploration of open-ended questions, comparative analysis, role-playing scenarios, and other interactive activities that promote critical thinking, problemsolving, and participation. During instruction, stimulus materials, comprised of text and illustrations, are useful as a tool to engage students. Each test item can guide students as they explore the content and make sense of their observations (explain). Teachers should ask students to elaborate on the answers they provide. Guided by a glossary and a clear, precise, and reliable answer key, teachers are enabled to deliver helpful feedback to their students. Finally, as a set of progress tests, teachers may use them to evaluate students’ grasp of concepts and skills. Students can self-evaluate and reflect on their learning by providing timely feedback and an opportunity for whole-class discussion. We invite you to embark on this educational journey with us, as we are confident that Star Performer Social Studies Grade 4 will catalyse engaging, effective, and student-centered learning experiences.

vi 6

Table of Contents Acknowledgement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

iii

Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Item Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

viii

How to Give Your Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Progress Tracking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Term 1 Test 1

The early inhabitants of Jamaica . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Test 2

How cultural practices of ethnic groups shaped regional identity . . . . . . . . . .

Test 3

Important people who shaped Jamaica . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Test 4

End-of-Term Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Test 5

Locating places . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Test 6

Political divisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Test 7

Community leadership and responsible citizenship . . . . . . . . . . . . . . . . . . . . . . .

101

Test 8

End-of-Term Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

115

Test 9

The elements of weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

129

Test 10

The Earth in the Solar System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

141

Test 11

Importance of plants to humans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

153

Test 12

Land pollution and waste management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

165

Test 13

End-of-Term Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

177

Mock Exam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

193

Answer Key and Model Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

214

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

240

Term 2

Term 3

Item Types This book includes six (6) different item types.

Multiple Selected Response 1. Which two (2) of the following best define the term "Indigenous Peoples"?

(A) The original or first people to live in a place. (B) People who travel to another place for vacation. (C) People who celebrate cultural festivals and maintain traditional lifestyles. (D) People who have always lived in a place and whose ancestors were the first to settle there.

Order Match

Picture 1

Picture 2

Picture 3

2. Place three (3) of the following five options in the blank spaces below so that the resulting statements are correct. African

Amerindian

Asian

Egyptian

European

a. Picture 1 shows a/an

ethnic origin.

b. Picture 2 shows a/an

ethnic origin.

c. Picture 3 shows a/an

ethnic origin.

Table Grid 3. For each of the following, place a tick ( ) to show if the statement is supported or not

supported by the paragraph.

Statement

Supported

a. Dave's great-grandfather is Dave's ancestor. b. Dave's father possesses some valuable skills. viii 8

Not Supported

Constructed Response (Text) 4. With the aid of appropriate examples, briefly explain what each of the following terms

means:

Indigenous Peoples

Sketch or Draw 78ºW

77ºW

5. Draw a chart to represent the data given. 6. Label the map.

Lucea

ST JAMES

HANOVER

Rio Nuevo TRELAWNY

Negril

ST ANN

ST MARY

WESTMORELAND ST C AT H E R I N E CL

Guanaboa Vale

AR N

STE

CHE

Black River

18ºN

MAN

ST ELIZABETH

ST ANDREW

White Marl

PORTLAND

Kingston

Moore Town 18ºN

ST THOMAS

Alligator Pond

Portland Ridge N

C A R I B B E A N

How to Give Your Answers

S E A

KILOMETERS

78ºW

77ºW

Give your answers in the following ways: 1. Shading the circle that matches your answer

(A) January

(B) February

(D) April

2. Writing a word or phrase in the space provided a. January is the month of the year. 3. Ticking ( ) the boxes in a table.

Statement b. January is the third month of the year

4. Writing complete sentences on the line(s) provided.

c. February is the shortest month of the year.

ix 9

True

False

Progress Tracking List the topics you find challenging or need extra practice with. This section will help you keep track of areas to improve as you work toward mastering them. Page Number

Item Number

Decsribe the Issues

Unit of work

Term 1: Unit 1

Theme

Our Common Heritage

Attainment Target

Recognise the contribution of individuals and groups who have helped to shape Jamaica's development over time.

Test

Focus Question How do I effectively share ideas about cultural practices which have helped to shape our national and regional identity?

Learning Outcomes This test assesses the following learning outcomes: 1. Clearly define and appropriately use the following concepts in a variety of situations: European, Indigenous people, inhabitants, migration, and Tainos. 2. Accurately locate on a map of the Caribbean the area from which the Tainos originated. 3. Accurately locate at least three Taino sites on a map of Jamaica. 4. Compare your own needs and wants with those of the Tainos. 5. Explain how the Tainos used their environment to satisfy their basic needs. 6. State aspects of Jamaica's culture that the Tainos have influenced. 7. Articulate the nature of the relationship between the Tainos and the environment. 8. Demonstrate awareness of the changes in technology over time.

Instruction •

This test has 20 items.

•

Work through all items. This progress test shows your current understanding and helps plan what to focus on next. Do your best, but don’t worry if you don’t know everything yet..

9 10 11 12 13 14

Grade 4

Social Studies

Examine the pictures below then answer items 1 – 2.

Picture 1

Picture 2

Picture 3

1. Place three (3) of the following five options in the blank spaces below so that the resulting statements are correct. African

Amerindian

Asian

Egyptian

European

a. Picture 1 shows a/an

ethnic origin.

b. Picture 2 shows a/an

ethnic origin.

c. Picture 3 shows a/an

ethnic origin.

2. With the aid of appropriate examples, briefly explain what each of the following terms

means:

a. Indigenous Peoples

b. inhabitants

migration

Term 1

Unit 1

Test 1

Read the following scenario, then answer item 3. During Social Studies class, the teacher wrote this statement on the board: “Tainos and Europeans are Indigenous Peoples of Jamaica.” Marcus agreed with the statement. He said, “Both the Tainos and the Europeans were inhabitants. The Europeans met the Tainos when they arrived in Jamaica.” Mavis disagreed. She said, “The Europeans were voyagers, not inhabitants. They came to Jamaica, but they didn’t stay right away. They settled later.” 3. Assuming you were also in the class: a. Who do you agree with: Mavis, Marcus, or neither of the two?

b. What should a correct response to the teacher’s statement be?

Read the statement below, then answer item 4. Jin Lee lived in St. Ann during the 19th Century. He came to Jamaica from China to seek better living conditions for himself and his family. 4. For each of the following, place a tick ( ) to show if you agree or disagree with the statement. Statement

Agree

a. Jin Lee migrated to Jamaica. b. Jin Lee is an early inhabitant of Jamaica. c.

Jin Lee and his family are indigenous people.

Disagree

Grade 4

Social Studies

A map of the Caribbean is given below. Use it for item 5.

5. Complete these tasks. a. Draw a box around the area from which the Tainos originated. b. Name one (1) country that the Tainos originated.

Term 1

Unit 1

Test 1

A map of the Caribbean is given below. Use it for item 6. 78ºW

Lucea

77ºW

ST JAMES

HANOVER

Rio Nuevo TRELAWNY

Negril

ST ANN

ST MARY

WESTMORELAND

Guanaboa Vale

AR EN N

STE

18ºN

CHE

Black River

ST C AT H E R I N E

MAN

ST ELIZABETH

ST ANDREW

White Marl

PORTLAND

Kingston

Moore Town 18ºN

ST THOMAS

Alligator Pond

Portland Ridge N

C A R I B B E A N

S E A

S 0

20 KILOMETERS

78ºW

77ºW

6. Circle the names of two (2) sites where the Tainos settled on the map above.

Grade 4

Social Studies

Read the following paragraph, then answer items 7 – 8. Randy read about the Tainos in his social studies class. He examined information that helped him understand how the Tainos used their environment to satisfy their basic needs. Randy explored the concept of “wants versus needs” and created a list of items he intended to examine. 7. For each of the following, place a tick ( ) under the correct heading to help Randy determine if the item is a need or a want. Item

Need

Want

a. clean water b. flat-screen television c.

food

d. Internet access e.

mobile phone

shelter

g. shoes

8. Randy wants to examine the concepts of needs versus wants further. a. Explain to Randy how he should determine whether Internet access is a need or a want.

b. Explain to Randy how he should determine whether a pair of shoes is a need or a want.

Term 1

Unit 1

Test 1

Read the following narrative. Use it to answer items 9 – 11. The Tainos practised intensive root crop cultivation on small, raised plots. Manioc was the main crop, but potatoes, beans, peanuts, peppers, and other plants were also grown. Crop cultivation was supplemented with the region’s abundant fish and shellfish animal resources. Upriver, in the Amerindian villages, Spanish sailors saw large fields of corn, yucca, beans, and fruit orchards covering whole valleys. They also found sunlighttight storage sheds with shelves packed with thousands of dried produce. They also saw fishing nets and implements such as hooks, spears, and canoes.

9. For each of the following, place a tick ( )to indicate whether the statement is supported or not supported by the narrative. Statement

Supported

a. Tainos grew more peppers and peanuts than manioc. b. Tainos stored large quantities of dried produce in organised storage systems. c.

Tainos used specialised tools for fishing including nets, rope, and spears.

d. Tainos planted their crops according to seasonal rainfall patterns. e.

Tainos met their basic needs through hunting and fishing.

Fish and shellfish were gathered during fishing expeditions.

g. Manioc and potatoes were the main crops cultivated by the Tainos.

Not Supported

Grade 4

Social Studies

10. Complete these tasks based on the evidence presented in the narrative. a. Name one (1) basic need satisfied from the activities described.

b. Suggest two (2) other basic needs that the Tainos had.

Why do you believe the Amerindians cultivated the crops named instead of callaloo, spinach, kale, and cabbage?

d. Explain what the term “was supplemented with” means as used in paragraph 1.

11. Categorise the items below based on how the Tainos used them to meet their basic needs. Start by giving each category a name. Continue categorising the items by writing their names on the correct lines. animal skins

canoes

cotton

dried produce

fishing nets

fruit orchards

hammocks

hooks

palm leaves

raised plots

shellfish

spears

stones

storage sheds

tree barks

a. category 1

category 2

category 3

Term 1

Unit 1

Test 1

Read the statement below, then answer item 12.

The Tainos made use of many types of trees and plants.

12. Describe how the Tainos used trees and plants to meet the following wants: a. defense

medicine

transportation

13. The Tainos used different items for religious purposes. a. Circle the items that were used for religious purposes. bohio

drums

hammock

pots

rattle

spatula

tobacco

zemis

b. Explain how any two (2) of the items you circled were used by the Tainos for religious purposes.

ii.

Grade 4

Social Studies

Read the statement below, then complete item 14.

The Tainos made use of many types of trees and plants. 14. Use five (5) of the six words to complete the sentences. bammy

barbacoa

hammock

cassava

a. Many hotels provide a/an guests can relax, read a book, sip a drink, or even nap. b. Fried fish and seaside locations.

hurricanes

zemis

near the beach where

is a popular local dish, especially at

c. The parish of St. Elizabeth is known for the production of bammy, a type of flatbread made from

d. Many Jamaicans enjoy “pan chicken”, a cooking method influenced by a method the Tainos called e.

Jamaican house builders still use a pitched style of roof which can withstand .

Term 1

Unit 1

Test 1

Examine the following comic, which shows a conversation between two grade 4 students. Use it to answer item 15.

15. State three (3) ways in which the Tainos have influenced the following aspects of Jamaican culture: a. food

religion

shelter

Grade 4

Social Studies

16. Read the passage below, then answer the questions that follow.

The Tainos used many trees and plants from an estimated floral and faunal range of 5,800 species. The physical culture was geared toward a sustainable interaction with the natural surroundings. It prescribed a way of life that sought to provide food to feed all the people. They used ceremonies to show respect for most of their primary food sources and the natural forces like climate, season, and weather. The Tainos lived respectfully in a bountiful place, and their nature was bountiful.

a. What are two (2) resources that the passage identifies as a food source?

b. What does the writer mean by “bountiful”?

How do the Tainos show their respect for their food sources and the forces of nature?

Term 1

Unit 1

Test 1

Read the passage below, then answer item 17. The Tainos lived in a way that respected nature. They only took what they needed from the land, such as food, materials for shelter, and tools. They did not take too much, so the environment could keep providing for them. They understood how to use the land carefully and ensured they did not waste natural resources. 17. How did the Tainos care for the environment while meeting their needs? Use examples from the passage to explain. Ensure your answer shows how the Tainos used the environment without overusing it.

Grade 4

Social Studies

Look at the photographs of the fishing hooks. Use the evidence you gather to answer item 18.

Photograph 1

• •

Photograph 2

Photograph 3

Photographs 1 and 2 show fish hooks that the Tainos may have used. Photograph 3 shows fish hooks that people use today.

18. Complete the following tasks by interpreting the evidence presented above. a. Write one-word responses to these two questions: i.

What material did the Tainos use to make their fishing hooks?

ii. What material is used to make the fish hooks that people use today?

b. Explain one (1) way modern fishing hooks are better than the fishing hooks used by the Tainos.

Term 1 c.

Unit 1

Test 1

Imagine you are a Taino fisherfolk. You only have hooks like those shown in Photographs 1 and 2, but you see a modern fishing hook for the first time. i.

Explain how the modern hook might change the way you fish.

ii. Would you prefer to use a modern hook or your traditional hook? Explain your answer.

Picture 1

Picture 2

19. Picture 1 shows a canoe resembling those used by the Tainos. Picture 2 shows a typical fishing boat used by fisherfolk in many parts of the Caribbean. a. What material did the Tainos use to make their canoes?

b. Explain one (1) advantage of using a modern fishing boat instead of a Taino canoe.

Imagine you are a fisherfolk in the Caribbean today. Would you prefer to use a Taino canoe or a modern fishing boat? Give two (2) reasons for your choice.

Grade 4

Social Studies

20. The Tainos cultivated fruit orchards covering whole valleys. Today, oranges, mangoes, and papayas are grown in fruit orchards, spreading over many hectares. The pictures below are examples of devices used for harvesting fruits.

a. Explain how the modern devices differ from the tools that Tainos used long ago to pick fruit.

Term 1

Unit 1

Test 1

b. Long ago, people used simple tools or their hands to pick fruit. i.

Draw a picture of a tool people might have used in the past to pick fruit.

How was fruit picked in the past compared to modern devices used to harvest fruit today? Give one (1) way they are similar and one (1) way they are different. i.

similarity

ii. difference

d. Imagine that you are a farmer. You can pick fruit by hand or use a modern fruit picker. Which method would you choose? Give two (2) reasons for your choice.

[ ADDITIONAL WORKSPACE ]

Unit of work

Term 1: Unit 2

Theme

Living Together

Attainment Target

Recognise the contribution of individuals and groups who have helped to shape Jamaica’s development over time.

Test

Focus Question How have the cultural practices of our ethnic groups helped to shape our regional identity?

Learning Outcomes This test will assess the following learning outcomes: 1. Clearly define the concepts— ancestors, culture, customs, ethnic group, heritage—and use them appropriately in various situations. 2. Use maps to identify the countries from which the different ethnic groups came and the territories in the Caribbean where they settled. 3. Construct a diagram/chart showing the ethnic composition of countries in the Englishspeaking Caribbean. 4. Identify the ethnic groups and the cultural practices associated with each group in the English-speaking Caribbean. 5. Construct a timeline highlighting different events in Jamaica’s history. 6. Identify ways in which culture is preserved in the English-speaking Caribbean. 7. Propose new strategies for preserving Caribbean culture.

Instruction •

This test has 20 items.

•

Work through all items. This progress test shows your current understanding and helps plan what to focus on next. Do your best, but don’t worry if you don’t know everything yet.

9 10 11 12 13 14

Grade 4

Social Studies

Read the following narrative, look at the pictures, then answer items 1 - 2.

Naja lives near the Savannah in Port of Spain. She visits Spicy Doubles each evening after school to watch the “doubles man” prepare and sell hundreds of tasty doubles. His customers purchase doubles daily; they eat them for breakfast, lunch, and even supper. During his break, the ‘doubles man’ tells Naja about the history of doubles, the ingredients he uses, and the process he follows to make his spicy doubles. He also told Naja stories about his great-grandfather, whom he calls “Pops”, who arrived in Trinidad from India more than 80 years ago. In the words of the doubles man, “Pops taught me everything I know about making doubles.”

Mix all dry ingredients

Let the dough rest

Allow it to double in size after 1 hour.

Form into balls

Shape into paper-thin circles

Fry for a couple of seconds on each side.

Assemble your Doubles

Place your bara on a plate or greaseproof paper and add the channa and other toppings you like.

Term 1

Unit 2

Test 2

1. The narrative provides vivid examples of culture and heritage. a. culture i.

Define culture

ii. Cite evidence from the narrative that describes what culture is.

b. heritage i.

Define heritage

ii. Cite evidence from the narrative that describes what heritage means.

2. Read the narrative about Naja and the doubles man. Fill in the blanks with the correct word or phrase from the word list. ancestors

culture

customs

a. The doubles man tells Naja about his

ethnic group

heritage , particularly

his great-grandfather, whom he calls “Pops”. Pops arrived in Trinidad from India more than 80 years ago. He came from a/an

with a rich

and unique history. b. The doubles man explained that the way he makes his doubles is part of his family’s . These cooking methods, passed down through that reflect his family’s

generations, are special way of life.

Grade 4

Social Studies

Use the following map for items 3 - 4.

The Chinese first arrived in Jamaica on July 30, 1854. They came as indentured labourers aboard the ship Euston, seeking work on plantations after the abolition of slavery.

3. Draw a circle to indicate the areas on the map from which the Chinese came.

Term 1

Unit 2

Test 2

The first Europeans to settle in the Caribbean were the Spanish, led by Christopher Columbus, who arrived in 1492. The Spanish established the first European colony in the region of Hispaniola (present-day Haiti and the Dominican Republic) in 1493. After the Spanish, the next Europeans to settle in the Caribbean were the French, English, and Dutch in the early 1600s. The English settled in St. Kitts (1623), Barbados (1627), and later Jamaica (1655). 4. Label the map as directed: a. Draw an arrow to show the direction from which Christopher Columbus would have travelled to Hispaniola. b. Draw a box around Hispaniola. c.

Draw a circle around Jamaica.

d. Place an X in the general region where Barbados is located.

5. Use one (1) word or phrase from the word list to correctly complete each statement. You may use a word only once. ancestors

culture

ethnic group

customs

heritage

a. A is the way of doing something, for example, the way the Tainos preserved their meat. b. The European is a/an as Portugal, Spain, and the United Kingdom. c.

Jin Lee’s

originating in countries such

is/are buried in his homeland in China.

d. Sundiata is proud of her Indian

; she likes to wear

her sari on special occasions. e.

In the Taino

, the men in a village were responsible

for hunting and farming, while the women cared for the children and prepared meals.

Grade 4

Social Studies

The table below shows Jamaica’s ethnic composition between 1660 and 1665. Study the data carefully, then complete the task that follows. Ethnic Group

Percentage of Population

African

76 of every 100

English

4 of every 100

Indigenous Peoples

2 of every 100

Irish

11 of every 100

Other Europeans

5 of every 100

Scottish

2 of every 100

6. Using the data provided in the table, construct a column chart to visually represent Jamaica’s ethnic composition between 1660 and 1665. Ensure that your chart has the following: a. A title b. Labels for both the x-axis (Ethnic Groups) and the y-axis (Percentage of Population) c.

Bars that accurately reflect the given data

Term 1

Unit 2

Test 2

Read the following passage, then complete item 7. Montserrat is a small Caribbean island south of Antigua. According to the 2011 Population and Housing Census, Montserrat’s population was 4,922. It has the smallest population in the English-speaking Caribbean. An estimate of the composition of Montserrat’s 2011 population was: • Black/African descent: ≈ 4,352 • Mixed: ≈ 183 • Hispanic/Latino: ≈ 148 • White: ≈ 133 • East Indian & Other: ≈ 108 7. Construct a column chart to show the composition of Montserrat’s 2011 population. Ensure that your chart has the following: a. A title b. Labels for both the x-axis (Ethnic Groups) and the y-axis (Number of People) c.

Bars that accurately reflect the given data

Grade 4

Social Studies

Read the following passage, then complete item 8. Anguilla is a small Caribbean island east of Puerto Rico and north of Saint Martin. It is self-governing but remains under British sovereignty, with the United Kingdom responsible for its defence and foreign affairs. According to the 2011 Census, Anguilla had a population of 13,572, making it the country with the second smallest population. The ethnic composition was: • Black/African descent: ≈ 11,574 • Mixed: ≈ 665 • White: ≈ 434 • East Indian & Other: ≈ 899

8. Construct a column chart to show the ethnic composition of Anguilla. You may approximate the numbers to the nearest hundred. Ensure that your chart has the following: a. A title b. Labels for both the x-axis (Ethnic Groups) and the y-axis (Percentage of Population) c.

Bars that accurately reflect the given data

Term 1

Unit 2

Test 2

East Indian

Spanish

9. Use the following word list for parts a and b. African a.

British

Chinese

Fill in the blanks with three (3) words or phrase from the word list. Mykal visited TriniYard, a restaurant that prepares and sells doubles, a/an influenced street food. Later that evening, he couple

attended a salsa dance class offered by a

from Venezuela. He ended his evening listening to some Afrobeat music, a West music genre, fusing influences from Yoruba music and Ghanaian music with American funk, jazz, and soul influences. b. Fill in the blanks with two (2) words or phrase from the word list. Playing cricket, lefthand driving, speaking the Queen’s English, and judges in white powdered wigs are all .

cultural practices associated with the

origin branched

Over the years, these families of

out into commercial endeavours. These include grocery stores, wholesales, and major restaurants such as Tastee, Island Grill, and Juici Patties.

10. Fill in the blanks with the correct country names from the word list. Each country may be used more than once or none at all. Dominica

Grenada

Jamaica

Saint Lucia

Trinidad and Tobago

a. People pass down culture through food and cooking traditions. Some well-known Caribbean dishes include jerk chicken from , oil down from

, and roti from .

b. The bandana is commonly worn in , while madras fabric is popular in

and .

Grade 4

Social Studies

11. Construct a timeline showing the years during which the following events happened. Show the year the events took place by writing the letters (A) through (G) in the correct circle. One has already been done for you just to help you get started.

A. Paul Bogle was hanged. B. Samuel Sharpe was hanged. C. George William Gordon was born. D. Marcus Garvey started the People’s Political Party. E. Norman Manley became Jamaica’s first Premier. F. Alexander Bustamante became Jamaica’s first Prime Minister. G. The Right Honourable Nanny of the Maroons was conferred with the Order of National Hero.

Term 1

Unit 2

Test 2

12. Construct a timeline showing the years during which the following events happened. Show the year the events took place by writing each year in its correct box. You may also write a brief description to help you keep track of your dates.

1872: Kingston became the official capital of Jamaica.

1692: Parish of Kingston added to the map of Jamaica.

1776: Kingston Public Hospital opened on December 14.

1923: Kingston and St. Andrew Municipal Corporation formed.

1843: Kingston surpassed Spanish Town as the colony’s economic centre.

1780: A major hurricane severely damaged Kingston, but the city was rebuilt and continued to grow.

1907: A magnitude 6.2 earthquake shook the capital of the island on January 14, killing over 1,000 people and destroying much of the city.

Grade 4

Social Studies

Read the following paragraph carefully, then answer item 13.

Dave’s great-grandfather taught Dave’s father how to make fishing implements such as fish pots, nets, and spears. He also taught him how to catch fish using the implements. Dave’s father is now an expert at making fishing implements; he makes them for the other fisherfolk in his community in exchange for money. Dave is now being taught how to fish by his father.

13. For each of the following, place a tick ( )to indicate whether the statement is supported or not supported by the narrative. Statement

Supported

a. Dave's great-grandfather is Dave's ancestor. b. Dave's father possesses some valuable skills. c.

Dave's great-grandfather contributed to Dave's cultural heritage.

d. Dave's father knew how to make fish pots by watching YouTube videos.

Not Supported

Term 1

Unit 2

Test 2

Read the following paragraph carefully, then answer item 14. The Tainos planted yucca (cassava), maise (corn), and other crops. They caught fish in the nearby rivers and hunted animals in the nearby forests. The Tainos used the spices, tools, and implements they had to preserve the flesh of the animals. The preserved flesh (meat) provided a source of protein for the Tainos. They also developed a method of cooking meat over coal, which we now call barbecue.

14. Read the paragraph carefully, then answer the following questions. a. Identify one (1) method the Tainos used to preserve food.

b. Explain how the Tainos’ food preservation methods have influenced food preparation today.

Describe one other way in which food traditions from the past continue to be an important part of Caribbean culture today. Explain why this tradition is important.

Grade 4

Social Studies

Read the following paragraph, then answer item 15. Jamaica has many strategies for preserving its culture. The Edna Manley College for the Visual and Performing Arts teaches traditional folk dances to its students. The Jamaica Cultural Development Commission (JCDC) hosts various yearly cultural competitions. Contestants showcase their culinary, dance, and speaking skills during these competitions. There are also the annual Grand Gala and Jamaica Day celebrations.

15. For each of the following, place a tick ( ) to indicate whether the statement is supported or not supported by the paragraph. Statement

Supported

a. Children dance at the Grand Gala. b. Folk dance and traditional foods may be seen at the Grand Gala. c.

Various institutions help to preserve Jamaica's culture.

d. New ways of preserving our culture have been introduced during the past five years. e.

Students learn traditional folk dances at the Edna Manley College.

The cultural competitions are judged by international experts.

Not Supported

Term 1

Unit 2

Test 2

Read the following paragraph, then answer item 16. Robbie is a tour guide. He lives and works in the Ocho Rios area. Robbie received training as a tour guide from the Tourism Product Development Company (TPDCo). Twice per week, Robbie offers tours of the Rio Nuevo Battle Site and the Green Grotto Caves. Robbie informs his guests of how our ancestors occupied the spaces at both locations. He also shows them artefacts that are present at both locations.

16. Read the paragraph carefully, then answer the following questions. a. Identify one (1) way culture is preserved in the passage.

b. Explain how the activities mentioned in the paragraph help to preserve culture.

Think about other ways in which culture is preserved in the English-speaking Caribbean. Describe one (1) method and explain why it is important

17. Fill in the blanks with the correct country names from the word list below. A country may be used once. Barbados

Grenada

Jamaica

Trinidad and Tobago

Culture in the English-speaking Caribbean is preserved in many ways. One important way is through music and dance, such as reggae, calypso, soca, folk songs, and traditional dances like the maypole, brukins, and quadrille. Festivals and celebrations also help ’s Grand Gala,

keep traditions alive. Events like ’s Carnival, and

Crop Over bring people together to enjoy music, food, and performances.

’s

Grade 4

Social Studies

Read the following passage, then answer item 18.

Many Caribbean countries have people who are storytellers. Jamaica had the Honourable Louise Bennett-Coverley (Miss Lou); she hosted a popular programme called “Ring Ding”, during which she told stories. Amina Blackwood-Meeks is another popular Jamaican storyteller. Amina has written many storybooks and tells stories at cultural events. Some of these cultural events are held at the Ranny Williams Entertainment Centre on Hope Road in the parish of St. Andrew. Both Miss Lou and Amina tend to wear clothing during their performances that help to show their cultural identity and preserve culture.

18. Using the evidence presented in the passage: a. State two (2) ways in which culture is preserved in Jamaica.

b. Explain how these ways identified in part a help to preserve culture.

Term 1 c.

Unit 2

Test 2

Apart from the ways stated in your answer to part a, state two (2) other ways in which people in the English-speaking Caribbean preserve their culture.

Grade 4

Social Studies

Read the following paragraph, then answer item 19.

Caribbean Festival of Arts (CARIFESTA) was first held in Guyana in 1972. Between 1972 and 2019, it was held on 14 different occasions in six English-speaking Caribbean countries. During each event, participants sing, dance, and perform dramatic skits. Animation, fashion, entertainment, visual arts, craft, drama, and dance elements exist.

19. Complete the tasks using the information in the paragraph. a. For each of the following, place a tick ( ) to indicate whether you agree or disagree with the statement. Statement

Agree

CARIFESTA is a new way of preserving Caribbean culture.

ii.

CARIFESTA is a means of preserving various forms of culture.

iii. CARIFESTA is a means of exposing people from one country to the culture of many other countries. iv. CARIFESTA only focuses on traditional forms of Caribbean culture. v.

CARIFESTA helps to pass on cultural traditions to younger generations.

Disagree

Term 1

Unit 2

Test 2

b. For each statement that you disagreed with in part a., write one (1) sentence explaining why it is incorrect. Use information from the passage to support your answer.

Grade 4

Social Studies

Read the following scenario, then answer item 20. Imagine that you are the president of your school’s Spanish Club. Your club received the following letter from the Cuban Embassy in Jamaica, signed by the Ambassador, His Excellency Fermin Quiñones.

25 September 202x Dear Ramona and Members of the Spanish Club: I hope you are doing well. I am writing to invite you and the members of the Spanish Club to share your ideas on how the Cuban Embassy can help you learn more about Cuban culture. Cuba has many wonderful music, dance, food, art, and history traditions, and we would love to help you explore them. We believe your ideas will be very helpful in planning activities and events that will help you and your clubmates connect with Cuban culture. These could include workshops, performances, or cultural exchanges. We are excited to hear your suggestions! Please send us your ideas, and we will be happy to discuss how to make them happen. We look forward to hearing from you soon and working together to bring Cuban culture to your school. Sincerely, His Excellency Fermin Quiñones Ambassador of Cuba to Jamaica

Term 1

Unit 2

Test 2

20. Write a response to the Cuban ambassador. Provide examples that will help the Ambassador and the staff at the Embassy to better understand your suggestions and ideas.

[ ADDITIONAL WORKSPACE ]

Unit of work

Term 1: Unit 3

Theme

Our Common Heritage

Attainment Target

Recognise the contribution of individuals and groups who have helped to shape Jamaica’s development over time.

Test

Focus Question Who are some important people who helped shape my community and Jamaica as a nation?

Learning Outcomes This test assesses the following learning outcomes: 1. Define and use correctly the following concepts: hero, heroine, nation, nation builder, and unsung heroes. 2. Clearly outline the characteristics of heroes. 3. Present logical arguments for selecting an individual as a hero/heroine. 4. Identify the national heroes/heroine from a given picture. 5. State facts about the life of national heroes/heroine in written form. 6. Give a concise explanation of the contribution of each national hero/heroine to nation-building. 7. Show appreciation for the contribution of our national and community heroes/heroine to nation building.

Work through all items. This progress test shows your current understanding and helps plan what to focus on next. Do your best, but don’t worry if you don’t know everything yet..

9 10 11 12 13 14

Grade 4

Social Studies

Read the following passage, then answer the items 1 – 2. Person X was a brilliant scholar, athlete, and soldier during World War I. In the late 1930s, he founded a political party and was elected President. Person X remained the party’s president for three decades. He became his country’s Chief Minister and later its Premier. He led the country rapidly towards internal self-government in the late 1950s and independence a few years later.

1. Complete each of the following tasks. a. Which word, hero, nation builder, or unsung hero, best describes Person X.

b. Briefly define the term you selected as the answer for part a.

c. Name the person described in the paragraph.

2. You have been appointed as a member of Jamaica’s National Heroes selection committee. Propose arguments to support your opinion that Person X should be selected as a national hero.

Term 1

Unit 3

Test 3

Read the following passage, then answer items 3 – 5. Between 1990 and 2023, Carrie Fisher devoted all her spare time to helping older adults in her community. She helped to keep their homes clean, ran errands for them, and, on many occasions, transported them to the clinic or hospital in her tiny car. Carrie did all this for more than 30 years. She never once asked for donations but went without food many days so that others would have a meal. Carrie was never recognised for her community, parish, or national efforts. Despite this lack of recognition, Carrie continued doing what she loved.

3. A grade 4 social studies student suggested that Carrie Fisher is either a nation builder or an unsung hero. The student was uncertain which word best describes her based on the passage. a. Which word would you choose?

b. Explain why you chose the word you wrote. Use evidence from the passage to support your answer.

4. Carrie Fisher may be characterised as caring and selfless. Gather evidence from the passage to support each of these characteristics. a. caring

b. selfless

Grade 4

Social Studies

5. Carrie Fisher’s daughter believed her mother, Carrie Fisher, should be named a national heroine. Present logical arguments to explain why Carrie Fisher should not be selected as a national heroine. Ensure that you support your reasoning with evidence from the passage.

Term 1

Unit 3

Test 3

Read the following narrative, and then answer item 6. You have been appointed as a member of Jamaica’s National Heroes selection committee. The committee chairperson gave you the following information: Selection Criteria: The honour of the Order of National Hero may be conferred upon any person born in Jamaica or is, or at the time of their death was, a citizen of Jamaica and rendered to Jamaica service of a most distinguished nature. A member of the Order is entitled to be styled “The Right Excellent”, and the motto of the Order is “He built a city which hath foundations”. Artist sketches of the Proposed People:

Usain Bolt

Robyn “Rihanna” Fenty

Bob Marley

Adidja “Vybz Kartel” Palmer

A Special Note: Robyn “Rhianna” Fenty is a Bajan national.

6. Select one (1) person and present logical arguments to the selection committee chairperson about why this person should be excluded from the shortlist.

Grade 4

Social Studies

Louise Simone Bennett - Coverley OM, OJ, MBE (Miss Lou) Credits: The Louise Bennett Coverley Estate (fcoverley@gmail.com & pappelt14@gmail.com) permitted Firstmile Publishing Ltd to reproduce this image.

Term 1

Unit 3

Test 3

Read the following passage then answer item 7. Louise Simone Bennett-Coverley, or Miss Lou OM, OJ, MBE, was born on September 7, 1919. Miss Lou was a Jamaican poet, folklorist, writer, and educator. Writing and performing her poems in Jamaican Patois or Creole, Miss Lou worked to preserve the practice of presenting poetry, folk songs, and stories in Patois. Her Creole performance helped establish the validity of local languages for literary expression. In addition to numerous television appearances, Miss Lou appeared in various motion pictures, including Calypso (1958) and Club Paradise (1986). Bennett wrote several books and poetry in Jamaican Patois, helping to have it recognised as a “nation language” in its own right. Miss Lou died on July 26, 2006, at her home in Canada; her remains are buried in the cultural icons section of the country’s National Heroes Park.

7. Present logical arguments for the selection of Miss Lou as a heroine. Ensure that you support your argument with evidence from the paragraph.

Grade 4

Social Studies

Read the following narrative then answer item 8. On 30 January 1968, the House of Representatives approved recommendations on the decimalisation of Jamaica’s currency. One of the chief recommendations was that the names of the major and minor units should be ‘dollar’ and ‘cent’ respectively. The coins, minted by the British Royal Mint, were first put into circulation on 08 September 1969. Four notes were also released into circulation on the same day: 50c, $1.00, $2.00, and $10.00. As had been recommended, the notes all bore the portraits of national heroes.

8. Name the national heroes whose portrait appears on each ofthe currency notes.

Term 1

Unit 3

Test 3

Grade 4

Social Studies

Read the following narrative then answer item 9. Statues and monuments honour national heroes by preserving their memory, celebrating their contributions, and teaching future generations about their achievements. They are placed in important locations, such as town squares and national parks, to remind people of their impact on history. In Jamaica, many of our national heroes have statues and monuments erected as reminders of their contribution to nation building.

9. The photographs shown below are of the busts of two national heroes. Use two (2) of the four names and two (2) of the four dates to complete the statements.

Monument 1 Paul Bogle

Monument 2

Samuel Sharpe 1969

Queen Nanny of the Maroons 1975

Marcus Garvey

1982

is shown in the picture labelled Monument 1.

is shown in the picture labelled Monument 2.

c. Both people pictured in the photographs were formally conferred the Order of the National Hero on March 31,

Term 1

Unit 3

Test 3

10. Use six (6) of the seven names to complete the paragraphs. Paul Bogle

George Gordon

Norman Manley Alexander Bustamante

Samuel Sharpe

Marcus Garvey Queen Nanny

a. The House of Parliament, named after , commemorates him. Born in the parish of St. Andrew, his picture appears on Jamaica’s $50 note released in 2023. b. Edna Manley’s statue of this the Morant Bay Courthouse. c.

hero stands in front of

was born in the parish of St. Ann; his picture appears on Jamaica’s $100 currency note released in 2023.

d. The town square in the parish capital is named after a Baptist deacon. e.

led the Windward Maroons in guerrilla warfare against the British and is honoured for military strategy and spiritual leadership.

f. The first Prime Minister of Jamaica, leader who founded the JLP and fought for workers’ rights.

, was a labour

Grade 4

Social Studies

Read the paragraph below. Use it to answer items 11 – 12. This national hero was born William Clarke in Blenheim, Hanover, on February 24, 1884. In 1905, he travelled across Latin America and the Mediterranean, beginning at that point his trade union involvement. Between 1934 and 1938, this hero wrote many letters to the newspaper. He highlighted the poor social conditions of Jamaica and demanded a better deal for poor and underprivileged people. In 1938, he led protests in Kingston; many angry workers who began to follow this person took to various strike actions. He was later arrested and charged with inciting people to unlawful assembly. He was sent to jail without bail, and the Governor declared a state of emergency. On September 8, 1940, he entered a detention camp for the next 17 months. On his release, he resumed complete control of his Union and continued to organise labour. On July 8, 1943, he launched the Jamaica Labour Party (JLP) while meeting at the Ward Theatre in Kingston. He became the first Prime Minister of Jamaica in 1962.

11. Answer the following questions based on the evidence presented in the paragraph. a. Who was born William Clarke in Blenheim, Hanover, on February 24, 1884?

b. What were some of the actions William Clarke took to highlight the poor social conditions of Jamaica?

c. Why did this national hero’s actions, such as leading protests and forming the Jamaica Labour Party (JLP), have a lasting impact on Jamaica?

Term 1

Unit 3

12. Use evidence from the passage to show how this person demonstrated each characteristic. a. caring:

b. selfless:

c. courageous:

Test 3

Grade 4

Social Studies

Read the following passage then answer item 13. This national hero is the last of eleven children. He was born in St. Ann’s Bay on August 17, 1887. He is said to have been a descendant of the Maroons. In his youth, he moved to Kingston, where he worked at the Government Printing Office. He resigned from this job in 1910 to publish a small paper called “The Watchman”. In 1914, he started the United Negro Improvement Association (UNIA). The UNIA encouraged self-government for black people worldwide, self-help, economic projects, protests against racial discrimination, and cultural activities.

13. For each of the following, place a tick (✔) to show if you agree or disagree with the statement. Statement

Agree

a. The passage describes Samuel Sharpe. b. The passage describes Marcus Garvey. c.

The person described is a nation-builder.

d. The person described is an unsung hero. e.

The UNIA encouraged self-government for black people worldwide.

This person traveled extensively throughout Africa promoting his ideas.

g. The “Watchman” is the name of a business that provides security services.

Disagree

Term 1

Unit 3

Test 3

Read the following passage, then answer item 14. This national hero was born near Mavis Bank, St. Andrew, in 1820. His father was a Scottish planter, and his mother was an enslaved person. This national hero was a large land owner, shopkeeper, produce dealer, preacher, politician, social worker, and philanthropist. He started as an Anglican but changed to Baptist. He later became a leader of the Native Baptist Movement and began building several churches at his own expense. He ordained Ministers and was an active evangelist. In 1843, at 23, he was elected to the House of Assembly for St. Thomas. He entered politics as an advocate for the poverty-stricken Negro peasants. In 1865, when the economic condition of Jamaica was at a new low, this person spoke openly on behalf of the poor Negroes.

14. For each of the following, place a tick (✔) to show whether you agree or disagree with the statement. Statement a. This national hero was born more than a century before Jamaica gained independence. b. The person was selfless. c.

The person advocated for wealthy Scottish planters and Negro peasants.

d. This person contributed to the development of Jamaica’s Trade Union Movement. e.

This person contributed to the development of the Baptist Movement in Jamaica.

The passage describes the contributions of Paul Bogle.

g. The passage describes the contributions of George W. Gordon.

Agree

Disagree

Grade 4

Social Studies

Read the following passage, then answer the item 15. Marcus Garvey was born in St. Ann’s Bay on August 17, 1887. He was the youngest of eleven children and is said to have come from a Maroon family. As a young man, he moved to Kingston and worked at the Government Printing Office. In 1910, he quit his job and started a small newspaper called “The Watchman”. In 1914, he founded the United Negro Improvement Association (UNIA). This group worked for black people’s rights, including self-government, fighting against racism, and encouraging people to support each other and their businesses. Marcus Garvey is Jamaica’s first National Hero. He is known for helping black people feel proud of who they are in Jamaica, North America, and Africa. At its peak, the UNIA had millions of members around the world. In 1935, Garvey moved to England. He continued to work until he became sick and died in 1940. In 1964, the Government brought his body back to Jamaica and buried it in the National Heroes Park.

15. Based on the passage, explain in your own words how Marcus Garvey helped Jamaica and other countries in the world. Make sure to mention his main contributions.

Term 1

Unit 3

Test 3

16. Explain in your own words how each of the following national heroes and heroine contributed to nation-building. Make sure to mention their main contributions. a. Nanny of the Maroons

b. Norman Manley

c. Alexander Bustamante

d. Samuel Sharpe

Grade 4

Social Studies

17. Jamaicans use many ways to show appreciation to our national and community heroes for their contributions to nation-building. Complete the table with: a. five (5) ways currently used to show appreciation b. one (1) specific example of each way We have provided an example for you.

Example

(a) Ways Currently Used

(b) Specific Examples

Pictures on our currency notes

The picture of Nanny of the Maroons appears on the $500 currency note first issued in 1994.

i. ii. iii. iv. v.

Term 1

Unit 3

Test 3

18. Over the past few decades, Jamaica’s leadership has named different places to show appreciation for the contribution of our national and community heroes to nation-building. a. Name one (1) public roadway named after each national hero. State the parish in which each roadway is located. i. Alexander Bustamante ii. Marcus Garvey iii. Norman Manley iv. Sam Sharpe

b. Name one (1) institution of learning named after each national hero. i. Marcus Garvey ii. Norman Manley iii. Paul Bogle iv. Samuel Sharpe c. Name one (1) port of entry named after each national hero. i. Norman Manley ii. Alexander Bustamante d. Queen Nanny of the Maroons is commemorated on the Jamaican $500 banknote. State one (1) other way that commemorates her.

Grade 4

Social Studies

Read the following passage, then answer item 19.

The Honourable Shelly-Ann Fraser-Price OJ

The Honourable Montgomery “Monty” Alexander OJ CD

Monty and Shelly Today, October 17, is National Heroes Day! On this special day, 221 Jamaicans will be honoured at the National Honours and Awards Ceremony on the lawns of King’s House at 9:00 am. At the top of the list is Monty Alexander, one of 10 people receiving the Order of Jamaica (OJ) for sharing Jamaican music and jazz with the world. Another person getting the Order of Jamaica is Shelly-Ann Fraser-Pryce for her impressive international athletics performances. 19. Use the information in the story to answer the questions below. a. Only one sportsperson received the Order of Jamaica at the ceremony. Who was this person?

b. Why did Monty Alexander and Shelly-Ann Fraser-Pryce receive the Order of Jamaica?

c. Why do you think the National Honours and Awards Ceremony was held on National Heroes Day?

Term 1

Unit 3

Test 3

d. How might the recognition of Monty Alexander and Shelly-Ann Fraser-Pryce encourage other Jamaicans to help their country grow?

Read the following passage then answer item 20. Meanwhile, 78 members of the uniformed groups representing the Jamaica Defence Force (JDF), the Jamaica Constabulary Force (JCF), the Department of Correctional Service (DCS), and the Jamaica Fire Brigade (JFB) will be bestowed with the Medal of Honour for Meritorious Service. The ceremony is to be presided over by GovernorGeneral Sir Patrick Allen. For more than 50 years, the Government of Jamaica has formally recognised those Jamaicans who have had a meaningful impact on national life through their service and contribution.

20. Answer the following questions. Use evidence from the passage to support your answers. a. Why is it important for the Government of Jamaica to recognise individuals by awarding them the Medal of Honour for Meritorious Service?

b. How might recognising the 78 members of the uniformed groups with the Medal of Honour for Meritorious Service inspire other Jamaicans?

[ ADDITIONAL WORKSPACE ]

Unit of work

Units 1 - 3

Attainment Target

Recognise the contribution of individuals and groups who have helped to shape Jamaica’s development over time

Test

Learning Outcomes This test assesses the following learning outcomes: Unit 2 How have the cultural practices of our ethnic groups helped to shape our regional identity?

Unit 1 Who were the original inhabitants of Jamaica? 1.

Clearly define and appropriately use the following

9. Clearly define the concepts— ancestors,

concepts in a variety of situations: European,

culture, customs, ethnic group, heritage—and

Indigenous Peoples, inhabitants, migration, and

use them appropriately in various situations.

Tainos.

10. Use maps to identify the countries from which

2. Accurately locate on a map of the Caribbean the

the different ethnic groups came and the

area from which the Tainos originated.

territories in the Caribbean where they settled.

3. Accurately locate at least three Taino sites on a

11. Construct a diagram/chart showing the ethnic

map of Jamaica.

composition of countries in the English-

4. Compare their needs and wants with those of the

speaking

Tainos.

Caribbean.

5. Explain how the Tainos used their environment to

12. Identify the ethnic groups and the cultural

satisfy their basic needs.

practices associated with each group in the

6. State aspects of Jamaica’s culture that the Tainos

English-speaking Caribbean.

have influenced.

13. Construct a timeline highlighting different

7. Articulate the nature of the relationship between

events in Jamaica’s history.

the Tainos and the environment.

14. Identify ways in which culture is preserved in

8. Demonstrate awareness of the changes in

the English-speaking Caribbean.

technology over time.

15. Propose new strategies for preserving Caribbean culture.

Unit 3

Who are some important people who helped shape my community and Jamaica as a nation?

16. Define and use correctly the following concepts: hero, heroine, nation, nation builder, and unsung heroes. 17. Clearly outline the characteristics of heroes. 18. Present logical arguments for selecting an individual as a hero/heroine. 19. Identify the national heroes/heroine from a given picture. 20.State facts about the life of national heroes/heroine in written form. 21. Give a concise explanation of the contribution of each national hero/heroine to nation-building. 22.Show appreciation for the contribution of our national and community heroes/heroine to nation-building.

• •

Instruction

This test has 30 items. Give your answer by shading the two (2) circles related to your selected options.

9 10 11 12 13 14

Grade 4

Social Studies

1. Which two (2) of the following best define the term “Indigenous Peoples”? (A) the original or first people to live in a place (B) people who travel to another place for vacation (C) people who celebrate cultural festivals and maintain traditional lifestyles (D)

people who have always lived in a place and whose ancestors were the first to settle there

Read the paragraph below, then answer item 2.

Yarri, a Taino child, fished and farmed for food and lived in a bohío. Marti, born in 2016, bought fast food using a mobile app and waited for it to be delivered to his apartment while he messaged his friends on WhatsApp.

2. Which two (2) of the following best show similarities between the needs of Yarri and Marti? (A) Yarri and Marti both require food to survive. (B) Yarri and Marti both send messages using WhatsApp. (C) Both a bohío and an apartment serve as shelters for the boys. (D) Yarri hunted and farmed for food, while Marti bought fast food.

Units 1 -3

Test 4

Carefully examine the map of the Caribbean below. Use it to answer item 3.

B A

3. Which two (2) options correctly describe the area from which the Tainos originated? (A) the location labelled A (B) the location labelled B (C) South America (D) West Africa

Grade 4

Social Studies

Carefully examine the map of Jamaica below. Use it to answer items 4 - 5. 78ºW

Lucea

77ºW

ST JAMES

HANOVER

Rio Nuevo TRELAWNY

Negril

ST ANN

ST MARY

WESTMORELAND ST C AT H E R I N E

Guanaboa Vale

AR N

STE

CHE

Black River

18ºN

MAN

ST ELIZABETH

ST ANDREW

White Marl

PORTLAND

Kingston

Moore Town 18ºN

ST THOMAS

Alligator Pond

Portland Ridge N

C A R I B B E A N

S E A

S 0

KILOMETERS

78ºW

77ºW

4. Which two (2) options correctly identify Tiano sites? (A) Black River

(B) Guanaboa Vale (C) Moore Town

(D) Rio Nuevo

5. Which two (2) are possible reasons why the Taino Indians settled at the sites they chose? (A) access to buses, trains, and other forms of transport (B) availability of flat, fertile land suitable for farming (C) easy access to shops, hospitals, and other social services (D)

access to a river which provides a source of fresh water for drinking, farming, and domestic purposes

Units 1 -3

Test 4

Look at the picture below, read the following statement, and answer item 6.

Yucca

The Tainos cultivated yucca as their primary source of food.

6. Which two (2) of the following best describe yucca? (A) a nutritious vegetable (B) a starchy root crop (C) a type of fish (D) ground provision Carefully examine the statement below. The Tainos have influenced many aspects of Jamaica’s culture.

7. Which two (2) statements are not factual? (A) food and leisure are aspects of culture (B) a hammock is a type of house in a Taino village (C) the Tainos have influenced the way we spend our leisure time (D)

tools, such as canoes, created by the Tainos have influenced the ways farmers transport their produce along rivers

Grade 4

Social Studies

8. Which two (2) of the following are aspects of Jamaica’s culture that the Tainos have influenced? (A) the practice of steel pan music (B) the use of cassava in making bammies (C) the art of storytelling through reggae lyrics (D) place names such as Ocho Rios and Jamaica 9. Which two (2) of the following best describe the relationship between the Tainos and the environment? (A) The Tainos relied heavily on large-scale industrial farming which altered the landscape. (B) The Tainos burned wood in large quantities to produce coal, which polluted the environment. (C) The Tainos lived in harmony with nature, using resources like wood, plants, and animals for food and shelter. (D) The Tainos used crop rotation and other sustainable farming practices to protect the soil and maintain food sources. Read the following paragraph, then answer item 10. The Tainos utilised clay pots to create stews known as pepper pots. These stews often included root vegetables (like yucca and sweet potatoes), meats, and a variety of local herbs and spices. The slow-simmering process allowed flavours to meld together, resulting in hearty and flavourful dishes.

10. Which two (2) cooking utensils have replaced clay pots in many modern kitchens today, and may be used to create stews?

(A)

(B)

(C)

(D)

Units 1 -3

Test 4

Read the following narrative, then answer item 11. My great-grandfather once sold toys at the Grand Market. His grandson, who is my father, also sold toys 40 years after my great-grandfather started selling there. My brothers and I travelled to St. Ann’s Bay every Christmas Eve to attend Grand Market. It was always an amazing experience. We saw many friends there, ate treats like cotton candy and paradise plum, and purchased the latest toys and gadgets. One year, I bought a yo-yo that glowed as it was spun. I hope my children will also get to experience Grand Market.

11. Which two (2) of the following concepts does the narrative best describe? (A) ancestry

(B) culture

(D) ethnic group

Read the following passage, then answer items 12 - 13. Meva and her family are from a small village. They gather at her grandmother’s house every Sunday to enjoy a big meal. Her grandmother makes dishes like biryani, dal, and roti. Meva’s family has been doing this for as long as she can remember. They talk about the past, and her grandmother tells stories about their ancestors, who came from a faraway place. Meva loves hearing these stories and is proud of her family origin.

12. Which two (2) of the following best describe the main ideas in the passage? (A) Heritage – Meva’s family follows traditions and remembers their ancestors from long ago. (B) Ethnic group – Meva’s family shares a history and traditions that connect them as one group (C) Family structure – Meva’s different family members who gather at her grandmother’s house. (D) Culture – Meva’s family practices a way of life that includes cooking special meals and telling stories. 13. Which two (2) customs are described in the passage? (A) Meva’s grandmother makes the same meal every week. (B) Meva’s family gathers every Sunday to enjoy a big meal together. (C) Meva’s family watches movies together every Sunday after the meal. (D) Meva’s family talks about the past and tells stories about their ancestors.

Grade 4

Social Studies

Carefully examine the map shown below. Use it to answer items 14 - 15.

A C B

E S

1,400

2,800

4,200

5,600

MILES

14. Which two (2) statements are correct? (A) People migrated from the region labelled A to the region labelled C. (B) People migrated from the region labelled D to the region labelled C. (C) People emigrated from the region labelled C to the region labelled D. (D) South Americans migrated from the region labelled B to the region labelled C. 15. People from the region labelled B settled in their arrival in the Caribbean. (select two options) (A) Belize

(B) Cuba

and (D) Trinidad

Units 1 -3

Test 4

Carefully read the statement below, then answer item 16. Barbados is a Caribbean island with a rich cultural history. Its population is predominantly Afro-Barbadian (90%), with smaller groups of European (5%), East Indian (2%), and other ethnicities.

16. Which two (2) graphs accurately represent this information?

(A)

(B)

(C)

(D)

Grade 4

Social Studies

Carefully read the paragraph below, then answer item 17. Chow mein is a well-known and well-liked dish in the Caribbean. It became popular at first because the two essential ingredients, noodles and stock, were easily attainable. Noodles were the primary carbohydrate in the During the colonial period,

migrant population. settlers and their descendants wore

formal clothing such as suits, dresses, and gowns. This introduced the use of fine fabrics like silk, wool, and linen into the Caribbean.

17. To complete the paragraph, which two (2) names should be inserted into the spaces? (A) African

(B) Chinese

(D) European

Carefully examine the information below. Use it to answer item 18. Here are seven key events in Jamaica’s history. 1. The 1965 public sector strike 2. Jamaica Gains Independence 3. First Universal Adult Suffrage Election 4. The Establishment of the Bank of Jamaica 5. The Establishment of the Jamaica Labour Party 6. Michael Manley became the leader of the People’s National Party 7. Sir Alexander Bustamante became the first Prime Minister of independent Jamaica.

18. Which two (2) events occurred first in Jamaica’s history? (A) Jamaica gaining independence (B) the first Universal Adult Suffrage Election (C) the establishment of the Jamaica Labour Party (D) Michael Manley becoming the leader of the People’s National Party

Units 1 -3

Test 4

Carefully examine the logos below.

(A)

(B)

(C)

(D)

19. Which two (2) logos represent organisations that help to preserve culture in the English speaking Caribbean?

Read the following passage, then answer item 20. Many Caribbean countries have people who are storytellers. Jamaica had the Honourable Louise Bennett-Coverley; she hosted a popular programme called “Ring Ding”, during which she told stories. Amina Blackwood-Meeks is another popular Jamaican storyteller. Amina has written many storybooks and tells stories at cultural events.

20. Based on the passage, which two (2) of the following are ways culture is preserved in Jamaica? (A) in written form (B) through live storytelling (C) through dramatic presentations (D) using Instagram stories

Grade 4

Social Studies

21. Which two (2) of the following would be new ways of preserving Caribbean culture? (A) host cultural preservation festivals in each parish (B) have social media influencers host cultural vlogs on social media platforms (C) create a cookbook with traditional recipes that is printed and sold in bookstores (D) have a summer cooking camp during which older people teach children how to make traditional foods such as coal-fired potato pudding

Read the following paragraph, then answer items 22 - 23. Petrina Josephs is a Jamaican who has had a meaningful impact on national life through her service and contribution to early childhood education. For 50 years, she operated the Big Stars Early Childhood Centre. Big Stars, as it is called, has produced a prime minister, two high court judges, and multiple Grammy award-winning recording artiste, Shammie Ranks. Petrina has never been recognised at the community, parish, or national level. Despite this, she recently used her life savings to establish a scholarship fund for 50 needy children from her parish.

22. Which two (2) of the following best describes Petrina Josephs? (A) hero

(B) heroine

23. Which two (2) of the following characterises Petrina Josephs? (A) carefree

(B) caring

(D) selfless

24. Nanny of the Maroons and Paul Bogle may best be described as . and (A) carefree

(B) caring

(D) selfless

Units 1 -3

Test 4

25. Which two (2) of the following are logical reasons why Bob Marley could be considered a hero? (A) He fought in battles to defend his country. (B) He used his music to spread messages of peace and unity. (C) His songs inspired people globally to stand up for justice. (D) He became a successful businessman in the fashion industry. 26. Which two (2) of the following are logical reasons why Gordon “Butch” Stewart could be considered a hero? (A) He provided jobs for thousands of Caribbean people, boosting regional economies. (B) He amassed great personal wealth, which he shared through his Sandals Foundation. (C) He revolutionised the Caribbean tourism industry by creating the Sandals Resorts brand. (D) He created private beaches that served as fish sanctuaries and breeding grounds for the parrotfish. Look at the banknote below, then answer item 27.

27. Which two (2) National Heroes are pictured on the banknote? (A) Alexander Bustamante (B) George Gordon (C) Micheal Manley (D) Norman Manley

Grade 4

Social Studies

Use the following options to answer items 28 - 29. George Gordon

Nanny of the Maroons

Paul Bogle

Sam Sharpe

(A)

(B)

(C)

(D)

28. Which two (2) National Heroes are referred to in the statement below? This national hero was born in either Jamaica or Africa. This hero was a relative of Cudjoe, the leader of the Trelawny Town Maroons. This hero’s picture appears alongside another national hero’s on Jamaica’s $500 currency note.

(A)

(B)

(C)

(D)

29. Which two (2) National Heroes will accurately complete the passage below? Several Jamaican National Heroes led protests at different times in the country’s history. Two of them were involved in a protest against injustices faced by freed black Jamaicans. The injustices included lack of land and unfair legal treatment. This escalated into a rebellion ,a

on October 11, 1865. Though not a protest leader, .

politician and advocate for the poor, encouraged

(A)

(B)

(C)

(D)

Read the following statement, then answer item 30. 30. Which two (2) of the following commemorates the National Hero described in the statement? This national hero was born in the parish of Manchester; he was a barrister. (A) a sea port (B) an international airport (C) the House of Parliament (D) a higher education institution

Unit of work

Term 2: Unit 1

Theme

The physical environment and its impact on human activities

Attainment Target

Understand the processes and forces that have influenced the physical and built

Test

Focus Question How do I locate places on maps, and what are Jamaica’s main physical features?

Learning Outcomes This test assesses the following learning outcomes: 1. Define and correctly use the following concepts/terms: cardinal points, highlands, lowlands, physical features, mountains, hills, valleys, plains, plateaux, rivers, and compasses. 2. Given a picture or diagram identify the main physical features of Jamaica. 3. Give a clear and concise description of the main physical features of Jamaica. 4. Use map symbols to show the main physical features of Jamaica. 5. Correctly name the water bodies bordering the Caribbean and locate them. 6. State Jamaica’s location relative to its Caribbean neighbours. 7. Use a compass to state the location of and between places in Jamaica. 8. Give a clear description of the uses of rivers and plains in Jamaica.

Work through all items. This progress test shows your current understanding and helps plan what to focus on next. Do your best, but don’t worry if you don’t know everything yet..

9 10 11 12 13 14

Grade 4

Social Studies

1. Match each word with its description. Write the correct word on the line next to its description. highland

hill

lowland plateau

mountain

plain

valley

an area of high or mountainous land

a large area of flat land with few trees

an area of relatively level high ground

a low area of land between hills or mountains

a naturally raised area of land, not as high as a

mountain level of the sea

an area where the land is at, near, or below the

a landmass with an elevation over 500 m

2. Define the following terms and give examples. a. physical features

b. cardinal points

Term 2

Unit 1

3. Examine the picture , then complete the following tasks. a. Name the physical features shown in the picture.

b. Assume that you have a classmate, Dru, who is visually impaired. Give Dru a clear and concise description of the physical features shown in the picture.

Test 5

Grade 4

Social Studies

4. Look at the words below. Choose three (3) of the four words to complete the passage. highland

lowland

plains

valley

Jamaica is known worldwide for its rum, coffee, and hotels. The sugarcane used to make rum is , whereas the coffee is grown in rugged

grown on a sprawling

areas. Vegetables like cucumbers are farmed in fertile soils in the

regions of parishes such as St. Ann and Clarendon.

5. Firstly, read the passage and identify the different activities. Next, briefly describe each activity in the shaded portion of the table. Finally, place a tick (✔) under the correct column to classify the activity as agricultural, domestic, or leisure. Mr. Hopkins and his family depend on the nearby river to meet their domestic, agricultural, and leisure needs. Each morning, family members fetch buckets of water, which they use to prepare their meals. After breakfast, the children bathe in a secluded part of the river before going to school. Mr. Hopkins uses a few lengths of bamboo, tied together, to channel water to irrigate his crops. On Sunday afternoons, the family goes tubing on the river. Mr Hopkin’s family takes overseas visitors rafting on the river every Wednesday.

Brief description of activities

agricultural

a. b. c. d. e.

domestic

leisure

Term 2

Unit 1

Test 5

6. Examine the picture, then complete the following tasks. a. Aside from the water feature, name two (2) physical features shown in the picture.

b. Give a clear and concise description of each physical feature named in part a.

Grade 4

Social Studies 78ºW

77ºW

ST JAMES

HANOVER

TRELAWNY

ST C AT H E R I N E

EN DO

CHE

ST ANDREW

PORTLAND

18ºN

STE

18ºN

ST MARY

MAN

ST ELIZABETH

ST ANN

ST THOMAS

C A R I B B E A N

Key

S E A

Plain Valley Mountain Range Hill

S 0

KILOMETERS

78ºW

77ºW

7. Carefully examine the map above. Use five (5) of the six words below to complete the statements. Blue Mountain Range

Jacks Hill

Liguanea Plains

Plantain Garden River Valley

The Plain of Vere

Name the physical feature located: a. in the parish of St. Elizabeth b. in the parish of Clarendon c. along the borders of St. Andrew, Portland, and St. Thomas d. located in the parish of St. Andrew e. along the coast of St. Thomas

Pedro Plains

Term 2 100°W

Unit 1

Test 5 60°W

80°W

T L A N T I C WaterABody A O C E A N

30°N

MEXICO

G U L F O F M E X I C O CUBA

JAMAICA

HAITI

C A R I B Body B E A NB S E A Water TR IN I D A D 10°N

8. Carefully P Aexamine C I F the I Cmap above. Complete the following tasks based on the information shown on the map. E

O C E A N

a. Name the bodies of water, identified as:

S 0

435

870 KILOMETERS

10°N

1740

i. Water body A 100°W

80°W

ii. Water body B

b. Name one (1) country located to the North of Jamaica.

c. Name one (1) country located to the West of Jamaica.

d. Name one (1) country located Southeast of Jamaica.

60°W

Grade 4

Social Studies 78ºW

77ºW

Carefully examine the map of Jamaica shown below. Use it to answer items 9 - 10.

ST JAMES

HANOVER

TRELAWNY

ST ANN

ST MARY

WESTMORELAND

ST C AT H E R I N E

AR EN

CHE

ST ANDREW

PORTLAND

18ºN

DO N

STE

18ºN

MAN

ST ELIZABETH

ST THOMAS

C A R I B B E A N W

S E A

Plain

S 0

20 KILOMETERS

Key

River

78ºW

77ºW

9. Identify the physical features present in the eight named parishes. Place a tick (✔) in the correct column to indicate whether a parish has each listed feature. Parish a.

Hanover

Kingston

St. Andrew

St. Ann

St. Catherine

St. Elizabeth

St. James

Trelawny

River in the Parish

River along the Parish Border

Plain

Term 2

Unit 1

Test 5

10. Complete the table with: a. the names of the parishes with plains (note: start with the plain located the furthest point east, then continue in a westerly direction) b. the names of the plains c. the location of each plain relative to the centre of the island (where the parishes Trelawny, St. Ann, Manchester, and Clarendon meet)

Parish i.

Name of the Plain

Saint Catherine

ii. iii. iv.

Location of the Plain in relation to the centre of the island

South Saint Elizabeth George’s Plain

[ ADDITIONAL WORKSPACE ]

Unit of work

Term 2: Unit 2

Theme

Living Together

Attainment Target

Know and value the contributions of communities and institutions in fostering national development, regional integration and international cooperation

Test

Focus Question How is Jamaica divided, and how have divisions and places changed?

Learning Outcomes This test assesses the following learning outcomes: 1. Given a map of Jamaica, identify counties, parishes, and their capitals accurately. 2. Name the past and present capitals of Jamaica. 3. Clearly distinguish between parish capitals and large towns. 4. Give vivid descriptions of the changes in their parish or community over time. 5. Provide evidence to support their predictions about how their community/parish will change.

Work through all items. This progress test shows your current understanding and helps plan what to focus on next. Do your best, but don’t worry if you don’t know everything yet..

9 10 11 12 13 14

Grade 4

Social Studies

1. Examine the map of Jamaica. Use it to answer items 1 - 2. a. Name the county located in the western part of the country.

b. Label the map with the names of the three (3) parishes of the north coast of the county named in part a. c. Name the capitals of the following parishes: i. Clarendon ii. St. Ann iii. St. Mary d. Name the parishes that have the following places as their parish capitals: i. Mandeville ii. Spanish Town iii. Port Antonio

Term 2

Unit 2

Test 6

2. Complete each of the following tasks using a pencil: a. Outline the county of Surrey. b. Write the names of all the parishes in the county of Surrey.

c. Write the names of the south coast parishes in the country’s western county.

3. Complete the table with: a. the names of Jamaica’s three (3) counties b. the names of the parish capitals of the westernmost parish in each county County

Westernmost Parish in each County

i. ii. iii.

4. Use two (2) of the five words to complete the statement. one

two

three

The country’s western county has

four

five

parishes; this is

more than the eastern county.

Grade 4

Social Studies

Read the passage, then answer item 5. The capital is the country’s most important city. It is where the government makes big decisions, and leaders work to help the country run smoothly. Capitals are often chosen because they are easily accessible, safe, or have essential buildings like government offices and courthouses. Sometimes, a country changes its capital because of natural disasters, wars, or because another city is better for trade and travel. No matter where it is, the capital is a special place that helps the country stay organised and strong.

5. Complete the following tasks: a. List Jamaica’s past and present capitals in the order they were established.

b. Choose one (1) past capital and explain why it was replaced.

c. What factors should be considered if Jamaica chose a new capital today? Give at least two (2) reasons to support your choice.

6. Name Jamaica’s past and present capitals described by each statement. a. It was located on the north coast, near present-day St. Ann’s Bay; it struggled because of disease, attacks from pirates, and poor living conditions.

b. Located in the County of Middlesex, this location was safe and had land for farming.

c. This location had a large port, space for development, and multiple forts to ensure its safety.

Term 2

Unit 2

Test 6

7. Use three (3) dates to complete the statements to show the timelines during which the past capitals were established and operational. 1492

1509

1534

a. The first capital was established in

1655

1692

1872

and continued until

. b. The second capital was continued until

Read the statement, then answer item 8. Towns and parish capitals typically have different types of buildings to serve their unique functions.

8. For each of the following, place a tick (✔) to indicate whether the building is likely to be found in the country capital, parish capital, or a major town. You may tick multiple columns for a type of building. Type of Building a. commercial bank b. courthouse c. Parish church d. Parish Council office e. Parliament f. Supreme Court g. a Flow and Digicel store h. a dry goods, meat, and produce market

Country Capital

Parish Capital

Major Town

Grade 4

Social Studies

The following is a table of settled areas with 10,000 residents or more, based on the 2011 population census. Use it to answer items 9 - 10. Town

Population

Linstead

15,231

Mandeville

49,695

May Pen

61,548

Morant Bay

11,052

Ocho Rios

16,671

Old Harbour

28,912

Port Antonio

14,816

Savanna-la-Mar

22,633

Spanish Town

147,152

St. Ann’s Bay

11,173

Yallahs

10,849

9. Complete the following tasks: a. Which parish’s capital recorded the smallest population?

b. Excluding the parish capitals, which major town had the largest population overall?

c. Briefly explain the difference between parish capitals and large towns. Use data from the table to support your answer.

Term 2

Unit 2

Test 6

10. Complete the following tasks: a. For each of the following, place a tick (✔) to indicate whether the statement is true or false. Statement i. St. Thomas is the parish with the smallest population in Jamaica. ii. Some major towns have greater populations than their parish capital. iii. St. Catherine has more towns in the top 10 than any other parish. iv. St. Catherine is quite likely the parish with the largest population in Jamaica. v. The population of Spanish Town is larger than the populations of May Pen, Mandeville, and Old Harbour combined. b. Provide an explanation for each statement you marked as false.

True

False

Grade 4

Social Studies

Three sources are given below. Carefully examine each, then answer item 11. Source 1 Portmore is on the south coast in the parish of St. Catherine. It is divided into two regions: the plains to the north and the limestone hills of Hellshire to the south. Portmore is one of the largest urban areas in St. Catherine with respect to human settlement. Many thousands of people live on the plains. Portmore was the site of a very large residential development in the late 1960s. A private entity built thousands of housing units in a development called “Independence City”. Since then, scores of developments have been built. These include Braeton, Caribbean Estates, Greater Portmore, Hellshire, Marine Park, Phoenix Park Village, Portmore Country Club, and The Palms. It is safe to say the population of Portmore has skyrocketed between 1980 and 2010.

Source 2

Term 2

Unit 2

Test 6

Source 3 Housing construction began in Portmore due to the cry for housing in Kingston during the 1950s and 60s. As the population of Portmore grew, the Urban Development Corporation (UDC) in 1977 started to plan and provide for infrastructure for the growing community. Community centres, schools, police stations, post offices, a library, and medical facilities have been built. Portmore now has over 170,000 people and was granted municipality status in 2000.

11. Use evidence presented in the sources to complete the following tasks: a. Based on Source 1, list two (2) developments or changes in Portmore between the 1960s and 2010.

b. Using Source 3, explain how the growth of Portmore’s population led to infrastructure development. Mention at least two (2) facilities that were built to support the growing community.

c. Based on the sources, describe how Portmore might continue to change if current population growth and development trends continue. Be sure to include specific examples from the sources to support your answer.

Grade 4

Social Studies

Read the passage, then answer item 12. During the colonial period, Jamaica was a major sugar producer, and towns like Little London were key in supplying agricultural products. The town’s location made it an important hub for local trade and transport within the parish. Over time, Little London became more established, with schools, churches, and small businesses emerging to meet the needs of its growing population. Today, Little London remains a primarily agricultural town, though there has been some development in recent years. It is also known for its proximity to Negril. This popular tourist destination has influenced the town’s growth as visitors and businesses from the tourist industry make their way through. However, Little London has retained much of its rural character and remains an important community within Westmoreland. In October 2023, the Government announced Little London as the site for a new international airport in western Jamaica. Little London is growing quickly. It may become a major town in the future!

12. Use evidence presented in the sources to complete the following tasks: a. List two (2) key aspects of Little London during the colonial period.

b. Explain how Little London’s role in agriculture and tourism has contributed to its development.

Term 2

Unit 2

Test 6

c. Describe how the announcement of an international airport in Little London might change the town’s future. Use specific examples from the text to support your answer.

d. Look at what is said about Little London in the passage. i. How do you think Little London can become a major town in the future?

ii. What things in the passage can help Little London grow?

iii. How can the things identified in part d (ii) help the town become bigger?

Grade 4

Social Studies

Read the narrative, then answer item 13. St. Catherine has a main “Parish Court” in the parish capital, which has branches in Linstead, Old Harbour, and Portmore. Similar situations occur in many other parishes.

13. Explain why a courthouse is likely found in a country capital, parish capital, and major town.

14. Complete the following tasks: a. Name two (2) parish capitals that have seaports that facilitate the shipping of goods like food, clothes, or construction materials.

b. Name two (2) major towns with seaports that facilitate the import and export of goods.

c. Name two (2) major towns that have cruise ship ports.

d. Name two (2) parish capitals that have cruise ship ports.

e. Name two (2) parish capitals that do not have a seaport or airport.

Term 2

Unit 2

Test 6

Carefully read the passage below, then answer item 15. Dateline: February 28, 2025 Portmore is one step closer to becoming Jamaica’s 15th parish. Earlier today, the Senate on Friday approved the bill to make Portmore Jamaica’s 15th parish. Its capital will be Portmore, which is the same model used to determine the capital for Kingston. Portmore will be the first to be granted parish status in Jamaica in 155 years, the last time being in 1867 when St. Thomas was named a parish.

15. For each of the following, place a tick (✔) to indicate whether the statement is supported or not supported by the passage. Statement

Supported

a. Portmore will have a parish hospital. b. Portmore will have its parish council. c. Portmore’s capital will be Greater Portmore. d. Portmore’s capital will be the same as its name. e. The parish boundaries of St. Catherine will change. f.

The status of Portmore will change from a major town to a city.

Portmore will become Jamaica’s 15th parish after the Senate’s approval.

Not Supported

[ ADDITIONAL WORKSPACE ]

100

Unit of work

Term 2: Unit 3

Theme

Living Together

Attainment Target

Know and value the contributions of communities and institutions in fostering national development, regional integration and international cooperation

Test

Focus Question How are we governed in the community, and what are my responsibilities as a community member?

Learning Outcomes This test assesses the following learning outcomes: 1. Give precise definitions for government, citizen, democracy, leader, rules, and community. 2. Use the given criteria to identify home, school, and community leaders. 3. Clearly state the roles of leaders in the home, school, and community. 4. Identify and justify qualities that leaders should possess. 5. Clearly state the responsibilities of members of their community.

Work through all items. This progress test shows your current understanding and helps plan what to focus on next. Do your best, but don’t worry if you don’t know everything yet..

9 10 11 12 13 14

Grade 4

Social Studies

Read the conversation between two people. Use it to answer item 1. Mr. Brown: Did you hear about the new rules related to route taxis? Mrs. Lee: Yes, I did! The government made them to help keep everyone safe. Mr. Brown: I don’t like these new rules. Mrs. Lee: Me neither; however, as a citizen, I must follow the rules.

1. Complete the following tasks using evidence from the comic. a. Write two (2) words from the conversation that describe: i. the group that makes the rules.

ii. a person who belongs to a country and follows its laws.

b. Based on the conversation, explain why Mrs. Lee follows the new rules even though she doesn’t like them.

c. Write two (2) sentences to explain why rules are necessary in our community.

102

Term 2

Unit 3

Test 7

Use the word list below to answer items 2 - 3. citizens

community

democracy

leader

government

rules

2. Use five (5) of the six words to complete the sentences. a. The year.

of the municipality of Portmore elected their first mayor last

here; therefore, b. The mayor of the parish capital said, “We operate a each councillor will have a voice when we make decisions about the affairs of the municipality.” of the parish council; the elected person c. The mayor is the elected presides over the regular council meetings. d. The garbage collectors removed all litter from the e. The parish councillors agreed on some new next month.

last Wednesday. , which will go into effect

3. Choose two (2) pairs of words from the word list. Write a sentence for each pair that shows how the words are related.

103

Grade 4

Social Studies

Read the passage, then answer item 4.

In every home, some people help care for others and make crucial decisions. A leader in the home is someone who makes sure things run smoothly. They help set rules, make sure everyone is safe, and guide family members when they need help. A leader in the home listens to others, treats everyone fairly, and shows respect. They also lead by example, working hard and being honest so others can follow. Leaders ensure the family has what it needs and help everyone stay happy and healthy.

104

Term 2

Unit 3

Test 7

4. Think about a leader in your home. Based on what you read in the passage, what two (2) things make this person a leader? Write two (2) sentences explaining why they are a leader in your home.

5. For each of the following, place a tick (✔) to indicate whether you agree or disagree with the statement. Statement a. A leader in the home sets rules to help keep the family safe. b. A leader in the home guides family members when they need help. c. A leader in the home listens to others and treats everyone fairly. d. A leader in the home helps make sure the family has food and other needs. e. A leader in the home never makes mistakes and always knows what to do. f. A leader in the home do not need to lead by example, as they can tell others what to do. g. A leader in the home always makes decisions on their own without considering others’ opinions.

105

Agree

Disagree

Grade 4

Social Studies

Read the following passage, then answer item 6. The Lignum Vitae Primary School students will vote next Tuesday to select class leaders. The person chosen should possess these four qualities: attentiveness, helpfulness, honesty, and willingness to serve others. Five students in a grade 4 class were nominated for the role of class leader. The profiles of the students are presented below. y y y y y

Alric: speaks when others are speaking, dishonest, quite helpful Bobette: somewhat helpful, keen listener, very encouraging Cindy: somewhat dishonest, listens well, laughs at other students when they make mistakes Dave: asks permission, polite, helps the teacher Eja: very honest, eager to help students and teachers alike, listens when others are speaking

6. Which student would make the best class leader based on the qualities needed? Explain why.

106

Term 2

Unit 3

Test 7

Read the narrative, then answer item 7. At a large school on Bento Island, something big happened that made the news. There was a disagreement between two important people at the school—one was in charge of the school board, and the other was the school’s principal. They were having a meeting, and during the meeting, they argued so much that it caused a big problem. A video of the argument was shared online, making the situation worse. Because of this, the school had to close, and none of the 1,700 students could attend class. This disagreement did not happen out of nowhere. The two leaders had been having problems for a long time. One of them, the principal, always tried to find peaceful solutions during meetings and worked hard to keep the school running smoothly. The other, the board chairman, often became upset quickly and refused to listen to the principal’s suggestions. Even when there were disagreements, the principal always focused on the needs of the students and teachers, while the chairman sometimes ignored the opinions of others.

7. Based on what you read, who would you say is a good leader at the school? Think about the following qualities when choosing your answer: y y y

Is the person responsible and makes good decisions? Does the person help others and support the school? Does the person stay calm and respectful even when things are hard?

107

Grade 4

Social Studies

Read the paragraph below. Use it to answer item 8. In a parish, people vote to choose councillors during the Parish Council Elections. The councillors form the municipal council. The mayor leads the council. Each councillor works on one or more committees.

8. Draw an organisational chart to show the mayor (at the top) and the councillors.

108

Term 2

Unit 3

Test 7

Read the paragraph, then complete item 9. Community leaders are people who help guide and support their local area. They work to make the community a better place for everyone. These leaders can have different jobs, but they all care about making the community safer, happier, and stronger. People trust them because they help solve problems and take care of others.

9. Use five (5) of the six words/phrases to complete each sentence. activists

business owners

principals

religious leaders

elected officials volunteers

a. Some community leaders are who are responsible for making important decisions and laws that affect the community. b.

are people who work to raise awareness about important issues like the environment and human rights.

like pastors, priests, and imams provide support and guidance to people in their community.

are people who lead schools, make important decisions and help students and teachers grow and succeed in the community.

help others in their community.

are people who volunteer their time and energy to

109

Grade 4

Social Studies

Read the following scenario. Use it to answer items 10 - 11. Mr. Jones wrote the following on the board: “Leaders in our community have different jobs to help make things run smoothly. Some jobs involve making important decisions, while others involve taking care of everyday tasks.” Mr. Jones then said to his grade 4 social studies students: “I will give you seven statements about a leader’s responsibilities. You will read each statement and decide if you agree or disagree with it based on what you know about a leader’s job.”

10. For each of the following, place a tick (✔) to indicate whether you agree or disagree with the statement. Statement

Agree

a. helps solve problems in the community b. listens to the needs and concerns of the people c. manages personal businesses for community members d. helps make the community a safe and clean place to live e. encourages people to work together for a common goal f. decides how people should spend their personal money g. works with others to improve local services, like schools and health clinics 11. For each statement you disagreed with in item 10, provide a brief explanation for your disagreement.

110

Disagree

Term 2

Unit 3

Test 7

Read the passage below, then answer items 12 - 13. Many communities have small businesses that local business leaders run. These business leaders often form associations to support each other and help grow their businesses. The leadership of these associations typically includes a president, vice president, and board of directors. These leaders work together to ensure their businesses succeed and contribute to the well-being of their community.

12. For each of the following, place a tick (✔) to indicate whether you agree or disagree with the statement. Statement

Agree

Disagree

a. Leaders should create job opportunities for people. b. A good leader takes responsibility for their actions. c. Good leadership is about supporting the people you lead. d. A good leader blames others when something goes wrong. e. Good leadership is mostly about showing you are in charge. f. Leaders should select political candidates for local elections. g. Leaders should work with the government to help businesses succeed.

13. For each statement you disagreed with in item 12, provide a brief explanation for your disagreement.

111

Grade 4

Social Studies

Read the narrative below. Use it to answer item 14.

When Milanne of Richmond Estate in St. Ann was four years old, she saw a news report about a family flooded out of their home. This news item made her sad and feel the need to act. At five, with her grandmother at her side, she knocked on doors asking for donations of food, clothes, and toiletries for poor people in her community. When she was six, she collected 1,600 items for needy people. The following year, she collected 4,000 items. In 2020, heavy rainfall associated with Tropical Storms Eta and Zeta displaced many families. Milanne, now seven years old, collected 1,648 pieces of clothing to send to people affected by the flood. Shortly after the flood, Milanne’s grandmother suggested she start a foundation. With the help of her uncle and a lawyer, Milanne established the Halcyon Campbell Foundation. Milanne was then eight years old.

112

Term 2

Unit 3

Test 7

14. Use evidence from the narrative to answer the following questions: a. Which two (2) of the following best describe Milanne: carefree, decisive, hardworking, selfish, or selfless?

b. The pastor at Milanne’s church said, “Milanne is a leader in her community.” Which two (2) statements from the narrative support the pastor’s comment?

c. One of Milanne’s classmates said, “Milanne is too young to be considered a community leader.” i. Do you agree with the statement? Yes or No?

ii. Give two (2) reasons to support your answer to part c (i).

113

Grade 4

Social Studies

Read the statement below, then answer item 15. A good leader should always play by the rules. A good leader should also be creative and flexible.

15. For each of the following, place a tick (✔) to indicate whether you agree or disagree with the statement. Desired Qualities

Qualities a. communicates well b. fairness c. forgetful d. good listener e. honesty f. motivates and inspires g. tall and handsome

114

Undesirable Qualities

Unit of work

Term 2: Unit 4 -6

Attainment Target

Recognise the contribution of individuals and groups who have helped to shape Jamaica’s development over time

Test

Learning Outcomes This test assesses the following learning outcomes: Unit 1 1. 2. 3. 4. 5. 6. 7. 8.

How do I locate places on maps, and what are Jamaica’s main physical features?

Define and correctly use the following concepts/terms: cardinal points, highlands, lowlands, physical features, mountains, hills, valleys, plains, plateaux, rivers, and compasses. Given a picture or diagram, identify the main physical features of Jamaica. Give a clear and concise description of the main physical features of Jamaica. Use map symbols to show the main physical features of Jamaica. Correctly name the water bodies bordering the Caribbean and locate them. State Jamaica’s location relative to its Caribbean neighbours. Use a compass to state the location of and between places in Jamaica. Give a clear description of the uses of rivers and plains in Jamaica.

Unit 2 How is Jamaica divided, and how have divisions and places changed over time? 9. Given a map of Jamaica, identify counties, parishes, and their capitals accurately. 10. Name the past and present capitals of Jamaica. 11. Clearly distinguish between parish capitals and large towns. 12. Give vivid descriptions of the changes in their parish or community over time. 13. Provide evidence to support their predictions about how their community/parish will change. Unit 3 Who are some important people who helped shape my community and Jamaica as a nation? 14. Give simple, precise definitions for the terms government, citizen, democracy, leader, rules, and community. 15. Use the given criteria to identify home, school, and community leaders. 16. Identify and justify qualities that leaders should possess. 17. Clearly state the responsibilities of members of their community.

Instruction • This test has 30 items. • Give your answer by shading the two circles related to your selected options.

9 10 11 12 13 14

Grade 4

Social Studies

Read the following weather report statement, then answer item 1. Tropical Storm Eva is located 20 kilometres west of Jamaica and is moving towards the island’s north.

1. Which two (2) of the following do west and north represent? (A) cardinal points (B) directions

(D) physical features

Read the following passage, then answer item 2. Jesse and his sister Joan went on a road trip with a group from their community. They travelled through the Spur Tree Hills to Bullhead Mountain. They refreshed themselves at the waterfalls in Brae Head. Brae Head is a neighbouring community of Trout Hall.

2. Which two (2) physical landforms are mentioned in the passage? (A) hills

(B) mountain

(D) valleys

3. Which two (2) of the following accurately describe some physical features of Jamaica? (A) Lowlands include plains and valleys. (B) Highlands include hills, mountains, and plateaus. (C) All mountains are hills, but not all hills are mountains (D) The Dry Harbour Mountain in St. Ann is an example of a plateau.

116

Term 2

Units 4 - 6

Test 8

Examine the diagram below. Use it to answer item 4. Key Agricultural Land Tourist Attractions Forest and Wildlife Reserves Bauxite Mining Locations Rivers and Bodies of Water

4. Which two (2) statements does the diagram support? (A) Most of the area is used for bauxite mining. (B) Bauxite mining and agricultural lands are beside each other. (C) Agricultural land and tourist attractions cover more than 50% of the area. (D) Rivers, bodies of water, forests, and wildlife reserves cover more than 50% of the area. 5. Which two (2) of the following water bodies border the Caribbean? (A) Atlantic Ocean (B) Caribbean Sea (C) Gulf of Mexico (D) Pacific Ocean

117

Grade 4

Social Studies

Carefully examine the map of Jamaica shown above. Use it to answer items 6 - 7.

6. There are St. Andrew. (A) hill

in St. Elizabeth and Clarendon and a (B) mountain range (C) plains

7. The map shows

(D) valleys

physical features in the parish of St. Thomas and each in the parishes of St. Elizabeth and Clarendon.

(A) 1

(B) 2

118

(D) 4

Term 2

Units 4 - 6

Test 8

Read the following narrative, then answer item 8. The Caribbean Sea is next to different places. Mexico and Central America are on one side, and the Greater Antilles are on the other.

8. Mexico and Central America are to the

of the Caribbean Sea, and the .

Greater Antilles are to the (A) east

(B) north

(D) west

Read the following narrative, then answer item 9. The students from Possibility Primary School took a trip to two countries south of Jamaica. They saw the Pitch Lake, a rainforest, two caves, and the Sierra Madre Mountains.

9. Which two (2) did they visit? (A) Barbados

(B) Haiti

119

(D) Venezuela

Grade 4

Social Studies

Carefully examine the map of Jamaica and answer items 10 - 13. 78ºW

Lucea

77ºW

ST JAMES

HANOVER

Rio Nuevo TRELAWNY

Negril

ST ANN

ST MARY

WESTMORELAND ST C AT H E R I N E

Guanaboa Vale

ST ANDREW

White Marl

STE

CHE

Black River

18ºN

MAN

ST ELIZABETH

PORTLAND

Kingston

Moore Town 18ºN

ST THOMAS

Alligator Pond

Portland Ridge N

C A R I B B E A N

S E A

S 0

KILOMETERS

78ºW

77ºW

Read the following narrative, then answer item 10. Timmy Taino set out from his village in White Marl. Timmy stopped at his uncle in Guanaboa and continued to his aunt in Rio Nuevo.

10. Timmy first travelled in a/an

direction to his uncle, then a/an

direction to his aunt. (A) easterly

(B) northerly

120

(D) westerly

Term 2

Units 4 - 6

Test 8

Read the following narrative, then answer item 11. Timmy’s father and a few other fisherfolk went fishing. They started in Kingston and headed westward along the island’s south coast, stopping briefly at each coastal town shown on the map.

11. Which coastal towns were their second and third stops? (A) Alligator Pond (B) Black River

(D) Negril

12. The parishes in the county of Cornwall, with their parish capitals written on the map, are

(A) Hanover

13.

of Middlesex. (A) Clarendon

and

(B) St. Elizabeth

and

are the two north coast parishes in the county

(B) St. Ann

(D) Westmoreland

(D) Trelawny

Read the paragraph, then answer item 14. Hundreds of people flock to the White River near the Spanish Bridge every weekend. Once there, they engage in many activities in the river and on the river’s banks. While some people swim in the shimmering blue water, others cook on the riverbank. It is common to see people further upstream doing laundry and cooking meals for their families.

14. Which two (2) of the following best categorises the activities described in the paragraph? (A) agricultural

(B) domestic

121

(D) industrial

Grade 4

Social Studies

Read the paragraph, then answer item 15. There are many plains in Jamaica. These plains are flat areas ideal for agriculture, settlements, and transportation routes. The government has decided to build a new town, named Newville, on one of the plains.

15. Which two (2) activities should the planners approve for the new town? (A) establishment of livestock farms (B) mining natural resources such as clay (C) building parks and recreational spaces (D) constructing buildings for homes and offices Read the following passage, then answer item 16. During Spanish rule, which lasted from 1494 – 1655, Jamaica was divided into settlements rather than formal parishes as we know them today. The Spanish established key towns mainly for administrative and defence purposes. The first capital was

, , it was the island’s first

located in present-day St. Ann. Founded in

European settlement. Still, it was eventually abandoned due to attacks, disease, and struggles with food production.

16. Which two (2) of the following will correctly complete the passage? (A) Sevilla La Nueva

(B) Spanish Town

122

(D) 1655

Term 2

Units 4 - 6

Test 8

Read the following passage, then answer item 17. Residents of Lethe, a community on the border of St. James and Hanover, use the Great River for various economic activities. Many tourists and locals visit Lethe to enjoy the many activities there. Guests can book a Lethe River rafting tour package. The tour includes an hour-long ride on a bamboo raft tour down the Lethe River, a limestone foot massage, lunch from Jerkie Pon the River, and freshly picked jelly coconut. Guests may also rent an all-terrain vehicle (ATV) and explore the rugged terrain as a part of a guided tour.

17. The two (2) economic activities mentioned in the narrative are . (A) picking coconuts (B) renting all-terrain vehicles (C) providing river rafting tours (D) eating food prepared by Jerkie

123

and

Grade 4

Social Studies

Read the following passage, then answer item 18. After the British took control in 1655, parish boundaries changed several times, with some parish capitals shifting. By 1867, Jamaica was reorganised into 14 parishes, each with its capital. The parish of Kingston had Kingston as its capital! Kingston grew significantly economically and politically, especially after the 1692 earthquake that destroyed much of Port Royal. By the 1700s, Kingston became the island’s main commercial hub. Kingston was established as the capital of Jamaica in 1872.

18. Which two (2) statements about Kingston are supported by the passage? (A) Kingston became the island’s main commercial hub by the 1700s. (B) Kingston was established as the capital of Jamaica in 1872. (C) Kingston was the original capital when the British took control in 1655. (D) Kingston was rebuilt after being destroyed in the 1692 earthquake. Read the following passage, then answer item 19. Marcus went to visit his relatives in the western part of the island. Whilst there, he accompanied his uncle, a barber, to the parish council office. His uncle’s barbershop is located directly across the road from the parish church.

19. Which two (2) of the following is the most likely location of the barbershop? (A) Hopewell

(B) Lucea

(D) Negril

20. Which two (2) of the following definitions are correct? (A) Citizen: A person who lives in a country and has the right to vote. (B) Community: A group of people who live together in one house. (C) Leader: A person who always tells others what to do. (D) Rules: Things that people follow to help them behave in the right way.

124

Term 2

Units 4 - 6

Test 8

Fishing boats docked at Treasure Beach, St. Elizabeth. Read the following passage, then answer item 21. Some parish capitals have facilities that large towns do not have. Similarly, some large towns have facilities unavailable in their parish capitals. The parish of St. Ann is one of these. The parish has a cruise ship port in Ocho Rios, a cargo port in Rio Bueno, and neither a cruise nor cargo port in St. Ann’s Bay. Rio Bueno Harbour, Jamaica’s deepest harbour, is also where Columbus dropped anchor on his first visit to Jamaica. The Rio Bueno Beach is a gently sloping fishing beach. It has medium-sized white sand. The beach is located along the old main road which may be accessed from the North Coast Highway.

21. Which two (2) statements are factual? LO11 (A) Rio Bueno is a major town because it has a cargo port. (B) Rio Bueno is a small seaside village, not a major town. (C) St. Ann’s Bay is the parish capital despite having no port. (D) Ocho Rios is the parish capital because it has a cruise ship port.

125

Grade 4

Social Studies

Carefully read the following narrative, then answer items 22 - 24. Jamaica made a lot of sugar, and Little London was an important town for growing crops. The town’s location made it a busy place for trade and transport. Today, Little London is still primarily an agricultural town. It is close to Negril, a popular tourist spot, which has helped the town grow. Many tourists and drivers stop at local businesses as they travel to and from Negril. In October 2023, the Government said Little London will have a new international airport. This airport will create thousands of jobs for local people. Some jobs will be available during construction, and many more will come when the airport opens. Little London is growing fast and may become a big town someday!

22. Which two (2) of the following describe changes in Little London over time? (A) A new international airport is being built in Little London. (B) Little London has always been a tourist town with many visitors. (C) The town has stopped growing since it became an agricultural area. (D) Little London has become a busier town because of its closeness to Negril. 23. Which two (2) of the following can help support predictions about how Little London will change in the future? (A) Little London will stay the same because it is a small town. (B) The new airport will create thousands of jobs for local people. (C) More tourists will visit because Little London is close to Negril. (D) People will stop visiting Little London because there are not enough businesses. 24. Which two (2) activities will most likely grow in Little London because of the new airport? (A) churches (B) factories (C) houses, apartments, and short-term rentals (D) businesses such as grocery stores and restaurants

126

Term 2

Units 4 - 6

Test 8

25. Which two (2) of the following definitions are correct? (A) Citizen: A person who helps to run the government and makes laws. (B) Democracy: A government where leaders are chosen by voting. (C) Government: A group of people who make decisions and laws for a country. (D) Leader: A person who gives instructions to others but does not follow any rules. Examine the narrative below, then answer item 26. Members of the Gibbons family had a meeting to discuss the issue of leadership in the home. Mr. Gibbons asked his children what qualities they wanted to see in the person who led the home. The children brainstormed and then wrote three qualities on a piece of paper.

26. Which three (3) statements do you believe the children wrote? (A) The person should be fair and honest. (B) The person should be tall and handsome. (C) My ideal leader should motivate and inspire others. (D) Having a leader who communicates well and actively listens would be good. Carefully consider the statement below, which a community leader made. Use it to answer item 27. A good leader knows when to speak, how to speak, and how to listen effectively.

27. Which two (2) of the following could justify the statement? (A) I am non-judgmental. (B) I listen more than I talk. (C) I use silence effectively (D) I sometimes interrupt the speaker.

127

Grade 4

Social Studies

Carefully consider the statement below. Use it to answer item 28. To make others trust you, always speak with honesty and kindness.

28. Which two (2) of the following do not provide support for the statement? (A) I do not speak badly about someone in their absence. (B) I will say things which may cause others to feel hurt. (C) I always consider the fact that what I say may be misinterpreted. (D) I sometimes say things that are untrue just because they feel good. Carefully read the paragraph below. Use it to answer items 29 - 30. Hummingbird Villa, a new housing community, recently elected four residents to lead the Hummingbird Villa Citizens Group. Most of the 200 residents were present at the meeting, where they voted to elect four of their peers to lead. During his acceptance speech, the new president told the residents, “Each of you, as members of Hummingbird Villa, have a responsibility to your community.” During Heroes Week, vandals defaced a wall in the community. They also stole one of the two fire hydrants and removed the door and windows from the restroom at the community centre.

29. Which two (2) of the following are responsibilities shared by each member of Hummingbird Villa? (A) to inform on their neighbour (B) to take care of shared facilities (C) to go to work on time each day (D) to dispose of household garbage properly 30. As a community group, which two (2) of the following actions should they take to stop the vandalism from happening again? (A) install surveillance cameras (B) set a trap to catch the culprits (C) establish a neighbourhood watch (D) share available information with the police and other authorities

128

Unit of work

Term 3: Unit 1

Theme

The physical environment and its impact on human activities

Attainment Target

Understand the processes and forces that have influenced the physical and built environment

Test

Focus Question How does weather affect human activities?

Learning Outcomes This test assesses the following learning outcomes: 1. Use the terms weather, wind, temperature, thermometer, solar, meteorology, and meteorologist correctly within context.

2. Represent and interpret simple weather data. 3. Explain how humans use wind and sunshine to meet their energy needs. 4. Provide simple descriptions of the positive and negative effects of the elements of weather on human activities.

5. Put forward simple, workable strategies for dealing with the negative effects of the elements of weather.

Work through all items. This progress test shows your current understanding and helps plan what to focus on next. Do your best, but don’t worry if you don’t know everything yet..

9 10 11 12 13 14

Grade 4

Social Studies

A weather station.

1. Examine the picture of the weather station. a. Name the instrument used to measure wind direction.

b. Name the instrument that measures wind speed.

c. Write the name of the person who studies and predicts weather.

130

Term 3

Unit 1

Test 9

2. Match each wind condition to the correct word or phrase. Write one (1) answer in each row. Use each word or phrase only once. calm

gentle breeze

gusty

howling

Wind Conditions

stormy

strong breeze

Word/Phrase

a. makes a loud noise b. wind starts and stops c. leaves are not moving d. large branches moving e. branches torn from trees f. leaves and twigs constantly moving 3. The following words are associated with weather. Use them to answer parts a and b. cloud cover

meteorologist

rain

sunshine

temperature

wind

a. Use five (5) of the six words to complete the following paragraph. blowing from the

As Marcus stepped out of the car; there was a light,

today because approximately 2 mm of

east. He was happy for the fell yesterday. The

was now 32 degrees Celsius.

Looking upward, he saw clear blue skies and no

b. Match each weather term with its correct description. Write one (1) answer in each row. Use each word or phrase only once. Description

Weather term

i. moving air that can be felt ii. light and heat from the sun iii. droplets of water falling from clouds iv. the amount of visible sky covered by clouds v. the degree of hotness or coldness measured on a scale

131

Grade 4

Social Studies

Read the statement below and observe the table, then answer item 4. Jared measured the temperature each day at noon for seven days.

Day

Temperature

33°C

34°C

35°C

36°C

34°C

33°C

4. Answer the following questions for parts a and b. a. Complete the graphs to correctly record the temperatures.

b. Using the temperature data from the table: i. What was the highest temperature recorded? ii. On which days was the temperature the same? iii. What was the average temperature over the seven days?

132

Term 3

Unit 1

Test 9

Examine the picture below, which shows the weather forecast for a place in Jamaica. Use it to answer items 5 - 6.

5. Answer the following questions using evidence from the picture. a. How many days does the weather forecast cover? b. How many different weather forecasts are shown? c. On which two (2) days will it most likely rain? d. On which two (2) days will there be both sun and clouds?

6. Mitsy was on her mid-term break and couldn’t wait to visit the beach—her favourite place. Mitsy looked at the weather forecast and said to her mother, “Tuesday is ideal for the beach.” a. Do you agree with the statement? Give two (2) reasons to support your answer.

b. Is Saturday a better day for a beach trip than Tuesday? Explain your answer.

133

Grade 4

Social Studies

7. Carefully examine the following conversation between Gina and Greg and refer to the weather forecast on the previous page.. Use them to complete parts a and b.

a. Who do you agree with?

r Gina

r Greg

b. Give two (2) reasons to support your answer.

Read the paragraph below, then answer item 8. Farmer Brown owns a vegetable farm on five hectares of land. He recently installed a wind turbine to generate energy and uses it to pump water from a well to irrigate his crops. Since setting up the turbine, he no longer depends as much on electricity from the grid. More customers have started visiting his farm, drawn by his new environmentally friendly practices.

8. List three (3) positive effects of using wind energy.

134

Term 3

Unit 1

Test 9

Read the paragraph below, then answer item 9. Too much sun exposure can cause sunburn, heat stroke, skin cancer, cataract, and other eye diseases. During the summer, a child’s sensitive skin can also be burned by touching hot surfaces such as the pavement, outdoor metal slides, or car doors.

9. For each statement, place a tick (✓) to indicate whether it is supported or not supported by the paragraph. Statement

Supported Not Supported

a. Sunshine has both positive and negative effects on humans. b. The passage explains how people can use sunshine for energy. c. Excessive sunshine can negatively affect human health. d. The effects of sunshine vary based on a person’s age. Read the passage below, then answer item 10. Ultraviolet (UV) rays are a form of sunlight radiation that reacts with a chemical called melanin in the skin. The lighter a child’s natural skin colour, the less melanin it has to absorb UV rays and protect itself. Children with darker skin have more melanin, giving them more natural protection from the sun’s UV rays. A sunburn happens when UV exposure exceeds what the skin’s melanin can protect. The longer someone stays in the sun and the stronger the sunlight is, the greater the risk of damage. A tan is a sign of skin damage and does not help protect the skin. Regardless of skin tone, all children need protection from UV rays because any degree of tanning or burning causes skin damage.

10. For each statement, place a tick (✓) to indicate whether it is supported or not supported by the passage. Statement

Supported

a. All skin damage is permanent. b. Melanin is a dangerous chemical. c. Skin damage may occur in different ways. d. Ultraviolet rays are a dangerous form of radiation. e. Regardless of skin tone, all children may be affected by the sun’s rays.

135

Not Supported

Grade 4

Social Studies

Read the passages below, then answer item 11.

A solar dryer being used to dry assorted vegetables.

Source 1: Solar Cooking Solar ovens are larger than solar cookers. They have more advanced features such as temperature control and insulation. Solar cookers rely on simple designs and are more portable. Solar ovens are better for baking and roasting, while solar cookers are better for boiling and simmering.

Source 2: Air Drying The Tainos used a traditional method of drying food which is to place the food in the sun, in the open air. This method, called natural drying or air drying, is effective for small amounts of food. The amount of surface area needed to dry in the sun increases with the amount of food, and because the food is placed in the open air, it is easily contaminated. Therefore, one of the main reasons why air drying is not easy to achieve with larger quantities of food is that control and monitoring become increasingly difficult.

136

Term 3

Unit 1

Test 9

11. Answer the following questions about solar energy. a. For each statement, place a tick (✓) in the correct column to indicate which source supports it or if neither source supports it. Statement

Source 1

Source 2

Neither Sources

i. Air drying has some limitations. ii. Natural drying is another name for air drying. iii. Air drying is effective for large volumes of food. iv. The passage mentions four ways of preparing food. v. Solar ovens are generally more complex than solar cookers. vi. Solar energy may be used to power a wide range of devices. vii. The same surface is required for small and large volumes of food. viii. The use of solar energy to supply human needs is something quite recent. ix. Control and monitoring are quite easy when air drying large quantities of certain foods.

b. Based on Sources 1 and 2, explain two (2) benefits of using solar energy for cooking and drying food.

Read the paragraph below, then answer item 12. Jamal was playing soccer outside during lunchtime. The sun was very hot, and he didn’t notice how long he had been running around. His teacher called out, “Jamal, come inside now or the sun will scorch your skin!” Later, his mother explained that too much sun can cause tanning or even burning. She reminded him, “Regardless of skin tone, all people may be affected by the sun’s rays but luckily, there are different ways to deal with overexposure to the sun.”

12. State two (2) strategies that a person could use to protect themself from tanning or burning.

137

Grade 4

Social Studies

13. Complete the following tasks related to the rainy season in Jamaica.

a. List two (2) adverse (negative) effects of heavy rainfall.

b. Describe two (2) strategies families can use to protect their homes from the effects listed in part a.

Read the passage below, then answer item 14. The National Meteorological Service advised residents of Jamaica that the island was under a tropical storm warning. Farmer Black plants ornamental flowers in the hills of Mandeville, Manchester. He is worried about an approaching tropical storm. His cousin, Ras Benji, is worried about his fishing boat.

14. Use your knowledge of tropical storms to complete the following tasks: a. Describe two (2) ways this weather warning might affect: i. farmers

ii. fishermen

b. List two (2) negative effects the storm could have on the farmer’s flower farm.

c. Suggest two (2) strategies the farmer could use to protect his flowers.

138

Term 3

Unit 1

Test 9

15. Weather affects how communities are designed. Study the pictures below and answer the questions.

Design A

Design B

a. Explain how each home design helps people deal with specific weather conditions: i. Design A

ii.

Design B

b. If you were designing a new community in a mountainous area of Jamaica that experiences both heavy rainfall and strong sunshine, what three (3) weather-resistant features would you include in your design? Explain why each feature would be helpful. i. Design feature Explanation

ii.

Design feature Explanation

139

[ ADDITIONAL WORKSPACE ]

140

Unit of work

Term 3: Unit 2

Theme

The physical environment and its impact on human activities

Attainment Target

Understand the processes and forces that have influenced the physical and built environment

Test

Focus Question Why is planet Earth unique in the Solar System?

Learning Outcomes This test assesses the following learning outcomes: 1. Use the terms solar, orbit, planet, space, habitable zone, spherical, Solar System, terrestrial, and atmosphere in the correct context. 2. Label a simple diagram of the solar system. 3. Identify Earth’s position on a diagram of the Solar System. 4. Give a simple description of the shape of planet Earth. 5. Put forward evidence to support the shape of the Earth. 6. Begin to give reasoned explanations of planet Earth ability to support life. 7. Demonstrate awareness of planet Earth’s unique ability to support life.

Instruction

• This test has 16 items. • Work through all items. This progress test shows your current understanding and helps plan what to focus on next. Do your best, but don’t worry if you don’t know everything yet..

9 10 11 12 13 14

Grade 4 1.

Social Studies

Match each word with its correct meaning. habitable zone

orbit

planet

Solar System

spherical

shaped like a ball

the sun and all the objects that travel around it

a large, round object that travels around a star

the path a planet follows as it travels around a star

the area of space around a star where a planet can

have liquid water

2. Complete each sentence with one (1) word from the list below. atmosphere

Earth

orbit space

oxygen

Solar System

Sun

a. The gases that surround our planet are called the

b. The

is at the center of our Solar System.

c. The

includes the Sun and all objects that travel around it.

d. Planet

.is our home in space.

e. The path a planet follows around the Sun is called its f.

.is the gas that humans and animals need to breathe.

.is what we call the area beyond Earth’s atmosphere.

142

Term 3

Unit 2

Test 10

3. Read the paragraph, then complete the tasks. Earth is the third planet from the Sun in our Solar System. Mercury is closest to the Sun, followed by Venus, Earth, and then Mars. Jupiter, Saturn, Uranus, and Neptune are farther from the Sun than Earth. a. Which planets are Earth’s neighbours?

b. Which planet is closest to the Sun? c. Place the following planets in order from closest to the Sun to farthest: Earth

Mercury

Mars

Venus

4. Earth’s position in the Solar System helps it to support life. Read the passage and complete the task below. Earth is in what scientists call the “habitable zone” around the Sun. This means Earth is not too close and not too far from the Sun. The temperature is just right for water to exist as a liquid. Earth also has an atmosphere that protects us from harmful rays from the Sun.

For each of the following statements, place a tick (✓) to indicate whether it is true or false based on the passage above. Statement a. Earth is too far from the Sun for plant life. b. The atmosphere doesn’t protect Earth from the Sun. c. Earth is in the “habitable zone” of our Solar System. d. Earth has liquid water because it is the right distance from the Sun.

143

True

False

Grade 4

Social Studies

Look at the diagram of the Solar System below. Use it to complete items 5 - 6.

B 5. Do the following: a. Write the following labels on the diagram: • “E” for Earth • “J” for Jupiter • “M” for Mars • “V” for Venus b. Name the planet labelled “B”.

6. Earth is a different size compared to other planets. Fill in the blanks using planets from the list. Jupiter a. Earth is larger than b. Earth is smaller than

Mars

Mercury

Saturn

Venus

, and and

144

. .

Term 3

Unit 2

Test 10

7. Earth’s shape has been proven through various observations and evidence. a. Complete the following sentences about Earth’s shape: i. Earth is shaped like a ii. This shape is called b. Look at the pictures below showing evidence that Earth is round.

Picture A

Picture B

Explain what each piece of evidence tells us about Earth’s shape: Picture A: Picture B: c. Why do you think people long ago believed Earth was flat? Give one (1) reason.

145

Grade 4

Social Studies

The shape of Earth affects many things. Read the paragraph, then complete item 8. For many years, people thought Earth was flat. Now, we know that Earth is shaped like a ball or spherical. We have evidence that Earth is round.

8. What evidence shows that Earth is round? Tick (✓) all that apply. Evidence

Tick

a. The Sun appears to move across the sky b. People living in different countries see different stars. c. When ships sail away, they disappear from the bottom first. d. During a lunar eclipse, Earth’s shadow on the Moon is round. e. We have photographs of Earth from space showing it is round.

9. Read the passage and complete the tasks. Earth’s atmosphere is like a blanket that surrounds our planet. It is made up of different gases, including nitrogen, oxygen, and carbon dioxide. These gases help keep Earth warm enough for life to exist. The atmosphere also protects us from harmful radiation from the Sun and from objects in space like meteors. a. Name two (2) gases found in Earth’s atmosphere: i. ii. b. List two (2) ways the atmosphere supports life on Earth.

146

Term 3

Unit 2

Test 10

10. The National Aeronautics and Space Administration (NASA) is an organisation that studies Earth and other planets. Read the passage and complete the tasks. NASA uses telescopes in space and has sent special driving robots called rovers to Mars to learn about planets. They have found that Earth and Mars are very different. Earth has lots of water and air, while Mars has almost no water and very little air. Earth has many plants and animals. So far, we have not found any living things on Mars or other planets.

a. Based on the passage above, place a tick (✓) to indicate whether the named feature relates to Earth or Mars. Feature

Earth

Mars

i. has a thick atmosphere ii. has oceans of liquid water iii. NASA has sent rovers to explore it iv. is known to have many forms of life b. Give one (1) reason why you believe NASA’s discoveries about other planets help us understand what makes Earth special.

c. If NASA discovered a planet with water and an atmosphere like Earth’s, what might this suggest about that planet? (A) It is exactly the same as Earth in every way (B) It would be impossible for humans to visit it. (C) It definitely has plants and animals living on it. (D) It might have conditions that could support some forms of life.

147

Grade 4

Social Studies

11. Earth has the right conditions for life. Look at the pictures and answer the questions.

Picture A

Picture B

a. How is Earth (Picture A) different from the other planet (Picture B)? Give two (2) differences.

b. Why can Earth support life while other planets cannot? Provide two (2) reasons to support your answer.

148

Term 3

Unit 2

Test 10

12. Read the following scenario about Sam’s science project and answer the questions. Sam wanted to test if the distance from the Sun affects a planet’s temperature. He made this hypothesis: “Planets closer to the Sun are hotter than planets farther from the Sun.” Sam collected this information about four planets: Planet

Distance from Sun

Average Temperature

Earth

third closest

15°C

Mars

fourth closest

-65°C

Mercury

closest

167°C (dayside)

Venus

second closest

470°C

a. Does the data support Sam’s hypothesis? Circle your answer. Yes

Partly

b. Explain your answer using the information in the table.

c. Why might Venus be hotter than Mercury even though Mercury is closer to the Sun? (A) Venus has more water. (B) Venus has more mountains. (C) Venus is larger than Mercury. (D) Venus has a thick atmosphere that traps heat.

149

Grade 4

Social Studies

13. For each of the following statements, place a tick (✓) to indicate whether it is true or false. Statement

True

a. Earth has liquid water on its surface. b. Earth is the same temperature everywhere. c. Earth is the largest planet in the Solar System. d. Earth’s magnetic field protects us from harmful solar radiation. e. Earth has the right mix of gases in its atmosphere for living things. 14. Imagine you are designing a space station where humans could live. a. What three (3) features would you include to make it similar to Earth? i. ii. iii.

b. Explain why each feature is important for supporting human life:

150

False

Term 3

Unit 2

Test 10

15. Read the passage about water on Earth and answer the questions. Water is essential for life on Earth. About 70% of Earth’s surface is covered by water. Most of this water is in oceans, but water is also found in lakes, rivers, ice caps, and underground. Water exists in three forms on Earth: solid (ice), liquid (water), and gas (water vapour).

a. Approximately how much of Earth is covered by water? b. Name three (3) places where water is found on Earth: i. ii. iii. c. How does having water help living things on Earth? Give one (1) example.

151

Grade 4

Social Studies

16. Earth’s position, shape, and features all help it support life. Create a poster that shows why Earth is special in our Solar System. In your poster, include the following: • a drawing of Earth showing its main features • three (3) reasons why Earth can support life • how Earth is different from at least one other planet

152

Unit of work

Term 3: Unit 3

Theme

Diversity, interdependence, and sustainability in nature and society

Attainment Target

Develop an understanding of the interdependent relationship between humans and the environment

Test

Focus Question Why are plants important to humans?

Learning Outcomes This test assesses the following learning outcomes: 1. Give simple working definitions of the following concepts: interdependent, nature, forest, habitat, and deforestation. 2. Place plants into meaningful categories based on their uses. 3. Clearly describe how human beings use plants to meet their needs. 4. Provide a simple explanation of the importance of protecting plants. 5. Briefly explain how human beings are affecting plant life. 6. Demonstrate an awareness of the interdependent relationship between plants, animals, water, air, and soil. 7. Begin to take actions that demonstrate environmental care and sensitivity.

Work through all items. This progress test shows your current understanding and helps plan what to focus on next. Do your best, but don’t worry if you don’t know everything yet..

9 10 11 12 13 14

Grade 4

Social Studies

Read the passage, then answer item 1. Forests are home to many plants and animals. Trees in the forest produce oxygen that humans breathe. Forests also help to prevent floods by holding rainwater in the soil. Many people cut down forests to clear land for farming, housing, and roads. This is called deforestation. Deforestation destroys animal habitats and can cause soil erosion.

1. Give two (2) reasons why forests are important. Use evidence from the passage.

Read the passage, then answer item 2. Plants and animals depend on each other to survive. This relationship is called interdependence. Plants make their own food using sunlight, and animals eat plants or other animals that eat plants. Plants need carbon dioxide that animals breathe out, and animals need oxygen that plants give off. Plants help create habitats where animals can live.

2. Use three (3) words from the list below to complete the sentences about interdependence. animals

carbon dioxide

oxygen

plants

sunlight

makes their own food using energy from the sun.

b. Plants release

that humans and animals breathe in.

c. Plants take in

that humans and animals breathe out.

154

water

Term 3

Unit 3

Test 11

Study the picture and statement below, then answer item 3.

Plants are composed of several key parts: roots, a stem, leaves, flowers, fruits, and seeds.

3. Match each plant part with its main use and provide one (1) additional use not mentioned. a.

: It is used to make spices like cinnamon. Another use:

: It is used to make drinks like orange juice. Another use:

: It is used to make tea like mint tea. Another use:

: It is used to grow new plants. Another use:

: It is used to make honey (bees collect from these). Another use:

155

Grade 4

Social Studies

Read the passage below and answer item 4.

An illustration of a cotton plant showing its different parts

Fluffy white cotton balls ready to be picked.

The cotton plant is quite versatile; its flower, leaf, and seed may be used to make many items. Its roots hold the soil together, and its leaves serve as food for many insects and animals. A few farmers in Jamaica grow cotton plants. The cotton plant has fluffy white fibre that can be used to make fabric for clothes. The seeds of the cotton plant can be crushed to make oil for cooking. Farmers also use the leftover seeds as animal feed. The leaves and roots of the cotton plant hold the soil together and help stop soil erosion.

156

Term 3

Unit 3

Test 11

4. For each product below, place a tick (✓) to indicate if it can or cannot be made from the cotton plant. Then, choose two (2) products that can be made from cotton and explain how the cotton plant is processed to create the named products. Product

Can

Cannot

a. Animal feed b. Cooking oil c. Medicine d. Metal tools e. T-shirts Product 1

Product 2

Read the statement below and answer item 5. Humans depend on plants for clothing, medicine, nutrition (food), and shelter.

5. For each listed plant below, place a tick (✓) to indicate its use by humans. (Select all that apply). Plant

Clothing

a. Blue mahoe tree b. Breadfruit tree c. Cotton plant d. Mint plant

157

Medicine

Food

Shelter

Grade 4

Social Studies

Read the passage below and answer item 6.

The breadfruit tree is very important to Jamaicans. Breadfruit can be used at different stages of ripeness: green (firm), “turn” (partially ripe), or ripe (soft). The fruit can be roasted, boiled or fried and eaten as a starch food. The sticky white latex (sap) from the tree has been used as glue, to seal boats, and even as chewing gum. Bird catchers sometimes use the sap to trap birds. The wood from the tree is used to build furniture and houses.

6. Complete the following tasks using evidence gathered from the passage. a. According to the passage, how many ways can breadfruit be prepared for eating?

b. Design a meal using breadfruit and explain: i. which stage of ripeness (green, “turn”, or ripe) you would use and why ii. how you would prepare it iii. what other foods you would serve with it to make a balanced meal iv. why your choices would make the meal nutritious and appealing to children

158

Term 3

Unit 3

iv. why your choices would make the meal nutritious and appealing to children

159

Test 11

Grade 4

Social Studies

7. For each statement about the breadfruit tree, place a tick (✓) to indicate whether it is true or false. Statement

True

False

a. The sap can be used as glue. b. The fruit can only be eaten fried. c. The sap can be used to catch birds. d. The wood can be used to build boats.

Read the paragraph below, then answer item 8. Jerk cooking is popular in Jamaica. It started with the Maroons, who would season meat with peppers and herbs, then wrap it in leaves and slow-cook it over pimento wood. The smoke from the pimento wood gives jerk its special flavour. The pimento tree also gives us allspice berries that are used in cooking and medicine.

8. From the paragraph, identify three (3) parts of the pimento tree that are used by humans. For each part, explain why it is valuable.

Examine the paragraph below and answer item 9. Deforestation is when forests are cut down and the land is used for other purposes. In Jamaica, about 350 hectares of forest are cut down each year. This damages the habitats of many plants and animals and can lead to soil erosion and flooding. 9. Explain two (2) ways in which deforestation can harm the environment.

160

Term 3

Unit 3

Test 11

Read the statement below and answer item 10. Our environment includes parts that occur naturally, and parts made by humans.

10. For each item, place a tick (✓) to indicate whether it is natural or man-made. Item

Natural

Man-made

a. air b. bridges c. forests d. roads e. soil

Read the passage and answer item 11. In the Bull Head Mountains of Clarendon, many different parts of the environment work together. Each part has an important job to do. Imagine if these parts of the environment could speak to us and tell us about their roles. They might explain how they help plants, animals, and people.

11. Use five (5) of the six words below to complete the sentences. air

farmer

forest

river

soil

trees

a. I provide a place for bass, crayfish, mullet, and perch to call their home. b. Many trees and birds call me their home. c. Plant roots hold me together whilst earthworms eat me and help to improve my drainage. d. Animals, including insects, help me to reproduce from seeds. e. Plants help to clean me and make me have enough oxygen for humans to inhale.

161

Grade 4

Social Studies

Read the passage and answer item 12.

The Government of Jamaica (GOJ) has doubled down on its efforts to fight climate change with programmes such as the National Tree Planting Initiative. This was launched in 2019. The Prime Minister set a target of three million trees (a tree for every Jamaican) in three years. The tree planting programme is led by the Forestry Department. This is the arm of Government responsible for managing, maintaining, and sustaining over 109,000 hectares of our trees and forests on crown lands. Approximately 50 hectares are reforested annually through initiatives of the Department.

12. For each statement about the National Tree Planting Initiative, place a tick (✓) to indicate whether it is supported by the information or not supported. Statement

Supported Not Supported

a. The initiative began in 2020. b. All three million trees have been planted already. c. The goal was to plant one tree for every Jamaican. d. The initiative was led by the Forestry Department.

Read the passage and answer item 13. The Forestry Department in Jamaica works to protect and grow forests. They plant new trees where forests have been cut down. They also teach people about the importance of forests. The department has created special areas where people can visit and learn about the different plants and animals that live in forests.

13. What are two (2) ways the Forestry Department helps to protect forests? Use evidence from the passage.

162

Term 3

Unit 3

Test 11

Read the passage and answer item 14. Plants and humans have an interdependent relationship. Plants provide humans with oxygen, food, medicine, clothing, and shelter. Humans can help plants by protecting forests, planting trees, and preventing pollution. When plants are healthy, humans benefit. When humans take care of plants, both plants and humans thrive.

14. Complete the concept map below to show the interdependent relationship between plants and humans. a. Fill in at least three (3) things plants provide to humans b. Fill in at least two (2) ways humans help plants c. Extend the map to show one (1) more relationship

163

Grade 4

Social Studies

15. Imagine you are designing a small garden for your school. Choose two (2) useful plants to include in your garden. Write the names of each plant in row 1 of the table below. For each plant, explain: a. the useful part(s) of the plant b. the benefits of the plant to school c. the things needed for the plant to grow well Plant 1

Plant 2

a. Useful Parts b. Benefits c. Things Needed

164

Unit of work

Term 3: Unit 2

Theme

Diversity, interdependence, and sustainability in nature and society

Attainment Target

Develop an understanding of the interdependent relationship between man and his environment

Test

Focus Question How can I help to keep my community clean?

Learning Outcomes This test assesses the following learning outcomes: 1. Give simple, workable definitions for the following terms: pollution, waste, waste disposal, recycle, reuse, and reduce. 2. Clearly state the different types of pollution. 3. Give a concise explanation of the causes of land pollution. 4. Sort solid waste into meaningful categories. 5. Put forward workable strategies for dealing with solid waste. 6. Provide sequential information on the effects of land pollution on humans and the environment. 7. Begin to advocate for proper waste management.

Work through all items. This progress test shows your current understanding and helps plan what to focus on next. Do your best, but don’t worry if you don’t know everything yet..

9 10 11 12 13 14

Grade 4

Social Studies

1. Write a simple definition for each of the following terms. Your definition should explain what each word means in your own words. For example: Litter – rubbish people drop on the ground instead of in a bin. It makes our community look dirty. a. pollution

b. waste

c. waste disposal

Read the following paragraph. Use it to answer item 2. Dave attended an environmental club meeting at his school. He was encouraged to “reduce, reuse, and recycle” materials at home.

2. Help Dave understand the meaning of each word – reduce, reuse, and recycle. a. Match each term with its correct meaning. Write the correct word next to its meaning. i.

using less so that less waste is created

ii.

using materials more than once instead of throwing them away

iii.

processing used materials to make new products

b. Match each example with its correct term. i.

turning old plastic bottles into new containers

ii.

using a refillable water bottle

iii.

using an empty jam jar to store buttons or coins

166

Term 3

Unit 4

Test 12

Read the narrative, then complete the task below. Today at school, Marie learnt about keeping the environment clean. She learned that throwing rubbish on the ground is not good, and that people should put their rubbish in bins. The teacher explained that when people throw away plastic bottles, food wrappers, and other items on the ground, they are contributing to pollution.

3. Based on the story, what is a simple definition of pollution?

4. For each scenario below, place a tick (✓) to indicate the correct type of pollution represented. Scenario

Air Pollution

a. car exhaust from busy traffic b. a pile of garbage on a vacant lot c. oil spilled from a boat into the sea d. music playing too loudly at night e. a factory releasing chemicals into a river f. smoke from burning trash in backyards g. construction machines making loud sounds all day

167

Water Pollution

Land Pollution

Noise Pollution

Grade 4

Social Studies

5. Examine each picture and identify the type of pollution depicted using one of the terms from the list below. air pollution

land pollution

noise pollution

water pollution

168

Term 3

Unit 4

Test 12

Read the passage and answer item 6. Last week, Mr. Brown noticed piles of trash along the roadside near his farm. He saw old plastic bags, broken bottles, and even some old furniture. In another area, there was a pile of construction waste with broken concrete and metal pipes. Some farmers nearby had left empty pesticide containers in their fields after spraying their crops.

6. List three (3) causes of land pollution mentioned in the passage.

7. For each activity, place a tick (✓) to indicate whether it is a cause of land pollution or not. Cause of Land Not a Cause of Pollution Land Pollution

Activity a. planting trees in the community b. mining activities that remove soil c. using too many chemicals on farms d. separating plastic bottles for recycling e. throwing garbage on the ground instead of in bins

169

Grade 4

Social Studies

Use the photograph below and the statement to complete item 8.

The Clean Whistle Restaurant sorts its solid waste into these three bins daily.

8. In which bin should the items A – F be placed? Write the letters matching the items on the correct line below. a. green bin b. black bin c. blue bin

(A)

(B)

(C)

(D)

(E)

(F)

170

Term 3

Unit 4

Test 12

Use the photograph below to answer item 9.

A “Real Big Meal”

9. Examine the photograph above, then use the evidence to complete the table below Categorise the waste produced as organic matter (that may be composted), non-recyclable waste (that must be sent to the landfill), or recyclables. Organic matter

Non-recyclable waste

171

Recyclables

Grade 4

Social Studies

Read the passage, then answer item 10. The students at Green Hill Primary School noticed a lot of waste being produced during lunchtime. Every day, they saw many plastic bags, food containers, and drink boxes being thrown in the rubbish bins. The principal asked the students to suggest ways to reduce the amount of waste at the school.

10. Write two (2) strategies the students could suggest to reduce waste at their school.

Read the paragraph and complete the task. Land pollution can hurt plants, animals, and people. When harmful chemicals from garbage mix with soil, plants cannot grow well. Animals that eat these plants can get sick. When people eat these animals or plants, they can also get sick. Over time, the land becomes less useful for growing food.

11. Number the statements from 1– 4 to show the correct sequence of how land pollution affects humans. a.

People eat contaminated food and get sick.

Harmful chemicals mix with soil.

The land becomes less useful for farming.

Plants absorb chemicals and animals eat the plants.

172

Term 3

Unit 4

Test 12

Examine the photograph, which shows a park with noticeable litter scattered around. Use it to answer item 12.

12. Design a simple plan to solve the litter problem in the park. Include three (3) specific steps in your plan. Step 1:

Step 2:

Step 3:

173

Grade 4

Social Studies

13. For each scenario, place a tick (✓) to indicate whether it is an effect of land pollution on humans and the environment or not. Effect of Land Pollution

Scenario

Not an Effect of Land Pollution

a. Rivers become cleaner b. More wildlife comes to the area c. Water supplies get contaminated d. People develop breathing problems e. Soil cannot support healthy plant growth

Read the scenario, then complete the task. Some students notice that people in their community often throw garbage on the ground or in the river. They want to teach people why this is harmful and what they should do instead.

14. Create a short slogan or message to encourage people to manage their waste properly.

174

Term 3

Unit 4

Test 12

Read the scenario, then complete the task. Your school wants students to help keep the community clean. The Head Boy and Head Girl asked some students to propose ways the student body could do so. The following responses were voiced:

Proposed Actions Ignore people who litter Watch TV shows about pollution Complain to your friends about garbage Join or start a community clean-up group Make posters about proper waste disposal for your community Tell your family about the importance of putting rubbish in bins

15. Which three (3) actions would be most effective? Give a reason for each of your selections. a. Strategy 1

b. Strategy 2

c. Strategy 3

175

[ ADDITIONAL WORKSPACE ]

176

Unit of work

Test

Term 3: Unit 1 - 4

Learning Outcomes This test assesses the following learning outcomes: Unit 1 1.

Unit 2 Why is planet Earth unique in the

How does weather affect human activities?

Solar System?

6. Correctly use atmosphere, habitable zone,

Use the terms meteorology, meteorologist,

orbit, planet, solar, Solar System, spherical,

temperature, thermometer, weather, and wind

space, and terrestrial within context.

correctly within context.

7. Label a simple diagram of the solar system. 8. Identify Earth’s position on a diagram of the

2. Represent and interpret simple weather data. 3. Provide simple descriptions of the positive and

Solar System.

negative effects of the elements of weather on human activities.

9. Give a simple description of the shape of

meet their energy needs.

10. Put forward evidence to support the shape of

for dealing with the negative effects of the

11. Demonstrate awareness of planet Earth’s

4. Explain how humans use wind and sunshine to

planet Earth.

5. Put forward simple, workable strategies

the Earth.

unique ability to support life.

elements of weather.

Unit 3

Why are plants important to humans?

Unit 4 How can I help to keep my community clean?

12. Give simple working definitions of the following

18. Give simple, workable definitions for the

concepts: interdependent, nature, forest,

following terms: pollution, waste, waste

habitat, and deforestation

13. Place plants into meaningful categories based on their uses.

14. Clearly describe how human beings use plants to meet their needs.

15. Provide a simple explanation of the importance of protecting plants.

16. Briefly explain how human beings are affecting plant life.

disposal, recycle, reuse, and reduce

19. Clearly state the different types of polluton. 20. Give a concise explanation of the causes of land pollution.

21. Sort solid waste into meaningful categories. 22. Put forward workable strategies for dealing with solid waste.

23. Provide sequential information on the effects of land pollution on humans and the environment.

17. Demonstrate an awareness of the

24. Begin to advocate for proper waste

interdependent relationship between plants,

management.

animals, water, air, and soil.

Instruction

• This test has 35 items. • Give your answer by shading the two (2) circles related to your selected options.

9 10 11 12 13 14

Grade 4

Social Studies

1. Which two (2) of the following are not weather elements? (A) heat

(B) rain

(D) temperature

2. Which two (2) words will correctly complete the paragraph? is the energy that flows from a warmer object to a cooler one. It makes things feel warm or hot. The measure of the warmth or coldness of an object or material is called (A) heat

. (B) rain

(D) temperature

Read the following paragraph, then answer item 3. Gavin looked out the window and noticed that the sky was cloudy. The ground outside was wet. He recalled that last night, the man on the television told the viewers to expect rain the next day.

3. Which two (2) of the following terms best describe the elements Gavin is observing? (A) meteorology

(B) thermometer

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(D) wind

Term 3

Units 1 - 4

Test 13

Look at the graph below, which shows weather conditions recorded over five days. Use it to answer items 4 - 5.

4. Which two (2) days had similar conditions? (A) Friday

(B) Monday

(D) Tuesday

Look at the incomplete statement below, then answer item 5. There were were rainy observations.

total observations during the week;

5. Which two (2) values will complete the statement and make it correct? (A) 10

(B) 14

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(D) 30

Grade 4

Social Studies

Examine the following scenario, then answer item 6. It has been raining all day, and the sky is cloudy. At 2 p.m., the sky appears as if it was 6 p.m. Gavin is concerned that some of his equipment might not produce their usual outputs and that his activities may be affected. 6. Which two (2) of the following would be affected by the level of sunlight available? (A) heating water with a gas stove (B) cooking food in an electric oven (C) drying clothes outdoors on a line (D) lighting his home using natural light Look at the following statement, then answer item 7 - 8. Coastal towns like Port Maria, Port Antonio, and Montego Bay are prone to flooding. A tropical storm with 120 km/h winds has passed over a rural town in Jamaica. Everyone has been told to stay inside while first responders work to clear the roads and fix the damage.

7. Which two (2) of the following are negative effects of heavy rainfall on human activities? (A) flooding of roads and homes (B) disruption of transportation services (C) difficulty in drying clothes outdoors (D) decreased electricity generation from solar panels

8. Which two (2) of these are likely effects of the tropical storm? (A) houses becoming colder inside (B) higher temperatures in the town (C) trees being uprooted and toppled (D) roads being blocked by fallen trees and power lines

180

Term 3

Units 1 - 4

9. Which two (2) of the following depend on sunshine?

(A)

(B)

(C)

(D)

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Test 13

Grade 4

Social Studies

10. Which two (2) of the following strategies may help to reduce flooding during periods of heavy rain? (A) keep gullies free of debris (B) practice proper waste disposal (C) minimise the use of route taxis (D) clear vegetation from the sides of roadways 11. Which two (2) of the following strategies may help to reduce hardship during periods of extreme drought? (A) storing water in tanks and reservoirs (B) relying only on rainwater for daily use (C) recycling wastewater for non-drinking purposes (D) using a sprinkler instead of a hose for watering lawns

12. Which two (2) words will complete the statement? is the layer of gases that surrounds it, while the

The Earth’s

is the region around a star where conditions are suitable for life to exist. (A) atmosphere

(B) habitable zone

(D) space

13. Which two (2) of the four statements below are factual? (A) The Solar System is made up of different types of trees. (B) Space is full of stars, but Earth is the only planet with life. (C) The Earth is a planet in the Solar System with a spherical shape. (D) Venus is spherical and can be seen from Earth with the right telescope. 14. Which two (2) of the following best describe the shape of planet Earth? (A) round like a lime (B) flat like a pancake (C) triangular like a pyramid (D) spherical like a basketball

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Term 3

Units 1 - 4

Test 13

Read the paragraph, then answer item 15. Many people used to believe the Earth was flat. However, scientists have gathered evidence that supports the idea that Earth is spherical.

15. Which two (2) pieces of evidence support the idea that Earth is spherical? (A) The Earth looks flat when viewed from the ground. (B) Photographs of Earth taken from space show a round shape. (C) The stars appear in different patterns depending on where you live. (D) Ships disappear gradually from the bottom up when sailing over the horizon.

Read the passage, then answer item 16. Plants are used in many ways to create products we use daily. From food to clothing, plants are important in providing materials that help meet human needs. However, not all materials we use come from plants. Some are made from minerals or other resources.

16. Which two (2) pairs of items are not made from plants? (A) asphalt and concrete (B) furniture and paper (C) glass and plastic (D) rope and sugar Read the scenario below, then answer item 17. Farmer Brown noticed that many trees were being cut down in his community to make space for new buildings. He started a tree-planting project with local schoolchildren to replace some lost trees.

17. Which two (2) reasons explain why Farmer Brown’s tree-planting project is important for the community? (A) Trees provide habitats for birds and other wildlife. (B) Trees help prevent soil erosion during heavy rainfall. (C) Trees increase the amount of carbon dioxide in the air. (D) Trees are needed only for providing shade on hot days.

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Grade 4

Social Studies

Look at the picture below, which depicts the Solar System. The Sun is on the left, and the planets are in a line. Use it to answer items 18 - 19.

18. Which two (2) planets are the rightmost in the Solar System? (A) Jupiter (blue) (B) Neptune (blue) (C) Uranus (light blue) (D) Venus (light blue) 19. Which two (2) of the following best describe Earth’s position in the Solar System? (A) between Venus and Mars (B) between Mars and Saturn (C) the fifth planet from the Sun (D) the third planet from the Sun

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Term 3

Units 1 - 4

Test 13

Read the paragraph, then answer item 20. Earth has several unique characteristics that make it possible for life to exist. These features help support all living things, from plants to animals.

20. Which two (2) characteristics of planet Earth help support life? (A) the presence of light (B) the presence of water (C) distance of Earth from the Sun (D) an abundant supply of carbon monoxide 21. Which two (2) of the following definitions are correct? (A) A habitat is where people go on vacation. (B) Nature refers to the things like cities and roads. (C) Interdependent means that plants and animals rely on each other to survive. (D) A forest is a large area covered mostly by trees where animals and plants live. 22. Which two (2) of the following plants are used for food and medicine?

(A)

(B)

(C)

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(D)

Grade 4

Social Studies

Read the scenario below, then answer items 23 - 24. Imagine a world without plants. Without them, we wouldn’t have the oxygen we breathe, and the air would become polluted. The food we eat would disappear, as many animals and humans rely on plants for sustenance. Without plants, the environment would lose balance, and many animals could not survive. In short, life on Earth would be much harder, if not impossible, to sustain.

23. Which two (2) reasons explain the importance of plant protection? (A) Plants are important only for food. (B) Plants provide oxygen for all living things. (C) Plants are used to make non-renewable resources. (D) Plants help to clean the air, which is needed by humans and animals. 24. What are two (2) ways humans harm plant life in Jamaica? (A) starting bush fires (B) making bird feeders (C) growing home gardens (D) clearing land for farming Read the statement below, then answer item 25. In Mrs. Thompson’s class, students learnt about the “Three Rs” of waste management. These practices help us better manage the items we no longer need for the environment.

25. Which two (2) of the following correctly match the term with its meaning? (A) recycle – to throw away things we don’t want (B) reduce – to make something bigger or more plentiful (C) reduce – to create less waste by using fewer resources (D) reuse – to use something again instead of throwing it away

186

Term 3

Units 1 - 4

Test 13

Look at the diagram showing the process of photosynthesis. Use it to answer item 26.

26. Which two (2) statements correctly show how plants connect to other parts of the environment? (A) Plants release oxygen that animals need to survive. (B) Plants need only sunlight to live and grow properly. (C) Plants take in carbon dioxide from the air that animals breathe out. (D) Plants take all minerals from the soil without giving anything back.

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Grade 4

Social Studies

Look at the photographs below. Use them to answer item 27.

27. Which two (2) types of pollution are shown in the photographs? (A) air

(B) land

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(D) water

Term 3

Units 1 - 4

28. Which two (2) of the following activities produce waste? (A) writing a letter (B) sharpening a pencil (C) drinking a glass of water (D) peeling a piece of sugarcane Look at the picture below, then answer item 29.

29. Which two (2) the following do you believe the picture best describes? (A) composting (B) recycling (C) responsible waste disposal (D) sorting waste

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Test 13

Grade 4

Social Studies

Look at the photograph, read the statement below, and then answer item 30.

Land pollution is a serious problem in many communities. It happens when the soil becomes dirty or contaminated, harming plants, animals, and people.

30. Which two (2) of the following are major causes of land pollution? (A) planting trees along roadsides and in parks (B) improper disposal of garbage in open areas (C) collecting rainwater in barrels for gardening (D) using too many chemical fertilisers and pesticides

190

Term 3

Units 1 - 4

Test 13

Read the following statement, then answer item 31. Burger King, Island Grill, Juici Patties, and KFC are examples of quick-service restaurants.

31. Which two (2) of the following items produced by a quick-service restaurant would you consider to be solid waste? (A) cardboard boxes (B) exhaust from the ovens (C) food scraps (D) steam from cooking Read the scenario below, then answer items 32 – 33. The Kingston Community Centre sits on the edge of town near several small farms. Recently, the centre has partnered with local farmers to develop educational programs about sustainable agriculture and waste management. These programs highlight how improper waste disposal at community facilities can impact nearby agricultural land, and conversely, how poor farming practices can degrade soil quality. During these educational sessions, participants learn that when organic waste like food scraps is sent to landfills rather than being composted, valuable nutrients are lost that could otherwise enrich soil. Meanwhile, the sessions also explain how certain farming practices can damage soil health over time, leading to decreased agricultural productivity and environmental harm. This partnership has led the community centre to reconsider its own waste management practices while also helping community members understand the broader environmental impacts of both institutional and agricultural waste management decisions.

32. Which two (2) strategies would be most effective for the Community Centre in dealing with its solid waste? (A) burning all the waste in the backyard (B) creating a compost pile for food scraps (C) burying trash in holes around the property (D) setting up recycling bins for paper and plastic

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Grade 4

Social Studies

33. Which two (2) terms will correctly complete the paragraph about the effects of land pollution on humans and the environment? Poor farming practices can lead to and quality soil can affect the health of plants and cause them to die.

(A) deforestation (B) erosion

. Poor

(D) soil exhaustion

Read the following statement, then answer item 34. When improperly disposed of, garbage starts a chain of events that affects the environment and humans. Understanding these effects can help us make better choices about waste disposal.

34. Which two (2) of the following correctly show the sequence of how land pollution affects our environment? (A) litter on ground → more trees grow → air becomes cleaner → people breathe better (B)

garbage on land → animals eat plastic → animals die → ecosystem balance is disrupted

(C) waste in landfills → more jobs created → economy improves → people become healthier (D) trash in soil → chemicals leak into soil → water sources become contaminated → people get sick from drinking water

Read the scenario below, then answer item 35. The Green Valley Primary School students noticed a lot of garbage around their community.

35. Which two (2) of the following would be effective ways for the students to advocate for proper waste management? (A) telling people they will be fined if they litter (B) keeping their ideas to themselves to avoid bothering adults (C) organising a community clean-up day and inviting neighbours to join (D) creating posters about about appropriate waste disposal for the community bulletin board

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Units of Work

MOCK EXAM

Term 1: Units 1 – 3 Term 2: Units 1 – 4 Term 3: Units 1 – 4

Instruction 1. This test has 45 questions. • Items 1 through 15 will assess the content covered during term 1. • Items 16 through 30 will assess the content covered during term 2. • Items 31 through 40 will assess the content covered during term 3. • Items 41 through 45 integrate knowledge from all three terms of the curriculum. 2. Each question has one correct answer. 3. Shade the option, (A), (B), (C), or (D) that matches your answer.

9 10 11 12 13 14

Grade 4

Social Studies

Section 1:

Items 1 – 15

1. Which pair of words will complete the statement below and make it correct? The

were the original of Jamaica.

(A) European, Indigenous Peoples (B) European, inhabitants (C) Tainos, Indigenous Peoples (D) Tainos, inhabitants

Read the following passage about the Tainos and their relationship with the environment. Use it to answer item 2. The Tainos used many trees and plants from an estimated floral and faunal range of 5800 species. The physical culture was geared toward a sustainable interaction with the natural surroundings. It prescribed a way of life that sought to provide food to feed all the people. They used ceremonies to show their respect for most of their main animal and food sources and the natural forces like climate, season, and weather.

2. Based on this passage, which statement about Tainos is most accurate? (A) They primarily used imported plants rather than native species. (B) They were mainly concerned with the ceremonial uses of plants. (C) They developed practices that minimised environmental damage. (D) They practised unsustainable harvesting to feed large populations.

194

Terms 1 - 3

All Units

Mock Exam

Read the following paragraph. Use it to answer item 3. As a primary school child, my friends and I played stuckie, dandy shandy, and 1-2-3 red light. It was customary for us to gather on the school’s playfield during recess and immediately after school to play these games.

3. What type of games does the paragraph describe? (A) board games (B) mind games (C) outdoor games (D) ring games 4. Which option best defines what we mean by “culture”? (A) the way people dress when participating in special ceremonies (B) the types of houses people live in and the foods they typically eat (C) the shared beliefs, practices, and material objects that define a group (D) the methods of food preparation passed down through many generations 5. Archaeological evidence shows that the Tainos settled at Seville in St. Ann. Which reason best explains why they chose this location? (A) The area was close to gold deposits they could mine for trading. (B) The land was ideal for growing crops imported from South America. (C) The area had natural barriers that protected them from European settlers. (D) The location provided access to both the sea for fishing and fresh water from rivers.

195

Grade 4

Social Studies

Look at the picture, read its caption, then answer item 6. The Jamaica Omnibus Service (JOS) provided public bus transportation across Kingston and St. Andrew from 1953 until it was succeeded by a new transit company in the early to mid 1980s. Its X77 route was a circular route linking communities such as Papine, Mona, August Town, Windward Road, and Half Way Tree, carrying commuters and students each day. On public holidays, some families rode the Circular route together to visit relatives across town.

6. Which statement about the Jamaica Omnibus Service is not supported by the information provided? (A) The JOS operated for 30 years. (B) The JOS continues to operate today. (C) The X77 route connected multiple areas of Kingston. (D) Families would ride the “Circular” route on special occasions. Read the following statement, then answer item 7. The Taino people lived in Jamaica long ago. Some of their ways of life can still be seen in Jamaica today.

7. Which of the following represents the strongest evidence of Taino’s influence on modern Jamaican culture? (A) the traditional face-painting designs used during festivals (B) the widespread practice of living in communal village settings (C) the cassava bread-making techniques still used in rural communities (D) the use of hammocks, canoes, and certain words from the Taino language

196

Terms 1 - 3

All Units

Mock Exam

Read the incomplete passage below. Use it to answer items 8 - 9. The influence on Caribbean cuisine goes back over 100 years. They came as immigrants to the Caribbean and brought some of the most iconic dishes from their homeland. Their food preparation methods, such as frying, stirfrying, and steamed dishes, have become a local favourite. In the 17th century, curry and other spices were brought to Jamaica by . Curry powder is made from many different herbs: turmeric, coriander, cayenne pepper, and sometimes ginger. This spice is vital because, in Jamaica, we like very bold flavours in our food.

8. Which of the following ethnic groups should be inserted into the blank to make paragraph one complete? (A) Africans

(B) Chinese

(D) Spanish

9. Which ethnic group should be inserted into the blank to complete paragraph two? (A) Africans

(B) British

(D) East Indians

Read the paragraph about school uniforms in Jamaica. Use it to answer item 10. Most Jamaican schools require students to wear uniforms. These typically include a shirt or blouse with a collar, a tie for boys, a tunic or skirt for girls, and closed shoes. Students also participate in schoolhouses for sports competitions, each house having its own colour. Many schools have a special uniform for formal occasions.

10. Which group most likely introduced this system of school uniforms and house competitions in Jamaica? (A) Africans

(B) British

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(D) Spanish

Grade 4

Social Studies

11. Which event occurred first in Jamaica’s history? (A) Marcus Garvey’s birth (B) arrival of Chinese labourers (C) death of Nanny of the Maroons (D) emancipation of enslaved Africans 12. Which characteristic is most commonly associated with national heroes? (A) hardworking

(B) selfishness

(D) violent

Study the photograph below showing one of Jamaica’s National Heroes. Use it to answer item 13.

13. Which National Hero is shown in the photograph? (A) Alexander Bustamante (B) George William Gordon (C) Norman Manley (D) Paul Bogle

198

Terms 1 - 3

All Units

Mock Exam

Read the following narrative. Use it to answer item 14. This national hero was born enslaved around 1801. He was a Baptist deacon and skilled orator who led the Christmas Rebellion of 1831, also known as the Baptist War. After the rebellion was suppressed, he was captured and executed in Montego Bay.

14. Which National Hero is being described?

(A)

(B)

(C)

(D)

Read the excerpt about the National Honours and Awards Ceremony. Use it to answer item 15. At the National Honours and Awards Ceremony on National Heroes Day, Monty Alexander will receive the Order of Jamaica for his contribution globally as a jazz pianist. Shelly-Ann Fraser-Pryce will receive the Order of Jamaica for her outstanding athletic performance.

15. Based on this excerpt, which fields are the awardees being recognised for their contributions? (A) business and agriculture (B) education and science (C) music and sports (D) politics and community service

199

Grade 4

Social Studies

Section 2: Items 16 – 30 Study the sketch below, which shows some physical features. Use it to answer item 16.

A 16. Which physical feature is labelled “A”? (A) a hill

(B) a mountain

17. Which pair of water bodies border Caribbean countries? (A) Atlantic Ocean and Caribbean Sea (B) Atlantic Ocean and Pacific Ocean (C) Atlantic Sea and Caribbean Ocean (D) Caribbean Ocean and Pacific Ocean

200

(D) a valley

Terms 1 - 3

All Units

Mock Exam

Read the following passage about the geography of some of Jamaica’s south-coast towns. Use it to answer items 18 – 19. Kingston was separated from the parish of St. Andrew in the early 1700s and later became Jamaica’s capital. Southwest of Kingston in the southern part of St. Catherine Parish is Old Harbour. If you’re travelling from Kingston to Old Harbour, you would generally be heading in a westerly direction, first passing through Spanish Town (which lies between Kingston and Old Harbour). South of Spanish Town is the town of Old Harbour, with a population of 17,883. Nearby, Old Harbour Bay is Jamaica’s largest fishing village and has one of the best deep-water piers on the island. The main power plant of the Jamaica Public Service (JPS) is also located in Old Harbour Bay.

18. During which period was the parish of Kingston separated from St. Andrew? (A) 1675–1701

(B) 1702–1715

(D) 1723–1750

19. Based on this information, which statement about Old Harbour is most accurate? (A) It is Jamaica’s largest fishing village. (B) It has a higher population than Spanish Town. (C) It is directly connected to Kingston by a four-lane highway. (D) It supports multiple economic activities of national importance. Study the map showing some of Jamaica’s parishes in 1864. Use it to answer item 20.

20. Which parish absorbed the former parishes of Saint Dorothy, Saint John, and Saint Thomas in the Vale? (A) Kingston

(B) Port Royal

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(D) Saint Catherine

Grade 4

Social Studies

Study the population data for Jamaican towns based on the 2011 census. Use it to answer items 21 – 24.

21. According to the data, which town in St. Andrew has the largest population? (A) Bog Walk

(B) Constant Spring

(D) Stony Hill

22. According to the 2011 census data shown in the graph, which town has a population closest to 8,500? (A) Bog Walk

(B) Brown’s Town

(D) Constant Spring

23. Which parish has the highest combined population based on the towns listed? (A) Hanover

(B) St. Ann

(D) Trelawny

24. Which statement is a fact based on the data presented in the graph? (A) None of the towns are parish capitals. (B) Both parish capitals are coastal towns. (C) Three parish capitals are mentioned on the graph. (D) All the parish capitals are located on the country’s South coast.

202

Terms 1 - 3

All Units

Mock Exam

Study the table showing visitor arrivals and business growth in Negril from 1990–2020. Use it to answer items 25 - 26. Year

Visitor Arrivals (Thousands)

Number of Hotels

Tourism-Related Businesses

Employment in Tourism (Thousands)

1990

200

2000

500

120

2010

900

250

2020

1300

400

25. Based on the data, which factor has contributed the most to economic growth in Negril? (A) expansion of agricultural exports (B) growth in tourism and related industries (C) government subsidies to local businesses (D) development of housing for tourism employees 26. Which tourism-related business in Negril is mainly connected to the economy? (A) volunteer tour guides showing tourists around (B) community cultural performances for visitors (C) government-sponsored beach patrol services (D) operation of hotels and souvenir shops

203

Grade 4

Social Studies

27. Look at the relief map below. Which key correctly represents the features shown on the map?

(A)

(B)

(C)

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(D)

Terms 1 - 3

All Units

Mock Exam

Read the passage about Falmouth. Use it to answer item 28. Falmouth is the parish capital of a parish on Jamaica’s north coast. In the past, ships offloaded their cargo of enslaved people and departed the Jamaican shores with goods such as sugar and rum. The production of sugar declined in the 19th century, and the port of Falmouth was no longer a busy trading port. Two centuries later, Falmouth is home to a busy cruise ship pier that receives weekly tourists.

28. Which statement is best supported by this passage? (A) Falmouth was never an important trading port. (B) Falmouth’s economy has always been based on tourism. (C) Sugar production remains Falmouth’s main economic activity. (D) Falmouth’s economic activities have changed significantly over time. 29. A student wants to research what happened in Falmouth immediately after “the production of sugar declined.” Which sources would provide the most reliable historical information? (A) interviews with Falmouth’s mayor (B) newspaper archives (C) social media posts (D) tourism brochures 30. The Linstead Youth Group needs to select a Public Relations Officer (PRO) to represent them at community events and conferences. Which criteria would be most important for this role? (A) The person should have a pleasant appearance. (B) The person should be willing to volunteer for many hours. (C) The person should be the oldest member of the youth group. (D) The person should be good at communicating with different audiences.

205

Grade 4

Social Studies

Section 3: Items 31 – 40 31. Which scenario best represents deforestation? (A) a farmer cutting 20 trees for lumber and replanting replacements (B) a family cutting a pine tree from their property to use as a Christmas tree (C) the Forestry Department allowing a quota of trees to be harvested sustainably (D) community members clearing a forest area to create farmland without replanting Examine the photograph. Use it to answer item 32.

A seabird returns with its ocean harvest.

32. Which term best describes the relationship shown in the photograph? (A) deforestation

(B) interdependence

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(D) relationship

Terms 1 - 3

All Units

Mock Exam

Read the following paragraph. Use it to answer item 33. In the West Indies, the yellowing leaf of the breadfruit tree is brewed into tea and taken to reduce high blood pressure and relieve asthma. It is also believed that the tea helps control diabetes.

33. Which breadfruit plant use is described in the paragraph? (A) beautification (B) medicine

(D) shelter

Study the pictures showing how breadfruit tree bark is processed in Pacific Island cultures. Use it to answer item 34.

34. Based on the pictures, which statement about breadfruit tree bark is correct? (A) The bark can be used without any processing. (B) Only the outer brown is painted to make cloth. (C) The bark is only suitable for making paper products. (D) The bark is processed through a series of specific steps to create cloth.

207

Grade 4

Social Studies

Read the passage about breadfruit tree uses. Use it to answer item 35. In the Pacific Islands, the inner bark of the breadfruit tree is used to make a strong cord for building and fishing. The leaves are used as fans and as sandpaper for woodwork. They also use the leaves to wrap foods cooked in traditional earth ovens. The leaves may be used as bio-degradable plates.

35. A Jamaican community wants to reduce waste and promote sustainable practices. Based on the passage, which approach would be most effective? (A) avoid using plants entirely to prevent deforestation (B) import plastic products since they last longer than natural materials (C) focus only on recycling existing waste rather than finding alternatives (D) adopt traditional knowledge about plant uses to create biodegradable alternatives

208

Terms 1 - 3

All Units

Mock Exam

Study the world map showing the origins of common Jamaican plants. Use it to answer item 36.

36. Based on the map and your knowledge, which statement about plants in Jamaica is accurate? (A) Sugar cane, coconut, rice, and ginger came from Far Eastern countries. (B) Some fruits and spices used in Jamaica originated in South America. (C) All fruits and vegetables in Jamaica are native to the island. (D) Jamaican crops mainly came from Europe.

209

Grade 4

Social Studies

Study the diagram showing the carbon cycle and the role of trees. Use it to answer item 37.

37. Based on the diagram, which statement correctly explains how trees help combat climate change? (A) Trees prevent soil erosion by blocking rainfall. (B)

Trees absorb carbon dioxide during photosynthesis, removing this greenhouse gas from the atmosphere.

(C) Trees produce oxygen, which directly cools the Earth’s temperature. (D) Trees create shade that prevents sunlight from warming the Earth.

210

Terms 1 - 3

All Units

Mock Exam

Study the illustration showing earthworms in the soil. Use it to answer item 38.

38. Which statement about earthworms is best supported by the illustration and your knowledge? (A) Earthworms improve soil fertility and structure, benefiting farming. (B) Earthworms have no effect on the quality of produce from a farm. (C) Earthworms are more important than bees in the environment. (D) Earthworms are harmful to plant growth. 39. Which term refers to unwanted substances that can harm the environment when released? (A) pollution

(B) toxic waste

(D) waste disposal

40. Which three terms are commonly used as alternatives to the word “waste”? (A) biodegradables, chemicals, and plastics (B) compost, recyclables, and reusables (C) contaminants, pollutants, and toxins (D) garbage, rubbish, and trash

211

Grade 4

Social Studies

Cross-Term Synthesis:

Items 41 – 45

Read the passage about Treasure Beach and study the map provided, then answer items 41 – 45.

Treasure Beach is a coastal community in St. Elizabeth with a unique history and environment. The area was settled by the Tainos, who used its natural resources for food, shelter, and tools. Later, European settlers established farms and fishing operations. Today, Treasure Beach is known for its community-based tourism, where visitors stay in small guesthouses owned by residents rather than large hotels. The community faces several challenges: 1. Beach erosion due to climate change 2. Maintaining cultural traditions while developing tourism 3. Waste management issues during the high tourist season 4. Balancing fishing and farming with tourism activities

Map of Treasure Beach

Showing Key Environmental and Cultural Features

Cliffside Cove Villa

’s

Treasure Beach Sports Park

Treasure Beach Tourist Information

Post Office

ea tP ed ro

Calabash Guest House & Cottages

Key Beach Forest Wetland

m an

s B

Pon d

ay Roa d at B G re

Jack Sprat Restaurant & Bar

The Seaweed Villa

41. Based on the passage, which approach would best help Treasure Beach preserve its cultural heritage while supporting economic development? (A) building large, all-inclusive resorts to attract more tourists (B) prohibiting tourism from focusing exclusively on traditional fishing and farming (C) developing cultural tourism experiences that showcase local traditions and history (D) relocating residents away from the coast to prevent dealing with erosion

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Terms 1 - 3

All Units

Mock Exam

42. The Treasure Beach Community Association wants to address waste management issues. Which solution draws on traditional knowledge while addressing environmental concerns? (A) shipping all waste to the capital city for processing (B) using chemicals to decompose waste materials quickly (C) banning tourists during peak seasons to reduce waste generation (D) creating a community composting program based on traditional farming methods 43. The map shows less than one-tenth of the restaurants, guest houses, and hotels located within Treasure Beach. Many of these were established during the past 20 years. Which of these conclusions may be drawn? (A) Coastal location has no impact on economic activities. (B) Geography only affects agricultural activities, not tourism. (C) Inland communities always have more economic opportunities than coastal ones. (D) The community’s location has allowed it to develop diverse economic activities, including fishing, farming, and tourism.

44. Which Jamaican national hero’s philosophy would best guide Treasure Beach in developing sustainable community tourism? (A) Paul Bogle’s strategy of armed resistance (B) Nanny of the Maroons’ tactics of guerrilla warfare (C) Sam Sharpe’s approach to confronting authority figures (D) Marcus Garvey’s emphasis on self-reliance and economic independence 45. Treasure Beach elders have documented local fishing, farming, and food preparation traditions. Which statement best explains how these traditions represent the interaction between cultural heritage, geography, and environmental sustainability? (A) Traditional practices developed in isolation from environmental conditions. (B) Local traditions evolved as adaptations to the specific environment while reflecting cultural values from different ethnic influences. (C) Modern practices are always more sustainable than traditional ones. (D) Cultural practices have no relationship to geography or the environment.

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ALL UNITS

ANSWER KEYS

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Test 1 - 9

Answer Keys

Test 1 1.

European

Indigenous Peoples are the original inhabitants of a region before colonisation or outside influence. Example: The Tainos and Kalinagos were Indigenous Peoples of the Caribbean.

Inhabitants are people who live in a particular place, whether temporarily or permanently. Example: The inhabitants of Jamaica include people of African, European, and Indian descent.

Migration is the movement of people from one place to another, often for work, better living conditions, or safety. Example: Many Caribbean people migrated to the United Kingdom after World War II for job opportunities.

I agree with neither of them because the statement on the board is incorrect OR I agree with Mavis: Tainos are indigenous however the Europeans did not settle immediately.

The Tainos were the Indigenous People of Jamaica, but the Europeans were not. Indigenous Peoples are the original inhabitants of a place before outsiders arrived. The Europeans came later and settled in Jamaica, but they were not indigenous.

4. 5.

b. Asian

c. Amerindian

Agree: a Disagree: b + c a.

Draw a box around the northern region of South America, specifically around the area near the Orinoco River Basin, which includes parts of present-day Venezuela and Guyana.

Venezuela.

White Marl (St. Catherine) Guanaboa Vale (St. Catherine) Bluefields (Westmoreland), Little River (St. Ann), Portland Ridge (Clarendon) and Halberstadt (St. Andrew) are some other sites; these are not on the map.

Need: a + c + f Want: b + d + e + g

Randy should consider if internet access is essential for survival. While it helps with communication and information, it is not necessary for basic survival, so it is a want.

Randy should think about whether shoes are necessary for protection and daily activities. Shoes are essential for comfort and protection, especially in harsh environments, making them a need.

Supported: b + f + h Not Supported: a + c + d + e + g

215

Grade 4 10. a.

11.

Social Studies

One basic need satisfied from the activities described is food.

Two other basic needs the Tainos had could be shelter and clothing.

The Amerindians likely cultivated crops like manioc, beans, and potatoes because they were well-suited to the Caribbean climate and provided the nutrition they needed. Callaloo, spinach, kale, and cabbage may not have thrived in the same conditions.

Food: dried produce, fruit orchards, hooks, raised plots, spears, shellfish

Shelter: hammocks

Clothing: animal skins, barks, cotton, palm leaves, stones

12. a.

Defence: The Tainos used certain trees and plants to make weapons like spears and shields for protection and defence.

Medicine: They used medicinal plants to treat illnesses and wounds, making use of the natural remedies available in their environment.

Transportation: The Tainos crafted canoes from trees to travel across rivers and seas, enabling easy movement between islands.

13. a. b.

drums, rattle, and zemis Any two such as: i. Drums were used in religious ceremonies to communicate with spirits and gods during rituals and festivals. ii. Zemis were carved idols that represented gods or ancestors and were used in religious worship and ceremonies. iii. Rattles were used in religious rituals to create sound, believed to help invoke the presence of deities and spirits during ceremonies.

14. a.

hammock

b. bammy

c. cassava

d. barbacoa

e. hurricanes

15. a.

The Tainos introduced cassava, which remains a staple in Jamaican cuisine today, commonly used to make dishes like bammy and cassava bread. OR The method of cooking called barbacoa, which involves cooking meat over an open fire, has influenced jerk cooking, a popular style of preparing food in Jamaica today.

The Tainos also used drums and rattles during religious ceremonies to create rhythms believed to connect with spirits or deities in their worship rituals. Some religious groups, such as the Pentecostals, utilise drums and rattles in their worship services today.

The use of palm leaves for roofing, a practice originally from the Tainos, continues to influence modern sustainable building practices in Jamaica, particularly in ecofriendly or heritage-style homes. The Tainos influenced Jamaican shelter through the construction of bohios, traditional thatched houses, which can still be seen in some rural areas or cultural heritage sites today.

216

Terms 1 - 3 16. a.

All Units

Answer Keys

Two resources identified as food sources in the paragraph are trees and plants.

The writer means that the natural environment provided an abundance of resources, and the Tainos had everything they needed for survival in their surroundings.

The Tainos show respect for their food sources and the forces of nature through ceremonies that honoured these resources and the natural forces like climate, season, and weather.

17. The Tainos took care of the environment by only taking what they needed. For example, they took food, materials for shelter, and tools, but they did not take too much. This way, the land could continue to provide for them. They were careful not to waste natural resources, which helped keep the environment healthy. By using only what was needed, they ensured that the land could keep giving them what they required to survive. 18. a. b. c.

19. a.

i. bone ii. metal Modern fishing hooks are better because they are stronger and more durable, allowing fishermen to catch bigger fish without the hook breaking. i. The modern hook might change the way I fish because it would be easier to catch bigger fish, and I would not need to replace it as often. ii. I would prefer to use a modern hook because it is made from stronger materials and would likely last longer, making fishing more efficient. The Tainos used wood to make their canoes.

One advantage of using a modern fishing boat instead of a Taino canoe is that the modern boat can hold more people and supplies, making it easier to go on longer fishing trips and catch more fish.

I would prefer to use a modern fishing boat because: i. It is faster and can carry more fish, making trips more efficient. ii. It is safer because modern boats are more stable and can handle rough seas better than a Taino canoe.

20. a.

Modern devices for picking fruit, such as fruit pickers or harvesters, are usually mechanical, which makes the process faster and less tiring. In contrast, the Tainos used basic tools like sticks or their hands to pick fruit, which required more effort and time. i. Images will vary; most may involve an object attached to a stick. ii. The tool would be a long stick with a hook or basket attached at the end, allowing the user to reach higher fruit without needing to climb the tree.

i. Similarity: Both past and modern methods aim to pick fruit from trees, allowing farmers to harvest fruit. ii. Difference: Modern devices are mechanical and allow workers to pick fruit more quickly and from greater heights, while past methods required more manual effort and were slower.

I would choose a modern fruit picker because: i. It is faster and more efficient, allowing me to harvest more fruit in less time. ii. It reduces the need for physical effort, making the work less tiring.

217

Grade 4

Social Studies

Test 2 1.

i. Culture is the way people live, what they believe, and the things they do. It includes things like food, clothing, music, and traditions. ii. The Tainos used plants and trees to make food, clothing, and shelter. This shows how their culture was based on using the things around them to meet their needs.

i. Heritage is the special things and traditions that are passed down from one generation to the next, like family customs and old stories. ii. The Tainos used fishing hooks and canoes passed down from their ancestors. This shows how their heritage helped them live and survive.

ancestors, ethnic group; b. heritage, customs 4.

custom ; b. ethnic group ; c. ancestors ; d..heritage ; e. culture

9. a. East Indian, Spanish, African b. British, Chinese

218

Terms 1 - 3 10. a. b.

All Units

Answer Keys

Jamaica, Grenada, Trinidad and Tobago Jamaica, Saint Lucia, Dominica

11.

12.

13.

Supported: a + b + c Not Supported: d

14. a.

One method the Tainos used to preserve food was using spices, tools, and implements to preserve the flesh of animals.

The Tainos’ food preservation methods, such as drying and seasoning meat, have influenced food preparation today by inspiring techniques like jerking, which uses spices and slow cooking over pimento wood to add flavour and preserve meat.

One food tradition from the past that remains important in Caribbean culture is making cassava bread. This tradition is important because it connects people to their heritage, provides a gluten-free food option, and supports local farming and small businesses.

15. Supported: c + e Not Supported: a + b + d + f 16. a.

One way culture is preserved in the passage is through the teaching of traditional folk dances at the Edna Manley College for the Visual and Performing Arts.

These activities help preserve culture by allowing people to showcase and practise traditional skills such as folk dancing, cooking, and speaking, keeping them alive for future generations.

One method of preserving culture in the Caribbean is through storytelling and oral traditions. This is important because it passes down history, values, and customs in a way that connects generations and keeps cultural practices alive.

219

Grade 4

Social Studies

17. Jamaica, Trinidad and Tobago, Barbados 18. a.

i. Through storytelling, as shown by Miss Lou and Amina Blackwood-Meeks. ii. By wearing clothing that shows cultural identity during performances.

19. a. b.

Storytelling helps preserve culture by passing down traditions, history, and values through generations. It keeps cultural narratives alive in a way that connects people to their heritage. ii. Wearing cultural clothing during performances helps preserve culture by visually representing Jamaican identity and traditions, allowing others to appreciate and understand the cultural significance of these items. Through music: Caribbean music genres like reggae, calypso, and Soca preserve the culture by sharing stories, values, and traditions through lyrics and rhythm. ii. Through festivals and celebrations: Events like Carnival in Trinidad and Tobago, Crop Over in Barbados, and Jamaica’s Grand Gala help preserve culture by bringing communities together to celebrate traditional music, dance, and food, keeping customs alive. Agree: ii, iii, and v Disagree: i and iv i. CARIFESTA is a new way of preserving Caribbean culture. This statement is incorrect because CARIFESTA has been held multiple times since 1972, making it an established event for preserving culture, not a new one. iv. CARIFESTA only focuses on traditional forms of Caribbean culture. This statement is incorrect because CARIFESTA includes various forms of culture, such as animation, fashion, entertainment, visual arts, and craft, in addition to traditional forms like singing, dancing, and drama.

20. Responses will vary.

220

Terms 1 - 3

All Units

Answer Keys

Test 3 1.

Both nation builder and hero are acceptable.

A nation builder is someone who helps to improve and strengthen a country, making it better for everyone.

The person described is Norman Manley, a Jamaican national hero.

Person X should be a national hero because he worked hard to make Jamaica stronger. He helped lead the country to self-government and independence. He was also a scholar, athlete, and soldier who did a lot for Jamaica’s future.

Unsung hero

b. Responses will vary.

Caring She helped to keep older adults’ homes clean. She ran errands for them. She transported them to the clinic or hospital.

Selfless She did all this for more than 30 years without asking for donations. She went without food many days so that others would have a meal. She continued helping others even without recognition.

Carrie Fisher was a kind and selfless person, but she may not qualify as a national heroine because her efforts mainly helped her local community rather than the entire nation. The passage states that she worked within her community for over 30 years, but there is no mention of her leading national movements or making changes that affected the whole country. While she made a big difference in people’s lives, national heroes are usually recognised for contributions that shape the entire country’s future.

Robyn “Rihanna” Fenty should be excluded from the shortlist because she is not a Jamaican citizen. The criteria clearly state that the honour of the Order of National Hero may only be given to someone born in Jamaica or who was a Jamaican citizen at the time of their death. Rihanna, however, is a Bajan national, meaning she does not meet this requirement. While she is a globally influential artist and philanthropist, her contributions have primarily benefited Barbados rather than Jamaica. Adijah “Vybz Kartel” Palmer should be excluded from the shortlist because his actions do not set a good example for Jamaica. A national hero should be someone who has helped the country in a big way and is respected for their good choices. Even though Vybz Kartel is a famous musician, he has been in trouble with the law, which does not match the high honour of a national hero. National heroes should inspire people to do their best and bring positive change to Jamaica.

221

Grade 4 7.

Social Studies

Miss Lou should be selected as a heroine because she played an important role in preserving and celebrating Jamaican culture. She wrote and performed poetry, folk songs, and stories in Jamaican Patois, helping people to see the value of their own language. Her work made it clear that Patois is not just a way of speaking but also a valid form of literary expression. She also helped bring Jamaican culture to a wider audience through television, films, and books. Because of her efforts, Patois is now recognised as a “nation language.” Her impact on Jamaican identity and pride makes her a deserving candidate for the honour of a national heroine.

8. 9.

Marcus Mosiah Garvey

c. Paul Bogle

Alexander Bustamante

d. George William Gordon

Nanny of the Maroons

c. 1982

Samuel Sharpe

10. a.

11.

George William Gordon

d. Samuel Sharpe

Paul Bogle

e. Queen Nanny

Marcus Garvey

f. Alexander Bustamante

The national hero born William Clarke in Blenheim, Hanover, on February 24, 1884, is Alexander Bustamante.

Alexander Bustamante wrote many letters to newspapers between 1934 and 1938, highlighting the poor social conditions of Jamaica. He demanded better treatment for poor and underprivileged people and led protests in Kingston, which included strikes by angry workers.

Alexander Bustamante helped make life better for Jamaican workers. He led protests and helped create trade unions to fight for workers’ rights. In 1943, he started the Jamaica Labour Party (JLP), which helped bring political change. In 1962, he became Jamaica’s first Prime Minister, helping to shape the country’s future.

12. a.

Caring He wrote letters to the newspaper highlighting the poor social conditions in Jamaica. He demanded better treatment for poor and underprivileged people. He organised labour movements to improve workers’ lives.

Courageous He spoke out against unfair treatment despite the dangers. He led protests and strikes to demand better conditions. He launched a political party to continue fighting for workers’ rights.

Selfless He led protests to fight for workers’ rights despite the risks. He was arrested and jailed for standing up for the people. He continued his work even after spending 17 months in detention.

13. Agree: b + c + e Disagree: a + d + f + g

222

Terms 1 - 3

All Units

Answer Keys

14. Agree: a + b + e + g Disagree: c + d + f 15. Responses will vary. 16. Responses will vary. 17. Any four from this non-exhaustive list: Ways Currently Used heritage sites

Specific Examples Nanny Falls, a natural attraction in Moore Town, Portland, named in honour of Nanny of the Maroons

monuments

Edna Manley’s statue of Paul Bogle mounted outside the Morant Bay Courthouse

national awards and honours public infrastructure

Order of Jamaica, the fifth-highest honour in the Jamaican honours system Bustamante Hospital for Children – The only paediatric hospital in the Caribbean, located in Kingston

place names

Nanny Town, Nannyville Gardens, Sam Sharpe Square

18. a.

i. Alexander Bustamante Highway (Clarendon) aka the May Pen Bypass ii. Marcus Garvey Drive (Kingston) iii. Norman Manley Boulevard (Negril) iv. Sam Sharpe Square (St. James)

i. Marcus Garvey Technical High School (St. Ann) ii. Norman Manley High School, Norman Manley Law School (St. Andrew) iii. Paul Bogle High School (St. Thomas) iv. Sam Sharpe Teachers’ College (St. James)

i. Norman Manley International Airport (Kingston) ii. Port Bustamante (Kingston)

Answers will vary.

Shelly-Ann Fraser-Pryce

Monty Alexander shared Jamaican music all over the world, and Shelly-Ann Fraser-Pryce did well in athletics on the global stage.

It is a special day to celebrate great Jamaicans. The awardees, like our heroes, have made Jamaica proud.

People may work harder to achieve their dreams. They may want to do good things for Jamaica too.

19.

223

Grade 4 20. a.

Social Studies Recognising individuals, such as the 78 members of the uniformed groups, is important because it acknowledges their meaningful contributions to national life. By awarding the Medal of Honour for Meritorious Service, the Government of Jamaica appreciates these individuals’ dedication and hard work, who have significantly impacted the country’s development and well-being. Recognising the 78 members of the uniformed groups might inspire other Jamaicans by showing them that hard work and dedication to serving the country are important. Seeing people honoured for their service can motivate others to contribute positively to their communities and work towards making Jamaica a better place.

Test 4 1.

A+D

11.

A+C

21.

B+D

A+C

12.

A+B

22.

C+D

A+C

13.

B+D

23.

B+D

14.

24.

C+D

B+D

15.

B+C

25.

B+C

B+D

16.

B+D

26.

A+C

B+D

17.

B+D

27.

A+D

B+D

18.

C+D

28.

B+D

C+D

19.

B+D

29.

A+C

10.

A+C

20.

A+B

30.

B+D

Test 5 1. 2.

a. highland

c. plateau

e. hill

b. plain

d. valley

f. lowland

g. mountain

a. Physical features are natural things we see on the Earth’s surface, like mountains, rivers, and oceans. Physical features also include things like forests and deserts. b. Cardinal points are the four main directions on a compass: North (N), South (S), East (E), and West (W). They help us find our way and understand where places are located.

a. river b. The river is a long stretch of moving water you can hear as it flows over rocks and across the land. You might feel a cool breeze coming from the direction of the river. The water flows steadily, making soft sounds as it moves. The river banks are lined with grass and trees, and you can feel the ground changing from hard to soft as you get closer to the water.

224

Terms 1 - 3

All Units

plains, highland, lowland

Agriculture: use bamboo to channel water to irrigate crops

Answer Keys

Domestic: use buckets to fetch water to prepare meals and do domestic tasks; bathe in secluded parts of the river Leisure: tubing, rafting 6.

i. hill ii. valley

The hill is a raised area of land, typically with a rounded top, and may be covered in vegetation. ii. The valley is a low area of land between hills or mountains, often with a river running through it.

Pedro Plains

The Plain of Vere

Blue Mountain Range

Jacks Hill/Liguanea Plains

Plantain Garden River Valley

i. Atlantic Ocean ii. Caribbean Sea

Cuba

Mexico

Trinidad and Tobago

river in the parish: c river along the parish border: a + g plain: c + e + f

10. Parish

Name of the Plain

Location of the Plain in relation to the centre of the island

St. Catherine

Rio Cobre and St. Dorothy Plains

South East (SE)

ii.

Clarendon

The Plain of Vere

South (S)

iii.

St. Elizabeth

The Pedro Plain

South West (SW)

iv.

Westmoreland

George’s Plain

West (W)

225

Grade 4

Social Studies

Test 6 1.

Cornwall

Hanover, St. James, and Trelawny

i. May Pen ii. St. Ann’s Bay iii. Port Maria

i. Manchester ii. St. Catherine iii. Portland

Kingston, St. Andrew, St. Thomas, and Portland

Westmoreland and St. Elizabeth

i. Cornwall ii. Middlesex iii. Surrey

i. Lucea ii. St. Ann’s Bay iii. Half-Way-Tree

The country’s western county has five parishes, this is one more than the eastern county.

1) Sevilla la Nueva (New Seville), 2) Villa de la Vega (later Santiago de la Vega then Spanish Town), 3) Kingston

Spanish Town was replaced as the capital because Kingston had a better harbour for trade, was less prone to flooding, and had more room for expansion.

A new capital should: • Be easy to reach from different parts of the country. • Be safe from hurricanes, floods, and earthquakes. • Have enough space for buildings, houses, and roads. • Have hospitals, schools, and other important services. • Help businesses and jobs to grow.

Sevilla Nueva

b. Spanish Town

1509, 1534

b. 1655

c. Kingston

226

Terms 1 - 3

All Units

Answer Keys

Country capital: a + b Parish capital: a + b + c + d + g + h Major town: a + b + g + h

Morant Bay

Old Harbour

Parish capitals are the main administrative areas of a parish and can have different population sizes. Large towns, like May Pen, are busy centres for business and daily life, often with larger populations. For example, Spanish Town, the capital of St. Catherine, has 147,152 people, while May Pen has 61,548. Large towns focus on commerce, while parish capitals mainly deal with government.

10. a. b.

11.

True: ii + iii + iv + v False: i St. Thomas is the parish with the smallest population in Jamaica. This is false because St. Thomas does not have the smallest population; it is one of the smaller parishes, but other parishes like Clarendon and Westmoreland have smaller populations. ii. The population of Spanish Town is larger than the populations of May Pen, Mandeville, and Old Harbour combined. This is false because the combined population of May Pen, Mandeville, and Old Harbour is larger than that of Spanish Town. i.

Any two such as: i. A large residential development called “Independence City” was built. ii. Many new housing developments, such as Greater Portmore and Marine Park, were added. iii. A large residential development called “Independence City” was built. iv. Many new housing developments, such as Greater Portmore and Marine Park, were added. v. The population increased rapidly between 1980 and 2010. vi. More land was used for housing instead of farming.

As more people moved to Portmore, more buildings and services were needed. The Urban Development Corporation helped build schools, police stations, post offices, a library, and medical centres to support the growing community.

If the population keeps growing, more homes, schools, and businesses may be built. Roads and public transport may need to be improved, and new services could be added to support the people living there.

227

Grade 4

Social Studies

12. a.

i. It was an important town for farming. ii. It helped supply food and other goods to the parish.

i. It will grow if more businesses, roads, and schools are built. ii. tourism, farming, and the new airport iii. More people will visit, live, and work in the town, making it larger.

Little London has farms that provide food and other products, which help the town grow. ii. Because it is close to Negril, more businesses and visitors have come to the town, helping it develop. An airport would bring more people (construction workers, airport employees, service providers, airline crew, stayover visitors) to Little London. ii. New businesses, hotels, and jobs could be created, making the town larger. iii. The town might get better roads, schools, and a hospital as it grows.

13. A courthouse is likely found in a country capital, parish capital, and major town because: • Accessibility - These places are easier for people to reach • Population - More people live in these areas • Convenience - People don’t have to travel far for court services • Central location - They can serve many communities nearby • Resources - Bigger towns have the money and staff for courts 14. a.

i. Kingston ii. Montego Bay

i. Port of Rio Bueno (Rio Bueno, Trelawny) ii. Old Harbour (Port Esquivel, St. Catherine) iii. Port Rhoades (Discovery Bay, St. Ann) Note: While Alligator Pond, St. Elizabeth is the home to Port Kaiser, it is not a major town. Similarly, Rocky Point in Clarendon, a fishing village, is home to the Rocky Point Port from which alumina is exported.

Ocho Rios Note: While Port Royal has a cruise ship port, it is not a major town.

d. e.

i. Falmouth ii. Montego Bay Any two: May Pen, Mandeville, or Spanish Town

15. Supported: d + g Not Supported: a + b + c + e + f

228

Terms 1 - 3

All Units

Answer Keys

Test 7 1.

i. government ii. citizen

Mrs. Lee follows the rules because she understands her role as a citizen and knows she must obey the government’s decisions, even if she disagrees.

Students must analyse the role of a leader and construct a response that explains the importance of rules in keeping order, safety, or fairness in a community.

citizens

c. leader

democracy

d. community

e. rules

Exemplar sentences: i. Citizens & Democracy – In a democracy, citizens vote to choose their leaders. ii. Community & Leader –The mayor of Spanish Town is a member of the Green Acres community; she is the St. Catherine Parish Council’s leader. iii. Citizens & Government – The citizens of the island of Jamaica elect their government once every four years. iv. Democracy & Rules – In a democracy, members of government contribute to making the rules which govern the society. v. Government & Rules – The government makes rules to keep people safe and organised. vi. Government & Rules –The local government announced new rules regulating traffic flow in the town square. vii. Leader & Community – The pastor, as a leader in the community, led members of his congregation in a peaceful protest. viii. Leader & Government – A leader in the government makes important decisions for the country. ix. Rules & Community – Rules help a community stay clean and peaceful.

Teacher’s Guideline for Reviewing Student Responses • Look for responses demonstrating an understanding of leadership qualities such as responsibility, fairness, safety, guidance, and leading by example. • Students should identify two characteristics that make the person a leader based on the narrative (e.g., setting rules, ensuring safety, being honest). • Responses should be clear and specific, with each sentence addressing one quality or action that makes the person a leader in the home. • Ensure that students explain how the person demonstrates leadership, not just a general statement.

Agree: a + b + c + d Disagree: e + f + g

229

Grade 4 6.

Social Studies

Eja has all the qualities needed for the role of class leader. She is very honest, eager to help others, and listens when others are speaking. These qualities show that she is willing to serve others, encouraging, and honest, making her the best choice for class leader. Teacher’s Guideline for Reviewing Student Responses The teacher should look for the following in students’ responses: •

•

Identification of key qualities: Students should recognise that honesty, willingness to serve others, and being encouraging are key qualities for the class leader. Clear explanation: Students should provide a clear explanation for why they selected Eja, focusing on the qualities she possesses (honesty, helpfulness, good listening skills) that align with the role of a class leader. Comparison to others: Students may briefly compare Eja with the other students, mentioning how others may lack one or more of the qualities needed for the position (e.g., dishonesty or laughing at others’ mistakes). Concise reasoning: The response should be straightforward and demonstrate an understanding of what makes a good leader.

The teacher should look for logical reasoning based on the qualities mentioned in the narrative. 7.

Teacher’s Guideline for Reviewing Student Responses • •

• • 8.

Teacher’s Guideline for Reviewing Student Responses • • •

Identify the Principal as the good leader: Students should recognise that the principal shows responsibility, good decision-making, calmness, and respect. Explanation with examples: Students should explain why the principal is a good leader, referencing qualities such as staying calm, focusing on the needs of others, and trying to resolve conflicts. Contrast with the chairman: Students may point out the chairman’s lack of calm, refusal to listen, and ignoring others’ opinions. Clear, focused reasoning: Responses should be logical and support the choice of the principal based on the qualities listed.

Correct organisational structure: The chart should show the mayor at the top, with councillors listed below. Clear layout: The councillors should be shown beneath the mayor, either as individual members or grouped by committees if applicable. Neatness and clarity: The chart should be simple, neat, and easy to understand, reflecting the relationship between the mayor and the councillors.

elected officials

d. principals

activists

e. volunteers

religious leaders

230

Terms 1 - 3

All Units

Answer Keys

10. Agree: a + b + d + e + g Disagree: c + f 11.

c. Leaders do not manage personal businesses for community members; that is the responsibility of the business owners themselves. f. Leaders do not decide how people should spend their personal money; that is a personal choice for each individual.

12. Agree: a + b + c + g Disagree: d + e + f 13. d. A good leader does not blame others when something goes wrong. Instead, they take responsibility and work to fix the problem. e. Good leadership is not about showing you are in charge. It is about guiding and supporting others to achieve success together. f. Leaders should not select political candidates for local elections. This is usually the job of voters and election bodies, not business leaders. 14. a. b.

hard-working and selfless “Milanne collected donations of food, clothes, and toiletries for poor people in her community.” and “Milanne established the Halcyon Campbell Foundation to help others.” i. No ii. Reasons • Milanne has been helping people in her community from a young age, starting when she was only five. • She took the initiative to collect donations and later established a foundation to help others, showing leadership skills.

15. Desirable Qualities: a + b + d + e + f Undesirable Qualities: c + g

Test 8 1.

A+B

11.

A+B

21.

A+B

12.

A+B

22. A + D

A+B

13.

B+C

23. B + C

B+D

14.

B+C

24. B + C

A+B

15.

C+D

25. C + D

A+C

16.

A+C

26. A, C + D

B+D

17.

B+C

27.

A+B

18.

A+B

28. A + D

C+D

19.

B+D

29. B + D

10.

B+D

20. A + D

30. C + D

231

A+C

B+C

Grade 4

Social Studies

Test 9 1.

wind vane

b. anemometer

howling

d. strong breeze

gusty

e. stormy

calm

f. gentle breeze

wind, sunshine, rain, temperature, cloud cover

a. b.

c. meteorologist

i. wind ii. sunshine iii. rain iv. cloud cover v. temperature C. i. 36 degrees Celsius ii. Days 2 and 6 iii. 34.3 degrees Celsius

6 days

Six weather forecasts

Thursday + Friday

Tuesday + Wednesday

Accept reasonable responses that use evidence from the forecast. Examples: Yes - sunny day, no rain predicted; No - too hot, chance of rain, etc.

Accept reasonable comparison with explanation based on forecast data

Either answer acceptable with appropriate reasoning

Accept evidence-based reasons such as: clear skies suggest no rain; dark clouds visible in distance; weather forecast predicted rain, etc.

Any three such as: lower electric bills, renewable energy/environmentally friendly, consistent supply of water for irrigation, access to water for household use, reduces dependence on public utilities, sustainable source of energy

Supported: c + d Not Supported: a + b

10. Supported: c + e Not Supported: a + b +d 11.

a. Source 1: iv + v + vi Source 2: i + ii Neither Sources: iii b. Any two benefits such as: environmentally friendly/renewable energy, no cost after initial setup, works where electricity is unavailable, preserves nutrients in food, allows food preservation without refrigeration

232

Terms 1 - 3

All Units

Answer Keys

12. Any two strategies such as: wearing sunscreen, wearing protective clothing (hat, long sleeves), staying in the shade, avoiding being outside during peak sun hours, using an umbrella 13. a. b.

Any two effects such as: flooding, landslides, damage to crops, water damage to homes, disruption of transport, soil erosion Any two strategies such as: cleaning gutters, reinforcing roofs, building proper drainage, sandbagging, moving valuable items to higher ground

14. a.

Any two impacts on farmers such as: damage to crops, flooding of fields, soil erosion, inability to work outdoors, need to harvest early ii. Any two impacts on fishermen such as: unable to go fishing, damage to boats, rough seas, need to secure boats, risk of injury

Any two effects such as: plants uprooted, stems broken, flooding of flower beds, loss of blooms, soil erosion

Any two strategies such as: covering plants, moving potted plants indoors, creating windbreaks, reinforcing supports, harvesting flowers early

15. a.

Houses on stilts are designed to protect against flooding; they allow water to flow underneath without damaging the living areas during heavy rains or floods ii. White-painted roofs reflect sunlight and heat, keeping houses cooler in hot, sunny climates; this reduces indoor temperatures and the need for cooling

Any three relevant features with explanations such as: houses on slopes to prevent flooding, overhanging roofs for shade and rain protection, rainwater harvesting systems, reinforced roofs for strong winds, proper drainage systems, windresistant designs, solar panels for sustainable energy, reflective roofing materials, etc.

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Grade 4

Social Studies

Test 10 1.

spherical

c. planet

Solar System

d. orbit

atmosphere

c. Solar System

e. orbit

Sun

d. Earth

f. oxygen

Venus and Mars

b. Mercury

c. Mercury, Venus, Earth, Mars

True: c + d False: a + b

6. 7.

e. habitable zone g. space

Mercury

Mercury, Venus, Mars (in any order)

Jupiter, Saturn

i. Earth is shaped like a ball (or sphere). ii. This shape is called spherical.

C. When ships sail away, they disappear from the bottom first, which could only happen if the Earth is curved/round. (C) During a lunar eclipse, Earth’s shadow on the Moon is always round, which shows Earth is round. (C) Photographs taken from space show that Earth is round from all angles.

Accept reasonable answers such as: people could only see a small part of Earth at once; the land looks flat when standing on it; they didn’t have technology to see from space; they couldn’t travel far enough to notice the curve, etc.

All checked EXCEPT a

a. b.

i. nitrogen ii. oxygen (or carbon dioxide) Any two: keeps Earth warm enough for life; protects from harmful radiation; protects from space objects like meteors

234

Terms 1 - 3 10. a.

11.

All Units

Answer Keys

Earth: a + b + d Mars: c

Accept reasonable answers such as: seeing what other planets lack helps us appreciate what Earth has; comparing planets shows what features are needed for life; understanding what makes planets different helps explain why Earth is special.

Any two differences such as: Earth has water/oceans; Earth has plants/green areas; Earth has clouds/atmosphere; Earth has blue and green colours while the other planet is mostly one colour, etc.

Any two reasons such as: Earth has water; Earth has the right temperature; Earth has oxygen; Earth has a protective atmosphere; Earth is the right distance from the Sun, etc.

12. a.

partly

The data partly supports Sam’s hypothesis because Earth and Mars follow the pattern (Earth is closer and warmer than Mars), but Venus breaks the pattern by being hotter than Mercury even though it’s farther from the Sun.

B (Venus has a thick atmosphere that traps heat)

13.

True: a + d + e False: b + c

14. a.

Accept reasonable features such as: oxygen/air supply system; water supply; temperature control system; gravity system; radiation protection; growing plants for food and oxygen, etc.

Accept explanations that connect each feature to human survival needs, such as: humans need oxygen to breathe; humans need water to drink and stay clean; humans need protection from space radiation; humans need the right temperature to survive, etc.

15. a.

70% or seven-tenths or between two-thirds and three-quarters or approx. twothirds

Any three from: oceans, lakes, rivers, ice caps, underground

Accept reasonable answers such as: plants need water to grow; animals need water to drink; humans need water to survive; water helps transport nutrients in living things; water helps regulate temperature, etc.

16. Poster should include: a drawing of Earth showing features like water, land, atmosphere; three valid reasons why Earth supports life; and at least one valid comparison with another planet. Assess based on accuracy of information, completeness, and creativity.

235

Grade 4

Social Studies

Test 11 1.

Any two: 1) Forests produce oxygen that humans breathe, 2) Forests help prevent floods by holding rainwater in the soil, 3) Forests provide homes for plants and animals

plants

oxygen

carbon dioxide

stem - used to make spices like cinnamon; Any reasonable additional use such as: supports the plant, transports water and nutrients

fruits - used to make drinks like orange juice; Any reasonable additional use such as: eaten as food, used to make jam

leaves - used to make tea like mint tea; Any reasonable additional use such as: used in cooking, used for wrapping food

Seeds - used to grow new plants; Any reasonable additional use such as: eaten as food, pressed for oil

flowers - used to make honey; Any reasonable additional use such as: used for decoration, used in perfumes

Can: a + b + c + e Cannot: d

Any two products that can be made from cotton with reasonable explanations of processing methods. Example: T-shirts - Cotton bolls are harvested, cleaned, seeds removed, fibres spun into thread, then woven into fabric for clothing. Cooking oil - Cotton seeds are crushed and pressed to extract oil which is then filtered and processed.

Clothing: a + c Medicine: d Food: b + d Shelter: a + b

Three ways (roasted, boiled, fried)

Responses will vary but should include: 1) Choice of ripeness stage with justification, 2) Method of preparation, 3) Nutritionally balanced accompanying foods, 4) Explanation of nutritional value and appeal to children

True: a + b + c False: d

Three parts with explanations: 1) Wood - valuable for smoking meat, giving special flavour to jerk cooking, 2) Leaves - used to wrap meat during cooking, 3) Berries/allspice - used as a spice in cooking and for medicine

Any two explained: 1) Destroys animal habitats - animals lose their homes, 2) Causes soil erosion - without tree roots, soil washes away, 3) Leads to flooding - trees help absorb rainwater, 4) Reduces oxygen production - fewer trees means less oxygen

10. Natural: a + c + e Man-made: b + d

236

Terms 1 - 3 11.

river

c. soil

forest

d. trees

All Units

Answer Keys

c. air

12. Not Supported: a + b Supported: c + d 13. Any two from: 1) They plant new trees where forests have been cut down, 2) They teach people about the importance of forests, 3) They have created special areas where people can visit and learn about forest plants and animals 14. a.

Any three of: oxygen, food, medicine, clothing, shelter

Any two of: protecting forests, planting trees, preventing pollution

Responses will vary.

15. Responses will vary but should include for each plant: name, useful parts, benefits to school, and growing requirements. Examples might include: vegetable plants (tomatoes, peppers), herbs (mint, basil), flowering plants (marigolds, sunflowers), or trees (fruit trees, shade trees)

Test 12 1.

Pollution is harmful substances that damage the environment or make it dirty.

Waste is unwanted materials that people throw away after using them.

Waste disposal is the way we get rid of our rubbish properly.

i. reduce ii. reuse iii. recycle

i. recycle ii. reduce iii. reuse

Pollution is when people throw rubbish on the ground instead of in bins, making the environment dirty or harmful.

Air pollution: a + f Land pollution: b Water pollution: c + e Noise pollution: d + g

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Grade 4 5.

Social Studies

Air pollution

Water pollution

Land pollution

Noise pollution

Any three of: 1) People dumping trash along roadside, 2) Old furniture being thrown away, 3) Construction waste dumping, 4) Empty pesticide containers left in fields

Not a Cause of Land Pollution: a + d Cause of Land Pollution: b + c + e

green bin: D (kitchen waste)

black bin: A, F (broken glass, broken clay pottery)

blue bin: B, C, E (empty soda bottle, metal cans, old newspapers)

organic matter: leftover fries, ketchup non-recyclable waste: napkins, food wrappers, straws recyclables: paper/cardboard basket, plastic ketchup container

10. Any two reasonable strategies such as: 1) Bring reusable containers for lunch, 2) Start a composting program for food waste, 3) Use reusable water bottles, 4) Create a recycling programme, 5) Have a “waste-free lunch” day, 6) Use cloth napkins instead of paper 11.

12. Step 1: Any logical first step such as: Place more rubbish bins around the park Step 2: Any logical second step such as: Organize regular park clean-up days with community members Step 3: Any logical third step such as: Put up signs reminding people not to litter 13. Not an Effect of Land Pollution: a + b Effect of Land Pollution: c + d + e 14. Any reasonable slogan such as: “Keep our community clean - Put waste in the bin!” or “Don’t be dirty, be clean! Put your rubbish where it belongs.” 15. a.

Join or start a community clean-up group (Active participation helps solve the problem directly)

Make posters about proper waste disposal for your community (Educates others about proper waste management)

Tell your family about the importance of putting rubbish in bins (Spreads awareness to more people)

238

Terms 1 - 3

All Units

Test 13 1.

A+C

13.

C+D

25. C + D

A+D

14.

B+C

26. C + D

C+D

15.

A+D

27.

A+D

16.

A+D

28. B + D

A+C

17.

B+D

29. C + D

C+D

18.

B+C

30. B + C

A+B

19.

C+D

31.

C+D

20. A + D

32. B + D

C+D

21.

A+C

33. A + B

10.

A+B

22. A + C

34. B + D

11.

A+C

23. A + C

35. C + D

12.

A+B

24. B + C

A+D

Test 14 1.

16.

31.

17.

32. B

18.

33. B

19.

34. D

20. B

35. D

21.

36. A

22. C

37.

23. C

38. A

24. B

39. A

10.

25. D

40. D

11.

26. C

41.

12.

27.

42. D

13.

28. B

43. D

14.

29. D

44. D

15.

30. D

45. B

239

Answer Keys

Grade 4

Social Studies

Glossary

A ancestors: people such as grandparents, and their grandparents, from whom we are descended. atmosphere: the layer of gases that surround planets, such as Earth; Earth’s atmosphere keeps us warm, gives us oxygen to breathe. This is where our weather happens. C cacique: a native Indian chief in areas dominated primarily by a Spanish culture. capital: the most important town of a country or region, usually its seat of government and administrative centre. For example, Kingston city is the capital of Jamaica, and the town of May Pen is the capital of Clarendon parish cardinal points: each of the four main points of the compass (north, south, east, and west). citizen: a legally recognised inhabitant of a country or administrative region. city: a place where many people live closely together usually featuring downtown areas, large buildings, highways, and other transportation networks. Jamaica has two cities: Kingston and Montego Bay. community: a group of people living in the same place or having a particular characteristic in common. For example, the fisherfolk who live in the Old Harbour Bay area is a community; they all make their livelihood from fishing and related activities such as net making and fish mongering. compass: an instrument containing a magnetised pointer that shows the direction of magnetic north and bearings from it. compost: decayed organic material, such as leaves, animal faeces (poop), and fruit/vegetable peel used as a plant fertilizer. conservation: careful keeping and protection of our environment to prevent destruction. conserve: to protect from harm or destruction. For example, by planting seedlings to replace trees that have been cut down, we conserve our forests. county: a territorial division of some countries, such as the county of Surrey.

custom: a traditional and widely accepted way of behaving or doing something that is specific to a particular society, place, or time. D deforestation: the action of clearing a wide area of trees, for example, to establish a farm, build houses, or even to use the trees for other commercial purposes. demand: the desire of consumers (buyers) to purchase goods or services. democracy: a system of government in which the eligible members of a country elect the representatives who will manage the country’s affair. digital map: a map held in an electronic format and usually stored in a computer for ease of access and updating. disposal: the action or process of throwing away or getting rid of something. E Earth: the planet on which we live. economy: the wealth and resources of a country or region, especially in terms of the production and consumption of goods and services. economic: matters related to the economy of a region, or country. For example, “economic activity in the town of Old Harbour” would refer to the various activities that produce and consume goods and services such as fishing, electricity generation, farming, and the distribution of fresh produce, meats, and dry goods. elements of weather: Temperature, cloud cover, rainfall, humidity, wind speed, and atmospheric pressure are the elements of weather. They collectively determine the weather conditions at a particular place. environment: the surroundings or conditions in which a person, animal, or plant lives or operates. ethnic group: a community or population made up of people who share a common cultural background or descent. For example, the East Indians in the Caribbean are an ethnic group. They emigrated to the Caribbean as indentured workers from countries in Eastern Asia. European: a native or inhabitant of Europe.

cultural heritage: the culture of a group or society that is inherited from past generations. culture: the customs, arts, social institutions, and achievements of a particular nation, people, or other social group.

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Glossary F forest: a large area covered mainly with trees and undergrowth (dense growth of shrubs and other plants). Jamaica has vast forests in the Blue Mountains and John Crow Mountains in eastern Jamaica, the Cockpit Country further to the west, and in the Bull Head Mountains in the centre of the country. G government: the governing body of a nation, state, or community. In Jamaica, the government is made up of three co-equal arms: parliament, the executive, and the judiciary. H habitable zone: the distance from a star at which liquid water could exist on orbiting planets’ surfaces. habitat: the natural home or environment of an animal, plant, or other organism. The habitat for earthworms is the soil whereas the habitat for the parrotfish is the ocean. heritage: something that is handed down from the past, usually as a tradition. hero: a person who is admired for qualities such as courage, outstanding achievements, or noble qualities such as a genuine concern for the welfare of others.

interdependence: the dependence of two or more people or things on each other. For example, animals depend on plants for food and to clean the air they breathe. Also, plants depend on soil, water, and sunshine to provide the things they need to grow. J Jamaican: a native or inhabitant of Jamaica, or a person of Jamaican descent. L land pollution: the destruction or a decline in quality of the earth’s surface because of human actions. landforms: a naturally formed feature on the Earth’s surface, often with a recognizable shape like a valley or mountain. leader: someone whom other people will follow and who can inspire or motivate them to meet a goal. lowlands: an area where the land is at, near, or below the level of the sea and where there are not usually mountains or large hills. M

heroine: a female hero

meteorologist: a type of scientist who studies the atmosphere to predict and understand earth’s weather.

highlands: an area of high or mountainous land, for example the Blue Mountains and John Crow Mountains.

meteorology: the official name for the science of weather.

hill: a naturally raised area of land, not as high as a mountain.

migration: any movement of people, either temporary or permanent, from one place to another.

horizon: the line at which the earth’s surface and the sky appear to meet.

mountain: a landform that is much higher than the land around it; mountains are steeper than hills.

hurricane: a tropical storm with winds that have reached a constant speed of 74 miles per hour (or 119 kilometres per hour) or more.

mountain peak: the top of a mountain.

mountain range: a group or chain of mountains that are close together, for example, the Blue and John Crow mountain range in the eastern part of the island of Jamaica.

identity: our sense of who we are as individuals and as members of social groups

indentured labour: a system of contract labour that was put in place following the abolition of slavery.

nation: a group of people who share the same culture, history, language, or ethnicity.

indentured labourers: labourers from a foreign country who accepted contract work for an employer for a specific amount of time, to pay off their passage to a new country.

nation builder: a citizen of a country who demonstrates an eagerness and willingness to help others.

indigenous people: the earliest known inhabitants of an area and their descendants inhabitants.

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around us, which include living and non-living things. needs: things that people require to survive.

orbit: the curved path of an object, such as a planet or a satellite around a star, planet, or moon.

Tainos: the Indians whom the explorer Christopher Columbus met on his first journey to the Americas; they are believed to be the first inhabitants on the island of Jamaica.

outer space: (outer space) is the region beyond a planet’s atmosphere. P parish: a territorial division in a country, usually for administrative reasons. Jamaica has fourteen parishes, each of which has its own local government (the parish council). physical features: features that you can touch which are parts of a landscape. plain: a large area of flat land with few trees; they are the major landforms, or types of land. planet: a large (nearly) round body in space that is in orbit around the Sun. plateau: an area of relatively level high ground. To the north of the Blue Mountains lies a limestone plateau forming the John Crow Mountains. pollution: the presence in or introduction into the environment of a substance or thing that has harmful or poisonous effects. For example, smoke contains poisonous gases which may be both harmful and poisonous. Smoke therefore causes pollution when it is released into the environment.

technology: the use of knowledge to invent new devices or tools. temperature: the amount of heat in something. terrestrial: habitats that are found on land, like forests, grasslands, deserts, shorelines, and wetlands. thermometer: the instrument used to tell the air temperature. town: a place, smaller than a city, where people live. tradition: the handing down of information, beliefs, or customs from one generation to another. V valley: a long depression, or ditch, in the Earth’s surface. W wants: things that a person would like to have but are not needed for survival. waste: anything we throw away or get rid of, that doesn’t get used.

weather: what the sky and the air outside are like, such as cold and cloudy.

recycle: turning old materials into new ones. For example, old paper can be recycled to make new paper or plastic bottles may be used to make outdoor furniture.

weather report: a statement that tells the weather condition in a particular place at a given time or period.

reduce: to make smaller or less in amount, degree, or size.

wind: the movement of air near Earth’s surface.

reuse: using something again for the same purpose. For example, using a plastic bag multiple times instead of throwing it away. rules: directions or instructions that govern how to behave within a community or social setting. S Solar System: the gravitationally bound system of the Sun and the objects that orbit it. spherical: shaped like a round solid figure. storm: a disturbance in the atmosphere, or air. sustain: to support something or keep it going.

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Image Credits BSG Rights Management Ltd wishes to thank the following for permission to reproduce their photographs: European woman/ChatGPT via Open AI p1a, Asian male/ ChatGPT via Open AI p1b, Taino man/ ChatGPT via Open AI p1c, fish hooks/kanadacart.com p14, fruit picker/joom.com p16, doubles/anitascircadian.com p20, CARIFESTA/caricom.org p36, Louise-Bennett-Coverly/ The Louise Bennett Coverley Estate via fcoverly@gmail.com & pappelt14@gmail.com p. 46, retired-currency-notes via London Coin Centre 1960 p., p. 48a-b, retired-currency-notes via notafilia-kp.com p. 48c-d, Nanny-of-the-Maroons/Debbie Ann Powell via Shutterstock.com p. 50a, Sam-Sharpe/Debbie Ann Powell via Shutterstock.com p. 50b, Shelly-Ann FraserPryce/Victor Velter via Shutterstock.com p. 61a, Monty Alexander/Lev Radin via Shutterstock. com p. 61b, yucca cassava/COLOA Studio via Shutterstock.com p. 67, cast-iron-pot/Cooker King via Unsplash.com p. 68a, calabash/terracaf.ca p. 68b, electric-cooker/Katherine Chase via Unsplash.com p. 68c, solar-dryer/quintakania.com p. 68d, teleCuracao-logo/ telecuraao.com p. 73a, boaits-docked/Yves Alarie via Unsplash.com p. 79, river-valley/ Rasmus Kuber via Unsplash.com p. 8, riverCARIFESA/caricom.com p. 73b, cuba/vectorstock. com p. 73c, jis-logo via jis.gov.jm p. 73d, river-rafting/Alex Robinson via Unsplash.com p. 123, coconut-man/Kevin Sanon via Unsplash.com p124, fishing-boats/Caspar Rae p. 125, Arduino-weather-sensor via instructables.com p130, solar-dryer/gosun.com p. 136, houseon-stilts doubleVdoubleU via deviantArt p. 139a, little-house/Marko Veljkovic via PNGItems. com p. 139b, solar-system/Peam Design via Shutterstock.com p. 144, distant-vessels via Alamy.com p. 145a, Photograph of Earth from space via The Earth Observatory p. 145b, NASA-logo/nasa.gov p147, Earth/freepik.com p. 148a, Mars/nasa.gov p. 148b, plant-parts via byjus.com p155, cotton-flowers/META AI via WhatsApp p. 156a, breadfruit-tree/David Fadul via Shutterstock.com p. 158, <factory/Murtikiru via PNGITMS p. 168a, jack-hammer/ Jonas Thomen p. 168d, waste-bins/Stokkete via Shutterstock.com p. 170, fast-food/Karolina Grabowsk via unsplash.com p. 171, litter /Meta AI via WhatApp 173, solar-panels/Chelsea via Unsplash.com p. 181a, shaving/Getty Images via Unsplash.com p. 181b, small-car/ Portuguese Gravity via Unsplash p. 181c, clothes-on-line/ Ricardo Gomez Angel via Unsplash p. 181d, solar-system/Zyanya Citlalli via unsplash.com p. 184, aloe-vera/Feey via Unsplash.com p. 185a, carrots/ Fernando Andrade via Unsplash.com p. 185b, cucumbers/ Keriliwi via Unsplash. com p. 185c, ginger/ Getty images via Unsplash.com p. 185d, photosynthesis p. 187, fabricweaving/META AI via WhatsApp p. 207a-c, polluted-soil/kryzhov via Shutterstock.com p. 188a, car- exhaust/Toa55 via Shutterstock.com p. 188b, waste-sort-bins/Howard Campbell p. 189, polluted-river/iPreech Studio via Shutterstock.com p. 190, Alexander Bustamnte and US Vice President Mr. Lyndon Johnson/Keystone Press via alamy.com p. 198, national-heroes via Jamaica Information Service p. 199a-d, seabird/Jonny Gios via Unsplash.com, carboncycle via Byjus.com p. 210, soil-image/Robert Adrian Hillman via dreamstime.com p. 211 BSG Rights Management Ltd wishes to acknowledge the work of the following freelancers: Maps by Sobia Yusha pp. 4-5, 65-6, 70, 84, 88, 118, 120, 204, 209, 212 Custom graphics by Deepak M pp. 71, 81, 94, 117, 132, 179 Custom illustrations by Bella Maher pp. 11, 104, 134, 196

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