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UNIT PLAN

Name: Renée Carrington-Baptiste


Class: Form 4 General Studies
Curriculum/Syllabus Document: CSEC Social Studies Syllabus (Effective May/June 2010)
Unit Topic: Government – The Electoral Process (Elections)
Goals of Unit: Students should be able to identify the electoral processes and systems used in the Caribbean and accept the importance elections play in formation of governments.
Rationale: To understand the importance of these systems and how free and fair elections play a pivotal role in the democracy of a country.

Calendar

Lesson Topic Key Concepts Learning Outcomes Learning Outcomes Resources Teaching Strategy Assumptions
(cog/psych) (affective)
1&2 Electoral Systems The two main Students should be able to: Students should be Case studies Case studies Students have experienced
in the Caribbean Electoral 1. Identify the two electoral able to: Graphic organizers elections in Trinidad and
Systems used in systems used in the 1. Evaluate how being Tobago and can identify in a
the Commonwealth Caribbean. a citizen in a country general sense how political
Commonwealth Cognitive- (knowing) may alter how they parties come into power
Caribbean are led and by
2. Identify the elements of both extension the quality
electoral systems. Cognitive – of governance they
(comprehension) may receive.
Affective-
3. Analyze the advantages and (Evaluation)
disadvantages of each system.
Cognitive – (Analysis)
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Lesson Topic Key Concepts Learning Outcomes Learning Outcomes Resources Teaching Strategy Assumptions
(cog/psych) (affective)

3 Preparation for How political Students should be able to Students should be Paper Think-Pair-Share Students understand and
Elections parties prepare 1. Identify specific elements of able to Pens or Whole Class appreciate that they are
for elections how political parties prepare for 1. Evaluate the Markers Discussions poised to become young
elections. Raising funds, selecting importance of voters
candidates, campaigning etc. different campaign
Cognitive – (Knowing) strategies and how it
2. Analyze the moral and ethical may affect voters
issues that arise in the process of (especially young/new
campaigning. Cognitive – voters like
(Analysis) themselves).
Affective –
(Evaluation)

4 The Electoral Polling Day Students should be able to Students should be You tube Video Presentation Students have been around
Process Activities. 1. Identify the events that occur able to Laptop Graphic Organizers polling stations as
before, during and after polling 1. Understand the Projector observers.
day in and around the polling voters’ role in the Bristol
station. Cognitive – (Knowing) smooth running of Board
2. Identify the key individuals polling day Affective Markers
and organisations who are part of – (Valuing)
the polling day process.
Cognitive- (Knowing)
3. Analyze the roles of different
individuals/groups in the polling
day process. Cognitive-
(Analysis)
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Lesson Topic Key Concepts Learning Outcomes Learning Outcomes Resources Teaching Strategy Assumptions
(cog/psych) (affective)

5 Voter Participation What factors Students should be able to Students will be able Markers Case Studies Students would have
influence if voters 1. 1. Identify some of the reasons to Handouts Group Discussions experienced the General
participate in why people make certain choices 1. Evaluate which Case Class Presentations Elections of 2015 and the
elections? in elections. Cognitive – issues would be more Studies Local Government Elections
(Knowing) important/significant of 2016. They would have
2. Analyze actual constituency to them as they been privy to how the
data (in case study form) to see approach voting age. members of their families
what may have prompted Affective – and members of the wider
individuals to make the choices (Evaluation) community decided on
they did. Cognitive – (Analysis) which party they would vote
for or if they were going to
abstain from the voting
process. This knowledge
would give them a basis to
first identify some of the
issues considered by
individuals in making a
political choice or not
participating in the voting
process.

6 Election What factors Students should be able to Students will be able Statistical Debate From the previous lesson,
Outcomes influence the 1. Derive factors which influence to data students should understand
outcome of the outcome of elections in 1. Evaluate issues what part voter participation
elections (in Trinidad and Tobago based on based on importance plays in an election and the
Trinidad and trends/statistics. Cognitive – from constituency to factors that influence said
Tobago) (Analysis) constituency (esp. for participation. They should
young voters). also be appreciative of how
Affective – those factors differ by
(Evaluation) constituency.
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