Grade 4, SS Wk 2 Lesson Plan on Ethnic Group

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School

University of the People**We aren't endorsed by this school

Course

BUS 1102

Subject

Sociology

Date

Jan 6, 2025

Pages

Uploaded by 9000000C

Lesson Plan for Ethnic Groups in Guyana (1 Hour) ObjecƟve:By the end of the lesson, students will be able to: Define what ethnic groups are. IdenƟfy the different ethnic groups in Guyana. Understand where each ethnic group came from. Appreciate the contribuƟons made by these ethnic groups, especially the Amerindians. Materials Needed: PowerPoint presentaƟon (or printed handouts of slides) Whiteboard & markers Student notebooks IntroducƟon (10 minutes): 1.GreeƟng and IntroducƟon (2 minutes)oGreet the students and introduce the lesson topic: Ethnic Groups in Guyana.2.Icebreaker (3 minutes):oAsk the students if they know what an ethnic groupis. oWrite down their answers on the board to engage them. 3.Introduce the Term Ethnic Group (5 minutes):oDefine ethnic groups: Groups of people who share common features such as language, culture, tradiƟons, and history. oShow a few examples of different ethnic groups from around the world. Main Lesson (35 minutes): 1.Ethnic Groups in Guyana (10 minutes):oPresent the Six Major Ethnic Groupsin Guyana: 1.Amerindians2.Europeans

3.Africans4.Portuguese5.East Indians6.ChineseoDiscuss the chronological arrivalof these groups: Explain when and why they came to Guyana (short summaries for each group). Provide examples of where they came from (countries/regions). 2.Amerindians (10 minutes):oDive deeper into the Amerindian historyand culture: Where did they come from? Why did they migrate to Guyana? The route they took (Asia, Bering Strait, North America, Central America). oDiscuss their seƩlementsin Guyana: North and South of the Rupununi Savannahs South Pakaraimas, Barama, Pomeroon Rivers, etc. oBrieﬂy talk about Amerindian contribuƟons(food, craŌs, dances, etc.). 3.AcƟvity (10 minutes):oClass AcƟvity:Ask students to match the ethnic groups to the places they came from using the handout or on the board. Example: Africans– West and Central Africa Example: Portuguese– Madeira, Portugal Example: East Indians– India (regions like Bihar, UƩar Pradesh). Discussion (10 minutes): 1.Amerindian Beliefs and ContribuƟons (5 minutes):oDiscuss the beliefs of Kanaima, Hatabu, and Radoas part of Amerindian culture. oLink them to specific tribeslike the Patamona and Macushifor Kanaima, Wapishanafor Baboon Dance, and Arawak and Caribfor Carrion Dance.

oShare contribuƟons made by Amerindians to Guyanese culture, such as Cassava-based foods, craŌs, and dances. 2.Q&A (5 minutes):oOpen the ﬂoor for quesƟons to clarify any points students may find confusing. Conclusion (5 minutes): 1.Recap (3 minutes):oSummarize the key points of the lesson: The ethnic groupsin Guyana and their origins. The roleof Amerindians and their cultural contribuƟons. 2.Homework Assignment (2 minutes):oHand out the homeworkworksheet: QuesƟons about the ethnic groups, where they came from, and the first group of people to arrive in Guyana. Encourage students to research one contribuƟon made by an ethnic group. Assessment and Closure (if Ɵme permits): Have the students quickly fill in one or two quesƟonsfrom the homework to gauge understanding. Thank the students for their parƟcipaƟon and encourage them to study for the next class. Homework: 1.Name two ethnic groups that are living in Guyana. 2.Which group came from the conƟnent of Africa? 3.Name the conƟnent from which the Chinese came. 4.Which were the first group of people to come to Guyana? 5.What name is given to the group formed through intermarriages?