Subject: Social Studies Type of Lesson: Group work, Web based, Discovery

Grade: 10 CSEC OBJ: To trace the development of the

different types of Government
Systems in the British Caribbean.

Term: 2 Unit Number # 2

and Title: Government

Duration: 2 x 35 minutes Week Number: 1

Lesson Number #3-

and Title: The History and Types of Government

Objectives
As a result of this lesson, the student will be able to:
1) trace the development of Government in the British Caribbean.
2) explain the different characteristics of types of Government in the
British Caribbean.
3) design a flow chart to indicate the different features of each system
of Government.
4) appreciate the evolution in Government over time.

Prerequisite Student Knowledge

The student should be familiar with:
1) what Government is.
2) government as a legal and political institution.
3) the difference between Formal and Informal Government.
4) the need for Government in a society.

Important Points
1) All islands of the British Caribbean were colonies of Great Britain
under the Crown of the King and Queen.
2) The king did not want the cost of maintaining these colonies at
first.
3) The Lord /Proprietor appointed Governors to manage the Colonies
assisted by a council and assembly Lord/Proprietor make money
by taxing the colonies. The Lord proprietor paid the king a sum of
money.

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4) When the colonies became profitable the crown took back control
by 1663 all British colonies came under the direct control of the
king.
5) This form of government became known as the old Representative.
The system was modified based on the British system.
6) The Old Representative System consisted of Governor
representing the King. Council made up of people in the colony
chosen by the governor and an assembly made up of people in the
colony chosen by the governor and assembly made up people in
the colony who won elections in a limited franchise.
7) In this system the franchise was based on the payment of taxes. For
example in Jamaica in 1864 it was said only 1,903 persons could
vote out of population of 450,000.
8) Local protest in the 19th century especially Morant Bay Rebellion
1865 led to the change to crown colony. Barbados Government
was made up of a Governor an Executive Council and a legislative
Council. The Governor headed the authority to make politics and
laws and to administer the law.
9) There was a change to the modified crown colony system. In this
system the elective principle was reintroduced. Political parties
began to develop in this period Power was shared by the elected
members and the Governor. There were conflicts among them
especially over finance Political parties development led to
increasing demand for change.
10) This change led to the gradual establishment of the Universal
Adult Suffrage. This began with Jamaica in 1944 and was
gradually introduced in all the other colonies by the 1950s. This
became known as Ministerial Government ( Responsible
Government) The Governor ask the leader of the majority party
this is the chief Minister/Premier to appoint members of his party
to Ministerial positions. The (British) Governor retained control of
the defense, security and external affairs.
11) This movement continued into full internal self Government when
the Premier and Ministers were in charge of all internal affairs. The
legislature comprises of House of Representatives and the Senate.
12) Some colonies were granted Political Independence starting in
1962 with Jamaica. Other countries were later granted
Independence such Trinidad, Barbados and Guyana.
13) Some became Constitutional Monarchies while others were
Republics.

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Key Terms

Constitutional Crown Elective

Monarchy

Franchise Monarchy Premier

Republic Universal Adult

Suffrage

Challenge Areas

(To be done after you have completed this lesson)

1. Conduct a research on Military Rule in Jamaica then write an
expository essay on the reasons for and characteristics of this
form of government.

Equipment/Materials Needed
Multi- media, projector, computers, Internet- Connectivity.

Note to Teacher
The teacher should place emphasize on the different changes in
Government over time. The teacher should teach students how to
design a flow chart and also how to create a blog.

Teachers Lesson Notes

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Teacher Instructional Material 4
 Introduction
1) Introductory Activity
Can you imagine how Jamaica or any other islands in the
Caribbean was ruled 200 years ago?

Figure 3.1 Crown and Red Coat Soldier

(Click for Source)

Notes

The teacher a. Instruct the students to imagine that they are in a time
should give the machine that sent them back in time for 200 years. Then
students the
pictures before tell them to open their eyes and step outside the time
they enter into the machine. They will then wake up to see the two pictures
time machine. projected (Figure 3.1)and given a computer link
http://tinyurl.com/cvnswqp
Ask the students to:
i. Where do you think you are? Which year are you
in?
ii. What clues gave you the answer to where you are?
iii. What do the symbols (crown & soldier) tell you
about the type of government do you think exists
there?
iv. Brainstorm among yourselves to see how these
symbols are connected to Jamaica and other
Caribbean Islands.
Expected Answers:
i. England/Great Britain between 1620s to 1650s

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 ii. The map Britain, Crown and the uniform of a
British Solider (The Red Coat of a British
Soldier)
iii. It tells you that the type of Government was the
Monarchy ruled by a King and Queen.
iv. These symbols are connected because these
islands were taken over by Britain between the
1620s to 1650s.

b. The teacher will now ask the students:

i. Can you associate England with the country in
which you presently live? Give reasons to support
your answers.

This should be fully discussed in the class.

Expected answer: It was England that was in charge of the
colonies and ruled them for the next 200 years
approximately.

c. Teacher should instruct the students to try to think of any

existing evidence that another country occupied this
country. They should complete this activity in groups of
three (3)

Expected Answers:
a. Buildings
b. Language
c. Names of Places
d. Costumes
e. Cuisines
f. Dress
g. Religion

d. The teacher should now make linkages to the involvement

of Britain in Government as in all other aspects of our
everyday life.

Body of Lesson
1) How did Government develop over the last 200 years in the
British Caribbean?

Notes a. Instruct the students to view a timeline (Box 3.1) of the

different stages of Government in the British West Indies.
Jamaica had
experienced They should spend approximately three minutes studying
Military rule from the time line.
1656 to 1661after
the British invaded
Jamaica in 1655.
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 b. Ask questions based on the time line. At the end of this
students should be able to trace the periods in which the
different governments ruled in the colonies.

Based on the time line ask students to answer the following

questions in groups of three.
i. How many different stages of Government there
are?
ii. What was the name of the first stage of
Government?
iii. Who was in charge of Government in the Old
Representative system?
iv. Do you think there was a difference between Full-
Internal Self Government and Independence?
v. At what period were elected officials introduced?
vi. Do you think the Chief Minister/Premier was a local
or British official and Why?
Expected Answers :
i. Seven Stages
ii. The Proprietary Government
iii. A Governor (British)
iv. Yes, the difference is that in Full Self Internal
Government meant persons were in charge of
their internal affairs while Independence meant
that the people were no longer under British
rule.
v. During the Modified Crown Colony stage of
Government.
vi. It implied that it could be a local official
because it was also responsible Government.

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 Box 3.1: Timeline

c. The teacher should now do a timeline with time periods and

stages missing, then ask individual students to complete
this in the class. IT Specialist please make an interactive
version of the timeline above.

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 2) What are the Characteristics of the different types of
Governments in the British Caribbean?
What do you
think?
In the 200 years of
Government, were
some types of
Government in the
BWI better than
others and why?
Teacher Instructional Material
a. Divide the class into two groups. Each group should watch
one of the videos.
b. The teacher should instruct the students to click on the
following links and then watch and study the Video
presentation.
http://www.youtube.com/watch?v=5ki35LLbD1U
(Government in the British Caribbean)
http://www.youtube.com/watch?v=N7g7aveCLps&feature
=channel&list=UL (Government in the British Caribbean
part 2)
c. Based on the video the teacher will ask the following
questions:
i. Name the leader of the different Government
systems.
ii. Identify the different supporting arms of
Government.
iii. Identify the time period in which local persons
became involved in Government.
iv. How was this local involvement in Government
done?
v. At what time period did persons became totally in
charge of their own Government?.
Expected Answers
i. Lord Proprietor, Governor, Premier/Chief
Premier and Prime Minister/President
ii. Council Legislature , Assembly
iii. 1940s onwards
iv. Gradually
v. Independence in the 1960s
d. The teacher should instruct the students to use following
link http://www.rff.com/flowchart_samples.htm
i. Students are to look at different examples of flow
charts.
ii. Next, choose an example of a flow chart that can
used in their groups for the In-Class activity.
9
Closure
In Class Assignment
1) Teacher should put students into groups of three and then guide
them in creating a flow chart showing the time period, types of
Government and the main features of each. The teacher will then
ask each group to present their flow chart to the class. The students
should play a role in evaluating each other. Each group should
also be further guided by the teacher in creating a blog on
www.bloggers.com where they will publish their work and then
engage in discussions by making postings on other topics learnt in
Governments with their classmates and friends.

2) Teacher should guide students in a debating on the following moot

Jamaica was better off under British Rule

Supplemental
Out-of-Class Assignment
1) Write a letter to the local editor highlighting the benefits of
independence to your country.

Glossary of Terms

Constitutional This Government is subject to the conditions of a

Monarchy constitution and acts legislature.

Crown The King and Queen that head a Monarchical

Government.

Elective Having the power or authority to elect by a vote.

Franchise This is the right to vote

Monarchy This is a political system in which one individual

is sovereign usually for life.

Premier The local leader of Government under the British

Rule.

Republic A state in which the Supreme power rests in the

body of citizens entitled to vote and is exercised
by representatives chosen directly or in directly.

Universal Adult The right for all citizens 21 years and over to
Suffrage vote.

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CSEC Questions

a. Identify the form of government shown in the diagram above.

(1 mark)
b. Which two systems of government were abolished prior to the
system identified in A. (2 marks)

c. State ONE characteristic of Internal Self Government (1 mark)

d. Outline TWO ways in which Universal Adult Suffrage changed the
lives of the ordinary citizens. (4 marks)
e. Universal Adult Suffrage laid the foundation for independence.
i. Suggest TWO ways in which Independence from British rule
has provided your country with improved benefits.
(6 marks)
ii. Explain why EACH suggestion is likely to be successful.
(6 marks)

Recommended Materials
http://tinyurl.com/cvnswqp
www.bloggers.com
http://www.rff.com/flowchart_samples.htm

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Bibliography
Brathwaite,S., Reynolds,P.(2004). The Caribbean Examination
Council Social Studies CSEC. Barbados:CXC.
The Gleaners Youthlink (2009)
Ramsawak,R., Umraw,R.(2001) Modules in Social Studies with SBA
Guide A CXC Questions Trinidad: Caribbean Educational
Publishers.
Sandy, M. (2012). Carlong Social Studies Essentials for CSEC
Jamaica: Carlong Publishers (Caribbean) Ltd.

Figure 3.1
[Crown]. Retrieved July 29, 2011, from: http://tinyurl.com/bnjh95t

[British Red Coat]. Retrieved July 29,2011, from:

http://tinyurl.com/cnxyuhu

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