Five Competencies, Built from the Curriculum

Competency Statement: I can explain how key people and events — Columbus, the Eleutheran Adventurers, and the Loyalists — shaped the history and culture of The Bahamas, using evidence.

Curriculum Alignment: 1.H1 1.H2 1.H3 1.H4

Learning Targets: describe Columbus's impact (1.H1); identify events leading to the Eleutheran Adventurers (1.H2); recognize their influence on culture (1.H3); discuss the Loyalists' contributions (1.H4).

Success Criteria: "I can place these arrivals in order and explain one effect of each on The Bahamas, with evidence."

Evidence of Mastery: a completed history timeline + a short cause-and-effect explanation.   Performance Indicators: accuracy of sequence, quality of cause/effect, use of detail.

Suggested Assessments: timeline build, oral explanation, mastery quiz.   Transfer Task: "Heritage Reporter" — present how one group still influences Bahamian life today.

▶ Fully built lesson

Competency Statement: I can read maps using legends and the eight-point compass, and compare key features and islands of the Bahamian archipelago.

Curriculum Alignment: 2.GE1 2.GE2 2.GE3

Learning Targets: use legends/keys & the eight-point compass (2.GE1); locate & compare the Little and Great Bahama Banks (2.GE2); compare the Southern islands to others (2.GE3).

Success Criteria: "I can find a place using the compass and a key, and name one way two islands or banks differ."

Evidence of Mastery: a completed map activity with directions + a compare/contrast note.   Transfer Task: "Map My Bahamas" — design a map with a legend that guides a visitor.

▶ Fully built lesson

Competency Statement: I can describe how The Bahamas is led and governed, and explain the rights and responsibilities of a citizen.

Curriculum Alignment: 3.GOV1 3.GOV2 3.GOV3 3.GOV4 3.GOV5

Learning Targets: identify GGs & PMs (3.GOV1); the Minister of Youth, Sports & Culture (3.GOV2); correctional institutions & purpose (3.GOV3); debate rights & responsibilities (3.GOV4); recognize community conflict (3.GOV5).

Success Criteria: "I can name key leaders and give one right and one responsibility I have as a citizen."

Evidence of Mastery: a rights-and-responsibilities sort + a short debate contribution.   Transfer Task: "Classroom Constitution" — co-write rights & responsibilities for the class and a conflict-resolution step.

▶ Fully built lesson

Competency Statement: I can explain how Bahamian resources, food production, tourism, and transportation support the economy.

Curriculum Alignment: 4.ER1 4.ER2 4.ER3 4.ER4

Learning Targets: identify & analyze local food production (4.ER1); explain tourism's benefit & Sands's influence (4.ER2); discuss international transportation (4.ER3); identify the impact of farming & migration (4.ER4).

Success Criteria: "I can explain two ways tourism or local food helps the Bahamian economy."

Evidence of Mastery: a local-vs-imported sort + a short "why it matters" explanation.   Transfer Task: "Made in The Bahamas" — pitch a local product and how it helps the economy.

▶ Fully built lesson

Competency Statement: I can celebrate Bahamian identity — national symbols, the Coat of Arms, nation builders, and Junkanoo — and show patriotism.

Curriculum Alignment: 5.CH1 5.CH2 5.CH3 5.CH4 5.CH5

Learning Targets: link surnames to settlements (5.CH1); show patriotism for symbols (5.CH2); explain the Coat of Arms, pledge & anthem (5.CH3); identify nation builders (5.CH4); research Junkanoo & classify instruments (5.CH5).

Success Criteria: "I can explain one national symbol and one Junkanoo tradition, and why they matter."

Evidence of Mastery: a symbol-meaning match + a short Junkanoo research note.   Transfer Task: "Heritage Showcase" — present a symbol, a nation builder, and a Junkanoo instrument.

▶ Fully built lesson