# Curriculum Alignment Map
## Grade 4 Social Studies — Competency-Based Learning System
### Source: Bahamas Ministry of Education — Primary Social Studies Curriculum, Grades 4–6 (2022–2027)

This map shows how each competency in this digital learning system aligns **directly** to the
official Bahamas National Curriculum. Outcome codes and wording are preserved from the Ministry's
scope-and-sequence (Grade 4 column). **No curriculum expectations were changed** — the project
reorganizes the existing outcomes into competencies and a mastery-based delivery model.

The curriculum is organized into **5 thematic strands**, each mapped to **one competency (C1–C5)**.

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## Competency 1 — Bahamian Historian  ·  Strand 1: History
*Theme: The History of The Bahamas from Lucayans to present*

| Official Code | Official Outcome | In this system |
|---|---|---|
| 1.H1 | Describe the impact of Columbus on The Bahamas | Learning target / mastery evidence |
| 1.H2 | Identify the events that led to the arrival of the Eleutheran Adventurers | Learning target |
| 1.H3 | Recognize the influence of the Eleutheran Adventurers on Bahamian culture | Learning target |
| 1.H4 | Discuss the arrival and contributions of the Loyalists to The Bahamas | Learning target / transfer task |

## Competency 2 — Bahamian Geographer  ·  Strand 2: Geography
*Theme: The Bahamas, an archipelago divided into continents and hemispheres*

| Official Code | Official Outcome |
|---|---|
| 2.GE1 | Identify legends/keys and apply the eight directional points compass |
| 2.GE2 | Locate, compare and contrast the Little and Great Bahama Banks |
| 2.GE3 | Identify, compare and contrast the Southern islands to other islands |

## Competency 3 — Informed Citizen  ·  Strand 3: Government
*Theme: Government at local, national and international level*

| Official Code | Official Outcome |
|---|---|
| 3.GOV1 | Identify all Governors General and Prime Ministers to present |
| 3.GOV2 | Identify the present Minister of Youth, Sports and Culture and his/her role |
| 3.GOV3 | Identify correctional institutions in The Bahamas and discuss their purpose |
| 3.GOV4 | Identify, discuss and debate the rights and responsibilities of a citizen |
| 3.GOV5 | Recognize that communities in The Bahamas have conflict |

## Competency 4 — Economic Thinker  ·  Strand 4: Economics & Resources
*Theme: The importance of resources and the effect on the economy of The Bahamas and the world*

| Official Code | Official Outcome |
|---|---|
| 4.ER1 | Identify food items produced and manufactured in The Bahamas and analyze the reasons for them |
| 4.ER2 | Explain how tourism helps The Bahamas; the influence of Sir Stafford Sands on tourism |
| 4.ER3 | Discuss international transportation |
| 4.ER4 | Identify the economic impact of farming and migration in The Bahamas |

## Competency 5 — Culture & Heritage Champion  ·  Strand 5: Culture & Heritage
*Theme: Diversity of cultures in The Bahamas and around the world*

| Official Code | Official Outcome |
|---|---|
| 5.CH1 | Identify surnames associated with certain families/settlements |
| 5.CH2 | Display patriotism for national symbols |
| 5.CH3 | Identify the elements/significance of the Coat of Arms; analyze the pledge and national anthem |
| 5.CH4 | Identify various nation builders in education, sports, music and the arts |
| 5.CH5 | Research the origin of the Junkanoo festival; classify its instruments; describe costume pasting |

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**Fidelity statement:** Every learning target, performance task, and mastery check in this system
traces to one of the 21 official Grade 4 outcomes above. Competency names (e.g., "Bahamian
Historian") are organizational labels for the mastery model; the underlying expectations are the
Ministry's own. Strand themes are quoted from the curriculum's scope-and-sequence.