St.

Hughs high School

2 X 1 HOUR
Monday, September 21, 2009

& Tuesday, September 22, 2009

History Unit 1: The Caribbean in the Atlantic World

Theme: Indigenous Societies
Topic: Comparative analysis of Aztecs and Taino groups.
Objectives:
1. Students will demonstrate the ability to compare the two groups
under set headings: social, political and economic activities.
2. Students will understand the importance of higher level thinking and
appreciate the difference between previous examination of the
indigenous societies and the present syllabus.
3. Students will demonstrate note-taking skills( emphasis on
interpretation of question, expression of ideas, grammar , etc.)
4. Students will display a willingness to work cooperavively with
classmates, and to share information and opinion with classmates.

Resource Material:
CXC CAPE HISTORY SYLLABUS p5
The People Who came Bk. 1, Chapters 7,9
Past paper questions on Indigenous societies.

Procedure:
Step 1
Students will generate a chart on blackboard based on
Classwork/homework assignment which was to make notes on Aztecs and
Tainos under specified headings. Students worked in pairs to create their
own chart. Students will come to blackboard to write their contributions.
Step 2
Class will compare activities of Aztecs and Tainos . Teacher
will stimulate class discussion around the contribution of students.
Step 3

Students will be asked to identify and use ONE additional

source to make notes on Indigenous societies.(Homework)

Step 4

Additional notes will be written on board based other identified

sources consulted by students.

Step 5

Analysis of indigenous societies based on chart. Comparison

between two groups selected. Similarites to be identified as
well as Differences.

Culminating activity;
Students will copy information into notebooks
highlighting social, political and economic activities under the
heading SIMILARITIES and DIFFERENCES.

Homework given previously will be collected- Journal entry of no more than

100 works describing the visit to the Institute of Jamaica to view the
exhibition on Life in Spanish Jamaica. ( 5 marks)
Evaluation:
Students worked well in pairs and produced notes which were used to create
chart. Students shared information willingly. Information from chart was
typed by teacher during class and e-mailed to students later so that they
could add information from additional sources. On Tuesday, Chart was
expanded to accommodate information gained from other sources
consulted by students for homework. Discussions were vibrant.

Wednesday, September 23, 2009

2 hours.
Students participated in field trip to the Archives and Record department in
Spanish Town to view sources relevant to their CAPE History course. The
objective was for students to understand the importance of primary sources
in the creation of historical accounts and to appreciate the wide range of
sources which can be used by historians to piece together past events and
to impose a sense of order and chronology wwhich is evident in textbooks
and other secondary sources.
Homework assignment; due Friday, September 25, 2009
In not more than 100 words, write a journal entry describing your visit to the
archives and records office.

Friday, September 25, 2009

2 hours
Theme: indigenous Societies
Topic: Taino and Aztec societies
Objectives:
At end of lesson student will be able to :
1.
summarise information from multiple sources.
2.
Evaluate similarities and differences between indigenous societies.
3.
Critically evaluate traditional perspectives of indigenous societies
and compare with newerapproaches.
4.
Apply their understanding of indigenous societies to analysis of
poem.
5.
use class and individual notes to effectively respond to past paper
question on indigenous societies.
Instructional Sequence:
Step 1.
Review of topic to date; Brief summary of information on
Aztecs and tainos. ( class discussion)
Step 2
Distribution of poem There was an Indian- students will be
instructed to read poem and prepare a critique based on their information on
the Tainos. To what extent is the image of the Indian in the poem consistent
with your information? To what what extent is it different?
- classwork (30 minutes)
Step 3

Class discussion based on classwork.

Step 4
2 Past paper questions related to indigenous societies will be
placed on whiteboard. Discussion will focus on interpretation of questions
and identifying information which might be used to effectively answer the
questions. Concept maps will be created based on responses.
Step 5
questions.

Students will complete individual reponses to 1 of 2 past paper

Resources: The People Who came Bk. 1 Chapters 7 & 9

CAPE History past papers
Students notes and completed assignments.
Question:
Examine the differences in social and political structures in the
pre-columbian period of two indigenous groups you have studied.
CAPE History May/June 2002 Ques.2

Next Week: Contacts before 1492: Pre-Columbian Viking and African

presence in the Americas.

Students will be selected randomly to read source material supplied by the

teacher for history class on Tuesday.
1.
National Geographic Vol. 197 No. 5 May 2000
Article: In Search of Vikings

2.

Pre-Columbian African presence- review of Ivan Van Sertima

They came before Columbus - by Femi Akomolafe (1995)

3.

Vikings ( compilation of internet sources)

5. Pre-Columbian African presence - Early America revisited- Ivan Van
sertima ( 1998)