1
October 6, 2008
CAPE History
Grade 12
Theme: Indigenous Societies
Topic: Maya and Taino societies
Duration ; 1 hour
Goal of lesson: Students will appreciate the demands of CAPE history with
respect to written responses to essay questions and be able to analyse their
own responses in light of expected answers.
Objectives:
Students should be able to :
-Provide evidence on Taino and maya socities to respond to questions.
- Produce a coherent and grammatically well crafted response.
-demonstrate the organizational ability to arrange information effectively to
produce a written response.
-demonstrate the ability to compare and contrast information to respond to a
set question.
Resources and materials:
Students essays- marked and graded.
Notes- previously researched and recorded by students .
Norman, A. (1986) The People Who Came Bk. 1
Newspaper Article “
2
Lesson Outline and instructional Sequence
Step 1
Teacher will replace questions on whiteboard.
Questions
1.
Examine the differences in the social and political structure in the precolumbian period of the Maya amd Taino.
15 marks
2.
For the Maya and Taino, explain the similarities and differences
between their agricultural practices beforetheir contact with the Europeans.
15 marks.
Step 2
Class generated model answers for each question.
With reference to
the literature available on the topic.
30 -40 minutes
Step 3
Students will receive their marked assignment. They will then compare their
responses to the mode answers generated
10 minutes
Culminating activity: Students will express thoughts , feelings on exercise.
10 minutes
3
Notes for Model responses:
Question 1
Political organization
Lived in independent city-states. Had a rigid class system. Each class had its
own duties and rights down to clothing and accessories. Each city state had
a leader called a halach unich or ‘real man” – hereditary leader. Father to
son. Brother of leader could be selected. Or the council of nobles can select
successor.
Leader & Nobles were followed by farmers and artisans. Ppolms or
merchants also existed. Merchants had their own gods. They had their own
rules and did not pay taxes or do agricultural work or build roads. Performed
role in foreign affairs and acted as spies in war.
Made possible trade between city states. Mayas carried on trade by sea and
land- believed to have trades as far as Cuba and Jamaica.
Nobles wore a lot of jewellery over basic garment. Ear and nose rings and
garment dyed in different colours. On ceremonial occasions noblemen
decorated themselves with feathered head dresses made on wicker frames
nearly as large as themselves. Only the leader and outstanding warriors
were permitted to wear feathers of the quetzal bird in their head- dress.
Priest-astronomers- foretold the changes of weather and season.
Religion was one of the most important foundation of the maya civilization.
Called Temple-cities.
The maya sacrificed war prisoners to the gods but many wars were fought
with other maya tribes. They sometimes fought to get land for agriculture or
to get slaves.
Wealthy Noble built houses of stones. Commoners houses made of wattle
and thatch .
Women responsible for caring for house and children. However they were
responsible for much of the agricultural labour , mainly sowing, weeding
and reaping. Women made the garments and head dresses for the nobles.
Women and girls considered inferior and socialized to accept this role.
Women for example had to lower head and step aside if they encountered a
man . They had to lower their gaze in the presence of a man. Women were
not permitted to look directly at a man, or worse, to laugh at him as this
was considered a serious misconduct which was severely punished. A
4
mother might pinch her daughter, rub her eyes with red pepper or beat her it
she failed to act “properly” towards a man.
No woman could inherit property. M en inherited everything.
No prisons existed in Maya society. Thieves were expected to work off the
value of their theft.
Taino
Villages built around ceremonial plaza . Chief’s house built next to ball
court. Well planned, highly organized villages. Each village ruled by
headman. Province ruled by cacique. Headman ruled work of village ,
deciding when land should be prepared, crops planted and harvested.
Surplus stored for distribution in the community. All work done
communally. Commoners and slaves worked. Nobles supervised work.
Headman religious leader of the village also judge. Few laws . Most serious
offence-theft.
Cacique had 2 roles. He was headman in his village but was top headman
over the province. Ruled in consultation with nobles or nitaynos-decided
who should go to war and when. Could levy land tax could be in form of
africultural goods or
weapons. He could take it in the form of warriors .
Cacique was all powerful. Inherited his position. But recognized matrilineal
descent. Cacique might be female. Nobles inherited their positions.
Commoners could not escape their class. Strong class structure.
Cacique had many privileges.Received part of the harvest for himself and
his family. Special cassava cakes were made for him. His bohio was made
for him by the village men. Larger than other homes.- wattle and thatch.
Cacique and family Wore different types of ornaments from commoners.
Special transportation , special burial.
5
Question 2
1.
Taino - ate a great variety of fish mainly shellfish, grouper,
snapper, grunt, jack, parrot, barracuda. Objects resembling fishing nets were
found by archaeologists . Fish were bred in artificial ponds. Turtles were
caught using the remora ( sucker fish) to which the fisherman attached a
line as it swam alongside the canoe. Birds were caught by nooses, snares,
and nets. They caught waterbirds as well by making holes in calabashes or
gourds and swimming slowly with it on their head. Hunting took place
although there were no large animals. Coneys were hunted at nights using
clubs and carrying torches. The gian lizard, the iguanas were caught by
imitating their cries then stuffing their jaws to prevent defensive action, then
plucking them off the trees. Yellow snakes and manatees were also hunted.
The women worked in rows, each woman carrying a bag of soaked grain
around herneck. She made a hole with her digging stick, threw a few grains
of corn into it with her left hand. They planted cassava ( yucca or manioc).
They use fish and ash fertilizer mixed with the soil to prolong its fertility.
Arawaks are believed to have used an irrigation system as irrigation
trenches have been found in Cuba and Hispaniola.
Some Arawak tribes were believed to have practiced a type of intensive type
of agriculture which made it possible to support large villages. This
technique was called the cunoco. This involved heaping soil into mounds in
which a variety of plants were placed . eg. In one mound cassava might be
planted along with corn and climbing plants like beans. The mounds helped
to reduce soil erosion.
Arawak agriculture suffered from inability to store food over an extended
period. This hindered their ability to maintain very large populations , unlike
groups like the Maya.
Some arawak tribes practiced slash and burn agriculture which changed
fields every few years and burning out new clearings twice a year when soil
was damp and corn was planted on hillsides during the period of the new
moon and after the start of the rains.
Children were involved in agriculture in that they were placed on platforms
during the growing season to scare away birds.
Important crops were corn and cassava. Yam, beans, cotton and tobacco.
6
Maya:
Agriculture develoed beyong subsistence farming. Strict regulations related
to land ownership existed in maya society. Land use was also regulated.
They had careful plans for storage of surplus foods and distributed stored
food during times of need. Land belonged to the whole tribe/clan as a gift
from God.
Each married man and his wife were entitled to only 400 sq. ft. of land ,
called a hun unic. Surplus grains or other non-perishable crops were
collected and stored in storehouses called chultunes. There is no evidence
that the Maya practiced irrigation.
Many gods had to do with farming or the weather.
The Maya had great watering holes formed by breaking away the limestone
crust of rock and exposing the underground pools and streams underneath.
Most maya city state had two of these cenotes. One was used to supply water
the other was used as a sacrificial well into which young girls were
ceremonially thrown in order as the Maya thought, to bring rain.
Most of the Maya soldiers were not professional warriors,but farmers so
they could not leave their home for long periods to fight wars. Sometimes
they fought wars to gain land for agriculture .
They provided domestic water supply by damming and cementing ravines.
Created on 10/5/2008 10:28:00 PM
Evaluation:
Class did not go as planned as after step 1 teacher decided on a modification
of strategy: instead of doing 2 model answers it was decided instead to write
notes relevant to the topic on the board this was copied by students who
were then instructed to write a new response to question 1 for homework.
This will be discussed in class then submitted on Tuesday, October 7, 2008.
A revised lesson plan will be created to complete the lesson on Tuesday.
7
Tuesday, October 07, 2008
Grade 12
Theme: Indigenous Societies
Topic; Maya and Taino societies : a comparaison
Goal of lesson: For students to understand the significance of making
accurate, well organized notes from multiple sources and demonstrate
understanding by using information in a variety of ways.
Objectives.
Students should be able to:
-Compare and contrast information on the maya and Taino societies.
-use information to create a table of information
Resources and materials
The People Who Came Bk . 1 - notes written on whiteboard re agricultural
practices of Maya and Taino.
Students’ completed assignment ( table comparing and contrasting
agricultural practices of groups).
Instructional sequence
Step 1.
A table consisting of 2 columns will be created on whiteboard.
1 coulumn labeled MAYA and the other labeled TAINO.
Step 2.
Students will be selected in a random manner to write relevant
information on the board. After each contribution, students will assess the
accuracy of the information and clarify or seek clarification, as necessary.
Culminating activity
Teacher will ask students to discuss differences in the exercisebetween the
first and second attempt at answering the question. Discuss possible reasons
for these differences.
8
Evaluation.
Exercise went well as students participated willingly in completing table.
Students largely volunteered their responses so teacher did not have to call
on them, except to ensure that a wide cross section of students were given
the chance to participate. The information supplied was generally accurate
but some items were still controversial, eg. Whether the Maya practiced
irrigation.
With respect to culminating activity, students largely supplied the responses
hope for by the teacher by stating that the second attempt at the question was
more comfortable for them as they felt better equipped with information,
thus they were able to better organize and express their ideas as well as the
data.
Home work assignment:
Stdents are to revise their notes on the Vikings and Africans in order to
answer past paper question on topic in Wednesday’s class.
9
Wednesday, October 08, 2008
Grade 12
Theme ; Pre-Columbian contacts
Topic : Viking and African presence before 1492: writing the
essay
Duration of session: 2 hours
Goal of Lesson: For students to understand the mechanics of
essay writing at the advanced level and to work co-operatively to
produce well written essays on the topic.
Objectives:
Students should be able to :
- Discuss the evidence presented for and against pre-columbian
Viking and African contacts.
- Answer essay question on the topic
- Work in groups to produce written responses to set questions.
- share their work willingly and effectively with others.
Resources and materials:
Students’ notes from previous class presentations.
Students own notes on topic.
CAPE past paper questions.
10
Group 1
Classwork October 8, 2008
Question:
Comment on the claims that Nordic and West African
people came to the Americas before Columbus.
Students:
Karesha Allen
Lavonne Duffus
Juliessa Heathe
Monique Mitchell
Romae Rowe
Group 2
Classwork October 8, 2008
Question:
Evaluate the evidence of West African presence in the
Americas in the pre-Columbian period.
Students;
Sashel
Shanna-Kay
Sherneika
Phylicia
Tiffany
Bennett
Durrant
Jackson
Morgan
Samuels
11
Group 3
Classwork October 8, 2008
Question
Assess the evidence of Viking and African presence in the
Americas in the pre-Columbian period.
Students;
Rashida
Bignall
Truddi-Ann Dyce
Petrece
Martin
Tashaine
Morrison
Carlyn
Telfer
Group 4
Classwork, October 8, 2008
Question:
Assess the evidence of Viking presence in the Americas in
the pre-Columbian period.
Students:
Kayan
Douglas
Suelan
Ford
Shenae
McLaren
Shaslanda
Nicholson
Arantxa
Clarke
12
Instructional Sequence
Step 1
Teacher will distribute papers each containing 1 question and the
names of students in the group. There will be 4 groups comprising
5 students each.
5 minutes.
Step 2
Students will meet in groups to discuss question and to write a
group response( essay)
1 hour
Step 3
each group will present its question and its answer to the class.
4 x 10 minutes = 40 minutes
Culminating activity:
Students will discuss the importance of the exercise and lessons
learnt. They will reflect on the extent to which it has impacted
both their understanding of the topic and the demands of the CAPE
syllabus, especially with respect of essaywriting.
Evaluation:
Groups took an average time of 2 hours to complete assignment
and some groups needed additional time. Step 3 was therefore
postponed until Thursday’s class.
Students demonstrated a high level of dependence on the teacher
for assistance although groups worked better together than the
previous group exercise. This aspect still needs much work.
3 of the 4 groups produced essays of 2 pages but 1 group produced
about a paragraph at the end of 2 hours. This is to be investigated
as to cause , when presentation is to take place.
On Thursday, class was not held however due to heavy showers
which prevented movement of students and teachers.
This exercise is now scheduled for completion in class on
Monday, October 13, 2008.
wpusey Page 12 3/9/2016
13
Tuesday, October 14, 2008
Unit Title:
Indigenous Societies
Lesson topic: Spanish Settlements in the Caribbean up to 1600
Goal of Lesson: For students to understand the major issues
related to Spanish settlement in the Atlantic world .
Objectives
Students should be able to:
-identify Spanish settlements up to 1600 on a blank map of the
Americas.
-Identify key concepts related to Spanish settlements.
-read and interpret information from a variety of sources.
-distinguish between primary and secondary sources.
-work together in pairs to research and present information.
Key concepts
Economic activities
Morality
Encomienda
Slavery
Resistance
Warfare
Resources and materials
- Blank maps of the Americas.
- Crosby, A (1972)
The Columbian Exchange: Biological
and Cultural Consequences of 1492 chaps. Chaps. 1 & 2.
- Beckles, H & Shepherd, v. (2004)
Liberties Lost
Caribbean Slave Societies and Slave systems. Chapter 3.
- Newsweek Special issue Vol 197 No. 5. may 2000
14
- Johnson, S, Dreams of Empire: The legacies of Contact: The
Columbian Exchange: The Cultural and Biological
Unification of the world.
- Orlow, E. Silent killers of the New World
http://www.millersville.edu/-columbus/papers/orlow-e.html
Unfree labour in the atlantic World- Cape resource material.
-Beckles, H Kalinago ( Carib) Resistance to European colonization
of the Caribbean in Caribbean Slavery in the Atlantic World
Chapter 9, pp. 117
-Boucher. P . First Impressions: European and island caribs in the
Pre-Colonial Era, 1492-1623 IN caribbean Slavery in the Atlantic
World Chapter 8 pp. 100Instructional Sequence
Introdution:
Teacher introduction of the topic: brief overview of issues related
to Spanish settlements in the Americas.
10 minutes.
Development
Step 1
Students will be distributed with blank maps and instructed to
identify areas settled by Spanish up to 1600. They will use class
atlases to complete this task.
15 minutes.
Step 2
Students will be distributed with reading material in pairs and
instructed to read and present information to class.
1 hour.
Step 3
Presentations and class discussion.
30 minutes.
Culmination
15
CAPE past paper questions:
1.
Briefly describe FOUR methods of resistance used by
Indigenous Americans against Spanish conquest. 8 marks
2.
Briefly describe THREE ways in which the Caribbean was
transformed by Spanish settlement up to 1600.
8 marks
3.
Explain how any TWO factors contributed to Spain’s
conquest of mexico and Peru by 1550.
8 Marks
4.
Outline FOUR reasons for Portuguese and Spanish activities
in West Africa up to 1500.
8 marks.
5.
Explain TWO reasons for Spain’s rapid conquest of Mexico
and Peru.
8 marks.
6.
Explain TWO ways in which the encomienda system
affected the indigenous people of the Caribbean.
8 marks.
7.
Explain FOUR ways in which Spanish settlements affected
the population and economy of the Caribbean up to 1600.
8 marks
8.
Outline FOUR strategies used by the conquistadores in the
conquest of either the Aztec Empire and the Inca empire.
8 marks
9.
For any one natice American group briefly explain TWO
types of resistance used against European conquest. 8 marks.
10. Give FOUR reasons why Spanish colonization in the
sixteenth century was successful despite the resistance of
Indigenous Americans.
8 marks.
11. Explain how any TWO factors contributed to Spain’s
conquest of Mexico and Peru up to 1550.
8 marks.
16
Evaluation:
First hour of class was not held as many students were scheduled
to participate in a Route march in honour of Jamaicas’ Olympic
Athletes as the school continued our celebration of national
heritage week. Teacher also had to attend an Education
Transformation Team sponsored mathematics seminar off campus.
As a result only Step 1 was achieved in the second class of the day.
The students used the entire hour to complete the classwork
exercise which was to identify Spain’s American empire up to
1600 on a blank map of the Americas. ( attached).
The lesson plan will be continued on Wednesday, October15
AFTER assessment # 1 and will be concluded on Thursday,
October 16, 2008.
Wednesday, October 15
Students used up the entire class time of 2 hours to complete test.
They were punctual and prepared for class.
Thursday, October 16, 2008
Duration 1 hour
Lesson Topic:Caribbean settlements in the Caribbean up to 1600
and mainland conquest in Mexico and Peru up to 1550.
Goal of Lesson: For students to have an overview of the topic and
an understanding of the types of questions asked on the topic in
CAPE examinations.
Resource material
CAPE History syllabus(p.6)
Instructional Sequence:
Introduction: Teacher will introduce new theme from the syllabus,
outlining Key concepts to be covered and sub-topics. (10 minutes)
17
Development:
Teacher will write list of past paper questions on the whiteboard
for students to copy into notebooks.
( 25-30 minutes)
Culmination:
Homework assignment for mid-term will be given: to read
generally on the topic from at least TWO sources and to return to
class prepared to report findings and discuss topic.
Evaluation:
Class started late as we had to wait on Grade 8/8 to vacate their
formroom at the end of school. This proved particularly
problematic as the form teacher detained her students in order for
the room to be cleaned. The history class eventually had to be relocated to an available room, thus class started 15 minutes after the
scheduled start. As a result , the introduction had to be condensed
into approximately 3 minutes, with the remainder of the time taken
up with writing the question on the board and students copying
into notebook. The assignment was given but without elaboration.
Students will procedd on their mid-term break until Wednesday ,
October 22, 2008.
18
Wednesday, October 22, 2008 & Thursday, October 23, 2008
Grade 12
History
Duration : 2 hours & 1 hour ( total 3 hours)
Lesson Topic: Caribbean settlements in the Caribbean up to 1600
and mainland conquest in Mexico and Peru up to 1550.
Goal of Lesson: to encourage co-operative work in order to
enhance students’ overall understanding and knowledge of the
process of Spanish colonization of the Americas up to 1600.
Objectives: Students should be able to:
-work co-operatively in small groups.
-Effectively read source material, extract information and
make presentation to class.
-distinguish between different sources with respect to content
and perspective.
-respond effectively to past paper questions .
-demonstrate historical imagination and story telling skills.
Resources and materials
-CAPE past paper questions ( previously given)
- Sources listed in Lesson plan of October 13-16, 2008
-Students’ notes from sources.
Instructiona Sequence:
Step 1
Teacher will remind students of the status of the current topic
( as students are returning from mid-term) 3 minutes.
19
Step 2
Teacher will instruct student to place themselves in groups of 3 in
order to complete assignment. When groups are identified , reading
material will be assigned.
Step 3
Students will work in groups for the remainder of the session
reading assigned sources and making notes in an attempt to
address relevant question/ issues/ concepts raised in the past
questions.
Step 4
Teacher will guide students into creating a chronological
narrative of Spanish
conquest , from settlement, through
establishment of social , political and economic sytems and the
destruction of those of Indigenous socities.
This will be done through a step-by-step account which will be
built upon relevant information supplied by students from their
assigned reading.
Culmination
Students will be asked to write a story which encapsulates all
aspects of the topic covered . The story will begin in a traditional
way eg.…..once upon a time …. And will include elements of a
story such as characters, dialogue and setting.
20
Evaluation:
Students accepted reading assignment willingly and were
generally on-task for 2 hours, reading sources in their small
groups. Some complained about their inability to work in groups
and their general preference for individual work. Some goups
wanted each member to complete work independently then
combine notes at the end. Many different types of arrangements
were negotiated, but little co-operative work was observed. This
was pointed out briefly by teacher who mentioned that students
should work at developing more effective groupwork strategies in
order to utilize the skills of each member and to minimize the
amount of work individuals have to undertake. This issue will be
followed up by teacher.
In the second class students were enthusiastic in undertaking the
first stage of the narrative which started with the questions: HOW
did Spain conquer the Americas? Why did it take from 1492 –
1600 for Spain to achieve its conquest of the region?
These questions demanded some thought and as a result the class
moved slowly towards a more analytic treatment of the topic.
However at the end of class, some progress was made.
This exercise will be continued next week.
Created by wpusey
21
Lesson Plans for Monday, October 27- thursday, October 30, 2008
History
Grade 12
Duration: 6 hours
Goal of lessons: For students to understand the issues involved in
the making of the Spanish American empire up to 1600.
Objectives. Students should be able to :
- identify the different stages in the process of Spain’s
domination of the Americas: settlement pattern :
establishment of political, social and economic institutions:
responses to indigenous resistance etc.
- supply detailed information from an assortment of sources.
- Display a willingness to analyse all sides of an issue and to
arrive at reasoned conclusions.
- Use historical evidence to create a narrative account in the
form of a story.
- Use historical imagination and empathise with different
groups.
- Formulate a successful strategy to address document-based
questions in history.
Resources and Materials
CAPE past paper ( document -based questions)
Completed group work assignments.
22
Monday, October 28, 2008
Duration 1 hour
Lesson goal : to provide feedback from Assessment # 1.
Students will be able to :
Understand the demands of the questions and be able to appreciate
individual score received in light of those demands.
- correct mis-understandings , etc.
- appreciate the need for detailed, well-formulated responses
which directly address the question asked.
Resource materials
-Students’ marked and graded scripts.
Instructional sequence
Step 1
Teacher will explain required/preferred responses to each test
question . ( Noteform on whiteboard accompanied by discussion)
Step 2
Students scripts will be returned. Students will
scripts in light of previous notes and discussion.
examine their
culmination
Students will be provided with the opportunity to ask questions
related to their work/ grade.
Evaluation;
The primary weakness in the assessment was students’ failure to
write responses which DIRECTLY addressed the set question.
They wrote literally “off the top of their heads”, not substantiating
23
their answers with the quality of evidence demanded at this level.
Many as a result received grades of around 50 % and under.
They were in general very distressed and discouraged by their
grades , however they appeared
cautiously hopeful after the
discussion on the difference between ordinary level and advanced
level studies. I sought to assure them of their ability to cope with
the demands of the course and shared personal experiences from
high school and university.
24
Tuesday, October 28, 2008
Duration 2 X 1 hour
Goal of Lesson: For students to have a clear understanding of the
origin and establishment of the Spanish American empire up to
1600.
Objectives; Students should be able to
-provide information to assist in the creation of a class narrative
on the topic.
-identify the concepts relevant to the topic and articulate working
knowledge of each.
- Discuss cause and effect in relation to topic.
-read and interpret sources with respect to content and
perspectives.
-empathise with the plight of Indigenous peoples and Europeans
Resource materials
Students notes from groupwork.
Instructional Sequence:
Introduction; Recap of topic from last weeks’ lesson.
Impact of spain’s voyages and settlement on Indigenous societies
25
Development
Step 1
Teacher continues guided chronological account of the making of
Spanish America Focus question for part 2 – How did Indigenous
societies respond to Spanish actions? - sub-topic: Indigenous
resistance.
Step 3
Group previously assigned source dealing with Indigenous
resistance to make presentation.
Step 4
Class discussion on indigenous resistance.
Step 4
Part 3 of narrative: Focus question: How did the
overcome Indigenous resistance?
Group presentation.
Spanish
Step 5
Class discussion and note taking.
Evaluation
Class largely went as planned . Group presentation went well as
students were prepared for class. Information was written on
whiteboard throughout the presentation and class discussion was
vibrant. There were three observers to the first hour of class from
the Kinston School of Nursing .
In the second hour the class took the form of a teacher-guided
discussion which revolved around the focus question in Step 4.
Students contributed information from a variety of named sources
and points were written on chalkboard. The class made productive
use of the allotted time.
26
Wednesday, October 29, 2008
Topic : The document –based question
Objective: Students will be able to :
-Read and interpret primary documents
-develop effective strategies to successfully master documentbased question in CAPE assessments.
Resource materials
CAPE History syllabus
CAPE History past paper questions
CAPE History Specimen paper
Instructional sequence
Introduction: Teacher guided discussion on what document-based
questions are all about including Reading from syllabus.
15 minutes
Development
Step 1
Distribution of individual copies of past paper document –based
question. 3 minutes.
Step 2
-Class discussion- Are you able to read the document easily?
-What challenges might be encountered when using these
documents?
-How might these challenges be overcome?
-Do these documents contain all the information needed to answer
the question?
Step 3
Students will work in groups of 5 to answer question. 30 minutes
27
Step 4
Class discussion of questionresponses .
students will volunteer their
Culminating activity: Students will evaluate the exercise and
discuss their thoughts and feelings in relation to document-based
questions.
Students will receive a second question to complete individually
for homework.
Evaluation
Students participated fully in the exercises planned . Instead of
group work in Step 3 this exercise was changed to a whole class
discussion which produced a class response to the question.
Students also completed the second question as individual
classwork instead of homework. This was completed and handed
in at the end of the class. Students achieved some measure of
understanding of the document-based question and of the
techniques for effectively answering these questions.
Thursday, October 30, 2008
Duration: 1 hour
Topic: Spanish American Empire
Goal of Lesson: Students will have a clear understanding of the
impact of the European colonizers on Indigenous society of the
Tainos.
Objectives:
Students will be able to :
-compare historical information contained in a dramatization
28
Resource material
DVD:
TIME TRIP
Episode 1 The Explorers - approximately 20 minutes in duration.
Instructional Sequence:
Step 1
Teacher introduction-recap of topic so far and discussion around
the use of a audiovisual source in history.
Step 2
Class will view episode from DVD.
Culminating activity.
Class discussion based on perspectives and content of DVD.
Students assigned Homework to research the APA and MLA
formats used to indicate a film/movie source.
Evaluation
Class went well as students viewed the DVD with interest and had
lively comments re. the content and its dramatization. Due to rain
and the fact that the class was at the end of the school day, students
extended class time and watched another episode from the DVD.
Permission slips were also distributed for students to view a debate
on the Tainos at the Institute of Jamaica.
29
Caribbean Examinations Council
Advanced Profiency Examination
History Unit 1: The Caribbean In the Atlantic World
Teacher: Winsome Watson-Pusey
Results of May/June 2008 Examinations
Total entered
Total sitting
Total passing
% passing
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
30
29
28
9
8
11
1
-
Created by wpusey
30
Lesson plans for Monday, November 3, 2008 to Thursday,
November 6,2008
Grade 12
History Unit 1-Caribbean Slavery in the Atlantic World
Duration: 6 Hours
Monday. November 3, 2008
Goal of Lesson: To continue class narrative related to Spanish
settlements up to 1600, with emphasis on the impact of Spanish
settlements on Indigenous societies.
Objectives:
Students should be able to
-Discuss the impact of Spanish settlements
-present groupwork information on topic from assigned sources.
-interpret and analyse historical information from named sources.
-distinguish between primary and secondary sources.
-work co-operatively to research and present information.
Resource materials
-Students’ research from sources previously assigned.
Instructional Sequence
Step 1Teacher summary of status of topic to date- recap of
topics covered and previous presentations .
Students will be asked to provide answer to question posed for
homework, namely how to reference a film using the APA or MLA
style .
10 minutes
31
Homework: MLA format Time Trip: Episode 1 The Explorers
Directors:
Cynthia
Wilmot
&
Hilary
Nicholson
Performer: Chris “ Johnny” Daley
Video For Change. 2007
APA Format: C. Wilmot & H. Nicholson ( Directors) , (2007).
Time trip: Episode 1- The Explorers ( DVD) Kingston.
Video For Change.
Step 2- Focus questions related to impact of Spanish settlements
will be written on whiteboard.
Step 3.
Groups assigned will make presentation to class based on
information from assigned sources. Key points will be written on
whiteboard.
20 minutes.
Step 4
Class discussion of information presented. Other members will be
encouraged to contribute any additional information on the topic.
Culminating Activity
Students will receive assignment to research Spains’ conquest of
mexico and Peru up to 1550 and make notes to take to next class.
Evaluation:
As anticipated, Students had NOT done homework, in fact most
asked , “What homework?” .Despite this however, the class
proceeded and was productive as students demonstrated a
satisfactory level of understanding in the review section of the
class. Students’ questions and clarifications went over the
assigned time , therefore the culminating activity did not take
place.
32
Tuesday, November 4, 2008
Duration : 2X1 hour
Topic: Spanish settlements in the Caribbean up to 1660.
Goal of Lesson : students should have an understanding of the
specific issues related to Spain’s conquest of the Inca and Aztec
societies.
Objectives
Students should be able to:
-Research information related to a particular topic.
-Separate general from specific information on a topic.
-discuss causes and effects of Spanish conquest in the Americas.
Resources and materials
Students’ completed homework assignment.
CAPE Resource material: Peter Bakewell: Military Conquest of
Mexico and the andes
Teacher notes on fall of Inca and Aztec societies.
Instructional sequence
Step 1
Recap of previous lesson and topic to date – teacher guided
question and answer.
5 minutes
Step 2
Focus question will be placed on whiteboard followed by brief
Teacher presentation on the topic.
Step 3
Students will contribute their own research findings on topic. Key
points will be written on the whiteboard
Culminating activity
Oral class summary of information .
33
Hour # 2
Step 4
Groupwork class exercise:
Students will be divided into 5 groups with each group instructed
to write about the impact of the Spanish on the Aztecs and Incas in
one of the following formats:
1.
A dub poem
2.
A song
3.
A skit
4.
An interview
5.
A news report.
40 minutes
Step 5
Each group will be allowed 5 minutes to present and will be
assessed under the following headings:
historical content
10 marks
Evidence of group work
5 marks
Dramatization
5 marks
Total
20 marks
Culminating activity: class discussion on the exercise with respect
to its usefulness to students understanding of the topic.
Evaluation:
The group work exercise planned was not assigned to students as
the note-taking exercise and presentation on the fall of inca and
Aztec socities were not completed in the allotted time. Class
discussions were extensive , thus allowing time only for the
Aztecs. The Inca group will be done in upcoming classes.
34
Wednesday, November 5, 2008
Duration 2 hours
Topic : The Internal Assessment
Goal of lesson: for students to understand clearly the elements and
demands of the internal assessment component of the course and to
begin to formulate their own research topics.
Objectives:
Students should be able to :
-read and interpret information contained in the syllabus
-identify research topics in history
-begin to formulate their own hypothesis on a given topic in
history.
Resources and material
CAPE History Syllabus ( revised 2004)
CAPE Amendment to the syllabus in History ( 2008)
Samples of Internal assessments previously completed by past
students.
Instructional sequence
Step 1
Students will be instructed to read relevant sections of syllabus
( 2004) pp. 22-27
10 minutes
35
Step 2
Students will be asked to explain information to classmates .
Step 3
Class discussion on variations in
comprehension and
interpretation. Teacher input to ensure
final accuracy in
information .
Step 4
An examination of the components of the SBA as set out in the
syllabus . Discussion and definition of each term.
Step 5
Students will reflect on the topics contained in the syllabus and
will individually list 2 areas of interest.
Step 6
Students will further define sub- areas of interest under each area
listed.
Step 7
Samples of SBA assignments will be circulated in the class for
students to view.
Culminating activity
Students will be instructed to conduct preliminary research on the
2 areas selected with a view to ascertain availability of sources
and to report in the next class.
36
Evaluation.
This class went very well as many students applied themselves
diligently to identifying preferred themes, topics and research
questions.
Students submitted 2 questions each for vetting before final
selection. Many of these questions were satisfactory for research
and need only minor adjustments.
Many students brought syllabuses to class to enable everyone to
read the relevant pages in class.
This class represented a positive first step towards the completion
of students’ internal assessment.
There was no history class on thursday , November 6, 2008 as
school was dismissed early due to rumours of abductions of
St. Hugh’s Students.
37
Lesson Plans for the Week of November 10-14, 2008
Duration: 6 hours
Grade 12
Subject: History Unit 1
Overall goal of the week’s lessons: Students will have a clear,
accurate perspective on indigenous societies and Spanish
settlements which they will be able to articulate in a variety of
ways.
Lesson 1
Monday, November 10, 2008
Duration ; 1 hour
Specific Goal of lesson: Students will understand factors which
led to the destruction of the Inca society.
Objectives:
Students will be able to:
-identify factors which resulted in the defeat of Inca society by
Spanish.
-write own notes on the topic.
- link perspective on topic to source .
-diffrentiate between the different perspectives presented on the
topic.
Resources and materials
- Teacher notes –delivered orally.
- Student notes from previous group assignment.
38
Instructional sequence
Introduction
Teacher will recap topic to date with emphasis on previous lesson
on the fall of the Aztec society.
Step 1
Class presentation and discussion.
Teacher presentation- the fall of the Inca civilization.
Students will contribute any information from their own
reading/research.
Step 2.
Construction of a concept may on the whiteboard
information from the previous step.
using the
Culminating Activity
Students will compare / contrast Spanish attitudes/actions on
different indigenous groups studies to date: Taino, Maya, Aztec.
Inca.
Homework assignment:
Thursday.
group work
from lesson for last
Evaluation.
Class went well . Activites were completed ahead of schedule and
concluded with a discussion of topics and activities for the next
class.
39
Tuesday, November 11, 2008
Goal of lesson: students should demonstrate their understanding of
the topic Spanish settlements and impact on indigenous groups.
Objectives:
Students should be able to :
-demonstrate
the ability to work together harmoniously to
accomplish an assigned task.
-use creative means to display their knowledge of a topic.
-identify
Groupwork class exercise:
Students will be divided into 5 groups with each group instructed
to write about the impact of the Spanish on the Aztecs and Incas in
one of the following formats:
6.
A dub poem
7.
A song
8.
A skit
9.
An interview
10. A news report.
40 minutes
Step 5
Each group will be allowed 7 minutes to present and will be
assessed under the following headings:
historical content
10 marks
Evidence of group work
5 marks
Dramatization
5 marks
Total
20 marks
40
Culminating Activity:
Class discussion on the usefulness of the exercise and assessment
of the performance of groups. Grades will be assigned to
presentations.
Evaluation:
Three groups presented and one asked for a deferral as two
members were ill. Groups presented a dub poem, a song and a
news report. Two groups produced very good performances and
the third had potential but was not well rehearsed . The news report
was excellent. Groups looked at different aspects of the topic and
provided accurate historical information, in the main.
Token will be provided for the three groups in the next class.
Wednesday, November 12, 2008
Grade 12
Duration 2 hours
Theme:
Module 2: Slave Systems: Character and dismantlement
Topic: Characteristics
Goal of Lesson; For students to understand and differentiate
between systems of unfree labour.
Objectives:
Students should be able to:
Compare
and contrast the encomienda system, European
Indentureship and Chattel Slavery.
-explain the philosophical and institutional foundations of slavery .
-develop a working definition of slavery.
41
-understand in a general sense the distinction between chattel
slavery and domestic slavery which existed in West Africa prior to
the transatlantic trade in Africans.
Resources and materials;
CAPE past paper questions
1.
2.
3.
Examine the reasons why European Indentured labour
gave way to African slavery in the Caribbean in the 17th
century.
Discuss the view that systems of labour under the
Encomienda and European indentureship were similar in
some respects, but different in others. ( 2004)
African chattel replaced European indentureship in the
Caribbean during the second half of the 17th century.
Discuss TWO factors that led to this change.
Classwork essay topic
Explain the measures of control used by the early Spanish
colonists against the indigenous populations in the
Caribbean.
Instructional Sequence
Inroduction: Teacher presentation on systems of unfree labour
Starting with the encomienda system then European Indentreship
then Chattel slavery.
Step 1
Class generated notes on Encomienda system identifying
elements which characterize it as a system of unfree labour.
42
Step 2
Class generated notes on European Indentured system –review of
previous knowledge from CSEC Caribbean History..
Characteristics . Why is it classified as a system of unfree labour?
Culminating activity
Students will be instructed to use last 30 minutes to write response
to class work essay indicated above.
Due for Thursday ,November 13, 2008- students are to write a
minimum of 4 sources for each of the SBA topic selected.(assigned from Monday)
Evaluation
Class went generally as planned. Students provided adequate
information on the Encomienda and Indentureship systems for the
class to be based on their data. 2 charts were created based on
their knowledge. Students were generally participative but for the
culminating activity they were very reluctant to write their
classwork essay. They were eventually soothed and encouraged
to write the essay in the short time remaining, which they did.
Too much time was spent at the beginning of the class discussing
the US Presidential elections and other current events. Students
also received tokens for group presentations and were thrilled by
their pencils and book marks. More incentives/tokens to be given
in the future.
43
Thursday, November 13, 2008
Duration 1 hour
Theme: Slave systems: Character and dismantlement
Topic: Characteristics of slave systems and other systems of
unfree labour in the Caribbean
Goal of Lesson: students will understand the characteristics of two
systems of slavery: chattel and domestic
Objectives:
Students will be able to:
-identify factors responsible for the introduction of slavery in the
Caribbean.
-compare characteristics of slavery with other systems of unfree
labour in the Caribbean.
-articulate their own definition of slavery
-students will demonstrate an awareness of the different systems of
slavery and the philosophical foundations of each.
Resources and Materials:
Students previous knowledge of topic from CSEC level.
Teacher notes and knowledge.
Introduction:
Teacher presentation on systems of slavery existing in West
African society before the transatlantic trade in Africans.
(5 minutes)
44
Step 1
Class discussion-characteristics of slavery.
Comparison between Encomienda, Indentured labour and slavery.
-notes to be written on whiteboard.
Culminating activity
Students will write their own definition of slavery.
Evaluation
This class did not take place as students were unable to attend class
due to intermittent heavy downpour of rain. This lesson will be
taught on Monday, November 17, 2008.
Evaluation:
Monday, November 17, 2008
Class achieved only some of the objectives as students took
approximately 15 minutes to arrive and settle down. By the end,
however, a semantic map based on the concept of SLAVERY was
completed on the whiteboard. Each Student supplied one word
which she would use to describe slavery. Words supplied included
FORCE BONDAGE. UNFREE.
These were discussed with a view to arrive at a set of words which
represented an accurate description of slavery, therefore words
which were applicable in a general sense were eliminated.
Homework What is Slavery? - Write your own definition to share
in class tomorrow.
45
Tuesday, November 18, 2008
Grade 12
History Unit 1-Caribbean Slavery in the Atlantic World
Duration: 2X 1 hour
Theme: Slave systems: Character and dismantlement.
Topic:
The character of Caribbean slave societies
Goal of lesson: Students will understand the nature of slave
societies in general and Caribbean slave societies in particular.
Objectives;
Students should be able to:
-identify features of slave systems with respect to work, gender,
religion, family life, race relations, etc.
-empathise with the plight of enslaved Africans.
- evaluate the short, medium and long term impact of slavery on
each group involved, on the Caribbean and globally.
- read and interpret different perspectives on slavery contained in
various sources.
Resources and materials:
1.
Beckles, H & Shepherd, V. (2007)
Trading souls:
Europe’s transatlantic Trade in Africans. Chapters 1,2,3
2.
Walvin, J (2007) A Short History of Slavery Part.11 and
Part 111
3.
Morganthau, T Slavery: How it Built the New World pp.
66- 74 IN Newsweek Special issue .
46
4.
Van Dantzig , A Effects of the Atlantic Slave Trade on
some West African societies CAPE Resource material.
5.
Gates Jr, H (Ed) (1987) The Classic Slave narratives p.1
The interesting narrative of the Life of Olaudah Equiano
chapter 2 & 3 pp 24-50.
6.
Rediker M (2007) The Slave Ship : A human history
Chapter 1 pp.14-40, Chapter 3, pp 73-107 -2 persons
7.
Williams, E. ( 2005) Capitalism and slavery
Chapters 1
& 2 pp.3-50
8.
Smithsonian Institution Press (2002) Captive Passage:
The transatlantic Slave Trade and the making of the
Americas. Chapters 1 , 2 & 3 pp.13- 76
9.
Inikori ,J
The Slave Trade and the Atlantic Economies,
1451-1870 pp 290-308
10. Beckles, H, The Economics of the Transition to the black
Labour system in Barbados In Caribbean Slavery in the
Atlantic World pp 239-252.
47
11. Mair, L.
Slavery
Women Field Workers in Jamaica During
pp. 390-397
IN Caribbean Slavery In the
Atlantic World
12. Knight , F. Slavery in a Platation Society pp 398-436
IN Caribbean Slavery in the Atlantic World.
13. Williams, E. From Columbus to castro
14. Hall, D. People in Slavery
- The 1985 Elsa Goveia
Memorial Lecture IN Beckles, H (Ed) ( 1996) Inside
Slavery: Process and Legacy in the Caribbean experience.
Pp13-30
15. Comitas, L, & Lowenthal, D. (Ed.) (1973)
Slaves,
FreeMen, Citizens : West Indian Perspectives. Chapter 1
pp 4-20, Chapter 2 pp. 21---46, Chapter 3 pp. 47—52
-2 persons
16. Patterson, O. (1973) The sociology of Slavery Chapters 1
& 2 , pp. 15-69
48
17.
Augier, F, & Gordon, S. ( 1962) Sources of West Indian
History Section: Slavery and its abolition
pp. 110-114,
119-122.
18. Higman, B.( 1976) Slave population
and economy in
Jamaica 1807-1834. Chapter 2 pp45-98.
19. Beckles, H (1999) Centering Woman : Gender Discourses
in Caribbean Slave Society.
Instructional Sequence
Introduction- Teacher will place question from previous class on
the board. Why did European indentureship make way for African
slavery?
Students will be instructed to write 3 points which they would use
to answer the question.
allowed.
No discussion or reference to notes
49
Development
Step 1 – Students will supply points. Main points will be written
on the whiteboard. Class discussion will ensue after students have
completed this exercise.
Step 2
Students will articulate their definitions of slavery which they
wrote for homework – each students will be allowed to express her
definition. These will be written on the board in broad categories
Ongoing class discussion on the definitions provided.
40 minutes
Culminating activity:
Students will be provided with the opportunity to discuss their
SBA assignment individually with the teacher. Students
were
previously required to submit their topic and hypothesis, for
evaluation. In the second phase they are required to submit a list
of at least 4 sources which they will use to research the topic.
Sources should be both primary and secondary and should reflect a
variety of sources.
50
These will be assessed and verified by the teacher with respect to
their viability as sources in order for students to begin the research
phase of their SBA.
Evaluation:
This class went as planned up to the culminating activity which
was started but not concluded as time elapsed . It was generally
very disappointing to realize that students had not genuinely
understood the areas covered in the topic to the point where they
could explain clearly in their own words why indentured European
labour made way for African slavery. This was largely the
consequence of their failure to revise lessons covered in class.
In future, I may need to do pop quizzes or other revision exercises
at regular intervals to ensure consistent revision of content.
51
Hour # 2
Tuesday, November 18, 2008
Step 4
Students will be assigned one of the sources listed above and each
student will receive a copy of the hand out attached which contains
a list of past paper question on the topic. Students will be
instructed to create a handout of the information contained in her
source in the form of notes/points.
This assignment will be due next Monday, November 24, 2008 as
there will be no class on Wednesday as students and teacher will
participate in rehearsals for Awards Day. Thursday’s class will
also not be held as the school will have its annual prize giving
ceremony on that day and all classes will be suspended.
CAPE HISTORY UNIT 1
Slave Systems: Character and dismantlement
1.
Explain why the slave populations in the Caribbean
generally did not reproduce themselves.
2.
Explain why the Caribbean slave populations on sugar
plantations generally did not increase by natural means.
52
3.
To what extent were the roles of female slaves in
Caribbean plantation society determined by their enslaved
status?
4.
Explain how the economic systems that were developed
by enslaved people in the Caribbean contributed to their
survival.
5.
Assess the importance of the cultivation and marketing of
provisions for the enslaved people in the Caribbean.
6.
Explain ways in which enslaved women’s experiences
were determined by their gender.
7.
Examine the reasons why European indentured labour
gave way to African slavery in the Caribbean in the 17th
century.
8.
Discuss reasons for the high mortality rate among
enslaved Africans in the Caribbean during the 18th
century.
53
Evaluation
More than 50% of Students submitted possible sources for SBA
assignment . These will be vetted and returned during the next
week
so that students can begin research for SBA. Students
accepted their sources willingly and many sought clarification as to
how to go about their assignment.
54
Monday, November 24, 2008
Grade 12
History Unit 1: Caribbean Slavery in the Atlantic World.
Topic: Slave systems: Character and dismantlement
Goal of Lesson: Students will complete 20 multiple choice on the
topic under study with minimum score of 60%.
Objectives:
Unpon completing this lesson students will be able to:
-identify the main concepts in the topic eg, encomienda, slavery,
indentureship.
-demonstrate their knowledge in a multiple choice format.
-display the skill of arriving at the preffered answer through
reason & elimination.
55
Resources and Materials:
1. Worksheet containing 8 multiple choice items.
Instructional sequence:
Brief teacher chronological recap of topic to date. ( 5 minutes.)
Information re classwork assignment. (2 minutes)
Teacher will distribute worksheet to students. (3 minutes)
Students will complete assignment. ( 15 minutes)
Class discussion & grading of assignment.
(10 minutes)
Culminating activity:
Teacher will create a list of the sub-headings contained under the
topic for students to copy into notebooks. Brief class discussion ,
question and answer, based on the exercise.
Students will receive their SBA assignment previously submitted
and vetted.
56
Evaluation:
Students were generally able to answer the multiple choice
questions correctly. From questioning , students demonstrated a
satisfactory level of understanding of topic and were able to
adequately explain to each other
reasoning behind correct
responses. In developing the chronology for the topic , students
were very useful in providing information previously learnt in
CSEC History. The class generally went as planned and achieved
the objectives outlined, to a large extent.
History Unit 1
Caribbean slavery in the Atlantic World
Monday, November 24, 2008
Slave Systems: Character and dismantlement
1.
Which of the following was the Major factor which led to African chattel
slavery in the Caribbean in the second half of the seventeenth century?
(A)
Africans were already enslaved.
(B)
There was a greater supply of African labour for the plantations.
(C)
Africans were already exposed to tropical conditions and diseases.
(D)
European indentured servants refused to work alongside blacks.
2.
The European indentured labour system had the following weaknesses
EXCEPT
(A)
Workers did not re-indenture themselves
(B)
High mortality rates worried European governments.
(C)
Many workers married Indigenous women.
(D)
Workers often ran away from work.
3.
The Encomienda system resulted in all of the following EXCEPT
57
(A)
(B)
(C)
(D)
an increase in population.
High mortality rates
Large scale cultivation
Christianisation of Indigenous groups.
4.
Why did the Spanish colonists turn to African slaves?
(A)
They were cheaper than other labourers
(B)
Influential persons recommended this move
(C)
Others had tried them and found them suitable .
(D)
All of the above.
5.
Which of the following factors might also explain the unsuitability of
European indentured labourers in the seventeenth century?
(1)Many were unaccustomed to agricultural work.
(2)Many had different religious views.
(3) Europeans were mainly interested in getting rich quickly.
(4) Many had a criminal past .
(A)
(B)
(C)
(D)
1 and 3 only
2 & 4 only
1, 2, 3 only
All of the above.
6.
The two systems of Slavery which existed in West Africa in th 17th century
were:
(A)
Traditional and Domestic slavery
(B)
Domestic slavery and chattel slavery
(C)
Trans-saharan slavery and indentureship
(D)
Chattel slavery and trans- atlantic slavery.
7.
The first Trans-atlantic trade in captured Africans was conducted by the :
( A)
Arabs
(B)
Moors
(C)
North Africans
( D)
West Africans
8.
Chattel slavery has all of the following characteristics, ECXEPT
(A)
Permanent bondage
(B)
Racial prejudices
(C)
Religious equality
(D)
Legalised oppression
58
Tuesday, November 25, 2008
Grade 12
History Unit 1: Caribbean Slavery in the Atlantic World
Duration : 2 X 1 hour.
Goal of Lesson: To provide opportunities for students to teach
each other about different aspects of the slave trade in Africans.
Objectives: Students will be able to:
- read , understand and interpret
primary and secondary
sources.
- Extract relevant points from sources in relation to specific
topics.
- Explain and organize
information researched to create a
hand-out for their classmates as well as field questions on the
area covered.
- Distinguish between primary and secondary sources.
59
Resources and materials
All resources previously identified and distributed to students.
Primary documents:Alexander Falconbridge, The African Slave
Trade ( 1788)
Olaudah Equiano, The Middle Passage ( 1788)
Cugoano is Kidnapped and Sold into Slavery
All taken from ; Workshop and Symposium on Teaching Africa .
Focus: the transatlantic Trade in captured Africans and its
Abolition.
The department of History and Archaelogy & The department of
Educational Studies, The university of the West Indies, Mona
(2007)
Also
James Bardot ( Jr) a sailor aboard the English Slaver Don Carlos,
describes a slave uprising that took place aboard the vessel.
(St. Hugh’s History Department Handout .)
60
Instructional sequence:
Presentation # 1 – Sherneika Jackson-
Beckles, H. The
Economics of the transition to the black labour system in
Barbados.
Handout to be distributed to students after oral presentation.
Class Discussion based on presentationFocus questions for discussion:
what new information has been presented?
How has your understanding of the topic changed?
Presentation # 2
Topic: Slavery in Africa before the trans-atlantic trade in Africans.
Presenters:
61
Evaluation: Student to present had a sore throat so teacher made
presentation based on the handout submitted. Key points were
noted on whiteboard. Students were not able to receive individual
handout due to the non-functioning of the school’s photocopier.
Handouts will be provided at the earliest possible date.
Handout was detailed , students followed most points easily.
Class discussion was productive as students expressed their
enhanced understanding of the details of the topic as many had
obviously not followed up class discussions with detailed reading.
The presentation provided specific information which will be
useful to them in writing essay questions.
The second class did not take place as teacher was involved in a
meeting which went over the time allotted for class.
The second presentation will be done in the next class, Wednesday,
November 26, 2008.
62
Wednesday, November 26, 2008
Duration : 2 hours
History Unit 1
Theme: Slave systems: character and Dismantlement
Topic: The Slave trade in Africa
Goal of Lesson: Students will understand the
genesis and
operation of the slave trade in Africa .
Objectives: Students will be able to:
-read and interpret primary historical evidence.
- display empathy towards captured Africans.
-develop a chronology of the African slave trade.
-
Resources and materials
- Individual copies of source: Cugoano is kidnapped and
sold into Slavery.
63
Step 1
Teacher will do brief recap of topic so far .
-Class discussion on Portuguese involvement in the African slave
trade.
Step 2
Teacher reading of excerpt from Equiano’s account of his capture
found in Classic Slave Narratives.
Question and answer on reading.
Focus on information re capture, gender, duration of journey,
involvement of Africans etc.
Step 3
Distribution of second account . ( Cuagano)
Class discussion around information contained in the excerpt.
64
Culmination:
Discussion of presentations for next class and the headings under
which information will be presented to create a Literature matrix.
- Students to present:
a.
Lavonne
b.
Karesha
c.
Sashel
d.
Kayan
e.
Suelan
f.
Julessa
Headings for Matrix:
Source
Type of capture
Persons involved
Resistance
Involvement of women
Organisation of trade
Treatment of captives.
65
Evaluation:
Some students were away at MOB seminar. From introduction it
was clear that some students were quite uncertain as to where the
class was heading with respect to the new topic. As a result I had
to spend about 10 minutes putting the lesson in context and
explaining the chronological sequence to be followed in examining
this topic. Students had cursory knowledge about the Portuguese
and participated well in the class discussion which explored
reasons for dominant role of Portugal in the African trade even
before 1492.
Students participated with interest as the Equiano excerpt was read
and in the ensuing discussion. They were much less enthusiastic
when it came to reading the excerpt on Cuagaono and answering
questions posed. Many appeared lethargic and some placed their
heads on the desk. This was addressed and eventually most were
able to participate in the class exercise outlined. In general they
proved that they had paid attention to the excerpt as they were able
66
to respond successfully to the questions posed. Class
was
concluded with 15 minutes to spare and teacher remained in the
class with students until class time had elapsed.
Thursday, November 27, 2008
Duration 1 hr.
Goal of Lesson: students will appreciate how they can create and
use a literature Matrix in history to maximize their understanding
of a topic.
Objectives: Students should be able to:
- make notes from sources under specific headings.
- Present information in a clear and accurate manner to
classmates.
- Appreciate the extent to which sources convey different
perspectives.
- Compare and contrast information on one topic from a
variety of sources.
- Distinguish between primary and secondary sources.
67
Resources and Materials
Students’ notes on assigned sources.
Instructional sequence:
Teacher will place format for Matrix on white .
-Class will complete the first
2 colums by recapping
information from the 2 documents used in the previous class.
Each Student named in Wednesday’s lesson plan will provide
information from
her assigned source using the headings
provided as guideline. Students will complete relevant columns
on the whiteboard in turn.
Culmination:
Upon completion of table, a class discussion will follow,
comparing and contrasting information presented, seeking
clarifications, etc.
68