CAPE INDIGENOUS SOCIETIES-2.doc

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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 “

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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

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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

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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.

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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.

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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 7/9/2011 23:33:00 a7/p7 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.

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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.

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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.

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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.

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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

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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

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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 5/19/2013

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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

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- 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

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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.

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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)

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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.

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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.

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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.

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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

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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.

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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

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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.

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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

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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.

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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

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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

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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.

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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 -

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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

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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.

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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 .

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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.

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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

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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.

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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.

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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.

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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.

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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

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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.

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-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 17 th 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.

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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.

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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)

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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.

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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 .

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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 1451-1870

10.

The Slave Trade and the Atlantic Economies, pp 290-308

Beckles, H, The Economics of the Transition to the black Labour system in Barbados In Caribbean Slavery in the Atlantic World pp 239-252.

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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

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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

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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.

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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.

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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.

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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 17 th century.

8.

Discuss reasons for the high mortality rate among enslaved Africans in the Caribbean during the 18th century.

Evaluation

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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.

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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.

Resources and Materials:

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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.

Evaluation:

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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 (A) an increase in population. (B) High mortality rates (C) Large scale cultivation

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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

Tuesday, November 25, 2008

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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.

Resources and materials

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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 .)

Instructional sequence:

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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:

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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. Wednesday, November 26, 2008

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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.

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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.

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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.

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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 to respond successfully to the questions posed. Class

was

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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.

Resources and Materials

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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.

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