Plan of Work for the week beginning September 20-24, 2021

Week 2 Day One

Subject: Social Studies

Theme: Our Common Heritage

Grade: Five (5)

Duration: 60 minutes

Focus Question: Why did the Europeans and Africans come to the Caribbean?

Attainment Target:

Recognise the contribution of individuals and groups who have helped to shape Jamaica’s
development over time.

ICT Attainment Target(s):

● Communication and Collaboration - Use technology to communicate ideas and

information, and work collaboratively to support individual needs and contribute to the
learning of others.
● Research, Critical Thinking, Problem Solving and Decision Making – Use appropriate
digital tools and resources to plan and conduct research, aid critical thinking, manage
projects, solve problems and make informed decisions

Specific Objective: At the end of this lesson students will be able to:

● Use mathematical skills to construct a timeline illustrating when the different

ethnic groups came to the Caribbean.

Material: laptop, YouTube Video, textbooks: Ja. Pri. Soc. Stu. Wkbk. 5, Social Studies for
Primary Schools an Integrated Approach, Our Caribbean Neighbours

Key Concepts/Vocabulary: ancestors, Europeans, Africans, ethnic groups, timeline,

chronological order

Skills: identifying, defining, listing

Content Summary

Ethnic Group: is a community or group of people who share common ancestors and common
culture, often including a common history, religion, language and other characteristics,
Major Ethnic groups that came to the Caribbean were the Amerindians, Europeans, Africans,
East Indians and Chinese . The ethnic groups of the Caribbean came at different time periods

A timeline is one of the tools that can be used to demonstrate the coming of these groups .

A timeline is a type of chart which visually shows a series of events in chronological

order.Chronological order means to put events in order based on when they occurred.

Features of a simple timeline include:

★ A scale
★ Events placed in chronological order
★ Written information related to the events represented
★ Pictures to further enhance the information
★ A heading

N.B. A timeline may be vertical or horizontal.

ENGAGE

1. Pupils will watch a video and based on the video watched, they will tell the year in
which the following events took place in Jamaica’s history.
➔ Morant Bay Rebellion
➔ Independence
➔ Arrival of Christopher Columbus
➔ Full Emancipation
➔ Jamaica became a British colony
➔ Universal Adult Suffrage

2. Students will be told by teacher that events can be placed in order starting from
which event took place first or which event took place last. This is called
chronological order.

Last to First First to Last

1. Independence 1962 1. Arrival of Christopher Columbus 1494

2. Universal Adult Suffrage 1944 2. Jamaica became a British colony 1655
3. Morant Bay Rebellion 1865 3. Emancipation 1838
4. Emancipation 1838 4. Morant Bay Rebellion 1865
5. Jamaica became a British colony 1655 5. Universal Adult Suffrage 1944
6. Arrival of Christopher Columbus 1494 6. Independence 1962

Students will attempt to put the events in order orally at first and then written.They will then be
asked to give their ideas of what they think the lesson will be about.
EXPLORE/EXPLAIN

Students will be given a source on the timeline to read.

Discussion Questions

● What is a timeline?
● What are some features of the timeline?
● What are the types of timelines?
● Have you ever seen or used a timeline before?
● Think of a real life situation in which a timeline could be used and share it with us?

Example of a horizontal timeline

Example of a vertical timeline

EXTEND

(Independent Group)

Look at the following events that have occurred in Peter’s life. Organise them in chronological
order then use them to construct a timeline. Start with the event that took place first.

❖ Started high school 2020

❖ First trip on an aeroplane 2017
❖ Got baptised 2019
❖ Started infant school 2011
❖ Year of Birth 2008
❖ Broken arm 2014
❖ Learnt to drive 2014
(At Risk Group)

Look at the pictures and write down the number that matches each event that happened in
Peter’s life beginning with what happened first.

EVALUATE

(Independent Group)
Below is a list of the ethnic groups that came to the Caribbean and when they came. Rewrite the
list, placing them in chronological order beginning with the ethnic group that came first.

Chinese 1850s Portuguese 1834

Africans 1650s Syrians Late 1800s

Lebanese Late 1800s Spanish 1492

Amerindians 700 A.D. Jews 1530

English 1624 East Indians 1838

Jews 1492 Africans 1660s

At Risk Group- The students will be given a blank timeline to fill in the information.
Week 2 Day Two

Duration: 60 minutes

Specific Objective: At the end of this lesson students will be able to:

● Compare the needs and wants of Europeans and Africans on the plantation and describe how
these were met.

Material: laptop, map, atlas, Textbooks: Ja. Pri. Soc. Stu. Wkbk. 5, Social Studies for Primary
Schools an Integrated Approach, Our Caribbean Neighbours, Soc. Stu. Atlas for Ja. Wkbk.

Key Concepts/Vocabulary: Europeans, Africans, wants, needs, plantation, ancestor, colonize

Content Summary

Our European ancestors came to the Caribbean region from England, Spain, France and Holland
(The Netherlands). The Africans who came to Jamaica, and other parts of the Caribbean, came
mainly from a region called West Africa. Some of the countries included Nigeria, Ghana, Sierra
Leone, Senegal, Togo and Cameroon.

Needs and wants of the Europeans and Africans on the Plantation

Europeans wanted:

● Africans to work - New trade routes

● Africans to take care of property - Land
● Africans to be loyal
● Wealth
Africans wanted:
● freedom
● pay

What are needs and wants?

Needs are things that we must have to survive, while wants are things that are not essential for
life.

PROCEDURES/ACTIVITIES
ENGAGE
Students will observe a political map of the world in their atlases and identify the countries in
Europe and Africa from which our European and African ancestors came.

Today we will be looking at the needs and wants of our ancestors while they were in the Caribbean on the
plantations. But before we proceed, let us remind ourselves of what wants and needs are. Look at the
picture below. Can you identify the wants and needs shown in it?
EXPLORE
Students will watch a video ttps://www.youtube.com/results?search_query=life+aboard+the+slav then
make a list of the needs and wants of the Europeans and the Africans that are seen in the video. They will
then add to the list based on their prior knowledge. From the list generated by students, they will create
two graphic organizers and list the needs and wants of the Africans and Europeans under the correct
headings.

Africans’
NeedsEuropeans’
Needs

Africans’
Europeans’
Wants Wants

EXPLAIN
Teacher will direct students’ attention to the video previously watched.
https://www.youtube.com/results?search_query=life+aboard+the+slav on how the Africans were
treated aboard the slave ship. They will explain whether their basic needs were met. Students
will then read from pages 14 to 16 of the Jamaica Primary Social Studies, Student’s Book 5
about the life of enslaved Africans. They will identify a need or want of either the Europeans or
Africans on the plantation then explain why it was a need or want and say whether it was being
met.
ELABORATE
Students will be placed in groups. They will present in a creative way, e.g. song, poem, role
play, about how the Africans’ and Europeans’ needs and wants were met.
EVALUATION
Students will complete case study activity in Jamaica Primary Social Studies Workbook pgs. 11
and 12.

Complete the following Activity

Basic Needs How were the slaves' needs How were the European
satisfied? settlers' needs satisfied?

food

clothes

shelter

Health care

Worship

Water