Adapted from The Ministry of Education’s National Standards Curriculum- Grades 7-9 History

Jamaica College
Grade 9 Unit Plan

SEPTEMBER to DECEMBER 2019

Subject: History

Time allotment: 45 minutes session (2 sessions per week)

RATIONALE

In these units, students will learn about the coming of the Europeans to the Caribbean and Americas and how their colonization and settlement have helped to shape the
history of the region. They will also be exposed to the concept of the Renaissance and how its emergence led to increase in exploration and Caribbean colonization.
Students will explore the various European groups that have had significant influence in the Caribbean. These units will allow students to get the opportunities to use
primary and secondary sources to complete researches and presentations; get the chance to interact with relics and other historical materials; allowed to conduct interviews
and record information and should be exposed to a multi-disciplinary approach to teaching and learning. This unit will also help students to appreciate the impact of the
coming of the Europeans because as young Jamaicans, students should have knowledge of their past and a historical understanding of the community in which they live.
The aim is to provide a context from which to build a sense of self and identity.
 Adapted from The Ministry of Education’s National Standards Curriculum- Grades 7-9 History

THEME UNIT TOPICS DURATION SPECIFIC OBJECTIVES SUGGESTED ASSESSEMENT ACTIVITIES

1HR PER CLASS

Introduction Introductions- 90 1. For students to be able to relate to 1. Icebreaker activities

student/teacher Sept 4- minutes their teacher and feel free to ask
6, 2019 questions/make comments etc. 2. Puzzles
EUROPEANS
Rules and 2. To ensure that students are aware
expectations of the rules and expectations of the 3. Quizzes
class and the consequences for
Overview of breaking them. 4. Brain teasers
curriculum 3. To provide students with a general
5. Questioning and Discussion
overview of the topics to be
Diagnostic Test covered.

Unit 1: Topic 1:
Sept 9-
At the end of the lesson students should
20, 2019 Students will:
Factors motivating Introduction: 135 be able to:
Europeans to explore and The minutes
1. Participate in a class Discussion on the
settle in the Caribbean up Renaissance 1. .Define the term Renaissance.
film ‘Harry Potter’ as a reference to
to the end of the 17th Period 2. Identify the timeframe of the
peoples beliefs in Medieval Europe.
century Renaissance Period.
3. State where the Renaissance
2. Make a pictorial chart of major
Period began.
individuals that contributed greatly to the
4. Explain what gave rise to the
Renaissance Period through:
Renaissance Period.
Art, Architecture, Music, Literature, Science,
5. Briefly describe European society
Exploration
before the Renaissance Period.
 Adapted from The Ministry of Education’s National Standards Curriculum- Grades 7-9 History

6. Outline the impact of the

Renaissance Period on early
European exploration

Topic 2: At the end of the lesson students should Students will:

(Sept 90 be able to:
Wind Systems 23-27) minutes 1. Construct a map to show the location of
and Ocean 1. Explain how the following assisted these wind systems and ocean currents
currents early European exploration in the
Caribbean
a)Trade Winds
b) Westerlies
c) South and North Equatorial
Currents
d) Gulf Stream
e) Caribbean Current

Topic 3: (Sept 180 At the end of the lesson students should Students will:
Technology 30- Oct minutes be able to
11 1. Create a table with Navigational
1. Outline the contribution of Instruments
Prince Henry ‘the
Navigator’ to early 2. Make a model of Navigational
European exploration Instruments
2. Describe maps that were
used in early European 3. Complete worksheets
exploration
3. Identify early types of
Navigational Instruments
 Adapted from The Ministry of Education’s National Standards Curriculum- Grades 7-9 History

and their uses

4. Describe types of early
ships
5. Discuss the types of
weapons used by early
Europeans to conquer and
control territories

Topic 4: (Oct 90 At the end of the lesson students should Students will:
14-18) minutes be able to:
European 1. Complete worksheet
Interest in the 1.Discuss the following reasons 2. Create a collage or panorama showcasing
Caribbean for European interest in the the different reasons the Europeans were
Caribbean (3 G’s): interested in the Caribbean.
a) Trade
b) Religion
c) National Rivalry

MID TERM BREAK OCTOBER

21-23

IN CLASS TEST OCTOBER

24- NOV 1
 Adapted from The Ministry of Education’s National Standards Curriculum- Grades 7-9 History

Unit 2: Topic 1: 90 At the end of the lesson students should Students will:
(Nov 4- minutes be able to:
Spanish Colonization and The Treaty of 8)
its Effects on the Tordesillas 1. Define the term Treaty 1. Discuss the statement: Spain benefitted
Indigenous s Population 2. Account for the circumstances that more from the Treaty of Tordesillas
led to the Treaty of Tordesillas
2. Complete a Crossword Puzzle
3. Define the terms : Colonization,
Colonist, Colony, Mercantilism,
Bullionism, Conquistador, New
World, Monopoly

Topic 2: ( Nov 135 At the end of the lesson students should Students will:
Christopher 11-22 minutes be able to:
Columbus
1. On the map of the Caribbean, trace 1. Write a Biography or Citation on
the route Columbus took to the Christopher Columbus
Caribbean for each of his four
voyages. 2. Complete a puzzle on the coming of
Christopher Columbus.
2. Suggest at least three reasons for
his voyages.
3. Worksheets: Use a table format to
outline Columbus’ four voyages under
3. Outline Columbus’ problems and the headings: Date; Places explored;
experiences before and on his first Major experiences
voyage.
 Adapted from The Ministry of Education’s National Standards Curriculum- Grades 7-9 History

Topic 3: (Nov 90 At the end of the lesson students should Students will:
Spanish 18- 29) minutes be able to:
Settlement of 1. Complete a Map work: On a map of the
the New World 1. Identify areas on a map of the Caribbean shade Spanish areas that were
Caribbean where the Spanish had settled before 1700
settled before 1700
2. Create a pictograph showing the
2. Outline major economic activities economic activities that the Spaniards.
of early Spanish settlers of the
New World

Topic 4: ( Nov - 90 At the end of the lesson students should Students will:
Treatment of the 29- minutes be able to:
Indigenous Dec4)
Peoples 1. Describe the natives from the 1. Outline the role played by Las Casas and
point of view of Columbus Montesinos in the New World through
2. State how the natives described Role Play
the Spaniards .
3. Define the term Encomienda and Describe in a letter to a friend, the ways
Repartimiento in which the Tainos or the Caribs were
4. Describe how the natives were enslaved by the Spanish.
treated by the Spaniards
5. Outline the effects the treatment 2. Make your letter as graphic as possible
had on the natives

END OF
DECEMBER 4-13, 2019
TERM
TEST
 Adapted from The Ministry of Education’s National Standards Curriculum- Grades 7-9 History

Topic 5: ( Jan 6 90 At the end of the lesson students should Students will:
Spanish System -10 minutes be able to:
of Government 2020)
in the New 1. Outline the Spanish system of
World government in the New World Construct a diagram to show Spanish
2. State at least two duties of government system of the New World
each group of representatives
in the Spanish System of
Government
Adapted from The Ministry of Education’s National Standards Curriculum- Grades 7-9 History
Adapted from The Ministry of Education’s National Standards Curriculum- Grades 7-9 History