| Objectives | Students will be able to: (1) trace Taino migration from South America (Orinoco); (2) describe their settlement patterns; (3) create a migration map. |
|---|---|
| Materials | Map of Americas, migration arrow cut-outs, handout. |
| Key vocabulary | Orinoco, migration, canoe, archipelago, settlement |
| Engage (starter) | (10 min) Show a map of the Caribbean and South America. “The Tainos didn’t just appear. They paddled hundreds of miles. Why?” |
| Develop (main) | (35 min) 1. Theory: originated in Orinoco region, moved up the island chain (lesser Antilles → greater Antilles). 2. Discuss reasons: population pressure, seeking new lands. 3. Draw a map with migration arrows and dates (approx 600-1000 AD). 4. Label Taino areas. 5. Write a speculative journal: “Why my family left the mainland.” |
| Plenary (close) | (10 min) Map display; share journals. |
| Assessment | Map accurate; journal plausible. |
| Teacher notes | Differentiate from Kalinagos who came later. |
| Objectives | Students will be able to: (1) describe the hierarchy (cacique, nitaino, naboria); (2) explain the role of the cacique; (3) create an organizational chart. |
|---|---|
| Materials | Hierarchy diagram, role cards, chart paper. |
| Key vocabulary | cacique, nitaino, naboria, bohique, matriarchal |
| Engage (starter) | (10 min) “Who was in charge? Taino society was organized, with a chief, nobles, and commoners.” |
| Develop (main) | (35 min) 1. Cacique: inherited, could be male or female, led, made decisions. 2. Nitaino: nobles, warriors, advisors. 3. Naboria: common workers. 4. Bohique: shaman/priest. 5. Create a detailed org chart with roles and duties. 6. Write a job description for a cacique. |
| Plenary (close) | (10 min) Chart gallery; read job descriptions. |
| Assessment | Chart includes all roles; description detailed. |
| Teacher notes | Mention women could be caciques. |
| Objectives | Students will be able to: (1) explain their subsistence economy; (2) describe tools and techniques; (3) build a model of a conuco. |
|---|---|
| Materials | Clay, sticks, seeds, pictures of tools. |
| Key vocabulary | conuco, cassava, slash-and-burn, dugout canoe, remora |
| Engage (starter) | (10 min) Show a replica of a Taino tool. “How did they farm without iron? Skill and knowledge.” |
| Develop (main) | (35 min) 1. Agriculture: conuco (raised mound), intercropping. 2. Fishing: remora fish used to catch turtles, nets, traps. 3. Hunting: small animals, birds. 4. Build a small model of a conuco with clay, sticks, and seeds. 5. Write an instruction manual: “How to grow cassava the Taino way.” |
| Plenary (close) | (10 min) Model display; manual swap. |
| Assessment | Model includes key features; manual accurate. |
| Teacher notes | Connect to sustainable farming. |
| Objectives | Students will be able to: (1) explain the role of zemis and spirits; (2) describe ceremonies (cohoba); (3) design a Taino temple. |
|---|---|
| Materials | Zemi images, cohoba description, temple design paper. |
| Key vocabulary | zemi, cohoba, bohique, cemiism, petroglyph |
| Engage (starter) | (10 min) “Tainos believed the world was full of spirits. They communicated through zemis and special ceremonies.” |
| Develop (main) | (35 min) 1. Zemis: carved stones/wood housing spirits; used for healing, fertility, protection. 2. Cohoba ceremony: shaman inhaled hallucinogenic powder to speak to spirits. 3. Design a Taino temple (caney) with zemis inside. 4. Draw and label. 5. Write a paragraph explaining a ceremony. |
| Plenary (close) | (10 min) Temple gallery; explain ceremonies. |
| Assessment | Temple design informed; explanation clear. |
| Teacher notes | Respect indigenous spirituality. |
| Objectives | Students will be able to: (1) describe Kalinago social structure; (2) compare with Tainos; (3) create a detailed comparison chart. |
|---|---|
| Materials | Kalinago pictures, comparison chart template, textbooks. |
| Key vocabulary | Kalinago, Carib, ouboutou, warrior, piragua |
| Engage (starter) | (10 min) “Not all indigenous people were peaceful farmers. The Kalinagos were warriors. Why?” |
| Develop (main) | (35 min) 1. Kalinago: separate migration, settled Lesser Antilles. 2. Society: ouboutou (chief), warriors, women did farming. 3. Known for raiding Taino villages, taking women. 4. Compare in a chart: social structure, economy, religion, warfare. 5. Write an essay: “Why were the Kalinagos more warlike?” |
| Plenary (close) | (10 min) Chart review; essay thesis sharing. |
| Assessment | Chart detailed; essay uses evidence. |
| Teacher notes | Avoid portraying them as just savages; complex reasons. |