1

Name: Hassan Basarally

Student I.D.: 806007430

Course Name: Introduction to Curriculum

Course Code: EDCU 2013

Tutor: Ms. Kitty al-Hosein-Garcia

Due Date: 10th December 2007

Topic: Pre-Colombian History of Trinidad and Tobago

University: The University of the West Indies, St. Augustine

Department: Department of Liberal Arts

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Pre-Colu
Pre-Columbian History of

Trinidad and Tobago

Hassan Basarally

806007430

Dept. of Liberal Arts

The University of the West Indies, St. Augustine

10th December, 2007

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Table of Contents

INTRODUCTION 4

CURRICULUM FOUNDATIONS AND UNDERPINNINGS 7

NEEDS ASSESSMENT 17

CURRICULUM INTENTIONS 19

CURRICULUM COMPONENTS 23

LOGISTICS 35

IMPLMENTATION 38

APPENDIX I i

APPENDIX II iii

APPENDIX III iv

APPENDIX IV vi

APPENDIX V vii

BIBLIOGRAPHY viii
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Introduction

The term curriculum itself has different interpretations. Ralph Tyler and

Hilda Taba propose that it is “a plan for action or a written document that include

strategies for achieving goals and ends” (Ornstein & Hunkins, 2004, p. 10). It can also be

defined from its Latin root currere, which is a course to be run. Here it is “a set of

obstacles or tasks that an individual has to overcome, something that has a beginning and

an end, something that one intends to complete” (Eisner, 2002, p.25). Progressivists such

as Dewey assert that it is “all of the experiences the child has under the aegis of the

school” (Eisner, 2002, p.26). The varying definitions lead to confusion about the nature

of curriculum.

To reconcile the differing interpretations Eisner isolated the features of curriculum

to create a working definition. These features are: events, planning, educational nature

and consequences. From this a curriculum can be defined as a series of programmes

designed with educational benefits whose aim is to achieve previously articulated goals

or results that occur from classroom interaction that can only be identified after the

curriculum has been implemented. However this definition can be used for the intended

or planned curriculum. This is “that which is planned” (Eisner, 2002, p.32). However the

student does not only learn from the written curriculum nor is this the only type of

curriculum that exists.

Among the other types of curriculum are the hidden, operational and null

curriculums. According to Vallance the hidden curriculum is “those practices and

outcomes of schooling which, while not explicit … seem to be a regular and effective

part of the school experience” (Lewy (Ed.), 1991, p. 40). The experiences that they have
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contribute also. According to Piaget “[c]hildren construct knowledge out of their

exploratory actions on the environment”. (Wadsworth, 1996, p.149). Hence there is the

operational curriculum which consists of interactions in the classroom and null

curriculum. The null curriculum are the “subject matters and/or experiences that are not

taught or learned but that students know, at least in a general way, exist” (Ornstein &

Hunkins, 2004, p. 12). Using this definition of curriculum and the understanding of its

different types a curriculum will be developed in this document.

The history of the Caribbean began with the arrival of Christopher Columbus in

1492. Here Columbus met warlike cannibals called Caribs and another docile peaceful

tribe called Arawaks. After defeating the Caribs, the Europeans developed colonies in the

region. This brought civilization to the Caribbean region and to the natives. Anyone

holding this interpretation of the history of the region would if fact be seriously

misguided. This curriculum seeks to give students a revision of the commonly held

notions about the history of the region. It seeks to explore the civilization of the Tainos

and Kalinagos, dispel the notions that they were cannibals, and expose the fact that the

Europeans committed genocide and brought little benefit to the indigenous people of the

region. The result being a newfound interest and competence in the subject area. The

target group is Third (3rd) Form students who would benefit from learning the Pre-

Columbian History of Trinidad and Tobago.

The curriculum is divided into several sections. The Foundations and

Underpinnings section explain the educational and philosophical basis for the document

that would guide its implementation. The Needs Assessment details the target group and

the educational requirements that have to be met. The Curriculum Intentions list the
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rationale, aims, objectives and performance standards of the document. The Components

are the lesson plans that are to cover the content of the curriculum. The Logistic section

details the materials, facilities, time, cost and personnel required for the implementation

of the curriculum. The final part of the document is the Implementation that analyses the

feasibility and possible improvements for the document.

References

Eisner, E.W. (2002). The educational imagination: On the design and evaluation of
school programs (3rd ed.). New Jersey: Pearson Education, Inc.

Lewy, A. (Ed.). (1991). The international encyclopaedia of curriculum. Oxford:

Pergamon Press.

Ornstein, A. C. & Hunkins F. P. (2004). Curriculum: Foundations, Principles, and

Issues (4th ed.). Massachusetts: Allyn and Bacon.

Wadsworth, B. J., (1996). Piaget’s theory of cognitive and affective development

(5th ed.). New York: Longman Publishers USA.
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Curriculum Foundations and Underpinnings

“We prefer one thing to another, we shift our attention from one event to another,

we praise one behavior and condemn another, we like and dislike, and whenever we do it,

we value” (Hart, 1971, p.29). This is the basis of philosophy. The curriculum is designed

to promote a specific type of learning, teaching and subject matter. This is a product of

what the society at large and the curriculum developer in particular view as beneficial to

the student population. It is fundamental to the process of curriculum development. The

philosophy or ideology in a curriculum determines the way in which it is implemented in

the school. It guides decision making as it determines what is viewed as important in the

curriculum. Philosophy places emphasis on subject area and teaching techniques and

most importantly it inculcates certain values in the students. These occur in the different

curricula: hidden, null, written etc. These philosophies or ideologies can be defines as

“belief systems that provide the value premises from which decisions about practical

educational matters are made” (Eisner, 2002, p. 47). While some theorists such as Lamm

view philosophy as a “devise of social control” (Lewy (Ed.), 1991, p. 103). It is still

important as the absence of philosophy leaves “the educator vulnerable to externally

imposed prescriptions, to fads and frills, to authoritarian schemes” and other imposed

ideologies (Ornstein & Hunkins, 2004, p. 9). Hence the choice of philosophy in a

curriculum is essential to its acceptance and implementation.

Philosophy can be broadly divided into ontological, epistemological and

axiological categories. These categories differ primarily in the source of truth and

knowledge that is ascribed to. The curriculum is meant to educate, therefore it must be

certain from where it takes knowledge or truth. Ontology is concerned with reality as the
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source of truth. It has positions in which truth and reality exists in the natural world,

human experience or God. Therefore knowledge can come from scientific and empirical

investigation of the environment, the relationships that humans have between themselves

and the environment or each other or from divinely revealed texts. A curriculum based on

this would focus on students learning the facts from one of the sources of truth.

Epistemology is similar in the fact that it deals with the nature of knowledge but

deals with the processes of its acquisition and holds that knowledge is gained in

innumerable ways. While ontology holds that knowledge can only come form one of its

articulated sources, epistemology recognises that truth can be gained by many ways.

Besides looking in the natural world, human experiences and God, truth can be gained

through intuition which has no logical basis. The focus is on the processes of thought in

the acquisition of knowledge not the knowledge itself. What this philosophy promotes as

ways to acquire truth or knowledge is scientific investigation and critical and reflective

thinking. Its effect on the curriculum is that focus is placed on students learning the

process of acquiring knowledge and the curriculum content would be more flexible as

there are different ways of gaining truth.

Axiology deals with ethics. “The problems and issues axiology investigates have

been with us from the moment man began to reflect upon conditions of his life, the

structure of reality, the order of nature and man's place in it” (Hart, 1971, p.29). Here

there is the view that morality can be divinely ordained, naturally existing or evolves

from humans. This aspect deals with the social development of the students. All these

different philosophical sources give rise to the educational theories and philosophies.
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These are used in the curriculum to reflect the beliefs that are to be imparted on the

students.

The approach of the curriculum reflects the foundations, domains, theoretical and

practical principles embodied in this document. There is no blind adherence to a

particular approach; instead to create a relevant curriculum to suit the needs of students in

Trinidad and Tobago a synthesis is utilized. In fact theorists have stated that to adhere to

any one philosophy would be impossible. Doll (1981) states that “there is nowhere a

purist example of a school that follows any one of th[e] educational philosophies to the

letter” (p. 31). The only philosophy that this curriculum would adhere is the

epistemological focus on the development of the process of students acquiring

knowledge. This curriculum’s philosophy would then be a combination of Idealism,

Reconceptualism, Pragmatism, Realism, Reconstructionism, and Rational Humanism.

Firstly the view of the aims of education is a combination of the general theories

of Traditionalism and Progressivism. The aims of education generally are to develop

learners intellectually, as functioning citizens, as individuals in society and as actual and

potential workers. (Doll, 1981, p. 22). From Progressivism, this curriculum focuses on

the students being able to better their environment. “Human beings should learn to

modify the environment in which they find themselves” (Doll, 1981, p. 23). In addition

knowledge is not held to be static but subject to change due to advances in different

subject areas. Doll (1981) states that “[v]alues are relative, subjective, and changeable”

(p. 24). There is also the belief that intellectual development that is needed is “self-

learning” and “solving live problems” (Doll, 1981, p. 22). This theory views the child as

an active participant in the learning process. “The child acted on the environment, he or
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she did not simply digest it” (Eisner, 2002, p. 69). From the Traditionalist camp the belief

that group work is essential to the social development of the child is incorporated.

“Homogenous grouping, tracking, and special grouping of pupils help to develop able

learners to high levels of competence” (Doll, 1981, p. 22).

The student must be made a source of social change. Hence this curriculum holds

the Idealist belief that “[l]earning is to be pursued to benefit mankind” (Doll, 1981, p.

27). Students must be active participants in the society so as to prepare them for eventual

leadership. To this regard it is similar to Reconceptualism. “The purpose of the

curriculum is emancipation” (Ornstein, & Hunkins, 2004, p. 10). Emancipation in this

curriculum comes through the fostering of critical literacy. The most important skill of

the hidden curriculum to be taught is critical literacy. Critical reading involves the

students being able to identify the ideology and point of view brought by the author.

Texts have “no neutral position” (Luke & Freebody, 1997, p.193), therefore students must

analyse it to determine whether it can stand up to independent criticism. As a hidden part

of the curriculum is the development of critical thinking, the curriculum here embraces

the Pragmatist view that the ideal teaching method “is concerned not so much as teaching

the learner what to think as with teaching him or her to critically think” (Ornstein, &

Hunkins, 2004, p. 35). To foster a degree of social activism, this curriculum also

embraces the Pragmatist position that there is “[n]o demarcation between school and

society” (Ornstein, A. & Hunkins, F., 2004, p. 35). As students are sought to better the

society, the experiences of students must be taken into consideration. These experiences

create the previous knowledge of the child and Pragmatists utilise this knowledge “to
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relate what they teach to the surroundings and experiences of individual children” (Doll,

1981, p. 29).

From Reconstructionism, this curriculum seeks to involve all stakeholders in the

students’ education. It plans to “fuse the resources of formal education with social,

political and economic resources to try to better the human condition” (Doll, 1981, p. 29).

This curriculum also agrees with the Realists on the importance of the availability of an

adequate quantity, quality and variety of teaching material. “Textbooks and other written

materials prepared by experts, laboratories, films, testing, and biographical studies are

important media for helping children learn” (Doll, 1981, p. 29). The philosophy of this

curriculum agrees with the Realists that “reality and truth emanate from both science and

art” (Ornstein & Hunkins, 2004, p. 34). However the Idealist belief that truth can be

found in religion is not discarded. Faith has its place in the students’ life, while academic

subjects require empirical thought, questions of morals and values that plague the student

is in the realm of God. Hence the source of truth here is both religion and science with

clear demarcations.

Another theory that this curriculum utilizes is Rational Humanism. This school of

thought encourages the use of primary sources in teaching. This type of material would

be condensed of edited to suit the level of students. One of thee proponents of this theory

is Mortimer Adler. He sought to develop mieutic processes in the student. These

processes “[are] intended to enable students to provide reasons for their opinions and to

find evidence and counterarguments to the views being expressed” (Eisner, 2002, p. 47).

Students are to remove traditional notions through reinterpretation. Features of the

humanistic approach state that, “the informal and hidden curricula are also worthwhile”
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(Ornstein & Hunkins, 2004, p. 9). Hence the epistemological focus on the processes of

learning is adhered to.

In addition there are educational philosophies that guide the teacher in

instructional methods and approaches in the classroom. The curriculum accepts the

Perennialist view that subjects such as history are “indispensable” (Ornstein & Hunkins,

2004, p. 39) but rejects that academic principles are universal truths and the teacher is the

“authority in the field” (Ornstein & Hunkins, 2004, p. 37). The student must not just

accept information taught but investigate its credibility through academic interrogation.

This is also the case of Essentialism. The curriculum seeks to equip students with the

skills that Progressivism inculcates. “Progressivism, instead, place[s] heavy emphasis on

how to think, not what to think” (Ornstein & Hunkins, 2004, p. 44). Students at the end of

this curriculum must not only be able to critically analyze subject matter but also educate

others such as their peers and relatives and move towards social awareness and action.

This is the point where Reconstructivism is incorporated “students and teachers must not

only take positions, they must also become change agents to improve society” (Ornstein

& Hunkins, 2004, p. 44). The internationalist aspect of reconstructivism is also used as

students must become aware of how issues in the Caribbean are affected by international

events.

This curriculum leans towards the Interpretivist school due to the fact that the

philosophy of this curriculum relies heavily on Progressivism which is the basis of the

Interpretivist school. Like this curriculum, the Interpretivist school promotes peer

motivation, analysis of current issues, is research based, allows student interaction and

the teachers are guides that help to identify the interests appropriate to the child. This
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curriculum follows the Interpretivist school in “taking the interests of each individual

student and forming a curriculum that builds on these interests and experiences in order

to create a meaningful course of study to each, individual student” (“Positivist and

Interpretivist Schools”, 2007).

There are two main curriculum development models: Ralph Tyler and Hilda

Taba. The curriculum utilizes the method used by Tyler. His model holds “[c]urriculum as

a science and extension of the school’s philosophy” (Ornstein & Hunkins, 2004, p. 93).

Students’ needs are taken into consideration and curriculum and instruction are

interdependent. Objectives are necessary to plan lessons and the way to determine the

success of the teaching strategies is to administer assessments to the students. The

Tylerian Model as Doll (1981) calls it, is composed of objectives, activities, organization

of activities and evaluation. However others such as R. M. Wolf have identified only

three: objectives, learning experiences and evaluation (Lewy (Ed.), 1991, p.411).

Objectives in Tyler’s model are “the desired performances or behaviors that

students are to acquire” (Lewy (Ed.), 1991, p.411). The activities or learning experiences

are the actual implementation of the lessons. While Wolf defines evaluation as “activities

undertaken to determine the extent to which the objectives of the program are being

obtained” (Lewy (Ed.), 1991, p.411).

An important aspect of the curriculum understands how students learn. The

cognitive development of students has been the focus of much investigation. Of this three

theories stand out: Jean Piaget’s Cognitive Development Theory, Bruner’s Theory of

Instruction and Howard Gardner’s Multiple Intelligences Theory. Firstly Piaget’s theory

views cognitive development as a process entailing four stages: the sensorimotor,

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preoperational, concrete operational and formal operational stages. In addition children

construct meaning of the world. According to Piaget “[c]hildren construct knowledge out

of their exploratory actions on the environment”. (Wadsworth, 1996, p.149). This

exploratory action involves both teachers and peers. “The views of peers become

particularly important for cognitive development when a child becomes able to assimilate

the view points of others that are contrary to his or her own” (Wadsworth, 1996, p.153).

The students become responsible in a way for their own learning. “It is self-regulation”

(Wadsworth, 1996, p.154). This means that the student only learns when he or she is

developmentally able to. This theory has implications for the curriculum. The focus of the

lesson must be on what the student can learn instead of forcing meaningless concepts.

There must be a greater array of educational materials to suit the learners’ varying needs.

In addition knowledge is only created through manipulation and comprehension

of information. Bruner’s theory states that “[t]he student who comes to grasp how bits of

information within a subject area are related is able to continually and independently

relate additional information in a field of study” (Ornstein & Hunkins, 2004, p. 111).

Bruner’s theory consists of three stages: acquisition, transformation and evaluation.

Acquisition is the assimilation of knowledge. Transformation is the “extrapolation,

interpolation and translation into another form” (Ornstein & Hunkins, 2004, p. 111). And

evaluation is “the determination of whether information has been processed in a way that

renders it appropriate for dealing with a particular task or problem” (Ornstein & Hunkins,

2004, p. 111).

The final cognitive development theory is Gardner’s. This states that there are

eight intelligences: naturalist, verbal/linguistic, musical/rhythmic, logical/mathematical,

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interpersonal, visual/spatial/ intrapersonal and body/kinesthetic. Gardner promotes that

these different cognitive mechanisms be taken into consideration. “[E]duaction favours

students who are adept in verbal and logical/mathematical shills and those ways of

learning, but discourages those who have different innate intelligences” (Gibbs, J., 2001,

p.63).This has traditionally been the case resulting in little attention being placed on

learners whose learning styles do not complement the teacher’s method..

Therefore this curriculum would have the teacher being a facilitator of the

lessons. Students are provided with a range of material in which they are to analyse for

credibility. This material would be a combination of primary and secondary sources. This

material would be of a Eurocentric and revisionist agenda. Students would analyse by

investigating the ideology of the author and whether the texts stands up to scientific

screening such as archeological findings. In addition students would be made to interact

with the remaining indigenous inhabitants of Trinidad and Tobago and charged with

conveying their history to the general public. Assessment would be in terms of oral

presentations and debates and written papers.

References

Eisner, E.W. (2002). The educational imagination: On the design and evaluation of
school programs (3rd ed.). New Jersey: Pearson Education, Inc.

Gibbs, J. (2001). Tribes: a new way of learning and being together. Windsor: Center
Source Systems LLC.

Hart, S. L. (1971, September). Axiology-Theory of Values. Philosophy and

Phenomenological Research, 32, 1, Retrieved November 15, 2007, from
http://links.jstor.org/sici?sici=00318205%28197109%2932%3A1%3C29%3AAO
V%3E2.0.CO%3B2-X

Lewy, A. (Ed.). (1991). The international encyclopaedia of curriculum. Oxford:

Pergamon Press.
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Ornstein, A. C. & Hunkins F. P. (2004). Curriculum: Foundations, Principles, and

Issues (4th ed.). Massachusetts: Allyn and Bacon.

University of Texas. (2007). Positivist and Interpretivist schools: a comparison and

contrast. Retrieved November 15, 2007, from
http://www.edb.utexas.edu/faculty/scheurich/proj2/index.htm

Wadsworth, B. J., (1996). Piaget’s theory of cognitive and affective development

(5th ed.). New York: Longman Publishers USA.
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Needs Assessment

The needs assessment is the process of identifying the educational needs of the

target. This process employs different data collection methods to ascertain the needs of

students so that appropriate educational goals can be set. Needs assessment is the process

for “justifying the educational importance of educational innovation” (Eisner, 2002, p.

176). Eisner (2002), states that the needs are “the products of judgements about what

counts in educational matters” (p. 177). Therefore, the needs assessment for this

curriculum would be conducted in line with the Tyler model of curriculum development.

This assessment would focus on the objectives, learning activities and evaluation

methods of history in the classroom.

The value of needs assessment lies in it provides information on the possible

problems of and the resource requirements of the curriculum. Suarez states that it results

in “the identification of goals, the determination of the extent to which desired goals are

being achieved, or the specification of areas in which efforts and resources should be

placed” (Lewy (Ed.), 1991, p.433).

The target group of the curriculum would be Form Three male and female

students. This was chosen as the appropriate level as the students would be about to select

subjects to be pursued at the Caribbean Secondary Education Certificate (C.S.E.C) level.

It is the aim of the curriculum to develop an interest in the study of history so that

students would be inclined to pursue it.

The needs assessment was conducted by the use of questionnaires and interviews.

The questionnaires (See Appendix I) were distributed to a sample of Form Three

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students. Interviews (See Appendix II) were conducted with History teachers in several

Secondary schools.

From the information collected the experiences of students and teachers were

used to identify the needs for the fulfillment of the curriculum. Firstly, the students did

not enjoy the subject because they found it ‘boring’. This was due to the content being

viewed by the students as not relevant to their lives. They enjoyed learning about the

region and Trinidad and Tobago and its people however, they manner and information

available gave a poor reflection on the region.

They teachers interviewed echoed these sentiments. The students enjoyed

activities such as field trips, debates, presentations and group work while they disliked

only writing exams and handing in projects. Generally they found that a revised content

matter focusing on new research would stimulate student interest.

Therefore, the needs of the students are: to stimulate an interest in the subject, to

provide content that is credible and relevant to the students and to provide classroom

activities and evaluation that student can enjoy while maintaining academic credibility.

References

Eisner, E.W. (2002). The educational imagination: On the design and evaluation of
school programs (3rd ed.). New Jersey: Pearson Education, Inc.

Lewy, A. (Ed.). (1991). The international encyclopaedia of curriculum. Oxford:

Pergamon Press.
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Curriculum Intentions

Rationale

Any document in order to be accepted and well received must articulate its

rationale, aims and objectives. The curriculum is no exception. These aspects are derived

from several sources in order to meet the needs of the intended target. The needs

assessment was taken into consideration as “[t]he requirements of contemporary life has

always provided, at least informally, a standard source from which curriculum purposes

have been derived” (Zais, 1976, p. 301). Besides that of the society, the needs of students

are also taken into consideration. According to Zais (1976), these considerations have

“long provided educators with a source of curriculum purposes” (p. 302). Also it is

necessary to elaborate on how the general education of the student would be enhanced by

this curriculum.

History is not the abstract study of dates, people and events. It is insight into the

very nature of human behaviour. Its study is not simply to learn from past mistakes. If so

the human race would have learn nothing in its existence. “Ideas have a history. They

undergo a process of development. They change, are modified, are distributed or are

forgotten only to reappear years, decades or perhaps even centuries later” (Kreis, 2000).

Hence it is a subject that equips the student to understand present conditions through an

analysis of the past.

In the context of Trinidad and Tobago it allows students to dissect the rich,

complicated and diverse past that has shaped its people into a twin islands republic.

Unfortunately, many students do not undertake this exciting journey. It brings one to the

question of how can a people not want to study their own history. For decades students in
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the country have been fed a bitter diet of Eurocentric lies. The myths of European

discovery and uncivilised natives have provided students with no motivation, intrinsic or

extrinsic, to study the history of the country before Columbus. This results in students

having little affinity to the country of their birth compared to that for the metro pole.

The problems that exist are that the information available to students is not

historically accurate. In addition content is primarily from a European point of view. The

teaching methods have little practical work making the subject appear abstract. To

combat this, the curriculum seeks to educate using the most recent and sound

information, foster increased student participation and promote alternative evaluation

strategies. It is believes that this would create true education. “Education can be

described as a process intended to bring about certain desirable changes in the behaviour

of pupils, that is to say, changes in what pupils think, or the way they act or feel”

(Nicholls & Nicholls, 1972, p.33).

Aims/ Goals

On the completion of this curriculum students should:

1. appreciate the achievements of the Taino and Kalingo civilisations in Trinidad

and Tobago.

2. recognise the interactions between the indigenous people and others before the

arrival of Columbus.

3. understand that historical sources are written from an ideological viewpoint.

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Objectives and Performance Standards

Students should be able to:

Table 1

Objectives Performance standards

List the political, economic, cultural and Students would complete a table of the

technological activities of the indigenous different aspects of the indigenous

people. societies.
Evaluate the arguments on the contacts Students would write an essay

between the indigenous peoples of Trinidad identifying the evidences of contacts

and Tobago and other peoples before the between the indigenous and other

arrival of Columbus. people before the arrival of Columbus.

Assess the impact of European settlement on Students would describe the effects of

the indigenous peoples. the Europeans on the indigenous

population.
Explain the factors responsible for the decline Students would describe the events and

in the indigenous population. conditions that caused the death of the

indigenous populations.
Distinguish between biased sources in history. Students would identify instances of

bias in given texts.

References

Kreis, S. (2000). Why study history? Retrieved November 28, 2007, from http:
//www.historyguide.org/guide/study/study.html

Nicholls, A. & Nicholls, S. H. (1972). Developing a curriculum: A practical guide.

London: George Allen and Unwin Ltd.

Zais, R.S. (1976). Curriculum: Principles and foundations. New York: Harper & Row
Publishers.
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Curriculum Components

“Content might be described as the knowledge, skills and values to be learned”

(Nicholls & Nicholls, 1972, p. 48). In this document the content will take the form of
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lesson plans that would cover the objectives previously stated. According to Zais (1976),

the content must fulfil the following criteria: significance, utility, interest and human

development. Significance refers to the content’s importance to the curriculum. Utility is

the benefits the students would have to take into adult life. Interest is the amount of

intrinsic motivation and engagement that a student would place on the content matter.

According to Zais (1976), human development “centers on inquiry into oral values and

ideals, social problems, human emotions, effective thinking processes, controversial

issues, etc.” (p. 347).

Lesson Plan 1

Teacher: Hassan Basarally

Time: 60 minutes
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Grade level: Form 3

Subject area: History

Topic: Correct names of the indigenous people.

Lesson Objectives: Students will be able to:

Identify Tainos and Kalinagos as the proper names of the indigenous people.

Explain why the names ‘Caribs’ and ‘Arawaks’ incorrect.

Locate where these groups existed in Trinidad and Tobago

Materials: selected chapters from Handbook of South American Indians, evaluation

sheets, large map of Trinidad and Tobago.

Learning pre-requisites: Students should have knowledge of the geography of Trinidad

and Tobago.

Set Induction: The teacher place the map in front of the classroom and label the areas

where different indigenous groups lived. Students would be given time to copy the

information.

Procedure:

1. The selected chapter would be distributed to each student for a period of silent

reading of 30 minutes.

2. The teacher would then have selected students read to the class the most

important parts of the reading.

3. The teacher would then elaborate on the accuracy of the names ‘Caribs’ and

‘Arawaks’ and reiterate the areas of their settlement.

Closure: The lesson would be reviewed by the teacher matching the correct term with the

location on the map.

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Assessment: An assessment sheet would be given to students to complete individually at

home (See Appendix III). This would be collected by the teacher and the necessary

corrections made. The following rubric would be used:

Terms Understanding Identification Total

2 marks each 2 marks each 2 marks each

Used Taino correctly
Used Kalinago correctly
Gave 3 reasons or more for

use of terms.
Gave 2 reasons or less for

use of terms.
Identified 3 areas or more

of settlement.
Identified 2 areas or less

of settlement.

Follow up activity: Students would be taken to view existing indigenous settlement in

Cleaver Woods, Arima.

Lesson Plan 2

Teacher: Hassan Basarally

Time: 90 minutes

Grade level: Form 3

Subject area: History

Topic: Taino and Kalinago civilisation.

Lesson Objectives: Students will be able to:

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List the political, cultural, economic and technological systems of both the Tainos and

Kalingos.

Compare and contrast the activities of both societies.

Materials: photographs and models of indigenous practices, table to be completed by

students, selected reading from The Tainos and Handbook of South American Indians

Learning pre-requisites: Students should be familiar with the terms Taino and Kalinago.

Set Induction: The teacher would display photographs or models of Taino and Kalinago

practices for the students to observe and examine.

Procedure:

1. The readings would be distributed to each student.

2. Each student would be give 30 minutes to read the extracts, highlighting the

political, cultural, technological and economic activities of the Tainos and

Kalinagos.

3. At the end of 30 minutes, copies of the table (See Appendix IV) for the students

would be distributed to reach member of the class.

4. Students would then be divided into groups of 5 to collaborate to complete the

table in 30 minutes.

5. At the end of the exercise a member of each group will read the completed table

to the class, adding or deleting points as deemed necessary.

Closure: The teacher will draw a duplicate table on the board filling in the correct

information for students to copy.

Assessment: Students would be provided with a table to complete in the classroom. The

following rubric would be used:

 27

4-5 points for 2-3 points for Less than 2

each group each group points for each

(10 marks) (6 marks) group(2 marks)

Political
Cultural
Economic
Technological
Similarities
Differences
Total

Follow up activity: A descendant of the indigenous peoples could be invited to the

classroom to elaborate on the society’s achievements

Lesson Plan 3

Teacher: Hassan Basarally

Time: 90 minutes

Grade level: Form 3

Subject area: History

Topic: Contacts before Columbus.

Lesson Objectives: Students will be able to:

Identify the groups that could have had contact with the region before Columbus.

Explain the evidences for these contacts.

Materials: selected readings from They Came before Columbus, the video production

Vikings Sag, television video/DVD player.

 28

Set Induction: The teacher explains to the class that there is proof that Columbus was

not the first to reach the Caribbean. The teacher than asks if the students could identify

any other groups that could have arrived.

Procedure:

1. The class carried to a room where the necessary equipment has been assembled in

advance.

2. The teacher provides the each member of the class with a copy of the reading and

an essay question.

3. The teacher advises the class to take notes on the topic during the video

presentation, keeping in mind the question.

4. The teacher then starts the presentation which should last for 60 minutes.

Closure: At the end of the video presentation the teacher discusses with the class what

they thought of the arguments presented.

Assessment: Students would be given a week to supplement the information provided

and submits an essay. The following rubric would be used:

Abilities Marks
To identify the groups in the material given 4

• Nordic and West African groups identified 4

• 1 group identified 2
To evaluate the evidence of interaction with Nordic groups 10

• 4 points or more identified and elaborated 10

• 3 points identified and elaborated 8

6
• 2 points or less identified and elaborated
To evaluate the evidence of interaction with West African groups 10
 29

• 4 points or more identified and elaborated 10

• 3 points identified and elaborated 8

6
2 points or less identified and elaborated
To communicate in an effective manner with proper grammar and punctuation 6

and spelling.

• Little or no errors 6

• Few errors 4

2
• Frequent errors
Total 30

Lesson Plan 4

Teacher: Hassan Basarally

Time: 90 minutes

Grade level: Form 3

Subject area: History

Topic: The effects of European colonisation.

Lesson Objectives: Students will be able to:

Describe the effects of European colonisation on the indigenous people.

Assess the consequences of European policies on the Tainos and Kalinagos.

Evaluate the benefits and disadvantages of European settlement on the indigenous

population.

Materials: readings from The Spanish Caribbean: Trade and Plunder,

Learning pre-requisites: Students should have an understanding of the lifestyle and

society of the Tainos and Kalinagos.

 30

Set Induction: The teacher would display pictures depicting European settlement and the

condition of the indeginous peoples at that time. The teacher than asks the students to

determine whether the Europeans had appositive influence on the people.

Procedure:

1. The teacher provided each of the students with the reading.

2. Students are given 20 minutes to read the extract.

3. The teacher then draws a table on the board and divides it into benefits and

disadvantages of European settlement.

4. The teacher than asks the class to fill provide answers to fill the table.

5. The class is then divided into 2 groups.

6. Each group is given 30 minutes to collaborate to provide arguments for the

benefits and disadvantages of European settlement.

7. Each group is then instructed to select 5 members to present their arguments in a

class debate.

8. Each group will alternate speakers with the opposing side.

Closure: The teacher will reiterate the arguments made by both sides.

Assessment: The following rubric would be used:

Abilities Marks
To identify the consequences of European settlement 10

• Each speaker presented a different point 10

• Speakers were slightly repetitive 6

4
• Speakers were not able to produce different points
To speak clearly and logically 8

• Speakers were clear, logical and accurate 8

 31

• Speakers gave inaccurate information, points were unclear 4

To develop debating skills 7

• Speakers were convincing in their arguments 4

• Speakers were somewhat convincing 2

3
• Speakers were able to rebut each other

Follow up activity: Students could interview a descendant of the Tainos and Kalinagos

and present an oral report on the changes they underwent with the arrival of the

Europeans.
 32

Lesson Plan 5

Teacher: Hassan Basarally

Time: 60 minutes

Grade level: Form 3

Subject area: History

Topic: Identifying bias in historical data.

Lesson Objectives: Students will be able to:

Define bias.

Identify features of bias in primary sources.

Deduce the ideological basis an author is coming from.

Synthesise material to gather information despite bias.

Materials: readings from Sources of West Indian History, newspaper clipping, copies of

teacher prepared handout.

Learning pre-requisites: Students should be familiar with reading history texts to collect

research.
 33

Set Induction: The teacher displays a picture from the newspaper (See Appendix V) to

the class and then asks 2 students to describe what they believe happened in the picture.

The teacher explains that the same event can be interpreted differently by people.

Procedure:

1. The teacher distributes 2 different descriptions of the Tainos and Kalinagos, one

from a European and the other from an indeginous person.

2. The teacher allows the students 15 minutes to read the extracts.

3. The teacher hen asks the students to identify the differences in the representation

made in both.

4. The teacher explains that the author is not neutral; he has an ideology that is

expressed in his writing.

5. The teacher provides the students with copies of the handout that has questions

for students to ask themselves before accepting information.

Closure: Teacher reviews lesson and identifies the areas of bias in the extracts done

during the lesson.

Assessment: The teacher distributes another extract and asks the students to identify bias

in the text.
 34

References

Nicholls, A. & Nicholls, S. H. (1972). Developing a curriculum: A practical guide.

London: George Allen and Unwin Ltd.

Zais, R.S. (1976). Curriculum: Principles and foundations. New York: Harper & Row
Publishers.
Logistics

The logistics here refers to the materials, facilities, time, cost and personnel

needed for the implementation of the curriculum. The importance of ascertaining the

required material is necessary for the content mater to be taught. In addition having the

necessary tools ensures that the curriculum is implemented in the desired timeframe.

Table 2

Material Details Cost (TTD)

Lecturer/ Facilitator 1 @ $10,000.00 $10,000.00
Stipend for guest speakers 2 @ $500.00 $ 1000.00

(as necessary)
Lap Top Computer 1 @ $7000.00 $ 7000.00
White board 1 @ $800.00 $ 800.00
Markers 1 (Box) @ 20.00 $ 20.00
Television set 1 @ 15,000.00 $15,000.00
DVD/Video Player 1 @ 2000.00 $ 2000.00
Video production 1 @ 200.00 $ 200.00
Photocopying Machine 1 @ 20,000.00 $20,000.00
Paper 12 @ 30.00 $ 360.00
Tables and chairs 40 @ $100.00 $ 4000.00
Texts Selected Chapters $ 2000.00
Transport for field trip Bus for approx 40 students $ 2000.00
Miscellaneous $ 2000.00
Total $64,380.00

This curriculum is designed to be implemented in a secondary school. The space

required may be available, if not two classroom may be used. If the required seating is
 35

not found additional can be purchased. All other requirements are covered by the budget

for materials (See Table 2).

Table 3

Facilities Details
Classroom 40 feet x 40 feet
Seating 40 tables and chairs

Table 4

Participants

Detail Time
Programme 6 weeks
Sessions per week 1
Sessions per programme 5
Duration per session 90 minutes
Total duration of sessions 7 hours 30 minutes
Duration of field trip 9 hours
Total time 16 hours 30 minutes

Table 5

Lecturer/ Facilitator

Details Time
Programme 6 weeks
Sessions per week 1
Sessions per programme 5
Preparation per session 4 hours
Total preparation time 20 hours
Post session activities (as deemed 1 hour

necessary)
Total post session activities Approx. 5 hours
Total 25 hours
 36

Total time for curriculum 41 hours 30 minutes

The additional personnel would come from the remaining indeginous

communities and local historical societies and would be approached in advance to gain

their participation.

Table 6

Personnel Purpose
Lecturer/ Facilitator Delivery of curriculum content
Guest speakers Supplement content with experiences

Implementation

The implementation of the curriculum is an important step as it directly affects the

appeal and feasibility of the document. The implementation process allows the

curriculum developers to quickly identify shortcoming and observe its performance in the

field. Inefficient implementation leads to curriculum failure, Ornstein and Hunkins

(2004) state that failure occurs when “the importance and complexity of the

implementation stage were not understood” (p. 324).

For implementation to occur, those involved in the curriculum must fulfil their

respective roles. These groups or individuals are students, teachers, supervisors,

principles, curriculum directors and consultants, parents and community members. Of

primary importance is the student. They are the client of the curriculum and it cannot be

instituted without their active participation. “If students see little relevance in the

curricular activities planned, they are not going to be motivated to participate-or learn”

(Ornstein & Hunkins, 2004, p.321). The teachers are meant to convey the content matter.

Their participation is necessary as the experiences of the classroom are essential to

 37

improving content and instruction. The supervisors and principals provide the leadership

support that he curriculum need from school administration. These individuals provide

the assistance required when problems occur. The curriculum directors and consultants

give expert advice on the implementation of the curriculum. While the parents and

community members give an idea of the needs of students.

There are several models of curriculum implementation. The model utilized by

this curriculum the Educational change model of Michael Fullan. This model states that

successful implementation is dependant on need, clarity, complexity and quality of

programs. It involves all those previously mentioned as necessary for the implementation.

The need shows the importance of the curriculum to the target. “People want to know the

purpose for the innovation” (Ornstein & Hunkins, 2004, p.317). Clarity refers to the

ability of people to understand the curriculum intentions. “If we are going to persuade

others that the suggested innovations worthwhile, then we must be clear at the outset as to

what the goals are and specify the manner in which people will be involved” (Ornstein &

Hunkins, 2004, p.317). Complexity is the degree of difficulty in which the curriculum is

implemented. The quality lies in the content, whether it is worth teaching or not. In

addition to this there is the concept of practicality hat is how useful the content would be

for the student. This model suggests pilot testing as a means to gather information

necessary for the evaluation process. Pratt (1994) has a pilot model that includes four

phases: test, analyse results, modify and retest. This process can be conducted in several

secondary schools and the results evaluated using one of the evaluation models.

Evaluation of the curriculum must be comprehensive. It must involve “not only

the assessment of a written document… but more important, of the implemented

 38

curriculum as a functional corpus of phenomena involving the interaction of students,

teachers, materials and environments” (Zais, 1976, p. 378). Evaluation as defined by

Ornstein and Hunkins (2004), “is a process or cluster of processes that people perform in

order to gather and interpret data to decide whether to accept, change, or eliminate

something- the curriculum in general or an educational textbook in particular” (p. 330).

There are fundamental questions to be asked when evaluating curriculum. The re is the

question of intrinsic value which is the “goodness or appropriateness of the curriculum”

(Ornstein & Hunkins, 2004, p.332). Instrumental value which is whether the goals and

objectives would be met. The question of comparative value is whether the curriculum is

better than what is already on the market. Decision value is the curriculums need to be

altered.

Taking these questions into consideration, Eisner’s Connoisseurship Evaluation

Model is used. According to Eisner (2002) the purposes of evaluation is to diagnose,

revise curricula, compare, and anticipate educational needs and to determine if objectives

have been achieved (p. 171). Eisner looks at the significance of content, quality of

teaching and outcomes achieved. Contented is evaluated on two levels. “First it is

important to determine whether the content and tasks the curriculum encompasses are

within the development scope of the children” (Eisner, 2002, p.181). The second is

whether the experiential level of the content and students are equivalent. For example it is

important for students to learn about the indeginous societies of the country but irrelevant

to their interests. If this occurs the curriculum needs to be altered. The quality of teaching

according to Eisner must be evaluated by in depth observation over a lengthy period of

times. Only then can an accurate assessment be made. For Eisner the outcomes achieved
 39

are divided into three. The subject specific outcomes are related to the content taught. If

the student learns other that that what the teacher teaches that falls under student specific

domains. “The third segment of student outcomes ids represented by those that flow from

what the teacher teaches about him- or herself”, this is the teacher specific outcome

(Eisner, 2002, p.186).

These comprise Eisner’s connoisseurship model. “Connoisseurship is a

private act; it consists of recognizing and appreciating the qualities of a particular”

(Eisner, 2002, p.213). This requires one to understand all aspects of the subject in order to

evaluate it. Just as the connoisseur understands all aspects of the product he appraises.

Through this method Pre-Columbian History of Trinidad and Tobago would be evaluated.

References

Eisner, E.W. (2002). The educational imagination: On the design and evaluation of
school programs (3rd ed.). New Jersey: Pearson Education, Inc.

Ornstein, A. C. & Hunkins F. P. (2004). Curriculum: Foundations, Principles, and

Issues (4th ed.). Massachusetts: Allyn and Bacon.

Pratt, D. (1994). Curriculum planning: A handbook for professionals. Fort Worth:

Harcourt Brace College Publishers.
 40

Appendix I

Below is the questionnaire distributed to students:

Do you like studying History. YES NO

Give reasons for your answer?

_______________________________________________________________________

_______________________________________________________________________

__

What interests you most about the subject?

_______________________________________________________________________

_______________________________________________________________________

__

What interests you least about the subject?

_______________________________________________________________________

_______________________________________________________________________

__
 41

How can History be made more interesting for you:

_______________________________________________________________________

_______________________________________________________________________

__

Do you believe that studying the subject is important. YES NO

Why?

_______________________________________________________________________

_______________________________________________________________________

__

Does the teacher make History interesting for you? YES NO

What does the teacher do to increase or decrease your interest?

_______________________________________________________________________

_______________________________________________________________________

__

Do you enjoy the assessments that are given? YES NO

What kinds of assessment do you want to see more of?

_______________________________________________________________________

_______________________________________________________________________

__
 42

Appendix II

Below are the question asked to teachers:

What topics in History engages the students most?

Which ones engage them the least?

How often are the objectives of the lesson met?

What classroom instruction creates the most student participation?

Why do you believe that students are engaged in some topics and not others?

What types of assessment provides the best results from students?

 43

Appendix III

Tainos and Kalinagos Worksheet

1. Which of the following terms correctly refers to ‘Arawaks’:

a. Taino b.Kalinago
c. Spanish c. Tupinamba

2. Which of the following terms correctly refers to ‘Kalinagos’:

a. Cannibals b. Caliban
c. Kalinagos d. Tainos

3. Explain why the term ‘Carib’ and ‘Arawak’ are not accurate names for the indigenous
people.
 44

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________

4. In the below map, draw a line to the areas of Taino and Kalinago settlement and label
which group settled in what location.
 45

Appendix IV

Table of Taino and Kalingo Civilization

Tainos Kalinagos Similarities Differences

 46

Political aspects:
e.g. leadership,
law

Cultural aspects:
e.g. religion,
food

Technological
aspects:
e.g.
manufacturing,
tools

Economic
aspects:
e.g. trade,
products

Appendix V

Photograph for Set induction

 47

Bibliography

Eisner, E.W. (2002). The educational imagination: On the design and evaluation of
school programs (3rd ed.). New Jersey: Pearson Education, Inc.
 48

Gibbs, J. (2001). Tribes: a new way of learning and being together. Windsor: Center
Source Systems LLC.

Hart, S. L. (1971, September). Axiology-Theory of Values. Philosophy and

Phenomenological Research, 32, 1, Retrieved November 15, 2007, from
http://links.jstor.org/sici?sici=00318205%28197109%2932%3A1%3C29%3AAO
V%3E2.0.CO%3B2-X

Kreis, S. (2000). Why study history? Retrieved November 28, 2007, from http:
//www.historyguide.org/guide/study/study.html

Lewy, A. (Ed.). (1991). The international encyclopaedia of curriculum. Oxford:

Pergamon Press.

Nicholls, A. & Nicholls, S. H. (1972). Developing a curriculum: A practical guide.

London: George Allen and Unwin Ltd.

Ornstein, A. C. & Hunkins F. P. (2004). Curriculum: Foundations, Principles, and

Issues (4th ed.). Massachusetts: Allyn and Bacon.

Pratt, D. (1994). Curriculum planning: A handbook for professionals. Fort Worth:

Harcourt Brace College Publishers.

University of Texas. (2007). Positivist and Interpretivist schools: a comparison and

contrast. Retrieved November 15, 2007, from
http://www.edb.utexas.edu/faculty/scheurich/proj2/index.htm

Wadsworth, B. J., (1996). Piaget’s theory of cognitive and affective development.

(5th ed.). New York: Longman Publishers USA.

Zais, R.S. (1976). Curriculum: Principles and foundations. New York: Harper & Row
Publishers.
49