Grade 4 Social Studies – Strand 1
This strand explores the Indigenous peoples of the Caribbean and European colonisation. Students will learn about the Taíno and Kalinago people, their way of life, contributions to the region, and how European colonisation affected their societies. Through these units, students develop a deeper understanding of historical and cultural factors that shaped the Caribbean region and appreciation for the rich diversity and resilience of its people.
To recognise that contact with Europeans brought significant changes for Indigenous peoples.
What was life like for Indigenous peoples before contact with Europeans?
Describe the basic economic and social life of the Indigenous people of the Caribbean before contact with Europeans
Assessment: KWL Charts, roleplay demonstrations, artifact identification tables
Activities: Circle Time discussions, Think-Pair-Share, video analysis of Taino and Kalinago traditions, hands-on demonstrations (traditional dishes, crafts, bartering), Data Disk journal entries, museum field trips
Chart the location where Indigenous people of the Caribbean were living before contact with Europeans
Activities: Map work using textbooks, Atlas, Google Earth; identifying and labeling areas where Indigenous people inhabited
Appreciate that the Indigenous people of the Caribbean had flourishing societies and economies before contact with Europeans
Activities: Whole class discussions, Fact Finding Corners examining food, transportation, religion, leadership, economies, and defense; creating affirmation statements
Identify the European groups that came to the Caribbean in the 15th-16th centuries and state reasons why they came
Activities: Guessing games with European cultural clues (landmarks, greetings, foods), map work identifying Spain, France, Great Britain, Holland; Jigsaw Activities researching European motivations; creative expression through short stories, comic strips, or social media posts
Categorise the impact of Europeans' colonisation on the lifestyle of Indigenous people and Europeans in the Caribbean
Activities: Guided discussions, PowerPoint presentations, Market Scene activities with Indigenous stalls (corn, tobacco, cocoa, gold) and European stalls (banana, sugar cane, livestock, mirrors, guns); impact tables and exit slips; online quizzes using Kahoot
Develop an awareness that colonisation had many lasting negative consequences for the Indigenous people of the Caribbean
Activities: Court Trial role-play reading "Lament of an Arawak Child" by Pamela Mordecai; students role-play as lawyers for Indigenous people, lawyers for Europeans, or jurors; use poem as evidence; vote on verdicts
Identify ways in which Indigenous people resisted European colonisation
Activities: Introduction through roleplay scenarios of property being taken; Picture Inferencing analyzing images of Indigenous resistance
Explain the reasons why Indigenous peoples resisted colonisation
Activities: Think-Pair-Share activities; Comic Strip creation using digital tools like Storyboard That; oral presentations explaining reasons for resistance
Appreciate that Indigenous people actively resisted colonisation
Activities: Indigenous Day Poster or Slideshow creation; research Indigenous weapons (bow and arrows, spears, nets, axes, slingshots); discuss resistance strategies and their effectiveness
Why are aspects of Indigenous people's culture still practised today in Caribbean communities?
Describe aspects of Indigenous people's lifestyle practised in the Caribbean today
Activities: Hot Seat game using random name generators (Picker Wheel); visual presentations on aspects of culture (dress, food, music); research projects creating posters, scrapbooks, or slideshows
Locate where the Indigenous people of the Lesser Antilles are living today
Activities: Map work using videos, texts, and interactive maps; identify locations using colored buttons, stickers, or markers
Appreciate that the Indigenous people of the Caribbean continue to have unique and vibrant lifestyles
Activities: Community Collaboration Projects creating display walls; Journal Entries reflecting on experiences and learning
