Curricular Resources > 1986 Volume II > Unit 1 (86.02.01) > Section 9

Writings and Re-Writings of the Discovery and Conquest of America

CONTENTS OF CURRICULUM UNIT 86.02.01

Unit Guide

Spain in Puerto Rico: The Early Settlements

Doris M. Vazquez

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Summary

The Spanish heritage in Puerto Rico is palpable today in its customs and many traditions, language, and in the old and new architectural designs. There is a revival in the awareness of the Indian contribution to language and the arts. Murals of the Taino Indians and artisans recreating Indian crafts abound on the island. There is increased interest and research of the Taino Indians, how they lived and how they ceased to exist.

At this point I would like to thank everyone who, in one way or another, went out of their way to give me information on this topic. The Institute of Puerto Rican Culture, which is housed in the Dominican Convent in Old San Juan, provided much of the information about the old city. The library at E1 Centro de Estudios Avanzados de Puerto Rico y el Caribe, housed in the Casa Blanca, proved to be a wonderful reference center. In San Germán, I spoke to a man who has taken it upon himself to build a historical park behind the Porta Coeli Church. Everywhere I went on the island, the sights and history were fantastic. This is one unit that I have truly enjoyed preparing for the Teachers’ Institute. I hope it proves useful to those who use it in their classrooms.

Two other units that I have written, La Nueva Canción de Puerto Rico and The Art of the Puerto Rican People may also prove very useful and interesting when teaching about the Indians and Spaniards in Puerto Rico. The first unit deals with a musical movement of the late seventies and early eighties which exhalted the legacy left to the Puerto Ricans by the Tainos. The second unit, accompanied by slides and art reproductions, covers the artistic contributions starting with the Igneri phase of the Arawak Indians and concluding with some contemporary artists. Both units complement this unit and provide a more complete picture of Puerto Rico and its culture.

The lesson plans for this unit will divide the information presented into three separate sequels, each of which may last from one to several days. The first lesson will deal with the Indians and Boriquén. The second lesson will be on the discovery and conquerors and the city of San Juan. Lesson three will cover the rest of the towns presented; each lesson will have slides to accompany it.

LESSON PLAN ONE

The Taino Indians and Boriquén

Objective This lesson will provide a historical background on the Pre-Columbian conditions on the island of Puerto Rico.

Vocabulary

yucayeque— Taino word for town or village
cacique— Tribe chief
Aqueybana— The most powerful of the Indian caciques, his yucayeque was Guainia
Yuisa— Woman cacique of the yucayeque Haymanio
bohio— Circular hut made of palm trees and twig
caney— Rectangular hut, home of the cacique or religious leaders
Ta’no —Military noblemen
Boit’s —Religious priests and doctors
Naboris— Commonfolk
Hamaca— Indian hanging bed made of cotton strings or fibers from the Maguey plant; a hammock
Dujos —Short legged seats used by the caciques, made of wood or stone
Casabe— A type of bread made of yucca
nagua— An apronlike skirt used by married Indian women
Guan’n— A round gold amulet worn by the cacique
Cemi— Idols or amulets, triangular in shape; with a face of a man or an animal on one point, the extremities on another end, and a cone-shape on the third point. It was worshipped by the Tainos.
Caribes— Maneating Indians from the Leeward Islands.

Activities

1. Introduce the vocabulary.

2. List the yucayeques on Boriquén with their caciques.

a. How many yucayeques were on the island of Boriquén when the Spaniards arrived?

b. What is the name of the yucayeque where Agueybana lived?

c. Compare the two maps. (They may be reproduced)

Which of the towns established by the Spaniards coincide in location with Taino yucayeques?

The first town built was Caparra, which yucayeque was located near it?

3. According to the definitions of vocabulary identify the following illustrations.

(figure available in print form)

4. Fill in the blanks.

a. The Ta’no Indians called the Indians from the Leeward Islands

b. _____ was the home of the cacique.

c. _____ was a woman cacique.

d. _____ was an Indian town or village.

e. A bread made of yucca was called _____.

f. A married Indian woman wore a _____.

g. The military noblemen were called _____.

h. The most powerful of the Indian caciques of Boriquén was _____.

i. The _____ were the religious priests and doctors.

j. The word _____ comes from the Indian word hamaca.

5. Independent projects:

a. Make a scale model of a Ta’no yucayeque.

b. Write a report on the caste system of the Ta’no Indians.

c. Write a report on the religious beliefs of the Ta’no Indians.

(figure available in print form) BORIQUéN TAíNO INDIAN YUCAYEQUES

BAGUA CARIBE

(figure available in print form) SIXTEENTH AND SEVENTEENTH CENTURY SETTLEMENTS

ATLANTIC OCEAN

CARIBBEAN SEA

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1.	Introduce the vocabulary.
2.	List the yucayeques on Boriquén with their caciques.
	a.	How many yucayeques were on the island of Boriquén when the Spaniards arrived?
	b.	What is the name of the yucayeque where Agueybana lived?
	c.	Compare the two maps. (They may be reproduced)
	Which of the towns established by the Spaniards coincide in location with Taino yucayeques?
	The first town built was Caparra, which yucayeque was located near it?
3.	According to the definitions of vocabulary identify the following illustrations.

4.	Fill in the blanks.
	a.	The Ta’no Indians called the Indians from the Leeward Islands
	b.	_____ was the home of the cacique.
	c.	_____ was a woman cacique.
	d.	_____ was an Indian town or village.
	e.	A bread made of yucca was called _____.
	f.	A married Indian woman wore a _____.
	g.	The military noblemen were called _____.
	h.	The most powerful of the Indian caciques of Boriquén was _____.
	i.	The _____ were the religious priests and doctors.
	j.	The word _____ comes from the Indian word hamaca.
5.	Independent projects:
	a.	Make a scale model of a Ta’no yucayeque.
	b.	Write a report on the caste system of the Ta’no Indians.
	c.	Write a report on the religious beliefs of the Ta’no Indians.