| Objectives | Students will be able to: (1) describe Spanish settlement; (2) name Spanish Town as the capital; (3) draw a Spanish town scene. |
|---|---|
| Materials | Map of Spanish settlements, pictures of Spanish Town, drawing paper. |
| Key vocabulary | Spanish, colony, Sevilla la Nueva, Spanish Town, capital |
| Engage (starter) | (10 min) Show a picture of a Spanish galleon. “The Spanish came for gold and land. They made Jamaica a Spanish colony.” |
| Develop (main) | (35 min) 1. After Columbus, Spanish settled: Sevilla la Nueva (first town), then moved to Villa de la Vega (Spanish Town). 2. Describe life: large estates, cattle ranches, few Spanish people. 3. Locate Spanish Town on map. 4. Draw a Spanish colonial town: church, plaza, great house. 5. Write a description. |
| Plenary (close) | (10 min) Compare Spanish Town today with historical image. |
| Assessment | Drawing includes key features; description accurate. |
| Teacher notes | Mention the Spanish left few buildings; English later took over. |
| Objectives | Students will be able to: (1) explain how the British captured Jamaica; (2) describe the role of Admiral Penn and General Venables; (3) create a timeline of rulers. |
|---|---|
| Materials | Timeline template, British flag, map of Caribbean. |
| Key vocabulary | British, capture, Admiral Penn, Venables, colony |
| Engage (starter) | (10 min) “In 1655, English ships sailed into Kingston Harbour. The Spanish were caught by surprise!” |
| Develop (main) | (35 min) 1. Story: Oliver Cromwell sent Penn and Venables to capture Spanish islands. They took Jamaica easily. 2. Spanish fled to Cuba, but freed their slaves – who became Maroons. 3. Create timeline: Taino → 1494 Spanish → 1655 British → 1962 Independence. 4. Draw a British ship arriving. 5. Write a newspaper headline: “British Capture Jamaica!” |
| Plenary (close) | (10 min) Share headlines; timeline check. |
| Assessment | Timeline includes correct dates; headline creative. |
| Teacher notes | Link to Maroons next lesson. |
| Objectives | Students will be able to: (1) explain who the Maroons were; (2) describe the Maroon Wars; (3) locate Maroon communities on a map. |
|---|---|
| Materials | Maroon map, pictures, fact sheet. |
| Key vocabulary | Maroon, Accompong, treaty, Cudjoe, Nanny |
| Engage (starter) | (10 min) “Remember Nanny? She was a Maroon. But she wasn’t alone. Many escaped slaves fought the British from the mountains.” |
| Develop (main) | (35 min) 1. Maroons: escaped Spanish slaves, joined by later runaways. 2. Two main groups: Windward (Nanny) and Leeward (Cudjoe). 3. Maroon Wars (1720s-1730s); British couldn’t defeat them, signed treaties (1739). 4. Map Accompong, Nanny Town, Moore Town. 5. Write a letter from Cudjoe to Nanny planning strategy. |
| Plenary (close) | (10 min) Share letters; display. |
| Assessment | Map location correct; letter uses historical context. |
| Teacher notes | Celebrate Maroon resistance and statehood. |
| Objectives | Students will be able to: (1) explain what a plantation was; (2) describe the work of enslaved Africans; (3) draw a plantation layout. |
|---|---|
| Materials | Plantation diagram, pictures, drawing paper. |
| Key vocabulary | plantation, sugar, slave, overseer, great house |
| Engage (starter) | (10 min) Show a picture of a sugar plantation. “The British brought thousands of Africans to work on these huge farms. It was called slavery.” |
| Develop (main) | (35 min) 1. Explain triangular trade: Europe → Africa → Caribbean. 2. Plantation hierarchy: planter in great house, overseer, enslaved workers in fields. 3. Hard work: cutting cane, boiling sugar. 4. Draw a plantation layout: great house, slave quarters, mill, fields. 5. Write a diary entry: “A day on the plantation.” |
| Plenary (close) | (10 min) Share diary entries; discuss feelings. |
| Assessment | Layout accurate; diary shows understanding of conditions. |
| Teacher notes | Handle with sensitivity; focus on factual description and resilience. |
| Objectives | Students will be able to: (1) name ways enslaved people resisted (rebellion, maroonage, sabotage); (2) tell about Tacky’s Revolt; (3) create a “Ways of Resistance” chart. |
|---|---|
| Materials | Chart paper, revolt pictures, markers. |
| Key vocabulary | resistance, revolt, Tacky, sabotage, escape |
| Engage (starter) | (10 min) “Enslaved people didn’t just accept their fate. They fought back in many ways.” |
| Develop (main) | (35 min) 1. Discuss daily resistance: slow work, break tools, run away. 2. Major revolts: Tacky’s Revolt (1760) – planned attack on Easter Sunday, nearly successful. 3. Create a chart with three columns: Type (Escape, Sabotage, Revolt), Example, Result. 4. Fill in together. 5. Write a paragraph: “The most effective form of resistance was ____ because…” |
| Plenary (close) | (10 min) Share charts; discuss. |
| Assessment | Chart accurate; paragraph justified. |
| Teacher notes | Empower with narratives of agency. |