| Objectives | Students will be able to: (1) define abolition; (2) name key abolitionists (William Wilberforce, Sam Sharpe); (3) create a campaign leaflet. |
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| Materials | Abolitionist pictures, leaflet template, markers. |
| Key vocabulary | abolition, abolish, Wilberforce, campaign, petition |
| Engage (starter) | (10 min) “Some people in England and Jamaica believed slavery was wrong and fought to end it. They were abolitionists.” |
| Develop (main) | (35 min) 1. Wilberforce in British Parliament, evidence from missionaries, slave narratives. 2. Sam Sharpe’s rebellion (1831) – showed slavery was unsustainable. 3. In pairs, design a leaflet calling for abolition: slogan, reasons, picture. 4. Present leaflets. 5. Discuss how public opinion changed. |
| Plenary (close) | (10 min) Leaflet display; vote for most persuasive. |
| Assessment | Leaflet uses persuasive language and historical facts. |
| Teacher notes | Link to modern campaigning. |
| Objectives | Students will be able to: (1) explain the Emancipation Act 1834; (2) describe the apprenticeship system and its unfairness; (3) create a timeline to full freedom. |
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| Materials | Timeline, proclamation picture, apprentice contract example. |
| Key vocabulary | Emancipation, apprentice, full free, August 1 |
| Engage (starter) | (10 min) Show the Emancipation proclamation. “In 1834, slavery was abolished, but the freed people weren’t completely free yet.” |
| Develop (main) | (35 min) 1. Slavery Abolition Act 1833, took effect 1834. 2. Apprenticeship: ex-slaves had to work 40 hours/week for former masters for 4-6 years. They were paid, but little. 3. Resisted, and in 1838, full freedom granted. 4. Draw a timeline: 1834 – Emancipation, 1834-1838 – Apprenticeship, August 1, 1838 – Full Free. 5. Write a celebration speech. |
| Plenary (close) | (10 min) Deliver speeches; ring a “freedom bell” (class bell). |
| Assessment | Timeline accurate; speech emotional and factual. |
| Teacher notes | Emphasise joy of 1838. |
| Objectives | Students will be able to: (1) describe the challenges freed people faced; (2) explain the rise of free villages; (3) design a free village. |
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| Materials | Free village pictures (Sligoville), map, drawing paper. |
| Key vocabulary | free village, Sligoville, land, peasant, independence |
| Engage (starter) | (10 min) “After 1838, freed people had to build new lives. Where would they live? What would they do?” |
| Develop (main) | (35 min) 1. Many left plantations, bought land, started free villages (first: Sligoville, St. Catherine). 2. Became small farmers, teachers, pastors. 3. Draw a plan of a free village: church, school, houses, farms. 4. Label and write a description. 5. Discuss: How did education become important? |
| Plenary (close) | (10 min) Village map gallery; discuss self-sufficiency. |
| Assessment | Plan includes community buildings and farms; description clear. |
| Teacher notes | Link to the importance of education today. |
| Objectives | Students will be able to: (1) name key events leading to Independence (1938 riots, adult suffrage, 1944 elections, 1962 Independence); (2) create a road map timeline; (3) write a paragraph about one event. |
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| Materials | Road map timeline template, event pictures, markers. |
| Key vocabulary | suffrage, labour riot, constitution, premier |
| Engage (starter) | (10 min) “Jamaica didn’t become independent overnight. It was a long journey. Let’s map it!” |
| Develop (main) | (35 min) 1. Key events: 1938 labour riots (led to unions), 1944 adult suffrage (all adults could vote), 1958 West Indies Federation, 1961 referendum, 1962 Independence. 2. Draw a “road map” timeline with milestones. 3. Choose one milestone, write a paragraph explaining its importance. 4. Share paragraphs. 5. Discuss: why is voting important? |
| Plenary (close) | (10 min) Timeline display; class vote on a fun issue to simulate. |
| Assessment | Timeline includes at least four milestones; paragraph explains significance. |
| Teacher notes | Connect to modern democracy. |
| Objectives | Students will be able to: (1) describe the roles of Manley and Bustamante; (2) explain their contribution to Independence; (3) create a comparison chart. |
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| Materials | Portraits, fact sheets, chart paper. |
| Key vocabulary | Bustamante, Manley, labour union, PNP, JLP, premier |
| Engage (starter) | (10 min) Show both portraits. “Two cousins, both heroes, both helped Jamaica become independent. But they were rivals too!” |
| Develop (main) | (35 min) 1. Bustamante: BITU, JLP, fought for workers, first Premier. 2. Manley: PNP, lawyer, also fought for workers, paved way for Independence. 3. Create a comparison chart: background, party, main contribution. 4. Write an obituary for one (pretend they just passed). 5. Share. |
| Plenary (close) | (10 min) Chart check; discuss how they worked together despite rivalry. |
| Assessment | Chart includes key differences; obituary respectful and factual. |
| Teacher notes | Avoid partisanship. |