| Objectives | Students will be able to: (1) explain the British capture; (2) analyze why Spanish resistance failed; (3) create a battle plan map. |
|---|---|
| Materials | Map of Kingston Harbour, British/Spanish flags, timeline. |
| Key vocabulary | invasion, Penn, Venables, occupation, privateers |
| Engage (starter) | (10 min) “In 1655, the English navy sailed into Kingston Harbour. The Spanish governor panicked.” |
| Develop (main) | (35 min) 1. Context: Oliver Cromwell’s Western Design to expand empire. 2. Poorly planned invasion, but Spanish resistance weak (few Spanish settlers, Taino support for British? No, Tainos almost gone). 3. Spanish freed slaves who became Maroons. 4. Draw a battle map of the invasion. 5. Write a letter from Penn to Cromwell reporting victory. |
| Plenary (close) | (10 min) Share maps and letters. |
| Assessment | Map accurate; letter uses historical details. |
| Teacher notes | Highlight the Maroon connection. |
| Objectives | Students will be able to: (1) define the triangular trade; (2) explain why Africans were enslaved; (3) diagram the trade routes. |
|---|---|
| Materials | Triangular trade map, product cards, diagram template. |
| Key vocabulary | triangular trade, Middle Passage, export, import, raw material |
| Engage (starter) | (10 min) Show a map of the Atlantic. “Ships went from Europe to Africa, to the Caribbean, and back. It was a triangle of trade – and tragedy.” |
| Develop (main) | (35 min) 1. First leg: Europe → Africa (guns, goods). Second: Africa → Caribbean (enslaved Africans, Middle Passage). Third: Caribbean → Europe (sugar, rum, cotton). 2. Diagram the route and label goods. 3. Discuss conditions on the Middle Passage. 4. Write a poem or diary entry about the journey. 5. Share. |
| Plenary (close) | (10 min) Poem/diary reading; silence for reflection. |
| Assessment | Diagram correct; creative piece shows empathy. |
| Teacher notes | Handle with great sensitivity. |
| Objectives | Students will be able to: (1) describe the hierarchy (planter, overseer, driver, enslaved); (2) explain the sugar production process; (3) draw a plantation cross-section. |
|---|---|
| Materials | Plantation cross-section template, pictures of sugar mill, workers. |
| Key vocabulary | planter, overseer, driver, field slave, boiling house |
| Engage (starter) | (10 min) “A plantation was like a small town, but it was a prison for those who worked it.” |
| Develop (main) | (35 min) 1. Hierarchy pyramid: planter (top) → attorney → overseer → driver → enslaved (field, skilled, house). 2. Process: cut cane → crush in mill → boil → cure → ship. 3. Draw a cross-section of a plantation showing all buildings. 4. Write a diary entry as a field slave. 5. Discuss: what was the worst part? |
| Plenary (close) | (10 min) Cross-section gallery; share diary entries. |
| Assessment | Cross-section includes key features; diary accurate. |
| Teacher notes | Emphasize the humanity of enslaved people. |
| Objectives | Students will be able to: (1) compare forms of resistance across islands; (2) research a rebellion (Haiti, Tacky, Bussa); (3) present findings. |
|---|---|
| Materials | Research materials (printouts, tablets), poster paper. |
| Key vocabulary | rebellion, maroon, Haitian Revolution, Bussa, Tacky |
| Engage (starter) | (10 min) “Enslaved people resisted everywhere. The most successful was in Haiti. Let’s find out why.” |
| Develop (main) | (35 min) 1. Introduce Haitian Revolution (1791-1804): led by Toussaint Louverture, only successful slave revolt leading to independent nation. 2. Groups research a rebellion: Tacky’s Revolt (Jamaica), Bussa’s Rebellion (Barbados), Berbice (Guyana). 3. Create a presentation poster: who, when, what, outcome. 4. Present to class. 5. Compare: why did Haiti succeed? |
| Plenary (close) | (10 min) Poster gallery; class discussion on factors for success. |
| Assessment | Poster includes key facts; comparison discussion shows analysis. |
| Teacher notes | Link to Jamaican heroes. |
| Objectives | Students will be able to: (1) trace the abolition movement; (2) analyze the apprenticeship system; (3) debate whether compensation was fair. |
|---|---|
| Materials | Abolition timeline, facts about compensation, debate preparation. |
| Key vocabulary | abolitionist, apprenticeship, compensation, full free |
| Engage (starter) | (10 min) “In 1834, Britain said slavery was over. But the planters got £20 million compensation – the freed slaves got nothing. Fair?” |
| Develop (main) | (35 min) 1. Timeline of abolition: 1807 slave trade abolished, 1833 Emancipation Act, 1834-1838 apprenticeship. 2. Discuss apprenticeship as another form of control. 3. Prepare a mini-debate: “Was the compensation fair?” (slaves received nothing, planters paid). 4. Write a speech. 5. Hold the debate. |
| Plenary (close) | (10 min) Reflect on debate; what is true fairness? |
| Assessment | Speech uses historical evidence; debate participation. |
| Teacher notes | Link to modern reparations discussions if appropriate. |