| Objectives | Students will be able to: (1) explain causes (poverty, injustice, lack of land); (2) describe events; (3) analyze consequences (Crown Colony government). |
|---|---|
| Materials | Pictures of Morant Bay, timeline, cause/effect chart. |
| Key vocabulary | Morant Bay, Eyre, martial law, Crown Colony |
| Engage (starter) | (10 min) Show a picture of Paul Bogle. “After Emancipation, life was still hard. Bogle led a march that changed Jamaica forever.” |
| Develop (main) | (35 min) 1. Background: high taxes, low wages, no land, no justice. 2. Bogle’s march to Morant Bay courthouse, violence, Eyre’s brutal response (martial law, hundreds killed). 3. Gordon arrested and executed. 4. Consequence: Jamaica became a Crown Colony (direct British rule). 5. Write a newspaper editorial: “Was Eyre a hero or a villain?” |
| Plenary (close) | (10 min) Editorials shared; discuss legacy. |
| Assessment | Cause/effect chart correct; editorial shows critical thinking. |
| Teacher notes | Link to heroes Bogle and Gordon. |
| Objectives | Students will be able to: (1) describe Crown Colony rule; (2) list reforms (education, health, infrastructure); (3) evaluate the impact. |
|---|---|
| Materials | Crown Colony structure diagram, reform pictures. |
| Key vocabulary | Crown Colony, governor, legislative council, reform |
| Engage (starter) | (10 min) “After 1865, Jamaica was ruled directly by a governor from Britain. Was this good or bad?” |
| Develop (main) | (35 min) 1. Structure: Governor (appointed by Queen) + Legislative Council (nominated). No elected members initially. 2. Reforms: schools built, hospitals, roads, water systems. 3. Discuss: did these benefit Jamaicans or just make it easier for the British? 4. Create a T-chart: Positive / Negative. 5. Write a paragraph: “Overall, Crown Colony was…” |
| Plenary (close) | (10 min) T-chart comparison; share paragraphs. |
| Assessment | T-chart includes at least three points per side; paragraph balanced. |
| Teacher notes | Critical evaluation. |
| Objectives | Students will be able to: (1) describe conditions leading to riots (low wages, unemployment); (2) name key figures (Bustamante, Manley); (3) create a protest poster. |
|---|---|
| Materials | Riot pictures, Bustamante speech excerpts, poster paper. |
| Key vocabulary | labour riot, trade union, strike, collective bargaining |
| Engage (starter) | (10 min) “In 1938, workers across Jamaica said ‘enough’. Riots broke out. From this chaos, unions were born.” |
| Develop (main) | (35 min) 1. Causes: Great Depression, low wages, poor conditions. 2. Bustamante emerged as a labour leader, formed BITU. Manley formed PNP. 3. Outcomes: better wages, recognition of unions. 4. Design a protest poster from 1938: slogan, demands. 5. Write a union speech. |
| Plenary (close) | (10 min) Rally re-enactment: deliver speeches, show posters. |
| Assessment | Poster reflects demands; speech persuasive. |
| Teacher notes | Connect to modern workers’ rights. |
| Objectives | Students will be able to: (1) define suffrage; (2) explain the 1944 constitution; (3) create a “Road to Independence” infographic. |
|---|---|
| Materials | Timeline, 1944 election results, infographic template. |
| Key vocabulary | suffrage, constitution, Legislative Council, premier, election |
| Engage (starter) | (10 min) “Before 1944, only people with property could vote. After, every adult Jamaican could vote. Why does that matter?” |
| Develop (main) | (35 min) 1. 1944: new constitution, universal adult suffrage, limited self-government. 2. First elections: JLP won, Bustamante became first Premier (Chief Minister). 3. Further reforms: 1953, 1959 – more powers. 4. Create an infographic timeline: 1938 → 1944 → 1953 → 1959 → 1962. 5. Explain one step’s importance. |
| Plenary (close) | (10 min) Infographic display. |
| Assessment | Infographic clear and accurate. |
| Teacher notes | Link to democracy and voting. |
| Objectives | Students will be able to: (1) explain the Federation (1958-1962); (2) analyze why it failed; (3) debate “Should Jamaica have stayed?” |
|---|---|
| Materials | Federation map, reasons for/against cards, debate prep. |
| Key vocabulary | Federation, referendum, regional, autonomy |
| Engage (starter) | (10 min) “Imagine the entire English-speaking Caribbean as one country. That was the West Indies Federation. It only lasted 4 years.” |
| Develop (main) | (35 min) 1. Federation formed 1958, capital Trinidad. Goal: eventual independence as one nation. 2. Jamaica dissatisfied (felt it carried the others financially). 3. 1961 referendum: Jamaica voted to leave. Federation collapsed. 4. Prepare debate: “Jamaica was right to leave the Federation.” 5. Write a position paper. |
| Plenary (close) | (10 min) Mini-debate; vote. |
| Assessment | Position paper uses evidence; debate respectful. |
| Teacher notes | Critical thinking on regional integration. |