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DIPLOMA IN EDUCATION PROGRAMME

SCHOOL OF EDUCATION
THE UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE

Subject: History

LESSON PLAN: #2 in Unit plan

TEACHER: Mr. J. Spence SCHOOL: St. Mary’s College

CLASS/FORM: 2 No. in class: 35 TIME: No of period(s): 1 Duration: 40 mins

Planning for the lesson

TOPIC: Motives for Enslaved Resistance

CURRICULUM INTEGRATION AREAS: Social Studies, Geography, English

 Strategies for:
Planning for inclusiveness: Cooperative Learning (group work)

Planning for literacy improvement: Reading of passages about specific historical sites, Vocabulary
building exercise (word association)

Planning for Technology Integration: YouTube videos/ song (The Mighty Sparrow- “Slave”)

Planning for VAPA integration:

 Instructional strategies to be used and their rationale: (link to relevant learning theories)
1. Online Games- serves to make the students into “active learners” through the use of educational
games Gardiner’s Theory of Multiple Intelligences,
2. Reflective Discussion Method serves to make the students into “active learners” as well as build
on their previous experiences. - Constructivist Theory
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The lesson plan:

PRE-KNOWLEDGE: St

OBJECTIVES:
At the end of this lesson, pupils will be able to:

Objectives of the lesson Classification of objectives Domain

1. Identify the various feelings that the enslaved Knowledge Cognitive
Africans would have on the plantations
2. Identify reasons why the enslaved Africans would Knowledge Cognitive
possess those feelings
3. Express reasons why the enslaved Africans would Comprehension Affective
have those feelings (song, poem, drama)

SET INDUCTION: Students listen to The Mighty Sparrow’s song, “Slave”. Time allotted: 7 mins

SECTION 1- Time allotted: 4mins

Teaching points:
- Students recognise the range of emotions that the enslaved population would experience on the
plantations (egs. Anger, Fear, Frustration, Despair)

METHOD
Teaching Strategy Student Activity Resources
Teacher presents online game Students participate in the game Computer, projector,
patterned after Family Feud and and answer the questions PowerPoint presentation,
uses questions to get the speakers
students to identify what
emotions the slaves would have

SECTIONAL REVIEW and feedback (formative assessment strategies) Time allotted: 4mins

- Students are paired off given first worksheet with a different verse of the song “Slave” attached and are to
identify the different emotions identified in their respective verse

SECTION 2- Time allotted: 15 mins

Teaching points:
- Identify reasons that the slaves would want to be feeling the way that they are (desire for
freedom, various types of abuse etc.)
- Explore each of these reasons

METHOD
Teaching Strategy
Teacher divides class into
groups of five and uses different
handouts, each highlighting a
Student Activity Resources
Students will work in their Worksheets, excerpts (readings),
groups to analyse the handout markers, rulers, cardboard sheets
given to them and extract three
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different reason why the slaves points

would feel that particular
emotion.
Students will present their
findings to the class afterwards.

SECTIONAL REVIEW and feedback (formative assessment strategies) Time allotted:

SECTION 3 - Time allotted: 10 mins

Teaching points:
- Reinforcement of the range of slaves’ emotions during this time.

METHOD
Teaching Strategy Student Activity Resources
Teacher gives assignment to the Students will work as groups to Cardboard, markers, ruler
groups start constructing a song (1
verse or chorus), poem (1
stanza) or essay (1 paragraph)
from a slave’s POV to represent
what they would feel during
enslavement

CLOSURE (How will you end the lesson?)– Time allotted:

-Ask the students’ to think about what the slaves’ reaction may be given that they were experiencing such
a wide range of emotions

FOLLOW-UP ACTIVITIES/LESSON: Students are to finish their song, poem or essay.