NAME:
Paula-Belle Wilson and Kayon McPherson
SCHOOL:
St. Elizabeth Technical High School
SUBJECT:
History
GRADE:
9G
LESSON TOPIC: The Cultivation of sugar
DURATION:
1 hr
SPECIFIC OBJECTIVES
At the end of this lesson students should be able to:
Knowledge
At the end of this lesson, students should be able to:

Define the terms cultivation and ratoon, after concept mapping.

Explain the various activities that was involved in the cultivation process of sugar cane,
after reading the teacher prepared handout.
Skills

Write a summary describing the sequential order of the processes involved in the
cultivation of sugar cane, after a cartoon analysis.
Attitude

Show a level of willingness to participate in class activities.

Show appreciation for the strenuous task involve in the cultivation of sugar cane by
asking meaningful question and making positive comments.
CONTENT/MAIN IDEA
Definition of terms

Cultivation: cultivation is the planting, tending and harvesting of crops or plants.

Ratoon: a ratoon cane was one which was allowed to ‘spring’ from the harvested root
Activities involve in the cultivation of sugar

Cultivation activities on a plantation had a cycle. Planting was done in the rainy season
and harvesting in the dry months.

Preparation of land: the land was prepared beginning in August. The land cleared of
large trees and bush by “great gangs” made up of the strongest men and women under a
driver.

The planting season: planting was done from September through to December in the
rainy season. After the land was prepared, the gangs dug trenches for ‘holing of new
canes.

‘Ratooning’-Not all sugarcane was replanted there were also ‘ratoons’ which was cane
that was allowed to ‘spring’.

Tending: after the sugar cane was planted the slaves were still not free because they had
to “tend” to the field doing further weeding and manuring and mulching.

Harvesting: harvesting was done in the dry months. Cane-cutting would normally begin
in the early part of the New Year and extended into June. The Easter season was when
the cane-cutting cycle was at its height.
REFERENCES
Hamilton-Wille, D. (2001). Lest You Forget, Caribbean Economy and Slavery. Jamaica; Jamaica
Publishing House Limited.
Dyde, B. Greenwood, R. Hamber, S (2006) Amerindians to Africans. USA; Macmillan
Publishers Limited.
Beckles, McD, H.Shepherd,V.Liberties Lost:Caribbean Indigenous Societies and Slave
System.United Kingdom:Cambridge University Press.
INSTRUCTIONAL MATERIALS

The teacher prepared handout will be used to give information about the various activities
that was involved in the cultivation of sugar cane.

A cartoon will be used to illustrate the sequential order of the processes involved in the
cultivation of sugar cane.
INTRODUCTORY ACTIVITY
The lesson topic will be introduced by a skit which will be done by two students from the class.
The students will be given a script that will entail what is to be said. The script will be about the
cultivation of sugar cane after which the students will be able to uncover the lesson topic for the
day.
DEVELOPMENTAL ACTIVITY
Step 1
Concept mapping
Students will participate in a brainstorming activity in order to arrive at a definition for the key
concepts. The teacher will place each term on the white board along with the responses from the
students. There will then be a process of elimination where incorrect responses will be erased
and students will be asked to coin a definition for each term from the remaining responses. If it is
correct students will be told to record it in there note books.
Step 2
Reading for information from handout
Students will be given individual copies of a teacher prepared handout from which they will
read the aloud the information while engaging in a class discussion guided by the teacher so as
to explain some of the various activities that was involved in the cultivation process of sugar
cane.
Step 3
Cartoon Analysis
The students will be asked by the teacher to analyze the scenario from the cartoon provided by
the teacher. After which they will be instructed to write a summary describing the sequential
order of the processes involved in the cultivation of sugar cane
CULMINATING ACTIVITY
At the end of the lesson students will be provided with a worksheet which is to be completed in
class.
SUMMARY
The lesson will be summarized through the process of recapitalization. That is, students will be
asked questions on the lesson done to which they are expected to respond correctly. They will be
asked the following questions:
Define the concept cultivation and ratoon?
State the processes involved in the cultivation of sugar cane in the order it appears.
Do you think the cultivation of sugar cane was a difficult task? (give reasons to support your
answer)
EVALUATION
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Grade: 10A1
Subject: History
Date: December 4, 2012
Topic: The effects of the Atlantic Slave Trade
Worksheet
Instruction: Respond to the following questions by writing true or false on the line
provided
1. The Atlantic slave trade did not introduce new technologies to Africa.
True/ False _______________
2. The Atlantic Slave trade provided only negative effects on West Africa.
True/False _________________
3. The Atlantic Slave Trade broke family relations within West Africa.
True/False _________________
4. The Atlantic Slave Trade provided power and prestige for African priests.
True/False ______________
5. The Atlantic Slave Trade provided a bigger market for local farmers within West Africa.
True/False _______________
6. The Atlantic Slave Trade caused no effects on West Africa.
True/False ________________________
7. Despite the Atlantic Slave Trade, the chiefs never at once try to exploit the common citizens
of the West African society.
True/False ________________________
8. The Slave Trade did not contribute to the erosion of African moral values.
True/False _____________
9. Wars and conflicts resulted from the Atlantic Slave Trade.
True/False ______________
10. Nobody in West Africa gained from the Atlantic Slave Trade.
True/False __________________
Grade: 10A1
Subject: History
Date: December 4, 2012
Topic: The effects of the Atlantic Slave Trade
Key Concepts:
 Slave Trade: The business or process of procuring, transporting, and selling slaves,
especially black Africans to the New World prior to the mid-19thcentury.
 Slave Dealers: West Africans who sold others into slavery.
The Atlantic Slave Trade brought about a number of effects on West Africa. Of these effects,
there are social, economic and political effects.
Social effects of the Slave Trade on West Africa
Social effect s of the slave trade on West Africa included the fact that, members of the ruling
classes such as kings, chiefs and rich merchants who became slave dealers exploited the
common people. This is so as they forcibly led them into slavery, through capturing them so that
they would themselves gain monetary benefits.
Another social effect is that there was a disruption of African families. This was so as it was
the young men and women and children who were wanted but mostly males. As a result most
families were left without a breadwinner, that is, a father. Thus, their family would now have
been rearranged. As a result of this, there was a feeling of insecurity among Africans, thus
resulting in another social effect of the Slave Trade on West Africa. The Slave Trade also
contributed to the erosion of African moral values as well as it led to a distorted use of
oracles, and the growing incidence of human sacrifice.
Economic effects of the Slave Trade on West Arica
Economic effects of the Slave Trade on West Africa included, the fact that West Africa lost
most of its very important resource; human resource. This was so as there was also a need for
skilled personnel on the Sugar plantations within the Caribbean and so these skilled persons of
the African society were sold into slavery in addition to large number of West Africans been sold
into slavery. As a result the majority of the African population was now, not a part of Africa, but
a part of the Caribbean. Another effect economic effect is that, the influx of European goods
undermined local industries. That is, European goods were high on the West African Market
and were even more cheaper and therefore, most persons bought these products instead of the
local products within Africa. This also led to a decline in the agricultural system within the
country.
Other economic effects of the Slave Trade on West Africa is that, the persons in West Africa
who participated in the trade gained tremendously as they received goods in return for the
persons sold into slavery and West African societies were able to be exposed to new
technological developments such as, guns.
Political Effects of the Slave Trade on West Africa
The Slave Trade did not only provide social and economic effects but also political effects on
West Africa. These effects included that the slave trade spread war and conflict among
Africans. These were now very much brutal as there was now the introduction of different
equipments from Europe such as guns. Also, states such as Benin, Oyo and Dahomey
acquired the strength to expand and impose their neighbors from the economic prosperity
derived from the Slave Trade. That is, these states were now gaining tremendously from the
trade as they were some of the main exporters as slaves and as a result of their growth in wealth
they started to control the people around them, that is, their neighbors.
Persons who could become slave dealers gained wealth and thus raised their status within
society. As a result of this, the Slave Trade built up the power of chiefs where it did not exist
before. The persons who were already chiefs, the trade transformed their power.
REFERENCES
Hamilton-Wille, D. (2001). Lest You Forget, Caribbean Economy and Slavery. Jamaica; Jamaica
Publishing House Limited.
Dyde, B. Greenwood, R. Hamber, S. Amerindians to Africans. USA; Macmillan Publishers
Limited.
Dub Poem
Entitled: ‘The slave trade, the killer and a little life savior.’
Written by: Osheen Johnson
CHORUS
The slave trade dem call it,
A killa and a life sava! (rep x1)
VERSE 1
Inna wi country it cut and it wipe,
People it tek outa wi eyesight,
To the Caribbean them bring them,
Nuh fi good, no! A fi misery!
CHORUS
The slave trade dem call it,
A killa and as life sava. (rep x1)
VERSE 2
Some get a little money and a little power,
A little exposure did a showa,
This mek it look good, yes good only,
But no! It did a little killa!
CHORUS (rep x4)