Through this lesson, students will be able to identify how the formal elements of various documents produce representations of the Caribbean as a complex and layered space impacted by slavery, industry, agriculture, and colonial and touristic desire. They will be able to describe the differences between textual and visual representations of landscape and articulate how form impacts content. Building on an understanding of the multiplicity of ways the same space can be represented, they will also be able to critically interrogate the rhetoric of representative media.
We live in a world where the concept of responsibility has taken a back seat to finger pointing and playing the blame game. History provides us with an incredible tapestry to explore when, where and how people have skirted being accountable. This lesson, while focusing on the Transatlantic Slave Trade, will transcend the time and reinforce the fundamental importance of taking responsibility for your actions.
This course guide explores the history of the colony of Saint-Domingue, on the island of Hispaniola and the bloody fight for independence fought there in 1804, or the Haitian Revolution. It considers the role of sugar production, class conflict, and racial strife on the eve of the revolution. The final module confronts questions about freedom and power in the wake of revolution.
In this lesson, students will explore the 1816 slave revolt in Barbados by analyzing primary source documents, mapping the slave revolt, and creating an updated account of the revolt. The lesson will focus on the intertwining concepts of labor, mercantilism, and colonialism and ask students to identify the differing perspectives of white and black Barbadians during the colonial era.
In this volume, scholars and educators share resources to better teach the global perspective of the Colonial Era with a focus on resources and enterprise. The iBook contains audio lectures, primary source documents, and lessons designed to engage students in inquiry and investigation.
This inquiry lesson is geared towards UNESCO’s role in preserving landmarks of cultural significance, specifically the recognition of Industrial Heritage sites. The island of Barbados, often referred to as “Little England” during colonial times, played a significant role in the cultivation of sugar. As a result of this sugar revolution, Barbados’ society, economy and geography were transformed as were England’s. In 2014, Barbados submitted a nomination to UNESCO to preserve 5 landmarks for the Industrial Heritage classification. These locations played instrumental roles in Barbados becoming a cash crop British colony scattered with large plantations relying on free African slave labor.
“Why Sugar?” is an interdisciplinary unit of study, where students explore the exchange, circulation and transmission of ideas, people and goods that border the Atlantic Ocean. The Atlantic Ocean becomes as a bridge between Great Britain, West Africa, The British West Indies, and the British American Colonies.Colonization of the Atlantic World, students discover, is a kaleidoscope of commodities, and cultures. Students become historians in their quest to discover how sugar affected the lives of those living in the British Atlantic world. Visual artwork and simulated role-play engage students in portraying their knowledge of this interdependence.