WEEK: TWO (2)

Subject: Social Studies

Grade: 6
Term: 1
Unit: 1
Duration: 60 minutes x 2
Theme: Our Common Heritage
Focused Question: How can we Promote and Preserve our Caribbean culture?

Attainment Target(s): Recognize the contribution of individuals and groups who have helped to shape
Jamaica's development over time.

Specific Objectives: See each day's lesson

ICT Attainment Targets:

1. ICT: Collaboration and Communication: Use technology to communicate ideas and

information and work collaboratively to support individual needs and contribute to the learning
of others
2. ICT: Designing & Producing –Use digital tools to design and develop creative products to
demonstrate their learning and understanding of basic technology operations
3.  ICT: Digital Citizenship – Recognize the human, ethical, social, cultural issues and
implications surrounding the use of technology and practice online safety and ethical behavior.

Prior Learning: Understand the influence of the Europeans and Africans on Caribbean culture.

Learning Outcomes: students will:

● Briefly describe the life of the East Indians and Chinese on the plantation in the Caribbean
● Clearly distinguish between push and pull factors

Skills: organizing and classifying information, making connections between past and the present,
gathering information and communicating information.
Vocabulary: indentured servant, indentureship, immigrant, migration, culture. East Indians, Chinese

Materials: Social Studies texts, pictures, computer, Group 2 Term 1 Life on a Plantation, videos,
PUSH AND PULL FACTORS group 2.pptx

Link to Other Subjects: Language Arts, Music, Drama

Day 1

Topic: Push and Pull Factors

Content

Push Factor- This refers to conditions which force people to leave their homes. A person moves
because of distress. Migration is triggered by the promise of an easier and more enjoyable life
elsewhere. For example, unemployment, scarcity of land, insecurity, political stability and drought or
famine.

Pull Factors - This refers to factors which attract people to move to a certain area. Example of pull
factors include availability of better job opportunities, political freedom, environmental safety.

PUSH AND PULL FACTORS THAT LED THE EAST INDIANS TO THE CARIBBEAN
• The Indian indentured laborer were individuals who came into the Caribbean after slavery was
abolished as there were labor shortages on the plantations.

• The immigrants wanted to come to the West Indies and some of these push factors as to why they
wanted to leave India was to escape debts, unemployment, the caste system, abusive husbands, and
political persecution.
• There were also pull factors which attracted the Indians to the West Indies, and these included
higher wages, free return passage, land and housing and health care.

PUSH AND PULL FACTORS THAT LED THE CHINESE TO THE CARIBBEAN
• The Chinese were indentured laborer to come to the Caribbean after slavery was abolished as there
were labor shortages on the plantations.

• Push factors are the reasons why people left China such as persecution, fear, natural disasters,
poverty, and unemployment.
• Pull factors which attracted the Chinese to the Caribbean included freedom, safety, and new
opportunities
Specific Objectives: at the end of the lesson students should be able to:
● Distinguish between the push and pull factors that led to the migration of the East Indians and
Chinese to the Caribbean.
● Work cooperatively in groups

Procedures/Activities: Students will

Engage:

● The students will be placed in two groups. One group will dramatize the good things in their
community that would make them stay; while the other group will dramatize the bad things in
their community that would make them leave.
● They will discuss what happened in the skits that were done. Probing questions will be asked
such as: What were some of the things that came out in the skit? How did it make you feel?
● The students will be presented with a KWL Chart to complete the "K" stating what they know
about the terms push and pull factors.
● The students will be selected at random to share what they have in the "K" section.

Explore:

● Students will go back to the KWL Chart and write two questions that they would like to know
about "push and pull factors" Some of the questions will be written on the board
● Students will view and discuss a video from YouTube Push and Pull Factors- Chinese and
Indians - YouTube.
 ● Play a game called show and tell. In this game students will be shown different phrases to tell if
the phrases represent a push or a pull factor. Reasons will be given as to why they chose push or
pull.
● Students will be asked to go back to the KWL Chart and tell if any of their questions about what
they want to know was answered.

Explain:

● Students will read information on pages 6 and 7 in the "Jamaica Primary Social Studies book 6"
● Tier 1: Students will explain in one paragraph what they understand about push and pull factors.
● Tier 2: Students will be given a list of push and pull factors to discuss with group members.
then draw a T Chart and classify them under the headings push and pull factors.
● Tier 3: Students will be given a set of statements to write if it represents a push or a pull factor.
● Each group will be given 5 minutes to make their presentation to the class. The teacher will
clarify misconception and provide additional information where necessary.

Elaborate:

● Each group will use the information presented by the other groups to compare and contrast
reasons the Chinese and East Indians came to the Caribbean.
● Students will complete the KWL chart section that says What I have learnt.
● Students will complete further research to find out the push and pull factors that influence the
Chinese and East Indians to migrate to the Caribbean. (Homework)

Evaluate:

Students will complete given tasks:

 Tier 1: Students will complete the activities on pages 8 and 9 in the "Jamaica Primary Social
Studies" workbook 6.
 Tier 2: Students will complete activity 1 on page 8 in the "Jamaica Primary Social Studies"
workbook 6.
 Tier 3: Students will orally tell the teacher what they have learnt from the lesson. They will also
write the definition for push and pull factor in their notebook.
POST-LESSON REFLECTION:

Key: 1 2 3 4
Unsatisfactory Satisfactory Good Excellent

Effectiveness of strategies

Students' participation

Effectiveness of instructional materials

Objectives were met

Time Plan of Action

Late start Re-teach

Started on time Reinforce Concept

Ended early Advance to the next topic

Went overtime

COMMENTS:
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Day 2

Topic: Life of Chinese and East Indians on the plantation from the 19th to the 20th century.

Content

INDIANS
The East Indians are the largest ethnic minority in Jamaica. They arrived as indentured laborers
between 1845 and 1917. The Indians came to Jamaica to earn a "fortune" for starting a better life back
in India.
At the end of the indentureship contract, many Indians reverted to their ancestral occupations, some
became farmers or fishermen, while others returned to the trades - barber, goldsmith, and ironsmith.
Some became money lenders.
The Indians introduced several plants and trees in Jamaica, the most common being betel leaves, betel
nut, coolie plum, mango, jackfruit, and tamarind. The food habits of Indians have a distinctly Indian
flavor and taste. A typical Indian dinner consists of curried goat, roti, pulses usually cooked with
mangoes, curried potato, eggplant, bitter gourd, and okra.

CHINESE
The Chinese represent a very small proportion of the Jamaican population, nevertheless, their impact
has been great particularly in commerce.
The first Chinese arrived in 1849. The Chinese were brought as indentured labourers to work on the
sugar estates following the emancipation of the slaves. However, they disliked the nature of the work
and soon left the estates and set up small grocery shops across the island. Eventually they were able to
develop their businesses until the small grocery shops grew into large enterprises embracing not only
retailing, but also wholesaling and other types of activities.
Although some Chinese went back home to marry Chinese wives who they brought back to Jamaica,
others inter-married with non-Chinese Jamaicans contributing to the island's racial mixture.
Apart from the development of commerce, the popularity of Chinese food among Jamaicans is a lasting
contribution to the island.
Specific Objectives: At the end of the lesson the students should be able to:
● Describe the life of Chinese and East Indian immigrants on the plantation from the 19th to the
20th century.
● Complete various activities to show an understanding of the life of Chinese and East Indians on
the plantation.
● Work cooperatively in groups
Procedures/Activities: The students will

Engage:

Watch and discuss the video from the following link. From India To Jamaica, The Story Of One
Immigrant Family
Discussion will be guided by the following questions
Who is the video about? Does it sound as if everything was well with this family?
Further discussion questions
Let's recall the terms of the CONTRACT. What is a CONTRACT? Do you think every part of the
CONTRACT was kept? Explain your reason

Explore:

Turn to page 8 of your Social Studies Text. Read the article and discuss the life of the Chinese and East
Indians on the plantations.
Watch a video from the following link Social Studies Plantation Life Pt 1 East Indians & Chinese
Grade 6

Explain:

In groups highlight findings via an appropriate medium on what life was like on the plantation for the
Indians and Chinese. For example:

Tier 1: Make a chart outlining at least 5 important point about the life of Chinese and East Indians on
the plantation whether during the 19th or the 20th century.

Tier 2: Make Did You Know cards to present to the class based on their reading and watching of the
video.

Tier 3: On strips, write three sentences about what they learnt from the lesson. (In this group each
member should also state orally what they learnt from the lesson.)
Each group will be given five minutes to make their presentation to the class.

Elaborate:

Gather more information on the life of indentured servants on the plantation by clicking on the link
below. Other readings on problems experienced (click on this red area) by the indentured workers.
Write points in their notebook about what they learn. (Homework)

Evaluate: The students will:

Tier 1: Complete page 10 in the Social Studies workbook to answer questions about the life of the
Chinese and East Indians from the 19th to the 20th century. Example

Tier 2: Complete the activity in your writing book. Read the statements in the table below, then tick
[✓] the 'T' for true statements and 'F' for false statements.

LIFE OF THE INDENTURED SERVANTS ON THE PLANTATIONS

T F

1. The indentured servants were taken to the plantation on arrival by buses

and cars.

2. They had less freedom than the emancipated Africans and conditions were
very hard.

3. Indentured servants could always leave the plantation without a permit.

4. They were paid very high wages.

5. Living conditions were poor and overcrowded for indentured servants.

 6. If labourers became ill or disabled on the job, their indentureship ended.

7. Indentured servants were forbidden from practicing their religion.

8. Most indentured servants could read.

9. Europeans and some Africans looked down on the Indians who were
doing the work which the ex-slaves now refused to do.

10.The Chinese enjoyed working on the plantations.

Tier 3: Complete the following activity by reading the statement and answering the questions.
They were meant to receive wages, a small amount of land and in some cases, promise of a return
passage once their contract was over. This seldom happened, and the conditions were harsh and their
wages low.

(a) Who are the statements above referring to?

(b) From where did these people most likely come from?
(c) Write one sentence about how you would feel if you were living on the plantation during this
period.

ASSIGNMENT
The students will be placed in groups to complete the following assignment:

A. Access the internet and find images of:

1. Chinese indentured servants in the cane fields.
2. Business places operated by Chinese.

Create a slide of these images.

Use the slides of the images to explain the life of the Chinese indentured servants on the sugar
plantations.

B. Access the internet and download pictures showing:

1. The East Indian indentured servants working on the sugar plantations.

Create a slide show to explain to your classmates the life of the East Indian indentured
servants on the plantations from the 19th to the 20th century.

Complete a flowchart showing the contributions the East Indians to the Jamaican economy.

NOTES
The motto of Jamaica is "Out of Many One People". However, did you know that these people are from
different ethnic groups, including Spanish, English, Africans, East Indians, and Chinese? The people
from these ethnic groups left their countries for various reasons. These reasons are called push and pull
factors.
THE EAST INDIAN INDENTURED LABOURERS

As you would have learnt in grade five, after the abolition of slavery in 1834 and emancipation in 1838,
the English planters faced the challenge of finding a large labor force to replace the Africans. This was
necessary because the ex-slaves had abandoned the plantations since it was their right to no longer give
free labor but, instead, find other occupations from which they would be paid for their service.

Having realized the consequences of not having a large labor force, the English planters travelled to
India and negotiated with the East Indians for them to accept their offer. After a successful negotiation
and signing of a contract, the first batch of East Indians arrived at Old Harbor Bay on May 10, 1845.
They were taken to sugar plantations in Clarendon and Westmoreland.

Table 1
Shows the push and pull factors that led the East Indians to Jamaica and other British Colonies in the
West Indies.
PUSH FACTORS PULL FACTORS
Poverty Money
Famine Free Passage Back to India After Their Contract
Ended
Unemployment Free Housing

The East Indian indentured servants experienced a culture shock when they arrived on the plantation
because of the following:
1. Accommodation: they were housed in barracks.
2. Work schedule: they worked long hours for five to six days.
Although most of the ex-slaves left the plantation, few remained paid workers. In addition, the East
Indians at times had conflicts with the ex-slaves because of the following reasons:
1. The African ex-slaves believed that they were superior to the East Indian indentured servants.
2. The East Indians came from of system in India where the caste system separated the East
Indians based on the color of their skin. In light of this, the East Indians believed that the fact
that they were lighter in complexion than the African ex-slaves, they were, in fact, the superior
ethnic group.

Have you seen any changes in today's relationship between the Africans and the East Indians'
descendants?

The relationship between the East Indians and Africans has changed since the times the East Indians
and first arrived in the 19th century.
Evidence of this is noticeable:
1. When Africans intermarry with East Indians.
2. When African ex-slaves participated in East Indian festival celebrations, such as Hosay and
Diwali, where they share the food and music.
3. In the East Indian costume worn by one of the characters in the Johnkunnu parade.

At first the labourers worked alongside those Africans who had remained on the plantations at
emancipation. Europeans and some Africans looked down on the Indians who were doing the work
which the ex-slaves now refused to do.

The East Indians have made significant contributions to the Jamaican economy. This is evident in
politics, education, manufacturing, medicine, and farming.

THE CHINESE INDENTURED LABOURERS

Laborers during the 19th and 20th centuries were necessary for the large sugar plantations; therefore,
when the West Indians left the plantations to return home or to take up different jobs in Jamaica, the
English planters had to source new laborers. Once again, they travelled to Asia and negotiated with the
Chinese government for workers to take up the offers in the contract for indentured servants. The
contract was most appealing to the Chinses that many signed the contract and journeyed to the
Caribbean. The first group of Chinese arrived in Jamaica on July 30, 1854.

Table 2
 Push Factors Pull Factors
Famine Available job
Overpopulation Money
Severe hardship Accommodation promised
Wars Chinese food promised
Prolonged drought Similar climate to Southern China
Devastating floods Hope
Political rebellions Opportunities
Starvations Medical package

Disappointments
While on the sugar plantations, the Chinese were disappointed because the planters had not kept some
of the promises in the contract.

Life on the Plantation

Because there were a few female Chinese on the island, many of the Chinese men marry women from
other ethnic groups: Africans and East Indians. This intermarriage has given rise to a mixed group of
Chinese in Jamaica.
The Chinese indentured laborers, like the Africans, planted, weeded, cut and milled sugar canes, boiled
sugar and made molasses. These among other poor working conditions caused the Chinese to become
overwhelmed and eventually staged a sit-down strike on the Duckenfield Sugar Estate. The planters
employed Africans and East Indians to force the Chines to work. Some of the planters instigated
conflicts among these three ethnic groups. Many of the Chinese eventually abandoned the sugar estates
and started their businesses: grocery shops and restaurants.
Chinese lifestyle has made a significant impact on Jamaica. These include family life, business skills
and emphasis on education. In addition, the Chinese are well known for being hard-working, diligent
and courteous.

Contribution to the Jamaican Economy

The Chinese made significant contribution to the Jamaican economy. These include:
1. Improvement in Jamaica infrastructure – Example: North-South Highway
2. Construction of the Montego Bay Convention Centre
3. Presently constructing the Western Children and Adolescent Hospital in Montego Bay
4. Supplied the modern fleet of Golden Dragon buses equipped with Wi-Fi to the Jamaica Urban
Transit Company Limited (JUTC)
5. Provision of jobs in restaurants and grocery shops.

POST-LESSON REFLECTION:
Key: 1 2 3 4
Unsatisfactory Satisfactory Good Excellent

Effectiveness of strategies

Students' participation

Effectiveness of instructional materials

Objectives were met

Time Plan of Action

Late start Re-teach

Started on time Reinforce Concept

Ended early Advance to the next topic

Went overtime

COMMENTS:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________