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Full details on each Principle can be found at the end of this section

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This is an example of a student's outcome at the end

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This is an example of a student's outcome at the end

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You could share examples of pupils' work or responses to this unit to inspire others. Ensure you have anonymised anything you upload and that you have the rights to share any images etc.

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All resources and support for this enquiry can be found on Sweet Patootee's website here.

In the shared resources you will find six lessons, which could easily be expanded into more, answering the question ‘Why was there a Turning Point in the Caribbean identity in the 1920s?’. The lessons, lesson resources, and supporting materials should give any teacher who wants to teach the enquiry a strong starting point to work from. We have all taught these lessons in our school, and enjoyed students’ engagement in the enquiry.

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The Schools Council Project History 13-16 was set up in 1972 to undertake a radical re-think of the purpose and nature of school history. It sought to revitalize history teaching in schools and to halt the erosion of history's position in the secondary curriculum.

In 2021, the project brought together a group of teachers to work with us to create lessons around TURNING POINT. You can read more about their experience creating these lesson plans in their blog post here: School History Projects Blog. These lesson packs are available to download now.

Several threads run through this enquiry:

●Caribbean Black pride

●The way racism permeates every aspect of life in the Caribbean

●The ways in which Caribbeans have stood against racism and discrimination

●The importance of the First World War, the building of the Panama Canal and the UNIA and how they interlink to create a new sense of identity forBlack Caribbeans.

●British attempts to prevent autonomy for Black Caribbean

How this might fit into an existing curriculum:

●As an alternative decolonialisation topic to the partition of India.

●As part of a wider study of decolonialisation

●As part of a 20th Century study of civil rights

●As part of a study on the British Empire

Suggested previous study before this enquiry
Students would benefit from having an overview of the main events of the First World War, and particularly the global nature of the war and fields of battle. If this is not possible before the enquiry teachers may wish to make some elements of this more explicit in this enquiry. Students should already have studied the transatlantic slavery and understand the nature of British slavery in the Caribbean. It would be useful for students to understand the racially based social hierarchy and the nature of the control of the Caribbean by the British Empire. They would also benefit from understanding the reasons for, and nature of, the ending of the slave trade and British slavery in 1833/1838.
Potential future study that would complement this enquiry:
The struggles and achievements of the campaigns for independence in the Caribbean after the 1920s. Black British history after 1920.

You can download the full lesson pack below and explore each lesson.
Lesson 1 - Velda

Lesson 2 - WW1

Lesson 3 - Taranto

Lesson 4 - Panama

Lesson 5 - UNIA

Lesson 6 - Outcome

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Schools History Project - Sweet Patootee Arts

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The Schools Council Project History 13-16 was set up in 1972 to undertake a radical re-think of the purpose and nature of school history. It sought to revitalize history teaching in schools and to halt the erosion of history's position in the secondary curriculum. In 2021, the project brought together a group of teachers to [...]

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This outcome could be used to assess students' progress and understanding of this topic

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This enquiry has been developed by a working group of History teachers working with Sweet Patootee Arts on their TURNING POINT project.

From their Website: “Sweet Patootee Arts create high-quality arts and heritage projects rooted in Black heritage – to engage multicultural audiences. We use oral testimony and archive sources to inspire interdisciplinary storytelling for the arts, learning, heritage, community development, and wellbeing sectors.

Formed in 2017, our practice is driven by inclusive outreach and collaboration for in-depth public engagement. TURNING POINT is our first major arts and heritage project.”

Schools History Project - Sweet Patootee Arts

Sweet Patootee have done a huge amount of inspiring work which can be accessed from their website - Home - Sweet Patootee Arts

Their work on uncovering the Taranto Mutiny is documented in their film Mutiny (1999) Watch Mutiny | Prime Video

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The Schools Council Project History 13-16 was set up in 1972 to undertake a radical re-think of the purpose and nature of school history. It sought to revitalize history teaching in schools and to halt the erosion of history's position in the secondary curriculum.

In 2021, the project brought together a group of teachers to work with us to create lessons around TURNING POINT. You can read more about their experience creating these lesson plans in their blog post here: School History Projects Blog. These lesson packs are available to download now.

Several threads run through this enquiry:

●Caribbean Black pride

●The way racism permeates every aspect of life in the Caribbean

●The ways in which Caribbeans have stood against racism and discrimination

●The importance of the First World War, the building of the Panama Canal and the UNIA and how they interlink to create a new sense of identity forBlack Caribbeans.

●British attempts to prevent autonomy for Black Caribbean

How this might fit into an existing curriculum:

●As an alternative decolonialisation topic to the partition of India.

●As part of a wider study of decolonialisation

●As part of a 20th Century study of civil rights

●As part of a study on the British Empire

Suggested previous study before this enquiry
Students would benefit from having an overview of the main events of the First World War, and particularly the global nature of the war and fields of battle. If this is not possible before the enquiry teachers may wish to make some elements of this more explicit in this enquiry. Students should already have studied the transatlantic slavery and understand the nature of British slavery in the Caribbean. It would be useful for students to understand the racially based social hierarchy and the nature of the control of the Caribbean by the British Empire. They would also benefit from understanding the reasons for, and nature of, the ending of the slave trade and British slavery in 1833/1838.
Potential future study that would complement this enquiry:
The struggles and achievements of the campaigns for independence in the Caribbean after the 1920s. Black British history after 1920.

You can download the full lesson pack below and explore each lesson.
Lesson 1 - Velda

Lesson 2 - WW1

Lesson 3 - Taranto

Lesson 4 - Panama

Lesson 5 - UNIA

Lesson 6 - Outcome

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Schools History Project - Sweet Patootee Arts

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The Schools Council Project History 13-16 was set up in 1972 to undertake a radical re-think of the purpose and nature of school history. It sought to revitalize history teaching in schools and to halt the erosion of history's position in the secondary curriculum. In 2021, the project brought together a group of teachers to [...]

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How does the content link with one or more of the Principles?

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How does the content link with one or more of the Principles?

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This enquiry develops students conceptual understanding of a TURNING POINT in history, as more than a ‘change’. Once a turning point is established in the first lesson the rest of the enquiry focuses on the causes of the turning point.

This enquiry has been developed by a working group of History teachers working with Sweet Patootee Arts on their TURNING POINT project.

Through the lessons we ask students to explore how identity can be forged out of adversity and prejudice, and how this change can be inspiring to everyone (Principle 1, 3, 4). We ask students to explore significant events in the 20th Century; the First World War, the building of the Panama Canal, and the work of the UNIA (Principle 6). This created opportunities to talk about events that were hugely important to the development of an important part of the British Empire which is not otherwise covered in our curriculum (Principle 6).  The stories Sweet Patootee are telling, and the outcomes of the enquiry we have created, are hugely relevant to students today (Principle 4).

There is a focus on the substantive focus on identity in the lessons (Principle 3) which enable students to see the links and similarities between themselves and people in the past. This enables students to see that factors influencing identity can change and develop over time (Principle 4), rather than being a fixed and unchanging idea.

The lessons each focus on a different character from the TURNING POINT film, telling unique but overlapping stories of their change in identity in the 1920s (Principle 2). The stories act as a springboard into the history related to the character’s experiences and attitude, and chart the journey from the legacies of slavery and racism, to a new sense of identity and Black pride (Principle 3, 6 and 7).

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How do the pedagogical choices link with one or more of the Principles?

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How do the pedagogical choices link with one or more of the Principles?

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The lessons address the concept of a TURNING POINT by considering causation (over change and continuity) as we wanted to keep our focus within the 1920s, and avoid evaluating the extent to which there was a ‘turning point’ as that would clash with Sweet Patootee’s whole premise.

The lessons all have a clip of one or TURNING POINT’s characters to get students to either establish the nature of the Turning Point (lesson 1) or explore the reasons why Caribbeans experienced that change. This really encouraged students to connect with Caribbeans in the 1920s (Principle 4) and means that they are invested in their stories (Principle 7).

The pupils then learn about the different causes of the TURNING POINT in identity and relate that back to the film clips they have seen (Principle 2). This enables students to build a picture over the lessons of the different causes of the Turning Point.

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How do the outcomes / pupil responses link with one or more of the Principles?

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How do the outcomes / pupil responses link with one or more of the Principles?

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The outcome of this enquiry is a visual representation of the idea of different factors all working together to cause a change in identity (Principle 2). What we really wanted students to get from the enquiry, and what the film really helps students to understand, is the interplay and importance of all three aspects, and how they worked together to create the ‘turning point’; one cannot really be placed as ‘most’ important and we did not want to diminish the role of the others (Principle 7). This led us to considering how the mutiny at Taranto was a ‘spark’, how Panama was a ‘trigger’, and how Marcus Garvey and the UNIA ‘inspired’ in our lesson titles (Principle 2 and 5). This all also led us to our final outcome which uses the analogy of ripples in water. We wanted students to consider how one event can help cause change both in the immediate and very long term, and for our final outcome, how ripples can ‘bounce’ off each other to lead to greater change (Principle 2). This meant that students were asked to focus on the interplay of the causes, rather than prioritising or diminishing any of them. All of this meant thinking about these concepts in a slightly different way to the way we do in other enquiries in our departments, but we felt that was in response to the unique nature of the stimulus and work of Sweet Patootee and their TURNING POINT film.

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This is a copy of the SHP Curriculum PATHS Principles to help guide you in your responses in this section.

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2025 - Curriculum PATHS Principles - Approved

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This is an example of a student's sheet used through the enquiry

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This is an example of a student's sheet used through the enquiry

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This unit aims to help students to understand, is the interplay and importance of all three aspects, and how they worked together to create the ‘turning point’; one cannot really be placed as ‘most’ important and we did not want to diminish the role of the others.

By the end of the enquiry students will have a visual representation of the ‘ripples’ that different events in the 1920s caused in Caribbean identity, and they will be able to link the clips from the TURNING POINT characters to a piece of evidence to demonstrate the extent of that change.

Second order concepts

The main disciplinary / second order focus is causation, with students explaining the interplay of different causes in creating a change in identity. Students are encouraged to see how different causes worked together alongside economic and political factors to create a change in every aspect of the way Caribbeans felt about who they are and their place in the world.

Substantive knowledge

Several threads run through this enquiry:

●       Caribbean Black pride

●       The way racism permeates every aspect of life in the Caribbean

●       The ways in which Caribbeans have stood against racism and discrimination

●       The importance of the First World War, the building of the Panama Canal and the UNIA and how they interlink to create a new sense of identity for Black Caribbeans.

●       British attempts to prevent autonomy for Black Caribbeans