Freedom Come

Freedom Come

Level: Primary| Secondary| General

Series Title: Sand Pebbles Pleasure Series (SPPS)

Subject: Literature

ISBN: 978 976 638 054 0

Pages: 108

Age Group: 10 - 12 years

Published: 2002

Carlong presents to the children of the Caribbean a new series of original fiction and non-fiction books covering a wide range of topics,and reflecting Caribbean life, people, places, flora, fauna and culture. The series will target two age levels: 8-10 and 10-12 years. It is aimed firstly, at developing and sustaining the reading habit by providing children with relevant, contextually familiar, quality publications which will excite their interest, stimulate their imaginations, broaden their experiences and increase their awareness of their own culture as well as the other cultures of the Caribbean region.

All the stories have interesting and thought-provoking plots, some of which relate to topics, skills and concerns in the curriculum. The series will also aid composition and vocabulary development by providing good models of story telling.

Freedom Come

Children from Jamaica's past come alive in five dramatic stories which won a Highly Commended Award in the National Book Development Council's Vic Reid Award for Children's Literature.

The Raid relives the exploits and adventures of the swashbuckling buccaneers.

Taino Boy explores the Taino way of life through the dream experience of one boy.

Cimarron Cimarron recalls the experience of slavery and the struggles and triumphs of freedom.

The Whipping reveals the interesting character of slave life on a plantation.

Freedom Come recounts the journey leading to the joy and celebration of emancipation.


Jean Goulbourne
won many awards and widespread acclaim for her literary publications. Her work includes two poetry collections, a novel for adult readers, short stories and poems published in several Caribbean newspapers and journals.

Key Features

  • Sensitize children to the important elements of literary writing
  • Encourage positive reading habits
  • Broaden children's experiences
  • Aid vocabulary building, especially in the use of culture-specific words
  • Provide resource materials for social studies/history and other subject areas

Notes To Teachers:



  1. Using your history textbooks, find out when the buccaneers lived in Jamaica and what caused their rise and fall.
  2. The buccaneers got their name from the term 'boucan' which was a device used to roast meat. Draw a picture of what you think a 'boucan' looked like.
  3. Why was Port Royal called the most wicked city on earth? What happened to Port Royal in 1692?
  4. When you listen to Peter?s description of the Panama raid one may say that you cannot judge a book by its cover. Do you agree or disagree with this statement? Say why.
  5. Henry Morgan was the most notorious of the buccaneers. How did Peter say that Morgan helped to end buccaneering? Use your history textbooks to help you with the answer.


  1. What are artifacts? Why is it that we can only use artifacts now to find out how the Tainos lived?
  2. Imagine that you are a Taino boy, write a story saying what you would think if you were to come back to Jamaica now from the grave.
  3. Either draw a picture of a Taino village or get into groups and make models of a Taino village.
  4. How did Shalo get the barracuda fish? How did Tailo get the ducks? Do you think that the methods that they use could be used today? Say why/whynot?
  5. What did the song that Lal sang mean? Was it prophecy?


  1. Who were the Maroons and why did they have Maroon villages in Jamaica?
  2. Why was Baby Joe so grateful to the maroons and how did he want to thank them?
  3. Were slaves always faithful to one another? Using an example from the story show how slaves could betray each other.
  4. Use your history textbook to show how the maroon movement started in Jamaica.
  5. Read about Cudjoe and the pact that he and other Maroons made with the English.


  1. Who was a slave driver? Why were they hated by the other slaves?
  2. What was the Hogmeat Gang? Using your textbooks, do a diagram showing the social levels of the people on a sugar plantation during the days of slavery.
  3. Why couldn?t the slaves read? Write a short composition saying what you think a day on a slave plantation was like for a twelve- year-old child. Compare and contrast it to your own life now.
  4. Why did Ma keep saying that trouble comes in threes? Do you think that the slaves were superstitious?
  5. Why were the stories that ole Granpus told strange to Saidie? How did they compare to life on a sugar plantation during slavery?


  1. Who was Sam Sharpe? How far can we say that his rebellion helped to end slavery in Jamaica?
  2. Do you think that Jonathan?s journey to deliver the missive made a man of him?
  3. Get together in groups and plan short skits to show how you would celebrate Emancipation day.
  4. Imagine that you are a newly freed slave, write a poem saying how you feel.
  5. Do you think that the Jamaican people are completely free now? Make up short speeches to speak in class saying how we can, as a people, further emancipate ourselves from mental slavery.