SUBJECT:

History

COURSE:

Caribbean History [HY 311 SE]

PROGRAMME:

Secondary

YEAR:

Three

PRE-REQUISITE: Year Two History DURATION:

90 Hours

RATIONALE: It is important that people know and understand their history. The purpose of this course is to equip Third Year students with the knowledge, skills and attitude which they will need to teach History to CXC - CSEC level. GENERAL OBJECTIVES 1. To demonstrate awareness of the importance of knowing the history of the Caribbean region. 2. To acquire knowledge of West Indian History from the 18th century Plantation Society to Independence.

UNIT 1 TITLE:

The Characteristics of Plantation Societies

NUMBER OF HOURS: 10 INSTRUCTIONAL OBJECTIVE 1. To examine the organization of a sugar plantation. 2. To illustrate the social hierarchy which existed on a plantation society. 3. To assess and appreciate the contribution of folk culture to the plantation society. 4. To analyse economic activities during slavery 5. To account for the change from Proprietory to Old Representative system of government. 6. To evaluate the effects of the plantation system on the West Indies and the mother country.

1

7. To trace the Triangular Trade. 8. To analyse the effects of the Triangular Trade on West Africa and the Caribbean.

CONTENT 1. Social life structure, religion, cultural forms 2. Political organization Proprietory, Old Representative 3. Economic activities Sugar (organization and work on estate). Coffee, pens, (livestock) others.

ACTIVITIES Discussion/presentation Use of source material Lecture/discussion Resource centre – (Folk Museum). Mapwork Models Display Use of biographies Examination of documents

4. Labour supply – The Slave Trade i. Triangular Trade ii. Impact on West Africa iii. Impact on West Indies

2

UNIT 2 TITLE:

Resistance and Revolt

NUMBER OF HOURS:

16

INSTRUCTIONAL OBJECTIVES 1. To understand the nature of resistance to slavery – active/passive, from among the following groups- slaves/Maroons, Bush Negroes 2. To examine the origins and development of the Maroons in Jamaica and the Bush Negroes in Surinam. 3. To examine the origin of the Haitian Revolution 4. To trace the course of the Haitian Revolution 5. To analyse the effects of the Haitian Revolution

CONTENT

ACTIVITIES

1. Forms of resistance active/passive

Resource person Research/presentation Debate Discussion Field trip Dramatization Handout

2. The Maroons 3. Bush Negroes 4. The Haitian Revolution – Origin, course, effects on Haiti and the Caribbean UNIT 3 TITLE:

Movements towards Emancipation

NUMBER OF HOURS: 16 INSTRUCTIONAL OBJECTIVES 1. To identify and examine attitudes and arguments advanced for and against slavery. 2. To trace the development of the British Anti-slavery Movement. 3. To examine the provisions of the Abolition of the Slave Trade Act – 1808.

3

4. To assess the effects of the Bill on the ending of the trade in the British Caribbean. 5. To identify reasons for Amelioration. 6. To outline the amelioration proposals. 7. To analyse the reactions of the British West Indian colonies to Amelioration 8. To discuss the causes for Emancipation 9. To analyse the terms of the Emancipation Act 10. To assess critically the Apprenticeship System.

CONTENT

ACTIVITIES

1. Arguments for and against Slavery

Debate Research/presentation Use of biographies Lecture/discussion Project/display

2. Anti-Slavery movement leading to i. Abolition of the Slave Trade 1808 ii Amelioration 1823 iii. Emancipation 1834-1838 3. Provisions of the Emancipation Act 4. The Apprenticeship System

4

UNIT 4 TITLE:

Adjustments to the problems of Emancipation

NUMBER OF HOURS:

18

INSTRUCTIONAL OBJECTIVES 1. To identify the problems which arose for planters and ex-slaves as a result of Emancipation. 2. To examine the conditions in the British territories which led to the establishment of Free Villages. 3. To discuss the organization of the Free Villages. 4. To examine the difficulties faced by ex-slaves in establishing themselves as a free peasantry.

5. To account for the introduction of immigration and other strategies as solutions to planters problems. 6. To outline schemes by which immigrant labour was brought to the British territories 1838-1917. CONTENT

ACTIVITIES

1. Problems of planters Social, political, economic

Research/presentation Lecture/discussion Resource centre-(folk museum) Handout

2. Problems of ex-slaves- social, political, economic 3. Methods of adjustment i. for planters eg. Immigration, new farming techniques ii. for ex-slaves eg. establishment of Free Villages

5

UNIT 5 TITLE:

The Morant Bay Rebellion

NUMBER OF HOURS:

6

INSTRUCTIONAL OBJECTIVES 1. To identify the causes of the Morant Bay Rebellion. 2. To appreciate the contributions of George William Gordon and Paul Bogle. 3. To assess the results of the Morant Bay Rebellion.

CONTENT

ACTIVITIES

1. Causes – social, economic, political

Fieldtrip Research Dramatization Film

2. Role of Governor Eyre, George William Gordon and Paul Bogle 3. Results UNIT 6 TITLE:

Socio-economic and Political developments in the Caribbean 1930 – 1960s

NUMBER OF HOURS:

24

INSTRUCTIONAL OBJECTIVES 1. To outline the social conditions in the British West Indies during the first half of the 20th century. 2. To outline the causes of the 1930s riots in the British West Indies. 3. To assess the results of the riots. 4. To examine the factors contributing to the growth of Trade Unions. 5. To evaluate the contribution of Trade Unions to the region up to the 1980s. 6. To trace the growth of major Political Parties in the region.

6

7. To trace the movement to Independence in Jamaica. 8. To appreciate the contributions of Garvey, Bustamante and Manley to nation building. CONTENT

ACTIVITIES

1. Social conditions in the West Indies during early 20th century – rural/urban drift, poverty, unemployment, low wages, etc.

Resource person Films – 1938 J.I.S. Handout Research/presentation Lecture/discussion Use of biographies

2. Riots of 1930s – 3. Rise of Trade Unions 4. Growth of Political Parties 5. Independence in Jamaica SCHEME OF ASSESSMENT COURSE WORK

40%

FINAL EXAMINATION 60%

1 – 2 Essay 50 3 Test 20 4 Group Research/Presentation 30

One Paper Two Sections: - Pre – Emancipation - Post Emancipation Duration: 3 Hours Items: 3 of 6 Essays Rubric: Answer Four Questions At least one from each section.

References

Williams- Eric (2003) From Columbus to Castro Claypole, William and John Robottom (2001) Caribbean Story Books 1 and 2 Higman, Barry (2001) Jamaica Surveyed The Iron Thorn: The Defeat of the British by the Jamaica Maroons (1993) Fight for Freedom (1987)

7

Robinson, Carey (1969) The Fighting Maroons of Jamaica James, C.L.R. (1963) The Black Jacobins Augier, et. Al. (1960) The Making of the West Indies Hall, Douglas (1959) Free Jamaica

SEPTEMBER, 2008

8