CAPE
History Unit 1
Duration
September 18-21, 2007
theme
1. introduction to CAPE
history,
2. Indigenous societies. –
an overview of
historiography.
Topics
2. Establishment of class
rules.
1.Overview of syllabus &
Assessments.
3. Identifying learning
styles of students.
4. Introduction to the
historiography on
indigenous societies:
The Maya
5. Overview of
historiography on
indigenous societies:
How have indigenous
cultures been
portrayed in historical
writings?
6.
Learning outcomes
1.Students should recognize
the importance of acquiring
a personal copy of the
syllabus for the course.
2. Students should
appreciate the rationale and
general aims of the
Advanced level history
syllabus.
3.Students should realize
and acknowledge the
demands of the course and
in general the demands of
post-secondary studies.
4.. Students should
formulate and articulate
expectations of themselves,
their peers and their teacher
in relation to this course.
5. Students should review
and reflect on their own
knowledge of indigenous
societies
6. Students should
appreciate the impact of
BIAS and PREJUDICE on
Teaching activities
Teacher introduction.outline of course syllabus,
course assessment,
submission policy,
expectations, etc.
Class discussion.
Students will use multiple
sources to generate notes
on the Maya under 3
headings:
Economic activities
Social activities
Political activities
This will be presented in
class.
Resource material
CAPE History Syllabus
Computer Lab. &
Multiple Intelligencies
exercise .
Poem: “There was an
Indian” by John Squire
Cited in Allen, B.
Jamaica, A Junior
History
The People Who Came
Bk. 1
On-Line Multiple
Intelligencies exercise
will be administered.
1. Students will be
introduced to different
sources on Maya society.
1
Duration
September25-28, 2007
Theme
Indigenous societies
Topics
1. Comparative analysis
of Maya and Taino
historical accounts.
Evidence will be critically
assessed in order to identify
instances of Bias and
prejudice which might have
impacted on the accounts
produced.
2. Class work activity –to
identify instances of
prejudice , bias in various
sources.
Learning outcomes
Students will demonstrate
the ability to compare
information on two
different cultures under set
headings in an analytic and
critical manner.
Teaching activities
Resource materials
Research and notetaking.
The People Who Came
Bk 1
They will appreciate the
points of similarity
and differences
between the two
3.Students will compile
notes on one ancient
indigenous society by
using multiple sources.
They will compare
information from sources
and critically assess
validity and reliability of
evidence and assess for
difference & similarity in
content, tone, perspective,
etc.
Presentation of findings.
Class discussions.
Essaywriting.
2
cultures.
Students will arrive at a
personal position re
the status of
Indigenous cultures
compared to the
perspective
portrayed in the
historiography.
Duration
October 1-12, 2007
Theme
Atlantic Connections
Topics
Pre-Columbian contacts.:
1.Evidence of West African
and Nordic movements to the
Americas
2.Contacts between
Indigenous peoples of the
Caribbean and others prior to
1492.
Learning Outcomes
1. Students will appreciate
the extent to which
interactions between and
among cultures existed
before the European
voyages of discovery in the
15th century.
2. Students will examine
evidence for and against
claims of pre-columbian
Viking presence in the
atlantic world .
3. Students will adopt a
personal position on the
concept of pre-columbian
1. Caribbean slavery in
the Atlantic world.
(Ed.s) Beckles &
Shepherd
2.Sources of West
Indian History.
Teaching activities
Class discussions and
presentations ( individual
and groups)
Resource materials
The Internet
National Geographic
Vol. No.
Mapwork
Maps of the World and
the western world.
Essay writing
CAPE History past
papers.
3
contact and be able to
defend that position.
October 15 & 16, 2007
Duration
October 17-26, 2007
National Heroes’ Day
Theme
Atlantic Connections
And Mid-Term holiday
Topic
Spanish settlements in the
Caribbean up to 1600 and
mainland conquest in Mexico
and Peru up to 1550.:
THE COLUMBIAN
EXCHANGE
Students will use the
internet to research Ivan
Vansertima and his theory
1.Students will understand
of pre-1492 contact.
the main arguments of the
They will also research
theories related to pre-1492 critics of that theory and
African contact in the
create a chart matching
Caribbean.
Vansertima’s arguments
2.Students will critically
with criticisms of each.
examine the claims of
theories in support of and
against claims of significant
pre-1492 contact between
Indigenous Caribbean
peoples and others.
3. Students will adopt a
personal position in support
of or aginst the Vansertima
thesis.
Books :
Van sertima I:
(1977)They Came
before Columbus
London: Random
House,
Learning outcomes
Students should understand
clearly Why, How and
Where the Spanish settled
and the impact of those
settlements on the
indigenous populations as
well as the Europeans.
Resource materials
Maps of the New world
Teaching activities
Mapwork-students should
identify pattern of
settlement by linking
territories and conquests.
Ceate a time line of
European conquest.
Audio cassette: They
Came before
Columbus.-Van
Sertima.
Beckles & Shepherd
(eds)(2000)
Caribbean Slavery in
the Atlantic World
The People who Came
Bk 1
Books: The Columbian
Exchange.
4
Caribbean Slavery in
the Atlantic World.
Duration
October 29-Nov, 2, 2007
Assessment # 1
Theme
Slave Systems: Character and
Dismantlement
Topics
Characteristics of slave
systems and other systems of
unfree labour in the caribbean
Learning objectives
Students will formulate
concept of unfree labour
through review of
indigenous societies and
encomienda system.
Students will understand
the motivation, structure
and extent of European
indentureship
Students will evaluate the
system of indentureship to
identify
strengths/weaknesses in
system in general and in
individual territories.
Teaching activities
Beckles and Shepherd
( Eds)
Caribbean slavery in the
Atlantic World
Research and class
presentations. ( group and
individual work).
Patterson, O. The
Sociology of Slavery
Essay writing
Students will appreciate
the variety of labour
arrangements present in
Africa in the 15th
century;with emphasis on
chattel slavery.
Resources
Braithwaite, K.
The development of
Creole society in
Jamaica.
5
November 5-9, 2007
November 12-16, 2007
Slave Systems: Character and
dismantlement
Experiences and strategies of
survival of enslaved peoples.
Students will understand
the character of Caribbean
society during the period of
enslavement.: its
philisohical and
institutional foundations.
Students will appreciate the
significance of the struggles
against enslavement .,
Evaluate the strategies
employed by enslaved
people to combat
enslavement.
Assess the success /failure
of these measures.
Examine the process by
which the slave system was
dismantled.
Hart, R
Slaves who abolished
slavery
Students will understand
the process of abolition ,
beginning with the 1807
abolition of the transatlantic slave trade.
DVD “ Amazing
Grace”-
James, CLR
The Black jacobins
Williams, E.
Capitalism and Slavery
6
Final dismantlement of the
slave systems 1807-1886
Students will critically
assess the
strength/weakness of Eric
Williams’ Decline thesis
Williams, E.
Capitalism and Slavery
The passing of Emancipation
Acts ( British or French or
Spanish)
7