Muffles College High School
2014-2015 Course Outline
Making Christian Education Meaningful
Subject: Caribbean History I
Instructors: Ms. Maritza Vasquez
Term: 1 Year
Class Standing: Juniors
Credit hours: 6 credits
Prerequisite: none
Department Meeting: As scheduled in the cycle
Required Course Text
Claypole and Robbottom (1980). Caribbean Story Book I: Foundations. Longman
Group Ltd, fourth edition.
Other Sources of Information
Greenwood, R. and Hamber, S. (1980). Arawaks to Africans. Macmillan Education Ltd.
Atkinson Nadine C. (2011) History Macmillan Guidelines for CSEC Examinations
Hall, Douglas (1982). The Caribbean Experience. Butler and Tanner Ltd.
Greenwood, R. and Hamber, S. (1980). Emancipation to Emigration. The Macmillan
Press Ltd.
Philosophy of Education
In this millennium, change is a central feature of human existence, and we realize
that students are active rather than passive learners. Therefore our role as mentors is to
identify and suffice the needs of individual learners by providing them with content
knowledge and assisting them with the development of skills and attitudes so that they
can achieve academic excellence and spiritual growth. This will enable them to develop
into self-sufficient adults in our changing world.
Mission Statement
Preparing Patriotic, Proactive, Productive Citizens
Department Goals
The Social Science Department seeks to prepare students to participate actively in
the affairs of their country, to train these youths to be self-sufficient individuals, and to be
able to meet the demands of this changing world.
Department Objectives
The students will be able to:
I
a) Identify their particular role in the society.
b) Understand the functions of government and the Constitution.
c) Relate and compare the historic past with the present Social, economic, and
political issues.
d) Become active leaders in their community.
1
II
a) Make informed decisions as citizens of this country.
b) Become effective wage earners, informed consumers, successful entrepreneurs
and business leaders.
III
a) Be conversant with new technology and its application.
b) Utilize information technology as a tool to enhance their academic achievements
c) Become qualified to compete in the technologically-advanced job market.
Year Level Curriculum Goals
The goals for juniors taking Caribbean History I are firstly, to prompt students to
develop an authentic appreciation and understanding of the history of the Caribbean
region. Also, to inculcate an educational discipline that will develop their intellectual
faculties to a superior level. Lastly, by interpreting historical data students will become
analytical thinkers and skillful writers. In addition, all students will be able to qualify as
prospective CXC candidates.
Teaching Aids
o
o
o
o
o
o
o
Course Text
Other sources of information (see above)
Posters and handouts
Visual/audiovisual aids
Past CXC papers
Related web sites
Power point presentations
Course Description
Caribbean History I is a one-year course adapted at the junior level intended to
commence preparation for CXC examination. Students are provided with knowledge and
facts about the Caribbean region. In the first semester, the students are introduced to the
indigenous people of the Caribbean, European desire for exploration and their arrival to
the Caribbean. This will allow students to comprehend the impact of European
interference namely: settlement, colonization, and the establishment slavery in the West
Indies.
The second semester is a comprehensive study of the system of sugar and
slavery. Thus, the students will analyze how social and economic life was influenced by
sugar production. They will also examine the process that led to gradual emancipation of
slaves. This course will encourage students to develop a desire for inquiry, to interpret
historical data, and enable them to become analytical thinkers and skilled writers.
Course Goals
Caribbean History I aims at providing students with knowledge and facts about
the Caribbean region. In this way, students will be able to draw a parallel between
significant past events and present state of affairs. They will also be able to recognize
similarities and identify the differences with their own country’s history. Students will
have an opportunity to prepare for CXC exams.
Course Rationale
“History is the witness of times, the light of truth, the life of memory,
the teacher of life, the messenger of antiquity.”
- Marcus Tullius Cicero
(Roman Statesman)
As this quotation implies, history is a necessary and intrinsic part of any society
and of life also, since it highlights past events, which allow humans to understand the
2
present realities, and serves to propel them to the future. It is also important to recognize
past achievements and appreciate the sacrifices of those who have carved out our lives as
it is today. But most of all, the study of history allows us to recognize the errors of the
past, to place our values on a scale and determine what course to take while learning from
these mistakes. Thus, history can be a vast reservoir of lessons for life. Being familiar
with history can open our minds to past civilizations, amazing discoveries, fascinating
personalities, and different ways of perceiving things.
The Caribbean history course is a study of the Caribbean region and Belize is a
part of the Caribbean, therefore, this course is relevant since we share a similar history
with the Caribbean especially with other countries that were previously colonized by
England.
This course deals with social, economic, and political effects of the events that
occurred during the indigenous and the colonization eras. This course is fundamental
because it will inculcate a thirst for information as well as promote an interest in world
affairs and social, economic, and political issues of the Caribbean including Belize. This
course will lay the foundation for future study in this field.
Course Objectives
Students will be able to:
 Learn about the social, economic, religious, and political organization of the
indigenous people of the Caribbean (Mayas, Arawaks, Caribs).
 Identify the factors that stimulated European desire for exploration.
 Assess the impact of European colonization in the Caribbean.
 Understand the origins of slavery and the extension of the slave trade to the West
Indies.
 Analyze how social and economic life in the West Indies was influenced by sugar
production.
 Study the forms of slave captivity, control, and treatment.
 Learn about slave attempts to revolt and free themselves from slavery.
 Examine the process that led to gradual slave emancipation.
Instructional Strategies
The Caribbean History I course will be organized in the form of:
o Lectures
o Discussions
o Library sessions/research
o Visual/audiovisual aids
o Dramatizations
o Role playing
o Games
o Debates
o Presentations
o Peer tutoring
Course Evaluations
FIRST SEMESTER
Tests
6
Activities/Assignments 14 (minimum)
Quizzes
8 (minimum)
SECOND
SEMESTER
Tests
Assignments
Quizzes
6
14 (minimum)
8 (minimum)
3
Grading Scheme
A
B+
B
C+
C
D+
D
F
100-90
89-85
84-80
79-75
74-70
69-65
64-60
below 60
Course Evaluation
The purpose for evaluation of students is to assess their level of understanding, ensure
that the material is being assimilated and that the course objectives are being
accomplished.
Form of
Evaluation
Quizzes
Description
Total Points
Given without prior notice
10-15 minutes long
Usually multiple choice or short answers
10-25
Major
Assignments
Given as homework
Usually research or essays
Assigned one week prior to due date
25-100
Test
Test dates always announced
Notice given one week prior to test date
Lasts an entire class period
Usually 6 tests per semester
Usually composed of multiple choice, true or
false, and short essay.
100
SBA1
A CXC requirement
Essay should be 450-600 words long
Type-written and placed in an SBA Folder
No plagiarism allowed
Must meet deadline
All SBA assignments must be completed. (1 in
junior year, 2 in senior year).
100
Oral
Presentations
Several presentations per semester
Usually 15 minutes long (with 5 minutes
provision for Q & A)2
Graded according to content, organization,
creativity, and delivery.
Use of props and aids is recommended
Quizzes WILL be given on material presented.
100
Portfolio
Requirement for ALL students
Must be neatly organized in sequential order
Used to file all tests, assignments, quizzes,
handouts, and extra research.
Must be submitted upon request (two to three
times per semester).
25
Project
One major project per year
Given at least one month’s notice
Integration of several themes studied during the
100-200
1
2
School-Based Assessment
Question and Answer
4
semester
Full description and criteria provided when the
work is assigned.
Class
Participation
Participation in class discussions and group
work
Also refers to attendance, conduct, and attitude
2% of daily grade
Final Exam
Lasts 2 hours
Given at the end of each semester
Includes all material covered during the
semester.
100 (33% of final
Average)
General Expectations
Assignments
i.
Students are responsible for completing reading assignments specified by the
teacher and be prepared for discussion in class. Failure to do so will result in
receiving a demerit (H – homework) and still completing the assignment or
receive a special task to fulfill for the teacher.
ii. Students are responsible for completing written assignments. If the work is to be
submitted then it must be submitted to the teacher on its due date only within the
class period! If a student submits his/her work after the class period, then it is
considered late and will have points deducted from the grade. One letter grade for
each day will be deducted for late assignments. After a period of 12 days has
lapsed (since its due date) and after no valid excuse has been received, then the
project will not be accepted and the student will receive an ‘F’ or 0.
iii. SBAs ALL students are expected to complete the School-Based Assessment
(SBA) which is a CXC requirement for CXC Caribbean History candidates.
Nevertheless, the SBAs will be included as a test grade in this course.
iv.
Portfolio ALL students are required to create a working portfolio for history,
which will be submitted upon the teacher’s request. The students will file all
tests, quizzes, assignments, handouts, and extra research in chronological order.
This will be collected for inspection, graded, and then returned to students.
Absence
i.
Regardless of the reason for absence from regular classes, it is the student’s
responsibility to enquire on the day’s activities. The student is responsible for
obtaining all class notes and for completing assignments –reading and written.
ii. It is also the responsibility of the student to ensure that any major assignment or
project is sent to school on the appropriate day of submission, in case of illness or
another emergency. Major assignments and projects are allowed sufficient time
for preparation and completion, therefore, an overnight difficulty should not be an
impediment to send the work or show something to prove that at least work was in
process.
iii. If a student is absent on the date of a carefully planned activity, assignment, test,
pr project, then a valid reason must be communicated to the teacher as soon as
possible. Illness must be evidenced by a doctor’s note.
iv.
If a student misses a quiz or a test, it is his/her responsibility to inform the teacher
the very next day he/she returns to class. A valid excuse and /or doctor’s note
presented, then the student is able to make arrangements to take the test.
v. If the student does not approach the teacher within 8 school days, then the
student will receive an “F” (0).
Cheating
i.
Students are advised against engaging in academic dishonesty (please refer to
page 34 Student Handbook for further details).
ii.
The policy for academic dishonesty will be observed in this course.
iii. Academic dishonesty also includes plagiarism. If this were to occur, then the
student would receive an “F” (failing grade) on the work.
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Behavior
i.
Private conversations are not allowed in class.
ii. Disruption of the class is not permitted (pg. 54 Handbook)
iii. Obscenity, rudeness, disrespect {all characteristics of BOLD behavior} will not
be tolerated (refer to pg. 56 Handbook).
iv.
The discovery of material irrelevant to the class lecture will be seized
immediately and a demerit will be issued.
v. All policies and regulations of the school will be observed in class.
vi.
Students are expected to be seated, quiet, and prepared for history when the
teacher arrives.
Academic Advising
Students are welcomed to express their ideas, suggestions, concerns or questions
concerning academic issues or personal matters (if I am able to help, I will gladly do so)
on Wednesdays after 3:00 p.m. or any day and time that is convenient for them. I am
quite sure that we will be able to discuss the matter calmly on a one to one basis.
6
CARIBBEAN HISTORY I
2014-2015 COURSE OUTLINE
Semester I August – December, 2014
Cycle
Unit & Topics
ICE BREAKER
ONE
a. Introduce students to the course
and give an overview of some of the
topics to be discussed.
b. Present objectives to students and
identify area to be studied.
c. Give students the definition of
history.
THE INDIGENOUS PEOPLES
AND THE EUROPEANS
Activities
Assessments
ICE BREAKER
ICE BREAKER
 Video – The Mayan Civilization
 PowerPoint - Migratory Patterns of
the Indigenous People
A. Group Presentation: Different
indigenous people of the Caribbean and
their migratory and settlement patterns.
 Games that will serve to break
the ice between the students.
 Prescribed Textbooks –
B. Map Work : Identifying all the
settlements of the indigenous people in
the Caribbean
 Video on the migratory and
settlement patterns of the
Indigenous people.
C. Group Preparation and research on:
Organization among the Taino,
Kalinago and Maya
 Map – indigenous people in the
Caribbean
Quiz – on indigenous peoples
A. Describe the migratory and
settlement patterns of the
indigenous peoples in the
Caribbean up to the arrival of
the Spanish in 1409
B. Describe the social, political
and economic practices of the
indigenous peoples in the
Americas up to 1492.
References
i. Interaction among social
groupings of each people
ii. Political systems and
leadership roles
iii. Economic patterns –
level of self-sufficiency,
acquisition of surplus
iv. Indigenous art forms –
architecture, music,
painting, pottery,
sculpture and dance
v. Indigenous beliefs and
 Group Seat Work –. Use of text
books for research on the Taino,
Kalinago and the Maya

MayaCivilizationsPrimary School
Teachers’ Handbook
(Middle Division)
Angel E. Cal

Claypole and Robbottom (1980).
Caribbean Story Book I:
Foundations. Longman Group
Ltd.
http://www.kwabs.com/body_tainos_carib
s.html
7
technology – polytheism,
animism, ancestral
worship and sacrifices,
scientific applications –
mathematics, agriculture
and astronomy.
CYCLE
UNIT & TOPICS
COMPARISON OF
INDIGENOUS PEOPLE
TWO
A. Describe the social, political
and economic practices of the
indigenous peoples in the
Americas up to 1492.
B. Explain the relationship
between the main art forms and
beliefs and technology of the
indigenous peoples
ACTIVITIES
ASSESSMENTS
REFERENCES
 Prescribed Textbooks –
 Group presentations (power
point or other) – Comparing and
contrasting the Arawaks
 MayaCivilizationsPrimary School
Interaction among social
(Tainos), Caribs (Kalinagos) and
Teachers’ Handbook
groupings of each people
Mayas (graded for 100 points
(Middle Division)
Political systems and
TEST # 1)
Angel E. Cal
leadership roles

Economic patterns – level of Appendix 4:Grading
 Claypole and Robbottom (1980).
self-sufficiency, acquisition
Criteria for Presentation
Caribbean Story Book I:
of surplus
Foundations. Longman Group
Indigenous art forms –
 Essay - Describe the
Ltd.
architecture, music,
achievements of the Mayas
painting, pottery, sculpture
immediately prior to the arrival
 Greenwood, R. and Hamber, S.
and dance
of the Europeans in the New
(1980). Arawaks to Africans.
Indigenous beliefs and
World
Macmillan Education Ltd.
technology – polytheism,
 (a) Describe the religion of the
http://www.infoplease.com/ipa/A0107987
animism, ancestral worship
Arawaks in terms of:
.html
and sacrifices, scientific
(i) the organization of the
applications –
priesthood
http://www.newadvent.org/cathen/03410b
A. Group Presentations: Taino,
Kalinago and Maya Practices:
i.
ii.
iii.
iv.
v.
8
mathematics, agriculture
and astronomy.
CYCLE
THREE
UNIT & TOPICS
THE INDIGENOUS PEOPLES
AND THE EUROPEANS
A. Explain the relationship
between the main art forms
and beliefs and technology of
the indigenous peoples
DISCOVERY OF THE NEW
WORLD – THE AMERICAS
B. Explain the factors that led to
Christopher Columbus’
voyages.
ACTIVITIES
A. Whole Class Discussion – Social,
Economic, Religious and Political
practices of the indigenous peoples
B. Class discussion on motivating
factors that led to Columbus’
voyages – Gold, God and Glory
Map Work – Illustration of routes
taken by Columbus to the Caribbean
Map Work – Identifying Spanish
colonies in the Caribbean
(ii) the beliefs of the people
(iii) the way in which a typical
ceremony was conducted
(b) Give THREE ways in which
the importance of religion was
shown in the everyday life of the
Arawak community.
ASSESSMENTS
 Research : Biography and
contributions of Christopher
Columbus to the Caribbean
 Reading: Reasons why the
Spanish monarchs gave
Christopher Columbus assistance
 Role Playing : Columbus seeks
sponsorship from Queen and
Church. (graded)
Appendix 5 : Grading Criteria
for Group Work
.htm
REFERENCES
 Prescribed Textbooks

Claypole and Robbottom (1980).
Caribbean Story Book I:
Foundations. Longman Group
Ltd.

Hall, Douglas (1982). The
Caribbean Experience.Butler and
Tanner Ltd.
http://reviewmaterials.tripod.com/history/
g10_renaissance_scientific.html
http://www.enchantedlearning.com/explor
ers/page/c/columbus.shtml
http://www.nps.gov/history/seac/outline/0
7-exploration/index.htm
TEST # 2
CYCLE
UNIT & TOPICS
ACTIVITIES
ASSESSMENTS
REFERENCES
9
FOUR
EUROPEANS IN THE
CARIBBEAN
A. Encounter with indigenous
people
B. Assess the impact of the
Europeans on the indigenous
peoples up to 1600
COLONIZATION IN THE
CARIBBEAN
C. The Spanish Empire in the
Americas
A. Story Writing – Pretending to be
the first indigenous people to meet
the Spaniards Lecture – The
Spaniards’ encounter with
indigenous people
Map Work –Identification of all
Spanish colonies in the Caribbean
and labeling of new industries
introduced by Spaniards
B. Group presentations on impact of
the Europeans on the Indigenous
peoples:
Appendix 8 : Grading Criteria for
Map Work
i.
ii.
iii.
iv.
Demographic changes
Colonization
Cultural imposition
Economic
destabilization
Class Discussion – Building of
Spanish Empire
D. Introduction of new crops in
the Caribbean; Conquest of
Aztec’s & Inca’s Empire
CYCLE
FIVE
UNIT & TOPICS
SPANISH TREATIES AND
MONOPOLY OF TRADE
 Story Writing – Foretelling of
either conquests and illustrating
the various ways the Europeans
impacted the Indigenous peoples.
 Appendix 4 : Grading Criteria
for Story Writing
 Prescribed Textbooks

Claypole and Robbottom (1980).
Caribbean Story Book I:
Foundations. Longman Group Ltd.

Hall, Douglas (1982). The
Caribbean Experience.Butler and
Tanner Ltd.
http://www.ucalgary.ca/applied_history/tu
tor/eurvoya/aztec.html
http://www.orecity.k12.or.us/ogden/myazi
nproj/01bbbpizarro/pizarropage.htm
http://www.historyworld.net/wrldhis/Plain
TextHistories.asp?groupid=1734&History
ID=ab49
A. Map Work – Illustration of Spanish TEST #3 : Discovery of The New
colonies and new crops introduced
World - Multiple Choice Questions,
in each
Fill in the Blanks and Structured
Questions
ACTIVITIES
A. Lecture – Defining treaties and
illustrating its boundaries on a
ASSESSMENTS
REFERENCES
 Prescribed Textbooks
 Group Presentation –
10
Caribbean map
A. The Inter Caetera/Treaty of
Tordesillas
B. House of Trade
B. Terminologies – Defining terms
used when explaining ‘House of
Trade’
Class Discussion – Discussing
duties of the House of trade
Defining Spain’s monopoly of
trade and its effects
Appendix 5 : Grading Criteria
for Group Work

Claypole and Robbottom (1980).
Caribbean Story Book I:
Foundations. Longman Group Ltd.

Hall, Douglas (1982). The
Caribbean Experience.Butler and
Tanner Ltd.
 Map Work – Illustration of
Spain’s overseas bases for trade
and routes of annual convoys and
galleons
http://en.wikipedia.org/wiki/Casa_de
_Contrataci%C3%B3n
 TEST # 4
CYCLE
UNIT & TOPICS
SIX
EUROPEAN RIVALRY IN THE
CARIBBEAN
A. Mercantilism and its
implications (Monopoly of
trade)
ACTIVITIES
A. Lecture – Defining ‘mercantilism’
(monopoly of trade) and reasons that
lead to illegal trading, piracy,
buccaneering, etc.
Class Discussion – Effects of
monopoly system
http://www.nndb.com/people/654/00
0097363/
REFERENCES
ASSESSMENTS
Appendix 8 : Grading Criteria
for Map Work
 TEST # 5 : Treaties & European
Rivalry in the Caribbean Multiple Choice Questions,
Matching and Structured
Questions
 Prescribed Textbooks

Claypole and Robbottom (1980).
Caribbean Story Book I: Foundations.
Longman Group Ltd.

Hall, Douglas (1982). The Caribbean
Experience.Butler and Tanner Ltd.
B. Famous Spanish leaders and
works in the Caribbean
B. Group Presentations – Spanish
conquistadores of the Caribbean –
trade, piracy, warfare, privateering,
buccaneering, settlement and
colonization.
http://en.wikipedia.org/wiki/Casa_de_
Contrataci%C3%B3n
http://www.nndb.com/people/654/000
097363/
11
Semester II– January – June 2015
CYCLE
NINE
UNIT & TOPICS
Caribbean Economy and
Slavery
A. Explain the reasons for
the change from
tobacco to sugar and
logwood to mahogany
B. Assess the social,
political and economic
consequences of the
changes in (A) above.
ACTIVITIES
A. Class Discussion – economic revolutions:
sugar to mahogany
B. Class Discussion – Discussing social,
political and economic consequences of
the changes from tobacco to sugar and
logwood to mahogany
C. Class discussion on accessibility,
affordability, demand and attempts to
justify enslavement of Africans
D. Games: Review games after each class
C. Explain the reasons for
the enslavement of
Africans in the
Caribbean
ASSESSMENTS
REFRENCES
 Role Playing – Demonstrating the  Prescribed Textbook
changes from tobacco to sugar
and logwood in Belize to
 Claypole and Robbottom (1980). Caribbean
mahogany.
Story Book I: Foundations. Longman Group
Ltd.
Appendix 5 : Grading Criteria for
Group Work
 Greenwood, R. and Hamber, S. (1980).
Arawaks to Africans. Macmillan Education
Quiz on changes from sugar to
Ltd.
mahogany
 Hall, Douglas (1982). The Caribbean
 TEST # 1 – The changes from
Experience.Butler and Tanner Ltd.
tobacco to sugar and logwood to
mahogany- Multiple Choice
http://www.nmm.ac.uk/freedom/viewTheme.cfm/t
Questions, Fill in the Blanks,
heme/triangular
Structured Questions
http://www.historyonthenet.com/Slave_Trade/effec
tsonafrica.htm
*
12
CYCLE
UNIT & TOPICS
ACTIVITIES
Caribbean Economy and Slavery
A. Class discussion on organization,
impact on West African societies and
experiences of its victims Video –
Amistad/Roots
TEN
A. Describe the Transatlantic
trade in Africans
B. Plantation life of a slave
C. Describe the ways in which
African labour was used in
areas other than sugar
D. Describe the organization of a
typical sugar plantation
Class Discussion – Discussing the video
Class Discussion– Arrival and
Preparation of African slaves
for sale
B. Group presentations on the life of a
slave in the plantation – use of labour
both male and female. Students will
prepare a drawing of the plantation
estate including the cane fields and
the houses.
ASSESSMENTS
Group dramatization on the slave trade.
TEST # 2: Essay on the transatlantic
slave trade
 Organization
 Impact on West Africa
 Experiences of its victims
Outline of slave labour in areas other than
the sugar plantations.
Quiz on transatlantic slave trade
Map Work – Illustration of
Triangular Trading Route
Group Work – Drawing of a sugar
estate & plantation workers
REFERENCES
 Prescribed Textbook

Claypole and Robbottom (1980).
Caribbean Story Book I:
Foundations. Longman Group
Ltd.

Greenwood, R. and Hamber, S.
(1980). Arawaks to Africans.
Macmillan Education Ltd.

Hall, Douglas (1982). The
Caribbean Experience.Butler and
Tanner Ltd.
http://perswww.wlv.ac.uk/~le1810/slavery.htm
C. Class discussion of slave labour in
mahogany, logwood, cotton, coffee
and cocoa plantations.Comparison
and Contrasting of sugar and tobacco
plantations
D. Class Discussion – Discussing
organization and physical layout of a
British sugar estate
13
CYCLE
CYCLE
TWELVE
CYCLE
THIRTEEN
UNIT & TOPICS
UNIT & TOPICS
ACTIVITIES
ACTIVITIES
EUROPEAN SLAVE
CONTROLS: RESISTANCE A. Group presentations on the
forms of slave control –
& REVOLTS
discussion on the legal,
A. Explain the various forms
economic, psychological,
of slave controls in the
social, ideological, physical and
(British, Spanish, French)
cultural forms of control.
Caribbean
B. Individual presentations
depicting the forms of
resistance of both men and
B. Evaluate the various forms
women – insurrectionary and
of resistance of the
non-insurrectionary
enslaved men and women
UNIT & TOPICS
RESISTANCE AND
REVOLT
MAROONAGE and the
Haitian Revolution
ACTIVITIES
A. Group presentations on maroon
societies – its origin and
development.
ASSESSMENTS
ASSESSMENTS
 Chart – Comparing and Contrasting
Spanish slave controls to British and
French controls
Appendix 4:Grading Criteria for
Project
Test #3: African Cultural Forms &
Slave Resistance and Revolts - Multiple
Choice Questions, Fill in the Blanks and
Structured Questions.
REFERENCES
REFERENCES
 Prescribed Textbook

Claypole and Robbottom (1980). Caribbean
Story Book I: Foundations. Longman Group
Ltd.

Hall, Douglas (1982). The Caribbean
Experience.Butler and Tanner Ltd.
http://www.wsu.edu/~dee/DIASPORA/HAITI.HT
M
ASSESSMENTS
 Group Work – Presenting on maroonage
and the Haitian Revolution
 Class Discussion – marronage and Haitian
revolution
REFERENCES
 Prescribed Textbook

Claypole and Robbottom (1980).
Caribbean Story Book I:
Foundations. Longman Group Ltd.
14
A. Explain the origin and
development of maroon
societies in Jamaica,
Suriname and Guyana
B. Group presentation on the Haitian
revolution – its causes and its
course.
Appendix 5 : Grading Criteria for Group
Work

Hall, Douglas (1982). The
Caribbean Experience. Butler and
Tanner Ltd.
Assignment: Describe the ways in which
the enslaved population tried to resist
slavery and free themselves
B. Explain the origins and
course of the Haitian
Revolution up to 1804
CYCLE
FOURTEEN
UNIT & TOPICS
RESISTANCE AND
REVOLT
A. Assess the effects
of the Revolution
on Haiti and the
wider Caribbean
B. Explain the causes,
nature and
consequences of
major revolts
ACTIVITIES
A. Class discussion on the consequences
of the revolution for Haiti and the
wider Caribbean – social, economic
and political
B. Group presentation on major revolts
illustrating the causes, nature and
consequences of each.
 Berbice 1763
 Barbados 1816
 Demerara 1823
 Jamaica 1831
ASSESSMENTS
Group presentations on major revolts graded as
task
REFERENCES
 Prescribed Textbook

Claypole and Robbottom (1980).
Caribbean Story Book I:
Foundations. Longman Group Ltd.

Hall, Douglas (1982). The
Caribbean Experience.Butler and
Tanner Ltd.

Greenwood, R. and Hamber, S.
(1980). Emancipation to Emigration.
The Macmillan Press Ltd
Quiz on major revolts and Haitian Revolution
 TEST # 4: Revolts – Haiti and Marronage
Multiple Choice Questions, Matching and
Structured Questions.
http://www.quaker.org.uk/Templates/Inter
nal.asp?NodeID=92262
15
CYCLE
FIFTEEN
UNIT & TOPICS
METROPOLITAN
MOVEMENTS
TOWARDS
EMANCIPATION
ACTIVITIES
A. Class discussion on the responses to
the revolts in terms of the negative
effects on slavery and the positive
effects on the emancipation process
B. Class discussion on the attitudes
towards slavery: arguments of
interest groups for and against
A. Assess the effects of the
slavery – economic, humanitarian
nineteenth century revolts
and religious
on the emancipation
Lecture – Introducing movements towards
process
emancipation
ABOLITION OF SLAVE
TRADE
B. Assess the attitudes and
arguments advanced by
interest groups
C. Outline the British antislavery movements
ASSESSMENTS
Outline on the negative and positive effects of the
revolts on the emancipation process
Outline of the arguments for and against slavery
and the strategies used during the campaign for
the abolition of the slave trade
REFERENCES
 Prescribed Textbook

Claypole and Robbottom (1980).
Caribbean Story Book I:
Foundations. Longman Group Ltd.

Hall, Douglas (1982). The
Caribbean Experience.Butler and
Tanner Ltd.

Greenwood, R. and Hamber, S.
(1980). Emancipation to Emigration.
The Macmillan Press Ltd
TEST # 5
Class Debate – Debating FOR or
AGAINST slavery
A. Class Discussion – Discussing
movements that lead to the Abolition of
Slave Trade – strategies used during the
campaign in Britain
http://www.tcmuseum.org/slavery/01a_bri
ef_history_of_emancipation/
16
CYCLE
SIXTEEN
UNIT & TOPICS
METROPOLITAN
MOVEMENTS
TOWARDS
EMANCIPATION
A. Describe the British
and French
Amelioration policies
B. Evaluate the clauses of
the 1833 Act of
Emancipation
ACTIVITIES
A. Class Discussion – Discussing
advantages and disadvantages of
Amelioration – aims features
and results
B. Class discussion on the clauses
of the Emancipation Act –
freedom, apprenticeship and
compensation
C. Class discussion – Presenting
on terms of Apprenticeship its
features, conditions, responses
and results.
ASSESSMENTS
REFERENCES
 Chart – Comparing and Contrasting
Amelioration and Apprenticeship proposals
Appendix 3 : Grading Criteria for Projects
 Prescribed Textbook
TEST # 6
Claypole and Robbottom (1980). Caribbean Story
Book I: Foundations. Longman Group Ltd.
Outline of the amelioration policies – aims,
features and results
Outline of the clauses of the Emancipation Act –
freedom, apprenticeship and compensation
Outline of the apprenticeship and its features,
conditions, responses and results
Greenwood, R. and Hamber, S. (1980).
Emancipation to Emigration. The Macmillan
Press Ltd.
http://www.cariwave.com/East_Indian_Indenture
ship.htm
Lecture – Reasons for
Apprenticeship and its failure
C. Assess the workings of
the Apprenticeship
system up to 1838
D. Class discussion on the
Emancipation Act and its
attitude to the planters and to the
ex-slaves.
Outline of the Emancipation Act – attitude to
planters and attitude to ex-slaves.
D. Analyze the terms of
the 1833 Emancipation
Act
17
CYCLE
SEVENTEEN
UNIT & TOPICS
ACTIVITIES
ASSESSMENTS
REFERENCES
REVIEW
REVIEW
REVIEW
REVIEW
EXAM
EXAM
EXAM
EXAM
18
APPENDIX 1
Mark Scheme for Essays & SBAs
Instructor: Ms. Maritza Vasquez
Title of Work:__________________________
Name of Student:_________________
Subject:_________________
Class:________
Date:__________
Criteria
Points
Points
Assigned Obtained
15
Introduction
The student properly identified the question to be answered and
provided a clear thesis statement from which the body of the essay will
develop.
15
Collection of Data
The student utilized three or more sources to obtain data for the essay.
50
Analysis & Interpretation
The student portrayed excellent analysis skills. The question was
thoroughly examined and accurately interpreted. All insights and
interpretations were fully supported with evidence.
10
Presentation & Documentation
The student used excellent language skills and made proper use of
conventions for writing an essay. The paper was both informative and
interesting.
10
Conclusion
The student provided a smooth conclusion that summarized the
information and reinforced the thesis statement.
Total Points: __________
Comments:
19
APPENDIX 2
Mark Scheme for Oral Presentations
Instructor:
Title of Work:_________________________
Name of Student:_________________
Subject:_______________
Class:__________
Date:___________
Criteria
Points
Assigned
The student demonstrated full knowledge of the topic and
answered questions properly. It is clear that several
resources were utilized. Analytical skills were clearly
displayed.
20
10
Organization
The information was presented in a logical, interesting
sequence that the audience could have followed easily.
10
Creativity
The student presented the material in a unique and
interesting manner utilizing props and aids to achieve this.
The topic was presented in a formal and eloquent manner.
The student’s voice was well projected and the use of
English infallible.
10
Content
Delivery
Points
Obtained
Total Points: ________
Comments:
20
APPENDIX 3
Mark Scheme for Projects
Instructor: Ms. Maritza Vasquez
Subject:_________________
Name of Students:______________________
Class:__________
Title Of Work:_________________________
Date:______________
Criteria
Points Assigned
Points Obtained
Preliminary















Formation and submission of names of group
members
Submission of choice for topic
Creation of a title of work
Clear vision of end product
Process
Proper organization to complete the project
Proper time management
Communicated efforts with teacher
Frequent group meetings and discussions
Submission of all progress reports on proper due
dates
Product
Quality appearance of end product
Rationale for selecting area of research fully
developed
Proper organization and structure
Analysis & Interpretation clearly defined
Demonstrates knowledge and research
Uniqueness and creativity
3
4
6
10
10
8
4
10
15
15
20
20
30
25
20
Total Points: ______
Comments:
21
APPENDIX 4
Name: _____________________
Date: ___________________
Project Title: _____________________
Teacher : Mrs. Perera
STORY WRITING/PROJECT RUBRIC
Process
1. Has clear vision of final product
2. Properly organized to complete project
3. Managed time wisely
4. Acquired needed knowledge base
5. Communicated efforts with teacher
Product (Project)
1. Format
2. Mechanics of speaking/writing
3. Organization and structure
4. Creativity
5. Demonstrates knowledge
6. Other:
Below Avg.
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
Below Avg.
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
Satisfactory
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
Satisfactory
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
Excellent
7, 8, 9
7, 8, 9
7, 8, 9
7, 8, 9
7, 8, 9
Excellent
7, 8, 9
7, 8, 9
7, 8, 9
7, 8, 9
7, 8, 9, 10
7, 8, 9
Total Score:____________________________
Teacher(s) Comments:
22
APPENDIX 5
ALTERNATIVE ASSESSMENT: GROUP WORK
Name: _____________________
Teacher:
Date: ______________________
Title of Work: ______________
Skills
Criteria
1
Helping
The teacher observed the students
offering assistance to each other.
Listening
The teacher observed students
working from each other's ideas.
Participating:
The teacher observed each student
contributing to the project.
Persuading:
The teacher observed the students
exchanging, defending, and
rethinking ideas.
Questioning:
The teacher observed the students
interacting, discussing, and posing
questions to all members of the
team.
Respecting:
The teacher observed the students
encouraging and supporting the
ideas and efforts of others.
Sharing:
The teacher observed the students
offering ideas and reporting their
findings to each other.
2
None of the Some of the
Time
Time
None of the Some of the
Time
Time
None of the Some of the
Time
Time
None of the Some of the
Time
Time
None of the Some of the
Time
Time
None of the Some of the
Time
Time
None of the Some of the
Time
Time
Points
3
4
Mostof the
Allof the
Time
Time
Mostof the
Allof the
Time
Time
Mostof the
Allof the
Time
Time
Mostof the
Allof the
Time
Time
Mostof the
Allof the
Time
Time
Mostof the
Allof the
Time
Time
Mostof the
Allof the
Time
Time
____
____
____
____
____
____
____
Total Points ____
23
APPENDIX 6
CARIBBEAN HISTORY
RESEARCH REPORT
Name: ________________________
Teacher:
Criteria
4
3
Points
2
1
Introduction/
Topic
Student(s)
properly
generate
questions and or
problems
around a topic.
Student(s)
generate
questions and or
problems.
Student(s) require
prompts to
generate
questions and or
problems.
Questions or
problems are
teacher
generated.
Conclusions
Reached
Numerous
detailed
conclusions are
reached from
the evidence
offered.
Several detailed
conclusions are
reached from the
evidence offered.
Some detailed
conclusions are
reached from the
evidence offered.
A conclusion is
made from the
evidence
offered.
____
Information
Gathering
Information is
gathered from
multiple
electronic and
non-electronic
sources and
cited properly.
Information is
gathered from
multiple electronic
and non-electronic
sources.
Information is
gathered from
limited electronic
and non-electronic
sources.
Information is
gathered from
non-electronic or
electronic
sources only.
____
Summary
Paragraph
Well organized,
demonstrates
logical
sequencing and
sentence
structure.
Well organized,
but demonstrates
illogical
sequencing or
sentence
structure.
Well organized,
but demonstrates
illogical
sequencing and
sentence
structure.
Weakly
organized.
____
Punctuation,
Capitalization,
& Spelling
Punctuation and
capitalization
are correct.
There is one error
in punctuation
and/or
capitalization.
There are two or
three errors in
punctuation and/or
capitalization.
There are four
or more errors
in punctuation
and/or
capitalization.
____
Total---->
____
____
24
APPENDIX 7
ALTERNATIVE ASSESSMENT:
FOLDER/NOTEBOOK RUBRIC
Name: ________________________
Teacher:
Criteria
4
Completion of
Required
Sections
3
Points
2
1
All required
sections are
complete.
One required
section is
missing.
Two or three
required sections
are missing.
More than three
required sections
are missing.
Missing
Sections
No sections of
the notebook
are missing.
One sections of
the notebook is
missing.
Two sections of
the notebook are
missing.
Three or more
sections of the
notebook are
missing.
____
Headers /
Footers
No required
header(s) and/or
footer(s) are
missing within
notebook.
One or two
required
header(s) and/or
footer(s) are
missing within
notebook.
Three or four
required header(s)
and/or footer(s)
are missing within
notebook.
More than four
required header(s)
and/or footer(s)
are missing within
notebook.
____
Organization
All assignment
and/or notes are
kept in a logical
or numerical
sequence.
One or two
assignments
and/or notes are
not in a logical
or numerical
sequence.
Three or Four
assignments
and/or notes are
not in a logical or
numerical
sequence.
More than four
assignments
and/or notes are
not in a logical or
numerical
sequence.
____
Neatness
Overall
notebook is kept
very neat.
Overall
notebook is kept
in a satisfactory
condition.
Overall notebook
is kept in a below
satisfactory
condition.
Overall notebook
is unkept and very
disorganized.
____
Total---->
____
____
25
APPENDIX 8
ALTERNATIVE ASSESSMENT:
MAP WORK RUBRIC
Name: ________________________
Teacher:
Criteria
4
3
Points
2
1
Completion of
Required
Sections
All required
sections are
complete.
One required
section is missing.
Two or three
required sections
are missing.
More than three
required sections
are missing.
Missing
Sections
No label of is
missing.
One label is
missing.
Two labels are
missing.
Three or more
labelsare missing.
____
Legend
No required
legend is
missing on the
map.
Oneor two parts
of the legend are
missing on the
map.
Three or four
parts of the
legend are
missing on the
map.
More than four
Parts of the
legend are
missing on the
map.
____
Organization
All
countries/routes
are labeled
properly.
One or two
countries/routesare
not labeled
properly.
Three or Four
countries/routes
are not labeled
properly.
More than four
countries/routes
are not labeled
properly.
____
Neatness
Overall map is
kept very neat.
Overall map is
Overall map is kept
kept in a below
in a satisfactory
satisfactory
condition.
condition.
Overall map is
untidy and very
disorganized.
____
Total---->
____
____
26
APPENDIX 9
Caribbean History I
Sugar Estate Model Criteria
Date:____________________
Criteria
Points that could be
Attained
Sugar Plantation/Pasture
10
Factory (Boiling House,
Curing House, Trash House)
10
Great House (location,
creativity)
Total Points Attained
10
Slave Quarters (location,
creativity)
10
Location of River & Mills
Manufacturing process
Holing
Planting
Fallow
Aqueduct
Harvesting
Crushing
Trash house
Boiling
Storing – cisterns
hogsheads
Curing house
Muscovado
Molasses
Exportation
Overall Presentation
Clarity
content
organization
grammar
collaboration
Total
10
40
10
100
Group Members:__________________________________________________________
Comments:
27
APPENDIX 9
GRADING CRITERIA FOR POSTERS/DRAWINGS
CATEGORY
Attractiveness
DrawingOriginality
Interpretation
of topic
4
3
2
1
The
poster/drawing
is
exceptionally
attractive in
terms ofdesign,
layout, and
neatness.
The
poster/drawing
isattractive in
terms ofdesign,
layout and
neatness.
The
poster/drawing
isacceptably
attractive
though it may
be a bit messy.
The
poster/drawing
isdistractingly
messy or
very poorly
designed.
It is not
attractive.
Drawing shows
exceptional
degree of
student
creativity intheir
creation and/or
display.
Drawings reflect
studentcreativity
in theircreation
and/or display.
The drawings
aremade by the
student,
but are based
on the
designs or
ideas of others.
Drawings show
no creativity.
Creative
interpretation of
the scene using
a unique point
of view.
The emotion of
thescene can
be felt by the
viewer.
Scene from the
topicis clearly
shown in the
poster/drawing.
Characters in
thetopic are
shown on
the
poster/drawing
but it is
unclear what is
depicted.
Scene from
topic isnot
shown in the
poster/drawing.
Total points = ____________________
Comments:___________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________
Name(s):_____________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________
28