CSEC Caribbean History Syllabus Extract 3. CSEC Caribbean History Syllabus 4

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1 CSEC Caribbean History Free Resources LIST OF CONTENTS CSEC Caribbean History Syllabus Extract 3 CSEC Caribbean History Syllabus 4 CSEC Caribbean History Specimen Papers: Paper Paper Paper 03/2 62 CSEC Caribbean History Mark Schemes: Paper Paper Paper 03/2 92 CSEC Caribbean History Subject Reports: 2004 Subject Report Subject Report Subject Report Subject Report Subject Report Subject Report Subject Report Subject Report Subject Report Subject Report Subject Report Subject Report 213

principles. Nevertheless, the selection of themes and their content has been informed by a desire to promote a distinctly Caribbean perspective.

2 Caribbean History There is no attempt in this syllabus to promote one organising principle or interpretation of Caribbean History. While a thematic arrangement has been imposed on the course of Caribbean History, the content within each theme has been stated in such a way as to permit exploration of a variety of organising principles. Nevertheless, the selection of themes and their content has been informed by a desire to promote a distinctly Caribbean perspective. This perspective acknowledges the need for a respect of human life and a cultural heritage that values harmony and cherishes diversity as a strength. The thematic approach has been adopted because it lends itself to detailed treatment of the type that allows the student to practise the various skills of the historian. However, by grouping themes and by requiring students to study an overview, a core of topics, the syllabus seeks to maintain chronology as an important aspect of the study of history. The syllabus consists of a Core and nine Themes. The Themes are arranged in Sections A to C. Students are required to study the Core and to study in detail one Theme from each of the three Sections (A, B, C). Section A Theme 1: The Indigenous Peoples and the Europeans Theme 2: Caribbean Economy and Slavery Theme 3: Resistance and Revolt Section B Theme 4: Metropolitan Movements towards Emancipation Theme 5: Adjustments to Emancipation, Them e6: Caribbean Economy, Section C Theme 7: The United States in the Caribbean, Theme 8: Caribbean Political Development up to 1985 Theme 9: Caribbean Society,

3 CARIBBEAN EXAMINATIONS COUNCIL Caribbean Secondary Education Certificate CSEC CARIBBEAN HISTORY SYLLABUS Effective for examinations from May/June 2011

prior permission of the author or publisher.

4 Published by the Caribbean Examinations Council 2010, Caribbean Examinations Council All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means electronic, photocopying, recording or otherwise without prior permission of the author or publisher. Correspondence related to the syllabus should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica, W.I. Telephone: (876) Facsimile Number: (876) address: cxcwzo@cxc.org Website: Copyright 2009, by Caribbean Examinations Council The Garrison, St Michael BB14038, Barbados 03/9/SYLL 09 2

..10 SEC TIO N A... 11 SEC TIO N B...14 SEC TIO N C...18 G U ID ELIN ES T O TEACHERS ON SE T T IN G AND M ARKING T H E SCHOOL-BASED A S SE S SM E N T.

5 R A T IO N A L E... l A IM S...2 SKILLS AND A B ILITIES T O BE D E V E L O P E D... 2 ORG A N ISA TIO N O F T H E SYLLABUS...3 FO R M A T O F T H E E X A M IN A T IO N S...6 REG U LA TIO N S FO R R ESIT C A N D ID A TES...7 R EG U LA TIO N S FO R PR IV A TE C A N D ID A T E S... 8 RECO M M EN D ED T IM E A LLO CATIO N...8 T H E C O R E...8 T H E T H E M E S...10 SEC TIO N A SEC TIO N B...14 SEC TIO N C...18 G U ID ELIN ES T O TEACHERS ON SE T T IN G AND M ARKING T H E SCHOOL-BASED A S SE S SM E N T M O D ERATIO N O F SCHOOL-BASED A SSE SSM E N T MARK SCHEM E FO R RESEARCH P R O JE C T S...26 RESEARCH PR O PO SA L...27 GUIDELINES FOR TH E CARIBBEAN HISTORY ALTERNATIVE TO SCHOOL-BASED ASSESSM ENT RESO U RCES...30 GLOSSARY /9/SYLL 09 3

This document 03/G/SYLL 09 replaces 03/0/SYLL 00 issued in 2000.

Please check the website, www.cxc.org for updates on s syllabuses.

6 This document 03/G/SYLL 09 replaces 03/0/SYLL 00 issued in Please note that the syllabus was revised and amendments are indicated by italics. Please check the website, for updates on s syllabuses. First published 1977 Revised 1980 Revised 1982 Reprinted with amendments 1984 Revised 1987 Revised 1993 Revised 2000 Revised /9/SYLL 09 4

I Caribbean History Syllabus RATIONALE This syllabus has been guided by a particular view o f the nature o f history as a discipline, the educational needs of students, and the desire to promote the

T he substantive content of Caribbean H istory is the activities of the peoples of the islands from the Bahamas to T rinidad as well as those of the peoples of Belize and the Guianas, from the coming

7 I Caribbean History Syllabus RATIONALE This syllabus has been guided by a particular view o f the nature o f history as a discipline, the educational needs of students, and the desire to promote the development ofan ideal Caribbean person. H istory as a discipline has three aspects - its content, its organising principles and its methods of enquiry. T he substantive content of Caribbean H istory is the activities of the peoples of the islands from the Bahamas to T rinidad as well as those of the peoples of Belize and the Guianas, from the coming of the indigenous Americans to T here is no attem pt in this syllabus to prom ote one organising principle or interpretation of Caribbean History. W hile a them atic arrangem ent has been imposed on the course of Caribbean History, the content within each theme has been stated in such a way as to perm it exploration of a variety of organising principles. Nevertheless, the selection of themes and their content has been informed by a desire to promote a distinctly Caribbean perspective. This perspective acknowledges the need fo r a respect o f human life and a cultural heritage that values harmony and cherishes diversity as a strength. T he them atic approach has been adopted because it lends itself to detailed treatm ent of the type that allows the student to practise the various skills of the historian. However, by grouping themes and by requiring students to study an overview, a core of topics, the syllabus seeks to m aintain chronology as an im portant aspect of the study of history. T he methods of studying history, the rem aining aspect of the discipline, have determined the aims and objectives stated in the syllabus. In the course of their work, historians raise questions, formulate hypotheses, gather evidence from a variety of data sources, collate and interpret information, make judgem ents, draw conclusions and report their findings. T he student activities implied by the aims and objectives of the syllabus are directly related to the procedures used by historians in the study of their discipline. The acquisition o f these skills equips the individual to function infields such as Law, International Relations, Archival Science and Mass Communications. More importantly, the identified skills will produce a critical thinker who can assume leadership roles in civil society, the private and public sector. Students will also have acquired skills ofenquiry as defined in the UNESCO Pillars of'learning that will enable them to succeed in their academic careers and the world of work, and that willfoster the exploration and development of their Caribbean identities. T he objectives of the syllabus were derived from considerations of the nature of history as well as from the perceived needs and interests of students and citizens w ithin the Caribbean community. These objectives have informed the evaluation procedures and have the further attribute of suggesting a variety of appropriate teaching approaches; project work, individual enquiry and research, creative representations and such traditional techniques that have helped develop historical understanding in students. This variety of appropriate teaching approaches has the advantage of allowing for individual differences among students. 03/9/SYLL 09 1

REPORT ON CANDIDATES WORK IN THE CARIBBEAN ADVANCED PROFICIENCY EXAMINATION MAY/JUNE 2014 HISTORY

CARIBBEAN EXAMINATIONS COUNCIL REPORT ON CANDIDATES WORK IN THE CARIBBEAN ADVANCED PROFICIENCY EXAMINATION MAY/JUNE 2014 HISTORY Copyright 2014 Caribbean Examinations Council St Michael, Barbados All rights