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 01 45

Paper 02 55

Paper 03/2 62

CSEC® Caribbean History Mark Schemes:

Paper 01 66

Paper 02 68

Paper 03/2 92

CSEC® Caribbean History Subject Reports:

2004 Subject Report 97

2005 Subject Report 108

2006 Subject Report 120

2007 Subject Report 127

2008 Subject Report 135

2009 Subject Report 145

2010 Subject Report 158

2011 Subject Report 171

2012 Subject Report 181

2013 Subject Report 193

2014 Subject Report 204

2015 Subject Report 213

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, 1838-1876

° Theme6: Caribbean Economy, 1875-1985

• Section C

° Theme 7: The United States in the Caribbean, 1776-1985

° Theme 8: Caribbean Political Development up to 1985

° Theme 9: Caribbean Society, 1900-1985

CARIBBEAN EXAMINATIONS COUNCIL

Caribbean Secondary Education Certificate

CSEC®

CARIBBEAN HISTORY SYLLABUS

Effective for examinations from May/June 2011

Published by the Caribbean Examinations Council © 2010, Caribbean Examinations CouncilAll rights reserved. No part o f 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 o f the author or publisher.Correspondence related to the syllabus should be addressed to:The Pro-RegistrarCaribbean Examinations CouncilCaenwood Centre37 Arnold Road, Kingston 5, Jamaica, W.I.Telephone: (876) 630-5200 Facsimile Number: (876) 967-4972 E-mail address: cxcwzo@cxc.org Website: www.cxc.orgCopyright © 2009, by Caribbean Examinations Council The Garrison, St Michael BB14038, Barbados

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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 .............................................................................................................6REG 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 CA TIO N ........................................................................................................8

T H E C O R E ...................................................................................................................................................................8

T H E T H E M E S ..........................................................................................................................................................10SEC TIO N A ................................................................................................................................................................ 11SEC 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 ......................................................................................................................................................... 22

M O D ER A TIO N O F SCHOOL-BASED A SSE SSM E N T ........................................................................... 24

MARK SCHEM E FO R RESEARCH P R O JE C T S ........................................................................................26RESEARCH PR O PO SA L......................................................................................................................................27

G U ID ELIN ES FO R T H E CARIBBEAN HISTO RY A LTER N A TIV E TO SCHOOL-BASEDASSESSM ENT 2011 - 2017...................................................................................................................28

RESO U RC ES .........................................................................................................................................................30GLOSSARY................................................................................................................................................................ 37

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This document CXC 03/G/SYLL 09 replaces CXC 03/0/SYLL 00 issued in 2000. Please note that the syllabus was revised and amendments are indicated by italics.

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

First published 1977 Revised 1980 Revised 1982

Reprinted with amendments 1984 Revised 1987 Revised 1993 Revised 2000 Revised 2009

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I Caribbean History Syllabus

♦ RATIONALEThis syllabus has been guided by a particular view o f the nature o f history as a discipline, the educational needs o f 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 1985.

T here is no attem pt in this syllabus to prom ote one organising principle or in terpretation of Caribbean H istory. 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 in terpre t 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 o f work, and that willfoster the exploration and development o f their Caribbean identities.T he objectives of the syllabus were derived from considerations of the nature of h istory 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 am ong students.

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