Caribbean History National Scheme Grade 11

NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: Caribbean History Grade 11
RESOURCE
SCHOOLS
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ACKNOWLEDGEMENTS
The Ministry of Education wishes to acknowledge the work done by the following persons who were involved in the production of the Grade 11 Caribbean History National Scheme.
Candacie Constantine
Dwayne Benjamin
Elizabeth Williams
Roxanne LaFleur
@ 2023 Ministry of Education, Georgetown. Guyana
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WEEK 1
TOPIC/ SUB- EVALUATION

GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
Caribbean Economy Students will: Factors which caused the decline in Group discussion on the Mahase, Radica. Caribbean Diagnostic Test
I. Explain the factors sugar: factors that created the History for CSEC. New York: Students can be asked to give
that created the I. Environmental British-colonized Oxford University Press, 2011. oral responses to questions
crises in the British Caribbean Sugar based on topics completed
Sugar planters were adversely affected by
Caribbean Sugar Industry crisis. Dyde, B; Greenwood, Robert; during the previous term.
natural disasters such as hurricanes,
Industry in the late Hamber, Shirley. Emancipation
droughts, volcanic eruptions, earthquakes,
19th century. Create a social media to Emigration, 3rd Edition. Report Writing:
and soil erosion.
post on the factors that Macmillan Education, 2008. Groups can present a written
created the crises in the report on the factors that
II. Trade regulations
British-Colonized Sugar Beckles, H; Shepherd, V.A. created the crises in the
The 1846 Sugar Equalization Act which Industry. Freedoms Won: Caribbean British- colonized Sugar
opened British Caribbean Sugar to free trade Emancipations, Ethnicities and Industry in the late 19th
had a negative impact on the sugar industry. Think-Pair-Share: Nationhood. United Kingdom: century.
With the removal of the preferential Students can use this Cambridge University Press,
treatment, Caribbean sugar producers faced technique to create a 2004. The Hot Seat:
competition from other producers who used mind map of the factors Students can be placed on the
enslaved labour and whose cost of that created the British Dawson, V; Gittens-Morton, D; hot seat to answer questions
production was lower than their own. Pemberton; R; Watson, K. CXC
Page 1 of 68
III. Technological backwardness Colonized Caribbean Study Guide: Caribbean based on the concepts taught
Sugar Industry crises. History for CSEC. Oxford in the lesson.
The sugar industry in the British Caribbean,
University Press, 2017.
especially in the smaller territories,
remained very traditional in its operations.
For some planters, indebtedness, and
inability to obtain credit and attract investors
prevented them from modernizing their
operations.
IV. Factors of production
Capital- By 1875 Caribbean sugar was not

attracting many investors, falling prices
caused many of the planters to fall into debt.
Land- Land prices, which were very high in
the 1700s, fell in the 1800s with the fall in
sugar prices.
Labour- Planters continued to attempt to
maintain a large labour force. This was
difficult because they were experiencing a
massive loss of labour as a result of
abolition and emancipation.
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WEEK 1 cont’d
TOPIC/ SUB-
GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE EVALUATION STRATEGY
TOPIC
Caribbean II. Assess the measures Measures taken to resolve the crises: Debate on the Mahase, Radica. Caribbean Quick Write.
Economy taken to resolve the I. Imperial policies effectiveness of the History for CSEC. New York: Students can write on sticky
crises in the British- measures taken to Oxford University Press, 2011. notes or index cards everything
The British Government supported
Colonized Caribbean resolve the crises. they have learned from the
immigration in some territories and
Sugar Industry in the Dyde, B; Greenwood, Robert; lesson.
established several committees to examine
late 19th century and Create a poster on the Hamber, Shirley. Emancipation
the state of the colonies, identify the
early 20th century. strategies taken to to Emigration, 3rd Edition. Essay writing.
problems and recommend solutions.
resolve the crises. Macmillan Education, 2008. Students can write an essay on
II. Markets
the effectiveness of the
As they faced increasing competition in the Beckles, H; Shepherd, V.A. measures taken to resolve the
British market, Caribbean planters sought Freedoms Won: Caribbean crises.
new markets for their sugar. Between 1875 Emancipations, Ethnicities and
and 1898, they accessed the US markets. Nationhood. United Kingdom:
They later turned to the Canadian markets. Cambridge University Press,
III. Science and Technology 2004.
Old machines entirely operated by manual

labour were replaced by new advanced Dawson, V; Gittens-Morton, D;
machines that required skilled operators and Pemberton; R; Watson, K. CXC
Study Guide: Caribbean
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efficient technical supervision. There was History for CSEC. Oxford

also the introduction of steam power for the University Press, 2017
mills and vacuum pans.
Students will:
Develop critical analytical skills by expanding the main points in the body of research by:
I. Answer the research question.
As students expand on their points, they need to answer the question, ‘Am I answering my research question?’ Every point made, paragraph, and sentence written must
help answer the research question. This will help to achieve focus and decrease the possibility of straying from the topic.
II. Be analytical.
SBA Guidelines At this level students are expected to write critically, that is, they need to analyze rather than just regurgitate information from sources. They should avoid narrative events
and instead focus on examining these events. The thesis statement should be presented in their argument, and they should expand on points to make arguments clear and
convincing.
III. Link the points made.
Students should group points so that they can flow rather than jump from one place to another. For example, if they are dealing with the impact of the Haitian Revolution
on Haiti and the wider Caribbean, it might help to group their points under broader headings such as economic, social, political, etc. By doing this, students will be able to
organize their points so that they can be easily read and understood by the examiner.
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WEEK 2

TOPIC STRATEGY
Caribbean Students will: Growth of the Cuban’s Sugar Industry: Viewing, analyzing, and https://youtu.be/Z8gbWxdlrQA Summary Writing:
Economy I. Analyze the factors I. Investment discussing the video Students should summarize
I. Factors that led that led to the presentation. https://www.cubahistory.org/en/sugar- the main concepts taught in
Modernizing the Sugar Industry
to the growth of growth of the boom-a-slavery/sugar-boom.html the lesson.
the Cuban Sugar Cuban Sugar Answering questions from the
II. Advanced Technology Source Material for a handout:
Industry in the Industry in the 19th handout on the growth of the
19th century. century. Scientifically standardized systems run by Cuban Sugar Industry in the Mahase, Radica. Caribbean
technically trained professionals. 19th century. History for CSEC. New York:
Packaging became more advanced. Oxford University Press, 2011.
Image Analysis:
III. Entrepreneurship Students can analyze an image
The old class of Cuban planters was relating to the growth of the
replaced by financial entrepreneurs from Cuban Sugar Industry.
the USA and Spain.

Round Table discussions on
IV. Markets the factors that contributed to

the growth of the Cuban Sugar
Cuba depended heavily on the US markets
Industry.
to sustain its sugar production.
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WEEK 2 cont’d
TOPIC/ SUB-
TOPIC
II. Factors that II. Explain the factors Growth and survival of alternative Jigsaw: Source Material for Flash Cards: -Create a scrapbook.
encouraged that encouraged the agriculture: Reading flashcards with Beckles, H; Shepherd, V.A. students will create a
the growth growth and survival I. Government policies chunks of content groups Freedoms Won: Caribbean scrapbook on the growth and
and survival of alternative After 1846 the policy of the Imperial One student will be Emancipations, Ethnicities and survival of alternative
of alternative agricultural Government shifted from its initial support identified to teach other Nationhood. United Kingdom: agriculture.
agricultural enterprises in the for sugar production to encourage group members the Cambridge University Press,
enterprises in British-colonized agricultural diversification. This change chunk of content 2004. -Oral Questioning
the British- Caribbean up to occurred after the sugar industry faced assigned to the group. Sample Questions
colonized 1935. difficult times, and after freed Africans had Large group Macmillan Education, 2008. 1) List four alternative
Caribbean up pioneered diversification. presentations. Dookhan, I. Post-Emancipation agricultural enterprises.
to 1935. II. Education and training History of the Caribbean. West 2) Discuss four factors
The Norman Commission had recommended Viewing and discussing Indies: Collins, 1975. that encourage the
providing agricultural education to make a montage that depicts growth and survival of
agriculture attractive, improve the quality of the factors that Dawson, V; Gittens-Morton, D; alternative agriculture.
labour in the colonies and promote scientific encourage the growth Pemberton; R; Watson, K. CXC
agriculture. The training was provided by and survival of Study Guide: Caribbean
the Department of Agriculture. alternative agriculture. History for CSEC. Oxford
University Press, 2017.
III. Markets
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Markets for alternative crops were found

locally, regionally, and internationally.
IV. Investment capital
Initial investments into alternative crop
production and trade came from the small
farmers themselves. Investment in the inter-
island trade remained mainly in the hands of
the traders.
V. Entrepreneurship
The freed African men and women became
entrepreneurs. The search for alternatives to
plantation labour made them respond to the
needs of a free society by stimulating
several types of business activities.
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WEEK 3
TOPIC/ SUB- GENERAL

CONTENT ACTIVITY RESOURCE EVALUATION STRATEGY
TOPIC OBJECTIVE
Caribbean Students will: Industrial Development Factors: Viewing a PowerPoint Mahase, Radica. Caribbean Students can use the talking
Economy: I. Explain the I. Natural Resources presentation on the History for CSEC. New York: Chip Method to explain the
I. Factors that led to factors that led to factors that led to the Oxford University Press, 2011. factors that led to the
Industrialization involved the exploitation of the
the establishment the establishment establishment and establishment and growth of
natural resources of the Caribbean.
and growth of the and growth of growth of the extractive Dyde, B; Greenwood, Robert; the extractive industry.
II. Government Policies
extractive and the extractive and service industry. Hamber, Shirley. Emancipation
service industries in and service The colonial governments wanted the Caribbean to Emigration, 3rd Edition. -Strategic Questioning
the Caribbean up to industries in the to become less dependent on imports, so Playing a game of Macmillan Education, 2008. Sample questions:
1985. Caribbean up to legislation was passed in favour of foreign firms, Jeopardy. 1. Name five natural resources
1985. and incentives were given in the form of land Beckles, H; Shepherd, V.A. found in the Caribbean.
grants, protection from foreign competition, tax Students grouped and Freedoms Won: Caribbean 2. List two forms of
holidays, and reduced taxes and tariffs. allocated to various Emancipations, Ethnicities and communication that were used
III. Investment Capital industries can produce an Nationhood. United Kingdom: in the 1900s
audio podcast Cambridge University Press, 3. Explain three factors that led
Foreign investment was needed, and the colonial
summarizing the factors 2004. to the establishment and
government gave incentives for foreign investors,
that led to the growth of the extractive
as well as investing money itself.
establishment of that Dawson, V; Gittens-Morton, D; industry.
IV. Technology industry. Students can Pemberton; R; Watson, K. CXC
upload their vetted Study Guide: Caribbean
Page 8 of 68
New technologies revolutionized industries. podcasts on YouTube History for CSEC. Oxford
Intracultural development to support the industries and SlideShare. University Press, 2017
led to new forms of transportation.
V. Methods of Communication
Postal services, telegraph followed by the

telephone. Airmail began to be used in the late
1920s.
VI. Human Resources
After 1838, people moved to urban areas where

the new industries offered higher wages. Towns
grew up where labour from the peasantry and
former indentured workers settled.
Students will develop critical analytical skills by expanding the main points in the body of research.
Use Data to support the argument. Students should use facts to support everything they have written. Information obtained from sources can be represented in the form of
charts, tables, diagrams, etc. They should be properly labelled and referenced.
SBA Guidelines
Use quotations to support the argument. This shows the examiner that students have done the research and have read the sources. Students should keep quotations short
and make sure that they are relevant.
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WEEK 4
TOPIC/ SUB-
TOPIC
The United States Students will: Reasons for the United States’ interest in Scavenger hunt in the Beckles, H; Shepherd, V.A. Paragraph Writing:
in the Caribbean. I. Assess the reasons the Caribbean: classroom to determine Freedoms Won: Caribbean Students can write short
I. Reasons for for the United I. Defence: the reasons for the Emancipations, Ethnicities and paragraphs on the reasons for
the United States’ interest in the The United States believed that the security United States’ interest in Nationhood. United Kingdom: the United States’ interest in
States’ Caribbean. of its borders was related to the security of the Caribbean. Cambridge University Press, the Caribbean.
interest in the its neighbouring territories. 2004.
Caribbean Graphic organizer:
between II. Expansionism: Students can record Materials for Scavenger Hunt.
1766-1870. The idea that the US should expand was information on a graphic
based on the beliefs in ‘Manifest Destiny’, organizer.
the right to expand into new regions, have
control of territories from coast to coast,
and become a great power.
III. Trade and Investments:
Trade with the West Indies already existed

in the 18th Century. This increased with
Industrialization to provide a market for
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mass-produced goods and to provide raw

materials and other resources in turn.
IV. United States ideology.
The Munroe Doctrine and Manifest Destiny

were two of the ideologies that led to the
US involvement in the Caribbean.
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WEEK 4 cont’d
TOPIC/ SUB-
TOPIC
The United States II. Explain the factors Factors/conditions: Group Presentations on Dyde, B; Greenwood, R; Hamber, -Exit slip:
in the Caribbean. responsible for the United - imperialism, trade routes, national the United States S. Decolonization and students will write on slips of
II. Factors States’ involvement in security; political instability; foreign Involvement in Cuba, Development. Macmillan paper concepts learned in the
responsible selected Caribbean interferences; and ideological conflict as Puerto Rico, Panama, Publishing, 2009. lesson and share same with the
for the territories. seen in: Haiti, Dominican teacher.
United I. Cuba (1898) Republic, and Grenada. Kanarick-Taylor, Y. Caribbean
States’ II. Puerto Rico(l898) History Core Course for CSEC. -Report writing:
involvement III. Panama (1903) Drawing comics to Caribbean Education Publishers, students can write reports in
in selected IV. Haiti (1915) illustrate the factors 2011. groups on the factors
Caribbean V. Dominican Republic (1916) responsible for the responsible for the United
territories VI. Grenada (1983) United States’ States’ involvement in selected
1898-1985. involvement in selected territories.
Caribbean territories.
https://www.youtube.com/watch?v=pXZzN5--w1Q
Additional https://www.youtube.com/watch?v=b3LdjOS2GB4
Materials
https://www.pressreader.com/jamaica/jamaica-gleaner/20170418/28270334196833
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WEEK 5
TOPIC/ SUB-
TOPIC
The United States Students will: Economic, political, and cultural Viewing a video on the https://youtu.be/uISSODraYac -Writing Poems:
in the Caribbean. I. Assess the consequences of the United States’ consequences of the Source Material for Handout: Students can write poems on
consequences of involvement in: United States military’s Dyde, B; Greenwood, R; Hamber, the consequences of the United
I. Consequences of the United (1) Cuba (1898)- involvement in selected S. Decolonization and States’ involvement in the
the United States States’ - The Spanish-American War Caribbean territories. Development. Macmillan Caribbean.
Involvement in the involvement in - The Treaty of Paris Publishing, 2009.
Caribbean selected - The Platt Amendment Reading and discussing -Preparing a portfolio:
Territories. Caribbean - Political Landscape of Cuba up to 1958. handouts in groups. Beckles, H; Shepherd, V.A. Students can prepare a
territories 1898- Freedoms Won: Caribbean portfolio on the consequences
(2) Puerto Rico (l898)
1985. Participating in an Idea Emancipations, Ethnicities and of the United States'
-Treaty of Parris
Spinner. Students will be Nationhood. United Kingdom: involvement in selected
- Foraker Act
- Operation Bootstrap asked to explain, Cambridge University Press, Caribbean territories.
evaluate, or summarize 2004.
the consequences of the
(3) Panama (1903) US involvement in the -Essay Writing:
- California Gold Rush Caribbean Region. Students can write essays on
- The Panama Canal the consequences of the United
- Hey-Bunau-Varilla Treaty States’ involvement in selected
- Panama Canal Treaty Caribbean territories.

Page 13 of 68
Drawing cartoons that

- Political Landscape of Panama up to 1903.
depict the policies of the
(4) Haiti (1915)
Castro Revolution.
- Dollar diplomacy
- Puppet Administrations
Making a short
(5) Dominican Republic (1916)
documentary on the
- Dollar Diplomacy
policies of Castro’s
- Political Instability
Revolution.
- Social and Economic Climate.
(6) Grenada (1983)
- The perceived threat of Communism.
- Invasion and rehabilitation
Page 14 of 68
WEEK 6
TOPIC/ SUB-
TOPIC
Policies of the I. Describe the Policies of the Castro Revolution Making a short Williams, E. From Columbus -Flow chart.
Castro/Cuban policies of the I. Political, economic, and social documentary on the to Castro: The History of the Students should insert
Revolution Castro Revolution reforms. policies of Castro’s Caribbean 1492-1969. information on the Policies of
The government took control of all aspects of Revolution. Doubleday Publishing Group, the Castro Revolution on flow
the economy. Under the Agrarian Reform Law 1984. charts.
of 1959, Castro confiscated and redistributed
large land holdings and banned foreign land -Timeline
ownership. Social Reforms were very Students can construct an
important to Castro. His education, health, and interactive timeline to show the
housing became the best in Latin America. consolidation of power by
Castro.
II. Consolidation of the revolution.
To consolidate his revolution, Castro

centralized his government and removed all
opposition
III. Nationalism and Communism.
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The Cuban Revolution began as a nationalist

struggle rooted in the long anti-colonial
struggle to make Cuba free. Castro showed,
through his social policies, how the Communist
approach would benefit the population.
IV. Opposition to the United States.
Castro had seen first-hand the corruption and

abuse by the US in Cuba and sought to free
Cuba from US influence.
Students will develop excellent citation and referencing skills.
CITATIONS AND REFERENCES Example: A quote taken from the book, The History of the Maroons, from their origin to the establishment of their chief tribe in Sierra
Leone... “We have seen, that by the treaty made with Cudjoe, 1500 acres of land in the parish of Trelawny were granted to him and the body of the maroons under his
command.” 1 Footnote or Endnote 1. Dallas, R.C. The history of the Maroons, from their origin to the establishment of their chief tribe at Sierra Leone…., 79.
SBA Guidelines
A reference list must come at the end of the report. This gives the full bibliographical information of all the sources the student has used so that their sources can be verified. In
the MLA style of referencing the bibliography is known as the Works Cited. This is a list done in alphabetical order, see the example below.
https://youtu.be/p-4b5SpsARg
Watson, K; Edman, G. Student Gide for completion CSEC History SBA, 2013.
Additional Resources:
Additional
https://www.youtube.com/watch?v=b3LdjOS2GB4
Materials
Doris Hamilton-Willie, Lest You Forget: A Study and Revision Guide for CXC Caribbean History. Jamaica Publishing House Ltd. 2013
Page 16 of 68
WEEK 7
TOPIC/ SUB-
TOPIC
The United States Students will: The United States Response: -Image Analysis https://youtu.be/q_0EgmaA7Hg -Reflection.
in the Caribbean. I. Assess the United States I. Political and economic embargo. Students can analyze Students can write a reflection
Response to the Castro images related to the Source Material for Handout: to show what they have learned
In response to Cuba’s National and
I. The United Revolution, 1959-1962. reasons for the United Dyde, B; Greenwood, R; Hamber, about the United States’
Centralized policy, the US aimed to cripple
States Response to States’ interest in the S. Decolonization and response to the Castro
Cuba’s trade. It cancelled Cuban sugar
the Castro Caribbean. Development. Macmillan Revolution.
quotas and discouraged citizens from
Revolution, 1959- Publishing, 2009.
travelling to Cuba. In 1962 the United States
1962. Viewing and analyzing a -Round Robin.
imposed an economic embargo, allowing in
video on the United Kanarick-Taylor, Y. Caribbean Students can use the round-
only limited supplies of food and
States’ response to the History Core Course for CSEC. robin technique to share their
medication.
Castro Revolution. Caribbean Education Publishers, reflections.
2011
II. Ideological Warfare.
Choose-A-Corner
To prevent communist influence from Given a prompt students
spreading, the United States followed a will go to the side that
policy of assistance to fragile states and corresponds with their
aggression towards countries that did not opinion on the topic.
comply with its wishes. Each side will share their
reasoning.
Page 17 of 68
III. Military intervention.
Cuba’s nationalization of foreign-owned and

larger Cuban-owned businesses created local
tension which led to the Bay of Pigs
invasion and the Cuban missile crisis.
IV. International Pressure.
The United States used its position to

influence decisions and actions in
international bodies that favoured US
policies against communist countries.
CITATIONS AND REFERENCES
Example: A quote taken from the book, The History of the Maroons, from their origin to the establishment of their chief tribe in Sierra Leone... “We have seen, that by the
treaty made with Cudjoe, 1500 acres of land in the parish of Trelawny were granted to him and the body of the maroons under his command.” 1 Footnote or Endnote 1. Dallas,
R.C. The history of the Maroons, from their origin to the establishment of their chief tribe at Sierra Leone…., 79. A reference list must come at the end of your report. This
SBA Guidelines gives the full bibliographic information of all the sources you have used so that your sources can be verified. In the MLA style of referencing the bibliography is known as the
Works Cited. This is a list done in alphabetical order, see the example below:
Example of a work cited list done according to the MLA style Works Cited Green, William. British Slave Emancipation: The Sugar Colonies and the Great Experiment 1830-
1865. New York: Oxford University Press, 1991.
Additional Discussion on Helms-Burton Act of 1996- This can be used for context.
Materials https://1997-2001.state.gov/regions/wha/cuba/helms-burton-act.html#:~:text=785%5D%5D%20Public%20Law%20104,Cuba%2C%20and%20for%20other%20purposes.
Page 18 of 68
WEEK 7 cont’d
TOPIC/ SUB-
TOPIC
The United States II. Explain the Impact of the Castro Revolution: From previous Source Material for Infographic: -Composing a poem or song:
in the Caribbean. impact of the I. Spread of Socialism. knowledge of US Dyde, B; Greenwood, R; Hamber, In groups, students can
Castro involvement in other S. Decolonization and compose a poem or song
Despite American attempts to restrict the
II. The impact of the Revolution on territories, students can Development. Macmillan highlighting the impact of the
influence of the Cuban Revolution, after
Castro Revolution the Caribbean predict the impacts Publishing, 2009. Castro Revolution on the
1960 Castro used assistance from liberation
on the Caribbean between 1959- through a Go Fishing Caribbean.
movements around the world to defy the US
between 1959-1985. 1985 Game (Ocean of Beckles, H; Shepherd, V.A.
and build up a following of supporters and
Consequences). Freedoms Won: Caribbean -Exit slip:
spread socialist ideas.
Emancipations, Ethnicities and students will write on slips of
Creating an infographic Nationhood. United Kingdom: paper concepts learned in the
II. Creation of the United States’
on the impact of the Cambridge University Press, lesson and share same with the
economic and political spheres of
Castro Revolution on the 2004. teacher.
influence
Caribbean.
As the cold war progressed, countries that Williams, E. From Columbus to
aligned themselves with the United States Writing an article for a Castro: The History of the
fell under their influence. The US took on political column in a Caribbean 1492-1969.
the role of a regional police force to ensure Caribbean Magazine on Doubleday Publishing Group,
the impact of the Castro 1984.
Page 19 of 68
that these countries continued to uphold Revolution on the

democratic principles. Caribbean.
III. Anti-Communist campaign
To counter the spread of communism the US

blocked anyone with communist leanings
from entering their country and passed laws
to prosecute anyone who publicly supported
communism.
IV. The Cold War
The two superpowers, the Communist USSR

and the democratic US sought to influence
world events and dominate by winning
support for their ideological position without
coming into open warfare with each other.
Additional Williams, E. From Columbus to Castro: The History of the Caribbean 1492-1969. Doubleday Publishing Group, 1984.
Materials https://www.pbs.org/wgbh/americanexperience/features/comandante-cold-war/
Page 20 of 68
WEEK 8
TOPIC/ SUB-
TOPIC
The United States Students will: Effects: Design a newsflash Mahase, Radica. Caribbean -Video Reporting:
in the Caribbean I. Assess the Impact of I. Economic Effects: video report of the History for CSEC. New York: Newsflash video reports can
I. Impact of the the United States’ impacts of the US Oxford University Press, 2011. be designed, discussed, and
The US has played an important role in the
United involvement in the involvement in the uploaded to Padlet.
Caribbean since the 1600s when its supplies
States’ English-speaking English-speaking Dyde, B; Greenwood, R; Hamber,
of food and essential items were critical to
involvement Caribbean. Caribbean S. Decolonization and - Think-Pair-Share:
plantation economies. Economic links to the
in the Development. Macmillan Students can use this technique
Caribbean became closer after 1939. Its
English- Reading Handouts on the Publishing, 2009 to create a mind map of the
economic impact increased during World
speaking Impact of the United effects of the United States’
War II when military bases were established
Caribbean States Involvement in the Beckles, H; Shepherd, V.A. involvement in the Caribbean.
in some territories. These provided much-
English-speaking Freedoms Won: Caribbean
needed employment, increased the
Caribbean Emancipations, Ethnicities and
circulation of money, and provided relief in
Nationhood. United Kingdom: - Debate
an era when the region was plagued by high
Creating memes to Cambridge University Press, Students can debate the
unemployment, low wages, and social and
depict the effects of the 2004. positive and negative impacts
economic distress.
United States’ of the United States'
involvement in the Dawson, V; Gittens-Morton, D; involvement in the Caribbean.
Caribbean. Pemberton; R; Watson, K. CXC
Study Guide: Caribbean
Page 21 of 68
History for CSEC. Oxford

University Press, 2017
II. Political Effects: Group work
‘Chat and Paint’ painting
US policy in the region was centred on the
will illustrate the effect
preservation of democracy. It used financial
of the United States
aid to encourage the spread of democratic
Involvement in the
institutions and put political pressure on
Caribbean.
countries that supported socialist or
communist policies.
III. Cultural Effects:
US troops occupied six bases in the

Caribbean during World War II and US
cultural influence has grown since the
development of mass media (cable TV,
radio, cinema, newspapers, magazines). The
impact is visible in sports, technology,
music, dance, dress, film, news, and food.
Page 22 of 68
WEEK 8 cont’d
TOPIC/ SUB-
TOPIC
Caribbean Political II. Explain the reasons Early attempts – the Leeward Islands 1674, Creating a historical Dawson, V; Gittens-Morton, D; -Round Table Discussion:
Development up to for the failure of the Leeward Islands 1871, Windward Islands timeline of the early Pemberton; R; Watson, K. CXC Students can discuss some of
1985. major attempts at 1874 – 1876. attempts at unification in Study Guide: Caribbean the main concepts taught in the
II. Reasons for unification in the One of the earliest attempts to unify British the British-colonized History for CSEC. Oxford lesson.
the failure of British-colonized colonies in the Caribbean occurred in the Caribbean. University Press, 2017.
the major Caribbean before Leeward Islands. The islands were first -Flow chart:
attempts at 1939. administered from Barbados by Lord Viewing a PowerPoint Mahase, Radica. Caribbean Students can insert information
unification in Willoughby, but after complaints of neglect, presentation on the History for CSEC. New York: on the major attempts at
the British- Sir Charles Wheeler was appointed reasons for the failure of Oxford University Press, 2011 unification in the British-
colonized Governor in 1671. His replacement, Sir the major attempts at colonized Caribbean on a flow
Caribbean. William Stapleton instituted the first unification. chart.
Leeward Federation. This aimed to reduce
the costs of managing the islands which Debate reasons for the
were spread over 150 miles and had not yet failure of attempts at
proved to be profitable. unifying the British-
The 1871 Leeward Island Act established colonized Caribbean.
the Federal Colony of the Leeward Islands:
Antigua, Barbuda, Dominica, Montserrat,
Page 23 of 68
Nevis-St Kitts, Anguilla, and the Virgin

Islands.
The Morant Bay Rebellion provided the
opportunity to introduce the Crown Colony
government to Jamaica in 1865. Since the
Windward Islands had previously been
administered from Barbados. British policy
was to federate Barbados and the Windward
Islands under crown colony rule.
The format used for references to books and journal articles:
BOOKS: Richard Dunn. Sugar and Slaves: The Rise of the Planter Class in the English West Indies, 1674-1713, New York: Norton, 1994, pg. 41.
SBA Guidelines
ARTICLES: Rhoda Reddock. ‘Freedom Denied: Indian Woman and Indentureship in Trinidad and Tobago, 1845-1917’, Economic and Political Weekly Vol. 20, No.43 (Oct.
26, 1985), pg. 80
Additional www.youtube.com/Honeychurch, L. CXC Study Guide: Caribbean History for CSEC. Oxford University Press, 2016.
Materials https://watch?v=_Exhq8kkJK8&t=1231s
Page 24 of 68
WEEK 9
TOPIC/ SUB- GENERAL

TOPIC OBJECTIVE
Caribbean Students will: Moyne Commission Jeopardy Game Bissessar, Ann Marie. -Round Robin:
Political I. Assess the Development, Political, and Students can use the Round Robin
The authorities established a commission of inquiry
Development relationship Group Presentation on Economic Difficulties in the technique to bring out some of the
chaired by Lord Moyne, called the West India Royal
up to 1985. between popular the Moyne Commission, Caribbean Palgrave main concepts taught in the
Commission, more commonly known as The Moyne
protests and Trade Unions, political MacMillian Cham, 2019. lesson.
Commission. The Commission was given the major
The relationship political parties, adult suffrage,
task of investigating social and economic conditions in
between popular development in the and self-government. Dyde, B; Greenwood, R; -Team Splash Activity:
the British Caribbean territories and making
protest and Caribbean. Hamber, S. Decolonization Using the team splash activity
recommendations.
political Creating a concept map and Development. students can orally explain the
development in I. Outcomes of protests and riots: of the relationship Macmillan Publishing, 2009 main concepts.
the Caribbean The immediate response of the British authorities to between popular protests Examples of some terms that can
between 1935- the protests was to: and political Dawson, V; Gittens-Morton, be used:
1958. • strengthen the police forces and send military development. D; Pemberton; R; Watson, K. Moyne Commission
reinforcements to restore order CXC Study Guide: Trade Union Movement
• impose censorship of the press to keep out seditious Report Writing: Caribbean History for Universal Adult Suffrage
material Students can write a CSEC. Oxford University Self-government.
• arrest, imprison, and sometimes deport ringleaders report on the relationship Press, 2017.
who were considered dangerous between popular protest
and political
Page 25 of 68
• make limited concessions to labour and try to control development in the Mahase, Radica. Caribbean
the labour movement. Caribbean. History for CSEC. New
II. Trade unions, political parties, adult York: Oxford University
suffrage, and self-government. Press, 2011
The earliest trade unions which emerged in the 1880s
were not recognized, and some were forced out of
existence by angry employers. There was some growth
of the movement after 1910 but modern trade
unionism developed in the Caribbean between 1919
and 1950. The British Guiana Labour Union was
formed in 1919 and the British Guiana Workers
League in 1931. The development of trade unions was
one of the most important outcomes of the
disturbances of the 1930s.
Universal adult suffrage was not granted in the British
Caribbean until after the end of World War II. For
Jamaica this happened in 1944, Trinidad and Tobago
in 1945, Barbados in 1950, the Windward and
Leeward Islands in 1951, and Guyana in 1953.
The early political parties were developed in the 1920s
to lead the movement for political reform and self-
government.
Page 26 of 68
Ideas on self-government and how it could be achieved

varied among the leaders and political groups in the
Caribbean and reflected socialist, pan-Africanist,
Garveyite, and nationalist ideas.
Page 27 of 68
WEEK 9 cont’d
TOPIC/ SUB-
TOPIC
Caribbean Political Students will: The movement to establish a federation. Group Activity Bissessar, Ann Marie. -Summary Writing:
Development up to II. Explain the reasons Making a short video on Development, Political, and Students will summarize the
The earliest attempts at unity in the British
1985. for the establishment of the movement to Economic Difficulties in the main concepts taught in the
Caribbean came from the British
a federation of the establish a federation. Caribbean Palgrave MacMillian lesson.
government to reduce both the costs of
II. The reasons for British West Indies Cham, 2019.
managing the colonies and the number of
the establishment of between 1945 and 1958. Reading and analyzing -Writing Reflective Journal:
units that would be seeking assistance
a federation of the Handout on the reasons Dyde, B; Greenwood, R; Hamber, The student should make
during unfavourable economic times. In the
British West Indies for the formation of the S. Decolonization and entries in a journal to reflect on
1950s the British believed that smaller states
between 1945 and British Caribbean Development. Macmillan concepts learned for the week.
could be supported by the larger ones.
1958. Federation. Publishing, 2009
Reasons for unity - economic, social, and

Think-Pair-Share: Dawson, V; Gittens-Morton, D;
political similarities:
Students can use this Pemberton; R; Watson, K. CXC
All the territories shared a common
technique to create a Study Guide: Caribbean
agricultural past and faced similar problems
mind map of the reasons History for CSEC. Oxford
concerning prices, markets, production
for the establishment of a University Press, 2017.
costs, and profits. It was felt that they would
federation of the British
get better terms if they negotiated as one
West Indies.
unit.
Page 28 of 68
The society which had evolved from the Mahase, Radica. Caribbean
plantation system and the composition of the History for CSEC. New York:
populations was similar across the region. Oxford University Press, 2011
The political systems developed in the
territories were based on the British system.
All except Barbados were under the Crown
Colony system.
Role of the Colonial Office.
https://www.youtube.com/watch?v=Ms8lQIvQVMU&t=2573s
https://www.youtube.com/watch?v=Qb4syR5ePZQ
Additional https://www.youtube.com/watch?v=uaPeLb8Oin8
Materials
https://www.youhttps://core.ac.uk/download/pdf/215232164.pdf
htube.com/watch?v=Ms8lQIvQVMU&t=2619s
Page 29 of 68
WEEK 10
TOPIC/ SUB-
TOPIC
Caribbean Political Students will: Reasons for failure: Image Analysis: https://youtu.be/jAzTXh5sk4E -Compose a song on the
Development up to I. Explain the reasons Economic Students can analyze reasons for the failure of the
1985. for the failure of the images relating to the Dawson, V; Gittens-Morton, D; British West Indies Federation.
Relations between the federal government
British West Indies reasons for the failure of Pemberton; R; Watson, K. CXC
and local governments were weakened by
The reasons for the Federation in 1962. the British West Indies Study Guide: Caribbean -Exit slip:
conflicting interests among the states.
failure of the British Federation. History for CSEC. Oxford students will write on slips of
Personality factors aggravated the internal
West Indies University Press, 2017. paper concepts learned in the
struggle between the federal government
Federation in 1962. Create a TikTok video lesson and share same with the
and entrenched territorial economic
on the reasons for the teacher.
interests. The larger islands protected their
failure of the British
interests and did not want to take on the debt
West Indies Federation.
burdens of the smaller islands who in turn
resented their economic power.
Social
Federalism was based on an ideal for which

the details were not carefully worked out.
Page 30 of 68
This led to conflict as each territory tried to

do its best for itself.
Political
Since the British encouraged each island to

develop their own constitutional systems,
leaders were insular and concerned with
domestic rather than federal issues. Also,
leaders did not want to lose their powers to
federal leaders, and they feared domination
by the larger territories.
https://www.youtube.com/watch?v=Ms8lQIvQVMU&t=2573s
https://www.youtube.com/watch?v=Qb4syR5ePZQ
Additional https://www.youtube.com/watch?v=uaPeLb8Oin8
Materials
https://www.youhttps://core.ac.uk/download/pdf/215232164.pdf
htube.com/watch?v=Ms8lQIvQVMU&t=2619s
Page 31 of 68
WEEK 11
TOPIC/ SUB-
TOPIC
Caribbean Political Students Will: Personalities involved in integration: early Classroom discussion on Dyde, B; Greenwood, R; Hamber, - Writing biographies on the
Development up to I. Describe the life, education, career, philosophy, impact the topic area. S. Decolonization and persons who were involved in
1985. contributions made to on movement. Development. Macmillan the early integration
Caribbean integration by  Theophilus A Marryshow (1887- Gallery Walk: Publishing, 2009 movement.
outstanding personalities 1958) Born in Grenada, T. A. Students can post
Contributions made
(male and female) in the Marryshow was one of the earliest pictures of the Dawson, V; Gittens-Morton, D; -Strategic Questioning:
to Caribbean
English-speaking advocates of universal adult suffrage. personalities that were Pemberton; R; Watson, K. CXC 1. Name four personalities that
integration by
territories.  Norman Manley (1893- 1969) Born involved in the early Study Guide: Caribbean were involved in the early
outstanding
in Jamaica, Manley was educated at integration movement. History for CSEC. Oxford integration movement.
personalities (male
Jamaica College and studied law in University Press, 2017. 2. Give the education and
and female) in the
the UK, at Oxford University. Creating a documentary career of the three personalities
English-speaking
territories.  Grantley Adams (1898-1971) Born video on the Mahase, Radica. Caribbean listed above.
in Barbados, Adams was educated at personalities that were History for CSEC. New York: 3. Discuss two impacts of the
Harrison College and then, like involved in the early Oxford University Press, 2011 two personalities listed above
Norman Manley, studied law in the integration movement. on the integration movement.
UK at Oxford.
 William A Bustamante (1884- 1977)
William Bustamante was born In
Page 32 of 68
Jamaica to an Irish father and a

Jamaican mother.
 Phyllis Allfrey (1909-86) Born in
Dominica to an elite planter family,
Phyllis Allfrey had a privileged
upbringing based on exploitation and
discrimination. Her nationalism
developed in reaction to this. She
was influenced by socialist ideas as
she worked in welfare in
London in the 1930s.
Page 33 of 68
WEEK 11 cont’d
TOPIC/ SUB-
TOPIC
Caribbean Political Students will: Alternatives to independence: Designing an infographic Claypole, William; Robottom, -Talking Chip Method:
Development up to II. Describe I. Plebiscite and Commonwealth – on the alternatives to John. Caribbean History: Students can use the talking
1985. Constitutional Puerto Rico: independence. Independence, Longman Chip Method to explain the
arrangements used by Publishing. constitutional arrangements
Under Spanish rule for some 400 years,
II. Constitutional non-English-speaking Jigsaw Method used by non-English-speaking
Spain ceded Puerto Rico to the US In 1898.
arrangements used Caribbean territories as Reading flashcards with Dyde, B; Greenwood, R; Hamber, Caribbean territories.
Under the 1947 Organic Act, the territory
by non-English- alternatives to chunks of content in S. Decolonization and
received the right to elect its governor, and
speaking Caribbean independence. groups. One student will Development. Macmillan
in 1950 the right to prepare its constitution.
territories as be identified to teach Publishing, 2009. -Term splash:
Its status is Estado Libre Asociado or
alternatives to other group members the Using the term splash activity
Commonwealth.
independence. chunk of content Dawson, V; Gittens-Morton, D; students can orally explain
assigned to the group. Pemberton; R; Watson, K. CXC concepts such as Plebiscite,
II. Tripartite kingdom - Netherland
Study Guide: Caribbean Tripartite Kingdom,
Antilles:
History for CSEC. Oxford Departments, etc.
The Tripartite (three parts) Kingdom of the University Press, 2017.
Netherlands, created in 1954, was made up
of Holland, Suriname, and the Netherlands
Antilles. All the units were self-governing,
but defence and foreign affairs remained
Page 34 of 68
Holland's responsibility. All three had to

agree on any constitutional change.
III. Départements - French Islands.
In 1946 Guadeloupe and Martinique, French

Guiana, and Réunion were made
département, that is they are considered
parts of France and their people French. This
permitted France to hold on to its colonial
possessions by assimilation - integrating
them into French culture.
Page 35 of 68
WEEK 12
TOPIC/ SUB-
TOPIC
Caribbean Society, Students will: Social conditions: Make a poster that shows Dyde, B; Greenwood, R; Hamber, -Summary Writing:
1900-1985. I. Describe the social and I. Housing- Generally housing was of housing in the post- S. Decolonization and Students can summarize the
economic conditions poor quality. For most of the freed emancipation Caribbean. Development. Macmillan main concepts taught in the
existing in the Caribbean African population in Guyana Publishing, 2009. lesson.
The Social and
between 1900-1985. overcrowding was the norm.
economic conditions
Families were crowded into single Make a scrapbook that Dawson, V; Gittens-Morton, D; -Completing worksheets:
existed in the
rooms in tenements where roofs shows housing in the Pemberton; R; Watson, K. CXC students can complete
Caribbean between
leaked, cesspits overflowed, and post-emancipation Study Guide: Caribbean worksheets on the social
1900-1985.
yards flooded. Caribbean. History for CSEC. Oxford conditions that existed as it
University Press, 2017. relates to housing in the early
II. Urban slums- Urban slums developed Observation Card Game: 1900s.
because of the rapid migration of Students can read the Mahase, Radica. Caribbean
workers from rural areas and other information on the card History for CSEC. New York:
territories searching for better and answer the question Oxford University Press, 2011
employment opportunities and higher at the bottom.
wages.
Page 36 of 68
III. Tenantries- Tenantries developed

because freed Africans needed land
and planters needed labour.
IV. Chattel houses were first used on the

plantations but were gradually built in
the towns as well. They developed in
post-emancipation Barbados on land
rented by planters to freed Africans.
Chattel houses are characteristic of
vernacular architecture in Barbados.
Page 37 of 68
WEEK 12 cont’d
TOPIC/ SUB- GENERAL

TOPIC OBJECTIVE
Caribbean Society, II. Describe the I. Cost of living- All the Caribbean territories Group discussion on Beckles, H; Shepherd, -Report Writing:
1900-1985. social and economic relied on imports for basic food and essential economic conditions V.A. Freedoms Won: Students can write a report on economic
conditions that items. The price of these imports was a major existing in the Caribbean Caribbean conditions existing in the Caribbean
The Social and existed in the factor affecting the cost of living in the region. between 1900-1935. Emancipations, between 1900-1925.
economic conditions Caribbean between Prices were determined by external and Group Presentations. Ethnicities and
that existed in the 1900-1935. internal transportation costs, import taxes, and Nationhood. United -Strategic Questioning:
Caribbean between charges by importers, distributors, and Letter Writing on the Kingdom: Cambridge 1. What were the main factors affecting
1900-1935. vendors. economic conditions University Press, the cost of living in the region?
II. Working conditions- Poor working conditions existing in the Caribbean 2004. 2. Describe the working conditions that
stimulated protests across the region during between 1900-135. existed in the Caribbean in the early
the first four decades of the 1900s. The main Dawson, V; Gittens- 1900s.
areas of concern were wages, hours, and Numbered Heads Morton, D; 3. Explain TWO factors that caused
conditions. Together: Pemberton; R; unemployment in the region during the
III. Unemployment- Unemployment was a major Each group member will Watson, K. CXC early 1900s.
problem in all Caribbean territories in the be given a number and a Study Guide:
-Round table discussion
1900s. Unemployment was caused by several chance to answer a Caribbean History
Students can discuss the economic
factors such as industry and economic question on the content for CSEC. Oxford
conditions that existed in the early 1900s.
conditions, and population factors. discussed. University Press,
2017.
Page 38 of 68
WEEK 13
TOPIC/ SUB-
TOPIC
Caribbean Students will: Health- During the first three decades of the Playing a game of Beckles, H; Shepherd, V.A. -Reflective Journal.
Society, 1900- I. Describe the social and 20th century, health conditions in the Caribbean Jeopardy Freedoms Won: Caribbean Students can make entries on
1985. economic conditions were poor. Deplorable living conditions and Emancipations, Ethnicities the main concepts taught in the
existing in the Caribbean overcrowding in urban areas led to the spread of Viewing a PowerPoint and Nationhood. United lesson.
I. The Social and between 1900-1935. many diseases. on the health conditions Kingdom: Cambridge
economic existing in the University Press, 2004. -Compile a folder of the
IV. Child mortality- The high infant mortality rate
conditions existing Caribbean between pictures of herbs used in
caused great concern to administrators. By 1935
in the Caribbean II. Outline efforts made to 1900-1935. Dawson, V; Gittens-Morton, traditional medicines and state
infant mortality ranged from 150 deaths per
between 1900- improve social conditions D; Pemberton; R; Watson, K. the ailments they are used for.
thousand in Jamaica to 320 per thousand in
1935. by different agents. Making a chart of the CXC Study Guide:
Barbados.
V. organizations which Caribbean History for -Essay Writing:
VI. Healthcare training- Most doctors in the
helped to improve CSEC. Oxford University Students can write an essay on
II. Efforts made to Caribbean were foreign-born. Only those
living conditions for the Press, 2017. health conditions that existed
improve social formally trained at British or European
working classes. State in the Caribbean in the early
conditions by institutions were officially recognized as
the type of assistance Dyde, B; Greenwood, R; 1900s.
different agents. qualified.
each gave and the Hamber, S. Decolonization
Organizations involved in improving living territory in which each and Development. Macmillan -Students can write short
conditions: was active. Publishing, 2009. paragraphs on the
Page 39 of 68
I. Trade unions Dawson, V; Gittens-Morton, organizations involved in
Creating a web page to D; Pemberton; R; Watson, K. improving living conditions.
Trade unions were engaged in bargaining for better
wages and working conditions for their members.
reflect the organizations CXC Study Guide: - Think-Pair-Share:
They sought to establish fair wages which kept pace that were involved in Caribbean History for Students can use this technique
with the rise in the cost of living, job security, and improving living CSEC. Oxford University to create a mind map to
avenues for promotion so workers could improve conditions. Press, 2017. determine the organizations
their living conditions. that were involved in
II. Women's groups T-Chart to bring out the Mahase, Radica. Caribbean improving living conditions in
concept of government History for CSEC. New York: the early 1900s.
Several charitable women's groups operated in the
organizations then and Oxford University Press, 2011
Caribbean: these were formed by educated women
now. -Exit Slip:
whose customs did not allow them to work in paid
Students can use this technique
employment, wives of officials, and members of
trade unions and church groups. to answer questions based on
III. The UNIA the main concepts taught in the

lesson.
The UNIA also aimed to Improve the welfare of
African people and remove their oppression and
discontent.
IV. Religious Organizations
In line with the teachings of their faith, many

religious groups tried to help improve living
conditions for poorer people.
Page 40 of 68
WEEK 14
TOPIC/ SUB- GENERAL

TOPIC OBJECTIVE
Caribbean Students will: Organizations involved in improving living Image Analysis Claypole, William. Caribbean -Pair- View- Share
Society, 1900- I. Describe various conditions: Students can analyze an Story, Book Two: The students can use this technique
1985. aspects of Social Life. I. Government Housing Programmes image to depict the Inheritors. Addison Wesley to explain the ethnic relations
The colonial governments undertook slum clearance ethnic relations that Publishing Company, 1989. that existed in the Caribbean
Aspects of Social programs and set up government housing schemes to existed between 1900- society between 1900-1935.
Life. provide acceptable housing for people on low 1985. Dawson, V; Gittens-Morton, D;
incomes. Pemberton; R; Watson, K. CXC -Round Robin
II. Health Roleplaying the ethnic Study Guide: Caribbean Students can use this technique
The Moyne Commission recommended that each relations that existed in History for CSEC. Oxford to talk about the issues relating
colony should reorganize its medical services and the society between University Press, 2017. to ethnicity and power in the
provide more facilities, especially in rural areas. 1900-1935. early 1900s.
Prevention should be through improved housing and Mahase, Radica. Caribbean
sanitation, anti-malaria measures, provision of clinics, Resource person: History for CSEC. New York:
venereal disease, and school medical services. Someone knowledgeable Oxford University Press, 2011
III. Education about the topic area
People demanded improvements in four areas: under discussion to share
secondary schools, vocational training, changes in information on their
curriculum, and access to tertiary education. experiences during this
period.
Page 41 of 68
IV. Ethnic/race relations
The plantation created a complex system in which

colour and wealth determined social position. Whites
claimed that it was divine will for them to be at the top,
enjoying social and political privileges. The mixed-race
people were in the middle segment of society. Because
of their colour, blacks were at the base, expected to
perform the most menial tasks, and associated with
servile labour.
V. Ethnicity and Power

The laws and regulations ensured white domination of
society because all the means to obtain power were
closed to non-whites until the protests of the 1900s led
to change.
VI. Education and Social Mobility
Education was the main means for blacks and other non-
white groups to improve themselves and gain respect in
society. To move up in society the first requirement was
to change from manual labour to a more respectable
form of employment; education was the means to
achieve this.
VII. The US civil rights movement
Page 42 of 68
WEEK 15
TOPIC/ SUB- GENERAL

TOPIC OBJECTIVE
Caribbean Society, Students will: I. Festivals and celebrations: Group Presentations on Claypole, William. Caribbean -Dipsticks:
1900-1985. I. Describe various Caribbean festivals and celebrations revolve the various festivals and Story, Book Two: The Students can draw sketches to
aspects of Social around religious observances and traditional celebrations that are Inheritors. Addison Wesley represent new knowledge
Aspects of Social Life cultural expressions. These different cultures associated with the Publishing Company, 1989. learned from the lessons.
Life merged in the context of the Caribbean historical Caribbean Society.
experience to shape a distinctly Caribbean culture. Dawson, V; Gittens-Morton, D; -Videography:
Using source materials to
Festivals and celebrations such as Carnival, Crop Pemberton; R; Watson, K. CXC Students can use create short to
compare festivals and
Over, Holi, Diwali, Eid-ul- Fitr, Hosay, and Study Guide: Caribbean explain concepts relating to
celebrations in
Jonkonnu have all become part of Caribbean life. History for CSEC. Oxford aspects of social life in the
Caribbean Society.
II. Recreation University Press, 2017 Caribbean.
The upper classes introduced popular European Viewing and analyzing
sports such as cricket, horseracing, gambling, video presentations on Mahase, Radica. Caribbean
hunting, cockfighting, sailing, and card games. festivals and History for CSEC. New York:
For enslaved Africans, there was little time for celebrations. Oxford University Press, 2011
recreation other than occasionally swimming at Tag a friend:
the beaches and in the rivers. Once free, Africans Students can use this
created their versions of European games. technique to share and https://youtu.be/Tp4VJFLYKMs
make notes on what they
learned from the lesson.
Page 43 of 68
WEEK 16

TOPIC STRATEGY
Caribbean Society, Students will: I. Cricket Viewing and analyzing https://youtu.be/spsF8VFExXA -Dipsticks:
1900-1985. I. Describe various video presentations on Claypole, William. Caribbean Students can draw sketches to
Cricket was first introduced into the
aspects of Social the origin and Story, Book Two: The Inheritors. represent new knowledge
Caribbean when soldiers played on their
Aspects of Social Life development of cricket Addison Wesley Publishing learned from the lessons.
grounds. Planters played, but Africans and
Life in the Caribbean. Company, 1989.
coloured people were not allowed. All-white
-Tag a friend:
cricket clubs were formed.
Participating in a Gallery Dawson, V; Gittens-Morton, D; Students can use this
In a free society, Africans developed their
Walk to identify Pemberton; R; Watson, K. CXC technique to share and make
own teams and cricket became one of the
concepts associated with Study Guide: Caribbean History notes on what they learned
most popular sports in the Caribbean.
the lesson. for CSEC. Oxford University from the lesson.
II. Painting and sculpture
Press, 2017
Early paintings produced in the Caribbean Participating in a music -Videography:
were created by visiting European artists, festival to identify the Mahase, Radica. Caribbean Students can create shorts to
some of whom were commissioned by different genres of music History for CSEC. New York: explain concepts related to
planters. Indigenous painters often studied in found in the Caribbean. Oxford University Press, 2011 aspects of social life in the
Europe and paintings of the period reflect Caribbean.
that influence. In the early 20th century
nationalist sentiments were reflected in art,
Page 44 of 68
as artists broke free from traditions and Listening to Bob Beckles, H; Shepherd, V.A.
began to express themselves more freely. Marley’s ‘No Woman Freedoms Won: Caribbean -Fishbowl:
III. Performing arts: song and No Cry’ to describe the Emancipations, Ethnicities and Students can use this
dance various social issues Nationhood. United Kingdom: technique to debate each
faced by the lower Cambridge University Press, 2004. other on concepts related to
Music and dance are closely linked in
classes between 1900- the performing arts.
Caribbean culture. Influences came from
1985.
Africa, Europe, Central and South America,
-Exit Slip:
India, and the indigenous cultures
Students can compile Students can use this
themselves. Enslaved Africans, under
information on songs and technique to answer questions
repression, used what means they could to
dances that originated based on the main concepts
keep their musical traditions alive.
from the Caribbean taught in the lesson.
Society.
Additional Materials
Page 45 of 68
WEEK 17
GENERAL
TOPIC/ SUB-TOPIC CONTENT ACTIVITY RESOURCE EVALUATION STRATEGY
OBJECTIVE
Caribbean Society, Students will: Environment and Architecture Viewing a PowerPoint Dyde, B; Greenwood, R; Hamber, Reflective Journaling:
1900-1985. I. Describe presentation on the S. Decolonization and Students can write journal
All architecture reflects the building traditions
various different types of Development. Macmillan entries to highlight the main
of the population, the availability of materials,
Aspects of Social aspects of architecture found in the Publishing, 2009 concepts taught in the lesson.
and the climate. In the colonial era, buildings
Life. Social Life. Caribbean.
matched the styles of the governing country,
Dawson, V; Gittens-Morton, D;
and materials were shipped in to construct
The Comparative Tree: Pemberton; R; Watson, K. CXC
them. The high temperatures, humidity, heavy
students can use this Study Guide: Caribbean
rains, hurricanes, and insects influenced the
technique to bring out History for CSEC. Oxford
provision of features such as jalousie
the concept of then and University Press, 2017
windows, wide verandas, and high roofs.
now.
Vernacular buildings would use local
(Similarities and Mahase, Radica. Caribbean
materials and be adapted to suit local
differences of History for CSEC. New York:
conditions and the availability of materials. In
architectural designs in Oxford University Press, 2011
Barbados, prone to hurricanes, buildings are
the 1900s compared to
squat. Indigenous materials such as mahogany
now)
would be used. The result was the
development of a unique Caribbean style of
vernacular architecture.
Page 46 of 68
WEEK 18
TOPIC/ SUB- GENERAL

TOPIC OBJECTIVE
Caribbean Society, Students will: Housing Viewing a PowerPoint Dyde, B; Greenwood, R; Hamber, Reflective Journaling:
1900-1985. I. Describe various Housing has always reflected the class and presentation on the S. Decolonization and Students can write entries in
aspects of Social status of the occupants. The homes of the upper different Development. Macmillan journals to highlight the main
Aspects of Social Life. classes were of grand designs on the large types of architecture Publishing, 2009 concepts taught in the lesson.
Life. plantations while enslaved Africans were found in the Caribbean.
grouped in settlements on the edge, in very basic Dawson, V; Gittens-Morton, D; Image Analysis:
constructions. The Comparative Tree: Pemberton; R; Watson, K. CXC Students can analyze an image
Public architecture students can use this Study Guide: Caribbean and determine the architectural
technique to bring out History for CSEC. Oxford designs present between 1900-
Public buildings can be used to give people a
the concept of then and University Press, 2017 1985.
sense of pride in their town or city, or they may
now.
be used to dominate and convey the message
that the rulers are very much in charge. If you
look at public buildings and churches of the
colonial era in your territory, you will see the
styles of the ruling countries. In the 20th century,
now)
public buildings began to reflect modern styles
as new materials and techniques became
available.
Page 47 of 68
WEEK 19
TOPIC/ SUB- GENERAL

TOPIC OBJECTIVE
Caribbean Society, Students will: Modern architecture Viewing a PowerPoint Dyde, B; Greenwood, R; Hamber, Reflective Journaling:
1900-1985. I. Describe Modern architecture became popular in Europe presentation on the S. Decolonization and Students can write entries in
various after World War I and in the US in the 1930s. It different types of Development. Macmillan journals to highlight the main
Aspects of Social aspects of rejected the old style of large, rigidly divided, architecture found in the Publishing, 2009 concepts taught in the lesson.
Life. Social Life. heavily decorated buildings made of heavy Caribbean.
materials and offered light, open, airy buildings Dawson, V; Gittens-Morton, D; -Image Analysis:
instead. The Comparative Tree: Pemberton; R; Watson, K. CXC Students can analyze an image
students can use this Study Guide: Caribbean and determine the architectural
Architecture and tourism technique to bring out History for CSEC. Oxford designs present between 1900-
the concept of then and University Press, 2017 1985.
The demands of the tourism industry affect the
now.
styles of buildings constructed to meet its needs.
Many people dislike the massive hotels and
apartments that seem to spring up on coastlines.
Some tourist complexes try to build in
vernacular styles, with smaller huts and thatched
now)
roofs.
Page 48 of 68
WEEK 20
TOPIC/ SUB- GENERAL

TOPIC OBJECTIVE
Caribbean Society, Students will: Transportation and Communication: Brain Storming: Claypole, William. Caribbean -Four corners technique:
1900-1985. I. Describe I. Shipping links Students can use letters Story, Book Two: The Students can use this technique
various of the alphabet to write Inheritors. Addison Wesley to state facts or details about
Until the early 20th century, sea transport was
Aspects of Social aspects of down concepts that begin Publishing Company, 1989. transportation and
the only form of travel and communication in
Life. Social Life. with each letter. communication links based on
the Caribbean. The main shipping lines
Dawson, V; Gittens-Morton, D; which corner of the classroom
connected the colonies to London and other
Creating a poster that Pemberton; R; Watson, K. CXC they stand.
European cities for the transport of mail, people,
shows the types of Study Guide: Caribbean
and goods.
transportation and History for CSEC. Oxford
communication systems University Press, 2017 - Reflective Journaling:
II. Roads and Ports
prevalent in Caribbean Students can write entries in
Early roads were mainly dirt tracks and bridle society between 1900- Mahase, Radica. Caribbean journals to highlight the main
paths that led from plantation to port and 1985. History for CSEC. New York: concepts taught in the lesson.
connected estates. Transport would be difficult Oxford University Press, 2011
during the rainy season. Roads in urban centres Making a scrapbook that
would have been better. The Moyne shows the types of
Commission (see 8.3) recommended the transportation and
construction of proper roads in the region. communication systems
prevalent in Caribbean
Page 49 of 68
society between 1900-

III. Air service 1985.
Pan American Airways began operating a mail

and passenger service in the region in 1929. The
major carriers followed, competing for the
region's tourist transport business. Pan Am's
service was taken over by British West Indian
Airways which began flying in 1940.
IV. Telecommunication
An efficient telecommunication system was

slow to develop in the Caribbean.
Page 50 of 68
WEEK 21
TOPIC/ SUB-
TOPIC
Caribbean Society, Students will: I. Indigenous Image Analysis Beckles, H; Shepherd, V.A. -The 321 Technique
1900-1985. I. Explain the See 1.4 to recap the beliefs of the Tainos Students can analyze an Freedoms Won: Caribbean Students can use this technique
reasons for the and Kalinagos. image to describe how Emancipations, Ethnicities and to identify:
Religious Groups. emergence of The indigenous religions were based on some religious practices Nationhood. United Kingdom: THREE things that they have
various religious nature worship and spirits. Historians and were able to survive. Cambridge University Press, learned from the lesson, TWO
groups in the archaeologists believed that the people did 2004. things they want to learn more
Caribbean. not survive the arrival of the Europeans, Listening to resource about, and ONE question that
who brought their religion with them and personnel from the Dawson, V; Gittens-Morton, D; they have.
established Christianity across the region. Christian, Muslim, and Pemberton; R; Watson, K. CXC
The Christian church was an important agent Hindu faith. Study Guide: Caribbean -Information folder
of colonization and Christianity was used to History for CSEC. Oxford Students can compile
control the indigenous and later the enslaved Visiting a church, University Press, 2017. information on reasons for the
African populations. temple, or mosque. emergence of various religious
groups in the Caribbean.
Compiling a list of
African indigenous
religious practices and
the territories they
originated from.
Page 51 of 68
II. African
African religions were condemned by
Christians as pagan superstitions and banned
both during and after enslavement. Africans
were not allowed to give open expression to
their religious beliefs-but they practised in
secret. Since the African population came
from different parts of the continent a
variety of religious practices and names
evolved, so there is no one African religion,
but some common elements.
https://www.youtube.com/watch?v=eTNmaDfShfU
Additional https://www.youtube.com/watch?v=PPlUAWRHydw
Materials
Page 52 of 68
WEEK 22
GENERAL
OBJECTIVE
Caribbean Society, Students will: I. Christianity Image Analysis: Beckles, H; Shepherd, V.A. -The 321 Technique:
1900-1985. I. Explain the The Christian church was an important agent of Students can analyze an Freedoms Won: Caribbean Students can use this technique
reasons for the colonization and Christianity was used to control image to describe how Emancipations, Ethnicities and to identify:
Religious Groups. emergence of the indigenous and later the enslaved African some religious practices Nationhood. United Kingdom: THREE things that they have
various populations. The Spaniards began the process by were able to survive. Cambridge University Press, learned from the lesson, TWO
religious imposing the Roman Catholic faith on people. The 2004. things they want to learn more
groups in the pattern set by the Spaniards was followed by the Listening to resource about, and ONE question that
Caribbean. other European colonizers. The French established personnel from the Dawson, V; Gittens-Morton, D; they have.
Roman Catholic churches in their colonies, Christian, Muslim, and Pemberton; R; Watson, K. CXC
Moravians in the Dutch territories and the British Hindu faith. Study Guide: Caribbean -Information folder:
established the Anglican Church. Other Protestant History for CSEC. Oxford Students can compile
Christian churches became active in the British Visiting a church, University Press, 2017. information on reasons for the
colonies during the 1800s: Methodists, Baptists, temple, or mosque. emergence of various religious
Quakers, Scottish Presbyterians, and Canadian groups in the Caribbean.
Presbyterians who worked among the indentured Compiling a list of
Indian workers. During the 1900s other religious African indigenous
denominations arrived: Seventh Day Adventist, the religious practices and
Salvation Army, Pentecostal and Jehovah's the territories they
Witnesses and the Evangelical churches, and the originated from.
Page 53 of 68
Ethiopian Orthodox church. Some of these religious

organizations established schools that were used to
spread their faith and increase the numbers of their
congregations. African religions were condemned
by Christians as pagan superstitions and banned
both during and after enslavement. Africans were
not allowed to give open expression to their
religious
II. Judaism
The first Jewish people are thought to have arrived
in the Caribbean at the time of the Spanish
expeditions in the 1500s. They had been banned
from Spain and were not officially allowed in
territories under Spanish rule. In the early days of
conquest Jamaica, for example, was under the
authority of Christopher Columbus's family rather
than the Spanish Crown, and their presence was
tolerated. Nevertheless, Jewish settlers were often in
fear of being exposed.
https://www.youtube.com/watch?v=PPlUAWRHydw
Additional Materials
Page 54 of 68
WEEK 23

TOPIC STRATEGY
Caribbean Society, Students will: Rastafarianism Viewing video on the https://youtu.be/mziAj41g1-Q -Composing a poem or
1900-1985. I. Explain the origin and development song:
Rastafarianism began ln Jamaica in the
reasons for the of Rastafarianism in the Beckles, H; Shepherd, V.A.
1930s as a resistance movement. Ethiopia's Students can compose a
Religious Groups. emergence of Caribbean. Freedoms Won: Caribbean
victory over Italy at the Battle of Adwa in poem or song to highlight
various religious Emancipations, Ethnicities and
1896 was an important symbol of African the religious practices of
groups in the Nationhood. United Kingdom:
strength in the face of colonialism. Rastafarians.
Caribbean. Creating a montage to Cambridge University Press,
Mussolini's Invasion of Ethiopia in 1935
depict concepts related to 2004.
generated both outrage at Italy and growth
the early ideas of -Exit Slip:
in Ethiopianism. The Rastafari name was
Rastafarians. Dawson, V; Gittens-Morton, D; Students can use this
taken from the Amharic words Ras meaning
Pemberton; R; Watson, K. CXC technique to answer
chief and Tafari, creator, the title of the
Study Guide: Caribbean questions based on the main
venerated Emperor of Ethiopia. The Garvey
Inclusion of a resource History for CSEC. Oxford concepts taught in the
movement, which stimulated African
person/practitioner from University Press, 2017. lesson.
consciousness in the Jamaican population
a religious organization
taught that Africans must have their religion
to engage students.
and worship their own God. The earliest
Rastafarian preachers, such as Leonard
Howell and Joseph Hibbert, preached of a
black God and urged black people to return
Page 55 of 68
to Africa. They gave the poor and oppressed

in Jamaica an Afrocentric worldview and
lifestyle. Haile Selassie was their god, and
Africa was the promised land to which
Africans should return.
Page 56 of 68
WEEK 24
TOPIC/ SUB- GENERAL

TOPIC OBJECTIVE
Caribbean Society, Students will: I. Hinduism Brain Storming: Claypole, William. -Pair- View- Share:
1900-1985. I. Explain the Students can use letters of the Caribbean Story, Book students can use this technique
Many workers came from India to work on the
reasons for alphabet to write down Two: The Inheritors. to explain the reasons for the
plantations to supply labour needs after
I. Religious the concepts that begin with each Addison Wesley Publishing emergence of various religious
Emancipation in the second half of the 19th
Groups. emergence letter. Company, 1989. groups in Caribbean society
century. Once called 'East' Indians, to distinguish
of various between 1900-1935.
them from the indigenous 'West' Indians, these
religious Dawson, V; Gittens-Morton,
indentured workers brought the Hindu faith to the
groups in Jigsaw Method D; Pemberton; R; Watson, K. -Round Robin:
Caribbean.
the Reading flashcards with CXC Study Guide: Students can use this technique
Caribbean. chunks of content groups. Caribbean History for to talk about the religious
II. Islam
One student will be identified CSEC. Oxford University practices of Judaism,
Islam is also called the Muslim faith and its to teach other group members Press, 2017. Hinduism, and Islam in the
followers are Muslims. The first followers of the chunk of content assigned early 1900s.
Islam in the Caribbean came as enslaved Africans. to the group. Mahase, Radica. Caribbean
Muslim numbers were increased by the Indian History for CSEC. New - Documentary
indentured workers. In the 1960s the Black Power Inclusion of a resource York: Oxford University Producing a documentary on
movement created awareness. person/practitioner from a Press, 2011 the emergence of various
religious organization to religious groups in the
engage students. Caribbean.
Page 57 of 68
WEEK 24 cont’d
TOPIC/ SUB- GENERAL

TOPIC OBJECTIVE
Caribbean Society, Students will: Implications for membership Graphic Organizer Dyde, B; Greenwood, R; -Reflective Journaling
1900-1985. II. Assess the Students can use a Hamber, S. Decolonization Students can make entries on
While Muslims and Hindus primarily belonged to the
implications of non-white labouring class and the Jews to the white
graphic organizer to and Development. Macmillan some of the main concepts
membership in the planter and merchant class, both groups faced religious show the implications Publishing, 2009 brought out in the lesson.
various groups. discrimination. The Hindu and Muslim religions were of members in the
viewed as pagan, and their practices were frowned upon various groups. Mahase, Radica. Caribbean -Summative Assessment
by the colonial authorities and the Christian churches. History for CSEC. New York: Answering past CSEC
Although mosques and temples were established in the Roleplaying Oxford University Press, 2011 questions on the theme
region in the 1850s, Indian immigrants were discouraged ‘Caribbean Society 1900-1985’
from practising their religion in public and were viewed Viewing PowerPoint Dawson, V; Gittens-Morton,
as prime targets for conversion. Opportunities for social presentation on the D; Pemberton; R; Watson, K.
mobility and education were tied to acceptance of implications of CXC Study Guide:
Christianity, so immigrants would outwardly convert, but membership in the Caribbean History for
many continued to follow their ancestral religion in the various religious CSEC. Oxford University
privacy of their homes. groups Press, 2017.
https://www.youtube.com/watch?v=x7ITduh4zn0&t=6s
Additional https://www.youtube.com/watch?v=rp4mNT3fgto
Materials https://www.youtube.com/watch?v=QOexUoPc6YU
Dr, Dane Morton-Gittens, et al, Caribbean History for CSEC: Study Guide. Oxford University Press, 2017
Page 58 of 68
WEEK 25
TOPIC/ SUB-TOPIC GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE EVALUATION STRATEGY
Revision Students will: I. The indigenous Peoples and Viewing Past Papers to CXC Caribbean History Syllabus Answering questions from past
Themes I. Accurately the Europeans. determine the structure. CSEC papers.
1. The answer CSEC Dyde, B; Greenwood, R; Hamber,
The Indigenous Peoples of the Americas
Indigenous Examination Creating concept maps. S. Decolonization and
1. Migration of indigenous peoples to the
Peoples and the Questions. Development. Macmillan
Americas and the Caribbean territories
Europeans Creating revision cards. Publishing, 2009
(through North, Central, and South
2. Caribbean
America) and their interactions.
Economy and Participating in quizzes Dawson, V; Gittens-Morton, D;
2. Geographical location of Tainos
Slavery designed to answer Pemberton; R; Watson, K. CXC
(Arawak), Kalinagos (Carib), and Mayas.
3. Resistance multiple-choice Study Guide: Caribbean
3. Social, religious, political, and economic
and Revolt questions. History for CSEC. Oxford
organization of Taino, Kalinago, and
4. Metropolitan University Press, 2017
Maya.
Movements Creating a help sheet that
B. The Europeans Factors motivating
towards advises on how to avoid Mahase, Radica. Caribbean
Europeans to explore and settle in the
Emancipation common errors in History for CSEC. New York:
Caribbean up to the end of the 17th
answering questions. Oxford University Press, 2011
century, including wind systems and ocean
currents, technology, trade, religion, and
national rivalry.
Page 59 of 68
1. Spanish colonization and its effects on Creating a booklet of

the indigenous populations. sample responses to past
2. European rivalry in the Caribbean up to CSEC history questions.
1763.
II. Caribbean Economy and
Slavery
1. Overview of West African societies in

the 15th century: economic, religious, and
political organization and social relations.
2. Reasons for the change from tobacco to
sugar and from logwood to mahogany.
3. Social, economic, and political changes
accompanying the transitions.
4. Trade in enslaved Africans:
procurement, transportation, and sale in the
Caribbean.
5. Plantation Society - social, economic,
and political organization.
III. Slave Resistance
1. Measures used to control enslaved

Africans.
Page 60 of 68
2. Forms of resistance by males and

females.
3. Maroons: origins and achievements.
4. The causes of the major slave revolts
(Haiti 1781 - 1804, Berbice 1763,
Barbados 1816, Demerara 1823, Jamaica
1831) and the reasons for their success or
failure.
IV. Emancipation and
Apprenticeship
1. Reasons for the abolition of the Trans-

Atlantic trade in Africans.
2. The Amelioration proposals.
3. Social, economic, and political factors
which led to the abolition of slavery in the
Caribbean.
Page 61 of 68
WEEK 26
GENERAL
OBJECTIVE
Revision: Students will: I. Coming of the Chinese, Viewing Past Papers to CXC Caribbean History Syllabus Answering questions from past
Themes I. Accurately Europeans, Indians, and determine the structure. CSEC papers.
5. Adjustments to answer CSEC Africans Dyde, B; Greenwood, R; Hamber,
Emancipation. 1838 – Examination Creating concept maps. S. Decolonization and
1. Push and pull factors that led to the
1876 Questions. Development. Macmillan
migration of liberated Africans, Europeans
6. Caribbean Creating revision cards. Publishing, 2009
(Madeirans, Germans, French), Indians, and
Economy 1875-1985
Chinese to the Caribbean in the 19th
7. The United States Participating in quizzes Dawson, V; Gittens-Morton, D;
century.
in the Caribbean designed to answer Pemberton; R; Watson, K. CXC
2. Working and living conditions of
1776-1985. multiple-choice Study Guide: Caribbean
immigrant groups in the Caribbean.
questions. History for CSEC. Oxford
3. Effects of immigration on the social,
University Press, 2017
cultural, and economic life of the Caribbean.
Creating a help sheet that
II. The Establishment of the
advises on how to avoid Mahase, Radica. Caribbean
Peasantry 1838 to 1900.
common errors in History for CSEC. New York:
1. The conditions which facilitated or answering questions. Oxford University Press, 2011
hindered the development of a Caribbean
peasant population and the growth of the
Page 62 of 68
free village movement in the Caribbean to Creating a booklet of

the end of the 19th century. sample responses to past
2. The development of an Indo-Caribbean CSEC history questions.
peasantry in Trinidad and Guyana.
3. Contribution of the peasantry to the social
and economic life of the Caribbean.
III. The United States’ Influence in
the Caribbean
1. Economic, political, and ideological

factors which influenced the United States’
interest in the Caribbean up to 1962.
2. Reasons for the United States’
intervention in the following territories:
Cuba and Puerto Rico (1898); Panama
(1904); Haiti (1915) and the Dominican
Republic (1916) and Grenada (1983). 3. The
economic, political, and cultural effects of
the United States’ imperialism in the
English-speaking Caribbean up to 1985.
4. United States’ reaction to the Cuban
Revolution 1959 - 1962.
5. Popular Protests in the 1930s.
Page 63 of 68
1. The economic, political, and social factors

which created the protests of the 1930s in
the Caribbean.
2. The role of outstanding male and female
protest leaders.
3. Consequences of the protests - the Moyne
Commission, the development of trade
unions and political parties; the emergence
of male and female personalities.
Page 64 of 68
WEEK 27
TOPIC/ SUB-TOPIC GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE EVALUATION STRATEGY
Revision Students will: Movements Towards Independence and Classroom discussions. CXC Caribbean History Syllabus Answering questions from past
Themes I. Accurately Regional Integration up to 1985 CSEC papers.
8. Caribbean Political answer CSEC 1. Attempts at unification up to 1962 and Viewing Past Papers to Dyde, B; Greenwood, R; Hamber,
Development up to Examination reasons for failure and the results. determine the structure. S. Decolonization and
1985. Questions. 2. Constitutional steps towards Development. Macmillan
9. Caribbean Society, Independence in the British-colonized Creating concept maps. Publishing, 2009
1900-1985. territories.
3. Constitutional arrangements in the Creating revision cards. Dawson, V; Gittens-Morton, D;
French and Dutch Antilles and Puerto Rico Pemberton; R; Watson, K. CXC
4. Movement to establish a federation: Participating in quizzes Study Guide: Caribbean History
Reasons for unity - economic, social, and designed to answer for CSEC. Oxford University
political similarities. Role of the Colonial multiple-choice Press, 2017
Office. questions.
5. Reasons for failure - economic, political,
and social factors. Creating a help sheet that
6. Personalities involved in integration: advises on how to avoid Mahase, Radica. Caribbean
early life, education, career, philosophy, common errors in History for CSEC. New York:
impact on movement. answering questions. Oxford University Press, 2011
7. Alternatives to independence:
Page 65 of 68
(i) Plebiscite and Commonwealth - Puerto Creating a booklet of

Rico sample responses to past
(ii) Tripartite kingdom - Netherland CSEC history questions.
Antilles
(iii) Departments - French Islands
1. Describe the social and economic
conditions existing in the Caribbean
between 1900 and 1935.
2. Outline efforts made to improve social

conditions by different agents.
3. Describe various aspects of social life.

4. Explain the reasons for the emergence of
various religious groups in the Caribbean.
5. Assess the implications of membership
in the various groups
Page 66 of 68

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NATIONAL SCHEME FOR SECONDARY SCHOOLS

Curriculum Area: Caribbean History Grade 11

@ 2023 Ministry of Education, Georgetown. Guyana

TOPIC/ SUB- EVALUATION

IV. Factors of production

Capital- By 1875 Caribbean sugar was not

Old machines entirely operated by manual

efficient technical supervision. There was History for CSEC. Oxford

I. Answer the research question.

III. Link the points made.

TOPIC/ SUB- EVALUATION

replaced by financial entrepreneurs from Cuban Sugar Industry.

the USA and Spain.

IV. Markets the factors that contributed to

Markets for alternative crops were found

TOPIC/ SUB- GENERAL

Postal services, telegraph followed by the

VI. Human Resources

After 1838, people moved to urban areas where

III. Trade and Investments:

Trade with the West Indies already existed

mass-produced goods and to provide raw

The Munroe Doctrine and Manifest Destiny

(3) Panama (1903) US involvement in the -Essay Writing:

- California Gold Rush Caribbean Region. Students can write essays on

- The Panama Canal the consequences of the United

- Hey-Bunau-Varilla Treaty States’ involvement in selected

- Panama Canal Treaty Caribbean territories.

Drawing cartoons that

To consolidate his revolution, Castro

III. Nationalism and Communism.

The Cuban Revolution began as a nationalist

Castro had seen first-hand the corruption and

III. Military intervention.

Cuba’s nationalization of foreign-owned and

IV. International Pressure.

The United States used its position to

that these countries continued to uphold Revolution on the

III. Anti-Communist campaign

To counter the spread of communism the US

IV. The Cold War

The two superpowers, the Communist USSR

History for CSEC. Oxford

III. Cultural Effects:

US troops occupied six bases in the

Nevis-St Kitts, Anguilla, and the Virgin

TOPIC/ SUB- GENERAL

Ideas on self-government and how it could be achieved

Reasons for unity - economic, social, and

Federalism was based on an ideal for which

This led to conflict as each territory tried to

Since the British encouraged each island to

Jamaica to an Irish father and a

Holland's responsibility. All three had to

In 1946 Guadeloupe and Martinique, French

III. Tenantries- Tenantries developed

IV. Chattel houses were first used on the

TOPIC/ SUB- GENERAL

III. The UNIA the main concepts taught in the

In line with the teachings of their faith, many