CAPE History Unit 1
Duration theme
September 18-21, 2007 1. introduction to CAPE
history,
2. Indigenous societies. –
an overview of
historiography.
Topics Learning outcomes
2. Establishment of class 1.Students should recognize
rules. the importance of acquiring
1.Overview of syllabus & a personal copy of the
Assessments. syllabus for the course.
3. Identifying learning 2. Students should
styles of students. appreciate the rationale and
4. Introduction to the general aims of the
historiography on Advanced level history
indigenous societies: syllabus.
The Maya 3.Students should realize
5. Overview of and acknowledge the
historiography on demands of the course and
indigenous societies: in general the demands of
How have indigenous post-secondary studies.
cultures been 4.. Students should
portrayed in historical formulate and articulate
writings? expectations of themselves,
their peers and their teacher
6. in relation to this course.
5. Students should review
and reflect on their own
knowledge of indigenous
societies
6. Students should
appreciate the impact of
BIAS and PREJUDICE on
Teaching activities Resource material
Teacher introduction.- CAPE History Syllabus
outline of course syllabus,
course assessment, Computer Lab. &
submission policy, Multiple Intelligencies
expectations, etc. exercise .
Class discussion.
Poem: “There was an
Students will use multiple Indian” by John Squire
sources to generate notes Cited in Allen, B.
on the Maya under 3 Jamaica, A Junior
headings: History
Economic activities
Social activities
Political activities The People Who Came
This will be presented in Bk. 1
class.
On-Line Multiple
Intelligencies exercise
will be administered.
1. Students will be
introduced to different
sources on Maya society.
1
 historical accounts.
Evidence will be critically
assessed in order to identify
instances of Bias and
prejudice which might have
impacted on the accounts
produced.
Duration Theme Topics Learning outcomes
September25-28, 2007 Indigenous societies 1. Comparative analysis Students will demonstrate
of Maya and Taino the ability to compare
information on two
different cultures under set
headings in an analytic and
critical manner.
They will appreciate the
points of similarity
and differences
between the two
2. Class work activity –to
identify instances of
prejudice , bias in various
sources.
3.Students will compile
notes on one ancient
indigenous society by
using multiple sources.
They will compare
information from sources
and critically assess
validity and reliability of
evidence and assess for
difference & similarity in
content, tone, perspective,
etc.
Teaching activities Resource materials
Research and notetaking. The People Who Came
Bk 1
Presentation of findings.
Class discussions.
Essaywriting.
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Duration Theme Topics
October 1-12, 2007 Atlantic Connections Pre-Columbian contacts.:
1.Evidence of West African
and Nordic movements to the
Americas
2.Contacts between
Indigenous peoples of the
Caribbean and others prior to
1492.
cultures.
Students will arrive at a
personal position re
the status of
Indigenous cultures
compared to the
perspective
portrayed in the
historiography.
Learning Outcomes
1. Students will appreciate
the extent to which
interactions between and
among cultures existed
before the European
voyages of discovery in the
15th century.
2. Students will examine
evidence for and against
claims of pre-columbian
Viking presence in the
atlantic world .
3. Students will adopt a
personal position on the
concept of pre-columbian
1. Caribbean slavery in
the Atlantic world.
(Ed.s) Beckles &
Shepherd
2.Sources of West
Indian History.
Teaching activities Resource materials
Class discussions and The Internet
presentations ( individual
and groups)
National Geographic
Vol. No.
Maps of the World and
Mapwork the western world.
CAPE History past
Essay writing papers.
3

October 15 & 16, 2007 National Heroes’ Day And Mid-Term holiday
Duration Theme Topic
October 17-26, 2007 Atlantic Connections Spanish settlements in the
Caribbean up to 1600 and
mainland conquest in Mexico
and Peru up to 1550.:
THE COLUMBIAN
EXCHANGE
contact and be able to Students will use the Books :
defend that position. internet to research Ivan Van sertima I:
Vansertima and his theory (1977)They Came
1.Students will understand of pre-1492 contact. before Columbus
the main arguments of the They will also research London: Random
theories related to pre-1492 critics of that theory and House,
African contact in the create a chart matching
Caribbean. Vansertima’s arguments
2.Students will critically with criticisms of each.
examine the claims of Audio cassette: They
theories in support of and Came before
against claims of significant Columbus.-Van Sertima.
pre-1492 contact between Beckles & Shepherd
Indigenous Caribbean (eds)(2000)
peoples and others. Caribbean Slavery in the
3. Students will adopt a Atlantic World
personal position in support
of or aginst the Vansertima
thesis.
Learning outcomes Teaching activities Resource materials
Students should understand Mapwork-students should Maps of the New world
clearly Why, How and identify pattern of
Where the Spanish settled settlement by linking
and the impact of those territories and conquests. The People who Came
settlements on the Bk 1
indigenous populations as Ceate a time line of
well as the Europeans. European conquest. Books: The Columbian
Exchange.
4
 Caribbean Slavery in the
Atlantic World.

Assessment # 1
Duration Theme Topics Learning objectives Teaching activities Resources
October 29-Nov, 2, 2007 Slave Systems: Character and Characteristics of slave Students will formulate
Dismantlement systems and other systems of concept of unfree labour
unfree labour in the caribbean through review of
indigenous societies and Beckles and Shepherd
encomienda system. ( Eds)
Caribbean slavery in the
Students will understand Atlantic World
the motivation, structure
and extent of European Research and class
indentureship presentations. ( group and
Students will evaluate the individual work).
system of indentureship to Patterson, O. The
identify Sociology of Slavery
strengths/weaknesses in
system in general and in Braithwaite, K.
individual territories. The development of
Essay writing Creole society in
Students will appreciate the Jamaica.
variety of labour
arrangements present in
Africa in the 15th
century;with emphasis on
chattel slavery.

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November 5-9, 2007 Slave Systems: Character and
dismantlement
Experiences and strategies of
survival of enslaved peoples.
Students will understand
the character of Caribbean
society during the period of
enslavement.: its
philisohical and
institutional foundations.

Students will appreciate the Hart, R

significance of the struggles Slaves who abolished
against enslavement ., slavery
Evaluate the strategies
employed by enslaved James, CLR
people to combat The Black jacobins
enslavement.
Assess the success /failure Williams, E.
of these measures. Capitalism and Slavery
Examine the process by
November 12-16, 2007 which the slave system was
dismantled.

Students will understand DVD “ Amazing

the process of abolition , Grace”-
beginning with the 1807
abolition of the trans-
atlantic slave trade.

6
Final dismantlement of the Students will critically
slave systems 1807-1886 assess the Williams, E.
strength/weakness of Eric Capitalism and Slavery
Williams’ Decline thesis

The passing of Emancipation

Acts ( British or French or
Spanish)