CAPE History Syllabus 2018

Caribbean Advanced Proficiency Examination

CXC A4/U2/15

Effective for examinations from May –June 2018

®

Correspondence related to the syllabus should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica Telephone Number: + 1 (876) 630-5200 Facsimile Number: + 1 (876) 967-4972 E-mail Address: [email protected] Website: www.cxc.org Copyright ©2017 by Caribbean Examinations Council Prince Road, Pine Plantation Road, St Michael BB11091

Contents RATIONALE....................................................................................................................... .............................................................................................................................................. ....................... 1 AIMS ................................................................ ................................................................................................................................... ........................................................................................ ..................... 2 SKILLS AND ABILITIES TO BE ASSESSED .................................................................... ................................................................................................... ............................... 3 PREREQUISITES OF THE SYLLABUS .............................................................. .......................................................................................................... ............................................ 4 STRUCTURE OF THE SYLLABUS ........................................................ ................................................................................................................ ........................................................ 4 APPROACHES TO TEACHING THE SYLLABUS ........................................................................................... ........................................................................................... 4 UNIT 1: THE CARIBBEAN IN THE ATLANTIC ATLANTIC WORLD WORLD ............................................................................... .............................................................................. 5 MODULE 1: INDIGENOUS SOCIETIES SOCIETIES .......................................................................................... 5 MODULE 2: SLAVE SL AVE SYSTEMS: CHARACTER AND DISMANTLEMENT........................................... 9 MODULE 3: FREEDOM IN ACTION ........................................................................................... 13 UNIT 2: THE ATLANTIC WORLD W ORLD AND GLOBAL TRANSFORMATION TRA NSFORMATION....................................................... 18 MODULE 1: THE ATLANTIC WORLD: REVOLUTIONARY CHANGES ........................................... CHANGES ........................................... 18 MODULE 2: INTERNATIONAL RELATIONS: CONFLICT AND LIBERATION .................................. 22 MODULE 3: INTERNATIONAL RELATIONS: JUSTICE, P EACE, AND RECONCILIATION ............... 25 OUTLINE OF ASSESSMENT ............................................................................................... .................................................................................................................... ..................... 29 REGULATIONS FOR PRIVATE CANDIDATES ........................................................... ........................................................................................... ................................ 36 REGULATIONS FOR F OR RESIT CANDIDATES ................................................................................................ ................................................................................................ 36 ASSESSMENT GRID ................................................................................................................................ ................................................................................................................................ 37 APPENDIX: ADDITIONAL BIBLIOGRAPHY ............................................................... ............................................................................................... ................................ 38

This document CXC A4/U2/15 replaces CXC A4/U2/04 issued in 2004. Please note that the syllabus has been revised and amendments are indicated by italics. First published in 1997 Revised in 2004, 2016 Please check the website www.cxc.org website www.cxc.org for updates on CXC®’s syllabuses.

Introduction T

he Caribbean Advanced Proficiency Examination® (CAPE®) is designed to provide certification of the academic, vocational and technical achievement of students in the Caribbean who, having completed a minimum of five years of secondary education, wish to further their studies. The examinations address the skills and knowledge acquired by students under a flexible and articulated arti culated system where subjects are organised in 1-Unit or 2-Unit courses with each Unit containing three Modules. Subjects examined under CAPE® may be studied concurrently or singly.

The Caribbean Examinations Council offers three types of certification at the CAPE® level. The first is the award of a certificate showing each CAPE® Unit completed. The second is the CAPE® Diploma, awarded to candidates who have satisfactorily completed at least six Units, including Caribbean Studies. The third is the CXC® Associate Degree, awarded for the satisfactory completion of a prescribed cluster of eight CAPE® Units including Caribbean Studies, Communication Studies and Integrated Mathematics. Integrated Mathematics is not a requirement for the CXC® Associate Degree in Mathematics. The complete list of Associate Degrees may be found in the CXC® Associate Degree Handbook. For the CAPE® Diploma and the CXC® Associate Degree, candidates must complete the cluster of required Units within a maximum period of five years . To be eligible for a CXC® Associate Degree, the educational institution presenting the candidates for the award, must select the Associate Degree of choice at the time of registration at the sitting (year) the candidates are expected to qualify for the award. Candidates award. Candidates will not be awarded an Associate Degree for which they were not registered.

History Syllabus 

RATIONALE The discipline of History consists of three aspects – – its content, its organising principles, and its methods of enquiry. of enquiry. The syllabus seeks to promote these aspects of the historian’s craft and has been organised accordingly. Its content emphasises the historical historical experiences experiences and relationships of the peoples of the Caribbean and the Atlantic World. World. The Atlantic World is more than a geographical description of the countries that are connected by the Atlantic Ocean. It is the history of the interactions among the peoples and empires bordering the Atlantic Ocean from the 15 th to the early 21st century. Over nearly six centuries, the Atlantic-based trade shaped modern world history and life in the Caribbean, the Americas more broadly, Africa, Europe and later Asia. European colonisation and maritime commerce connected the peoples and nations that bordered the Atlantic in a system of conquest, colonisation, settlement, indentureship and enslavement. Therefore, the concept of an Atlantic World is central to the syllabus because syllabus because of the geo-political and socio-economic relations among the peoples the peoples on all the shores of the Atlantic (Africa, Europe, and the Americas). The Americas). The syllabus takes into account the ro les played by the peoples the peoples in the creation of Caribbean societies. It also recognises also recognises unequal power relations among the countries in the Atlantic World, and the Atlantic World and other geographical zones, which often resulted in the development of instability, resistance and anti-colonialism. The selection, structure and content of themes and modules have been informed by a desire to promote an understanding of the historical as well as the contemporary relationships among the nations and societies of the Atlantic World and other regions. regions. The syllabus has been organised to enhance the in-depth study of themes that will enable students to acquire and practise the skills of the historian and to engage in applied history; that is using history to understand our societies and explain current happenings. The aims and objectives of this syllabus are identified with reference to the diverse methods of historical enquiry. The historian raises questions, identifies problems, gathers evidence, collates and interprets information, makes informed judgements and reports conclusions. The objectives of the Units and Modules are designed to enable students to develop identity and respect for cultural heritage, heritage, the skills of a historian, and use historical knowledge to understand and explain contemporary issues. Students will develop as independent and critical thinkers in the context of historical enquiry, and in keeping with the UNESCO Pillars of Learning. This will occur as they learn to live together and transform themselves and society . Through the advanced study of history, students should utilise the Information, Communications Technology (ICT) skills, skills, and knowledge that will extend the scope of their general education and provide a foundation for the professional study of history. The course of study prescribed in this syllabus seeks to enhance the interests, capabilities, skills and attitudes of students to enable them to develop as autonomous human beings capable of acting as rational and ethical individuals, and as

responsible members of their community. Based on the attributes of the Ideal Caribbean Person as articulated by CARICOM, this course of study in CAPE® History can contribute to the development of a Caribbean person who is imbued with a respect for human life; is emotionally secure with a high level of self-confidence and self-esteem; and respects ethnic, gender, religious and other diversities.



AIMS The syllabus aims to: 1.

develop an understanding of the Caribbean world by locating it within the larger history of the Atlantic World and World and other geographical regions; regions ;

2.

develop knowledge and understanding of the historical linkages between the peoples of the Caribbean and peoples in other areas of the world;

3.

assist students to view themselves as citizens of states of Caribbean nations sharing a common Caribbean culture;

4.

stimulate an interest in the past, and develop an understanding of how the past has influenced and shaped contemporary Caribbean societies; societies ;

5.

enable students to recognise recognise social, political and economic contradictions, paradoxes, and ambiguities which affect relations within Caribbean societies; societies ;

6.

enable an understanding of the historical roots of contemporary Caribbean beliefs Caribbean beliefs and value systems;

7.

encourage the development of a sense of moral responsibility, respect for life life and commitment to social justice (including justice (including reparatory justice);

8.

develop a commitment to to gender equity and respect for people of different ethnicities, customs and beliefs; beliefs;

9.

produce students who will be able to understand and operate effectively in a world characterised by rapid scientific and technological changes; and,

10.

prepare students for tertiary education in the study of History and other disciplines for example, Law and International Relations. Relations.



SKILLS AND ABILITIES TO BE ASSESSED The skills and abilities that students are expected to develop o n completion of this syllabus have been grouped under two headings: 1.

Knowledge and Comprehension; and,

2.

Enquiry and Communication.

1.

Knowledge and Comprehension The ability to:

2.

(a)

understand the themes, topics, periods, individuals, ideas, events and processes covered by the syllabus;

(b)

identify and assess different approaches to, interpretations of, and opinions about the past;

(c)

understand a range of historical concepts and theories as they apply to historical knowledge, for example, concepts of time, chronology, cause, effect, historical significance and interpretation;

(d)

differentiate among historical facts, opinions and biases, and among different historical perspectives; and,

(e)

understand historical phenomena in terms of change, continuity and relevance to contemporary issues.

Enquiry and Communication The ability to: (a)

analyse and evaluate various historical sources;

(b)

identify and use various methods of historical investigation, engaging both primary and secondary sources;

(c)

apply historical methods to historical questions, problems and issues;

(d)

communicate the conclusions of historical enquiries in appropriate formats, clearly and logically; and,

(e)

apply historical knowledge to an understanding of contemporary issues.



PREREQUISITES OF THE SYLLABUS Any person with a good grasp of the Caribbean Secondary Education Certificate ( CSEC®) Caribbean History Syllabus or the equivalent, should be able to pursue the course of study defined by this syllabus.



STRUCTURE OF THE SYLLABUS The subject is organised in two (2) Units. A Unit comprises three (3) Modules each requiring fifty (50) hours. The total time for each Unit, is therefore, expected to be one hundred and fifty (150) hours. While each Unit is independent of the other, together they form a holistic vision of the Caribbean and the Atlantic World as as a theatre in which some foundations of the modern world were established.

Unit 1: The Caribbean in the Atlantic World Atlantic World Module 1 Module 2 Module 3

-

Indigenous Societies Slave Systems: Character and Dismantlement Freedom in Action

Unit 2: The Atlantic World and Global Transformation Module 1 Module 2 Module 3



-

The Atlantic World: Revolutionary Changes International Relations: Conflict and Liberation International Relations: Justice, Peace and Reconciliation

APPROACHES TO TEACHING THE SYLLABUS While the Modules are presented within the syllabus in a linear manner, it must be emphasised that any Module may be studied first, or two Modules may be studied simultaneously. Moreover, aspects of Modules may be studied concurrently, constrained only by the capacity of educational institutions and by students’ needs and interests. For example, Haiti, which appears in Unit 1, Modules 2 and 3, can be taught concurrently. Teachers are reminded that Modules are not tied to traditional school terms. It is recommended that a Module should require approximately 10 weeks, at 5 hours per week .



UNIT 1: THE CARIBBEAN IN THE ATLANTIC WORLD MODULE 1: INDIGENOUS SOCIETIES

GENERAL OBJECTIVES On completion of this Module, students should: 1.

appreciate the various achievements of the indigenous American societies in science, technology, art, culture, politics, economy, and ecology before the arrival of Africans and Europeans; and,

2.

understand the nature of the interactions among indigenous peoples, Africans and Europeans.

SPECIFIC OBJECTIVES Students should be able to: 1.

analyse the social, political and economic activities of indigenous Caribbean and South American cultures using the available available evidence, including archaeological findings; findings;

2.

evaluate the arguments found in secondary sources on contacts between indigenous peoples of the Americas and other peoples before 1492 in light of archaeological evidence;

3.

analyse the nature of the West the West African contact with Europe up to 1492;

4.

assess the consequences of Spanish settlements in the Caribbean up to 1600; and,

5.

explain the factors responsible for the conquest of the Aztecs and the Incas by Spain in the sixteenth century.

CONTENT Theme 1:

Social, Economic and Political Development of Caribbean and South American Systems Comparative analysis of the development of Caribbean and South American groups: Group 1: Group 2:

Kalinago, Taino and Tupi Aztec, Maya, and Inca

(Comparative analysis should be made between TWO Indigenous groups, ONE from from each of the groups above).

UNIT 1 MODULE 1: INDIGENOUS SOCIETIES (cont’d)

Theme 2:

Atlantic Connections (a)

Contacts before 1492: (i)

evidence of West African movements to the Americas: 

(ii)

Van Sertima’s thesis.

evidence of Nordic movements to the Americas: 

Settlement of L’Anse aux Meadows; and,



Vinland Sagas, for example, saga of Erik the Red.

(b)

Portuguese and West African contacts before 1492: impact.

(c)

Spanish settlements in the Caribbean up to 1600:

(d)

(i)

economic activities;

(ii)

mortality;

(iii)

encomienda; and,

(iv)

slavery, resistance and warfare.

Mainland conquest in Mexico and Peru up to1550: -

reasons, strategies and consequences.

Suggested Teaching and Learning Activities Teachers are encouraged to engage students in activities such as those listed below as they seek to achieve the objectives of this Module. 1.

Encourage students to visit Museums and Archives to examine the material culture of indigenous peoples.

2.

Organise class debate on contacts before 1492.

3.

Simulate ‘ t t rial’ rial’ of a European conquistador for crimes of genocide in the New World.

4.

Visit Kalinago villages, Maya and other archaeological sites – to appreciate their cultural achievements.

5.

Do map work to illustrate the impact of Spanish invasion of the Americas up to the sixteenth century.

6.

Compile a glossary of concepts used within the Module.


RESOURCES ndrews, K.

The Spanish Caribbean: Trade and Plunder 1530 – 1630, 1630, New Haven: ale University Press, 1978.

Diamond, J.

Guns, Germs and Steel: The Fate of Human Society , Society , New York: W. W. Norton, 1999.

Rouse, I.

The Tainos, New Haven: Haven: Yale University Press, 1992.

Shepherd, V. and Beckles, H. (eds.)

Caribbean Slavery in the Atlantic World, Kingston: Ian Randle Press, 2000.

Steward, J. H.

Handbook of the South American Indians, Washington D.C.: The Smithsonian Institute, 1946-1959, (6 vols).

an Sertima, I.

They Came Before Columbus, London: Random House, 1977.

VIDEO PRODUCTIONS 1.

Columbus and the Age of Discovery - An Idea Takes Shape. Shape .

2.

Columbus’ World: This videotape looks at China, the Spice Islands, Cairo, Venice , Genoa and Istanbul and examines the world of the fifteenth century.

3.

Vikings Saga (1995): This videotape explores the saga of the Norsemen like Eric the Red who explored Greenland and as far as eastern Canada.

4.

In Search of Columbus: This videotape follows the path of Columbus’ fourth and final voyage and explores how different nations and cultures perceived Columbus.

5.

The Columbian Exchange: This tape examines the interchange of horses, cattle, corn, potatoes and sugar cane between the Old World and the New, and the lasting impact im pact of this of this interchange on the peoples of both worlds.

6.

The Incas Remembered: This videotape looks at the Inca building techniques, agriculture and architecture - The Jarvis Collection.

7.

Guns, Germs and Steel: Conquest, 2005.

8.

Nial Ferguson, The Rise and Fall of the West.

These videotapes can be obtained from Films for the Humanities and Sciences, Inc., Box 20533, Princeton New Jersey, 28543-2053, USA. WGBH Educational Foundation, Boston. Also search Amazon.com (videos).


7.

“Tainos” .

8.

Taínos BBC Spirits of the Jaguar 3 of 4 Hunters of the Caribbean Sea.

9.

Aztecs BBC Spirits of the Jaguar 4 of 4 The Fifth World of the Aztecs.

10.

National Geographic Documentary - The Maya: The Lost Civilization [Documentary 2015].

11.

The Year China Discovered America | Top Documentary Films.

UNIT 1 MODULE 2: SLAVE SYSTEMS: CHARACTER AND DISMANTLEMENT DISMANTLEMENT


understand the character of Caribbean society during the period of enslavement;

2.

appreciate the significance of the struggles against enslavement; and,

3.

understand the process of abolition.


explain the issues relating to the institution of slavery in the Caribbean;

2.

evaluate the impact of the institution of slavery on race, gender, demography and ethnic relations;

3.

assess the measures used by enslaved peoples to survive, and to contribute to the overthrow of slave systems;

4.

explain the social and economic survival strategies of the enslaved peoples of the Caribbean;

5.

examine the causes, reasons for success and the consequences of the Haitian Revolution;

6.

evaluate the reasons for the physical and legislative dismantlement of slave systems in the Caribbean, including the abolition of the Trans-Atlantic trade in African captives and the “Decline Thesis” of Eric Williams; and,

7.

analyse the ways in which emancipation in the British or French or Spanish territories was achieved.

CONTENT Theme 1:

Experiences and Strategies of Survival of Enslaved Peoples (a)

The concepts of enslavement and slavery.

(b)

Slave Laws” : Spanish OR French OR British: Control through “ Slave (i)

responsibilities: enslavers and enslaved; and,

(ii)

penalties.

UNIT 1 MODULE 2: SLAVE SYSTEMS: CHARACTER AND DISMANTLEMENT DISMANTLEMENT (cont’d) (c)

(d)

Theme 2:

Impact of the following on slave demography: (i)

gender;

(ii)

fertility;

(iii)

family; and,

(iv)

mortality.

Survival measures used by enslaved peoples: (i)

social: family relations; and,

(ii)

economic: food production and marketing.

Disintegration of Slave Systems (a)

The Haitian Revolution, 1791– 1804; 1804; causes, reasons for success and consequences.

(b)

Causes, organisation, suppression, consequences and role of gender in wars of resistance in one of the following countries:

(c)

(i)

Grenada, 1795;

(ii)

Barbados, 1816;

(iii)

Demerara, 1823; and,

(iv)

Jamaica, 1831– 1832. 1832.

Other strategies of resistance by men and women (other than those mentioned in (a) and (b): (i)

in West Africa;

(ii)

on the middle passage journey;

(iii)

economic;

(iv)

socio-cultural;

(v)

reproductive;

(vi)

marronage (temporary and permanent);

(vii)

poisoning; and,

(viii)

sabotage (including malingering, arson, faking illness, destruction of property).

UNIT 1 MODULE 2: SLAVE SYSTEMS: CHARACTER AND DISMANTLEMENT DISMANTLEMENT (cont’d)

(d)

(e)

Legislative dismantlement of the slave systems, 1807 – 1886: 1886: (i)

Abolition movement in Europe: Ideology and Strategies; Strategies;

(ii)

The abolition of the Trans-Atlantic Trade in Africans;

(iii)

The passing of Emancipation Acts (British OR French OR Spanish); and,

(iv)

Planters’ reparations: calculation, disbursement and utilisation (British or French).

The Decline Thesis as explanation for emancipation.

Suggested Teaching and Learning Activities Teachers are encouraged to engage students in activities such as those listed below as they seek to achieve the objectives of this Module. 1.

Use archival documents on resistance actions of enslaved peoples to expose students to primary sources and to illustrate their usefulness usefulness in understanding resistance. resistance.

2.

Organise a parliamentary debate on the Bill to abolish the institution of slavery in the Britishcolonised Caribbean, including all vested interests.

3.

Organise students to role play the conducting of government press conferences in France and Haiti in the aftermath of the 1804 declaration by Haiti of independence.

4.

Engage students in reviewing and discussing sources generated by enslaved peoples which illustrate their struggle against enslavement (for example, Montejo’s and Mary Prince’s narratives).

5.

Engage students in using the early “Slave Codes /Laws” to understand chattel slavery.

6.

Discuss selected writings of travel writers, contemporary historians and the enslaved (for example, ‘slave narratives’) on the economic activities of the enslaved.

7.

Compile a glossary of concepts used within the Module.

UNIT 1 MODULE 2: SLAVE SYSTEMS: CHARACTER AND DISMANTLEMENT DISMANTLEMENT (cont’d)

RESOURCES Beckles, H.

Britain’s Black Debt: Reparations for Caribbean Slavery and Native Genocide. Kingston: University of the West Indies Press, 2013.

Beckles, H.

The First Black Slave Society: Britain’s “Barbarity Time” in Barbados, 1636-1876. Kingston: The University of the West Indies Press, 2016.

Beckles, H. & Shepherd, V.

Trading Souls: Europe Transatlantic Trade in Africans. Kingston: Ian Randle Publishers, 2007.


Saving Souls: The Struggle to End the Trans-Atlantic Trade in Africans. Kingston: Ian Randle Publishers, 2007.


Liberties Lost: Caribbean Indigenous Societies and Slave Systems. Cambridge: Cambridge University Press, 2004.

Fick, C.

The Making of Haiti. The Saint Domingue Revolution from Below. Knoxville: University Knoxville: University of Tennessee Press, 1993.

James, C. L. R.

The Black Jacobins, Toussaint L’Ouverture and the San Domingo Revolution. New York: Random House, 1963.

Shepherd, V. and Beckles, H. (eds.)

Caribbean Slavery in the Atlantic World. Kingston: Ian Randle Publishers, 2000.

Shepherd, V.

Women in Caribbean History: The British Colonised Territories . Kingston: Ian Randle Publishers, 1999.

Thompson, A (ed.)

In the Shadow of the Plantation: Caribbean History and Legacy. Kingston: Ian Randle Publishers, 2002.

Williams, E.

Capitalism and Slavery. Chapel Hill: University of North Carolina Press, 1944. Reprinted 1995 (with an introduction by Colin Palmer).

VIDEO PRODUCTION “Britain’s Slave Trade” (Contact Channel 4, UK) The 4 part documentary. ("Towards a New Past: the Legacies of British Slave-ownership" by Professor Catherine Hall).

UNIT 1 MODULE 3: FREEDOM IN ACTION GENERAL OBJECTIVES On completion of this Module, students should: 1.

understand the evolution of new socio-economic institutions socio-economic institutions and relationships since 1900;

2.

understand the causes, course and impact of twentieth century workers’ protests; protests ; and,

3.

understand the process of nation-building in the Caribbean.


analyse the attempts by Haitian men and women to build a post-revolutionary society during the twentieth century;

2.

explain the causes and impact of the labour protests in the second half of the nineteenth century;

3.

examine the strategies employed by the newly freed Africans in the Caribbean and Indentured and post-Indentured men and women to improve their socio-economic status;

4.

evaluate the strategies employed by men and women in the British-colonised Caribbean to establish independence movements and regional integration organisations;

5.

explain the political and constitutional status of the French-colonised Caribbean territories since 1946; and,

6.

analyse the local, regional and international impact of the Cuban Revolution.

CONTENT Theme 1:

Freedom Delayed: Challenges and Responses to the Creation of Free Societies (a)

European policies: (i)

legal (including laws against trespass, vagrancy);

(ii)

economic (including land policy);

(iii)

labour (including indentureship or contract);

(iv)

political (including control of government, voting policies, brutal suppression of protests); and,

(v)

socio-cultural (including race, impeding the creation of societies built on social equality and gender justice, missionary action and education policies).

UNIT 1 MODULE 3: FREEDOM IN ACTION (cont’d)

(b)

Theme 2:

(i)

wars (one of the following: Vox Populi, 1862; Morant Bay, 1865; Confederation, 1876);

(ii)

migration (Panama, 1904-1914 – causes and impact on the Caribbean); and,

(iii)

cultural resistance: religious activities and customs; festivals, language and dress.

Transformations in Caribbean Societies, 1840-1945 1840-1945 (a)

(b)

Theme 3:

Post-slavery protest movements:

Institutional development and working class men’s and women’s initiatives after 1900: (i)

economic activities and peasant and peasant development;

(ii)

cooperatives, credit unions, friendly societies, benevolent societies, benefit societies and lodges;

(iii)

susu, box hand, and partner; and,

(iv)

black entrepreneurship: development and challenges (merchant activity, shop keeping, transportation, hotels and property ownership).

Indentured workers (Chinese, Indians and Portuguese): settlement and citizenship. (i)

the drive for upward social social and economic mobility by Indentured and post-Indentured workers: education, religious conversion, cultural assimilation, agricultural, commercial, and professional activities; and,

(ii)

resistance to capitalist exploitation, religious conversion, unjust laws and cultural assimilationist policies.

Nationalism and Nation Building (a)

Haiti 1804– 1825 1825 (i)

social and economic reconstruction; and,

(ii)

international relations.


(b)

(c)

(d)

Cuban Revolution: regional and international impact 1959 −1983: (i)

Fidel Castro’s rise to power;

(ii)

Cuba’s socialist transformation up to 1975; and,

(iii)

local, regional (Grenada) and international impact of the Cuban Revolution.

Independence and integration movements in the British and French Colonised Caribbean: (i)

The Protests in the 1930s;

(ii)

nationalism and the movement towards independence; and,

(iii)

Federation, CARIFTA, CARICOM to 1992.

Assimilation and departmentalisation in the French Caribbean Caribbean to 1992.

Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives of this Module, teachers/facilitators are encouraged to engage students in t he teaching and learning activities below. 1.

Organise brief student presentations (five to seven minutes) on working and living conditions in the nineteenth century.

2.

Use statistics on Haiti in 1820 to demonstrate the state of the Haitian economy at that time.

3.

Have students complete a web search for photographs demonstrating the course o f the Cuban Revolution and make a seven-minute presentation in class.

4.

View video on “The Cuban Missile Crisis” and discuss Cuba’s socialist transformation up to 1975.

5.

Organise class debate on the advantages and disadvantages of assimilation and independence in the second half of the twentieth century.

6.

Have students source tables or figures in texts showing the post slavery developments – peasant development in the different Caribbean territories and the influx of immigrants into the region. Have students discuss the factors influencing the development of peasant holdings, features unique to territories such as involvement of missionaries in Jamaica, contribution of Chinese, Indians and Portuguese, distribution of these groups among territories; activities peculiar to or common among the groups. Examination of primary sources for practise in source criticism or corroboration should be encouraged.

UNIT 1 MODULE 3: FREEDOM IN ACTION (cont ’d)

7.

Have students debate the factors which led to the outbreak of labour protests, the events which constituted these protest movements, and the outcomes. Compile bio sketch of significant personalities or leaders in the rebellions and conduct interviews with participants in nationalist, integrationist and independence movements.

8.

Have students locate interviews or documentaries on local leaders in their territory and other Caribbean territories who were integral to the Independence and Integration Movements. Have students read and discuss information on these individuals from biographical or autobiographical accounts, newspaper articles to obtain different perspectives on their involvement and contribution to the political development of their territory.

9.

Watch videos, for example https://www.youtube.com/watch?v=iHiSkHuX0no example https://www.youtube.com/watch?v=iHiSkHuX0no to understand the invasion of Grenada by the US because of the fear of Cuba’s influence. Engage influence. Engage students in a discussion on what they t hey observed in the video.

10.

Organise class debates around any suitable moot which would invite research on Departmentalisation in the French Caribbean. For example, students can research the advantages and disadvantages of departmentalisation and debate the moot that this model represent the best compromise between colonialism and political independence or any other moot that will lend itself to vibrant and informed discussions.

11.

Have students compile a glossary of concepts taught or discussed within the Module.

RESOURCES Beckles, H. and Shepherd, V. eds

Caribbean Freedom. Freedom. Kingston: Ian Randle Publishers, 1994.

Beckles, H and Shepherd, V.

Freedoms Won: Caribbean Emancipations, Ethnicities and Nationhood. Cambridge: Cambridge University Press, 2007.

Carter, H.

Business in Bim: A Business History of Barbados, 1900-2000. Kingston: Ian Randle, 2008.

Carter. H.

Labour Pains: Resistance and Protest in Barbados, 1838-1904. 1838-1904 . Kingston: Ian Randle, 2012.

Fick, C.

The Making of Haiti: The Saint Domingue D omingue Revolution from below. Knoxville: The University of Tennessee Press, 1990.

Grenade W. W.

The Grenada Revolution: Reflections and Lessons. Jackson: University Press of Mississippi, 2015.

Heuman, G.

The Killing Time: The Morant Bay Rebellion in Jamaica. London: Macmillan, 1995.


Higman, B.W. and Kathleen Monteith.

West Indian Business History: Enterprise and Entrepreneurship . Kingston: The University of the West Indies Press, 2010.

Hutton, C.

Colour for Colour, Skin for Skin: Marching with the Ancestral Spirits into War Oh at Morant Bay. Kingston: Ian Randle Publishers, 2015.

Laurence, K. O.

A Question of Labour: Indentured Immigration into Trinidad and British Guiana 1875– 1917 1917 . New York: St. Martin’s Press, 1994. Press, 1994.

Lewis, P. Williams and G. Clegg, P. Eds. Eds .

Grenada Revolution and Invasion. Invasion. Kingston: The University of the West Indies Press, 2015.

Newton, V.

The Silver Men: West Indian Labour Migration to Panama, 18501914. 1914. Kingston: Ian Randle Publishers; REV ed. Edition, 2004.

Perez-Stable, M.

The Cuban Revolution: Origins, Course and Legacy . OUP, 1999.

Richardson, B.

Caribbean Migrants: Environment and Human Survival on St. Kitts and Nevis. Knoxville: The University of Tennessee Press, 1983.

Richardson, B.

Panama Money in Barbados, 1900-1920. Knoxville: The University of Tennessee Press, 1986.

Rodney, W.

A History of the Guyanese Working People, 1881 – 1903. 1903. Baltimore: The Johns Hopkins University Press, 1981.

Shepherd, V. ed.

Engendering Caribbean History: Cross-cultural Kingston: Ian Randle Publishers, 2012.

Shepherd, V. ed.

Women in Caribbean History. 2006. Reprint. Kingston: Ian Randle Publishers, 2012.

Shepherd, V.

Maharani’s Misery : Narratives of a Passage from India to the Caribbean. Kingston: The UWI Press, 2002.

Sweig, J.

Inside The Cuban Revolution: Fidel Castro and The Urban Underground. Harvard University Press, 2002.

Thompson, A. ed.

In the Shadow of the Plantation. Plantation . Kingston: Ian Randle Publishers, 2002.

perspectives.

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UNIT 2: THE ATLANTIC WORLD AND GLOBAL TRANSFORMATION MODULE 1: THE ATLANTIC WORLD: REVOLUTIONARY CHANGES GENERAL OBJECTIVES On completion of this Module, students should: 1.

understand the philosophies and ideas that shaped revolutionary changes in the Atlantic World, 1750-1920;

2.

appreciate how slavery in the Atlantic world and the trans-Atlantic trade in African captives contributed to the Industrial Revolution in England and the Atlantic economy;

3.

understand the process of industrialisation in the United States; and,

4.

understand the struggles by Latin American colonies to achieve and consolidate their independence.


explain the concepts and ideas that shaped the Atlantic revolutions (including the Enlightenment);

2.

examine the causes and course of the American War of Independence and the French Revolution and their consequences for the Atlantic up to 1800;

3.

explain the economic linkages between the Industrial Revolution in England and the Atlantic economy up to 1900;

4.

evaluate the factors that contributed to the emergence of the United States as an industrial power and the consequences consequences of this development up to 1900;

5.

evaluate the principles underlying Manifest Destiny and its implications for United States continental expansion in the nineteenth century; and,

6.

analyse United States ’ interventions in Latin America up to 1917 and the process of independence and national development in Brazil and Venezuela in the nineteenth century.

CONTENT Theme 1:

Atlantic Revolutions: concepts, causes, course and impact (a)

Concepts of Revolutions: definition and types – political, political, economic, social.

(b)

European Enlightenment: ideas and significance.

(c)

American War of Independence: causes, course course and consequences up to 1789.

(d)

French Revolution: causes, course and consequences up to 1799.

UNIT 2 MODULE 1: THE ATLANTIC WORLD: REVOLUTIONARY CHANGES (cont’d)

Theme 2:

Economic Revolutions (a)

(b)

Theme 3:

The Industrial Revolution in England from 1750: Atlantic causes and global impact: (i)

internal causes;

(ii)

contribution of the wider Atlantic to European industrialization; and,

(iii)

impact on the Caribbean and Latin America.

Industrialisation and economic growth in the United States of America after 1783: (i)

factors that contributed to industrialization; industrialization; and,

(ii)

impact of USA industrialisation on the Caribbean and Latin America.

Manifest Destiny and Development (a)

(b)

Concept and implications of Manifest Destiny: (i)

imperial identity of the United States of America up to 1917;

(ii)

United States continental expansion in the nineteenth century; and,

(iii)

United States intervention in Latin America up to 1917.

Independence and national development up to 1900: Brazil or Venezuela. Venezuela.


Discuss the preamble of the American constitution with reference to their Declaration of Independence.

2.

Discuss documentaries on the French and American Revolutions, illustrating their respective causes and consequences.

3.

Conduct “Conferences” in which students put forward an agenda to show why the status quo should be retained in United States (1776) and in France in France (1789).

4.

Debate the contribution of the Atlantic world to the development of British Industrialisation.


RESOURCES Beckles, L. ed.

The Independence of Latin America. Cambridge: Cambridge University Press, 1989.

Benjamin, T.

The Atlantic World: Europeans, Africans, Indians and Their Shared History. Cambridge: Cambridge University Press, 2009.

Browne, V.C. and Carter, H.

Atlantic Interactions. Kingston: Ian Randle Publishers, Publishers, 2013.

Bushell, D. and Macaulay, N.

The Emergence of Latin America in The 19 th Century. OUP, 1994.

Brinkley, A.

The Unfinished Nation: A Concise History of the American People. McGraw Hill Inc. 1993.

Curtin, P.

The Rise and fall of the Plantation Complex. New York: New Cambridge University Press, 1990.

Degler, C. M.

Out of Our Past: The Forces That Shaped Modern America. New York: Harper Row, 3 rd ed. 1984.

Ellis, E.G and Esler, A.

Prentice Hall World History: Connections to Today. Prentice Hall, 1999.

Jemmot, J. Josephs A. Monteith, E (eds)

The Caribbean, The Atlantic World & Global Transformation. UWI (Mona), 2010.

Jones, M.

–1980. 980. OUP, 1995. The Limits of Liberty, 1607 – 1

Katzman, N.

A People and A Nation: A History of the United States. Houghton Muffin Company, 5th ed. 1998.

Keen, B.

A History of Latin America. Houghton Mifflin Company, 5th ed. 1996.

Knight, F.

The Caribbean: The Genesis of a Fragmented Nation. OUP, 1990.

Pendle, G.

A History of Latin America. Pelican Books, 1973.

Rosenthal, M.

The French Revolution. Longman (London), 1965.

Rodney, W.A.

How Europe Underdeveloped Africa. London: Bogle- L’Ouverture, 1972.

Skidmore, T. and Smith, P.

Modern Latin America. OUP, 1994.


Thornton, J.

Africa and Africans in the Making of the Atlantic World, 1400-1680. Cambridge: Cambridge University Press, 1992.

Waller, S.

France in Revolution, 1776– 1830. 1830. Heinemann, 2002.

Williams, E.

Capitalism and Slavery. Kingston: Ian Randle Publishers, 2005.

VIDEO PRODUCTIONS The French Revolution – Revolution – Warwick Warwick History Videos. This video can be obtained from The University of Warwick, Coventry CU7AL, United Kingdom. Teachers are advised to order the VHS NTSC version. Documentaries on the American and French Revolutions.

UNIT 2 MODULE 2: INTERNATIONAL RELATIONS: CONFLICT AND LIBERATION


understand the nature and significance of European conflicts and the emergence of totalitarianism in the twentieth century; and,

2.

understand the political relations within which the twentieth-century world order developed.


examine the causes, course and impact of the First and Second World Wars;

2.

explain the causes and course of the Russian revolutions in 1917 and the consequences up to 1924;

3.

explain the concepts of colonialism and decolonisation;

4.

evaluate the strategies of constitutional decolonisation in India and Africa; and,

5.

assess the liberation movements in Africa and India.

CONTENT Theme 1:

Global Conflicts and Totalitarianism (a)

The First World War: causes, course and impact.

(b)

The Russian Revolutions:

(c)

(i)

The Revolution of February 1917: causes, course and impact; and,

(ii)

–1924: 924: causes, course and The Bolshevik Revolution of October 1917 – 1 impact.

The Second World War: causes, course, and impact ( including the rise of fascism and Nazism in in Europe ).

UNIT 2 MODULE 2: INTERNATIONAL RELATIONS: CONFLICT CONFLICT AND LIBERATION (cont’d) (cont’d)

Theme 2:

Decolonisation and Liberation: 1857-1970 1857-1970 (a)

(b)

Decolonisation in India: process and impact, 1857-1947: (i)

The Nationalist Movement;

(ii)

The role of Mahatma Gandhi and Jawaharlal Nehru in the achievement of India’s independence; and,

(iii)

The impact of India’s independence on the global decolonisation movement.

Decolonisation in Africa: Ghana, 1957-1965: (i)

Kwame Nkrumah and the Convention People's Party in Ghana, 19451957; and,

(ii)

The aftermath of independence: impact and challenges.


View documentaries and films on the First and Second World W ars, Russian Revolution, Nazism and India’s Independence movement to understand their dynamics. Students can develop worksheets and exchange with their classmates to inform class discussions and debates after viewing sessions.

2.

Organise short (five to seven minutes) presentations by students on leading personalities in the Module.

3.

Review primary documents (reports, speeches, articles, constitutions) then consult secondary sources. Compare and contrast the information found in both sources and account for any inconsistencies.

4.

Conduct press conferences EITHER to understand why the ‘older order’ in Ru ssia before 1917 OR in India before 1947 OR in Ghana before 1957 should be dismantled.

5.

Use maps of Europe to identify the political changes between 1938 and 1941.

6.

Encourage students to conduct web searches for images of Nazi concentration camps and make a five-minute presentation in class.

7.

Encourage students to create a glossary of concepts taught or discussed in the Module.

UNIT 2 MODULE 2: INTERNATIONAL RELATIONS: CONFLICT AND LIBERATION (cont’d)

RESOURCES Bourret, F.M.

Ghana, the Road to Independence, 1919-1957 . California: Stanford University Press, 1960.

Brown, D. and Carter, H.

Atlantic Interactions 2 nd ed. Kingston: Ian Randle Publishers, 2013.

Bullock, A.

Hitler: A Study in Tyranny . London: Odhams, 1964.

Carr, E. H.

The Russian Revolution: From Lenin to Stalin. Stalin. London: Macmillan, 1979.

Fischer, L., ed.

The Essential Gandhi: His Life, Work and Ideas. Ideas . London: Vintage Books, 1983.

Grischow, J. D.

Kwame Nkrumah, Disability and Rehabilitation in Ghana, 19571966. Journal 1966. Journal of African History 52.2 (2011): 179-199. Print.

Jemmott, J., Josephs, A. and Monteith, K.

The Caribbean, the Atlantic World and Global Transformation. Social History Project, Department of History and Archaeology. University of the West Indies, 2010.

Kemp, T.

Industrialisation in the Non-Western World . New York: Longman, 1989.

Milne, J.

Forward Ever. Kwame Nkrumah: A Biography. Panaf Biography. Panaf Books, 2006.

Nkrumah, K.

Class Struggle in Africa. London: Africa. London: Panaf Books, 2006.

Segal, R.

The Black Diaspora. Diaspora. Boston: Faber and Faber, 1993.

Taylor, A.J.P., ed.

History of World War 1. 1 . London: London: Octopus Books, 1974.

Taylor, A.J.P.

The Second World War: An Illustrated History . History . London: Penguin Books, 1975.

AUDIO/VIDEO PRODUCTIONS The Outbreak of the First World War – Warwick Warwick History Videos. The University of Warwick: Coventry CU7AL, United Kingdom. Faces of Africa – Kwame Kwame Nkrumah. https://www.youtube.com/watch?v=TMY0iTcspNA (Faces of Africa – Kwame Kwame Nkrumah) CGTN Africa.

UNIT 2 MODULE 3: INTERNATIONAL RELATIONS: JUSTICE, PEACE, AND RECONCILIATION RECONCILIATION


understand the concepts of peace, reconciliation and reparatory justice;

2.

understand the historical roots of the conflicts over the ending of the Apartheid regime in South Africa;

3.

understand the role of men and women in the (internal and international) struggle for liberation in South Africa; and,

4.

understand the potential of reparatory justice to contribute to peace and reconciliation between the States in conflict.

SPECIFIC OBJECTIVES On completion of this Module, students should be able to: 1.

evaluate the impact of the Apartheid system on South Africa;

2.

examine the lives of various South African male and female icons and their contribution to the ending of Apartheid;

3.

examine the role of the African National Congress in the liberation struggle in South Africa;

4.

assess the contribution of the international community to the dismantling of the Apartheid regime in South Africa; and,

5.

explain the historical basis of the Caribbean reparatory justice movement.

CONTENT Theme 1:

Apartheid and The Liberation Liberation Struggle In South Africa (a)

The Apartheid System: definitions and practices.

(b)

Dismantling Apartheid in South Africa. (i)

architects of the Liberation Movement in South Africa (for example, Nelson Mandela, Steven Biko and Winnie Mandela);

(ii)

the Role of the African National Congress; and,

(iii)

the contribution of contribution of the international community.

UNIT 2 MODULE 3: INTERNATIONAL RELATIONS: JUSTICE, PEACE, AND RECONCILIATION (cont’d)

Theme 2:

Reconciliation and Reparations (a)

The concept of reparatory justice.

(b)

The concept of reconciliation.

(c)

Historical reparations (for example, Haiti to France; Britain to the Caribbean planters; Germany to the Jews).

(d)

The historical justification for CARICOM’s demands for reparatory justice.

Suggested Teaching and Learning Activities To facilitate students’ attainment attainment of the objectives of this Module, teachers/facilitators are encouraged to engage students in t he teaching and learning activities below. 1.

Present a catalogue of songs and poems (like Lorna Goodison’s “Bedspread”) that were used by South Africans to inspire them as they fought against the Apartheid movement in South Africa.

2.

Organise a class debate on the contribution of Winnie Mandela to the Liberation Movement in South Africa in light of the dominant role given to Nelson Mandela.

3.

Examine newspaper articles to better understand resistance to Apartheid up to 1990.

4.

View documentaries and and films on the Apartheid Movement in South Africa. Africa. Students can develop worksheets and exchange with their classmates to inform class discussions and debates after viewing sessions.

5.

Construct graphs and charts to show demography, land ownership patterns, and immigration in South Africa.

6.

Conduct a web search and arrange images of housing for blacks in South Africa under Apartheid. Complete a five-minute presentation for the class.

7.

View documentaries and listen to lectures on historic reparation (Haiti to France; Britain to the planters; Germany to the Jews). Students can develop worksheets and exchange with their classmates to inform class discussions and debates after viewing sessions.

8.

Listen to songs on reparation (Mr Perfect, Sutcliffe Simpson) and use this as the stimulus for class discussion on the relevance of the lyrics to historical tragedies.

9.

Develop a glossary of terms and definitions of concepts taught or discussed in the Module.

10.

Conduct a debate on the pros and cons of reparation and reconciliation.

UNIT 2 MODULE 3: INTERNATIONAL RELATIONS: JUSTICE, PEACE, AND RECONCILIATION (cont’d)

RESOURCES Biko, S.

I write what I like: selected writings. University of Chicago Press, 2002.

Beckles, H.

Britain’s Black Debt: Reparations for Slavery and Native Genocide . Kingston: The Press, UWI, 2013.

Coates, T.

“The Case for Reparations”, The Atlantic, June 2014. (http://www.theatlantic.com/magazine/archive/2014/06/the-case for-reparations/361631/

Mbeki, G.

The Struggle for Liberation in South Africa. Cape Town, 1992.

Robinson, R.

The Debt: What America Owes to Blacks. Blacks . New York: Penguin, 2001.

Shepherd, V.A., Reid, A., Francis, C. and Murphy, K.

Jamaica and the Debate over Reparation for Slavery: A Discussion Paper Presented by the Jamaica National Bicentenary Committee. Committee . Kingston: Pelican Publishers, 2012.

Thompson, Alvin

Visualizing Slavery: Images and Texts. Texts. Bridgetown: Thompson Business Services, 2015.

Wilson, R.

The Politics of Truth and Reconciliation in South Africa: Legitimizing the Post-Apartheid State. State . Cambridge: CUP, 2001 (paperback).

AUDIO/VIDEO PRODUCTIONS Oxford Union Speech, Sashi Tharoor https://www.youtube.com/watch?v=f7CW7S0zxv4. Tharoor https://www.youtube.com/watch?v=f7CW7S0zxv4. Interview with Dr Ray Winbush < https://www.youtube.com/watch?v=vLau6XhLLyU < https://www.youtube.com/watch?v=vLau6XhLLyU>. >. Dr Ray Winbush Winbush “What is Reparations?” < https://www.youtube.com/watch?v=18cNBDknJYs> < https://www.youtube.com/watch?v=18cNBDknJYs>.. Lecture by Hilary Beckles (Repairing the Nation) . >. Long Night’s Journey into Day : Reveals a South Africa trying to forge a lasting peace in the postapartheid period through ‘truth and reconciliation’. (Iris Films, 2600 Tenth St.; Suite 413, Berkeley, California 94710, USA. Tel 510-845-5414).

UNIT 2 MODULE 3: INTERNATIONAL RELATIONS: JUSTICE, PEACE, AND RECONCILIATION RECONCILIATION (cont’d)

http://www.anc.org.za/show.php?id=4605 (online book). Sarafina and Invictus. Nelson Mandela and the struggle to end Apartheid (30 minutes.) This videotape can be obtained from Educational Media Film and Video Ltd. 235 Imperial Drive Rayner’s Lane, Harrow Middlesex HA27HE. Long Night’s Journey into Day : Reveals a South Africa trying to forge a lasting peace in the postapartheid period through ‘truth and reconciliation’. (I ris Films, 2600 Tenth St.; Suite 413, Berkeley, California 94710, USA. Tel 510-845-5414).

Struggle Against Apartheid: Amandla! A Revolution in Four-Part Harmony. VHS and DVD 103 minutes PG-13 Director: Lee Hirsch Amandla! recounts the history of the anti-apartheid struggle from 1950-1990’s 1950- 1990’s by examining different freedom songs. Particularly valuable for its interviews, archival footage, and filmed perfo rmances, the film shows that music was crucial not only in communicating a political message to protesters and opponents but also in strengthening the resistance itself. More information from the African Media Project: http://www.africanmedia.msu.edu/php/showfilm.php?id=29501. Britain's Forgotten Slave Owners S01 E02 The Price Of Freedom Official https://www.youtube.com/watch?v=kgaJyp8ix4M&t=41s.

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OUTLINE OF ASSESSMENT Each Unit of the syllabus will be assessed separately. The scheme of assessment for each Unit will be the same. Candidates’ performance Candidates’ performance on each Unit will be reported as an overall grade and a grade on each Module of the Unit. The scheme of assessment will comprise two components, one external and the other internal. School candidates are required to do the external assessment in addition to which they are to do the School-Based Assessment for the first Unit for which they register. Candidates may opt to carry forward their School-Based Assessment score to any subsequent Unit or Units taken. The School-Based Assessment score may be carried forward for one or more Units taken, provided any subsequent examination is within two years of taking the first Unit. Those candidates may opt to do the School-Based Assessment of the second Unit taken and not carry forward their score from the first Unit taken. Private candidates are required to do the external assessment and the Alternative to School-Based Assessment for Private Candidates.

EXTERNAL ASSESSMENT

(80 per cent)

Written Papers

Paper 01 1 hour 30 minutes (54 marks)

45 multiple choice questions, questions, 15 on each Module. questions are compulsory.

Paper 02 2 hours 40 minutes (90 marks)

Section A: Module 1 Section B: Module 2 Section C: Module 3

All

30 per cent

50 per cent

Each section consists of one document-based question and one essay question.

SCHOOL-BASED ASSESSMENT Paper 031 (36 marks)

(20 per cent)

A research paper, requiring the candidate to demonstrate the skills of the historian.

Alternative to School-Based Assessment Paper 032 1 hour 30 minutes (36 marks)

A written paper consisting of questions testing the skills of the historian.

MODERATION OF SCHOOL-BASED ASSESSMENT All School-Based Assessment Record Sheets and samples must be submitted to CXC® by 31 May of the year of the examination in electronic format via the ORS. A sample of assignments will be requested by CXC® for moderation purposes. These samples will be re-assessed by CXC® Examiners who moderate the School-Based School-Based Assessment. Teachers’ marks may be adjusted as a result of moderation. of moderation. The Examiners’ comments will be sent to schools. Copies of the candidates’ assignments must be retained by the school until thre e months after publication by CXC® of the examination results.

ASSESSMENT DETAILS External Assessment There will be a combined question paper and answer booklet for Paper 01 .

Paper 01 (1 hour 30 minutes – 30 per cent of Total Assessment) 1.

Number of Questions This paper consists of forty-five fo rty-five multiple-choice questions covering all three Modules.

2.

Syllabus Coverage Knowledge of all topics topics is required. required. The intention is to test candidates’ knowledge and comprehension across the breadth of the syllabus.

3.

Question Type Questions on this paper are multiple-choice questions.

4.

Mark Allocation One mark will be awarded for each correct multiple-choice response. The maximum number of marks available for this paper is 54 and this paper contributes 30 per cent to the total mark for the Unit.

Paper 02 (2 hours 40 minutes – 50 per cent of Total Assessment) Assessme nt) 1.

Number of Questions This paper consists of six questions with two questions questions on each Module. Candidates are required to answer three questions, one from each Module.

2.

Syllabus Coverage Two questions will be set on each Module and will test candidates’ in -depth understanding of the themes across the syllabus.

3.

Question type Each section consists of one document-based question and one essay question. Each document-based question consists of several parts based on two extracts related to a particular theme. Candidates must answer three three questions, one from each Module. Module. One of the three questions must be a document-based question.

4.

When responding to the essay question, c andidates are expected to write an introduction and a conclusion. Marks will be awarded for the well-structured and argued introduction and conclusion. The introduction should: should: include an introductory statement on the subject subject matter; a definition and explanation of key words; where the question demands a position, the student should state hypothesis and briefly explain why and; an o utline of the main points to be discussed must be offered. The conclusion should restate the thesis; summarise the main sub-points and end the response with a strong and impactful statement.

5.

Mark Allocation Each question will be worth 30 marks. The maximum number of marks for this paper is 90. The paper contributes 50 per cent of the total marks of the Unit.

SCHOOL-BASED ASSESSMENT ASSESSMENT (20 per cent of Total Asses sment) School-Based Assessment is an integral part of student assessment in the course covered by this syllabus. It is intended to assist students in acquiring certain knowledge, skills, and attitudes that are associated with the subject. The activities for the School-Based Assessment are linked to the syllabus and should form part of the learning activities to enable the student to achieve the objectives of the syllabus. During the course of study for the subject, students obtain marks for the competence they develop and demonstrate in undertaking their School-Based Assessment assignments. These marks contribute to the final marks and grades that are awarded to students for t heir performance in the examination. The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers and students in selecting assignments that are valid for the purpose of School-Based Assessment. Assessment. The guidelines provided for the assessment of these assignments are intended to assist teachers in awarding marks that are reliable estimates of the achievement of students in the School-Based Assessment component of the course. In order to ensure that the scores awarded by teachers are not out of line with the CXC® standards, the Council undertakes the moderation of a sample of the Sc hoolBased Assessment assignments marked by each teacher. School-Based Assessment provides an opportunity to individualise a part of the curriculum to meet the needs of students. It facilitates feedback to the student at various stages of the experience. This helps to build the self-confidence of students as they proceed with their studies. studies. School-Based Assessment also facilitates the development of the critical skills and abilities emphasised by this CAPE® subject and enhance the validity of the examination on which candidate performance is reported. School-Based Assessment, therefore, makes a significant and unique contribution to both the development of relevant skills and the testing and rewarding of students for the development of those skills.

The Caribbean Examinations Council seeks to ensure that the School-Based Assessment scores are valid and reliable estimates of accomplishment. The guidelines provided in this syllabus are intended intended to assist in doing so.

Paper 031: The Research Paper The School-Based Assessment will consist of one research paper for each Unit of the syllabus. This research paper contributes 20 per cent of the final grade. Candidates will be expected to select the topic from within the Unit and develop their own research proposals with guidance from their teacher. Candidates must submit proposals for approval by the teacher before undertaking the research. The research paper may be presented entirely in writing or may be a combination of writing and other media (for example, video or audio recordings). The research paper should provide evidence of the candidate’s mastery of the skills used by the historian in conducting investigations of historical questions, problems or issues. The paper should be structured following the generally accepted rules for writing a research paper. (See Guidelines below). The research paper should be 1500 words words in length, excluding tables, direct quotations, footnotes, references and appendices. A total of 10 per cent of the candidate’s score will be deducted for any research paper in excess of 1500 words words (excluding tables, direct quotations, footnotes, references and appendices). If a deduction is to be made from a c andidate’s score, the teacher should clearly indicate on the assignment the candidate’s original score before the deduction is made, th e marks which are to be deducted, and the final score that the candidate receives after the deduction has been made. The research paper should be typewritten and double-spaced. Students must use the Modern Languages Association (MLA) style of referencing throughout their research paper (See Modern Languages Association Handbook).

GUIDELINES FOR STRUCTURING THE RESEARCH PAPER PARTS OF THE ESSAY

FOCUS

COMPOSITION

Introduction

Focus on the research Historical setting and historical context question Issues to be developed Thesis

Development

Explanation of each issue identified in the introduction

Provide the argument with the evidence to support the thesis. Explain/examine/discuss/analyse/assess each issue identified. Sub-headings may be used to classify the issues: 



Express each issue as a generalisation (a topic sentence) Provide the supporting evidence for the claim made in the generalisation

PARTS OF THE ESSAY

FOCUS

COMPOSITION Incorporate evaluation of the primary and secondary sources used.

Conclusion

Summary

Reinforces the thesis

Appendix (optional)

Illustrations

Pictures, tables etc. Reference must be made to these within the paper.

SCHOOL-BASED ASSESSMENT CRITERIA: A CRITERIA: A guide to assessment for the the Teacher Through their research papers candidates will be required to demonstrate the ability to: 1.

identify a topic relevant to the syllabus, and develop an appropriate thesis;

(3 marks)

2.

critically evaluate and interpret primary and secondary sources;

(4 marks)

3.

place the topic investigated in its historical setting and relate the topic to the wider historical context;

(6 marks)

4.

support the thesis with relevant arguments and facts;

(6 marks)

5.

synthesise the results of the research;

(7 marks)

6.

communicate effectively the results of the research in accordance with the conventions of the discipline; and,

(6 marks)

communicate information in a logical manner using correct grammar.

(4 marks)

7.

Guidelines for Marking the Research Paper Teacher will mark the research paper out of a total of 36 marks.

ABILITIES

MARKS

(a)

To identify a topic relevant to the syllabus, and to develop an appropriate thesis:

3 marks

(i)

excellent statement of the problem and appropriate, relevant thesis;

3 marks

(ii)

satisfactory statement, relevant thesis; and,

2 marks

(iii)

moderate statement, marginally relevant thesis.

1 mark

(b)

(c)

(d)

To critically evaluate and interpret primary and secondary sources:

4 marks

(i)

appropriate use of a minimum of four sources, including primary sources;

4 marks

(ii)

appropriate use of three sources;

3 marks

(iii)

appropriate use of two sources; and,

2 marks

(iv)

appropriate use of only one source.

1 mark

To place the topic investigated in its historical setting and relate it to a wider historical context:

6 marks

(i)

clear linkage between the topic investigated, its historical setting and wider historical context;

5 –6 –6 marks

(ii)

some linkage between the topic investigated, its historical setting and wider historical context; and,

3 –4 –4 marks

(iii)

minimal linkage between the problem investigated and its historical setting.

1 –2 –2 marks

To support the thesis with relevant arguments and facts:

6 marks

(i)

the conclusion of the study is fully supported by the evidence presented;

5 –6 –6 marks

(ii)

the conclusion of the study is partially supported by evidence presented; and,

3 –4 –4 marks

(iii)

the conclusion of the study is minimally supported by evidence presented.

1 –2 –2 marks

ABILITIES

MARKS

(e)

To create a synthesis:

7 marks

(i)

presentation of logical arguments and coherent findings;

6 –7 –7 marks

(ii)

presentation of arguments and findings with a few minor inconsistencies;

4 –5 –5 marks

(iii)

presentation of arguments and findings with several inconsistencies; and,

2 –3 –3 marks 1 mark

(iv)

(f)

(g)

presentation of flawed arguments and inconsistent findings.

To communicate effectively the results of the research, in accordance with the conventions of the discipline:

6 marks

(i)

demonstration of an excellent writing style and sound knowledge of conventions of writing a research paper;

5 –6 –6 marks

(ii)

demonstration of a good writing style and sound knowledge of conventions for writing a research paper; and,

3 –4 –4 marks

(iii)

demonstration of a weak writing style and limited knowledge or conventions for writing a research paper.

1 –2 –2 marks

To communicate information in a logical manner using correct grammar

4 marks

(i)

communication of information in a logical way using correct grammar;

3 –4 –4 marks

(ii)

communication of information in a fairly logical way with few grammatical errors; and,

2 marks

(iii)

communication of information in a partially logical way with several grammatical errors.

1 mark

For exceeding the word limit of 1500 words, deduct 10 per cent of candidate’s score.

TOTAL

36 Marks



REGULATIONS FOR PRIVATE CANDIDATES Candidates who are registered privately will be required to sit Paper 01, Paper 02 and Paper 032. These candidates will: 1.

select ONE topic from any of the six themes in the Unit for which they are registered;

2.

conduct research in accordance with the S chool-Based Assessment criteria described on pages 28 –34; –34; and,

3.

write Paper 032.

Paper 032 will be 1½ hours duration and will consist of questions related to the candidates’ research and designed to assess their ability to: 1.

evaluate primary and secondary sources;

2.

relate the topic to a theme in the syllabus;

3.

place the topic in the wider historical context of the Unit; and,

4.

synthesise the results of the research citing references in accordance with with the conventions of the discipline.

This paper will be marked out of a total of 36 marks and will contribute 20 per cent to the overall assessment of the of the candidates’ performance on the Unit.



REGULATIONS FOR RESIT CANDIDATES Resit candidates must complete Papers 01 and 02 of the examination for the year in which they reregister. However, resit candidates may elect not to repeat the School-Based Assessment component of the examination provided they resit the examination no later than two years following the first attempt. Candidates may elect to carry forward their School-Based Assessment score on more than one occasion during the two years following the first sitting of the examination. Resit candidates must be entered through a school, a recog nised educational institution, or the Local Registrar’s Office.



ASSESSMENT GRID The Assessment Grid for each Unit contains m arks assigned to paper and to Module, and percentage contribution of each paper to total score.

PAPERS

Module 1

Module 2

Module 3

TOTAL

(%)

15 (18)

15 (18)

15 (18)

45 (54)

(30)

30

30

30

90

(50)

Paper 031 and 032 (Research Paper and Alternative Paper)

12

12

12

36

(20)

TOTAL

60

60

60

180

(100)

Paper 01 1 hour 30 minutes (Multiple-choice) Paper 02 2 hours 40 minutes (Document-based and Essay)

APPENDIX 

ADDITIONAL BIBLIOGRAPHY (To provide extra resources for Teachers. Note that books that already appear as resources for each Module are not repeated here) Amin, S.

Unequal Development . New York: Monthly Review Press, 1976.

Andrews, K.

Trade, Plunder and Settlement: Maritime Enterprise and the Genesis of the British Empire, 1480 – 1630. 1630. New York: Cambridge University Press, 1984.

Atmore, A. and Oliver, R.

The African Middle Ages 1400 – 1800. 1800. New York Press: Cambridge University, 1981.

Bailyn, B.

The Ideological Origins of the American Revolution. Cambridge: Harvard University Press, 1967.

Bailyn, B.

“ Political Political Experience and Enlightenment Ideas in 18th Century America”. American America”. American Historical Review, 67, (1961).

Beckles, H.

Natural Rebels: A Social History of Enslaved Black Women in Barbados. New Brunswick, New Jersey: Rutgers University Press, 1989.

Beckles, H.

A History of Barbados: From Amerindian Settlement to Nationstate. Cambridge: Cambridge University Press, 1990.

Benjamin, T., Hall, T. and Rutherford, D.

The Atlantic World in the Age of Empire. Boston: Houghton Mifflin, 2001.

Bethell, L.

Spanish America after Independence. Independence . New York: Cambridge University Press, 1987.

Blackburn, R.

The Overthrow of Colonial Slavery, 1776 – 1848. 1848. London and New York: Verso Press, 1988.

Brereton, B.

“Post-emancipation “Post-emancipation Protest in the Caribbean: the Belmana Riots i n Tobago, 1876”. Caribbean Quarterly , 30, 3 and 4, (1984).

Canny, N.

“The Ideology of English Colonisation: From America”. William and Mary Quarterly , 1973.

Carter, H.

“Food Riots and Labour Labour Protest in Post-slavery Barbados: An Analysis of the 1863 Riots.” Paper presented to the 28 th Annual Conference of Caribbean of Caribbean Historians, April 1996.

Charlesworth, N.

British Rule and the Indian Economy, 1800 – 1914. 1914. London: Macmillan, 1982.

Ireland

to

Cottrell, P. L.

British Overseas Investment Overseas Investment in the 19 th Century. London: Century. London: Macmillan, 1975.

Craton, M.

Testing the Chains – Resistance to Slavery in British West Indies. Indies . Ithaca: Cornell University Press, 1982.

Dabydeen, D. and Samaroo, B.

India in the Caribbean. London: Hansib, 1987.

Davies, K. G.

The North Atlantic World in the 17 th Century . Minneapolis: University of Minnesota Press, 1976.

Davis, R.

Rise of the Atlantic Economies. London: Weidenfeld and Nicolson, 1973.

Drescher, S.

Capitalism and Anti-Slavery: British Mobilization in Comparative Perspective. New York and Oxford: Oxford University Press, 1987.

Drescher, S.

Econocide: British Slavery in the Era of Abolition. Pittsburgh: University of Pittsburgh Press, 1977.

DuBois, W.E.B.

The World and Africa. New York: International Publisher, 1968.

Edwards, P.

Equiano’s Travels . London: Heinemann, 1977.

Ferguson, J.

The Story of the Caribbean People. People . Kingston: Ian Randle Publishers, 1999.

Frank, A.G.

Crisis in the World Economy. New York: Publishers, 1980.

Henry, Z.

Labour Relations and Industrial Conflict in Commonwealth Caribbean Countries. Trinidad: Columbus Publishers, 1992.

Hobsbawm, E.

The Age of Revolution: Europe 1789 – 1848. 1848. London: Cardinal, 1988.

Hobsbawm, E.

Industry and Empire. Empire . London: Weidenfield and Nicholson, 1965.

Hulme, P.

Colonial Encounters: Europe and the Native Caribbean 1492 – 1797. 1797. New York: Routledge, 1992.

Kadish, D.Y., ed.

Slavery in the Caribbean Francophone World . Athens, Georgia: University of Georgia Press, 2000.

Kemp, T.

The Industrialisation in 19th Century Europe Century Europe.. London: Longman 1985.

Knight, F.

The Genesis of a Fragmented Nationalism . New York: Oxford University Press, 1985.

Homes and Meirer

Knight, F., ed.

General History of the Caribbean: The Slave Societies of the Caribbean: Caribbean: Vol. 111. Paris: UNESCO Publishing, 1997.

Knight, F. and Palmer, C., eds.

The Modern Caribbean. Caribbean . Chapel Hill: The University of North Carolina Press, 1989.

Lane, A., ed.

The Debate Over Slavery: Stanley Elkins and his Critics . Chicago: University of Illinois Press, 1971.

Lewis, G. K.

Main Currents in Caribbean Thought: The Historical Evolution of Caribbean Society in its Ideological Aspects, 1492 – 1900. 1900. London: Heinemann, 1983.

Look Lai, W.

Indentured Labour, Caribbean Sugar: Chinese and Indian Migrants to the British West Indies , 1838– 1918. 1918. Baltimore and London: The Johns Hopkins University Press, 1993.

Lovejoy, P. and Rogers, N., eds.

Unfree Labour in the Making of the Atlantic World . Essex: Frank Cass and Co. Publishers, 1994.

Marshall, W. K.

“Vox Populi”, The St. Vincent Riots and Disturbances of 1862,” In Barry Higman, ed. ed. Trade, Government and Society in Caribbean History, 1700– 1920. 1920. Kingston: Heinemann, 1983.

Moore, C., ed.

African Presence Presence in the Americas. Trenton, New Jersey: Africa World Press, 1995.

Moore, B. and Wilmot, S., eds.

Before and After 1865. Kingston: Ian Randle Publishers, 1998.

Morgan, E.

The Birth of the American Republic, 1763 – 1789. 1789. Chicago: University of Chicago of Chicago Press, 1977.

Oostindie, G., ed.

Ethnicity in the Caribbean. London: MacMillan, 1996.

Perkin, E. J. and Walton, G. M.

A Prosperous People: The Growth of the American Economy. Englewoods Cliff, New Jersey: Prentice Hall, 1985.

Porter, B.

Lion’s Share: A Short History of British Imperialism, Imperialism, 1850– 1970. 1970. New York: Longman, 1984.

Pemberton, R., et al

Caribbean History Textbooks: A Gender Review. Kingston: Pelican Publishers Ltd., 2012.

Ramesh, R.

United States Investment in Latin America and the Caribbean. London: Hodder and Staughton, 1985.

Rubin, V. and Tuden, A. eds.

Perspectives on Slavery in the New World Plantation Societies. New York: The New York Academy of Societies, 1977.

Seecharan, C.

‘Tiger in the Stars’: The Anatomy of Indian Achievement in British Guiana, 1919– 1929. London: 1929. London: MacMillan, 1997.

Sheller, M.

Democracy after Slavery: Black Publics and Peasant Radicalism in Haiti and Jamaica. London: MacMillan, 2000.

Sheridan, R.

Sugar and Slavery . Kingston, Jamaica: Canoe Press, 1994.

Shepherd, V.A.

Transients to Settlers: The Experience of Indians in Jamaica . Leeds: Peepal Tree/Warwick University, 1994.

Shepherd, V.A. Brereton, B. and Bailey, B., eds.

Engineering History: Caribbean Women in Historical Perspectives. Kingston: Ian Randle Publishers, 1995.

Van Sertima, I.

African Presence in Early America. America. New Brunswick: Transaction Publishers, 1992.

Walvin, J.

Questioning Slavery. New York: Routledge, 1996.

Western Zone Office 7 April 2017

CARIBBEAN EXAMINATIONS COUNCIL Caribbean Advanced Proficiency Examination

CAPE

®

HISTORY Specimen Papers and Mark Schemes/Keys Specimen Paper:

-

Unit 1 Paper 01 Unit 1 Paper 02 Unit 2 Paper 01 Unit 2 Paper 02

Mark Scheme and Key:

-

Unit 1 Paper 01 Unit 1 Paper 02 Unit 2 Paper 01 Unit 2 Paper 02

®

TEST CODE

02127010

SPEC 2017/02127010 2017/02127010 C A R I B B E A N

E X A M I N A T I O N S

C O U N C I L

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®

SPECIMEN PAPER MULTIPLE CHOICE QUESTIONS

HISTORY UNIT 1 – Paper 01

1 hour 30 minutes

READ THE FOLLOWING INSTRUCTIONS INSTRUCTIONS CAREFULLY.

1.

This test consists of 45 items. You will have 1 hour and 30 minutes to answer them.

2.

Each item in this test has four suggested answers lettered (A), (B), (C), (D). Read each item you are about to answer and decide which choice i s best.

3.

Look at the sample item below.

Sample Item Which of the following forms of protest used by t he enslaved in the British Caribbean i n the 18th century was the LEAST common? Sample Answer (A) (B) (C) (D)

Petitioning the Crown Staging armed revolts Poisoning of livestock Sabotaging of equipment

4.

The best answer to this item is “Petitioning the Crown”, so answer space (A) has been shaded.

A

B

Copyright © 2017 Caribbean Examinations Council ®. All rights reserved. 02127010/SPEC 2017

C

D

-2-

1.

What is known as the Van Sertima thesis? (A) (B) (C) (D)

2.

3.

African presence in the Americas predated Europeans Indigenous presence in the Americas predated Africans Indigenous presence in the Americas predated Europeans European presence in the Americas predated Africans

What archeological evidence Van Sertima did NOT use to prove his thesis? (A) (B) (C) (D)

6.

(A) (B) (C) (D)

7.

Artifacts Skeletons Monuments Stone heads

All of the following evidence exist of Nordic presence in the Americas before Columbus EXCEPT

8.

5.

Kings Vinland Contemporary Icelandic Family

(A) (B) (C) (D)

L’Anse aux Meadows shows evidence of Nordic Style (A) (B) (C) (D)

9.

Oklahoma Rune Spirit Pond Eune Kensington Rune L’Anse aux Meadows

The Portuguese, the pioneer explorers of Western Africa, were primarily interested in

New World Nordic discoveries are generally referred to which of the following? (A) (B) (C) (D)

Spain Britain Holland Portugal

Most archeological evidence of Nordic presence in the Americas was garnered from the excavation at (A) (B) (C) (D)

(A) religious (B) linguistic (C) botanical (D) metallurgical

4.

The first sustained commercial connection between West Africa and Europe was established by which European nation?

finding a route to the East trading with the African chiefs engaging in plantation agriculture finding the golden city of El Dorado

Which of the following BEST explains why Spain invaded the Americas? (A) (B) (C) (D)

To search for gold To spread Christianity To secure colonial empires To spread European civilization

smelting recycling leaching concentrating

GO ON TO THE NEXT PAGE 02142010/SPEC 2015

-3-

10.

Under the encomienda system, the Spaniards were given title to and allowed to use Indigenous lands and villages in return for (A) (B) (C) (D)

11.

Under the encomienda system, the Indians were

(B) (C) (D)

14.

15.

(C) (D)

Spanish colonist neglected it it was unprofitable for the Spanish colonist after being Christianised the Indigenous Peoples fled Indigenous People did not provide an effective labour force

European guns European swords European animals European diseases

The first successful conquest of a great pre Columbian civilization civilization in world history was (A) (B) (C) (D)

16.

They gladly welcomed the Spaniards That size animal was unusual to them They thought that man and animal was one Indigenous people thought the Spaniards were Gods

What was MOST responsible for the decimation of the Indian population in the Americas? (A) (B) (C) (D)

The Encomienda System failed because (A) (B)

Which of the following is NOT true of the response of the Indigenous peoples to the Spanish conquistadores on horses? (A)

using the Indians as labourers converting the Indians to Christianity developing the villages for all to benefit sharing the mineral resources with the Indians

(A) paid handsomely for work performed (B) allowed to determine their hours of work (C) paid exceedingly low wages, wages, if anything at all (D) given light tasks on the plantations and in the mines

12.

13.

the conquest of Peru the conquest of Mexico the conquest of Panama the conquest of El Salvador

The ONLY successful revolution led by enslaved people in the Caribbean occurred in (A) (B) (C) (D)

Haiti Jamaica Grenada Martinique

GO ON TO THE NEXT PAGE 02127010/SPEC2017

-4-

17.

Which of the following was NOT a form of resistance towards slavery? (A) (B) (C) (D)

18.

Thomas Clarkson William Wilberforce Jean Jacques Rousseau Toussaint L’ Ouverture

II. III. IV.

(A) (B) (C) (D)

1831 War Jamaica – Henri Christophe 1795 War Grenada – Julien Fedon 1816 War Barbados – Nanny Grigg Haitian Revolution – Samuel Sharp I and IV only II and III only I and II only I and III only

What reason BEST explains the resistance shown by enslaved people in the Caribbean? (A) (B) (C) (D)

Limited options for economic activity Stringent laws placed against marriage Regular policing of Sunday markets Restriction of their inalienable right as a human being to be free

“In overthrowing me in San Domingo you have only cut down the trunk of the tree of liberty, it will raise up again, for its roots are numerous and deep.” The leader of the Haitian Revolution to which these words are attributed is (A) (B) (C) (D)

22.

23.

Abortion and suicide Arson and prolonged lactation Murder and prolonged lactation Abortion and prolonged lactation

The leader of the 1790 Mulatto uprising in the Haitian Revolution was (A) (B) (C) (D)

24.

Alexandre Petion Henri Christophe Jean Pierre Boyer Toussaint L’ Ouverture L’ Ouverture

Which of the following can be referred to as gynaecological resistance?

(A) (B) (C) (D)

Which of the following personalities is correctly paired with the Revolutionary War with which he or she was associated? I.

20.

Suicide Sabotage Infanticide Industriousness

“Man is born free and everywhere he is in chains”. This slogan associated with the abolition movement was said by: (A) (B) (C) (D)

19.

21.

Vincent Oge Victor Hughes Jean Pierre Boyer Toussaint L’Ouverture

The Success of the Haitian Revolution of 1791 was based on I.

II. III.

(A) (B) (C) (D)

excellent leadership of Boukman, Toussaint, Dessalines and Christophe France was itself in a state of revolution a strong slave army in the face of a divided white and free colored minority I and II only I and III only II and III only I, II and III


-5-

25.

The emancipation of enslaved people in the French Caribbean was granted in the year (A) (B) (C) (D)

29.

1834 1848 1865 1886

(A) (B) (C) (D) 30.

26.

The British government paid compensation to the planters MAINLY to (A) (B) (C) (D)

27.

(A) (B) (C) (D)

28.

provide financial assistance assistance for the loss of labour provide for the education of the freed people maintain the viability of the plantations ensure planters’ cooperation during the apprenticeship system

The main objective of the Registration Act of 1815 was to

31.

restrict the abolition campaign effect the abolition of the slave trade effect the gradual emancipation of the enslaved improve the working and living conditions of the enslaved

Gad Heuman Eric Williams Williams William Darity Seymour Drescher

With which of the following Caribbean territories was “Vox Populi” associated? (A) (B) (C) (D)

32.

Fedon Rebellion French Revolution Haitian Revolution American Revolution

The decline theory with regard to the reduced economic viability of the sugar production in the British Caribbean in early 1800’s was documented by which Caribbean Historian? (A) (B) (C) (D)

Slave

The leaders of the wars of resistance between 1800 and 1832 were were all (A) (B) (C) (D)

The watch words of Liberty Equality and Fraternity originated from which of the following revolutions?

St. Kitts Grenada St. Lucia St. Vincent

Which factor BEST explains a possible cause of the labour protests in the Caribbean in the 1930s? (A) (B) (C) (D)

The Italian-Abbysinnan war The return of Panama migrants The disruption of UNIA meetings The hiring of South African workers in Trinidad & Tobago

field slaves free blacks elite slaves free coloreds


-6-

33.

How is the Great Depression linked to the outbreak of the labour protests in the Caribbean in the 1930s? (A) (B) (C) (D)

34.

(C) (D)

35.

(C) (D)

38.

Widespread distress and protests The arrest of Caribbean labour leaders The intervention of Colonial Governors The death of protestors at the hands of the police

Belize Grenada Jamaica Barbados

Which labour leader is INCORRECTLY paired with the country? country? (A) (B) (C) (D)

Clement Payne – St. Vincent Antonio Soberanis – Belize Uriah Butler – Trinidad & Tobago Alexander Bustamante – Jamaica

What factor BEST explains why Indian indentured workers remained in the Caribbean after the completion of their indentureship? (A) (B)

II. III.

(A) (B) (C) (D) 39.

They were offered land grants They disliked the caste system in India They viewed the Caribbean as a place of peace They obtained reasonable treatment from their employers

Which of the following actions were taken by freed people in the Britishcolonised Caribbean after emancipation in response to efforts by the plantocracy to suppress them? I.

Which country did NOT experience labour protests in the 1930s? (A) (B) (C) (D)

36.

The decline of molasses exports to Canada The decline in remittances from the United States of America The decline of banana exports to the United States of America The return of Caribbean migrants from the United States of America

Which reason BEST explains the appointment of the Royal Commission of 1938? (A) (B)

37.

Peaceful protests Development of an independent peasantry Formation of friendly societies and cooperatives

I and II only I and III only II and III only I, II and III

Which factor BEST explains the decision of the French Antilles to remain as an overseas Department of France? (A) (B) (C) (D)

Their love for the French culture Opportunities to join the French military The need to develop their economies They had no links with the British Caribbean


-7-

40.

The factor BEST explaining the emergence of cooperatives and friendly societies in the British colonized Caribbean in the 1940s was the (A) (B) (C) (D)

43.

The factor which BEST explains the emergence of political parties in the British colonized Caribbean in the 1940s was the (A)

return of Panama migrants return of the war veterans recommendations of the Moyne commission difficulty in obtaining loans from commercial banks

(B) (C) (D)

41.

Evangelical churches before 1945 owe their origins in the British colonized Caribbean MAINLY to the (A) (B) (C) (D)

44.

growth of free villages missionary activity of North Americans encouragement given by the planters leadership of women in the tenantries

42.

The MAIN problem faced by black entrepreneurs in the British colonized Caribbean in the 1930s was the inability to (A) (B) (C) (D)

afford wages purchase land secure loans for expansion obtain goods from Commission merchants

The factor which BEST explains the collapse of the British West Indies Federation was the (A) (B) (C) (D)

45.

arrest of popular leaders in the 1930s quest to represent the masses in parliament recommendations of the Moyne Commission recommendation of the Caribbean Labour Congress

lack of support by Britain lack of external communications failure of the Montego Bay Conference lack of power and finance for the Federation

Some British colonized Caribbean territories obtained independence in the 1960s MAINLY because of (A) (B) (C) (D)

declining British interest in the Caribbean the break-up of the West indies Federation pressure placed on Britain by the United States of America relentless pursuit of independence by anti-colonial middle class leaders


-8-

MODULE 1

MODULE 2

MODULE 3

QUESTION

K EY EY

QUESTION

KEY

QUESTION

KEY

1

A

16

A

31

A

2

C

17

D

32

B

3

A

18

C

33

A

4

B

19

B

34

B

5

A

20

D

35

A

6

D

21

D

36

B

7

D

22

D

37

A

8

A

23

A

38

D

9

A

24

D

39

C

10

B

25

B

40

D

11

C

26

C

41

C

12

D

27

C

42

C

13

A

28

B

43

B

14

D

29

B

44

D

15

B

30

B

45

D


TEST CODE

02127020

SPEC 2017/02127020 CARIBBEAN EXAMINATIONS COU NCIL CARIBBEAN ADVANCED PROFICIENCY EXAMINATION ® SPECIMEN PAPER FOR HISTORY UNIT 1 − Paper 02 2 hours 40 minutes

READ THE FOLLOWING INSTRUCTIONS CAREFULLY.

1.

There are THREE sections in this paper ONE on EACH of the three modules.

2.

Each section comprises TWO questions: ONE document-based question and ONE essay question.

3.

There are SIX questions on this paper.

4.

Answer THREE questions, ONE from EACH section.

5.

You must answer ONE document-based question and TWO essay questions.

6.

You are advised to take some time to read through the paper and plan your answers.

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.

Copyright © 2017 Caribbean Examinations Council All rights reserved. 5215

2

SECTION A: MODULE I Answer ONE question only from this section

The following extracts relate to the consequences con sequences of Spanish settlements in the Caribbean up to 1600. Study them, then answer the question (a) to (d) that follow:

1.

DOCUMENT I

The Spaniards, seeing that the Indians were dying and declining in numbers ….. and concerned only with their worldly wo rldly loss and the reduction of their profits… thought that it would be a good idea to replace the natives of Hispaniola.. with Indians from other islands. Bartolome de Las Casas, Casas, Historia de las Indias Indias (1559) in E. Williams, Williams, Documents of West Indian Indian History, Vol 1 (Trinidad: PNM Publishing Ltd., 1963), p. 65

DOCUMENT II

God has created all these numberless people to be quite the simplest, without malice or duplicity, most obedient, most faithful to their natural lords, and to the Christians, whom they serve.... They are likewise the most delicate people, weak and or feeble constitution, and less than any other can they bear fatigue… Bartolome de Las Casas, Casas, “A Very Brief Account of the Destruction Destruction of the Indies”, Indies”, (1552). In George Sanderlin (ed.), Witness: Writings of Bartolome de Las Casas, p. 144

(a)

With reference to Document I , give THREE reasons for the decline dec line of the Indigenous population in Hispaniola during the 16th century [6 marks]

(b)

With reference to Document II , explain THREE ways in which in which the Church contributed to Spanish settlements in the Americas during the 16th century. [9 marks]

(c)

Based on Documents I and II , outline THREE perceptions that the Spaniards had of [6 marks] the Indigenous Peoples

02127020/SPEC 2017

3

(d)

With reference to Documents I and II , explain THREE effects of the Spanish [9 marks] colonisation on the Indigenous Peoples’ way of life. Total 30 marks

2.

Examine the claim that West Africans were present in the Americas prior to 1492 is unconvincing. Total 30 marks

02127020/SPEC 2017

4

Write the answer to the question you have chosen to answer in Section A here. Remember to write the question number in the box provided below. Question No.

02127020/SPEC 2017

5

Question No.

02127020/SPEC 2017

6

Question No.

02127020/SPEC 2017

7

Question No.

02127020/SPEC 2017

8

Question No.

02127020/SPEC 2017

9

Question No.

02127020/SPEC 2017

10

SECTION B: MODULE 2 Answer ONE question only from this section.

The following extracts are related to the experiences of enslaved men and women in the Caribbean. Study the extracts, then answer parts (a) to (c) that follow:

3.

DOCUMENT I

“The planters extended their control c ontrol over slave women’s lives by claiming their children as property. For the slave woman, her most personal possession – her – bodybo dy- was both an instrument of dominance and resistance. resistance. Male plantation owners, other white males males on the estates and even black males had access to her body for personal pleasure.” Nicole Phillip Women in Grenadian History History 1783 – 1983 (University (University of the West Indies Press, 2010) p. 46.

DOCUMENT II

“The Baptists all believe that they are to be freed; they say the Lord and the King have given them free, but the white gentlemen in Jamaica keep it back; they said if they did not fight for freedom they would never ne ver get it. I heard them all a ll say this.” (Confession of the enslaved man "Binham” , 1831/32. Emancipation War in We All Thought Thought the the King was on Our Side: Our Side: Voices of Jamaica, in Verene Shepherd, Shepherd, “We All

the Enslaved in Enslaved in the Post Slave Post Slave Trade Abol Trade Abolition ition Era”, The Arts The Arts Journ Journal, al, Guyana, Vol. 3: Vol. 3: 1 & 2 (March 2007), pp. 2007), pp. 47 – 65 – 65

(a)

With reference to Document I , state TWO methods which were used ONLY by enslaved women to resist planter control. [2 marks]

(b)

With reference to Document I , discuss FOUR reasons for the view that e nslaved women may have had more reasons to rebel than their male counterparts. [12 marks]

02127020/SPEC 2017

11

(c)

With reference to Document II, discuss FOUR reasons why the enslaved believed that “if they did not fight for freedom they would never get it”. [16 marks] Total 30 marks

4.

Discuss the statement “Strong leadership and favourable circumstances accounted for the success of the Haitian Revolution” . Total 30 marks

02127020/SPEC 2017

12

Write the answer to the question you have chosen to answer in Section B here. Remember to write the question number in the box provided below. Question No.

02127020/SPEC 2017

13

Question No.

02127020/SPEC 2017

14

Question No.

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15

Question No.

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16

Question No.

02127020/SPEC 2017

17

Question No.

02127020/SPEC 2017

18

SECTION C: MODULE III Answer ONE question only from this section

5.

The following extracts relate to the popular protest in the British-colonized Caribbean in the 1930s. Study the extracts, then answer Parts (a) to (d) that follow.

DOCUMENT I

Hardly had the echoes echo es of the Trinidad rioting with its tales of horrific savagery died down, hardly had the truth of the causes reached this colony than a series of disorders less extensive in detail but equally equ ally destructive to the colony’s social and industrial welfare besmirched the fair name of Barbados. The Advocate newspaper, July 1937, in W. A Beckles, The Barbados Disturbances, Disturbances, 1937, Bridgetown Bridgetown

DOCUMENT II Report of the Royal Commission 1938-39

There is a pressing need for large expenditure on social services and development which not even the least poor of West Indian Colonies can hope to undertake from their own resources. We therefore recommend the establishment for this purpose of a West Indies Welfare Fund to be financed by an annual grant of £1,000,000 from the Imperial Exchequer for the period of twenty years, and of a special organisation to administer this fund under the Comptroller. The objects of the fund should be to finance schemes for the general improvement of education, the health services, housing and slum clearance, the creation of labour departments, the provision of social welfare facilities, and land settlement, apart from the cost of the purchase of land. House of Commons Parliamentary Parliamentary Papers Papers online. Copyright © 2006 Proquest Information and Learning Company. All rights reserved.

02127020/SPEC 2017

19

(a)

With reference to Document I , outline THREE ways in which the workers unleashed [6 marks] their “horrific savagery”.

(b)

With reference to Document II, examine THREE circumstances that prompted the appointment of this commission. [9 marks]

(c)

With reference to Document II, explain TWO reasons why Britain might have felt [6 marks] compelled to make this grant.

(d)

With reference to Document II, explain TWO reasons for funding for “Labour [9 marks] Departments”.

Total 30 marks

6.

Examine the causes of the protests in the Caribbean during the 1930s. Total 30 marks

02127020/SPEC 2017

20

Write the answer to the question you have chosen to answer in Section C here. Remember to write the question number in the box provided below. Question No.

02127020/SPEC 2017

21

Question No.

02127020/SPEC 2017

22

Question No.

02127020/SPEC 2017

23

Question No.

02127020/SPEC 2017

24

Question No.

02127020/SPEC 2017

25

Question No.

END OF TEST IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.

The Council has made every effort to trace copyright holders. However, if any have been inadvertently overlooked, or any material material has been incorrectly acknowledged, acknowledged, CXC will will be pleased to correct this this at the earliest opportunity. opportunity.

02127020/SPEC 2017

02127020/CAPE/KMS 2017 SPEC

C AR I B BE A N

E X A MI N A T I O N S

C OU N C I L

CARI CARI BB BBEAN EAN ADVA VAN NCED PROFI CI ENCY ENCY EXAM EXAMI NATI ONS®

HI STOR STORY UNI T 1 – PAPER 02 SPECI MEN PAPER KEY AND MARK SCHEME

2

SECTION A: MODULE I

Question 1

( a)

Reasons sons f or decl i ne 

Diseases

Eur Eur opea opeans ns br ough oughtt many any Ol d Wor l d di di seases t o t he Amer i cas; cas; cen cent ur i es of i sol sol at i on of t he New Wor l d f r om t he ol ol d meant ant t hat t he i ndi genes had had no no pr pr i or exposu xposurr e t o t hese mi cr obes and and vi r uses; t her ef or e t hei r bodi es ha had no cha chance t o bui l d up nat ur al r esi st ance t o t he di seases seases of Eur ope ope Smal l pox, i nf l uenza, measl es ha had a devast vast at i ng ef f ect on t he I ndi genous pe peopl es. 

Encomienda

Mal nut r i t i on and and ove overr wor k und under t he En Encomi end enda syst em; l i t t l e or no t i me t o c ul ul t i vat e t hei r c on onuc os os . I ndi ndi geno genous us peop peopll es wer e ensl ensl aved aved und under er t he encom encomi enda enda syst em; t hi s f or ced ced t hem t o wor k i n t he mi nes sear sear chi chi ng f or gol d; unaccu accust st omed t o t hi s t ype ype of wor k l ed t o t he deat h. Ensl ave avement of i ndi genous ous peop peopll e agai agai nst t he cr own l ed t o t hei r deat h. 

t he wi shes shes of

Resistance

Rat her t han endur e t he r i gour our s of ensl ave avement I ndi genous ous peopl es r esi st ed t he Spani ar ds. Sui c i des , gr oup s ui ui c i des , i nf ant i c i de Warfare

Ki l l ed i n bat t l es wi t h t he con conquest or . t he J ust War ’ .

Spani ar ds;

scen scenar i o

of

"The "The J ust War " as Hi Hi sp spa ani c, Cat hol i c do doct r i ne j ust i f i ed t he use of aggr essi on/ f or ce/ ce/ vi ol ence on t he I ndi genes, i f t hey r esi st ed. ed. Af t er t he r eadi adi ng of THE REQUI REMENT,

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i f I ndi ans show showed r esi st ance t o co conquest or r esi st ance t o Chr i st i ani zat zat i on, t he Cr own aut hor i zed zed use of t he J ust War . Col oni st s’ per cep cept i on of i ndi genous p pe eopl e as un unci vi l i zed zed l ed t o t hei r t r eat ment and even vent ual deat hs The col oni s t s / conqui conqui s t ador es spo sp or t / genoci de.

used

f or ce

as

Tor t ur e and execut i on by Spani Spani ar ds

Any THREE reasons clearly given, 2 marks each Points partially elaborated, 1 mark each. [6 marks]

( b)

Ways ays i n whi ch t he Ch Chur ch con cont r i but ed 

Assistance in subjugation of the Indigenous Peoples

They They paci f i ed t he peopl peopl e They They r esi ded among t hem and t aught aught t hem t he Spani Spani s h ways, ays, i ncl udi ng l ang anguage age They t r ansf er r ed mar r i ages.

Spani Spani s h

val ues;

e. g.

monogam onogamous

Pr i est l i ke Las Las Ca Casas sas at at t empt ed t o est abl i sh communi t i es wher e t he I ndi genous ous peopl opl es coul coul d l i ve i n har har mony ony wi t h t he Sp Spani ani ar ds

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Christianisation of the Indigenous peoples

Pr osel sel yt i zat zat i on of t he I ndi genous Peo Peopl es Dest r oye oyed t empl es of t he I ndi genous ous Peop Peopll es Dest r oyed yed t he i mages of t hei r gods, e. g. zem zemi s

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Protection of Indigenous Peoples by Las casas and Montesinos from the abusive treatment of the Spanish settlers.

Mont ont esi nos nos and and Las Casa Casa wer wer e t he l eadi eadi ng s pokesm pokesmen f or good ood t r eat ment of t he I ndi genous ous peop peopll es The pr ot est ed t o t he cr own about about t he poor t r eat ment of t he peo peop pl es who wer e seen seen as as s ubj ect s of t he cr own Laws Laws of Bur gos wer e i mpl ement ed The pass age of t he New Law L aws of Bur gos ( 15 1542 42))

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Establishment of educational and social institutions like schools, asylums and hospitals.

Censor shi p of i nqui s i t i on

i deas

an and ext ensi on of

t he Spani ani sh

Regu egul at ed t he books ooks wh whi ch came i nt o t he col oni oni es Puni sh she ed her et i cs, i ncl udi ng al l t o t he Cr own

who wer e not l oyal

Set up sem semi nar i es and and un uni ver si t i es Any THREE ways clearly explained, 3 marks each Points partially elaborated, 2 marks each. Points stated without elaboration, - 1 mark each [9 marks]

( c)

Perceptions of Indigenous centric beliefs 

Peoples

were

based

on

Euro-

The Eur Eur opeans opeans t hough houghtt t hat t hey wer e s uper uper i or hum human bei bei ngs ngs t o peop peopll e who wer e non non-- Eur Eur opean opeans s and and non non-Chr i st i ans. They per cei cei ved ved t he I ndi genous Pe Peopl opl es t o be i nf er i or , unci vi l i zed zed and heat hens.

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The I ndi ndi genous genous peopl peopl es had no s oul s and t her ef or e wer e f i t f or ex e xpl oi t at i on. They had no mor al i t y. what was good

They They had no under under s t andi andi ng of

They They had no cul t ur e. Al l t he i nst i t ut i ons of t he Spani ar ds wer e di f f er ent f r om t he I ndi genous pe peopl es.

Any THREE ways clearly outlined, 2 marks each Points partially elaborated, 1 marks each. [6 marks]

( d)

Ef f ect s on on t he way of l i f e.

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I n t he Spani sh i sl ands, vi r t ual di sap sappear ance of t he peopl e as a di st i nct et hni c pe peopl e. Demogr ogr aph aphi c con conquest .

f ai l ur e

due due

to

di sease

and and

war s

of

Under mi ni ng of t he po pol i t i cal cal syst em: some l eader s wer e r et ai ned but wi t h Spani sh aut hor i t y r at her t han t hei r own.

Conuco onucos s wer e dest dest r oyed oyed by by t he ani ani mal s br ough oughtt by t he Spani ar ds and t hey wer e ove overr cul cul t i vat vat ed.

They wer e f or ced t o move f r om bei ng s ubs ubs i s t ence pr odu oducer cer s t o become sur pl us pr odu oducer cer s f or expor xpor t .

They pr oduced oduced cr ops desi r ed by t he Spani Spani ar ds t hei r i ndi genous pr pr oduct i on su suff f er ed.

and

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Cul t ur al er osi on: t he Spani ar ds Ca Cat hol i ci sm, ot her symbol s of t hei r cul cul t ur e wer e un under mi ned

Top l eader eader s aut hor i t y.

wer e

dest r oyed

al ong

wi t h

and

t hei r

On t he mai nl and and commoner oner s wer e t r eat ed as t enan enantt s

The est abl i s hment of t he encomi enda enda s ys ystt em l ed t o t he dest r uct i on of t he I ndi genous pe peopl es by by pl aci ng t hem at t he di sposal sposal of t he Spani ani ar ds w wh ho wer e exp expect ed t o Chr i st i ani ze, ze, cl ot he and f eed t hem

The s ys ystt em br oke down i nt o one of f or ced l abour abour and became a syst syst em of Amer i ndi an sl ave aver y i nst ead

The nat i ves wer e s ubj ubj ect ed t o a var i et y of phys physii cal , emot i onal and and psychol sychol ogi cal cal abuses, f ami l i es we wer e t or n apar t , and f emal es wer e sexu sexual l y exp expll oi t ed. The pr i est s an and cl er gy di d not hi ng t o st op t he abuses car r i ed out out by t he enco encom mend ender os.

The encomi enda enda s ys ystt em l ed t o war s of r esi s t ance, whi ch f ur t her deva devast st at ed t hei r number s, some com commi t t ed sui sui ci de.

Any THREE features clearly discussed, 3 marks each Points partially elaborated, 2 marks each. Points stated without elaboration, - 1 mark each [9 marks]

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Question 2

Exam xami ne t he cl ai m t hat West Af r i cans cans wer e pr esent sent i n t he Amer i cas pr i or t o 1492 i s un uncon convi nci ng. 1.

Overview 



2.

Candi dat es shou shoul d gi ve a f ul l expl anat i on of I van van van van Ser t i ma’ s t hesi s and and a posi t i on st at ement . The r espon es pons s e s houl houl d demonst r at e an under under s t andi andi ng t hat t hi s t hesi s has has bee been cha chal l enged.

Claim of pre-1492 West African presence 

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Cl ai ms of a pr pr e- Col umbi an pr esen esence i n t he A Am mer i cans cans ar e made ade by by I van van Ser Ser t i ma i n hi hi s book ‘ They They Cam Came Bef Bef or e Col umbus’ . Accor ccor di ng t o van Ser t i ma, Af r i can cans arr i ved Mesoamer i can ar ea bef bef or e t he Eur Eur opea opeans ns

in

t he

Hi s cl cl ai m i s t ha hat l ong bef or e t he ar r i val of t he Eur Eur opea opeans, ns, t her her e was evi dence dence of some cont cont act bet bet ween een some I ndi ndi geno genous us Peop Peopll es of t he Amer i cas and t r ader s / expl or er s f r om Af r i c a. They They ar r i ved s omet i me i n t he l at e 13t h and and ear ear l y 14 14t h cen cent ur y f r om t he Mal i empi r e and t hat , l ed by t hei r emper or , Abubakar kar i I I , t hey made t he At l ant i c cr ossi ng i n Af r i can wi nd power ed boat oat s. Van Ser t i ma f ur t her sugg suggest s t hat t he I ndi genous ous Peop Peopll e i n Mesoam esoamer i ca ass ass oci at ed Abubakar akar i wi t h t he Azt ec god god Quet zal coa coat l and accor ccor ded t he Mal i ans r oyal yal st at us Cand andi dat es s houl oul d di st i ngui sh be bet ween some acci acci dent al l andi ngs of Af r i can cans, and a semi - per manent ‘ pr esence sence’’ . They They s houl houl d i ndi ndi cat e t hat t he f or mer i s unpr unpr oven i s qui qui t e pos s i bl e, l at t er mos t l i kel y

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3.

Archaeological evidence of West African Presence 

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Ar cha chaeol ogi cal cal f i ndi ngs pr pr ovi de mor e sub su bst ant i al evi dence t o su sup ppor t t he cl ai m: t he mai n evi dence l i es i n appar ent l y Af Af r i can cani sed sed ar t ef act s wh whi ch wer e f ound i n par t s of t he Am Amer i cas cas and and whi ch wer e da dat ed f r om ear l i est i ndi genous ci vi l i sat sat i ons up up t o t he per i od i mmedi at el y pr eced cedi ng t he Co Col umbi an ar r i val val These ar t ef act s wer e deem deemed t o be Af r i cani s ed because t he i mages and and f i gur es had had f eat ur es t hat wer e of of Af r i can can or i gi n i n t hei r “ co col our at a t i on, f ul l nes s of of l i p, ki nky hai r , i dent i f i abl e c oi oi f f ur es , head ker c hi hi ef s ( van Ser t i ma 19 1976: xi v)

Ser t i ma po poi nt ed t o pa par t i cul cul ar evi dence; ce; t he f i gur e of a bl ack woman f oun ound i n Ve Ver a Cr Cr uz; t he scul scul pt ur e of of a negr oi d he head f ound i n El Sal vad vador ; he ar ar gued t hat t her e was a Mande i nf l uence i n Mexi co, co, t hat t hi s wa was r ef l ect ed i n t he scul scul pt i ng of Mand andi ngo he heads ads by t he I ndi genous ous peopl es.

Bapt apt i st e and and Okenve kenve ( J emmot et al , 2010 pp pp 48 48 – 51) 51) ar gue gue t hat van Ser t i ma ha has not not cl ear l y p prr oven hi s t hesi s. The ar cha chaeol ogi cal cal evi dence i s we weak as as t her e ar e ot ot her possi bl e expl anat i ons. For For exampl e, t her e i s t he vi ew t hat weat eat her her i ng of of st one one i mages ages coul coul d hav have e chan chang ged t he f eat ur es .

These i ncl ude ude t he f act t hat cul t ur al s i mi l ar i t i es may be a r esul t of shar shar ed/ common human or i gi ns ( “Ou “Out of Af r i ca mi gr at i ons”)

Ther e ar e ot her compet i ng i nt er pr et at i ons i ncl udi udi ng t he possi bi l i t y t hat t he ar cha chaeol ogi cal cal f i nds may poi nt t o t he ear l i est encoun count er wi t h t he Spani ani ar ds who had Af r i can cans i n t hei r ent our age

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4.

Oral and linguistic evidence of West African Presence 

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5.

St udent s shou shoul d i ndi cat cat e t hat most hi st or i ans r egar d t hi s as a weak evi dent i ar y base as t hese cul cul t ur es wer e not l i t er at e and t hese or or al cl ai ms woul d have t o be sub su bj ect t o t he sam same l i mi t at i ons as t he Vi ki ngs saga sagas as accu accurr acy i n t r ansi t i on/ memor y, exag xagger at i on, mi si nt er pr et at i on by t r anscri ber s.

Linguistic evidence of West African presence 

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6.

Van Ser t i ma based hi s cl ai m par t l y on on t he gr ounds of Af r i c an l i ngui s t i c co cont i nui t i es i n t he or al c ul t ur e of some I ndi genous ous Peop Peopll es.

Anot her i ndi cat cat i on of t hi s pr pr esen sence i s t o be f ound i n I ndi an accou ccount s t ol d t o t he Spani ani ar ds t hat t hey had r ecei cei ved an al l oy “g “gu uani ne” f r om t he Af r i can cans. The cl ai m i s t hat t he pr ocess oces s of combi ni ng copper , si l ver , gol d and ot her mi ner al s or or i gi nat ed i n Af r i can can.

Gauni ne i s of of Af r i c a l i ngui s t i c or or i gi n and i s t r ac ed ed t o l angua anguage ges s of t he Mandi andi go, go, Bambar bar a and t he Mande ande on on t he West Af r i can can coa coast .

Col umbus’ accou account of seei seei ng men wi t h Af r i can f eat ur es i n t he Am Amer i cans. cans.

Evidence of West African presence from technology 

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Technol ogy was i n pl ace as Af r i cans had papyr papyr us r eed boat oat s t hat wer e seaw seawor t hy an and cr oss t he At l ant i c. J ohn Thor nt on cr i t i que que t hi s t heor heor y He ar gued gued t hat al t hough t he west war d- f l owi ng Equat or i al cur cur r ent woul d have ave made ade Af r i can voya voyag ges t o t he Amer i cas possi possi bl e, Af r i can cans coul coul d not devel op t he ex exper t i se ne necessary cessary f or deep- sea navi avi gat i on becau ecause t hei r expe xper i ence was l i mi t ed t o sho shor t voyages i n cal cal m sea seas.

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7.

Evidence of West African presence from geography 

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8.

Van Ser t i ma ar ar gued t hat t he cr ossi ng bet ween een Af r i ca an and t he Amer i cas woul d have have been been made ade poss poss i bl e by by Tr ans ans At l ant i c ocea cean cur cur r ent s Thor nt on ar gued gued however , t hat t he s ucces s f ul r et ur n of t he Af r i cans cans woul oul d have have been been i mpede peded d by by out out goi goi ng c ur ur r ent s . Thor nt on s t at ed t hat van Ser t i ma “ has t o acknowl edge edge t hat t hese voyages, i f t hey occur ccur r ed at al l , wer e acci dent al and i ni t i at ed no t r ansat sat l ant i c com commer ce. ce. ( Thor Thor nt on, on, 2000, pp 5 56 6 – 57) 57) The geogr geogr aphi aphi cal cl ai ms ar e at best l ogi cal as t her e i s no evi dence t hat Af r i can cans act act ual l y t r aver sed sed t he At l ant i c . Recen ecent exp exper i ment ent s chal chal l eng enged Thor Thor nt on ar ar gum gument ent s.

Botanical evidence 



9.

The t echnol ogi cal evi dence dence i s s t r ong i n r el at i on t o Af r i c an s k kii l l s i n boat bui l di ng.

Si mi l ar i t y of of pl ant s f ound i n t he t wo regi regi ons l ed van Ser t i ma t o ar ar gue t hat t her e was cont cont act . But su such ch pl ant s w we er e al so f ound i n Asi a an and so t hi s weakens eakens t he ar ar gum gument ent s .

Conclusion 

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Whi l e t her e i s much evi evi dence ence t o supp suppor t t he cl ai ms made ade by van Ser t i ma, i t i s ob obvi ous t hat t he cl ai m i s no not wi t hout cha chal l enge. I t i s di di f f i c ul t t o s ay ay t hat t he t hes i s i s no not pr oven becau cause t her e i s some evi dence of t he abi l i t y of t he Af r i cans cans t o have ave devel vel ope oped t he t echn chnol ogy ogy t o t ake ake t he

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j our ney acr oss os s t he At l ant i c and t hat t he wi nds nds and cur cur r ent s of of t he At l ant i c woul d have f aci l i t at ed t hei r j our ney. 

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Ther e i s enoug enough h evi dence dence t o make t hi s t hesi s pl ausi bl e The act ual evi dence dence as t o t he ar r i val of Af r i cans has been cha chal l enged by hi hi st or i ans i n t he r el at i on t o act act ual evi evi dence t hat t he Af r i cans cans made ade t he j our our ney; ey; t he evi dence dence seem seems t enuo enuous. us. Debat e and con cont r over ver sy ar ar e par t of t he wor k of of hi st or i ans

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An excellent response should discuss at least 5 points L EVELS EVEL S

UN UNDERSTAN ERSTAND DI NG THE THE DEMANDS OF THE THE QUESTI ESTI ONS

POI POI NTS

CRI CRI TERI A

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5

Exce xcel l ent

5

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4

Ver y good

4 

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3

Sat i sf act or y

3

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2

Li mi t ed

2

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1

Weak ea k

1

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MARKS ARKS

Wi de- r ang angi ng i nf ormat i on and and hi hi gh l evel of anal ys i s ; Excel xcel l ent ent underst and andi ng of of di f f er en e nt hi hi s t or o r i c al al i nt er pr pr e t a t i ons ; Ver y wel l st r uct ur ed an and f l uent l y wr i t t en. I nf ormati on i s app appr opr i ate and and t here i s r eason easonab abll y goo good d anal ys i s ;

25-- 30 25

19-- 24 19

Good ood unders t and andi ng of di f f erent erent hi s t or o r i c al al i nt er pr pr e t at at i ons ; Cl ear ear l y exp exprr essed and and coh coherent. I nf ormati on i s app appr opr i ate and and t here i s some anal anal ysi s; Some un unders t and andi ng of of di f f erent erent hi s t or o r i c al al i nt er pr pr e t at at i ons ;

12-- 18 12

Cl ear ear l y exp exprr essed wi t h r eason easonab abll e coheren coherence. ce. Cont ont ai ns some i nf or mat i on but but l i mi t ed anal yt i c al l i nks ; Li mi t ed unders t and andi ng of di f f er en e nt hi hi s t or o r i c al al i nt er pr pr e t a t i ons ;

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Som Some coher coher ence ence but but expr expr essi on i s l i mi t ed. May cont cont ai n some descr descr i pt i ve i nf or mat i on but l oosel sel y l i nked ked t o quest i on; Li t t l e i f any awar eness of of di f f er i ng hi hi s t or or i c al i nt er pr pr e t a t i ons ;

0- 5

Lacks coher coher ence ence and and expr expr essi on. on.

[30 marks]

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SECTION B: MODULE II

Question 3 (a)  

Abor t i on – met hods ods used used t o abor abor t or at t empt t o abor abor t . Pr ol onged l act at i on – pr ol onged br east f eedi ng of babi es up t o ag age t hr ee or ol der . Two ways clearly explained — 1 marks each [2 marks]

(b) 

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Rol e as as mai n pr odu oducer s of sugar sugar af t er 1780’ s i n most i s l ands i n t he r egi on. Pr ovi de s t at i s t i c al al dat a f r om at l east east t wo coun count r i es show showi ng t he number of f emal es out out num number ber i ng mal es i n t he f i el ds. Women wer e expe expect ct ed t o per f or m t he sam same f i el d dut i es as as men, f r om su sun nr i se t o su sun nset set . Rol e as as r epr epr odu oducer s – exp expect ed t o r epr epr odu oduce new new ensl ensl aved aved peo peopl pl e. Women wer e t hus hus expect expect ed t o per per f or m a dual r ol e as pr oducer cer and r epr oducer cer . At t he onset of at l ant i c t r ade i n Af r i c an ans pl t he en end of of t he t r ans at pl ant er s sought sought t o enco encour ur age age sl ave women t o br br eed eed by by pr pr ovi di ng i nc en ent i ves . Puni shment Puni ent of pr egna egnant nt women ( hol hol e dug dug i n t he gr ound ound t o accommodat odat e t he unbo unborr n chi l d i n her her st omach) ach) . Poor di et – ex excess cess use use of car car bohydr at es, l i t t l e pr ot ei n or f at , pr ot ei n def i ci ency di sea seases. ses. Di et pr ovi ded l i t t l e nut r i ent s f or women’ s bo bodi es t o be abl e t o ef f ect i vel y con concei cei ve, or t o ef f ect i vel y r ecov cover i n t he post par t um per i od. Fi el d or or domest i c ensl ensl aved aved women wer e subj subj ect t o sexu sexual har assment or abu abuse f r om whi t e est est at e ow owner s or over ver seer seer s or el i t e en ensl aved ved men. Hi gh i nci dence ence of mat er nal mor t al i t y among ong ensl ensl aved aved women – gi ve at l eas eas t t wo exam exampl es f r om one one or or t wo c ou ount r i es . Any four points clearly discussed — 3 marks each Points partially clear — 1-2 marks each [12 marks]

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(c) 

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Measur asur es i nt r odu oduced ced by t he Br i t i sh Gove over nment i . e. t he Sl ave ave Re Regi st r at i on Act 1815 and and Amel i or at i on Act 1823 di d l i t t l e or not hi ng t o i mpr ove t hei r l ot as en ensl aved per sons. sons. The Br i t i sh sl ow pr ocess cess wa was not not meet i ng t hei r need eeds t hus t hey wer e not not pr epar epar ed t o accep accept emanci pat i on as a di di sp spe ensat i on f r om above. ve. The s ucces s of t he Hai t i an Revol ut i on of 17 1791 91 s t ood as a bea beacon con of hope ope f or t he ensl ensl aved aved t hr ough oughou outt t he r egi on. The r adi cal cal i sm ger mi nat ed by i t s succe success ss ser ved as a mot i vat vat or t o ot ot her ensl ensl aved aved t o t ake up ar ms as wel l . Wor ki ng and and l i vi ng cond condi t i ons ons on t he est at es r emai ned unchan changed, ed, i . e. St r enu enuous ous wor wor k r egi egi me – wor ked ked f or 10 hour our s per per day i n t he East East er n Car Car i bbean ean an and 12 12 hour our s per per day i n J amai ca. ca. Unsan sani t ar y l i vi ng con condi t i ons – l ed t o ar eas be bei ng r i f e wi t h di sea seases: ses: wor m i nf est at i on, wat er bor ne di sease. sease. Car i bbean sl ave soci et i es t her ef or e saw a nat ur al decr ease r at her i ncr ease i n i t s sl ave popul at i on. Rest r i ct i ons t o t hei r soci soci al and econ conomi c st at us r emai ned uncha changed, i . e. They wer e st i l l con consi der ed ensl ave aved peopl opl e and and as such such st ood ood at t he bot bot t om of t he soci soci al l adder and wer e t he pr oper t y of of t hei r mast er . They They coul d s el l at t he l ocal mar ket s but but coul d not eng engage age i n t he pur chase chase of of l and and f or exam exampl e, as an ensl aved ved per son. son. El i t e mal e sl aves ves t hough sent sent out f or hi r e wher e on onl y gi gi ven ven a smal l per cent cent age age of of t he money oney ear ned. They They wer e s t i l l s ubj ubj ect t o puni puni s hment by t hei r owner s or over see seer s f or t he sl i ght est of f ences, ces, i ncl udi ng, whi ppi ng, br and andi ng, amput at i on, on, bei ng made ade t o eat t hei r own excr excr et a. Rest r i ct i ons wer e st i l l pl aced ced on t hei r f ami l y r el at i ons i . e. t hey co coul d not be l egal l y mar r i ed; t hey cou coul d be sol sol d or sen sent of f f or hi r e t o anot her est at e. Any four ways clearly explained — 4 marks each Points partially clear — 2 marks [16 marks]

15

Question 4 Overview 

Cand andi dat es s houl oul d decl ar e a t hesi s s t at ement whi ch i ndi cat cat es t hei r vi ew on t he st at ement ‘strong leadership and favourable circumstances accounted for the success of the Haitian Revolution’.

SALIENT POINTS: Strong leadership 



The ensl aved ar my f ound ound s t r ong l eader eader s hi p i n Boukman, Touss ai nt L’ Ouver t ur e, J ean J acques Dess al i nes and Henr i Chr i st ophe. Mi l i t ar a r y: y: ( a)

Boukman used us ed hi s empl oy as a coac c oachm hman t o move ar ound t he pl ant at i ons and and pl an t he r evol vol t . Bei ng a voo voodoo pr i est he gai ned t he awe and and r espect espect of hi s men. en.

( b)

Touss ai nt was an excel l ent s t r at egi s t and t act i ci an. i . e. he j oi ned t he i nvad vadi ng Spani sh ar my t o get t r ai ni ng f or hi s men, he j oi ned t he r adi cal cal French French J acobi n ar my i n t he f i ght ght t o abol i s h s l aver y. He was a sup su per b or gani ser i n est abl i sh shii ng hi s men as a f or mi dabl e f i ght i ng f or ce. ce. He ch choose ex excel cel l ent and cap capabl e l i eut enant s i n t he per sons sons of Dessal i nes and and Chr i st ophe.

( c)

Dessal ssal i nes r al l i ed t he sl ave af t er Toussai ssai nt f el l and kep kept a l ar ge ar my f or t he dur at i on of hi s t enur e.



Econ conomi c Pol i ci es ( a)

Lan Land hol di ng and agr i cul cul t ur e syst em devel vel oped – f er mage syst syst em – r e- cul cul t i vat vat ed an and ab abandoned est est at es. Thi s s t r at egy was s t ar t ed by Touss ai nt and f ol l owed by Dessal i nes and and Chr i st ophe.

( b)

Est abl i sh shm ment of a uni f or m val ue f or t he l ocal cal cur cur r ency – t he gou gourr d.

( c)

Tr adi ng r el at i ons est abl i s hed wi t h t he Uni t ed St at es under Dess al i nes r ul e and and mai nt ai ned under Chr i st oph ophe.

16

Pol i t i c al Pol i c i es



( a) ( b) ( c)

Est abl i sh shm ment of pol i t i cal cal i ndependence af t er al l f or ei gn f or ces ces wer e def eat ed under Toussai oussai nt . Est abl abl i shment of t he post of Gove over nor al ong ong wi t h a cent cent r al assembl y t hat act ed as an execu executt i ve body ody un under Touss ai nt . Est abl i sh shm ment of an i ndependent Hai t i 1st J anua anuarr y 18 1804 under Dessal i nes.

Favourable Conditions 

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France France was i n a st at e of r evol ut i on. Each soci soci al cl ass i n St . Domi ngue/ Hai t i used t he wat chw chwor ds ‘ Li ber t y, Equal i t y or Fr at er ni t y’ t o acco accom mpl i sh t hei r own ends. The Gr and Bl ancs wer e t he f i r st t o r ebel f ol l owed by t he Mul at t oes and and t hen t he ensl ensl aved aved.. Fai l ur e of t he Concor oncor dat dat – agr eem eement ent bet bet ween een t he Gr and and bl ancs ancs and and t he Mul at t oes oes t hat woul oul d hav have e act act ed as an al l i ance agai nst t he ensl aved ar my. The f ai l ur e of t he Gr and and Bl ancs ancs t o i ncl ude t he mul at t oes oes i n t he 1790 l aw t hat al l owed al l per sons sons ove over age 25 wi t h cer cer t ai n pr oper t y qual i f i cat cat i ons t he abi l i t y t o vot e, t hwar t ed any possi bl e compr omi se bet ween een t he t wo gr oups oups and al al l owed f or ensl ensl aved aved ar mi es t o f i ght each gr oup i ndi vi dual l y. The r i s e t o pr omi nence nence of t he Radi cal J acobi n l eader eader s hi p i n Fr ance - by Fe Febr uar y 17 1794 t he abol i t i on of sl aver y i n al l Fr enc h c ol ol oni es . Di sea seases ses l i ke yel l ow f ever deci mat ed t he f or ei gn t r oops sent sent agai nst t he ensl aved ved ar my, Br i t i sh sh,, Fr ench and Spani sh sh.. Use of of mount ai nous t er r ai n, pr ovi ded ex excel cel l ent cov cover f or t he guer r i l l a t ype ype war f ar e empl oyed oyed by t he ensl ensl aved aved ar my .

17

Excellent responses must include at least 2 well developed points from each sub-section (military, political and economic) strong leadership as well as 3 well developed points on favourable circumstances.

LEVELS

5

4

3

2

1

UNDERSTANDING THE DEMANDS OF THE QUESTION

Excel xcel l ent ent r espon esponse se

Ver y good

Sat i sf actory

Li mi t ed

Weak ea k

POINTS

9

7

5

3

1

CRITERIA

MARKS

Wi de- r ang angi ng i nf ormat i on and hi gh l evel vel of anal ysi s: Excel xcel l ent ent underst and andi ng of of di f f er e nt nt hi hi s t or or i c al al i nt er pr et at i on; ver y wel l st r uct ur ed and f l uent l y wr i t t en

25-- 30 25

I nf or mat i on i s app appr opr i at e and and r easonab easonabll y good good anal anal ysi s; Good ood under st andi ng of of di f f er ent hi s t or or i c al i nt er pr pr e t at at i ons ; Cl ear ear l y exp expr essed and and coher coher ent ent

19-- 24 19

I nf or mat i on i s app appr opr i at e and some anal anal ysi s; Some under st andi ng of of di f f er ent hi s t or or i c al i nt er pr pr e t at at i ons ; Cl earl y exp expr essed wi t h r easona easonab bl e coher coher ence ence

12-- 18 12

Cont ont ai ns some i nf or mat i on but l i mi t ed unders t and andi ng of d dii f f er e nt nt h hii s t or or i c al al i nt erpr et at i ons ons Some coherenc coherence e bu but exp expr essi on i s l i mi t ed

6- 11

May cont ai n some descri pt i ve i nf or mat i on b bu ut l oosel sel y l i nked ked t o quest i on Li t t l e i f any awar eness of of di f f er i ng h hii s t or or i c al i nt er pr et at i on Lack Lacks s coher coher ence ence and and expr expr essi on i s weak

0- 5

18

SECTION C: MODULE III

Question 5

( a) Ways i n whi ch t he r i ot er s i n t he Car i bbean unl eash she ed t hei r “ ho hor r i f i c s av avager y” . 

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Dur i ng t he r ebel l i on, r i ot er s at at t ac ke ked pol i c e of f i c er er s becau cause t hey t r i ed t o pr pr ot ect t he pr pr oper t y of of t he busi ness cl ass. Pol i ce of f i cer cer s wer e al so at t acke cked becau cause t hey wer e r esp spo onsi bl e f or t he ar r est of popu opul ar l eader s s uch as Sob Sober ani s, Payne yne an and But l er . Ri ot er s at at t acke cked and dest r oyed bui l di ngs i n t he ci t i es ( Ki ngst on and Br i dget own) and oi l f i el ds i n Tr i ni dad. I n Br i dget own, f or exam xampl e, t he r ebel s at t empt ed t o bu bur n t he Bar bados Mut ual Li f e Assur ance Soci et y Bu Bui l di ng Thi s r epr epr esen esent ed an at t ack on on weal eal t hy cl ass whom t hey bl amed f or t hei r soci soci o- econ conomi c pl i ght . Ri ot er s r ai ded sh sho ops f or f ood su such ch as f l our r i ce, ce, cor cor ned beef eef and and ham ham. Some of of t hese r i ot er s wer wer e hu hungr y, whi l e ot her s t ook t he oppor t uni t y t o pl pl under t he sh sho ops. Ot her s bel i eved ved t hat t he pr pr i ces ces at t he gr gr ocer cer y sho shops we wer e unaf f or dabl e. The r ebel ebel s al s o at t acked s ugar ugar pl ant at i ons. They They app appr opr opr i at ed yam yams and and p pot ot at oes oes and and wel l as s t ock – cows and and shee sheep - owned by t he pl ant ant at i ons. ons. The They di di d t hi s becau ecause t he pl ant ant at i ons ons had had r esor t ed t o a l ow- wage age r egi egi me f or near l y 1 10 00 y ye ear s. Pl ant ant at i on equi pment was r emove oved i n Bel i z e. e. The r i ot er s s omet i mes at t acked s ome Whi t e empl oyer and ot her wor ker ker s who supp suppor t ed t he pl ant ant er - mer chan chantt cl ass. I n add addi t i on, on, member s of t he gover over nment ent wer e physi cal l y at t acked cked. For For exam xampl e, i n St . Lu Luci ci a t he wor ker ker s assau assaull t ed t he At t or ney ney Gener ener al and and t he Gover over nor . Three ways clearly outlined — 2 marks each Points partially clear — 1 mark each [6 marks]

19

( b)

Ci r cumst ances ances t hat pr ompt ed t he ap appoi nt ment ent of t he commi s s i on 

The wi despr ead pover pover t y i n t he Car i bbean bbean:: o Hous ous i ng smal l and and di di l api api dat dat ed. ed. Som Some hou houses ses measur easur e 12x10 12 x10 or 16 16x x 9 and and cont ai ned ned 8- 10 per per s ons ons o Lack of of good ood pot pot abl abl e wat er . Dr i nki ng wat er came f r om wel l s, sp sprr i ngs an and ponds. Thi s cr eat ed con condi t i ons f or t he spr ead of di seases seases such as t yph yphoi d and and dysen sent er y. o Poor wages p pa ai d t o ag agr i cul cul t ur al wor ker ker s: For For exam exampl e, 10 cent cent s a day day f or adul adul t mal es; women got got 8 cen cent s a day day and and chi chi l dr en 6 cen cent s i n Bar bados. ados.

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Wi desp sprr ead rebe rebel l i ons and and demonst r at i ons i n Bel i ze, ze, St . Vi ncen cent , St . Lu Luci ci a, Tr i ni dad, Bar bados an and J amai ca o The r ebel ebel l i ons caused caus ed l oss os s of l i f e, dest r uct i on of pr oper t y, t hr eat s t o busi nesses, sses, l oss of of pr oduct i vi t y when a st r i ke occur ccur r ed. Br i t i sh t r oops wer e r equi r ed t o i nt er vene i n St . Vi ncen cent , St . Lu Luci ci a, Bar bados and and Tr i ni dad t o su sup ppr ess t hese r ebel l i ons o Thi s pr esent ed a pi ct ur e of anar chy i n t he Br i t i s h con cont r ol l ed ar eas. The economi es of t he Br i t i s h Car i bbean bbean wer e weak. o The economi es wer e l ar gel y mono- cr op: I n Bar bados bados,, f or exam xampl e, t hi s onl onl y pr pr ovi ded wor k f or 30, 000 out of a po popul at i on of over ver 200, 000; o The Gr eat Depr ess i on l ed t o a decl i ne i n expor t s f r om J amai ca t o t he US and and Canad anada. a. o Many any mi gr ant ant s t o Pan Panam ama r et ur ned t o f i l l t he r anks anks of t he unem unempl oyed. oyed. Any THREE circumstances clearly examined, 3 marks each Points partially elaborated, 2 marks each. Points stated without elaboration, - 1 mark each [9 marks]

20

( c)



Reasons easons why Br i t ai n mi ght have have f el t compel l ed t o make t he gr ant Britain had Responsibility as ‘mother country’.

o The West I ndi ndi an col oni es bel onged onged t o Br i t ai n. As mot her coun count r y she mi ght be accused accused by t he col col oni oni st s and ot her i mper i al power s of negl ect . o Br i t ai n had not gi ven t he col col oni es any any f i nanci al gr ant f or soci soci al ser ser vi ces ces f or a ver y l ong t i me. 

Britain had gained financial rewards in the past

o Br i t ai n benef i t ed f r om c ol ol oni al expor t s f r om Tr i ni dad ( oi l ) , su sug gar ( ALL LL)) , mol asses, sses, r um, cot cot t on, cof cof f ee ( J amai ca an and Guyan yana) , Spi ces ces ( Gr enada, St . Vi ncen cent , St . Luci a) banan ananas as ( J amai ca an and t he Wi ndwar ds) o Br i t i sh manu anuf act ur ed g goo ood ds f oun ound a mar ket ket s i n t he c ol ol oni es . o Bl acks acks i n t he Car Car i bbean pr ovi ovi ded sl ave ave l abou abourr and and wage age l abour at a ve ver y l ow cost cost t o Br Br i t i sh sh-- owned pl ant ant at i ons. ons. For For exam xampl e, t he Ear Ear l of Har wood ood ow owned pl ant ant at i ons ons i n Guyan yana, J amai ca an and Bar Bar bados ados t hr oug oughout out t he per i od of sl aver y and wel l i nt o t he t went i et h cen cent ur y Two reasons clearly explained — 3 marks each Points partially clear — 2 mark each For stating the reason only --- 1 mark each [6 marks]

21

( d)

Reasons sons f or f undi ng f or l abour dep depar t ment s 

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The maj or s our ce of di s cont ent i n t he 19 1930 30s s came f r om l abou abourr i ss ues such as t he ab absence sence of of wor kmen’ en’ s com compensat i on, no col col l ect i ve bar gai ni ng, poor wor ki ng cond condi t i ons ons and and l ong ong hour our s of wor k. A l abou abourr depar t ment woul d ad addr ess t hese i ssues. ssues. I t was hop hoped ed t hat t he l abou abourr dep depar t ment ent woul oul d di sc uss mat t er s wi t h em emer gent ent t r ade ade uni uni ons ons and and t he em empl oyer oyer s i n or der t o r educe con conf l i ct . The l abour abour depar depar t ment s needed needed f undi undi ng f or s t af f and i t s day- t o- day oper at i ons. Br i t ai n r ecog cogni zed zed t hat t he empl oyer yer s wer e hesi t ant i n cr eat i ng such such or gani sat i ons i n t he Car i bbean. Empl oyer yer s f el t t hat l abour depar t ment s woul d wor k ag agai nst t hei r i nt er es es t s . Any THREE reasons clearly explained, 3 marks each Points partially elaborated, 2 marks each. Points stated without elaboration, - 1 mark each [9 marks]

22

Question 6 Introduction

o f pr ot es t s i n Bel i z e, e, St . General statement ( 3- 4 l i nes ) of Vi ncen cent , Tr i ni dad, Bar bados and and J amai ca; ca; Li ves wer e l ost , per sons sons wer e i nj ur ed and pr oper t y dest r oyed yed, cau causi ng t he Br i t i sh mi l i t ar y and t he l ocal cal pol i ce t o i nt er vene. Outline of main points: Col oni al

and i mper i al negl ect ; soci soci al and and econom conomi c de depr i vat vat i on; on; r ace and and l abou abourr consci consci ousne ousness ss ; t he pr i macy of of l abour i ssu ssue es; and t he ar ar r est of l abour l eader s wh whi ch t r i gger ed t he r ebel l i ons .

1. Arrest of labour leaders. Labour leaders such as Soberanis, Butler, and Bustamante clashed with the local authorities. 

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They They wer e t he ones t o hol d pol i t i cal meet i ngs ngs bef or e l ar ge cr owds. They They had f or med t r ade uni uni on or gani gani z at i ons, whi ch t he oi l f i el d empl oyer s, t he pl pl ant er s and and t he mer cha chant s deem deemed a t hr eat eat . Cr owds pr even vent ed t he ar ar r est of l eade ader s because cause t hey f el t t hat t hey wer e pl aci ng t hei r gr i evances ces on on t he agen agenda da of of t he gove goverr nment ent . When l ead eader s wer e ar r est ed or depor epor t ed, ed, cr owds r ushed shed t o t hei r assi st ance, ce, sp spa ar ki ng out br eaks. The el i t e vi ewed t hese l abour abour l eader eader s as pol i t i cal agi t at or s wh who wi sh she ed t o st i r up t r oubl e.

2. Colonial neglect helped to create poor living conditions in the Caribbean 

Col oni al aut hor i t i es, mai nl y t he whi t e pl ant er mer cha chant cl ass, con cont r ol l ed t he Leg Legi sl at i ve Counci l s and and Ass embl i es and and passed l aws t hat supp suppor t ed t hei r ent er pr i s es es .

23

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The aut hor i t i es wer e ext r emel y s l ow i n cr eat i ng pr ogr ams f or t he f ol l owi ng: sl um cl ear ance, ce, heal t h car car e f aci l i t i es, housi ng, and educat cat i on. The l ack of educat educat i onal f aci l i t i es l ed t o i l l i t er acy and di scon scont ent , r esu sull t i ng i n r ebel l i on; Poor housi ng al so l ed t o ha har dsh shii p and di scon scont ent , esp spe eci al l y when t he l ower cl asses compar ed t hei r housi ng t o t hose of of t he upper cl asses. sses.

3. Imperial neglect was widely recognized as a cause of the rebellion 

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Br i t ai n, as c co ol oni al power , had a r esp spo onsi bi l i t y t o pr ovi ovi de f or t he soci al and and econ econom omi c deve devell opm opment of t he col col oni es an and i t s pe peopl e. Br i t ai n pr ovi ded co commi ssi ons t o i nvest i gat e t he pr obl ems of t he col col oni es, but di d no not advan vance gr gr ant f undi ng. The l ack of gr ant f undi undi ng cont r i but but ed t o t he pover pover t y t hat exi st ed, as t hi s coul coul d have gone a l ong way i n bui l di ng scho school s an and hosp spii t al s, whi ch had a di r ect i mpact on t he l i ves ves of t he poor .

4. The rebellions were caused directly by a plethora of labour grievances which were placed on the agenda by labour leaders

Som Some i s s ues ues wer wer e: 

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The payment of wages f ar bel ow t he cos t of l i vi ng ( 20 cen cent s pe per day f or agr i cul cul t ur al wor ker ker s i n Bar bados) and and t he r ef usal of t he em empl oye oyer s t o gi gi ve wage age i ncr eases ses ev even i n t he Tr i ni dad oi l f i el d wher e ent er pr i ses wer e mor e vi abl e. The absence of l egal l y r ecogni z ed t r ade uni uni ons The l ong wor ki ng hour hour s ( 12 12)) f or dr i ver s and cond conduct i ons ons The absence of wor kmen’ s compens pens at i on l egi s l at i on, par t i cul cul ar l y i n an envi r onment ( su sug gar f act or i es an and oi l f i el d) wher e wor ker ker s wer e somet i mes ki l l ed or i nj ur ed e d.

24

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A negat egat i ve r eact eact i on t o t hose dem demand ands c r eat eat ed demonst r at i ons whi ch even vent ual l y l ed t o open con conf l i ct

5. The economic conditions deteriorated because of the Great Depression in the United States. 

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The Depr ess i on, 19 1929 29-- 19 1934 34,, r esul t ed i n t he r i s e of com commodi t y p prr i ces ces i n t he US US. Thus t he pr pr i ce of beef , f l our , f i sh and but t er i ncr eased sed i n t he 1930s, cau causi ng mor e har har dshi p f or Car i bbean ean wor ker ker s The Depr ess i on l ed t o a f al l of f i n demand f or pr oduct oduct s expo xpor t ed f r om t he Ca Car i bbean t o t he Un Uni t ed St at es s uch as cof f ee, mol asses, sugar sugar , banan ananas. as. When exp expor or t s dr opp opped, empl oye oyer s i n t he Car Car i bbean r esor t ed t o l ayof f s, cau causi ng har dsh shii p f or wor ker ker s. The Depr ess i on i n t he Uni t ed St at es r esul t ed i n about about 12- 15 mi l l i on peopl opl e bei ng unempl oye oyed t her e. Thi Thi s l ed t o t he r et ur n of of many any Car Car i bbean mi gr ant ant s. Hi gh US unempl oym oyment ent al so l ed t o t he decl decl i ne i n r emi t t ances ces f r om t he US.

6. The rebellions were spurred by events which raised race and labour consciousness 

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The est abl i s hment of Gar vey’ s Uni ver s al Negr o I mpr ove ovement Ass oci at i on cr eat ed r ace consci consci ousne ousness ss . Wor ker ker s wer wer e con consc i ous ous of t he hu huge mat er i al di f f er ences ces be bet ween een t he r aces aces i n t he Car i bbean, an, and and i nt er pr et ed t hi s as as r aci al domi nat i on. The war bet ween I t al y and Et hi opi a i n 19 1935 35// 19 1936 36 was seen seen as a whi t e cou count r y t r yi ng t o de dest r oy de def ensel ess Af r i can cans. Car i bbean peopl e r ecei cei ved ved t he news of t hi s con conf l i ct on a dai l y basi s an and i t annoyed t hem I n Car i bbean soci soci et i es r aci sm was pr pr act i ced ced i n scho school s, r ecr eat i onal cl ubs and and i n l ar ge whi t e- owned compani pani es. Wor ker s f ough oughtt i n t he 1930s t o put put an end end to th hii s .

25

7. The return of the war veteran and the Panama migrants also helped to raise political consciousness. 

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War vet vet er ans ans s uch a Capt apt ai n Ar t hur Andr ndr ew Ci pr i ani ani r et ur ned t o est abl i sh a pol i t i cal cal par t y; whi l e Cl ennel Wi ckham of Bar bados bados r et ur ned ned and and becam became a news pape paperr edi t or , cha champi oni ng t he ca cause of of t he wor ker ker s. The vet er ans wer e awar e of bet t er condi t i ons f or i n t he US US an and UK UK and and want ant ed t o achi achi eve eve t hi s f or t he Car i bbea bbean n The Panam Panama mi gr ant s had wor ked f or hi gher gher wages ages i n Panam Panama und under er a US US company pany r egi egi me. They They f el t t hat hat t r ade ade uni ons wo woul d hel p t o i mpr ove con condi t i ons ons i n t he wor kpl kpl ace

Conclusion

Summar y of mai n p poi oi nt s, emphasi zi ng t he r ol e of of pove over t y i n t he out br eak of of r ebel l i ons. Di scuss scuss t he posi t i on t hat wor ker ker s we wer e l ed t o revo revol t by pol i t i c al agi t at or s I ncl ude a br br i ef di scussi scussi on on t he i mpact of t he r ebel l i ons wi t h r ef er ence ence t o t he Royal oyal Commi ss i on of 1938/ 39 and and i t s r ecommendat endat i ons ons .

26

Excellent responses must include 5 points from both parts of question (challenges faced and responses to).

LEVELS

5

4

3

2

1

UNDERSTANDING THE DEMANDS OF THE QUESTION

Excel xcel l ent ent r espon esponse se

Ver y good

Sat i sf actory

Li mi t ed

Weak ea k

POINTS

5

4

3

2

1

CRITERIA

MARKS

Wi de- r ang angi ng i nf ormat i on and hi gh l evel vel of anal ysi s: Excel xcel l ent ent underst and andi ng of of di f f er e nt nt hi hi s t or or i c al al i nt er pr et at i on; ver y wel l st r uct ur ed and f l uent l y wr i t t en

25-- 30 25

I nf or mat i on i s app appr opr i at e and and r easonab easonabll y good good anal anal ysi s; Good ood under st andi ng of of di f f er ent hi s t or or i c al i nt er pr pr e t at at i ons ; Cl ear ear l y exp expr essed and and coher coher ent ent

19-- 24 19

I nf or mat i on i s app appr opr i at e and some anal anal ysi s; Some under st andi ng of of di f f er ent hi s t or or i c al i nt er pr pr e t at at i ons ; Cl earl y exp expr essed wi t h r easona easonab bl e coher coher ence ence

12-- 18 12

Cont ont ai ns some i nf or mat i on but l i mi t ed unders t and andi ng of d dii f f er e nt nt h hii s t or or i c al al i nt erpr et at i ons ons Some coherenc coherence e bu but exp expr essi on i s l i mi t ed

6- 11

May cont ai n some descri pt i ve i nf or mat i on b bu ut l oosel sel y l i nked ked t o quest i on Li t t l e i f any awar eness of of di f f er i ng h hii s t or or i c al i nt er pr et at i on Lack Lacks s coher coher ence ence and and expr expr essi on i s weak

0- 5

TEST CODE 02227010

SPEC 2017/02227010 C A R I B B E A N

E X A M I N A T I O N S

C O U N C I L

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION ® HISTORY SPECIMEN PAPER Unit 2 – Paper 01 1 hour 30 minutes


1.

This test consists of 45 items. You will have 1 hour and 30 minutes to answer them.

2.

Each item in this test has four suggested answers lettered (A), (B), (C), (D). Read each item you are about to answer and decide which choice is best.

3.

Look at the sample item below. Sample Item One important result of the French Revolution was that Sample Answer (A) (B) (C) (D)

4.

France lost its spirit of nationalism political power shifted to the bourgeoisie France enjoyed a lengthy period of peace and prosperity the church was restored to its former role and power in the French government

A

B

C

The best answer to this item is “political power shifted to the bourgeoisie”, so answer space (B) has been shaded.


Copyright © 2017 Caribbean Examinations Council ®. All rights reserved. 02227010/SPEC 2017

D

-21.

Which of the following was NOT at the heart of 18th century European Enlightenment?

5.

What were the grievances of the MAIN social groups in France in 1789? I.

(A) (B) (C) (D)

2.

Rulers should not be given absolute power Natural laws govern govern both the physical and natural natural world Reason should not be applied to religious thinking Natural rights are inalienable

II.

III.

Enlightenment Enlightenment did not affect Europe in which of the following ways? (A) (B) (C) (D)

literary societies were developed political revolutions developed in Europe there was less censorship of printed material absolutism remained in tact

(A) (B) (C) (D)

6.

I and II only I and III only II and III only I, II and III

What was the significance of the King summoning the Estates general in 1789? (A)

3.

The incident which was the IMMEDIATE cause of the American War of Independence is the

It signalled the royal efforts to reform finances The king’s authority was confirmed in France An indication that France had reached a crisis situation Estates were reformed

(B) (C)

(A) (B) (C) (D)

Intolerable Acts Boston Massacre Coercive Acts closure of the Boston Port

(D)

7. 4.

The American Revolution had a negative impact on the British Caribbean. In which of the following ways did it MOSTLY affect the British Caribbean? (A) (B) (C) (D)

Increased shipping cost There was a scarcity scarcit y of food supplies Insurance and freight rates skyrocketed There was the loss of American protection

Peasants resented the disproportionate burden of taxation Towns people were confronted with economic slump and unemployment The aristocracy and clergy resisted attempts to abolish their tax exemptions and privileges

How did the American Revolution influence the French Revolution? I.

It supplied a practical example of a successful revolution French soldiers who served in the war in America returned to France with ideas of democracy France’s participation in the war in America contributed to bankruptcy

II.

III.

(A) (B) (C) (D)

I only II only I and III only I, II and III


-38.

Which of the following factors contributed to the process of rapid industrialisation in the United States between 1865 1865 and 1900? I. II.

III.

(A) (B) (C) (D)

11.

The Civil War of 1861 –1865 Government support in form of tariffs, legislation and judicial protection Immigration which supplied an inexhaustible supply of cheap labour

(A)

(B) (C)

I only I and II only I and III only I, II and III

(D)

What was said to be the MAIN basis of industrialisation in the United States? (A) (B)

(A) (B)

(C) (D)

10.

Britain levied duties on Caribbean sugar, rum and cotton Caribbean colonies supplied most of the raw materials the profits from the trade were reinvested into the British economy the goods manufactured manufacture d were resold to the Caribbean

Which of the following was NOT a consequence of British industrialization?

12. 9.

According to Eric Williams, the benefits from colonial trade contributed in a massive way to British industrial development. This was so because

The spirit of nationalism The emphasis which Americans placed on hard work The abundance of natural resources Foreign investments investme nts made by the Americans

Which of the following does NOT embody the notion of Manifest Destiny? (A) (B) (C)

(D)

(C) (D)

13.

Which of the following could NOT have been a cause of American industrialisation? (A) (B)

Protecting its citizens in foreign countries Justifying the seizure of territory Believing in their moral duty to civilize the ‘backward’ peoples Spreading their own version of democracy

(C) (D)

14.

Abolition of the slave system Mercantilism gave way to free trade An increased dependence on colonial products Difficulties by Caribbean colonies in competing in the global market

The growth of urbanisation urbanisati on The development of an agricultural agricultural system Innovative and enterprising individuals Technological Technological inventions and innovations

The term ‘iron horse’ which became popular with American industrialisation referred to (A) (B) (C) (D)

the steel industry steam powered ships the automobile industry the steam-powered steam-powered railway


-415.

Which of the following policies did NOT govern United States relations with the Caribbean and Latin America up to 1917? (A) (B) (C) (D)

20.

(A) (B) (C)

Manifest Destiny Dollar Diplomacy The Good Neighbour Policy The Roosevelt Corollary to the Monroe Doctrine

(D)

21. 16.

Which of the following was the first organized political party to call for selfgovernment government in Ghana? (A) (B) (C) (D)

The Ghana Congress Party The Convention People's Party The National Liberation Movement The United Gold Coast Convention Party

The Triple Alliance was formed by which of the following countries?

Which countries formed The Triple Entente? (A) (B) (C) (D)

22.

Which of the following leaders was responsible for the slogan “Selfgovernment now”? (A) (B) (C) (D)

Walter Sisulu Jomo Kenyatta Nelson Mandela Kwame Nkrumah

(B)

(C) 18.

With whom is the term Positive Action associated? (D) (A) (B) (C) (D)

19.

Julius Nyerere Kwame Nkrumah Mahatma Gandhi Jawaharlal Nehru

Austria, Italy, Britain Britain, France, Russia Germany, Austria, Italy France, Germany, Russia

Which of the following statements is TRUE of the Russian Revolution of March 1917? (A)

17.

France, Britain, Italy Britain, Russia, France Germany, Austria-Hungary, Austria-Hunga ry, Italy Russia, Germany, AustriaHungary

The Russian Empire collapsed with the abdication of Tsar Alexander III and a communist regime was installed The Tsarist autocracy was dismantled which led to a formation of a capitalist state The Ancient regime was replaced by a Socialist Democratic system led by Trotsky The Romanov monarchy crumbled, leading to the installation of a Provisional Government

Which of the following was NOT a weapon of the Positive Action campaign in Ghana? (A) (B) (C) (D)

Legitimate political action Affirmative economic action Newspaper and educational educationa l campaigns The application of non-violent non-violent strikes and boycotts


-523.

Which of the following resulted in the Russian Revolution of March 1917? I. II. III.

26.

The incompetence of Tsar Nicholas II in WWI WWI The rapid industrialization of Russia The growing and politicized urban work force

After what event did the call for political independence gain significant momentum in India? (A) (B) (C) (D)

(A) (B) (C) (D) 24.

27.

What was the IMMEDIATE cause of the Russian Revolution of February 1917?

Which of the following was the PRIMARY function of The League of Nations?

(A)

(A)

(B)

(B)

(C)

(D)

25.

III only I and II only I and III only I, II and III

To prevent wars through collective security and disarmament. To protect minorities and native inhabitants throughout Europe. To promote international cooperation in relation to humanitarian aid. To promote international cooperation against drug and human trafficking.

Between 1871 and 1914 all of the factors below served to undermine international stability EXCEPT (A)

(B)

(C)

(D)

(C)

(D)

28.

The Indian Mutiny of 1857 The end of World War II in 1945 The Amritsar Massacre of 1919 The information of the Indian National Congress Congress in 1885

The Tsar's frequent dissolution dissoluti on of the Duma Russia’s disastrous involvement in World War I The Government's Government's rampant acts of corruption and inefficiency The widespread discontent of the ethnic minorities in the Russian Empire

The Provisional Government in Russia was replaced in October 1917 by the (A) (B) (C) (D)

Bolsheviks Romanovs Mensheviks Petrograd Soviets

European powers engaged in a new wave of Imperialism in Africa and Asia the British Colonial government's promise to grant political concessions to India the rise of Germany in Europe aroused fear and encouraged the growth of alliances the expansion of nationalists groups demanding selfdetermination threatened old Empires


-629.

The Fascists rose to power in Italy under the leadership of Benito Mussolini who promised to (A)

(B)

(C)

(D)

30.

The MOST vocal supporters reparation in the 1930s were (A) (B) (C) (D)

32.

Anti-Semitism Anti-socialism Anti-Bolshevism German nationalism

34.

35.

The Ten Point Action Plan for Reparatory Justice was developed by (A) (B) (C) (D)

Walter Sisulu F.W. de Klerk Desmond Tutu Winnie Mandela

The author of “I write what I like” was (A) (B) (C) (D)

37.

$20 million $30 million £20 million £30 million

Which of the following was NOT an anti-Apartheid anti-Apartheid activist in South Africa? (A) (B) (C) (D)

of

Haiti Jamaica Barbados Guadeloupe

At Emancipation, Britain paid compensation to the Planters in the sum of (A) (B) (C) (D)

36.

academics rastafarians the Jamaica Reparation Commission the CARICOM Reparation Commission

The ONLY country in the Caribbean that paid compensation in exchange for the recognition of its independence independence was (A) (B) (C) (D)

Adolf Hitler's book Mein Kampf, 1925, did NOT detail his radical ideas on (A) (B) (C) (D)

31.

create a well-organized, efficient and militaristic state that promoted nationalist pride allow criticism of the government government and practice non-violence non-violence against opposition in the Parliament emphasize the central control of the government, government, making industrial growth their main goal spend Government revenue on the military industrial production of of tanks, airplanes and other goods

33.

Steve Biko Oliver Tambo Julius Malema Nelson Mandela

The African National Congress was founded in (A) (B) (C) (D)

1712 1812 1912 2002

Minister Mile Henry the Jamaica Labour Party Prime Minister Ralph Gonsalves the CARICOM Reparation Commission


-738.

The MAIN objective of the African National Congress Congress was to (A) (B)

(C)

(D)

39.

III.

(A) (B) (C) (D) 40.

return stolen land to the people of South Africa unite the African people and spearhead the struggle for fundamental fundamental change in South Africa unite all whites to defeat the antiApartheid movement for fundamental change in South Africa design a Freedom Charter for South Africa

What is the chronological chronological order in which the following events occurred? I. II.

The Sharpville massacre The formation of the Truth and Reconciliation Commission The release of Nelson Mandela from Prison I, II and III I, III and II II, I and III III, II and I

Which of the following was NOT a strategy used by people outside of South Africa to protest Apartheid? (A) (B) (C)

(D)

41.

The term “Frontline States” was used to describe (A)

(B)

(C)

(D)

42.

states that contributed the most money to the rebuilding of South Africa European countries that supported the white regime in South Africa states that placed themselves in front of the Apartheid army in South Africa neighbouring neighbouring countries that helped South Africa’s antiApartheid activists

The Truth and Reconciliation Commission of South Africa was criticized because (A) (B) (C)

(D)

it did not prosecute policemen it failed to record the stories of Black victims it did not grant amnesty to those who had committed political crimes on both both sides it failed to mandate an adequate and multidimensional reparations settlement

Composing inspirational inspirat ional and revolutionary music Occupying banks that invested in South Africa Sending in troops to rescue Nelson Mandela Mandela from prison Boycotting Boycotti ng South African goods


-843.

Compensation was NOT paid to the enslavers by the British Government, for which of the following? (A) (B)

The European countries from which the Caribbean countries are demanding reparation have refused to pay because

Education for the freed people Loss of “property” in enslaved Africans For maintaining the viability of the plantations Ensuring planters’ acceptance of the Apprenticeship System

(A)

Which of the following arguments was used to justify reparations for slavery?

(D)

(C) (D)

44.

45.

(A) (B)

(C)

(D)

(B)

(C)

they believe that present countries cannot be held responsible for acts carried out by their ancestors they believe that Caribbean states are fabricating lies about them the Caribbean contributed nothing to European development reparation settlement will create poverty in Europe

The British economy was plunged into decline decline The slave system established Britain as a super power among nations African labour was responsible for Britain’s development as a Nation State Slavery transformed Britain’s economy to sustainable industrialization

END OF TEST

IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.


-9-

MASTER DATA SHEET FOR CAPE HISTORY UNIT 2 PAPER 01

MODULE 1

MODULE 2

MODULE 3

QUESTION

KE KEY

QUESTION

KEY

QUESTION

KEY

1

C

16

D

31

B

2

D

17

D

32

D

3

D

18

B

33

A

4

B

19

B

34

C

5

D

20

C

35

B

6

C

21

B

36

A

7

D

22

D

37

C

8

C

23

D

38

B

9

C

24

A

39

B

10

A

25

B

40

C

11

C

26

C

41

D

12

C

27

B

42

D

13

A

28

A

43

A

14

D

29

A

44

A

15

B

30

B

45

A


TEST CODE

02227020

SPEC 2017/02227020

CARIBBEAN EXAMINATIONS COU NCIL CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®

SPECIMEN PAPER FOR HISTORY UNIT 2 − Paper 02 2 hours 40 minutes


1.

There are THREE sections in this paper ONE on EACH of the three modules.

2.

Each section comprises TWO questions: ONE document-based question and ONE essay question.

3.

There are SIX questions on this paper.

4.

Answer THREE questions, ONE from EACH section.

5.

You must answer ONE document-based question and TWO essay questions.

6.

You are advised to take some time to read through the paper and plan your answers.


Copyright © 2017 Caribbean Examinations Council All rights reserved.

2

5215

SECTION A: MODULE I Answer ONE question only from this section

1.

The following extracts relate to the American and French Revolutions of the late eighteenth century. Study the extracts, then answer Parts (a) to (d) that follow.

Document I

Whereas, since the close of the last war, the British Parliament, claiming a right to bind the people of America by statute in all cases whatsoever, hath, in some acts expressly expressly imposed taxes on them, and in others under various pretences, … [have] Resolved … that they are entitled to life, liberty and property … Declaration and Resolves of the First Continental Congress, October 14, 1774, In Henry S. Commager (ed.) Documents of American History, New York: Appleton-Century-Crofts, 1963, pp. 82 – 83.

Document II

The representatives of the French people, organized in National Assembly, considering that ignorance, forgetfulness, or contempt of the rights of man are sole causes of public misfortunes and of the corruption of governments, have resolved to set forth in a solemn declaration in the natural, inalienable, and sacred rights of man, in order that such declaration, continually before all members of the social body, may be a perpetual reminder of their rights and duties; … Extract from A Translation of the Declaration of the Rights of Man and the Citizen, August 26, 1789 By John Hal Stewart, in A Documentary Survey of the French Revolution, New York: Macmillan, 1951, pp. 113 – 115. Retrieved on December 02, 2008 from http://sourcebook.fsc.edu/historydeclaration.html

(a)

With reference to Document I , outline THREE factors that precipitated the co nflict between Britain and her American colonies. [6 marks]

(b)

With reference to Document I , explain THREE factors that were responsible for the eventual victory of the Americans in their fight for independence. [9 marks]

02227020/CAPE 2017

3

(c)

With reference to Document II , outline TWO reasons for the significance of the King summoning the Estates General in 1789. [6 marks]

(d)

With reference to Documents I and II, discuss THREE ways in which the American and French Revolutions affected the Caribbean. [9 marks] Total 30 marks.

2.

Examine the view that the cause of the British Industrial Revolution is directly linked to the trades in the Atlantic region. Total 30 marks.

02227020/CAPE 2017

4

Write the answer to the question you have chosen to answer in Section A here. Remember to write the question number in the box provided below. Question No.

02227020/CAPE 2017

5

Question No.

02227020/CAPE 2017

6

Question No.

02227020/CAPE 2017

7

Question No.

02227020/CAPE 2017

8

Question No.

02227020/CAPE 2017

9

Question No.

02227020/CAPE 2017

10

SECTION B: MODULE II Answer ONE question only from this section

3.

The following extracts relate to the achievement of India’s independence. Study them, then answer the questions (a) to (d) that follow:

Document I “We did not conquer India for the benefit of Indians, we conquered India for the good of Great Britain. We conquered India by the sword and by the sword we shall hold it…….” Sir Joyson Hicks (Lord Brentford), Home Secretary (1924), Daily News, 17 th October 1925, cited in Ghandi and the Freedom Struggle, page 96.

Document II “India has never waged war against any nation…..the way she can promote peace is to offer successful resistance to her exploitation by peaceful means. That is to say she has to achieve her independence….by peaceful means…..” Mahatma Gandhi, Gandhi, cited in India of my Dreams, Dreams, Krishna Kirpilani, Ahemadabad, Ahemadabad, India, 1947. 1947.

(a)

With reference to Document I, discuss THREE ways in which Britain benefited from its governance over India. (9 marks)

(b)

With reference to Document I, outline THREE ways in which Indians experienced oppression under British rule in the first half of the twentieth century.

(6 marks)

(c)

With reference to Document II, explain TWO reasons why Nehru and Gandhi sought to offer resistance to British rule by peaceful means.

(6 marks) (d)

With reference to Document II, discuss THREE non-violent strategies used by Nehru and Gandhi in the achievement of Indian independence.

(9 marks) Total 30 marks

02227020/CAPE 2017

11

4.

Analyse the factors that led to the process of decolonisation in Ghana. Total 30 marks

02227020/CAPE 2017

12

Write the answer to the question you have chosen to answer in Section B here. Remember to write the question number in the box provided below. Question No.

02227020/CAPE 2017

13

Question No.

02227020/CAPE 2017

14

Question No.

02227020/CAPE 2017

15

Question No.

02227020/CAPE 2017

16

Question No.

02227020/CAPE 2017

17

Question No.

02227020/CAPE 2017

18

SECTION C: MODULE III Answer ONE question only from this section

5.

The following extracts relate to the dismantling of the Apartheid system in South Africa. Study the extracts, then answer Parts Pa rts (a) to (d) that follow. Document I

“On January 8th 1912, chiefs, representatives of people`s and church organisations, and other prominent individuals gathered in Bloemfontein and formed the African National Congress. Over the last 80 years the ANC has brought together millions in the struggle….” A brief history of the African National Congress. African National Congress: South African’s National Liberation Movement. Retrieved 28 January 2016 from http://www.anc.org.za/show.php?id=206) from http://www.anc.org.za/show.php?id=206)

Document II “The 1960s marked an important watershed in South Africa's struggle against apartheid… It … signalled the beginning of a far more brutal and intensive phase of state repression…” (Source: South African History online: 1960-1966:- The genesis of the armed struggle < http://www.sahistory.org.za/19601966-genesis-armed-struggle>

Document III “Our daily needs as ordinary South Africans must produce an actual South African reality that will reinforce humanity’s belief in justice, strengthen its confidence in the nobility of the human soul and sustain all our hopes for a glorious life for all. All of this we owe both to ourselves and to the peoples of the world who are so well represented here today. …Never, never, and never again, shall it be, that this beautiful land will again experience the oppression of one by another…” Source: Statement of Nelson Mandela at his Inauguration as President 10 May 1994, Pretoria

(a)

With reference to Document I, explain THREE reasons that gave rise to the formation of the African National Congress. (9 marks)

02227020/CAPE 2017

19

(b)

With reference to Document II, outline THREE ways in which the 1960s signalled the beginning of a far more brutal and and intensive phase of state state repression in South Africa. (6 marks)

(c)

With reference to Document III, explain THREE ways in which “the peoples of the world” assisted the liberation struggles in South Africa. (9 marks)

(d)

With reference to Documents I, II and III, outline THREE benefits of the ending of Apartheid in South Africa, thereby fulfilling the hope expressed in Nelson Mandela’s words in Document III. (6 marks)

Total 30 marks

6.

(a)

Explain the reasons South Africa’s Truth and Reconciliation Commission was established. (15 Marks)

(b)

Examine the view that the recommendations of South Africa's Truth and Reconciliation Commission failed to satisfy Black South Africans. (15 Marks)

Total 30 marks

02227020/CAPE 2017

20

Write the answer to the question you have chosen to answer in Section C here. Remember to write the question number in the box provided below. Question No.

02227020/CAPE 2017

21

Question No.

02227020/CAPE 2017

22

Question No.

02227020/CAPE 2017

23

Question No.

02227020/CAPE 2017

24

Question No.

02227020/CAPE 2017

25

Question No.

END OF TEST IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.

The Council has made every effort to trace copyright holders. However, if any have been inadvertently overlooked, or any material material has been incorrectly acknowledged, acknowledged, CXC will will be pleased to correct this this at the earliest opportunity. opportunity.

02227020/CAPE 2017

02227020/CAPE/KMS 2017 SPEC

C AR I B BE A N

E X A MI N A T I O N S

C OU N C I L

CARI CARI BB BBEAN EAN ADVA VAN NCED PROFI CI ENCY ENCY EXAM EXAMI NATI ON®

HISTORY UNIT 2 – PAPER 2 SPECIMEN PAPER KEY AND MARK SCHEME

2

Question 1

( a) 













The i mpact of t he i nt el l ect ual devel devel opment s t hat mar ked t he emergen ergence of a col col oni oni al soci et y t hat was gr gr owi ng apart apart f r om t he met r opol e. Resen esent ment ent over over Br i t i sh at at t empt s t o en enf or ce new new t axes axes on on t he Amer i cans cans – t o make Amer i cans cans pay f or def ence ence an and f or cost of t he seven seven year year war . Horr or by col col oni al s over over su such ch i ssues ssues as t he Bo Bost on massacr assacr e The emer gence gence of a col oni al pol i t i cal s yst ys t em cent r ed i n t he House ouse of Ass embl y t hat hat gave gave t he Am Amer i cans a s ense ense of aut aut onom onomy Br i t i sh unwi l l i ngness t o r ecog cogni se t he l egi t i mat e gr i evan vances ces of t he c ol ol oni s t Negl ect of t he col col oni st s by by the the Br i t i sh I ssu ssue e of 1765

l and f or

expa xpansi on acr oss t he Ap Appal achi chi ans af t er

Any THREE factors factors clearly outlined, outlined, 2 marks each each Point partially outlined, 1 mark each

( b)

(6 marks)

Cl ear expl xpl anat i on of t he vi vi ct or y of of t he Am Amer i can cans by by r ef er ence t o such such i ssues ssues as 

The Br i t i s h f i ght ght i ng f or ces t hat wi t h t he t er r ai n

wer e qui qui t e unf unf ami l i ar



The ai d of t he Fr ench, especi al l y f or naval naval war f ar e



The ef f ect i ve l eader eader shi p i n Geor ge Washi ngt ngt on and ot her s



The mot i vat i on of Amer i cans who f el t t hey had a j ust cause





Br i t ai n mi ght have hel d t he sea seas, but t he pr obl em of sup su ppl yi ng t r oop oops f ar f r om home base base i n Br i t ai n gave some advan advantt age age t o t he Am Amer i cans cans Unconve conven nt i ona onal f i ght i ng t echn chni ques of of t he Amer i can cans

Any THREE points clearly explained, explained, 3 marks each Point stated with partial elaboration, 2 marks Point stated without elaboration 1 mark (9 marks)

3

( c) 





Last summoned oned i n 1 16 614 14,, one one hu hundr ndr ed and and seven seventt y year year s ear l i er , an i ndi c at at i on t hat i t was i n c r i s i s si si t uat i on Si gnal l ed a c r i s i s i n abs ol ol ut i s m; i . e. t he ki ng’ s i nabi l i t y t o s ol ol ve t he f i nanc i al c r i s i s ( bankr upt c y) y) Si gnal l ed t he f ai l ur e of t he r oyal ef f or t s t o r ef or m i n t he 1770s and 1780s

Any TWO factors clearly outlined, outlined, 3 marks each Point stated with partial elaboration 2 marks Point partially outlined, 1 mark each

( d)

(6 marks)

Whi l e can candi dat es mi ght coco- j oi n t hese t wo r evol vol ut i ons i n i dent i f yi ng t hei r i mpac t , i t i s ex expec t e d t hat t hey wi l l i dent i f y such su ch i ssu ssue es as: as: 

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The Hai t i an Revol ut i on.

Revol ut i on’ s

di r ect

l i nks

to

t he

Fr ench

Amer i can can su sup ppor t f or t he Hai t i an r evol vol ut i onar i es, af t er t he def eat of t he Fr ench esp spe eci al l y un under Pr esi dent J Adam dams. Her e t he poi poi nt can al so be made ade t hat hat t her her e was s ome ambi val val ence ence i n A Am mer i can pol i cy, but t her e wer e t hose who f el t t hat t he pr i nci pl es of of t he Amer i can can Revol ut i on – l i f e, l i ber t y an and equal i t y f or al l – i mpl i ed a mor al r es po pons i bi l i t y t o as as si si s t t he r evol ut i onar i es . Li nks bet bet ween een En Enl i ght ght enm enment ent and and even event s i n Fr ance ance and and t he act i ons of t he f i r st US Pr esi dent i nf l uenced ced t he ne new c on ons t i t ut i on The Amer i can and Fr ench r evol ut i ons wer e i nf l uent uent i al st i mul at i ng revol revol ut i onar onar y movem ovement s i n t he Am Amer i cas, cas, f or exam xampl e t he r evol vol ut i ons l ed by S Sii mon Bol i var var . I nf l at i onar y i mpact

in as

- t r ade r est r i ct ed and cost cost of go goods

Any THREE impacts impacts clearly discussed discussed 3 marks each Point stated with partial elaboration 2 marks Point stated without elaboration 1 mark (9 marks)

(Total 30 marks)

4

Question 2 Introduction

Cand andi dat es must demonst onst r at e an an un under st and andi ng of of t he l i nk bet ween t he At l ant i c eco econ nomi es an and t he Br i t i sh I ndust r i al Revol evol ut i on. on. They They r ef er t o t he debat e among hi st or i ans ans as t o t he con cont r i but i on made ade by by t he At At l ant ant i c econ economi es t o t he I ndust r i al i sat i on Revol vol ut i on. Emphasi s sho shoul d be pl aced ced on t he t h f act t hat by the the l at e 8 cen cent ur y t hose i nvol vol ved ved i n t he At l ant i c pr odu oduct i on and and t r ade ade had had accum accumul at ed t he nece necess ss ar y sub subst ant ant i al pr of i t s t hat wer e pa par amount t o t he I ndust r i al Revol ut i on. However ever , candi candi dat es must al so emphasi hasi se t hat t her her e wer e ot her f ac t o r s , i nt er nal t o Br i t ai n t hat al s o c on ont r i but ed t o t he I ndus t r i al Revol ut i on. Contributions of the Atlantic economies 2.

The Atlantic region economic activity.  

3.

characterised



by

interdependent

The At l ant i c t r ade l i nked Af r i ca, Eur Eur ope and t he Amer i cas Ther Ther e was an ongoi ongoi ng exchange exchange of goods, goods, i n r esponse t o suppl suppl y and and dem demand and of of each each r egi egi on. on. Thi Thi s was was wi t hi n West er n Eur ope ope as as wel l

External trade with the Atlantic transformation of the British economy. 

4.

was

region

assisted

the

Ther Ther e was si gni gni f i cant r evenue evenue f r om t he col oni al t r ade i . e t he col col oni es i n t he Ca Car i bbean and and Nor t h Am Amer i ca. ca. Ther Ther e was a l ucr at i ve r e- expor t t r ade wi t h ot her Eur Eur opean opean cou count r i es, esp spe eci al l y wi t h Por t ugal and Spai n and wi t h Lat Lat i n Amer i ca. ca. Thi s r e- expo xpor t t r ade was do done ent i r el y wi t h col col oni al pr oduct s.

The Atlantic region was a crucial source of capital formation which propelled British Industrialisation Industrialisation 



A si gni f i can cant sou sour ce of su such ch cap capi t al accum ccumul at i on was t he expo xpor t t r ansat sat l ant i c t r ade i n Af r i can cans. The Car i bbean and i t s t r ade ade dem demand anded l ar ge num number ber s of ensl ensl aved aved peo peop pl e whi ch wer e su sup ppl i ed by t he Br i t i sh t r ader s. The Car i bbean bbean s ugar ugar i ndust ndust r y pr ovi ded oppor oppor t uni uni t y f or capi capi t al accum accumul at i on as sugar sugar was t o Eu Eur ope ope un under t he syst syst em of mer can cant i l i sm. Hence, ce, t he su sug gar i ndust r y supp suppl i ed an i mpor t ant ant commodi odi t y f or t he t r ade ade an and pr ovi ded massi ve amoun ount s of cap capi t al f or t hose i nvol vol ved ved i n t he i ndus t r y.

5

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5.

The Atlantic region provided ready markets or outlets for products of the Industrial Revo Revolution. lution.  

6.



 

ensl ensl aved aved

Raw mat er i al s such such as cot cot t on wer e pr ovi ovi ded f or t he t ext i l e mi l l s by Br i t i sh Nort h Amer i ca an and by t he US USA af t er 1776. Thus Thus , cot t on st i mul at ed t he t ext i l e i ndust ndust r y. Raw su sug gar s ent f r om t he Car i bbean f or r ef i ni ng devel evel ope oped t he su sug gar r ef i ni ng i ndust r y i n Br i t ai n Raw mat er i al s wer e obt obt ai ned f r om Chi l e ( cop copper) Canad anada, a, espe especi al l y af af t er 176 1763, pr ovi ded wood ood f or t he s hi hi p- bui l di ng i ndus t r y

The Atlantic trade served as a stimulus to related industries which complemented or fed into the Industrial revolution. 

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8.

Text i l es wer e expor t ed t o Lat i n Amer i ca Manuf anuf act ur ed good goods s wer e used used i n t he t r ade ade of of peopl e; e. g guns, ut ensi l s, t ool s

The Atlantic region as a principal source of commodities, especially from the Americas served as major inputs of the Industrial Revolution. 

7.

The Car i bbean bbean wi t h i t s monocul onocul t ur al economy was pi vot al t o t he Br Br i t i sh mer chan chantt s’ t r ade ade net net wor k an and wer e a key key el ement i n t he t r i angul ar t r ade.

The i ndust ndust r i es whi ch benef benef i t ed f r om t he capi t al gar ner ed i n t he t r i angul ar t r ade becam came t he sou sour ces ces of of f ur t her s t i mul at i on of Br i t i s h i ndus t r y. Ear ni ngs f r om t he i ndust r i es wer e use used d t o ge gener at e f ur t her c api t al . Thi s was al s o used f or f ur t her expansi expansi on of t he economy. Shi p bui l di ng devel vel oped oped i n r espon esponse se t o t he ne needs of t he At l ant i c t r ade. Fun Funds f r om t he t r ade wer e used sed t o bui l d cot cot t on f act or i es.

The capital earned from the triangular trade was invested in financial institutions which financed different industries. 





I ndust r i es such as ban banki ng, i nsu surr ance i n En Engl and devel vel oped i n r esp spo onse t o t he needs f r om t he At l ant i c t r ade. Banks anks i n Gl asgow asgow, Li ver pool pool and and Manche anchest st er wer e associ associ at ed wi t h t r ade i n ensl ensl aved ved peop eopl e and and cot cot t on. on. Thes Thes e i ndust ndust r i es hel ped i n t he capi t al accum acc umul at i on needed f or t he I ndust r i al Revol vol ut i on.

6

9.

British colonies and West African countries created a demand for British goods which were supplied through the triangular trade.

I ndust r i es r equi r ed mar ket ket s f or expo xpor t , whi ch st i mul at ed expans i on i n i ndus t r i al i s at at i on. Br i t i s h mer c an ant i l i s t pol i c i es en ens ur ur ed t hat al l i n t he Amer i cas cas ha had t o t r ade wi t h Br i t ai n and i n Br i t i sh sh shii ps f r om t he met r opol e. As exp expor t ori ent ent ed econ economi es, t he col col oni es on on pr oduct i on f or t he met r opo opol e and l ooke ooked d t o t he met r opol e f or t hei r need eeds.







10.

The income from the Atlantic Britain’s infrastructure.

used

to

develop

The development of the metallurgic industries was facilitated by funds from the the trans-Atlantic trans-Atlantic trade.

The devel devel opment of t he s t eam engi engi ne was f i nanced nanced by i ndi vi dual dual s w who ho depe depen nded ded on t he Car i bbean bean I r onmonger s ga gai ned t hei r busi ness f r om su sup ppl yi ng sl ave s hi hi ps wi t h ar t i l l er y . Leg Legaci aci es f r ompe omper sons sons associ associ at ed wi t h t he Cari bbean ean t r ade ade wer e at at t i mes i nvest vest ed i n i r on wor ks.

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



12.

was

The expansi expansi on of t he t r ade acr oss t he At l ant i c s t i mul at ed t he de devel vel opment of por t s, shii pyar sh yar ds, can canal s, and war ehou ehouses. ses.



11.

trade

The development of railways was linked to the triangular trade. 

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Lea Leadi ng f i gur es i n t he pr pr oj ect t o de devel vel op t he rai l way syst syst em i n Br i t ai n wer e cl osel sel y co connect ed t o t he t r i angul ar t r ade or t he West I ndi a i nt er est . Ot her s wer e sp spe eci f i cal cal l y pa par t of t he West I ndi a i nt er es es t .

Internal Factors

13.

The Prot est ant et hi c 



Al l owed f or quest quest i oni oni ng est abl i shed shed pr ac t i c es . Al l owed f or i nnovat i on and creat creat i vi t y.

con concep cept s

an and

7

14.

Scientific and technological developments

The s t eam engi engi ne was used t o i mpr ove t he f act or i es The devel opment of r ai l ways hel ped to i mpr ove t r ansp spo or t at i on of goods t o l ocal cal f act or i es The devel opment of canal s f aci l i t at ed t he t r anspor t at i on of good goods s Coal oal and i r on wer e cr uci al i n devel evel opm opment ent .

 





15.

The enclosure movement and agricultural revolution   

16.

Cr eat eat ed a l andl andl ess peop peopll e who mi gr at ed t o t he t owns Provi Provi ded t he mass che cheap l abour used i n i ndust r i al i sat i on Ther Ther e wer e ot her demogr aphi aphi c changes changes s uch as i ncr eased popul at i on

Britain’s geographical location 

Br i t ai n was an an i sol at ed econ economy

Other contributing factors from other linkages

17.

Eur opean t r ade wi t h t he Bal t i c and and Medi edi t er r anean ean al so pr ovi ded cap capi t al mar ket ket s.

18.

As i a, es pe pec i al l y I ndi a, i ndus t r i al gr owt h.

was

s i gni f i c an ant

in

s t i mul at i ng

Conclusion

Br i t i sh i ndust r i al devel opment r eaped t he benef i t s of of Br i t i sh mer can cant i l i sm whi ch sh sha aped t he t r i angul ar t r ade l i nki ng t he com commer ce of t he At l ant ant i c r egi egi on wi t h Br i t ai n. However ever , al t houg ough t he t r ade ade wi t h t he At l ant ant i c wor l d may ha have pl ayed yed an i nt egr egr al r ol e i n Br i t i sh i ndust r i al devel vel opment . One can cannot omi t ot her con cont r i but i ng f act or s such such as t he i nt er nal occur ccur r ences ces i n t he Br i t i sh eco econ nomy an and ot her ext er nal l i nkag kages.

8

An excellent response response should discuss discuss at least 5 points

LEVELS

UNDERSTANDING THE DEMANDS OF THE QUESTIONS

POINTS

CRITERIA

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5

Excellent

5

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4

Very good

4

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3

Satisfactory

3

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2

Limited

2

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1

Weak

1 

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MARKS

Wide-ranging information and high level of analysis; Excellent understanding of different historical interpretations;

25-30

Very well structured and fluently written. Information is appropriate and there is reasonably good analysis; 19-24

Good understanding of different historical interpretations; Clearly expressed and coherent. Information is appropriate and there is some analysis; Some understanding of different historical interpretations;

12-18

Clearly expressed with reasonable coherence. Contains some information but limited analytical links; Limited understanding of different historical interpretations;

6-11

Some coherence but expression is limited. May contain some descriptive information but loosely linked to question;

0-5

Little if any awareness of differing historical interpretations; Lacks coherence and expression.

[30 marks]

9

Question 3 (a)

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Ways which Bri Britain tain benefited from from its governance governance over India.

For For ei gn t r ade an and f or ei gn i nvest vest ment s. I ndi a wi t h i t s po popul at i on of 320 mi l l i on was an an ext r emel y l ar ge mar ket ket f or Br i t i sh pr oduct s. Br i t ai n needed t o di di sp spo ose ab abr oad al l of i t s sur sur pl us manuf act ur ed good oods. I n t he 18 1880’ s app appr oxi mat el y 2 20 0% of Br i t i sh t ot al expor t s w we ent t o I ndi a. By 19 1910, exp expor t s wor t h over over 137 poun ound st er l i ng. Br i t ai n exp expo or t ed l ar ge am amount s of I ndi an pr pr oduced ced go goods ( r i ce, ce, t ea, ea, cot t on and spi ces) f or t hei r own con consu sum mpt i on and t o exp export ort t o ot her cou count r i es. Thi s pr pr ovi ded Br i t ai n wi t h a l ar ge sou sour ce of r even evenu ue. Br i t ai n cha char ged hi gh t axes xes an and t ar i f f s t o boost t hei r r even venue and ser ser vi ce t he l ar ge st er l i ng debt . Appr oxi oxi mat el y 40 40% of I ndi a’ s wea weall t h was spen spent on t he ar ar my whi ch was used used by Br Br i t ai n t o f i ght war s al al l over ver t he wor l d, at no cost cost t o t he Br Br i t i sh t axp axpaye ayer . For For exam xampl e, The The Sou Soutt h Af r i can can Wars ( 1899- 1902) , Wor l d War I ( 1914- 1917) , Wor l d War I I ( 1939- 1945) . I ndi a was t he ba backbon ckbone e of of t he po power of t he Br Br i t i sh Em Empi r e. Lor Lor d Cr uzon zon, t he Br Br i t i sh Vi cer cer oy f or I ndi a 19 1901 st at ed t hat “as “as l ong ong as we r ul e I ndi a, we ar e t he gr eat eat est power i n t he worl d. ” The Br i t i s h cont r ol l ed al l t he t op post s i n t he ar my and governm overnment i n I ndi a. Any point(s) clearly clearly discussed 3 marks

(b)





 

(9 marks)

Ways in which Indians experienced experienced oppression under under British rule in first half of the twentieth century:

The Br i t i s h vi ol ent l y s uppr uppr ess ed al l r ebel ebel l i ons dur dur i ng t hei r r ul e. For For exam exampl e, t he Amr i t sar Massacr e 1919 wi t nessed t he col d bl ood ooded sl aug aught er of hundr eds eds of unar med I ndi ans ans gat gat her ed f or a peacef cef ul meet i ng. Gandhi f el t t hat t he Br Br i t i sh woul d st oop t o an any barbar arbar i t y an and t o enf enf orce t he most l awl ess op oppr essi on t o pr pr even vent t he I ndi ans f r om gover ver ni ng t hemsel sel ves. ves. The const ant i mpr i sonment of pol i t i cal l eader eader s of t he I ndi ndi an movem ovement ent f or i ndepen epend dence. ence. I ndi an Cong ongr ess l ead eader s ar r est ed i n 1942 unt i l 1945. Vi ol ent demonst r at i ons occu occurr r ed r esu sull t i ng i n t he Br i t i sh ar my cr ushi ng t he movem ovement ent . Br i t i sh r ul e was de deemed t o be aut hor i t at i ve and t yrann yranni cal cal . Wor ker s and peasant peasant s wer e desper desper at el y poor poor and and per per manen anentt l y undernou ernour i sh shed ed.. Nehr ehr u, i n hi s f or mat i ve yea year s as a f r eedo edom f i ght er , was st r uck by by t he pl i ght of t he I ndi ans, he wr ot e “a ne new

10

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





pi ct ur e of of I ndi a seem seemed t o be be bef bef ore me; naked aked,, st arvi ng, cr ush shed ed and ut t er l y mi ser ser abl e. ” Br i t i sh oppr essi ve pol i cy of of t en l ed t o wi desp sprr ead f ami ne. 187677, 1899- 1900 dev devast ast at ed I ndi a. The The Ben Beng gal f ami ne 19 1943- t hr ee mi l l i on I ndi ans st ar ved ved t o deat h. The pol i ci es of of Pr i me Mi ni st er Wi nst on Chur chi chi l l wer e bl bl amed f or t hi s. He st at ed t hat “t he f ami ne was t hei r own f aul t f or br eedi ng l i ke r abbi t s. ” Br i t ai n’ s E Ed ducat cat i on pol i cy i n I ndi a- Negl ect of popul ar educat cat i on. 1928 onl y 2. 2. 6% of t he popul at i on r ecei cei vi ng i nst r uct i on i n r ecog cogni zed zed pr i mar y scho school s. I n 1925 onl y 8% 8% of t he I ndi an popul at i on l i t er at e. Capi api t al i nvest vest ment ent s not not r ei nvest vest ed t o dev devel el op t he I ndi an econ economy. Br i t ai n mai nt ai ned t he l ever ver of power i n Br i t i sh hands. Mi l i t ar y f or ce used sed t o col col l ect l and r even venue f r om t he I ndi ans. The sup su ppr essi on of ci vi l di sob sobedi ence, ce, esp spe eci al l y af t er 1934 t o i ncr ease ease t he power of r even evenu ue age agent s t o make ake i t easi er t o col col l ect l and and r even evenu ue. Any THREE reasons clearly outlined outlined - 2 marks each Point partially outlined - 1 mark

(c)

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













(6 marks)

Explain two reasons why Nehru and Gandhi sought to offer resistance to British Rule by peaceful means.

Gand andhi st r ongl y f el t t hat Sat yag yagr aha aha was a weap eapon of t he st r ong ong. I t i nsi st s on on nonvi ol ence and al ways i nsi st s u up pon t r ut h. Non- vi ol ence i s a power wi el ded equal l y b by y al al l . Bot h Gand andhi and and Nehr ehr u bel bel i eved ved t hat nonvi ol ence ence i s an act act i ve f orce of t he hi hi ghest or der t hat woul oul d harbor arbor no an anger or r et et al a l i at i on. Gand andhi st r ong ongl y b bel el i eved eved t hat f r eed eedom coul coul d be won by b bei ei ng mor e mor al t han your your opp opponen onentt . I n hi s b boo ook k “I ndi an Home Ru Rul e”, Gand andhi bel i eved ved t hat I ndi ans ans coul coul d achi achi eve eve sel f - gover over nment ent not by f ol l owi ng west er n model odel s bu but by evo evoll vi ng al ong ong l i nes of nonon- vi ol ence ence and t r ut h on whi ch t he movem ovement ent i s based based and and whi ch i s t he bed bedrr ock of of t he f ut ur e c on ons t i t ut i on. Gandhi ’ s passi passi ve r esi st ance ca campai gn was di r ect ed at Br i t ai n’ s consci consci ence. ence. He decl ar ed t hat “an Engl i shman i s af af r ai d of not hi ng physi cal cal ; but he i s v ve er y mor t al l y af r ai d of hi s ow own con consci ence i f ever ever you you can app appeal eal t o i t and and show show hi m t o be i n t he wr ong ong. ” Gand andhi st at ed t hat “t her e ar ar e many any cau causes I woul d di di e f or. Ther e i s no not a s i ngl e c au aus e I woul d ki l l f or . ” Bot h men f ought agai nst col col oni oni al i sm, i mper i al i sm, west er n mat er i al i sm and vi ol ence. ce.

11

Any TWO reasons clearly clearly explained - 3 marks each Point stated with partial elaboration - 2 marks Point stated without elaboration – 1 mark

(d)

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(6 marks)

Discuss three non-violent strategies used by Nehru and Gandhi in the achievement of independence

Pea Peacef ul demonst onst r at i ons ons an and pr ot est s. Fast Fast i ng and hunger st r i kes. kes. Passi ve resi resi st ance. ce. Ci vi l di sob sobedi ence. ce. Peacef cef ul pi cke cket i ng. Pr ayer s. Gandhi ’ s ai m was t o dr dr i ve t he Br Br i t i sh out of I ndi a an and achi chi eve I ndepen epend dence ence f or hi s coun count r y by by a hi ghl y or or gani ani zed and and di sci pl i ned ca campai gn of of nonvi ol ence an and ci ci vi l di sob sobedi ence. ce. The pol i cy of nonnon- r et al i at i on – When peopl peopl e i n Bombay, Cal cut t a, Del hi and and Lah Lahor e pe peacef acef ul l y de demonst onst r at ed f or sel f - gove over nment ent , t hey were at at t acked cked by Br Br i t i sh t r oops. ops. Gand andhi ur ged t hem not t o r et et al a l i at e. e. Boycot cot t of Br i t i sh manuf act ur er s an and al so of i nst i t ut i ons oper at ed or ai ded by t he Br i t i sh i n I ndi a. These i ncl uded l egi s l at i ons , c ou our t s , of f i c es an and s ch chool s . Bot h Nehr Nehr u and Gandhi andhi ur ged I ndi ans t o consum cons ume home made pr oduct s. Gand andhi pr omot ed cot cot t age age i ndust r i es. Nehr u j oi ned i n t he f i ght agai nst t he sal sal t t ax. He st r ongl y f el t t hat t hi s move ovement pl aced ced r eal eal pr essur essur e on on t he Br i t i sh Raj . Mor e i mpor t ant l y i t creat creat ed a sen sense of r eal sel sel f - r esp spe ect , sel sel f r el i ance and sel sel f - con conf i dence among t he I ndi an peopl e t o f i ght t o achi achi eve eve t hei r i ndepen epend dence. ence. 1925 t her e were non nonvi ol ent ent pr ot est s agai agai nst t he Si Si mon Commi ssi on, on, f ar mer s r ef used t o pa pay i ncr eased eased l and and t ax. ax. I n 1927 t he I NC peacef cef ul l y b bo oycot cot t ed a con const i t ut i onal r ef or m commi ssi on app appoi nt ed by t he Br Br i t i sh whi ch con consi st ed onl onl y of of whi t e member s . I n 19 1928 28 Gandh andhii moved a ver ver y i mpor por t ant ant r esol ut i on dem demandi andi ng domi ni on st at us f or I ndi a wi t hi n one ye year under t he t hr eat of a nat i onw onwi de non non-- vi ol ent ent campai gn f or compl et e i ndepen epend dence. ence. The pol i cy of nonnon- cooper at i on - Gandhi andhi ’ s pol i cy encour encour aged aged many I ndi ans t o r et ur n Br Br i t i sh ho honour s, medal s and and aw awar ds. I t al s o pr ompt ed t hem t o r es i gn f r om t he c i vi l s er er vi c e, e, pl ac i ng pr essur e on t he Br i t i sh gover over nment ent . I n 19 1930 Gand andhi , wi t h t he act act i ve su sup pport of Nehr ehr u, l aun aunche ched very very succe su ccessf ssf ul cam campai gns of nonvi ol ence agai nst t he B Brr i t i sh Raj . 1n 19 193 32 Gandh andhii embar bar ked on a f ast t o pr pr ot est agai agai nst har sh and and r epr es s i ve Br i t i s h pol i c es es i n I ndi a t hat s ev ever el y r es es t r i c t e d t he f r eedom and r i ght s of of t he I ndi an peopl e. 1n 19 1942 42 Gandh andhii and and t he I NC pushed pushed t he “Qui “Qui t I ndi ndi a Movement ent ” demandi ng i mmedi at e wi t hdr awal of t he Br Br i t i sh f r om I ndi a or or f ace nat i onwi de ci vi l di sob sobedi ence. ce. The Congr ongr ess l eader eader s wer e ar r est ed unt unt i l 19 1945 45..

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I n J ul y 19 1947 t he I ndi an I ndepend endence ence Act Act r ecei ecei ved ved t he Roy Roya al Assent ssent . t h On 15 Au August 1947 I ndi a achi achi eved eved i ndepen epend dence ence f r om Br i t ai n.

Any THREE factors factors clearly explained explained - 3 marks each each Any partially explained explained - 2 marks marks Faction stated without elaboration – 1 mark

(6 marks)

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Question 4 Introduction- Background 

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Col oni sat sat i on and I mper i al i sm i n Af r i ca l ed t o a l oss of of sov sover ei gnt y an and con cont r ol of nat ur al r esou sour ces. ces. Ghana hana [ The The Gol Gol d Coa Coast st ] was col oni oni sed by by t he o Por Por t uguese i n t he 15t h cen cent ur y. o Dut ch i n t he 16t h cen cent ur y. Mi d- 17t h cent cent ur y Br Br i t ai n, Denm enmar k and and Sweden eden al l i n Ghana ana expl oi t i ng t he resou resour ces. ces. 1896 B Brr i t ai n made ade t he Go Gol d Coa Coast st a pr pr ot ect or at e.

The rise of political parties. 

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Ear l y at at t empt s at at sel sel f - gover ver nment - opposi t i on t o Br i t i sh c ol oni al r ul ul e. 1947 - The Uni t ed Gol d Coast oast Conve onverr si on Par Par t y - Thi s was t he f i r st or gani sed sed par t y t o cal cal l f or sel sel f - gover ver nment . 1949 19 49 - The The Con Conven ventt i on Peopl Peopl e' s Par t y l ed by Kw Kwame Nkr Nkr umah. ah.

Negative effects effects of World War 11. 11.  

Becau cause of war - hi gh r at e of i nf l at i on and f ood sh sho or t ages. Rapi dl y d de ecl i ni ng coco cocoa a pr pr i cesces- f ar mer s di scon scont ent ed.

The role of the Colonial Office.

On t he advi advi ce and i nsi st ence ence of t he Col oni al of f i ce t he gover ver nment or der ed t he de dest r uct i on of al l coco cocoa a t r ees be becau cause of of swol l en sh sho oot di sease. sease. Thi Thi s was a l ar ge sour sour ce of of r even evenu ue whi ch t he en enr aged aged f ar mer s sai d cou coul d have been saved saved by a si mpl e ap appl i cat cat i on of sp sprr ay. Greater local representation.

Af t er Wor l d War 11 gr eat eat er l ocal cal r epr epr esen esent at i on was i nt r odu oduced ced i n t he con const i t ut i on. Thi s resul resul t ed i n an i ncrease creased d sen sense of pol i t i cal cal awarene areness and and a gr gr eat eat er dr i ve f or sel f - gover over nment ent . The evils of colonialism. 

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Hi gh l evel vel of dependency on on i mpor t ed go goods f r om Br i t ai n. Thi s l ed t o a nat i onw onwi de boy boyco cott t of i mport ed goods. ods. No hi gher i nst i t ut i ons of of l ear ni ng- ci t i zen zens h ha ad t o go away t o access ccess hi hi gher l ear ni ng at exor xor bi t ant cost cost s. Hi gh l evel of i l l i t er a cy cy - 80 per c en ent . Ci t i zen zens cou coul d onl y acce access ss l ow payi ng j obs t op j obs r eserved served f or t he Br i t i s h c ol oni al i s t s .

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Hi gh l evel evel of unempl oym oyment ent . Lack Lack of pr oper soci soci al ser ser vi cesces- scho school s, hosp spii t al s, r oads et et c.

Strong spirit of nationalism.  

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Nat i onal con consci ousn sne ess de devel vel oped esp spe eci al l y af af t er t he wor l d war . Ex- ser vi cemen r et ur ned f r om t he war di sban sbanded and and f r ust r at ed becau ecause of of nonp onpaym ayment ent of benef enef i t s pr pr omi sed, sed, pensi ensi on gr at ui t y al l owances ances et et c. unempl oyed oyed,, They They came back wi t h new i deas deas of f r eedom eedom and democr acy and sel f r ul ul e. Young Young educat educat ed pr of ess i onal onal el i t es who r et ur ned f r om st udyi udyi ng abr abr oad oad had l ear ear nt new and and exci t i ng concep conceptt s of l i ber at i on and and r evol vol ut i on f r om t he Fr Fr ench and Russi an Revol vol ut i on. Coul d be appl i ed i n t hei r cou count r y. Unem nempl oyed peop peopll e as as wel l as ur ban ban and and r ai l r oad wor ker s became i nc r ea eas i ngl y di di s co cont ent ed wi t h Br i t i s h c ol ol oni al r ul e.

The Accra Riots of 1848.  

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Wi despr espr ead dest r uct i on of pr opert opert y A hi gh l evel vel of vi ol ence as a r esu sull t of demonst r at i ons l ed by angr angr y and and f r ust r at ed unem unempl oyed oyed ex- ser vi cemen and and j oi ned by ot her c i t i z en ens . - A r eac t i on t o c ol ol oni al i s m. Eur Eur opea opean n owned ned st or es bur bur nt . A st at e of of emer gency ency cal cal l ed. ed. Nei ghbour our i ng t r oop oops broug brought i n - 29 ki l l ed, 266 i nj ur ed.

The role of Nkrumah as leader. 

Hi ghl y ed educat cat ed and i nt el l i gent .

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Or gani sed sed t he par t y ef f i ci ent l y.

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Mobi l i sed sed t r ade un uni ons and and l ocal cal f ar mer s associ associ at i ons.

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Char i smat i c - had a l ar ge f ol l owi ng. Appeal ed t o t he maj or i t y of of peopl ewho gave hi m t hei r l oyal yal su sup ppor t .

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Di scussed scussed wi t h ever ver yon yone t he nat ur e and evi l s of of col col oni al i sm

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I ns pi pi r at i onal s pe peaker .

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Suppor t ed ur ur ban i ndust r i al wor ker ker s - ex- servi cem cemen, t eache cher s, l awyer yer s, j our nal i st s, t he un unempl oyed yed, f ar mer s et c. Fami l i ar wi t h con concept cept s of democr acy an and f r eed eedom. Det ermi ned t o r et ur n t o t he Gol d Coast t o assi assi st and and l ead ead t he ant i - c ol ol oni al s t r uggl e. For For med st r ong l i nks wi t h ot her ant i - col col oni al and Pan Pan Af r i can can Or gani sat sat i ons i n West Af r i can can col col oni es.

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I nst r ument al par t of or gani sat i on of West Af r i can can con conf er ences ces ai med mai nl y at at er adi cat cat i ng col col oni al r ul e.

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For ged ged st r ong ong l i nks wi t h Geor eor ge Pad Padm mor e and and W. E. B. Duboi uboi s

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Want ed al l of Af r i c a l i ber at ed f r om f or ei gn r ul e.

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Nkr umah ah’’ s phi phi l oso osop phy of non onvi vi ol en ence ce i nspi r ed by Gan and dhi deco ecoll on onii sat i on mov ovem emen entt i n I ndi a,

and an d t he

Phi l oso Phi osop phy o off ' Po Posi si t i ve Act i on' and ' Sel f Gov over er nment now' Pr omot ed a sense sense of i mmed edii acy. St r i kes an and d d dem emon onst st r at i on ons s shutt t i ng down t he co shu cou unt r y.

or gan anii sed

by by

Nkr umah Nkr

succeeded succeed ed

in

1848 Ri Ri ot s l ed t he Br Br i t i sh Gove verr nmen entt t o est est ab abll i sh a co com mmi ssi on of i nqui r y know known as as t he Wat son Com Commi ssi on t o eva evall uat e t he hi hi gh l ev evel el of unr est i n t he col col ony an and what mea easu surr es cou coul d be i nst i t ut ed t o ease ea se t he t en ensi si on on.. Th The e com commi ss i on r ep epor or t ed t he pe peop opll e of of Gha han na nee eed ded a voi voi ce i n gov gover er nmen entt , as a r esu esull t t he gov gover er nmen entt cal l ed f or t he f i r st el ect i ons of of t he Gol d Coast 1956 Nkr umah mad 1956 ade e t he f amou ous s Mot i on of of Dest i ny bef bef or e aski ng t he Br i t i sh t o r el ease t he co coll ony.

The self-confidence and self-determination of all returning citizens. 

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Pr essur e pl pl aced by t he US US an and t he USS USSR R on Eur Eur op opea ean n coun countt r i es t o r el eas e t hei r c ol ol oni es t o f a ci ci l i t at e di r ec t t r a d de e. Af r i can l ea ead der s mai nl y Nkr Nkr umah wer e i nspi r ed by t he i ndep epen end den ence ce gaii ne ga ned d by I nd ndii a i n 19 1947 47 an and d Chi na i n 19 1949 49.. an and d be bega gan n t o push push f or nonvi ol ent l i ber a t i on f r o m c ol ol oni al r ul e. Ghan ana a had had a spi spi r i t of uni t y amon ong g t he peo peop pl e, Nkr umah bel i ev eved ed t hat t her e i s st r engt h i n uni t y. Ther e wer e no et hni c co conf l i ct s t o r et ar d t he dr i ve f or pol i t i ca call aut onomy.

Cooperation with the British 

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Nkr umah coop cooper at ed wi t h t he Br i t i sh an and agr agr eed eed t o st ay wi t hi n t he Commonw onweal eal t h. Thi Thi s pl pl eased eased t he Br i t i sh Gover over nment ent and and f aci l i t at ed t he easy easy pass pass age age t o i ndep depende enden nce. The new As As sembl y passed pass ed a mot i on aut hor i zi ng t he gover nment t o ask f or i ndepen epend dence. ence.

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Colonies were no longer seen as profitable for the British,  

Br i t ai n succu succum mbed t o nat i onal onal pr essur e Agr eed t o r el i nqui sh col col oni al r ul e.

Independence granted. 

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Mar ch 6 195 1957 7 The The Gol Gol d Coast Coast becam became t he i ndep ndepen ende dent nt st at e of Ghana. hana. The Legi s l at i ve As sembl y became The Nat i onal onal As s embl y. Nkr umah becam ecame t he f i r st Pr i me Mi ni st er . Ghana st ar t ed a pr pr eced cedent of l i ber at i on an and decol col oni sat sat i on sho sh or t l y f ol l owed by ot ot her Af r i can can cou count r i es. Er adi c at at i ng c ol ol oni al r ul e. Expose xposed d t o t he wr i t i ngs t eachi eachi ngs and and phi l osop osophy of of Mar cus cus Gar vey.

17

An excellent response should discuss at least 5 points LEVELS

UNDERSTANDING THE DEMANDS OF THE QUESTIONS

POINTS

CRITERIA

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5

Excellent

5

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4

Very good

4

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3

Satisfactory

3

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2

Limited

2

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1

Weak

1 

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MARKS

Wide-ranging information and high level of analysis; Excellent understanding of different historical interpretations;

25-30

Very well structured and fluently written. Information is appropriate and there is reasonably good analysis; 19-24

Good understanding of different historical interpretations; Clearly expressed and coherent. Information is appropriate and there is some analysis; Some understanding of different historical interpretations;

12-18

Clearly expressed with reasonable coherence. Contains some information but limited analytical links; Limited understanding of different historical interpretations;

6-11

Some coherence but expression is limited. May contain some descriptive information but loosely linked to question;

0-5

Little if any awareness of differing historical interpretations; Lacks coherence and expression.

[30 marks]

18

Question 5

( a)

Reason sons t hat gave r i se t o t he f or mat i on of t he Af r i can can Nat i onal Cong ongr ess.

Fi r st : What i s t he Af Af r i can can Nat i onal Congr ess? The ANC i s a nat i onal onal l i ber at i on movement , f or med i n 19 1912 12 t o uni uni t e t he Af r i can can peopl e, but esp spe eci al l y t hose i n Sout h Af r i ca and sp spe ear head t he st r uggl e f or t he en endi ng of Apar t hei d and and f or f undament ent al econ econo omi c, s oc oc i al and pol i t i c al al c h ha anges i n Sout h Af r i c a. a. I t i s no now a pol i t i c al al par t y and Bl ack Nat i onal i st or gani sat sat i on. 

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The exi st ence of col oni al r ul e and t he need need t o move Sout Sout h Af r i ca t owar ds i ndependence f r om Br i t ai n. The need need t o br i ng al l Af r i cans t oget oget her under under an umbr el l a or gani ani zat i on as one one peopl opl e t o def end end t hei r r i ght s an and f r eedo edoms. To l i ber at e Sout Sout h Af r i cans f r om t he Apar t hei d s yst ys t em, whi ch pr omot ed r aci al sep separ at i on, di scri mi nat i on, i nequal i t y, excl xcl usi on, ant i - bl ack r aci sm and a non- democr at i c soci soci et y wher e bl ack peop eopl e wer e at t he base of t he soci o- econ economi c l add adder The need need t o l ead a Nat i onal onal Democr at i c Revol ut i on i n Sout Sout h Af r i ca To s t op t he oppr oppr ess i on and i mpr i sonment of i cons/ act i vi s t s of t he l i ber at i on movem vement ( Mandel as, Si su sull u, Bi ko, ko, et c) To s ecur e vot i ng r i ght ght s f or bl acks and mi xed r ace peopl peopl es Any THREE reasons reasons clearly explained explained — 3 marks each each Point stated with partial elaboration 2 marks Points partially clear — 1-2 marks [9 marks]

the 1960s signalled signalled the beginning of a far more ( b) Ways in which the brutal and intensive intensive phase of state state repression in in South Africa 

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The ANC was banned banned f r om 19 1960 60 t o 19 1990 90 by t he whi t e Sout Sout h Af r i can gover nment For t hr ee decad ecades i t oper oper at ed under gr oun ound an and ou out si de Sou Soutt h Af r i can can t er r i t or y. Deni ed l egal avenues f or pol i t i cal cal cha change, t he ANC f i r st t ur ned t o sabot sabot age age an and t hen began egan t o or gani ani ze ou out si de of Sout h Af r i ca f or guer r i l l a war f ar e Many of of i t s act i vi st s w we er e br br ut al i zed zed, oppr essed, ssed, mur der ed by by t he Sout h Af r i can can St at e o Cand andi dat es can can pr ovi ovi de exam exampl es – Sh Shar pvi l l e Massacr e: pol i ce ki l l ed 69 unar med demonst r at or s i n Shar pvi l l e i n 196 960 0;

19

Ki l l i ng of Hect or Pet Pet er son son i n Sowet o du dur i ng t he Yo Yout h pr ot est agai nst Bant ant u educat i on i n 1976. The The po pol i ce and and ar my ki l l ed mor e t han 60 600 pe peopl opl e, many of of t hem chi chi l dr en. en. o Mand andel a and and ot her her ANC l eade eaderr s wer e sent sent enced enced t o l i f e i mpr i son sonment i n 1964 ( t he Ri von voni a Tr i al ) . Lack of f i nanci anci al supp suppor t t o mai nt ai n t he movem ovement ent Lack Lack of su sup ppor t i ni t i al l y f r om i nf l uent i al gover nment s i nsi de and out out si de of Af r i ca t o br i ng down t he r aci st gover over nment Bl ack, gr een een, and and gol d t r i col col our f l ag of t he ANC banned The Supp Supprr ess i on of Communi uni sm Act , passed pass ed i n t he 19 1950 50s s gave t he gover over nment t he pow power t o ban ban publ i cat cat i ons t hat i t bel i eved ved pr omot ed t he obj obj ect i ves of communi uni sm, and and t he pow power t o ' nam name' peopl e who co coul d be ba bar r ed f r om hol di ng of of f i ce, ce, pr act i ci ng as as l awyer yer s or at t end endi ng meet eet i ngs. o

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Any THREE clearly clearly outlined - 2 marks marks each Point stated without elaboration 1 mark

( c)

(6 marks)

Ways in which “ the people of the world ” assisted the liberation struggles in South Africa. 

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Fr ont l i ne St at es l i ke Mozam zambi que sh she el t er ed ant i - Apar t hei d act i vi st s. Al t hough t he ANC’ s cam campai gn of guer r i l l a war f ar e was ba basi cal cal l y i nef f ect i ve becau cause of st r i ngent Sout h Af r i can can i nt ernal ernal secur secur i t y measu easurr es, su surr vi vi ng ANC cadr cadr es kep kept t he or gani ani zat i on al i ve i n Tan Tanzani zani a an and Zambi a under Ol i ver ver Tam Tambo’ s l eader sh shii p. Cuba sent t r oop oops Car i bbean cou count r i es/ ci vi l soci soci et y/ su sup ppor t i ve cou count r i es i n ot her par t s of t he wor l d ban bann ned Sout h Af r i can pr odu oduct s ( appl es, wi ne) Uni ver ver si t y st udent s pl pl anned si t - down pr ot est s i nsi de banks l i ke Bar cl ays ays t hat s uppor t ed t he Apart hei d r egi me

Any THREE clearly clearly explained - 3 marks marks each Point stated with partial elaboration 2 marks Points partially clear - 1 mark (9 marks)

20

( d)

Benefits of the ending of Apartheid in South Africa, thereby fulfilling the hope expressed in Nelson Mandela’s words in Document III 

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End of whi t e r ul e; Nel son son Mandel a el ect ed f i r st bl ack Pr esi dent dent , f ol l owed by by Thab Thabo o Mbeki beki and and Zum Zuma The Af r i can Nat i onal onal Congr ongr ess - l ed Gover nment embar ked on a pr ogr ogr amme t o pr omot e t he r econst econst r uct i on an and deve devell opm opment ent of t he c ou ount r y and i t s i ns t i t ut i ons . 

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The Reconst r uct i on and Devel opment Pr ogr am ( RDP) ai med at addr addr essi ng t he many any soci al and and econ econom omi c pr obl obl ems f aci ng t he cou count r y. The RDP r ecogni ecogni z ed t hat t he pr obl ems f aci ng t he peopl e —l ack of of housi ng, a sho shor t age of of j obs, i nadequat e educat cat i on and heal t h car car e, a f ai l i ng economy – wer e connect connect ed. I t pr oposed sed j ob cr eat i on t hr ough publ i c wor ks – t he bui l di ng of houses ouses an and pr ovi si on of ser vi ces ces woul oul d be done done i n a way t hat hat cr eat ed empl oyment ent .

New con const i t ut i on bui l t on t he con concep cept of r aci al equal i t y Sout h Af r i can can pr oduct s unb unbanned f r om r eachi chi ng i nt er nat i onal mar ket s At t he t i me of of Emanci r esou sour ces ces t o de devel vel op compensat ensat i on packag ackage econ economi es an and soci et i

pat i on t he Ca Car i bbean ean was l ef t wi t hout t he t he so soci al i nf r ast r uct ur e; a go good woul oul d hel p t o r ehab ehabii l i t at e Car i bbean ean es

1955 Fr eed eedom Char t er devel evel oped oped.. 

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The Fr eedom eedom Char t er i s an i mpor t ant hi s t or i cal docum ocument ent t hat ser ved ved as as a f r amewor k f or t he an ant i apar t hei d st r uggl e l i st i ng t he de demands and and desi r es of t he pe peopl e of of Sout h Af r i ca The Fr eedom eedom Char t er was t he st at ement of cor e pr i nci pl es of of Sout h Af r i can can Congr ess Al Al l i ance, ce, whi ch con consi st ed of t he Af r i can can Nat i onal Congr ess an and i t s al l i es – t he Sout h Af r i can can I ndi an Congr ess, t he Sout h Af r i can Congr ongr ess of Democr at s and and t he Col our our ed Peo Peopl e’ s Co Congr ess. I t i s cha char act er i zed zed by openi ng dem demand; and; “ The The Peop Peopll e Sha Shall l Gover n”

Any THREE benefits benefits clearly outline outline - 2 marks each Points partially clear – 1 mark (6 marks)

21

Question 6 INTRODUCTION

Candi andi dat dat es must st at e what was t he Tr ut h and and Reconci econci l i at i on Commi ss i on and and t he ba backgr ckgr oun ound t o i t s est abl abl i sh shm ment . 

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The Tr ut h and Reconci l i at i on Commi ss i on ( TRC) was a co cou ur t - l i ke bod ody y of 17 Com Commi ss i on oner er s assembl ed i n Sou Soutt h Af Af r i ca i n 19 1995 af af t er t he en end of of Apar t hei d. Anyb ybod ody y who f el t t hat he/ she had bee een n a vi ct i m of vi ol en ence ce under t he Ap Apart hei d r egi me cou coull d co com me f orw orwa ar d and an d be be hear hear d at at t he TRC. Per pet r at or s of of vi ol ence co cou ul d al so gi ve t est i mon ony y an and r eq equ uest amnest y f r om pr ose osecu cutt i on on.. Context/Background: The The unb unban ann ni ng of t he l i ber at i on move ovem men entt s an and d

opposi t i on pol i t i ca call par t i es i n 1990 by Pr Pr esi dent F. W. Le Kl er k, t he r el ease f r om pr i so son n of Nel son Mandel a , and t he l i f t i ng of t he st at e of of emer gen ency cy i n Sou outt h Af r i ca pav paved ed t he way f or a neg negot ot i at ed peace pe ace set t l emen entt be bett ween t he Apa parr t he heii d r eg egii me and and t ho hose se who f ou oug ght agai nst i t and br ou oug ght an en end d t o t he st r uggl e agai nst coll oni al i sm and apar t hei d t hat had l ast ed i n Sout h Af r i ca f or co mor e t han t hr ee cen cent ur i es. Thi s l ai d t he f r amewor k f or t he hol di ng of of democ ocrr at i c el ect i on ons s and and t he en enact men entt of a Cons t i t ut i on. (3 Marks) (3 Marks) (a) 

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REASONS FOR ITS ESTABLISHMENT

Many any peo peop pl e f el t t hat Sout h Af r i ca coul coul d not go f orward orward wi t hout out sett t l i ng t he qu se quest i on of acco ccou unt abi l i t y. A quest i on aske sked d was: who wer e t he on ones gui gui l t y of of gr oss hu human r i ght s vi ol at i on ons s dur dur i ng t he ye year s of apar t hei d? Per pe pett r at or s dem deman and ded an and d got an assur an ance ce of of amne nest st y. a pr e- co con ndi t i on.

Thii s was Th

Anot her r ea eason son i t was est est ab abll i sh she ed was t o hel p heal Sou outt h Af r i ca and br i ng about a r econ conci l i at i on of i t s pe peopl e by un unco cove verr i ng t he t r ut h about ab abou outt human r i ght s vi ol at i on ons s under Apar t hei d. Al so f ami l i es/ l ove oved d ones ones wou oull d get t o know know wha hatt ha hap ppe pen ned t o t hose ki l l ed, di sa sap ppear ed, oppr esse ssed d, mar gi nal i ze zed d. Thos e l ef t beh Thos behii nd woul d be abl e t o br i ng cl osur e t o even eventt s t hey wer e wond onder er i ng abo about ut . Thos e who commi t t ed t he cr i mes or hu Thos hum man r i gh ghtt s abu abuses ses woul d beco ecom me kn known t o t he f ami l i es of of vi ct i ms. Tr ut h and r econci l i at i on wer e cr i t i cal t o t he s t abi l i t y of post Apar t hei d Sout h Af r i ca (Any 4 reasons clearly developed)

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(12 marks)

(b) Why Black South Africans were not satisfied with the results: 

The nar r ow t er ms of r ef er ence

The Terms of Reference

The TRC TRC was t asked ask ed t o: 

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f ocus ocus on t he most ser i ous ous hum human r i ght s vi ol at i ons ons commi t t ed dur i ng t he con conf l i ct s of of t he Apar t hei d er a. The Act est abl i shi ng i t s ai d i t was “ to provide for the investigation and the establishment of as complete a picture as possible of the nature and extent extent of all gross violations violations of human rights committed within or outside the Republic during the period 1 March 1996 1996 to 5 December December 1993, and emanating emanating from the conflicts of the past, and of the fate or whereabouts of the victims of such violations; the granting of amnesty to certain persons in respect respect of acts associated associated with political political objectives committed during the said period; the taking of measures aimed at the restoration of human and civil dignity and the rehabilitation of victims of gross violations of human rights; the reporting to the Nation about such violations and victims; the making of recommendations aimed at the prevention of the commission of gross violations of human rights.”

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The Act pr ovi ded f or t he est abl i s hment of t hr ee Commi t t ees t o deal eal wi t h t he r el evan evantt mand andat ed ar eas: eas: 

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Human Ri ght s Vi Vi ol at i ons ons Com Commi t t ee – t o con conduct publ i c hear ear i ngs acr oss t he coun count r y wher e vi ct i ms woul oul d be abl abl e t o t est i f y about vi ol at i ons t hey had su suff f er ed; , t o con conduct r esearch esearch an and i nvest vest i gat i ons i nt o r el eva evant gr oss hu human r i ght s v vii ol at i ons; t o addr ess i ndi vi dual case cases s an and pr ovi de r el evan vant i nf or mat i on f or t he Commi ssi on’ s f i nal r epor t . Amnest nest y Com Commi t t ee – To gr ant ant amnest nest y or r epr epr i eve f or per pet r at or s who came f orward orward t o t est i f y. To con consi der appl i cat cat i ons ons f or amnest y. The The perpe perpett r at or wa was gr gr ant ant ed amnest y an and f r ee f r om pr osecu secutt i on f or t hat par t i cul cul ar of f ense pr ovi ded t he cr i mes wer e pol i t i cal cal l y mot i vat vat ed, and t he whol e t r ut h was t ol d by by t he per per son seeki seeki ng am amnest y. The Repar epar at i on and Rehabi ehabi l i t at i on Commi t t ee – t he devel devel opment of compr ehensi ehensi ve r ecommendat endat i ons f or Gover nment on r epar epar at i on pol i cy an and how t o i mpl ement i t .

I t s f ai l ur e t o gr appl e wi t h t he st r uct ur al asp spe ect s of of apar t hei d and r el at ed vi ct i mi sat sat i on.

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The Commi ss i on was gi ven an unr unr eal i s t i c per i od of 24 mont hs i n whi ch t o compl et e i t s t ask an and di d not t ake enou enoug gh evi evi dence ence f r om peop eopl e No r eal chan chang ge occu occurr r ed i n t he soci soci al and and econ econom omi c cond condi t i ons of Bl ack So Sout h A Aff r i can cans ( no wi desp sprr ead l and r edi st r i but i on f or exampl e) Many of of t hose i mpl i cat cat ed by t he TR TRC con cont i nued t o i n posi t i ons of power Peop Peopll e. Most l y Bl Bl acks, who shou shoull d hav have e bee been n sup suppor t ed as “vi ct i ms” of st at e cr i mes ha have not r ecei cei ved ved r epar at i on Thos Thos e who commi t t ed cr i mes wer e gi ven t he oppor oppor t uni uni t y of bei ng “ f or gi ven” f or t hei r c r i mes s i mpl y b by y t el el l i ng t hei r s t or i es “For “For gi ven veness” of per pet r at or s cau caused sed psycho sychol ogi cal cal su suff f er i ng by vi c t i ms / s ur ur vi vor s / f ami l i es of vi c t i ms Those Those who s uf f er ed t he i nj ust i ce suf f er ed agai agai n as t hey r et ol d t hei r st or i es, l eadi ng t o psych sycho ol ogi cal cal har m I nadequat e st r at egi es f or psych psycho ol ogi cal cal r ehabi l i t at i on pr ovi ded The TRC TRC di d not r esul t i n t he s t emmi ng of cr i me and vi ol ence ( r even venge act i ons) Ant i - bl ack r aci sm con cont i nued Tr ue j ust i ce i s s t i l l not t he ever yday exper exper i ence of Bl acks Any FIVE points clearly discussed discussed - 3 marks each Point stated with partial elaboration 2 marks Point stated without elaboration 1 mark

(15 Marks)

CAPE History Syllabus 2018

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