1. Introduction: Engage students in a discussion on the impact of History on Caribbean
society and culture.
STEP 1 Teacher and students explore key periods in Caribbean history through the use of
a PowerPoint presentation entitled “the Columbian exchange:
STEP 2: Group Work
Students will be given contents to support the creation of their concept map
One –oppression, resistance and resilience
Teacher:
Miss D.
Dennis
Date:
Duration: 5
hours
Aim: The teacher aims to help the students
to understand how various aspects of our
history have and continue to shape
Caribbean society and culture and guide
them in identifying and assessing useful
ways in which the phenomenon may be
dealt with.
Methods/Activities:
Discussion
Lecture
Student
presentations
PPT
Topic: Impact of
Historical processes on
Caribbean society and
culture
CONTENT
Major periods of
Caribbean history
Major
processes/themes
common to each
period
People/ethnic groups
Challenges
characteristic of each
period
Significance of each
period
Specific Objectives: At the end of the
lesson, students should be able to:
Determine the extent to which the
region is a migratory region;
Assess the contributions of various
migrant groups to Caribbean society
and culture;
Evaluate the contributions of migration
to the region;
Use timelines to show the use of
various systems of production in the
Caribbean;
Describe the legacy associated with
each economic system implemented in
the Caribbean;
Assess the relative resilience of the
various ethnic groups in the Caribbean;
Assess the contribution of the various
ethnic groups in the region to
Caribbean culture and development;
Evaluate the ways in which our history
slavery and colonialism have shaped
the contemporary Caribbean culture
and society (cultural diversity, social
stratification, hybridization);
Resource Materials:
Electronic
Handouts-
“History, society
and culture”
Main Text – CAPE
Caribbean Studies:
An
interdisciplinary
approach
2. Create, reproduce and explain a concept map covering the resistance to oppression offered by
Caribbean over the four historical periods. Groups must address the following:
- Difference between and examples of passive and active resistance;
- Economic, social/cultural and political forms of resistance offered by Caribbean people
over the four periods;
- Evaluations of the effectiveness of different groups in resisting oppression
Create, reproduce and explain a concept map detailing the major migrations into the Caribbean
over the four historical periods. They must address the following:
- Types of migration
- The various groups of migrants
o Why they came
o Where they settled
o Contributions each group made to the region (economic, cultural, political, social)
- Emigration from the region
o Popular destinations
o Push and pull factors
o Contributions to extra-regional societies (economic, cultural, political, social)
Create, reproduce and explain a concept mapand or timelines detailing the movement towards
independence across the Caribbean (French, Spanish, English and Dutch). The web must address
the following:
o The difference between economic independence and political independence;
o Differences across the French, English, Dutch and Spanish Caribbean;
o Role of trade unions, and political parties;
o Impact on Caribbean society and culture
Create, reproduce and explain a concept map detailing the economic systems which have shaped
Caribbean society and culture over the four historical periods. The following must be must
address the following:
o Encomienda
o Plantation system – slavery, indentureship
o Legacy of each system (contribution to Caribbean society and culture
STEP 3: Whole class activity
Activity
1. True or False
3. a. There are more examples of Taino material culture still in existence than its non-
material culture.
b. The culture of both the Tainos and the Europeans supported sustainable
development practices.
c. Large numbers of Caribs are still to be found today in the islands of Dominica, St.
Vincent, and Puerto Rico.
d. The dugout canoe plays a major role in contemporary society and culture in the
Lesser Antilles.
e. Caribs continue to respond to Columbus and the ‘encounter’.
f. Norms and customs associated with European society and culture prevail in the
contemporary Caribbean.
g. Several Caribbean countries have stopped celebrating the ‘discovery’ of their land
by Columbus.
h. The ‘Indians’ were regarded as free persons by the Spanish Crown.
i. The Carib people spoke an Arawakan language.
j. Europeans were primarily interested in establishing plantations in the West Indies.
2. European influences in the Caribbean
a. Please answer the following questions based on the attached map.
i. Locate using a suitable key or colour scheme:
1. TWO named French territories that are presently governed by
France;
2. TWO other named Caribbean territories which the French did
occupy for a long time.
b. For the TWO territories identified in 1 above, describe how they are governed.
c. For the TWO countries you identified in 2 above, indicate;
i. The last colonial power that ruled the countries;
ii. How society and culture today has been influenced in these territories by
the French occupation.
3. Using the following categories, summarize some examples that you feel best illustrate the
influences of slavery on Caribbean life then (17th, 18th and early 19th century) and now
(contemporary life in the Caribbean):
a. Economic
b. Social
c. Cultural
4. Complete the following table
Ethnic groups Systems of production Political and social
oppression
Cultural oppression Physical oppression
Amerindians
Europeans
African Slaves and ex-
slaves
Systems of
production
in the
Caribbean
Large scale
agricultural
production
Export
oriented
Production
basedon
cheapor
forcedlabour
Oppressive
social and
economic
systems
Cultural
diversity,
social
stratification
Early formsof
capitalism
Encouraged
structural
dependency
Informedby
lawsof extra-
regional
origin
Premisedon
foreign
ownership
and control
Enhancedby
European
technology
