C. Studies Notes Module 1

CARIBBEAN STUDIES
NOTES
Lesson
#:
Date:
Duration:
Aim: The teacher ams to enghten
students regardng the sks requred
for success n the competon of ths
course.
Methods/Actiities:
1. Thnk par share
2. Readng
See actvty beow.
To!ic: Sks requred for
Carbbean
studes
Su"to!ic: Booms
Taxonomy
S!eci#ic O"$ecties: At the end of the
esson, students shoud be abe to:
1. After examnng the dfferent eves
of the taxonomy;
a. categorze commands whch
frequenty appear n essays
accordng to ther eves on
the scae;
b. Lst approprate actvtes for
dfferent commands/terms
used at each eve;
2. Through par/share, dfferentate
between the eves of the taxonomy
by appyng commands to gven
statements.
Resource Materia%s:

1. Handout - Leves of
Booms Taxonomy
and reated actvtes
Introductor& actiit& ' B%oom(s ta)onom&
Appy reated commands at each eve of Booms taxonomy to the foowng statements.
Statements
1. Accordng to George Beckford ( ), the contemporary Carbbean has been shaped by
the "pantaton system" and can thus be consdered "pantaton socety".
2. "Educaton s the route to upward soca mobty n the contemporary Carbbean."
Lee%s on B%oom(s ta)onom& and re%ated actiities
Lee% Re*uirement Actiities
+no,%ed-e To fnd or remember
nformaton
Te, uncover, show, st, ocate, repeat,
defne, expan, nvestgate, reca, name,
pont to
Com!rehension To understand
nformaton
Summarze, reate, expan, reword, dscuss,
A!!%ication To use nformaton Try, dagram, perform, report, empoy,
adapt, draw, construct
Ana%&sis To take nformaton
apart
Study, combne, separate, categorze,
detect, examne, nspect, dscrmnate, take
apart, generaze, compare, anayze,
scrutnze
Ea%uation To make |udgements
about knowedge
|ustfy, decde, crtcze, |udge, sove, rate,
assess, apprase
S&nthesis To create new deas or
thngs
Hypothesze, predct, create, nvent,
produce, modfy, extend, desgn, formuate,
deveop, bud, compe
Inter!retin- *uestions
Discuss: present a thorough anayss of the ssue n queston by examnng a sdes or facets of the
reated arguments.
Com!are: present smartes (and dfferences) of the features mentoned. Ensure that the man
features of the eements beng compared are dentfed and used to propery structure the essay.
Ea%uate: present |udgements as the reatve vaue of the features mentoned.
H
O
Determine e)tent: wegh arguments and state the reatve mportance/vadty/appcabty/usefuness
of the feature mentoned.
Inter!ret: present expanaton of facts.
Assess: estabsh the strengths and weaknesses of the features mentoned.
Lesson
#:
Date:
Duration:
Aim: The teacher ams to hep the students to
understand the socety as a construct as we
as ther own reatonshp to Carbbean socety.
Methods/Actiitie
s:
1. Lecture
2. Roe pay
3. Dagrams
4. Dscusson
To!ic: Societ&
Su"to!ic:
Characterstcs and
Perspectves
1. Evauate and correcty use at east three
defntons of the concept socety;
2. Demonstrate understandng of the defnng
characterstcs of socety (expan and gve
ustratons);
3. Apprecate the concept as a construct to
whch mutpe perspectves can be
apped;
4. Appy the Marxst and structura
functonast perspectves to an
understandng of ther own socety;
5. Use dagram (or other meda) to
demonstrate understandng of the
perspectves;
6. Apprecate how ther socety heps to
defne ther personates and denttes;
7. Apprecate ther potenta to nfuence
socety n ther varous statuses wthn
soca organzatons
Resource
Materia%s:

1. Handouts
2. Man Text - CAPE
Carbbean
Studes: An
nterdscpnary
approach
Socia% Constructs
Social constructs are varabe, uncertan and compex. They are erroneousy thought to be very
dfferent from scentfc concepts. It s a abe gven to an dea, expanaton or way of thnkng whch s
used to smpfy how we dea wth soca fe.
No construct sums up the entirety of any phenomenon in question.
Socia% . The totaty of expanatons descrbng how peope nteract and make sense of ther
experences.
/hat is a societ&0
An arrangement of nteracton and patterns of behavour that occurs between members of soca
groups whether arge or sma.
A set of peope occupyng a geographca area for a perod of tme.
A soca cass that comprses weathy promnent or fashonabe persons.
A forma assocaton of peope wth smar nterests.
A dvson of human knd wth common characterstcs such as race and natonaty.
Orgna Latn word meant foower.
Group of peope who form a sem-cosed system n whch most nteractons are wth ndvduas
beongng to that group.
Actiit&
Examne the meanngs and uses of the term socety to determne how the context determnes the
meanng of the term.
OR
Assess the approprateness of each use of the term and derve the key characterstcs of socety.

Actiit& ' *uestion and ans,er
12 Se%ect students ,i%% read one o# the de#initions each a#ter ,hich the teacher
,i%% record it on the "oard2
32 The same ,i%% "e e)amined to determine ho, the term societ& is "ein- used
and its conse*uent connotations2
42 The de#initions ,i%% then "e co%%ectie%& e)amined #or common #eatures in
order to determine the characteristics o# cu%ture2
5uidin- tas6 . Assess the nature each use of the term and derve the key characterstcs of
socety.
Note disciplinary differences in the use of the term.
/hat are the characteristics o# societ&0
Common purpose or nterest
Common dentty
Ctzenshp wthn a space
Contnuty over tme and space
Pattern of reatonshps
Uses o# the term societ&
To denote geographca dvsons
To denote soca cass dfferences
To dentfy coectve groups
As a gude to behavour
- Any group of peope vng n a country makes up ts socety.
- Hgh socety descrbes the ves of the rch and famous
- The socety n whch we ve toerates the drnkng of acoho but not the smokng of mar|uana.
Actiit&
Use roe pay to demonstrate your understandng of the gven use/meanng of the term socety.

7o, does societ& ,or60
Socety can be vewed as a soca structure; a set of organzed patterns or arrangements and
nteractons.
These nteractons occur wthn arger arrangements, namey socia% institutions and socia%
or-ani8ations.
Soca nsttutons are manfested va soca organzatons. The nsttutons are our estabshed ideas
and "e%ie#s about how we want aspects of socety to be organzed. Soca ntutons are the tan-i"%e
mani#estations of these beefs and deas.
Indvduas functon and nteract wthn soca organzatons. In these they have defned statuses
(ascri"ed or achieed9 and the concomtant ro%es2
In ths ght, socety meets and shapes the ndvdua and the ndvdua partcpates n socety.
Mar)ist e)!%anation
Founder Kar Marx beeves that socety conssts of two casses; ones poston n ether cass
depends on the ownershp of weath.
o Bourgeose are those who own weath
o Proetarat - own and se ony ther abour
The bourgeose manpuate the varous structures n socety n order to mantan the status quo.
Socety s consequenty aways charactersed by tenson, competton and confct for scarce
resources.
Insttutons operate n ways that beneft the rung cass. The most crtca nsttuton s the
economy or the nfrastructure whch shapes a other nsttutons. The atter consttutes the
superstructure.
Structura% :unctiona%ist E)!%anations
Socety s a system; t comprses nterdependent structures (nsttutons) whch a work together
for socetys survva and functonng.
Indvduas theren are governed by ts norms and vaues aong wth the use of sanctons; a
process made possbe through socazaton.
Vaue consensus s essenta to soca order (consdered one of the basc needs of socety). It s
accompshed when there s agreement about socetys vaues and consequent goas and resuts
n cooperaton n socety.
Ma|or Oueston n
Socoogy
Structura
Functonast
Marxst Smartes Dfferences
Vew of socety Socety s a
harmonous
system
An arena of
confct
Socety s made up
of dfferent
structures a of
whch have
specfc functons.
Functonast - a
are equa n
functonng and a
are postve.
Marxst - the
economy s more
mportant and not
a structures are
benefca to
socety
Man concern of
perspectve
Understandng
how structures are
nterreated and
how ther functons
n the socety.
Understand how
nequaty and
expotaton
contnues and how
to mprove socety.
Concerned wth
how socety works
Marxst focus on
who socety works
for (upper cass),
Functonast
assume benefts
for a n socety
Soca Order Interdependence
of structures,
vaue
consensus/coect
ve conscence
Ideoogca
condtonng
Fase
conscousness
Rung cass
deoogy
Ideas and
socazaton are
mportant n
mantanng
contro.
Marxst - decet s
nvoved and order
s suppressve
Order s based on
agreement rather
than force or
decet
Indvdua and the
Socety -
Socazaton
Socety shapes the
ndvdua and
dctates hs
behavour through
the socazaton
process
Homo dupex
Socety shapes the
ndvdua and
dctates hs
behavour through
the socazaton
process
Indvdua s
transformed nto
ways that beneft
hmsef and the
entre socety
Do not gve aow
for agency on the
part of the
ndvdua
Transformaton
nto a soca beng
benefts ony the
rung cass.
Soca Change Movng equbrum
Adaptaton to the
envronment
Usuay smooth
Evoutonary
Matera daectc
Based on the
nevtabe confct
n socety
Revoutonary and
dsruptve
Both see socety
as constanty
changng
Functonast see
change as postve
- ncreased
adaptve capacty,
but aso peacefu
Marxst - change s
ony postve when
t resuts n
communsm
Is dsruptve
Usuay resuts n
the repacement of
one ete wth
another
Lesson
#:
Date:
Duration:
understand the cuture concept and ts
reatonshp wth socety as we as the
ndvdua.
Methods/Actiitie
s:
Lecture
Poem/stores
usng key
words/terms
Roe pay
Dagrams
Dscusson
Debates
To!ic: Cu%ture
Su"to!ic:
Defnng cuture
Characterstcs of
cuture
Functons of cuture
Cutura processes
Ways of vewng
Cuture
Demonstrate understandng of the
characterstcs of cuture;
Appropratey use the concept n a varety
of contexts;
Use ustratons to demonstrate a correct
knowedge of the eements of cuture;
Expan/outne how the varous eements
of cuture are reated;
Gven the characterstcs; dentfy dfferent
types of cutures and cutura groups;
Descrbe the varous ways n whch
ndvduas earn the cuture of ther
socetes;
Assess through dscusson and wrtng the
mportance of cuture to the survva of a
socety;
Expan how the ndvdua, the socety and
the cuture are reated
Defne key terms reated to cuture and
cutura process;
Resource
Materia%s:

Man Text - CAPE
Carbbean
Studes: An
nterdscpnary
approach
Handouts
Socoogy for
Carbbean
Students.
Actiit&
12 Se%ect students ,i%% read one o# the de#initions each a#ter ,hich the teacher
,i%% record it on the "oard2
32 The same ,i%% "e e)amined to determine ho, the term cu%ture is "ein- used
and its conse*uent connotations2
42 The de#initions ,i%% then "e co%%ectie%& e)amined #or common #eatures in
order to determine the characteristics o# cu%ture2
/hat is cu%ture0
The arts, customs and habts that characterze a partcuar socety or naton;
The atttudes and behavours that are characterstc of a partcuar soca group or organzaton;
Common beefs or practces of a group of peope. The ntegrated pattern of human knowedge,
beef and behavour that depends on mans capacty for earnng and transmttng knowedge to
succeedng generatons.
Cuture s the accumuated store of symbos, deas and matera products assocated wth a
soca system, whether t s an entre socety or a smaer soca group.
Ouaty n a person or socety that arses from a concern for what s regarded as exceent n arts,
etters and schoary pursuts.
Deveopment and mprovement of the mnd by tranng;
The arts and other nstances of human nteectua achevements regarded as a whoe.
Recurrent accepted and expected ways of thnkng or actng.
Uses o# the term cu%ture
Product
Process
Way of fe
Soca cass dfferences (ete/hgh vs. mass and popuar)
E%ements o# cu%ture
Beefs
Vaues
Norms
o Fokways
o Mores
o Laws
o Taboos
o Rtuas
Symbos
o Language
Actiit& ' Use a dagram to ustrate how the eements of cuture are reated.
E)!%ore ' /h& is identit& ;!ersona%< nationa% and re-iona%9 a !ro"%ematic issue #or Cari""ean
!eo!%e2
Identty s a sense of beongng constructed and negotated n reaton to a arger group or context e.g.
ones famy, ethnc group or naton. An ndvduas concepton of hs/her sef n reaton to a soca
groups n whch/from whch he/she s ncuded and excuded.
The sense and contnuty of sef- begns as a chd reated to famy, frends, communty etc.
The coectve aspect of the set of characterstcs by whch a thng s defntvey recognzabe or known
The set of behavoura/persona characterstcs by whch an ndvdua s recognzabe as a member of a
group
Characteristics o# cu%ture
Satsfes basc human needs
Learned
Symboc
Conssts of trats and patterns
Mutuay constructed
Taken for granted
7o, are cu%ture and Societ& Re%ated0
1. Geographical perspective- Society is the pattern that emerges and defines a group as they
adapt to a defined geographical space. Culture in this sense is in principle the same as
society/the patterns that emerge.
2. Historically - Ways of life are segmented into topics such as politics, religious organization,
economic activities etc. Each set of activity it is assumed is shaped by the social formation or
pattern which dominates each period of society.
3. Anthropologically ! society is essentially a cultural group. "he culture embodies the effort of
humans to survive and interact. "his includes their material culture and non-material culture.
See page 3 of ! "ohammed for portrayals of #ari$$ean society.
%he &ey area of overlap $et'een society and culture is (values)* values underline the
intangi$le social institutions 'hich form the $ac&$one of society as 'ell as underlie much of
our tangi$le culture as 'ell as our norms+$ehaviour ,culture-.
Actiit&
Show how your understandng and experence of cuture and socety n the Carbbean have nfuenced
the choces you have made n any t,o of the foowng areas.
a. Educaton
b. Frends and soca actvtes
c. Regon
Cu%tura% =rocesses/chan-e
Erasure - oss of aspects or trats n a
cuture; usuay repaced by more
modern aternatves
Retenton - mantenance of a trat
partcuary n the face of more domnant
aternatves
Renewa - deberate revva of a cutura
practce
Other +e& Terms
Mu%ticu%tura%ism
Assmaton
Dffuson
Accuturaton
Transcuturaton
/a&s o# ie,in- cu%ture
Cuture shock
Ethnocentrsm
Cutura reatvsm
Actiit& ' Ro%e =%a& ;!airs9
Use roe pay or any other creatve means to demonstrate the meanngs of the foowng terms:
- Cutura erasure
- Cutura dffuson
- Cutura reatvsm
- Ethnocentrsm
- Cuture shock
- Cutura ag
- Accuturaton
- Assmaton
- Soca change
- Inventon
- Innovaton
- Encuturaton
Actiit&
Students w be paced nto four groups to compete the foowng tasks:
Lesson
#:
Date:
Duration:
understand the compextes of defnng the
Carbbean and ts mpcatons for cuture,
socety and dentty.
Methods/Actiitie
s:
Map work
Dscusson
Debate
Thnk/par/share
To!ic: Locatin- and
De#inin- the
Cari""ean
Su"to!ic:
Geographca
ocaton of the
Carbbean
Terrtores and sub-
regons
Reatve poston of
the regon
Geoogca,
geographca,
potca, hstorca
and workng
defnton of the
Carbbean.
Chaenges posed
by geography and
hstory to regona
unty
Gven a map, students shoud be abe to;
o Locate countres of the regon based
on the potca, geographca,
geoogca and hstorca defntons
of the regon;
o Apprecate the dffcutes nvoved
n defnng the Carbbean;
o Identfy the varous sub-regons of
the regon;
Defne the regon usng n ther own words
based on the four understandngs of the
term Carbbean and ther own
perspectves;
Assess how percepton and experence of
the Carbbean affects dentty
Resource
Materia%s:

Man Text - CAPE
Carbbean
Studes: An
nterdscpnary
approach
Additiona% Readin-s
Bake, B. (1999). Geography, Cuture, Hstory and Identty: Assets for Economc
Integraton. In Benn, & Ha, K. (2000). (Eds.) Contendng wth Destny
Grvan, N. (1999). Creatng and recreatng the Carbbean.
Potter, R.B., Barker, D., Conway, D. & Kak, T. (2004). The Contem!orar& Cari""ean2
=%ace< Pearson Educaton Lmted.
Hman, s. (ED). (2003). Introducton. Understandng the Contemporary Carbbean2
Boswe, T.D. (2003). The Carbbean: a Geographc preface. In "Understandng the
Contemporary Carbbean".
Baranov, D. & Yevngton, K.A. Ethncty, Race, Cass and Natonaty. In Hman, R. S., &
DAgostno, T. |. (Eds.), Understandng the Contemporary Carbbean.
1. Fnd the nes of attude and ongtude aong whch the area consdered s
ocated.
2. Make a st of the countres that fa wthn these nes and pace them nto the
foowng categores:
1. Typca Carbbean countres
2. Countres wthn the coordnates that are not typcay consdered as
Carbbean countres.
3. Make a thrd st of countres that are typcay seen as Carbbean countres but
whch do not fa wthn the stated nes of attude and ongtude.
4. Examne the assgned defnton of the Carbbean and determne ts strengths
and weaknesses.
5. Present your fndngs and partcpate n the dscusson that w foow.
Locatin- and De#inin- the Cari""ean
5eo-ra!h&
+e& terms
- Archpeago
- Isthmus
- Subterranean
Cari""ean Basin -
"Serves as a and brdge between the North and South Amerca wth East West stretch of amost 3000
km and a north south reach of approxmatey 1500km" (10% and )
"A the areas washed by the Carbbean Sea, whether n part or fuy surrounded."
Carbbean Sea - "area of about 1.02 mon square mes between 9 & 22 degrees north and 60 to 89
degrees west"
Area stretchng from 60 degrees west to 90 degrees west and or from near the equator 5 degrees north
to 25 - 30 degrees north.
Boundaries
South - coasts of Venezuea, Coumba and Panama
West - Costa Rca, Ncaragua, Honduras, Guatemaa, Beze and Mexco
North - Greater Antes
East - Lesser Antes chan of sands
Tro!ics
5 degrees to 23 (23.5) degrees north
10 degrees to 90 degrees west
Actiities
Students examne the map and make a st of a countres ncuded and compare to common
knowedge about countres consdered to be Carbbean.
Inc%uded:
Hat
Domncan Repubc
Martnque
Cayman
Beze
Guadeoupe
|amaca
Cuba
Grenada
St. Vncent and the
Grenadnes
St. Luca
Domnca
St. Ktts and Nevs
Trndad and Tobago
Aruba and Netherand
Antes
Puerto Rco
Oddities
Coumba
Venezuea
Panama
Costa Rca
Ncaragua
Honduras
Guatemaa
Mexco
E)c%uded
The Bahamas
Bermuda
Guyana
Surname
Barbados
French Guana
5eo%o-ica%
Those countres found on the Carbbean pate. (Actvty s the same as above).
Incuded oddtes
Honduras
Ncaragua
E Savador
Puerto Rco
Noteworthy excusons
Cuba
Aruba
The Bahamas
Netherand Antes
Guyana
Surname
Trndad
The Cayman Isands
Limitations
Both the geoogca and geographca defntons are unabe to address ssues of common dentty and
hstory. It however dentfes a regon wth broady smar terrtores n terms of cmate, weather and
physca/natura resources.
7istorica% De#inition
Group of countres that share common hstorca experences especay through coonzaton and
savery as we as a partcuar experence of coonasm.
Hstorcay, the regon can be dvded nto four hstorca and cutura spheres:
o Spansh
o French - francophone
o Dutch
o Engsh - Angophone
These areas share a common bond based defned by ther experence wth ther aternate
coonzers. Dfferences are ths seen n offca anguages, ma|or regons and potca deas and
nsttutons among other aspects of ther cutures.
It must be noted that smar processes took pace n the eastern word, Centra Amerca and North
Amerca. However, the Carbbean experenced a rather harsh form of savery and coonasm; t was
more economcay vabe and essentay Carbbean sands served a purey economc purpose. Aso,
these coones dd not beneft from a arge resdent whte popuaton.
=o%itica% De#initions/a!!roaches
Membershp of regona potca/economc organzatons
o CARICOM - nsuar Carbbean
o OECS - Eastern Carbbean states
o ACS - broader concept ncudng a countres of Centra Amerca, pus Mexco and
Panama, and South Amercan countres (Coumba, Venezuea, Guyana, Surname and
Cayenne); countres and terrtores n and around the Carbbean sea ncudng Bahamas &
Barbados
o WIF
Potca nsttutons and organzaton of government
o Independent
o Assocate states
o Dependences
Group of countres that share common hstorca experences especay through
coonzaton and savery as we as a partcuar experence of coonasm.
Hstorcay, the regon can be dvded nto four hstorca and cutura spheres:
o Spansh
o French - francophone
o Dutch
o Engsh - Angophone
These areas share a common bond based defned by ther experence wth ther
aternate coonzers. Dfferences are ths seen n offca anguages, ma|or regons and
potca deas and nsttutons among other aspects of ther cutures.
It must be noted that smar processes took pace n the eastern word, Centra Amerca and
North Amerca. However, the Carbbean experenced a rather harsh form of savery and
coonasm; t was more economcay vabe and essentay Carbbean sands served a purey
economc purpose. Aso, these coones dd not beneft from a arge resdent whte popuaton.
=o%itica% De#initions/a!!roaches
Membershp of regona potca/economc organzatons
o CARICOM - nsuar Carbbean
o OECS - Eastern Carbbean states
o ACS - broader concept ncudng a countres of Centra Amerca, pus Mexco and
Panama, and South Amercan countres (Coumba, Venezuea, Guyana, Surname
and Cayenne); countres and terrtores n and around the Carbbean sea
ncudng Bahamas & Barbados
o WIF
Potca nsttutons and organzaton of government
o Independent
o Assocate states
o Dependences
Actiit&
Students work n four groups.
Each group examnes one defnton of the Carbbean to determne ts strengths and
weaknesses as a too for deneatng what s Carbbean.
Ea%uation o# the de#initions o# the Cari""ean
5eo-ra!hica% and -eo%o-ica% de#initions
Strengths
1. a Defntons are ob|ectve and easy to use.
2. They dentfy an area wth smartes n cmate, weather, physca resources,
topography and vunerabty to smar meteoroogca and geoogca hazards.
3. Both geographca and geoogca factors have heped to shape the cuture and
deveopment outcomes terrtores n the defned regon.
Weaknesses
1. They are rgd defntons.
2. They gnore mportant cutura, potca and hstorca factors that bnd and or dvde
the peope n and around ther postuated boundares of the regon.
Strengths
1. It heps to dentfy a regon n whch shared and smar experences have produced a
fary smar cuture ncudng nherted nsttutons, beefs, atttudes and vaues.
Weaknesses
1. Attempts to use the defnton hghght sgnfcant dfferences and even dvsons
across the regon such as anguage groupngs and potca groupngs.
2. Other areas outsde of the regon such as Carbbean such as North Amerca have
experenced coonzaton and savery and are argey popuated by "transpanted"
peope.
=o%itica% De#initions
Strengths
2. Ths dentfes a regon wth fary smar or reated soco-economc and potca
condtons and strugges.
3. Membershp of varous regona bodes suggests some wngness to cooperate as
we smartes n strategc responses to goba chaenges.
Weaknesses
1. It hghghts the fact that not a the terrtores are ndependent and dfferences
ncudng the varety of government systems used across the regon and seectve
membershp n regona organzatons.
Discussion
+e& *uestion
12 /hat essentia%%& is Cari""ean0 /hat ma6es an&thin- or an&one Cari""ean0
- The opportunty w be used to emphasze the mportance of:
o Ouestonng even the taken for granted thngs that we have aways known as an
approach to Carbbean Studes;
o Appyng mutpe approaches and perspectves to understand concepts or
constructs n Carbbean Studes;
o The mportance of usng evdence to support ponts or theores about phenomena
dscussed n Carbbean studes.
- Ponts to be hghghted ncude:
o The dffcuty n defnng the Carbbean paraes and s reated to the dffcuty of
speakng to a Carbbean socety and dentty. (Students w be encouraged to
consder the extent to whch the countres generay accepted as Carbbean
coectvey refect the characterstcs of a socety.)
o Our nteracton wth our neghbours ncudng North Amerca has been nfuenced by
our ocaton and other geographca features such as our sze and resources
avaabe.
o Our hstory has argey been nfuenced by geographca factors such as trade wnds,
physca resources and proxmty to our coonzers and tradng partners;
o Even as a whoe group, the Carbbean s reatvey sma n comparson to ts
neghbours and those wth whom t has to dea.
o Our exstence as a coecton of sands, sthmuses, archpeagos and man and
terrtores has contrbuted to our separateness and nsuarty.
o Whe we share a common hstory, our hstory may very we be the most dvsve
eement n Carbbean socety as refected n anguage and potca dfferences
across the regon.
o Vews about the Carbbean hed by those outsde of the regon often dffer from the
vews hed by Carbbean peope.
o The geopotca Carbbean s very mportant.
Its ocaton sgnfcanty nfuences our hstory as centra n the tranguar
trade and today has mpcatons for trade and trade routes. It aso has
mpcatons for the nternatona drug trade; a fact whch poses a chaenge to
oca autonomy and the mannng of our borders.
Necessary, t affects our socety and cuture.
It aso has mpcatons for our economc actvtes such as toursm, mnng
and agrcuture.
It defnes our rsks ncudng economc, potca and envronmenta.
The attem!t to de#ine the re-ion hi-h%i-hts the diersit& o# the re-ion and its
mem"er countries in terms o# their cu%ture< histor&< !o%itica% out%oo6< -eo-ra!h&
and -eo%o-&2 This diersit& is seen des!ite the !ro)imit& o# these countries to each
other and the ie,s he%d "& outsiders to the re-ion2
Actiit&
6. Say whch defnton you thnk s the most sutabe for deneatng the Carbbean
and then expan why you thnk t s most sutabe.
7. Wrte what you thnk s a comprehensve defnton of the Carbbean.
.hat it means to $e #ari$$ean/ .hat effects did
Glo$ali0ation have on the #ari$$ean identity/
!n apt description of the typical Caribbean is that he or she is part-!frican, part-
European, part-!sian, part #ative !merican but totally Caribbean$ to understand
this is to understand creative diversity%.
We spea& of this region of some '( million inhabitants as )ispanic Caribbean,
!nglophone Caribbean, *rancophone Caribbean, +utch-spea&ing Caribbean,
emphasizing by this hyphenation, a fragmentation which is the legacy of a
heritage of separation and shattered identities. ,et, this has not posed any
limitations on us as we go through that -awesome process of becoming%. We have
survived the traumas of separation from the mother country as part of the slave
trade and the indignity of the dehumanization of slavery through the use of that
creative imagination resulting .in the germ of a culture which shares more in
common than many would care to believe%. /#ettleford0.
1ur political systems may differ but this is part of the dilemma of difference
which is a manifestation of the comple2 process of diversity demanding of all of us
in the region the capacity to build bridges across not only classes and races of
people within countries of the region but also between zones of former imperial
influences represented in the region through centuries of migration and continuing
interaction through tourism, commercial transactions and professional contacts.
)aving struggled for centuries with mastery of our diversity, we in the Caribbean
have learnt to live together rather than merely side- by- side$ but the
communications technology revolution and tremendous improvement in travel
facilities now dictate the urgent need for people to learn to live together, to deal
with the dilemma of difference in ways that will serve to enhance the 3uality of life
for the people of the region.
4n spite of differences, what we all seem to have in common is a full grasp of the
power of cultural action in affording a sense of place and of purpose. !lthough
many Caribbean countries achieved political independence in the decade of the
5(s, issues of economic and cultural dependency have been ac&nowledged and
written about e2tensively by Caribbean writers. Communication is seen as a
significant locus of struggle in which the people of the Caribbean see& to assert
independent cultural identities within the conte2t of e2ternal domination. "he
struggle is played out in the arenas of popular culture in which individuals and
communities see& to ma&e legitimate, local cultural practices within the conte2t of
domination by imported cultural forms, and mass communications, in which
individuals, communities and nation states strive for access to media technologies
and channels.
"he Caribbean, forms part of the developing world, commonly referred to as the
"hird World, and therefore, according to 6e2 #ettleford, .ma&es it the actual victim
and /or potential beneficiary of the new style globalization7.
"his phenomenon called 8lobalization, is in fact a combination of the free
e2change of goods, services and capital and is characterized by three essential
factors9 the e2tent of the economic freedom phenomenon sweeping across the
whole world, the increase in technological innovation, especially in the
communications field and the interdependence between the different factors.
While the countries of the world are indeed separated by clearly defined
boundaries thus emphasizing their territoriality, identity and nationality, in reality
these frontiers are becoming less significant with globalization. "his overwhelming
process has led to standardized approaches to production processes thus bringing
homogenization so far that even customs and habits are affected
"echnological progress in the communications field has produced the most
spectacular and visible features of globalization. 4t is all about an integrated
communications networ& which affects ideological living and the political and
cultural conditions of all societies, an aspect of the phenomenon often overloo&ed
as we focus on the economic process.
4n the cultural sphere globalization produces two contradictory phenomena9
standardization and diversification. We have standardization of eating habits,
dress and cultural products resulting in growing similarities in the living conditions
of societies. 1n the other hand, diversification strives to preserve the multiple
facets of society by promoting access to the diverse features of world heritage.
:oreover, faced with the wave of homogenization of lifestyles, communications,
language and cultures there is resistance in the economic and political field, as in
the cultural field, to preserve identities and defend the rights of minorities.
#ettleford is of the view that li&e imperialism before, globalization in its cultural
dimension is li&ely to fail, for the natural antidote to the poison of homogenization,
which is what cultural globalization threatens, is the retreat to areas of specificity
where people feel secure because they control the processes that ma&e them
viable. "his is in reference to such areas as religion, the arts and private
philosophies about self and society. Caribbean society, he writes, retreated to
these areas with rich results in religious e2pressions and the creative arts /visual
and performing0 as well as home-spun philosophy to be found in their oral
literature which houses the collective wisdom of the ordinary people. Carolyn
Cooper /;<<=0, specifically locates reggae music within the framewor& of cultural
resistance because of its longtime association with the >amaican underclass and
history of suppression by bourgeois cultural institutions. 6esistance, it must be
highlighted, is a recurring theme in a number of reggae songs.
?ut it is to the technological dimension of globalization and its effect on
Caribbean culture/identity that 4 want to return. 8lobal society and international
politics have been transformed by developments in telecommunications
technology which have revolutionized the speed and conduct of all aspects of
global interaction, political, social, and economic with the potential to change
irrevocably, all aspects of human life.
4t is culture that binds societies together and ensures that social interaction is
practised on the basis of commonly accepted norms and behaviour patterns. "he
accompanying homogenization of ideas and behaviour patterns reduce cultural
diversity particularly evident in the youth who are the most e2posed to global
media, and who conse3uently e2hibit a remar&able sameness in taste and
consumption patterns. We cannot insulate ourselves against the media and further
integration into a global culture but we do not have to succumb to an homogenous
global culture.
"he Caribbean region has been continuously e2posed to international media in
the form of boo&s, magazines, periodicals, radio broadcasts and in more recent
times, a bombardment of television channels, particularly those originating from
the @S! and transmitted by satellite technology. 4ndeed, we find that events in
distant locations are often more readily available on television in the Caribbean
than information originating in our own rural areas or neighbouring regional
capitals.
"his has had a profound effect on Caribbean lifestyles, consumer habits with a
corresponding threat to Caribbean identity, as by osmosis, e2ternal influences
begin to permeate all aspects of life and threaten the uni3ueness of Caribbean
identity. "he danger posed is that of a society even more fragmented by
e2ternally ac3uired behaviour patterns and cultures.
"he vast maAority of electronically transmitted material, writes !ggrey ?rown of
C!64:!C, is made up of entertainment- the vehicle for advertising messages- the
bul& of it originating in the @S!. Studies conducted in the Caribbean by )osein and
?rown respectively in the mid B(s and C(s revealed that an average of over B(D
of television programmes transmitted in the region originate from outside the
region$ as of the early <(s Eatin !merica and the Caribbean together were found
to account for appro2imately ;(D of the world7s television audience.
Consumer choice in the C!64C1: region is determined by a number of factors
which include the region7s pro2imity to #orth !merica which permits easy access
to domestic satellite transmissions$ the sharing of a common language and by
e2tension, culture in its narrow sense$ the ease of travel between #orth !merica
and C!64C1: also has had an impact on the consumption of media technologies
in the region. "ourism as a maAor industry in the region facilitates further
interaction with !mericans and since many West 4ndians live in the @S!, lin&ages
are further personalized.
"here has been much debate in international fora, in academia and among
media professionals over the 3uestion of the potential threat to indigenous
Caribbean culture by the unprecedented global penetration of the new media
technologies resulting from the enormous capacities for information access,
transmission and retrieval, referred to by 6e2 #ettleford as .the hiAac&ing of the
region7s media, the invasion of the Caribbean people7s intellectual space and the
cultural bombardment of the entire region by every means possible from #orth
!mericaF.7.
Some researchers have challenged the idea that the media are agents of
domination and that locally produced programmes can and do e2ceed the
popularity of the imported programmes. 1thers have argued that it is mainly the
elite in the developing world who had access to foreign media$ this however, has
been countered that it is the elite who determine policy hence would be at the
greatest ris& as #ettleford argues, - of cultural conditioning away from a national
or regional .sensibility%.
4t has also been argued that there is evidence in the Caribbean that the
imbalanced flow of cultural products from the #orth has been countered to some
degree by the success of Caribbean music with overseas audiences /+unn0, most
notable reggae an calypso /#ettleford,:cCann0.
)ilary ?rown in her article on !merican :edia 4mpact on >amaican ,outh9 "he
Cultural +ependency "hesis, reports on a study around the 3uestion of whether
the >amaican ,outh are the subAect of a massive cultural assault from the
unending flow of !merican television, magazines, boo&s, films and music which
bombard them daily. )ere, culture was defined as . a learned system of meaning
and symbolizing which defines the uni3ue identity of a people7.
?rown describes certain trends which were identified in >amaica as evidence of
cultural dependency9 the desire to emigrate to the @S! among certain groups in
the society, the brain drain among the professional classes, the demand for
consumer products not realizable for many in the conte2t of a developing country
and the e2treme popularity of the day time soap operas. 4n addition, there is the
tendency of those who wor& in the tourist industry to imitate the !merican accent,
the love of !merican music among the upper and middle classes, and the disdain
for local traditions.
"his is within the conte2t of the fact that the media in >amaica and the rest of
the Caribbean have a history of foreign ownership which goes bac& to the days of
colonialism. "his introduction of the media by e2ternal forces resulted in the
adoption of radio and "G technology with its reliance on commercial enterprises
for revenue which are not in abundance in most of the Caribbean countries. So
without the productive capacity and resources it is almost impossible to get out of
the cycle of dependency.
+espite the region7s rich cultural heritage which does fuel a thriving theatre
industry, certainly in >amaica, there are still factors such as high local production
costs as against the cheaper foreign import, limited resources and the lac& of an
industry which would &eep producers and talent gainfully employed.
"he findings of the study supported the urgent need for more culturally relevant
media products for consumption by the people of the region and in particular, the
youth. "he images shown are irrelevant to the Caribbean reality and the region7s
media are not fulfilling the storytelling function which will contribute according to
#ettleford, . to cultural certitude, continuity and survival in language, religion,
&inship patterns, ethnicity and artistic manifestations7.
#ettleford contends that the networ& of national television and radio stations
throughout !frica, the Caribbean and the !mericas need to propagate material
created by !frican people about !frican people so that .the people of !frica and
the +iaspora can interpret themselves faithfully to themselves and to the rest of
the world.7 )e points out further that even the @S has understood the urgency of
creating and proAecting its own e2pressive cultural forms.
4n some third world countries the leaders have e2pressed concerns about
national identity and cultural sensitivity in the face of the emergence of the new
technology, mainly in the form of satellite television. "he complaint is that @S
cultural and political influence globally has gained strength from the dominance of
!merican programmes in their countries. 4t was against this bac&ground that a
study was underta&en in "rinidad and "obago to assess the !mericanization of the
youth of this twin-island 6epublic.
"rinidad and "obago was the first country in the English-spea&ing Caribbean to
have introduced television technology, with one television station in ;<5H, to
provide public service information, education and entertainment. !long with some
local information, education and entertainment, programming has been
dominated by !merican programmes. With three television stations now, the
availability of !merican fare is even more significant. Studies /S&inner0 have
revealed that television viewing in "rinidad and "obago is positively related to @S
values, appeal, dependency and appreciation.
William +emas is reported to have made the observation that the Caribbean has
a rich treasure of not only cultural heritage but also cultural achievement$
however, more and more of the region7s cultural identity was being undermined
by foreign programmes, many of which were of an e2traordinarily poor 3uality,
with a negative impact on the societies.
Eynette Eashley reporting on the study carried out in "rinidad and "obago
concluded that there is a fairly deep influence of !merican entertainment
programming on the "rinidadian youth. "he youth longed to live the life as seen on
!merican "G. 4n response to the argument for more locally produced fare it was
said that it would not ma&e much economic sense$ economics e2plains the deluge
of !merican programming in "rinidad and "obago.
,et, some of these technologies can offer important opportunities to address
productivity, as well as the developmental and communication needs of our
people. "echnological applications in the provision of distance education and the
availability of inter-active self-teaching facilities can enhance the 3uality of life in
our societies.
4n addition, the communication technology revolution has served to intensify and
e2pand the influence of Caribbean music, notably reggae. >amaican music, says
#ettleford, has always been competitive. 6eggae is part of the vocabulary of every
wor&ing pop musician. Whether it is )arry ?elafonte with his version of .island
music7 or >immy Cliff, Ieter "osh, and of course. ?ob :arley, music from the
Caribbean has always dominated the airwaves. )e says further that, >amaican
music has had a chance to test its mettle and develop myriad variations not only
in the beat but also with enough social message to stir on the people of Jimbabwe
and of South !frica to freedom. "his, he writes, reflects part of both the globalizing
phenomenon of the present and the future as well as the countervailing retreat
into the specificity of individual and group e2perience.
!long with the international success of the reggae, a reggae category is now
included in the prestigious !merican 8rammy !wards, is the development of the
only H(th century musical instrument, the steel pan, a significant cultural
milestone, in the early ;<K(s in "rinidad and "obago. >amaica7s annual 6eggae
Sunsplash and "rinidad and "obago7s annual Carnival attract thousands of visitors
from all over the world and the region7s artists, novelists and poets receive
international acclaim for e2cellence in their respective fields. So, if Caribbean
culture is in fact demonstrating resilience in the face of adversity/competition,
then it seems only appropriate that the media should see& to reinforce it.

Im!act o# 7istor& on Cari""ean Societ& and Cu%ture . Introduction
Main o"$ectie ' To introduce students to the -enera% !ur!ose o# e)aminin-
Cari""ean histor& and #ami%iari8in- students ,ith as!ects o# Cari""ean histor& to
"e e)!%ored
1. Defnng Hstory - Oueston and Answer
2. Identfyng ma|or hstorca events n the Carbbean - queston and answer
3. After these are dentfed they w be cassfed accordng to the ma|or themes nto whch
Carbbean hstory has been dvded n ths course. These are mgraton, genocde and
oppresson and resstance and resence.
4. Impact of Hstory on Carbbean socety and cuture - bref ecture and dscusson
Ponts to note:
- Our examnaton of Carbbean hstory s not smpy to ncrease our knowedge thereof, but
to further our understandng of how past events have shaped and contnue to shape
Carbbean socety and cuture.
- Key aspects of socety and cuture whch are to be consdered ncude:
o Cutura dversty - Ths s varaton n cutura trats n a socety or regon
resutng from factors such as mutpe ethnc groups, mgraton,
geography, and gobasaton. For us our hstory of mgraton has
ed to the ethnc puraty that s mosty responsbe for cutura
dversty n the regon.
o Hybrdzaton - Ths speaks to an nevtabe resut of cutura dversty and ethnc
dversty. Dfferent terms are used to denote hybrdzaton n dfferent eements.
1. Race - Misce-enation - pgmentocracy (contnuum of coour
whch nfuences status or poston n a soca herarchy)
2. Regon - S&ncretic
3. Language ' Creo%e
o Soca stratfcaton - Ths s the groupng and rankng of persons or groups n socety
on the bass of shared vaues such as weath, power and
prestge/ our hstory has had a ma|or nfuence n
estabshng the nequates that are present n our socety, the crtera
used to rank members of socety and the opportuntes avaabe for soca
mobty.
7ome,or6
Eidence o# Cu%tura% Diersit&
Cutura dversty s seen n our musc, anguage, potca structure, food, dress, symbos, etc.
Actvty
For each cutura trat sted n the eft coumn of the tabe beow, dentfy four varatons
found. For each varaton dentfed, name one country n whch t s found.
Cutura
Trat
Evdence of dversty
Language
Regon
Potca
Organzat
on
Food
Musc
Fokore
Comment
C7ARACTERISTICS O: CARIBBEAN SOCIET> AND CULTURE
CULTURAL DI?ERSIT>
Lesson
#:seve
n
Date:
Duration:
understand the causes and chaenges
presented by cutura dversty and gude
them n dentfyng and assessng usefu ways
n whch the phenomenon may be deat wth.
Methods/Actiitie
s:
Dscusson
Lecture
Musc/moves
Power pont
Use
story/poem/roe
pay to ustrate
meanng of key
terms;
Debates -
modes
To!ic:
Characteristics o#
Cari""ean Societ&
and Cu%ture
Su"to!ic: Cu%tura%
Diersit&
Defnton and
evdence of cutura
dversty
Interpretng cutura
dversty/Portrayas
of Carbbean cuture
and socety
Copng wth cutura
dversty
Correcty use concepts and processes
reated to cutura dversty;
Descrbe cutura smartes and
dfferences areas of potcs, anguage,
regon and creatve expresson as seen
across the regon;
Account for the raca, ethnc/cutura
dversty and puraty of the Carbbean
regon;
Evauate the mpact of cutura dversty on
Carbbean socety and cuture;
Outne the man deas of the pura
socety, creoe socety and the pantaton
socety modes of Carbbean socety and
cuture/appy the modes of Carbbean
socety to an understandng of cutura
dversty;
Assess the appcabty and comparatve
vaue of the pura socety, creoe socety
and the pantaton socety modes of
Carbbean socety and cuture; - cutura
dversty, hybrdzaton and soca
stratfcaton;
Determne the kehood of Carbbean
unty mped by each mode of Carbbean
socety and cuture;
Derve sutabe strateges for Carbbean
unty and survva based on the modes.
Suggest/evauate strateges for captazng
on Carbbean cutura dversty.
Resource
Materia%s:

Handouts
Man Text - CAPE
Carbbean Studes:
An nterdscpnary
approach
Socoogy for
Carbbean Students.
Sources o# cu%tura% diersit&
Hstory of European coonzaton - ntroduced French, Engsh, Dutch, Spansh and other
European nfuences to dfferent part of the Carbbean.
Geographca composton
Mgraton
Gobazaton
Mani#estations o# cu%tura% diersit&
Seen n musc, anguage, potca structure, food, dress, symbos, etc.
Commonates
Heavy dependence on agrcuture
Strugge for ndependence
Eurocentrcsm and foregn-mndedness
Insuarty
Vaue for educaton as we as famy and knshp
Mut-ethnc and raca composton
Preference for nformaty
Offca anguage and regon of former coonzers
Language s crtca because t refects how peope thnk and understand ther word. The dffcuty s not
so much wth the words mean and pronuncaton but wth the meanngs of the words to the users.
Potca dfferences are aso crtca (though not nsurmountabe). Governments refect the goas and
vaues of a socety and there are aso dfferences n ther natona goas. In ths ght, unty and
cooperaton are dffcut.
Membershp and reatve success of regona bodes ustrate the dffcutes created by potca and
anguage dfferences. However, consder the Unted States of Amerca, a federaton of somewhat
radcay dfferent states. Aso consder the European Unon.
Note that today much of the dversty wthn each country s based on soco-economc dfferences rather
than ethnc dfferences.
The domnance of European vaues and cuture must not be taken for granted ether.
Actiit&
Usin- e)am!%es< the students ,i%% identi#& the arious sources and re%ated eidence o# their
contri"ution o# these sources to cu%tura% diersit& in the re-ion2
Sources Eidence/E)am!%es o#
commona%ities
Eidence/E)am!%es o#
diersit&
Hstory
Coonasm
(savery,
ndentureshp,
ndependence )
- Government and
potcs
- Languages
- Musc
- Food, dress
- Regon
- Government and potcs
- Languages
- Musc
- Food, dress
- Regon
Gobazaton
- Imgrraton
-Trade and trave
- Technoogy
Musc, dress, food, regon,
economc actvtes and
methods,
Musc, dress, food, regon,
economc actvtes and
methods,
Geography/geoo
gy
Economc actvtes, and
use patterns (resdenta
and ndustra), food, art
Economc actvtes, and use
patterns (resdenta and
ndustra), food, art
E##ects o# Cu%tura% Diersit&
Postve Negatve
Rch cuture forms the bass of
ucratve toursm product;
Cutura reatvsm due to exposure
mutpe cutures;
Creates a strong sense of patrotsm
Openness to dfferent strateges and
new thngs;
Awareness of cutura hertage
May ncrease of ntensfy
competton between ethnc groups;
Insuarty and narrow mndedness
Ethnocentrsm
Cutura dspacement
The "us and them" syndrome
Issues wth dentty ( natona and
ethnc)
Ether can happen.
Other effects ncude:
- Peope earn from eary to accommodate and cope wth dfferences
- Cutura dversty adds to the compexty of socety. the dffcutes faced wth representng
dfferences on a natona eve end themseves to dscrmnaton and dscontent
- It becomes easer and more key for new forms of cutura expresson to emerge.
- These socetes are descrbed as frage.
Mode%s/!ortra&a%s o# Cari""ean cu%tura% diersit&
=%ura% societ& mode%
' Cutura dversty s seen as dvsve - dvsons are sustaned as ndvduas partcpate n
ther own cutura nsttutons.
- It has the potenta to create nstabty n socety as t prevents soca order based on vaue
consensus
- Cuture tsef s not dynamc and has the potenta to reman statc over ong perods.
Creo%e Societ& Mode%
- Dversty fosters dynamsm, change and cutura creatvty
- Cutura dversty may undere soca dvsons or soca stratfcaton systems as some
cutura forms are superor to others - renforced deas of European superorty.
5enera%%&
Cu%tura% diersit& ma& either "e seen as diisie and %endin- itse%# to the socia% insta"i%it&<
or #aci%itatin- the ori-in and dee%o!ment o# a rich cu%tura% herita-e2
Partcuarstc VS Unversastc
=%antation S&stem and de!endenc& in the contem!orar& Cari""ean
5eor-e Bec6#ord(s =%antation Societ& Mode% . 1@A4
1. The pantaton system operated as a tota nsttuton - both socay and economcay.
2. Defnng features of the pantaton system as an economc system ncude:
a. It was a tota nsttuton;
b. It was premsed on cheap or forced abour (chatte savery or ndentureshp;
c. Large scae producton of one ma|or crop (monocrop agrcuture) for export ;
d. Ideoogca contro of abour force.
3. The pantaton system ed to the deveopment of a pantaton socety n the Carbbean. 5eor-e
Bec6#ord descrbes pantaton socetes as "those countries 'here the internal and
e1ternal dimensions of the plantation system dominate the country)s economic2
social and political structure and its relations 'ith the rest of the 'orld". They are
characterzed by rgdy stratfed systems of soca and economc reatons enforced on
pantatons n the Amercas. The form of soca reatons that deveop where the pantaton was
the ma|or economc and soca nsttuton.
Ma|or features of the Pantaton Socety
1. Soca fe
a. Stratfcaton system based on gradatons of coour and race;
b. Lega restrctons on the soca ves of abourers;
c. Ideas of raca superorty and nferorty.
d. Tota nsttuton - geared at the resocazaton of ts members
2. Demographc
a. Typcay, these socetes are mut-raca;
b. Proportons of dfferent raca groups n each country dffer due to dfferences n coona
powers, and dfferences n the response of both panters and saves to emancpaton as
we as competton from other sugar producers.
c. Generay, there are more backs n each terrtory wth a few exceptons where Indans
are present n very arge numbers.
d. Mscegenaton - creaton of new raca groups (raca hybrdzaton)
3. Economy
a. Monocrop agrcuture
b. Export
c. Dependence on foregn capta and enterprse;
d. Dependence on foregn markets for goods
4. Potca
a. Lack of democratc tradton;
b. Dependence;
c. Great nfuence of nternatona concerns on oca poces.
5. Cutura
a. Cutura hybrdzaton or creozaton;
b. Rankng of cutures and ethnc groups;
c. Cutura dversty
The cutura stuaton resutng can be expaned n terms of "Pura socety "mode or the "Creoe
Socety" mode.
Essentay, George Beckford argues that the pantaton system has shaped Carbbean socety
then and contnues to nfuence the structure of Carbbean socetes today n terms of ts
government, soca structure, cuture, economy and demography.
SEE =O/ER =OINT =RESENTATION ON MODELS O: CARIBBEAN SOCIET> ;S>3BB9
Actiit& 1
Present three propery deveoped ponts to ether support or refute George Beckfords Cam.
Actiit& 3
Draw modes/dagrams to represent your understandng of the modes of Carbbean socety and cuture.
Actiit& 4
1. Assess the statement; "There s not one Carbbean cuture but many cutures.
2. To what extent do Carbbean peope n Daspora st beong to Carbbean socety?
Cu%tura% Diersit& . De"ates
1. Geographc and geoogca factors have so far been the most nstrumenta factor creatng and
mantanng cutura dversty n the regon.
2. Gven the potca and anguage dfferences between the countres of the regon, a snge
Carbbean socety and cuture s nconcevabe.
OR The Carbbean s a regon where cutura dfferences far outwegh any commonates that
may exst.
3. Cutura dversty s more harmfu than t s benefca to Carbbean socety.
4. The Pura Socety mode by Mchae Garfed Smth offers a better expanaton for cutura
dversty n the regon than the varous strans of the Creoe Socety mode.
Essa& ,ritin- actiit&
Instruct students to:
1. Read the essay queston;
2. Interpret the queston;
a. Identfy the sub|ect of the essay;
b. Identfy the key verb - expan how the sub|ect s to be treated;
3. Make a st of a the types of nformaton they w need n order to answer the queston (terms,
theores, ssues/factors to be addressed, exampes, etc.);
4. Descrbe the standard by whch they w evauate the ponts presented n the essay;
5. Wrte the essay
Essa& Cuestions
1. Show how your understandng of socety and cuture n the Carbbean has nfuenced the cuture
n the choces you have made n one of the foowng areas:
a. Educaton
b. Frends and soca actvtes
c. Regon
2. Usng exampes from the Carbbean, expan two of the foowng concepts:
a. Cutura erasure
b. Cutura retenton
c. Cutura renewa
3. Examne the extent to whch one can speak of Carbbean cuture and dentty.
4. Dscuss the compexty of the cutura concept by anaysng two portrayas of Carbbean socety
and cuture.
5. "Creozaton eads to the deveopment of new cutures."
Evauate ths pont of vew usng exampes of regon, anguage and musc n Carbbean cuture
and socety,
Test
/OLMER(S TRUST 7I57 SC7OOL :OR 5IRLS
CARIBBEAN STUDIES
Name Date
Section one
1. Defne the foowng terms n your own words and wth the ad of exampes. (20 marks)
a. Soca stratfcaton
b. Encuturaton
c. Socety
d. Status
e. Cutura reatvsm
f. Assmaton
g. Cutura ag
h. Accuturaton
. Creozaton
|. Cutura purasm
2 marks each
2. Usng ustratons, eaborate on the foowng deas: (15 marks)
a. Cutura dversty s a dvsve force n the Carbbean.
b. There s no fxed defnton of the Carbbean.
c. The contemporary Carbbean s not much more than a coecton of pantaton
socetes.
5 marks each
Section t,o
Read the #o%%o,inin#ormation care#u%%& "e#ore ans,erin- the *uestions that #o%%o,2
1. You wsh to nvestgate ONE of the foowng ssues n your communty:
Non-Governmenta Organsatons and Famy Lfe
Femae Atttudes to Sports
Women n Potcs
32 /rite a descri!tion o# ho, &ou ,ou%d conduct this inesti-ation< "& usin- the
headin-s !roided "e%o, and ans,erin- the *uestions that #o%%o,2
INTRODUCTION
3. Lst ONE genera and THREE specfc ob|ectves of your study. 5 marks
4. In no more than TEN %ines, wrte a statement of the probem for ths study. The statement
shoud ncude the nature and scope of the probem and the ratonae for your study. 3
marks
5. Suggest a tte for your study wth reference to your genera ob|ectve. 2 marks
N2B. A tte shoud be no more than FIFTEEN words n ength, hghghtng the key varabes of the
study.
() Expan why a terature revew s mportant n a study. 5 marks
() Descrbe how you woud conduct your terature revew. 5 marks
TOTAL 3D mar6s
Lesson
#:
Date:
Duration:
Aim: The teacher ams to hep the students
to understand the nature, causes and
chaenges presented by Soca stratfcaton
and gude them n dentfyng and assessng
usefu ways n whch the phenomenon may
be deat wth.
Methods/Actiitie
s:
Dscusson
Lecture
Worksheet
Debates -
modes
(appcabty)
To!ic:
Characteristics o#
Cari""ean Societ&
and Cu%ture
Su"to!ic: Socia%
Strati#ication
Defnton and
types
Theoretca
perspectves
Key concepts n
Carbbean
stratfcaton
Sources and
deveopment of
Carbbean
stratfcaton
systems
Soca mobty
Factatng
factors then and
now
Socia% Mo"i%it&
Chaenges/hndranc
es to soca mobty
n the regon
Use ustratons to demonstrate the
characterstcs of dfferent types of soca
stratfcaton systems;
Use a tmene or other meda to trace
changes n/the evouton of Carbbean
stratfcaton systems;
Gven scenaros, group persons accordng
to ther soca strata n gven stratfcaton
systems;
Evauate how gven factors (ndependence
and government, educaton, race, coour
and weath) have contrbuted to soca
mobty n the Carbbean;
Evauate the contrbutons of soca
stratfcaton systems to Carbbean socety
and cuture and the consequent
appcabty of perspectves on soca
stratfcaton;
Evauate the ma|or factors mtng soca
mobty n the Carbbean (ncudng the
egacy of coonasm and savery)
Through debates, determne the
effectveness of the modes of Carbbean
socety and cuture as expanatons of
soca stratfcaton.
Resource
Materia%s:

Handouts-
Handout - Stages
in the
development of
Social
Stratification in
the Caribbean
Concept map -
Soca
Stratfcaton
Man Text - CAPE
Carbbean
Studes: An
nterdscpnary
approach
Socoogy for
Carbbean
Students.
Additiona% Readin-s
Gordon, D. (1988). Race, Cass and soca mobty n |amaca. Pubshng nformaton
Stone, C. Democracy and centesm n |amaca
Soca stratfcaton - concept map
Socia% Strati#ication
.hat is social Stratification/
Soca stratfcaton s the process/practce of rankng categores of peope n a herarchy of
casses based on crtera deemed mportant n that socety.
3actors used to stratify groups
Ascrbed
Factors fxed at brth whch when used resut n cosed stratfcaton systems; that s, stratfcaton
systems n whch soca mobty s mpossbe or very mted.
Race
Gender
Coour
Age
Ethncty
Acheved
Factors or status acqured on the bass of effort and whch can be changed. When used to stratfy, then
soca mobty becomes possbe.
Marrage
Occupaton
Educaton
The domnant factors used to stratfy resuts n dfferent types of systems. These ncude:
- Savery/caste - cosed systems of stratfcaton
- Cass - open system of stratfcaton
Socia% Strati#ication in the Cari""ean ' Insert !a-e ,ith !&ramids
Theoretica% =ers!ecties
Structura% #unctiona%ist Con#%ict =ers!ectie
Bass
- Based on vaue consensus
- Is nevtabe
- Untes peope based on shared vaues
Functon
- Roe aocaton - roes are fed and
effectvey executed by the most quafed
persons
- Infuenced by the functona mportance of
the roes
Two tered system - bourgeose and proetarat
- Bourgeose - owners of the weath- the
powerfu n socety (superstructure and
nfrastructure)
- Proetarat - non-owners and sub|ect group-
se abour to bourgeose
- underpnned by deoogca mechansms
- nevtabe n non-communst settngs
Functon
- Mantans the status quo
Weath
Occupaton,
Inhertance
Cass System
Open - mobty s
possbe and key
Mertocracy s
assumed
Theoretcay, ths shoud
promote effcency and
motvaton and foster roe
aocaton
Power
Abty to enforce
compance;
nfuence decsons
and the dstrbuton
of resources
Partes - These are
groups of persons
whch share power or
who coectvey seek
to nfuence the use
and dstrbuton of
power.
Tradtona
Charsmatc/affecton
Ratona
May be nfuenced by
power and status
Status/Prestge
Soca respect
based on ones
poston (ascrbed
and/or acheved).
Status groups
Mosty nfuenced by
ascrbed factors
Mobty s mted
System usuay has
deoogca
underpnnngs
o Offers hgher rewards for the more
functonay mportant |obs;
motvates the capabe person take
on the |ob (dfferenta rewards)
-
Ma) /e"er
- Cass s about market stuaton
- In addton, persons may be ranked nto status groups, casses and/or partes
Socia% strati#ication
a. Expan what crteron was used to rank the varous soca groups n pantaton
socety durng savery.
b. Savery has been descrbed as a cosed system of soca stratfcaton. Expan
what ths means.
c. Draw a we-abeed dagram to depct soca stratfcaton n pantaton socety
around the 1830s.
d. After emancpaton, what were the crtera used to stratfy the popuaton?
Compete the foowng tabe based on your readng and knowedge of stratfcaton systems n the
Carbbean. 4D mar6s
Characteristics o#
Strati#ication s&stem
S%aer& C%ass
:actors used to
strati#& (Cassfy
factors sted as ether
ascrbed or acheved.) 2
marks
T&!e o# s&stem 1
mark
Su!!ortin- ideo%o-&
2 marks
Names o# resu%tin-
strata 1 mark
:actors in#%uencin-
mo"i%it& 3marks
Coour, marrage, manumsson Nepotsm, captasm, captasm,
sks tranng, economc pocy
:actors %eadin- to
chan-e in
strati#ication s&stem
in the Cari""ean
Move from pantaton system/savery to captasm
Avaabty of educaton
3marks Gobazaton - standards, effcency, emphass on technoogy
Humantaran actvtes
Ima-e o# !&ramid 6
marks
=ositie e##ects on
the societ& 6 marks
(Theory may be apped)

Order
Effcency regardng abour
Idea for pantaton system - based
on free or cheap abour
Cear dstncton between strata,
cear nes of authorty
Motvaton - reward for effort
Effcency and motvaton
Lnked to educaton
Idea for captast economes
Ne-atie e##ects on
the societ& 6 marks
(Theory may be apped)
Cutura purasm
Demotvaton
Order s aways tentatve,
vunerabe
Fosters nequaty and expotaton
Inferorty compexes
Stfes taent
Encourages hostty, superstton
and dstrust
Demotvates
Lack of mertocracy n practce
Nepotsm and other forms of bases
Actiit& ' de"ate the #unctiona% im!ortance o# socia% strati#ication s&stems in Cari""ean
societies2
Contemporary Carbbean soca stratfcaton systems
Open system
Importance of acheved status nfuenced by captasm and ndustrasm - processes whch
demand effcency whch can be best acheved by empoyng quafed persons. In ths settng,
educaton and tranng must be certfed gvng rse to mportance of schoos. Aso, gvng
dfferenta rewards to dfferenty quafed persons acts as motvaton for persons to attan the
hghest possbe eves of quafcaton whch can make them more effcent.
Social mo$ility
Ths speaks to movement wthn a soca herarchy:
Vertca mobty - upward or downward movement
Horzonta - movement across a stratum - change of |obs or geographca ocaton whch resut n
no sgnfcant changes n status or ncome.
Intergeneratona mobty - one generaton mproves on status of the prevous generaton.
Intra-generatona mobty - where an ndvdua changes hs/her status wthn hs/her fetme.
Mi)tures and S&ncretic :orms
Dfferent terms are used to denote hybrdzaton n dfferent eements.
- Race - Misce-enation - pgmentocracy (contnuum of coour whch nfuences status or poston
n a soca herarchy)
- Regon - S&ncretic
- Language ' Creo%e
Lesson
#:
Date:
Duration:
to understand the nature, causes and
chaenges presented by hybrdzaton and
gude them n dentfyng and assessng usefu
ways n whch the phenomenon may be deat
wth.
Methods/Actiitie
s:
Lecture
Dscusson
To!ic:
Characteristics o#
Cari""ean Cu%ture
and Societ&
Su"to!ic:
7&"ridi8ation
Expan the orgn of hybrd groups such as
dougas, mestzos and muattos;
Correcty use terms such as
transcuturaton, ntercuturaton and
creoe, erasure, retenton and renewa;
Evauate the contrbuton of hybrdzaton
to cutura dversty and soca stratfcaton
Resource
Materia%s:

Man Text - CAPE
Carbbean
Studes: An
nterdscpnary
approach
E)am!%es o# Racia% Cate-ories in S!ain in 1A
th
centur& Ne, S!ain/Me)ico
- Spanard + Indan = Mestzo
- Mestzo + Spansh woman = Castzo
- Castzo woman + Spanard = Spanard
- Spansh woman + back woman = Muatto
- Spanard + Muatto woman = Morsco
- Morsco Woman + Spanard = Abno
- Spanard + Abno woman = Torna-atraas
Etc.
French Carbbean - Degrees of Whteness
Offsprng of
- Whte and back = muatto whte
- Whte and muatto = quadroon whte
- Whte and quadroon = octoroon 7/8 whte
- Whte and octoroon = mustee 15/16 whte
- Whte and mustee = musteephno 31/32 whte
- Back and muatto = sambo V whte
- Back and sambo = sambo 1/8 whte
- Back and sacatra = sambo 1/16 whte
Eamaica
- Negro and whte = muatto
- Negro and muatto = sambo
- Sambo and negro = negro
- mu
atto and whte = quadroon
- quadroon and whte = mustee
- mustee and whte = musteephno
- musteephno and whte = whte
- %in6 to socia% strati#ication and mode%s o# Cari""ean societ&
Im!act o# 7istor& on Cari""ean societ& and cu%ture
/hat is histor&0
+e& !eriods o# Cari""ean histor&
Ma$or themes in Cari""ean histor&
5rou! Assi-nment
One 'o!!ression< resistance and resi%ience
Create, reproduce and expan a concept web coverng the resstance to oppresson offered by
Carbbean over the four hstorca perods. The web must address the foowng:
Lesson
#
Date:
Duration:
understand how varous aspects of our hstory
have and contnue to shape Carbbean socety
and cuture and gude them n dentfyng and
assessng usefu ways n whch the
phenomenon may be deat wth.
Methods/Actiitie
s:
Dscusson
Lecture
Student
presentatons
PPT
To!ic: Im!act o#
7istorica% !rocesses
on Cari""ean societ&
and cu%ture
Su"to!ic:
;introduction9
Ma|or perods of
Carbbean hstory
Ma|or
processes/themes
common to each
perod
Peope/ethnc
groups
Chaenges
characterstc of
each perod
Sgnfcance of each
perod
Determne the extent to whch the regon
s a mgratory regon;
Assess the contrbutons of varous mgrant
groups to Carbbean socety and cuture;
Evauate the contrbutons of mgraton to
the regon;
Use tmenes to show the use of varous
systems of producton n the Carbbean;
Descrbe the egacy assocated wth each
economc system mpemented n the
Carbbean;
Assess the reatve resence of the
varous ethnc groups n the Carbbean;
Assess the contrbuton of the varous
ethnc groups n the regon to Carbbean
cuture and deveopment;
Evauate the ways n whch our hstory
savery and coonasm have shaped the
contemporary Carbbean cuture and
socety (cutura dversty, soca
stratfcaton, hybrdzaton);
Resource
Materia%s:

Handouts-"Histo
ry2 society and
culture4
Man Text - CAPE
Carbbean
Studes: An
nterdscpnary
approach
Additiona% Readin-s
Baranov, D. & Yevngton, K.A. Ethncty, Race, Cass and Natonaty. In Hman, R. S., &
DAgostno, T. |. (Eds.), Understandng the Contemporary Carbbean.
Bake, B. (1999). Geography, Cuture, Hstory and Identty: Assets for Economc Integraton.
In Benn, D. & Ha, K. (2000). (Eds.) Contendng wth Destny:
- Dfference between and exampes of passve and actve resstance;
- Economc, soca/cutura and potca forms of resstance offered by Carbbean peope
over the four perods;
- Evauatons of the effectveness of dfferent groups n resstng oppresson
Create, reproduce and expan a concept web detang the ma|or mgratons nto the
Carbbean over the four hstorca perods. The web must address the foowng:
- Types of mgraton
- The varous groups of mgrants
o Why they came
o Where they setted
o Contrbutons each group made to the regon (economc, cutura, potca, soca)
- Emgraton from the regon
o Popuar destnatons
o Push and pu factors
o Contrbutons to extra-regona socetes (economc, cutura, potca, soca)
Create, reproduce and expan a concept web and or tmenes detang the movement
towards ndependence across the Carbbean (French, Spansh, Engsh and Dutch). The web
must address the foowng:
o The dfference between economc ndependence and potca ndependence;
o Dfferences across the French, Engsh, Dutch and Spansh Carbbean;
o Roe of trade unons, and potca partes;
o Impact on Carbbean socety and cuture
Create, reproduce and expan a concept web detang the economc systems whch have
shaped Carbbean socety and cuture over the four hstorca perods. The web must address
the foowng:
o Encomenda
o Pantaton system - savery, ndentureshp
o Legacy of each system (contrbuton to Carbbean socety and cuture
Essays 30 marks
Dscuss how economc fe n the contemporary captast Carbbean socety s nfuenced and
affected by the encomenda and pantaton systems.
Outne the ma|or mgratons to the regon and assess the ways n whch they have affected
"The Carbbean has a coona past that s ceary at the root of ts potca dversty." Dscuss
the extent to whch ths dea/statement s refected n the road Carbbean natons have taken
towards ndependence.
Examne and assess the varous ways n whch Carbbean peope have responded to
oppresson throughout hstory.
Actiit&
1. True or Fase
a. There are more exampes of Tano matera cuture st n exstence than ts non-
matera cuture.
b. The cuture of both the Tanos and the Europeans supported sustanabe
deveopment practces.
c. Large numbers of Carbs are st to be found today n the sands of Domnca, St.
Vncent, and Puerto Rco.
d. The dugout canoe pays a ma|or roe n contemporary socety and cuture n the
Lesser Antes.
e. Carbs contnue to respond to Coumbus and the encounter.
f. Norms and customs assocated wth European socety and cuture preva n the
contemporary Carbbean.
g. Severa Carbbean countres have stopped ceebratng the dscovery of ther
and by Coumbus.
h. The Indans were regarded as free persons by the Spansh Crown.
. The Carb peope spoke an Arawakan anguage.
|. Europeans were prmary nterested n estabshng pantatons n the West
Indes.
2. European nfuences n the Carbbean
a. Pease answer the foowng questons based on the attached map.
. Locate usng a sutabe key or coour scheme:
1. TWO named French terrtores that are presenty governed by
France;
2. TWO other named Carbbean terrtores whch the French dd occupy
for a ong tme.
b. For the TWO terrtores dentfed n 1 above, descrbe how they are governed.
c. For the TWO countres you dentfed n 2 above, ndcate;
. The ast coona power that rued the countres;
. How socety and cuture today has been nfuenced n these terrtores by
the French occupaton.
3. Usng the foowng categores, summarze some exampes that you fee best ustrate
the nfuences of savery on Carbbean fe then (17
th
, 18
th
and eary 19
th
century) and
now (contemporary fe n the Carbbean):
a. Economc
b. Soca
c. Cutura
Com!%ete the #o%%o,in- ta"%e
Ethnic -rou!s S&stems o#
!roduction
=o%itica% and
socia%
o!!ression
Cu%tura%
o!!ression
=h&sica%
o!!ression
Amerindians
Euro!eans
A#rican S%aes
and e).s%aes
Indentured
Enhanced
by
European
technoog
y
Premsed
on foregn
ownershp
and
contro
Informed
by aws of
extra-
regona
orgn
Encourag
ed
structura
dependen
cy
Eary
forms of
captasm
Cutura
dversty,
soca
stratfcat
on
Oppressv
e soca
and
economc
systems
Producto
n based
on cheap
or forced
abour
Export
orented
Large
scae
agrcutur
a
producto
n
Systems
of
producto
n n the
Carbbean
serants
Lesson
#
Date:
Duration:
understand how mgraton has and contnues
to shape Carbbean socety and cuture.
Methods/Actiitie
s:
Dscusson
Lecture
Student
presentatons
PPT
To!ic: Im!act o#
and cu%ture .
Mi-ration
Su"to!ic:
Defnton and types
Mgrant groups n
each perod
Purpose for
mgratng
Settement patterns
and actvtes of
mgrant groups
Postve and
negatve
contrbutons to and
effects Carbbean
socety and cuture
(for each group)
Note nterest n
reaton to
characterstcs of
Carbbean socety
and cuture
Dfferentate between the dfferent types
of mgraton;
Assess the extent to whch the regon s a
mgratory regon;
Assess the contrbutons of varous mgrant
groups to Carbbean socety and cuture;
Evauate the contrbutons of mgraton to
the regon;
Resource
Materia%s:

Handouts-"Histo
ry2 society and
culture4
Man Text - CAPE
Carbbean
Studes: An
nterdscpnary
approach
Additiona% Readin-s
Byron, |. (1999). Natona Identty and Regonasm n the Carbbean: A Leeward Isands Case
Study. In Benn, D. & Ha, K. (2000). (Eds.) Contendng wth Destny: The Carbbean n the 21
st

Century. |amaca, Ian Rande Pubshers.
Actiit&
Im!act o# Mi-ration on Cari""ean Societ& and cu%ture
Create a conce!t ,e" to summari8e the !henomenon o# mi-ration in the Cari""ean2
7eadin-s on &our ,e" shou%d inc%ude:
- Defnton of mgraton
- Types of mgraton
- Ma|or perods of mgraton n the
regon
- Mgrant groups to the regon
- Contrbutons of mgrant groups to
Carbbean socety and cuture
- Negatve and postve effects
Ti!s
- Use t as a too to summarze the nformaton you have garnered
- Use bueted ponts
- Use nes/arrows, brackets and other toos to show how dfferent concepts are
reated
5rou! Actiit&
The students w be dvded nto four groups. Each group w be assgned a perod of
Carbbean hstory for whch they shoud deveop a web or chart descrbng ts mgraton
patterns. The chart or web shoud deta:
- The type of mgraton
- Peope nvoved (race and pace of orgn)
- Push and pu factors nvoved/ purpose for mgratng
- Contrbutons of the mgrant group or groups to Carbbean socety and cuture
(cutura dversty, soca stratfcaton, hybrdzaton, government and the
economy).
Compete the tabe beow based on the presentatons/expanatons of the webs or charts
Perod Mgrant
Group(s)
Purpose for
Mgratng
Cutura
contrbutons
Economc
and potca
contrbutons
The
Encounter
Settng
Down
Engagng
Freedom
Gobazaton
O"serations a"out mi-ration in the Cari""ean
The Carbbean s popuated by mgrant peope (transpanted peope) or descendants of
mgrants.
These mgrants came many from the od word (Europe, Asa, and Afrca).
The varaton n the orgn of these mgrants has ed to the dversty of the regon
(cutura, ethnc, and raca).
The moudng of what s known wordwde as a very rch cuture/hertage (metng pot).
The resutng dversty can be understood from a number of perspectves:
o Pura socety mode - In ths case dversty can be seen as creatng a dvded
socety of cutura groups whch fa to ntegrate (combne) because they do not
share cutura nsttutons.
o Creoe socety mode - Cutura dversty resuts n the creaton of an ndgenous
cuture; a creoe cuture. Ths s the resut of the process of creozaton whch
nvoves both accuturaton and ntercuturaton
The resutng cutura dversty can be nked to
o Tensons and cutura dvsons
o Ouestons about dentty and ancestry
o Smutaneousy exstng atttudes of enthnocentrsm and
cutura reatvsm.
Ea%uation
Homework
Read on the varous systems of producton used n the Carbbean and
dentfy at east two characterstcs whch are common to a of them.
Afrcans
Breadfrut, ackee,
yam, banana, cocoa,
penauts
Europe
Ctrus, vestock -
cows, horses,
agrcutura methods
(rrgaton, poughng,
arge scae
agrcuture-
pantatons,
technoogy)
Amerndans
Mamee appe, cotton,
star appe, maze,
guava, tobacco,
pneappe, cassava,
Common Characteristics in our S&stems o# =roduction
- Based on arge scae, mono-crop agrcuture
- Based on prmary eve producton
- Export orented
- Cuturay and economcay repressve to mnorty groups
- Based on cheap or forced abour
- Enhanced by European technoogy
- Encouraged dependency on extra-regona countres/markets for nvestment,
markets to export to and markets to mport manufactured goods from
The egacy of these systems, partcuary the pantaton system whch operated for the
ongest perod s anaysed n the pantaton socety thess offered by George Beckford. For
hm:
- The organzaton of economc actvtes on the pantaton fostered the
deveopment of pantaton socetes across the Carbbean.
- Pantaton socetes refect the characterstcs of the pantaton such as ts
systems of producton (economc trats), demographc and raca structure, ethnc
and cutura dversty and rgd soca stratfcaton.
- He argues that the contemporary Carbbean contnues to refect these trats.
Lesso
n #
Date:
Duration:
Aim: The teacher ams to hep the
students to understand how each
system of producton has and
contnues to shape Carbbean socety
and cuture.
Methods/Actiitie
s:
Dscusson
Lecture
Student
presentatons
PPT
To!ic: Im!act o#
7istorica%
!rocesses on
Cari""ean societ&
and cu%ture .
S&stems o#
=roduction
Su"to!ic:
Types and
purpose
Groups nvoved
Underyng
prncpes & how
each worked
Postve and
negatve
contrbutons to
/effects on
Carbbean socety
and cuture
S!eci#ic O"$ecties: At the end of
the esson, students shoud be abe to:
Use tmenes to show the use of
varous systems of producton n
the Carbbean;
Outne the characterstcs of the
varous economc systems
empoyed n the Carbbean;
Descrbe the egacy assocated
wth each economc system
mpemented n the Carbbean;
Evauate the ways n whch our
hstory savery and coonasm
have shaped the contemporary
Carbbean cuture and socety
(cutura dversty, soca
Resource
Materia%s:

Handouts-"Hist
ory2 society
and culture4
Man Text -
CAPE Carbbean
Studes: An
nterdscpnary
approach
Oppresson can take the form of repress, sub|ugaton, physca and sexua abuse, dena of
rghts and freedoms, dscrmnaton and confnement among other means.
Oppresson s characterstc of a perods of Carbbean hstory and s mst vsbe n ts
systems of producton. In the Marxst sense, dsadvantages/oppresson emboded n the
economc system cooured soca, cutura and potca dmensons of the socety.
Oppresson contnues n ways whch are more potcay correct/acceptabe wthn the regon
and n post-coona and neo-coona reatonshps.
#olonial Girls School $y 5live Senior
?orrowed images
willed our s&ins pale
muffled our laughter
lowered our voice
let out our hems
de&in&ed our hair
denied our se2 in gym tunics and bloomers
harnessed our voices to madrigals
and genteel airs
yo&ed our minds to declensions in Eatin
and the language of Sha&espeare
"old us nothing about ourselves
"here was nothing about us at all
)ow those pale northern eyes and
aristocratic whispers once erased us
how our loudness, our laughter
debased us.
"here was nothing left of ourselves
#othing about us at all.
/Studying9 )istory !ncient and :odern
Lings and Mueens of England
Steppes of 6ussia
Wheatfields of Canada
"here was nothing of our landscape there
#othing about us at all
:arcus 8arvey turned twice in his grave.
"hirty-eight was a beacon. ! flame.
"hey were tal&ing of desegregation
4n Eittle 6oc&, !r&ansas, Eumumba
and the Congo. "o us mumbo-Aumbo.
We had read Gachel EindsayNs
vision of the Aungle.
*eeling nothing about ourselves
"here was nothing about us at all
:onths, years, a childhood memorising
Eatin declensions
/*or our language
-Nbad tal&ingN -
detentions0
*inding nothing about us there
#othing about us at all
So, friend of my childhood years
1ne day weNll tal& about
)ow the mirror bro&e
Who &issed us awa&e
Who let !nansi from his bag.
*or isnNt it strange how
northern eyes
in the brighter world before us now IaleO
Posted by E at 9/07/2007 11:35:00 PM
Labes: |amaca, poetry
Actiities
=resentations
The E##ects o# histor& on Cari""ean Societ& and Cu%ture
1. Dscuss how economc fe n todays captast socety s nfuenced and affected by the
encomenda system, savery, ndentureshp and the pantaton system.
2. Examne and assess the varous ways n whch Carbbean peope have responded to oppresson
throughout hstory. (Note dfferences n the nature of oppresson and the responses of
Carbbean peope n the fourth perod.)
3. Outne the ma|or mgratons nto the Carbbean and assess the ways n whch they have affected
Carbbean socety and cuture. (Bear n mnd a four perods of Carbbean hstory.)
Moements to,ards Inde!endence
1. "The Carbbean has a coona past that s ceary at the root of much of the potca dversty n
the regon."
2. Dscuss ths statement n eu of the road taken to ndependence by countres across the regon.
Actiit& . c%assi#ication s6i%%s
Examne and cassfy the foowng forms of oppresson.
- Identfy sutabe categores
- Pace each form of oppresson nto the most approprate category.
- For each form of oppresson, dentfy the ethnc group that oppressed, the hstorca perod n
whch t occurred and the group whch was oppressed.
O==RESSION O: CARIBBEAN =EO=LE
ENSLAVEMENT WORK HOUSES RAPE GENOCIDE KILLING FOR
SPORT
DISEASES HARD AND HARSH WORKING CONDITIONS VIOLATION OF CONTRACT
TERMS
WHIPPING TRIANGULAR TRADE COLONIALISM CULTURAL HEGEMONY
STIFLING OF PEASANTRY ECONOMIC CONTROL OPPRESSIVE LAWS RIGID
SOCIAL STRATIFICATION
PREVENTION OF MARRIAGE DENIAL OF RELIGIOUS FREEDOM ENVIRONMENTAL
DEGRADATION
NEO-COLONIALISM TRADE EMBARGO CULTURAL IMPERIALISM
Examne and cassfy the foowng forms of resstance offered by Carbbean peope to oppresson.
- Identfy sutabe categores
- Pace each form of resstance nto the most approprate category.
- For each form of resstance, dentfy the ethnc groups that used t and the hstorca perod n
whch t occurred.
:ORMS O: RESISTANCE TO O==RESSION
SABOTAGE MARONAGE REBELLIONS REVOLTS
PEASANTRY
RESISTANCE CULTURE GUERRILLA WARFARE CULTURAL RETENTION
DIPLOMACY
SUICIDE INFANTICIDE COOPERATIVES PARTNERSHIPS
FREE VILLAGES TRADE UNIONS COMMERCE POLITICAL PARTIES
REGIONALISM
NATIVISM CULTURAL RENEWAL
Compete the foowng tabe.
E)!%oitation
Types of expotaton Exampes from each economc
system
Evauaton of
success/sgnfcance
Economc
Cutura
Economc
Potca
Compete the foowng tabe.
Resistance to O!!ression
Types of expotaton Exampes from each mgrant
group
Evauaton of
success/sgnfcance
Economc
Cutura
Economc
Potca
Ca!ita%ism and s%aer& ' *uestion one
- =oor ,or6in-
conditions
- =oor %iin- conditions
- Lo, ,a-es
- =h&sica% a"use
- Se)ua% a"use
- Cu%tura% su!!ression
- Racia% discrimination
Bu%%ionism ' ,ea%th determined "& !ossession o# -o%d and si%er
Res!onses to o!!ression in the Cari""ean
Actiit&
Lesson
#
Date:
Duration:
apprecate the resence of Carbbean peope,
ther cuture and how ther varous forms of
resstance have and contnue to shape
Methods/Actiitie
s:
Dscusson
Lecture
Student
presentatons
PPT
To!ic: Im!act o#
and cu%ture .
Resistance and
Resi%ience
Su"to!ic:
Oppresson and
genocde - response of
the oppressed
Resstance,
revouton,
!easantr&,
Movement towards
ndependence
Assess the reatve resence of the varous
ethnc groups n the Carbbean;
Descrbe the varous ways n whch specfc
ethnc/mgrant groups were oppressed n
the Carbbean;
Assess the contrbutons of the varous
forms of resstance used by each ethnc
group to Carbbean cuture and
deveopment;
Resource
Materia%s:

Handouts-"Histo
ry2 society and
culture4
Handout -
6esistance and
resilience in
the post-
emancipation
#ari$$ean 7
"ove to'ards
independence.
Man Text - CAPE
Carbbean
Studes: An
nterdscpnary
approach
=easantr& Defne the terms dsenfranchsement,
crown coony, suffrage, adut suffrage and
ndependence;
Expan the ma|or dffcutes ex-saves
experenced wth acqurng and
12 Coectve readng and dscusson of the hand out attached.
a. Students w compete actvtes 1 and 2 above.
b. The answers w be marked and dscussed
Homework
32 Compete actvtes 3 and 4

=o!u%ar Res!onses to O!!ression "& Cari""ean =eo!%e
Economic =o%itica% Socia% Cu%tura%
- Peasantry
- Acquston of
property
- Free vages
- Cooperatves
- Informa partner
schemes
- Mgraton
- Subsstence
agrcuture
- Manumsson
- Commerce
- Revots
- Rebeons trade
unons - abour
rots,
negotatons
- Potca partes
-Drve toward
ndependence;
- Adut suffrage;
- Votng practces
- Maroonage
- Advocacy groups
- Guerra warfare
- Educaton
- Free vages
- Mgraton
- Obeah
- Abortons
- Interraca
reatons
- Sunday markets
- Musc
- Carnvas and
festvas
- Regon
- Sports
- Language
- Songs
- Festvas
- Dances to
rdcue panters
- Inteectua
movements
Aims o# resistance
- Resence
- Freedom
- Enfranchsement (potca and economc)
- Expresson
- Sefhood and dentty
East Indians
- occupatons n commerce, educaton, heath, agrcuture
- Potca eadershp ( Panday n T&T, C. |agan and |agdeo of Guyana)
- Strkes, demonstratons, abour rots
- Returnng home,
- Thrft and ndustry
- Assocatons such as the East Indan Natona Assocaton
=easantr&
Peasantry n the Carbbean dates back to 1838. Techncay, peasantry s a combnaton of the
cutvaton of a varety of goods and the rasng of a varety of anmas on fary sma peces of property
wthout the ad of hred abour and argey for subsstence purposes. Brefy and Ruben (1988) descrbe
peasants as typcay economcay deprved peope at the ower strata of socety.
Characteristics o# Cari""ean !easantr&
Hstorcay exsted on the crevces of socety - any area where the man economc actvtes of
the Europeans dd not have contro.
Hstorcay the peasantry exsted n opposton to and n competton wth the pantaton despte
ther nterdependence.
Accordng to Marsha, Carbbean peasantres ncorporated non-agrcutura actvtes such as
fshng, shop keepng, and casua estate work.
Carbbean peasantres have aways nvoved the producton of some goods for sae n oca
markets.
T&!es o# !easant communities in the Cari""ean
European peasant communtes
Runaway save communtes - The maroons of |amaca, Spansh Santo Domngo and Surname
for exampes. (Many of these maroons traded products for weapons and or cothes.)
Save farms on the pantaton
Si-ni#icance and contri"ution o# the !easantr& to Cari""ean societ& ' FEmanci!ation in
ActionG
;Sidne& Mint8 and /oodi%%e Marsha%%9
Soca
Enhanced money and tme management sks of saves and ater ex-saves.
Engendered sef-reance, pannng and potca awareness among ex-saves.
Mantanng soca and economc stabty n rura and non-pantaton areas va attempts to bud
sef-generatng communtes, vages, churches, schoos etc.
Soften the rgd cass dvsons that exsted
Cutura
New and renewed cusnes
Artstry and artsanshp
Economc
Saves earnt cutvaton sks and so management.
Added to the estabshment of the oca cooperatves movement and P.C. Banks
Added to the export and trade of Carbbean countres va the dversfcaton of agrcutura
produce
Increases sef-suffcency especay n the export markets
Di##icu%ties
Ex-saves had tremendous dffcuty n egay acqurng and due argey to government poces
and panters actvtes.
Competton from non-agrcutura actvtes such as bauxte, toursm and o n Trndad;
Mgraton partcuary after 1945;
Poor vng standards for many peasants;
Shortage of resources (capta, knowedge, storage and transportaton factes)
Competton from cheaper mports
Wastefu agrcutura practces.
Resistance and Resi%ience in the =ost.Emanci!ation Cari""ean ' Moe to,ards
Inde!endence
=re.Emanci!ation
Before emancpaton the type of government n pace was the od representatve system (1660s). It
consttuted;
o A Governor who represented the crown
o A counc - members were seected by the governor
o An assemby - members were seected by panters and merchants (whtes)
In essence the government was one that dsenfranchsed a non-whtes. The andowners, counc and
assemby woud ensure ther nterests were addressed whe the governor saw to the crowns nterest.
In#%uentia% #actors in Britain
- Decnng economc gans from coones;
- Pressure from the unted natons to end savery
- Exposure to new economc/ndustra deas
- Pressure from potca partes and trade unons
=ost Emanci!ation
Despte beng free, the backs faced contnued oppresson n the foowng forms:
o Low wages
o Oppressve aws
o Potca dsenfranchsement
o Dscrmnaton n property ownershp,
educaton, heath and wefare servces
o Poor housng
o Poverty
o Harsh punshment
o Hgh taxes
o Hgh cost of vng
o In|ustce n court o Government ndfference
Government
o The Crown Coony system was put n pace by then (ate 18
th
century)
o Ths began n Brtsh Guyana (1796) and Trndad (1797) and was ater ntroduced to
the other Brtsh coones.
o It comprsed:
o A governor who represented the crown
o A counc chosen by the governor. Ths body had no power to pass aws
o No assemby was present though ths dd not reduce the sufferng that ther
remova was party ntended to address.
Agan, government was competey dsengaged from the arge number of non-whtes that
popuated the coones. The response to ths form of oppresson coud be seen n varous
rots and rebeons. Key among these was the Sam Sharp rebeon of 1834 and the Morant
Bay Rebeon of 1865.
La"our Riots< Trade Unions< and =o%itica% =arties ' Resistance and Resi%ience
Later n the wake of Word War one and the Great depresson, the oppresson and sufferng
worsened and the crown remaned ndfferent. Ths perod, the 1930s therefore saw
another seres of abour rots and strkes.
These ncude:
o The 1934 - 1939 rots n |amaca, Guyana, Barbados, Guana and St. Ktts.
o As a response to the rots, severa commssons were sent to the Engsh speakng
Carbbean to ascertan what had spurred the dsorder. These ncuded the;
o Dean Commsson - 1935 (Barbados)
o Foster Commsson - 1935
o Moyne Commsson - 1938 - |amaca
o Importanty, among the recommendatons from the Moyne commsson were the
foowng:
o Improve soca and wefare servces for the ma|orty
o Gve support to trade unons
o It woud be better f the backs were abe to vote.
The progresson from here to ndependence s marked by the foowng facts/events:
%rade 8nions
o The abour rots of 1938 were ed or nfuenced by persons such as Norman Maney,
St.Wam Grant, Aan George worked wth Bustamante, St. Caver Coombs and
others.
o These rots set the foundaton for the formaton or growth of trade unons across the
regon ed by the same persons and others such as Urah Butter n Trndad and
Tobago, Cement Payne n Barbados and T.A. Marryshow and Antono Soberans
(Beze).
o Importanty t was after 1838 that workers were reay aowed to form trade unons.
o A trade unon s an organzaton that protects workers from unfar empoyers and
heps make sure that wages and workng condtons are favourabe to workers.
o The frst of these n |amaca was the |amaca Workers and Tradesman Unon formed
n 1936 by Norman Maney.
o The Bustamante Industra Trade Unon started wth A.G. Coombs (1938) and was
ater |oned by Sr Aexander Bustamante.
o Other trade unons formed after ths ncudes the |amaca Teachers Assocaton and
the Natona Workers Unon n 1952
In essence the peope were now ganng a voce outsde of rotng on the streets.
Busta Martme Unon
9olitical 9arties
o The same eaders who formed and ed trade unons expanded ther scope by formng
potca partes.
o A potca party s a group of peope who share smar deas about how a country
shoud be organzed and run, and whose am s to wn a genera eecton and form
the government.
o The frst to be formed n |amaca was the Peopes Natona Party n 1938. Its eader
was Mchae Maney.
o The second was the |amaca Labour Party formed n 1943 ed by Aexander
Bustamante.
o They pushed the dea that was tme for ndependence and the estabshment of a
government that woud cater to a groups ncudng the poor.
Uniersa% Adu%t su##ra-e and Inde!endence
o Gven a of the above (rots, Moyne commsson etc.), the Brtsh government agreed
to and passed a aw n 1944 gvng a |amacans over 21 years of age the rght to
vote. (Ths age has now been reduced to 18.)
o Ths s refectve of unversa adut suffrage:
o Suffrage - the rght to vote
o Adut suffrage - the rght of a persons defned as aduts to vote.
o 1944 marked the frst genera eectons to be hed n |amaca.
o Votng s hghghted here as very mportant as votes decde who takes care of our
countrys busness, show dssatsfacton and say how we want our country to be run.
Inde!endence
The 1960s saw most of the Engsh speakng Carbbean ganng ts ndependence.
Independent states n the Carbbean are ether one of two types;
o Consttutona monarchy - where a monarch or governor genera who represents the
crown s the head of government and a ocay eected easer s the prme mnster.
Here the head of government oversees both domestc and foregn pocy. However,
the governor genera can exercse veto power.
o Repubc - here there are no attachments to the crown. The governor s represented
by an apponted or eected presdent who acts as head of state whe the eected
prme mnster acts as head of government.
Economic En#ranchisement
Ths has to do wth beng abe to determne how economc deveopment/systems of
producton w proceed. It s the empoyment of ones own ways of makng a vng.
Key contrbutng factors:
=easantr&
T7E ROLE O: T7E CARIBBEAN =EASANTR> IN DE?ELO=MENT
1. ECONOMIC CONTRIBUTIONS
Reduced dependence on mported food as ths was now produced ocay,
promotng sef-suffcency
Promoted nter-sand trade
Expansonsm nto export markets, thus, contrbutng to the mport/export b
Deveoped nterna market system especay n |amaca
Dversfcaton of crops by ntroducng dfferent types of goods for producton
Shft from monocuture hence transton from pantaton economy to a more
modern socety
2. SOCIAL CONTRIBUTIONS
Foundng of vages - demonstratng sense of communty
Estabshment of markets as paces to trade goods
Estabshment of schoos and churches
Campagned for roads/streets/brdges as we as mproved medca and
educaton factes
Started cooperatve socetes e.g. Peopes Cooperatve and |amaca
Agrcutura Socety
Started Frendy Socetes such as bura schemes e.g. A Isand
3. CULTURAL CONTRIBUTIONS
Marketpaces aowed for expresson of cuture n many forms such as type
and varety of goods
Promoton of sef-suffcency
Meetng pace/socazaton
Lend-a-hand tradton
Frday work-day for chdren
4. POLITICAL CONTRIBUTIONS
Money earned from sae of goods used to purchase more property whch
aowed backs the prvege to vote
The Dutch Cari""ean
The Dutch achieed on%& interna% se%# -oernment at this time2
- Mestzos n aruba - Euro-Amerndans
- Netherand Antes dssoved n 2010.
- Acheved separaton rather than ndependence
- Charter of the kngdom of the Netherands 1954 estabshed a Federa State of the
Netherands, Surname (now ndependent snce 1975) and the Netherand Antes
(Aruba, Bonare, Curacao, Saba, St. Eustatus and St. Maarten).
- The Netherands wanted to drop them n the 70s but they dd not want to go. 1985 -
Aruba ganed separate status from the Antes but s st a part of the kngdom.
- Aruba s no onger a part of the Antes.
The S!anish
- Between 1810 and 1825 Spans hod on her terrtores was affected by Napoeons
nvason of Span.
- Father Mgue Hdago, September 6, 1810 - rngng of the church bes; cry of Doores
- Smon Bovar - Venezuea, Ecuador, Coumba
- Span retaned Cuba and Puerto Rco up to 1825
- Span ost Hspanoa due to save uprsngs n Hat
- Cuba
o Severa ma|or rebeons
o One ed by Caros Manue de Cespedes whch asted from 1868 to 1878
o 1895 - |ose Mart ncuded
o Lost Cuba to Amerca n the Spansh-Amercan war n 1902
- War between Amercans and the Spansh and Spansh coones.
- Treaty of Pars - 1898
- Puerto Rco
o Unsuccessfu uprsngs by natonast groups
o Lke Cuba, became a protectorate n 1902
o Puerto Rcans gan US ctzenshp n 1917
o 1950s - U.S. Commonweath
More USA
- Vrgn Isands (St Thomas, St. Crox and St. |ohn) have ess autonomy than Puerto Rco
/o%mer(s Trust 7i-h Schoo% #or 5ir%s
Cari""ean Studies Cui8
Assi-nment
1. Compete the tabe beow
Perod Mgrant
Group(s)
Oppresson
experenced (At
east one
exampe for
each oppressed
mgrant group)
Methods of
Resstance used
(At east one
exampe for
each oppressed
mgrant group)
Economc and
potca
contrbutons/evden
ce of resence (At
east one exampe
for each mgrant
group)
The
Encounter
Settng
Down
Engagng
Freedom
Gobazaton
Resistance and Resi%ience
1. Lst three ways n whch backs/ex-saves were oppressed n the eary post
emancpaton era. 4 mar6s
2. Compete the foowng tabe on your answer sheets by dentfyng responses
to oppresson demonstrated by the ethnc groups n each coumn.
1H mar6s
Ethnic
Socia% =o%itica
%
Cu%tura% Economi
c
=assie Actie
-rou!
Amerndan
s
Afrcans/ba
cks
Muattoes
Asans
3. State two benefts of property ownershp to ex-saves n the post
emancpaton era. 3 mar6s
4. Lst three types of peasant communtes.
4 mar6s
5. Compete the foowng tabe.
13 mar6s
Trade Unions in the Cari""ean ;1@4D(s ' 1@BD(s9
Name o# Trade
Union
Countr& o#
o!eration
Leader at the
time
Associated
!o%itica% !art& ;I#
an&9
6. State two suggestons that came out of the Moyne Commsson and say how
the mpementaton of any one beneftted the ex-saves.
I mar6s
7. Brefy outne two accompshments of the coectve efforts of trade unons
and potca partes n the pre-ndependence era of Carbbean hstory.
B mar6s
Short Notes
1H mar6s
Brefy dscuss at east three benefts of the peasantry to Carbbean socety.
Or
Brefy dscuss the nature of the contrbuton of ex-saves/workng cass peope to
the achevement of ndependence n the Carbbean.
IMPACT OF GEOGRAPHICAL PHENOMENA
ON
CARIBBEAN SOCIETY AND CULTURE
Activity
1. Through lecture, discussion and question and answer, the content below will be discussed.
a. Define geography and identify different sub disciplines of relevance such as human
ecology
b. Discuss the importance of studying geography. It is to be presented as a science
which helps us to understand our environment and our relationship with it; and which
helps us to adust and adapt as a society.
c. !ecall the geographical and geological location of the "aribbean
d. Identify the geographical features which are related to our geographical location
such as its topography; rich fertile soil; variety in roc# types, sand, sun and
sea$rivers$streams; mineral resources such as bau%ite, gypsum, diamonds and gold;
susceptibility hurricanes, tropical depressions, cold fronts and other systems,
droughts, floods etc.
Lesso
n #:
Date:
Durati
on:
students to understand the many ways
n whch our socety and vuture nteract
wth, affect and are affected by our
natura envronment and to encourage
postve atttudes and approaches
towards the use of our envronment.
Methods/Actiities:
Lecture
Dscusson
To!ic: Im!act
o#
5eo-ra!hica%
=henomena on
Cari""ean
Societ& and
Cu%ture
Su"to!ic: The
enironment<
Cari""ean
Societ& and
Cu%ture
Defne the terms geography, geoogy
and human ecoogy
Descrbe the domnant geoogca and
geographca features of the
Carbbean
Through dscusson and queston and
answer, artcuate:
o The mportance of the
dscpne of geography;
o The nterreatedness of socety
and cuture and the physca
envronment
o The mportance of correct
hepfu atttudes towards the
envronment
Resource
Materia%s:

Man Text - CAPE
Carbbean
Studes: An
nterdscpnary
approach
e. Identify the geological features resulting from the "aribbean being on its plate and
being surrounded by & other plates such as mountainous areas, susceptibility to
earthqua#es, volcanoes, landslides and a variety in roc# types
f. '%amine the way how our culture is moulded by the environment as it affects diets,
architecture and settlement patterns, economic activities and maor industries,
fol#lore , recreation, laws and regulations, and religion.
g. '%amine the way our attitudes influence how we approach the use of the
environment (human ecology), emphasi*ing the fact that the greater our awareness
of our dependence on the environment and how our actions affect it, the more li#ely
we are to treat it well. +ttention will be paid to the different attitudes and
approaches of the +merindians, 'uropeans and "aribbean people today to the
environment.
i. !elated activity , case study from te%t ("aribbean -tudies. -elf -tudy and
Distance /earner)
0. -tudents will be as#ed to create diagrams on the board to represent their understanding of
plate tectonics and the different activities at plate margins.
See extended content below
Im!act o# 5eo-ra!hica% =henomena
GEOGRAPHY
The study of the earth and:
- its physical features
- its atmosphere
- the two way relationship
between it and its inhabitants
It involves the study of features such as:
1. Landforms shapes and heiht of
land! relief of land
a. "ountains over #$$ metres
above sea level
b. %ills between 1$$ #$$
metres above sea level
c. &lateau - flat area at the top
of a mountain
d. 'alley flat low area
between two hihlands
e. &lain less than 1$$ metres
above sea level
2. (oc)s and soils
3. *limate lon term! averae
weather conditions of an area over a
lon period
+. ,eather how hot or cold or wet or
dry- windy- cloudy clear or foy
&recipitation .rain- hail- sleet- snow/
cloud cover
0. &lates and plate movements
a. 1iverent marins -
b. *onverent marins
subduction
c. Transform
d. 1estructive- constructive
Why study Geogr!h"#$ !he%o&e%'
- 2eomorpholoy tells us about the evolution and confiuration of roc)s- soils and
landforms. 3nowlede here
o fosters safe conservative use of these features. It informs how we reulate
chanes made to these features to prevent daner4disaster! 5onin and buildin
codes! develop industries- plan settlements! pursue sustainable development
- %uman ecoloy ma)es us aware of how human communities and their environments are
related. This )nowlede:
o enhances efforts to preserve the environment throuh education and awareness as
well as laws!
o foster better attitudes towards and strateies for the use of the environment
o ma6imise our en7oyment of the environment
- The study of eoraphy
o enhances our ability to adapt to and develop within our environment
o informs our preparation for natural events in ways that limit their neative effects
- 8ur environment influences our:
o settlement patterns
o industries4industrial activity
o fol)lore- proverbs- idioms-
sayins
o foods4diets
o dress
o architecture
o infrastructure
o social interation
o recreation
o international relations4trade
o travel
I%terest"%g ("ts (out the E%)"ro%&e%t* Cr"((e% Cu$ture %d So#"ety
*ollectively the land area of the *aribbean is only 91-$$$ s:uare miles.
o The reion can be divided into subreions:
o 2reater ;ntilles .<<= of the land area in the *aribbean/
o Lesser ;ntilles .+= of the land area/
o The >ahamas and Tur)s and *aicos
o *ayman Islands
o ?etherland ;ntilles
1rier areas of the *aribbean include the leeward side of the 2reater ;ntilles and flat lands such as the
?etherland ;ntilles. ,indward coasts which e6perience relief rainfall are wetter than leeward coasts.
The reion e6periences fairly uniformed temperatures because of its location in the tropics
@6cept for a tropical storm in 1933- Trinidad is larely unaffected by cyclonic storms because of its
southerly location these systems usually develop east of the Lesser ;ntilles.
In the typical hurricane season- an averae of #$ systems is li)ely to develop.
There are at least 1A active volcanoes in the Lesser ;ntilles
The *aribbean plate is surrounded by # other plates.
The 2reater ;ntilles reflect volcanic activities of #$ to 9$ million years ao.
The islands of the >ahamas- the >ritish 'irin Islands- the *ayman Islands and Tur)s and *aicos
Islands are the result of coral reefs rowin on top of blan)s .submered sea platforms/.
Land is seen as an economic asset and a source of security and independence.
Bamily land is important and valued as a status symbol.
Activity one reading and discussion
1ased in readings from the following will be discussed and e%plained.
- Different types of disasters;
- 2atural causes of disasters (meteorological$hydrological, geomorphological and geological)
Lesso
n #:
Date:
Duration:
students to apprecate how varous
geographca and geoogca
phenomena have shaped and
contnue to shape Carbbean socety
and cuture and evauate dfferent
strateges wth whch Carbbean
peope may adapt to them.
Methods/Actii
ties:
Lecture
Dscusson
Case studes
To!ic: Im!act o#
5eo-ra!hica%
=henomena on
Cari""ean Societ&
and Cu%ture
Su"to!ic:
Natura% eents<
ha8ards and disasters
Defnton
Types of natura
events/hazards/dsast
ers
Types of tectonc
actvtes
Orgn and
deveopment of
meteoroogca/hydro
ogca systems
Typca effects of
natura dsasters
S!eci#ic O"$ecties: At the end of
the esson, students shoud be abe to:
Dfferentate between hazards and
dsasters.
Examne the nature and mpact of
geogca hazards assocated wth
each pate margn;
Examne the nature and mpact of
the meteoroogca and
hydroogca systems whch affect
the Carbbean
Evauate the adequacy of
mechansms desgned to cope wth
natura hazards and dsasters
Resource
Materia%s:

Man Text -
CAPE
Carbbean
Studes: An
nterdscpn
ary approach
Handouts -
The
Envronment
and Cuture
- 3uman contributions to natural disasters (misuse and pollution of the environment, poverty,
overpopulation, over-urbani*ation, overfishing and or use of harmful fishing practices, tourism, mining
and other industrial activities and global warming
- The need for and methods of conservative and safe use of the environment
- The importance of disaster mitigation and the activities of human groups which lesson the impact of
disaster mitigation mechanisms
Activity Two classification exercise
-tudents will be as#ed to list some of the general effects of natural disasters which will be written on the
board. The students will then be given five minutes to place the various effects in categories which they will
define themselves. -tudents will be as#ed to ustify the categories chosen and their placement of specific
effects into their respective categories.
'%pected answers
EFFECTS OF NATURAL DISASTERS
So#"$+!o$"t"#$ Cu$tur$ E#o%o&"# E%)"ro%&e%t$
Loss of life
1isturbance of social
activities school- hospital
services- reliious
ceremonies- recreational
activities
"iration
- "ay affect family
life- se6 ratio and
other demoraphic
factors- and cause
under population
and brain drain
*onflict over scarce
resources
- Charin of relief4aid
*ultural erasure
*ultural diffusion
Ctorytellin and
entertainment Lloyd
Lovindeer D,ild
2ilbertE
%eihtened awareness
of event4ha5ard seen
in drills- media
prorammes for
education and
awareness- buildin of
or desinatin shelters-
planned evacuation
routes and planned
settlements
@conomic
displacement .loss of
7obs- loss of
capital4raw
materials4machines
1amae to property
8pportunities for
short term as well as
lon term
employment-
rebuildin
Increase in the cost
and or importation of
some oods oods
which become scarce
because of the
@nhancement of
soil fertility
&ollution of water
bodies from
siltin- soil
erosion and
landslides for
e6ample
;ir pollution from
volcanic
emissions such as
ash for e6ample
*hane in the
landscape
resultin from
landslides or the
alon political or
other lines
%ealth ris)s polluted
water- lac) of water- food
shortae
%eihtened awareness of
ine:uality
- ,ealthy roups
access facilities
such as insurance
which aid in
recovery efforts!
(eional and or
international cooperation to
facilitate recovery
Increased borrowin on a
national level to finance
recovery efforts
Laws- buildin codes and
planned settlements to
reduce potential damae in
the future
1ecline in ariculture
1isaster tourism
Loss .or creation/ of
important artefacts-
monuments- and
heritae sites
*hanes in architecture
and settlement patterns
Fse of non-electronic
activities and devices for
recreation as we
an6iously await the
restoration of electricity
and communication
services
disaster
Increase demand and
or importation for
some oods those
used in rebuildin for
e6ample
effects of floods
.coastal and
riverine/
Homework to be completed at home and discussed in class
Students will use the hand-out copied below and their textbooks to assist them in completing the table.
7and.
out
mpact of geographical phenomena
The physical of the landscape encourages insularity which hampers regional integration.
The same ma#es trade difficult and costly.
The environment and culture
!eography is defined as 4the study of our landscape and how we use and interact with it5.
-ub disciplines of 6eography include.
!eomorphology - This deals with physical and structural aspects of the environment. It is the study of
the evolution and configuration of ric#s, soils and landforms (features that ma#e up the earth7s surface).
These include. cliffs, plateau%, mountain, valley, lowlands$plains.
Human ecology - This is the branch of ecology that e%amines the relations of human communities with
their particular environment.
The study of geography tells us that there is a dynamic two-way relationship between the physical
environment of any given country and its culture.
o 8hysical geographers tend to e%amine how the physical environment shapes human activities and
by e%tension, their values and beliefs.
o 9n the other hand, postmodernists believe that humans often shape the landscape in relation to
their cultural values and beliefs.
+ll aspects of our everyday life are affected including where and how we build, economic activities we engage in,
cultural heritage, foods we eat and our infrastructure. '%amples
:ishing is li#ely to dominate where the features of land (high altitude and steep gradients) deter human
settlement.
;ountainous interiors tend to result in coastal people having stronger lin#s with other islanders than
with urbanites of their own capital city.
-ettlement patterns in the /esser +ntilles show a preference urban areas on the west coast due to.
o The availability of low lands in the west;
o ;ountainous bac#bone shelters inhabitants from potentially harmful weather systems;
o This side is usually drier, facilitating sugar cane cultivation in particular. (;ountains force winds
to rise over west and therefore deposit moisture in the east.)
Ha"ards
4+ ha*ard is a naturally occurring or human induced event or process with potential to create loss of life or
damage to property and disruption to normal life (smith, 1<<&). It spea#s to a 4pre-disaster state5.

#atural Ha"ards in particular involve e%treme atmospheric, hydrological or geological events.
Typology of natural Ha"ards affecting the $aribbean %egion
Types of #atural
Ha"ards
&xamples
Seismic &arth'uakes , ground sha#ing, liquefaction and ground failure, tsunamis,
terrestrial and submarine landslides
(olcanic , lava flows, pyroclastic flows and surges, lahars, ash clouds,
tsunamis
)eteorological and
Hydrological
Tropical storms, hurricanes, tropical depressions, northers, high winds, flash
floods, storm surges, riverine flooding, coastal flooding, drought, water
logging
!eomorphological ;ass movement, landslides, slumping, mudflows, debris flows, roc# falls, soil
erosion, silting of rivers, silting of harbours, silting of coral reefs, beach
erosion, coastal erosion
*iological 'pidemics, human diseases, insect pest outbrea#s, plant and animal diseases
in farming, forest, bush and grass fires, plant and animal invasions
Technological 9il and other to%ic spills, ground and atmospheric pollution, water borne
pollution, industrial e%plosions, fires, collapse of buildings and other
infrastructure, pipeline lea#ages, poor public health systems.
0$= of the region7s disasters between 1<>> and 1<?? were caused by hurricanes and tropical storms (9ffice of
Disaster +ssistance, 1<??). 3aiti and @amaica has had the most e%perience here. 2otably however, volcanoes
and earthqua#es have been responsible for the most deaths from natural disasters.
+ny one of the above ha*ards may trigger one or more other ha*ards. +lso, each "aribbean country may
e%perience multiple disasters in any given year.
#atural +isasters
+ natural event is becomes a natural disaster only when it affects people via damage of property, loss of life
and or the disruption of social and economic activities. -pecifically, when one or more of the following conditions
apply;
Ahen more than 1> people are #illed;
Ahen 1>> (or more) people are reported as affected;
Ahen a call is made for international assistance;
Ahen a state of emergency is declared. "entre for research on the epidemiology of
disasters. Bniversity "atholique De /ouvan in 1elgium
Types of
Ha"ard
#atural $auses &xamples mpact
S&S)$
(olcanoes Tectonic activities
!ift volcanoes ,
divergent plate
boundaries (seafloor
spreading)
3ot spot volcanoes ,
within crustal plates
Island volcanoes ,
convergent plate
margins (subduction ,
represents all
volcanoes in the
region)
8rediction ,
earthqua#es and
strange gases
0C active volcanoes
('astern
"aribbean)
1D eruptions
recorded
1<>0 , ;ount 8ele
(;artinique) and
-oufriere (-t.
Eincent) - also
1<D0, 1<D<
/a -oufriere
(6uadeloupe) ,
1<C&, 1<D&
;ontserrat , 1<<C
-11<D,
0>>0 , -oufriere
'mit magma or lava 8yroclastic
flows (gas, ash and roc#s) and
crystalli*ed minerals.
'ffusive eruptions , slow
moving lava
'%plosive ,
8hreatic - (/a -ofriere
6uadeloupe)
8elean - (;t 8ele, ;artinique)
Eolcanic dust, pyroclastic flows
and surges, lava flows, gases
'arthqua#es
8hreatic e%plosions
+tmospheric as falls
/andslides and debris flow
Tsunamis
+cid rain
"oping , ha*ard
mapping, properly
planned and funded
disaster response
programmes
3ills
1<=< to , #ic# Fem
@enny (erupted 11
times)
-oil fertility , agriculture
Tourist attractions
Destruction of farm land,
timber resources
/oss of life
Destruction of infrastructure
Destruction of communications
&arth'uakes Tectonic activities
-tress build up
between plates at
fault lines leading to
the displacement of
roc#s and the release
of energy from a
hypocentre (surface
equivalent ,
epicentre)
Depths
=>>>#m G , deep
earthqua#es,
subduction *ones,
eastern "aribbean
D> -=>>#m ,
Intermediate,
-D> #m , shallow,
transform margins or
near to marine
trenches, northern
"aribbean
8rediction , changes
in ground water
quality; unusual animal
behaviour;
"oping , ha*ard
mapping; public
awareness
programmes,
education plans, drills,
building codes ; *ones
and regulations
2icaragua - 1<D0
'l -alvador - 0>>1
8uerto !ico , 1&D>,
1D?D, 1?&D, 1<1?
(11&) (-hallow)
@amaica , 1&<0
(0>>>), 1<>D
(1>>>) (shallow)
/eeward Islands ,
1<DH (C>>>), 0>>H
(1)
Dominican !epublic
, 1<H&
"ayman islands
0>>H
;artinique,
windward region ,
0>>D (1)
'nvironmental
(;agnitude is measured by a
richter scale)
6round sha#ing
-urface faulting
6round failure and soil
liquefaction
/andslides and roc# falls
Debris and mudflows
Tsunamis
Impact
(;odified ;ercalli measures
intensity in relation to effects
on people)
Destruction of building
structures
Interruption of water supply
and public utility
:loods from collapsed dams
!elease of ha*ardous material
:ires spread of chronic illness
-ocial and economic
displacement
Disturbance of economic
activities
/oss of life
Tsunamis,tidal
waves
Bsually caused by
earthqua#es or
volcanoes
C> recorded events
in the "aribbean
since 1C=>
8uerto !ico , 1<1?
(H>)
Dominican !epublic
, 1<H& (1>>)
Eirgin Islands ,
1?&D (10)
)&T&-%-.-!$A. A#+ H/+%-.-!$A.
Hurricanes
3ura#an , devil
wind
(typhoons or
willy willies)
Is a low pressure
system accompanied
by heavy winds
carrying rainfall and
which spiral around an
eye
:ormed only between
C an 0> degrees north
of the equator
-eason , @une 1 to
2ovember =>
;ovement of IT"I in
the summer and 'l
2ino
'ye, eye wall
Tropical disturbance ,
tropical depression -
tropical storm ,
hurricane (Ainds of
DH m$p and up)
9riginate in the
+tlantic ("ape Eerde
Islands) mid season
and western
"aribbean and 6ulf of
;e%ico at the
beginning and end of
the season
The trac# of each
hurricane is
essentially unique
"harlie , 1<C1
1<?? , 6ilbert
1<?<- 3ugo
1<<0 , +ndrew
1<<C , /uis and
;arilyn
1<<<- /enny, ;itch
0>>1 , ;ichelle
-torm surges , coastal flooding
/oss of life, inury
Illnesses and diseases related
water and food supplies
Damage to social and physical
infrastructure
/oss of housing$loss of roofs
1loc#ed, destroyed roadways
Disturbance of social, economic
and political activities
/osses in agriculture and
tourism (maor industries for
"aribbean countries)
Integration
Dependence
"ultural sharing
0looding Bsually caused by
hydrological weather
systems such as
hurricanes as well as
tidal waves associated
with seismic activities
"oastal
!iverine
:lash flooding
1eli*e is
particularly
vulnerable
;ost widely
reported small
scale disasters in
the "aribbean
+gricultural damage
/oss of housing
/andslides
Destruction of road and water
systems
-ilting of water bodies
+roughts
$reeping
ha"ard
;oisture deficiency
with serious
implications for food
production and
Agricultural
drought -
insufficient soil
moisture
Threats to health and nutrition
such as water borne diseases
!eduction in agricultural yields
and food supply
surface water supply
for a particular region
"hanging weather
patterns which result
in e%cessive build-up
of heat on the earth7s
surface
;eteorological
changes which affect
rainfall , 'l 2ino
(every 0-D years)
!ainfall is affected
by si*e, relief and
location
Hydrological
drought1
low$depleted water
storage$flow
)eteorological
drought1 well-
below average or
normal rainfall that
spans from a few
months to a few
years.
6uyana , 1<<? D
months drought
('-29)
-altwater intrusion on rivers
Depletion of ground water
stores
-oil erosion
/oss of bio-diversity
-tarvation, famine
!eduction in quality of life
"onflict
-olution- empirical research;
agricultural and land use
planning; wise use of natural
water sources; public
awareness; water conservation;
dams
!&-)-%2H-.-!$A.
Soil erosion 3
accelerated soil
erosion
"reeping ha*ard
Detachment of
material by either
raindrop impact or
flow traction and
their removal by wind,
water or moving ice
+ccelerated by
activities such as
deforestation, poor
farming techniques
and unplanned housing
-ituation tends to be
worsened by poverty
!eduction in soil fertility
(negatively affects agriculture)
-ilting of water bodies (may
increase the chance of
flooding)
!espiratory difficulties
.andslides,slope
failure
Typical in mountainous
regions
;oves soil, weathered
bedroc# (rigolith) or
roc#s downhill
"hange in balance
between the pull of
gravity and the
forces of resistance
;ay be triggered by
seismic activity,
torrential rainfall,
+ccentuated by
human activity
!esulting from
hurricanes ;ichelle
and ;itch
1lue mountains are
susceptible due to
slope angle and
aspect ,
geologically young,
heavily fractured,
bedroc# deeply
weathered
@udgement cliff,
/oss of life
Damage to property and
infrastructure
Disruption of transport and
communications
/ocali*ed losses of soil
resources
-ilting of water bodies
Dams across rivers
:looding
-ocial and economic
displacement
@amaica , 1&<0
8reston /ands,
@amaica , 1<?&
"arholm-3u%ley,
Dominica , 1<<D
+estruction of
coral reefs
1arrier , 1eli*e
:ringing ,1uccoo
reef in Tobago
+tolls -
'arthqua#es,
hurricanes, volcanic
eruptions, '-29,
drought and
desertification (sahel
region of +frica)
9verfishing, blasting,
building of marinas,
improper sewage
treatment and
disposal, industrial
effluents, hot water
emissions, tourism,
quarrying dredging
1leaching , 1eli*e
1<<D, 1<?0-=
('-29), 6lobal
warming,
Increased damage from
hurricanes, tidal waves
Threats to fishing industry
!eduction of marine diversity
Damage to the eco system
Human activities4 natural ha"ards and #atural +isasters
Importantly, human activities can and often.
Increase the frequency and severity of natural disasters;
"reate natural ha*ards where none e%isted before;
/imit the potential of our eco-systems to mitigate the effects of natural disasters.
&xplaining the increase in the intensity and fre'uency of disasters
The number of people affected by natural disasters rose from C> million to 0C> million between the 1<&>s and
1<<>s (-mith, 1<<&). -uch was the concern that the B2 declared the 1<<>s the International Decade for
2atural Disaster !eduction. '%planations for this trend include.
Increase in the population of developing countries (particularly those located in ha*ardous areas);
Increased urbani*ation especially in developing countries usually affected by unplanned and unsafe
housing developments;
Bnsustainably land-use practices which lead to soil erosion, landslide, mudslides and flash flooding;
Increased inequality which limits the ability of the poor to cope with ha*ardous events;
"limate change (global warming in particular) which tends to intensify geographical patterns of drought
and seasonal flooding.
9ther human activities which increase the intensity and frequency of natural disasters
:ailure to heed warning signs
Ignorance or non-compliance to related laws, codes, standards and other regulations
Deforestation, clearing of vegetation
Bnstable farming practices such as slash and burn, overgra*ing, vertical hillside ploughing, mining,
ma#ing of charcoal, shifting agriculture
9ver-urbani*ation (e%tensive networ# of hard impermeable surfaces)
;odification of landscapes
Tendency for most of the population to be located in coastal areas
!eneral effects of ha"ards,disasters
Destruction of infrastructure
Interrupting economic activities including production
Irreversible changes to natural resources
Inflation, increased public spending by the government
Bnemployment
/oss of life, inury
3ealth ris# due to affected water and food supply
Disturbance of social and other activities
Disorder and integration at the community, national and regional levels
+isaster )anagement
Treated as a scientific discipline, disaster management 4see#s to mitigate ha*ard impacts through data
collection, data analysis and ha*ard prediction5.
)itigation Strategies
)itigation strategies are mechanisms used to reduce the negative effects of ha"ards. These can make
the difference between a ha"ard and a disaster.
8romote and use water and energy conservation strategies
Bse of modern engineering and building design
/and use planning
Ioning
1uilding standards
8romote the use of healthy farming$agricultural methods$techniques
!econstructing vulnerable communities
-tabili*e unstable ground
Aatershed management including re-afforestation and agro-forestry
!etaining walls, chec# dams, bunding or gabion bas#ets, paved drains and culverts and levees to reduce
the chance of flooding
-ecure roofs, design and use hurricane plans for homes and schools, identify shelters and stoc# upon
required products in preparation for hurricanes
'ducation and awareness
'stablish and use scientific warning systems
!is# assessment (li#elihood of given events and li#ely effects of given events)
o 3a*ard mapping , (maps reflect spatial distribution, of ris#, magnitude and frequency of a
variety of ha*ard)
o Eulnerability assessment , detailed inventories of buildings and infrastructure
8ost disaster relief
o 'vacuation plans, provisions for food and shelter
o -preading economic costs more equitably through insurance, ta%ation and grants
o International aid, remittances, barrels
o !eport damaged utilities as early as possible
'stablishment of disaster agencies nationally, regionally and internationally (8an "aribbean 8revention
and 8reparedness 8roect, "aribbean Disaster 'mergency !esponse +gency, "aribbean Disaster
;anagement 8rogramme Joperates out of the BAI)
!leaner Article
4"orruption, Inequality and 2atural Disasters5 9ctober =1, 0>1> -unday 6leaner
Aorthy of note.
- 2ormal hurricane season
- 2umber of systems this season
- Types and effects highlighted
- Impact of inequality versus poverty on outcomes
- !ole of government in disaster management
o "ommunity based organisation
o !esponsibility of the local government
o 8assing and implementing relevant bills and policies
Key Luestions
- 3ow active was the hurricane season in questionM
- Ahat are some of the main effects of natural ha*ards on the societyM
- 3ow does inequality affect the seriousness$intensity of the impact of natural ha*ardsM
- Ahat is the role of the government in disaster managementM
- Ahat is the impact of corruption in this regardM
Cora% Ree#s ;Chec6 a%% the in#ormation here #or accurac&29
What are cora reefs?
They are vng thngs made of cora poyps. They are a food suppy as we as a habtat for
fora and fauna.
Types of Cora Reefs
- Barrer reefs - These are separated from and by wde and shaow water caed a agoon.
Beze has one of the second argest barrer reefs.
- Frngng reefs - These are found on shaow rocks near the shore. These are most common
n the Carbbean.
- Ato reefs - These are ova shaped reefs but on top of sunken vocanoes.
Contrbutons of cora reefs to Carbbean socety and cuture
- Bodversty
o They are ecosystems whch support a wde varety of marne fe (fora and
fauna). Ths ads wth toursm as we as fshng.
- Medcne
o Ingredents of some medcnes ncude chemcas found n sponges found on
Carbbean reefs. Ths has both postve economc and soca effects.
o Potenta sun screens
- Toursm
o Adventure toursm
o Reproduces sand whch provdes us wth the beautfu shorenes many toursts
fnd very attractve.
- Fsheres
o Empoyment for many
o Det
- Coasta protecton
o Cora reefs hep to prevent coasta eroson by reducng the effect of the waves
and wnd;
o They aso ad n the preservaton of mangroves and other wetands.
Threats to cora reefs
Natura Threats
- Weather systems such as ESNO
- Goba warmng (resuts n warm temperatures whch ks agae vng n the poyps)
- Dust from the Sahara ntroduces so fung whch destroys some speces of reefs
- Droughts and desertfcaton
Human
- Increased stng and sedmentaton whch prevents agae growth wthn poyps
- Dsconnect between fsh nurseres and reefs
- Budng of hotes whch dran wetands and change the contours of the coast
- Harvestng of coras for budngs
- Overgrowth of agae
o Sewage
o Agrcutura and ndustra waste such as fertzers
- Warmng of temperatures due to hot water emssons from power pants and other
ndustra actvtes;
- Overfshng and destructve methods of fshng
- Toursm
o Reefs are destroyed from the anchors of shps
o Reefs are destroyed by the fue from boats
o Toursts and craftsmen break off the reefs
Protectng Cora Reefs
- Estabshng parks and reserves
- Educaton and awareness
- Envronment Impact Assessment for deveopment and commerca pro|ects.
Actvty one
Students w read the varous case studes presented and compete the foowng essay n
cass:
Examne the ways n whch ether droughts or andsdes have nfuenced Carbbean socety
and cuture.
30 marks
Lesson
#:
Date:
Duration:
apprecate how varous geographca and
geoogca phenomena have shaped and
contnue to shape Carbbean socety and
cuture and evauate dfferent strateges wth
whch Carbbean peope may adapt to them.
Methods/Actiitie
s:
Case Studes To!ic: Im!act o#
5eo-ra!hica%
=henomena on
Cari""ean Societ&
and Cu%ture
Su"to!ic:
Drou-hts and
Lands%ides
Types and ther
causes
Soca and
economc
consequences
Descrbe the natura causes of
geographca hazards/dsasters;
Examne the ways n whch soca and
cutura factors nfuence the kehood and
effects of droughts and andsdes;
Assess the soca, economc and cutura
nfuence of droughts and andsdes n the
Carbbean;
Evauate the adequacy of mechansms
desgned to cope wth droughts and
andsdes;
Resource
Materia%s:

Man Text - CAPE
Carbbean
Studes: An
nterdscpnary
approach
Handouts - The
Envronment and
Cuture
Chapter four -
McGregor, D. (2003).
The envronment and ecoogy. In Hman, R. S., & DAgostno, T. |. (Eds.), Understandng the
Contemporary Carbbean. (pp. 179 - 208)
See case studes attached.
Actvty two
The students answers and the content of the case studes w be dscussed/evauated.
Activity
Drama , Bse drama showing.
- Differences in how the rich and the poor prepare for hurricanes
- "oping strategies for a named natural ha*ard$disaster (before, during and after)
- 'arthqua#e awareness and preparation in @amaica
+ctivity
8repare and presents a s#it which demonstrates.
- Differences in how the rich and the poor prepare for a hurricane;
- The social, economic and cultural effects of hurricanes
- The social, economic and cultural effects of earthqua#es
- 'arthqua#e awareness among @amaicans.
Im!act o# 5eo-ra!hica% =henomena
F n the mssng n the mssng nformaton n the tabe beow to show how each
aspect of the andscape nfuences socety and cuture.
Name Mountan Rver Pateau Pans Caves
How t s
used by
man
Chaenges
posed
Advantages
presented
Assessment
of nfuence
on socety
and cuture
Lesson
#:
Date:
Duration:
Methods/Actiitie
s:
Lecture
Dscusson
Student
presentatons
Posters/charts
To!ic: Im!act o#
5eo-ra!hica%
=henomena on
Cari""ean Societ&
and Cu%ture
Su"to!ic:
=%ate Tectonics
Defnton
Types of tectonc
actvtes
Locaton and
movement of the
pates
Typca effects
(actua exampes)
Copng wth the
hazard/dsaster of
tectonc actvtes
Dfferentate between hazards and
dsasters.
Descrbe the geoogca hazards assocated
wth each pate margn;
desgned to cope wth geoogca hazards
and dsasters;
Assess the nfuence of geoogca features
on Carbbean socety and cuture
Resource
Materia%s:

Man Text - CAPE
Carbbean
Studes: An
nterdscpnary
approach
Handouts - The
Envronment and
Cuture
Actiit&
The tabe shows dfferent types of envronmenta hazards. Compete the tabe by puttng a tck
n the reevant category - severa categores may appy to one hazard.
7a8ards Meteoro%o
-ica%
Tectonic Man.
induced
Sudden
occurrence
S%o,
;,arnin-9
?o%canic
eru!tions
Earth*ua6
es
:%oods
Lands%ides
/
roc6#a%%s
7urricanes
Tida%
#%oodin-
Drou-ht
4. Human Ecoogy
a. From your prevous knowedge of the Carbs, Arawaks and other aborgna
peopes, what woud you say were ther domnant beefs the man and
reatonshp?
b. What were the domnant beefs of Europeans about man0and reatonshps?
c. How are these beefs demonstrated today?
Lesson
#:
Date:
Duration:
Methods/Actiitie
s:
Lecture
Dscusson
Student
presentatons
Posters/charts
To!ic: Im!act o#
5eo-ra!hica%
=henomena on
Cari""ean Societ&
and Cu%ture
Su"to!ic:
7urricanes
Defnton and types
Lfe cyce
Soca, cutura and
economc
consequences
Copng strateges
effects of geographca hazards;
desgned to cope wth geographca
hazards and dsasters
Resource
Materia%s:

Man Text - CAPE
Carbbean
Studes: An
nterdscpnary
approach
Handouts - The
Envronment and
Cuture
Boswe, T.D. (2003). The Carbbean: a Geographc preface. Hman, R. S., & DAgostno, T. |.
(Eds.), Understandng the Contemporary Carbbean. (pp. 19 - 49)
Potter, R.B., Barker, D., Conway, D. & Kak, T. (2004). The Contem!orar& Cari""ean2 =%ace<
Pearson Educaton Lmted. Chapter one - Carbbean Natura Landscapes
McGregor, D. (2003). The envronment and ecoogy. In Hman, R. S., & DAgostno, T. |.
(Eds.), Understandng the Contemporary Carbbean. (pp. 179 - 208)
Lesson
#:
Date:
Duration:
to apprecate how varous geographca and
Methods/Actiitie
s:
Lecture
Dscusson
Student
presentatons
Posters/charts
To!ic: Im!act o#
5eo-ra!hica%
=henomena on
Cari""ean Societ&
and Cu%ture
Su"to!ic:
Cora% Ree#s
Defnton and types
Importance/functons
Threats to and
protecton of cora
reefs
Dfferentate between dfferent types of
cora reefs;
Evauate the mportance of cora reefs to
the Carbbean;
Examne natura and cutura factors whch
threaten the heath of cora reefs
Resource
Materia%s:

Man Text - CAPE
Carbbean
Studes: An
nterdscpnary
approach
DVD
Handouts - The
Envronment and
Cuture
Chapter four -
Cora% Ree#s ;Chec6 a%% the in#ormation here #or accurac&29
What are cora reefs?
They are vng thngs made of cora poyps. They are a food suppy as we as a habtat for
fora and fauna.
Types of Cora Reefs
- Barrer reefs - These are separated from and by wde and shaow water caed a agoon.
Beze has one of the second argest barrer reefs.
- Frngng reefs - These are found on shaow rocks near the shore. These are most common
n the Carbbean.
- Ato reefs - These are ova shaped reefs but on top of sunken vocanoes.
Contrbutons of cora reefs to Carbbean socety and cuture
- Bodversty
o They are ecosystems whch support a wde varety of marne fe (fora and
fauna). Ths ads wth toursm as we as fshng.
- Medcne
Lesson
#:
Date:
Duration:
Methods/Actiitie
s:
Lecture
Dscusson
Student
presentatons
Posters/charts
To!ic: Im!act o#
5eo-ra!hica%
=henomena on
Cari""ean Societ&
and Cu%ture
Su"to!ic:
Soi%s
Types
Importance to
Carbbean peope
Msuse and
Conservaton
cutura factors nfuence the kehood of
so eroson;
nfuence of so eroson n the Carbbean;
desgned to cope wth so eroson;
Resource
Materia%s:

Man Text - CAPE
Carbbean
Studes: An
nterdscpnary
approach
Handouts - The
Envronment and
Cuture
Waugh. D. ( ) Geography: an ntegrated Approach
Lesson
#:
Date:
Duration:
Methods/Actiitie
s:
Lecture
Dscusson
Student
presentatons
Posters/charts
To!ic: Im!act o#
5eo-ra!hica%
=henomena on
Cari""ean Societ&
and Cu%ture
Su"to!ic:
Drou-hts
Types and ther
causes
Soca and
economc
consequences
effects of droughts;
nfuence of droughts n the Carbbean;
desgned to cope wth droughts;
Resource
Materia%s:

Man Text - CAPE
Carbbean
Studes: An
nterdscpnary
approach
Handouts - The
Envronment and
Cuture
Chapter four -
o Ingredents of some medcnes ncude chemcas found n sponges found on
Carbbean reefs. Ths has both postve economc and soca effects.
o Potenta sun screens
- Toursm
o Adventure toursm
o Reproduces sand whch provdes us wth the beautfu shorenes many toursts
fnd very attractve.
- Fsheres
o Empoyment for many
o Det
- Coasta protecton
o Cora reefs hep to prevent coasta eroson by reducng the effect of the waves
and wnd;
o They aso ad n the preservaton of mangroves and other wetands.
Threats to cora reefs
Natura Threats
- Weather systems such as ESNO
- Goba warmng (resuts n warm temperatures whch ks agae vng n the poyps)
- Dust from the Sahara ntroduces so fung whch destroys some speces of reefs
- Droughts and desertfcaton
Human
- Increased stng and sedmentaton whch prevents agae growth wthn poyps
- Dsconnect between fsh nurseres and reefs
- Budng of hotes whch dran wetands and change the contours of the coast
- Harvestng of coras for budngs
- Overgrowth of agae
o Sewage
o Agrcutura and ndustra waste such as fertzers
- Warmng of temperatures due to hot water emssons from power pants and other
ndustra actvtes;
- Overfshng and destructve methods of fshng
- Toursm
o Reefs are destroyed from the anchors of shps
o Reefs are destroyed by the fue from boats
o Toursts and craftsmen break off the reefs
Protectng Cora Reefs
- Estabshng parks and reserves
- Educaton and awareness
- Envronment Impact Assessment for deveopment and commerca pro|ects.
Im!act o# -eo-ra!hica% !henomena ;h&!er%in6ed actiit&9
The physca of the andscape encourages nsuarty whch hampers regona ntegraton.
The same makes trade dffcut and costy.
The enironment and cu%ture
5eo-ra!h& s defned as "the study of our andscape and how we use and nteract wth t".
Sub dscpnes of Geography ncude:
5eomor!ho%o-& - Ths deas wth physca and structura aspects of the envronment. It s the
study of the evouton and confguraton of rcks, sos and andforms (features that make up the
earths surface). These ncude: cffs, pateaux, mountan, vaey, owands/pans.
7uman eco%o-& - Ths s the branch of ecoogy that examnes the reatons of human
communtes wth ther partcuar envronment.
The study of geography tes us that there s a dynamc t,o.,a& re%ationshi! between the
physca envronment of any gven country and ts cuture.
o Physca geographers tend to examne how the physca envronment shapes human
actvtes and by extenson, ther vaues and beefs.
o On the other hand, postmodernsts beeve that humans often shape the andscape n
reaton to ther cutura vaues and beefs.
A aspects of our everyday fe are affected ncudng where and how we bud, economc actvtes we
engage n, cutura hertage, foods we eat and our nfrastructure. Exampes
Fshng s key to domnate where the features of and (hgh attude and steep gradents) deter
human settement.
Mountanous nterors tend to resut n coasta peope havng stronger nks wth other sanders
than wth urbantes of ther own capta cty.
Settement patterns n the Lesser Antes show a preference urban areas on the west coast due
to:
o The avaabty of ow ands n the west;
o Mountanous backbone sheters nhabtants from potentay harmfu weather systems;
o Ths sde s usuay drer, factatng sugar cane cutvaton n partcuar. (Mountans force
wnds to rse over west and therefore depost mosture n the east.)
7a8ards
"A hazard s a naturay occurrng or human nduced event or process wth !otentia% to create oss of
fe or damage to property and dsrupton to norma fe (smth, 1996). It speaks to a "!re.disaster
state".
Natura% 7a8ards n
partcuar nvove extreme atmospherc, hydroogca or geoogca events.
T&!o%o-& o# natura% 7a8ards a##ectin- the Cari""ean Re-ion
T&!es o# Natura%
7a8ards
E)am!%es
Seismic Earth*ua6es - ground shakng, quefacton and ground faure,
tsunams, terrestra and submarne andsdes
?o%canic - ava fows, pyrocastc fows and surges, ahars, ash couds,
tsunams
Meteoro%o-ica%
and 7&dro%o-ica%
Tropca storms, hurrcanes, tropca depressons, northers, hgh wnds,
fash foods, storm surges, rverne foodng, coasta foodng, drought,
water oggng
5eomor!ho%o-ic Mass movement, and sdes, sumpng, mudfows, debrs fows, rock
a% fas, so eroson, stng of rvers, stng of harbours, stng of cora
reefs, beach eroson, coasta eroson
Bio%o-ica% Epdemcs, human dseases, nsect pest outbreaks, pant and anma
dseases n farmng, forest, bush and grass fres, pant and anma
nvasons
Techno%o-ica% O and other toxc sps, ground and atmospherc pouton, water
borne pouton, ndustra exposons, fres, coapse of budngs and
other nfrastructure, ppene eakages, poor pubc heath systems.
2/3 of the regons dsasters between 1900 and 1988 were caused by hurrcanes and tropca storms
(Offce of Dsaster Assstance, 1988). Hat and |amaca has had the most experence here. Notaby
however, vocanoes and earthquakes have been responsbe for the most deaths from natura dsasters.
Any one of the above hazards may trgger one or more other hazards. Aso, each Carbbean country
may experence mutpe dsasters n any gven year.
Natura% Disasters
A natura event s becomes a natura dsaster ony when t affects peope va damage of property, oss
of fe and or the dsrupton of soca and economc actvtes. Specfcay, when one or more of the
foowng condtons appy;
When more than 10 peope are ked;
When 100 (or more) peope are reported as affected;
When a ca s made for nternatona assstance;
When a state of emergency s decared. Centre for research on the epdemoogy of
dsasters. Unversty Cathoque De Louvan n Begum
T&!es o#
7a8ard
Natura% Causes E)am!%es Im!act
SEISMIC
?o%canoes Tectonc actvtes
Rft vocanoes -
dvergent pate
boundares (seafoor
spreadng)
Hot spot vocanoes -
wthn crusta pates
Isand vocanoes -
convergent pate
margns (subducton
- represents a
vocanoes n the
regon)
Predcton -
earthquakes and
strange gases
Copng - hazard
25 actve
vocanoes
(Eastern
Carbbean)
17 eruptons
recorded
1902 - Mount
Pee (Martnque)
and Soufrere (St.
Vncent) - aso
1972, 1979
La Soufrere
(Guadeoupe) -
1956, 1976
Montserrat - 1995
-1197,
2002 - Soufrere
Emt magma or ava
Pyrocastc fows (gas, ash
and rocks) and crystazed
mneras.
Effusve eruptons - sow
movng ava
Exposve -
Phreatc - (La Sofrere
Guadeoupe)
Peean - (Mt Pee,
Martnque)
Vocanc dust, pyrocastc
fows and surges, ava fows,
gases
Earthquakes
Phreatc exposons
Atmospherc as fas
Landsdes and debrs fow
mappng, propery
panned and funded
dsaster response
programmes
Hs
1939 to - kck
em |enny
(erupted 11
tmes)
Tsunams
Acd ran
So fertty - agrcuture
Tourst attractons
Destructon of farm and,
tmber resources
Loss of fe
Destructon of nfrastructure
Destructon of
communcatons
Earth*ua6es Tectonc actvtes
Stress bud up
between pates at
faut nes eadng to
the dspacement of
rocks and the
reease of energy
from a hypocentre
(surface equvaent
- epcentre)
Depths
3000km + - deep
earthquakes,
subducton zones,
eastern Carbbean
70 -300km -
Intermedate,
-70 km - shaow,
transform margns
or near to marne
trenches, northern
Carbbean
Predcton - changes
n ground water
quaty; unusua
anma behavour;
Copng - hazard
mappng; pubc
awareness
programmes,
educaton pans,
drs, budng codes
; zones and
reguatons
Ncaragua - 1972
E Savador - 2001
Puerto Rco -
1670, 1787,
1867, 1918 (116)
(Shaow)
|amaca - 1692
(2000), 1907
(1000) (shaow)
Leeward Isands -
1974 (5000),
2004 (1)
Domncan
Repubc - 1946
Cayman sands
2004
Martnque,
wndward regon -
2007 (1)
Envronmenta
(Magntude s measured by a
rchter scae)
Ground shakng
Surface fautng
Ground faure and so
quefacton
Landsdes and rock fas
Debrs and mudfows
Tsunams
Impact
(Modfed Merca measures
ntensty n reaton to
effects on peope)
Destructon of budng
structures
Interrupton of water suppy
and pubc utty
Foods from coapsed dams
Reease of hazardous
matera
Fres spread of chronc
ness
Soca and economc
dspacement
Dsturbance of economc
actvtes
Loss of fe
Tsunamis/tid
a% ,aes
Usuay caused by
earthquakes or
vocanoes
50 recorded
events n the
Carbbean snce
1530
Puerto Rco -
1918 (40)
Domncan
Repubc - 1946
(100)
Vrgn Isands -
1867 (12)
METEOROLO5ICAL AND 7>DROLO5ICAL
7urricanes
Hurakan -
dev wnd
(typhoons or
wy wes)
Is a ow pressure
system
accompaned by
heavy wnds
carryng ranfa and
whch spra around
an eye
Formed ony
between 5 an 20
degrees north of the
equator
Season - |une 1 to
November 30
Movement of ITCZ n
the summer and E
Nno
Eye, eye wa
Tropca dsturbance
- tropca depresson
- tropca storm -
hurrcane (Wnds of
74 m/p and up)
Orgnate n the
Atantc (Cape Verde
Isands) md season
and western
Carbbean and Guf
of Mexco at the
begnnng and end
of the season
The track of each
hurrcane s
essentay unque
Chare - 1951
1988 - Gbert
1989- Hugo
1992 - Andrew
1995 - Lus and
Maryn
1999- Lenny,
Mtch
2001 - Mchee
Storm surges - coasta
foodng
Loss of fe, n|ury
Inesses and dseases
reated water and food
suppes
Damage to soca and
physca nfrastructure
Loss of housng/oss of roofs
Bocked, destroyed roadways
Dsturbance of soca,
economc and potca
actvtes
Losses n agrcuture and
toursm (ma|or ndustres for
Carbbean countres)
Integraton
Dependence
Cutura sharng
:%oodin- Usuay caused by
hydroogca
weather systems
such as hurrcanes
as we as tda
waves assocated
wth sesmc
actvtes
Coasta
Rverne
Fash foodng
Beze s
partcuary
vunerabe
Most wdey
reported sma
scae dsasters n
the Carbbean
Agrcutura damage
Loss of housng
Landsdes
Destructon of road and
water systems
Stng of water bodes
Drou-hts
Cree!in-
ha8ard
Mosture defcency
wth serous
mpcatons for food
producton and
surface water
suppy for a
partcuar regon
Changng weather
patterns whch
resut n excessve
bud up of heat on
the earths surface
Meteoroogca
changes whch
A-ricu%tura%
drou-ht .
insu##icient soi%
moisture
7&dro%o-ica%
drou-ht:
ow/depeted
water
storage/fow
Meteoro%o-ica%
drou-ht: we-
beow average or
Threats to heath and
nutrton such as water
borne dseases
Reducton n agrcutura
yeds and food suppy
Satwater ntruson on rvers
Depeton of ground water
stores
So eroson
Loss of bo-dversty
Starvaton, famne
Reducton n quaty of fe
Confct
affect ranfa - E
Nno (every 2-7
years)
Ranfa s affected
by sze, reef and
ocaton
norma ranfa
that spans from a
few months to a
few years.
Guyana - 1998 7
months drought
(ESNO)
Souton- emprca research;
agrcutura and and use
pannng; wse use of natura
water sources; pubc
awareness; water
conservaton; dams
5EOMOR=7OLO5ICAL
Soi% erosion
J
acce%erated
soi% erosion
Creepng
hazard
Detachment of
matera by ether
randrop mpact or
fow tracton and
ther remova by
wnd, water or
movng ce
Acceerated by
actvtes such as
deforestaton, poor
farmng technques
and unpanned
housng
Stuaton tends to
be worsened by
poverty
Reducton n so fertty
(negatvey affects
agrcuture)
Stng of water bodes (may
ncrease the chance of
foodng)
Respratory dffcutes
Lands%ides/s%
o!e #ai%ure
Typca n
mountanous
regons
Moves so,
weathered bedrock
(rgoth) or rocks
downh
Change n baance
between the pu of
gravty and the
forces of resstance
May be trggered by
sesmc actvty,
torrenta ranfa,
Accentuated by
human actvty
Resutng from
hurrcanes
Mchee and
Mtch
Bue mountans
are susceptbe
due to sope
ange and aspect
- geoogcay
young, heavy
fractured,
bedrock deepy
weathered
|udgement cff,
|amaca - 1692
Preston Lands,
|amaca - 1986
Carhom-Huxey,
Domnca - 1997
Loss of fe
Damage to property and
nfrastructure
Dsrupton of transport and
communcatons
Locazed osses of so
resources
Stng of water bodes
Dams across rvers
Foodng
Soca and economc
dspacement
Destruction
o# cora% ree#s
Barrer - Beze
Earthquakes,
hurrcanes, vocanc
eruptons, ESNO,
drought and
Beachng - Beze
1997, 1982-3
(ESNO), Goba
warmng,
Increased damage from
hurrcanes, tda waves
Threats to fshng ndustry
Reducton of marne
Frngng -
Buccoo reef n
Tobago
Atos -
desertfcaton
(sahe regon of
Afrca)
Overfshng,
bastng, budng of
marnas, mproper
sewage treatment
and dsposa,
ndustra effuents,
hot water emssons,
toursm, quarryng
dredgng
dversty
Damage to the eco system
7uman actiities< natura% ha8ards and Natura% Disasters
Importanty, human actvtes can and often:
Increase the frequency and severty of natura dsasters;
Create natura hazards where non exsted before;
Lmt the potenta of our eco-systems to mtgate the effects of natura dsasters.
:1plaining the increase in the intensity and frequency of disasters
The number of peope affected by natura dsasters rose from 50 mon to 250 mon between the
1960s and 1990s (Smth, 1996). Such was the concern that the UN decared the 1990s the Internatona
Decade for Natura Dsaster Reducton. Expanatons for ths trend ncude:
Increase n the popuaton of deveopng countres (partcuary those ocated n hazardous
areas);
Increased urbanzaton especay n deveopng countres usuay affected by unpanned and
unsafe housng deveopments;
Unsustanaby and-use practces whch ead to so eroson, andsde, mudsdes and fash
foodng;
Increased nequaty whch mts the abty of the poor to cope wth hazardous events;
Cmate change (goba warmng n partcuar) whch tends to ntensfy geographca patterns of
drought and seasona foodng.
Other human actvtes whch ncrease the ntensty and frequency of natura dsasters
Faure to heed warnng sgns
Ignorance or non-compance to reated aws, codes, standards and other reguatons
Deforestaton, cearng of vegetaton
Unstabe farmng practces such as sash and burn, overgrazng, vertca hsde poughng,
mnng, makng of charcoa, shftng agrcuture
Over-urbanzaton (extensve network of hard mpermeabe surfaces)
Modfcaton of andscapes
Tendency for most of the popuaton to be ocated n coasta areas
5enera% e##ects o# ha8ards/disasters
Destructon of nfrastructure
Interruptng economc actvtes ncudng producton
Irreversbe changes to natura resources
Infaton, ncreased pubc spendng by the government
Unempoyment
Loss of fe, n|ury
Heath rsk due to affected water and food suppy
Dsturbance of soca and other actvtes
Dsorder and ntegraton at the communty, natona and regona eves
Disaster Mana-ement
Treated as a scentfc dscpne, dsaster management "seeks to mtgate hazard mpacts through data
coecton, data anayss and hazard predcton".
"itigation Strategies
"itigation strategies are mechanisms used to reduce the negative effects of ha0ards. %hese
can ma&e the difference $et'een a ha0ard and a disaster.
Promote and use water and energy conservaton strateges
Use of modern engneerng and budng desgn
Land use pannng
Zonng
Budng standards
Promote the use of heathy farmng/agrcutura methods/technques
Reconstructng vunerabe communtes
Stabze unstabe ground
Watershed management ncudng re-afforestaton and agro-forestry
Retanng was, check dams, bundng or gabon baskets, paved drans and cuverts and evees to
reduce the chance of foodng
Secure roofs, desgn and use hurrcane pans for homes and schoos, dentfy sheters and stock
upon requred products n preparaton for hurrcanes
Educaton and awareness
Estabsh and use scentfc warnng systems
Rsk assessment (kehood of gven events and key effects of gven events)
o Hazard mappng - (maps refect spata dstrbuton, of rsk, magntude and frequency of a
varety of hazard)
o Vunerabty assessment - detaed nventores of budngs and nfrastructure
Post dsaster reef
o Evacuaton pans, provsons for food and sheter
o Spreadng economc costs more equtaby through nsurance, taxaton and grants
o Internatona ad, remttances, barres
o Report damaged uttes as eary as possbe
Estabshment of dsaster agences natonay, regonay and nternatonay (Pan Carbbean
Preventon and Preparedness Pro|ect, Carbbean Dsaster Emergency Response Agency,
Carbbean Dsaster Management Programme {operates out of the UWI)
5%eaner Artic%e
"Corrupton, Inequaty and Natura Dsasters" October 31, 2010 Sunday Geaner
Worthy of note:
- Norma hurrcane season
- Number of systems ths season
- Types and effects hghghted
- Impact of nequaty versus poverty on outcomes
- Roe of government n dsaster management
o Communty based organsaton
o Responsbty of the oca government
o Passng and mpementng reevant bs and poces
Key Ouestons
- How actve was the hurrcane season n queston?
- What are some of the man effects of natura hazards on the socety?
- How does nequaty affect the serousness/ntensty of the mpact of natura hazards?
- What s the roe of the government n dsaster management?
- What s the mpact of corrupton n ths regard?
Actiit&
Drama - Use drama showng:
- Dfferences n how the rch and the poor prepare for hurrcanes
- Copng strateges for a named natura hazard/dsaster (before, durng and after)
- Earthquake awareness and preparaton n |amaca
Actvty
Prepare and presents a skt whch demonstrates:
- Dfferences n how the rch and the poor prepare for a hurrcane;
- The soca, economc and cutura effects of hurrcanes
- The soca, economc and cutura effects of earthquakes
- Earthquake awareness among |amacans.
Essa&s ;and short ans,er *ui89
1. Outne and assess the varous methods/mechansms for respondng to any one of the foowng
envronmenta hazards/dsasters:
a. Earthquakes and vocanoes
b. Hurrcanes and droughts
2. Dscuss the vew that toursm, fshng, and farmng practces have had and contnue to have
more damagng effects on the envronment than any natura dsaster.
3. Dscuss the pont of vew that poverty greaty ncreases the potenta for hazards to become
dsasters.
4. Usng two Carbbean countres as exampes, examne the extent to whch they have deveoped a
comprehensve mtgaton strategy for deang wth envronmenta hazards.
Contri"ution o# Socia% Institutions to Cari""ean Societ& and Cu%ture
Lesson
#:
Date:
Duration:
to refne ther research paper by choosng
the most approprate meda for nterpretng
and presentng the data they w coect.
Methods/Actiitie
s:
Demonstraton
Cooperatve
essay wrtng
Student
assessment
To!ic: Essa& /ritin-
Su"to!ic:

Identfy the types of nformaton requred
for gven essays;
Use key words to show transton from one
pont to another; anayss and evauaton;
Use knowedge of paragraph composton
and essay wrtng tps to assess ther own
work.
Resource
Materia%s:
Handouts- Tps
on essay wrtng.
Lesson
#:
Date:
Duration:
to understand how each soceta nsttuton s
reated to the other nsttutons and
structures, and ther contrbutons to
Methods/Actiitie
s:
Lecture
Dscusson
Dagrams/concep
t maps
Roe pay
Case study
To!ic: Contri"ution
o# Societa%
Institutions to
Cari""ean Societ&
and Cu%ture
Su"to!ic: :ami%&
Defnton
Types
Infuence of
hstory/Expanaton
of types
Functon
Factors affectng
functon then and
now
Assessment of
contrbuton to /
nfuence/effect on
socety
Defne the term famy n ther own words;
Identfy the famy forms domnant n the
Carbbean;
Examne the ways n whch our hstory
has nfuenced Carbbean famy forms
and practces;
Anayse how the famy nfuences
ndvduas, groups and other soca
nsttutons n Carbbean socety and
cuture;
Resource
Materia%s:
Handout - Impact
of soca
nsttutons on
Carbbean
socety and
cuture
McKenz, H. and
McKenze, H.
( 1971). %he
#ari$$ean
3amily.
Socoogy for
Carbbean
Students: Socety
and Cuture.
IM=ACT O: SOCIAL INSTITUTIONS ON CARIBBEAN SOCIET> AND CULTURE
Institutio
n
:unctiona%ist
!ers!ectie
Mar)ist
!ers!ectie
Contri"utions and Cha%%en-es
:ami%& -
a soca
unt of
ndvdua
s
specfca
y reated
by bood,
marrage
or
adopton
and
nked
together
n a
speca
type of
soca
reatonsh
p,
normay
sharng a
domestc
unt.
- Nucea
r
- Extend
ed
- Snge
parent
- Sbng
The famy s
responsbe for:
- producng and
socia%i8in- new
members of
socety
- sta"i%i8in-
adu%t
!ersona%ities
- shape ndvdua
dentty and
personaty
When functona,
the famy
contrbutes to soca
order and fosters
a%ue consensus
and cu%tura%
continuit&.
Key functons
- Reproducton
and sexua
reguaton
- Socazaton
- Economc
cooperaton
The famy:
- Factates
rung cass
contro by
socazaton
nto acceptng
the status
*uo, respect
rues and obey
authorty
- Reproduces
the abour
force and
motvates the
bread wnner
to reman
empoyed
- Consume
captast
goods
- Acheves
greater contro
of women
- The famy was of prmary mportance
durng savery and contnues to be a
centra nsttuton n Carbbean socetes.
- Typca characterstcs of the A#ro.
Cari""ean famy ncude matri#oca%it&,
oose/unstabe con|uga bonds, and
predomnance of extended and snge
parent structures, ma%e mar-ina%it&, hgh
egtmacy rates and strct gendered
dvson of abour.
- Expanatons for these trends ncude
A#rican Retention (M. Herskovtz),
S%aer& (F. Frazer, F. Henrques, M.G.
Smth) and ada!tation to socio.
economic conditions.
- Eary researchers/ socia% !atho%o-ists
deemed the typca Carbbean famy
denuded and d&s#unctiona% because of
the reatve absence of the nucear form. It
was therefore bamed for many of the
soca s n socety.
- The typca Indo.Cari""ean famy s
!atri#oca%, extended and patrarcha. They
are aso characterzed by varous forms of
endo-am& and e)o-am&. These patterns
are argey expaned by retenton,
creo%i8ation and adaptaton to new
crcumstances.
- Key ssues n the Carbbean famy ncude
barre chdren, |uvene denquency,
poverty, domestc voence and chd
abuse, chdren and womens rghts, mae
margnazaton, crme n the socety and
changes n educaton and heath poces.
Education
The group
of soca
organzato
ns whch
see to the
transmss
on of
knowedge
and sks
needed for
economc
producton
Ths nsttuton s
responsbe for:
- Secondar&
socia%i8ation
- Preparaton of
persons for the
abour force -
roe aocaton
- Integraton of
members nto
socety;
sodarty,
patrotsm, vaue
consensus
- Aowng for
soca mobty,
motvatng
members of
Schoos are argey
engaged n
structura or
socia%
re!roduction.
Educaton s used
to perpetuate
rung cass
advantage.
- Through
streamin-
and other
forms of
dfferentaton
they further
the nequaty
between soca
groups
The educaton system n the Carbbean has
had ony parta success n reducng soca
nequaty n socety. In fact educaton has
been used hstorcay to renforce the dvsons
between the soca groups n the socety. Ths
nsttuton was one n whch the !%ura%ism of
whch M.G. Smth
spoke exsted, and s st evdenced today
aong soca cass nes.
Educaton s aso argey nfuenced by our
former coonsers Carbbean wde. Ths egacy
ncudes the ma|or eves of the system
(prmary, secondary and tertary), the
cassfcaton and rankng of schoos nto
tradtona (grammar) and non-tradtona
(technca/vocatona, |unor hgh), the use of
11-pus or 12-pus exams, the use of
Cambrdge exams (genera certfcate of
socety
- Promotng
vaues such as
achevement
and equaty of
opportunty.
- Brdges the gap
between the
famy and the
socety
The above s
nformed by the
assumpton that
socety s
meritocratic.
- They transmt
rung cass
deoogy and
renforce the
fase cass
conscousness
- Through the
hidden
curricu%um
the ncucaton
of the
approprate
vaues and
atttudes n the
workng cass;
- It generates a
arge poo of
unsked or
semsked
workers who
compete and
sette for ow
payng workng
cass |obs.
S&m"o%ic
Interactionists
offer smar
arguments notng
that teacher
student
re%ationshi!s,
streamng and the
teachng and
earnng s
executed often
resut n the
negatve abeng
of members of the
ower cass,
reduce the
opportuntes they
are afforded and
smpy reproduce
the soca
nequates. Both
agree that a rung
cass measurng
stck s used to
|udge a students.
Educaton), use of a vaue aden and
somewhat regous currcuum, a cose
reatonshp between the church and schoos
and even the wearng of unforms n pubc
schoos.
Attempts have been made to indi-eni8e our
schoos and consequent educaton however.
These ncude:
- The estabshment of oca unverstes,
prmary the U/I whch hep to generate
oca nformaton, deveop oca technoogy
and resources and hep to shape currcua
and syab whch are more n touch wth
the needs of Carbbean countres.
- The estabshment of the Cari""ean
E)aminations Counci% whch sets and
admnsters Carbbean based schoo
eavng exams (CSEC and CAPE), and
desgns Carbbean based syab for
students.
- Programmes smar to the =rimar&
Education Im!roement !ro-ramme
ncusve of the GSAT, across Carbbean
countres, and the ntroducton of the ROSE
programme n |amaca. These are geared
at reducng the nequaty n access to a
hgh quaty of educaton.
Many of the changes n the system have been
nfuenced by goba factors such as the
ntroducton and use of ICTs, goba standards
ncudng the Ri-hts o# the Chi%d(, free trade
and access to markets (seen n the number of
foregn students and foregn unverstes n the
Carbbean) as we as the need to adapt to a
changng goba economy.
A Carbbean countres su"sidi8e the cost of
educaton at a eves. In some countres,
educaton s unversa and offered free of cost
at a eves. In some countres however,
secondary and tertary educaton are
subsdzed rather than competey free to the
ctzen. The am s uniersa% education and
100% adu%t %iterac&.
Chaenges n our educaton system ncude
avaabty of resources n some countres,
mted enroment of students at the tertary
eve; ess than 100% adut teracy< street
chi%dren, nequaty n access to and quaty of
educaton receved across schoos, gender
nequaty and ma%e mar-ina%i8ation,
stgmatzaton of non-tradtona educaton (a
trend whch s sowy changng), nter-regona
competton, quaty of teacher tranng and of
ate, avaabty of |obs for teachers.
Institutio
n
:unctiona%ist
!ers!ectie
Mar)ist
!ers!ectie
Contri"utions and Cha%%en-es
Re%i-ion
The
pattern
emergng
from
practces
and rtuas
based on
shared
beefs
about the
sacred
For structura
functonasts,
regon does the
foowng:
- Enforces the
co%%ectie
conscience of
the socety.
- Fosters
inte-ration and
a sense of
"e%on-in- for
members of the
soca group
- Hghghts the
mportance of
socety and
thereby
ncreasng the
commtment of
members to the
socety.
(Re%i-ion is the
,orshi! o#
societ&.)
Ths
superstructura
too does the
foowng:
- Renforces the
fase cass
conscousness
and rung
cass deoogy;
- It acts as a
conseratie
#orce as t
stfes the
mpetus to
seek change;
- Acts as an
o!ium for the
sufferng
sub|ect cass;
- Is not seen as
necessary n a
perfect
communst
socety.
Regon has aways been mportant to
Carbbean peope.
- Regon embodes the entrety of the
cuture of each ethnc group n the regon.
- It was the prmary too of cu%tura%
su!!ression and assmaton durng
savery as saves were ether dened
regon or forced to practce Chrstanty.
- Ironcay, regon provded the man too%
o# resistance for Afrcans. Regon (aong
wth the famy) has been crtca to each
ethnc groups retenton /preservaton of ts
cuture.
- Regon forms the bass of the su"cu%tura%
identities of many groups n the
Carbbean.

Most of the regous forms practced n the
Carbbean today are s&ncretic; that s, they
mx Afrcan and European regous rtuas and
beefs. Exampes ncude Santera, voodoo,
candombe, Orsha, Revvasm and
Rastafaransm.
However, regon ustrates the fact that
cutura trats are ranked n a way that usuay
affords the A#ro.creo%e forms the owest
status n the pyramd (as opposed to the Euro.
creo%e).
Regon has affected our moraty, atttudes to
sex and marrage, our work ethc, economc
actvtes and aws, perceptons of heath and
eve of dscpne.
The nsttuton s chaenged argey by the
mass meda and by extenson, the force of
gobazaton. Ths has been bamed for the
growng secu%ari8ation of socety and
changes wthn many churches whch by
tradtona standards woud seem "wordy".
Eustice
S&stem
Comprses
organzato
ns and
structures
ceary
dentfed
wth soca
contro
such as
the
|udcary,
poce
force and
the
egsature.
It
admnster
s $ustice.
#air
treatmen
t o# a%%
"e#ore
the %a,2
- La,s are based
on the vaue
consensus. They
standardze the
rues agreed on
by members of
socety.
- The |ustce
system executes
the ntegraton
functon as
defned by
Tacott Parsons.
It punshes and
thereby deters
devance.
- It aso
reha"i%itates
devants.
Ths nsttuton s
used by the
bourgeose to
protect the
nterests of the
rung cass;
prmary, !riate
!ro!ert&2
- The aws are
set by and n
favour of the
bourgeose,
and unfary
punsh the
proetarat.
- Se%ectie %a,
en#orcement
resuts n an
overrepresenta
ton of
proetarats n
crme
statstcs. Ths
s despte the
fact that the
ete not ony
commt whte
coar/ete
crmes, but
they aso pay
a prmary roe
n ower cass
crmes.
- E%ite crimes
are seen as
harder to
detect, ess
severe n ther
mpact on
socety and are
underreported.
The |ustce systems of the Carbbean are
argey nfuenced by our coona hstory.
Modes of government and consequenty the
egsatve arms of most Carbbean countres
are nfuenced by ther mother countres. It s
noted too that our aws and even the poce
force were ntay desgned to suppress rather
than to protect ndvduas. For most Carbbean
common,ea%th countries, the =ri&
Counci% s the hghest court of appea
Our |ustce systems have aso been nfuenced
by goba standards/conventons such as the
unversa decaraton of human rghts and the
concept of 7uman Ri-hts. Constitutions of
the Carbbean countres guarantee naenabe
human rghts such as the rght to fe,
property, conscence, and the rght to vote
among others. These rghts t s expected are
to be en|oyed by a citi8ens by brth or
naturazaton regardess of gender, race, age,
creed or any other factor whch mght
dfferentate one ndvdua/group from
another.
The |ustce system s one of the east trusted
nsttutons n |amaca, and ts effectveness s
beng caed nto questons n other Carbbean
countres as crme rates ncrease.
Crme s a dstnct feature of |amacan socety
and s becomng probematc n other
Carbbean countres. Ma|or crmes ncude
trade in narcotics and reated crmes such
as shootng and murders. There s aso an
ncrease n sex reated crmes.
Across the regon, chaenges to the |ustce
system ncude:
- The nterregona networks whch undere
the drug/narcotcs/guns trade;
- Corrupton;
- Deays due n part to corrupton as we as
ack of resources;
- Dscrmnaton (affected by gender, race,
age, communty of resdence and soca
cass)
- Inadequate rehabtatve efforts and space
n the prson system
- Inadequate provsons for |uvene
denquents and at rsk chdren;
- Outdated aws pertanng to ssues such as
rape, homosexuaty, ncest, chd
pornography;
- Lack of fath n the system especay gven
the percepton that t s ncapabe of
functonng we;
- Confcts nvoved n estabshng the CCE
and movng away from the Prvy Counc
:ami%&
Bo) B21 Matri#oca% :ami%ies
1. Dfferentate between the concepts matrfocaty and matrarchy.
2. Identfy the terms whch descrbe the oppostes f matrfocaty and matrarchy.
3. Gve three possbe expanatons for the persstence of matrfocaty among Afrcan Carbbean
fames.
4. How f any at a s ths trat manfested among the Chnese and East Indans n Carbbean?
5. Dscuss/assess the three mpcatons that matrfocaty may have on the socety.
6. Matrfocaty s one key characterstc of the Carbbean famy. Identfy and brefy descrbe any
other two characterstcs of the Carbbean famy.
Bo) B23 Theori8in- Cari""ean :ami%ies
1. It s mped that Afrcan retenton must have nfuenced afro-Carbbean famy forms and
practces.
a. What s meant by the term "Afrcan retentons"?
b. What aspects of Afro -Carbbean famy can ths argument possby expan?
2. Assess the vadty of ths argument.
3. It s mped that the pantaton experence may be responsbe for much of the forms and
practces of the Afro-Carbbean famy. To what extent s ths dea true?
4. It has been we over a century snce savery ended.
a. To what extent can the above expanatons be consdered reevant today?
b. How ese can the Afro-Carbbean famy be expaned?
Bo) B24 The socio%o-& o# the #ami%&
1. Assess the reevance of Marxst deas about women n the famy to the Carbbean.
2. Structura functonasts hghght the mportance and necessty of the nucear structure to
ensure that the famy functons effectvey.
a. What are the functons the famy s expected to perform for the socety?
b. How necessary s the nucear structure for the famy to functon effectvey?
c. Descrbe three ways n whch the famy has and contnues to nfuence Carbbean socety
and cuture. (At east one descrpton shoud speak to ts contrbuton durng savery.)
Education
Case Study One: Insde |amacan Schoos Hyacnth Evans 2001 Unversty of the West Indes Press
Schoos are "soca nsttutons to whch socety has gven a partcuar msson to deveop the young n
worthwhe ways - to pass on knowedge and vaues, and to deveop capabtes, sks and
dspostons."
"We want our teachers to be modes of proper behavour, to teach our chdren we and to hep them be
successfu n schoo. We expect that the schoos w provde our chdren wth upward soca mobty."
One wrter notes though that the schoos estabshed n the post emancpaton era were "very nferor",
and "teachng was amost entrey by rote or sound wthout sense". The rreevant currcuum deterred
many enthusastc students and chdren.
The purpose was reay to socaze students to take ther pace n that structure through "habt,
tranng, doctrne and dscpne - not book earnng" (Turner, 1987: 60). The ams, resources made
avaabe and the currcuum have changed over the years, but many of |amacas schoos st refect
ths hstory.
1. Despte the expanson n educatona opportuntes over the years, the chdren of unsked,
manua, agrcutura and servce workers are key to |on ther parents n smar postons n the
abour market.
a. Why was the schoo seen as so crtca n the pre-emancpaton era to ex-saves and ther
chdren?
Lesson
#:
Date:
Duration:
Methods/Actiitie
s:
Lecture
Dscusson
Case Study
Debate/Roe pay
To!ic: Contri"ution o#
Societa% Institutions
to Cari""ean Societ&
and Cu%ture
Su"to!ic: Education
Defnton
Hstorca factors
nfuencng
educaton
Functons and
chaenges
Assessment of
contrbuton to /
nfuence/effect on a
socety (then and
now)
Determne/expan the purpose of forma
educaton nformed by the theoretca
perspectves;
Assess the ways n whch key hstorca
and soco-economc have nfuenced
Carbbean educaton systems;
Examne the effects of and soutons to
the ma|or chaenges faced by Carbbean
governments n provdng educaton.
Resource
Materia%s:
Handout -
Educaton n
Carbbean
Socoogy for
Carbbean
Students:
Socety and
Cuture. |amaca,
Ian Rande
Pubshers.
Additiona% Readin-
Carbbean Isands: soca and economc deveopments, 1800- 1960
b. In what ways mght ths trend descrbed above be expaned?
2. Famy background ncudes fnanca, human and soca capta of the famy (Coeman 1998).
Human capta speaks to the educaton of the parents/aduts and soca capta speaks to the
strength and nature of the reatonshp between the parents and chd. Expan how each aspect
of the chds famy background may affect hs educatona success.
3. Examne the effects the foowng factors may have on the schoos abty to deveop the young
n worthwhe ways and hep them experence soca mobty:
a. Currcuum
b. Teacher student reatonshp
c. Type of secondary schoo attended
Case Study: Hyacnth Evans (2001) - ;nside !amaican Schools (pgs 1-4)
Pannng Insttute Of |amaca (2007) - :conomic and Social Survey of !amaica
Answer the foowng questons based on the assgned readngs and your pror knowedge of the
regons educaton system.
5rou! one
1. What s educaton?
2. Descrbe at east two deas we have about how we want educaton to be organzed n the
Carbbean.
3. Identfy three ma|or ssues affectng educaton n the Carbbean today.
a. Descrbe the ssues seected ctng supportng statstcs and other evdence where
possbe.
b. Expan how dentfed hstorca factors have contrbuted to the presence of each ssue
dentfed.
c. Expan how dentfed contemporary factors contrbute to the presence of each ssue
dentfed.
d. For each ssue, suggest and |ustfy a strategy for dea wth each ssue to foster
deveopment n educaton.
5rou! t,o
4. Evauate the poston that the Confct perspectve provdes a more reevant expanaton than the
Structura functonast perspectve of Carbbean educaton systems both then (pre and eary
post emancpaton) and now.
5rou! three
5. Brefy descrbe the nature of the educaton system n the eary post emancpaton era.
6. Descrbe at east four changes whch have taken pace n the regons educaton system snce
the eary post emancpaton perod.
7. Descrbe and dentfy at east sx expectatons we have of our schoos n the Carbbean.
a. For any one of the expectatons dentfed, descrbe how any three factors affect the
extent to whch Carbbean schoos are abe to meet these expectatons.
5rou! #our
8. A ma|or functon and expectaton of schoos s that t factates soca mobty. Ths s aso true
of Carbbean educaton systems.
a. Expan how the educaton system can foster soca mobty.
b. To what extent has the educaton system n |amaca been successfu n meetng ths
expectaton? (Gve evdence to support your answer.)
c. What are some of the dfferences n quaty between schoos (prmary and secondary)
whch Gordon coud have been referrng to?
. Expan how each varabe dentfed affects the schoos abty to foster soca
mobty.
Case Study Two Box 6.4 The Socoogy of Educaton
1. Marxsts beeve that schoos operate to mantan the status quo; that s, they smpy engage n
soca reproducton. Descrbe how ths was evdenced f any at a n the foowng settngs:
a. Pre-emancpaton era
b. Post emancpaton era
c. Post ndependence era or the contemporary era.
2. Interpretvsts contend that the busness of teachng and earnng s ntensey affected by mages
we create about schoong ncudng deas about beng brght.
a. What are some of the other mages or nsttutona deas that have affected and st
affect the process of schoong n Carbbean schoos?
b. Assess the ways n whch at east two of these mages affect the teacher student
reatonshp and by extenson, the educatona success of the student.
3. Structura Functonasts see the educaton system as contrbutng to soca sodarty and
mantanng order n socety.
a. Expan what s meant by soca sodarty and soca order.
b. Descrbe at east two ways n whch Carbbean schoos/educaton systems am to acheve
ths goa.
4. Identfy and expan at east two other benefts can educaton have for the socety.
a. Evauate the possbe effects that the "nstrumenta" use of educaton by the ndvdua
may have on the socety.
Case Study Three
Box 6.5 Human Deveopment and Educaton
1. One of the ma|or postons of the human deveopment paradgm s that no one shoud be dened
educaton for any reason.
a. Identfy at east four groups whch are key to be drecty or ndrecty dened an
educaton. Dscuss the reasons the members of each group are key to have ths
experence.
b. Descrbe at east four ways n whch support for ths poston s evdenced n Carbbean
educaton systems.
2. "Knowedge s cuturay produced so that merey earnng t nvoves earnng other peopes
deas about what every one shoud know".
a. In eu of the above statement assess the mportance of the Carbbean Examnatons
Counc and the Unversty of the West Indes.
3. Dscuss the dea that the economy and by the extenson the socety have more to gan from
equty n educaton.
Regon
Debates
1. Regon must be consdered a crtca component of any deveopment strategy for Carbbean
countres. - OR- Regon must be consdered a crtca component of any crme fghtng
strategy for Carbbean countres.
2. Equty s an mpossbe dea n the context of a regous socety.
(Evdence must be drawn from both our hstorca and contemporary experences.) - OR -
Regon n the Carbbean renforces soca dfferences more than t ntegrates Carbbean peope.
3. Regon shoud be seen as nothng but an deoogca too used by one ete or another to contro
the masses of the Carbbean.
Dscuss n reaton to the ma|or regons practced n your country.
Lesson
#:
Date:
Duration:
Methods/Actiitie
s:
Lecture
Dscusson
Case Study
Debate
and Cu%ture
Su"to!ic: Re%i-ion
Defnton
Characterstcs of
Carbbean
regons/syncretsm
n regon
Infuence of
hstorca
experences
Assessment of
contrbuton to /
nfuence/effect on
socety
Identfy regons based on gven
characterstcs;
Identfy the regous beef systems
domnant n the Carbbean;
Examne the ways n whch our hstory has
nfuenced Carbbean regous forms and
practces;
Anayse how regon nfuences
ndvduas, groups and other soca
nsttutons n Carbbean socety and
cuture;
Resource
Materia%s:
Handout -
Impact of soca
Insttutons
Additiona% Readin-
Handout - regon n the Carbbean. In
Mustapha, N. ( ). Socoogy for Carbbean Students: Socety and Cuture. |amaca, Ian Rande
Pubshers.
The Eustice S&stem
Actiit&
Poston paper
1. Descrbe the orgn of our |ustce system
2. Outne the man/underyng prncpes of our |ustce system.
3. Outne at east three ma|or chaenges/dffcutes n our |ustce system.
4. Put forward a set of strateges that may be used to mprove/remedy the probems n our |ustce
system.
Or
Create a scrapbook/portfoo of 10 newspaper cppngs about the |ustce System n |amaca. For each
artce, gve your refecton/commentary on the ssue presented.
Lesson
#:
Date:
Duration:
Methods/Actiitie
s:
Lecture
Dscusson
Poston paper
and Cu%ture
Su"to!ic: Socia%
Eustice S&stem
What s soca |ustce
Underyng
prncpes/nternaton
a conventons
Orgn and
deveopment of
Carbbean crmna
|ustce systems
Theoretca
perspectves
Assessment of
contrbuton to /
nfuence/effect on
socety (then and
now)
Examne the ways n whch our hstory
has nfuenced Carbbean soca |ustce
systems
Evauate how key factors mt the
potenta of Carbbean soca |ustce
systems;
Suggest ways n whch ma|or chaenges
to Carbbean soca |ustce systems;
Anayse how the soca |ustce system
nfuences ndvduas, groups and other
soca nsttutons n Carbbean socety
and cuture;
Evauate the cutura reevance of the
Unversa Decaraton of Human Rghts
(pg 189 of text)
Expan the functons of the consttuton
(reguate govt, outne ctzens rghts and
responsbtes; outnes aws and
assocated sanctons)
Resource
Materia%s:
Handout -
Impact of soca
Insttutons
Man Text - CAPE
Carbbean
Studes: An
nterdscpnary
approach
Im!act o# 5%o"a% Interactions
Gobazaton may be seen as an ntense eve of tme and space compresson fostered by advanced
technooges and new deooges apped to trade, communcaton and trave.
The Levn Insttute defnes t as "a process of nteracton among the peope, companes, and
governments of dfferent natons; a process drven by nternatona trade and nvestment and aded by
nformaton technoogy.
Lesson
#:
Date:
Duration:
to understand how to nterpret and dscuss
the fndngs of ther soca research by
hghghtng the key eements of each
secton.
Methods/Actiitie
s:
Readng and
evauaton
exampes from
the text;
Demonstraton
Lstng and
categorzng
To!ic: Socia%
Research
Su"to!ic:
Interpretaton of
fndngs
Dscusson of
fndngs
Propery sequence ther nterpretaton and
dscusson to refect the ob|ectves of the
research;
Make nks between dfferent parts of the
research desgn as t reates to the data
nterpreted and dscussed.
Resource
Materia%s:
Man Text - CAPE
Carbbean
Studes: An
nterdscpnary
approach
Handouts-
a. IA outne
Lesson
#
Date:
Duration:
to understand how varous aspects of our
nteractons wthn our goba envronment
have and contnue to shape Carbbean
socety and cuture and gude them n
assessng usefu ways n whch we can and
have been copng.
Methods/Actiitie
s:
Dscusson
Lecture
Student
presentatons
PPT
To!ic: Im!act o#
5%o"a% Interactions
and cu%ture
Su"to!ic:
;introductor&9
Understandng
gobazaton
Defnng
gobazaton
o Dmensons
and
characterstc
s of
gobazaton
Factators of
gobazaton
o Technoogy,
trade,
deoogy,
organzatons
Begnnng of
Carbbean-goba
nteractons
Defne gobazaton after examnng the
key features of contemporary
gobazaton;
Descrbe the varous dmensons of
gobazaton;
Assess how the dentty of Carbbean
peope has been nfuenced by
coonasm;
Evauate the ways n whch mutnatona
corporatons and mutatera
organsatons factate gobazaton;
Expan how coonasm and mperasm
have shaped the nature of Carbbean
goba nteractons;
Resource
Materia%s:

Man Text - CAPE
Carbbean
Studes: An
nterdscpnary
approach
Additiona% Readin-s
Berna, L.R. (1999). The Carbbean n the nternatona system: Outook for the frst twenty
years of the twenty-frst century. In Benn, D. & Ha, K. (2000). (Eds.) Contendng wth Destny:
The Carbbean n the 21
st
Century. (pp. 295 - 325). |amaca, Ian Rande Pubshers.
Actiit&
Cari""ean 5%o"a% Interactions
Create a conce!t ,e" to summari8e the !henomenon o# Cari""ean -%o"a% interactions2
7eadin-s on &our ,e" shou%d inc%ude:
- Defnton
- Key features of gobazaton
- Carbbean nducton nto the goba economy
- Effects of gobazaton -
- Effects of Carbbean goba nteractons on the regon and on extra-regona countres
- Theoretca expanatons
- The way forward for Carbbean countres
Ti!s
- Use t as a too to summarze the nformaton you have garnered
- Use bueted ponts
- Use nes/arrows, brackets and other toos to show how dfferent concepts are reated
Cari""ean Induction into 5%o"a%i8ation
- Began wth European mperasm whch ed to the coonzaton of the new word;
- Coonasm s the potca, economc and cutura contro/domnaton of one naton by
another.
- For us, ths ed to the estabshment of pantaton socetes premsed on the pantaton
system of producton and savery. George Beckford descrbes the contemporary resut as
pantaton socety. They are otherwse known as !ost.co%onia% societies: ex-coones of
European countres sgnfcanty charactersed by the egacy of the pantaton system.
The Ne, 5%o"a%i8ation
Ths s dfferentated from earer forms of gobazaton as t s more ntense due to technoogy and
other factatng factors. It s further dstngushed by the emergence of a goba vage and a goba
cuture.
Key components ncude:
Economc
Transnatona companes/Mutnatona Corporatons
o In 2001, the 200 argest TNCs empoyed 3% of the words popuaton and were
responsbe for 28% of goba economc actvty.
o The three rchest men (2001) (a owners of technoogy orented companes) together
owned weath equvaent to the GDPs of the words 43 poorest countres.
o These are crtca as they appear to transfer weath and contro from the hands of
governments and members of the prvate sector. In so dong they threaten the autonomy
of the sate for smaer countres n partcuar.
o They aso mpact abour, movement, the use of resources and the enforcement of the
goba cuture.
Mutatera Organzatons
o Formed between three or more natons to address specfc ssues of common nterest.
o Potca and economc power account for much of what happens n these organzatons
(G-8 countres)
o They drect/govern n the specfed areas across the gobe based on decsons made by
the member countres.
o WTO, IMF, IBRD/Word Bank, ILO, UN, WHO and FIFA for exampes
o These organzatons tend to be guded by what are now consdered goba deooges such
as;
Fundamenta human rghts;
Free market/market berazaton/ TNA- There s No Aternatve to free market
captasm!
Trade Bocs - These are agreements between countres to reduce barrers to trade between
partcpatng partes. These ncude:
o Free Trade Areas- nvoves ony remova of barrers between member countres wth no
common poces for deang wth non-members. NAFTA(Canada, Unted States of Amerca
and Mexco)
o Customs Unon - dfferentated from the free trade area by the use of a "common
e)terna% tari##". (ASEAN - West Germany, France, Itay, Begum, Netherands,
Luxemburg)
o Common Market - Ths nvoves the remova of a%% nterna barrers as we as the use of a
common externa pocy.
o Monetary Unon - ogca step from a customs unon. Ths nvoves the coordnaton of
monetary poces ncudng taxes.
o Potca unon - approxmated by the European Unon.
Essentia%%&< the !%a&ers in the -%o"a% settin- are not sin-%e countries or
indiidua%s< "ut increasin-%& !o,er#u% "%ocs2
Emphass on effcency
Potca
Emphass on democracy
Neo-bera free market poces
Trade treates
Cutura
Mass consumpton
Cutura mperasm
o Name brand marketng
o Cabe
Musc
Foods and festvas - entertanment and cutura expresson
Goba cuture and cutura unversas
Ideoogca
Envronmenta
Transnatona mpact of ecoogca damage
Internatona/transnatona response to envronmenta damage
o Kyoto protoco (aso see nternatona cv avaton organzaton)
o CCCC - CARICOM Cmate Change Centre
Informaton and Communcaton Technooges (ICTs)
Eectronc communcatons and ar trave
Changes abour/workng word and persona/domestc actvtes
Changes content and quaty of as we as access to educaton
These aso hep to shape the goba cuture, spread cutura mperasm essentay ntensfy the
magntude of gobazaton.
The creator o# ICTs set the standard are a"%e to maintain a -%o"a% adanta-e2
Im!act o# 5%o"a%i8ation
Lesson
#
Date:
Duration:
understand how varous aspects of our
and cuture and gude them n assessng
usefu ways n whch we can and have been
copng.
Methods/Actiitie
s:
Dscusson
Lecture
Student
presentatons
Case study
To!ic: Im!act o#
5%o"a% Interactions
and cu%ture
Su"to!ic:
Infuence on Goba
Interactons
Consumpton
patterns
Creatve
expressons
Educaton
Evauate/assess the nfuence of extra-
regona countres on the consumpton
patterns, creatve expressons and
educaton n the Carbbean;
Evauate/assess the nfuence of Carbbean
countres on the consumpton patterns,
creatve expressons and educaton n
extra-regona countres.
Resource
Materia%s:

Man Text - CAPE
Carbbean
Studes: An
nterdscpnary
approach
Handout -
Additiona% Readin-s
st
Lesson
#
Date:
Duration:
understand how varous aspects of our
and cuture and gude them n assessng
usefu ways n whch we can and have been
copng.
Methods/Actiitie
s:
Dscusson
Lecture
Student
presentatons
Case study
To!ic: Im!act o#
5%o"a% Interactions
and cu%ture
Su"to!ic:
Infuence on Goba
Interactons
Potca nfuences
Sport
Regon
Evauate/assess the nfuence of extra-
regona countres on the
government/potcs, sport and regon n
the Carbbean;
Evauate/assess the nfuence of Carbbean
countres on the government/potcs, sport
and regon n extra-regona countres.
Resource
Materia%s:

Man Text - CAPE
Carbbean
Studes: An
nterdscpnary
approach
Handout
Additiona% Readin-s
st
Some e##ects o# Cari""ean 5%o"a% Interactions
Creatie E)!ressions
Su$languages n the regon:
Kweo - French
Patos - Engsh and sometmes French
Papameto - Afrcan, Spansh,
Portuguese and mosty Dutch
These are popuary used n songs, poems,
terature and musc.
<ances
Zoue - Found n the French sands. It s a
verson of the ambada whch mxes reggae,
sasa and merrnge.
"usic
Content of oca musc/yrcs affected by
goba processes - more emphass on the
popuar rather than soca and potca
commentary;
Reance on technoogy to produce dgta
sounds
Incorporaton of stee pan n rap
New forms of access - booteggng,
nternet, pods etc
3estivals
Imported materas for carnva and other
costumes
Computer generated mages of costumes
Technoogy based reproducton of musc
repacng musc trucks
Move from mass revery to
etes/excusveness based on cost of
carnvas
3estivals cele$rated a$road
Canada - Carbana
Germany - Carnva of the cutures (Bern)
Amerca - Labour Day festva (New York)
West Indan Day Parade
Sydney Bacchana - (Austraa)
Actiit&
Wth the ad of your text-books, expore other nfuences of Carbbean-goba nteractons by
competng the attached tabe.
Im!act o# the Cari""ean on e)tra.re-iona% countries
Area o# In#%uence Eidence o# In#%uence Ea%uation
=o%itics and
5oernment
- Immgraton aws
- Ant -govt stance of mmgrants
- Legsatons - affected by
mmgrant obby and nterest
groups
- Canddacy n foregn eectons
- Votng rghts to naturazed
mgrants
Econom& - Productvty - farmers and
entrepreneurs
- Tax - ncreased government
revenue
- Imports - Carbbean peope
buyng ther exports ncreases
ther ncome
- Cheap abour
Socia% - Technoogy affects
communcaton patterns,
transfer of norms
- Affects the aws and |ustce
system
:estia% Nottng H - worthwhe response to
raca confct
Labour day - hep cope wth
homesckness
Carbana - came out of Canadas
centenary ceebratons; began as a
hertage pro|ect
Empoyment, ntegraton,
cutura dffuson and
reatvsm; marketng of
Carbbean cutures/toursm
Rastafaransm Show casng Carbbean cuture
Economc- promotng and popuarsng
festvas; toursm and art
Has gven mpetus to other soca
movements
Res!onse to the -%o"a% Cha%%en-e
- Resstant cutures
- Regona ntegraton - trade bocs e.g. CSME
- Indgenous commodtes and nche markets (marketng products such as brand
|amaca, reggae and other Carbbean musc forms)
The arts and !o!u%ar cu%ture
Arts and popuar cuture have aways been nstrumenta n the expresson of who Carbbean
peope are and the preservaton and evouton of ther cuture. They prove benefca as
they foster crtca anayses of our norms and vaues; they hghght the need for
dscrmnaton n our goba exchanges and are aso a ma|or source of ncome for many
Carbbean peope.
Arts - expressons of human creatvty such as drama, terature, pantng, scupture,
archtecture, dance and musc.
Popuar cuture -Speaks to the vernacuar or cooqua/the peopes cuture usuay
dssemnated va the mass meda, magaznes, teevson, rado, Internet. It s argey the
resut of the nteracton between meda ndustres and ther consumers and most typcay
appea to a broad spectrum of the pubc. They "are accessbe to produced by, and en|oyed
by the ma|orty of the peope n socety and thereby refect certan key symbos, rtuas
representng some of our deepest vaues and beefs.
Exampes - festvas, carnvas, sports, fashon and har styes.
Contri"ution o# Art and =o!u%ar Cu%ture to Cari""ean Dee%o!ment
32 =ortra&in- the Cari""ean e)!erience
- Exampes - Edna Maney, Ear Loveace, Derek Wacott, Vda Napau, Bob Marey,
Bende Hymes (panter)
- They umnate our physca and soca envronments and the emotona experence of
beng Carbbean. Exampe Derek Wacott work, 4slands /for :argaret0 ;<5H
- In refectng our hstorca experence they ad us n anaysng and nterpretng varous
features of Carbbean hertage.
o One exampe Edna Maneys #egro !roused ;<'= whch refected the movement
of the suppressed back peope engaged n the abour rots of the 1930s.
Exhbted nternatonay t gave voce to the peopes protest as we as to the
needs and strengths of Carbbean peope.
o George Lammngs 1963 work "he Ileasures of e2ile had smar effects
showcasng our strugge aganst cutura oppresson and the recamng of our
voce despte mtatons posed by a European vocabuary.
o The Mghty Sparrow documents through caypso, the strugges of the
steebandsmen for acceptance by ete socety.
- They aso refect our experence of exe and otherness.
o The concern here s wth beng removed from our homeands as we as varous
forms of excuson from manstream fe. An exampe here s Bob Mareys
Redemption Song.
42 Criti*uin- the Cari""ean
- Here authors such as Vda Napau ("he Suffrage of Elvira, ;<=C0 pretentous, rdcuous
and deusona we sometmes are.
- Others such as |amaca Kncad (Eucy, ;<<;0 examne the reevance of soceta
nsttutons, nfuenced as they were by our coona experences.
- Today, musc of varous genres provdes commentary on soca structures, the potca
systems and other mportant ssues affectng fe n the Carbbean. Exampes ncude
Bu|u Bantons "+eportee% /things change0 and -@ntold Stories%.
Au"re& Cummin-s
- =Not only a musician of a generation2 he is a cultural hero4- #.
>i$ert #am$ridge9h.<
- Guyanese
- 1947 - 2010
- Gutarst, vocast, bandeader
- Aso drew; |oned the group Bumbe and the Sants n 1965
- Popuar work -A fower named |une, Annae, Thnk Im n ove, Chdren of
Sanchez, composed the song West Indan Peope for Carfesta 1981,
- 1984 and 1985 - best vocast award n Barbados, won przes at song
festvas put on by the CBU
Paue Marsha - "Afrca, Barbados, Brookyn -- that's the trange that defnes me
and my work," (Tmes Topcs)
- Born to Barbadan parents n Brookyn NY, 1929
- Gven name - Vaenza Paune Burke
- Educated n Amerca
- |ournast, essayst, short fcton wrter, educator
- Poetry, prose,
- Awards -
o Is a MacArthur Feow
o Wnner of Dos Passos Prze for terature
o Rosentha Award for the Natona Insttute of Arts and Letters for
Sou Cap Hands and Sng (1961)
o Before Coumbus Foundaton Amercan Book Award for Prase
song for the Wdow (1984)
o
- Work - "From the poets n the ktchen", Brown Gr, Brownstones (back
emgrant experence n Amerca), The Chosen Pace, The Tmeess Peope,
Prase Song for the Wdow, Daughters
- Issues - use of anguage, Amercan to Afrcan/Amercan Carbbean and Pan-
Afrcan sensbty, mdde passage n reverse, confrontng Afrcan hertage,
emgraton, femnst ssues from an Afrocentrc perspectve
Ber&% McBurnie ' The :irst Lad& o# Dance
- 1915 - 2000, Trndad
- Dance, choreography and teachng
- Estabshed the "Ltte Carb Theatre" (1948)
- Works/peces - A trp through the Tropcs soundes Sons o Fun, Bee,
- Promoted Trndadan art and cuture through dance and theatre
- Emphaszed and taught fok dance concentratng n the "hstory and fe of the
ordnary peope"
- Consdered a foremother of Parang musc (fok musc nfuenced by Venezueans of
Amerndan and Afrcan descent who moved to Trndad)
- Encouraged oca muscans and artsts, the frst to put a stee band on stage (then
they were betted and not seen as rea muscans)
- The performance of her troupe n openng of the Federa Parament n Canada n
1958 nfuenced the estabshment of Carbana festva n the 1960s and the
apprecaton for Carbbean cuture n Canada.
- Awards
o 1?@ - 5rder of the Aritish :mpire ,5A:-
o Doctor of Laws , The Unversty of the West Indes;
o Hummng Brd God Meda , The Repubc of Trndad and Tobago;
o Trnty Cross , The Repubc of Trndad and Tobago
Martn Carter
- 1927 - 1977 - Guyana
- Poet, ecturer - Creatve Wrtng at the UG
- Potca nvovement
o Imprsoned by the Brtsh Government for spreadng dssenton ; partcpated
n Peopes Progressve Party processon (was aso arrested for the same), ran
for eectons n the frst unversa adut suffrage eectons n B. Guana, hunger
strke n prson
- Themes - potcs, protest, resstance, revouton
- Peces - The H of Fore Gows Red (frst 1951), Ths s the Dark Tme My Love, The
Indan Woman, Poems of Resstance from Brtsh Guana (coecton), An Ode to
Mdnght, Poems of Prson (coecton), Poems of Affnty, Poems of Successon
- Awards
o 1989 Guyana Prze for Lterature
o 1994 Order of Rorama for outstandng contrbuton to terature
o 1996 Gabrea Mstra Inter-Amercan Prze for Cuture for contrbuton
to terature
Raston Rex Netteford (OM |amaca)
- 1933 - 2010, |amaca
- Schoar, soca crtc, choreographer, artstc drector (Unversty Sngers), cutura
hstoran
- Founded the Natona Dance Theatre Company of |amaca,
- Hs 1961 study on the Rastafaran dd much to change the percepton of the group
and ther consequent ntegraton nto the socety
- Works - Boonguzu, The Crossng", Mrror Mrror (1969), Maney and the new
|amaca, Roots and Rythms, Carbbean Cutura dentty, The Unversty of the West
Indes: A Carbbean Response to the Chaenge of Change (wth Sr Php Sherock),
Inward Stretch, Outward Read: A voce from the Carbbean
- Themes - Carbbean cutura dentty, hstory, fokore and potcs, Carbbean
deveopment and change
- Awards - too many
o OCC - Order of the Carbbean Communty
o Order of Mert
o Fourteen honorary degrees from unverstes
Louse Smone Bennet-Coverey - |amacas Frst Lady of Comedy
- 1919 - 2006 - |amaca
- Poet, Fokorst, wrter, educator, actress
- Lterary recognton for the daect of her country
- Songs - Day dah ght, "|amacan Fok Songs Chdrens |amacan Songs, Carfesta
Rng Dng, Yes m Dear
- Poems - Coonsaton n reverse, Dry foot bwoy,
- Themes - regon and phosophy of Carbbean peope, wt, |oys and sorrows of
Carbbean peope, soca and potca fe
- Awards
o OM, O|,
o Most Exceent Order of the Brtsh Empre
o Musgrave sver and god Medas (Insttute of |amaca)
o Norman Maney Award for Exceence (n the fed of Arts)
Derek Wacott
- 1930 - St. Luca
- Poet, paywrght, art crtc
- Founded the Trndad Theatre Workshop - 1959
- Professor of Poetry (Unversty of Essex)
- Work - "In a Green Nght" (coecton), The Prodga Son, Omeros, "Dream on
Monkey Mountan, Crossroads, Drums and Coours: an epc drama"
- Themes - ceebratng Carbbean hstory, the effects of coonasm and post-
coonasm, anguage, power and pace
- Awards
o Nobe Peace Prze for terature (1992)
o T.S. Eot Prze
o MacArthur Feowshp
o Commonweath Award of Dstngushed Servce
Worthy of Note - UWI Extra Mura Department
:actors ,hich a##ect ho, the re-ion co!es ,ith -%o"a%i8ation
Inequates ( soca, potca, economc {technoogca})
Mutatera organzatons - trade bocs, governng bodes, mutatera agreements
and conventons
Low eves of regona ntegraton
Nature of governments
Ouaty of abour force
Hstory - bamed argey for much of the nta dsadvantages faced by Carbbean
countres. The egacy ncudes:
o Dependence - potca, economc, soca
o Lmted economc dversty
o Lmted research, resource and technoogy - mted generaton of knew
reevant technca knowedge
o Cutura and soca nferorty
o Insuarty and nterna competton
The resut s that Carbbean countres are:
Aways catchng up
Aways assmatng
Faced wth an ncreasng gap between our current and our desred poston
G-8 countres
France
Germany
Itay
|apan
Unted Kngdom
Unted States
Russa
The European Unon s represented
wthn the G8.
G20
The G-20 represents 85% of the word's gross domestc product (GDP) and comprses the
seven ma|or ndustrazed natons-Brtan, Canada, France, Itay, |apan, Germany, and the
Unted States-pus Argentna, Austraa, Braz, Chna, Inda, Indonesa, Mexco, Russa, Saud
Araba, South Afrca, South Korea, and Turkey. It aso ncudes the 27-naton European Unon,
represented by France, whch hods the rotatng EU presdency. Both the IMF and Word Bank
partcpate.
Kyoto Protoco
The Kyoto Protoco s an nternatona agreement nked to the Unted Natons Framework
Conventon on Cmate Change. The ma|or feature of the Kyoto Protoco s that t sets bndng
targets for 37 ndustrazed countres and the European communty for reducng greenhouse
gas (GHG) emssons .These amount to an average of fve per cent aganst 1990 eves over
the fve-year perod 2008-2012.
The ma|or dstncton between the Protoco and the Conventon s that whe the
Conventon encoura-ed ndustrased countres to stabze GHG emssons, the
Protoco commits them to do so.
Recognzng that deveoped countres are prncpay responsbe for the current hgh eves of
GHG emssons n the atmosphere as a resut of more than 150 years of ndustra actvty, the
Protoco paces a heaver burden on deveoped natons under the prncpe of "common but
dfferentated responsbtes."
The Kyoto Protoco was adopted n Kyoto, |apan, on 11 December 1997 and entered nto
force on 16 February 2005. The detaed rues for the mpementaton of the Protoco were
adopted at COP 7 n Marrakesh n 2001, and are caed the "Marrakesh Accords."
The +&oto mechanisms
Under the Treaty, countres must meet ther targets prmary through natona measures.
However, the Kyoto Protoco offers them an addtona means of meetng ther targets by way
of three market-based mechansms.
The Kyoto mechansms are:
Emssons tradng - known as "the carbon market"
Cean deveopment mechansm (CDM)
|ont mpementaton (|I) .
The mechansms hep stmuate green nvestment and hep Partes meet ther emsson
targets n a cost-effectve way.
Monitorin- emission tar-ets
Under the Protoco, countresactua emssons have to be montored and precse records have
to be kept of the trades carred out.
Regstry systems track and record transactons by Partes under the mechansms. The UN
Cmate Change Secretarat, based n Bonn, Germany, keeps annternatona transacton og to
verfy that transactons are consstent wth the rues of the Protoco.
Reportng s done by Partes by way of submttng annua emsson nventores and natona
reports under the Protoco at reguar ntervas.
A compance system ensures that Partes are meetng ther commtments and heps them to
meet ther commtments f they have probems dong so.
Adaptaton
The Kyoto Protoco, ke the Conventon, s aso desgned to assst countres n adaptng to the
adverse effects of cmate change. It factates the deveopment and depoyment of
technques that can hep ncrease resence to the mpacts of cmate change.
The Adaptaton Fund was estabshed to fnance adaptaton pro|ects and programmes n
deveopng countres that are Partes to the Kyoto Protoco. The Fund s fnanced many wth a
share of proceeds from CDM pro|ect actvtes.
The road ahead
The Kyoto Protoco s generay seen as an mportant frst step towards a truy goba emsson
reducton regme that w stabze GHG emssons, and provdes the essenta archtecture for
any future nternatona agreement on cmate change.
By the end of the frst commtment perod of the Kyoto Protoco n 2012, a new nternatona
framework needs to have been negotated and ratfed that can dever the strngent emsson
reductons the Intergovernmenta Pane on Cmate Change (IPCC) has ceary ndcated are
needed.
The two-way nfuence of Carbbean-
Goba nteractons
Actiit&: Com!%ete the ta"%e "e%o,2
Area o#
In#%uence
Cari""ean(s in#%uence on e)tra.
re-iona% countries
In#%uence o# e)tra.re-iona% countries
on the Cari""ean
=o%itics and
5oernment
Econom&
Socia%
:estia%
=o!u%ar Arts
and Cu%ture
Re%i-ion
S!orts
Tourism
Area o#
In#%uence
Cari""ean(s in#%uence on e)tra.
re-iona% countries
In#%uence o# e)tra.re-iona% countries
on the Cari""ean
=o%itics and
5oernment
Power to obby
Changes n deportaton and mmgraton
poces
Strength to ant-communst groups n
the USA (Cuba)
Extradton exercses (Chrstopher Coke)
Partcpaton n nternatona
crmes/effects of nternatona crmes -
otto scammng, drug trade, human
traffckng and money aunderng
Econom& Empoyment / bran gan
Socia%
:estia%

=o!u%ar Arts
and Cu%ture
Re%i-ion Rastafaransm
Dress, symbos, coour, beefs, deas
and prncpes
Carbbean studes and cutura studes n
foregn schoos
S!orts Opportuntes to gan recognton through
tradtona and non-tradtona sports
Tourism
Essa& Cuestion
1. Descrbe the factors that have ed Carbbean mgrants to make a home away from home.
20 marks
Actiit& . Case Studies
http://www.geographyatheway.com/b_geography/b_gobazaton/magesetc/gobazaton.|pgpp
'%amine the cartoon and comment of the following.
- Ahat method(s) of cultural diffusion (and
other forms of sharing) are evidenced in
or can be inferred from the cartoonM
- The cartoon is entitled 48roblems of
6lobali*atio5. Ahat are the problems of
globali*ation evidenced in the cartoonM
- Ahat conclusions can we draw about the
culture of the global village based on this
cartoonM
pcture one
https://segueuserfes.mddebury.edu/amst0704a-s08/gobazaton-uber-aes.|pg
Pcture two
Bse the above figure$illustration to answer
the following questions.
1. Ahat are some of the facilitators of
globali*ation as evidenced in the
cartoonsM
0. Ahat are some of the main
commodities traded in the global
economyM
=. Describe three threats to ob
security evidenced in the cartoon
H. Ahat is implied about the division of
labour$levels of production across the
global villageM
C. Ahat are some of the social effects
of globali*ationM
http://www.ykuusa.org/engsh/whycross/gobazaton.|pg
Pcture three
http://www.purgatorus.org/Archves/|u-Sep%20Images/Gobazaton.|pg
Comment on the #o%%o,in-
"ased on &our e)amination o#
the cartoon2
1. Comment on what s nferred
from the foowng eements
n the cartoon:
a. Bumper stcker
b. The tte gr hodng
the fower
c. The etters on the
mans te
2. What s the man effect of
gobazaton dentfed n the
cartoon?
3. What s/are the man
cause/causes of the probem
dentfed?
Ans,er the #o%%o,in- *uestions
"ased on &our e)amination o# the
cartoon2
1. What are the
characterstcs/features of
gobazaton evdenced n the
cartoon?
2. What are the roes of organzatons
such as NAFTA and the WTO?
3. What s mped by each of the
foowng?
a. The sze of corporate
Amerca reatve to the
others n the cartoon;
b. The contents n the hands
of corporate Amerca
Pcture four
http://www.zazona.com/ShameH1B/mages/Humor/MutnatonaPedge.|pg
=icture #ie
Pcture two
- Goods sod - Prescrpton drugs, furnture, abour, entertanment, recreaton, cothes, energy
- B Gates - autonomy, weathy captasts, chaenge to the potca and economc authorty
of others
- Cooperatve gun nuts - nternatonazaton of crmna networks
- Trade unons - reduce proft and expotaton; are consdered probematc and a deterrent to
nvestors
- FTAA- Trade bocs - typca of goba economcs; empowers aready rch countres as we as
captasts
- Free o - extracton of resources , provson of raw materas - prmary producton
- Home depot umber yard - prmary eve producton
- Your former |ob - outsourcng
- Mght as we move t coser - growng nfuence of goba deoogy (see Cuba)
- Toxc dump - envronmenta hazard
- Whoppers and bg macs - MNCs, cutura mperasm,
- K-Mart cothng ne - mports, change n cutura vaues, stfng of oca economes
- Dependence - post and neo-coonasm
- Technoogy - factory farms (genetcay modfed foods)
Pcture three
- Mutatera organzatons and trade bocs work hand n hand to enhance the captasts
poston
- Free trade s the accepted economc mode; but t s more benefca to frst word countres
and captasts than t s to unsked and to the thrd word.
- Trade unons are ess powerfu, workers ose ther rghts
- Thrd word workers are expoted for ther abour
Pcture four
- Envronmenta damage resutng from nstrumenta approach to natura resources;
- Goba reach of the negatve effects of frst word actvtes
- Expotaton va MNCs and INCs
- Negatve mpact of technoogy
- Fast pace of gobazaton
Pcture fve
- Cheap abour, poor workng condtons
- Free trade
=resentations
Usng exampes and ustratons assess the varous ways n whch any one of the foowng aspects of
socety and cuture of both regona and extra-regona countres has been affected by goba
nteractons/gobazaton. (Bear n mnd both coona and post coona/contemporary experences.)
Potcs and government
Toursm
Sports
Cutura/creatve expressons
Consumpton Patterns
Regon
Educaton
For each, speak to the drecton n whch the nfuence s greater.
Im!rom!tu De"ate
1. The |amacan economy woud have been better off today had Mchae Maney not mpemented
socast poces n |amaca n the 1970s.
2. Toursm s generay more harmfu that t s benefca to our soca deveopment.
3. Women have been |ust as essenta or crtca to Carbbean deveopment as men.
4. An open/free market economy s more conducve to human deveopment than a panned
economy.
5. Natura hazards/dsasters are the bggest threats to regona deveopment.
6. Our musc cuture ceary refects the domnance of extra-regona bodes on our expressve
cuture.
7. Industrazaton by nvtaton s an nherenty fawed strategy for deveopment.
Cui8/test
Coona and post-coona socety
1. Defne the term postcoona socety. 2 marks
2. Defne the term "neo-coona socety". 2 marks
Carnvas
1. State one possbe source of the orgn of the carnva n the Carbbean. 1 mark
2. Identfy two perods/seasons n whch carnvas usuay occur n the Carbbean. 1 mark
3. State two events that carnvas n the Carbbean are used to ceebrate. 2 marks
4. Identfy one ma|or extra-regona factor whch has nfuenced Carbbean carnvas n the
contemporary perod. 1 mark
5. Descrbe one way n whch technoogy has nfuenced the nature of carnvas n the Carbbean.
2 marks
6. Identfy four types of theatre arts found n the Carbbean. 4 marks
1. Gve four exampes of technques used n oca theatre that refect Brtsh/Amercan theatre.
4 marks
2. State one effect of decoonzaton on the fok varety of theatre arts n the Carbbean. 2 marks
3. State one ma|or theme refected n theatre arts n the post ndependence era. 1
mark
4. Identfy three Carbbean wrters whose work refected a concern wth dentty ssues n the
Carbbean. 3 marks
5. Name two exampes of fokore characters n rura or fok drama. 2 marks
6. Expan any two of the foowng technques used n theatre arts n the Carbbean:
a. Doube entendre
b. Pcong
c. Ca and response
d. Fok characters
4 marks
7. State one fact about each of the foowng Carbbean wrters:
a. |amaca Kncad
b. Ear Loveace
c. Vda Napau 3 marks
8. Identfy two pays by Derek Wacott. 2 marks
9. State one reason Derek Wacott s consdered a coona paywrght. 2 marks
10. State fve ways n whch fok cuture s used by Derek Wacott n hs theatre productons.5 marks
11. Identfy one way n whch extra-regona nfuence s evdent n Derek Wacotts work. 2 marks
Festvas
1. Name two Chrstan festvas affected by western cuture. 2 marks
2. State one reason Hndu festvas are not sgnfcanty affected by western cuture. 2 marks
3. Identfy two meda through whch oca festvas are nfuenced by extra-regona cutures.
2 marks
Consumpton patterns
1. Expan the nfuence of mercantst aws on consumpton patterns n the Carbbean n ts eary
hstory. 3 marks
2. Identfy two reasons for changes n the ma|or sources of nfuence on our consumpton patterns.
2 marks
3. Descrbe one way n whch we have responded to the domnance of extra-regona goods and
servces n our oca markets. 2 marks
4. Descrbe two ways n whch we have responded cutura mperasm. 4 marks
Musc
1. Identfy three Carbbean musc forms whch are characterzed by resstant themes and dentfy
the country of orgn for each. 3 marks
2. Expan how the Second Word War mpacted on the deveopment of the stee pan. 2 marks
3. Why s the stee pan consdered a resstant cutura form? 2 marks
4. Identfy at east three ma|or stee bands whch exsted n Trndad and Tobago. 3 marks
5. Identfy the frst genre of musc recorded n |amaca. 1 mark
6. What other musc forms nfuenced the genre dentfed n queston fve? 2 marks
7. In whch decade dd ska emerge? 1 mark
8. Gve one dfference between reggae and rock steady. 1 mark
9. Identfy one use of caypso as used by eary caypsonans. 1 mark
10. State two varatons of caypso. 2 marks
11. Expan how toastng and rap are reated? 2 marks
12. Identfy three themes whch tend to be domnant n caypso. 3 marks
13. Descrbe one nfuence of a named extra-regona source on Carbbean musc forms. 3 marks
Cunary practces
1. Descrbe the context of the ntroducton of sat fsh to the Carbbean. 2 marks
2. Identfy one country n whch pg ears s eaten. 1 mark
3. Descrbe the coona nfuence on how anma parts are vewed as food tems. 2 marks
4. Identfy two food tems whch are typca of a Carbbean countres due to the nfuence of
coona nfuence. 2 marks
5. State two peces of evdence for French nfuence on our cunary practces. 2 marks
6. Identfy the orgn of aoo choka. 1 mark
7. Lst four cunary tradtons whch are egaces of the Carbs. 2 marks
8. Identfy two food tems or cunary practces that are nked to Brtsh cunary tradton. 2 marks
9. State three factors that expan why Amercan fast foods are so popuar n the Carbbean.
3 marks
Potca Infuences
1. What s the sgnfcance of membershp to the commonweath? 2 marks
2. Why s there no separaton of powers n the Westmnster mode of paramentary government?
2 marks
3. Why dd the Engsh speakng Carbbean adopt the above mode of government? 3
marks
4. What was the sgnfcance of "Operaton Urgent Fury" for the Unted State of Amerca? 3
marks
5. Gve one reason Carbbean countres face dffcuty n estabshng communst governments.
2 marks
Sports
1. Identfy one commonaty between the ma|or crcketng countres n the word such as
Bangadesh, New Zeaand and Inda. 1 mark
2. Identfy two peces of evdence of Carbbean favour added to crcket. 2 marks
3. Identfy one sport n the Carbbean whch refects an Amercan nfuence on sports n the
Carbbean. 1 mark
4. Expan how any two extra-regona factors have nfuenced the nature of crcket n the
contemporary Carbbean. 4 marks
Toursm
1. State three ways n whch extra-regona factors have affected our tourst ndustry. 3 marks
2. Descrbe three types of toursm other than eco-toursm whch are practced n the Carbbean.
3 marks
3. Name two ma|or cruse shps that dock n the Carbbean. 2 marks
4. Identfy two servces or goods that toursts usuay want from ther destnatons. 2
marks
Actiit&
Te the story of a named Carbbean country. Ensure that a the foowng terms are used n a
meanngfu way. (The ay-reader shoud be abe to determne the meanngs of the terms based on how
they are used.)
- Deveopment
- Cutura dversty
- Coonasm
- Trade unons
- Industrazaton
- Gross Domestc Product
- Popuaton Growth
- Agrcuture
- Toursm
- Creozaton
- Pura socety
- Meteoroogca systems
- Hegemony
- Soca stratfcaton
- Gobazaton
- Mgraton
- Regona ntegraton
- Internatona Monetary Fund
- Dependence
- Dscrmnaton
- Physca resources
- Human resources
- Pate tectoncs
Essa& ,ritin- and E)am Ti!s
Ana%&tica% s6i%%s/tas6s
Dstngushng between fact and opnons
Drawng concusons
Estabshng cause and effect
Estabshng sequence
Generazng (based on evdence examned)
Identfyng and evauatng trats
Identfyng and evauatng facts
Inferrng
Makng |udgements
Percevng reatonshps
Reactng to reatonshps
Weghng and vadatng facts
Antcpatng outcomes
Cassfyng deas
Comparng and contrastng
Critica% readin-
o Estabsh a purpose for readng (Determne the questons you want answered).
o Examne headngs, underned words, bod words and other key ndcators of what the
passage or readng s about.
- Ask the fve Ws and H; what, where, when, why, who and how.
o Summarze what s read and deemed hepfu: paraphrase, use tabes, concept or web
maps and or any method of recordng you fnd works best for you.
E)amination Ti!s
A%% *uestions are as6in- #or one or more o# the #o%%o,in- 6inds o# in#ormation:
What
Who
When
Where
How
Why
So what
1. Choose nk coour carefuy - not too pae, not messy, no neon coours.
2. Skp at east one ne between each answer.
3. Do not rewrte questons on your answer sheet. (You reay dont have tme for that). Smpy
number your answers propery.
4. Lnk answers expcty to the queston beng asked.
5. Use |argon but aso expan them.
6. Avod broad generazatons about the Carbbean.
7. Do not spt snge answers nto severa parts.
8. Use exampes as much as possbe.
9. Avod extra ong sentences and paragraphs.
10. Be famar wth Carbbean sands other than |amaca.
11. If a queston s reated to a specfc perod or group, make sure the answers are reevant to that
perod or group.
12. When asked to compare concepts, be carefu wth choce of words used. Terms such as whe
and On the other hand ndcate that a dfferentaton s beng made. Terms such as smary
and kewse suggest smartes are beng hghghted.
13. When asked about effects of most phenomena, you can thnk about economc, soca,
demographc, cutura, envronmenta and potca effects among others.
14. Wrte out compete terms or names before usng ther abbrevatons.
15. BRIE:L> outne theores or descrbe phenomena before evauatng or anayzng.
16. Do not present theores as resutng from or causng anythng n socety. They are smpy
expanatons for aspects of socety offered by theorsts.
17. When asked about the proponent of an argument, name the person and argument/theory.
18. Avod hypotheszng f you are asked to gve facts. Terms that ndcate you are hypotheszng
ncude may, mght w probaby etc.
19. |ustfy a recommendatons, suggestons and possbe consequences when asked to offer any.
3D2READ< STUD>< RE?ISEK +NO/ :ACTS AND A==L> T7EM2
Cari""ean Studies
TI=S :OR ESSSA> /RITIN5 IN CARIBBEAN STUDIES
1. 9roperly interpret the question
a. Determne the ssue to be addressed and how t s to be addressed
b. Make sure you understand the key commands n the essay queston such as "Dscuss"
and "Assess".
c. Determne the context and scope of the essay;
d. Bear the audence for the essay n mnd.
2. <etermine the types and sources of information that you need to complete the
essay+ans'er the question as&ed.
a. Prmary and or secondary sources;
b. Statstcs;
c. Evdence from research
d. Theory
e. Key terms
3. #onsider multiple perspectives and approaches. Note that essays n ths course usuay
requre DISCUSSION; that s, the examnaton and evauaton of dfferent perspectves or vew
ponts. For exampe, the postve effects of a phenomenon must aways be condtoned by an
examnaton of the negatve effects of that same phenomenon.
4. For ths course, consderaton of the potca, envronmenta, soca, cutura and economc
factors (causes, effects, manfestaton, and mpcatons) s aways advsed. Aso, Carbbean
deveopment s an overrdng theme n the unt and shoud be consdered n a dscussons.
5. <etermine 'hat your thesis statement 'ill $e.
Dee%o!in- !oints #or an essa&
1. State the point - ths s smar to a topc sentence (smaer thess statement). Ths may be
quoted from a text (wth the approprate referencng) or a paraphrased dea. It may aso
refect a concuson you have drawn from your own observatons and readng of reevant
materas. Usuay these statements ncude |argon and or key terms reated to the topc
2. :1plain the point. Use your own words to expan the topc sentence, defne the key terms
n ways that the reader can understand. Assume that the reader knows tte or nothng of
the topc and therefore make the expanaton as cear as possbe.
3. 9rovide supporting evidence for the point made. The evdence shoud be emprca and
as much as possbe aso theoretca.
4. The evdence presented must aso be evaluated as suggested above (attend to source,
assumptons, bases, authorty of the source, reevance and currency of and purpose for
whch t was ntay presented). Whe you need not spe out a of ths n fu deta, (at
east) a summary evauaton of the evdence must be gven.
. <etermine the value of the point particularly as it relates to ans'ering the
question at hand.
a. Does t support the overa thess of the dscourse?
b. Is the support offered weak or substanta?
c. Importanty, what counter argument(s) coud one put forward?
"ost e1aminers deem it more effective to e1amine the counter arguments or limiting
conditions for a point. %his allo's for immediate comparison and evaluation.
6. 8se &ey 'ords or phrases to:
a. Identfy what sk s beng demonstrated such as knowedge, assessment, evauaton
and comparson. The term "Accordng to" shows knowedge for exampe. Of course,
mere use of the term does not make the nformaton correct.
b. Sho' the lin& $et'een paragraphs or the transition from one issue to
another. "On the other hand" at the begnnng of a new paragraph for exampe,
shows that you are about to expore another sde of the ssue covered n the
precedng paragraph.
=ULLIN5 IT TO5ET7ER
1. Your concuson shoud be a summary evauaton of a the ponts consdered.
2. It shoud be stated n a way that answers the nta queston drecty (and whch of course shoud
refect the thess statement).
3. No new arguments shoud be ntroduced at ths pont.
4. Markers are mpressed by crtca thnkng. Aways thnk of the mpcatons of the concuson
drawn and strateges for deang wth them.
Social - educaton, heath, famy, recreaton, soca stratfcaton, soca order
#ultural - consder a eements of cuture
Expressve cuture -musc, dance, art and craft, norms,
Offca /nsttutona cuture - smar to soca n many ways
9olitical - havng to do wth the dstrbuton of power, decson makng and the aocaton of
resources n socety or n nsttutons n socety
:conomic - anythng havng to do wth the economy and methods used to adapt to our physca as
we as our goba envronment n order to survve economcay. Aso ncudes the deooges or
underyng prncpes governng the producton and dstrbuton of commodtes to sustan socety.
:nvironmental - havng to do wth the natura envronment. Issues of sustanabe use of resources,
pouton, and human ecoogy among other thngs are consdered here.

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