Meadowbrook High School Jamaica | Ita Splendeat Lux Vestra ...



Grade 9 HISTORY SYLLABUS 2019/2020General ObjectivesCognitive ObjectivesStudents should be able to:Define the following concepts: revolution, imperialism, nationalism, communism, conflict Explain the causes for the following revolutions: Agrarian, Haitian,, Grenadian and the consequences on their respective countries and the wider CaribbeanDescribe the migratory pattern of the indigenous peoples in the Caribbean up to the arrival of the Spanish in 1482Describe the social, political and economic practice of the indigenous peoples in the Americas up to 1492.Psychomotor ObjectivesStudents should be able to: -identify on a map of the Caribbean the countries where revolution took place- debate the extent to which the revolutions created negative/positive outcomes in the respective countries and the wider Caribbean-Re-enact/simulate a relevant historical event-Use a variety of sources including textbooks, library materials, magazines, community resources and audio materials- Research, summarize and report information-read historical material critically, listen carefully and study independently-interpret sequences of events, time periods, chronology and trends- organize material from several sources and present it in pictorial, oral written and graphic formAffective ObjectivesStudents should be able to:Show tolerance for change that revolutions bringExpress creative ideas, divergent views and new ways of dealing with issues and problemsConsider multiple causes of events and evidence that is contrary to personal viewsValue the contributions of individuals and groups to cultural heritageRespect duly constituted authority, due process of law and procedures for making changesHave self respect and show respect for others regardless of race, creed, social and economic status and national originBe open-minded, responsible, cooperative and creative and show concern for others in group endeavours.Grade Nine -ContentTerm 1 – Revolutions Causes and EffectsWeek 1. Revolution – Definition and Types of revolutions ObjectivesStudents should be able toExplain what is a revolutionState the definitions for each type of revolution (economic, political, social and cultural )List examples of each type of revolution. Week 2 to Week 6 - An Economic Revolution- The Agrarian Revolution Objectives Students should be able toExplain what Pre-Agrarian life was like for the for farmers in EuropeExplain the causes of the agrarian revolution in BritainDiscuss some of the changes that occurred during the agrarian revolutionDiscuss the effects of the Agrarian revolution (Positive and Negative)List some of the individuals who made changes during the agrarian revolution and their contributions. Political Revolutions in the Caribbean (The Haitian Revolution and The Grenadian Revolution)Week 7 to Week 12- The Haitian RevolutionObjectivesStudents should be able to1, Identify Haiti on a map of the CaribbeanDiscuss a brief history of Haiti under the French up to 1789. Outline the social structure of the society of St. Domingue on the eve of the revolution in 1789Outline the nature of discontent for each social group in St Domingue.Explain at least two causes of the revolution.Outline the outstanding personalities of the revolution. (Boukman, Toussaint L’Overture, Jean-Jacques Dessalines, Henri Christophe)Give a brief outline of the course of the revolution.Discuss the impact of the revolution on Haiti and the wider Caribbean. Term 2Week 1 to week 5 - The Grenadian RevolutionObjectivesExplain the following concepts and terms- Democracy, communism, Cold War, Capitalism, Coup D’etat, Identify Grenada on a map of the Caribbean.Give a brief background history of Grenada before the revolution.Outline the cause of Grenadian Revolution.Discuss the changes reforms that were introduced by the Peoples Revolutionary Government under Maurice Bishop.Assess why Grenada’s relationship with Cuba was deemed as being suspicious by the United States of America.Explain the effects of the Grenadian revolution on Grenada.Explain the effects of the Grenadian revolution on the wider CaribbeanBeginning of the CSEC syllabus THE CORE TOPICSWeek 6 – Week 13The Indigenous Peoples of the AmericasMigration of indigenous peoples to the Americas and to the Caribbean territories (through North, Central and South America) and their interactions. ObjectivesStudents should be able toDefine the following terms Americas, Indigenous, Migration, Amerindians, Mongoloids.Locate on a World map Asia, (Siberia), Bering Strait, North America, Central America, South America and the Caribbean.Trace on a map the migration of the Indigenous peoples from East Asia through the Americas.Explain the reason for the Mongoloids migrationGeographical location of Taino (Arawak), Kalinago (Carib) and Maya. Students should be able to Identify the countries where the Taino/Arawak, Kalinago/Caribs and Maya settled on a map of the Americas.Explain why each group settled in the regions where they settled.Social, Religious, Political and Economic organization of the Tainos, Kalinagos and Mayas.Specific objectivesStudents should be able toState the Social, Political, Religious and Economic organization of the Taino/Arawaks, kalinago/Caribs, MayasTainosExplain where the Taino communities were located.Describe the physical appearance and dress of the Taino.Identify the Taino’s economic activities (food, trade, type of agriculture).Explain the Taino’s religious belief.State what the Taino’s used to represent their Gods.Identify the main Taino leader and explain how he became a leader.Explain the role of the leader of the villageIdentify who assisted the Taino leader.Explain what the Tainos did for pleasure and recreation Term 3Week 1 to Week 4Kalinagos (Caribs)Explain where the kalinago communities were locatedDescribe the physical appearance and dress of the Kalinagos Identify the economic activities of the kalinagosIdentify the food they ate and some they did not eat and explain why.Describe the religious belief of the KalinagoExplain how a kalinago became a leader of the villageExplain the role of the leader of the villageWeek 5 to Week 8 MayaExplain where the Maya communities were located.Describe the physical appearance and dress of the Maya.Identify the Maya economic activities (food, trade, type of agriculture).Explain who were ppolms and their role in Maya societyExplain the Maya religious beliefList some of the Maya Gods.Identify three types of Maya sacrifices to their godsIdentify the main Mayan leader and explain how he became a leader.Identify who assisted the Mayan leader.Draw a diagram representing the Maya society.Identify the outstanding features of Maya society. (Mathematics, Complex Calendar, Writing, Observatories, Pyramids with temples at the top) ................
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