Module 1 – Caribbean Society and Culture
Candidates were given a map of the Caribbean and asked to identify countries where (a) Chinese indentured labourers worked after emancipation; (b) where large numbers of Indian indentured labourers worked after emancipation; and (c) where Javanese indentured labourers worked after emancipation. Most candidates were able to score at least one or two marks from this question. Part (a) posed the greatest challenge as most candidates were not able to identify where Javanese indentured labourers worked after emancipation. The Javanese indentured workers served in Suriname and also in Aruba, Bonaire and Curacao. Part (b) was generally poorly done. In most cases, candidates scored one mark with a minority scoring two marks. Not many candidates scored the full three marks for this question, mainly because of confusion over the words stipulated and contracts.
In Part (a), most candidates were able to offer a credible definition of the term hurricane. Part (b) attracted a wide range of answers with the majority of candidates scoring at least one mark. Candidates were able to cite adverse effects of hurricanes such as destruction of housing and stock, loss of life, disruption of school programmes and business activity, devastation of agriculture and social dislocation. Those who had informed expressions were able to score full marks.
For Part (c), candidates offered a variety of interesting responses including the provision of insurance for property, expansion of hurricane shelters, advance warning facilities and closer monitoring of tropical depression and waves. This part of the question posed the greatest challenge to those candidates who had difficulty expressing themselves fluently. However, some candidates were able to express themselves appropriately and earned full marks for this part of the question.3 Question 3
Part (a) was poorly done by most candidates. It appeared that a significant number of candidates did not understand the meaning of the term peasantry and therefore could not answer this part of the question. Similarly, in Part (b), candidates were unable to respond appropriately because of their seeming unfamiliarity with the term peasantry.
However, candidates who understood the term scored highly on all the parts of the question. Some candidates mistakenly wrote about plantation tenants who were tied to the estates by the Masters and Servants Acts. Part (c) also posed problems for candidates who did poorly on Parts (a) and (b). A level of confusion was evident because candidates did not seem to understand that the question dealt with the emergence of a new class of small agricultural businessmen who created villages as a response to the oppressive plantation society. Question 4
In Part (a) the term ‘colonial education’ posed some difficulty for a minority of the candidates; however, the majority understood the meaning of the term and were able to score at least one mark for this part of the question. Candidates who gained high marks focused their answers on British, French, Spanish and Dutch Imperialism, which was taught in the education system.
Most candidates understood Part (b) but had some level of difficulty in expressing themselves. Many of them scored at least one mark for this part of the question. Those who gained full marks highlighted the wide range of subjects offered by CXC at both CSEC and CAPE levels and also indicated that the regional examining body had stimulated scholarly research and writing on several aspects of Caribbean life and society. For Part (c), most candidates were able to identify two ways in which UWI was a leader in tertiary education in the Caribbean. They highlighted UWI’s role in replacing Oxford and Cambridge universities in training professionals in several disciplines such as medicine, law, engineering and teacher education. Additionally, they pointed out that UWI conducted...
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