EXAMINATIONS

media type="file" key="menu scrol 22.swf" width="1141" height="73" align="center"

**HISTORY CAPE/CSEC**

Information on History [|CAPE] examinations can be found [|here]

Information on History CSEC examination can be found here

media type="file" key="hourglass.swf" width="360" height="270"

**__CAPE__** **__History__**  **__ Course Outline and __** **__ Bibliographic Guide: __** **__Unit Two (2)__****Trinity** **College****(Moka)**  **__ Module 1 __** This module examines the formation of what came to be called the Atlantic World, which consists of all the areas that are touched by the Atlantic Ocean including Africa, Europe, and the Americas. The section looks at the formation of the Atlantic economies especially the “Triangular Trade” which developed during the 1500s. This section also seeks to establish a connection between the Atlantic trade and politics and the development of Europe alongside the seeming underdevelopment of the other regions. **__ Theme 1 and 2 __** Topics to look at.1) **__The Roman Empire__** and its contribution to European culture including cultural and economic linkages and transfers from East to West paying particular attention to the sciences, writing and arts. 2) **__The Dark Ages__**: students should be able to define what this period of European history and explain its importance paying particular attention to the growth in power of the Church and the development of **__Feudalism__**: structure and workings.3) **__The Moorish occupation of Europe__** particularly Iberia: Special attention should be place on the cultural transfer from the Muslim world into Europe during this occupation period, looking at the use of herbs, science and trading in which the Moors, played a very important role. Students must also examine the development of the trade in African captives in Western Europe, which developed under the Moors.4) he **__Crusades__** and **__“La Reconquista”__**: Students should be able to define both periods in European history and show the relationship between both and the European renaissance, age of exploration and expansion and development of trade after 1441 especially in African captives, gold and ivory. 5) **__The Age of Expansion__**: Students must be able to explain the factors that encouraged Europeans especially the Portuguese and Spanish to venture into the southern (African coast) and later western (Americas) Atlantic beginning about the mid 1400s. 6) **__The Reformation__**: Students must be able to define and explain the term reformation from a historical and etymological perspective. It is vital that students can link the **__Reformation to__** __**Renaissance**__, new ideas that would bring about revolt and protests in Europe and the Americas (look at **__Cromwellian Revolt__**, **__American Revolution__** and the **__French Revolution__**) that aimed at destroying **__Feudalism__**, **__monarchic absolutism__** and **__Papal power__**. Students must also examine the political relationship between the Reformation and the Dutch and British interloping activities on the Portuguese and Spanish Empires.7) **//__The Age of Enlightenment/ Reason__//**: Students must be able to define and assess the significance of this period in European history. Particular attention should be paid to the growth in focus on scientific rather than biblical principles. Students must be able to show how the **__Age of Reason__** affected the growth and development of European society and examine the relationship between the philosophical ideas of that period and the growth of industry and the challenge of the ruling order, which held its power by **__divine right__**. 8) **__West African Responses__**: Students must look at the impact, both negative and positive, of the Atlantic trade on West African societies including that of Angola. Particular attention should be paid to the development and expansion of states, growth of state and ethnic conflict, the growth of a mulatto Europeanized population along the coastal areas and the increased trade between Africa and the rest of the Atlantic World.9) **__The American Revolution:__** Students need to pay particular attention to the aims of the American Revolt that turned into revolution. Attention must be given to the **__aim, nature and structure of British Colonialism__** as it changed during the 1700s. Therefore, students must be able to link British Colonialism to the grievances of the Americans. Students must also look at reasons why other nations, particularly France and Spain were supporting the American revolutionaries. It is also important to consider the factors that worked to the advantage of the Americans, which led to their eventual success. Finally, students must be ale to assess whether or not the aims of the revolutionaries were realized by 1800: be sure to examine both the **__stated aims__** as well as the **__“real aims”__**. Students must also look at the consequences of the revolution for the Americas and the Atlantic World within the context of a two level **__Atlantic World system__** of Empire building conquerors and conquered people. Students should therefore examine the US role in the Haitian revolution, the direct and indirect impact of the revolution of British Imperialism and the West Indian economies and European politics and competition.10) **__The French Revolution:__** Students must be able to look at the relationship between the growth of ideas during the Age of Enlightenment and the American revolution and these impacted on the French society. It is also important to examine how the economic consequences of the American Revolution acted as a contributing factor to the French Revolution. Students must be able to explain both the ultimate and proximate causes of the French Revolution; consider whether the French Revolution was inevitable and explain why it happened in the way and at the time it did. Students are also required to look at the consequences of the French revolution, which only came to an end in 1815. These include an expansion of industry due to war and the **__Napoleonic Continental System__**, and expanded US with the **__Louisiana Purchase__**, the **__Revolt of the Colonies__** and formation of first independent Black nation in the Americas, African slave Emancipation in the FWI, expansion of the British Empire with the acquisition of some former colonies e.g. the contemporary Windward Islands, War and destruction in Europe and **__Latin American Independence__**. Students should look at the following ideas: economic determinism and material dialectic.  **__ Module 2 __** This module deals with the factors that led to the development of Industrial Europe and the Capitalist economies that followed. It examines the role of ideology, economics and political change in these processes. Students must be able to link the themes in this module to those of module 1. **__ These 1 and 2 __** 1) **__The British Industrial Revolution__**: Students must examine both the internal and external factors that led to the development of Industry and capitalism in Europe. The structural changes that took place in Holland, France and Britain must be given a comparative analysis to show what factors were important in the development of British Industry in particular. The factors that should be examined should include 1) the revolt of Oliver Cromwell, the Catholic Restoration and the establishment of the Constitutional Monarchy 2) The expansion and growth of the Atlantic trade and the development of the requisite infrastructure 3) the Age of reason and scientific investigation and invention. Students must be able to show how the Atlantic trade impacted on the growth of European Industrialization. Students are also required to look at the consequences of the Industrial revolution within Britain, Europe and the Atlantic World. These include 1) shifts in British focus from the WI to the 13 Colonies and later India 2) Growth in British focus on Africa and the consequences for Africa up to 1900; this includes the **__establishment of Proctectorates__**, **__banning and restricting the slave trade__** and **__colonization.__** 2) **__The__** **__USA__** **__and its Industrialization__**: Students should begin by looking at the early development of the 13 Colonies paying particular attention to its anti-Catholic settlers such as **__Puritans__** and **__Quakers__**. There must also be an examination of the heavy Irish presence in early English America and the relationship between British cult and anti-Irish sentiment. Students must look at the role of the 13 colonies in the British Empire (primary producer) and the hopes and aims of the American Revolutionaries. This may be followed by an examination of the economic relationship established after Independence particularly that established between the USA and France. The factors that must be considered for the 1800s include 1) Latin American Independence and the creation of new markets for American goods 2) the Revolutionary and Napoleonic Wars and their impact on the Atlantic economies paying particular attention to the effect of the Continental system and the British Blockade of France; how did these impact on the growth of US industry 3) The American Civil War; causes and how the technologies allowed US industrial capacity to expand 4) the ending of Slavery and its consequences including labour shortages in particular areas 5) the development of Ghettos in the northern states around and near to factories 6) Immigration ; the bringing of labour from Europe and its impact on US industrialization 7) The southward and westward expansion between 1840s and 1865-1900 8) US foreign policy changes after 1865 from isolationism to involvement particularly the Spanish American war (aims and results of US involvement) - the search for colonies for raw materials, investment and defence. Students should examine the concepts of defensive realism, offensive realism, classical realism and economic determinism as it may related to the reasons for US expansion including 1) **__Japanese expansionism__** in Asia after 1870 2) Russian expansionism in Asia and North America from the 1850s 3) the **__Unification of Germany and Italy__** and their search for colonies and economies to invest. Students must also examine the following concepts 1) **__The__** **__Monroe__** **__doctrine__** 2) **__Manifest Destiny__** 3) the **__Roosevelt__** **__Corollary__** 4) **__Dollar Diplomacy__** 5) **__Gunboat Diplomacy__**; Students must be able to define the above terms and state how the US attempted to accomplish them. Finally, students should examine US foreign policy and its involvement in world and regional affairs up to 1917. 3) Brazil or Venezuelan Internal development to 1900: Students should identify the aims of the independence movements in both areas and show what factors may have lead to the failings of both during the 1800s. These should be examined under the following themes: 1) The European/ American imperialism and the **__Latifunda__** 2) the Atlantic world economic and political system: hierarchy and roles 3) internal difficulties including dictatorships, epidemics, racial problems and discrimination, civil disturbances and corruption. **__ Module 3 __** This final module looks at the evolution of the world during the 20th century. The aim is to enable students to understand the factors that have shaped the contemporary world up to present. **__ Themes 1 and 2 __** 1) **__Scientific Racism__** and Imperialism; students must examine the ideas of scientific racism and how they affected and was affected by Imperialism.2) **__Aryanism and Zionism__**; Students should examine both concepts, looking at how they developed and how they were used to mobilize people in Germany. Additionally, attention should be paid to the relationship between Aryanism and the need for Germany to gain colonies and how this affected their making War in Europe.3) World War One: Students must examine both proximate and ultimate causes of World War One; seek to answer the question of whether the war was inevitable and if so why was it?. An examination of European imperialism and competition is therefore necessary. Students must also examine US imperialism and determine why the US inevitably would have had to get involved in a European conflict. Students also need to understand a short history of the emergence and colonial ambitions of the new colonial powers including **__Germany__****,** **__Italy__****, the** __**United States**__**,** __**Japan**__ **and** __**Russia**__. Particular attention should be paid to the Conference of Berlin (Berlin Conference) and determine whether it solved the problems it was supposed to. Finally students must demonstrate a working knowledge of the short and long term consequences of the first world war, both for Europe and the Atlantic world which may include 1) the adoption of the US dollar standard which replaced the gold and silver standards 2) the collapse and dismantling of several old empires including the **__Ottoman Empire__**, **__Austria-Hungarian Empire__**, the **__Russian Empire__** and **__Germany__**. 4) the ascendancy of **__US__** and **__Japan__** as world powers. 4) The Russian Revolution: Students must examine the causes of the **__Russian Revolutions of 1917__**. They must be able to determine the aims of both the Mensheviks and Bolsheviks and determine why they both sought to get rid of monarchy. It must also be determine, through comparison with the French and German Revolutions of 1848, if the Russian revolution was inevitable. This may be done by applying the Marxian concept of the **__material dialectic__** and the inevitability of change. Therefore students must become familiar with basic **__Marxian theory__** as this is the basis upon which **__Leninism__** and the revolution was built. Students must also examine the structural and superstructural changes made by Russia between 1917 and 1924; assessing their aims and success or failure. 5) Nazism to 1945; Students must have a clear understanding of the evolution of Nazism and its ideologies and aims. The evolution from Aryanism to **__democratic socialism__** and then Nazism must be understood. Students must be able to define and explain the importance of the following terms 1) **__anti-Semitism__** 2) **__Volk__** 3) **__Reich__** 4) **__Lebensraum__** 5) **__Fuhrer__**. Students should also look at the simultaneous growth of **__Zionism__** which challenged Nazism as well as the political and socio-economic ideologies underlying Nazism. As a result students must be able to list and examine policies initiated by the Nazis to achieve their aims which included unifying all “Germans” (members of the Volk) within a single nation (Reich) and cleansing the German nation of the “inferior people/races that was making the fatherland week”. Students must also be able to show the factors that lead to the rise of Nazism including British and French policies toward Germany after World War I as outlined in the **__Treaty of Versailles__** ( how this conflicted with Aryanism and fulfilled what had been said of the inferior races; they wanted to destroy and deny the Germans their right to a place under the sun). An examination of the **__revolt of the armed forces__** which caused Germany to end hostilities must also be examined as well as the weakness of the **__Weimar Republic__**; examine the treaty arrangements (particularly the **__loss of Alsace and Lorraine__** to France, high indemnity payments although Germany never surrendered, demilitarization of the Rhineland, dismantling of German armed forces and taking away and sharing of German colonies between Britain and France) to determine how they may have created unemployment in Germany and how this may have been made worse by the **__Great Depression__**. Additionally students must be able to link Nazism to other similar movements including **__Jim Crow/ Segregation__** in the American South, **__Afrikaner Nationalism__** and anti-Semitic movements particularly in Eastern Europe (Romania, Hungary and Austria).Finally students must be able to link Nazism to the German expansionism and World War II to the ideas and policies of the Nazis, both in Germany and within Europe.6) World War II; students are expected to be able to assess the causes of the Second World War. There must therefore be an examination of imperialism between 1918-1939. Students must also examine the changes brought about by the war, looking at the impact of Nazism, **__Stalinism__**, the **__Yalta Conference__**, **__Bases for Destroyers__**, development of the **__A-bomb__**, the Russian thrust into Germany toward the wars end and the taking of knowledge out of a defeated Germany by both the Russians and the Allies (US, Britain and France); economic, social and political impacts. 7) India- Students must gain a brief understanding of British colonialism in India. The following questions should be answered 1) Why did the British initially go into India in the mid 1700s 2) How was Indian society affected, negatively and positively, by the British colonialism? (pay particular attention land reforms, the Seepoy Revolt, the British legal system versus Indian custom, Indirect rule, the Indian Diaspora (East and South Africa especially). 3) How did the growth of **__Hindutva__** philosophy affect Nationalism? 4) Why did **__Gandhi__** choose the methods of challenge that he did and how effective were they? 5) What methods did the British use to maintain its power in India amidst Gandhi’s challenge? (pay particular attention to education of Indians and separate negotiations with the Muslims of India) 6) How did World War II affect the Indians? (Their participation in the war and social and economic hardships and impacts of the war on Indian society? 8) South Africa – students must have a basic understanding of the history of South Africa since the 1650s. The following themes should be examined: 1) The initial contact by the Dutch and their settling of the region. 2) The **__Mfecane__** and its impact of the Southern tip of Africa. 3) The British invasion of the Cape in the 1790s and its impact on social relations between the British and the Dutch. 4) **__The Great Trek__** and the growth of the **__Vortrekker/Afrikaner ideology and identity__** (examine the basic ideas of **__Calvinism__**). 5) the establishment of **__Orange Free State__** and the **__Transvaal__**. 6) The finding of gold and diamonds and the British push on the Orange Free State and the Transvaal. 7) The Boer war; why were the Boers fighting? How did the British treat the Boer civilians during and after the war especially the use of concentration camps and Africans as soldiers. 8) the establishment of the **__Union of South Africa__** and the implications for black advancement in South Africa. 9) The similarities between **__Afrikaner Nationalism__**, **__Aryanism__** and **__Nazism__**. 10) The growth of **__Afrikaner Nationalism__** between 1910- 1939: the Boers during WWI and WWII. 11) The development of “minor Apartheid” up to 1948. 12) The growth and development of “grand Apartheid” after 1948- What measures were implemented and what was the aim of these measures paying particular attention to the banning of political parties, the pass law, the Immorality Act and the establishment of Townships (look at Boer concept of **//oostrooming//**) 12) Students must examine the methods used by the ANC up to 1960, why they were ineffective although the ANC had such large support and why the ANC changed its tactics after 1960 to more violent confrontation. 13) Students must know a brief history of **__Nelson Mandela__** and the **__ANC__** movement. 14) Students must be able to explain why the Western nations, particularly the USA, France, Britain, Portugal, Israel and Brazil secretly supported the Apartheid regime up till the early 1980s and why no support as given to the ANC. This requires an examination of the Cold War and Cuban and Russian interventions in Africa particularly **__Angola__** and **__Mozambique__** and the Liberation movements in those countries helping and sheltering ANC fighters. Students must also be able to link the Western response to their investment in South Africa’s gold and diamond industries, which depended heavily on the South African Apartheid system to provide the necessary cheap labour. 9) Decolonization and **__Neo-Colonialism__** ; this final topic requires students to be able to define and explain the meanings of both terms. Students must look at the process of colonization including changing the identity of the conquered people. Students must be able to assess the factors that lead to European decolonization after WWII which includes following factors 1) The growth and development of industry in colonized areas resulting in the growth of an urban proletariat. 2) The **__Moyne Commission Report__** and the implementation of some of the recommendations particularly that legislative assemblies and allowing trade unions. 3) The social and economic impact of World War II on both the colonized areas of the world and Europe. 4) The changing views of colonialism held in Europe after the Nazi experience. 5) The **__Cold War__**; here students must examine Soviet support for liberation movements, particularly in Africa and Asia, where they supplied training, weapons and funds to areas wishing to be free of Western European colonialism. Alternatively students must also examine the impact of the formation of the **__United Nations__** as an arbiter between nations and the US effort to increase the size of its support in the United Nations by suggesting granting independence as a pre-emptive move to a liberation struggle which might bright in such nations on the side of the Soviet. 6) The rise of USA as a world superpower and its demands for decolonization, especially in the BWI, in an effort to expand its trade; attention should be paid to the formation of the **__International Monetary Fund__**, the **__World Bank__** and the **__World Trade Organization__**, looking at the aims behind their formation particularly with reference to the **__Marshall Plan__** (what was the aim of the Marshall Plan and how was it use to foster the idea of decolonization). 7) The development and expanded use of technology including television, radio and print and how these were used to rally support for independence (look at **__UN Commission for Human Rights__** and consider how the nature of “human rights” changed after World War II; what was the key factor governing this change) 8) The main characteristics of the economies of the **__South__** (former colonized areas) including ethnic conflicts (Africa), class, ideological (**__Marxists/Socialist__** vs **__Capitalist__**) and racial conflicts (Latin America and Asia), **__plantation societies__** and **__plantation economies__** (see Lloyd Best), the **__International Political Economy__** (IPE) between 1945-1991, large civil services, high rates of corruption and mismanagement of funds.