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    CSEC Caribbean History June 2010 P32

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    Sachin Bahadoorsingh
    CSEC Caribbean History June 2010 P32

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    CSEC Caribbean History June 2010 P32

    Uploaded by

    Sachin Bahadoorsingh
    127 views4 pages
    CSEC Caribbean History June 2010 P32

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    CSEC Caribbean History June 2010 P32

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    127 views4 pages

    CSEC Caribbean History June 2010 P32

    Uploaded by

    Sachin Bahadoorsingh
    CSEC Caribbean History June 2010 P32

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    TEST CODE 01210032

    FORM TP 2010050 MAY/JUNE 2010

    C A R I B B E A N E X A M I N A T I O N S C O U N C I L

    SECONDARY EDUCATION CERTIFICATE


    EXAMINATION

    CARIBBEAN HISTORY

    Paper 03/2 – General Proficiency

    2 hours

    03 JUNE 2010 (p.m.)

    INSTRUCTIONS TO CANDIDATES

    1. Study the source material provided carefully before attempting to answer


    any of the questions. You will need to use information from the sources as
    well as your own knowledge to answer the questions.

    2. You will be given credit for answers that are fully developed, well reasoned
    and expressed in clear, grammatical language.

    DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO

    Copyright © 2009 Caribbean Examinations Council ®


    All rights reserved.
    01210032/F 2010
    -2-

    Study the FIVE sources below, which relate to Emancipation and Apprenticeship, and then answer
    ALL the questions that follow.

    SOURCE I

    St. Vincent

    In St. Vincent, as in other islands, since 1 August 1834 - no praedial apprenticed labourer, whether attached
    or not to the soil, is bound to labour more than 45 hours …, in any one week. ... To this the colonial
    Legislature has added one day in each week to each praedial. With 11 days (and by subsequent statute,
    nineteen days in addition to the eleven) over and above the one day in each week, and Sundays throughout
    the year for the cultivation of his provision Grounds. Thus every praedial has to himself –

    All Sundays in the year

    1 day each week (Which custom has made Saturday)

    11 days previously, and now 19 additional ones

    In all = 134 free days exempt from toil

    Roderick Mc Donald (ed.), Between Slavery and Freedom: Special Magistrate


    John Anderson’s Journal of St. Vincent during the Apprenticeship,
    Kingston: University of the West Indies Press, 2001, p. 88.

    SOURCE II

    “Governor Smith took the decision to despatch several units of imperial soldiers to Bridgetown on 1st
    August, emancipation day ... Emancipation day [in Barbados] ... was a peaceful one. In Trinidad there
    were riots in Port of Spain, and rumours of disturbances in the country side. Threats of disorder were
    also reported in Essequibo (British Guiana) and some unrest also occurred in St. Kitts and Montserrat.”

    Hilary Beckles, A History of Barbados, Cambridge,


    Cambridge University Press, 2006, pp. 129-130.

    SOURCE III

    Circular despatch to the Governors, 15 October, 1835.

    This despatch is to call attention of the Council and Assembly to the [necessity] of making some legal
    provision for enforcing the attendance of all young persons of a competent age, at any schools, which may
    be opened under the sanction of His Majesty’s Government, for their instruction. Whatever objection
    may exist ... to the principle of compulsory education, they can have no place in reference to a colony in
    which the great mass of people have just emerged from slavery but have not yet generally acquired any
    [knowledge of] the principles … of Christianity, and are for the most part destitute of the first elements
    of learning.

    Shirley Gordon, A Century of West Indian Education,


    London: Longmans Green and Co. Ltd, 1963, pp. 26-27.

    GO ON TO THE NEXT PAGE


    01210032/F 2010
    -3-

    SOURCE IV

    Martinique, 22 December, 1836.

    There is a general belief in the colony that the government would abolish slavery within the next two
    years, there was also an impression among slaves that they would be freed. The trade of the island is
    now very depressed in consequence of the uncertain aspect of the future. The number of soldiers in the
    colony has been increased, and they are stationed in small bodies all over the island ... Since the change
    in the British colonies, the discipline on the estates has been much relaxed, the slaves worked less and
    were less harshly treated.

    Joseph Sturge and Thomas Harvey, The West Indies in 1837,


    Frank Cass and Co. Ltd, 1968, p. 109.

    SOURCE V

    Secretary of State to Governors of the West Indies, 1838.

    I think it necessary ... to appraise you that the state of public feeling in this Kingdom respecting the
    apprentice system, is such to justify the most serious anxiety as to the possible consequences on the future
    state of the British West Indies. At the distance at which you are placed, you may very probably under-
    rate the force of public opinion which [exists] here on this subject.

    Shirley Gordon, Caribbean Generations, A CXC History Source Book,


    Kingston: Longman Caribbean, 1983, p. 141.

    1. (a) (i) Explain the term “praedial labourer” referred to in Source I. ( 1 mark )

    (ii) What other class of workers was specified in the Emancipation Act?
    ( 1 mark )

    (b) Explain the concerns which provided the stimulus for including special provisions for
    these groups of workers. ( 2 marks)

    (c) From the tone of his writing, how does the writer in Source I feel about the working hours
    of the praedial workers in St. Vincent? ( 2 marks)

    2. (a) Give ONE reason for the outbreak of the disturbances mentioned in Source II.
    ( 2 marks)

    (b) (i) Which activity was the MOST popular among freed people in the Caribbean early
    on Emancipation Day? ( 1 mark )

    (ii) What TWO factors explain the popularity of this activity? ( 4 marks)

    (c) Explain the difference between the approaches of the authorities in Source II and those in
    Source IV. ( 2 marks)

    GO ON TO THE NEXT PAGE


    01210032/F 2010
    -4-

    3. (a)
    Why, as stated in Source III, did the British government find it necessary to advise the
    colonial governments about compulsory education for the freed people?
    ( 1 mark )

    (b) (i) Which group of people in the British Caribbean were most likely to object to
    compulsory education for the freed people? ( 1 mark )

    (ii) Why did this group object to the freed people being educated? ( 2 marks)

    (c) What arrangements were made for the education of free people in the British Caribbean
    at Emancipation? ( 2 marks)

    4. (a) What is “The change in the British colonies” referred to in Source IV? ( 1 mark )

    (b) Why did this change in the British colonies affect Martinique (Source IV)?
    ( 2 marks)

    (c) Give TWO explanations for the Secretary of State’s communication to the colonial governors
    of the state of public opinion on the matter of apprenticeship in Source V. ( 4 marks)

    5.
    In 250 words, explain why the British government thought it necessary to institute full emancipation
    in 1838. (12 marks)

    Total 40 marks

    END OF TEST

    The Council has made every effort to trace copyright holders. However, if any have been inadvertently
    overlooked, or any material incorrectly acknowledged, CXC will be pleased to correct this at the earliest
    opportunity.

    01210032/F 2010

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