MELISSA BECKFORD-SIMPSON CAPE CARIBBEAN STUDIES • Subject: CAPE Caribbean Studies • Module Title: Caribbean Society and Culture • Lesson Topic: The Historical Process
Goal of lesson: The goal of the lesson is to explore the
various historical processes that have shaped contemporary Caribbean society and culture. OBJECTIVES • Name the various groups that have migrated to the Caribbean and the circumstances under which these migrations occurred. • Describe the systems of production that have existed in the Caribbean. • Explain the resistance efforts of the various groups as they were met with enslavement, colonisation and genocide. • Determine the extent to which these processes have impacted Caribbean society and culture. MIGRATIONS & EXPERIENCES • Indigenous Peoples • Africans- Free • Europeans • Africans- Forced • Indentured Workers- Indians, Chinese, Javanese, Madeirans, Jews, MIGRATIONS & EXPERIENCES • Taino- Greater Antilles • Kalinago- Lesser Antilles • Maya- Belize MIGRATIONS • The ancestors of the Indigenous Peoples migrated from Asia hundreds of years ago during the last Ice Age. • They followed animals that were migrating like the mammoth. • They settled in different parts of the Americas. • The groupings of Taino and Kalinago present in the Caribbean at 1492 were direct descendants of groupings from South America. MIGRATIONS EXPERIENCES • Destabilisation • Enslavement- Repartimiento, Encomienda • Destruction of Social, Economic. Political and Religious Systems • Resistance • Genocide- a systematic, complete or almost complete destruction of a group, race, ethnicity. MIGRATIONS THEY CAME BEFORE COLUMBUS THEY CAME BEFORE COLUMBUS
• Ivan Van Sertima
• Presented botanical, archaeological evidence to show that Africans did come to the Americas before Europeans even ventured out during the Age of Exploration. • Book- They Came Before Columbus THE ARRIVAL OF THE WHITES • Columbus stumbled upon the Bahamas in 1492 after getting lost in his quest to find a new trade route to the Orient. • Claimed lands on behalf of Spain in four different voyages • Treaty of Tordesillas –signed agreement between Spain and Portugal, dividing the world between them. • Enslavement and Genocide of the Indigenous Peoples. • European Rivalry through trade, piracy, privateering, buccaneering, open war. • English, Dutch, Danish, French settlement and colonisation FORCED AFRICAN MIGRATION FORCED AFRICAN MIGRATION • From as early as the 1500s Africans were identified and traded as commodities for labour on sugar plantations in the West Indies • Africans were ‘chosen’ for several reasons, economic and racial as the best replacement for the Indigenous Peoples. • They were carried in ships, in holds, built to carry goods along the three legs of the journey. THE TRIANGULAR TRADE WEST AFRICAN KINGDOMS THE MIDDLE PASSAGE • The most gruesome leg of the three-legged trade Africans endured • 6-12 weeks of lying in cramped holds • Diseases- dysentery, yellow fever • Little food • Sexual abuse • Little exercise • Little fresh air, heat THE MIDDLE PASSAGE INDENTURED IMMIGRANTS INDENTURED IMMIGRANTS Immigrants came from several places especially in Asia from the 1840s to replace Africans who were enslaved as a steady supply of labour and to create a buffer between the blacks and whites. Push Factors • Unemployment • Starvation • War/ Civil Unrest INDIAN IMMIGRATION SYSTEMS OF PRODUCTION THE INDIGENOUS PEOPLES • Farming- subsistence (Taino); large-scale (Maya) • Crop- manioc (Taino); maize (Maya) • Slash and burn method of clearing land • Complexed irrigation systems • Work was communal or specifically designated THE PLANTATION SYSTEM • Began with the sugar revolution as early as 1600s in Barbados • Tobacco was replaced by sugar cane as the main crop • Sugar cane had to be produced on plantations in order to be profitable • The system of chattel slavery (enslavement of Africans) was the mainstay of sugar production. • The Plantation was a ‘total institution’ PLANTATION SCENES THE PLANTATION AS A ‘TOTAL INSTITUTION’ • An economic system that embodied and controlled the social, political, and all aspects of the lives of its occupants. • Classified human beings according to a rigid social structure • Dictated movement • Existed to ensure the successful production of sugar and its by-products RESISTANCE THE INDIGENOUS PEOPLES • Suicide • Infanticide • Maroonage • Armed resistance WHY WERE THE INDIGENOUS PEOPLE UNSUCCESSFUL IN RESISTANCE? THE ENSLAVED AFRICANS Non-Insurrectionary • Abortion • Pretending to be ill • Prolonging breastfeeding • Damaging equipment • Pretending to be stupid • Cultural resistance- stories, songs, dances, use of drums) • Economic resistance (provision grounds, internal marketing system, partner) ECONOMIC RESISTANCE • The enslaved Africans were themselves chattel (property) but were allowed small plots of land called provision grounds. • They produced yams, potatoes, beans, vegetables. The excess from this they sold at the market. • The internal marketing system itself was not just a means of economic independence but also a fertile meeting place to plan revolts. • Earnings from the sale of produce and ‘jobbing’ would then be used to enter into ‘partners’. CULTURAL RESISTANCE Anancy stories • The Akan god Legba- god of cunning, skill transported to the West Indies across the middle passage and on to the plantation. • Cunning spider hero who usually wins Slave songs • Wade in the water • ‘Ill Fly Away’ NEXT TIME ON CLASS TIME THE ENSLAVED AFRICANS Insurrectionary Resistance • Maroonage • Rebellions • Poisoning whites • Burning of cane fields • Haitian Revolution (1791-1804) THE END