BACHELOR OF EDUCATION

SPECIALIZATION: Social Studies

COURSE NAME: Maroon Studies

COURSE CODE: SS105SEB

NUMBER OF CREDITS: 3

YEAR: 3

SEMESTER: 1

NUMBER OF HOURS: 45hrs

PREREQUISITE: NONE

COURSE DESCRIPTION

This course introduces student teachers to the subject of the Maroons in Jamaica and in particular
the Trelawny Maroons of Accompong. It also encompasses the history, geography, politics of
this group, as well as the preservation, conservation and management of their material and
intangible cultures. This course seeks to develop in students an understanding and appreciation
of the Maroons as a significant group in the Jamaican society and the contributions they have
made, and continue to make, to our economic and socio-cultural development. It also seeks to
give students the skills needed to preserve, conserve and manage the material and intangible
cultures of the Maroons. The course will be taught with an emphasis on the learning of history
and culture from authentic primary sources.

CONTENT

Unit One: The History of the Trelawney Maroons of Accompong (pre-1660s-1940s) ( 15

hrs)

LEARNING OUTCOMES:
Students should be able to:

1. Define and use related concepts

2. Discuss maroon history using oral and written history methods

 3. Explore historical artifacts housed at the University of the West Indies and National
Heritage Trust.

4. Assess the secondary sources of material on Maroon History.

5. Appreciate the value maroons have added to Jamaica’s cultural history

Key Concepts

Maroons Artifacts Archives

Maroon studies Historical sites Oral history

Primary sources Secondary sources

Content
 Definition of Maroon Studies

 Nature of Maroon History

 Authenticity of Maroon artifacts to ascertain/explore historical information.

 Approaches and strategies in compiling secondary sources materials.

 Historical Sites –
o Tour/exploration of maroon communities along with museums
 Oral Histories
o Maroon Historians (such as Melvin Currie) and ACIJ video and audio tapes of
maroon historians and leaders
 Written Archives (selected excerpts)
o Maroon Authors: Bev Carey, Harris N. Cawley, C. L. G. Harris, Milton C.
McFarlane, Norma Rowe-Edwards, and Martin Luther Wright
o Selected Historical Newspaper Clippings
o Selected Historical Archival Papers (from National Archives of Jamaica, National
Library of Jamaica, British Library and British National Archives)
 Historical Artifacts (UWI and Jamaica National Heritage Trust)
 Secondary Source Materials on Maroon Histories
o Articles and Books
 Kenneth Bilby
 Werner Zips

Unit Two – Socio-Political Aspects of the Maroons (10hrs)

LEARNING OUTCOMES:
Students should be able to:

1. Define and use related concepts correctly.

2. Examine the political structures and systems of the Accompong Maroons.

3. Elaborate on the uniqueness of the political structures and systems of the Accompong
Maroons

4. Outline the similarities and differences of the social institutions of the Accompong
Maroons and contemporary Jamaica and the Caribbean.

5. Explain the attempts at sustainability of this group through economic activities (tourism,
farming remittances etc)

6. Assess the contribution of maroonage to the development of individuals and society

Key Concepts

Demography Sovereignty Elections

Constitutions Electoral Systems Communal land

Social Institutions Sustainability Economic activities

Contemporary

Content

 Demography of Maroon Communities

 Political Structures and Systems
o Sovereignty, electoral system, constitution, communal lands, etc.
 Social Institutions
o Family, religion, education, etc.
 Community Institutions
o Library, business, school, community centre, partner hand, etc.
 Economy
o Farming, tourism, overseas and local remittances, etc.

Unit Three – Contemporary Maroons (1940s-Present) (8hrs)

LEARNING OUTCOMES
Students should be able to:

1. Locate maroon settlements on a map of Jamaica.

2. Assess the importance of the community’s location to its success at autonomy.

3. Discuss the importance of traditions and customs to the viability and continuity of the
people.

4. Appraise the contribution of festive events and the performance arts to contemporary
society of the maroons.

5. Analyse the importance of performance arts to the transition of maroon history

6. Appreciate the uniqueness of maroon culture

Key concepts

Traditions Customs autonomy viability

Contributions contemporary
Content

 Contemporary Site Exploration

o Tour/exploration of maroon communities along with museums
 Traditions and Customs
o Oral Histories
 Maroon Historians (such as Melvin Currie) and ACIJ video and audio
tapes of maroon historians and leaders
o Performance Arts
 Maroon music, dance, and drumming
o Festive Events
 Celebration, etc.

Unit Four – Preservation, Conservation and Management of Material Culture (12hrs)

LEARNING OUTCOMES
Students should be able to:

1. Examine the relationship between Maroon communities and landmarks and the tourism
sector
2. Describe various maroon celebrations
3. Demonstrate different dances and music within the maroon culture
4. Explore the economic and cultural value of environmental spaces in maroon communities
and of maroon sites
 5. Assess the value of the maroons in preserving the heritage linked to food, craft, folk
medicine and religion
6. Evaluate the worth of preserving the artefacts and museum collections on maroon
heritage .
7. Assign and accept responsibility through group activities

Key Terms

Protection Preservation Conservation

Management Material culture Tourism

Eco tourism Cultural heritage tourism Heritage

Cultural Heritage Cultural values Historical site

Land marks Mural

Content

 Tourism/Eco-Tourism
 Historical Sites/Landmarks
 Performance Arts
o Maroon music, dance, and drumming
 Festive Events
o Celebrations
 Environmental Spaces/Sites
o Nanny Falls, Trails, Nanny Grave Site, Kojo Monument, etc.
 Heritage
o Herbal plants and medicine, traditional food, craft, belief
system/Christianity/Myal, etc.
 Historical Artifacts and Museum Collections

TEACHING METHODS

Lecture/discussion
Independent research
In class presentations
Site visits
Field work

ASSESSMENT
Essay 10%
Research and Presentation 30%
Community Study/Documentary 50%
 Reflection 10%

RECOMMENDED TEXTS AND RESOURCES

Augier, F.R et al. (1960). The Making of the West Indies. Longman Publishing

Bilby, Kenneth M.(2006). True Born Maroons. Kingston, Jamaica: Ian Randle Publishers

Campbell, Mavis (1990). The Maroons of Jamaica 1655-1796: A History of Resistance

Collaboration & Betrayal. African World Press

Chang, Mildred. (2007). The Jamaican Accompong Maroons: Continuities and

Transformations. New York: University of Albany

Beckles, Hilary McD and Verene Shepherd. (2007). Trading Souls Europe's Transatlantic Trade
in Africans Abicentennial Caribbean Reflection. Kingston: Ian Randle Publishers

Shepherd, Verene A. (2007). I Want To Disturb My Neighbour: Lecturers on Slavery,

Emancipation and Postcolonial Jamaica. Kingston, Jamaica: Ian Randle Publishers