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The University of the West Indies

FOUN 1101: Caribbean Civilisation

UNIFIED COURSE GUIDE FOR STUDENTS

Semester 1: 2022-2023

Welcome to Caribbean Civilisation: FOUN 1101. We, the regional teaching teams, look
forward to your participation during this semester!

This Guide provides you with a road map to each component of the course. The course is
described and the objectives outlined. Each topic and the accompanying schedule of delivery
will communicate what will be explored on a weekly basis. The design of the overall
assessment of the Course is clearly presented to assist you in understanding the expectations
and also to enable you to establish a plan of action to successfully manage the Course. There
is also a rubric detailing how the marks are allocated and the expected dates of submission.
This course guide then, is the document that serves as your reference, explaining all you need
to know regarding the structure of the course.

As you know, open and constant communication is critical to success in the learning
environment. We therefore urge you to ensure that you play your part to develop and
maintain a very interactive relationship with your Campus Course coordinator and your tutor.

We all can be reached via the course messaging system located online or at our main email
contact - caribbean.civilisation@sta.uwi.edu.

Thank you for your commitment as your Caribbean Civilisation team works to make FOUN
1101 a meaningful learning experience.

Dr. Debbie McCollin

Regional Coordinator
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TABLE OF CONTENTS

COURSE OUTLINE

Course Rationale and Description 3

Course Aims and Objectives 4

Course Orientation 5

Course Content 6

Course Delivery 8

Netiquette and Course Behaviour 8

ASSESSMENT

Plagiarism Policy 9

Assessments (Assignments and Grading) 9

UWI GPA and Marking Scheme 13

RESOURCES 14

COURSE SCHEDULE 17

LEGAL NOTICE 20
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THE UNIVERSITY OF THE WEST INDIES

Undergraduate Programmes

UNIFIED COURSE OUTLINE

Programme: UWI Foundation Course

Course Title: Caribbean Civilisation

Course Code: FOUN 1101

Credits: 3

Level: 1

Prerequisite (s): None

Course Rationale

This course will give the University Student an insight into the ethos of the Caribbean. This
ethos will highlight the existence of culture and civilisation in the region. Through a
Revisionist understanding of the Caribbean region many important issues facing the region
will be highlighted. The insights gained from this course will form the foundation for
knowledge in all other University Courses. This is an important ontological exercise that
seeks to redress issues such as cultural, ethnic and gendered asymmetries that have
characterised traditional understandings of the Caribbean and its people. By addressing these
issues, the Course will provide content areas to ensure that students understand the
contemporary Caribbean as an autonomous area of study (through an interdisciplinary
regional lens), on par with other area studies within the global context.

Course Description

This is a level one University introductory course designed to take a multidisciplinary

approach to discussing the Caribbean and its peoples. This course interrogates some issues
involved with studies of Caribbean Civilisation. The course provides a general understanding
of the Caribbean and the link between the region’s past and its consequent contemporary
Caribbean life and living. To understand the issues raised, the student will focus on the
causes and nature of Caribbean demographic diversity; the problems involved with
subsequent identity formation especially in the context of Diasporic double consciousness;
the role the world’s imperial powers have played as they continue to have an impact on
Caribbean development especially due to the Caribbean’s geo-strategic importance to North
and South America. These themes will be linked by helping learners to develop critical
thinking skills that will allow them to interrogate these discrete study areas as one
homogeneous area of study that holds the Caribbean region, and its people, as central to an
understanding of them.
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Course Aims

This course aims to:

 Introduce to participants the concept of the “Caribbean” as an autonomous knowledge

area worthy of its own separate study.
 To introduce to the students, the geographical, cultural and linguistic diversity of
Caribbean peoples.
 Enable participants to interrogate the concept of “Caribbean identity” especially in
relation to diverse ideas of regional (dis)integration.
 Motivate students to understand the Caribbean region as an area for development that
needs their own intellectual input.
 Help the students to understand the long history of resistance of the Caribbean people
in their quest for equality and how the nature of resistance has shaped the
contemporary Caribbean.
 Provide students with the tools necessary to engage in critical reflection on the
Caribbean in the 21st century.

Course Objectives

At the end of the course, learners will be able to:

Knowledge

1. Define the geographical boundaries of the Caribbean and its subdivisions into the
“Greater” and “Lesser” Antilles as well as “Windward” and “Leeward” islands.
2. Identify the limitations of using a term such as “Circum-Caribbean” when seeking to
define regional inclusion.
3. Discuss the reasons for the region’s demographic diversity
4. Describe the historical, social, economic and political processes that have led to or
continue to contribute to the shaping of Caribbean identity. These processes will
involve those of “indirect rule” and “neo-colonialism”.
5. Explain how events (e.g. the 18th Century Sugar Revolution) in Caribbean
development, linked the Caribbean with the global economy.
6. List global political and economic world trends and innovation, which have continued
to influence the contemporary Caribbean.
7. Examine the ways in which the contemporary Caribbean is still a “unique” world area
of study.

Skills

1. Apply critical thinking skills to link past events (e.g. colonialism, warfare,
imperialism etc.) in the development of Caribbean civilisation to contemporary
events/institutions.
2. Interrogate a diversity of issues related to Caribbean affairs during online discussions.
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3. Evaluate problems facing regional groups such as CARICOM, CARIFTA and the
WICB and suggest possible solutions using the insights gained from course topics.
4. Justify that the Caribbean can be an area for discreet study by comparing it to other
world regions.

Attitudes

1. Value cooperative team work and peer-to-peer activities while interrogating the main
issues associated with Caribbean identity.
2. Relate personal value judgments when comparing course content to actual
experiences and the characteristics of their local community.

Course Orientation

Please make sure you spend sufficient time during Week 1 of teaching updating yourself with
important course information on the course site. This will help you to orient yourself and
become more comfortable in the learning environment. If you are not familiar with the
Course’s website, take this time to learn to navigate within it and use the various tools
available to you. Most of all, take this time to get to know your peers, Tutor and Course
Coordinator.
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COURSE CONTENT

This course is divided into 9 units. The units to be covered in this course are as follows:

Unit 1: The Concept of Civilisation

 The Myth of Pre-History
 Defining Civilisation and Culture
 Varying Civilisations

Unit 2: Defining a Caribbean Civilisation

 Defining the Caribbean
 Interpreting neo-Indian lifestyles
 Demography of the early neo-Indian peoples

Unit 3: The Diversified Caribbean in the 16th and 17th centuries

 Maritime exploration and the interlopers
 Agricultural change and the interlopers
 Labour diversity and demographic change in Caribbean Frontier society

Unit 4: By the Rivers of Babylon: Enslavement and Freedom of West Africans in the
Caribbean
 Comparing West African Slavery and Caribbean Chattel Slavery
 Enslavement on Caribbean Sugar Estates
 Freedom Lost, Freedom Regained on Caribbean Sugar estates

Unit 5: The Caribbean in Demographic Motion: Emancipation, Migration and

Indentureship
 The passing of infamy: The end of “chattel” slavery
 Attempts at Solving the “Labour Problem” in the Nineteenth century Caribbean
 European, Asian and Indian indentureship into the Caribbean

Unit 6: Caribbean Identity

 Forging a Caribbean Identity
 From Ayti to Haiti: The first Caribbean Republic
 The Shaping of Caribbean Identity: Twentieth century US Imperialism

Unit 7: Religion, Education and Caribbean Family Life

 Religion and family life as socializing Agents
 Education and family life as socializing Agents
 Religion and Education in the formation of Caribbean Society

Unit 8: Caribbean Cultural Expression

 Caribbean Festivals
 Caribbean Music, Dance and Art
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 Sports and the Caribbean Psyche

Unit 9: Caribbean Sexuality and Gender Relations

 “Gender” and “sex” defined
 Traditional Caribbean Gender roles to the 21st century
 Alternate Caribbean gender identity formation

Teaching Methods

This region-wide course will be delivered asynchronously and synchronously, using the
following teaching tools:

1. Synchronous: the use of the internet and “face to face” discussion to promote
learning, web conferencing and social media tools.
2. Asynchronous tools: - my e-learning course page

The following teaching strategies will be employed to promote individual and group-based
learning:

 Online discussions and activities

 In-class tutorials / Online tutorials
 Online plenaries
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COURSE DELIVERY

The course will be delivered entirely online over 13 teaching weeks. Students will participate
in at least 3 hours of teaching and learning each week, facilitated by the FOUN 1101
teaching team across the four campuses. These 3 hours are made up of (i) a recorded two-
hour lecture and (ii) an hour-long live tutorial per week. This delivery will utilise
synchronous and asynchronous methods, including video presentations, live online
discussions and other activities. All will be facilitated through the FOUN 1101 My-eLearning
course page.

A variety of learning materials, including the course units and required readings are available
on the course page for ease of access. Students will refer to the course Units and readings
before engaging in online group discussions as these will help to further understanding and
interrogation of the issues raised within the units.

Students will also be able to engage with faculty and their classmates across the region via
the online forums accessible through the My-eLearning page.

The course will be delivered by a regional team of course coordinators and tutors, led by the
regional coordinator as follows:

Regional Co-ordinator:

Dr. Debbie McCollin

Co-ordinating team:

Dr. Candia Mitchell-Hall (Mona), Dr. Nicole Plummer (Open Campus), Ms. Lynette
Sampson (St. Augustine), Dr. Rodney Worrell (Cave Hill)

Netiquette and Course Behaviour

The usual courtesies that we expect in face-to-face encounters will be the norm in our
classroom and online environment. We must honour the feelings of others and the differences
in opinions that will emerge. In this Course we will, to the best of our abilities, model the best
kinds of interpersonal behaviour that we would like to see displayed by our peers. As you
interact within the learning environment there are University standards that you must adhere
to when you communicate with peers, tutors and Campus staff. You are expected to become
familiar with these standards in an effort to maintain a respectful and cordial environment.
Please view the University Guidelines on Netiquette on the QuickLink in the left hand column
of the course page for additional information.
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ASSESSMENT

Plagiarism Policy  
The practice of plagiarism is prohibited and attracts a severe penalty. The UWI has a stated
policy related to plagiarism which it expects students to understand and comply with. The
Campus utilizes the Turnitin software capability to recognize potential abuses of plagiarism.
Please view the details concerning plagiarism on the QuickLink in the left hand column of the
course page for the Undergraduate Student Anti-Plagiarism Policy, Office of the Board for
Undergraduate Studies.  
 
Citation Requirements for this Course 
This course requires all citation references to be made in the MLA (Modern Language
Association) style found in the MLA Handbook 7 th Edition. This style is most commonly
used to write papers and cite sources within the liberal arts and humanities. Reference guides
for this style can be found online and two sources are given here:
http://library.williams.edu/citing/styles/mla.php ; http://academictips.org/mla-format/mla-
format-sample-paper-with-cover-page-and-outline/  

Assignment 1
Multiple Choice Quiz (Online) 30%
Due: Thursday 20th October, 2022
Course aims assessed:
1. Help the students to understand the long history of resistance of the Caribbean people in
their quest for equality and how the nature of resistance has shaped the contemporary
Caribbean.
2. The tools necessary to engage in critical reflection on the Caribbean in the 21st century.
3. Enable participants to interrogate the concept of “Caribbean identity” especially in
relation to diverse ideas of regional (dis)integration and diasporic double consciousness.

Description
Review and critically reflect on the plenary sessions and the weekly course readings assigned
to you for the course. Use critical thinking skills to conclude on the value of these materials
for an understanding of the issues facing the Caribbean. The MCQ will be based on topics
contained in the course.
This is an individual, closed book examination which will consist of 60 items based on
Units 1- 5, to be completed in 60 minutes. The questions will be randomised and appear
in a variety of formats (multiple choice, fill-in-the-blanks and true and false). All
students are required to have access to a computer and the internet for the full time
period of the quiz.
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All further information about the process of online quiz taking will be provided on the
Course Page prior to your examination.
Assignment 2
Book Report 35%
Due: Friday 11th November, 2022

Course aims assessed

1. Enable participants to interrogate the concept of “Caribbean identity” especially in

relation to diverse ideas of regional (dis)integration.
2. Motivate participants to understand the Caribbean region as an area for development
that needs their own intellectual input.
3. Help the students to understand the long history of resistance of the Caribbean people in
their quest for equality and how the nature of resistance has shaped the contemporary
Caribbean.
4. Provide participants with the tools necessary to engage in critical reflection on the
Caribbean in the 21st century.

Description
Read and critically comment on the assigned book, Aimé Césaire by Prof. Elizabeth Walcott-
Hackshaw (refer to reading list for full reference). Employ critical thinking skills to write a
2500-word book report, in which you:
a. Analyse the text within the context of the themes and topics of the course (e.g.
identity, colonialism, resistance, etc.)
b. Analyse the text within its social and historical contexts
c. Discuss the value of the book to understanding Caribbean society

GRADING CRITERIA

Application of key themes in Caribbean Civilization – 10 marks

 Student has applied knowledge of themes addressed in the Caribbean Civilisation
course to the analysis.

Analysis – 15 marks
 Student uses the content of the book and scholarly sources to construct a logical and
coherent argument.
 Student demonstrates original thinking.

Language – 5 marks
 Student uses the register, grammatical structure, spelling and writing style appropriate
to academic writing at the university level.
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Citation – 5 marks
 Evidence of the use of MLA citation
SUBMISSION PROCESS:
Assignment should be submitted online using the labelled dropbox on the course page by
1:00pm EC (12:00noon JA) unless otherwise advised by your FOUN 1101 campus co-
ordinator. Your first submission on My-eLearning (and Turnitin) is final.

Assignment 3 REGIONAL GROUP PROJECT

Critical Thinking Project 35%
Due: Friday 25th November, 2022

Course aims assessed

1. Introduce to participants the concept of the “Caribbean” as an autonomous knowledge
area worthy of its own separate study.
2. Motivate participants to understand the Caribbean region as an area for development
that needs their own intellectual input.
3. Justify that the Caribbean can be an area for discreet study by comparing it to other
world regions.
4. Provide participants with the tools necessary to engage in critical reflection on the
Caribbean in the 21st century.

Description

You are the film review editor at a new magazine called The Caribbean Film Critic. View the
following documentary and write a 2000-2500-word critique for the magazine (including
pictures and/or other illustrations in your design):
 
Documentary by Healing Roots Production (see reading list for full reference)
Title: Healing Roots: Homegrown and Homemade: Black Women’s Healing Traditions
(Barbados)
Link: https://www.youtube.com/watch?v=6q9UMudU8EQ
 
In your critique you should: 
1. Use scholarly and other credible secondary sources to critically comment on the
documentary’s representation of the subjects of Caribbean history, identity, gender roles
and traditionalism vs modernism.
2. Give your personal reflections on the issues presented.

 Submit as a PDF document on My-eLearning.

 All text and non-text sources (e.g. pictures, graphics) must be given credit where it is
used in the article.
 A list of secondary sources should be included in your work
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GRADING CRITERIA

Explanation and analysis of main ideas  -  20 marks

 Student uses course content to construct and articulate clear arguments.

Creativity - 5 marks
 Work produced should exhibit originality and design elements that enhance
understanding of the content.
 
Use of relevant scholarly material and appropriate references  -  5 marks
 Sources used are credited in the body of the text and a reference list is provided using
the assignment submission template.
 
Language  -  5 marks
 Student uses register and style appropriate for the medium chosen

SUBMISSION PROCESS

IMPORTANT NOTE: Campus coordinators will advise as to whether submission will be

individual or by groups (according to your campus). This will be communicated to students
via orientation, tutorials and the course myelearning page. Students will be severely
penalised for not adhering to their specific campus’s chosen option.

Assignment should be submitted online using the labelled dropbox on the course page by
1:00pm EC (12:00noon JA) unless otherwise advised by your FOUN 1101 campus co-
ordinator. Your first submission on My-eLearning (and Turnitin) is final.
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UWI GPA and Marking Scheme 

Assignments are marked using the following Mark Scheme. The lowest pass mark /grade is 50% (C). 

Grad % Grade Grade Grade Descriptor

e Range Point Definition
A+  90 - 4.3  Exceptional  Demonstrates exceptional performance and achievement in all aspects of the course.  Exceptional
100  application of theoretical and technical knowledge that demonstrates achievement of the learning
outcomes. Goes beyond the material in the course and displays exceptional aptitude in solving
complex issues identified. Achieves the highest level of critical, compelling, coherent and concise
argument or solutions within the course. 

A  80 – 4.0  Outstanding  Demonstrates outstanding integration of a full range of appropriate principles, theories, evidence
89  and techniques. Displays innovative and/or insightful responses. Goes beyond the material with
outstanding conceptualization which is original, innovative and/or insightful. Applies outstanding
critical thinking skills 
A-  75 - 79  3.7  Excellent  Demonstrates excellent breadth of knowledge, skills and competencies and presents these in
appropriate forms using a wide range of resources. Demonstrates excellent evidence of original
thought, strong analytical and critical abilities; excellent organizational, rhetorical and
presentational skills. 
B+  70 - 74  3.3  Very Good  Demonstrates evidence of very good critical and analytical thinking in most aspects of the course.
Very good knowledge that is comprehensive, accurate and relevant. Very good insight into the
material and very good use of a range of appropriate resources. Consistently applies very good
theoretical and technical knowledge to achieve the desired learning outcomes. 

B  65 - 69  3.0  Good  Demonstrates good knowledge, rhetorical and organizational skills. Good insight into the material
and a good use of a range of appropriate resources. Good integration of a range of principles,
techniques, theories and evidence. 
B-  60 - 64  2.7  Satisfactory  Displays satisfactory evidence of the application of theoretical and technical knowledge to achieve
the desired learning outcomes. Demonstrates sound organisational and rhetorical skills. 

C+  55 - 59  2.3  Fair  Demonstrates fair breadth and depth of knowledge of main components of the subject. Fair
evidence of being able to assemble some of the appropriate principles, theories, evidence and
techniques and to apply some critical thinking. 

C  50 - 54  2.0  Acceptable  Demonstrates acceptable application of theoretical and technical knowledge to achieve the
minimum learning outcomes required in the course.  Displays acceptable evidence of critical
thinking and the ability to link theory to application. 

F1    40-- 1.7  Unsatisfactory  Demonstrates unsatisfactory application of theoretical and technical knowledge and understanding
49  of the subject.  Displays unsatisfactory ability to put theory into practice; weak theoretical and
reflective insight. Unsatisfactory critical thinking, organizational and rhetorical skills. 

F2  30-39  1.30  Weak  Weak overall performance with very limited knowledge and understanding of the subject. Little
evidence of theoretical and reflective insights. Weak organizational and rhetorical skills. 

F3  0-29  0  Poor  Overall poor or minimal evidence of knowledge and understanding of the subject. Displays little
ability to put theory into practice; lacks theoretical and reflective insights. Incomplete breadth and
depth of knowledge on substantive elements of the subject.  Little or no evidence of critical
engagement with the material. Responses are affected by irrelevant sources of information, poor
organizational and rhetorical skills. 
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RESOURCES

Book Report Option:

Elizabeth Walcott-Hackshaw. Aimé Césaire. Kingston: University of the West Indies Press,
2021.

Documentary:

Healing Roots: Homegrown and Homemade: Black Women’s Healing Traditions. Herbal
Roots Production. 10 October, 2021. YouTube, https://www.youtube.com/watch?
v=6q9UMudU8EQ.

Unit Readings:

Unit 1:

Marwick, Arthur. “History: Essential Knowledge about the Past”, Chapter 2, The New Nature
of History: Knowledge, Evidence, Language. Hampshire: Palgrave, 2001 (pages 22-50).

Stavrianos, L.S.. “First Eurasian Civilizations, 3500-1000 BCE”, Chapter 3 in The World to
1500: A Global History. (7th Edition) New Jersey: Prentice Hall, 1999 (pages 43-63).

Unit 2:

Josephs, Aleric. “Indigenous Societies of the Circum-Caribbean and South America” in The
Caribbean, the Atlantic World and Global Transformation, eds. Jenny Jemmott, Aleric
Josephs and Kathleen Monteith. Mona: Social History Project, 2010 (pages 3-20).

Unit 3:

Stavrianos, L.S.. “West European Expansion: Iberian Phase, 1500-1600”, Chapter 24 in The
World Since 1500: A Global History. (7th Edition) New Jersey: Prentice Hall, 1995 (pages
365-382).

Stavrianos, L.S.. “West European Expansion: Dutch, French, British Phase, 1600-1763”,
Chapter 24 in The World Since 1500: A Global History, (7th Edition) New Jersey: Prentice
Hall, 1995 (pages 383-395).

Unit 4:

Campbell, J. F. (2015). “Fixed Melancholy”: Suicide on an 18th Century British West Indian
plantation. (Unpublished work available on the FOUN1101 course page)

Craton, Michael. “Forms of Resistance to Slavery”, in UNESCO’s General History of the

Caribbean Vol. III: The Slave Societies of the Caribbean, ed. Franklin Knight, UNESCO
Publishing, 1997, (pages 222-261).
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Williams, Eric. “King Sugar”, Chapter 9 in From Columbus To Castro: The History of the
Caribbean. London: Andre Deutsch, 2003 (Reprint: original 1970); (pages 111-135).

Unit 5:

Marshall, Woodville. “‘We be wise to many more tings’: Blacks’ Hopes and Expectations of
Emancipation” in Caribbean Freedom: Economy and Society from Emancipation to the
Present, eds. Hilary Beckles and Verene Shepherd. Kingston: Ian Randle, 1996 (pages 12-
20).

Williams, Eric. “The Ordeal of Free Labour”, Chapter 18 in From Columbus to Castro: The
History of the Caribbean 1492-1969. London: Andre Deutsch, 2003 (Reprint: original 1970);
(pages 328-346).

“Asian Immigration”, Chapter 19 in From Columbus to Castro: The History of the

Caribbean 1492-1969. London: Andre Deutsch, 2003 (Reprint: original 1970); (pages 347-
360).

Unit 6:

Alleyne, Mervyn. “The Caribbean”, Chapter 5 in Race and Ethnicity in the Caribbean and
the World. Jamaica, Barbados, Trinidad and Tobago: University of the West Indies Press,
2005 (paperback edition: Original 2002); (pages 80-113).

Nettleford, Rex. “The Melody of Europe, The Rhythm of Africa” in Mirror, Mirror: Identity,
Race and Protest in Jamaica. Kingston: LMH Publishing, 1998 edition (original 1970);
(pages 171-211).

Unit 7:

Moore, Brian and Michele Johnson. “Schooling for God and Empire: The Ideology of
Colonial Education”, Chapter 7 in Neither Led nor Driven. Kingston: University of the West
Indies Press, 2004 (pages 205-244).

Mutabaruka. “Rasta From Experience”, Chapter 3 in Rastafari: A Universal Philosophy in

the third Millennium, ed. Werner Zips. Kingston: Ian Randle Publishers, 2006 (pages 21-41).

Unit 8:

Burton, Richard D.E. “Cricket, carnival and street culture in the Caribbean” in Liberation
Cricket: West Indies Cricket Culture, ed. Hilary Beckles and Brian Stoddart. Kingston: Ian
Randle Publishers, 1995 (pages 89-106).

Mansingh, Ajai and Laxmi Mansingh. “The Creolisation of Hosay”, Caribbean Quarterly,
41, no.1 (March 1995): pages 25-39.
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Unit 9:

Downes, Aviston. “Boys of the Empire” in Interrogating Caribbean Masculinities:

Theoretical and Empirical Analyses, ed. Rhoda Reddock. Jamaica, Barbados, Trinidad and
Tobago: University of the West Indies Press, 2004 (105-136).

Moitt, Bernard. “Women, Work and Resistance in the French Caribbean during Slavery,
1700-1848” in Engendering History: Caribbean Women in Historical Perspective, eds.
Verene Shepherd, Bridget Brereton and Barbara Bailey. Kingston: Ian Randle Publishers,
1995, (pages 155-175).

Please also note weekly class units and reference videos on the course page.

Highly Recommended Resources:

Political Definition of the Caribbean

Sanatan, A. (2013) .CBNS101 - Political Definition of the Caribbean. Retrieved from
http://www.quietyoutube.com/watch?v=RCUgXA-YZ2M&feature=youtu.behttps://
quietyoutube.youtu.be/RCUgXA-YZ2M

Country Map of the Caribbean

http://geology.com/world/caribbean-satellite-image.shtml

The Caribbean Intellectual Tradition:

Santiago-Valles, W. F. (2002). The Caribbean Intellectual Tradition That Produced James
and Rodney. Retrieved from
https://journals.sagepub.com/doi/abs/10.1177/0306396800422005 (download full pdf under
UWI subscription)

CARICOM
Coalition for the International Criminal Court. (n.d.). Caribbean Community (CARICOM).
Retrieved from http://archive.iccnow.org/?mod=region&idureg=4

The Caribbean Diaspora

Nurse, Keith. Diaspora, Migration and Development in the Caribbean .Canadian Foundation
of the Americas. Retrieved from
https://www.researchgate.net/publication/253524136_Diaspora_Migration_and_Developmen
t_in_the_Caribbean
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COURSE SCHEDULE

Week 1 (5th – 10th September)

Orientation and Overview of course
‘Check Your Tech’ Week

Week 2 (12th – 17th September)

Unit 1: The Concept of Civilisation
 The Myth of Pre-History
 Defining Civilisation and Culture
 Varying Civilisations

Week 3 (19th – 24th September)

Unit 2: Defining a Caribbean Civilisation
 Defining the Caribbean
 Interpreting neo-Indian lifestyles
 Demography of the early neo-Indian peoples

Week 4 (26th September – 1st October)

Unit 3: The Diversified Caribbean in the 16th and 17th centuries
 Maritime Exploration and the Interlopers
 Agricultural Change and the Interlopers
 Labour Diversity and Demographic Change in Caribbean Frontier society

Week 5 (3th – 8th October)

Unit 4: Beyond the Rivers of Babylon
 Comparing West African Slavery and Caribbean Chattel Slavery
 Enslavement on Caribbean Sugar Estates
 Freedom Lost, Freedom Regained on Caribbean Sugar estates

Week 6 (10th – 15th October)

Unit 5: The Caribbean in Motion
 The Passing of Infamy: The end of “chattel” slavery
 Attempts at Solving the “Labour Problem” in the Nineteenth century Caribbean

Week 7 (17th – 22rd October)

Mid-course review
Assessment 1 – 20th October

Week 8 (24th – 29th November)

Unit 6: Caribbean Identity
 Forging a Caribbean Identity
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 From Ayti to Haiti: The first Caribbean Republic

 The Shaping of Caribbean Identity: Twentieth century US Imperialism

Week 9 (31st – 5th November)

Unit 7: Religion, Education and Caribbean Family Life
 Religion as a socializing Agent
 Education as a socializing Agent
 Religion and Education in the formation of Caribbean Society

Week 10 (7th – 12th November)

Reading Week
Assignment 2 due – 11th November

Week 11 (14– 19th November)

Unit 8: Caribbean Cultural Expression
 Caribbean Festivals
 Caribbean Music
 Sports and the Caribbean Psyche

Unit 9: Caribbean Gender & Sexuality

Week 12 (21nd – 25th November)

Course wrap-up
Assignment 3 due – 25th November
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LEGAL NOTICE –PROGRAMME & COURSES

1. Notwithstanding the contents of Faculty Handbooks, Course Outlines or any other course
materials provided by the University, the University reserves the right at any time to
altogether withdraw, alter or modify its programmes or courses and/or vary its modes or
methods of teaching, delivery and assessment of its programmes or courses, as deemed
necessary in the following circumstances:
 
(a) As a result of any changes imposed by national laws, legislation or governmental
regulations or orders made from time to time;
 
(b) In response to the occurrence of a force majeure event, including but not limited to, war
(whether declared or not), riots, civil disorder, epidemics, pandemics, quarantines,
earthquakes, fire, explosions, storms, floods or other adverse weather conditions, strikes,
lockouts or other industrial action, confiscation or any other action or authority by
governmental or regulatory agencies or acts of God;
 
(c) In the event of an emergency where there is risk to life and property;
 
(d) Where the exigencies of the circumstances require such action to be taken by the
University.
 
2. Owing to the onset of the COVID-19 pandemic, teaching, delivery and assessment of the
University’s programmes and courses during Semester I of Academic Year 2021/2022 will be
conducted primarily through virtual/online/electronic means. The University reserves the
right to extend its virtual/online/electronic modes and methods of teaching, delivery and
assessment into Semester II and “Summer School” of the 2021/2022 Academic year, if
deemed necessary.  Where permitted by national laws and regulations, the University may
make appropriate arrangements to facilitate on-site teaching and/or conduct of practical
components of specific programmes and courses, with such arrangements to follow strict
adherence to all relevant COVID-19 Public Health Regulations and Guidelines and the
University’s Health and Safety protocols and guidelines.

3. Any material produced as part of this course is owned solely by The University of the West
Indies, protected by copyright laws and may not be reproduced, republished, distributed,
transmitted, displayed, broadcast or otherwise exploited in any manner without the prior
permission of The University of the West Indies or the course managers.