MINISTRY OF EDUCATION

SECONDARY ENGAGEMENT PROGRAMME

SEPTEMBER 2020
Week 5 Lesson 2

Subject: Social Studies

Grade: Ten (10)

Topic: Individual, Family and Society

Sub – Topic: Cultural Diversity of the Caribbean Region

Objectives: Students will:

Identify the correct order in which our ancestors came to the Caribbean.

List the contributions of our ancestors to the cultural diversity of the Caribbean
Region.

Explain how the Cultural diversity of the Caribbean Region can be promoted.

Concept: In the Caribbean region there exist a rich blend of cultural patterns, customs,
ceremonies, religions and festivals that has been brought by our ancestors.

Content: Terms:

Culture - the way of life of a people, including beliefs, patterns of behaviour,

interaction and customs, passed down from one generation to the next.

Cultural diversity - variation in cultural practices, often the result of ethnic

diversity.

Cultural integration - the intermixing of different cultural elements.

Cultural penetration - the influencing of one culture by another.

Cultural retention - keeping cultural elements from the past.

43
 MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME
SEPTEMBER 2020
List the correct order in which our ancestors came to the Caribbean.

1.__________

2.__________
3.__________
4.__________
5.__________

6.___________

The Amerindians

The first recorded settlers of the Caribbean. We have adopted words such as
hammock, canoe, barbeque, Jamaica, maize and cassava from them. They have left
the following with us: barbequed fish and other meat, the making of cassava bread
and pepper pot, and the smoking of tobacco. The worship of many gods was a
feature of the Amerindians lifestyle.

Africans

The Caribbean islands provide agricultural resources. Growing and harvesting

crops under the harsh Caribbean sun was very hard work. At first, the Europeans
used the native Caribbean Indians as slaves. As the need for more slaves grew,
Africans were brought to the islands. Over many decades, as many as 20 million
Africans were brought to the Caribbean islands by force. These people were taken
mainly from West African countries between Senegal and Angola.

44
 MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME
SEPTEMBER 2020
Birth - ceremonial cutting of the 'navel string'. Mother stays in for nine days after
giving birth.

Death - wake, belief in spirits and ghost.

Marriage - special wedding garments, act of giving gifts, betrothal, wedding

ceremony and ritual.

Dances - Jonkonnu, kumina, Dinki-Mini and Bruckins, etc.

Religion - Orisha, Kumina, Shango, etc.

Medicines - herbal cures, folk medicines, and bush doctor.

Music/instruments - folk music, banjo, drums

Europeans

Europe's interaction with the Caribbean began in 1492 with the Spanish-sponsored
voyages of Christopher Columbus. Columbus' voyages to the Caribbean
incorporated two differing traditions of expansion. The first was influenced by his
Genoese roots and his experience in the Portuguese mercantile system. This
background allowed Columbus to view his task as mainly one of discovery to be
followed by the establishment of commercial outposts and trading centres that
would tap into indigenous resources. The primary goal of this system was the quick
exploitation of the local area with minimum investment.

Cultural impact:

Birth - christening of the baby.

Marriage - exogamy, engagement, courtship. Something old, something new,

something borrowed and something blue. Throwing of the garter, bouquet.
Throwing rice, honeymoon and special wedding gown.

45
 MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME
SEPTEMBER 2020
Dances - Quadrille, maypole, etc.

Religion - Christianity, Roman Catholic, Protestants and Judaism.

Diet - Peas and bean dishes. The making of buns, cakes, puddings, cheese, ham,
bacon, wines, etc.

Asians

Indians: They arrived as indentured labourers between 1845 and 1917. At the end
of the indentureship contract, many Indians reverted to their ancestral occupations;
some became fishermen or farmers, and others became barbers, goldsmiths,
ironsmiths and moneylenders.

The Indians introduced several plants and trees, such as the betel leaves, betel nut,
coolie plum, mango, jackfruit and tamarind. The food habits of Indians have a
distinctly Indian flavour and taste.

Chinese: The Chinese represent a small proportion of the Caribbean population;

nevertheless, their impact have been great, particularly in the area of commerce.
The Chinese were brought as indentured labourers to work on the plantations
following the emancipation of the slaves. They soon left the plantation and set up
businesses, small grocery shops into large enterprises embracing not only retailing,
but also wholesaling.

Chinese celebratory dances such as the lion and dragon dances are always looked
forward to by many Guyanese as part of our national events. Chinese industry and
their disciplined approach to work, their care and nurturing of children and the
emphasis they place on education and on family life, set examples for the Guyanese
society. The tradition of the extended family in Chinese culture parallels that in
African cultures, so is respect for age, whether it be to a member of the immediate
family or to an outsider.

46
 MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME
SEPTEMBER 2020
Marriage - endogamy and may even be arranged. Special wedding garments.

Religion - Hinduism, Islam and Buddhism.

Diet/food - roti, curried goat, rice, pak choi, spices and vegetables.

Activity: For the ethnic groups identified below state the main reason for them coming to the
Caribbean region.

Europeans
• ________________________________

Africians
• _______________________________

East Indians
• ________________________________

Activity: Caribbean family life patterns include some cultural practices passed on through
generations.

 List THREE ethnic or racial groups found in the Caribbean.

 For each of the groups you listed, state ONE cultural practice of the group that has
been passed on through generations to present-day Caribbean families.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

47
 MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME
SEPTEMBER 2020
Home work:

1. Give THREE reasons why some cultural practices from many years ago have continued
to be important in present-day Caribbean life.
2. Suggest THREE actions that the government can take to support the efforts of cultural
groups in the country.

Reference:

Ramsawak, R. and Umraw, R. (2001). Modules in Social Studies, Trinidad and Tobago,
Caribbean Educational Publishers Ltd.

Sandy, M. et al. (2000). CXC Social Studies Essentials with SBA Study Guide and Exercises,
Kingston: Jamaica, Carlong Publishers Caribbean Ltd.

48