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EXISTING SYLLABUS PROPOSED SYLLABUS
(Approved by SUBSEC in April 2016) (See Appendix III)
Group 1: Kalinago, Taino and Tupi groups
Group 2: Aztec, Inca, and Maya 4. Mainland conquest in Mexico and Peru up to

(Comparative analysis should be made between 1550:
TWO Indigenous groups, ONE from each of the
categories above). - Reasons, strategies and

consequences.

(e) Economic and social development of
Indigenous peoples:
(i) economic enterprises;
(ii) health; and,
(iii) education.

Theme 2: Cultural Identity, Representation
and Heritage in the Americas

(a) European colonialism and the historical and

social construction of ‘race’:

(i) Representation of Indigenous histories,

influencing stereotypes and

perceptions of Indigenous peoples

including gender stereotypes.

(ii) Implications for Indigenous relations

with Africans and Asians.

(iii) The role of prejudice, discrimination

against women and imperial

dominance of Indigenous societies.

(iv) Forms of incorporation (acculturation,

pluralism, integration).

(b) Land and the environment:
(i) physical significance;
(ii) symbolic significance; and,
(iii) sustainable livelihoods.

(c) Advocacy and solidarity around indigenous
rights.

Unit 1: Module 3 – Specific Objectives Unit 1: Module 3 – Specific Objectives
1. analyse the attempts by Haitian men and 1. analyse the attempts by Haitian men and

women to build a post-revolutionary society women to build a post-revolutionary society
during the twentieth century; during the twentieth century;

2. explain the causes and impact of the labour 2. explain the causes and impact of the labour

protests in the first half of the twentieth protests in the second half of the nineteenth

century; century;

3. examine the strategies employed by 3. examine the strategies employed by the
Indentured and post-Indentured men and newly freed Africans in the Caribbean and
women to improve their socio-economic Indentured and post-Indentured men and
status;

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