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that some content areas were too demanding. Therefore, the Panel revised and amended the content
to ensure that the scope was appropriate for the CAPE® level. For example, for Unit 1, Module 3,
Theme 1, the Panel decided that students should be required to explore only one of the Wars and
Protests listed rather than all four required by the existing syllabus. Additionally, the Panel clarified
the content for Migration and indicated a time period and a country of focus to prevent students from
exploring the topic too broadly. The Panel also identified and deleted repetitive content with a view
to reducing the demands on learners. For example, in Unit 1, Module 2, the content focusing on Strikes
and Industrial Actions was removed as it was agreed that it was already covered in Unit 1, Module 3,
Theme 3 under the topic The Protests of Caribbean Men and Women in the 1930s: Causes and Impact.

13. Stakeholders also suggested that the placement of the Grenadian Revolution as a discrete
area of focus in Unit 2, Module 1 was adding to the perception of the syllabus being lengthy. Therefore,
it was recommended that the Grenadian Revolution be studied within the context of the Cuban
Revolution. Additionally, stakeholders also suggested that the Cuban Revolution be relocated to Unit
1, Module 3 instead of being studied in Unit 2, Module 1, to ensure that the syllabus was appropriately
sequenced. They also suggested that students should not be required to study Capitalist Globalisation
in the Caribbean and Latin America as this topic would be more appropriate for Caribbean Studies, but
should instead study critical concepts surrounding Manifest Destiny. Consequently, stakeholders
recommended that this focus be removed from the syllabus and Manifest Destiny be added. The Panel
agreed with these suggestions and situated the Grenadian Revolution within the context of the Cuban
Revolution, which was relocated to Unit 1. Module 3. In response to the suggestion to include a focus
on Manifest Destiny, Theme 3 was added to Unit 2, Module 1. Additionally, the Panel agreed with the
stakeholders that the inclusion of the Capitalist Globalisation in the Caribbean and Latin America
would require too much of the learners; therefore, this was deleted from the syllabus (see Table 4).

Table 4

Amendments to Unit 2, Module 1

Existing Syllabus Proposed Syllabus

(Approved by SUBSEC in April 2016) (See Appendix III)

Unit 2: Module 1 – Deleted Content Unit 2: Module 1 – Additions

(c) Capitalist Globalisation in the Caribbean and Theme 3: Manifest Destiny and Development

Latin America Concept and implications of manifest destiny:

(i) The role of multi-national co-operations (i) Imperial identity of the United States of

and financial institutions (including but America up to 1917;

not limited to the IMF, IDB, World Bank, (ii) United States continental expansion in

Nestle, Dole). the nineteenth century;

(ii) The practice of industrialisation by (iii) United States intervention in Latin

invitation (ISI) and its impact on men and America up to 1917.

women.

(b) Independence and national development up

to 1900: Brazil OR Venezuela

14. Stakeholders had expressed concerns about the availability of resources to support the
teaching of new concepts incorporated into the syllabus. The Panel agreed that the list of resources
needed to be expanded to include more videos and other relevant resources with the view of ensuring
that the content of the syllabus was appropriately covered. After much deliberation to determine the
most appropriate resources, the Panel revised the list of resources for each Module to include
additional videos and print material.

15. The Panel then reviewed and refined the Rationale, General and Specific Objectives, and the
Content to ensure that the depth and scope were clear. Suggested Teaching and Learning Activities

10