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This document provides sample questions and responses from the 2004 CAPE Caribbean Studies exam. It includes questions about the meaning of culture, the impact of Rastafarianism, social stratification, how education influences social stratification, cultural pluralism, the impacts of emigration on Caribbean countries, the meaning of indentureship, and how indentureship differed from slavery.
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This document summarizes several intellectual traditions that have influenced development in the Caribbean, including Pan-Africanism, Negritude, Industrialization by Invitation, Marxism, Dependency Theory, Feminism, and Indo-Caribbean thought. It discusses key figures and concepts within each tradition, and their impacts on areas like cultural development, workers' rights, social changes, and approaches to economics.
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This document presents evidence and arguments that Africans discovered the Americas prior to Christopher Columbus in 1492. It summarizes the research question, aims, and introduction claiming Columbus was not the first to reach the Americas. It then analyzes evidence including terra cotta heads found in the Americas that displayed Negroid features, pyramids built in Mexico dating to 1000 BC resembling those in Egypt, and 1,200 skeletons found in the Dominican Republic identified through DNA analysis as African. The document argues this evidence proves African presence and influence in the Americas preceded Columbus, though some historians reject this claim due to racism.
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The document discusses the oppression and genocide experienced by Caribbean peoples, as well as their responses and resistance. It describes how Europeans enslaved and brutally treated Africans and indigenous peoples. It provides details on Christopher Columbus and the near extinction of the Taino nation in Hispaniola. Resistance took many forms, including maroon communities, revolts led by figures like Toussaint L'ouverture and Sam Sharpe, and cultural elements like drumming, stick fighting, and later steel drums and reggae music. Peasants also emerged in the 1830s as the plantation system declined.
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The document summarizes research conducted on whether citizens in the community of Naggo Head are aware of acts that constitute the tort of private nuisance. Surveys were conducted asking residents questions about private nuisance. The findings showed that while most residents were familiar with the concept of private nuisance, many were unaware of its specific elements and the legal remedies available. The researchers concluded more education is needed for citizens on private nuisance laws and respecting neighbors. They recommended residents educate themselves on private nuisance.
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This sociology unit covers three modules: Module 1 examines sociology as a discipline, methods of research, and origins of Caribbean sociology as well as culture, Caribbean culture, identity, and Caribbean identity. Module 2 covers social institutions including definitions and functions of family, religion, and education in the Caribbean. Module 3 defines and discusses social stratification, functions, stratification in the Caribbean, and social mobility in the Caribbean.
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The document outlines the aims, objectives, research questions, and methodology of a study on the impact of the St. John the Evangelist Anglican Parish Church on the Black River community. The aims are to make citizens and church members aware of the church's spiritual and community impacts. Research questions address the church's effectiveness in spiritual guidance, youth development, and addressing community challenges. The methodology will involve questionnaires distributed to 20 community members over 4 weeks to collect both primary and secondary data.
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1. For thousands of years Native Californians, before the Spanish arrived, lived as close to an earthly paradise as possible. Explain. (Ch. 2)
2. Compare and contrast the lives of the mission Indians with those of the wealthy Californios. How did secularization of the missions hurt the Natives, but helped the Californios? (Ch. 8)
3. Explain what outsiders, such as American sailors and businessmen, might have seen and not seen in Mexican California. Now analyze Richard Henry Dana’s quote, “In the hands of an enterprising people, what a land this might be.”(Ch. 8-9)
4. Explain the difference between the discovery of gold and of the Gold Rush. Now analyze how the Gold Rush was an economic multiplier for California. (Ch. 11)
5. What is squatting and how did it contribute to the controversy in Mussel Slough? Who was at fault for the shootout and why? (Ch. 13)
6.Explain the importance of the rise of the automobile, and of the Hollywood movie industry, in the 1920s, to California’s image as the land of beauty and leisure. (Chapter 20)
7.Analyze, in depth with lots of supporting facts, what the Dust Bowl was, and how it impacted the people involved. Give examples of why Californians reacted to the arrival of the “Okies” so negatively. (Chapter 21)
8.How did World War II impact the California economy and society? (Ch. 23)
9.Analyze California’s role in the hippie movement, starting with the Beatniks of the 1950s. Why did “hippiedom” come to an end? (Ch. 26)
10.What were the goals of California’s conservatives in the 1960s and 1970s, and why did California voters elect them into office? Analyze how California went from the epicenter of left-wing protest to a conservative bastion. (Ch. 27)
History 18
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Online Final Exam Questions Spring 2021
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10 Scientific Benefits Of Wri
Pinot's Palette, a painting studio in Liberty Township, OH, is holding a fundraising event on March 19th called "Painting It Forward for Children's Hospital" where attendees can paint their own artwork while drinking wine and socializing with friends, with proceeds going to the local children's hospital to help the community.
The Influence Of Hiking On American Culture
The document discusses the benefits of cultural plunges for students' education. Cultural plunges involve immersing students in unfamiliar cultures to gain understanding and appreciation of others. This helps students learn about how other people live and survive in different settings. Facing challenging ideas builds students' confidence while rewarding them with interests and understanding. Cultural plunges thus play a significant role in education by teaching students to value diversity.
The emergence of a global culture
Globalization has led to the spread of Western culture and ideas around the world through various means. Transnational corporations, global media, tourism, and migration have all contributed to the diffusion of Western culture, influencing diets, clothing, and attitudes. While this has provided some opportunities, it has also resulted in the loss of local languages, traditions, and environmental degradation in some places. There is debate around the costs and benefits of the emergence of a more globalized culture.
Presentation
The document discusses how immigration impacts the diversity seen in America's classrooms. It notes that the demographic changes in schools provide the most detailed measure of where immigrants have settled. Specifically, it shares data from 2006 that shows the percentage of students who were white, black, Hispanic, Asian, and Native American. It emphasizes the importance of using culturally responsive teaching practices and incorporating multicultural perspectives to engage an increasingly diverse student population.
Foundations of Indian Education Tenets of Colonial Educati.docx
Foundations of Indian Education Tenets of Colonial Education The Boarding School Experience The Influence of History
The Indian Problem – how do we deal with the indigenous peoples who occupy our new land and have access to our new resources?
In this case, Indian education refers to the education of Indian peoples by non-Indians.
Education has often been imposed on Indian people – “quote about giving us your men to educate in our ways”
The greatest obstacle in advancing Indian education is the lack of acknowledgement and redress of the oppressive history of Indian education. There has been a painful legacy established that has led to extensive mistrust, alienation, and resistance among Indian people towards European American models of assimilationist education.
The fact is that education, particularly access to and successful completion of higher education is critical to Indian peoples and tribes.
“Take that axe and knock him on the head.
I will gladly bury him.
I would rather you do that than take him to school.”
Tenets of Colonial Education
“Colonial Education” refers to the re-culturing and re-education of American Indians by the secular and religious institutions of colonizing nations .”
Goals of colonial education of American Indians has been to transform Indian people and societies, to eradicate Indian self-government, self-determination and self-education.
Many current attitudes, programs, practices and beliefs continue the legacy of Indian education by “others,” these are contemporary expressions of colonial education.
1
Native Americans were savages and had to be civilized.
There are many stereotypes of Native Americans – the image of the Savage dominates our collective conscience.
Civilized, of course, means to be made just like the Europeans (or Americans) who are viewing Native American societies as deficient.
2
Civilization required Christian conversion.
Civilization = Christianization
Christianity and European cultural traditions were the cornerstones of a “civilized” life, Indians who became Christianized became more human.
3
Civilization required subordination of Native communities – which may be achieved by resettlement of Native people.
Assertion of power by colonial authorities – “colonial compulsion to radically restructure and control American Indian communities.”
i.e. Reservations and Boarding Schools
Creation of new communities = imposing military, political, economic and social power.
Civilized communities centered around an urban center, private land ownership. Savage communities were nomadic
4
Native people had mental, moral, physical, or cultural deficiencies that made certain pedagogical methods necessary for their education.
“These methods typically included a military model of mass regimentation, authoritarian discipline, strict gender segregation, an emphasis on manual labor, avoidance of higher academic or professional training, rote memorization, and d.
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History 18-Online Final Exam Questions Spring 2021There are 10 s
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Carib answers cape2004
- 1. CAPE CARIBBEAN STUDIES REVIEW OF PAST PAPERS CAPE 2004 SHORT PAPER
- 2. QUESTION 1 State One meaning of the term ‘culture’, supporting your answer with an example.
- 3. RESPONSE Culture refers to the ways of life of a people e.g. forms of dress.
- 4. QUESTION 2 Describe TWO ways in which Rastafarianism has had an impact on cultures outside of the Caribbean region.
- 5. QUESTION 3 Explain what is meant by ‘social stratification’.
- 6. RESPONSE This refers to the ranking of different groups in the society according to criteria that are valued.
- 7. QUESTION 4 Explain Two ways in which education influences social stratification.
- 8. RESPONSE Individuals who have minimal education are usually confined to manual or working class jobs. With educational qualifications one can access elitist social clubs and professional circles. Highly qualified and learned individuals can become members of the intelligentsia.
- 9. QUESTION 5 Explain the meaning of ‘cultural pluralism’ in the context of Caribbean societies.
- 10. QUESTION 6 Describe ONE negative and ONE positive impact of emigration on Caribbean countries.
- 11. RESPONSE Negative impact: Emigration results in a brain drain from Caribbean countries The country very often suffers from the loss of many professionals and many skilled personnel to the big countries The country also loses investment after training a number of persons who leave at the end of training (for example nurses and teachers)
- 12. RESPONSE Positive Impact: The country benefits economically through the remittance of funds to the home country by the migrants The festivals staged by the new or newly adopted countries aid the Caribbean as Caribbean artistes often have to be imported for these festivals. Less population pressure in the Caribbean, for example, less competition for jobs and other resources. Recognition of Caribbean people and their potential through the achievements of the Caribbean diaspora.
- 13. QUESTION 7 Explain what is meant by ‘indentureship’ in the context of the Caribbean experience.
- 14. RESPONSE This refers to the contracting of mainly East Indians and Chinese to work on sugar plantations in the period after emancipation.
- 15. QUESTION 8 State TWO ways in which indentureship differed from slavery in the Caribbean.
- 16. RESPONSE Indentureship involved East Indians and Chinese while slavery involved West Africans Indentured labourers were contracted to work for a time and paid a wage. African slaves were regarded as chattel. Indentureship was confined to certain territories such as Trinidad and Guyana whilst slavery was widespread. While indentured labourers were treated harshly, they were not systematically beaten, tortured and murdered as were Africans.
- 17. QUESTION