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GRADE 7 History Syllabus Term

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GRADE 7 History Syllabus Term GRADE 7 History Syllabus Term One – Studying History 1. Definition of history and an explanation of why we study history 2. How the historian gathers and interprets information 3. Concept of time in history – sequence, change and continuity - Time – How time is calculated (calculating years before and after the birth of Christ i.e. .......... from BC now BCE – Before the Common Era and AD now CE – Common Era ) - How historians count years, e.g. by century 4. Examples of change over time: A study of, a. Architecture b. Fashion c. Transportation 5. History of family, school, church or community Term Two: Period of Enslavement 1. The First Jamaicans (Tainos) 2. Labour Systems: - The Encomienda System - European Indentureship State the reasons for the introduction of these two labour systems. Explain how these systems functioned and why they ended. 3. African Enslavement 4. Fight for Freedom: Identify the roles played by both men and women in the following examples of resistance to slavery i. The Maroons ii. Tacky Revolt Term Three: Abolition and the Emergence of a Free Society 1. The work of the Abolitionists e.g. William Pitt, Thomas Clarkson, William Wilberforce. 2. The Emancipation Act of 1833 3. Apprenticeship 4. The Peasantry a. Definition and Characteristics b. Obstacles – Government/Planter Class c. Contribution of Missionaries d. Initiatives of the newly free e.g. purchasing land, assisting in building schools/churches, self-help cooperatives N.B. The Amerindians and Sam Sharpe Rebellion are not included here, since they are dealt with in the ROSE curriculum. Suggested Teaching and Learning Activities 1. Conducting interviews with family members, community leaders and other resource persons to assist in research and write projects. 2. Map-work to identify the location of: a. Maroon settlements b. Free villages 3. Discuss the concept of: a. Change in architecture/building, fashion and transportation b. 1833 Emancipation Act c. Apprenticeship d. Maroon treaties 4. Field trips to the following places: a. Maroon settlements e.g. More Town, Accompong, Nanny Town b. Free Villages – e.g. Sligoville, Sturge Town and Maistone c. Folk Museum in Spanish Town 5. Compile glossary of concepts used in Grade 7. 6. Encourage students to listen to and write songs, poems and dub poetry on different aspects of content, as well as doing story telling. Assessment 1. Formative: quiz, class discussion, group work and reporting etc. 2. Summative: objective and short, restricted essay type test etc. Evaluation Resources - Grade Seven Allen, Beryl. Jamaica: A Junior History. Kingston: Heinemann, 1989 Black, Clinton. History of Jamaica. Essex, England: Longman, 1958, reprint 1983 Norman, Alma. People Who Came Book 1. Kingston: Carlong Publishers, 1968. Wallace, June and Gloria Robinson. Creating a Nation: Jamaica. Kingston: Carlong Publishers, 2000. Teachers’ Resources Sherlock, Philip and Hazel Bennett. The Story of the Jamaican People. Kingston: Ian Randle Publisher, 1998. JIS Pamphlet. Freedom Road – Emancipation to Independence The Creative and Production Training Centre (CPTC) for appropriate videos Teachers are encouraged to use relevant historical fiction, for example, Reid, Vic. Sixty Five. Essex, London: Longman, 1960 Reid, Vic. Peter of Mount Ephraim. Kingston: Jamaica Publishing House, 1971 Reid, Vic. Nanny-Town. Kingston: Jamaica Publishing House, 1983. .
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