History and Geography Sba

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ONE SAMPLE

SBA FOR CSEC


HISTORY
AND
ONE SAMPLE
SBA FOR CSEC
GEOGRAPHY
Glen Dass
1) 12 Sample SBA questions are listed on page 38 for
students to try on their own.
2) Students can e-mail them to me and I will mark them
and send a response.
PREFACE

The idea for this book came to me when I wrote Three SBA samples for CSEC Mathematics by
Glen Dass. After looking at the topics from the syllabuses, I decided to do a sample SBA in
CSEC Caribbean History and a sample SBA in CSEC Geography. I also formulated seven
sample questions for SBA in CSEC Caribbean History and five sample questions for SBA in
CSEC Geography which are listed on page 38. Students are free to do these and e-mail them to
me so that I can look at them, mark them and respond: kishwardass@hotmail.com

I joined the Teaching Service in Trinidad and Tobago in 1995 as a Teacher of Mathematics and
Physics and in 1997 I got a part time job teaching Mathematics to repeater students at a private
Secondary School. At one point in time I was working part time at three private Secondary
Schools while I was full time at a Government Secondary School. With repeater students, a lot of
work needed to be done in a short space of time, from September to April of the following year
in order to ensure that the students improved their grades. About three to five years of work had
to be covered in this short space of time, so I designed my lesson plans and methods of teaching
in such a way that I assumed that they knew absolutely nothing in Mathematics. This meant that
a tremendous amount of work had to be done on the board and adequate home work be given
regularly and corrected in order to make sure that students learnt something. I started from basic
concepts in all of the CSEC Mathematics topics to make sure that most of the students
understood the foundation work before proceeding to harder topics.

My lesson plans, assignments and methods of delivery helped me to be effective in the classroom
and I was able to pitch the work for the mathematically weak students. Most repeater students
often tell me that it was the first time that they actually understood certain topics. I have worked
at public and private Secondary Schools in north, central and south Trinidad, so I got the
opportunity to interact with students of all types of socioeconomic backgrounds with different
levels of intelligence.

At the Private Secondary Schools where I worked at in the past, I got the opportunity to teach a
wide array of subjects which broadened my view, knowledge and experiences. I taught CSEC
Additional Mathematics, Biology, Caribbean History, Human and Social Biology, Physics,
Integrated Science, Geography, Office Administration, Social Studies, Principles of Business,
Management of Business, Commercial Numeracy, SAT Mathematics, GMAT Mathematics,
GRE Mathematics, Introductory Statistics for the Behavioural Sciences, Introduction to Statistics
for Psychology, Introduction to Quantitative Methods for the ABE Program, Computer Literacy,
Microsoft PowerPoint Presentation, Microsoft Word, Graphics Design and PC Repairs. In China
I taught Oral English, Conversational English, Business English and Tourism English. I also
have the knowledge to teach Economics, Sociology, Psychology, International Relations,
Politics, Public Administration, Public Policy Analysis and Foreign Policy in the Third World.

This book will help form four, form five and repeater students to fully understand the way in
which a CSEC Caribbean History SBA and a CSEC Geography SBA can be done, and how they
are structured. Students will get ideas how to do the analysis, discussions and how to make the
conclusion. There are quite a number of students who do not know how to articulate all the
information together in their mind to write a clear discussion or conclusion. Once these students
go through my discussions, analysis and conclusions, they will get a better understanding on how
to do these for their SBA’s.

I would like to thank my nephew and niece for giving me the idea for Three SBA samples for
CSEC Mathematics by Glen Dass which gave me the idea for this book. As a result, I wish to
dedicate this book and others in the series to my nephews and nieces Christon, Joel, Natalia,
Faith and Paris.
CONTENTS

Caribbean History SBA 1

Geography SBA 10

Some sample SBA questions for students to try 38


OUTLINE THE
MAJOR RELIGIOUS
GROUPS IN THE
CARIBBEAN
COUNTRIES
BEFORE 1900 AND
HOW DID THIS
CHANGE FROM
1900 UP UNTIL 1985.
2

TABLE OF CONTENTS

Project title 3

Introduction 4

Religion in the Caribbean before 1900 5

Religion in the Caribbean from 1900 to 1985 7

Conclusion 8

Bibliography 9
3

PROJECT TITLE

Outline the major religious groups in the Caribbean countries before 1900
and how did this change from 1900 up until 1985.
4

INTRODUCTION

The Caribbean is made up of thirteen independent countries and several


territories/dependencies that are part of other counties. These countries are Antigua
and Barbuda, The Bahamas, Barbados, Cuba, Dominica, Dominican Republic,
Grenada, Haiti, Jamaica, St. Kitts and Nevis, St. Lucia, St. Vincent and the
Grenadines and Trinidad and Tobago. Caribbean society refers to all the people in
these Caribbean islands, where there are many people of different ethnic groups,
religious groups and political background, who came together to live in this place
that is referred to as the Caribbean. The Caribbean people were brought by the
Spanish, French and British colonial masters from Europe, England, Ireland, the
Middle East, Africa, India and China. A religious group is a set of individuals
whose identity as such is distinctive in norms common religious creed, beliefs,
doctrines, practices and rituals. Religious beliefs and practices are taken seriously
in the Caribbean by the different groups. Most of these groups identify themselves
distinctively from the others by their way of life. For example, some of the various
religions of the Caribbean are Hinduism, Islam, Baptist, Methodist, Presbyterian,
Roman Catholic and Christianity.
5

RELIGION IN THE CARIBBEAN BEFORE 1900

After Christopher Columbus’ first voyage to the Caribbean in 1492, Pope


Alexander VI issued a papel bull indicating that Spain has the right to occupy,
govern and profit from lands in the new world, which included the Caribbean. He
also declared that Christianity should be spread throughout the new world, which
included islands in the Caribbean. On his second voyage, Columbus brought
clerics under the leadership of Bernardo Boyl, a priest commissioned to convert the
Amerindians in the Caribbean into Christianity. In the 1500s educational
institutions were established by the Roman Catholic throughout the Caribbean
islands. The French had brought about 600,000 slaves from Africa to Haiti, who
had brought their religion of Vodeu. Before the end of the 1800s, the Roman
Catholic religion had taken its roots throughout all of the Caribbean islands, where
Roman Catholic Churches and Schools were established, which still influence the
culture and education of Caribbean people.

By early 1600s, Netherlands, England, France and Denmark started settlements in


the Caribbean and they had challenged the Spanish dominance in these islands. By
the end of the 1700s, Britain ruled and colonized St. Kitts and Nevis, Barbados,
Antigua, Montserrat, Jamaica, Grenada, St. Vincent and the Grenadines, Dominica,
St. Lucia, Tobago, Trinidad (Note: Trinidad and Tobago were not joined as yet)
and Guyana. During this period, the Church of England was active in these
territories and they had established the Anglican Church throughout the Caribbean
to spread the Anglican religion. They established Churches and Schools. Then the
Moravians of United Brethren established their groups in the Virgin Islands and
Jamaica by 1754 and started a ministry in Antigua in 1756. Methodism was started
in Antigua in 1754, by John and Charles Wesley which spread throughout the
British colonies of the Caribbean. The Baptist presence was established in the
British Caribbean by Gerge Liele, an African American who came to Jamaica in
1780. The African practice of Santeria, Palo Monte, Abakua and Vodou were
started in Cuba, Haiti and the Dominican Republic. These religions were brought
by the African slaves. In the 1860s, Revival Zion was brought to Jamaica, while
the Spiritual Baptist religion was established in Trinidad and the Eastern
Caribbean. Obeah and Myal were brought to the Caribbean by the African slaves
in the mid 1700s. George Liele and Moses Bakr brought the Baptist religion to
6

Jamaica in the early 1800s. The Protestant religion arrived in Puerto Rico in the
late 1500s, in Haiti in 1807 and in Cuba in the late 1800s.
7

RELIGION IN THE CARIBBEAN FROM 1900 TO 1985

In the early 1900s, Jamaica invited the Pentecostal Church in the United States to
send missionaries to Jamaica. When slavery was abolished in 1838, there was a
need for labour in the Caribbean, so the British brought indentured labourers from
Europe, China and India (Back then India and Pakistan was one subcontinent). The
majority of indentured labourers came from India. More than 144,000 came to the
Caribbean between 1845 to 1917 and most of them settled in Trinidad, Guyana and
Suriname. They brought Hinduism and Islam to these countries which they still
practice today. Many Hindu Schools and Temples were established throughout
Trinidad, while Mosques and Schools were established by the Muslims. The
Presbyterian Ministries came to the Caribbean in the 1900s and they established
Churches and Schools. By the 1960s, 20% of Jamaicans were Pentecostal. In the
1982 census of Jamaica, more than 400,000 Jamaicans identified themselves as
Church of God. Today the Pentecostal religion is in most Caribbean countries.

In November 2nd 1930, Ras Tafari was crowned emperor of Ethiopia and the
Rastafarian religion was introduced to Jamaica. By the 1970s the Rastafarian
religion was fully established throughout all of the Caribbean islands.
8

CONCLUSION

Two main periods were discussed in this essay. These were pre 1900s and from
1900 to 1985. When Spain colonized the Caribbean islands, the Roman Catholic
religion was established throughout the territory. Then various religions such as
Anglican, Moravians, Baptist, Santeria, Palo Monte, Abakua and Vodou, Revival
Zion, Spiritual Baptist, Obeah and Myal were brought by other groups of people
who were brought to the Caribbean by the colonial masters. Then we saw that after
the 1900s, other religions such as Pentecostal, Hinduism, Islam, Church of God and
Rastafarian were brought to the Caribbean by the different groups of people. What
is notable in the Caribbean is that all the different religious groups peacefully exist
side by side.
9

BIBLIOGRAPHY

Edmonds, Ennis B and Michelle A. Gonzales. Caribbean Religious History: an

introduction. New York University Press, 2010.


10

STUDY A RIVER FROM


ITS UPPER RIVER
COURSE UNTIL IT
REACHES ITS LOWER
RIVER COURSE AND
EXPLAIN HOW THE
BEDLOAD VARY IN SIZE
AND SHAPE AT THE
UPPER RIVER COURSE
AND AT THE LOWER
RIVER COURSE.
11

TABLE OF CONTENTS

Project title 12

Introduction 13

The aim of the study 14

Location of the field study 16

Methodology 18

Presentation of study 19

Theory of bedload 27

Analysis and discussion of data 33

Conclusion 36

Bibliography 37

Some sample SBA questions for students to try 38


12

PROJECT TITLE

Study any river in your country from its upper river course until it reaches its
lower river course and explain how the bedload vary in size and shape at the
upper river course and at the lower river course.
13

INTRODUCTION

A river is a large natural stream of fresh water that flows into an ocean, a lake or
another body of water. Most rivers normally begin at a mountain, then flows
through the highlands into the lowlands, in a country.

This SBA is about the study of the Caura River’s bedload and how it varies in size
and shape at the upper and lower courses. The Caura River is known as the
Tacarigua River, but in this SBA, I will refer to it as the Caura River, which it is
commonly known by.

The Caura River’s origin is in the Northern Range and it moves south and
eventually ends up in the Caroni River. The Caroni River moves west and enters
into the Caroni Swamp, which empties into the Gulf of Paria.

I will be observing the river from its upper course until it reaches the shallow parts
where people swim and have picnics. I will take photographs, notes and sketches.
Then I will do the theoretical research from my Geography textbooks and from the
Internet and see how the theory relates to the Caura River.
14

THE AIM OF THE STUDY

The upper river course is where a river begins its journey towards the sea. This
part of the river has the most landscape features and biggest range of physical
features, for example V-shaped valleys, interlocking spurs, rapids, waterfalls and
gorges.

In the lower river course, a river has a high volume and a large discharge. At this
stage, the river is now deep and wide and the landscape around it is flat. As a river
reaches the end of its journey, energy levels are low and depositing of river
materials takes place. The river now has a wide flood plain. A flood plane is a very
fertile area due to the river alluvial deposits by flood water. A lot of fine sediments
are deposited in this area, especially during the flood seasons in a country.

Bedload consist of sediments that are moving along the river’s bottom, by rolling,
sliding or saltation (bounce along the bottom). Bedload can be large and small
rocks and boulders, pebbles, gravel, sediments, sand, silt, clay and tiny particles
that are suspended in the water and smaller particles that are in solution at certain
areas in the water. There are also lighter materials that are semi-submerged in the
water and move with the water currents.

1) What do I plan to observe.

At the upper river course, I plan to observe V-shaped valleys, interlocking spurs
and waterfalls. I also plan to observe the types of rocks and materials on the river
bed and around the banks of the river. At the lower course of the river, I plan to
observe the gradient of the river being shallower than the gradient of the river at its
upper course. I also plan to observe the bedload, the types of rocks, materials and
sediments and their shapes and sizes.

2) How do I plan to gather this data?

I visited the area and took photographs which I will attach to this SBA. I also
observed the shapes, sizes and structures of the rocks and bedload at the upper
river course and at the lower river course. I also looked at the different types of
materials on the river bed and on the river banks at the upper river course and at
the lower river course.
15

3) What do I plan to show?

I plan to show the physical features around the upper river course and, the lower
river course. I will also show the different types of bedload at the upper river
course and at the lower river course. I will also label the photographs on this SBA.
16

LOCATION OF THE FIELD STUDY

Map of part of Trinidad showing Caura River

Caura River

Caura River

The Tacarigua River (commonly known as the Caura River) is a river on the
island of Trinidad in the country of Trinidad and Tobago. It originates in the
Northern Range and drains into the Caura Valley. It passes through the town of
Tacarigua in the East-West Corridor before joining the Caroni River. Its Latitude
is 10° 41' 59.99" N and its Longitude is 61° 20' 59.99" W. In this SBA I will be
referring to the river as the Caura River.
17

A close up view showing the Caura River

The blue line shows the origin of the Caura River in the Northern Range. It moves
south and eventually meets the Caroni River. Notice from the diagram how it
moves along the valley. Those who can read this diagram to know where the peaks
and valleys are will see the mountainous and hilly areas on the left and on the right
of the river. Almost in a parallel direction to the river is the Main Road, which is
shown by the white line.
18

METHODOLOGY

I visited the Caura River and took pictures at the upper river course and at the
lower river course. I also observed the types of rocks and the different types of
bedloads at the upper river course and at the lower river course. I also got some
photographs from the Internet.

I studied the theory of river bed load from textbooks and from the Internet. Then I
looked at different types of waterfalls and river systems on the Internet. I also
looked at the different types of bedload in river systems. I then carefully analyzed
the photographs of the Caura River and was able to make my assessments.

Therefore photographs, sketches, notes, observations at the sight, theory from my


textbooks and theory from the Internet were brought together to study the Caura
River and outline the information in this SBA.
19

PRESENTATION OF STUDY

PHOTOGRAPHS

PHOTO 1: Upper River Course

PHOTO 2: Upper River Course

PHOTO 3: Upper River Course

PHOTO 4: Upper River Course

PHOTO 5: Lower River Course

PHOTO 6: Lower River Course

PHOTO 7: Lower River Course


20

PHOTO 1: Upper River Course

In this photo, large rocks can clearly be seen. Some parts of the rocks are curved,
while other surfaces are almost flat.
21

PHOTO 2: Upper River Course

In this photo, large rocks can clearly be seen. Some parts of the rocks are curved,
while other surfaces are almost flat.
22

PHOTO 3: Upper River Course

In this photo, large rocks can clearly be seen. Again, like in the two photos above,
some parts of the rocks are curved, while other surfaces are almost flat.
23

PHOTO 4: Upper River Course

In this photo, large rocks can clearly be seen.


24

PHOTO 5: Lower River Course

In this photo, deposits of small rocks and pebbles can be seen.


25

PHOTO 6: Lower River Course

In this photo, deposits of sediments, pebbles, gravel and mud can be seen. Traces
of gravel are seen, but there are no large or medium sized boulders or rocks.
26

PHOTO 7: Lower River Course

In this photo, deposits of small rocks and sediments can be seen. Mud layers can
also be noted.
27

THEORY OF BEDLOAD

Diagrams 1 to 6 below show the different types of bedload in a river.

DIAGRAM 1: The different types of bed load on a river’s bed.

The diagram above shows large rocks, suspended particles and the solution of
particles in a section of the water. The solution occurs when tiny particles are
mixed or dissolved in a section of the water of the river.
28

DIAGRAM 2: The different types of bed load on a river’s bed.

Large angular bedload at the upper river course need high flow and high velocity
water for transportation, therefore they travelled only a short distance.

Smaller semi rounded and rounded bedload at the middle course of the river.
29

DIAGRAM 3: The different types of bed load on a river’s bed.

This diagram shows how large rocks move during flooding. Dissolved ions can be
seen and suspended clay is also illustrated.
30

DIAGRAM 4: The different types of bed load on a river’s bed.

This diagram shows the rolling and sliding processes of the large rocks. Suspended
load is also seen. These float along with the water flow.
31

DIAGRAM 5: The different types of bed load on a river’s bed.

This diagram shows how large boulders and rocks roll along the river’s bed. It
shows saltation, that is when small pebbles and stones are bounced along the river
bed. Solution and suspension of particles and matter are illustrated.
32

DIAGRAM 6: The different types of bed load on a river’s bed.

This diagram shows how the large rocks roll and slide along the river’s bed. The
movements of gravel, sand, silt and clay are seen.
33

ANALYSIS AND DISCUSSION OF DATA

The bedload at the upper river course of Caura River which are seen on photos 1,
2, 3 and 4 are described below:

1) The rocks are large.


2) The rocks appear to be smooth on their sides.
3) Some rocks are shaped like rectangles cuboids with straight or sharp edges.
4) Some rocks have round or curved sides and edges.
5) Some rocks have rounded and curved ends while on certain sides, they are
flat.
6) I even saw some rocks that are almost the shape of triangular prisms.

The bedload at the lower river course of Caura River as seen on photos 5, 6 and 7
are described below.

1) The rocks are smaller on photos 5 and 7. Most of these rocks are circular,
semicircular or have curved edges.
2) Deposits of sand can clearly be seen on photo 6.
3) Deposits of gravel can be clearly seen on photos 6 and 7.
4) Deposits of mud can clearly be seen on photos 6 and 7.

From the textbooks theory and Internet theory, what was observed at the Caura
River was according to theory. One can use established theory from their
Geography textbooks, then visit an area on the planet and know what to expect. I
had no idea what to expect at the Caura River, but when I visited and make my
observations, I realized that my textbooks were accurate with respect to bedload at
the upper river course and at the lower river course.
34

WHAT PROCESSES MAKE THIS PHENOMENON POSSIBLE?

Most rivers flow quickly in the steep sloping section near their source that is at the
upper course of the river. This occurs at the upper course of the Caura River. As a
result, the fast-moving water washes away gravel, sand, sediments, pebbles, silt,
clay, mud and other smaller materials leaving a rocky bottom. These are the two
reasons why.

1) There are large rocks near and around the upper course of a river.
2) There are large rocks on the bed of the upper river course.
3) There are also large rocks on the banks of the river at the upper course.

The fast-moving water at the upper river course cause weathering and abrasions
against the large rocks which cause their surfaces to be smooth.

Since the gravel, sand, sediments, pebbles, silt, clay, mud and other smaller
materials are less dense and weigh less than the large rocks, they can move along
the river by the force of the water. The gravel, sand, sediments, pebbles, silt, clay,
mud and other smaller materials are dragged, rolled and bounced along the bottom
of the river by the force of the water. Sand, clay, mud and other smaller materials
can also travel with the water in the form of suspensions and solotions. When the
gravel, sand, sediments, pebbles, silt, clay, mud and other smaller materials reach
to the lower course of the river, they are deposited on the river’s bed, because the
velocity of the water is slower than at the upper course of the river and because this
region is gentle sloping or relatively flat. This lower velocity of water provides less
force against the materials and cannot push or carry them further.

Also, during flooding or during the flood season, we would see more gravel, sand,
sediments, pebbles, silt, clay, mud and other smaller materials being deposited on
the bed of the lower course of the river. Deposits of these materials can also be
seen on both sides of a river banks because the flood waters reach to the heights of
the banks and deposit these materials.
35

Is the data I present clearly showing the variance in the bedload’s size and
shape?

1) From the theory of physical geography one will expect to see a difference in size
and shape of the bedload at the upper river course as compared to the lower river
course.

2) From the seven photographs of the Caura River I have examined, it can be
clearly seen that when the bed load at the upper river course is compared to the bed
load at the lower river course, they were in keeping with established theory and
there was not variation.

Can I back my opinion up?

Yes, I can back my conclusion up, because the photographs were clear, the water
was clear and these photos were clear, so the rocks, gravel, sand, sediments,
pebbles, silt, clay, mud and other smaller materials were easily seen. The
difference in the two-study areas (the upper river course and the lower river
course) seen on the photographs can be seen distantly.

From the theory of bedload of a river in physical geography and form the
photographs of the upper river course and the lower river course of the Caura
River, analysis were made and discussions were outlined in the SBA above. Next,
we can draw a conclusion from theory and what were seen on the photographs.
36

CONCLUSION

The bedload at the upper river course of the Caura River was examined and the
bedload at the lower river course of this river was examined and both study areas
were compared. According to theory of bedload of rivers from Physical Geography
and from the Internet research, there would be large rocks on the river’s bed at the
upper course and here would be smaller rocks, gravel, sand, sediments, pebbles,
silt, clay, mud and other smaller materials on the river’s bed at the lower river
course. This was true for the two respective sections of the Caura River’s bedload.
The above was determined from the analysis of the seven photographs, my
observations, my sketches and from established theory. The size and shape of the
rocks, gravel, sand, sediments, pebbles, silt, clay, mud and other smaller materials
were clearly seen on the photographs and from my actual visit to the study area.

The evidence of this determination from the photographs is attached to this SBA.
We can study Physical Geography from textbooks, from our Teachers, from
National Geography Channel and from other documentaries on television and from
the Internet. This can only make sense and compared to the theories we learn,
ONLY when we make site visits to mountains, rivers, oceans cave systems and we
see the natural wonders and beauties of our planet for ourselves. As in the case of
this SBA, the theories from the textbooks of river bedload made sense when I
visited the Caura River and made the observations for myself.
37

BIBLIOGRAPHY

BBC, “River landforms.” Bitesize, 28 March, 2022, www.bbc.co.uk/bitesize/guide.

Ross, S and Alison Rae. Geography for CSEC. Nelson Thornes, U.K. 2014.
38

SOME SAMPLE SBA QUESTIONS FOR STUDENTS TO TRY

HISTORY

1. Outline the development of the CSME.


2. Trace the historical development and reasons for CARICOM.
3. Explain what caused the Cuban Missile Crisis. Do you view Castro as a hero
or not?
4. What caused the Bay of Pigs Invasion?
5. Trace and explain the Spanish influence in the Caribbean.
6. Trace and explain the French influence in the Caribbean.
7. Trace and explain the British influence in the Caribbean.

GEOGRAPHY

1. Investigate the river systems in Trinidad and Tobago separately. Then


compare both systems for similarities and differences.
2. Investigate the volcanic system in Trinidad.
3. Investigate the mountain system in Trinidad and Jamaica and compare and
contrast them.
4. Compare the reef in Caribbean countries.
5. Explain the impact of the hurricane season in the Caribbean.
39

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ABOUT THE BOOK

This book covers one sample SBA for CSEC Caribbean History and one sample SBA for CSEC
Geography that I developed after looking at the guidelines outlined in the CSEC Caribbean
History syllabus and the CSEC Geography syllabus. I collected the data myself, studied the
topics, analyzed them and wrote them into sample SBAs that students will understand. Students
can benefit by looking at how these SBAs are structured, written and presented. Students will get
ideas as to how they can go about doing their own SBAs. They will also get ideas how to
formulate their discussions and conclusion when they go through these samples.

Twelve sample questions for SBAs are listed on page 38 for students to try on their own. They
can e-mail them to me; I will mark them and send a response to them. There are seven sample
questions for SBAs listed for CSEC Caribbean History and five sample questions for SBAs listed
for CSEC Geography.

This book is designed for all form four, form five and repeater students who are currently
taking CSEC Caribbean History and CSEC Geography examinations and have to do SBAs.

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