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Teaching About Haiti. INSTITUTION Ecumenical Program on Central America and the Caribbean, Washington, DC.; Network of Educators on the Americas

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Teaching About Haiti. INSTITUTION Ecumenical Program on Central America and the Caribbean, Washington, DC.; Network of Educators on the Americas DOCUMENT RESUME ED 370 822 SO 022 992 AUTHOR Sunshine, Catherine A.; Menkart, Deborah TITLE Teaching about Haiti. INSTITUTION Ecumenical Program on Central America and the Caribbean, Washington, DC.; Network of Educators on the Americas. REPORT NO ISBN-1-878554-10-7 PUB DATE 93 NOTE 33p. AVAILABLE FROMNetwork of Educators on the Americas, 1118 22nd St., N.W., Washington, DC 20037 ($1). PUB TYPE Guides Classroom Use Instructional Materials (For Learner) (051) Guides Classroom Use Teaching Guides (For Teacher)(052) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Colonialism; *Cultural Background; *Cultural Education; Cultural Influences; Folk Culture; Foreign Countries; *Latin American Culture; Latin American History; Learning Activities; Nationalism; Religious Factors; Secondary Education; *Social History; Social Influences; Social Studies IDENTIFIERS Caribbean; *Caribbean History; *Haiti ABSTRACT Developed for secondary students to place political situations in context, this document uses essays, interviews, songs, literature, and prose to present the culture of Haiti and the history of colonialism, neo-colonialism, and struggles for independence. After a historical overview, a chronology provides key dates in Haitian history. Maps of Haiti and the Caribbean precede two folktales that blend African and European folklore to become part of the cultural heritage of the Haitian people. The tradition of work exchange by the rural Haitians originating from West African roots is explained and illustrated by a story. After describing voodoo and its development as a resistance force in Haiti, data on conditions in Haiti provide statistics on such topics as population trends, life expectancy, illiteracy rate, and infant mortality rate. Six stories illustrate Haitian daily life. Music plays an integral role in the social and religious activities, and four songs and discussion questions provide opportunities for student participation. Seven teaching ideas provide further information on activities. A list of 12 organizations and journals and 26 sources (including videos) for further information on Haiti concludes the guide.(CK) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** 'PERMISSION TO REPRODUCE THIS U.S. DEPARTMENT OF fO(TATION Deice of Educational Rsearch and Improvement MATERIAL HAS BEEN GRANTEDBY EDUCATIONAL RESOURCES INFORMATION CENTER IFRIC) y_Thss document has been reproduced as received trom the Person or organization originating it 0 Mmor changes have bean made to improve rprodixtion Quality RESOURt ES Points of view or opinions stated in this docu- TO THE EDUCATIONAL ment do not necessarily represent official INFORMATION C7NTER (ERIC)." OE RI Position or policy F st ".;.s: I. 744 . 4.1 Chron lei A , The Konbit 4,- - . Working Togit F:' Ft, Vodou: < =;k-i A Haltlin Way'of Life, in Halthm Ai) Songs 0;1 :t ,s 'F4 00 4 jiltC. About Haiti, a title in the actions series, is ideal fox Gracia 6-120041: BEST COPY AVAILABLE 2 Teaching About Haiti In the last few months, Haitian refugees have As the Haitian literacy primer says, "Reading and frequently been a lead news story. But the media writing are only one step toward knowledge." What's seldom provides enough background to help students the next step? Listen to Haitian music. Invite a speaker develop an educated opinion about the roots of this to your classroom. Write letters to the editor about crisis. what you have learned about Haiti. Organize a pre- Teaching About Haiti was developed to give sentation during Black History Month. Get involved secondary school students the information they need in the national campaign to restore democracy to to place the current political situation in context. Haiti. Visit Haiti. And more. Haiti's history and culture are presented The editors through essays, interviews, songs, welcome feed- literature and prose. back from teach- This publication is an in- ers and students troduction to Haiti. On the who have used this inside back cover, we have publication. Which recommended books and sections proved most videos to further your effective? Whatshould study of Haiti, the first be modified, deleted or Black republic in the added to future editions? Americas. Please contact us at the NECA address below. Knowing how to read and write is one step toward knowledge. From the Goute &JO-este of Salt Mission Alpha Literacy Primer, 1986. A production of the Network of Educators on the Ameri- Laurie Richardson, Minor Sinclair, Nicole Smith-Leary, Bea cas (NECA) and the Ecumenical Program on Central Rief, Frances Nolting Temple, Claudette Werleigh. Many America and the Caribbean (EPICA) as part of the others assisted along the way. Thank you. Caribbean Connections series for the Haiti Solidarity ©1993, the Network of Educators on the Americas (NECA) Week Coordinating Committee: Americans for and the Ecumenical Program on Central America and the Aristide, American Friends Service Committee, Chi- Caribbean (EPICA) cago Coalition for Democracy in Haiti, Clergy and Readings and photos separately copyrighted. Laity Concerned, Pax Christi USA, Quixote Center/ Haiti Reborn, and the Washington Office on Haiti. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted with- Introductions, history, and editing by: out prior permission of the publishers, except by instructors Catherine A. Sunshine and Deborah Menkart for the specific purpose of classroom use. Research and editing: Erica Gilbertson This publication funded in part by the Arca Foundation. Photographs: Mev Puleo/lmpact Visuals, Donna De Cesare/ ISBN: 1-878554-10-7 Impact Visuals Desk-top publishing: Deborah Menkart Additional copies of Teaching About Haiti can be requested Special assistance with layout: Jim Reese from NECA, 111822nd Street, NW, Washington, DC 20037, Cover photo of young boy at the Missionary Brothers of (202) 429-0137 at minimal cost. Call for prices. Charity Home for Young Boys, aid Soleil. Courtesy of Additional information on the Haiti Solidarity Week Cam- Mev Puleo/Impact Visuals, © 1992. paign available from: The Quixote Center, PO Bol Assistance with research, critiquing, typing and proofread- 5206, Hyattsville, MD 20782, (301) 699-0042. ing: Marx Aristide, Jennifer Bauduy, Judith Bauduy, Dan Order an organizing packet on Haiti and other materials from: Behrman, Serge Bellegarde, Lily Cérat, Veronica Fern, Clergy and Laity Concerned, 340 Mead Road, Decatur, Erica Gilbertson, Matt Grossman, Doug Hess, George Jacobs, GA 30030, (404) 377-1983. 2 )I Haiti in History Once a land in which all its inhabitants were well- The Conquest fed, Haiti is now the poorest country in the Western ColumbuF landed on Ayiti in 1492 and claimed Hemisphere. One out of five children die before the age of five. Life expectancy is 54 years. Human rights the island for Spain. He renamed it. La Isla Española abuses against those who criticize the government are (Hispaniola). It became the first Spanish settlement in unimaginably cruel. Why are people suffering? How the Americas. are the people of Haiti trying to change thesecondi- Columbus and his sailors hoped to profit from tions? How can we help ? Haiti's history of colonialism, their "discovery." They mistakenly believed gold neo-colonialism and the struggles for independence could be found in abundance on the island. The can help you to explore these questions. settlers fOrced the Tainos to labor in unproductive Haiti and its next-door neighbor, the Dominican gold mines, and massacred them when they tried to Republic, share the second-largest island in the Car- resist. The persecution of the Tams was cruel in the ibbean. Before the arrival of the Europeans, the island extreme. A Spanish priest who accompanied Colum- was a homeland of the Tafrio Arawak, a native people bus, Bartolomé de las Casas, reported that "the con- originally from South America. They called it Ayiti, quistadors would test their swords and manly strength Or "mountainous land." on captured Indians and place bets on the slicing off of heads or the cutting of bodies in half with one The Tainos blow." Ayiti, also called Quisqueya, was a center of After initially welcoming the visitors, the Talno Tamil() Arawak culture in the Caribbean. It was divided tried bravely to defend themselves. There were many into live main cacicasgos or kinship nations. The battles in which the Talno routed the Spanish, but Tams lived in small villages along coastal areas and European cannons, steel swords, horses and dogs river deltas. Each village was governed by a cacique, finally overwhelmed the Tafrio resistance. Diseases or chief, who could be a man or woman. like smallpox also killed many of the native people. The Tainos' f(xxl came from hunting, fishing and Within 50 years of Columbus' arrival, the Taino agriculture, and the population was well-fed. Every- Arawak population of Hispaniola had been virtually one in the society worked, even the caciques.Coop- destroyed. eration and sharing were basic to the Tainos' way of The Africans life. Each village had a central plaza called a baley, used for 'lb replace the Tainos' labor, festivals, ball games, and re- the Spanish began bringing in ligious ceremonies. Africans to work as slaves. But If you had visited Ayiti lispaniola,it turned out, had jast prior to the Spanish con- 1 ittle gold, and most of the Span- quest, you would have seen a ish eventually moved on to lush and fertile land. The is- search for riches in Mexico and land was covered with for- Peru. ests teeming with plant and Spanish neglect of animal life. There were so Hispaniola opened the way for many birds that flocks flying French and British pirates who overhead would darken the used the western part of the is- sun. land as a base. Eventually, per- The Anavalc carved figures in human and animal shapes from stone shel4 tiy>og gold and other materials. Tliefigures, called =Ls , were used to drive away evil spirits and ensure a good harvest. 3 4 manent French settlements were established.
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