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AUTHOR Alchin, Don D. TITLE Cuban History and Culture, Social Studies: 6478.19. INSTITUTION Dade County Public Schools, Miami, Fla. PUB DATE 71 NOTE 103p.; Authorized Course of Instruction for Quinmester Program
EDRS PRICE MF-S0.65 HC-$b.58 DESCRIPTORS Acculturation; Activity Units; Adjustment Problems; *American History; Behavioral Objectives; Cultural Awareness; Cultural Background; Curriculum Guides; Human Relations Units; Immigrants; Junior High Schools; Latin American Culture; *MinorityGroups; *Refugees; Resource Guides; *Social StudiesUnits; Spanish Americans; *Spanish Culture IDENTIFIERS Cubans; Florida; *Quinrester Program ABSTRACT In this elective quinmester course clustering around behavioral studies, Junior high students study Cuban heritage;Cuban events leading up to the migration to the U.S.; andCuban-American population as it now exists in the U.S., includingrefugee problems, contributions, and the future. The focus isupon helping teachers and students understand and view the Cuban influx in Miamias a unique social phenomenon by comparing similarities betweenproblems faced by earlier immigrants to America and those faced byminority groups such as today's Cuban refugees. The course content outline containsseven. parts: 1) the nature and significance of the Cuban influx;2) a brief survey of Cuban culture, geography, and history; 3)a study of America's .Spanish heritage; 4) the psycho-social,economic, language, educational, and cultural problems of the immigrants; S) contributions made by Cubans; 6) significance of culturalpluralism; and 7) examination of how the study might affect thefuture relationships of Cubans in Miami, along with suggestionsfor better human relations. The format arrangement is identical toother quinmester courses with sections on goals, content outline, objectives, learning activities, and materials. (Author/3M) FILMED FROM BEST AVAILABLE COPY
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AUTHORIZED COURSE OF INSTRUCTION FORTHE /
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Cuban History Rz Culture 6478.19 6470.40 Social Studies
DIVISI6N OF INSTRUCTION1971 CUBAN HISTORY AND CULTURE SOCIAL STUDIES ED 071968 6470.406478.19 Written by m0, E,_, Don D. Alchin, Jr. ;1r!-!:!!!:.Oz 00Xn,CM, 0iMZ0,-;;;> yM , 00,mM,31 -.5. for the 09,z05'' Op>,,Z,.- S 5R => r, I 2 ..0Q: 't -17(zT:7:'cl,,,m,x.mrn.,x0132TomC9,,,,,,i2,2G !-,zmn oc o ;(7) z=3, m x Dade CountyDIVISION Public OFSchools INSTRUCTION Miami, Florida 1971 DADE COUNTY SCHOOL BOARD
Mr. William Lehman, Chairman Mr. G. Holmes Braddock, Vice-Chairman Mrs. Ethel Beckham Mrs. Crutcher Harrison Mrs. Anna Brenner Meyers Dr. Ben Sheppard Mr. William H. Turner
Dr. E. L. Whigham, Superintendent of Schools Dade County Public Schools Miami, Florida 33132
Published by the Dade County School Board
Copies of this publication may be obtained through
Textbook Services 2210 S. W. Third Street Miami, Florida 33135 quinmestcr administrative organization of schools.This course of study was written as a part of a total effort to revise INTRODUCTION The materials and information in this guide curriculum to fit the areresources,plan meant instructional to andbe neitherother programs, factors. all-inclusive nor prescriptive;The major but rather,intent ofan thisaide publicationto teachers is.to provide a broad framework of taking into account student needs and characteristics, available goals and objectives, as they content,porateof study. intoteaching their strategies, lessons. class activities, andThe materialsguide is dividedall related into to1) a broad goals section, 2) a contentTeachers outline, may then 3) accept the model framework in total or draw ideas from a described course objectives it to incor- majorprovidesorandoriented corequisite learningsubdivisions a informationtotal activities, experiences. pictureof the for course.andof the the4) teacher; materials.concept "indicatorsor main idea of and success" specific refers behavioral The content outline illustrates, in general terms, the The objectives and learning activities section, hopefully, The first section provides descriptive and goal- to sugosted prerequisite objectives for scope and course:placecategories:a mentaryset of givenorstudent in learningaddition resources. activities.to the aforementioned; supplementary teacher e.g., pretests, readings, vocabulary, etc.essential textual or other material; alternate classroom materials to The appendix may include other material appropriate for The materials section of the g'.ide lists resources in four resources; and supple- use in a specific and send to Anyone having recommendations relating to this publication is urged : to write them down Social Studies Office, Room 306, Lindsey Hopkins, A-1. SocialJames A.Studies Fleming Consultant COURSE COALS: 2.1. THETOTHE STUDENTAMFRTCA. STUDENT WILL punWILL IDENTIFYTunSE COMPARE FACED SOMETHE BY SIMILARITIESOF MINORITY THE CONTRIBUTIONS GROUPS BETWEEN SUCH PROBLEMSWHICH AS TODAY'S THE FACED VARIOUS MIAMI BY THE EARLIER CUBANS. ETHNIC AND NATIONAL IMMIGRANTS 3. THEPLAYEDSTATESGROUPS STUDENT INANDHAVE THE WILLOTHER MADE COLORFUL DESCRIBE NATIONS,TO LIFE PAST AMERICA'S ANDAS OF WELL'ASCULTURE SOUTH SPANISH FLORIDATHEIN CUBA,CONQUISTADORES IIMITAGE, AND PAST THE AND EMPHASIZINGCARIBBEAN. PRESENT.AND LATER THE ROLE WHICH INHABITANTS OF CUBA, THE UNITED 5.4. THESURMOUNTED STUDENT WILLIN THE EXAMINEANALYZE EXILE'S THE ADJUSTMENT VALUEPROBLEMS OF THEOFTO CUBANACONTRIBUTIONS NEW REFUGEESLIFE IN DADEWHICHSINCE THESE COUNTY, FLORIDA. 1959, AND HOW THEY HAVE BEEN REFUGEES HAVE MADE TO 6. THEFROMTHE STUDENT LOCAL. A SIZEABLE WILLARCA DISCUSSANDPART ELSEWHERE, OF CRITICALLYTHE TOTAL AND, COMMUNITYTHE AS CUBANA RESULT, OFREFUGEE'S GREATER HOW THEY ROLEMIAMI. ARE IN OFTENREGARD MORE TO SOUTH ALIKE THAN DIFFERENT FLORIDA 7. POTENTIALTHEACHIEVING FUTURESTUDENT MEANSA RELATIONSHIPSWORKINGWILL OF PREDICT BETTERING BALANCE OFHOW BETWEENCUBAN HUMANHIS OWN, ANDRELATIONS ITS OTHERAND CITIZENS, OTHERS' SOCIALON A LOCALFACILITIES, INVOLVEMENTUNITS LEVEL. IN DADE ANDIN THISECOLOGICAL STUDY COUNTY, AND SUGGEST MIGHT AFFECTtNVIRONMENT. COURSE DESCRIPTION: CONTRIBUTIONS,UNITEDA STUDY STATES; OF THE ANDFOCUSESCUBAN FUTURE. HERITAGE; ON THE CUBAN EVENTS POPULATION LEADING UPIN TOTHE THE U.S., MIGRATION ITS PROBLEMS, TO THE COURSECLUSTER:GRADE STATUS:LEVEL: ELECTIVE7BEHAVIORAL - 9 STUDIES COURSEINDICATORS RATIONALE: OF SUCCESS: areAn understandingofto deal intelligently Cuba and with Cubans oneNONE ofis theessential most important for U. S.problems citizens ever if we governedtotionCastro'sfaced its givenin area,by Latinrevolutionary personalto its CubaAmerica. population, byand the forcesnational world and took atreactionseven largeover to Cubaitshas since significancebeenhas 1959. been,out of for allas thr theproportion most world's part, A great deal of what has been written since This same atten- haveAmericanofneglectgreatest thegone, attention proximity of producerand Cuba are in whichstillandof the sugar.familiarity. hasyearsgoing, been before into directed exilethe revolution, towardin America the Cubanespeciallyparticularily refu,ees in viewinwho of It also contrasts strangely with our relative A similar case can be made for some standThisDadeits County. courselocalthe Cuban aspectsof studyinflux and is in itsan Miami endeavorrelation as a totounique aidexile teacherssocial values phenomenon, andand studentsproblems, examining to with under- a motingdemocraticmaterial.minimumevolution an ofindependent nation.passionate,from colonial point highly daysof view tocolored theconsistent present reports withand and consciousthe inedequately-researcd principles effort of tcward a pro- The principal concern is objective analysis of the Cuban cultural I.COURSE CONTENT OUTLINE: THE SETTING (AN INTRODUCTION) V. THECONTRIBUTIONS UNITED STATES WHICH CUBANS HAVE MADE TO B.A. SignificanceNature of the of Cuban the CubanRefugee. influx. A.C.B. RevivalProppedCivic-Cultural-Citizenship of up the local "American sagging Dream." economy effects. in the II. A.CUBAB. -- "THE PEARL OF THE ANTILLES" LifeThe geographyand culture of the people. D. and"Cubanized"1960's. residential. urban renewal -- both business III. AMERICA'SC. SPANISH HERITAGE A survey of Cuban history. VI. T1{A. HIAvaCounty,Environmental MELTING Florida. POT and social diversity of Dade A.B. UnitedMajorCuban-American Spanish-AmericanStates. population areas centers in the today. D.C.B. TheAnthe exile's Airlift:achievement people, political facilities, of a role.working and balanceenvironment betweer in 1 in 4 will be Cuban by 1975. D.E.C. TheclusivelySouthCounty,Spanish impact Florida's pastinfluence ofCuban. theand LatinCubanpresent. in Miami. flavorinflux, is in not Dade ex- VII. THE FUTURE the future. IV. A.PROBLEMS OF THE CUBAN REFUGEE IN MIAMI Psycho-Social. A.C.B. The"eturncityIs Miami Cubans -- to a becomingCuba true-- "Miami'sif"Gateway Castroa bilingual, Great tofalls? the Hope?" internationalAmericas?" E.D.C.B. Language.Cultural.EducationalEconomic. and Training. NOTE: It may be useful to consult one or more of the following quinmester courses while studying I. Junior High Cuban History and Culture. D.C.B.A. TheLatinLivina Internatiorn1People in ofDc:le Dade 'troubleCounty County (detailed Spots(focuses (Cuba examination upon has the often interaction of been student's an internationanof immediatethe main ethniccommunity)trouble groups spot). here) Str ,,alo for Stability (N.A.-L.A. relationships, and other topics) F.G.E. Therinoritie^isolation).Dawn: Florida inStory American (ethnic Society groups (includes in the state, contributions among other of minoritytopics covered) groups)The Birth of Selected Civilizations (includes the role of cultural diffusion vs. II. A.Senior High America Since the Civil War (provides some insight into local Cuban-Black relations) E.D.C.B. to,ericanismTotalitarianism?;aceA Nation Relations of Immie;rantsVs. AroundinComrunism the The 20th(analysis (in-depthWorld Century (alternatives of (defining,studyimpact and of comparisonforimmigrationanalyzing, improving of comparingof capitalistrace American relations and culture) andevaluation communistin society) of) systems) H.G.F. HunanandPrejudiceIntroduction within Relations iAthe Americato pupils'(howSociology and(ways immediate why (similaritiesbehavior people surroundings) behavepatterns and toward differencesmay beeach changed other found fromthe among wayhistory, variousthey do)current human events,groups) GOAL 1: AMERICATHE STUDENT 'ND THOSEWILL FACED COMPARE THE SIMILARITIES BY MINORITY GROUPS SUCH BETWEEN PROBLEMS FACED BY AS TODAY'S MIAMI CUBANS. THE EARLIER 'MIGRANTS TO FOCUS OBJECTIVE LEARNING ACTIVITIES I. THE (SETTING AN INTRODUCTION) . refugee.Thethe student nature willof the describe Cuban 1. a.Introduce the meaning of: Refugeefreedom, - someoneespecially who flees for safety, or for personal d.c.b. AncestorDescendantnativeExile country.- -an one- individualchild from ofwhom to a foreign nation.awho certain is voluntarily ancestor, absentfamily, from one's or group 2. Show one, or more films parent.is usually more remote in the line of descent from e,;ch of the following an individual is descended and than a grandtwo cate- wh a,gories: AmericanIndians: IndiansIndians (our Today.Beforefirst immigrants) European Settlement otherNOTE:SeminoleIndian films Influences Indians about Indians in the If none of these films U. S.which may be substituted. are available, there are mar b. ImmigrationLandAmericanImmigrants: of Immigrants Anniversary NOTE: OurImrligrPtion Immierant in Heritage A-nnrican HistoryConsult the Materials Section for descriptions; also, 3. haveAlternatefollowingother them appropriate orread two Supplemental aboutcategories: audio-visual immigrants Activity - Discuss with class, resources tomay Americabe used. from each or the or FOCI'S OBJECTIVE I LEARNIN,1 ACliVITIES a. LaIndians:Billion-DollarBean Florida Sores (Steck-Vaughn), (Crawford), Sandbar Chapters(E.P. Chapter Dutton), 1, 1,2 2 Chapter 2 ti OtherSouth booksFlorida may Frontiers be used. (Florida Power & Light), Chapter 1 b. CivicsAmericanImmigrants:AnyChallenges American For Civics Citizens In History Our(Harcourt Chancing(J.P. textbook, Lippincott),Brace), Society etc. pp. (Laidlaw), may 239-245pp. also 286-288 be pp. used. 269-273. 4. Discussmunismcomers"following thesince to similarities, Americain Castro's the discussion:and rise the and toCuban differences power. refugees between who have earlier fled Com-"new- In addition, consider the d.c.b.a. WhichWhyAreWho didsomewere uoup each ofthe came: theirimmigrantvery descendantsfirst group immigrants come presenC to to America? inAmerica? Dade County today? e. Whatgroup(3)(2)(1) are has some made of tothe the contributions United States? which each immigrantvoluntarily?forinvolu.tarily? other reasons? h.g.f. WereIforIdentify so,immigrantsany whyof some yourdid of in theyancestors thegeneral, comeproblem!. to immicrants?has America? faced?which each immigrant groups, discussion.periencedressNOTE: the asclass a Cuban about refugee, their, ofit amight family add member's considerably personal to theex- If any pupils, teachers, parents, or others could ad- Encourage such (positive) responses. FOCUS OBJECTIVE I If desirable, this activity might be: LEARNING ACTIVITIES c.b.a. A generalwrittenteacher-directed discussion.assignment note-taking session B. Thecribe student the significancewill des HomelandReade.d. to theand class,Started or New have Life them in read,Miami," "How byAnyAn OneFrankindividual, combination Family Soler, Left or Theof group the aboveoral report, etc. of the Cuban Influx.- newMiamilustratesparticularappfopriate, lire Herald, in the America).class Juneperhaps "personal" using18, more1971, this adjustmentcurrent, p.course 16G or(or ofof betl-er study,substitutea Cuban articlesuited exile another fortowhich hisa il- Alternate"A YoungNew Life ReferencesCuban's for CubanOdy-;ey Exile," End in by the Antonio Mainstream," A. Micocci,Education by Raul American (U.S. Off. Educ.), March 1965, pp. 29-43. The"At Cuban 71, RefugeeImmisration M.D. (1959-1966)Earns License," and Itsby FrankImpact Soler, onDadeHerald,Ramirez, Miami The County, andMiamiDec. The 13,Florida.Miami 1970, Herald, p. 21-E. June 18, 1971, pp. 3-4 -G. (The Research Center for Cuban Discussfaced"The astheOther illustrated individual Cuba," Senior inproblems the Scholastic, article, which theor May data.refugee 13, 1966, himselfand the Caribbean, University of Miami). pp. 11-13. Asksay:sion,tions, the ask studentsadjust students to how their tothey write new would, waya paragraph, ofif life?faced withcmlposition, similar situa-or es-"What I Would Do If Suddenly Forced To Immigrate After a brief discus- (Flee) FOCUS OBJECTIVE Toin a European or Latin America nation LEARNING ACTIVITIES (Students should choose an urban area 2. uponExplainthe theofficial localthe immediate language).community effect at large. (1959-1969) Consider its impactwhere English is not of the Cuban influx upon: d.c.b.a. PopulationHousingTheEmployment schools and urban growth Referencesg.f.e. OtherHumanMedical relationspublic and xqelfare agencies facilities and facilities CubanBeanBillion-Dollar RefugeeSoup (Crawford), Report Sandbar (Dade pp. (E.P. Count:-42-45. Dutton), Public tions.140, 154, 249, 169. pp. 25, 37, 125-126, Schools), var-edi- * ThisOur Citizensis an excellent From Otherthe source. Caribbean books, and (Webster, articles may be used. 109-114. McGraw-Hill), pp. VVAL. Li GROUPSlIAL, HAVE MADE TO LIFE AND CULTURE IN CUBA, PART AND PRESENT. Laida FOCUS OBJECTIVE LEARNING ACTIVITIES II. OFCUBA THE -- ANTILLES." "THE PEARL A. Theofdata studentCuba. about willthe geographygather 1. groupPresent work) to thethe followingclass, or vitalhave themstatistics research for (for Cuba: homework or sectiongestedNOTE: purpose(A. To investi-of this It is the sug- a. Population:(3)(2)(1) mostprojectedestimate recent for figurecensus this year broadstudentofgate the overviewthe courseshould geography of thatget the athe...) b.c. Area:Political(2)(1) divisions (the provinces) coastlinesize in square length miles phasestudytopic,"The of Pearlnot anythe an ofparticular storyin-depth the of e.d. CapitalElevation:(2)(1) city: highestlowest Antilles." g.f. OfficialClimate(2)(1) language itsincluding suburbs population h.j.i. ChiefReligionEthnic(1) products: backgrounds agriculture k.1. FormerCurrency(3)(2) colonial status manufacturingmining m.p.o.n. NationalTypeChiefIndependence ofof governmentflagstate date s.r.q.t. NationalPointsPopular of flowerherosports tterest FOCUS OBJECTIVE u. Holidays and important dates LEARNING AC-IVITIES beAsk:w.v. added to this list?" FaunaFlora "Are there any other 'brief facts' for Cuba which should AlmanacsEncyclopediasReferences and atlases(good source). of the world, or the Americas. GeographyTravelOther geographicpublications and other reference textbooks(Pan American's works on Latin(South New America, HorizonsAmerican,Handbooks,for example). the World Caribbean etc.)West Guide, Indies, PastPamphlets, issues leaflets, of Junior etc. Scholastic, in library Senior verticalWes, study).Cuba,Scholastic, etc.files. etc. World (Consult Materials section in this course of 2. HaveConsultIndividual the your students maps school (National label librarian. an Geographic, outline map etc.) of the Western Hemi- a.sphere with the following information: Cities(1) Miami (5)(4)(3)(2) MexicoHavanaKeySantiago2 West City Chile 6 b. Bodies(1)(6) of water AtlanticSan Juan, Ocean Puerto Rico FOCUS OBJECTIVE LEARNING ACTIVITIES (4)(3)(2) GulfCaribbeanPacific of MexicoOcean Sea c. Countries(3)(2)(1) UnitedMexicoCanada States d. Islands(1)(5)(4) CubaThe elevensix Central countries American in South nations America (3)(2)(5)(4) CaymanJamaicaPuertoBahamas Islands RicoIslands e. Other(1)(7)(6) data TheFloridaHispaniola Florida Keys(and Haiti, and the Dominican Republic) (5)(4)(3)(2) TheLesserGreater BayGulf of AntillesStream AntillesPigs (9)(8)(7)(6) U.LeewardWindwardGuantanamo S. Panama Islands Islands BayCanal U. ZoneS. Naval Base 3. AskBrieflyour fluences,the map class referof the contacts,if the Americas?any students important etc. throughoutto locationssome of thethe have Westernpresent been Hemisphere:omittedCuban in- on 7 b.a. DiplomaticCommerical relations air service with to Canada, Mexico amongCity andothers. Santiago, Chile. FOCUS OBJECTIVE LEARNING ACTIVIIIES e.d.c. ManyAmerica.BayChe CubanGuevara'sof Pigs exiles invaJion guerrilla live site,tcday warfare and in Puerto Rico. preparations infailure Central in Bolivia. Asklist?f. what other examples might be theSome Florida refugees Keys use and the Bahama Gulf StreamIslands. included in the preceding to escape from Cuba to ViewNOTE:in the a laterfilm, activity. Cuba, or another similar This map, upon completion, should be film, or filmstrip. set aside for use Cuba:CaribbeanAlternate SkyFilm: Cruise The Land and the People directAsWest a Indies:Indiessummary the student's of the film,attention and Geography of the Ame-icas a brief reviewto theof Cubanfollowing geography, description of the island's location, size, and Gulfmiles of wide Mexico, at any 90 point,miles southlies eastof Key and Cuba, an island 745 miles long and surface features: West, Florida.west acrossnot the over 90 andbeauty,theZone,This mineral West "Pearl Cubahistorical Indies. deposits.is of the the treaFures,largest Antilles" and husmost populous Cuba is gifted with a tropical cli- Located just instdr! tt,c Torrid agricultural a wealth of scenic isle of 8 Whilerollingquatemate, the rainfall,moderate hills,general it temperatures, andimpres is excellentin ionfact of quite a soils thelong ialandmountainous forgrowing tropical crops. is ona ofseason, ade- in parts. FOCUS OBJECTIVE LEARNING ACTIVITIES 3,700withTothe the elevationsislandfeet; west inofare the Havana ofthe east,2,500 Trinidad is thefeet; SierraMountains, toward Maestrade the los rising center Organos,has topeaks of Bayested.greenlandreaching are areavalleys. simi-arid6,500 consists feet. and of thecoastal source lowlands of copper, and rollingnickle, The rough, stony headlands east of Guantanamo About one-sixth of the land is for- However, more than half of the beingNumerousthechrome,fruits. irregularthe and beautifulkeys iron coastlineand ores. isletsIsle ofmake dot Pines, goodthe coast,famousnatural thefor harbors. largestits Deep pouch-shaped bays along 5. wellFollowingaspectscussion, as any of theand otherCuban audio-visualusing availablegeography: the map presentation referencefrom the previousmaterials, and a follow-upactivity, review thesedis-as a.c.b. InItCaribbeanCuba additionis isthe the islands.same tolargest, thesize U.S., as and which Cubaone stateofis thevery in most closethe beautifulUnited to which States? of other the d.e. WhyLikeCubathree can Florida, CaribbeanCuba truly hurricanes area be callednations? are aan "natural ever-present botanical threat garden?" to 6. Leta.other interested features and/or of Cuban advanced geography. students readOrigin and of report "Cuba" on and "Pearl of the Antilles." Suggested topics: 9 d.c.b. PhysiographyCoastsInland andwaterways islands 4Zr FOCUS OBJECTIVE LEARNING ACTIVITIES g.f.e. TheGeologyNatural climate resourcesand structure (See Encyclopedia Britannica). k.h.j.i. OtherAnimalVegetationGeographic (studentlife regions selected, (refer teacher to Encyclopedia approved topics)Britannica). 1. atlases,Specialized(2)(1) etc.) maps (reproducing and enlarging from textspopulationproducts (4)(3)(6)(5) mineralswindrainfalllandscape and ocean currents (10) (9)(8)(7) elevationpoliticalliteracytransportation 7. Havein whichstudents they complete show the an following: outline(11) (12)map of the island of Cut historicalother 1 d.c.b.a. GulfBayIsleCapital of ofStream Pigs Pinescity h.g.e.f. GulfAtlanticCaribbean of BntabanoMexico OceanSea t 10 k.j.i. ThreeCautoSan mountain PedroRiver River ranges FOCUS OBJECTIVE LEARNING ACTIVITIES m.n.1. TheprovincialCities provincesGuantanamo with capital a populationBay U.cities). S. Navalof over Base 100,000 (including the 8. a.As part of the map activity, discuss theTopic(1) following: center.facilities.theCuba's capital, imports Havan and exports have Havana was once an important tourist . Here there are air and shipping always passed through (2) cessingCastro,market,theCuba's eastern thesugardespiteeconomy most partremains thehasimportant of extensive always thethe island. leading industry.depended deposits of Even today,crop with and sugaron thepro- world sugar Tobacco, now a minerals in (3) quality.thealsoStockclose island,of raisingsecond importance. bananas inand importance, related and pineapples processing has replaced industries Today chemicals are exported along with Among the many fruits gro:n are of exc:11ent tourism. are on (5)(4) ThetoSincesugar wordsurvive. and1959 Cuba tobacco. Cuba comes has from depended the Indian on Russian word Cubanlcam, economic aid b. For(1) further discussion Inmeaning what"rhe waysPearl enter has of place.Havanathe Antilles" changed because since sheof became The island is known, too, its beauty. aas (2) Whatbeforeeconomy?triescenter are thelike ofsome revolution? aCuba, con=unistof the where problems society?sugar thatis so are large faced by What ,,,a;, a thepart city of thelike coun- 11 (3) WestraiseWhyrevolution Indies?can't their the standarda peopleserious ofin change living?Cuba turnin the to statusindustry Why is the Cuban quo of the to help FOCUS OBJECTIVE LEARNING ACTIVITIES (5)(4) InIndiansInbecame whatthem? what ways awhoways Communist hasnamed is Cuba'sCuba the State? a island, economybeautiful andchanged isle?what sincehappened she to Who were the 9. AssignAtprojectstions this interested intime, activityfor beginfurther students numberhaving research 6)tosome presentedcommittees andof thereporting reportsorally and/or on to (see individual thethe geographyclass. sugges- b.a.in respect to: CommunistEconomic history influences on the economy d.e.c. TransportationIndustrialExports(1) an activity:imports and communication (both before and after 1959) agricultural g.f. OtherCultural(3):2) geography manufacturingmining EncyclopediaAngjo-AmericaReferences Evitannica.Latin Ar -rica (Sadlier), pp. '56-157. TwentiethLatinIntrodtictionEncyclopedia America Century to (and theCu other)l,aLatin (Anchor), A-1-ricanyearbooks. Chapter Republics 1, 3 (Pan(and AmericanUnion),consult see the two -page section on Cuba. 1967 (Stryker-Post), pp. 24-26. 12 World Almanacs.Book Encyclopedia (1967), pp. 932-937. the comprehensive index). FOCUS OBJECTIVE Alsosection, consult (II. references A. To gather listed data for ...). activity number 1 in this LEARNING ACTIVITIES B. Thethe student people.life and will culture analyze of 1. Discussa. with the class about the people ofThe Cuba. (1)Population (1953 census) 737. ,(4) (3)(2) WhiteYellowBlack"Mestizo" 14% 12% 17. (mostly mulattoes) b. Where(1) they live Aboutpeasants).to general 60 per impressions,cent live in Cubaurban is areas. not a country of (Contrary c. Other(2)(3) factors About 2040 per cent live in therural capital areas. city, Havana. (1)(2) MostA sooninhabitantsdescent.majority of after the of peaceful the ofthe Cuba,unmerciful white Arawak died population fromSpaniardsIndians, overwork is theof.arrived originalandSpanish di,,easein 1492 (4)(3) ThereAboutgoneand enslaved wasinto three-fourths a exilelarge them. sincemiddle of 1959). theclass people in Cuba are (manyliterate; have il- (5) Theattemptedcentliteracy population was totheis educate concentrated nationaldensity many isrural hic,hofin theseaverage.rural (32 individuals).personsareas -- per 42 squareper (Castro hasEl Salvador, 13 census,andmile)the the populationfor today'sDominican Latin estimates,isAmerica Republicincreasing, -- andhaveonly thetoo higher (compareprojected densities; t1-tc fig;:re). 1053 FOCUS OBJECTIVE (6) Whatthe effectpopulation does increase?the Airlift, if any, haveLEARNINC upon ACTIVITIES References (7) 49%Itof should Negroid,the population be andnoted: 1% Orientiil.as: some estimate the racial30% T:Isite, makeup 20% "mestizo," WorldTwentiethSouthOur CitizensBook American CenturyEncyclopedia From Handbook Cuba the (Anchor),Caribbean(1967), (1960), p. Chapterp.(Webster, 932b. 820. 2. McGraw-Hill),104-109. pp. betterNowOtherin isthe encyclopedias,illustratethe class time to for constructthese "thetextbooks, statistics. artists, some referencegraphs painters, and books, charts,and mathematicians"etc. etc. to 2. AlternatepropriateShow the Filmfilmfilm, titlesor Cuba: audio-visual resource. The Land and The People, or another ap- WestWestLatinOld Indies: Spain Indies:A .-rica: on the Caribbean C:n,raphyLan13 in Tra-citionof the :.-cricasAn Introduction ReferhaveNOTE: been the suggestedstudents tofor the use ethnic in previous groups activities.and social patterns These films, including Culm: The I:nd and The P, -epic, 14 a.of the people of Cuba: Whilequeatheding no of physical theto modernrural traces areas,Cuba ofthe andthem bo!io, the remain, culture the mostthe (explain Indianscom:lon variousb.-- FOCUS OBJECTIVE LEARNING ACTIVITIES b. whenmeaningsSomeplants, they African ofnotablywere culture slavesrapidly tobacco at arrived importedthis and point) in for1517, andthe however utilizationexpandinz cassava. in the 1790's, of many S. exceededdustry, thethe Negrowhite population-- until 1850. (not all of them were slaves) suglr in- c. yearChinese,Offrom considerablecontracts) Haiti who andoriginally after importance, Jamaica Spain camefor abolishedthough theas indenturedsugar few -- in harvest.for nnl:lber the third, Later, others immigrated servants (eight are the or others.anmanytheir influxfourth became number oftime important Chinese declined,-- slavery Communistsmall they in businessmen. theirmixed diplomats, colonywith other intechnicians, 1845. and In 1959 there was races, and Later, d. manyWhilefromCuba.dians. Europeans, mainlybehind Spanish,the along Iron withtheCurtain. dominantBritish, whiteAmericans, population and Cana- Today thereAfter are Worldtechnicians War II, and many military displaced personnel Many North Americans and persons came to included e. AlthoughticallyEuropeansBritishisland. thea andsecondwhose language U. propertyS.language. ties of Cuba inwas the isexpropriated past,Spanish, Engli:;h becayse have left Cubans was (is?) pra,- ot: Close t:te f. ThethougheralCatholic, standard Protestant now however, allof livingare denominations state-controlled.Castro befo.e opposes Castro established all was rcliionsarDng good the schools, now. highest Sev- g. Theand Sportsinfamily meetingLatin arehas America. in popular.long clubs, been cafes, the basic and inand the most powerful Cabans enjoy visitirg one :Inot'aer's 'acme, many plazas. insti- 15 withchildren,tution a clannish in but Cuban otheraspect. society, relatives enbracirw also, sonot that only it is parents and endowed FOCUS OBJECTIVE 3. Readpatterns to the in students Cuba: (students take notes) about the social LEARNI6 ACTIVITIES b.a. 875-876."Cuban"Social Life Structure," and Work," Encyclopedia Britannica. Our Citizens From the Clribbean. (1969), pp. c.d. 286."The"Social(Webster, Family," Classes," cGraw-Hill), pp. 107-109. Twentieth Century CI,ba. EncYclonedi Am-:icana. lAnche.r), ve. 62-63. (1964), pp. 285- Dividetheire. thenotes class in respectinto several to: groups to investigate46-62."Class Structure," and discuss Twentieth Century Cuba. (Anchor), pp. d.c.b.a. WhatWhichTheWho belonged middlehave two beenmain class to someelementsthe consisted of the composed problemsof which the as group?lower well class?as the accom- upper class in Cuba? e.f. Describeclasses?Howplishments has thethe colonos ofrevolution the Negroesand zziaiiros.affected in Cuba? each of these social 4. outlineaskCitingtion the of theclassbelow) Cuban folloving to which culture.identify theyintroducticn some feel of might the to subjectbethe included Cuban headinf-,s. way in ofa d?scrip-life, (sec At thi:; point in their study of the class,Cubangoriesteristicspeople, culture,culture applicable students of the mightand Cuban shculd insocial be the societysummarized be reviewmobility, able -- ofto classifyingas: anygraspand cultureidentify the socialthem or some society.un,ier concepts charac- cate- of 16 modifiedthe songs by andthe dancessomewhat for formal which customsCuba is andfamous, traditions isA deeply-rooted African influence, reflected in FOCUS OBJECTIVE LLAR:a:;;: ACTIVITIFS Thepaganof tolerancetural meltingthe customs Spanish-Europeanpattern. of of the hasatheistic Spanish-Christianproduced conquerorscommunism in Cuba isaofwith distinctivecolonialbut the one African indicatienCuba. cul- Cuba is supposed to be Catholic, but ofoutlookofthe thefold: Havana,people. importance of theand remotethe of morethe regions. Churchbasic, inemotionally the daily orientedlives of the urbane, educated and sophisticated society Historically, Cuban culture has been two- The goal of the present people.this(Communist; is suppressing government the spontaneousit to achieve expression one culture, of Thethe but writings of Jose l:nrti, liberator of Cuba, Unitedinareinterestingtion a revered longStates. have line becomeby and ofall non-creative. dictatorial aLatin part A.riccns,of literature regimes, and, isesteemed in dreary, transla- in un- the Culture today, controlled by another Perhaps in Ole futur', 5. Pregentstudent by copy, transkirency, the following blackboard outline diagram, of Cubanformerlythe or culture:world individual known will onhave the the "Pearl benefit of theof theAn,Llies."' zest foT life d,c.b.a. UnivetsitiesLibrariesSecondary,Education Primary and Other Schools h.e.g. LiteratureLusicPaintingArchitecture and anddance sculpture 17 (Washington, D. C.: lAdapted from Latin America 1967. Stryker -Poet, 1;67), p. 26. by Hattley F. Dame. OBJECTIVE LEARNING ACTIVITIES k.1.j.i. NewOtherContrastScience achievements aspects between (postthe urban Revolution) and rural environments 1/4 headingsAssignbe added interested in to reality this studentsoutline? of topics to alreadyinvestigate listed). what, if (Be sure any new ideas are not sub- any, might ReferencesadequatelyAssistto them students from cover the ineach followingcompleting cultural sources. thetopic. preceding outline by reading Allow sufficient time to NewEncyc]onedia Horizons A-,ericanaWorld Guide (1964), (Pan American pp. 286-288 World (particularly Airway,pp. ful1960-1961), 249-257. in this activity). use- TwentiethTheOur Florida Citizons Century Stor From (Doubleday),Cuba the (Anchor),Caribh,an pp. pp.(Webster, 146-158. 11, 29, EhGraw-Hill), 48-52, 73,175,104-106 170- 187-204, (a brief, 223, 241,but excellent249, 153-274. account of culture). (Also, further pp. World Book rncyclonedia (1967), pp. '132b, 934. society,andexplore well-received the and comprehennly:! culture scholarly -- the index accc,untoripinal of this oftitle v,1:y Cuba's ofcc-:.pecent thispeople, fine paperback copy). 6. musicians,HaveAlso consultsome of lovers otherthe cooking ofbooks literature, ,aboutenthusiasts Cuba and and andothers, fltinjunior presentAm,:rica chefs, school, sereinar.ateur neighborhood (and other) libraries. your 18 b.a.samples of Cuban culture: The"Andalucia," works of Jose Julian Marti. "Siboney." "Danza Lucumi," etc. FOCUS OBJECTIVE LEARNING ACTIVITIFS e.d.c. CubanguitarRepresentative"Boniato," painting,style. "arros Cubansculpture, con dance polio," andsteps, otherfried native examplesbananas, dress, ofetc. andthe arts. HaveAlternatefromlingual a neighboringguest parents,Activity speaker schools,Cuban (suggestions teachers, other members includeworld travelers, ofmature the community),students, individuals bi- who AttendMuseumaspectsis familiarthe of of "RoundScience Cuban with the culture. andthe World History.people Fair," and heldtheir annually way of living,at the present TakeCenter.Contact a mini the field "Cuban trip University," from Flagler University Street, orof "CalleMiami's Ocho," Koubek TE: C. 1. Avenuethe Tamiami and Red Trail, Road. stopping here and there between Miami tectionsted the purpose (C.history theTo ofinvesti- course...) this that the It is the sug- Thegate student the history will investi- of Cuba. visualForFilmsSpanish a surveyresources presence: of earlywhich Cubanportray history, some of view the theperiods following during audio- the aseudypic,oidudent of overview not theanyshould anstoryparticular in-depth ofget ofthe a HistoryOldSpaniQ11Colnribuq. ST,ain ofC'mcwost Christorl'Aeronthe ttv" Nenro or C.riWovanthe in N:-7 (discovery)Amr,rican :,?.-p-14 (17th -century 1619-1860:(colonization) Cuba) hetilles." Pearl of the 19 OurStory Monroe of Sugar.Doctrine The (interest of the United States) (internal development during the 13th century) (ant of Slavery. FOCUS OBJECTIVE LEARNIIC ACTIVITIES usingsourceNOTE: this- appropriate course may films. already have equally or even more ap- Consult "Materials" section for other In addition, individual schools - outside re- AlternatePathpropriate of ColumbusFilms filmstrips (discovery) (consult "Materials" for suggestions). TheCuba:Latin Negro America: American. or (Story of B-Inara-.) (internalment (colonization)develop- during, the 18thThe century). Land and the People (or West Indies) Its Histor Economics, and Politics (early Cuba). GrowthWestclass,Supplement Indies: of or American if this a class audio-visual Foreirn set isPolLLy available, introduction (interest have byof the readingthe students U.S.) to theread C.-o,,,ranhv of Cr-e imcricas, (or Cuba) EncyclopndiaCuba,about Haiti, the Spanish and the presence Dominican in RepublicCuba from (Prentice-Hall), one of the 11-72.following: --ericanl (see the section on Cuban history). pp. LatinInEnevclen-dilOur Latin CitiesAmcric' lands BLitnnnica1967 (Heath), (Stryker-Post), pp. 80, 237-238. pp. 24-25. From the Caribbean (Webster, McGraw- Hill), pp. TwentiethOtherWorldSouth Bookboots P.mrler..n CeeralLha Ercveloncdia, and texts Hrql:Monl: (Anchor), on pp.Latin (TrLdc 934-935. ChapterAmerica & Travc1 1.and Publications),the Caribbean819100 -820. -) pp. may01. 20 also be useful. FOCUS OBJECTIVE 2. Mini vocabulary: LEARNING ACTIVITIES d.c.b.a. WestAntillesOppressionPatriot Indies h.g.f.e. RoughGoodImperialismBig stickRidersNeighbor diplomacy Policy k.1.j.i. DictatorshipQuarantineMarkist-Leninist26th of July (blockade) Movement NOTE:approximatephaseof these of terms:Cuban chronological history is order).approached.. (They are arranged in Students should acquire a thorough working knowledge parcel out each item to the class as each 3. a.referenceDiscuss the to: developments of this historicalThe ageera ofin theparticular buccaneers (have book reports). b. Characteristics(2)(1)ture: of Cuba's successful plantation agricul-oceangood marketstransportation (where?) (why?) c. Cubageographic(5)(4)(3) as a Caribbean location) prize (the importance of its strategicsuitablesuitablelabor supply climate landforms (scurce?) (dcrcription?) (types?) 21 e.d. TheInterest (amongearly strugglesotherof Southern nations for plantations independence'and groups) in the United States FOCUS OBJECTIVE LEARNING ACTIVITIES h.g.f. ThedustryHow developmentTen well Years the War,Spanish of, andamong managedother other civil its crops, Caribbeandisorders the tobacco colony. in- 4. a.dentDiscuss nation: with the class briefly about CubaIndependence as a quasi-indepen- movements e.d.c.b. TheInternalU.Spanish-American RevolutionS. military conflicts of occupation 1895War J.h.g.i.f. TheMachado:RepublicanGrauEconomic Batista San Martinprogress Cubaera and development 1924 to 1933 References"A Cuban Historian's View of the Struggle for Independence,"Backc-round to Revolution (Knopf), pp. 52-55. IntroductionCuba, Haiti, toan. the the Latin Dominican Am,ric:1.1P.r,publicas Renublic (Pan Union),pp.American 43-93. sue the section en C--a -- no pccle 71:_71bers. (Prentice-Hall), OurLatinIn LatinCitizens America Lcnds From (Scholastic (Heath), the Caribbean pp. rack 80, Services),(Webster,237-238, 425,McGraw-Hill), 434-435.4,35, 99-104. 44, 53, 70, 72-73, 132-135. pp. 19, 27-28, 33, pp 3, 22 TwentiethOthers"The Cuban -- Century consultSoldier Cuba encyclopedias,and (Anchor), the War forChapter almanacs, Independence," 1. and otherto Revolution (Knopf), pp. 56-61. Lnckr;round texts. FOCUS OBJECTIVE LEARNING ACTIVITIES ConcludeIfpatriot, possible this Jose at presentation thisMarti. time, readwith someshowings of the of worksthe following of the Cuban ti a.audio-visual resources: Independence: HeadlinesLifeFilmsHeadlines and Timesof of the theof Century.Century, TeddyC9rtnry, Roosevelt ReelReP1 Reel 31 2 The GrowthOurAlternateU. S Yonroe of FilmsAmericanDoctrine Foreign(unless Policypreviously (unless shown) previously shown)Expansion: Overseas (1893 -1917) b. TapesNationhood:Other films already listed for Cuba. Worldcorders,NOTE: Cultural if needed, Geography from ITV your tape, district Caribbean office. AmericaPart -- II Obtain tapes from Media Dept., and video tape re- NOTE:school, as well as commerical resourcesFilms Castro(consult "Materials" Also utilize any filmstrips and other materials inFidel your 23 Discusssubheadingssection the of audio-visual thisfor activitycourse ofpresentations 4. study). in relationships to the FOCUS OBJECTIVE LEARNING ACTIVITIES 5. a.readHave tothe the students class aboutread, theor ifCastro a class Regime: set is1953: not available, a new era begins e.d.c.b. TiesTheCastro'sEarly developmentwith days: rise the toSoviet ofpower a blocdictatorship a new government is formed. Referencesh.g.f. TheRelationsNationalization future? with the and United expropriation States Cuba:Cuba"Atlantic and the Report United - StatesCuba" (Ationtic,(The Brookings Nov., Institution), 1966)30-43, 88-97, 1C8-112,Castroism 135-140, and 190-199, Communism, 221-222. 1959-1966 (The M.I.T. Press), pp. Cuba,"Economic Haiti, and and Social the Dominican Problems Republicof Twentieth (Prentice-Hall), Centurypp. BnckroundCuba," 93-111.82-106, to214-241. Revolution (Knopf), pp. 208-213, 221-224. ** LatinOurInEye Latin Citizen;onAmerica Cuba Lands (by(ScholasticPrem (Heath), Edwin the CaribhnnnTellow, pp.Book 76, Services),Harcourt, (Webster,80, 237-247, 1966).pp. McCraw-Rill), 8,410-464. 59, 132-138,65, 118,pp. 147. * TwentiethThe "UnitCub-n onInvasion:Century Cuba," CubaWorld (Anchor), Yool:, March Chapter 3, 19671. (Consultsection1J4, "Materials" IC5 for-108, other 111-112. articles in Junior Scholastic, Senior The Chrcnir-le of a Disaster (Praeger) 24 * These represent some of theThere better are materials. many other books and materials which might used.Scholastic,also be World :.le:.k, etc.). FOCUS OBJECTIVE 6. presentTo illustrate and discuss some aspectsthe following of the films:new government in Cuba, LEARNING ACTIVITIES Screen N--:sNews Digest-Difzest-Dic,o.-t- Vol. Vol.Vol. 5_, 9,8, Issue 54,9, (Cuban(1932 toMissile 1962,Neighbor Crisis).Good Policy to the Missile Crisis). (Cuba since Castro, in- CommunistColdScreen War, News ChinaThe: Digest- Vol. 10. Issue 4, (the objectivesnationalcluding inter- theCommunism). refugee exodus). The Early Period (1947-1953) AlternateWhoScreen Goes News There?films: Digest- Vol. 11, Issue 1, (U.S.S.R. overrunsCzech. in 1968). A Primer on Com,:unicm, Part 1 NewsScreen Cavalcade Nevs Dit,est- - 1963 (includes,Vol. 5, Issue among 3, (ransomother topics, for theCuban Pigsthe Bay MissilePOW's, of amongCrisis). other non-Cuban topics). Filmstrips,OtherScreen films News on andDirp-st- Communism, other Vol.resources especially6, Is,::,- in yoar 9,new (Castro onacquisitions, school. turnswellwater off as supp_yas newthe issuesat GitT.o, of Screen atr.D-1; ::ws other Dicii.ct, non-Cuban topics). 7. Castro,IfOthersources possible, audio-visual or include:other collect aspects materialssome of politicalCuba fromurAar cr:rtoors outsideCot :: --.uninl. the;:atirizir,-, school system. :'idol LP tin A--ricl (Scholastic Book Services), Possible 25 companies)tions,toons),p. 119; such pp.In asare Latin222, Junior strong 223,L-mds Sc,)olasP:i.7. possibilities;426, (t:atn), 435, 437;p. 463 newspapers,other (Learning Scholastic andfrom other publica-car- (as tdall n2 those fro- ot:ler FOCUS I OBJECTIVE tions;periodicals; Sunday editionsmagazine ofand old, other and publications new LEARNING ACTIVITIES newspapers; library cover illustra- Indians,throughEncourageducevertical their thefiles.might though, ownCastro beversions accepted. ideasRegime representingof -- a and"visual anything, theeditorial" Spanish-American beginning Also, perhaps some student artists All cartoons might be compiled on Cuba today. can pro-with the War Fairrials,successotherinto entry, a uses,dedicatedscrapbook may and utilizationnecessitate, essay research.or sometheme later otherat development. least in kind the for ofcourse, already-publishedrecord for, mate- Individual student a Social Studies among FOCUS OBJECTIVE LEARNING ACTIVITIES 8. a.activity:As a summing-up, offer the following "openTeacher Key note-book" 18951492 Columbus discovers Cuba. 1917-19021898 ThirdMaineWarRep.-Cuba ofintervention sunk, Independence, established,Span.-Amer. by theMarti War,U.U.S. is Plattkilled. S.war ends. Amend. 1959193319311924-1922 MachadoBatista is era. President, dictator. 19611959-19561953 BayCastroMaestra. of PigsRegime.attacksbegins invasion guerrillaMoncada failure. Barracks. war in Sierra 1970196719661962 FailureCheCubanMissile Guevara Airlift of Crisis. theis begins. killed10-million in Bolivia. ton sugar harvest. b. withDirections dates; include- Ask students as detractors: to match descriptions Age of Buccaneers, of events 27 Ten Years War, and Castro goes to Peking. FOCUS OBJECTIVE LEARNING ACTIVITIES c. Consider(1) also the following: gardingCan a trend the beprogress established of the between Castro 1953Regime? and 1970, Was any- re- (3)(2) hasOnlyExplaininthing the 1970?including similarU.the S. meaning, intervened datatrue on ofif this previous any,in Cuba?tire behind governmentsline, the how cvent occurring (seven times?) manyas well? times (5)(4) Mightthesuccess?shipsConsidering future:the shown, United thewhat Stateslength might intervene ofbe eachsaid of forin the CubaCastro's three sometime dictator-future in (6) backWhich(c)(b)(a) in specific 1967? Castro activity suffered a economically?politically?militarily? What else may be said about this event? severe set- J; PASTANDLIL. OTHER OF 3 SOUTHI FLORIDA AND THE CARIBBEAN. NATIONS, AS WELL AS THE CONQUISTADORES AND LATER tt,iJA,it 3 arlicsioll INHABITANTS 11\1_, I t\li1,1', OF CUBA, PLAYED IN THE COLORFL71. Ill., U..11 Lk/ L. ...NJ III. AMERICA'S SPANISH FOCUS A. The student will identi- OBJECTIVE 1. Present to the class by individual student LEARNING ACTIVITIES HERITAGE UnitedAmericanfy theStates. majorareas Spanish-in the Juniorlarthe(U.S.) map;data Scholastic Areasorbelow, from of haveTeachin3 aSpanish-American blackboard students Cuide, (orcomplete, Population" of May 10, 1971, p. 2. constrJctcopy, the "Major map; from Usingsi--i- a.diagram,by the teacher or some of other the information,type of informational have themState sheet:make Mex. -Ams. P. Ricans transparency) presentation Cuban Exiles a chart, N.Ariz.Fla.Colo.Calif. Mex. 300,000210,0002.6280,000 mil. 35,000 (See Miami bell b. UrbanTexasP. RicoArea 2 million 2.6 mil. *25,000* 5,000 JerseyHoboken-Chicago Gary City 300,000 100,00025,00015,000 *50,000 N.MiamiN.L.Lansing Y.C. OrleansAngles 1 million10,000 1.245,000 mil. **275,000 100,CCO ***30,000 *** Average of estimates. Writer'sPhila.Newark estimate. 50,00055,000 5,CCO 29 *** Some refugees live in New Jersey suburbs of N.Y.C. FOCUS OBJECTIVE LEARNING ACTIVITIES Additional"Cubans in References Dade: Miami Herald, June 18, 1971, 1 in 4 by 1975," by Juanita Greene, p. 2-0. The meaningfulThisOther exercise articles bulletin might as listedboardbe further activity.in activity developed 2 ofinto the followingsection, B. To classify the Cuban-American... a colorful and orallyEncouragethisB.figures To effortpresentedclassify tointerested their could theto map thelead Cuban-Americanstudents through class. to some toresearch addinteresting population...). other (see locations references, written Possiblyreports, and III. 2. ToSaintdepict reinforce Augustine: additional the map Latin work, influence show the infollowing America: films Our Oldest City which Uptown:IleSpr.nfshSpanish InfluenceColenill in the U. S.S. E:,:rsnneion in 1,-,-eas A Portrait of the South 'Iv o: t-1 Southwest a.Offer these questions for discussion: Americans?Spanish is the native 1an-,na7,e for about haw (use rcund nu-.1)ers). many d.c.b. ApproximatelyAboutrefuL,os)lan3uage7How manyhow many otherare how cfthere Americans thesemany in SpniCa-speakinFareA-%rica? might naturalized speak Spanish alierscitizens? as(including a second 30 g.e.f. InThenfirst,How addition aboutrany second Spanish-speaking whatto Spanish, andper thirdcent are of gcne:ationpeople mythe other U.S.in 1,::,Irica 1anguaz2sspeaks Spanish? are im,)ertant? probably FOCUS OBJECTIVE LEARNING ACTIVITIES Thepopulation fystudent the Cuban-American willcenters classi- today. 1. ReferareascalSpanish-American barthe of graphclassthe United theagain Population." number States:to the of Cuban refugees in the following ap, "nAjorHave (U.S.) students Areas plotcf on a verti- b.a.c. PhiladelphiaNewChicago-Gary York - New Jersey 100,000 50,000 5,000 g.e.d.f. PuertoCaliforniaNewMiami Orleans Rico 250,000 25,00030,000 h.k.j.i. OtherOhioTexasMassachusetts cities - areas 100,000 *25,00 3,0005,0007,000 tiesClarency1965,(Webster, throughout Cuban Senior McGraw-Hill,refugees reportevery nadstate,in 1965,Ourbeen theCitizer relo-:atedp. District 112), that inof 1800 byCol=bia, :march 27, Frem the Carihbr,an 600,000MiamiwasCommonwealthty-four determined K^rald Cubans Latin of AmericanbyandPuerto data of that Rico,pra-actedat; :'more the EurcTean thanVirginby Juanit.. 400,000 nations.Islands, are aac: refu;ecs t-:cn- uho said, "In all of the U.S. thcl-e .11-e :1:out Tni'; c: ,:r( manybeforelivedcitizen.::?from Cubans in Castro."Castro? Cuba).are aliens, or rcief-72cs? (Szm: w;:o ca Also, Clis isIn ad.litica,How it7-any mm ,tCubans be noted-. that :aay imr.ortr.lt pnint: y..re Haw1iv:ni; many arr,in U. S. _ricer ROTE:bornchildren here. of refugee parents, arc citizens, since thcy were The distinction 1 a-.-e 31 some for'e many ready years, in October, and those 1971, t'io accordingarc rct::::ct_s to Miss is Greene. Census ficu.ces cn the G. S. Cuban population OBJECTIVE LEARNING ACTIVITIES P-anFurther SC'''D references (CrauZord), Cha7Aer.10. FirstDadeCuban"Cuban CountyRefugeeResearch E::iles Schools Center, Corp.,Prozressing Cuban Miami.ni=i. refugee, in Puerto and Rico," other byreports. JuanThe Ponce,No.' York Post, Sept. 19, 1962. TheOurMetropolitanStrategy CitizensResearch Research FromDadeInstitute theCounty. Corp., Caribbean for Miami.Cuba (Webster,and the Caribbean, McGraw- Hill), 109-112.Center pp. for ThereU.University S. isImmigrationDepartment probably of Miami ofaand greatHealth,Spanish-Cuban Naturalization deal Education, of additionalLibrarians. Service. and Welfare. literatureAdvanced avail- International Studies, University of Miami. 2. moveofExplain a(immigrate) language that onebarrier. to reason Puerto why Rico, approximately might be because 25,000 ofCubansable the on lack wouldthis subject. ToPuerto illustrate Rico (Davis)(EBEC)this in a way, show one of these films: U.AskPuerto S.,students: Rico:or to other countriesv rather than remain in Dade County IslandShowcase in theof "WhyAmericaFin might Cubans move to other areas of the 32 b.a,County?" ToBeater live withemployment friends opportunities. and relatives. FOCUS OBJECTIVE LEARNING ACTIVITIES d.c. ForLatinOther education America.places andwith training. no language barrier such as Spain and C. The student will examine 1. e.f. OtherCultural reasons. reasons. Miami.the Spanish influence in ViewwithusRead today theour film,Latinarefollowing but U,neighbors oneS. statement Expansionof athat multitude to beganin the Florida, of South Florida overclass: 400 years ago. or ExplorineThe OldCubans among contacts FrontierAlternateSt. Augustine, Floridafilms: or another appropriate film, of filmstrip. ItOtherFlorida: may Florida be desirable films. to supplement ( or substitute?) Gult Coast Holiday this audio- Alternatevisualthe2), voyagesdiscussing presentation text which the Ponce withSpanish readingde Leondiscovery frommade Latoof FloridaFlorida.Florida, as well(Chapters as 1, BecnSo'ith"A"Miami:Billion-Dollrr PetitionSoto Florida (Crawford), from Frontiers SnndbDr Soma Chapters Latin-Arerican(Florida(E.P. Dutton),1, Power2 Fishermen, &Chapter Light), 2 1896 to 1900," Tenur!cta, No. 16, 1956, pp. 3-13. 1838," Chapter 1 33 "The Caloosa Villag( Tequesta,Tc,,nuosta, No.No. 1,16 1941, pp. 11-20. _questa: l95! pp. 61-66. Miami of the Sixteenth Century," FOCUS OBJECTIVE LEARNING ACTIVITIES 2. a.Ask tbe students about Spanish contacts withHow manySouth years Florida: after Colu'-b'is discovered Cuba, did Ponce c.b. WhoWhythejustde hasdid LeonSpanish: south seenPonce discover ofthe come the historical Florida?toMiami Florida? Public marker Library? beside Biscayne Blvd, Where did he go ashore? It tells that (4)(2)(3)(1) laterdiscoveredarrivedfound took whichin thewhat Indian Indiansyear? other tribe factwhere? inabout Dade local County? Indian life? 3. andnamedAsktheir"Spanish emphasizestudents by writing the Influence toSpanish,the somewrite Cuban placesin athe Southrelationships.paragraph, origin or Florida."things of composition, the in namethe areaof that Have them include in ouror state,a essay: are 1. WorkingAlternate with Activities maps - Have students label an outline map of whereFloridathethe stateeach route fromwith Indianat of thePuertothe Ponce grouptimenames Rico. de of lived. of Leon'sits the discovery sixfirst Indian and by secondtribesCle Sronisn, voyagesthit inhabiteds-nowing to Also, with dotted lines, draw 1959explorationpreviousNOTE: Cuban work, influx. Spanish tl-e drawingcontacts should -- up stress until the the nc,
72 7: RELATIONSHIPSTEE STUDENT WILL OFPREDICT CUBAN H:JI: HIS CW::, AND C,T:12.:.S1 OTUIER SOCIAL U::177S IN DARE OGS:\TY, AND SSGC.:;1 INGLVEM.C.AT I, i2 (z =_C-1 OF FUTC_C FOCUSBZTTsRING HUMAN RELATIONS ON A LOCAL LEVEL. OBJECTIVE THE FUTURE . comingThereasons student a bilingual,why will Miami defend isin- be- . placeSocialtact when scientists two or morehave differentidentified cultural four processes groups comethat intocan takecon- the same geographic region; onlyiallye usefulCubancompleted to -.tilture--theto refersec-pre- In this part, it America."trueternational "Gateway city to --Latin a See: andTradition Winston), cnd C:an,zepp. 11-12. In Four Societies (Holt, Rinehart, onscaibutiens"in (see ofCuba, the "cultural as andstudy.in well Partin as other a.Introduce these processes to the class: peoplesAmalgaationsingle, through new - culturalThe such physical measures group. or asbiological intermarriage blending into of a c.b. AccommodationAssimilationgroupseliminated.ferences settle between -- AtheirA social socialgroups differences process processof people through throughwhile are retaininggradually whichwhich culturalconflicting theirreduced dif- or NOTE:d. groupExterminationseparate kill identities. all -the The members process of by Alsoanother. which consider the members the term: of one Referencese. Acculturationtween diverse - A peoplesprocess resultingof intercultural in new and borrowing blended be-patterns. * "A Y':,,trig Cuban's OdysseyAttitude Inds To:-:rd in the A-in rainstrclm," iln,ic by 1,aul AmericanRamirez, acculturati-n?)pp. 3 & 4-G (a good prsonal of 73 Mastersandteacher's Rifiditv thesis reference. In inthe sociology, by Carol Fineman, 1966) -- Rccu--? (Urivc:rsiy of FOCUS OBJECTIVE * "Between Two Worlds," by Janet Chusmir, LZANINC AC1IV1TIFS p. 15-C (Cuban- Americantions of acculturation its d-yolopinc; is indiscussed; niaTA, die.) including . illustra- Encyclopedias."Numerous, Vocal -- and Prosperous," by Juanitaother(The four pertinent r)tries on this Herald,(among, July olhors, < Jw,Lico f- T. 1'1. ard Lnw (Bill of Rinhtc, Sorie). Now acquisitior. ri ; ) Ct:IrCITII, 16 yin. , Colcr. Llt,1 :1;o: U:sIts C=LYILl'z. L-J7t 1. Int Corn I:, 11 Color. r'7:: n min. 2.. (Includs th I:cCr3111Baw. 1;est 33 nin. l. NewsOldMvLifc_onC1 Brother.CavalcadeSpain on the- 1963. Carihbr,nn. Concordia,influence in this 17,-.11ol -1!ly century "I'velt., Cuban to..n). The. Unit.d Press,30 30min. min. University of Michigan, 10 min. l3:,7, (discrinina:-ion).:,cCraw-:!ill, 26 min. BW. ',Includes The Cuban Crisis). Color. B&W, (CBS News Production).("Trinidad de Cuba" 0,1rOur Y--c--rant:"onr,,e Doctrine. H-ritaf!e. R.Issionshould be Jews P.1 inin thethis 20th courq contiry). McGraw-Hill, 32 min. -- deals with the time period, 1607 to the coming ofB&W. the Color. (An excellent film v.hich dcfinitely PtPrs-tc,Fuert..) P;co:R!co: rLo 1..co. Davis,SicTs1:,0.d C),0 15 in orrin. the :-cricn. S-n. Academy, 20 min. Color. 1.1, 18 min. McGraw-Hill, 18 min. Color. (Modern Puerto Rico). Color. (Very stood coverage). Reflor-tions. L;itk. and 1;111^ rin: acquisition. 'the. El :"2., ( 27 min. eals with human relations). Color. (NBC shm, changes in An,crican patriotism). ScreenScrec-rtSaint Anl-ustine:I's Nr--1 Nest (Vol. 5, ls.a12 8). whichranso.n brought for Bay in othe supplies). Our Oldest City.(Vol. Pi, 5 prisoners,1tto 41. and the 1200 Cubans who left the isi-uld abonrd the ship Imperial, 10 min. Hearst Met,Met, 2420 m.min. 1. Color. BM.B&W. (Spanish influcncc in the U.S.).(I(The art. Cub..n of t'lisrin-:11.-:! is!-ue Crisis). concerns ScreenScreen " N,,,ys Direst (Vol. 6, Isque 9). watt supply at theOL-.st U.S. (Vol. Naval 8.base I-nc at 5),Buantanamo Bay, Cuba; other top:_cs are incl: :cc!). EoarstHearst flat,Met. 2014 min.min. LE:.1.Wl. (A(Castro very good s:-ats filr off the fresh cll. about SominolnScr ,-, in irc In 1 ir--et (Vol. 9. Is-oe 9). ins,. H: Cuban nissile Crisis). University of Minnesota, 10 min. ev,ots in Cuon SLI-,elf, as w31.1 as the refuz-L-oe c:.cjus to Hearst Met, 15 min. Color. B&W. (One of several available (Focuses on Latin ()L t N,-S'1:;;VC':t. ::cryisition. (On,- of many ".2w (n Sri in i C-vo.Irrlt, t of L' thc% r-4ted r Vin-tto. C. Co.-net, 10 min.cornet, 11 min. Cornet, 10 Cornet,min. 14 Co:or. BLW. in Color.(Gives, anlonc(Sp-nlish other culture). thin-s, (81,anirh intIctnce in 12.S.;. :.:unity;e::ar7lci; also of includedSrapi'sh isw,rds th in the Fnclish lnnguace). 1-.-,rtraiL of the Sonzh Pn-rco Rican influence). Ecokle:82 EAL 27 7,in. (A c:i:,a,_:v..ar.7.3d U.S.u.s.U,S. E-r,onsirn: tion to the Mexican War, and later). ties). Tc:-nsFlorida. n.nd the Far Southwest. Cornet, 14 min.(1893 to 1917). Color. Cornet, 14 min. Cornet, 14 min. (Covers both Spanish Color. Color. ("bi- sLick": (From Spanish explora- Uc-t11-stWe CameIndies:Indies. to America. tions to the U. S., among other topics). Geo^rn:hvE1;1:C, 11 min.o Sicw, 15 min. Cle! A:lericas. IMW. (AnimatedColor. maps are used). Cornet, 10 min. (A good film which deals wits immigrant contribu- B&W. WhatW:,,ereWhat Liberty Does is Pl.eiud;ce? Our.-.nd Flag Justice Mu:ns. '. ;ein? Part 1. PrPlsition. Nom'acquisition. Indiana University, 30 min. Now acquisition. Hoefler, 17 min. Color. Ma. (Discussions among a group of WhereNOTE: is Prejudice? differont racial andFor religious a wider, backgrounds). more comprehensive selection: Part 2. (A continuation of Part 1; 30 min.). b.a. ResearchCatalog.LindseyConsult Hopkins,yourthe followingAudio-visual for titles subject representative added headings since forthe in furtherlastyour supplementschool, possibilities: or tothe the Audio-Visual Instructional Services Materials Dept., Cormnnity Living, c.d. priorInUtilizeetc.Democracy, addition, (includingto resourcesuse. Family, it istapes, outsidesuggestedGovernment, slides, the that school records,Inter-Group the systemfilms models, Relations,listed(for transparcnziesa insample thisPolitical list,Materials andconsultscience, misc.). Section following Social be previewedStudies, page). D. AmerienOther Films:iitery II, Lecture' 8: The 1!. S. dontq a Pcl icy of NDrv,ocid, 30 sin. inn's,Color, or 926 E.E.W. New Jersey Avenue, N. U., 1711--arint for G.-noxest. ("big stick" policy of U. S. in Latin A7-:erica, incluiirg Cuba). i:or:::)(1, 33 iiin. :-FIlin!-,ton, D. C. 20C31. LS.!!. ti u' a 1:1-ryool '" 410.3 Lastin Cuba 70 Street, nw York, New York 10021. 3 min. TCF, 11 min. wor!zs). Color. AV-ED, 7934 B&',7.Santa Monica Blvd., ilollr?ood, (Coopration in the Americas). c,'26 Nw Jer..cv Avcnuc, The Twenth Century Fund, n:a (.:CC46. 2!,01. Green Gold. nich'igan Avenue, Chicago, Illinois 606.03. International, 11 min. Color. 83 (On bananas). International Film Bureau, 332 S. MonroeLivingLatin A--icaDoctrine.Po-t - Neic-hors Exchc-Ige, 1926 S. Vev-ontenue Soutk,Avenue, New Los l'ork, Angles, New California York 1C303. 93307. r,. 3. Teaching Films, 16 min. Film Classics, 17 min. -) the South. United, 17 min. Color. Color, or D&T/. (Bnckground for the Chan Color. (U.:. United ;:or11 Films, 221 Pan: Filrs Classics RememberProblems the of Ynine.Pere in the Ar,,-ricas, Films,Teaching 926 Film New Custodians, Jersey Avenue, Inc., N.W., 25 West Washington, 43 Street, D. New C. York,20001. Ne..7 York 10036. United Artists, 10 min. Norwood, 20 mi.n. EE.W. (The Spanish-A-lericanB&W. War). (American interdependence). United Artists Norwood RussianStory of Si.ear. York,Associated,for C,nclit_New Ynrk Inc., 10013. 729 Seventh Avelue, New York, New York 10017. EBF, 13 min.Pe-volution.'above). ADL, 29 min. Anti-Defamation League of B'nai Color,Brrith, or 315B&W. Lexington Avenue, B.Q.W. (Excellent for explaining to a large degree,(Could the be substituted for Teddy, 7-"1 Artists60091.question Associated, of Cuba). Inc., 729 Seventh Avenue, Now York, Ecw York 10017. R: der. UnitedEncyclopedia Artists, Britannica19 rain. Films, 1150 Wilmette Avenue, Wilmette, Illinois Color. (The :Ter). United UnitedVisit Statesto Cuba. in 'World Affairs: MichiganWilmetteor B&W. Avenue, Chicago,Wilmette, Illinoia Illinois 60603. 60091. (U.S, imperialism, International,the Missile Crisis, 12 min. etc.). it nroo Doctrine - Theory Color. (Use this). InternationalEncyclopedia BritannicaFilm Bureau, Films, 332 S.1150 Prcticc-. EZ-2, 3C min. Color, E. CubaFilmstrips - C,ribbrr'n P071er ;:ect. New :uric Times, 53 frames, a-W. (Illustrnted Cba's resent im- For kierica'n Seet-Tooth. 42330wkichportance Street, ...:,3t Clain inNew 425elon,s,world York,Street, affairs). New thusNew York York,illustrcting 10036. N.../ 'crk its 3G36. important sugar in,:ustry). McGraw-Hill, 4:; irrnres, Color. The York Tiv.es Office of Educational Activities, 229 1:est (Shows tropical plantation zone to rgCraw-Uill Teyt ICrc.-th Live inin 7.ttthe Cuba).Eye G.Ite EOU3C, Inc., 146-01 Archer Avenue, Jamaica, New York 11435. ::,,scum Extension:e_st Services, SO West - P Arcu'td the Glove Series). Union, Street, NewEye York, Cate, Color. l':',13CU, 39 frzae,-,, (Arcrican inLerdopLgrt-.-_:).Ycrk 1C018. 27P1. (iLc:c(!es Island Peonle of Middle America. for Visual Ldocation, 1345 Diversey Parkway, Chicago, Illinois 60314. SVE, 50 fr,:nc,, Color. 84 (Includes tIc :slarul of Cuba). Goo'_ .-ty People and Lands of thP Cnrhbean and Cr_ntral Ar-ricl.(Gur:1 sirs ::2i;-hbors to t:c South S,rics). 53 Ern:- _ _ 1- _ 1, TeddySu5zar Roosc-,elt. Ca:. o Pictures.zation, 2821509 SouthEast GrandLcverly Blvd., Drive, Detroit, Leverly Michigan Hills, California.48211. Jam Handy, 41 frames, Color. In'1,1trv. 1C231 Dc:71ing, 53 fra7.e, 21W. Sir: 2t, (Spanish-AL rican War era). cine econ=y!) Jam Handy Organi- ?at Dowling r. OtherBurt, Al. (Excellent material). "Cuba in th- 70's." Tropic (The Miami Herald). May 3, 1970, pp. 6-11, 42. Covington,Carson, Ruby James Leach. W. among1954, other pp. 61-66.points, the effect of the Spanish-American War upon Miami). "A"Miami: Petition from Some (TellsLatin-American the story Fishermen,of Havana fishermen1838." and Cuban fi:hin7; comulnies sending1896 to 1900." Teausta. No. 16, 1956, pp. 3-13. Tor:ucsv. (Describes No. 14, Dade County Public Schools. vesselsthefrom impact its to discoveryFlorida, of the illlistratingCuban by the influx Spanish, uponthat down thelocal schools).through contact the with 1970's). the Spanich ,11:-ost never ccascd, Cuban RefuRce Reports. (Many editions - helpful for evaluating Dimond,Dame, Hartley Stanicy F. E., and Pflieger, Zlver F. pp.(A 24-26very helpfuldeal with booklet "The Socialistavailable Republicin the teacher's of Cuba"). professional library vertical files -- Latin A-,c-rica 1967. Washington, D. C.: Civics for CitAzcns. Stryker-Post Publications, J.B. Eason, Helga. withMarch,1965. immi^rants). 1970, pp. 760-763. (Older Dade County Schools state-a.lopted"Libraries andsocial the studies Spanish text Speaking: -- pp. 2e):..-2U Florida." i 1:7(n Librn-7 Fenton, Edwin, Eklitor. givesWinston, examples Inc., 1968.of the four processes occurring when two differcnt cultural groups n'et -- Trition an:.! (1.;.c four countries arc: 1: Four Scieti:s. South AJrica, NL-. York: C:11:7z -- arl - a social studies text used in Dade County). 85 George,Florida Hunter.State Department of Health. Health "Crime Rate Shows Upward TrendVol. in 53, Little No. 7,Havana." September, 1961. "Health Aspects of the Cuban Refu7,ae 1'r6ble-.1." (pertinent for c-7;lf The en health Ficricla July 1, Hartley, William P has(Presently1971, good p. references 9-E. in ufe -- for 1971-72 immigration, -- in social the Cubanstulies Missile cla;:scs Crisis, in Daie and Court...7 a brief Publicitem on Schools; the .Ad Vincent, William S. A-7.ricn Civics. New York: Harcourt Brace, 1967. Irons, James, and Baxter, Mike. Cuban refugees -- America's most recent immigrants). :1-rzsid). November 2, 1969, pp. 14-26. ':anmi's Cube-nos -- Castro's Greatest E-..port." (A sinificnnt report). Tro:ic (The JuniorJunior Scholastic. Scholastic. "Cuba"Cuba"Castro -- --Communist., and Communist Cuba." inCaptive the Caribbean." in the Caribbean." April 28, 1967, pp. 6-9. November 18, 1965, pp. 6-12. Septcm'ocr 13, 1963, p?. 11-15. JuniorJunior Scholastic. Scholastic. "Cuba:"Cuba -- For Each Step Forward, Two Back?" The Near and the Distant Isle." December 7, 1970, pp. 8 -11. January 10, 19(9, pp. 4-8. Kronholz, June, and Cromer, Peggo. pp.story, 16-29. "Habana Ayer," by Jack Kofoed, which discusses entertain r-.cnt in Cu m, before (The rejuvenation of Miami's night life by Cub:..1 "!.:iarA Hoy." Tr,n4c ?he P-rold.-- there is a comparien Larch 21, 1971, July 17, 1971, Castro). LookLain, Nacazine. Pete. pp. 1 & 3-3. -- included are some Cuban recipes, and a"Cuban note onAirlift Is SavedApril rr6, 1971. (A signifion.nt develci- 'ent in the C.:ban influx). (A special issue about Florida life anti tLe imact of Irradiate Cutoff." Cuban farr..:rs in South Dade). McNicoll,Nev York RobertTimes. E. No. 1, 1964, pp. 11-20. "The Cuban Revolution is Ten Years Old.""The Caloosa Villcgo Toc:ienca: (Sellolerly articles on early Spanisn influcnce in Mi"-i). A July 6, 1969. of the SIni Cenl_urf." Pan American World Airways. Chic publication gives a goo,' ,..;11:?cc :cri 86Yorlc! (:::.idrs.of_ life was like in pz:-_-Ca_,trp Cuba for t'oc (Me the ninth -- of I Pan American Union. Senior Scholastic. resum:-located ofin Cubanthe vLrtic2i gooier ;y,files, culture, "rhe OtherIntroduction CIba -- Cuban to neExiles 1 in the U.S." n !-,rirnn cccnn7), May 13, 1966, pp. 11-13.ineiu2Ls a DI-12::(T1-is 1268 n,.blicatirn, .o Tebeau, Charlton W. (gas(A pertinent material storyon early, which 2r includeswell as othr2rreferences Spacd.-.1 to Miami). infl-lence in tne A History of Florida. Coral Gahles: University of il-i ?re-. 5Y=J:n). 1971. The Miami Herald, The Miami No,:s, and other daily andused obtainedschool:.:eekly for --continual -- MiamiThe older Miami area copiesupdatin3 Herald also of hasavail this its :1,1ecourssi um libraryor. microfilr,). -- old copies, to a cor:_air clasrroo,.1 sets may be obtnincc: throu^', ne-;,,T2p,?rs. date, beyour be WorldWebb, K.Week. "Castro'sand others. Cuba: Anplo-America Latin A-,rica. Menace in Our Midst." March 25, 1966, pp. 6-15. New York: Sadlier; 1969. (Cuban history). (A te::ibrok). World Week. articles). "Castro"Crstro's Si, Cuba: Prosperity No." The Paralyzed Revolution." September 13, 1963, pp. 15-25. March 21, po. 3-13. (C:x WorldWorld Week. Wnek. this one deals with the Cuban refugees -- in this Cuban Background Unit) "Ninety"Crosscurrents Miles to in Exile." the Caribbean." March 3, 1967, pp. 4-20. May 2, 1962, pp. 11-19. (One of s,votal articles -- III. A.TEACHER REFERENCES: Textual Arce,Anderson-Imbeit, Ma:mei P. Enrique. culture). Influence of C.:1.ans in Cle Central Florida Sugar T.:, Snan5-n-l: nriccn Literature: A qistv. Detroit, 1963. (Fc (University of Mia.mi aster's Thesis). 87 Cora, Gables, 1962. Batista, Laureano S. (University of Miami Master's Thesia). Political S.ciolo,,,, of: the Cuban Uxile: 1999-19r:S. Coral Gables, 1969. Caldwell,Beals, Carlcto:.. John C. read for book reviews, and one which teachers might like to see in their school library). The Cr Let's Visit the West Indies. of Cu. PhilL.:elphia: Now York: Lippincott, 1c1)3. Day, 1963. (A book pupils migit Center for Advanced International Studios, UniversityMioc.-,i, of Mixli. Coral Gables, Florida: University of Miami, 1969. l'rv..hn-S-i-1(A vc1,-:lialous, sccl,:rly, and l's-- _ '-- ______:ft Chapman, Charles E. piledcomprehensivethe Universityfor the U.S.profile of DepartmcrtMiami of theLibrary, Cubanof Housing amongce=anity, otherand Urbanin locations). addition Development; to the availebleBLack f2opulatien, on reference com- at A Hi,-tory of the Cob'n Ronublic. r.cw York, 1971. (This book of:er!, a Dollero, Adolfo. Referencedetailedtoward Cuba, politicalDepartment). but indispensable).history to the Machado period -- anecodotal, opinionated, patronizing Cuban Culture. Havana, 1916. (Available in University of Miami Librazy Eberle, Irmengarde. culturalschoolthatsource students libr.;.ryof- tropicalenrichment might possessed plantation read on Cubanfor as book itzone,history is revieLs, a tomult:-purpose which which and shows Cuba which thebelongssocial toachers -!_qelor:-.ent studio:: due w:)111:1 to itsp:::lication), and su.ar;pro:lbly ipor,aecc another wish of their bookLae - Basketful: The Story of Our Foods. New York: Crowell, 1946. (A Loon Fagg,Encyclopedia John Edt7in. A,-oricana. Fr.:ntice-Hall, 1965. Cuba Haiti(particularily useful(Availablo for brief in surveys Cane's ofTeachers Cuba, well-outlinedProfessional library;...)and thethe Do-,nicria first section Republic. Englewood Cliffs, New Jersey: Ferstcr, Lucian E. (:).through Castro; annotated bi-...i.:-.caph:,).111 pn,;es gives a go:! brief rerL:-. Cultural and ccnorlic Mndiation Amen: Snanish-c'real,ing, ?';rant 'Corm of Cuban history from the c(-liag of the ::..nif..1: Laborersthe University in Dade County. of Miami Library). Coral Cables, 1970. Its Relation -:hip to E:o-:--ti,- ar. (A Mister's thesis -- en reference in Fi-i,l5t- in Fineman, Carol. Miami).The Cuban Refugee. Attitude Toyard Assimilation: Coral Gables, 1966. 68 (A M:Ister's tncsis in sociology at University of First Research Corporation. Florid., 1970. (Irclud:3 1970 Renort: Latin M;)rket Dade County. Florida. Fitzgibbon, Russell H. mercial,1935. demozraphic dz_tu, etc. ). (A solid and sound story of Cuba -- to 1935). Cuba and the United States cc. niLy 1900 - 1935. wiC1 Menasha, Wisconsin: buL:nL:c, com- Banta, Grebler, Leo, and ".core, Joan W., and Guzman, Ralph.Nation's Second Larooqt New York: The The X-,-iconty:Ficrn rf221(,_- 1-..7J. (A cc )rch,..: ive Guerra y Sanchez, Ramiro. showsand fcholarly importance treat-men:1 nationwide of theof Spanish-speakingsubject American citizens and residents). St! r,or z!,0 Society in the Cnrib%oan. -- civcs perspective to "CuBan History a^.6 Culture" -- (Trannlaticn of original Spanish Hughes, Langston. withdilemma,title). a section including o: Cua). New Haven, Connecticut, 1964. The First Book of the West Indies. Cuba which students might be interested in reporting about, (Sugar's role in the Caribbez:u socio-economic New York: Watts, 1956. (Another book or teacher Jenks, Leland H. Culture").may wish to obtain f:or use in their classroom during the course, "Cuba:: History and Our Cuban Colony A Study in Surer. New York: Vanguard Press, 1928. (A Le Riverend, Julio. note).acknowledgeduseful reference that fornothing the rolehas beenof sugar published in Cuba on despitethis topic its duringdated this Economic History of Cuba. Havana: Editora del Conscjo Niccional de nature -- since it is century of any MacGaffey, Uyatt, and Barnett, Clifford. treatmentHaven,Universidadess, 19112. -- its 1967. paperback title is Tyyntieth Ccntury CuLA). (Nem available in paperbac!:. (A good book on this topic -- this is an Laj,ii:,h t,-an91:,cion). Cuhl: Anchor :loot::; -- a well-w: tten 12 nale lcs Clouehtful Matthews, HerbertHerbett L. Cuba. Jersey: Prentice-Hall, 1963. (ed.) Ne. York:The nited States and Latin nac:allan, 1964. (Another book tAu,:ents can r,_;Drt on). Nelson, Lowry. there is little else of value written about Cuba': social hiatory). Rural Cuba. Minneapolis, 1950. £9 (Except for this, and Ioe.cieth Plank, John. (ed). availaLle1967. in the Deck: teechere professional libee-y). (Various articles cn. Ceba's new internetienal si;,nificance siece the rine or k;vba ard the Uniee:! Stntec, Weshiirton, D. C.: ine 5roo'eief.;s Inst;Le.ien, -- Preston, Ralph C., and Tottle, JOI,n. ships).thatobtain(Excellent is asrelated it neeais touseful secondary Cuba: for textbookthe study which of Cube every as quinmesterwell as overvhiro nchool in else Dade County geographic, historical, economic, social, end many other relation- in Lnt'n ?:!Ede. Lexin:ton, !fee:sachu.:otts, 1Ye). in Latin Aerica School: should Ruiz,Seers, Ramon Dudley. Eduardo. NorthPress, Carolina1968. Press, 1964. (ed.) (An ccellet book for understandingCuba - Tho the r-oeine Cubaproblem - Theof of ni:cononic_ Revolution.Cuba). and Sncial Revolution. Vorha.r.ptoa: Chapel Hill: Univereity of Massachusetts University of Smith, Robert P. writers1966. of Cuban history, etc. -- edited by one of the better authors of (Aboos good book of 25 periinont articles Bicl,oroune. to nvolution (Another good book). - The Develonmont of rde-r, Ceen. -- maey written by ecme of the better known New York: about Latin ::nopf, Smith, Robert F. America;ofSection business manyfor thisandof the diplomacycourse writers of from study).of the1917 articles to 1960, in critical this book of haveAmericaas). been cited The United States and Cube. New Haven, 1960. (A useful and detailed study in the Materials Suchlicki,Suarez, Andres, Jai -'o. Press,(A significant 1967. study). Cuba: Unive-sitv(Available Studentsin the fee:lc:hers and Rovelution professional in Cuba. library).Castroism and Ccermnism 1959-19660 Cambridge, Massachusetts: University of Miarl Press. The TheSzulc, Americana Tad, andAnnual: Meyer, Karl. (A well-informed study of the Ley of Pign fieseo) 1gt8. The (AnC,ben example invasion: of the usefulness of all encyclepedin yearbee! 95