Columbus, Hispaniola Settlement, 1493
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Chapter Three the Genesis of the Black Legend
1 Chapter Three The Genesis of the Black Legend "Todo esto yo lo vide con mis ojos corporates mortales." Bartolomé de las Casas, 1504. "I saw all this with my very own eyes." “ I watched as the Lamb opened the first of the seven seals. Then I heard one of the four living creatures say in a voice like thunder, “Come!” I looked, and there before me was a white horse! Its rider held a bow, and he was given a crown, and he rode out as a conqueror bent on conquest.” [Revelation 6:1,2] Or, in Latin as Las Casas may have been accustomed to reading it “Et vidi quod aperuisset agnus unum de septem signaculis et audivi unum de quattuor animalibus dicentem tamquam vocem tonitrui veni. Et vidi et ecce equus albus et qui sedebat super illum habebat arcum et data est ei corona et exivit vincens ut vinceret.” 1Perhaps he also read it in Spanish: “Vi cuando el Cordero abrió uno de los sellos, y oí a uno de los cuatro seres vivientes decir como con voz un trueno: Ven y mira. Y miré, y he aquí un caballo banco; y el que lo montaba tenía un arco; le fue dada una corona, y salió venciendo, y para vencer.” "Like a partridge that hatches eggs it did not lay is the man who gains riches by unjust means." Jeremiah 17:11 Next to climbing aboard a ship for a long journey, there is probably nothing more exciting than getting off that same ship! Especially if after a long voyage, sometimes made terrifying by the perils of the sea. -
The Dominican Republic
INTRODUCTION: The Dominican Republic (D.R), part of the Hispaniola island alongside the nation of Haiti, is the second largest island of the Greater Antilles; it’s total area, including adjacent islands, is 48,670 km ². The coastline extends some 1,668 km. and has an exclusive economic zone covering 238,000 km ². The littoral zone is defined as a public asset, and includes a strip of 60 meters from high tide. In the D.R. there is a close relationship between the socio-economic aspect and the coastal marine area. Historically, coastal areas have been the primary focus of urban development and tourism. These areas are the most populous and economically productive of the country; 70% of Dominican cities with over 10,000 inhabitants, and 75% of industries are located in coastal marine areas. Out of the 31 provinces, including the National District, 17 have coasts. Since the mid-60's D.R. has focused the economic and social development towards the use of their coasts for the development of the tourism industry, which is the most important economic activity of the country. Clearly, the future of D.R depends on the conservation and rational management of natural resources in these areas. The Dominican coasts are characterized by the high biodiversity that is offered by the different coastal marine ecosystems. These diverse ecosystems generate goods, and services that upkeep the socio-economic activities of the respective coastal communities, and therefore it is essential that they are carefully managed. The National System of Protected Areas (SINAP) is governed by the Protected Areas Sector Act of 2004 (law 202-04). -
408 Tomo Cii
N° 408 TOMO CII OCTUBRE-DICIEMBRE 2019 BOLETÍN DE LA ACADEMIA NACIONAL DE LA HISTORIA ה N° 408 0CTUBRE-DICIEMBRE 2019 COMISIÓN DE PUBLICACIONES Dr. Elías Pino Iturrieta Dr. Pedro Cunill Grau Dra. Inés Quintero Montiel Dr. Germán Carrera Damas COMITÉ EDITORIAL Dra. Carole Leal Curiel Dra. Inés Quintero Montiel Dr. Manuel Donís Ríos ACADEMIA NACIONAL DE LA HISTORIA BOLETÍN DE LA ACADEMIA NACIONAL DE LA HISTORIA CARACAS-VENEZUELA OCTUBRE-DICIEMBRE 2019 COMPILACIÓN María del Consuelo Andara D. DIAGRAMACIÓN Consuelo Iranzo DEPÓSITO LEGAL ISSN 02547325 ESTA EDICIÓN HA SIDO FINANCIADO BAJO LOS COAUSPICIOS DE LA FUNDACIÓN BANCARIBE PARA LA CIENCIA Y LA CULTURA Y LA ASOCIACIÓN DE AMIGOS DE LA ACADEMIA NACIONAL DE LA HISTORIA. ACADEMIA NACIONAL DE LA HISTORIA CARACAS – VENEZUELA (Fundada el 28 de octubre de 1888) INDIVIDUOS DE NÚMERO I. GUILLERMO MORÓN II. CARLOS F. DUARTE III. MARIO SANOJA OBEDIENTE IV. MARIANELA PONCE V. JOSÉ DEL REY FAJARDO VI. ELÍAS PINO ITURRIETA VII. JOSÉ RAFAEL LOVERA VIII. PEDRO CUNILL GRAU IX. INÉS MERCEDES QUINTERO MONTIEL X. GERMÁN CARRERA DAMAS XI. MARÍA ELENA GONZÁLEZ DELUCA XII. EDGARDO MONDOLFI GUDAT XIII. MANUEL DONÍS RÍOS XIV. MARÍA ELENA PLAZA DE PALACIOS XV. DIEGO BAUTISTA URBANEJA XVI. ROGELIO PÉREZ PERDOMO XVII. TOMÁS STRAKA XVIII. CAROLE LEAL CURIEL XIX. P. LUIS UGALDE, S.J. XX. GUSTAVO VAAMONDE XXI. CATALINA BANKO XXII. REINALDO ROJAS JUNTA DIRECTIVA 2019-2021 DIRECTORA: DRA. CAROLE LEAL CURIEL PRIMER VICE DIRECTOR: DR. EDGARDO MONDOLFI GUDAT SEGUNDO VICE-DIRECTOR: DRA. INÉS QUINTERO MONTIEL VICE DIRECTOR SECRETARIO: DR. GUSTAVO VAAMONDE VICE-DIRECTOR ADMINISTRATIVO: DRA. CATALINA BANKO VICE-DIRECTOR DE PUBLICACIONES: DR. -
Culture Haiti
\. / '• ,-') HHHaitiHaaaiiitttiii # l~- ~~- J;,4' ). ~ History ' • The native Taino Amerindians inhabited the island of Hispaniola when discovered by Columbus in 1492 and were virtually annihilated by Spanish settlers within 25 years. • In the early 17th century, the French established a presence on Hispaniola, and in 1697, Spain ceded the western third of the island to the French which later became Haiti. • The French colony, based on forestry and sugar-related industries, became one of the wealthiest in the Caribbean, but only through the heavy importation of African slaves and considerable environmental degradation. • In the late 18th century, Haiti's nearly half million slaves revolted under Toussaint L'Ouverture. After a prolonged struggle, Haiti became the first black republic to declare its independence in 1804. The poorest country in the Western Hemisphere, Haiti has been plagued by political violence for most of its history. • After an armed rebellion led to the departure of President Jean-Bertrand Aristide in February 2004, an interim government took office to organize new elections under the auspices of the United Nations Stabilization Mission in Haiti (MINUSTAH). Continued violence and technical delays prompted repeated postponements, • Haiti inaugurated a democratically elected president and parliament in May of 2006. • Immigration: Immigrants to the US encounter the problems and difficulties common to many new arrivals, compounded by the fact that the Haitians are "triple minorities": they are foreigners, they speak Haitian Creole that no one else does, and they are black. • Results from Census 2000 show 419,317 foreign-born from Haiti live in the U.S., representing 1.3 percent of the total foreign-born population of 31.1 million and 0.1 percent of the total population of 281.4 million. -
Listado De Instituciones De Educación Superior Extranjeras Cuyos Títulos
TABLA 1.- Listado de Instituciones de Educación Superior Extranjeras cuyos títulos han sido reconocidos por SENESCYT FUENTE: Sistema Nacional de Información de la Educación Superior - SNIESE ELABORADO POR: Dirección Nacional de Gestión de la Información - DNGI NOTAS TÉCNICAS: * La infomación tiene fecha corte 17 de diciembre de 2020. Nro. -
Los Conquistadores De México 7 I.—Conquistadores Que Vinieron Con Cortés 34 Mujeres 56 II.—Conquistadores Que Vinieron Con Narváez 57 Mujeres 68 III.—Refuerzos
MANUEL OROZCO Y BERRA LOS CONQUISTADORES DE MEXICO EDITORIAL PEDRO ROBREDO v\ V Calle de Justo Sierra No. 41 J: México, D. F. 19 3 8 1080017640 EX L I B RI S HEMETHERII VALVERDE TELLEZ Episcopi Leonensis > LOS CONQUISTADORES DE MEXICO MANUEL OROZCO Y BERRA LOS CONQUISTADORES DE MEXICO TN'V'n r i VMIN3D voaionaia EDITORIAL PEDRO ROBREDO Calle de Justo Sierra No. 41 México, D. F. 19 3 8 Capilla Alfonsina Biblioteca Universitari« B'BLIOTECA 33278 VA! V£Í?DE Y TFLLE7 ! i. Cuando Cristóbal Colón presentó en la Península Ibérica las producciones del recién descubierto Nuevo Mundo, y con su entusiasmada y poética imaginación describió los ricos y encantadores países encontrados al medio del Océano, las ima- ginaciones no menos vivas y pintorescas de los españoles se exaltaron, y el ardor nacional tomó el rumbo de las acciones arriesgadas y de las empresas de todo género. Multitud pro- digiosa de hombres dejó su patria, para ir allá muy lejos, en busca de nuevas comarcas, de reinos poderosos, de tesoros in- mensos, y allí enriquecer pronto, ganar fama, y destruyendo a los idólatras, hacer triunfar el culto de la Santa Cruz. Nobles y pecheros siguieron el impulso general, si bien aquellos fueron respectivamente en corto número. La turba de aventureros abandonaba su país confiada y satisfecha, con- tando sólo con su corazón y con su espada. Terminaban en España las porfiadas y sangrientas guerras contra los moros; estaban frescas aún las memorias de las hazañas prodigiosas re- matadas en la Vega de Granada por los cumplidos caballeros cristianos; se admiraban todavía las proezas de los zegries y de los abencerrajes; se enardecía el pueblo con la relación de los sitios y de los combates, abultados y revestidos de formas fantásticas en las tradiciones populares; y el orgullo de la victoria, largo tiempo disputada y por heroicos esfuerzos con- seguida, infundía seguridad en los ánimos y les daba suficien- ' cia. -
Haitian Revolution
The Haitian Revolution The Haitian Revolution was a social and political upheaval in the French colony of Saint-Domingue (which shared the island of Hispaniola with the Spanish colony of Santo Domingo) during the period from 1791 to 1804. In 1791, slaves and gens de couleur libres (“free people of color”) rebelled against French rule, and in 1804 declared their country’s independence under the original Arawak name of Haiti. The Haitian Revolution was, along with the American Revolution, one of the most significant and dramatic challenges to European colonialism in the New World, and historians widely regard it as a milestone in the history of Africans in the Americas. The Haitian Revolution is, in fact, the only successful large-scale slave insurrection in history, and it is often seen as initiating the decline of the slave trade. Causes of the Haitian Revolution The colonial economy was export driven, dominated by agriculture and trade. Saint- Domingue, with its tropical climate, was developed as a coffee- and sugar-producing colony, and sustained many large and profitable plantations. By the second half of the 18th century, sugar and coffee were two of the world’s most traded commodities, and Saint-Domingue produced over 60 percent of the world’s coffee and 40 percent of the world’s sugar. This made Saint-Domingue France’s most profitable plantation colony. To meet the growing needs of this plantation system, Saint-Domingue’s colonists continuously expanded the number of slaves. Thus, the colonial economy fueled the social imbalance that led to the revolution. Colonial society, a racist society, was at fault, in part through its own rigidity. -
Haitian Historical and Cultural Legacy
Haitian Historical and Cultural Legacy A Journey Through Time A Resource Guide for Teachers HABETAC The Haitian Bilingual/ESL Technical Assistance Center HABETAC The Haitian Bilingual/ESL Technical Assistance Center @ Brooklyn College 2900 Bedford Avenue James Hall, Room 3103J Brooklyn, NY 11210 Copyright © 2005 Teachers and educators, please feel free to make copies as needed to use with your students in class. Please contact HABETAC at 718-951-4668 to obtain copies of this publication. Funded by the New York State Education Department Acknowledgments Haitian Historical and Cultural Legacy: A Journey Through Time is for teachers of grades K through 12. The idea of this book was initiated by the Haitian Bilingual/ESL Technical Assistance Center (HABETAC) at City College under the direction of Myriam C. Augustin, the former director of HABETAC. This is the realization of the following team of committed, knowledgeable, and creative writers, researchers, activity developers, artists, and editors: Marie José Bernard, Resource Specialist, HABETAC at City College, New York, NY Menes Dejoie, School Psychologist, CSD 17, Brooklyn, NY Yves Raymond, Bilingual Coordinator, Erasmus Hall High School for Science and Math, Brooklyn, NY Marie Lily Cerat, Writing Specialist, P.S. 181, CSD 17, Brooklyn, NY Christine Etienne, Bilingual Staff Developer, CSD 17, Brooklyn, NY Amidor Almonord, Bilingual Teacher, P.S. 189, CSD 17, Brooklyn, NY Peter Kondrat, Educational Consultant and Freelance Writer, Brooklyn, NY Alix Ambroise, Jr., Social Studies Teacher, P.S. 138, CSD 17, Brooklyn, NY Professor Jean Y. Plaisir, Assistant Professor, Department of Childhood Education, City College of New York, New York, NY Claudette Laurent, Administrative Assistant, HABETAC at City College, New York, NY Christian Lemoine, Graphic Artist, HLH Panoramic, New York, NY. -
Remembering Columbus: Blinded by Politics
Acad. Quest. (2019) 32:105–113 DOI 10.1007/s12129-018-9756-7 ARTICLES Remembering Columbus: Blinded by Politics Robert Carle Published online: 14 January 2019 # Springer Science+Business Media, LLC, part of Springer Nature 2019 The dozens of American cities, counties, and institutions that are named after Christopher Columbus (or his literary equivalent Columbia) signify the privileged role that Columbus holds in American civic life. Early Americans depicted Columbus as America’s first frontiersman, a hero who had left the comforts of Europe to search for a fresh start in a new world. They cheered him as an enlightened champion of science who upended obscurantist European ideas. Washington Irving popularized this interpretation of Columbus in his History of the Life and Voyages of Columbus, published in 1837. In Irving’s hands, Columbus became a man of science who liberated himself from the shackles of medieval and Catholic Europe to shape a progressive and Protestant America. Much of Irving’s biography of Columbus is pure fiction, but his book defined Columbus for nineteenth century Americans. The most enduring myth that Irving promoted was the false assertion that Ferdinand and Isabella believed that the earth was flat. The geographers and astronomers that the royal couple consulted knew the earth was spherical but correctly estimated that Japan was 12,000 miles from Spain, not 2,400 miles, as Columbus calculated.1 In 1940, Samuel Eliot Morison called Irving’s story “misleading and mischievous nonsense. The sphericity of the globe was not in question. The issue was the width of the ocean; and therein the opposition was right.”2 Fortunately for Columbus, the Bahamas lie where he thought he would find Japan. -
The Last Stronghold of Malaria in the Caribbean
© David Snyder/CDC Foundation Hispaniola, which includes Haiti and the Dominican Republic, is the only island in the Caribbean where malaria is still endemic. Malaria Zero is an alliance of partners who have united to eliminate malaria from Hispaniola by 2020, creating a malaria-free zone across the Caribbean in just a few years’ time. MALARIA: DEADLY, YET DEFEATABLE Malaria is a life-threatening Almost half of the world’s Malaria is preventable disease caused by a parasite population is at risk. In 2013, and treatable. Malaria that is transmitted to people there were approximately prevention and control through the bites 200 million cases measures have reduced of infected mosquitoes. and 600,000 deaths mortality rates by nearly worldwide from malaria. 50% worldwide since 2000. HISPANIOLA: THE LAST STRONGHOLD OF MALARIA IN THE CARIBBEAN With the right resources, Haiti 17,500 malaria can be eliminated on Hispaniola. The Dominican Republic Malaria on Hispaniola is still sensitive to chloroquine, an anti-malarial medicine that is safe and inexpensive. Eliminating malaria now will be There were approximately 17,000 substantially less expensive than in the future. confirmed cases of malaria in Haiti in 2014. The disease has The mosquito that transmits malaria on Hispaniola an especially negative impact does not transmit it as easily as some other on the country’s already fragile mosquito species, and remains susceptible economy, exacerbating poverty to almost all insecticides. and decreasing productivity. In the Dominican Republic, there The governments of Haiti and the Dominican Republic were approximately 500 cases have demonstrated strong political will to end malaria of malaria in 2014. -
La Ruta De Cortés
Unidad del verano 2019 Honors Spanish Purpose: • Review the present tense in context • Review the two verbs that mean to be: SER and ESTAR • To understand principal societies that shaped the culture, food, architecture, art and language of Mexico • To help develop critical thinking skills: synthesizing, analyzing and interpretation • Prepare background and cultural knowledge for our first unit: The Road to El Dorado La ruta de Cortés ¿Puedes tú hacer un viaje así? Learning Targets 1. I can talk about who Hernán Cortés is and why he is important in history. 2. I can describe Tenochtitlán and traits of the Aztec people, their society and the importance of their empire. 3. I can conjugate SER and ESTAR in all forms with correct spelling and accents. 4. I can choose between SER and ESTAR correctly when forming sentences. 5. I can produce (say, define, use correctly) at least 25 new vocabulary words from this unit. 6. I can conjugate and use correctly –AR, -ER and –IR verbs. 1 This information will be part of your first semester cumulative final. RESOURCES for HONORS SPANISH STUDENTS Ser y Estar Resources Explanation: http://spanish.about.com/cs/verbs/a/servsestar.htm http://www.studyspanish.com/verbs/lessons/piserestar.htm http://www.youtube.com/watch?v=OmV4rUdqOec http://www.drlemon.com/Grammar/servsestar.html Practice: http://quizlet.com/11843505/ser-x-estar-flash-cards/ http://www.studyspanish.com/verbs/lessons/piserestar.htm http://personal.colby.edu/~bknelson/SLC/ser_estar.php http://www.trentu.ca/academic/modernlanguages/spanish/masarriba/serandestar.html General Resources Best Online Dictionary: http://www.wordreference.com General Verb Practice: www.conjuguemos.com 501 Spanish Verbs: http://www.ebook3000.com/501-Spanish-Verbs--Barron-s-Foreign-Language-Guides- _177950.html (download the pdf onto your computer for a handy tool to do a quick lookup of any verb) Need a new packet? Go online to lctigers.com and print from the summer assignment link. -
Slavery in Haiti
Africa Enslaved A Curriculum Unit on Comparative Slave Systems for Grades 9-12 Developed by: Natalie Arsenault, Teresa Lozano Long Institute of Latin American Studies Christopher Rose, Center for Middle Eastern Studies at the University of Texas at Austin About the Authors Natalie Arsenault is Outreach Coordinator at the Teresa Lozano Long Institute of Latin American Studies at the University of Texas at Austin. She holds an M.A. in Latin American Studies from the University of Florida. She has worked extensively on Latin American content-based activities with educators at all levels; has present- ed on her own research at regional and national educator conferences; and has developed multiple standards- aligned curriculum units related to Latin America. She can be reached at [email protected] Christopher Rose is Outreach Coordinator at the Center for Middle Eastern Studies at the University of Texas at Austin, where he obtained his M.A. in Middle Eastern Studies. He is responsible for educational outreach to classrooms, business, the media, and community groups to increase awareness on matters related to the Middle East and its many diverse cultures. He is a frequent guest speaker in schools throughout the Austin area, and he has developed many curriculum resources to supplement K-12 curricula in world studies. He can be reached at [email protected] Africa Enslaved: A Curriculum Unit on Comparative Slave Systems for Grades 9 -12 Compilation date: March 2006 Permission is granted to reproduce this unit for classroom use only. Please do not redistribute this unit without prior permission. For more information, please see: http://inic.utexas.edu/hemispheres/ Cover photo: The slave monument, Stone Town, Zanzibar, Tanzania © 2003, Christopher Rose 3 Haiti CIA World Factbook, 1988.