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AUTHOR Sunshine, Catherine A.; Menkart, Deborah, Ed. TITLE Teaching about . Caribbean ConnectionSeries. Third Edition. INSTITUTION Ecumenical Program on Central America and the Caribbean, Washington, DC.; Network of Educators on the Americas, Washington, DC. REPORT NO ISBN-1-878554-1O-7 PUB DATE Oct 94 NOTE 49p. AVAILABLE FROM Network of Educators on the Americas,1118 22nd St., N.W., Washington, DC 20037 ($2 each plus$2 shipping and handling; bulk discountsavailable). PUB TYPE Guides Classroom Use Teaching Guides (For Teacher)(052)

EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Democracy; Foreign Countries; Global Education; Instructional Materials; *Latin American Culture; *Latin American History; Latin Americans; *Multicultural Education; *Political Issues; .*Political Power; *Racial Relations; Secondary Education; World Affairs IDENTIFIERS *Haiti

ABSTRACT These materials are designed to help studentsbridge the gaps in the news and their textbooksabout the country of Haiti and to provide suggestions for furtherresearch. The following framework is suggested for studying Haiti today:(1) Haiti's current crisis is best understood in historicalperspective;(2) the U.S. government has heavily influenced Haitiansociety in the 20th century;(3) racism has been an important factor in shapingUnited States/Haiiian relations;(4) popular movements play a crucial role in Haiti;(5) President Aristide should be presented in hissocial context; and (6) a key concern is the roleof the Haitian people in determining their country's policies. The volumecontains: (1) "Haiti's History"; (2) "Maps";(3) "Studying the Media";(4) "Roots of Poverty";(5) "Aristide";(6) "Roots of Democracy";(7) "Haitian Voices"; (8)"The Konbit";(9) "Folktales";(50) "Vodou";(11) "Songs of Resistance"; (12) "Teaching/ActionIdeas"; (13) "Resource Guide"; and (14) "Proverbs." (EH)

**************::**** * * Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Teaching About

"PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Contents 117,,^4 NO- Haiti's History 5

Maps 6 TO THE EDUCATIONAL RESOURCES Studying the Media 17 lar,104tssiINFORMATION CENTER (ERIC)." Roots of Poverty 19 Aristide 21 Roots of Democracy 23 Haitian Voices 24 The Konbit 33 Folktales 36 Vodou 38 Songs of Resistance 40 Teaching/Action Guide 43 Resource Guide 46 2roverbs 48 -=11.

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Teaciling About Haiti is part of the Caribbean Connections series. Ideal for Grades 6-12 and Adult. Teaching About Haiti

© 1993, First and Second Printing. TheNetwork of Educators on the Americas (NECA) andthe Ecu- menical Program on Central America andthe Carib- bean (EPICA). Readings and photos separatelycopy- righted. © 1993. Second Edition. © 1994. Third rdition. ISBN: 1-878554-10-7 All rights reserved. No part of thispublication may be reproduced, stored in a retrieval system,or transmitted without prior permission of the publishers,except by instructors for the specific purpose of classroomuse. Edited by: Catherine A. Sunshine and D;:borahMenkart Research and editing: Erica Gilbertson Photographs: Mev Puleo/Impact Visuals,Donna DeCesare/Impact Visuals Desk-top publishing: Deborah Menkart Cover photo: Lily Cerat teachingat P.S. 189 in New York, © 1992 Donna De Cesare/ImpactVisuals. See interview with Ms. Celli on page 31. Artwork on page 36 compliments of Danielle's Collection. A version of the introductionoriginally appeared as an article in Rethinking Schools. Assistance with research, critiquing, typingand proof- reading: Marx Aristide, Jennifer Bauduy, JudithBauduy, To Order More Copies: Dan Behrman, Serge Bellegarde, Bill Bigelow,Steve Reduced Prices for Bulk Orders Brescia, Lily Cdrat, Veronica Fern, EricaGilbertson, Matt Grossman, Doug Hess, GeorgeJacobs, Mia Single copies: $2 plus $2 shipping and handling Kirschner, Kathy McAfee, Jim Reese,Laurie Bulk prices: Richardson, Bea Rief, Minor Sinclair, NicoleSmith- 19-99 copies $1 each plus shipping* Leary, Frances Nolting Temple, ClaudetteWerleigh, 100-999 copies 750 each plus shipping* Deanna Wesson and many others. Thankyou. 1000-4999 copies 500 each plus shipping* Assistance with editing of the third editionby Allen 5000 or more 350 each plus shipping* Belkin, Marika Lynch, and Lisa A. Mbele-Mbong. *Shipping: 1 copy add $2 Teaching About Haiti is a production ofthe Network 2-9 copies add $4 of Educators on the Americas (NECA)and the Ecu- 10-50 copies add $7 menical Program on Central America andthe Car- Each additional 50 add $3 ibbean (EPICA) as part of the CaribbeanConnec- Over 500, please call tions series for the Haiti Solidarity WeekCoordinat- ing Committee: Americans for Aristide,American To order send check payable to NECA, or institu- Friends Service Committee, Chicago Coalitionfor De- tional purchase order to: mocracy in Haiti, Clergy and Laity Concerned, Pax Christi USA, Quixote Center/Haiti Reborn,and the Network of Educators on the Americas Washington Office on Haiti. 1118 22nd St. NW This publication funded in part by the ArcaFoundation Washington DC 20037 and the Loretto Special Needs Committee.The inter- Fax: 202-429-9766 views were conducted with support fromthe D.C. Phone: 202-429-0137 Community Humanities Council.

Teaching About Haiti 3. 2 Knowing how to read and write isone step towardknow;adge. From the Goute Sel/Taste of Salt MissionAlpha Literacy Primer, 1986. Introduction Debates about U.S. involvement in Haitiare hemisphere. Absent any criticalanalysis, students spilling off the front page of the may newspaper agree with U.S. Agency for InternationalDevelopment into the classroom. Students favoring inter- (AID) official Lawrence Harrison's vention argue we should be involved (Atlantic Monthly, given the harsh 1993) statement that."rni-oreis the only possible expla- political and economic conditions in Haiti.Those op-. nation for Haiti's unt. posed counter that with the increasingpoverty and History provides other explanations. unemployment in the United States, Prior to the we can't take care European conquest of Haiti, theTafno Indians practiced of everybody. Multicultural lessons on respect for all a diversified agriculture that providedfood for all and races and cultures are undermined by these positions. was ecologically sound. African farming Even though they might be well-meaning, practices in both sides of Haiti, such as Konbit (p. 33)promote cooperation over the debate paint a "deficit" picture of theHaitian people competition. Students cancompare these socio-eco- and a good, powerful picture of the United States. It nomic systems to the dominantsocio-economic order seems to go without question that the U.S.the white established how shortly after the knight in shining armorcan charge conquest Haiti's His- to the rescue. The tory (p. 5) in which (a) powerwas concentrated in the only difference is whether it should. hands of a small, wealthy elite, (b)land and peoplewere The mainstream press and textbooks do littleto used, at any expense, to providethat wealth, and (c) help the students place the current crisis inhistorical or Haiti became dependenton foreign powers for trade. In even contemporary context. For example,as is docu- Roots of Poverty (p. 19),we see how the products of mented in Studying the Media (p. 17), the historicalrole trade have changed, but the basicpower relationships of the United States is largely absent. Thisis no small remain the same. omission since the has literally been (2) The U.S. government has shaped by the United States in the 20thcentury. Nor do heavily influenced we learn about the strength of thc organized Haitian Haitian society in the twentiethcentury. This crucial popular movement or Haitian culture. fact is often left out of textbook andmedia accounts. For example the United States wrote Teaching About Haiti is designed to helpstudents a constitution for Haiti fill in the gaps in the news and thcirtextbooks and to that included articles favorable for U.S.business; estab- lished, trained and financed the Haitian provide suggestions for further research. Thefollow- National Guard (precursor of the current Haitian military); ing is a suggested framework for studyingevents in trained many Haiti today: currcnt military leaders; and providedfinancial and political support for Haiti 's dictatorsfor decades. Nor (1) Haiti's current crisis is best understoodin his- do we learn about the activeopposition by Blackorga- torical perspective. Studentscan explore the forces nizations, the peace movement, andchurch groups to which made Haiti the poorest country inthe western the U.S. occupation of Haiti from1915-34. Teaching About Haiti 3 4 Introduction

(3) Racism has been an important factor in shaping made during his seven months in officewere the result US/Haitian relations. According to a recent study of of an active collaboration between hisadministration major U.S. history textbooks by University of Vermont and the Haitian people. professor James Loewen, not a single page suggests a Frequently missing from the debateare the social relationship between racism and foreign policy. Using policies he was elected to implement.These policies Haiti as an example, students can analyze to what extent include an increase in the minimumwage, reform of the racism has both influenced U.S. government foreign army, crack down on drug-running, and support policy and how racism has been used for to justify that !ocal development projects. It's vital thatstudents know poliCy to the American people. Refer to Haiti's History about this broader platform if they are to thinkcritically (p. 5), Studying the Media (p. 17), and theResource about the prospects for genuine reform in Haiti. Guide (p.46). (6) A key concern is the role of the Haitianpeople in (4) Popular movements play a crucial rolein Haiti. determining their country's policim Issius Judging from the media, the only action the Haitian such as amnesty, economic plans and political leadershipare people take in their defense is to build rafts. Absent is being negotiated with minimal consultationwith the any discussion of the powerful mass organization that Haitian people or their elected representatives. elected Jean-Bernand Aristide or thepeasant organiza- A key question for studentsto examine regarding tions that continue to work despite brutal repression the future of Haiti is how and where decisionsare being since the coup. The predominance of stories of the evil made. For example, in 1993, the Councilon Hemi- military or alternatively the suffering people leadsstu- spheric Affairs reported that U.S.special envoy dents to say, "Why do we have to learn about this? It is Lawrence Pezzulo wanted to keep Aristide "ona short so depressing." The solution is not to ignore the topic, tether" and "insists that Aristidemust enter into a but to include the Haitian stories which inject hope into power-sharing relationship with the militaryand his a discouraging reality. political enemies by broadening his cabinet."Whose Haiti's history is a full of stories of people who have president is he? In addition, the role of AID,the Na- challenged the repressive government in every way tional Endowment for Democracy (NED),the World imaginable. In Haitian Voices radio station operator Bank, and the International Monetary Fund(IMF) merit Marie Yollete Val (p. 32) tells how militaryofficers clow attention. These agencies receive little would come each week to broadcast their mention in speeches. the U.S. press but play a pivotal role not just inHaiti but Unbeknownst to them she would turn their voicesdown throughout the Caribbean. and play music. Anit (p. 28) tells how she hida pig to feed her family in defiance of the U.S. orderedslaughter VVV of the entire Haitian pig population. In Haiti'sHistory With this research under their belts,students can (p. 5), we learn how thousands of peopleparticipated in critically analyze their textbooks and themedia. Refer a movement called Lava las (the flood) to washaway the corruption of the past governments. They to TeachinglAction Ideas (p. 43), and Studyingthe successfully Media (p. 17) for suggested approaches. elected their own candidate, Aristide. Teaching About Haiti is designed to helpstudents These stories of powerful, ordinary peopleallow us to introduce a truly multicultural curriculum, not only become more informed about Haiti, butalso to a curricu- become involved. The TeachinglAction Ideas lum that goes beyond the heroes, food and holidays. suggests ways students can share what they have learned in In addition to the sections mentioned the above, stu- school and the community. Students dents can refer to the sections on popular can not only enter movements the debate, but also help to reframe it. (Roots ofDemocracy, p. 23), collective fanning(Konbit, p. 33), songs of resistance (BouIanan Eksperyans, We hope that Teaching About Haiti helpsyou and p. your students push beyond the traditional boundaries 40), and the community traditions of Vodou of (Vodou, p. inquiry into Haiti by bringing the voices and 38). The Folktales (p. 36) contain lessons history of for children Haiti into your classroom. We welcome about using their intelligence to challenge your com- an adversary. ments. (5) President Aristide shoukl be presentedin his social context. Too often, the media focuson Aristide as an individual. Aristide came to power asa result of a popular movement. He was elected withan extraordi- narily high percentage of the vote. The importantchanges

Teaching About Haiti 5 4 Haiti's History

Once a land in which all its inhabitants were just prior to the Spanish conquest, you would have well-fed, Haiti is now the poorest countryin the seen a lush and fertile land. The island wascovered Western Hemisphere. One out of eightchildren die with forests teeming with plant and animal life. before the age of five. Life expectancy is56 years. There were so many birds that flocks flying over- Human rights abuses against those whocriticize head would darken the sun. the government are unimaginably cruel.Why are The Conquest people suffering? How are the peopleof Haiti trying to change these conditions? How can we Columbus landed on Ayiti in 1492 and claimed help? Haiti's history of colonialism,neo-colonial- the island for Spain. He renamed it La Isla Espaiiola ism and the struggles for independence canhelp (). It became the first Spanish settlement you to explore thesequestions. in the Americas. Columbus and his sailors hoped to profit from Haiti and its next-doorneighbor, the their "discovery." They mistakenly believed gold Dominican Republic, share the second- could be found in abundance on the island. The the largest island in the Caribbean. Before settlers forced the Tafnos to labor in unproductive arrival of the Europeans, the island was ahomeland gold mines, and massacred them when they tried to of the Taffio Arawak, a native peopleoriginally resist. The persecution of the Taftios was cruel in from South America. They calledit Ayiti, or the extreme. A Spanish priest who accompanied "mountainous land." Columbus, Bartolorné de las Casas, reported that The Tainos "the conquistadors would test their swords and manly strength on captured Indians and place bets Ayiti, also called Quisqueya, was a centerof on the slicing off of heads or the cuttingof bodies It was Taino Arawak culture in the Caribbean. in half with one blow." kinship na- divided into five main cacicasgos or After initially welcoming the visitors, the Talno tions. The Tafnos lived in small villagesalong tried bravely to defend themselves. There were village was coastal areas and river deltas. Each many battles in which the Taffio routed theSpanish, be a governed by a cacique, or chief, who could but European cannons, steel swords, horses and man or woman. dogs finally overwhelmed the Talno resistance. The Taffies' food camc Diseases like smallpox also killed from hunting, fishing and many of the native people. agriculture, and the popu- Within 50 years of Columbus' lation was well-fed. Every- arrival, ihe Tafno Arawak one in the society worked, population of Hispaniola had even the caciques. Coop- been virtually destroyed. eration and sharing were basic to the Tainos' way of The Africans life. Each village had a cen- To replace the Tafnos' la- tral plaza called a batey, bor, the Spanish began bring- used for festivals, ball ing in Africans to work as games, and religious cer- slaves. But Hispaniola, it emonies. turned out, had little gold, and If you had visited Ayiti

The Arawak carved figures in human and animalshapes from stone, shell, wood gold and other materials. The figures, called cumfs, wereused to drive away evil spirits and ensure a good harvest. Teaching About Haiti 5 THE AHAMAS Gulf of Mexico AL,

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Teaching About Haiti 7 6 The most of the Spanisheventually moved on to search for riches in Mexico andPeru. After nearly a century of suffering, in1791, the Spanish neglect of Hispaniolaopened the way slaves on St. Domingue rose up inrebellion. Unlike for French and British pirateswho used the western slave revolts elsewhere, the St.Domingue slaves successfully overthrew their masters andthe entire Seeking Salvation slave system. They won the colony'sindependence from France and established theworld's first inde- "The slaves destroyed[the plantations] tirelessly. Like the peasants inthe Jacquirie or the Luditewreckers, they were seeking Did you know that about nine hundred Hai- their salvation in the mostobvious way, the tians fought for theindependence of the destruction of what they knew wasthe cause United States in the Battle ofSavannah in of their suffering; and theyhad suffered much. 1779? They knew that as long asthese plantations stood, their lot would be tolabour on them pendent Black republic, Haiti. until they dropped. Fromtheir masters they Several factors contributed to theslaves' suc- had known rape, torture,degradation, and, cess. Most important werethe unity and rebellious at the slightestprovocation, death. They spirit of the St. Domingue slavesthemselves. This returned in kind... Now thatthey held power, was linked in part toVodou, they did as they had beentaught. based on African religious And yet they were surprisinglymoder- beliefs, which ate... They did not maintainthis revengeful spirit for long. The crueltiesof property and privilege are always moreferocious than the revenges of povertyand oppression. For the one aims atperpetuating resented injustice, the other is merely amomentary passion soon appeased...in all the records of that time there is no singleinstance of such fiendish torture as buryingwhite men up to the neck and smearingthe holes in their face to attract insects, orblowing them up with gun powder, or anyof the thousand and one bestialities to which theyhad been sub- jected..." C.L.R. James, in the The BlackJacobins

part of the island as abase. Eventually, permanent French settlements wereestablished. Spain ceded the western third of Hispaniolato France in 1697. France called its new colonySt. Domingue. The French imported atleast half a million Africans to work on sugar,coffee, cotton and indigo plantations. UnderFrench rule, St. Domingue became the most valuablecolony in the Caribbean, producing more sugar thanall the British Carib- bean islands put together.This wealth was basccl ozi brutal slavery, administeredby corrupt French military officials. ManyAfricans died after only a few yeats in St. Domingue;they were quickly re- Drawing from Goute Set, LiteracyManual. The sounding placed by new arrivals. of the conch shell Is a symbol of thecall for liberation.

Teaching About Haiti 8 "The Haitian revolution was the beginning of the end for slavery In the western hemi- sphere. The Haitian revolution.., proved that freedom could be won." Dr. Michel-Rolph Trouiliot, Caribbean Connections

develop and flourish. During this period, (or Kreyol) emerged as a language in itsown right, drawing elements from French and from African languages. On the other hand, Haiti's tenyears of war, followed by its political isolation, concentrated power in the hands of the Haitian military. Many of the Haitian presidents who followed Dessalines were generals of the slave army. Their rule was dictatorial and often corrupt. Toussaint Louverture, 1743-1803 French colonial rule had divided the population by race, and these divisions persisted. Few whites bonded slaves of different ethnic backgrounds to- were left in the country after the revolution. But gether (See Vodou: A Haitian Way of Life). Second, rivalry continued between Black Haitians and those the French Revolution of 1789 upset the balance of of mixed race, known as mulattoes. Many mulat- power in France's colonies and triggered slave toes had owned property before the revolution, and rebellions all over the Caribbean. they remained a privileged class. Butnow, Black The leadership of Toussaint Louverturewas a officers from Toussaint' s army competed forpower third critical factor. A former slave, Toussaintwas and wealth. a brilliant military and political strategist. Under The most important division, however, was not his leadership, the slaves defeated Spanish and between Blacks and mulattoes. It was betweena British vasions and forced France to abolish tiny, privileged minority (which included Haitians slavery. of both races) and the majority of the population, Napoleon Bonaparte's French troops finally the former slaves. The elite group lived in the captured Toussaint and exiled him to France, where towns, especially the capital, Port-au-Prince. It he died. But the army of former slaves, led by the controlled um government, the military, andcom- Black general Jean-Jacques Dessalines, wenton to merce. The majority of Haitians lived in the coun- defeat the French forces. On January 1, 1804, tryside, farming small plots of land. Theygrew Dessalines declared independence. The new state coffee for export, and crops such as corn, beans and was baptized Haiti, from the Arawak name for the yams to eat. These farmers paid taxes which went island. into the pockets of gowernment officials. But the The Two Worlds of Haiti government did almost nothing to help the rural areas, which lacked roads, schools, electricity or The Western, slave-holding powers viewed the running water. Haitian Revolution as a dangerous example of These two worlds of Haitithe towns and the slave revolt. They isolated the new Black republic, countrysidewere culturally separate as well. cutting off trade and refusing diplomatic recogni- Town-dwellers used the French language for the tion. France recognized Haiti in 1838 in exchange affairs of government and commerce. But most for a large payment which placed Haiti heavily in rural people spoke Haitian Creole. They were shut debt. The United States did not recognize Haiti out of the political process, which was carried out until 1862, after the slave-holding states seceded in a language they did not speak. from the Union. Town people oftcn tried to imitate a European This isolation had some positive effects: it lifestyle. In the countryside, by contrast, lifewas allowed a vibrant and original Haitian culture to shaped by Vsdou and other African-based tradi- Teaching About Haiti 8 History

spread resentment. Uriguayan historian Eduardo -=11/... Galeano writes in Open Veins of Latin America,"the U.S. occupied Haiti and, if in that Black country that had been the scene of the first victorious slave revolt, introduced racial segregation and forced labor, killed fifteen hundred workers in one of its repressive operations (docu- mented in a 1922 US investiga- tion), and when the local government refused to turn the Banco Nacional into a branch of New York's NationalCity Bank, suspended the salaries of the presi- Papa and Baby Doc dent and his ministers so that they might folklore of stories, think again." tions. These included a rich A Haitian resistance leader, Charlemagne legends, proverbs and songs (seeFolktales). Cus- Péralte, led an army of peasant rebels whofought toms of sharing andself-help, such as the konbit, survive in the face of against the occupation. But the U.S. military put helped peasant communities Haitians. (see The Konbit). down the revolt, killing thousands of government indiff,mcnce Charlemagne Pdralte was assassinated and his body U.S. Occupation put on gruesome display. The United States finally pulled out of Haitiin In the late 1800s, U.S. businessinterests such as expanding south, into 1934, leaving behind a legacy ofanti-American sugar and fruit growers were feeling. It also left a U.S.-trained militaryforce, the the Caribbean. U.S. tradewith Haiti was growing, leaders wanted to Haitian National Guard, which replaced the rem- and U.S. officials and business Guard became the commercial interests did nants of Toussaint's army. The make sure that European foundation of a new Haitian army, which involved not compete. Theyespecially feared the extensive in Haiti. Using itself in politics and held virtual veto power over German commercial involvement election results. In 1957, François Duvalier, adoc- Haitian political instability as ajustification, U.S. tor, was elected president with the supportof the Marines invaded Haiti in 1915.They stayed for 19 Haitian army and the U.S. government. years. The U.S. imposed martial lawand took control The Duvalier Regimes the Haitian constitu- of Haiti's finances. It rewrote Instead of keeping his promise to help the Black majority, "Papa Doc" Duvalier built afamily "You know, I had somethingto do with the republics. The dictatorship. He killed, imprisoned or exiled thou- running of a couple of little threaten his Haiti's Constitution sands of people who he thought might facts are that I wrote rule. To eliminate possible organizedopposition, myself, and if I do say it, Ithink it's a pretty he destroyed or took over political parties,student Franklin Delano Roosevelt good Constitution." organizations, trade unions, and the press. Duvalier created an armed militia loyal to him- tion topermit foreigners to own land.U.S. invest- between 1915 and 1930. self, the Tontons Macoutes. In 1964 hedeclared ment in Haiti tripled himself President-for-Life. Haiti would have no Under U.S. military rule,roads, telephones and electricity were extended to someparts of Haiti. more elections. Papa Doc died in 1971 after handing the presi- But many of the roadsactually were built by dency to his 19-year-old son Jean-Claude.The Haitians who were forced towork without pay. the racist attitudes of younger Duvalier, sometimescalled "Baby Doc," This forced labor, along with executed fewer political opponents than his father. many U.S. soldiersand administrators, caused wide- 9 Teaching About Haiti History But he continued to use arbitrary arrest, torture and weakened Jean-Claude Duvalier's holdon power. imprisonment. Foreign governments, including the U.S.under Haiti under the Duvaliers was marked byex- President Carter, urged Duvalier to easerepres- tremes of poverty and wealth, as it still is today. Per sion. In response, Duvalier allowedsome political capita income was only $377 in 1985; most Hai- parties, trade unions, human rightsgroups and tians earned even less. The Duvalier family's for- independent journalists to function. tune was estimated to be $500 million or more, With the election of President Reagan in 1980, most of it obtained through corruption. Govern- however, anti-communism becameonce again the ment officials, army officers, coffee exporters and focus of U.S. policy. Twenty-four days after landowner- lived in luxurious hillside villas with Reagan's election, the Duvalier governmentar- fountains and swimming pools. In the slums below, rested more than 200 human rights workers, law- poor people crowded into wretched shacks criss- yers, trade unionists and journalists. The crack- crossed by open sewers. down temporarily smashed the democracymove- The unequal distribution of wealth in Haiti ment, but Haitians' hopes for freedom had been contributed to environmental destruction. Rich land- raised. owners, the state, and foreign companies con- Economic conditions became steadilyworse trolled the best farm lands. As a result, poor farmers for most Haitians. In 1978 a disease called African had to clear land on steep mountain slopes to plant swine fever killed some Haitian pigs. To stop the their crops. As trees were uprooted, erosion stripped spread of the disease, U.S. agencies supervised the the soil away. Trees were also cut to make charcoal, slaughter of the entire Haitian pig population, in- the only fuel poor families could afford. The hills cluding healthy hogs. For many rural families, the became barren and dusty. pigs had represented their only cash savings. Their Poverty forced hundreds of thousands of rural loss left rural Haitians worse off thanever before. Haitians to migrate to Port-au-Prince in search of Some wealthy Haitians were also becoming work. Others were recruited to cut sugarcane in the dissatisfied with Baby Doc. Quarrelsamong the neighboring Dominican Republic, under condi- powerful weakened Jean-Claude Duvalier'scon- tions resembling slavery. Thousandsmore fled to trol. foreign countriesthe United States, Canada and The opposition movement that finally toppled France, among others. An estimatedone million Duvalier was not an armed insurgency. Norwas it Haitians now live outside Haiti. led by politicians. Rather, the drivingenergy came Aid from foreign governments and interna- from young Haitiansstudents,young working tional lending agencies provided much of therev- adults, schoolchildrenangered by the suffering enue for Duvalier's government. Much of it disap- under Duvalier. peared into the pockets of corrupt officials. Foreign They were encouraged by new forces within churches and charities provided most publicser- the . The Catholic bishops had vices like clinics and schools. long supported the Duvalier government, butmany The Haitian government's corruption prompted priests, nuns and lay Catholics did not. They lived some donors to reduce their aid. But the United and worked with the poor, and saw Haiti's prob- States continued its support. U.S. officials knew lems through their eyes. These religious workers that Duvalier was brutal; but his anti-communism helped to organize the ti legliz, or little church.In made him appear a useful ally. This policypro- these base Christian communities, Haitianscame tected the profits of U.S. businesses with invest- together to pray and discuss the country 's prob- ments in Haiti, but it did not benefit the majority of lems. Church workers who spoke out against the U.S. citizens. And by helping to keepa cruel government were jailed and even tortured. Asa dictator in power, Washington increased the suf- result, members of the Catholic hierarchy gradu- fering of the Haitian people. ally turned against the regime. Duvalier Overthrown Anti-government protests swept through Haiti in 1985. Encouraged by the Church, tens of thou- From the late 1970s onward, various factors sands of people marched in processions, singing Teaching About Haiti "We would rather die standing upthan live on our knees!" During protestsin the town of Gonaives,soldiers shot four schoolchildren dead.This was the turning point. Rebellionagainst the government spreadthroughout the country. Faced with widespread revolt,U.S. officials decided that Duvalierhad to go. Two monthsafter the Gonaives shootings, the U.S. governmentfinally cut off economicaid to the Haitian government. WithoutU.S. supportA victim of attack at a polling station. Photo: Mike Kamber. Duvalier could not stay in power.On February 7, 1986, a U.S. Air Force jet flewDuvalier Union Organizing AfterDuvalier and his family to exile in France. "I cannot find words toadequately ex- Thousands of Haitians took to the streets in conditions under which joyous celebrations. Afterwards,"Operation Up-. plain to you the true Duvalierist Let me just give you afew root" sought to wipeout all traces of the we are working. people organized to force examples. Workers at Fabnacare in tem- past. Throughout Haiti, Duvalier supporters from publicoffice. Some peratures of 35-45* C[95-113* F]. We breathe Tontons Macoutes were lynchedby angry mobs; plastic and c iemicalmaterials without any most escaped into hiding. protection. The noise surpassesall normal decibels. We receive 15gourdes [$3] for Duvalierism Without Duvalier each day's work... For the first time in decades, peoplecould On March 11th, 1986, wewrote a letter discuss politics openly. They couldform organiza- which we sent to management,the Ministry tions not controlled by the government.Hundreds of Social Affairs and allthe press in the of groups sprang up, includirTfarmers' associa- country. We told themthat we workers at tions, human rights groups, youthclubs and neigh- Fabnac had formed a unionto ask for better borhood committees. (SeeRoots of Democracy,p. working conditions and toclaim our rights, 23) as one issupposed to do in ademocratic Through these organizations, Haiti's poor All Hai- society... sought major changes in their country. tofood, ...To our great astonishment,they fired tians, they argued, should have access joined the union. The jobs, housing, land and education.The elected all those who had constitutional management formed its ownunion with leaders should serve the people in a of departments in democracy. three members, all heads disappointed. pretext that those These expectations were soon the factory... Under the helped organizz previous day would After Duvalier left, U.S. officials who had been fired the of power to a governing council three truckloads of a hasty transfer return to create trouble, composed of men who had been closelyassociated Dessalines mili- Leopards and Cassemes with Duvalier. The council did not enact any eco- tary arrived at Mewswith automatic arms- nomic or land reform benefitingthe poor. The machine guns, Uzis, M16s,and galliles. minimum wage remained at $3.00 perday. When We realize that we havenot become free workers tried to form unions they werefired, just as since the lth ofFebruary..." in the old days under Duvalier.The council al- that made - a worker inPort-au-Prince at Fabnac, a company lowed notorious Duvalier officials toleave the tenms shoes and Fab detergent.The worker would not country rather than facetrials for killings and reveal his name for fear of repnsal.March 23, 1986.

Teaching About Haiti History

torture they had committed. Father Aristide preached fierysermons about When people tried to protest peacefully,sol- Haiti's need for a lavalasa cleansing floodto rid diers opened fire. Persons who spoke out against the country of corruption and make itnew. He the governing council were arrested, or simply talked about the army's brutality, and abouthow "disappeared." the rich in Haiti took advantage of thepoor. He The new leaders represented the samegroups spoke about how foreign interests had controlled which had held power all along: wealthy civilians, Haiti throughout much of its history. high-ranking military men, Tontons Macoutes. Aristide's message angered members ofthe They did not want to lose their privileges. Above powerful class. Numerous attemptswere made on all, they did not want any investigation into past his life. One Sunday morning in 1988, Aristide's human rights abuses. Haitians began speaking of parishioners were in church singing "Let the Holy the new government as "Duvalierism without Spirit descend on us. We have a mission forHaiti." Duvalier." Suddenly armed men blasted the churchwith United States support helped keep thegovern-. machine gun fire. At least 13 churchgoets laydead ing council in power. Soon after Duvalier's depar- and 80 were wounded. The church burnedto the ture, the U.S. sent tear gas, truncheons and rubber ground. bullets to help the Haitian army "keep order." The Aristide's message also alienated thetop lev- gear was used against unarmed civilians, and els of the Catholic hierarchy. A month afterthe Haitians' anger at the United Statesgrew. church was attacked, the Vatican orderedAristide U.S. officials argued that the governingcoun- to leave Haiti. In response, Haitians tookto the cil would hold elections soon. Butas the election streets in huge demonstrations of support for Aris- date neared, it became clear that powerfulgroups tide. They blocked the road to the airport,and in Haiti did not want voting to take place. Death Aristide remained in Haiti. squads roamed the capital, dumping bodies in the When the military rulers announced thatelec- street. Arsonists torched the headquarters of the tions would be held in 1990, Aristide announced electoral commission, the company that printed his candidacy, calling the campaign Operation the ballots, and the homes and offices of presiden- Lavalas. He said, "Alone we are weak; togetherwe tial candidates. are strong. All together we are a deluge." He On November 29, 1987election daytruck- promised a government basedon participation, loads of soldiers and Tontons Macoutes raced from one polling station to the next, strafing lines of voters with machine gun fire. By 9am, dozens of people lay dead. The electionwas canceled. The next two years saw a succession of leaders installed by army-controlled "elections" andcoups. The vibrant democratic movement of youth,peas- ant group and human rights organizationswas forced underground. Many of its memberswere jailed, or forced to leave the country. Lavalas One of the few who dared speakout publicly against the regime was FatherJean-BertrandAris- tide, parish priest of a small church inone of the capital's most desperate slums. Father Aristide worked with the poorest Haitians. Hefounded an orphanage called Lafanmi Selavi (The FamilyIs Life) where homeless boys could study,play and work in a community.

Teaching About Haiti 13 History honesty, and justice. gained the confidence of foreign governments, million On December 16, 1990, Haitiansturned out by and 15 international donors pledged $500 development. Most the thousands to vote for Lava las.Aristide won in grants and loans for Haiti's important of all, the mood in Haiti changed to one with 67% of the votesLa landslide.A rival candi- leaving Haiti date backed and financed bythe United States, of hope. The flow of "boat people" Marc Bazin, re,:eived only 13%of the votes. slowed to a trickle, as Haitians began to see a International observer teams pronouncedthe elec- future in their own country. tion free and fair. The Coup: Starting Again Haiti now had a democraticallyelected presi- dent for the first time in itshistory. He faced a The 1990 election had installed a popular underlying daunting task. Expectations werehigh: Haitians leader, but it had not changed the officers hoped the new governmentwould quickly dis- structures of the society. Corrupt army and wealthy civilians still held the real power. ammINPINVe President Aristide's vow to root out corruption III and reform the military challenged the powerand privileges of these groups. On Sept. 29, 1991, the A army staged a bloody coupd'etat. Aristide was forced into exile. zepiA The military set up a series of puppet regimes An nou kole to provide a facade of civilianrule. In 1992 Marc Ayiti Bazin, the U.S. favorite, was installed asprime pou yon minister, but the armed forces remained in control. The military unleashed a reign of terroraimed at silencing and destroyingthe democratic move- ment. An estimated 3,000 people werekilled in the twelve months after the coup. Gunmen rode through poor communities which wereknown to support Aristide, firing randomly. The rural policechiefs were installed once again toterrorize the country- side. Many, fearing for their lives, went into hiding. Resistance to the military regime continues,but for- (Op Misyon obstwate NasyonziniAyiti 1990 largely underground. Public meetings were Misslon 0 ooservation des Nations.unies -Haiti 1990 bidden and military spies were everywhere, even Election 1990 in Haiti Let's put our shoulders togetherfor a better Haiti inside the schools. The dominant mood United Nations' Mission of ObserversHaiti 1990 was anger and despair."With Aristide, we never starving," ex- mantle the Duvalierist system,stimulate econom ic felt hungry even when we were development, and provide everyonein Haiti with plained a Port-au-Prince shantytown resident. "Now we feel hungry after we've eaten,because a decent qualityof life. In its seven months in office,Aristide's gov- we have lost him." It started the Within a month of the coup, refugees began ernment made significant progress. of process of reformingthe army and bringing it pouring out of Haiti. During the seven months notorious Tontons Aristide's administration only 1,275 Haitianboat under civilian control. The Coast Macoutes and rural police werereined in. Human people had been picked up by the U.S. 40,000 in rights abuses and street crimedropped dramati- Guard. That number exploded to almost the first 15 months of the militaryregime. After cally. The administration attacked governmentcor- initially holding the refugees in a makeshift camp, ordered that all ruptitm, bloated payrolls anddrug running. The the Bush Administration finally Haiti. Even economy began to growagain. Aristide quickly Haitians picked up at sea be returned to

Teaching About Haiti History

Coast Guard Interdictions of Haitian Refugees October 30, 1993. But theagree- Monthly Totals for 1991 through May 31, 1992 ment was fraught with loopholes Theereeda and shortcomings. The accord al- 14 lowed the military to remain in 12 power until October 15 to preside over the transition process. It called 10 for President Aristide to declare a an amnesty for the coup leaders; and it called for economicmea- 6 sures that would further impover-

4 ish the vast majority of Haitians. Aristide signed this accord under 2 immense international pressure. 0 ~re Working within the context of Jaa Feb berst Apr May Jen Jul Aug Sep Oa Noe 1344 isa FeirWe Apr M. the accord, President Aristide Aristide administration I Post-Aristitie named a new Prime Minister anda new government was formed. But the new Prime Minister, Robert those who feared for their lives in Haiti would be Malval, and his new governmentwere unable to given no chance to state theircase for asylum in the govern due to the wave of terror unleashed by the United States. military and its paramilitary forces, knownas Bush Administration officials wanted the flow attaches. Scores of people were killed, including of refugees to stop, but they were unwillingto Antoine lzmery, a key Aristide supporter fromthe address the cause of the problemthe illegal business community and Minister of Justice Guy military regime and human rights abuses in Haiti. Malary. The United States joined Latin Americancoun- The military leaders did not resignon October tries in imposing a trade embargo on Haiti, but the 15 as they had promised in the GovernorsIsland embargo was weakly enforced, and it failedto accord. President Aristide had to remain in exile persuade the military to give up power. U.S. media and Prime Minister Malval resigned in December. have been subject to the influence of public rela- tions firms hired by the de facto governmentto Haitian Military Leaders downplay human rights abuses and discredit Presi- Trained in the United States dent Aristide. The arrival of the Clinton Administration in The U.S. Army School of the Americas January 1993 brought hope to the Haitian people (S.O.A.) in Fort Benning, Georgia, has been and raised expectations for a quick resolutionto the trainingground for some of Haiti's military. the crisis. However, President Clinton broke his One student of the S.O.A. was Haiti's police campaign promises on Haiti when he adopted the chief, MajorJoseph-Michel Francois. Francois Bush Administration policy of forcibly repatriat- played a key role in the coup that ousted ing Haitian refugees. The administration insti- President Aristide. tuted a naval blockade to intercept and repatriate For more information regarding the U.S. all Haitians fleeing repression. Furthermore, they Army School of the Americas, its history, and joined the international community in pressuring its role in U.S. foreign policy, contact: S.O.A. President Aristidc to make unilateral concessions Watch, P.O. Box 3330, Columbus, GA 31903, to the Haitian military. 706-682-5369. They can also provide information about efforts by some members On July 3rd, 1993 President Aristide and the of Congress to cut funds to the S.O.A. military leader, Raoul Codras signedan accord at because it trains the "worst human rights Governors Island, New York. The agreement called abusers in the Western Hemisphere." for Aristide to return to Haitias President on (Edwards, D-CA.) Teaching About Haiti 15 14 . History

tions. As the flow of refugees in- creased and many .1.,1:7 deaths were re- portedatsea, Guantanamo, Cuba was once again turned into ! a tent city. On July 31, the / UN Security _aPP Council autho- rized the use of z:. force by the U.S. vie g to remove the - - r_igairipmcf. military govern- nt3;fee.:.., r ment. 0 . t > Threats to carry .1" 8 ` out this invasion .r yielded no re- ;1' - sponse. At the 0 ILO eleventh hour, an agreement was negotiated with General Cedras, which called for a U.S.military President Aristide convened aconference in intervention and the scheduled return ofPresident January of 1994 to address therefugee crisis. The Aristide on October 15, 1994. Clinton administration pressedAristide to change power-sharing with pro- The vast majority of Haitian.s see the restora- the agenda to focus on Aristide govern- Military represen- tion of the democratically elected military and opposition forces. believe that other changes attended. ment as crucial. They tatives were invited, but none High-ranking offic- On Febniary 14, the Clintonadministration must also take place in Haiti. calling for Aristide ers who were linked toDuvalier, who committed announced a compromise plan human rights abuses, or who wereinvolved in to once again appoint a newprime minister and coup d'etats must bereplaced. The military must name an interim government.Aristide rejected the that given the high be brought under civilian control.A new national proposal as pointless, noting will have appointed government would police force, not connected to the army, level of repression the to be formed. Major changes areneeded in the be in too much danger tofunction. The Clinton of a solution to judiciary system to sever it from itsDuvalierist administration blamed the lack economic and political intransigence. past. Most important, the Haiti's crisis on Aristide's system will need to change sothat it addresses the Meanwhile, the 40-memberCongressional needs of the majority. Black Caucus (CBC) criticizedthe administration Most Haitians, meanwhile, arestruggling just for trying to "strong-armAristide into accepting a agreement." They stated that if to survive in a country wherethis requires tremen- truly unacceptable (see Haitian Voices). wanted to support demo- dous courage and ingenuity the United States really But Haitians vigorously Hopes for rapid change have died. cracy in Haiti, thegovernment could of a democratic comprehensive trade embargo. still have a vision of change, support a more society that permits a decent life forall its people. Military repressions continued,including the Haiti will not know pcace until the patternsof the murder of Jean-MarieVincent, a priest highly past are broken and thisvision becomes a reality. respected for his work withgrassnrts.organiza- 6"-- 15 TeachingAbout Haiti Key Dates In Haitian History pre-1492Fertile homeland of about one-million Talmo 1980 Crackdown on opposition groups; 200 journalists, Arawak people. The socio-economic system provides lawyers and human rights workers arrested. food for all. 1981 U.S. and international agencies slaughter pigs in Haiti 1492 Christopher Columbus lands and claims thc island for following outbreak of African swine fever. Spain. Spanish build settlement of La Navidad. 1984 Anti-goveimment riots in major Haitian towns. 1492-1550 Arawaks enslaved by Spaniards; forced labor 1985 Soldiers shoot four schoolchildren during protests. and disease destroy Arawak population. 1520s Spanish first import Africans in slavery. 1986 Duvalier leaves with family for exile in France. Na- tional Governing Council formed, headed by Lieuten- 1629 French buccaneers establish base, leading to French ant General Henri Namphy. settlement of western Hispaniola. 1987 National elesn. Soldiers and Tontons Macoutes 1697 Treaty of Ryswick divides Hispaniola into St. Domingue massacre vo election cancelled. (French) and Santo Donnngo (Spanish). 1988 Army holds fraudulent election; Leslie Manigatbe- 1750-90 St. Domingue produces more sugar than any other comes figurehead president Coup d'etats put Gen. Caribbean colony, with labor of at least half a million Namphy in power, followed by Lt. General Avril. enslaved Africans. 1990 Haiti successfully holds first democratic elections. 1791 Slave uprising led by Boukman. Aristide wins with 67% of the popular vote againsta 1793 Slavery abolished in St. Domingue. well-financed, U.S. backed candidate, Marc Bazin. 1798 Slave army led by Toussaint LOuverture defeats Brit- 1991 February: Aristide is inaugurated. Theeconomy, edu- ish invasion force. cation and human rights improve. Flow of refugees 1802 Napoleon Bonaparte sends French troops to St. slows to a trickle. Domingue to restore slavery. Toussaint is captured. September: Army seizes power in coup d'etat; Aristide 1803 Army of former slaves, led by Dessalines, defeats goes into exile. Severe repression is unleashed against French forces. democratic and grass-roots groups. Thousands of refu- gees begin fleeing Haiti in boats. 1804 Dessalines proclaims Haiti's independence. October: Organization of American States condemnsthe 1806 Dessalines assassinated. coup and calls for a trade embargo. 1807-20 Haiti divided into northern kingdom ruled by Henri 1992 May: President Bush orders U.S. Coast Guardto Christophe and southern republic governed by intercept all Haitians leaving the island in boats and Alexandre Petion. return them to Haiti. 1820 Reunification under Jean-Pierre Boyer. July: Marc Bazin, who won only 13% of the vote in1991, 1838 France recognizes Haitian independence in exchange is sworn in as prime minister. for large financial indemnity. September: 50,000 people march in New York to show 1822-44 Haiti occupies Spanish Santo Domingo. support for Aristide's return to Haiti. 1862 United States recognizes Haiti. 1993 January: Naval blockade imposed to prevent Haitian 1915 United States occupies Haiti. refugees from fleeing to the U.S. 1915-19 Charlemagne Peralte leads peasant resistanceto July: Governors Island Accord signed between President occupation; captured and assassinated in 1919. Aristide and military leader Raoul Cedras setting Oct 30 as Aristide's return date. 1934 U.S. occupation withdrawn. October 15: General Raoul Cedrás refuses to step down 1957 Francois Duvalier elected president. as called for by the Governors Island Accord, delaying 1964 Duvalier proclaims himself President-for-Life. restoration of democracy. 1970-80c Shift from agriculture to assembly industrysuch 1993-94 Many key leaders of the democratic movementare as tennis shoes and baseballs. 85% of profit from killed, such as Pricst Jean-Marie Vincent. industry goes to the United States. Efforts to protest 1994 February: US encourages Aristide to agree to low pay and dangerous working conditions a coali- are se- tion government verely repressed. July: United Nations Security Council Resolution 1971 Francois Duvalier dies after naming his 940 son Jean- authorizes the use of "any means necessary to facili- Claude as President-for-Life. tate the departure of the military leadership." 1972 First Haitian refugee "boat people" arrive in Florida. September 18: The U.S. military intervenes in Haiti.

Teaching About Haiti 17 16 Studying theMedia

Newspapers suffer from the samebiases that we Human Rights Abuses in Haiti have seen in our textbooks for years.Among the features of recent stories on Haitiinclude As documented by Amnesty International little or no use of Haitian sources; coverageof events Aristide Government.02% that confirm a pre-existing bias orpolitical sympathy while ignoring events that contradictbiases or politics; and failure to present historicalbackground or pre- senting it in distorted ways. Forstudents to form opin- ions and participate in public policydebate on Haiti, it is essential that they learn to becritical readers of the press. A report by the Boston MediaAction (BMA) demon- Coup Government-99.8% Fig. 1 strates trends in the coveragethat is still evident today. students for evaluating It also provides a model for As reported in U.S. newspapers contemporary reporting (forexample, recording the frequency of various sources, checlangfor accuracy, Aristide Government-60% who benefits from what images, and/orexamining what percentage of articles providethe reader any historical context.) Boston Media Action (BMA) analyzed415 articles on Haiti from 4 mainstream papers(New York Times, Washington Post, Boston Globe, andMiami Herald) for their coverage of the coup. Theyfound that the print Coup Government-40% Fig. 2 coverage of Haiti systematicallydistorted the human rights record of President Aristidewhile underplaying government. the terror practiced by the coup widely read New York Times which continued to devote documented The Aristide government did have by the Aristide govern- months in office- more space to purported abuses human rights abuses during its seven ment than to the blood-soaked coup, by aratio of 4.6:54 26, according to Amnesty International,of which around coup:Aristide. The figures are astonishing when one that two-thirds were attributed to the army, an army period of the study, the coup notes that for the entire nine-month bitterly opposed Aristide (Fig. 1). In contrast, Aristide was out of the country, his government driven period of time had government in roughly the same underground by a well-documented army rampage. 1,867 executions, 5,096 illegal andarbitrary arrests and 2,171 cases of beatings and shootings asdocumented by 'Me Memory Hole Rights. These are conser- the Haiti Platform for Human The absence of reporting on any historical back- vative estimates that do not take into accountthe sup- assembly and so on. ground prior to the coup was systematic. Fully two- pression of freedoms of press, whatsoever of In the first two weeks of the coup,however, print thirds of all stories contained no mention anything which had occurred prior to the coup. This media devoted 60% of all paragraphs onattributable cannot be explained away by theat-the-moment quality human rights abuses to Aristide,and 40% to the coup consider this "balanced" of standard news stories. BMA found thatabsolutely no government The media may historical perspective appeared in over half of the sup- coverage, but it was infact fraudulent, given the true posedly in-depth articles marked as "news analysis." ratio (Fig. 2). It fostered the myththat the illegal coup than the Aristide Mention of the pivotal role of the United States in was not worse Haitian historyfor example, that the UnitedStates government and has against Aristidc wrote Haiti's Constitution, founded its army, As weeks went on, the accusations given support to every dictator of this centuryis lessened. But by this time newsabout Haiti was no opinion had already absent. On the rare occasion when journalistsdid mention longer on thc front page and public nostalgia. been influenced. No attempt tocritically reexamine the historical role of thc United States, it evoked Howard French, for example, remarked intheNewYork earlier coverage appeared. An exceptionto this is the 17 Teaching About Haiti Media

Sources Cited

UN, OAS, Mew Non-US US Government Mole ls-33% Foreign Officials-15%

Aristide Government (1) Reading the articles on the frontpage Officials-6% about Haiti, what impression doyou get of the Haitian people? Who is quoted? Whosevoices Human RightsHehian Refugees-12% Groups-11% don't make page one? If youwere a reporter in Fig. 3 Haiti, how would you try tocover events mcre fully? (2) Whose opinions are quotedmost fre- Times that "Nile United States occupied thecountry quently in the articles? Tally thecomments. from 1915 to 1934, skeptical diplomats and Haitians How many are from the StateDepartment? often point out, and that achieved littlemore than a How often are people from progressiveorgani- pause in the country's cycle of tyranny and instability" zations in Haiti quoted? (Remember,individu- (January 28, 1992). Similarly, Boston Globe foreign als may be interviewed, but that still masksany policy critic David Nylan commented that "Haitihas evidence of organized opposition in Haiti.) always been a spooky backwater,an exotic and dan- gerous place. Previous U.S. interventions never wrought (3)Aristide is the democratically elected the result desired" (April 28,1992). Of the 415documents . Is he ever quotedfor a from the press examined, a critique of U.S. policycould statement he has made directly to thepress, or only be found in a handful of letters to the editor. are his comments in response to a quote from The coverage allows a perpetuation of themyth that the State Department? violence is endemic to Haiti and as such the U.S. government can do little, try as it 'might (4) Does the media provideany back- Haitians. What Haitians? ground information? For example, whendis- cussing the return to Haiti of Aristide, dothey All four citiesNew York, Washington,Boston, describe the social policies hewas in the and Miamihave active Haitian communities,with process of implementing before the coup? recently-zxiled democratic leaders. These leadershave not been interviewed by the press. It isnot that this (5)What adjectives are used to describe popular and realistic Haitian perspective isrcbuttcd or the Haitian military? Can you findany clippings even disparaged by the press; it is for all intents and which describe them as the "U.S.trained purposes nonexistent. Figure 3 provides an example of military"? the limited consulting of Haitiansourccs in its docu- mentation of stories reporting on the debateas to whether (6) Cut out all the photos from the articles Haitians are political or cconomic refugees. about Haiti. Separate the images ofNorth Americans from the images of Haitians.Post them on the wall for the whole classto see. What adjectives would you use to describethe North Americans? What adjectives wouldyou use to describe the Haitians? (From a lesson by Excerpts from a report prepared by Boston MediaAction. For Martha Matlaw and Rachelle Resnick). a complete copy, wnte to the Haiti Communications Project, 25 West St., 2nd Floor, Boston, MA02111. (7) What are the implications of thecover- age? What impact does the media haveon opinions in the United States about Haiti Teachers:See suggestions for classroomactivities and related to this article in Teaching/ActionIdeas. U.S. policy towards the region?

Teaching About Haiti 19 18 Roots ofPovertyNecf-colonialism is when one1 nation indirectly controls the To answer that, we need Before Columbus, no one in political and economic life of 1 i I tolookat Haiti'scolonial Haiti ( Neo-colonial? another nation. Let's see howl Haiti went hungry. Now, and neo-colonial status. is one of the poorest countries V neo-colonialism contributes I \ in the Americas.Why? Ato the . j

Wei

Assembly Plants Agro-Exports Repression of Grassroots Development Haitian women make many ofthc and the Environment the baseballs used in the UnitedStates. A few wealthy landowners use c' "Why don't the Haitian peopl coffee and farm together so that theycan have most fertile lands to grow i Earning less than $3/day, they grow more efficiently?" and work in cacao tor export.Profits from these no health benefits foreign hazardous conditions. Whenthe sales go to Haitian and left with 'We try to. For instance, the Papeye1 women call for higher wages,the businesses. The peasants are Peasant Movement with assistance land on companies threaten to move andthe little income and no fertile from Oxfam established a credit beans and union, tree nursery, pig farm, print outspoken workers are repressed. which to plant corn, rice, cassava to feed theirfamilies. shop and tool making workshops. The day of the coup against Aristide, Dothe factories at least help the My children are dying from \ the military destroyed our office. \ Haitian economy? hunger, yet I have no land to grow ' Theyarrestedoneofthe food. Big compani es own theland cocrdinators and beat him until he U.S. No, they mostly help the and grow coffee for export." couldn't stand up. They stole the business owners. Of every $1profit org ani zati on' s records and peasantE? from assembly, 85 cents is returned "I can only plant on poor landin s_avings. This happens all the tim9 to the U.S. companies. the hills because rich landowners own all the best landI know it causes erosion, butwhat can I AID/IMF*/World Bank / do? My children must eat!" ''Whai about all the foreign aicl; Pyramid of Exploitation According to a recent study,Haitian Does that solve the problem?" food to A small elite robs the poorof the farmers could grow enough No. In fact, in the1980s, the Agency for fruits of their labora nd the resources feed the population, butfirst the International Development (AID) used of the land. The governmentmakes economic and political prioritieswould food aid to "enco urage" peasants toshift most of its revenueby taxing need to change. 30% of tilled land from domestic food to peasans, yet these samepeasants export crops. AID flooded Haitiwith receive almost noservices millions of dollars worth of food aid at harvest time. Local prices dropped so (education, sanitation, irrigation, Think About It low that farmers had to shift from corn etc.)fromthe protection, pThe lavalas movementaims to and rice to export crops such as government. uproot this unjustpolitical and coffee.The farmers earned less because In rural areas, the government economic system. Whowould international market prices go up and maintains co ntrol through a network benefit from this change?Who down and the farmers had to pay export of 300 local militarycommanders taxes. Although poor before, at least during would lose? they had corn and rice to feed their (chef seksyon), established Some believe that if thelavalas the U.S. occupation (1915-34).The children. Now they have only coffee. movement succeeds, the"flood" Foreign aid is also used literallyto"pavc chefsek.syon function as judge, jury to other paid of change could spread the way" for the assembly industry and often executioner. Barely worried themselves, they often collect countries. Who would be through road construction, lighting, port about this flood of change? containerization, and new phone official and arbitrary taxes. Ashare systems. is ssed on to thcir su 'riots. International Monetary Funcl(IMF1

Assistance on Haiti. Center for the Sociel J. & Knloy. D. (1986.) AidingMigration: The Impact of Development For further infamation, see DeWind, Assistance with this page provided by KathyMcAfee end Bill Bigelow. Sciences: Immigration ResearchProgram. _'. A.10D.: Who Is ItHelping? the "political stability" of the Duvalier dictator- ship, which inspired in- ternational investor con- 0,1 fidence. Following are some highlights from the committee's report: 0 U.S. AID actively opposed a minimum r LAAk..1 wage increase from $.33 1- . if- -ki .!--..e<':,1; ITI? to $.50. It argued that 4, e \ ._ ..i ;404'i ,r, e-, 1 .,,,it., the increase would price S,f 7 -It ." Haiti out of the low- .e_1114 * wage assembly market, gku, itg _ g an argument known to or be untrue. ' 0 Between 1983 and 1 1989, as apparel exports Women's clothing is produced here for WalMart, Searsand J.C. Penney Port-au-Prince from Haiti to the US doubled, real wages in Who benefits from U.S. State Department Haiti were slashed 56%. While U.S. AIDspent millions Agency for International Development to promote investment in the assemblysector, the vio- (AID) aid to Haiti? This is the question lation of internationally recognized workerrights con- asked by a delegation of prominent U.S.laborleaders. tinued unchecked. They were distres.-,cd to find that U.S. AID hassup- In February 1992, the Bush Administration ported the business elite. The results of theirinvestiga- exempted U.S. manufacturers from the embargo.Prod- tion are published in HaitiAfter the Coup: Sweatshopor ucts (such as clothing and baseballs) valuingmore than Real Development ? (April, 1993). $67 million were imported to the UnitedStates from According to U.S. AID's own accounts, theagency Haiti during the embargo. was aware of the Haitian elite's corruption, the extreme 0 Unions and peasant organizations continueto be poverty of the average Haitian, and the lack of worker the target of fierce military repression. At thetime of the rights in Haiti's export industries. Yet AID continuedto coup, the Aristide government was movingto reform spend U.S. taxpayers money on the developmentof the labor courts, increase minimumwage, restart the Haiti 's low wage assembly sector throughoutthe 1980s. workers' national health and benefitsprogram, bar the In fact, U.S. AID appeared to bevery comfortable with military from intervening in workplace disputesand guarantee the right to organize. All of this workwas Kellwood Today: destroyed by the coup. Low Cost Manufacturing The National Labor Committee'sreport concludes that the new focus of U.S. internationaleconomic Comparative Average Hourly Wage Rates development policies must be real developmentled by United States $8.45 new investments in Haitirather than investment di- Saipan $2.79 Hong Kong version from the US and workers' rightsguarantees Kellwood $2.50 that truly have teeth. Taiwan $2.50 Company Costa Rica $1.09 Mexico Excerpted with permission from Connectionto the Americas, $0.88 Resource Center on the Americas (RCTA), MN. Dominican Republic $0.75 Honduras $0,61 Halli $0.58 Sri Lanka $0.26 For copies of Haiti Atter the Coup (w/useful chartsand graphs) China $0.25 send $5 to the National Labor Committee EducationFund In ehart presented to Merrill Lynch,April 7, 1992, as one of Support of Worker and Human Rights In CentralAmerica, 15 the reasons why Investors should buy Kellwood stock. Union Square West, NY, NY 10003-3377 (212)242-0700. Teaching About Haiti 20 , 21 Aristide: In theParish of thePoor does not have to Father Jean- hear the whimpers Bertrand Aristide of his children, is president of starving. But the Haiti, currently in same free foreign exile. A leading rice the pastor feeds member of the Ti to the peasant's Legliz (Little children is being Church) move- sold on the market ment, he has spent for less than the his life ministering farmer's own pro- to Haiti's poorest duce. The very communities. Fr. food that the pastor Aristide gained the feeds the peasant's respect and love of children is keeping many Haitians by the peasant in pov- speaking out fear- erty, unable him- lessly about the in- self to feed his chil- justice in Haitian dren. And among society. But his those who sell the message angered foreign rice are the those ,who profit big landholders from the system, who pay the peas- and there have their fields; among been several attemptsto assassinate him.Here ant fifty cents a day to work on why the church should those who profit from the food the pastorgives the Father Aristide explains keeping the help organize for change. children are the same men who are peasant in utter poverty, povertywithout hope. /n Haiti, it is notenough to heal wounds, for Would it not be betterand I ask the question every day anotherwound opens up. It is not in all humility, in its fullestsimplicityfor the enough to give the poor food oneday, to buy peasant to organize with others inhis situation and them antibiotics one day, toteach them to read a force the large landholders to increasethe peas- few sentences or to write afew words. Hypocrisy. ants' pay? Would it not be wisermoreChris- The next day they will bestarving again, feverish tianfor the pastor, while he feeds thosechil- again, and they will neverbe able to buy the books dren, to help the peasant learn to organize?Isn't that hold the words that mightdeliver them. Beans this a better way to stop the children'scries of keeps feed- and rice are hypocrisy whenthe pastor gives thcm hunger forever? As long as the pastor only to a chosen few amonghis own flock, and ing the peasant's children withouthelping deliver thousands and thousands of othersstarve. the peasant from poverty, the peasantwill never What good does it do the peasantwhen the escape the humiliatingfate to which he has been children? For a moment, the assigned by the corrupt system. Whenthe pastor pastor feeds his in that peasant's anguish is allayed. For onenight, he can only feeds the children, he is participating endure. When the sleep easier, like the pastorhimself. For one night, corrupt system, allowing it to helps organize the he is grateful to the pastor,because that night he pastor feeds thc children and 21 Teaching About Haiti 22 Aristide peasants, he is refusing the corrupt system, bring- ter and the sound of jokes being told and listened ing about its end. Which behavior is more Chris- to. tian, more evangelical? This is the village I call Esperancia. The day I chose the second course, along with many of is coming when this village will exist, thoughnow my colleagues... I chose to help organize youth, I it is called Despair and its residentswear rags and chose to preach deliverance from poverty, I chose never laugh. Yet when we look around this village to encourage my congregation to hope and be- I call Esperancia, we can see that notvery much lieve in their own powers. For me it is quite has changed since it was called Despair. This is simple: I chose life over death. I preached life to what has changed: Everyone now eatsa decent my congregation, not life as we live it in Haiti, a poor man's breakfast. There is a new road. The life of mud, dank cardboard walls, garbage, dark- children now have books. The women have shoes. ness, hunger, disease, unemployment, and op- There is water, and running water. There isan pression. But life as a decent poor man should live irrigation project. it, in a dry house with a floor and a real roof,at a This is not very much to change. Yet just table with food, free from curable illness, work- those few changes can turn Despair into Hope, ing a meaningful job or tilling the fields to hisor and all it takes to change them is organization.In her profit, proud. a year, the village of Esperancia could exist inany The only way to preach a decentpoor man's of our lands. Esperancia, El Salvador; Esperancia, life in Haiti is to preach self-defense, defense Honduras; Esperancia, Guatemala. It isan honor- from the system of violence and corruption that able address in the parishes of thepoor. ruins our own and our children's lives. I hope and Let us leave our old homes of cardboard and trust that I have preached self-defense tomy mud floors. Let us make a plan to douse them with people. I would feel myself a hypocrite otherwise. gasoline, and burn them to the ground. Letus turn And I would rather die than be a hypocrite, rather our backs on that great fire and on that way of lit die than betray my people, rather die than leave and hand in hand, calmly, intelligently, walk them behind in the parish of thepoor. forward into the darkness toward the sunrise of Hope. Let us trust one another, keep faith withone Open your eyes with me, sistem and brothers. another, and never falter. Take my hand. If you see me stumble, hold It is morning. The night has beena long one, very me up. If I feel you weaken, I will support you. You, long. Now, the dawn seems to be climbingup slowly from beneath the horizon. Vsps of smoke brother, hold up the lamp of solidarity beforeus. are rising up from the little houses of the village, Sister, you carry the supplies. Yes, the roadis and you can smell good cornmeal cereal cooking. long. I fear there are criminals'on either side ofus, waiting to attack. Do you hear them in the bushes, The sky grows pink. An hour later, the childrenin their tidy, well-fitting uniformsrun off to school, brothers and sisters? Hush! Yes, Ican hear them loading their guns. Let us ignore their threats. Let clutching new books in their arms. Womenwear- us be fearless. ing shoes head off to market,some on horseback and donkey, others on motorcycle and bicycle. Let them come. They do not know it, but They all take the new paved road, down which though they kill us, though they shoot andcut down every last one of us, there is another buses take other women andmen to market for the battal- day. If you listen closely, youcan hear the sound ion about a mile back, coming and coming down this long path toward sunrise. And behind of running water, of faucets being turnedon in that houses. Then the mencmerge, carrying shiny battalion, another and another and another, Godis new tools, laughing together, their bodies strong for the big battalions, and the big battalionsare the people. Let us keep the lamp of solidarity and well fed. They head off for the fields.A new lit, and move forward. irrigation project has been installed and thecrops Amen. are growing where before there was almosta desert. Throughout the village,you can hear laugh- Excerpt from: Aristide. J-B. (1990). In the Parish ofthe Poor: Writings from Haiti. New York: Ortais Books. Photo: © 1992, Mev Puleo lm.act Visuals. Teaching About Haiti 22 The Rootsof Democracy: Haiti's PopularMovement

/nternational media about prospectsfor demo- Haitian PopularOrganizations cracy in Haitifocuses the spotlight on generals, politicians and individualcitizens. Meanwhile Mouvman Peylzan Nasyonal KongrePapay the country's most significantactorspeasant groups, National Peasant Movement of the Papay unions, student associations,religious and commu- Congress nity organizationsare oftenignored. However these * Federation Nationaledes Etudlants Haltlens organizations have been theprime movers in Haiti's National Federation of Haitian Students movement for democracy.Over the past decade their Soliciante Fanm Aylsyen strength has led to the: Solidarity Among Haitian Women Komite Kontak Nasyonal TKL Overthrow of Jean-ClaudeDuvalier in 1986. National Committee for Ecclesiastical Aristide Election of Jean-Bertrand Communities Inability of the generals to"normalize" the coup and many more Civil society began its rapidgrowth with the fall Write to NECA for a longer list and descriptions. in 1986 and reached its of the Duvalier dictatorship zations flourished in the relativelyfree environment zenith under the Aristide government.Jean-Claude presidency.Manyadded just a step ahead of of Aristide's seven-month Duvalier's flight to France, members and redoubled their efforts. created a profound countrywide popular protests, Haitians abroad also play a role in the movement associations which Haitians opening for independent for a democratic, civil society inHaiti. They pressure vigorously seized. for international attention on Haitiand provide finan- organizations," the Known broadly as "popular cial support to their families athome. And they mostly from the members of these groups came consistently mobilize around issuespertaining to the country's vast poor majority.They formed farming and rural fair treatment of Haitians. cooperatives, Creole literacy programs, This surge of organized popular activity came to development projects, oftenwith the support from nur- a halt with thcSeptember 1991 military coup. Far abroad. Churches Catholic and Protestant organizations were lay participation in church from a peripheral casualty, these tured this movement, and of the army's repression as was the associations took political as much the target activities exploded. Some elected Aristide government. Violence wasdirected land distribution, corrup- actions to address issues of against the independent media, theCatholic and tion and human rights abuse.The strength of Haitian Legliz or and diversity outside the Protestant churches, particularly the Ti civil society lay in its breath popular church, pro-Aristide electedofficials, rural electoral politics. narrow realm of development and peasant organizations,neighbor- the realms of organized In urban areas as well, hood and community associations,trade unions, and activity broadened rapidly.Politically active trade literacy, pro-democracy, student's andwomen's and women's organiza- unions, professional, student groups. Soldiers andsection chiefs have arrested, tions, and thousands ofneighborhood associations beaten and killed group leaders andmembers. born. A vibrant press and community groups were A key issue to watch will be therelationship of emerged, primarily in the formof the much-listened- indigenous information about other organiza- foreign aid organizations with these to radio, providing groups. The organizationslisted in thc Resource tional activities and a forumto denounce periodic Guide can provide currentinformation and analysis. attacks on this independent Illvement. The diversity and depthof civil society, as op- Excerpts from the Haiti Public InformationCampaign press posed to any particularpolitical party, led to Jean- packet (for complete packet write to theQuixote Center) and the Silencing a People: The Bertrand Aristide'soverwhelming victory in Haiti's report: Americas Watch. (1993). Destruction of Civil Society in Haiti. New York:Americas Watch. first free elections in 1990.Most independent organi- 23 Teaching About Haiti 24 Haitian Voices

... The majority of Haitians today have a vision Beatrice (p. 25) has never knownpoverty, although of a democratic society that Haiti's military her family is not rich. She has theopportunity most backed government does not share. This vision, Haitians lack, to study and go tocollege. But her and Haitians' determination to make ita reality, is awareness of how those around her are suffering Haiti's hope for the future. has led Beatrice to ask questions, and finallyto commit herself In this section you -sill findexcerpts from inter- to the struggle for change in Haiti. views with six teenagers and adults who live in Haiti and The following section includes Anil's,Fifi's and two Haitians in the United States. In mostcases we have Beatrice's stories, as well as the personal not used their last names for their protection. testimonies of street children, a political organizer,a community orga- The Haitian people's strength and courage has en- nizer in Boston and a Haitian-Americanfirst grade abled them to keep on under adverse conditions.Strat- teacher. egies for economic survival vary. The vast majority of Below is some current dataon Haiti. Numbers and Haitians, like Anit (p. 28), live by farming the land. statistics can't give us a complete pictureof Haitian Although Anit's plot of land is small, and her living daily life. However, when used in conjunctionwith real conditions barely minimal, land ownership isher secu- life stories, these figures give rity for the future. us a background for understanding the conditions within whichthe majority Others are not so lucky. Many peasants whohave of Haitians live and work. lost their land, or who cannot liveon what they are paid for their crops, have had to move to thetowns to seek work. Fifi (p. 29) earns $15a month as a domestic servant in Port-au-Prince, cleaning the houses of well- off families. Her own family ofseven lives in a one- Teachers: See suggestions for classroomactivities room house without running water. Yet formany fami- related to this article in Teaching/ActionIdeas. lies in the city slums, conditionsare much worse. Conditions of Life

Population Child Deaths (1992) total (1992) 6.8 million before age 5 133/1000 under 18(1990) 3.0 million under 5 (1990) 1.0 million Malnourishment (1988) in Rural Areas (1992) 70% pre-school children 75% Living Conditions (1992) mild 46% moderate 25% With sanitation services 25% serious 4% With safe drinking water 41% Education Poverty Level (1980.90) Illiteracy Rate (1990) 53% Population below absolute povertylevel (other sources indicate 60-75%) Urban: 65% Rural: 80% Primary School Enrollment (1991) 44% Percentage of gr. 1 enrollmentreaching Life Expectancy(1992) 56 years final grade of primary school (1988)9% Infant Mortality Rate (1992) Sources: Social Indicators of Economic Development,A World Bank 87/1000 live births (under Book. International Bank for Reconstructionand Development/ one year) World Bank. John Hopkins University Press. (U S. infant average mortahty 1992; Health Conditions rate: 9.8/1000 in ;n the Americas. Volume II. Pan American HealthOrganization, 19, District of Columbia 22.9/1000) 1990; The State of the World's Children1994. United Nations Children's Fund. Oxford University Press.1994;World Bank Development Report, 1994. Teaching About Haiti 24 25 Haitian Voices Beatrice: High SchoolStudent

izrew up in the "ti bourgeoisie"class, and for I'vealways been called a rebel at home or in us life isn't really privileged.We don't suffer school. I remember once I was chosen by the school from lack of food or shelter, but wedon't have to be the flagbearer in the annual flag-day parade. extra each month to do manythings. In Haiti, there I refused, saying that I'll never set foot in the is a big difference between the "tibourgeoisie" and National Palace yard. The principal told me 'that it thc bourgeoisie. The bourgeoisie arethe ones with was the least I could do, to payback the government the biQ homes and fancy cars. They canafford to eat for giving me a free education. I had to do it, but in restaurants and travel. We don'thave a car or when I got to the grounds of the Palace yard, I gave even running water in thehouse. the flag to someone else. So when I became involved inthe struggle to In 1986, I decided to drop out of school for a liberate Haiti, I was not rebelling against myclass. while. This was the time that everyone was looking Instead, I was trying to improvethe situation for for a way to change things in Haiti. People were those even less fortunate than me.It is more a willing to stop what they were doing and get concept of redistribution,because the wealthy here involved in liberating the country. We finally had have everything and the poor haveabsolutely noth- freedom to organize, freedom for the press. We ing. Leson 5 de chou kel de ctiou le C=. de da dou che cha chou ka ko kou

t,

This is a page from Lesson Five of Goute :he mission Alpha Literacy Manual used by Beatrice. Many I iteracy workers who used thls book were attacked by the military. The Bishops eventually withdrew their support its the literacy program, claiming its teachings were too radical. Oechouke means to uproot and refers to the uprooting of corript and repressive forces. 25 Teaching About Haiti 26 Haitian Voices wanted to take advantage of this new opening. That's why, along with other young people of We want to put an end to mixed economic background, we founded a group called Solidarity with Youth (SAJ) at St. Jean the old order of things where Bosco Church. We formed this group to help. Now only a small group of people we have local branches in Les Cayes, Verette, Jaemel and other places in the country. own everything. We work towards social justiceto make Haiti a place where everyone can find food, health care, I dedicated my body and soul to this good education, and a decent place to live. We want program. to put an end to the old order of things where only So I can't find words to explain how hurt I felt a small group of people own everything. when the Bishops stopped it. I felt thatsome light I had inside which was motivating me had died. My Beatrice and other members of her group only hope was that the people who benefited from worked with a church sponsored adult literacy the program would pressure the governmentto program called Mission Alpha. continue it. Before Jean-Claude Duvalier left thecountry, when we founded thc group in St. Jean Bosco Church, I felt pressure from my family, mostlymy mother. She was scared for me, scared that I would be killed by some trigger-happy . My mother used to tell me that what shespent for my education was a waste, and then burst into tears. Now things are a little better. She secs things differently than she did a coupleyears ago. Before, when I went out with my friends, I thought dressing up and looking sharpwas really important. I had to wear a different outfit each time I went out. When I dressed up, I felt likesome- body. Now, I can go two or three months without new clothes, and I still feel like a person. There are so many people who don' t have food, who have to go without the absolute basicneces- sities. Where I used to spend moneyon material things like clothes, today I spend what littleextra I have differentlylike buying pencils andpaper, that can aid people to gain literacy. When people pt interested in Mission Alpha, For each of us it's an individual fight thatwe it opened their eyes to problems existingat the very can only win by working together. My hope is that core of the Catholic Church. It opened their eyes the people will finally organize themselves, forget not only to the church, but also the other big their minor differences and work togetherto win institutions that control the country, like the mili- the fight tary. The Bishops felt threatened and ended the program. Now they want to resume it but on one condition: that thc program limit itself to teaching people to read without mentioning their everyday social and economic situation. Beatrice was interviewed by Kathie Klarreich in Port-au-Pnnce in 1989. Teaching About Haiti 27 26

Vt.A0Pirerd,ed.SAME.S4..."..5,4 =tSWIIA71:110=1421 Haitian Voices Fatil andAyiti: Youth .ni N ..ait.l stayed out in the hot fields until noon. Then we went Children are hardest hit by the povertyin Haiti. back from 1 pm until 6 pm, Afterwards we washed, Thousands migrate to the capital,Port-au-Prince, in cooked, and collapsed on our straw mattresses. search of work Large numbersof children become domestic servants in the city andothers, such as Fatil I was smaller than the other guys, too small to do and Ayiti, are sold into slavery to cut sugarcane in the the work. I cooked for Eril and Fatil, and when they neighboring Dominican Republic. came back from cutting cane we atetogether. One day we decided we had had enough. So one FAT1L. age 18 nice and sorrowful by one we washed our clothes. When they were ife in Haiti is good for the wealthy and clean, we put them on and escaped. L./for the poor. What the poor people aregoing L When we got to Santo Domingo, we were lost. through is comparable to beingborn a slave. Where Someone we met convinced us to stay in the Do- else do you find thousands of kidssleeping in the minican Republic and work at his construction site. streets, knowing they willwake up in the morning without a gourde120 cents I to buyfood'? When we try After a little while, I decided to leave. I wasn't making.any money, and Fatil and Eril had to support and work in the streets cleaning cars,the wealthy friends, and without people only look down on us. me. So I said goodbye to my even one gourde in my pocket,I found my way to the One day, a friend of ours came to see us, aguy take us to the bus station. I waited for the right time to sneak on the named Jean Marc. He promised to bus. I didn't make it, though. The driver saw me and Santo Domingo, capital of the Dominican Republic, kicked me out. I went behind a restaurant and fell where he thought we could find work.We accepted asleep. because we knew there was nothingpositive here for Two Haitian men woke me up and asked what I us, and we trusted him. Icalled Ed! and Ayiti, and we sold to cut cane and went along with him. was doing. I explained I'd been was trying to find my wayback to Haiti. They had a When we got to the border, we weretold to get out climbed a moun- brother who was a truck driver, and they said I could of the car and continue on foot. We ride on the top of his big truck. tain and ended up at a military stationin Jimani where and sit and wait. Jean Marc At one of the check points, the police made me we had to give our names because I went for some water and never cameback. We never get down. They said they would arrest me didn't have any papers, and they would throw me saw him again. going to Santo back in a batey. . But! was lucky. Three other Haitians Then we were told we weren't in camp] to cut cane. said I could hide in their big truck, and I crawled Domingo, but to a batey [worker and escaped from the station. We said we couldn't do that because wedidn't know how. At that point we were told wehad each been sold The officials at the border demanded to see my explained I'd for 75 gourdes to cut cane, andif we refused we passport. Of course I didn't have one. I and if would be thrown in jail. We had to agree. been forced to enter the country without one, front exactly what it they didn't let me go, I'd cross the mountain in We got to the batey and found out of us on foot. I was fortunate. Someone who spoke was: heavy work.The leaves of the cane stalks cut us country Creole said I could cross the border without a pass- like blades. They told us if we returned to our port, and he gave me five gourdes. I was sohappy. they would beat us, arrest us andthrow us in jail. I made it all the way back. AYIT1. age 12 Interviews by Kathie Klarreich in Port-au-Prince in 1989. hey gave us rice, oil, bouillion cubes,and a bit of Taste of Salt: A Story OfModerri-Haltl Tdried fish. For work, thcy gave us amachete and something to sharpen it with. Wehad a mattress of bY Frances T dried grass woven together, and an emptygallon can To *am momaboutIkeilif:om fp. le S9 R.comm.nd.c to keep water in. thWnovel.wiltboOlor*Wee bf School UbritylownaL S4 See We started work every morning at6 am, and 27 Teaching About Haiti 28 Haitian Voices Anit:Farming ina Small Village icr!.

Nestled in the hills above the town of swine fever epidemic. In spite of the Haitian Miragoane sits the tiny hamlet of Paillant. government's promise to reimburse thepeasants, Most people walk the two hours back and Anit never received a dime for her four pigsthey forth to buy their goods. killed. Anil has lived in Paillant all of her 60-some She did, however, hide one of her pigs, years. You follow the small dirt road, passing and hopes that this one will produce piglets. Anitalso Anit's sister's house, and stop just before reaching has chickens which lay eggs. She hasa goat, but is her brother's house. waiting to fatten him up before she eatsor sells him. Anit's property is defined by a neatlycon- Anit is up at five every morning. She starts with structed fence of tree trunks bound together with household chores, helped by a young girl andboy twigs. You follow a narrow path that is sweptevery who work for her in exchange forroom and board. morning, and enter the lakou, a yard with mango, Anit's kitchen is a small grass hut beside the redand orange and avocado trees. blue house, a common arrangement for ruralHai- The house is multicolored, in typical Haitian tian households. Water is carried froma well ten style. The faded red and blue exterior is accented by minutes away. neatly potted plants on the porch. Inside, there'sa The family normally eats corn, riceor millet, small room with two large beds, and another room with the occasional addition of beefor goat meat that serves as both dining and living room. A small which she buys wrapped up in leaves, froma TV plays silently. neighbor. When they can, my children visitme. When times are rough, like now,we eat But life in Haiti is difficult. From Port-au- soup made from water, some kind of leafy Prince to Miragoane, transportation costs greens, a banana, and dumplings made 10 gourdes1$21. Then another three from flour and water. We wash thepots gourdes from Miragoane to Paillant plus and pans with water and scrub them with back again. My kids just don't have that oranges and leaves to get them clean. kind of money. But I am never discouraged I wakeup Anit is lucky. She inherited land with her house, every morning and pray. I ask for strength and it has provided her and her familyan income to and endurance. I'm Catholic andgo to survive. She paid for all her children togo to school church every Sunday, but I believe in vodou through the hard work she invested in hcrcrops. too. If someone gets sick, I go to the herbal Public school fees can cost anywhere from $5to doctor first, because the regular doctor $75 a month, plus the additional cost of uniforms charges $5 just for a consultation, and then and materials. you have to have cash to buy medicine. The main crop in Anit's garden iscorn, and she They don't give credit. also grows beans and peas. Even though theyare I'm waiting for times to get better. We high in the mountains, it's too hot to plant other don't have anything left to losenow, so cash crops, such as onions, carrots andpotatoes. what can we do? I am lucky, I've leda good This year, my corn is dying because of life, and I have nine healthy children and the drought. In a good year, Ican harvest more than ten healthy grandchildren. And 50 mamit i cansl at 10 gourdesper mamit. I still have my land Not everyone in Haiti In a bad year, I may only harvest 10. can say that. When she needed cash, Anit used to bc ableto sell her black Haitian pigs forup to $150 each. But several years ago, U.S. government agenciesorga- nized the slaughter of all Haitian pigs becauseof a Prepared by Kathie Klarreich from Interviews conductedIn Pod-au-Prince in 1989. Teaching About Haiti 28 29 Haitian Voices Fifi: Raising a Familyin the City -Fifi moved from the southern townofJeremie is enough to make two jars. I have to pay when she was thirteen. With barelyenough someone 20 cents to roast the nuts,and at money to feed themselves,the family could least another 20 cents to use their grinder. not afford to send Fifi toschool. As a result, she If I'm lucky, though, I can sell the peanut never learned to read orwrite. butter for $2 per jar. Although rural life was hard,life in Port-au- We eat mostly rice, beans and corn. A Prince is anything but easy for Fifi.She, her hus- mamit of rice costs about $3, beans $4, and band Jean-Paul and their fivechildren live in a one- corn $1.30. One mamitlasts about three room house. days. A gallon of cooking oil is $4 or $5, The house has electricity, butFifi has to walk to and then we spend about $10 a month on a public tap to get water.There is one bed, a chair charcoal for a cooking fire. Plus there are and a television, but no table, fan orradio. They pay the daily things we need to put in the foo4 $150 in rent every six months,plus $3 per month like spices, salt, garlic and bouillon cubes. for electricity. Occasionally I buy a chicken in the market Fifi's husband used to do masonry,repairing for $3 or $4 but we don't splurge like that and cleaning for an apartmentbuilding, earning -very often. $60 a month. But he has recentlybeen fired. Now Fifi is not sure if she will be able to continue to he earns only small amountswashing cars, and the send her children to school. family depends on Fifi's income. It's not just school fees. There are I am responsible for taking careof my uniforms which cost $7 and right now they whole family. And all I am earningis $15 a each have only one; even if it is dirty, they month. 1 wash Mr. Pierre's clothes once a have to wear it. Then there are supplies week, and in the mornings I cleanhis house. notebooks cost 40 cents each, erasers ono I used to have more jobsdoing the same sharpeners 30 cents, pens 20 cents, and thing for other people, at $30 perjob. But pencils 10 cents. those people have moved away,and here I Plus I have to pack them lunch. That's am, stuck with almostrothing. at least another $20 a month.If I don't Sometimes I make peanut butter to get have money to give them for lunch that a little extra money onthe side. There are day, I won't let them go to school. I refuse times when I don't even haveenough money to have them beg. to buy the peanuts.Usually I buy two Prepared by Kathie Klarreich based on interviewsconducted in mamits[ cans] , which costs about$2.80 and Port-au-Prince in 1989.

Port-au-Prince: Menpulling carts filled with bags of charcoal. The minimum wage in Haiti is $3 a day-these men often earn a lot less. It is said they have a lifespan of only 7 years after they begin this work,due to the strain to their bodies. 29 Teaching About Haiti 30 Haitian Voices -Pierre: Political Refugee Denied Asylum-

.74 For over a hundred years, Haitians have endured 74.. *7,Airli some of the most brutal human rights abuses in the 11114,::$ Western Hemisphere. 'Some of the worst cases of - ir abuse have been recorded within the last several -411 °11tt decades. The Duvaliers (1957-1986) executed and exiled thousands of people. Their own police force, 911 Al aCOW WV: the Tontons Macoutes, carried out the genocide against any organized opposition. Haiti's human rights record improved dramati- My brother, Paul was with me on Guantanamo. I cally under President Aristide. However, after the was interviewed on December 19 and 27. My impres- coup in 1991, the de facto government immediately sion of Guantanamo was one of disorganization. launched a campaign of violent repression. Reported People did not have control. I told the woman inter- human rights violations include torture and short- viewer what had happened to me. She spoke Creole term arbitrary arrests without warning accompanied but nor very well. The Immigration promised to call by severe beatings. me and said my interview was good. When I was The military and police forces have systemati- called, it was to return to Haiti. cally targeted President Aristide supporters, espe- On February 3, 1992, the Coast Guard took me cially in the rural areas. Among the most severely and many others to Port-au-Prince. I was very afraid repressed are the women's groups, peasant develop- because there were soldiers around and they took our ment groups, trade unions, church groups and youth movements. An estimated 200,000 people are in pictures and fingerprints. At the port, a TV crew from World Monitor TV Boston asked me how I felt. I did hiding. not feel comfortable talking to them with the military Those who have attempted to flee the country, have faced the additional risk of detention at around. I was afraid of them but they said I could trust them so I let them take me to my house. They filmed Guantánamo, or being returned to Haiti by the U.S. Coast Guard. Attorney Catherine Cassidy partici- me and my family in my home and outside with their pated in the March 1992 Pax Christi USA team cameras. Many people came around because of the TV crew and van. I got very nervous. The TV journal- researching human rights violations in Haiti since the coup. While there, she interviewed Pierre, a ists gave me a letter with their phone number and left. Haitian repatriated from Guantánamo, now in hid- Shortly after, two soldiers came and asked me ing in Port-au-Prince. where I had been. I said in Cap Haitian. They said I was lying and that they would be back. I left because I knew I could not sleep in my house anymore. I called am twenty-one years old.I was very active the TV journalists and they took me to their hotel. supporting Aristide. The voting bureau was at That night the military came to my home. They beat my house. The military was all over our neigh- my mother, sister and niece because they wereLavalas. / They asked for me but could not find me. borhood after the coup d'etat on September 30. A group of soldiers came to my house on October 1. Since then my family has left the house. My The soldiers asked for mc and my sister told them I brother Paul who was also later returned to Haiti has was not home. When they started to search the house disappeared. He met with my mother in hiding but has I fled out the back. I knew they were killing people not been heard from since. I am afraid he could be who took a stand for Aristide. I hid for two months dead because he would have contacted my mother by in a place south of Port-au-Prince. The situation did now. not improve with the militarythey were asking for Source: A Dream Deferred: . A Joint me by nameso I knew I had to leave the country. Report by Pax Christi USA, Global Exchange, Leadership About December 13, I took a boat with 18 others and Conference of Women Religious, Washington Office on Haiti, was picked up by the US Coast Guard. Witness for Peace. March/April 1992. Teaching About Haiti 31 30 Haitian Voices Lily Cérat: Haitian-American Teacher Haitians abroad have played a dynamic 13 role in Haiti's politica4 economic and cul- 0 tural life. Here we learn about the experi- in New ences of one Haitian immigrant -^ York, home of the largest population of Haitians outside Haiti. ' Marie Lily Ur-at is a mother, a first grade teacher at P.S. 189, and an activist in Brooklyn's Haitian community. She spoke to NECA about why she came to theUnited AAP_ States, about what being Haitian means to t/ r4- :, her, and about her dream of freedom and .. .--;...L...-,_ ..,1 _--!_, -7 ...14., ., ":.-4: 4,,,:- A 5 Airopet-. 2 democracy for her homeland. Ms. Cerat teaches 1st grade Haitian and African-American students. Many of their lessons are in Creole. Did you know`. Why did you leave Haiti? that after English and Spanish, Creole is the most common Both political and economic motives wereanguage spoken by students in New York public schools? entangled in our departure. My father came in 1968 during Papa Doc's dictatorship when mcn his an important role in pressuring U.S. politicians. age were persecuted and killed fortrying to better Have you noticed any changes in the Haitian their future. My mother came in 1978. Three years immigrant comm unity since you 've come here? later, when I was 19, I too came to New York. The political views and the life of the immi- How is life in New York compared to Haiti? grant community have expanded since Aristide In New York you live indoors spiritually, you first came on the scene. Aristide has always spo- are afraid of the next person,afraid of your neigh- ken Creole. All Haitians speak and understand bors. At first, I was very homesick. It was meeting Creole. [Only 10% speak French.] Since the coup old friends among our large, closely knit Haitian the politicians are using the old tactics to marginalize the people. They are using French in community that kept me going. We all complain about the winter. The first the Parliament and to address the nation. winter is very harsh, but every time it comes you Aristide raised people's consCiousness both here and in Haiti. The people cannot be put off in feel terrible. I discovered prejudice in New York. I was fired a corner by the politicians. They want a leader who from my first job at an Arby's restaurant when they speaks their language, who communicates. found out I was from Haiti. In your school, what do you teach children What impact do Haitian immigrants to the about the people of Haiti? United States have on Haiti ? I teach them that we are a determined people, Haiti relies greatly on the diaspora in New we arc proud and honest. I know that other people York, Miami, Montreal and also in Europe. One have these characteristics too, but we are strong reason is economic. The money that wescnd back like trees and we are self-assured. We are intelli- to our families is the backbone of the economy. But gent even when we are illiterate. Despite the odds politically we have also helped. During both against us in Haiti and in New York we have Duvalier dictatorships many of our journalists and tremendous .intuitive gifts for survival. As a child activists from the opposition relocated and contin- I never knew my mother was illiterate because her ued their work from here. So people in our commu- other senses gave her the information the written words couldn't. And I know, I really know, that nity are informed. The protest marches we have held, especially eventually Haiti will be for Haitians and Haiti will %ince thc coup d'etat against Aristide, have played be free. Teaching About Haiti i 31 1,...uLeemnp 32 Haitian Voices Marie Yolette Val Community Organizer

Marie Yolette Val is the director of the League of So in Haiti, you learn embroidery in school. But Haitian Families in Cambridge. the problem is that not everyone got to go to school. A lot of the people who go to school don't spend am the only child of my mother who was a more than two years. In the rural areas, most of the seamstress. I did all kinds of work around the people don't go to school. It's only lately that they Ihouse. I used to wash clothes, do laundry, have built more schools in the countryside. clean the house. My mother wouldn't let me do that When I finished college, I taught for about two on weekdays, but on Saturdays I always had some- years [before I began] to train teachers. I was thing to do in the house. It made me feel as though experimenting with new curriculum for schools. I was somebody. We were doing a lot of research on psychology and We did the clothes by hand, with soap. And language to reform the school system. there was a funny way to do it. I liked to rub the That is what I was working on before I came clothes and make a funny noise when you press it here. I didn't plan to come here at the time I came; to get the water off. It was fun. In Cap-Haitien, it was sort of premature... where I was born, there was running water in one I was getting some threats. I was [also] working building in the neighborhood, but not in our house. on a radio station and I was getting anonymous Then I moved with my father in Port-au-Prince, phone calls. This guy from the government used to and my mother stayed in the north in Cap-Haitien. come to our radio show every Saturday. He would In Haiti, the economy was getting worse and worse be sitting there saying, "The government is good. in the rural areas. It was getting harder to get jobs The government is working for the advancement of and to educate the children living in a small town. the country. There is a lot of progress." My father was a teacher and a school principal; and But the truth is that the country was regressing then he [opened] a produce store. from the time that government came into power. So I loved school. That was one thing I always the person who was on the controls and I put him on liked. I don't know why, but I really stuck to it. "audio." Do you know what that means? There's a When I couldn't go to school, I would cry. I think system in a radio station where someone might be I liked not so much the teachers, but what I was speaking on the microphone but you don't send it learning. I liked to learn new things. My favorite over the air. He had a headphone on and heard it as subject was language. though his voice was being broadcast. We sent I learned embroidery. In Haiti, every Friday, all music out and kept his voice in. And I think they schools have embroidery class for the girls. The found out that we weren't putting him on. boys have something else. You start in the first At certain points my parents were very scared grade and learn it all through elementary school. for me. I think they were right because I came here They show you a pattern and give you a needle and in February of 1980 and in Novembei 1980 there thread and a piece of fabric. They always have were plenty of people from the radio station who some older students come and help. I loved it. had died or were in prison. One of my collaborators I started doing embroidery on my own. People from the radio station is in prison there. He and I came for sheets, tablecloths, hand towels and pil- were on a job for about three months. low cases. And dresses, too. I would get five dollars Reprinted with permission from Common Threads, a publication for a sheet. I spent my money for things like of the Oral History Project, 25 West Street 2nd Flr, Boston, MA barrettes for my hair and all kinds of stuff. I bought 02111, 617-423-2722. The Oral History Project has a inteiviews things that my mother wouldn't think about or I with women from many backgrounds living in the Boston area and also excellent publications for schools on how to prepare, wouldn't ask my mother for. conduct and publish interviews. Teaching About Haiti 33 32 The Konbit: Working Together

In West Africa, most people live by farming the land. But clearing a fiel4 planting a crop, or bringing in a harvest is often too much work for one family. As a result, many African societies have forms of cooperative labor. When a member of the community needs help with a task, he or she calls for volunteers. Neighbors come together to do the job, and the host, for whom the work is performed, provides food and drink for all. There is plenty of singing, joking and feasting, as well as hard work 7:41=1 After slavery ended in the Caribbean, many Afro-Caribbean people became farmers. They con- jfabimie tinued the African tradition of work exchange, ....gllIlWlaigelldeI21.9"mHr:,,t%\tlTz, which goes by different names in different parts of the Caribbean. InJamaica it is called "day work" ig1M".4 "work sport" or "digging match." In Tobago it is "lend-han4" and in Trinidad "gayap. " In Grenada - it is a "maroon." In Haiti the tradition is called a "konbit." It is so important to Haitian rural life that it is even AIWA featured in folktales and, literature, such as the following excerpt from Haiti's classic novel, Mas- Ereara""'"74WIL2--- ters of the Dew byJ. Roumain. Here we see how the 1 - I -10411101111.1111A.. koibit tradition has been a source of strength and unity for Haitian rural communities. mountains. The countryside emerged from sleep. In Rosanna's yard the tamarind tree suddenly let fly Masters of the Dew, a noisy swirl of crows like a handful of gravel. (excerPt) Casamajor Beaubrun with his wife, Rosanna, In those days when they all had lived inharmony, and their two sons would greet them. They would united as the fingers of the hand, they start out with "Thank you very much brothers" had assembled all the neighborhood in collec- since a favor is willingly done: today I work your tive coumbites for the harvest or the clearing. field, tomorrow you work mine. Cooperation is the Ah, what coumbites! Bienaime mused. friendship of the poor. At break of day he was there, an earnest leader A moment later SimOon and Dorisca, with with his group of men, all hard-working farmers: some twenty husky men, would join the group. Dufontain, Beauséjour, cousin Aristhène, Pierrilis, Then they would all leave Rosanna bustling around Dieudonné, brother-in-law Mérilien, Fortune Jean, in the shade of the tamarind tree among her boilers wise old Boirond, and the work-song leader, Sim idor and big tin pots whence the voluble sputtering of Antoine, a man with a gift for singing... boiling water would already be rising. Later Delira and other womcn neighbors would come to lend Into the field of wild grass they went, bare feet her a hand. in the dew. Pale sky, cool, the chant of wild guinea hens in the distance. Little by little the shadowy Off would go the men with hoes on shoulder... trees, still laden with shreds of darkness, regained Lowering the fence poles at the entrance to a plot of theircolor. An oily light bathed them. A kerchief of land where an ox skull for a scarecrow blanched on sulphur-colored clouds bound the summits of the a pole, they measured their job at a glance--a tangle 33 Teaching About Haiti 3 4 Konb it of wild weeds intertwined with creepers. 9 But the soil was good and they would make it as clean as a table top. Thi3 year Beaubrun 2 wanted to try eggplant.

"Line up!" the squadron chiefs would -g yell. Then Simidor Antoine would throw the 2 strap of his drum over his shoulder. Bienaimé 0 would take his commanding position in front of his men. Simidor would beat a brief pre- lude, and the rhythm would crackle under his fingers. In a single movement, they would lift their hoes high in the air. A beam of light would strike each blade. For a second they would be holding a rainbow. Simidor's voice rose, husky and strong...The now to fertilizing ashes in the tilled soil. Beaubrun was overjoyed. hoes fell with a single dull thud, attacking the rough hide of the earth... "Thanks, neighbors!" he kept repeating. The men went forward in a straight line. They "You're welcome, neighbor!" we replied, but felt Antoine's song in their arms and, like blood hurriedly, for dinner was ready. And what a hotter than their own, the rapid beat of his drum. dinner!...In the cauldrons, the casseroles, and the Suddenly the sun was up. It sparkled like a bowls were stacked with barbecued pig seasoned hot enough to take your breath away, ground corn dewy foam across the field of weeds. Master Sun! Honor and respect, Master Sun! We black men with codfish, and rice, too, sun rice with red beans greet you with a swirl of hoes snatching bright and salt pork, bananas, sweet potatoes, and yams to throw away! sparks of fire from the sky. There are the breadfruit trees patched with blue, and the flame of the flam- Abridged from: Roumain, J. (1944). Masters of the Dew.NH: boyant tree long smoldering under the ashes of Heinemann, Inc. night, but now bursting into a flare of petals on the edge of the thorn acacias... Konbit's West African Roots There sprang up a rhythmic circulation be- The Haitian cooperative work group has tween the beating heart of the drum and the move- much in common with European and American. ments of the men. The rhythm became a powerful husidng and barn-building parties; but also has: flux penetrating deep into their arteries and nour- many nonEuropean charactedstics. The rhYth-::.] ishing their muscles with a new vigor... mic, synchronized use of the hoe, the singing: The high-class people in the city derisively leader and the musicians Who stand to one side called these peasants "...barefooted vagabonds..." to °encourage the workers, the calling of the. (They are too poor to buy shoes.) But never mind workers by drum rappels, the special conside and to hell with them! Some day we will take our ation for the sick, and the concept of long-term big flat feet out of the soil and plant them on their community endeavor are aft of West African behinds. origin. The konbit is the legitimate descendant They had done a tough job, scratched, scraped, of the Dahomean dokpwe, the kurum of the and shaved the hairy face of the field. The injurious Mambila (Cameroons), the Ku of the Kpelle brambles were scattered on the ground. Beaubrun (Liberia) and other West African cooperative and his sons would gather thcm up and set fire to systems. them. What had been useless weeds, prickles, bushes Fran: Caurlander 14. (10603 The Drum enri the Hoe: Life end entangled with tropical creepers, would change Lore of the Haitian People. University ot Catania Preis. Teaching About Haiti as Poetry

The Grand Guignol of Countries Le grand guignol du pays or ou Country of The Grand Guignol Le pays du grand guignol Paul Laraque Paul Laraque

the circus and its clowns le cirque et ses clowns the theatre and its marionettes le theatre et ses marionnettes the carnival and its masks le carnaval et ses masques the zoo and its monkeys le zoo et ses singes the arena and its bulls l'arene et ses taureaux the slaughterhouse and its black beef l'abattoir et ses boeufs noirs the yankee and the money wheel le yankee et la roue de l'argent the native and the wheel of blood le indigene et la roue du sang and its grand Dons le vodou et ses grands Dons the holy family and its demons la sainte famine et ses demons the people and their misery le peuple et ses malheurs exile and its saviors l'exil et ses sauveurs without faith without law sans foi ni loi Haiti and its cross Haiti et sa croix Haiti in hell Haiti en enfer in the name of the father au nom du pere and of the son du fils and of the zombi et du zombi *translated by Rosemary Manno

Born in Haiti in 1920, Paul Laraque lived in exile in New York from 1961 to 1986. In 1964, he was deprived of his Haitian citizenship. He won the Casa de las Americas Prize for poetry in 1979. Former secretary generA of the Association of Haitian Writers Abroad, he is the author of several booksin French and Creole, some of which have bcen translated into Spanish and French. His bookCamouradewas published by Curbstone in 1988.

'The Grand Guignol of Countires or Country of the Grand Guignor from Camourade by Paul Laraque (Curbstone. 1988). Copyright © 1988 by Paul Laraque. Translation Copyright © 1988 by Rosemary Manno. Distributed by Ira:look. 'The Grand Guignol of Countires or Country of the Grand Guignol" excerpted from Poetry Like Bread (Curbstone, 1994) distnbuted by lnBook.

Poetry Like Bread, edited by Martin Espada, and the other books published by Curbstone provide invaluable, bilingual literature for the classroom. Write for a free catalogue Curbstone Press, 321 Jackson Street, Willimantic, CT 06226, (203) 423-5110.

Teaching About Haiti 35 3 6 Haitian Folktales

In West Africa, storytelling was a richly devel- Many Haitian folktales center on two charac- oped art. Villagers would gather around a fire at ters, Uncle Bouki and Ti Malice. Uncle Bouki is a night to hear one of their neighborsperhaps an laughable bumpkinfoolish, boastful and greedy. old woman or mantell favorite tales. Many of Ti Malice is his opposite, a smart character full of these involved animal characters, such as the spider tricks. These same qualities are found combined in Anansi. Stories often told of a practical joke or Anansi the spider, the hero of many Caribbean trick, or sought to explain how a certain thing folktales. In Haiti, they are divided between the two began. characters of Uncle Bouki and Ti Malice. Africans transported to the Caribbean, includ- Haiti's oral tradition also includes many other ing Haiti, brought their folk traditions with them. types of stories, proverbs, riddles, songs and games. These blended with elements of European folklore Storytelling in Haiti is a performance art.The to become part of the cultural heritage of Caribbean storyteller uses different voices for each character peoples. in the story, and often sings a song as part of the narrative. UNCLE BOUKI GETS WHEE AI

Uncle Bouki went down to the city to market, to thanked him and went into the market. He went sell some yams, and while he was there he got everywhere asking for five centimes worth of whee- hungry. He saw an old man squatting by the side of ai. The people only laughed. Nobody had any the road, eating something. The old man was enjoy- whee-ai. ing his food tremendously, and Bouki's mouth He went home thinking about whee-ai. He met watered. Bouki tipped his hat and said to the old Ti Malice on the way. Ti Malice listened to him and man, "Where can I get some of whatever you are said, "I will get you some whee-ai." eating?" But the old man was deaf. He didn't hear Malice went down and got some cactus leaves. a word Bouki said. Bouki asked him then, "What do He put them in a sack. He put some oranges on top you call that food?" Just then the old man bit into a of the cactus leaves. He put a pineapple on top. hot pepper, and he said loudly, "Whee-air Bouki Then a potato. Then he brought thcsackto Bouki. Bouki reached in andtook out a potato. "That's no whee-ai," he said. He reached in and took out a pine- apple. "That's no whee-ai," flouki said. He reached in and took out oranges. "That's no whec-ai," he said. Then he reached way to the bottom and grabbed cactus leaves. The needles stuck into his hand. He jumpcd into theair.He shouted, "Whee-air "That's your whee-ai," Malice said. Reprinted from Courlander, H (1960).The Drum and the Hoe: Life and Lore of the Haitian People.UniversayotCaliforniaPress

Teaching About Haiti 36 37 Folktales The President WantsNo More of Anansi

Arnsi and all his smart waysirritated the Anansi's behind which didn't salute you.) resident so much that the Presidenttold him The President said angrily, "Anansi, you don't one day: "Anansi,I'm tired of your foolishness. respect me." Don't you ever let me see yourface again." So Anansi said: "President, I was just doing what Anansi went away from the palace.And a few days you told me to do. You told me never tolet you see later he saw the President comingdown the street, my face." so he quickly stuckhis head into the open door of The President said, "Anansi, I've had enough a limekiln. of your foolishness. I don't ever want to see you Everyone on the street took offtheir hats when again, clothed or naked." the President passed. When he came tothe limekiln, So Anansi went away. But the next day he saw Anansi's behind sticking out. when he saw the President coming down the street he took his clothes off and put a fishnet over his head. When the president saw him he shouted, "Anansi, didn't I tell you I never wanted to see you again clothed or naked?" And Anansi said, "My President, I respect what you tell me. I'm not clothed and I'm not naked." This time the President told him, "Anansi, if I ever catch you again on Haitian soil I'll have you shot." So Anansi boarded a boat and sailed to Jamaica. He bought a pair of heavy shoes and put sand in them. Then he put the shoes on his feet and took another boat back to Haiti. When he arrived at Port-au-Prince he found the President standing on the pier. "Anansi," the President said sternly, "Didn't I tell you that if I ever caught you on Haitian soil again I'd have you shot?" "You told me that, Papa, and I respected what you said. I went to Jamaica and filled myshoes with sand. So I didn't disobey you because I'm now walking on English soil." An artist's impression ot Anansi. limekiln: furnace for making lime by burning limestone or bounda sa ki pa He became angry and said, "Ki shells salye mwen?" (Whose behind is itthat doesn't Port-au-Prince: capital of Haiti salute me?) English soil: Jamaica was still a colony of England when the story was told Anansi took his hcad out of thelimekiln and Reprinted from: Courlander, H. (1960.) The Drum and the said, "Se bounda 'Nansi ki pa salyeau." (It's Hoe: Life and Lore of the Haitian People.University of CaliforniaPress. Graphic courtesy of P. Hyacinth Galloway, 37 Teaching About Haiti 38 Vodou: A Haitian Way of Life

What do you know about Vodou? Because the are close to humans, they enjoy What stereotypes about Vodou practices are human hospitality. Therefore, during a Vodou cer- typical in the United States? emony, the people may sacrifice a small farm animal, Discuss these questions. Review your answers often a chicken or goat, to them. Afterward, the after you read these two articles which introduce us worshippers cook and cat the animal. To attractmore to the history and practrice of Vodou. Additional divine attention, servants of the lwa draw special readings are suggested in the resource guide. emblems, called , on the floors of the hounfors (Vodou temples) and dance and sirg their favorite songs. Vodou in Haiti The lwa communicate with their servants through By Donald Cosentino a spiritual possession of their minds and bodies. Spirit Scholars now call the African-derived religion possession is common in many religions throughout of Haiti Vodou, which means "spirit" in the the world, including the Pentecostal and Holiness Fon language. Fon people live in the West churches in the United States. In Haiti, it is said that African country of Benin. During the seventeenth the lwa ride their servants like horses and sometimes and eighteenth centuries, many Fon, along with are called divine horsemen. When a worshiper is Yoruba and Ibo people from neighboring Nigeria, being ridden, he or she speaks and acts like the lwa... Kongo people from Zaire and Angola in central Afterward, the person who was possessed cannot Africa, and other African ethnic groups, were forced remember the experience. into slavery and sent to the French colony that would The Haitian Revolution began in 1791 during a become Haiti. secret Vodou service when the slaves vowed to free Although these people came from different cul- tures, they shared many religious traditions. They all Continued on page 39, column 2. revered a god who was the maker of all things. Because the distance between this supreme god and humans was very great, Africans also honored spirits who were less powerful than this god but more powerful than humans. These spirits included ances- tors of the living, spirits of twins, and other spiritual beings who represented forces of nature (i.e. the ocean, sky, sun, lightning, and forests) or human emotions (i.e. love, anger, mercy, laughter, and grief). In time, the slaves combined these common be- liefs into one religion. They called the supreme being Bondye (from the Creole words for "good god") and identified Bondye with the Christian creator. Since Bondye was far away, they called on ancestral and twin spirits who lived nearby for supernatural help. Nonmortal spirits gathered together from many Afri- can religions are called lwa. They are thought to be very concerned with human welfare and are called upon to solve problems. There are hundreds of lwa, but the most famous include the kind and fatherly snake spirit Damballah; Ogun, a forceful military spirit; Erzuli, the queen of love and beauty; and Guede, a gross trickster who lives in graveyards but Veve Drawing From: Ferere, Gerard Alphonse. (1989.) LeVodouisme also loves and cares for children. Haitien/Haitian Vodouism. Philadelphia: St. Joseph';-;

. University Press. Bilingual Edition. Teaching About Haiti 39 38 . "Vodou Music and Vodou Cosentino, Continued from previous page. By Ronald Derenoncourt themselves. Ever since, Vodou has been a vital part of Haitian history. Pictures of Catholic saints are painted Haitian musician Ronald Derenoncourt on hounfor walls to represent the lwa. Catholic prayers (Aboudja) plays in a musical group calledSanba Rnd symbols are used in Vcdou ceremonies. Ceremo- Yo, which draws inspiration from thesinging and nial wstumes, rituals, and designs are copied from drumming of Vodou services. In the following the Free and Accepted Masons, a secret fraternity. interview, he explains why he believes thatVodou Through these "recyclings," Vodou has helped Afri- is indeed "more than a religion"it is afounda- can people to survive slavery and to make sense of their lives in the "New World." Vodou is a religion of tion of Haiti's way of life. tolerance. It has kept alive old African beliefs and borrowed freely from European traditions. For three years, Aboudja andfellow musicians conducted research on Vodou. We learned to Not everyone in Haiti practices Vodou. Some gather about the people, the rhythms, ritu- Haitians are opposed to the religion, and followers of alsnot as tourists, but by spending months at atime Vodou have often been persecuted by the govern- with them. We came as students, and they were our ment. But the new Haitian Constitution recognizes Vodou as the inheritance of all Haitians, and there is teachers. I was arrested 27 times during myresearch. This was during the Duvalier regime, up until1986. a growing appreciation in the United States of the influence of Vodou on our own culture. Vodou music Sdnba In 1986, they formed the musical group has inspired American jazz and rock'n'roll. Paintings Indians Yo. Sanba, an indigenous word used by the by Vodou artists such as Hector Hyppolite and Andre Every who lived on this island, means musician. Pierre are now recognized as treasures of world art. If vodou member of Sanba Yo is involved in Vodou. In we put aside our negative stereotypes about"voo- there is a spirit called the lwa. The lwa is not a spirit doo," we will see Vodou as an important and exciting keep in the Catholic sense, it is the energy that we expression of African culture in the New World. locked inside ourselves. With the help of the music and the singing, we liberate that energy. Donald Cosentino is associate professor of African The slaves came here from all over Africa. Al- and Caribbean folklore and mythology at UCLA and though they were forced to speak a certain way, adopt co-editor of African Arts Magazine. European names, and submit to baptism, they never forgot their culture. At night, they keptdreaming Reprinted with permission from Faces: The Magazine About People, February 1992 issue on Haiti. A publicetIon cif Cobbie- about freedom. stone Publishing, Inc. (See address and ordering information In Many slaves fled the plantations, and these "ma- the Resource Gude.) roons" created camps in the mountains. Butthey came from different ethnic groups,different cultural The radio stations in Haiti don't play our music. and religious backgrounds. In the maroon camps, in There are just a few stations which begrudgingly give order to survive, they had to get together to workthe two hours a day for Vodou music. The people who land, practice their religion, and live. They needed a control the radio must be interested in destroying consensus, and that way oflife was Vodou. their own culture, or they would play more traditional Vodou gave us our independence. It's the only music. They are encouraging the city people to care resistant force we have in this country. It's the only more about Michael Jackson than about their own force that really can resist cultural attacks from out- music. siders. Vodou is more than just a religionit's really Our mission is to publicize our music; that's why a way of life. Vodou is thefuel of this country. we sometimes have to go abroad. But wewouldn't There is a class of people in Haiti who have mind staying here and playing our music for our own houscs and cars; they are well off. But they are not people, because our music belongs to them. Without patriotic about thc history or culture of their country. them, it wouldn't exist. Sure, they listen to our music and they like it,but they Interview with Ronald Derenoncourt (Aboudja) by Kathie Klarreich, hear it as exotic music, like an American would. Port-au.Prince. 1989.

39 Teaching About Haiti _411 Songs of Resistance

Music plays an integral role in the social and family residence around a central courtyard. This religious activities of Haitian everyday life. His- type of collective living arrangement is still practiced torically Haitian music developed through the syn- in much of Haiti, even in the urban areas, and is called thesis of European and various African musical a lakou or courtyard. In the songs, the lakou is a symbol of deep family roots and traditions, a tie to traditions. Some of the African musical character- land and place, and a sense of commitment and istics are the collective quality by which the per- community. formers engage the participation of the audience, Lwa. Afro-Haitian religion recognizes a supreme the fea:uring of percussion instruments, and the deity, Bondye, and a large number of ancestral spirits emphasis on improvisation. The most pervasive and deities of natural forces and human archetypes. feature of the music is its use for social commen- These deities are known as iwa, miste, or zanj. Some lwa are: (Met) Gran Bwa an Afro-Indian deity of the tary. Since a majority of the population is illiterate, deep woods; (Kouzen) Azaka/Zaka an agricultural information and ideas are shared through music. lwa protector of peasants and farmers. One contemporary group that communicates its Background political views through music is called the Boukman Eksperyans. Soul in a Bottle. This is a protest against those who control others and force them to live by foreign Boukman Eksperyans cultural standards. The bottle refers to certain prac- n the aftermath of the September 1991 coup tices of Boko, or sorcerers, who are reputed to be able against President Aristide, Boukman Eksperyans to control people by capturing their souls in bottles. 1continued to play despi t,!._ censorship and intimi- OurAncestors. Congo, in addition to being an ethnic dation. Three of their songs were banned by the grouping in Haiti, is also a term used derogatorily for military authorities in 1992 as "too violent" and radio someone who looks like a rural mountain inhabitant. stations were prohibited from playing them. One of Our Ancestors talks of taking pride in being called these songs, Kalfou Danjere states that those who lie, Congo. They draw parallels between traditional Hai- cheat, kill, and steal will be judged at the crossroads, tian culture and Jamaican Rastafarianism. a place of central importance in Vodou metaphysics. The above text and the following songs are from the compact Soldiers and Macoutes are a fixture at Boukman disk Kalfou Danjere (1992) Island Records, Inc. All rights concerts where they try to prevent the group from reserved. Reprinted by permission of Balenjo Music/Songs of Polygrani, Inc. Tapes and C.D.s by Boukman Ekpetyans are playing censored songs. It is thanks to the informal available in most major record stores. cassette industry in Haiti, to the support of Haitian immigrant communities abroad, and to international exposure that the voices of Boukrnan Eksperyans evade the efforts of authorities to silence them. Haitian Art Language The February 1992 issue of Faces: A few terms in the English version of Boukman's A Magazine About songs are in their original Creole because thcy defy People features the straightforward translation. art and for grades 4-7. Ginen is derived from the name of a region of West Readings and hands- Africa (Guinee) and has a complex set of meanings. on activities. See It can be used to refer to the African homeland, to a Resource Guide for spiritual realm where the Vodou deities live, and to a ordering information. more general state ofspiritual development and aware- ness for Haitians who practice Vodou. Cover of February issue by popular Lakou. Peasant settlements in post-revolutionary Haitian artist Haiti were basexl on an African style of extended Julien Valery. Teaching About Haiti 41 Songs Boukman Eksperyans

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am '7:M1W- .tha Nanm Nan Boutby Soul In a Bottle (English Translation) Anye, sa red o! Anye, sa red o! Hey, this is rough! Nanm nou lan boutey Hey, this is tough Sa red o! Our soul in a bottle This is tough! Sa red o! Anye, sa red! This is tough! Hey, this is tough! Sa red o wo! Sa red o! This is tough! This is really tough! NOu bezwen pale kou moun sa yo Nou bezwen we kou moun sa yo We have to speak like these people Nou bezwen tande kou moun sa yo We have to see like these people Nou bezwen gade kou rnoun sa yo We have to listen like these people We have to look like these people Nanm nou lan boutey anye Wa ayo o! Our soul in a bottle Wa ayo o! Anye sa red o wc wo! Sa fed o! Hey, this is tough! This is tough! Ki 16 nape rive o! Ki 16 nap pran Konsyans When will we arrive Me Zanmi sa red o! When will we take a stand (Repeat) Ouyee nan revolisyon na pwale My friends this is tough! We're going to join the revolution! Lyrics by: T. Beaubrun Jr. and Mimerose Beaubrun. See Teaching Ideas for discussion questions. 0 1992 Balenjo Music/Songs of Polygram International,Inc. 41 Teaching About Haiti , Songs Listen To Me Our Ancestors

Chorus: Listen to me ...Our ancestors Understand me Nago people Listen to me Vodou Congo The truth is talking Natty zing, natty dread Nago Yoruba The truth speaks Wo wo wo wo wo Children come to listen Listen to me Our ancestors A revolution is truly starting Congo :77,ople Our true family Yes, the truth speaks Natty dread, natty zing Children gather together From the Mandingo and the Fon peoples... Listen to me Love will truly govern Congo oh! oh! (Repeat after every line below) (Chorus) Congo doesn't bother me You'll call me Congo Yes, the truth talks to dismiss me as backwards Ginen come to listen Congo doesn't bother me Listen to me Swearing doesn't bother me All of the Indian spirits return Refrain: The Congo queen rises Yes, the truth speaks Rises, rises, rises, rises Three words speak Congo oh! oh! (Repeat after every line below) Listen to me Congo doesn't bother me Oh, ginen will govern You call me Congo to dismiss me as backwards Listen to me the truth speaks Congo doesn't bother me A little chat speaks Wherever you go, you try to panic me The truth is talking the truth is talking Congo doesn't bother me Human beings, if you're there, come to listen Swearing doesn't annoy me (Chorus)... Congo doesn't bother me... For Discussion (Repeat refrain) 1. Currently many political decisions are made based For Discussion on what will be most financially "profitable" for Two students cart prepare to read the song aloud. They business. How would the world be different if the can ask the rest of the class to repeat "Congo oh! oh!" at Boukman's concept of "love" governed? the appropriate times. Then discuss: 2. Boukman band says "the truth is talking." Some 1. What groups in your community arc looked down on people would say that there is not one truth about as poor people are in Haiti? How is this seen, e.g. history, but instead that there are different, equally insults, job discrimination. What are the categories? valid perspectives. Using Haiti as an example, is (e.g., race, rural vs. urban, class, gender, etc.) there one historical truth to be known or are there two 2. Boukman speaks of the links between the people of equally valid interpretations of reality? Haiti and the Rastafarians in Jamaica. What links can 3. Using the same chorus as in Listen to Me, write a song you see between people in your own communities? Or or poem about the truth of your own community or across borders, e.g. between you and people in Haiti? city. What do you want children to know that they 3. Share a geographic map of Africa. Why are the names might not be hearing in the traditional media? of the peoples in the song who were brought as slaves 4. The song talks about how Ginen will govern and not easily found on the map? Compare the coloniza- Indian spirits will return. What would this mean? tion of Africa with the colonization of the Caribbean. Would this be better? Why or why not? Teaching About Haiti 43 42 Teaching/Action Ideas

Program: Host a speaker or video about Haiti at your Haitian Voices school, union or professional association. An excellent video for this purpose is Killing the Dream. (See To help students (who are not Haitian themselves) develop empathy with the people of Haiti, one can Resource Guide.) begin with "interior monologues." Dividethe stories in Children's Books: There is a scarcity of good class- the section Haitian Voices among students.Ask them room materials on Haiti. Secondary students can write to write an "interior monologue" from thepoint of view and illustrate books for younger children on the history of that person. What are their hopes andtheir fears? of Haiti. Then arrange to visit an elementary school and And/or, to highlight the strength of the Haitianpeople, read the books aloud. show students the picture on page 25 of thepeople Media Packet: Prepare a "briefing packet" of materi- uprooting the trze. Still in the first person oftheir als on Haiti for local city and college newspapers. character, write how they are helping to uproot the tree. Song, Poem or Essay: Write a song, poem or essay. Share the stories. What image do the stories convey Share in a school assembly or submit to a school about the Haitian people? How does it compare tothe publication. impression we get from the media? Why? (Inaddition Black History: Prepare a packet for teachers and/or to the stories in Haitian Voices, studentscould write from the perspective of one of the characters in Tasteof students with materials about this first independent Salt or in . The u,se of interior mono- Black nation in the Americas. logues in the classroom is described in moredetail in an article by Bill Bigelow and Linda Christensencalled At What Cost? "Promoting Social Imagination Through InteriorMono- logues" in the 1994 Special Issue of RethinkingSchools, Following are some examples of how math lessons Rethinking Our Classrooms. See box on page 45.) can help students gain insight to socialrealities: Bigelow and Christensen remind us that "As is true (1) To examine the cost of living in Haiti and how hard anytime we wonder about other people'slives, our people work to survive, refer to the interview with Fifi monologues are only guesses, at times marredby on page 29. Calculate her monthlyearnings, assuming stereotype. But the very act of considering,'How might that she sells 10 mamits of peanut butter a month to this person experience the situation?' develops anim- supplement her income from housekeeping. Now cal- portant 'habit of the mind' and draws uscloser to- culate her monthly expenses, including rent, electricity, gether." food, and school lunch. (Multiply the cost of the school This activity can be a good introduction to the study supplies by the number of children she has and then of Haiti. After students have shared their interior mono- divide by 12 months. First you will have to estimate how logues, they can develop a list of things they nowknow many pencils, pens and notebooks eachchild can have about Haiti and a list of questions. for the year.) Can Fifi's family survive on her income, now that her husband is out of work? If not,what are her Teach Others options? (2) Duvalier is estimated to have deposited approxi- The best way to learn is by teaching. Students can mately $86 million in private overseas accounts in the be given a choice of how to teach others what theyknow early 1980s. This includes funds skimmed in the pro- about Haiti. Following are just a fewsuggestions: cessing and distribution of U.S. food aid. Given the Display in Hall or Library: Prepare aneducational current cost of living that you have calculated for Fifi's display for the school on Haiti. Try to make thedisplay family, how many families could have lived on this as interactive and dynamic aspossible. Imagine that money for a month? For a year? Refer toStudying the you werc a student from anotherclass walking by, what Mediu, in Teaching/Action Ideas. Taking the amount would grab your attention? What would challenge your that Ron Brown was paid each month to represent the assumptions? What would make you want tolearn Duvalier government, how many families could have more? What actions are you going to encouragethe lived on this amount per month? readers/viewers of the display to take?

Teaching About Haiti 43 44 leaching /Action Ideas U.S. Foreign Policy Racism Simulate a Congressional Hearing on U.S. policy Students can explore how racism influences foreign toward Haiti. Five students can form a Congressional policy, using Haiti as a case study. For example, in Committee. The remaining students (individually or in 1804, Haiti became the second nation in the Americas groups) can select from the roles below and provide to declare independence from Europe. But rather than testimony. Their goal is to the Congressional welcome this sister nation, the U.S. government refused coMmittee of their recommendation for U.S. policy. To to recognize or trade with Haiti for over 50 years. U.S. prepare, ask students to write an interior monologue politicians were fearful of the example this independent from the perspective of their role. Suggest that they Black nation could set for enslaved people in this write about some of the most dramatic changes that country. have happened in their life in the last ten years and their The following are some key periods for research: hopes for the future. (Students can align themselves (1) Conquest (refer to Columbus' logs); (2) Trade in with other witnesses to coordinate testimony.) African peoples; (3) U.S. and French relations with a. Any of the people in Haitian Voices Haiti immediately after the revolution; (4) United States b. Member of the Boukman Eksperyans band occupation of Haiti in the early 1900s (State Depart- c. A military general ment and other government officials made numerous d. A C.E.O. from a baseball manufacturing company racist statements to justify the invasion and abuse of e. A policy analyst from a Conservative Think Tank Haitians); and (5) Current Policy: 1. A once-fertile mountain What is the U.S. government's current policy to- g. A street in Port-au-Prince where children live ward Haiti? Is it racist? Representative Charles Rangel h. The St. Jean Bosco church (See Haiti's History.) (D-N.Y.) and others argue the treatment of Haitian To assist with the preparation of the testimony, refugees is a racist policy. Others point out that the U.S. contact any of the agencies listed below for their posi- insistence on amnesty agreements reflects a lack of tion statements on Haiti. (If time is limited, ask agencies respect for the life of Haitian people. What if another to fax information.) country insisted that the U.S. offer amnesty to all mass Progressive: Any of the organizations on page p.47. murderers currently in jail. How would you feel? Administration: Public Information Division, Rm. The Uses of Haiti by Dr. Paul Farmer and Haiti's 5831, U.S. Department of State, Washington, DC Bad Press by Dr. Robert Lawless are excellent refer- 20520-6810, (202) 647-6575. ences on this topic. See Resource Guide. Conservative and Ultra-Conservative: Heritage Foun- dation, Publications Dept., 214 Massachusetts Ave. Studying the Media NE, Washington, DC 20002, (202) 546-4400; Puebla Whose perspective is presented in your newspaper? Institute, 1319 18th St. NW, Washington, DC 20036, Many major papers rely primarily on news from the (202) 296-8050; The Center for Strategic and Interna- State Department and other" inside the Beltway" sources tional Studies, 1800 K St., NW, #400, Wash., DC or public relations firms. In an effort to "encourage" the 20006, (202) 887-0200. press to print their perspective, the de facto Haitian coup government hired the public relations firm CraigShirley Music and Associates to promote support for them and to discredit Aristide. The Duvalier government did the Tapes by the Haitian performers, Boukman same thing. They paid Ron Brown (current U.S. Secre- Eksperyans, are available from major rccord stores. On tary of Commerce) a retainer of $12,200 a month from page 42, there are s uggested questions for discussion for October of 1983 to July of 1986 to represent them in the two of the songs. Following are some questions for the United States. song on page 41, "Soul in a Bottle." These public relations firms put a certain "spin" on a. What other metaphors could be used for control or the news. For example, in the first 6 months of the coup, repression? news on Haiti focused almost exclusively on the refu- b. Are there family or social traditions in your neigh- gees and what we should "do about them." Rarely was borhood that are being "kept in a bottle"? Should there news about efforts to return the democratically they be revived or protected? Why or why not? elected President to his post or about the minimal refugee flow while he was in power.

Teaching About Haiti 44 . 4 5 'leaching /Action Ideas

The following are some suggestions of how tohelp Take Action students become more critical readers of thc press. (1) Ask students to read Studying the Media(p.17) As students and teachers, there are many actions we and list the different methods used by BostonMedia can take to support the restoration of democracy in Action to study the press on Haiti. (i.e.recording fre- Haiti. These include: for accdracy, re- *quency of various sources, checking a. Lobby Congress. Call or write as many senatorsand historical cording number of articles which provide representatives as possible, especially those in your impact the post- context, etc). Then, ask students what area. These are some of the things we can ask our or subcon- coup coverage had on themconsciously representatives to do: sciow'ty. Prior to reading Teaching AboutHaiti, what (1) support the restoration of the democratically elected was their impression of Aristide? President and his administration to full power (2) Ask students to study the current media cover- age. The questions on page 18 andthe strategies they (2) respect the social policies proposed by the majority gleaned from the BMA report may be helpful.They can of Haitian people, divide into groups to address questions onethrough six (3) provide assurance that funds from the United States (p.18). Each group could share their findingswith the are used only to support democratic elections, not to rest of the class. Everyone shoulddevelop an analysis run candidates (i.e. funds fromNational Endow- using question numberseven about theimplications of ment for Democracy, NED) the coverage. (4) regulate labor and environmental practices of U.S. You can share with students a relatedhistorical businesses operating in Haiti example: There were similar patterns inmedia bias (5) provide due process for the Haitian refugees who are during the Spanish-American War almost 100 years fleeing repression, omitted coverage of the ago. The media of the time House/Senate Switchboard 202-224-3121 forceful Cuban liberation movement in the late1800s. United States House of Representatives, Washington, So when the U.S. government proposed aninvasion to DC 20515 help libera te Cuba from Spain, most citizensthought the choice was simply to support or oppose theinvasion. United States Senate, Washington, DC 20510 American citizens never thought to lobby for athird Key Representatives: Lee Hamilton-IN, Charles Rangel- alternativeU.S. government financial or material sup- NY, Tony Hall-OH, Kweise-Mfume-MD. port for the indigenous liberation movement.They Key Senators: Ted Kennedy-MA, Joseph Biden-DE, couldn't lobby for the support of forces theydidn't Christopher Dodd-CT, Carol Moseley-Braun, IL know existed. Some say we have been forcedinto a President: Bill Clinton, White House, Washington, DC similar narrow debate today with respect to Haiti. 20500 the (3) Students' findings can be shared in letters to b. Demand accurate media coverage. Write letters to (make charts like press and/or in a school-wide display the editor about the situation in Haiti. Also, write letters copies to the ones on page 17 and 18.) Also, send to your paper about their coverage, either praising them NECA Fairness and Accuracy in Reporting (FAIR) and if it has been good or critiquing biases. (see organizations on p. 47). For additionalstudies of media bias, write for Extra, FAIR's monthlyjournal. c. Teach Others! (4) Investigate who owns and funds themajor newspapers and press associations. Refer toThe Media Monopoly by B. Bagdikian (1991, Beacon Press). E3ON LEK AK NOU MIENMABITAN Rethinking Our Classrooms: BON LE VA$VON Nou DmDEpoITISIPE Teaching for Equity and Social Justice POO PiTiT NOU A special issue of Rethinking Schools Creative teaching ideas, compelling classroom narratives, and hands-on examples of ways teachers can promote values of community..justice and equalityand build academic skills. Send a check for $6 + $3.50 postage to Rethinking Schools, 1001 E. Keefe Avenue Milwaukee, WI 53212. (Bulk rates available.) 45 Resource Guide Due to limited space, we include only a few of the most_ important titles with which to begin your study of Haiti. Many of theseinclude extensive bibliographies. The intended audience of the books is indicated at the end of the description. Please note that in many cases the books written for adults are also very appropriate for high school students. Fiction Donahue, D. & Flowers, N. (1992). Haitian Refugees and Human Rights: Activities for the Classroom. Amnesty Interna- Endore, G. (1991). Babouk. N.Y.: Monthly Review. Novel tional. $2. Amnesty, Educators Network Contact, 53 W. Jacksai, abOut the slave revolution. Forward by Jamaica Kincaid. Second- Room 1162, Chicago, IL 60604, (312) 427-2060. Grades 7-12, ary and adult. Farmer, P. (1994). TheUses of Haiti. ME: Common Courage. RoUrnain, J. (1944). Masters ofthe Dew. London: Heinemann The history of Haiti, the popular movement, life stories of three Inc.. A classic Haitian novel. Source: Heinemann. Adult. Haitians and an analysis of commonly held myths about Haiti. Temple, F. (1992). Taste of Salt: A Story of Modern Haiti. Beautifully written. Adult. N.Y.: HarperTrophy. 'This powerful novel for upper elementary Golden, R. et al. (1991). Dangerous Memories: Invasion and and junior high is set shortly aftet the election of Aristide. Tells the Resistance Since 1492. Chicago: Chicago Religious Task story of two 17-year-olds caught up in Haiti's struggle for democ- Force on Central America. History of the conquest in theAmeri- racy. Source: Teaching for Change, $4. Upper Elem. and Secondary. cas. Lots of primary sources. $10 from NECA. Secondary. Turenne des Pres, F. (1994). Children of Yayoute, Folktales James, C.L.R. (1989). 2nd ed. The Black Jacobins. N.Y.: of Haiti. NY: Universe Publishing. Folk tales and picture book Random House. Classic account of the Haitian Revolution of for all ages. 1791-1803. Adult. Wolkstein, D. (1980). The Magic Orange Tree and Other Lawless, R. (1992). Haiti's Bad Press. VT: Schenkman Haitian Folktales. NY : Alfred Knopf. Folk tales for all ages. Books. Documents the long history of racist bias against Haiti by the media and the United States and French governments. Adult. Non-Fiction Lawyers Committee for Human Rights. Haiti: A Human Aristide, J.-B. (1990). In the Parish of the Poor: Writings Rights Nightmare. 330 Seventh Ave, NY, NY 10001. (212) from Haiti. N.Y.: Orbis Books Essays by Jean-Bertrand Aris- 629-6170. Report. S8 + postage. Adult. tide. Adult. Métraux, A. (1959). Voodoo in Haiti. N.Y.:Schocken Books. Barry, T.; Wood, B; & Preusch, D. (1984). The Other Side of An authoritative analysis of vodou by a respected scholar. Adult. Paradise: Foreign Control in the Caribbean. N.Y.: Grove. Ridgeway, R. 'Ed.) (1994). The Haiti Files: Decoctutg the Overview of the region focusing on corporate control of resources. Cris; ... WashinIton, D.C: Essential Books/Azul Editions. Adult. Dra' ving togeth c reports, original documents, secret memos, and Courlander, H. (1960). The Drum and the Hoe: Life and Lore test nicsnv.11,4-. 'cook addresses the current crisis in Haiti and places of the Haitian People. Berkeley: University of California it in we context of the long-standing U.S. role in Haiti's political and economic life. Adult. Press. A comprehensive source of information on Haitian beliefs, folklore, spirituality, dance, songs, games, and proverbs. Adult. Sunshine, C. (1991). Caribbean Connections: Overview of DeWind, J. & D.Kinley. (1986). Aiding Migration: The Rekional History. DC: EPICA/NECA. Highly acclaimed col- lection of fiction, non-fiction, interviews, and poetry. Source: Teach- Impact of International Development Assistance in Haiti. ing for Change/NECA. Secondary. N.Y.: Columbia University. Analyzes Haiti's political economy and the impact of development model imposed by thc U.S. Agency Sunshine, C. (1988). Caribbean: Survival, Struggle and for International Development. Adult. Sovereignty. DC: EPICA. Overview of Car- ibbean history, politics and culture. Adult. Caribbean Connections Puerto Rico, Jamaica Trouillot, M. (1990). Haiti: State Against Caribbean Nation. N.Y.: Monthly. Review Press. Ex- Connections and Overview amines the origins of the repressive Haitian of Regional History state and the mechanisms through which the cftweeson nowae.. S. Mowry mower t!7, Duvaliers held power. Adult. Orel,' low of Each illustrated book brings Caribbean REGIONAL HISTORYvoices to the classroom through fiction,Wilentz, A. (1989). The Rainy Season: : oral history, interviews, drama and songs.Haiti Since Duvalier. N.Y.: Touchstone/ Lesson plans included. Excellent for sec-Simon and Schuster. Reads like a historical ondary schools, colleges, and commu-novel. Great background for teachers, excerpts nity groups. Send purchase order orcheckcan be uscd with students. Adult for $15 each (except Overview $18.95)Yoder, C. (Ed.) (1992). Faces: Special payable to NECA (includes postage) to:Issue on Haiti. NH: Cobblestone. History, 11. NECA 1118 22nd Street, NW art and culture. Order from Faces, 7 School St, .41. Washington, DC 20037 Peterborough, NH 03458. Grades 4-7. A ublication of NECA and EPICA. Teaching About Haiti 46 4 7 Resources

Videos Lawyers Committee for Human Rights, 330 Seventh Ave, NY, NY 10001. (212) 629-6170. Publish rcports, such asPaper The prices listed include postage. Laws, Steel Bayonets: Breakdown of the Rule of Law in Haiti. Bitter Cane. Award winning documentary of Haitian history from Mouvman Peyizan Papay: Education and Development Fund 1804 through early 1980s. Cinema Guild, 1697 Broadway Suite (MPP-EDF), 25 West St 2nd Floor, Boston, MA 02111, (617) 506, New York, NY 10019, (800)723-5522. Rental: $125. Or check 542-1140. Coalition of exiled members of the Haitian grassroots major video stores. peasants' movement and Ncrth Americans providing direct support Black Dawn. Award -wi nning animated film (w/ study guide) tel Is for peasant projects ccetrolled by the grassroots movement in Haiti. the story of Haiti's revolutionary past through paintings of Haitian Publish newsletter and coordinate delegations. artists. In French, Creole or English. 20 min. $35.50. Schenkman National Coalition for Haitian Refugees, 275 7th Avenue, Books, 118 Main Street, Rochester, VT 05767, (802) 767-3702. NY, NY 10001. (212) 337-0005. Advocates for Haitian refugees Haiti: Killing the Dream. Powerful documentary on the history and for human rights in Haiti. Write for free subscription to the and current situation. Interviews with President Aristide, clergy, newsletter, Haitilnsight. cross section of Haitian people, military junta, U.S. State Depart- ment and more. Ideal for schools. 60 min. $25. Crowing Rooster National Labor Committee Education Fund in Support of Arts, PO Box 1944, Canal St Station, NY, NY 10013, (212) 431- Worker and Human Rights in Central America, 15 Union 7408. Square, New York, NY 10003, (212) 242-0700. Publish detailed reports on labor conditions in Haiti and US/Eniti trade. Haitian Pilgrimage. Traces journey of a Haitian-American Make recommendations for actions that union local's can take with family from Boston back to their roots in Haiti. Includes glimpses regards to US foreign policy in Central America and the Caribbean. of a Vodou ritual, interviews with President Aristide, and more. Critiques myths about Vodou. 27 min. $27.50. Same distributor as Pax Cluisti USA, 348 East 10th St., Erie, PA 16503. (814) Black Dawn above. 453-4955. Publish human rights reports. The Other Haiti. Documents the emergence of a national move- Quixote Center/Haiti Reborn, PO Box 5206, Hyattsville, MD ment of peasants. 560/private, $120/institutional use. Cin6 Scieil, 20782. (301)699-0042. Organ' ze campaigns regarding US policy. 648 Broadway #502, NY, NY 10012, (212) 505-1731. Publish a press kit with background and list of speakers. Voices for Haiti, PO Box 57438, Washington, DC 20036. Organizations (202) 338-8353. Campaigns for a just U.S. policy towards Haiti. Amnesty International, 322 8th Ave., New York, NY 10001. Coordinates local and national actions. Gcod source for ideas about current actions that you can organize in your community. (212) 807-8400. Publish human rights reports and organize letter writing campaigns. Washington Office on Haiti, 110 Maryland Ave. NE, Wash, Center for International Policy, 1755 Massachusetts Ave. DC. (202) 543-7095. Publish human rights reports and Urgent Action appeals. News clipping service also available. NW, Suite 312 Washington, DC 20036. (202) 232-3317. Clergy and Laity Concerned (CALC), 340 Mead Road, Sources for Books Decatur, GA 30030, (404) 377-1983. Ecumenical Program on Central America and the Caribbean Request free catalogues from the distributors listed below. (EPICA) 1470 Irving St., NW Washington, DC 20010. (202) Africa World Press, 15 Industry Court, Trenton, NJ 08638. 332-0292. Co-publishers of the Caribbean Connections classroom Tremendous collection of books on Africa and all the countries in series. Also published: Haiti: Cry for Justice (Fall 1993) 16pp the diaspora. $1.50; Beyond the Mountains, More Mountains: Haiti Faces the Haitians Publications, 224-08 Linden Blvd., Cambria Future, (Fall, 1994) 36pp, $3.50. Add $1 each for shipping. Bulk Heights, NY 11411, (718) 978-6323. Books on Haiti in Creole, discounts available. French and English. Textbooks in Creole. Fairness arxl Accuracy in Reporting (FAIR), 130 West 25th Heinemann, 361 Hanover St., Portsmouth, NH03801. (800) Street, NY, NY 10001, (212) 633-6700. Provide critical analy- sis of television and print news in monthly journal, Extra. Great 541-2086. Request catalogue on African and Caribbean literature. classroom resource. Monthly Review Press, 122 West 27th St. NY, NY 10001, Haitian Information Bureau, c/o Lynx Air, PO Box 407139, (212) 691-2555. Ft. Lauderdale FL 33340. An alternative news agency based in Teaching for Change, NECA, 1118 22nd St, NW, Washing- Port-au-Prince which publishes the biweekly Haiti Info. Covers the ton, DC 20037 (202) 429-0137. Catalogue of materials on news often ignored by the mainstream pressthe work of rural and teaching K-12 from a multicultural, anti-racist and critical perspec- grassioots organizations, human rights reports and analysis. Sub- tive. Includes other titles in the Caribbean Connections series. scriptions: Individuals: 530/mail or $20/E-mail; Organizations: S80/mail or S70/E-mail. Lambi Fund, PO Box 18955, Washington, DC 20036, (202) 833-3713. Promotes the social and economic empowerment of thc Haitian people by supporting projects for leadership development, literacy and community advocacy. All programs are conceived, planned and implemented by the Haitian people themselves. - Teaching About Haiti 47 Haitian Proverbs

Se le koulev mouri, ou konn longe Only when the serpent dies do you know its true length.

Bwa pi wo di li we, grenn pwenmennen di li we pase I. The high tree says he sees far, the walking (traveling) seed says he sees farther.

Yon sel dwet pa manje kalalou. A single finger can't eat okra

Bei anteman pa di paradi. A beautiful burial does not guarantee heaven.

Konstitisyon se papye, bayonet se fe. The constitution is made of paper, but the bayonet is made of steel.

ROch nan dlo pa konnen mize rbch nan soles/. Rocks in the water don't know the misery of rocks in the sun.

Sa je pa we ke pa tounen. What the eye doesn't see, doesn't move the heart

Kay koule tronpe soft, men li pa tronpe lapli. The house that leaks can fool the sun, but it can't fool the rain.

Deye mem gen mem. Behind the mountains, more mountains.

These are just a few of the Photo: 0 1992 Mev Puleo/ Impact hundreds of Haitian proverbs. 4 9