Y CONTENTS

Contents

INTRODUCTTON ...... 6 Objectives and Methods...... 6 How to Use These Materials...... 7 Acknowledgements ...... 8 I\,IAP OF THE CARIBBEAI.I 10-11 I\{AP E)(ERCISES L2.L3 CHRONOLOGY ...... r.4

Part One: TIIE FIRST CARIBBEAIY PEOPLES 1. THE ARAWAIGS A}ID THE CARIBS ..16.25 The ArawaLs of ...... 21 Olive Senior Areytos and Ball Games ....,...... 23 Ricardo E. Alegrfa Fishing for Haimara...... 25 David Campbell

Part Tbo: CONQTIEST AI.ID COLONIAL Rt LE 2. THE CONQUEST ...... 28-39 Columbus, the Indians, and Human Progress...... 35 Howard Zinn fuueybana the Brave ...... 38 Federico Ribes Tovar 3. BITTER SUGAR 40.51 The Slave Trade: A Triangle of Commerce ...... 45 Lennox Honychurch An African's Testimony...... , ....47 Olaudah Equiano La balada de los dos abuelos ...... 50 Ballad of My Two Grandfathers ...... 51 Nicolds Guill6n

Part Three: WINNING FR.EEDOM 4. AFRICAN RESISTAI.ICE TO SI"AVERY 54-65 Revolt: How the Slaves Protested...... 58 Lennox Honychurch Nanny of the Maroons...... 60 Lucille M. Mair

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The Haitian Revolution and Its Impact on the Americas ...... 62 Michel-Rolph Trouillot

5. EI\,IANCIPATION AND FREE VILI"AGE LIFE 66.75 It Wasn't Just the Doctoring We Have to Do for Ourself ...... 69 Samuel Smith, recorded by Keithlp B. Smith and Fernando C. Smith 6. FROM INDIA TO THE CARIBBEAI{ 76-85 The Experience of Indentureship in Trinidad...... 80 Bridget Brereton The Still Cry...... 82 Noor Kumar Mahabir 7. THE PROMISE OF EDUCATION ...... 86-93 The Scholarship ...... 89 Joseph Zabel

Part Four: BUILDING NEW NATIONS 8. AT{TILLEAI{ INDEPENDENCE MO\TEMENTS ....96-111 The Man Who Bought Babies ...... 101 Jay Nelson T\rck and Norma Coolen Vergara El Grito de Lares ...... 105 Peoples Press Puerto Rico Project La Borinquefla (The Song of Borfnquen) ...... 108 LoIa Rodriguez de Tio Jos6 Martf: The Early Years ..109 Philip S. Foner Guantanamera ...... 111 Jos6 MarLi 9. GUNBOAT DIPLON,IACY...... LL2.L29 The Importance of the Caribbean ...... 119 Captain A.T. Mahan The Divine Mission of America...... LzO Sen. A.J. Beveridge A Dangerous Neighbor ...... LzL La Democracfa General Miles's Proclamation ...... 122 Report of a Special Correspondent in Puerto Rico ...... L23 Charles M. Pepper The Americans in Haiti ...... L25 New York Times, Sept. 22, L92O Occupied Haiti ...... 126 Emily Greene Balch A Haitian View of the Occupation ...... 128 Letter from a Haitian Acquaintance to Emily G. Balch 10. THE CUBAN REVOLL]TION 1959.1962 ..130-148 On the Eve of Revolution...... 137 Medea Benjamin, Joseph Collins and Michael Scott

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Living the Revolution .....141 Mercedes Milldn Sara Rojas Genoveva Herndndez Diaz Leticia Manzanares Tengo .L45 I Have ...... 146 Nicolis Guill6n Dos poernos para mi ni.eta ...... L47 Two Poems for My Granddaughter .....L47 Digdora Alonso Vivo en .....148 I Live in Cuba ...... 148 Lourdes Casal 11. WEST INDIAN INDEPENDENCE...... L49.T7L Independence Day .....159 Eric Williams o "We were all Trinidadians ...... 160 Annette Palmer "Tlre solution would be a federation ... ' ...... 163 Keith Warner Conditions Critical...... L67 Lillian Allen Proclamation .168 Abdul Malik You Are Involved ...... 169 Martin Carter Cahier d'un retour au pays natal ...... 170 Notebook of a Return to My Native Land ...... 171 Aim6 C6saire

FURTHER READING ON CARIBBEA}I HISTORY ...T72 SOURCES OF CI"ASSROOM I\,IATERIALS ...I75 ABOI-1T THE PUBLISHERS .L77 oRDER FORM ...... 178

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Introduction

A RETIRED COUPLE FROM place where real people live porating material on the OHIO taps their meager and work. Political and cul- Caribbean into existing savings for a three-day cmise tural developments in the curricula. It is not a substi- to the Bahamas. Shirts sold region often go unreported in tute for developing a complete in a Dallas department store the U.S. media. When the curriculum on the Caribbean, carry labels saying "Made in Caribbean is discussed, racial a project which remains to be the Domini can Republic." and political stereotytrles often done. It is hoped that it will Grocery stores a mile from blur the images. help spark interest in teach- the White House stock hard- ing and lsarning about the As a result, many North dough bread, coconut tarts Caribbean, which lead Americans have missed the will to and ginger beer for the com- the development of more opportunity to know the munity of 30,000 Jamaicans comprehensive teaching proud history and rich crrl- living in and around Wash- resources. tural traditions of this neigh- ington, DC. boring region. Caribbean Y Objectives and Methods The Caribbean, along with people have overcome many Mexico, is the Third World obstacles and realized out- Four aims guided the editors region closest to the United standing achievements in in their selection and presen- States. Its history is inter- political, economic and cul- tation of materials: twined ours in a life. The mingling with multi- tural of . To show Caribbean history tude of ways. Thousands diverse peoples has produced of and contemporarJr realities North Americans visit the vibrant cultures, which have through the eyes of ordinary year islands each as tourists, enriched U.S. and Canadian people, both real and fic- and persons of Caribbean societies through the migra- tional. Oral histories, inter- make people origin up one of the tion of Caribbean views and other first-person largest immigrant groups north. in testimonies provide a people- the United States and Until recently, most second- centered view of Caribbean Canada. Extensive aid, trade ary school curricula in the tife. An example is the auto- and investment link the U.S. United States included little biographical narrative in Unit to the Caribbean economi- information on the Caribbean. 5, in which an Antiguan man cally. And the United States Textbooks often mention the recounts his family's experi- has intervened repeatedly in region in passing during ence building a "free village" the region to influence politi- discussion of Latin America. after the end of slavery. cal change. There are few secondary-level . To promote critical think- Despite these close links, resources widely available in ing ratJrer than simply the most know North Americans the U.S. which are up-to-date, memorization of information. little about Caribbean societ- historically and culturally AII writing contains a point of ies. The region is often de- view accurate, and which view, which may be stated or picted as a play- realities vacation Caribbean through implied. If students examine ground-a paradise of 'sun, Caribbean eyes. values and unstated assump- sea and sand" for the enjoy- This book was prepared to tions in whatever they read, ment of tourists, but not a enable schools to begin incor-

EPICA/NECA V Page 6 V INTRODUCTION rhey become active partici- Rico, Jamaica, Haiti, and handouts. Tobago. The last pants in their own learning. Trinidad & Each teacher guide suggests \A'here book in sequence focuses a topic may be contro- the resources related to the unit, on migration and Caribbean versial-for example in Unit and an appendix suggests gunboat communities in North 9. on diplomacy-we sources for further study. irave aimed for a diversity of America. Although varied in difficulty, are asked to news. Students The present volume provides these tend to be at a higher weigh the evidence, and a foundation for the series. reading level than the texts re- perhaps to do further Beginning with the indig- included in this book. They search, before drawing their enous peoples of the Carib- \Mill be particularly appropri- own conclusions. bean, it spans the 450 years ate for assigning special o To stimulate students' from colonization to the mid- research projects to indi- rnterest by creatively combin- twentieth century, when most vidual students or small rng different types of materi- Caribbean territories gained groups. Addresses for publish- als, such as short stories, their independence. Recent ers and distributors are novel excerpts, non-fiction developments of the 1970s, included in an appendix. 1980s and L990s are dealt essays, interviews, newspaper It is important to note that poetry and with in the country profrles, articles, songs, the Caribbean Connections drama. 10 on the Cuban and so are merely touched on Unit series is not a curriculum, revolution, for instance, here. Instructors may wish to that is, a self-contained rncludes a non-frction essay, begrn with this regional program of shrdy. It does not au tobiographic al narratives history, then proceed to one attempt to provide a complete b1' and poetry or more of the country-specific Cuban women, introduction to the Caribbean b1' poets. books. Cuban or to individual Caribbean . To ensure the authenticity The content is aimed princi- countries. It presents, in- a-nd relevance of the material. pally at grades nine through stead, materials which can We sought suggestions from twelve, but may be adapted supplement curricula in areas C aribbean individuals and for use at higher and lower such as Social Studies, En- organizations in the Carib- levels. The readings, discus- glish, Third World literature bean, the U.S. and Canada, sion questions and suggested African-American or Latin a-nd relied on an advisory activities are intentionally American history, Spanish, council of scholars for ongoing varied in their level of diffi- Multicultural Studies or review. There are hundreds of culty. TTre instructor is en- Global Education. If an C aribbean civic organi zations, couraged to select those parts instructor wants to devote a and many academics and for which the content and full unit of study to the Carib- teachers of Caribbean origin, level are compatible with bean or to a certain country, in North America; they can curricula in use. we recommend that s/he use serve as a primary resource the books in conjunction with Each unit in this book in- for developing programs of other materials. cludes a teacher guide, an study on the region. introduction providing back- The secondary social studies ground information, attd one curriculum of most school V How to Use or more readi.gs. The teacher districts does not devote These Materials guides include objectives, significant time directly to the This book is tJre first of six in discussion questions and Caribbean. However, this the Caribbean Connections suggested activities. The should not discourage teach- series. Books hnro through five introductions and the read- ers from usi.g these materi- are country profiles of Rrerto ings are intended as student als. There are many opportu-

EPICVNECA V Page 7 Y INTRODUCTION nities to address the region tors and students who have Heart, for their excellent within the scope and se- used the materials. We want work on production. Melanie quence of traditional social to know how the materials Guste, RSCJ, created the studies and language arts are beirg used, which parts design which brought the curricula. have proved most effective in materials alive. Ruth Belcher the classroom and which need and Susan Huffman gener- The major ways of integrating improvement. Contact: Carib- ously volunteered assistance the Caribbean are through bean Connections, P.O. Box with research, and the study of (a) United States tlping 4:1509, Washington, DC proofrearli n g. history, (b) social shrdies Sally Harriston, 2001.0 (202) 429-0L37. a teacher at Wilson High themes, (c) cunent events, School in Washington, DC, and (d) language arts. Many helped administer the project. of the lessons could be intro- Y Aeknowledgements duced as students are study- The D.C. Commuoity Hu- ing the history of the United Developing this resource manities Council, an affiliate States or the Western Hemi- involved many people, and of the National Endowment sphere. For example, the was largely a labor of love. for the Humanities, provided readings in Units 3 and 4 on We are grateful to the Council the initial grant for the slavery and resistance carr of Caribbean Organizations of Caribbean Connections series. provide useful comparisons to the Greater Baltimore and Other support came from the that era of U.S. history. Unit Washington Metropolitan CarEth Foundation, the Anita 9, Gunboat Diplomacy, ad- Areas for their assistance L. Mishler Education F\rnd, dresses a pivotal period in throughout the project. For and the Women's Division, U.S. foreigu relations and meticulous reviews of the Board of Global Ministries, Latin American history. Unit material, w€ thank Ana United Methodist Church. L, The Arawaks and the Vdsquez, coordinator of the The views erpressed in this Caribs, could be integrated Center for Excellence in book are those of the indi- into study of Native American Languages at Bell vidual authors and do not history. Multicultural High School in necessarily reflect the views of the funding agencies. The Caribbean can illustrate Washington, DC, and Jeffrey many required social studies Benson, director of New THE PUBLISHERS would themes and issues. For ex- Perspectives School in Iike to thank the following for ample, the readings on the Brookline, Massachusetts. their permission to use copy- Cuban revolution can be used Professor Keith Warner of righted material: devel- George Mason University, in studies of economic Heinemann Publishers (Car- opment. The book also lends Professor Constance Sutton of ibbean) and the Gleaner itself to cross-disciplinary New , George Company of Jamaica for "The studies, such as social studies Jacobs of the Universrf of Arawaks," from A-Z of Jamai- and art, or English and Hawaii, and William Bigelow can Heritage, by Olive Senior, Spanish. Units 3, 8 and 10 of the Portland Public Schools 1983; the author for "Are5rtos include poems in the original advised on portions of the and Ball Games,o from His- Spanish, along with English manuscript. Erland tory of the Indians of Pucrto translations. Zygmuntowicz assisted in developing the lesson plans. Rico, by Ricardo E. Alegrfa, The present series of books is Colecci6n de Estudios a first edition and will be We wish to thanL the Center Puertorriquefio s, L97 4; Devel- revised based on feedback for Educational Design and opment Education Centre for received. The editors would be Communication, a project of "Fishing for Haimara,' from pleased to hear from instruc- the Religious of the Sacred Through'$raw ak Eyes, by

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David Campbell, Develop- The Early Years,' from Insid.e and Struggle ment Education Centre, the Monster: Writings on the p.zA The Nation (Barbados) , L975; Harper & Row United States and American p.25 Development Education Publishers for "Columbus, the Imperialism by Josd Martt, Centre, Toronto p.32 Pons from Indians and Human edited by Philip S. Foner, Mela de Alegria, Ricardo E. Alegria, History of the Progress,' from A People's 1975; the authors and the Indians of Puerto Rico for Food Devel- History of the United States, Institute and p.36 Theodor de Bry, from by Howard Zinn, 1980; Tho- opment Policy for "On the Eve Bartolom6 de las Casas, Very mas Nelson and Sons Ltd. for of Revolution," from No Free Bricf Account of the Destruction "The Slave Trade: A Triangle Lunch: Food and Reuolution of tlu Indies, 1552 of Commerce' and "Revolt: in Cuba Today, by Medea p.43 W. Clarke, from Ten Views How the Slaves Protested," Benjamin, Joseph Collins and of Antigun, 1823 from The Caribbean People, Michael Scott, 1986; Ruth M. p.AS Institute of Curn'ent World by Lennox Honychurch, 1980; Lewis and Susan M. Rigdon Affairs the author for "Nanny of the for the interviews with p.47 Belize Government Infor- Maroons,' from Rebel Wornan Mercedes Mil}in, Sara Rojas, mation Service p.57 From Carey Robinson, Thp in the British West Indics Genoveva Hern6ndez Diaz Fighting Maroons of Jamaica During Slauery, by Lucille M. and Leticia Manzanares, from p.59 Carifesta Jamaica Neighbors: the Reuolu- Mair, Institute of Jamaica, Liuing p.6l Vernal Reuben, from 1975 the author for The tion: An Oral History of Jamaica Journal Haitian Revolution and Its Contemporary Cuba, by Oscar p.71 From The Art of Rini Impact on the Americas," by Lewis, Ruth M. Le$ris and Ternpleton Michel-Rolph Trouillot, Susan M. Rigdon, universrty p.72 Michelle Gibbs unpublished paper, 1990; the of Illinois Press, 1978; the p.74 Headley dAcres, from authors for "It Wasn't Just author and Sister Vision Jamaica Journal the Doctoring We Have to Do Press for "Conditions Criti- p.84 Danuta Radzik, courtesy of for Ourself," from To Shoot cal,n by Lillian Allen, from Red Thread'Women's Develop Hard Labour: The Life and Creation Fire: A CAFne ment Project, Guyana p.89 Catherine Sunshine Tim,es of SarrurcI Srnith, an Anthology of Caribbean p.103 Taller de Comunicaci6n Antiguan Workingrnan I 87 7 - Wornen's Poetry, edited by Grilfica/Los Mufrequitos 7982, by B. Smith Ramabai Espinet, 1990. Keithlp p.105-106 Centro Social Juan and Fernando C. Smith, Every effort has been made to )OilII/PRISA Edan's Publishers, 1986; the locate copyright holders, but p. 1 17 National Archives author for *Ihe Experience of in a few cases this has not p.I29 National Archives Indentureship in Trinidad," proved possible. The editors pp.134 and 139 Mario Garcia by Bridget Brereton, from Joya, courtesy of Center for would be glad to hear from Calcutta to Caroni: The East Cuban Studies anyone who has been inad- Indians of Trinidad, edited by p.IM Courtesy of Areito vertently overlooked in order John La Guerre, Extramural p. 153 Inter-American Develop- to make necessary changes at Studies Unit, University of ment Bank the first opportuoity. the West Indies, Trinidad, p. 155 Inter-American Develop- ment Bank 197 4; C alaloux Publications V Graphics Credits p.158 Small Projects Assistance for "The StiU Cry," fuom The Team, Dominica Personal Accounts Still Cry: Cover design by Betty p. 160 Inter-Anerican Develop- of East Indians in Tlinidad & Shear:man, RSCJ, and Melanie ment Bank Tob ago During Indentureship Guste, RSCJ p. 165 Inter-American Develop- (1%5-rc17) by Noor Kumar pp.10-11 EPICA ment Bank Mahabir, 1987; Monthly p.19 From Tlw Art of Rini p.169 FYom The Art of Rini Review Press for "Jos6 Martf: Templeton: Where There Is Life Ternpleton

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