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INTRODUCTTON Objectives and Methods 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 Jamaica........ ...............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 EPICA/NECA Y Page 3 V CONTENTS 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 EPICA/NECA V Page 4 V CONTENTS 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 Cuba .....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 EPICA/NECA V Page 5 V INTRODUCTION 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.
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