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Caribbean Connections: Overview of Regional History

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Caribbean Connections: Overview of Regional History DOCUMENT RESUME ED 404 256 SO .026 596 AUTHOR Sunshine, Catherine A., Ed.; Menkart, Deborah, Ed. TITLE Caribbean Connections: Overview of Regional History. Classroom Resources for Secondary Schools. INSTITUTION Ecumenical Program on Central America and the Caribbean, Washington, DC. SPONS AGENCY Network of Educators on the Americas, Washington, DC. REPORT NO ISBN-1-878554-06-9 PUB DATE 91 NOTE 1791). AVAILABLE FROM Network of Educators on the Americas, P.O. Box 73038, Washington, DC 20056-3038; Ecumenical Program on Central America and the Caribbean, 1470 Irving Street, N.W., Washington, DC 20010. PUB TYPE . Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Area Studies; *Critical Thinking; Ethnic Groups; Foreign Countries; *Global Education; *Interdisciplinary Approach; Interviews; *Latin American History; Latin American Literature; *Latin Americans; Local History; Migration; *Multicultural Education; Oral History; Secondary Education; Social Studies IDENTIFIERS *Caribbean ABSTRACT This book was prepared to enable schools to incorporate material on the Caribbean into existing curricula. Four aims guided the editors in their selection and presentation of materials: (1)to show Caribbean history and contemporary realities through the eyes of ordinary people, both real and fictional;(2) to promote critical thinking rather than simply the memorization of information; (3) to stimulate students' interest by creatively combining different types of learning materials; and (4) to ensure the authenticity and relevance of the material. The book spans the 450 years from colonization of the Caribbean to the mid-twentieth century when most Caribbean territories gained their independence. Each unit includes a teacher guide, an introduction providing background information, and one or more readings. The book is divided into four parts with several readings in each section. Parts include: (1) "The First Caribbean Peoples";(2) "Conquest and Colonial Rule"; (3) "Winning Freedom"; and (4) "Building New Nations." Contains references, a list of sources of classroom materials, and an order form. (EH) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Cry Uassroom Resources .gor Secondary Schools a O 'cP Overview of REGIONAL HISTORY PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY (*el()1Szl1;)-1 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Ecumenical Program on Central America and the Caribbean Network of Educators on Central America BEST COPY AVAILABLE Caribbean Connections Classroom Resources for Secondary Schools Overview of Regional History EDITED BY Catherine A. Sunshine and Deborah Menkart Ecumenical Program on Central America and the Caribbean (EPICA) 1470 Irving Street, N.W. Washington, DC 20010 (202) 332-0292 Network of Educatorson the Americas (NECA) P.O. Box 73038 Washington, DC 20056-3038 Introductions and lesson plans (c.) ii oy the Ecumenical Program on Central America and the Caribbean (EPICA) and the Network of Educators On Central America (NECA) Readings separately copyrighted (see acknowledgements). Book design by Melanie Guste, RSCJ, The Center for Educational Design and Communication All rights reserved. No part of this' book may be reproduced, stored in a retrieval system, or transmitted without prior permission of the publishers, except by instructors for the specific purpose of classroom use. Library of Congress Catalog Number: 91-62719 ISBN 1-878554-06-9 Printed in the United States of America 4 EPICA/NECA Page 2 P.O. Box 43509 Washington D.C. 20010 V CONTENTS Contents INTRODUCTION 6 Objectives and Methods 6 How to Use These Materials 7 Acknowledgements 8 MAP OF THE CARIBBEAN 10-11 MAP EXERCISES 12-13 CHRONOLOGY 14 Part One: TILE FIRST CARIBBEAN PEOPLES 1. THE ARAWAKS AND THE CARIBS 16-25 The Arawaks of Jamaica 21 Olive Senior Areytos and Ball Games 23 Ricardo E. Alegria Fishing for Haimara 25 David Campbell Part Two: CONQUEST AND COLONIAL RULE 2. THE CONQUEST 28-39 Columbus, the Indians, and Human Progress 35 Howard Zinn Agueybana 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 Nicolas Guil len Part Three: WINNING FREEDOM 4. AFRICAN RESISTANCE TO SLAVERY 54-65 Revolt: How the Slaves Protested 58 Lennox Honychurch Nanny of the Maroons 60 Lucille M. Mair P.O. Box 43509 Washington D.C. 20010 EP1CA/NECA Page 3 V CONTENTS The Haitian Revolution and Its Impact on the Americas 62 Michel-Rolph Trouillot 5. EMANCIPATION AND FREE VILLAGE LIFE 66-75 It Wasn't Just the Doctoring We Have to Do for Ourself 69 Samuel Smith, recorded by Keithlyn B. Smith and Fernando C. Smith 6. FROM INDIA TO THE CARIBBEAN 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 Zobel Part Four: BUILDING NEW NATIONS 8. ANTILLEAN INDEPENDENCE MOVEMENTS 96-111 The Man Who Bought Babies 101 Jay Nelson Tuck and Norma Coo len Vergara El Grito de Lares 105 Peoples Press Puerto Rico Project La Borinquefia (The Song of Borinquen) 108 Lola Rodriguez de Tio Jose Marti: The Early Years 109 Philip S. Foner Guantanamera 111 Jose Marti 9. GUNBOAT DIPLOMACY 112-129 The Importance of the Caribbean 119 Captain A.T. Mahan The Divine Mission of America 120 Sen. A.J. Beveridge A Dangerous Neighbor 121 La Democracia General Miles's Proclamation 122 Report of a Special Correspondent in Puerto Rico 123 Charles M. Pepper The Americans in Haiti 125 New York Times, Sept. 22, 1920 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 REVOLUTION 1959-1962 130-148 On the Eve of Revolution 137 Medea Benjamin, Joseph Collins and Michael Scott EPICA/NECA Page 4 P.O. Box 43509 Washington D.C. 20010 V CONTENTS Living the Revolution 141 Mercedes Milan Sara Rojas Genoveva Hernandez Diaz Leticia Manzanares Tengo 145 I Have 146 Nicolas Guillen Dos poemas para mi nieta 147 Two Poems for My Granddaughter 147 Digdora Alonso Vivo en Cuba 148 I Live in Cuba 148 Lourdes Casal 11. WEST INDIAN INDEPENDENCE 149-171 Independence Day 159 Eric Williams "We were all Trinidadians " 160 Annette Palmer "The solution would be a federation " 163 Keith Warner Conditions Critical 167 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 Aime Cesaire FURTHER READING ON CARIBBEAN HISTORY 172 SOURCES OF CLASSROOM MATERIALS 175 ABOUT THE PUBLISHERS 177 ORDER FORM 178 P.O. Box 43509 Washington D.C. 20010 7 EPICIVNECA Page 5 V INTRODUCTION Introduction A RETIRED COUPLE FROMplace 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 cruisetural 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, raciala project which remains to be the Dominican Republic." and political stereotypes oftendone. It is hoped that it will Grocery stores a mile from blur the images. help spark interest in teach- the White House stock hard- As a result, many North ing and learning about the dough bread, coconut tarts Americans have missed the Caribbean, which will lead to and ginger beer for the com- opportunity to know the the development of more munity of 30,000 Jamaicans comprehensive teaching living in and around Wash- proud history and rich cul- tural traditions of this neigh- resources. ington, DC. boring region. Caribbean The Caribbean, along with people have overcome many V Objectives and Methods 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 with ours in a multi- tural life. The mingling of To show Caribbean history tude of ways. Thousands of diverse peoples has produced and contemporary realities North Americans visit the vibrant cultures, which have through the eyes of ordinary islands each year as tourists, enriched U.S. and Canadian people, both real and fic- and persons of Caribbean societies through the migra- tional. Oral histories, inter- origin make up one of the tion of Caribbean people views and other first-person largest immigrant groups in north. testimonies provide a people- the United States and centered view of Caribbean Canada. Extensive aid, trade Until recently, most second- ary school curricula in the life. 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 rather than simply the most North Americans know the U.S.
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