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Clear De Road: a Manual for Teachers to Accompany a Virgin Islands History Textbook of the Same Name on Virgin Islands History for Fourth Grade

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Clear De Road: a Manual for Teachers to Accompany a Virgin Islands History Textbook of the Same Name on Virgin Islands History for Fourth Grade DOCUMENT RESUME ED 266 054 SO 016 876 AUTHOR Sage, Jewel Ross TITLE Clear de Road: A Manual for Teachers to Accompany a Virgin Islands History Textbook of the Same Name on Virgin Islands History for Fourth Grade. INSTITUTION Virgin Islands Bureau of Libraries, Museums and Archaeological Services, St. Thomas.; Virgin Islands Government Dept. of Education, Charlotte Amalie. SPONS AGENCY Office of Elementary and Secondary Education (ED), Washington, DC. Ethnic Heritage Studies Program. PUB DATE 83 NOTE 136p.; For student text, see SO 016 877. PUB TYPE Guides - Classroom Use Guides (For Teachers) (052) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTCRS African History; European History; Grade 4; *History Instruction; *History Textbooks; Intermediate Grades; Slavery; Social History; *Social Studies IDENTIFIERS Freedom; *Virgin Islands ABSTRACT This teacher's manual accompanies a supplementary fourth grade Virgin Islands history textbook, depicting the struggle of West African ancestors from slavery to emancipation and beyond The title of the text is the name of a freedom song used by Danish West Indian slaves in the fight for emancipation. Written from an Afro-West Indian perspective, 13 chapters focus on the early Virgin Islanders; Christopher Columbus' visit; economic reasons motivating Europeans to settle in the islands of the Caribbean; Denmark and the West African slave trade; Africa before the Europeans; the West African slave in the Danish West Indies; early struggles for freedom; the road to freedom; the Proclamation of 1847; after emancipation; the new struggle; readiness for change; and the St. Croix Labor Rebellion of 1878. Each chapter of the teacher's manual contains six main components: (1) an introduction focusing on controversial issues in history,(2) preparing the lesson, (3) teaching the lesson, (4) student exercises, (5) answer keys, and (6) references for additional readings. Appendices include suggested readings for student and teacher and related audiovisual material. (LH) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** DEPANTRIENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EOUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 14.) This document has been reproduced as received from the person or organization originating n O Minor changes have been made to Improve reproduction quality Points of view or opinions stated in this docu- ment do not necessarily represent official NIE position or policy. "PERMISSION TO REPRODUCE THIS MMpTERIAL HAS BEEN GRANTED BY i1 TO THE EDUCATIONAL RESOURCES INFORMATICN CENTER (ERIC)" CLEAR DE ROAD PREPARED BY JEWEL ROSSSAG,: FOR THE ETHNICHERITAGE STUDIES PROJECTOF THE BUREAUOF LIBRARIF,S, rbSEUv; & ARCHAEOLOGICALSERVICES DEPARTMENTOF CONSERVANON & CULTURAL AFFAIRS U1S. VIRGIN ISLANDS A MANUAL FOR TEACHERS O TO ACCOMPANY A VIRGIN ISLAND'S HISTORY TEXTBOOK OF THE SAME NAME ON VIRGIN ISLANDS HISTORY FOR FOURTH GRADE ERRATA TEACHER'S MANUAL for CLEAR DE ROAD ChapterPage Para I - 1. 1 Change Bull to Hull (Hull Bay) 2 - 3rd sentence - Capitalize T in this (This Chapter). 5. 1 Strike e from Caribe. (Carib) 2 - Add an s to Island (Virgin Islands). ,, ,, ,, 6. 1- " last par.- Add words after (italicized). (Vocabulary words) 7.Item E (1) - Strike the d from and. (an) 8.Item B (c) Strike the e from Caribe. (Carib) lO.Item A-6) Change bear to beer. II - 11. 1 Add an n to America. (Central American) 13. 1- Strike the s from mouths. (mouth) 18. VI - References: Change the y to u in Alkeby-lan (Alkebu-lan). III - 19. 2 - 2nd sentence baldly instead of badly. VI - 38. 1st line - change form to from. Item E 4) Change Western to Weston. 39.Last para. - Change sentences below to sentences on the following page. 40.Item M) - Change form to from. 41.Item E 2) Insert the word add between find and about. (find out about) 44.Item 6) - Insert the word the between from and Asante. (from the Asante) VI -45. par.1, 2nd line -Strike the n from African. (Africa) 51. Item 10) - Strike one t from terquart. (terguer) 52. Item E 4) Capitalize the Iin islands. (Islands) VII - 62. In crossword puzzle clues - add the following: (Across) A rising up against government or an established order. A physical force used to injure, damage or destroy. (Down) To make familiar by custom or habit. A sign given to communicate a certain action or response. 3 f Chapter Page VIII 65. Last par.- Capitalize the iin island. (Island) 71.V-A-3 ofAnswer Key - Change Indies to India.(West India tt 4 " II I, 11 IX 79.IV-A-3)ofThings to Talk About - Change thing to think. 81.V-B-a) -Strike the lE from effectively. (effective) X- 83. last sentence- insert an a between in andsluiceway. (in a sluiceway) 85.par. 3 -Change 1,500 cwt. to 1,600 cwt. par. 5 last sentence - after the word bagasse, insert which was caught. 93 par. 2 -1st sentence - insert not between did and come. (did not come) 99.V-A-3) -Add an s after the apostrophe following Croix. (Croix's) XII- 113.Item 15)Paradie instead of Paradies. Item 43)Mon Bijou instead of Mon Bijoy. 114.Item c) Gazette instead of Gzettel. 117.Par. 2 -Change Rose to Rowe. Strike the n from mulatton. (mulatto) 121.First wordat top of page change ress to press. 4 ..x Page i ACKNOWLEDGEMENTS To the many people who helped in many ways to bring this project to frui- tion, collectively I thank you. Thanks to your expertise and generosity, I was able to complete this Teacher's Manual for Clear de Road. I wish to acknowledge with gratitude the cooperation and assistance of the following persons: Mr. Roger Hill - Writer/Historian of Clear de Road; Dr. William F. Thomas - Director, Cultural Education Division; Mr. Gerard Emanuel - Specialist, Cultural Education Division; Ms. Karen Thurland - specialist, Cultural Education Division; Ms. Beulah Lang - Typist, Cultural Education Division; Ms. Velsina George - Typist, Planning, Research andEvaluation Div.; Ms. Marion Rogers - Language Arts Specialist, Basic Skills Program. A big thank-you to Ms. Betsy Rezende, Specialist, Cultural Education Division, for compiling and organizing the Glossary. Special thanks to Ms. Sheryl Soto, teacher at Evelyn Williams School, who offered support and sug- gested activities for the Manual. I am most grateful for the assistance of Dr. Helen Laurence, Editor of Clear de Road, the Editorial Board, the Advisory Council, Project Coordinator Ada B. Anderson and Co-coordinator Jane M. Kelley, and the staff of the Ethnic Heritage Textbook Project, who made the completion of this manual possible. Most of all, I wish to give a very special thank-you to Mrs. Octavia 0. Ross, my mother; an educator and friend who was my first teacher. It was she who gave me a sense of culture and tradition every day of my life by being the pillar of strength in our warm, loving family. She was the one who instilled in us a sense of identity and pride in our Virgin Islands culture. Copyright © 1983 Funded by a grant from the U.S Department of Education. Ethnic Heritage Studies Program 5 Page ii INTRODUCTION This Teacher's Manual accompanies Clear de Road, a suppizz.Intary fourth grade Virgin Islands history textbook. Clear de Road depicts thc. struggle of our West African ancestors from slavery to emancipation and beyond. The title of the text is the name of a freedom song used by Danish West Indian slaves in tbe fight for emancipation. Before writing this manual,two pedagogical decisions were made. The first concerned the historical perspective to be employed Since the majority cf students in Virgin Islands elementary schools are of West African ancestry, it was firmly established from the start that the text would be written from an Afro-West Indlan perspective. In other histories of the Virgin Islands, the perspective has typically been European. These works provided background information on the political, social, economic and cultural environment in Europe before and during the time of colonial expansion. This information can help students understard how and why the situation in Europe dictated the course of European expansion and colonialism in the Virgin Islands and the Caribbean. On the other hand, in Clear de Road, based on our decision to emphasize an African perspective, information is included about conditions in Africa before Europeans arrived. This information will allow the students to under- stand history from their ancectors' viewpoint, and will provide them with a foundation for understanding the present situation in the Virgin Islands. This information will also foster an image of their West African ancestors at a time in their history when they were in control of their own societies and governments. The second pedagogical decision concerned the format of the manual it- self. Children need a variety of learning experiences. The variety of sug- gested questions and activities in this teacher's manual were designed to form a program for guided reading based on the assumption that even able readers need to be motivated to begin reading. Each chapter of the Teacher's Manual follows an outline format: I. INTRODUCTION II. PREPARING THE LESSON A. MAIN IDEA B. OBJECTIVES C. CHAPTER SUMMARY D. SUPPLEMENTARY INFORMATION E. MATERIALS Page iii III. TEACHING THE LESSON A. MOTIVATIONAL ACTIVITY B. VOCABULARY ACTIVITY C. 11A2 ACTIVITY D. READING THE CHAPTER E. ENRICHMENT ACTIVITY IV. STUDENT EXERCISES A. THINGS TO TALK ABOUT B. SOMETHING TO DO 1) Things to Remember 2) Do You Know? 3) For You to Find Out V. ANSWER KEY VI. REFERENCES The six main components of this outline are briefly described below. I. The first main section is the INTRODUCTION. The INTRODUCTION focuses on a controversial issue in Virgin Islands history which might beexplored in connection with the chapter in question. Teachers may want to incor porate these issues into the classroom study of the chapter.
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