Having thus been presented with a backdrop, my students will then be ready for more in depth exploration of each country. In cooperative groups, they will be asked to research more specific information about each island. Encyclopedia Britannica Online is a wonderful, kid-friendly resource that would be perfect for this student activity; here students will search for answers to teacher directed questions regarding the climate, topography, population, currency, and language of each country.
And, since these islands are in the middle of the Caribbean Ocean, a natural extension of this activity is a lesson in latitude and longitude. Because of Houston's geographic location, our city is vulnerable to hurricanes. Storms that reach the Gulf of Mexico are often generated in the warm waters of the Caribbean and the Atlantic. I would like my students to make this connection between the islands and their city; www.
Jean-Jacques Dessalines
There are black line masters provided that contain printable maps for students to practice plotting latitude and longitude of specific locations. The three islands are relatively close to one another, and having students plot their geographic locations will give them a better sense of global interdependence and interconnectedness. Just as storms that form in the Caribbean impact our weather patterns, our environment and economics influence the islands. Not only will this activity give my students a better understanding of the Caribbean, but it will also give them a different immigrant journey perspective.
As part of North America, Mexico is accessible by land. My Houston students easily travel to Mexico for long weekends or special holidays. These Caribbean islands require a journey by or over water, and migrants from these places face different hazards than those who arrive by land. Those natives strong enough to withstand exposure to diseases for which they had no natural immunity, worked in the mines gold and silver or in the fields for cash crops tobacco and sugar.
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This suggestion prompted the beginning of an African slave trade to the islands. Consequently, a mixed race and a new people were born from this "fusion" Flor Ada, 5. All of these influences contributed and converged to become the island people of the Caribbean, now known by the general term of "Latino.
Puerto Rico remains a U.
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S, established a constitutional government under an elected official in Cuba has been under Communist rule since Fidel Castro became dictator in Unlike the other two islands we will study, Cuba's immigration to the U. Small numbers of Cubans followed in the early 20th century, but the revolution brought more than , refugees to Miami in the two decades from S sympathized with victims of the Cold War, government assistance programs, provided for by The Cuban Adjustment Act, gave Cuban refugees a leg up, so to speak, in establishing themselves in Miami only 90 miles off the coast of Cuba.
It also gave them a higher standard of living well beyond the immigrant groups who came before them. Not as warmly welcomed were the Marielitos, who were a far cry from the island's elite who preceded them, and a new fear and resentment marked the American attitude toward Cuban immigrants during the Reagan years. By , when the balsero makeshift boat people headed toward Florida, President Clinton denied special treatment to these refugees.
Any Cuban stopped by the U. Coast Guard before reaching U. Any Cuban who made it to U. In the context of great economic and political hardship in Cuba during the 's, thousands of rafters subsequently risked their lives in the hopes of making landfall in the U. According to the U. S Census Bureau, over 1. Between and , more than , people legally immigrated to the U. Dominican Republic immigration began as a refugee flight in the mid 's, following an uprising in April that began as an effort to restore power to the country's first democratically elected president, Juan Bosch.
This allowed Joaquin Balaguer to win power during the election of But the violence continued, now against the Bosch supporters. Most settled in New York City, where according to U. Census Bureau statistics, an estimated 1. Puerto Ricans, unlike Cubans and Dominicans, are not immigrants.
Because Puerto Rico remains a U. Residents of the island began moving to the mainland in considerable numbers during the s, but far more arrived from the s on. Unlike Cuba and the Dominican Republic, inexpensive airfare encouraged massive Puerto Rican migration. With the promise of more economic opportunity on the mainland, the migrants came.
The New York community spread to surrounding suburbs of the nearby states of Connecticut, Pennsylvania and New Jersey. Spanish- language folktales often include stock phrases that signal the beginning and end of a tale. This allows the listener to prepare to enter or leave behind the world of story. In that tradition, I have included them in this segment of the unit.
Juan Bobo is a well known folk hero on the island of Puerto Rico. In English his name means Foolish John and he is the silly fellow who just can't seem to get things right. Literal minded, he is a simple soul with a good heart. Despite his limitations, difficult tasks generally turn out just fine, and in some cases he manages to solve his problems in a manner that can best be described as downright clever.
The reader is often left wondering if Juan Bobo is really as foolish as he seems, or if it is just a case of God taking care of simple folk such as he. While his blunders are often outrageously funny, he is the personification of the expression, "ignorance is bliss". He is never aware of how silly his actions are, and so his character remains buoyantly optimistic and cheerful. So popular a character is he that there are many Juan Bobo stories from which to choose.
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Some of the more well known selections are: As I read Juan Bobo in preparation for this unit, I was struck by how similar he is to the Amelia Bedelia character that all native English speakers come to love as they advance from beginning readers to easy chapter books. Parents of primary school children know that when their children are given an Amelia Bedelia book, they have reached a reading rite of passage. No longer constrained by phonetically based, no plot, word-calling primers, readers of the Amelia Bedelia series enjoy a more sophisticated text coupled with highly entertaining content.
To be sure, the parent rejoices because the child is truly reading! Because I intend to focus this section on beginning readers of English, these two books, introduced as paired readings, seem an obvious choice for this segment of the unit. In this story, silly Juan Bobo tries hard to earn a living, but he misinterprets the simplest directions. He ties up legs tied together the cow for milking, shells the beans discarding the beans and keeping the shells , and attempts to tote milk in a straw sack. His mother explains that he must use a proper container, and if it proves to be too heavy he must carry it on his head.
But when Juan Bobo tries to carry a huge hunk of cheese on his head, it melts all over him by the time he reaches home. His mother, exasperated, tells him to take string to the butcher and tie up the meat before he sets off for home. Juan Bobo remembers his mistakes and does exactly as his mother has told him. The ham he has been given is heavy; he cannot put it on his head and fears putting it in his sack. He ties it up and drags it behind him, "feeding" all of the stray animals in the process.
There is very little meat on the hambone when he reaches his mother's house and they must eat frijoles again! But Juan Bobo's silly ways work a magic all of their own; he has made a little sick girl laugh! As she watches his hijinks from her bedroom window, her doting father takes note. Juan Bobo and his mother enjoy fresh ham every Sunday after that- a gift of gratitude from the little girl's father. After students have read this story, I will remind them of the Amelia Bedelia series that all bilingual children in our school read in the first grade.
Students will already be familiar with these stories, but their experiences will have been limited to the Spanish translations. We will then read one Amelia Bedelia selection in English entitled Good Work, Amelia Bedelia by Peggy Parish In this story, Amelia Bedelia makes sponge cakes out of sponges, pots flowers in kitchen cookware, sews fabric patches on holes in the screen and serves feed as a "chicken dinner.
All is forgiven and Amelia Bedelia is none the worse for her mistakes. In a character analysis lesson, we will note the similarities in both characters, and we will discuss how and why these characters take a wrong turn to end up in such ridiculous situations. Each character has a unique though limited perspective on life events and it is that perspective, or point of view, that shapes the turn of events in the stories. It should be fairly obvious that both of these characters interpret speech literally. Though my students may not be aware of the exact terminology, they will be able to note that their misunderstandings come from the multiple meanings of words.
Once this fact has been established, I will use the opportunity to introduce my students to the concept of literal and figurative language. Since idioms and figures of speech are often very confusing to the beginning English language learner, the reading of these two entertaining stories will provide concrete and practical examples of this dimension of the English language. There are many excellent teacher resources that would serve to expand this discussion: Young and old gathered in a communal circle and listened to the storyteller weave oral histories of great deeds, wonder and creation.
Before I read this story aloud to my children, I will explain that ancient civilizations recorded stories to survive, inform, instruct and entertain through an oral tradition of storytelling. Long before people wrote them down, stories survived because they were entrusted to a designated keeper of the tale, the storyteller. These individuals were chosen not just for their excellent memories, but also for their dramatic abilities to recreate the story in a manner most entertaining for the listeners. Often the joy was in the telling and in the hearing, for the stories were usually well known to the listeners.
This story begins with an empty world, void of water. Only a tall mountain stood in a wide expanse of plain, and the people lived at the top of the mountain. Daily the child collected seeds in this manner. When his pouch was full, he planted the seeds at the top of the mountain. From his seeds grew a verdant garden, full of leaves and brightly colored flowers. One flower drew the special attention of the people. It was a large yellow flower, more beautiful than the rest.
From it grew an orange ball, small at first, but growing larger every day. The larger it grew, the more it intrigued and awed the villagers, until it became something which they believed had great powers. Two ambitious men, on opposite sides of the mountain, saw the enormous yellow globe as a treasure that would secure great powers for them.
They did not know it was really a giant calabaza pumpkin. Each ran to claim it, and they began a great tug of war that ended in the pumpkin breaking free of the vine and crashing open. Out of the pumpkin tumbled waves of water; the sea itself had been hidden inside! As the water level rose, the villagers scrambled up the mountain to safety. They feared the sea would swallow their mountain, but mysteriously the water stopped right at the edge of the magic forest the little boy had planted with his seeds.
With the sea and all of its wonderful creatures surrounding the magical forest, the people rejoiced. They had everything they needed to live and beautiful surroundings in which to do it. This story could easily prompt a discussion of world mythologies. While it is not my intent to pursue this topic in any depth, I will allow the interest of my students to guide me here. Using part of a World Mythology unit the I wrote for The Houston Teachers Institute, I can direct my students' attention to the mythology of the Aztecs and the Mayans, whose roots are embedded in Mexican folklore.
For more information see www. This is the first of the two Cuban folktales I have chosen for this segment of the unit. Although he is dressed elegantly he spies two kernels of corn in the mud, and he cannot resist eating them. This makes his beak dirty and he must clean it before he can attend the wedding. He orders the grass to do it, but because he does not ask politely, the grass refuses. He continues to encounter a series of characters that all refuse to help. Finally, el sol the sun , with whom he has a very close relationship, obliges, because his friend sings to him every morning and announces his arrival to the world.
The sun threatens the other characters, who all have a certain dependency on one another. Each pressures the other to honor the rooster's request. In the end, El Gallito's beak gets cleaned and he is able to attend the wedding of his uncle. My reasons for choosing this particular story are twofold: I think they will really enjoy mixing up the texts and combining them into a "Spanglish" version that we can chant together. It is my hope that this lesson will provide a lively and engaging activity to encourage my reluctant English language readers and speakers.
The story of Martina the Cockroach is one that is well known to the children of Cuba. Like most stories that originated in the oral tradition, it has multiple variations. Not only do endings of the tale vary, but so do the main characters. It has been told featuring an ant, butterfly, rat or cockroach as the female protagonist Flor Ada, I think it is a safe to assume the since it originated in Spain, it is probably well known throughout that country as well as in Latin America. The story begins with Martina the cockroach busily involved in spring cleaning.
While dusting, she happens upon a shiny silver coin. Since "found money" must be spent on something special, Martina ponders what to buy. She knows it must be something of lasting value, and pretty. While she is shopping, a beautiful red ribbon catches her eye. She decides it is just what she needs to attract a mate. Dressed in her prettiest dress and her new red ribbon, she sits on her front porch to watch the passers-by. A series of animals come and go, all of whom remark on her loveliness and propose marriage. She turns them all down because they make scary or disagreeable sounds that would frighten their babies.
Soon after they marry, they decide to entertain their friends with a huge party. Martina sets about to cooking the couple's favorite onion soup. He cannot resist the smell of the golden onions simmering in the pot, and leans over the rim to enjoy the aroma. He falls in the soup with a great splash! When Martina gets home she cannot find her husband, and finally discovers him floating in the pot.
As she sits on her doorstep sobbing brokenheartedly, some animal friends inquire about her distress. As she explains about the lost Sr. Perez, each animal offers comfort and support in order to share in her sorrow. After tending to him until he spits out all the soup he swallowed, she puts him to bed. I have chosen to use Alma Flor Ada's version of this story, mainly because it has, to my mind, a most satisfactory ending.
According to Alma Flor Ada, the best known story endings are these three: Flor Ada's ending satisfies the feminist in me. This story just begs for dramatic reenactment, and Reader's Theatre is a valuable activity in which English Language Learners may practice oral language skills. Because the speaking parts are many, each student may participate, and because they don't say much, the parts would be non- threatening one or two line recitations.
Just for fun, we will create animal masks and props to make our performance an enjoyable and memorable event. Additionally, if student interest is high, it might be worthwhile to use a creative writing approach here. Isabel Campoy, whose version of a Juan Bobo selection appears in the Flor Ada anthology, there are some folktales that become interwoven and actually influence each other over time. Martina Cockroach is just such a story. I think my students might be very entertained by the notion that in one version Martina marries Juan Bobo! For an exercise in creative writing, students may write their own version of this story, starring Juan Bobo as the unfortunate husband.
In this story, richly illustrated with vibrant colors and folk art pictures, a little girl fears that her family will lose a farm that is their livelihood. It appears that olives cannot grow in the soil of this new colony, and poor harvests have left farmers penniless. She begins to cry, and her tears fall on the orange seeds gathered in her bowl. He assures her that he will help her find a way to keep the farm. As she plants, he tells her to say "Gracias.
When Maria awakens, she tells Papa that oranges will grow on their farm; they need only plant the seeds and say "Gracias. To their amazement, orange trees grow and bear fruit in a matter of months.
Jean-Jacques Dessalines - Wikipedia
Though Papa and Quisqeuya search every vendor, no one has a picture for sale. Papa and Quisqueya must camp overnight on the return home. As Quisqueya meditates while gazing at the evening sky, Altagracia appears, surrounded by stars. She smiles at him and shooting stars begin to fall.
Quisqueya uses his blanket to catch them before they hit the ground. When Quisqueya and Papa arrive at the farm the next evening, Quisqueya unrolls his blanket to reveal an image of Altagracia.
The stars on the blanket light up the orange grove so that the quickly ripening crop may be harvested before it spoils. I chose this story because of its striking similarity to one that all of my students know well — Our Lady of Guadalupe. The Virgin asks Juan Diego to build a church in the spot where she appears. Because Juan Diego could never build this church alone, he petitions the Bishop, who requires a sign to validate Juan Diego's story of the Virgin's appearance.
Though it is December, roses miraculously grow in the spot where the Virgin stands. Juan Diego gathers them in his tilma cloak and goes to see the Bishop. When he opens his tilma to present the roses, an image of Our Lady of Guadalupe appears on it. The Bishop grants the Virgin's request. Using de Paola's beautifully illustrated version of Our Lady of Guadalupe will allow my students to make meaningful cultural connections with their experiences and understanding of the two apparition stories.
In a group pre-writing activity, we will use a Venn Diagram to compare and contrast the two different stories. The obvious similarities should be fairly apparent: He directed the creation of a new constitution to establish that, as well as rules for how the colony would operate under freedom. He also named himself governor-for-life, while still swearing his loyalty to France. The French government had been through changes and was led by Napoleon Bonaparte , whose wife, Josephine de Beauharnais was part of a slave-owning family. Many white and mulatto planters had been lobbying the government to reimpose slavery in Saint-Domingue.
The French responded by dispatching an expeditionary force to restore French rule to the island, an army and ships led by General Charles Leclerc. During the 11 March battle, Dessalines and his 1, men defended a small fort against 18, attackers. To motivate his troops at the start of the battle, he waved a lit torch near an open powder keg and declared that he would blow the fort up should the French break through. Nonetheless, the rebels were able to force their way through the enemy lines and into the Cahos Mountains, with their army still largely intact.
They had tried to establish separate independence in the South of Saint-Domingue, an area where wealthy gens de couleur were concentrated in plantations. Toussaint Louverture's forces had defeated them three years earlier. Dessalines was at least partially responsible for Louverture's arrest, as asserted by several authors, including Louverture's own son Isaac. For this action, Dessalines and his spouse received gifts from Jean Baptiste Brunet. The brutal tactics of Leclerc's successor, Rochambeau , helped to unify rebel forces against the French. Dessalines, the leader of the Revolution after Toussaint's capture on 7 June , commanded the rebel forces against a French army weakened by a yellow fever epidemic.
Rochambeau and his troops surrendered the next day. On 4 December , the French colonial army of Napoleon Bonaparte surrendered its last remaining territory to Dessalines' forces. This officially ended the only slave rebellion in world history which successfully resulted in establishing an independent nation. Dessalines then promulgated the Declaration of Independence in , and declared himself emperor. His choice of Haiti as name of the new country reflected a sense of solidarity between the indigenous peoples of what we now call "the Americas" and the enslaved African population toiling throughout the Western Hemisphere against the violent European settler colonies and settler nations i.
After the declaration of independence, Dessalines named himself Governor-General-for-life of Haiti and served in that role until 22 September , when he was proclaimed later Emperor of Haiti by the Generals of the Haitian Revolution Army. On 20 May , his government released the Imperial Constitution, naming Jean-Jacques Dessalines emperor for life with the right to name his successor. Dessalines tried hard to keep the sugar industry and plantations running and producing without slavery.
Born into slavery and having worked under white masters for 30 years, as well as having seen many atrocities by all peoples, Dessalines did not trust the white French people. The French meanwhile had fled to the Spanish side of the island and had holed themselves up in Santo Domingo. Dessalines and Christophe went after them at the head of 20, men. The Spanish side was a colony of fewer than , souls. The French force numbered perhaps and the local colonial militia had no more than men.
The armed Haitian juggernaut advanced sweeping everything in its path. In the town of Moca, one of the places that fell to Christophe, 40 children were beheaded; altogether more than — perished or were taken away in captivity as spoils of war, according to the eyewitness Gaspar de Arredondo y Pichardo. Dessalines enforced a harsh regimen of plantation labor, described by the historian Michel-Rolph Trouillot as caporalisme agraire agrarian militarism. As had Toussaint Louverture, Dessalines demanded that all blacks work either as soldiers to defend the nation or as laborers on the plantations to raise crops and help sustain the nation.
His forces were strict in enforcing this, to the extent that some blacks felt as if they were again enslaved. Dessalines believed in the tight regulation of foreign trade, which was essential for Haiti's sugar and coffee based export economy. For his administration, Dessalines needed literate and educated officials and managers. He placed in these positions well-educated Haitians, who were disproportionately from the mulatto elite, as gens de couleur were most likely to have been educated. Because of prolific historical de-contextualization of the circumstances Haiti endured during its war of independence into its first years of independence, Jean-Jacques Dessalines is known for the ordering of the execution of all French people on the island.
This systematic genocide is known as the Haiti massacre. The massacre, which took place in the entire territory of Haiti, was carried out from early February until 22 April , and resulted in the deaths of between 3, and 5, people of all ages and genders. Dessalines was assassinated north of the capital city, Port-au-Prince , at Pont Larnage now known as Pont-Rouge , on 17 October , on his way to fight the rebels. The exact circumstances of his death are uncertain.
Some reports say that he was arrested and was dealt a deadly blow to the head. Yet another account recalls a brutal attack on him by his men. It says he was shot at twice and hit once. Then, his head was split open by a sabre's blow and he was finally stabbed three times with a dagger, with the crowd shouting "the tyrant is killed".
A monument at the northern entrance of the Haitian capital marks the place where the Emperor was killed. In , the city of Marchand was renamed to Dessalines in his honor. Shortly after his death, many men on the island changed their last names from their slave names to "Jean-Jacques" in honor of Dessalines.
Some historians believe these men were soldiers of Dessalines. For the remainder of the 19th century, Dessalines was generally reviled by generations of Haitians for his autocratic ways. However, by the beginning of the 20th century, Dessalines began to be reassessed as an icon of Haitian nationalism.
The national anthem of Haiti, " La Dessalinienne ", written in , is named in his honor. Dessalines was a great-grandfather of Cincinnatus Leconte , who served as President of Haiti from to From Wikipedia, the free encyclopedia. For other uses, see Jacques I disambiguation. This article needs additional citations for verification. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. August Learn how and when to remove this template message.
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