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DOCUBEET BESUME BD 178 532 SO 011 859 AUTHOR Olsen, Mary Anne; Olsen, James T. TITLE Caribbean "Roots": A Learning Experience for Students in the Virgin Islands--Teacher's Guide [and] Caribbean Reots: A Learning Experience for Students in the Virgin Islands--36 Spirit Duplicating Masters. INSTITUTICN Island Resources Foundation, St. Thowas, Virgin Islands. SPCNS AGENCY Office of Education (DHEW), Washington, D.C. POB CATE 78 GRANT G0077071107 NOTE 108p.; Answer Keys on pages 45, 47 and Spanish *nglish Versions on page 48 may net reproduce clearly from EDRS in paper copy due tc small print type of original document ECDES PRICE MFO1/PCO5 Plus Fostage. DESCRIPTCrS American History; Behavioral Objectives; Biographies; Clothing; Cultural Awareness; Cultural Backgrcund; *Educational Objectives; Elementary Education; *Ethnic Groups; Ethnicity; E hnic Origins; *Ethnic Studies; Folk Culture; Pood; Instructional Materials; Language Arts; Learning Activities; Maps; *Sccial Studies; *Teaching Methods; Transportation IDENTIFIERS Ethnic Heritage Studies Program Act; *Virgin Islands ABSTRACT The guide presents classroom activities for elementary teachers in the Virgin Islands to use in exploring many facets cf the ethnic sroups wno have settled there. The objective is to increase student awareness and understanding of their own and others* ethnic heritage. The document is dividef into two major sections. Section I is the teacher's guide, consisting of 36 lesscns. Each lesson states the purpose, behavioral objectives, suggestions for activities, and background information when needed. Topics include geography and landmarks cf ea_-h island, history and develorgmentrl roles of the different ethnic groups, language, folktales, native focis, methods of transportaticn, costumes and clething, houses, and contributions by immigrants. Activities such as games, discussion, map-making, crafts, cooking, interviews, and stcries are suggested to implement the unit. A bkitliography cf bocks, projects, and scholarly literature, two answer keys, and the islands’ growth statistics conclude the section. Section IT is the student workbook, consisting of 36 spirit duplicating masters designed to facilitate the lessons. They include maps, a time line, line drawings of famous peorple, recipes, and cutouts for models of modes of tranepcrtation and houses. (CK) PEPPER EEE EES EEE EEE EE EEE EEE REE ER ERE S EEE EEE SS ESSE EET TES ESET TTS TTS TS tS ES SS * Reproductions supplied by EDRS are the best that can be made * * from the original document. ¥ PPRRRR ERA RARERERE KERR ERE REA EERE AER DASE RE EERE EAR ERR ERE EAE EEK FD174532 INN ih WN oe “— NL oq a — “PERMISSION TO REPRODU € THIS MATERIAL HAS BEEN GRAWTED BY U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE ls ard Krosources NATIONAL INSTITUTE OF EDUCATION —Feundecen — pant ste Sa TO THE EDUCATIONAL RESOURCES Caribbean ROOTS al STATED pa NECESSARILY REPRE A Learning Experience For STUDENTS in the VIRGIN ISLANDS SENT OF N ° INFORMATION CENTER (ERIC).” 0 UCATION POSITION OR POLICY Teecher’s Guide INSTITUT F Teachers Guide Caribbean ROOTS ” A Learning Experience For STUDENTS in the VIRGIN ISLANDS CONCEIVED, WRITTEN AND ILLUSTRATED BY: MARY ANNE anp JAMES T, OLSEN PRODUCED BY: PROJECT CATALYST ISLAND RESOURCES FOUNDATION AN INSULAR RESPONSE BOX 4187, ST. THOMAS TO ETHNIC DIVERSITY U.S. VIRGIN ISLANDS 00801 We wish to thank the following people for their contributions to this project: STAFF George F. Tyson Historical Advisor Judith A. Towle Project Coordinator Kathleen M. Finnerty Administrative Assistant ADVISORY COUNCTL Klaus de Albuquerque, Ph.D. Harold Hazlip, Ed.D. Audrey Bradshaw Gumita Hardcastle Midori Buchanan Darwin King Rosemary Galiber Joseph LaPlace George Goodwin Neville Paul ILLUSTRATIONS for Covers and Student Sheets 21, 22, 23, 35 by: Janet Rutnik. ADAPTATION for ANNA’S STORY THE STORY OF AN ALIEN iS based on "ANNETTE: A Tale in Three Places" from Picture the People of the Caribbean by Joyce Bailey & Michael Dash@)197/. Used by permission of Friendship Press, New York. ADAPTATION for THE MAGIC HOE AN ASHANTI ANANSI TALE iS based on "MAGIC HOE: An Ashanti Comparison" from A Treasury of Afro-American Folklore by Harold Courlander@© 1976. Published by Crown Publishers, New York, ADAPTATION for NANSI AND THE MONKEY A VIRGIN IS ANANSI STORY is based on "Nansi and the Monkey" from Broo 'Nansi-A Selection of Anansi Stories collected by Dr. Lezmore E. Emanue!. Developed by General Learning Corporation for Project Focus, U.S. Virgin Islands. 1978 Copyright applied for. This work is not published; it is being distributed to a limited audience for review and comment. It may not be reproduced without permission, in writing, from ISLAND RESOURCES FOUNDATION, BOX 4187, St. Thomas, U.S. Virgin Islands 00801. These materials were produced under GRANT * G0077071107 from the U.S. Office of Education, Department of Health, Education, and Welfare. The opinions expressed herein do not necessarily reflect the position or pclicy of the Department and no official endorsement should be inferred. TITLE STUDENT SHEET TO THE TEACHER WHO I AM’ Personal Data Sheet MAP OF THE CARIBBEAN Letter to the DIRECTOR OF TOURISM MAP OF PUERTO RICO MAP OF THE U.S. VIRGIN ISLANDS and THE BRITISH VIRGIN ISLANDS A TIME LINE Dates in the Virgin Islands' History MAP OF ST. CROIX A U.S. Virgin Island LANDMARKS OF ST. CROIX A MAP OF ST. JOHN A U.S. Virgin Island LANDMARKS OF ST. JOHN MAP OF ST. THOMAS AU.S. Virgin Island LANDMARKS OF ST. T'OMAS MY FIELD TRIP Field Trip Questions FLAGS That Have Flown Over the Islands SOME WORDS What Thev Mean and Where They Come From NANSI AND THE MONKEY A Virgii Islands Anansi Story THE MAGIC HOE An Ashanti Anansi Story JUAN BOBO’ A Puerto Rican Folktale Part One (English) JUAN BOBO Un Cuento Puertorriqueno Part Two (Spanish) PEPPER POT A West Indian Stew BREADS That are Eaten in the West Indies THINGS TO EAT That Grow in the West Indies COME T® MY ISLANDS AN INCIAN DUGOUT CANOE A Method of Transportation SHIPS Methods of Transportation AN AIRPLANE A Method of Transportation CLOTHES Worn by People of the Virgin Islands CARNIVAL COSTUMES A DAUB AND WATTLE HOUSE A WEST INDIAN HOUSE A HOUSE IN "OLD" SAN JUAN ANNA'S STORY The Story of an Alien "NOT BORN HERE” Some People Who Made Contributions to the Virgin islands AN INVITATION To a Party BIBLIOGRAPHY /Reference Materials Answer Keys Spanish/English Versions for Juan Bobo Folktales Tslands' Growth Statistics About the ISLAND RESOURCES FOUNDATION TO THE TEACHER The basic purpose of CARIBEEAN "ROOTS" is to provide classroom activities, lessons, and appropriate student materials which teachers in the Virgin Islands can use to increase studenc awareness and understanding of their own ethnic heritage and the ethnic heritage of others who live within our diverse multi-ethnic community. The program seeks to develop, among Virgin Islands student’, a keener sense of who they are, where they come from, and how their own heritage is part of and contri- butes to the total Virgin Islands community, where only 35 percent of the total population of about 95,000 represents people who were born in the Virgin Islands. To develop the idea of "multi-ethnicity", maps, games, recipes, crafts, interviews, stories and biographical profiles have been incorporated into the program. With respect to the thirty-six lesson plans provided for the teachers, rather than providing a standard lesson plan format, we have incorporated a broad range of en- richment suggestions. The reading level of the student material is such that most students should be able to participate in the program without reading ability be- coming an obstacle to participation. Every effort has been made to build flexibility and variety into the lessons. O%- viously, no single activity can work for all situations, and, therefore, the teacher should regard these suggestions as simply a basic ingredient for a "recipe" of his/ her own creation. We have tried to incorporate methodological variety so that the experience for the child is challenging and exciting. In some instances, because of analogous content, we have combined lessons. We hope that the discussions will follow the interests of the class (within reason), rather than the sequence of the Teacher's Guide. Questions that students raise are certainly as important as any questions provided in che lessons. The more the teach- er is able to accept student divection, the better he/she can support and motivate student interest and relate the lessons to student experiences, both within and outside the school. Students should be encouraged to interact with one another as much as with the material. The teacher does not need to pass a verdict on the student's opinion. The teacher in this program is more of a questioner or guide who orchestrates projects, helps to form committees and redirects individual contributions to the class for their consideration. If issues of conflict are raised, the teacher should adopt an open- mindedness in the ensuing discussions. Therefore, there is no provision for the testing of factual knowledge. What we are interested in is the student response to the material -- how involved the student becomes, what contributions the student makes to class discussions, how the student relates his/her life experiences to the class- room activities, the student's cognitive growth in making inferences and inter-rela- tionships. For this reason we have tried to keep the materials free of a single point of view and of morai didacticism, thereby pernitting the students to contribute their own subjective insights arising from their idiosyncratic experiences. The student material is in the form of 36 spirit duplicating masters. Each teacher can reproduce copies in sufficient numbers for his/her class. We ask that when teachers have finished running off the number of copies required, th.v share the program with a colleague. Otherwise the material may be filed for the following year. We are interested in your reactions to CARIBBEAN "ROOTS". to communicate your suggestions and comments, we ask that you contact: ISLAND RESOURCES FOUNDA- TION, PO BOX 4187, ST. THOMAS, U.S. VIRGIN ISLANDS 00801. TELEPHONE: 775-3225. oe fw LESSON 1 WHO I AM PERSONAL DATA SHEET PURPOSE: This lesson is designed to help your students learn more about one another's backgrounds, birth origins and family lt istory. BEHAVIORAL OBJECTIVES: LANGUAGE ARTS *Listen to and follow directions *Record a personal history ACTIVITY SUGGESTIONS: Begin the lesson by providing each student in the class with the Personal Data Sheet. If you have very young students, they can dic- tate the answers they know to you or someone else you have designated as secre- tary. The students may have to take the sheets home to complete the information. When the sheets are completed, you can team the students, on a random basis, into groups of two. They can share the information with each other. They should be encouraged to discuss any similarities and differences. After each team has completed its discussions, allowing approximately five min- utes for initial discussion, regroup the class into new groups of two students, with whom they can continue sharing this exerpience. If there are questions with which some of your students seem uncomfortable, simply pass over them be- cause it is sometimes difficult for students who have recently arrived in the Virgin Islands to discuss their immigration. A student might also be presently living with a relative or guardian while his/her parents remain on another West Indian island. Following these small group discussions, the class should be ready for the following activities. * A class discussion which provides individuals with the opportunity to express what they have learned about themselves and other stu- dents with respect to their ethnic backgrounds. Writino anonymous one paragraph "essays" on the topic "Who I Am". These essays can be collected and read to the class by the teacher. Younger children mey draw a picture of themselves, of their family, their home, a scene from another West Indian island the student knows, etc. An activity can be arranged in which a student is blindfolded and asked to find his/her way around the room. After a few minutes, the student is asked by the teacher how it felt to be "blind" in familiar surround- ings. The question of how any newcomer feels upon arriving in a strange environment and encountering new people and places can then be asked and discussed by the class. The class can write a group composition by having the teacher provide the first few words or the topic sentence -- such as, "I have just arrived from ..." -- and allowing the class to provide the other sen- tences to the teacher, who then writes them on the board. LESSONS 2 & 3 MAP OF THE CARIBBEAN PURPOSE: This lesson consists of a map showing the geographic area from the southern coastline of the United States to the northern coastline of South America. The main purpose of the exercise is to help the children realize that many of the people they know (possibly themselves, their classmates, their teacher, their parents) may come from many of the geographic areas shown on the map. A secondary purpose will be to acquaint students with the various ethnic groups in the West Indies. BEHAVIORAL OBJECTIVES: SOCIAL STUDIES *Locate the islands of the Caribbean and understand their relationship to one another *Understand the ethnic composition of Caribbean peoples *Read a mp and note compass directions *Recognize Land and water masses *Understand the characteristics 2 an island *Locate the U.S. Virgin Isfands as an entity, and St. Croix, St. Ichn, and St. Thomas specifically ACTIVITY SUGGESTIONS: Before the children begin the lesson, have them combine pages 2 and 3 of the student activity materials. In addition, a large map of the region needs to be in view in front of the classroom. If necessary, draw the map on the board, but do not include the names of the countries or terri- tories on the map drawn. The islands of the Caribbean should be list«d on the board to the side of whatever large map is used. (If you need assistance in drawing a large regional map, see the directions for map enlargement provided under "Suggested Activities", Lessons 8, 10 and 12.) Begin the lesson by showing the students that the map includes the Virgin Islands and other countries and territories of the Caribbean, as wel] as the coastlines of the United States and South America. If a globe or world map is available, you should indicate the area of discussion in relationship to the rest of the world. You should point out that certain Caribbean islands share common linguistic and cultural traditions (the students will want to locate these islands on their maps as you talk about them): e.g., the islands of Aruba, Curacao, Bonaire, St. Eustatius, Saba, and Dutch St. Marten are all Dutch speaking and were colonized by the Dutch; French islands are French St. Martin, Haiti, Martinique, Guadeloupe, St. Barthelemy, and Marie Galante; Spanish speaking islands are Cuba, Dominican Republic, and Puerto Rico; the remaining islands are English speaking. On student sheets, your class should color the English speaking islands one color, the Dutch islands another color, etc. Have them color the water areas blue. You should also mention that the U.S. Virgin Islands constitute one political entity and the British Virgin Islands constitute another group of islands with its own government. Have your students draw a circle around each island grouping. This would also be a good opportunity to explain to the class that the Caribbean is comprised of a rich mixture of ethnic groups: Afro-Westindians, East Indians, Chinese, Europeans, Americans, Syrians, Lebanese, Jews, and a few surviving aborig- inal inhabitants, making the area one of the richest blend of races and cultures in the world. Have the students point out some islands where these groups now live: Carib Indians in Dominica, East Indians in Trinidad, Afro-Westindians in all former British islands, etc. On an individual basis, call on students to go to the board to write the appro- priate name for each island or, wne blank map drawn on the board. If a standard regional map is being used instead, call on individual? children to locate each island as you name it. ) 8 Next, on their worksheet maps, have your students complete the assignments des- ignated on the top of activity sheet 2. At this point, you may want to ask se- verai students in the class to volunteer the place of their birth, and you will want to point out the place of your birth. If more than one symbol is to be placed on an island, direct the students to put the additional symbols next to the island area. Please note that while the student map correctly positions the areas shown, the scale of island size is distorted. For example, the Virgin Is- lands land mass would be dots compared to the Dominican Republic if correct scale had been used. Following completion of the worksheet tasks, organize the class into groups of four students each. Ask each group to discover where group members were born and assign one person in the group to report that information to the class. Call on each group reporter to write the number of people from each island represented within his/her group next to the appropriate island as it is listed on the board. Some students will be from the mainland United States, and these students should be grouped under one "mainland U.S." heading. After all the groups have reported to the class, add up the totals by island and asx the following questions: * From which areas do most of the students in the class come? * Are more than half of the class (a majority) from any one place? * What does this say about the class? You can extend this understand- ing by lining the children up by their respective birth places. Any group that does not represent a majority (more than half) has to "leave" the class. Would anyone be left? Note: before implementing this acti- vity, refer to the personal data sheets completed by the students in Lesson 1 and decide whether this activity is appropriate. Although not true of the general Virgin Islands population, you might have a class in which a majority of your children were born in the Virgin Islands -- although their parents might not have been. If this is true, alter the lesson and have the students line up by the island where one of their parents was born. Suppose all of the people not born here in the Virgin Islands left the Virgin Islands. Who would be left? Answer: the natives or people born here -- although this group would not constitute a majority of all the people who live here. Why do you think so many people from other Caribbean islands come to the Virgin Islands? Accept whatever answers the youngsters offer but point out afterwards that the opportunity to work is perhaps the major reason. Ask the children whose parents were not born in the Virgin Islands why they think their parents came here. Let the youngsters offer whatever reasons and base your response on their reactions. Ask the children what their maps tel] them about Haiti and the Dominican Republic. Answer: two countries share the same island, Haiti, which is French speaking, and the Dominican Republic which is Spanish speaking. What other island in the Caribbean is divided between two countries? Answer: Dutch St. Marten and French St. Martin. After erasing all country names from the board, invite students to write the names of the islands on the board map without assistance and without using their worksheet maps for help. BACKGROUND INFORMATION: Accurate and consistent population figures for the U.S. Virgin Islands are difficult to obtain. Figures often vary greatly from one govern- ment agency to another. The fvllowing information has been drawn from reports is- sued by the Virgin Islands Planning Office and the Virgin Islands Department of Education. The total population of the U.S. Virgin Islands is approximately 95,500, divided among the three major islands as follows: 48,000, St. Croix; 45,000 St. Thomas; and 2,500, St. John. Approximately one-third of the Virgin Islands population is of school age (5-19 years of age). Based on data from two V.I. Government reports (one dated 1975 and the other dated 1977), an ethnic group break-down of the pop- ulation falls within the ranges indicated: Native Born Virgin Islanders 26% 46.5% Other West Indians 31% 28.2% Puerto Ricans 12% 6.3% Continentals 8% 12.9% Others 23% 5.2% LESSON 4 LETTER TO THE DIRECTOR OF TOURISM PURPOSE: This lesson is an excellent vehicle to teach your students the form for writing a letter. It also provides an opportunity for your students to be- come personally acquainted with the existence of other Caribbean islands. BEHAVIORAL OBJECTIVES: LANGUAGE ARTS *Learn how to write a Letter *Recognize different sourcesof, information SOCIAL STUDIES *Recognize the many islands of the Caribbean region ACTIVITY SUGGESTIONS: Using the activity sheet provided, have your students, in groups of 2-3, write to some tourism offices in the Caribbean, addresses for which are provided below. You can provide a model for the letter on the board. Students should ask for colorful posters, advertising brochures and other materials abaut various West Indian islands. Remind the students it may be one or two months be- fore the information arrives. You may also want to contact the various airlines which service the Caribbean region, some of which fly into St. Thomas and St. Croix, e.g., American, Eastern, Prinair, LiAT. You might also contact the Caribbean Tourism Association at 20 E. 46th Street, New York, New York 10017. When the class receives the materials, you can decorate your classroom with a multi-island theme and also discuss with your students the similarities or vari- ances seen among the islands surveyed, as represented in the promotional literature. The Director of Tourism Trinidad & Tobago Tourist Board 65 Frederick Street Port of Spain, Trinidad The Director of Tourism Jamaica Tourist Board P.O. Box 284 78-80 Harbour Street Kingston, Jamaica The Director of Tourism Tourism Development Company Commonwealth of Puerto Rico P.O. Box BN San Juan, Puerto Rico 00936 Direccion General de Tourisme Sous-Prefecture 97110 Pointe-a-Pitre Guadeloupe, French West Indies (includes St. Barthelemy, St. Martin) Directeur de 1'Office du Tourisme Fort-de-France Martinique, French West Indies The Director of Tourism Dominica Tourist Board Roseau, Dominica The Director of Tourism Barbados Board of Tourism Ministry of Tourism, !nformation, and Public Relations Marine House, Hastings Christ Church, Barbados The Director of Tourism Grenada Tourist Board P.O. Box 293 St. George's, Grenada The Director of Tourism St. Vincent Tourist Board P.0. Box 834 Kingstown, St. Vincent The Director of Tourism St. Lucia Tourist Board c/o Premier's Office Castries, St. Lucia The Director of Tourism Antigua Tourist Board P.0. Box 363, High Street 3t. John's, Antigua (includes Barbuda) The Director of Tourism Tourist Board P.O. Box 132 Basseterre, St. Kitts Direccion Nacional de Turismo P.O. Box 497 Santo Domingo, Dominican Republic The Director of Tourisia British Virgin Islands Tourist Board P.0. Box 134, Roadtown Tortola, British Virgin Islands LESSONS 5 & 6 MAP OF PUERTO RICO anp MAP OF THE U.S. anp BRITISH VIRGIN ISLANDS PURPOSE: We have combined the suggested activities for these two lessons, but they could be treated as separate lessons by the teacher. The lessons are designed to help your students achieve a sense of place and location. The proximity of the A- merican Virgin Islands to the British Virgin Islands and Puerto Rico should be stressed. This physical closeness has facilitated movement of people, ideas, and culture among the islands so that both now and historically there is great inter- change and exchange. BEHAVORIAL OBJECTIVES: SOCIAL STUDIES *Locate the Virgin Islands as an entity, and St. Thomas, St. Croix, and St. John specifically *Locate the islands of the British Virgin Islands and the island of Puerto Rico "Recognize the relative size of the Virgin Islands in comparison to other Land masses *Consult a map to gain inform- tion about an area *Understand the ethnic composition of the Virgin Islands and Puerto Rico. ACTIVITY SUGGESTIONS: Begin the lesson by having your students identify and label on their worksheet maps (5 and 6) the main towns on each island, indicated by an aster*sk (*) on the worksheets. (The teacher's answer key is found on page 46 of this guide.) Have your students locate the U.S./British Virgin Islands "boun- dary" line shown on their activity sheets, and point out that this is not a "real" or tangible boundary which can be seen. Lead from this to a discussion of the movement of peoples between the U.S. Virgin Islands and the British Virgin Islands and Puerto Rico. Ask your students to vol- unteer information about visits to Puerto Rico or one of the British Virgin Islands, or about friends and relatives who live there. Ask them to bring to <lass souvenirs from prior visits to Culebra, Tortola, Puerto Rico, Anegada, etc. Perhaps the class would want to have a per. pal in the British Virgin Islands or Puerto Rico, the rela- tive or friend of a child in the class. You will want to broaden this discussion to again emphasize the multi-ethnic compo- sition of the U.S. Virgin Islands, pointing out that people who live here may come not only from the British Virgin Islands and Puertc Rico, but also from other "down- island" (West Indian) areas, as well as the U.S. mainland, and that, historically, these islands were settled by peoples from Europe and Africa. Also discuss the cultural background of Puerto Rico and the British Virgin Islands, referring to the "Background Information" below for assistance. One of the best activities you can do is to have your class create these island maps in the form of papier maché. Youngsters enjoy this activity, and it will help to give them a sense of place and location. To make papern@ché, simply take some old newspapers, magazines, paper bags, or any- thing on hand that is made of paper and tear these materials into very small bits or pieces. After all of the paper has been torn up, soak the bits in warm water until they are soft. Now mix in a small amount of laundry starch ‘ntil a creamy texture is attained. It is now ready for use. A heavy piece of cardboard or plywood can serve as the base on which the ma@ché will be laid. Using the student work maps as a small scale model, to be enlarged in the reproduc- tion, allow your students to reproduce some or all of the major islands depicted on worksheets 5 and 6. (Note that the three main Virgin Islands are presented in larger scale on activity sheets 8, 10 and 12.) You will have to check an atlas for topographical features and help your students to reproduce such formations. ~ ¢ L& After we maché has dried, with watercolor, poster ink, or a ball point pen, have the students label each island with respect to its name. Be certain to keep these papier maché maps, for you will use them again, e.g., in Lessons ©, ‘1, 13, and 15. BACKGROUND INFORMATION: wt should be noted that although Puerto Rico and the U.S./ British V2rgin Islands, as well as the West Indies generally, were settled and col- onized by various EURUPEAN nations, every solonizing power eventually imported large numbers of slaves from AFRICA to perform labcr on the plantations and in the seaports. These AFRICANS brought with them their cultural traditions, manv of which persist today. In all the islancs, AFRICAN and EUROPEAN cultures interacted, and a synthesis, termed “creolization” by many scholars, eventually resulted. Out of the creoliza- tion process -- a dynamic process of cultural adaptation and change -- emerged a new, a truly West Indian, culture which continues to evolve even today. The extent to which modern creole culture reflects EUROPEAN or AFRICAN characteris- tics varies from island to island and reflects historical circumstance. In Puerto Rico, for example, where there was a long and’ continuous history of SPANISH rule, where relatively few AFRICANS. were imported, and where most importations did not occur until the nineteenth century, SPANISH traditions are predominent. Tortola, on the other hand, has had a long and continuous history of BRITISH -rule, but, in that island, importations of AFRICANS were sizeable almost from the beginning, and the BRITISH population was relatively smali. Thus, in the British Virgin Islands, AFRICAN cultural traditions predominate, but with a strong British overlay. Interrestingiy enough, in the U.S. Virgin Islands very little of the DANISH heritage is visible except in the case of architecture and street and place names. DANISH culturé did not dominate these islands, as the SPANISH dominated Puerto Rico and the BRITISH dominated Tortola and the British Virgin Islands. Consequently, in St. Thomas, St. Croix and St. John, the EUROPEAN tradition is a cultural blend which has interacted with AFRICAN importations. 5 LESSON 7 A TIME LINE DATES IN VIRGIN ISLANDS HISTORY PURPOSE: This lesson consists of a time line which shows in a graphic form some of the key historical events in the history of the U.S. Virgin Islands. Its main purpose is to give children some sense of a few of the key events in the history of the Virgin Islands. BEHAVIORAL OBJECTIVES: SOCIAL STUDIES *Understand events over a period of time *Remember some specific dated events in U.S. Virgin Islands history *Understand the roke played by certain ethnic groups in Virgin Iskands history SUGGESTED ACTIVITIES: Begin the lesson by having the students make their own time line as follows: select a student from the class and draw a horizontal line on the board with the student's name above it. Ask the student the year of his/her birth. Write that date at the beginning of the line. Then ask the student at what age he/ she started to go to school. Pic’ an appropriate place on the line and write that year above the line with a mark on it. In the same way, elicit some additional significant events in che child's life (including the year he/she came to the Vir- gin Islands if this is the case) and mark them appropriately on the line. Addi- tional events to be cited might be the birth of siblings, baptism-date, date of first ‘ommunion, when he/she visited another island, when he/she first walked or talked (af er checking with parents), etc. You can repeat this process by having one -youngster make a time line for another. Or you can volunteer to have your own time line created, telling the class when ”" you were born, when you graduated from high school, from college, when you were married (if appropriate), birth dates of your children or when you moved to the Virgin Islands -- again, if approprizte. i Direct class attention to the time line on their activity sheet (7). Have students cut their sheets along the dotted line and put a single time line together by joining the two at the asterisks. 1978 will be the first date on. the time line and 0 the last. Explain that this is a time line for the U.S. Virgin Is‘ands and contains some of the significant dates in Virgin Islands history. Begin your dis- cussion of events on the time line with most recent events because youngsters wil] be able to more readily identify with what is happening "now" than with what happened in the past. As the class examines the V.I. history time line, you can ask these questions: * How much time passed-between various events (e.g., the amount of time between the time when the Virgin Islands people first elected their Governor and the 1978 Constitutional Convention)? * Which cultural groups came to the Virgin Islands (aboriginal Indians, Danes, Africans, etc.)? * Ask individual students to roughly estimate the amount of time between each segment of the line. * Now ask individual questions based on the information on the line (e.g., when did the United States buy the Virgin Islands from Denmark?). Allow the students to take turns at the board writing in some of the keys dates on a blank time line. Even students who only remember two or three of the dates should be complimented. he A large, blank time line can be constructed on brown paper to encircle the room. Add dates in Virgin Islands history, West Indian history and American history as these events are discussed in the social studies curriculum. As students snow particular interest in any of the events presented on the Virgin Islands time line, you can provide some of the information below. BACKGROUND INFORMATION: - O. FIRST CHRISTMAS Our modern dating system begins. 1000. ARAWAKS MOVE TO The first Indians came to the Virgin Islands and Puerto THE VIRGIN ISLANDS. Rico about 3500 years ago. We know little ahe + +hese initial inhabitants, except that they used stone and shell tools, were hunters and gatherers and had no pottery. Most likely, they came up the islands from South Anerica. The pre-Columbian people came to the islands in several waves, and the’ lati r waves consisted of people who were agriculturalists and who used pottery. The lat wave of Indians, whom Columbus found living in the West Indies, he called Arawaks and Caribs. The Arawaks had settled in the Greater Antilles (Puerto Rico westward); the Caribs occupied the Lesser Antilles (east of the Virgin Islands). The Virgin Islands appear to have been a borderline area be- tween the Caribs and the Arawaks. While archaeologists agree that the Arawaks once lived in the Virgin Islands (starting around 1000 A.D.), they disagree over whether the Caribs ever settled here permanently. They also disagree over whether the In- dians who fought with Columbus in 1493 were Arawaks or Caribs. ‘ ‘1493. COLUMBUS FINDS During his second voyage to the New World Columbus anchored THE VIRGIN ISLANDS. off St. Croix, which he named "Santa Cruz" and claimed for Spain. Co‘umbus and his men remained anchored off the is- land for several days, exploring, cc.lecting provisions and water, and perhaps taking Indian captives. Eventually, some of Columbus' men were involved in a fight with some Indians, who fired arrows at the Spanish from their canoe. There are conflict- ing accounts of this incident, but it appears. to have been provoked because the Spanish were taking Indian captives. Immediately afterwards, Columbus sailed away, never to return; but the Spanish claimed’St. Croix and the other Virgin Islands for over a century. ; 1672s; DANISH PEOPLE MOVE Although the Danes established a short-lived colony on St. TO "THE VIRGIN ISLANDS. Thomas in 1666, it. was not until 1672 that they effectively settled the island. After consolidating themselves .on St. Thomas, the Danes extended their rule to St. John in 1717, and in 1734 they occupied St. Croix after purchasing it from France. Thereafter, except for two brief periods of British occupation (1801-1802 and 1807-1815), the Danes ruled over St. Thomas, St. John and St. Croix until 1917, when they sold the Danish West Indies to the U.S. 1733. THE SLAveES REVOLT From the outset of colonization the Danes were committed ON ST. JOHN. to slavery and the slave trade. «Plantation slavery was rapidly extended throughout St. John following its coloni- zation in 1717. As elsewhere in newly settled colonies, plantation slavery was cruel and harsh. In 1733, the St. John slaves, many of them newly imported from Africa, decided they had suffered enough and struck a blow for freedom. After massacring the small Danish garrison at Fort Berg in Coral Bay, they rose against their masters, killing many and«driving the rest from the island. This rebellion, which,saw the insurgents in temporary possession of the entire island, was the worst West Indian slave uprising until the great Saint Dominique revolution of 1791-1804. The St. John rebellion was finally put down with the assistance of French mercen- aires after six months of bitter fighting. 1848. SLAVES ARE The second major slave rebellion in the Danish West FREED. Indies occurred in St. Croix in 1848. Sparked by slave discontent over the slow pace of Danish emancipation, the revolt spread throughout the entire island as slaves demanded their immediate free- dom. After two days of unrest, Governor Peter von Scholten, a liberal-minded Dane, declared the slaves throughout the Danish islands to be free. 1878. THE FIREBURN. Emancipation in 1848 meant little real change in the con- WORKING PEOPLE FIGHT ditions of most agricultura] laborers, particularly those FOR A BETTER LIFE. on St. Croix. Rigid laws were passed to control the move- ments and opportunities of laborers, while indentured la- borers from the British West Indies were imported to replace those who managed to leave the plantations. In 1878, indentured and native laborers on St. Croix rose against the colonial establishment to protest against their unjust treatment and to demand better working conditions. Mucn of the town of Frederiksted was destroyed by fire during this insurrection, which did little toward improving the lives of most laborers. The great "Fireburn" is considered.an historical landmark in the ongoing crusade for social and economic equality in the Virgin Islands; and its leaders, most notably the legendary Queen Mary, have achieved the status of cultural heroes. 1917. THE UNITED In 1917 Denmark sold the Danish West Indies to the United STATES BUYS THE States for $25,000,000. The official transfer ceremony VIRGIN ISLANDS. took place in the Virgin Islnads on March 31, 1917. Den- mark's willingness to part with her tropical colonies stemmed from two main factors: 1) continued economic decline and intensified social unrest in the islands and 2) the advent of social democratic government at home. America's interest in the islands derived from a determination to arrest German hemispheric influence. 1927. PEOPLE OF THE American control over the Virgin Islands did not mean V.I. BECOME U.S. that the benefits of democracy and the U.S. Constitution CITIZENS were immediately extended to the new possession. Between 1917 and 1931 the islands were administered by the U.S. Navy, which concentrated on improving social services, but did little toward improv- ing economic and political conditions. One positive gain came in 1927, when full citizenship was granted to Virgin Islanders. Citizenship insured that Virgin Is- landers possessed the same rights and protections guaranteed to every American by the Constitution and its Bill of Rights. 1936. THE FIRST The end of the Naval Administration and the advent of ORGANIC: ACT. civilian government in 1931 marked the beginning of in- creased political democracy and self-government for Virgin Islanders. The touchstone of this’ process was the First Organic Act of 1936, which established the basis of the federal relationship between the islands and the United States and granted universal adult suffrage to all citizens who could read English. The passage of the First Organic Act was a landmark event in the modern political life of the islands. 1954. THE REVISED The Organic Act of 1936 was revised in 1954 in order ORGANIC ACT. to give the Virgin Islands a greater degree of self- rule. This Act provides the basis for the current ad- ministrative organization of local government, and led to the codification of the islands' laws. 1970. FIRST TIME THE Between 1917 and 1969, territorial governors had been PEOPLE OF THE VIRGIN appointed by the President of the United States. In ISLANDS ELECT THEIR 1969 a major advance in political democracy occurred GOVERNOR. when Virgin Islanders elected their own Governor for the iv first time. Dr. Melvin Evans, Cyril E. King and Alexander Farrelly, all bor in the Virgin Islands, vied for the governorship. In the voting, King received the most votes, but not an absolute majority. He and Fans, the second highest vote getter, competed in a run-off election, which Evans won. Dr. Melvin Evans thus had the honor of being the first elected governor, while Cyril King had to wait until 1974 before winning the governorship. 1977-78. CONSTITUTIONAL As part of the continuing process of perfecting local CONVENTION IN THE V.I. self-government, in 1977 a Constitutional Convention of elected delegates was convened to draft an appro- priate framework for the reorganization of local government. Public hearinas were held throughout the islands to discuss the proposed Constitution, in order that it could be re-drafted and then submitted toc the electorate for approval. This ex- ercise in politica! democracy vividly demonstrated the political maturity of Virgin I ianders and the strength of their desire for self-government. a LESSONS 8, 10 & 12 MAPS OF ST. CROIX, ST. JOHN ann ST. THOMAS PURPOSE: The purpose of the combined lessons is to familiarize students with some basic geographic facts about the Virgin Islands, particularly as geographi- cal informaticn relates to Virgin Islands history or demonstrates ethnic group settlement in the islands. BEHAVIORAL OBJECTIVES: SOCIAL STUDIES *Use a north arrow on a map *Use cardinal directions *Recognize that many 2thnic groups Live in the Virgin Islands *Learn the Location of some important communities and sites in the Vingin Islands ACTIVITY SUGGESTIONS: In working with the three student maps provided, you will first want your children to label bays, main roads, towns, etc. on St. Croix, St. John, and St. Thomas. (Teacher's answer key found on page44-7.) You will also want to work with your class in identifying and locating areas associated with the history or ethnic heritage of the Virgin Islands, for example: ST. CROIX - The Danish names for Frederiksted and Christiansted The French names for LaGrande Princesse, Mon Bijou ST. JOHN - The Danish name for Caneel Bay : The French name .for Bordeaux Mountain ST. THOMAS - The French community at Hull Bay and Frenchtown The Danish name for Charlotte Amalie ‘ You and your class will think of many others. You will also want to use activicy sheets 9, 11 and 13 and have your students locate the cultural sites depicted, BY NUMBER, on their own island maps. For younger children, who may find if difficult to understand how to read a map, you may first want’to help them make a map of your school building, locating places-such as your classroom, principal's office, library, lunchroom, and also noting cardinal directions. From this map orientation activity, move to the student map activities we have provided above. As we noted in Lessons 5 and 6, you may want to make papier maché maps of St. Thomas, St. Croix’and St. John (if not made earlier), using the directions given pre- viously. Again, particular care, with older children, should be given to topographical formations. : As an alternative, you might make large "activity" maps of the three islands by following these directions: you will need the following "tools" -- tape, 2 pieces of chalk or two pencils,. string, a blackboard or large sheets of brown wrapping paper or rolls of*white shelf paper. Center the student sheet provided on the | blackboard or the piece of paper being used. Tape it in position. Cut”a piece of string one-half the length of the enlargement size you want to obtain. Tie the two pieces of chalk or the pencils at each end of the string. Hold one end of the pencil or : alk on the line you are tracing. “Pulling the*string taut hold the other per i] or chalk and draw your enlarged outline. Be sure to keep the pencil-chalk a right angles and the string taut. This is a little like drawing a circlewi.1 a compass. You may want to draw enlarged "activity" maps which are big enougi for children to walk or’ sit on. Again, keep your papier maché or “activity” maps, for you will be using them in other lessons. ae LESSONS 9, 13 & 13 LANDMARKS OF ST. CROIX, ST. JOHN and ST. THOMAS PURPOSE: In these three lessons, youngsters will learn some of the major cultural, natural, public service, and industrial landmarks on each of the three Virgin Is- lands, how to identify them, and something about the history of each. The land- marks selected convey the point that different people with different heritages and cultural roots played a key role in the history of the islands. BEHAVIORAL OBJECTIVES: SOCTA/. STUDIES *Become familiar with seme of the key Land- marks of the Virgin Islands *Understand how different ethnic groups have played a key role in the development of the Virgin Islands ACTIVITY SUGGESTIONS: Discuss the significance of the landmarks depicted with your class. Have students color the activity sheets and have some cut out the landmarks, placing them on a papier maché or enlarged "activity" map as provided for each of the three islands in Lessons 6, 8, 10, and 12. Youngsters can be encouraged to draw their cwn pictures of the landmarks, and these can be postea in the classroom with appropriate captions. ur you can buy postcards of famous landmarks in any of the tourist shops and post these around the room. You can also buy quite inexpensively colored slides of many of the sites which can be projected if equioment is available. A class mural might be developed on which different youngsters can draw their versions of one or more of the cultural landmarks that they have seen either in a picture or have per- sonally visited. j : | If possible, take a walk designed to make students aware of multicultural aspects in their environment. Have the students look for West Indian houses (see Lesson 32) or. examples of Danish architecture. Emphasize the multicultural nature of the Virgin Islands in terms of street names thdt are Danish, stores which sel] local fruits and vegetables from around the Caribbean, place names that may be Spanish, Danish, or French in origin. If any of. the cultural landmarks depicted on the student sheets are close to your school (within 30 ~inutes walking dis- tance), you and your class might plan a visit there. With some thought, you can come up with other cultural sites to visit, for example, Frenchtown in St. Thomas, or a walking trip to the several churches in Charlotte Amalie, pointing out the cultural roots of each (the Lutheran Church is Danish, the Catholic Church is French, the Jewish Synagogue, the Dutch Reformed Church, the Methodist Church with British West Indian roots, the Moravian Church founded by the mis- sionaries who established the first schools for the African slaves). On a walk with vour class to a town area, you may want to bring a street map with you. These can be obtained from the local Virgin Islands Visitors Bureau. This map will help you to locate some of the interesting sites and buildings that you may want to later visit. After a walk to these areas, back in the classroom you can organize the class into two committee groups. * One group of students can simply retrace in.ink on the street map the different streets that you explored. After they have outlined those streets in ink, you can display the street map. Additionally, they may want to list the names of the streets on posterboard next to the map with a one or two sentence description of what they saw on that particular street. A second group of students may want to make their own maps of one or more of the walks taken. If you want to introduce the concept of scale (allowing, for example, one inch to equal so many feet), some students may want to draw their maps to scale. me te If you are a new teacher and unfamiliar with the Virgin Islands, you can still take these walks by having your class act as your guide. Let them tell you what they know about individual neighborhoods. You can also supplement your knowledge with any of the simple guidebooks available: The Settlers Handbook: Everything You Need To Know About St. Croix, St. Thomas On Foot and By Car, and ot. Jonn On Foot and By Car. More detailed procedures for organizing a field trip and post-field trip activi- ties are provided in Lesson 14. For your information, we have also provided in this lesson a one paragraph description about each of the landmarks dericted on the student activity sheets. The three islands are provided in alphabetical order. BACKGrCUND INFORMATION: ST. CROIX. Oe ee ad 1. MY SCHOOL. (This iandmark is applicable only for students living on St. froix.) Since schools in the Virgin Islands are usually named for local people or places, you should have your students research the history of their school name. 2. JUDITH'S FAN Y. Once the headquarters of the Knights of Malta and reputedly a residence of P:ter von Scholten, Judith's Fancy today is a national historic monument, where he visitor can view the extensive ruins of the great. house and sugar works of th» largest plantation on Si:. Croix. 3. FORT FREDERIK. Started in 1740 and completed twenty years later, Fort Frederik has figured prominently in many of the most important events in Crucian and Virgin Islands history. Here one of the earliest foreign salutes to the new American flag occurred during the American Revolution; here Governor von Scholten proclaimed the end of slavery; and here was the focal point of the great "Fireburn” of 1878. Khe- cently restored, the Fort now houses a museum and the St. Croix offices of the ter- ritorial archaeologist. 4. HESS OIL REFINERY. A major economic landmark, the Amarada-Hess Oil Refinery is the first and largest modern industrial plant in the Virgin Islands. Opened in 1966 the refinery processes crude oil imported from neighboring Caribbean and Latin Amer- ican countries for transshipment to American consumers. 5. WHIM GREATHOUSE. This magnificently restored colonial greathouse is currently being operated as a historical museum by the St. Croix Landmarks Society. The greathouse and its associated buildings, including a restored sugar mill, are filled with artifacts, maps, prints, costumes and documentation relating to the life-style of the plantocracy, sugar production, slavery and the overall history of St. Croix. 6. COLLEGE OF THE VIRGIN ISLANDS. A cultural landmark, the St. Croix campus of the College of the Virgin Islands has been open since 1964. Basically a community college, with a liberal arts focus, the unique: modular campus complex currently services both full time and part time students. 7. RAIN FOREST. One of the few surviving areas of tropical vegetation in the Virgin Islands, this richly foliated, evergreen hardwood forest, transected by the Mahogany Run Road, is one of the unique natural landmarks of St. Croix. 20 : - 15 - 8. STEEPLE HOUSE. Built by the Danes in 1750-1753 as a Lutheran Church, the Steeple Building is an important cultural landmark. The prominent steeple, which rises con- spicuously above the low-level buildings of Christiansted, was built in the 1790's and since that time has served as a navigation aid to ships entering the harbor. In 1834 the church was converted to a military bakery and storehouse and several outbuildings were constructed. In the twentieth century it has been used as a Sunday school, a community hall, a hcspital and school. Restored by the V.I. National Park Service in 1961-1963, it now houses the Christiansted National His- toric Site Museum, which contains a fine collection of Indian artifacts. 9. BUCK ISLAND. Part of the V.I. National Park system, Buck Island is famous as a unique marine park. Here visitors can snorkel in crystal clear waters protected by a beautiful fringing coral reef. The abundant marine life of the park can be easiJv viewed by means of a specially marked underwater trail. 10. AIRPORT. Because it is the island's major link to the outside world and be- cause of its crucial role inthe tourist industry, the Alexander Hamilton Airport must be considered an important Crucian landmark. ll. SALT RIVER. A former home of the original Amer-Indian inhabitants of St. Croix, and reputedly the site of Columbus', landing in 1493, the Salt River estuary is a major historical landmark. It is also a natural landmark, being the locition of one of the most extensive red.mangrove lagoons in the Virgin Islands. 12. EAST POINT. A dry rocky promontory of great natural beauty, East Point is the easternmost point of the United States. ' a ” ST. JOHN. 1. MY SCHOOL. (This landmark is applicable only for students living on St. John.) Since schools in the Virgin Islands are usually named for local people or places, you should have your students research the history of their school name. 2. ANNABERG. These eighteenth century ruins of an old sugar mill .complex are an important historical, industrial and cultural landmark. Maintained by the Virgin Islands National Park Service, Annaberg offers a walking tour that grapi.ically il- lustrates the various industrial processes by. which sugar and rum were manufactured. A cluster of slave huts, dating from the nineteenth century, are part of the complex. 3. CAMPGROUNDS. There are.two campground sites on St. John, the only such rec- reational facilities in the Virgin Islands. Cinnamon Bay campground, part of the V.I. National Park, services thousands of visitors each year who come to swim, sun, hike and explore. Ma» campground is privately operated, and handles-a smaller number of visitors. 4. ST. JOHN FERRY. St. John's primary link with the outside world, tle St. John ferries carry thousands of passengers, food and supplies over the beautiful stretch of water between the administrative capital of Cruz Bay and St. Thomas. 5. CANEEL BAY. Site of a world famous resort, Caneel Bay is one of the most scenic areas in the Virgin Islands. Here can be found several white sand beaches, lovely hiking paths, diversified tropical vegetation and the ruins of a nineteenth century greathouse and sugar factory. During the slave rebellion of 1733, the surviving planters assembled at this ~ plantation and fought off the insurgent slaves. Pe, 6. REEF BAY PETROGLYPHS. The origins and significance of this series of interesting stone carvings located around a picturesque waterfall are fiercely disputed. Most archaeologists claim that they were done by Amer-Indians, while some scholars have recently speculated that at least a few were crafted by African slaves or by pre- Columbian Africans. The petroglyphs can only be reached via trail, but the hike through a semi-rain forest is well worth the effort. Also in the vicinity are the Par Force greathouse and the Reef Bay sugar mill complex. 7. INDIAN SITES. There are two impcctant Indian sites on St. John which have been identified: one at Calabash Boom near Coral Bay, the other at Cinnamon Bay. A num- ber of interesting artifacts, such as ax heads, grinding tools and pottery, attest- ing to the culture of the earliest island residents, have been unearthed at both sites. 8. CLD BATTERY, FORT RERG. Located atop a small hill overlooking Coral Bay, Fort Berg is the oldest known structure on St. John. Erected by the first Danish settlers ‘rm 1717, Fort Berg acnieved enduring fame in 1733 when it was surprised and captured by rebel slaves as the opening action in the great rebellio:- of that year. Today the remains of the old fort are covered by bush and vines, but can still be reached by determined hikers. On the hillside below the Fort are the ruins of another small battery built by the British during their occupation of 1807-1815. 9. TRUNK BAY. An internationally famous natural and recreational landmark adminis- tered by the V.I. National Park Service, Trunk Bay is a place of tremendous physical beauty. In addition to its sparkling white sand beach and crystal clear water, Trunk Bay offers a unique underwater trail for snorkelers, with markers identifying the many forms of adjacent marine life. ‘ 10. ENIGHED RUIN. Constructed in the mid-nineteenth century as.a greathouse for the surrounding estate, this lovely brick and mortar ruin is closely linked to the Cruz Bay community -- historically, economically and culturally. Once the home of several island administrators, it is currently slated for restoration either as a library or museum. ‘ a ll. THE BATTERY, THE ADMINISTRATOR'S. Currently the residence of the St. John Administrator and, therefore, the hub of local political life, the Battery was , constructed originally as a fort to protect Cruz Bay Harbor. The current building, dating from the nineteenth century, is constructed atop the eighteenth century foun- dations of the original fort. Throughout its checkered history the Battery has been, used as a prison, a torture chamber and a place for holding public whippings and. executions. 12. SILK COTTON TREE. A famous local landmark, this large tree .on Centerline Roed is a Kapok Tree. A fiber obtained from its ripe pods is used for filling and insulation. The resilient, water and decay resistant fiber has been commercially used since the 1890"s. This particular tree is near the entrance to Adrianberg, a py‘ivate residence. ST. THOMAS. l. ‘MY SCHOOL. (This landmark is applicable only for students living on St. Thomas.) Since schools in the Virgin Islands are usually named for local people or places, you should have your students research the history of their school name. 2. MARKET SQUARE. Originally an eighteenth century slave mart, this square, with its roofed vending area, has long been a focal point of island economic life. Here colorful vendors sell locally grown foodstuffs, spices, mejicinal plants and native handicrafts. The market square has also been used for political rallies and demonstrations. 3. FORT CHRISTIAN. The oldest standing building in the Virgin Islands and a center of local community life, Fort Christian was first contructed by the Danes who settled the island in the 1670's. Originally built as a defensive bastion to protect the town and its shipping, the Fort aslo served as government headquarters and a place of worship in the seventeenth century. Since 1875, when it was re- modeled into its present form, the Fort has been headquarters for the police de- partment. Today it also houses a jail and a small museum devoted to local history and culture. 4. GOVERNMENT HOUSE. Completed in 1867 to house the Colonial Council (the local governing agency) and, simultaneously, the home of the Vice-Governor, this dis- tinctive three-storied building has been one of the focal points of local political life throughout its history. Today it serves as the official residence and office of the Governor of the Virgin Islands. 5. CORAL WORLD. Opened in January 1978, this unique complex built on the edge of the sea consists of an aquarium, crafts center, shops, restaurant and the only underwater observatory in the Western hemisphere. 6. BORDEAUX RUINS. Once a flourisning sugar plantation, Bordeaux, like. most other St. Thomas plantations, ceased operations in the mid-nineteenth century. Visitors can see the stone and masonry ruins of thé old greathouse and a solitary slave cabin. There is also a lovely heach. 7. COJZEGE OF THE VIRGIN ISLANDS. A cultural landmark, the St. Thomas campus of the Virgin Islands College has been open since 1963. Basically a community college, with a liberal arts focus, the College in recent years has evolved graduate pro- grams in education and business administration. The College currently has full time and part time students. 8. LEGISLATIVE BUILDING. Constructed by the Danes in 1874, this imposing building on the harbor front has served as a police and military barracks, as a school, and since 1957, as the home of the Virgin Islands Legislature. 9. DRAKE'S SEAT. Purportedly the famous English seadog, Sir Francis Drake, re- viewed his fleet from this spot just before his abortive attack on the Spanish for- ’ tress of San Juan in 1595. The story may be apocryphal, but there is no doubt that the sweeping down-island view from this spot’is magnificent. 10. AIRPORT. Because it is St. Thomas’ major link to the outside world, and be- cause of its crucial role in the tourist industry, the Harry S. Truman Airport, with its distinctive World War II hangers, must be considered an important local landmark. : , ll. HULL BAY. A well known recreational area, Hull Bay has also long served as a ‘fishing center for northside residents. Hull Bay is also an important Indian site, where many artifacts, amd recently skeletons, have been discovered. There is a fine beach for swimming. 12. MAGEN'S BAY. A world famous scenic landmark, this large public beach on the northside of St. Thomas was bequeathed to the Virgin Islands by philanthropist Arthur Fairchild. Several Indian sites have been located behind the beach. o. 1n e LESSON 14 MY FIELD TRIP FIELD TRIP QUESTIONS PURPOSE: Field trips are an important part o2 any social studies/language arts program because they provide students with first hand observation and new information. A variety of field trips can be taken on the island where you teach, but an effort should be made to visit at least one of the cultural landmarks included in the pre- ceding lessons, or visit an area, such as Frenchtown on St. Thomas, that has a dis- tinctive ethnic character. The trip wil! provide a common group experience. Field trips are good for students of all skil: levels, if properly planned. The purpose of the student activity shee~ provided is tc help the youngsters organize their impressions and knowledge into a cohesive unit of information. The form will then provide a source of information for follow-up work. BEHAVIORAL OBJECTIVES: LANGUAGE ARTS *Consider sources of information *Record a per- sonak experience SOCIAL STUDIES *PLan procedures and questions fora field trip *Gather and record facts ona field trip ACTIVITY SUGGESTIONS: BEFORE leaving on a field trip, here are some points to keep in mind: * You should have visited the site so you will know what to expect. * When making the site appointment for the class, ask if there is any material available that can either be’sent to you in advance or that can be distributed to the class, on the site. You and your class should plan the trip and schedule the day together. Set standards of behavior. The students’ participation will insure success. You may organize the class into groups. Each group will have @ specific focus for the trip and responsibility to report back to the class. Students should know the specific things they are looking for before they arrive at the site. ; AFTER the field trip, you can do some of the following things. * Give the students time to write up their notes and reactions to the things they saw, using the activity sheet provided (14). If your stu- dents do not have the skills necessary to fill out the forms on their own, you might have older students, aides, or parents act as a recorder. ‘Thank you letters should be written to the people who extended them- selves to you and your class, including parents who helped. Small group discussions can be held about various aspects of the trip. Then the groups can have panel discussions and individual presentations. A class report or notebook, comprised of the reports of different stu- dents, can be issued on the field trip and distributed to other classes or published in a school newspaper, if available. Photo essays (if a camera was available during the field trip) or draw- ings can be prepared by students and displayed on a bulletin board. Feature displays can also be mounted in school corridors so that other students can have the opportunity to see the work done by your class. - 19 - LESSON 15 FLAGS THAT HAVE FLOWN OVER THE ISLANDS PURPOSE: Through this lesson, students will become aware of the different coun- tries that have been or are exercising sovereignty over the Virgin Islands, the British Virgin Islands, and Puerto Rico. Many nations have left their mark on the islands to varying degrees. BEHAVIORAL OBJECTIVES: SOCIAL STUDIES *Understand events over a period of time "Formulate generalizations about time periods in Caribbean and Virgin Iskands his- tony *Appreciate various cultural influences on the islands ACTIVITY SUGGESTIONS: The flags on the student sheet can be coloured and cut out. They can then be glued on the respective paier maéché or enlarged “activity” maps already made in Lessons 5, 6, 8, 10, and 12. Or students could fasten their cutout flags onto a cocktail stirrer or toxthpick, and these flags can then be stuck into the papier maché or "activity" maps by simply applying a little glue on the end of the stirrer. . Have students guess approximate dates for each foreign power's. arrival in the islands. Some dates should be easy if you refer students back to the landmarks and time line lessons. You might want to divide the class into seven groups, one for each European country whose flag has flown over one of the U.S. Virgin Islands. These smaller groups can draw a large replica of the flag from their assigned European country (you might . want to eliminate the Knights of Malta) on a large piece of brown wrapping paper or white shelf paper. .The enlarged U.S. flag can be made in more accurate detail than it appears on the student sheet. Then have each group make a listing of and/or drawing of*(where appropriate) the many contributions made by the respective Furopean countries to the Virgin Islands, e.g., names of places, important people, foods, architectural types laneet tte buildings), including modern influences from one “ "mother" countries such as Danish butter or Spanish wine. ; ; Important representative flags of other West Indian countries and territories canbe found inA Guide for the Teaching of Physical and Human Geography of the Virgin Is- lands and Their Neighbors (Virgin Islands Department of Education, Project Intro- spection; 1974) and in The Caribbean Yearbook (1971 edition). Your students can use these as a model to follow in drawing replicas of modern day flags from around the Caribbean. Students from "down-island" areas may want to make the flag of their “island to share with the rest of the class. BACKGROUND INFORMATION: BRITISH VIRGIN ISLANDS. In 1493, during his second voyage to the New World, Columbus sailed through the Virgin Islands, which he named "Las Once Mil Virgines" (the one thousand Virgins), and claimed them for SPAIN. Only a few SPANIARDS settled in the islands over the next one hundred and fifty years. In the first half of the seventeenth century Tortola was inhabited primarily by DUTCH freebooters, who used it as a base for attacking SPANISH shipping. In 1648 the DUTCH settled permanently on the island and constructed a fort. In 1665-1666 the ENGLISH seized Tortola from the DUTCH and claimed it for GREAT BRITAIN. The DUTCH, however, soon returned. In 1672, Sir William Stapleton seized Tortola from the DUTCH and established effective BRITISH control over the British Virgin Is- lands. Since that date, GREAT BRITAIN has governed without interruption. The .more than three centuries of BRITISH rule have resulted in a strong BRITISH cul- tural influence. i ao - 20 =- PUERTO RICO. Puerto Rico was claimed for SPAIN by Christopher Columbus in 1493. SPANISH col- onization began in 1508, when Ponce de Leon, one of Columbus' lieutenants, returned to the island with a party of fifty soldiers. In 1521, the SPANISH moved their capital to Old San Juan, and from there commenced the systematic settlement of the island. Though ENGLAND and HOLLAND made several attempts to seize the island during the next two centuries, Puerto Rico remained under SPANISH control until 1898 when the UNITED STATES occupied it during the Spanish-American War. Since that time, the island has been an AMERICAN possession, but has achieved a considerable degree of self-government under Commonwealth status. SPAIN's long dominion over Puerto Rico has resulted in a strong SPANISH imprint on all aspects of local culture, and the national language continues to be SPANISH. ST. THOMAS. St. Thomas was claimed for SPAIN by Christopher Columbus in 1493. Although the SPANISH made no concerted effort to colonize St. Thomas, their rule was never seriously challenged until 1666 when DENMARK sent an expedition to establish a colony on the island. This first DANISH effort failed, but in 1672 another ' DANISH expédition succeeded in’establishing a permanent DANISH colony. Frem the outset the DUTCH were deeply involved in the colonization of St. Thomas. Although HOLLAND never claimed the island, DUTCHMEN were prominent among the early settlers, and for many years DUTCH was the prevailing language. With the exception of two brief occupations by GREAT BRITAIN (1801-1802 and 1807- 1815), DENMARK maintained control over St. Thomas until selling it to the UNITED STATES in 1917. In contras’. to Puerto Rico, with its strong SPANISH heritage, St. Thomas has always been higtily cosmopolitan in character. The early settlers were a diverse mixture of DUTCHMEN, BRITONS, SPANISH, GERMANS, FRENCHMEN, and DANES; and the development of the harbor as a free trade emporium encouraged the persistence of a hetrogenous cultural make-up that is still evident today. ST. JOHN. Like the ‘other Virgin Islands, St. John was claimed for SPAIN by Christopher Columbus in 1493. Although GREAT BRITAIN claimed the island in the late seventeenth and early eighteenth centuries and a few ENGLISHMEN actually settled there, St. John was f..s. colonized by DENMARK in 1717, when the DANISH governor of St.’ Thomas sent over a party of planters, slaves and soldiers. For several years, GREAT BRITAIN disputed DANISH Ownership, but DENMARK successfully resisted- these claims. How- ever, GREAT BRITAIN did occupy the island for two brief periods (1801-1802 and 1807-1815) during the Napoleonic Wars. With these twq exceptions, DENMARK re- tained possession until 1917, when she sold St. John to the UNITED STATES. The planters who colonized St. John were a mixed lot of DUTCHMEN, ENGLISHMEN, FRENCHMEN, and DANES; and each nationality left some imprint on local culture. w ST. CROIX. Of all the Virgin Islands, St. Croix has had the richest and most checkered history. The island was first claimed for SPAIN by Christopher Columbus in 1493, but the SPANISH made no concerted effort to colonize the island. In 1625, pioneers from ENGLAND and HOLLAND established two settlements on St. Croix, while a handful of FRENCH bucaneers frequented its harbors. During the 1640's, the major European powers fought among themselves for sole ownership. In 1646, ENGLAND succeeded in driving out the DUTCH and FRENCH. In 1650 SPAIN reasserted her claim, and a SPANISH expedition from Puerto Rico wiped out the ENGLISH settlers. In the same year, the DUTCH tried and tailed to dislodge the SPANISH. Later in 1650, the FRENCH took possession. A year later, St. Croix became the private domain of Sieur de Poincy, a FRENCHMAN, who granted it to his order, the KNIGHTS OF MALTA in 1653. In 1665 FRANCE regained control; and FRENCHMEN occupied the island until 1695, when the settlers removed to Saint Dominique. In 1733, FRANCE sold the island to DEN- MARK, and with the exception of the two BRITISH occupations of 1801-1802 and 1807- 1815, the DANES effectively controlled St. Croix until 1917, when they sold it to the UNITED STATES. There is little surviving evidence of e.rly FRENCH or SPANISH influence on St. Croix today. However, as many of the eighteenth and nineteenth century planters were either DUTCH or BRITISH, these nationalities, together with the DANES, have left a strong imprint on the Crucian cultural heritage. =' 39 = LESSON 16 SOME WORDS WHAT THEY MEAN AND WHERE THEY COME FROM PURPOSE: The dictionary lesson that follows will help to demonstrate the ethnic diversity of the Virgin Islands through its variegated linguistic forms. It should be noted that some of the language forms spoken by your Virgin Islands and West Indian pupils will diverge from Standard English for both geographical and historical reasons. Indeed, the continental teacher may sometimes have trou- ble understanding his/her pupils who use somewhat different semantic,. dialectical, phonological, and syntactic systems. The lesson below will not solve this pro- blem, but hopefully it will help you to tune into the speech patterns of some of your pupils so that you can begin to appreciate some of the cultural and social traditions that lie behind these patterns. BEHAVIORAL OBJECTIVES: LANGUAGE ARTS *Listen accurately and critically *Con- sider sources of information *Learn the origin, meaning and pronunciation of Some common West Indian words. ACTIVITY SUGGESTIONS: Have your class complete activity sheet 16. The teacher's answer key is found on page 47 of this guide. You might also encourage your class to keep its own linguistic dictionary (a few words, with their respective meanings, are provided below to get you started on this activity). You, too, may want to maintain a dictionary and transcribe those words and expressions with which you are unfamiliar. You can ask various members of the class for their help in defining these expressions. Some of the words indicated on the student activity sheet and in the background information below might have different meanings in different islands -- or other islands may have different words for the same definition. Find out by asking your students. Since the words provided in this lesson may also have different pro- nunciations in different islands, we have not provided a phonetic key. Again, you will want to ask various students from different West Indian areas to offer assistance in pronouncing these words. : BACKGROUND INFORMATION: The words found on student activity sheet 16 and more detailed definitions follow, in alphabetical order. BUCCANEER. This term was originally applied to the French hunters of wild oxen in Haiti who used a boucan or grill for roasting meat. It then came to refer to a pirate or sea robber. CAMPADU. This is probably a corruption of the Spanish word campadre which means godparent. CRAPO. This is probably a corruption of the.French word crapaud and is used in Barbados and other islands to mean toad or frog. DASHIKI. Originally a Yoruba word meaning a loose fitting garment of varying lengths worn by men and women in West Africa and elsewhere. LIMIN'. This means to do nothing or to take it easy. MAROON. .This French derived word originally referred to a fugitive Negro slave. In its verb form, MAROON means to put a person ashore in some desolate place as, for example, on a desert island. Pirates sometimes MAROONED people as a punish- ment. MELEE. gossip. | This is a French word which means confusion. It generally refers to PEPE. A West Indian, especially a child, often refers to his godfather as PEPE. TAN. This is probably a corruption of the French word tante which means aunt. The word tan is used with a proper name such as Tan Mary. ~ The following lists additional words with their respective meanings: AIN’ TRUE ALL RIGHT AL' YOU ANANS I ALL-~AH~WEE BAD FEELIN' BAD MINDED BEFO' TIME BIG PEOPLE BRUU CHEESE AN' BREAD COOL OUT ele! GOOD NIGHT JOHNNY CAKE JUMBI LALA MI BOY MOKO JUMBI It's not so An expression of greeting used in passing All of you ‘Type of folktale told in the Car ibbean using a spider as the main character All of us Not well physically Having bad thoughts In the past Grownups Brother A general exclamation like Gee Whiz! To.take it easy Another exclamation to show surprise The evening greeting that does not suggest good-bye The West Indian fried bread A ghost or spirit Nonsense - a popular song uses this expression throughout General term of address The masquerader on stilts in a carnival parade Y - 24 - LESSONS 17, 18, 19820 NANSI AND THE MONKEY a VIRGIN ISLANDS : ANANSI STORY THE MAGIC HOE AN ASHANTI ANANSI TALE JUAN BOBO A PUERTO RICAN FOLKTALE PURPOSE: These lessons comprise a folktale unit made up of stories from Africa, the Virgin Islands, and Puerto Rico. » BEHAVIORAL OBJECTIVES: LANGUAGE ARTS *Discriminate between fact and opinion *Make an onal report SOCIAL STUDIES ‘*Understand the cultural commonalities among the Caribbean islands ACTIVITY SUGGESTIONS: Traditionally in the Caribbean, a storyteller settied down under a tree, often a Tamarind, and told the tales. Have students take turns assum- ing the role of the storyteller and, if possible, go outdoors, sit under a tree and listen. You may want to have one of your better readers read the folktales pro- vided, and you will also want to encourage your students to tell other stories they have heard at hoine or find in the school library. Perhaps a senior citizen or a parent might volunteer to tell a folktale to the class. Try to tape record these presentations for use by other classes. Since many of Anansi's companions have animalistic qualities, have the students role play the different animals and then discuss the physical attributes of each animal. Dramatizations of entire folktales can also be performed by the class. Again, tape record these dramatizations, if possible, to allow the students to listen to themselves at a later time. When beginning the Juan Bobo lesson, you might remember that some students may not be familiar with olives, and you will need to make certain the word has meaning for all. Student sheet 19 is the beginning of the Juan Bobo story in English (see page A8 of this guide for the Spanish version which could be told by a student who can read Spanish if it is reproduced on a student stencil by you).. The Bobo story con- tinues in Spanish on student sheet 20 (English translation found on page 48 of this guide). Again, the translation provided in the teacher's guide might also be con- verted, on a stencil, into a student activity sheet. BACKGROUND INFORMATION: Ali West Indian peoples possess strong oral traditions. When the slave trade brought to the islands of the Caribbean people from the villages and forests of West Africa, the Africans brought with them the stories they loved. Even today, the people of these islands tell stories to each other and to their children as they have been passed down through the years from one generation to the next: The Anansi tales, like most other elements of regional folk cultures, are African in origin, and Anansi is a popular folk hero in all West Indian islands. Who was Anansi? He was both a man and a spider. When things went well and there was no danger about, then Anansi was a man. But when things went poorly or when he was in danger, Anansi became a spider, safe in his web high up on the ceiling. In the Yoruba version, the spider is replaced by the tortoise. The Bantu re- _ placed him with the hare. And there are other areas where he is replaced by the monkey. oo She »Anansi uses his intelligence and cleverness against the brute force which can threaten his survival. Perhaps Anansi reflects the experience of slavery in which the slave often survived only by outwitting his master who was more power- ful than he. Through the intelligent exercise of guile, Anansi triumphs over his enemies. Bruu (Brother) Anansi is his name in the West Indies. He is a small sly rogue who walks with a.limp and speaks in a high falsetto voice. In short, the Anansi stories demonstrate that the small and physically weak character can be victorious over the stronger character by outmaneuvering him. Anansi has many sons. The best known of his sons is Tukuma, who is also called Ntikuma in the Ashanti animal tales. You may want to point out to your class that, although these stories constitute a single oral tradition within Caribbean culture, there are certain regional variations. For example, Ntikuma is called Tacoma in Nevis, Brer Tarrycooma in Montserrat, Tig in Grenada, and Ti Malice in Haiti. Furthermore, these Afro-Westindian folktales are reflected in the North American tradition in the Brer Rabbit tales. These folktales have a number of common characteristics which you may want your pupils to adduce from the experience of reading or hearing them. These are: * Repetition will often be used as a way of heightening suspense until the story reaches a climax, after which the denouement unravels rapidly. Often these folktales explain how behavior patterns, animal character- istics, or human habits came to be. Many of these tales end in a moral didactic tone so that the listener . is sure to hear the moral lesson that is implicit in the tale. Often- times, moral transgression is punished in some direct physical way. The phenomenon of mass communication is relatively new in the West-Indies. Thus, as mentioned above, it is still common -- in rural areas -- to find children set- tling down under a tree at sunset to listen to an old woman or an old man tell one of the Anansi stories. Thus, these stories are meant to be told if only be- cause they have been molded to the storyteller's art over a long period of many years. Indeed, in West Africa, according to Joseph Williams in his book Voodos and Obeahs, the storyteller relates the tale through his nose as he crawls about in simulation of the movements of the spider. Juan Bobo is the folk equivalent of Anansi. "Bobo" means "fool" in Spanish. But, of course, Bobo -- as it turns out -- is no fool at all. Like Anansi, he may give the impression of not being quite "with it", but, in fact, it is usually Juan Bobo who is the victor in these tales. ~ ao. LESSONS 21, 22823 PEPPER POT A WEST INDIAN STEW : BREADS THAT ARE EATEN IN THE WEST INDIES THINGS TO EAT THAT GROW IN THE WEST INDIES PURPOSE: Through actually making a familiar West Indian dish (Lesson 21), stu- dents can further learn about the cultural diversity of the Caribbean. In the next lesson, the different types of breaa represented on the student sheet are representative of some types of breads used in the Caribbean and illustrate cul- tural variations in the preparation of this basic food. In Lesson 23, by allow- ing your students to guess at the origins of the food they eat, they will learn more about cultural exchanyes which have taken place in the Caribbean. BEHAVIORAL OBJECTIVES: LANGUAGE ARTS *Listen to and follow directions SOCIAL STUDIES *Learn about the variety of «ruits and vegetables cultivated in the Caribbean *Understand some common food patterns which typify the Caribbean *inderstand the cultural commonalities among Caribbean islands ACTIVITY SUGGESTIONS: PEPPER POT. As long as you have access to a stove, hot plate, or heating unit of some kind (such as coal stove or grill), this lesson should be easy to do and a great deal of fun:«for the class. Since the overall cooking time is about two hours, you will probably want to start the recipe in the early. morning so that the class can "have a taste" close to lunch time. The procedures are quite sim- ple and take no special culinary skill. It is easy to substitute one ingredient for another. Pepper pots may include pigs feet, cow’sheels, chicken, lamb or more conven- tional cuts of meat such as beef or pork. If you are not able to obtain cassareep, cassareep can be made by finely grating cassava, steeping it in water overnight, and then straining out the clear thick liquid. This liquid is then heated and spices - salt, pepper, etc. -are added. It is stored in a bottle and used as needed. If cassava is unavailable or you want a simpler method, you can make a substitute by mixing meat stock or canned consumme with any available packaged or bottled brown gravy mix. Then season with black pepper (or curry seeder. salt and a lit- tle sugar. To prepare for this meal, you may want to organize your class into committees with each committee sharing the responsibility of bringing into class certain ingredients. (Be sure to overlap the assignments so that if one youngster for- gets or cannot bring something, you can use another youngster's contribution of the same ingredient in his place.) Also encourage the youngsters to call the same ingredients by different names as this will emphasize the cultural con- tinuities among the islands. For your information, below we have listed some of the ingredients for pepper pot along with their origins: * Okra (also called ochroe and/or ladyfingers): a vegetable used in ‘gumbo, which originated in West Africa. * Tania (also called eddo): a tuberous vegetable, somewhat similar to the white potato, which originated in West Africa. * Kale (also called cole): a type of cabbage with loose spreading curly leaves. Eddo and dasheen leaves are also used in pepper pots, in place of kale. * Cassava (manioc, yuca, tapioca): a long tuberous root used as a vege- table, usually boiled. It is also processed to produce cassava flour and starch. There are two types of cassava, one of which is poisonous. 3 a . ‘ Of course, you will also want to be sure that you have enough bow]s and spoons so that everyone can taste the finished product. When you have your party (Lesson 36), you may want to have the class prepare the pepper pot for visiting parents. : Also, ask your students about variants in preparing pepper pots, other ingred- jents used, etc. Use this lesson as an opportunity to discuss traditional West Indian dishes, individual fruits, vegetables, spices, etc. Other recipes for one pot meals can be obtained by students or their parents. Perhaps a special dish -- one or two versions of kallaloo -- can be done. BREADS. There are several activities which you may want to do with your class involving West Indian breads. * After coloring and discussing the breads on student sheet 22, ask your students to bring to class a small slice of the kinds of bread that they use at home: French bread, Johnny cakes, pot bread, dumb bread, sweet bread, cassava bread. Then the class can sample one another's bread and discuss the differences and similarities. Using any standard recipe, you can have the class bake one of the breads common to the West Indies. Or you can have your students bring to class their own recipes from home for experimentation. Others may want to cut out the pictures on the student sheet, write rzcipes for each type.of bread pictured and start their own cook- books. THINGS TO EAT. Complete student sheet 23 with your class (your answer key is found on page 47 of this guide). As a follow-up activity, interested youngsters might plan and plant a mini garden. To do this, you can contact the local Depart- ment of Agriculture, and they will be willing to either have someone come: to your classroom or you can organize a trip to the nursery which each Department maintains. There the youngsters will also be given seeds and seedlings and in- formation on their planting and care. On returning to the classroom, a committee can be nominated to take charge of the care of the plants. They should keep an ongoing journal of what they observe over time, and, if possible, they should photograph the periodic growth of the class garden. ; Another activity would be to have your class create a chart which indicates the time of the year various fruits and vegetables ripen. The chart might have the following categories: all year (e.g., papayas, bananas, yams, eggplant, etc.); December (e.g., soursop and limes); March (e.g., tania leaves, pigeon peas, etc.); June (e.g., mango, genips); and September (e.g., sugar apples, avocado, etc.). Several activities bridge all three food lessons: * Youngsters might develop a Caribbean cookbook based on interviews with parents who can provide their youngsters with favorite recipes. Also, at least once a week, The Daily News publishes local or regional reci- pes. Many of these recipes can be used with your class. You may want to elect a committee in class to be responsible for a collection of recipes (include both boys and girls on this: committee), and then have va- rious groups of youngsters prepare one of the recipes for the class once a week. Be certain to include recipes which use Caribbean:fruits: jams, jellies, punches made from tropical fruits, marmalades, banana frit- ters, etc. Cooking is an exczilent activity through which to learn the skills of organization, management, planning, etc. Me 4 - 28 - * Make an arrangement with the lunchroom staff at your school to have a different West Indian dish on certain days. If you know this in advance, your class can prepare a display in the lLunch- room of the ingredients used in the dish. * You might provide different geographical groups for your students (African, Chinese and East Indian, Puerto Rican, Jamaican,etc.) and then have your class list the foods peculiar to that area, e.g., Chinese and East Indian would include rice, hot sauces, etc. This exercise will help youngsters understand that West Indian foods find their sources in a variety of places and cultures. BACKGROUND INFORMATION: ‘To suggest the variety and extent of some native Virgin Islands food, we have reproduced a glossary of typical foods below.* Bean or pea soup - A soup made of any legume prepared with salted meat, one or two starchy vegetables, dumplings, local sea- sonings and sweetened with sugar. Beans, peas & rice Legumes cooked with rice, native seasoning, left- over salted meat (taste before you add additional salt) and served with either fried fish or meat. Chible An herb -- chives, green onions or scallions -- used for seasoning. Conch A large univalve mollosk with a spiral shell. The Queen Conch is edible. Creole stuffing A "filling" for meat, fish or poultry made from po- tato or stale bread with milk, raisins, olives, to- matoes and many spices. It may be baked inside the "meat" or separately. Dumplings A mixture of flour and/or yellow corn meal, shortening, water, and baking powder, kneaded and dropped into boiling liquid. Good in soups, stews or with stewed salt fish. Fungi — A popular accompaniment to fish, kallaloo, and othe~- favorite one-dish meals, fungi is a breadstuff of yellow corn. meal and fat cooked in boiling water u” -il free of lumps and firm. The cooked product is ¢ 1aped into balls. When chopped okra is added, it is -alled . “okra fungi". Gooseberry A small, sour, yellow-green berry, often referred to as cheeries. Guava Around, edible, yellow fruit with slightly sour outer layer and numerous yellow seeds in a juicy, pinkish or yellow pulp. Johnny cake A breadstuff of white flour, fat, and liquid, shaped into flat cakes. They may or may not contain baking powder; if they are fried, they are called "fried Johnny cakes", and if baked, "dumb Johnny cakes". 3. o 2 = A one-dish meal or soup prepared with spinach or other local greens, okra, various salted meats, fish and crab; most often served during the Christmas hol. ays; may be served with fungi. Round fruit with thick, rough brown skin; contains several large seeds embedded in orange colored flesh. Large, elliptic, yellow fruit with edible flesh and large seed in a mass of fibers. A drink prepared by mixing together maubi bitters, sugar, water, and a leavening agent. The last ingredient is often made from fermented maubi. To make the bitters, the bark of the maubi tree is boiled with orange peel, anise, rosemary, and sweet marjoram. This drink is highly favored by the community. A soup similar to the bean or pea soup but omitting the sugar. The meats used are usually beef, veal, or mutton. A turnover with meat or fish filling. It is usually fried and eaten as a snack by pupils on the way home from school. Papaya A large,’ yellowish-orange fruit. Plantain A large fruit resembling the banana, used as a vegetable when cooked. Usually fried or boiled, sometimes stuffed. Salt fish Dried cod, can be stewed with tomatoes, "picked up" with oil and onions, or made into cakes. Soursop A large green fruit, tart in taste, white on the inside. Used for drink and ice cream. A pig's head, feet, and snout simmered in a hot sauce made from a portion of the stock, lime juice, onions, and hot peppers. It is usually served with potato salad. Sugar apple Round, yellowish-green fruit covered with rounded or raised segments with white, sweet juicy pulp and black ‘shiny seeds inside. Tania A starchy tuber (small), with a rough dark skin. West Indian cherry Also known as "“acerola”". A small red berry, resembling gooseberry but not as tart; edible raw or cooked. Whelk A large snail with black and white spiral shell. It is usually prepared with rice, as whelks and rice, or ina pie, whelk pie. * Excerpts taken from Marva E. Sprauve and Mary L. Dodds, "Dietary Survey of Adolescents in the Virgin Islands," Journal of The American Dietetic Association, Vol. 47, No. 4 (October, 1965), pp. 287-291. Reproduced with the permission of Dr. Marva Sprauve Browne. Additional information provided by Rosemary. Galiber. du w 30 « LESSON 24 COME TO MY ISLANDS PURPOSE: This lesson will help children to become more conscious of some of the unique qualities of the region in which they liye, of the importance of tourism to the area's economy, and of the fact that people will travel to the Caribbean to en- joy the special qualities the islands have to offer. BEHAVIORAL OBJECTIVES: LANGUAGE ARTS *Listen to and follow directions *Discriminate between fact and opinion *Work in a student committee group SOCIAL STUDIES *Apprec- date various cultural ingluences in the isinds ACTIVITY SUGGESTIONS: Encourage your students to use their imaginations by writing their own tourism advertisement for the Virgin Islands as a group,or St. John, St. Croix, St. Thomas indtvidually. For those youngsters who may need the help, we have provided a number of "buzz words" at the top of activity sheet 24 which can be in- corporated into their advertisements. Individuals can combine words and pictures in any way that is pleasing to them. for those pupils who do not want to use the pictures or words provided, allow them to create their own. Refer students to the landmarks lessons for additional ideas to include in their advertisements. Allow the class to work in a variety of ways, alone or in small groups. You may want to set up a committee to judge the best advertisements. (This committee can be recruited from another class.) The originality of the advertisements should be the prime criterion of accomplishment. Ask students to bring to class tourism advertisements, about the Virgin Islands and other West Indian islands, which they can find in magazines and newspapers. Hope- fully, the informatinn requested in Lesson 4 has arrived and can be compared with Virgin Islands materials which can be secured from the Visitors Bureau (V.I. Depart- ment of Commerce) located on your island. In class discussion, you will want to talk with your students about what the ad- vertisements are telling the viewer about the island pictured. How do the children feel about the statements being made about “the Virgin Islands and other West Indian islands to outsiders? How do the commercially produced ads compare to the advertise- ments created by your students? You might ask several children to "act out" a tel- evision commercial promoting Virgin Islands or West Indian tourism. What qualities of island life do they choose to emphasize? Be sure to decorate the classroom with the products your pupils have made in this lesson. «» 32 « LESSON 25 AN INDIAN DUGOUT CANOE a METHOD OF TRANSPORTATION PURPOSE: The transportation lessons will help students to understand the signifi- cance of inter/intra island communication that has served as a unifying factor in a geographically fragmented area. More rapid communication has brought people in the Caribbean into closer contact and has decreased cultural differentiation. BEHAVIORAL OBJECTIVES: LANGUAGE ARTS *Listen to and follow directions *Listen for details and for purpose SOCIAL STUDIES *Understand the various modes of transporta- tion utilized within the region and how they function ACTIVITY SUGGESTIONS: Begin this lesson by having your students cut the canoe on the activity sheet along the heavy, solid lines and,then fold along the dotted lines. You may want to do this activity by yourself at first so that you can pro- vide help to individual pupils, Each child can decorate his/her canoe as desired with crayon colors and pencil drawings of ‘his/her own design. If the canoes are colored with heavy wax crayon or coated with parafin, they will actually float for a short time. The assembled boats can be displayed throughout the classroom by hanging them from a thread or wire in any convenient place. Some youngsters may want to get together to make a mobile out of their boats. You may want to encourage one group to find out more about how the Indians actually made their boats and to report this information back to the class. One important point nerze is that the canoe was the vehicle of transportation which first brought people to the Virgin Islands. Ask students what the sketch on the activity sheet dem- onstrates about how the Caribbean Indian canoes were constructed. You may want to show examples of other Indian canoes for comparison, canoes from North America, for example. TE RISE a He Oo DN aE Eat toes PWR g e DRA Ce TST EE SESS »- 9 « LESSON 26 SHIPS METHODS OF TRANSPORTATION PURPOSE: This lesson provides an opportunity for your class to learn about some forms of sea transportation used in the Caribbean over time and about the importance of this form of transportation and communication within the West Indies. BEHAVIORAL OBJECT; VES: LANGUAGE ARTS *Consider sources of informtion *Read mazerial to Locate answers to questions SOCIAL STUDIES *Understand the various medes cf trans- portation utilized within the region and how they function ACTIVITY SUGGESTIONS: You can have a committee of youngsters look up the ships that are depicted on their activity sheets and have them review a number of books from the school or public library to identify additional information about the types of sailing vessels that were used in the fifteenth, seventeenth, nineteenth, and twen- tieth centuries. After they have identified them, they can write a brief paragraph about each one. You will want to display this work on the class bulletin board. ‘ Each of the ships depicted on activity sheet 26 can be cut out, a pin put through the picture, and the tip of the pin then stuck into a piece of cork or soap that floats, such aSIvory. Youngsters can then put the sailing vessels into a pan of water and blow on the "sails”. Some students may want to cut out the drawings and color the ships with crayon. These cutouts can then be mounted on construction paper or card- board and displayed on the walls of the classroom. The paragraphs written about the various sailing vessels can be inserted as captions for the pictures. Other students might position their ships cround the paper nfaché or "activity" maps made in earlier lessons. European flags of the various foreign powers which have held sovereignty over the isles of the Cariobean might be made and mounted on the ships or these flags might be drawn on the sails (refer to Lesson 15). Point out how Caribbean peoples of different cultures have used sea vessels to associate, communicate and intermingle with one another. You might want to indicate that in the West Indies, the trade winds have been of central importance in providing the energy force for ship movement across the sea. Since they blew constantly from east to west, sailors could count on them for power. A history committee might be created with older pupils to examine the role of the trade winds in bringing Columbus and other sailors to the shores of the Virgin Is- lands. This committee can then make an oral report to the class on their findings. BACKGROUND INFORMATION: Refer to "Island Growth Statistics" as found on page 49 of this guide, particularly for information on cruise ship arrivals. - $$ = LESSON 27. AN AIRPLANE A METHOD OF TRANSPORTATION PURPOSE: Pupils should be led to understand that the islands are highly dependent upon the flow of goods and services from the outside. A variety of people from very different backgrounds contributed to this flow, and tourists from all over-the world are central to the Virgin Islands' prosperity and growth. In this sense, di- versity is a central characte’ istic of the Virgin Islands. BEHAVIORAL OBJECTIVES: LANGUAGE ARTS *Set up and conduct an interview *0btain in- formation from an interview SCCIAL STUDIES *Understand the various modes of trans- portation utilized within the region and how they function ACTIVITY SUGGESTIONS: By having your students cut out the airplane on activity sheet 27 along the heavy black lines and then folding in the direction of the arrows along the dotted lines, they will be able to makea model airplane. How well the airplane. flies depends. on the weight of paper used. To add weight, you should have your stu- dents attach a paper clip to the folded nose section. These airplanes could be mounted on string or wire around the classroom. Some students may want to study about the importance of air transportation to the e- conomy of the Virgin Islands. Point out that most newcomers to the Virgin Islands now arrive by airplane. You can suggest that students contact the Virgin Islands Visitors Bureau, arrange for an appointment to see someone there, and interview that person based on a series of questions that they develop prior to the interview. Some questions that may be asked are: * How many people arrive in the Virgin Islands by plane, by boat each year? * How much money do these people spend? * How long do they stay? * Why is tourism important to the Virgin Islands eee * What airlines serve the Virgin Islands, the West Indies? Some students may want to talk with individual shop keepers and store owners to ask them the different places from which their customers come and the sources from which they order the merchandise they sell. Inevitably, these sources are outside the Virgin Islands (Puerto Rico, the continental United States, Europe, etc.) Airlines which service the region might be contacted to secure a copy of the routes they fly and the islands they service. Selected air routes might be duplicated on the regional map depicted on student sheets 2 and 3. BACKGROUND INFORMATION: Refer to "Island Growth Statistics as found on page 49 of this guide, particularly for information on air arrivals. JY - 34 - LESSONS 28, 29 & 30 CLOTHES worn BY PEOPLE OF THE VIRGIN ISLANDS CARNIVAL COSTUMES PURPOSE: Clothing styles have many purposes: to indicate the social status, of the wearer, to suggest the type of work done by a person, and, in our time, to perhaps suggest the fantasies a person may have about himself/herself. Clothes also demon- strate national and ethnic origins: in the Virgin Islands, Danish, East Indian, French, Spanish, etc. All of these groups contributed something to the U.S. Virgin Islands, and the teacher can use the three lessons to further demonstrate the multi- ethnic qualities of Virgin Islands society. In this respect, clothes and costumes can be seen as a kind of cultural statement made by the person wearing them. BEHAVIORAL OBJECTIVES: LANGUAGE ARTS *Reach conclusions based on available informa- tion *Interpret pictures *Conduct interviews *Relate experiences SOCIAL STUDIES *Formulate generalizations about time periods in Caribbean and Virgin Islands history *Recognize costumes as expressions of cultural diversity ACTIVITY SUGGESTIONS: First, have the class cut out the individual figures on the activity sheets. Some students may want to mount their figures on construction paper and color the pictures with crayons. Older youngsters may want to sew simple outfits. Perhaps you can make an arrangement with a mother of one of your students. If this a students may want to wear these costumes the day of the ethnic party (Lesson 6). Another teaching strategy would be to suggest .that individual youngsters identify with one of the persons portrayed on activity sheets 28 and 29. Then the students can ver- balize how they think the person depicted would have spent his/her day, what he/she would have done, the people whom he/she would meet, and so on. These fantasies can be tape recorded in private if the pupil is reluctant to voice them in public. The tape can then be played to the class at a later time as a kind of "radio show". You may want to stage a play in which, for example, a Danish soldier and a French fisherman have a conversation. You can use any combination of characters you wish and allow the children to make up their own lines after they have decided on the theme of the discussion, what character each will play, and so on. They can then role play the situation and as they role play, you can gradually introduce other characters into the role play (probably no more than four as it will become too unwieldy). You can also tape record this for presentation at a later time. Role playing activities are as important as reading and math, for they build confi- dence and poise, develop social skill?s that will be required in many situations, and reinforce good oral and aural habits. In no sense, therefore, should these activi- ties be regarded as frills or unnecessary ornaments; they are at the very heart of the learning process. When you are ready for the carnival lesson (30), you may use interviews as a device for encouraging students to learn more about carnival history and the carnival exper- jence, both in the Virgin Islands and in the larger Caribbean region. First, have Virgin Islands youngsters interview children from "down-island" to learn more about carnival in Antigua, Trinidad, etc. Invite a member of the St. Thomas Carnival Com- mittee or a Virgin Islands carnival troupeto talk about their carnival experiences. A class mural on carnival could be prepared, asking students from a variety of Carib- bean \slands to share and depict their carnival experiences for this colorful class project. 4‘). BACKGROUND INFORMATION: on student activity sheet 30, the African costume is one used in the festivals of the Bobo «ribe of Upper Volta. The dancer, completely covered by a grass costume, held the tall wooden mask of "Do" (a guardian spirit) in front of him to ward off evil spirits. The elaborate crenulated woman's costume from Jamaica was one worn by "set girls" during the famous Jonkonnu (John Canoe) celebrations of the slave period. Al- though the gay dress was obviously European in derivation, the Jonkonnu festival was African in origin. The delightful butterfly costume conveys the sense of unrestrained gaiety and fan- tasy so typical of Trinidad carnival, while the clown costume, a variant of the "jab-jab" (jester/devil) figure of Trinidad carnival, is traditional to the St. Thomas carnival. Butterfly costumes were first used in African festivals. o 36 « LESSONS 31, 32833 A DAUB AND WATTLE HOUSE A WEST INDIAN HOUSE A HOUSE IN “OLD” SAN JUAN PURPOSE: By following the directions, students can create the houses that are repre- sented on their sheets. These houses can then be displayed in the classroom. Of course, as with clothing, a great deal about a culture and the lives of a people can be adduced from their house forms. The various houses provided here will permit your students to study the “built environment” of the Caribbean, representing a bleniof varying cultural influences. BEHAVIORAL OBJECTIVES: LANGUAGE ARTS *Interpret directions *Compare information from different sources *Reach conclusions based on available information SOCIAL STUDIES “Relate the past to the present *Begin to recognize the relationship of an island's ducklings to its environment ACTIVITY SUGGESTIONS: Have your students color and construct the three house forms provided on the activity sheets. Some students may even want to try building these houses out of other materials such as balsa struts, toothpicks or any other avail- able material. In uiscussing the house forms with your class, you will want to provide some of the information below, depending on grade level. BACKGROUND INFORMATION: one of the earliest types of houses in the Virgin Islands was the daub ana wattle house which was imported from Africa. The construction ma- terials were crushed sugarcane stalks (roofing), split laths or small saplings for the wattle and mud and clay for the daub. These houses usually consisted of two rooms, were one story high and measured ten by twenty feet. The roof was thatched, and the house itself was ideally suited to the tropical climate because of its open- ness and the fact it could “catch the breeze". The rear room was used for sleeping and the front for storage and cooking. In the course of the nineteenth and twentieth centuries, the daub and wattle house gave way to the two-room, hipped-roof cottage depicted on activity sheet 32. This rectangular dwelling house, usually constructed of wood, with a thatched, wood or iron roof, is a characteristic habitation of many Caribbean folk today, an@ can be found throughout the Virgin Islands archipelago. The example of a Puerto Rican town house on activity sheet 33 differs warkedly from the other two iwellings represented. This elegantly designed masonry structure, with its distinctive balcony and tiled roof, is a typical upper class family dwelling that can be found in all Spanish-speaking Caribbean countries. When one actually sees these buildings, one is struck by the pleasing proportions and symmetry of their architectural elements. In Africa the houses were placed in a cir- cle; in Puerto Rico town houses were organized in a straight line; and in the West Indian islands they were arranged in a variety of ways. - 37 - LESSON 34 ANNA’S STORY THE STORY OF AN ALIEN PURPOSE: The following selection, "Anna's Story", is an adaptation of "Annette, A Tale In Three Places", from Picture The People of The Caribbean by Joyce Bailey and Michael Dash. (The paperback book is published by Friendship Press, 475 Riverside Drive, New York, New York 10027.) It contains other selections based on diverse Caribbean people and would be a good resource for other lessons of a pan-Caribbean nature. "Anna's Story", a real life experience, is especially important because it represents the experience of many people who migrated to the U.S. Virgin Islands from the Bri- tish islands of the eastern Caribbean during the 1960's. These people left their homes due to the employment opportunities they saw here, as a result of the tovrism boom. These "“down-islanders" took the place of the many Virgin Islands who, in turn, had migrated to the continental U.S., particularly to the New York-Washington, D.C. area. Anna is prototypical of that group of parents who have migrated to the Virgin Islands to enable themselves to support and educate their children in a style made difficult due to the un- and under-employment problems of many Caribbean islands. You will find children in your class who have experienced similar family situations, and this lesson is designed to create opportunities for discussion of this situation. BEHAVIORAL OBJECTIVES: LANGUAGE ARTS *Reach conclusions based on available information *Make an onal report SOCIAL STUDIES *Recognize the various reasons for emigration, specifically emigration to the Virgin Tslands *Recognize the ambiguities of the atl- den's Life situation : ACTIVITY SUGGESTIONS: After reading the story on the student sheet with your class, but before asking students to write their own ending, you can discuss the following questions, which may give the children ideas for their endings: Can you guess what happened to James and Anna? Did Anna and James stay in the Virgin Islands? Do you think they sent for Anna's children? Why? Why not? Did James and Anna buy a house here? Do you think Anna and James went back home? For a visit? To live? Do you think Anna loved her children? Why? Why not? Suppose your mother left you. How would you feel? What kinds of things would you send in a Christmas box? *e + & * After this discussion, you might recount a similar, hopefully personal, story of a like situation. For example, an Irish grandparent who left Ireland during the Irish Potato Famine, went to Boston, took a low-paying job as a laborer, saved his money and sent for his family. Now ask your class to write the ending to "Anna's Story". Some younger pupils will not be able to write the ending to AnnaS story. Nor will older pupils with reading problems. For this group, there are a variety of activities you can have them do: Dictate their endings to someone else, such as another youngster. Record their endings on tape and play them back to the class. Draw their endings. Work in groups with each adding a sentence to the story (recorded either on tape or by a secretary for the committee such as the teacher or an older student). 3 These alternative activities are extremely important because they provide access to the experience which would normally be preempted for lack of reading/writing ability. a - By using these techniques, the teacher helps to build confidence -- a psychological posture central to success in anything. You may want to bring your students up to date on what really did happen to Anna and James. The rest of their story can be read to the class. After James and Anna married and realized that they would be in the Virgin Islands for some time, they worked very hard and finally bought a house on St. Thomas. "We wanted to get away from paying rent for the ugly and depressing conditions of apartment living.” During those years they changed their immigration status from that of permanent res- identsto that of citizens. The boom in St. Thomas slowed down and not as much work was available. James suggested that they move to New York. Anna found a.job as a Nurse's Aide in a hospital. Then she studied and worked very hard until she became a Registered Nurse. She sent for all her children, except for the next to the youngest. The eldest has just started college in the States. James sometimes says that he wants to return to set up his own place back home, but every time we go ior a visit to the Caribbean, we are discouraged. “I certainly don't think we will go back in the near future." In teaching this lesson, you will want to keep in mind that the term "Alien" in the U.S. Virgin Islands typically refers to a person from another West Ir ‘an island, although, of course, any non-U.S. citizen in the Virgin Islands :(a Canadian or European resident, for example) would also, legally, be an alien. You might point out to your class that anyone born in the continental United States, in Puerto Rico, or the U.S. ag Islands is a U.S. citizen. Also, many "aliens" who move to the Virgin Islands (as in the case of Anna and James) eventually become U.S. citizens. LESSON 35- “NOT BORN HERE” SomE PEOPLE WHO MADE CONTRIBUTIONS TO THE VIRGIN ISLANDS PURPOSE: ‘This lesson should help to sensitize the class to some of the contributions “aliens” have made to the Virgin Islands. BEHAVIORAL OBJECTIVES: LANGUAGE ARTS *Onganize factual information SOCIAL STUDIES *Understand the cultural commonalities among the Caribbean iskands *Understand the personal and social achievements of immigrants ACTIVITY SUGGESTIONS: Using the student activity sheet provided, different individ- uals and/or committees can study individual people about whom they are interested. Some youngsters may know other aliens who made a contribution to the society of the Virgin Islands. They can report to the class about these people. In introducing a discussion of how newcomers feel in a strange place, you might ask certain students to imagine themselves as a man (woman) from outer space (j.e., a character from "Star Wars"). Then ask the following questions: How would you be different from the people on earth? Suppose you were talking to the people here on earth. What would you say? How do you think the earth people woul. feel about you? How would you feel about them? Allow the children to explore the fantasy within the larger group and help them to maintain the point of view of the spaceperson. Now ask them how they have felt when they were a stranger in a new place. Point out that there are many West Indians who are now living in New York City. How does the class think these West Indians feel when they are in the city for the first time. Has anyone in the class been to New York (or a large metropolitan center in the States)? Now ask: Do you think people from down-island feel like space people when they first come to the Virgin Islands? Why? To further emphasize "sameness" and "diversity", put a variety of green things on your desk: avocado, lime, blades of grass, a leaf froma tree, bottle, or whatever you can find that is green. Now ask the class which object is really green. Accept all of the answers and any reasons offered. Develop the idea that a color like green varies along a scale in which there are different degrees, but these shades actually unite "green things" on this scale rather than divide them into sharply separated groups. Point out that in a sense "continentals" (transplanted mainlanders), down-islanders, native Virgin Islanders, and Puerto Ricans are like the different colors of green, that is, while all are in some respect different, they are also more alike. Ask: * What do continentals, native Virgin Islanders, Puerto Ricans, and down-islanders in the Virgin Islands all have in common? Induce that we are all people who live in the Virgin Islands. * When continentals, “own-islanders, Puerto Ricans, and native Virgin Islanders go to a new or strange place, what do they have i: common? Induce that, in a sense, in that situation, we are all "space people", we would all be outsiders. Accept what the children say without imposing your values on their statements. Lis- ten to them. The more defensive you are, the less useful the learning experience. If apparent hostility is shown, allow these hostile feelings to be openly expressed. a Remember that if there is hostility expressed toward other grcups, the children feel safe enough to express it. The most significant thing you are doing here is to in- troduce a direct confrontation of real issues that are not usually dealt with in the formal curriculum. The teacher is setting an example for the child to talk openly and freely about how he/she feels. One strategy to help people understand one another is to put them in the other per- son's place through role reversal. Have one child play the down-islander and the other a resident. The down-islander has just arrived and is asking directions. The resident gives hima difficult time. Another alternative is to have the youno- sters role play the activjty through pantomime. Children in the audience can tnen be asked to tell us what they see. BACKGROUND INFORMATION: A brief identification of each of the people pictured on activity sheet 35 follows. MORRIS F. DE CASTRO (Panama). Born in Panama in 1902, Morris F. DeCastro came to the Virgin Islands when he was four years old. Educated in St. Thomas, DeCastro joined the V.I. government in 1918, gradually rising through the government ranks. He was appointed Governor of the U.S. Virgin Islands in 1950 by President Truman. After a distinguished career in government, DeCastro became President of what is now the Chase Manhattan Bank. He died in 1966. PETER VON SCHOLTEN (Denmark). VonScholten, a Danish official, spent most of his adult life in the Virgin Islands as a dedicated public servant. As Governor of the islands, he was concerned with improving the condition of the Afro-Westindian inhabitants and was responsible for freeing the slaves during the famous insurrec- tion of 1848. KNUD KNUD-HANSEN (Denmark). Although not born in the Virgin Islands, this Dane worked as a doctor in these islands through fires, hurricanes, and a malaria epi- demic in 1932. After thirty-seven years of work, he retired. The hosital in St. Thomas, the Knud-Hansen Memorial Hospital, is named after him. ADOLPH SIXTO (Puerto Rico). Born in Puerto Rico of Virgin Islands parents in February 1858, Adolph Sixto is credited with having started the first Repertory Theatre in St. Thomas. He presented scores of plays there. Later he managed a government controlled store in which were made many articles of fine native craft- manship such as chairs, cabinets, and beds. JOSEPH SIBILLY (St. Barthelemy). Sibilly came to the Virgin Islands from the French island of St. Barthelemy in 1912. A far-sighted patrician and leader of the French community on the north side of St. Thomas, Sibilly was a noted agriculturalist, philanthropist and public servant. “BUDDHOE" MOSES GOTTLIEB (British West Indies). Moses Gottlieb probably came from one of the British islands as a slave. He was also known as Buddhoe and as General Bordeaux , and was the avowed leader of a slave uprising in St. Croix in 1848. Through his influence it was a bloodless revolt, although Buddhoe was exiled to Trin- idad from where he is said to have goné to the United States. ALEXANDER HAMILTON (Nevis). Born on the island of Nevis, Alexander Hami’ton, the future Secretary of the Treasury of the United States, came to the Virgin Islands as a young man. He spent several of his formative years in St. Croix, where he»was educated and earned a reputation as a shrewd businessman. FREDRICK MARTIN (Germany). Martin came to St. Thomas from Germany in the mid-eigh- teenth century. A dedicated missionary, Martin was the man most responsible for establishing a Moravian mission for the slaves in the Virgin Islands. U a ak LESSON 36 AN INVITATION To A PARTY PURPOSE: This is your chance to display the many ethnic products and activities created by your class throughout implementation of the Virgin Islands Ethnic Heritage Studies Program. BEHAVIORAL OBJECTIVES: LANGUAGE ARTS *Listen accurately and critically SOCIAL STUDIES *Understand the cultural commonalities among the Caribbean islands *Bring ethnic heritage materials and activities before a wider audience. SUGGESTED ACTIVITIES: The student activity sheet can be used to provide the young- sters with a form to follow for a party invitation. You may want to write a model invitation on the board. In planning an ethnic heritage party, it would be useful to do the following things: * Try to have the party in the morning or afternoon. Dependent on the number of working parents, you may have to decide to have an evening party. Be sure that the parents receive the notes from the youngsters, but also use the community bulletin boards to advertise the fact that your class is having this event. Call the local radio station and ask them to announce the party the evening before. Call some of the key parents in the classroom and ask them to call the other parents so that every parent is called the evening before the party. Use informal communication systems (such as talking with parents who may pick up their youngsters after school) as much as possible because the printed word itself is only part of reaching parents with the news about the party. Emphasize that this is a party and that its focus will be upon the young- sters' achievements (drawings, writings, murals, etc.), not their roblems. When the parents come, have different groups of youngsters act as hosts or guides to the various exhibits. Remember that you and your class are giving a party; events such as a role play, a playlet, food tasting should be part of the fun. Do not be disappointed if not every youngster's parents come because, if the party succeeds, more parents will come to the next one. If you obtain a record player or radio, you will want to have some local music. The party should focus on the multi-ethnic nature of the Virgin Islands, and you should be concerned about making implicit or explicit points about our multi-cul- tural society in organizing the party. BIBLIOGRAPHY Several informetive publications can be recommended to teachers wishing to further explore the history and culture of the Virgin Islands, and that of the West Indies generally. We have selected the best of these studies and have broken them down Anto three broad categories: popular literature, publications produced by the Virgin Tskands Department of Education, and more scholarky Literature on West Indian history and culture. In instances where a reference is particularly use- ful as background for specific Lessons, we have 40 indicated at the end of the citation. THE FOLLOWING PUBLICATIONS ARE SIGNIFICANT IN THAT THEY ARE POPULARLY WRITTEN, ACCURATE, USUALLY phe, ILLUSTRATED AND CAN BE READILY OB- TAINED IN LOCAL BOOKSTORES AND/OR LIBRARIES. Courlander, Harold, editor: A Treasury of Afro-American Folklore (1976). An extremely useful collection of West Indian folklore by a noted expert. Highly recommend. (LESSONS 17-19) The Danish West Indian Society: The Danish West Indies In Old Pictures (1967). A fine compendium of old pictures, prints and maps illustrative of local dress, architecture and folk-life in the years before 1917. (LESSONS 6-15, 28-29) Dookhan, Isaac: A History of the Virgin Isiands of the United States (1974). Although this is a rather dry academic history, it 1s the most comprehensive overview currently available in English. (LESSONS 6-15) Gosner, Pamela: Historic Architecture of the U.S. Virgin Islands (1971). A usefi:' introduction, written for the layman. Nicely ilTustrated. (LESSONS 8-15, 31-33) Jadan, Doris: A Guide to the Natural History of St. John (1971). An excellent, well illustrated introduction to the St. John ecosystem and how it works. Can be used by both teachers and advanced students. Jarvis, J. Antonio: The Virgin Islands and Their People (1944). Although contro- versial in parts, and somewhat dated, this is the best historical and cultural study written to date by a native son. A basic reference book, which is par- ticularly interesting on local folk beliefs and customs. (LESSONS 6-15, 17-18) Koladis, Randall S. and Mary Ann Todd: St. Thomas On Foot and By Car (1972). A good general guide to the most important cultural landmarks, with historical information and maps. E> emely useful for field trips. (LESSONS 8-14) Koladis, Randall S.: St. John On Foot and By Car (1974). A good general quide to the most important cultural landiarks of St. John, with historical information and maps. Extremely useful for “ield trips. (LESSONS 8-14) Lewisohn, Florence: Tales of Tortola and the British Virgin Islands (1966). A slightly written, but useful historical survey of an island people whose history and culture are closely enmeshed with that of the U.S. Virgin Islands. (LESSONS 6, 15) 43 Lewisohn, Florence: St. Croix Under Seven Flags (1970). An entertaining his- tory of St. Croix, with many excellent maps and illustrations. The best study in English (LESSONS 6-15) ; Lewisohn, Florence: Divers Information on The Romantic History of St. Croix... 1964). An abbreviated, topically arranged version of the above history LESSONS 6-15) Lewisohn, Walter and Florence: The Living Arts and Crafts of the West Indies (1973). A short, but informative survey of West Indian art forms. An attrac- tively illustrated and useful reference work. Petersen, Arona: Herbs and Proverbs of the Virgin Islands (1974). An entertain- ing and informative description of the many medicinal plants used in local folk remedies by a local authority. (LESSONS 21-23) Radcliffe, Virginia: The Caribbean Heritage (1976). Although sometimes inaccurate, this popularly written survey is generally informative about the most important people, places and events of West Indian history. Particularly good on his- toric architecture. (LESSONS 2-4) Virgin Islands Council of the Arts: Arts in the U.S. Virgin Islands (1967). A concise and attractively illustrated overview of local arts and crafts. A good introduction. THE FOLLOWING WORKS HAVE BEEN COMPLETED BY, AND ARE AVAILABLE FROM THE VIRGIN ISLANDS DEPARTMENT OF EDU/-ATION, . PROJECT INTROSPECTION Here and There in the Virgin Islands (1969) (LESSONS 7-15) Legends and Myths (1969) (LESSONS 17-18) Looking Back on Carnival (n.d.) (LESSON 30) Profiles of Outstanding Virgin Islanders (1972) (LESSONS 8-14) European and African Influences on the Culture of the Virgin Islands (1973) (LESSONS 2-3, 5) Folk Toys of the Virgin Islands (1973) sugar Apples Are Apples Too (1973) (LESSONS 21-23) A Guide for the Teaching of Physical and Human Geography of the Virgin Islands and Their Neighbors (1974) (LESSONS 2-3, 5-6) PROJECT FOCUS (ESSA) Resource Guide to the Culture of the Virgin Islands (1973-74) by Robert Koh! s Broo 'Nansi Stories (1973-74) by Dr. Lezmore E. Emanuel (LESSONS 17-18) Outline Guide to the History of the Virgin Islands (1973-74) by Marilyn Krigger ~ (LESSONS 6-15) A Brief History, Description and Dictionary of the Every Day Language of Virgin TsTands Children (Tove) by John A. Roy LESSON 16) Games, Songs and Toys of the Virgin Islands (1976) by Jeanne Mayo THERE IS A LARGE AND GROWING BODY OF SCHOLARLY LITERATURE ON THE HISTORY AND CULTURE OF THE WEST INDIES, AND, TO A LESSER EXTENT, OF THE VIRGIN ISLANDS. THE FOLLOWING SELECTIONS CAN BE HIGHLY RECOMMENDED TO TEACHERS SEEKING FACTUAL AND/OR CONCEPTUAL INSIGHTS INTO THE CARIBBEAN SCENE. MOST OF THESE PUBLICATIONS CAN BE FOUND AT THE LIBRARY OF THE COLLEGE OF THE VIRGIN ISLANDS AND/OR LOCAL VIRGIN ISLANDS PUBLIC LIBRARIES, FOR FURTHER READING ON THE U.S. VIRGIN ISLANDS SEE: Campbell, Albert A.: St. Thomas Negroes - A Study of Personality and Culture (Psychological Monographs No. 253, 1943). Although its generalizations. are controversial, this pioneering study of culture and society contains much useful information about tocal folk-life. Lewis, Gordon K.: The Virgin Islands: A Caribbean Lilliput (1972). A provoca- tive interpretation of the islands in the twentieth century. Norregard, Georg: Danish Settlements in West Africa 1658-1850 (1966). Excellent for the Danish slave trade and the African background of the slaves. Taylor, Charles E.: Leaflets from the Danish West Indies (1888). A vivid his- torical and contemporary account of the islands. Tyson, George F.: The Enighed Estate and Ruin of St. John, U.S.V.I.: An His- torical Survey (1976). Contains a useful survey of the social and economic development of St. John from the eighteenth century. Westergaard, Waldemar: The Danish West Indies Under Company Rule 1671-1754 (1917). The best study in English of the early colonia! period. FOR THE BRITISH VIRGIN ISLANDS SEE: Doohkan, Isaac: A History of the British Virgin Islands (1975). Harrigan, Norwell and Pear] Varlack: The Virgin Islands Story (1975). FOR THE WEST JNDIES GENERALLY SEE: Horowitz, Michael M., editor: Peoples and Cultures of the Caribbean (1971). A good collection of articles. Lowenthal, David: West Indian Societies (1975). Lowenthal, David and Lambros Comitas, editors: West Indian Perspectives, 4 vols. (1973). A very useful collection of readings and articles. Smith, M.G.: The Plural Society in the British West Indies (1965). A provoca- tive analysis of the West Indian cultural scene by a noted West Indian an- thropologist. FOR SLAVERY AND SLAVE LIFE SEE: Craton, Michael: Sinews of Empire: A Short History of British Slavery (1974). The most recent genera! study. Patterson, Orlando: The Sociology of Slavery (1967). A detailed analysis of Jamaican slavery. FOR AFRICAN CULTURAL SURVIVALS SEE: Bastide, Roger: African Civilisations in the New World (1971). Herskovits, Melville J.: The Myth of the Negro Past (1941). A classic FOR CARIBBEAN RACE RELATIONS SEE: Hoetink, Herman: The Two Variants in Caribbean Race Relations (1967). FOR CULTURAL ADAPTATION AND CHANGE SEE: Brathwaite, Edward: Contradictory Omens: Cultural Diversity and Integration in the Caribbean (1974, reprinted 1977) and Kumina (1976). wet DATE. Aad DATE, A PAP OF ST. CROIX a 0%. vingin (SAND a PAP of PUERTO & ay @city ow tom @ wiGeeet rormr mmm anvt *0RDS @ TAA tes! Point bast wbte THE 5. Flas , fewenania 1s Sen Suen is the capitel of Puerto Rice s Cc © Cities or Towne eet ttt, Lkedddddddidddddddddddddididddddt Liddle f Ol S}29US SA» » > A = » 4 fast = her, Tortole is the capital of the ®.v.1 N Paqd@ribated wo aeb® Ge fs a hw Y _ ® Cities or Towns HIGHEST POINT T Ss 1S AND viaGin A PAP OF ST aus ® DATE THINGS TO EAT THAT GROW IN THE WEST INDIES tverything thet grows in the West Indies. 's sot “native” to this part of Many foods came from far away places. Some came from Africa, oF quests which ones Peve sieays grows in this pert of ic v at t@ the foods thet you think are “native t to the’ foods thet you Wink come from another part ) INI ® ose ® a = a 2 * s = « e a = * s * s we a se = al s * * a a a s e * * a e * + a J a e * a « oe s «= e a a id e a + a 7 _ e . oJ a J a * om * a . al * J = oe . © 3 * a . = a * os = . e - a a a a . a oe * al e a * ” * J * o * oa * J wu e © * * ae = ae os o aa o « @ e 2 a2 e s * 2 e = a = s * «. = = os a J a * 9 “" DATE WHAT THEY MEAN AND WHERE THEY COME FROM Put the following words in alphabetical order The first one hes moleé been done for you buccaneer limin’ tan Peps crapgo dashiki compaidu @aroon . 2. ied 3. srago ‘. faenini 5 Liman’ There are words in LIST A. There are word Meanings te LIST 8. Oraw a line from each wor » tts Reaning The first one has been done Lst8 father eft alone on an island ant uneway slave pirate frog or toad @laxing, taking it easy ooee fitting pull-over piece of clothing joasip, confusion Ountry the word may come ou dala pee aes | ~ ee Pepé frica ROO ee Faw ® JUAN BOBO UN CUENTO PUERTORR I QUE RO HABIA UWA VEZ. . . Un Rey tenia un campo trigo precioso. Al Rey le gustaba ver ese todas as mafanas. Una mafana, la mitad del trigo habia desaparecido, sigan animal habrfia pasado sobre el mismo. £1 hey grité. 1 liam su hij “4Vee ese campo? Quiero que encuentres qué es lo que lo est arruinando, luego quiero que lo detengas.* Bl hijo tomé eu hamaca y su guitarra. Puso la hamaca cerca del campo. Toc6 su guitarra y cant6. £1 tocé y toc6 para mantenerse spierto. Poco después dej6 de tocar y se durmi6. £1 Rey despert6 la mafana siguiente y mir6 hacia su c - Mie de eu trigo habia desaparecido. £1 Rey grit6é. gundo hijo. “.Ves ese campo? Tu hermano mayor no hizo como yo le Vé pera que veas lo que est4 arruinando mi campo. Luego yo quiero que lo detengas.” , £1 segundo hijo tom6 su hamaca y su guitarra. Se fué a! campo, Colgé ou hamaca. Tocd su guitarra y canté. ‘4 cant6 y cant6 para mantenerse despierto. Poco después, dej6 de cantar y se durmi6. Fl Rey desperté a la ana siquiente. Mir6é hacia su campo y mAs pequefio corri6é hacia su padre. 1 dijo que le guetarta tratar de savar e} campo de trigo. Td no serds capaz de hacerlo. Juan, t@ eres muy bobo. Juan pened que el trataria de todas modos. Tomo una hamaca y un paquete de alfileres. Colg6 la hameca. Luego puso alfileres en la hamaca. Dej6 un espacio m pequetio ra sentarse. Luego esper6. Cada vez que iba a caer dormido, un alfiler le hincaba y lo mantenta despierto. Muy temprano en la mafana vié un caballo en el campo de trigo. Era un caballo bello. Era un caballo de siete colores. (£1 caballo tenfa siete colores diferentes de pelo en su abrigo.) Juan grit6 al caballo. £1 caballo grit6 a Juan, "Si td me ayudas, abandonaré este campo. Yo tenyo un hechizo. Si tO me dijeras: ‘Dejen el caballo de los siete colores ser libre.’ Entonces yo seré libre y como recompensa, te daré siete pelos de mi abr.go; un pelo de cada color." Juan grit6: “Dejen al caballo de siete colores ser libre.” El caballo le dio los pelos de su abrige y dijo: "Guarda estos siete cabellos contigo siempre. Si necesitas ayuda, yo vendre y veré qué puedo hacer por t{." Juan puso los pelos en su bolsillo. Juan regres6 y le dijo a todas historia. Sus hermanos se rieron de 61. gl oor se ri6 de 61. jJuan era tan bobo! zQuién iba a creer esa historia de 41? Debi6 haber sido cierto, sin embargo, e} Rey se despert6 todas las maflanas y mitaba hacia el campo. Nada pas6 por el campo otra vez. JUAN BOBO A PUERTO RICAN FOLKTALE SOME TIME LATER. . . jan's father had a friend. The friend was also a King. This friendly King had a beautiful daughter. The King thought that it was time for the Princess to get married, He wanted to be sure that the man the Princess married was Smart and brave. He thought he would have a contest. The man who was smart enough and brave enough to bring him the perfect olive blossom sould marry the Princess. Juan loved the Princess. Men from all over started to look for the perfect olive blossom. Juan's older brothers went to look. Juan thought he would look too. He started out. Then he got lost. He got very tired. He sat down under a tree. Juan put his hand in his pocket. There he found the hair from the horse of seven colors. When he looked up, he saw the horse. It was standing right in front of him, ’ The horse asked Juan what was the matter. Juan told him about the King and the perfect olive blossom, He told the horse how much he loved the Princess. The horse said, “That is very hard to find, but I will see what I can do to help you. Jump on my back.” Juan did and the horse ran off. The horse ran up 4 very big mountain. At the top of the mountain was an old castle. Juan saw a big door. He jumped off the horse and ran inside the castle. A voice said, “Look. See that gold bottle. Take it. Inside is 4 perfect olive blossom, When you go to see the King take it with you. When the time is right, take the gold stopper out. The perfect olive blossom will appear.” Juan thanked the voice and took the gold bottle. He ran out into the courtyard and jumped onto the back of the horse of seven colors. The horse ran all the way to the King. Many men were already there. They all had an olive blossom. When they sav‘ Juan they laughed. "Look at Juan. He doesn't have an olive blossom. He has a gold bottle. What a bobo, he is. He won't be able to marry the Princess." Juan didn't say anything, He waited for his turn to see the King. All the men showed the King the blossoms they had. There was something wrong with every one. Then it was Juan's turn. He went up to the King. He had the golden bottle in his hand. He pulled out the golden stopper. Everyone was laughing. Then the perfect olive blosson appeared. The King spoke. "Juan, I guess you aren't such a bobo. You found the perfect olive blossom. You must be smart and brave. You may marry the Princess." Everyone cheered. Juan and the Princess were married. They lived happily ever after. They also went for many rides on the horse of seven colors. OZ B61 SISSUS 1UEPNIS Oqog UONT 404 SNOISY3A HSITONS/HSINVdS 1960 1965 1970 1971 1972 1973 1974 1975 1976 | Population 32,009 49,747 Total Operating Revenues $ 14,880,396 33,716,942 94,757,103 76,181 | 81,740 84,230 87,010 80,740 124,353,887 162,411,123 244,631,580 206,180,580 312,930,490 income Texes $ 4,329,018 13,206,871 45,775,914 $0,980,113 71,168,557 67,333,147 63,701,744 | Trade & Excise Taxes** $ 1,186,744 4,211,310 , 4,021,315 4,084,615 4,291,997 4,184,883 3,907,601 4,412,928 4,478,500 7,130,266 7,326,109 8,364,777 9,572,751 10,272,910 11,458,269 13,029,811 poe Receipts Taxes Real Property Taxes 4 372,725 2,650,124 3,361,150 4,354,515 4,428,177 4,840,176 Real Property Assessment Lincenses, Fees and Permits U.S. Custems Oues (Net to V. 1.) — = 3 487,000 8 61,108,068 | 10 $ 331,378 1,435,027 in eee 1,566,977,684 | 1,353,472 1,571,499,680 1,700,826,480 1,744,072,960 1,729,235,130 2,610,005,120 1,571,180 1,626,080 2,333,823 2.204 433 2,719,353 3,537,472 5,972,776 6,657 995 7,226,282 4,844,163 Tt ourist Expenditures 1/ Total imports imports trom U. 8.4 P.RA. Total Exports Exports tc oU.S.4P.R. Exports tc to Foreign Countries imports Irzm Foreign Countries $ 24, 780, 000 $4,014,852 100,480,079 91,130,670 153,121,200 148,881,400 146,990,900 145,650,900 152,212,400 eee _§ 12,864, 331 | | § (42,282, 1062 | x 20,417, 721 | 116,675,918 400,615,068 551,649,606’, 596,241,872 650,627 ,626 2,220,424,517 2,197 ,510,002 2,678,779 ,000 _ 74,086,805 168 493,292 175,161,102 172,838,075 209,887 ,000 263,062,742 215,926,000 44,589,113 232,121,776 376,486 ,563 423,403,197 640,740,626 1,926,367 ,668 1,934,447 ,260 2,463,853,000 $ 6,355, 017 N.A. 261,983,506 325,838,320 400,692,067 611,887,250 1,933,332,786 2,010, 165,000 +— $ 7,444,605 = 34,695,490 244,333,154 299,402,265 375,338,161 $46,938,510 1,614,233,350 1,870,999,595 1,836 843,000 $ 910,412 N.A. 16,257,160 26,436,035 25,553,806 64,948,740 44,694,260 62,333,191 73,322,000 | Ale Arrivais*** | Cruise Ship Passengers | Other W Waterborne Passengers Number of Cruise Ships 124,044 354,644 669,823 657,058 742,850 681 ,908 531,023 528,162 56,000 109,341 251,084 253,873 490 ,961 500,152 471,073 84,653 179,111 104,863 115,727 99,704 77,983 43,874 36,831 238 $23 453 817 Tae 740 2,009 3,424 4,439 4,317 4,552 4,460 3,911 6,793 8,710 9,421 Water Dis Distributed (Gais.) N.A. N.A. N.A. 57.7 43.8 9,871 17,682 25,476 26,981 28,376 31,906 | Electricity Produced (K WH-Mil. x 90.5 256.0 305.3 384.0 397.7 307.4 115,818,748 247,900,000 | 1,023,607,3°3 1,165.856,341 1,295 ,892,276 1,484,581,071 1,424, 699,864 1,566 006,206 1,536 425,426 Mail Volume §,200,000 23,038,100 *101, 100,000 * 108,900,000 N.A. 164,961,000 188,000,000 Total Schoo! Enroilment Ne. of Construction Permits Issued Value of Construction Permits — 3 5,190,527 | 992 1,880 1,518 1,847 1,434 1,436 27,177,903 86,534,235 60,193,891 77,353,439 50,851,446 29,207 ,965 24,074,388 aa 3,735 6,956 10,298 10,981 9,027 8,278 616,768,034 803,566 025 750,668,948 707,581,994 718,306,000 N.A. 23,001 24,568 30,518 30,876 31,730 Public Schoo! Enroliment Non-Pubile Schoo! Enroliment 17,289 16,860 22,022 23,343 24,512 25,036 §,712 5,708 §,907 6,044 6,175 32,000 36,100 35,796 35,097 11,228 35,580 _37,100 38,213 42,160 43,360 Labor Force Employed 10,845 | 20,828 | 35,100 36,400 36,083 37,420 38,910 39,890 38,677 : R Ss <= = e i ° ao. © ac ie] . -* Se & [pm & a 4 > ia) ~ — E & = a — = ~ La] o © [ts ~ ™ Smal Force Unemployed | Unemployment Rate 383 - + 3.4 | 190 ——+-+— _— : = 0.9 | 1.3 + 700 1,530 1,560 1,610 2,270 4,663 1.4 2.0 4.6 10.8 SOILSILWLS HLMOYS ,SONVISI ABOUT THE ISLAND RESOURCES -FOUNDATION . . . ..- EDUCATION MUST LOOK OUTWARD TO THE COM- ITY. IT SHOULD INVOLVE THE INDIVIDUAL IN ACTIVE, PROBLEM-SOLVING PROCESS WITKIN THE CONTEXT OF SPECIFIC REALITIES AND IT SHOULD ENCOURAGE INITIATIVE, A SENSE OF RESPONSIBIL- ITY AND COMMITMENT TO BUILD A BETTER TOMORROW. UNESCO Conference on Environmental Education, Thilisi, Russia, October 1977 The Island Resources Foundation, a non-profit, independent research, educational, and public service organization, was established in 197i. It is incorporated under the laws of the U.S. Virgin Islands and has been granted a tax-exempt status under Section 501 (c) (3) of the federal Internal Revenue Code. Since its inception, the Foundation has recognized that island areas tend to rely heavily on imported continental educational materials and models and that this institutional, intellectual, and technological "transfer" process often fails to meet the needs of insular communities, particularly in the development of ‘appro- priate educational programs and materials. Therefore, in recent years, the Foun- dation has moved to establish an educational programs and services division, which is designed to meet the special needs of insular communities -- particularly those in the Caribbean region. Our focus is on the development of an international education program for islands, initially using the Virgin Islands and the larger Caribbean region as a model, and including a response capability which will permit Foundation staff to assist the developing island states and territories of the area in the identification of discrete educational program needs and to implement related project activities through direct and on-going field experiences. The Virgin Islands Ethnic Heritage Studies project grows out of these institutional concerns and commitments. Under a grant from the U.S. Office of Education, this pilot program is designed to provide island educators (grades K-6) with new teach- ing materials and strategies in the area of multi-cultural education. The products produced to date have not been published. They are being distributed to a limited audience for review and comment and may not be reproduced without the permission of the Island Resources Foundation. However, we welcome your com- ments and suggestions and ask that you contact Project Catalyst staff at Post Office Box 4187, St. Thomas, U.S. Virgin Islands 00801 (telephone: 775-3225). Or you might want to visit our St. Thomas headquarters at Harms Lagoon Marina, Red Hook. CARIBBEAN ROOTS: A LEARNING EXPERIENCE FOR STUDENTS IN THE VIRGIN ISLANDS (36 spirit duplicating masters) DATE MAP OF THE CARIBBEAN Make a eo on the island where you live. Write the first letter in your name -Put the letter on the place you ' ere born. Put a C) where your parents were born. Put an \/“ where your teacher was born. Ask the friend:next to you where he was born. Put an X where your friend was born. UNITED STATES of AMERICA ‘ _‘, Dominica laiti!Republic / ane gada Puerto Tortelg .. ir Lco: 0 G en . Ss Le orda ( = St. ; © anguilla Thomas ‘St.John f ~) cost. Martin sd st. Croix Ost. Barthelemy O’Saba St. Eustatius Cyparbuda ‘3 Ost. Kitts Nevis Myantigua : PELL LNG Of Montserrat $#CORR ECTIO n ' uage Loupe ay Marie Ga lante Dominica Tyrartiniaue (hse .Lucia parbadosf Sst. Jintensld o 3 co ° a Sforenada ‘Aruba Cc Tobago Se eae oO Pronai . 2 ‘onaire Trinidad Venezuela 64 Director of Tourism Dear Director of Tourism: Thank you very much, for your hekp. Sincerely, NAME DATE A MAP oF PUERTO RICO Culebra ase PUERTO RICO ‘aig Vieques * Cities or Towns ¢ 7 C0 66 DATE A MAP oF THE U.S. VIRGIN ISLANDS -" laa AND THE BRITISH VIRGIN ISLANDS The Settlement Oo Great Guano, Camano vow +e Beef ‘Virgin Gorda TORTOLA » Spanish Town e Road Town Ad singer Keone 4 ad Sie Peter , (Offerman \ \ “¢ \ ‘Charlotte Amalie, St. Thams . is the capital of the U.S.V.I. ‘Re FF Boundar : A Poad Town, Tortola is the capital of the B.V.I. N W St. Croix eae ; Christiansted Fredertksted * Cities or Towns 09 Wy DATE A TIME LINE DATES IN VIRGIN ISLANDS HISTORY 1977 1970 1954 1927 1917 FIRST TIME THE PEOPLE 936 0 UNITED STATES SLAVES # ELECT THEIR BUYS THE ARE GOVERNOR VIRGIN ISLANDS FREED THE PEOPLE BECOME “THE FIREBURN” CONSTITUTIONAL VOTE ORGANIC Fg ag Bete WORKING PEOPLE §/ FREE CONVENTION — fous ACTS FIGHT FOR A —< Semen Evans Oo Farrelly © BETTER LIFE King oO * 17332. 1672 1493 je TH: = DANISH SETTLERS = oa LAN COME TO ‘gue 188 ARAWAKS > ST, THOMAS i COME TO ISLANDS § 7% @z» FIRST CHRISTMAS SLAVES REVOLT COLUMBUS ON ST. JOHN FINDS rs a : ST. CROIX LX Eg of a oe Gee Gee Gee Gee Gee Gee Gee Gee Gee Ge Gee Ge Gee GES GED Ges Gee Gee Ge Gees Gees Guu Gee GEE GuEe GeEe GEES GED Gene Gee Gee Gee Gee ee Gee eee ee ee ee ee ee ee ee ee cee Ma 70 DATE A MAP OF ST. CROIX A U.S. VIRGIN ISLAND KEY %#% CITY OR TOWN %\ HIGHEST POINT ames PAVED ROADS > FARTHEST POINT EAST UNDER THE U.S. FLAG WW BUCK ISLAND © Co DATE \. BUCK ISLAND 9g oY + LANDMARKS OF ST. CROIX A U.S. VIRGIN ISLAND = COLLEGE OF THE VIRGIN ISLANDS 6 AIRPORT 10) SALT RI om DATE KEY %#% CITY OR TOWN %& HIGHEST POINT ommemPAVED ROADS CRUZ BA A A MAP OF ST. JOHN U.S. VIRGIN ISLAND BORDEAUX MOUNTAIN RR b 4 US SO | x USA _DATE LANDMARKS OF ST, JOHN A U.S. VIRGIN ISLAND . ANNABERG —— wx REEF BAY 6 | ——« PETROGLYPHS ») CAMPGROUNDS 3 ot INDIAN SITE 7 a TRUNK BAY 9) A pun | s ENIGHED ruin 1Q 2 THE BATTERY OLD BATTERY El THE ADMINISTRATOR A1, FORT BERG . SILKCOTTON TREE 12, DATE A MAP OF ST. THOMAS A U.S. VIRGIN ISLAND KEY % CITY OR TOWN Wk HIGHEST POINT ummm PAVED ROADS DATE ———— fim, Puy, LANDMARKS OF ST. THOMAS A U.S. VIRGIN ISLAND MY SCHOOL 1 a AZAD a aN, mmm CORAL WORLD 5 »} ; S SEAT 9] | DRAKE S) , nar Gs \ _- VIRGIN ISLANDS COLLEGE OF THE AIRPORT 10 LEGISLATIVE BUILDING HULL BAY TI MY FIELD TRIP FIELD TRIP QUESTIONS I am going to NAME OF PLACE Things I saw: People whom I talked to: Things I learned: I liked (or did not like) this Field Trip because: A drawing of a thing I saw, USE THE BACK OF THIS PAPER. Then you will have a lot of space. 8H DATE COLOR KEY WHITE [J BLUE GOLD Bey reD [777 TORTOLA PUERTO RICO ST. THOMAS ST. JOHN ST. CROIX SPAIN SPANISH FLAGS THAT HAVE FLOWN OVER THE ISLANDS HOLLAND Ys eee SOAS ENGLAND ENGLISH SH COPA EMs FRANCE FRENCH KNIGHTS OF MALTA DENMARK DANISH AMERICAN Asie A DATE SOME WORDS WHAT THEY MEAN AND WHERE THEY COME FROM Put the following words in alphabetical order. The first one has been done for you. marooned buccaneer limin' tan meleé Pepé crapo dashiki comp4du maroon Re buccaneer 6. 7. 9. 10. There are words in LIST A. There are word meanings in LIST B. Draw a line from each word to its meaning. The first one has been done for you. LIST A LIST B dashiki godfather marooned left alone on an island crapo aunt buccaneer runaway slave tan godparents comp4du a pirate limin' a frog or toad meleé relaxing, taking it easy Pepé oose fitting pull-over piece of clothing gossip, confusion Many words we use are like words used in other countries. There are words in LIST A. There are names of countries in LIST B. Draw a line from each word to the name of the country the word may come from. The first one has been done for you. LIST A LIST B dashiki Spain Pepé ie RH meleé France DATE NANSI AND THE MONKEY A VIRGIN ISLANDS ANANSI STORY Nansi and Monkey were good friends. One day they went for a walk. Nansi asked, “Monkey, how many smarts do you have?" Monkey said, "I am very smart!" Nansi said, "Well, I am only half smart. I gave the other half to my good friend." As they walked along, they went by a big hole. At the bottom of the hole was Tiger! Nansi asked, "What is wrong,Tiger? Can't you get out of that hole?” “If I could get out, do you think I would still be down here?" yelled Tiger. Nansi said, "See, Monkey, Tiger is smarter than me." He yelled at Tiger, "Do you want us to help you out of that hole?" Tiger was angry. "Yes. What do you think?" he yelled. Nansi talked to Monkey. "You have a long tail. Why don't you put your tail down the hole? Then Tiger can pull himself out." Monkey did what Nansi said. Then Tiger pulled himself out. Tiger jumped on Monkey. He was going to eat Monkey upt Nansi jumped into a tree. Poor Monkey didn't know what to do. Nansi yelled at Monkey. "Where are your smarts now? You let Tiger catch you.” Monkey was very frightened. He was also angry at Nansi. It was all Nansi's fault. Nansi felt bad for Monkey. He yelled at Tiger. "Tiger, where are your smarts? You catch Monkey and you don't give thanks to Heaven. You must give thanks for your good luck. Put your hands on your head and give thanks. Right now." Tiger did what Nansi said. He dropped Monkey. Monkey ran away. Fast! Nansi ran after him. They ran through the woods. Nansi asked Monkey, “Well, Monkey, do you still think you have more smarts than me?" Monkey shook his head, "N0!" Nansi told Monkey, "From now on, check your smarts before you boast." Ever since that day, Monkey goes through the woods from tree to tree. He uses his long tail. He knows that Tiger is waiting for him on the ground. 58 1%. — DATE THE MAGIC HOE AN ASHANTI ANANSI TALE Long ago, there was only one hoe in the world. Men worked the the fields, with a bush knife. Anansi and his friend Kotoko, the porcupine, started a 1ew farm. Anansi and his family went to work in the field. He took his bush knife. When Kotoko went, he took his hoe. Kotoko took his hoe and started to work the earth. As he worked he sang: "Give me a hand, hoe of Kotoko, give me a hand! It is hot in the sun!" The hoe jumped out of Kotoko's hand and started to work all by itself. The hoe worked all day. At the end of the day the porcupine called the hoe. Then Kotoko took the hoe home and hid it. Anansi had wat thed the hoe work. He asked himself, “Why do I work so hard? I will ge* the hoe. It can do all the work in the field." Early the next morning, Anansi went to Kotoko's house. He stole the hoe! He ran to the field and sang: "Give me a hand, hoe of Kotoko, give me a hand! It is hot in the sun!" The hoe started to work. It worked all day. Anansi sat under a tree and rested. At the end of the day Anansi sang: "Stop hoe, the field is done." The hoe didn't stop. Anansi started to yell but he didn't know the right words. The hoe kept going. It went through the thick bush. Anansi couldn't stop it. The hoe went across the sea. It went to the Country of the White People. The people there liked the hoe. They made other hoes, just like Kotoko's. They made many hoes. One day they took some back across the sea, to the Ashanti people. Today there are many hoes there and the Ashantis use them instead of bush knives. It is much easier to work the fields now. JUAN BOBO A PUERTO RICAN FOLKTALE ONCE UPON A TIME... There was a King who had a beautiful wheat field. He loved to look at it every morning. One morning, half the wheat was gone. Some animal had run through it. The King yelled. He called his eldest son. "See that field? I want you to find out what is running in it. Then I want you to stop it.” The son took a hammock and his guitar. He put the hammock next to the field. He played his guitar and sang. He played and played, to keep himself awake. After awhile, he stopped playing and he fell asleep. The King woke up the next morning. He looked at his ‘ield. More of the wheat was gone. The King yelled. He called his second son. "See that field? Your older brother didn't do as I said. You go and find whatever is running in my field. Then I want you to stop it." The second son took his hammock and his guitar. He went to the field. He put his hammock up. He played his guitar and sang. He sang and sang, to keep himself awake. After awhile, he stopped singing and fell asleep. The King woke up the next morning. He looked at his field. Still more of the wheat was gone. The King yelled. Juan, the youngest son, ran to his father. He said that he would like to try to save ‘the wheat field. His brothers laughed. The King laughed. He said, “Juan, your brothers couldn't save my field. You won't be able to do it. Juan, you are such a bobo." Juan thought he would try anyway. He took a hammock and a package of pins. He put the hammock up. Then he put pins in the hammock. He left a little spcc to sit on. Then he waited. Everytime he started to fall asleep, a pin pinched him awake. Very eurly in the morning he saw a horse in the wheat field. It was a very beautiful horse. It was a horse of seven colors. (The horse had seven different colors of hair in his coat.) Juan yelled at the horse. The horse yelled back. "If you will help me, I will leave this field alone. There is a spell on me. If you will say, ‘LET THE HORSE Of SEVEN COLORS FREE', then I will be free. As a reward I will give you seven hairs from my coat, one hair of each color." Juan yelled, "LET THE HORSE OF SEVEN COLORS FREE." The horse gave him the hairs from his coat and said, "Keep these seven hairs with you always. If you need help, I will come and see what I can do for you.” Juan put the hairs in his pocket. Juan went back and told everyone his story. His brothers laughed at him. The King laughed at him. Juan was such a bobo. Who would believe a story like that? It must have been true though. The King got up every morning and looked at his wheat field. Nothing ran in it again. 90 JUAN BOBO UN CUENTO PUERTORRIQUERO EN TIEMPOS PASADOS. . , El padre de Juan tenfa un amigo. Este amigo era Rey también. £1 tenfa una hija muy hermosa. El Rey pens6 que ya era tiempo que la Princesa se casara. El querfa que el marido de su hija fuera listo y valiente. Por eso, el Rey pens6 que deberfa hacer un concurso. El hombre aue trajera una flor perfecta de olivo se casarfa con la Princesa. Juan amaba la Princesa. En todas partes los hombres buscaron una flor perfecta de olivo. Los hermanos mayores de Juan buscaron la flor perfecta de olivo. Juan pens6 que 61 la buscarfa también. Sali6 en la busca y se perdi6, estaba muy cansado. Se sent6 bajo un 4rbol. Juan puso las manos en el bolsillo. Allf encontr6 el pelo del caballo de siete colores. Cuando mir6 hacia arriba, vi6é el caballo. Estaba parado frente a él. El caballo le pregunt6 qué le pasaba. Juan le dijo lo del Rey y de la flor perfecta de olivo. Le dijo al caballo lo mucho gue amaba a la Princesa. El caballo dijo, "Es muy diffcil encontrar la, pero veré lo que puedo hacer para ayudarte. Monta en mi espalda."“ Juan lo hizo y el caballo corri6. El caballo corri6 hacia una montafa muy grande. En la cima de la montafa habfa un castillo antiguo. Juan vio una puerta muy grande. Brincéd del caballo y corri6 hacia dentro del castillo. La voz dijo, "Mira. ¢ Ves esa botella de oro? C6jela. Adentro hay una flor perfecto de olivo. Cuancc vayas a ver al Rey, 1llévala cintigo. A su debido tiempo quftale el tap6n de oro. La flor perfecta de olivo aparecera." Juan dfo las gracias a la voz y cogi6 la botella de oro. El corri6 hacia el patio y monto el caballo de siete colores. El caballo corri6 hasta llegar donde el Rey. Habfan muchos hombres allf. Todos tenfan una flor de olivo. Al ver a Juan, ellos rieron. "Miren a Juan. No tiene una flor perfecta de olivo, tiene una botella de oro. iQue bobo es! No podr4 casarse con la Princesa." Juan no dijo nada. Esper6 su turno para ver al Rey. Todas los hombres mostraron al Rey las flores que tenfan. Todas tenfan algo malo. Entonces lleg6 el turno de Juan. Fue hacia el Rey. Tenfa la botella de oro en la mano. Sac6 el tap6n de oro. Todos se refan. Entonces apareci6 la flor perfecta de olivo. El Rey habl6, “Juan, No creo que seas tan bobo. Encontraste la flor perfecta de olivo. Eres listo y valiente. Puedes casarte con la Princesa." Todas se regocijaron. Juan y la Princesa se casaron. Vivieron felices y pasearon mucho en el caballo de siete colores. NOTE TO TEACHER: You will want to make your own Stenc’’/Spirit Duplicating Master for Student use. DATE PEPPER POT A WEST INDIAN STEW PEPPER POT is a favorite meal on many West Indian islands. Every island makes Pepper Pot in its own special way. This recipe is like one used in Barbados. Many Pepper Pot recipes call for Casareep. Casareep is used to help keep meat fresh and to give it a good taste. It is a thick, black syrup made from cassava root. Casareep has salt, pepper and sugar in it. Some cooks say that they never wash out the pot that they use for cooking Pepper Pot. There are stories about Pepper Pots that have been cooking for over 100 years! ae pecr al PIGTAIL Ge Osseo 9. KALE INGREDIENTS MEATS VEGF7ABLES AND FLAVORINGS pound fresh beef <4 okra pound pigtail hot peppers pounds lean pork green pepper bunch kale LIQUIDS handful thyme t cups water onion 1/2 cup casareep tania (or potato) Put the water in a large pot. Cut the meat into small pieces. Brown the meat ina skillet. Then put the meat into the water. While the meat is cooking, cut all the vegetables and flavorings. When the water and the meat have come to a boil, skim the top. Then add the vegetables, flavorings and casareep. Lower the heat and let your Pepper Pot cook for about 2 hours. This recipe will feed 6 to 8 people or give a taste to 20 to 24 people. ft DATE BREADS THAT ARE EATEN IN THE WEST INDIES a. . OOOOCE EES ESOSEEOEEESESESSESEESESEOESOSESSOEEEE SSE SEOSEEE SES ESEESESEOSEOO OOOO OHH HOOHH OOS a al ’ a> CASSAVA BREAD 05655555555 FSSSFSSSSOSSESOEEOESE SESE SE SESE SESE EES ES SES OS OES SHOES OSHS OHS GH OOOOH OO HOO OPO ETe . . FRENCH BREAD YEAST BREAD SOSSHSSSSSSESSSSSSSSSESCOSOOOE ei aon : iw VISION (2) ~ qxrrtiar’ CY (bread cooks inside pot) yorwrerrrrerererrereyr Ty TTT TT Trt ti ita DUMB BREAD | JOHNNY CAKES SWEET BREAD FRY CAKES POT BREAL £06400 05 55556 S604 t~ OOO COCE SEES ESSE SEES ESSE SESE EESEE EE OOHOO SOOO OSEOS® “FHT OHFFOs REVICED %3 DATE THINGS TO EAT THAT GROW IN THE WEST INDIES Everything that grows in the West Indies is not “native” to this part of the world. Many foods came from far away places. Some came from Africa, or Asia, or Europe. Can you guess which ones have always grown in this part of the world? Put an X in a to the foods that you think are "native". Put av’ in vag, Opes to the foods that you think came from another part of the world. DAD PLANTAIN PUMPKIN SQUASH O -— SUGARCANE (_) PINEAPPLE(_ ) ” 3 23 NAME DATE Come to My Islands fuA clear water tennis friendly people SUN . | duty free shops dive Sil swim beach “fidwers Historic Architecture WACALION fly cruiseship DATE AN INDIAN DUGOUT CANOE A METHOD OF TRANSPORTATION DATE SHIPS METHODS OF TRANSPORTATION A SHIP OF THE LATE 1400'S ONE LIKE COLUMBUS SAILED A SHIP OF THE EARLY 1600°S ONE LIKE MERCHANTS SAILED A SHIP OF THE EARLY 1800'S ONE USED FOR THE SLAVE TRADE A SHIP OF TODAY A CRUISE SHIP DATE AN AIRPLANE A METHOD OF TRANSPORTATION CLOTHES WORN BY PEOPLE OF THE VIRGIN ISLANDS YY BUDDHOE QUEEN MARY GENDARME NAME DATE CLOTHES WORN BY PEOPLE OF THE VIRGIN ISLANDS & — DANISH SOLDIER FRENCH FISHERMAN « fe DATE CARNIVAL COSTUMES 5' Bee Veg See S| ee SB ee ; 'e st, THOMAS/TODAY ' AFR1CA/1900's i Hi iu Welly! A 4 in hi DAUB ann WATTLE HOUSE it : Z Uv J ROOF (front WEST INDIAN DATE A HOUSE IN “OLD” SAN JUAN DDDDPPPPPDPPPPPPPPPPPPPDPPPPDDDD! CcCr COCOCOCCOCCCCOCCCCC.L 43) DDDDDDDD! III IIIIIII III III III FIIIFIIIIIIIIIIIIITIIIIIIIIIIIII ES DDDPPPPPPPPPPPPPDPDPPPPPPPPPDDPD! 4 | ok ot rt ae ek Ge ee es es es es ee es es es es et >Pi pb DDD DDDDDDDDDDEDDDDDDDDD DDD DI ‘euee tae teeta ee Put o front house A DPPPPPPPPPPPPPPPPP PPP PP PPPPPPPPP) ROOF eee ee 2 DATE ANNA’S STORY THE STORY OF AN ALIEN I went to St. Thomas. A friend told me I could make money there. My mother said she would look after my children. I had two little girls. I put away some money. One day I took the airplane to St. Thomas. I went to live with a friend of mine. Then I looked for work. I looked for a week. My friend knew a lady who needed a maid. It was the only work I could find. I took it. I had to do some cooking and cleaning. The lady said she would show me the way she wanted it done. There was some baby sitting too. The lady had three children. They were fun, but naughty too. I didn't mind the work. The people were nice to me. Sometimes I did more work than I was paid for. I got very tired. I always kept my eye out for better jobs. After I had worked for a year I found a better job. At least it was better than being a maid. I went to work for Pueblo. The work at Pueblo was pretty hard. The money was pretty good. I sent money to my mother every month. She used it to take care of my children. I also had some money for myself. And some money in the bank! At Christmas I fixed up a box. Then I sent it home to my girls. I missed the children a lot. I wanted to be with them. I knew that my mother took good care of them. Sometimes I would send the girls clothes and candy. Things that girls would like. Life was hard. Things in the Virgin Islands were very strange. Hurry. Hurry. Sometimes I would think, "What am I doing here? So far away from home." Then I would think about why. It was so things could be better. Better for me and my mother and my children. There were a lot of parties. Food and rum and music. A lot of people in a little room. Sometimes you would see people from home. And new people from other islands. It made you miss home a little less. I met a nice man at one of the parties. He is now my husband. His name is James. WRITE YOUR ENDING FOR THIS STORY NAME DATE “NOT BORN HERE” SOME PEOPLE WHO MADE CONTRIBUTIONS TO THE VIRGIN ISLANDS MIT TITITI TTT Tee dh baled cites Knud Knud-Hansen Denmark / APRA RAR TE ARAR AR RRARR RR RA RA RA RA TTITITIIITI IL) Morris F. DeCastnro Panama Adolph Si Puerto Rico 0f "4, AAR RR RARARA RAR RARARA PA RARAR ee — , L990 Afexander Hamilto Nevis Lue | | British West Indies IAA RAAARA AA RA RA RARARARARARARARARARA BARA RA RA RA RA RA RA RA RARARARARARARARARARARARARARARAAS F 2 2 2 2 b Pd 2 a 3 & 2 a > 2 > : > 2 >] 2 ® 2 > 2 + * 2 =a 2 2 ] >] 2 2 2 > * > P > 2 2 2a > | * 3 2 > a » 2) 3) 2 * 2 > 2 ‘ a) DATE AN INVITATION TO A PARTY | RA RA RAPA RARARARARARARARARARARARARARARARARARARARARARARARARARARARARARARARARARARARARARAAARAARARARARARARARARAAARAA AA RA RRA ww RAR Come to an Ethnic Heritage Party | |< * « « ¢ |< ie cs \e ;« 4 \« « « \@ \« pe a je & le « |e a « a Dear MY CLASS IS HAVING A PARTY. THE PARTY WILL BE ON DAY, cy Ao eakleian® THE PARTY WILL BE HELD AT : SCHOOL,. IN THE ? .. I WANT YOU TO COME AND SEE WHAT WE LEARNED ABOUT OUR ISLANDS AND OUR ISLAND NEIGHBORS. COULD YOU BRING A DESSERT, A DESSERT LIKE ONE MADE IN THE PLACE WHERE YOU WERE BORN? I HOPE YOU CAN COME, Yours truly, Littctt ALITA LILA iii liliiili) APA RAPRARARAPARARARR AA RARARARARAPRARARARARA r 2 * ENE RE ENUM NE NUN U UW