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 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