Clear de Road: A Manual for Teachers to Accompany a Virgin Islands History Textbook of the ...

138 Pages·2007·1.73 MB·English

DOCUMENT RESUME
ED 266 054
SO 016 876
Sage, Jewel Ross
AUTHOR
TITLE
Clear de Road: A Manual for Teachers to Accompany a
Virgin Islands History Textbook of the Same Name on
Virgin Islands History for Fourth Grade.
INSTITUTION
Virgin Islands Bureau of Libraries, Museums and
Archaeological Services, St. Thomas.; Virgin Islands
Government Dept. of Education, Charlotte Amalie.
SPONS AGENCY
Office of Elementary and Secondary Education (ED),
Washington, DC. Ethnic Heritage Studies Program.
PUB DATE
83
NOTE
136p.; For student text, see SO 016 877.
PUB TYPE
Guides - Classroom Use
Guides (For Teachers) (052)
EDRS PRICE
MF01/PC06 Plus Postage.
DESCRIPTCRS
African History; European History; Grade 4; *History
Instruction; *History Textbooks; Intermediate Grades;
Slavery; Social History; *Social Studies
Freedom; *Virgin Islands
IDENTIFIERS
ABSTRACT
This teacher's manual accompanies a supplementary
fourth grade Virgin Islands history textbook, depicting the struggle
of West African ancestors from slavery to emancipation and beyond The
title of the text is the name of a freedom song used by Danish West
Indian slaves in the fight for emancipation. Written from an
Afro-West Indian perspective, 13 chapters focus on the early Virgin
Islanders; Christopher Columbus' visit; economic reasons motivating
Europeans to settle in the islands of the Caribbean; Denmark and the
West African slave trade; Africa before the Europeans; the West
African slave in the Danish West Indies; early struggles for freedom;
the road to freedom; the Proclamation of 1847; after emancipation;
the new struggle; readiness for change; and the St. Croix Labor
Rebellion of 1878. Each chapter of the teacher's manual contains six
main components: (1) an introduction focusing on controversial issues
(2) preparing the lesson, (3) teaching the lesson, (4)
in history,
student exercises, (5) answer keys, and (6) references for additional
readings. Appendices include suggested readings for student and
teacher and related audiovisual material. (LH)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
DEPANTRIENT OF EDUCATION
NATIONAL INSTITUTE OF EDUCATION
EOUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
14.) This document has been reproduced as
received from the person or organization
originating n
O Minor changes have been made to Improve
reproduction quality
Points of view or opinions stated in this docu-
ment do not necessarily represent official NIE
position or policy.
"PERMISSION TO REPRODUCE THIS
MMpTERIAL HAS BEEN GRANTED BY
i1
TO THE EDUCATIONAL RESOURCES
INFORMATICN CENTER (ERIC)"
CLEAR
DE
ROAD
PREPARED
BY JEWEL ROSS
SAG,:
FOR THE ETHNIC
HERITAGE
STUDIES PROJECT
OF THE
BUREAU
OF LIBRARIF,S, rbSEUv;
& ARCHAEOLOGICAL
SERVICES
DEPARTMENT
OF CONSERVANON
& CULTURAL AFFAIRS
U1S. VIRGIN ISLANDS
A MANUAL FOR TEACHERS
O
TO
ACCOMPANY A VIRGIN ISLAND'S HISTORY
TEXTBOOK OF THE SAME NAME
ON VIRGIN ISLANDS HISTORY
FOR FOURTH GRADE
ERRATA
TEACHER'S MANUAL
for
CLEAR DE ROAD
Para
Chapter
Page
Change Bull to Hull (Hull Bay)
-
1.
1
I
2 - 3rd sentence - Capitalize T in this (This Chapter).
Strike e from Caribe. (Carib)
5.
1
2 - Add an s to Island (Virgin Islands).
,,
,,
6.
,,
-
1
"
last par.- Add words after (italicized). (Vocabulary words)
7.Item E (1) - Strike the d from and. (an)
Strike the e from Caribe.
(Carib)
8.Item B (c)
lO.Item A-6)
Change bear to beer.
(Central American)
Add an n to America.
II
-
11.
1
- Strike the s from mouths.
(mouth)
13.
1
18. VI - References: Change the y to u in Alkeby-lan (Alkebu-lan).
III
baldly instead of badly.
2 - 2nd sentence
-
19.
VI
1st line - change form to from.
-
38.
Change Western to Weston.
Item E 4)
- Change sentences below to sentences on the
39.Last para.
following page.
40.Item M)
- Change form to from.
Insert the word add between find and about.
41.Item E 2)
(find out about)
44.Item 6)
- Insert the word the between from and Asante.
(from the Asante)
VI -
(Africa)
1, 2nd line -Strike the n from African.
45. par.
51. Item 10)
Strike one t from terquart. (terguer)
-
52. Item E 4)
(Islands)
Capitalize the I
in islands.
VII - 62. In crossword puzzle clues - add the following:
A rising up against government or an
(Across)
established order.
A physical force used to injure, damage or
destroy.
(Down)
To make familiar by custom or habit.
A sign given to communicate a certain
action or response.
3
f
Chapter
Page
(Island)
in island.
- Capitalize the i
Last par.
VIII
65.
Change Indies to India.(West India
Answer Key -
V-A-3 of
71.
tt
11
II
I,
4
"
Things to Talk About - Change thing to think.
79.IV-A-3)of
IX
Strike the lE from effectively. (effective)
V-B-a) -
81.
sluiceway.
- insert an a between in and
last sentence
X
83.
-
(in a sluiceway)
Change 1,500 cwt. to 1,600 cwt.
par. 3 -
85.
last sentence - after the word bagasse, insert
par. 5
which was caught.
1st sentence - insert not between did and come.
par. 2 -
93
(did not come)
V-A-3) -
Add an s after the apostrophe following Croix.
99.
(Croix's)
Paradie instead of Paradies.
Item 15)
- 113.
XII
Mon Bijou instead of Mon Bijoy.
Item 43)
Gazette instead of Gzettel.
Item c)
114.
Change Rose to Rowe.
Par. 2 -
117.
(mulatto)
Strike the n from mulatton.
change ress to press.
at top of page
First word
121.
4
..x
Page i
ACKNOWLEDGEMENTS
To the many people who helped in many ways to bring this project to frui-
Thanks to your expertise and generosity,
tion, collectively I thank you.
I
was able to complete this Teacher's Manual for Clear de Road.
I wish to acknowledge with gratitude the cooperation and assistance of
the following persons:
Mr. Roger Hill - Writer/Historian of Clear de Road;
Dr. William F. Thomas - Director, Cultural Education Division;
Mr. Gerard Emanuel - Specialist, Cultural Education Division;
Ms. Karen Thurland - specialist, Cultural Education Division;
Ms. Beulah Lang - Typist, Cultural Education Division;
Evaluation Div.;
Ms. Velsina George - Typist, Planning, Research and
Ms. Marion Rogers - Language Arts Specialist, Basic Skills Program.
A big thank-you to Ms. Betsy Rezende, Specialist, Cultural Education
Special thanks to Ms.
Division, for compiling and organizing the Glossary.
Sheryl Soto, teacher at Evelyn Williams School, who offered support and sug-
gested activities for the Manual.
I am most grateful for the assistance of Dr. Helen Laurence, Editor of
Clear de Road, the Editorial Board, the Advisory Council, Project Coordinator
Ada B. Anderson and Co-coordinator Jane M. Kelley, and the staff of the Ethnic
Heritage Textbook Project, who made the completion of this manual possible.
Most of all, I wish to give a very special thank-you to Mrs. Octavia 0.
It was she
Ross, my mother; an educator and friend who was my first teacher.
who gave me a sense of culture and tradition every day of my life by being the
She was the one who instilled
pillar of strength in our warm, loving family.
in us a sense of identity and pride in our Virgin Islands culture.
Copyright © 1983
Funded by a grant from the U.S Department of Education. Ethnic Heritage Studies Program
5
Page ii
INTRODUCTION
This Teacher's Manual accompanies Clear de Road, a suppizz.Intary fourth
grade Virgin Islands history textbook.
Clear de Road depicts thc. struggle of
our West African ancestors from slavery to emancipation and beyond.
The title
of the text is the name of a freedom song used by Danish West Indian slaves in
tbe fight for emancipation.
Before writing this manual,
two pedagogical decisions were made.
The
first concerned the historical perspective to be employed
Since the majority
cf students in Virgin Islands elementary schools are of West African ancestry,
it was firmly established from the start that the text would be written from
an Afro-West Indlan perspective.
In other histories of the Virgin Islands, the perspective has typically
been European.
These works provided background information on the political,
social, economic and cultural environment in Europe before and during the time
of colonial expansion.
This information can help students understard how and
why the situation in Europe dictated the course of European expansion and
colonialism in the Virgin Islands and the Caribbean.
On the other hand, in Clear de Road, based on our decision to emphasize
an African perspective, information is included about conditions in Africa
before Europeans arrived.
This information will allow the students to under-
stand history from their ancectors' viewpoint, and will provide them with a
foundation for understanding the present situation in the Virgin Islands.
This information will also foster an image of their West African ancestors at
a time in their history when they were in control of their own societies and
governments.
The second pedagogical decision concerned the format of the manual it-
Children need a variety of learning experiences.
self.
The variety of sug-
gested questions and activities in this teacher's manual were designed to form
a program for guided reading based on the assumption that even able readers
need to be motivated to begin reading.
Each chapter of the Teacher's Manual follows an outline format:
INTRODUCTION
I.
PREPARING THE LESSON
II.
MAIN IDEA
A.
OBJECTIVES
B.
CHAPTER SUMMARY
C.
SUPPLEMENTARY INFORMATION
D.
MATERIALS
E.
Page iii
III. TEACHING THE LESSON
MOTIVATIONAL ACTIVITY
A.
VOCABULARY ACTIVITY
B.
11A2 ACTIVITY
C.
READING THE CHAPTER
D.
ENRICHMENT ACTIVITY
E.
STUDENT EXERCISES
IV.
THINGS TO TALK ABOUT
A.
SOMETHING TO DO
B.
Things to Remember
1)
Do You Know?
2)
For You to Find Out
3)
ANSWER KEY
V.
REFERENCES
VI.
The six main components of this outline are briefly described below.
The INTRODUCTION focuses on
The first main section is the INTRODUCTION.
I.
explored
a controversial issue in Virgin Islands history which might be
Teachers may want to incor
in connection with the chapter in question.
porate these issues into the classroom study of the chapter.
introducing the material to be
PREPARING THE LESSON suggests ways of
II.
First, the MAIN IDEA offers
covered, preparatory to reading the chapter.
Second,
the teacher a capsule statement of the contents of the chapter.
Third,
the OBJECTIVES specify the goals to be attained in each chapter.
the CHAPTER SUMMARY describes the substance of the chapter in greater
Fourth, SUPPLEMENTARY INFORMATION provides
detail than the MAIN IDEA.
additional resource material with which the teacher can enrich the les
son.
Also under SUPPLEMENTARY INFORMATION can be found summaries of the
Scholarly Papers and Lectures presented in conjunction with Project Eman
These papers and lectures were commissioned to
cipation: A Second Look.
enrich our under86anding of the significant events leading to the emanci
A listing of the Scholarly
pation of 1848 and the Fireburn of 1878.
Papers and the Lectures follows:
Page iv
SCHOLARLY PAPERS COMMISSIONED FOR
EMANCIPATION:
A SECOND LOOK
George F. Tyson Jr.:
"R. Mackay Hughes and the Origin of
Independence Sentiment in St. Thomas"
Dr. Patricia Murphy:
"The Development of Burgher Schools in
the Danish West Indies"
Dr. Aimery P. Caron and
Dr. Arnold R. Highfield
"The French Intervention in the St. John
Slave Revolt of 1733-34"
PAPERS ON LECTURE TOPICS
Senator Gilbert A. Sprauve....
"Language Development in the Virgin
Islands"
Reverend Ronald E. Will
Dr. Patricia G. Murphy
Dr. Joseph G, Moore
"Religious Heritage of the 19th Century"
Dr. E. Aracelis Francis
"Emancipation in the United States
Compared and Contrasted with Emancipation
in the Virgin Islands"
Dr. Arnold R. Highfield
"Conditions of the Working Class in the
Danish West Indies: 1848 - 1878"
Hortense M. Rowe
"The Status of Women in the Virgin
Islands from the Emancipation Era to the
Present"
Gerard M. Emanuel
"Danish Perspectives on the Fireburn of
1878"
Delta M. Dorsch
"Daily Lifestyles in the Danish West
Indies in the 19th Century"
Senator Michael A. Paiewonsky
"Economic Condicions and Distribution of
Wealth in the Virgin Islands in the 19th
Century"
Finally, a listing of needed MATERIALS is provided in
preparation
for teaching the lesson.
III. TEACHING THE LESSON contains five
sections which help
teacher to
the
accomplish the goals of each chapter.
First, MOTIVATIONAL ACTIVITIES are
provided for use before reading, to create
in the students a curiosity
about the information in each chapter.
Second, VOCABULARY ACTIVITIES
help the students learn the meanings of key
words which appear in the
chapter.
Third, MAP ACTIVITIES are designed to develop
the students'
familiarity with the use of maps in general, and
specifically, to locate
places identified in the chapter.
Before reading the chapter, a purpose
for reading is provided in the section called
READING THE CHAPTER, so
that the teacher can, if desired, emphasize the
primary themes in g'1ded
reading.
The final section, ENRICHMENT ACTIVITY, provides
opportunities
to tap students' creative and interpretive talents,
and in some cases,
gives suggestions for field trips
or other extracurricular activities.
Page v
STUDENT EXERCISES provide questions and activities to test student com-
IV.
Choose those which will best suit your class.
Encourage
prehension.
Specifically,
parents to participate in the activities, as appropriate.
questions in THINGS TO TALK ABOUT (which also appear at the end of every
chapter in the text) are designed to encourage thinking and inductive
SOME-
reasoning, rather than the recitation of facts learned by rote.
THING TO DO is designed to be used by the teacher as a Skill Page, to
test retention of facts (Things to Remember); incorporation of new words
(Do You Know?); and research skills (For You to Find Out).
The ANSWER KEY provides suggested responses to the STUDENT EXERCISES.
V.
Separate REFERENCES are provided for the teacher and for the students.
VI.
We hope these will be used to expand the lessons with additional read-
ings.
Through the use of this Manual, and the accompanying text, we hone teach-
ers will be able to achieve the following goals:
To make students want to learn more about Virgin
Islands history;
major
of
awareness
increase)
create
To
(or
events in the history of the black struggle for
freedom and equality in the Virgin Islands;
To inform students about the causes and conse-
quences of major historical events in the black
struggle for freedom and equality;
To stimulate students to use their own analyti-
cal judgments in interpreting historical events;
and
their African
students proud of
To make the
ancestry.
With this Manual as a guide and the text as a motivating instrument, we
hope Virgin Island students will learn to use their own analytical judgments
Most of all, we hope that students will be
in interpreting historical events.
proud of the rich contributions of their West African forebearers, and of the
rich cultural heritage which is one of the most vital lessons of Virgin Is-
lands history.
Page vi
Valdemar Hill, Sr., stms up the need for materials such
as Clear de Road
as part of the education of Virgin Islands students in these few lines:
We
need a cultural renaissance in the Virgin Islands if its indigenous people
are
to establish an identity and sense of belonging
In order to revitalize the
culture of these islands, a concerted effort should be made to document the
way of life of Virgin Islanders.
We need a massive program which will create
textbooks on history, geography, folklore, traditions, music, dance, language,
gener
and customs of the Virgin Islands, specifically, and the West Indies in
al."
Hill, Valdemar A. Sr. Virgin Islands Forum: Vol. 11, No.
1 (Jan. 1974).
T_0