Become a District Partner Become a District Partner

A Divided Island: Haiti and the Dominican Republic

This unit explores oppression and symbolism, and how to identify them in their own lives. It also looks at the types of land erosion here, and the major ways of preventing them. Finally, students define and discuss human rights issues, and apply them personally.


 Unit Sponsor 
187


Previewing the Reflection:

A series of open-ended pre-reading questions designed to engage students, assess prior knowledge, and expose any pre-conceived ideas about the person or culture explored in the Reflection.  Previewing the Experience questions are intended to be non-threatening and accessible to a range of students.  Students are encouraged to answer honestly, and to discuss their answers with their classmates.

PDF icon Previewing the Reflection

Reflection: A Divided Island: Haiti and the Dominican Republic by Andre Sanabia

Andre's Reflection on race relations, kindness, and a small separated island will lead the discussion on the relationship between Haiti and the Dominican Republic.

PDF icon An Island Divided: Haiti and Dominican Republic

Understanding the Reflection:

This resource is to be used during and after students read the Reflection.  Included in it are a series of reading comprehension questions designed to check for student understanding of the Reflection.  These questions formats include multiple-choice, fill-in-the-blank, true/false, short response, or other effective questioning strategies.

PDF icon Understanding the Reflection

Learning Activity: English/Language Arts-Symbols of Oppression

English/Language Arts / 9th, 10th, 11th, 12th / 3-4 class periods (135-180 mins)

Students will use understanding of symbolism and oppression in order to identify symbols of oppression in their own lives, poetry, and Andre’s One World Reflection.

Learning Activity: Science- Soil Erosion and Natural Wealth

Science / 9th, 10th, 11th, 12th / 1-2 Class Periods (90 min)

Students will learn about the three major types of land erosion and the seven major methods for preventing erosion.  Additionally, students will learn about mono- and poly- culture farming practices. Finally, they will use their knowledge of erosion prevention and sustainable farming practices to problem solve several agricultural scenarios.

Learning Activity: Social Studies-Why Human Rights?

Social Studies / 9th, 10th, 11th, 12th / 3-4 class periods (135-180 min)

After identifying and defending their definition of human rights, students will identify human rights violations explained in the One World Reflection, “An Island Divided: Haiti and the Dominican Republic.”   Next, students will explore the political, economic, and ecological causes for the division of and conditions in Hispaniola and brainstorm solutions to ensure that human rights in Haiti and the Dominican Republic are not violated. 

Reviewing the Reflection:

This resource is to be used after students read the Reflection.  It includes a series of post-reading questions designed to encourage student reflection and assess changes in students' perception and understanding of the cultural issues addressed in the unit through some deliberately repeated questions in the "Previewing the Experience" activity.

PDF icon Reviewing the Reflection

Responding to the Reflection:

This resource should be used after the students read the Reflection. Students are presented with a list of questions intended to illicit a more personal response about the Reflection they have just read. After considering those questions, students compose a letter to the author of the Reflection with their thoughts, observations, questions and comments.

PDF icon Reflection Response

Culture Cube:

This resource can be used at any point within a unit. The Culture Cube allows students to think about and organize their research of any culture into eight major traits (social groups, government, history, language, daily life, economy, religion, and art). The Culture Cube can prepare students before reading a Reflection, or before doing unit resources and learning activities. Similarly, teachers can use the Culture Cube to wrap up or assess students’ knowledge after engaging in the other unit resources and learning activities. The Culture Cube can be used in isolation of or integrated with the larger One World Curriculum. Definitions and examples of each trait of culture are given to guide students. The Culture Cube requires students to go beyond the Reflection for their research, so teachers need to make available a number of different resources from which students might gather information, including, but not limited to: textbooks, websites, encyclopedias, reference books, reports and maps.