A Divided Island: Haiti and the Dominican Republic Unit Overview

Andre's Reflection on race relations, kindness, and a small separated island will lead the discussion on relationship between Haiti and the Dominican Republic. This One World Unit addresses writing skills, science, and social relationships.

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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.

application/pdf icon An Island Divided: Haiti and Dominican Republic

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.

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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.

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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. 

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Unit Resources
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.

Previewing the Reflection PDF: 
application/pdf iconPreviewing the Reflection
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.

Understanding the Reflection PDF: 
application/pdf iconUnderstanding the Reflection
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.

Reviewing the Reflection PDF: 
application/pdf iconReviewing the Reflection
Reflection Response: 

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.

Reflection Response PDF: 
application/pdf iconReflection Response