The school board of miami-dade county, florida

SUGGESTED TIME: 2-3 hours, including homework
DESCRIPTION OF ACTIVITIES:
TEACHER’S NOTES:

1. 
   Separate research assignments are included for primary and intermediate students.
   
2. 
   The assignment may be done in class or as homework, with younger students receiving help from a parent or guardian.
   
3. 
   This research assignment requires the availability of research sources on Haiti, including on-line sources. The reference entitled “Facts About Haiti” is provided in the Background section of this instructional resource guide. An abbreviated student-version entitled “Quick Facts About Haiti” is provided with the lesson.
   
4. 
   The assignment can be done by individual students or small groups, as determined by the teacher. The ability of students to work independently and the resources available will contribute to the decision.
   

1. 
   Ask students to describe some of the holidays and special days they celebrate with their family. Students may relate stories about major celebrations and holidays such as birthdays and holidays (e.g., Thanksgiving, Christmas, Three Kings, Chanukah, Kwanza, July 4^th and others). List these on the board.
   

2. 
   Have students to describe how each listed holiday or special day is celebrated; e.g., ceremonies, food, music, dance.
   

3. 
   Explain that these holidays and special days and the way we celebrate them are called traditions and are part of our family’s heritage (background) and culture. Culture is the way of life of a group of people and includes language, dance, music, art, education, religion, government, literature, food, holidays, and much more. 
   

4. 
   Explain that this month we are celebrating and studying Haitian heritage and culture.
   

Show students a map of the Caribbean so they can see the location of Haiti in relation to Florida and the United States. (Maps are provided in the Background section of this instructional resource guide.)

5. 
   Complete the attached research assignment entitled “Haitian Heritage and Culture.” To help students begin the assignment, consider providing them with copies of the handout “Haiti at a Glance” (provided).
   

TEACHER’S NOTE: A detailed overview for teachers on Haitian history, geography, government/politics, and culture may be found at Every Culture, http://www.everyculture.com/Ge-It/Haiti.html. A detailed overview is also included in the Background section of this instructional resource guide.
ASSESSMENT STRATEGY: Completion of the “Haitian Heritage and Culture” assignment.
MATERIALS/AIDS NEEDED: “Haiti at a Glance” (provided); “Haitian Heritage and Culture” assignment (provided); maps of Haiti (included in the Background section of this instructional resource guide); “Facts About Haiti” (provided in the Background section of this instructional resource guide; additional research resources.

Haiti at a Glance
Geography - Haiti is located on the Caribbean island of Hispaniola. Haiti shares a border with the Dominican Republic. It is about 700 miles southeast of Miami. Haiti is just slightly smaller than the state of Maryland.
Capital - Port-au-Prince is the capital city.
Government: Haiti is a republic.
President: Jocelerme Privert is the interim president.
Climate – Haiti has a tropical climate. It is hot and humid during most months of the year. Some areas of the country can be almost desert-like and dry where the mountains cut off the winds.
The Land - Most of Haiti is mountainous. Much of the forests have been cut down and used as fuel.
Hurricanes and Earthquakes - Haiti lies in the middle of the hurricane belt and has had many severe storms. In 2010, Haiti experienced a major earthquake. The hurricanes and the earthquake caused much destruction in Haiti.
Population - In 2014, it was estimated that 9.9 million people live in Haiti. The population is 95% black and 5% white and mulatto (mixed race).
Languages - Haitian Creole and French are spoken in Haiti.
Poverty - Haiti is the poorest country in the Western Hemisphere. More than 60% of the people live in poverty. More than 40% of the population is unemployed.
Exports – Haiti’s main exports are clothing, oils, cocoa, mangoes, and coffee.
Religion – About 80 percent of Haitians are Roman Catholic. Voodoo beliefs or superstitions are also practiced in Haiti.


Foods – Haitians eat local vegetables and fruits (sweet potatoes, manioc, yams, corn, rice, pigeon peas, cowpeas, bread, and coffee) along with some spicy meat dishes. Chicken, pork, beef, goat, and seafood are eaten in Haiti. Important treats include sugarcane and mangoes.


Major holidays in Haiti-

Independence Day (January 1st),

Forefather’s Day (January 2nd),

Carnaval (2 days before Ash Wednesday, February or March),

Good Friday (2 days before Easter),

Easter Sunday ( usually in April),

Toussaint L’Ouverture’s Death (April 7th),

Pan American Day (April 14th),

Labor Day (May 1st),

Flag Day (May 18),

Day of Assumption (August 15th),

Dessalines’ Death (October 17th),

All Saints Day (November 1st),

All Souls Day (November 2nd),

Battle of Vertieres’ Day (November 18th),

Christmas Eve (December 24th),

Christmas (December 25th),

New Year’s Eve (December 31st).

Compiled from the following sources:

1. 
   CIA World Fact Book, https://www.cia.gov/library/publications/the-world-factbook/geos/ha.html
   
2. 
   CNN, http://www.cnn.com/2013/10/17/world/americas/haiti-fast-facts/
   
3. 
   Every Culture, http://www.everyculture.com/Ge-It/Haiti.html
   
4. 
   Mission of Hope, Haiti - http://www.mohhaiti.org/about_haiti#.VP9NZ_nF-3E
   

Haitian Heritage and Culture (Primary)
Your Name: _____________________ Date: ____________

1. 
   Find the country of Haiti on the map and color it. Circle the capital of Haiti. Color the country named the Dominican Republic a different color.
   

2. 
   Color the flag of Haiti on the worksheet.
   

3. 
   What foods are enjoyed by the people in Haiti?
   

_________________________________________________
_________________________________________________

________________________________________________

________________________________________________

4. 
   What holidays and traditions are celebrated in Haiti?
   

________________________________________________

________________________________________________

________________________________________________

________________________________________________

5. 
   What kind of dances and music are enjoyed in Haiti?
   

________________________________________________

________________________________________________

________________________________________________

________________________________________________

6. 
   What 3 interesting facts can you find about Haiti?
   

________________________________________________

________________________________________________

________________________________________________

________________________________________________

Haitian Heritage and Culture (Intermediate)

Your Name: _____________________________ Date: ___________________

1. 
   Find the country of Haiti on the map and color it. Circle the capital of Haiti. Color the country named the Dominican Republic a different color. Label any bodies of water surrounding Haiti.
   

2. 
   Color the flag of Haiti on the worksheet.
   

3. 
   What country first explored and settled in Haiti?
   

4. 
   How did the Haiti get its name?
   

5. 
   What foods are enjoyed by the people in Haiti?
   

6. 
   What holidays and traditions are celebrated in Haiti?
   

7. 
   What kind of dances and music are enjoyed in Haiti?
   

8. 
   What 3 interesting facts can you find about Haiti?
   

9. 
   Write a paragraph summarizing what you learned about Haiti. (Use your own paper and attach it to the worksheet.)
   

Map of Haiti and The Dominican Republic

Source: http://www.medmissionaries.org/sitebuildercontent/sitebuilderpictures/.pond/a-HispaniolaMap.jpg.w560h352.jpg

Flag of Haiti




Source: http://www.flags-and-anthems.com/images/flags/flag-haiti-ausmal-flagge-332x498.gif

Haitian Heritage Month

Elementary Lesson Plan



GRADE LEVEL: Social Studies – Elementary - Primary and Intermediate
TITLE: The Haitian Earthquake of 2010 – The Story of Mitchialine

OBJECTIVES: Objectives from the Florida Standards are noted with FS.

1. 
   The students will describe the 2010 earthquake in Haiti and its lasting effects on the country.
   

2. 
   The students will view a video describing the effects of the earthquake on one Haitian child.
   

3. 
   The students will recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (FS)
   

SUGGESTED TIME: One hour
DESCRIPTION OF ACTIVITIES:
TEACHER’S NOTES:

1. 
   This is an optional assignment regarding the massive earthquake that struck Haiti in 2010. The earthquake killed between 200,000-300,000 people and continues to negatively impact the Haitian people; e.g. loss of housing; destruction of schools, hospitals, etc.; lack of food and clean water; spread of disease.
   
2. 
   The lesson requires access to a short video clip produced by UNICEF. The video follows a Haitian child named Mitchialine as she reunites with her aunt’s family following the earthquake. The video does show scenes in Haiti following the earthquake, but it is not overly graphic.
   
3. 
   Information on the earthquakes and hurricanes that have affected Haiti may be found in the Background section of this instructional resource guide. A student handout entitled, “What is an Earthquake?” is provided with the lesson.
   

1. 
   Ask students if they know what an earthquake is and what causes them to happen. Review the handout, “What is an Earthquake?” (provided)
   

2. 
   Explain that a large earthquake occurred in Haiti in 2010. Many people were killed. Others were left separated from their families or without homes.
   

Depending on the age and maturity of the students, examine photos of the destruction in Haiti (provided). Ask students to name some of the problems still being faced in Haiti (e.g., loss of housing; destruction of schools, hospitals, etc.; lack of food and clean water; spread of disease).

3. 
   Show students the 3-minute video entitled “Haiti Earthquake: Little Mitchialine's Story of Survival,” http://blogs.unicef.org.uk/2015/01/12/haiti-earthquake-five-years/
   

4. 
   Discuss the following:
   

• 
  Who is Mr. Bordes? (a child protection officer whose job is to help children in Haiti)
  
• 
  What language is being spoken by Mr. Bordes, Mitchialine, and the other children? (Creole)
  
• 
  After the earthquake, where was Mitchialine found? (at an orphanage that was destroyed)
  
• 
  How old was she when the earthquake happened? How old is she now? (5;10 at the time the video was produced)
  
• 
  What grade is Mitchialine in now? What does she love? (second grade at the time the video was produced; to learn)
  
• 
  Who does Mitchialine live with now? (her aunt)
  
• 
  Why did Mr. Bordes want to give us a heart? (to thank us for helping Haiti)
  

5. 
   As closure, play the video again and ask students to discuss why it is important to help others when they need it.
   

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