Classroom Activity

U.S. Policy Toward Haiti

Procedure

1.Review the information students obtained on the Internet. Divide class into equal groups. Ask students to brainstorm using key people and events, to construct their own timeline emphasizing those events they feel are most critical. Emphasis should be on United States national strategic and geopolitical goals of the period.

2. Ask or assign each group to adopt a positive or negative position regarding a specific topic: U.S. intervention 1915; Opposition uprising 1918-1920; Effects of U.S. withdrawal 1934; U.S. policy and the Duvalier regime; Aristide and U.S. policy 1990 to the present.

3. Ask two opposing groups to list the regional issues and events that support their position on the board or overhead transparency.

4. Debate these issues. Conclude the debates with a secret vote to decide which group has the most supporters.

4. Repeat the procedure for various groups as time permits.

Review and Evaluation

1. Summarize and review student’s responses to the statements. Discuss in particular any of the criteria or conditions that have been identified during the activity. Also discuss reasons why students may have changed their opinions during the activity.

2. Have students write a letter to an elected official regarding one of the current U.S. policies in Haiti. For example, a student may write a letter to President Clinton about current U.S. immigration policy on Haitian refugees.

3. Have students write and defend their own aid or immigration policies, explaining why their policies improve on existing ones, and how implementing their policies will effect the future of Haiti and the United States.

Florida Department of Education

Sunshine State Standards

American History

Grades 9-12, Adult

3. Demonstrate understanding of the significance of physical and cultural geography on the development of the United States society.

SS.B.2.4.1 understand how social, cultural, economic, and environmental factors contribute to the dynamic nature of regions.

SS.B.2.4.2 understand past and present trends in human migration and cultural interaction and their impact on physical and human systems.

SS.B.2.4.3 understand how the allocation of control of the Earth's surface affects interactions between people in different regions.

SS.B.2.4.5 know how humans overcome "limits to growth" imposed by physical systems.

SS.B.2.4.6 understand the relationships between resources and the exploration, colonization, and settlement of different regions of the world.

SS.B.2.4.7 understand the concept of sustainable development.

4. Demonstrate understanding of current and historic events in relation to the experiences, contributions, and perspectives of diverse cultural and ethnic groups, including slavery, the passage of slaves to America, abolition, and the contributions of African-Americans to society

SS.A.1.4.2 identify and understand themes in history that cross-scientific, economic, and cultural boundaries.

SS.A.5.4.2 understand the social and cultural impact of immigrant groups and individuals on American society after 1880.

SS.C.1.4.4 understand the role of special interest groups, political parties, the media, public opinion, and majority/minority conflicts on the development of public policy and the political process.

SS.C.2.4.3 understand issues of personal concern: the rights and responsibilities of the individual under the U.S. Constitution; the importance of civil liberties; the role of conflict resolution and compromise; and issues involving ethical behavior in politics.