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Lesson Plan
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\n\"Take\n\n
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\nTake Action Haiti\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nUsing an online internet simulation, learners will role-play various members of a family living in rural Haiti. The objective is to increase global awareness by requiring them to consider poverty as an obstacle to education in Haiti....\n
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Worksheet
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\n\"Cartoons\n\n
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\nCartoons for the Classroom: Earthquake in Haiti\n

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\n\nFor Students\n\n9th - 12th\n
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\nTrying to expand your scholars' perspectives to think globally? Use this critical-analysis handout. A poignant political cartoon points out the devastation required to get U.S. attention focused on helping Haiti. Background information...\n
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Instructional Video5:10
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\nTED-Ed\n
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\nThe First and Last King of Haiti\n

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\nHenry Christophe—the first and last king of Haiti—presided over a free country, but one with forced labor laws. A video resource from TedEd profiles Christophe and situates him within the complicated context of the Haitian Revolution....\n
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\n\""Voices\n\n
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\n\"Voices from Haiti\": Using Poetry to Speak up for a Cause\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nExplore a real world use of poetry with your class! Young language arts pupils consider the concept of advocacy and how journalism, photography, and poetry can raise awareness for a cause. They read several poems about individuals...\n
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\n\"Building\n\n
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\nEngageNY\n
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\nBuilding Background Knowledge: Jigsaw to Build and Share Expertise about the 2010 Haiti Earthquake, Part 1\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nUsing the Jigsaw protocol, scholars study chunks of text from a speech given by former US presidents following a devastating 2010 earthquake in Haiti. As they read the speech in small groups, they build background knowledge and share...\n
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Instructional Video11:29
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\n\"Geography\n\n
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\nGeography Now\n
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\nGeography Now! Haiti\n

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\n\nFor Students\n\n8th - Higher Ed\n\nStandards\n
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\nHaiti is a small country that has made a huge impact on global history. It was once the pearl of the Caribbean. However, its successful revolt of enslaved people and independence came at a large price that has left the country vulnerable...\n
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\n\"African\n\n
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\nAfrican Slaves in Haiti\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders examine how Africans were treated in the Caribbean and Haiti after reading about the Atlantic Slave Trade. From a multicultural information passage, they complete a time line on Toussiant L-Ouverture and write an obituary.\n
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\n\"Ayiti:\n\n
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\nAyiti: Children of Haiti Summit\n

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\n\nFor Teachers\n\n9th\n
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\nNinth graders explore the core challenges faced by children in Haiti.  In this World History lesson, 9th graders examine the impact poverty has on access to education, nutrition, basic healthcare, and child mortality.  Students...\n
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\n\"Building\n\n
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\nEngageNY\n
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\nBuilding Background Knowledge: Jigsaw to Build and Share Expertise about the 2010 Haiti Earthquake, Part 2\n

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\nCalling all experts! Using the educational resource, pupils work together in small expert groups, reading an article about the 2010 Haiti earthquake. As they read, they record two main ideas and supporting details from the text.\n
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\n\"Researching\n\n
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\nResearching about the Red Cross, Continued: How Did the Red Cross Aid Haiti After the 2010 Earthquake?\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nWhat a puzzle! Scholars participate in a Jigsaw discussion within their expert groups, determining the gist of an article about the 2010 Haiti earthquake. As they read and discuss the article, they record thoughts on their note...\n
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Instructional Video27:15
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\n\"Haitian\n\n
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\nHaitian Revolution (Part 1), World History\n

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\n\nFor Students\n\n7th - 12th\n
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\nAfter discussing the French Revolution, the narrator addresses the slave rebellion in Saint-Domingue in August 1791. He details the political and economic connections between the citizen revolution in France and the slave revolution in...\n
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\n\"Reading\n\n
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\nEngageNY\n
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\nReading Literature about Natural Disasters: Inferring about Human Impact through an Analysis of Eight Days: A Story of Haiti\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nThis is a disaster. Scholars look through the book Eight Days: A Story of Haiti and discuss their wonderings about the text and natural disasters. They then complete a first read to determine gist and second read to answer...\n
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\n\"Conflict\n\n
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\nConflict Between Democratic and Authoritarian Rule in Haiti\n

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\nTwelfth graders examine the background of democratic and authoritative rule in Haiti. In pairs they conduct a simulated interview, reporting for a news station about the political, personal, and economical life in Haiti. They conduct...\n
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\n\"The\n\n
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\nThe Early History of Haiti\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders make list of places Columbus explored on his first journey to Americas, locate island of Hispaniola on map, examine groups of people who have inhabited island, complete blank map and key of Hispaniola, and research early...\n
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Lesson Plan
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\n\"Haiti:\n\n
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\nHaiti: Exploration and Colonization\n

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\nTenth graders discuss what their prior knowledge of the exploration of the Americas/Caribbean and the history of the island of Haiti. They trace Columbus' journey from Spain to Hispaniola and locate Haiti in the Caribbean and read the...\n
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\nThe Sugar Cane Curtain/ Defining Political and Social Struggles Between Haiti and the Dominican Republic\n

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\nTwelfth graders explore historical events that created conflict between Dominican Republic and Haiti, examine how need for cheap source of labor has led to exploitation of Haitian workers, and discuss how topography of island of...\n
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Worksheet
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\n\"Compas,\n\n
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\nCompas, The Popular Music of Haiti\n

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\nIn this Caribbean music worksheet, 8th graders read about the background of and musical instruments used in Compas music which is the popular music of Haiti. They answer 4 questions based on the reading. They complete an extension...\n
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\n\"Refugees\n\n
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\nConstitutional Rights Foundation\n
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\nRefugees from the Caribbean: Cuban and Haitian “Boat People”\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nShould refugees fleeing poverty be allowed the same entrance into the United States as those fleeing persecution? High schoolers read about US foreign policy in the late 20th century regarding refugees from Cuba and Haiti, and engage in...\n
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\n\"What\n\n
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\nWhat Is Happening in Haiti?\n

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\n\nFor Teachers\n\n3rd - 12th\n
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\nLearners discuss the 2010 earthquake in Haiti and empathize with the victims of the disaster. In this 2010 Haitian earthquake instructional activity, students learn about the history and hardship the country has consistently faced. They...\n
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\n\"Haiti:\n\n
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\nHaiti: Still in Crisis, but No Longer in the News\n

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\nStudents study the Haitian crisis and learn about the needs and ways to help the situation. In this Haitian crisis lesson, students study the Maslow's \"Needs Pyramid\". Students study the media coverage of the earthquake and then answer...\n
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Worksheet
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\n\"Compas--\n\n
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\nCompas-- Modern Popular Music of Haiti\n

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\n\nFor Students\n\n5th - 6th\n
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\nIn this music worksheet, students discover facts about the musical styles and rhythms of Haiti. Students learn about Compas and Voodoo music and answer 4 questions. Note: Punctuation is missing from one of the questions.\n
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\nThe Haitian Political Crisis: What Role Should the U.S. Play in Foreign Governments?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers examine the political situation in Haiti. They share their opinions on the role the United States should play in foreign governments. They identify the causes of the turmoil in the country as well.\n
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\n\"Reading\n\n
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\nReading About Children from Other Places in the World: Structured Research Project\n

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\nStudents read about children in Ghana, Sri Lanka and Haiti. They compare these children to themselves in a structured lesson that focuses on note taking and research skills. Students work in groups to write a short essay about the...\n
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\n\"Investigating\n\n
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\nInvestigating Haiti\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nYoung scholars engage in a lesson that is about the island of Haiti. They conduct research using a variety of resources. The information is used in order to help students locate the island on a map. They answer questions while...\n
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