Its very well written; I love what youve got to say. But maybe you could a little more in the way of content so people could connect with it better. Youve got an awful lot of text for only having 1 or 2 images. Maybe you could space it out better? Can you suggest a good internet hosting provider at a reasonable price? Cheers, I appreciate it!
I blog frequently and I really thank you for your content. The article has truly peaked my interest. The Parsley Massacre 1 Posted by M. Reparations The U. Dominican Republic Haiti Parsley Massacre. Some truly good content on this web site , appreciate it for contribution. I simply must tell you that you have an excellent and unique post that I kinda enjoyed reading.
Thank you. La Guerra con Mexico Teaching Activity. By Bill Bigelow. Translated by Floralba Vivas. Rethinking Schools. Handout in Spanish for the U. Mexico War Tea Party. By Alan J. How a teacher and his students organized a tour of the hidden history of slavery in New York. By Thom Thacker and Michael A. An art contest is used as the basis from which students can examine primary historical documents advertisements for runaway slaves to gain a deeper understanding of the institution of slavery in the North.
Lesson by Bill Bigelow and student reading by Howard Zinn. Interactive activity introduces students to the history and often untold story of the U. Roles available in Spanish. By Gilda L. Reflections on teaching students about the walkouts by Chicano students in California. A role play on the history of the Vietnam War that is left out of traditional textbooks.
By Bill Bigelow and Linda Christensen. Empathy, or "social imagination," allows students to connect to "the other" with whom, on the surface, they may appear to have little in common. Rethinking the U. By Bob Peterson. A role play on the Constitutional Convention which brings to life the social forces active during and immediately following the American Revolution with focus on two key topics: suffrage and slavery.
By Doug Sherman. The author describes how he uses biographies and film to introduce students to the role of people involved in the Civil Rights Movement beyond the familiar heroes. He emphasizes the role and experiences of young people in the Movement.
Being in a very public place, such as a park, would allow for more traffic to cross the memorial and therefore, hopefully, inform more people. I hope that the more people that learn about how frequent acts of genocide occur, they will be mow likely to act in the fight for justice. Next I painted it: the white side is the Dominican Republic and the black side is Haiti.
Then I put glue on them and poured sugar over each note: the sugar is hard to see in these pictures. My memorial is based on the entirety of the Parsley Massacre because of the little publicity it has received. I thought it would be better to make a memorial to explain the whole event rather than focus on a specific aspect. Each part of my memorial represents a vital part of the Massacre, or was a factor that lead to it:. You are commenting using your WordPress.
You are commenting using your Google account. You are commenting using your Twitter account. You are commenting using your Facebook account.
Notify me of new comments via email. Notify me of new posts via email. Genocide Memorial Project. Historical Background The Parsley Massacre was the result of a tenuous relationship between the Dominican Republic and Haiti beginning at the birth of the nations.
The tense relationship between Dominicans and Haitians has evolved from many different factors, some of the main ones are described below: Haitians fight for independence: Dominicans did not support the Haitian fight for independence, as they thought it would sever connections with Europe. Haitian occupation of DR: from until , the newly independent Haiti invaded Santo Domingo hoping to expand their control to the Dominican Republic.
This time has been reported to be a brutal time when Dominican traditions, culture, and the use of Spanish were all suppressed. This reinforced the Dominicans belief that they were different than the Haitians, and created resentment against the Haitians.
When they fought for independence, the sugar companies were all forced out and the sugar industry collapsed. In the late 20th century, when the sugar industry began to boom again, the Dominican Republic was full of open jobs.
No Dominican wanted the jobs because the wages were so low. In turn, Haitians were brought over for extremely cheap labor. The Dominicans began to resent the Haitian who they claimed were taking all the jobs. Dominicans see themselves as European, Haitians as Africans: because the Dominicans saw themselves as part of the European domain, they believed that Africans were inferior due to the slave trade.
Even though many Dominicans were of African decent, they lived in a society based on the European lifestyle. Classification of Genocide While the Parsley Massacre was never declared to be a genocide, it fits the criteria that Raphael Lemkin stated in the Genocide Convention treaty: Genocide is defined as any of the following acts committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group, such as: a Killing members of the group; b Causing serious bodily or mental harm to members of the group; c Deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part; d Imposing measures intended to prevent births within the group; e Forcibly transferring children of the group to another group.
Haitians were systematically persecuted for the nationality, with the intent of exterminating their nationality within the Dominican borders. Fitting perfectly in the parameters of this definition, I have decided to classify the Parsley Massacre as an act of genocide.
0コメント