21st CCLC Project Plan

Project Haiti

PBL Component DescriptionProject Title Haiti Project

Project Idea (Discuss the reason behind choosing this issue/question as a beginning point for inquiry.)

Students will enhance and expand their knowledge of the importance of personal enrichment as it relates to the world around them. Students will participate in activities relating to the world, maps, globes, places and expand their knowledge of the diversity of the world in which we live. Students will complete group projects, individualized projects, and internet research to gain information relating to the topic at hand in order to enhance their overall understanding of it.

Driving Question(Open ended; employs higher order thinking skills, evokes curiosity)

Why is it important to study information about Haiti? Am I like everyone else in the world? How can I utilize the internet to access information about different places in

the world?

Grant Objectives Addressed

1,2,3

Academic Subjects

Reading, Writing, Mathematics, Geography, Technology, Cultural Diversity

Common Core State Standards to Address

(Write out the Domain and Cluster, then include the numbers of individual standards that will be explicitly taught/reinforced by the project.)

Math Standards

MAFS.K12.MP.1.1Make sense of problems and persevere in solving them.

MAFS.4.NBT.2.5Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Reading/Language Arts Standards:

LAFS.5.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

LAFS.5.W.2.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

LAFS.3.RI.3.7Use information gained from illustrations (e.g., maps, photographs) and the

21st CCLC Project Plan

Project Haiti

words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

LAFS.3.RI.3.9Compare and contrast the most important points and key details presented in two texts on the same topic.

LAFS.3.W.1.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.Develop the topic with facts, definitions, and details.Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.Provide a concluding statement or section.

LAFS.3.SL.1.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.Explain their own ideas and understanding in light of the discussion.

LAFS.4.RL.1.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

LAFS.4.RL.1.3Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

LAFS.4.RL.3.7Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

21st CCLC Project Plan

Project Haiti

LAFS.4.RF.3.3Know and apply grade-level phonics and word analysis skills in decoding words.Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context.

LAFS.4.RI.1.2Determine the main idea of a text and explain how it is supported by key details; summarize the text.

LAFS.4.W.1.1Write opinion pieces on topics or texts, supporting a point of view with reasons and information.Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.Provide reasons that are supported by facts and details.Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).Provide a concluding statement or section related to the opinion presented.

LAFS.4.SL.1.2Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

LAFS.4.SL.1.3Identify the reasons and evidence a speaker provides to support particular points.

LAFS.4.SL.2.4Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

LAFS.5.SL.2.4Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

LAFS.5.SL.1.3Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

21st CCLC Project Plan

Project Haiti

LAFS.5.SL.1.2Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

LAFS.5.W.1.1Write opinion pieces on topics or texts, supporting a point of view with reasons and information.Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.Provide logically ordered reasons that are supported by facts and details.Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).Provide a concluding statement or section related to the opinion presented.

LAFS.5.RF.3.3Know and apply grade-level phonics and word analysis skills in decoding words.Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Science Standards

SC.5.N.1.1Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

SC.5.N.1.3Recognize and explain the need for repeated experimental trials.

Social Studies Standards:

SS.5.G.1.4

Construct maps, charts, and graphs to display geographic information.

Special Sills Standards:

21st CCLC Project Plan

Project Haiti

SP.PK12.US.10.3 Use organizational strategies related to planning, scheduling, time management, self-monitoring, and managing materials.

Personal Enrichment Categories

Students will be able to demonstrate their knowledge and ability to identify maps and globes and to use the map skills to locate different places in the world. Students will display an understanding that the world is a large place with many different kinds of people and cultures and that understanding diversity is important. Students will also study a foreign country to gain more knowledge of a different place and culture.

21st Century Skills to be taught

(Collaboration, Communication, Critical Thinking/Problem Solving)Identify and describe how these will be utilized.

Collaboration: Work with a partner or small group to discuss educational videos relating to maps, globes, and the continents. Display interpersonal skills when working with a partner or small group to complete educational research and program projects.

Critical Thinking/Problem Solving: Apply basic computer application skills to create, formulate, and present information utilizing on-line websites. Utilize teacher created information gained from computerized and research projects. Work in small groups to generate ideas and complete projects relating to various topics.

Oral Communication: Small group discussion relating to writing activities and individual projects. Oral discussions allowing students to present ideas relating to on-going research projects. On-going discussions with adults and peers relating to character education and service learning. Presentation skills when completing book reviews and presentations.

Written Communication: Enhance writing skills and vocabulary development through computerized assignments incorporating various internet research sites. Enhance writing skills through basic note taking, sentence formation, and basic paragraph formation.

Expected Duration of Project

16 Total Days of 1 Hour of Instruction (16 Total Hours) to be Expanded Over Approximately 7 to 9 Weeks

Students Involved (#, grades)

20+ 3rd, 4th, 5th Graders

Staff Involved (#, specialties)

3 Certified Teacher and 1-3 Program Staff

Frequency of Project

(# of days/week # of hours/day)

3 Days per Week1 Hour Per DayTotal of 16 Instructional Days = 16 Instructional Hours

Entry Event(Designed to engage students’ attention)

Watch the video: 4 Guys Live on one dollar per day for 28 days in Haiti - 1 Dollar PovertyThis video offers a great perspective of Americans in the midst of poverty.

https://www.youtube.com/watch?v=VGeFpz10baw&feature=iv&src_vid=TiGhecfS1bg&annotation_id=annotation_4288305289

21st CCLC Project Plan

Project Haiti

Week by Week Timeline of Key Tasks and Activities, as well as Enrichment Topics/Lessons

(Add as many weeks as necessary through the duration of the project.)

Entry EventThis may take more than one sessionWatch the video: 4 Guys Live on one dollar per day for 28 days in Haiti - 1 Dollar PovertyThis video offers a great perspective of Americans in the midst of poverty.

https://www.youtube.com/watch?v=VGeFpz10baw&feature=iv&src_vid=TiGhecfS1bg&annotation_id=annotation_4288305289

Discuss the video and have students write a short summary of the video. Assist students writing to ensure they are writing on a grade appropriate level. Before they write on the video remind them of structure and organization. Each student needs a folder to serve as their Haitian Portfolio to keep all their work as they go through the unit. Have each student write an opinion piece on the video. Remind them to introduce a topic or text clearly, state an opinion, and create an organizational structure. Provide reasons that are supported by facts and details.Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). Provide a concluding statement or section related to the opinion presented.

Session 1

Date(s):_________________

Homework:__________________________________________________________________________________________________________________________

Station(s):_________________________________

Art&Culture/Remediation:_______________

Special Notes: ____________________________________________________________________________________________________________________________________

SuppliesGlobehttp://www.uplifteducation.org/cms/lib01/TX01001293/Centricity/Domain/173/International%20Festival%20Packet.pdf

Introduce students to the country of Haiti. Let the students know that we are going to learn about Haiti and about the lives of some Haitian children and about Haitian music and culture. Show them where it is located on the globe. Show them how Haiti is located relatively close to the United States. Utilize the globe to show children the Western Hemisphere. Explain that Haiti is the poorest country in the Western Hemisphere, with 80 percent of Haitians living on less than $2 a day. Due to being such a poor country, Haitian life is very difficult, especially for poor children. Hand out the Haitian map for students to label.

Students will complete a report on Haiti at the end of this project. As a group, work

21st CCLC Project Plan

Project Haiti

on this handout that they will use as their guide. Ensure that students write in complete sentences when filling out their outline. Use rewards to ensure that this is done. Today, only answer questions one and two.

http://www.uplifteducation.org/cms/lib01/TX01001293/Centricity/Domain/173/International%20Festival%20Packet.pdf

Session 2

Date(s):_________________

Homework:__________________________________________________________________________________________________________________________

Station(s):_________________________________

Art&Culture/Remediation:_______________

Special Notes: ____________________________________________________________________________________________________________________________________Haitian FolkloreBackground: Folktales are beloved and familiar stories told and retold to teach cultural values or to provide entertainment. “Baby Cat Meets the Family” is a folktale about a family celebration, which has been passed down through generations in Haiti’s oral tradition. The importance of family is central to Haitian culture. In Haiti, the meaning of family extends beyond the immediate family to include relatives, friends, and neighbors. In short, “family” embraces everyone you hold dear. Oral Tradition: In West Africa, lessons in the history, beliefs, and values of a people are taught through the age-old tradition of storytelling. Long before there was written language, the elders of an ethnic group passed on knowledge, wisdom, and legends to the next generation through stories, proverbs, and songs. The people gathered around a storyteller, called a griot, to hear familiar tales. Frequently, the stories were about animals that had human characteristics and behaviors. The stories, still in use today, were often cautionary tales told with wit; the stories included moral lessons well understood by the listener. When Africans were enslaved and transported to the New World, they brought their oral traditions with them. Anansi, the spider, is among the favorite story characters of the Caribbean. Anansi is a brash and greedy trickster with the ability to change form. Today he is still a popular figure in stories told throughout the Caribbean Islands. In various guises he remains Anansi in Jamaica. In Haiti he is two characters: 1) Uncle Bouki who represents Anansi's boastful, foolish, and greedy nature and 2) Ti Malice, who is the clever trickster. The duality of this character in Haiti is not surprising given the close ties to African cultural and spiritual beliefs still held by the Haitian people. In the southeastern United States, Anansi again changes form and becomes a duality, Brer Rabbit and Brer Fox of the Tales of Uncle Remus. Most cultures have tricksters, but few have developed such a rich folklore surrounding them. "Krik?" "Krak!"These words begin a story in Haiti. The storyteller calls out "Krik?" (pronounced Creek), which means, "Shall I tell a story?" The people at the gathering respond "Krak!" (pronounced Crack) in agreement. The response is good, but not good enough. Again, the storyteller cries out, "Krik?" now with more enthusiasm; the

21st CCLC Project Plan

Project Haiti

group responds "Krak!". Sometimes, more than one storyteller is in the same place so the storytellers compete for the acceptance of the group. Once those present acknowledge a storyteller by responding "Krak!" they must give their full attention to the storyteller. The story begins. The storyteller is an entertainer, who incorporates prescribed gestures, expressions, and songs into storytelling. Each storyteller has his or her unique version of the story. Embellishments are permitted, but the group listens carefully to be certain that no details central to the story are omitted. They participate gleefully, reacting vocally and joining in the story with familiar phrases and songs.

Activities: 1. Discuss the meaning and importance of family with the class. Explain the meaning of extended family and its importance in various cultures.2. Tell students that today the class will explore a story from Haitian culture about an extended family. Explain that this story is from Haitian oral tradition. Point out that the story you will tell students today is a folktale. Define a folktale. Talk with students about folktales told in American culture. 3. Give examples of folktales 4. Orient students to the traditional opening of a Haitian story: “Krik?” “Krak!” Use the Oral Tradition background to inform your explanation. Tell the story “Baby Cat Meets the Family” to students, using the Krik? Krak! opening, traditional in Haitian culture. 5. The following questions may be used for class discussion: • What does Uncle Growler do to make Grandfather Cat angry? • What do the other family members do when Uncle Growler keeps repeating his Meow? • What do you think of Uncle Growler's behavior? • How do you feel about the Cat's family getting into a fight? • In what other ways could the family handle their problem? • Why do you think Baby Cat is important to the family? • How is the Cat’s family like our families?

Session 3Date(s):_________________

Homework:__________________________________________________________________________________________________________________________

Station(s):_________________________________

Art&Culture/Remediation:_______________

Special Notes: ____________________________________________________________________________________________________________________________________Explain to the students that each country has their own unique way of cooking. Even recipes that countries share usually end up with variations. For example, lemonade in the United States differs from Haitian lemonade. Today, the class is going to make American lemonade. Look at both recipes and calculate how much you will need to make to ensure that everyone gets at least one cup of both lemonades. Convert quarts into cups and briefly explain that the United States has a different measuring system than Haiti. Explain that Haiti is on the Metric measuring system. This is not the focus of the class, but it should be introduced. Have students figure and convert their measurements to accommodate all students in their group.

21st CCLC Project Plan

Project Haiti

“Haitian Lemonade” Lime and lemon are found everywhere in Haiti; therefore, lemonade is very common. Ingredients:

Makes about 2 quarts. 5 limes or 1/2 cup pure lime juice• 1 cup light brown sugar• 1/2 tspn "Noyau" (vanilla extract)• 5 cups water• 12 ice cubes

Cut 4 limes in half in order to extract the juice with a lime squeezer or by hand. In a medium pitcher, put ice cubes, add sugar, strain lime juice, and stir until sugargets dissolved.Pour in water and continue to stir.Add "noyau" extract to enhance taste and create the final lemonade flavor.Serve chilled and enjoy!

American LemonadeMakes about 2 quarts

1 1⁄2 cups fresh squeezed lemon juice7 cups ice cold water1 cup granulated sugar2 lemonsCombine the first three ingredients and stir until sugar is dissolved, add ice and lemon slices then serve.

Session 4

Date(s):_________________

Homework:__________________________________________________________________________________________________________________________

Station(s):_________________________________

Art&Culture/Remediation:_______________

Special Notes: ____________________________________________________________________________________________________________________________________Explain to students that Haiti’s main language is Creole. Explain how Creole is a mixture of French, Spanish, and African languages. Watch the video of counting in Creole. Background: Your classroom is a community of students from diverse cultures. A first step in learning about each other is to become familiar with the different ways we do the same things. Even when residing in the United States and speaking English on a daily basis, individuals from other cultures tend to count in their first language all their lives.Play the video several times.

21st CCLC Project Plan

Project Haiti

https://www.youtube.com/watch?v=PPnDLDE7Omo

Have students make flash cards to help them learn to count to ten in Creole. This video should be played every day until the students are able to count along. The numbers should be written on the board in English and Creole. The flash cards should have English on one side and Creole on the other.en (1)de (2)twa (3)kat (4)senk (5)sis (6)sèt (7)wit (8)nèf (9) dis (10)

Session 5Date(s):_________________

Homework:__________________________________________________________________________________________________________________________

Station(s):_________________________________

Art&Culture/Remediation:_______________

Special Notes: ____________________________________________________________________________________________________________________________________• 1 sheet of construction paper • 1 cup containing 30 beans • Glue • Pencils Teacher Resources: • 1 sheet of construction paper • 1 cup containing 30 beans • Glue • Pencils Activities: 1. Tell students that a first step in learning about each other is to become familiar with the different ways we do the same things. Even when residing in the United States and speaking English on a daily basis, individuals from other cultures tend to count in their first language all their lives. 2. On the board, write numerals and the English and Haitian Creole words for them. Count from 1 to 10 in Haitian Creole, asking students to repeat each number after you. 3. Place students in pairs or triads. Give each group a cup of 40 beans. Have each group count out three clusters of beans representing 1 through 10. Make sure each group has three clusters of beans, representing 1 through 10. 4. Count to ten in English and in Haitian Creole, using the clusters of beans. 5. Each group glues the clusters to the construction paper, leaving enough room below the cluster to write the numeral and the English and Haitian Creole words for it.

21st CCLC Project Plan

Project Haiti

6. Practice counting objects in the classroom in Haitian Creole.

Session 6Date(s):_________________

Homework:__________________________________________________________________________________________________________________________

Station(s):_________________________________

Art&Culture/Remediation:_______________

Special Notes: ____________________________________________________________________________________________________________________________________

Read “A Haitian Story of Hope Selavi”. Allow each table to have a book, while you read the story. Let students know that the book is very sad and it is a true story.Discuss the story. Be sure to ask open ended questions and discuss the difficulty of street children in Haiti that are not cared for. Attempt to have student’s express empathy for the street children. Ask students if they want to become part of the mighty river and offer help. Suggest ideas that the class may do to help others, even if it is not Haitian children. This session is meant to get the students thinking; therefore, you want to encourage discussion.Below is a link to listen to Radyo Timoun. Explain to students that we may listen to the station, but we cannot understand the language because they will be speaking in Creole.http://streema.com/radios/Timoun

Session 7

Date(s):_________________

Homework:__________________________________________________________________________________________________________________________

Station(s):_________________________________

Art&Culture/Remediation:_______________

Special Notes: ____________________________________________________________________________________________________________________________________

Show students’ images of Haitian landscape so they may visualize the island. Also show images of the city and even the slums.

https://www.happytellus.com/gallery.php?img_id=3258Haitian landscapes

http://danieldenardo.blogspot.com/2012_03_01_archive.html

21st CCLC Project Plan

Project Haiti

Slums in Port au Prince

http://www.theguardian.com/news/gallery/2013/apr/26/24-hours-in-pictures#img-3

Haiti is known for its love of vibrant colors. Show the image of the view of houses.

The objective of this session is to show the students the various images of Haiti and allow them to discuss the images. Ask open ended questions as you go through the images. Ask them what they see in the images. Ask them to compare and contrast the images to images of the United States. Write examples on the board of the similarities and differences between the United States and Haiti.

Plain White Paper Colored Pencils Construction Paper

Ask students to create their image of Haiti based on the pictures. Remind them that they should utilize vibrant colors. The construction paper may be cut out and used to represent some of the structures. Tell students that after they are done with their artistic depiction of Haiti, they will explain their work to the group. They will need to give five specific details about their art work. Let them know this in the beginning so they are able to think about it while they are working.

Session 8

Date(s):_________________

Homework:__________________________________________________________________________________________________________________________

Station(s):_________________________________

Art&Culture/Remediation:_______________

Special Notes: ____________________________________________________________________________________________________________________________________

Review website: http://www.theguardian.com/news/gallery/2013/apr/26/24-hours-in-pictures#img-3

Haiti is known for its love of vibrant colors. Show the image of the view of houses. Have students build a Haitian neighborhood with LEGOs. The LEGOs are sorted by color and have them utilize all colors to create houses. Allow each group to make the neighborhood larger. This may take more than one session, but allow the student’s creativity to flourish.

Session 9

Date(s):_________________

Homework:__________________________________________________________________________________________________________________________

21st CCLC Project Plan

Project Haiti

Station(s):_________________________________

Art&Culture/Remediation:_______________

Special Notes: ____________________________________________________________________________________________________________________________________

Background: Folktales are beloved and familiar stories told and retold to teach cultural values or to provide entertainment. “Papa Leader First, Man Next, Tiger Last” is a folktale about respect for elders, which has been passed down through generations in Haiti’s oral tradition. Haitian culture holds respect for elders in high regard. Procedures/Activities: 1. Have the class sit in a circle. Tell students that today the class will explore a story from Haitian culture called “Papa Leader First, Man Next, Tiger Last” about respect for elders, those persons who are older than ourselves or who are leaders. Discuss the concept of elders in a family and in American culture. Give examples of elders in a family (e.g., a grandmother, a father or mother) and elders in American culture (e.g. George Washington, the President of the United States, Dr. Martin Luther King, Jr.). 2. Explain that the story, “Papa Leader First, Man Next, Tiger Last,” which you will tell today is from Haitian oral tradition. Point out that the story you will tell students today is a folktale. 3. Review unfamiliar vocabulary from “Papa Leader First, Man Next, Tiger Last,” (relatives, furious, surrounded). 4. Orient students to the traditional opening of a Haitian story: “Krik?” “Krak!” Tell the story “Papa Leader First, Man Next, Tiger Last” to students, using the Krik? Krak! opening, traditional in Haitian culture. 5. Ask volunteers to retell the story in their own words. 6. As a class, write a paragraph summary of “Papa Leader First, Man Next, Tiger Last”; display the summary at the front of the classroom. 7. You might use the following questions to guide your discussion of the folktale and values issues: • Why do you think the mother tiger reacts the way she does? • What do you think the saying "Papa Leader First, Man Next, Tiger Last" means?• Should we respect our elders and leaders? Why? • What is a rule? • What do you think this story says about rules? • Should we always respect rules? Why? • When do you think we should change a rule? • What are some good ways to change a rule? Ask your students to discuss some rules they have in the classroom and why it is important to observe them.

Session 10Date(s):_________________

Homework:__________________________________________________________________________________________________________________________

Station(s):_________________________________

Art&Culture/Remediation:_______________

21st CCLC Project Plan

Project Haiti

Special Notes: ____________________________________________________________________________________________________________________________________Background: One of the most interesting and complex Haitian art forms is evidenced in the Tap-Tap. Haitians are well known for bright metal designs and sculptures. They apply this to functional objects such as the Tap-Tap, a small bus with brightly colored designs inspired by everyday life and by religion. The Tap-Tap bus is unlike any bus in the U.S. The bus is like a truck, transporting people, farm animals, picked vegetables and fruits in baskets, etc. Sometimes the bus is decorated with political and/or religious mottoes. The people hit the side of the bus, “tap, tap,” to let the driver know where to stop. While riding the bus, the people discuss social issues and share everyday news.Activities: 1. As a class, brainstorm about different types of transportation. Have students create different modes of transportation utilizing the transportation kits. Also LEGO’s with wheels to create transportation. Challenge students to make transportation with the following criteria. 2. Ask the students the following questions: • What type of transportation would you need if you lived in the countryside/mountains? Create countryside transportation. A very busy city? Create city transportation. The province (fields)? Create field transportation. • Do you think it would be easy to ride up the mountain road? Why or why not?• Do you think a donkey is a safe way to travel in the city? Why or why not?

3. Read Tap-Tap (1995) by Karen Lynn Williams aloud to students and emphasize the following: • new vocabulary (Tap-Tap bus, province, countryside, city, mountains, transportation) • types of transportation • picture of the Tap-Tap bus in the text • items (e.g., animals, fruits, etc.) transported and how they are transported 4. Write a paragraph summary of Tap-Tap and display the summary. Ensure students punctuation and descriptive adjectives that are age appropriate.5. Discuss the following issues in the text: • What Sasifi sees on the Tap-Tap bus - Encourage students to list a variety of things that are transported on the bus • What the bus looks like (i.e. color, graphics, etc.) • How the Tap-Tap bus passengers make the bus stop for them • How the bus gets its name

Session 11

Date(s):_________________

Homework:__________________________________________________________________________________________________________________________

Station(s):_________________________________

Art&Culture/Remediation:_______________

Special Notes: ____________________________________________________________________________________________________________________________________

21st CCLC Project Plan

Project Haiti

Today we are going to make Haitian Pancakes.

Haitian Pancakes (Beignets aux figues) Unlike American pancakes, beignets are not eaten with syrup but with sprinkled sugar or salt. Beignets are eaten after a meal or as a snack when entertaining. Like most Haitian “fritay” (fried foods), beignets are sold in the streets during carnival. Ingredients: 3 ripened bananas 2 eggs 3 tbsp. sugar 1/2 c. milk 1 c. flour 1/2 tsp. vanilla 1 pinch of salt, nutmeg powder, cinnamon powder, and baking powder Preparation: Mash the ripened bananas. Beat the eggs, and then mix them with the bananas. Add the sugar, milk, flour, vanilla, nutmeg, salt, cinnamon, and baking powder. After mixing all the ingredients together, measure a tablespoon of mixture to make each beignet, and fry it in hot oil. Sprinkle sugar over the fried beignets, and serve them warm.

Ask students how Haitian pancakes differ from American pancakes. Write a venn diagram on the board and ask for similarities and differences.

Session 12

Date(s):_________________

Homework:__________________________________________________________________________________________________________________________

Station(s):_________________________________

Art&Culture/Remediation:_______________

Special Notes: ____________________________________________________________________________________________________________________________________

Background: Life of the Haitian Child: There are three types of Haitian childhood: (1) childhood in the mountains or countryside; (2) childhood in the provinces; and (3) childhood in the capital. The types of Haitian childhood are primarily the products of differences in cultural milieus, educational backgrounds, religious differences, and the maternal approach to raising children. In Haiti, the boundaries between adults/parents and children are clearly drawn. Adults are the authority figures. Children understand this and are expected to abide by the rules of the home. Children should speak only when spoken to and in low, formal tones.

Childhood in the CountrysideHaitian peasant life is deeply linked with nature, and the people are an integral part of it. This is evident in many aspects of the child's informal education and also through the mother-child relationship. From birth, children in the countryside are in direct contact with nature. Childbirth is assisted by traditional birth attendants, midwives, or "doktèfèy," (herbalists with extensive knowledge of medicinal treatment). Among the child's playmates are the dogs, chickens, goats, and other animals owned by the family. Although the mother would protect the child if an animal attacked, she would not prevent the child from exploring nature, nor would she be concerned with letting her child play in natural surroundings. The life of the mountain peasant child is very rigorous. From early childhood girls and boys are subjected to rigid discipline and have numerous responsibilities. By the age of five, the male child works in the field with his father. Very often, some of the boy’s responsibilities may involve taking physical risks. For example, he must drag bulls

21st CCLC Project Plan

Project Haiti

to the field to feed them, and take donkeys across the river and bring them back to the field. The female child helps her mother with household chores, including cleaning the house; going to the river for water and carrying back the buckets on her head; and helping with the cooking. Sometimes the weight children carry on their shoulders or heads exceeds their body weight. As a result, their backbone is stronger and more developed than that of children from other geographic areas. Music and cooking are important in child rearing. Children learn about domestic activities and play an active part in the preparation of family meals by starting the fire to cook food, placing three stones in a triangle, and setting branches over it. Once the fire is started, they place the pot over the stones. Family meals include various roots, rice, beans, and fish but little meat because family raised cattle and its by-products are sold at the market for profit. Children are exposed to music at an early age. They hear their parents beating the drums and singing the songs and see the family dancing at social gatherings and ceremonies. The children in the countryside learn how to use medicinal treatments early on to participate in the handling of certain plants for medicinal purposes or for special celebrations. Children in the countryside do not often have access to formal education. Their education comes from personal experiences and listening to stories passed from generation to generation.

Childhood in the ProvinceThe children in the provinces have access to the countryside lifestyle and some type of formal education. They can attend elementary school in their hometown, and after this they may be sent to larger cities or Port-au-Prince, the capital, to further their education while staying with a family member. Children visit their parents during the holidays or summer. During these visits, they resume their domestic chores. Some children remain in the capital while others will go back to the countryside to live with their parents. A substantial number of children are not so lucky. For economic reasons, some parents entrust their children to relatives living in large cities, thinking they will have a chance to improve their living conditions. Unfortunately, these children often end up as domestic servants (restavec). Until recently, there was no legal structure present in Haiti to protect children or penalize abusive adults.

Childhood in the CapitalStreet and working children who are dramatically increasing in number, live in the urban slums and in the marginal areas of Port-au-Prince. They survive by doing odd jobs, such as washing cars or carrying large loads for people; they sometimes resort to begging for food to survive. They have very little access to education. Many Haitian children often live within an extended family structure where grandmothers usually take care of the young while the parents work. These children have the opportunity to have an education even though their parents are forced to send them to expensive but mediocre private schools. Their diet usually consists of porridge (labouyi) made of sweetened ground cornmeal in the morning Other Haitian children attend school at an early age and usually have the choice of attending private, religious, or state-owned schools. They walk a short or long distance to school or ride to school in buses or private cars.

The schools that these children attend are slowly moving away from the European educational model of strict, lecture format to the American educational model, where students may voice their opinions and engage in cooperative learning. In the cities, the family raises the children in Christian faiths, but largely resorts to traditional vodun beliefs in times of medical or spiritual crises or for special celebrations. The family structure is extremely close knit.

21st CCLC Project Plan

Project Haiti

Activities: 1. Discuss what life is like for children in the United States. Use pictures from newspapers, magazines, and web sites. You may want to focus on children from various cultures and regions of the United States. Post student answers on the board. 2. Ask students, “Why do you think it is important to know about the lives of others?” You may focus upon other cultures in the United States, immigrants to the United States, and people in other countries. 3. Tell students that you will focus on life for children in Haiti. Discuss life for children in Haiti according to region of residence in the country. 4. As a class, note the important elements of life in the countryside/mountains, life in the province, and life in the capital of Haiti. 5. As a class, compare and contrast the life of the Haitian child to the lives of students in Florida using a Venn diagram. Label the left circle, “Lives of Haitian Children” and the right circle, “Lives of Students in Florida.” Focus on the similarities between the lives of Haitian children and the lives of students in your classroom. 6. Allow students to take a closer look at their own lives. Students make dioramas depicting their own lives in Florida; students also write a four-sentence paragraph explaining the diorama. 7. Students present their dioramas and paragraphs to the class. Discuss similarities and differences among the lives of students. You might focus upon cultural similarities and differences.

Session 13

Date(s):_________________

Homework:__________________________________________________________________________________________________________________________

Station(s):_________________________________

Art&Culture/Remediation:_______________

Special Notes: ____________________________________________________________________________________________________________________________________

Display Haitian Proverbshttp://www.teachingforchange.org/wp-content/uploads/2012/07/Haiti_proverbs.pdf

Activities: 1. Begin class by discussing the definition of a proverb. Ask students to give examples of a proverb from their culture or American culture, such as “Don’t count your chickens before they hatch.” As a class, discuss what students think each proverb example means. Record and display student proverbs and interpretations on the board or on chart paper. 2. Discuss why people use proverbs. Then, explain to students that as a class, you will examine proverbs from Haitian culture, a key culture in Florida. 3. Discuss the role of proverbs in Haitian culture. Haitian Proverbs web site: http://www.haitianproverbs.com/4. You might distribute the Haitian Proverbs handout, or allow students to access the Haitian Proverbs web site in small groups and print handouts for the group. 5. In small groups, students complete the assignment below. Each group has a

21st CCLC Project Plan

Project Haiti

leader, who keeps the group on task; a recorder, who writes group answers for the assignment; a materials person, who obtains materials for the project and distributes them to the group; and a timer, who monitors the group’s progress for the assignment. You may want to show students a sample collage and corresponding paragraph to clarify your expectations for the assignment. 6. Choose one Haitian proverb. In your group, talk about what you think the proverb means. Your group recorder should write down the group’s thoughts on what the proverb means. Then, as a group, use poster board and pictures and words from magazines to make a collage that shows what you think your Haitian proverb means. Be sure to write your proverb at the top of your poster board. After finishing the collage, the group writes one five-sentence paragraph explaining what the collage means to them. You should type and print your paragraph on computer. Group leaders will present group collages and paragraphs to the class. 7. Group leaders present their collages and paragraphs to the class. Post student collages and paragraphs in the classroom.

Session 14This may take a few sessions

Date(s):_________________

Homework:__________________________________________________________________________________________________________________________

Station(s):_________________________________

Art&Culture/Remediation:_______________

Special Notes: ____________________________________________________________________________________________________________________________________

Student Resources: • Photographs of Haiti• Paints, brushes• Colored pencils • Paper • Poster board

Activities: 1. View works of modern art from various cultures. Italian: https://c2.staticflickr.com/6/5299/5465737531_0e3e4ca254_b.jpgChinese: https://danielyunhx.files.wordpress.com/2010/06/r591170_3782980.jpgRussian: http://images.china.cn/images1/200702/383354.jpgFilipino: http://www.artesdelasfilipinas.com/artworks/garibay17.jpgJamaican: https://www.pinterest.com/pin/99994054201201019/

2. Ask students to choose their favorite work of art among. Then, ask volunteers to point out their favorite work of art and to explain why that particular work is their favorite. 3. Discuss the importance and use of color in a work of art. 4. Tell students that today you will focus upon some works of art with vibrant color, those of Haitian painters. 5. Show the pictures of Haitian paintings to students. Ask students what they notice

21st CCLC Project Plan

Project Haiti

about each painting. http://www.trbimg.com/img-511bf6b9/turbine/mc-pictures-haitian-art-from-the-rodale-family-008/1050/1050x591http://www.allentownartmuseum.org/sites/www.allentownartmuseum.org/files/images/normil--482.jpghttp://www.patricepiard.com/images/Mother%20and%20Child%2036X48image.jpghttps://p2.liveauctioneers.com/1459/57808/28349431_1_l.jpghttp://www.artshaitian.com/Media/an2976.jpghttp://www.artshaitian.com/Media/pm2426.jpg

6. You may want to revisit the websites of particular paintings. Discuss student interpretations of the paintings; compare and contrast paintings; and allow students to respond to the art through writing. Some key questions to guide your discussion are as follows: • What color(s) do you think is most important in this artwork? Why? • Do you think this artist is successful in communicating feelings and/or ideas? Why or why not? • What do you think is the artist’s main idea in this work? • What do you think is happening in this artwork? 7. Allow students to choose one painting. Students create their own artistic interpretations of their chosen painting. Students write a four-sentence paragraph explaining their artistic creation.8. Students present their self-created artwork and supporting paragraphs to the class. After each presentation, ask volunteers to answer three key questions: (1) What color(s) do you think is most important in this artwork? Why? (2) What do you think is the artist’s main idea in this work? (3) Do you see any similarities or differences between this artist’s work and the Haitian painting s/he chose to interpret?

Session 15

Date(s):_________________

Homework:__________________________________________________________________________________________________________________________

Station(s):_________________________________

Art&Culture/Remediation:_______________

Special Notes: ____________________________________________________________________________________________________________________________________

Haitian Earthquake Use life size Jenga

Read over the worksheet about Haiti and inform the kids about the devastating earthquake that hit Haiti in 2010. Let students know that they are going to learn more about earthquakes.

Session 16

21st CCLC Project Plan

Project Haiti

Date(s):_________________

Homework:__________________________________________________________________________________________________________________________

Station(s):_________________________________

Art&Culture/Remediation:_______________

Special Notes: ____________________________________________________________________________________________________________________________________

Hands-On Standards STEM in Action Earthquake Technologies Teacher Book 4Get Ready to Engineer

Session 17Date(s):_________________

Homework:__________________________________________________________________________________________________________________________

Station(s):_________________________________

Art&Culture/Remediation:_______________

Special Notes: ____________________________________________________________________________________________________________________________________

Hands-On Standards STEM in Action Earthquake Technologies Teacher Book 5-6Define the Problem

Session 18Date(s):_________________

Homework:__________________________________________________________________________________________________________________________

Station(s):_________________________________

Art&Culture/Remediation:_______________

Special Notes: ____________________________________________________________________________________________________________________________________

Hands-On Standards STEM in Action Earthquake Technologies Teacher Book 7-8Define the Problem

21st CCLC Project Plan

Project Haiti

Session 19

Date(s):_________________

Homework:__________________________________________________________________________________________________________________________

Station(s):_________________________________

Art&Culture/Remediation:_______________

Special Notes: ____________________________________________________________________________________________________________________________________

Hands-On Standards STEM in Action Earthquake Technologies Teacher Book 9-11Plan Solutions

Session 20Date(s):_________________

Homework:__________________________________________________________________________________________________________________________

Station(s):_________________________________

Art&Culture/Remediation:_______________

Special Notes: ____________________________________________________________________________________________________________________________________

Hands-On Standards STEM in Action Earthquake Technologies Teacher Book 12-13Plan Solutions

Session 21Date(s):_________________

Homework:__________________________________________________________________________________________________________________________

Station(s):_________________________________

Art&Culture/Remediation:_______________

Special Notes: ____________________________________________________________________________________________________________________________________

Hands-On Standards STEM in Action Earthquake Technologies

21st CCLC Project Plan

Project Haiti

Teacher Book 14Making a Model

Session 22Date(s):_________________

Homework:__________________________________________________________________________________________________________________________

Station(s):_________________________________

Art&Culture/Remediation:_______________

Special Notes: ____________________________________________________________________________________________________________________________________

Hands-On Standards STEM in Action Earthquake Technologies Teacher Book 15Test a Model

Session 23Date(s):_________________

Homework:__________________________________________________________________________________________________________________________

Station(s):_________________________________

Art&Culture/Remediation:_______________

Special Notes: ____________________________________________________________________________________________________________________________________

Hands-On Standards STEM in Action Earthquake Technologies Teacher Book 16Reflect and Redesign

Presentation Methods and Audience

Students will work in small groups to complete homework and project activities. All activities will relate to the instructional implementation taking place during the school day. Students will present completed assignments and projects to other group members and club staff on an as needed basis.

Expected End Result/Product

Students will demonstrate a better understanding of and ability to discuss information relating to maps, globes, cultural diversity and the culture of Haiti.

Connection(s) to Regular School

Speaking and Listening; Reading and Writing; Math Skills; Social Studies Skills, Technology Skills; Personal Enrichment Skills

21st CCLC Project Plan

Project Haiti

Day

Adult Family Member Literacy and Involvement

During and after educational and project activities, parents will be informed of student progress. Parents will also be invited to observe educational activities, as well as, participate in final presentations of project activities.

Educational Research that supports the project *

Please site the source and provide a short description of its relevance.

This resource is an entire unit study on Haiti that was compiled by the Broward County School District.

http://www.broward.k12.fl.us/esol/eng/Multicultural/PDF/Haitian%20Curr.%20(K-5).pdf

Watch the video: 4 Guys Live on one dollar per day for 28 days in Haiti - 1 Dollar PovertyThis video offers a great perspective of Americans in the midst of poverty.

https://www.youtube.com/watch?v=VGeFpz10baw&feature=iv&src_vid=TiGhecfS1bg&annotation_id=annotation_4288305289

http://www.broward.k12.fl.us/esol/eng/Multicultural/PDF/Haitian%20Curr.%20(K-5).pdf

STEM Earthquake http://nieonline.com/augusta/downloads/supplements/kids_helphaiti_worksheets.pdf

Materials: Hands-On Standards STEM in Action Earthquake Technologies KitPhotographs of HaitiPaints, brushesColored pencils Paper Poster boardlife size JengaLEGOs