Black History Month

Recognizing the Importance of Celebrating Black History Month in Education

BLACK HISTORY MONTH DOMINICA

Introduction: These activities advocate for the integration of Black History Month, with a special focus on Caribbean and Dominican history, into our education system.

We recognize the need for a comprehensive and inclusive curriculum that reflects the contributions, struggles, and culture of individuals and communities across the region and Dominica. Black History Month, celebrated annually in February, provides a platform to honor and celebrate these invaluable contributions.

Rationale: Diverse Representation: The integration of Black History Month, Caribbean History and Dominican History ensure a more accurate representation of historical narratives. These introduce students to a diverse range of historical figures, events and achievements that might otherwise be overlooked.

Empowerment: Highlighting the accomplishments of local leaders, innovators and activists, along with the rich Caribbean history, empowers students from all backgrounds to recognize their potential for positive change and the impact of regional and local contributions.

Cultural Understanding: This integration fosters a deeper understanding of the interconnectedness between our history and what defines us as a people. It promotes empathy, respect for different cultures, and recognition of shared experiences.

Addressing Bias: Comprehensive education on Caribbean history and Dominica History counters biases which stem from incomplete narratives. This promotes inclusivity, tolerance and informed perspectives.

Social Relevance: Both Black history and Caribbean history continue to influence contemporary society. Acknowledging these connections through recognized periods encourages critical thinking and discussions on current social issues.

BLACK HISTORY MONTH 2024 WEEKLY THEMES:

1

PIONEERS AND TRAILBLAZERS

Week One 5th - 9th February 2024 During this week, we celebrate iconic Dominica pioneers and trailblazers who have left an indelible mark on history. Link their contributions with the energy of Dominica's Old Mas Carnival, showcasing how these legends have influenced culture, music, and society. Incorporate elements of the enduring Kalinago heritage, showcasing their of celebration, creativity and their impactful journeys.

(Suggested Names - Not Limited to) -Alwyn Bully - Cultural Icon, Carnival Costumes -Mabel Alice "Cissie" Caudeiron -Algernon Philbert – Sensay Maker (Thunder birds) - John T- Hill Denis – Sensay Maker (Grand bay) - Eddie Andre - Pan - Wilfred Pancho Jno Baptiste - Steel Pan - Andy Carter - Ole Mas Individual - Clarence Douglas - Costume building - Danley Guye - Costume building - Peter Isreal - Patriotic Songs -Irving Shillingford - Sports Pioneer -Billy Doctrove - Sports Pioneer

Kalinago Culture: Agriculture Architecture Craftsmanship Fishing Spirituality Kalinago Traditional Dances Drumming Costumes.

Storytelling Community and Celebration Language

PIONEERS AND TRAILBLAZERS Week One 5th - 9th February 2024 Suggested Activities: Carnival Costume Workshop: Host workshops led by local artists or students where participants can create costumes that reflect our cultural heritage.

Steel Pan Music Sessions: Organize music sessions or a mini-concert featuring steel pan music.

Art and Photo Exhibition: Curate an exhibition showcasing the works and photographs of these legends Ole Mas Fashion Show: Organize an Ole Mas fashion show where participants dress up in traditional Ole Mas costumes Storytelling Sessions on the Kalinago Culture

2

HARMONIZING HERITAGE" -"COLOURS OF OUR CULTURE - EXPRESSING DIVERSITY" Week Two 14th - 16th February 2024

Explore the rich artistic heritage of the Black community, from literature and music to visual arts and dance. Link this theme with the vibrant colors and artistic expression of Dominica's. Encourage students to create their own artistic interpretations, exploring how cultural diversity enriches both global art and traditions.

(Suggested Names - Not Limited to) - Earl Ettienne - Art - Masterville Joseph - Photography - Stephenson Hyacinth - Play Writer -Alwyn Bully - Play Writer - Nigel Francis - Play Writer - Christine Ma Tutu Athanaze - Cultural elder, Traditional dance - Roseline Paul - Cultural elder, Traditional dance -Pat Aaron - Music and Calypso Writing

HARMONIZING HERITAGE" -"COLOURS OF OUR CULTURE - EXPRESSING DIVERSITY" Week Two 14th - 16th February 2024 Suggested activities: 1. Art - Visit to the Old Mill Museum and view the art displayed 2. Masterville Joseph Photography Challenge: Host a photography challenge where students capture images reflecting their community or cultural traditions,. Provide tips on composition, lighting, and storytelling through photography. Visit to the Old Mill Museum and view his photographs 3.Literary Exploration: Organize reading and creative writing sessions focusing on works by Stephenson Hyacinth and Nigel Francis. Encourage students to write short stories or poems that reflect their personal experiences or cultural heritage.

4. Dance Workshops: Arrange dance workshops led by local dance instructors, focusing on our Local dances 5. Art Exhibition: Organize an exhibition where students can display their creations.

6.Cultural Heritage Day: Organize a day-long event celebrating cultural diversity through art. Include student art exhibitions, dance performances, literary readings, and photography displays.

3

SOCIAL JUSTICE AND CIVIL RIGHTS-BREAKING CHAINS Week Three 19th- 23rd February 2024

Demonstrate how the numerous privileges we currently enjoy, acquired through the struggles of those who came before us, symbolize the act of breaking chains and standing united against injustice.

(Suggested Names - Not Limited to)

Kalinago Resistance:

Rosie Douglas 1. Armed Resistance: The Kalinago fiercely resisted European Edward Oliver LeBlanc attempts to conquer their lands through armed resistance.

Emmanuel Christopher Loblack 2. Fortifications: Kalinago villages were often strategically located Patrick John in fortified positions, such as on mountaintops or along the Dame Eugenia Charles coastline.

George Charles Falconer - Mulatto Ascendency 3. Raids and Retaliations: The Kalinago sometimes engaged in Maroons of Dominica retaliatory raids on European settlements and ships in response Kalinago Resistance to the violence and exploitation brought by the colonizers.

4. Alliances with Other Groups: The Kalinago formed alliances with the Maroons 5. Disease Resistance: While not a form of active resistance, the Kalinago's resistance to European-introduced diseases helped them survive. - Herbal Traditions 6. Cultural Preservation: The Kalinago also resisted European attempts to erase their culture and traditions.

7. Legacy and Cultural Continuation: Despite the challenges they faced, the Kalinago's continued existence and cultural persistence serve as a form of resistance in themselves.

SOCIAL JUSTICE AND CIVIL RIGHTS-BREAKING CHAINS Week Three 19th- 23rd February 2024

Suggested Activities: 1) Interactive Timeline Exhibition: Create a visual timeline exhibition that charts the key events and milestones in the lives of these figures. Include photographs, newspaper clippings, and artifacts where possible to bring their stories to life.

2) Dramatic Reenactments: Stage reenactments of pivotal moments in the lives of these individuals, such as important speeches, protests, or parliamentary debates 3) Essay and Art Competitions: Encourage students to participate in essay writing or art competitions focused on the theme of breaking chains and standing united 4) Storytelling Sessions: Organize storytelling sessions where simplified, age-appropriate stories of these historical figures are shared 5) Art Projects: Host an art session where children can create posters, murals, or sculptures inspired by the themes of justice, freedom, and unity.

6) Community Hero Day: Organize a "Community Hero Day" where children dress up as one of these figures and share what they've learned about them.

This can be combined with a small parade or presentation.

4

REGIONAL IMPACT AND CONTEMPORARY VOICES Week Three 26th February - 1st March 2024

Highlight the contributions of Caribbean icons who have had a significant impact on a regional and global scale.

By showcasing these figures, explore how their influences intersect with traditional values and emphasize the importance of embracing diversity.

(Suggested Names - Not Limited to)

Dominicans who in impacted the region (Contemporary):

1. Marcus Garvey (Jamaica) 2. Bob Marley (Jamaica) 3. Derek Walcott (Saint Lucia) 4. Jean-Jacques Dessalines (Haiti) 5. Mary Seacole (Jamaica) 6. C. L. R. James (Trinidad and Tobago) 7. George Padmore (Trinidad and Tobago) 8. Kamau Brathwaite (Barbados) 9. Shirley Chisholm (Barbadian-American) 10. Stokely Carmichael (Trinidadian-American) 11. Maurice Bishop (Grenada) 12. Robert Milton Cato 13. Sir Vere Cornwall Bird Sr

Hon. Roosevelt Skerrit Dr. Clarissa Etienne Valda Henry

REGIONAL IMPACT AND CONTEMPORARY VOICES Week Three 26th February - 1st March 2024

Suggested Activities: 1) Poetry and Literature Readings: Organize sessions where participants read and discuss works by Derek Walcott, Kamau Brathwaite, Jamaica Kincade and other literary figures 2) Caribbean Story Book/ Comic Creation: Have the children create their own storybooks/Comic based on the lives and achievements of these icons 3) Caribbean Treasure Hunt: Organize a treasure hunt with clues related to these icons and Caribbean culture. Each clue leads to the next.

4)Dress and Tell: Combine dress-up activities with storytelling, where children wear costumes related to the Caribbean and speak a few lines about the icon they represent.

5) Heritage Memory Game: Create a memory card game with images and facts about the Caribbean icons.

CONCLUSION In conclusion, the integration of Black History Month, with its rich Caribbean and Dominican history, into our educational curriculum is not just a matter of adding diversity but is a necessary step towards creating a truly inclusive and comprehensive educational experience. By doing so, we open doors for our students to explore a broader spectrum of historical narratives, providing them with a more complete understanding of the world and their place in it.

It is important to note that the names and figures suggested for study during this month are merely starting points. Educators and students are encouraged to delve deeper, exploring beyond these names to uncover a wealth of stories and contributions that have shaped our collective history. This exploratory freedom is crucial in fostering a sense of curiosity and ownership of their learning journey.

Furthermore, allowing students to learn about their heritage and the contributions of their ancestors instills a sense of pride and identity. It connects them to their past, helps them understand the present, and inspires them to contribute to a future where diversity and inclusivity are celebrated. In essence, knowing one's heritage is not just about learning history; it's about building a foundation for understanding oneself and contributing positively to society.