The Choices Blog

History and Current Issues for the Classroom

Month: December 2014

Breaking the Mold On Cuba

 

cubapolicy6.5This classic cartoon on U.S.-Cuba relations from 2004 pretty neatly illustrates 50 years of a relationship frozen in place. That’s done. A chapter from the Cold War has come to a close, but what comes next? There are many questions that are getting attention in the news right now. These questions also offer opportunities for high school classrooms to explore and follow in the coming months as history unfolds.  Will the embargo continue? How will this affect the 2016 presidential race in the United States? Will there be an economic transition in Cuba? Will it be more like the ones in the Soviet bloc or more like China? What will Cuba’s political future be?

A dimension worth considering is what kind of future the people of Cuba want for themselves. Change is coming, but Cubans have very different opinions about their country and its history—this affects how they think about the future. A curriculum unit from Choices, Contesting Cuba’s Past and Future, helps students step into the shoes of ordinary Cubans and consider what comes next.

This curriculum helps students gain a broader understanding of the country that has often occupied the attention of the world since 1959. Besides offering an overview of Cuban history, the unit focuses on the legacies of Cuba’s relationships with Spain, the United States, and the Soviet Union. Although most recognize Cuba’s role in the Cold War, recent research suggests that Cuba often marched to its own drum, and not that of the Soviet Union. The readings trace Cuba’s history from the country’s precolonial past to its  recent economic, social, and political changes. A central activity helps students recreate the discussions Cubans on the island are having about their future.

Contesting Cuba’s Past and Future contains lessons (listed below) and Scholars Online Videos that complement the readings and lessons. The curriculum is also available as an IBook for the  Ipad.
Lessons

José Martí and His Legacy
Using a variety of primary sources as well as a timeline and map, students assess the contested legacy of José Martí among Cubans.

The Dance of the Millions
Students analyze economic data from Cuba’s “dance of the millions” in 1920 and compare Cuban sugar to commodities in Germany that same year.

Operation Carlota
Using a variety of Cuban, U.S., Russian, South African, Angolan, and European sources, students assess competing perspectives of Cuba’s foreign policy in Angola.

The Special Period
Using numerous sources from the 1990s, including literature, hip-hop lyrics, jokes, and art, students explore the relationship between politics and popular culture.

Role-Playing the Three Options
Working collaboratively to present different options to a group of fictional Cuban citizens, students clarify and evaluate various political and economic options.

Cuban Government
Students create their own working definitions of “democracy” and explore a variety of media sources to assess claims that Cuba is a democracy.

Cuban American Experiences
Using excerpts of Cuban American memoirs, students create characters representing a wide array of Cuban American experiences and points of view.

 

One of the interesting things about the protests of the grand jury decisions in Ferguson and New York is how they are understood and interpreted.  TV news or the headlines tend to focus and report on them as responses to the grand jury decisions themselves, which they certainly are. But a long history is also at play here that can get missed or overlooked. Reading the signs or listening to protesters, one can hear calls for the end to systemic injustice and impunity—impunity that has affected African American victims of white violence for centuries. Underlying the protests is the belief that the justice system has never worked the same way for all of us.

December 3, 2014.
Photo by Charlie Magovern/Neon Tommy
(CC BY-SA 2.0).

This short clip of Dave Dennis giving the eulogy at the funeral of the murdered civil rights worker James Chaney in the summer of 1964 is a painfully apt illustration of this doubt about the justice system.

The clip omits his conclusion to “You see, I know what is going to happen. I feel it deep in my heart – when they find the people who killed those guys in Neshoba County….” What didn’t make into the clip was what Dave Dennis said next… “they [will] come back to the state of Mississippi and have a jury of all their cousins and aunts and uncles. And I know what they are going to say: Not guilty.”

As protests continue, there is an opportunity to add historical perspective to the debates that are playing out around all of us.  Race and the history of relations between white and black people in the United States remains a charged and challenging topic. Tackling this challenge can bring the reward of new understanding of the past as well the present for students. The Choices Program has curriculum resources that engage students with this historical context and provide a foundation to consider what’s happening right now.

Freedom Now: The Civil Rights Movement in Mississippi can be used as a springboard for explorations of current race relations in the United States. It gives students a good understanding of the historical underpinnings of racial inequality, drawing clear connections between inequalities of the past and inequalities that exist today.

There are free videos of scholars answering fundamental questions about this history as well as free activities and resources.

 A Forgotten History: The Slave Trade and Slavery in New England seeks to inform students of the economic and social impact of slavery and the slave trade in the North. Historians comment that New England has “forgotten” its slave-owning past, and that such a narrative—one that remembers abolition but not enslavement—has had far-reaching consequences for black-white relations and the nature of race in the United States.

There are free videos of scholars answering questions as well as activities and resources.

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