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					                              YET WE SURVIVE
       The Kalinago People of Dominica: Our Lives in Words and Pictures

Teachers’ notes

These notes have been compiled to assist teachers to use the book Yet We
Survive with pupils at Key Stage 2 in England and Wales; and Primary and S1 in
Scotland, but also with possibilities for other ages and abilities. The material
relates to subject areas

       Language
       Social subjects – in particular issues of cultural identity, encounters,
        journeys, slavery, colonialism
       History
       Geography
       Expressive arts – art, craft, home economics, drama, music
       ICT – for research and presentation
       Global citizenship – understanding of other places and peoples, and
        issues which affect us at both a local and a global level
       Enterprise – taking responsibility for real situations, with each pupil having
        a role to play

There is enough material in the book to stimulate lessons for a term or more,
according to the class topics under study, and their depth or complexity.

The ideas here are not presented as a complete set of pupil worksheets, but
more as a set of preliminary ideas and approaches which may suit a particular
class. They can be dipped into, adapted and selected according to need or
circumstances.

There are two basic approaches to the use of this material in class:

       It is possible to relate the material to the lives of the pupils themselves, to
        prepare similar material with the pupils in order that they may describe
        their own lives in a way similar to that presented in the book

       They may consider the similarities and differences between their lives
        and those of the Kalinago people as seen in the book

The book is a documentation of the lives of the Kalinago people in Dominica, an
island in the Caribbean, by the local people themselves, As such it is a record of
life as experienced by those living it. It should be possible to compare this record
with the pupils‟ own lives and life experiences.

An essential starting point is to choose something about the content of the
book that would relate directly to the lives of the young people. The Disney film
Pirates of the Caribbean – Dead Man‟s Chest was filmed during 2005, partly in
Dominica. The film portrays the residents of a fictitious island as cannibals. The
people acting the parts of the cannibals in the film are some of the local Kalinago
people. This caused great debate.

Some context information:

      When Christopher Columbus arrived in the Caribbean in 1492, the islands
       were inhabited by the indigenous peoples of the region who had originally
       come from South and Central America. The encounter with the Europeans
       devastated their existence and, in most parts of the region, they were
       wiped out. In Dominica, however, they survived mainly because of the
       hostile environment, which was unattractive to exploitation by European
       settlers.

      The Kalinago people were originally given the name „Carib‟ by the
       European. The word „cannibal‟ comes from Columbus‟ first description of
       some of the inhabitants of the area. Since then, the Carib/Kalinago people
       have been historically labelled as cannibals, although there is no real
       evidence to support this view.

      The sensitivity continues. When the Kalinago/Carib chief of Dominica
       heard of the representations planned for Pirates of the Caribbean, he felt
       that they would perpetuate this myth. "Our ancestors stood up against
       early European conquerors and because they stood up ... we were
       labelled savages and cannibals up to today," he said. "This cannot be
       perpetuated in movies."

      Some reactions amongst the wider Kalinago community can be heard on
       www.uprisingradio.org/home/?p=587 On this website is a response by the
       Kalinago people to their portrayal in this film as cannibals. They organised
       a letter-writing campaign to Disney Corporation asking for an apology for
       this portrayal, which they see as an insult to their people. It is worth noting
       that locally in Dominica opinion was divided. Those who did participate
       reported that they enjoyed the experience of being in an essentially
       fictional film.


Class work. By working through the book and participating in some of the ideas,
pupils can reach the real people who are the subject of such controversy. Many
young people will find the connection with the „cannibals‟ in the film an interesting
and relevant starting point for their study
INTRODUCTORY SECTION (pp 2 – 5)

The slogan “Yet We Survive” is taken from some graffiti at the Carib Council
office on the Carib Territory of Dominica. This is the area of the island where the
Kalinago/Carib people now live.

Why is the word “SURVIVE” used? What does it mean? Do a class brainstorm
on the meaning of the word and write down all the things that are associated with
it in the minds of the pupils.
Some ideas mIght include:

      Survive
           To keep on going
           To live
           To exist
           In the face of difficulties
           Strong
           Food and other necessary things for life
           A long time
           Everything going against you but you keep on
           Despite everything else
           To overcome difficulties
           Survival of the fittest
           Evolution

      Make a list or „mind map‟ of all the ideas and then see if they fit into
       categories of ideas – eg those connected with „difficulties‟, „strength‟,
       „existing over a period of time‟. Translate individual ideas into a more
       complex group mind map in the style of Buznan
       (www.mindmapping.co.uk/group-mind-mapping.htm)

      Can all the dimensions of the mind-map be somehow connected with the
       Kalinago people and their history? This exercise should be done at the
       end of the study. (See last section of these notes.)

      Make a group drama about the encounter between Columbus and his
       European sailors and the indigenous people

      Discuss the thoughts that might be going through the heads of each group

      Make a poem about meeting people you have never met before – how do
       you form your opinions of them?
The book is also about IDENTITY

      What is the meaning of the word identity? Discuss with the class. Some
       people might think of identity cards – some may think of an identikit
       picture. You could do a similar mind-map as above. The important thing to
       get over is that the book is about WHO YOU ARE – what makes you
       unique – what makes you YOU – and what makes you different from
       others – or what links you to others who are similar.

      The same can be said for the people of a country or a nation – a group of
       people who live and work together – and who identify with the group as a
       whole.

      Discuss the identity of the individuals in the class – photographs and
       descriptive/factual writing. Make individual posters.

      Do the same with the class as a group – what links and bonds are there?
       How can they be strengthened – are they important?


LAND (p6)

This page contains four photographs of typical landscapes of the Carib
Territory: earth, forest, salt water and fresh water.

      With a partner, sit back to back – one person has the picture and
       describes it to the other who cannot see it. Try to find words which really
       describe the land and the water to someone who has never seen this
       landscape before – what colours is it? What textures does it contain?
       Compare the end results with the actual photographs

      What sounds would you hear if you were standing in the middle of each
       picture?

      What might you be able to smell?


Life at Sea and on Land (p7)

Some young Kalinago people made these wall hangings to give their impressions
of „Life at Sea‟ and ‟Life on the Land‟. The originals are about three metres long
and two metres high and are made of cloth with paintings on them.

      How many different activities can you make out in each picture?
      If you were making a class wall picture to tell other people about „Life on
       the Sea‟ and „Life on the Land‟ in the Carib Territory, what would you
       include in each picture?


Communal Land Ownership (p8)

      Native American people believe that we cannot own land at all – instead it
       is the land which owns us – “the land does not belong to us but we belong
       to the land”. In fact, the land in the Carib Territory of Dominica is owned
       communally. What do you think of this idea?

      However, land is worked in order to produce food, raise livestock and also
       we build our homes on it. The land has to be managed in order that these
       things can happen. Find out who owns the land in your neighbourhood.
       Work out what you think of this system. Act out a role play where one
       person owns all the land and all the others have to pay to use it or to live
       on it. How does this feel?

      You could have a class debate over some of the issues here around
       private and public ownership, public and private management, and make a
       poster to list the points which have been raised.

      Are you fully satisfied with your local area? Discuss in your class how you
       would change things when you become adults – how will you deal with
       any issues and problems there are? Are you all in agreement as a class or
       are there divided opinions? Again make a poster to tell other classes what
       you have found out – or you could invite some adults into your classroom
       to tell you what they think of your ideas.

      Consider the changes that have taken place in your local area over the
       last 50/100/500 years. Ask adults about the changes in living memory.

      Find out who owns and manages the local wild places.


PEOPLE (p10)

People in the Carib Territory have a mixture of physical features: Amerindian,
African and European. As throughout the Caribbean, the features of the
population are a result of a complex history of colonisation and slavery. Unlike
the African peoples who were brought to Dominica as slaves, the Kalinago
people were never enslaved. They were, however, forced to retreat to the north-
east corner of the island where they continued to experience cultural genocide.
     There are often enormous problems when people of different races try to
      live together in the same place. Why do you think this might be? What
      could we try to do to solve these problems?

     Look at the different faces of the people in your class. Choose a partner
      and draw each other‟s face or photograph it as a portrait. Pin them all up
      on the wall so that you have an art gallery of faces. Does everyone look
      the same? What kind of differences are there? Would it be good to all look
      the same? Write a factual description of your partner‟s face. Note colour of
      skin, eyes, shape of nose, shape of eyes, texture and colour of hair

     All the pictures in the book are of Kalinago people. Do all Kalinago people
      look the same? Do you know why? Kalinago people say that it is a sense
      of belonging that unites them. How important is it to feel that you belong?

     What kind of assumptions do we make about what people look like if we
      can only hear their voices? (Think of Trevor McDonald or Billy Connolly)

     What is considered to be beautiful or handsome in a person for different
      races of people? Do some research on the internet to find as many
      different types of face as you can!

     How many Kalinago people are there still? How does this number
      compare with how many people there are in your town/part of the country?
      Make a graph to show this. Do Kalinago people mostly live in cities, towns
      or villages? How does this compare with your area?


Homes (pp11-13)

     Make another class art gallery by getting everyone to draw a picture of
      their home. Write a few sentences about it to contain the following
      information:
          o How big is your home?
          o Where is it?
          o What is it made of?
          o What colour(s) is it?
          o When was it built?
          o Do you know who built it?

     Would you say your home was built in a traditional style or a modern
      style? What do these words mean? What are the advantages or
      disadvantages of traditional and modern styles of building?

     Compare your home with the homes in the Carib Territory. What
      similarities or differences can you see?
      If you could build your own home, how would you build it? What would it
       be made of – and what would it contain? What colours would it be?

      Imagine you are far into the future – do you think there will be other styles
       of homes in the future? Will there be new materials? New styles? New
       designs? New colours even?

      Make a class display of ideas and show it to other classes, and ask them
       for ideas too.


Inside and Outside the Home (pp 12-13)

Much of Kalinago life goes on outside the home as it is too hot to spend time
indoors.

      Make a list of all the things you do inside the home and compare this with
       all the things you do outside your home. Is it the same for everyone in the
       class? Can you see what differences there are in these activities with the
       Kalinago people?

      Is it necessary to fill the house with lots of things? In some countries
       houses are very cluttered up with things because it is too cold to spend
       much time outside.

      What do you think are the advantages or disadvantages of living in a cold
       or hot country? Does everyone in your class agree?

      What is it absolutely essential to have in a home? Does everyone agree?
       What kinds of things are not essential or functional but are „decorative‟ or
       „recreational‟? Find out what these words mean and have a class
       discussion to see if everyone agrees.

      Is it possible to design the ideal home?

      Have an Ideal Home Exhibition and invite parents and members of the
       local community. Advertise it by making posters and giving out tickets.


Gardens (p16)

      Does your family have a garden? Does the school have a garden? What
       crops or plants are grown in it? Can you name them all and tell what they
       are used for? Are they used for cooking? For medicine? For crafts? For
      other purposes? Compare the plants grown here with those grown in the
      gardens of the Kalinago people

     Make a graph in the class of all the types of trees and plants and the
      frequency with which they occur in your gardens. Which is the most
      frequently found tree or plant? Which is the rarest?

     Make a class wall chart of all the different plants. Draw them, name them
      and write what they are used for

     Do you know what is meant by a „native‟ plant? How many of the plants in
      your gardens are native? How many are imported? Can you find out
      where they came from?

     How many of the plants are used for cooking in your school or home? Are
      any sold to others? Are any taken to a market?

     Visit a local allotment or market and take note of the crops and vegetables
      grown or on sale.


OCCUPATIONS

Shops (p17)

     What kind of shops are there on the Carib Territory? What kind of things
      do they sell? Compare this with the local shops in your area.

     Is it necessary to have shops? Why? Or why not?

     The Kalinago baker has set up a new business selling locally produced
      bread. Can you find out how bread is made? What are the ingredients? Do
      any pupils in the class make their own bread at home? What kind of bread
      do you make/eat ? How many different kinds of bread can you find out
      about?

     Find a good recipe for bread and try making it in class.

     Draw your loaf and then make up the best sandwich you can think of.
      Where will the ingredients of the sandwich come from? How many will be
      grown locally? How many will be imported? Make a poster to describe
      your best sandwich – give it a name, list its ingredients and tell where they
      came from. Is it in international sandwich?

     Have a class sandwich competition.
Crafts (p18)

      Crafts are very important on the Carib Territory. Why is this?

      Can you make a list of the most common crafts to be found in the craft
       shops? Are these all traditional crafts? What is meant by a traditional
       craft?

      Do you know someone who makes crafts? Maybe you could invite them to
       come to talk to your class. Maybe they could give a demonstration of how
       to make what they make. Maybe you could learn a little about how to do
       this.

      Ask them what materials they are using and where they get the materials
       from? Do they have to buy any in the shops? How much do the materials
       cost? How long does it take to make the craft object? How many can you
       make in a day? A week? A month?

      Where are they sold? At a local market? In other parts of the country?

      Can you find out what is meant by the term „marketing‟?

      If you were going to make a craft object, how would you set about telling
       people how to get it and encourage them to buy it? What qualities of your
       craft object would you tell them about? Could you design a poster to try to
       sell your item? Maybe you could have a class competition to see who
       could make people buy most.

      Could you do an imaginary business plan to set out the expenditure and
       possible income from the item you want to sell? You must make sure that
       you do not make a loss on your item.

      Do you think this is a hard thing to do? Would you do this by yourself, or
       would you set up a team of people to work together on a craft project?
       What would be the advantages or disadvantages of working by yourself or
       in a team?


Fishing (p21)

      Would you like to be a fisherman? Or a fisherwoman? Why? Why not?

      Do you think this life would be a good one? A challenging one? A
       satisfying one? What would your typical day consist of? Make up a play
       about life on the open sea the day there is a terrible storm.
     Do you know anybody in your family or a neighbour who is a fisherman?
      Are there many/any local fishermen or women? Why do you think this is?

     What kinds of fish are caught in local waters? Can you find out about the
      main types of fish caught locally and draw a wall chart to show the main
      types?

     What kind of ways are there to cook fish? Which is your favourite? Can
      you explain to someone else how to cook fish in your favourite way?

     Make up a new recipe for cooking fish – give it a name – imagine you are
      a „celebrity chef‟ and you are cooking this for a TV programme. Film your
      programme and present it to the class.


Boats (pp22-23)

     Follow the pictures of the making of a local boat and tell the story of the
      process in your own words? Tell the story of making your new boat, draw
      it or make it and give it a name. Have a ceremony to launch the new boat
      and act it out.

     Make up a group play about boat building. Give everyone in the play a job
      to do as part of the whole process.


Copra (p24)

     Why was copra production introduced into the Carib Territory? What
      products are made from copra?

     The palm tree is a stereotypical image of the Caribbean. Design a poster
      to tell about all the uses of the coconut palm.

     Find out about the local trees in your area and what they are used for.
      Make up posters for them too.


Bananas (p25)

     Use this page and pp 26 and 27 to follow the day in the life of a banana
      farmer. Is this a difficult life? What problems is the banana industry facing
      at present?

     Use your imagination and pretend to be a banana! Write the story of your
      life from the day you begin as a flower on a banana tree – what do you
       see? How do you feel as you are growing? How does it fell to be sprayed
       everyday and covered in a blue plastic bag? How does it feel when you
       are finally cut from the tree and put into a big box? What is your journey to
       the market place? Are you exported? Are you sold in Dominica? Where do
       you end up?

      What do you imagine happens to the bananas which are exported? Where
       do they end up? In which country?

      Do you end up as a banana, or do you go into making something else?
       Banana yoghurt? Banana cake? Banana custard?

      Who eats you?! Do they like the taste? And what do they do with your
       skin?

      How much food value do you contain?

      Make up a banana rap and film your performance.


ASPECTS OF LIFE

Recreation (p19)

      It is very important to have recreation time. Why do you think this is?

      What are the main things people do for recreation on the Carib Territory?
       Maybe you could ask your friends and relatives and people in the class
       and do a survey to find out the most popular forms of recreation for the
       people you know in your own area. Is there a difference between the
       adults and the children‟s recreation? Is there a difference between what
       men and women or boys and girls do for recreation? Can you present this
       information as a graph?

      Many young people in the Caribbean make their own toys. Do you ever
       make your own toys? Can you find out how to make a toy? Use the
       internet to do some research. Eg www.indigoarts.com/store1_recycle.html


Water (p20)

      Why is water so very important?

      What is meant by the term „the Water Cycle‟?
      How much rain falls every year in your area? What happens to the water
       when it falls on the land? Where are the main rivers in your area? Which
       seas do they flow into? How does the water get up into the sky to fall as
       rain?

      Why do we need water in our homes? What are the various ways we can
       get water into our homes? What is water used for in the home? Is it a
       difficult task to get water into the homes? How does your home‟s water
       supply differ from that in a home in the Carib Territory?

      Imagine that water is cut off from your home for a week but there is a well
       down the road a mile away which is still working. Act out a play telling how
       you would have to adapt your life to this change.

      Make up a water poem or rap telling how important water is. Speak your
       poem and record it. Make a class CD of the poems and illustrate a cover
       for the CD. Sell it for school funds or give the profits to a charity helping to
       provide water in dry countries.


Women in the Carib Territory (p37)

      There is a saying: “A woman‟s place is in the home” – do you agree with
       this statement? What does it mean? What sort of jobs do you see women
       doing nowadays that they would not have done 100 years ago? Have a
       class debate about whether or not women should go out to work if they
       have young children.

      The first aeroplane pilot from the Carib Territory is a woman – would this
       have been possible 50 years ago? Why do you think so?

      What does „finding a voice‟ mean? Is it a good thing that it is now possible
       for Kalinago women to find a voice? Do the boys in the class think the
       same as the girls on this question?


School (pp28-29)

Schools are different in different countries and at different times in history.
People are always looking for new ideas as to how schools can work. Remember
that schools can change according to what people need to learn.
What are your ideas?

      Not every child in the world is lucky enough to go to school. Research on
       the internet and find out some facts about how many children in the world
       do not have this opportunity – and why they do not have this opportunity?
       (www.oxfam.org.uk/coolplanet)

      Do you like school? Does everyone in the class like school? Can you
       present this information as a graph?

      Young Carib people have to travel a long way to secondary school. How
       would it feel to have to go far to school? How would it feel to have to stay
       away during the term-time?

      How has school changed over the years? Ask your parents and
       grandparents how school has changed over the years?

      How would you change the school for the future? Do you think the same
       subjects should be taught or do you think you would like to introduce new
       ones?

      How many of you would like to try to be a teacher? Do you think it is an
       easy job – or very difficult? Do you think it is an important job? Why? Why
       not?

      Would any of you be willing to try to take the class for a lesson? You
       would have to prepare what you are going to teach and what you want the
       class to learn from you! Is your teacher willing to let you have a try?

      Do you think girls and boys should be taught the same subjects at school
       – or have different choices? Have a class debate on this subject.

      Act out a school lesson of the future – teaching subjects that children in
       the future will need.


A Day in the Life of a Kalinago Woman (pp14-15)

      Is this day a typical one? For Salette it is typical – is it typical for any
       female adults you know? How do different days compare in different parts
       of the world?


A Day in the Life of a Kalinago Man (pp26-27)

      Is this a typical day for the men you know? How do different days
       compare in different parts of the world?

      Put either the Kalinago woman or the Kalinago man in the ‟ hotseat‟. Ask
       questions so that they can tell you where you might find them at different
       times of day and what he or she might be doing. Film your performances
       and share them with each other.

A Day in the Life of a Young Kalinago Person

      Make up a picture story for a young Kalinago person. Take a piece of
       paper and divide it into sections – you can fold it or draw lines …… have
       at least 8 sections:

      Draw a picture and write a sentence about what you might do at each of
       the following times of day:

          o   Early morning:
          o   Mid morning:
          o   Lunch time:
          o   Afternoon:
          o   Early evening
          o   Late evening:
          o   Bedtime:
          o   Nightime:

      You might like to tell this story for a typical school day, or for a weekend
       day, or for a holiday day – or a special day like a birthday or other
       celebration day. See if you can put all the ideas together into a class
       display or even make a class book of the different types of day. Compare
       the day of a Kalinago person with your own day. You could make up your
       picture story of your own day with a still camera if you have access to one
       you can take home with you.


Cultural identity (p30)

„You have to be able to know who you are, what you are, and where you are
going.‟ This is not an easy concept to grasp. We all think we know exactly who
we are and where we are going, but it is also easy to become confused and to
lose the way forward in our lives.

      What are some of the old traditional ways of the Kalinago people? Do you
       think it is important to keep these traditional ways? Or is it important to
       move forward into the future and forget the old ways? The person who
       was speaking thinks that it is important to know where you have come
       from so that you have a sort of jumping-off point for going into the future.
       Do you agree? Do you think it is important to have a view of the past, the
       present and the future? In this way we might see where we fit into the
       bigger picture?
      „Development comes from tradition‟ – do you agree with this?

      Paulinus Frederick, a Kalinago painter, has a painting in his home that is
       about the Kalinago people at a crossroads: with one foot in the traditional
       ways and the other across the bridge into the future. Do you think this is a
       good way to represent this idea of past, present and future?

      Perhaps you could make a picture of yourself, standing tall, with one foot
       in your past – your roots; and the other foot in your future – where you see
       yourself in 10 or 20 years time.

      Or you could make picture together with the rest of the class and put all
       your ideas together.

      There is a very famous painting by an artist called Paul Gauguin. It is
       called „Ou sommes nous? D’ou venons nous? Ou allons nous?‟ Can you
       find out what this means? See if you can get a copy of this picture – you
       may find it on the Internet. Gauguin was trying to paint about the same
       question as Paulinus. What do you think of these artists‟ works? What
       about your own ideas?

      Try to portray ideas about your past, present and future in a song, dance
       or rap. Perform and share.

      Try to portray your ideas about the past, present and future for the
       Kalinago people in a song, dance or rap, try to include the encounter with
       the Europeans, the days of colonialism and the impact of slavery, what
       you have learned about their present lives, and what you might hope for
       them for the future.


Religion (p31)

      Do you think it is important to have a set of beliefs about life, which can
       help us find the way forward and to find out who we are and why we are
       on this earth?

      What is the main religion of the Kalinago people today? Is this the same
       as it was in the past? Do you think this will change too in the future?

      Where are some of the sites which are sacred to the Kalinago people?
       Can you find out the stories connected with these sites? Do you think it is
       important to remember the sacred sites and the stories associated with
       them? Why? Or why not?
      Are there sacred sites near where you live? Are there stories connected
       with local places which people remember? Share some of these in your
       class.


Rites of passage (p32)

      These are the ceremonies which take place at different times in peoples‟
       lives to mark occasions like birthdays, weddings, funerals. Sometimes
       these are connected with a particular religion. How many of these
       occasions have you attended? Do you think it is important to mark these
       sorts of special occasions?

      Can you find out a little about how different families mark these
       occasions? Ask your friends and relatives. Do you think that people all
       over the world mark these occasions in the same ways? Can you find out
       a little about how different peoples have celebrated these occasions in
       different countries and at different times in history?

      Perhaps you could make up a drama about a birthday or wedding in
       another culture.


Kalinago legends (p34)

      The story of the Kalinago Snake is retold in the book by a group of young
       Kalinago people. It is based on a legend connected with a local landmark.
       You could try to tell this story as a dance with costumes.

      Is there a local landmark in your area about which you could make up a
       legend? You could write the legend in a book? Or you might decide to tell
       it in song and dance instead. What sort of conversations would the
       characters have with each other?


Community (p33)

      Unless you are a hermit, nobody lives in total isolation from everyone else.
       We all have to live alongside everybody else – and we all need different
       people at different times in our lives for different things.

      What sort of things do we need other people for?

      Can you make a list of different relationships we have with other people?
      Would it be possible to live in total isolation from others? What sort of
       things is it good to do by yourself and what sort of things is it good to be
       able to do with others? Present these ideas as group posters.

      Make up a drama to show how we depend on others in our daily lives

      It is often essential to be able to do things with other members of a
       community. What sorts of things are best done by the whole community?
       How does this work? What happens if some people want to do one things
       and other want to do another? In what ways can people find a way forward
       in this situation?

      Try to find a way forward with a whole class to:
          o decide on a design for the new school playground
          o decide how to spend your class funds you have raised on a trip out
          o decide what play to present to parents at the end of term

      Have you seen this kind of decision-making in action in your own wider
       community? What sort of things does the whole community do together?
       How do they decide what to do?

      What sort of things might hinder a feeling of community from developing?
       How could these things be solved?


A Wider Kalinago Community (p36)

      Find out from an atlas and internet research where there are other groups
       of Kalinago people in the Caribbean

      Are there any Kalinago people living in your area? Can you get in touch
       with them to ask them questions? In the UK, refer to www.d-c-o.org.uk


Into the 21st century….and beyond (p38)

      What do you see as the future of the Kalinago nation?

      What plans would you have for your country if you were Kalinago chief?
       This would be the same as being prime minister in the UK. Maybe you
       could have a „mock election‟ in your class and everyone who wants to
       stand for chief could present their views of the future Who gets the most
       votes for their plans for the future?

      In the photograph Garnette Joseph, who was once a Kalinago chief, is
       wearing a T-shirt which says „still here‟ – what do you think this means?
      Could you design a T-shirt which has a new slogan on it for the 21st
       century Kalinago person? Make a class display of your designs.


YET WE SURVIVE: REFLECTION

Survival in the face of great difficulties in terms of history is a feature of the
Kalinago people. What is meant by the word „survival‟? Go back to the discussion
at the beginning and refer to it.

      What feelings does it conjure up? How do the words „ I survive‟ differ from
       the words „I exist‟, „ I live‟, I am‟?

      Do you agree that the word „survive‟ suggests „ difficulties‟ of some sort?

      What kinds of difficulties have the Kalinago people „survived‟? What kinds
       of great gifts exist for the Kalinago people as well as the difficulties. What
       resources do the Kalinago people have? You can make a list of all the
       things that the Kalinago people have - both physical (external), and
       personal (internal).

      Are the Kailnago people likely to continue to „ survive‟ or might these
       words change in time? And might the sentiment or feelings be different?
       Who could make this possible? In whose hands does this future lie?

      Can you make a wall display/exhibition/performance of all the information
       you have collected and what you have learned? Display your information
       to other classes in the school and to parents and friends. Put some of it on
       to your school website so that you can share with others. Could you share
       it with the Kalinago people themselves?

      Are you now proud of what you have achieved?

      If so, you might like to tell others about the Carib Territory and the life of
       the Kalinago people. Try to make a poster or a powerpoint presentation to
       encourage people to visit the Carib Territory – what would it be important
       to let them see? What sort of things do you think would be of interest to a
       tourist from another country?

      Is it possible to make a drawing of a typical Kalinago person surrounded
       by all the things which are important to their life? Is there such a thing as a
       typical Kalinago person?

      Put a Kalinago person of the future into a hotseat and ask them how
       things have progressed in the Territory as a whole
Useful websites and links

www.visit-dominica.com general background information for tourists visiting
Dominica
www.lennoxhonychurch.com website of Dominica anthropologist and historian.
Detailed information about history and culture of Kalinago people.
www.uprisingradio/home/?p=587 for information about debate surrounding The
Pirates of the Caribbean film.
www.avirtualdominica.com/caribs.htm for general information on Kalinago
people.
www.blackhistory4schools.com This website promotes and supports the teaching
of Black and Asian British history in schools and universities
www.da-academy.org/kalinago_frederick.html gives a broad picture of Kalinago
history and culture
www.d-c-o.org.uk Website for Dominica Carib Organisation in the UK.
www.centrelink.org/resurgence/dominica.htm provides further references about
the Carib Territory

Other websites mentioned in the text are:
www.mindmapping.co.uk/group-mind-mapping.htm)
www.oxfam.org.uk/coolplanet)
www.indigoarts.com/store1_recycle.html

				
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