The Haitian's response

Question 1: "How have the Haitians responded to the presence of U.S. Marines in their country?"

The Haitian's response to the terrible things the U.S. Marines have done while in the presence of their country:

 Haiti, 1920

In 1910, 10 years from today, The Haitian treasury was taken control of and managed by a number of  banks. Four years later, the U.S. marines were asked to protect the gold when they denied Haiti access to them. For protection, the U.S. moved the gold to vaults found in New York bank's. In August of 1915, the U.S. marines returned to Haiti and stated that they were needed so that they could "protect foreign lives and property." With this protection from the U.S. marines, they (Americans), started to create a new malitia for Haiti. With the U.S. now trying to take over this small nation, Charlemagne Peralte attempted to lead a resistance movement.

With this resistance movement, Peralte read a speech in hopes to persuade Haitians to go against the U.S. marines that were in Haiti. He claims that the U.S. has been in Haiti for too long and they have created a lot of crime while based there. Many of the Haitians are strongly against the U.S. marines because they have "...brought in almost four years of continuos insults, incredible crimes, killings, theft and barbarian acts, the secrets of which are known only to Americans." - Peralte

Summary of Class 5/20-5/21

It's been a while since I've blogged because up until this week we haven't done much, seeing MCAS was last week. This whole idea of a flipped classroom is not my favorite because I feel like we aren't learning anything and we are just going into class and doing activities.  I liked when we would take notes and step by step, Mr.Boyle would explain it to us. I feel as if I might not be prepared as well to take the final in June. Yesterday in class, we talked about Imperialism and the Panama Canal. To start class, we looked at a cartoon and then answered questions with a partner. After we answered the questions, we had a discussion. After, we looked at a speech and broke it up into pieces. Today in class we looked at the Roosevelt Corollary to the Monroe Doctrine. With this, we looked at two different text 's and picked out the key words. We also summarized it all and then put it into our own words. Once we finished this with our groups, we went on to share with the class what we had said.