Cape Verdean Connection Betsy Lambert Miscoe Hill School Grades 6-8
UnitOverviewThisunithighlightsthelong‐standingrelationshipbetweenthepeopleoftheBlackstoneValleyandgreaterNewEnglandareaandtheCapeVerdeanpeople.CarefullyselecteddocumentationdemonstratessomeofthewaysinwhichtheCapeVerdeanpeople,astheymovedbeyondtheiroriginalgeographicborders,haveimpactedtheBlackstoneValleyregion.Thevariedlearningexperiencesactivateandutilizestudentsdifferentmultipleintelligences,whileprovidingintellectualchallengesatmultiplelevelsofcognitivecomplexity.Modificationsforlanguageorspecialneedsareincludedwitheachlesson,asarelinkstohistoricalbackground,additionalresourcesandreferencematerials.
StandardsStandardsaddressedinthisunit:
RhodeIslandGradeSpanExpectationsforCivics&GovernmentandHistoricalPerspectives5(5‐6)‐1,5(7‐8)‐1,5(5‐6)‐2,5(7‐8)‐2AlsocheckRIELAstandardsandArt
MassachusettsHistoryandSocialScienceCurriculumFramework6.1,6.2,6.3,6.4,.6.5,Mass
UnitedStatesHistoryThemes:#3AlsocheckELAstandardsandUSHistory1standardsandArt
Objectives
ThedocumentsandactivitiescontainedinthisunitareintendedtohelpstudentsbetterunderstandthehistoricrelationshipthatexistsbetweenthepeopleofNewEnglandandCapeVerdes,andappreciatethevariedcontributionsofCapeVerdeanpeopletotheBlackstoneValleyandregion.
StudentswillbeabletorelatewaysinwhichtheCapeVerdeanpeople,astheymovedbeyondtheiroriginalgeographicborders,haveimpactedtheeconomic,political,religious,andculturalideasoftheBlackstoneValleyandourregion.
Indexoflessons
1.CapeVerdesGeography
2.SayingGoodbye(Tavares)
3.Immigration–CapeVerdeanscometotheUS
4.TextileIndustry(NEKnitting)writing–setting,mood
5.CulminatingProject
Lengthoflessonincluding,lengthofperiod(minutes)
Lesson/Activity#1:CapeVerdeanGeographyStandards:MassachusettsSocialStudiesStandardsGrade6.26.3,6.4,6.5RhodeIslandC&G5(5‐6)–1
PerformanceObjective:Studentswilldemonstrateknowledgeofthelocation,climateanddemographicsoftheCapeVerdeanIslandsandProvidence,RI.
Materials:whitepaper81/2X11,chartpaper,markers,worldmaps,worldatlases.TimeNeeded:60minuteclassperiodDetailedProcedure:
Step1Studentsdrawaworldmaponablank8½x11pieceofpaperwithoutusinganyreferencematerials.Includeandlabel:7continents,4oceans,equator,primemeridian,tropicofcancer,tropicofCapricorn,4hemispheres,compassrose,Providence,RhodeIsland,andCapeVerdes.
Step2aStudentsdrawaworldmaponablank8½x11pieceofpaperusingreference
material.Includeandlabel:7continents,4oceans,equator,primemeridian,tropicofcancer,tropicofCapricorn,4hemispheres,compassrose,Providence,RI,andCapeVerdes.
2bStudentsusereferencematerialstocreateacomparativechartthatdisplaysthedemographics(population,religion,linguisticgroup),location(longitudeandlatitude),andclimatedata(averagerainfall,temperature)forthetwolocations.
Step3Studentsworkwithapartnertocreateacolorfulworldmaponchartpaper
withoutusingreferencematerials.Includeandlabel:7continents,4oceans,equator,primemeridian,tropicofcancer,tropicofCapricorn,4hemispheres,compassrose,Providence,RI,andCapeVerdes.
Step4Studentsdrawaworldmaponablank8½x11pieceofpaperwithoutusingany
referencematerials.Theyaregiventhechecklistbelowtouseasaguideastheyincludeandlabel:7continents,4oceans,equator,primemeridian,tropicofcancer,tropicofCapricorn,4hemispheres,compassrose,Providence,RI,andCapeVerdes.Studentsusethechartcreatedinstep2btoincorporatecolororsymbolstoindicateaveragerainfall,temperature,population,andthedominantethnicgroup,linguisticgroupandreligiousgroupofProvidenceandCapeVerde.
Thiswillbegradedusingthechecklistbelow:Requirements TotalPossible
PointsPointsEarned
7continents 74oceans 4EquatorandPrimemeridian
2
2Tropics 24hemispheres 4Compassrose 1Providence,RhodeIsland‐longitudeandlatitude
10
CapeVerdes‐longitudeandlatitude
10
AveragerainfallProvidence,CapeVerdes
10
AveragetemperatureProvidence,CapeVerdes
10
TotalpopulationofProvidence,CapeVerdes
10
PrimarylanguagespokenProvidence,CapeVerdes
10
LargestreligiousgroupProvidence,CapeVerdes
10
ColororSymbols 10
Step5:Usingthink‐pair‐share,studentswillindividuallycreateacompareandcontrastgraphicorganizertodescribethelocation,climateanddemographicsofProvidence,RIandCapeVerdes.Next,eachstudentwillworkwithapartnertocreateajointgraphicorganizer.Finally,theclasswillcreateagraphicorganizerthatincludeseveryone’sinput.Studentscopytheclassgraphicorganizer.Homework:Usingtheclassgeneratedgraphicorganizer,studentswillcomposeaparagraphwhichcomparesandcontraststhelocation,climateanddemographicsofProvidenceandCapeVerde.
Referencematerials:http://www.mapsofworld.com/Extensions:
1. IncludeNewBedford,MA,asthatwasanotherdestinationpointformanyCapeVerdeanimmigrants.
2. Addtradewindsandshippinglanestotheworldmap3. Investigateclimateextremesofbothplaces:whatseasonalchangesdideachlocationface?4. Investigatethehurricanehistoryofeachlocation.5. Investigatethegeologicalhistoryofeachlocation.
6. Learnmoreaboutthedemographicsofeacharea:ethnicgroups,educationallevel,incomelevel,otherlanguagesspoken,etc.
Modificationsareintentionallybroadforyoutoadapttoyourindividualstudents’needs:
1. Permittheuseofreferencematerialswhencreatingeachmap.2. Simplifytherequirementsforthefinalproduct.3. Simplifytherequirementsforthehomeworkassignment.
Lesson/Activity2:DepartureStandards:MassachusettsStateGeneralStandard:Poetry14.3,14.4
RhodeIslandC&G5(5‐6)–1,C&G5(7‐8)‐1
PerformanceObjective(s):Studentswilldemonstrateknowledgeoftheimpactoftradeonimmigrationandculture,specificallyasexpressedthroughtheballadofEugenioTavares.Materialsneeded:copyofballadandtranslation,BBCradiobroadcast,paper,highlighters,pencils
LinktoBBCradioprogramwebsite:http://www.bbc.co.uk/programmes/b00mm08f#p0071mmzLinktoEugenioTavaresMornaofFarewell:http://dare.uva.nl/document/131464
TimeNeeded:OneortwoclassperiodsDetailedProcedure:
Step1–Copythetranslationofthe‘MornaofFarewell’ontheboard,instructstudentstocopythetextontotheleftsideofasheetoflinedpaper,leavingtherightcolumnfortheirannotations.
Step2a–PlayBBCRadioprogram,thekeysegmentsareChapter4(7.08)Morna,Batuque
andEugenioTavaresandthefirstsectionofChapter5.Passoutcopiesofthe‘Mornaof
Farewell’asoriginallywrittenalongwiththetranslation.ReadalongasitissungontheBBC
broadcast.
Step2b‐Discuss:Howdoesthemusicechothewriter’ssentiments?
Step2cReadtheEnglishtranslationofthe‘MornaofFarewell’aloud.
Step2d‐Instructstudentstousetherightsideoftheirpaperforannotations.Sincewewillbeworkingwithatranslation,wewillnotanalyzesounddevicesorrhymescheme.Instructstudentstoidentifyandnotesymbolsandfigurativelanguage.Inadditiontheyaretocirclepartsofthepoemthatareconfusingandwritetheirquestionsinthenotationcolumn.
Step2e–Instructstudentstodeterminethepoem'sthemeandhighlightthelinesthatillustrateandsupportthetheme.
Step3–WholeClassAnnotations:Studentsaddoneoftheirannotationstotheboard,thenpassthemarkertoanotherstudent.
(Mornaiscopiedbelowandreformattedfromwebsite)
MornadeDespedida(MornaofFarewell),byEuge´nioTavares:Horadebai, Departuretime,Horadedor, Timeofpain,Ja’nq’re´ IwishthatPaelcamancheˆ! DaylightwouldnevercomeDecadabez EachtimeQue‘ntalembraˆ, ThatIrememberherMa’nq’re´ IpreferFicaˆ‘nmorreˆ! Tostayanddie!Horadebai, Departuretime,Horadedor! Timeofpain,Amor, Love,Dixa’nchoraˆ! Letmecry!Corpocatibo, Captivebody,Ba´boquee´escrabo! Yougo,sinceyouareaslave!O´almabibo, Ohlivingsoul,Quemqueallebabo? Whoshalltakeyou?Sebeme´doce, Althoughthearrivalissweet,Baie´maguado; Thedepartureissour;Mas,secabado, Butthosewhowon’tleaveCatabirado! CannotreturnSenomorreˆ IfwedieNadespedida, Insayinggood‐byeNhorDesnavolta God,uponourreturn,Tadanobida. Willgiveuslife.
Homework:StudentswriteareflectiononTavaresmessageasitrelatestotherhythmof
departure/arrivalanddeath/life.
ResourcesandHistoricalBackground:
1. CapeVerdePacketTrade,articlebyRayAlmeidahttp://www1.umassd.edu/specialprograms/caboverde/cvpacket.html
2. Tavaresarticlehttp://archive.southcoasttoday.com/daily/10‐06/10‐06‐06/01living.htm
3. EugenioTavareswebsite(inPortuguese)http://www.eugeniotavares.org/
Extensions:
1. ListentotheentireBBCbroadcast
2. CompareandContrastwithJohnDenver’s“Leavingonajetplane”.http://www.youtube.com/watch?v=vLBKOcUbHR0&feature=related
3. ComapreandcontrastwithBingCrosby’s“NowistheHour”http://www.mp3lyrics.org/b/bing‐crosby/now‐is‐the‐hour/
4. ResearchtheErnestinaschoonerandCharlesMorganwhaleshipandtheirconnectionstoCapeVerdeans.
5. Composeafarewellpoemthatincludesanticipationofreunion.6. ExploretheClaridadeliterarymovement7. ResearchotherCapeVerdeanmusicians:theTavaresBrothers,IvoPires,NorbertoTavares8. ResearchtheMornaandtheimpactofTavaresmusic9. ResearchTavares’referencetoslaveryandthehistoryofCapeVerdes10. WritepoemincorporatingsensoryimpressionsassongsungatFurnadockincalmwatersof
harborinBrava,whilelovedonesboardedshipsforAmerica,provide:dockimages,musicsounds,shippictures,fiddleandguitar,couplesdancing,dawn,lastdancebeforedeparture.
Modifications:1. Providestudentswithafigurativelanguagechart2. Providestudentswith
Lesson/Activity3:CharacteristicsofCapeVerdeanImmigrants
Standards:PerformanceObjectives:StudentswillbeabletorelatewaysinwhichthecharactertraitsoftheCape
Verdeanpeople,astheymovedbeyondtheiroriginalgeographicborders,hasimpactedtheeconomic,political,religious,andculturalideasoftheBlackstoneValleyandourregion.
Materials:printouttheCapeVerdeanMuseumExhibit,HallofFameInductees2005,2006,2008. Thereare23total;selectasamplewhichincludesCaptainAntoneCoelho(2006)andCaptainJohnTheophiloGonsalves(2008)whoselivesatseafitwellwiththeemphasisonimmigrationforthisunit.http://www.capeverdeanmuseum.org/2006halloffame.html
Step1–Asaclass,definecharactertraitsasdescriptiveadjectivesthatdenotequalities
ofaperson.Inliterature,thesemaybestateddirectlyorseenthroughacharacters’
actions.
Step2a–Studentsworksinglyorinpairstocreateaction/charactertraitchartforfive
inductees.Theinductee’snameislistedatthetop;thelefthandcolumnislabeled,
‘actions’,andtherighthandcolumn,‘traitstheactionsreveal’.
Step2b‐Theyreadovereachbiographyandmakenotationsontheirchart.Theyincludeeveryactiondescribedinthebiographyandthecharactertraitsrevealedbythoseactions.Thinkspecificallyofattitudestoward,separation,risk,work,family,home,others,sacrifice,etc.
Step2c–Studentscirclethethreecharactertraitsthatappearthemostfrequentlyoneachchart.Step3–Studentsrepeatthisprocessforfourmoreinductees.Step4–Postasheetofchartpaperwitheachinducteesname.Undereachinducteesname,studentslistthethreemostfrequentcharactertraitsrevealedbytheiractions.Step5‐CreateatallyofthetopfivecharactertraitsthatmayhaveledtotheinducteesinclusionintheHallofFame.
Homeworkreflection:Howdoescharacterimpactcommunity?Giveexamplesfromthisexercise.Resources:
1. CharacterTraitslist:http://www.readwritethink.org/files/resources/lesson_images/lesson175/traits.pdf
Extensions:Modifications:
Lesson/Activity#4FocusonOngoingCapeVerdeanContributions:KnittingMillStandards:RhodeIslandC&G5(5‐6)2,(7‐8)2PerformanceObjective(s):StudentswilldemonstrateknowledgeofworkingconditionsinturnofthecenturymillsinPawtucket,RIandcontemporarystandardsattheNortheastKnittingMill.TheywillconsiderthecompetinginterestsofmillworkersandmillownersandgovernmentalinterestMaterials:photographsofinterioroftwomills,photoanalysissheets,TimeNeeded:DetailedProcedure:
1. Comparetwoimagesformood,setting.Usephotoanalysissheetsphotoanalysistitles,studycolor,comp.,mainidea,character,detail,audience,message.
2. IntroducelegalissuesandconflictofinterestChangesinregulations,products,advertising;internationalviawebsitesversusbroadsidesandnewspaperadds.
3. QuestionHowaresomeissues(social,technological,geographical,economical,cultural)beneficialtosomepeopleandharmfultoothers?Imageandaudience:LOCimageofmillinteriorwithdustandchildlaborcomparetopristine,colorfulimageofNortheastKnitting
Extensions:
1. ResearchcottonmillsinPawtucket–canthemillbeidentified?2. ComparetheNortheastKnittingMillsWebsitedesigntooldmilladds.
Modifications:Resources:
1. PhotoanalysisworksheetfromtheNationalArchives:http://www.archives.gov/education/lessons/worksheets/photo_analysis_worksheet.pdf
2. DiscussionofChildLaborregulationshttp://eh.net/encyclopedia/article/whaples.childlabor
3. Factoryinspectionlegislation:http://www.dol.gov/oasam/programs/history/mono‐regsafepart02.htm
http://lth3.k12.il.us/rhampton/mi/lessonplanideas.htmcheckthisouthttp://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomythistoo
RhodeIsland
C&G5(5‐6)‐2Studentsdemonstrateanunderstandingofthebenefitsandchallengesofaninterconnectedworldby…
C&G5(7‐8)‐2Studentsdemonstrateanunderstandingofthebenefitsandchallengesofaninterconnectedworldby…
Howareculturalidentitiesmaintainedinaglobalsociety?(e.g.,LaSurvivance,ItalianprideinMussolini)
a.identifyinganddiscussingfactorsthatleadtothebreakdownoforderamongsocieties(e.g.,naturaldisasters,wars,plagues,populationshifts,naturalresources)
a.identifyinganddiscussingfactorsthatleadtothebreakdownoforderamongsocietiesandtheresultingconsequences(e.g.,abolitionofslavery,terrorism,FallofRomanEmpire,civilwar)
Whatarepositiveandnegativeeffectsofactions?
b.citingasocial,technological,geographical,economical,orculturalissuethatprovidesanexampleofbothbenefitsandchallenges
b.consideringcompetinginterestsonissuesthatbenefitsomepeopleandcauseotherpeopletosuffer(e.g.slavery,whaling,oilexploration)
Howaresomeissues(social,technological,geographical,economical,cultural)beneficialtosomepeopleandharmfultoothers?
UnitAssessment:
Includeacopyoftheassessmentinstrumentandarubricthatspecifiestheminimumthresholdastudentmustmeettoreceiveapassinggrade.
Resources/References:
Primaryandsecondarysourcesshouldbelisted.Pleasecitefully.
(ForChildWelfareExhibit1912‐13.)ViewinaPawtucket,R.I.,cottonmillshowingaccumulationoflintonfloor.Theairisfullofittoo,butphotodoesn'tshowit.Location:Pawtucket,RhodeIsland.
DigitalID:(colordigitalfilefromb&woriginalprint)nclc02732http://hdl.loc.gov/loc.pnp/nclc.02732
ReproductionNumber:LC‐DIG‐nclc‐02732(colordigitalfilefromb&woriginalprint)
Repository:LibraryofCongressPrintsandPhotographsDivisionWashington,D.C.20540USA
http://www.loc.gov/pictures/resource/nclc.02732/?co=nclc