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Mapping the Beat: A Geography through Music Curriculum
ArtsBridge America Center for Learning through the Arts and
Technology, UC Irvine
Funded by National Geographic Education Foundation
This curriculum unit for Mapping the Beat: A Geography through
Music Curriculum was developed by the ArtsBridge America program at
the University of California, San Diego with support from a grant
from the National Geographic Education Foundation. The original
curriculum was compiled by Dr. Nina Eidsheim and William Boyer
(2002). The extended unit below was created by Dr. Timothy Keirn
and the ArtsBridge America program at the California State
University, Long Beach (2009). Music Extension and classroom
worksheets created by Sarah Tochiki, Lawrence University ArtsBridge
scholar (2006). Curriculum complied by Jasmine Yep for the UCI
Center for Learning through the Arts and Technology.
Other on-line resources, videos and lesson plans complied by the
UC Irvine Center for Learning through the Arts and Technology are
available at: http://www.clat.uci.edu/. LESSON: THE GLOBAL ORIGINS
OF ATLANTIC SLAVERY AND THE AFRICAN DIASPORA Included in this
document are:
Part I: Lesson Part II: Music Extension Part II: On-line
Resources for use with Lesson Part III: Supporting Materials Part
IV: Classroom Handouts, Worksheets and Visuals
PART I: LESSON Mapping the Beat Fifth Grade Lesson: The Global
Origins of Atlantic Slavery and the African Diaspora LESSON
OBJECTIVE To identify how characteristics of different physical and
social environments placed constraints on the creation of music
among African Slaves in the United States and recognize parallel
changes in their own lives. Ideally a banjo player would be invited
to perform as part of this lesson. STANDARDS ADDRESSED National
Geography Standards Standard 4: The physical and human
characteristics of places. How: Students identify and compare the
music of Africa with that of the American South at the time of
slavery.
Mapping the Beat - 1 Center for Learning through the Arts &
Technology (2010)
http://www.clat.uci.edu/
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Standard 9: The characteristics, distribution and migration of
human populations on earth's surface. How: Students describe how
African slaves influenced the music of the American South as well
as how the forced migration of slavery changed the culture of
African Americans. California Content Standards for Music - 5th
grade Standard 3.4: Describe the influences of various cultures and
historical events on musical forms and styles. How: Students learn
how the banjo evolved from the African ngoni as a result of the
Atlantic Slave Trade. California History-Social Science Standards
Standard 5.4: Students understand the political, religious, social
and economic institutions that evolved in the colonial era.
Standard 5.46: Describe the introduction of slavery into America,
the responses of slave families to their condition, the ongoing
struggle between proponents and opponents of slavery, and the
gradual institutionalization of slavery in the South. TEACHER PREP
Prepare listening samples of ngoni and bango (either have internet
downloads ready to play or obtain CDs) Arrange for a guest
performer who plays either ngoni or banjo. MATERIALS NEEDED Lined
paper for writing assignment Pencils Picture/Image of Ngoni Map of
Atlantic Slave Trade Map of North America and the World Maps 1, 2,
3 Charts 1, 2 CD samples of ngoni and banjo music (See Suggested
Listening) CD player VOCABULARY If you are teaching the whole
Mapping the Beat unit, you may want to keep a chart of vocabulary
up in the classroom or have students write the words and
definitions in a portfolio. Adapt- To change purpose or function to
better meet the demands of one surroundings. Ngoni -A stringed
instrument and the African ancestor of the banjo. Banjo- A stringed
instrument invented in the United States by African slaves.
Mapping the Beat - 2 Center for Learning through the Arts &
Technology (2010)
http://www.clta.uci.edu/Ngoni/ManPlayingNgoni.pdfhttp://www.clta.uci.edu/Ngoni/MapOfAtlanticSlaveTrade.pdf
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LESSON PLAN SEQUENCE DAY ONE 1. VOCABULARY – DEFINE THE
FOLLOWING TERMS
Migration Involuntary
Plantation
Indentured Servant
Slave
2. FIND WESTERN AFRICA ON MAP 1 AND EXAMINE THE PICTURE OF THE
NGONI
What is the instrument made of? What other instruments do they
use?
Play examples of West African music – King Sunny Ade “Samba/E
Falaba Lewe”
Who brought stringed instruments to West Africa? How?
Trace on MAP 1 the movement of stringed instruments from the
Arab Middle East across the Sahara via the camel caravan routes to
West Africa
3. AFRICANS CAME MAINLY AS SLAVES TO THE FOLLOWING ENGLISH
PLANTATION COLONIES. LOCATE THEM ON MAP 2 – WHAT WAS THE MAIN CROP
GROWN IN EACH COLONY?
The West Indies Colonies (Barbados, Jamaica, Leeward Island) The
Chesapeake Colonies (Virginia and Maryland)
South Carolina
4. MOST AFRICANS WHO CAME TO THE AMERICAS WERE ENSLAVED TO WORK
ON SUGAR PLANTATIONS
Why was sugar so popular in Europe? Trace on MAP 2 the movement
of sugar planting from India to the Americas
Mapping the Beat - 3 Center for Learning through the Arts &
Technology (2010)
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What climate do you need to grow sugar? Mark on MAP 2 where
sugar plantations were started.
5. LOOK AT THE PICTURES OF THE SUGAR PLANTATIONS – WAS SUGAR
CHEAP OR EXPENSIVE TO PRODUCE? WHY? 6. WHY WOULD ENGLISH WORKERS OR
SERVANTS NOT WORK ON SUGAR PLANTATION? 7. WHY DID THE USE OF NATIVE
AMERICAN SLAVES ON PLANTATIONS NOT WORK? 8. SO WHY DID THE ENGLISH
USE AFRICAN SLAVES? 9. HOW DID THE ENGLISH ENFORCE SLAVERY? WHAT
WERE THE SLAVE CODES? 10. WHY DID TOBACCO PLANTERS IN THE
CHESAPEAKE SWITCH FROM SERVANTS TO AFRICAN SLAVES? 11. WHY DID THE
SOUTH CAROLINA RICE PLANTERS ALWAYS USE AFRICAN SLAVES? 12. LOOKING
AT MAP 3 AND CHART 1 -- WHERE DID MOST AFRICANS GO IN THE AMERICAS?
WHAT PERCENTAGE WENT TO WHAT IS NOW THE USA? 13. LOOK AT CHART 2 --
DID MORE AFRICANS OR EUROPEANS COME TO THE AMERICAS BY 1760? 14.
WHAT CULTURE AND TECHNOLOGY DID AFRICANS BRING TO AMERICA? Finish
lesson with contemporary music from the West Indies – Bob Marley
“Jammin”
Mapping the Beat - 4 Center for Learning through the Arts &
Technology (2010)
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DAY TWO Vocabulary
Adapt- To change purpose or function to better meet the demands
of one surroundings.
Ngoni -A stringed instrument and the African ancestor of the
banjo.
Banjo- A stringed instrument invented in the United States by
African slaves. Show overhead of Atlantic Slave Trade Routes on MAP
3 and ask students to identify and name the coastal African
countries from which the slaves were being shipped on the wall map.
For these slaves, music and entertainment provided a rare respite
from the harshness of slavery. Because many societies in Africa
used drums to communicate, drums were banned on plantations. Ask
students to identify reasons why slave owners would ban drums?
Answer: If slaves were allowed to communicate in code they might
organize escapes.
Have student suggest ways in which one could communicate with
drums.
String instruments were not banned. Musicians from African built
instruments similar to those that were taken from them before they
were sold as slaves.
Show overhead of man playing ngoni.
The ngoni, from Mali, is built from a hollowed out piece of
wood, covered with a cowhide head, much like the head of a drum. A
ngoni is strung with 4 to 8 strings, once made from animal gut but
now frequently made with fishing line.
Play sample of ngoni:
http://www.coraconnection.com/pages/ngoni.html (online sample of
ngoni) or Tunga, [sound recording] by Mamadou Diabete.
When the slaves from Mali arrived they did not have their
instruments from Africa or access to the natural resources used to
build their African instruments.
So they had to invent new instruments with the natural resources
of the American south. The banjo is one of those instruments. The
first banjos were built out of dried, hollow calabashes. The
calabash gourds were cut in half and an animal skin
Mapping the Beat - 5 Center for Learning through the Arts &
Technology (2010)
http://www.coraconnection.com/pages/ngoni.html
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was stretched across the hole. Then a neck and strings were
attached. Later banjos were built out of wood, like the ngoni.
Historians have offered guesses as to how the first banjos were
played. Most agree that they were played similarly to how the ngoni
were played (and are still played today).
Play sample of banjo music:
http://www.drhorsehair.com/recordings.html or
Civil War Banjo, [sound recording] by Bob Flesher. Recorded at
Reel to Real Recording Studios, Stockbridge, GA; 1992.
Discussion Questions:
How do the banjo and ngoni sound similar? In what ways do they
sound different? Why might the African slaves have chosen calabash
gourds to built the first
banjos from given that the ngoni was made out of wood?
Possible Answers: Wood was more difficult to attain than the
gourds. Slaves did not have tools to hollow out the wood because
they could not bring
any belongings from Africa. It was more time consuming to build
the instruments out of the wood and they
did not have much leisure time as slaves. 40 min Project
Description In small groups have students discuss the vast cultural
change that was forced upon the African slaves as a result of the
Atlantic Slave Trade. Music was obviously only one aspect of their
lives that changed. Encourage students to consider how language,
diet, health, families, housing, clothing, religion, etc would have
changed in moving to the America. What changes were forced by a new
social/political environment? What changes were forced by a new
geographical environment? Bring class back together and have each
group share what came out in their discussions. Then have each
student write about a time when he or she had to move and leave
something behind. Perhaps it is as simple as moving to a new
classroom or as big as moving to a new country. The students can
focus on one aspect of the story. For example, the students could
find an example of how movement has changed some aspect of their
own life (language, food, clothing, environment, weather). And they
should explain what they did to adapt to the change. It might be
helpful if the teacher has written an example story of his /her own
before class and reads it to the class.
Mapping the Beat - 6 Center for Learning through the Arts &
Technology (2010)
http://www.drhorsehair.com/recordings.html
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5-10 min Wrap up Review vocabulary Discussion Question:
How did forced migration change African culture in America?
Possible Answers: Loss of possessions Loss of instruments New
instruments were made Loss of communications means Students will
likely have more ideas.
ASSESSMENT Review writing assignment for students’ comprehension
of adaptation to a new environment. SELECTING A GUEST PERFORMER
Select a banjo player who can speak about the roots of banjo music
in the United States. Someone who could involve the students in a
music making experience would be ideal. It is probably not likely
that the students would be able to play the banjo, but they could
sing along to a traditional banjo folk song or clap a rhythm.
Invite your guest to share his/her personal story relating the
banjo. How did he/she come to play?; to own their instrument?; how
ling has he/she been playing the banjo? SUGGESTED LISTENING
“Samba/E Falaba Lewe” by King Sunny Ade. From the album Juju
Music.
http://itunes.apple.com/us/album/juju-music/id340558
Contemporary music from the West Indies (suggestion: “Jammin” by
Bob Marley) Sample of banjo music:
http://www.drhorsehair.com/recordings.html or
Civil War Banjo, Bob Flesher. Recorded at Reel to Real Recording
Studios, Stockbridge, GA; 1992.
Sample of ngoni: http://www.coraconnection.com/pages/ngoni.html
(online sample of ngoni) or Tunga, [sound recording] by Mamadou
Diabete. Available online at:
http://www.coraconnection.com/pages/artist_profiles_fs.html
Mapping the Beat - 7 Center for Learning through the Arts &
Technology (2010)
http://itunes.apple.com/us/album/juju-music/id340558http://www.drhorsehair.com/recordings.htmlhttp://www.coraconnection.com/pages/ngoni.htmlhttp://www.coraconnection.com/pages/artist_profiles_fs.html
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PART II: MUSIC EXTENSION DAY 3 Lesson: The Ngoni, the Banjo and
the Atlantic Slave Trade This ArtsBridge America lesson was
developed in conjunction with unit lessons in Mapping the Beat: A
Geography through Music Curriculum suitable for fifth grade. This
lesson was developed by Sarah Tochiki (Lawrence University
ArtsBridge scholar, 2006-2007) with support from Matt Bonson (fifth
grade host teacher), Phillip Swan (ArtsBridge faculty mentor) and
Jasmine Yep (ArtsBridge director). Activity 1: African Drumming
Ensemble Learning Objectives: Students will be able to recreate a
West African drumming ensemble. Students will know a little about
the culture the African slaves came from. Students will understand
why slaves were not allowed to play drums. Vocabulary: Ensemble- a
group of musicians playing or singing together. Solo- a musical
composition or a passage in a musical composition written for
performance by one singer or instrumentalist. Stereotype-
oversimplified standardized image of a group of people, held by
another person or group of people. Sequence of Instruction: Read
any “Anansi the Spider” story to the kids. Talk about how they are
going to learn a West African drumming ensemble written in honor of
the spider. Activity: African Drumming Ensemble Using the
preprinted cards, teach the students how to read the music. Teach
the
different parts and have them come up with different sounds to
help imitate what the instruments sound like.
Give them actual instruments and rotate the students on each
part. After they have done this, let them improvise their own
drumming ensemble, each coming up with a different rhythm using
1-8.
Supporting Materials and Documents:
MTB_AtlanticSlaveTrade_Worksheet_MapWorksheet
MTB_AtlanticSlaveTrade_Worksheet_DrumEnsembleMusicActivity
MTB_AtlanticSlaveTrade_Worksheet_DrumEnsembleMusicCards
MTB_AtlanticSlaveTrade_Worksheet_ListeningJournal
Mapping the Beat - 8 Center for Learning through the Arts &
Technology (2010)
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Activity 2: Make your own Banjos Learning Objectives: Students
will be able to recognize the various parts of the banjo. Students
will know the history of the banjo and the process the slaves had
to go
through to make their banjos. Students will understand the
process of making a banjo. Vocabulary: Slave trade- the
transportation of slaves from Africa to North and South America
between the seventeenth and nineteenth centuries. Banjo- a stringed
instrument invented in the United States by African slaves. Ngoni-
a stringed instrument and the African ancestor of the banjo. Prep:
Acquire materials needed to make the banjos: paper core and
cardboard, sticks or 18
inch long pieces of molding, screws and wing nuts, fishing line
or RexLace, thick shower curtain, electrical tape, and triangle
lengths of balsa wood in two sizes.
Cut a hole in the top of the paper core. Cut the balsa wood into
1.5 inch lengths. Cut shower curtains or similar material into 6
inch by 10 inch rectangles. Drill holes into the end of the sticks.
Sequence of Instruction: Students complete the first page of the
worksheet. Review the answers as a class. Discuss the banjo making
process. Pass out the materials to make the banjos. Activity: Make
your own banjos Students draw a design for the body of their banjo.
Students sand the neck and edges of their paper core. Glue the
design to the back of the body. Have the students tie a knot at the
end of their strings and tape these strings to the end
of their stick on the side that does not have the hole drilled
into it. Trace the ends of the paper core on the pieces of
cardboard and have them cut out the
circles. Glue these on to the ends of the paper core. When dry,
trace the stick on the straight edge of the cardboard circles
section and trim the sides. Bend the flaps of cardboard and glue
the stick to it with the strings facing downward.
Tape the shower curtain tightly over the paper core with
electrical tape. Lightly screw on the screw and wing nut. Glue the
skinny balsa wood to the end by the screws. Glue the fat balsa wood
in the
middle of the shower curtain. String the strings tightly around
the screws. Supporting Materials and Documents:
MTB_AtlanticSlaveTrade_Worksheet_BanjoNgoniWorksheet
Mapping the Beat - 9 Center for Learning through the Arts &
Technology (2010)
http://dictionary.reference.com/browse/Africahttp://dictionary.reference.com/browse/Northhttp://dictionary.reference.com/browse/South%20America
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PART III: ON-LINE RESOURCES FOR USE WITH LESSON Suggested
Listening “Samba/E Falaba Lewe” by King Sunny Ade. From the album
Juju Music.
http://itunes.apple.com/us/album/juju-music/id340558
Contemporary music from the West Indies (suggestion: “Jammin” by
Bob Marley) Sample of banjo music:
http://www.drhorsehair.com/recordings.html or
Civil War Banjo, Bob Flesher. Recorded at Reel to Real Recording
Studios, Stockbridge, GA; 1992.
Sample of ngoni: http://www.coraconnection.com/pages/ngoni.html
(online sample of ngoni) or Tunga, [sound recording] by Mamadou
Diabete. Available online at:
http://www.coraconnection.com/pages/artist_profiles_fs.html Mali
music on Nat Geo Music (online samples)
http://worldmusic.nationalgeographic.com/worldmusic/view/page.basic/country/content.country/mali_7
PART II: Additional Worksheets for the Mapping the Beat Music
Extension Map Worksheet
MTB_AtlanticSlaveTrade_Worksheet_MapWorksheet.doc Drumming Ensemble
Music Activity
MTB_AtlanticSlaveTrade_Worksheet_DrumEnsembleMusicActivity.doc
MTB_AtlanticSlaveTrade_Worksheet_DrumEnsembleMusicCards.doc
Listening Activity
MTB_AtlanticSlaveTrade_Worksheet_ListeningJournal,doc Atlantic
Slave Trade Lesson Worksheet: Banjo and Ngoni Worksheet
MTB_AtlanticSlaveTrade_Worksheet_BanjoNgoniWorksheet.doc
Mapping the Beat - 10 Center for Learning through the Arts &
Technology (2010)
http://itunes.apple.com/us/album/juju-music/id340558http://www.drhorsehair.com/recordings.htmlhttp://www.coraconnection.com/pages/ngoni.htmlhttp://www.coraconnection.com/pages/artist_profiles_fs.htmlhttp://worldmusic.nationalgeographic.com/worldmusic/view/page.basic/country/content.country/mali_7http://worldmusic.nationalgeographic.com/worldmusic/view/page.basic/country/content.country/mali_7http://www.clta.uci.edu/documents/MTBSlaveTradeLessonsBanjoNgoniWorksheet.doc
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PART IV: SUPPORTING MATERIALS Additional Mapping the Beat
Lessons, Activities and Resources Powerpoint Presentation for
Educators
Introduction to African Rhythms: Music & Culture of Mali
http://www.clta.uci.edu/documents/MusicCultureofMali.ppt
Picture/image of ngoni
http://www.clta.uci.edu/Ngoni/ManPlayingNgoni.pdf
Map of Atlantic Slave Trade
http://www.clta.uci.edu/Ngoni/MapOfAtlanticSlaveTrade.pdf
On-line Sources/References for Educators National Geographic
Xpeditions Atlas: Maps and Activities
http://www.nationalgeographic.com/resources/ngo/education/xpeditions/atlas/
British History 1700-1930: The Slave Trade
http://www.spartacus.schoolnet.co.uk/slavery.htm Congo Square:
Keeping the African Beat Alive. Thomas L Morgan, 1992, 2000.
http://jass.com/congo.html The Banjo, Our American Heritage
http://www.drhorsehair.com/history.html The ngoni, a plucked
lute from West Africa
http://www.coraconnection.com/pages/ngoni.html Ama, A Story of
the Atlantic Slave Trade
http://www.ama.africatoday.com/ Information on the History of
Sugar Plant Cultures: Sugar cane – and the slave trade
http://www.plantcultures.org/plants/sugar_cane_history_slave_trade.html
Plant Cultures: Sugar can – early origins and spread
http://www.plantcultures.org/plants/sugar_cane_history_early_origins_and_spread.html
Information on the History of Tobacco Tobacco Timeline: The
Seventeenth Century
http://www.tobacco.org/resources/history/Tobacco_History17.html
History of Tobacco
http://academic.udayton.edu/health/syllabi/tobacco/history.htm
Mapping the Beat - 11 Center for Learning through the Arts &
Technology (2010)
http://www.clta.uci.edu/documents/MusicCultureofMali.ppthttp://www.clta.uci.edu/Ngoni/ManPlayingNgoni.pdfhttp://www.clta.uci.edu/Ngoni/MapOfAtlanticSlaveTrade.pdfhttp://www.clta.uci.edu/Ngoni/MapOfAtlanticSlaveTrade.pdfhttp://www.nationalgeographic.com/xpeditions/atlas/index.html?Parent=africa&Rootmap=&Mode=bhttp://www.nationalgeographic.com/resources/ngo/education/xpeditions/atlas/http://www.spartacus.schoolnet.co.uk/slavery.htmhttp://jass.com/congo.htmlhttp://www.drhorsehair.com/history.htmlhttp://www.coraconnection.com/pages/ngoni.htmlhttp://www.ama.africatoday.com/http://www.ama.africatoday.com/http://www.plantcultures.org/plants/sugar_cane_history_slave_trade.htmlhttp://www.plantcultures.org/plants/sugar_cane_history_early_origins_and_spread.htmlhttp://www.tobacco.org/resources/history/Tobacco_History17.htmlhttp://academic.udayton.edu/health/syllabi/tobacco/history.htm
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Mapping the Beat - 12 Center for Learning through the Arts &
Technology (2010)
PART V: CLASSROOM HANDOUTS, WORKSHEETS & VISUALS Select
resources are attached to this lesson plan. Please refer to the
resources provided in Part II and III for additional materials.
Mapping the Beat materials available on-line at www.clat.uci.edu.
Picture/image of ngoni
http://www.clta.uci.edu/Ngoni/ManPlayingNgoni.pdf Map of Atlantic
Slave Trade
http://www.clta.uci.edu/Ngoni/MapOfAtlanticSlaveTrade.pdf Map of
United States of America (Detailed)
http://www.nationalgeographic.com/resources/ngo/education/xpeditions/atlas/index.html?Parent=usofam&Rootmap=&Mode=d&SubMode=w
Map of United States of America (Blank)
http://www.nationalgeographic.com/resources/ngo/education/xpeditions/atlas/index.html?Parent=usofam&Rootmap=&Mode=b&SubMode=w
Blank Map of Africa
http://www.nationalgeographic.com/xpeditions/atlas/index.html?Parent=africa&Mode=b
Map 1: Blank World Map or Detailed World Map Blank World Map
http://www.nationalgeographic.com/resources/ngo/education/xpeditions/atlas/index.html?Parent=world&Mode=d&SubMode=
Detailed World Map
http://www.nationalgeographic.com/resources/ngo/education/xpeditions/atlas/index.html?Parent=world&Mode=b&SubMode=w
Map 2: First Settlements on Eastern Coast of North America
http://www.earlyamerica.com/earlyamerica/maps/settlements/ Map 3:
Atlantic Slave Trade Routes
http://www.clta.uci.edu/Ngoni/MapOfAtlanticSlaveTrade.pdf Blank map
of the British Colonies in North America, c. 1750
http://commons.wikimedia.org/wiki/File:British_Colonies_in_North_America_c1750_v2.png
Map of the British Empire
http://commons.wikimedia.org/wiki/File:The_British_Empire.png
http://www.clat.uci.edu/http://www.clta.uci.edu/Ngoni/ManPlayingNgoni.pdfhttp://www.clta.uci.edu/Ngoni/MapOfAtlanticSlaveTrade.pdfhttp://www.clta.uci.edu/Ngoni/MapOfAtlanticSlaveTrade.pdfhttp://www.nationalgeographic.com/resources/ngo/education/xpeditions/atlas/index.html?Parent=usofam&Rootmap=&Mode=d&SubMode=whttp://www.nationalgeographic.com/resources/ngo/education/xpeditions/atlas/index.html?Parent=usofam&Rootmap=&Mode=d&SubMode=whttp://www.nationalgeographic.com/resources/ngo/education/xpeditions/atlas/index.html?Parent=usofam&Rootmap=&Mode=b&SubMode=whttp://www.nationalgeographic.com/resources/ngo/education/xpeditions/atlas/index.html?Parent=usofam&Rootmap=&Mode=b&SubMode=whttp://www.nationalgeographic.com/xpeditions/atlas/index.html?Parent=africa&Mode=bhttp://www.nationalgeographic.com/resources/ngo/education/xpeditions/atlas/index.html?Parent=world&Mode=d&SubModehttp://www.nationalgeographic.com/resources/ngo/education/xpeditions/atlas/index.html?Parent=world&Mode=d&SubModehttp://www.nationalgeographic.com/resources/ngo/education/xpeditions/atlas/index.html?Parent=world&Mode=b&SubMode=whttp://www.nationalgeographic.com/resources/ngo/education/xpeditions/atlas/index.html?Parent=world&Mode=b&SubMode=whttp://www.earlyamerica.com/earlyamerica/maps/settlements/http://www.clta.uci.edu/Ngoni/MapOfAtlanticSlaveTrade.pdfhttp://commons.wikimedia.org/wiki/File:British_Colonies_in_North_America_c1750_v2.pnghttp://commons.wikimedia.org/wiki/File:British_Colonies_in_North_America_c1750_v2.pnghttp://commons.wikimedia.org/wiki/File:The_British_Empire.png
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43
Source: New York Life’s, Slavery in America website at
http://www.slaveryinamerica.org/geography/slave_trade.htm
MTB Overhead
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44
Source:
http://www.swt.edu/anthropology/mansa/images/image17.jpg
MTB Overhead
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British Colonies in North America, c. 1750
The numbers represent the following: 1: Newfoundland 2: Nova
Scotia 3: The Thirteen Colonies 4:Bermuda 5: Bahamas 6: British
Honduras 7: Jamaica 8: Lesser Antilles
http://commons.wikimedia.org/wiki/File:British_Colonies_in_North_America_c1750_v2.png
http://en.wikipedia.org/wiki/Newfoundland_%28island%29http://en.wikipedia.org/wiki/Nova_Scotiahttp://en.wikipedia.org/wiki/Thirteen_Colonieshttp://en.wikipedia.org/wiki/Bermudahttp://en.wikipedia.org/wiki/The_Bahamashttp://en.wikipedia.org/wiki/British_Hondurashttp://en.wikipedia.org/wiki/Jamaicahttp://en.wikipedia.org/wiki/Lesser_Antilleshttp://commons.wikimedia.org/wiki/File:British_Colonies_in_North_America_c1750_v2.png
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The British Empire
Current are underlined in red. British overseas territories
http://commons.wikimedia.org/wiki/File:The_British_Empire.png
http://en.wikipedia.org/wiki/British_overseas_territorieshttp://commons.wikimedia.org/wiki/File:The_British_Empire.png
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Name:__________________
Answer the following questions using the map below. What was the
main industry in the South? _____________________________ How many
slaves were brought to America? _____________________________ Where
did the most slaves go to? _____________________________ Which part
of Africa did the slaves leave from? _____________________________
What is the name of the ocean the slaves traveled on?
_____________________________
Mapping the Beat: The Ngoni, the Banjo and the Atlantic Slave
TradeMap Worksheet
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Anansi Claves
12345678 Gankogui
(like a cow bell) 12345678
L*H*HH*H Medium Drum
12345678 Donno
(softly) 12345678
HLMLHLML Low Drum 12345678
Axatse (gourd shaker)
12345678 DUD*DUD*
Anansi is the name of a spider often found in
West African folk tales.
Mapping the Beat: The Ngoni, the Banjo and the Atlantic Slave
Trade Anansi: Drumming Ensemble Music Activity
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Mapping the Beat: The Ngoni, the Banjo and the Atlantic Slave
Trade Anansi: Drumming Ensemble Music Cards
Claves
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Mapping the Beat: The Ngoni, the Banjo and the Atlantic Slave
Trade Anansi: Drumming Ensemble Music Cards
Gankogui (like a cow bell)
2 4 7
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Mapping the Beat: The Ngoni, the Banjo and the Atlantic Slave
Trade Anansi: Drumming Ensemble Music Cards
* * *Medium Drum
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Mapping the Beat: The Ngoni, the Banjo and the Atlantic Slave
Trade Anansi: Drumming Ensemble Music Cards
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Mapping the Beat: The Ngoni, the Banjo and the Atlantic Slave
Trade Anansi: Drumming Ensemble Music Cards
Donno (softly)
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Mapping the Beat: The Ngoni, the Banjo and the Atlantic Slave
Trade Anansi: Drumming Ensemble Music Cards
Low Drum
4 8
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Mapping the Beat: The Ngoni, the Banjo and the Atlantic Slave
Trade Anansi: Drumming Ensemble Music Cards
Axatse
(gourd shaker)
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Mapping the Beat: The Ngoni, the Banjo and the Atlantic Slave
Trade Anansi: Drumming Ensemble Music Cards
4 8* *
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Name
Listening Journal Music Title: ____________
Ngoni__________________ Choose one from each row:
fast or slow loud or soft
smooth or rough happy or sad
Write down three words to describe the sound of the instrument:
_________________________________________________
__________________________________________________________________________________________________
********************************************************** Music
Title: _____________ Banjo_________________ Choose one from each
row:
fast or slow loud or soft
smooth or rough happy or sad
Write down three words to describe the sound of the instrument:
_________________________________________________
__________________________________________________________________________________________________
Mapping the Beat: The Ngoni, the Banjo and the Atlantic Slave
TradeListening Journal
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Name:_____________________________
You will turn this sheet in at the end of class. Use this
worksheet to help you make your own banjo. The picture with the
scary man is a picture of a gourd banjo, a more modern version on
the ngoni. The other picture is a picture of an ngoni. Name 2
similarities and 2 differences: Similarities: Differences:
1)____________________ 1)___________________
2)___________________ 2)___________________ Draw a line from the
words in the boxes to that part of the instrument in the
picture:
Parts: Neck Body Bridge Pegs Strings Tail Piece
Resonator-Cover
Natural Resources: Fish guts Wood Leather Gourd
Mapping the Beat: The Ngoni, the Banjo and the Atlantic Slave
TradeBanjo and Ngoni Worksheet
1
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Name:_____________________________
Mapping the Beat: The Ngoni, the Banjo and the Atlantic Slave
Trade Banjo and Ngoni Worksheet
2
Match the man-made material we will use for our banjos with the
natural resource they used to make earlier banjos: Gourd Neck Wood
Pegs Fish Guts Leather
Plastic String Wood Molding Nuts and bolts Shower Curtains Paper
Core and Cardboard
Order the steps we will use when we make our banjos: _____Glue
cardboard circles to the sides of paper core _____Decorate paper
core _____Tie strings onto neck _____Attach the bridge _____Glue
the neck onto the body _____Stretch shower curtain over the body
and attach _____Screw on pegs
#2 Global Origins of African
Slavery_041310MTB_Lesson_GlobalOriginsOfAfricanSlavery_CLAT_2009.pdf#2
Global Origins of African
Slavery_120909MapOfAtlanticSlaveTradeManPlayingNgoniMap_BritishColoniesInNorthAmericaMap_BritishEmpireMTBSlaveTradeLessonsBanjoNgoniWorksheet_09
MTB_AtlanticSlaveTrade_Worksheet_MapWorksheetMTB_AtlanticSlaveTrade_Worksheet_DrumEnsembleMusicActivityMTB_AtlanticSlaveTrade_Worksheet_DrumEnsembleMusicCardsMTB_AtlanticSlaveTrade_Worksheet_ListeningJournalMTB_AtlanticSlaveTrade_Worksheet_BanjoNgoniWorksheet