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

Panel8GoingtoWorkImagesRosalieDeRosaNortheastKnittingMill

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