Conquest of the New World part II
Lesson Two opened up the discussion on the slave system of the fifteenth century. Lesson three continues the thought with the African slave trade during the middle of the 16th century by the Spanish and Portuguese. Students become aware of the groups that were transported to Brazil in slave expeditions from the Caribbean Islands and Africa.
Let’s pick up where lesson two left off. Remember that the Indians of the Caribbean Islands were dying because of the diseases and hard labor from slavery. Because the Indians were not able to keep the plantation going a different type of people was needed to grow the crops. But in the early part of the sixteenth century the cost of transporting slaves across the Atlantic was greater than the profits. This changed toward the middle of the century. The Spanish and Portuguese were aware that Africa held a human treasure. Sugar cane planting had begun in Brazil. With chocolate and the spread of the coffee-drinking habit in Europe, the consumption of sugar had skyrocketed. By the end of the sixteenth century sugar had become the most valuable commodity in international trade (Harris 1964, 13).
The Blacks from Africa became important. They could adapt to slavery conditions on the tropical lowland plantations because of the ability to withstand the intense heat and humidity of the tropics, and specially because of the immunity to disease.
Groups brought over were those such as Yoruba, Dahomey, Ashanti, Ife, Oyro and Congo. Africans had been pre-adapted by their cultural experience to cope with the demands of regular field labor. Also, the Blacks had probably acquired immunities to certain common European diseases over centuries of indirect contact with North Africa and Europe. They were a safer investment (Harris 1964, 14).
I.
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Introduce these African nations to the students by writing the names on the blackboard. Have students repeat the names several times. Call attention to the rhythmic syllables. Now split the class into six groups if possible. Each group need only have a few students to be successful. Give each group the name of a nation. Have students stick to the group they are chosen for. This will give them a realistic sense of belonging. Have them say the names of each nation in turn as they are pointed to on the board.
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II.
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After students become familiar with their own nation name play a game. Each nation must say its name in rhythm as it is pointed to on the board. The tempo of the beat is left to the discretion of the pointer. Any group that makes a sound out of turn must sit on the floor Indian style until the game ends and may only join in again when the game starts over. This simple game can be played several times in succession. The names of the nations are listed below.
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YORUBA DAHOMEY ASHANTI IFE OYRO CONGO
III.
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Play authentic African music and give each nation approximately 2 to 3 minutes to come up with their own movement. Have each share their creation one at a time.
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MATERIALS NEEDED:
1.
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Blackboard and chalk.
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2.
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Authentic African music.
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3.
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Tape player.
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