Learning Outcomes: Students will interpret and formulate differences between slavery in Brazil and the United States. Activation Description (What is the student going to see, hear, watch, do or read?) Resources/Media Notes Students will view and discuss map: “Overview of trade out of Africa.” Materials: Map #1: Overview of slave trade out of Africa. Demonstration Description (What is the student going to see, hear, watch, do or read?) Resources/Media Notes Students will read and discuss handout: “Slavery Compared: Brazil and the United States.” Materials: Handout #1: “Slavery Compared: Brazil and the United States,” R. Finkenbine, personal communication May 7, 2016 Application Description (What is the student to do? How are they going to receive guidance and feedback?) Resources/Media Notes Students will use visuals to show patterns of slave movement geographically and chronologically. Materials: poster makers; glue Integration Description (How will the student demonstrate the learning outcome?) Notes Students will utilize a rubric to evaluate all presentations. Rubric: #1 (See attached rubric). Map #1 Handout #1 ` Rubric #1 Elements Distinguished (3) Proficient (2) Basic (1) Unsatisfactory (0) Quality of Poster: Clarity, Organization, Thoroughness movement clearly defined by time period and comparative numbers of slaves. Partially complete geographical information or inaccurate comparative slave numbers. Incomplete geographical information or comparative slave numbers. Inaccurate geographical representations and inaccurate slave numbers. Oral Presentation Clarity, Organization, thoroughness Chronological pattern explained with emphasis on much greater slave numbers to Brazil. Inaccuracies in dates of events or geographical data. Inaccurate of events or geographical data. Does not demonstrate knowledge of slave movement; does not distinguish differences in slave
numbers between regions. Use of Technology Visuals Clear representation of geographical regions and differences in slaves to these regions. Representations missing labels or of events. Visuals lack organization and clarity. Unclear visuals; inaccurate information. Lesson Design Format Lesson Number and Title: 2. African Diaspora to Brazil Lesson Description: Compare and Contrast slavery in Brazil and the United States. Learning Outcomes: Students will interpret and formulate differences between slavery in Brazil and the United States with respect to the term “racial democracy.” Activation Description (What is the student going to see, hear, watch, do or read?) Resources/Media Notes Students will identify countries and regions in America where the African slave diaspora took place. Materials: paper and overhead maps of Latin America; projector; computer; Map #2. Demonstration Description (What is the student to see, hear, watch, do or read?) Resources/Media Notes Students will view selections from the documentary, Black in Latin America (Episode 3) Brazil A Racial Paradise, take notes and discuss in class. Materials: in Latin America (Episode 3 ) Brazil A Racial Paradise [Video file]. (n.d.). Retrieved from https://www.youtube.com/watch?v=1SqubC7jIH4 Application Description (What is the student going to do? How are they going to receive guidance and feedback?) Resources/Media Notes Students will work in groups and complete the handout of key concepts about racial democracy in Brazil. Materials: computers; projector; speakers; handout #2. Integration Description (How will the student demonstrate the learning outcome?) Resources/Media Notes Students will evaluate each other according to attached rubric. Assignment: Rubric #2 (see attached rubric) Map #2
Description (How will the student demonstrate the learning outcome?) Resources/Media Notes Students will write a one-page analysis of Exu based on their research. Template #2 Exu : List other names for Exu When is Exu invoked? Describe a “personality trait” of Exu Describe the relationship between Exu and other Lesson Design Format Lesson Number and Title: 5. African Diaspora to Brazil Lesson Description: Students will identify and formulate cultural between ancestor worship and Orixa ceremonies. Learning Outcomes: Students will be able to explain the action and concept of “possession” in a Candomblé ceremony and identify its significance. Activation Description (What is the student going to see, hear, watch, do or read?) Resources/Media Notes Students will watch a selection of video of Yoruba religions practices that relate to Candomblé. Materials Video: Nigeria Final [Video file]. (n.d.). Retrieved from https://www.youtube.com/watch? Demonstration Description (What is the student to see, hear, watch, do or read?) Resources/Media Notes Students will explain comparisons between Yoruba religious practices and those of Candomblé in Brazil. Application Description (What is the student going to do? How are they going to receive guidance and feedback?) Resources/Media Notes Students will read selection of City of discuss religious comparisons and relate to video. Materials: Copies of book selection; computer Reading: Landes, R. (1994). The city of women. Albuquerque, N.M: University of New Mexico Press pgs. 36-37; p. 72; pgs.
Who is Ifa? Describe his origins. Where can Ifa be found? Explain. Do other orixas invoke Ifa? Explain. Rubric #3 Elements Distinguished (3) Proficient (2) Basic (1) Unsatisfactory (0) Quality of poster: Clarity, organization, thoroughness Orixa origin clear; “personality traits” well defined; relationships to other orixas clear. Orixa origin partially described; “personality traits” incomplete; relationships to other orixas unclear. Incomplete description of orixa. Omitted personality traits or inaccurate descriptions. Inaccurate information associated with image with orixas Oral presentation: Clarity, organization, thoroughness Precise descriptions used to describe aspects of orixas. Imprecise descriptions used to describe aspects of orixas descriptions, relations and purpose unclear. Does not demonstrate knowledge of orixas or does not link criteria to selection. Use of technology and visuals representation of orixas and link to Candomblé. Partial representation of orixas and link to Candomblé Visuals lack organization and clarity. Unclear visuals; inaccurate information. Lesson Design Format Lesson Number and 7 African Diaspora to Brazil Lesson Description: Students will explore, examine and critique various African influences in Afro-Brazilian Learning Outcomes: Students will be able to identify and critically evaluate African themes and influences in Afro-Brazilian Activation Description (What is the student to see, hear, watch, do or read?) Resources/Media Notes Students will view five different aspects of samba music. Materials: Bowles, W., videos of Conceiação Giba, Indigenous Musical Instruments of Brazil; workshop Salvador, Bahia, Brazil; July 2, 2016. Demonstration Description (What is the student going to see, hear, watch, do or read?) Resources/Media Notes Students will read about the different types of samba music, discuss and compare with the watched video clips. Reading: Great Brazilian Music - Samba. (n.d.). Retrieved from http://www.greatbrazilianmusic.com/samba.html Application Description (What is the student going to do? How are they going to receive guidance and feedback?) Resources/Media Notes In small groups, students will reproduce the music heard and read about. Materials: berimbau, tambourines, conga drums, rain stick