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K-12 EDUCATOR RESOURCES

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Congo Square

Congo Square is an open space in the southwest corner of Louis Armstrong Park, located in New Orleans, Louisiana. During the 19th century, Louisiana’s French and Spanish colonial era, Congo Square was a place where hundreds and sometimes thousands of enslaved and free African descendants would congregate each Sunday to socialize and set up a marketplace to vend food, arts and crafts. By 1819 these weekly gatherings included thousands of participants and onlookers. Congo Square, also known by many other names including “Place des Nègres” or “Place Congo” was also the place enslaved and free people played music, sang and danced as a way of remembering their African heritage and strengthening their community.

These early 19th century gatherings in Congo Square influenced later indigenous New Orleans performance styles, such as Mardi Gras Indian traditions, the second line, New Orleans jazz and rhythm & blues. All of the musical forms observed in Congo Square permeate the very fabric of people’s lives in New Orleans. Even to this day, Congo Square is still a gathering spot for New Orleanians—Sunday drum circles, family gatherings, weddings, political demonstrations, music festivals, prayer vigils, and gospel performances extend Congo Square’s legacy as a place of culture, recreation, spirituality, and politics.

Investigate one of these Lines of Inquiry

  • Photos

    • "Congo Square," by Adewale Adenle
      "Congo Square," by Adewale Adenle
      "Congo Square," by Adewale Adenle
      Photo: Unknown
    • Calinda Archive Photo
      Photo: Unknown
    1
    Congo Square Line of Inquiry

    Why are Congo Square and the people that gathered there important to New Orleans history and culture?

    Videos

    Audio

    Profiles

    • Congo Square Preservation Society 1
      Congo Square Preservation Society
    • Bill Summers
    • Donald Harrison
    • Baba Luther
      Luther Gray
    • Wynton Marsalis

    Links & Documents

    Teaching Strategies

    • Map of Congo Square - 1880, Photo: Historic New Orleans Collection1
      Teaching Strategy

      Congo Square History: A Gathering Place

      Kindergarten-3rd Grade
      The Significance of Gathering
      • Explore

        Which of these audio and visual resources will activate imagination and draw students into this investigation?

        Photos
        • "Congo Square," by Adewale Adenle
          Photo: Unknown
        • African/Caribbean Based Social and Vernacular Dance Forms 1
          Creator: Edward Windsor Kimble at The Historic New Orleans Collection
        Audio
        Videos
        Profiles
        • Congo Square Preservation Society 1
          Congo Square Preservation Society
        • Bill Summers
        • Donald Harrison
        • Baba Luther
          Luther Gray
        • Wynton Marsalis
      • Engage

        What activities will lead students into finding answers through this line of inquiry?

        Activity One
        Activity Two
        • Before beginning work with students, be sure to review the Description included in the links section of this Teaching Strategy

          1. Using a world or U.S. map in your classroom as a reference, ask students, “Where is Congo Square located within the United States?”
          2. Show students the video: “Spirits of Congo Square,” linked in the Video section of this Teaching Strategy. Ask students, “What did people do when they gathered in Congo Square?”
          3. Lead students through an exploration of the five senses, asking them to imagine what it was like on a Sunday in Congo Square:
            • What can you see?
            • What can you hear?
            • What can you smell, taste and touch?
          4. Listen to the Oral History, “What Does Congo Square Mean to Me?” (Asia Rainey), linked in the Audio section of this Teaching Strategy. Ask students:
            • What does this artist remember when she thinks of Congo Square?
            • What does she imagine?
          1. Lead students in a discussion about the places they know where people gather together:
            • What are some popular days or events when people gather?
            • Where do those gatherings take place?

            Create a class chart to record responses from the class. On the left side, list some popular days or events when people gather. On the right side, record where these gatherings take place.

          2. Ask students to draw a picture of their favorite gathering(s), and then share with their group and/or the class.When students present their drawings, mention that each picture shows what the students can see. Ask them to use one of their other senses to help describe each picture. What would they hear, smell, taste, or touch at each gathering?
      • Connect

        How do these investigations support other academic goals and objectives?

        Curricular Connections

        Literacy – Speaking and Listening:

        • Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CCSS.ELA-Literacy.SL.2.2
        • Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. CCSS.ELA-Literacy.SL.2.4
      • Reflect & Assess

        How will you know what your students have learned?

        Sample Reflection or Assessment
        1. Listen and visually assess student ability to listen to and answer questions in relation to the narrative and visual media.
        2. Create a rubric to help measure student success. Possible measurements could include:
          • 4: Student actively listens and can answer questions without mistakes. Student can help others understand the assignment.
          • 3: Student actively listens and can answer questions with few mistakes.
          • 2: Student listens and answers questions, yet with several mistakes.
          • 1: Student gives little effort and has difficulty comprehending information, answering questions and completing tasks.
    • Baba Luther2
      Teaching Strategy

      Congo Square History: A Gathering Place 4th-7th Grades

      4th-7th Grades
      The Significance of Gathering
      • Explore

        Which of these audio and visual resources will activate imagination and draw students into this investigation?

        Photos
        • Map of Congo Square - 1880
        • Calinda Archive Photo
          Photo: Unknown
        • Congo Square Sign Post
          Photo: Unknown
        • Long Barrel Drum
          Photo: Fernandez
        • Congo Square
          Photo: Greater New Orleans Tourism and Marketing Corporation
        Videos
        Profiles
        • Bill Summers
        • Donald Harrison
        • Baba Luther
          Luther Gray
        • Wynton Marsalis
      • Engage

        What activities will lead students into finding answers through this line of inquiry?

        Activity One
        Activity Two
        • Before beginning work with students, be sure to review the Description included in the links section of this Teaching Strategy.

          1. Using maps in your classroom and online references, ask students, “Where is Congo Square located within the United States and the city of New Orleans?”
          2. Show students the video, Spirits of Congo Square, linked in the Video section of this Teaching Strategy. Ask students, “Who were some of the people that gathered in Congo Square? From what regions of Africa and the Caribbean did they come?”
          3. Working in small groups, ask students to map the points in Africa and the Caribbean from which the people who gathered in Congo Square came.
          1. Through a class discussion, list some popular days or events when people gather together. Why might these gatherings be important?
          2. Working in small groups, ask students to create a collage of their favorite gathering(s) and present their collages to the class. As they prepare their presentations, ask them to highlight the following:
            • Who are the people in this gathering?
            • Where are they from?
            • What do they bring with them?
            • How does their participation impact the gathering?
      • Connect

        How do these investigations support other academic goals and objectives?

        Curricular Connections

        Literacy – Speaking and Listening:

        • Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-appropriate topics, texts, and issues, building on others’ ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.6.1
        • Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.6.4
      • Reflect & Assess

        How will you know what your students have learned?

        Sample Reflection or Assessment
        1. Test students’ knowledge using the Congo Square Crossword Puzzle included in the Links & Documents section of this Teaching Strategy.
        2. Create a fill-in-the-blank review page to help students summarize the history of Congo Square. Have students complete the review in pairs, independently, or as a test. They can take it home or keep it in a notebook/journal.
        3. Create a rubric to assess student understanding of the content. Possible ratings may include:
          • 3: Student is able to synthesize information from a variety of sources or think creatively about how to apply information to a local situation.
          • 2: Student is able to interact with information on a basic level, but does not engage critical thinking skills.
          • 1: Student is able to regurgitate or copy information from one place to another; yet no critical thinking skills are employed
    • Congo Square Photo: Greater New Orleans Tourism and Marketing Corporation3
      Teaching Strategy

      Congo Square History: A Gathering Place 8th-12th Grades

      8th-12th Grades
      The Significance of Gathering
      • Explore

        Which of these audio and visual resources will activate imagination and draw students into this investigation?

        Photos
        Audio
        Videos
        Profiles
        • Bill Summers
        • Donald Harrison
        • Baba Luther
          Luther Gray
        • Wynton Marsalis
        Links & Documents
      • Engage

        What activities will lead students into finding answers through this line of inquiry?

        Activity One
        Activity Two
        • Before beginning work with students, be sure to review the Description included in the links section of this Teaching Strategy.

          1. Ask students to read the Description and watch the links in the Video section of this Teaching Strategy.
          2. Working in small groups, ask students to:
            • Consider – Who were some of the people that gathered in Congo Square?
            • Map – From which regions of Africa and the Caribbean did the people who gathered in Congo Square come?
            • Draw Conclusions – How did the people who gathered in Congo Square impact the development of New Orleans and the United States? Cite evidence from the Description, the video, and your own on- and off-line investigations.
          1. Through a class discussion, ask students to consider:
            • What are some popular places or events where people gather? (e.g., cafeteria, park, concerts, school, holidays)?
            • How do these gatherings shape society?
            • How could these gatherings improve our world?
          2. Explain to students that they are going to take on the role of an ethnographer: an anthropologist who deals with the scientific description of specific human cultures. Working in small groups, ask students to conduct an ethnographic study of a specific gathering within their own communities. Through observation, oral interviews, visual documenting, and library or online research, students will collect and synthesize information, and then share their findings with the class.
          3. Students should choose how they want to present their work: in the form of oral presentations, short films or stories.
      • Connect

        How do these investigations support other academic goals and objectives?

        Curricular Connections

        Literacy – Speaking and Listening:

        • Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. CCSS.ELA-Literacy.SL.11-12.2
        • Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-appropriate topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.SL.11-12.1
        • Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. CCSS.ELA-Literacy.SL.11-12.4
        • Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. CCSS.ELA-Literacy.SL.11-12.5
      • Reflect & Assess

        How will you know what your students have learned?

        Sample Reflection or Assessment
        1. Listen, and visually assess, student ability to listen to and answer questions in relation to the written and visual materials
        2. Create a rubric to record and measure student progress. Possible ratings may include:
          • 4: Student demonstrates skill in active listening, comprehends material consistently, and applies learning in new ways.
          • 3: Student demonstrates active listening and comprehends material most of the time.
          • 2: Student has difficulty comprehending material, but demonstrates some success with extra assistance.
          • 1: Student gives little effort and has difficulty listening and comprehending material.
  • Photos

    • B Barrel Drum, Photo: J.R. Thomason
      B Barrel Drum, Photo: J.R. Thomason
      B Barrel Drum
      Photo: J.R. Thomason
    • Baba Luther
      Baba Luther
      Baba Luther
    • Bamboula Drum, Photo: Latrobe
      Bamboula Drum, Photo: Latrobe
      Bamboula Drum
      Photo: Latrobe
    2
    Congo Square Line of Inquiry

    How did 18th and 19th Century gatherings in Congo Square impact New Orleans music and dance culture?

    Videos

    Audio

    Profiles

    • Congo Square Preservation Society 1
      Congo Square Preservation Society
    • Bill Summers
    • Donald Harrison
    • Baba Luther
      Luther Gray
    • Wynton Marsalis

    Links & Documents

    Teaching Strategies

    • Cata Drum, Photo: J.R. Thomason1
      Teaching Strategy

      Heritage of Music and Dance Kindergarten-3rd Grades

      Kindergarten-3rd Grades
      Noticing, Embodying and Imagining
      • Explore

        Which of these audio and visual resources will activate imagination and draw students into this investigation?

        Photos
        • Gourd
          Photo: J.R. Thomason
        • Log Drum
          Photo: J.R. Thomason
        • G Barrel Drum
          Photo: J.R. Thomason
        • BellnStick
          Photo: Fernandez
        • Banza
          Banza-styled string instrument. Historically, this is referred to as a banza, banjar and others. It is considered to be the predecessor of the banjo.
        • Shekere
          Photo: Fernandez
        • Long Barrel Drum
          Photo: Fernandez
        • Mbira
          Photo: Latrobe
        • Gourd Rattles
          Photo: J.R. Thomason
        • B Barrel Drum
          Photo: J.R. Thomason
        • Bamboula Drum
          Photo: Latrobe
        Audio
        Videos
        Profiles
        • Congo Square Preservation Society 1
          Congo Square Preservation Society
        • Bill Summers
        • Donald Harrison
        • Baba Luther
          Luther Gray
        • Wynton Marsalis
        Links & Documents
      • Engage

        What activities will lead students into finding answers through this line of inquiry?

        Activity One
        Activity Two
        • Before beginning work with students, be sure to review the Description included in the Links & Documents section of this Teaching Strategy.

          1. Show the Calinda Archive Photo photograph linked in the Photos section of this Teaching Strategy, and ask students to answer the following questions:
            • What is happening in this picture? What makes you say that?
            • How do you think the music sounds? Is it fast or slow?
            • What might have happened right after the dance?
          2. Watch the Kumbuka Dance Collective performance of “Calinda” and other selected dance videos linked in the Videos section of this Teaching Strategy. As students are watching the video, ask them to focusing on specific, isolated movements of the dancers (i.e., first hand gestures, then shoulder movements, then steps).
          3. For 1-2 segments from the videos, ask students to try to imitate what see they see the dancers doing – but only in their shoulders. Ask for small movements at first, and as students become more comfortable, have them make the movements larger. Slowly add other parts of the body, with students imitating the dancers’ hips, hands, and feet. Ask students to describe the process of adding different movements, and the challenges of maintaining two separate movements at once.
          1. Ask students to review the images of instruments linked in the Photos section of this Teaching Strategy. These instruments are similar to those used during 18th and 19th century Congo Square gatherings. Guide students in exploring the following questions:
            • From what materials might these instruments be made?
            • How might these instruments be played?
            • How might they sound?
            • What are the names of these instruments? (refer to labels in the Photos section)
          2. View the “Odadaa!” excerpts from the Congo Square performance linked in the Videos section of this Teaching Strategy. Ask students, “Are there any similarities between the instruments in the photos you saw and those played in the video performance?”
      • Connect

        How do these investigations support other academic goals and objectives?

        Curricular Connections

        Literacy – Speaking and Listening:

        • Participate in collaborative conversations with diverse partners about grade-appropriate topics and texts with peers and adults in small and larger groups. CCSS.ELA-Literacy.SL.2.1
      • Reflect & Assess

        How will you know what your students have learned?

        Sample Reflection or Assessment
        1. Listen, and visually assess, student ability to listen to and answer questions in relation to the written and visual materials.
        2. Work with students to complete the “Congo Square Instruments Picture-Word Match Sheet” included in the Links & Documents section of this Teaching Strategy.
    • 2
      Teaching Strategy

      Heritage of Music and Dance 4th-7th Grades

      4th-7th Grades
      Call and Response & Improvisation
      • Explore

        Which of these audio and visual resources will activate imagination and draw students into this investigation?

        Photos
        • Baba Luther
        • Bamboula Drum
          Photo: Latrobe
        • Shekere
          Photo: Fernandez
        • Log Drum
          Photo: J.R. Thomason
        • Mbira
          Photo: Latrobe
        • Banza
          Banza-styled string instrument. Historically, this is referred to as a banza, banjar and others. It is considered to be the predecessor of the banjo.
        • Gourd Rattles
          Photo: J.R. Thomason
        • Gourd
          Photo: J.R. Thomason
        • G Barrel Drum
          Photo: J.R. Thomason
        • Cata Drum
          Photo: J.R. Thomason
        • BellnStick
          Photo: Fernandez
        • Banza Fiddle
          Photo: Unknown
        Audio
        Videos
        Profiles
        • Bill Summers
      • Engage

        What activities will lead students into finding answers through this line of inquiry?

        Activity One
        Activity Two
        • Before beginning work with students, be sure to review the Description included in the Links & Documents section of this Teaching Strategy.

          1. Ask students to look at the images of instruments linked in the Photos section of this teaching strategy. These instruments are similar to those used during 18th and 19th century, Congo Square gatherings. Guide students in exploring the following questions:
            • From what materials might these instruments be made?
            • How might these instruments be played?
            • What are the names of the instruments?
            • Do these remind you of any other instruments?
            • What are some of the similarities and differences between other instruments you know, and the ones in the photos?
          2. View the “Odadaa!” excerpts from the Congo Square performance, linked in the “Videos” section of this Teaching Strategy. In relation to the images of instruments students viewed, ask the following questions:
            • Are there any similarities between the instruments in the photos and those played in the video performance?
            • How are some of these instruments in the video performance played?
          1. In groups, ask students to research one of the following musical terms:
            • call and response
            • improvisation

            Each group should complete the following tasks for their musical term:

            • Find a definition
            • Locate 1-2 videos that illustrate this term, musically
            • Identify and demonstrate examples of polyrhythm, improvisation and call & response within today’s popular music and dance culture
          2. Revisit the “Odadaa!” video performance, then listen to the musical examples in the “Audio” section of this Teaching Strategy (“Nago” and “Yanvalou”). Ask students to identify examples of improvisation and call and response patterns in the audio and video.
      • Connect

        How do these investigations support other academic goals and objectives?

        Curricular Connections

        Literacy – Speaking and Listening:

        • Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. CCSS.ELA-Literacy.SL.6.2
        • Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.7.4
      • Reflect & Assess

        How will you know what your students have learned?

        Sample Reflection or Assessment
        1. Visually and aurally assess students ability to extend what they view and learn into creating their own creative examples and theories. Evaluate whether students can:
          • Verbally point out and name instruments in the photos and video.
          • Identity at least one pattern of improvisation and one pattern of call and response.
    • BellnStick,3
      Teaching Strategy

      Heritage of Music and Dance 8th-12th Grades

      8th-12th Grades
      Call and Response, Improvisation & Polyrhythm
      • Explore

        Which of these audio and visual resources will activate imagination and draw students into this investigation?

        Photos
        • Bamboula Drum
          Photo: Latrobe
        • Banza Fiddle
          Photo: Unknown
        • BellnStick
          Photo: Fernandez
        • Cata Drum
          Photo: J.R. Thomason
        • G Barrel Drum
          Photo: J.R. Thomason
        • Gourd
          Photo: J.R. Thomason
        • Banza
          Banza-styled string instrument. Historically, this is referred to as a banza, banjar and others. It is considered to be the predecessor of the banjo.
        • Mbira
          Photo: Latrobe
        • Log Drum
          Photo: J.R. Thomason
        • Shekere
          Photo: Fernandez
        Audio
        Videos
        Profiles
        • Bill Summers
        • Donald Harrison
        • Baba Luther
          Luther Gray
        • Wynton Marsalis
        Links & Documents
      • Engage

        What activities will lead students into finding answers through this line of inquiry?

        Activity One
        Activity Two
        • Before beginning work with students, be sure to review the Description included in the Documents & Links section of this Teaching Strategy.

          1. Ask students to review photos of instruments linked in the Photos section of this Teaching Strategy. These instruments are similar to those used during 18th and 19th century Congo Square gatherings. Guide students in exploring the following questions:
            • From what materials might these instruments be made?
            • How might these instruments be played?
            • What are the names of the instruments? (refer to labels in Photos section)
            • What instruments do you know of that are similar?
            • What are some of the similarities and difference between other instruments that you know and the ones in the photos?
          2. View the “Odadaa!” excerpts from the “Congo Square” linked in the Video section of this Teaching Strategy. In relation to the images of instruments students viewed, ask the following questions:
            • Are there any similarities between the instruments in the photos and video performance?
            • How are some of the instruments in the video played?
          1. In small groups, ask students to research one of the following musical terms:
            • polyrhythm
            • call and response
            • improvisation

            Each group should complete the following tasks for their musical term:

            • Find a definition
            • Locate 1-2 videos that illustrate this term, musically
            • Demonstrate an example of this musical term for their classmates
          2. Revisit the “Odadaa!” video performance, and listen to the musical examples in the Audio section of this Teaching Strategy (“Nago” and “Yanvalou”). Ask students to identify examples of polyrhythms, call and response patterns, and improvisation in the audio and video examples.
          3. In small groups, allow students to develop their own rhythmic, dance or song patterns that demonstrate polyrhythm, improvisation and call and response. Students will present their compositions to the class and discuss their creative processes.
      • Connect

        How do these investigations support other academic goals and objectives?

        Curricular Connections

        Literacy – Speaking and Listening:

        • Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-appropriate topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.SL.9-10.1
        • Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. CCSS.ELA-Literacy.SL.9-10.4
      • Reflect & Assess

        How will you know what your students have learned?

        Sample Reflection or Assessment
        1. Listen and visually assess student ability to extend what they view and learn into creating their own creative examples and theories. Evaluate whether or not each student can:
          • Verbally point out and name instruments in the photos and video.
          • Identity at least one pattern of polyrhythm, one pattern of call and response, and one example of improvisation.
  • Photos

    • French Market, Photo: Kim Welsh (frenchmarket.org)
      French Market, Photo: Kim Welsh (frenchmarket.org)
      French Market
      Photo: Kim Welsh (frenchmarket.org)
    • Nigeria Marketplace
      Nigeria Marketplace
      Nigeria Marketplace
    • Marketplace Haiti, Photo: Unknown
      Marketplace Haiti, Photo: Unknown
      Marketplace Haiti
      Photo: Unknown
    3
    Congo Square Line of Inquiry

    How did the entrepreneurship of enslaved people impact the gatherings in Congo Square and the development of New Orleans?

    Videos

    Audio

    Profiles

    • Congo Square Preservation Society 1
      Congo Square Preservation Society
    • Bill Summers
    • Donald Harrison
    • Baba Luther
      Luther Gray
    • Wynton Marsalis

    Links & Documents

    Teaching Strategies

    • Woman Walking, Photo: Unknown1
      Teaching Strategy

      The Marketplace Kindergarten-3rd Grades

      Kindergarten-3rd Grades
      A Place of Economic Exchange
      • Explore

        Which of these audio and visual resources will activate imagination and draw students into this investigation?

        Photos
        • Marketplace Haiti
          Photo: Unknown
        • Woman Walking
          Photo: Unknown
        • The Marketplace
          Photo: Ben Enwonwu
        • Nigeria Marketplace
        • Praline Woman
        • French Market
          Photo: Kim Welsh (frenchmarket.org)
        Audio
        Videos
        Profiles
        • Congo Square Preservation Society 1
          Congo Square Preservation Society
        • Bill Summers
        • Donald Harrison
        • Baba Luther
          Luther Gray
        • Wynton Marsalis
      • Engage

        What activities will lead students into finding answers through this line of inquiry?

        Activity One
        Activity Two
        • Before beginning work with students, be sure to review the Description included in the Links & Documents section of this Teaching Strategy.

          1. Ask students to review photos of marketplaces linked in the Photos section of this Teaching Strategy. Guide students in exploring the following questions:
            • What is happening in this photo?
            • What might be sold in these marketplaces?
            • What do you think the people selling these goods do with the money they earn?
          2. Tell students that together you are going to create a marketplace in the classroom. Mention that, in the marketplace, you can sell your goods (for money) or barter (trade what you have for what someone else has). Each student or small group will decide on one item to make and/or bring to class to sell or barter in the marketplace. Guide students in thinking about the following:
            • What would you like to make and/or bring to the marketplace? Why?
            • What goods make sense to trade? What goods make more sense to sell? Why?
            • For how much will you sell or barter your product?
            • How will you sell your wares (products or goods)? As you sell or barter, will you move around the marketplace or stay in one place?
          1. Listen to the interview Radio Stories: The Flavor of New Orleans – Mr. Okra included in the Audio section of this Teaching Strategy. Tell students that Mr. Robinson (Mr. Okra) follows a long tradition of “street criers,” who use song-like phrases to advertise their wares to the public.
          2. Ask students, “What does Mr. Robinson (Mr. Okra) sell?” Create a class list of the produce he sells, which may include: oranges, bananas, cantaloupe, pineapples, strawberries, grapes, grapefruit, tangerines, and mangoes.
          3. Ask each student or small group to create a “street cry” to market the product each has chosen for the classroom marketplace.
          4. Hold your classroom marketplace on two separate days. On the first day, half of the class will be vendors, while the other half of the class will be customers. Alternate the second day. You may also want to invite other classes, parents or teachers to serve as customers.
      • Connect

        How do these investigations support other academic goals and objectives?

        Curricular Connections

        Literacy – Speaking and Listening:

        • Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. CCSS.ELA-Literacy.SL.2.1
        • Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. CCSS.ELA-Literacy.SL.2.4
      • Reflect & Assess

        How will you know what your students have learned?

        Sample Reflection or Assessment

        Ask students to share their experiences in creating their classroom marketplace and to draw pictures in their journals about their experiences. Collect journals to review responses and reflections.

    • Marketplace Haiti, Photo: Unknown2
      Teaching Strategy

      The Marketplace 4th-7th Grades

      4th-7th Grades
      A Place of Economic Exchange
      • Explore

        Which of these audio and visual resources will activate imagination and draw students into this investigation?

        Photos
        • Woman Walking
          Photo: Unknown
        • The Marketplace
          Photo: Ben Enwonwu
        • Nigeria Marketplace
        Audio
        Videos
        Profiles
        • Bill Summers
        • Donald Harrison
        • Baba Luther
          Luther Gray
        • Wynton Marsalis
        Links & Documents
      • Engage

        What activities will lead students into finding answers through this line of inquiry?

        Activity One
        Activity Two
        Activity Three
        • Before beginning work with students, be sure to review the Description included in the Links & Documents section of this Teaching Strategy.

          1. View selected photos of the marketplaces linked in the Photos section of this Teaching Strategy. Guide students in exploring the following questions:
            • What is happening in this photo?
            • What might be sold in these marketplaces?
            • What do you think the people selling these goods do with the money they earned?
          2. Watch the video, “Positive Vibrations Foundation: Luther Gray,” linked in the Video section of this Teaching Strategy. Ask students to answer the following questions:
            • What purpose did the Congo Square marketplace serve for enslaved people living in New Orleans?
            • What could people who sold goods in the Congo Square marketplace do with the money they earned?
            • Where might we discover what kinds of things were sold in Congo Square?
            • What else happened in Congo Square, other than the marketplace?
          1. Listen to the “Interview: Radio Stories – The Flavor of New Orleans: Mr. Okra,” included in the Audio section of this Teaching Strategy. Tell students that Mr. Robinson (Mr. Okra) follows a long tradition of “street criers,” who use song-like phrases to advertise their wares (goods or products) to the public. Similar cries might have been heard in Congo Square.
          2. Revisit the photographs of marketplaces from Activity One, and ask students to imagine how the “street cries” of these vendors might sound. What are some of the cries that onlookers or gatherers would hear?
          3. Ask students, “How do business owners market their products today?” Generate a class list of general marketing/advertising tools, and a more specific list of jingles found in commercials.
          1. Guide students in creating their own classroom marketplace. Assign individuals or small groups to take on different roles within the marketplace, considering the following parameters:
            • The marketplace is a gathering place, as well as a place to sell or barter goods
            • What kinds of foods, beverages, sounds, etc., will they find in their classroom marketplace?
            • The marketplace will need to consist of vendors, customers and onlookers
            • Vendors should create a traditional “street cry” or a modern-day jingle to market the product they have chosen to sell or barter
          2. Invite other classes, parents, or teachers to visit your classroom marketplace.
      • Connect

        How do these investigations support other academic goals and objectives?

        Curricular Connections

        Literacy – Speaking and Listening:

        • Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-appropriate topics, texts, and issues, building on others’ ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.6.1
        • Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. CCSS.ELA-Literacy.SL.6.2
      • Reflect & Assess

        How will you know what your students have learned?

        Sample Reflection or Assessment

        Ask students to journal and share their experiences in creating their classroom marketplace. Collect journals to review responses and reflections.