4th grade a Goree

GRADE 5

GOREE ISLAND

The site has brought leaders such as Pope John Paul II and Nelson Mandela to tears

Objectives:

The students will know that the Island of Gorée testifies to an unprecedented human experience in the history of humanity. Indeed, for the universal conscience, this “memory island” is the symbol of the slave trade.
The painful memories of the Atlantic slave trade are crystallized in this small island of 28 hectares lying 3.5 km off the coast from Dakar. Gorée owes its singular destiny to the extreme centrality of its geographical position between the North and the South, and to its excellent strategic position offering a safe haven for anchoring ships, hence the name “Good Rade”.

Thus, since the 15th century it has been prized by various European nations that have successively used it as a stopover or slave market.  First terminus of the “homeoducs” who drained the slaves from the hinterland, Gorée was at the centre of the rivalry between European nations for control of the slave trade.  Until the abolition of the trade in the French colonies, the Island was a warehouse consisting of over a dozen slave houses.

SOCIAL STUDIES

The students will understand the historical relationship between Africa and America and the phenomenon of slavery through the world.

          PLACES WE VISITED:

  • Espace of Drancy, site of deportation of black people
  • Presbytere de Gorée
  • Statue de la Liberté
  • Maison des esclaves
  • Mosque of Gorée
  • Ecole Mariama Ba de Gorée

 

TRIP SUMMARY:

Universal Value

 

Value is notably, the Castle, a rocky plateau covered with fortifications which dominate the Island; the Relais de l’Espadon, former residence of the French governor; etc…The Island of Gorée is now a pilgrimage destination for the African diaspora, a foyer for contact between the West and Africa, and a space for exchange and dialogue between cultures through the confrontation of ideals of reconciliation and forgiveness.

Integrity

The insular nature of Gorée and an arsenal of legal texts contribute to the physical integrity of the site.  The Atlantic Ocean provides a natural buffer zone of nearly 4 km.

Authenticity

Listed as a historic site by the colonial administration in 1944, with specific safeguarding measures, Gorée has recorded no major construction since then that might adversely affect the authenticity of the site, the major components of which have remained almost intact.   Moreover, the rehabilitations and restorations have been carried out essentially in accordance with the principles of the Convention.

Protection

The Island of Goree was designated a historic site in 1944, with safeguarding measures in 1951 (under the colonial era). It was subsequently inscribed on the national heritage list in 1975 (Order No. 012771 of 17 November 1975) and on the World Heritage List in 1978.  In 1979, a Safeguarding Committee was created by Order, comprising all the stakeholders, to monitor compliance with the Convention (conformity of the rehabilitation works, security of the property, etc.).  An Order for the appointment of a site manager has been drafted and is currently in the process of adoption. The replica of the « Gorée Memorial » on the Castle is an eloquent example of what should be avoided when preserving the integrity of the site and, in agreement with UNESCO, a modification of this work will be undertaken.

Obama’s statement

U.S. President Barack Obama, family members, and staff arrive by boat to Goree Island, off the coast of Dakar, Senegal, Thursday, June 27, 2013. Obama is calling his visit to a Senegalese island from which Africans were said to have been shipped across the Atlantic Ocean into slavery, a ‘very powerful moment.’ President Obama was in Dakar Thursday as part of a weeklong trip to Africa, a three-country visit aimed at overcoming disappointment on the continent over the first black U.S. president’s lack of personal engagement during his first term.(AP Photo/Rebecca Blackwell)

 

 

 

Publicités

VISIT TO THE MANGROVES WITH 10th GRADE

VISIT TO THE MANGROVES – PALMARIN (SINE SALOUM)

SUNDAY 05 MARCH – MONDAY 06 MARCH

Number of students attending: 7

Number of chaperones: 2 teachers – Mrs ZamZam,  Mr Sall

OBJECTIVES

  • To familiarize students with an ecosystem found in Senegal (the mangroves)
  • To enhance reporting skills through questioning and research
  • To give the students the opportunity to have a nature related field trip and experience fully nature, away from the city and common amenities

TRIP SUMMARY

The bus ride to Palmarin took us three hours, which was foretold by our eco-guide, Mr Pierre Diogaye Sarr. The roads were good and the scenery was incredibly different after leaving Joal. We were surprised by the expanse of dry, salty plains where water must have stood before. At some points, on both sides of the road were bodies of water. It became evident that we were close to a continental point, a thin peninsula of some sort…

Our surprise came when we had to take canoes to get to the island where we camped and spent the night in the middle of the mangroves. Everything that we needed had to be transported including our washing water. The mangroves are very salty bodies of water, so this water could not have been used for bathing or washing things. As we canoed through the sinewys “bolongs” or waterway, our guide Pierre explained to us how this land was used before, the transformations that took place, the plant life and animal life there and the changes to the ecosystem.The sea is progressively eating away at the coast lines and sea erosion was clearly obvious.

We had no initiation on canoeing before we got into the canoe, so one of our highlights were students canoeing into the mangrove trees and having a hard time maneuvering their kayaks out of it. During the night, we heard the sounds of the hyenas and the chacals (to our fright). The jumping fish in the early morning also made it quite difficult to sleep. There are few mosquitos in the mangroves, but their cousins, the moot moots, a sort of biting insect lives here, so we were advised to go into our tents around 9pm before the bugs started their midnight feast (on our arms and legs).

The mangroves are extremely beautiful and it was extraordinary to have this opportunity to be in such a natural and scenic environment.

RECOMMENDATIONS

  • This trip was a bit of roughing it, so we would recommend that students who visit this zone stay in the hostel where they can have rooms, running water and access to a bathroom.
  • We would also recommend that more bottled water (for our group of 10 we needed 4 bottles) is bought and that students also buy snacks and sanitary items from the boutiques in the bigger residences. We would also recommend carrying liquid soap the next time. Students also forgot to bring plastic flipflops. A definitely must is a water proof bag. Many students lost phones or phones were damaged by the salty water.

A little botany with Grande Section

IMG_0240IMG_0363 Espace de loisirs du parc paysager de camberene.

Number of students: 17

Chairperson:  (Mme Mbodj; Mr. Afolabi, Mr. Assane)

Objectives of the trip: The students learn how to make plants and things to prepare for making before making plant.

In terms of Science.

The students learn what they need before making a plant (aspirin, water, pot, ruler, soil) 15 min.

They learn how to make plants. 30mins.

They walk around the garden to see how plants grow and how they put water in it. 48min.

LA PETITE SECTION au MONUMENT DE LA RENAISSANCE

Visite du monument de la rennaissance

Mardi 20 décembre 2016

 

Nombres d’élève : 20

Nombres d’accompagnants:

4 enseignantes et un chauffeur – Miss Marie Santanna, Miss binetou Diop , Miss Anta Faye, Miss Awa bah,  Mr lamine

 

OBJECTIVES

 

  • L’idée était de faire une classe verte
  • Au programme découverte et promenade

 

 

Le monument de la renaissance est un lieu touristique qui attire tous les curieux des quatre coins du monde qui viennent découvrir la grande statue représentant la famille et d’ailleurs on y voit un père une mère et son fils. Elle est aussi dote des marches qui visiblement sert de sport à certains. Tout en haut des escaliers et en bas de la statue on admire des vues magnifiques donnant sur la mer, la ville ainsi que l’aérodrome ou l’on aperçoit des avions et hélicoptères

 

Les enfants se sont épanouis et se sont bien amusés a descendre les marches car nous avons reussir a obtenir une permission afin de monter avec le bus tout à fait en haut.

Nous avons faire chanter des comptines et faire des jeux ce qui visiblement attiraient l’attention des visiteurs qui étaient tous éblouis de voir de petits bouts choux si sage et chanté le ABC en anglais.

Dailleur une visiteuse américaine à faire cadeau d’un billet de 20 dollars pour aux enfants et à demandé qu’on leur achète des bonbons. Bien évidemmment les enfants l’on remercier en français puis en anglais, la plupart des visiteurs prenaient des photos des élèves mais nous leur avons bien expliqué de ne pas les publier sur le net.

5th grade Islanders

Goree Island

Date: December 21st, 2016

Number of students: 10

Number of chaperones: 2 teachers, Miss Diouf and Mr. Bamba

 

 

Objectives:

  • Students will know about the history of Goree Island at the colonization time.
  • Students will discover the slave house where slaves from different countries of Africa were deported and sell around the world.
  • Students will discover some artists and their fabulous art product.

 

TRIP SUMMARY: visit of the slave house

The objective of our visit of the slave house of Goree was to discover where the slaves from Africa were gathered for selling around the world. In history we are learning about the explorers and their need to discover the world. But our main question is what were the explorers looking for when they left their countries to discover other countries. We learned that they were looking for Gold, new spices, new lands, glory and so. But when we visited the slave house, we realized that they were also looking for workforce to exploit their crops.

Students discovered the horrible story of slavery through the speech of the presenter. The slave house is not a big place but lot of men, women, and children were brought their and gathered in small rooms where they couldn’t lay or sleep on the floor because there was not enough place. They couldn’t do their natural needs in a specific place. They didn’t have the right to be sick or lose weight. A family could be separated around the world because the colonizer didn’t mind about the feeling or the relationship between slaves.

The slave house is now a museum and a heritage for our country not to hate or remember this story in bad way. Lot of tourists from different countries comes to visit the house. That Place is now a place of reconciliation between races.

Visit of the artists

During our visit of the island, we discovered some artists with their art boards and their products. The students were fascinated by the work of these artists.

Visit of the Island

Goree is a small and calm island that receives lot of tourists because of its important role during the colonization time.

 

Goree is now a land of freedom despite its terrible history.

 

    

 

 

4th graders getting pinkish at the lake

 

                              Lac Rose or Lac Retba

North of the Cap Verde Peninsula

Wednesday, November 9                 8: 30 – 12:00

 

Objective:

  • The students have learnt that the pink lake has a high concentration of salt which is harvested by local people and salt collectors who are working up to seven hours a day to collect salt and sell the amount inside the country.
  • The students still make a difference between fresh and salt water bodies.

Trip Summary:

Lake Retba or lac Rose is north of the Cap Verde peninsula, some 30km north-east of the capital city Dakar. Its pink water is caused by Dunaliella Salina, an alga which produces a red pigment to assist in absorbing light.  Salt is exported across the region by salt collectors, men and women from all over Western Africa.   They work 6 to 7hours a day and protect their skins with beurre de karate or shea butter which helps them avoid tissue damage.  The pink lake contains 380g / l of salt. Every day, 300 men and 400 women perform their daily activities from collecting and selling salt in surrounding districts. Every  year, the salt collectors  take from the pink lake 24,000 tones of salt and sell the amount inside the country and the surrounding African nations as Burkina Faso, Mali, and Togo as well as in Europe in order to avoid a great deal of snow covering different areas.

World Recognition

  • Lake Retba is under consideration by UNESCO as a World Heritage Site
  • The lake was often the finishing point of the DAKAR RALLY before it moved to South America in 2009.

Activities:

  • Science experiment: A science experiment at the pink lake allows students to mix salt water with vinegar and baking soda, a fun experiment which make them enjoy the field trip
  • Students’ report: They are told to write a short report about the interesting things learnt at the pink lake and to record the history of the pink lake as told by the touristic guide.
  • Social Studies: The students learn how they can make a difference between different types of water bodies such as fresh water bodies and salt water bodies and give an example for each body of water.

                                                                                                         Mrs Ndour, 4th Grade Teacher