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The Journey from Slavery to Civil Rights Through Song

The Journey from Slavery to Civil Rights Through Song. Heather Moore Kelli Perkins Trinity College Educ 200: Analyzing Schools May 2005. Unit Intro. Comparative history of American Slavery and the Civil Rights Movement taught by examining the music of the periods. Context.

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The Journey from Slavery to Civil Rights Through Song

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  1. The Journey from Slavery to Civil Rights Through Song Heather Moore Kelli Perkins Trinity College Educ 200: Analyzing Schools May 2005

  2. Unit Intro Comparative history of American Slavery and the Civil Rights Movement taught by examining the music of the periods.

  3. Context • Hartford Magnet Middle School • Diverse 7th grade classroom • Music and Social Studies • 80 min./ 5 days • Last week of Black History Month • Saturday Trip to Mark Twain House/ Fisk Jubilee Singers

  4. Objectives • Understand the role spirituals played throughout slavery and African American history • Explore the continuing power of the spirituals in the Civil Rights movement and as a shared American heritage • Analyze the use of elements of music in negro spirituals to better understand the historical context

  5. Objectives (Cont.) • Gain experience working with oral tradition and song as types of historical evidence • Synthesize music for a struggle of their choosing

  6. Justification • United States Standards for Grades 5-12, National Center for History in Schools • Connecticut Framework: K-12 Curricular Goals and Standards (1998) • National Endowment for the Humanities • Bloom’s Taxonomy (1956)

  7. Activities

  8. Day One in Detail • Desks moved to the back of the classroom • All students sitting in middle of floor in close proximity to one another in the upright fetal position • Students will watch five minute clips from Roots (Alex Haley, 1977) and Eyes on the Prize (Volume 162, Chapter 3)

  9. Day One (Cont.) • While movie segments are playing, students will also listen to spirituals that correlate with each scene • Students will have five minutes to respond in journals about how the experience made them feel

  10. Day One (Cont.) • Class will engage in fifteen minute discussion on reactions to video/songs • Lecture on Background and Development of Spirituals

  11. Evaluation • Daily Journal Entries • In pairs, students will compose their own spiritual for homework following the fourth lesson • During the second half of class five, students will present spirituals and engage in class discussion

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