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Home , Mother and Child Reunion, Paul Simon, The Rhythm of the Saints, The Sound of Silence

Paul Simon: Words & Music

An Educational Resource Jewish Museum of Maryland Exhibit Open: October 11, 2015 – January 18, 2016

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Table of Contents Exhibition Background …………………………………….. 3 Educational Themes …………………………………………. 3 Biographical Sketch ………………………………………….. 3 Objectives ………………………………………………………… 4 – 6 Elementary School ……………………………………. 4 Middle School …………………………………………... 5 High School ……………………………………………… 6 Lesson Plans …………………………………………………….. 7 – 19 Elementary School: Music in Social Studies ... 7 – 10 Middle School: The Power of Music …………… 11 – 15 High School: Creative Expression ………………. 16 – 19 Appendixes ………………………………………………………. 20 – 36 Glossary……………………………………………………… 20 Maps of the World …………………………………….. 21 – 24 In Every Generation …………………………………... 25 – 31 Lyrics ……………………………………………………….. 32 – 36 Complete Playlist …………………………………...... 37 References …………………………………...... 38

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Exhibition Background

Paul Simon: Words & Music is an exhibition on loan from the Rock and Roll Hall of Fame and Museum in Cleveland, Ohio. The Jewish Museum of Maryland is the first venue that this exhibit will be displayed on the East Coast! Paul Simon will feature objects from the artist’s career from being a part of Simon & Garfunkel, his solo career, and commentaries and interviews he did with the Rock and Roll Hall of Fame. Visitors will be able to experience Simon’s creative process in songwriting, and how his travels abroad and social issues of the turbulent 1960’s influenced his music. The exhibition also includes Simon’s Jewish background. In an interview, he states: “It’s funny how many times there are biblical or religious references in my songs, because I’m not really a religious person. But I guess I’m spiritually connected to the same sources that produce religions.” Paul Simon will explore how the artist’s lyrics contained political, social, and religious references. The exhibit will be open from his birthday weekend to Martin Luther King, Jr. Day (October 11, 2015 – January 18, 2016).

Educational Themes

1. The Business of Music 2. The Power of Music (Political Element) 3. Similarities between the African American and the Jewish experience through Music 4. The Jewish Connection to Liturgy

Biographical Sketch

Paul Simon was born on October 13, 1941 in New Jersey, but raised in a predominately Jewish neighborhood in Queens, New York. It was there in school where Simon met future band mate, Art Garfunkel in 1955. They “soaked up the African American doo-wop and reinterpreted it through their experiences as white, middle-class teens.” Simon would continue to be inspired and influenced by different styles of music for the rest of his life. Before Paul and Art became famous for being “Simon & Garfunkel,” they were signed on as “Tom & Jerry” by Big Records. “Tom Graph” and “Jerry Landis” soon drifted apart as each headed off to college, but came back together as “Simon & Garfunkel” a year later in 1964, signing with Columbia Records. They struggled with a name to call the duo until the President of the records company, Goddard Lieberson, wanted to make a public statement about ethnic names in the music industry. After the duo disbanded, Simon traveled the world, learning about Township jive, Mbaqanga, a style of South African music, Reggae, a style of Jamaican music, and other musical styles. Although he didn’t consider himself a very religious person, his name became synonymous with other artists whose lyrics contained spiritual references such as Debbie Friedman. Simon continues to be active in the music world today.

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Objectives (The Maryland College and Career Ready Standards) This Educational Resource meets the following Maryland standards

Elementary School Students

Music

Standard 1.0 Perceiving, 1. Develop awareness of the characteristics of Performing, and musical sounds and silence, and the diversity of Responding: Aesthetic sounds in the environment Education: Students will 2. Experience performance through singing, demonstrate the ability to playing instruments, and listening to perceive, perform, and performances of others respond to music. 4. Experiment with standard and individually created symbols to represent sounds Standard 2.0 Historical, 1. Develop the ability to recognize music as a form Cultural, and Social of individual and cultural expression through Context: Students will experiencing music as both personal and demonstrate an society expression understanding of music as 2. Become acquainted with the roles of music in an essential aspect of the lives of people history and human 4. Develop knowledge of a wide variety of styles experience and genres through the study of music history

Social Studies

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Middle School Students

Music

Standard 2.0 Historical, 1. Describe how musical expression reflects social, Cultural, and Social political, and ethical issues Context: Students will 2. Become acquainted with the roles of music in demonstrate an the lives of people understanding of music as 4. Identify and distinguish between and among an essential aspect of significant styles and genres in music history history and human representative of world cultures experience

Social Studies

2.0 Peoples of the Nations Students will understand the diversity and and World commonality, human interdependence, and global cooperation of the people of Maryland, the United States, and the World through a multicultural and a historic perspective 3.0 Geography Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time 5.0 History Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland and the United States 6.0 Social Studies Skills Students shall use reading, writing, and thinking and Processes processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources

Writing Standards for English Language Arts

W4 CCR Anchor Standard Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience W5 CCR Anchor Standard Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach

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High School Students

Reading Standards for Literacy in History/Social Studies

RH CCR Anchor Standard Read closely to determine what the text says explicitly #1 and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text RH CCR Anchor Standard Interpret words and phrases as they are used in a text, #4 including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone RH CCR Anchor Standard Analyze the structure of texts, including how specific #5 sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole

Writing Standards for Literary in History/Social Studies

WHST CCR Anchor Develop and strengthen writing as needed by planning, Standard #5 revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience WHST CCR Anchor Draw evidence from informational texts to support Standard #9 analysis, reflection, and research

Language Standards for English Language Arts

L.3 CCR Anchor Standard Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening

Writing Standards for English Language Arts

W4 CCR Anchor Standard Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience W9 CCR Anchor Standard Draw evidence from literary or information texts to support analysis, reflection, and research

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Lesson Plan for Elementary School Students Lesson plans may be modified for different grade levels

COMPELLING QUESTION: What does the musical world look like?

CONTENT OBJECTIVES:

Students will be able to learn the different beats and rhythms of music by using instruments to follow along with Paul Simon’s music. Students will be able to connect the styles of music to the countries of origins, and find these places on a map. Students will be able to create music through their own personal and distinctive expression while learning about human interdependence by participating in a collaborative group effort.

MATERIALS:

Rhythm instruments such as maracas, shakers, wood block, rain stick, or even just clapping to the music The World Map provided by National Geographic Education on pages 21 – 24 A technological device to play the songs or to pull up the world map; if the lesson plans are being used at the JMM, iPad and projection screen are available for use

MUSIC IN SOCIAL STUDIES:

1. Students will listen to the following songs by Paul Simon: “Me and Julio Down By the Schoolyard” and “The Rhythm of the Saints.” While listening to the songs describe and define the following terms: instrument, tempo, acoustic, chorus, adagio, andante, moderato, allegro, and vivace. Ask students: What kind of instruments do you hear? Is the tempo slow, moderate, or fast? Does Paul Simon sound happy, sad, mad, or any other emotions? What do you think he is singing about?

2. Using rhythm instruments such as maracas, shakers, wood block, and rain stick as well as clapping, students will follow along with the beats of Simon’s songs.

3. Students will learn about Paul Simon, and how his travels around the world influenced his style of musical sounds. Play “Me and Julio Down By the Schoolyard,” and “The Rhythm of the Saints” songs and ask students what type of instruments they hear. Teach them three styles of music: folk, reggae, and gospel and where these types of music are popular. Depending on the grade level, students can either label or point to these locations on the map. Teachers can also choose to reproduce individual maps or print a larger map for group activity.

4. Introduce students to Debbie Friedman, a Jewish singer/songwriter who was famous for her Jewish liturgy music. Students will listen to “Mi Shebeirach” (1996) Paul Simon: Words & Music 8

by Debbie Friedman, a song about healing from illnesses that also contain Hebrew prayers. Ask students: What did you hear? Did Debbie Friedman only sing in English or did you hear another language you didn’t recognize? How does her song sound similar or different to Paul Simon’s songs? What do you think Debbie Friedman was singing about? How did it make you feel? Did it make you want to dance?

RESOURCES:

My Musical Vocabulary List Activity What Does Our Musical World Look Like? Activity

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My Musical Vocabulary List Teachers can interactively explore these terms before or in place of this activity. Use “Glossary” on page 20.

Match the word on the left with the correct definition on the right by writing the number on the underline provided.

Tempo ______1. A tempo of music that is to be played at a walking pace

Acoustic ______2. The speed or pace of the music

Chorus ______3. A tempo of music that is to be played slowly

Adagio ______4. Lines in a song that is repeated

Andante ______5. A type of music that is made by a specific branch of instruments

Moderato ______6. A tempo of music that is to be played lively and fast

Allegro ______7. A tempo of music that is to be played fast, quickly, and bright

Vivace ______8. A tempo of music that is to be played moderately

Instrument ______9. An object or device for producing musical sounds

In “The Rhythm of the Saints,” drums are an important instrument in the song. “Mi Shebeirach” has a slow tempo. What other words from the list above can you use to describe these songs?

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What Does Our Musical World Look Like? The World Map provided by National Geographic Education

Use “Maps of the World” on pages 21 – 24 or use a technological device such as an iPad. For group activities, maps can be projected onto a screen.

Read the following descriptions, and point or label on a map of all the places Paul Simon went to learn about different styles of music.

1. Paul Simon went to Jamaica and recorded two songs: “Mother and Child Reunion” (1972) and “Me and Julio Down by the Schoolyard” (1972). These songs have Reggae influence. What instruments do you hear?

2. Paul Simon also went to Louisiana to record “That Was Your Mother” with Zydeco influence. Zydeco sounds like a mix of blues, rhythm and blues.

3. While he was in the south, he decided to take a road trip to Graceland. This journey inspired him to write “Graceland” with Gospel influence. Gospel sounds like people singing to piano, organ, guitar, drums, and even tambourines! Someone else who sang gospel music was Debbie Friedman!

4. He later wrote an entire album called “Graceland” with South African music influence. He went to a place called Soweto, where they play Mbaqanga.

5. Paul Simon traveled to Brazil to record “The Rhythm of the Saints” because he wanted to include drummers in this song.

6. Finally, the artist liked to visit England. He wrote, “Homeward Bound” (2003) near Liverpool, England. What does this song sound like to you?

Where would you like to travel to learn about music?

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Lesson Plan for Middle School Students Lesson plans may be modified for different grade levels

COMPELLING QUESTION: Why is music important to people?

MATERIALS: The World Map provided by National Geographic Education on pages 21 – 24 A technological device to play the songs or to pull up the world map; if the lesson plans are being used at the JMM, iPad is available for use

CONTENT OBJECTIVES:

Students will be able to understand how people use music to express their thoughts and emotions as well as the economic, political, and social issues in the world by analyzing the lyrics of Paul Simon’s songs. Students will be able to write their own lyrics in response to the riots that have occurred in Baltimore by looking at primary and secondary sources.

THE POWER OF MUSIC:

1. Students will listen to Paul Simon’s songs, recognize the different styles of music, and label its origins on a map.

2. Students will listen to “The Sound of Silence,” and “Bridge Over Troubled Water,” and analyze the lyrics to understand how the issues and injustices in the world influenced Simon.

3. Students will listen to contemporary songs that also have references about political and social issues to develop a connection between generational music.

4. Students will learn about another singer/songwriter named Debbie Friedman to understand how she was inspired to write lyrics to her songs.

5. Students will look at primary sources to draw inspiration in writing their own song, poem, short story, personal narrative, or essay.

RESOURCES:

Traveling with Paul Simon Activity Deciphering Paul Simon’s Thoughts Activity Influences of Baltimore Activity

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Traveling with Paul Simon The World Map provided by National Geographic Education

Use “Maps of the World” on pages 21 – 24 or use a technological device such as an iPad. For group activities, maps can be projected onto a screen.

☐ Read about Paul Simon’s travels and how different music styles influenced his own songwriting. Listen to each song to have a better understanding of what each type of music sounds like.

☐ Then, label the map below with where Simon went, the type of music he learned about while he was there, and the song(s) that were written or recorded there.

☐ Don’t forget to label the continents and include a compass.

☐ Listen to the song “Mi Shebeirach” by Debbie Friedman and follow along by reading the lyrics. Based on the words you recognize, what do you think this song is about? Do you think this song would tear people apart or bring them closer together? Out of all the songs you just listened to by Paul Simon, which one best resembles “Mi Shebeirach?”

Read the following to label the map:

As Paul Simon began his solo career in the sixties and seventies, he traveled to Jamaica to record “Mother and Child Reunion” (1972) as a Ska song. To his surprise, he learned that Jamaicans were no longer playing Ska music, but rather, Reggae. He ended up recording that song as well as “Me and Julio Down by the Schoolyard” (1972) with Reggae influence.

Simon also went to Crowley, Louisiana to record the Zydeco track, “That Was Your Mother” (1986). Zydeco sounds like a mix of blues, rhythm and blues. Afterwards, he decided to road trip to Graceland, driving on “Highway 61 through Mississippi, heading up to Memphis.” He recalls “the destination of Graceland, in some way, was almost like a religious thing.” This journey inspired the song, “Graceland,” with a gospel influence, but he also traveled to South Africa to work on the album with the same name. This is where he learned about Mbaqanga, the street music of Soweto, South Africa. People called his album “world music” when they first heard it, but what they heard was a collaboration and hybrid between South African music and American music.

“The Rhythm of the Saints” (1990) was recorded with drummers from Brazil. Simon went to the country himself to listen to and find Brazilian drummers to record for this song.

Finally, the artist liked to visit England. He wrote, “Homeward Bound” (2003) near Liverpool, England because going to London to see his then-girlfriend felt like coming home. Paul Simon: Words & Music 13

Deciphering Paul Simon’s Thoughts

Use “Lyrics” on pages 32 – 36

Paul Simon was often distraught by the political, social, and ethical issues and injustice that occurred around the world, especially in the United States. He channeled his thoughts and emotions into writing songs.

1. Listen to Paul Simon’s song called, “The Sound of Silence” (1964) and read what he said about this song:

“I went back (to England) after the Kennedy assassination – I was very affected by that, really upset, I wanted to get out. So I moved over to England in early 1964. I was writing. It was very easy for me to write. When you’re that age, you don’t even know if it’s a cliché. It’s what you are, you know? You’re really upset by social injustice; you say, this isn’t fair, or if you fall in love, you’re really in love. It’s pure.”

Why would the sound of silence be important in a political situation such as this?

2. Which lyrics in “The Sound of Silence” reference a spiritual or religious belief or yearning?

3. Debbie Friedman was a Jewish singer/songwriter who produced 20 albums during her lifetime. She states:

“I started writing because I felt left out. I felt so alone when I was sitting in services; the very place that should have cradled me and given me comfort and warmth. How would I ever find a place to belong when I didn’t share a common language with my fellow daveners? We were all strangers to one another, but we didn’t have to be. There was a common denominator.”

One of Debbie Friedman’s best-known songs is “Mi Shebeirach,” a song about healing. Listen to it and follow along by reading the lyrics.

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What does this song have in common with Paul Simon’s, “The Sound of Silence?”

4. Artists never stopped writing and singing music with a social message. Recently, MTV began a new category in their award shows such as the Video Music Award (VMA) and Europe Music Award (EMA) that showcase songs with a social message. Can you think of a few songs that might win this award?

Listen to P!nk’s “Dear Mr. President” (2006) and follow along by reading the lyrics. The song was written in 2006. Which “Mr. President” is the singer talking to in the song? What are some things you would ask Mr. President now?

Compare and contrast this song with Paul Simon’s “The Sound of Silence” and Debbie Friedman’s “Mi Shebeirach.” What has changed over the years and what has remained the same?

5. If you were to write music, why would it be about? Think about the different identities that make you who you are, and the things that are most important to you.

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Influences of Baltimore Activity

Use “In Every Generation” on pages 25 – 31

In every generation, the world has seen the people of Baltimore protest against the injustice they saw occur around their lives.

In 1936, the people of Baltimore were outraged to hear about the pogrom of Jewish people in Poland. Pogrom is the “organized massacre of a particular ethnic group.” They decided to hold a protest against this social injustice occurring in another country.

The Baltimore Riot of 1968 saw the destruction of the city during the aftermath of Martin Luther King, Jr.’s assassination. Some parts of the city, both buildings and the people, never recovered.

The city was engulfed in riots again on April 27 – May 1, 2015 over the death of Freddie Gray, a 25-year old African American male. His death is believed to be the result of unnecessary police brutality.

Look through the images that explain people’s desires to express their thoughts over political and social injustice. Choose one event and write a response to it. This can be in the form of a song, poem, short story, personal narrative, or essay.

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Lesson Plan for High School Students Lesson plans may be modified for different grade levels

COMPELLING QUESTION: How can we creatively express ourselves?

MATERIALS: A technological device to play the song; if the lesson plans are being used at the JMM, iPad is available for use

CONTENT OBJECTIVES:

Students will be able to understand how people use music to express their thoughts and emotions as well as the economic, political, and social issues in the world by analyzing the lyrics of Paul Simon’s songs. Students will be able to write their own lyrics in response to the Baltimore riots by looking at primary and secondary sources.

CREATIVE EXPRESSION:

1. Students will listen to “The Sound of Silence,” and “Bridge Over Troubled Water,” and analyze the lyrics to understand how the issues and injustices in the world influenced Simon.

2. Students will compare and contrast the songs by Paul Simon and Debbie Friedman.

3. Students will listen to contemporary songs that also have references about political and social issues to develop a connection between generational music.

4. Students will look at both primary and secondary sources to draw inspiration in writing their own song, poem, short story, personal narrative, or essay.

RESOURCES:

Deciphering Paul Simon’s Thoughts Activity Influences of Baltimore Activity

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Deciphering Paul Simon’s Thoughts

Use a technological device such as an iPad or projection screen to complete #5 Use “Lyrics” on pages 32 – 36

1. Listen to Paul Simon’s song called, “The Sound of Silence” (1964) and read what he said about this song:

Now that you know the song is about the assassination of President John F. Kennedy, which lyrics of the song indicate this political event? Why would the sound of silence be important in a situation such as this?

2. Now listen to “Bridge Over Troubled Water” and read the lyrics. For the tenth anniversary of 9/11, Paul Simon was asked to sing this song, but he chose to sing “The Sound of Silence” instead. Why do you think he made this decision? Is one song particularly more comforting than the other? In both songs, which lyrics reference a spiritual or religious belief or yearning?

3. Do you think the meaning of “The Sound of Silence” has changed from 1964 to 2011? Why or why not?

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4. Debbie Friedman was a Jewish singer/songwriter who produced 20 albums during her lifetime. She states:

One of Debbie Friedman’s best-known songs is “Mi Shebeirach,” a song about healing. Listen to the song and answer the questions: Why would she sing in both Hebrew and English? What does this song have in common with Paul Simon’s, “The Sound of Silence?”

5. Artists never stopped writing and singing music with a social message. Recently, MTV began a new category in their award shows such as the Video Music Award (VMA) and Europe Music Award (EMA) that showcase songs with a social message. Can you think of a few songs that might win this award?

Watch the music video for Snoop Lion’s “No Guns Allowed” (2013) that was nominated for the VMA’s Best Video with a Message. Like Paul Simon, Snoop Lion went to Jamaica to record this song with reggae style. Why is this an important topic to sing about, especially with the Baltimore riots that occurred in April/May 2015?

Compare and contrast this song with Paul Simon’s “The Sound of Silence” and Debbie Friedman’s “Mi Shebeirach.” What has changed over the years and what has remained the same?

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Influences of Baltimore Activity

Use “In Every Generation” on pages 25 – 31

In every generation, the world has seen the people of Baltimore protest against the injustice they saw occur around their lives.

The Baltimore Riot of 1968 saw the destruction of the city during the aftermath of Martin Luther King, Jr.’s assassination. Some parts of the city, both buildings and the people, never recovered.

Look through the images and read the articles that explain people’s desires to express their thoughts over political and social injustice. Choose one event and write a response to it. This can be in the form of a song, poem, short story, personal narrative, or essay.

Articles:

Fenton, J. (2015, June 24). Autopsy of Freddie Gray shows 'high-energy' impact. Retrieved July 16, 2015, from The Baltimore Sun website: http://www.baltimoresun.com/news/maryland/freddie-gray/bs-md-ci-freddie- gray-autopsy-20150623-story.html#page=1

Kirkpatrick, N. (2015, April 28). Baltimore riots evoke memories of aftermath of MLK's assassination. Retrieved July 16, 2015, from The Washington Post website: http://www.washingtonpost.com/news/morning-mix/wp/2015/04/28/baltimore- riots-evoke-memories-of-1968/

Rector, K., Dance, S., & Broadwater, L. (2015, April 28). Riots erupt: Baltimore descends into chaos, violence, looting. Retrieved July 16, 2015, from The Baltimore Sun website: http://www.baltimoresun.com/news/maryland/freddie-gray/bs-md-ci-police- student-violence-20150427-story.html#page=1

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Glossary

Acoustic: a type of music that is made by a specific branch of instruments

Adagio: a tempo of music that is to be played slowly

Allegro: a tempo of music that is to be played at a fast, quickly, and bright

Andante: a tempo of music that is to be played at a walking pace

Chorus: lines in a song that is repeated

Instrument: an object or device for producing musical sounds

Moderato: a tempo of music that is to be played moderately

Tempo: the speed or pace of the music

Vivace: a tempo of music that is to be played lively and fast, even more so than allegro

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Maps of the World The World Map provided by National Geographic Education

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In Every Generation Special thanks to Joanna Church, JMM Collections Manager, who curated this exhibit

Figure 1: A protest against the pogrom of Polish Jewry. JMM 1999.38.1 Paul Simon: Words & Music 26

Figure 2: A protest against the pogrom of Polish Jewry. JMM 1999.38.1

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Figure 3: A protest against the pogrom of Polish Jewry. JMM 1999.38.1 Paul Simon: Words & Music 28

Figure 4: A protest against the pogrom of Polish Jewry. JMM 1999.38.1 Paul Simon: Words & Music 29

Figure 5: National Guardsmen look on as Smelkinson's Dairy burns during the April 1968 Riots following the assassination of Martin Luther King, Jr. Courtesy of Special Collections, University of Maryland Libraries, Baltimore News American Photograph Collection. Paul Simon: Words & Music 30

Figure 6: One of several signs created by Jews United for Justice for the rally of Freddie Gray. Collected by JMM staff. JMM K2015.2.3. Paul Simon: Words & Music 31

Figure 7: On Friday, May 1, 2015, Baltimore United for Change joined with other grassroots organizations to hold a rally for police reform and justice for Freddie Gray. Collected by JMM staff. JMM K2015.2.1.

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“The Sound of Silence” (1964) Simon & Garfunkel

Hello darkness, my old friend, I’ve come to talk with you again, Because a vision softly creeping, Left its seeds while I was sleeping, And the vision that was planted in my brain Still remains Within the sound of silence.

In restless dreams I walked alone Narrow streets of cobblestone, ‘Neath the halo of a street lamp, I turned my collar to the cold and damp When my eyes were stabbed by the flash of a neon light That split the night And touched the sound of silence

And in the naked light I saw Ten thousand people, maybe more. People talking without speaking, People hearing without listening, People writing songs that voices never share And no one dared Disturb the sound of silence.

“Fools,” said I, “You do not know – Silence like a cancer grows. Hear my words that I might teach you. Take my arms that I might reach you.” But my words like silent raindrops fell And echoed in the wells of silence

And the people bowed and prayed To the neon god they made. And the sign flashed out its warning In the words that it was forming. And the sign said, The words of the prophets are written on the subway walls And tenement halls And whispered in the sound of silence.

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“Bridge Over Troubled Water” (1970) Simon & Garfunkel

When you're weary, feeling small When tears are in your eyes, I'll dry them all (all) I'm on your side, oh, when times get rough And friends just can't be found Like a bridge over troubled water I will lay me down Like a bridge over troubled water I will lay me down

When you're down and out When you're on the street When evening falls so hard I will comfort you (ooo) I'll take your part, oh, when darkness comes And pain is all around Like a bridge over troubled water I will lay me down Like a bridge over troubled water I will lay me down

Sail on silver girl Sail on by Your time has come to shine All your dreams are on their way See how they shine Oh, if you need a friend I'm sailing right behind Like a bridge over troubled water I will ease your mind Like a bridge over troubled water I will ease your mind

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“Mi Shebeirach” (1996) Debbie Friedman

Mi shebeirach avoteinu M’kor hab’racha l’imoteinu May the source of strength, Who blessed the ones before us, Help us find the courage to make our lives a blessing, And let us say, Amen.

Mi shebeirach imoteinu M’kor habrachah l’avoteinu

Bless those in need of healing with r’fuah sh’leimah, The renewal of body, the renewal of spirit, And let us say, Amen.

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“Dear Mr. President” (2006) P!nk feat. Indigo Girls

Dear Mr. President, Come take a walk with me. Let’s pretend we’re just two people and you’re not better than me. I’d like to ask you some questions if we can speak honestly.

What do you feel when you see all the homeless on the street? Who do you pray for at night before you go to sleep? What do you feel when you look in the mirror? Are you proud?

(chorus) How do you sleep while the rest of us cry? How do you dream when a mother has no chance to say goodbye? How do you walk with your head held high? Can you even look me in the eye and tell me why?

Dear Mr. President, Were you a lonely boy? Are you a lonely boy? Are you a lonely boy? How can you say no child is left behind? We’re not dumb and we’re not blind. They’re all sitting in your cells while you pave the road to hell.

What kind of father would take his own daughter’s rights away? And what kind of father might hate his own daughter if she were gay? I can only imagine what the First Lady has to say. You’ve come a long way from whiskey and cocaine.

(chorus)

Let me tell you ‘bout hard work Minimum wage with a baby on the way Let me tell you ‘bout hard work Rebuilding your house after the bombs took them away Let me tell you ‘bout hard work Building a bed out of a cardboard box Let me tell you ‘bout hard work Hard work (2x) You don’t know nothing ‘bout hard work Hard work (2x)

How do you sleep at night? How do you walk with your head held high? Dear Mr. President, You’d never take a walk with me. Would you? Paul Simon: Words & Music 36

“No Guns Allowed” (2013) Snoop Lion feat. Cori B. & Drake

Money makes a man and that’s a crime If we all were rich we’d spend more time With our daughters and sons, they’re losing their minds We all hurt here’s mine, here me now

(chorus) Cause, no guns are allowed in here tonight We’re gonna have a free for all, no fights I wanna get lost in the crowd in here tonight I need to hear my thoughts turn the music up loud

Let the music play, me don’t want no more gun-play When the bodies hit the ground, there’s nothing left to say ay ay Me don’t want to see no more innocent blood shed Me don’t want to see no more youth dead Come hear me now

(chorus)

Yeah, yeah, yeah, news from back home This is when it hurts to be gone Two more young names to be carved out of stone One summer day that went horribly wrong Got my dawg on the phone Crying and saying to leave him alone But I’m not leaving his side I know that somebody died, somebody’s child Some people ducked down and some people hide Some people just cannot react in time Bullets do not choose a victim It is the shooter that picks them They just can’t wait to get you in the system The district attorney could use a conviction Told you no guns and then you didn’t listen Life is so heavy with that on your soul Dedicate this to Shayne and Josh And pour something out for the lives that they stole 416

(chorus)

Money makes a man and that’s a crime (2x) I wanna get lost in the crowd in here tonight Paul Simon: Words & Music 37

Complete Playlist

Bridge Over Troubled Water https://www.youtube.com/watch?v=H_a46WJ1viA Dear Mr. President https://www.youtube.com/watch?v=p6U7vvbDI6c Graceland https://www.youtube.com/watch?v=HvliMzAFWHM Homeward Bound https://www.youtube.com/watch?v=7z9wd9bS1FM Me and Julio Down By the Schoolyard https://www.youtube.com/watch?v=46Cfrl7hMoQ Mi Shebeirach https://www.youtube.com/watch?v=HX5TWsfykSs Mother and Child Reunion https://www.youtube.com/watch?v=7Pa5H_4lBXs No Guns Allowed https://www.youtube.com/watch?v=Nwh-gc2MMEQ That Was Your Mother https://www.youtube.com/watch?v=02nBAafE6BI The Rhythm of the Saints https://www.youtube.com/watch?v=ZD-OcxlIJVk The Sound of Silence https://www.youtube.com/watch?v=4fWyzwo1xg0

Paul Simon: Words & Music 38

References

1 page maps. (n.d.). Retrieved July 16, 2015, from National Geographic Education website: http://education.nationalgeographic.com/1-page-map/

[Bridge over Troubled Water]. (n.d.). Retrieved July 16, 2015, from Google Play website: https://play.google.com/music/preview/Taprtuypsfrygkejwdo3qyy6rn4?lyrics=1& utm_source=google&utm_medium=search&utm_campaign=lyrics&pcampaignid=kp- lyrics

[Dear Mr. President]. (n.d.). Retrieved July 16, 2015, from A-Z Lyrics website: http://www.azlyrics.com/lyrics/pink/dearmrpresident.html

George-Warren, H. (Ed.). (2014). Paul Simon: Words & Music Exhibition Guide. Minneapolis, MN: The Avery Group at Shapco Printing, Inc.

Mi Shebeirach. (n.d.). Retrieved July 16, 2015, from Temple Etz Chaim website: https://templeetzchaim.org/sites/default/files/uploadedFiles/a2_ALL_FILES/Musi c/Mi%20Shebeirach.pdf

[No Guns Allowed]. (n.d.) Retrieved July 16, 2015, from A-Z Lyrics website: http://www.azlyrics.com/lyrics/snoopdogg/nogunsallowed.html

[The Life and Legacy of Debbie Friedman]. (n.d.). Retrieved July 16, 2015, from Debbie Friedman website: http://www.debbiefriedman.com/about-debbie/

[The Sound of Silence]. (n.d.). Retrieved July 16, 2015, from Google Play website: https://play.google.com/music/preview/Thkpgc5rv75jmhb24zcjveqgoju?lyrics=1& utm_source=google&utm_medium=search&utm_campaign=lyrics&pcampaignid=kp- lyrics