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Lift Every Voice: the Music of Black Women During the Civil Rights Movement

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Lift Every Voice: the Music of Black Women During the Civil Rights Movement LISTENING FOR HISTORY: Voices of America! Lift Every Voice: The Music of Black Women During the Civil Rights Movement September 24, 2015 Mesa Arts Center (Mesa Contemporary Arts) 4:30-7:00 pm Presenters: Rachel Collay (Westwood High School English Teacher) Vincent Gardner (Jazz at Lincoln Center Orchestra Member) Marcie Hutchinson (Arizona State University History Faculty) Goals of Jazz from A to Z Enrich the historical and cultural knowledge of students and teachers through an integrated study of both jazz music and American/World history. Develop and maintain historical thinking in history classes by engaging students in meaningful activities that apply knowledge and skills. Empower students and teachers with skills and knowledge of jazz in its historical context so as to have a meaningful experience with works of music. Enhance student musical performances. Support humanities education through the inter-disciplinary study of history, literature, music, and art. Desired Outcomes of the Jazz from A to Z Educator Workshops o Initial Outcome Teachers will compose lesson/project plans integrating Jazz from A to Z content, resources and strategies that elevate students’ cultural knowledge and historical thinking skills in American/World history classes. o Short-term Outcome Jazz from A to Z will design educator workshops integrating history, music, literature, and the arts that will stimulate interdisciplinary collaboration in Arizona schools. o Long-term Outcome Arizona educators will consistently integrate history, literature, music and the arts in district curriculums, so that every history student experiences the arts throughout his/her schooling. Arizona’s Social Studies Standards in American History o Concept 1: Research Skills for History, “Historical research is a process in which students examine topics or questions related to historical studies and/or current issues. By using primary and secondary sources effectively students obtain accurate and relevant information. An understanding of chronological order is applied to the analysis of the interrelatedness of events.” o Concept 9: Postwar changes led to social tensions in the United States (American History) . PO 6. Describe the importance of the following civil rights issues and events: (8th grade) . Jim Crow Laws . nonviolent protests . desegregation . Civil Rights Act of 1964 . Voting Rights Act of 1965 . PO 2. Describe aspects of American post-World War II domestic policy: (high school) . Civil Rights (e.g., Birmingham, 1964 Civil Rights Act, Voting Rights Act, Constitutional Amendments) . PO 3. Describe aspects of post World War II American society: (high school) . protest movements (e.g., anti-war, women’s rights, civil rights, farm workers, César Chavez) . assassinations (e.g., John F. Kennedy, Martin Luther King, Jr., Robert F. Kennedy, Malcolm X) Social Studies Objectives 1. Describe the strategy of nonviolent direct action. 2. Determine the factors necessary for the successful implementation of the strategy of nonviolent direct action based in events from the Civil Rights Movement from 1960-1965. English Language Arts Objectives Students will: 1. use research techniques to determine the historical factors which influenced a protest song 2. analyze the rhetorical techniques used by an author to support an argument 3. examine the musical techniques used in the performance and their impact on the central argument of the piece 4. select important details from a documented instance of social injustice 5. construct a compelling argument in the form of a protest song 6. strengthen argument through revision to maximize effectiveness Common Core State Standards English Language Arts - Reading Informational Text Key Ideas and Details: CCSS.ELA-LITERACY.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Craft and Structure: CCSS.ELA-LITERACY.RI.9-10.5 Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). CCSS.ELA-LITERACY.RI.9-10.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Integration of Knowledge and Ideas: CCSS.ELA-LITERACY.RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. English Language Arts - Writing Arguments CCSS.ELA-LITERACY.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.W.9-10.1.A Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. CCSS.ELA-LITERACY.W.9-10.1.B Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. CCSS.ELA-LITERACY.W.9-10.1.C Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. CCSS.ELA-LITERACY.W.9-10.1.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-LITERACY.W.9-10.1.E Provide a concluding statement or section that follows from and supports the argument presented. Production and Distribution of Writing: CCSS.ELA-LITERACY.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CCSS.ELA-LITERACY.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.) Research to Build and Present Knowledge: CCSS.ELA-LITERACY.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-LITERACY.W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS.ELA-LITERACY.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. http://www.corestandards.org/ELA-Literacy/W/9-10/9/a/ Essential Questions: 1. What are the qualities of effective leadership? 2. Why is activism essential to a participatory democracy? 3. How can songs motivate and sustain activism that seeks positive social change? How have songs given a voice to the voiceless throughout history? 4. What rhetorical methods allowed women to emerge as leaders of the movement? 5. How did the protest song afford women “a place at the table”? 6. What are the rhetorical elements of the protest song? 7. What are the rhetorical situations of women who gained leadership roles by sharing a protest song? 8. What female rhetorical acts of song have been under studied in the literature and what connections exist among them? WORKSHOP PROCEDURE Warm-Up: Historical Activity (10) Resource Binder (10) Women Activists of the Movement: Ella Baker and Fannie Lou Hamer (5) The Music and Lives of Black Women Artists During the Civil Rights Movement: (15) Historical Context of Model Song: Activity based on major civil rights events. (10) Introduction of Protest Song Project (45) o Analysis of civil rights-era protest songs with analysis chart. Model Song: Mississippi Goddam (Nina Simone) o Teachers in a group choose an article based in a civil rights event- Teachers read the article, annotating for main ideas, important details and significant explanations. Teachers will extract a chorus, claim, and details from the article. o As a group, teachers create a song that includes an identifiable claim, supporting evidence and commentary based on the chosen article (can include resources from the binder). Groups perform their songs. (15-20 min) The Voices: The Activists Ella Baker (1903-1986) “Strong people don’t need strong leaders.” “Until the killing of Black men, Black mothers’ sons, becomes as important to the rest of the country as the killing of a White mother’s son—we who believe in freedom cannot rest until this happens.” - 1964 Ella Baker Resources Ella Baker and the Black Freedom Movement: A Radical Democratic Vision by Barbara Ransby Ella Baker Biography http://kingencyclopedia.stanford.edu/encyclopedia/encyclopedia/enc_baker_ella_josephi ne_1903_1986/ http://www.pbs.org/wgbh/amex/eyesontheprize/profiles/03_baker.html Ella Baker’s “Bigger Than an Hamburger” Speech- May 1960 http://www.crmvet.org/docs/sncc2.htm Fannie Lou Hamer (1917-1977) “You can pray until you faint, but unless you get up and try to do something, God is not going to put it in your lap.” “I am sick and tired of being sick and tired.” Mr.
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