Assumptions
• You are 9th graders
• You have studied the Civil Rights
movement in the US, key events and
personalities
• You understand the categories of the
Cultural Approach
Warm-up !
• What’s your favourite song?
Did the Civil Rights movement
in the 1950’s and 1960’s
achieve significant change? Or
was it no big deal?
How far do you agree with the
statement above?
.
Miriam Porter, Martin Salazar, Colin Morgan
SSUSH22 The student will identify dimensions of the Civil
Rights Movement, 1945-1970.
d. Describe the significance of Martin Luther King, Jr’s Letter from
a Birmingham Jail and his I Have a Dream Speech.
e. Describe the causes and consequences of the Civil Rights Act of
1964 and the Voting Rights Act of 1965.
MHSBC.5 - Composing and arranging music within specified
guidelines
b. Explore musical possibilities by making creative decisions.
MHSBC.8 - Understanding relationships between music, the
other arts, and disciplines outside the arts
a.
Demonstrate an awareness of the collaborative nature of the
choral art.
ELAGSE9-10RI9 Analyze seminal U.S. documents of historical
and literary significance (e.g. King’s “Letter from Birmingham
Jail,” …), including how they address related themes and
concepts.
Cultural Approach
• What are the categories in the cultural
approach?
• ‘PRAISE’: for each category, what were
the features, events, aspects of the
Civil Rights movement in this category?
• Repeat for each category.
Extension …
• Can you be critical of aspects of the
Civil Rights movement?
• For example, Political category, was the
Civil Rights movement right to keep
their protests peaceful? Might they
have achieved more had they taken
Malcolm X’s advice?
Music is important in culture!
Music and literature encapsulate the
mood and feelings of a people. This
phenomenon was evident during the Civil
Rights movement, as activists sang while
marching in the streets and artists
wrote protest songs that played over
the airways.
M.V. Salazar, June 2015
Music has significance !
‘Go tell it on the Mountain’
Peter Tosh and the Whalers, 1970
Go tell it on the mountain
Over the hills and everywhere.
Go tell it on the mountain,
To set my people free.
Who's that yonder dressed in red,
Sets my people free?
Who's there yonder dressed in red,
Sets my people free?
I'm beggin
Did you recognize
the song?
Was anything
different about
the song?
Task
• Work in your groups
• Agree on a song you know
• Re-write 2 verses of the song, creating
a critical analysis of main events of the
Civil Rights campaign
• Focus on one or 2 institutions
Extension: make a new melody
• Or write more verses !
• add another Cultural category
Time:
What is critical analysis?
• Break down events or themes into
component parts.
• What were the aims of each side?
Were their motives just?
• Point out what you believe is wrong or
unfair.
• Point out good as well as bad aspects?
• Were the aims of the Civil Rights
movement achieved?
Success criteria
1. Write 2 new verses on Civil Rights for
a song you know
2. Verses will tell the story about key
events, personalities or issues in the
Civil Rights movement, on one (or 2)
categories in the Cultural Approach
3. Verses will be critical about events in
the Civil Rights struggle
Social
Cultural Approach to History
Categories
Of
Institutions
Economic
Intellectual
Political
Religious
Aesthetics
Resource booklet:
Page 20, picture Dr Martin Luther King Jr
P 22-27, Letter from a Birmingham Jail
P 29, Dr MLK organizing a bus boycott.
P30-31, Dr MLK resigns from Dexter Ave
Baptist Church.
• Ballad of Birmingham, Dudley Randall
• Slide show of contemporary media
images, compiled by Martin Salazar
•
•
•
•
Ballad of Birmingham
““Mother dear, may I go downtown
Instead of out to play,
And march the streets of Birmingham
In a Freedom March today?”
“No, baby, no, you may not go,
For the dogs are fierce and wild,
And clubs and hoses, guns and jails
Aren’t good for a little child.”
“But, mother, I won’t be alone.
Other children will go with me,
And march the streets of Birmingham
To make our country free.”
“
Dudley Randall
““
”She has combed and brushed her night-dark hair,
And bathed rose petal sweet,
And drawn white gloves on her small brown hands,
And white shoes on her feet.
The mother smiled to know her child
Was in the sacred place,
But that smile was the last smile
To come upon her face.
For when she heard the explosion,
Her eyes grew wet and wild.
She raced through the streets of Birmingham
Calling for her child.
She clawed through bits of glass and brick,
Then lifted out a shoe
.“O, here’s the shoe my baby wore,
But, baby, where are you?”
Plenary
• Share your songs
• What Went Well. Even Better If ?
www.ebi ?
• Do they focus on CAH categories?
• Are they a critical analysis?