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PROTEST PowerPoint Presentation

PROTEST

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PROTEST

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  1. PROTEST A WebQuest Written by Suzan Ingersoll Band Director, Randallwood School Warrensville Heights City School District

  2. Table of Contents • Introduction………………………………………………………….3 • Task……………………………………………………………………….5 • Process…………………………………………………………………..7 • Student Tips…………………………………………………………27 • Resources……………………………………………………………..31 • Evaluation……………………………………………………………60 • Conclusion…………………………………………………………..61 • Teacher Pages………………………………………………………65 • Credits…………………………………………………………………66

  3. Back to Contents INTRODUCTION

  4. Something is really bothering you. You think about it all the time, sometimes even in the middle of the night. It makes you boil inside, and you feel helpless to change it. You feel that it is only a matter of time before it will directly affect you or someone that you know and love. Perhaps it already has! Others might not feel the same way that you do about it, and that is difficult for you to understand. How can they not see what you see! How can they believe that nothing is wrong! Up to this point, you have kept everything inside, fearing to say or do anything. But you now realize that you have no choice but to express how you feel about it, no matter what the consequences may be. Back to Contents/Introduction

  5. Back to Contents TASK Essential Question

  6. Your group will gather information about historical African American protest songs, and will collaborate and produce a protest song relating to your choice of the political, social, or cultural environments that currently surround you. • Essential Question: What form of protest song would adequately express your concern about a situation in today’s African American political, social, and/or cultural climate? Back to Contents/Task

  7. Back to Contents PROCESS Individual Responsibilities…8 Group Responsibilities………17 Final Group Task................22

  8. Individual Responsibilities You will divide yourselves up into groups of five. (1) Each member will complete a Protest Music History - Choicehandout on their choice of one style of music. (2) Each member will complete a Protest Music History - Raphandout on rap/hip-hop music. (3) Each member will hold an interview with a family member and complete an Ancestor Interview handout. Back to Contents/Process

  9. Individual Responsibilities (Cont.) • (1) (2) PROTEST MUSIC HISTORY HANDOUTS: Your research will give you the ability to answer the following questions on both Protest Music History handouts: At the time that your style of protest music was being created, • What years or era in history are involved? • What is the political climate for African Americans? • What is the social climate for African Americans? • How does the African American culture reflect the political and social climate? Back to Contents/Process/Individual Responsibilities

  10. Individual Responsibilities (Cont.) Concerning the African American protest music created at the time, • What political, social, and/or cultural conditions are being protested? • How is the music expressing protest? • Who are the people creating it? Name at least three. • What are three examples of this era’s protest music? (Listen to a performance of each example.) Back to Contents/Process/Individual Responsibilities

  11. Individual Responsibilities (Cont.) To Complete Protest Music History - Choice handout (1): Every group member begins by researching the sites listed under Protest Songs – An Overview Then each member must research a different style of African American music: • Member #1 – Spirituals • Member #2 – Blues • Member #3 – Jazz • Member #4 – Folk Songs • Member #5 – Soul/Motown Back to Contents/Process/Individual Responsibilities

  12. Individual Responsibilites (Cont.) To Complete Protest Music History–Rap/Hip-Hop handout (2): Every group member researches this style of music: • All Members – Rap/Hip-Hop Every group member concludes by researching the sites listed under Protest Songs – An Afterview Back to Contents/Process/Individual Responsibilities

  13. Individual Responsibilities (Cont.) • (3) ANCESTOR INTERVIEW HANDOUT: Each group member will interview their oldest family member and answer the following questions on the handout: • When and where were you born? • During what years did you grow up? • What education was available to you? • What was it like to be in your family? • What was it like to live where you lived? Back to Contents/Process/Individual Responsibilities

  14. Individual Responsibilities (Cont.) During your own lifetime: • What political, social, and cultural times have you lived through? • What was being done by African Americans to protest their status in America? • What kinds of music did you grow up with? How did you hear it? • What is your favorite kind of music? Back to Contents/Process/Individual Responsibilities

  15. Individual Responsibilities (Cont.) • INDIVIDUAL RESPONSIBILITIES EVALUATIONS: All members will turn in their two Protest Music History handouts (1) (2) and their Ancestor Interview handout (3) to the teacher for three individual grades. The teacher will make copies of the different handouts for every member of the group. The group will then be ready to begin group activities. Back to Contents/Process/Individual Responsibilities

  16. Group Responsibilities After each of you has completed your research, the group will complete the Comparative Conditions handout (4), working together to learn about the times and different styles of protest music. Back to Contents/Process

  17. Group Responsibilities (Cont.) • (4) COMPARATIVE CONDITIONS HANDOUT: The group will: • Discuss the history of the times, the music, and the lyrics of each style of protest music throughout African American history. The individuals responsible for the research on each of the different musical styles will be in charge of the discussion on their particular music, using the copies of each style’s Protest Music History - Choice handout given to all of the members of the group. Back to Contents/Process/Group Responsibilities

  18. Group Responsibilities (Cont.) • Listen to at least three examples of each style of protest music, and read the biography summaries of the examples’ performers. It is desirable for group members to contribute more examples of the different styles of protest music on their own, if possible. • Talk with each other about your experiences interviewing the oldest members of your families using the Ancestor Interview handouts. Back to Contents/Process/Group Responsibilities

  19. Group Responsibilities (Cont.) • Brainstorm current conditions of African Americans, using the Protest Music History - Rap handouts that each member completed. Areas to be discussed are: • political conditions • social conditions • cultural conditions • Listen to at least three examples of Rap/Hip-Hop protest music, and read the biography summaries of the examples’ performers. If group members can contribute more examples on their own, now is the time. Back to Contents/Process/Group Responsibilities

  20. Group Responsibilities (Cont.) • Discuss how the above current conditions compare to conditions in the time periods that each group member researched. Record commonalities and differences on the Comparative Conditions handout. • Come to a consensus on one current condition about which the group is concerned enough to write a protest song. Back to Contents/Process/Group Responsibilities

  21. Group Responsibilities (Cont.) • GROUP RESPONSIBILITIES EVALUATION The group will turn in one group copy of their completed Comparative Conditions handout (4) to the teacher for the first group grade. The teacher offers advice and suggestions about the protest song topic if necessary. The group will then be ready to complete the final group task. Back to Contents/Process/Group Responsibilities

  22. Final Group Task The group will create a GroupProtest Song (5) about a current political, social, or cultural condition of African Americans. The song will be performed for the entire class. The possibility exists for performance of your protest song before different classes, for the entire school body, and at a concert for parents and the community. Back to Contents/Process

  23. Final Group Task (Cont.) • (5) PROTEST SONG • Create music for your protest song: • The music can be already in existence, and can be any style of protest music. You will need to get a copy or recording of the music. Check with the teacher if you need help. • The music (beat, rhythm, melody, harmony, etc.) and instrumentation can be created by the group. The music can be a representation from any style of protest music. Back to Contents/Process/Final Group Task

  24. Final Group Task (Cont.) • Create lyrics for your protest song that fit with your music. • Create a title for your protest song. • Be creative. Experiment with the different styles of protest music that you have researched. • Assign each group member a part in the song. Even if the music is pre-composed, each member must play a part along with it. For example, Who sings? Who plays percussion? Who plays the melody?, etc. No more than two members should play the same part. Check with the teacher if you need instruments. Back to Contents/Process/Final Group Task

  25. Final Group Task (Cont.) • Practice your protest song for performance. Think of what your audience will be seeing and hearing when you perform! Back to Contents/Process/Final Group Task

  26. Final Group Task (Cont.) • FINAL GROUP TASK EVALUATION The group’s Protest Song (5) performance will be the second group grade. One group copy of your protest song title and lyrics (group handout #5) should be given to the teacher, who will then make copies for all of the students in the class. Students in the class will have the opportunity to discuss and ask questions about your protest song, and will also evaluate your performance. However, their evaluations will be given directly to you for your group to read and discuss. Back to Contents/Process/Final Group Task

  27. Back to Contents STUDENT TIPS Definitions…………….28 Research Tips..........29 Summarizing Tips…30

  28. Definitions You can find definitions of these words in the dictionary, but basically: • Political – What is being done legally by the government. • Social – What is being done by the society/community at large. • Cultural – What is being done by African Americans in particular. Back to Contents/Student Tips

  29. Research Tips You will be encountering lots of information on the websites provided. It is not intended for you to read every word. Use your skimming skills to find answers to the handout questions. Look for keywords that relate to African American life difficulty, discrimination, or protest on each site. You will then be getting close to the information that relates to the main theme of this WebQuest. Remember that all research should relate to African American history and African American music. Back to Contents/Student Tips

  30. Summarizing Tips Keep in mind the protest theme of this WebQuest. When summarizing, use the information that most relates to protest. When writing a biography summary, for example, the focus should be on why that person protested, and the contributions of that person to African American protest music. Back to Contents/Student Tips

  31. Back to Contents RESOURCES Protest Songs-An Overview…33Folk Songs……………………………48 Spirituals……………………………..34 Soul/Motown........................52 Blues.....................................39 Rap/Hip-Hop........................56 Jazz……………………………….........43 Protest Songs-An Afterview…59

  32. Resources Contents • Protest Songs – Overview • Spirituals – Times/Commentary/History • Spirituals – Audio • Spirituals – Video • Spirituals – Biographies • Blues – Times/Commentary/History • Blues – Times/Commentary/History – Audio • Blues – Audio • Blues – Biographies • Jazz – Times/Commentary/History • Jazz – Times/Commentary/History – Audio • Jazz – Audio • Jazz – Video • Jazz - Biographies • Folk Songs – Times/Commentary/History • Folk Songs – Times/Commentary/History – Audio • Folk Songs – Audio • Folk Songs – Biographies • Soul/Motown – Times/Commentary/History • Soul/Motown – Audio • Soul/Motown – Video • Soul/Motown – Biographies • Rap/Hip-Hop – Times/Commentary/History • Rap/Hip-Hop – Audio • Rap/Hip-Hop – Biographies • Protest Songs - Afterview Back to Contents/Resources

  33. Protest Songs – An Overview • Freedom and Protest Songs of the United States • Protest song - Wikipedia, the free encyclopedia • Who's afraid of Music by Carol Estes : YES! Back to Contents/Resources Contents/Individual Responsibilities

  34. Spirituals – Times/Commentary/History • African American Odyssey: Slavery--The Peculiar Institution (Part 1) • African American Odyssey: Free Blacks in the Antebellum Period (Part 1) • African American Odyssey: Abolition, Anti-Slavery Movements, and the Rise of the Sectional Controversy (Part 1) • African American Odyssey: The Civil War (Part 1) • Antebellum slavery • Slavery in the United States - Wikipedia, the free encyclopedia • Song Official Site of Negro Spirituals, antique Gospel Music • Spirituals: Expressions of Slave Life • Spirituals and Gospel Music • Coded Slave Songs • Coded Slave Song - Follow the Drinking Gourd • :: NASA Quest > Archives :: Follow the Drinking Gourd Back to Contents/Resources Contents/Individual Responsibilities

  35. Spirituals – Times/Commentary/History (Cont.) • African American Spirituals Your On-Line Source For Negro Spirituals • Sweet Chariot: the story of the spirituals • The Harvard Crimson :: Opinion :: The Legacy of Negro Spirituals • Singers Official Site of Negro Spirituals, antique Gospel Music Back to Contents/Resources Contents

  36. Spirituals - Audio • Radio Fights Jim Crow - Steal Away • Follow the Drinking Gourd • UVa Library: Exhibits: Lift Every Voice - Nobody Knows the Trouble I've Seen • Wind River - Kim and Reggie Harris - Wade in the Water • Acappella Spirituals Longplay • The American Experience | Jubilee Singers | Jubilee Songs • Fisk Jubilee Singers - Our Music • The Kuumba Singers of Harvard College • Amazon.com: Gospels, Spirituals, & Hymns, Vol. 2: Music: Mahalia Jackson • Amazon.com: Ol' Man River: His 25 Greatest: Music: Paul Robeson • Amazon.com: Spirituals: Music: Marian Anderson Back to Contents/Resources Contents

  37. Spirituals - Video • YouTube - Kuumba Singers and Bobby McFerrin "Ride On" and "Hold On" Back to Contents/Resources Contents

  38. Spirituals - Biographies • The American Experience | Jubilee Singers | Jubilee Songs • Fisk Jubilee Singers - Wikipedia, the free encyclopedia • The Kuumba Singers of Harvard College • Marian Anderson biography • Paul Robeson: A Brief Biography • Mahalia Jackson: Biography and Much More from Answers.com Back to Contents/Resources Contents

  39. Blues – Times/Commentary/History • The History of Jim Crow • African American Odyssey: Reconstruction and Its Aftermath (Part 1) • African American Odyssey: The Booker T. Washington Era (Part 1) • The Blues . Blues Classroom . What is the Blues? | PBS • The History of Blues Music • Musical Protest • The word/the blues. A meditation. Investigating blues poetry, Back to Contents/Resources Contents/Individual Responsibilities

  40. Blues – Times/Commentary/History - Audio • Radio Fights Jim Crow Back to Contents/Resources Contents

  41. Blues - Audio • JR.com: Bessie Smith - The Complete Recordings Vol. 4 (Legacy) in Music: Classic Female Blues: • LivinBlues- Muddy Waters • MP3: Coinola C-2 (Mechanical Instrument)  W. C. Handy, St. Louis Blues, Rive Bank RazzmaTazz, restored from a vinyl LP by LP2CD • Tribute To The Wolf– Howlin’ Wolf • Mamie Smith • Ma Rainey • Honey, Where You Been So Long?– Blind Lemon Jefferson • Barnes & Noble.com - Audio Player: Central Avenue Sounds: Jazz in Los Angeles 1921-1956, CD– T Bone Walker and others Back to Contents/Resources Contents

  42. Blues - Biographies • W.C. Handy - Father of the Blues • Bessie Smith • The Official Muddy Waters Website – Biography • Howlin' Wolf Home Page • MAMIE SMITH • Ma Rainey • Blind Lemon Jefferson: Information from Answers.com • T-Bone Walker - Wikipedia, the free encyclopedia Back to Contents/Resources Contents

  43. Jazz – Times/Commentary/History • Jazz and Radical Politics • Strange Fruit, Jazz, and Civil Rights • village voice > news > As Lincoln Center prepares for its "Jazz and Social Protest" event, Daniel King looks at the genre's history of dissent. by Daniel King • What Was the Song's Historical Context? • The Questia Online Library - The Politics of Duke Ellington's Work Back to Contents/Resources Contents/Individual Responsibilities

  44. Jazz – Times/Commentary/History –Audio • Radio Fights Jim Crow Back to Contents/Resources Contents

  45. Jazz - Audio • Index of /sons/jazz – Charlie Mingus, Charlie Parker, Billie Holliday, Louis Armstrong, and others. • Jazz Anthology MP3 Choose listen download 5,000 tunes jazz artists - Count Basie, Duke Ellington, Dizzy Gillespie and many more. • LivinBlues- Jazz and the Blues - Louis Armstrong • We Insist! - Freedom Now Suite, MP3 Album Music Download at eMusic • World music as protest: Strange Fruit • ::: JOHNCOLTRANE.COM ::: Back to Contents/Resources Contents

  46. Jazz - Video • YouTube - Max Roach with Abbey Lincoln • ::: JOHNCOLTRANE.COM ::: Back to Contents/Resources Contents

  47. Jazz - Biographies • Charlie Parker Biography • Dizzy Gillespie All Stars - Official Website • Duke Ellington - The Official Web Site • Louis Armstrong: A Cultural Legacy • Max Roach and Abbey Lincoln • Mingus: Biography • THE BIOGRAPHY OF COUNT BASIE • ::: JOHNCOLTRANE.COM ::: Back to Contents/Resources Contents

  48. Folk Songs – Times/Commentary/History • African American Odyssey: The Civil Rights Era (Part 1) • Civil Rights Movement Timeline • Music of the Civil Rights Movement • UVa Library: Exhibits: Lift Every Voice - Protest Songs of the Civil Rights Era • Songs of the Civil Rights Movement - Workshop resources Back to Contents/Resources Contents/Individual Responsibilities

  49. Folk Songs – Times/Commentary/History - Audio • Songs of the Civil Rights Movement - Workshop resources- Scroll down until you see the mp3 audio excerpt of Hollis Watkins and Uvester Simpson. • Oh Freedom Over Me Back to Contents/Resources Contents

  50. Folk Songs - Audio • Amazon.com: Voices Of The Civil Rights Movement: Black American Freedom Songs 1960-1966: Music: Various Artists • CD Baby: ODETTA: To Ella - from scottp • Harry Belafonte - Free Music Downloads, Videos, Lyrics, CDs, MP3s, Bio, Merchandise and Links • The Blind Boys of Alabama – Sounds • DC Vote - Music from Sweet Honey In The Rock • Amazon.com: Freedom Highway: Music: The Staple Singers • UVa Library: Exhibits: Lift Every Voice - We Shall Overcome Back to Contents/Resources Contents