The Civil War and Its Aftermath

Gettysburg Address

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Course: 11th Grade American Literature
Unit 3: The Civil War and Its Aftermath
 Lesson Plan: Songs About Slavery 

Time: 85 minutes; 4x4 Block Schedule
                                                               

Analyze Learners

Students are in the 11th grade and have been studying the effects of the Civil War  in the literary world.  By this time of the school year, students are familiar and comfortable with discussing and presenting in class; participation should not be a problem.  Students work well  individually and in groups (this assignment calls for group participation).

State Objectives

 By the end of this lesson, students will be able to:
1. Identify the purpose of songs during the slavery era. 
2. Identify the meaning behind certain slave songs.
3. Identify the biblical and historical backgrounds of slave songs.
4. Identify the connection between slave songs and previous lessons, especially those regarding slavery (e.g. Underground Railroad, Frederick Douglas, etc.).
5.Students will also be informed of their next project, which is to sing a slave song in a group, with their personal touches (including melodies, dance moves, costumes) added on to it, and create a music video using the class’ video recorder, and present it to their classmates.

• Students’ knowledge and comprehension of the above is expected to be 80% on a test.


Content Standards (GPSS):

Content Standard 1
1.B.11/12.2 Analyze how clarity is affected by the patterns of organization, hierarchical structures, repetition of main ideas, syntax, and word choice in text.

1.B.11/12.4 Make warranted and reasonable assertions about significant patterns, motifs, and perspectives by using elements of text to defend and clarify interpretations.

1.B.11/12.5 Analyze an author’s implicit and explicit philosophical assumptions and beliefs about a subject.

 Content Standard 4  
4.A.11/12.7 Use appropriate rehearsal strategies to achieve command of text, skillful and artistic staging, and attention to performance details.

4.A.11/12.10 Evaluate when to use different kinds of effects (e.g., visual, music, sound effects, graphics) to create effective productions.

4.B.11/12.5 Recite poems, selections from speeches, or dramatic soliloquies with attention to performance details to achieve clarity, force, and aesthetic effect and to demonstrate understanding of meaning (e.g., Hamlet’s “To Be or Not to Be”).

Select Instructional Methods

Teaching Strategy:
In this lesson, I will use a combination of lectures, a question and answering session, as well as a multimedia presentation (playing a song) and a PowerPoint to highlight the events of the Civil War in order to present the information.

Anticipatory Set:
The setting for this lesson will be in a block schedule-style classroom, and will utilize the entire class period.

Utilize Media and Materials

 I will begin my lecture by discussing important points of the three songs of slavery that have been assigned, which include: 

 “Swing Low, Sweet Chariot”
 “Go Down Moses”
 “Follow the Drinking Gourd”

I will discuss, in relative detail, the purposes of songs such as these, as well as any hidden meaning that may be found within the lyrics to the song. I will also discuss how at its most general sense, slavery songs helped slaves pass the time as they labored in the fields of their masters.

Require Learner Participation

I will briefly prompt the class to offer any suggestions as to what they might think the songs mean, and I will point out any common motifs between what the students point out as well as what I point out.

During the question and answering session of the lecture, I will ask the class if they have any questions or comments about the songs that were covered, and I will attempt to answer them to the best of my knowledge. I will also provide leading questions, including “What do you think slaves meant in this song?” and questions of the kind. The question and answering session will be intertwined with the overall section, so questions and comments may be offered and entertained at any point during the lecture.

Once I feel that the class’s questions have been adequately addressed, I will then play them two versions of “Swing Low, Sweet Chariot,” that I have in my music library. This demonstration of the two versions is intended to give the students a sense of variety of the ways in which the song has been interpreted, since this song is such a popular piece when one considers the slavery movement. Exposing the students to variant versions of the song will demonstrate to them that there is no one way to “hear” a song, and that its meaning, while clear-cut for slaves, may be totally different in today’s society.

Evaluate and Revise

Once the two songs have been played, I will then introduce the Slave Song Project (see Slave Song Project handout). The class will have the rest of the period to discuss with their group mates their ideas for the project.

Songs of Slavery Project
Objectives: In small groups, students will choose one slavery song, interpret the lyrics themselves, then “remix” the song, including in the new version any additions they see fit (e.g. different melody, reordering of the verses, dance moves, etc.). After one week of development and rehearsal, students will perform their song to the rest of the class.
Instructions:
With this project, students will:
1. Choose one of the three songs that have been assigned (“Swing Low, Sweet Chariot, “Go Down Moses,” or “Follow the Drinking Gourd”)
2. Decide among themselves what additions will be made to the song
3. Practice the changes made to the song
4. Present their music video in front of the rest of the class
a. Clapping of hands and stomping of feet are required
* Important: EVERY STUDENT MUST SING. Not singing during a group performance will be considered refusing to participate, and a significant amount of points will be deducted. Also, students may not have any papers with them as they perform. Memorizing the song is not required, but highly encouraged. If a group cannot memorize the piece in time for the performance, that group may create a background with the lyrics printed on it (butcher/construction paper, poster board, etc.).

Alternate:

Students can also  give a live performance of their rendition of a slave song.  However, they must provide the lyrics, background music, and or/pictures relevant to their song in a PowerPoint or other slideshow for their classmates.
Extra Credit: Extra credit points will be awarded to groups who “go the extra mile.” This includes groups who come in costume, groups who develop original songs instead of renditions to slave songs,and individuals who choose to lend their musical talents to other groups who may not have limited or no musically talented members. Furthermore, the best performing groups will be asked to perform to other classes, and those that do will be given extra credit as well.