Hip-Hop in Hartford By Molly Bernstein & Stephanie Rucker Context 7th grade Hartford Magnet Middle School Five 80-minute lessons Overall Goal:
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By the end of this unit, we hope that our 7th grade students will gain a greater understanding of the hip-hop culture, how it serves as a form of personal expression and a means to promote change in one’s community.
We hope to encourage a cross-generational dialogue between teachers and students about how hip-hop culture affects the Hartford community and the HMMS student body
Students will interpret, analyze, and evaluate hip-hop lyrics
Students will describe graffiti art found in Hartford, and analyze specific aspects of each piece
Students will use their previous knowledge about hip-hop lyrics to create a rap which summarizes an aspect of the HMMS community
Students will create a poster-board presentation describing what they have learned about hip-hop culture using the written work completed throughout the week and display them for HMMS community
Students and teachers will recall information they’ve learned about hip-hop culture in order to answer questions in a game of jeopardy; both students and teachers will examine how their perception of hip-hop culture in Hartford has changed
“Cultural compatibility is a credible explanation for school success, while, conversely, cultural incompatibility is one credible explanation for school failure.”
“The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach.”
James Banks “Social Action approach”
“A curriculum that focuses on the experiences of mainstream, America and largely ignores the experiences, culture, and histories of other ethnic, racial, language, and religious groups has negative consequences for both mainstream students and students of color.”