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PROTEST. A WebQuest Written by Suzan Ingersoll Band Director, Randallwood School Warrensville Heights City School District. Table of Contents. Introduction ………………………………………………………….3 Task ……………………………………………………………………….5 Process …………………………………………………………………..7

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protest

PROTEST

A WebQuest

Written by Suzan Ingersoll

Band Director, Randallwood School

Warrensville Heights City School District

table of contents
Table of Contents
  • Introduction………………………………………………………….3
  • Task……………………………………………………………………….5
  • Process…………………………………………………………………..7
  • Student Tips…………………………………………………………27
  • Resources……………………………………………………………..31
  • Evaluation……………………………………………………………60
  • Conclusion…………………………………………………………..61
  • Teacher Pages………………………………………………………65
  • Credits…………………………………………………………………66
slide4

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

slide5

Back to Contents

TASK

Essential Question

slide6

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

process

Back to Contents

PROCESS

Individual Responsibilities…8

Group Responsibilities………17

Final Group Task................22

individual responsibilities
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

individual responsibilities cont
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

individual responsibilities cont10
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

individual responsibilities cont11
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

individual responsibilites cont
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

individual responsibilities cont13
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

individual responsibilities cont14
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

individual responsibilities cont15
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

group responsibilities
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

group responsibilities cont
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

group responsibilities cont18
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

group responsibilities cont19
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

group responsibilities cont20
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

group responsibilities cont21
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

final group task
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

final group task cont
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

final group task cont24
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

final group task cont25
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

final group task cont26
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

student tips

Back to Contents

STUDENT TIPS

Definitions…………….28

Research Tips..........29

Summarizing Tips…30

definitions
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

research tips
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

summarizing tips
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

resources

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

resources contents
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

protest songs an overview
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

spirituals times commentary history
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

spirituals times commentary history cont
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

spirituals audio
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

spirituals video
Spirituals - Video
  • YouTube - Kuumba Singers and Bobby McFerrin "Ride On" and "Hold On"

Back to Contents/Resources Contents

spirituals biographies
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

blues times commentary history
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

blues times commentary history audio
Blues – Times/Commentary/History - Audio
  • Radio Fights Jim Crow

Back to Contents/Resources Contents

blues audio
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

blues biographies
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

jazz times commentary history
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

jazz times commentary history audio
Jazz – Times/Commentary/History –Audio
  • Radio Fights Jim Crow

Back to Contents/Resources Contents

jazz audio
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

jazz video
Jazz - Video
  • YouTube - Max Roach with Abbey Lincoln
  • ::: JOHNCOLTRANE.COM :::

Back to Contents/Resources Contents

jazz biographies
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

folk songs times commentary history
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

folk songs times commentary history audio
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

folk songs audio
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

folk songs biographies
Folk Songs - Biographies
  • Harry Belafonte | Seeking Common Ground: Civil and Human Rights | WGBH Forum Network | Free Online Lectures
  • Harry Belafonte to be Honored as Distinguished American - John F. Kennedy Presidential Library & MuseumOdetta 2005
  • Sweet Honey in the Rock
  • Mavis Staples
  • BrotherMen. The Artists | PBS - The Staple Singers

Back to Contents/Resources Contents

soul motown times commentary history
Soul/Motown – Times/Commentary/History
  • Various - Power To The Motown People: Civil Rights : album review
  • Top 10 Social/Political Protest Songs
  • I Should Be Proud - Wikipedia, the free encyclopedia
  • Marvin Gaye - What’s Going On « Bala Fría
  • War (song) - Wikipedia, the free encyclopedia

Back to Contents/Resources Contents/Individual Responsibilities

soul motown audio
Soul/Motown - Audio
  • Special Report: Protest Songs Audio | Tampabay.com • St. Petersburg Times - Ball of Confusion/Temptations; Say It Loud, I’m Black and I’m Proud/James Brown; Mercy Mercy Me/Marvin Gaye.
  • 1967 - Respect/Aretha Franklin
  • MUSIC WORLDWIDE (AMERICAN SOUL)- Scroll down to A Change Is Comin’/Sam Cooke.
  • Music in the 1960s – Scroll down to Everyday People/Sly and the Family Stone
  • JR.com: Stevie Wonder - At The Close Of A Century [Box] in Music: Motown: - Scroll down to You Haven’t Done Nothin’/Stevie Wonder; and many others.
  • 10960's Protest Songs- Scroll down to Inner City Blues/Marvin Gaye, and many others.
  • JR.com: Martha Reeves & The Vandellas - Motown Legends: Jimmy Mack in Music: Motown: - Scroll down to I Should Be Proud/Martha and the Vandellas.

Back to Contents/Resources Contents

soul motown video
Soul/Motown - Video
  • Marvin Gaye - What’s Going On « Bala Fría

Back to Contents/Resources Contents

soul motown biographies
Soul/Motown - Biographies
  • Temptations - Classic Motown
  • James Brown: Biography and Much More from Answers.com
  • Aretha-Franklin.com - Biography and Discography
  • Stevie Wonder Official Site
  • Starr's war anthem won battle for fans and eternity - smh.com.au
  • Sam Cooke
  • SLY AND THE FAMILY STONE
  • The Vandellas

Back to Contents/Resources Contents

rap hip hop times commentary history
Rap/Hip-Hop – Times/Commentary/History
  • Art Born of Outrage in the Internet Age - New York Times
  • Hip Hop & Folk Music - A Look at Hip Hop as a Folk Music Movement
  • HipHopCity.com: Where HipHop Lives!
  • Music Changes The World Hip Hop Rap
  • Reaffirming African American cultural values: TupacShakur's Greatest Hits as a musical autobiography. - Journal, Magazine, Article, Periodical
  • VH1.com : Black Star : Black Star, Common, Rah Digga Rap In Protest Of NY Police Shooting - Urge Music Downloads
  • blog.myspace.com/talibkweli – Find the blog that Kweli wrote on 4/15/2007. There is a place to put in a choice of date.

Back to Contents/Resources Contents/Individual Responsibilities

rap hip hop audio
Rap/Hip-Hop - Audio
  • Special Report: Protest Songs Audio | Tampabay.com • St. Petersburg Times - Listen to Why/Jadakiss.
  • George Bush Doesn't Like Black People | Ourmedia
  • Amazon.com: Hip Hop for Respect: Music: Various Artists

Back to Contents/Resources Contents

rap hip hop biographies
Rap/Hip-Hop - Biographies
  • Talib Kweli - Wikipedia, the free encyclopedia
  • Kanye West - Wikipedia, the free encyclopedia
  • Jadakiss - Wikipedia, the free encyclopedia

Back to Contents/Resources Contents

protest songs an afterview
Protest Songs – An Afterview
  • Floridian: The dying protest song
  • I A M R J . C O M: Would you protest these songs?

Back to Contents/Resources Contents/Individual Responsibilities

evaluation

Back to Contents

EVALUATION

ProtestWebQuest Evaluation Rubric

Grading Calculations

slide62

You have now had the chance to express yourself about something that is bothering you. You see from your research that it is nothing new. Expression against oppression has been a force not to be denied throughout African American history. You have had the opportunity to connect with your ancestors through song and lyric in your protest against political and social forces that are still a problem as they relate to the African American community. Slavery in America may be long past, but oppression takes many forms, and continues to worm its way into the African American experience no matter what time or era. At least now you have more freedom to express yourself without the consequences that your ancestors faced.

Back to Contents/Conclusion

slide63

The drama classes and social studies classes at WHHS are interested in hearing your protest songs. There is also a band concert with the theme Your African American Heritage at which your protest songs will be performed for the community.

Back to Contents/Conclusion

slide64

You have choices:

(a) Groups whose protest songs received a “good” rating (40 – 50 points) will automatically be asked to perform at the concert. For extra credit. These groups can create new lyrics to their current music, but the lyrics must relate to a different protest theme.

(b) Groups whose protest songs received lower than “good” ratings can fix their current protest song, or create a new one. Groups who make the effort to produce a protest song that is good enough to perform in the concert will receive points that will bring up their original WebQuest performance grade.

(c) Individuals who wish to earn extra credit may research and demonstrate a different type of African American protest style, such as poetry, letter-writing, or reporting of an incident relating to protest as if you are present during a particular time or era. Refer to Africans in America.

Back to Contents/Conclusion

teacher pages

Back to Contents

TEACHER PAGES

Lesson PlanAncestor Interview (3)

Protest Music History–Choice (1)Comparative Conditions (4)

Protest Music History – Rap (2)Protest Song Title & Lyrics (5)

slide67

We all benefit from being generous with our work. Permission is granted for others to use and modify this WebQuest for educational, non-commercial purposes as long as the original authorship is credited. The modified WebQuest may be shared only under the same conditions. See the Creative Commons "Attribution/Non-Commercial/Share-Alike license for details.

Back to Contents/Credits