Download protest

A WebQuest
Written by Suzan Ingersoll
Band Director, Randallwood School
Warrensville Heights City School District
1
 Introduction………………………………………………………….3
 Task……………………………………………………………………….5
 Process…………………………………………………………………..7
 Student Tips…………………………………………………………27
 Resources……………………………………………………………..31
 Evaluation……………………………………………………………60
 Conclusion…………………………………………………………..61
 Teacher Pages………………………………………………………65
 Credits…………………………………………………………………66
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Back to Contents
3
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
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Back to Contents
Essential Question
5
 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
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Back to Contents
Individual Responsibilities…8
Group Responsibilities………17
Final Group Task................22
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You will divide yourselves up into groups of five.
(1) Each member will complete a Protest Music
History - Choice handout on their choice of one style
of music.
(2) Each member will complete a Protest Music
History - Rap handout 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
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 (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
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♪
♪
♪
♪
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
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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
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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
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 (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
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♪
♪
♪
♪
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
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 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
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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
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 (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
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♪
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
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♪
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
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♪
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
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 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
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The group will create a Group Protest 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
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 (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
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♪ 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
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♪ 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
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 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
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Back to Contents
Definitions…………….28
Research Tips..........29
Summarizing Tips…30
27
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
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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
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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
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Back to Contents
Protest Songs-An Overview…33
Spirituals……………………………..34
Blues.....................................39
Jazz……………………………….........43
Folk Songs……………………………48
Soul/Motown........................52
Rap/Hip-Hop........................56
Protest Songs-An Afterview…59
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
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
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 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
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 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
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 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
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 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
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 YouTube - Kuumba Singers and Bobby McFerrin "Ride On" and "Hold On"
Back to Contents/Resources Contents
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 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
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 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
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 Radio Fights Jim Crow
Back to Contents/Resources Contents
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 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 Razzma Tazz, 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
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 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
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 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
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 Radio Fights Jim Crow
Back to Contents/Resources Contents
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 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
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 YouTube - Max Roach with Abbey Lincoln
 ::: JOHNCOLTRANE.COM :::
Back to Contents/Resources Contents
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 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
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 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
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 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
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 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
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 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
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 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
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 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
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 Marvin Gaye - What’s Going On « Bala Fría
Back to Contents/Resources Contents
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 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
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 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: Tupac Shakur'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
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 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
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 Talib Kweli - Wikipedia, the free encyclopedia
 Kanye West - Wikipedia, the free encyclopedia
 Jadakiss - Wikipedia, the free encyclopedia
Back to Contents/Resources Contents
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 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
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Back to Contents
Protest WebQuest Evaluation Rubric
Grading Calculations
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Back to Contents
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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
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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
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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
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Back to Contents
Lesson Plan
Protest Music History–Choice (1)
Protest Music History – Rap (2)
Ancestor Interview (3)
Comparative Conditions (4)
Protest Song Title & Lyrics (5)
65
Back to Contents
66
We all benefit from being generous with our
work. Permission is granted for others to use
and modify this WebQuest for educational, noncommercial 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/NonCommercial/Share-Alike license for details.
Back to Contents/Credits
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