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Music of the Civil Rights Era, 1954-1968
Unit of 3 lessons
Unit Overview:
Music played a very important role during the Civil Rights Era, 1954-68. This movement is studied in social studies with an emphasis on such people as Malcolm X, Medgar Evers, Rosa Parks, and Martin Luther King, Jr. Students will be introduced to the “freedom songs” and the conditions under which these songs were performed. They will learn how many slave songs, gospel songs, folk songs and labor songs were collected, adapted, and taught to young civil rights activists. These songs fostered courage, unity and hope within the Civil Rights Movement.
Unit Purpose:
Students will be introduced to the “freedom songs” that became an important motivating force during the Civil Rights Movement from 1954 to 1968. Students will experience the aesthetics of music and tie that experience into how the “freedom songs” may have motivated the Civil Rights activists. Students will then form conclusions as to the motivational effects of music on the mind and experience the effect of music on the community through the giving of their time and talent.
Unit Objectives:
The learners will:
- summarize important ideas and events of the Civil Rights Movement and describe how men such as Malcolm X, Medgar Evers, Rosa Parks, and Martin Luther King, Jr. sacrificed for the benefit of the common good.
- recognize famous “freedom songs” representative of the Civil Rights Movement, 1954-68.
- describe the functions of “freedom songs” and the conditions under which these songs were performed.
- explain how music can motivate and move its listeners to take action.
- describe how sharing his/her musical talent is a form of philanthropy in the community.
- analyze the importance of students providing a service for the common good.
Service Experience:
Although lessons in this unit contain service project examples, decisions about service plans and implementation should be made by students, as age appropriate.
- Students will perform for a local community group as a philanthropic event.
- Students will be offered the opportunity to work with another school on a project to “Bridge the Gap” between diverse communities. Students will illustrate what diversity looks like to them and draw and color it on one large piece of paper.
- Students will work with local artists and transfer their work onto a sidewalk square on the bridge or street that separates the two communities. There will be a dedication ceremony featuring a students singing “freedom songs,” dance and readings. The students will have a hands-on experience of how “music moves the soul.” Getting the students to work together will be the first step toward bridging the gap between the communities.
Teacher Note: Permission from the local community(s) must be secured before beginning this project.
There is a companion unit (English Language Arts and Social Studies) coordinating this project available at www.learningtogive.org, Teaching Materials, 6-8 Grades, “Cultural Pluralism in Young Adult Literature: Roll of Thunder, Hear My Cry.”
Unit Assessment:
- Students will select one of the four songs discussed in Lesson One: Introduction to Music of the Civil Rights Era and tie its lyrics in some way to one of the three persons studied in the lesson. This will be done in a written paragraph. In a second paragraph, students will define philanthropy and explain if the historic personage they selected could be considered a philanthropist as having contributed in some way to the common good.
- Students will name three “freedom songs” and explain, orally or in writing, how “freedom songs” played an important role in the Civil Rights Movement.
- The assessment in Lesson Two: Music Motivates will be the response of the audience. Student performers will describe how their music may have motivated and affected the moods of their listeners.
- In a formal presentation, students will verbally explain how they feel music affects their every day lives, moods and over-all well being.
School/Home Connection:
- Lesson One: Introduction to Music of the Civil Rights Era
Ask the students to talk to their parents and grandparents or other adults about the Civil Rights Era. How old were they at the time? Were they actively involved in any part of the movement? What were their thoughts, concerns, fears, etc.? What do they remember about the slave, folk, gospel and “freedom songs” such as We Shall Overcome and Blowin’ In the Wind? Do they remember any songs from this era that they can share? If they were activists during this era, would they be willing to share their experiences with the class? (As a teacher, make sure you speak and/or meet with the presenter before he/she speaks to the class. Make sure all information is appropriate and informative. Make sure you follow-up this visit with a thank-you from the class.)
- Lesson Two: Music Motivates
Parent chaperone volunteers will be the school/home connection.
- Lesson Three: Written Report: How Music Moves the Soul
Ask students to talk with their parents about how music affects their every day lives, moods and over-all well being. Talk about when and where they hear music during the day. Ask them if certain types of music make their moods change. Ask if certain types of music may affect them at work, at home, in the car, at a restaurant, the doctor’s office, at church or during recreational activities.
Notes for Teaching:
It is very important to use the Bibliographical References and Web Sites to gather information that will aid in teaching this unit. Pick and choose what would be of the greatest benefit to your class. Remember that anything found on a Web Site may be copied and distributed to students.
State Curriculum and Philanthropy Theme Frameworks:
See individual lessons for benchmark detail.
Lessons Developed and Piloted By:
Elizabeth Wright
St. Joseph Public Schools
Upton Middle School
800 Maiden Lane
St. Joseph, MI 49085
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