Assumptions You are 9 th graders You have studied the Civil Rights movement in the US, key events and personalities You understand the categories of the Cultural Approach

Warm-up ! What’s your favourite song?

Miriam Porter, Martin Salazar, Colin Morgan How far do you agree with the statement above?. Did the Civil Rights movement in the 1950’s and 1960’s achieve significant change? Or was it no big deal?

SSUSH22 The student will identify dimensions of the Civil Rights Movement, d. Describe the significance of Martin Luther King, Jr’s Letter from a Birmingham Jail and his I Have a Dream Speech. e. Describe the causes and consequences of the Civil Rights Act of 1964 and the Voting Rights Act of MHSBC.5 - Composing and arranging music within specified guidelines b. Explore musical possibilities by making creative decisions. MHSBC.8 - Understanding relationships between music, the other arts, and disciplines outside the arts a.Demonstrate an awareness of the collaborative nature of the choral art. ELAGSE9-10RI9 Analyze seminal U.S. documents of historical and literary significance (e.g. King’s “Letter from Birmingham Jail,” …), including how they address related themes and concepts.

Cultural Approach What are the categories in the cultural approach? ‘PRAISE’: for each category, what were the features, events, aspects of the Civil Rights movement in this category? Repeat for each category.

Extension … Can you be critical of aspects of the Civil Rights movement? For example, Political category, was the Civil Rights movement right to keep their protests peaceful? Might they have achieved more had they taken Malcolm X’s advice?

Music is important in culture! Music and literature encapsulate the mood and feelings of a people. This phenomenon was evident during the Civil Rights movement, as activists sang while marching in the streets and artists wrote protest songs that played over the airways. M.V. Salazar, June 2015

‘Go tell it on the Mountain’ Peter Tosh and the Whalers, 1970 Go tell it on the mountain Over the hills and everywhere. Go tell it on the mountain, To set my people free. Who's that yonder dressed in red, Sets my people free? Who's there yonder dressed in red, Sets my people free? I'm beggin Did you recognize the song? Was anything different about the song? Did you recognize the song? Was anything different about the song? Music has significance !

Task Work in your groups Agree on a song you know Re-write 2 verses of the song, creating a critical analysis of main events of the Civil Rights campaign Focus on one or 2 institutions Time: Extension: make a new melody Or write more verses ! add another Cultural category

What is critical analysis? Break down events or themes into component parts. What were the aims of each side? Were their motives just? Point out what you believe is wrong or unfair. Point out good as well as bad aspects? Were the aims of the Civil Rights movement achieved?

Success criteria 1.Write 2 new verses on Civil Rights for a song you know 2.Verses will tell the story about key events, personalities or issues in the Civil Rights movement, on one (or 2) categories in the Cultural Approach 3.Verses will be critical about events in the Civil Rights struggle

Cultural Approach to History Categories Of Institutions Social Aesthetics Religious Intellectual Political Economic

Resource booklet: Page 20, picture Dr Martin Luther King Jr P 22-27, Letter from a Birmingham Jail P 29, Dr MLK organizing a bus boycott. P30-31, Dr MLK resigns from Dexter Ave Baptist Church. Ballad of Birmingham, Dudley Randall Slide show of contemporary media images, compiled by Martin Salazar

Ballad of Birmingham Dudley Randall ““Mother dear, may I go downtown Instead of out to play, And march the streets of Birmingham In a Freedom March today?” “No, baby, no, you may not go, For the dogs are fierce and wild, And clubs and hoses, guns and jails Aren’t good for a little child.” “But, mother, I won’t be alone. Other children will go with me, And march the streets of Birmingham To make our country free.” “ ““ ”She has combed and brushed her night-dark hair, And bathed rose petal sweet, And drawn white gloves on her small brown hands, And white shoes on her feet. The mother smiled to know her child Was in the sacred place, But that smile was the last smile To come upon her face. For when she heard the explosion, Her eyes grew wet and wild. She raced through the streets of Birmingham Calling for her child. She clawed through bits of glass and brick, Then lifted out a shoe.“O, here’s the shoe my baby wore, But, baby, where are you?”

Plenary Share your songs What Went Well. Even Better If ? ? Do they focus on CAH categories? Are they a critical analysis?