Students will get into their assigned groups (groups of 5).
Students will talk with their group for 20 minutes and choose which historical event they would like to choose for their project.
Students will work using their shared google document to gather information about their historical event. The group must have 5 trusted resources together.
By the end of the day, students will choose a side of their historical event and will decide what that they want to protest as a group. Include the historical event and your group's stance/opinion on the historical event at the bottom of the google document in bold text! The teacher will check these before the next class period to ensure you are on track to completing the assignment.
Today's work will be completed individually. The only thing that you will need to talk with your group about will be when deciding on the type of project that you want to complete (PowerPoint, Posterboard, Drawings, Timeline, 3D model, pamphlet, etc).
Students, on their own, will research 5 famous protest songs of the 1800s in the United States. Students can choose from the songs below or can find their own 19th -century protest songs.
https://www.youtube.com/watch?v=4tIsXLyZcWI "When Johnny Comes Marching Home" From the American Civil War
https://youtu.be/2NDwW8onaoA "Sometimes I Feel Like a Motherless Child" From the Civil Rights Movement in the United States
https://youtu.be/AoeM436tMUM "Lift Every Voice and Sing" Hymn for African American Rights in the United States
https://youtu.be/qJiSoi3ZObw "Get Off the Track!" song for Emancipation
Choose at least one song on your own!
In a Google Doc provided, students will write the title of the song that they listened to along with 3 bullet points filled with things that they noticed about the song or what it was about. Identify and analyze the moods and meanings of the pieces you listen to.
Along with the bullet points, write 2-3 sentences/lines of a poem in protest to/about the event that your group chose. The teacher will check your work before the next class period to ensure that you are on the right track with your work. It can rhyme! It can describe a situation taking place in history! Try not to be repetitive.
Students will get into their assigned groups and will begin working on their final project for this assignment.
The assignment needs to include:
A short description (10 or more sentences) of the historical event that was chosen.
A description of what your group wants to protest and why.
10-15 lines/sentences of a protest song. You will combine your song lines/sentences that you completed during the last class and make one big song/poem.
EACH student needs to contribute AT LEAST 2 lines to the song.
Students will decorate their project by adding pictures/drawings/writings of the historical event.
BE CREATIVE! Make your project presentable.
Students will get into their assigned groups and will CONTINUE working on their final project for this assignment.
The assignment needs to include:
A short description (10 or more sentences) of the historical event that was chosen.
A description of what your group wants to protest and why.
10-15 lines/sentences of a protest song. You will combine your song lines/sentences that you completed last class and make one big song/poem.
EACH student needs to contribute AT LEAST 2 lines to the song.
Students will decorate their project by adding pictures/drawings/writings of the historical event.
BE CREATIVE! Make your project presentable.
***Be ready to present your project during the next class period.
Students will present their projects to the class. Everyone in the group needs to speak, whether that be presenting the information or reading the lines that they wrote in the song. Refer to the rubric in the Evaluation section of the website.