Lesson Overview
Every day we are all bombarded with events, that together, form our daily lives. These events affect our lives in small and large ways. Often, simultaneous events overlap, which compound the effect of independent events making the effect more devastating. In South Carolina OVERPRODUCTION and NATURAL DISASTERS combined, during the Tillman Era, to devastate agriculture and the families who depended on farming to feed and support their families. Tillman was also a person who believed strongly in segregation and disenfranchising African-Americans. His influence in the South Carolina Constitution of 1895 changed many of the gains won by Africans Americans during Reconstruction and reinforced many policies that created a pre-Civil War society for blacks in South Carolina.
When hurtful things happen individuals often express their sorrow through song and music. Music that expresses the emotion of individuals and the effects of individual events is called folk music. Folk music is diverse and varied and can include blues, gospel, spirituals, traditional country, European inspired folk, Native American pow-wow, zydeco, tejano, and even hip-hop music. Despite the culture or era it was written, folk music tells a story and can give a glimpse of a time or event. Follow each step, and in doing so, complete the challenge question.
Create a Hip-Hop song that expresses the struggle of the small farmer in South Carolina who is dealing with the combined devastating effects of overproduction, and natural disasters, or . . . tell the story of an African-American forced to deal with the segregation policies of the SC Constitution of 1895.
Essential Question
Can you musically express the struggles of a small farmer or disenfranchised African-American during the Tillman Era?
Grade(s):
Subject(s):
Recommended Technology:
Other Instructional Materials or Notes:
8
Computers/tablets with internet access
Free app to create a beat – Music Maker Jam, Hip Hop Pads, Drum Pads 24, or DJ Studio 5
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Log In to View LessonStandards
- 8-5 The student will understand the impact of Reconstruction, industrialization, and Progressivism on society and politics in South Carolina in the late nineteenth and early twentieth centuries.
- I Inquiry-Based Literacy Standards
- I.2 Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.
- I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
- I.3.1 Develop a plan of action by using appropriate discipline-specific strategies.
- I.3.2 Examine historical, social, cultural, or political context to broaden inquiry.
- I.3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.
- I.3.4 Organize and categorize important information, revise ideas, and report relevant findings.
- RI.MC.5 Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.
- W.MCC Meaning, Context, and Craft
- W.MCC.1 Write arguments to support claims with clear reasons and relevant evidence.
- W.MCC.1.1 Write arguments that:
- W.MCC.1.1.b use relevant information from multiple print and multimedia sources;
- W.MCC.1.1.c support claims using valid reasoning and a variety of relevant evidence from accurate, verifiable sources;
- W.MCC.1.1.d use an organizational structure that provides unity and clarity among claims, counterclaims, reasons, and evidence;
- W.MCC.1.1.f develop and strengthen writing as needed by planning, revising, editing, rewriting;
- W.MCC.1.1.i provide a concluding statement or section that follows from and supports the argument.
- W.MCC.1.1 Write arguments that:
- W.MCC.1 Write arguments to support claims with clear reasons and relevant evidence.
- C Communication
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Log In to View LessonLesson Created By: Lisa Ray