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Lesson Plan

Lesson 3 - RESISTANCE

New Orleans Jazz National Historical Park

Grade Level:

High School: Ninth Grade through Twelfth Grade

Subject:

Literacy and Language Arts,Social Studies

Lesson Duration:

90 Minutes

Common Core Standards:

6-8.RH.1, 6-8.RH.2, 6-8.RH.10, 9-10.RH.1, 9-10.RH.2, 9-10.RH.3, 9-10.RH.4, 9-10.RH.10, 8.W.3, 8.W.3.a, 8.W.3.b, 8.W.3.c, 8.W.3.d, 8.W.3.e, 9-10.W.3, 9-10.W.3.a, 9-10.W.3.b, 9-10.W.3.c, 9-10.W.3.d, 9-10.W.3.e

Additional Standards:

National Council for the Social Studies
I: Culture
V. Individuals, Groups, & Institutions

Thinking Skills:

Remembering: Recalling or recognizing information ideas, and principles. Understanding: Understand the main idea of material heard, viewed, or read. Interpret or summarize the ideas in own words. Creating: Bring together parts (elements, compounds) of knowledge to form a whole and build relationships for NEW situations. Evaluating: Make informed judgements about the value of ideas or materials. Use standards and criteria to support opinions and views.

Essential Question

In what ways did enslaved people resist bondage?
What risks did they face by resisting?
What did they sometimes have to give up in order the resist?
In what ways was slavery contrary to the supposed ideals of the United States?
How could a person convince oneself that slavery was a defensible system

Objective

Students will learn that enslaved persons sometimes refused to accept their status as “slaves”, insisting instead on their rights as human beings.

Explore the meaning of metaphor and its use in the music of enslaved people.

Study the founding documents of freedom in the light of the slave system.

Background

This is the third set of lessons in a multi lesson unit.

In this unit students journal in the first person as if they are passing through the experience of Enslavement-Resistance-Escape/Emancipation. It is based on the two-cd set Freedom Is Coming: Songs of Freedom, Resistance, and the Underground Railroad, available from the New Orleans Jazz National Historical Park, 916 North Peters Street, New Orleans, La, 70116. www.nps.gov/jazz

The Unit uses freely available documents that are in the public domain, as well as musicalselections from Freedom Is Coming: Songs of Freedom, Resistance, and the UndergroundRailroad. If a document is used it is found on a separate page along with a link to the source.

Please be sure to share the source with students.

SONGS USED: 

• D2, #5: MY MIND STAYED ON FREEDOM 
• D2, #6 RUN, MARY RUN (ALSO CAN BE USED FOR ESCAPE) 
• D2, #9 ALL GOD’S CHILDREN GOT SHOES

MATERIALS NEEDED:

• Two-cd set Freedom Is Coming: Songs of Freedom, Resistance, and the Underground Railroad
• A journal of the teacher’s choice, such as a composition book or a blogging site.
• Lyrics to selected songs (provided here).
• Some means of playing an audio cd.
• Copies for students of various public domain readings.
• Various historic documents. Copies are posted on this site.

Preparation

• Students will hear several selections from the cd and will use the lyrics to understand the information, both emotional and cognitive, that is being shared.

• Students will learn that enslaved persons sometimes refused to accept their status as “slaves”, insisting instead on their rights as human beings.

• They will listen to several selections demonstrating that enslaved persons sometimes came to feel that they too had rights as human beings, and that some slaves felt themselves equal to their masters. They will come to understand that this freeing of the mind was a key step to becoming a truly free person. By rejecting the idea of the slave holding class that the enslaved persons were naturally meant to be slaves, enslaved persons were actively practicing a form of resistance.

• Students will then be exposed to historic documents, such as the Declaration of Independence, that put forward ideals contradictory to belief in the system of slavery.

• Class discussion is then held, followed by a journaling assignment.

Materials

Handout for students that proves guiding questions.

Download Handout for Song Discussion

Provides possible answers for guiding questions

Download DISCUSSION TIPS FOR TEACHER

Lyrics to the relevant songs. Could be used as a handout for students.

Download LYRICS-LESSON 3- RESISTANCE

Handout for students that includes the most relevant sections of the Declaration of Independence and the full transcripts of the Preamble to the United States Constitution.

Download Preamble and Shortened Declaration

Instructions to students for journaling assignment/assessment with grading rubric.

Download Handout-Lesson 3-Journal Assignment

This is a handout that is a further simplified version of the two documents meant for use by STRUGGLING LEARNERS.

Download Alternative Copies-Preamble and Declaration

Lesson Hook/Preview

• Teacher should choose one or two songs that are most likely to interest the students, and play those as the students enter the class.

• When class is settled, have a short discussion about the songs. 

• What were their reactions?
• What was the song about?
• In what era did the songs originate?
• What facts or emotions did the songs communicate?

Procedure

STEP 1:

HEARING THE MUSIC

1. Play the cd selections. You may wish to project or hand out the provided transcript of the lyrics provided under materials section.

SONGS USED: 

• D2, #5: MY MIND STAYED ON FREEDOM 
• D2, #6 RUN, MARY RUN (ALSO CAN BE USED FOR LESSON #4-ESCAPE ) 
• D2, #9 ALL GOD’S CHILDREN GOT SHOES

STEP 2:

CLASS DISCUSSION OF LYRICS

2. Now that the students have some experience in exploring and discussing the lyrics (if they did Lessons 1 or 2), you may wish to break them into groups and allow small group discussion.

In such a case you might provide them with some guidance by providing the DISCUSSION HINTS as a handout. You will find it on this site under materials.

3. Each group could then report back to the class with their thoughts. In this way students feel some ownership of the discussion without feeling that they are putting themselves so much on the line, since the thoughts expressed are those of a group rather than those of a single identified individual.

 With a more mature class, you might even wish to ask the students to consider how the enslaved persons would react to the lyrics as opposed to the slave holders. This could also be done by dividing the class into enslaved persons and slave holders. Be very careful in doing this to be sure that your class is mature enough to handle the experience (and that the parents are too). Generally, only upper level classes who have a long positive experience with each other should attempt that technique.

4. Project or distribute lyrics of the selections.

5. Ask the students the following reflection question.

The slave system was based on the idea that slaves were naturally meant to be enslaved. Slave holders even claimed that God had intended for the “master class” to “care for and oversee” the slaves because they were “naturally unfit for freedom”. What evidence do you see in the lyrics that suggest the enslaved persons refused to accept their place as slaves?

• It might help you to imagine how a slave holder would react were he to overhear one of these songs. To which lyrics would he object?

• As you respond, jot down quotations from the lyrics that support what you are saying.

 

Teacher Hint: If needed, guide the discussion in certain directions by asking or posting questions about the meaning of the lyrics. Depending on the age and sophistication of the class, the prompts may need to be simplified or deepened.

SONG DISCUSSION HINTS

You might decide to rewrite these to match more closely the academic level of your students.

They are only suggestions. Many other answers would be possible.

QUESTION FOR STUDENTS-If a slave holder were to hear enslaved persons singing these songs, to what might he object? List some specific lyrics from each song that he would find objectionable.

 -SONG: MY MIND STAYED ON FREEDOM-

LYRIC “Stayed on Freedom”

-SONG: RUN MARY, RUN

Virtually the entire song would be objectionable to a slave holder.

-SONG: ALL GOD’S CHILDREN GOT SHOES

There is little in this song that a slave holder would find objectionable. It seems to be a song that simply looks to a bountiful afterlife. There is no direct plea for freedom or

open condemnation of slavery.

QUESTION FOR STUDENTS-List lyrics that a slave holder might not object to, but that an

enslaved person would interpret as being a rejection of slavery.

-MY MIND STAYED ON FREEDOM

Walking and talking with my mind (to a slave, this might suggest escape. To a slave holder, they might interpret it as moving around during the work day)

- SONG: RUN MARY, RUN

The entire song is a clear cry for freedom. HOWEVER, it is possible that the slave holder could interpret run as a reference to the living of a life rather than to physically run.

-YOU HAVE A RIGHT TO THE TREE OF LIFE: While a slave holder could interpret “Tree of Life” as referring to heaven, a slave might interpret it as referring to the goods things of this life, such as freedom.

-SONG: ALL GOD’S CHILDREN GOT SHOES

I got shoes, you got shoes, all of God’s children got shoes. In a culture in which the slave holder had complete control over property and distributed it as he saw fit, these lyrics are acclaim of equality.

-Heaven, heaven, everybody talking about heaven ain’t going there. The suggestion here is that the slave holder will NOT be going to heaven,

QUESTION FOR STUDENTS: Enslaved persons were taught from birth that they were naturally

meant to be slaves. How do the lyrics of these songs suggest that they have rejected that teaching?

-RUN MARY, RUN

Come to tell you, you got a right. This is a claim that enslaved persons had rights that were beyond the control of the slave holder.

You got a right to the Tree of Life: This could be interpreted as freedom and the good things of life.

-ALL GOD’S CHILDREN GOT SHOES

I got a crown, you got a crown, all of God’s children got a crown. This is a claim of equality in the eyes of God.

QUESTION FOR STUDENTS: What might have occurred in the lives of enslaved persons to raise in their minds the realization that they were not meant for a life of slavery?

QUESTION FOR STUDENTS: Where in the lyrics do you hear the strongest criticism of the claim that enslaved persons were meant to be under the complete control of the slave holders?

Come to tell you, you got a right. This is a claim that enslaved persons had rights that were beyond the control of the slave holder.

QUESTION FOR STUDENTS: What documents in American history would support the ideas

presented in the lyrics of Run Mary, Run?

Declaration of Independence.

Preamble to the Constitution.

QUESTION FOR STUDENTS: Which lyrics indicate the sources of strength or the powers the enslaved persons depend on as they live through the experience of slavery?

QUESTION FOR STUDENTS: What American ideal, mentioned in such historic documents as The Declaration of Independence, seems to be a focus of the song All God’s Children Got Shoes?

QUESTION FOR STUDENTS: If a slave holder were to hear the song All God’s Children Got Shoes, how might he react? Do you think he would interpret the lyrics as a criticism of the slave system, or solely as a religious song about the afterlife?

QUESTION FOR STUDENTS: What effect might such songs as these have had on a slave child raised to believe that she was naturally meant to be enslaved?

STEP 3:

AMERICAN IDEALS AND AMERICAN SLAVERY

In this step students will examine two of America’s founding documents to determine the consistency of the American system of slavery with the ideals propounded in the two documents. Additional documents for a more in depth study could also be used, such as selections from the works of Thomas Paine or speeches by leaders such as Adams and Jefferson. For the purposes of brevity we use only two of the most important documents in our history: The Preamble to the Constitution of the United States, and the first sections of the Declaration of Independence.

7. Explain to the students that they are going to read and examine two American documents that put forth some of the ideals upon which America is based.

• Distribute the documents.

• Depending upon the reading level of the class, it can be best to read them together.

• When the students have gained a basic understanding of the documents, have them do the exercise that is found below. The writing exercise is not specifically an assessment. Rather, it is preparation for a later journaling assessment. 

8. Next, engage the students in a discussion based on the exercise. This will prepare them for their journaling exercise.

• Their comments could be written on a board or typed into a projected computer document.

DISCUSSION TIPS

You might wish to challenge students to consider the extent to which slave holders themselves were aware that their system was anti-egalitarian and a denial of freedom. Remind them that the slaveholders had been raised in a system that taught them slavery was biblically ordained. Such questions can lead them to consider to what extent their own deeply held beliefs might be seen as hypocritical to later generations.

• See LESSON PLAN MATERIALS section for possible answers and for copies of the documents.

 

9) EXERCISE: AMERICAN SLAVERY-AMERICAN IDEALS

 The Declaration of Independence and the Preamble to the United States Constitution identify some of the ideals upon which we claim our nation is based.

TASK: Read both documents. Pay particular attention to ideals (big, important beliefs) that are expressed in the documents. Highlight words in the documents that express those ideals. Then write those ideals in plain language and give your opinion as to whether the American enslavement system was true to those ideals or a betrayal of them. This will be a help to you when you complete the journal assignment.

(While this is not designed as an assessment, you could make the decision to grade it as one.)

 

10) STEP 4: JOURNALING ASSESSMENT (This is also found under ASSESSSMENTS), and under MATERIALS so it can be printed as a handout. You will need to individualize the requirements depending upon the academic level of your classes.)

• Imagine that you are a slave who has been taught to read (an extremely rare occurrence, but one that did happen on occasion). While working in the house, you have come across a newspaper that contained the Declaration of Independence and the Preamble to the Constitution. Write an anonymous letter to leave on the slave holder’s desk.
• In the letter discuss the ideals of America as presented in the documents. Explain whether the system of slavery was true to those ideals or a betrayal of them. Give the proper number of quotations from the documents as required by your teacher. Be sure to write a letter of the proper length as required by your teacher.

PAY ATTENTION TO THE GRADING RUBRIC AS YOU WRITE.

1 2 3 4 5 The letter contained the proper number of quotations.

1 2 3 4 5 The letter was of the proper length.

1 2 3 4 5 THIS SECTION WILL BE COUNTED TWICE

The examination of the relation of the ideals expressed in the documents to the

system of American enslavement was of sufficient complexity.

1 2 3 4 5 The entries had a minimum of grammatical and spelling errors.

Total points ______ times 4 = final grade of __________

Vocabulary

• Self-evident: Something that is known to be true even without supporting evidence.

• Equal: Having the same value. Being neither superior or inferior.

• Endowed: Given

• Unalienable: Unable to be taken away.

• Instituted: Established or created.

• Deriving: Getting or obtaining.

• Consent: Agreement

• The governed: Those who are somehow under the power of a government.

• Just: Fair and proper.

• Alter: To change

• Liberty: Freedom

Assessment Materials

Assessment Lesson 3 Journal

Instructions to students and rubric for journaling assessment

LESSON 3-JOURNAL-RESISTANCE

Imagine that you are a slave who has been taught to read (an extremely rare occurrence, but one that did happen on occasion). While working in the house, you have come across a newspaper that contained the Declaration of Independence and the Preamble to the Constitution. Write an anonymous letter to leave on the slave holder’s desk.

In the letter discuss the ideals of America as presented in the documents. Explain whether the system of slavery was true to those ideals or a betrayal of them. Give the proper number of quotations from the documents as required by your teacher. Be sure to write a letter of the proper length as required by your teacher.

PAY ATTENTION TO THE GRADING RUBRIC AS YOU WRITE.

1 2 3 4 5 The letter contained the proper number of quotations.

1 2 3 4 5 The letter was of the proper length.

1 2 3 4 5 THIS SECTION WILL BE COUNTED TWICE

The examination of the relation of the ideals expressed in the documents to the

system of American enslavement was of sufficient complexity. 

1 2 3 4 5 The entries had a minimum of grammatical and spelling errors.

 

Total points ______ times 4 = final grade of __________

ASSESSMENT-Lesson 3

Download Assessment

Rubric/Answer Key

1 2 3 4 5 The letter contained the proper number of quotations.

1 2 3 4 5 The letter was of the proper length.

1 2 3 4 5 THIS SECTION WILL BE COUNTED TWICE

The examination of the relation of the ideals expressed in the documents to the

system of American enslavement was of sufficient complexity. 

1 2 3 4 5 The entries had a minimum of grammatical and spelling errors.

 

Total points ______ times 4 = final grade of __________

Supports for Struggling Learners

Struggling learners who have reading difficulty could be given alternative copies of the Preamble and the Declaration. Text is below. It is also posted in the MATERIALS section as a handout.

DECLARATION OF INDEPENDENCE (SHORTENED VERSION)

• We hold these truths to be self-evident (obviously true), 

• that all men are created equal, 

• that they are endowed (given) by their Creator (God) with certain unalienable rights (rights that cannot be taken away), 

• that among these are life, liberty and the pursuit of happiness.

• That to secure these rights, governments are instituted among men, 

• Deriving getting) their just powers ( fair power)from the consent (agreement) of the governed (the people)

 

PREAMBLE TO THE CONSTITUTION OF THE UNITED STATES

We the People of the United States, in Order 

• to form a more perfect Union, 

• establish Justice (be fair to everybody)

• insure domestic Tranquility (have a peaceful country)

• provide for the common defense (protect each other)

• promote the general Welfare (make sure people can work to get a good life) 

• and secure the Blessings of Liberty (freedom) to ourselves and our Posterity (our children)

• do ordain and establish this Constitution for the United States of America.

A further way to aid the struggling learner is to individually alter the assessment rubric, and to change the assessment to a poster, sketch or oral explanation.

Enrichment Activities

LESSON 4 is an enrichment activity.

Contact Information

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Lesson Plans

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• Lesson 1 - JOURNALING WITH SONGS OF FREEDOM
• Lesson 2 - HOPE
• Lesson 4 - ESCAPE