Black History Unit: Grade 2 Black Musicians & Activism
16
Black History Unit: Grade 2 Black Musicians & Activism Unit Overview In this unit students will explore culture and music. Students will learn about their own community as a base for learning about and understanding other communities. Primarily, the focus will be about some history of Black music and Jazz through studying some black musicians and contribution to Jazz and the Harlem Renaissance. They will study and analyze song lyrics that were popular during that time. The culminating project will result in a collective action project, bringing in what students have learned about how music has shaped people’s lives and how people overcome obstacles. We will advocate for a music program in our school and increased opportunities to express ourselves through art, in general (poetry, art, etc.). We will write letters, make posters/signs, and design a mural highlighting famous black musicians. Enduring Understandings 1. Music is an art that black musicians could be famous for and excel at, even during times of segregation. 2. Some famous black musicians are (all we are studying in this unit) 3. A biography is the recount of someone’s life. With musicians, it is important to not only read about their lives, but also listen to their music. 4. Jazz musicians played specific instruments to make up a jazz ensemble (piano, brass (trumpet, saxophone, trombone), drums, double bass, clarinet) 5. Black music emerged from the experiences, spirituals, and deep emotions of the African American history. Essential Questions ● How does music impact our lives? ● How did black musicians' talent break down barriers and help people overcome obstacles related to racial injustice? ● How does music transcend race? ● How can we use writing as a tool to advocate for the things we need, to solve problems, and to make the world a better place? ● What can we learn from black Americans/black musicians? How can they inspire us to make change in our world now and in the future? Standards RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
Transcript of Black History Unit: Grade 2 Black Musicians & Activism
Black History Unit: Grade 2
Black Musicians & Activism
Unit Overview
In this unit students will explore culture and music. Students will learn about their own community as a base for learning about
and understanding other communities. Primarily, the focus will be about some history of Black music and Jazz through studying some black
musicians and contribution to Jazz and the Harlem Renaissance. They will study and analyze song lyrics that were popular during that time.
The culminating project will result in a collective action project, bringing in what students have learned about how music has shaped people’s
lives and how people overcome obstacles. We will advocate for a music program in our school and increased opportunities to express
ourselves through art, in general (poetry, art, etc.). We will write letters, make posters/signs, and design a mural highlighting famous black
musicians.
Enduring Understandings
1. Music is an art that black musicians could be famous for and excel at, even during times of segregation.
2. Some famous black musicians are (all we are studying in this unit)
3. A biography is the recount of someone’s life. With musicians, it is important to not only read about their lives, but also listen to their
music.
4. Jazz musicians played specific instruments to make up a jazz ensemble (piano, brass (trumpet, saxophone, trombone), drums, double
bass, clarinet)
5. Black music emerged from the experiences, spirituals, and deep emotions of the African American history.
Essential Questions
● How does music impact our lives?
● How did black musicians' talent break down barriers and help people overcome obstacles related to racial injustice?
● How does music transcend race?
● How can we use writing as a tool to advocate for the things we need, to solve problems, and to make the world a better place?
● What can we learn from black Americans/black musicians? How can they inspire us to make change in our world now and in the
future?
Standards
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use
linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement
or section.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the
topics and texts under discussion).
- Build on others' talk in conversations by linking their comments to the remarks of others.
- Ask for clarification and further explanation as needed about the topics and texts under discussion.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a
topic or issue.
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify
ideas, thoughts, and feelings.
Connections
Social Studies
Through these narrative nonfiction books, students will….
- learn about the lives of famous black musicians
- learn the history of oppression of black people, alongside the
power of music to bring people together.
- gather ideas for ways they can be activists
Reading/Literacy
Through these narrative nonfiction books, students will….
- visualize passages with strong imagery
- make inferences about personality
- make inferences about how events are related to one another
- make text-to-text connections between characters and themes
- activate, add on to, or change their schema
Growth Chart(s)
People
Name. Instrument. Bio. First music. Influences- black or white.
Resources
Bibliography - Reading:
Main texts
Just a Lucky So and So: The Story of Louis Armstrong
Duke Ellington
Ella Fitzgerald: The Tale of a Vocal Virtuosa
A Voice Named Aretha
Music for every musician → search youtube
Extra
Melba and Her Big Trombone
Mister and Lady Day: Billie Holiday and the Dog Who Loved Her
What a Wonderful World
A Horn for Louis: Louis Armstrong--as a kid! (A Stepping Stone Book(TM))
Dizzy
Louis Armstrong Taught Me Scat
Bibliography - Writing:
Rise Up and Write It
Harlem’s Little Blackbird: The Story of Florence Mills
Strange Fruit: Billie Holiday and the Power of a Protest Song
Say Something
Amanda Gorman
Mari Copeny
RECORDED VIDEO LESSONS:
BLACK MUSICIANS AND ACTIVISM
Reading Writing Read Alouds
Week 0 LAUNCH
Lesson 1 Alicia Keys sings Lift Every Voice
Publishing piece from previous unit
Lesson 2 Song study: Lift Every Voice and Sing
Publishing piece from previous unit Sing a Song: How Lift Every Voice and Sing
Inspired Generations
Lesson 3 BROAD overview history of black
music
Publishing piece from previous unit
Lesson 4 Intro to Jazz
Publishing piece from previous unit
Week 1 Louis Armstrong Intro to Activism / Write to make change
Lesson 5 Louis Armstrong 1
Read Aloud / Connections
Lesson 1 Activism 1
Lesson 6 Louis Armstrong 2
Mental Pictures
Lesson 2 Write about problems
Amanda Gorman poetry
To Be a Drum
Lesson 7 Louis Armstrong 3
Song Study: What a Wonderful World
Lesson 3 Write about problems
Mari Copeny Little Miss Flint
When Louis Armstrong Taught Me Scat
Lesson 8 Louis Armstrong 4
Fight for Justice
Lesson 4 Be convincing
Harlem's Little Blackbird: The Story of
Florence Mills
Lesson 9 Louis Armstrong 5
Portraits
Lesson 5 Be convincing
Week 2 Duke Ellington Protest Songs / Strategies to be convincing
Lesson 10 Duke Ellington 1
Read Aloud / Connections
Lesson 6 Tell a Story
Sam Cooke: Change is Gonna Come
Lesson 11 Duke Ellington 2
Mental Pictures
Lesson 7 Include Important Info
The Roots: Ain’t Gonna Let Nobody Turn Me
Around
Dizzy
Lesson 12 Duke Ellington 3
Song Study: Take the A Train
Lesson 8 Reread and Improve
Harry Belafonte
Little Melba and Her Big Trombone
Lesson 13 Duke Ellington 4
Fight for Justice
NO LESSON ½ DAY Charlie Parker Played Bebop
Lesson 14 Duke Ellington 5
Writing about Reading
Lesson 9 Mentor Text Rise Up and Write It
NOT RECORDED YET!
Week 3 Ella Fitzgerald Letter Writing / Who can help solve problems?
Lesson 15 Ella Fitzgerald 1
Read Aloud
Lesson 16 Ella Fitzgerald 2
Mental Pictures
Mister and Lady Day: Billie Holiday and the
Dog Who Loved Her
Lesson 17 Ella Fitzgerald 3
Song Study
Birth of Cool: How Jazz Great Miles Davis
Found His Sound
Lesson 18 Ella Fitzgerald 4
Fight for Justice
Nina: Jazz Legend and Civil-Rights Activist
Lesson 19 Ella Fitzgerald 5
Writing about Reading
Student Growth Chart - Digital Edition
Week 4 Aretha Franklin Letter Writing / Collective Action
Lesson 15 Aretha Franklin 1
Read Aloud
Lesson 16 Aretha Franklin 2
Mental Pictures
Lesson 17 Aretha Franklin 3
Song Study
Lesson 18 Aretha Franklin 4
Fight for Justice
Lesson 19 Aretha Franklin 5
Portraits / Writing about Reading
Unit Overview / Lesson Pacing
Day/
Date
Reading Writing Notes
Launch
Day 1
2/8
LAUNCH
Black musicians/black history
- We are beginning a new study on black
musicians.
Alicia Keys sings Lift Every Voice and Sing
- How did that make you feel?
Build Background Knowledge
- What music do you listen to? What
musicians do you know about?
- What questions do you have?
(Jamboard)
-- (publishing fiction) https://www.youtube.com/
watch?v=DS60luWpBe0
Alicia Keys - New York
Day 2
2/9
LAUNCH
Song Study
Read Aloud: Sing a Song
Shared Reading: Lift Every Voice and Sing
- What is the message of these lyrics?
- What is a National Anthem
- Why do you think this song is known as
the Black National Anthem?
- What questions do you have?
-- https://www.pbs.org/black-
culture/explore/black-auth
ors-spoken-word-poetry/li
ft-every-voice-and-sing/
Day 3
2/10
LAUNCH
Evolution of different music in Black Culture
Is music old?
Does every group/culture have music?
- Songs from slavery
- Spirituals/Gospel
- Folk
- Blues
- Jazz
-- Morning Meeting question:
What is culture? (Respect
for All curriculum/activity)
Timeline of music genres
- Rock n roll / soul
- R&B
- Rap & Hiphop
Day 4
2/11
LAUNCH
Introduce Jazz:
Did you know that jazz was born in the United
States? Did you know that the drum set was
invented by jazz musicians? Did you know that
the word "cool" and "hip" were originally jazz
terms?
https://www.youtube.com/watch?v=twnI44Eolf0
- Jazz instruments
Brief look and listen of variety of Jazz
Instruments → Black line drawings of
Instruments and their name
-- Scholastic - Wynton
Marsalis introduces Jazz
History of Jazz | Black
History in America
Set up timeline
Set up growth chart
Groovin' to Jazz (Ages
8-13) | National Museum of
American History
EXTRA THINGS NOT USED DURING LAUNCH:
Integrate throughout the unit, if possible.
Harlem Clubs
Cotton Club
https://scalar.usc.edu/works/harlem-renaissance
/index
Roots of Jazz → map
https://www.pbs.org/kenburns/jazz/roots-of-jazz
/
Harlem map
https://syncopatedtimes.com/the-harlem-renaiss
ance-guide-to-historic-jazz-clubs/
- Preview musicians in this unit
- Introduce growth chart/ framework for
keeping track of each musician
https://www.learningforjustice.org/frameworks/t
eaching-hard-history/american-slavery/classroo
m-videos#keyconcept9
2:10
February Break
Week 1: Louis Armstrong
Day 5
2/22
Louis Armstrong
Just a Lucky So and So: Louis Armstrong (EPIC)
Read Aloud & Connections
Listen to “Dinah” 1933
Define activism
Read Aloud: Say Something
TP: Students will be able to list problems that they
see in their school or community.
https://americanhistory.si.e
du/smithsonian-jazz/educ
ation/louis-music-class
Day 6
2/23
Louis Armstrong
Visualize
Play video / listen to music
Song w/ “King” Joe
https://www.youtube.com/watch?v=o41DMsV5M
FA&feature=youtu.be
TP: Students will be able to see a problem in their
classroom or community, think about how to fix it,
and start writing.
Amanda Gorman-PBS:
https://www.youtube.com/watch?v=oYAc3Zr7wFw
- think of a problem, think about how to fix
it, and write to fix it
- Write a speech, song, or poem
Amanda Gorman
Inauguration:
https://www.youtube.com/wa
tch?v=LZ055ilIiN4
Day 7
2/24
Shared Reading
Read “What a Wonderful World”
fluency and expression
Listen to What a Wonderful World
Add new information to growth chart
When Louis Armstrong Taught Me Scat (my
friend’s read aloud)
TP: Students will be able to see a problem in their
classroom or community, think about how to fix it,
and start writing.
- think of a problem, think about how to fix
it, and write to fix it
- Write a speech, song, or poem
Speech:
https://www.maricopeny.c
om/
Day 8
2/25
Louis Armstrong
- What was Louis Armstrong able to
accomplish? / Obstacles faced?
TP: Students will be able to convince people to
help you solve the problem.
- How did music impact life? Impact on
Black Americans?
Shared Reading/Close Reading
Harlem’s Little Blackbird: Florence Mills -
- add reasons why people should do what
you are telling them to do or
consequences if they don’t.
Teacher Model
● Model going back to my persuasive pieces
that I wrote before and adding reasons to
them to make them more convincing.
Inquiry: How can you be more convincing?
Worktime: Work on adding convincing reasons to
pieces you already started or start a new
problem.
Day 9
2/26
Portrait
Use words from book or text to represent
musician
TP: Students will be able to convince people to
help them solve their problem.
- add reasons why people should do what
you are telling them to do or
consequences if they don’t.
Teacher Model
● Tie in Florence Mills- how was she
convincing? How did she fight for justice?
Inquiry: How can you be more convincing?
Worktime: Work on adding convincing reasons to
pieces you already started or start a new
problem.
Week 2: Duke Ellington
Day 10
3/1
Duke Ellington
https://amhistory.si.edu/ourstory/pdf/jazz/jazz_r
eading.pdf (Read Aloud guide)
Duke Ellington read aloud with piano background
- incomplete
Duke Ellington (high level) (EPIC)
Read aloud & connections
Songs/Poems
TP: Write songs/poems to address problems
- Explain problem
- Why is it a problem? Give LOTS of reasons
- How can you help?
**Tell a Little Story
Sam Cooke “A Change Is Gonna Come”
https://genius.com/Sam-cooke-a-change-is-gon
na-come-lyrics
Billie Holiday and the
Power of a Protest Song
https://www.youtube.com/wa
tch?v=Web007rzSOI
(too graphic for 2nd grade)
Morning Songs
We Shall Not Be Moved
(voting rights)
We Shall Overcome
Marvin Gaye - What’s goin’
on
James Brown ("Say It
Loud - I'm Black and I'm
Proud" (1968)
https://genius.com/707576
If I had a Hammer
https://genius.com/100975
63
Day 11
3/2
Visualize
Play video / listen to music
TP: Write songs/poems to address problems
- Explain problem
- Tell a little story
- Why is it a problem? Give LOTS of reasons
- How can you help?
**Include Important Information
Protest Songs:
The Roots: Ain’t Gonna Let Nobody Turn Me Around
Start at 1:03
https://www.youtube.com/watch?v=ta6UmkqzZA0
Hiphop Speaks to Children
(use as inspiration)
Harry Belafonte singer &
Activist
Day 12
3/3
Shared Reading:
Take the A Train
It don’t mean a thing if it don’t got that swing
Add new information to growth chart
TP: Write signs to address problems (follow-up
from protest songs)
Write songs/poems to address problems
- Explain problem
- Tell a little story
- Why is it a problem? Give LOTS of reasons
- Include Important Information
- How can you help?
Harry Belafonte - Island in the Sun
https://www.youtube.com/watch?v=uIONkwJAS1E
Study lyrics
Zoom guest speaker- black
musician?
Day 13
3/4
Duke Ellington
- What was Duke Ellington able to
accomplish? / Obstacles faced?
- How did music impact life? Impact on
Black Americans?
Shared Reading/Close Reading
Overview of Duke’s life:
https://www.readworks.org/article/Famous-Afric
an-Americans-Duke-Ellington/54636bb2-2b63-4
428-9d3e-c66c0bc27eb7#!articleTab:content/
Duke + race
https://theconversation.com/duke-ellingtons-mel
odies-carried-his-message-of-social-justice-1156
02
https://www.youtube.com/watch?v=7DRlJWSFUA
g&feature=emb_logo
https://www.youtube.com/watch?v=uLJmgzMnOj
Q&feature=emb_logo
NO WRITING LESSON (HALF DAY) https://www.youtube.com/
watch?v=rjeKvEUFXTM
(video footage of Duke, no
sound!)
https://amhistory.si.edu/ou
rstory/pdf/jazz/jazz_film.p
df
Day 14 Synthesis Read Aloud: Rise Up and Write It! Dizzy and Charlie Parker
3/5 Writing about Reading
Use words from book or text to represent
musician - teach everything you know to others
Dizzy Gillespie
Charlie Parker Bepop
Little Melba and Her Big Trombone
text-to-text connections
Portrait
Read Aloud:
● Look at the picture, Think about what the
problem might be that they are trying to
solve.
● What kinds of writing were shown in the
book?
Writing letters to make a change
TP: Set-up Post office
List Problems
- Who can fix these problems?
together
https://www.youtube.com/
watch?v=-bl9GAcNflk
Week 3: Ella Fitzgerald
Day 15
3/8
Ella Fitzgerald
Ella Fitzgerald (EPIC)
Read aloud & Connections
TP: Write powerful letters
- Imagine the person is standing beside
you, talk to the person, then write that on
the page
https://americanhistory.si.e
du/smithsonian-jazz/educ
ation/ellas-singing-class
Day 16
3/9
Visualize
Play video / listen to music
Mister and Lady Day
TP: Be Convincing
- Tell your opinion or tell a little story
Nina Simone: Young Gifted
and Black
https://www.youtube.com/
watch?v=RTGiKYqk0gY
Day 17
3/10
Song Study:
The Object of my Affection
Dream a Little Dream
Summertime
TP: Be Convincing
- Give a Fix-It Idea
Day 18
3/11
Ella Fitzgerald
- What was Ella Fitzgerald able to
accomplish? / Obstacles faced?
- How did music impact life? Impact on
Black Americans?
https://www.readworks.org/article/The-First-Lad
TP: Be Convincing
- Include Facts (important information)
https://newsela.com/read/l
ib-black-music-circuit/id/2
001018903/?search_id=e1
06477c-c872-41f0-99d7-a
d9dc3cae8c1
y-of-Song/0e1af517-e9bf-441d-84a3-3b6e572ef
d4a#!articleTab:content/
Day 19
3/12
Ella Fitzgerald
Synthesis : Writing about Reading
How has she or any of the musicians we’ve
studied inspire you?
Miles Davis: Birth of Cool: How Jazz Great Miles
Davis Found His Sound
text-to-text connections
Nina Simone: Nina Simone Activist
Portrait
TP: Fix Up Letters & Mail
Week 4: Aretha Franklin
Day 20
3/15
Aretha Franklin
Read aloud & Connections
Collective Action
1. Problem brainstorm / introduction
- draw a picture of the problem / write a list of
ways to solve this problem
● No music in school
○ Ask principal for music
○ Write letters to superintendent
○ Write letters to musicians who
might help
○ Raise money for instruments
○ Paying for field trips (to musical
venues)
○ Music teacher
○ Sheet music
○ Headphones
○ technology
○ Make signs to advocate for music
**Convince people music is important! Cite
evidence from read alouds.**
Check out website: Save the Music
This Jazz Man (my friend’s
read aloud)
Day 21
3/16
Visualize
Play video / listen to music
Choose your action and plan
(Song, speech, letter, sign, artwork)
- look at what you’ve already written
- planning template: problem, solution, what type
of writing will you do to solve the problem
- who will you share it with?
Day 22
3/17
Song:
- Natural Woman
- RESPECT
Aretha Franklin @ Kennedy Center Honors
How will you be convincing? Design and draft w/
pencil/ trace w/ pen
Day 23
3/18
Aretha Franklin
- What was Aretha Franklin able to
accomplish? / Obstacles faced?
- How did music impact life? Impact on
Black Americans?
Revise/edit/color/decorate
Day 24
3/19
Writing about Reading
Portraits
- Choose favorite musician from the last
three weeks (can also be someone from a
read aloud)
- Write a caption including information
about that person
Make sure it’s ready. Present to class, share on
flipgrid.
Give to the person / mail
Black Musicians - Growth Chart PLAN
Name Instrument Timeline We listened to.. We think it is
important to know...
Fight for Justice
Alicia Keys Piano, voice 1981-now Lift Every Voice and
Sing
Empire State of Mind
Louis Armstrong Trumpet, cornet
voice
1901-1971 Dinah
Dippermouth Blues
What a Wonderful
World
Potato Head Blues
I’m a Little Blackbird
Looking for a Bluebird
-inspired by King Joe
Oliver and learned
everything from him
-started out poor and
fixed up an old cornet
- known for gravelly
voice
-Was mostly quiet
about race
-Song What a
Wonderful World was
a statement on loving
each other more
-Armstrong was one of
the first truly popular
African-American
entertainers to "cross
over", whose skin color
was secondary to his
music in an America
that was severely
racially divided.
- Took a well-publicized
stand for desegregation
during the Little Rock
Crisis - 9 students
desegregating high
school.
Florence Mills voice 1896-1927 I’m a Little Blackbird
Looking for a Bluebird
Duke Ellington piano 1899-1974
Ella Fitzgerald voice 1917-1996
John Coltrane saxophone 1926-1967
Melba Liston trombone 1926-1999
Dizzy Gillespie trumpet 1935-1993
Miles Davis trumpet 1926-1991
Aretha Franklin voice 1942-2018
![shesocial.co · 1 day ago · 77kkhh++ddvvkkwwddjj))lloohhvv66rrffllhhww\\ total hashtag count: 30,000 *^p^\] activism/support activism anti-racism black lives matter civil rights](https://static.fdocuments.us/doc/165x107/5f9613625fe9880f0f3fbf19/1-day-ago-77kkhhddvvkkwwddjjlloohhvv66rrffllhhww-total-hashtag-count-30000.jpg)
