Name and Date: Brooke Niblett, 5/6/2015

Topic: Slavery - Music from the Underground Railroad and

Today
SOLs:

Subject: 6 Grade Music

Music
6.1

The student will read and notate music, including

5. reading and notating rhythmic patterns that include whole notes, half notes, quarter notes,
eighth notes, and corresponding rests.
6.2
The student will perform a varied repertoire of music, including
3. singing or playing music in unison and simple harmony.
6.7
The student will explore historical and cultural aspects of music by
1. identifying and describing the cultures, musical styles, composers, and historical periods associated
with the music literature being studied;
2. identifying ways in which culture and technology influence the development of music and musical
styles, including the ways sound is manipulated;
4. identifying the relationship of music to the other fine arts and other fields of knowledge
6.8 The student will analyze and interpret music by
1. examining the importance of cultural influences and historical context for the interpretation of works
of music
History
USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil
War by
f) describing the effects of war from the perspectives of Union and Confederate soldiers
(including African American soldiers), women, and enslaved African Americans.
English
6.3 The student will understand the elements of media literacy
a) Compare and contrast auditory, visual, and written media messages
6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic
texts.
f) Extend general and specialized vocabulary through speaking, listening, reading, and writing.
6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.
a) Use text structures such as type, headings, and graphics to predict and categorize information in
both print and digital texts.
b) Use prior knowledge and build additional background knowledge as context for new learning
e) Draw conclusions and make inferences based on explicit and implied information
g) Identify main idea.
h) Summarize supporting details.

Rationale:
This lesson incorporates other information learned from other classes including English and
History to reinforce learning about American slavery in the 19th century through song and
through visual art. In addition, reading a current news article about modern slavery in another
country and in the United States allows for comparing and contrasting what actions are

involved in slavery. Further, students will be given an opportunity to create a song similar to
that of Follow the Drinkin Gourd to describe the story of modern slavery.
Objectives:
SWBAT
1. Sing D Major and D minor scales using solfege syllables.
2. Sing through Follow the Drinkin Gourd as a class.
3. Compare and contrast slavery in American history and in modern day America.

Content Outline:

Instruction: Using visual aids to instruct (scales written on the board) with aural

understanding (playing the piano as needed), Mini movies from YouTube to aid instruction,
Article reading as a class

Listening: Music playing as the students walk in, Follow the Drinkin Gourd

Skills: Reading music including rhythms and notes using solfege, comparing and
contrasting through reading a nonfiction article

Opening (Gaining Attention)

Connection (prior learning)

Music playing: Follow the Drinkin Gourd

Students have been discussing

slavery and the Civil Rights Movement

in class, yesterday students learned
about protest music.

Instructional Strategies
Follow the Drinkin Gourd (5 min)
As students walk in, they will hear Follow the Drinkin Gourd and discuss what the song
was used for. TW ask if students know the meaning(s) behind the song.
Singing the Song -- Major vs. Minor, Solfege (10 min)
TW write a D major scale on the board, SW sing on solfege
TW write a D minor scale on the board, TW play on the piano and ask students which notes
have changed, TW instruct on the different solfege syllables for flattened notes in the minor
scale
TW pass out Follow the Drinkin Gourd music to students
TW ask students, Is this song in D major or D minor? Why do you think it is in a minor
key, rather than a major scale?
SW sing using solfege syllables measures 2-4
SW sing song together with lyrics
The History and Meaning of the Song (7 min)

TW ask students questions to activate prior knowledge:

What is the Underground Railroad?
Who are important people involved in the Underground Railroad?

What is a drinking gourd?

Why would someone tell another person to follow a drinking gourd?
SW watch a video about the history of the song Underground Railroad
SW offer one thing they learned from the video

Secret Codes in other Media (3 min)

TW ask students if they can think of another way slaves could have given each other secret
messages on how to escape
SW watch an excerpt of a video with the Underground Railroad Quilts and the messages

behind it.
Modern Day Slavery -- Article Reading (12 min)
TW ask students if slavery still exists today, provide examples.
SW read the article The Girl in the Garage out loud (TW call on students to read)
SW make comparisons between the slavery described in the article and the slavery we know
through American history through questioning
Products:

Assessments:

Follow the drinking Gourd song 1. SW sing the scales as a class as teacher listens

learned

Major and Minor scale solfege

syllables

and observes for proper pitches and syllables.

TW use piano as aid, but not to offer the note.
2. TW listen and play as students sing Follow
the Drinkin Gourd as a group on the risers.
3. TW lead discussion on comparing slavery
from American history to modern America

Closure:

Homework:

How does this subject relate to what N/A

we talked about yesterday with protest music?

Reminder: Tomorrow I will not be

here and there will be a substitute -- there must
be excellent behavior.

Differentiation:
Students will be given opportunities to sing,
read, and listen to and watch a video, thus

Materials Needed:

Computer/Speakers
videos: History of Follow the Drinkin Gourd;
Underground Railroad Quilts

making opportunities for all students to succeed. White Board/Markers

For students who struggle with reading, TW give

Sheet music -- Follow the Drinkin Gourd in

them smaller paragraphs to read and can notify

D minor (copies for all students); Piano

Article -- The Slave in the Garage by M.

students ahead of time which paragraph they will

Fischer (copies for all students)

read.