Teacher's Guide prepared by Peggy Epstein, 25-years experience as a Language Arts Teacher; Shawnee Mission School District, Overland Park, Kansas; Ruskin High School, Kansas City, Missouri; MA Curriculum and Instruction, University of Missouri at Kansas City

Objectives:

• to understand the ways in which music from the African tradition and the European tradition influenced what became African American music
• to become familiar with the use of repitition and symbolism in poetry
• to improve comprehension skills
• to utilize graphic organizers to clarify ideas
• to practice writing skills through a variety of activities
• to participate in small group and whole class activities

NOTE: Any of the following activities would be enormously enhanced by the use of recordings of the various music forms (and artists) discussed in these articles. Perhaps your school library, your community or university library, or the libraries of cultural oranizations in your city would be of help.

For "A Tradition Begins" (pages 2 - 3)

1. Prepare a simple graphic organizer as follows (or assist students in preparing their own):
   • In the center of the paper make a small circle; label it "African American Musical Tradition - 250 years in the making."
   • At the top of the page draw a funnel which stops at the circle. At the top of the funnel, write "What Went In."
   • Under the circle make an inverted funnel coming out and stopping at the bottom of the page. At the bottom of the funnel, write "What Came out."
2. Explain to students that in the 250 years between the time the first enslaved Africans were brought to America and the time that the first slave song was published, much had gone into the making of the African American musical tradition.
3. After reading the article, ask students to fill in the top funnel area with as many elements as they can find as to what went into the making of this tradition. Then, in the bottom funnel, ask them to list what came out of it, that is, what was the result of all that was funneled in.
4. Off to the side of the bottom funnel, ask students to make a few notes about what was lost along the way.

For "Crossing the Atlantic" (pages 4 - 6)

1. Enhance student understanding of this article through the preparation of vocabulary strips before the reading:
   • Cut sheets of paper into four strips (you will use the front and back of each sheet).
   • Place one of the following on each strip:

     call and response hymn
     harpsichord gutteral
     spirituals "the Psalms"
     lining hush harbors

   • Assist students in writing definitions for each.
2. After reading the selection, ask students to write a paragraph summary which will include each word on the vocabulary strips.

For "The Struggle and the Dream" (pages 8 - 11)

1. After reading the article discuss with students the types of African American music referred to and the purposes of each.
2. Discuss the powerful role of repetition in poetry. Read a few poems (from your own favorites) which are strengthened by the use of repitition. Ask students if they can think of some childhood songs (or possibly current song lyrics) that make use of repitition.
3. Discuss how repitition is used in each of the songs printed within the article.
4. Ask students to write a short poem utilizing repitition. For example:

   Title: "That's Why I Value Freedom"
   Student will write 3 lines starting with the word "The . . ." (for example "The right to express my ideas")
   Stanza will end with the line "That's Why I Value Freedom."
   Students write three more stanzas, each with four lines:

   The . . .
   The . . .
   The . . .
   That's why I value freedom.

For "Psst . . . Pass it On." (pages 12 - 15)

1. After reading the selection, discuss the idea of "double meanings" as an introduction to (or review of) symbolism. Read a couple of poems of your own choice which use symbolism on a level students can understand.
2. Refering to the last four paragraphs in the article, ask students to write a letter (remind students about the literacy level in slaves - this is an exercise in imagination) in which a slave tells another slave about what will soon be happening. The letter will use at least six of the "code" words or phrases from the last page of the article.

For "The Power of Song" (pages 16 - 20)

Try the activity on page 21.

For "Freedom Threatens" (pages 24 - 26)

Since the ideas in this article are somewhat complex, provide students with a copy of the following study questions. Read through the article together, answering the questions.

1. Define "emancipation."
2. How did the "blues" come about?
3. What was one way for African Americans to define their humanity? (You may have to first define "Humanity.")
4. Who was Martin Gottschalk?
5. What does the term "blackface" mean and who wore it?
6. Why did black performers maintain a "love-hate relationship" with blackface?
7. After emancipation, what did some African Americans think about spirituals?
8. What did W.E.B. Du Bois say about spirituals?
9. Why could the true power of the songs not be preserved?

For "Fisk Jubilee Singers" (pages 27 - 29)

1. Read the article together and discuss with the students the history and purpose of the Fisk Jubilee Singers.
2. Ask students to draw a line down the middle of a sheet of paper. At the top of one side, write the heading "Successes for the Group." At the top of the other, write the heading "Problems for the Group."
3. Instruct students to go back through the article and list as many items as they can on each side.

For "The Tradition Continues" (pages 30 - 35) & "An Interview with Harry Belafonte" (page 42)

1. Divide students into five groups; each group will represent one of the following: Harry T. Burleigh, Paul Robeson, Bernice Johnson Reagon, Harry Belafonte (and his work on "The Long Road to Freedom"), or The Georgia Sea Islanders and Bessie Jones.
2. After reading about their subject, each group will prepare the following for presentation to the class:
   • an introduction in which one member of the group will give as if he or she were introducing their subject. Include the who, what, when, where, and why of each subject,
   • a poster which graphically shows the highlights of what they read about their subject,
   • an "interview" in which one group member asks question to another group member portraying the subject, and
   • if possible, each group would be given the opportunity to share some music associated with their subject.

For "Civil Rights Takes a Cue" (pages 36 - 39)

1. After students have read the article, read aloud the second and third sentences on page 38:

   At the end of meetings, everyone would rise, join hands, and sing this anthem ('We Shall Overcome'). Its text reaffirmed the movement's goals; to stand united against all obstacles to freedom and equality, to face opposition with courage and strength, and to live in peace.

2. Ask students if any of them have heard the song and under what circumstances. Explain why you are familiar with the song.
3. Using the clustering method (a circle on the board labeled "obstacles to freedom and equality"), ask students to brainstorm what issues today they think must still be overcome in order for people to live in harmony. (Draw spokes out from the circle for recording their ideas.)