As of September 30, 2005, the North Central Regional Technology in Education Consortium is no longer in operation.
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I. Opening Discussion (10 minutes)
Hand out the performance assessment (see below) and review it with the students. The idea is that students will know all along what criteria you will use to assess their work. The assessment will also act as a guide through the processes and content of the topic.
In a whole-group discussion, ask students to name songs or musicians associated with jazz, blues, or rock 'n' roll styles. (Some distinction between rock 'n' roll and rock may be necessary.) Ask if any of these examples are identified with a place.
Next, have students discuss what instruments to listen for in various styles. For example, the clarinet and trumpet are identified with New Orleans and jazz. The electric guitar is identified with Memphis blues, an upbeat piano sound with Elvis, and Chuck Berry-style lyrics with Memphis and rock 'n' roll. A "syncopated march" sound on the piano is identified with St. Louis and ragtime music. None of these characteristics is exclusive to these styles or cities, but they are strong indicators. These associations will be strengthened in the subsequent research and listening activities.
II. Coaching (10 minutes)
Have students listen to short examples of jazz, blues, and rock 'n' roll music featuring musicians such as Louis Armstrong, B.B. King, Scott Joplin, or Jonny Lang. (Choose musicians who are somehow associated with the Mississippi River.) Ask students if they can identify the style of each selection. Then ask if the style is associated with any particular city. Ask students how they make these distinctions.
An example of this activity would be to play "Basin Street Blues" by Louis Armstrong. Ask students what instruments they hear. Then ask them where Basin Street is located. They will make connections that they will continue to examine in subsequent research.
III. Research (30 minutes)
Divide students into five groups of four students each. Divide library materials; books on the history of American music, jazz, rock, or blues; and books on African-American musicians into three or four stations. The other one or two stations should be computer stations with appropriate encyclopedia software and/or an Internet browser. (U.S. atlases should be placed at all five stations.) As the student groups rotate through the stations, ask them to look for Mississippi River cities and for styles of music and musicians who are identified with jazz, blues, rock 'n' roll. Each group should record the results of their research.
The second period of this lesson should be dedicated to continuing the research begun in Activity 1. Have students use the reflection time as a refresher and a chance to pool their findings. Depending on your school's technology resources, this period would ideally be spent conducting research on the Internet. Make sure the Web sites cited below are available are bookmarked.
I. Reflection (5 minutes)
Ask students which musicians they discovered in the previous period. Ask them to make connections between styles, musicians, and cities. Then as them how they made the connections.
II. Research (45 minutes)
Have students continue the research they began in the previous period, emphasizing the Internet as a research tool.
Activity Three
Ask students to write a hypothesis explaining how the Mississippi River influenced American music. This assignment can be completed as homework or during class time.