Title: “Follow the Drinking Gourd”

Type of teaching unit: Lesson Plan
Grade level: 1st
Time frame: 8-(25) min. classes
Subject Matter: Music/Social Studies

Teacher information:
Kathryn Gallagher
Harris Elementary School,
Madison IL
AAM affiliation: Southern Illinois University Edwardsville
kgallagh@madison.k.12.il.us

Lesson plan description and Rationale: Students will be introduced to the idea of slavery, why those who were slaves wanted to escape, the underground railroad, and the hidden directions in the folk song “Follow the Drinking Gourd.” Students will be able to explain the term ‘folk song’. Students will perform the song in the Black History Month Program.

State Standards: 

27B Understand how the arts shape and reflect history, society and everyday life.

National Standards:

1. Singing alone and with others, a varied repertoire

9. Understanding music in relation to history and culture.

Objectives: Students will understand that the song contains a story about slaves before the civil war. Students will be able to explain what the underground railroad was and how it worked. Students will be able to identify this song as a folk song (created out of a need of the people). Students will draw a picture map using the directions found in the song. Students will be able to memorize and sing the melody and lyrics of this song for a public performance.

Resources: Winter, Jeanette. Follow the Drinking Gourd. New York: Alfred A. Knopf Inc., 1988.

Jennings, Paul. Lyrics and CD for “Follow the Drinking Gourd” Music K-8 Volume 13, Number 3 Jan./Feb. 2003: 21

Follow the Drinking Gourd. Told by Morgan Freeman with music by Taj Mahal. A Rabbit Ears Video Storybook. Quebec, Canada 1991.

“Drinking gourd attributed to Lincoln family.”  First American West. Special Collections Research Center, University of Chicago. Library. Lincoln Collection.

http://memory.loc.gov/cgi-bin/query/r?ammem/fawbib:@field(DOCID+@lit(apc0050))

(February, 2004)

“Smith’s Plantation, near Beaufort, S.C.”

Civil War Treasures from the New York Historical Society. [http://memory.loc.gov/cgi-bin/query/r?ammem/cwnyhs:@field(DOCID+@lit(aa02072)) ]
(February, 2004)
“Smith’s Plantation Mansion, 4 miles from Beaufort, S.C. Hdqrs. Higgenson’s
1st S.C. Col’d regt.” 1863. Civil War Treasures from the New York Historical Society.
[http://memory.loc.gov/cgi-bin/query/r?ammem/cwnyhs:@field(DOCID+@lit(aa02075)) ]

(February, 2004)
Lange, Dorothea. “Ex-slave and wife who live in a decaying plantation house.”
Green County, America from the Great Depression to WWII: Photographs
from the FSH-OWL, 1935-1945. [http://memory.loc.gov/cgi-bin/query/r?ammem
/fsaall:@field(NUMBER+@band(fsa+8b37607))] (February, 2004)

“Bill and Ellen Thomas, Ages 88 and 81.” 1936-1938.

 Born In Slavery: Slave Narratives from the Federal Writer’s Project, 1936-1938.[  http://memory.loc.gov/cgi-bin/query/r?ammem/mesnbib:@field(NUMBER+@band(mesnp+164085))] (February, 2004)
Wolcott, Marion Post. “Old Man Mosley, now blind, Gees Bend, Alabama.”
May 1939. America from the Great Depression to WWII: Photographs from
the FSH-OWL, 1935-1945. [ http://memory.loc.gov/cgi-bin/query/r?
ammem/fsaall:@field(NUMBER+@band(fsa+8a40125)) ] (February, 2004)

“Uncle Bob Ledbetter at his granddaughter’s home, Mooringsport, Louisiana.” Oct., 1940. The John and Ruby Lomax 1939 Southern States Recording Trip.

[http://memory.loc.gov/cgi-bin/query/r?ammem/lomaxbib:@field(NUMBER+@band(ppmsc+00351))]

(February, 2004)
 

METHODS:

1.  Students will be divided into 4 groups.  Each group will be given a set of pictures; group #1 former slaves, group #2 former slaves, group #3 drinking gourd/big dipper,  group #4 plantation houses and slave quarters.  Each group will also have a set of questions to answer.  Allow 15 to 20 minutes for students to answer.

2.  Hang 1 sheet of chart paper on blackboard with each group

labeled at the top.  Invite each group to share their questions and answers with the class.  Record their answers on the chart paper.

3.  When the groups have finished, display concept map for this unit and discuss each item.

4.  Display lyrics to the song on overhead projector.  Read the words to the 1st verse out loud in unison.  Model each phrase by singing it.  Have students echo.  Listen to the 1st verse on the CD.  Repeat and ask class to sing along. Continue in this manner on consecutive days until all verses are learned.

5.  Read the book “Follow the Drinking Gourd” to the class.

6.  Show the video to the class.  

 

EVALUATION: 

 Divide students into 5 small groups.  Hang a piece of  chart paper on the blackboard.  Ask students to list the directions found in the song as you write them on the paper.

Give each group a large sheet of paper and a set of colors, marker, and pencils.  Assign one set of directions to three groups.  Ask the 4th group to draw the plantation house and slaves quarters.  Ask 5th group to depict the ‘underground railroad’ by drawing ‘safe houses’.  When they have finished their drawings attach them together in order and hang in the room or hallway.  Perform the song from memory on the “Black History Month Program.”

 

Keywords for this lesson:

Underground railroad, plantations, slave quarters, folk songs, safe houses, conductors, slavery, Polaris/North Star, drinking gourd.

 
CLICK NOTES TO GO TO QUESTION CARDS 
CLICK HERE TO GO TO CONCEPT MAP