Jenn+and+Kirsten+5-A-1


 * Describe your reasons for selecting this particular recording. Explain why you believe this recording could be effective with students.

I think the time frame of this recording would make it an interesting addition to an American history unit. 1916 is well past the Civil War, and yet the concept of a pre-Civil War plantation way of life is still remembered (and hope for a return to it is clear). The fact that the singer ignores (after almost 30 years) the negative connotation "cotton plantations" may have on some listeners demonstrates how little society had changes at that point.-Kirsten (2/13/12)

I think that this particular song would be effective in the classroom setting because it could spark a great deal of discussion and connections to American history. It discusses a longing for visiting the South. As Kirsten mentioned, even though this is many years after the Civil War, the song still describes the stereotypical life in the "Old South." In the early 1900s, there were still many problems with segregation, sharecropping, etc. in this area of the country, however, this song idealized life in this part of the country. I think that this song could be effective with students in comparing and contrasting life in the South before, during, and after the Civil War. It could also be used in studying geography areas, such as the significance of the Mason-Dixon line. Lastly, I think students may enjoy listening to this song because it sounds upbeat. -Jenn (2/14/12)


 * Describe at least 5 ways the recording you selected could be used in the classroom. Try to expand ideas for different subject areas and/or grade levels. For each lesson idea, include a brief description of how this activity could help promote critical thinking skills in students.

9th grade American Studies class - the students would begin with a KWL chart, asking what they know of the society of the 1910-1920 era and the condition of race relations 30 years after the Civil War. They could then listen to the song once, writing down initial impressions and adding questions to the KWL chart. Then they could do a shared reading, underlining parts of the song that reflect either on society or race. They could then share out their thoughts, leading to a discussion of what the song reveals. They could then finish their KWL chart. The critical thinking skills include the analysis of the song and the synthesis of their ideas as they connect their prior knowledge to the new knowledge the song reveals. (Kirsten 2/13/12)

7th grade Geography class- the students would begin with a brainstorming activity in which they list geographical and cultural characteristics that defined the northern and southern colonial areas of the United States. Students then participate in a pairs reading activity using short readings/articles about the different resources and geographical features of the New England, Middle, and Southern colonies (water, soil, timber, agriculture, fishing, etc.) Next, the teacher will lead a discussion and share information about the surveying and establishment of the Mason-Dixon line in 1763. Students will then predict how the establishment of this line impacted the distinct development of the North and the South. Lastly, students will listen to and read the lyrics to "Are You From Dixie?" and identify the parts of the song that reflect the culture, society, and development of the South. This could then also be compared with other music that demonstrates similar aspects of life in the North. This activity promotes critical thinking skills by asking students to first identify distinguishing characteristics, then make comparisons, and finally, to draw conclusions about larger cultural and historical themes. (Jenn, 2/14/12)

8th Grade General Music Class-Students will listen to "Are You From Dixie?" They will also be provided with a copy of the lyrics. Working in small groups, students will answer the following questions about the music: 1) What type of instruments do they hear in the song? 2) What do the lyrics and vocals tell us about the song? 3) What is the main message/theme of the song? 4) Who is the target audience of the song? 5) Describe the rhyme, beat, and melody of the song. What do these tell us about the message of the song? Findings can be shared with classmates or just the teacher. This would be a process that students can be taught and then practice with several genres and types of music. It is then a skill that can be applicable to any type of music that students may be studying within the music class or beyond. This activity promotes critical thinking skills as it requires students to practice a process of analysis. Examining specific aspects of the song, and then using that information to summarize and draw larger conclusions are important analysis skills that students need. They will be able to apply to this knowledge and skill to many subject areas and types of sources. (Jenn, 2/14/12)

9th Grade English-Students will be studying a unit on poetry-centered on the theme of "home." This may be an actual place, a building, a family, or a "feeling" or sense of "home." After reading different examples of poetry related to this theme, students will listen to the recording of "Are You From Dixie?" They will use the SEA method to analyze the song. As part of this, students will be asked to focus on what the singer is feeling about Dixie and what he is missing from this "home" of his. As an assignment, students will compose their own song lyrics (poem) about where or when they feel/have felt most at "home." Students will be encouraged to compose work that centers on the idea of having a sense of belonging and describes key characteristics of the place they associate as "home" to them. (Jenn, 2/14/12)

9th Grade Information Technology-Students will listen to the song without any sort of introduction. Then, using a SEA form, they will write down their initial impressions about the song (no printed lyrics provided) in the scan section. Based on some initial impressions and thoughts, the students will begin researching possible clues to the song's origin. Once students find the lyrics,they will listen to the song again, filling out the examine portion of the form. The students will go back to the computers and, with the lyrics in hand, search for more background information about the song. They will fill out the analysis of the form last, combining their initial impressions of the audio version of the song with the written lyrics and adding in the research. (Kirsten, 2/14/12)