Lesson 1: Music and Protest Movements
Lesson Overview
This lesson will introduce students to various kinds of social justice protest movements that have been particularly important for Native American and Indigenous people throughout the world. Additionally, this lesson will show how Indigenous people have been a part of social justice movements in the past and in the present and continue throughout the future.
Opening Activity
Brainstorm with students what students already know about social protest movements. What are they? What are examples students recall from the past or present? What role does music play in social protest? What musicians, songs, bands, chants and slogans do they associate with certain protests?
- Have students use a piece of paper and pencil or write their answers on a word document.
- Have time to share out and record their answers as they share out what they could think of. (This can be helpful when they are completing Unit 4).
Listening Activity
23-30 minutes (Can be shortened based on timing of the class period)
Play the songs below and have students figure out what social movement the song is associated with. They should listen as well as follow along with their lyric sheets and underline specific portions of the song they feel is the social movement it is representing. There is not a need to listen to every song if time is limited. Provide adequate time to be able to go through each activity.
Note: Students don’t have to get the social movement exactly correct but should be able to see the message the song is trying to portray. There can be conversation about how they interpreted the music and directing them to key themes within the songs.
Peter LaFarge (Narragansett) Ballad of Ira Hayes (Anti War) 3:35
When teaching this song, it is important to provide historical context and challenge harmful stereotypes. The song mentions Ira Hayes’ struggles with alcoholism, a topic that has been used to reinforce negative stereotypes about Native Americans. However, it is crucial to emphasize the systemic factors that contributed to his hardships.
Key Teaching Points
Historical Trauma and Systemic Oppression. Native communities have faced centuries of colonization, forced removals, and policies designed to strip them of land, resources, and cultural identity.
- The lyrics mention how the Pima people lost their water rights, leading to economic devastation. This highlights how systemic injustice, rather than personal failure, led to hardship for Ira Hayes and his community.
Alcoholism as a Symptom, Not an Identity. While alcoholism has affected some Native communities, it is not an inherent trait of Native people.
- Substance abuse in Indigenous communities can often be traced to historical and intergenerational trauma, economic disenfranchisement, and lack of access to healthcare and resources.
- It is important to challenge depictions of Native people as inherently linked to alcohol and instead focus on structural factors that contribute to addiction.
Israel “IZ” Kamakawiwo’ole Hawaii 78 (Anti Colonization) 4:19
OR
Mana Maoli | Song Across Hawai’i | Hawai’i 78 (Anti Colonization) 8:48
This is a haunting and beautiful song grieving the losses of the indigenous people, spirit and land of Hawai’i in the face of modern civilization. Wholehearted Chorus sings this in the spirit of love and protection for indigenous lands, species, cultures everywhere. This song is sung with ukelele, as was made famous in the version by Israel Kamakawiwo’ole.
John Trudell (Santee Dakota) Look at Us (American Indian Movement) 5:50
Fawn Wood (Plains Cree & Salish) Remember Me (MMIWG2+) 4:33
There is widespread anger and sadness in First Nations communities. Sisters, wives, mothers, and daughters are gone from their families without clear answers. There are families whose loved ones are missing—babies growing up without mothers, mothers without daughters, and grandmothers without granddaughters. For Native Americans, this adds one more layer of trauma upon existing wounds that cannot heal. Communities are pleading for justice. Source for more information
Taboo (Shoshone & Mexican Descent) Stand Up/Stand N Rock (NoDAPL) 5:12
Pair Share Activity
- Instruct students to spend five minutes discussing with a partner why they think music is a part of so many protest movements. Then call on a few pairs to share their conclusions.
- Ask students to think about their school lives. Are there things that happen at school that are frustrating or annoying and that students wish they could have a “voice” in changing?
- Have students practice writing the lyrics of a short protest song about one of their concerns, such as school dress code, school start time, school lunch or other school-based topic.
- The teacher can have the class brainstorm concerns first to spark ideas, and then work alone, in pairs, or in groups of three to compose the lyrics. At the end of the class, discuss the importance of having a “voice” to share ideas for changes and improvements in their school lives.
- At the end of the class session, have students share what they’ve created.
Lesson Closure
√ Distribute the Exit Ticket
- How would you feel if you were not allowed by law to listen to the music that is important to you?
Can you think of why certain kinds of music were not allowed to be heard/played by law in the past?